SALTA 1st Grade Curriculum Map

Standard 1.OA.6 Add and subtract within 20. a. Use strategies such as counting on; making ten ( for example, 8+6 = 8+2+4 = 10+4 = 14); decomposing a number leading to a ten ( for example, 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction ( for example, knowing that 8+4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums ( for example, adding 6+7 by creating the known equivalent 6+6 +1 = 12+1 = 13). b. By the end of Grade 1, demonstrate fluency for addition and subtraction within 10.

2-8 Continue To Think Addition To Subtract (pp. 121-126) 2-9 Solve Word Problems With Facts To 10 (pp. 127-132) 2-10 Math Practices and Problem Solving: Look for and Use Structure (pp.133-138) Topic 3: Addition Facts to 20: Use Strategies (pp. 151A-151D)

Topic 3:

3-1 Count On To Add (pp. 155-160) 3-2 Count On To Add Using An Open Number Line (pp. 161-166) 3-3 Doubles (pp. 167-172) 3-4 Doubles Plus 1 (pp. 173-178) 3-5 Doubles Plus 2 (pp. 179-184) 3-6 Make 10 To Add (pp. 185-190)

• open number line • doubles-plus- 1 fact • doubles-plus-2 fact • make 10

3-7 Continue To Make 10 To Add (pp. 191-196) 3-8 Explain Addition Strategies (pp.197-202) 3-9 Solve Addition Word Problems With Facts To 20 (pp. 203-208) 3-10 Math Practices and Problem Solving: Critique Reasoning (pp. 209-214)

Assessment Options:

Topic 2 Assessment – Fluently Add and Subtract Within 10 (pp. 145- 148) Topic 2 Performance Assessment – Fluently Add and Subtract Within 10 (pp. 149-150) Topic 3 Assessment – Addition Facts to 20: Use Strategies (print or online) (pp. 221-224) Topic 3 Performance Assessment – Addition Facts to 20: Use Strategies (pp. 225-226) Team Created Assessments

Assessment Tasks – Topics 2 and 3 USBE 1 st Grade Standards Assessments

Procedural Check

Application Task

The number is 7. What is 2 more than the 7? What is 3 more than 7? What is 5 more that 7?

When Austin solved his next problem on the number line, he was counting up. He started at a certain number, and he counted up 4. When he stopped, he was at a number less than 12.

1.OA.5

What are three different numbers could he have started at?