Represent and solve problems involving addition and subtraction.

CCSS.Math.Content.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

CCSS.Math.Content.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.

Lessons: 2.13, 3.10, 8.4

Understand and apply properties of operations and the relationship between addition and subtraction.

CCSS.Math.Content.1.OA.B.3 Apply properties of operations as strategies to add and subtract.2 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.)

CCSS.Math.Content.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.

CCSS.Math.Content.1.OA.C.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

Lessons: 2.1, 2.11, 2.13, 3.6, 3.8, 3.9, 3.10, 6.3, 6.8, 8.5 CCSS.Math.Content.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).

CCSS.Math.Content.1.OA.D.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.

Lessons: 2.11, 3.6, 4.12, 5.3, 5.10, 6.2, 8.2 CCSS.Math.Content.1.OA.D.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ – 3, 6 + 6 = _

Games: Coin Top It - 2.13, 3.5, 3.11, 6.9 High Roller - 2.12, 3.14, 4.11 Penny Drop - 2.8 Penny Plate - 4.12, 5.11, 6.5 Penny Grab - 2.8 Rolling for 50 - 2.1, 2.5, 2.7 Bunny Hop Game - 1.5, 1.12, 3.6 Before and After - 3.1, 3.4 Top It - 1.6, 1.7, 1.10, 1.11, 2.1, 5.3 Domino Top It - 3.14, 4.1, 4.5, 5.10 Shaker Top It - 4.12, 5.10, Animal Weight Top It - 5.5 Difference Game - 5.7, 6.1, 8.5, 9.7 Beat the Calculator - 5.11, 5.12, 5.13, 6.4, 8.3, 9.1, 10.2 Addition Top It - 6.1, 6.2, 6.5, 7.7, 8.8 Fact Power - 6.4, 6.7 Tric Trac - 6.8, 6.12, 8.3 321 Game - 8.5, 8.9 Number Grid - 9.2, 9.5

Numbers & Operations in Base Ten

Extend the counting sequence.

CCSS.Math.Content.1.NBT.A.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.

Lessons: Number of the Day Routine, 1.1, 1.2, 1.4, 1.5, 1.7, 1.8, 1.9, 1.10, 1.12, 1.13, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.11, 2.13, 3.6, 4.10, 5.1, 6.4, 6.9, 9.1, 9.3, 10.7, Project 3, Project 5

Understand place value.

CCSS.Math.Content.1.NBT.B.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:

Lessons: Number of the Day Routine, 5.1, 5.2, 5.3, 5.5, 5.6, 5.8, 5.9, 6.6, 8.3, 8.5, 10.7 CCSS.Math.Content.1.NBT.B.2a 10 can be thought of as a bundle of ten ones — called a “ten.”

Lessons: Number of the Day Routine, 5.1, 5.3, 5.5, 5.9, 6.6, 8.2, 8.3, 8.4, 10.4, 10.7 CCSS.Math.Content.1.NBT.B.2b The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.

Lessons: Number of the Day Routine, 5.1, 5.2, 5.5 CCSS.Math.Content.1.NBT.B.2c 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).

Lessons: Number of the Day Routine, 5.1, 5.2, 5.5, 6.6, 8.3

CCSS.Math.Content.1.NBT.B.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

Lessons: 1.6, 5.3, 5.6, 5.7, 8.1, 8.2, 10.3

Use place value understanding and properties of operations to add and subtract.

CCSS.Math.Content.1.NBT.C.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.

Lessons: 2.1, 2.13, 3.9, 4.2, 5.5, 5.8, 8.4, 8.5, 9.2, 9.3, 9.4, 10.3, 10.4, 10.6, Project 9 CCSS.Math.Content.1.NBT.C.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

Lessons: 3.9, 8.5, 8.6, 9.1, 9.2, 9.3, 9.5, 10.4, 10.6, 10.7 CCSS.Math.Content.1.NBT.C.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.

Games: Top It - 1.6, 1.7, 1.10, 1.11, 2.1 Passing the Basket of Pennies Unit 1 - 5.3 Penny Dice Game - 1.3, 1.4, 1.5, 1.6, 1.13, 2.8 Monster Squeeze - 1.2, 1.3, 1.6, 1.10 Rolling for 50 - 2.1, 2.5, 2.7 Two-Fisted Penny - Ten-Frame Top It - 2.3, 3.9 Digit Game - 5.1, 5.4 Base-10 Exchange - 5.3, 5.9, 8.4 Animal Weight Top It - 5.5 Domino Top It - 3.14, 4.1, 4.5, 5.10 Shaker Top It - 4.12, 5.10 Beat the Calculator - 6.4 Fact Power - 6.4

Measurement & Data

Measure lengths indirectly and by iterating length units.

