First Grade Pacing Guides

Year-at-a-Glance in Math

 

1st  Six Weeks

Math

Common Core Standard

Notes

·         Review Numbers and number words to 1-25

(suggested 5 per week)

 

 

 1.NBT-Numbers and Base Ten 

1.  Extend counting sequence:  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

 

 

·         Using language of place value to get a beginning understanding (tens and ones) and beans and bean sticks (bundles)

1.NBT  Number and Operations in Base Ten

2.  Understand place value

a. 10 can be thought of as a bundle of ten ones called a “ten”

 

b.  The numbers from 11-19 are composed of a ten and ones

 

·         Graphing-Tally Charts, Bar Graphs, Data Collections

1.MD- Measurement and Data

4.  Represent and interpret data

 

·         Count on and count back  using manipulatives, then numberline to 10.

·         Composing and decomposing numbers

 

1.OA-Operations and Algebraic Thinking:   Add and Subtract within 20

Represent and solve problems involving addition and subtraction.

 

5.  Relate Counting to addition and subtraction

6.  Add and Subtract within 20, demonstrating fluency for addition and subtraction within 10.  Use strategies such as counting on; making ten; decomposing a number leading to a ten; using the relationship btwn addition and subtraction and creating equivalent but easier or known sums

 

 

 

 

 

 

 

 

 

2nd  Six Weeks

Math

Common Core Standard

Notes

·         Compare, Order, Represent to 60 using numerals.

 1.NBT-Numbers and Base Ten 

1.  Extend counting sequence:  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

 

 

·         Tens and ones to 60

1.NBT  Number and Operations in Base Ten

2.  Understand place value

a. 10 can be thought of as a bundle of ten ones called a “ten”

 

b.  The numbers from 11-19 are composed of a ten and ones

 

Graphs

1.MD- Measurement and Data

4.  Represent and interpret data

 

·         Add and subtract to 10

·         Represent with concrete models and numberlines

·         Counting on/back

·         Fact Families: commutative propery and inverse operations

1.OA-Operations and Algebraic Thinking:   Add and Subtract within 20

Represent and solve problems involving addition and subtraction.

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

3.       Apply properties of operations as strategies to add and subtract

 

4.      Relate Counting to addition and subtraction

 

 

6.  Add and Subtract within 20, demonstrating fluency for addition and subtraction within 10.  Use strategies such as counting on; making ten; decomposing a number leading to a ten; using the relationship btwn addition and subtraction and creating equivalent but easier or known sums

 

*demonstrating FLUENCY for addition and subtraction within 10 (1st semester)

 

 

3rd  Six Weeks

Math

Common Core Standard

Notes

Count to 90

 1.NBT-Numbers and Base Ten 

1.  Extend counting sequence:  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

 

 

·         Tens and ones to 90

1.NBT  Number and Operations in Base Ten

2.  Understand place value

a. 10 can be thought of as a bundle of ten ones called a “ten”

 

b.  The numbers from 11-19 are composed of a ten and ones

 

·         Measure length

using tools and units of measurement

 

·         Tell time to the hour and half hour using analog and digital.

 

·         Write time to hour and half hour.

1.MD- Measurement and Data

Measure lengths indirectly and by iterating length units.

1.    Order three objects by length; compare the lengths of two objects indirectly by using a third object.

2.    Expressing the length of an object as a whole number of length units, by laying multiple copies of a shorter object end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps and overlaps.

Tell and write time.

     3. Tell and write time in hours and half-hours using analog and digital clocks.

4.  Represent and interpret data

 

·         Ongoing mastery of addition and subtraction to 10.

 

 

 

 

 

 

 

 

 

 

 

 

·         Introduce unknown addends to 10.

1.OA-Operations and Algebraic Thinking:   Add and Subtract within 20

Represent and solve problems involving addition and subtraction.

