In Grade 1, instructional time should focus on 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.
Order three objects by length; compare the lengths of two objects indirectly by using a third object.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Measure
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2 - Order (three objects by length)
4 - Compare (Lengths of two objects indirectly by using a third object.)
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2 - I can order three objects by length.
4 - I can compare lengths of two objects indirectly by using a third object.
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A. Objects can be compared indirectly by using attributes of other objects.
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A.1 How can two objects be compared indirectly using the attributes of a third object?
A.2 What is the value of "standard" measurements?
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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.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Measurement
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2 - Express (whole number length units)
2 - Understand (length measurement using same-size units)
2 - Understand (how to measure objects without gaps and overlaps)
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2 - I can express an object's length in whole number length units.
2 - I can understand length measurement is the number of same-size length units that span an object with no gaps or overlaps.
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A. Objects can be measured and compared using same-size length units.
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A.1 What is a length unit? How do I use a unit length?
A.2 How can one measure an object's length repeatedly and get the same measurement?
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Tell and write time in hours and half-hours using analog and digital clocks.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Time
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2 - Tell (hours, half-hours)
3 - Use (analog clocks, digital clocks)
1 - Write (time in hours, half-hours)
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3 - I can use analog clocks to tell time in hours of half-hours.
3 - I can use digital clocks to tell time in hours or half-hours.
1 - I can write the time in hours or half-hours.
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A. Time can be determined and recorded.
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A.1 What ways can I tell time?
A.2 How can I write time down?
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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.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Data
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4 - Organize (Data having three categories)
3 - Represent (Data having three categories)
3 - Interpret (Data having three categories)
3 - Ask/Answer (Total data points per category)
3 - Ask/Answer (Total data points between categories)
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4 - I can organize up to three categories in a data set.
3 - I can represent up to three categories in a data set.
3 - I can interpret up to three categories in a data set.
3 - I can ask and answer questions about the total data points in each category.
3 - I can ask and answer questions about who the total points compare between data categories.
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A. Organizing and representing data by category makes possible its interpretation.
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A.1 How can data be organized?
A.2 How can data be represented?
A.3 How can data be interpreted?
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