Evidence of Student Attainment/Assessment Vocabulary Knowledge Skills Common Core Essential Elements Instructional Achievement Level Descriptors Students: Given single digit addition and subtraction problems, Use informal language of properties to justify their sums and differences (e.g., "I already figured out that 8 + 3 = 11, and 3 + 8 is just the turnaround of that so it must be 11, too."). Commutative property of addition Associative property of addition Students know: Commutative and associative properties of addition (informal language to describe properties not the terms) and role of zero in addition. Students understand that/are able to: Strategically and efficiently properties of addition in order to find sums. The order in which addends are joined doesn't change the sum, Numbers may be composed or decomposed in a variety of ways. EE1.OA.3. N/A EE1.OA.3. N/A
Evidence of Student Attainment/Assessment Vocabulary Knowledge Skills Common Core Essential Elements Instructional Achievement Level Descriptors Students: Given a subtraction problem with an unknown difference, Use a pictorial or physical model to explain the connection between the subtraction problem and the related unknown addend equation. Given addition and subtraction problems within 20, Be able to use an efficient strategy (e.g., recall, doubles, counting on or back 1 or 2, make a ten, close to doubles, etc.) to name the sum or difference. Addend Students know: Strategies for finding sums and differences, Subtraction is the inverse of addition. Students understand that/are able to: Use symbols such as blanks, boxes, or letters to represent unknown quantities in equations, Use mathematical language to communicate the connections between an unknown difference problem and the related unknown addend problem, Use the inverse relationship between addition and subtraction to find differences, Choose and apply addition and subtraction strategies to accurately determine sums and differences within 20. Addition and subtraction have an inverse relationship that can be used to problems, Efficient application of computation strategies are based on the numbers in the problems EE1.OA.4. N/A (See and EENBT.1.6) EE1.OA.4. N/A (See EENBT.1.4 and EENBT.1.6)
Solve single operation addition/ subtraction equations containing a single unknown (e.g., 8+? = 11, 5= __ -3, 6+6 = ___). Strategies for solving simple equations with one unknown. Efficiently apply strategies for solving simple equations with one unknown, Justify solutions for single unknown equations. Equalities contain expressions that name the same amount on each side of the equal sign. CCSS Math Pacing Guide Grade 1 Level: 1st
in the two-digit number. Know what each symbol represents >, <, and =. Compare two two-digit numbers based on meanings of the tens and ones digits. Use >, =, and < symbols to record the results of comparisons. Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. Evidence of Student Attainment/Assessment Vocabulary Knowledge Skills Common Core Essential Elements Instructional Achievement Level Descriptors Students: Given two 2-digit numbers Use place value terminology and concepts, to explain and justify the use of <, =, > to compare the numbers and create true equalities and inequalities. < less than, = equal, > greater than Students know: Meanings of mathematical symbols: <, =, >. Students understand that/are able to: Compare 2-digit numbers. The digits of a number represent amounts of tens and ones which when taken together represent the EE1.NBT.3. Compare two groups of 10 or fewer items when the quantity of items in each group is similar. Level IV Students will: EE1.NBT.3. Choose the larger/smaller set of items that are <10, >10 when the sets differ by three or fewer. Ex. Given two stacks of books, identify which set has <10, >10. Ex. Given two pencil boxes, identify which pencil box contains <10, >10 pencils. Ex. Given two stacks of cups, identify which set has <10, >10. Ex. Given two class lines of students, identify which set has <10, >10. Level III Students will: EE1.NBT.3. Compare two groups of 10 or fewer items when the quantity of items in each group is similar.
