Common Core Mathematics 1
Year at Glance
WHAT STUDENTS LEARN IN Mathematics 1
Mathematics Gr. 1 CA Framework
Overview
Of particular importance for students to attain in grade one are the concepts, skills and understandings necessary to
represent and solve problems involving addition and subtraction; understand and apply properties of operations and the
relationship between addition and subtraction; add and subtract within 20; work with addition and subtraction equations; extend
the counting sequence; understand place value and use place value understanding and properties of operations to add and
subtract; and measure lengths indirectly and by iterating length units. By the end of grade one, students are expected to count to
120 (starting from any number), compare whole numbers (at least to 100), and read and write numerals in the same range.
Students need to think of whole numbers between 10 and 100 in terms of tens and ones (especially recognizing the numbers 11
to 19 as composed of a ten and some ones). Counting to 120 and reading and representing these numbers with numerals will
prepare students to count, read, and write numbers within 1,000 in grade two. By the end of grade one, students are expected to
add and subtract within 20 and demonstrate fluency with these operations within 10. Students can represent and solve word
problems involving add-to, take-from, put-together, take-apart, and compare situations including addend unknown situations. They
know how to apply properties of addition (associative and commutative) and strategies based on these properties (e.g., “making
tens”) to solve addition and subtraction problems. Students use methods to add (within 100), subtract multiples of 10 (using
various strategies), and mentally find 10 more or 10 less without counting. Students understand how to solve addition and
subtraction equations. By the end of grade one, students are expected to order three objects by length (using non-standard units).
Students indirectly measure objects by comparing the length of two objects by using a third object as a measuring tool. Mastering
grade one measurement standards will prepare students to measure and estimate lengths (in standard units) as required in the
grade two standards. Grade one students describe and classify shapes by geometric attributes, and they explain why a shape
belongs to a given category (e.g., squares, triangles, circles, rectangles, rhombuses, hexagons, and trapezoids). Students can
use graphs and charts to organize and represent data. Students tell and write time in hours and half-hours.
IMP CC Mathematics Gr. 1 Course Outline 2014-15 FUESD First Grade Math Instructional Timeline
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Mathematics 1
Year at Glance
Unit
Length
Unit Name & Sub-topics
Standards
Addressed
Prior Knowledge
M = Major Cluster
A/S = Additional or
Supporting Cluster
1 week
August
11th
6 Weeks
August 18th
to Sept.
26th
0: Introductory Week
 Setting the tone
 Establishing Routines
1: Addition and Subtraction within 20
 Concept of the equal sign
 Memorize sums and differences within 10
 Fluently add and subtract within 20
 Solve word problem types: put together, take
apart and compare with the unknown in all
locations
 Use methods of counting on, converting to an
easier problem, making a ten, etc to solve
addition and subtraction word problems.
 Use objects, drawings such as bar models,
ten frames, and number bonds, and
equations to solve word problems.
 Add 3 whole numbers with a sum less than
20.
 Use a symbol to represent the unknown and
symbols for addition and subtraction to write
an equation for a word problem.
 Relate addition to subtraction and use
OA 1, 2, 3, 4, 5, 6,
7, 8
(ALL MAJOR)
IMP CC Mathematics Gr. 1 Course Outline 2014-15 FUESD First Grade Math Instructional Timeline
Assessment
Guidelines
*manipulatives
may be used when
memorization and
fluency is not the
goal of the
assessment
 Addition and
subtraction within
10 (fluent within 5)
 Basic word
problem types
 Counting
 Making a 10
Unit 3 and Unit 4
Synced
assessments to
be given at the
end of this unit.
2
3 Weeks
Sept. 29th
to Oct. 17th
4 Weeks
Oct. 20th to
Nov. 14th
Nov. 17-21st
8 Weeks
Dec. 1st to
Feb. 6th
properties of addition and subtraction to find
missing addends or sums/differences.
 Explain, write and reflect on problem solving
strategies
 Understand counting by 2’s as adding.
