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Curriculum Map: Grade 1 Math
Course: Math 1
Sub-topic: General
Grade(s): 1
Unit: Unit 1 - Numbers All Around Us
Subject: Mathematics
Timeline: Week 1 to 5
Purpose:
The purpose of this Learning Module is for students to establish a foundation for the understanding of number sense and number combinations to 10. Stage One - Desired Results
Enduring Understandings:What will students understand (about
Essential Questions:What arguable, recurring, and thoughtwhat big ideas) as a result of the unit? "Students will understand
provoking questions will guide inquiry and point toward the big ideas
that..."
of the unit?
How can numbers be composed (put together) and
decomposed (taken apart) to solve problems?
Numbers can be composed (put together) and decomposed
How does a number sentence and the mathematical symbol
(taken apart) to solve problems.
relate to a story problem?
Multiple strategies can be used to solve problems.
Numbers are related to each other operationally (fact families).
What strategies and tools are used to solve computational
Computing fluently involves understanding number
problems?
relationships.
How does understanding number relationships improve fluency?
Good number sense is demonstrated when the reasonableness
How do number patterns help us to understand mathematical
of the answer is understood.
relationships?
Learning Targets:
I can read, describe, write, and create number patterns (counting by 2’s, 5’s and 10’s to 120).
I can use strategies to solve addition and subtraction in equations and story problems.
I can use manipulatives and pictures to help solve problems to 20.
I can add numbers to 20 using a ten and ones.
I know that addition and subtraction are related.
I can use what I know about addition and subtraction to find the missing number.
Number Corners:
(Supporting Targets)
I can organize and interpret data.
I can ask and answer questions about data.
I can identify and count pennies and nickels.
I can name, describe and build with 2-dimensional shapes.
I can measure and compare three objects.
STANDARDS
STATE: PA Core Standards (2014)
CC.2.1.1.B.1 (Focus)
Extend the counting sequence to read and write numerals to represent objects.
CC.2.1.1.B.2 (Focus)
Use place-value concepts to represent amounts of tens and ones and to compare two digit
numbers.
CC.2.1.1.B.3 (Focus)
Use place-value concepts and properties of operations to add and subtract within 100.
CC.2.2.1.A.1 (Focus)
Represent and solve problems involving addition and subtraction within 20.
CC.2.2.1.A.2 (Focus)
Understand and apply properties of operations and the relationship between addition and
subtraction.
CC.2.4.1.A.1 (Practiced)
Order lengths and measure them both indirectly and by repeating length units.
CC.2.4.1.A.4 (Practiced)
Represent and interpret data using tables/charts.
Page 1 of 8
Unit: Unit 2 - Strategies for Addition and Subtraction
Subject: Mathematics
Timeline: Week 6 to 10
Purpose:
The purpose of this Learning Unit is for students to establish effective strategies for adding and subtracting single‐digit numbers and to understand the purpose of an equal sign.
Stage One - Desired Results
Enduring Understandings:What will students understand (about
Essential Questions:What arguable, recurring, and thoughtwhat big ideas) as a result of the unit? "Students will understand
provoking questions will guide inquiry and point toward the big ideas
that..."
of the unit?
Base-ten patterns are used to help solve problems.
How do base-ten patterns help solve problems?
Numbers can be composed (put together) and decomposed
How can numbers be composed (put together) and decomposed
(taken apart) to solve problems.
(taken apart)?
What strategies and tools are used to solve computational
Equal signs are used to indicate when two expressions are of
problems?
equal value.
Multiple strategies can be used to solve problems.
Good number sense is demonstrated when the reasonableness
of an answer is understood.
Learning Targets:
I can count to help me add and subtract.
I can tell if addition and subtraction problems are true or false.
I can compare two-digit numbers using <, = and > .
I can use strategies to solve story problems.
I can use addition facts to help me answer subtraction problems.
Number Corners:
(Supporting Targets)
I can use shapes to make new shapes.
I can divide shapes into parts.
I can organize and interpret data.
STANDARDS
STATE: PA Core Standards (2014)
CC.2.1.1.B.1 (Focus)
Extend the counting sequence to read and write numerals to represent objects.
CC.2.1.1.B.2 (Focus)
Use place-value concepts to represent amounts of tens and ones and to compare two digit
numbers.
