Mathematics
Grade 1 – Unit 1 (SAMPLE)
Possible time frame:
9 weeks
Building on their knowledge from kindergarten, students will continue to work with numbers to 10 as a foundational skill in learning the place value system. Students begin by
building fluency with addition and subtraction facts within 10. This fluency will be practiced and revisited throughout the entire year. In order to build this fluency, students
should build upon their fluency with facts within 5 from kindergarten. Students will also be introduced to new addition and subtraction situations: Add To/Take From with
1
Change Unknown and Compare with Difference Unknown, Bigger Unknown, and Smaller Unknown.
Major Cluster Standards
Standards Clarification
Represent and solve problems involving addition and subtraction.
For all standards in this
1.OA.A.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking
unit, focus on working
apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to
with sums and
represent the problem.
differences within 10.
Students will build upon
Understand and apply properties of operations and the relationship between addition and subtraction.
this foundation in Unit 2
1.OA.B.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.
when the focus becomes
(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
sums and differences
property of addition.)
within 20.
1.OA.B.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added
to 8.
1.OA.A.1 See Glossary,
Table 1 in Common Core
Add and subtract within 20.
State Standards for
1.OA.C.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
Mathematics, page 88,
1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten
for more information on
(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
the addition and
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
subtraction situations
by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
listed.
Unit 1: Addition and Subtraction of Numbers to 10 and Fluency
Work with addition and subtraction equations.
1.OA.D.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.D.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 =□.
Review the Grade 1 sample year-long scope and sequence associated with this unit plan.
1
For more information on these problem situations, see the Operations and Algebraic Thinking progression document, page 12-17.
1.OA.B.3 Students do not
need to use the formal
terms for these
properties.
1
Mathematics
Grade 1 – Unit 1 (SAMPLE)
What will students know and be able to do by the end of this unit?
Students will demonstrate an understanding of the unit focus and meet the expectations of the Common Core State Standards on the unit assessments.
Standards
Unit Assessment
Objectives and
Formative Tasks
The major clusters for this
unit include:
Students will demonstrate
mastery of the content
through assessment items
and tasks requiring:
Objectives and tasks
aligned to the CCSS prepare
students to meet the
expectations of the unit
assessments.
•
•
•
•
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.
•
•
•
•
Conceptual
Understanding
Procedural Skill and
Fluency
Application
Math Practices
Concepts and Skills
Each objective is broken
down into the key concepts
and skills students should
learn in order to master
objectives.
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Mathematics
Grade 1 – Unit 1 (SAMPLE)
Sample End-of-Unit Assessment Items:
1. Write two different addition sentences using 3, 4, and 7 that describe the party picture below.
2. Alisha and Terry are trying to find the unknown that makes this number sentence true:
5 + 3 = ____ + 4. Alisha says when the unknown is 4, the sentence is true. Terry says 8 makes the
number sentence true.
a. Who is correct? Explain your thinking using pictures, words, or numbers.
b. Alisha says that 3 and 5 is equal to 5 and 3. Terry says that she is wrong again. Explain who is
correct. Use pictures, numbers or words to explain.
3. Colby had 7 carrot sticks in his lunchbox. He put 5 of the carrot sticks on his plate. How many carrot
sticks are left in Colby’s lunchbox?
a. Explain your thinking using pictures, numbers, or words.
b. Write a number sentence that shows how you solved the problem.
4. There were 6 friends at Maria’s birthday party. Some more friends came to the party a little late.
Then there were 9 friends at the birthday party. How many friends came to the party a little late?
a. Draw a picture to help you solve the problem.
b. Write an addition sentence to match the story.
c. Tell how many friends came to the party a little late.
5. Jeremiah says you can use addition to solve subtraction sentences.
He says to solve 10 − 6 = ∎, just add 10 + 6.
Some of what Jeremiah says is right and some of what he says is wrong. Explain how Jeremiah is
right and wrong using words, pictures, or numbers.