Apply knowledge of place value to mentally add or subtract 10 to/from a given two digit number. Explain how to mentally find 10 more or 10 less than the given two-digit number. Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. Evidence of Student Attainment/Assessment Vocabulary Knowledge Skills Common Core Essential Elements Instructional Achievement Level Descriptors Students: When presented with a number orally, Can efficiently find 10 more or 10 less than the given number and then explain their mental strategies. Students know: Place value patterns in the counting sequence, Place value vocabulary: tens, ones. Students understand that/are able to: Use patterns and regularity in counting sequences and understandings of place value to add or subtract a "ten", EE1.NBT.5. N/A (See EE1.OA.5.a and EE1.OA.5.b) EE1.NBT.5. N/A (See EE1.OA.5.a and EE1.OA.5.b)
Demonstrate the measurement of an object using non-standard units (e.g. paper clips, unifix cubes, etc.) by laying the units of Knows to use the same size non-standard objects as iterated (repeating) units Know that length can be measured with various units Compare a smaller unit of measurement to a larger object measurement end to end with no gaps or overlaps Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning Evidence of Student Attainment/Assessment Vocabulary Knowledge Skills Common Core Essential Elements Instructional Achievement Level Descriptors Students: Accurately measure length non-standard units (e.g., paper clips, Cuisenaire rods). Students know: Measurable attributes of objects, specifically length, Strategies for measuring length using nonstandard units. Students understand that/are able to: Accurately measure length using units (to the nearest whole unit). The length of the object is expressed as the count of unit lengths needed to cover the same distance (end-to-end EE1.MD.1-2. Use appropriate vocabulary to describe the length of an object using the language of longer/shorter, taller/shorter. Level IV Students will: EE1.MD.1-2. Measure and compare two similar objects aligned at the same starting point, and describe which is longer/shorter, taller/shorter. Ex. Indicate who is taller and who is shorter when two students stand side-by-side. Ex. Measure the height of their desks and the height of the teacher’s desk with interlocking cubes and then lay them down horizontally side-by-side on a table to compare. Ex. Use footprints to measure off length of classroom versus hall and state which is longer/ shorter. Ex. Use a string to measure two objects and tell which is longer. Level III Students will: EE1.MD.1-2. Use appropriate vocabulary to describe the length of an object using the language of longer/shorter, taller/shorter.
CCSS Math Pacing Guide Grade 1 Grade Level: 1st Standard with code: 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. Domain: Geometry Cluster: Reason with shapes and their attributes. Quarter 1: Quarter 2: Quarter 3: Quarter 4: Identify defining attributes of shapes. Identify non-defining attributes of shapes. Distinguish between (compare/contrast) defining and non-defining attributes of shapes. Build shapes to show defining attributes.
Draw shapes to show defining attributes. Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. Evidence of Student Attainment/Assessment Vocabulary Knowledge Skills Common Core Essential Elements Instructional Achievement Level Descriptors Students: Given a variety of examples and non-examples of basic shapes (triangles, rectangles, squares, circles), Identify and the examples using defining attributes of shapes to justify their choices, Build and draw examples and non-examples of basic shapes and justify their creations using the defining attributes of shapes. Defining attribute Non defining attribute Closed Students know: Defining characteristics of basic shapes (triangles, rectangles, squares, circles). Students understand that/are able to: Use defining characteristics to build/draw and identify basic shapes. Shapes may be sorted by many sets of attributes, but geometric classification is based on certain defining attributes. EE1.G.1-2. Identify common shapes: square, circle, triangle, and rectangle. Level IV Students will: EE1.G.1-2. Identify attributes of common two-dimensional shapes: square, circle, triangle, and rectangle. Ex. Given shapes of different sizes, and orientations, sort by shape attribute. Ex. Given a triangle and asked, “How many sides does a triangle have?” Indicate three. Level III Students will: EE1.G.1-2. Identify common two-dimensional shapes: square, circle, triangle, and rectangle. Ex. Given an array of shapes, identify the shape when asked. Ex. Given a picture, identify common shapes within the picture. Ex. Given a card with a shape on it, answer, and “Is this a square?” Level II Students will: EE1.G.1-2. Match shape to shape Ex. Match a two-dimensional shape to a two-dimensional shape in their environment. Ex. Given a shape puzzle, complete the puzzle. Level I Students will: EE1.G.1-2. Recognize a shape.