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Mathematics Pacing Guide

Time Frame: 4 Weeks – September First Grade

Unit 1: Number Relationships

|Standards for Mathematical Practice |Literacy Standards |

|2. Reason abstractly and quantitatively |RI.1.3 Describe characters, settings, and major events in a story, using key details. |

| | |

|4. Model with mathematics |RI.1.7 Use illustrations and details in a story to describe its characters, setting, or events. |

| | |

|5. Use appropriate tools strategically |W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and|

| |provide some sense of closure. |

|6. Attend to precision | |

| |SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or |

|7. Look for and make use of structure |through other media. |

|Common Core |Essential Questions |Assessment |Vocabulary |Resources |

Mathematics Pacing Guide

Time Frame: 6 Weeks – October - November First Grade

Unit 2: Addition & Subtraction

|Standards for Mathematical Practice |Literacy Standards |

|1. Make sense of problems and persevere in solving them |RI.1.1 Ask and answer questions about key details in a text. |

| | |

|2. Reason abstractly and quantitatively |RI.1.7 Use illustrations and details in a story to describe its characters, setting, or events. |

| | |

|3. Construct viable arguments and critique the reasoning of others |W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and|

| |provide some sense of closure. |

|4. Model with mathematics | |

| |SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or |

|5. Use appropriate tools strategically |through other media. |

| | |

|6. Attend to precision |SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, |

| |and feelings. |

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

|Common Core |Essential Questions |Assessment |Vocabulary |Resources |

|CRITICAL AREA: |Essential Question: |Before: |add |Interactive Quizzes/Lessons and Models of Numbers: |

|Developing understandings of addition and |How do numbers go together?|Questioning |addends | |

|subtraction and strategies for additions and | |Drawings |adding to | |

|subtractions within 20 |Scaffold Questions: |Representing addition and subtraction |addition |Variety of Math Games to encourage practice: |

| |How do numbers change? |with base ten blocks |all together | |

|Represent and solve problems involving addition | | |apart | |

|and subtraction |How is place value |During: |associative property of| |

|1. OA.1 Use addition and subtraction within 20 to |knowledge a key component |Game: Around the World |addition | |

|solve word problems involving situations of adding|to solving problems? |Slate response |categories | |

|to, taking from, putting together, taking apart, | |Journals |commutative property of|Flashcards, Games, and Worksheets: |

|and comparing, with unknowns in all positions, |What strategies can we use |Drawings |addition | |

|e.g., by using objects, drawings, and equations |to help add and subtract |Thumbs Up/down |comparing | |

|with a symbol for the unknown number to represent |numbers? |Small group discussion |count back |Math Resources and Lessons for Grade K-12: |

|the problem. |How can you use what you | |count on |svsu.edu/supo |

| |know about addition to help|After: |counting up | |

|1. OA.2 Solve word problems that call for addition|you subtract? |Timed Test |data |MAISA curriculum unit and resources for basic facts and place value: |

|of three whole numbers whose sum is less than or | |Mental math |data Points | |

|equal to 20, e.g., by using objects, drawings, and|How can I collect |Drawings |difference |View/Default?UnitID=16410&YearID=2013&SchoolID=19& |

|equations with a symbol for the unknown number to |and organize data? | |digit |TimePeriodID=14&SourceSiteID=&CurriculumMapID=803& |

|represent the problem. | | |doubles |Counters |

| | | |drawings | |

|Understand and apply properties of operations and| | |equal |Flash cards |

|the relationship between addition and subtraction | | |equal to |Connecting cubes |

|1. OA.3 Apply properties of operations as | | |equation |Number line |

|strategies to add and subtract.³ Examples: If 8 | | |equivalent |Graphs |

|+ 3 = 11 is known, then 3 + 8 = 11 is also known. | | |explain | |

|(Commutative property of addition.) To add 2 + 6 | | |fact families |Books: |

|+ 4, the second two numbers can be added to make a| | |graph |More or Less (MathStart 2) |

|ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative | | |greater than |By Stuart J. Murphy |

