MATHEMATICS

Adding,
Subtracting, and
Working with Data
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 Adding, Subtracting,
and Working
with Data
Table of Contents
Unit Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Section Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Center Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Lessons Plans and Student Task Statements:
Section A: Lessons 1–6 Add and Subtract within 10 . . . . . . . . . . . 21
Section B: Lessons 7–10 Show Us Your Data . . . . . . . . . . . . . . . . . . . . . 68
Section C: Lessons 11–15 What Does the Data Tell Us? . . . . . . . . 102
Teacher Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
Family Support Materials
Assessments
Cool Downs
Black Line Masters
Adding, Subtracting, and Working with Data
Teacher Guide
Core Knowledge Mathematics™
 Introduction to the CKMath Program
Welcome to the Core Knowledge Math™ (CKMath) program, based on the carefully researched and
designed Illustrative Math™ (IM) instructional materials. IM K-12 Math is a problem-based core
curriculum that believes all students are able to understand and use mathematics. Students learn about
math by doing math. They bring their current understanding of math and their world experiences to the
classroom. In these lessons, students take an active role in the learning process by building on their
previous knowledge, and by exploration to develop conceptual understanding instead of being told how
to solve problems. Doing math includes: understanding problems, reasoning abstractly and
quantitatively, making arguments and critiquing the reasoning of others, modeling with mathematics,
making appropriate use of tools, attending to precision in their use of language, looking for and making
use of structure, and expressing regularity in repeated reasoning. Encouraging students to participate
in mathematical practices with other students gives the opportunity for them to perceive themselves as
mathematical thinkers and as part of a mathematical community. By observing students’ understanding
of concepts and their thought processes, teachers are able to direct student learning and guide them to
recognize the connection between concepts and procedures.

Organization of Units and Lessons

Each unit is divided into sections. Each section revolves around specific goals.

• The Section Overview identifies the learning goals for each section of the unit and describes
how students will work towards these goals. Sections are labeled by letters; e.g. Section A,
Section B, and so on. Each section uses scaffolding to identify the Common Core Standards
that apply to that section. In First Grade, there are four areas covered by the Common Core
Standards. They include Operations and Algebraic Thinking (1.OA), Number and Operations in
Base Ten (1.NBT), Measuring and Data (1.MD), and Geometry (1.G).

The standards in each section are divided into three groups: Building On, Addressing, and
Building Towards. A standard that reflects the work of prior grades and is being used to bridge
to a grade-level standard is indicated as Building On. When the standard is focused on the
grade-level work, the alignment is indicated as Addressing. A standard that is indicated as
Building Towards means that the standard has not yet been achieved by the activities in that
section.

• The Center Overview identifies the learning centers to be used in the unit. Each center has
different stages, or levels. Students will progress through the stages as they master the
objectives for each stage. Each center description includes the Common Core Standards that
apply to that stage of the center, a stage narrative describing the activity with possible
variations, and a list of materials needed for the center. In first grade, there is a scheduled
center day at the end of each section within a unit.

• The Standards for Mathematical Practice (MP) describe the types of thinking and behaviors
students engage in as they are doing mathematics. Throughout the curriculum, the Teacher
Guide identifies lessons and activities where different Mathematical Practices are likely to be
observed.

Standards for Mathematical Practice Student Facing Learning Targets

MP1 I Can Make Sense of Problems and Persevere in Solving Them

• I can ask questions to make sure I understand the problem.
• I can say the problem in my own words.
• I can keep working when things aren’t going well and try again.

Core Knowledge Math | Grade 1 i

 • I can show at least one try to figure out or solve the problem.
• I can check that my solution makes sense.

MP2 I Can Reason Abstractly and Quantitatively

• I can think about and show numbers in many ways.
• I can identify the things that can be counted in a problem.
• I can think about what the numbers in a problem mean and how to use them to solve
the problem.
• I can make connections between real-world situations and objects, diagrams,
numbers, expressions, or equations.

MP3 I Can Construct Viable Arguments and Critique the Reasoning of Others
• I can explain or show my reasoning in a way that makes sense to others.
• I can listen to and read the work of others and offer feedback to help clarify or improve
the work.
• I can come up with an idea and explain whether that idea is true.

MP4 I Can Model with Mathematics

• I can wonder about what mathematics is involved in a situation.
• I can come up with mathematical questions that can be asked about a situation.
• I can identify what questions can be answered based on data I have.
• I can identify information I need to know and don’t need to know to answer a question.
• I can collect data or explain how it could be collected.
• I can model a situation using a representation such as a drawing, equation, line plot,
picture graph, bar graph, or a building made of blocks.
• I can think about the real-world implications of my model.

MP5 I Can Use Appropriate Tools Strategically

• I can choose a tool that will help me make sense of a problem. These tools might
include counters, base-ten blocks, tiles, a protractor, ruler, patty paper, graph, table, or
external resources.
• I can use tools to help explain my thinking.
• I know how to use a variety of math tools to solve a problem.

MP6 I Can Attend to Precision

• I can use units or labels appropriately.
• I can communicate my reasoning using mathematical vocabulary and symbols.
• I can explain carefully so that others understand my thinking.
• I can decide if an answer makes sense for a problem.

MP7 I Can Look for and Make Use of Structure

• I can identify connections between problems I have already solved and new problems.
• I can compose and decompose numbers, expressions, and figures to make sense of
the parts and of the whole.
• I can make connections between multiple mathematical representations.
• I can make use of patterns to help me solve a problem.

MP8 I Can Look for and Express Regularity in Repeated Reasoning

• I can identify and describe patterns and things that repeat.
• I can notice what changes and what stays the same when working with shapes,
diagrams, or finding the value of expressions.
• I can use patterns to come up with a general rule.

Core Knowledge Math | Grade 1 ii

 • Each unit contains between 8 - 25 Lesson Plans.

Each lesson is designed to use 60 minutes. A typical lesson is divided into four phases; a
warm-up activity, one or more instructional activities, the lesson synthesis, and a cool-down
activity. Every activity within these phases is divided into three parts—the Launch, the Activity,
and the Synthesis.

o Warm-up Activity—The warm-up activity is designed to strengthen the idea of

mathematical community. In these activities, students work with their peers. Students use
their personal experiences and mathematical knowledge to develop ideas, ask questions,
defend their responses, and evaluate the reasoning of others. A warm-up activity might
review a context students have seen before, have them reflect on where the previous
lesson left off, or preview a context or idea that will come up in that lesson.

There are several warm-up routines that are used during the lessons.

• Act It Out—This routine is for kindergarten and first grade students. It encourages
young children to understand the relationship between words and numbers. It
provides opportunities for students to make sense of story problems. In this
routine, students listen to a story problem and act it out through movement, using
their fingers, or objects to represent the action in the story.

• Choral Count—This routine encourages students to make predictions and think

about patterns. It also provides opportunities for students to justify their
reasoning. In this routine, students count aloud starting from a given number. The
count might be forwards or backwards. The teacher records the numbers on a
chart as students say them. Students then stop and look at the written numbers to
make predictions and look for patterns.

• Estimation Exploration—Estimation Exploration encourages students to use what

they know and what they can see to problem-solve for a rough evaluation of a
quantity rather than giving a “wild guess.” The estimates can be in the context of
measurement, computation, or numerosity—estimating about a large group of
objects (MP2). In this routine, students make estimates in response to a question
about an image. They first think about estimates that would be sensible, but too
high or too low. Then they make a reasonable estimate and discuss why their
estimate makes sense.

• How Many Do You See?—This routine encourages students to see groups when
counting. Being able to see groups of objects in an organized way helps them
visualize quantities and improves their ability to do mental computation. In this
routine, students look at an image, which is typically an arrangement of dots or
other shapes. Then students state how many dots or shapes they see. Also
included in the discussion will be comments about the way they saw them or
determined how many there were. This encourages students to see groups and
patterns rather than count each item one by one.

• Notice and Wonder—This routine provides an opportunity for students to bring

their understandings and experiences to a problem. They share their ideas and
ask questions without any pressure to answer or solve a problem. This routine
reinforces the importance of making sense of situations before solving a problem.
In this routine, students look at an image related to the topic of the lesson and are
asked, “What do you notice?” The teacher writes all comments on a chart. They
are then asked, “What do you wonder?”, and their questions are also recorded on
the chart.

Core Knowledge Math | Grade 1 iii

 • Number Talk—This routine provides an opportunity for students to practice
mental math. It helps them solve problems and think about numbers in flexible
ways. They not only justify their own reasoning, but critique the reasoning of
others as they make sense of methods for solving problems. In this routine, a
series of problems are presented one at a time. Students solve the problem in
their head and signal when they have an answer. The teacher takes notes as they
justify their answer and explain their method for solving.

• Questions About Us—This routine is used with kindergarten students. It provides

them opportunities to learn more about their classmates and gives them practice
asking questions, organizing quantities, counting, and analyzing data. In this
routine, students ask their classmates a question with two choices. They keep
track of the answers and count the responses. The teacher then asks follow up
questions that students answer using the data that they collected.

• True or False?—This routine encourages students to make sense of equations,

often without any computation. It provides another opportunity for students to
justify their reasoning as they explain to others what they are thinking. In this
routine, students are presented with a series of equations, one at a time. Some
equations may be true, and some may be false. Students use what they know
about place value, operations, and number relationships to decide if each is true
or false. And then, students explain how they know.

• What Do You Know About _____?—This routine encourages students to share

their experiences and understandings about a math topic. In this routine, students
are presented with a number, expression, or are asked a general question about
a math topic. They then list everything they know about that topic. The teacher
writes what students say and then references the list later so that students can
add more ideas.

• Which One Doesn’t Belong?—This routine provides an opportunity for students to

reason about characteristics of shapes, math tools, or other images to decide
which one doesn’t belong. Because any answer is correct, students are able to
focus on communicating their reasoning and justifying their choice. In this routine,
students are shown 4 different images, which may be numbers, equations,
shapes, images, or diagrams. They decide which one doesn’t belong and explain
why.

o Instructional Activities—After the warm-up, lessons consist of one to three instructional

activities.

Instructional Activities include:

• 5 Practices—Lessons that include this routine are designed to allow students to solve
problems in ways that make sense to them. During the activity, students engage in a
problem in meaningful ways and teachers monitor to uncover and nurture conceptual
understandings. During the activity synthesis, students collectively reveal multiple
approaches to a problem and make connections between these approaches (MP3).

• Card Sort—A card sorting task gives students opportunities to analyze representations,
statements, and structures closely, and make connections (MP2 and MP7). As students
work, teachers monitor for the different ways groups choose their categories, and

Core Knowledge Math | Grade 1 iv

 encourage increasingly precise mathematical language (MP6).

• MLR1 Stronger and Clearer Each (MLR stands for Mathematics Learning Routine.)—
Provides students with a structured and interactive opportunity to revise and refine both
their ideas and their verbal and written output. Embedded in grades 3–5.

• MLR2 Collect and Display—Captures a variety of students’ oral words and phrases into a
stable, collective reference. Output can be organized, re-voiced, or explicitly connected to
other languages in a display that all students can refer to, build on, or make connections
with during future discussion or writing. Embedded in grades K–5.

• MLR3 Clarify, Critique, Correct—Gives students a piece of mathematical writing that is not
their own to analyze, reflect on, and develop. Embedded in grades 3–5.

• MLR4 Information Gap—Creates an authentic need for students to communicate.

Partners or team members are given different pieces of necessary information that must
be used together to solve a problem. Embedded in grades 3–5.

• MLR5 Co-craft Questions—Allows students to get inside a context before feeling pressure
to produce answers, and creates opportunities for students to produce the language of
mathematical questions. Embedded in grades 2–5.

• MLR6 Three Reads—Supports reading comprehension, sense-making, and meta-

awareness of mathematical language. Students take time to understand mathematical
situations and story problems, and plan their strategies before finding
solutions. Embedded in grades K–5.

• MLR7 Compare and Connect—Fosters students’ meta-awareness as they identify,

compare, and contrast different mathematical approaches, representations, and
language. Embedded in grades K–5.

• MLR8 Discussion Supports—Includes a large variety of teacher moves that support rich
discussions about mathematical ideas, representations, contexts, and
strategies. Embedded in grades K–2.

o Lesson Synthesis—After the instructional activities are completed, students take time to
reflect on the knowledge they have gained during the instructional activities and
incorporate his with their previous knowledge. The lesson synthesis activity should take 5–
10 minutes. During this time, teachers help students with this process by asking questions
verbally and having students respond orally or in a written journal, by asking students to
add on to a graphic organizer or concept map, or some similar activity.

o Cool-down Activity—The cool-down activity is given to students at the end of the lesson.
This activity should take about 5 minutes. Students work on the cool-down independently
and turn it in. The teacher uses the cool-down as a formative assessment to determine if
students understand the lesson and to adjust further instruction. Not all lessons in first
grade have a cool-down activity.
Note: The Cool-down activity is identified in the Introduction to the lesson plan and not at
the end of the lesson.

o Assessments—There are several opportunities for assessment during each unit.

• Pre-unit problems can be used as a pre-unit assessment.

• Each instructional task includes expected student responses and suggestions to

advance student thinking. Teachers will adjust their instruction depending on how
the students respond to the task. Frequently there are suggested questions to
help teachers better understand students’ thinking.

Core Knowledge Math | Grade 1 v

 • Practice problems are provided for each lesson that can be used for in-class
practice, homework, or as a means to assess certain learning on a particular
concept.

• Each section in first grade has a checklist to indicate that students are meeting the
section goals.

• Each unit includes an end-of-unit written assessment that is intended for students
to complete individually to assess what they have learned at the conclusion of the
unit.

Unit Resources
Teacher Components
Teacher Guide: The Teacher Guide for each unit contains an overview of the sections in which the
unit is divided, a description of the centers students will use with the unit, detailed lesson plans, and
teacher resources. Within the overview of the unit sections can be found suggested activities from
each unit section that can be used as a PLC activity for teachers. PLCs, or Professional Learning
Communities, provide teachers the ability to work collaboratively in recurring cycles of collective inquiry
and action research to achieve better results for students. PLCs give teachers the opportunity to
discuss and plan instruction with peers.

The first few pages of each detailed lesson plan are directed to the teacher. Support notes to the
teacher are in gray boxes throughout the lesson plan. On these first pages can be found:

• Alignment to the Common Core Standards

• Learning Goals
o Teacher-facing learning goals appear at the top of lesson plans. They are directed to
the teacher and describe the mathematical and pedagogical goals of the lesson.
o Student-facing learning goals are directed to the student and start with the word
"Let's." These learning goals can be written on the board before class begins. They
are used to invite students into the work of that day without giving away too much
and spoiling the problem-based instruction.
• Lesson Purpose
• Suggestions for instruction for English Learners and Students with Disabilities
• Instructional Routines
• List of materials needed for the lesson
• Lesson Timeline
• Description of the Cool-Down Activity
• Teacher Reflection Question – The purpose of this question is to provide a direction to
the teachers to think critically about their teaching during the lesson.
• Sample Student Responses

At the back of the Teacher Guide are Teacher Resources for the unit.
• Family Support Materials
• Assessments
• Cool Downs
• Instructional Masters

Core Knowledge Math | Grade 1 vi

 Student Component

Activity Book: The Activity Book is used by the students during the lessons. It coordinates with the
lesson plans. It displays the student-facing learning goals for each lesson as well as activity sheets for
some activities. Not all activities will use the Activity Book.

As you will note when you examine the Activity Book, minimal text is included on each page. Instead,
colorful photos and engaging illustrations dominate the Activity Book pages. The design of the Activity
Book in this way is intentional because students in Kindergarten–Grade 2 are just learning to read. At
these grade levels, students are learning how to decode written words, so the complexity and amount
of text that these young students can actually read is quite limited.

While some advanced students may be able to read words on a given page of the Activity Book, as a
general rule students should not be expected or asked to read aloud the text on the Activity Book
pages. The text in the Activity Book is there so that teachers and parents can read it when sharing the
Activity Book with students.

Introduction to Grade 1
The big ideas in grade 1 include: developing understanding of addition, subtraction, and strategies for addition
and subtraction within 20; developing understanding of whole-number relationships and place value, including
grouping in tens and ones; developing understanding of linear measurement and measuring lengths as iterating
length units; and reasoning about attributes of, and composing and decomposing geometric shapes.

Grade 1 is divided into eight units:

1. Adding, Subtracting, and Working with Data

2. Addition and Subtraction Story Problems
3. Adding and Subtracting within 20
4. Numbers to 99
5. Adding within 100
6. Length Measurements within 120 Units
7. Geometry and Time
8. Putting it All Together

Core Knowledge Math | Grade 1 vii

 Unit 1: Adding, Subtracting, and Working with
Data
At a Glance

Unit 1 is estimated to be completed in 16-17 days including 2 days for assessment.

This unit is divided into three sections including 14 lessons and 1 optional lesson.

• Section A—Add and Subtract within 10 (Lessons 1-6)

• Section B—Show Us Your Data (Lessons 7-10)
• Section C—What Does the Data Tell Us? (Lessons 11-15)

On pages 5-7 of this Teacher Guide is a chart that identifies the section each lesson belongs in
and the materials needed for each lesson.

This unit introduces new stages to seven student centers.

• Counting Collections
• Number Race
• Check It Off
• Five in a Row: Addition and Subtraction
• Find the Pair
• What’s Behind My Back
• Sort and Display

Core Knowledge Math | Grade 1 viii

Unit 1

Grade 1, Unit 1

Unit 1: Adding, Subtracting, and Working with Data

Unit Learning Goals

• Students add and subtract within 10, and represent and interpret categorical data.

In this unit, students deepen their understanding of addition and subtraction within 10, and extend
what they know about organizing objects into categories and representing the quantities.

In kindergarten, students solved addition and subtraction word problems within 10 using objects and
drawings. They learned about Put-Together, Result-Unknown problems and worked toward fluency
with sums and differences within 5.

The activities in this unit reinforce these understandings and initiate the year-long work of developing
fluency with sums and differences within 10. Some problems involve finding sums greater than 10, a
skill to be honed throughout the course and with the support of tools such as connecting cubes.

Students also build on the work in kindergarten as they engage with data. Previously, they sorted
objects into given categories such as size or shape. Here, students use drawings, symbols, tally marks,
and numbers to represent categorical data. They go further by choosing their own categories,
interpreting representations with up to three categories, and asking and answering questions about
the data.

This opening unit also offers teachers opportunities to introduce mathematical routines and structures
for centers, and to develop a shared understanding of what it means to do math and to be a part of a
mathematical community.

Number Race Five in a Row Find the Pair Check It Off

Unit 1 1
 Grade 1, Unit 1

Section A: Add and Subtract within 1

Standards Align ents

uilding On .CC. .1, .CC.
ddressing 1.O .C.5, 1.O .C.
uilding Towards 1.O .C.5

Section Learning Goals

uild toward fluency by adding and subtracting within 10 in a way that makes sense to them.

In this section, students engage with addition and subtraction within 10 through activities and centers.
The work here allows teachers to assess students understanding of addition and subtraction, as well
as their fluency with facts within 5, a kindergarten goal.

There is an emphasis on adding and subtracting 1 or to encourage students to count on or count

back, which helps to build their awareness of how addition and subtraction relates to counting. To
support this development, give students access to two-color counters and 10-frames throughout this
section.

P C esson 5, ctivity 1, Introduce Check it Off, Subtract within 10

2 Grade 1
Unit 1 Section B

Grade 1, Unit 1

Section : Show Us our Data

Standards Align ents

uilding On .CC. .1, .CC. , .CC. .
ddressing 1. .C. , 1.O . . , 1.O .C.5, 1.O .C.
uilding Towards 1. .C. , 1.N T. .

Section Learning Goals

Organize and represent data.

In this section, students organize and represent data. They begin by sorting objects into categories of
their choice, describing their categories, and counting the number of objects in each category.

Next, students learn to collect data by conducting a survey. No specific data representations are
required in grade 1, so students record and organize data in a way that makes sense to them. They
may represent the results using objects, symbols, tally marks, or numbers. Students then make sense
of one another s representations P1 .

P C esson , ctivity 1, Sort Shapes

Unit 1 Section B 3
 Grade 1, Unit 1

Section : What Does the Data ell Us

Standards Align ents

uilding On .CC. .1
ddressing 1. .C. , 1.O . . , 1.O .C.5, 1.O .C.
uilding Towards 1. .C. , 1.N T. .1

Section Learning Goals

Interpret data representations to ask and answer questions.

The focus of this section is on interpreting data represented in different ways and on asking and
answering questions about them.

Students analyze representations of data and respond to how many in each category and how many
in all questions. They consider which representation tallies or numbers is most helpful in answering
certain types of questions. They also think about questions that could be asked given a representation
of data.

