Content Area Mathematics

Grade/Course 01
School Year 2017-18
Framework Number: Name 02: Combinations, Place Value, and The Number Line (using Bridges)
Calendar Dates; Pacing 10/16/17 12/21/17; 8.5 weeks (42 days)

ULTIMATE CURRICULUM FRAMEWORK GOALS

Ultimate Performance Task
The Ultimate Performance Task for this Framework is:
Survival of the Fittest
Supervivencia del ms fuerte (Spanish version of UPT)
This task aligns with grade 01 Science Framework 01: Plants and Animals Survive and Grow.

The most important performance we want learners to be able to do with the acquired content knowledge and skills of this framework is:
accessing and analyzing information.
curiosity and imagination.
agility and adaptability.
Transfer Goal(s)
Students will be able to independently use their learning to
demonstrate agility and adaptability to solve problems using a variety of strategies and through the use of different operations
(addition and subtraction).
Meaning Goals
BIG IDEAS / UNDERSTANDINGS ESSENTIAL QUESTIONS
Students will understand that Students will keep considering:
all numbers can be represented by the same 10 digits. Why do we only need 10 digits to represent all numbers?
quantities can be represented in many ways. How do mathematicians best represent quantities?
there are many ways to compare the sizes of numbers. How do mathematicians best compare numbers?
Can numbers always be related to tens?
Why not always count by one?
 IDEAS IMPORTANTES / CONOCIMIENTOS PREGUNTAS ESENCIALES
Los estudiantes comprendern que Los estudiantes seguirn teniendo en cuenta:
todos los nmeros se pueden representar por los mismos 10 Por qu solamente necesitamos 10 dgitos para representar a
dgitos. todos los nmeros?
las cantidades se pueden representar de muchas maneras. Cmo representan los matemticos de mejor manera las
existen muchas maneras de comparar los tamaos de los cantidades?
nmeros. Cmo comparan los matemticos de mejor manera los
nmeros?
Pueden los nmeros siempre estar relacionados con las
decenas?
Por qu no siempre contamos de uno en uno?
Acquisition Goals
In order to reach the ULTIMATE GOALS, students must have acquired the following knowledge, skills, and vocabulary. However,
depending on the student, it MAY NOT be necessary to teach everything listed. What students will know and be able to do are so
closely linked in the concept-based discipline of mathematics. Therefore, in the mathematics frameworks what students should
know and do are combined.
Students will be skilled at And in order to demonstrate the skill, students will need to know
grouping numbers into tens and ones. (3) using only 10 digits, every number can be represented as a
reading and writing numerals within 20. (3) string of digits, where each digit represents a value that
representing a number of objects with a written numeral. (3) depends on its place in the string.
representing the digits of two-digit numbers as ten and ones. 10 ones make 10.
(3) our mathematical system (base ten) is made up of a system of
comparing 2 two-digit numbers based on meanings of the tens tens; so that ten like units make a unit of the next highest
and ones digits. (3) value.
composing and decomposing numbers. (3) the two digits of a two-digit number represent amounts of
adding and subtracting within 20 (using strategies such as tens and ones.
counting on; making ten). (3) the decade words (i.e., twenty, thirty) indicate how
many tens there are.
the digit in the tens place is more important for determining
the size of a two-digit number.
different numbers have different values and these values can
 be compared.

Vocabulary / Vocabulario
Tier 1 / Nivel 1 Tier 2 / Nivel 2 Tier 3 / Nivel 3
(everyday words) (general academic words) (domain specific words)
represent / representar numbers / nmeros
compare, comparisons / comparer, numeral / numeral
comparaciones digit(s) / dgito(s)
record / registro counting / contando
more than / ms que compose / armar
less than / menos que decompose / desarmar
fewer / menor, menos
 Optional Learning Plan
Bridges Units 3 and 4 may help you with choosing lessons, creating
assessments, and designing your progression of learning for this
framework.
Bridges Unit 3: Adding, Subtracting, Counting and Comparing
Overview*
Module 1: Single-Digit Sums
Module 2: Combinations with the Number Rack
Module 3: Tens and Teens
Module 4: Exploring Equations
Bridges Unit 4: Leapfrogs on the Number Line Overview*
Module 1: Adding and Subtracting on the Life-Sized Number
Line
Module 2: Jumping by Fives and Tens
Module 3: Jumping by Fives and Tens on the Open Number
Line
Module 4: Measuring, Comparing and Subtracting with
Penguins
* Antecedentes Matemticos: includes all unit overviews in Spanish;
as well as an introduction to the mathematical emphasis of the
grade in Spanish (English version of the mathematical emphasis of
the grade is found in the Teacher Guide Introduction).
Note on Major Works of the Grade: Not all content in a given grade
is emphasized equally in the Standards. Some clusters require
greater emphasis than others based on the depth of the ideas, the
time that they take to master, and/or their importance to future
mathematics or the demands of college and career readiness. More
time in these areas is also necessary for students to meet the
Other Evidence of Understanding
From Graham Fletcher:
The Cooking Monster Bring in a package of Oreos to add
relevancy, estimate is necessary to purchase the correct
amount. (Curiosity and Imagination)
Graham Cracker Bring in a box of graham crackers to add
relevancy, estimate is necessary to purchase the correct
amount. (Curiosity and Imagination)
From Inside Mathematics:
The Wheel Shop Level A and B. (SMP 1, 2 and 4)
From Achieve the Core:
The Very Hungry Caterpillar 3 blank tens frames and 30
counters are needed per student.
From Illustrative Mathematics:
Measuring Blocks Need paperclips and different sized
blocks to measure.
20 Tickets.
From Georgia Framework Grade 01 Unit 03:
Lots of Dots Counters needed.
What Numbers Can you Make? Unifix cubes, playing cards
OR tens frames, twenty frames, bead rack cards etc. are
needed.
Want more? See the rest of Georgia Framework Grade 01
Unit 03: Operations and Algebraic Thinking.
Standards for Mathematical Practice (and SMP in Spanish). To say
that some things have greater emphasis is not to say that anything
in the Standards can safely be neglected in instruction. Neglecting
material will leave gaps in student skill and may leave students
unprepared for the challenges of a later grade.

