1 st Grade Trimester 1
Trimester Overview
In this trimester the focus is on developing number sense as well as developing understanding of addition, subtraction, and strategies for addition and subtraction, with an emphasis being on the numbers within 10. The standards in the domains Operations and Algebraic Thinking (OA) and Numbers and Operations in Base Ten (NBT) all support one another and should be taught interrelated. The NBT standards are focused on developing the understanding of whole number relationships and place value and the OA standards continue with these ideas while developing understanding of addition, subtraction, and strategies for addition and subtraction. All of these standards make up the foundation of addition and subtraction and will be continued throughout the school year.
The minor focus this trimester is the Measurement and Data (MD) standard around organizing, representing and interpreting data with up to three categories. This standard can be used to support the OA and NBT standards.
Focus Common Core State Standards for Mathematical Content:
1.OA.1: Use addition and subtraction within 20 (10) to solve word problems involving situations of adding to, taking from, putting together, taking apart, 
 and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
1.OA.2: Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20 (10), e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
1.OA.3: Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 +
10 = 12. (Associative property of addition.) Teachers look for do not directly teach
1.OA.4: Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10
when added to 8. Students notice, but do not master
1.OA.5: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Teachers look for do not directly teach
1.OA.6: Add and subtract within 20 (10), demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10
– 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 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).
Teacher use the CGI Problem Solving Trajectory to help guide students
1.OA.7: Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.
For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
1.NBT.1: Count to 120, starting at any number less than 120. In this range the range to 50, read and write numerals and represent a number of objects with a written numeral.
Revised 10-25-13

1.NBT.2: Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
a. 10 can be thought of as a bundle of ten ones — called a “ten.”
b. The numbers from 11 to 19 are composed of a ten and one, two, 
 three,
four, five, six, seven, eight, or nine ones.
c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three,
four, five, six, seven, eight, or nine tens (and 0 ones).
Students notice, but do not master
1.NBT.5: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
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.
Focus Common Core State Standards for Mathematical Practice:
MP 1: Make sense of problems and persevere in solving them.
MP 2: Reason abstractly and quantitatively.
MP 3: Construct viable arguments and critique the reasoning of others.
MP 4: Model with mathematics.
MP 5: Use appropriate tools strategically.
MP 6: Attend to precision
MP 7: Look for and make use of structure
MP 8: Look for and express regularity in repeated reasoning.
Enduring Understandings:
 Students can solve for unknowns within 10 by adding to, taking from, putting together, taking apart and comparing.
 Students develop strategies for adding and subtracting whole numbers based on their prior work with small numbers.
 Students understand connections between counting and addition/subtraction.
 By comparing a variety of solution strategies, students will build an understanding of the relationship between addition and subtraction.
 An equation is a mathematical statement showing equality, using an equal sign.
 An equal sign means “the same as”
 Students can count on starting at any number less than 120.
 Students can read, write, and represent 50 or fewer objects with a written numeral.
Revised 10-25-13

 10 is a bundle of ten numbers.
 Important information can be found in representations of data such as tallies, tables and charts.
 Tables and charts can help make solving problems easier.
 Questions can be solved by collecting and interpreting data.
 Students will be able to explain their mathematical thinking by using critical thinking skills and making connections with mathematical relationships.
 Different strategies and using different tools can yield the same results.
 Being able to communicate number sense by choosing appropriate types of numbers and operations are essential skills for real world applications.
 Flexibility in thinking about numbers is a hallmark of number sense.
Essential Questions:
 How can we represent a set of objects using numerals?
 What happens when we join two quantities or take one from another?
 How can we find the total when we join two quantities?
 How can we find what is left when we take one quantity from another?
 How can we compare one quantity to another?
 How can we represent problem situations?
 What happens when we change the order of numbers when we add (or subtract)? Why?
 How can we show that addition and subtraction are related?
 How can patterns help us understand numbers?
 How can we find the missing number on a hundreds chart?
 How can we represent a number using tens and ones?
 How can we represent a number in a variety of ways?
 How can we organize and display the data we collected to create a graph?
 How can we use tally marks to help represent data in a table or chart?
 How does a graph help us better understand the data collected?
 What are math tools and how can they help me make sense of numbers and counting?
 What is an effective way of counting a large quantity of objects?
 Why is it important to communicate mathematical thinking?
 What connections can be made between different math topics and math processes?
 What strategy is your most efficient way to solve the problem?
Revised 10-25-13

