· Web view1.1B Use a problem-solving model that incorporates analyzing given information,...

Department of Teaching & Learning__________________________________________________________________________________________________________________________________

First Grade Math - Scope and Sequence 2018-2019TEKS Distribution among units

Process Standards

1.1A

1.1B

1.1C

1.1D

1.1E

1.1F

1.1G

Unit 1 X X X X X X XUnit 2 X X X X X X XUnit 3 X X X X X X XUnit 4 X X X X X X XUnit 5 X X X X X X XUnit 6 X X X X X X XUnit 7 X X X X X X XUnit 8 X X X X X X XUnit 9 X X X X X X X

Unit 10 X X X X X X XUnit 11 X X X X X X XUnit 12 X X X X X X XUnit 13 X X X X X X XUnit 14 X X X X X X X

1.2A

1.2B

1.2C

1.2D

1.2E

1.2F

1.2G

1.3A

1.3B

1.3C

1.3D

1.3E

1.3F

1.4A

1.4B

1.4C

1.5A

1.5B

1.5C

1.5D

1.5E

1.5F

1.5G

1.6A

1.6B

1.6C

1.6D

1.6E

1.6F

1.6G

1.6H

1.7A

1.7B

1.7C

1.7D

1.7E

1.8A

1.8B

1.8C

1.9A

1.9B

1.9C

1.9D

Unit 1 X X XUnit 2 X X X X X X X X X X X X X X X X XUnit 3 X X X XUnit 4 X X X X X X X X X X X X X X X X X X X XUnit 5 X X X XUnit 6 X X X X X X X X X X X X X X X X XUnit 7 X X X X X X X XUnit 8 X X X X X X X X X X X X X X X X X X X X X XUnit 9 X X X X

Unit 10 XUnit 11 X X X X X X X X X X X XUnit 12 X X X X XUnit 13 X X XUnit 14 X X X X


First GradeScope and Sequence 2018-2019

Mathematical Process Standards: The student uses mathematical process to acquire and demonstrate mathematical understanding. The student is expected to:

1.1A Apply mathematics to problems arising in everyday life, society, and the workplace1.1B Use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution1.1C Select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems1.1D Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate1.1E Create and use representations to organize, record, and communicate mathematical ideas1.1F Analyze mathematical relationships to connect and communicate mathematical ideas1.1G Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication

Grading Period 1 Unit 1: Graphing and Setting Up Guided Math

Estimated Date Range: Aug. 15 – Aug. 24Estimated Time Frame: 8 days

Concepts within the Unit TEKSThis unit focuses on getting to know your students while graphing information about your students and setting up procedures and routines for Guided Math.

Suggested Days: 8

Priority Standards1.8C draw conclusions and generate and answer questions using information from picture and bar-type graphs

Integrated Standards1.8A collect, sort and organize data in up to three categories using models/representations such as tally marks or T-charts1.8B use data to create picture and bar-type graphs

Unit 2: Numeration and Addition & Subtraction 0-10Estimated Date Range: Aug. 27 – Sept. 7

Estimated Time Frame: 9 days Note: Re-engagement and assessment should be on-going

Concepts within the Unit TEKSConcept #1: Recite, Generate, Subitize, Priority Standards


Compose & Decompose Whole Numbers up to 10

Suggested Days: 2

1.2C use objects, pictures, and expanded and standard forms to represent numbers up to 120

Integrated Standards1.2A recognize instantly the quantity of structured arrangements1.2B use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so many hundreds, so many tens, and so many ones1.3C compose 10 with two or more addends with and without concrete objects1.5A recite numbers forward and backward from any given number between 1 and 120

Concept #2: Compare and order numbers up to 10

Suggested Days: 2

Priority Standards1.2G represent the comparison of two numbers to 100 using the symbols >, <, or =

Integrated Standards 1.2A recognize instantly the quantity of structured arrangements1.2D generate a number that is greater than or less than a given whole number up to 1201.2E use place value to compare whole number sup to 120 using comparative language1.2F order whole numbers up to 120 using place value and open number lines

Concept #3: Addition and Subtraction 0-10

Suggested Days: 5

Priority Standards1.3B 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; and 5 = [ ] - 31.3F generate and solve problem situations when given a number sentence involving addition or subtraction of numbers within 201.5D represent word problems involving addition and subtraction of whole number up to 20 using concrete and pictorial models and number sentences

Integrated Standards1.3C use objects, pictures, and expanded and standard forms to represent numbers up to 1201.3D generate a number that is greater than or less than a given whole number up to 1201.3E explain strategies used to solve addition and subtraction problem sup to 20 using spoken words, objects, pictorial models, and number sentences1.5E understand that the equal sign represents a relationship where expressions on each side of the equal sign represent the same value(s)1.5F determine the unknown whole number in an addition or subtraction equation when the unknown may be any one of the three or four terms in the equation1.5G apply properties of operations to add and subtract two or three numbers


