January: What is Grade 1 studying?
Module 4: Better Together
Essential Question: Why is it important to do my best and get along with others?
Unit Summary: Students will learn about getting along with others and being a good sport. They will discover that playing games is a great way to spend time with friends and get healthy exercise, too!
- Topic and Central Idea
- Point of View
- Ideas and Support
Writing: Students will write a procedural text on how to make a new friend. Students will use the writing process to publish their books.
Module 2: Introduction to Place Value Through Addition and Subtraction Within 20
- solve word problems with three addends
- use the associative and commutative property
- make a ten
- compare efficiency of counting on
- model subtraction from teen numbers
Module 3: Ordering and Comparing Length Measurements as Numbers
- order, measure, and compare length
- collect, sort, and organize data
Common Core Learning Standards:
1. OA.A.1 - Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
1.OA.A.2 - Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
1.OA.B.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.)
1.OA.B.4 - Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8.
1.OA.C.6 - Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
1.NBT.B.2 - Understand that the two digits of a two-digit number represent amounts of tens and ones.
1.MD.A.1 - Order three objects by length; compare the lengths of two objects indirectly by using a third object.
1.MD.A.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.
1.MD.C.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.