Mathematics Grade 1 Transition Alignment Guide (TAG) Tool

As districts build their mathematics curriculum for 2013-14, it is important to remember the implementation schedule for new mathematics TEKS. In 2012, the Texas State Board of Education (SBOE) adopted and approved new mathematics standards for Kindergarten through High School. Implementation dates for Kindergarten through Grade 8 will begin in 2014-15, and implementation for High School will begin in 2015-16. Both implementation dates are contingent upon SBOE approval of instructional materials. For the purpose of this document, standards are referred to in the following manner: new standards = newly adopted 2012 mathematics standards that will be implemented in K 8 (2014-15) and high school (2015-16) current standards = mathematics standards that are currently required by law in the classroom With new mathematics standards on the horizon, teachers will begin to study the new standards and consider how the changes impact their current mathematics curriculum and instruction. To prepare for new standard implementation, TCMPC suggests the following:

Step 1: Teachers examine the new standards in relation to the current standards. Contact your local Education Service Center for facilitating this Side-by-Side standard study. The state's Sideby-Side resource may be found at the following URL:
http://projectsharetexas.org/resource/revisedmathematics-teks-side-side-tekscomparison?field_resource_keywords_tid=side%20by% 20side&sort_by=title&sort_order=DESC&items_per_pag e=50

Step 2: After teachers have studied the standards through the Side-bySide, they determine if the changes between new standards and current standards produce potential gaps that affect current mathematics curriculum and instruction.

Step 3: The TCMPCs newly developed Transition Alignment Guide (TAG) Tools will guide teachers through a process of determining the most significant potential curriculum gaps and how those gaps might be addressed in current TEKS Resource System curriculum documents.

The TCMPC TAG Tools are designed for K-12 Mathematics and outline the following: 1.) the grade level and school year affected by the gap, 2.) the actual curricular gaps that exist between current and new standards, and 3.) the locations within the current TEKS Resource System Unit IFDs where each potential gap could be addressed. The development of the TAG Tools focused on students moving from one grade level to the next during the transition years (2013-14 for K 8, and 2013-14 and 2014-15 for high school). The two gap considerations addressed in these tools include: 1.) gaps due to the new standard changes in the grade level they are entering and 2.) gaps due to new standards in which students did not receive instruction during the prior year. TCMPC considered both of these possible situations by identifying new standards that reflect potential gaps in comparison to current standards and the current TEKS Resource System VAD specificity for all grade levels.

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Mathematics Grade 1 Transition Alignment Guide (TAG) Tool

The Transition Alignment Guide (TAG) Tools developed by TCMPC have four components:

#1 YAG Pacing Considerations:

Reflects a summary of suggested ideas for re-calibrating the current YAG to reflect the suggested time considerations for infusing new standards into the current Unit IFDs. Provides guidance on how these new standards might be infused; however, the decision about pacing is left to teachers and local control on how best to compress or extend instruction based on student needs and the districts school calendar.

#2 Gap Identification Matrix:

Identifies only the new standards that may create curriculum gaps in each grade level (NOTE: gap standards may come from multiple grade levels). Identifies specific content gaps created by these identified new standards. Identifies the Unit IFD(s) in the current TEKS Resource System mathematics curriculum where the identified gaps may be addressed.

#3 Gap Identification At-a-Glance:

Identifies only the TEKS number of each gap standard identified. Identifies the Unit IFD(s) in the current TEKS Resource System mathematics curriculum where the identified gaps may be addressed.

#4 Unit IFD Consideration Tool:

Suggests bundling identified gaps with TEKS from specific current Unit IFDs (NOTE: gap standards may come from multiple grade levels). Suggests Unit IFD curricular considerations for only the identified gaps, as appropriate. Reflects suggested time considerations for infusing new standards.

Component #1: How do I read the YAG Pacing Considerations? Current TEKS Resource System Unit IFD lists the Unit IFD in which new mathematics standards may be infused. Suggestions for Addressing New Mathematics Standards and Additional Time identifies the new mathematics standards that may be infused in the Unit IFD, along with the possible number of days that may be needed to address these new standards. NOTE: When considering adding new mathematics standards in the current curriculum, TCMPC re-calibrated the current, published TEKS Resource System YAG to include the suggested additional time that may be needed. While we hope to provide guidance on how these new standards might be infused, the decision about pacing is left to teachers and local control on how best to compress or extend instruction based on student needs and the districts school calendar.

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Mathematics Grade 1 Transition Alignment Guide (TAG) Tool

Component #2: How do I read the TAG Tool: Gap Identification Matrix? 2014-15 TEKS (Adopted Standards 2012) column identifies new standards that reflect potential gaps in comparison to current standards and the current TEKS Resource System VAD specificity. Districts are encouraged to examine their implemented curriculum to identify additional gaps as appropriate. o The new standards Knowledge and Skill Statement o The new standards Student Expectation; underlined words reflect the content gaps from current standards to new standards. Six Weeks columns reflect each grading period. U01 IFD, U02 IFD, U03 IFD, etc. columns reflect each TEKS Resource System Unit IFD within each grading period; X indicates the Unit IFD in which the identified gaps may be addressed.

Component #3: How do I read the TAG Tool: Gap Identification At-a-Glance? 2014-15 TEKS (Adopted Standards 2012) column identifies new standards that reflect potential gaps (Student Expectation number only). Six Weeks columns reflect each grading period. U01 IFD, U02 IFD, U03 IFD, etc. columns reflect each TEKS Resource System Unit IFD within each grading period; X indicates the Unit IFD in which the identified gaps may be addressed.

