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1

Big Ideas RT1: Number Systems and RT3: Addition and

Subtraction Computation

RT 1: Students use multiple models to develop an understanding of number relationships (RT2) and the base-ten system.

They understand that whole numbers between 10 and 50 can be thought of and represented multiple ways, including in

groups of tens and ones. Students understand that the two digits of a two-digit number represent amounts of tens and

ones. They understand the following as special cases:

10 can be thought of as a bundle of ten ones called a ten

The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones

The numbers 10, 20, 30, 40, 50, refer to one, two, three, four, five tens (and zero ones)

Through activities involving the number line, students gain an understanding of number as a measure of distance.

RT 3: Students continue to develop their understanding of addition and subtraction of whole numbers within 10. They use

mathematical representations, including discrete objects (e.g., counters, buttons, cubes), length-based models (e.g., snap

cubes), and number lines to model part-whole, adding to, taking away from, and comparing contexts to extend their

knowledge of computation. Students use the identity and commutative properties of addition to solve simple problems.

RT 2: Students continue to develop an understanding of numbers by representing, ordering, and comparing quantities to

50. They develop an understanding of the magnitude and position (distance, iteration) of numbers using various physical

models and representations (number line, base ten blocks, 100 chart, 10-frames).

RT 9: Students develop an understanding of data by organizing, representing and analyzing data with up to three

categories. They ask and answer questions about the data they collect.

July 25, 2014

1

RT1: Number Systems

PSa) Decompose numbers 10-50 using groups of tens and ones (e.g., 39 is 3 tens and 9 ones or 2 tens and 19 ones)

1.NBT.2

PSb) Identify numerals 10-50 given a model that uses groups of tens and ones (e.g., identify 2 tens and 4 ones as 24)

1.NBT.2

PSc) Rote count forward and backward between 0-50 by ones & tens (e.g., count backward from 49-22 by ones)

1.NBT.1

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

1.NBT.1

PSa) Use models to add and subtract within 10 (Rekenrek, number line, base 10 blocks, 10 frames)

1.OA.1, 1.OA.6

PSc) Choose, combine and apply strategies for answering addition and subtraction problems, including contextual situations within 10

PSd) Apply properties of operations as strategies to add and subtract (e.g., 2+3=5 what is 3+2?, 2+4+4 = 2+8=10)

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

PSb) Compare and order numbers to 50 using the symbols >, =, <, and use models to represent their

relationship (number line, base ten blocks, 10 frames)

1.NBT.3

1.NBT.1

1.OA.3

1.OA.5

1.NBT.1

1.MD.4

PSb) Ask and answer questions about total number of data points, how many in each category, and

how many more or less are in one category than in another.

1.MD.4

2

Big Ideas RT1:Number Systems & RT3:Addition and

Subtraction Computation

RT 1: Students use multiple models to develop an understanding of number relationships (RT2) and the base-ten system. They

understand that whole numbers between 10 and 120 can be thought of and represented multiple ways, including in groups of tens and ones.

Students understand that the two digits of a two-digit number represent amounts of tens and ones. They understand the following as special

cases:

10 can be thought of as a bundle of ten ones called a ten

The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones

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

Through activities involving the number line, students gain an understanding of number as a measure of distance.

RT 3: Students continue to develop their understanding of addition and subtraction of whole numbers. They use mathematical

representations, including discrete objects (e.g., counters, buttons, cubes), length-based models (e.g., snap cubes), and number lines to

model part-whole, adding to, taking away from, and comparing contexts to extend their knowledge of computation. Students use the

identity and commutative properties of addition to solve simple problems.

RT 2: Students continue to develop an understanding of numbers by representing, ordering, and comparing quantities to 120. They

develop an understanding of the magnitude and position (distance, iteration) of numbers using various physical models and representations

(number line, base ten blocks, 100 chart, 10-frames).

RT 7: Students continue to develop their understanding of patterns, including patterns involving addition and subtraction. They identify,

July 25, 2014

duplicate and extend simple growing patterns (e.g., 1, 2, 3, ; 10, 20. 30,; 100, 200, 300, ) and relate their work to addition and

subtraction (e.g., skip counting forward and backward by 2s or 3s). Students use qualitative language to identify the rule for a pattern.

