First Grade Elementary Math Planning Guide

Why does this pacing guide look different?

The Common Core State Standards call for change. In the past, states have used
standards that are a mile wide and an inch deep. The Common Core State Standards It is time to
provide a clear and consistent understanding of what students are expected to learn. In recognize that
elementary, these standards are designed to help students develop a deep standards are not
understanding of numbers through work with operations and algebraic thinking. just promises to
our children, but
This document is designed to support teams of teachers as they plan. It is expected that promises we
our understanding of the Common Core State Standards will continue to deepen as we intend to keep.
-Phil Daro, Common
proceed with implementation. To capture and enhance our collective understanding, we Core Author
have provided a Common Core link for each grade level on the Elementary Math Wiki.
Please add your comments at http://elementarymath.cmswiki.wikispaces.net/.

What factors were considered when creating this document?

―Pacing guides are not an
inherently bad idea…the The Common Core State Standards http://www.corestandards.org/.
best pacing guides
emphasize curriculum Investigations, the elementary math curriculum in CMS, is a focused,
guidance instead of
cohesive K-5 curriculum, intentionally designed and sequenced to promote
prescriptive pacing; these
guides focus on central a deep understanding of mathematics. Since work in each Investigations
ideas and provide links to unit is designed to build mathematical understanding, we tried to avoid
exemplary curriculum moving or deleting units.
materials, lessons, and
instructional strategies.‖ Current research on the use and effectiveness of Pacing Guides
ASCD http://www.ascd.org/publications/educational-leadership/oct08/vol66/num02/Pacing-Guides.aspx

Documents in this Packet

Introduction to the Common Core State Standards for Mathematics ............................................. 3-5

Common Core State Standards for Mathematical Practice ............................................................. 6-8

This document describes behaviors of mathematically proficient students.

Common Core State Standards for Mathematical Content ............................................................ 9-13

This document describes what students should know and be able to do at each grade level.

Mathematics Core Standards –Grade Overviews in Continuum Form ....................................... 14-15

D.P.I Unpacking Documents ........................................................................................................... 16-28

This document provides specific, comprehensive descriptions of the standards, designed to answer
the question, ―What does this standard mean that a student must know and be able to do?‖
Year at a Glance ..................................................................................................................................... 29
This one page document provides an overview of the year. It should serve as a guide to
planning your year, not as prescriptive day-by-day pacing
Planning Pages ................................................................................................................................ 30-45
Connects the work in Investigations to the Common Core State Standards

Thank you to the following teachers for their work on this project:
Kharma Banks, Bradley Booher, Jennifer Caenepeel, Susan Copeland, Jodi Johnson,
Monica Feaster, Margaret Hershey-Mason, Penny Kronenwetter, Errin Schie

Charlotte Mecklenburg School District 1st Grade Planning Guide Page 1

 Explanation of Elementary Math Planning Pages

CONCEPTS TO HIGHLIGHT COMMON CORE

This section contains suggestions for:

- Making the math in each unit explicit Although many
- Helping students make connections between the standards align to
Common Core State Standards and the work they are the work in each unit,
doing in Investigations standards listed in this
section are the heart of
the work.

CONCEPTS TO ENHANCE As you plan, ask, ―What

mathematics do I want
In this section, you will find suggestions for enhancing the my students to walk
work in Investigations to align with the Common Core. away with?‖

CLASSROOM ROUTINES

Classroom Routines in Investigations provide a wonderful MATH PRACTICES

opportunity for students to develop deep mathematical
understanding. During planning, ask, ―What is the Common This section is intended to
Core focus in this routine?‖ support teachers as they
consider the following
when talking with
colleagues:

MATH TALK RESOURCES - What does mathematical

proficiency look and sound
This section highlights Here you will find a like for the work in this unit?
words, phrases, and variety of resources
such as: - What instructional moves
ideas you should hear can I make to support
- Discovery
students use in Education students as they develop
mathematical these mathematical
connections practices?
conversation as they - Online games
learn to precisely - Articles
communicate their - Literature
ideas. - ‘
Manipulatives

PLANNING PAGE
Year At a Glance: Kindergarten
Page 2 of each unit planning section has been provided to help facilitate
discussion during Team Planning/ PLC meetings. This section is designed
to provide a space for you to take notes before, during, and after the unit. Please share
your thoughts at http://elementarymath.cmswiki.wikispaces.net/

Charlotte Mecklenburg School District 1st Grade Planning Guide Page 2

 Common Core State Standards for Mathematics

Introduction
Toward greater focus and coherence

Mathematics experiences in early childhood settings should concentrate on

(1) number (which includes whole number, operations, and relations) and (2)
geometry, spatial relations, and measurement, with more mathematics learning
time devoted to number than to other topics. Mathematical process goals
should be integrated in these content areas.
— Mathematics Learning in Early Childhood, National Research Council, 2009

The composite standards [of Hong Kong, Korea and Singapore] have a number
of features that can inform an international benchmarking process for the
development of K–6 mathematics standards in the U.S. First, the composite
standards concentrate the early learning of mathematics on the number,
measurement, and geometry strands with less emphasis on data analysis and
little exposure to algebra. The Hong Kong standards for grades 1–3 devote
approximately half the targeted time to numbers and almost all the time
remaining to geometry and measurement.
— Ginsburg, Leinwand and Decker, 2009

Because the mathematics concepts in [U.S.] textbooks are often weak, the
presentation becomes more mechanical than is ideal. We looked at both
traditional and non-traditional textbooks used in the US and found this
conceptual weakness in both.
— Ginsburg et al., 2005
There are many ways to organize curricula. The challenge, now rarely met, is to
avoid those that distort mathematics and turn off students.
— Steen, 2007

For over a decade, research studies of mathematics education in high-performing

countries have pointed to the conclusion that the mathematics curriculum in the
United States must become substantially more focused and coherent in order to
improve mathematics achievement in this country. To deliver on the promise of
common standards, the standards must address the problem of a curriculum that
is ―a mile wide and an inch deep.‖ These Standards are a substantial answer to that
challenge.

It is important to recognize that ―fewer standards‖ are no substitute for focused

standards. Achieving ―fewer standards‖ would be easy to do by resorting to broad,
general statements. Instead, these Standards aim for clarity and specificity.

Assessing the coherence of a set of standards is more difficult than assessing

their focus. William Schmidt and Richard Houang (2002) have said that content
standards and curricula are coherent if they are:

articulated over time as a sequence of topics and performances that are

logical and reflect, where appropriate, the sequential or hierarchical nature
of the disciplinary content from which the subject matter derives. That is,
what and how students are taught should reflect not only the topics that fall
within a certain academic discipline, but also the key ideas that determine
how knowledge is organized and generated within that discipline. This implies
that to be coherent, a set of content standards must evolve from particulars
(e.g., the meaning and operations of whole numbers, including simple math
facts and routine computational procedures associated with whole numbers
and fractions) to deeper structures inherent in the discipline. These deeper
structures then serve as a means for connecting the particulars (such as an
understanding of the rational number system and its properties). (emphasis added).
Charlotte Mecklenburg School District 1st Grade Planning Guide Page 3
 Common Core State Standards for Mathematics

These Standards endeavor to follow such a design, not only by stressing conceptual
understanding of key ideas, but also by continually returning to organizing
principles such as place value or the properties of operations to structure those
ideas.

In addition, the ―sequence of topics and performances‖ that is outlined in a body of

mathematics standards must also respect what is known about how students learn.
As Confrey (2007) points out, developing ―sequenced obstacles and challenges
for students…absent the insights about meaning that derive from careful study of
learning, would be unfortunate and unwise.‖ In recognition of this, the development
of these Standards began with research-based learning progressions detailing
what is known today about how students’ mathematical knowledge, skill, and
understanding develop over time.

Understanding mathematics

These Standards define what students should understand and be able to do in

their study of mathematics. Asking a student to understand something means
asking a teacher to assess whether the student has understood it. But what does
mathematical understanding look like? One hallmark of mathematical understanding
is the ability to justify, in a way appropriate to the student’s mathematical maturity,
why a particular mathematical statement is true or where a mathematical rule
comes from. There is a world of difference between a student who can summon a
mnemonic device to expand a product such as (a + b)(x + y) and a student who
can explain where the mnemonic comes from. The student who can explain the rule
understands the mathematics, and may have a better chance to succeed at a less
familiar task such as expanding (a + b + c)(x + y). Mathematical understanding and
procedural skill are equally important, and both are assessable using mathematical
tasks of sufficient richness.

The Standards set grade-specific standards but do not define the intervention
methods or materials necessary to support students who are well below or well
above grade-level expectations. It is also beyond the scope of the Standards to
define the full range of supports appropriate for English language learners and
for students with special needs. At the same time, all students must have the
opportunity to learn and meet the same high standards if they are to access the
knowledge and skills necessary in their post-school lives. The Standards should
be read as allowing for the widest possible range of students to participate fully
from the outset, along with appropriate accommodations to ensure maximum
participation of students with special education needs. For example, for students
with disabilities reading should allow for use of Braille, screen reader technology, or
other assistive devices, while writing should include the use of a scribe, computer,
or speech-to-text technology. In a similar vein, speaking and listening should be
interpreted broadly to include sign language. No set of grade-specific standards
can fully reflect the great variety in abilities, needs, learning rates, and achievement
levels of students in any given classroom. However, the Standards do provide clear
signposts along the way to the goal of college and career readiness for all students.

Charlotte Mecklenburg School District 1st Grade Planning Guide Page 4

 Common Core State Standards for Mathematics

How to read the grade level standards

Standards define what students should understand and be able to do.

Clusters are groups of related standards. Note that standards from different clusters may sometimes
be closely related, because mathematics is a connected subject.

Domains are larger groups of related standards. Standards from different domains may sometimes
be closely related.
Domain

Number and Operations in Base Ten 3.NBT

Use place value understanding and properties of operations to perform multi-digit arithmetic.

1. Use place value understanding to round whole numbers to the neares 10 or 100.

2. Fluently add and subtract within 1000 using strategies and algorithms based on place value, Cluster
properties of operations, and/or the relationship between addition and subtraction.
Standard
3. Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 × 80, 5 × 60)
using strategies based on place value and properties of operations.

These Standards do not dictate curriculum or teaching methods. For

example, just because topic A appears before topic B in the standards for a
given grade, it does not necessarily mean that topic A must be taught
before topic B. A teacher might prefer to teach topic B before topic A, or
might choose to highlight connections by teaching topic A and topic B at the
same time. Or, a teacher might prefer to teach a topic of his or her own
choosing that leads, as a byproduct, to students reaching the standards for
topics A and B.

What students can learn at any particular grade level depends upon what
they have learned before. Ideally then, each standard in this document
might have been phrased in the form, ―Students who already know ...
should next come to learn ....‖ But at present this approach is unrealistic—
not least because existing education research cannot specify all such
learning pathways. Of necessity therefore, grade placements for specific
topics have been made on the basis of state and international comparisons
and the collective experience and collective professional judgment of
educators, researchers and mathematicians. One promise of common state
standards is that over time they will allow research on learning progressions
to inform and improve the design of standards to a much greater extent
than is possible today. Learning opportunities will continue to vary across
schools and school systems, and educators should make every effort to
meet the needs of individual students based on their current understanding.

These Standards are not intended to be new names for old ways of doing
business. They are a call to take the next step. It is time for states to work
together to build on lessons learned from two decades of standards based
reforms. It is time to recognize that standards are not just promises to our
children, but promises we intend to keep.

