# Curriculum for Grade 1

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### MODULE 1. Sums and Differences to 10

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.

A. Record a number bond based on a scenario with real objects (begin with parts)B. Record a number bond based on a scenario with real objects (begin with total)C. Record a number bond based on a scenario with real objects (unaligned)D. Record a number bond based on a scenario with real objects (missing element)E. Record a number bond based on a scenario with real objects (dissimilar rows)F. Record a number bond based on a scenario with real objects (unaligned)G. Record a number bond based on a model students createH. Complete a number bond with a missing addendI. Complete a number bond with two missing addends

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.

A. Record an addition equation to match a number bond (Part 1)B. Determine a missing addend and sum in addition equations to 6 based on a scenario with objectsC. Use cubes to represent an addition scenario based on objects and match cube patterns to addition scenariosD. Identify a missing addend in equations with a sum of 6 given a model of base-10 blocksE. Model addition scenarios to 6 on a number line and solve a related equationF. Match two addends to reach a sum of 6G. Choose the correct sum for an addition expressionH. Identify a missing addend, with and without visual support, in equations with a sum of 5I. Identify a missing addend, with and without visual support, in equations with a sum of 6J. Solve an addition equation to match a number bondK. Record an addition equation to match a number bond (Part 2)L. Solve an addition equation to match a modelM. Model addition scenarios to 9 on a number line and solve a related equationN. Identify a missing addend in equations with a sums of 7, 8 and 9 given a model of base-10 blocksO. Identify a missing addend, with and without visual support, in equations with a sum of 9P. Identify a missing addend in equations with a sum of 10 and their turnaround factsQ. Solve equations based on a model of base-10 blocks to add 1, 2, or 3R. Record a number line scenario as an addition equation to 10 and its related subtraction equationS. Add by moving an object on a number line and solve a related equation that shows addition to 10

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.

A. Identify a missing addend in equations with a sum and their turnaround factsB. Record a model of base-10 blocks as an addition equationC. Identify the missing addend in equations paired as turnaround facts with sums of 4, 5, 6 and 7D. Solve for a missing addend in an equationE. Identify the missing addend in equations paired as turnaround facts with sums of 6, 7, 8 and 9F. Choose the correct sum for an addition expressionG. Identify the missing addend in equations paired as turnaround facts with sums of 9 and 10

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.

A. Record a scenario based on objects as a subtraction equation with a difference of 0 (Part 2)B. Record a number line scenario as a -0 subtraction equationC. Record a number line scenario as a subtraction equation with a difference of 0D. Identify missing numbers in subtraction equations with a difference of 0E. Subtract by moving an object backward on a number line and solve a related equation that shows subtraction from 3, 4, or 5F. Record a number line scenario as an equation that shows subtraction from 3, 4, or 5G. Record a scenario based on objects as a subtraction equation with a difference of 0 (Part 1)H. Use base-10 blocks to represent subtraction scenarios with objects within 5 and identify base-10 block patterns that represent subtraction scenarios with objects within 5I. Solve equations based on a model of base-10 blocks to subtract 1 or all but 1J. Record a model of base-10 blocks as two related equations that show subtraction from 6K. Record a model of base-10 blocks as two related equations that show subtraction from 7 or 8L. Subtract by moving an object backward on a number line and solve a related equation that shows subtraction within 7M. Record a number line scenario as an equation that shows subtraction from 7N. Record a model of base-10 blocks as two related equations that show subtraction from 9 or 10O. Solve addition and subtraction equations based on a number line modelP. Identify missing numbers in subtraction equations from 9

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.

A. Identify a number line model that represents a subtraction scenario given in wordsB. Identify missing numbers in subtraction equations from 4, 5, and 6C. Identify missing numbers in subtraction equations from 6 and 7D. Choose matching subtraction expression and differenceE. Identify missing numbers in subtraction equations from 7 and 8F. Identify missing numbers in subtraction equations from 8 and 9G. Determine the missing element in a subtraction equationH. Identify missing numbers in subtraction equations from 9 and 10

### MODULE 2. Introduction to Place Value Through Addition and Subtraction Within 20

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.