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Mathematics Grade 1 Transition Alignment Guide (TAG) Tool

Component #4: How do I read the TAG Tool: Unit IFD Consideration Tool? Within each bundled TEKS Resource System Unit IFD, you will find the following: The number of additional days that may be needed for each unit The new standard Knowledge and Skills statement(s) The new standard Student Expectation(s); underlined words reflect the content gaps from current standards to new standards. Unit IFD Considerations addressing the new standard gaps with the school years affected. The TEKS Resource System Unit IFD considerations include: Suggested specific Unit IFDs in which the identified gaps may be addressed or suggested teacher-created new unit IFD(s) to address the identified content gaps Identified gaps for each standard in the Unit IFD (from the TAG Tool: Gap Identification Matrix)

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Mathematics Grade 1 TAG Tool: YAG Pacing Considerations

What are the implications regarding the current Grade 1 Year-at-a-Glance (YAG)? When considering adding new mathematics standards in the current curriculum, TCMPC re-calibrated the current, published TEKS Resource System YAG to include the suggested additional time that may be needed. While we hope to provide guidance on how these new standards might be infused, the decision about pacing is left to teachers and local control on how best to compress or extend instruction based on student needs and the districts school calendar. The Grade 1 YAG Pacing Considerations below reflects a summary of the suggested time considerations for infusing new standards into current TEKS Resource System Unit IFDs and should be used in conjunction with the current Grade 1 YAG:

Grade 1 YAG Pacing Considerations

Current TEKS Resource System Unit IFD Unit IFD 01 Unit IFD 02 Unit IFD 03 Unit IFD 04 Unit IFD 05 Unit IFD 06 Unit IFD 07 Unit IFD 08 Unit IFD 09 Unit IFD 10 Unit IFD 11 Unit IFD 12 Unit IFD 13 Unit IFD 14 Unit IFD 15 Unit IFD 16 Suggestions for Addressing New Mathematics Standards and Additional Time 1.2A, 1.2D, 1.2G (no additional days may be needed) 1.8A, 1.8C (no additional days may be needed) 1.6A, 1.6B, 1.6C, 1.6D, 1.6F (no additional days may be needed) 1.3A (no additional days may be needed) 1.2A, 1.2D, 1.2G (no additional days may be needed); 1.2F (1 additional day may be needed) 1.3C, 1.3F; 1.5E, 1.5F, 1.5G (no additional days may be needed) 1.5A, 1.5B, 1.5C (no additional days may be needed) 1.4C (1 additional day may be needed) 1.2D, 1.2F, 1.2G (no additional days may be needed) No suggested changes 1.3B, 1.3D, 1.3E, 1.3F; 1.5D, 1.5E, 1.5F, 1.5G (no additional days may be needed) 1.2B, 1.2C (1 additional day may be needed); 1.2D, 1.2E, 1.2F, 1.2G (no additional days may be needed) 1.6B, 1.6E (no additional days may be needed) 1.6G, 1.6H (no additional days may be needed) 1.3B, 1.3F; 1.5D, 1.8C (no additional days may be needed) No suggested changes

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Mathematics Grade 1 TAG Tool: Gap Identification Matrix

Grade 1
2014-15 TEKS (Adopted Standards 2012)
1.2 Number and operations. The student applies mathematical process standards to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system related to place value. The student is expected to: 1.2A Recognize instantly the quantity of structured arrangements. 1.2 Number and operations. The student applies mathematical process standards to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system related to place value. The student is expected to: 1.2B Use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so many hundreds, so many tens, and so many ones. 1.2 Number and operations. The student applies mathematical process standards to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system related to place value. The student is expected to: 1.2C Use objects, pictures, and expanded and standard forms to represent numbers up to 120. 1.2 Number and operations. The student applies mathematical process standards to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system related to place value. The student is expected to: 1.2D Generate a number that is greater than or less than a given whole number up to 120. 1.2 Number and operations. The student applies mathematical process standards to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system related to place value. The student is expected to: 2013, TCMPC 06/01/13 page 6 of 36 1 Six Weeks
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U01 IFD

U02 IFD

U03 IFD

U04 IFD

U05 IFD

U06 IFD

U07 IFD

U08 IFD

U09 IFD

U10 IFD

U11 IFD

U12 IFD

U13 IFD

U14 IFD

U15 IFD

U16 IFD

Mathematics Grade 1 TAG Tool: Gap Identification Matrix

Grade 1
2014-15 TEKS (Adopted Standards 2012)
1.2E Use place value to compare whole numbers up to 120 using comparative language. 1.2 Number and operations. The student applies mathematical process standards to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system related to place value. The student is expected to: 1.2F Order whole numbers up to 120 using place value and open number lines. 1.2 Number and operations. The student applies mathematical process standards to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system related to place value. The student is expected to: 1.2G Represent the comparison of two numbers to 100 using the symbols >, <, or =. 1.3 Number and operations. The student applies mathematical process standards to develop and use strategies for whole number addition and subtraction computations in order to solve problems. The student is expected to: 1.3A Use concrete and pictorial models to determine the sum of a multiple of 10 and a onedigit number in problems up to 99. 1.3 Number and operations. The student applies mathematical process standards to develop and use strategies for whole number addition and subtraction computations in order to solve problems. The student is expected to: 1.3B Use objects and pictorial models to solve word problems involving joining, separating, and comparing sets within 20 and unknowns as any one of the terms in the problem such as 2 + 4 = [ ]; 3 + [ ] = 7; and 5 = [ ] 3. 1.3 Number and operations. The student applies mathematical process standards to develop and use strategies for whole number addition and subtraction computations in 2013, TCMPC 06/01/13 page 7 of 36 1 Six Weeks
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U01 IFD

U02 IFD

U03 IFD

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Mathematics Grade 1 TAG Tool: Gap Identification Matrix

Grade 1
2014-15 TEKS (Adopted Standards 2012)
order to solve problems. The student is expected to: 1.3C Compose 10 with two or more addends with and without concrete objects. 1.3 Number and operations. The student applies mathematical process standards to develop and use strategies for whole number addition and subtraction computations in order to solve problems. The student is expected to: 1.3D Apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10. 1.3 Number and operations. The student applies mathematical process standards to develop and use strategies for whole number addition and subtraction computations in order to solve problems. The student is expected to: 1.3E Explain strategies used to solve addition and subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences. 1.3 Number and operations. The student applies mathematical process standards to develop and use strategies for whole number addition and subtraction computations in order to solve problems. The student is expected to: 1.3F Generate and solve problem situations when given a number sentence involving addition or subtraction of numbers within 20. 1.4 Number and operations. The student applies mathematical process standards to identify coins, their values, and the relationships among them in order to recognize the need for monetary transactions. The student is expected to: 1.4C Use relationships to count by twos, fives, and tens to determine the value of a collection of pennies, nickels, and/or dimes. 1.5 Algebraic reasoning. The student applies mathematical process standards to identify and apply number patterns within properties 2013, TCMPC 06/01/13 page 8 of 36 1 Six Weeks
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U01 IFD

