Northwest Arkansas Instructional Alignment First Grade Mathematics

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1 FP.1.2 NO Solve problems by using a variety of methods and tools objects, mental computations, paper and pencil and with and without appropriate technology NO Use efficient strategies to count a given set of objects in groups of 10 up to 100 NO Count on (forward) and back (backward) using physical models or a number line starting at any whole number up to fifty Solve problems by using a variety of methods and tools Solve problems by using a variety of methods and tools Construct groups of 10 up to 100 using manipulatives *count to 10 *make a set of 10 with objects *count by 10s to 100 Count on (forward) and back (backward) using physical models *orally count forward and backward up to 50 beginning or a number line starting at any whole number up to fifty at 1 or at 50 *use a number line or other models such as base ten blocks or 100s charts to count forward and backward from any given number up to 50 *when given a number less than 50, count forward and backward set grouping forward backward count on count back number line Enduring Understanding - Successful problem solvers possess a set of core beliefs that support their work: problem solving is important, takes significant time and repeated efforts, and requires reflection. Essential Question - What are the specific strategies that have wide application in attacking problems and can help in problem solving? FIRST NINE WEEKS 1. Enduring Understanding - Counting is a strategy for finding the answer to how many. 1a. Essential Question - How can we find a number that is more than, less than, equal to, after, before, or between one or more numbers? FP.1.2 A415 A Identify a number that t is one more or one less than any whole *count in sequence to 100 Identify a number that is one more or one less than any whole number less than 100 number less than 100 *write or identify the number one more or one less than a given number more less whole number A Use patterns to count forward and backward when given a number less than or equal to 50 Use patterns to count forward and backward when given a number less than or equal to 50 *demonstrate counting to 50 patterns *orally count forward or backward from a given number count less than 50 forward *recognize patterns up to 50 backward *complete a number sequence by counting forward or equal backward from a given number less than Enduring Understanding - The groupings of 1s and 10s for a given number can be taken apart in different ways. 2a. Essential Question - In what different ways can numbers be grouped? NO Represent a whole number less than 15 in all possible ways using composition and decomposition Composition: 10 can be made by combining 1 and 9, 2 and 8, 3 and 7, 4 and 6, 5 and 5 Decomposition: 10 can be separated into 1 and 9, 2 and 8, 3 and 7, 4 and 6, 5 and 5. Demonstrate a whole number less than 15 in all possible combinations by composing and decomposing. *count forward and backward from and to 15 *Compose numbers up to 15 *Decompose number up to 15 whole numbers composition = combine decomposition = separate 3. Enduring Understanding - Patterns can help in counting. 3a. Essential Question - How can patterns help in counting more efficiently? 1 of 10

2 FP 1.2; FP.K.1 FP 1.2; FP.K.1 NO Connect various physical models and representations to the quantities they represent using number names, numerals and number words to 20 with and without appropriate technology NO Represent numbers to 20 in various forms 2 rods, 2 bundles of 10, tally marks, a rod and 10 units Recognize that pictures, numerals and words represent a specific number to 20 *name and write numerals *identify numerals *identify number words and number names *count sets *match numeral or number word to quantities they represent *Match pictures, numerals, and words (all 3) with and without technology Demonstrate numbers to 20 using various forms *orally count to 20 *model numbers to 20 in various forms such as pictures, numerals, sets of objects, words, tally marks, base ten blocks numeral number words (one through twenty) base ten blocks FP 1.2; FP.K.1 NO Determine relative position using ordinal numbers (first through *show one-to-one correspondence ordinal numbers Determine relative position using ordinal numbers (first through twelfth) twelfth) *count using ordinal numbers *describe position using ordinal numbers (first through twelfth) C.K.1 FP.1.3 C.1.3 ; C Enduring Understanding - Numbers can be used to represent quantities or position. 4a. Essential Question - How can numbers be compared and ordered? 