1st Grade Mathematics
1st Grade Mathematics
Embedded Files
Overview: Grade 1 Math
Overview: Grade 1 Math
Story of Grade 1 Math by the IM Authors
Story of Grade 1 Math by the IM Authors
IM The Story of Grade 1.pdfRead the stories of the mathematics of each course of IM K–5 Math, detailed by authors of the curriculum. These stories convey the coherent structure of grade-level content, how concepts are developed for students, and the deliberate choice of tools and representations used in each grade, from kindergarten through grade 5.
IM Unit Dependency Charts & SBUSD Scope n' Guide
IM Unit Dependency Charts & SBUSD Scope n' Guide
Prioritizing Major Work of Grade 1
Prioritizing Major Work of Grade 1
IM Units: 1 (Section A), 2, 3, 4, 5, 6
IM Units: 1 (Section A), 2, 3, 4, 5, 6
Why these? Student Achievement Partners' instructional considerations
Priority Section A (Major Work of Grade 1)
Priority Section A (Major Work of Grade 1)
(16–17 days)
(16–17 days)
Optional Lesson: 15
Optional Lesson: 15
Report Card Standard Clusters in Unit 1
Report Card Standard Clusters in Unit 1
Operations and Algebraic Thinking
OA.C: Add and Subtract within 20
OA.C.6: Fluently* Add and Subtract within 10
Note: Student demonstrates flexibility and efficiency in their progression toward, but not complete mastery of, the Grade 2 standard “By end of Grade 2, know from memory all sums of two one-digit numbers” (i.e., addition facts).
Measurement and Data
MD.C: Represents and interprets data
IM Assessments for Unit 1 Learning Goals
IM Assessments for Unit 1 Learning Goals
OA.C: Learning Goals and IM Assessments
Observation During Centers Addressing Grade Level Fluency
Build toward fluency by adding and subtracting within 10 in a way that makes sense to them.
Checkpoint 1.1.A
MD.C: Learning Goals and IM Assessments
Organize and represent data.
Checkpoint 1.1.B; End of Unit 1 Assessment
Interpret data representations to ask and answer questions.
Checkpoint 1.1.C; End of Unit 1 Assessment
Have You Checked Your Students' Readiness for Unit 1?
Have You Checked Your Students' Readiness for Unit 1?
Do so by giving your students the Unit 1 Pre-unit problems
Grade 1 Unit 1 Pre-unit Practice Problems.pdfDid the Pre-unit problems reveal a need to address unfinished learning? If yes, adapt Unit 1.
Grade 1 Unit 1 v1 Adaptation Guide.pdfUnit 1 Learning Targets Self-assessment
Unit 1 Learning Targets Self-assessment
Unit 1 Section Goals Monitoring Sheets
Unit 1 Section Goals Monitoring Sheets
IM Centers for Unit 1
IM Centers for Unit 1
Grade1-1-Unit-center-overview.pdfLook for stages in bolded Red to target math fluency & number sense (good for Tier II Intervention)
Number Races (Stages 1, 2, 3)
Counting Collections (Stage 1)
Check it Off (Stages 1, 2)
What's Behind My Back (Stage 2)
Five in a Row: Add and Sub (Stages 1, 2)
Sort and Display (Stage 1)
Click for Supplemental Independent Practice and Worksheets for Unit 1
Click for Supplemental Independent Practice and Worksheets for Unit 1
These resource sheets adapted from Howard County Public Schools and commoncoresheets.com can be used for independent practice or homework. They are intended to reinforce procedures and concepts.
They should not be used as a source of direct instruction or whole-group practice.
Priority Unit (Major Work of Grade 1)
Priority Unit (Major Work of Grade 1)
(23–24 days)
(23–24 days)
Optional Lesson: 22
Optional Lesson: 22
Report Card Standard Clusters in Unit 2
Report Card Standard Clusters in Unit 2
Operations and Algebraic Thinking
OA.C: Add and Subtract within 20
OA.C.6: Fluently* Add and Subtract within 10
Note: Student demonstrates flexibility and efficiency in their progression toward, but not complete mastery of, the Grade 2 standard “By end of Grade 2, know from memory all sums of two one-digit numbers” (i.e., addition facts).
OA.D: Work with Addition and Subtraction Equations
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.
