Common Core Standards Curriculum Map

 Trimester Unit Title Instructional Days 1 1 Exploring Numbers 19 2 Exploring Addition and Subtraction 5 3 Developing Addition Strategies 9 4 Developing Subtraction Strategies 9 5 Developing Addition and Subtraction to Solve Story Problems 9 6 Investigating Numbers 9 60 2 1 Exploring Place Value 10 2 Understanding Place Value 12 3 Interpreting Data 5 4 Using Data 5 5 Measurement & Applying Time 8 6 Developing & Applying Measurement 8 7 Exploring Attributes of Shapes 5 8 Developing Numbers to 120 7 60 3 1 Finding Tens to Add and Subtract 10 2 Applying Addition and Subtraction to Solve Story Problems 10 3 Applying Numbers from 1 to 20 10 4 Developing Equal Shares of Circles and Rectangles 12 5 Reasoning with Shapes and their Attributes 9 6 Applying Addition and Subtraction Strategies 9 60

Common Core Standards Curriculum Map - Grade 1

Trimester One

Unit One - Exploring Numbers  (19 days)

North Carolina Unpacking Document - Grade One

Progressions Document -  Number and Operations in Base Ten (NBT)

Progressions Document - Operations and Algebraic Thinking (OA)

Progressions Document - Geometry (G)

Home

Unit Two - Exploring Addition and Subtraction  (5 days)

North Carolina Unpacking Document - Grade One

Progressions Document -  Number and Operations in Base Ten (NBT)

Progressions Document - Operations and Algebraic Thinking (OA)

Progressions Document - Geometry (G)

Home

Unit Three - Developing Addition Strategies  (9 days)

North Carolina Unpacking Document - Grade One

Progressions Document -  Number and Operations in Base Ten (NBT)

Progressions Document - Operations and Algebraic Thinking (OA)

Progressions Document - Geometry (G)

Home

Unit Four - Developing Subtraction Strategies  (9 days)

North Carolina Unpacking Document - Grade One

Progressions Document -  Number and Operations in Base Ten (NBT)

Progressions Document - Operations and Algebraic Thinking (OA)

Progressions Document - Geometry (G)

Home

Unit Five - Developing Addition and Subtraction to Solve Story Problems  (9 days)

North Carolina Unpacking Document - Grade One

Progressions Document -  Number and Operations in Base Ten (NBT)

Progressions Document - Operations and Algebraic Thinking (OA)

Progressions Document - Geometry (G)

Home

Unit Six - Investigating Numbers (9 days)

North Carolina Unpacking Document - Grade One

Progressions Document -  Number and Operations in Base Ten (NBT)

Progressions Document - Operations and Algebraic Thinking (OA)

Progressions Document - Geometry (G)

 Common Core Standards/ Content to Be Learned Essential Questions/Instructional Questions Mathematical Practices/Prior Learning, Current Learning and Future Learning Understand place value.1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.1.NBT.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.-  Read and write numerals to 120.-  Represent a number of objects with a written numeral up to 120.-  Compare two 2-digit numbers 10–99-  Record the results of comparisons using correct mathematical symbols     (<, >, =). How can we decide if a number is greater than, less than or equal to another number?Identify tens and ones that are in (a given number)?Write the number (______) and draw a picture to show that number.Name a numeral greater than (____)Name a numeral less than (____). SMP 7  Look for and make use of structure.• Use the structure of the  base ten system to compare numbers.SMP 8  Look for and express regularity in repeated reasoning.• Look for general methods and shortcuts when counting• Continually evaluate the reasonableness of intermediate results.Prior Learning:In kindergarten, students counted to 100 by ones and tens. They began at any given number within a known sequence. Students wrote and represented numbers 0–20 and represented the number of objects with a written numeral 1–20.  They compared objects from 0-10 using the words greater than, less than and equal.Current Learning:This is a critical area in grade 1.Reading and writing numerals 0–60 and the concept of equality are taught at the reinforcement level.Skills taught at the developmental level are as follows:• Students read and write numbers 61–120 and use the symbols for greater than and less than to compare numbers up to 120.-  Students compare numbers using inequality symbols and the equal sign.Future Learning:In grade 2, students will understand that the digits of a three-digit number represent hundreds, tens, and ones. They will count, read, and write numbers up to 1,000 using base-10 numerals and expanded form.  Students will compare three-digit numbers using the symbols for greater than, less than, or equal.

