Standards: Connecticut has adopted the Common Core State Standards (CCSS) as the Connecticut State Standards (CSS). The relevant Common Core State/Connecticut State Standard is listed after each content bullet (example: 1.NBT.A.1).

Standards: Connecticut has adopted the Common Core State Standards (CCSS) as the Connecticut State Standards (CSS). The relevant Common Core State/Connecticut State Standard is listed after each content bullet (example: 1.NBT.A.1).

Instruction: All students will engage the Standards of Mathematical Practice when problem solving and thinking mathematically. Mathematics Instruction will follow the C-P-A pedagogy of concrete, pictorial and abstract components when solving mathematical problems. Mathematical instruction focuses heavily on visual representation as a strategy to support mathematical thinking. Strategies such as number bonds for composing and decomposing numbers, bar models, and open number lines to support problem solving and mental math, are ongoing strategies students are encouraged to use.

Personalized Learning Resources: DreamBox, NWEA Assessments

Standard Assessments: Students take the NWEA Assessment three times a year.

STANDARDS

Represent and solve problems involving addition and subtraction.

• 1.OA.A.1 - 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. Understand and apply properties of operations and the relationship between addition and subtraction.
• 1.OA.B.3 - Apply properties of operations as strategies to add and subtract.2 Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)
• 1.OA.B.4 - Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8.

Add and subtract within 20.

• 1.OA.C.5 - Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
• 1.OA.C.6 - Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

Work with addition and subtraction equations.

• 1.OA.D.7 - Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
• 1.OA.D.8 - Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ - 3, 6 + 6 = _.

BIG IDEAS / UNDERSTANDINGS

• Objects, drawings, and equations can be used to represent and solve addition and subtraction problems within 20.
• Addition and subtraction can be done multiple ways through properties of operations and the relationship between the operations.

CONTENT / CONCEPTS

The student will . . .

• understand +1/-1 facts.
• gain fluency with all +1/-1 facts.
• understand +0/-0 facts.
• gain fluency with +0/-0 facts.
• understand +2/-2 facts.
• gain fluency with all +2/-2 facts.
• explore strategies for +2 /-2 facts.
• explore strategies for +10/-10 facts.

STANDARDS

• 1.OA.A.1 - 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.

Understand and apply properties of operations and the relationship between addition and subtraction.

• 1.OA.B.3 - Apply properties of operations as strategies to add and subtract.2 Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)
• 1.OA.B.4 - Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8.

Add and subtract within 20.

• 1.OA.C.5 - Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
• 1.OA.C.6 - Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

Work with addition and subtraction equations.

• 1.OA.D.7 - Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
• 1.OA.D.8 - Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ - 3, 6 + 6 = _.

BIG IDEAS / UNDERSTANDINGS

• Objects, drawings, and equations can be used to represent and solve addition and subtraction problems within 20.
• Addition and subtraction can be represented with an equation.

CONTENT / CONCEPTS

The student will . . .

• understand the concept of doubles
• gain fluency with addition and subtraction doubles facts
• explore strategies for finding the difference when subtracting doubles facts. (10-5,16-8)
• understand making tens and gain fluency with making ten addition facts
• gain fluency when subtracting numbers from ten

STANDARDS

Represent and solve problems involving addition and subtraction.

• 1.OA.A.1 - 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

Understand and apply properties of operations and the relationship between addition and subtraction.

• 1.OA.B.3 - Apply properties of operations as strategies to add and subtract.2 Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)
• 1.OA.B.4 - Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8.

BIG IDEAS / UNDERSTANDINGS

• Objects, drawings, and equations can be used to represent and solve addition and subtraction problems within 20.
• Addition and subtraction can be done multiple ways through properties of operations and the relationship between the operations.

CONTENT / CONCEPTS

The student will . . .

• understand the problem structures that indicate the operation of subtraction.
• understand how to use strategies like retelling and modeling to comprehend subtraction word problems.
• understand how to explore the connections between addition and subtraction situations. (inverse)
• undertstand how to solve for the “unknowns” in different places in subtraction word problems.