For example, determine the unknown number that makes the equation true in each of the equations: 8 + ? = 11, 5 = ☐ – 3, 6 + 6 = ☐
IM Assessments for Unit 2 Learning Goals
IM Assessments for Unit 2 Learning Goals
OA.C: Learning Goals and IM Assessments
Observation During Centers Addressing Grade Level Fluency
OA.D: Learning Goals and IM Assessments
Understand the meaning of the equal sign.
Checkpoint 1.2.A;End of Unit 2 Assessment
Write equations to represent problems.
Checkpoint 1.2.B; End of Unit 2 Assessment
Apply understanding of the meaning of the equal sign to make sense of equations with a symbol for the unknown.
Checkpoint 1.2.D; End of Unit 2 Assessment
Have You Checked Your Students' Readiness for Unit 2?
Have You Checked Your Students' Readiness for Unit 2?
Do so by giving your students the Unit 2 Pre-unit problems
Grade 1 Unit 2 Pre-unit Practice Problems.pdfDid the Pre-unit problems reveal a need to address unfinished learning? If yes, adapt Unit 2.
Grade 1 Unit 2 v1 Adaptation Guide.pdfUnit 2 Learning Targets Self-assessment
Unit 2 Learning Targets Self-assessment
Unit 2 Section Goals Monitoring Sheets
Unit 2 Section Goals Monitoring Sheets
IM Centers for Unit 2
IM Centers for Unit 2
Grade1-2-Unit-center-overview.pdfLook for stages in bolded Red to target math fluency & number sense (good for Tier II Intervention)
Find the Pair (Stage 1)
Check it Off (Stages 1, 2)
What's Behind My Back (Stage 2)
Shake and Spill (Stages 3, 4)
Math Stories (Stage 4)
Capture Squares (Stages 1, 2)
Number Puzzles: Add and Sub (Stages 1, 2, 3, 4)
Sort and Display (Stage 1)
Click for Supplemental Independent Practice and Worksheets for Unit 2
Click for Supplemental Independent Practice and Worksheets for Unit 2
These resource sheets adapted from Howard County Public Schools and commoncoresheets.com can be used for independent practice or homework. They are intended to reinforce procedures and concepts.
They should not be used as a source of direct instruction or whole-group practice.
OA.A.1
OA.B.4
OA.C.6
OA.D.7
OA.D.8
Priority Unit (Major Work of Grade 1)
Priority Unit (Major Work of Grade 1)
(29–30 days)
(29–30 days)
Optional Lesson: 28
Optional Lesson: 28
Report Card Standard Clusters in Unit 3
Report Card Standard Clusters in Unit 3
Operations and Algebraic Thinking
OA.A: Represents and solves problems involving addition and subtraction
OA.B: Understands and apply properties of operations and the relationship between addition and subtraction
*Examples: Commutative Property of Addition: (2 + 6) = (6 + 2), Associative Property of Addition: (2 + 6) + 4 = 2 + (6 + 4), Missing addends as subtraction: 9 - 7 = ? is the same as 7 + ? = 9
OA.C: Add and Subtract within 20
OA.C.6: Fluently* Add and Subtract within 10
Note: Student demonstrates flexibility and efficiency in their progression toward, but not complete mastery of, the Grade 2 standard “By end of Grade 2, know from memory all sums of two one-digit numbers” (i.e., addition facts).
Numbers and Operations in Base Ten
NBT.B: Understands place value
NBT.C: Uses place value understanding and properties of operations to add and subtract
IM Assessments for Unit 3 Learning Goals
IM Assessments for Unit 3 Learning Goals
OA.A: Learning Goals and IM Assessments
Solve story problems throughout the unit and learn two new problem types—Add To, Start Unknown and Take From, Change Unknown. Students compare the structure of different types of story problems as they practice adding and subtracting within 20.
Checkpoint 1.3.A, 1.3.B, 1.3.C, 1.3.D; End of Unit 3 Assessment
OA.B: Learning Goals and IM Assessments
Students apply the properties of operations and the relationship between addition and subtraction.
Checkpoint 1.3.A, 1.3.B, 1.3.C, 1.3.D; End of Unit 3 Assessment
OA.C: Learning Goals and IM Assessments
Add within 20, including three addends.
Checkpoint 1.3.C; End of Unit 3 Assessment
Subtract within 20.
Checkpoint 1.3.D; End of Unit 3 Assessment
OA.C.6: Learning Goals and IM Assessments
Observation During Centers Addressing Grade Level Fluency
Build toward fluency with adding and subtracting within 10.