Charlotte Mecklenburg School District 1st Grade Planning Guide Page 5

 Common Core State Standards for Mathematics

Mathematics | Standards for Mathematical Practice

The Standards for Mathematical Practice describe varieties of expertise that
mathematics educators at all levels should seek to develop in their students. These
practices rest on important ―processes and proficiencies‖ with longstanding
importance in mathematics education. The first of these are the NCTM process
standards of problem solving, reasoning and proof, communication, representation,
and connections. The second are the strands of mathematical proficiency specified
in the National Research Council’s report Adding It Up: adaptive reasoning, strategic
competence, conceptual understanding (comprehension of mathematical concepts,
operations and relations), procedural fluency (skill in carrying out procedures flexibly,
accurately, efficiently and appropriately), and productive disposition (habitual
inclination to see mathematics as sensible, useful, and worthwhile, coupled with a
belief in diligence and one’s own efficacy).

1 Make sense of problems and persevere in solving them.

Mathematically proficient students start by explaining to themselves the meaning
of a problem and looking for entry points to its solution. They analyze givens,
constraints, relationships, and goals. They make conjectures about the form and
meaning of the solution and plan a solution pathway rather than simply jumping into
a solution attempt. They consider analogous problems, and try special cases and
simpler forms of the original problem in order to gain insight into its solution. They
monitor and evaluate their progress and change course if necessary. Older students
might, depending on the context of the problem, transform algebraic expressions or
change the viewing window on their graphing calculator to get the information they
need. Mathematically proficient students can explain correspondences between
equations, verbal descriptions, tables, and graphs or draw diagrams of important
features and relationships, graph data, and search for regularity or trends. Younger
students might rely on using concrete objects or pictures to help conceptualize
and solve a problem. Mathematically proficient students check their answers to
problems using a different method, and they continually ask themselves, ―Does this
make sense?‖ They can understand the approaches of others to solving complex
problems and identify correspondences between different approaches.

2 Reason abstractly and quantitatively.

Mathematically proficient students make sense of quantities and their relationships
in problem situations. They bring two complementary abilities to bear on problems
involving quantitative relationships: the ability to decontextualize—to abstract
a given situation and represent it symbolically and manipulate the representing
symbols as if they have a life of their own, without necessarily attending to
their referents—and the ability to contextualize, to pause as needed during the
manipulation process in order to probe into the referents for the symbols involved.
Quantitative reasoning entails habits of creating a coherent representation of
the problem at hand; considering the units involved; attending to the meaning of
quantities, not just how to compute them; and knowing and flexibly using different
properties of operations and objects.

3 Construct viable arguments and critique the reasoning of others.

Mathematically proficient students understand and use stated assumptions,
definitions, and previously established results in constructing arguments. They
make conjectures and build a logical progression of statements to explore the
truth of their conjectures. They are able to analyze situations by breaking them into
cases, and can recognize and use counterexamples. They justify their conclusions,
communicate them to others, and respond to the arguments of others. They reason
inductively about data, making plausible arguments that take into account the
context from which the data arose. Mathematically proficient students are also able
to compare the effectiveness of two plausible arguments, distinguish correct logic or
reasoning from that which is flawed, and—if there is a flaw in an argument—explain
what it is. Elementary students can construct arguments using concrete referents
such as objects, drawings, diagrams, and actions. Such arguments can make sense
Standards for Mathe

and be correct, even though they are not generalized or made formal until later
grades. Later, students learn to determine domains to which an argument applies.
Students at all grades can listen or read the arguments of others, decide whether
they make sense, and ask useful questions to clarify or improve the arguments.
Charlotte Mecklenburg School District 1st Grade Planning Guide Page 6
 Common Core State Standards for Mathematics

4 Model with mathematics.

Mathematically proficient students can apply the mathematics they know to solve
problems arising in everyday life, society, and the workplace. In early grades, this might
be as simple as writing an addition equation to describe a situation. In middle grades,
a student might apply proportional reasoning to plan a school event or analyze a
problem in the community. By high school, a student might use geometry to solve a
design problem or use a function to describe how one quantity of interest depends
on another. Mathematically proficient students who can apply what they know are
comfortable making assumptions and approximations to simplify a complicated
situation, realizing that these may need revision later. They are able to identify
important quantities in a practical situation and map their relationships using such
tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze
those relationships mathematically to draw conclusions. They routinely interpret their
mathematical results in the context of the situation and reflect on whether the results
make sense, possibly improving the model if it has not served its purpose.

5 Use appropriate tools strategically.

Mathematically proficient students consider the available tools when solving a
mathematical problem. These tools might include pencil and paper, concrete
models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system,
a statistical package, or dynamic geometry software. Proficient students are
sufficiently familiar with tools appropriate for their grade or course to make sound
decisions about when each of these tools might be helpful, recognizing both the
insight to be gained and their limitations. For example, mathematically proficient
high school students analyze graphs of functions and solutions generated using a
graphing calculator. They detect possible errors by strategically using estimation
and other mathematical knowledge. When making mathematical models, they know
that technology can enable them to visualize the results of varying assumptions,
explore consequences, and compare predictions with data. Mathematically
proficient students at various grade levels are able to identify relevant external
mathematical resources, such as digital content located on a website, and use them
to pose or solve problems. They are able to use technological tools to explore and
deepen their understanding of concepts.

6 Attend to precision.
Mathematically proficient students try to communicate precisely to others. They
try to use clear definitions in discussion with others and in their own reasoning.
They state the meaning of the symbols they choose, including using the equal sign
consistently and appropriately. They are careful about specifying units of measure,
and labeling axes to clarify the correspondence with quantities in a problem. They
calculate accurately and efficiently, express numerical answers with a degree of
precision appropriate for the problem context. In the elementary grades, students
give carefully formulated explanations to each other. By the time they reach high
school they have learned to examine claims and make explicit use of definitions.

7 Look for and make use of structure.

Mathematically proficient students look closely to discern a pattern or structure.
Young students, for example, might notice that three and seven more is the same
amount as seven and three more, or they may sort a collection of shapes according
to how many sides the shapes have. Later, students will see 7 × 8 equals the
well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive
property. In the expression x2 + 9x + 14, older students can see the 14 as 2 × 7 and
the 9 as 2 + 7. They recognize the significance of an existing line in a geometric
figure and can use the strategy of drawing an auxiliary line for solving problems.
They also can step back for an overview and shift perspective. They can see
complicated things, such as some algebraic expressions, as single objects or as
being composed of several objects. For example, they can see 5 – 3(x – y)2 as 5
minus a positive number times a square and use that to realize that its value cannot
be more than 5 for any real numbers x and y.

Charlotte Mecklenburg School District 1st Grade Planning Guide Page 7

 Common Core State Standards for Mathematics

8 Look for and express regularity in repeated reasoning.

Mathematically proficient students notice if calculations are repeated, and look
both for general methods and for shortcuts. Upper elementary students might
notice when dividing 25 by 11 that they are repeating the same calculations over
and over again, and conclude they have a repeating decimal. By paying attention
to the calculation of slope as they repeatedly check whether points are on the line
through (1, 2) with slope 3, middle school students might abstract the equation
(y – 2)/(x – 1) = 3. Noticing the regularity in the way terms cancel when expanding
(x – 1)(x + 1), (x – 1)(x2 + x + 1), and (x – 1)(x3 + x2 + x + 1) might lead them to the
general formula for the sum of a geometric series. As they work to solve a problem,
mathematically proficient students maintain oversight of the process, while
attending to the details. They continually evaluate the reasonableness of their
intermediate results.

Connecting the Standards for Mathematical Practice to the

Standards for Mathematical Content

The Standards for Mathematical Practice describe ways in which

developing student practitioners of the discipline of mathematics
increasingly ought to engage with the subject matter as they grow in
mathematical maturity and expertise throughout the elementary, middle and
high school years. Designers of curricula, assessments, and professional
development should all attend to the need to connect the mathematical
practices to mathematical content in mathematics instruction.
The Standards for Mathematical Content are a balanced combination of
procedure and understanding. Expectations that begin with the word
―understand‖ are often especially good opportunities to connect the
practices to the content. Students who lack understanding of a topic may
rely on procedures too heavily. Without a flexible base from which to work,
they may be less likely to consider analogous problems, represent
problems coherently, justify conclusions, apply the mathematics to practical
situations, use technology mindfully to work with the mathematics, explain
the mathematics accurately to other students, step back for an overview, or
deviate from a known procedure to find a shortcut. In short, a lack of
understanding effectively prevents a student from engaging in the
mathematical practices.
In this respect, those content standards which set an expectation of
understanding are potential ―points of intersection‖ between the Standards
for Mathematical Content and the Standards for Mathematical Practice.
These points of intersection are intended to be weighted toward central and
generative concepts in the school mathematics curriculum that most merit
the time, resources, innovative energies, and focus necessary to
qualitatively improve the curriculum, instruction, assessment, professional
development, and student achievement in mathematics.

Charlotte Mecklenburg School District 1st Grade Planning Guide Page 8

 Common Core State Standards for Mathematics

Mathematics | Grade 1
In Grade 1, instructional time should focus on four critical areas: (1) developing understanding of addition, subtraction,
and strategies for addition and subtraction within 20; (2) developing understanding of whole number relationships and
place value, including grouping in tens and ones; (3) developing understanding of linear measurement and measuring
lengths as iterating length units; and (4) reasoning about attributes of, and composing and decomposing geometric
shapes.

(1) Students develop strategies for adding and subtracting whole numbers based on their prior work with small numbers.
They use a variety of models, including discrete objects and length-based models (e.g., cubes connected to form
lengths), to model add-to, take-from, put-together, take-apart, and compare situations to develop meaning for the
operations of addition and subtraction, and to develop strategies to solve arithmetic problems with these operations.
Students understand connections between counting and addition and subtraction (e.g., adding two is the same as
counting on two). They use properties of addition to add whole numbers and to create and use increasingly sophisticated
strategies based on these properties (e.g., ―making tens‖) to solve addition and subtraction problems within 20. By
comparing a variety of solution strategies, children build their understanding of the relationship between addition and
subtraction.

(2) Students develop, discuss, and use efficient, accurate, and generalizable methods to add within 100 and subtract
multiples of 10. They compare whole numbers (at least to 100) to develop understanding of and solve problems involving
their relative sizes. They think of whole numbers between 10 and 100 in terms of tens and ones (especially recognizing
the numbers 11 to 19 as composed of a ten and some ones). Through activities that build number sense, they
understand the order of the counting numbers and their relative magnitudes.

(3) Students develop an understanding of the meaning and processes of measurement, including underlying concepts
such as iterating (the mental activity of building up the length of an object with equal-sized units) and the transitivity
principle for indirect measurement.1

(4) Students compose and decompose plane or solid figures (e.g., put two triangles together to make a quadrilateral) and
build understanding of part-whole relationships as well as the properties of the original and composite shapes. As they
combine shapes, they recognize them from different perspectives and orientations, describe their geometric attributes,
and determine how they are alike and different, to develop the background for measurement and for initial
understandings of properties such as congruence and symmetry.

Grade 1 Overview
Mathematical Practices
Operations and Algebraic Thinking
• Represent and solve problems involving addition and 1. Make sense of problems and
subtraction. persevere in solving them.
• Understand and apply properties of operations and the
2. Reason abstractly and
relationship between addition and subtraction.
quantitatively.
• Add and subtract within 20.
3. Construct viable arguments and
• Work with addition and subtraction equations.
critique the reasoning of others.
Number and Operations in Base Ten 4. Model with mathematics.
• Extend the counting sequence.
5. Use appropriate tools strategically.
• Understand place value.
• Use place value understanding and properties of operations 6. Attend to precision.
to add and subtract. 7. Look for and make use of structure.
Measurement and Data 8. Look for and express regularity in
• Measure lengths indirectly and by iterating length units. repeated reasoning.
• Tell and write time.
• Represent and interpret data.