Students begin responding to written questions in this section. To support students with the reading
demand, consider reading the questions aloud or arranging students to work with a partner.

P C esson 1 , ctivity , ata Represented with Numbers

hroughout the Unit

Students are introduced to the structure of centers that will be used throughout the year. oth warm-
ups and centers in this unit allow opportunities for students to add and subtract 1 or to encourage
students to use counting on or the number sequence to add and subtract.

4 Grade 1
Unit 1 Materials Needed

Grade 1, Unit 1

aterials eeded
SSON G TH R COP

.1 • Collections of • 10-Frame Standard groups of 1

objects
• Counting Collections Stages 1 and Recording Sheet
• ot cubes groups of 1

• Number Race Stage Gameboard groups of 1

. • 10-frames • Check It Off Stage 1 Recording Sheet Grade 1 groups

of 1
• ot cubes

• Two-color counters • Number Cards 0-10 groups of

. • 10-frames • Five in a Row ddition and Subtraction Stages 1 and

Gameboard groups of
• aterials from
previous centers

• Number cards 0 10

• Two-color counters

. • 10-frames • none

• aterials from a
previous activity

• aterials from
previous centers

• Number cards 0 10

• Two-color counters

.5 • 10-frames • Check It Off Stage Recording Sheet groups of 1

• aterials from
previous centers

• Number cards 0 10

• Two-color counters

. • 10-frames • Find the Pair Stage Recording Sheet groups of 1

• aterials from
previous centers

• Number cards 0 10

• Two-color counters

Unit 1 Materials Needed 5

 Grade 1, Unit 1

. • Inch tiles • Three-Column Table groups of 1

• aterials from a • Two-Column Table groups of 1

previous activity

• aterials from
previous centers

• Pattern blocks

• Two-color counters

. • Colored pencils or • Shape Cards groups of

crayons

• aterials from a
previous activity

. • Colored pencils or • none

crayons

• Connecting cubes

• aterials from a
previous activity

.10 • 10-frames • hat s ehind y ack Stage Recording Sheet

Grade 1 groups of 1
• Connecting cubes

• aterials from
previous centers

• Two-color counters

C.11 • aterials from • none

previous centers

C.1 • Connecting cubes • ata Represented with Tally arks groups of

• ata Represented with Numbers groups of

C.1 • Connecting cubes • Favorite Special Class ata groups of

• aterials from a
previous activity

C.1 • Collections of • Sort and isplay Stage 1 Recording Sheet groups of

objects 1

• aterials from
previous centers

6 Grade 1
 Grade 1, Unit 1

C.15 • aterials from a • none

previous activity

• Tools for creating a

visual display

Unit 1 Materials Needed 7

 Grade 1, Unit 1

enter: ounting ollections 1

Stage 1: U to
Acti ities

• Grade1.1. 1.1 supporting

• Grade1.1. . supporting

• Grade1.1. . supporting

• Grade1.1. 5. supporting

• Grade1.1. . supporting

• Grade1.1. . supporting

Stage arrati e
Students are given a collection of up to 0 objects. They work with a partner to figure out how many objects
are in their collection and then each partner shows how many. Students may draw pictures or write
numbers to represent their collection.

ariation:

In kindergarten, teachers may not want to provide a recording sheet, so that students can explain their
count orally.

Standards Align ents

ddressing .CC.

aterials to Gather aterials to o

10-frames, 5-frames, Collections of objects Counting Collections Stages 1 and Recording
Sheet groups of 1

Additional n or ation
Create a collection of up to 0 objects per group of students buttons, two-color counters, linking cubes,
paper clips, pattern blocks, square tiles .

8 Grade 1
Unit 1 Center: Counting Collections (K–1)

Grade 1, Unit 1

Stages used in indergarten

Stage 1
Addressing

• indergarten. .

Su orting

• indergarten. .

• indergarten.5.C

• indergarten. .

Unit 1 Center: Counting Collections (K–1) 9

 Grade 1, Unit 1

enter: u ber ace 1

Stage : Add to 1
Acti ities

• Grade1.1. 1. addressing

• Grade1.1. . addressing

• Grade1.1. . addressing

• Grade1.1. 5. addressing

• Grade1.1. . addressing

• Grade1.1. . addressing

• Grade1.1.C1 . addressing

Stage arrati e
Students take turns rolling two dot cubes. They find the sum and record it in the corresponding column on
their gameboard. If the sum is more than 10, students roll the cubes again.

Standards Align ents

ddressing 1.O .C.5, 1.O .C.

aterials to Gather aterials to o

ot cubes Number Race Stage Gameboard groups of 1

Additional n or ation
ach group of needs two dot cubes.

10 Grade 1
Unit 1 Center: Number Race (K–1)

Grade 1, Unit 1

Stages used in indergarten

Stage 1
Addressing

• indergarten. .

• indergarten. .

• indergarten. .C

• indergarten. .

Su orting

• indergarten. .C

• indergarten. .

• indergarten. .

Stage
Addressing

• indergarten. .

• indergarten. .

Unit 1 Center: Number Race (K–1) 11

 Grade 1, Unit 1

enter: heck t 1
Stage 1: Add within 1
Acti ities

• Grade1.1. . addressing

• Grade1.1. . addressing

• Grade1.1. . addressing

• Grade1.1. 5. addressing

• Grade1.1. . addressing

• Grade1.1. . addressing

• Grade1.1. 10. addressing

• Grade1.1.C11. addressing

• Grade1.1.C1 . addressing

Stage arrati e
Students take turns picking two number cards 0 5 to make and find the value of an addition expression.
Students check off the number that represents the value of the sum 0 10 and then write the addition
expression on the recording sheet.

This stage has two different recording sheets, one for kindergarten and another for grade 1. On the
kindergarten recording sheet, students fill in blanks to record the expression. On the grade 1 recording
sheet, students write in the full expression. e sure to use the appropriate recording sheet with students.

ariation:

Students can roll two cubes and treat as a wild card to provide visual support for each quantity.

Standards Align ents

ddressing 1.O .C.5, 1.O .C. , .O . .

aterials to Gather aterials to o

Number cards 0 10 Check It Off Stage 1 Recording Sheet Grade 1
groups of 1 , Check It Off Stage 1 Recording Sheet
Grade groups of 1

12 Grade 1
Unit 1 Center: Check It Off (K–1)

Grade 1, Unit 1

Stage : Subtract within 1

Acti ities

• Grade1.1. 5.1 addressing

• Grade1.1. 5. addressing

• Grade1.1. . addressing

• Grade1.1. . addressing

• Grade1.1. 10. addressing

• Grade1.1.C11. addressing

• Grade1.1.C1 . addressing

Stage arrati e
Students take turns picking two number cards 0 10 to make and find the value of a subtraction
expression. Students check off the number that represents the value of the difference 0 10 and then write
the subtraction expression on the recording sheet.

ariation:

Students can choose whether to add or subtract after picking two number cards.

Standards Align ents

ddressing 1.O .C.5, 1.O .C. , .O . .

aterials to Gather aterials to o

Number cards 0 10 Check It Off Stage Recording Sheet groups of 1

Stages used in indergarten

Stage 1
Addressing

• indergarten.5.

Unit 1 Center: Check It Off (K–1) 13

 Grade 1, Unit 1

enter: i e in a ow: Addition and Subtraction 1

Stage 1: Add 1 or
Acti ities

• Grade1.1. .1 addressing

• Grade1.1. . addressing

• Grade1.1. . addressing

• Grade1.1. 5. addressing

• Grade1.1. . addressing

• Grade1.1. . addressing

• Grade1.1. 10. addressing

• Grade1.1.C11. addressing

• Grade1.1.C1 . addressing

Stage arrati e
Students choose a number card 0-10 and choose to add 1 or to the number on their card and then place
their counter on the sum.

Standards Align ents

ddressing 1.O .C.5

aterials to Gather aterials to o

Number cards 0 10, Two-color counters Five in a Row ddition and Subtraction Stages 1
and Gameboard groups of

Additional n or ation
ach group of needs 5 counters.

14 Grade 1
Unit 1 Center: Five in a Row: Addition and Subtraction (1–2)

Grade 1, Unit 1

Stage : Subtract 1 or
Acti ities

• Grade1.1. .1 addressing

• Grade1.1. . addressing

• Grade1.1. 5. addressing

• Grade1.1. . addressing

• Grade1.1. . addressing

• Grade1.1. 10. addressing

• Grade1.1.C11. addressing

• Grade1.1.C1 . addressing

Stage arrati e
Students choose a number card 0-10 and choose to subtract 1 or from the number on their card and then
place their counter on the difference.

ariation:

Students can choose to add or subtract 1 or .

Standards Align ents

ddressing 1.O .C.5

aterials to Gather aterials to o

Number cards 0 10, Two-color counters Five in a Row ddition and Subtraction Stages 1
and Gameboard groups of

Additional n or ation
ach group of needs 5 counters.

Unit 1 Center: Five in a Row: Addition and Subtraction (1–2) 15

 Grade 1, Unit 1

enter: ind the air 1

Stage : ake 1
Acti ities

• Grade1.1. .1 addressing

• Grade1.1. . addressing

• Grade1.1. . addressing

• Grade1.1. 10. addressing

• Grade1.1.C11. addressing

• Grade1.1.C1 . addressing

Stage arrati e
Partner asks their partner for a number that would make 10 when added to the number on one of their
cards. If Partner has the card, they give it to Partner . If not, Partner chooses a new card. hen
students make the target number 10, they put down those two cards and write an equation to represent the
combination. Students continue playing until one player runs out of cards. The player with the most pairs
wins.

Standards Align ents

ddressing 1.O .C. , .O . .

aterials to Gather aterials to o

10-frames, Connecting cubes or counters, Number Find the Pair Stage Recording Sheet groups of 1
cards 0 10

Stages used in indergarten

Stage 1
Addressing

• indergarten. .

• indergarten. .

Su orting

• indergarten. .

16 Grade 1
Unit 1 Center: Find the Pair (K–1)

Grade 1, Unit 1

Stage
Addressing

• indergarten. .C

Su orting

• indergarten. .

Unit 1 Center: Find the Pair (K–1) 17

 Grade 1, Unit 1

enter: What s ehind ack

Stage : 1 cubes
Acti ities

• Grade1.1. 10.1 addressing

• Grade1.1. 10. addressing

• Grade1.1.C11. addressing

• Grade1.1.C1 . addressing

Stage arrati e
Students work with 10 cubes. One partner snaps the tower and puts one part behind their back and shows
the other part to their partner. Their partner figures out how many cubes are behind their back.

This stage has two different recording sheets, one for kindergarten and another for grade 1. e sure to use
the appropriate recording sheet with students.

On the kindergarten recording sheet, students draw or color the connecting cube tower to show the
two parts that the tower broke into and fill in an equation to show the total number of connecting cubes in
the tower and the two parts that the tower was broken into.

On the grade 1 recording sheet, students record an addition equation with a blank to represent the missing
cubes.

Standards Align ents

ddressing 1.O . . , 1.O .C. , .O . .

aterials to Gather aterials to o

10-frames, Connecting cubes hat s ehind y ack Stage Recording Sheet
Grade 1 groups of 1 , hat s ehind y ack
Stage Recording Sheet indergarten groups of 1

Additional n or ation
ach group of needs 10 connecting cubes.

18 Grade 1
Unit 1 Center: What’s Behind My Back (K–2)

Grade 1, Unit 1

Stages used in indergarten

Stage 1
Addressing

• indergarten.5.

• indergarten.5.

• indergarten.5.C

Stage
Addressing

• indergarten.5.C

Unit 1 Center: What’s Behind My Back (K–2) 19

 Grade 1, Unit 1

enter: Sort and Dis la 1

Stage 1: An Wa
Acti ities

• Grade1.1.C1 .1 addressing

Stage arrati e
Students sort 10 0 objects into two or three categories and then show how they sorted. Provide students
with a group of items that will be interesting for them to work with such as

• pattern blocks

• connecting cubes

• counters

• combination of the blocks, cubes, and counters

• sets of books

Students then show their representation to a partner and ask questions that can be answered about their
collection of objects.

Standards Align ents

ddressing 1. .C.

aterials to Gather aterials to o

Collections of objects Sort and isplay Stage 1 Recording Sheet groups
of 1

Additional n or ation
Create collections of 10 0 objects with up to three attributes by which to sort.

20 Grade 1
Unit 1 Lesson 1

Grade 1, Unit 1

Section A: Add and Subtract within 1

Lesson 1: ount and Add

Standards Align ents

uilding On .CC.
ddressing 1.O .C.5, 1.O .C.
uilding Towards 1.O .C.5

eacher acing Learning Goals Student acing Learning Goals

Count and represent a collection of objects. • et s count objects.
Relate counting to addition.

Lesson ur ose

The purpose of this lesson is for students to count objects and relate counting to addition.

Students revisit counting collections, which is an activity introduced in kindergarten. Students count
and represent objects in a way that makes sense to them. Students then count dots on two dot cubes
to find the total. Together, they relate counting to addition, as the teacher writes expressions to
represent the total number of dots on the two cubes P . 10-frame is provided as a Instructional
master. Students used 10-frames in kindergarten and may choose to use them throughout this section.
Consider making copies on cardstock or laminating them so they can be used repeatedly.

Throughout the lesson, observe students for the look fors on the Section Checkpoint ssessment,
which can be used throughout the section.

ath o unit
In the lesson synthesis, students discuss what it means to be a part of a mathematical community.
Prepare a space, such as a piece of poster paper, titled ath Community and a T-chart with the
header oing ath. Partition the column into two sections students and teacher.

Unit 1 Lesson 1 21
 Grade 1, Unit 1

Access or:

Students with Disabilities nglish Learners

ngagement ctivity 1 R ctivity 1

nstructional outines
hat o ou now bout arm-up
aterials to Gather aterials to o
Collections of objects ctivity 1 10-Frame Standard groups of 1 ctivity 1
ot cubes ctivity Counting Collections Stages 1 and
Recording Sheet groups of 1 ctivity 1
Number Race Stage Gameboard groups
of 1 ctivity

Lesson i eline eacher e ection uestion

arm-up 10 min Reflect on the tone in the classroom during the

first lesson of the year. How are you feeling
ctivity 1 0 min about teaching math, and how are your
students feeling about participating in the
ctivity 0 min
mathematics this year How can you tell
esson Synthesis 10 min

22 Grade 1
 Grade 1, Unit 1

ool down to be completed at the end of the lesson 0 min

Unit 1, Section Checkpoint

Standards Align ents

ddressing 1.O .C.5, 1.O .C.

Student acing ask State ent

esson observations

Student es onses

• Recognize the number of dots without counting.

• Count all to find the sum.

• Count on to find the sum.

• Use their knowledge of the count sequence to know certain sums.

• now certain sums.

egin Lesson

War u 10 min

hat o ou now bout ath

Standards Align ents

uilding Towards 1.O .C.5

The purpose of this activity is to elicit ideas students have about doing math. Students learn the hat
o ou now bout routine, which will be used throughout the year. This routine provides an
opportunity for all students to contribute to the conversation and for the teacher to listen to what
knowledge students already have.

For all the routines, consider establishing a small, discreet hand signal that students can display to
indicate they have an answer they can support with reasoning. This signal could be a thumbs-up, a
certain number of fingers that tells the number of responses they have, or another subtle signal. This is

Unit 1 Lesson 1 23
 Grade 1, Unit 1

a quick way to see if students have had enough time to think about the problem. It also keeps students
from being distracted or rushed by hands being raised around the class.

nstructional outines
hat o ou now bout

Student acing ask State ent Launch

hat do you know about math • Groups of

• isplay the question.

• hat do you know about math

• 1 minute quiet think time

Acti it

Student es onses
• Record responses.

Sample responses S nthesis

• ath uses numbers. • Today, you will get to do math in different

ways.
• e use tools in math.

• e count in math.

• e add or subtract numbers in math.

Acti it 1 0 min

Revisit Counting Collections, Up to 0

Standards Align ents

uilding On .CC.

The purpose of this activity is for students to count collections of up to 0 objects and represent
their count in a way that makes sense to them. Students may use drawings, numbers, or words to
represent their count.

24 Grade 1
 Grade 1, Unit 1

This activity provides an opportunity to gather formative assessment data on students counting
skills and understanding. Some students may have more sophisticated counting methods such as
grouping and counting by twos or tens P . Students are not expected to do this at this point,
as students will continue to engage in Counting Collections throughout the year. Collections of
objects should be saved for use in later lessons.

10-frames are provided as a Instructional master. Students will continue to use these throughout
the year. Consider copying them on cardstock or laminating them and keeping them organized to
be used repeatedly.

Access or nglish Learners

MLR8 Discussion Supports. Synthesis Pair gestures with verbal repetition to demonstrate and
clarify each strategy students share for keeping track of objects.
Advances: Listening, Representing

Access or Students with Disabilities

Engagement: Develop Effort and Persistence. ifferentiate the degree of di culty or complexity.
Some students may benefit from starting with fewer objects to count.
Supports accessibility for: Conceptual Processing, Organization

aterials to Gather aterials to o

Collections of objects 10-Frame Standard groups of 1 , Counting
Collections Stages 1 and Recording Sheet
groups of 1

e uired re aration

• Create one collection of up to 0 objects such as buttons, counters, connecting cubes, paper clips,
square tiles for each group of .

Launch

• Groups of

• Give each group a collection of objects, two

recording sheets, and access to 10-frames.

• Show students a collection of 10 0 objects.

• e are going to start with some counting.

ou and your partner will get a collection of
objects like this one. our job is to figure out
how many objects are in your collection and

Unit 1 Lesson 1 25
 Grade 1, Unit 1

show how many.

• hat are some different ways you and your

partner can work together to count the
collection One person can count first and
then the next can count to see if they get the
same amount. e can take turns moving an
object and counting a number.

Acti it

• 10 minutes partner work time

• Consider asking
How many objects are in your
collection Can you prove it to me
Can you draw a picture to show how
you counted

• onitor for students who organize their

objects as they count and create a
representation with drawings or numbers.

S nthesis

• Invite previously identified students to share.

• How did you keep track of the objects as you

counted e put each object in a pile after
we counted it so we knew we already counted
that one.

• isplay previously selected representations.

• How did they show their count They drew

twelve circles. They wrote the number 1 .

• e counted lots of collections of different

things today. hat are some things you count
at home

Acti it 0 min

Introduce Number Race, dd to 10

26 Grade 1
 Grade 1, Unit 1

Standards Align ents

ddressing 1.O .C.5, 1.O .C.

The purpose of this activity is for students to learn a new stage in the center, Number Race.
arlier stages of this center were introduced in kindergarten. In this new stage, called dd to 10,
students find the total number of dots on two dot cubes and record the number on their
gameboard. This activity gives the teacher an opportunity to see the methods that students use.
s students work, observe whether they count each dot to find the total, recognize the number of
dots on each cube without counting, count on from one cube, or just know the sum of the two
quantities. Students may have fluency with sums within 5, as that was the end of year expectation
for kindergarten. any students may be counting all, and some students may be counting on. It is
important to let students develop their own ideas about counting on as this concept develops
throughout the year. uring the synthesis, students connect counting to addition as they consider
representing the total number of dots with an addition expression.

aterials to Gather aterials to o

ot cubes Number Race Stage Gameboard groups of
1

Student es onses Launch

Sample responses • Groups of

• . I counted all the dots and there were . • Give each group two game boards and two
dot cubes.
• . I know this is and 1 more is .
• isplay the game board.

• Now we are going to learn a game called

Number Race, dd to 10. et s play a round
together. I am going to roll both dot cubes
and find the total number of dots. How
many dots are there How do you know

• 0 seconds quiet think time

• 1 minute partner discussion

• Share responses.

• emonstrate writing the total at the

bottom of the appropriate column.

Acti it

• Take turns with your partner. uring each

Unit 1 Lesson 1 27
 Grade 1, Unit 1

turn, roll the dot cubes, find the total

number of dots, and show your partner
how you know. hen you agree, record the
total above the number on the game
board. If the total is more than 10, roll the
cubes again.

• 10 minutes partner work time

• s students work, consider asking

How many dots are on this cube
How did you find the total number
of dots

• ook at your game board. Talk to your

partner about what you notice.

• minutes partner discussion

S nthesis

• isplay two dot cubes, for example five

dots and three dots.

• There are different ways we can find the

total number of dots on the two cubes.
Some of us counted all of the dots. Some of
us added the number of dots on each
cube.

• Point to one cube.

How many dots are on this cube

• Repeat with the second cube.

• e can add these two numbers to find the

total number of dots. e can write an
expression to show that we are adding
these two numbers together.