Checkpoint 1.3.A
NBT.B: Learning Goals and IM Assessments
Understand 10 ones as a ten and the numbers 11 to 19 as a ten and some ones.
Checkpoint 1.3.B
NBT.C: Learning Goals and IM Assessments
Add and subtract one-digit numbers from teen numbers without composing or decomposing a ten. Find the value that makes an addition or subtraction equation true, involving 10.
Checkpoint 1.3.B
Have You Checked Your Students' Readiness for Unit 3?
Have You Checked Your Students' Readiness for Unit 3?
Do so by giving your students the Unit 3 Pre-unit problems
Grade 1 Unit 3 Pre-unit Practice Problems.pdfDid the Pre-unit problems reveal a need to address unfinished learning? If yes, adapt Unit 3.
Grade 1 Unit 3 v1 Adaptation Guide.pdfIM Centers for Unit 3
IM Centers for Unit 3
Grade1-3-Unit-center-overview.pdfLook for stages in bolded Red to target math fluency & number sense (good for Tier II Intervention)
Find the Pair (Stage 1)
Check it Off (Stages 1, 2, 3)
Shake and Spill (Stages 3, 4, 5)
How Close? (Stages 1, 2)
Compare (Stages 1, 2)
Five in a Row: Add and Sub (Stages 1, 2, 3)
Number Puzzles: Add and Sub (Stages 1, 2)
Click for Supplemental Independent Practice and Worksheets for Unit 3
Click for Supplemental Independent Practice and Worksheets for Unit 3
These resource sheets adapted from Howard County Public Schools and commoncoresheets.com can be used for independent practice or homework. They are intended to reinforce procedures and concepts.
They should not be used as a source of direct instruction or whole-group practice.
OA.A.1
OA.A.2
OA.B.3
OA.B.4
OA.C.5
OA.C.6
OA.D.7
OA.D.8
Report Card Standard Clusters in Unit 4
Report Card Standard Clusters in Unit 4
Operations and Algebraic Thinking
OA.C: Add and Subtract within 20
OA.C.6: Fluently* Add and Subtract within 10
Note: Student demonstrates flexibility and efficiency in their progression toward, but not complete mastery of, the Grade 2 standard “By end of Grade 2, know from memory all sums of two one-digit numbers” (i.e., addition facts).
Numbers and Operations in Base Ten
NBT.B: Understands place value
NBT.C: Uses place value understanding and properties of operations to add and subtract
IM Assessments for Unit 4 Learning Goals
IM Assessments for Unit 4 Learning Goals
OA.C: Learning Goals and IM Assessments
Observation During Centers Addressing Grade Level Fluency
NBT.B: Learning Goals and IM Assessments
Represent the base-ten structure of multiples of 10 up to 90 using towers of 10, drawings, numbers, or words.
Checkpoint 1.4.A; End of Unit 4 Assessment
Represent the base-ten structure of numbers up to 99 using drawings, numbers, and words. Understand that the two digits of a two-digit number represent amounts of tens and ones.
Checkpoint 1.4.B; End of Unit 4 Assessment
Compare 2 two-digit numbers based on the values of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.>
Checkpoint 1.4.C; End of Unit 4 Assessment
Represent two-digit numbers in different ways, using different amounts of tens and ones.
Checkpoint 1.4.D; End of Unit 4 Assessment
NBT.C: Learning Goals and IM Assessments
Add and subtract multiples of 10.
Checkpoint 1.4.A, 1.4.B; End of Unit 4 Assessment
Have You Checked Your Students' Readiness for Unit 4?
Have You Checked Your Students' Readiness for Unit 4?
Do so by giving your students the Unit 4 Pre-unit problems
Grade 1 Unit 4 Pre-unit Practice Problems.pdfDid the Pre-unit problems reveal a need to address unfinished learning?
