Curriculum for Grade 1

Students explore the composition of numbers 3-10 through visual models, focusing on number bonds. They use real objects and written descriptors to build their understanding.

Students explore the composition of numbers 5-10 through visual models. They use real objects, base-10 blocks, the number line, and equations to build their understanding. Base-10 models use a 5-group configuration to move students from counting all to counting on.

Students reinforce their understanding of addition within 10 and its underlying concepts as they build more efficient strategies to solve problems. They use addition scenarios with objects, base-10 block patterns, the number line, and equations to reinforce the relationships among fact families. They build upon existing knowledge of composition of numbers 6-10 as they move from the concrete to the abstract.

Students reinforce thier understanding of subtraction within 10 and its underlying concepts as they build more efficient strategies to solve problems. They explore the relationship between addition and subtraction and work increasingly with 0 as a subtrahend and difference. They use subtraction scenarios with objects, base-10 block patterns, the number line, and equations to reinforce the relationships among fact families. They build upon existing knowledge of composition of numbers 6-10 as they move from the concrete to the abstract.

Students reinforce the relationship between addition and subtraction and the relationships among fact families. They use familiar objects, base-10 blocks, the number line, and equations to explore the composition of numbers 3-10. They build speed and accuracy with all +/- facts within 10.

Students reinforce their understanding of "tens" and "ones" while sorting, counting, adding, and subtracting. They use objects, base-10 blocks, the number line, and a ten-frame. They practice various strategies to add across 10 and increase fluency with +/- facts within 20.

Students learn strategies for adding and subtracting across ten. They use familiar models of base-10 blocks, the number line, and ten frames to illustrate the meaning behind the operations.

Students explore place value as they add and subtract across 10. They use multiple representations (objects, ten-frame, number line, base-10 blocks, and equations) to move from the concrete to the abstract. Students build their fluency with +/- facts within by reinforcing the underlying concept of exchanging and using the strategy of "resting" on 10. They also solve +/- problems in which all ones or all tens are added or subtracted.

Students use familiar, real objects to build their sense of length comparison. They determine the longest, shortest, longer, and shorter among objects, even when not aligned.

Students use paper clips as a non-standard unit of length to measure objects. They learn that units must measure from endpoint to endpoint with no gaps or overlaps.

Students count real objects and use tally marks or bar graphs to represent them. They interpret data presented in tables and graphs, and use it to find total, how many more, and how many fewer.

Students further explore the concept that a two-digit number is composed of a round number (tens) plus ones. They determine totals, decompose numbers, add, and subtract. Students use familiar objects, base-10 blocks, ten-frames, equations, and number names along with place value cards. Note that the "coins" used are to reinforce the concept of tens, fives, and ones, not coin recognition.

Students compare and order numbers, reinforcing their understanding of place value and sequence. They use familiar base-10 blocks, number line, and begin using inequality signs.

Students work with round numbers to reinforce place value understanding of 10 more and 10 less. They use equations and the number line to solve addition problems and counting patterns.

Students rely on growing understanding of exchanging to model and solve two-digit addition problems with exchanging using familiar models and new strategies.

Students synthesize their learning from the previous topic to add tens and ones to a two-digit number. They are supported by the familiar model of base-10 blocks and step-by-step guidance.

Students learn the basic attributes of shapes: lines, closed figures, sides, and corners. They learn to identify triangles, rectangles, squares, trapezoids, and hexagons.

Students learn to identify and count equal parts in a partitioned shape. They learn the names for halves and quarters, and use these names in identifying shapes partitioned as such.

Students explore digital and analog clocks to understand the passage and identification of time. They learn parts of the clock and different types of time notation: X:XX, X o'clock, X-thirty, and half past X.

Students use familiar representations (objects, ten-frames, base-10 blocks, number line, place value cards, number names, and equations) to extend their place value understanding to higher numbers within 100. They begin building their mental model of the hundred chart by understanding the relationship between numbers in columns and rows. They reinforce the understanding that 2-digit numbers are composed of a round number (or tens) plus ones.

Students use familiar base-10 blocks, number line, and equations to work with round numbers. They rely on counting, place value, and addition/subtraction skills to solve problems. Students use familiar manipulatives to solve two-digit addition problems with and without exchanging. They also solve two-digit subtraction problems without exchanging.

Students explore the heads and tails sides of the penny, nickel, dime, and quarter. They learn the value of each coin, how to count a collection of them, and how to count a mixed collection of coins. Students match coin image, name, and value.