1st GRADE MATH YEARLY PACING GUIDE. Quarter 1

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1 Operations & (NBT) Measurement & Geometry(G) 1OA.1 Use addition and subtraction within 10 to adding to taking from, putting together, taking apart, comparing 1.NBT.1 Count to 30, starting at any number less than 30. In this range, read and write numerals and represent a number of objects with a written numeral. a. Count to 30 orally, starting at any number less than 30. b. Read numerals up to 30. c. Write numerals up to 1.OA.3 Apply properties of operations as strategies to add and subtract. If = 11 is known, then = 11 is also known. (Commutative property of addition.) 1.NBT.2 Develop an understanding that the two digits of a twodigit number represent amounts of tens and ones. Understand the following as special cases: a. 10 can be thought of as a bundle of ten ones called a ten. b. The numbers from 11 to 20 are composed of a ten and a one, two, three, four, five, six, seven, eight, or nine ones. Quarter 1 Understand subtraction as problem. For example, subtract 10 8 by finding the number that makes 10 when added to 8. (missing addend) 20, developing fluency for within 10*. Add and subtract within 20 using strategies such as: counting on (+ /-1 and 2) Page 1

2 Operations & 1OA.1 Use addition and subtraction within 10 to adding to taking from putting together taking apart comparing 1.OA.3 Apply properties of operations as strategies to add and subtract. If = 11 is known, then = 11 is also known. (Commutative property of addition.) Quarter 2 1.OA.5 Understand subtraction as REVISIT: Relate problem. For example, subtract 10 8 by finding the number that makes 10 when added to 8. (missing addend) counting to addition and subtraction (e.g., by counting on 2 to add 2). 20, developing fluency for within 10*. Add and subtract within 20 using strategies such as: Make Ten (i.e., = 10, 10 3 = 7) Add 0 (NBT) Measurement & 1.NBT.1 Count to 80, starting at any number less than In this range, read and write numerals and represent a number of objects with a written numeral. a. Count to 80 orally, starting at any number less than b. Read numerals up to c. Write numerals up to 1.NBT.2 1.NBT.3 Understand that the two Identify and compare digits of a two-digit numerals using number represent mathematical tools amounts of tens and ones. and dynamic Understand the following vocabulary. as special cases: Use = symbol. c. The numbers 10, 20, a. Compare two two-digit 30, 40, 50, 60, 70, 80, numbers based on 90 refer to one, two, three four, five, six, meanings of the tens and seven, eight, or nine ones digits. tens (and 0 ones) 1.NBT.6 Subtract multiples of 10 in the range from multiples of 10 in the range (positive or zero differences). Relate the strategy to a written reasoning used. Use: concrete models drawings strategies based on place value properties of operations the relationship between addition and subtraction Page 2

3 Geometry(G) 1.G.1 a. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus nondefining attributes (e.g., color, orientation, overall size) b. Build and draw shapes to possess defining attributes Quarter 2 Continued 1.G.2 1.G.3 a. Compose twodimensional shapes rectangles into two and Partition circles and (rectangles, squares, four equal shares. trapezoids, triangles, halfcircles, and quarter- triangles together to make Compose shapes (put two circles) to create a a quadrilateral) composite shape. Understand for these b. Compose threedimensional shapes decomposing into more examples, that (cubes, right rectangular equal shares creates prisms, right circular smaller shares. cones, and right circular Describe the shares cylinders) to create a using the words halves, composite shape. fourths, and quarters, and use the phrases c. Compose new shapes half of, fourth of, and from the composite shape. quarter of. Describe the whole as Page 3

