Mathematics Common Core State Standards Curriculum Map



Mathematics Common Core State Standards Curriculum Map

George County School District…2013-2014

| |Unit 18: Demonstrating proficiency in addition and subtraction situations. | |

|Grade Level: 1st grade |Essential Questions: In what ways can operations affect numbers? |Suggested Days: 10 |

| |How can different strategies be helpful when solving a problem? | |

|Vocabulary | |

|addition, add, subtraction, subtract, equation, |Mathematical Practices: Highlighted practices to be assessed. |

|count on, count back, doubles, make ten |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.OA.1…Use addition and subtraction within 20 to solve word |My Math by McGraw Hill… Lessons 1–1, 1–2, 1–3,1–6, 2–1, 2–2, 2–3, 2–6, 2–7,3–6, 3–8, 4–4 1–5, |Pre-test |

|problems involving situations of adding to, taking from, |1–7, 1–8 for 1.OA.1 |Formative assessments: |

|putting together, taking apart, and comparing, with unknowns |1–9, 1–10, 1–11,1–12, 2–5, 2–8,2–9, 2–10, 2–11,2–12, 2–13, 3–1, |Observations, anecdotal notes, admit/exit slips, math |

|in all positions, e.g., by using objects, drawings, and |3–2, 3–3, 3–4,3–5, 3–7, 4–1,4–2, 4–3, 4–5,4–7 |journals, peer/self assessments, think-pair-share, quizzes|

|equations with a symbol for the unknown number to represent |for 1.OA.6 |Post test (summative) |

|the problem. | |I Can Statements: |

|1.OA.6…Add and subtract within 20, demonstrating fluency for |EnVision Math…Topics 4, 5, and 6 |θ I can use strategies to solve addition word problems. |

|addition and subtraction within 10. Use strategies such as | |1.OA.1 |

|counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = |2012-13 Singapore Math Toolkit…complied |θ I can use strategies to solve subtraction word problems.|

|14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 |by Mrs. Cowart |1.OA.1 |

|– 3 – 1 = 10 – 1 = 9); using the relationship between addition| |θ I can add facts within 20. 1.OA.6 |

|and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 –| |θ I can subtract facts within 20. 1.OA.6 |

|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). | | |

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