MADISON PUBLIC SCHOOL DISTRICT
Grade 1 Mathematics
Authored by: Elizabeth Ramella
Updated by: Kathryn Lemerich
Reviewed by: Lee Nittel,
Director of Curriculum and Instruction
Updated with Common Core State Standards: September 2012
Members of the Board of Education:
Lisa Ellis, President
Patrick Rowe, Vice-President
David Arthur
Kevin Blair
Shade Grahling
Linda Gilbert
Thomas Haralampoudis
James Novotny
Superintendent: Dr. Michael Rossi
Madison Public Schools
359 Woodland Road, Madison, NJ 07940
www.madisonpublicschools.org
I. OVERVIEW
The purpose of the first grade mathematics curriculum is to continue to develop and foster the mathematical
concepts and skills which are essential to everyday living and to prepare students for further mathematical
study. Emphasis is placed throughout the curriculum on developing and encouraging a variety of problem
solving strategies. Student proficiency in computational skills needed in solving problems is stressed. Lessons
are prepared and implemented developmentally, sequentially and with the understanding that learning
proceeds from concrete to abstract levels.
Throughout the course emphasis is placed upon broadening the students' consciousness and knowledge of
basic computational skill sets, problem solving techniques, developing thinking skills and fostering a positive
attitude toward mathematics.
II. RATIONALE
The K-5 mathematics program mission is to provide students with content-specific skills and concepts while
developing problem-solving skills and strategies, communication, and reasoning. Lessons are prepared and
implemented developmentally, sequentially and with the understanding that learning proceeds from concrete
to abstract levels.
III. STUDENT OUTCOMES (Linked to the Common Core State Standards for Mathematics)
Chapter 1: Addition Concepts
Operations and Algebraic Thinking (1.OA)
Represent and solve problems involving addition and subtraction.
1.OA.1: Use addition and subtraction within 20 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.
Understand and apply properties of operations and the relationship between addition and subtraction.
1.OA.3: Apply properties of operations as strategies to add and subtract.3 3Students need not use formal terms
for these properties.
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)
Add and subtract within 20.
1.OA.6: Add and subtract within 20, 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).
Work with addition and subtraction equations.
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.OA.8: Determine the unknown whole number in an addition or subtraction equation relating three whole
numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11,
5 = – 3, 6 + 6 = �.
Chapter 2: Subtraction Concepts
Operations and Algebraic Thinking (1.OA)
Represent and solve problems involving addition and subtraction.
1.OA.1: Use addition and subtraction within 20 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.
Understand and apply properties of operations and the relationship between addition and subtraction.
1.OA.3: Apply properties of operations as strategies to add and subtract.3 3Students need not use formal terms
for these properties.
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)
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.
Add and subtract within 20.
1.OA.6: Add and subtract within 20, 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).
Work with addition and subtraction equations.
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.OA.8: Determine the unknown whole number in an addition or subtraction equation relating three whole
numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11,
5 = – 3, 6 + 6 = �.
Chapter 3: Addition and Subtraction Facts to 10
Operations and Algebraic Thinking (1.OA)
Represent and solve problems involving addition and subtraction.
1.OA.1: Use addition and subtraction within 20 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, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the
problem.
Understand and apply properties of operations and the relationship between addition and subtraction.
1.OA.3: Apply properties of operations as strategies to add and subtract.3 3Students need not use formal terms
for these properties.
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)
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.
Add and subtract within 20.
1.OA.6: Add and subtract within 20, 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).
Work with addition and subtraction equations.
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.OA.8: Determine the unknown whole number in an addition or subtraction equation relating three whole
numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11,
5 = – 3, 6 + 6 = �.
Chapter 4: Data and Graphing
Measurement and Data (1.MD)
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.
Chapter 5: Numbers and Patterns to 100
Number and Operations in Base Ten (1.NBT)
Extend the counting sequence.
1.NBT.1: Count to 120, starting at any number less than 120. In this range, read and write numerals and
represent a number of objects with a written numeral.
