1.OA.5 – Relate counting to addition and subtraction
1.OA.6 – Add and subtract within 20, demonstrating
fluency for addition and subtraction within 10
1.OA.7 – Understand the meaning of the equal sign,
and determine if equations involving addition and
subtraction are true or false

-Abacus
-Journal
-Write -Chat

Making an ad to help the
students in adding and subtracting

1.MD.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.

-Write Activity
-Chart Activity
-Portfolio

Using a survey questions to make a
chart.The students will be polling each
other.

1.MD.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.

-XO
-Write
-Labyrinth

Using objects as non-standard units
of measurement.

1.G.2 – Compose 2-dimensional shapes (rectangles, squares,
trapezoids, triangles, half-circles, and quarter circles) or 3-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

1.G.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.

1.MD.2 – Express the length of an object as a whole number of length
units by laying multiple copies of a shorter object end to end.
Understand that the length of measurement of an object is the number
of same-sized length units that span it with no gaps or overlaps

-Common classroom
objects that students can
measure
-Ruler
-Write
-Journal

Measuring objects and placing
them in order largest to smallest.

1.OA.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.

1.NBT.2 - Understand that the two digits of a two-digit number represent
amounts of tens and ones. Understand the following as special cases:
a. 10 can be thought of as a bundle of ten ones - called a “ten”
b. the numbers from 11-19 are composed of a ten, and 1, 2, 3, 4, 5,6,
7, 8, or 9 ones.
c. the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to 1, 2, 3, 4, 5,
6, 7, 8, or 9 tens (and 0 ones)

-Abacus
-Journal

Visual to show the students the tens
place when you add 8+8.

1.MD.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.

## File

## Standards

## Resources

## Big Idea

1.OA.6 – Add and subtract within 20, demonstrating

fluency for addition and subtraction within 10

1.OA.7 – Understand the meaning of the equal sign,

and determine if equations involving addition and

subtraction are true or false

-Journal

-Write -Chat

students in adding and subtracting

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.

-Chart Activity

-Portfolio

chart.The students will be polling each

other.

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.

-Write

-Labyrinth

of measurement.

trapezoids, triangles, half-circles, and quarter circles) or 3-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

-Journal

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.

-Journal

units by laying multiple copies of a shorter object end to end.

Understand that the length of measurement of an object is the number

of same-sized length units that span it with no gaps or overlaps

objects that students can

measure

-Ruler

-Write

-Journal

them in order largest to smallest.

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.

-Journal

amounts of tens and ones. Understand the following as special cases:

a. 10 can be thought of as a bundle of ten ones - called a “ten”

b. the numbers from 11-19 are composed of a ten, and 1, 2, 3, 4, 5,6,

7, 8, or 9 ones.

c. the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to 1, 2, 3, 4, 5,

6, 7, 8, or 9 tens (and 0 ones)

-Journal

place when you add 8+8.

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.

-Write

-Journal

-Record

-Paint

-Journal

-Portfolio

reflect on the Commutative Property.

whose sum is less than or equal to 20

-Journal

-Paint

answering the problem.