Home

Trimester 2

Unit One -Exploring Place Value  (10 days)

North Carolina Unpacking Document - Grade One

Progressions Document -  Number and Operations in Base Ten (NBT)

Progressions Document - Operations and Algebraic Thinking (OA)

Progressions Document - Geometry (G)

 Common Core Standards/ Content to Be Learned Essential Questions/Instructional Questions Mathematical Practices/Prior Learning, Current Learning and Future Learning Understand place value.1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:a. 10 can be thought of as a bundle of ten ones — called a “ten.”c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). • Understand that the two digits of a two-digit number are made up of tens and ones.• Understand that 10 is a bundle of 10 onescalled a “ten.”• Understand that the decade numbers (10, 20, 30, 40 …) refer to 1, 2, 3, 4 tens and zero ones. Given a two-digit number, how many tens and ones does this number represent?How many tens and ones are there in the number (10, 20, … 90)? (Answers would be one ten and zero ones, etc.)How many tens can you make from these materials (snap cubes, craft sticks, etc.)?Show me how to build _______ using base ten blocks.In the number ______ which number represents tens? ones? hundreds? SMP 1 Make sense of problems and persevere in solving them.Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution by... Continually ask themselves, “Does this make sense?” Use concrete objects or pictures to help conceptualize and solve problems. Understand the approaches of others. Making sense of the value of a numberSMP 7  Look for and make use of structure.• Recognize the structure of two-digit numbers (understand two-digit numbers as composed of tens and ones).• Detect the pattern in a counting sequence.• Detect patterns in word names and their numeral representations.Prior Learning:In kindergarten, students counted to 100 by 1s and 10s. They began at any given number within the known sequence. Students also wrote numbers 0–20 and represented a number of objects with a written numeral 0–20. Students began to build the foundation for place value by composing and decomposing numbers from 11–19 into ten ones and some further ones by using objects or drawings or equations.  Students compared the number of objects in one group to the number of objects in another group. Students also compared two numbers between 1 and 10 presented as a written numeral.Current Learning:Place value is a critical area of instruction in first grade. Students understand that the two digits of a 2- digit number represent bundles of tens and some ones. This is taught at the developmental level. They understand that 10 is a bundle of ten ones called a “ten.” Students understand that decades (10, 20, 30, etc.) refer to a number of tens and no additional ones. This is taught at the reinforcement level. Students are at the discrete stage of development and solid place-value rods may promote confusion. As students gain experience with countable bundles, they may be able to transition to place-value rods and other more abstract visuals and models.Future Learning:In second grade, students will learn that 100 is a bundle of ten 10s. The numbers (100, 200, 300, etc.) refer to the number of hundreds (and 0 tens and 0 ones). They will count within 1,000.. Students will read and write numbers to 1,000 using base-ten numerals,number names, and expanded form.

Home

Unit Two - Understanding Place Value  (12 days)

North Carolina Unpacking Document - Grade One

Progressions Document -  Number and Operations in Base Ten (NBT)

Progressions Document - Operations and Algebraic Thinking (OA)

Progressions Document - Geometry (G)

