Unit

Overarching Question

Essential Questions

Big Ideas

Full Objectives

Unit 0:
Growth Mindset
Timing
12 weeks

How does mindset affect learning mathematics? 

 Math is about learning, not about performing.
 Math is about making sense.
 Math is filled with conjectures, creativity, and uncertainty.
 Mistakes are beautiful things.

 Develop a deep and flexible conceptual understanding
 Develop accurate and appropriate procedural fluency
 Develop strategies for problem solving
 Develop mathematical reasoning
 Develop a productive mathematical disposition
 Develop the ability to make conjectures, model, and generalize
 Develop the ability to communicate mathematically

Unit 1:
Numbers Have Meaning
Timing
34 weeks
Objectives
1.D.1.1
1.D.1.2
1.D.1.3
1.A.1.1*
1.N.1.1*
1.N.1.2*
1.N.1.3*
1.N.1.7*

Why are numbers important?


How can we understand numbers while exploring quantity?

How do we recognize numbers?

What are meaningful ways to show numbers?

How can we organize numbers?

 The number of items in small groups (quantity) can be identified by seeing patterns and structure.
 The number of items in a set (quantity) can be identified and communicated with numerals and graphs.
 Sets of objects can be compared by looking at real items, graphs, concrete representations, and numerals.

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 picture and bartype graphs to demonstrate onetoone correspondence.
1.D.1.3 Draw conclusions from picture and bartype graphs.
1.A.1.1 Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of realworld and mathematical contexts.
1.N.1.1 Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements.
Clarification statement: Subitizing is defined as instantly recognizing the quantity of a set without having to count. “Subitizing” is not a vocabulary word and is not meant for student discussion at this age.
1.N.1.2 Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones.
1.N.1.3 Read, write, discuss, and represent whole numbers up to 100. Representations may include numerals, addition and subtraction, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks.
1.N.1.7 Use knowledge of number relationships to locate the position of a given whole number on an open number line up to 20.

Unit 2:
Patterns with Numbers
Timing
45 weeks
Objectives
1.A.1.1*
1.N.1.1*
1.N.1.2*
1.N.1.4
1.N.1.5*
1.N.1.6
1.N.1.7*
1.N.1.8*
1.N.4.1
1.N.4.2
1.N.4.3

How can we recognize patterns in math?

 How do we communicate about patterns?
 How can we recognize patterns?
 In what ways can we represent patterns?
 How are patterns useful?

 Hundreds charts, number grid, and number lines are mathematical tools that display patterns with numbers.
 Patterns with numbers can increase and decrease in predictable amounts.
 Numbers can be compared using patterns.
 Counting with coins follows a predictable pattern.

1.A.1.1 Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of realworld and mathematical contexts.
1.N.1.1 Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements.
Clarification statement: Subitizing is defined as instantly recognizing the quantity of a set without having to count. “Subitizing” is not a vocabulary word and is not meant for student discussion at this age.
1.N.1.2 Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones.
1.N.1.4 Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. 1.N.1.5 Find a number that is 10 more or 10 less than a given number up to 100. 1.N.1.6 Compare and order whole numbers from 0 to 100. 1.N.1.7 Use knowledge of number relationships to locate the position of a given whole number on an open number line up to 20.
1.N.1.8 Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to.
1.N.4.1 Identifying pennies, nickels, dimes, and quarters by name and value. 1.N.4.2 Write a number with the cent symbol to describe the value of a coin. 1.N.4.3 Determine the value of a collection of pennies, nickels, or dimes up to one dollar counting by ones, fives, or tens.

Unit 3:
Numbers can be used in many ways
Timing
34 Weeks
Objectives
1.N.1.1*
1.N.1.3*
1.N.2.1*
1.N.1.5*
1.N.1.7*
1.N.1.8*

What are some real world ways we use numbers?


How can we use and organize numbers to solve problems?

What does it mean to be equal?

How can we solve problems with numbers and mathematical tools?

What are some useful ways to think about numbers in mathematical situations?

 Numbers can be used to solve real world problems.
 Numbers can be expressed in a variety of ways.
 Numbers can be expressed as equivalent (equal).

1.N.1.1 Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements.
Clarification statement: Subitizing is defined as instantly recognizing the quantity of a set without having to count. “Subitizing” is not a vocabulary word and is not meant for student discussion at this age.
1.N.1.3 Read, write, discuss, and represent whole numbers up to 100. Representations may include numerals, addition and subtraction, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks.
1.N.2.1 Represent and solve realworld and mathematical problems using addition and subtraction up to ten.
1.N.1.5 Find a number that is 10 more or 10 less than a given number up to 100. 1.N.1.7 Use knowledge of number relationships to locate the position of a given whole number on an open number line up to 20.
1.N.1.8 Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to.

