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Math
1 Grade
2010-2011
st
Throughout the school year remember to:
 Do patterning ”Problem of the Day” Create graphs and discuss the results  Count starting at any number
Allocate 75 minutes daily for classroom instruction in math.
Enduring Understanding: Students will understand how 2 things combined together is addition (+) and 2 things taken away is subtraction (-)
Month
NCCSS
GLCE
Required Lessons
Key Concepts
Evidence of
Understanding
N.ME. 01.02
Sept. 7Numbers Base 10
Read and write numbers to 110 and relate
Fewer
Unit assessments
28
them to the quantities they represent.
Fewer than
1. Read & write
N.ME.01.03
Greater
Diagnostic
numbers to 120.
Order numbers to 110; compare using the
Greatest
checkpoint
phrases: same as, more than, greater than,
Least
2. Starting at any
fewer than; use = symbol. Arrange small sets
Less
Informal
number count to 120
of numbers in increasing order, e.g., write the
More
assessment
or beyond.
following from smallest to largest: 21, 16, 35,
More than
8.
Most
3. Understand that
N.ME.01.04
Numbers
when comparing 2
Identify one more than, one less than, 10
Pattern
digit numbers, if one
more than, and 10 less than for any number
Pattern unit
number has more
up to 100.
Same
tens, it is greater; if
N.ME.01.07
Couple
the amount of tens is
Compose and decompose numbers through
Readiness & Review
the same in each
30, including using bundles of tens and units,
(pages R1-R5, R 7number than the
e.g., recognize 24 as 2 tens and 4 ones, 10
10)
number with more
and 10 and 4, 20 and 4, and 24 ones.
ones is greater.
N.MR.01.09
Compare two or more sets in terms of the
4. Compare & order
difference in number of elements.
numbers using > and
N.MR.01.10
Chapter 1
< symbols
Model addition and subtraction for numbers
Lesson 1-10
less than 20 for a given contextual situation
using objects or pictures; explain in words;
record using numbers and symbols; solve.
Know all the addition facts up to 10 + 10, and
solve the related subtraction problems fluently.
Not NCCSS
G.SR.01.03
Create and describe patterns, such as
repeating patterns, and growing patterns using
number, shape, and size.
G.SR.01.05
Predict the next element in a simple repeating
pattern.
G.SR.01.06 Describe ways to get to the next
element in simple repeating patterns.
Essential Questions
What is a pattern?
How can you find 1
more than any
number?
How can you find 1
less than any
number?
Allocate 75 minutes daily for classroom instruction in math.
Enduring Understanding: Students will understand how to solve problems involving joining together (addition) and taking apart (subtraction).
Month
NCCSS
GLCE
Required Lessons
Key Concepts
Evidence of
Understanding
Adding to
Unit assessments
Sept. 29Operations &
N.MR.01.09
Chapter 2
Addition
October
Algebraic Thinking
Compare two or more sets in terms of the
Lessons 1-15
sentence
Diagnostic
29
difference in number of elements.
Comparing
checkpoint
1. Use addition &
N.MR.01.10
Read, “Five Little
Difference
subtraction within 20 Model addition and subtraction for numbers
Monkeys”
Equals (=)
Informal
to solve word
less than 20 for a given contextual situation
Join
assessment
problems, of adding
using objects or pictures; explain in words;
Minus (-)
to, taking from, etc
record using numbers and symbols; solve.
Plus (+)
with a symbol for the Know all the addition facts up to 10 + 10, and
Subtract (-)
unknown (using
solve the related subtraction problems fluently.
Subtraction
objects, drawings
N.MR.01.13
sentence
and equations)
Apply knowledge of fact families to solve
Sum
simple open sentences for addition and
Symbols
2. Solve word
subtraction, such as: ■ + 2 = 7 and 10 - ■ = 6.
Taking from
problems that call
N.FL.01.12
Taking apart
for addition or 3
Know all the addition facts up to 10 + 10, and
Unknown
solve the related subtraction problems fluently
Word problem
whole numbers  or
20 (using objects,
drawings and
equations)
Progress Card
October 14 (Chapter 1 Review)
2
Essential Questions

What does it mean to
find the sum?
What does the plus
tell you to do?
What does the minus
tell you to do?
Remember to allocate 75 minutes for daily classroom instruction in math.
