Grade 1 Mathematics
Possible Scope and Sequence
Curriculum Cluster 2Number, Operation, and Quantitative Reasoning
Patterns, Relationships, and Algebraic Thinking
Underlying Processes and Mathematical Tools
25 days: 45 minutes per day
1.1 Use whole numbers to describe and compare quantities.
1.3 Recognize and solve problems in addition and subtraction situations.
1.4 Use repeating patterns and additive patterns to make predictions.
1.5 Recognize patterns in numbers and operations.
1.11 Apply Grade 1 mathematics to solve problems connected to everyday experiences and activities in and outside of school.
1.12 Communicate about Grade 1 mathematics using informal language.
1.13 Use logical reasoning.
TEKS / TAKS Obj. / Instructional Scope / Possible Resources /
Instruction / Assessment / District /
1.1D
Read and write numbers to 99 to describe sets of concrete objects. / 1 / Reading Numbers 0 – 40
§ Use sets of concrete objects to represent quantities from 0-40.
Example:
30
Ask students, “What is the total number of counters in the set?”
Answer: Thirty
Writing Numbers 0 – 40
§ Given a set of concrete objects, write the corresponding number.
Example:
Ask students, “How would you write the numeral that describes the number of counters in the set?”
Answer: 36 / 1. The Number Stations, Math Their Way, pages 166-179.
2. The 100 Chart, TERC: Building Number Sense, Investigation 3, Sessions 1 & 2.
3. Which Holds More?, TERC: Building Number Sense, Investigation 3, Sessions 3 & 4.
4. More Counting and Comparing, TERC: Building Number Sense, Investigation 3, Sessions 5 and 6.
5. Number at the Concept Level, Math Their Way (chapter 7), pages 164-213. This chapter includes many activities for stations.
6. Number at the Connecting Level, Math Their Way (chapter 8), pages 214-233. This chapter includes many activities for stations.
7. Number at the Symbolic Level, Math Their Way (chapter 9), pages 234-251. This chapter includes many activities for stations. / “Rapid” Assessment for 1.1D, Math TEKS Connections,
http://www.tea.state.tx.us/math/training/materials/MTC/K-2/10Lesson_AssessmentLibrary/Rapids/MTCK2_RapidsGrade%201.pdf
1.1A
Compare and order whole numbers up to 99 (less than, greater than, or equal to) using sets of concrete objects and pictorial models.
1.11D
Use tools such as real objects, manipulatives, and technology to solve problems. / 1
6 / Comparing Whole Numbers 0 – 40
§ Given sets of concrete objects, compare whole numbers and describe the sets of concrete objects using vocabulary such as less than/fewer than, greater than/more than, or equal to.
Example:
30
Set A /
15
Set B
Ask the students, “How does the number of counters in Set A compare to the number of counters in Set B?”
Answer: “Set A is greater than Set B.
Set B is less than set A.”
§ Use pictorial models to compare whole numbers and describe the pictorial models using vocabulary such as less than/fewer than, greater than/more than, or equal to.
Example:
16
Set A /
29
Set B
Ask the students, “How does the number of apples in Set A compare to the number of apples in Set B?”
Answer: “Set B is greater than Set A.
Set A is less than set B.”
Ordering Whole Numbers 0 – 40
§ Use sets of concrete objects to order whole numbers.
Example:
40
Set A /
18
Set B /
20
Set C
Ask the students, “How can you put the numbers in order from least to greatest and/or greatest to least?”
Answer: Least to greatest 18-20-40
Greatest to least 40-20-18
§ Use pictorial models to order whole numbers.
Example:
35
Set A
Set A /
21
Set B /
17
Set C
Ask the students, “How can you put the numbers in order from least to greatest and/or greatest to least?”
Answer: Least to greatest 17-21-35
Greatest to least 35-21-17 / 1. Place Value Lesson, Region 4 TAKS Mathematics Preparation, Grade 1, pages 16-29.