5.      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

6.      Apply properties of operations as strategies to add and subtract

 

4.  Understand subtraction as an unknown-addend problem

5.  Relate Counting to addition and subtraction

 

6.  Add and Subtract within 20, demonstrating fluency for addition and subtraction within 10.  Use strategies such as counting on; making ten; decomposing a number leading to a ten; using the relationship between addition and subtraction and creating equivalent but easier or known sums

 

 

 

*demonstrating FLUENCY for addition and subtraction within 10 (1st semester)

 

 

 

 

 

 

 

 

 

 

 

 

 

4th  Six Weeks

Math

Common Core Standard

Notes

·         Count to 120

 

 1.NBT-Numbers and Base Ten 

1.  Extend counting sequence:  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

 

·         Making tens and ones

·         Group numbers by tens and ones 10-100.

·         Compare, order, represent to 100 with numerals

·         Number line

·         Repeating patterns

·         Even/odd

 

 

 

 

 

 

·         Introduce addition and subtraction to 20.

 

 

 

 

 

 

 

 

 

 

 

 

·         Mentally find 10 more and 10 less to 100. Explain

 

 

 

·         Subtract multiples of 10

using models, drawings, and place value . Explain

1.NBT  Number and Operations in Base Ten

2.  Understand place value

a. 10 can be thought of as a bundle of ten ones called a “ten”

 

b.  The numbers from 11-19 are composed of a ten and ones

c.  The numbers 10, 20, 30, 40, 50,60, 70, 80, 90 refer to one, two,…. tens (and 0 ones).

3.  Compare two two-digit 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.

4.     Add within 100, including adding a 2-digit number and a one-digit number, and adding a two-digit 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 2-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

5.     Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

6.    Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), 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.

 

·         Extended activities – such as measurement, time, and graphing centers

1.MD- Measurement and Data

Measure lengths indirectly and by iterating length units.

3.      Order three objects by length; compare the lengths of two objects indirectly by using a third object.

4.      Expressing the length of an object as a whole number of length units, by laying multiple copies of a shorter object end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps and overlaps.

Tell and write time.

     3. Tell and write time in hours and half-hours using analog and digital clocks.

4.  Represent and interpret data

 

·         Introduce addition and subtraction to 20.

 

 

·         Addition of three whole

numbers to 20

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1.OA-Operations and Algebraic Thinking:   Add and Subtract within 20

Represent and solve problems involving addition and subtraction.

1.     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.

 

3.Apply properties of operations as strategies to add and subtract

 

4.  Understand subtraction as an unknown-addend problem

5.  Relate Counting to addition and subtraction

 

6.  Add and Subtract within 20, demonstrating fluency for addition and subtraction within 10.  Use strategies such as counting on; making ten; decomposing a number leading to a ten; using the relationship between addition and subtraction and creating equivalent but easier or known sums

 

7.      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

 

8.       Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers.

 

 

 

 

 

*demonstrating FLUENCY for addition and subtraction within 20 (2nd semester)

 

 

*Possibly introduce addition of three numbers to 10 in third six weeks.

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5th  Six Weeks

Math

Common Core Standard

Notes

Count and read numbers to 120

 1.NBT-Numbers and Base Ten 

1.  Extend counting sequence:  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

 

 

·         Tens and ones to 100

·         <, >,=

 

 

 

 

 

 

 

 

 

 

 

 

Ongoing 2 digit addition and subtraction

 

 

 

 

 

 

 

 

 

 

 

 

Ongoing Mental addition and subtraction by 10s

1.NBT  Number and Operations in Base Ten

2.  Understand place value

a. 10 can be thought of as a bundle of ten ones called a “ten”

 

b.  The numbers from 11-19 are composed of a ten and ones

c.  The numbers 10, 20, 30, 40, 50,60, 70, 80, 90 refer to one, two,…. tens (and 0 ones).

3.  Compare two two-digit 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.

9.       Add within 100, including adding a 2-digit number and a one-digit number, and adding a two-digit 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 2-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

10.   Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

11.  Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), 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.

 

·         Ongoing measurement

1.MD- Measurement and Data

Measure lengths indirectly and by iterating length units.

5.      Order three objects by length; compare the lengths of two objects indirectly by using a third object.

6.      Expressing the length of an object as a whole number of length units, by laying multiple copies of a shorter object end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps and overlaps.

Tell and write time.