Understand place value.
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).
1.NBT.3: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the
results of comparisons with the symbols >, =, and <.
Chapter 6: Addition and Subtraction Facts to 12
Operations and Algebraic Thinking (1.OA)
Represent and solve problems involving addition and subtraction.
1.OA.1: Use addition and subtraction within 20 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, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the
problem.
Understand and apply properties of operations and the relationship between addition and subtraction.
1.OA.3: Apply properties of operations as strategies to add and subtract.3 3Students need not use formal terms
for these properties.
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)
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.
Add and subtract within 20.
1.OA.5: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
1.OA.6: Add and subtract within 20, 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).
Work with addition and subtraction equations.
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.OA.8: Determine the unknown whole number in an addition or subtraction equation relating three whole
numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11,
5 = – 3, 6 + 6 = �.
Chapter 7: Money
Chapter 8: Geometry, Fractions, and Probability
Geometry (1.G)
Reason with shapes and their attributes.
1.G.1: Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining
attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.
1.G.2: Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quartercircles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular
cylinders) to create a composite shape, and compose new shapes from the composite shape.4
4Students do not need to learn formal names such as “right rectangular prism.”
1.G.3: Partition circles and rectangles into two and four equal shares, describe the shares using the words
halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or
four of the shares. Understand for these examples that decomposing into more equal shares creates smaller
shares.
Chapter 9: Addition and Subtraction Facts to 20
Operations and Algebraic Thinking (1.OA)
Represent and solve problems involving addition and subtraction.
1.OA.1: Use addition and subtraction within 20 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, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the
problem.
Understand and apply properties of operations and the relationship between addition and subtraction.
1.OA.3: Apply properties of operations as strategies to add and subtract.3 3Students need not use formal terms
for these properties.
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)
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.
Add and subtract within 20.
1.OA.5: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
1.OA.6: Add and subtract within 20, 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).
Work with addition and subtraction equations.
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.OA.8: Determine the unknown whole number in an addition or subtraction equation relating three whole
numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11,
5 = – 3, 6 + 6 = �.
Chapter 10: Measurement
Measurement and Data (1.MD)
Measure lengths indirectly and by iterating length units.
1.MD.1: Order three objects by length; compare the lengths of two objects indirectly by using a third object.
1.MD.2: Express the length of an object as a whole number of length units, by laying multiple copies of a
shorter object (the length unit) end to end; understand that the length measurement of an object is the number
of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is
spanned by a whole number of length units with no gaps or overlaps.
Chapter 11: Time and Calendar
Measurement and Data (1.MD)
Tell and write time.
1.MD.3: Tell and write time in hours and half-hours using analog and digital clocks.
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.
Chapter 12: Two-digit Addition and Subtraction
Operations and Algebraic Thinking (1.OA)
Understand and apply properties of operations and the relationship between addition and subtraction.
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.
Add and subtract within 20.
1.OA.5: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
1.OA.6: Add and subtract within 20, 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).
Number and Operations in Base Ten (1.NBT)
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 twodigit 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.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.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.
IV.