Enduring Understanding: Students will understand and apply properties of operations and the relationship between addition and subtraction
Month
NCCSS
GLCE
Required
Key Concepts
Evidence of
Materials
Understanding
Number &
N.ME.01.01
Unit assessments
Nov. 1-24 Operations in Base
Count to 110 by 1’s, 2’s, 5’s, and 10’s, star ting from
Chapter 3
Addend
10
any number in the sequence; count to 500 by 100s
(Lessons 1-10)
Double
Diagnostic
and 10s; use ordinals to identify position in a
Count on
checkpoint
1. Count/read/write
sequence, e.g., 1st, 2nd, 3rd.
Read and do page Number line
to 120, starting at
N.ME.01.04
109
>, =, <
Informal
any number<120.
Identify one more than, one less than, 10 more than,
assessment
Represent a number and 10 less than for any number up to 100.
Read, “Where
of objects with a
N.ME.01.05
Can 12 Friends
written numeral.
Understand that a number to the right of another
Play?”
number on the number line is bigger and that a
2. Understand that
number to the left is smaller.
2 digits of a 2 digit
N.ME.01.08
number represent
List number facts (partners inside of numbers) for 2
amounts of tens and through 10;e.g., 8 = 7 + 1 = 6 + 2 = 5 + 3 = 4 + 4; 10
ones.
= 8 + 2 = 2 + 8.
N.MR.01.10
3. Compare two 2Model addition and subtraction for numbers less than
digit numbers based 20 for a given contextual situation using objects or
on 10s and 1s digit,
pictures; explain in words; record using numbers and
recording the results symbols; solve.
with >, =, and <.
Know all the addition facts up to 10 + 10, and solve
the related subtraction problems fluently.
4. Add within 100,
N.MR.01.13
including adding 2
Apply knowledge of fact families to solve simple open
digit number and a 1 sentences for addition and subtraction, such as: ■ +
digit number and
2 = 7 and 10 - ■ = 6.
multiples of 10.
N.FL.01.12
Know all the addition facts up to 10 + 10, and solve
5. Given a 2 digit
the related subtraction problems fluently
number, mentally
find 10 more or 10
less than the
number (without
having to count).
Explain the
reasoning used.
Tri 1 Assessment (Chapters 1 & 2)
Assessment to teacher November 8 and return to Karen by November 15
3
Essential
Questions
Does changing the
order of the
addends change
the sum?
How is “counting
on” on a number
line different from
counting all?
Remember to allocate 75 minutes daily for classroom instruction in math.
Enduring Understanding: The students will understand counting back and using doubles for basic subtraction facts.
Month
NCCSS
GLCE
Required
Key Concepts
Materials
Nov. 29Dec. 17
Operations &
Algebraic Thinking
1. Use addition &
subtraction within 20
to solve word
problems, of adding
to, taking from, etc
with a symbol for the
unknown (using
objects, drawings
and equations)
2. Solve word
problems that call for
addition or 3 whole
numbers  or 20
(using objects,
drawings and
equations)
5. Relate counting to
addition and
subtraction within 20
6. Add & subtract
within 20
N.ME.01.05
Understand that a number to the right of another
number on the number line is bigger and that a
number to the left is smaller.
N.ME.01.06
Count backward by 1’s starting from any number
between 1 and 100.
N.MR.01.10
Model addition and subtraction for numbers less
than 20 for a given contextual situation using objects
or pictures; explain in words; record using numbers
and symbols; solve.
Know all the addition facts up to 10 + 10, and solve
the related subtraction problems fluently.
N.MR.01.11
Understand the inverse relationship between
addition and subtraction, e.g., subtraction “undoes”
addition: if 3 + 5 = 8, we know that 8 - 3 = 5 and 8 - 5
= 3; recognize that some problems involving
combining, “taking away,” or comparing can be
solved by either operation.
N.MR.01.13
Apply knowledge of fact families to solve simple
open sentences for addition and subtraction, such
as: ■ + 2 = 7 and 10 - ■ = 6.
N.FL.01.12
Know all the addition facts up to 10 + 10, and solve
the related subtraction problems fluently.
7. Understand the
meaning of the
equal sign and
determine if
equations involving
addition or
subtraction are true
of false.
4
Chapter 4
Lessons 1-10
Read, “Count
Back, Jack”
Supplement fact
families
Count
backwards
Fact families
Related facts
Add
Subtract
Equal
Evidence of
Understanding
Essential
Questions
Unit
assessments
How are addition
and subtraction
related?
Diagnostic
checkpoint
Informal
assessment
What are fact
families?
How can an
addition fact be
used to find the
difference in a
related subtraction
fact?
Remember to allocate 75 minutes for daily classroom instruction in math.
Enduring Understanding: The student will understand how to tell time to the nearest half hour.
