All Lessons

1.S10.B-2 Using an increasing range of common and proper nouns with appropriate determiners (e.g., articles and demonstratives).

L.1.2.C Use commas in dates and to separate single words in a series.

1.S9.B-2 Apply understanding of how ideas, events, or reasons are linked throughout a text by using frequently occurring linking words and temporal words when writing and speaking.

L.1.1.G Use frequently occurring conjunctions (e.g., and, but, or, so, because).

1.S10.B-5 Using verbs distinguishing present progressive and simple present.

L.1.1.C Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).

1.S9.B-2 Apply understanding of how ideas, events, or reasons are linked throughout a text by using frequently occurring linking words and temporal words when writing and speaking.

L.1.1.J Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

1.S10.B-3 Using possessive with some familiar nouns (e.g., That is Mary's backpack.).

L.1.1.D Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).

L.1.2.C Use commas in dates and to separate single words in a series.

1.S10.B-6 Using an increasing range of verbs in the simple present and simple past, including familiar irregular past forms (e.g., ate, ran, sang).

L.1.1.C Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).

1.S10.B-11 Using a wider range of frequently occurring conjunctions (e.g., and, but, because).

L.1.4.C Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

K.S2.I-1 Answer and ask questions about the meaning of words and phrases in grade-appropriate oral presentations and read-alouds about a variety of topics, experiences, or events.

1.S2.B-1 Determine the meaning of general academic, and content-specific words and phrases, and some common expressions.

1.S3.I-1 Communicate oral presentations about a variety of topics, experiences, or events.

L.1.5.A Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.

L.1.5.B Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).

L.1.2.C Use commas in dates and to separate single words in a series.

1.S10.B-5 Using verbs distinguishing present progressive and simple present.

L.1.1.C Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).

1.S10.B-2 Using an increasing range of common and proper nouns with appropriate determiners (e.g., articles and demonstratives).

L.1.1.H Use determiners (e.g., articles, demonstratives).

1.S10.B-4 Using personal subject and object pronouns.

L.1.1.D Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).

1.S10.B-2 Using an increasing range of common and proper nouns with appropriate determiners (e.g., articles and demonstratives).

L.1.1.H Use determiners (e.g., articles, demonstratives).

(B) 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 5 = [ ] - 3

(Y1) Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts (ACMNA015)

1.OA.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.

(D) Apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10

(G) Apply properties of operations to add and subtract two or three numbers.

(Y1) Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts (ACMNA015)

1.OA.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.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8.

2.OA.2 Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.

(D) Apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10

(Y1) Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by twos, fives and tens starting from zero (ACMNA012)

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

(D) Apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10

(E) Explain strategies used to solve addition and subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences

(Y1) Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts (ACMNA015)

1.OA.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).

2.OA.2 Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.

(F) Generate and solve problem situations when given a number sentence involving addition or subtraction of numbers within 20.

(D) Represent word problems involving addition and subtraction of whole numbers up to 20 using concrete and pictorial models and number sentences

(Y1) Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts (ACMNA015)

1.OA.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.

(F) Generate and solve problem situations when given a number sentence involving addition or subtraction of numbers within 20.

(D) Represent word problems involving addition and subtraction of whole numbers up to 20 using concrete and pictorial models and number sentences

(Y1) Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts (ACMNA015)

1.OA.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.