6. At the park, there are 8 friends playing baseball. Some more friends come. Now there are 10 friends
playing.
a. How many more friends came to play with the first 8 friends? Explain your thinking using a
drawing, numbers, or words.
b. Write an addition sentence and a subtraction sentence to match the story.
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Mathematics
Grade 1 – Unit 1 (SAMPLE)
7. Use the facts in the boxes below.
a. Color all facts that equal 7 red.
b. Color all facts that equal 8 blue.
c. Color all facts that equal 10 yellow.
3+7
4+4
10 – 3
7-0
6+4
5+3
2+8
9–2
1+7
8. Alison is not sure how to add 5 + 3. Explain how she can use counting to add 5 + 3.
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Mathematics
Grade 1 – Unit 1 (SAMPLE)
Sample End-of-unit Assessment Item Responses:
1. Write two different addition sentences using 3, 4, and 7 that describe the party picture below.
(1.OA.B.3, 1.OA.C.6)
2.
Alisha and Terry are trying to find the unknown that makes this number sentence true:
5 + 3 = ____ + 4. Alisha says when the unknown is 4, the sentence is true. Terry says 8 makes the
number sentence true.
a. Who is correct? Explain your thinking using pictures, words, or numbers. (1.OA.D.7)
b. Alisha says that 3 and 5 is equal to 5 and 3. Terry says that she is wrong again. Explain who is
correct. Use pictures, numbers or words to explain. (1.OA.B.3)
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Mathematics
Grade 1 – Unit 1 (SAMPLE)
3. Colby had 7 carrot sticks in his lunchbox. He put 5 of the carrot sticks on his plate. How many carrot
sticks are left in Colby’s lunchbox? (1.OA.A.1, 1.OA.C.6)
a. Explain your thinking using pictures, numbers, or words.
b. Write a number sentence that shows how you solved the problem.
4. There were 6 friends at Maria’s birthday party. Some more friends came to the party a little late.
Then there were 9 friends at the birthday party. How many friends came to the party a little late?
a. Draw a picture to help you solve the problem. (1.OA.A.1)
b. Write an addition sentence to match the story. (1.OA.A.1, 1.OA.C.6)
c. Tell how many friends came to the party a little late. (1.OA.A.1)
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Mathematics
Grade 1 – Unit 1 (SAMPLE)
5. Jeremiah says you can use addition to solve subtraction sentences.
He says to solve 10 − 6 = ∎, just add 10 + 6.
Explain how Jeremiah is right and wrong using words, pictures, and numbers. (1.OA.B.4, 1.OA.D.8)
6. At the park, there are 8 friends playing baseball. Some more friends come. Now there are 10 friends
playing.
a. How many friends came to play with the first 8 friends? Explain your thinking using a
drawing, numbers, and words. (1.OA.A.1, 1.OA.C.6)
b. Write an addition sentence and a subtraction sentence to match the story. (1.OA.B.4)
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Mathematics
Grade 1 – Unit 1 (SAMPLE)
7. Use the facts in the boxes below. (1.OA.C.6)
a. Color all facts that equal 7 red.
b. Color all facts that equal 8 blue.
c. Color all facts that equal 10 yellow.
3+7
4+4
10 – 3
7-0
6+4
5+3
2+8
9–2
1+7
8. Alison is not sure how to add 5 + 3. Explain how she can use counting to add 5 + 3. (1.OA.C.5)
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Mathematics
Grade 1 – Unit 1 (SAMPLE)
Possible Pacing and Sequence of Standards
Content and Practice Standards
Represent and solve problems
involving addition and subtraction.
1.OA.A.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.B.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.)
1.OA.B.4 Understand subtraction as
an unknown-addend problem. For
Possible Pacing and Sequence
Daily Routines
Daily routines involving counting should be a part of every unit and should be used each day that students are in school.
