MATH - GRADE 1                                                                                        Page  of

 Units: Unit 1:  Add and Subtract Within 10Unit 2:  Add and Subtract Within 20Unit 3:  Place Value, Measurement & ShapesUnit 4:   Reason with Shapes & Their Attributes

Unit Title

## Unit 1:  Add and Subtract Within 10

Timeframe

40 Days

Unit Summary

SWBAT represent and solve problems involving addition and subtraction through collaboration in small group activities and center work.  They will communicate their understanding and creatively apply properties of operations and the relationship between addition and subtraction.  They will use problem solving skills to add and subtract within 10 to solve problems, including word problems involving situations of adding to, taking from, putting together, taking apart and comparing with unknown in all positions.  Students will be able to count, read and write numbers to 100.  Students will relate extended counting sequences to addition and subtraction strategies.  Throughout the unit, students will be introduced to and utilize critical thinking strategies to make sense of problems and to persevere in solving them.  (CRP8)  Explain the importance of addition and subtraction in the everyday world. (9.2.4.A.4)  Students will communicate clearly and effectively their problem solving strategies and reasonings. (CRP4).  Technology will be utilized to enhance student learning and productivity.  (CRP11)

Topic 1- Solve Addition and Subtraction problems to 10

Topic 2- Develop fluency: addition and subtraction facts within 10

Topic 5-Work with addition and subtraction equations.

Topic 7- Extend the counting sequence.

Learning Targets

Essential Questions

Topic 2- What Strategies can you use while adding and subtracting?

Topic 7- How can you use what you already know about counting to count past 100?

Enduring Understandings

Students will understand:

•  Represent and solve problems involving addition and subtraction
•  Understand and apply properties of operations and the relationship between addition and subtraction
•  Add and subtract within 10
•  Work with addition and subtraction equations
•  Extend the counting sequence

Know

By the end of this unit, students will know:

•  Symbol (unknowns) can be in any position.
•  Knowing 4 + 3 means that 3 + 4 is also known (commutative property/fact families).
•  When adding , the numbers need not be added in any particular order.
•  Subtraction can be represented as an unknown-addend problem.
•  Finding 9 minus 3 means solving ? + 3 = 9 or 3 + ? = 9 (fact families).
•  Counting can be used to add and subtract.
•  The meaning of the equal sign
•  True and false statements
•  The expression can be on the right side of the equal sign (e.g. 7 = 8 – 1).
•  Both the left and right side of the equal sign may contain expressions (e.g. 5 + 2 = 1 + 4).
•  Number names and the count sequence up to 100

Do

By the end of this unit, students will be able to:

•  Finding 9 minus 3 means solving ? + 3 = 9 or 3 + ? = 9 (fact families).
•  Add, using objects and drawings, to solve word problems involving situations of adding to and putting together.
•  Subtract, using objects and drawings, to solve world problems involving situations of taking from and taking apart.
•  Add and subtract, within 10, using properties of operations as strategies (commutative property).
•  Represent subtraction as an unknown addend problem.
•  Solve subtraction problems, within 10, using unknown addends.
•  Count back to subtract.
•  Determine if addition equations are true or false.
•  Determine if subtraction equations are true or false.
•  Determine the unknown number that makes an equation true.
•  Solve addition or subtraction equations by finding the missing whole number.
•  Count orally by ones up to 100.
•  Count up to 100 beginning at any number less than 100.
•  Read numerals up to 100.
•   Write numerals up to 100.
•  Represent a number of objects up to 100 with a written number.

Evidence of Learning

Formative

Summative/ Benchmark

• Topic Assessment
• Topic Performance Assessment
• MAP - Math Assessment

Alternative Assessments

• ## ExamView Test Generator

• Math and Science Project
• End of Year Assessment
• Benchmark Assessment

Learning Activities

• Use addition and subtraction within 10 to solve problems, including word problems involving situations of adding to, taking from, putting together, taking apart, and comparing with unknowns in all positions.
• Apply properties of operations (commutative property) as strategies to add or subtract within 10.
• Solve subtraction problems, within 10, by representing subtraction as an unknown added problem and finding the unknown addend
• Count on to add and count backwards to subtract to solve addition and subtraction problems within 10.
• Determine if addition and subtraction equations, within 10, are true or false.
• Solve addition and subtraction equations, within 10, by finding the missing whole number in any position.
• Learning To Count to 100 orally, read and write numerals, and write numerals to represent the number of objects (up to 100).