U02 IFD

U03 IFD

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U11 IFD

U12 IFD

U13 IFD

U14 IFD

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Mathematics Grade 1 TAG Tool: Gap Identification Matrix

Grade 1
2014-15 TEKS (Adopted Standards 2012)
of numbers and operations in order to describe relationships. The student is expected to: 1.5A Recite numbers forward and backward from any given number between 1 and 120. 1.5 Algebraic reasoning. The student applies mathematical process standards to identify and apply number patterns within properties of numbers and operations in order to describe relationships. The student is expected to: 1.5B Skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set. 1.5 Algebraic reasoning. The student applies mathematical process standards to identify and apply number patterns within properties of numbers and operations in order to describe relationships. The student is expected to: 1.5C Use relationships to determine the number that is 10 more and 10 less than a given number up to 120. 1.5 Algebraic reasoning. The student applies mathematical process standards to identify and apply number patterns within properties of numbers and operations in order to describe relationships. The student is expected to: 1.5D Represent word problems involving addition and subtraction of whole numbers up to 20 using concrete and pictorial models and number sentences. 1.5 Algebraic reasoning. The student applies mathematical process standards to identify and apply number patterns within properties of numbers and operations in order to describe relationships. The student is expected to: 1.5E Understand that the equal sign represents a relationship where expressions on each side of the equal sign represent the same value(s). 1.5 Algebraic reasoning. The student applies mathematical process standards to identify 2013, TCMPC 06/01/13 page 9 of 36 1 Six Weeks
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U02 IFD

U03 IFD

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U08 IFD

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U10 IFD

U11 IFD

U12 IFD

U13 IFD

U14 IFD

U15 IFD

U16 IFD

Mathematics Grade 1 TAG Tool: Gap Identification Matrix

Grade 1
2014-15 TEKS (Adopted Standards 2012)
and apply number patterns within properties of numbers and operations in order to describe relationships. The student is expected to: 1.5F Determine the unknown whole number in an addition or subtraction equation when the unknown may be any one of the three or four terms in the equation. 1.5 Algebraic reasoning. The student applies mathematical process standards to identify and apply number patterns within properties of numbers and operations in order to describe relationships. The student is expected to: 1.5G Apply properties of operations to add and subtract two or three numbers. 1.6 Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties. The student is expected to: 1.6A Classify and sort regular and irregular twodimensional shapes based on attributes using informal geometric language. 1.6 Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties. The student is expected to: 1.6B Distinguish between attributes that define a two-dimensional or three-dimensional figure and attributes that do not define the shape. 1.6 Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties. The student is expected to: 1.6C Create two-dimensional figures, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons. 1 Six Weeks
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U01 IFD

U02 IFD

U03 IFD

U04 IFD

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U06 IFD x

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U12 IFD

U13 IFD

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Mathematics Grade 1 TAG Tool: Gap Identification Matrix

Grade 1
2014-15 TEKS (Adopted Standards 2012)
1.6 Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties. The student is expected to: 1.6D Identify two-dimensional shapes, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons and describe their attributes using formal geometric language. 1.6 Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties. The student is expected to: 1.6E Identify three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes), and triangular prisms, and describe their attributes using formal geometric language. 1.6 Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties. The student is expected to: 1.6F Compose two-dimensional shapes by joining two, three, or four figures to produce a target shape in more than one way if possible. 1.6 Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties. The student is expected to: 1.6G Partition two-dimensional figures into two and four fair shares or equal parts and describe the parts using words. 1.6 Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties. The 2013, TCMPC 06/01/13 page 11 of 36 1 Six Weeks
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U01 IFD

U02 IFD

U03 IFD

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U09 IFD

U10 IFD

U11 IFD

U12 IFD

U13 IFD

U14 IFD

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Mathematics Grade 1 TAG Tool: Gap Identification Matrix

Grade 1
2014-15 TEKS (Adopted Standards 2012)
student is expected to: 1.6H Identify examples and non-examples of halves and fourths. 1.8 Data analysis. The student applies mathematical process standards to organize data to make it useful for interpreting information and solving problems. The student is expected to: 1.8A Collect, sort, and organize data in up to three categories using models/representations such as tally marks or T-charts. 1.8 Data analysis. The student applies mathematical process standards to organize data to make it useful for interpreting information and solving problems. The student is expected to: 1.8C Draw conclusions and generate and answer questions using information from picture and bartype graphs. 1 Six Weeks
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U01 IFD

U02 IFD

U03 IFD

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U05 IFD

U06 IFD

U07 IFD

U08 IFD

U09 IFD

U10 IFD

U11 IFD

U12 IFD

U13 IFD

U14 IFD x

U15 IFD

U16 IFD

NOTE: New standards listed reflect potential gaps in comparison to current standards and the current TEKS Resource System VAD specificity. Districts are encouraged to examine their implemented curriculum to identify additional gaps as appropriate.

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Mathematics Grade 1 TAG Tool: Gap Identification At-a-Glance

Grade 1
2014-15 TEKS (Adopted Standards 2012)
1.2A 1.2B 1.2C 1.2D 1.2E 1.2F 1.2G 1.3A 1.3B 1.3C 1.3D 1.3E 1.3F 1.4C 1.5A 1.5B 1.5C 1.5D 1.5E 1.5F 1.5G 1.6A 1.6B 1.6C 1.6D 1.6E 1.6F 1.6G 1.6H 1.8A 1.8C 1 Six Weeks
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U01 IFD x

U02 IFD

U03 IFD

U04 IFD

U05 IFD x

U06 IFD

U07 IFD

U08 IFD

U09 IFD

U10 IFD

U11 IFD

U12 IFD x x x x x x

U13 IFD

U14 IFD

U15 IFD

U16 IFD

x x x x

x x x x x x x x x x x x x x x x x x x

x x x x x

x x x x x x

NOTE: New standards listed reflect two gap considerations: 1.) gaps due to the new standard changes in the grade level they are entering and 2.) gaps due to new standards in which students did not receive instruction during the prior year. TCMPC considered both of these situations by identifying new standards that reflect potential gaps in comparison to current standards and in comparison to current TEKS Resource System VAD specificity for all grade levels. Districts are encouraged to examine their implemented curriculum and their prior implementation of all VAD specificity to determine additional potential gaps.
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Mathematics Grade 1 TAG Tool: Unit IFD Considerations Tool

