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WHCSD Scope and Sequence First Grade Math 2016-2017

First Grade Mathematics Scope and Sequence

OVERALL COURSE TIMING This section is designed to help you compare the number of available instructional days to the number of days you have

accounted for in the scope and sequence.

Course Length

Total number of instructional days in school year: 177 Days

Total number of instructional days for all units included in the Scope and Sequence: 170 Days

COURSE OVERVIEW & TIMING This section is designed to help you see the flow of your units/topics across the entire school

year.

Quarter Unit Unit Length

First Quarter Unit 1:Counting & Data with Popsicles (Allows time to set up systems and routines)

30 Days

First Quarter Unit 2:Developing Strategies with Dice & Dominoes 20 Days

Second Quarter Unit 3: Adding, Subtracting, Counting & Comparing 20 Days

Second Quarter Unit 4: Leapfrog on the Number Line 20 Days

Third Quarter Unit 5: Geometry 20 Days

Third Quarter Unit 6: Figure the Facts with Penguins 20 Days

Fourth Quarter Unit 7: One Hundred & beyond 20 Days

Fourth Quarter Unit 8: Changes, Changes 20 Days

Total 170 Days


First Quarter

Unit 1: Counting & Data with Popsicles

The first module in Grade 1 is designed to jump-start students’ mathematical thinking while orienting them to the routines, manipulatives, and work patterns they will encounter throughout the school year. Much of the content revolves around counting and organizing Popsicle sticks. Students practice counting forward and backward by 1s, 2s, and 5s on the number line and then explore simple counting patterns on a hundreds grid. They also express personal preferences as data on a chart and discuss patterns in the data.

Resources

STANDARDS

18 Days

Operations and Algebraic Thinking

Add and subtract within 20

1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20

1.OA.6 Add and subtract within 20, by using 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).

Numbers and Operations in Base Ten Extend the counting sequence 1.NBT.1 Count to 120, starting at any number less than 120, in this range, read and write numberals and

represent a number of objects with a written numeral

Bridges Unit 1

Number Corner

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First Quarter

Unit 2: Developing Strategies with Dice & Dominoes

This unit features dominoes, dot cards, and the number rack to help children develop confidence with efficient, effective, and sensible strategies for adding and subtracting single-digit numbers. The work takes advantage of students’ ability to subitize (recognize the quantity represented in a set without having to count each individual object in the set) on common dot arrangements such as those found on dominoes or dice. Students explore such strategies as counting on, combining small groups of numbers within larger numbers, building from known facts, using doubles facts to solve other addition problems, counting by 5s and 10s, and using the commutative property. In the second module, students are encouraged to view the equal sign as a way to indicate that two expressions are of equal value, not as a symbol that precedes “the answer.” This relational view of equality is perhaps the most important algebraic concept to be learned in the early grades, making it possible for young children to solve for unknown values in an equation.

Resources

STANDARDS

Days

Operations and Algebraic Thinking Represent and solve problems involving addition and subtraction 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.

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

1.OA.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.) (Students need not use formal terms for these properties.)

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. Add and subtract within 20.


1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).


Work with addition and subtraction equations

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 = _.

Understand place value 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 <.

Bridges Unit 2

Number Corner


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Second Quarter

Unit 3: Adding, Subtracting, Counting & Comparing

Unit 3 encourages student mastery of key number facts and fact strategies for single-digit addition and subtraction. The first two modules use the number rack to help students see number combinations, find the sum of two numbers, and compare two numbers to find the difference between them. The third module focuses on developing place-value understanding and solving addition combinations to 20, and the final module makes use of Unifix cubes to help students develop understanding of the difference model of subtraction.

Resources

STANDARDS

Days


Represent and solve problems involving addition and subtraction 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.









Understand place value 1.NBT.2 Understand that the 3 digits of a three-digit number represent amounts of hundreds, tens, and ones,

Understand the following: 100 can be thought of a hundred ones, 10 can be thought of as a bundle of ten ones; numbers 11 to 19 are composed of a ten and one, two, three, etc.; numbers 10, 20, 30, etc. refer to one, two, three tens ( and 0 ones).

1.NBT.2a 10 can be thought of as a bundle of ten ones - called a "ten"

1.NBT.2b the numbers from 11-19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.