2. The Game of Compare, TERC: Mathematical Thinking at Grade 1, Investigation 2, Session 1.
3. Introducing Staircases and Choice Time, TERC: Mathematical Thinking at Grade 1, Investigation 2, Sessions 2 and 3.
4. Seven Peas and Carrots, TERC: Mathematical Thinking at Grade 1, Investigation 2, Session 4.
5. Number Choices, TERC: Mathematical Thinking at Grade 1, Investigation 2, Sessions 5 and 6.
6. Handfuls, Math Their Way, page 125.
7. Stack, Tell, Spin, and Win, Math Their Way, pages 126-127.
8. The 100 Chart, TERC: Building Number Sense, Investigation 3, Sessions 1 & 2. Read What to Plan Ahead of Time in this Investigation. Recommended duration: 2 class periods.
/ “Rapid” Assessment for 1.1A, Math TEKS Connections,
http://www.tea.state.tx.us/math/training/materials/MTC/K-2/10Lesson_AssessmentLibrary/Rapids/MTCK2_RapidsGrade%201.pdf
1.1B
Create sets of tens and ones using concrete objects to describe, compare, and order whole numbers. / 1 / Describing Sets of Tens and Ones
0 – 40
§ Create sets of tens and ones using concrete objects to describe whole numbers.
Example:
/
Ask the students, “Which number is represented by this set of tens and ones?”
Answer: 34
Example:
Ask the students, “How can you represent 38 using tens and ones?”
Answer:
/
Comparing Sets of Tens and Ones
0 – 40
§ Create sets of tens and ones using concrete objects to compare whole numbers.
Example:
Ask the students to compare sets of concrete objects that represent tens and ones.
/ / / / / /
37 22
Set A Set B
Ask the students, “How does the number of counters in Set A compare to the number of counters in Set B?”
Answer: “37 is greater than 22.
22 is less than 37.”
Ordering Sets of Tens and Ones
0 – 40
§ Create sets of tens and ones using concrete objects to order whole numbers.
Example:
Ask the students to compare sets of concrete objects that represent tens and ones to order whole numbers from least to greatest or greatest to least.
32
26
16
Ask the students, “How can you put these sets of marbles in order from least to greatest and/or greatest to least?”
Answer: Least to greatest 16-26-32
Greatest to least 32-26-16 / 1. Counting Fish, Math By All Means: Place Value, pages 56-66.
2. The King’s Commissioners, by Aileen Friedman. Math By All Means: Place Value, pages 72-82.
3. Five Tower Game, Math By All Means: Place Value, pages 152-159.
4. Guess My Number, Math By All Means: Place Value, pages 160-165.
/ Region 4 TAKS Mathematics Preparation, Grade 1, page 50.
“Rapid” Assessment for 1.1B, Math TEKS Connections,
http://www.tea.state.tx.us/math/training/materials/MTC/K-2/10Lesson_AssessmentLibrary/Rapids/MTCK2_RapidsGrade%201.pdf
1.5C
Compare and order whole numbers using place value. / 2 / Use Place Value to Compare Whole Numbers 0 – 40
§ Use place value to compare whole numbers.
Example:
Prompt the students to look at the greatest place value (tens) to see which number has a greater value.
Tens / Ones
3 / 0
3 / 7
2 / 9
If the digits in the tens place are the same, prompt the students to look at the next largest place value (ones) to see which number has the greatest value.
Tens / Ones
3 / 0
3 / 7
2 / 9
Prompt the student to compare the digits in the ones place to determine which number has the greatest value.
Ask the students, “How do you know which number is the greatest?”
Answer: Two numbers have 3 tens but 37 has the greatest number of ones.
Ask the students, “How do you know which number is the smallest?”
Answer: 29 only has 2 tens and the other two numbers have 3 tens.
Use Place Value to Order Whole Numbers 0 – 40
§ Use place value to order whole numbers.
Example: Prompt the students to look at the greatest place value (tens) to see which number has a greater value.
Tens / Ones
3 / 1
2 / 5
3 / 4
If the digits in the tens place are the same, prompt the students to look at the next largest place value (ones) to see which number has the greatest value.
Tens / Ones
3 / 1
2 / 5
3 / 4
Prompt the student to compare the digits in the ones place to determine which number has the greatest value.
Ask the students, “How can you put the numbers in order from least to greatest?”
Answer: 25-31-34
Ask the students, “How can you put the numbers in order from greatest to least?”