ESSENTIAL QUESTIONS AND CONTENT
Chapter 1: Addition Concepts
LWDAT: add sums to six, add sums to eight, analyze and solve problems using skills and strategies
Chapter 2: Subtraction Concepts
LWDAT: subtract from 6 or less, subtract from 8 or less, analyze and solve problems using skills and
strategies
Chapter 3: Addition and Subtraction Facts to 10
LWDAT: add sums to 10, subtract from 10 or less, analyze and solve problems using skills and strategies
Chapter 4: Data and Graphing
LWDAT record and show data in different ways, read and make a picture graph, read and make a bar graph,
analyze and solve problems using skills and strategies
Chapter 5: Numbers and Patterns to 100
LWDAT read and write numbers to 100, count by twos, fives, and tens, compare and order numbers, analyze
and solve problems using skills and strategies
Chapter 6: Addition and Subtraction Facts to 12
LWDAT add two and three numbers with sums through 12, subtract from 12 or less, relate addition and
subtraction, analyze and solve problems using skills and strategies
Chapter 7: Money
LWDAT identify the value of pennies, nickels, dimes, and quarters, count groups of coins and write the total
value, analyze and solve problems using skills and strategies
Chapter 8: Geometry, Fractions, and Probability
LWDAT describe positions of objects in space using position words, identify, sort, and compare plane and
solid shapes, identify halves, thirds, and fourths, analyze and solve problems using skills and strategies
Chapter 9: Addition and Subtraction Facts to 20
LWDATadd two or three numbers with sums through 20, subtract from 13 through 20, relate addition and
subtraction, analyze and solve problems using skills and strategies
Chapter 10: Measurement
LWDAT measure lengths in customary and metric units, compare the weight or mass of an object to 1 pound
or 1 kilogram, compare capacities of cup, pint, and quart; and capacities of containers to a liter, analyze and
solve problems using skills and strategies
Chapter 11: Time and Calendar
LWDATorder events and compare times, read and write time to the hours and half-hour using a clock, use a
calendar, analyze and solve problems using skills and strategies
Chapter 12: Two-digit Addition and Subtraction
LWDAT add with one- and two-digit numbers, subtract with one- and two-digit numbers, add and subtract
whole numbers and money amounts, analyze and solve problems using skills and strategies
V. STRATEGIES
Students will be involved in cooperative learning and individual study throughout mathematics instruction.
Much of the instruction will incorporate problem-based learning, including hands-on activities,
manipulatives, projects, and class discussions, as well as other strategies determined by the teacher.
▪ Given a group of individual problem-solving situation, students will use a variety of mathematical
perceptions such as seeing patterns, making comparisons, estimating amounts, etc. to deduce a solution.
▪
▪
▪
Given a set of oral or written problems, students will understand the mathematical context, recognize the
operative significance of the symbols, and calculate the solutions.
Given manipulatives, games, models, calculators, and other technology, students will solve problems
appropriate to the unit or skill being studied.
Differentiated Instruction is a key component to mathematics instruction. See Appendix A (to be
developed in summer 2009) for grade specific activities and lessons.
VI. EVALUATION
Students’ learning will be evaluated regularly in the following manner:
▫
▫
▫
Teacher observation
Homework assignments
End of chapter tests
▫
▫
▫
Anecdotal records
Student projects
Cumulative Math Assessment (May)
VII. REQUIRED RESOURCES
Houghton Mifflin Mathematics
Creative Publications The Problem Solver 1
SUPPLEMENTAL RESOURCES:
One Hundred Hungry Ants Elinor J. Pinczes
How Big is a Foot? Rolf Myller
Pigs will be Pigs: Fun with Math and Money Amy Axelrod
Each Orange had 8 Slices Paul Giganti
The Doorbell Rang Pat Hutchins
Measuring Penny Loreen Leedy
Mummy Math: An Adventure in Geometry Cindy Neuschwander
12 Ways to Get to 11 Eve Merriam
Shapes, Shapes, Shapes Tana Hoban
Grandfather Tang’s Story Ann Tompert
Apple Fractions Jerry Pallotta
Inch by Inch Leo Lionni
Marvelous Math: A Book of Poems Lee Bennett Hopkins
The Penny Pot Stuart J. Murphy
Ten Black Dots Donald Crews
The Button Box Margarette S. Reid
Equal Shmequal Virginia L. Kroll
What Comes in 2’s, 3’s & 4’s Suzanne Aker
Two Ways to Count to 10 Ruby Dee
Tally O’Mally Stuart J. Murphy
A Three Hat Day Laura Geringer
The Grouch Ladybug Eric Carle
Benny’s Pennies Pat Brisson
Mouse Count Ellen Stoll Walsh
Anno’s Counting Book
Mitsumasa Anno
VIII. SCOPE AND SEQUENCE
Author’s note: In the pacing of the curriculum, Fridays have been set aside for Problem Solving activities. Teachers should
monitor students’ comprehension of these concepts as it may be possible to combine lessons for ease in lesson delivery or to
accommodate additional lesson time.