4 Operations & 1.OA.1 Use addition and subtraction within 20 to adding to taking from putting together taking apart comparing 1.OA.3 Apply properties of operations as strategies to add and subtract. If = 11 is known, then = 11 is also known. (Commutative property of addition.) Quarter 3 1.OA.5 Understand subtraction as problem. For example, subtract 10 8 by finding the number that makes 10 when added to 8. (missing addend) Relate counting to (e.g., by counting on 2 to add 2). 20, developing fluency for within 10*. Add and subtract within 20 using various strategies. 1.OA.8 Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 +? = 11, 5 =? 3, =?. (NBT) 1.NBT.2 1.NBT.3 Understand that the two Identify and compare digits of a two-digit numerals using number represent mathematical tools amounts of tens and ones. and dynamic Understand the following vocabulary. as special cases: Use = symbol. c. The numbers 10, 20, b. Record the results of 30, 40, 50, 60, 70, 80, comparisons with the 90 refer to one, two, three four, five, six, symbols >, =, and <. seven, eight, or nine tens (and 0 ones) 1.NBT.4 Add within 100. Relate the strategy to a written reasoning used. Including: a. Adding a two-digit number and a one-digit number, within 100. b. Adding a two-digit number and a multiple of 10, using: concrete models drawings strategies based on place value properties of operations the relationship between addition and subtraction Quarter 3 Continued 1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number, with counting; explain the reasoning used. 1.NBT.6 Subtract multiples of 10 in the range from multiples of 10 in the range (positive or zero differences). Relate the strategy to a written reasoning used. Use: concrete models drawings strategies based on place value properties of operations the relationship between addition and subtraction Page 4

5 Measurement & Geometry(G) 1.MD.1 Order and compare objects by length. a. Order three objects by length. b. Compare the lengths of two objects indirectly by using a third object. 1.MD.2 Express length and understand what the length of an object represents. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. a. 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; b. Understand that the length measurement of an 1.MD.3 Review, tell and write time in hours and half-hours using analog and digital clocks. 1.MD.4 Organize and represent categories and Interpret categories. Ask and answer questions about: the total number of data points how many in each category how many more or less are in one category than in another. Page 5

6 Operations & 1OA.1 Use addition and subtraction within 10 to adding to taking from, putting together, taking apart, comparing 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 to represent the problem drawings to represent the problem equations with a symbol for the unknown number to represent the problem 1.NBT.1 1.NBT.3 Count to 120, starting at Identify and compare any number less than 120. numerals using In this range, read and mathematical tools write numerals and and dynamic represent a number of vocabulary. objects with a written Use = symbol. numeral. a. Compare two two-digit a. Count to 80 orally, numbers based on starting at any number meanings of the tens and less than ones digits. b. Read numerals up to c. Write numerals up to Quarter 4 Understand subtraction as problem. 1.NBT.4 Add within 100. Relate the strategy to a written reasoning used. Including: a. Adding a two-digit number and a one-digit number, within 100. b. Adding a two-digit number and a multiple of 10, using: concrete models drawings strategies based on place value properties of operations the relationship between c. Understand that in adding two-digit numbers, it requires adding tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 20, for addition and subtraction within 10*. 20 using strategies such as: +10 (i.e = 15) * Includes as foundation for upcoming strategies 1.OA.7 Understand the meaning of the equal sign, and determine if equations involving are true or false. For example, which of the following equations are true and which are false? (Use = 7, 6 = 6, 7 = 8 1 structures) 1.OA.8 Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 +? = 11, 5 =? 3, =?. Page 6

7 Measurement & Geometry(G) 1.MD.1 Order and compare objects by length. a. Order three objects by length. b. Compare the lengths of two objects indirectly by using a third object. 1.G.3 Partition circles and rectangles into two and four equal shares. Compose shapes (put two triangles together to make a quadrilateral) Understand for these examples, that decomposing into more equal shares creates smaller 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 1.MD.2 Express length and understand what the length of an object represents. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. a. 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; b. Understand that the length measurement of an object is the number of Quarter 4 Continued 1.MD.3 Review, tell and write time in hours and half-hours using analog and digital clocks. 1.MD.4 Organize and represent categories and Interpret categories. Ask and answer questions about: the total number of data points how many in each category how many more or less are in one category than in another. All standards will be reviewed in the final four weeks of the year. Page 7

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