Answer: 40-34-31 / 1. Comparing Tens, Math TEKS Connections, http://www.tea.state.tx.us/math/training/materials/MTC/K-2/10Lesson_AssessmentLibrary/Lessons/MTCK2_UsingPlaceValueK2.pdf
2. Number at the Concept Level, Math Their Way (chapter 7), pages 164-213.
3. Number at the Connecting Level, Math Their Way (chapter 8), pages 214-233.
4. Number at the Symbolic Level, Math Their Way (chapter 9), pages 234-251. / “Rapid” Assessment for 1.5C, Math TEKS Connections,
http://www.tea.state.tx.us/math/training/materials/MTC/K-2/10Lesson_AssessmentLibrary/Rapids/MTCK2_RapidsGrade%201.pdf
1.3A
Model and create addition and subtraction problem situations with concrete objects and write corresponding number sentences.
1.12B
Relate informal language to mathematical language to symbols.
1.11B
Solve problems with guidance that incorporates the process of understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness.
1.11C
Select or develop an appropriate problem-solving plan or strategy including drawing a picture, looking for a pattern, systematic guessing and checking, or acting it out in order to solve a problem.
1.13A
Justify his or her thinking using objects, words, pictures, numbers, and technology. / 1
6
6
6
6 / Addition: Sums to 10
§ Use concrete objects to model addition problem situations with sums to 18 and write the corresponding number sentence.
Use tools such as a Part/Part/Whole mat and concrete objects such as counters to model joining/combining sets.
Part / Part
Whole
Example:
Frank had 5 frogs in his aquarium. He went to the store to buy 3 more frogs. How many frogs does Frank now have in his aquarium?
Model placing 5 counters in one “part” of the Part/Part/Whole mat and
3 counters in the other “part” of the Part/Part/Whole mat.
/
Since the question asked to find the number of frogs Frank had all together, move the “parts” to the “whole” section.
Remind the students that Frank started with 5 frogs and went to buy 3 frogs at the store. He now has a total of
8 frogs.
Model for the students how to write the corresponding number sentence.
Number Sentence: 5+3=8 or 3+5=8.
§ Use concrete objects to create addition problem situations with sums to 10 and write the corresponding number sentence.
Use tools such as a Part/Part/Whole mat and concrete objects such as counters to create addition problem situations.
Part / Part
Whole
Example: Provide the students with
9 color tiles. Prompt the students to use the 9 color tiles to create an addition problem situation and write the corresponding number sentence.
Possible Answer:
“Lydia has 7 baby dolls and her family gave her 2 more baby dolls for her birthday. How many baby dolls does Lydia have all together?”
The student places 7 color tiles in one “part” of the Part/Part/Whole mat and
2 color tiles in the other “part” of the Part/Part/Whole mat to represent the number of dolls.
/
Since the question asks to find the number of baby dolls she had in all, the student then moves the “parts” to the “whole” section.
The student writes the corresponding number sentence that matches the problem.
Answer: 7 + 2 = 9
Subtraction: Differences from 10
§ Use concrete objects to model subtraction problems and write the corresponding number sentence.
Use tools such as a Part/Part/Whole mat and concrete objects such as counters to model separating or comparing sets.
Part / Part
Whole
Example:
Rhea had 9 pieces of candy. She gave 4 pieces to her friends. How many pieces of candy does Rhea have left?
Model placing 9 counters in the “whole” part of the mat.
Place 4 of the counters on a “part” of the Part/Part/Whole chart to represent the pieces of candy that Rhea gave to her friends.
Explain that the remaining counters represent the number of pieces remaining from the “whole” and the pieces of candy that Rhea has left. Move the remaining counters to the other “part” of the Part/Part/Whole mat.
Remind the students that Rhea started with 9 pieces of candy, and then she gave 4 pieces of candy to her friends. She now has 4 pieces of candy.
Model for the students how to write the corresponding number sentence.
Number Sentence: 9 – 4 = 5
§ Use concrete objects to create subtraction problem situations with differences from 10 and write the corresponding number sentence.
Use tools such as a Part/Part/Whole mat and concrete objects such as counters to create subtraction problems.
Part / Part
Whole
Example: Provide the students with
10 linking cubes. Prompt the students to use the 10 linking cubes to create a subtraction problem situation and write the corresponding number sentence.
Possible Answer:
“Manuel had 10 tennis balls in a basket. He threw 6 tennis balls over the fence. How many tennis balls does Manuel have left in his basket?”
The student places 10 linking cubes in the “whole” section of the Part/Part/Whole mat.