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1
Big Ideas RT1: Number Systems and RT3: Addition and
Subtraction Computation
RT 1: Students use multiple models to develop an understanding of number relationships (RT2) and the base-ten system.
They understand that whole numbers between 10 and 50 can be thought of and represented multiple ways, including in
groups of tens and ones. Students understand that the two digits of a two-digit number represent amounts of tens and
ones. They understand the following as special cases:
10 can be thought of as a bundle of ten ones called a ten
The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones
The numbers 10, 20, 30, 40, 50, refer to one, two, three, four, five tens (and zero ones)
Through activities involving the number line, students gain an understanding of number as a measure of distance.
RT 3: Students continue to develop their understanding of addition and subtraction of whole numbers within 10. They use
mathematical representations, including discrete objects (e.g., counters, buttons, cubes), length-based models (e.g., snap
cubes), and number lines to model part-whole, adding to, taking away from, and comparing contexts to extend their
knowledge of computation. Students use the identity and commutative properties of addition to solve simple problems.
1.NBT.2
PSb) Identify numerals 10-50 given a model that uses groups of tens and ones (e.g., identify 2 tens and 4 ones as 24)
1.NBT.2
PSc) Rote count forward and backward between 0-50 by ones & tens (e.g., count backward from 49-22 by ones)
1.NBT.1
PSd)Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
1.NBT.1
1.OA.1, 1.OA.6
PSc) Choose, combine and apply strategies for answering addition and subtraction problems, including contextual situations within 10
PSd) Apply properties of operations as strategies to add and subtract (e.g., 2+3=5 what is 3+2?, 2+4+4 = 2+8=10)
PSe) Relate counting to addition and subtraction (e.g., by counting 2 to add 2)
1.OA.3
1.OA.5
PSb) Ask and answer questions about total number of data points, how many in each category, and
how many more or less are in one category than in another.
1.MD.4
duplicate and extend simple growing patterns (e.g., 1, 2, 3, ; 10, 20. 30,; 100, 200, 300, ) and relate their work to addition and
subtraction (e.g., skip counting forward and backward by 2s or 3s). Students use qualitative language to identify the rule for a pattern.
Students develop an understanding of an unknown quantity represented as a symbol such as a box or picture and solving for that unknown in
addition and subtraction situations. They develop an understanding of equality around the equal sign (=) by participating in hands-on
activities such as using a balance scale.
PSb) Identify numerals 10-120 given a model that uses groups of tens and ones (e.g., identify 3 tens and 4 ones as 34)
1.NBT.2
PSc) Rote count forward and backward between 0-120 by ones & tens (e.g., count backward from 89-72 by ones)
1.NBT.1
PSb) Use models to demonstrate an understanding of addition (two-digit by one-digit or multiples of ten) and subtraction (multiples of 10) within 100 (e.g. 32 + 7 = 39;
90 10 = 80)
1.OA.1, 1.OA.6, 1.NBT.4, 1.NBT.5, 1.NBT.6
PSc) Choose, combine and apply strategies for answering addition and subtraction problems, including contextual situations within 20
1.OA.3, 1.OA.4, 1.OA.6
PSa)
Use numerals,
pictures, objects,
and words to represent quantity
RT7:
Algebraic
Thinking
to 120
PSa) Recognize, describe (e.g. the numbers increase or decrease by)
1.NBT.1 and extend simple growing patterns (e.g., 1, 2, 3,; 10, 20
PSb) Compare and order numbers to 120 using the symbols >, =, <, and
PSb) Use addition and subtraction within 20 to solve word problems involving situations of adding
to, taking
from,
together,
taking
apart,
use models
to represent
theirputting
relationship
(number line,
base ten
blocks,and compari
10 frames)
1.NBT.3
PSc) Understand
the
meaning
of
the
equal
sign,
and
determine
if
equations
involving
addition
and
subtraction
are true or false (e.g., which of the following equations are true
July 25, 2014
PSc) Identify, read, and write numerals and words 0-120
1.NBT.1
PSb) Compare, describe, sort and classify shapes by defining attributes (e.g., triangles are closed and three sided) and by non-defining
attributes (e.g., color, size)
1.G.1
PSd) Partition circles and rectangles into two and four equal shares and use the words halves, fourths and quarters to describe the shares
1.G.3
PSb) Order three objects by length; compare the lengths of two objects indirectly by using a third object
1.MD.1