Below are some examples of daily routines that could be used. Using these routines will help to refresh students’
understanding of the counting they learned in Kindergarten. As the year progresses, the routines will include larger
numbers so students will continue to learn the count sequence. In other units, use these routines to aid the discussion of
place value.
Days in School: The focus of this routine is the oral counting sequence. Each day have one student place a straw or a
popsicle stick in a container. Have the student count the number of straws in the container and record the numeral on
chart paper. As students count 10 straws, bundle the 10 straws and emphasize that there is one ten. Discuss with students
what happens each time they place another straw in the container. Relate the process of counting to adding one more.
Counting on a Number Path: Each day of school write the numeral for the day (on day 1 write 1; on day 15 write 15) on a
number path. For example:
1 2
3
4
5
6
The number path can be created using adding machine tape. A separating line is added after each number is added to the
number path. For multiples of 10, write the numbers in red and circle it. Discuss with students why the number 10 is
important. Again, the focus of this routine is on the oral count sequence and associating a written numeral with the
number name.
Choral Counting: Have students count aloud as a whole class. Choose a starting point and a number sequence (1s, 5s, or
10s—for the first unit use 1s). Have students count as a whole group. Use the number path or a hundreds chart as a visual
for students who are struggling.
Counting On and Back: Give students a starting number, a sequence, and a stopping number. Have students count on to
the stopping number and reach their hands upward. When they reach the stopping number have them count back and
reach their hands downward.
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Mathematics
Grade 1 – Unit 1 (SAMPLE)
example, subtract 10 – 8 by finding
the number that makes 10 when
added to 8.
Add and subtract within 20.
1.OA.C.5 Relate counting to
addition and subtraction (e.g., by
counting on 2 to add 2).
1.OA.C.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).
Days 1-3
Objectives:
Students will decompose numbers (to 10) in multiple ways.
Students will describe numbers of objects as 1 more within various configurations.
Concepts and Skills:
• Recall different ways to make 5 from Kindergarten work
• Decompose numbers 6 through 10 using 5 as a benchmark number (5 + 1, 5 + 2, etc.)
• Decompose numbers 6 through 10 in different ways
• Use number bonds to show decompositions of numbers
• Represent decompositions as addition expressions
• Visually recognize two sets of objects together (see 5 dots and 2 dots as 7 dots)
• Describe numbers 6 through 10 as 1 more
• Explain how counting on relates to addition
Sample Tasks:
1) Circle a group of 5. Make a number bond using 5.
Work with addition and
subtraction equations.
1.OA.D.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
10
Mathematics
Grade 1 – Unit 1 (SAMPLE)
equations are true and which are
false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5,
4 + 1 = 5 + 2.
1.OA.D.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 =□.
Possible Connections to Standards
for Mathematical Practices
MP.1 Make sense of problems and
persevere in solving them.
Students will make sense of word
problems in order to determine
whether to use an addition or
subtraction strategy.
MP.2 Reason abstractly and
quantitatively.
Students will reason abstractly by
writing number sentences with
symbols for unknown quantities to
represent word problems. Students
will reason quantitatively by
reasoning that two expressions are
equal because they represent the
2) Circle two parts you see. Make a number bond to match.
3) Draw one more in the group. In the sentence, write the numbers to describe the new picture.
1 more than 7 is _______.
7 + 1 = _______.
Days 4-7
Objectives:
Students will represent put together situations with drawings or addition expressions to 10.
Students will count on from a given number to totals of 6 through 9 and represent counting on as an addition expression.
Students will write all addition expressions equal to 10.
Concepts and Skills:
• Represent a given put together scenario with a drawing or number bond diagram
• Count on from a given number to tell the total number of objects in the group
• Write addition expressions to represent drawings or number bond diagrams
• Find all number pairs for numbers 6 – 10. (This does not focus on the commutative property)
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Mathematics
Grade 1 – Unit 1 (SAMPLE)
same amount.
MP.3 Construct viable arguments
and critique the reasoning of
others.
