



Grade 1, Quarter 2
Unit 4: Place Value & Building Number Sense
Common Core Standards:
Understand place value.
? 1.NBT.3 Compare two twodigit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
?
Use place value understanding and properties of operations to add and subtract.
? 1.NBT.4 Add within 100, including adding a twodigit number, and a onedigit number, and adding a twodigit 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 twodigit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.
? 1.NBT.5 Given a twodigit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
? Reason with shapes and their attributes.
? 1.G.1 Distinguish between defining attributes (e.g., triangles are closed and threesided) versus nondefining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.
? 1.G.2 Compose twodimensional shapes (rectangles, squares, trapezoids, triangles, halfcircles, and quartercircles) or threedimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.
Angles 
Attribute 
Bundle 
Circle 
Compose 
Cone 
Count 
Count Back 
Count Up 
Count On 
Cube 
Cylinder 
Decompose 
Defining 
Digit 
Fives 
Groups 
Less 
More 
NonDefining 
Number Line 
Numeral 
Ones 
Place Value 
Rectangle 
Sides 
Square 
Tens 
Tens 
ThreeDimensional 
Triangle 
TwoDimensional 
Enduring Understanding (Big Ideas):
Enduring understandings go beyond discrete facts or skills. They focus on larger concepts, principles, or processes. They are transferable and apply to new situations within or beyond the subject.
 The location of a number in the place value chart is the determining factor in what the digit represents.
 ? Numbers larger than 10 can be represented in terms of tens and ones.
 ? Sets of tens can be perceived as single sets. The sets can be counted in different ways. For example, 2 tens can be used to describe 20 single objects using the baseten approach.
 ? Place value leads to number sense and efficient strategies for computation.
 ? The properties of shapes make them alike or different.
 ? Equal means being of the same size, quantity, or value.
 ? Understand the meaning of the symbols <, >, and =.
 ? A shape’s characteristics (e.g., triangles are closed and threesided) are used for identification.
 ? Color, orientation, and overall size do not define the shapes.
 ? Threedimensional shapes are combinations of twodimensional shapes.
 ? Twodimensional shapes may be composed of many different shapes.
 ? The properties of shapes make them alike or different.
 ? Some shapes have sides, angles, and faces which can be counted.
 ? Patterns can be created, extended, and transferred through the use of geometric shapes.
 ? Location of shapes can be described using positional words. Equal means being of the same size.
Prior Knowledge:
What should my child know before he/she starts this unit?
 ? Compose and decompose numbers.
 ? Count forward to 100 from any given number.
 ? Count to 100 by ones and tens.
 ? Understand onetoone correspondence.
 ? Describe objects in the environment using names of shapes, and describe the positions of three objects.
Literature Connection:
 ? If You Give a Mouse a Cookie by Laura Joffe Numeroff
 ? 100th Day Worries by Margery Cuyler
 ? One Hundred Hungry Ants by Elinor J. Pinczes
 ? Betcha! by Stuart J. Murphy
 ? A Fair Bear Share by Stuart J. Murphy
Websites to support instruction:
Grade 1, Quarter 2
Unit 3: Counting, Place Value, & Geometry
Common Core Standards:
Extend the counting sequence.
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.
Understand place value.
1.NBT.2 Understand that two digits of a twodigit number represent amounts of tens and ones. Understand the following as special cases:
1.NBT. 2a 10 can be thought of as a bundle of ten ones — called a ?ten.?
1.NBT.2b The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
1.NBT.2c 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).
1.NBT.3 Compare two twodigit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
Represent and solve problems involving addition and subtraction.
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.
Understand and apply properties of operations and the relationship between addition and subtraction.
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.)
Work with addition and subtraction equations.
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 = 81, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
1.OA.8 Determine the unknown whole number in addition or subtraction equation relating 3 whole numbers. For example determine the unknown number that makes the equation true in each of the equations 8+? = 11; 5 = ___  3; 6 + 6 =___.
Addend 
Addition 
Associative 
Bundle 
Commutative 
Compare 
Compose 
Cone 
Count 
Count back 
Count up 
Counting on 
Cube 
Decompose 
Digit 
Equal signs 
Equations 
False 
Fives 
Groups 
Number line 
Numeral 
Ones 
Place Value 
Subtraction 
Tens 
Ten 
True 
Whole 