Grade 1 Unit 01 IFD Numeration 0 to 30

(no additional days may be needed) Grade 1 2014-15 Standard(s) 1.2 Number and operations. The student applies mathematical process standards to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system related to place value. The student is expected to: 1.2A Recognize instantly the quantity of structured arrangements. 1.2D Generate a number that is greater than or less than a given whole number up to 120. 1.2G Represent the comparison of two numbers to 100 using the symbols >, <, or =. 201314 School Year Grade 1 Teacher Recognize instantly the quantity of structured arrangements. Understand subitizing of a set of objects from 0 to 10. Subitizing the ability to name the number of objects in a set without counting but rather by identifying the arrangement of objects A perceptual understanding of magnitude rather than counting Structured arrangements Ex: Ten-frame mats, fingers, playing cards, dice, etc. Generate a number that is greater than or less than a given whole number up to 30. Represent the comparison of two numbers to 30 using the symbols >, <, or =. Relate comparison language to the appropriate symbol. Greater than is represented by the symbol >. Less than is represented by the symbol <. Equal to is represented by the symbol =. NOTE: Generating numbers up to 50 is included in Grade 1 Unit 05 IFD, up to 80 is included in Grade 1 Unit 09 IFD, and up to 120 is included in Grade 1 Unit 12 IFD. Representing the comparison of two numbers to 50 is included in Grade 1 Unit 05 IFD, to 80 is included in Grade 1 Unit 09 IFD, and to 100 is included in Grade 1 Unit 12 IFD. Consider infusing new standard skills and concepts into daily routines and/or spiral reviews as appropriate. 201415 School Year NEW K 8 Mathematics Standards Implemented

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Mathematics Grade 1 TAG Tool: Unit IFD Considerations Tool

Grade 1 Unit 02 IFD Organized Data

(no additional days may be needed) Grade 1 2014-15 Standard(s) 1.8 Data analysis. The student applies mathematical process standards to organize data to make it useful for interpreting information and solving problems. The student is expected to: 1.8A Collect, sort, and organize data in up to three categories using models/representations such as tally marks or T-charts. 1.8C Draw conclusions and generate and answer questions using information from picture and bar-type graphs. 201314 School Year Grade 1 Teacher Organize data in up to three categories using tally marks or T-charts. Generate and answer questions using information from picture and bar-type graphs. Questions involving addition and subtraction of whole numbers within 10 NOTE: Consider infusing new standard skills and concepts into daily routines and/or spiral reviews as appropriate. 201415 School Year NEW K 8 Mathematics Standards Implemented

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Mathematics Grade 1 TAG Tool: Unit IFD Considerations Tool

Grade 1 Unit 03 IFD Geometry: Two-Dimensional Figures

(no additional days may be needed) Grade 1 2014-15 Standard(s) 1.6 Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional shapes and threedimensional solids to develop generalizations about their properties. The student is expected to: 1.6A Classify and sort regular and irregular two-dimensional shapes based on attributes using informal geometric language. 1.6B Distinguish between attributes that define a two-dimensional or three-dimensional figure and attributes that do not define the shape. 1.6C Create two-dimensional figures, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons. 1.6D Identify two-dimensional shapes, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons and describe their attributes using formal geometric language. 1.6F Compose two-dimensional shapes by joining two, three, or four figures to produce a target shape in more than one way if possible. 201314 School Year Grade 1 Teacher Classify and sort regular and irregular two-dimensional shapes based on attributes using informal geometric language. Regular figures figures with all side lengths equal and all angles measures equal Irregular figures figures with side lengths or angle measures that are not all equal Ex: The collection of a triangle with varying side lengths, a triangle with all side lengths the same or equal, a square, and a hexagon with varying length sides may be sorted and classified in a variety of ways: (1) side lengths that look to be the same or equal (regular figures triangle B and square C); (2) side lengths that look to be different or unequal (irregular figures triangle A and hexagon D); etc. 201415 School Year NEW K 8 Mathematics Standards Implemented

Informal geometric language to classify two-dimensional shapes Distinguish between attributes that define a two-dimensional figure and attributes that do not define the shape. Attributes that define a two-dimensional figure include number of sides and vertices. Attributes that do not define a two-dimensional figure include size, color, and orientation. Create two-dimensional figures, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons. Create two-dimensional figures based on geometric attributes. Create two-dimensional figures using a variety of materials and drawings. Ex: drawing, chenille sticks, toothpicks, yarn, etc. Identify two-dimensional shapes, including rhombuses and hexagons and describe their attributes using formal geometric language. Rhombus a two dimensional figure with 4 sides equal in length and 4 vertices

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Mathematics Grade 1 TAG Tool: Unit IFD Considerations Tool

Hexagon a two dimensional figure with 6 sides and 6 vertices

Compose two-dimensional shapes by joining figures to produce a target shape in more than one way if possible. Regular and irregular figures Ex: Join three rhombuses to produce a hexagon.

Ex: Join four squares to produce a rectangle.

Ex: Join four squares to produce a square.

Ex: Join three squares to produce a hexagon.

Ex: Join a square and two triangles to produce a hexagon.

NOTE: Attributes of three-dimensional figures is included in Grade 2 Unit 13 IFD. Consider infusing new standard skills and concepts into daily routines and/or spiral reviews as appropriate.

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Mathematics Grade 1 TAG Tool: Unit IFD Considerations Tool

Grade 1 Unit 04 IFD Concrete and Pictorial Patterns

(no additional days may be needed) Grade 1 2014-15 Standard(s) 1.3 Number and operations. The student applies mathematical process standards to develop and use strategies for whole number addition and subtraction computations in order to solve problems. The student is expected to: 1.3A Use concrete and pictorial models to determine the sum of a multiple of 10 and a one-digit number in problems up to 99. 201314 School Year Grade 1 Teacher Use concrete and pictorial models to determine the sum of a multiple of 10 and a one-digit number in problems up to 99. Introduce multiples of 10 using 10-longs and a one digit number using unit cubes. Ex: 10 + 3 = 13; 20 + 3 = 23; 30 + 3 = 33; 50 + 3 = 53; 80 + 3 = 83; etc. 201415 School Year NEW K 8 Mathematics Standards Implemented

According to the pattern 50 + 3 = 53

NOTE: Consider infusing new standard skills and concepts into daily routines and/or spiral reviews as appropriate.