Month
NCCSS
GLCE
Required Materials
Measurement & Data
Jan. 3-14
3. Tell & write time in
hours & half hours
using analog & digital
clocks
M.UN.01.03
Tell time on a twelve-hour clock face to the hour
and half-hour.
Chapter 6
Lessons 1-4, 8
Key Concepts
Evidence of
Understanding
Unit
assessments
Diagnostic
checkpoint
Informal
assessment
Essential
Questions
Key Concepts
Evidence of
Understanding
Essential
Questions
100 chart
awareness
After
Before
Between
Even
Graph
Odd
Patterns in 100
chart
Place value
Read &
Understand
pictographs
Skip counting
1 digit
2 digit
3 digit
>, =, <
Unit
Assessments
What is skip
counting on a
number chart?
Clock
Half-hour
Hour hand
Minute hand
Read, “Late for
School Again?”
Which hand on the
clock shows the
hour/minute?
Progress Report January 27
(Chapter 3 & 4)
Enduring Understanding: The student will understand number concepts for numbers up to 120.
Month
NCCSS
GLCE
Required Materials
Jan. 18
Feb. 9
Number & Operations
in Base 10
1. Count/read/write to
120, starting at any
number<or =120.
Represent a number of
objects with a written
numeral.
2. Understand that 2
digits of a 2 digit
number represent
amounts of tens and
ones.
3. Compare two 2-digit
numbers based on 10s
and 1s digit, recording
the results with >, =,
and <.
Represent & Interpret
Data
N.ME.01.01
Count to 110 by 1’s, 2’s, 5’s, and 10’s, star ting
from any number in the sequence; count to 500
by 100s and 10s; use ordinals to identify position
in a sequence, e.g., 1st, 2nd, 3rd.
N.ME.01.02
Read and write numbers to 110 and relate them
to the quantities they represent.
N.ME.01.03
Order numbers to 110; compare using the
phrases: same as, more than, greater than, fewer
than; use = symbol. Arrange small sets of
numbers in increasing order, e.g., write the
following from smallest to largest: 21, 16, 35, 8.
N.ME.01.06
Count backward by 1’s star ting from any number
between 1 and 100.
G.SR.01.03
Create and describe patterns, such as repeating
patterns, and growing patterns using number,
shape, and size.
D.RE.01.02
Read and interpret pictographs.
4. Organize, represent
and interpret data with
up to 3 categories.
5
Chapter 7
Lessons 1 - 4, 7-13
Read, “Four Little
Chickens”
Diagnostic
checkpoint
Informal
assessment
What does the
number in the 10
column represent?
What does the
number in the one
column represent?
Remember to allocate 75 minutes for daily classroom instruction in math.
Enduring Understanding: Students will understand comparing 2 digits from least to greatest and how to use grids and coordinates to locate information.
Month
NCCSS
GLCE
Required Materials
Key Concepts
Evidence of
Essential
Understanding
Questions
Number & Operations
Feb. 14in Base 10
N.ME.01.02
Chapter 8
Coordinates
How does a graph
Unit
March 16
Read and write numbers to 110 and relate them
Lessons 1-9,12,15- Digit
display data?
Assessments
1. Count/read/write to
to the quantities they represent.
17
Expansion of
120, starting at any
N.ME.01.03
100 chart
What is the total
Diagnostic
number<or =120.
Order numbers to 110; compare using the
Lesson 5
Equal to (=)
number of data
checkpoint
Represent a number of
phrases: same as, more than, greater than, fewer Whole group
Greatest
points?
objects with a written
than; use = symbol. Arrange small sets of
activity
Greater than
Informal
numeral.
numbers in increasing order, e.g., write the
(>)
How many more or
assessment
following from smallest to largest: 21, 16, 35, 8.
Lesson 11
Grids
less are in one
2. Understand that 2
N.ME.01.04
Send home
Hundreds
category than in
digits of a 2 digit
Identify one more than, one less than, 10 more
Least
another?
number represent
than, and 10 less than for any number up to 100.
Read , “Race to
Less than (<)
amounts of tens and
N.ME.01.05
One Hundred”
More than (>)
ones.
Understand that a number to the right of another
Number line
number on the number line is bigger and that a
Ones
3. Compare two 2-digit
number to the left is smaller.
Ordering
numbers based on 10s
N.FL.01.12
Patterns
and 1s digit, recording
Know all the addition facts up to 10 + 10, and
Picture graph
the results with >, =,
solve the related subtraction problems fluently.
Place value to
and <.
N.FL.01.16
100
Compute sums and differences through 30 using
Sort
Represent & Interpret
number facts and strategies, but no formal
Tens
Data
algorithm.
