Math in Focus Curriculum Grade 1

Math in Focus Curriculum Grade 1

Sequence of Grade 1 Modules Aligned with the Standards

·  Module 1: Numbers to 10 / ·  9 Days
·  Module 2: Number Bonds / ·  7 Days (incl. benchmark assessment)
·  Module 3: Addition Facts to 10 / ·  9 Days
·  Module 4: Subtractions Facts to 10 / ·  12 Days (incl. benchmark assesssment)
·  Module 5: Shapes and Patterns / ·  9 Days (Lesson 1, 1a, 2, 3 and Problem Solving Only)
·  Module 6: Ordinal Numbers and Positions / ·  1 Day (incl. benchmark assessment)
·  Module 7: Numbers to 20 / ·  10 Days
·  Module 8: Addition and Subtraction Facts to 20 / ·  11 Days
·  Module 9: Length / ·  12 Days (incl. benchmark assessment)
·  Module 10: Weight (If time permits, at the end of the year.) / · 
·  Module 11: Picture Graphs and Bar Graphs / ·  8 Days
·  Module 12: Numbers to 40 / ·  7 Days
·  Module 13: Addition and Subtraction to 40 / ·  12 Days (incl. benchmark assessment)
·  Module 14: Mental Math Strategies / ·  7 Days
·  Module 15: Calendar and Time (Everyday Calendar Counts covers Calendar) / ·  11 Days (incl. benchmark assessment)
·  Module 16: Numbers to 120 / ·  11 Days
·  Module 17: Addition and Subtraction to 100 / ·  11 Days (incl. benchmark assessment)
·  Module 18: Multiplication and Division / · 
·  Module 19: Money / ·  11 Days (incl. benchmark assessment)

Summary of Year

First Grade mathematics is about (1) developing understanding of addition, subtraction, and strategies for addition and subtraction within 20; (2) developing understanding of whole number relationships and place value, including grouping in tens and ones; (3) developing understanding of linear measurement and measuring lengths as iterating length units; and (4) reasoning about attributes of, and composing and decomposing geometric shapes.

Key Areas of Focus for K-2: Addition and subtraction—concepts, skills, and problem solving

Required Fluency: 1.OA.6 Add and subtract within 10.

CCSS Major Emphasis Clusters
Operations and Algebraic Thinking
·  Represent and solve problems involving addition and subtraction.
·  Understand and apply properties of operations and the relationship between addition and subtraction.
·  Add and subtract within 20.
·  Work with addition and subtraction equations.
Number and Operations in Base Ten
·  Extend the counting sequence.
·  Understand place value.
·  Use place value understanding and properties of operations to add and subtract.
Measurement and Data
·  Measure lengths indirectly and by iterating length units.

Rationale for Module Sequence in Grade 1

In Grade 1, work with numbers to 10 continues to be a major stepping-stone in learning the place value system. In Module 1, students work to count, read and write within 10. Students will represent and use numbers in different contexts and they will encounter number relationships. Students will recognize such as 1 more and 1 less. Students will understand the sequential order of the counting numbers and their relative magnitude. They will identify and complete growing and reducing number patterns.

In Module 2, number bonds will form an important foundation for learning the concept of addition. Children will be taught to identify the parts and whole of a set. They will be led to separate a set of objects into two parts. Then, children will realize that they can make different number bonds for a given number. This part-whole concept forms the basis for addition and subtraction. This will also help students understand formal relationships such as the commutative property of addition.

Addition is one of the four basic operations that form the foundation of arithmetic and is an essential part of the computation work in elementary school mathematics. In Module 3, students counting skill are utilized in counting on, one of the basic strategies of addition. Another addition strategy introduced is associated with the part-whole concept involving number bonds. Addition stories are constructed about countable items in pictures to help students write addition sentences. The Commutative Property of Addition is introduced in this module.

Students will relate the part-whole concept from addition to subtraction skills and concepts in Module 4. Students will learn the “taking-away” strategy and the counting back strategy. Students will continue their work with number bonds. Students will learn the Identity Property of Subtraction. This module will also require students to use problem-solving skills to solve simple real world subtraction problems.

Students in Kindergarten learned to identify, name and describe a variety of plane shapes and solid shapes. In Module 5, students will extend their knowledge to compare shapes and determine how they are alike and different by describing their geometric attributes and properties. Students will learn to recognize solids from different perspectives and orientations. Students will also compose and decompose plane and solid shapes and make patterns with shapes. As they combine shapes, this will reinforce the part-whole relationships. It will also build background for learning about measurement and properties of geometry.

Module 6 doesn’t match any CCSSM standards but students will get practice with the words in Everyday Counts Math Calendar time.

Students will learn how to count, read and write numbers within 20. This involves counting on from 10. Number words and numerals are connected to the quantities they represent. Module 7 will develop the numbers 11 to 20 as 1 group of ten and a particular number of ones as an introduction to place value. This is a key stage and sets the foundation for developing the idea of teens and ones and being able to make sense of two-digit numbers. Students will compare more than two numbers, using the concepts of greatest and least and also learn to order a set of numbers.

