Level C Math

All skills in Topic A continues the work of developing this ability with all the numbers within 10 in put together situations, with a special focus on the numbers 6, 7, 8, and 9 in 5-group configurations, since recognizing how much a number needs to make 10 is part of the Kindergarten standards (K.OA.4) and is easier for most children. Students decompose numbers into two visual sets, or conceptually subitize, and record their decompositions as number bonds. In Lesson 1, students use the 5-group configuration, as this organization allows students to quickly see, or perceptually subitize, the subset of 5. Once they have identified that first subset of 5, they can perceptually subitize the other part: completed or mastered!

All skills in Topic B completed or mastered!

All skills in Topic C completed or mastered!

All skills in Topic D affords students the opportunity to solve problems within the simplicity of equations, moving on from the context of story problems. Continuing on the momentum gained with counting on as it relates to addition in Topic C, students begin Topic D with tracking the number of counts on from a given number by using their fingers and 5-group cards (1.OA.5). completed or mastered!

All skills in Topic E leads students to a very intentional understanding and application of the equal sign and the commutative property of addition (1.OA.3 and 1.OA.7). Lessons 17 and 18 ask students to use pictorial representations (pictures and 5-groups) to write expressions and to demonstrate that they are equivalent by using the equal sign. completed or mastered!

All skills in Topic F continues with the theme of more efficient strategies coupled with deep understanding to solve addition problems within 10. In Lesson 21, students begin to internalize doubles and doubles plus 1 as they work with visual representations of these problems (1.OA.6). completed or mastered!

All skills in Topic G completed or mastered!

All skills in Topic H completed or mastered!

All skills in Topic I completed or mastered!

All skills in Topic J completed or mastered!

All skills in Topic A begins with students solving word problems with three addends (1.OA.2) as a way for them to begin to explore the make ten Level 3 strategy in a meaningful context. With problems that always include at least two numbers that yield 10 when added together, Lesson 1 encourages students to use the associative and commutative properties as they set up and read equations in various ways. The story problem on the right, for instance, can be solved by adding 1 + 9 first and then adding the five (see image below story problem). completed or mastered!

All skills in Topic B focuses on the take from ten Level 3 strategy (1.OA.6). Students begin with word problems calling on them to subtract 9 from 10 in Lessons 12 and 13, first with concrete objects, then with drawings, and then with number bonds. The problems students solve are similar to this one: “Mary has two plates of cookies, one with 10 and one with 2. At the party, 9 cookies were eaten from the plate with 10 cookies. How many cookies were left after the party?” (1.OA.1) 10 – 9 = 1 and 1 + 2 = 3. This allows students to use this take from ten strategy when the ten is already separated for them and in a variety of contexts (concrete, pictorial, and abstract), which sets them up for the work of the later lessons of the topic where they must decompose teen numbers on their own to take from ten. completed or mastered!

All skills in Topic C provides students with practice solving add to with change unknown, take from with change unknown, put together with addend unknown, and take apart with addend unknown word problems (1.OA.1). Drawing on the momentum gained from Topic B, Lesson 22 allows students to attack put together/take apart with addend unknown word problems such as, “Maria has 15 baseballs. Eight of them are old, and some of them are brand new. How many brand new baseballs does Maria have?” Students solve these problems using both the Level 2 counting on strategy and Level 3 subtraction strategies (1.OA.4). completed or mastered!

All skills in Topic D closes the module with students renaming ten as a unit: a ten (1.NBT.2a). This is the very first time students are introduced to this language of ten as a unit, so this is exciting! The unit of ten is the foundation for our whole number system wherein all units are composed of ten of the adjacent unit on the place value chart. completed or mastered!

All skills in Topic A completed or mastered!

