Grade: / 1st / Subject: / Math / Semester / Team
Members: / Ophelia Budd
John Neal / Liz Woolf
Jennifer Sweat / Heather Massa
Standard Description / Example Rigor / Prerequisite Skills / Common
Assessment / When Assessed? / Extension Standards / Student I Can
Statement
What is the essential standard to be learned? Describe in student-friendly vocabulary. / What does proficient student work look like? Provide an example and/or description. / What prior knowledge, skills, and/or vocabulary is/are needed for a student to master this standard? / What assessment(s) will be used to measure student mastery? / When will this standard
be taught? / What will we do when students have learned the essential standard(s)?
Use addition within 10 to solve a result unknown story problem (1.OA.1) / 1. Beginning-
Drawing pictures, using some numbers.
2. Developing- beginning to use number sentences, wrong numbers might be used.
3. MASTERY- solving the problem correctly, using correct number sentence.
4. Exceeding-showing more than one way to solve the problem. / Addition, joining, altogether / Investigations Topic Test (A9) & performance assessment
** change the problem to say,
“Our class library has 5 books about frogs. Mr. B gave us 5 more. How many books about frogs do we have now?” / Term 1- October 3rd
Unit 1.3.7 / Addition word problems within 20, more difficult word problem types, I-Ready math, number talks / I can solve addition story problems within 10.
Use subtraction within 10 to solve a result unknown story problem (1.OA.1) / 1. Beginning-
Drawing pictures, using some numbers.
2. Developing- beginning to use number sentences, wrong numbers might be used.
3. MASTERY- solving the problem correctly, using correct number sentence.
4. Exceeding-showing more than one way to solve the problem. / Take away, subtraction / Investigations Topic Test (A8) & performance assessment
**Change the problem to say, “Max had 10 buttons. He gave 9 to his friends. How many buttons does max have now? / Term 1- October 3rd
Unit 1.3.7 / Subtraction word problems within 20, more difficult word problem types, number talks / I can solve subtraction story problems within 10.
Demonstrate fluency for addition with one or two (1.OA.6.b).
Demonstrate fluency for addition within 10 (1.OA.6.b). / 1. Beginning- got 20% or less correct within five minutes.
2. Developing-got less than 80% correct within five minutes.
3. MASTERY- 80% within five minutes.
4. Exceeding-100% within five minutes. / Addition, joining, altogether / Term 1- (A5)
Term 3- (A39 #’s 1 3 5 7 9) / Term 1- September 20th
Unit 1.2.7
Term 3-
February 12th
Unit 5.2.8 / Reflex math, fluency practice with more difficult problems / Term 1- I can fluently add 1 or 2.
Term 3- I can fluently add numbers within 10.
Demonstrate fluency for subtraction with one or two (1.OA.6.b).
Demonstrate fluency for subtraction within 10 (1.OA.6.b). / 1. Beginning- got 20% or less correct within five minutes.
2. Developing-got less than 80% correct within five minutes.
3. MASTERY- 80% within five minutes.
4. Exceeding-100% within five minutes. / Take away,
Subtraction / Term 1- (A7)
Term 3- (A39 #’s 2 4 6 8 10) / Term 1-
October 2nd
Unit 1.3.6
Term 3-
February 12th
Unit 5.2.8 / Reflex math, fluency practice with more difficult problems / Term 1- I can fluently subtract 1 or 2.
Term 3- I can fluently subtract numbers within 10.
Distinguish between defining attributes of shapes versus non-defining attributes of shapes
(1.G.1) / 1. Beginning- Cannot sort shapes into groups.
2. Developing- Can create groups, but cannot define each group.
3. MASTERY- Create two or more groups and can identify how shapes belong in each group.
4. Exceeding- Creates two or more groups and can do it in more than one way. (Can you sort them a different way?) / Names of shapes, sides, corners, vocabulary / Investigations Assessment A17,
C14 & C15 (Shape cards) / Term 1-
October 26th.
Unit 2.2.5 / Explore 3D shapes, sort more complex shapes. Include C16 shapes in assessment. / I can sort shapes and explain how I sorted them.
Order three objects by length; compare the lengths of two objects indirectly by using a third object (1.MD.1) / 1. Beginning- 0 or 1 questions correct.
2. Developing-2 questions correct.
3. MASTERY- 3 questions correct.
4. Exceeding- 4 questions correct. / shapes, comparing strategies / Modified A30 / Term 2-
December 20th
Unit 4.1.4 / Give more objects. Different lengths / I can compare the sizes of three objects by putting them in order.
Partition circles and rectangles into two and four equal shares (1.G.3) / 1. Beginning-
2. Developing-
3. MASTERY-
4. Exceeding- / equal, shapes / TBD / Term 3-
January 18th
Unit 4.2.6 / Partition shapes beyond circles and rectangles.
Divide shapes into thirds. / I can divide shapes into two and four equal parts.
Use addition or subtraction within 10 to solve an “add to” problem with unknown change (unknown missing) (1.OA.1.). / Meets benchmark on assessment A41- Story Problems about Unknown Change (problem 1). / Identify the question, use addition or subtraction to solve, identify their answer. / A41-
Problem 1 / Term 3-
February 22nd
Unit 5.3.7 / Solve an unknown change problem within 20. / I can use addition or subtraction to solve an addition missing part problem.
Use addition or subtraction within 10 to solve “take from” problem with unknown change
(Unknown subtrahend) (1.OA.1.). / Meets benchmark on assessment A41- Story Problems about Unknown Change (problem 2). / Identify the question, use addition or subtraction to solve, identify their answer. / A41-
(Session 5.3.7, problem 2) / Term 3-
February 22nd
Unit 5.3.7 / Solve an unknown change problem within 20. / I can use addition or subtraction to solve a subtraction missing part problem.
Understand that 10 can be thought of as a bundle of ten ones, called a “ten” (1.NBT.2.a) / Meets benchmark for A50, A51- Quiz 1
(small groups, don’t look at equation. Only read instructions. Towers can be used.) / Skip counting by 10’s
Differences between towers and cubes. / Out of 5. / Term 4-
March 27th
Unit 7.1.8 / Move them onto higher numbers, using hundreds and thousands. / I can show that 10 can be thought of as a bundle of ten ones, called a “ten”.
Understand that a number is composed of tens and ones (1.NBT.2) / Meets benchmark on assessment Page 38 of Katie’s TPT Place Value Unit. / Difference between cubes and 10’s / Modified place value assessment / Term 4-
April 26th
Unit 7 / Move onto higher numbers using hundreds and thousands. / I can show that a number is composed of tens and ones.
Organize, represent and interpret data with up to three categories
(1.MD.4) / A43 / Term 3-
March 2nd
Unit 6.1.5 / Collect their own data, create graphs and represent data. / I can create and understand graphs and data.
Buffum/Mattos/Weber, 2011