Embedded Files
The updated first grade map shows the shift in teaching strategies from a traditional method focusing on rote skills to building a growth mindset guided by compelling questions. Teachers and students should develop a growth mindset that supports the belief that everyone can learn math at high levels.
Big ideas in first grade:
Developing understanding of addition, subtraction, and strategies for addition and subtraction within 20
Developing understanding of whole number relationships and place value, including grouping in tens and ones
Developing understanding of linear measurement and measuring lengths as iterating length units
Reasoning about attributes of, and composing and decomposing geometric shapes
Although not a standard in first grade, Identification of coins and their value should be practiced often (see Math in Practice Module 12 & list of ideas)
Instructional Time Guidance for First Grade:
Printables:Β
Printables:Β
learning targets, year at a glance, report card correlation, & resource list
learning targets, year at a glance, report card correlation, & resource list
1st grade learning targets printable list click here.
Year at a Glance printable version click hereΒ
1st grade Number talk guide click here
Report Card Standards Correlation click here Β Β
Standards Based Report Cards 1st gradeΒ Β ENGLISHΒ Β SPANISH Β ARABIC Β Β Β parent information Β Β
K-5 Math Framework click hereΒ Β Β &Β Β Vertical Coherency overview click here
1st grade Classroom Inventory list click here
Ready Teacher Toolbox math templates printables
First Grade Fluency
First Grade Fluency
1.OA.C.6 Demonstrate fluency for addition and subtraction within 10.
1.OA.C.6 Demonstrate 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).
More information and Resources on the fluency tab.Β
All Print Resources from Mastering the Basic Facts Addition and Subtraction: folderΒ
Essential Questions
Essential Questions
Year at a Glance
Year at a Glance
Click here for a printable version of Year at a Glance.Β Β Β
You will find that content in our curriculum maps have been given a priority designation; however, lower priority is not meant to imply exclusion. These priorities are meant to help guide the focus of teachers as they allocate their limited time for planning and instruction. Teachers should always use their best judgment for what works for them and their students.
π© Major content identifies those areas where students should spend the large majority (65-85%) of instructional time and focus on the major work of the grade.
π· Supporting content is designed to strengthen the areas of major emphasis, as these pieces are closely connected to the major clusters of the grade.
π‘ Additional content covers material that does not connect tightly or explicitly to the major work of the grade, but still engages students in grade-level conceptual learning.
Starting out the Year
Starting out the Year
Growth Mindset Lessons, Activities and Videos to use as you lay the groundwork for a Mathematical Mindset connected to The 8 Standards for Mathematical Practice. Β Good Group Work-setting norms
Begin launching Guided Math:
For assistance on structuring guided math, click here. Guide to the first 20 days here.
T1
1 week
How does identifying tens and ones help me identify, build, and order numbers 0-20?
How does identifying tens and ones help me identify, build, and order numbers 0-20?
π© 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.
π© 1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones.
π© 1.NBT.3 Compare two two-digit numbers based on meanings of the tens and ones digits,Β (may start to introduceΒ comparisons with the symbols >, =, and < Β for the first time but mastery not expected at this time).
T1
2 weeks
Begin building fact fluency withΒ +/- 1 and 0.
Begin building fact fluency withΒ +/- 1 and 0.
How can I use different strategies to solve addition and subtraction problems within 20, including word problems?
How can I use different strategies to solve addition and subtraction problems within 20, including word problems?
π© 1.OA.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.
π© 1.OA.3 Apply properties of operations as strategies to add and subtract. 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.)
π© 1.OA.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8.
π© 1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
π© 1.OA.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)
T1
5 weeks
Continue fact fluency withΒ
Continue fact fluency withΒ
+/- 1 &Β 0, and begin +/-2 .
+/- 1 &Β 0, and begin +/-2 .
Begin combinations to make ten.
Begin combinations to make ten.
How can attributes help me identify and create 2D/3D shapes?
How can attributes help me identify and create 2D/3D shapes?
π‘ 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.
π‘ 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.
T1
2 weeks
Continue combinations to make ten (+/- ) .
How do the properties of addition within 20 help me to solve word problemsΒ with unknowns in different positions?
How do the properties of addition within 20 help me to solve word problemsΒ with unknowns in different positions?
π© 1.OA.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.
π© 1.OA.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.
π© 1.OA.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)
π© 1.OA.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.
π© 1.OA.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 = _.
T1/2
4-5 weeks
Begin +/-10.
How can identifying tens and ones help to identify, order, and compare numbers 0-120?Β
How can identifying tens and ones help to identify, order, and compare numbers 0-120?Β
π© 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.
π© 1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones.
1.NBT.2a 10 can be thought of as a bundle of ten ones β called a "ten."
1.NBT.2b The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
1NBT.2c 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).
π© 1.NBT.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
T2
3-4 weeks
Begin doubles.
How does place value help us to add and subtract within 100, including word problems?
How does place value help us to add and subtract within 100, including word problems?
π© 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.
π© 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.
π© 1.NBT.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.
T2
4-5 weeks
Continue doubles.
Include subtract all and find half.
How do I partition shapes and sets into equal parts?
How do I partition shapes and sets into equal parts?
π‘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.Β Describe the whole as two of, or four of the shares.Β Understand for these examples that decomposing into more equal shares create smaller shares.
T3
1 week
Review all strategies for fluency within 10.
How can we use clocks to tell time?
How can we use clocks to tell time?
π‘ 1.MD.3 Tell and write time in hours and half-hours using analog and digital clocks.
T3
1-2 weeks
Review all strategies for fluency within 10.
How can we use measurement to compare and order objects by length?
How can we use measurement to compare and order objects by length?
How can I use nonstandard and standard measurement to express the length of objects and compare lengths?
How can I use nonstandard and standard measurement to express the length of objects and compare lengths?
π© 1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object.
π© 1.MD.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.
T3
2 weeks
Review all strategies for fluency within 10.
How does the relationship between addition and subtraction within 20 help me solve complex word problems?
How does the relationship between addition and subtraction within 20 help me solve complex word problems?
π© 1.OA.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.
π© 1.OA.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)
π© 1.OA.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.
π© 1.OA.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 = _.
T3
2 weeks
Review all strategies for fluency within 10.
How can organizing data help us interpret graphs?
How can we analyze and compare information given in graphs?
How can we analyze and compare information given in graphs?
π· 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.
T3
1-2 weeks
Review all strategies for fluency within 10.
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