5. Enduring Understanding - Shapes can be described and compared using their attributes. 5a. Essential Question - How can a shape be described? A Sort and classify objects by one or two attributes in more than one way G Replicate a simple two-dimensional figure from a briefly displayed example or from a description Sort and classify objects by one or two attributes in more than one way Replicate a simple two-dimensional figure from a briefly displayed example or from a description by using pictures or physical models 6. Enduring Understanding - Patterns can be found in many different forms. 6a. Essential Question - What is the repeating unit in the pattern? A Identify and describe patterns in the environment Identify and describe patterns in the environment 6b. Essential Question - How does finding patterns help in counting? A Identify, describe and extend skip-counting patterns by 2s Identify, describe and extend skip-counting patterns by 2s *sort objects by one or two attributes (color, shape, attributes (color, size, shape, size, etc.) etc.) *describe/classify how objects were sorted sort likeness difference classify *review names and description of plane shapes two-dimensional (triangle, square, etc.) figure *verbally describe a shape and have students replicate visualize (picture) it *briefly show a two-dimensional picture and have students replicate it through pictures or physical models *locate patterns in the environment and describe them (shapes on buildings, number of leaves on branches on a tree, shapes of leaves, etc.) *count by 2s to any given number *use a 100s chart to describe patterns in skip counting by 2s *identify, describe and extend patterns using skip counting by 2s SECOND NINE WEEKS 1. Enduring Understanding - The groupings of 1s and 10s for a given number can be taken apart in different ways. 1a. Essential Question - In what different ways can numbers be grouped? patterns skip counting grouping 2 of 10

3 NO Use multiple models to develop understandings of place value including tens and ones pictures of base 10 blocks to show 23 will be tens and ones = Represent place value using tens and ones with multiple models (Base ten blocks, snap cubes, etc.) *demonstrate place value using manipulatives *demonstrate place value (ones and tens) *illustrate representations of groups of tens and ones * pictures of base 10 blocks to show 23 will be tens and ones = place value ones tens grouping ones tens FP.1.2 NO Recognize the number or quantity of sets up to 10 without counting, regardless of arrangement NO Compare 2 numbers, with less than 12 in each set, using objects and pictures with and without appropriate technology A: (XXXXXX) B: ( ) Set A has more elements than set B Identify the number of sets up to 10 without counting, such as base ten blocks or tally marks 2. Enduring Understanding - Numbers can be used to represent quantities or position. 2a. Essential Question - How can sets, numbers, and objects be compared and ordered? Compare 2 numbers, with less than 12 in each set, using objects and pictures with and without appropriate technology A: (XXXXXX) B: ( ) Set A has more elements than set B *recognize quantity up to 10 without counting, such as base ten blocks or tally marks *count objects in a set up to 12 *define more, less, same and equal *compare and describe sets using objetcs or pictures with or without appropriate technology tally marks more less equal same FP Enduring Understanding - The position of a digit in a number determines its value. 3a. Essential Question - How does the position of a digit in a number affect its value? NO Compare 2 numbers, less than 100 using mathematical language of greater than, equal to (same amount as), less than Compare 2 numbers, less than 100, using mathematical language of greater than, equal to (same amount as), less than *identify numbers to 100 *sequence numbers to 100 *identify numbers as more, less, or equal based on its position in the number sequence more/greater than less than equal same C.1.3 NO Apply number theory determine if a one-digit number is odd or even Apply number theory determine if a one-digit number is odd or even *identify one-digit odd and even numbers odd even 4. Enduring Understanding - Proficiency with basic facts facilitates the ability to solve problems in context. 