Chapter 1
Addition Concepts (12 days)
1.1 Model the concept of addition as increasing
1.2 Model the concept of addition as putting together
1.3 Solve addition sentences using plus and equal
1.4 Write addition sentences for number stories
1.5 Solve addition problems with zero
* Fast Facts
1.7 Add numbers in any order (Commutative property) “Turn around facts”
1.8 Write addition sentences with the sum of 7
1.9 Write addition sentences with the sum of 8
1.10 Algebra Readiness: Write addition sentences with the sum on either side of equal sign
1.11 Write addition sentences in vertical form
* Fast Facts
Chapter Review
Chapter Test
Chapter 2
Subtraction Concepts (12 days)
2.1
Show the meaning of subtraction
2.2
Show the meaning of subtraction by taking away
2.3
Solve subtraction sentences using symbols
2.4
Write subtraction sentences with operational symbols
2.5
Subtract 0 or find a difference of 0
2.6
Draw pictures to show subtraction
* Fast Facts
2.7
Write number sentences to find the difference from 7 or less
2.8
Write number sentences to find the difference from 8 or less
2.9
Subtract in vertical form
* Fast Facts
Chapter Review
Chapter Test
Chapter 3
Addition and subtraction facts to 10 (16 days)
3.1
Write sums to 10 by counting on (increasing) 1, 2, 3
3.2
Add using the commutative property
3.3
Find sums to 10 using a number line
3.4
Add using doubles and doubles plus one
* Fast Facts
3.7
3.8
3.9
3.10
3.11
3.12
3.13
3.14
Write differences by counting back (taking away) 1, 2, or 3
Subtract using a number line
Subtract by drawing a picture
Show the meaning of subtraction by comparing
Use subtraction to solve problems
* Fast Facts
Write and solve number sentences using related addition and subtraction facts (inverse
operations)
Write fact families using related facts (inverse operations)
Subtract using different strategies
* Fast Facts
Chapter Review
Chapter Test
Chapter 4
Data and Graphing
(11 days)
4.2
Represent data with tally marks on a chart
4.3
Read and use a picture graph to compare information
4.4
Make a picture graph to compare information
* Fast Facts
4.6
Read a bar graph and use it to compare information
4.7
Make a bar graph and use it to compare information
4.8
Use a tally char to make a bar graph and compare information
4.9
Use a graph to solve a problem
* Fast Facts
Chapter Review
Chapter Test
Chapter 5
Numbers and Patterns to 100 (20 days)
5.1
Count, write, order numbers to 19
5.2
Count and write decade numbers
5.3
Regroup tens ones as one ten
5.4
Recognize and write numbers to 50
5.5
Identify and write numbers to 99
5.6
Identify and order numbers to 100
5.7
So two digit numbers in two different ways
5.8
Skip count by twos to 100 (odd and even)
5.9
Skip count by fives to 100
5.10 Identify 1 more, 1 less, 10 more, and 10 less than a given number
5.11 Identify ordinal numbers from first through tenth
5.12 Use patterns to solve a problem
* Fast Facts
5.13 Estimate how many using a group of 10
5.14 Compare two numbers using greater than or less than
5.15 Compare two-digit numbers using greater than or less than symbols
5.17 Compare and order numbers to 100
* Fast Facts
Chapter Review
Chapter Test
Chapter 6
Addition and Subtraction Facts to 12 (16 days)
6.1
Write sums to 12 by counting on 1, 2, or 3
6.2
Identify equivalent form of the same number and write sums to 11
6.3
Identify equivalent form of the same number and write sums to 12
6.4
Find the sum of three one-digit numbers
6.5
Algebra Readiness: Write missing addends to solve addition problems
* Fast Facts
6.7
Count back to subtract
6.8
Solve subtraction facts from 11
6.9
Solve subtraction facts from 12
6.10 Relate addition and subtraction facts (inverse relationship) to solve problems
6.11 Write fact families for 11 using inverse relationship
6.12 Write fact families for 12 using inverse relationship
6.13 Recognize equivalent forms of the same number
6.14 Choose addition or subtraction to solve problems
* Fast Facts
Chapter Review