     3. Tell and write time in hours and half-hours using analog and digital clocks.

4.  Represent and interpret data

 

 

 

 

 

Ongoing addition of 3 whole numbers

 

 

 

 

 

Ongoing unknown numbers

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1.OA-Operations and Algebraic Thinking:   Add and Subtract within 20

Represent and solve problems involving addition and subtraction.

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.

 

3.Apply properties of operations as strategies to add and subtract

 

4.  Understand subtraction as an unknown-addend problem

5.  Relate Counting to addition and subtraction

 

6.  Add and Subtract within 20, demonstrating fluency for addition and subtraction within 10.  Use strategies such as counting on; making ten; decomposing a number leading to a ten; using the relationship btwn addition and subtraction and creating equivalent but easier or known sums

 

12.  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

 

13.   Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers.

 

 

 

 

 

*demonstrating FLUENCY for addition and subtraction within 10 (1st semester)

 

Geometry

Geometric attributes and properties

Open and closed

2 and 3d shapes and figures

Part-whole relationships

Break apart shapes

 

Fractions

Represent ½ and ¼

Part-whole relationship of fractions

1.G Geometry

Reason with shapes and their attributes.

1.     Distinguish between defining attributes (e.g. triangles are closed and three-sided)  versus non-defining attributes (e.g. color,, orientation, overall size): build and draw shapes to possess defining attributes.

2.    Compose two – dimensional shapes (rectangles, etc.) or three-dimensional shapes to create a composite shape, and compose new shapes from the composite shape.

3.    Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of fourth of, and quarter of.;  Describe the whole as two of, or four of the shares.  Understand for these examples that decomposing into more equal shares creates smaller shares.

 

 

 

6th  Six Weeks

Math

Common Core Standard

Notes

Ongoing review

 1.NBT-Numbers and Base Ten 

1.  Extend counting sequence:  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

 

 

Ongoing review

1.NBT  Number and Operations in Base Ten

2.  Understand place value

a. 10 can be thought of as a bundle of ten ones called a “ten”

 

b.  The numbers from 11-19 are composed of a ten and ones

c.  The numbers 10, 20, 30, 40, 50,60, 70, 80, 90 refer to one, two,…. tens (and 0 ones).

3.  Compare two two-digit 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.

14.   Add within 100, including adding a 2-digit number and a one-digit number, and adding a two-digit 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 2-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

15.   Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

16.  Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), 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.

 

Ongoing review

1.MD- Measurement and Data

Measure lengths indirectly and by iterating length units.

7.      Order three objects by length; compare the lengths of two objects indirectly by using a third object.

8.      Expressing the length of an object as a whole number of length units, by laying multiple copies of a shorter object end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps and overlaps.

Tell and write time.

     3. Tell and write time in hours and half-hours using analog and digital clocks.

4.  Represent and interpret data

 

Ongoing review

1.OA-Operations and Algebraic Thinking:   Add and Subtract within 20

Represent and solve problems involving addition and subtraction.

3.       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.

 

3.Apply properties of operations as strategies to add and subtract

 

4.  Understand subtraction as an unknown-addend problem

5.  Relate Counting to addition and subtraction

 

6.  Add and Subtract within 20, demonstrating fluency for addition and subtraction within 10.  Use strategies such as counting on; making ten; decomposing a number leading to a ten; using the relationship btwn addition and subtraction and creating equivalent but easier or known sums

 

17.  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

 

18.   Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers.

 

 

 

 

 

*demonstrating FLUENCY for addition and subtraction within 10 (1st semester)

 

Ongoing review

1.G Geometry

Reason with shapes and their attributes.

4.       Distinguish between defining attributes (e.g. triangles are closed and three-sided)  versus non-defining attributes (e.g. color,, orientation, overall size): build and draw shapes to possess defining attributes.

5.      Compose two – dimensional shapes (rectangles, etc.) or three-dimensional shapes to create a composite shape, and compose new shapes from the composite shape.

6.      Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of fourth of, and quarter of.;  Describe the whole as two of, or four of the shares.  Understand for these examples that decomposing into more equal shares creates smaller shares.