Mathematics
Grade 1 – Year at a Glance (SAMPLE)
Unit 1
Addition and
Subtraction of Numbers
to 10 and Fluency
9 weeks
1.OA.A.1
1.OA.B.3
1.OA.B.4
1.OA.C.5
1.OA.C.6
1.OA.D.7
1.OA.D.8
Unit 2
Place Value,
Comparison, Addition
and Subtraction of
Numbers to 20
7 weeks
1.OA.A.1
1.OA.A.2
1.OA.B.3
1.OA.B.4
1.OA.C.5
1.OA.C.6
1.OA.D.7
1.OA.D.8
1.NBT.B.2
1.NBT.B.3
1.MD.C.4
Major Clusters
OA – Operations and Algebraic Thinking
(1, 2, 3, 4, 5, 6, 7, 8)
NBT – Number and Operations in Base Ten
(1, 2, 3, 4, 5, 6)
MD – Measurement and Data
(1, 2)
Unit 3
Measurement and Data
3 weeks
1.MD.A.1
1.MD.A.2
1.MD.C.4
Unit 4
Place Value,
Comparison, Addition
and Subtraction of
Numbers to 40
7 weeks
1.NBT.A.1
1.NBT.B.2
1.NBT.B.3
1.NBT.C.4
1.NBT.C.5
1.NBT.C.6
1.MD.C.4
Unit 5
Identify, Compose, and
Partition Shapes
3 weeks
1.MD.B.3
1.G.A.1
1.G.A.2
1.G.A.3
Supporting Clusters
MD – Measurement and Data
(4)
Unit 6
Place Value,
Comparison, Addition
and Subtraction of
Numbers to 100
7 weeks
1.NBT.A.1
1.NBT.B.2
1.NBT.B.3
1.NBT.C.4
1.NBT.C.5
1.NBT.C.6
1.MD.C.4
Additional Clusters
MD – Measurement and Data
(3)
G – Geometry
(1, 2, 3)
Page 1
Mathematics
Grade 1 – Year in Detail (SAMPLE)
This plan is meant to support districts creating their own curriculum or pacing guides. The scope and sequence of curricular resources such as Eureka Math
and others will likely not match this sample plan exactly. The standards do not require only one order to achieve mastery. Thus, many curricular tools will
suggest different scope and sequences for the standards. Districts should follow the guidance they feel is most appropriate for their students.
Summary of Year for Grade 1 Mathematics
In grade 1, students should be given the opportunity for focused learning experiences in four critical areas:
(1) developing understanding of addition, subtraction, and strategies for addition and subtraction within 20;
(2) developing understanding of whole number relationships and place value, including grouping in tens and ones;
(3) developing understanding of linear measurement and measuring lengths as iterating length units; and
(4) reasoning about attributes of, and composing and decomposing geometric shapes.
Students will begin the year by building on the foundation of numbers to 10 built in kindergarten. Students will work toward fluency with addition and
subtraction to 10 and continue practicing that fluency throughout the year. Through their work with 10 as a benchmark, students will understand that a group of
10 ones can be called 1 ten and can be thought of as a single unit. As students work though the year, they will build understanding and skills with place value
and addition and subtraction of numbers to 100. Students will also learn to measure the length of objects using non-standard measurement units (i.e., paper
clips, post-it notes, etc.).
Standards Clarification for Grade 1 Mathematics
Some standards are included in multiple units to provide students with multiple opportunities to engage with the content. In the tables that follow, suggested
focus areas and possible benchmarks for repeated standards are identified in the column labeled Standards Clarification.
Fluency Requirements for Grade 1 Mathematics
1.OA.C.6
Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4
= 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g.,
knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 =
12 + 1 = 13).
