Essential Questions Warren County Public Schools First Grade Common Core Math Planning and Pacing Guide (1 st Quarter)

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1 Essential Questions Warren County Public Schools First Grade Common Core Math Planning and Pacing Guide (1 st Quarter) Unit Time Frame Objective Number Common Core Standard Essential Questions Key Terms Resource Unit 1 Numeration & Place Value Numeration and Place Value Operations and Algebraic 1 st 9 weeks 1 st 9 wks 1 st 9 wks 1.NBT.1 On-going obj. 1.NBT.3 1.OA.A.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. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Use addition and subtraction within 20 to solve word I can write the number for a given number of objects to 120 ( In increments of 30). I can count to 120. I can count to 120 starting at any number. I can write numbers to 120. (This is ongoing) I can compare 2 numbers. I can order three numbers. I can use the symbols <,>, and = to compare 2-digit numbers. I can use addition and Number before after between least greatest order digit ten(s) one(s) place value value group bundle skip count compare greater than less than more less equal addition subtract how many more how many less how many left compare unknown number known number sum difference add addend part whole in all EnVision Topic 1-1.1, 1.2,,1.4,1.5,1.6 *Some of these objectives can be taught during calendar time. *During calendar time practice rote counting by 2 s, 5 s, and 10 s. (ongoing) *Begin practice 2 ½ minutes addition drills-30 problems. (ongoing until mastery) Then begin subtraction. EnVision Topic 2-2.1, 2.2, 2.3, 2.4

2 Thinking 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 with a symbol for the unknown number to represent the problem. 1 subtraction to solve problems using objects, drawings, and equations (within 20). altogether symbol equation solve envision Topic 3-3.1, , 3.4, 3.5, 3.6, OA.A.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. I can solve addition and subtraction word problems that have three whole numbers by using drawings, objects, and equations. **Reminder-You will need to find supplemental practice for 1.OA.A.2. 1 st 9 Wks 1.OA.A.3 Apply properties of operations as strategies to add and subtract. 2 Examples: If = 11 is known, then = 11 is also known. (Commutative property of addition.) To add , the second two numbers can be added to make a ten, so = = 12. (Associative property of addition.) When adding more than 2 numbers, I can choose 2 numbers that I can easily add to help find the sum.

3 1.OA.A.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 8 by finding the number that makes 10 when added to 8. I can use related facts to solve problems with missing values. 1.OA.A.5 Relate counting to addition and subtraction I can count-on to add. I can count back to subtract. I can count up to subtract. EnVision Topic 4-4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, OA.C.6 1.OA.D.8 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., = = = 14); decomposing a number leading to a ten (e.g., 13 4 = = 10 1 = 9); using the relationship between addition and subtraction (e.g., knowing that = 12, one knows 12 8 = 4); and creating equivalent but easier or known sums (e.g., adding by creating the known equivalent = = 13). Determine the unknown whole number in an addition or subtraction equation EnVision Topic 5-5.1, 5.2, 5.3, 5.4, 5.5

4 relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 +? = 11, 5 = _ 3, = _. Warren County Public Schools 1 st Grade Common Core Math Planning and Pacing Guide (2 nd Quarter) Unit Operations and Algebraic Thinking Time Frame Objective Number 2 nd 9 wks 1.OA.A.1 1.OA.A.3 1.OA.A.5 1.OA.A.6 1.OA.A.7 Common Core Standard Essential Questions Key Terms Resources (see CC Standards in 1 st 9 weeks) I can use addition and subtraction to solve problems using objects, drawings, and equation. I can explain what an equal sign means. I can determine if an addition equation is true or false. I can determine if a subtraction equation is true or false. (see key terms from 1 st 9 weeks) doubles near doubles facts ten frame problem solving subtraction difference addition sum number sentence skip counting tens ones expanded form organized list one more *During calendar time practice rote counting by 2 s, 5 s, and 10 s. *Counting by 10 s starting with 0, 1,2, 3, and (ongoing) *Suggestion use 100 chart. *Practice counting by 10 s backwards. (ongoing) *Begin flashing 2D& 3D shapes during calendar time. **Continue addtion/ subtraction drills (2 ½ min-30 problems). EnVision Topic 6-6.1, 6.2,

5 Numbers and Operations in Base Ten 2 nd 9 wks 1.NBT.1 1.NBT.2 (see CC Standard in 1 st 9 wks-ongoing) Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases I can determine the missing value in an addition equation. I can determine the missing value in a subtraction equation. one less ten more ten less hundred-twenty charts before after between 6.3, 6.4, 6.5, 6.6 )(addition) EnVision Topic 7-7.1, 7.2, 7.3.,7.4, 7.5 (subtraction) 1.NBT.2a 1.NBT.2b 1.NBT.2c 10 can be thought of as a bundle of ten ones called a ten. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine 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). I can identify how many tens are in a 2-digit number. I can order three numbers envision Topic , 10.2, 10.3, 10.4, 10.5, 10.9 ( Topic 10 covers 1. NBT1.,2,2a, 2b, 2c) Number and Operations in Base Ten 2 nd 9 wks 1.NBT.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the envision Topic , 11.2, 11.3, 11.4, 11.5, 11.6 (Topic 11 covers 1.NBT.1,

6 symbols >, =, and <. I can compare 2-digit numbers using before, after, and between. I.NBT.2, a, b, c, and 1.OA.A.7) 1.NBT.4 1.NBT.5 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. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.. I can use the symbols <, > and = to compare numbers. EnVision Topic , 12.2, 12.3, 12.4, 12.5, 12.6, 12.7, NBT.6 Subtract multiples of 10 in the range from multiples of 10 in the range (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the Given a number I can count 1 more, 1 less, 10 more, and 10 less.