CC.2.1.1.B.3 (Focus)
Use place-value concepts and properties of operations to add and subtract within 100.
CC.2.2.1.A.1 (Focus)
Represent and solve problems involving addition and subtraction within 20.
CC.2.2.1.A.2 (Focus)
Understand and apply properties of operations and the relationship between addition and
subtraction.
CC.2.3.1.A.1 (Practiced)
Compose and distinguish between two- and three-dimensional shapes based on their
attributes.
CC.2.3.1.A.2 (Practiced)
Use the understanding of fractions to partition shapes into halves and quarters.
Page 2 of 8
Unit: Unit 3 - Adding, Subtracting, Counting and Comparing
Subject: Mathematics
Timeline: Week 11 to 15
Purpose:
The purpose of this Learning Unit is for students to master key number facts and fact strategies for single‐digit addition and subtraction.
Stage One - Desired Results
Enduring Understandings:What will students understand (about
Essential Questions:What arguable, recurring, and thoughtwhat big ideas) as a result of the unit? "Students will understand
provoking questions will guide inquiry and point toward the big ideas
that..."
of the unit?
Number patterns are used to help solve problems and
What strategies and tools are used to solve computational
understand mathematical relationships.
problems?
Multiple strategies can be used to solve equations and word
How do number patterns help us to understand mathematical
problems.
relationships?
Computing facts fluently involves understanding number
What is the relationship of numbers operationally?
relationships.
How do we collect and represent data?
How do we interpret data?
Numbers are related to each other operationally (fact families.)
Data can be organized, represented, and interpreted in a variety
of ways.
Learning Targets:
I can count by 2’s, 5’s and 10’s to 120.
I can identify the tens and ones in a number (place value).
I can move numbers in an equation to help add and subtract (commutative and associative property)*.
I can use multiple strategies to solve addition and subtraction equations and story problems.
I can add and subtract fluently within 10.
*(Commutative Property is the “flipping of numbers” Associative Property is “grouping numbers” and “number trees”)
Number Corners:
(Supporting Targets)
I can organize and interpret data.
I can tell and write time to the hour.
I can divide (partition) shapes into halves and quarters (fourths).
STANDARDS
STATE: PA Core Standards (2014)
CC.2.1.1.B.1 (Focus)
Extend the counting sequence to read and write numerals to represent objects.
CC.2.1.1.B.2 (Focus)
Use place-value concepts to represent amounts of tens and ones and to compare two digit
numbers.
CC.2.1.1.B.3 (Focus)
Use place-value concepts and properties of operations to add and subtract within 100.
CC.2.2.1.A.1 (Focus)
Represent and solve problems involving addition and subtraction within 20.
CC.2.2.1.A.2 (Focus)
Understand and apply properties of operations and the relationship between addition and
subtraction.
CC.2.3.1.A.2 (Practiced)
Use the understanding of fractions to partition shapes into halves and quarters.
CC.2.4.1.A.2 (Practiced)
Tell and write time to the nearest half hour using both analog and digital clocks.
Page 3 of 8
Unit: Unit 4 - Adding and Subtracting Using the Number Line
Subject: Mathematics
Timeline: Week 16 to 20
Purpose:
The purpose of this Learning Unit is for students to model our number system with an emphasis on utilizing the number line as a strategy.
Stage One - Desired Results
Enduring Understandings:What will students understand (about
Essential Questions:What arguable, recurring, and thoughtwhat big ideas) as a result of the unit? "Students will understand
provoking questions will guide inquiry and point toward the big ideas
that..."
of the unit?
What strategies and tools are used to solve computational
Number lines are tools to help understand the relationship
problems?
between addition and subtraction.
How do number patterns and number lines help us to
Multiple strategies can be used to solve problems.
understand mathematical relationships?
Computing facts fluently involves understanding number
How do we represent data on charts, bar graphs, and
relationships.
pictographs?
Data can be organized, represented, and interpreted in a
How do we interpret data?
variety of ways.
How do we use non-standard measures?
The length of an object can be measured using non-standard
How can we order and compare the lengths of objects?
units.
Objects can be ordered and compared.
Learning Targets:
I can count, read, write and order numbers to 120.
I can count by 2’s, 5’s and 10’s to 120 starting at any number.
I can create and use a number line to add and subtract.
I can use strategies to add and subtract, and can explain my thinking.