 Common Core Standards/ Content to Be Learned Essential Questions/Instructional Questions Mathematical Practices/Prior Learning, Current Learning and Future Learning Understand place value.1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:a. 10 can be thought of as a bundle of ten ones — called a “ten.”b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). • Understand that the two digits of a two-digit number are made up of tens and ones.• Understand that 10 is a bundle of 10 ones called a “ten.”• Understand that the numbers 11–19 are composed of a ten and ones.• Understand that the decade numbers (10, 20, 30, 40 …) refer to 1, 2, 3, 4 tens and zero ones. Prior Learning:In kindergarten, students counted to 100 by 1s and 10s. They began at any given number within the known sequence.  Students also wrote numbers 0–20 and represented a number of objects with a written numeral 0–20.  Students began to build the foundation for place value by composing and decomposing numbers from 11–19 into ten ones and some further ones by using objects or drawings or equations. Students compared the number of objects in one group to the number of objects in another group. Students also compared two numbers between 1 and 10 presented as a written numeral.Current Learning:Place value is a critical area of instruction in first grade. Students understand that the two digits of a 2-digit number represent bundles of tens and some ones. This is taught at the developmental level. They understand that 10 is a bundle of ten ones called a “ten.” Students understand the teen numbers (11–19) are composed of a ten and additional ones, and the decades (10, 20, 30, etc.) refer to a number of tens and no additional ones. This is taught at the reinforcement level. At this time of year, students need to develop this understanding by using bundles, such as snap cubes and linking chains, that are easy to count and separate into ones. Students are at the discrete stage of development and solid place-value rods may promote confusion. As students gain experience with countable bundles, they may be able to transition to place-value rods and other more abstract visuals and models. Later in the year, students record the results of these comparisons using <, >, and =, and increase the number range to 120. Students will use their understanding of place value to compute sums within 100.Future Learning:In second grade, students will learn that 100 is a bundle of ten 10s. The numbers (100, 200, 300, etc.) refer to the number of hundreds (and 0 tens and 0 ones). They will count within 1,000. Students will skip count by 5s, 10s, and 100s. Students will read and write numbers to 1,000 using base-ten numerals, number names, and expanded form. They will compare 2- and 3-digit numbers and use symbols <, >, and = to record results.

Home

Unit Three - Interpreting Data (5 days)

North Carolina Unpacking Document - Grade One

Progressions Document -  Number and Operations in Base Ten (NBT)

Progressions Document - Operations and Algebraic Thinking (OA)

Progressions Document - Geometry (G)

Home

Unit Four - Using Data (5 days)

North Carolina Unpacking Document - Grade One

Progressions Document -  Number and Operations in Base Ten (NBT)

Progressions Document - Operations and Algebraic Thinking (OA)

Progressions Document - Geometry (G)

Home

Unit Five - Measurement & Applying Time  (8 days)

North Carolina Unpacking Document - Grade One

Progressions Document -  Number and Operations in Base Ten (NBT)

Progressions Document - Operations and Algebraic Thinking (OA)

Progressions Document - Geometry (G)

 Common Core Standards/ Content to Be Learned Essential Questions/Instructional Questions Mathematical Practices/Prior Learning, Current Learning and Future Learning Tell and write time.1.MD.3. Tell and write time in hours and half-hours using analog and digital clocks. • Tell and write time in hours using analog and digital clocks. How can you use this clock to represent the time?How many hours are in a day?How many minutes are in an hour?How many seconds are in a minute?Identify the clock hands?What time is this (show clock)?-- use 1/2 hour and hour? 4 Model with mathematics.Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace by...Understand math is used in everyday lifeUse clocks to understand a daily schedule (to the hour and half hour)Use tools (clocks) appropriatelyMathematically proficient students consider the available tools when solving a mathematical problem.Prior Learning:In kindergarten, students did not work on telling time.Current LearningStudents in grade one tell and write time in hours and half-hours using digital and analog clocks. These skills are taught at the developmental level.Future LearningIn grade 3, students will solve problems involving elapsed time.

Home

Unit Six -Developing & Applying Measurements  (8 days)

North Carolina Unpacking Document - Grade One

Progressions Document -  Number and Operations in Base Ten (NBT)

Progressions Document - Operations and Algebraic Thinking (OA)

Progressions Document - Geometry (G)