Geometry
• Reason with shapes and their attributes.

Charlotte Mecklenburg School District 1st Grade Planning Guide Page 9

 Common Core State Standards for Mathematics

Operations and Algebraic Thinking 1.OA

Represent and solve problems involving addition and subtraction.

1. Use addition and subtraction within 20 to solve word problems involving

situations of adding to, taking from, putting together, taking apart,
and comparing, with unknowns in all positions, e.g., by using objects,
drawings, and equations with a symbol for the unknown number to
represent the problem.2

2. Solve word problems that call for addition of three whole number
whose sum is less than or equal to 20, e.g., by using objects, drawings,
and equations with a symbol for the unknown number to represent the
problem.

Understand and apply properties of operations and the relationship

between addition and subtraction.

3. Apply properties of operations as strategies to add and subtract.3 Examples:

If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of
addition.) To add 2 + 6 + 4, the second two numbers can be added to make
a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)

4. Understand subtraction as an unknown-addend problem. For example,

subtract 10 – 8 by finding the number that makes 10 when added to 8.

Add and subtract within 20.

5. Relate counting to addition and subtraction (e.g., by counting on 2 to
add 2).

6. Add and subtract within 20, demonstrating fluency for addition and
subtraction within 10. Use strategies such as counting on; making ten
(e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to
a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between
addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8
= 4); and creating equivalent but easier or known sums (e.g., adding 6 +
7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

Work with addition and subtraction equations.

7. Understand the meaning of the equal sign, and determine if equations

involving addition and subtraction are true or false. For example, which
of the following equations are true and which are false? 6 = 6, 7 = 8 – 1,
5 + 2 = 2 + 5, 4 + 1 = 5 + 2.

8. Determine the unknown whole number in an addition or subtraction

equation relating three whole numbers. For example, determine the
unknown number that makes the equation true in each of the equations 8 +
? = 11, 5 = � – 3, 6 + 6 = �.

Charlotte Mecklenburg School District 1st Grade Planning Guide Page 10

 Common Core State Standards for MAT HEMAT ICS

Number and Operations in Base Ten 1.NBT

Extend the counting sequence.

1. Count to 120, starting at any number less than 120. In this range, read
and write numerals and represent a number of objects with a written numeral.

Understand place value.

2. Understand that the two digits of a two-digit number represent amounts

of tens and ones. Understand the following as special cases:
a. 10 can be thought of as a bundle of ten ones — called a ―ten.‖

b. The numbers from 11 to 19 are composed of a ten and one, two,

three, four, five, six, seven, eight, or nine ones.

c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two,
three, four, five, six, seven, eight, or nine tens (and 0 ones).

3. Compare two two-digit numbers based on meanings of the tens and ones
digits, recording the results of comparisons with the symbols >, =, and <.

Use place value understanding and properties of operations to add

and subtract.

4. Add within 100, including adding a two-digit number and a one-digit number,
and adding a two-digit number and a multiple of 10, using concrete models
or drawings and strategies based on place value, properties of operations, and/or
the relationship between addition and subtraction; relate the strategy to a written
method and explain the reasoning used. Understand that in adding two-digit
numbers, one adds tens and tens, ones and ones; and sometimes it is necessary
to compose a ten.

5. Given a two-digit number, mentally find 10 more or 10 less than the number,
without having to count; explain the reasoning used.

6. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range

10-90 (positive or zero differences), using concrete models or drawings and
strategies based on place value, properties of operations, and/or the relationship
between addition and subtraction; relate the strategy to a written method and
explain the reasoning used.

2See Glossary, Table 1.

3Students need not use formal terms for these properties.

Charlotte Mecklenburg School District 1st Grade Planning Guide Page 11

 Common Core State Standards for MAT HEMAT ICS

Measurement and Data 1.MD

Measure lengths indirectly and by iterating length units.

1. Order three objects by length; compare the lengths of two objects indirectly by
using a third object.

2. Express the length of an object as a whole number of length units, by laying

multiple copies of a shorter object (the length unit) end to end; understand that
the length measurement of an object is the number of same-size length units that
span it with no gaps or overlaps. Limit to contexts where the object being
measured is spanned by a whole number of length units with no gaps or
overlaps.

Tell and write time.

3. Tell and write time in hours and half-hours using analog and digital clocks.

Represent and interpret data.

4. Organize, represent, and interpret data with up to three categories; ask and
answer questions about the total number of data points, how many in each
category, and how many more or less are in one category than in another.

Geometry 1.G
Reason with shapes and their attributes.

1. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-
defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess
defining attributes.

2. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and

quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular
cones, and right circular cylinders) to create a composite shape, and compose new shapes from
the composite shape.4]

3. Partition circles and rectangles into two and four equal shares, describe the shares using the
words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of.
Describe the whole as two of, or four of the shares. Understand for these examples that
decomposing into more equal shares creates smaller shares.
4Students do not need to learn formal names such as ―right rectangular prism.‖

Charlotte Mecklenburg School District 1st Grade Planning Guide Page 12

 Common Core State Standards for Mathematics

Common Core Glossary

Table 1. Common addition and subtraction situations.6

Result Unknown Change Unknown Start Unknown

Two bunnies sat on the grass. Two bunnies were sitting on the Some bunnies were sitting on
Three more bunnies hopped grass. Some more bunnies the grass. Three more bunnies
there. How many bunnies are on hopped there. Then there were hopped there. Then
Add to the grass now? five bunnies. How there were five bunnies. How
2+3=? many bunnies hopped over to many bunnies were on the grass
the first two? 2 + ? = 5 before?
?+3=5

Five apples were on the table. I Five apples were on the table. I Some apples were on the table.
Take ate two apples. How many ate some apples. Then there I ate two apples. Then there
from apples are on the table were three apples. How many were three apples. How many
now? apples did I eat? apples were on the table
5–2=? 5–?=3 before? ? – 2 = 3
Total Unknown Addend Unknown Both Addends Unknown
1
Three red apples and two green Five apples are on the table. Grandma has five flowers. How
Put apples are on the table. How Three are red and the rest are many can she put in her red
Togethe many apples are on the table? green. How many apples are vase and how many in her blue
r/Take 3+2=? green? vase? 5 = 0 + 5, 5 = 5 + 0
Apart 3 + ? = 5, 5 – 3 = ? 5 = 1 + 4, 5 = 4 + 1
5 = 2 + 3, 5 = 3 + 2

Difference Unknown Bigger Unknown Smaller Unknown

(―How many more?‖ version): (Version with ―more‖): Julie has (Version with ―more‖): Julie has
Lucy has two apples. Julie has three more apples than Lucy. three more apples than Lucy.
five apples. How many more Lucy has two apples. How many Julie has five apples. How many
apples does Julie have than apples does Julie have? apples does Lucy have?
Compare Lucy? (―How many fewer?‖ (Version with ―fewer‖): Lucy has (Version with ―fewer‖): Lucy has
version): Lucy has two apples. 3 fewer apples than Julie. Lucy 3 fewer apples than Julie. Julie
Julie has five apples. How many has two apples. has five apples. How many
fewer apples does Lucy have How many apples does Julie apples does Lucy have?
than Julie? 2 + ? = 5, 5 – 2 = ? have? 5 – 3 = ?, ? + 3 = 5
2 + 3 = ?, 3 + 2 = ?

1
These take apart situations can be used to show all the decompositions of a given number. The associated
equations, which have the total on the left of the equal sign, help children understand that the = sign does not
always mean makes or results in but always does mean is the same number as.
2
Either addend can be unknown, so there are three variations of these problem situations. Both Addends
Unknown is a productive extension of this basic situation, especially for small numbers less than or equal to
10.
3
For the Bigger Unknown or Smaller Unknown situations, one version directs the correct operation (the
version using more for the bigger unknown and using less for the smaller unknown). The other versions are
more difficult.

Charlotte Mecklenburg School District 1st Grade Planning Guide Page 13

 Mathematics Core Standards –Grade Overviews in Continuum Form
Operations and Algebraic Thinking
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6
Understand Represent and Represent and Represent and Use the four Expressions and
addition as putting solve problems solve problems solve problems operations with Write and interpret Equations
together and involving addition involving addition involving whole numbers to numerical
adding to, and and subtraction. and subtraction. multiplication and solve problems. expressions. Apply and extend
understand division. previous
subtraction as Understand and Add and subtract Gain familiarity with Analyze patterns understandings of
Understand
taking apart and apply properties of within 20. factors and and relationships. arithmetic to
properties of
taking from. operations and the multiples. algebraic
multiplication and
relationship Work with equal expressions.
the relationship
Counting and between addition groups of objects Generate and
between
Cardinality and subtraction. to gain foundations analyze patterns. Reason about and
multiplication and
Know number for multiplication. solve one-variable
division.
names and the Add and subtract equations and
count sequence. within 20. Multiply and divide inequalities.
within 100.
Count to tell the Work with addition Represent and
and subtraction Solve problems analyze
number of objects. involving the four
equations quantitative
operations, and relationships
Compare numbers. identify and explain between
patterns in dependent and
arithmetic. independent
variables

Number and Operations in Base Ten

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6
•Work with •Extend the Understand place Use place value Generalize place Understand the Ratios and
numbers 11–19 to counting value. understanding and value place value Proportional
gain foundations sequence. properties of understanding for system. relationships
for place value. Use place value operations to multi-digit whole
Understand place understanding and perform multi-digit numbers. Perform operations Understand ratio
value. properties of arithmetic. with multi-digit concepts and use
operations to add Use place value whole numbers ratio reasoning to
Use place value and subtract. understanding and and with decimals solve problems.
understanding and properties of to hundredths.
properties of operations to
operations to add perform multi-digit
and subtract. arithmetic.

Number and Operations—Fractions

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6
Split a Split a Develop Extend understanding Use equivalent fractions The Number System
region into region into understanding of of fraction equivalence as a strategy to add Apply and extend previous
halves and halves, fractions as and ordering. and subtract fractions. understandings of
fourths thirds, and numbers multiplication and division to
(Geometry) fourths Build fractions from unit Apply and extend divide fractions by fractions.
(Geometry) fractions by applying previous
and extending previous understandings of Compute fluently with multi-
understandings of multiplication and digit numbers and find
operations on whole division to multiply and common factors and
numbers. divide fractions. multiples.

Understand decimal Apply and extend previous

notation for fractions, understandings of numbers
and compare decimal to the system of rational
fractions numbers.

Charlotte Mecklenburg School District 1st Grade Planning Guide Page 14

 Mathematics Core Standards –Grade Overviews in Continuum Form

Measurement and Data

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6
Describe and Measure lengths Measure and Solve problems Solve problems Convert like Statistics and
compare indirectly and by estimate lengths involving involving measurement Probability
measurable iterating length in standard units. measurement measurement units within a Develop
attributes. units. and estimation of and conversion given understanding of
Relate addition intervals of time, of measurements measurement statistical
Classify objects Tell and write and subtraction liquid volumes, from a larger unit system. variability.
and count the time. to length. and masses of to a smaller unit.
number of objects. Summarize and
objects in Represent and Work with time describe
categories interpret data. and money. Represent and Represent and Represent and distributions.
interpret data. interpret data. interpret data.
Represent and
interpret data. Geometric Geometric Geometric
measurement: measurement: measurement:
understand understand understand
concepts of area concepts of concepts of
and relate area angle and volume and
to multiplication measure angles relate volume to
and to addition. multiplication and
to addition.
Geometric
measurement:
recognize
perimeter as an
attribute of plane
figures and
distinguish
between linear
and area
measures.