• rite the expression .

• Roll the two cubes.

• hat expression can we write to show

that we are putting together the number of
dots on each of these cubes

Ad ancing Student hinking

If students are counting each dot on the dot cube, consider asking

28 Grade 1
 Grade 1, Unit 1

• How did you know how many dots are on this cube

• Showing a different number of dots, ask Can you tell how many dots are on this cube
without counting

Lesson S nthesis 10 min

Today we counted math tools and played a math game. e are going to make a chart of what you do
and what I do in our mathematical community.

ath o unit
isplay chart

hat does it look and sound like to do math together as a mathematical community e talked to
each other and to the teacher. e had quiet time to think. ou asked us questions. e shared our
ideas. e thought about the math ideas and words we knew. ou were writing down our answers. ou
were waiting quietly until we gave the answers.

Unit 1 Lesson 1 29
 Grade 1, Unit 1

Lesson : lore ressions and Su s

Standards Align ents

uilding On .CC. .1
ddressing 1.O .C.5, 1.O .C.

eacher acing Learning Goals Student acing Learning Goals

rite addition expressions within 10 based • et s write addition expressions and find
on images and add in a way that makes the sum of two numbers.
sense to them.

Lesson ur ose

The purpose of this lesson is to write addition expressions within 10 and find the sums.

This lesson builds on the previous lesson as students were asked to determine the sum of two dot
cubes. It also builds on the work of kindergarten, where students wrote addition expressions to
represent images and situations. In this lesson, students match expressions to dot images before they
are asked to write addition expressions P . Students also continue to build their math language
related to the sums, addition expressions, and mathematical community P .

ath o unit
Tell students they will have an opportunity to revise their math community ideas at the end of this
lesson, so as they work today they should think about actions that may be missing from the current
list.

Access or:

Students with Disabilities nglish Learners

ngagement ctivity R ctivity

nstructional outines
Choral Count arm-up
aterials to Gather aterials to o
10-frames ctivity Check It Off Stage 1 Recording Sheet Grade
Two-color counters ctivity 1 groups of 1 ctivity

30 Grade 1
Unit 1 Lesson 2

Grade 1, Unit 1

Number Cards 0-10 groups of ctivity

Lesson i eline eacher e ection uestion

arm-up 10 min How are you facilitating the creation of a

productive athematical Community here
ctivity 1 15 min can you point to evidence of this for students to
see
ctivity 0 min

esson Synthesis 10 min

Cool-down 5 min

ool down to be completed at the end of the lesson 5 min

xpressions and Sums

Standards Align ents

ddressing 1.O .C.5, 1.O .C.

Student acing ask State ent

1. rite an expression to match the dots.

. Find the sum of the numbers.

Student es onses
1. or
.

Unit 1 Lesson 2 31
 Grade 1, Unit 1
egin Lesson

War u 10 min

Choral Count Count to 1

Standards Align ents

uilding On .CC. .1

The purpose of this Choral Count is to invite students to practice counting by 1 and notice patterns in
the count. These understandings help students develop fluency with the count sequence and will be
helpful as students relate counting to addition and subtraction.

nstructional outines
Choral Count

Student es onses Launch

Record the count in rows with the first number in • Count by 1, starting at 0.
each row being a multiple of ten. ine up the ones
and tens digits to make the pattern visually
• Record as students count.

obvious. • Stop counting and recording at 1.

Sample responses
Acti it
• ach row has 10 numbers.
• hat patterns do you see
• The last digit of each number in each row
• 1 minutes quiet think time
goes 0, 1, , , , 5, , , , .

• The first digit in all the numbers in each row • Record responses.

are the same.

S nthesis

• oes anyone want to add an observation on

why that pattern is happening here

• o you agree or disagree hy

32 Grade 1
 Grade 1, Unit 1

Acti it 1 15 min

atching ot Cards and xpressions

Standards Align ents

ddressing 1.O .C.5, 1.O .C.

The purpose of this activity is for students to relate dot images to addition expressions. In a
previous activity, students discussed using addition expressions to show putting together the
value of each dot cube. In this activity, students match expressions to dot images and find the
total, either by using the dots in the image, or by finding the value of the expression. Students
then create matching dot images and expressions by completing the missing component. hen
students match dot images and expressions and write expressions to match dot images, they
reason abstractly and quantitatively P .

Student acing ask State ent Launch

atch each pair of dots to an expression. Then, • Groups of
find the total.
Acti it
expression total • In this activity, draw a line to connect each
dot image to its matching expression. Then,
find the total. On the second page,
complete the missing expressions or the
missing dot images.

• 5 minutes independent work time

• Share your work with your partner.

• minutes partner discussion

S nthesis

• How did you know which expression

matched each set of dots I counted the
dots on the first dot cube and wrote the
number underneath, then counted the
raw the missing dots to match the expression. dots on the second one and found the right
Then, find the total. expression. I knew the first one was four

Unit 1 Lesson 2 33
 Grade 1, Unit 1

because it looked like a dot cube and then I

counted the second one and then found
the matching expression.

xpression

Total

xpression

Total

xpression

Total

rite the missing expression to match the dots.

Then, find the total.

xpression

Total

34 Grade 1
 Grade 1, Unit 1

xpression

Total

Student es onses

• Students match the dot images with the

corresponding expression and write the
total.

• Students draw dots that match the given

expression.

• Students write expressions that match the

given dots.

Acti it 0 min

Introduce Check it Off, dd within 10

Standards Align ents

ddressing 1.O .C.5, 1.O .C.

The purpose of this activity is for students to learn a new center called Check it Off, dd within 10.
In this activity, students are introduced to the term su . They find the sum of two numbers in a
way that makes sense to them and write addition expressions to represent the sum. Students
choose two number cards in order to make each expression. ot cubes can be used instead of
number cards if students would benefit from being able to count the dots in order to find the
total. If working with number cards, students may find the sum in any way that makes sense to
them, such as using objects, fingers, drawings, or known facts.

Number Cards are provided as a Instructional master. Students will continue to use these
throughout the year. Consider copying them on cardstock or laminating them and keeping them
organized to be used repeatedly.

Unit 1 Lesson 2 35
 Grade 1, Unit 1

Access or nglish Learners

MLR8 Discussion Supports. To give all students an opportunity for verbal output, and to support the
transfer of new vocabulary to long-term memory, invite students to chorally repeat phrases that
include the term, sum in unison, 1 times. For example, The sum of 1 and is .
Advances: Spea ing, Listening

Access or Students with Disabilities

Engagement: nternalize Self regulation. Provide students an opportunity to self assess and reflect
on their own progress. For example, check in with students, and invite them to share their
thinking.
Supports accessibility for: Social Emotional unctioning, Conceptual Processing

aterials to Gather aterials to o

10-frames, Two-color counters Check It Off Stage 1 Recording Sheet Grade 1
groups of 1 , Number Cards 0-10 groups of

e uired re aration

• Create a set of cards from the Instructional master for each group of .

Student es onses Launch

Sample response • Groups of

expression
• Give each group a set of cards, two
recording sheets, and access to 10-frames
and two-color counters.

• e are going to learn a game called Check

It Off. et s play a round together.
,
, • First we take out all of the cards greater
than five. e will not use those cards in
,
this game. Now I am going to pick two
,
number cards and find the sum of the
numbers. The su is the total when adding
two or more numbers.

• Choose two cards.

• hat is the sum of the numbers How do

you know

36 Grade 1
 Grade 1, Unit 1

• 0 seconds quiet think time

• 1 minute partner discussion

• Share responses.

• Now I check off the sum. hat addition

expression represents the sum of the
numbers

• 0 seconds quiet think time

• Share responses.

• I record the expression on my recording

sheet next to the sum. Now it s my
partner s turn.

Acti it

• Take turns choosing two cards, finding the

sum, and writing an addition expression.
ou may have more than one expression
for each sum.

• 10 minutes partner work time

• Consider asking
How did you find the sum
hat expression did you write
hat does the expression show

• onitor for students who draw pictures or

use fingers to find sums.

S nthesis

• isplay number cards and .

• How can we find the sum of these

numbers

• Invite previously identified students to

share.

• hat addition expression can we write to

represent the sum of these numbers
or

Lesson S nthesis 10 min

Unit 1 Lesson 2 37
 Grade 1, Unit 1

ath o unit
et s revisit our mathematical community chart.

isplay the chart.

ased on what we did today, what can we add to oing ath

o lete ool Down

es onse to Student hinking

Students write an expression other than e t Da Su ort
or .
uring the synthesis of the next day s
warm-up, have students write an
expression to match each set of dot cubes.

This lesson builds from addition expression rior Unit Su ort

concepts developed in a prior unit.
Grade , Unit , Section C ddition and
Subtraction xpressions

38 Grade 1
Unit 1 Lesson 3

Grade 1, Unit 1

Lesson : Add 1 or

Standards Align ents

uilding On .CC.
ddressing 1.O .C.5, 1.O .C.

eacher acing Learning Goals Student acing Learning Goals

dd within 10, given expressions with an • et s add 1 or .
addend of 1 or , in a way that makes sense
to them.

Lesson ur ose

The purpose of this lesson is for students to add within 10 when one addend is 1 or .

This lesson builds on the understanding developed in kindergarten, that each successive number
name refers to a quantity that is one larger. Students relate addition to counting and see that adding
one or two more is the same as counting one or two more P . This deepens their understanding of
the structure of the counting sequence P .

Center Choice Time is introduced for the first time in this lesson. uring center choice times, students
choose the activities they would like to do, choosing from previously introduced center activities.
lthough there are four centers to choose from in this lesson, not all centers need to be offered at this
time. This is an opportunity to introduce classroom structures that will be used during center time
throughout the year.

ath o unit

Tell students they will have an opportunity to revise their math community ideas at the end of this
lesson, so as they work today they should think about actions that may be missing from the current
list.

Access or:

Students with Disabilities nglish Learners

ngagement ctivity R ctivity 1

nstructional outines
How any o ou See arm-up

Unit 1 Lesson 3 39
 Grade 1, Unit 1

aterials to Gather aterials to o

10-frames ctivity 1, ctivity Five in a Row ddition and Subtraction
aterials from previous centers ctivity Stages 1 and Gameboard groups of
ctivity 1
Number cards 0 10 ctivity 1
Two-color counters ctivity 1, ctivity

Lesson i eline eacher e ection uestion

arm-up 10 min Reflect on whether or not you were able to

circulate and hear student thinking while
ctivity 1 0 min students worked in centers. If you were, what
routines or structures helped students work
ctivity 0 min
independently If you were not, what routines
esson Synthesis 10 min or structures can you establish to ensure that
you are able to circulate and talk to students as
they work

ool down to be completed at the end of the lesson 0 min

Unit 1, Section Checkpoint

Standards Align ents

ddressing 1.O .C.5, 1.O .C.

Student acing ask State ent

esson observations

Student es onses

• Count all to find the sum.

• Count on to find the sum.

• Use their knowledge of the count sequence to know certain sums.

• now certain sums.

egin Lesson

40 Grade 1
 Grade 1, Unit 1

War u 10 min

How any o ou See ot Cubes

Standards Align ents

ddressing 1.O .C.5

The purpose of this How any o ou See is for students to determine the number of dots in an
arrangement without counting each dot. ots are arranged in the formation they appear on a dot cube
to build on the previous lessons. hen students use the dot images to relate addition to counting on,
they look for and make use of the structure of whole numbers P .

nstructional outines
How any o ou See

Student acing ask State ent Launch

How many do you see • Groups of
How do you see them
• How many do you see How do you see
them

• Flash the image.

• 1 minute quiet think time

Acti it

• isplay the image.

• iscuss your thinking with your partner.

• 1 minute partner discussion

• Record responses.

S nthesis

• How did you know how many dots there are

in all
Student es onses
• Consider asking
• . It s like a number cube, so I knew it was , ho can restate the way saw the
then 1 more is . dots in different words
• 5. I see and know that 1 more is 5. id anyone see the dots the same
• . I see and then counted on 5, . way but would explain it differently

• . I see 5 and then counted , . oes anyone want to add an

Unit 1 Lesson 3 41
 Grade 1, Unit 1

observation to the way saw the

dots

Acti it 1 0 min

Introduce Five in a Row ddition and Subtraction, dd 1 or

Standards Align ents

ddressing 1.O .C.5

The purpose of this activity is for students to learn the first stage in the center, Five in a Row. In
this stage, students pick a card and choose to add 1 or to the number on their card. They place
a counter on the sum on their game board. The first person to get five counters in a row
wins. Students begin to notice that when they add 1 to any number, the sum is the next number
in the counting sequence, and when they add , the sum is two numbers more in the counting
sequence P , P .

The game board will be used again in upcoming lessons. Consider copying on cardstock or
laminating for future use.

Access or nglish Learners

MLR Compare and Connect. Synthesis fter students share how they found sums, lead a
discussion about how students decided to add 1 or . sk, hen did you decide to add 1 hen
did you decide to add hy To amplify student language and illustrate connections, record
student strategies on a visible display.
Advances: Representing, Conversing

aterials to Gather aterials to o

10-frames, Number cards 0 10, Two-color Five in a Row ddition and Subtraction Stages
counters 1 and Gameboard groups of

e uired re aration

• ach group of needs a set of Number Cards 0 10.

Student es onses Launch

Sample response • Groups of

42 Grade 1
 Grade 1, Unit 1

• I flipped over . I counted out four counters • Give each group a set of number cards, a
and then two more. I had counters total. game board, two-color counters, and
access to 10-frames.
• I flipped over and counted on 5, .

• I flipped over . I know that is . • e are going to learn a game called Five in
a Row, dd 1 or . et s play a round
• I flipped over . I know that is away
together.
from .
• isplay the game board.

• First we need to remove any card with the

number 10 on it. e will not use these
cards in this game. Now I m going to flip
over a card and decide if I want to add 1 or
to the number.

• Flip over a card.

• I got a 5 and I m going to choose to add

to my number. hat is the sum

• Now I put a counter on the sum on the

game board. Then it is my partner s turn.

Acti it

• efore you begin, you and your partner

need to decide who will use the red side of
the counters, and who will use the yellow
side. Then take turns flipping over a card
and adding 1 or to the number. The first
person to get five counters in a row on the
game board wins. The counters can be in a
row across, up and down, or diagonal.

• 10 minutes partner work time

• s students work, consider asking

How did you find the sum
How did you decide whether to
add 1 or

S nthesis

• isplay a game board with the center

column covered with red counters except
for the at the bottom.

• isplay the number card .

• This is my game board. I just picked the

number . Should I add 1 or to the

Unit 1 Lesson 3 43
 Grade 1, Unit 1

number hy ou should add

because is and then you could
cover the last number in the column and
have five in a row.

Acti it 0 min

Centers Choice Time

Standards Align ents

uilding On .CC.
ddressing 1.O .C.5, 1.O .C.

The purpose of this activity is for students to experience center choice time for the first time.
Students choose from activities that offer practice counting up to 0 objects or adding within 10.
Students choose from previously introduced centers and are encouraged to choose the center
that will be most helpful for them at this time.

• Counting Collections

• Number Race

• Check it Off

• Five in a Row ddition and Subtraction

Students will choose from these centers throughout the section. eep materials from these
centers organized to use each day.

Access or Students with Disabilities

Engagement: Provide Access by Recruiting nterest. Use visible timers or audible alerts to help
students anticipate and prepare to transition between center activities.
Supports accessibility for: Social Emotional unctioning, Organization

aterials to Gather
10-frames, aterials from previous centers,
Two-color counters

44 Grade 1
 Grade 1, Unit 1

e uired re aration

• Gather materials from previous centers

Counting Collections, Stage 1
Number Race, Stage
Check it Off, Stage 1
Five in a Row ddition and Subtraction, Stage 1

Student acing ask State ent Launch

Choose a center. • Groups of

Counting Collections Number Race • Now you are going to choose from centers
we have already learned.

• isplay the center choices in the student

book.

• Think about what you would like to do

first.

Check it Off Five in a Row ddition

• 0 seconds quiet think time

and Subtraction
Acti it

• Invite students to work at the center of

their choice.

• minutes center work time

• Choose what you would like to do next.

• minutes center work time

S nthesis

• How did you and your partner work well

together during centers today

Lesson S nthesis 10 min

ath o unit

isplay the math community poster and read the student actions listed under oing ath.

hich of these did you do today How did they help you in class

Is there anything else we should add to the poster

Unit 1 Lesson 3 45
 Grade 1, Unit 1

Lesson : ore Work with 1 and

Standards Align ents

uilding On .CC.
ddressing 1.O .C.5, 1.O .C.

eacher acing Learning Goals Student acing Learning Goals

Subtract within 10, given expressions in • et s subtract 1 or .
which 1 or is subtracted, in a way that
makes sense to them.

Lesson ur ose

The purpose of this lesson is for students to subtract 1 or within 10.

This builds on the previous lesson where students considered the number sequence to support them
in adding 1 or . hen students see that subtracting 1 or from any number is the same as counting
one or two less, or counting back one or two, they are observing an important structure of the count
sequence P , P .

ath o unit

Tell students that, at the end of the lesson, they will be asked to identify specific actions from their
oing ath list both teacher and student sections they personally experienced during the lesson
today.

Access or:

Students with Disabilities nglish Learners

Representation ctivity 1 R ctivity 1

nstructional outines
Number Talk arm-up
aterials to Gather
10-frames ctivity 1
aterials from a previous activity ctivity 1

46 Grade 1
Unit 1 Lesson 4

Grade 1, Unit 1

aterials from previous centers ctivity

Number cards 0 10 ctivity 1
Two-color counters ctivity 1

Lesson i eline eacher e ection uestion

arm-up 10 min hat strategy did most students use in their

work today hat surprised you about student
ctivity 1 0 min
thinking
ctivity 0 min

esson Synthesis 10 min

ool down to be completed at the end of the lesson 0 min

Unit 1, Section Checkpoint

Standards Align ents

ddressing 1.O .C.5, 1.O .C.

Student acing ask State ent

esson observations

Student es onses

• Represent all, then cross off or remove to find the difference.

• Count back to find the difference.

• Use their knowledge of the count sequence to know certain differences.

• now certain differences.

egin Lesson

Unit 1 Lesson 4 47
 Grade 1, Unit 1

War u 10 min

Number Talk dd 1 or

Standards Align ents

ddressing 1.O .C.5

The purpose of this Number Talk is to elicit strategies and understandings students have for adding 1
or to a given number. Students may use what they know about the count sequence to find the sums
P .

nstructional outines
Number Talk

Student acing ask State ent Launch

Find the value of each expression mentally. • isplay one expression.

• • Give me a signal when you have an answer

and can explain how you got it.
• • 1 minute quiet think time
•
Acti it
•
• Record answers and strategy.

• eep problems and work displayed.

• Repeat with each expression.

S nthesis

• How are problems and the same How

are they different They both start with
Student es onses . One adds one more and the other adds
two more. The sums are 1 apart.
• . I know that 1 more than is .

• . I put on my fingers and counted , .

• . I started with and counted 1 more.

• 10. I know that it s 1 more than the last one.

48 Grade 1
 Grade 1, Unit 1

Acti it 1 0 min

Introduce Five in a Row ddition and Subtraction, Subtract 1 or

Standards Align ents

ddressing 1.O .C.5

The purpose of this activity is for students to learn stage of the center Five in a Row. In this
stage, students subtract one or two from a number within 10. Some students may count back and
some may count all then count back or remove 1 or then count the remaining objects. Provide
access to 10-frames and counters and encourage students to use them only if needed.

Access or nglish Learners

MLR8 Discussion Supports. Pair gestures with verbal directions to clarify the meaning of any
unfamiliar terms such as flip , across , diagonally , and 5 in a row.
Advances: Listening, Representing

Access or Students with Disabilities

Representation: nternalize Compre ension. Synthesis ncourage students to make connections to
the counting sequence and how they are choosing to subtract one or two.
Supports accessibility for: Organization, Memory, Attention

aterials to Gather
10-frames, aterials from a previous activity,
Number cards 0 10, Two-color counters

e uired re aration

• ach group of needs a set of number cards 0 10.

• ach group of needs a Five in a Row game board from the previous lesson.

Student es onses Launch

Sample responses • Groups of

• I flipped over , so I built on my 10-frame • Give each group a set of number cards, a
game board, two-color counters, and
and took away . I counted 1, , , , 5, .
access to 10-frames.

Unit 1 Lesson 4 49
 Grade 1, Unit 1

• I flipped over , showed fingers, took • e are going to learn a new way to play,
away , and saw . Five in a Row. ast time we played, we
added one or two to the number on our
• I flipped over . ... , .
card. This time, you will take turns flipping
• I flipped over . I know is away from .
over a card and choosing whether to
subtract one or two from the number.
Then put a counter on the number on the
game board. The first person to get five
counters in a row wins. Remember, your
counters can be in a row across, up and
down, or diagonally.