4a. Essential Question - What strategies help in learning addition and subtraction facts? NO Develop an understanding of the commutative (turn around facts) and identity (add 0) properties of addition using objects Model an understanding of the commutative (turn around facts) and identity (add 0) properties of addition using objects Commutative: = Identity: = 3 *determine the sum of 2 numbers using pictures and numbers; reverse the order of the 2 quantities and compare sums; summarize the results and identify that the commutative property is always true for addition *determine the sum of any number and zero; summarize the results and identify that the identity property for addition is always true *model the commutative property and the identity property of addition using objects and numbers equal commutative property for addition identity property for addition ; FP.2.2 NO Estimate the results of whole number addition and subtraction problems and judge the reasonableness Estimate the results of whole number addition and subtraction problems and judge the reasonableness *restate the definition of estimate *differentiate between estimate and counting *compare estimate of sums or differences with actual amount *orally describe a reasonable or an unreasonable estimate for a sum or a difference estimate reasonable sum difference 3 of 10

4 A Recognize that = indicates a relationship in which the quantities on each side of an equation are equal = Recognize that = indicates a relationship in which the quantities on each side of an equation are equal 5. Enduring Understanding - Mathematical expressions and equations represent relationships among quantities. 5a. Essential Question - How is a number sentence like a balance scale? *solve addition/subtraction facts *recognize "=" sign and identify its meaning (same value, NOT the answer) equal sign addition subtraction number sentence A Recognize that symbols such as, and in an addition or subtraction equation, represent a missing value that will make the statement true + 3 = = 4 = 5 Recognize that symbols such as, and in an addition or subtraction equation represent a missing value that will make the statement true *recognize that the symbol represents the missing value that makes the number sentence true *recognize a number sentence *recognize the flexibility of symbols number sentence symbol C Enduring Understanding - Quantities can be joined, separated, and compared. 6a. Essential Question - How can counting strategies be used to join, separate, or compare sets? NO Use physical, pictorial and symbolic models to demonstrate various meanings of addition and subtraction See Appendix for examples. A Recognize, extend, and create simple repeating and growing patterns using a wide variety of materials and describe them using words, pictures or symbols Use physical, pictorial and symbolic models to demonstrate various meanings of addition and subtraction 7. Enduring Understanding - Patterns can grow and repeat. 7a. Essential Question - How are increasing and repeating patterns different? Recognize, extend, and create simple repeating and growing patterns using a wide variety of materials and describe them using words, pictures or symbols *use manipulatives, pictures and other objects to demonstrate and solve addition and subtraction problems *use manipulatives, words, pictures symbols, etc. to represent, describe and extend a repeating pattern (ABABAB) *use manipulatives to recognize, describe, create and extend a growing pattern (ABAABAAAB) *recognize, describe, extend, and create a growing vs. repeating pattern addition subtraction join separate part-part-whole compare patterns extending patterns repeating patterns growing patterns 8. Enduring Understanding - Time can be represented in a variety of ways. 8a. Essential Question - What are some ways time can be measured? M Recognize the number of days in a week and the number of days in a month using a calendar M Orally sequence the months of the year Recognize the number of days in a week and the number of days in a month using a calendar Orally sequence the months of the year *recognize a calendar *tell how long a week is and how many days are in a week *tell how many days are in a given month when shown that month on a calendar *identify the names of the months *orally sequence the months of the year 9. Enduring Understanding - Geometric shapes can be classified by attributes. 9a. Essential Question - What are the attributes of triangles, rectangles (including squares) and circles? days week month calendar months year order 4 of 10