Enduring Understanding (Big Ideas):
Enduring understandings go beyond discrete facts or skills. They focus on larger concepts, principles, or processes. They are transferable and apply to new situations within or beyond the subject.
 The location of a number in the place value chart is the determining factor in what the digit represents.
 Numbers larger than 10 can be represented in terms of tens and ones.
 Sets of tens can be perceived as single sets. The sets can be counted in different ways. For example, 2 tens can be used to describe 20 single objects using the baseten approach.
 Place value leads to number sense and efficient strategies for computation.
 Equal means being of the same size, quantity, or value.
 Understand the meaning of the symbols <, >, and =.
 Addition and subtraction are inverse operations.
 Flexible methods of computation involve taking apart and combining numbers in a wide variety of ways (adding on, doubles, doubles +1, doubles 1, making tens, etc.).
 Missing addends may be represented by a variety of symbols (ex. question mark, blank, box, circle, etc.).
 Understand addition as putting together and adding to count, and understand subtraction as taking apart.
 Number relationships provide the foundation for strategies that help students remember basic facts.
?
Prior Knowledge:
What should my child know before he/she starts this unit?
 Compose and decompose numbers.
 Count forward to 100 from any given number.
 Count to 100 by ones and tens.
 Understand onetoone correspondence.
 Count to answer ?how many?.
 Solve addition and subtraction word problems, and add and subtract within 10.
 Beginning with any number 1 – 9, find the number that makes 10.
 Fluently add and subtract within 5.
 Compare two numbers between 1 and 10 presented as written numerals.
 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group by using matching or counting strategies.
Literature Connection:
 One Less Fish by Allan Sheather
 Ten Terrible Dinosaurs by Paul Strickland
 One More Bunny by Rick Walton
 Twenty is Too Many by Kate Duke
 Monster Musical Chairs by Stuart J. Murphy
 Turtle Splash by Cathryn Falwell
 Ready, Set, Hop by Stuart J. Murphy
 The Candy Counting Book by McCourt
 Monster Math by Anne Miranda
 100 Days of School by Trudy Harris
 A String of Beads by Margarette S. Reid
 Ten Rosy Roses by Eve Merriam
 Pizza Counting by Christina Dobson
 100th Day Worries by Margery Cuyler
 One Hundred Hungry Ants by Elinor J. Pinczes
 Round is a Mooncake: A Book About Shapes by Roseanne Thong
 A Cloak for the Dreamer by Aileen Friedman
 Color Zoo by Lois Ehlert
 Let’s Fly a Kiteby Stuart J. Murphy
 The Best Bug Parade by Stuart J. Murphy
 Nine O’Clock Lullaby by Marilyn Singer

Grade 1, Unit 2: Properties of Addition and Subtraction & Fluency
Common Core Standards covered in Unit 2:
Understand and apply properties of operations and the relationship between addition and 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.
1.OA.5 Relate counting to addition and subtraction. Ex. by counting on 2 to add 2.
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).
Reason with shapes and their attributes.
1.G.1 Distinguish between defining attributes (e.g., triangles are closed and threesided) versus nondefining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.
1.G.2 Compose twodimensional shapes (rectangles, squares, trapezoids, triangles, halfcircles, and quartercircles) or threedimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.
addend 
attribute 
addition 
circle 
compose 
cone 
count 
count back 
count on 
count up 
cube 
cylindar 
Decompose 
Defining Attributes 
differences 
digits 
equal to 
minuend 
NonDefining Attributes 
number 
number line 
numeral 
ones 
quadrilaterals 
rectangular prism 
regular facts 
subtraction 
subtrahend 
sums 
ten 
tens 
triangle 