Geometry
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6
Identify and Reason with Reason with Reason with Draw and Graph points on Geometry
describe shapes. shapes and their shapes shapes and their identify lines and the coordinate Solve real-world
attributes attributes. angles, and plane to solve and
Analyze, classify shapes real-world and mathematical
compare, create, by properties of mathematical problems
and compose their lines and problems. involving area,
shapes. angles. surface area,
Classify two- and volume.
dimensional
figures into
categories based
on their
properties.

Charlotte Mecklenburg School District 1st Grade Planning Guide Page 15

1st Grade Mathematics ● Unpacked Content

For the new Common Core State Standards that will be effective in all North Carolina
schools in the 2012-13.

This document is designed to help North Carolina educators teach the Common Core
(Standard Course of Study). NCDPI staff are continually updating and improving these
tools to better serve teachers.

What is the purpose of this document?

To increase student achievement by ensuring educators understand specifically what the
new standards mean a student must know, understand and be able to do.

What is in the document?

Descriptions of what each standard means a student will know, understand and be able to
do. The ―unpacking‖ of the standards done in this document is an effort to answer a
simple question ―What does this standard mean that a student must know and be able to
do?‖ and to ensure the description is helpful, specific and comprehensive for educators.

How do I send Feedback?

We intend the explanations and examples in this document to be helpful and specific.
That said, we believe that as this document is used, teachers and educators will find ways
in which the unpacking can be improved and made ever more useful. Please send
feedback to us at [email protected] and we will use your input to refine our
unpacking of the standards. Thank You!

Just want the standards alone?

You can find the standards alone at http://corestandards.org/the-standards

Mathematical Vocabulary is identified in bold print. These are words that students
should know and be able to use in context.

Charlotte Mecklenburg School District 1st Grade Planning Guide Page 16

 Operations and Algebraic Thinking 1.0A
Common Core Cluster:

Represent and solve problems involving addition and subtraction.

Students develop strategies for adding and subtracting whole numbers based on their prior work with small
numbers. They use a variety of models, including discrete objects and length-based models (e.g., cubes
connected to form lengths), to model add-to, take-from, put-together, take-apart, and compare situations to
develop meaning for the operations of addition and subtraction, and to develop strategies to solve
arithmetic problems with these operations. Prior to first grade students should recognize that any given
group of objects (up to 10) can be separated into sub groups in multiple ways and remain equivalent in
amount to the original group (Ex: A set of 6 cubes can be separated into a set of 2 cubes and a set of 4
cubes and remain 6 total cubes.

Common Core Standard Unpacking: What do these standards mean a child will know and be able to do?

1.OA.1 Use addition and 1.OA.1 builds on the work in Kindergarten by having students use a variety of
subtraction within 20 to mathematical representations (e.g., objects, drawings, and equations) during
solve word problems their work. The unknown symbols should include boxes or pictures, and not
involving situations of letters.
adding to, taking from, Teachers should be cognizant of the three types of problems (Glossary, Table
putting together, taking 1). There are three types of addition and subtraction problems: Result
apart, and comparing, Unknown, Change Unknown, and Start Unknown. Here are some Addition
with unknowns in all Use informal language (and, minus/subtract, the same as) to describe joining
positions, e.g., by using situations (putting together) and separating situations (breaking apart).
objects, drawings, and Use the addition symbol (+) to represent joining situations, the subtraction
equations with a symbol symbol (-) to represent separating situations, and the equal sign (=) to represent
for the unknown number a relationship regarding quantity between one side of the equation and the
to represent the other.
problem.1
1 A helpful strategy is for students to recognize sets of objects in common
See Glossary, Table 1
patterned arrangements (0-6) to tell how many without counting (subitizing).
Examples:

Result Unknown: Change Unknown: Start Unknown:

There are 9 students on There are 9 students on the There are some students on the
the playground. Then 8 playground. Some more students playground. Then 8 more students came.
more students showed show up. There are now 17 There are now 17 students. How many
up. How many students students. How many students students were on the playground at the
are there now? (9+8 = came? (9+ __ = 17) beginning? (__ + 8 = 17)
__)

Please see Glossary, Table 1 for additional examples. The level of difficulty for these problems can be
differentiated by using smaller numbers (up to 10) or larger numbers (up to 20).

Charlotte Mecklenburg School District 1st Grade Planning Guide Page 17

Operations and Algebraic Thinking….. continued 1.0A
Common Core Cluster
Represent and solve problems involving addition and subtraction.
Common Core Standard Unpacking: What do these standards mean a child will know and be able to do?

1.OA.2 Solve word problems 1.OA.2 asks students to add (join) three numbers whose sum is less than or equal
that call for addition of three to 20, using a variety of mathematical representations.
whole numbers whose sum is This objective does address multi-step word problems.
less than or equal to 20, e.g.,
by using objects, drawings, and Example:
equations with a symbol for the There are cookies on the plate. There are 4 oatmeal raisin cookies, 5 chocolate chip
unknown number to represent cookies, and 6 gingerbread cookies. How many cookies are there total?
the problem.

Student 1: Adding with a Ten Frame and Counters

I put 4 counters on the Ten Frame for the oatmeal raisin cookies. Then I put
5 different color counters on the ten frame for the chocolate chip cookies.
Then I put another 6 color counters out for the gingerbread cookies.
Only one of the gingerbread cookies fit, so I had 5 leftover. One ten and five leftover makes 15 cookies.

Student 2: Look for ways to make 10

I know that 4 and 6 equal 10, so the oatmeal raisin and gingerbread equals 10 cookies. Then I add the 5 chocolate chip
cookies and get 15 total cookies.

Student 3: Number line I counted on the number line. First I counted 4, and then I counted 5 more and landed on 9.
Then I counted 6 more and landed on 15. So there were 15 total cookies.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Charlotte Mecklenburg School District 1st Grade Planning Guide Page 18

Operations and Algebraic Thinking….. continued 1.0A
Common Core Cluster
Understand and apply properties of operations and the relationship between addition and
subtraction.
Students understand connections between counting and addition and subtraction (e.g., adding two is the same as
counting on two). They use properties of addition to add whole numbers and to create and use increasingly
sophisticated strategies based on these properties (e.g., ―making tens‖) to solve addition and subtraction problems
within 20. By comparing a variety of solution strategies, children build their understanding of the relationship between
addition and subtraction
Common Core Standard Unpacking: What do these standards mean a child will know and be able to do?

1.OA.3 Apply properties of 1.OA.3 calls for students to apply properties of operations as strategies to add and
operations as strategies to add subtract. Students do not need to use formal terms for these properties. Students
and subtract.2 Examples: If 8 should use mathematical tools, such as cubes and counters, and representations such
+ 3 = 11 is known, then 3 + 8 as the number line and a 100 chart to model these ideas.
= 11 is also known. Example:
(Commutative property of Student can build a tower of 8 green cubes and 3 yellow cubes and another tower of
addition.) To add 2 + 6 + 4, 3 yellow and 8 green cubes to show that order does not change the result in the
the second two numbers can operation of addition. Students can also use cubes of 3 different colors to ―prove‖
be added to make a ten, so 2 + that (2 + 6) + 4 is equivalent to 2 + (6 + 4) and then to prove 2 + 6 + 4 = 2 + 10
6 + 4 = 2 + 10 = 12.
Commutative property of addition: Associative property of addition:
(Associative property of
Order does not matter when you When adding a string of numbers you can add
addition.)
add numbers. For example, if 8 + 2 any two numbers first. For example, when
2 = 10 is known, then 2 + 8 = 10 is adding 2 + 6 + 4, the second two numbers can
Students need not use formal
also known. be added to make a ten, so 2 + 6 + 4 = 2 + 10
terms for these properties.
= 12.
Examples:
Student 1: Using a number balance to investigate the commutative
property. If I put a weight on 8 first and then 2, I think that it will
balance if I put a weight on 2 first this time and then on 8.

Common Core Standard Unpacking: What do these standards mean a child will know and be able to do?
1.OA.4 Understand subtraction 1.OA.4 asks for students to use subtraction in the context of unknown addend
as an unknown-addend problems.
problem. For example,
subtract 10 – 8 by finding the Example:
number that makes 10 when 12 – 5 = __ could be expressed as 5 + __ = 12. Students should use cubes and
added to 8. Add and subtract counters, and representations such as the number line and the100 chart, to model and
within 20. solve problems involving the inverse relationship between addition and subtraction.
Commutative property of addition: Associative property of addition:
Order does not matter when you add numbers. When adding a string of numbers you can add any two numbers
For example, if 8 + 2 = 10 is known, then 2 + 8 = first. For example, when adding 2 + 6 + 4, the second two
10 is also known. numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12.
Examples:
Student 1 I used a ten frame. I started with 5 counters. I knew that I had to have 12,
which is one full ten frame and two leftovers. I needed 7 counters, so 12 - 5 = 7.
Student 2
I used a part-part-whole diagram. I put 5 counters on one side. I wrote 12 above the diagram.
I put counters into the other side until there were 12 in all. I know I put 7 counters into the
other side, so 12 – 5 = 7.
Student 3 Draw number line I started at 5 and counted up until I reached 12. I counted 7 numbers, so I know that 12 –
5 = 7.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
18 19 20

Charlotte Mecklenburg School District 1st Grade Planning Guide Page 19

Operations and Algebraic Thinking….. continued 1.0A
Common Core Cluster:
Add and subtract within 20.
Common Core
Unpacking: What do these standards mean a child will know and be able to do?
Standard
1.OA.5 Relate counting 1.OA.5 asks for students to make a connection between counting and adding and subtraction.
to addition and Students use various counting strategies, including counting all, counting on, and counting
back with numbers up to 20. This standard calls for students to move beyond counting all
subtraction (e.g., by
and become comfortable at counting on and counting back. The counting all strategy requires
counting on 2 to add 2). students to count an entire set. The counting and counting back strategies occur when
students are able to hold the ―start number‖ in their head and count on from that number.
Example: 5 + 2 = __
Student 1: Counting All Student 2 : Counting On
5 + 2 = __. The student counts five counters. The 5 + 2 = __. Student counts five counters. The student adds
student adds two more. The student counts 1, 2, 3, 4, 5, the first counter and says 6, then adds another counter and
6, 7 to get the answer. says 7. The student knows the answer is 7, since they
counted on 2.
Example: 12 – 3 = __
Student 1: Counting All Student 2: Counting Back
12 - 3 = __. The student counts twelve counters. The 12 - 3 = __. The student counts twelve counters. The student
student removes 3 of them. The student counts 1, 2, 3, 4, removes a counter and says 11, removes another counter and
says 10, and removes a third counter and says 9. The student
5, 6, 7, 8, 9 to get the answer.
knows the answer is 9, since they counted back 3