CCSS.Math.Content.1.MD.A.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object.

Lessons: 2.7, 4.2, 4.4, 4.5, 4.6 CCSS.Math.Content.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.

CCSS.Math.Content.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 Lessons: 1.7, 1.8, 1.12, 2.11, 3.13, 4.5, 4.7, 5.9, 6.12, 7.3, 7.4, 8.1, 9.2, 9.6, 10.1, 10.3, Project 2 Games: Time Match Game - 4.4, 4.10, 6.10, 7.2, 10.5

Geometry

Reason with shapes and their attributes.

CCSS.Math.Content.1.G.A.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.

Lessons: 6.7, 7.1, 7.2, 7.3, 7.4, 7.5, 7.6, 10.5

Games: CCSS.Math.Content.1.G.A.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.

Games: CCSS.Math.Content.1.G.A.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

Lessons: 8.6, 8.7, 8.9, 9.6, 9.7, 9.8, 10.7

Games: Make My Design - 7.1, 77, 9.3 Attribute Train Game - 7.2, 7.6

Operations & Algebraic Thinking## Represent and solve problems involving addition and subtraction.

Lessons: 1.5, 1.13, 2.6, 2.7, 2.8, 2.11, 2.12, 2.13, 3.3, 3.5, 3.6, 3.7, 3.8, 3.9, 3.11, 3.12, 3.13, 3.14, 4.3, 4.6, 4.7, 4.9, 4.11, 4.12, 5.5, 5.6, 5.7, 5.8, 5.9, 5.10, 5.12, 5.13, 6.1, 6.2, 6.3, 6.4, 6.5, 6.7, 6.8, 6.9, 6.10, 10.3, 10.4, Project 8Resources/Activities:The Very Hungry CaterpillarLessons: 2.13, 3.10, 8.4## Understand and apply properties of operations and the relationship between addition and subtraction.

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.)Lessons: 2.13, 3.10, 4.11, 4.12, 5.5, 5.8, 5.11, 6.1, 6.3, 6.4For example, subtract 10 – 8 by finding the number that makes 10 when added to 8.Lessons: 2.13, 4.11, 5.7, 5.8, 6.3, 6.5, 8.5, 10.4## Add and subtract within 20.

Lessons: 2.1, 2.11, 2.13, 3.6, 3.8, 3.9, 3.10, 6.3, 6.8, 8.5CCSS.Math.Content.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).

Lessons: 1.5, 1.10, 1.13, 2.1, 2.2, 2.3, 2.8, 2.11, 2.12, 2.13, 3.6, 3.9, 3.14, 4.2, 4.6, 4.7, 4.8, 4.11, 4.12, 5.5, 5.7, 5.9, 5.10, 5.11, 5.12, 5.13, 6.1, 6.2, 6.3, 6.4, 6.5, 6.6, 6.7, 6.8, 7.1, 7.2, 7.3, 7.7, 8.2, 8.3, 8.5, 8.7, 8.8, 8.9, 9.1, 9.7, 10.2## Work with addition and subtraction equations.

Lessons: 2.11, 3.6, 4.12, 5.3, 5.10, 6.2, 8.2CCSS.Math.Content.1.OA.D.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers.

For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ – 3, 6 + 6 = _Lessons: 3.8, 3.9, 4.11, 4.12, 5.8, 5.10, 5.11, 5.12, 5.13, 6.3, 6.4, 6.5, 6.6, 6.8Games:Coin Top It - 2.13, 3.5, 3.11, 6.9High Roller - 2.12, 3.14, 4.11Penny Drop - 2.8Penny Plate - 4.12, 5.11, 6.5Penny Grab - 2.8Rolling for 50 - 2.1, 2.5, 2.7Bunny Hop Game - 1.5, 1.12, 3.6Before and After - 3.1, 3.4Top It - 1.6, 1.7, 1.10, 1.11, 2.1, 5.3Domino Top It - 3.14, 4.1, 4.5, 5.10Shaker Top It - 4.12, 5.10,Animal Weight Top It - 5.5Difference Game - 5.7, 6.1, 8.5, 9.7Beat the Calculator - 5.11, 5.12, 5.13, 6.4, 8.3, 9.1, 10.2Addition Top It - 6.1, 6.2, 6.5, 7.7, 8.8Fact Power - 6.4, 6.7Tric Trac - 6.8, 6.12, 8.3321 Game - 8.5, 8.9Number Grid - 9.2, 9.5Numbers & Operations in Base Ten## Extend the counting sequence.