Unit 4:
Problem Solving Builds Number Sense
Timing
45 Weeks
Objectives
1.N.2.1*
1.N.2.2
1.N.2.3
1.A.1.1*

How do we develop understanding of whole number relationships?


How does adding and subtracting help us problem solve and build number sense?

How do number relationships help us problem solve and build number sense?

How can patterns in math help us problem solve and build number sense?

What are other solutions to this problem?

 Problems can be solved flexibly, efficiently, and accurately.
 Addition and subtraction are related.
 Addition and subtraction follow patterns.
 Unknown numbers can be identified using relationships of numbers.

1.N.2.1 Represent and solve realworld and mathematical problems using addition and subtraction up to ten.
1.N.2.2 Determine if equations involving addition and subtraction are true.
1.N.2.3 Demonstrate fluency with basic addition facts and related subtraction facts up to 10.
1.A.1.1 Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of realworld and mathematical contexts.

Unit 5:
Numbers and Shapes Can Be Shared Equally
Timing
45 weeks
Objectives
1.GM.1.1
1.GM.1.2
1.GM.1.3
1.GM.1.4
1.N.3.1
1.N.3.2

How can we see equal parts in shapes and numbers?


How can we use comparisons to help us learn about shapes?

How can attributes help us discover shapes in different ways?

How are shapes a part of our world?

How can we use numbers to describe shapes?

 Trapezoids and hexagons have unique characteristics.
 Shapes can be manipulated.
 3D shapes are a part of our world and can be put together and taken apart.
 Shapes and objects can be partitioned or shared equally using representations.

1.GM.1.1Identify trapezoids and hexagons by pointing to the shape when given the name.
1.GM.1.2 Compose and decompose larger shapes using smaller twodimensional shapes.
1.GM.1.3 Compose structures with threedimensional shapes.
1.GM.1.4 Recognize threedimensional 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 equal groupings.

Unit 6:
Measurement and Time
Timing
45 weeks
Objectives
1.GM.3.1
1.GM.2.1
1.GM.2.2
1.GM.2.3
1.GM.2.4
1.GM.2.5

Why do we need to measure?


Why do we need measurement in our world?

When should we use standard and nonstandard measurement?

What tool should we use to measure and why?

How can we compare the capacity of different containers?

 Time can be measured.
 Objects can be measured.
 A variety of tools can be used when measuring objects.
 Volume varies by container.

1.GM.3.1 Tell time to the hour and halfhour (analog and digital).
1.GM.2.1 Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement.
1.GM.2.2 Illustrate that the length of an object is the number of samesize units of length that, when laid endtoend with no gaps or overlaps, reach from one end of the object to the other. 1.GM.2.3 Measure the same object/distance with units of two different lengths and describe how and why the measurements differ.
1.GM.2.4 Describe a length to the nearest whole unit using a number and a unit.
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.

Culminating Unit
Timing
4 weeks
Objectives
1.N.1.1
1.N.1.2
1.N.1.3
1.N.1.5
1.N.1.6
1.N.1.7
1.N.1.8
1.N.2.1
1.N.2.2
1.N.2.3
1.A.1.1

How can we apply what we have learned using the math frameworks?


How can we extend our knowledge of number relationships?

How can we expand problem solving in mathematical situations?

How can we use place value to extend number patterns and number sense?

 Extending Number Relationships
 Building Number Strategies
 Extending Place Value
 Communicating Mathematics

1.N.1.1 Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements.
Clarification statement: Subitizing is defined as instantly recognizing the quantity of a set without having to count. “Subitizing” is not a vocabulary word and is not meant for student discussion at this age.
1.N.1.2 Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones
1.N.1.3 Read, write, discuss, and represent whole numbers up to 100. Representations may include numerals, addition and subtraction, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks.
1.N.1.5 Find a number that is 10 more or 10 less than a given number up to 100.
1.N.1.6 Compare and order whole numbers from 0 to 100. 1.N.1.7 Use knowledge of number relationships to locate the position of a given whole number on an open number line up to 20.
1.N.1.8 Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to.
1.N.2.1 Represent and solve realworld and mathematical problems using addition and subtraction up to ten.
1.N.2.2 Determine if equations involving addition and subtraction are true.
1.N.2.3 Demonstrate fluency with basic addition facts and related subtraction facts up to 10.
1.A.1.1 Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of realworld and mathematical contexts.

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. 
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