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Mathematics Grade 1 TAG Tool: Unit IFD Considerations Tool

Grade 1 Unit 05 IFD Numeration 30 to 50

(1 additional day may be needed) Grade 1 2014-15 Standard(s) 1.2 Number and operations. The student applies mathematical process standards to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system related to place value. The student is expected to: 1.2A Recognize instantly the quantity of structured arrangements. 1.2D Generate a number that is greater than or less than a given whole number up to 120. 1.2F Order whole numbers up to 120 using place value and open number lines. 1.2G Represent the comparison of two numbers to 100 using the symbols >, <, or =. 201314 School Year Grade 1 Teacher Recognize instantly the quantity of structured arrangements. Understand subitizing of a set of objects. Subitizing the ability to name the number of objects in a set without counting but rather by identifying the arrangement of objects A perceptual understanding of magnitude rather than counting Structured arrangements Ex: Ten-frame mats, base-ten 10-longs, dice, etc. Generate a number that is greater than or less than a given whole number up to 50. Order whole numbers up to 50 using open number lines. Introduce characteristics of open number lines. No pre-determined numbers or marked intervals are provided. Determined intervals are approximately proportional. Magnitude of numbers is represented by the distance between the whole numbers. Numbers do not always begin with zero. Open number lines extend infinitely in both directions (arrows indicate the infinitive direction). Numbers increase from left to right. Order a set of numbers on a partially complete open number line. Ex: Place the number 40 on each of the number lines below. 201415 School Year NEW K 8 Mathematics Standards Implemented

Order a set of numbers on an open number line. Ex: Place the numbers 10, 30, and 50 on the number line below.

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Mathematics Grade 1 TAG Tool: Unit IFD Considerations Tool

Represent the comparison of two numbers to 50 using the symbols >, <, or =. Relate comparison language to the appropriate symbol. Greater than is represented by the symbol >. Less than is represented by the symbol <. Equal to is represented by the symbol =.

NOTE: Generating numbers up to 80 is included in Grade 1 Unit 09 IFD and up to 120 is included in Grade 1 Unit 12 IFD. Ordering whole numbers up to 80 using open number lines is included in Grade 1 Unit 09 IFD and up to 120 using open number lines is included in Grade 1 Unit 12 IFD. Representing the comparison of two numbers to 80 is included in Grade 1 Unit 09 IFD and to 100 is included in Grade 1 Unit 12 IFD. Consider infusing new standard skills and concepts into daily routines and/or spiral reviews as appropriate.

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Mathematics Grade 1 TAG Tool: Unit IFD Considerations Tool

Grade 1 Unit 06 IFD Developing Sums and Minuends to 10

(no additional days may be needed) Grade 1 2014-15 Standard(s) 1.3 Number and operations. The student applies mathematical process standards to develop and use strategies for whole number addition and subtraction computations in order to solve problems. The student is expected to: 1.3C Compose 10 with two or more addends with and without concrete objects. 1.3F Generate and solve problem situations when given a number sentence involving addition or subtraction of numbers within 20. 201314 School Year Grade 1 Teacher Compose 10 with two or more addends with and without concrete objects. Ex: 5 + 2 + 3 = 10; 3 + 3 + 4 = 10; 1 + 1 + 3 + 5 = 10; 2 + 2 + 2 + 2 + 2 = 10; etc. Generate and solve problem situations when given a number sentence involving addition or subtraction of numbers within 10. Ex: Generate a problem situation for the number sentence 9 4 = 5 and solve the problem. Tom had 9 marbles. He gave 4 marbles to his brother. How many marbles does Tom have left? (9 4 = [ ]; 9 4 = 5; Tom has 5 marbles left.) Tom had 9 marbles. He has 5 marbles left after giving some to his brother. How many marbles did Tom give his brother? (9 - [ ] = 5; 9 4 = 5; Tom gave 4 marbles to his brother.) Tom had a collection of marbles. He gave 4 marbles to his brother and now has 5 marbles left. How many marbles did Tom start with in his collection? ([ ] 4 = 5; 9 4 = 5; Tom started with 9 marbles in his collection.) Tom has 9 marbles. Four of the marbles are green and the rest are yellow. How many yellow marbles does Tom have? (9 4 = [ ]; 9 4 = 5; Tom had 5 yellow marbles.) NOTE: Generating and solving problem situations involving addition or subtraction of numbers within 20 is included in Grade 1 Unit 11 IFD. Consider infusing new standard skills and concepts into daily routines and/or spiral reviews as appropriate. Grade 1 2014-15 Standard(s) 1.5 Algebraic reasoning. The student applies mathematical process standards to identify and apply number patterns within properties of numbers and operations in order to describe relationships. The student is expected to: 1.5E Understand that the equal sign represents a relationship where expressions on each side of the equal sign represent the same value(s). 1.5F Determine the unknown whole number in an addition or subtraction equation when the unknown may be any one of the three or four terms in the equation. 1.5G Apply properties of operations to add and subtract two or three numbers. 201314 School Year Grade 1 Teacher Understand that the equal sign represents a relationship where expressions on each side of the equal sign represent the same value(s). Ex:
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201415 School Year NEW K 8 Mathematics Standards Implemented

201415 School Year NEW K 8 Mathematics Standards

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Mathematics Grade 1 TAG Tool: Unit IFD Considerations Tool