Suggested Instructional Resources:
 It Makes Sense! Using the Hundreds Chart to Build
Number Sense, by Melissa Conklin
 Number Sense Routines, by Jessica Shumway
 Number Talks, by Sherry Parrish
Homework Ideas:
 Numbers Galore*
 Complete a 100 chart
 Math mat*
 Word problem*
 Math Strands Homework*
* These homework ideas can be found on the DUSD CGI website ( www.dusd.net/cgi ) under the 1 st Grade tab.
Suggested Assessment Ideas:
 Word problem assessments provided by curriculum team
 Chart formative assessments while observing students solve problems
 Math Mat/Wall assessments
 enVision performance assessments and/or topic tests
Suggested Items in Math Toolkits:
 5 frame (in a plastic sleeve)
 10 frame (in a plastic sleeve and/or egg carton with one column of 2 cut off)
 Counters
 Number line to ten and an open number line
 Unifix cubes in 10-rods
Related enVision Topic(s):
1.OA.1  Topics 1 - 4
1.OA.2  Lessons 5-8 and 5-9
1.OA.3  Topics 1 - 4
1.OA.4  Topics 2 - 4
1.OA.5  Topics 3 - 4
1.OA.6  Topics 1 - 4
1.OA.7  Topic 1
1.NBT.1  Topics 7
1.NBT.2
 Topic 7 - 8
1.NBT.5  Topic 10
1.MD.4  Topic 14
Suggested Literature Books:
Revised 10-25-13

CCSS Math
Content Standard
1.OA.3, 1.OA.5,
1.OA.6, 1.NBT.2
1.OA.5, 1.NBT.1,
1.NBT.2, 1.NBT.4,
1.NBT.5, 1.NBT.6
1.NBT.4, 1.NBT.5,
1.NBT.6, 1.NBT.8
1.OA.4, 1.OA.5,
1.OA.6, 1.OA.7,
1.OA.8, 1.NBT.1,
1.NBT.2, 1.NBT.3,
1.NBT.5, 1.NBT.6,
1.MD.3
1.OA.1, 1.OA.5,
1.OA.6, 1.OA.7,
1.NBT.1, 1.NBT.2,
1.NBT.4
1.OA.5, 1.NBT.1,
1.NBT.2, 1.NBT.4,
1.NBT.5, 1.NBT.6
1.OA.3, 1.OA.6,
1.OA.7, 1.NBT.4,
1.NBT.6
Focus CCSS
Standard(s) for
Mathematical
Practice (SMP)
SMP 1, 2, 3, 6, 7, 8
SMP 1, 3, 5, 6, 7, 8
SMP 1, 3, 5, 6, 7, 8
SMP 1, 3, 5, 6, 7, 8
SMP 3, 5, 6, 7, 8
SMP 1, 3, 6, 7, 8
SMP 1, 3, 6, 7, 8
Routines / Math Wall
Quick Images (dot cards and ten frames)*
Big Ideas this trimester: Improved counting and grouping strategies
Hundred Chart Activities*
Reference Book: It Makes Sense! Using the Hundreds Chart to Build Number Sense, by
Melissa Conklin
Ten Wand*
Math Mat* - Writing numbers multiple ways, telling time, part-part-whole, counting patterns, comparing numbers, equality, 1 more/1 less
Number of the Day*/ Target Number*
Choral Counting*/ Counting Around the Circle*
True/False Number Sentences/ Number Strings/ Number Talks*
Reference Book: Number Talks, By Sherry Parrish
1.OA.1, 1.OA.5,
1.OA.6, 1.OA.7,
1.NBT.1, 1.NBT.2,
1.NBT.4
SMP 1, 3, 6, 7, 8 Numbers Galore* – Different ways to represent numbers
1.MD.4 SMP 1, 2, 3, 4, 6
Graphing data – Create class graphs based on questions like, What is your favorite
________?. Then have students answer questions based on the data collected.
* These routines can be found on the DUSD CGI website ( www.dusd.net/cgi ) under the 1 st Grade tab
Revised 10-25-13