Materials / Equipment / Resources

Core Instructional

Materials and Texts

enVisionmath 2.0 ( Hardcopy and electronic edition)

• Teacher Edition
• Student Edition
• Math and Science Project
• Vocabulary Cards and Activities
• Fluency Practice Activity
• Digital Resources

Seesaw

Equipment

Chromebooks

Smartboards

Math Centers

Supplemental Resources

1.OA.A.1 Sharing Markers

1.OA.B.4 Cave Game Subtraction

1.OA.D.7 Equality Number Sentences

1.OA.D.8 Kiri's Mathematics Match Game

1.NBT.A.1 Hundred Chart Digit Game

 Modifications/Accommodations (IEPs, ELLs, 504s, G/T & BASIC SKILLS) Manipulative sets for each student and teacher demonstrationReteach to Build Understanding (guided reteaching)Differentiated practice during lessonsDifferentiated HWWeekly challenge opportunitiesGuided ReteachingHigher Order Thinking problems in each lessonDigital math tools and online games for practice and reviewMath Diagnosis and Intervention SystemCommon Core reviewELL ToolkitVisual Learning/Another Look videos online

Unit Title

## Unit 2:  Add and Subtract Within 20

Timeframe

40 days

Unit Summary

SWBAT represent and solve problems involving addition and subtraction through collaboration in small group activities and center work.  They will communicate their understanding and creatively apply properties of operations and the relationship between addition and subtraction.  They will use problem solving skills to add and subtraction within 20 using various strategies: counting on, making ten, composing, decomposing, relationship between addition and subtraction, and creating equivalent but easier or known sums.  Students will relate extended counting sequences to addition and subtraction strategies.  Throughout the unit, students will be introduced to and utilize critical thinking strategies to make sense of problems and to persevere in solving them.  (CRP8)  Students will explain the importance of addition and subtraction in the everyday world. (9.2.4.A.4) Students will employ valid and reliable research strategies while collecting, representing and interpreting data. (CRP7)   Students will compose and decompose numbers to 20 to identify the value of the number in the tens and one place .  They will use this knowledge to compare numbers and solve addition and subtraction problems.  Students will communicate clearly and effectively their problem solving strategies and reasonings. (CRP4).  Technology will be utilized to enhance student learning and productivity.  (CRP11)   Explain the importance of addition and subtraction in the everyday world. (9.2.4.A.4)

Topic 3- Addition Facts to 20: Use Strategies

Topic 4- Subtraction Facts within 20: Use Strategies

Topic 5-Work with addition and subtraction equations.

Topic 6- Represent and interpret data

Topic 7- Extend the counting sequence.

Topic 8- Understand place value

Topic 9- Compare 2 digit numbers

Learning Targets

Essential Questions

Topic 3- What strategies can you use for adding to 20?

Topic 4- What strategies can you use while subtracting?

Topic 6- What are some ways you can collect, show, and understand data?

Topic 7- How can you use what you already know about counting to count past 100?

Topic 8- How can you count and add using tens and one?

Topic 9- What are ways to compare numbers to 120?

Enduring Understandings

Students will understand:

•  Represent and solve problems involving addition and subtraction
•  Work with addition and subtraction equations
•  Understand and apply properties of operations and the relationship between addition and subtraction
•  Add and subtract within 20
•  Represent and interpret data
•  Understand place value
•  Extend the counting sequence

Know

By the end of this unit, students will know:

•  Symbols can be used to represent unknown numbers.
•  The symbol (unknowns) can be in any position.
•  To add 2 + 6 + 4, the second two numbers can be added first to make a ten. [e.g., 2 + 6 + 4 = 2 + 10 = 12 (Associative Property)]
•  Different strategies can be used to add and subtract.
•  Symbols can be used to represent unknown numbers.
•  The symbol (unknowns) can be in any position.
•  Numbers can be organized to represent data.
•  Two digits represent amounts of tens and ones.
•  10 can be thought of as a bundle of ten ones — called a ten.
•  Use place value understanding to compare two digit numbers.
•  Comparing numbers using symbols.
•  Number names and the count sequence up to 120.