Common Core Standard

Unpacking: What do these standards mean a child will know and be
able to do?
1.OA.6 Add and subtract within 20, 1.OA.6 mentions the word fluency when students are adding and
demonstrating fluency for addition and subtracting numbers within 10. Fluency means accuracy (correct answer),
efficiency (within 4-5 seconds), and flexibility (using strategies such as
subtraction within 10. Use strategies such
making 5 or making 10).
as counting on; making ten (e.g., 8 + 6 =
8 + 2 + 4 = 10 + 4 = 14); decomposing a The standard also calls for students to use a variety of strategies when
number leading to a ten (e.g., 13 – 4 = 13 adding and subtracting numbers within 20. Students should have ample
– 3 – 1 = 10 – 1 = 9); using the experiences modeling these operations before working on fluency. Teacher
relationship between addition and could differentiate using smaller numbers.
subtraction (e.g., knowing that 8 + 4 = 12,
It is importance to move beyond the strategy of counting on, which is
one knows 12 – 8 = 4); and creating considered a less important skill than the ones here in 1.OA.6. Many times
equivalent but easier or known sums (e.g., teachers think that counting on is all a child needs, when it is really not
adding 6 + 7 by creating the known much better skill than counting all and can becomes a hindrance when
equivalent 6 + 6 + 1 = 12 + 1 = 13). working with larger numbers.
Example: 8 + 7= __
Student 1: Making 10 and Decomposing a Number Student 2: Creating an Easier Problem with Known
I know that 8 plus 2 is 10, so I decomposed (broke) the 7 up Sums: I know 8 is 7 + 1. I also know that 7 and 7 equal
into a 2 and a 5. First I added 8 and 2 to get 10, and then 14 and then I added 1 more to get 15. 8 + 7 = (7 + 7)
added the 5 to get 15. 8 + 7 = (8 + 2) + 5 = 10 + 5 = 15 + 1 = 15
Example: 14 - 6 = __
Student 1 : Decomposing the Number You Subtract Student 2: Relationship between Addition and
I know that 14 minus 4 is 10 so I broke the 6 up into a 4 and Subtraction
a 2. 14 minus 4 is 10. Then I take away 2 more to get 8. 6 plus is 14, I know that 6 plus 8 is 14, so that
14 - 6 = (14 – 4) - 2 = 10 - 2 = 8 means that 14 minus 6 is 8. 6 + 8 = 14 so 14 – 6 +
8
Algebraic ideas underlie what students are doing when they create equivalent expressions in order to solve a problem or
when they use addition combinations they know to solve more difficult problems. Students begin to consider the
relationship between the parts. For example, students notice that the whole remains the same, as one part increases the
other part decreases. 5 + 2 = 4 + 3

Charlotte Mecklenburg School District 1st Grade Planning Guide Page 20

Operations and Algebraic Thinking….. continued 1.0A
Common Core Cluster:
Work with addition and subtraction equations.
Common Core Standard Unpacking: What do these standards mean a child will know and be able to do?
1.OA.7 Understand the 1.OA.7 calls for students to work with the concept of equality by identifying whether
meaning of the equal sign, equations are true or false. Therefore, students need to understand that the equal sign
does not mean ―answer comes next‖, but rather that the equal sign signifies a
and determine if equations
relationship between the left and right side of the equation.
involving addition and The number sentence 4 + 5 = 9 can be read as, ―Four plus five is the same amount as
subtraction are true or false. nine.‖
For example, which of the In addition, Students should be exposed to various representations of equations, such as:
following equations are true an operation on the left side of the equal sign and the answer on the right side (5 + 8 =
and which are false? 6 = 6, 7 13)
= 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = an operation on the right side of the equal sign and the answer on the left side (13 = 5
+ 8)
5 + 2.
numbers on both sides of the equal sign (6 = 6)
operations on both sides of the equal sign (5 + 2 = 4 + 3).
Students need many opportunities to model equations using cubes, counters, drawings,
etc.
1.OA.8 Determine the 1.OA.8 extends the work that students do in 1.OA.4 by relating addition and subtraction
unknown whole number in an as related operations for situations with an unknown. This standard builds upon the
―think addition‖ for subtraction problems as explained by Student 2 in 1.OA.6.
addition or subtraction
equation relating three whole Student 1
numbers. For example, 5 = ___ - 3
determine the unknown I know that 5 plus 3 is 8.
number that makes the So, 8 minus 3 is 5.
equation true in each of the
equations 8 + ? = 11, 5 = _ –
3, 6 + 6 = _.

Number and Operations in Base Ten 1.NBT

Common Core Cluster:
Extend the Counting Sequence
Common Core Standard Unpacking: What do these standards mean a child will know and be able to do?
1.NBT.1 calls for students to rote count forward to 120 by Counting On from any
number less than 120. Students should have ample experiences with the hundreds chart
1.NBT.1 Count to 120, to see patterns between numbers, such as all of the numbers in a column on the
starting at any number less hundreds chart have the same digit in the ones place, and all of the numbers in a row
have the same digit in the tens place.
than 120. In this range, read
and write numerals and This standard also calls for students to read, write and represent a number of objects
represent a number of objects with a written numeral (number form or standard form). These representations can
with a written numeral. include cubes, place value (base 10) blocks, pictorial representations or other concrete
materials. As students are developing accurate counting strategies they are also
building an understanding of how the numbers in the counting sequence are related—
each number is one more (or one less) than the number before (or after).

Charlotte Mecklenburg School District 1st Grade Planning Guide Page 21

Number and Operations in Base Ten … continued 1.NBT
Common Core Cluster:
Understand place value.
Students develop, discuss, and use efficient, accurate, and generalizable methods to add within 100 and subtract multiples
of 10. They compare whole numbers (at least to 100) to develop understanding of and solve problems involving their
relative sizes. They think of whole numbers between 10 and 100 in terms of tens and ones (especially recognizing the
numbers 11 to 19 as composed of a ten and some ones). Through activities that build number sense, they understand the
order of the counting numbers and their relative magnitudes.
Common Core Standard Unpacking: What do these standards mean a child will know and be able to do?
1.NBT.2 Understand that the
two digits of a two-digit 1.NBT.2a asks students to unitize a group of ten ones as a
number represent amounts of whole unit: a ten. This is the foundation of the place value
tens and ones. Understand the system. So, rather than seeing a group of ten cubes as ten
following as special cases: individual cubes, the student is now asked to see those ten
a. 10 can be thought of as a cubes as a bundle- one bundle of ten.
bundle of ten ones —
called a ―ten.‖
1.NBT.2b asks students to extend their work from Kindergarten when they composed
b. The numbers from 11 to
and decomposed numbers from 11 to 19 into ten ones and some further ones. In
19 are composed of a ten
Kindergarten, everything was thought of as individual units: ―ones‖. In First Grade,
and one, two, three, four,
students are asked to unitize those ten individual ones as a whole unit: ―one ten‖.
five, six, seven, eight, or
Students in first grade explore the idea that the teen numbers (11 to 19) can be
nine ones.
expressed as one ten and some leftover ones. Ample experiences with ten frames will
help develop this concept.
Student Examples: For the number 12, do you have enough to make a ten? Would you have any leftover? If so, how
many leftovers would you have?
Student 1 Student 2
I filled a ten frame to make one ten and had two counters left I counted out 12 place value cubes. I had enough to
over. I had enough to make a ten with some leftover. The trade 10 cubes for a ten-rod (stick). I now have 1 ten-rod
number 12 has 1 ten and 2 ones. and 2 cubes left over. So the number 12 has 1 ten and 2
ones.

Common Core Standard Unpacking: What do these standards mean a child will know and be able to do?
1.NBT.2c builds on the work of 1.NBT.2b. Students should explore
the idea that decade numbers (e.g. 10, 20, 30, 40) are groups of tens
c. The numbers 10, 20, 30, 40, with no left over ones. Students can represent this with cubes or place
50, 60, 70, 80, 90 refer to one, value (base 10) rods. (Most first grade students view the ten stick
two, three, four, five, six, (numeration rod) as ONE. It is recommended to make a ten with
seven, eight, or nine tens (and 0 unfix cubes or other materials that students can group. Provide
ones). students with opportunities to count books, cubes, pennies, etc.
Counting 30 or more objects supports grouping to keep track of the
number of objects.)

1.NBT.3 Compare two two- 1.NBT.3 builds on the work of 1.NBT.1 and 1.NBT.2 by having students compare two
digit numbers based on numbers by examining the amount of tens and ones in each number. Students are
meanings of the tens and ones introduced to the symbols greater than (>), less than (<) and equal to (=). Students
digits, recording the results of should have ample experiences communicating their comparisons using words, models
comparisons with the symbols and in context before using only symbols in this standard.
>, =, and <.
Example: 42 __ 45
Student 1
42 has 4 tens and 2 ones. 45 has 4 tens and 5 ones. They have the same number of tens, but 45 has more ones than 42. So
45 is greater than 42. So, 42 < 45.
Student 2
42 is less than 45. I know this because when I count up I say 42 before I say 45. So, 42 < 45.

Charlotte Mecklenburg School District 1st Grade Planning Guide Page 22

Common Core Cluster
Use place value understanding and properties of operations to add and subtract.
Unpacking: What do these standards mean a child will
Common Core Standard know and be able to do?

1.NBT.4Add within 100, including adding a two-digit

1.NBT.4 calls for students to use concrete models,
number and a one-digit number, and adding a two-digit
drawings and place value strategies to add and subtract
number and a multiple of 10, using concrete models or within 100. Students should not be exposed to the
drawings and strategies based on place value, properties of standard algorithm of carrying or borrowing in first grade
operations, and/or the relationship between addition and
subtraction; relate the strategy to a written method and
explain the reasoning used. Understand that in adding two-
digit numbers, one adds tens and tens, ones and ones; and
sometimes it is necessary to compose a ten.
Examples:

Student 1
I used a hundreds chart. I started at 37 and moved over 3 to land on 40.
Then to add 20 I moved down 2 rows and landed on 60.
So, there are 60 people on the playground.

Student 2
I used place value blocks and made a pile of 37 and a pile of 23.
I joined the tens and got 50. I then joined the ones and got 10.
I then combined those piles and got to 60. So, there are 60 people
on the playground. Relate models to symbolic notation.

Student 3
I broke 37 and 23 into tens and ones. I added the tens and got 50.
I added the ones and got 10. I know that 50 and 10 more is 60.
So, there are 60 people on the playground. Relate models to
symbolic notation.

Student 4
Using mental math, I started at 37 and counted on 3 to get to 40. Then I added 20 which is 2 tens, to land on 60. So,
there are 60 people on the playground

Example:
There are 37 people on the playground. 20 more people show up. How many people are now on the playground?

Student 5
I used a number line. I started at 37. Then I broke up 23 into 20 and 3 in my head. Next, I added 3 ones to get to 40. I
then jumped 10 to get to 50 and 10 more to get to 60. So, there are 60 people on the playground.

30 32 34 36 38 40 42 44 46 48 50 52 54 56 58 60 62 64 66

Charlotte Mecklenburg School District 1st Grade Planning Guide Page 23

Common Core Cluster
Use place value understanding and properties of operations to add and subtract. …continued

Common Core Standard

Unpacking: What do these standards mean a child will
know and be able to do?
1.NBT.5 Given a two-digit number, mentally find 10 1.NBT.5 builds on students’ work with tens and ones by
more or 10 less than the number, without having to mentally adding ten more and ten less than any number less
than 100. Ample experiences with ten frames and the
count; explain the reasoning used.
hundreds chart help students use the patterns found in the tens
place to solve such problems.

Student Examples: There are 74 birds in the park. 10 birds fly away. How many are left?