Students will explain how they
know two expressions are
equivalent. Students will also
explain the strategies they use to
add or subtract numbers.
MP.4 Model with mathematics.
Students will use drawings and
number sentences to represent the
different addition and subtraction
situations in word problems.
MP.5 Use appropriate tools
strategically.
Students can choose to use
drawings, number bond diagrams,
or manipulatives to help them
make sense of word problems.
MP.6 Attend to precision.
Students will attend to precision
when understanding the meaning
of the equal sign by making sure
there is the same number of
objects on both sides of the equal
sign.
Sample Tasks:
1) Marcus had 6 pieces of candy. He decided to give some to his friend and keep some for himself. Use pictures and
numbers to show 2 ways that Marcus could have split up the 6 pieces of candy.
2) Tom has 4 red cars and 3 green cars. Dave has 5 red cars and 2 green cars. Dave thinks he has more cars than Tom has.
Is Dave right? Draw a picture to show how you know.
3) Show two ways to make 8.
+
+
Days 8-9
Objectives:
Students will describe what the equal sign means.
Students will show with objects what the equal sign means.
Students will demonstrate understanding of the equal sign by constructing true number sentences using equivalent
expressions.
Concepts and Skills:
• Show that two expressions are equal because there are the same number of items on both sides of the equal sign
• Use objects, show that two different number pairs for the same total are equal (3 + 4 is the same as 5 + 2 because
both number pairs have a total of 7 objects on each side of the equal sign)
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Mathematics
Grade 1 – Unit 1 (SAMPLE)
MP.7 Look for and make use of
structure.
Students will look for structure in
the numbers 6-10 and use the
structure to understand addition as
counting on 1, 2, or 3 more.
Students will also look for and
make use of structure as they
create easier or known sums to add
numbers (doubles and doubles plus
1).
MP.8 Look for and express
regularity in repeated reasoning.
Students will look for repeated
reasoning in addition and
subtraction facts that involve 1
more and 1 less and use the
reasoning to relate addition to
counting on and counting back.
Sample Tasks:
1) Write an expression that matches the groups on each plate. If the plates have the same amount of fruit, write the equal
sign between the expressions.
2) Find the expressions that are equal. Use the equal expressions to write true number sentences.
5+3
8+2
4+4
7+3
Days 10-13
Objectives:
Students will solve add to with result unknown and put together with result unknown word problems by drawing or writing
equations.
Students will solve add with change unknown math stories by drawing and writing equations.
Students will tell add to/put together with result unknown and add to with change unknown stories give equations.
Students will represent an unknown amount in an equation with a symbol.
Concepts and Skills:
• Model math stories with drawings
• Represent drawings with numerals
• Write addition sentences to represent drawings and math stories
• Use drawings and addition sentences to
• Tell math stories given the equation
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Mathematics
Grade 1 – Unit 1 (SAMPLE)
Sample Tasks:
1) There are 4 tall boys and 5 short boys. Draw how many boys there are in all. Tell how many boys there are in all. Write a
number sentence to show what you did.
2) Jill was given a total of 5 flowers for her birthday. Draw more flowers in the vase to show Jill’s birthday flowers.
How many flowers did you have to draw? ______ flowers
Write a number sentence to match the story.
3) With a partner, create a story for the number sentence 6 + 2 = □. Draw a picture to show your story.
Days 14-17
Objective:
Students will count on up to 3 more using various models to track the change.
Students will count on to find the unknown part in missing addend equations.
Concepts and Skills:
• Given any number count on 1, 2, or 3 more
• Use number cards, fingers, and other manipulatives to model counting on
• Represent counting on situations as addition equations
• Find the missing addend in given equation such as 6 + ___ = 9
• Answer the question “How many more to make 6, 7, 8, 9, and 10?”
• Describe numbers 6 through 10 as 2 more or 3 more
• Explain how counting on relates to addition
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Mathematics
Grade 1 – Unit 1 (SAMPLE)
Sample Tasks:
1) Count on to add.