Do

By the end of this unit, students will be able to:

•  Add, using drawings and equations, to solve word problems involving situations of adding to and putting together.
•  Subtract, using drawings and equations, to solve world problems involving situations of taking from and taking apart.
•  Determine if addition equations are true or false
•  Determine if subtraction equations are true or false
•  Determine the unknown number that makes an equation true.
•  Solve addition or subtraction equations by finding the missing whole number.
•  Add and subtract, within 20, using properties of operations as strategies. (Associative  Property)
•  Add and subtract within 20, using the following strategies:
• counting on;
• making ten;
• composing numbers;
• decomposing numbers leading to a ten;
• relationship between addition and subtraction, and
• creating equivalent but easier or known sums.
•  Fluently add or subtract whole numbers within 20.
•  Use objects and drawings to represent word problems that call for less than or equal to 20.
•  Organize objects, representing data, in up to three categories.
•  Represent data with objects, drawings, or numerals, in up to three categories.
• the total number of data points;
• the number of data points in each category, and
• how many more or less are in one category than in another.
•  Compose numbers to 20
•  Decompose numbers to 20.
•  Identify the value of the number in the tens or ones place.
•  Use the meaning of tens and ones digits to compare 2 two-digit numbers using    >, =, and < symbols.
•  Count orally by ones up to 120.
•  Count up to 120 beginning at any number less than 120.
• Read numerals up to 120.
• Write numerals up to 120.
• Represent a number of objects up to 120 with a written number.

Evidence of Learning

Formative

Summative/ Benchmark

• Topic Assessment
• Topic Performance Assessment
• MAP - Math Assessment

Alternative Assessments

• ## ExamView Test Generator

• Math and Science Project
• End of Year Assessment
• Benchmark Assessment

Learning Activities

• Use addition and subtraction within 20 to solve problems, including word problems involving situations of adding to, taking from, putting together, taking apart, and comparing with unknowns in all positions.
• Determine if addition and subtraction equations, within 20, are true or false.
• Solve addition and subtraction equations, within 20, by finding the missing whole number in any position.
• Apply properties of operations as strategies (Associative Property) to add or subtract within 20.
• Solve addition word problems with three whole numbers with sums less than or equal to 20.
• Organize, represent, and interpret data with up to three categories, compare the number of data points among the categories, and find the total number of data points.
• Compose and decompose numbers to 20 to identify the value of the number in the tens and ones place.
• Use the meaning of tens and ones digits to record comparisons of 2 two-
digit numbers using  >, =, and < symbols.
• Count to 120 orally, read and write numerals, and write numerals to represent the number of objects (up to 120).

Materials / Equipment / Resources

Core Instructional

Materials and Texts

enVisionmath 2.0 ( Hardcopy and electronic edition)

• Teacher Edition
• Student Edition
• Math and Science Project
• Vocabulary Cards and Activities
• Fluency Practice Activity
• Digital Resources

Seesaw

Equipment

Chromebooks

Smartboards

Math Centers

Supplemental Resources

1.OA.A.1 School Supplies

1.OA.D.7 Valid Equalities?

1.OA.D.8 Find the Missing Number

1.OA.B.3 Doubles?

1.OA.C.6 \$20 Dot Map

1.OA.A.2 Daisies in vases

1.NBT.B.2 Roll & Build

1.NBT.B.3 Ordering Numbers

1.NBT.A.1 Start/Stop Counting 2

 Modifications/Accommodations (IEPs, ELLs, 504s, G/T & BASIC SKILLS) Manipulative sets for each student and teacher demonstrationReteach to Build Understanding (guided reteaching)Differentiated practice during lessonsDifferentiated HWWeekly challenge opportunitiesGuided ReteachingHigher Order Thinking problems in each lessonDigital math tools and online games for practice and reviewMath Diagnosis and Intervention SystemCommon Core reviewELL ToolkitVisual Learning/Another Look videos online

Unit Title

## Unit 3:  Place Value, Measurement & Shapes

Timeframe

40 days

Unit Summary

SWBAT compose and decompose numbers to 90 into tens, identifying the value of the number in the tens and one place.  Students will add a 2 digit number and 1 digit number, and a multiple of 10 using concrete models and drawings with a place value strategy or properties of operations; explain or show how the model relates to the strategy (sums within 100).  Students will communicate ways to find 2 digit numbers, how to find 10 more or 10 less than the number without having to count.  Students will subtract a multiple of 10 from a multiple of 10 using concrete models and drawings with a place value strategy or properties of operations.  Students will communicate or creatively show how the model relates to the strategies.  Students will collaborate and use critical thinking skills to order three objects by length and compare the lengths of 2 objects by using the third object.  Students will tell time to the half hour using analog and digital clocks.   They will use problem solving skills to add and subtraction within 20 using various strategies: counting on, making ten, composing, decomposing, relationship between addition and subtraction, and creating equivalent but easier or known sums.  Students will communicate clearly and effectively their problem solving strategies and reasonings. (CRP4).  Technology will be utilized to enhance student learning and productivity.  (CRP11)   Explain the importance of the skills in this unit and how they apply to the everyday world. (9.2.4.A.4)

Topic 9- Compare 2 digit numbers.

