In This Unit of Study…

Students use and explain a variety of counting strategies, and they reason about the sums and differences of basic facts through sums of 20. After using one-to-one correspondence to count a set of items, students begin to find more efficient methods for counting. Students relate the concept of counting on to addition and of counting back to subtraction. The ability to add and subtract within 20 translates to being able to find the sum of 3 whole numbers. Students represent problems by using objects, drawings, and equations with a symbol for the unknown value in all positions, while understanding that the sum or difference can be on either side of the equal sign.

B.E.S.T. Benchmarks

• MA.1.NSO.2.2 Add two whole numbers with sums from 0 to 20 and subtract using related facts with procedural reliability. (only within 10)

Overarching Key Concepts

• Add and subtract within 20 using ‘count on and count back’ strategies.
• Add within 20 using doubles near doubles.
• Add and subtract within 20 using the ‘make a ten’ strategy.

In This Unit of Study…

Students will extend their understanding and strategies of adding to find the sum of 3 whole numbers. Students represent problems by using objects, drawings, and equations with a symbol for the unknown value in all positions, while understanding that the sum or difference can be on either side of the equal sign.

B.E.S.T. Benchmarks:

• MA.1.AR.1.1 Apply properties of addition to find a sum of three or more whole numbers within 20. 

Overarching Key Concepts:

• Apply properties of addition to find sums of three or more whole numbers.

In This Unit of Study…

Students identify, compare, and sort two-dimensional figures (circles, semicircles, triangles, rectangles, squares, trapezoids, and hexagons) and three-dimensional figures (spheres, cubes, rectangular prisms, cones, and cylinders) based on their defining attributes. They also sketch figures (triangles, rectangles, squares, and hexagons) when given defining attributes. They identify parts of real-world objects that are modeled by two-dimensional figures. Students compose and decompose two-dimensional figures (rectangles, squares, trapezoids, triangles, semicircles, and hexagons). Students are not expected to define the attributes of trapezoids. Students compose and decompose three-dimensional figures (cubes, rectangular prisms, cones, and cylinders). They also identify parts of real-world objects that are modeled by three-dimensional figures.

B.E.S.T. Benchmarks:

• MA.1.NSO.2.1 Recall addition facts with sums to 10 and related subtraction facts with automaticity 
• MA.1.GR.1.1 Identify, compare, and sort, two- and three-dimensional figures based on their defining attributes. Figures are limited to circles, semi-circles, triangles, rectangles, squares, trapezoids, hexagons, spheres, cubes, rectangular prisms, cones, and cylinders. 
• MA.1.GR.1.2 Sketch two-dimensional figures when given defining attributes. Figures are limited to triangles, rectangles, squares, and hexagons. 
• MA.1.GR.1.3 Compose and decompose two- and three-dimensional figures. Figures are limited to semi-circles, triangles, rectangles, squares, trapezoids, hexagons, cubes, rectangular prisms, cones, and cylinders. 
• MA.1.GR.1.4 Given a real-world object identify parts that are modeled by two- and three- dimensional figures. Figures are limited to semi-circles, triangles, rectangles, squares and hexagons, spheres, cubes, rectangular prisms, cones, and cylinders.  

Key Concepts:

• Fluency: Count on/back within 10 to recall addition facts
• Identify and Analyze 2-Dimensional Figures
• Identify and Analyze 3-Dimensional Figures

In This Unit of Study…

Students will use addition within 20 and related subtraction facts to solve real-world problems involving situations of adding to, taking from, putting together, taking from, and comparing. In order to solve real-world problems, they will understand the context while representing problems by using objects, drawings, and equations. Students are not expected to independently read word problems.

B.E.S.T. Benchmarks:

• MA.1.NSO.2.1 Recall addition facts with sums to 10 and related subtraction facts with automaticity. 
• MA.1.AR.1.2 Solve addition and subtraction real-world problems using objects, drawings, or equations to represent the problem. 
• MA.1.AR.2.3 Determine the unknown whole number in an addition or subtraction equation, relating 3 whole numbers, with the unknown in any position. 

Key Concepts:

• Fluency: Make a ten to recall addition facts within 10
• Solve add to/take from real world problems with the unknown in all posistions.
• Solve put together real world problems with the unknown in all positions.