There are _____ crayons altogether.
2) Explain to James how to use counting on to find 6 + 3.
Days 18-21
Objectives:
Students will demonstrate understanding of the equal sign by identifying true number sentences.
Students will demonstrate understanding of the equal sign by constructing a true number sentence.
Students will use manipulatives to show that changing the order of the addends in an addition expression results in the
same total.
Students will model math stories with two equivalent addition number sentences by changing the order of the addends.
Concepts and Skills:
• Use manipulatives to model addition expressions
• Show that two addition expressions using the same numbers in different orders result in the same total
• Explain why two addition expressions using the same numbers in different orders result in the same total
• Identify equivalent expressions, including that a number is equal to itself (i.e., 4 = 4)
• Identify number sentences as true or false and explain how they know the sentence is true or false
• Construct true number sentences by writing two equivalent expressions
• Model math story problems with two addition number sentences by changing the order of the addends
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Mathematics
Grade 1 – Unit 1 (SAMPLE)
Sample Task:
1) Are these number sentences true? Check the box if it is true; X the box if it false. If the number sentence is false, rewrite it to make it true.
(a) 3 + 1 = 2 + 2
(b) 9 + 1 = 1 + 2
(c) 0 + 10 = 2 + 8
2) Write a number in the number sentence to make the number sentence true. 1 + _____ = 3 + 2
3) Complete the number sentences to match the picture.
+
= 5
+
= 5
5
=
+
=
+
4) Write two addition sentences using the numbers 2, 6, and 8.
5) Laura has 3 stickers. Her friend gives her 4 more stickers. Write two addition number sentences to show how many
stickers Laura has now.
Teacher note: This portion of the unit is dedicated to the commutative property but students are NOT expected to know
the name of the property or define the property. They are expected to understand that the order of the addends can be
changed without changing the result and apply this understanding in solving addition problems.
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Mathematics
Grade 1 – Unit 1 (SAMPLE)
Days 22-24
Objectives:
Students will solve addition problems by identifying doubles and doubles plus 1 within 10.
Students will explain how doubles plus 1 can help add numbers.
Students will build fluency with addition facts to 10 using strategies from the unit.
Concepts and Skills:
• Visually recognize doubles with manipulatives (linking cubes, fingers, dot cards, etc.)
• Represent doubles with addition expressions
• Solve addition problems involving doubles and doubles plus 1
• Visually recognize doubles plus 1 with manipulatives
• Represent doubles plus 1 with addition expressions
• Solve addition problems involving doubles plus 1
• Explain how doubles and doubles plus 1 can help when adding numbers
• Practice with addition facts to ten using all strategies from the unit to build fluency
Sample Task:
1) Solve 4 + 5 = ____. Write the double fact that helped you solve this number sentence.
2) Show how the doubles plus 1 strategy can help you solve 5 + 6 = □.
3) Solve the following addition problems:
(a) 3 + 3 = ____
(b) 5 + ____ = 10
(c) 9 = 4 + ____
4) Solve the following addition problems. Tell how you solved each problem.
(a) 5 + 1 = ____
(b) 6 + ____ = 8
(c) 7 = ____ + 4
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Mathematics
Grade 1 – Unit 1 (SAMPLE)
Days 25-28
Objectives:
Students will model add to with change unknown story problems with manipulatives with addition and relate addition to
subtraction.
Students will write addition and subtraction number sentences that correspond to models of add to with change unknown
story problems.
Students will use the count on strategy to find an unknown part and relate the counting to subtraction.
Concepts and Skills:
• Use manipulatives to model story problems
• Write number sentences that correspond to models of story problems
• Write subtraction number sentences that relate to addition problems with the change unknown
• Use counting on to find an unknown part
• Explain how subtraction relates to counting
Sample Task:
1) Mary has 5 stickers. Her teacher gives her some more. Now she has 8 stickers. How many stickers did the teacher give
Mary?
a. Draw a picture to help you solve this problem.
b. Write an addition sentence and a related subtraction sentence that you can use to solve this problem.
