First Grade

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Second Grade

1st_Grade_2011-12

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Lesson 14 - IXL Geometry Practice

1.3.3 Compose and decompose shapes (e.g., cut a square into two right triangles and put two cubes together to make a rectangular prism), thus building an understanding of part-whole relationships as well as the properties of the original and composite shapes.

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 to possess defining attributes.

Lesson 13 -  Counting Coins

1.1.5 Determine the value of collections of pennies, nickels, and dimes.

Lesson 12 -  IXL Counting Coins

1.1.5 Determine the value of collections of pennies, nickels, and dimes.

1.1.5 Determine the value of collections of pennies, nickels, and dimes.

Lesson 11 -  IXL Addition Practice

1.2.2 Develop and use efficient strategies for adding and subtracting whole numbers using a variety of models, including discrete objects, length based models (e.g., lengths of connecting cubes) and number lines.

1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10.

Lesson 10 -  IXL Addition Practice

1.2.2 Develop and use efficient strategies for adding and subtracting whole numbers using a variety of models, including discrete objects, length based models (e.g., lengths of connecting cubes) and number lines.

1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10.

Lesson 9 -  IXL Addition Practice

1.2.2 Develop and use efficient strategies for adding and subtracting whole numbers using a variety of models, including discrete objects, length based models (e.g., lengths of connecting cubes) and number lines.

1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10.


Lesson 8:

1.1.4 Identify the number of tens and ones in whole numbers between 10 and 100, especially recognizing the numbers 10 to 19 as 1 group of ten and a particular number of ones.

1.NBT.1  Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:

  • 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).

Lesson 7:

1.1.4 Identify the number of tens and ones in whole numbers between 10 and 100, especially recognizing the numbers 10 to 19 as 1 group of ten and a particular number of ones.

1.NBT.1  Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:

    • 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).

Lesson 6:

1.2.3 Apply with fluency sums to 10 and related subtraction facts.

1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten; decomposing a number leading to a ten ; using the relationship between addition and subtraction ; and creating equivalent but easier or known sum .

Lesson 5:

1.2.2 Develop and use efficient strategies for adding and subtracting whole numbers using a variety of models, including discrete objects, length based models.

1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten; decomposing a number leading to a ten ; using the relationship between addition and subtraction ; and creating equivalent but easier or known sum .


Lesson 4:

1.1.2 Represent whole numbers on a number line, demonstrating an understanding of the sequential order of the counting numbers and their relative magnitudes.

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.

Lesson 3: 

1.2.1 Model “part-whole,” “adding to,” “taking away from,” and “comparing” situations to develop an understanding of the meanings of addition and subtraction.”

1. OA.1 Represent and solve problems involving addition and subtraction. 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 with a symbol for the unknown number to represent the problem.


Lesson 2: 

1.1.5 Determine the value of collections of pennies, nickels, and dimes

1.NBT.2a  Understand the following as a special case: 10 can be thought of as a bundle of ten ones — called a “ten.”


Lesson 1: 

1.1.1 Compare and order whole numbers to 100.

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.