|property of addition.) | | |interpret |Published 2005 |

| | | |inverse |ISBN-13: 978-0060531676 |

|1. OA.4 Understand subtraction as an | | |less than | |

|unknown-addend problem. For example, subtract 10 –| | |making ten |Elevator Magic (MathStart Subtracting) |

|8 by finding the number that makes 10 when added | | |multiples of |By Stuart J. Murphy |

|to 8. | | |number sentence |Published 1997 |

| | | |objects |ISBN-13: 978-0064467094 |

|Add and subtract within 20 | | |operations | |

|1. OA.5 Relate counting to addition and | | |organize | |

|subtraction (e.g., by counting on 2 to add 2). | | |place value | |

| | | |problem | |

|1. OA.6 Add and subtract within 20, demonstrating | | |properties | |

|fluency for addition and subtraction within 10. | | |putting together | |

|Use strategies such as counting on; making ten | | |relationship | |

|(e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); | | |represent | |

|decomposing a number leading to a ten (e.g., 13 – | | |subtraction | |

|4 = 13 – 3 – 1 = 10 – 1 = 9); using the | | |sum | |

|relationship between addition and subtraction | | |symbol | |

|(e.g., knowing that 8 + 4 = 12, one knows 12 – 8 =| | |take away | |

|4); and creating equivalent but easier or known | | |taking apart | |

|sums (e.g., adding 6 + 7 by creating the known | | |taking from | |

|equivalent 6 + 6 + 1 = 12 + 1 = 13). | | |together | |

| | | |true | |

|Work with addition and subtraction equations | | |unknown number | |

|1. OA.8 Determine the unknown whole number in an | | |whole number | |

|addition or subtraction equation relating three | | |word problem | |

|whole numbers. For example, determine the unknown | | | | |

|number that makes the equation true in each of the| | | | |

|equations 8 +? = 11, 5 = ＿ – 3, 6 + 6 = ＿. | | | | |

| | | | | |

|Use place value understanding and properties of | | | | |

|operations to add and subtract | | | | |

|1. NBT.4 Add within 100, including adding a | | | | |

|two-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 two-digit numbers, one adds tens | | | | |

|and tens, ones and ones; and sometimes it is | | | | |

|necessary to compose a ten. | | | | |

| | | | | |

|1. NBT.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. | | | | |

| | | | | |

|Represent and interpret data | | | | |

|1.MD.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. | | | | |

Mathematics Pacing Guide

Time Frame: 4 Weeks – November - December First Grade

Unit 3: Equations

|Standards for Mathematical Practice |Literacy Standards |

|1. Make sense of problems and persevere in solving them |RI.1.7 Use illustrations and details in a story to describe its characters, setting, or events. |

| | |

|3. Construct viable arguments and critique the reasoning of others |SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or |

| |through other media. |

|4. Model with mathematics | |

| | |

|5. Use appropriate tools strategically | |

| | |

|6. Attend to precision | |

| | |

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

|Common Core |Essential Questions |Assessment |Vocabulary |Resources |

|CRITICAL AREA: |Essential Question: |Before: |add |Interactive Quizzes/Lessons and Models of Numbers: |

|Develop understanding of addition, subtraction, |How do numbers change? |Adding and subtracting basic facts |addend | |

|and strategies for addition and subtraction within| |Pretest |addition | |

|20 |Scaffold Questions: | |commutative property |Variety of Math Games to encourage practice: |

| |What does it mean when one |During: |difference | |

|Work with addition and subtraction equations |says that addition |Practice using equal sign |equal | |

|1. OA.7 Understand the meaning of the equal sign, |and subtraction are inverse|Small/whole group discussions |equal sign | |

|and determine if equations involving addition and |operations? How is this |Model with manipulatives |equation | |

|subtraction are true or false. For example, which |helpful? | |false | |

|of the following equations are true and which are | |After: |number sentence |Flashcards, Games, and Worksheets: |

|false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 |What does the equal sign |Test or quiz with problems determining|subtract | |