Student 1 Student 2
I used a 100s board. I started at 74. I pictured 7 ten frames and 4 left over in my head.
Then, because 10 birds flew away, I moved back one Since 10 birds flew away, I took one of the ten frames away.
row. I landed on 64. So, there are 64 birds left in the That left 6 ten frames and 4 left over. So, there are 64 birds
park. left in the park.

Unpacking: What do these standards mean a child will

Common Core Standard know and be able to do?
1.NBT.6 Subtract multiples of 10 in the range 10-90 from 1.NBT.6 calls for students to use concrete models,
multiples of 10 in the range 10-90 (positive or zero drawings and place value strategies to subtract multiples
differences), using concrete models or drawings and of 10 from decade numbers (e.g., 30, 40, 50).
strategies based on place value, properties of operations,
and/or the relationship between addition and subtraction;
relate the strategy to a written method and explain the
reasoning used.
Example: There are 60 students in the gym. 30 students leave. How many students are still in the gym?
Student 1 Student 2
I used a hundreds chart and started at 60. I moved up 3 rows I used place value blocks or unfix cubes to build towers
to land on 30. There are 30 students left. of 10.
I started with 6 towered of 10 and removed 3. I had 3
towers left.
3 towers have a value of 30. There are 30 students left.

Student 3
Students mentally apply their knowledge of addition to solve this subtraction problem. I know that 30 plus 30 is 60, so
60 minus 30 equals 30. There are 30 students left
Student 4
I used a number line. I started at 60 and moved back 3 jumps of 10 and landed on 30. There are 30 students left.

30 32 34 36 38 40 42 44 46 48 50 52 54 56 58 60 62 64 66

Charlotte Mecklenburg School District 1st Grade Planning Guide Page 24

Measurement and Data 1.MD
Common Core Cluster
Measure lengths indirectly and by iterating length units.
Students develop an understanding of the meaning and processes of measurement, including underlying concepts such
as iterating (the mental activity of building up the length of an object with equal-sized units) and the transitivity
principle for indirect measurement.1
1
Students should apply the principle of transitivity of measurement to make indirect comparisons, but they need not use
this technical term.
Common Core Standard Unpacking What do these standards mean a child will know and be
able to do?
1.MD.1 Order three objects by length; 1.MD.1 calls for students to indirectly measure objects by comparing the
compare the lengths of two objects length of two objects by using a third object as a measuring tool. This
concept is referred to as transitivity.
indirectly by using a third object.

Example: Which is longer: the height of the bookshelf or the height of a desk?
Student 1 Student 2
I used a pencil to measure the height of the bookshelf and I used a book to measure the bookshelf and it was 3 books
it was 6 pencils long. I used the same pencil to measure long. I used the same book to measure the height of the
desk and it was a little less than 2 books long. Therefore,
the height of the desk and the desk was 4 pencils long.
the bookshelf is taller than the desk.
Therefore, the bookshelf is taller than the desk.
Common Core Standard Unpacking What do these standards mean a child will know and be
able to do?

1.MD.2 Express the length of an object as a 1.MD.2 asks students to use multiple copies of one object to measure a
whole number of length units, by laying larger object. This concept is referred to as iteration. Through numerous
multiple copies of a shorter object (the experiences and careful questioning by the teacher, students will
length unit) end to end; understand that the recognize the importance of making sure that there are not any gaps or
length measurement of an object is the overlaps in order to get an accurate measurement. This concept is a
number of same-size length units that span foundational building block for the concept of area in 3rd Grade.
it with no gaps or overlaps. Limit to contexts
where the object being measured is spanned Example:
by a whole number of length units with no How long is the paper in terms of paper clips?
gaps or overlaps.

Common Core Cluster

Tell and write time.
Common Core Standard Unpacking: What do these standards mean a child will know and be
able to do?
1.MD.3 Tell and write time 1.MD.3 calls for students to read both analog and digital clocks and then
in hours and half-hours orally tell and write the time. Times should be limited to the hour and the
using analog and digital half-hour. Students need experiences exploring the idea that when the time is
clocks. at the half-hour the hour hand is between numbers and not
on a number. Further, the hour is the number before where
the hour hand is. For example, in the clock below, the time
is 8:30. The hour hand is between the 8 and 9, but the hour
is 8 since it is not yet on the 9.

Charlotte Mecklenburg School District 1st Grade Planning Guide Page 25

Measurement and Data … continued 1.MD
Common Core Cluster
Represent and interpret data.
Common Core Standard Unpacking: What do these standards mean a child will know and be
able to do?

1.MD.4 Organize, represent, 1.MD.4 calls for students to work with categorical data by organizing, representing
and interpreting data. Students should have experiences posing a question with 3
and interpret data with up to
possible responses and then work with the data that they collect.
three categories; ask and
answer questions about the total What is your favorite flavor of ice cream?
number of data points, how
many in each category, and Chocolate 12
how many more or less are in
Vanilla 5
one category than in another.
Strawberry 6
Example:
Students pose a question and the 3 possible responses.
Which is your favorite flavor of ice cream? Chocolate, vanilla or strawberry?
Students collect their data by using tallies or another way of keeping track.
Students organize their data by totaling each category in a chart or table.
Picture and bar graphs are introduced in Second Grade.
Students interpret the data by comparing categories.
Examples of comparisons:
What does the data tell us? Does it answer our question?
More people like chocolate than the other two flavors.
Only 5 people liked vanilla.
Six people liked Strawberry.
7 more people liked Chocolate than Vanilla.
The number of people that liked Vanilla was 1 less than the number of people who liked Strawberry.
The number of people who liked either Vanilla or Strawberry was 1 less than the number of people who liked
chocolate.
23 people answered this question

Charlotte Mecklenburg School District 1st Grade Planning Guide Page 26

Geometry 1.G
Common Core Cluster
Reason with shapes and their attributes.
Students compose and decompose plane or solid figures (e.g., put two triangles together to make a quadrilateral) and
build understanding of part-whole relationships as well as the properties of the original and composite shapes. As they
combine shapes, they recognize them from different perspectives and orientations, describe their geometric attributes,
and determine how they are alike and different, to develop the background for measurement and for initial
understandings of properties such as congruence and symmetry.
Common Core Standards Unpacking: What do these standards mean a child will know and be
able to do?
1.G.1 Distinguish between 1.G.1 calls for students to determine which attributes of shapes are defining
defining attributes (e.g., triangles compared to those that are non-defining. Defining attributes are attributes that must
always be present. Non-defining attributes are attributes that do not always have to
are closed and three-sided)
be present. The shapes can include triangles, squares, rectangles, and trapezoids.
versus non-defining attributes
(e.g., color, orientation, overall Asks students to determine which attributes of shapes are defining compared to
size) ; build and draw shapes to those that are non-defining. Defining attributes are attributes that help to define a
possess defining attributes. particular shape (#angles, # sides, length of sides, etc.). Non-defining attributes are
attributes that do not define a particular shape (color, position, location, etc.). The
shapes can include triangles, squares, rectangles, and trapezoids. 1.G.2 includes
half-circles and quarter-circles.

Example:
All triangles must be closed figures and have 3 sides. These are defining attributes.
Triangles can be different colors, sizes and be turned in different directions, so these are non-defining.

Student 1
Which figure is a triangle?
How do you know that this it is a triangle?
It has 3 sides. It’s also closed.

Common Core Standards Unpacking: What do these standards mean a child

will know and be able to do?
1.G.2 Compose two-dimensional shapes (rectangles, 1.G.2 calls for students to compose (build) a two-dimensional
squares, trapezoids, triangles, half-circles, and or three-dimensional shape from two shapes. This standard
includes shape puzzles in which students use objects (e.g.,
quarter-circles) or three-dimensional shapes (cubes,
pattern blocks) to fill a larger region. Students do not need to
right rectangular prisms, right circular cones, and use the formal names such as ―right rectangular prism.‖
right circular cylinders) to create a composite shape,
and compose new shapes from the composite shape.1
1
Students do not need to learn formal names such as
―right rectangular prism.‖
Examples:

Show the different shapes that you Show the different shapes you can Show the different shapes you could
can make by joining a triangle with a make by joining a trapezoid with a make with a cube and a rectangular
square half-circle. prism.

Charlotte Mecklenburg School District 1st Grade Planning Guide Page 27

Geometry … continued 1.G
Common Core Unpacking: What do these standards mean a child will know and
Standards be able to do?

1.G.3 Partition circles and 1.G.3 is the first time students begin partitioning regions into equal shares using
a context such as cookies, pies, pizza, etc... This is a foundational building block
rectangles into two and four equal
of fractions, which will be extended in future grades. Students should have ample
shares, describe the shares using the experiences using the words, halves, fourths, and quarters, and the phrases half
words halves, fourths, and of, fourth of, and quarter of. Students should also work with the idea of the
quarters, and use the phrases half whole, which is composed of two halves, or four fourths or four quarters.
of, fourth of, and quarter of.
Describe the whole as two of, or
four of the shares. Understand for
these examples that decomposing
into more equal shares creates
smaller shares.

Example:
How can you and a friend share equally (partition) this piece of paper so that you both have the same amount of paper to
paint a picture?

Student 1 Student 2
I would split the paper right down the middle. That gives I would split it from corner to corner (diagonally). She
us 2 halves. I have half of the paper and my friend has the gets half of the paper and I get half of the paper. See, if
other half of the paper. we cut here (along the line), the parts are the same size.

Example:

Teacher: There is pizza for dinner. Teacher: If we cut the same pizza
What do you notice about the slices on into four slices (fourths), do you think
the pizza? the slices would be the same size,
larger, or smaller as the slices on this
pizza?
Student: There are two slices on the
pizza. Each slice is the same size. Those are big slices!
Student: When you cut the pizza into fourths. The slices
are smaller than the other pizza. More slices mean that the
slices get smaller and smaller. I want a slice from that first
pizza!

Charlotte Mecklenburg School District 1st Grade Planning Guide Page 28

 Year At a Glance: 1st Grade
Suggested Major CCSSM
Investigations Unit
Date Range addressed
Unit 1: How Many of Each?
Addition, Subtraction, and the Number System - 25 lessons, 27 days August 25 –
Investigation 1: Counting and Quantity-4 Lessons NBT.1
October 7
Investigation 2: Counting and Comparing -7 Lessons NBT.2
Investigation 3: Combining – 7 Lessons NBT.3
Quarter 1

Investigation 4: Composing Numbers -7 Lessons

OA.1, 2, 3,
Partitioning a Square CMS Unit
October 10- OA. 5, 6, 7, 8
5 lessons, 5 days
October 14
http://elementarymath.cmswiki.wikispaces.net/1st+Grade
Unit 2 and Unit 9: Making Shapes, Blocks and Boxes
2-D and 3D Geometry - 14 lessons, 14 days
Unit 2 October 17- G.1
Investigation 1: Composing and Decomposing 2-D Shapes -7 Lessons
Investigation 2: Describing and Sorting Shapes -5 Lessons November 4 G.2
Investigation 3: Quilts – Spend one day on Lesson 3.1

Unit 9: Only Lesson 1.2

Unit 3: Solving Story Problems
Addition, Subtraction, and the Number System - 25 lessons, 28 days OA. 1, 2, 3, 4, 5, 6,
November 7
Investigation 1: Combinations -9 Lessons 7, 8
Investigation 2: Introducing Subtraction -3 Lessons December
NBT.1
Quarter 2