In This Unit of Study…

Students partition circles and rectangles into two and four equal-sized parts, and they describe the parts by using the words halves and fourths. Students reason about the size of parts as they observe that when shapes are decomposed into more equal-sized parts, the shares become smaller in size. Fraction notation is not expected at this grade level.

B.E.S.T. Benchmarks:

• MA.1.NSO.2.1 Recall addition facts with sums to 10 and related subtraction facts with automaticity. 
• MA.1.FR.1.1 Partition circles and rectangles into two and four equal-sized parts. Name the parts of the whole using appropriate language including halves or fourths. 

Overarching Key Concepts:

• Fluency: Use doubles to recall addition facts within 20
• Partition circles and rectangles into equal-sized parts

In This Unit of Study…

Students will use both analog and digital clocks to tell and write time in hours and half hours. Students will relate the numbers on a clock to partitioning circles into halves and also to a circular number line, and they will make connections between half hours and halves.

B.E.S.T. Benchmarks:

• MA.1.NSO.2.1 Recall addition facts with sums to 10 and related subtraction facts with automaticity. 
• MA.1.M.2.1 Using analog and digital clocks, tell and write time in hours and half-hours. 

Overarching Key Concepts:

• Fluency: Use ‘doubles +1’ to recall addition facts within 10
• Tell and write time to the nearest hour using digital and analog clocks
• Tell and write time to the nearest half-hour using digital and analog clocks

In This Unit of Study…

Students will explore solving comparison problems within 20. They will directly model difference unknown comparison problems using objects, drawings, and equations.

B.E.S.T. Benchmarks:

• MA.1.NSO.2.1 Recall addition facts with sums to 10 and related subtraction facts with automaticity. 
• MA.1.AR.1.2 Solve addition and subtraction real-world problems using objects, drawings, or equations to represent the problem. 
• MA.1.AR.2.1 Restate a subtraction problem as a missing addend problem using the relationship between addition and subtraction. 

Overarching Key Concepts:

• Fluency: Use ‘doubles -1’ to recall addition facts within 10
• Solve difference unknown comparision problems within 20
• Solve bigger and smaller unknown comparison problems within 20

In This Unit of Study…

Students will recognize that the equal sign means “the same as” and use this understanding to explore equalities. They will determine if addition/subtraction equations are true or false.

B.E.S.T. Benchmarks:

• MA.1.NSO.2.1 Recall addition facts with sums to 10 and related subtraction facts with automaticity. 
• MA.1.AR.2.2 Determine and explain if equations involving addition or subtraction are true or false. 
• MA.1.AR.2.3 Determine the unknown whole number in an addition or subtraction equation, relating three whole numbers, with the unknown in any position. 

Overarching Key Concepts:

• Fluency: Build related facts to recall addition and subtraction facts within 10
• Determine if equations are true or false and solve for the unknown

In This Unit of Study…

Students will compose and decompose numbers up to 100 in more than one way – as tens and ones by using objects, drawings, expressions, or equations. They will read and write numbers up to 100 in standard, expanded, and word forms. Students will identify the number that is one more, one less, ten more, and ten less than a given two-digit number.

B.E.S.T. Benchmarks:

• MA.1.NSO.1.2 Read numbers from 0 to 100 written in standard form, expanded form and word form. Write numbers from 0 to 100 using standard form and expanded form. 
• MA.1.NSO.1.3 Compose and decompose two-digit numbers in multiple ways using tens and ones. Demonstrate each composition or decomposition with objects, drawings and expressions or equations. 

Overarching Key Concepts:

• Build two-digit numbers using groupable models
• Read (standard, expanded, and word form) and write (standard and expanded form) numbers to 100
• Compose and decompose two-digit numbers in multiply ways using tens and ones

In This Unit of Study…

Students will plot, order, and compare numbers up to 100. They will use place value and models, including number lines, to compare whole numbers up to 100 by using comparative language such as greater than, less than, or equal to. Students will use the comparative language symbols >, <, and = to compare two numbers up to 100.