A. Group base-10 rods and cubes into a ten and ones and determine totalsB. Determine the number of tens and ones using objects or base-10 blocks grouped into a ten-frame or a rodC. Determine the number of tens and ones using objects or base-10 blocks grouped into a ten-frame or a rod and then determine the totalD. Determine the total number of objects or base-10 blocks grouped into a ten and onesE. Determine the total number of objects by filling a ten-frameF. Represent numbers in the second ten using a rod and cubesG. Determine missing numbers in the second ten on a number line and identify their written nameH. Position numbers to 19 on a number lineI. Determine the 2-digit total of aligned objectsJ. Add to or subtract from numbers 11-20 with and without a number line modelK. Solve +/- equations that include the number 10L. Complete a series of related equations to add across 10 based on a model of base-10 blocksM. Solve addition equations across 10 using a number lineN. Add three addends by first matching two addends to make a 10 based on a visual modelO. Add three addends by first matching two addends to make a 10 based on a model of base-10 blocks (Part 1)P. Add three addends by first matching two addends to make a 10 based on a model of base-10 blocks (Part 2)Q. Model and solve addition equations across 10 using base-10 blocks by making a tenR. Solve +9 equations with and without a model of base-10 blocksS. Solve equations with 9 across 10 using a number lineT. Add to numbers 11-20 across tenU. Solve +8 equations with and without a model of base-10 blocksV. Solve +8 equations with and without a model of base-10 blocksW. Solve equations with 8 across 10 using a number lineX. Solve +6 and +7 equations with and without a model of base-10 blocksY. Identify addends to reach a given sum of 11, 12, or 13Z. Solve addition equations across 10 using a number lineAA. Split an addend to make a 10 and solve an addition equationAB. Split an addend to make a 10 based on a model of base-10 blocks and solve an addition equationAC. Identify addends to reach a given sum of 14, 15, or 16AD. Identify addends to reach a given sum of 17, 18, or 19AE. Solve addition equations across 10 (Level 1)AF. Solve addition equations across 10 (Level 2)

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.

A. Complete a series of related equations to subtract across 10 based on a model of base-10 blocksB. Solve subtraction equations across 10 using a number lineC. Model and solve subtraction equations across 10 using objects in a ten-frameD. Model and solve subtraction equations across 10 using base-10 blocks (Part 1)E. Model and solve subtraction equations across 10 using base-10 blocks (Part 2)F. Solve subtraction equations within 20G. Solve subtraction equations across 10H. Solve 2-digit minus 1-digit subtraction equations across 10

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.

A. Solve substraction equations that include the number 10B. Record a model of objects or base-10 blocks as an equation that adds or subtracts all tens or all onesC. Complete equations that add or subtract all tens or all ones with and without a model of base-10 blocksD. Add ones to numbers in the second ten using base-10 blocksE. Subtract from numbers 11-20 using base-10 blocksF. Solve +/- equations that use numbers in the second ten and a single-digit number (Part 1)G. Identify a missing addend to reach a sum of 20 with and without a model of base-10 blocksH. Solve +/- equations that use numbers in the second ten and a single-digit number (Part 2)

### MODULE 3. Ordering and Comparing Length Measurements as Numbers

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.

A. Identify the longer or shorter of two objects and align objects to compare lengthB. Identify the statement that correctly compares the length of two objectsC. Identify the shortest or longest object in an unaligned set of three objectsD. Arrange a set of aligned objects according to lengthE. Count distances in blocks on a map and compareF. Count distances in blocks on a map and create a path that is longer or shorter than given paths

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.