Investigation 3: Working with Addition and Subtraction – 5 Lessons 16

Investigation 4: Counting Larger Amounts -8 Lessons NBT. 2a

Missing Parts CMS Unit NBT.1

10 lessons, 10 days NBT. 2a, b, c,
http://elementarymath.cmswiki.wikispaces.net/1st+Grade
January 2 –
NBT. 3
January 13
NBT.4
NBT 5
Unit 4: What Would You Rather Be?
Data Analysis - 13 lessons, 13 days January 17 –
Investigation 1: Sorting-4 Lessons MD. 4
February 3
Investigation 2: Collecting and Representing Data -5 Lessons
Investigation 3: Comparing Age Data – 4 Lessons
Unit 5: Fish Lengths and Animal Jumps
Measurement
11 lessons, 13 days February 6 – MD.1
February 24 MD.2
Quarter 3

Investigation 1: Learning to Measure -6 Lessons

Investigation 2: Measuring Distances -5 Lessons

Unit 6: Number Games and Crayon Puzzles

Addition, Subtraction, and the Number System OA.3, 5, 6
20 lessons, 20 days February 27-
OA. 1, 4
Investigation 1: Combinations of Ten - 7 Lessons March 23
Investigation 2: Combinations of Numbers -5 Lessons
OA. 7, 2, 8
Investigation 3: Addition and Subtraction – 8 Lessons
DPI Unit
Lessons 3-10 NBT.1
March 26-
8 lessons, 8 days NBT. 2a, b, c,
April 13
http://elementarymath.cmswiki.wikispaces.net/1st+Grade NBT. 3, 4, 5
Unit 7: Color, Shape, and Number Patterns
Quarter 4

NBT.1
Patterns and Functions April 16 –
13 lessons, 15 days OA. 5
May 4
Investigation 1: Repeating Patterns – 6 Lessons
Investigation 2: Number Sentences – 7 Lessons
Unit 8: Twos, Fives, and Tens NBT.1,
Addition, Subtraction, and the Number System May 7– NBT.2 a, b, c
18 lessons, 19 days June 1 OA. 5, 6, 7, 8
OA 3
Charlotte Mecklenburg School District 1st Grade Planning Guide Page 29
 How Many Of Each
(Addition, Subtraction, and the Number System-1) Unit 1 Planning Guide

CONCEPTS TO HIGHLIGHT
COMMON CORE
Introduce greater than >, less than <, and equal to = symbols by Extend the counting
using them in Compare and Compare Dots sequence. 1.NBT.1

In Student Activity Book pages have students write the symbols >, <, Understand place value.
1.NBT.3
= instead of circling the numbers.
Represent and solve
problems involving addition
CONCEPTS TO ENHANCE and subtraction.
Expose students to unknown change problems. Use the equal sign 1.OA.1 1.OA.2
to signify the relationship between the left and the right side of
Understand and apply
the equation. For example, during Peas and Carrots, write the properties of operations
equation as 7 = _____ + ______ (See table *1, page 13 of this and the relationship
document for more details) between addition and
subtraction.1.OA.3

Add and subtract within 20.

1.OA.5 1.OA.6
CLASSROOM ROUTINES
Work with addition and
Morning Meeting: Introduce daily schedule, taking attendance, subtraction equations.
calendar, weather; 1.NBT.1 1.OA.7 1.OA.8

Start With, Get To: Follow routine as written in Unit 1. ―Starting

with‖ or ―Getting to‖ numbers other than one begins in Unit 2.
1.NBT.1

Quick Images: This activity forms the basis for work with 1.NBT.2 MATH PRACTICES
as students begin to subitize.

Prior to teaching each unit,

with your team,
consider which mathematical
MATH TALK practices can/should be
estimate, calendar, number RESOURCES highlighted with your
―Counting is More Than 1, students, recognizing that
line, smallest, largest, in order, mathematical proficiency is
2, 3‖ pages ____ Unit ___,
more, larger, counting back, the goal.
Investigations
greater than, less than, equal
to, fewer, sum, plus, equal, As you set-up your
classroom for the year, think
equation, counting on, counting
about practices 1, 3, and 5
all, combine, symbols, total as questions. For example,
―How will I create an
environment that encourages
students to use appropriate
tools strategically?

Charlotte Mecklenburg School District 1st Grade Planning Guide Page 30

 Unit _______________________________ Planning Page

BEGIN WITH THE END IN MIND

What is most important for students to understand by the end of this unit? How will you measure it?

CONCEPTS TO HIGHLIGHT COMMON CORE

What differentiation is necessary to support the range of learners in your
classroom? How would you explain this
standard to a student?

CONCEPTS TO ENHANCE
What concepts in this unit need special attention? How will I include these
concepts?

CLASSROOM ROUTINES
What variations of this routine best meet the common core standards?
(Investigations Implementation Guide). MATH PRACTICES
How will I make these standards
for Practice deliberate during
this unit?

RESOURCES MATH TALK

What professional readings How will I help students be
related to the content will your precise in their communication?
team read and discuss?

Charlotte Mecklenburg School District 1st Grade Planning Guide Page 31

 Geometry in Two and Three Dimensions
Unit 2 and 9 Planning Guide

CONCEPTS TO HIGHLIGHT COMMON CORE

Reason with shapes and
their attributes.
In Unit 9 only teach the activity Building a Wall (lesson 1.02). This
1.G.1
lesson focuses on combining 3D shapes to create a new shape
1.G.2
(1.G.2).
Discuss with your team:
what are defining and
non-defining attributes?
CONCEPTS TO ENHANCE

1.G.1- Recognize and draw shapes having specified attributes, such as

a given number of angles or a given number of equal faces.
Refer to the Unpacking Document for more details.

1.G.1. Identify triangles, quadrilaterals, pentagons, hexagons, and

cubes.

1.G.2. Students may need more experiences beyond Building a Wall in

Unit 9.
MATH PRACTICES

CLASSROOM ROUTINES
In this unit pay special
During Quick Images (Unit 2), encourage students to think about how attention to Practice 6:
parts of a picture make up (or compose) the picture. For instance a Attend to Precision. In
picture with 6 dots could be seen as 3 joined with 3, 3 groups of 2, or these lessons, students
a group of 4 joined with a group of 2. should become
comfortable discussing the
Start With/Get To provides valuable experience counting on. A attributes of two- and
number line or hundreds board can be used to support students’ three-dimensional shapes
work. and creating shapes when
given a set of attributes.
With your team consider,
“How can we help students
RESOURCES MATH TALK communicate with more
precision in this unit?”
What professional readings Geometry, attribute,
related to the content will triangle, rectangle, square,
your team read and discuss? circle, two dimensional,
On the CMS Wiki, there is an hexagon, rhombus,
article on the van Hiele quadrilateral, vertices (use in
levels of Geometric place of corner), vertex,
development. three dimensional

Charlotte Mecklenburg School District 1st Grade Planning Guide Page 32

 Unit _______________________________ Planning Page

BEGIN WITH THE END IN MIND

What is most important for students to understand by the end of this unit? How will you measure it?

CONCEPTS TO HIGHLIGHT
What differentiation is necessary to support the range of learners in your COMMON CORE
classroom? How would you explain this
standard to a student?

CONCEPTS TO ENHANCE
What concepts in this unit need special attention? How will I include these
concepts?

CLASSROOM ROUTINES
What variations of this routine best meet the common core standards?
(Investigations Implementation Guide).
MATH PRACTICES
How will I make these standards
for Practice deliberate during
this unit?

RESOURCES MATH TALK

What professional readings How will I help students be
related to the content will your precise in their communication?
team read and discuss?

Charlotte Mecklenburg School District 1st Grade Planning Guide Page 33

 Unit 3Planning Guide
Solving Story Problems
(Addition, Subtraction, and Number System- 2)

CONCEPTS TO HIGHLIGHT COMMON CORE

Continue to focus on >, <, = by using the symbols when comparing
weather data during morning meeting Represent and solve
problems involving
Right now focus on these strategies: counting all, counting on; addition and
some students may be ready to use the strategy make 10 (other subtraction
addition and subtraction strategies will be introduced later on) 1.OA.1
Embed place value in morning meeting tens/ones days of school 1.OA.2
throughout the school year.
Understand and apply
properties of
operations and the
relationship
CONCEPTS TO ENHANCE between addition and
subtraction.
Vary notation with given problems, such as toy problems – show 1.OA.3
numbers as 9 = __ + __. 1.OA.4
Include various CGI problem structures from Glossary, Table 1.
Add and subtract
During discussion look for opportunities to write equations from within 20.
student work and determine if the equations are true or false. 1.OA.5
1.OA.6
Probe student understanding by asking why the equation is true or
false and how do you know. Work with addition
and subtraction
equations.
1.OA.7
CLASSROOM ROUTINES
1.OA.8
During Quick Images (Unit 2), encourage students to think about how parts of
a picture make up (or compose) the picture. For instance a picture with 6 dots Extend the counting
could be seen as 3 joined with 3, 3 groups of 2, or a group of 4 joined with a sequence. 1.NBT.1
group of 2.

Start With/Get To provides valuable experience counting on. A number line or

hundreds board can be used to support students’ work.
MATH PRACTICES

RESOURCES MATH TALK In this unit pay special

attention to student’s
Refer to the NCDPI Unpacking Number line, combination,
document (included).
problem solving skills,
plus, add, equals, counting especially Practices 1, 2
Examine the articles and on, sum, fewer, equal sign, and 8. As you plan with
Dialogue Box in the back of the
subtract, take away, more your team, consider,
Investigations teacher edition ―How can you help your
book. than, less than, counting students look for
backward, minus sign, repeated reasoning while
subtraction sign, greater than, they use their problem
less than, digit, pattern, one solving skills?‖
hundred chart

Charlotte Mecklenburg School District 1st Grade Planning Guide Page 34

 Unit _______________________________ Planning Page

BEGIN WITH THE END IN MIND

What is most important for students to understand by the end of this unit? How will you measure it?

CONCEPTS TO HIGHLIGHT COMMON CORE

What differentiation is necessary to support the range of learners in your How would you explain this
classroom? standard to a student?

CONCEPTS TO ENHANCE
What concepts in this unit need special attention? How will I include these
concepts?

CLASSROOM ROUTINES
What variations of this routine best meet the common core standards?
(Investigations Implementation Guide). MATH PRACTICES
How will I make these
standards for Practice
deliberate during this unit?

RESOURCES MATH TALK

What professional readings How will I help students be
related to the content will your precise in their communication?
team read and discuss?

Charlotte Mecklenburg School District 1st Grade Planning Guide Page 35

 What Would You Rather Be? Unit 4 Planning Guide
Data Analysis

CONCEPTS TO HIGHLIGHT COMMON CORE

Combine 3.1, 3.2, and 3.3 into a one-day lesson

For the end of the unit assessment, omit problem 1. Represent and
interpret data.
Have students collect real data and emphasize the questions,
―How many total?‖, ―How many more?‖ and ―How many less?‖ 1.MD.4
Students should be working with number sense (addition and
subtraction) during this unit. 1.OA.6 (concepts to
enhance)

CONCEPTS TO ENHANCE

Modify questions in this unit to create more opportunities to collect

data. Questions include:

-Color of students’ shirts

-Number of pockets that people are wearing
-Number of teeth lost
-Number of people living at home
-How many times they can say a phrase like ―how much wood could
a wood chuck chuck‖ in a minute?

MATH PRACTICES

CLASSROOM ROUTINES Prior to teaching each unit,

with your team,
consider which
This is the first unit in which students do Quick Survey. As mathematical practices
students work on these opportunities for data collection, make can/should be highlighted
sure to ask questions that encourage students to interpret data with your students,
and draw conclusions based on charts and graphs. recognizing that
mathematical proficiency is
the goal.