Chapter Test
Chapter 7
Money (15 days)
7.1
Identify coins and their values
7.2
Find the value of a group of nickels
7.3
Find the value of a group of nickels and pennies
7.4
Find the value of a group of dimes
7.5
Find the value of a group of dimes and pennies
7.6
Find the value of a group of dimes, nickels and pennies
7.7
Find different ways to show the same amount of money
7.8
Solve problems by using models to act out and each a solution
* Fast Facts
7.9
Identify a quarter and ways to make 25 cents with pennies, nickels, and dimes
7.10 Count the value of a group of pennies, nickels, dimes, and quarters
* Fast Facts
Chapter Review
Chapter Test
Chapter 8
Geometry, fractions, and probability (14 days)
8.1
Give and follow directions about position and location of objects
8.2
Arrange and describe the location of objects, position, proximity, and direction
8.3
Identify and describe attributes of triangles, rectangles, squares, and circles
8.4
Classify plane shapes by common attributes
8.5
Identify, describe, and compare solid shapes
8.6
Identify the faces of a solid shape
* Fast Facts
8.8
8.9
8.10
8.11
8.12
Identify symmetric shapes
Identify and count equal parts
Use fractions to name parts of a whole
Identify one third and one fourth of a whole
Predict outcomes with spinners
* Fast Facts
Chapter Review
Chapter Test
Chapter 9
Addition and subtraction facts to 20 (17 days)
9.1
Find double facts for addends to 10
9.2
Use counters to show a double plus one fact or numbers 1-9
9.3
Add numbers 1-10 to the number 10
9.4
Make a 10 as a strategy to learn addition facts
9.5
Find the sum of three numbers
9.6
Subtract by using a double fact
9.7
Subtract from 13 and 14 by using related addition facts
9.8
Use addition facts to aid in subtraction
9.9
Subtract from 17-20 by relating addition o subtraction
9.10 Write a number sentence based on given information
9.11 Use the inverse relationship between addition and subtraction to make a fact family
9.12 Solve related addition and subtraction problems
9.13 Subtract by using different methods
* Fast Facts
Chapter Review
Chapter Test
Chapter 10
Measurement (15 days)
10.1 Compare lengths and heights of objects
10.2 Estimate length by using nonstandard units
10.3 Measure an object in inches by using a ruler
10.4 Measure an object in centimeters by using a ruler
* Fast Fact
10.6 Compare the weights of objects using on-standard and direct comparison
10.7 Compare the weight of an object to one pound by direct comparison
10.8 Compare objects to a kilogram
10.9 Compare the capacity/volume of containers
10.10 Compare the capacity of cups, pints, quarts
10.11 Compare the capacity of containers to a liter
* Fast Facts
Chapter Review
Chapter Test
Chapter 11
Time and Calendar
11.1 Order events
11.2 Compare time
(16 days)
11.3
11.4
11.5
11.6
11.7
11.8
11.9
Tell time to the hour
Tell time to the half-hour
Write time in 2 different ways
Tell time on digital clocks
Show the times in different ways
Find elapsed time
Use models to solve problems
* Fast Facts
11.10 Read a calendar
11.11 Use a calendar
11.12 Use a table
* Fast Facts
Chapter Review
Chapter Test
Chapter 12
Two-digit Addition and Subtraction (18 days)
12.1 Use basic facts to add tens
12.2 Use basic facts to add one-digit numbers
12.3 Use basic facts to add two-digit numbers
12.4 Use different ways to add
12.5 Practice adding two-digit numbers
* Fast Facts
12.7 Use basic facts to subtract tens
12.8 Subtract one-digit numbers from two-digit numbers
12.9 Subtract two-digit numbers
12.10 Use different ways to subtract
MADISON PUBLIC SCHOOL DISTRICT
Grade 1 Math Enrichment Addendum
Below are suggested projects and materials for each unit of study in the first grade textbook. These projects
are only suggestions and can be replaced by another project that might better suit a child’s learning style. At
the end of this document is a list of other product ideas. Feel free to interchange a project with any of the
other product ideas.
