




Develop an understanding of whole number relationships and place value; in tens and ones including graphing.
Number lines will be used to show the sequential order of numbers.
Whole numbers will be grouped in 10s and 1s to 100, especially recognizing the numbers 1119 as one group of ten.
Whole numbers to 100 will be compared and ordered to solve problems involving their relative size.
Measurement will be used to solve problems and support understanding of number lines and number relationships.
Data will be organized, represented and interpreted in up to 3 categories (data points).
Collaboration & Communication

Creativity & Innovation

Critical Thinking & Problem Solving

Research & Information Fluency

Social & Emotional Intelligence

1.NBT.1   Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 
1.NBT.2   Understand that the two digits of a twodigit number represent amounts of tens and ones. Understand the following as special cases: 
1.NBT.3   Compare two twodigit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 
1.NBT.4   Add within 100, including adding a twodigit number and a onedigit number, and adding a twodigit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding twodigit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 
1.NBT.5   Given a twodigit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 
1.NBT.6   Subtract multiples of 10 in the range 1090 from multiples of 10 in the range 1090 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 
1.MD.1   Order three objects by length; compare the lengths of two objects indirectly by using a third object. 
1.MD.2   Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of samesize length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps 
1.MD.3   Tell and write time in hours and halfhours using analog and digital clocks. Recognize and identify coins, their names, and their value. 
1.MD.4   Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. 




Math Their Way Center for Innovation in Education/AddisonWesley
Box It and Bag ItThe Math Learning Center
Developing Number Concepts—Addition and Subtraction by Kathy Richardson/Dale Seymour Publications
Developing Number Concepts—Counting, Comparing and Pattern by Kathy Richardson/Dale Seymour Publications
Daily Word Problems Grade 1 Math/ Evan Moor Publications
Read It! Draw It! Solve It!—Grade 1/Dale Seymour Publications
Vocabulary – Specialized and High Frequency
Count, number, tens, ones, more, less, numeral, compare, onedigit, twodigit, add, subtract, sum, difference, operation, equal, symbols for +, , represent, length, measure, unit, penny, nickel, dime, quarter, hour hand, minute hand, clockwise, clock, analog, digital, value, strategy, graph, category, column, row, dollar, cent, greater than, less than, multiple of ten
Misconception Alerts:
True statements:
Transposing place value of numbers does impact development of number sense!
Reversing written numerals is developmental!
Understanding the value of the hour hand when the minute hand is at halfpast the hour.
Common Core State Standards: Standards for Mathematical Practice
Standard 1: Make sense of problems and persevere in solving them
Standard 2: Reason abstractly and quantitatively
Standard 3: Construct viable arguments and critique the reasoning of others
Standard 4: Model with Mathematics
Standard 5: Use appropriate tools strategically
Standard 6: Attend to precision
Standard 7: Look for and make use of structure
Standard 8: Look for and express regularity in repeated reasoning