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Math Curriculum

Topic 1: Solve Addition and Subtraction Problems to 10
Common Core
Domain: Operations and Algebraic Thinking
Cluster: Represent and solve problems involving addition and subtraction.
Standards:
MA.1.1.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.
MA.1.1.OA.D.8  Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = � – 3, 6 + 6 = �.
Vocabulary: add, sum, plus, equals, equation, parts, whole, difference, subtract, minus, more, fewer, addend
Candy Caper
Arrrgh!_________________________________________________________
Topic 2: Fluently Add and Subtract Within 10
Common Core
Domain: Operations and Algebraic Thinking
Cluster: Add and subtract within 20.
Standards:
MA.1.1.OA.C.5  Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
MA.1.1.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); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
Vocabulary: number line, doubles fact, near doubles fact
Flying High
Deep Dive
Gone Bananas
Butterfly Ten Frames
Ten Frames_________________________________________________________
Topic 3: Addition Facts to 20: Use Strategies
Common Core
Domain: Operations and Algebraic Thinking
Cluster: Add and subtract within 20.
Standards:
MA.1.1.OA.C.5  Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
MA.1.1.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); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
Vocabulary: open number line, doublesplus1 fact, doublesplus2 fact, make ten
Space Jumps
Fact Family Practice
Ladybird Doubles
Funky Mummy
Save the Whale_________________________________________________________
Topic 4: Subtraction Facts to 20: Use Strategies
Common Core
Domain: Operations and Algebraic Thinking
Cluster: Understand and apply properties of operations and the relationship between addition and subtraction.
Standards:
MA.1.1.OA.B.4  Understand subtraction as an unknownaddend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8.
MA.1.1.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); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
Vocabulary: fact family, related facts
Space Jumps
Fact Family Practice
Ladybird Doubles
Funky Mummy
Save the Whale_________________________________________________________
Topic 5: Work with Addition and Subtraction Equations
Common Core
Domain: Operations and Algebraic Thinking
Cluster: Work with addition and subtraction equations.
Standards:
MA.1.1.OA.D.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 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
MA.1.1.OA.D.8  Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = � – 3, 6 + 6 = �.
Vocabulary: (no vocabulary)
Dinosaur Dentist
Robin Hood Doubles
Worm Facts_________________________________________________________
Topic 6: Represent and Interpret Data
Common Core
Domain: Measurement and Data
Cluster: Represent and interpret data.
Standards:
MA.1.1.MD.C.4  Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
Vocabulary: tally marks, data, tally chart, picture graph, survey
Bar Graph
Fruit Fall
Explore Graphs
Tally Charts_________________________________________________________
Topic 7: Extend the Counting Sequence
Common Core
Domain: Number and Operations in Base Ten
Cluster: Extend the counting sequence.
Standards:
MA.1.1.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.
MA.1.1.NBT.B.2.c  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).
Vocabulary: hundred chart, tens digit, row, ones digit, column
Skip Count
Grouping and Grazing
Give the Dog a Bone
Mend the Number Square_________________________________________________________
Topic 8: Understand Place Value
Common Core
Domain: Number and Operations in Base Ten
Cluster: Understand place value.
Standards:
MA.1.1.NBT.B.2.a  10 can be thought of as a bundle of ten ones  called a "ten."
MA.1.1.NBT.B.2.b  The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
MA.1.1.NBT.B.2.c  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).
Vocabulary: tens, ones
Place a Penguin
Shark Numbers
Place Value
Shark Bubbles_________________________________________________________
Topic 9: Compare TwoDigit Numbers
Common Core
Domain: Number and Operations in Base Ten
Cluster: Understand place value.
Standards:
MA.1.1.NBT.B.3  Compare two twodigit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
MA.1.1.NBT.C.5  Given a twodigit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
Vocabulary: less, compare, less than, greater than
Caterpillar
Octopus  10 more
Soccer  10 less_________________________________________________________
Topic 10: Use Models and Strategies to Add Tens and Ones
Common Core
Domain: Number and Operations in Base Ten
Cluster: Use place value understanding and properties of operations to add and subtract.
Standard:
MA.1.1.NBT.C.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.
Vocabulary: (no vocabulary)
Soccer Math
Fruit Shoot (addition)_________________________________________________________
Topic 11: Use Models and Strategies to Subtract Tens
Common Core
Domain: Number and Operations in Base Ten
Cluster: Use place value understanding and properties of operations to add and subtract.
Standard:
MA.1.1.NBT.C.5  Given a twodigit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
MA.1.1.NBT.C.6  Subtract multiples of 10 in the range 1090 from multiples of 10 in the range 1090 (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.
Vocabulary: (no vocabulary)
Fruit Shoot (subtraction)
Regrouping Practice_________________________________________________________
Topic 12: Measure Lengths
Common Core
Domain: Measurement and Data
Cluster: Measure lengths indirectly and by iterating length units.
Standards:
MA.1.1.MD.A.1  Order three objects by length; compare the lengths of two objects indirectly by using a third object.
MA.1.1.MD.A.2  Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of samesize length units that span it with no gaps or overlaps.
Vocabulary: length, longer, longest, shorter, shortest, length unit, measure
Longer/Shorter
Teddy Bear
Length Strength
Long/Short
How Big
Clifford_________________________________________________________
Topic 13: Time
Common Core
Domain: Measurement and Data
Cluster: Tell and write time.
Standard:
MA.1.1.MD.B.3  Tell and write time in hours and halfhours using analog and digital clocks.
Vocabulary: hour hand, hour, minute hand, minute, o’clock, half hour
Match the Clocks
Clock Work
Time and Elapsed Time
What Time Is It?_________________________________________________________
Topic 14: Reason with Shapes and Their Attributes
Common Core
Domain: Geometry
Cluster: Reason with shapes and their attributes.
Standard:
MA.1.1.G.A.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.
MA.1.1.G.A.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.
Vocabulary: 2D shapes, sides, vertices, edges, faces, flat surface, rectangular prism, threedimensional (3D) shapes
Symmetry Artist
Shape Lab
Missing Shape
Shapes_________________________________________________________Topic 15: Equal Shares of Circles and RectanglesCommon Core
Domain: Geometry
Cluster: Reason with shapes and their attributes.
Standards:
MA.1.1.G.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.
Vocabulary: equal shares, halves, fourths, quarters
Fractions
Jelly Golf
Pizza Fractions
Fractions
Melvin's Make a Match