While planning consider

how you can support your
RESOURCES MATH TALK
students’ work of:
Survey, data, equation, Making sense of problems
Reasoning quantitatively
representation, tally mark,
Attending to precision
compare
MModify

Charlotte Mecklenburg School District 1st Grade Planning Guide Page 36

 Unit _______________________________ Planning Page

BEGIN WITH THE END IN MIND

What is most important for students to understand by the end of this unit? How will you measure it?

CONCEPTS TO HIGHLIGHT COMMON CORE

What differentiation is necessary to support the range of learners in your How would you explain this
classroom? standard to a student?

CONCEPTS TO ENHANCE
What concepts in this unit need special attention? How will I include these
concepts?

CLASSROOM ROUTINES
What variations of this routine best meet the common core standards? MATH PRACTICES
(Investigations Implementation Guide).
How will I make these
standards for Practice
deliberate during this unit?

RESOURCES MATH TALK

What professional readings How will I help students be
related to the content will your precise in their communication?
team read and discuss?

Charlotte Mecklenburg School District 1st Grade Planning Guide Page 37

 Fish Lengths and Animal Jumps
Measurement
Unit 5 Planning Guide

COMMON CORE
CONCEPTS TO HIGHLIGHT
The compensatory principle is central to this unit. If I measure the
same object with two different sized units, I will need more of the Measure lengths indirectly
smaller unit or less of the larger unit. For instance the length of my and by iterating length
units.
shoe may be 2 big fish lengths or 4 small fish lengths. Since the small
fish are smaller than the big fish you need more of them to measure 1.MD.1
the same object. Refer to the Unpacking Document.
1.MD.2

1.OA.6 (concepts to
enhance)
CONCEPTS TO ENHANCE

Have students order 3 objects by length (fish) during Investigations

1.4 and 1.5

Continue to ask questions, “How many total?”, “How many more?”

and “How many less?” to integrate addition and subtraction (1.OA.6)

MATH PRACTICES
CLASSROOM ROUTINES
Prior to teaching each
By this point in the year with Start With/Get to, many students should be able
to do more mental and rote counting forward and backward. Encourage these unit, with your team,
students to do these tasks without the number line. consider which
mathematical practices
During Morning Meeting, make sure to incorporate place value strategies,
including identifying numbers that are 10 more or 10 less, and counting within
can/should be highlighted
120 (1.NBT.1). with your students,
recognizing that
mathematical
proficiency is the goal.

RESOURCES MATH TALK While planning consider,

What resources can you Measure, length, “How can I support my
use to support your measurement, unit, inch, students’ communication
teaching? height, distance, longest, of mathematical ideas?”
shortest

Charlotte Mecklenburg School District 1st Grade Planning Guide Page 38

 Unit _______________________________ Planning Page

BEGIN WITH THE END IN MIND

What is most important for students to understand by the end of this unit? How will you measure it?

CONCEPTS TO HIGHLIGHT COMMON CORE

What differentiation is necessary to support the range of learners in your How would you explain this
classroom? standard to a student?

CONCEPTS TO ENHANCE
What concepts in this unit need special attention? How will I include these
concepts?

CLASSROOM ROUTINES
What variations of this routine best meet the common core standards? MATH PRACTICES
(Investigations Implementation Guide).
How will I make these
standards for Practice
deliberate during this unit?

RESOURCES MATH TALK

What professional readings How will I help students be
related to the content will your precise in their communication?
team read and discuss?

Charlotte Mecklenburg School District 1st Grade Planning Guide Page 39

 Number Games and Crayon Puzzles
(Addition, Subtraction, and the Number System-2) Unit 6 Planning Guide

CONCEPTS TO HIGHLIGHT
COMMON CORE
Focus on the idea that any two-digit number can be decomposed
Represent and solve
(split) into a group of tens and some leftover ones. problems involving
addition and subtraction.
Focus on the idea of composing tens with Three Towers and other 1.OA.1
activities where students are adding numbers with sums greater than 1.OA.2
10.
Understand and apply
With Crayon Puzzles, have students connect representations and properties of operations
pictures to equations. Also have students examine equations and and the relationship
between addition and
determine if they are true or false. subtraction.
1.OA.3
1.OA.4
CONCEPTS TO ENHANCE
Compose equations such as 10 = __ + __ for crayon puzzles instead of Add and subtract within
20.
always using__ + __ = 10.
1.OA.5
Continue to expose students to unknown change equations with 1.OA.6
activities: Counters in a Cup and How Many Am I Hiding?
Work with addition and
Include opportunities to add 3 numbers with a sum of less than 20 in subtraction equations.
story problems. There are 4 cookies on the counter. If you bring 1.OA.7
1.OA.8
Use subtraction to find a missing addend to show relationship
between addition and subtraction

MATH PRACTICES

CLASSROOM ROUTINES While students work

through this unit, all of
During Morning Meeting and Start With Get To encourage students to mentally
count forward, count backwards, and determine ten more and ten less than
the Standards for Math
given numbers. Practice can be
incorporated.

During planning, discuss,

―how can we help
RESOURCES MATH TALK students make sense of
Kathy Richardson Assessing Equation, equal sign, story the concept of forming a
problem, more, fewer, ten or breaking apart a
Number Concepts- Making
combine, plus sign, ten frame, ten while adding and
Tens assessment subtracting?
combination, addition, sum,
Kathy Richardson’s Developing add, minus, count on, count
How can we support
Number Sense has several back, count up, count all students’ communication
activities focused on of mathematical ideas
composing a unit of 10. with precision?

Charlotte Mecklenburg School District 1st Grade Planning Guide Page 40

 Unit _______________________________ Planning Page

BEGIN WITH THE END IN MIND

What is most important for students to understand by the end of this unit? How will you measure it?

CONCEPTS TO HIGHLIGHT
What differentiation is necessary to support the range of learners in your COMMON CORE
classroom? How would you explain this
standard to a student?

CONCEPTS TO ENHANCE
What concepts in this unit need special attention? How will I include these
concepts?

CLASSROOM ROUTINES
What variations of this routine best meet the common core standards?
(Investigations Implementation Guide).
MATH PRACTICES
How will I make these
standards for Practice
deliberate during this unit?

RESOURCES MATH TALK

What professional readings How will I help students be
related to the content will your precise in their communication?
team read and discuss?

Charlotte Mecklenburg School District 1st Grade Planning Guide Page 41

 Number Patterns Unit 7 Planning Guide
Patterns, Functions, and Algebra

CONCEPTS TO HIGHLIGHT COMMON CORE

Embed place value in morning meeting tens/ones days of school Word problems
throughout the school year. Spend time on the idea that any two-
digit number can be decomposed (split) into a group of tens and Add and subtract within
20.
some leftover ones.
1.OA.5
When students are adding the same amount to extend a pattern,
Extend the counting
help students to make sense of the idea that the quantity is always
sequence. 1.NBT.1
increasing by the same amount. This lays the foundation for skip
counting in later grades. Mentally determine 10
more and 10 less than a
two-digit number
CONCEPTS TO ENHANCE 1.NBT.5
Spend extra time examining patterns on a Hundreds Board. Spend Add or subtract a two-
time discussing the fact that numbers increase and decrease by 1 as digit number by
you move left and right on the board, and increase and decrease by multiples of ten.
10 as you move up and down on the board. Students are expected to 1.NBT.6
mentally determine what 10 more and 10 less than any two-digit
number is (1.NBT.5) and add and subtract multiples of 10 (1.NBT.6).
Work involving patterns on the hundreds board will prepare
students to meet those standards.

MATH PRACTICES
CLASSROOM ROUTINES
During this unit, all of
Students begin working with the activity Tell A Story, where they create a story the Standards for
problem to match an equation. This activity needs to be modeled at first, with Practice can be
numerous opportunities for students to work on this skill.
addressed by students.

As you plan this unit,

consider:
How can we help
students make sense of
the repeated pattern
RESOURCES MATH TALK and repeated reasoning
Refer to the Unpacking Repeating pattern, unit in these tasks?
documents for further
How can we support
description about the
students’ work of
Common Core State reasoning abstractly
Standards about the patterns that
they are working with?

Charlotte Mecklenburg School District 1st Grade Planning Guide Page 42

 Unit _______________________________ Planning Page

BEGIN WITH THE END IN MIND

What is most important for students to understand by the end of this unit? How will you measure it?

CONCEPTS TO HIGHLIGHT
What differentiation is necessary to support the range of learners in your COMMON CORE
classroom?
How would you explain this
standard to a student?

CONCEPTS TO ENHANCE
What concepts in this unit need special attention? How will I include these
concepts?

CLASSROOM ROUTINES
What variations of this routine best meet the common core standards?
(Investigations Implementation Guide).
MATH PRACTICES
How will I make these
standards for Practice
deliberate during this unit?

RESOURCES MATH TALK

What professional readings How will I help students be
related to the content will your precise in their communication?
team read and discuss?

Charlotte Mecklenburg School District 1st Grade Planning Guide Page 43

 Unit 8 Planning Guide
Twos, Fives, and Tens
(Addition, Subtraction, and the Number System)

CONCEPTS TO HIGHLIGHT
COMMON CORE
Extend the counting
Omit Investigation 1 sequence.
1.NBT.1
Embed place value in morning meeting tens/ones days of school
throughout the school year. Focus on the idea that any two-digit Understand place value.
number can be decomposed (split) into a group of tens and some 1.NBT.2 a, b, c
leftover ones. This idea is central when students play the game Ten
Understand and apply
Plus. properties of operations
and the relationship
between addition and
subtraction.
1.OA.3

CONCEPTS TO ENHANCE Add and subtract within

20.
Extend to 120 – strengthen counting backwards (add only)- what
1.OA.5
does add only mean?
1.OA.6
Extend students’ work to include discussion and examination of
Work with addition and
place value to address 1.NBT.4, 5, and 6 and 1.NBT.1a. subtraction equations.
1.OA.7
Provide experiences for students to examine equations and
1.OA.8
determine if they are true or false. Extend this by having them
explain their reasoning with a picture or words.

MATH PRACTICES
CLASSROOM ROUTINES
During this unit, all of
By this point in the school year, emphasize students’ mental the Standards for
counting strategies as they count forward and backwards, and Practice can be
determine what 10 more and 10 less of a given number are. addressed by students.

As you plan this unit,

consider:
How can we help
RESOURCES MATH TALK students make sense of
What professional readings Counting on, pattern, addition the repeated pattern
related to the content will your and repeated reasoning
team read and discuss? equation, combine, addition
in these tasks?
notation, addend, less than,
equals, combination, the How can we support
same as students’ work of
reasoning abstractly
about the patterns that
they are working with?

Charlotte Mecklenburg School District 1st Grade Planning Guide Page 44

 Unit _______________________________ Planning Page

BEGIN WITH THE END IN MIND

What is most important for students to understand by the end of this unit? How will you measure it?

CONCEPTS TO HIGHLIGHT
What differentiation is necessary to support the range of learners in your COMMON CORE
classroom? How would you explain this
standard to a student?

CONCEPTS TO ENHANCE
What concepts in this unit need special attention? How will I include these
concepts?

CLASSROOM ROUTINES
What variations of this routine best meet the common core standards?
(Investigations Implementation Guide).
MATH PRACTICES
How will I make these
standards for Practice
deliberate during this unit?

RESOURCES MATH TALK

What professional readings How will I help students be
related to the content will your precise in their communication?
team read and discuss?

Charlotte Mecklenburg School District 1st Grade Planning Guide Page 45