|+ 2. |mean? |whether equations are true or false |subtraction | |

| | |Journal (explain choice) |sum |Number line |

| | |Post test |true |Flash cards |

| | | | |Base ten blocks |

| | | | | |

| | | | | |

| | | | |Just Enough Carrots (MathStart 1) |

| | | | |By Stuart J. Murphy |

| | | | |ISBN-13: 978-0064467117 |

| | | | |Published 1997 |

| | | | | |

| | | | |MAISA curriculum unit and resources for using equivalence and place value:|

| | | | | |

| | | | |View/Default?UnitID=16412&YearID=2013&SchoolID=19& |

| | | | |TimePeriodID=14&SourceSiteID=&CurriculumMapID=803& |

| | | | | |

| | | | | |

Mathematics Pacing Guide

Time Frame: 4 Weeks – January First Grade

Unit 4: Using Clocks to Tell Time

|Standards for Mathematical Practice |Literacy Standards |

|4. Model with mathematics |RI.1.7 Use illustrations and details in a story to describe its characters, setting, or events. |

| | |

|5. Use appropriate tools strategically |SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, |

| |and feelings. |

|Common Core |Essential Questions |Assessment |Vocabulary |Resources |

|Tell and write time |Essential Question: |Before: |afternoon |Variety of Math Games to encourage practice: |

|1. MD.3 Tell and write time in hours and |What is time? |Observation |analog | |

|half-hours using analog and digital clocks. | |Questioning |clock | |

| |Scaffold Questions: | |digital |Teacher clock |

| |How do we use a clock to |During: |half hour |Student clock |

| |measure time? |Orally tell time |hour | |

| | |Write time when shown clocks |hour hand |Variety of Math Worksheets: |

| |What is the relationship |Use clocks to show time |minute | |

| |between minutes and hours? | |minute hand | |

| | |After: |morning |Math Worksheets, Workbooks, Activities & Math Apps: |

| | |Test or quiz with pictures of clocks |night | |

| | |Draw clocks when shown time |tell | |

| | |Write time when shown clock |time |Telling Time with Big Mama Cat |

| | | |write |By Dan Harper |

| | | | |Published 1998 |

| | | | |ISBN-13:978-0152017385 |

| | | | | |

| | | | |The Clock Struck One: A Time Telling Tale |

| | | | |By Trudy Harris |

| | | | |Published 2009 |

| | | | |ISBN-13:978-0822590675 |

| | | | | |

| | | | |Clocks and More Clocks |

| | | | |By Pat Hutchins |

| | | | |Published 1994 |

| | | | |ISBN-13: 978-0689717697 |

| | | | | |

| | | | |MAISA curriculum unit and resources for measurement of length and time: |

| | | | | |

| | | | |View/Default?UnitID=16408&YearID=2013&SchoolID=19& |

| | | | |TimePeriodID=14&SourceSiteID=&CurriculumMapID=803& |

| | | | | |

Mathematics Pacing Guide

Time Frame: 5 Weeks – February - March First Grade

Unit 5: Graphing Data on Pictographs

|Standards for Mathematical Practice |Literacy Standards |

|1. Make sense of problems and persevere in solving them |RI.1.3 Describe characters, settings, and major events in a story, using key details. |

| | |

|2. Reason abstractly and quantitatively |RI.1.7 Use illustrations and details in a story to describe its characters, setting, or events. |

| | |

|3. Construct viable arguments and critique the reasoning of others |SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or |

| |through other media. |

|4. Model with mathematics | |

| |SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, |

|5. Use appropriate tools strategically |and feelings. |

| | |

|6. Attend to precision | |

|Common Core |Essential Questions |Assessment |Vocabulary |Resources |

|Represent and interpret data |Essential Question: |Before: |answer |Interactive Bar Graph: |

|1. MD.4 Organize, represent, and interpret data |What is a graph? |Observation |ask | |

|with up to three categories; ask and answer | |Questioning |bar graph |mentalmaths/grapher.html |

|questions about the total number of data points, |Scaffold Questions: | |category | |

