1st Grade Math Unit 15

Big Idea:

Expressions on both sides of the equation must have the same value.

Student Expectations:

Priority TEKS

1.3B [Supporting] Use objects & pictorial models to solve word problems involving joining, separating, and comparing sets within 20 & unknowns as any one of the terms in the problem such as 2+4=__, 3+7=__, and 5= __-3;

1.3E [Supporting] Explain strategies used to solve addition & subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences;

1.5E [Supporting] Understand that the equal sign represents a relationship where expressions on each side of the equal sign represent the same value (s);

Focus TEKS

1.5G [Readiness] Apply properties of operations to add & subtract two or three numbers;

1.3F [Readiness] Generate & solve problem situations when given a number sentence involving addition or subtraction of numbers within 20;

Ongoing TEKS

1.2(A-C)Number and Operations - The student applies mathematical process standards to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system related to place value. The student is expected to: (A) recognize instantly the quantity of structured arrangements; (B) use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so many hundreds, so many tens, and so many ones; (C) use objects, pictures, and expanded and standard forms to represent numbers up to 120.

1.3C [Supporting] Compose 10 with two or more addends with and without concrete objects;

1.3D [Supporting] Apply basic fact strategies to add & subtract within 20, including making 10 and decomposing a number leading to 10;

1.3E [Supporting] Explain strategies used to solve addition & subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences;

1.5F [Supporting] Determine the unknown whole number in an addition or subtraction equation when the unknown may be any one of the 3 or 4 terms in the equation;

1.5B [Supporting] Skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set;

Student Learning Targets:

• I will use the equal sign to balance the equation.
• I will describe both sides of the equal sign as having the same value.
• I will add three numbers together to determine the value.
• I will write about the equal sign.

Essential Questions:

• What is equality in math?

Extra Information:

Adopted Textbook: Pearson - enVision Math

District Grading Policy

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