2) Write an addition sentence to help you solve 6 – 4 = ____. Use counting to solve the problem.
3) Explain how counting can help you solve 9 – 6 = ____.
4) James thinks to solve 7 – 6 = ____ you should count back and Mary thinks you should count on. Which is the best way
to solve this number sentence? Make a simple math drawing to show why.
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Mathematics
Grade 1 – Unit 1 (SAMPLE)
Days 29-34
Objectives:
Students will solve take from with result unknown math stories with drawings, number sentences, and manipulatives.
Students will solve take apart with addend unknown math stories with drawings, number sentences, and manipulatives.
Students will solve add to with change unknown math stories with drawings and relate addition to subtraction.
Students will solve take from with change unknown math stories with drawings.
Students will solve put together/take apart with addend unknown math stories.
Concepts and Skills:
• Use manipulatives to model each type of story
• Use drawings to solve each type of story problem
• Use horizontal marks to cross off what is taken away in take from with result unknown stories
• Circle the known part to find the unknown in take apart with addend unknown stories
• Write subtraction number sentences which correspond to models and drawings for all types of math stories
• Solve subtraction number sentences for add to with change unknown and put together/take apart with addend
unknown math stories by relating subtraction to addition
• Explain or show how to solve put together/take apart with addend unknown math stories
Sample Task:
1) Johnny had 5 toy cars. He gave 3 of them to his friend Alex. How many toy cars does Johnny have now?
a. Draw a picture to help you solve the problem.
b. Write a subtraction sentence that matches your drawing.
2) Five apples are on the table. Three apples are red. The rest of the apples are green. How many apples are green?
a. Draw a picture to help you solve the problem.
b. Write a subtraction sentence that matches your drawing.
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Mathematics
Grade 1 – Unit 1 (SAMPLE)
3) There were 4 friends on the playground. Some more friends came to the playground later. Then there were 8 friends in
all. How many friends came to the playground later?
a. Draw a picture to help you solve the problem.
b. Write a subtraction sentence that matches your drawing.
c. Write an addition sentence that can help you solve this problem.
4) There were 7 candles lit on my birthday cake. I blew out some of them. There are 4 left to blow out. How many candles
did I blow out?
a. Draw a picture to help you solve the problem.
b. Write a subtraction sentence that matches your drawing.
5) There are 8 mushrooms. Five are black. The rest are white. How many are white? Show how you solved this problem
using a drawing or a number sentence.
Teacher note: Students do not need to be able to identify each type of math story by name (take from with result
unknown). They are expected to be able to solve the problems by creating number sentences which match the stories.
Days 35-38
Objectives:
Students will subtract with 0 and 1 and relate subtracting with 0 and 1 to counting.
Students will relate decompositions of numbers to corresponding subtraction facts.
Concepts and Skills:
• Model expressions like 4 – 0 and 10 – 1 with manipulatives and number sentences
• Relate expressions like 4 – 0 and 10 – 1 to counting
• Explain what happens every time 0 is subtracted from a number
• Explain what happens every time 1 is subtracted from a number
• Model a number subtracted from itself and a number subtracted from a number one larger (such as 9 – 9 and 9 – 8)
using manipulatives and number sentences
• Use objects to show decompositions of numbers (i.e., 7 can be broken into 5 and 2) and use the decompositions to
write corresponding subtraction sentences
• Use number bonds and 10-frames to show decompositions and write related subtraction sentences.
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Mathematics
Grade 1 – Unit 1 (SAMPLE)
Sample Task:
1) Fill in the missing number.
(a) 7 - ____ = 6
(b) 10 - ____ = 10
(c) 0 = 6 - ____
2) Write a subtraction sentence to match the picture below.
_______
– _______ = _______
3) Solve 7 – 2 = ____. Write a related subtraction number sentence using the same numbers.