|how many in each category, and how many more or |How can we collect and |During: |data points |Variety of Math Games to encourage practice: |

|less are in one category than in another. |organize numbers and data? |Making pictographs from class data |describe | |

| | |(e.g., shirt color, favorite sports, |different | |

| |Where do questions for |number of letters in first name, etc.)|growing |Graph paper |

| |collecting data come from? |Examine already made pictographs and |horizontal |Manipulatives |

| | |discuss the data |how many | |

| |How do graphs and charts |Journals |investigate |The Great Graph Contest |

| |help us answer questions? |Discussion (small/whole group) |interpret |By Loreen Leedy |

| | | |key |Published 2005 |

| | |After: |legend |ISBN-13: 978-0823417100 |

| | |Quiz asking to interpret data given |less | |

| | |pictographs (more/less/same) |more |Graphs |

| | | |number |By Bonnie Bader |

| | | |organize |Published 2003 |

| | | |pattern |ISBN-13: 9780448428963 |

| | | |pictograph | |

| | | |pie chart |MAISA curriculum unit and resources for organizing and recognizing data: |

| | | |predict | |

| | | |question |View/Default?UnitID=16409&YearID=2013&SchoolID=19& |

| | | |repeat |TimePeriodID=14&SourceSiteID=&CurriculumMapID=803& |

| | | |represent | |

| | | |same | |

| | | |scale | |

| | | |shape | |

| | | |size | |

| | | |symbolize | |

| | | |vertical | |

Mathematics Pacing Guide

Time Frame: 5 Weeks – March - April First Grade

Unit 6: Measuring Length

|Standards for Mathematical Practice |Literacy Standards |

|2. Reason abstractly and quantitatively |RI.1.3 Describe characters, settings, and major events in a story, using key details. |

| | |

|4. Model with mathematics |RI.1.7 Use illustrations and details in a story to describe its characters, setting, or events. |

| | |

|5. Use appropriate tools strategically |W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and|

| |provide some sense of closure. |

|6. Attend to precision | |

| |SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or |

| |through other media. |

| | |

| |SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, |

| |and feelings. |

|Common Core |Essential Questions |Assessment |Vocabulary |Resources |

|CRITICAL AREA: |Essential Question: |Before: |add |Number line |

|Developing understanding of linear measurement and|What is measurement? |Observation |compare |Objects to measure and as measurement tools (paper clips, foot, crayons, |

|measuring lengths as iterating length units | | |count |eraser, etc.) |

| |Scaffold Questions: |During: |equal |Ruler |

|Measure lengths indirectly and by iterating length|What can we measure? |Observation |express | |

|units | |Using objects to compare |gap |Books: |

|1. MD.1 Order three objects by length; compare the|How do we measure the |Small/whole group activities that |length |Measuring Penny |

|lengths of two objects indirectly by using a third|length of an object? |compare objects to each then discuss |length units |By Loreen Leedy |

|object. | |how they compare |line |Published 2000 |

| |What are measurement tools?| |measure |ISBN-13: 978-0805065725 |

|1. MD.2 Express the length of an object as a whole| |After: |measurement | |

|number of length units, by laying multiple copies |What measurement tools can |Put 3 objects in order by length |object |Me and The Measure of Things |

|of a shorter object (the length unit) end to end; |we use to measure items? |Use paperclips to measure objects |order |By Joan Sweeney |

|understand that the length measurement of an | |Quiz |overlap |Published 2002 |

|object is the number of same-size length units | | |shorter |ISBN-13: 978-0440417569 |

|that span it with no gaps or overlaps. Limit to | | |straight | |

|contexts where the object being measured is | | |sum |MAISA curriculum unit and resources for measurement of length and time: |

|spanned by a whole number of length units with no | | |unit | |

|gaps or overlaps. | | |whole number |View/Default?UnitID=16408&YearID=2013&SchoolID=19& |