Acti it

• 10 minutes partner work time

• s students work, consider asking

How did you subtract
How did you decide whether to
subtract 1 or

• onitor for students who

represent the number, remove 1 or
, count all that are left
represent the number, remove 1 or
, know how many are left without
recounting
count back 1 or
use the counting sequence to find
the difference

S nthesis

• I have the number and I want to subtract

. How can I do it

• Invite previously identified students to

share.

• How are these methods the same How

are they different They all take away .
They solve in different ways.

50 Grade 1
 Grade 1, Unit 1

Acti it 0 min

Centers Choice Time

Standards Align ents

uilding On .CC.
ddressing 1.O .C.5, 1.O .C.

The purpose of this activity is for students to choose from activities that focus on counting up to
0 objects or adding and subtracting within 10. Students choose from the centers introduced in
previous lessons as well as one introduced in the previous activity. If more than one stage of a
center has been introduced, students choose from any of the stages. Students are encouraged to
choose the center that will be most helpful for them at this time.

• Counting Collections

• Number Race

• Check it Off

• Five in a Row ddition and Subtraction

aterials to Gather
aterials from previous centers

e uired re aration
Gather materials from

• Counting Collections, Stage 1

• Number Race, Stage

• Check it Off, Stage 1

• Five in a Row ddition and Subtraction, Stages 1 and

Student acing ask State ent Launch

Choose a center. • Groups of

Counting Collections Number Race • Now you are going to choose from centers
we have already learned.

• isplay the center choices in the student

Unit 1 Lesson 4 51
 Grade 1, Unit 1

book.

• Think about what you would like to do

first.

• 0 seconds quiet think time

Acti it
Check it Off Five in a Row ddition
and Subtraction • Invite students to work at the center of
their choice.

• minutes center work time

• Choose what you would like to do next.

• minutes center work time

S nthesis

• hat was your favorite part of center time

today hy was it your favorite

Lesson S nthesis 10 min

isplay the math community poster and read the student actions listed under oing ath.

hich of these did you do today How did they help you in class

Is there anything else we should add to the poster

52 Grade 1
Unit 1 Lesson 5

Grade 1, Unit 1

Lesson : lore Addition and Subtraction

Standards Align ents

uilding On .CC.
ddressing 1.O .C.5, 1.O .C.

eacher acing Learning Goals Student acing Learning Goals

dd and subtract within 10 in a way that • et s add and subtract.
makes sense to them.

Lesson ur ose

The purpose of this lesson is for students to add and subtract within 10.

Students add and subtract in a way that makes sense to them as they learn a new stage of the
center, Check it Off, and then choose from other center activities introduced in previous lessons. They
may use their knowledge of the counting sequence, count all, count on, or count back to find the sum
or difference. This lesson provides an opportunity to collect formative assessment data on how
students are developing methods for adding and subtracting within 10 that build toward fluency.

ath o unit

In the lesson synthesis, students use their athematical Community poster to create norms for the
classroom.

This lesson has a Student Section Summary.

Access or:

Students with Disabilities nglish Learners

ction and xpression ctivity 1 R ctivity 1

nstructional outines
Number Talk arm-up
aterials to Gather aterials to o
10-frames ctivity 1 Check It Off Stage Recording Sheet
groups of 1 ctivity 1

Unit 1 Lesson 5 53
 Grade 1, Unit 1

aterials from previous centers ctivity

Number cards 0 10 ctivity 1
Two-color counters ctivity 1

Lesson i eline eacher e ection uestion

arm-up 10 min Reflect on how comfortable your students are

asking questions of you and of each other. hat
ctivity 1 0 min can you do to encourage students to ask
questions
ctivity 0 min

esson Synthesis 10 min

ool down to be completed at the end of the lesson 0 min

Unit 1, Section Checkpoint

Student acing ask State ent

esson observations

Student es onses

• Represent all, then cross off or remove to find the difference.

• Count back to find the difference.

• Use their knowledge of the count sequence to know certain differences.

• now certain differences.

egin Lesson

War u 10 min

Number Talk Subtract 1 or

54 Grade 1
 Grade 1, Unit 1

Standards Align ents

ddressing 1.O .C.5, 1.O .C.

The purpose of this Number Talk is to elicit strategies and understandings students have for
subtracting 1 or from a given number. Students may use the structure of the count sequence and
count back to determine the difference P .

nstructional outines
Number Talk

Student acing ask State ent Launch

Find the value of each expression mentally. • isplay one expression.

• • Give me a signal when you have an answer

and can explain how you got it.
• • 1 minute quiet think time
•
• Acti it

Student es onses • Share and record responses.

• eep problems and work displayed.

• 5. 5 comes before .
• Repeat with each expression.
• . It s one less than the last one.

• . Take one away from . S nthesis

• . I counted back .
• How are problems and the same How
are they different They both start with .
They are both subtraction. One subtracts 1
and the other subtracts . One is and the
other is .

Acti it 1 0 min

Introduce Check it Off, Subtract within 10 P C ctivity

Unit 1 Lesson 5 55
 Grade 1, Unit 1

Standards Align ents

ddressing 1.O .C.5, 1.O .C.

The purpose of this activity is for students to learn stage in the center Check it Off. In this stage
students subtract within 10 in any way that makes sense to them. Students may count all and
remove some before counting again, count back, or use a known fact. Students are introduced to
the term di erence. They write subtraction expressions to represent differences. If students
write an expression with the minuend and subtrahend in reversed order, for example
instead of , ask them to represent the expression with cubes or two-color counters. Students
will see that if they have four cubes, they are not able to take away seven. llow students to think
about how they can write an expression that represents beginning with one of the numbers and
taking away the other to find the difference. void telling students that the bigger number is
always first in a subtraction expression since this will not remain true when students begin
working with negative numbers.

Access or nglish Learners

MLR8 Discussion Supports. Synthesis Invite students to use the following sentence frames The
difference is . . . and To find the difference I can . . . .
dvances Speaking, Representing

Access or Students with Disabilities

Action and E pression: nternalize E ecutive unctions. sk students to recall strategies from the
warm-up that were useful. Invite students to identify one or two strategies they plan to continue
with, and to share their plan with a partner before they begin.
Supports accessibility for: Conceptual Processing, Memory

aterials to Gather aterials to o

10-frames, Number cards 0 10, Two-color Check It Off Stage Recording Sheet groups
counters of 1

e uired re aration

• ach group of needs a set of Number Cards 0-10.

Student es onses Launch

found it expression • Groups of

0 • Give each group a set of number cards, two

recording sheets, and access to two-color

56 Grade 1
 Grade 1, Unit 1

counters and 10-frames.

1
• e are going to learn a new way to play
Check it Off. This time, instead of adding to
find each number on the recording sheet,
you will subtract.
5
• emonstrate choosing two number cards.

• Now I find the difference between the two

numbers. The di erence is the result
when one number is subtracted from
10 another. hat is the difference between
these two numbers How do you know

• emonstrate checking off the number on

the recording sheet.

• fter you check off the number, write a

subtraction expression to show the
difference.

• emonstrate writing the subtraction

expression.

• Continue taking turns with your partner.

The person who checks off the most
numbers wins.

Acti it

• 15 minutes partner work time

• s students work, consider asking

How did you find the difference
hich expression did you write

• onitor for students who count out

counters, remove some and count again or
count back to find the difference.

S nthesis

• I have the numbers and . How can I find

the difference

• Invite previously identified students to

share.

• hat subtraction expression can I write to

show the difference

Unit 1 Lesson 5 57
 Grade 1, Unit 1

Acti it 0 min

Centers Choice Time

Standards Align ents

uilding On .CC.
ddressing 1.O .C.5, 1.O .C.

The purpose of this activity is for students to choose from activities that focus on counting up to
0 objects or adding and subtracting within 10. Students choose from any stage of previously
introduced centers and are encouraged to choose the center that will be most helpful for them at
this time.

• Counting Collections

• Number Race

• Check it Off

• Five in a Row ddition and Subtraction

aterials to Gather
aterials from previous centers

e uired re aration

• Gather materials from previous centers

Counting Collections, Stage 1
Number Race, Stage
Check it Off, Stages 1 and
Five in a Row ddition and Subtraction, Stages 1 and

Student acing ask State ent Launch

Choose a center. • Groups of

Counting Collections Number Race • Now you are going to choose from centers
we have already learned.

• isplay the center choices in the student

book.

58 Grade 1
 Grade 1, Unit 1

• Think about what you would like to do

first.

• 0 seconds quiet think time

Acti it

Check it Off Five in a Row ddition • Invite students to work at the center of
and Subtraction their choice.

• minutes center work time

• Choose what you would like to do next.

• minutes center work time

S nthesis

• e have been playing lots of games with

addition and subtraction. hat is
something you have gotten better at from
playing these games

Lesson S nthesis 10 min

ath o unit

isplay math community poster.

xplain to students that norms are expectations that help everyone in the room feel safe, comfortable,
and productive doing math together.

e are going to make a list of norms for how we do math together. One example of a norm is isten
as others share their ideas. hat other norms should we set for our class

Share and record responses.

Student Section Su ar
e practiced counting collections.

Unit 1 Lesson 5 59
 Grade 1, Unit 1

e added 1 or by counting on.

. . . 5,

e subtracted 1 or by counting back.

. . . 5,

e played games with addition and subtraction within 10.

60 Grade 1
Unit 1 Lesson 6

Grade 1, Unit 1

Lesson : enter Da 1

Standards Align ents

uilding On .CC.
ddressing 1.O .C.5, 1.O .C.

eacher acing Learning Goals Student acing Learning Goals

dd and subtract within 10 in a way that • et s play games to practice adding and
makes sense to them. subtracting.

Lesson ur ose
The purpose of this lesson is for students to practice adding and subtracting within 10.

Students begin with an activity focused on finding pairs of numbers that make 10. fter spending time
on this activity, students then choose from other center activities introduced in previous lessons.

Access or:

Students with Disabilities nglish Learners

ction and xpression ctivity 1 R ctivity 1

nstructional outines
hich One oesn t elong arm-up
aterials to Gather aterials to o
10-frames ctivity 1 Find the Pair Stage Recording Sheet
aterials from previous centers ctivity groups of 1 ctivity 1

Number cards 0 10 ctivity 1

Two-color counters ctivity 1

Lesson i eline eacher e ection uestion

arm-up 10 min Students worked in centers a lot in this section.

hat structures have you put in place to make
ctivity 1 0 min
center time successful for all students hat
additional structures or procedures could be

Unit 1 Lesson 6 61
 Grade 1, Unit 1

ctivity 0 min helpful to introduce

esson Synthesis 10 min

egin Lesson

War u 10 min

hich One oesn t elong ath Tools

This warm-up prompts students to carefully analyze and compare features of math tools. hen they
compare different math tools, students use mathematical language describing the shapes, such as flat
and corner, precisely P . The activity also enables the teacher to hear how students talk about
characteristics of math tools. Students sort these math tools in the next section.

nstructional outines
hich One oesn t elong

Student acing ask State ent Launch

hich one doesn t belong • Groups of

A • isplay the image.

• Pick one that doesn t belong. e ready to

share why it doesn t belong.

• 1 minute quiet think time

Acti it

D • iscuss your thinking with your partner.

• minutes partner discussion

• Share and record responses.

S nthesis

• et s find at least one reason why each one

doesn t belong.

62 Grade 1
 Grade 1, Unit 1

Student es onses
Sample response

• doesn t belong because it is the only one

that isn t just one shape.

• doesn t belong because it is the only one

that doesn t have straight sides.

• C doesn t belong because it is the only one

that isn t yellow.

• doesn t belong because it is the only one

that isn t flat.

Acti it 1 0 min

Revisit Find the Pair, ake 10

Standards Align ents

ddressing 1.O .C.

The purpose of this activity is for students to revisit a center introduced in kindergarten. In Find
the Pair, ake 10, students find a number that would make 10 when added to the number on one
of their cards. Students may use addition or subtraction to find the number. Students then fill in
an equation to show the pair of numbers that make 10.

Access or nglish Learners

MLR8 Discussion Supports. isplay sentence frames to support students as they play Find the Pair
o you have a , es, I have a . and No, I don t have a .
Advances: Spea ing, Listening

Access or Students with Disabilities

Action and E pression: nternalize E ecutive unctions. Invite students to verbalize their strategy,
including the tools they will use, for finding a number that makes 10 before they begin. Students
can speak quietly to themselves, or share with a partner.
Supports accessibility for: Organization, Conceptual Processing, Language

Unit 1 Lesson 6 63
 Grade 1, Unit 1

aterials to Gather aterials to o

10-frames, Number cards 0 10, Two-color Find the Pair Stage Recording Sheet groups
counters of 1

e uired re aration

• ach group of needs a set of Number Cards 0-10.

Student es onses Launch

Students find pairs of numbers that make 10 • Groups of
when added.
• Give each group a set of cards, recording
sheets, and access to 10-frames and two-
color counters.

• e are going to play a game that you

learned in kindergarten, called Find the
Pair. e are going to find pairs that make
10. et s make sure everyone remembers
how to play the game.

• ach person gets five cards to start.

• isplay five cards.

• hen it is your turn, you ask your partner

for a number that makes 10 when added to
a number on one of your cards. For
example, I have a card with a , so I would
ask my partner for a because and
make 10.

• If your partner has the number you asked

for, they give you the card. Then you put
those two cards down and fill in the
equation showing the numbers that make
10.

• emonstrate completing the equation.

• If your partner doesn t have the number

you asked for, pick up one card from the
pile.

• Continue playing until one player runs out

of cards. The player with the most pairs
wins.

64 Grade 1
 Grade 1, Unit 1

Acti it

• 10 minutes partner work time

• onitor for students who use a 10-frame

and counters or their fingers to find the
number needed to make 10.

S nthesis

• isplay the card with a .

• This is my last card. How can I figure out

what number to ask my partner for

• Invite previously identified students to

share.

Ad ancing Student hinking

If students ask their partner for numbers that do not make 10 when added to any of the numbers
on their cards, consider asking

• How did you figure out what number to ask your partner for

• How could you use your fingers to help you figure out what number you need to make 10

Acti it 0 min

Centers Choice Time

Standards Align ents

uilding On .CC.
ddressing 1.O .C.5, 1.O .C.

The purpose of this activity is for students to choose from activities that focus on counting up to
0 objects or adding and subtracting within 10. Students choose from any stage of previously
introduced centers and are encouraged to choose the center that will be most helpful for them at
this time.

• Counting Collections

Unit 1 Lesson 6 65
 Grade 1, Unit 1

• Number Race

• Check it Off

• Five in a Row ddition and Subtraction

• Find the Pair

In the synthesis, students discuss ways they can continue building fluency with addition and
subtraction within 10 at home. Consider sending home copies of the center activities for students
to play at home.

aterials to Gather
aterials from previous centers

e uired re aration

• Gather materials from previous centers

Counting Collections, Stage 1
Number Race, Stage
Check it Off, Stages 1 and
Five in a Row ddition and Subtraction, Stages 1 and
Find the Pair, Stage

Student acing ask State ent Launch

Choose a center. • Groups of

Counting Collections Number Race • Now you are going to choose from centers
we have already learned.

• isplay the center choices in the student

book.

• Think about what you want to do first.

• 0 seconds quiet think time

Check it Off Five in a Row ddition

Acti it
and Subtraction
• Invite students to work at the center of
their choice.

• minutes center work time

• Choose what you would like to do next.

66 Grade 1
 Grade 1, Unit 1

• minutes center work time

S nthesis

• e have been playing a lot of games to

help us build fluency with addition and
subtraction within 10. How can you
continue working on addition and
Find the Pair
subtraction at home I could use flash
cards. I could play these games with my
family.

Lesson S nthesis 10 min

isplay athematical Community poster.

sk students to reflect on both individual and group actions while considering the question hat
norms, or expectations, were we mindful of as we did math together in our mathematical community

Unit 1 Lesson 6 67
 Grade 1, Unit 1

Section : Show Us our Data

Lesson : Sort ath ools

Standards Align ents

uilding On .CC.
ddressing 1. .C. , 1.O .C.5, 1.O .C.
uilding Towards 1. .C.

eacher acing Learning Goals Student acing Learning Goals

escribe orally the categories chosen for • et s sort objects and describe how many.
sorting math tools and tell how many in
each category.
Sort math tools into categories in a way
that makes sense to them.

Lesson ur ose

The purpose of this lesson is for students to sort objects into categories and tell how many objects are
in each category.

In kindergarten, students sorted objects into given categories. In this lesson, students choose
categories to sort tools they have used in previous lessons pattern blocks, two-color counters, and
inch tiles . Students explain how they sorted and how many are in each category.

lthough math tools are suggested, any objects may be used that students can sort into two or more
categories.

In ctivity , students choose from center activities introduced in previous lessons, to practice counting
up to 0 objects or adding and subtraction within 10.

Access or:

Students with Disabilities

ction and xpression ctivity

68 Grade 1
Unit 1 Lesson 7

Grade 1, Unit 1

nstructional outines
R Collect and isplay ctivity 1 , Notice and onder arm-up
aterials to Gather aterials to o
Inch tiles ctivity 1 Three-Column Table groups of 1 ctivity 1
aterials from a previous activity ctivity Two-Column Table groups of 1 ctivity 1
aterials from previous centers ctivity
Pattern blocks ctivity 1
Two-color counters ctivity 1

Lesson i eline eacher e ection uestion

arm-up 10 min In kindergarten, students compared two- and

three-dimensional shapes and used informal
ctivity 1 10 min
language to describe how they were alike and
ctivity 15 min different. hat informal language did students
use to describe shapes today How did the
ctivity 15 min Collect and isplay routine help students
esson Synthesis 10 min develop more language to describe objects

ool down to be completed at the end of the lesson 0 min

Unit 1, Section Checkpoint

Student acing ask State ent

esson observations

Student es onses

• Sort objects into categories.

egin Lesson

Unit 1 Lesson 7 69
 Grade 1, Unit 1

War u 10 min

Notice and onder ath Tools

Standards Align ents

uilding Towards 1. .C.

The purpose of this warm-up is to elicit language students have to describe math tools which will be
useful when students sort them in a later activity. The activity provides an opportunity for students to
describe mathematical objects in different ways, including non-mathematical characteristics such as
color as well as mathematical characteristics such as the number of corners and the category or
properties of the shapes. P . If possible, display the objects themselves rather than the image or
provide students with a set of the objects. Some students may not know the names of the shapes.
Prompt them to use the language that makes sense to them.

nstructional outines
Notice and onder

Student acing ask State ent Launch

hat do you notice • Groups of
hat do you wonder
• isplay the image.

• hat do you notice hat do you wonder

• 1 minute quiet think time

Acti it

• iscuss your thinking with your partner.

• 1 minute partner discussion

• Share and record responses.

S nthesis

Student es onses • How are the shapes alike How are they
different The counters are round. The
Students may notice hexagon is made of two shapes.

• I see a square.

• Some shapes have curved sides, some

have straight sides.

• The counters are both red and yellow.

70 Grade 1
 Grade 1, Unit 1
Students may wonder

• How will we use the tools

• hat are they called

Acti it 1 10 min

Sort Objects

Standards Align ents

uilding Towards 1. .C.

The purpose of this activity is for students to sort math tools, name the groups they used to sort,
and tell the number of objects in each group. Students identify attributes of the objects and sort
them into two or more groups. Students may choose to use one of the Instructional masters to
organize as they sort. hen students share how they sorted with their partner, they use their own
mathematical vocabulary and listen to and understand their partner s thinking P , P .
Students may describe the objects attributes by referring to shape names, number of sides, color,
or other attributes. ncourage students to tell how many tools are in each category. uring the
synthesis, students are introduced to the term categor They discuss different categories that
were used to sort the math tools.

Students leave their objects as they sorted them at the end of the activity for the gallery walk in
ctivity .

This activity uses MLR Collect and Display. dvances Conversing, Reading, riting.

nstructional outines
R Collect and isplay

aterials to Gather aterials to o

Inch tiles, Pattern blocks, Two-color counters Three-Column Table groups of 1 , Two-
Column Table groups of 1

e uired re aration

• ach group of needs a bag of math tools with a small handful of inch tiles, pattern blocks, and
two-color counters .

Unit 1 Lesson 7 71
 Grade 1, Unit 1

Student es onses Launch

Sample response • Groups of

Objects with straight sides • Give each group a bag of math tools and
access to the Instructional masters.

