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CORE Math Standards Addressed in Unit 9
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1.OA.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 unknownnumber to represent the problem.
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1.OA.2. Solve word problems that call for addition of three whole numbers whose sum is lessthan or equal to 20, e.g., by using objects, drawings, and equations with a symbol for theunknown number to represent the problem.
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1.OA.6. Add and subtract within 20, demonstrating fluency for addition and subtractionwithin 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, oneknows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 bycreating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
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1.OA.8. Determine the unknown whole number in an addition or subtraction equationrelating three whole numbers. For example, determine the unknown number that makes theequation true in each of the equations 8 + ? = 11, 5 = _ – 3, 6 + 6 = _.
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1.NBT.1. Count to 120, starting at any number less than 120. In this range, read and writenumerals and represent a number of objects with a written numeral.
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1.NBT.3. Compare two two-digit numbers based on meanings of the tens and ones digits,recording the results of comparisons with the symbols >, =, and <.
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1.G.1. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versusnon-defining attributes (e.g., color, orientation, overall size) ; build and draw shapes to possessdefining attributes.
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1.G.2. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles,and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, rightcircular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.
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Lesson 2Eight penguins were playing tag. A polar bear came along and now there are only three penguins.How many penguins did the polar bear get?
Math Journal Problem of the Day:
Parts of a calendar.
Meeting time
Identify the month and year, add the date; discuss the pattern of the month. Practice writing thedate.Graph the weather.Read the days of the week and months of the year. Today is …Tomorrow will be… Yesterday was…Do the number of the day activity. (See Calendar Companion) Find 10 more, ten less, one more andone less. Express the number in base ten and expanded notation. Tally the number.Count using a hundreds chart.Write number on the “Days of School” number chart.Practice +2 flashcards.Practice left /rightPractice skip counting by 10’sWatch Mr. Harry’s Secret Shapes video athttp://www.youtube.com/user/HarryKindergarten#p/search/2/TkuKOso9cA8 This video reviews all the 2D shapes and asks students to find the shapes in the environment.Students will work with a partner to complete the 2D shapes review page. In this activity studentswill look at several 2D shapes. They will be asked to identify the shape, the number of sides andvertices and find this shape somewhere in the classroom.
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