CCSS: Math
CCSS: 1st Grade Mathematics
Morrow County School District
Grade One
What are the grade level concepts
and Skills you will teach? What
must students learn?
Domain: Operations and Algebraic Thinking
Cluster: Represent and solve problems involving addition and subtraction.
CC.1.OA.1
Use addition and subtraction
Use addition and subtraction within 20 to solve word
within 20 to solve word problems.
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.
CC.1.OA.2
Solve addition word problems of 3
Solve word problems that call for addition of three whole
whole numbers up to 20.
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.
What materials and
resources will you
utilize?
How will you know
when the students
can do it? What is
the evidence of
learning?
Saxon
On Core Math
Saxon: 13 lessons; 12,
15-1, 21, 25-1, 30-2, 33,
50-2, 70-2, 80-2, 82, 94,
101, 118.
Lesson 1-14
Saxon, Excel – other
supplements
On Core Math
PD360 (Relating
Saxon: 3 lessons; 50-2,
114, 120-2.
Excel: 32, 64, 99, 114,
142, 149
Lesson 15
Guided Class
Practice & Written
Assessment (every
5 lessons)
Easy CBM
Saxon: 9 lessons; 41, 78,
94, 111, 114, 115-1, 1202, 132, 134.
Excel: 71, 72, 88, 89, 93,
106, 116.
Lesson 16-20
Guided Class
Practice & Written
Assessment (every
5 lessons)
Saxon: 6 lessons; 94, 951, 101, 121, 125-1, 134.
Excel: 38, 39, 44, 57, 58,
67, 71, 74, 79, 88, 89, 93,
100, 101, 106, 111, 117,
137.
Lesson 21-22
Guided Class
Practice & Written
Assessment (every
5 lessons)
Counting to Addition)
Domain: Operations and Algebraic Thinking
Cluster: Understand and apply properties of operations and the relationship between addition and subtraction.
CC.1.OA.3
Apply properties of operations as
Saxon, Excel – other
Apply properties of operations as strategies to add and
strategies to add and subtract.
supplements
subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is
On Core Math
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.)
CC.1.OA.4
Understand subtraction as an
Saxon, Excel – other
Understand subtraction as an unknown-addend problem. For
unknown-addend problem.
supplements
example, subtract 10 – 8 by finding the number that makes 10
On Core Math
when added to 8.
PD360 (Relating
Counting to Addition)
June 2013
When will you
teach the concepts
and skills?
Guided Class
Practice & Written
Assessment (every
5 lessons)
Easy CBM
Page 1
CCSS: Math
Domain: Operations and Algebraic Thinking
Cluster: Add and subtract within 20.
CC.1.OA.5
Relate counting to addition and subtraction (e.g., by counting
on 2 to add 2).
Relate counting to addition and
subtraction.
Saxon
On Core Math
PD360 (Relating
Counting to Addition)
CC.1.OA.6
Add and subtract within 20, demonstrating fluency for
addition and subtraction within 10. Use mental 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).
Domain: Operations and Algebraic Thinking
Cluster: Work with addition and subtraction equations.
CC.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.
CC.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
Domain: Number and Operations in Base Ten
Cluster: Extend the counting sequence.
CC.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.
June 2013
Saxon: 19 Lessons; 12,
15-1, 21, 25-1, 27, 34, 36,
37, 40-1, 44, 45-1, 56, 61,
68, 69, 89, 111, 115-1,
123.
Lesson 23-24
Guided Class
Practice & Written
Assessment (every
5 lessons)
Add and subtract within 20,
demonstrating fluency for addition
and subtraction within 10.
Saxon
On Core Math
Saxon: 41 lessons; 12,
15-1, 23, 27, 28, 30-1, 32,
36, 37, 40-1, 41, 44, 45-1,
49, 50-2, 56, 58, 59, 61,
68, 69, 76, 77, 78, 79, 801, 80-2, 89, 94, 95-1, 101,
102, 106, 111, 114, 1151, 121, 125-1, 129, 132,
134.