CCSS Math
Content Standard
1.NBT.1, 1.NBT.2,
1.NBT.3, 1.NBT.4,
1.NBT.5, 1.NBT.6
Focus CCSS
Standard(s) for
Mathematical
Practice (SMP)
Lesson and/or Activity
SMP 2, 3, 6, 7, 8
Counting Collections*
Big Ideas this trimester:
 Improved counting and grouping strategies (i.e., How did you count?, What made it difficult/easier?)
 Understanding to place value (i.e., Why did you group the way you did?)
 Comparing numbers (i.e., Whose collection had more and why?)
 Basic understanding of addition and subtraction (i.e., After counting how many are in your collection, how many more do you need to get to 100?)
1.OA.1, 1.OA.2,
1.OA.3, 1.OA.4,
1.OA.5, 1.OA.6,
1.NBT.2, 1.NBT.4,
1.NBT.6
1.OA.5, 1.NBT.1,
1.NBT.2, 1.NBT.4,
1.NBT.5, 1.NBT.6
SMP 1, 2, 3, 4, 5, 6,
7, 8
SMP 1, 3, 5, 6, 7, 8
CGI Word Problems* - This trimester’s focus is on Join (Add to), Separate (Take from),
Part-Part-Whole (Put Together/Take Apart), and Compare problems with both result and change unknown. Other problems, including multiplication and division, can be used to encourage number sense.
Hundred Chart Activities*
Reference Book: It Makes Sense! Using the Hundreds Chart to Build Number Sense, by
Melissa Conklin
* These lessons/activities can be found on the DUSD CGI website ( www.dusd.net/cgi ) under the 1 st Grade tab.
Revised 10-25-13

Trimester 1 – Big Ideas

Addition and subtraction within 10

Word problems – all problem types

3 addends word problems

Addition and subtraction computation within 10 using strategies

Understanding the equal sign (True/false number sentences)

Write numbers correctly up to 50 in a hundreds chart

One more/one less

Place value: Tens and ones

Organize, represent, and interpret data with up to three categories
1 st Grade Lesson Plan – 1 st Trimester
Revised 10-25-13

Wednesday, 9/4 Minimum Day
Thursday & Friday, 9/5-9/6 Benchmark Testing
Week 1, 9/9-9/13
Begin Routines (10-15 minutes) and Lessons (25-30 minutes).
Routine: Quick Images: Use random dot pattern cards for questioning, 1-2 strings per day, utilizing different numbers. As students become more proficient, begin incorporating dot patterns on ten-frames.

BIG IDEA: improved counting-on strategies (more efficient) and grouping strategies

Begin with one different activity per week for a few weeks, then rotate or combine activities.
Materials: random dot pattern cards (some without ten-frames, some with tenframes), or magnetic white board with magnets
Resources:

Videos of teachers – teachingchannel.org (search quick images)

Number Talks , by Sherry Parrish

It Makes Sense! Using Ten-Frames to Build Number Sense , by Melissa
Conklin
Lesson: Counting Collections

BIG IDEAS: “Why did you group?”
“How did you count?” (What was your
strategy?)
“What made it difficult/easier?”