If yes, continue targeted Centers and Practice Problems from Grade 1 Unit 3 because Grade 1 Unit 4 starts a new progression (see K-5 Dependency Chart)
IM Centers for Unit 4
IM Centers for Unit 4
Grade1-4-Unit-center-overview.pdfLook for stages in bolded Red to target math fluency & number sense (good for Tier II Intervention)
Grab and Count (Stages 1, 2)
Write Numbers (Stages 1, 2)
Get Your Numbers in Order (Stage 1)
Greatest of Them All (Stage 1)
Mystery Number (Stage 1)
Find the Pair (Stage 1)
Check it Off (Stages 1, 2, 3)
Shake and Spill (Stages 3, 4, 5)
How Close? (Stages 1, 2)
Five in a Row: Add and Sub (Stages 1, 2, 3, 4, 5)
Number Puzzles: Add and Sub (Stages 1, 2)
How are They the Same? (Stage 1)
Click for Supplemental Independent Practice and Worksheets for Unit 4
Click for Supplemental Independent Practice and Worksheets for Unit 4
These resource sheets adapted from Howard County Public Schools and commoncoresheets.com can be used for independent practice or homework. They are intended to reinforce procedures and concepts.
They should not be used as a source of direct instruction or whole-group practice.
NBT.A.1
NBT.B.2
NBT.B.3
NBT.C.4
NBT.C.5
NBT.C.6
Report Card Standard Clusters in Unit 5
Report Card Standard Clusters in Unit 5
Operations and Algebraic Thinking
OA.C: Add and Subtract within 20
OA.C.6: Fluently* Add and Subtract within 10
Note: Student demonstrates flexibility and efficiency in their progression toward, but not complete mastery of, the Grade 2 standard “By end of Grade 2, know from memory all sums of two one-digit numbers” (i.e., addition facts).
OA.D: Work with Addition and Subtraction Equations
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.
For example, determine the unknown number that makes the equation true in each of the equations: 8 + ? = 11, 5 = ☐ – 3, 6 + 6 = ☐
Numbers and Operations in Base Ten
NBT.C: Uses place value understanding and properties of operations to add and subtract
IM Assessments for Unit 5 Learning Goals
IM Assessments for Unit 5 Learning Goals
OA.C: Learning Goals and IM Assessments
Observation During Centers Addressing Grade Level Fluency
OA.D: Learning Goals and IM Assessments
Use equations to represent addition methods.
Checkpoint 1.5.A, 1.5.B, 1.5.C; End of Unit 5 Assessment
NBT.C: Learning Goals and IM Assessments
Add within 100 without composing a ten.
Checkpoint 1.5.A; End of Unit 5 Assessment
Add a one-digit and a two-digit number within 100 with composing a ten.
Checkpoint 1.5.B; End of Unit 5 Assessment
Add 2 two-digit numbers within 100, with composing a ten.
Checkpoint 1.5.C; End of Unit 5 Assessment
Have You Checked Your Students' Readiness for Unit 5?
Have You Checked Your Students' Readiness for Unit 5?
Do so by giving your students the Unit 5 Pre-unit problems
Grade 1 Unit 5 Pre-unit Practice Problems.pdfDid the Pre-unit problems reveal a need to address unfinished learning?
If yes, continue targeted Centers and Practice Problems from Grade 1 Units 3 and 4 because Grade 5 Unit 5 builds directly those units (see K-5 Dependency Chart)
IM Centers for Unit 5
IM Centers for Unit 5
Grade1-5-Unit-center-overview.pdfLook for stages in bolded Red to target math fluency & number sense (good for Tier II Intervention)
Grab and Count (Stages 1, 2)
Get Your Numbers in Order (Stage 1)
Greatest of Them All (Stage 1)
Mystery Number (Stage 1)
Target Numbers (Stages 1, 2, 3)
Five in a Row: Add and Sub (Stages 1, 2, 3, 4, 5, 6)
Number Puzzles: Add and Sub (Stages 1, 2, 3, 4)
Estimate and Measure (Stage 1)
Click for Supplemental Independent Practice and Worksheets for Unit 5
Click for Supplemental Independent Practice and Worksheets for Unit 5
These resource sheets adapted from Howard County Public Schools and commoncoresheets.com can be used for independent practice or homework. They are intended to reinforce procedures and concepts.
They should not be used as a source of direct instruction or whole-group practice.
