| A | B | C | D | E | F | G | H | I | |
|---|---|---|---|---|---|---|---|---|---|
1 | 1st Grade Math 1st Quarter | ||||||||
2 | Essential Skills Embedded throughout the SDOW Curriculum: Link | ||||||||
3 | Professional Communication Critical Thinking Emotional Intelligence Time Managemenht/Organization Leadership Technology Digital Citizenship Learning from Failure Conflict Resolution Teamwork | ||||||||
4 | Unit 1 - Number Sense Origo - Module 1 | PLC Questions I: What is it the student is to know and do? First Grade Critical Area of Focus: The goal of this unit is for the students to understand the order of the counting numbers and their relative magnitudes. Common Language: add, balances, between, data, graph, pattern, position, number name, equation, equals, part, cent, ordinal number | DOK | Introduce (I) Dev. Mastery (DM) Master (M) Reinforce (R) | |||||
5 | Essential Question: | How can you develop understanding of number patterns to help us count? How can you use tens and ones to understand place value? | 1st | 2nd | 3rd | 4th | |||
6 | Strand: 1.NS.A | Understand and use numbers up to 120. | |||||||
7 | 1.NS.A.1 | Count to 120, starting at any number less than 120. | 2 | I | DM | M | R | ||
8 | 1.NS.A.2 | Read and write numerals with a minimum of 120 and represent a number of objects with a written numeral. | 2 | I | DM | M | R | ||
9 | Strand: 1.NBT.A | Understand place value of two-digit numbers. | |||||||
10 | 1.NBT.A.1 | Understand that 10 can be thought of as a bundle of 10 ones-called a "ten" | 2 | I | DM | DM/M | R | ||
11 | 1.NBT.A.2 | 1.NBT.A.2 Understand two-digit numbers are composed of ten(s) and one(s) | I can show how two-digit numbers are composed of tens and ones. (1.NBT.A.2) | 3 | I/DM | M | M/R | R | |
12 | Strand: 1.DS.A | Represent and interpret data. | |||||||
13 | 1.DS.A.2 | Draw conclusions from object graphs, picture graphs, T-charts and tallies | 3 | I | DM | M | R | ||
14 | Unit 2 - Addition to 20 Origo - Module 2 | Critical Area of Focus: The goal of this unit is for the students to use strategies to add within 20 in both number sentences and word problems. Common Language: addition, add, addend, part, whole, count on, make 10, equal sign, equation, true equation, false equation, add more, number sentence, sum, strategy, same as, analog clock, digital clock, colon, hour hand, minute hand | DOK | Introduce (I) Dev. Mastery (DM) Master (M) Reinforce (R) | |||||
15 | Essential Question: | How can different strategies be helpful when solving problems using addition within 20? How can clocks be read and used? | |||||||
16 | Strand: 1.NS.A | Understand and use numbers up to 120. | |||||||
17 | 1.NS.A.1 | Count to 120, starting at any number less than 120 | 2 | I | DM | M | R | ||
18 | Strand: 1.NBT.A | Understand place value of two-digit numbers. | |||||||
19 | 1.NBT.A.1 | Understand that 10 can be thought of as a bundle of 10 ones-called a "ten" | 2 | I | DM | DM/M | R | ||
20 | 1.NBT.A.4 | Count by 10s to 120 starting at any number | 2 | I | DM | M | R | ||
21 | Strand: 1.RA.A | Represent and solve problems involving addition and subtraction. | |||||||
22 | 1.RA.A.1 | 1.RA.A.1 Use addition and subtraction within 20 to solve problems | I can use addition and subtraction within 20 to solve problems. (1.RA.A.1) | 3 | I | DM | DM/M | M | |
23 | 1.RA.A.4 | Determine the unknown whole number in an addition or subtraction equation relating three whole numbers | 3 | I | I/DM | DM | M | ||
24 | Strand: 1.RA.B | Understand and apply properties of operations and the relationship between addition and subtraction. | |||||||
25 | 1.RA.B.5 | Use properties as strategies to add and subtract | 3 | I | DM | M | R | ||
26 | Strand: 1.RA.C | Add and subtract within 20. | |||||||
27 | 1.RA.C.7 | Add and subtract within 20 | 3 | I | I/DM | DM/M | M | ||
28 | Strand: 1.GM.C | Work with time and money. | |||||||
29 | 1.GM.C.8 | Tell and write time in hours and half-hours using analog and digital clocks | 2 | I | I/DM | DM | M | ||
30 | Unit 3 - Addition and Place Value Origo - Module 3 | Critical Area of Focus: The goal of this unit is for the students to use doubles and count-on strategies to solve addition problems, and represent two-digit numbers in relation to place value. Common Language: addition, add, addend, clock, doubles, count-on, longest, shortest, measure, smallest, order | DOK | Introduce (I) Dev. Mastery (DM) Master (M) Reinforce (R) | |||||
31 | Essential Question: | How can you use strategies to represent numbers and show addition? How can you use non-standard units to measure length? | |||||||
32 | Strand: 1.NS.A | Understand and use numbers up to 120. | |||||||
33 | 1.NS.A.2 | Read and write numerals and represent a number of objects with a written numeral | 2 | I | DM | M | R | ||
34 | Strand: 1.NBT.A | Understand place value of two-digit numbers. | |||||||
35 | 1.NBT.A.1 | Understand that 10 can be thought of as a bundle of 10 ones-called a "ten" | 2 | I | DM | DM/M | R | ||
36 | 1.NBT.A.2 | 1.NBT.A.2 Understand two-digit numbers are composed of ten(s) and one(s) | I can show how two-digit numbers are composed of tens and ones. (1.NBT.A.2) | 3 | I/DM | M | M/R | R | |
37 | 1.NBT.A.4 | Count by 10s to 120 starting at any number | 2 | I | DM | M | R | ||
38 | Strand: 1.GM.B | Measure lengths in non-standard units. | |||||||
39 | 1.GM.B.5 | Order three or more objects by length | 3 | I/M | R | R | R | ||
40 | 1.GM.B.6 | 1.GM.B.6 Compare the lengths of two objects indirectly by using a third object | I can compare the lengths of two objects.(1.GM.B.6) | 3 | I/M | R | R | R | |
41 | 1.GM.B.7 | Demonstrate the ability to measure length or distance using objects | 3 | I/M | R | R | R | ||
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