4) Subtract 10 – 6 = ____. Draw a number bond that matches the sentence. Write a related subtraction sentence using
the same numbers.
Days 39-40
Objectives:
Students will build fluency with subtraction facts within 10 using strategies from the unit.
Concepts and Skills:
• Practice subtraction using strategies such as counting on, counting back, and decomposing numbers
• Solve subtraction sentences by relating subtraction to addition
• Write fact families with both addition and subtraction sentences for three given numbers
Sample Task:
1) Using the given number bond, write the related number sentences.
_______
– _______ = _______
_______
+ _______ = _______
_______
+ _______ = _______
_______
+ _______ = _______
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Mathematics
Grade 1 – Unit 1 (SAMPLE)
2) Solve the following subtraction sentences:
(a) 10 – 4 = ____
(b) 3 = ____ – 3
(c) ____ – 4 = 2
Days 41-44
Objective:
Students will apply their understandings of addition and subtraction to a real-world experience.
Application Task Description:
Students will participate in a Classroom Carnival with six stations set up as games. They will use the tokens they are given
to determine which games they would like to play. Then students will be able to play the games and earn tickets to trade
in at the prize booth. While playing the games, students will keep track of the tokens they use to play games as well as the
tickets they earn using addition and subtraction sentences
Days 44-45: End of Unit Assessment
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Mathematics
Grade 1 – Unit 1 (SAMPLE)
Application Task:
Teacher Note: This task is designed to give students a real-life experience to understand why addition
and subtraction are important. Below is a Teacher’s guide to create the classroom experience.
OVERVIEW: The objective of this task is to have students apply their understandings of addition and
subtraction to a real-world situation they might experience. In this activity students will:
• Participate in a Classroom Carnival with six stations set up as games
• Use the tokens they are given to determine which games they would like to play
• Play the games in which they will earn tickets to trade in at the prize booth
• Keep track of the tokens they use to play games as well as the tickets they earn using addition
and subtraction sentences
SET UP: Set up the classroom so there are six different stations with each of the games listed in the table
below. At each station, have a sign with a picture of the game (see below) and the number of tokens
they will need to play each game.
Teacher note: These games can be changed based on different classroom needs materials. The idea is to
have a set of 4-6 games which students can play at stations around the room. The focus is for students to
make choices about the games they would play to use all of their tokens.
Game
Paperclip Drop
Pick-a-Duck
Spin the Spinner
Bean Bag Toss
Hula Hoop
Putt-Putt Golf
Number of Tokens
Needed to Play
1
1
2
2
3
4
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Mathematics
Grade 1 – Unit 1 (SAMPLE)
Description of each game:
Paperclip Drop:
• Materials needed: paperclips, small jar
• Give each student three paperclips.
• Students will drop the paperclips, one at a time, into the jar.
• For each time one of their paperclips lands in the jar, they will get a ticket to turn in for a prize. If
none of their paperclips land in the jar, they will get a small prize (like a piece of candy or a small
toy).
Pick-a-Duck:
• Materials needed: paper ducks with numerals 1, 2, or 3 written on the back of each duck.
• Spread the paper ducks on the table.
• Students will select three ducks at random.
• Students will then add the numbers on the ducks they selected and will receive that number of
tickets to turn in to the teacher for a prize.
Spin the Spinner
• Materials needed: paper/cardstock spinner (may be laminated).
• There should be at least 8 sections on the spinner and each section should have a 3 through 6
(some numbers will be repeated).
• Students will spin the spinner two times.
• Students will then add the two numbers on which the spinner landed and will receive that
number of tickets to turn in to the teacher for a prize.
Bean Bag Toss
• Materials needed: bean bags, target to place on the floor
• There should be at least three different target circles (similar to a bullseye target). Each target
circle will have a different numeral 2 through 4.
• Students will toss two bean bags, one at a time, to try to land on or in the target.
• Students will add the numbers of the targets they land on and receive that number of tickets to
turn in to the teacher for a prize.
