Grade 1 Math
Scope
How can we develop strategies for adding and subtracting whole numbers using our prior work with small numbers?
Units
Unit — Ways to Add and Subtract
Essential Questions
Can students use concrete models to solve story problems?
Guiding Questions
What are the key words in the story problem that tell us what kind of math to do?
How can we write the equation based on the clues in the story?
Is there another way to write the equation?
How can we solve the problem?
How can you solve the problem in a different way?
How can you check your work?
Resources
Into Math
IXL
Skills
Students will:
make sense of problems and persevere in solving them.
reason abstractly and quantitatively.
construct viable arguments and critique the reasoning of others.
model with mathematics.
use appropriate tools strategically.
attend to precision.
look for and make use of structure.
look for and express regularity in repeated reasoning.
Operations and Algebraic Thinking: 1.OA.1, 1.OA.5, 1.OA.6a, 1.OA.4, 1.OA.6b, 1.O.A.2, 1.OA.3, 1.OA..7, 1.0A.8
Unit — Addition and Subtraction Situations and Data
Essential Questions
Can students understand story problems and determine which operation to use to solve them?
Guiding Questions
How can you use addition to solve the problem?
How can you use your drawing to write an equation and solve the problem?
How can you check your answer using the equation?
How did we show data on the picture graph?
What words tell us are we adding or subtracting?
How can we use addition to solve a subtraction problem?
Resources
Into Math
IXL
Skills
Students will:
make sense of problems and persevere in solving them.
reason abstractly and quantitatively.
construct viable arguments and critique the reasoning of others.
model with mathematics.
use appropriate tools strategically.
attend to precision.
look for and make use of structure.
look for and express regularity in repeated reasoning.
Operations and Algebraic Thinking: 1.OA.1
Measurement and Data: 1.MD.4
Unit — Numbers to 120
Essential Questions
Can students use their understanding of place value to compare numbers and solve word problems?
Guiding Questions
How can we represent a number from 11-19 as tens and Ones?
How can we represent groups of tens and ones to show the number with objects and drawings?
How do we use a counting chart to help us count by ones?
How can we use objects to show a two digit number as tens and ones?
How can we draw a two digit number as tens and ones?
Are there different ways to decompose numbers?
How can we represent, read and write numbers from 1-120?
Resources
Into Math
IXL
Skills
Students will:
make sense of problems and persevere in solving them.
reason abstractly and quantitatively.
construct viable arguments and critique the reasoning of others.
model with mathematics.
use appropriate tools strategically.
attend to precision.
look for and make use of structure.
look for and express regularity in repeated reasoning.
Numbers and Operations in Base Ten: 1.NBT.2a, 1.NBT.2b, 1.NBT.2c, 1.NBT.1, 1.NBT.2, 1.NBT.3
Operations and Algebraic Thinking: 1.OA.7
Unit — Addition and Subtraction in Base 10
Essential Questions
Can students apply their understanding of place value to strategize with powers of ten?
Can students apply their understanding of place value to count a collection of coins?
Guiding Questions
How do both the equation and the visual model help you solve the problem?
How can you write an equation to solve the problem when adding or subtracting with base 10?
How do you show adding tens on a hundreds chart?
What do you need to show to subtract tens on the hundreds chart?
How do you add tens and ones to solve the problem?
What information in the story problem do you need to use?
How does using tens and ones blocks help you solve a problem?
Can you name the coins?
How much is each coin worth?
Resources
Into Math
IXL
Skills
Students will:
make sense of problems and persevere in solving them.
reason abstractly and quantitatively.
construct viable arguments and critique the reasoning of others.
model with mathematics.
use appropriate tools strategically.
attend to precision.
look for and make use of structure.
look for and express regularity in repeated reasoning.
Numbers and Operations in Base Ten: 1.NBT.4, 1.NBT.6, 1.NBT.5
Measurement and Data: 1.MD.3b, 1.MD.3c
Operations and Algebraic Thinking: 1.OA.6a, 1.OA.6b
Unit — Geometry
Essential Questions
Can students distinguish and combine 3-dimensional shapes to form new composite shapes?
Can students use defining attributes to identity, build and draw shapes?
Guiding Questions
How do you know if a shape is a rectangular prism? A cube? Etc?
What is the same about cubes and rectangles?
What shapes can you put together to make a square? Hexagon? Rectangle? Trapezoid?
What do these sorted shapes have in common?
How are they different?
Can you find an object in our classroom that is a square? Rectangle? Etc.?
What is the shape of the flat surface of a 3-dimensional object?
Resources
Into Math
IXL
Skills
Students will:
make sense of problems and persevere in solving them.
reason abstractly and quantitatively.
construct viable arguments and critique the reasoning of others.
model with mathematics.
use appropriate tools strategically.
attend to precision.
look for and make use of structure.
look for and express regularity in repeated reasoning.
Geometry: 1.G.1, 1.G.2, 1.G.3
Unit — Measurement
Essential Questions
Can students use their understanding of measurement to interpret, compare and identify length and time?
Guiding Questions
How do you compare objects of different lengths?
How can we compare the lengths of two objects indirectly using the length of a third object?
How do I use objects to measure length?
How can we make a measuring tool with units that are the same size and measure objects using the same tool?
How can we use the hour hand on a clock to tell time to the hour and half hour?
How can we use the minute hand on a clock to tell time to the hour and half hour?
What is the difference between an analog and a digital clock?
Resources
Into Math
IXL
Skills
Students will:
make sense of problems and persevere in solving them.
reason abstractly and quantitatively.
construct viable arguments and critique the reasoning of others.
model with mathematics.
use appropriate tools strategically.
attend to precision.
look for and make use of structure.
look for and express regularity in repeated reasoning.
Measurement and Data: 1.MD.1, 1.MD.2, 1.MD.3a