In Module 8, students practice grouping into tens and ones by adding and subtracting numbers to 20. Work begins slowly by modeling “adding and subtracting across a ten” in word problems, with equations, and as part of fluency. Solutions, like that shown below, for 8 + 5 reinforce the need to “make 10.” Learning to “complete a unit” empowers students in later grades to understand “renaming” in the addition algorithm, to add 298 and 35 mentally (i.e., 298 + 2 + 33), and to add measurements like 4 m, 80 cm, and 50 cm. Students will also continue to use number bonds throughout this module with the benfit of displaying fact families. The strategy of using double facts is introduced and then leads to doubles plus or minus one. Remember to refer to the strategies as doubles or making tens.

Children will be introduced to length in Module 9 by comparing the lengths of objects and ordering objects by their lengths. The basic idea will be to determine how many times a specific unit fits the object to be measured. Non-standard units are used to measure length.

Counting and comparison skills form an important basis for Module 11 in which students will understand and interpret data from picture graphs and bar graphs. Counting skills will be used as students collect data and then students will compile that data into graphs. The strategy of tally marks is used to organize data. Students will also be led to interpret information from the graphs.

Students understand the strategy of making a ten as well as the purpose of place value charts in their work of numbers to 20. This work forms an important base for counting, comparing and ordering of numbers to 40 in Module 12. The place value chart enables children to make comparisons between two or more numbers, when tens are different or when tens are equal. Students are building the foundation for Module 16 in which they learn about numbers to 100.

With the foundation of addition and subtraction, through a variety of strategies, children progress in Module 13 to the standard vertical form for addition and subtraction of numbers to 40. Strategies such as partial sums are used with the vertical form to add and subtract without regrouping. Then students are encouraged to use place value charts to correctly align the digits to record the regrouping process. Students further develop their addition skills by learning to apply the Associative Property of Addition and number bonds in adding three 1-digit numbers using the Making 10 strategy. They apply this knowledge to real-world problems throughout the module.

Mental calculation is an important skill used through every grade. Students will use mental math strategies as they develop alternate algorithms to solve more complex computational and real-world problems. Module 14 will introduce and apply strategies that can be used with 1- or 2-digit numbers. These strategies will help students gain confidence throughout their study of mathematics.

Module 15 has Calendar and Time concepts. The calendar concepts have been covered using the Everyday Counts. By now, students should understand ordinal numbers as it applies to months and days of the week. The clock and telling time will be the focus of this chapter. Not all students will have experience with round, analog clocks. So having continual practice every day will be the key. This needs to be included in the Calendar routines. With digital clocks, reinforce the connection of the hours and minutes sections with the hands on an analog clock.

In Module 16, students will count on from 40 to 100 with the tens fifty, sixty, seventy, eighty, ninety, and one hundred being highlighted. In knowing that a 2-digit number is made up of tens and ones, children can count in tens before counting the remaining ones when identifying a 2-digit number. With the emphasis on place value, students can compare 2-digit numbers which have different tens and then to focus on comparing the ones. From there, students can order numbers and find missing numbers in a pattern. This lays the foundation for addition and subtraction skills in the next module.

Children will be presented with two methods that can be used for addition and subtraction of numbers to 100 in Module 17. “Counting on/back” and using place value charts. The applications of place value regrouping in addition and subtraction are again revisited so children familiarize themselves with when there is a need for it.

Module 18 of Multiplication and Division has no alignment to CCSSM.

Children recall from Kindergarten their knowledge of the penny, nickel, dime and quarter. Students, in Module 19, are taught to count the value of the coin by applying the strategies of counting on and skip-counting. Children will use addition and subtraction to solve problems in real-world situations that involve money. Children will be able to make simple purchases and find the amount of change in everyday experiences.

If time permits at the end of the year: In Modules 1 & 7, children learned about numbers to 20 and also understand the concept of comparing and ordering two or more numbers. In Module 10, students will integrate their understanding about numbers and measurement through an introduction to the concept of weight. They learn that a balance is a tool to compare the weights of objects. Students will use non-standard units to measure the weight. This work will prepare students for standardized units and measurement in Grade 2.

Alignment Chart

Module and Approximate Number of Instructional Days / Common Core Learning Standards Addressed in Grade 1 Modules / Vocabulary / Number Talks and Instructional Strategies / Performance Based Tasks/ Assessments /
Module 1:
Numbers to 10
(9  days)
M.P. 1
M.P. 3
M.P. 5
M.P. 8 / Extend the counting sequence.
1.NBT.A.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. / Zero, one, two, three, four, five, six, seven, eight, nine, ten, same, fewer, more, greater than, less than, pattern / Review of numbers from K. Introduce counting to 100 and move past this in your calendar routines. Continue this throughout the year.
Module 2:
Number Bonds
(7 days –includes one day for Benchmark Exam)
M.P. 2
M.P. 3
M.P. 5
M.P. 8 /

Understand and apply properties of operations and the relationship between addition and subtraction.

1.OA.B.3 Apply properties of operations as strategies to add and subtract.2 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.)

/ Part, whole, number bond, / Keep to the time limits as much as possible. If students struggle with this idea of number bonds, the students will get continual practice in remaining chapters. Keep using this concept in calendar.
Module 3:
Addition Facts
to 10
(9 days)
M.P. 1
M.P. 2
M.P. 4
M.P. 8 / Represent and solve problems involving addition and subtraction.
1.OA.A.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
Understand and apply properties of operations and the relationship between addition and subtraction.
1.OA.B.3 Apply properties of operations as strategies to add and subtract.2 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.)
Add and subtract within 20.
1.OA.C.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
1.OA.C.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);creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 =12 + 1= 13).