Begin with 25-30 items; use your own judgment when increasing amount in collections
 Begin an “anchor poster” to record valuable strategies: “Things We Want
To Remember”

Pair students with similar (not necessarily exact) strategies after the first couple of days

Look for 1-1 correspondence and retention of strategies from previous day

By the end of the week, look for grouping by 5s and 10s; model grouping as whole class activity if necessary
 Introduce the term “efficiency”
Materials: counting collections (25-30 items, with additional items for later), chart paper, recording sheets
Revised 10-25-13

Week 2, 9/16-9/20
Routine: Continue Quick Images
Materials: Dot pattern cards
Lessons: CGI Word Problems
Days 1-3: Put Together/Take Apart Both Addends Unknown
(part/part/whole)

Example: Ten kids are on the playground. Some are on swings and some are on the slide. How many are on the slide?

Students will produce different solutions equal to 10.
Days 4-5: Separate (Take from) Result Unknown

Example: Five apples were on the table. I ate 2 apples. How many apples are on the table now?

Students will create subtraction number sentences: 5-2=3.
Materials: chart paper, recording pages
Week 3, 9/23-9/27
Routine: Quick Images, 2 sets, with or without ten frames (e.g., Number
Talks , page 99)
Materials: double sets of dot pattern cards, copy of Number Talks
Lessons: CGI Word Problems, Hundred Chart activities
Days 1-3: Join (Add to) Result Unknown

Example: Two bunnies sat on the grass. Three more bunnies hopped there. How many bunnies are on the grass now?

Students will create addition number sentences: 2+3=5.
Materials: chart paper, recording pages
Lessons: Hundred Chart, Lesson 1, pages 6-8
Days 4-5: Building the Hundreds Chart (Version 1)
Materials: Book: It Makes Sense! Using the Hundreds Chart to Build
Number Sense , hundreds pocket chart or ‘Counting Board’ app (by EverQuiz) for iPad, number cards
Week 4, 9/30-10/4
Focus: Addition and Subtraction facts up to 10
Revised 10-25-13

Routines: These also may be used as lessons, especially when they are first being introduced

Quick Images – Ten Frames and/or Dot cards

Math Mat

Number Strings/ Number Talks/ True/False Number Sentences

Ten Wand

Number of the Day / Different ways to make a number
 One of These Things…

Choral Counting
Lessons:
At least two days: CGI Word Problems – Part-Part-Whole, Whole
Unknown (Put Together/Take Apart, Total Unknown)
Other Days:

Expand routines into lessons – For example, Ten Wand

Group students and do centers. Possible center ideas are: o Counting collections o Hundreds chart o Solving a word problem (good center for teacher to lead) o Math games o Collecting and graphing data o Reference book: Math Work Stations , by Debbie Diller
Week 5, 10/7-10/11
Focus : Continue with Making 10’s
Routines : Continue with ideas from week 4
Lessons : o Formative Assessment: Somewhere between Weeks 4 and 5

3 word problems (see Weeks 4 and 5 Assessment attachment) o Continue with ideas from week 4 (i.e. centers, expanding routines)
Week 6, 10/15-10/18
Focus : Adding 3-digits with sums up to 10
Routines: These also may be used as lessons, especially when they are first being introduced
Revised 10-25-13


Quick Images – Ten Frames and/or Dot cards (with 3 groups and/or cards)

Math Mat

Number Strings/ Number Talks/ True/False Number Sentences

Ten Wand

Number of the Day / Different ways to make a number – Finding ways to make numbers with three addends
Lessons:
At least two days: CGI Word Problems – Review of Joining and Part-Part-
Whole problem types taught so far, now with three numbers
Other Days:

Expand routines into lessons – For example, Ten Wand

Group students and do centers. Possible center ideas are: o Counting collections o Hundreds chart o Solving a word problem (good center for teacher to lead) o Math games o Collecting and graphing data o Reference book: Math Work Stations , by Debbie Diller
Weeks 7, 10/21-10/25
Focus : Continue with 3-digit sums
Routines: Continue with routines previously taught and, if you have not already, make sure to add:

Part-part-whole diagrams (math mat)

