I Can Count to 120, Starting from Any Number

Unit 1: Place Value
(5 weeks)
Spiral:
Concepts / Skills / Common Core Standards / Vocabulary
Counting Sequence /

I can count to 120, starting from any number
I can read numerals from 0 to 120
I can write numerals 0 to 120, starting from any number
I can label a given set of objects with a written numeral
I can sequence a set of consecutivenumbers in order from least to greatest, within 120.
I can explain how each successive number is one more than the previous

/ 1.NBT.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. / Count on
Number
Before
After
Between
Least
Greatest
Order
Place Value /

I can count objects and sort them into groups of ten
I can draw groups of ten(s) to represent multiples of ten
I can explain and show 1 ‘ten’ as ten ones
I can name the value of any digit in a two digit number (i.e. In the number 76, the 7 = 70)
I can state the place value of any digit in a two digit number (i.e. In the number 76, the 7 is in the tens place.)
I can write the expanded form of a number 11-19
I can explain the value of a teen number in terms of tens and ones (i.e. 12 is one group of ten and two ones)
I can manipulate objects or draw groups of tens and ones to represent a two digit number
I can manipulate objects or draw picture to show that 1 ten is equal to 10 ones.
I can skip count by tens
I can explain the value numbers that are multiples of 10 in terms of tens and ones (i.e. 40 is 4 groups of ten and 0 ones)
I can draw groups of tens to represent numbers that are multiples of 10
I can manipulate objects or draw picture to show that 1 ten is equal to 10 ones.

/ 1.NBT.2. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
a. 10 can be thought of as a bundle of ten ones — called a “ten.”
b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). / Digit
Ten(s)
One(s)
Place value
Value
Group
Bundle
Skip count
Mental Math: Addition & Subtraction of Ten /

I can add 10 more to a given number with quick recall (with and/or without the use of visual aids or counting strategies) and explain reasoning used
I can subtract 10 from a given number with quick recall (without the use of visual aids or counting strategies) and explain reasoning used
I can skip count by tens from any given number (to include counting forwards and backwards)
I can write a sequence of numbers with the rule “add ten” or “subtract ten” starting with any number
I can explain how ten more or ten less is related to place value

/ 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. / Place value
Ten more
Ten less
Ten(s)
Ones(s)
Skip counting
Add
Subtract
Mental Math: Subtraction of Ten /

I can subtract 10 from a given number that is a multiple of 10 and explain the reasoning used
I can skip count backwards by tens from any given number that is a multiple of 10
I can explain, show using manipulatives or drawing and write about how ten less is related to place value
I can explain/ write how addition and subtraction are related

/ 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. / Place value
Ten more
Ten less
Ten(s)
Ones(s)
Skip counting
Multiples / Multiple
Add
Subtract
Number Comparison /

I can compare 2 two-digit numbers using the terms and symbols > (greater than), < (less than) and = (equal to)
I can explain why a 2-digit number is greater than or less than another 2-digit number, based on place value (i.e. 43 > 28 because the 4 in 43 is worth 40 and the 2 in 28 is worth 20, so 43 is larger than 28 since 40 is larger than 20.)
I can draw a visual representation(or manipulate place value blocks) to show why a two-digit number is larger or smaller than another two-digit number
I can name the value of any digit in a two digit number (i.e. In the number 76, the 7 = 70)
I can state the place value of any digit in a two digit number (i.e. In the number 76, the 7 is in the tens place.)
I can explain how one number is greater than or less than another
I can match the symbol (>) with the phrase ‘greater than’ and the symbol (<) with the phrase ‘less than’

/ 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 <. / Digit
Ten(s)
One(s)
Place value
Value
Compare
Greater than >
Less than <
More
Less
Equal
Unit 2: Addition
(9 weeks)
Spiral:
Concepts / Skills / Common Core Standards / Vocabulary
Counting Sequence /

I can count to 120, starting from any number
I can read numerals from 0 to 120
I can write numerals 0 to 120, starting from any number
I can label a given set of objects with a written numeral
I can sequence a set of consecutivenumbers in order from least to greatest, within 120.
I can explain how each successive number is one more than the previous

I can add within 20 using counting or counting on to solve
I can explain the effect of (addition will result in a larger number)
I can read an equation (number sentence), using the term ‘plus’ for (+),and ‘equals’ for (=)
I can write an addition equation
I can add using number patterns (skip counting, doubles)

/ 1.OA.5. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). / Add
Subtract
Sum
Difference
Count on
Count back
Solve
Equation
Relate
Addition & Subtraction /

I can add fluently within 10 (with quick recall and without any visual aids)
I can show and explain related addition facts
I can create a known fact to help with another fact (i.e. composing a five, composing a ten, doubles, etc.)
I can explain addition strategies used

/ 1.OA.6. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use 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). / Count on
Count back
Add
Subtract
Double
Group of 5
Group of 10
Related fact
Equivalent
Decompose
Properties /

I can explain or show the commutative property of addition (by switching the addends to get the same sum)
I can explain or show the associative property of addition with three addends (by grouping any two addends then adding the third to get the same sum)
I can explain the meaning of the symbols in an addition equation
I can read an addition equation (number sentence), using the term ‘plus’ for (+) and ‘equals’ for (=)
I can create different addition equations for the same sum
I can add, using properties of operations

/ 1.OA.3. Apply properties of operations as strategies to add and subtract. 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.) / Addend(s)
Sum
Difference
Commutative Property
Associative Property
Symbol
Equation
Relationship
Addition & Subtraction /

I can explain the meaning of the symbols in an addition equation
I can read an equation (number sentence), using the term ‘plus’ for (+) and ‘equals’ for (=)
I can evaluate an equation for a given value
I can manipulate objects, draw pictures or balance a scale to prove an equation (number sentence) true or false for different values.