B.E.S.T. Benchmarks:

• MA.1.NSO.1.1 Starting at a given number, count forward and backwards within 120 by ones. Skip count by 2s to 20 and by 5s to 100. 
• MA.1.NSO.1.4 Plot, order and compare whole numbers up to 100. 
• MA.1.NSO.2.3 Identify the number that is one more, one less, ten more and ten less than a given two-digit number. 

Overarching Key Concepts:

• Fluency: Count on and back within 20 and skip count by 2s to 20 and 5s to 100.
• Plot, compare, and order numbers to 100.
• Identify the number that is one more, one less, ten more, and ten less than a given two-digit number.

In This Unit of Study…

Students will estimate the length of an object and then measure the length to the nearest inch or centimeter. They will compare and order the length of up to three objects.

B.E.S.T. Benchmarks:

• MA.1.M.1.1 Estimate the length of an object to the nearest inch. Measure the length of an object to the nearest inch or centimeter.
• MA.1.M.1.2 Compare and order the length of up to three objects using direct and indirect comparison.

Overarching Key Concepts:

• Estimate and measure lengths to the nearest inch and centimeter
• Compare and order the lengths of up to three objects

In This Unit of Study…

Students begin by exploring the adding of a two-digit number and a one-digit number with sums to 100 representing quantities of items by using concrete and pictorial models. They will focus on adding tens to tens, ones to ones, and combining 10 ones to form new tens, when needed. These base-10 strategies are the foundation of the place value system. Once they have a good understanding of combining ones and tens, they will move on to adding by using models, drawings, or number lines. Students will also explore subtraction of a one-digit number from a two-digit number by using manipulatives, drawings, or equations to decompose tens and regroup ones, when needed. They will also utilize the number line as a tool to count on or count back.

B.E.S.T. Benchmarks:

• MA.1.NSO.2.4 Explore the addition of a two-digit number and a one-digit number with sums to 100. 
• MA.1.NSO.2.5 Explore subtraction of a one-digit number from a two-digit number. 

Overarching Key Concepts:

• Add a one-digit and two-digit number using place value strateiges.
• Subtract a one-digit number from a two-digit number using place value strategies.

In This Unit of Study…

Students will identify pennies, nickels, dimes, and quarters, and they will recognize the values of coins that use the ¢ symbol. They will also state how many of each coin equals a dollar. Students will count groups of coins, including dimes, nickels, and pennies, with values up to one dollar and the value of combinations of one-, five, and ten-dollar bills up to $100. They will learn to express values of coins with the combination of a numerical value and a cent symbol, and they will use the $ symbol to express the value of dollar bills. Students will also determine the relationships of coins based on their values. They will count groups of one type of coin and groups of mixed coins by using strategies such as counting by ones, twos, fives, and tens. With mixed collections of coins, students will count by larger values first and then by smaller values. Students will hear and say the skip count sequences by 5s and 10s in order to assist them in counting pennies, nickels, and dimes.

B.E.S.T. Benchmarks:

• MA.1.M.2.2 Identify pennies, nickels, dimes, and quarters, and express their value using the ¢ symbol. State how many of each coin equal a dollar.
• MA.1.M.2.3 Find the value of combination of pennies, nickels, and dimes up to one dollar, and the value of combinations of one, five, and ten dollar bills up to $100. Use the ¢ symbol and the $ symbols appropriately.

Overarching Key Concepts:

• Identify and determine the values of coins and bills.
• Find the value of a combination of coins and bills.

In This Unit of Study…

Students will learn to collect, represent, and organize data into categories by using tally marks and pictographs with intervals of one. Students will interpret data by calculating the total number of data points and comparing the totals of different categories.

B.E.S.T. Benchmarks:

• MA.1.NSO.2.1 Recall addition and subtraction facts with sums to 10 and related subtraction facts 
• MA.1.DP.1.1 Collect data into categories and represent the results using tally marks or pictographs. 
• MA.1.DP.1.2 Interpret data represented with tally marks or pictographs by calculating the total number of data points and comparing the totals of different categories. 

Overarching Key Concepts:

• Fluency: Recall addition and subtraction facts within 10 with automatcitiy.
• Collect, represent, and interpret data using tally marks.
• Collect, represent, and interpret data using pictographs.