1st+Math+Standard+2

1st Grade Math

__Subject/Course: **MATH** Grade Level: **1**__

Standard 2: **Number and Operations**

__GLE: **0106.2.1**__ __Understand and use number notation and place value to 100.__

__Check for Understanding: **0106.2.1**__ __Read and write numbers up to 100.__

Assessment Topic: Whole numbers on a number line and sequential order

__Essential Question (s):__ __What do numbers represent and how do they help us?__ __What tools can we use to put numbers in order?__ __How can we represent numbers?__

Subject/Course: **MATH** Grade Level: **1**

__Standard 2: **Number and Operations**__

GLE: **0106.2.1** Understand and use number notation and place value to 100.

Check for Understanding: **0106.2.6** Recognize the place value of numbers (tens, ones).

__Assessment Topic: Place value__

Essential Question (s): How can you tell the values of a digit from its placement? How does the position of a digit of a number affect its value? How does making tens and ones help create two digit numbers?

__Subject/Course: **MATH** Grade Level: **1**__

Standard 2: **Number and Operations**

__GLE: **0106.2.1**__ __Understand and use number notation and place value to 100.__

__Check for Understanding: **0106.2.15**__ __Represent whole numbers between 10 and 100 in groups of tens and ones.__

Assessment Topic: Place value

__Essential Question (s):__ __How would you model a number with base 10 blocks?__ __How can whole numbers be broken down and why would we need to?__

Subject/Course: **MATH** Grade Level: **1**

__Standard 2: **Number and Operations**__

GLE: **0106.2.2** Compare and order whole numbers to 100.

Check for Understanding: **0106.2.2** Write numbers up to 10 in words.

__Assessment Topic: Number Words__

Essential Question (s): Match a word to a digit or groups of objects. Read and write number words. Why do I need to know how to write numbers with words if I know the digits?

__Subject/Course: **MATH** Grade Level: **1**__

Standard 2: **Number and Operations**

__GLE: **0106.2.2**__ __Compare and order whole numbers to 100.__

__Check for Understanding: **0106.2.3**__ __Count forward and backward by ones beginning with any number less than 100.__

Assessment Topic: Counting to 100

__Essential Question (s):__ __What number is one more than _?__ __What number is one less than _?__

Subject/Course: **MATH** Grade Level: **1**

__Standard 2: **Number and Operations**__

GLE: **0106.2.2** Compare and order whole numbers to 100.

Check for Understanding: **0106.2.4** Skip count by twos, fives, and tens.

__Assessment Topic: Counting by twos__ __Counting by fives__ __Counting by tens__

Essential Question (s): Identify number patterns – What pattern is being used and continue the pattern. When would skip counting be better than counting by ones? Create your own number pattern counting by twos, fives, or tens.

__Subject/Course: **MATH** Grade Level: **1**__

Standard 2: **Number and Operations**

__GLE: **0106.2.2**__ __Compare and order whole numbers to 100.__

__Check for Understanding: **0106.2.5**__ __Order and compare (less than, greater than, or equal to) whole numbers to 100.__

Assessment Topic: Number order

__Essential Question (s):__ __Place numbers in order from least to greatest or greatest to least.__ __What words can I use to compare numbers?__ __Which comparison word/symbol would fit best in this problem 14 _ 27?__

Subject/Course: **MATH** Grade Level: **1**

__Standard 2: **Number and Operations**__

GLE: **0106.2.2** Compare and order whole numbers to 100.

Check for Understanding: **0106.2.16** Represent whole numbers up to 100 on a number line.

__Assessment Topic: Number line__

Essential Question (s): What number is missing 67_69? How can you display numbers sequentially on a number line?

__Subject/Course: **MATH** Grade Level: **1**__

Standard 2: **Number and Operations**

__GLE: **0106.2.2**__ __Compare and order whole numbers to 100.__

__Check for Understanding: **0106.2.17**__ __Use the number line to create visual representations of sequences (such as even numbers, tens, multiples of five).__

Assessment Topic: Number Line

__Essential Question (s):__ __How can you illustrate skip counting patterns on a number line?__ __Predict what number would come next in this pattern.__

Subject/Course: **MATH** Grade Level: **1**

__Standard 2: **Number and Operations**__

GLE: **0106.2.3** Develop strategies for learning basic addition facts and related subtraction facts.