/ 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. / True
False
Equation
Equal
Balanced
Addition
Subtraction
Addition & Subtraction /

I can explain the meaning of the symbols in an addition equation
I can read an equation (number sentence), using the term ‘plus’ for (+), ‘minus’ for (-) and ‘equals’ for (=)
I can calculate the missing value in a given equation.
I can manipulate objects, draw pictures or balance a scale to prove an equation (number sentence) true for a value found.

/ 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 = _. / True
False
Equation
Equal
Balanced
Addition
Subtraction
Whole
Part
Addition & Subtraction /

I can solve addition word problems within 20
I can draw visual representations of addition word problems within 20
I can write an addition equation to match a word problem
I can explain the meaning of the symbols in an addition equation
I can read an equation (number sentence), using the term ‘plus’ for (+) and ‘equals’ for (=)
I can create word problem (number stories) that match a given number sentence
I can solve a word problem for an unknown in all positions of addition equations (by writing an equation with a symbol for the unknown)

/ 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. / Add (+)
Addend
Sum
Equal (=)
Difference
Subtract (-)
Part
Whole
Altogether
Unknown
Symbol
Equation
Solve
Represent
Compare
Addition /

I can solve addition word problems with three addends, for sums up to 20.
I can read addition word problems to select the operation needed for solving
I can draw visual representations of addition word problems three addends, for sums up to 20
I can manipulate objects to explain what operations is needed to solve addition word problems with three addends, for sums up to 20
I can write an addition equation to match a word problem
I can explain the meaning of the symbols in an addition equation
I can read an addition equation (number sentence), using the term ‘plus’ for (+) and ‘equals’ for (=)
I can create word problem (number stories) that match a given addition equation with three addends
I can solve a word problem for an unknown in all positions of an addition equations (by writing an equation with a symbol for the unknown)

/ 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. / Add (+)
Addend
Sum
Equal
Part
Whole
Altogether
Unknown
Symbol
Equation
Solve
Represent
Two-Digit Addition & Regrouping Introduction /

I can add a two-digit number to a one-digit number, using a variety of strategies and explain the strategy used
I can add a two-digit number to a two-digit number with and without regrouping and explain the strategy used
I can draw pictures and use place value blocks to show why when adding, it might be necessary to compose a ten (regroup)
I can name the value of any digit in a two digit number (i.e. In the number 76, the 7 = 70) when adding two numbers
I can state the place value of any digit in a two digit number (i.e. In the number 76, the 7 is in the tens place.) When adding two numbers
I can explain the meaning of regrouping when adding (also to include written explanation)
I can explain/ write the relationship between addition and subtraction

/ 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. / Place value
Two-digit number
Ten(s)
Ones(s)
Group
Regroup
Add
Strategy
Unit 3: Time
(3 weeks)
Spiral:
Concepts / Skills / Common Core Standards / Vocabulary
Time /

I can read & write the time shown on a digital & analog clock to the hour and half-hour
I can draw the minute and hour hands on an analog clock to show a given time to the hour and half-hour
I can manipulate the hands on an analog clock to show directionality
I can match time shown on a digital clock with an analog clock to the hour and half-hour (and vice versa)

/ 1.MD.3a. Tell and write time in hours and half-hours using analog and digital clocks. / Time
Clock
Hour(s)
Minute(s)
Digital
O’Clock
Hour hand
Minute hand
Analog
Second hand
Unit 4: Subtraction
(9 weeks)
Spiral:
Concepts / Skills / Common Core Standards / Vocabulary
Subtraction /

I can subtract within 20 using count back or counting on (addition) to solve
I can explain the effect of subtraction (subtraction will result in a smaller number & addition will result in a larger number)
I can read an equation (number sentence), using the term ‘minus’ for (-) and ‘equals’ for (=)
I can write an subtraction equation
I can subtract using number patterns (skip counting, doubles)

/ 1.OA.5. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2) / Add
Subtract
Sum
Difference
Count on
Count back
Solve
Equation
Relate
Properties /

I can describe the relationship between addition and subtraction
I can write a fact family given 3 different numbers to explain how they are related
I can read an equation (number sentence), using the term ‘minus’ for (-) and ‘equals’ for (=)
I can solve for an unknown addend using subtraction

/ 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. / Addend
Unknown
Equation
Fact family
Addition
Subtraction
Related fact
Solve
Property
Addition & Subtraction /

I can subtract fluently within 10 (with quick recall and without any visual aids)
I can show and explain related subtraction facts
I can create a known fact to help with another fact (i.e. composing a five, composing a ten, doubles, etc.)
I can explain subtraction strategies used

I can explain or show the commutative property of addition (by switching the addends to get the same sum)
I can explain or show the associative property of addition with three addends (by grouping any two addends then adding the third to get the same sum)
I can explain the meaning of the symbols in an addition equation
I can read an addition equation (number sentence), using the term ‘plus’ for (+) and ‘equals’ for (=)
I can create different addition equations for the same sum
I can add and subtract, using properties of operations

I can explain the meaning of the symbols in an addition and subtraction equation
I can read an equation (number sentence), using the term ‘plus’ for (+), ‘minus’ for (-) and ‘equals’ for (=)
I can evaluate an equation for a given value
I can manipulate objects, draw pictures or balance a scale to prove an equation (number sentence) true or false for different values.

I can explain the meaning of the symbols in an subtraction equation
I can read an equation (number sentence), using the term ‘minus’ for (-) and ‘equals’ for (=)
I can calculate the missing value in a given equation.
I can manipulate objects, draw pictures or balance a scale to prove an equation (number sentence) true for a value found.