Topic 10- Use models and strategies to add with tens and ones.

Topic 11- Use models and strategies to subtract tens

Topic 12- Measure lengths

Topic 13- Time

Learning Targets

Essential Questions

Topic 9- What are ways to compare numbers to 120?

Topic 10- What are ways to use tens and ones to add?

Topic 11- How can I use what I know about subtraction to

subtract tens?

Topic 12- What are ways to measure how long an object is?

Topic 13- What are different ways to tell time?

Enduring Understandings

Students will understand:

• Understand place value
• Use place value understanding and properties of operations to add and subtract
• Measure lengths indirectly by iterating length units
• Tell and write time
• Add and subtract within 20

Know

By the end of this unit, students will know:

•  Two digits represent amounts of tens and ones.
•  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).
•  In adding two-digit numbers, add tens with tens and ones with ones.
•  In adding two-digit numbers, sometimes it is necessary to compose a ten.
•  Objects can be compared and ordered based on length.
•  The length measurement of an object is the number of same-size length units that span it with no gaps or overlaps.
•  Time is represented on analog and on digital clocks.
•  Analog clocks have hands that indicate the time in hours and minutes.
•  Different strategies can be used to add and subtract .

Do

By the end of this unit, students will be able to:

•  Compose tens to make numbers up to 90.
•  Decompose numbers up to 90, into tens.
•  Identify the value of the number in the tens or ones place.
•  Use concrete models and drawings with a strategy based on place value to add a two-digit number and a one-digit number.
•  Use concrete models and drawings with properties of operations to add a two-digit number and a one-digit number.
•  Use concrete models and drawings with a strategy based on place value to add a two-digit number and a multiple of 10.
•  Use concrete models and drawings with properties of operations to add a two-digit number and a multiple of 10.
•  Explain or show how the model relates to the strategy.
•  Given a two-digit number, find 10 more than the number without counting.
•  Given a two-digit number, find 10 less than the number without counting.
•  Explain, given a two-digit number, how to find 10 more or ten less than the number without counting.
•  Use concrete models and drawings with a strategy based on place value to subtract a multiple of 10 from a multiple of 10 (both

within the range 10-90).

•  Use concrete models and drawings with properties of operations to subtract a multiple of 10 from a multiple of 10 (both within the

range 10-90).

•  Explain or show how the model relates to the strategy.
•  Compare the length of two objects.
•  Compare the length of two objects by using a third object as a measuring tool.
•  Order three objects by length.
•  Lay multiple copies of a shorter object (the length unit) end to end.
•  Use a shorter object to express the length of a longer object.
• Tell and write time in hours using analog and digital clocks.
• Tell and write time in half-hours using analog and digital clocks.
• Use the term o’clock in reporting time to the hour.
• Add and subtract within 20, using the following strategies:
• counting on;
• making ten;
• composing numbers;
• decomposing numbers;
• relationship between addition and subtraction, and
• creating equivalent but easier or known sums.
•  Fluently add or subtract whole numbers within 20.