5 FP.K.2 G Compare and make geometric figures (triangle, rectangle [including square] and circle) by investigating their physical characteristics independent of position or size Compare and make geometric figures (triangle, rectangle [including square] and circle) by investigating their physical characteristics independent of position or size *orally describe 2-D figures *compare 2-D figures *sort and identify geometric figures *make 2-D figures using toothpicks, string, color tiles, pencil and paper, etc. *manipulate geometric figures by changing position and size geometric figures (triangle, rectangle [including square] and circle) size characteristics properties two-dimensional shapes FP.1.3 9b. Essential Question - What makes a shape symmetric? G Identify a line or lines of symmetry in two-dimensional figures and justify by folding Identify a line or lines of symmetry in two-dimensional figures and justify by folding *identify equal parts of symmetrical shapes *fold objects to locate lines of symmetry *identify non-symmetrical lines in a symmetrical object *identify a line or lines of symmetry in two-dimensional figures and justify by folding symmetry line of symmetry two-dimensional congruent FP.1.3 9c. Essential Question - How are plane shapes different from solids? G Recognize that new figures can be created by combining and subdividing models of existing figures Create a new figure by combining and subdividing models of existing figures a rectangle split into 2 triangles or a parallelogram plus a triangle a rectangle + 1 or 2 triangles = a trapezoid) *identify names and discuss descriptions of plane shapes *recognize and create shapes formed by subdividing a given shape (rectangle split into 2 triangles) *recognize and create a new shape from 2 or more given shapes 2 triangles make a rectangle 2 trapezoids make a hexagon in pattern blocks combining shapes subdividing shapes FP.1.2 THIRD NINE WEEKS 1. Enduring Understanding - Numbers can be used to represent quantities or position. 1a. Essential Question - How can numbers be compared and ordered? NO Communicate the relative position of any number less than 20 (18 is less than 20 and greater than 12) Identify the relative position of any number less than 20 (18 is less than 20 and greater than 12) *identify numbers to 20 before *explain less than/greater than up to 20 after *demonstrate number sequence up to 20 less than *when given a number less than 20, list a number less greater than than that number and a number more than that number equal to 2. Enduring Understanding: Addition and subtraction are inverse operations. 2a. Essential Question: What strategies help in learning addition and subtraction facts? NO Develop strategies for basic addition facts counting all counting on one more, two more doubles doubles plus one or minus one make ten using ten frames Identity Property (add zero) Develop basic addition facts using a variety of strategies counting all counting on one more, two more doubles doubles plus one or minus one make ten using ten frames Identity Property (add zero) *develop and use the following strategies for basic addition facts: counting all counting on one more, two more doubles doubles plus one or minus one make ten ( = (7 + 3) + 6 = = 16 using ten frames Identity Property (add zero) strategies number sentence doubles Identity Property ten frames 5 of 10

6 NO Develop strategies for basic subtraction facts relating to addition Think of 7 3 = as 3 + = 7 one less, two less all but one 9 8, 6 5 using ten frames of the answers Develop basic subtraction facts using a variety of strategies relating to addition Think of 7 3 = as 3 + = 7 one less, two less all but one 9 8, 6 5 using the ten frames of the answers *develop and use the following strategies for basic subtraction facts: relating to addition Think of 7 3 = as 3 + = 7 one less, two less all but one 9 8, 6 5 using the ten frames of the answers strategies number sentence ten frames NO Identify and use relationships between addition and subtraction to solve problems in contextual situations involving whole numbers A. Identify addition and subtraction as inverse operations B. Use the relationship between addition and subtraction to solve problems ( use addition to solve a subtraction problem) C. Write a fact family sentence to match a subtraction or an addition sentence ( = 5 means 5-2 = 3) *count objects whole numbers *combine sets fact family *separate sets *identify that combining sets and separating sets are inverses (opposites) *use addition to solve a subtraction problem ( 8-5 means 5 +? = 8; start with 5 and add on until you get 8) *write a fact family sentence to match a subtraction or an addition sentence ( = 5 means 5-2 = 3). C.2.2 FP.1.3 2b. Essential Question - How can symbols be used to represent quantities, operations, or relationships? A Select and/or write number sentences to find the unknown in Select and/or write number sentences to find the unknown in problem-solving contexts involving single-digit addition and problem-solving contexts involving single-digit addition and subtraction using appropriate labels subtraction using appropriate labels Bob had 5 baseball cards. His friend gave him some more. Now he has seven cards. How many cards did his friend give him? G Manipulate two-dimensional figures through slides, flips and turns G Compare three-dimensional solids (sphere, cube, rectangular prism, cone, and cylinder) by investigating their physical characteristics Manipulate two-dimensional figures through slides, flips and turns Compare three-dimensional solids (sphere, cube, rectangular prism, cone, and cylinder) by investigating their physical characteristics *select and/or write equations to match structure of a problem using one digit numbers *work with all problem types (see appendix) 3. Enduring Understanding - Geometric shapes can be manipulated without changing their attributes. 