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*1.OA.1 Represent and solve problems involving addition and subtraction - Key Standard

*1.OA.6 Add and subtract within 20 using strategies Demonstrate fluency for addition and subtraction within 10. - Required Fluency 

1.OA.5 Relates counting to addition and subtraction

1.OA.8 Determine the unknown whole number an addition or subtraction equation relating three whole numbers.

1.OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false 

Big Ideas Chapter 1 Lesson Plans

Chapter 1 Printable Assessment

Chapter 1 SeeSaw Assessment 

Chapter 1 Google Form Assessment

IXL Chapter 1 Skills Alignment

*1.OA.1 Represent and solve problems involving addition and subtraction - Key Standard

1.OA.3 Apply properties of operations as strategies to add and subtract.

*1.OA.6 Add and subtract within 20 using strategies Demonstrate fluency for addition and subtraction within 10. - Required Fluency 

1.OA.8 Determine the unknown whole number an addition or subtraction equation relating three whole numbers.

1.OA.5 Relates counting to addition and subtraction

1.OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false 

1.OA.4 Understand subtraction  as unknown addition

Big Ideas Chapter 2 Lesson Plans

Chapter 2 Printable Assessment

Chapter 2 Seesaw Assessment 

Chapter 2 Google Form Assessment

IXL Chapter 2 Skills Alignment

*1.OA.1 Represent and solve problems involving addition and subtraction - Key Standard

*1.OA.6 Add and subtract within 20 using strategies Demonstrate fluency for addition and subtraction within 10. - Required Fluency 

1.OA.8 Determine the unknown whole number an addition or subtraction equation relating three whole numbers.

1.OA.5 Relates counting to addition and subtraction

1.OA.4 Understand subtraction  as unknown addition

Big Ideas Chapter 3 Lesson Plans

Chapter 3 Printable Assessment

Chapter 3 Seesaw Assessment

Chapter 3 Google Form Assessment

IXL Chapter 3 Skills Alignment

*1.OA.1 Represent and solve problems involving addition and subtraction - Key Standard

1.OA.3 Apply properties of operations as strategies to add and subtract.

*1.OA.6 Add and subtract within 20 using strategies Demonstrate fluency for addition and subtraction within 10. - Required Fluency 

1.OA.8 Determine the unknown whole number an addition or subtraction equation relating three whole numbers.

1.OA.5 Relates counting to addition and subtraction

Big Ideas Chapter 4 Lesson Plans

Chapter 4 Printable Assessment

Chapter 4 Seesaw Assessment 

Chapter 4 Google Form Assessment

IXL Chapter 4 Skills Alignment

*1.OA.1 Represent and solve problems involving addition and subtraction - Key Standard

1.OA.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20

1.OA.3 Apply properties of operations as strategies to add and subtract.

1.OA.4 Understand subtraction  as unknown addition

*1.OA.6 Add and subtract within 20 using strategies Demonstrate fluency for addition and subtraction within 10. - Required Fluency 

1.OA.8 Determine the unknown whole number an addition or subtraction equation relating three whole numbers.

1.OA.5 Relates counting to addition and subtraction

Big Ideas Chapter 5 Lesson Plans

Chapter 5 Printable Assessment

Chapter 5 Seesaw Assessment 

Chapter 5 Google Form Assessment

IXL Chapter 5 Skills Alignment

*1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones - Key Standard

1.NBT.2a 10 can be thought of as a bundle of ten ones - called a "ten"

1.NBT.2b The numbers from 11 t1.NBT.B.2 o 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones

1.NBT.2c The numbers10, 20, 30, 40, 50, 60, 70, 80 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones)

Big Ideas Chapter 6 Lesson Plans

Chapter 6 Printable Assessment

Chapter 6 Seesaw Assessment 

Chapter 6 Google Form Assessment

IXL Chapter 6 Skills Alignment

*1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones - Key Standard

1.NBT.2b The numbers from 11 t1.NBT.B.2 o 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones

*1.NBT.3 Compare two-digit numbers based on meanings of the tens and ones digits, recording the results of camparisons with the symbols >, <, = - Key Standard

Big Ideas Chapter 7 Lesson Plans

Chapter 7 Printable Assessment

Chapter 7 Seesaw Assessment 

Chapter 7 Google Form Assessment

IXL Chapter 7 Skills Alignment

*1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones - Key Standard

1.NBT.2a 10 can be thought of as a bundle of ten ones - called a "ten"

1.NBT.2c The numbers10, 20, 30, 40, 50, 60, 70, 80 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones)

*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. - Key Standard

1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used 

1.NBT.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 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. 

Big Ideas Chapter 8 Lesson Plans

Chapter 8 Printable Assessment

Chapter 8 Seesaw Assessment 

Chapter 8 Google Form Assessment

IXL Chapter 8 Skills Alignment

*1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones - Key Standard

1.NBT.2a 10 can be thought of as a bundle of ten ones - called a "ten"

1.NBT.2b The numbers from 11 t1.NBT.B.2 o 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones

1.NBT.2c The numbers10, 20, 30, 40, 50, 60, 70, 80 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones)

*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. - Key Standard

Big Ideas Chapter 9 Lesson Plans

Chapter 9 Printable Assessment

Chapter 9 Seesaw Assessment

Chapter 9 Google Form Assessment

IXL Chapter 9 Skills Alignment

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

1.MD.2 Express the lengths of an object as a whole number of length units, by laying multiple copies of a shorter object end to end; understand that the length measurement of an object is in the number of same-size length units that span it with no gaps or overlaps.  

*1.OA.1 Represent and solve problems involving addition and subtraction - Key Standard

Big Ideas Chapter 10 Lesson Plans

Chapter 10 Printable Assessment

Chapter 10 Seesaw Assessment 

Chapter 10 Google Form Assessment

IXL Chapter 10 Skills Alignment

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

*1.OA.1 Represent and solve problems involving addition and subtraction - Key Standard

1.OA.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20 

Big Ideas Chapter 11 Lesson Plans

Chapter 11 Printable Assessment

Chapter 11 Seesaw Assessment

Chapter 11 Google Form Assessment

IXL Chapter 11 Skills Alignment

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

Big Ideas Chapter 12 Lesson Plans

Chapter 12 Printable Assessment

Chapter 12 Seesaw Assessment

Chapter 12 Google Form Assessment

IXL Chapter 12 Skills Alignment

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. 

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 

Big Ideas Chapter 13 Lesson Plans

Chapter 13 Printable Assessment

Chapter 13 Seesaw Assessment

Chapter 13 Google Form Assessment

IXL Chapter 13 Skills Alignment

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. 

Big Ideas Chapter 14 Lesson Plans

Chapter 14 Printable Assessment

Chapter 14 Seesaw Assessment

Chapter 14 Google Form Assessment

IXL Chapter 14 Skills Alignment