STANDARDS

• 1.NBT.A.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.

Understand place value.

• 1.NBT.B.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
• 1.NBT.B.2.A 10 can be thought of as a bundle of ten ones — called a "ten."
• 1.NBT.B.2.B The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
• 1.NBT.B.2.C 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).
• 1.NBT.B.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

BIG IDEAS / UNDERSTANDINGS

• The counting sequence can be extended in the counting, reading, and writing of numbers.
• Two digit numbers represent amounts of tens and ones and can be compared to one another.

CONTENT / CONCEPTS

The student will be able to . . .

• understand the meaning of “tens” and “ones” in a two digit number.
• decompose 2-digit numbers.
• compare 2-digit numbers using symbols.
• read and write numerals to 120.
• count starting from any number to 120.

STANDARDS

Measure lengths indirectly and by iterating length units.

• 1.MD.A.1 - Order three objects by length; compare the lengths of two objects indirectly by using a third object.
• 1.MD.A.2 - 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; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.

BIG IDEAS / UNDERSTANDINGS

• The length of objects can be compared directly, with or without measuring, and indirectly by using a third object.

CONTENT / CONCEPTS

The student will . . .

• compare and order three objects by length.
• compare the length of two objects based on a third object.
• measure length by lining up end to end.
• understand that the measurement of an object differs when different size units are lined up.

STANDARDS

Represent and solve problems involving addition and subtraction.

• 1.OA.A.1 - 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.
• 1.OA.A.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, drawings, and equations with a symbol for the unknown number to represent the problem.

BIG IDEAS / UNDERSTANDINGS

• Objects, drawings, and equations can be used to represent and solve addition and subtraction problems within 20.
• Addition and subtraction can be done multiple ways through properties of operations and the relationship between the operations.

CONTENT / CONCEPTS

The student will . . .

• understand story structures that show addition.
• use strategies like retelling and modeling to comprehend addition word problems.
• build equations to represent addition word problems.
• find the unknown in a variety of addition word problems- find the unknown in different places.

STANDARDS

Use place value understanding and properties of operations to add and subtract.

• 1.NBT.C.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.
• 1.NBT.C.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.C.6 - Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), 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 / UNDERSTANDINGS

• The counting sequence can be extended in the counting, reading, and writing of numbers.
• Strategies based on place value and properties of operations can be used to add and subtract using concrete models or drawings.

CONTENT / CONCEPTS

The student will . . .

• mentally find ten more or ten less in a two digit number.
• use place value models, drawings, or strategies to add a 2 digit number and a 1 digit number.
• use place value models, drawing or strategies to add a 2 digit number and a multiple of 10.
• use place value models, drawings or strategies to subtract a multiple of 10 from a multiple of 10. For example 70-30.

STANDARDS

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

BIG IDEAS / UNDERSTANDINGS

• Analog and digital clocks can be used to tell and show time

CONTENT / CONCEPTS

The student will be able to . . .

• recognize that analog and digital clocks are objects that measure time.
• identify hour hand and minute hand and distinguish between the two.

STANDARDS

Represent and interpret data.

• 1.MD.C.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.

BIG IDEAS / UNDERSTANDINGS

• Data can be represented in categories and analyzed to gather information.

CONTENT / CONCEPTS

The student will . . .

• organize and represent up to 3 categories of data.
• describe and interpret data.
• answer questions about data.
• understand data represented in charts, tables and diagrams.

STANDARDS

Reason with shapes and their attributes.

• 1.G.A.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.A.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.
• 1.G.A.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.
• K.G.B.6 - Compose simple shapes to form larger shapes.

BIG IDEAS / UNDERSTANDINGS

• Shapes can be described with defining and non-defining and non-defining attributes.

CONTENT / CONCEPTS

The student will be able to . . .

• recognize the defining attributes of flat and solid shapes.
• describe and draw shapes based on their attributes.
• put together shapes to make composite shapes.