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

Bridges Unit 3

Number Corner


www.engageny.com

Second Quarter

Unit 4: Leapfrogs on the Number Line

Unit 4 revolves around the number line, an essential mathematical model. Throughout, closed and open number lines are used both as models of our number system, as well as models for beginning operations with addition and subtraction. Students locate numbers on a number line, use their reasoning skills and number sense to determine unknown values that correspond to empty boxes, and explore addition and subtraction. As the unit unfolds, the range of numbers represented grows from 0–20 to 0–120. Students become comfortable skip-jumping along open number lines in multiples of 5 and 10, forward and backward, from numbers that are both on and off the decade. In the concluding module, students measure penguins and then compare and order those measurements, write inequality statements, and find differences between the two numbers.

Resources

STANDARDS

Days

Operations and Algebraic Thinking Work with addition and subtraction equations




Use place value understand and properties of operations to add and subtract

Bridges Unit 4

Number Corner


www.engageny.com










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.

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.

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.

Third Quarter

Unit 5: Geometry

Over the course of this unit, students use a variety of tools and models to explore two- and three-dimensional shapes and fractions (halves, thirds, and fourths). Throughout, the emphasis is squarely on shapes—identifying, describing, constructing, drawing, comparing, composing, and sorting them. Students learn about fractions in the context of two-dimensional shapes as they cut paper sandwiches in halves and fourths, fold and cut paper circle pizzas to share, and play a fraction bingo game in which they must complete the pictures and labels on their own boards.

Resources

STANDARDS

Days

Geometry Reason with shapes and their attributes 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

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.1

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. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.

Bridges Unit 5

Number Corner


www.engageny.com

Third Quarter

Unit 6: Figure the Facts with Penguins

Unit 6 is tightly focused on addition and subtraction to 20. During this unit, first graders continue to develop fluency with addition and subtraction facts to 10 and strategies for working with facts to 20. Students make extensive use of the number rack to model and solve number combinations and story problems of all types. In the process, they learn how to write and solve equations that involve unknowns in all positions and determine whether addition and subtraction equations are true or false. Throughout the unit, the interesting and sometimes amazing habits of penguins offer engaging story problem contexts for young learners.

Resources

STANDARDS

Days

Operations and Algebraic Thinking Represent and solve problems involving addition and subtraction 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.






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.


Bridges Unit 6

Number Corner


www.engageny.com










Fourth Quarter

Unit 7: One Hundred & Beyond

The focus of Unit 7 is place value. During this unit, first graders continue to develop deep understandings of numbers to 120 as they estimate, count, compare, add, and subtract two-digit quantities using familiar models: sticks & bundles; dimes, nickels, and pennies; and the number line.

Resources

STANDARDS

Days


Represent and solve problems involving addition and subtraction 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.

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.


1.OA.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.) (Students need not use formal terms for these properties.)

Numbers and Operations in Base Ten Extend the counting sequence 1.NBT.1 Count to 120, starting at any number less than 120, in this range, read and write numberals and represent

a number of objects with a written numeral

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



Bridges Unit 7

Number Corner


www.engageny.com

Fourth Quarter

Unit 8: Changes, Changes

During Unit 8, students consider the concept of change from several different angles. The activities in Module 1 help first graders make the link between time and change as they investigate some of the changes they can make to materials such as paper, craft sticks, and ice cubes in a second, a minute, and an hour. In Module 2, they explore predictable changes in numbers, using a very simple function machine made of a half-gallon milk carton and specially designed sets of change cards. In Module 3, students consider changes in location as they learn to fold and launch paper gliders through the air. After making and testing an initial set of gliders, students modify their original gliders or fold new ones in the attempt to better their flight distances. In Module 4, they explore some of the ways they’ve grown and changed since they were born. All in all, Unit 8 offers a satisfying end to the school year, blending math and science in ways sure to engage young learners.

Resources

STANDARDS

Days

Numbers and Operations in Base Ten

Extend the counting sequence 1.NBT.1 Count to 120, starting at any number less than 120, in this range, read and write numberals and represent

a number of objects with a written numeral

Understand place value 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 <.

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



Bridges Unit 8

Number Corner


www.engageny.com










Measurement and Data Measure lengths indirectly and by iterating length units 1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object.

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.

Tell and write time

1.MD.3 Tell time to the quarter hour using an analog and/or digital clock. Represent and interpret data

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.

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