A. Make tally marks to count up to 5 objectsB. Identify totals of tally marks (Part 1)C. Identify totals of tally marks (Part 2)D. Interpret data in a table using tally marks (Level 1)E. Interpret data in a table using tally marks (Level 2)F. Interpret data in a 1-category bar graphG. Create a 2-category bar graph and use it to interpret dataH. Interpret data in a 3-category bar graph (Part 1)I. Interpret data in a 3-category bar graph (Part 2)

### MODULE 4. Place Value, Comparison, Addition and Subtraction to 40

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.

A. Add tens to 40 based on a model of base-10 blocksB. Determine totals to 90 by counting base-10 rodsC. Determine totals by counting objects with or without filling ten-framesD. Identify 2-digit round numbersE. Determine totals to 40 by counting tens and ones using base-10 blocksF. Determine totals to 40 by counting tens and ones using objects in ten-framesG. Determine totals by counting tens and ones using scattered and dissimilar objects in ten-framesH. Determine the total of a set of 'coins' using 10s, 5s, and 1sI. Represent numbers to 40 using base-10 rods and cubesJ. Identify names of numbers to 40 on a number lineK. Determine a missing number to 40 on a number line and identify its written nameL. Decompose 2-digit numbers to 40 into tens and ones with and without a model of base-10 blocksM. Decompose 2-digit numbers to 40 into a round 2-digit number plus onesN. Solve equations that add or subtract 1 or 10 with and without modeling with base-10 blocks (Part 1)O. Solve equations that add or subtract 1 or 10 with and without modeling with base-10 blocks (Part 2)P. Solve equations that add or subtract 1 or 10 with and without modeling with base-10 blocks (Part 3)Q. Solve equations that add or subtract 1 or 10 with and without modeling with base-10 blocks (Part 4)R. Solve equations that add or subtract 1 or 10 with and without modeling with base-10 blocks (Part 5)

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.

A. Align a scattered set of numbered, non-sequential objects in ascending orderB. Compare two sets of scattered objects using > or < with a visual aidC. Align a scattered set of numbered, non-sequential objects in descending orderD. Determine missing round numbers on a number line numbered by tensE. Compare two 2-digit numbers using >, <, or = with and without a model of base-10 blocksF. Place 2-digit numbers on a number lineG. Compare 2-digit numbers using <, =, or > with and without a number line modelH. Compare 2-digit numbers using <, =, or >

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.

A. Solve equations that add or subtract 1 or 10 with and without modeling with base-10 blocksB. Model and solve addition equations that add a single-digit number to a two-digit number using a number lineC. Solve equations that add a single-digit number to a two-digit number (Part 1)D. Choose matching addition expression and sumE. Determine a missing addend to add up to the next round number with and without a model of base-10 blocksF. Determine a missing addend to add up to the next round number and solve the equation (Part 1)G. Determine a missing addend to add up to the next round number and solve the equation (Part 2)H. Determine a missing addend to add up to the next round number and solve the equation (Part 3)I. Model and solve 2-digit addition equations with exchanging using base-10 blocksJ. Solve addition equations across 10 using a number lineK. Solve addition equations across a 10 by splitting an addend to make a tenL. Solve equations that add a single-digit number to a two-digit number (Part 2)

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.

A. Model and solve 2-digit addition equations within 40 using base-10 blocksB. Solve 2-digit addition equations within 40 with and without modeling with base-10 blocksC. Solve 2-digit addition equations with exchanging by adding tens and ones separatelyD. Solve 2-digit addition equationsE. Model and solve 2-digit addition equations with exchanging using base-10 blocks (Part 1)F. Model and solve 2-digit addition equations with exchanging using base-10 blocks (Part 2)G. Solve 2-digit addition equations with exchanging by adding tens and ones separatelyH. Solve equations that add two-digit numbers across a 10

### MODULE 5. Identifying, Composing, and Partitioning Shapes

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

A. Identify the linesB. Identify curved linesC. Identify closed shapesD. Identify shapes with a given number of sidesE. Identify shapes with a given number of cornersF. Count the number of sides and corners of shapesG. Identify a squareH. Identify triangles, rectangles, squares, and hexagonsI. Identify a trapezoidJ. Draw given shapesK. Identify given shapesL. Identify shapes of everyday objects

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.