3a. Essential Question - What are transformations? 4. Enduring Understanding - Shapes can be described and compared using their attributes. 4a. Essential Question - How can a shape be described? *use manipulatives to flip, slide, and turn a 2-D shape *demonstrate congruency of shape after a slide, a flip, or a turn *model 3-D shapes with manipulatives and pictures *identify 3-D shape names (sphere, cube, rectangular prism, cone, cylinder) *compare 3-D solids by comparing their physical characteristics (round, made of squares, can roll, etc.) number sentence addition subtraction join separate part-part-whole compare two-dimensional slides flips turns same /different 3-dimensional solids (sphere, cube, rectangular prism, cone, and cylinder) 3-dimensional shapes characteristics properties FP.1.3 G Investigate the presence of three-dimensional objects in the environment Locate the presence of three-dimensional objects in the environment *identify 3-D objects in environment (ball, food packages, pyramid) *3-D solids (sphere, cube, rectangular prism, cone, and cylinder) 5. Enduring Understanding - Monetary values can be represented in a variety of ways. 5a. Essential Question - What are some ways an amount of money can be represented? 6 of 10

7 M Recognize and identify attributes of penny, nickel, dime, quarter and dollar bill Recognize and identify attributes of penny, nickel, dime, quarter and dollar bill 6. Enduring Understanding - Specific tools measure specific attributes. 6a. Essential Question - What units and tools measure the different attributes? M Distinguish between hot and cold temperatures on a thermometer The higher the mercury level the warmer the temperature M Recognize attributes of measurement (length, weight, capacity and mass) and identify appropriate tools used to measure each attribute Distinguish between hot and cold temperatures on a thermometer Recognize attributes of measurement (length, weight, capacity and mass) and identify appropriate tools used to measure each attribute *identify the characteristics of each coin (size, shape, value and color) and of a dollar bill *recognize coins and dollar bill *describe what a thermometer is and what it is used for *explain difference in hot vs. cold on a thermometer *recognize measurement terms (length, weight, capacity, mass) *identify ruler, yard stick, scale, measuring cup, gallon, etc. *model and practice each tool's use *identify correct tools used in context attributes penny nickel dime quarter dollar bill hot cold temperatures thermometer attributes/properties measurement length weight capacity mass ruler yard stick scale measuring cup gallon FP.2.3 6b. Essential Question - How is estimation helpful in measurement? M Estimate and measure length, capacity/volume and mass with non-standard units Estimate and measure length, capacity/volume and mass with non-standard units; compare estimate with actual measurement *identify length, capacity/volume, mass *choose appropriate non-standard units of measurement *estimate measurements using non-standard units *measure using non-standard units and compare to estimate length capacity/volume mass non-standard units C.3.2 C.2.2 6c. Essential Question - Why are standard units of measurement used? M Surround a figure with objects and tell how many it takes to go around M Cover a figure with squares and tell how many it takes Surround a figure with objects and tell how many it takes to go around Cover a figure with squares and tell how many it takes *surround a figure with objects perimeter *count number of objects needed to surround the figure *cover a figure with squares *count number of objects needed to cover the figure area M Select the appropriate non-standard measurement tools for length, capacity and mass Select the appropriate non-standard measurement tools for length, capacity and mass 7. Enduring Understanding - The likelihood of an event depends on the possible outsomes. 7a. Essential Question - How can the possible outcomes for an event be determined? *choose the appropriate manipulative or object length - paperclips, teddy bears, pencils capacity - cylinder, different size cups mass - teddy bears, scales vs standard tools - rulers, cups non-standard measurement tools length capacity mass 7 of 10