Check for Understanding: **0106.2.7** Develop fluency with addition and subtraction facts of sums through ten.

__Assessment Topic: Add and subtract with sums to 10__

Essential Question (s): Recall addition and subtraction facts. Can I change the order of numbers when I add or subtract? Why or why not?

__Subject/Course: **MATH** Grade Level: **1**__

Standard 2: **Number and Operations**

__GLE: **0106.2.3**__ __Develop strategies for learning basic addition facts and related subtraction facts.__

__Check for Understanding: **0106.2.8**__ __Relate “counting on” and “counting back” to addition and subtraction and understand them as inverse operations.__

Assessment Topic: Inverse operations

__Essential Question (s):__ __How can you use a number line to add or subtract?__ __When do you count up and when do you count back?__ __What strategy can you use to help learn about math?__ __How are the two operations related to one another?__

Subject/Course: **MATH** Grade Level: **1**

__Standard 2: **Number and Operations**__

GLE: **0106.2.3** Develop strategies for learning basic addition facts and related subtraction facts.

Check for Understanding: **0106.2.9** Add three single-digit numbers.

__Assessment Topic: Add three single-digit numbers__

Essential Question (s): How can you use manipulatives or a number line to help you solve the math problem? Illustrate the math problem. How might you regroup the three addends to simplify finding an answer? Can you find a group of ten or a double to simply finding the answer?

__Subject/Course: **MATH** Grade Level: **1**__

Standard 2: **Number and Operations**

__GLE: **0106.2.3**__ __Develop strategies for learning basic addition facts and related subtraction facts.__

__Check for Understanding: **0106.2.10**__ __Use models (such as discrete objects, counting cubes, and number lines) to represent “part-whole,” “adding to,” “taking away from,” and “comparing to” situations to develop understanding of the meaning of addition and subtraction.__

Assessment Topic: Model addition and subtract problems

__Essential Question (s):__ __How does knowing math facts make math easier?__ __What strategies can you use to help you solve this problem?__ __Model how you could solve this problem.__

Subject/Course: **MATH** Grade Level: **1**

__Standard 2: **Number and Operations**__

GLE: **0106.2.4** Use multiple representations (including groups of ten) to model two-digit addition and subtraction.

Check for Understanding: **0106.2.12** Use various models to develop strategies for solving arithmetic problems.

__Assessment Topic: Model addition and subtraction__

Essential Question (s): Collect and display various manipulatives to represent addition and subtraction problems. How does making groups of tens and ones help create two digit numbers?

__Subject/Course: **MATH** Grade Level: **1**__

Standard 2: **Number and Operations**

__GLE: **0106.2.4**__ __Use multiple representations (including groups of ten) to model two-digit addition and subtraction.__

__Check for Understanding: **0106.2.13**__ __Solve problems that require addition and subtraction of numbers through 100.__

Assessment Topic: Add and subtract to 100

__Essential Question (s):__ __Can I change the order of numbers when I add or subtract? Why? Why not?__ __How can I use what I know about addition to help me subtract?__

Subject/Course: **MATH** Grade Level: **1**

__Standard 2: **Number and Operations**__

GLE: **0106.2.4** Use multiple representations (including groups of ten) to model two-digit addition and subtraction.

Check for Understanding: **0106.2.14** Use composition and decomposition of numbers to identify and discuss patterns.

__Assessment Topic: Identify number patterns on the 100 number chart__

Essential Question (s): Count forward or backward by 10's from any given number on the number chart. How do number patterns on the 100 chart correlate to number illustrations with base ten blocks?

__Subject/Course: **MATH** Grade Level: **1**__

Standard 2: **Number and Operations**

__GLE: **0106.2.4**__ __Use multiple representations (including groups of ten) to model two-digit addition and subtraction.__

__Check for Understanding: **0106.2.11**__ __Recognize the “part-whole” relationship in representations of basic fractions such as ½, ¼.__

Assessment Topic: Fractions

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Essential Question (s): How can I divide shapes into equal parts? How can an amount be equally be shared among 2-4 people? How many parts make a whole?