Chapter 1
Addition Concepts (12 days)
Math Center found at: http://www.jmeacham.com/math/math.tubs.htm
Black line Masters: http://lrt.ednet.ns.ca/PD/BLM/table_of_contents.htm
Chapter 2
Subtraction Concepts (12 days)
Math Center found at: http://www.jmeacham.com/math/math.tubs.htm
Black line Masters: http://lrt.ednet.ns.ca/PD/BLM/table_of_contents.htm
Chapter 3
Addition and subtraction facts to 10 (16 days)
Math Center found at: http://www.jmeacham.com/math/math.tubs.htm
Black line Masters : http://lrt.ednet.ns.ca/PD/BLM/table_of_contents.htm
Recommended reading, McGrath, Barbara Barbieri. The M&M’s Addition Book. Massachusetts,
2004. (found at TJS)
Project: Create a Counting or a Story Book involving addition and subtraction.
Chapter 4
Data and Graphing (11 days)
Math Center found at: http://www.jmeacham.com/math/math.tubs.htm
Black line Masters: http://lrt.ednet.ns.ca/PD/BLM/table_of_contents.htm
Chapter 5
Numbers and Patterns to 100 (20 days)
Math Center found at: http://www.jmeacham.com/math/math.tubs.htm
Black line Masters: http://lrt.ednet.ns.ca/PD/BLM/table_of_contents.htm
Recommended reading, McGrath, Barbara Barbieri. The Cheerios Counting Book. New York:
Scholastic, 1998. (found at TJS)
Project: Create a Count to 100 brochure
Chapter 6
Addition and Subtraction Facts to 12 (16 days)
Math Center found at: http://www.jmeacham.com/math/math.tubs.htm
Black line Masters: http://lrt.ednet.ns.ca/PD/BLM/table_of_contents.htm
Recommended reading, McGrath, Barbara Barbieri. The M&M’s Addition Book.
Massachusetts, 2004. (found at TJS)
Project: create a count a how to book
Chapter 7
Money (15 days)
Math Center found at: http://www.jmeacham.com/math/math.tubs.htm
Black line Masters: http://lrt.ednet.ns.ca/PD/BLM/table_of_contents.htm
Chapter 8
Geometry, fractions, and probability (14 days)
Math Center found at : http://www.jmeacham.com/math/math.tubs.htm
Black line Masters: http://lrt.ednet.ns.ca/PD/BLM/table_of_contents.htm
Recommended reading:
McMillan, Bruce. Eating Fractions. New York: Scholastics, 1991. (found at TJS)
Pallotta, Jerry. Twizzlers. New York: Scholastic, Inc. 2002. (found at TJS)
Project: Create a menu or devise and double a recipe.
