Welcome to the learning progression for First Grade. This progression incorporates the overall topics of this grade-level's mathematics and is formatted with Overarching Questions, Essential Questions, and Big Ideas for each unit. This progression model takes the work of bundling standards to the next level by grouping together grade-level concepts in the Big Ideas sections. The Big Ideas are designed to represent the critical mathematics of this grade level in a manner that is more coherent and productive as a guide for planning instruction, assessment, and intervention. Big Ideas are for progression and planning and are not a replacement for the OAS-M objectives.
**The teacher will provide opportunities to reinforce objectives in a bundled (or connected) manner through class meetings/calendar time, small group activities, and teacher led math stations.
The use of an asterisk (*) indicates an objective is repeated in another unit or an objective that is partially taught in a unit and will be taught in its entirety in a later unit.
Unit |
Overarching Question |
Essential Questions |
Big Ideas |
Full Objectives |
Unit 0:
Timing 1-2 weeks
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How does mindset affect learning mathematics? |
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Unit 1: Timing 3-4 weeks Objectives
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Why are numbers important? |
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1.D.1.1 Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). 1.D.1.2 Use data to create pictographs and bar graphs that demonstrate one-to-one correspondence.1.D.1.3 Draw conclusions from pictographs and bar graphs. 1.A.1.1 Identify, create, complete, and extend repeating, increasing, and decreasing patterns in a variety of contexts (e.g., quantity, numbers, shapes). 1.N.1.1 Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. 1.N.1.2 Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. Know that 10 is equivalent to 10 ones and 100 is equivalent to 10 tens. 1.N.1.3 Read, write, discuss, and represent whole numbers up to 100. Representations may include numerals, words, addition and subtraction, pictures, tally marks, number lines, and manipulatives. 1.N.1.8 Use knowledge of number relationships to locate the position of a given whole number, up to 20, on an open number line.
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Unit 2: Timing 4-5 weeks Objectives
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How can we recognize patterns in math? |
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1.A.1.1 Identify, create, complete, and extend repeating, increasing, and decreasing patterns in a variety of contexts (e.g., quantity, numbers, or shapes). 1.N.1.2 Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. Know that 10 is equivalent to 10 ones and 100 is equivalent to 10 tens. 1.N.1.4 Count forward, with objects, from any given number up to 100 by 1s, 2s, 5s and 10s. 1.N.1.5 Count forward, without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. 1.N.1.6 Find a number that is 10 more or 10 less than a given number up to 100. 1.N.1.7 Compare and order whole numbers from 0 to 100. 1.N.1.9 Use words such as “more than,” “less than,” and “equal to” to describe the relative value of numbers. 1.N.4.1 Identifying pennies, nickels, dimes, and quarters by name and value.
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Unit 3: Numbers can be used in many waysTiming 3-4 Weeks Objectives
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What are some real world ways we use numbers?
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1.N.1.1 Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. 1.N.1.3 Read, write, discuss, and represent whole numbers up to 100. Representations may include numerals, words, addition and subtraction, pictures, tally marks, number lines, and manipulatives. 1.N.2.1 Represent and solve problems using addition and subtraction with sums and minuends of up to 10. 1.N.1.6 Find a number that is 10 more or 10 less than a given number up to 100. 1.N.1.8 Use knowledge of number relationships to locate the position of a given whole number, up to 20, on an open number line. 1.N.1.9 Use words such as “more than,” “less than,” and “equal to” to describe the relative value of numbers. 1.D.1.1 Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). 1.D.1.2 Use data to create pictographs and bar graphs that demonstrate one-to-one correspondence.1.D.1.3 Draw conclusions from pictographs and bar graphs.
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Unit 4: Problem Solving Builds Number Sense Timing 4-5 Weeks Objectives
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How do we develop understanding of whole number relationships?
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1.N.2.1 Represent and solve problems using addition and subtraction with sums and minuends of up to 10. 1.N.2.2 Determine if equations involving addition and subtraction are true. 1.N.2.3 Demonstrate fluency with basic facts of addition and subtraction with sums and minuends of up to 10. 1.A.1.1 Identify, create, complete, and extend repeating, increasing, and decreasing patterns in a variety of contexts (e.g., quantity, numbers, or shapes). |
Unit 5: Numbers and Shapes Can Be Shared Equally
Timing 4-5 weeks Objectives
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How can we see equal parts in shapes and numbers?
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1.GM.1.1 Identify regular and irregular trapezoids and hexagons by pointing to the shape when given the name. 1.GM.1.2 Compose larger, defined shapes using smaller two-dimensional shapes. 1.GM.1.3 Compose structures with three-dimensional shapes. 1.GM.1.4 Recognize three-dimensional shapes such as cubes, cones, cylinders, and spheres.1.N.3.1 Partition a regular polygon using physical models and recognize when those parts are equal. 1.N.3.2 Partition (fair share) sets of objects into two and three equal groups.
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Unit 6: Timing 4-5 weeks Objectives
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Why do we need to measure?
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1.GM.3.1 Tell time to the hour and half-hour (analog and digital). 1.GM.3.2 Describe adn measure calendar time by days, weeks, months, and years. 1.GM.2.1 Use nonstandard and standard measuring tools to measure the length of objects. 1.GM.2.2 Illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other. 1.GM.2.4 Describe a length to the nearest whole unit using a number with standard and nonstandard units. 1.GM.2.5 Use standard and nonstandard tools to identify volume/capacity. Compare and sort containers that hold more, less, or the same amount.
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Timing 4 weeks Objectives 1.N.1.31.N.2.2 1.N.2.3 1.A.1.1*
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How can we apply what we have learned using the math frameworks?
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1.N.1.1 Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. 1.N.1.2 Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. Know that 10 is equivalent to 10 ones and 100 is equivalent to 10 tens. 1.N.1.3 Read, write, discuss, and represent whole numbers up to 100. Representations may include numerals, words, addition and subtraction, pictures, tally marks, number lines, and manipulatives. 1.N.1.6 Find a number that is 10 more or 10 less than a given number up to 100. 1.N.1.7 Compare and order whole numbers from 0 to 100. 1.N.1.9 Use words such as “more than,” “less than,” and “equal to” to describe the relative value of numbers. 1.N.2.1 Represent and solve problems using addition and subtraction with sums and minuends of up to 10. 1.N.2.2 Determine if equations involving addition and subtraction are true. 1.N.2.3 Demonstrate fluency with basic facts of addition and subtraction with sums and minuends of up to 10. 1.A.1.1 Identify, create, complete, and extend repeating, increasing, and decreasing patterns in a variety of contexts (e.g., quantity, numbers, or shapes).
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Distance Learning Resources/ Supplemental Activities |
How can students develop and show evidence of understanding? | Multiple objectives are covered in this material. These math tasks are designed to enhance current curriculum and support distance learning. |
Introduction to the OKMath Framework