I can tell how many tens and how many ones are in a number. (Place Value)
I can use mental math to find ten more and ten less.
I can measure, order and compare objects.
Number Corner:
(Supporting Targets)
I can organize and interpret data.
I can ask and answer questions about data.
STANDARDS
STATE: PA Core Standards (2014)
CC.2.1.1.B.1 (Focus)
Extend the counting sequence to read and write numerals to represent objects.
CC.2.1.1.B.2 (Focus)
Use place-value concepts to represent amounts of tens and ones and to compare two digit
numbers.
CC.2.1.1.B.3 (Focus)
Use place-value concepts and properties of operations to add and subtract within 100.
CC.2.2.1.A.1 (Focus)
Represent and solve problems involving addition and subtraction within 20.
CC.2.4.1.A.2 (Practiced)
Tell and write time to the nearest half hour using both analog and digital clocks.
CC.2.4.1.A.4 (Focus)
Represent and interpret data using tables/charts.
Page 4 of 8
Unit: Unit 5 - Geometry
Subject: Mathematics
Timeline: Week 21 to 25
Purpose:
The purpose of this Learning Unit is for students to establish an understanding of two and three dimensional shapes. Students will compose and decompose shapes as they develop the foundation of fractions.
Stage One - Desired Results
Enduring Understandings:What will students understand (about
Essential Questions:What arguable, recurring, and thoughtwhat big ideas) as a result of the unit? "Students will understand
provoking questions will guide inquiry and point toward the big ideas
that..."
of the unit?
Two-dimensional and three-dimensional shapes have attributes
How do we identify and describe shapes based on their
(defining and non-defining attributes).
attributes?
Two-dimensional and three-dimensional shapes can be put
How do we create new shapes?
together to form new shapes.
How do we divide shapes into equal shares?
How do we collect, represent and interpret data on charts, bar
Two-dimensional shapes can be divided into equal shares
graphs, and pictographs?
(halves, fourths and quarters).
Data can be organized, represented, and interpreted in a variety
of ways.
Learning Targets:
I can identify, name and draw two and three dimensional shapes.
I can describe the attributes of shapes.
I can use shapes to compose new shapes.
I can divide (partition) shapes into equal shares and name these shares (halves, quarters, fourths).
Number Corners:
(Supporting Targets)
I can tell time to the hour and half hour using an analog and digital clock.
STANDARDS
STATE: PA Core Standards (2014)
CC.2.2.1.A.2 (Practiced)
Understand and apply properties of operations and the relationship between addition and
subtraction.
CC.2.3.1.A.1 (Focus)
Compose and distinguish between two- and three-dimensional shapes based on their
attributes.
CC.2.3.1.A.2 (Focus)
Use the understanding of fractions to partition shapes into halves and quarters.
CC.2.4.1.A.1 (Practiced)
Order lengths and measure them both indirectly and by repeating length units.
CC.2.4.1.A.4 (Focus)
Represent and interpret data using tables/charts.
Page 5 of 8
Unit: Unit 6 - Story Problems
Subject: Mathematics
Timeline: Week 26 to 30
Purpose:
The purpose of this Learning unit is for students to focus on addition and subtraction facts to 20 with an emphasis using strategies, and continue to develop fluency with addition and subtraction facts to 10, and apply these to solving problems.
Stage One - Desired Results
Enduring Understandings:What will students understand (about
Essential Questions:What arguable, recurring, and thoughtwhat big ideas) as a result of the unit? "Students will understand
provoking questions will guide inquiry and point toward the big ideas
that..."
of the unit?
Number patterns are used to help solve problems and
How do number patterns help us to understand mathematical
understand mathematical relationships.
relationships?
Number and computational relationships are used to solve
How does an understanding of number and computational
problems, and for solving for the unknown in all positions.
relationships help us solve problems, and solve for the unknown
Multiple strategies can be used to solve problems.
in all positions?
Computing facts fluently involves understanding number and
What strategies and tools can be used to solve computational
computational relationships.
problems?
Good number sense is demonstrated when the reasonableness
How are numbers related within a fact family?
of an answer is understood.
How does good number sense help us understand the
Objects can be measured, ordered and compared.
reasonableness of an answer?
How can the length of objects be measured and compared?
Learning Targets:
I can count, read, write and order numbers to 120 (2’s, 5’s, 10’s).