Evidence of Learning

Formative

Summative/ Benchmark

• Topic Assessment
• Topic Performance Assessment
• MAP - Math Assessment

Alternative Assessments

• ## ExamView Test Generator

• Math and Science Project
• End of Year Assessment
• Benchmark Assessment

Learning Activities

• Compose and decompose numbers to 90 into tens, identifying the value of the number in the tens and ones place.
• Add a 2-digit and a 1-digit number using concrete models and drawings with a place value strategy or properties of operations; explain or show how the model relates to the strategy (sums within 100).
• Add a 2-digit number and a multiple of 10, using concrete models and drawings with a place value strategy or properties of operations.  Explain or show how the model relates to the strategy (sums within 100)
• Explain, given a two-digit number, how to find 10 more or ten less than the number without having to count.
• Learning Goal 5:  Subtract a multiple of 10 from a multiple of 10 (both within the range 10-90) using concrete models and drawings with a place value strategy or properties of operations.  Explain or show how the model relates to the strategy (sums within 100).
• Order three objects by length and compare the lengths of two objects by using the third object (e.g., if the crayon is shorter than the marker and the marker is shorter than the pencil then the crayon is shorter than the pencil).
• Order three objects by length and compare the lengths of two objects by using the third object (e.g., if the crayon is shorter than the marker and the marker is shorter than the pencil then the crayon is shorter than the pencil).
• Tell and write time to the half-hour using the term o’clock and using digital notation (include both analog and digital clocks)
• Add and subtract whole numbers within 20 using various strategies: counting on, making ten, composing, decomposing, relationship between addition and subtraction, creating equivalent but easier or known sums, etc

Materials / Equipment / Resources

Core Instructional

Materials and Texts

enVisionmath 2.0 ( Hardcopy and electronic edition)

• Teacher Edition
• Student Edition
• Math and Science Project
• Vocabulary Cards and Activities
• Fluency Practice Activity
• Digital Resources

Seesaw

Equipment

Chromebooks

Smartboards

Math Centers

Supplemental Resources

1.NBT.C.4 Ford and Logan Add 45+36

1.NBT.C.5 Number Square

1.MD.A.2 Measure Me!

1.MD.A.2 Measuring Blocks

1.MD.A.2 Growing Bean Plants

1.MD.B Making a clock

1.OA.C.6 Making a ten

 Modifications/Accommodations (IEPs, ELLs, 504s, G/T & BASIC SKILLS) Manipulative sets for each student and teacher demonstrationReteach to Build Understanding (guided reteaching)Differentiated practice during lessonsDifferentiated HWWeekly challenge opportunitiesGuided ReteachingHigher Order Thinking problems in each lessonDigital math tools and online games for practice and reviewMath Diagnosis and Intervention SystemCommon Core reviewELL ToolkitVisual Learning/Another Look videos online

Unit Title

## Unit 4:   Reason with Shapes & Their Attributes

Timeframe

40 days

Unit Summary

SWBAT name, build and draw the attributes of a given 2 dimensional shape, distinguishing between defining and non-defining attributes.  They will create a composite shape by composing 2 dimensional shapes for 3 dimensional shapes and compose new shapes from the composite shape.  Students will identify and create equal shares using halves, fourths/quarters.  Students will use addition and subtraction within 20 to solve problems, including word problems involving situations of adding to, taking from, putting together, taking apart, and comparing with unknowns in all positions.  They will use problem solving skills to add and subtraction within 20 using various strategies: counting on, making ten, composing, decomposing, relationship between addition and subtraction, and creating equivalent but easier or known sums.  Students will count to 120 orally, read and write numerals, and write numerals to represent the number of objects.  Students will add a 2 digit number and 1 digit number, and a multiple of 10 using concrete models and drawings with a place value strategy or properties of operations; explain or show how the model relates to the strategy (sums within 100). Students will communicate clearly and effectively their problem solving strategies and reasonings. (CRP4).  Technology will be utilized to enhance student learning and productivity.  (CRP11)   Explain the importance of the skills in this unit and how they apply to the everyday world. (9.2.4.A.4)

Topic 7- Extend the counting sequence.

Topic 8- Understand place value

Topic 10- Use models and strategies to add with tens and ones.

Topic 11- Use models and strategies to subtract tens

Topic 14- Reason with shapes and their attributes

Topic 15- Equal shares of circles and rectangles

Learning Targets

Essential Questions

Topic 7- How can you use what you already know about counting to count past 100?

Topic 8- How can you count and add using tens and one?

Topic 10- What are ways to use tens and ones to add?

Topic 11- How can I use what I know about subtraction to

subtract tens?

Topic 14- How can you define shapes and compose new shapes?

Topic 15- What are some names for equal shares?