8 C.7.4 FP. 3.1 FP.3.2 DAP Describe the probability of an event as being more, less, or equally likely to occur There are 10 red cubes and 4 blue cubes in this bag. Which color are you more/less likely to pull from this bag? NO Model and represent division as sharing equally in contextual situations Sharing cookies equally among four children Describe the probability of an event as being more, less, or equally likely to occur FOURTH NINE WEEKS 1. Enduring Understanding - A fraction represents a part of a whole. 1a. Essential Question - How can 1/2, 1/3, and 1/4 be represented? NO Represent commonly used fractions using words and physical models for halves, thirds and fourths Recognize that fractions are represented by equal parts of a whole Identify and illustrate parts of sets of objects Model and represent division as sharing equally in contextual situations Represent commonly used fractions using words and physical models for halves, thirds and fourths *compare sets as more, less, equal *Describe the probability of an event as being more, less, or equally likely to occur There are 10 red cubes and 4 blue cubes in this bag. Which color are you more/less likely to pull from this bag? *model situations in which you separate a set into fair shares using appropriate objects, pictures, etc. and represent this process as division more likely less likely equally likely probability *apply knowledge of fractions when visually fraction determining if an object is divided equally or unequally whole into halves, thirds, and fourths (recognize that fractions halves are represented by equal parts of a whole) thirds *demonstrate division of whole objects into parts and fourths division of a set of objects into parts (halves, thirds, and fourths) *illustrate fractions using physical models (halves, thirds, and fourths) equal shares (fair shares) equal divide 2. Enduring Understanding - Data displays organize information that can be easily analyzed. 2a. Essential Question - What are some ways to gather, record and interpret information? DAP Identify the purpose for data collection and collect, organize and display physical objects for describing the results A Explore the use of a chart or table to organize information and to understand relationships People Eyes ? Identify the purpose for data collection and collect, organize and display physical objects for describing the results Use a chart or table to organize information and to understand relationships *state a question such as, "Which pattern block has more in the box?" *sort objects to answer question given *graph collected data using manipulatives related to lesson (leaves, cubes) *state the purpose of a chart or table *extend patterns in charts and tables *create a chart with 2 columns using common information (number of fingers, eyes, feet of a person, an animal, etc.) People Eyes ? data collection graph chart table patterns C 1.2 A Interpret qualitative change changes in seasons, temperature, height, etc Today is colder than yesterday, so I need to wear a jacket. Interpret qualitative change *compare changes in objects and environment *use prior knowledge to make an inference compare change qualitative change 2b. Essential Question - What information do bar graphs, pictographs, Venn diagrams, and T-charts show? 8 of 10

9 DAP Analyze and interpret concrete and pictorial graphs (i.e. bar graphs, pictographs, Venn diagrams, T-chart) DAP Make a true statement about the data displayed on a graph or chart 5 people ride the bus Analyze and interpret concrete and pictorial graphs (i.e. bar graphs, pictographs, Venn diagrams, T-chart) Make a true statement about the data displayed on a graph or chart *identify types of graph *read, interpret and analyze a variety of graph (bar graphs, pictographs, Venn diagrams, T-charts) *read and interpret all parts of a graph (title, key, labels, etc.) *create a true statement (oral or written) Five children chose hot dogs. 7 X 6 X 5 X X 4 X X 3 X X X 2 X X X 1 X X X Pizza Hot Dogs Chicken graph bar graphs pictographs Venn diagram T-chart true statement key title labels C.K.2 DAP Explore making simple predictions for a given set of data G Extend the use of location words to include distance (near, far, close to) and direction (left and right) Explore making simple predictions for a given set of data 3. Enduring Understanding - The position of an object can be described. 