| | | | |TimePeriodID=14&SourceSiteID=&CurriculumMapID=803& |

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Mathematics Pacing Guide

Time Frame: 8 Weeks – April - June First Grade

Unit 7: Shapes

|Standards for Mathematical Practice |Literacy Standards |

|1. Make sense of problems and persevere in solving them |RI.1.3 Describe characters, settings, and major events in a story, using key details. |

| | |

|2. Reason abstractly and quantitatively |RI.1.7 Use illustrations and details in a story to describe its characters, setting, or events. |

| | |

|3. Construct viable arguments and critique the reasoning of others |W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and|

| |provide some sense of closure. |

|4. Model with mathematics | |

| |SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or |

|5. Use appropriate tools strategically |through other media. |

| | |

|6. Attend to precision | |

|Common Core |Essential Questions |Assessment |Vocabulary |Resources |

|CRITICAL AREA: |Essential Question: |Before: |2-dimensional |Interactive Quizzes/Lessons and Models of Shapes: |

|Reasoning about attributes of, and composing and |What are shapes and what do|KWL |3-dimensional | |

|decomposing geometric shapes |shapes look like? |Observe students using blocks to build|attributes | |

| | |shapes |build |Variety of Math Games to encourage practice: |

|Reason with shapes and their attributes |Scaffold Questions: | |circles | |

|1. G.1 Distinguish between defining attributes |How does dimension change |During: |closed | |

|(e.g., triangles are closed and three-sided) |shapes? |Drawing shapes |color | |

|versus non-defining attributes (e.g., color, | |Compare objects in journals and in |compose | |

|orientation, overall size); build and draw shapes |Where can we find shapes? |small group |composite shape | |

|to possess defining attributes. | |Create chart to compare attributes |cones |Flashcards, Games, and Worksheets: |

| |What are the attributes of |Divide circles into equal parts |cubes | |

|1. G.2 Compose two-dimensional shapes (rectangles,|various closed shapes? | |cylinders | |

|squares, trapezoids, triangles, half-circles, and | |After: |describe |Straws and twist ties |

|quarter-circles) or three-dimensional shapes |What are the attributes of |KWL |draw |Variety of 2D and 3D shapes |

|(cubes, right rectangular prisms, right circular |various three-dimensional |Sort blocks by attributes |distinguish |Shape stencil |

|cones, and right circular cylinders) to create a |shapes? |Draw Pictures to show how to divide |equal |Ruler |

|composite shape, and compose new shapes from the | |circles/rectangles equally |equal shares |Graph paper |

|composite shape.[1] |What shapes can you make by|Quiz |fourths | |

| |composing or decomposing | |fourth of |Wing on a Flea |

|1. G.3. Partition circles and rectangles into two |squares, triangles, | |half-circles |By Ed Emberley |

|and four equal shares, describe the shares using |rectangles, trapezoids, | |half of |October 1, 2001 |

|the words halves, fourths, and quarters, and use |hexagons and circles? | |halves |ISBN-13: 9780316234870 |

|the phrases half of, fourth of, and quarter of. | | |non-defining | |

|Describe the whole as two of, or four of the |How are 2-dimensional and | |orientation |Give Me Half! |

|shares. Understand for these examples that |3-dimensional shapes alike | |partition |By Stuart J. Murphy |

|decomposing into more equal shares creates smaller|and how are they different?| |position |Published May 1, 1996 |

|shares. | | |prisms |ISBN-13: 978-0780761971 |

| | | |quarter-circles | |

| | | |quarters |Captain Invincible and the Space Shapes (Mathstart 2) |

| | | |quarter of |By Stuart J. Murphy |

| | | |rectangle |Published 2001 |

| | | |shape |ISBN-13: 978-0064467315 |

| | | |sides | |

| | | |size |MAISA curriculum unit and resources for geometric shapes, patterns, and |

| | | |squares |attributes: |

| | | |trapezoid | |

| | | |triangles |View/Default?UnitID=16411&YearID=2013&SchoolID=19&TimePeriodID=14&SourceSi|

| | | |whole |teID=&CurriculumMapID=803& |

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1 Students do not need to learn formal names such as “right rectangular prism.”

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