Training Template Grade 1 DQC # 1

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Students will add single digit numbers.

Date

YYYY

Student Email *

Student ID Number *

Last Name *

First Name *

Select your teacher. *

Bates

Craven

Etheridge

Park

Welch-Walker

Quarter 1 Standard *

1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with un- knowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. *Addition and subtraction within 10 to solve word problems.

1.OA.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

1.OA.3 Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8= 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) Students need not use formal terms for these properties.

1.OA.4 Understand subtraction as an unknown - addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Add and subtract within 20.

1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

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. *Work with numbers 0-40. (Students are not responsible for READING number words)

1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object. *Order 3 objects by length.

1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

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.

Required

Question #1 3+ 3 *

Question #2 6 + 3 *

Question #3 0 + 0 *

Self Reflection *

Expert - I understood the lesson well and can teach it to someone else.

Practitioner - I can mostly do it myself, but I sometimes mess up or get stuck.

Apprentice - I'm starting to get, but I still need someone to coach me through it.

Novice - I'm just starting to learn this, and I don't really understand it yet

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