Acti it

• Sort your math tools. Use the tables if they

are helpful.

• minutes partner work time

Objects with curved sides

• xplain to another group how you sorted
your tools. ake sure to tell them the
groups you used and how many objects
are in each group.

• minutes small group discussion

L ollect and Dis la

Objects with sides • Circulate, listen for, and collect the

language students use to describe how
they sorted. isten for categories, the
number of shapes in each category, and
math tool names.

• Record students words and phrases on a

poster titled ords to describe how we
sorted and update throughout the lesson.

S nthesis

• isplay the poster.

Objects that do not have sides • re there any words or phrases that are
important to include on our display Use
this discussion to update the display, by
adding or removing language, diagrams,
or annotations.

• Remind students to borrow language from

the display as needed in the next activity.

• The label that tells how objects in a group

are alike is called a categor . One category
I saw today was shapes with straight sides.
nother category I saw was shapes that
have four sides. e will continue to sort
into categories.

72 Grade 1
 Grade 1, Unit 1

Ad ancing Student hinking

If students sort objects into groups without recognizable similarities, consider asking

• How did you choose to sort the objects

• Invite students to look at two objects and think of something they have in common. sk,
How could you sort the objects using that as one of your categories

Acti it 15 min

How id They Sort

Standards Align ents

ddressing 1. .C.

The purpose of this activity is for students to use their own language and the language generated
by the class in the last activity to describe how objects were sorted and tell how many objects are
in each category. Students walk around the room and look at how other students sorted their
objects. Consider using a signal to let students know when it is time to rotate.

Access or Students with Disabilities

Action and E pression: nternalize E ecutive unctions. Check for understanding by inviting students
to rephrase directions in their own words. eep a display of directions visible throughout the
activity.
Supports accessibility for: Memory, Attention

aterials to Gather
aterials from a previous activity

e uired re aration

• The math tool sorts from the previous activity are needed for this gallery walk.

Unit 1 Lesson 7 73
 Grade 1, Unit 1

Student es onses Launch

Sample responses • Groups of

• There are 5 red math tools. • Now you re going to walk around to other
tables to look at how other students sorted
• These categories are shapes. There are their tools. For each group s work, talk to
squares, triangles, and circles. your partner about how they sorted the
math tools and how many objects are in
each category.

• Students move so they are looking at

another group s work.

• ook at the objects on your own. How did

they sort the math tools How many
objects are in each category hen you are
ready to share your thinking with your
partner, put your thumb up.

• 0 seconds quiet think time

• Take turns sharing your thinking with your

partner.

• 1 minute partner discussion

Acti it

• ove to the next group s work. Talk to

your partner about how they sorted and
how many tools are in each category.

• Repeat as time allows.

• minutes partner discussion time

S nthesis

• hat are some different ways you saw the

math tools sorted

Acti it 15 min

Centers Choice Time

74 Grade 1
 Grade 1, Unit 1

Standards Align ents

uilding On .CC.
ddressing 1.O .C.5, 1.O .C.

The purpose of this activity is for students to choose from activities that focus on counting up to
0 objects or adding and subtracting within 10. Students choose from any stage of previously
introduced centers and are encouraged to choose the center that will be most helpful for them at
this time.

• Counting Collections

• Number Race

• Check it Off

• Five in a Row ddition and Subtraction

• Find the Pair

aterials to Gather
aterials from previous centers

e uired re aration

• Gather materials from previous centers

Counting Collections, Stage 1
Number Race, Stage
Check it Off, Stages 1 and
Five in a Row ddition and Subtraction, Stages 1 and
Find the Pair, Stage

Student acing ask State ent Launch

Choose a center. • Groups of

Counting Collections Number Race • Now you are going to choose from centers
we have already learned.

• isplay the center choices in the student

book.

• Think about what you would like to do

first.

• 0 seconds quiet think time

Unit 1 Lesson 7 75
 Grade 1, Unit 1

Check it Off Five in a Row ddition

Acti it
and Subtraction
• Invite students to work at the center of
their choice.

• 10 minutes center work time

S nthesis

Find the Pair

• How was the center activity you chose
helpful for you today

Lesson S nthesis 10 min

Refer back to the poster with the language students used during the activities.

Today we sorted objects and described how we sorted. et s look at the words collected today during
your discussions. re there any words or phrases that are important to include on our display

76 Grade 1
Unit 1 Lesson 8

Grade 1, Unit 1

Lesson : Sort and ount Sha e ards

Standards Align ents

uilding On .CC. .
ddressing 1. .C.
uilding Towards 1. .C.

eacher acing Learning Goals Student acing Learning Goals

Represent how many shapes are in each • et s sort shapes and show how many.
category.
Sort shapes into three categories.

Lesson ur ose
The purpose of this lesson is for students to sort shapes and create a representation that shows the
number of shapes in each category.

In a previous lesson, students made sense of how objects were sorted. Students made oral statements
about how many objects were in each category. In this lesson, students sort shapes into three
categories. They name and describe their categories, including how many shapes are in each category.
Students then create a visual representation of the number of shapes in each category in a way that
makes sense to them. Students discuss that in order to make sure their representation can be
understood by others, they need to label the categories and represent objects in an organized way
P .

Access or:

Students with Disabilities nglish Learners

ction and xpression ctivity R ctivity

nstructional outines
hich One oesn t elong arm-up
aterials to Gather aterials to o
Colored pencils or crayons ctivity Shape Cards groups of ctivity 1
aterials from a previous activity ctivity 1,

Unit 1 Lesson 8 77
 Grade 1, Unit 1

ctivity , ctivity

Lesson i eline eacher e ection uestion

arm-up 10 min fter the gallery walk and the discussion about
what makes a representation easy to interpret,
ctivity 1 10 min
what representations do you anticipate students
ctivity 15 min making for data they collect in the next lesson
hy do you think they will choose these
ctivity 15 min representations
esson Synthesis 10 min

ool down to be completed at the end of the lesson 0 min

Unit 1, Section Checkpoint

Standards Align ents

ddressing 1. .C.

Student acing ask State ent

esson observations

Student es onses

• Sort objects into categories.

• Represent each object with a picture of the object, symbol, or number.

• abel the categories in their representation.

egin Lesson

War u 10 min

hich One oesn t elong Show uantities

78 Grade 1
 Grade 1, Unit 1

Standards Align ents

uilding On .CC. .
uilding Towards 1. .C.

The purpose of this warm-up is for students to compare and contrast ways of representing quantities.
This warm-up prepares students to represent shapes they sort in a way that makes sense to them.

nstructional outines
hich One oesn t elong

Student acing ask State ent Launch

hich one doesn t belong • Groups of

A • isplay the image.

• Pick one that doesn t belong. e ready to

share why it doesn t belong.

• 1 minute quiet think time

Acti it
D
• iscuss your thinking with your partner.

• minutes partner discussion

• Share and record responses.

S nthesis

Student es onses • hich representation is easiest for you to

see how many hy The three triangles
Sample responses because I can just look at it and know how
many. The number 5 because I don t have to
• doesn t belong because it is the only one count.
that uses marks.

• doesn t belong because it is the only one

that doesn t show 5.

• C doesn t belong because it is the only one

that shows more than one line.

• doesn t belong because it is the only one

that shows the number.

Unit 1 Lesson 8 79
 Grade 1, Unit 1

Acti it 1 10 min

Sort Shapes P C ctivity

Standards Align ents

ddressing 1. .C.

The purpose of this activity is for students to organize shape cards into three categories and
name the categories. Students describe how they sorted and how many shapes are in each
category. Students choose and describe different attributes of their shapes and how those
attributes determine the different ways they sorted their shapes P . Students create a
representation of how they sorted in the next activity.

aterials to Gather aterials to o

aterials from a previous activity Shape Cards groups of

e uired re aration
Create a set of shape cards from the Instructional master for each group of .
•
Have extra copies of the three-column table from a previous lesson available for students.
•
Student es onses Launch
Sample responses • Groups of

• e sorted by color. • Give each group a set of shape cards and

access to copies of the three-column table.
• There are white, gray, and black
• ook at all of your shape cards. Take a
shapes.
minute to look over the cards by yourself
• There is 1 round shape, fat shapes, and first and think about how you would sort
skinny shapes. them.

• 1 minute quiet think time

Acti it

• ork with your partner to sort the cards

into three categories in any way that you
want. ou do not need to use all of the
cards.

80 Grade 1
 Grade 1, Unit 1

• 5 minutes partner work time

• Share with another group. xplain how

you sorted the shapes. Tell how many
shapes are in each category and how many
shapes there are altogether. There are 5
white shapes. There are 1 shapes
altogether.

• minutes small group discussion

• onitor for two groups who sorted their

cards in different ways.

S nthesis

• Invite previously identified students to

share.

• How did this group sort their shapes How

many shapes are in each category They
sorted by color. There are white shapes,
black shapes, and gray shapes.

Acti it 15 min

Show our Sort

Standards Align ents

ddressing 1. .C.

The purpose of this activity is for students to represent how they sorted their shapes in the
previous activity and tell how many in each category and how many in all. t the end of the
activity, display each representation on tables or walls, to use during the gallery walk in the next
activity.

Unit 1 Lesson 8 81
 Grade 1, Unit 1

Access or nglish Learners

MLR8 Discussion Supports. Synthesis For each explanation that is shared, invite students to turn to
a partner and restate what they heard using precise mathematical language.
Advances: Listening, Spea ing

Access or Students with Disabilities

Action and E pression: Develop E pression and Communication. Provide alternative options for
expression. Some students may benefit from the option of creating a representation by gluing or
taping their shape cards from the previous activity onto a poster.
Supports accessibility for: isual Spatial Processing, Organization

aterials to Gather
Colored pencils or crayons, aterials from a
previous activity

e uired re aration

• Have extra copies of the three-column table from a previous lesson available for students.

Student acing ask State ent Launch

1. Show how you sorted the shape cards. • Give students access to colored pencils or
e sure that someone else who looks at crayons and copies of the three-column
your paper can see how many shapes are in table.
each category.
Acti it
. Complete the sentences

a. The first category has

• Read the task statement.

shapes. • 10 minutes independent work time

b. The second category has S nthesis

shapes.
c. The third category has • Now we will have a chance to look at and
shapes. interpret each other s representations.

d. There are shapes all

together.

Student es onses
Sample responses

82 Grade 1
 Grade 1, Unit 1

1.

. a. The first category has shapes.

b. The second category has shapes.
c. The third category has shapes.
d. There are 1 shapes all together.

Ad ancing Student hinking

If students make a representation that doesn t show three categories, consider asking,

• Can you explain how you showed your sort on the paper

• How could you show each category in your representation

Acti it 15 min

Shape Sort Gallery alk

Standards Align ents

ddressing 1. .C.

The purpose of this activity is for students to interpret different representations created based on
their shape sorts. Students use the different representations to determine how many shapes are
in each category. uring the synthesis, students discuss aspects of representations that make
them easier to interpret.

aterials to Gather
aterials from a previous activity

e uired re aration

• isplay students representations of their shape sorts on tables or walls so they are easily seen as
students walk around.

Unit 1 Lesson 8 83
 Grade 1, Unit 1

Student es onses Launch

Students interpret different representations. • Groups of

Acti it

• ith your partner, look at each

representation. iscuss how each group
sorted the shapes, how many shapes are in
each category, and how you know.

• 10 minutes partner discussion

• s students work, consider asking

How does this representation show
how many shapes are in the first
category
hat makes this representation
easy to interpret

• onitor for representations that use

shapes, tally marks, numbers, and labels.

S nthesis

• isplay previously identified

representations.

• How did this group sort their shapes How

many are in each category How do you
know

• Repeat with different student work as time

allows.

• hich representation was easiest to

interpret hat made it easier than the
others The one with numbers was
easiest because I didn t have to count. The
one with labels was easiest because I knew
what the groups were.

Lesson S nthesis 10 min

Today we saw different ways to show our sorts and talked about how we can make sure they are easy
for others to understand. Tell your partner one thing you would change that would make your

84 Grade 1
 Grade 1, Unit 1

representation easier for someone to understand. I would add labels. I would count my shapes and
write the number so other people don t have to count.

Unit 1 Lesson 8 85
 Grade 1, Unit 1

Lesson : What is our a orite

Standards Align ents

ddressing 1. .C. , 1.O .C.5

eacher acing Learning Goals Student acing Learning Goals

Organize and represent categorical data • et s collect, organize, and show data.
about the class.

Lesson ur ose

The purpose of this lesson is for students to collect categorical data about the class, organize it, and
represent it in a way others can understand.

In previous lessons students sorted objects and created visual representations of the number of
objects in each category using shapes, tally marks, or numbers. In this lesson, students answer a
survey question and represent different responses with different colored cubes. Connecting cubes are
a concrete way to represent each student and their previous work with cubes may lead them to
suggest making towers by color to organize the cubes. This supports students as they make their own
representations in the next activity. Students make statements based on the data after it is
represented visually.

s the class builds community, it is helpful to learn about each other s likes and dislikes. hen
choosing a survey question to ask, consider some of the following

hat is your favorite

• animal

• pet

• subject in school

• special area in school rt, usic, etc.

• field trip destination

• indoor activity

• recess activity

• sport

• fruit

• snack

Choose a question and come up with three possible responses to the question that students can

86 Grade 1
Unit 1 Lesson 9

Grade 1, Unit 1

choose from when taking the survey. Consider having students help choose the question and
responses.

This lesson has a Student Section Summary.

Access or:

Students with Disabilities nglish Learners

Representation ctivity 1 R ctivity

nstructional outines
How any o ou See arm-up
aterials to Gather
Colored pencils or crayons ctivity
Connecting cubes ctivity 1, ctivity
aterials from a previous activity ctivity ,
ctivity

Lesson i eline eacher e ection uestion

arm-up 10 min Reflect on times you observed students listening

to one another s ideas today in class. hat
ctivity 1 15 min norms would help each student better attend to
their classmates ideas in future lessons
ctivity 15 min

ctivity 10 min

esson Synthesis 10 min

ool down to be completed at the end of the lesson 0 min

Unit 1, Section Checkpoint

Standards Align ents

ddressing 1. .C.

Unit 1 Lesson 9 87
 Grade 1, Unit 1

Student acing ask State ent

esson observations

Student es onses

• Represent each object with a picture of the object, symbol, or number.

• abel the categories in their representation.

egin Lesson

War u 10 min

How any o ou See ots and ore ots

Standards Align ents

ddressing 1.O .C.5

The purpose of this How any o ou See is for students to use their ability to know without counting
subitize the number of dots. Students may recognize quantities up to four without having to count.
They may recognize larger quantities when seen in a standard configuration, such as those seen on dot
cubes.

nstructional outines
How any o ou See

Student acing ask State ent Launch

How many do you see • Groups of
How do you see them
• How many do you see and how do you see
them

Acti it

• Flash the image.

• 10 seconds quiet think time

88 Grade 1
 Grade 1, Unit 1

• isplay the image.

• Record responses.

• Repeat for each arrangement.

S nthesis

• id anyone see the same number of dots in

a different way

• Consider asking
ho can restate the way saw the
dots in different words
id anyone see the dots the same
Student es onses way but would explain it differently

• . I counted on. ... , . oes anyone want to add an

observation to the way saw the
• . I see red yellow. is .
dots
• . I see 5 . . . , .

Acti it 1 15 min

Class Survey

Standards Align ents

ddressing 1. .C.

The purpose of this activity is for students to collect information, or data, about their class and
discuss how to organize it in a way that others will understand. Students learn how to conduct
a sur e and use connecting cubes to physically represent their vote which builds on their sorting
work from previous lessons. uring the activity synthesis, students discuss how to organize the
cubes so they can easily determine how many are in each category.

Students need access to the data represented by connecting cubes in the next activity. eave the
cubes in a location where students can easily access them.

Access or Students with Disabilities

Representation: Access for Perception. Students with color blindness will benefit from verbal
emphasis, gestures, or labeled displays to distinguish between colors of connecting cubes.
Supports accessibility for: isual Spatial Processing

Unit 1 Lesson 9 89
 Grade 1, Unit 1

aterials to Gather
Connecting cubes

e uired re aration

• ach group of needs access to red, blue, and yellow connecting cubes.

Student acing ask State ent Launch

hat is your favorite • Groups of

• Give each group access to red, blue, and

yellow connecting cubes.
If you chose , take • Today we are going to take a survey.
a red cube. sur e is a way to collect information
about a group of people s answers to the
If you chose , take same question. The information we collect
a blue cube. about the things or people in the group is
called data. et s take a survey and collect
data about our favorite .
If you chose , take
a yellow cube. • ake sure there are three clear choices for
students to choose from when answering
the survey question.
Student es onses • isplay the student book.

Sample responses • Together, record the question and the

answer that will be represented by each
• e could put all the cubes of each color color.
together.
• Think about which is your favorite and
• e could make towers for each color. take one connecting cube.

• Collect and display the connecting cubes in

a scattered arrangement.

Acti it

• hat do you notice about the data that we

collected There are a lot of cubes and it s
hard to know how many of each there are.

• hat could we do to organize the data

Organize the cubes by color, put the cubes
in towers by color.

• 0 seconds quiet think time

• 1 minute partner discussion

90 Grade 1
 Grade 1, Unit 1

S nthesis

• Share responses.

• Group the cubes the ways students

suggest.

• How does organizing the cubes help us

show the data from our class survey
hen we organized, it was easier to see
how many people voted for each.

Acti it 15 min

Show Our Class ata

Standards Align ents

ddressing 1. .C.

The purpose of this activity is for students to represent on paper the class data collected during
the previous activity. Students determine how they want to represent their data which was
represented by cubes in the previous activity. Representations may include squares as cubes ,
tally marks, or number symbols. Students also label their representations.

aterials to Gather
Colored pencils or crayons, Connecting cubes,
aterials from a previous activity

e uired re aration

• Have extra copies of the three-column table from a previous lesson available for students.

Student acing ask State ent Launch

Show the survey data about our class s favorite • Groups of

. • Give each group access to colored pencils

or crayons and copies of the three-column
table.

Unit 1 Lesson 9 91
 Grade 1, Unit 1

Student es onses • e have to put the cubes away at the end

of math, but we want to be able to see our
Students make representations that show how class data tomorrow. ith your partner,
many people chose , , and . come up with a plan to show our data on
paper.

• minutes partner discussion

Acti it

• Now each of you will show our class data

on paper.

• 10 minutes independent work time

• s students work, consider asking

questions to help clarify representations
hich category is this hat can
you do so others can tell what each
category is on your paper
hat is the title of your data
representation

• onitor for different representations that

use squares, tally marks, and numbers to
share during the synthesis of the next
activity.

S nthesis

• Now let s see what we can learn about the

representations of our class data.

Acti it 10 min

ifferent ays to Show ata

Standards Align ents

ddressing 1. .C.

92 Grade 1
 Grade 1, Unit 1

The purpose of this activity is for students to interpret the representations created in ctivity . s
the data is the same for each representation, students discuss how the representations they see
are the same or different P . This activity allows teachers to observe how students build on
their work describing how objects were sorted while working with a new data context. Students
may notice there are similarities in the number of votes for each category and make connections
between representations. Students may notice that the representations are different as some use
drawings and others use tally marks or numbers. They may also notice that the categories are in a
different order.

Access or nglish Learners

MLR Collect and Display. Circulate, listen for, and collect the language students use as they talk
about the data. On a visible display, record words and phrases such as more, less, same,
different, popular. Invite students to borrow language from the display as needed, and update
it throughout the lesson.
Advances: Conversing, riting

aterials to Gather
aterials from a previous activity

e uired re aration

• Students need their representations from the previous activity.

Student es onses Launch

Sample responses • Groups of

• This representation used numbers to Acti it

represent votes, and we used squares.

• ach representation shows that 10 people • ith your partner, find a group that
chose hippopotamus. represented the data in a different way
from how you represented it. One person
• The categories are in different orders, but
from each group switch papers with
the categories are the same.
someone from the other group. ith your
partner, talk about what you notice is the
same about each representation and what
you notice is different.

• minutes partner discussion

• Share your thinking with the other

group. hat do you agree about e
agree that each representation shows the

Unit 1 Lesson 9 93
 Grade 1, Unit 1

same number of votes in each category

and the same total number of votes.

• minutes small group discussion

S nthesis

• isplay selected student representations

from the previous activity.

• hat is the same about these

representations hat is different The
way that groups represented the number
of votes is different. The number of votes
under each category is the same.

• There are different ways to represent our

data, but no matter the representation, the
data should tell the same story.

Lesson S nthesis 10 min

Today we saw that there are different ways to show our data on paper. hat are some things we
should remember when doing this It helps to label each group. e can use numbers to show how
many are in each group. e can use tally marks or other shapes to show how many are in each group.

