Curriculum Map

Common Core Standards

Fulton Independent School District

Subject/Course: / Math
Grade: / 1st
Revision Date: / 9-26-11
Timeline
(Days or weeks/dates) / Kentucky Core Assessment
Standard / Learning Target / Introduce
Progressing
Master
Review
On Going
(all must get to “M”) / Assessment / Lesson/Content / Common Core Standard(s) from an Earlier Grade/course that Was/Were no Part of Core content 4.1
Week 1 / 1.0A.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.
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.
1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10.
1.NBT.2abc 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). / I can represent 10,11,12 as
sets of 10 and 0, 1, or 2 more.
I can use a pattern to find a number of objects without counting.
I can extend simple patterns.
I can write my numbers to 120 from any point. / R, I / Formative:
Verbal small group checks, Practice worksheets
Problem of the Day
Summative:
Unit Test, Quick checks, One-on-one checks. / Number to 0-12
Spatial Patterns for Numbers to
Ten
Solving Problems Using Objects
Week 2 / 1.0A.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.
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.
1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10.
1.NBT.2abc 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). / I can compare two numbers.
I can order 3 numbers.
I can order numbers to 12 with a number line.
I can solve a problem by acting it out.
I can apply numbers to represent real-world problems.
I can compare (<,>,=) and order whole numbers. / I, P / Formative: verbal check, Center time activities, small groups checks Practice worksheets, Problem of the Day. Homework worksheets Summative: #5 test Quick checks, One –on- one cehecks / Comparing Two Numbers
Ordering Three Numbers
Ordering Numbers to Twelve
With a Number Line
Solving Problems by Acting Out
Week 3 & 4 / 1.OA.3 Apply properties of operations as strategies to add and subtract.
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.
1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10.
1.NBT.2abc 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). / I can use addition to make 6 and 7.
I can determine the unknown whole number in an addition equation relating to two whole numbers..
I can break numbers into parts of a whole. I can learn the meaning of the term addends.
I can use addition number sentences to show the parts and the whole.
I can use stories and pictures to model addition sentences.
I can change the order of addends and not change the sum.
I can use the commutative properties of addition. / I, P / Formative:
Verbal small group checks, Practice worksheets
Problem of the Day
Summative:
Unit Test, Quick checks, One-on-one checks / Addition Problems to 9
Introducing Addition Number
Sentences
Stories about Joining
Adding in Any Order
Solving Problems Using Objects
Week 5 & 6 / 1.0A.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.
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.
1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10.
1.NBT.2abc 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).
Week 7 / 1.OA.3 Apply properties of operations as strategies to add and subtract.
1.OA.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that make 10 when added to 8.
1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10.
1.NBT.2abc 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). / I can represent numbers on a ten frame.
I can recognize numbers on a ten frame.
I can recognize the addends of ten by using a ten frame.
I can find the missing parts of ten by using a ten frame.
I can solve problems by making a table.
I can add whole numbers whose sum is less than or equal to 20.
I can solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20. / I, P / Formative:
Verbal small group checks, Practice worksheets
Problem of the Day
Summative:
Unit Test, Quick checks, One-on-one checks / Representing Numbers on a
Ten-Frame
Recognizing Numbers on a Ten
Frame
Finding Missing Parts of Ten
Solving Problems by Making a
Table
Week 8 and 9 / 1.0A.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.
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.
1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10.
1.NBT.2abc 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).
Review and Test for report cards / I can add by adding 0, 1, and 2.
I can add doubles.
I can add near doubles.
I can us facts with 5 on a ten frame.
I can make ten on a ten frame.
I can solve problems using a picture and write a number sentence. / I, P / Formative:
Verbal small group checks, Practice worksheets
Problem of the Day
Summative:
Unit Test, Quick checks, One-on-one checks / Adding Numbers with 0, 1, & 2
Adding Doubles
Adding Near Doubles
Adding Facts with 5 on a Ten
Frame
Making Ten on a Ten Frame
Solving Problems by Drawing
Pictures and Writing
Number Sentences.
Weeks 10, 11, and 12 / 1.OA.3 Apply properties of operations as strategies to add and subtract.
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.
1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10.
1.NBT.2abc 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). / I can represent numbers on a ten-frame.
I can recognize numbers on a ten-frame.
I can make parts of ten.
I can find missing parts of ten.
I can make a table. / I,P / Formative:
Verbal small group checks, Practice worksheets
Problem of the Day
Summative:
Unit Test, Quick checks, One-on-one checks / Representing numbers on a ten-frame.
Recognizing numbers on a ten-frame.
Parts of ten.
Finding Missing parts of ten.
Make a table.
Weeks 13, 14, and 15 / 1.OA.3 Apply properties of operations as strategies to add and subtract.
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.
1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10.
1.NBT.2abc 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). / I can add with 0,1, and 2.
I can recognize doubles.
I can recognize near-doubles
I can work facts with 5 on a ten-frame.
I can making 10 on a ten-frame.
I can draw a picture and write a number sentence. / I,P / Formative:
Verbal small group checks, Practice worksheets