Lesson 25-41
Guided Class
Practice & Written
Assessment (every
5 lessons)
Understand the meaning of the
equal sign, and determine if
equations involving addition and
subtraction are true or false.
Saxon
On Core Math
Saxon: 14 lessons; 23,
25-1, 27, 33, 108.
Lesson 42
Guided Class
Practice & Written
Assessment (every
5 lessons)
Determine the unknown whole
number in an addition or
subtraction equation relating three
whole numbers.
Saxon, Excel – other
supplements
On Core Math
Saxon: 13 lessons; 21,
37, 45-1, 61, 69, 77, 80-1,
94, 95-1, 102, 106, 111,
115-1.
Excel: 38, 39, 45, 57, 60,
66, 67, 72, 78, 79, 89, 92,
101, 103, 104, 127, 141.
Lesson 43-46
Guided Class
Practice & Written
Assessment (every
5 lessons)
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.
Saxon
On Core Math
Saxon: 22 lessons; 2, 3,
4, 5, 8, 10-1, 16, 19, 20-1,
32, 34, 51, 53, 56, 70-1,
84, 85-1, 90-1, 92, 93, 98,
131.
Lesson 47-50
Guided Class
Practice & Written
Assessment (every
5 lessons)
Page 2
CCSS: Math
Domain: Number and Operations in Base Ten
Cluster: Understand Place Value.
CC.1.NBT.2
Understand that 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 – 19 are composed of a 10 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).
Understand that two digits of a
two-digit number represent
amounts of tens and ones
including special cases.
a.
b.
c.
d.
Saxon
Saxon, Bridges,
Excel – other
supplements
Saxon, Bridges,
Excel – other
supplements
On Core Math
Saxon:
a.
6 lessons; 84, 85-2,
86, 93, 105-2, 131.
b. 1 lessons; 53.
c.
6 lessons; 43, 46,
53, 84, 85-1, 85-2.
Bridges: U1L13, U2L1922, U4L11, U6L3, 4, 6, 7,
8, 11-13, 16-19
Excel:
a.
6, 13, 16, 21, 24,
29, 33, 42, 61, 63,
69, 72, 74, 82, 86,
94, 98, 102, 109,
111, 113, 130, 137,
147.
b. 13, 16, 21, 24, 35,
42, 61, 63, 69, 82,
94, 98, 109, 113,
147.
c. 52, 80, 91, 111,
121, 126.
Guided Class
Practice & Written
Assessment (every
5 lessons)
Lesson 51-56
CC.1.NBT.3
Compare two two-digit numbers based on meetings of the
tens and ones digits, recording the results of comparisons
with the symbols <, >, and =.
CC.1.NBT.4
Add within 100, including adding a two-digit number and a
one-digit number, and adding a two-digit 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.
CC.1.NBT.5
Given a two-digit number, mentally find 10 more or 10 less
June 2013
Compare two two-digit numbers
based on meetings of the tens and
ones digits, recording the results of
comparisons with the symbols <, >,
and =.
Add within 100; (2 digits +1, 2
digits + multiple of 10) using
various strategies, related to a
written method and explain
reasoning. Understand regrouping.
Saxon, Excel – other
supplements
On Core Math
Given a two-digit number,
mentally find 10 more or 10 less
Saxon
Teacher will need to
Saxon: 4 lessons; 55-2,
85-1, 92, 108.
Excel: 52, 80, 91, 111,
121, 126.
Lesson 57-60
Saxon
On Core Math
Saxon: 18 lessons; 32,
34, 56, 58, 59, 61, 66, 73,
74, 75-1, 81, 84, 86, 89,
90-1, 91, 105-1, 120-2.
Lesson 61-66
Saxon: 7 lessons; 43, 46,
84, 89, 90-1, 91, 123.
Guided Class
Practice & Written
Assessment (every
5 lessons)
Guided Class
Practice & Written
Assessment (every
5 lessons)
Guided Class
Practice & Written
Page 3
CCSS: Math
than the number, without having to count; explain the
reasoning used.
CC.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.