Student Section Su ar
e sorted objects and shapes.

94 Grade 1
 Grade 1, Unit 1

e showed our sorts on paper in different ways.

Unit 1 Lesson 9 95
 Grade 1, Unit 1

Lesson 1 : enter Da

Standards Align ents

uilding On .CC. .1
ddressing 1.O . . , 1.O .C.5, 1.O .C.
uilding Towards 1.N T. .

eacher acing Learning Goals Student acing Learning Goals

dd and subtract within 10. • et s add and subtract.

Lesson ur ose

The purpose of this lesson is for students to add and subtract within 10.

Students revisit a center from kindergarten focused on making 10. fter all students spend some time
on this center, they then have a choice of different previously introduced centers. ll centers focus on
adding or subtracting within 10.

Access or:

Students with Disabilities nglish Learners

Representation ctivity 1 R ctivity 1

nstructional outines
Choral Count arm-up
aterials to Gather aterials to o
10-frames ctivity 1 hat s ehind y ack Stage Recording
Connecting cubes ctivity 1 Sheet Grade 1 groups of 1 ctivity 1

aterials from previous centers ctivity

Two-color counters ctivity 1

Lesson i eline eacher e ection uestion

arm-up 10 min Reflect on what you saw and heard as students

worked in centers today. hose ideas were

96 Grade 1
Unit 1 Lesson 10

Grade 1, Unit 1

ctivity 1 0 min heard, valued, and accepted How can you

adjust the group structure or norms during the
ctivity 0 min next center time to ensure each student s ideas
are a part of the collective learning
esson Synthesis 10 min

egin Lesson

War u 10 min

Choral Count Count by 10

Standards Align ents

uilding On .CC. .1
uilding Towards 1.N T. .

The purpose of this Choral Count is to invite students to practice counting by 10 and notice patterns in
the count. These understandings help students develop fluency with the count sequence. hen
students notice the pattern in the ones place as they count by 10, they are looking for and making use
of structure P .

nstructional outines
Choral Count

Student es onses Launch

Record the count in a column, lining up the tens • Count by 10, starting at 0.
and ones digits.
• Record as students count.

Sample response • Stop counting and recording at 100.

• The first number goes 1, , , , all the way to Acti it

.

• They all have zeros at the end. • hat patterns do you see

• 100 has digits. • 1 minutes quiet think time

• Record responses.

Unit 1 Lesson 10 97
 Grade 1, Unit 1

S nthesis

• How is counting by 10 like counting by 1

• Consider asking
ho can restate the pattern in
different words
oes anyone want to add an
observation on why that pattern is
happening here
o you agree or disagree hy

Acti it 1 0 min

Revisit hat s ehind y ack, 10 Cubes

Standards Align ents

ddressing 1.O . . , 1.O .C.

The purpose of this activity is for students to revisit a center from kindergarten. In this center,
hat s ehind y ack, students find the missing part to make 10. They record different ways to
make 10 with equations.

Access or nglish Learners

MLR8 Discussion Supports. Synthesis For each method that is shared, invite students to turn to a
partner and restate what they heard using precise mathematical language.
Advances: Listening, Spea ing

Access or Students with Disabilities

Representation: nternalize Compre ension. Synthesis Record students methods for finding the
missing part on a visual display.
Supports accessibility for: Conceptual Processing, Attention

aterials to Gather aterials to o

10-frames, Connecting cubes, Two-color hat s ehind y ack Stage Recording
counters Sheet Grade 1 groups of 1

98 Grade 1
 Grade 1, Unit 1

e uired re aration

• ach group of needs 10 connecting cubes.

Student es onses Launch

Sample responses • Groups of

• Give each group two recording sheets, ten

connecting cubes, and access to 10-frames
and two-color counters.

• e are going to play a game you learned

in kindergarten called hat s ehind y
ack. et s play the first round together to
make sure we all remember how to play.

• emonstrate starting with a tower of ten

cubes.

• ach group will start with a tower of ten

cubes. Then one partner will break the
tower into two parts and hide one of the
parts behind their back.

• reak the tower into two parts and hide

one part behind your back. Show the other
part to the class.

• The other partner will write an equation

leaving a blank box for the missing
number.

• emonstrate writing .

• Then they will figure out how many cubes

are hidden behind their partner s back. ou
may use 10-frames and two-color counters
if they are helpful. How many cubes are
behind my back

• Share responses.

• hen you agree on how many are hiding,

you can complete the equation.

• emonstrate filling in the missing number

in the equation.

Acti it

• Now you will play with your partner. Take

Unit 1 Lesson 10 99
 Grade 1, Unit 1

turns breaking the tower and hiding one

part behind your back.

• 10 minutes partner work time

• onitor for students who use a 10-frame

or their fingers to figure out how many
cubes are hiding.

S nthesis

• Invite previously identified students to

share.

• How did you figure out how many cubes

were hiding behind your partner s back

Acti it 0 min

Centers Choice Time

Standards Align ents

ddressing 1.O . . , 1.O .C.5, 1.O .C.

The purpose of this activity is for students to choose activities focusing on adding and subtracting
within 10. Students choose from three centers introduced in the previous section and
one introduced in the previous activity.

• hat s ehind y ack

• Five in a Row ddition and Subtraction

• Check it Off

• Find the Pair

Students may work with more than one center during this time. eep the materials from each
center organized to use in future lessons.

aterials to Gather
aterials from previous centers

100 Grade 1
 Grade 1, Unit 1

e uired re aration

• Gather materials from previous centers

hat s ehind y ack, Stage
Five in a Row ddition and Subtraction, Stages 1 and
Check it Off, Stages 1 and
Find the Pair, Stage

Student acing ask State ent Launch

Choose a center. • Groups of

Five in a Row ddition Check it Off • Now we are going to choose from centers
we have already learned.
and Subtraction
• isplay the center choices in the student
book.

• Think about what you would like to do

first.

• 0 seconds quiet think time

hat s ehind y ack Find the Pair

Acti it

• Invite students to work at the center of

their choice.

• minutes center work time

• Choose what you would like to do next.

• minutes center work time

S nthesis

• How do you know that the center you

chose was a good choice

Lesson S nthesis 10 min

Today we practiced adding and subtracting within 10. hat is one thing you enjoy about this work

Unit 1 Lesson 10 101

 Grade 1, Unit 1

Section : What Does the Data ell Us

Lesson 11: lass et Sur e s

Standards Align ents

ddressing 1. .C. , 1.O . . , 1.O .C.5, 1.O .C.
uilding Towards 1. .C.

eacher acing Learning Goals Student acing Learning Goals

etermine whether statements about data • et s see what the data tells us.
are true or false.
rite statements about data from a visual
representation.

Lesson ur ose

The purpose of this lesson is for students to write and evaluate statements based on data in a visual
representation.

In a previous lesson, students created representations of survey data collected from their class. In this
lesson, students interpret data represented with tally marks to consider whether statements about the
data are true or false. Students then write their own statements about a different set of data, also
represented with tally marks.

Access or:

Students with Disabilities nglish Learners

ction and xpression ctivity 1 R ctivity 1

nstructional outines
Notice and onder arm-up
aterials to Gather
aterials from previous centers ctivity

102 Grade 1
Unit 1 Lesson 11

Grade 1, Unit 1

Lesson i eline eacher e ection uestion

arm-up 10 min hat types of statements did students make

about the data hat do these statements tell
ctivity 1 10 min you about how prepared students are to answer
how many in each category and how many in
ctivity 10 min
all questions in upcoming lessons
ctivity 15 min

esson Synthesis 10 min

Cool-down 5 min

ool down to be completed at the end of the lesson 5 min

Class Pet ata

Standards Align ents

ddressing 1. .C.

Student acing ask State ent

nother class answered the question hich animal would make the best class pet

Their responses are shown below.

rite 1 true statement about the data.

Unit 1 Lesson 11 103

 Grade 1, Unit 1

Student es onses
Sample responses

• students voted for hamster.

• 11 students voted for fish or frog.

• 1 students voted altogether.

• ore students chose hamster than fish.

egin Lesson

War u 10 min

Notice and onder Tally arks

Standards Align ents

uilding Towards 1. .C.

The purpose of this warm-up is to elicit the idea that tally marks are organized in groups of five, like the
5-frame. This will be useful when students answer questions about data represented with tally marks
in a later activity. hile students may notice and wonder many things about these images, the fact that
a group of five tally marks is shown with four straight lines and one diagonal line through them is the
most important discussion point.

nstructional outines
Notice and onder

Student acing ask State ent Launch

hat do you notice • Groups of
hat do you wonder
• isplay the image.

• hat do you notice hat do you wonder

104 Grade 1
 Grade 1, Unit 1

Acti it

• iscuss your thinking with your partner.

• 1 minute partner discussion

• Share and record responses.

S nthesis

• here do you see a group of five in each

image
Student es onses
• These lines are called tally marks. e know
Students may notice there are five tally marks when we see the
• oth show six. diagonal line through the other lines. e are
going to see data represented with tally
• One shows dots and the other shows lines.
marks.
• I can see a group of five and one more.

Students may wonder

• hy is one of the lines sideways

• hy aren t the lines in the 5-frame

• hat will we use these marks for

Acti it 1 10 min

ada s Class Pet Survey

Standards Align ents

ddressing 1. .C.

The purpose of this activity is for students to interpret a data representation and determine
whether statements about the data are true or false. Students then explain why they think the
statements are true or false. lthough the class does not need to collect data for this activity,
consider spending time during the launch discussing what animals the class would choose if
asked hich animal would make the best class pet This is an opportunity for the class to build
community by learning more about one another.

Unit 1 Lesson 11 105

 Grade 1, Unit 1

Access or nglish Learners

Reading: MLR ree Reads. To launch this activity, display the task statement. e are going to
read this statement times. fter the 1st Read, ask hat is this situation about isten for and
clarify any questions about the context. fter the nd Read hat are all the things we can
count number of votes for each pet, number of classmates who took the survey . fter the rd
Read How can we know if a statement is true or false
Advances: Reading, Representing

Access or Students with Disabilities

Action and E pression: Develop E pression and Communication. Give students access to sentence
frames to support them in communicating with their partner. For example, This statement is true
because . . . and This statement is false because . . . .
Supports accessibility for: Language,Organization

Student acing ask State ent Launch

ada took a survey of her classmates and asked, • Groups of
hich animal would make the best class pet
Acti it
She showed their responses.
• Read the task statement.

• ecide whether each statement is true. If

the statement is true, circle thumbs up . If
it is not true, circle thumbs down e ready
to explain your thinking.

• minutes independent work time

• minutes partner discussion

ecide whether each statement is true or false. S nthesis

e ready to explain why. • Choose one statement ada made that is
false.
1. There are 1 votes for rabbit.
• Is this statement true or false xplain how
you know.

• How can we revise this statement to make

it true

. There are 1 votes all together.

106 Grade 1
 Grade 1, Unit 1

. 1 students voted for turtle or rabbit.

. students voted for dog or turtle.

Student es onses
1. True
. False
. False
. True

Acti it 10 min

Interpret ata bout Class Pets

The purpose of this activity is for students to interpret data representations and write what they
learn about the data. Students may learn different things about the data, but how many in each
category and how many in all are most important.

Students might make statements like students voted for turtles and dogs. hile this statement
makes sense to students, it is not technically correct because it introduces the possibility that
some students voted for both turtles and dogs. In upcoming lessons, students will answer
questions such as How many students voted for reading or science , so it is important to restate

Unit 1 Lesson 11 107

 Grade 1, Unit 1

students statements in this lesson to use or instead of and.

Student acing ask State ent Launch

Tyler asked the same survey question to his • Groups of
classmates.
He showed their responses.
• Read the task statement.

• 1 minute quiet think time

Acti it

• ach student in your group will share what

they learned about Tyler s survey data.
fter each group member has shared,
write down three different statements
about the data.

rite things that you learned about Tyler s • 5 minutes small group work time
survey data from the representation. • onitor for students who make statements
about
1.
how many in all
.
how many in each category
.
how many in two categories
combined
Student es onses
Sample responses S nthesis

• students voted for turtle • Invite previously identified students to

share.
• 1 people voted for turtle or dog

• 1 students took the survey altogether

Ad ancing Student hinking

If students make statements about the data that are not true, consider asking

• here on the representation did you look to help you make this statement

• hat statement could you make about the number of people who voted for turtles

108 Grade 1
 Grade 1, Unit 1

Acti it 15 min

Centers Choice Time

Standards Align ents

ddressing 1.O . . , 1.O .C.5, 1.O .C.

The purpose of this activity is for students to choose from activities that focus on adding and
subtracting within 10. Students choose from any stage of previously introduced centers and are
encouraged to choose the center that will be most helpful for them at this time.

• hat s ehind y ack

• Check it Off

• Five in a Row ddition and Subtraction

• Find the Pair

aterials to Gather
aterials from previous centers

e uired re aration

• Gather materials from previous centers

hat s ehind y ack, Stage
Check it Off, Stages 1 and
Five in a Row ddition and Subtraction, Stages 1 and
Find the Pair, Stage

Student acing ask State ent Launch

Choose a center. • Groups of

hat s ehind y ack Check it Off • Now you are going to choose from centers
we have already learned.

• isplay the center choices in the student

book.

• Think about what you would like to do.

• 0 seconds quiet think time

Unit 1 Lesson 11 109

 Grade 1, Unit 1

Acti it

• Invite students to work at the center of

their choice.

• 10 minutes center work time

S nthesis
Five in a Row ddition Find the Pair
and Subtraction • How has working on these center activities
helped you build fluency with addition and
subtraction

Lesson S nthesis 10 min

Today we made statements about survey data.

isplay the data representation from ctivity 1.

Can we make a statement about how many students think a fish would make the best class pet If so,
what would the statement be If not, why not

o lete ool Down

es onse to Student hinking

Students write a statement about the data that e t Da Su ort
is not true.
uring the launch of the next day s activity,
have students share statements that are
true about the data in the new
representation.

110 Grade 1
Unit 1 Lesson 12

Grade 1, Unit 1

Lesson 1 : ow an

Standards Align ents

uilding On .CC. .1
ddressing 1. .C.
uilding Towards 1.N T. .1

eacher acing Learning Goals Student acing Learning Goals

nswer how many in each category and • et s answer questions about data.
how many in all questions about data
represented in different ways.

Lesson ur ose

The purpose of this lesson is for students to answer how many in each category and how many in
all questions about data and explain their thinking.

In previous lessons students made statements about categorical data based on representations of the
data. In this lesson they answer questions about data using two different representations, tally marks
and numbers. The different representations provide students with different entry points into solving
Put Together problems based on data. Students discuss how different representations can be helpful
in different ways to answer questions about categorical data. Since students only added within 10 in
kindergarten, connecting cubes should be made available as students solve Put Together problems
within 0.

In this lesson, students collect data from a survey question. In order to keep the total number of data
points within 0, break the class into two groups, Group and Group . In ctivity 1, collect data from
Group and in ctivity , collect data from Group .

Instructional masters with survey data are provided for those classes who are unable to collect their
own data.

Access or:

Students with Disabilities nglish Learners

Representation ctivity 1 R ctivity

nstructional outines
Choral Count arm-up

Unit 1 Lesson 12 111

 Grade 1, Unit 1

aterials to Gather aterials to o

Connecting cubes ctivity ata Represented with Tally arks groups
of ctivity 1
ata Represented with Numbers groups of
ctivity

Lesson i eline eacher e ection uestion

arm-up 10 min Identify ways the math community you are

working to foster is going well. hat aspects
ctivity 1 0 min
would you like to work on hat actions can you
ctivity 15 min take to improve those areas

esson Synthesis 10 min

Cool-down 5 min

ool down to be completed at the end of the lesson 5 min

Favorite Sport ata

Standards Align ents

ddressing 1. .C.

Student acing ask State ent

oth data representations show the same data.

Use either representation to answer the questions.

1. How many students chose lacrosse

112 Grade 1
 Grade 1, Unit 1

. How many students took the survey

Student es onses
1.
. 1

egin Lesson

War u 10 min

Choral Count Count on from 0

Standards Align ents

uilding On .CC. .1
uilding Towards 1.N T. .1

The purpose of this Choral Count is to invite students to practice counting starting at a number other
than 1. This will be helpful as students begin counting on when adding.

nstructional outines
Choral Count

Student es onses Launch

Record the count in rows with the first number in • Count by 1, starting at 0.
each row being a multiple of ten. ine up the ones
and tens digits to make the pattern visually
• Record as students count.

obvious. • Stop counting and recording at .

Sample responses Acti it

• ll of the numbers on the end have a 0. • hat patterns do you see

• The left column counts by tens. • 1 minutes quiet think time

• ll the numbers in each row start with the • Record responses.

same number.

Unit 1 Lesson 12 113

 Grade 1, Unit 1

S nthesis

• How is starting at 0 like starting at 0

Thirty has a 0 and then its 1 instead of 1 and
instead of .

Acti it 1 0 min

ata Represented with Tally arks

Standards Align ents

ddressing 1. .C.

The purpose of this activity is for students to answer questions about data represented with tally
marks. First, the teacher or class decides on a new survey question and three possible responses.
Students in Group take the survey and their data is recorded using tally marks. Students answer
how many in each category and how many in all questions about the data and discuss how
they determined the answer to each type of question.

If needed, use the provided Instructional master as an alternative to collecting data from the class.

Access or Students with Disabilities

Representation: Access for Perception. Provide appropriate reading accommodations and supports
to ensure student access to written questions and other text-based content.
Supports accessibility for: Language, Attention

aterials to o
ata Represented with Tally arks groups of

Student acing ask State ent Launch

Our favorite • Groups of

• Today we are going to collect survey data

and answer questions about the data.

• ecide on a survey question the class

would like to answer and three possible
responses.

114 Grade 1
 Grade 1, Unit 1

category 1 category category

• Record the title of the data representation
and each category.

• emonstrate recording the titles.

• ivide the class into Group and Group .

• Now Group is going to take the survey.

Group will take the survey a little later.
1. How many students chose category 1 Record the data in your book as I record it
for all to see.

. How many students chose category • sk students in Group the survey

question and record the data on the table
using tally marks. o not write numbers.
. How many students chose category

Acti it
. How many students chose category 1 or
category • Now you will answer some questions
5. How many students took this survey about the data we collected.

• minutes independent work time

Student es onses
• minutes partner work time

nswers vary.
S nthesis

• How did you know how many students

chose category 1 I counted each line. I
knew there was a group of 5 and counted
on the rest.

• How did you figure out how many

students took the survey I counted all of
the tally marks.

Acti it 15 min

ata Represented with Numbers P C ctivity

Standards Align ents

ddressing 1. .C.

Unit 1 Lesson 12 115

 Grade 1, Unit 1

The purpose of this activity is for students to answer questions about data represented with
numbers. Students in Group answer the same survey question as in the previous activity and
their data is recorded using numbers. Students answer how many in each category and how
many in all questions about the data and discuss how they determined the answer to each type
of question. hen students determine how many students took the survey they may draw a
picture or use objects to represent the students P5 or they may add the numbers directly
understanding that they represent the students P .

If needed, use the provided Instructional master as an alternative to collecting data from the
class.
Access or nglish Learners
MLR Collect and Display. Circulate, listen for, and collect the language students use as they talk
about representing the data. On a visible display, record words and phrases such as data, survey,
tally, more, less, count, compare. Invite students to borrow language from the display as
needed and update it throughout the lesson.
Advances: Conversing, Listening, Spea ing

aterials to Gather aterials to o

Connecting cubes ata Represented with Numbers groups of

Student acing ask State ent Launch

Our favorite • Groups of

• Give students access to connecting cubes.

category 1 category category

• Now Group is going to take the survey.
First, let s fill in the title of the data
representation and each category.

• Record the titles for all to see.

• sk students in Group the survey

question and record the data on the table
using numbers.
1. How many students chose category 1

Acti it
. How many students chose category
• Now you will answer some questions
. How many students chose category about the new data we collected.

• minutes independent work time

. How many students chose category 1 or • minutes partner work time
category

116 Grade 1
 Grade 1, Unit 1

5. How many students took this survey S nthesis

• How did you know how many students

Student es onses chose category 1 I just looked at the
number.
nswers vary.
• How did you figure out how many
students took the survey I drew circles
for each group and counted them all. I
added all of the numbers together.

• hat was the easiest question to answer

hy was it easy The first three questions
were easy because the number told us the
answer.

• hat was the hardest question to answer

hy was it hard The question about how
many students took the survey because I
had to use cubes to add all the numbers.