• If students do not land on any targets, they will get a small prize (like a piece of candy or a small
toy).
Hula Hoop
• Materials needed: hula hoop (having multiple hula hoops will allow more than one student to
play at one time), timer
• Students will try to hula hoop for 10 seconds.
• If the student can hula hoop for 10 seconds, they will get two tickets to turn in for a prize.
• If the student cannot hula hoop for 10 seconds, they will get a small prize (like a piece of candy
or small toy).
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Mathematics
Grade 1 – Unit 1 (SAMPLE)
Putt-Putt Golf
• Materials needed: plastic or paper cup; cardboard or posterboard; small, lightweight balls (like
ping pong balls), a yardstick or meter stick (to use as a golf club)
• Set up a golf course with a plastic cup glued to a piece of cardboard or poster so it will not roll.
• Students will use the yardstick or meter stick try to putt a ball into the cup.
• If the student makes it into the cup in one putt, they will get 3 tickets.
• If the student uses two putts, they will get 2 tickets.
• If the student needs three putts, they will get one ticket.
• Students will turn tickets in to the teacher for a prize.
• If the student needs more than three putts, they will get a small prize (like a piece of candy or a
small toy).
Description of Activity:
Students working the games:
• Assign 6 students to work the games while the other students will play the games. This task
should be repeated multiple times to make sure each student has the opportunity to play the
games.
• To the students assigned to work the games, give a chart similar to the one below, on which
they can indicate the player’s name and the number sentence to record how many tickets the
player gets (for the hula hoop and putt-putt golf games, students will record only the number of
tickets each student receives, or the student’s score).
• After students finish the game, the student working the game will count out the correct number
of tickets to give to the student playing the game.
• Students should check each other’s work.
Name
Ex. Casey
Scores
3+3+1=7
Total
7
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Mathematics
Grade 1 – Unit 1 (SAMPLE)
Students playing the games:
• Give each student playing the games an envelope with a number of tokens inside. Tokens can be
plastic chips, plastic coins, or paper cut-outs.
• Each envelope will have no fewer than 8 tokens and no more than 10 tokens.
• Students who will be playing the games will count their tokens then decide which games they
would like to play. Students must use all of their tokens. (Each student should be able to play at
least three games if they are given 8-10 tokens.)
• Students will record the games they want to play on a chart similar to the one below. Students
can record their choices as they go or choose all of the games before they start playing.
• Have extra copies of the pictures of the games so that students can paste the pictures on their
charts.
• After students play each game, they will record their scores on the chart as number sentences.
• Students will check their scores with the student who is working the game.
Game
Scores
Total
3+3+1=7
7
Ex.
After explaining to the students how the Classroom Carnival will work, give students time to play the
games they choose. When students have finished playing their games, they may visit you in the Prize
Booth.
• Create a prize booth with items worth different amounts of tickets from 1 to 10 tickets.
• Have students show you their completed record, and ask them to figure out how many tickets
they received as prizes for their games. Because of how this is set up, it is possible for students to
earn more than 10 tickets. They are not expected to add beyond sums of 10 at this point so some
students may require assistance.
• Students should use addition strategies learned in class to determine the total number of tickets
but should be allowed to count their tickets if they have more than 10.
• Once students have determined how many tickets they have, allow students to exchange their
tickets for prizes.
• Each time a student trades in tickets for an item, ask them to tell you how many tickets they
have left. They can also record their work with a number sentence to make the connection
between giving their tickets away and subtraction.
After all students have had an opportunity to play games and to work the games, have a class discussion
about the work they did to decide which games to play and which prizes to choose. Use this opportunity
to help students see how different number sentences can be equal to the same amount (because they
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Mathematics
Grade 1 – Unit 1 (SAMPLE)
had the same number of tokens but played different games, or they won the same number of tickets but
had different scores).
This type of task can be repeated with larger numbers as the year progresses and students can
add/subtract with larger numbers.
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