A. Identify clock parts and time to the hour on a clockB. Identify daily and hourly passage of timeC. Identify time to the hour on a digital and analog clockD. Determine time to the hour on an analog clockE. Identify passage of minutes on an analog clockF. Identify time to the half hour and use associated languageG. Identify time to the half hour on a digital and analog clockH. Identify time on a clock

### MODULE 6. Place Value, Comparison, Addition and Subtraction to 100

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.

A. Determine a missing round number to 100 on a number line and identify its written nameB. Position round numbers, in both digits and words, on a vertical number lineC. Determine 2-digit totals based on base-10 blocks and place value cardsD. Determine 2-digit totals of objects in ten-frames or base-10 blocksE. Determine totals by counting objects with or without filling ten-framesF. Represent a given two-digit number with base-10 blocksG. Identify 2-digit round numbersH. Decompose 2-digit numbers into a round number plus onesI. Determine 2-digit totals of base-10 blocks by counting tens and onesJ. Determine totals by counting tens and ones using scattered and dissimilar objects in ten-framesK. Decompose 2-digit numbers into tens and ones with and without a model of base-10 blocksL. Solve +/- 1 and +/- 10 equations with and without a model of base-10 blocksM. Count forward and backward within a ten on a number lineN. Align a scattered set of numbered, non-sequential objects in ascending orderO. Align a scattered set of numbered, non-sequential objects in descending orderP. Compare 2-digit totals with a set of 10, 5, and 1 coinsQ. Identify missing numbers on a hundred chartR. Identify 10 less, 10 more, 1 less, and 1 more on a hundred chart with limited numberingS. Adding round numbers using blocks and barsT. Addition and subtraction of round numbersU. Solve equations that add two-digit numbers across a 10V. Solve equations that add or subtract a round number using a hundred chartW. Identify missing numbers in columns on a hundred chart with limited numberingX. Identify 1 more and 10 more on a hundred chart with limited numberingY. Complete and solve equations that add or subtract a round number using a hundred chartZ. Identify missing numbers on a hundred chart and decompose into tens and onesAA. Count forward across 100 and beyond 100 on a number lineAB. Count backward across 100 and beyond 100 on a number lineAC. Identify a missing three-digit number on a number line and its written nameAD. Determine totals of objects in ten-frames beyond 100AE. Count base-10 rods beyond 100AF. Determine totals beyond 100 using a base-10 flat, rods, and cubes

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.

A. Solve equations by adding or subtracting 10 to or from a round numberB. Add and subtract round numbers with and without a model of base-10 blocksC. Record and solve equations that add a round number to a 2-digit number based on a model of base-10 blocksD. Record and solve equations that subtract a round number from a 2-digit number based on a model of base-10 blocksE. Model and solve equations that add a round number to a 2-digit number using base-10 blocksF. Model and solve equations that add two 2-digit numbers using base-10 blocksG. Model and solve equations that add two 2-digit numbers using base-10 blocksH. Model and solve equations that add two 2-digit numbers using base-10 blocksI. Add across 10 using a ten-frame (within 100)J. Model and solve 2-digit addition equations with and without exchanging using base-10 blocksK. Model and solve 2-digit addition equations with and without exchanging using base-10 blocksL. Solve 2-digit addition equations with and without exchanging by adding tens and ones separately

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.

A. Identify a penny and its valueB. Identify a dime and its valueC. Match a penny or dime to its name, appearance, and valueD. Identify the total value of a collection of dimes and penniesE. Exchange between one dime and ten penniesF. Identify a nickel and its valueG. Match a penny, nickel, or dime to its name, appearance, and valueH. Identify a penny, nickel, or dime based on color or sizeI. Exchange between pennies, nickels, and dimesJ. Show a given total using nickels and penniesK. Identify a quarter and its value