D.RE.01.01
4. Organize, represent
Collect and organize data to use in pictographs.
and interpret data with
D.RE.01.03
up to 3 categories.
Make pictographs of given data using both
horizontal and vertical forms of graphs; scale
should be in units of one and include symbolic
representations, e.g., ☺ represents one child.
G.LO.01.02
Describe relative position of objects on a plane
and in space, using words such as above, below,
behind, in front of.
Tri 2 Assessment
(Chapters 3, 4, 6, 7)
To teachers February 14 return to Karen by March 2
6
Remember to allocate 75 minutes for daily classroom instruction in math.
Enduring Understanding: Students will understand addition and subtraction, whole number relationships and place value.
Month
NCCSS
GLCE
Required
Key Concepts
Materials
March 21- Number & Operations
N.ME.01.01
Chapter 9
31
in Base 10
Count to 110 by 1’s, 2’s, 5’s, and 10’s, star ting
(1-4,6,7,9)
from any number in the sequence; count to 500
1. Count/read/write to
by 100s and 10s; use ordinals to identify position
Lessons 5 & 10
120, starting at any
in a sequence, e.g., 1st, 2nd, 3rd.
Group time
number<or =120.
M.UN.01.04
Represent a number of
Identify the different denominations of coins and
Lesson 8
objects with a written
bills.
Send home
numeral.
M.UN.01.05
Match one coin or bill of one denomination to an
Operations & Algebraic
equivalent set of coins/bills of other
Thinking
denominations, e.g., 1 quarter = 2 dimes and 1
nickel.
2. Solve word problems M.UN.01.06
that call for addition or 3 Tell the amount of money: in cents up to $1, in
dollars up to $100. Use the symbols $ and ¢.
whole numbers  or
M.PS.01.08
20 (using objects,
Solve one-step word problems using addition and
drawings and
subtraction of length, money and time, including
equations)
“how much more/less”, without mixing units.
Evidence of
Understanding
Unit
Assessments
Diagnostic
checkpoint
Essential
Questions
What three coins
can you combine to
make 25cents?
Informal
assessment
Enduring Understanding: Students will understand that multiple tools can be used to measure objects and the length of an object is the number of same-size length
units (with no gaps or overlaps)
Month
NCCSS
GLCE
Required
Key Concepts Evidence of
Essential
Materials
Understanding
Questions
April 11Measurement & Data
M.UN.01.01
Unit
28
Measure the lengths of objects in non-standard
Chapter 10
Estimate
Assessments
How can lengths of
1. Order 3 objects by
units, (e.g., pencil lengths, shoe lengths) to the
1-5, 15
Length
objects be
length; compare the
nearest whole unit.
Measure
measured?
Diagnostic
lengths of 2 using the
M.UN.01.02
Non-standard
checkpoint
3rd object.
Compare measured lengths using the words
Longer
shorter, shortest, longer, longest, taller, tallest,
Shorter
Informal
2. Express length of an etc.
assessment
object by whole number
of units, by laying
multiple copies of a
shorter object end to
end.
Progress Report April 21
(Chapter 9)
7
Remember to allocate 75 minutes for daily classroom instruction in math.
Enduring Question: Students will reason about and defining and non-defining attributes and compose/decompose 2 and 3 dimensional shapes.
Month
NCCSS
GLCE
Required
Key Concepts Evidence of
Materials
Understanding
Geometry
G.GS.01.01
Circle, square Unit
May 2-20
Create common two-dimensional and threeChapter 5
Cube
Assessments
1. Distinguish between
dimensional shapes, and describe their physical
Lessons 1-7,
Cylinder
defining attributes and
and geometric attributes, such as color and
Lessons10-16
Face, corner
Diagnostic
non-defining attributes
shape.
Flat surface
checkpoint
for a variety of shapes
G.SR.01.05
Plane shape
Predict the next element in a simple repeating
Rectangular,
Informal
2. Compose 2
pattern.
prism
assessment
dimensional shapes or
Same side
3 dimensional shapes
Same shape
to create a composite
Side
shape
Solid figure
Sphere, cone
3. Partition circles and
Triangle,
rectangles into 2 and 4
rectangle
equal shares.
Vertex
(vertices)
Enduring Question: Students will understand how to add and subtract groups of ten.
Month
GLCE
May 23- June14
Required Materials
(Review all GLCEs to ensure students are secure in
them.)
Chapter 11
Lessons1-14
Informal assessment
8
What everyday
shapes
approximate
standard geometric
shapes?
Evidence of Understanding
Unit
Assessments
Diagnostic checkpoint
Year End Assessment
To teachers June 1 and return by June 9
Essential
Questions