Implemented

Expression a mathematical representation consisting of numbers, operators, and/or unknowns to indicate operations to be performed on a group of numbers (no equal sign) Equation a number sentence composed of equivalent expressions and/or terms joined by an equal sign Non-examples of equivalent expressions Ex: Joining 4, 3, and 2 would not be represented as 4 + 3 = 7 + 2 = 9 because all expressions and/or terms do not represent the same value. Incorrect Representation Correct Representation 4+3= 7+2 =9 4+3=7 7 9 =9 7+2=9 Determine the unknown whole number in an addition or subtraction equation when the unknown may be any one of the four terms in the equation. Ex: 4 + 4 = 2 + [ ] Ex: 4 + 4 = [ ] + 2 Ex: 9 [ ] = 8 7 Ex: [ ] 8 = 8 7 Ex: 8 = 4 + 2 + [ ] Apply properties of operations to add and subtract three numbers. Three addends may be added in any order to produce the same sum. Ex: 3+1+6=[] 3 + 1 + 6 = 10 OR 6 + 3 + 1 = 10 10 = 10 So, 3 + 1 + 6 = 6 + 3 + 1 Three addends may be grouped in any order to produce the same sum. Ex: 2+3+3=[] (2 + 3) + 3 2 + (3 + 3) OR 5 +3 2+ 6 8 8 So, 2 + 3 + 3 = 8 Two subtrahends may be subtracted from a minuend in any order to produce the same difference.
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Mathematics Grade 1 TAG Tool: Unit IFD Considerations Tool

Ex: 10 2 6 = [ ] 10 2 6 = 2 OR 10 6 2 = 2 2=2 So, 10 2 6 = 10 6 2 Addends/subtrahends may be decomposed and then added/subtracted to produce the same sum/difference. Ex: 2+5+1=[] 2+ 5 +1 2 + (2 + 2 + 1) + 1 2+ 2+2+1 +1 8 So, 2 + 5 + 1 = 8 Ex: 10 6 = [ ] 10 6 10 5 1 5 1 4 So, 10 6 = 4 NOTE: Consider infusing new standard skills and concepts into daily routines and/or spiral reviews as appropriate.

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Mathematics Grade 1 TAG Tool: Unit IFD Considerations Tool

Grade 1 Unit 07 IFD Number Patterns

(no additional days may be needed) Grade 1 2014-15 Standard(s) 1.5 Algebraic reasoning. The student applies mathematical process standards to identify and apply number patterns within properties of numbers and operations in order to describe relationships. The student is expected to: 1.5A Recite numbers forward and backward from any given number between 1 and 120. 1.5B Skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set. 1.5C Use relationships to determine the number that is 10 more and 10 less than a given number up to 120. 201314 School Year Grade 1 Teacher Recite numbers forward and backward from any given number between 1 and 120. Skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set. Use relationships to determine the number that is 10 more and 10 less than a given number up to 120. Relationships based on place value and patterns Ex: 67 is the same as 60 + 7. Therefore, 10 more than 67 can be determined by (60 + 10) + 7 = 70 + 7 = 77. Ex: 108 is the same as 100 + 8. Therefore, 10 less than 108 can be determined by (100 10) + 8 = 90 + 8 = 98. NOTE: Consider infusing new standard skills and concepts into daily routines and/or spiral reviews as appropriate. 201415 School Year NEW K 8 Mathematics Standards Implemented

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Mathematics Grade 1 TAG Tool: Unit IFD Considerations Tool

Grade 1 Unit 08 IFD Attributes of Coins

(1 additional day may be needed) Grade 1 2014-15 Standard(s) 1.4 Number and operations. The student applies mathematical process standards to identify coins, their values, and the relationships among them in order to recognize the need for monetary transactions. The student is expected to: 1.4C Use relationships to count by twos, fives, and tens to determine the value of a collection of pennies, nickels, and/or dimes. 201314 School Year Grade 1 Teacher Use relationships to count by twos, fives, and tens to determine the value of a collection of pennies, nickels, and/or dimes. Count by tens to determine the value of a collection of dimes up to 120 cents. Count by fives to determine the value of a collection of nickels up to 120 cents. Count by ones or twos to determine the value of a collection of pennies up to 120 cents. Count by tens (dimes), then count on by fives (nickels), then count on by ones or twos (pennies) to determine the value of a collection of mixed coins up to 120 cents. NOTE: Consider infusing new standard skills and concepts into daily routines and/or spiral reviews as appropriate. 201415 School Year NEW K 8 Mathematics Standards Implemented

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Mathematics Grade 1 TAG Tool: Unit IFD Considerations Tool

Grade 1 Unit 09 IFD Numeration 50 to 80

(no additional days may be needed) Grade 1 2014-15 Standard(s) 1.2 Number and operations. The student applies mathematical process standards to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system related to place value. The student is expected to: 1.2D Generate a number that is greater than or less than a given whole number up to 120. 1.2F Order whole numbers up to 120 using place value and open number lines. 1.2G Represent the comparison of two numbers to 100 using the symbols >, <, or =. 201314 School Year Grade 1 Teacher Generate a number that is greater than or less than a given whole number up to 80. Order whole numbers up to 80 using open number lines. Recognize characteristics of open number lines. No pre-determined numbers or marked intervals are provided. Determined intervals are approximately proportional. Magnitude of numbers is represented by the distance between the whole numbers. Numbers do not always begin with zero. Open number lines extend infinitely in both directions (arrows indicate the infinitive direction). Numbers increase from left to right. Order a set of numbers on a partially complete open number line. Ex: Place the number 70 on each of the number lines below. 201415 School Year NEW K 8 Mathematics Standards Implemented

Order a set of numbers on an open number line. Ex: Place the numbers 30, 50, and 80 on the number line below.

Represent the comparison of two numbers to 80 using the symbols >, <, or =. Relate comparison language to the appropriate symbol. Greater than is represented by the symbol >. Less than is represented by the symbol <. Equal to is represented by the symbol =.
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Mathematics Grade 1 TAG Tool: Unit IFD Considerations Tool

NOTE: Generating numbers up to 120 is included in Grade 1 Unit 12 IFD. Ordering whole numbers up to 120 using open number lines is included in Grade 1 Unit 12 IFD. Representing the comparison of two numbers to 100 is included in Grade 1 Unit 12 IFD. Consider infusing new standard skills and concepts into daily routines and/or spiral reviews as appropriate.

