Grade One
Growing With Mathematics
GWM Content/Lessons /
State
Indicators
Lessons/Indicators: / Timeline / DiagnosticAssessments / Comments
Reviewing Number Concepts
Reviewing Number Concepts (cont.) / 1.1/1.3/1.4/1.5 - NSO 3 Read and write the numerals
for numbers to 100.
1.2/1.6 -NSO 4 Count forward to 100, count backwards from 100, and count forward or backward starting at any number between 1 and 100.
1.7 – PFA 1 Sort, classify and order objects by two or more attributes, such as color and shape, and explain how objects were sorted.
1.7 – DAP 1 Identify multiple categories for sorting data
DAP 2 Collect and organize data into charts using tally marks.
1.10/1.11 - PFA 2 Extend sequences of sounds, shapes or simple number patterns, and create and record similar patterns. For example:
a. Analyze and describe patterns with multiple attributes using numbers and shapes; e.g., AA, B, aa, b, AA, B, aa, b,…
b. Continue repeating and growing patterns with materials, pictures and geometric items; e.g., XO, XOO, XOOO, XOOOO.
PFA 3 Describe orally the basic or general plan of a repeating or growing pattern.
1.12 – M 2 Tell time to the hour and half hour on digital and analog (dial) timepieces.
1.13/1.14/1.15 – NSO 2 Recognize and generate equivalent forms for the same number using physical models, words and number expressions; e.g., concept of ten is described by “10 blocks,” full tens frame, numeral 10, 5 + 5, 15 - 5, one less than 11, my brother’s age. / First 9 Weeks
First 9 Weeks / 1.8 - Comparing two numbers and say which is greater.
1.9 – Identify the greatest and least number and arrange three numbers in order.
Understanding Addition and Subtraction
Understanding Addition and Subtraction (cont.) / 2.1/2.2/2.7/2.8/2.9 – NSO 10 Model, represent and explain addition as combining sets (part + part = whole) and counting on. For example:
a. Model and explain addition using physical materials in contextual situations.
b. Draw pictures to model addition.
c. Write number sentences to represent addition.
Explain that adding two whole numbers yields a larger whole number.
2.3 – NSO 2 Recognize and generate equivalent forms for the same number using physical models, words and number expressions; e.g., concept of ten is described by “10 blocks,” full tens frame, numeral 10, 5 + 5, 15 - 5, one less than 11, my brother’s age.
2.4 – NSO 12 Use conventional symbols to represent the operations of addition and subtraction.
NSO 15 Demonstrate that equal means “the same as” using visual representations.
2.5 – NSO 16 Develop strategies for basic addition facts.
2.6 – PFA 1 Sort, classify and order objects by two or more attributes, such as color and shape, and explain how objects were sorted.
DAP 2 - Collect and organize data into charts using tally marks.
2.7 – NSO 4 Count forward to 100, count backwards from 100, and count or backward starting at any number between 1 and 100.
OAT 1: Using adding and subtracting within 20.
OAT 7: Determining if equations involving addition and subtraction are true or false. / First 9 Weeks
First 9 Weeks
Working with Time, Length, and Money
Working with Time, Length, and Money (cont.) / 3.1/3.2 – M2 Tell time to the hour and half hour on digital and analog (dial) timepieces.
M3 Order a sequence of events with respect to time; e.g., summer, fall, winter and spring; morning, afternoon and night.
3.3/3.4 – NSO 6 Identify and state the value of a penny, nickel, dime, quarter and dollar.
NSO 8 Show different combinations of coins that have the same value.
3.5 – NSO 10 Model, represent and explain addition as combining sets (part + part = whole) and counting on.
NSO 16b Develop strategies for basic addition facts, such as counting on.
3.6 – DAP 3 Display data in picture graphs with units of 1 and bar graphs with intervals of 1.
DAP 4 Read and interpret charts, picture graphs and bar graphs as sources of information to identify main ideas, draw conclusions, and make predictions.
DAP 5 Construct a question that can be answered by using information from a graph.
DAP 7 Answer questions about the number of objects represented in a picture graph, bar graph or table graph; e.g., category with most, how many more in a category compared to another, how many altogether in
two categories.