 Common Core Standards/ Content to Be Learned Essential Questions/Instructional Questions Mathematical Practices/Prior Learning, Current Learning and Future Learning Measure lengths indirectly and by iterating length units.1.MD.1. Order three objects by length; compare the lengths of two objects indirectly by using athird object.1.MD.2. Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by awhole number of length units with no gaps or overlaps.• Compare the lengths of two objects indirectlyby using a third object (if a > b and b > c thena > c; transitivity).• Express the length of an object as a wholenumber of length units (by laying multiplecopies of a shorter object end to end).• Understand that the length measurement of anobject is the number of same-size length unitsthat span it with no gaps or overlaps. Which one of these three objects is the  longest/shortest? How do you know?What is the length of this object? How do you know? (Use familiar materials.)Explain how to use this measuring tool (ruler, blocks, etc.) 5.  Use appropriate tools strategically.Mathematically proficient students consider the available tools when solving a measurement problem.Prior LearningIn kindergarten, students did direct comparisons by comparing two objects with a measurable attribute in common (taller/shorter). They classified objects into given categories, counted the numbers in each category (up to 10) and sorted the categories by count.Current LearningStudents order three objects by length.. In this unit, these concepts are taught at the reinforcement level. In this unit, students compare the lengths of two objects indirectly by using a third object (see Additional Findings below on transitivity). Refer to CCSS (p. 90), Table 4 for further information on the transitive property of equality (if a = b and b = c then a = c) and Table 5 for the properties of inequality (if a > b and b > c then a > c). Students express the length as a whole number of length units. These skills are taught at the developmental level.Future LearningIn grade 2, students will select and use appropriate tools to measure objects. They will be measuring to determine how much longer one object is than another, expressing the difference in terms of a standard length unit. Students will also estimate lengths using inches, feet, centimeters, and meters. Students willmeasure the same object using different units of measure.

Home

Unit Seven-Exploring Attributes of Shapes (5 days)

North Carolina Unpacking Document - Grade One

Progressions Document -  Number and Operations in Base Ten (NBT)

Progressions Document - Operations and Algebraic Thinking (OA)

Progressions Document - Geometry (G)

 Common Core Standards/ Content to Be Learned Essential Questions/Instructional Questions Mathematical Practices/Prior Learning, Current Learning and Future Learning 1.G.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. • Understand defining attributes (e.g., triangles are closed and three-sided).• Understand non-defining attributes (e.g., color, orientation, overall size).• Distinguish between defining and non-defining attributes.• Build shapes to understand defining attributes.• Draw shapes to understand defining attributes. What are some attributes that don’t defineshapes?What shape is this? How do you know? How do you draw a ______? How did you sort these shapes? (What is your sorting rule?) What do all _______ have that are not the same? (Example: Triangles are closed and three-sided.) 7.  Look for and make use of structure.Make connections by sorting shapes according to defining and non-defining attributes.Make connections using manipulatives.Prior LearningStudents named objects in the environment using names of shapes. They also named shapes correctly regardless of orientation. Students analyzed and compared two- and three-dimensional shapes describing their similarities and differences using informal language. Students built and drew shapes as well as composing simple shapes to form larger ones.Current LearningIn this unit, students distinguish between defining (number of sides, number of vertices) and non-defining (color, size, orientation) attributes and use this formal language to describe shapes. They expand knowledge of two-dimensional shapes (square, circle, triangle, hexagon, rectangle, and trapezoid) using defining attributes and they draw and build shapes to distinguish defining attributes (draw/build closed shape with four equal sides). This is being taught at the developmental level. Later in the year, students will compose two-dimensional and three-dimensional shapes to make composite shapes.Future LearningIn second grade, students will use their knowledge of attributes to recognize and draw shapes having specified attributes (number of angles or faces).

Home

Unit Eight -Developing Numbers to 120  (7 days)

North Carolina Unpacking Document - Grade One

Progressions Document -  Number and Operations in Base Ten (NBT)

Progressions Document - Operations and Algebraic Thinking (OA)

Progressions Document - Geometry (G)