Lesson S nthesis 10 min

Today we answered questions about data represented with tally marks and numbers. hich
representation do you prefer hy do you like that representation better I prefer tally marks
because I don t have to use cubes or make a drawing to add the numbers together. I prefer the
numbers because I don t have to count.

o lete ool Down

es onse to Student hinking

Students get answers other than and 1 . e t Da Su ort

uring the launch of the next day s activity,

have students discuss what the data
representation shows. For example, have
students name the categories and explain
where they see how many students chose
each.

Unit 1 Lesson 12 117

 Grade 1, Unit 1

Lesson 1 : uestions About Data

Standards Align ents

ddressing 1. .C. , 1.O .C.5, 1.O .C.

eacher acing Learning Goals Student acing Learning Goals

sk and answer questions about data. • et s ask and answer questions about data.

Lesson ur ose

The purpose of this lesson is for students to ask questions about data that can be answered by a given
data representation.

In previous lessons students answered questions about data using different representations. In this
lesson, students begin by determining whether or not questions can be answered by a given
representation. Then, students think of questions that can be asked about the data. Finally, students
answer each other s questions.

This lesson has a Student Section Summary.

Access or:

Students with Disabilities nglish Learners

ction and xpression ctivity R ctivity 1

nstructional outines
Number Talk arm-up
aterials to Gather aterials to o
Connecting cubes ctivity Favorite Special Class ata groups of
aterials from a previous activity ctivity ctivity

Lesson i eline eacher e ection uestion

arm-up 10 min hat makes someone good at math In what

ways are you making assumptions about which
ctivity 1 10 min
of your students are good at math

118 Grade 1
Unit 1 Lesson 13

Grade 1, Unit 1

ctivity 0 min

ctivity 10 min

esson Synthesis 10 min

ool down to be completed at the end of the lesson 0 min

Unit 1, Section C Checkpoint

Standards Align ents

ddressing 1. .C.

Student acing ask State ent

esson observations

Student es onses

• sk and answer how many questions about each category of data.

• sk and answer how many questions about two categories of data combined.

• sk and answer how many questions about the total number in the data set.

egin Lesson

War u 10 min

Number Talk Plus or inus 1 or

Standards Align ents

ddressing 1.O .C.5, 1.O .C.

The purpose of this Number Talk is to elicit strategies and understandings students have for adding or
subtracting 1 or . hen students add or subtract 1 or and see that the result is 1 or more or less in
the count sequence, they are looking for and making sense of structure P .

Unit 1 Lesson 13 119

 Grade 1, Unit 1

nstructional outines
Number Talk

Student acing ask State ent Launch

Find the value of each expression mentally. • isplay one expression.

• • Give me a signal when you have an answer

and can explain how you got it.
• • 1 minute quiet think time
•
• Acti it

Student es onses • Record answers and strategy.

• eep expressions and work displayed.

• . I knew it was 1 more than .
• Repeat with each expression.
• . I counted ... , .

• . I knew it was 1 less than . S nthesis

• . I know .
• How can we add or subtract 1 or quickly
It s like counting. is the number right
after, is two numbers before.

Acti it 1 10 min

Can ou nswer It

Standards Align ents

ddressing 1. .C.

The purpose of this activity is for students to determine whether or not questions about data can
be answered with a given data representation. Students explain why questions can or cannot be
answered with the representation. hen students explain why some questions can not be
answered, they think carefully about the meaning of the data representation, what it allows them
to conclude, and what it does not allow them to conclude P .

120 Grade 1
 Grade 1, Unit 1

Access or nglish Learners

MLR8 Discussion Supports. Invite students to begin partner interactions by taking turns repeating
the questions to each other and responding. This gives both students an opportunity to produce
language.
Advances: Conversing

Student acing ask State ent Launch

lena asked her classmates, hat is your • Groups of
favorite subject in school
She showed their responses below. Acti it

• Read the task statement.

• If the question can be answered, circle

thumbs up . If it can t be answered, circle
thumbs down .

• minutes independent work time

• minutes partner work time

Han wrote questions about lena s data.
ecide whether each question can be answered S nthesis
using the data representation.
e ready to explain why.
• hat question did you find that cannot be
answered hy can t it be answered
1. How many students said math is their • How can we change the question so that it
favorite subject can be answered using this
representation

. How many students said writing is their

favorite subject

. ho said they like reading best

Unit 1 Lesson 13 121

 Grade 1, Unit 1

. How many students chose reading or

science

Student es onses
1. es, I can look at the category labeled math.
. No, writing is not one of the categories.
. No, we only know how many people, not
who voted for each category.
. es, reading and science are both categories
so we can add them together.

Acti it 0 min

sk uestions

Standards Align ents

ddressing 1. .C.

The purpose of this activity is for students to think of questions that can be answered using the
data representation they create as they collect data from the class. lthough there are two
different sets of data, all of the questions students ask should be able to be answered using either
data set. uestions are compiled during the synthesis and will be used in the following activity.

If necessary, use the provided Instructional master instead of collecting data from the class. Cut
the Instructional master in half and give half the class data from Group and the other half data
from

122 Grade 1
 Grade 1, Unit 1

Group .

aterials to o
Favorite Special Class ata groups of

Student acing ask State ent Launch

Our favorite • Groups of

• e are going to take another survey and

ask questions about the data.
category 1 category category
• ecide on a survey question the class
would like to answer and three possible
responses.

• Record the title of the data representation

and each category.

Student es onses
• emonstrate recording the titles.

• ivide the class into Group and Group .

Sample response ach partnership should have one person
from each group.
• How many students chose category 1
• Group is going to take the survey first. If
• How many students chose category or you are in Group , record the data in your
category book as I record it for all to see.
• How many students took the survey • sk students in Group the survey
question and record the data on the table
using tally marks and numbers.

• Now Group is going to take the survey

and Group will record the data.

• sk students in Group the survey

question and record the data on the table
using tally marks and numbers.

Acti it

• Now, think of as many questions as you

can that can be answered using your data
representation. Record your questions in
your book if you would like.

• 5 minutes independent work time

Unit 1 Lesson 13 123

 Grade 1, Unit 1

S nthesis

• Share and record the students questions

about their data.

• Now we will ask our partner some of these

questions.

Ad ancing Student hinking

If students make statements instead of questions, consider asking

• hat is the question you want your partner to answer

• How could you finish this question, How many students chose

Acti it 10 min

nswer uestions

Standards Align ents

ddressing 1. .C.

The purpose of this activity is for students to ask and answer questions about data. Students ask
each other questions about the data collected in the previous activity. ost of the questions
should be able to be answered using the data representation, however if a question can t be
answered, the students should explain to their partner why they can t answer the question using
the data representation. Connecting cubes should be available to all students, since some
questions may require adding within 0.

Access or Students with Disabilities

Action and E pression: nternalize E ecutive unctions. Invite students to verbalize their questions
before they begin. Students can speak quietly to themselves, or share with a partner.
Supports accessibility for: Organization, Conceptual Processing, Language

124 Grade 1
 Grade 1, Unit 1

aterials to Gather
Connecting cubes, aterials from a previous
activity

e uired re aration
Required preparation

• isplay the list of questions from the synthesis in the previous activity.

Student es onses Launch

nswers vary. • Groups of

• Give students access to connecting cubes.

Acti it

• Now you will take turns asking and

answering questions about your data. The
person who goes first shows their data
representation to their partner and asks a
question about the data. Their partner
answers the question and explains how
they found the answer. Repeat with
another question, then switch roles. If your
partner asks you a question that can t be
answered using the data representation,
explain why it can t be answered.

• minutes partner work time

S nthesis

• Choose one of the questions from the list

created in ctivity .

• Use your data representation to answer

the question.

• Share responses.

• hy do we have two different answers to

the questions e have two different sets
of data.

Unit 1 Lesson 13 125

 Grade 1, Unit 1

Lesson S nthesis 10 min

Today we asked questions about our data. hat do you need to think about when asking questions,
to be sure they can be answered using your data representation ake sure you are asking about the
categories included in the data. sk how many questions instead of a question like ho chose
math

Student Section Su ar
e looked at different ways to show data.
ou can show data using tally marks.

ou can show data using numbers.

e asked and answered questions about data.

• How many students want a turtle as a class pet

126 Grade 1
 Grade 1, Unit 1

• How many students want a dog or a rabbit as a class pet 1

• How many students took the survey 0

Think of some questions you can ask your family at home and make a representation to show the data.

Unit 1 Lesson 13 127

 Grade 1, Unit 1

Lesson 1 : enter Da

Standards Align ents

ddressing 1. .C. , 1.O . . , 1.O .C.5, 1.O .C.

eacher acing Learning Goals Student acing Learning Goals

uild toward fluency by adding and • et s work with data and practice adding
subtracting within 10 in a way that makes and subtracting.
sense to them.
Sort objects into categories and represent
the sort.

Lesson ur ose
The purpose of this lesson is for students to practice working with data and adding and subtracting
within 10.

Students learn a new center called Sort and isplay. In this center, students sort 10 0 objects into two
or three categories and then show how they sorted. They show their representation to a partner and
ask questions that can be answered about their collection of objects. Students then choose from other
center activities introduced in a previous section. This lesson provides the opportunity to formatively
assess how students add and subtract within 10.

nstructional outines
Number Talk arm-up
aterials to Gather aterials to o
Collections of objects ctivity 1 Sort and isplay Stage 1 Recording Sheet
aterials from previous centers ctivity groups of 1 ctivity 1

Lesson i eline eacher e ection uestion

arm-up 10 min How effective were your questions in supporting

students thinking today hat did students say
ctivity 1 0 min
or do that showed they were effective
ctivity 0 min

esson Synthesis 10 min

128 Grade 1
Unit 1 Lesson 14

Grade 1, Unit 1

egin Lesson

War u 10 min

Number Talk Plus or inus

Standards Align ents

ddressing 1.O .C.5, 1.O .C.

The purpose of this Number Talk is to elicit strategies and understandings students have for adding or
subtracting . This routine does not use related problems to encourage students to use counting on or
back or other mental strategies.

nstructional outines
Number Talk

Student acing ask State ent Launch

Find the value of each expression mentally. • isplay one expression.

• • Give me a signal when you have an answer

and can explain how you got it.
• • 1 minute quiet think time
•
• Acti it

Student es onses • Record answers and strategy.

• eep expressions and work displayed.

• . I counted on. ...5, .
• Repeat with each expression.
• 5. I counted back from .

• . I counted back from . S nthesis

• 10. I counted on from .
• How can we add or subtract quickly ou
can think about it like counting up or
counting back .

Unit 1 Lesson 14 129

 Grade 1, Unit 1

Acti it 1 0 min

Introduce Sort and isplay, ny ay

Standards Align ents

ddressing 1. .C.

The purpose of this activity is for students to learn a new center activity called Sort and isplay.
This activity gives students an opportunity to sort items, represent how they sorted, and create
questions that can be answered by their representation. Students sort items in any way they
choose.

To connect this center to nglish language arts, students may sort and represent books. Students
look at the cover of a book and choose three words or three images they think will show up most
often in the story and explain why to their partner. Partners record these choices as initial
categories. They read or look through the book together, explore their prediction, and decide
together if they want to revise their categories based on what they read. On the second read, they
collect and record data for their revised categories. astly, students create a representation based
on their data and write two how many questions that can be answered about the data.

aterials to Gather aterials to o

Collections of objects Sort and isplay Stage 1 Recording Sheet
groups of 1

e uired re aration

• ake collections of 10 0 objects with up to three attributes by which to sort for each group.

Launch

• Groups of

• Give each group a collection of objects and

two recording sheets.

• e are going to learn a center called, Sort

and isplay, ny ay. First, you will work with
your partner to sort your objects into two or
three categories. Then, you will each show
how you sorted on paper. hen you are both
done showing your sort, switch papers and

130 Grade 1
 Grade 1, Unit 1

ask each other questions about the sort that

can be answered using your
representations.

Acti it

• 15 minutes center work time

• onitor for students who make clearly

labeled categories and represent how many
objects are in each category.

S nthesis

• isplay previously identified representation.

• hat questions can we ask about this

sort that can be answered by this
representation

Acti it 0 min

Centers Choice Time

Standards Align ents

ddressing 1.O . . , 1.O .C.5, 1.O .C.

The purpose of this activity is for students to choose from activities that focus on adding and
subtracting within 10. Students choose from any stage of previously introduced centers and are
encouraged to choose the center that will be most helpful for them at this time.

• hat s ehind y ack

• Number Race

• Check it Off

• Five in a Row ddition and Subtraction

• Find the Pair

Unit 1 Lesson 14 131

 Grade 1, Unit 1

aterials to Gather
aterials from previous centers

e uired re aration

• Gather materials from previous centers

hat s ehind y ack, Stage
Number Race, Stage
Check it Off, Stages 1 and
Five in a Row ddition and Subtraction, Stages 1 and
Find the Pair, Stage

Student acing ask State ent Launch

Choose a center. • Groups of

Five in a Row ddition Check it Off • Now we are going to choose from centers
we have already learned.
and Subtraction
• isplay the center choices in the student
book.

• Think about what you would like to do

first.

• 0 seconds quiet think time

Find the Pair hat s ehind y ack

Acti it

• Invite students to work at the center of

their choice.

• minutes center work time

• Choose what you would like to do next.

• minutes center work time

Number Race
S nthesis

• hat is one thing you learned or got

better at by working on the activity you
chose

132 Grade 1
 Grade 1, Unit 1

Lesson S nthesis 10 min

Today we chose activities to work on and worked with a partner during center time.

ath o unit

isplay chart from the previous section and read the norms to students.

hat went well hat can we continue to work on

Unit 1 Lesson 14 133

 Grade 1, Unit 1

Lesson 1 : Ani als in the ungle tional

Standards Align ents

ddressing 1. .C.
uilding Towards 1. .C.

eacher acing Learning Goals Student acing Learning Goals

Collect, organize, and represent data from • et s make a survey and collect and show
survey questions. data.
Create questions related to survey data.
Interpret data to answer questions.

Lesson ur ose
The purpose of this lesson is for students to create a survey, collect and represent data, and ask and
answer questions related to the data.

This lesson is optional because it does not address any new mathematical content standards. This
lesson does provide students with an opportunity to apply precursor skills of mathematical
modeling. In previous lessons, students used and interpreted survey data presented in different
representations, including tally marks and numbers. Students were also given the opportunity to
create their own representations. Students answered questions such as how many of in each
category and how many in all to analyze the data.

In this lesson, students create their own survey question and collect data. Then they interpret the data
in order to answer questions they create. The task is an opportunity for students to make sense of
problems and persevere in solving them P1 . t the end of the lesson, they synthesize what they
learned about the data and compare their results and approaches with their classmates. This lesson
supports the development of mathematical modeling skills by providing students opportunities to
make choices about the data to collect and how to best represent their findings P .

This lesson is allocated to be more than 0 minutes, but it can be adjusted to meet the needs of the
students. The activities can be modified or cut to fit within 1 day or extended to span over days.

Access or:

Students with Disabilities nglish Learners

Representation ctivity 1 R ctivity

134 Grade 1
Unit 1 Lesson 15

Grade 1, Unit 1

nstructional outines
Notice and onder arm-up
aterials to Gather
aterials from a previous activity ctivity ,
ctivity
Tools for creating a visual display ctivity

Lesson i eline eacher e ection uestion

arm-up 10 min How did the student work that you selected
impact the direction of the discussion hat
ctivity 1 5 min student work might you pick next time if you
taught the lesson again
ctivity 0 min

ctivity 0 min

esson Synthesis 10 min

egin Lesson

War u 10 min

Notice and onder ild nimals

Standards Align ents

uilding Towards 1. .C.

The purpose of this warm-up is to invite students to mathematize a situation as they notice and
wonder about wild animals. Students analyze what they see and pose questions. The synthesis
provides an opportunity for students to consider ways to collect and organize data. This leads into the
next activity, in which students will collect, organize, and represent data from a survey question.

Unit 1 Lesson 15 135

 Grade 1, Unit 1

nstructional outines
Notice and onder

Student acing ask State ent Launch

hat do you notice • Groups of
hat do you wonder
• isplay the image.

• hat do you notice hat do you wonder

• 1 minute quiet think time

Acti it

• iscuss your thinking with your partner.

• 1 minute partner discussion

• Share and record responses.

S nthesis
Student es onses
• Point to one question from students
Students may notice responses that can be answered by collecting
data from the illustration. For example How
• There are different kinds of animals. many of each animal are there
• There are giraffes and 1 lion. • How can we use the picture to answer this
• There are more deer than giraffes. question Count the number of times we
see each animal.
Students may wonder
• hat are some ways we can record this
information ake a list of each animal and
• How many animals are there all together
write the number of times we see it.
• How many different types of animals are
there • e re going to continue thinking about wild
animals in our first activity today.

Acti it 1 5 min

Collect Survey ata

Standards Align ents

ddressing 1. .C.

136 Grade 1
 Grade 1, Unit 1

The purpose of this activity is for students to create survey questions and collect and represent
the data. Students will use the data collected in this activity in the following one and in the Unit
culminating lesson.

Access or Students with Disabilities

Representation: nternalize Compre ension. Some students may benefit from access to blank tables
to collect and record responses.
Supports accessibility for: Organization, Conceptual Processing

Student acing ask State ent Launch

et s survey our classmates. • Groups of

1. Circle 1 question • hat are some animals you might see in

the wild
. hich animal would you like to meet • Record student responses. Consider asking
in real life students to share what they know about
. If you could spend one day as an some of the animals or sharing pictures of
animal, which one would you choose some different wild animals students might
mention.
C. hich animal would you like to spend
vacation with • Today we will ask our classmates a
question about animals, and record their
. hich animal would you like to talk
responses. ith your partner, choose a
to
question you will ask your classmates.
. nimal choices Then, pick three animals from our list that
will be the choices in your survey. Circle the
. Collect and record 10 responses.
question and fill in the blanks with the
three animals.
Student es onses
• minutes partner work time
Students may represent data
Acti it
• in a table

• with numbers, tallies, or drawings • ecide how you will record the responses.
sk your partner the question and record
the response in your workbook. Record
your response to the question too.

• 1 minute partner work time

• Now you will collect at least eight more

responses from your classmates. ith your
partner, walk around the room to ask
others your survey question and record

Unit 1 Lesson 15 137

 Grade 1, Unit 1

their responses. Continue asking

classmates until I say to stop.

• 5 minutes partner work time

• ork with your partner to present your

data in an organized way that makes it
clear how many people picked each
animal.

• 5 minutes partner work time

• onitor for students who create clear

representations of their data using
drawings, tallies, or numbers.

S nthesis

• isplay previously
identified representations of data.

• How is this data organized

• Consider asking
hat makes this a good
representation
How are the representations
similar or different

Acti it 0 min

sk Our Own uestions

Standards Align ents

ddressing 1. .C.

The purpose of this activity is for students to generate questions for their peers that can be
answered using the collected data and representations from the previous activity.

aterials to Gather
aterials from a previous activity

138 Grade 1
 Grade 1, Unit 1

e uired re aration

• Students need access to the data they collected in the previous activity.

Student acing ask State ent Launch

et s come up with questions about our data • Groups of
and answer them.
• e sure students have access to the data
they collected in the previous activity.
Student es onses
• In the past few days we asked and
Sample responses answered different questions about data.
hat were some of these questions If
Partner How many people wanted to come students have a hard time remembering,
face to face with a sloth give them one example.
Partner . I counted tally marks.
• Record student responses. ake sure
there are at least questions.
How many students chose
How many students chose or

How many students took the

survey

• Think of two questions that you could ask

about our data.

• minutes quiet think time

Acti it

• Take turns with your partner asking and

answering questions. xplain or show how
you found your answer.

• 5 minutes partner discussion

S nthesis

• hat questions were interesting to

answer hat was interesting about
them

• hat was the hardest easiest question

your partner asked hy was it hard easy
to answer

Unit 1 Lesson 15 139

 Grade 1, Unit 1

Acti it 0 min

Share ata

The purpose of this activity is for students to share their findings from the data with their peers.
In this activity, students will use data collected in ctivity 1 and their analysis of the data from
ctivity to decide what findings to share and make choices about how to represent them.

Access or nglish Learners

MLR8 Discussion Supports. Synthesis t the appropriate time, give groups minutes to prepare
to present. ecide what you want to share about your poster. Choose who will talk about each
part and then practice what you will say.
Advances: Spea ing, Conversing, Representing

aterials to Gather
aterials from a previous activity, Tools for
creating a visual display

e uired re aration

• Students need access to their data and questions from the previous activities.

Student acing ask State ent Launch

et s make posters to share what we learned • Groups of
from our surveys.
• Give each group tools for creating a visual
display and access to their data and
Student es onses questions from the previous activities.