Page 2
Mathematics
Grade 1 – Year in Detail (SAMPLE)
Possible time frame:
9 weeks
Building on their knowledge from kindergarten, students will continue to work with numbers to 10 as a foundational skill in learning the place value system. Students begin by
building fluency with addition and subtraction facts within 10. This fluency will be practiced and revisited throughout the entire year. In order to build this fluency, students
should build upon their fluency with facts within 5 from kindergarten. Students will also be introduced to new addition and subtraction situations: Add To/Take From with
1
Change Unknown and Compare with Difference Unknown, Bigger Unknown, and Smaller Unknown.
Major Cluster Standards
Standards Clarification
Represent and solve problems involving addition and subtraction.
For all standards in this
1.OA.A.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking
unit, focus on working
apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to
with sums and
represent the problem.
differences within 10.
Students will build upon
Understand and apply properties of operations and the relationship between addition and subtraction.
this foundation in Unit 2
1.OA.B.3 Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known.
when the focus becomes
(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
sums and differences
property of addition.)
within 20.
1.OA.B.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added
to 8.
1.OA.A.1 See Glossary,
Table 1 in Common Core
Add and subtract within 20.
State Standards for
1.OA.C.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
Mathematics, page 88,
1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten
for more information on
(e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between
the addition and
addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7
subtraction situations
by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
listed.
Unit 1: Addition and Subtraction of Numbers to 10 and Fluency
Work with addition and subtraction equations.
1.OA.D.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example,
which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
1.OA.D.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the
unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = □ – 3, 6 + 6 =□.
1
For more information on these problem situations, see the Operations and Algebraic Thinking progression document, page 12-17.
1.OA.B.3 Students do not
need to use the formal
terms for these
properties.
Page 3
Mathematics
Grade 1 – Year in Detail (SAMPLE)
Unit 2: Place Value, Comparison, Addition and Subtraction of Numbers to 20
Possible time frame:
7 weeks
Students practice grouping into tens and ones as they add and subtract numbers to 20. Strategies which encourage students to “make 10” for problems like
7 + 5 will help students learn to complete a unit. This will build the foundation for “regrouping” in the addition algorithm and will assist students in being able to add some
numbers mentally. Data sets are introduced to provide some additional context for adding and subtracting numbers within 20.
Major Cluster Standards
Represent and solve problems involving addition and subtraction.
1.OA.A.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together,
taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown
number to represent the problem.
1.OA.A.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects,
drawings, and equations with a symbol for the unknown number to represent the problem.
Understand and apply properties of operations and the relationship between addition and subtraction.
1.OA.B.3 Apply properties of operations as strategies to add and subtract. Examples: 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.)
1.OA.B.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when
added to 8.
Add and subtract within 20.
1.OA.C.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on;
making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the
relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or
known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
Work with addition and subtraction equations.
1.OA.D.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For
example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
1.OA.D.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example,
determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = � – 3, 6 + 6 = �.
Standards Clarification
The OA domain is repeated in
this unit to address the
standards fully—all work
should be within 20. Also
fluency practice for addition
and subtraction within 10
should be ongoing from this
point forward.
1.OA.A.1 See Glossary, Table 1
in Common Core State
Standards for Mathematics,
page 88, for more information
on the addition and subtraction
situations listed.
1.OA.B.3 Students do not need
to use the formal terms for
these properties.
1.NBT.B.2 and 1.NBT.B.3 Focus
on numbers to 20.
Understand place value.
1.NBT.B.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special
cases:
Page 4
Mathematics
Grade 1 – Year in Detail (SAMPLE)
a.
b.
c.
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, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
1.NBT.B.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the
symbols >, =, and <.
Supporting Cluster Standards
Represent and interpret data.
1.MD.C.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.
Standards Clarification
Include data sets in which the
total number of data points is
less than or equal to 20.
Page 5
Mathematics
Grade 1 – Year in Detail (SAMPLE)
Unit 3: Measurement and Data
Possible time frame:
3 weeks
The focus of this unit is on measuring length indirectly by using non-standard units (i.e., paper clips, post-it notes, etc.). Students should understand that measuring the same
object would require more copies of a smaller unit than a larger unit. Work in this unit should also allow time for students to practice with addition and subtraction within 20.