7 relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Warren County Public Schools First Common Core Math Planning and Pacing Guide (3 rd Quarter) Unit Numeration & Place Value Numbers and Operations in Base Ten Time Frame Objective Number 3 rd 9 wks 1.OA.A.1 1.OA.A.2 1.OA.A.3 1.OA.A.6 1.OA.A.8 1.OA.A.1 1.OA.A.6 1.OA.A.8 1.NBT.4 Common Core Standard (see CC Standards from 1 st - 2 nd 9 wks) (see CC Standards from 1 st - 2 nd 9 wks) 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; Essential Questions Key Terms Resource I can add a 2-digit number and a one digit number. I can add a 2-digit number and a multiple of ten. I can explain what strategy I used to solve my problems. I can determine when to Doubles doubles plus one doubles plus two related facts fact family addition facts subtraction facts digit two digit greater than less than EnVision Topic , 16.2, 16.3, 16.4, 16.5, CC-8 EnVision Topic , 17.2, 17.3, 17.4, 17.5

8 3 rd 9 wks 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. regroup in an addition problem. I can explain the steps I used to solve my problem. I can add two two-digit numbers without regrouping. 1.NBT.6 Subtract multiples of 10 in the range from multiples of 10 in the range (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. I can add two two-digit numbers with regrouping. I can subtract a multiple of 10 from another multiple of 10.(10-90) I can explain the strategy I used to solve my problem. EnVision Topic , 20.2, 20.3, 20.4, CC10, CC11, 20.5, 20.6, 20.7, CC12 *Adding and subtracting 2 digit numbers with and without regrouping should be ongoing till the end of the year. This can be done through morning work, homework, math centers, and supplemental work for early finishers. *Students need to be able to write from *During calendar time flash number words for practice.

9 Warren County Public Schools 1 st Grade Common Core Math Planning and Pacing Guide (4 th Quarter) Unit Time Frame Geometry 4 th 9 wks 1.G.1 Objective Number 1.G.2 Common Core Standard Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus nondefining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Compose twodimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quartercircles) or threedimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and Essential Questions I can distinguish between attributes that define the shape and attributes that do not define the shape. I can use attributes to build shapes. I can use attributes to draw shapes. I can build a new shape using two twodimensional shapes. (rectangle, square, trapezoid, triangle, half circle, one-fourth circle.) I can build a new shape using two 3-dimensional shapes. (cube, right Key Terms Shape plane shape identify properties building breaking apart shapes solid figures flat surfaces corners/vertices equal parts halves fourths partition rhombus circles hexagon rectangle triangle square pentagon cube cone Resource EnVision Topic 8-8.1, 8.2, CC-4, 8.3, 8.4, 8.9, CC-5, 8.11 (Just a Note-You will have to look for additional supplemental practice activities/sheets.)

10 4 th 9 wks 1.G.3 compose new shapes from the composite shape. 1 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. rectangular prism, right circular cone, right circular cylinder) I can take a shape I have made from 2 shapes and change it to make a new shape. I can divide circles into 2 equal shares. I can divide circles into 4 equal shares. I can divide rectangles into 2 equal shares. I can divide rectangles into 4 equal shares. sphere cylinder rectangular prism pyramid roll stack slide shares dimensional fourth half quarter attributes face compose close figure open figure composite EnVision Topic , 19.2, CC-9, 19.5 I can describe shares using the words half and half of, fourths, fourths of. I can describe shares using quarter and quarter of. I can describe the whole as the number of parts needed to make the whole. I can prove that the more equal shares a

11 whole has the smaller the shares. Measurement & Data 1.MD.1 1.MD.2 1.MD.3 Order three objects by length; compare the lengths of two objects indirectly by using a third object. (nonstandard measurement) 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. (non-standard measurement) Tell and write time in hours and half-hours using analog and digital clocks. I can order objects by length. I can use one object to help me describe the length of other objects. I can measure an object using non-standard units. I can tell time to the hour. I can tell time to the half non-standard measurements compare length height long longer longest tall taller tallest short shorter shortest start line unit estimate reasoning hour hour hand minute minute hand half hour half past 60 minutes 60 seconds analog clock digit clock digit time second hand EnVision Topic , CC-6, 14.2, CC-7, 14.3, (Please find additional supplementary practice to cover these objectives.) EnVision Topic , 15.2, 15,3, 15,6 (Please find additional supplementary practice.)

12 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. hour. I can organize data with up to three categories. I can interrupt a graph by asking questions about the data. I can interrupt a graph by answering questions about the data. I can interrupt the graph by comparing how many more are in one category than another. I can interrupt a graph by comparing how many less are in one category than another. interpret data sort classify group organize picture graph t-chart tally marks category attributes less than more than fewer compare title labels survey real graph bar graph grid certain impossible likely unlikely EnVision Topic , 18.2, 18.3, 18.5., 18.6, 18.7, 18.8 *****Please continue addition/subtraction drills and 2 digit addition/ subtraction with and without regrouping due to the fact that will be the first 2 nd grade skill.***** (If time permits teach 18.4, and 18.10)

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