All skills in Topic B adds a new level of precision to measurement by introducing the idea of a length unit. In Lesson 4, centimeter cubes are laid alongside the length of objects as students learn that the total number of cubes laid end to end with no gaps or overlaps is the length measure of that object. The objects being measured by students include many of the same objects measured in Topic A so that students can add greater precision to their measurements as they specify the number of units equal to the length of the objects being compared. For example, the length of the crayon can now be described not only as shorter than the paper strip, but more precisely as 9 centimeter cubes (1.MD.2). completed or mastered!

All skills in Topic C gives students a chance to explore the usefulness of measuring with similar units. The topic opens with Lesson 7 where students measure the same objects from Topic B using two different non-standard length units simultaneously, such as toothpicks and small paper clips (1.MD.2). They then use small paper clips and large paper clips, two non-standard units that happen to be the same object but different lengths. Each time they measure one object using both units, they receive inconsistent measurement results. Students then begin to ask the question, “Why do we measure with same-sized length units?” As they explore why it is so important to use the same-sized length unit, they realize that doing so yields consistent measurement results. completed or mastered!

All skills in Topic D closes the module as students organize, represent, and interpret personally relevant data in Lesson 10 (1.MD.4). As students work as a class to collect, sort, and organize data into a graph, they find great purpose and excitement. They begin to answer, and then ask questions about, the number of data points in a given category and in two categories. completed or mastered!

All skills in Topic A completed or mastered!

All skills in Topic B begins with Lesson 7, where students identify the greater or lesser of two given numbers. They first work with concrete materials, whereby they build each quantity (1.NBT.2) and find the greater or lesser number through direct comparison. They progress to the more abstract comparison of numerals using their understanding of place value to identify the greater or lesser value. Students begin with comparing numbers such as 39 and 12, where the number of both units in the greater number is more than in the smaller number. They then compare numbers such as 18 and 40, where they must realize that the place of the 4 explains the greater value of 40. 4 tens is greater than 1 ten 8 ones. completed or mastered!

All skills in Topic C completed or mastered!

All skills in Topic D begins with students applying the Module 2 strategies of counting on and making ten to larger numbers, this time making a ten that is built on a structure of other tens. In Lesson 13, students use linking cubes as a concrete representation of the numbers, write a matching number sentence, and write the total in a place value chart. As they add cubes, students see that sometimes a new ten can be made, for example, 33 + 7 = 40, or 4 tens. completed or mastered!

All skills in Topic E completed or mastered!

All skills in Topic F completed or mastered!

All skills in Topic A completed or mastered!

All skills in Topic B completed or mastered!

All skills in Topic C completed or mastered!

All skills in Topic D builds on students’ knowledge of parts of circles to tell time. In Lesson 10, students count and color the parts on a partitioned circle, forming the base of a paper clock. Relating this 12-section circle to the clock, students learn about the hour hand and tell time on both analog and digital clocks. completed or mastered!

All skills in Topic A of Module 6 opens with students exploring one of the most challenging problem types for their grade level, comparison word problems (see Table 2 below from Counting and Cardinality and Operations and Algebraic Thinking Progressions document, page 9) (1.OA.1). Students were informally introduced to the problem type in Module 3 as they analyzed data and compared measurements. During Module 5, students worked with comparison contexts through Application Problems. It is with this background that teachers can make informed choices during Module 6 to support students in recognizing and solving comparison word problems. completed or mastered!

All skills in Topic B extends students’ use of counting sequences and understanding of tens and ones to numbers up to and including 120. completed or mastered!

All skills in Topic C completed or mastered!

All skills in Topic D completed or mastered!

All skills in Topic E completed or mastered!

All skills in Topic F provides students the opportunity to focus on solving various problem types and to learn from their peers’ strategies. completed or mastered!

All skills in Topic G culminates not only Module 6, but also a full year of learning for Grade 1 students. It is a joyous celebration of the great progress of all students. During each lesson, students recognize how much they know now in comparison with the start of the year. They celebrate this learning by using their acquired skills and knowledge to enjoy entertaining games and activities with their peers. completed or mastered!