Lessons: Number of the Day Routine, 1.1, 1.2, 1.4, 1.5, 1.7, 1.8, 1.9, 1.10, 1.12, 1.13, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.11, 2.13, 3.6, 4.10, 5.1, 6.4, 6.9, 9.1, 9.3, 10.7, Project 3, Project 5## Understand place value.

Lessons: Number of the Day Routine, 5.1, 5.2, 5.3, 5.5, 5.6, 5.8, 5.9, 6.6, 8.3, 8.5, 10.7CCSS.Math.Content.1.NBT.B.2a 10 can be thought of as a bundle of ten ones — called a “ten.”

Lessons: Number of the Day Routine, 5.1, 5.3, 5.5, 5.9, 6.6, 8.2, 8.3, 8.4, 10.4, 10.7CCSS.Math.Content.1.NBT.B.2b The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.

Lessons: Number of the Day Routine, 5.1, 5.2, 5.5CCSS.Math.Content.1.NBT.B.2c 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).

Lessons: Number of the Day Routine, 5.1, 5.2, 5.5, 6.6, 8.3Lessons: 1.6, 5.3, 5.6, 5.7, 8.1, 8.2, 10.3## Use place value understanding and properties of operations to add and subtract.

Lessons: 2.1, 2.13, 3.9, 4.2, 5.5, 5.8, 8.4, 8.5, 9.2, 9.3, 9.4, 10.3, 10.4, 10.6, Project 9CCSS.Math.Content.1.NBT.C.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

Lessons: 3.9, 8.5, 8.6, 9.1, 9.2, 9.3, 9.5, 10.4, 10.6, 10.7CCSS.Math.Content.1.NBT.C.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.

Lessons: 8.4, 8.6, 9.2, 9.3, 9.4, 10.4, 10.6, Project 9Games:Top It - 1.6, 1.7, 1.10, 1.11, 2.1Passing the Basket of Pennies Unit 1 - 5.3Penny Dice Game - 1.3, 1.4, 1.5, 1.6, 1.13, 2.8Monster Squeeze - 1.2, 1.3, 1.6, 1.10Rolling for 50 - 2.1, 2.5, 2.7Two-Fisted Penny -Ten-Frame Top It - 2.3, 3.9Digit Game - 5.1, 5.4Base-10 Exchange - 5.3, 5.9, 8.4Animal Weight Top It - 5.5Domino Top It - 3.14, 4.1, 4.5, 5.10Shaker Top It - 4.12, 5.10Beat the Calculator - 6.4Fact Power - 6.4Measurement & Data## Measure lengths indirectly and by iterating length units.

Lessons: 2.7, 4.2, 4.4, 4.5, 4.6CCSS.Math.Content.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.Lessons: 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, 6.6, 6.11, 9.5, Project 2## Tell and write time.

Lessons: 2.5, 2.6, 3.7, 3.8, 4.4, 4.8, 4.9, 4.10, 6.10, 6.11, 7.2, 8.1, 10.1, 10.2, 10.5## Represent and interpret data.

CCSS.Math.Content.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 anotherLessons: 1.7, 1.8, 1.12, 2.11, 3.13, 4.5, 4.7, 5.9, 6.12, 7.3, 7.4, 8.1, 9.2, 9.6, 10.1, 10.3, Project 2Games:Time Match Game - 4.4, 4.10, 6.10, 7.2, 10.5GeometryReason with shapes and their attributes.Lessons: 6.7, 7.1, 7.2, 7.3, 7.4, 7.5, 7.6, 10.5Games:CCSS.Math.Content.1.G.A.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.

Lessons: 3.4, 7.1, 7.2, 7.3, 7.4, 7.5, 7.6, 7.7, 9.3, 10.5, Project 1, Project 10Games:CCSS.Math.Content.1.G.A.3 Partition circles and rectangles into two and four equal shares, describe the shares using the words

halves,fourths, andquarters, and use the phraseshalf of,fourth of, andquarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller sharesLessons: 8.6, 8.7, 8.9, 9.6, 9.7, 9.8, 10.7Games:Make My Design - 7.1, 77, 9.3Attribute Train Game - 7.2, 7.6