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Mathematics Grade 1 TAG Tool: Unit IFD Considerations Tool

Grade 1 Unit 11 IFD Developing Sums and Minuends to 18

(no additional days may be needed) Grade 1 2014-15 Standard(s) 1.3 Number and operations. The student applies mathematical process standards to develop and use strategies for whole number addition and subtraction computations in order to solve problems. The student is expected to: 1.3B Use objects and pictorial models to solve word problems involving joining, separating, and comparing sets within 20 and unknowns as any one of the terms in the problem such as 2 + 4 = [ ]; 3 + [ ] = 7; and 5 = [ ] 3. 1.3D Apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10. 1.3E Explain strategies used to solve addition and subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences. 1.3F Generate and solve problem situations when given a number sentence involving addition or subtraction of numbers within 20. 201314 School Year Grade 1 Teacher Use objects and pictorial models to solve word problems involving joining, separating, and comparing sets within 20 and unknowns as any one of the terms in the problem such as 2 + 4 = [ ]; 3 + [ ] = 7; and 5 = [ ] 3. Apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10. Explain strategies used to solve addition and subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences. Generate and solve problem situations when given a number sentence involving addition or subtraction of numbers within 20. Ex: Generate a problem situation for the number sentence 7 + 8 = 15 and solve the problem. Tom had 7 marbles. His brother gave him some more marbles. Now, Tom has 15 marbles. How many marbles did Toms brother give him? (7 + [ ] = 15; 7 + 8 = 15; Toms brother gave him 8 marbles.) Tom has a collection of yellow and green marbles. Seven of the marbles are yellow and 8 of the marbles are green. How many marbles are in Toms collection? (7 + 8 = [ ]; 7 + 8 = 15; There are 15 marbles in Toms collection.) Tom has 7 marbles. His brother has 8 more marbles than Tom. How many marbles does Toms brother have? (7 + 8 = [ ]; 7 + 8 = 15; Toms brother has 15 marbles.) NOTE: Consider infusing new standard skills and concepts into daily routines and/or spiral reviews as appropriate. Grade 1 2014-15 Standard(s) 1.5 Algebraic reasoning. The student applies mathematical process standards to identify and apply number patterns within properties of numbers and operations in order to describe relationships. The student is expected to: 1.5D Represent word problems involving addition and subtraction of whole numbers up to 20 using concrete and pictorial models and number sentences. 1.5E Understand that the equal sign represents a relationship where expressions on each side of the equal sign represent the same value(s). 1.5F Determine the unknown whole number in an addition or subtraction equation when the unknown may be any one of the three or four terms in the equation. 1.5G Apply properties of operations to add and subtract two or three numbers. 201314 201415 School Year School Year
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201415 School Year NEW K 8 Mathematics Standards Implemented

Mathematics Grade 1 TAG Tool: Unit IFD Considerations Tool

Grade 1 Teacher Represent word problems involving addition and subtraction of whole numbers up to 20 using concrete and pictorial models and number sentences. Understand that the equal sign represents a relationship where expressions on each side of the equal sign represent the same value(s). Ex: NEW K 8 Mathematics Standards Implemented

Expression a mathematical representation consisting of numbers, operators, and/or unknowns to indicate operations to be performed on a group of numbers (no equal sign) Equation a number sentence composed of equivalent expressions and/or terms joined by an equal sign Non-examples of equivalent expressions Ex: Joining 8, 3, and 2 would not be represented as 8 + 3 = 11 + 2 = 13 because all terms do not represent the same value. Incorrect Representation Correct Representation 8 + 3 = 11 + 2 = 13 8 + 3 = 11 11 13 = 13 11 + 2 = 13

Determine the unknown whole number in an addition or subtraction equation when the unknown may be any one of the four terms in the equation. Ex: 9 + 9 = 2 + [ ] Ex: 9 + 9 = [ ] + 2 Ex: 17 [ ] = 8 3 Ex: [ ] 12 = 8 3 Ex: 16 = 4 + 2 + [ ] Apply properties of operations to add and subtract three numbers. Three addends may be added in any order to produce the same sum. Ex: 13 + 1 + 6 = [ ] 13 + 1 + 6 = 20 OR 1 + 6 + 13 = 20 20 = 20 So, 13 + 1 + 6 = 1 + 6 + 13 Three addends may be grouped in any order to produce the same sum. Ex:
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Mathematics Grade 1 TAG Tool: Unit IFD Considerations Tool

12 + 3 + 3 = [ ] (12 + 3) + 3 12 + (3 + 3) OR 15 + 3 12 + 6 18 18 So, 12 + 3 + 3 = 18 Two subtrahends may be subtracted from a minuend in any order to produce the same difference. Ex: 16 2 6 = [ ] 16 2 6 = 8 OR 16 6 2 = 8 8=8 So, 16 2 6 = 10 6 2 Addends/subtrahends may be decomposed and then added/subtracted to produce the same sum/difference. Ex: 2 + 15 + 1 = [ ] 2 + 15 + 1 2 + (10 + 5) + 1 2 + 10 + 5 + 1 18 So, 2 + 15 + 1 = 18 Ex: 19 12 = [ ] 19 12 19 10 2 9 2 7 So, 19 12 = 7 NOTE: Consider infusing new standard skills and concepts into daily routines and/or spiral reviews as appropriate.

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Mathematics Grade 1 TAG Tool: Unit IFD Considerations Tool

Grade 1 Unit 12 IFD Numeration 80 to 99

(1 additional day may be needed) Grade 1 2014-15 Standard(s) 1.2 Number and operations. The student applies mathematical process standards to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system related to place value. The student is expected to: 1.2B Use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so many hundreds, so many tens, and so many ones. 1.2C Use objects, pictures, and expanded and standard forms to represent numbers up to 120. 1.2D Generate a number that is greater than or less than a given whole number up to 120. 1.2E Use place value to compare whole numbers up to 120 using comparative language. 1.2F Order whole numbers up to 120 using place value and open number lines. 1.2G Represent the comparison of two numbers to 100 using the symbols >, <, or =. 201314 School Year Grade 1 Teacher Use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so many hundreds, so many tens, and so many ones. Understand the magnitude of 100. Ex: 100 can be represented as 1 100-flats/disks, 1 one hundred. Ex: 100 can be represented as 10 10-longs/disks, 10 tens. Ex: 100 can be represented as 100 unit cubes/disks, 100 ones. Use objects, pictures, and expanded and standard forms to represent numbers up to 120. Ex: Standard form is represented as 117. Ex: Expanded form is represented as 117 = 100 + 10 + 7 or 100 + 10 + 7 = 117. Generate a number that is greater than or less than a given whole number up to 120. Use place value to compare whole numbers up to 120 using comparative language. Order whole numbers up to 120 using place value and open number lines. Recognize characteristics of open number lines. No pre-determined numbers or marked intervals are provided. Determined intervals are approximately proportional. Magnitude of numbers is represented by the distance between the whole numbers. Numbers do not always begin with zero. Open number lines extend infinitely in both directions (arrows indicate the infinitive direction). Numbers increase from left to right. Order a set of numbers on a partially complete open number line. Ex: Place the number 110 on each of the number lines below. 201415 School Year NEW K 8 Mathematics Standards Implemented

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Mathematics Grade 1 TAG Tool: Unit IFD Considerations Tool

Order a set of numbers on an open number line. Ex: Place the numbers 80, 100, and 120 on the number line below.