Sample responses • Think of at least two things about your

survey you want to share.
• Posters may include drawings, tallies,
• 1 minute quiet think time
numbers, and tables to show what they
learned. • minutes partner discussion

• Posters may include equations. • If students need ideas, invite students to

share some examples, such as
• e learned that people want to be a
how many people took your survey
panda, want to be penguins, and want
to be parrots. a fact about how many
an interesting discovery you made

140 Grade 1
 Grade 1, Unit 1

Acti it

• ake a poster to show what you learned

about the class that you would like to
share. e sure you can describe what you
include on your poster.

• 10 minutes partner work time

• onitor for students who create clear

representations using drawings, tallies, or
numbers.

• Regroup pairs into groups of .

• Take turns to show and present what you

learned from your survey. ake sure to
share the question you asked in your
survey.

S nthesis

• hat is one thing you learned from the

other pair s survey

• How does their poster help us see that

Lesson S nthesis 10 min

Today we made our own surveys and came up with mathematical questions we could ask and answer
about our data.

ou made lots of choices on your own today so your survey and representations were different from
your classmates . How were they similar How were they different

Unit 1 Lesson 15 141

 CK Math TM

Core Knowledge MATHEMATICS

TM

Family Support
Materials
 Family Support Materials
Adding, Subtracting, and Working with Data
In this unit, students add and subtract within 10 and answer questions
about data.

Section A: Add and Subtract within 10

In this section, students add and subtract within 10 while working in pairs
at centers. Throughout the school year students work to develop fluency
within 10. At this point the emphasis is on adding and subtracting 1 or 2.

Section B: Show Us Your Data

In this section, students sort, collect, and organize data about the world
around them, including conducting class surveys. Students create
representations of data that make sense to them. They describe their
categories and tell how many are in each category by counting.

Section C: What Does the Data Tell Us?

In this section, students look at data
represented in different ways
(pictures, tally marks, numbers) and
ask and answer questions.

For example, these diagrams show

survey data from students who were
asked “Which animal would make the
best class pet?” One table uses tally
marks and one table uses numbers.

Grade 1 Unit 1
Adding, Subtracting, and Working with
Data
 Students ask and answer questions like

• Which animal did the most students vote for? (rabbit)

• ow many students voted? (20)
• ow many students voted for dog or turtle? ( )

Try it at home
ear the end of the unit

1. Ask your student addition and subtraction questions where the answer
is 10 or less (For example, or ).

uestions that may be helpful as they work

ow could you draw the problem?

ould you tell me how to count on or count back to nd the

answer?

2. After bringing in groceries, ask your student to sort items into

categories, describe the categories, and make a representation using
drawings, tally marks, or numbers.

uestions that may be helpful as they work

ow did you decide to sort?

What questions can you answer based on your data display?

Grade 1 Unit 1
Adding, Subtracting, and Working with
Data
 CK Math TM

Core Knowledge MATHEMATICS

TM

Unit Assessments
Check Your Readiness A, B and C
End-of-Unit Assessment
Checkpoint

1
Grade 1, Unit 1 Addition Methods
Section A
Checkpoint ● Build toward fluency by adding and subtracting within 10, in a way that makes sense to them.
Recognize the number Count all to find the Count on to find the Use their knowledge Know certain sums.
of dots without sum. sum. of the count sequence
counting. to know certain sums.

Unit 1 Lesson 15
Checkpoint
Grade 1, Unit 1 Subtraction Methods
Section A
Checkpoint ● Build toward fluency by adding and subtracting within 10, in a way that makes sense to them.
Represent all, then cross off Count back to find the Use their knowledge of the Know certain differences.
or remove to find the difference. count sequence to know
difference. certain differences.

2
Checkpoint

1
Grade 1, Unit 1 ● Organize and represent data.
Section B
Checkpoint
Sort objects into categories. Represent each object with a picture of Label the categories in their
the object, symbol, or number. representation.
Checkpoint

1
Grade 1, Unit 1 ● Interpret data representations to ask and answer questions.
Section C
Checkpoint
Ask and answer “how many?” questions Ask and answer “how many?” questions Ask and answer “how many?” questions
about each category of data. about two categories of data combined. about the total number in the data set.

Unit 1 Lesson 15
 Adding, Subtracting, and Working with Data:
End-of-Unit Assessment
1. Find the value of each expression.

a.

b.

c.

d.

Grade 1 Unit 1
End-of-Unit Assessment 1
 . Find the value of each expression.

a.

b.

c.

. he table sho s the di erent shapes on ada s des .

a. o an s uares are on ada s des

b. o an shapes are on ada s des

Grade 1 Unit 1
2 End-of-Unit Assessment
 . a. Fill in the table to represent ho ou could sort these pattern
bloc s.

b. o an pattern bloc s are there

Grade 1 Unit 1
End-of-Unit Assessment 3
 CK Math TM

Core Knowledge MATHEMATICS

TM

Assessment
Answer Keys
Check Your Readiness A, B and C
End-of-Unit Assessment
Unit 1 Section A Checkpoint

Grade 1, Unit 1

Assessment Answer Keys

Assess ent: Section A heck oint
eacher nstructions
For this Checkpoint ssessment, a full checklist for observation of students can be found in the ssessments
for this unit. The content assessed is listed below for reference.

• uild toward fluency by adding and subtracting within 10, in a way that makes sense to them.

• ddition ethods
Recognize the number of dots without counting.
Count all to find the sum.
Count on to find the sum.
Use their knowledge of the count sequence to know certain sums.
now certain sums.

• Subtraction ethods
Represent all, then cross off or remove to find the difference.
Count back to find the difference.
Use their knowledge of the count sequence to know certain differences.
now certain differences.

Unit 1 Section A Checkpoint 1

 Grade 1, Unit 1

Assess ent: Section heck oint

eacher nstructions
For this Checkpoint ssessment, a full checklist for observation of students can be found in the ssessments
for this unit. The content assessed is listed below for reference.

• Organize and represent data.

Sort objects into categories.
Represent each object with a picture of the object, symbol, or number.
abel the categories in their representation.

2 Grade 1
Unit 1 Section C Checkpoint

Grade 1, Unit 1

Assess ent: Section heck oint

eacher nstructions
For this Checkpoint ssessment, a full checklist for observation of students can be found in the ssessments
for this unit. The content assessed is listed below for reference.

• Interpret data representations to ask and answer questions.

sk and answer how many questions about each category of data.
sk and answer how many questions about two categories of data combined.
sk and answer how many questions about the total number in the data set.

Unit 1 Section C Checkpoint 3

 Grade 1, Unit 1

Assess ent: nd o Unit Assess ent

eacher nstructions
Give students access to 10-frames and connecting cubes or two-color counters.

Problem 1

Standards Align ents

ddressing 1.O .C.5, 1.O .C.

arrati e
Students add or subtract 1 or from a number within 10. They may use any method that makes
sense to them including using objects, 10-frames, or fingers. Students may also count on or count
back.

Find the value of each expression.

a.
b.
c.
d.

Solution

a. 10
b.
c.
d.

Problem

Standards Align ents

ddressing 1.O .C.

arrati e
Students find the value of sums and differences within 10 with no context. They may use any

4 Grade 1
Unit 1 End-of-Unit Assessment

Grade 1, Unit 1

method that makes sense to them including using objects, 10-frames, or fingers.

Find the value of each expression.

a.
b.
c.

Solution

a.
b.
c.

Problem

Standards Align ents

ddressing 1. .C.

arrati e
Students interpret a categorical table with tally marks. They read the data and use the data to find
how many total shapes are on ada s desk. They can find the total number of shapes either by
counting all of the tick marks or using arithmetic.

The table shows the different shapes on ada s desk.

a. How many squares are on ada s desk

b. How many shapes are on ada s desk

Unit 1 End-of-Unit Assessment 5

 Grade 1, Unit 1

Solution

a. 5
b. 1

Problem

Standards Align ents

ddressing 1. .C.

arrati e
Students use an image of pattern blocks to complete a table to represent how the blocks could be
sorted. The shapes are organized in groups and laid out in lines on the page to facilitate counting.
Students also find the total number of pattern blocks. They can do this by counting the shapes or
they can use the information from the table they created.

Students could choose categories other than triangle, rhombus, and square but these are the most
likely choices. For example they could choose shapes with three sides, shapes with four sides, and
shapes with more than four sides and then they would have one category with no shapes.

a. Fill in the table to represent how you could sort these pattern blocks.

6 Grade 1
Unit 1 End-of-Unit Assessment

Grade 1, Unit 1

b. How many pattern blocks are there

Solution

a. Sample response

b. 1

Unit 1 End-of-Unit Assessment 7

 CK Math TM

Core Knowledge MATHEMATICS

TM

Lesson
Cool Downs
 Lesson 2: Explore Expressions and Sums
Cool Down: Expressions and Sums
1. Write an expression to match the dots.

__________ + __________

2. Find the sum of the numbers. __________

Grade 1 Unit 1
Lesson 2
 Lesson 11: Class Pet Surveys
Cool Down: Class Pet Data
Another class answered the question “Which animal would make the best
class pet?”

Their responses are shown below.

Write 1 true statement about the data.

Grade 1 Unit 1
Lesson 11
 Lesson 12: How Many?
Cool Down: Favorite Sport Data
Both data representations show the same data.

Use either representation to answer the questions.

1. How many students chose lacrosse? ____________

2. How many students took the survey? ____________

Grade 1 Unit 1
Lesson 12
 CK Math TM

Core Knowledge MATHEMATICS

TM

*OTUSVDUJPOBM

Masters
*OTUSVDUJPOBM Masters for Adding, Subtracting,
and Working with Data
students written requires card stock color paper
address title
per copy on? cutting? recommended? recommended?
Activity
Two-Column Table 1 no no no no
Grade1.1.7.1
Assessment
Checkpoint 0 yes no no no
Grade1.1
Activity
Three-Column Table 1 no no no no
Grade1.1.7.1
Activity Check It Off Stage 1 Recording
1 yes no no no
Grade1.1.2.2 Sheet Grade 1
Check It Off Stage 1 Recording
Center 1 yes no no no
Sheet Grade 1
Activity Sort and Display Stage 1
1 yes no no no
Grade1.1.14.1 Recording Sheet
Sort and Display Stage 1
Center 1 yes no no no
Recording Sheet
Activity
10-Frame Standard 1 no no yes no
Grade1.1.1.1
Assessment
Checkpoint 0 yes no no no
Grade1.1
Activity
Data Represented with Numbers 2 no no no no
Grade1.1.12.2
Activity Counting Collections Stages 1
1 yes no no no
Grade1.1.1.1 and 2 Recording Sheet
Counting Collections Stages 1
Center 1 yes no no no
and 2 Recording Sheet
 Activity
Favorite Special Class Data 4 no yes no no
Grade1.1.1 .2
Activity Number Race Stage
1 yes no no no
Grade1.1.1.2 Gameboard
Number Race Stage
Center 1 yes no no no
Gameboard
Activity hat s ehind y ack Stage 2
1 yes no no no
Grade1.1.10.1 Recording Sheet Grade 1
hat s ehind y ack Stage 2
Center 1 yes no no no
Recording Sheet Grade 1
Assessment
Checkpoint 0 yes no no no
Grade1.1
Activity Find the air Stage 2 Recording
1 yes no no no
Grade1.1. .1 Sheet
Find the air Stage 2 Recording
Center 1 yes no no no
Sheet
Activity Data Represented with Tally
2 no no no no
Grade1.1.12.1 arks
Activity Check It Off Stage 2 Recording
1 yes no no no
Grade1.1. .1 Sheet
Check It Off Stage 2 Recording
Center 1 yes no no no
Sheet
Activity
Number Cards 0-10 2 no yes yes no
Grade1.1.2.2
Activity
Shape Cards 2 no yes no no
Grade1.1. .1
Five in a Row Addition and
Activity
Subtraction Stages 1 and 2 2 no no no no
Grade1.1. .1
Gameboard
 Five in a Row Addition and
Center Subtraction Stages 1 and 2 2 no no no no
Gameboard
Five in a Row Addition and
Center Subtraction Stages 1 and 2 2 no no no no
Gameboard
Check It Off Stage 1 Recording
Center 1 yes no no no
Sheet Grade
hat s ehind y ack Stage 2
Center 1 yes no no no
Recording Sheet indergarten
Two-Column Table
Checkpoint
Grade 1, Unit 1 Addition Methods
Section A
Checkpoint ● Build toward fluency by adding and subtracting within 10, in a way that makes sense to them.
Recognize the number Count all to find the Count on to find the Use their knowledge Know certain sums.
of dots without sum. sum. of the count sequence
counting. to know certain sums.
Checkpoint
Grade 1, Unit 1 Subtraction Methods
Section A
Checkpoint ● Build toward fluency by adding and subtracting within 10, in a way that makes sense to them.
Represent all, then cross off Count back to find the Use their knowledge of the Know certain differences.
or remove to find the difference. count sequence to know
difference. certain differences.
Three-Column Table
 Check It Off Stage 1 Recording Sheet Grade 1

Directions:
● On your turn:
○ Pick 2 cards and find the sum.
○ Check off the number you found and write the expression.
● Take turns. The partner who has checked off the most numbers at the
end of the game wins.

✓ Found it! expression

10
 Check It Off Stage 1 Recording Sheet Grade 1

Directions:
● On your turn:
○ Pick 2 cards and find the sum.
○ Check off the number you found and write the expression.
● Take turns. The partner who has checked off the most numbers at the
end of the game wins.

✓ Found it! expression

10
 Sort and Display Stage 1 Recording Sheet

Directions:
● Choose 2 or 3 categories to sort your objects into.
● Show how you sorted.
● Show what you made to a partner. Ask them a question about how you
sorted.
 Sort and Display Stage 1 Recording Sheet

Directions:
● Choose 2 or 3 categories to sort your objects into.
● Show how you sorted.
● Show what you made to a partner. Ask them a question about how you
sorted.
10-Frame Standard
Checkpoint
Grade 1, Unit 1 ● Organize and represent data.
Section B
Checkpoint
Sort objects into categories. Represent each object with a picture of Label the categories in their
the object, symbol, or number. representation.
 Data Represented with Numbers
Priya asked her class the question, “What is your favorite sport?”
She showed their responses.

Answer the questions about the data.

1. How many students chose basketball? _______________

2. How many students chose swimming? _______________

3. How many students chose soccer? _______________

4. How many students chose basketball or swimming? _______________

5. How many students took this survey? _______________

 Counting Collections Stages 1 and 2 Recording Sheet

How many are there? Show how you counted.

My count:

How many? ________________________

 Counting Collections Stages 1 and 2 Recording Sheet

How many are there? Show how you counted.

My count:

How many? ________________________

 Favorite Special Class Data
Kiran asked his class the question, “What is your favorite special class?”
He recorded their responses.

Group A Responses:

Kiran asked his class the question, “What is your favorite special class?”
He recorded their responses

Group B responses:
Number Race Stage 3 Gameboard
Number Race Stage 3 Gameboard
 What’s Behind My Back Stage 2 Recording Sheet Grade 1

Directions:
● Start with a tower of 10 cubes.
● Partner A: Put the tower behind your back, and break
off some cubes. Show your partner the rest of the
tower.
● Partner B: Record an addition equation with a blank to represent the
missing cubes.
● Partner A: Ask "How many are behind my back? How do you know?"
● Switch roles and repeat.
What’s Behind My Back Stage 2 Recording Sheet Grade 1
 What’s Behind My Back Stage 2 Recording Sheet Grade 1

Directions:
● Start with a tower of 10 cubes.
● Partner A: Put the tower behind your back, and break
off some cubes. Show your partner the rest of the
tower.
● Partner B: Record an addition equation with a blank to represent the
missing cubes.
● Partner A: Ask "How many are behind my back? How do you know?"
● Switch roles and repeat.
What’s Behind My Back Stage 2 Recording Sheet Grade 1
Checkpoint
Grade 1, Unit 1 ● Interpret data representations to ask and answer questions.
Section C
Checkpoint
Ask and answer “how many?” questions Ask and answer “how many?” questions Ask and answer “how many?” questions
about each category of data. about two categories of data combined. about the total number in the data set.
 Find the Pair Stage 2 Recording Sheet

Directions​:
● Take 5 cards each and put the rest in a pile face down.
● Partner A:
○ Ask your partner for a number that can be added to one of your cards
to make 10.
○ If they have the card, put the pair of cards down and fill in the
equation.
○ If they don’t have that card, pick a card from a pile.
● Take turns asking for cards. The partner with the most pairs at the end of
the game wins.

____ + ____ = 10

____ + ____ = 10

____ + ____ = 10
Find the Pair Stage 2 Recording Sheet

____ + ____ = 10

____ + ____ = 10

____ + ____ = 10

____ + ____ = 10
 Find the Pair Stage 2 Recording Sheet

Directions​:
● Take 5 cards each and put the rest in a pile face down.
● Partner A:
○ Ask your partner for a number that can be added to one of your cards
to make 10.
○ If they have the card, put the pair of cards down and fill in the
equation.
○ If they don’t have that card, pick a card from a pile.
● Take turns asking for cards. The partner with the most pairs at the end of
the game wins.

____ + ____ = 10

____ + ____ = 10

____ + ____ = 10
Find the Pair Stage 2 Recording Sheet

____ + ____ = 10

____ + ____ = 10

____ + ____ = 10

____ + ____ = 10
 Data Represented with Tally Marks
Noah asked his class the question, “What is your favorite sport?”
He showed their responses.

Answer the questions about the data.

1. How many students chose basketball? _______________

2. How many students chose swimming? _______________

3. How many students chose soccer? _______________

4. How many students chose basketball or swimming? _______________

5. How many students took this survey? _______________

 Check It Off Stage 2 Recording Sheet

Directions:
● On your turn:
○ Pick 2 cards and find the difference.
○ Check off the number you found and write the expression.
● Take turns. The partner who has checked off the most numbers at the
end of the game wins.

✓ Found it! expression

10
 Check It Off Stage 2 Recording Sheet

Directions:
● On your turn:
○ Pick 2 cards and find the difference.
○ Check off the number you found and write the expression.
● Take turns. The partner who has checked off the most numbers at the
end of the game wins.

✓ Found it! expression

10
Number Cards (0-10)

1 2

3 4

5 6
Number Cards (0-10)

2 3
Number Cards (0-10)

4 5

6
Number Cards (0-10)

1 1
 Shape Cards

A B C D

E F G H

I J K L
Five in a Row Addition and Subtraction Stages 1 and 2 Gameboard

2 4 9 8 3

5 7 6 10 9

8 3 FREE 5 4

9 2 10 3 7

6 5 8 9 4
Five in a Row Addition and Subtraction Stages 1 and 2 Gameboard

2 4 9 8 3

5 7 6 10 9

8 3 FREE 5 4

9 2 10 3 7

6 5 8 9 4
Five in a Row Addition and Subtraction Stages 1 and 2 Gameboard

2 4 9 8 3

5 7 6 10 9

8 3 FREE 5 4

9 2 10 3 7

6 5 8 9 4
 Check It Off Stage 1 Recording Sheet Grade K

Directions:
● On your turn:
○ Pick 2 cards and find the total.
○ Check off the number you found and write the expression.
● Take turns. The partner who has checked off the most numbers at the end
of the game wins.

✓ Found it! expression

0 ___________ + ___________

1 ___________ + ___________

2 ___________ + ___________

3 ___________ + ___________

4 ___________ + ___________

5 ___________ + ___________

6 ___________ + ___________

7 ___________ + ___________

8 ___________ + ___________

9 ___________ + ___________

10 ___________ + ___________
What’s Behind My Back Stage 2 Recording Sheet Kindergarten

10 = _____ + _____

10 = _____ + _____

10 = _____ + _____

10 = _____ + _____

10 = _____ + _____
What’s Behind My Back Stage 2 Recording Sheet Kindergarten

10 = _____ + _____

10 = _____ + _____

10 = _____ + _____

10 = _____ + _____

10 = _____ + _____
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 CK Math™
Core Knowledge MATHEMATICS™
 CK Math™
Core Knowledge MATHEMATICS™
A comprehensive program for mathematical skills and concepts
as specified in the Core Knowledge Sequence
(content and skill guidelines for Grades K–8).

Core Knowledge MATHEMATICS™

units at this level include:

Adding, Subtracting, and Working with Data

Addition and Subtraction Story Problems
Adding and Subtracting Within 20
Numbers to 99
Adding Within 100
Length Measurements Within 120 Units
Geometry and Time
Putting it All Together

www.coreknowledge.org

Core Knowledge Curriculum Series™

ISBN: 
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