Mathematics Common Core State Standards Curriculum Map



Mathematics Common Core State Standards Curriculum Map

George County School District…2013-2014

| |Unit 14: Using Understanding of place value to add and subtract. | |

|Grade Level: 1st grade |Essential Questions: How does a digit's position affect its value? |Suggested Days: 10 |

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|Vocabulary: | |

|Subtract, add, compose, place value, more, less, multiples |Mathematical Practices: Highlighted practices to be assessed. |

| |1. Make sense of problems and persevere in solving them. |

| |2. Reason abstractly and quantitatively. |

| |3. Construct viable arguments and critique the reasoning of others. |

| |4. Model with mathematics. |

| |5. Use appropriate tools strategically. |

| |6. Attend to precision. |

| |7. Look for and make use of structure. |

| |8. Look for and express regularity in repeated reasoning. |

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| Content Standard |Resources |Assessments |

|1.NBT.4…Add within 100, including adding a two-digit number and a |My Math by McGraw Hill…Chapter6-1 through 6-8 and 5-8 |Pre-test |

|one-digit number, and adding a two-digit number and a multiple of | |Formative assessments: |

|10, using concrete models or drawings and strategies based on |EnVision Math…10-1 through 10-6; 9-1; 11-1 through 11-6 |Observations, anecdotal notes, admit/exit slips, math |

|place value, properties of operations, and/or the relationship | |journals, peer/self assessments, think-pair-share, quizzes|

|between addition and subtraction; relate the strategy to a written|2012-13 Singapore Math Toolkit…complied |Post test (summative) |

|method and explain the reasoning used. Understand that in adding |by Mrs. Cowart |I Can Statements: |

|two-digit numbers, one adds tens and tens, ones and ones; and | |θ I can use manipulatives and pictures to help me solve |

|sometimes it is necessary to compose a ten. | |problems within 100. 1.NBT.4 |

|1.NBT.5…Given a two-digit number, mentally find 10 more or 10 less| |θ I can use math strategies to help me solve problems |

|than the number, without having to count; explain the reasoning | |within 100. 1.NBT.4 |

|used. | |θ I can find 10 more or 10 less in my head. 1.NBT.5 |

|1.NBT.6…Subtract multiples of 10 in the range 10-90 from multiples| |θ I can subtract multiples of 10 under 100 and explain |

|of 10 in the range 10-90 (positive or zero differences), using | |what I did. 1.NBT.6 |

|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. | | |

|NOTE: Websites: |

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