Represent the comparison of two numbers to 100 using the symbols >, <, or =. Relate comparison language to the appropriate symbol. Greater than is represented by the symbol >. Less than is represented by the symbol <. Equal to is represented by the symbol =.

NOTE: Consider infusing new standard skills and concepts into daily routines and/or spiral reviews as appropriate.

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Mathematics Grade 1 TAG Tool: Unit IFD Considerations Tool

Grade 1 Unit 13 IFD Geometry: Two- and Three-Dimensional Figures

(no additional days may be needed) Grade 1 2014-15 Standard(s) 1.6 Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional shapes and threedimensional solids to develop generalizations about their properties. The student is expected to: 1.6B Distinguish between attributes that define a two-dimensional or three-dimensional figure and attributes that do not define the shape. 1.6E Identify three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes), and triangular prisms, and describe their attributes using formal geometric language. 201314 School Year Grade 1 Teacher Distinguish between attributes that define a two-dimensional or three-dimensional figure and attributes that do not define the shape. Attributes that define a two-dimensional figure include number of sides and vertices. Attributes that define a three-dimensional figure include number of faces, shape of faces, number of vertices, and number of edges. Attributes that do not define a two- or three-dimensional figure include size, color, and orientation. Identify three-dimensional solids, including triangular prisms, and describe their attributes using formal geometric language. Attributes of a triangular prism 5 faces (2 triangular faces and 3 rectangular faces), 6 vertices, and 9 edges 201415 School Year NEW K 8 Mathematics Standards Implemented

NOTE: Consider infusing new standard skills and concepts into daily routines and/or spiral reviews as appropriate.

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Mathematics Grade 1 TAG Tool: Unit IFD Considerations Tool

Grade 1 Unit 14 IFD Fractions and Probability

(no additional days may be needed) Grade 1 2014-15 Standard(s) 1.6 Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional shapes and threedimensional solids to develop generalizations about their properties. The student is expected to: 1.6G Partition two-dimensional figures into two and four fair shares or equal parts and describe the parts using words. 1.6H Identify examples and non-examples of halves and fourths. 201314 School Year Grade 1 Teacher Partition two-dimensional figures into two and four fair shares or equal parts and describe the parts using words. One out of two equal parts, one-half, halves, etc. One out of four equal parts, one-fourth, fourths, etc. Identify examples and non-examples of halves and fourths. Examples of halves and fourths include figures partitioned into two or four equal parts. Non-examples of halves and fourths include figures that have been partitioned into two or four unequal parts. Ex: 201415 School Year NEW K 8 Mathematics Standards Implemented

NOTE: Consider infusing new standard skills and concepts into daily routines and/or spiral reviews as appropriate.

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Mathematics Grade 1 TAG Tool: Unit IFD Considerations Tool

Grade 1 Unit 15 IFD Operations: Sums and Minuends to 18

(no additional days may be needed) Grade 1 2014-15 Standard(s) 1.3 Number and operations. The student applies mathematical process standards to develop and use strategies for whole number addition and subtraction computations in order to solve problems. The student is expected to: 1.3B Use objects and pictorial models to solve word problems involving joining, separating, and comparing sets within 20 and unknowns as any one of the terms in the problem such as 2 + 4 = [ ]; 3 + [ ] = 7; and 5 = [ ] 3. 1.3F Generate and solve problem situations when given a number sentence involving addition or subtraction of numbers within 20. Grade 1 2014-15 Standard(s) 1.5 Algebraic reasoning. The student applies mathematical process standards to identify and apply number patterns within properties of numbers and operations in order to describe relationships. The student is expected to: 1.5D Represent word problems involving addition and subtraction of whole numbers up to 20 using concrete and pictorial models and number sentences. 201314 School Year Grade 1 Teacher Use objects and pictorial models to solve word problems involving joining, separating, and comparing sets within 20 and unknowns as any one of the terms in the problem such as 2 + 4 = [ ]; 3 + [ ] = 7; and 5 = [ ] 3. Extend the application of basic fact strategies in various real-world contexts in order to connect daily experiences with sums and minuends to 20. (See Grade 1 Unit 11 IFD.) Generate and solve problem situations when given a number sentence involving addition or subtraction of numbers within 20. Extend the application of basic fact strategies in various real-world contexts in order to connect daily experiences with sums and minuends to 20. (See Grade 1 Unit 11 IFD.) Represent word problems involving addition and subtraction of whole numbers up to 20 using concrete and pictorial models and number sentences. Extend the application of basic fact strategies in various real-world contexts in order to connect daily experiences with sums and minuends to 20. (See Grade 1 Unit 11 IFD.) NOTE: Consider infusing new standard skills and concepts into daily routines and/or spiral reviews as appropriate. Grade 1 2014-15 Standard(s) 1.8 Data analysis. The student applies mathematical process standards to organize data to make it useful for interpreting information and solving problems. The student is expected to: 1.8C Draw conclusions and generate and answer questions using information from picture and bar-type graphs. 201314 School Year
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201415 School Year

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Mathematics Grade 1 TAG Tool: Unit IFD Considerations Tool

Grade 1 Teacher Generate and answer questions using information from picture and bar-type graphs. Picture graphs and bar-type graphs with up to three categories Questions involving addition and subtraction of whole numbers up to 20 NOTE: Consider infusing new standard skills and concepts into daily routines and/or spiral reviews as appropriate. NEW K 8 Mathematics Standards Implemented

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