I can tell how many tens and how many ones are in a number. (Place Value)
I can compare two two-digit numbers and use the appropriate symbol (<, > or =).
I can use multiple strategies to add and subtract in equations and story problems.
I can explain my thinking when solving addition and subtraction in equations and story problems.
I can solve for an unknown in any position of an addition or subtraction equation.
I can explain what an = sign means.
I can determine if equations are true or false.
I can add and subtract fluently within 10.
I can add 3 numbers.
Number Corners:
(Supporting Targets)
I can order and compare 3 objects by length.
I can divide shapes into equal shares and identify the line of symmetry.
STANDARDS
STATE: PA Core Standards (2014)
CC.2.1.1.B.1 (Focus)
Extend the counting sequence to read and write numerals to represent objects.
CC.2.1.1.B.2 (Focus)
Use place-value concepts to represent amounts of tens and ones and to compare two digit
numbers.
CC.2.1.1.B.3 (Focus)
Use place-value concepts and properties of operations to add and subtract within 100.
CC.2.2.1.A.1 (Focus)
Represent and solve problems involving addition and subtraction within 20.
CC.2.2.1.A.2 (Focus)
Understand and apply properties of operations and the relationship between addition and
subtraction.
CC.2.4.1.A.1 (Practiced)
Order lengths and measure them both indirectly and by repeating length units.
Page 6 of 8
Unit: Unit 7 - One Hundrend and Beyond: Place Value
Subject: Mathematics
Timeline: Week 31 to 35
Purpose:
The purpose of this Learning unit is for students to establish place value concepts to 120 with an emphasis on estimating, counting, comparing, adding and subtracting .
Stage One - Desired Results
Enduring Understandings:What will students understand (about
Essential Questions:What arguable, recurring, and thoughtwhat big ideas) as a result of the unit? "Students will understand
provoking questions will guide inquiry and point toward the big ideas
that..."
of the unit?
Base-ten patterns and place value concepts help make sense of
numbers, and are used to solve problems.
Digits in a 2-digit number represent ones and tens.
Numbers can be composed (put together) and decomposed
(taken apart) to solve problems.
Multiple strategies can be used to solve problems.
Computing fluently involves understanding number
relationships.
Good number sense is demonstrated when the reasonableness
of the answer is understood.
How do base-ten patterns help solve problems?
How does place value help us understand numbers?
How can numbers be composed (put together) and decomposed
(taken apart)?
What strategies and tools could be used to solve computational
problems?
Learning Targets:
I can count, read, write and order numbers to 120.
I can count by 2’s, 5’s and 10’s to 120 starting at any number.
I can identify coins and their values (penny, nickel and dime).
I can apply counting patterns to find the value of a group of coins.
I can use strategies to add and subtract numbers upto 100, and explain my thinking.
I can add a 1-digit number to a 2-digit number.
I can use mental math to find 10 more and 10 less of a 2-digit number.
I can add and subtract multiples of 10, and explain my thinking.
I can compose a 10 (with regrouping) when adding 2-digit numbers
Number Corner:
(Supporting Target)
I can divide (partition) an object into 4 equal parts and use the terms quarters and fourths.
STANDARDS
STATE: PA Core Standards (2014)
CC.2.1.1.B.1 (Focus)
Extend the counting sequence to read and write numerals to represent objects.
CC.2.1.1.B.2 (Focus)
Use place-value concepts to represent amounts of tens and ones and to compare two digit
numbers.
CC.2.1.1.B.3 (Focus)
Use place-value concepts and properties of operations to add and subtract within 100.
CC.2.2.1.A.1 (Focus)
Represent and solve problems involving addition and subtraction within 20.
CC.2.2.1.A.2 (Focus)
Understand and apply properties of operations and the relationship between addition and
subtraction.
CC.2.3.1.A.2 (Practiced)
Use the understanding of fractions to partition shapes into halves and quarters.
Page 7 of 8
Unit: Subject: Mathematics
Purpose:
Stage One - Desired Results
Enduring Understandings:What will students understand (about
Essential Questions:What arguable, recurring, and thoughtwhat big ideas) as a result of the unit? "Students will understand
provoking questions will guide inquiry and point toward the big ideas
that..."
of the unit?
Learning Targets:
STANDARDS
Page 8 of 8