NBT.C.4
Priority Unit (Major Work of Grade 1)
Priority Unit (Major Work of Grade 1)
(18–19 days)
(18–19 days)
Optional Lesson: 17
Optional Lesson: 17
Report Card Standard Clusters in Unit 6
Report Card Standard Clusters in Unit 6
Operations and Algebraic Thinking
OA.A: Represents and solves problems involving addition and subtraction
OA.B Understands and apply properties of operations and the relationship between addition and subtraction
*Examples: Commutative Property of Addition: (2 + 6) = (6 + 2), Associative Property of Addition: (2 + 6) + 4 = 2 + (6 + 4), Missing addends as subtraction: 9 - 7 = ? is the same as 7 + ? = 9
Numbers and Operations in Base Ten
NBT.A: Extends the counting sequence
Measurement and Data
MD.A: Measures using non-standard units of measurements
IM Assessments for Unit 6 Learning Goals
IM Assessments for Unit 6 Learning Goals
OA.A Learning Goals and IM Assessments
Student can consistently solve addition and subtraction story problems of different types with unknowns in various positions, accurately apply an appropriate strategy, and explain why the chosen strategy is efficient.
Checkpoint 1.6.C
OA.B Learning Goals and IM Assessments
Solve addition and subtraction story problems with unknowns in all positions.
Checkpoint 1.6.C
NBT.A Learning Goals and IM Assessments
Student can consistently count, read and write numerals to 120, and represent a number of objects with a written numeral.
Checkpoint 1.6.B
MD.A Learning Goals and IM Assessments
Have You Checked Your Students' Readiness for Unit 6?
Have You Checked Your Students' Readiness for Unit 6?
Do so by giving your students the Unit 6 Pre-unit problems
Grade 1 Unit 6 Pre-unit Practice Problems.pdfDid the Pre-unit problems reveal a need to address unfinished learning?
If yes, continue targeted Centers and Practice Problems from Grade 1 Units 2 and 5 because Grade 1 Unit 6 builds from those units (see K-5 Dependency Chart)
IM Centers for Unit 6
IM Centers for Unit 6
Grade1-6-Unit-center-overview.pdfLook for stages in bolded Red to target math fluency & number sense (good for Tier II Intervention)
Counting Collections (Stage 3)
Write Numbers (Stages 1, 2, 3)
Get Your Numbers in Order (Stage 1)
Target Numbers (Stages 1, 2, 3)
How Close? (Stages 1, 2, 3)
Five in a Row: Add and Sub (Stages 1, 2, 3, 4, 5, 6)
Estimate and Measure (Stage 1)
Click for Supplemental Independent Practice and Worksheets for Unit 6
Click for Supplemental Independent Practice and Worksheets for Unit 6
These resource sheets adapted from Howard County Public Schools and commoncoresheets.com can be used for independent practice or homework. They are intended to reinforce procedures and concepts.
They should not be used as a source of direct instruction or whole-group practice.
MD.A.1
MD.A.2
NBT.C.4
NBT.C.5
OA.C.6
Report Card Standard Clusters in Unit 7
Report Card Standard Clusters in Unit 7
Measurement and Data
MD.B: Tells and writes time in hours and half hours using analog and digital clocks
Geometry
G.A: Reasons with shapes and their attributes
IM Assessments for Unit 7 Learning Goals
IM Assessments for Unit 7 Learning Goals
MD.B: Learning Goals and IM Assessments
Student can consistently identify and tell analog and digital time to the hour and half-hour.
Checkpoint 1.7.C; End of Unit 7 Assessment
G.A: Learning Goals and IM Assessments
Student can consistently distinguish between defining attributes (open, closed, # of sides, color, shape, and size), build and draw shapes to possess defining attributes, and partition circles and rectangles into equal parts (½,¼).
Checkpoint 1.7.A, 1.7.B; End of Unit 7 Assessment
Have You Checked Your Students' Readiness for Unit 7?
Have You Checked Your Students' Readiness for Unit 7?
Do so by giving your students the Unit 7 Pre-unit problems
Grade 1 Unit 7 Pre-unit Practice Problems.pdfDid the Pre-unit problems reveal a need to address unfinished learning?
If yes, continue targeted Centers and Practice Problems from Kindergarten Unit 3 because Grade 1 Unit 7 builds from that unit (see K-5 Dependency Chart)
IM Centers for Unit 7
IM Centers for Unit 7
Grade1-7-Unit-center-overview.pdfLook for stages in bolded Red to target math fluency & number sense (good for Tier II Intervention)
Math Stories (Stage 4)
Capture Squares (Stages 1, 2)
Target Numbers (Stages 1, 2, 3)
How Close? (Stages 1, 2, 3)
Compare (Stage 1)
Match Mine (Stage 2)
Geoblocks (Stages 3, 4)
Which One? (Stage 2)
Picture Books (Stages 2, 3)
How are They the Same? (Stage 1)
Can You Draw It? (Stage 1)
Click for Supplemental Independent Practice and Worksheets for Unit 7
Click for Supplemental Independent Practice and Worksheets for Unit 7
These resource sheets adapted from Howard County Public Schools and commoncoresheets.com can be used for independent practice or homework. They are intended to reinforce procedures and concepts.