 Common Core Standards/ Content to Be Learned Essential Questions/Instructional Questions Mathematical Practices/Prior Learning, Current Learning and Future Learning Extend the counting sequence.1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and writenumerals and represent a number of objects with a written numeral.Understand place value.1.NBT.3 Compare two two-digit numbers based on meanings of the tens and ones digits,recording the results of comparisons with the symbols >, =, and <.• Count to 120, starting at any number less than 120.• Read and write numerals to 60.• Represent a number of objects with a written numeral.• Compare 2 two-digit numbers (10–60) using concrete models.• Record the results of comparisons with the equal (=) symbol. How do you know when two numbers are equal?Which number is greater than/less than?  How do you know?How is _____ related to ______?What are the next 3 numbers before or after ______?How many numbers are in this set?What comes before or after _____? 8 Look for and express regularity in repeated reasoning.Mathematically proficient students notice if calculations are repeated, and look both for generalmethods and for shortcuts by...Notice repeating patterns (hundreds grid and number line)Make connections or relationships in number patternsCompare numbers using greater than, less than, and equal to.Prior LearningIn kindergarten, students counted to 100 by 1s and 10s. They began at any given number within the known sequence. They wrote and represented numbers from 0–20 and represented a number of objects with a written numeral 0–20. Students compared the number of objects in one group to the number of objects in another group. Students also compared two numbers between 1 and 10 presented as written numerals.Current LearningThis is a critical area in Grade 1.Read the overview of the K–5 Number and Operations in Base 10 Learning Progressions for background information for this unit. Teachers may create numeral lists and visual supports as teaching tools (p. 6). Earlier in the year, students write and read numerals 0 to 30. The reading, writing, and representing of numerals 31–60 are being taught at the developmental level in this unit. Also, students compare two 2-digit numbers up to 30 using concrete materials and oral discussion. In this unit, students compare two 2-digit numbers up to 60 at the developmental level. Continue to reinforce comparing numbers within the range of 0–30.The emphasis for students is on understanding the concept of equality, not limited to the appropriate use of the equal symbol in comparing numbers. The concept of equality is reinforced, but using the equal symbol to compare two 2-digit numbers is at the developmental level. See CCSS Glossary p. 90 Table 4 for the properties of equality, in particular the Reflexive Property of Equality. Later in the year, students use the symbols for greater than and less than to compare numbers up to 120. Students also read, write, and represent numbers up to 120 based on meanings of tens and ones.Future LearningIn grade 2, students will read and write numbers up to 1,000. They will compare three-digit numbers using the symbols for greater than, less than, and the equal symbol.

Home

Trimester 3

Unit One - Finding Tens to add and Subtract (10 days)

North Carolina Unpacking Document - Grade One

Progressions Document -  Number and Operations in Base Ten (NBT)

Progressions Document - Operations and Algebraic Thinking (OA)

Progressions Document - Geometry (G)

Home

Unit Two - Applying Addition and Subtraction to Solve Story Problems (10 days)

North Carolina Unpacking Document - Grade One

Progressions Document -  Number and Operations in Base Ten (NBT)

Progressions Document - Operations and Algebraic Thinking (OA)

Progressions Document - Geometry (G)

Home

Unit Three- Applying Numbers from 1 to 20  (10 days)

North Carolina Unpacking Document - Grade One

Progressions Document -  Number and Operations in Base Ten (NBT)

Progressions Document - Operations and Algebraic Thinking (OA)

Progressions Document - Geometry (G)

Home

Unit Four - Developing Equal Shares of Circles and Rectangles  (12 days)

North Carolina Unpacking Document - Grade One

Progressions Document -  Number and Operations in Base Ten (NBT)

Progressions Document - Operations and Algebraic Thinking (OA)

Progressions Document - Geometry (G)