3.7 – NSO 7 Determine the value of a small collection of coins (with a total value up to one dollar) using 1 or 2 different type coins, including pennies, nickels, dimes and quarters.
3.8/3.9 – M4 Estimate and measure weight using non-standard units; e.g., blocks of uniform size.
MD 4: Organize, represent, and interpret data with up to three categories.
MD 1: Order three objects by length: compare the lengths of two objects indirectly by using a third object. / First 9 Weeks
First 9 Weeks
Numbers to 20 and Number Patterns
Numbers to 20 and Number Patterns (cont.) / 4.1/4.2 – NSO 3 Read and write numerals for numbers to 100.
NSO 4 Count forward to 100, count backwards from 100, and count or backward starting at any number between 1 and 100.
4.5/4.8 – PFA 3 Describe orally the basic unit or general plan of a repeating or growing pattern.
4.6/4.7/4.9 – PFA 2 Extend sequences of sounds, shapes or simple number patterns, and create and record similar patterns. For example:
a. Analyze and describe patterns with multiple attributes using numbers and shapes; e.g., AA, B, aa, b, AA, B, aa, b,…
b. Continue repeating and growing patterns with materials, pictures and geometric items; e.g., XO, XOO, XOOO, XOOOO.
4.10/4.11 – NSO 5a Use place value concepts to represent whole numbers using numerals, words, expanded notation and physical models with ones and tens. For example:
a. Develop a system to group and count by twos, fives and tens.
4.12 – NSO 4 Count forward to 100, count backwards from 100, and count or backward starting at any number between 1 and 100.
4.13 – NSO 5 Use place value concepts to represent whole numbers using numerals, words, expanded notation and physical models with ones and tens. For example:
a. Develop a system to group and count by twos, fives and tens.
b. Identify patterns and groupings in a 100’s chart and relate to place value concepts.
c. Recognize the first digit of a two-digit number as the most important to indicate size of a number and the nearness to 10 or 100. / Second 9 Weeks
Second 9 Weeks / 1, 5-10, 20, 25, 26 / Benchmark NSO B
4.3 Comparing Numbers
4.4 Ordering Numbers
Benchmark NSO B
4.3 Comparing Numbers
4.4 Ordering Numbers
Building Addition and Subtraction
Building Addition and Subtraction (cont.)
Building Addition and Subtraction (cont.) / 5.1/5.2/5.3/5.5/5.10 – NSO 10 Model, represent and explain addition as combining sets (part + part = whole) and counting on. For example:
a. Model and explain addition using physical materials in contextual situations.
b. Draw pictures to model addition.
c. Write number sentences to represent addition.
d. Explain that adding two whole numbers yields a larger whole number.
5.1/5.2 – NSO 16 Develop strategies for basic addition facts.
5.4 – NSO 2 Recognize and generate equivalent forms for the same number using physical models, words and number expressions.
5.6 – NSO 12 Use conventional symbols to represent the operations of addition and subtraction.
5.7/5.8/5.9/5.12 – NSO 11 Model, represent and explain subtraction as take-away and comparison. For example:
a. Model and explain subtraction using physical materials in contextual situations.
b. Draw pictures to model subtraction.
c. Write number sentences to represent subtraction.
d. Explain that subtraction of whole numbers yields an answer smaller than the original number.
OAT 2: Solve problems that call for the addition of three numbers.
OAT 3: Commutative property of addition (8 = 3=11/3 + 8=11) associative property of addition (2 + 6 + 4=2 + 10=12) / Second 9 Weeks
Second 9 Weeks
Place Value: Numbers to 100
Place Value: Numbers to 100 (cont.) / 6.1 – NSO 1 Use ordinal numbers to order objects; e.g., first, second, third.
6.2 – NSO 16 Develop strategies for basic addition facts, such as:
a. counting all;
b. counting on;
c. one more, two more;
d. doubles;
e. doubles plus or minus one;
f. make ten;
g. using tens frames;
h. identity property (adding zero).