Enduring Understanding (Big Ideas):
Enduring understandings go beyond discrete facts or skills. They focus on larger concepts, principles, or processes. They are transferable and apply to new situations within or beyond the subject.
 Addition and subtraction are inverse operations.
 Flexible methods of computation involve taking apart and combining numbers in a wide variety of ways (adding on, doubles, doubles +1, doubles 1, making tens, etc.).
 Missing addends may be represented by a variety of symbols (ex. question mark, blank, box, circle, etc.).
 Understand addition as putting together and adding to count, and understand subtraction as taking apart.
 Number relationships provide the foundation for strategies that help students remember basic facts.
 A shape’s characteristics (e.g., triangles are closed and threesided) are used for identification.
 Color, orientation, and overall size do not define shapes.
 Threedimensional shapes are combinations of twodimensional shapes.
 Twodimensional shapes may be composed of many different shapes.
 The properties of shapes make them alike or different.
 Some shapes have sides, angles, and faces which can be counted.
 Patterns can be created, extended, and transferred through the use of geometric shapes.
 Location of shapes can be described using positional words.
 Equal means being of the same size.
Prior Knowledge:
What should my child know before he/she starts this unit?
 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds, (e.g., claps), actingout situations, verbal explanations, expressions, or equations.
 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
 For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.
 Fluently add and subtract within 5.
 Solve addition and subtraction problems to 19 using manipulatives.
 Model situations that involve the addition and subtraction of whole numbers, using objects, pictures, and symbols.
 Compose and decompose numbers to nineteen.
 Model situations that involve the addition and subtraction of whole numbers, using objects, pictures, and symbols.
 Compose simple shapes to form larger shapes.
 Compare two and three dimensional objects, using sides and vertices.
 Identify twodimensional and three dimensional shapes.
 Describe twodimensional and three dimensional shapes in the environment.
 Correctly name shapes.
Literature Connection:
 One Less Fish by Allan Sheather
 Ten Terrible Dinosaurs by Paul Strickland
 One More Bunny by Rick Walton
 Twenty is Too Many by Kate Duke
 Monster Musical Chairs by Stuart J. Murphy
 Turtle Splash by Cathryn Falwell
 Ready, Set, Hop by Stuart J. Murphy
 The Candy Counting Book by McCourt
 Monster Math by Anne Miranda
 100 Days of School by Trudy Harris
 A String of Beads by Margarette S. Reid
 Ten Rosy Roses by Eve Merriam
 Pizza Counting by Christina Dobson
 100th Day Worries by Margery Cuyler
 One Hundred Hungry Ants by Elinor J. Pinczes
 Round is a Mooncake: A Book About Shapes by Roseanne Thong
 A Cloak for the Dreamer by Aileen Friedman
 Color Zoo by Lois Ehlert
 Let’s Fly a Kiteby Stuart J. Murphy
 The Best Bug Parade by Stuart J. Murphy
 Nine O’Clock Lullaby by Marilyn Singer
Websites to support instruction:
Common Core State Standards
End of Unit 2...

Grade 1 / Unit 1: Addition, Subtraction & Fluency
Common Core Standards covered within Unit 1:
Extend the counting sequence.
• 1.NBT.1 Count to 120, starting at any number less than 120. In this range, readand write numerals and represent a number of objects with a written numeral.
Represent and solve problems involving addition and subtraction.
• 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 and subtract within 20.
• 1.OA.5 Relate counting to add and sub. Ex. by counting on 2 to add 2.
• 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).
Mathematical Language:Vocbulary for Unit 1
Addend 
Addition 
Associative Property 
Bundle 
Commutative Property 
Compose 
Count 
Count Back 
Count Up 
Counting On 
Decompose 
Differences 
Digit 
Doubles 
Equal To 
Groups 
Number 
Numeral 
Ones 
Place Value 
Related Facts 
Subtraction 
Subtrahend 
Sum 
Ten 
Tens 
Enduring Understanding (Big Ideas):
Enduring understandings go beyond discrete facts or skills. They focus on larger concepts, principles, or processes. They are transferable and apply to new situations within or beyond the subject.
• The location of a number in the place value chart is the determining factor in what the digit represents.
• Numbers larger than 10 can be represented in terms of tens and ones.
• Place value leads to number sense and efficient strategies for computation.
• Addition and subtraction are inverse operations.
• Flexible methods of computation involve taking apart and combining numbers in a wide variety of ways (adding on, doubles, doubles +1, doubles 1, making tens, etc.).
• Missing addends may be represented by a variety of symbols (i.e. question mark, blank, box, circle, etc.)
• Understand addition is putting together and adding to count and understand subtraction as taking apart.
• Number relationships provide the foundation for strategies that help students remember basic facts.
Prior Knowledge:
What should my child know before he/she starts this unit?
• Represent addition and subtraction with objects, fingers, mental images, and drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
• Work with numbers 1119 to gain foundations for place value.
• Model situations that involve the addition and subtraction of whole numbers, using objects, pictures, and symbols.
• Know how to count forward to 100.
• Compose and decompose numbers to ten.
• Solve addition and subtraction problems to 10 using counters and other visible materials such as fingers and ten frames.
• Understand that two digit numbers are made of tens and ones.
• Model situations that involve the addition and subtraction of whole numbers, using objects, pictures, and symbols.
Literature Connection:
• One Less Fish by Allan Sheather
• Ten Terrible Dinosaurs by Paul Strickland
• One More Bunny by Rick Walton
• Twenty is Too Many by Kate Duke
• Monster Musical Chairs by Stuart J. Murphy
• Turtle Splash by Cathryn Falwell
• Ready, Set, Hop by Stuart J. Murphy
• The Candy Counting Book by McCourt
• Monster Math by Anne Miranda
















Website updated on: Thursday, March 22, 2018







