SALTA 1st grade

Reason abstractly and quantitatively. Make sense of quantities and their relationships in problem situations. Contextualize quantities and operations by using images or stories. Decontextualize a given situation and represent it symbolically. Interpret symbols as having meaning, not just as directions to carry out a procedure. Know and flexibly use different properties of operations, numbers, and geometric objects. First grade students use reasoning as they think about how numbers in word problems are related. Listen and look for students that exhibit the following behaviors: • identify and understand the quantities in the problem • show and explain how quantities are related • translate real-world contexts correctly to numbers, expressions, equations, or concrete or pictorial representations • connect numbers, expressions, equations, or concrete or pictorial representations back to real-world contexts. Sentence Frames: • My picture represents this problem because __________ • The number _______ represents _______ in this problem

1.MP.2

Focus

Standards

Curriculum Supports – enVision 2020

Vocabulary

Strand: Operations and Algebraic Thinking First grade students will understand and apply properties of operations and the relationship between addition and subtraction. Standard 1.OA.3 Apply properties of operations as strategies to add and subtract. For example: If 8+3 = 11 is known, then 3+8 = 11 is also known. (Commutative property of addition.) To add 2+6+4, the second two numbers can be added to make a ten, so 2+6+4 = 2+10 = 12. (Associative property of addition.) First grade students need not use formal terms for these properties. Standard 1.OA.4 Understand subtraction as an unknown-addend problem. For example, subtract 10-8 by finding the number that makes 10 when added to 8. Standard 1.OA.5 Relate counting to addition and subtraction. For example, by counting on 2 to add 2. 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.

1.OA.3 1.OA.4 1.OA.5 1.OA.6

Topic 4: Subtraction Facts to 20: Use Strategies Pick a Project: • Pizza Fun Facts • Eat Your Vegetables • Batter Up! • Tons of Gold 4-1 Count To Subtract 4-2 Make 10 to Subtract 4-3 Continue To Make 10 To Subtract 4-4 Fact Families 4-5 Use Addition To Subtract 4-6 Continue To Use Addition To Subtract 4-7 Explain Subtraction Strategies 4-8 Solve Word Problems With Facts To 20 4-9 Problem Solving: Reasoning

Topic 4:

• fact family • related facts

Topic 4 Manipulatives: • Counters •

Connecting Cubes

Number Lines

• • •

Double Ten-Frames

Bar Models

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