Other Resources covering all Bridges units:

Assessment Guide
Teacher, Component Masters (with answer keys, and in Spanish
versions)
Student Book
o Answer Key
o Spanish version
Home Connections
o Answer Key
o Spanish version
Word Resource Cards
o Spanish version
Classroom Posters (including Spanish versions)
Number Corner Resources
Digital Display Materials
Online Math Applications from Math Learning Center

Content overview to share and support families for this framework:

Family Resource Welcome Letter
o Spanish version
Family Resource Unit 3 Overview
o Spanish version
Family Resource Unit 4 Overview
o Spanish version
The ULTIMATE GOALS were developed from the following CCSS standards:

Operations and Algebraic Thinking

Represent and solve problems involving addition and subtraction. (1.OA.A)
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
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.
Understand and apply properties of operations and the relationship between addition and subtraction. (1.OA.B)
1.OA.B.3: APPLY properties of operations as strategies to add and subtract. Students need not use formal terms for these
properties. 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.
Add and subtract within 20. (1.OA.C)
1.OA.C.5: RELATE counting to addition and subtraction (e.g., by counting on 2 to add 2).
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).
Work with addition and subtraction equations. (1.OA.D)
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.
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 = ?
Number and Operations in Base Ten
Extend the counting sequence. (1.NBT.A)
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.
Understand place value (1.NBT.B)
1.NBT.B.2: UNDERSTAND that the two digits of a two-digit number represent amounts of tens and ones.
1.NBT.2.a: [Understand as a special case] 10 can be thought of as a bundle of ten ones called a ten.
1.NBT.2.b: [Understand as a special case] The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight,
or nine ones.
1.NBT.2.c: [Understand as a special case] 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).
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 <.
Use place value understanding and properties of operations to add and subtract. (1.NBT.C)
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.
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.
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.
Measurement and Data
Measure lengths indirectly and by iterating length units. (1.MD.A)
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.
 Tell and write time. (1.MD.B)
1.MD.B.3: TELL and WRITE time in hours and half-hours using analog and digital clocks.
Represent and interpret data. (1.MD.C)
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.

* Drawings need not show details, but should show the mathematics in the problem.
1. See Standards Resource Table 1.

Teacher Notes
In Kindergarten, students have gained familiarity with making groups of ten ones. This framework develops a more abstract understanding
of place value, viewing two-digit numbers as tens and ones. This understanding of place value supports counting on and making ten
strategies that students use to become more efficient in addition and subtraction situations.

Also in this framework, students build on the strategies and problem types with which they are familiar with from Kindergarten, extending
the number range to 20. The data work in this framework provides a context for students to make important connections to addition and
subtraction.

Framework 02 serves as a bridge from problem solving within 10 to work within 100 as students begin to solve addition and subtraction
problems involving teen numbers (CCSS.1.NBT.2). In this framework the focus in CCSS.1.OA.6 is on counting on (level 2 strategy) and
making ten (level 3 strategy).

Fluency activities have focused on the three prerequisite skills for the level 3 decomposition and composition methods:
1. Partners to ten (CCSS.K.OA.4).
2. Decompositions for all numbers within 10 (CCSS.K.OA.3).
3. Representations of teen numbers as 10 + n (CCSS.K.NBT.1 and CCSS.1.NBT.2.b). For example, students practice counting the Say Ten
way (i.e., ten 1, ten 2, ) from kindergarten on.
Standards for Mathematical Practice
Through a variety of activities and lessons, students will...
Make sense of problems and persevere in solving them. (MP.1) Use the context of data to reason through rich problem situations
that encourage perseverance when problem solving.
Reason abstractly and quantitatively. (MP.2) Progress from concrete to pictorial to more abstract reasoning.
Construct viable arguments and critique the reasoning of others. (MP.3) Listen to others and respond.
Model with mathematics. (MP.4) Working with data gives an opportunity to model with mathematics.
Use appropriate tools strategically. (MP.5)
Attend to precision. (MP.6)
Look for and make use of structure. (MP.7)
Look for and express regularity in repeated reasoning. (MP.8)

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