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2 | Mathematics Grade 1 | ||||||||||||||||||||||

3 | Planning Grid (Gantt Chart) | ||||||||||||||||||||||

4 | Links to Materials | Sequence instruction by academic year quarter. | |||||||||||||||||||||

5 | Click colored cells to download: Worksheet Series / Activities / Related Videos/ Links | Indicate when you are introducing a skill by flagging the appropriate quarter green. | |||||||||||||||||||||

6 | Worksheet #1 | Related Video | Worksheet #2 | Related Link | Worksheet #3 | Worksheet #4 | Flag the skill red when students will practice the skill on independent assignments (homework). | ||||||||||||||||

7 | Same background color indicates that these resources are related. | ||||||||||||||||||||||

8 | Blue flag: priority skill- perhaps an IEP goal to be assessed on Progress Monitoring Tests | Instructional level of skill: flag green | Independent level of skill: flag red. | ||||||||||||||||||||

9 | Q1 | Q2 | Q3 | Q4 | |||||||||||||||||||

10 | Place Value and Number Sense | Sept-Oct | Nov-Jan | Feb-Mar | Apr -Jun | ||||||||||||||||||

11 | 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. | |||||||||||||||||||||

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13 | 1.NBT.2 | Understand that the two digits of a two-digit number represent amounts of tens and ones. | |||||||||||||||||||||

14 | ENCODE AND DIAGRAM 2 DIGIT NUMBERS | ||||||||||||||||||||||

15 | 1.NBT.2a | Understand the following as special cases: a. 10 can be thought of as a bundle of ten onesβcalled a βten.β | |||||||||||||||||||||

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17 | 1.NBT.2b | Understand the following as special cases: b) The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. | |||||||||||||||||||||

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19 | 1.NBT.2c | Understand the following as special cases: 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). | |||||||||||||||||||||

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21 | 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 <. | |||||||||||||||||||||

22 | Diagram and Compare Within 20 | ||||||||||||||||||||||

23 | See Vertical Path Resources | ||||||||||||||||||||||

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27 | Q1 | Q2 | Q3 | Q4 | |||||||||||||||||||

28 | Addition and Subtraction within Base Ten | Sept-Oct | Nov-Jan | Feb-Mar | Apr -Jun | ||||||||||||||||||

29 | 1.0A.1 (2017) | Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations (number sentences) with a symbol for the unknown number to represent the problem. | |||||||||||||||||||||

30 | Notebook Software Missing addends to 10 animated word problems | Notebook Software subtracting from 12 with regrouping word problems | Notebook software for Smartboard Add within 20 using Icons | ||||||||||||||||||||

31 | 1.OA.MA.9 (2011) | Write and solve number sentences from problem situations that express relationships involving addition and subtraction within 20. | |||||||||||||||||||||

32 | π½ Linear vertical diagram tower | ||||||||||||||||||||||

33 | 1.0A.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. | |||||||||||||||||||||

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35 | 1.OA.3 | Apply properties of operations as strategies to add. 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.) When adding zero to a number, the result is the same number (Identity property of zero for addition). Students need not use formal terms for these properties. | |||||||||||||||||||||

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37 | 1.OA.4 | Understand subtraction as an unknown-addend problem. For example, subtract 10 β 8 by finding the number that makes 10 when added to 8. | |||||||||||||||||||||

38 | π½ Missing Finger Addends to 10 | ||||||||||||||||||||||

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

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41 | 1.OA.6 | Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use mental strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 β 4 = 13 β 3 β 1 = 10 β 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 β 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). | |||||||||||||||||||||

42 | Balanced Subtraction Equations with Sums to 19 | π½ Balanced Subtraction Equations video | |||||||||||||||||||||

43 | video | ||||||||||||||||||||||

44 | 1.OA.7 | ||||||||||||||||||||||

45 | 1.OA.8 | Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = β 3, 6 + 6 = . | |||||||||||||||||||||

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47 | 1.NBT.4 | Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. | |||||||||||||||||||||

48 | First to 100 Game Board, Rules and Templates | π½ First to 100 Instructional Video | Add 1 unit, ten or 100 to a Base Ten model of a 3-digit number (125 or 132) | Add 3-digit numbers no regrouping with fact practice | |||||||||||||||||||

49 | 1.NBT.5 | ||||||||||||||||||||||

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51 | 1.NBT.6 | Subtract multiples of 10 in the range 10β90 from multiples of 10 in the range 10β90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. | |||||||||||||||||||||

52 | Subtract multiples of 10 using Dimes and Sticks as Models | ||||||||||||||||||||||

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55 | Geometry | Sept-Oct | Nov-Jan | Feb-Mar | Apr -Jun | ||||||||||||||||||

56 | 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 that possess defining attributes. | |||||||||||||||||||||

57 | Classify Polygons by Attributes using Pipe manipulatives | π½ Related Video of Shape Construction and Classification | |||||||||||||||||||||

58 | 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. | |||||||||||||||||||||

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60 | 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. | |||||||||||||||||||||

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63 | Q1 | Q2 | Q3 | Q4 | |||||||||||||||||||

64 | Measurement and Data | Sept-Oct | Nov-Jan | Feb-Mar | Apr -Jun | ||||||||||||||||||

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

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67 | 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 a whole number of length units with no gaps or overlaps. | |||||||||||||||||||||

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69 | 1.MD.3 | Tell and write time in hours and half-hours using analog and digital clocks. | |||||||||||||||||||||

70 | Before and After Using Clocks | ||||||||||||||||||||||

71 | 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. | |||||||||||||||||||||

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73 | 1.MD.5 | Identify the values of all U.S. coins and know their comparative values (e.g., a dime is of greater value than a nickel). Find equivalent values (e.g., a nickel is equivalent to 5 pennies). Use appropriate notation (e.g., 69Β’). Use the values of coins in the solutions of problems (up to 100Β’). | |||||||||||||||||||||

74 | Tactile Currency Worksheet | Subtract Dimes and Pennies within 100 No Regrouping | |||||||||||||||||||||

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