SALTA 1st Grade Curriculum Map

Flexible Pacing: 58 Days (Jan. 25 – Apr. 23)

DWSBA #3 Window: Apr. 16 - May 7 enVision Topic 9-12: 27

Lessons

1 st Grade NUMBER AND OPERATIONS IN BASE TEN (NBT) Topic 10 - Use Models and Strategies to Add Tens and Ones Topic 11 - Use Models and Strategies to Subtract Tens

Reporting Standards: • addition to 100 using models • Add and subtract by groups of 10 SALTA MATERIALS Math Exemplars - Utilize both Summative Assessment Task and Instructional Tasks /Formative Assessments

Numbers and Operations in Base Ten 1.NBT.C.4; 1.NBT.C.6 M2 The School Measurement Fair: Measuring with Imi and Zani

TOPICS 10 and 11 Coherence pp. 541C-541D Look back: Grade K- • Numbers to 100 Earlier in Grade 1- • Hundred Chart and Open Number Line • Place Value: Tens and Ones Topics 10 and 11: • Connect Operations Using Models • Connect Operations Using Mental Math • Connect Operations Using a Hundred Chart • Connect Operations Using an Open Number Line • Connect Strategies Look Ahead: Grade 2- • Add Within 100 Using Strategies • Fluently Add Within 100 • Subtract Within 100 Using Strategies • Fluently Subtract Within 100 Using Strategies Rigor p. 541E Conceptual Understanding:

Procedural Skill and Fluency: • Use Addition and Subtraction Strategies

Applications: • Real-World Applications

• Strategies Based on Place-Value Concepts • Understand the Inverse Relationship Between Addition and Subtraction

Focus Strand: Mathematical Practice Standard #4 p. 541F 1.MP.4 Model with mathematics.

Identify the mathematical elements of a situation and create a mathematical model that shows the relationships among them. Identify important quantities in a contextual situation, use mathematical models to show the relationships of those quantities, analyze the relationships, and drawconclusions. Models may be verbal, contextual, visual, symbolic, or physical. First grade students use strategies they know, such as working on an open number line, to model subtracting tens. Listen and look for students that exhibit the following behaviors: • identify the correct prior knowledge that needs to be applied to solve a problem • use numbers, symbols, and words to solve problems • identify the operation(s) needed to solve a problem.