3a. Essential Question - What words can be used to describe the position of an object? M State the values of a penny, nickel, dime, and quarter and dollar bill Extend the use of location words to include distance (near, far, close to) and direction (left and right) 4. Enduring Understanding - Monetary values can be represented in a variety of ways. 4a. Essential Question - How can money be grouped and counted? M Compare the value of coins (pennies, nickels, dimes and quarters) M Determine the value of a small collection of coins (with a total value up to one dollar) using one or two different types of coins, including pennies, nickels, dimes and quarters State the values of a penny, nickel, dime, and quarter and dollar bill Compare the value of coins (pennies, nickels, dimes and quarters) Determine the value of a small collection of coins (with a total value up to one dollar) using one or two different types of coins, including pennies, nickels, dimes and quarters *interpret a graph prediction *analyze data data *infer based on prior knowledge and patterns (weather, mystery bag graph, etc.) to make predictions such as high temperatures, etc. *demonstrate correct usage of near, far, close to, left and right *locate an object close to, far from, near, left, and right of a given object *identify and describe the value of the coin and of a dollar bill *recognize and state values of coins and of dollar bill location words (distance, near, far, close to) direction (left and right) attributes penny nickel dime quarter dollar bill *name the value of the coins pennies *recognize coins nickels *state the value of one coin in terms of another coin (1 dimes dime = 2 nickels or 10 pennies, etc.) quarters *compare the value of coins (nickel is less than a dime, etc.) *determine the value of a collection of the same coin (3 nickels, etc.) *determine the value of a small collection of coins containing 2 different coins with a total value up to one dollar (5 nickels + 3 dimes) *apply counting and adding strategies (sorting coins of equal value, counting coins with most value first, etc.) to determine the value of a small collection of coins with a total less than one dollar money pennies nickels dimes quarters coin value 9 of 10

10 M Show different combination of coins that have the same value M Represent and write the value of money using the cent sign Show different combination of coins that have the same value Represent and write the value of money using the cent sign 5. Enduring Understanding - Time can be represented in a variety of ways. 5a. Essential Question - How are the units used to measure time related? M Recognize that an hour is longer than a minute and a minute is longer than a second Recognize that an hour is longer than a minute and a minute is longer than a second *recognize the value of coins *review addition skills *when given an amount of money, decompose the amount into at least 2 combinations of coins *recognize the value of coins *recognize and record the cent sign when writing the value of money value coin value *recognize a clock hour *identify the hour hand, second hand, and minute hand minute *restate that there are 60 seconds in a minute and 60 second minutes in an hour *identify that an hour is more than a minute and a minute is more than a second M Use a calendar to determine elapsed time involving a time period of one week M Tell time to the half-hour Use a calendar to determine elapsed time involving a time period of one week Tell time to the half-hour M Determine elapsed time (to the hour) in contextual situations Determine elapsed time (to the hour) in contextual situations End time unknown Lunch began at 11:00 and lasted 1 hour. When was lunch over? Elapsed hours unknown John went to Tim s house at 3:00. He left at 5:00. How long did he stay? Beginning time unknown Mary watched a movie for 2 hours. The movie ended at 8:00. When did the movie begin? *recognize a calendar *tell how many days are in a week *determine elapsed time on a calendar by counting days *recognize a clock *identify starting point on a clock *identify 6 is half way on clock *explain 30 minutes equals half an hour *tell and write time correctly- 12:30 (colon) or half past 12 *read time correctly *count forwards/backwards on a clock *interpret the word problem to determine the unknown time End time unknown Lunch began at 11:00 and lasted 1 hour. When was lunch over? Elapsed hours unknown John went to Tim s house at 3:00. He left at 5:00. How long did he stay? Beginning time unknown Mary watched a movie for 2 hours. The movie ended at 8:00. When did the movie begin? calendar elapsed time week half hour half past elapsed time hour 10 of 10