Unit 1

Extending the Counting Sequence

 

Math   

Grade 1

 

Unit Length and Description:

 

Length:

3 weeks

 

Description:  This unit focuses on the numbers 0 to 120.  Students will orally count, write, and read numbers within this range.  They will represent a number of objects with a written numeral.  Students will be introduced to the idea of making tens in order to count larger groups of items.  The term digit will be introduced.

 

Standards:

 

Operations and Algebraic Thinking

1. OA.5 - Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

Number and Operations in Base Ten

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 two-digit number represent amounts of tens and ones.  Understand the following as special cases:

  1. 10 can be thought of as a bundle of ten ones – called a “ten.”
  2. 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).

 

Standards for Mathematical Practice (MP)

MP.1 - Make sense and persevere in solving problems

MP.2 - Reason abstractly and quantitatively

MP.7 - Look for and make use of structure

MP.8 - Look for and express regularity in repeated reasoning

 

CCSS for ELA Content

Reading Standards for Informational Text

RI.1.10 - With prompting and support, read informational texts appropriately complex for grade 1.

Writing

W.1.8 – With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question

Speaking and Listening

SL.1.1 - Participate in collaborative conversation with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

c. Ask questions to clear up any confusion about the topics and texts under discussion.

 

Standards:  Instructional Outcomes

 

1. OA.5: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

 

  • I can count on from a given number.
  • I can count back from a given number.
  • I can explain how counting on relates to addition.
  • I can explain how counting back relates to subtraction.
  • I can explain how counting on relates to subtraction.

 

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.

 

  • I can write numerals up to 120.
  • I can write a numeral to represent a number of objects.
  • I can count to 120 starting with a given number.
  • I can read the numerals up to 120.

 

1. NBT.2: Understand that the two digits of a two-digit number represent amounts of tens and ones.  Understand the following as special cases:

  1. 10 can be thought of as a bundle of ten ones – called a “ten.”
  2. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
  3. 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).

 

  • I can explain what each digit of a two-digit number represents.
  • I can identify a bundle of 10 ones as a “ten”.
  • I can represent numbers 11 to 19 as a 10 and ones.

·         I can represent numbers 20 to 90 as tens and zero ones.

 

Enduring Understandings:

 

Students will be able to extend the counting sequence to 120 starting at any number less than 120. Students will count by 1s, 5s, and 10s.  Students will relate counting up to addition and counting back to subtraction. Students will read and write numbers in the range of 1 – 120 and build number sense by developing an understanding of the order of the counting numbers. Students will be able to represent a number of objects with a written numeral.  Students will understand that the two digits of a two-digit number represent amounts of tens and ones. 

 

Essential Questions:

 

1.   How do we show that numbers work together?

2.   How can we show and explain our thinking?

3.   How does understanding numbers help me?