All Lessons

1.NBT.2.B The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.

1.NBT.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.

(B) Illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other

1.MD.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.

(E) Tell time to the hour and half hour using analog and digital clocks.

(B) Use data to create picture and bar-type graphs

1.MD.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.

(A) Collect, sort, and organize data in up to three categories using models/representations such as tally marks or T-charts

1.MD.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.

(A) Collect, sort, and organize data in up to three categories using models/representations such as tally marks or T-charts

(Y1) Represent data with objects and drawings where one object or drawing represents one data value. Describe the displays (ACMSP263)

1.MD.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.

(C) Draw conclusions and generate and answer questions using information from picture and bar-type graphs.

1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object.

(B) Distinguish between attributes that define a two-dimensional or three-dimensional figure and attributes that do not define the shape

(B) Distinguish between attributes that define a two-dimensional or three-dimensional figure and attributes that do not define the shape

(Y1) Investigate and describe number patterns formed by skip-counting and patterns with objects (ACMNA018)

1.G.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.

(D) 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.G.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.