6.3 – NSO 10 Model, represent and explain addition as combining sets (part + part = whole) and counting on. For example:
a. Model and explain addition using physical materials in contextual situations.
b. Draw pictures to model addition.
c. Write number sentences to represent addition.
d. Explain that adding two whole numbers yields a larger whole number.
6.4/6.5/6.6 – NSO 2 Recognize and generate equivalent forms for the same number using physical models, words and number expressions.
6.2/6.4/6.5/6.7/6.9 NSO 5 Use place value concepts to represent whole numbers using numerals, words, expanded notation and physical models with ones and tens. For example:
a. Develop a system to group and count by twos, fives and tens.
b. Identify patterns and groupings in a 100’s chart and relate to place value concepts.
c. Recognize the first digit of a two-digit number as the most important to indicate size of a number and the nearness to 10 or 100.
NOBT 1: Count to 120 starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
NOBT 2b: The numbers from 11 to 19 are composed of a ten and one, two, etc ones.
NOBT 2c: The numbers 10, 20, 30, etc refer to one, two, three, four, five, six etc. tens (and 0 ones) / Second 9 Weeks
Second 9 Weeks
Measurement and Geometry
Measurement and Geometry (cont.) / 7.1 – G 1 Identify, compare and sort two-dimensional shapes; i.e., square, circle, ellipse, triangle, rectangle, rhombus, trapezoid, parallelogram, pentagon and hexagon. For example:
a. Recognize and identify triangles and rhombuses independent of position, shape or size;
b. Describe two-dimensional shapes using attributes such as number of sides and number of vertices (corners or angles).
7.2/7.3/7.4 – G 3 Identify the shapes of the faces of three-dimensional objects.
7.5/7.6/7.7/7.8/7.9/7.10-M1 Recognize and explain the need for fixed units and tools for measuring length and weight; e.g., rulers and balance scales.
7.5/7.8 – DAP 6 Arrange five objects by an attribute, such as size or weight, and identify the ordinal position of each object.
7.8/7.9/7.10 – M4 Estimate and measure weight using non-standard units; e.g., blocks of uniform size.
7.9 – DAP 2 Collect and organize data into charts using tally marks.
7.10 – DAP 4 Read and interpret charts, picture graphs and bar graphs as sources of information to identify main ideas, draw conclusions, and make predictions.
DAP 5 Construct a question that can be answered by using information from a graph.
G1: 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 posses defining attributes.
G2: Compose three-dimensional shapes (cubes, right rectangular prism, right circular cones and cylinders to create composition shapes and compose new shapes from composite shape. / Third 9 Weeks
Third 9 Weeks
Working with Number and Operations
Working with Number and Operations (cont.)
Working with Number and Operations (cont.) / 8.1/8.2/8.5 – NSO 10 Model, represent and explain addition as combining sets (part + part = whole) and counting on. For example:
a. Model and explain addition using physical materials in contextual situations.
b. Draw pictures to model addition.
c. Write number sentences to represent addition.
d. Explain that adding two whole numbers yields a larger whole number.
8.2/8.3/8.4/8.13 – NSO 16d Develop strategies for basic addition facts, such as doubles.
8.5 – PFA 5 Describe orally and model a problem situation using words, objects or number phrase or sentence.
8.6/8.7/8.10/8.11 – NSO 17 Develop strategies for basic subtraction facts, such as:
a. relating to addition (for example, think of 7 - 3 = ? as “3 plus ? equals 7”);
b. one less, two less;
c. all but one (for example, 8 - 7, 5 - 4);
d. using tens frames;
e. missing addends.
8.6 – PFA 4 Solve open sentences by representing an expression in more than one way using the commutative property; e.g., 4 + 5 = 5 + 4 or the number of blue balls plus red balls is the same as the number of red balls plus blue balls (R + B = B + R).
8.8 – NSO 11 Model, represent and explain subtraction as take-away and comparison. For example:
a. Model and explain subtraction using physical materials in contextual situations.
b. Draw pictures to model subtraction.
c. Write number sentences to represent subtraction.
d. Explain that subtraction of whole numbers yields an answer smaller than the original number.
OAT 8: Determine the unknown whole number in an addition or subtraction equation relating three whole numbers.
NOBT 3: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. / Third 9 Weeks
Third 9 Weeks