2: Linear Measurement
MD 1, 2
(All Major)
 Order 3 objects by length
 Compare the length of 2 objects relative to a
third to see transitivity of length.
 Measure to the nearest whole unit by iterating
a non-standard unit (suggest unit cubes).
 Vocabulary- shorter, taller, longer, higherapplied to length and width
 Concept of linear measurement
3: Place Value
 Count to 120 from different starting points.
 Read and write number to 120
 Represent number to 120 with objects and
numerals
 Place value of tens and ones
 Compare two 2-digit numbers using symbols
 See “teen” numbers as a bundle of 10 with
leftover ones.
 Use ten frames and base 10 blocks.
Review, catch up, move forward
NBT 1, 2a, 2b, 2c,
3
(All Major)
4: Addition and Subtraction within 100
 Add two 2-digit or a 2- with a 1-digit number
 Add a multiple of 10 to a 2-digit number
 Use the following methods to add: concrete
objects, drawings, mental math relying on
place value, properties of addition and
subtractions, relationship between addition
NBT 4, 5, 6
(ALL MAJOR)
 Direct
comparison of
length of 2 objects
 Concept of
place value within
20
 Compare
numbers
Unit 5 Synced
Assessment to be
given at the end
of this unit.
Unit 6 Synced
assessment
______________
Unit 7 Synced
assessment
May give separately or
together at end
IMP CC Mathematics Gr. 1 Course Outline 2014-15 FUESD First Grade Math Instructional Timeline

Unit 1
Unit 8
assessment to be
given at end of
this unit
3
3 Weeks
Feb. 9th to
Mar. 6th
Mar. 9th 13th
and subtraction.
 Explain reasoning for methods
 Compose a 10 from adding ones.
 Find 10 more or 10 less mentally
 Subtract multiples of 10.
5: Data and Graphs
MD 4 (A/S)
 Organize, represent and interpret data- up to
3 categories.
 Ask and analyze questions about the total,
the number in each category and more or
less.
 Use tally charts, picture graphs or bar graphs.
 Add and subtract to find totals if differences
between categories.
 Classify and
count objects
Unit 9 Synced
assessment to be
given at the end
of this unit.
Review, catch up, move forward
Unit 1 & 2
Assessment
This is the time to look at
mastery on Major
Standards
4 Weeks
Mar 16th to
Apr. 17th
6: Shapes
G 1, 2, 3
(All A/S)
 Concept of which attributes define a shape
and which simply describe any item.
 Build and draw shapes with given attributes.
 Compose 2- and 3-dimensional shapes to
make new shapes.
 Partition circles and rectangles in equal
shares to see halves and fourths.
 Understand that halves of different wholes
can have the same name but not necessarily
be the same size.
 Compare and contrast 2- and 3-dimensional
shapes
 For 3-dimensional shapes, name the faces,
vertices and edges.
IMP CC Mathematics Gr. 1 Course Outline 2014-15 FUESD First Grade Math Instructional Timeline
 Names of
shapes
 2- vs. 3dimensional
shapes
Unit 10 Synced
assessment to be
given at the end
of this unit.
4
3 Weeks
Apr. 20th to
May 8th
7: Time
 Relate half of an hour to being half of the
clock.
 Tell time to the hour and half-hour
 Relate time on a digital and analog clock.
 Understand the concept that the clock
completes two full cycles of 12 hours in a
day.
 Understand the concept of the hour hand
moving between two hours throughout the
hour.
 Know that 60 minutes is one hour and 30
minutes is a half of an hour.
 Write time using correct notation
Review, catch up
MD 3 (A/S)
 Basic bar and
picture graphs
Unit 11 Synced
Assessment to be
given at the end
of this unit.
May 1128th
 Indicates pre-units to be taught to address standards that were taught in prior grades, but have moved grade levels and for
which students need a first-teaching, or in which students need review. Pre-units may be phased out over time.
IMP CC Mathematics Gr. 1 Course Outline 2014-15 FUESD First Grade Math Instructional Timeline
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