Students develop an understanding of an unknown quantity represented as a symbol such as a box or picture and solving for that unknown in

addition and subtraction situations. They develop an understanding of equality around the equal sign (=) by participating in hands-on

activities such as using a balance scale.

RT1: Number Systems

PSa) Decompose numbers 10-120 using groups of tens and ones (e.g., 79 is 7 tens and 9 ones or 5 tens and 29 ones)

1.NBT.2

PSb) Identify numerals 10-120 given a model that uses groups of tens and ones (e.g., identify 3 tens and 4 ones as 34)

1.NBT.2

PSc) Rote count forward and backward between 0-120 by ones & tens (e.g., count backward from 89-72 by ones)

1.NBT.1

PSa) Use models to add and subtract within 20 (Rekenrek, number line, base 10 blocks, 10 frames)

1.OA.1, 1.OA.6

PSb) Use models to demonstrate an understanding of addition (two-digit by one-digit or multiples of ten) and subtraction (multiples of 10) within 100 (e.g. 32 + 7 = 39;

90 10 = 80)

1.OA.1, 1.OA.6, 1.NBT.4, 1.NBT.5, 1.NBT.6

PSc) Choose, combine and apply strategies for answering addition and subtraction problems, including contextual situations within 20

1.OA.3, 1.OA.4, 1.OA.6

1.OA.6

* Fluency is defined under the CCSS as the ability to use certain facts and procedures with enough facility that using them does not slow down or derail

the problem

solverRelationships

as he or she works and

on more

complex problems and

RT2:

Number

Representations

being able to use relevant ideas or procedures in a wide range of context.

PSa)

Use numerals,

pictures, objects,

and words to represent quantity

RT7:

Algebraic

Thinking

to 120

PSa) Recognize, describe (e.g. the numbers increase or decrease by)

1.NBT.1 and extend simple growing patterns (e.g., 1, 2, 3,; 10, 20

PSb) Compare and order numbers to 120 using the symbols >, =, <, and

PSb) Use addition and subtraction within 20 to solve word problems involving situations of adding

to, taking

from,

together,

taking

apart,

use models

to represent

theirputting

relationship

(number line,

base ten

blocks,and compari

10 frames)

1.NBT.3

PSc) Understand

the

meaning

of

the

equal

sign,

and

determine

if

equations

involving

addition

and

subtraction

are true or false (e.g., which of the following equations are true

July 25, 2014

PSc) Identify, read, and write numerals and words 0-120

1.NBT.1

3

Big Idea RT8: Geometric Figures

Students compose and decompose shapes (e.g., putting two squares together to create a rectangle) to build part-whole

relationships. As they combine figures, they recognize them from different perspectives and orientations, describe their

geometric attributes and determine how the shapes are alike and different. Students distinguish between defining

attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size).

They build and draw shapes to possess defining attributes. Students 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. They describe the whole as two of, or four of the shares. They understand for these examples that

decomposing into more equal shares creates smaller shares.

RT 5: Students continue to develop their understanding of measurable attributes of objects. They develop an initial understanding of

iteration (repeating a same sized unit) by working with informal measurements for length, such as using paper clips to measure the length of

one side of a two dimensional figure. They focus on how to use informal tools to obtain an accurate measure of length. Students compare

and order objects by comparing the lengths of two objects directly, or by comparing them to a third object indirectly.

July 25, 2014

3

RT8: Geometric Figures

PSa) Recognize and describe the results of putting together (compose) and taking apart (decompose) 2D and 3D shapes (rectangles,

squares, trapezoids, triangles, cubes, rectangular prisms, cones and cylinders)

1.G.2

PSb) Compare, describe, sort and classify shapes by defining attributes (e.g., triangles are closed and three sided) and by non-defining

attributes (e.g., color, size)

1.G.1

1.G.1

PSd) Partition circles and rectangles into two and four equal shares and use the words halves, fourths and quarters to describe the shares

1.G.3

PSa) Measure length using non-standard units (e.g., measure sides of shapes)

1.MD.2

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

1.MD.1

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