Choral counting – counting forward not starting from 0 and counting backwards

Count around the circle – teacher records students on a number line

Number line routines

Building the 100 chart
Lessons:
At least two days each week: CGI Word Problems – Joining (Add to),
Separating (Take from), Part-Part-Whole (Put Together/Take apart), all with change/addend unknown
Other Days:

Expand routines into lessons – For example, Ten Wand
Revised 10-25-13


Group students and do centers. Possible center ideas are: o Counting collections o Hundreds chart o Solving a word problem (good center for teacher to lead) o Math games o Collecting and graphing data o Reference book: Math Work Stations , by Debbie Diller
Weeks 8, 10/28-11/1
Focus :

Understanding the equal sign

Tens and ones

One more/one less
Routines: Continue with routines previously taught and, if you have not already, make sure to add:

True/false number sentences

Decomposition of numbers – focus on place value

Hundreds Chart – one more/one less
Weeks 9, 11/4-11/8
Focus :

Assessments

Interpreting Graphs
Routines: Continue with routines previously taught and, if you have not already, make sure to add:

Interpreting graphs
Lessons:

Weeks 4-8 three word problems assessment

Report card assessments

Collecting data, creating a graph, making observations based on the graph
Weeks 10, 11/12-11/15
Focus : Catch up, reteach week
Revised 10-25-13

Routines: Continue with routines previously taught.
Lessons:

Interventions/enrichment based on assessment results
Weeks 11, 11/18-11/22
Focus :

District Math Growth Assessment, EOT1
Routines: Continue with routines previously taught
Lessons:

Word problems

District math growth assessment, EOT1
Weeks 12, 12/2-12/6
Focus : Addition and subtraction strategies
Routines: Continue with routines previously taught and, if you have not already, make sure to add:

Part-part-whole diagrams (math mat)

Choral counting – counting forward not starting from 0 and counting backwards

Count around the circle – teacher records students on a number line

Number line routines

Building the 100 chart
Lessons:
At least two days each week: CGI Word Problems – Joining (Add to),
Separating (Take from), all with start unknown
Other Days:

Expand routines into lessons – For example, Ten Wand

Group students and do centers. Possible center ideas are: o Counting collections o Hundreds chart o Solving a word problem (good center for teacher to lead) o Math games o Collecting and graphing data
Revised 10-25-13

o Reference book: Math Work Stations , by Debbie Diller
Weeks 13, 12/9-12/13
Focus :

Addition and subtraction strategies

Addition and subtraction expanding to numbers 11 to 20
Routines: Continue with routines previously taught and, if you have not already, make sure to add:

Part-part-whole diagrams (math mat)

Choral counting – counting forward not starting from 0 and counting backwards

Count around the circle – teacher records students on a number line

Number line routines

Building the 100 chart
Lessons:
At least two days each week: CGI Word Problems – Comparison
Other Days:

Expand routines into lessons – For example, Ten Wand

Group students and do centers. Possible center ideas are: o Counting collections o Hundreds chart o Solving a word problem (good center for teacher to lead) o Math games o Collecting and graphing data o Reference book: Math Work Stations , by Debbie Diller
Weeks 14, 12/16-12/20
Focus :

Addition and subtraction strategies

Addition and subtraction expanding to numbers 11 to 20
Routines: Continue with routines previously taught and, if you have not already, make sure to add:

Part-part-whole diagrams (math mat)

Choral counting – counting forward not starting from 0 and counting backwards
Revised 10-25-13


Count around the circle – teacher records students on a number line

Number line routines

Building the 100 chart
Lessons:
At least two days each week: CGI Word Problems – All problem types
Other Days:

Expand routines into lessons – For example, Ten Wand

Group students and do centers. Possible center ideas are: o Counting collections o Hundreds chart o Solving a word problem (good center for teacher to lead) o Math games o Collecting and graphing data o Reference book: Math Work Stations , by Debbie Diller
Revised 10-25-13