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2014 15 1st Grade Math Concept Map Unit

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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.

Connections to the Big Ideas


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

2014 15 1st Grade Math Concept Map Unit


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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

RT3: Addition and Subtraction Computation


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)

RT9: Data Collection, Representation, and Analysis

PSa) Use numerals, pictures, objects, and words to represent quantity to 50


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

PSc) Identify, read, and write numerals and words 0-50


1.NBT.1

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1.OA.3

1.OA.5

RT2: Number Relationships and Representations


1.NBT.1

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

PSa) Organize, represent, and interpret data with up to three categories


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

2014 15 1st Grade Math Concept Map Unit


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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.

Connections to the Big Idea


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,
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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.

2014 15 1st Grade Math Concept Map Unit 2


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

RT3: Addition and Subtraction Computation


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

PSf) Demonstrate fluency* with basic addition and subtraction combinations to 10


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
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PSc) Identify, read, and write numerals and words 0-120
1.NBT.1

2014 15 1st Grade Math Concept Map Unit


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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.

Connections to the Big Idea


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.
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2014 15 1st Grade Math Concept Map Unit


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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

PSc) Given defining attributes, name and build shapes


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

RT5: Measurement Systems


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

July 25, 2014