Enduring Understandings

Students will understand:

• Reason with shapes and their attributes
• Represent and solve problems involving addition and subtraction.
• Add and subtract within 20
• Extend the counting sequence
• Use place value understanding and properties of operations to add and subtract

Know

By the end of this unit, students will know:

•  Defining attributes versus non defining attributes.
•  Shapes can be composed from other shapes (e.g. trapezoids can be composed from triangles).
•  New shapes can be composed from composite shapes.
•  Shapes can be partitioned into equal parts or shares.
•  Equal shares are named based on the number of shares that make the whole (e.g. halves, fourths, quarters).
•  Shares can be described based on their relation to the whole (e.g half of, fourth of, quarter of).
•  The whole can be described based on the number of shares.
•  Decomposing a whole into more equal shares creates smaller shares.
•  Symbols can be used to represent unknown numbers.
•  The symbol (unknowns) can be in any position.
•  Different strategies can be used to add and subtract.
•  Number names and the count sequence up to 120.
•  In adding two-digit numbers, add tens with tens and ones with ones.
•  In adding two-digit numbers, sometimes it is necessary to compose a ten.

Do

By the end of this unit, students will be able to:

•  Name attributes that define two-dimensional shapes (square, triangle, rectangle, regular hexagon).
•  Name attributes that do not two-dimensional shapes.
•  Build and draw shapes when given defining attributes.
•  Create a composite shape using two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and

quarter-circles).

•  Create a composite shape using three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular

cylinders).

•  Compose new shapes from the composite shapes.
•  Partition circles and rectangles into two or four equal shares
•  Distinguish equal shares from those that are not equal.
•  Describe shares using the words halves, fourths, and quarters.
•  Describe the relationship between the whole and the share using the phrases half of, fourth of, and quarter of.
•  Describe the whole as two of, or four of the shares.
•  Decompose a whole into a greater number of equal shares and identify the new shares as smaller.
•  Add, using objects and drawings, to solve word problems involving situations of adding to and putting together.
•  Subtract, using objects and drawings, to solve world problems involving situations of taking from and taking apart.
•  Add and subtract within 20, using the following strategies:
• counting on;
• making ten;
• composing numbers;
• decomposing numbers;
• relationship between addition and subtraction, and
• creating equivalent but easier or known sums.
•  Count orally by ones up to 120.
•  Count up to 120 beginning at any number less than 120.
•  Read numerals up to 120.
•  Write numerals up to 120.
•  Represent a number of objects up to 120 with a written number.
•  Use concrete models and drawings with a strategy based on place value to add a two-digit number and a one-digit number.
•  Use concrete models and drawings with properties of operations to add a two-digit number and a one-digit number.
•  Use concrete models and drawings with a strategy based on place value to add a two-digit number and a multiple of 10.
•  Use concrete models and drawings with properties of operations to add a two-digit number and a multiple of 10.
•  Explain or show how the model relates to the strategy.

Evidence of Learning

Formative

Summative/ Benchmark

• Topic Assessment
• Topic Performance Assessment
• MAP - Math Assessment

Alternative Assessments

• ## ExamView Test Generator

• Math and Science Project
• End of Year Assessment
• Benchmark Assessment

Learning Activities

• Name the attributes of a given two-dimensional shape (square, triangle, rectangle, regular hexagon), distinguishing between defining and non-defining attributes.
• Build and draw shapes when given defining attributes.
• Create a composite shape by composing 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), and compose new shapes from the composite shape.
• Partition circles and rectangles into two or four equal shares, describing the shares using halves, fourths, and quarters and use the phrases half of, fourth of, and quarter of.  Describe the whole circle (or rectangle) partitioned into two or four equal shares as two of, or four of the share
• Use addition and subtraction within 20 to solve problems, including word problems involving situations of adding to, taking from, putting together, taking apart, and comparing with unknowns in all position
• Add and subtract whole numbers within 20 using various strategies: counting on, making ten, composing, decomposing, relationship between addition and subtraction, creating equivalent but easier or known sums, etc.
• Count to 120 orally, read and write numerals, and write numerals to represent the number of objects (up to 120).
• Add a 2-digit and a 1-digit number using concrete models and drawings with a place value strategy or properties of operations; explain or show how the model relates to the strategy (sums within 100).
• Add a 2-digit number and a multiple of 10, using concrete models and drawings with a place value strategy or properties of operations.  Explain or show how the model relates to the strategy (sums within 100).

Materials / Equipment / Resources

Core Instructional

Materials and Texts

enVisionmath 2.0 ( Hardcopy and electronic edition)

• Teacher Edition
• Student Edition
• Math and Science Project
• Vocabulary Cards and Activities
• Fluency Practice Activity
• Digital Resources

Seesaw

Equipment

Chromebooks

Smartboards

Math Centers

Supplemental Resources

1.G.A.1 All vs. Only some

1.G.A.1 3-D Shape Sort