Domain: Measurement and Data
Cluster: Measure lengths indirectly and by iterating length units.
CC.1.MD.1
Order three objects by length; compare the lengths of two
objects indirectly by using a third object.
CC.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.
Domain: Measurement and Data
Cluster: Tell and write time.
CC.1.MD.3
Tell and write time in hours and half-hours using analog and
digital clocks.
Prevalent in Math
Meeting Lessons.
than the number, without having
to count; explain the reasoning
used.
Subtract any multiples of 10 from
any multiples of 10 to 90 using
various strategies related to
written and explain reasoning.
supplement the
mental practice
On Core Math
Saxon
On Core Math
Order/compare 3 objects by
length.
Saxon, Bridges,
Excel, Other
supplements –
On Core Math
Saxon: 2 lessons; 62,
104.
Bridges: U4L20
Excel: 50, 56, 83.
Lesson 70-71
Guided Class
Practice & Written
Assessment (every
5 lessons)
Saxon, Bridges,
Excel, Other
supplements –
On Core Math
Saxon: 4 lessons; 35-2,
62, 95-2, 104.
Bridges: U4L3, 6-8, 12,
15, 18, 20, 23.
Excel: 50, 56, 83.
Guided Class
Practice & Written
Assessment (every
5 lessons)
Measure an object using nonstandard units.
Lesson 67
Saxon: 2 lessons; 43,
123.
Prevalent in Math
Meeting lessons.
Lesson 68-69
June 2013
Guided Class
Practice & Written
Assessment (every
5 lessons)
Lesson 72-74
Tell and write time in hours and
half-hours using analog and digital
clocks.
Saxon, Excel, Other
supplements –
On Core Math
Saxon: 3 lessons; 48, 57,
87.
Excel: 26, 27, 62, 138,
143, 152.
Lesson 75-78
Domain: Measurement and Data
Cluster: Represent and interpret data.
CC.1.MD.4
Assessment (every
5 lessons)
Organize, interpret data, and
Saxon, Excel, Other
Saxon: 10 lessons; 5, 7,
10-1, 19, 38, 40-1, 65-1,
Guided Class
Practice & Written
Assessment (every
5 lessons)
Guided Class
Page 4
CCSS: Math
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.
Domain: Geometry
Cluster: Reasons with shapes and their attributes.
CC.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 that
possess defining attributes.
CC.1.G.2
Compose two-dimensional shapes (rectangles, squares,
trapezoids, triangles, half-circles, and quarter-circles) or threedimensional 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.
CC.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.
June 2013
supplements –
On Core Math
70-1, 82, 118.
Excel: 73, 115, 120.
Distinguish between defining
attributes; versus non-defining
attributes; build and draw shapes
that possess defining attributes.
Saxon
On Core Math
Saxon: 13 lessons; 6, 13,
24, 38, 40-2, 60-1, 65-1,
83, 96, 112, 120-1, 124,
125-2.
Use 2 – or 3 – dimensional shapes
to create a new shape.
Saxon, Bridges,
Excel, Other
supplements –
On Core Math
answer questions of 3 strategies.
Lesson 79-85
Lesson 86-89
Saxon: 7 Lessons; 31, 601, 65-1, 75-2, 112, 120-1,
125-2.
Bridges: U2L6, U5L3-5,
14, U6L3, 4, 9, 14, 23, 24
Excel: 8, 9, 65, 125, 135.
Practice & Written
Assessment (every
5 lessons)
Guided Class
Practice & Written
Assessment (every
5 lessons)
Guided Class
Practice & Written
Assessment (every
5 lessons)
Lesson 90-97
Divide circles and rectangles into
two and four equal shares, use
fractional vocabulary.
Saxon, Bridges,
Excel, Other
supplements –
On Core Math
Saxon: 5 Lessons; 55-1,
87, 88, 107, 117.
Bridges: U2L12, U6L23
Excel: 107, 108, 119,
128, 148.
Guided Class
Practice & Written
Assessment (every
5 lessons)
Lesson 98-100
Page 5