Chapter 9
Addition and subtraction facts to 20 (17 days)
Math Center found at: http://www.jmeacham.com/math/math.tubs.htm
Black line Masters: http://lrt.ednet.ns.ca/PD/BLM/table_of_contents.htm
Chapter 10
Measurement (15 days)
Math Center found at: http://www.jmeacham.com/math/math.tubs.htm
Black line Masters: http://lrt.ednet.ns.ca/PD/BLM/table_of_contents.htm
Chapter 11
Time and Calendar (16 days)
Math Center found at: http://www.jmeacham.com/math/math.tubs.htm
Black line Masters: http://lrt.ednet.ns.ca/PD/BLM/table_of_contents.htm
Chapter 12
Two-digit Addition and Subtraction (18 days)
Math Center found at: http://www.jmeacham.com/math/math.tubs.htm
Black line Masters: http://lrt.ednet.ns.ca/PD/BLM/table_of_contents.htm
General Math Resources Ideas and games:
Ten card frame:
http://www3.telus.net/public/m.games/WEB/PDF/GG%20PDF/10%20CARD%20FRAME.pdf
99 chart
http://www3.telus.net/public/m.games/WEB/PDF/GSM%20PDF/NINETY-NINE%20CHART.pdf
100 chart
http://www3.telus.net/public/m.games/WEB/PDF/GSM%20PDF/HUNDRED%20CHART%20.pdf
Fact families
http://www3.telus.net/public/m.games/WEB/PDF/GSM%20PDF/WORKSHEET.pdf
Math Journal: Write 10 addition, subtraction, multiplication, or division sentence for an answer. For
example, the answer is 150. 100+50, 200-50, 30X5, 300/2. Use it for the problem of the day.
Math Calculator Games:
*Wipe Out
Enter a given number into the calculator. When told “wipe out” the requested digit using the following rules.
You may not clear the calculator and reenter the number without the requested digit. You may not disturb
any digit but the one you are asked to “wipe out”.
Example: enter 4325. Tell the students to wipe out the 3. Students must enter -300 to remove the 3 leaving
the display to read 4025. Ask them next to “wipe out” the 2. Continue until the entire number is gone. Note:
Be sure the original number has different digits in each place to begin.
*Change the number
Tell the students to enter a number into the calculator. Make up three or more instructions of changes they
must make to the number using only the + or – keys.
Example: Start with 4536. Add two to the digit in the hundreds place. Subtract 3 from the digits in the ones
place. Add 2 to the digit in the thousands place. Add 4 to the digit in the tens place. If the student followed
all the instructions properly, the calculator should read 6773.
*Broken Key
Suppose the 7 key on the calculator is broken. This means you cannot directly enter the digit 7 from the
keypad. How would you use the calculator to do the following problems?
67+54
or
678+457
or
756-349
or
27x8
*Race to 100
Play in groups of two or three using a pair of dice, a set of base ten material, and a place value mat (a paper
divided into hundreds, tens, ones). Taking turns in the group, players roll the dice and obtain from the bank
the number of base ten blocks equal to the sum rolled. The blocks are placed on the place value mat. Players
must make trades if at any time the number of blocks in any one column is ten or more. The first group to
trade for hundreds block wins.
Reverse the game for Race for Zero. Start with 5 tens on the mat and use only one die. Players must remove
the number rolled trading as needed to obtain ones to remove. The first group to remove all blocks wins.
*Skip to 100
Using the calculator have students discover what numbers you can skip count by beginning at zero and reach
100. Us the automatic constant feature of the calculator (0 + skip count number = = = = …) and a 100 chart
for the activity.
Math Card Games:
*Go Fish to 10
Play Go Fish but student must make pairs so they equal to 10, face cards may equal 1
Another version, students can create pairs or upto 3 cards to make 15, 20, or 30. In this case face cards may
be worth Jack=11, Queen=12, King-13, Ace=1 or 14, depending on the rules you set. The person with the
most sets wins.
*Addition or Subtraction with regrouping
Turn over 4 cards. For two 2 digit numbers the face card are worth 1. The students need to arrange the 4
cards to create a number sentence with the highest value. The person(s) to have the highest sum earns a
point.
An example: Jack, 4, 7, Ace. A sample of possible number sentences 41+71=112 or 14+17=31 or 11+74=85
The highest of all possible solutions is 41+71=112
Another possible alternative is face cards are worth Jack=11, Queen=12, King-13, Ace=1 or 14, depending on
the rules you set. This creates 3 digit addition with regrouping.
*Addition, Subtraction, or Multiplication War
Two piles of cards and each student turns over a card and the first to add or multiply correctly keeps the pair.
The winner with the most cards wins