Major Cluster Standards
Standards Clarification
Measure lengths indirectly and by iterating length units.
1.MD.A.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object.
1.MD.A.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 same-size 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.
Supporting Cluster Standards
Represent and interpret data.
1.MD.C.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.
Standards Clarification
Include data sets in which the
total number of data points is
less than or equal to 20.
Page 6
Mathematics
Grade 1 – Year in Detail (SAMPLE)
Unit 4: Place Value, Comparison, Addition and Subtraction of Numbers to 40
Possible time frame:
7 weeks
From working with addition and subtraction within 20, the focus now shifts to numbers within 40 which requires a deeper understanding of place value. Before students loosely
grouped 10 ones into a unit to make a ten. Here, students transition to seeing that group of ten as a single unit which can be counted. This allows students to be able to see the
problem 34 +5 as 3 tens and 4 ones + 5 ones which is an easier problem to complete. This concept will be foundational as students work with the standard algorithm in future
grades.
Major Cluster Standards
Extend the counting sequence.
1.NBT.A.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.
Standards Clarification
For all standards in this
unit, focus on numbers to
40.
Understand place value.
1.NBT.B.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
a. 10 can be thought of as a bundle of ten ones — called a “ten.”
b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
1.NBT.B.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >,
=, and <.
Use place value understanding and properties of operations to add and subtract.
1.NBT.C.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit 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 two-digit numbers, one adds tens
and tens, ones and ones; and sometimes it is necessary to compose a ten.
1.NBT.C.5 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.C.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (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.
Supporting Cluster Standards
Standards Clarification
Represent and interpret data.
1.MD.C.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.
Include data sets in which
the total number of data
points is less than or
equal to 40.
Page 7
Mathematics
Grade 1 – Year in Detail (SAMPLE)
Unit 5: Identify, Compose, and Partition Shapes
Possible time frame:
3 weeks
Students will think about the different attributes of a variety of shapes. They also begin the foundational work of fractions by partitioning shapes into halves and fourths.
Students are not expected to recognize 1/2 or 1/4. The inclusion of telling time reinforces the partitioning of shapes into halves as the focus of time is on the hour and half hour.
Additional Cluster Standards
Tell and write time.
1.MD.B.3 Tell and write time in hours and half-hours using analog and digital clocks.
Reason with shapes and their attributes.
1.G.A.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color,
orientation, overall size); build and draw shapes to possess defining attributes.
Standards Clarification
1.G.A.2 Students do not need
to learn formal names such as
“right rectangular prism.”
1.G.A.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional
shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new
shapes from the composite shape.
1.G.A.3 Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and
use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that
decomposing into more equal shares creates smaller shares.
Page 8
Mathematics
Grade 1 – Year in Detail (SAMPLE)
Unit 6: Place Value, Comparison, Addition and Subtraction of Numbers to 100
Possible time frame:
7 weeks
At the end of the year, students work on addition and subtraction with numbers to 100. Students are encouraged to record their work with this more complex skill using some
written method which allows students to begin developing the standard algorithm. Students are not required to master the standard algorithm by the end of first grade (that is
reserved for Grade 4).
Major Cluster Standards
Standards Clarification
Extend the counting sequence.
1.NBT.A.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.
Understand place value.
1.NBT.B.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
a. 10 can be thought of as a bundle of ten ones — called a “ten.”
b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
1.NBT.B.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >,
=, and <.
Use place value understanding and properties of operations to add and subtract.
1.NBT.C.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit 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 two-digit numbers, one adds tens
and tens, ones and ones; and sometimes it is necessary to compose a ten.
1.NBT.C.5 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.C.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (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.
Supporting Cluster Standards
Standards Clarification
Represent and interpret data.
1.MD.C.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.
Page 9