They should not be used as a source of direct instruction or whole-group practice.
G.A.1
G.A.2
G.A.3
MD.B.3
Report Card Standard Clusters in Unit 8
Report Card Standard Clusters in Unit 8
Operations and Algebraic Thinking
OA.B: Understands and apply properties of operations and the relationship between addition and subtraction
*Examples: Commutative Property of Addition: (2 + 6) = (6 + 2), Associative Property of Addition: (2 + 6) + 4 = 2 + (6 + 4), Missing addends as subtraction: 9 - 7 = ? is the same as 7 + ? = 9
OA.C: Add and Subtract within 20
OA.C.6: Fluently* Add and Subtract within 10
Note: Student demonstrates flexibility and efficiency in their progression toward, but not complete mastery of, the Grade 2 standard “By end of Grade 2, know from memory all sums of two one-digit numbers” (i.e., addition facts).
Numbers and Operations in Base Ten
NBT.A: Extends the counting sequence
NBT.B: Understands place value
IM Assessments for Unit 8 Learning Goals
IM Assessments for Unit 8 Learning Goals
OA.B: Learning Goals and IM Assessments
Student can consistently apply commutative and associative properties* of addition and the relationship between addition and subtraction (e.g., solve missing addends as subtraction).
OA.C: Learning Goals and IM Assessments
Student consistently adds and subtracts within 20:
Student uses strategies* (e.g., counting on, making ten, decomposing a number into a ten, relating addition to subtraction, using already known addition facts) to add and subtract within 20.
OA.C.6: Learning Goals and IM Assessments
With consistency and independence, student fluently adds and subtracts within 10 with flexibility, accuracy, and efficiency:
Student flexibly uses strategies* (e.g., counting on, making ten, decomposing a number into a ten, relating addition to subtraction, using already known addition facts) to add and subtract within 10.
With flexible strategy use, student accurately and efficiently computes within 10.
NBT.A: Learning Goals and IM Assessments
Student can consistently count, read and write numerals to 120, and represent a number of objects with a written numeral.
NBT.B: Learning Goals and IM Assessments
Student independently and consistently understands that digits of a number represent amounts of tens and ones beyond 100. Compares 2-digit numbers using >, <, and =.
Unit 8 Learning Targets Self-assessment
Unit 8 Learning Targets Self-assessment
Unit 8 Section Goals Monitoring Sheets
Unit 8 Section Goals Monitoring Sheets
IM Centers for Unit 8
IM Centers for Unit 8
As Needed, Choose Any of the Centers from Previous Units
IM Practice Problems for Each Section of Unit 8
IM Practice Problems for Each Section of Unit 8
For Lesson 1 and Lesson 2: Practice Problems (Unit 3 Section A)
For Lesson 3: Practice Problems (Unit 3 Section C) and Practice Problems (Unit 3 Section D)
For Lesson 4: Practice Problems (Unit 2 Section A)
For Lesson 5: Practice Problems (Unit 2 Section B)
For Lesson 6: Practice Problems (Unit 2 Section C)
For Lesson 7: Practice Problems (Unit 6 Section B)
For Lesson 8: Practice Problems (Unit 4 Section D)
For Lesson 9 and Lesson 10: Practice Problems (Unit 4 Section B)
Additional Support
Additional Support
For Lesson 1 and Lesson 2, look to Unit 3 Section A: Develop Fluency with Addition and Subtraction within 10
For Lesson 3, look to Unit 3 Section C: Add within 20 and Unit 3 Section D: Subtract within 20
For Lesson 4, look to Unit 2 Section A: Add To and Take From Story Problems
For Lesson 5, look to Unit 2 Section B: Put Together/Take Apart Story Problems
For Lesson 6, look to Unit 2 Section C: Compare Story Problems
For Lesson 7, look to Unit 6 Section B: Measure by Iterating up to 120 Length Units
For Lesson 8, look to Unit 4 Section D: Different Ways to Make a Number
For Lesson 9 and Lesson 10, look to Unit 4 Section B: Tens and Ones
Math Manipulatives
Math Manipulatives
Anytime Resources
Anytime Resources
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