 Common Core Standards/ Content to Be Learned Essential Questions/Instructional Questions Mathematical Practices/Prior Learning, Current Learning and Future Learning Reason with shapes and their attributes.1.G.3 Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.• Partition circles into two and four equal shares.• Partition rectangles into two and four equal shares.• Describe the shares using the word halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of.• Describe the whole as two of or four of the shares.• Understand that decomposing into more equal shares creates smaller shares. How do you know shares are equal?Break this shape into:halvesquartersHow many squares can fit into this rectangle? 3.  Construct viable arguments and critique the reasoning of others.Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments.Use concrete objects, pictures, diagrams, and actions to solve and understand problems and solutions. Listen to others work and solutions and tell whether they make sense and why.Prior LearningIn kindergarten, students composed simple shapes to form larger shapes. They identified shapes as two or three-dimensional. They also built and drew shapes.Current LearningEarlier in grade 1, students compose simple shapes to form larger shapes, so they understand that a whole can be composed of smaller parts. This is taught at the reinforcement level. In this unit, students build on this concept by recognizing that fractional parts of a whole must be equal in size. They can decompose these shapes into two or four equal shares. Students use mathematical terms to describe the whole and its fractional parts (half of, fourth of, quarter of, halves, fourths, equal share, whole). This is taught at the developmental level. These skills are not considered a critical area of focus for grade 1. According to A Research Companion to Principles and Standards for School Mathematics, a conceptual breakthrough for students is to understand that the magnitude of a quantity (e.g., the whole) is unchanged when the size of the shares changes. (p. 101) conceptualizing fractions is based on conceiving two quantities as being in a reciprocal relationship of relative size. For example, if a share is one half of the size of the whole, then the whole is twice as large as the share. (p. 107)Future LearningIn grade 2, students will decompose circles and rectangles into thirds and describe the whole as three of the shares. The shares are equal and smaller. Students will partition a rectangle into rows and columns of same-size squares and count to find the total number of them. In addition, students will partition circles and rectangles into three equal shares and describe the shares using the words thirds and a third of, and they will describe the whole as three thirds.Finally, they will recognize that equal shares of identical wholes need not have the same shape. Grade 3 will be the first time students represent equal shares of a figure using fraction notation (e.g., 1/2, 1/3, 1/4, 3/4).

Home

Unit Five - Reasoning with Shapes and their Attributes  (9 days)

North Carolina Unpacking Document - Grade One

Progressions Document -  Number and Operations in Base Ten (NBT)

Progressions Document - Operations and Algebraic Thinking (OA)

Progressions Document - Geometry (G)

 Common Core Standards/ Content to Be Learned Essential Questions/Instructional Questions Mathematical Practices/Prior Learning, Current Learning and Future Learning Reason with shapes and their attributes.1.G.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.1.G.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.• Build and draw shapes possessing defining attributes.• Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half circles and quarter circles) or three-dimensional shapes (cubes, right rectangular prisms, right circularcones and right circular cylinders) to create a composite shape.• Compose new shapes from the composite shape. What is this shape called?  How do you know?How can these shapes fit together to form larger shapes (i.e., 2-D shapes such as tangram puzzles, or paper shapes)?Now, how can you use this new shape to form more (2-D) shapes?How can these shapes fit together to form larger shapes (i.e., 3-D shapes)?Now how can you use this new shape to form more (3-D) shapes? 3 Construct viable arguments and critique the reasoning of others.Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments.Use concrete objects, pictures, diagrams, and actions to solve and understand a problem/solution.Listen to other work solutions and whether they make sense and whyPrior LearningIn kindergarten, students composed simple shapes to form larger shapes (e.g., Can you join these two triangles with full sides touching to make a rectangle?) They also identified shapes as two-dimensional or three-dimensional.Current LearningIn grade 1, students put together 2-D shapes (such as triangles) to compose other geometric shapes (such as a trapezoid). They put together 2-D shapes (such as a square and a rectangle) to create a composite shape (such as a house). These are being taught at the reinforcement level in grade 1. At the developmental level, students take apart a 2-D composite shape to make a new shape.Also, students put together 3-D shapes (such as cubes) to compose other geometric shapes (such as rectangular prisms). They put together 3-D shapes (such as cubes and a cone) to create a composite shape (such as a rocket). Students take apart a 3-D composite shape to make a new shape. These skills are being taught at the developmental level. Teachers can reference van Hiele Theory of Geometric Thought for the levels of understanding. Also, reference Elementary and Middle School Mathematics (p. 353) by John A, Van De Walle for the four types of tangram puzzles that illustrate the range of difficulty levels.Future LearningIn second grade, students will recognize and draw shapes having specified attributes (e.g., number of angles or a given number of equal faces). They will identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

Home

Unit Six - Applying Addition and Subtraction Strategies (9 days)

North Carolina Unpacking Document - Grade One

Progressions Document -  Number and Operations in Base Ten (NBT)

Progressions Document - Operations and Algebraic Thinking (OA)

Progressions Document - Geometry (G)