Unit 3: 2D ShapesEstimated Date Range: Sept. 10 – Sept. 21

Estimated Time Frame: 10 daysNote: Re-engagement and assessment should be on-going

Concepts within the Unit TEKSConcept #1: Classify, Sort and Describe 2D Shapes

Suggested Days: 10

Priority Standards1.6A classify and sort regular and irregular two-dimensional shapes based on attributes using informal geometric language1.6D identify two-dimensional shapes, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons and describe their attributes using formal geometric language

Integrated Standards1.6B distinguish between attributes that define a two-dimensional or three-dimensional figure and attributes that do not define the shape1.6C create two-dimensional figures, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons

Unit 4: Numeration and Addition & Subtraction 0-20Estimated Date Range: Sept. 24 – Oct. 26

Estimated Time Frame: 23 days (18 days in 3rd Grading Period)Note: Re-engagement and assessment should be on-going

Concepts within the Unit TEKSConcept #1: Counting and Grouping to 20

Suggested Days: 2

Priority Standards1.2C use objects, pictures, and expanded and standard forms to represent numbers up to 120

Integrated Standards1.2A recognize instantly the quantity of structured arrangements1.2D generate a number that is greater than or less than a given whole number up to 1201.5A recite numbers forward and backward from any given number between 1 and 1201.5B skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set1.5C use relationships to determine the number that is 10 more and 10 less than a given number up to 120

Concept #2: Compose and Decompose 20 with Two or More Addends

Suggested Days: 4


Integrated Standards1.2A recognize instantly the quantity of structured arrangements


1.2B use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so any hundreds, so many tens, and so many ones1.3C compose 10 with two or more addends with and without concrete objects1.3D apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10

Concept #3: Compare and Order Numbers Up to 20

Suggested Days: 4


Important Standards1.2B use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so many hundreds, so many tens, and so many ones1.2C use objects, pictures, and expanded and standards forms to represent numbers up to 1201.2D generate a number that is greater than or less than a given whole number up to 1201.2E use place value to compare whole numbers up to 120 using comparative language1.2F order whole numbers up to 120 using place value and open number lines

Concept #4: Addition and Subtraction Word Problems to 20 with Unknowns

Suggested Days: 13 (3rd Grading Period – 8 days)

Priority Standards1.3B 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; and 5 = [ ] - 31.3F generate and solve problem situations when given a number sentence involving addition or subtraction of numbers within 20

Important Standards1.5D represent word problems involving addition and subtraction of whole numbers up to 20 using concrete and pictorial models and number sentences

Integrated Standards1.3A use concrete and pictorial models to determine the sum of a multiple of 10 and a one-digit number in problems up to 991.3C use objects, pictures, and expanded and standard forms to represent numbers up to 1201.3D generate a number that is greater than or less than a given whole number up to 1201.3E explain strategies used to solve addition and subtraction problem sup to 20 using spoken words, objects, pictorial models, and number sentences1.5Eunderstand that the equal sign represents a relationship where expressions on each side of the equal sign


represent the same value(s)1.5F determine the unknown whole number in an addition or subtraction equation when the unknown may be any one of the three or four terms in the equation1.5G apply properties of operations to add and subtract two or three numbers

Grading Period 2Unit 4: Numeration and Addition & Subtraction 0-20

Estimated Date Range: Sept. 24 – Oct. 26Estimated Time Frame: 23 days (5 days in 4th Grading Period)Note: Re-engagement and assessment should be on-going

Concepts within the Unit TEKSConcept #4: Addition and Subtraction Word Problems to 20 with Unknowns

Suggested Days: 13 (4th Grading Period – 5 days)



Integrated Standards1.3A use concrete and pictorial models to determine the sum of a multiple of 10 and a one-digit number in problems up to 991.3C use objects, pictures, and expanded and standard forms to represent numbers up to 1201.3D generate a number that is greater than or less than a given whole number up to 1201.3E explain strategies used to solve addition and subtraction problem sup to 20 using spoken words, objects, pictorial models, and number sentences1.5Eunderstand that the equal sign represents a relationship where expressions on each side of the equal sign represent the same value(s)1.5F determine the unknown whole number in an addition or subtraction equation when the unknown may be any one of the three or four terms in the equation1.5G apply properties of operations to add and subtract two or three numbers


Unit 5: Graphing Estimated Date Range: Oct. 29 – Nov. 2


Concepts within the Unit TEKSConcept #1: Create and Interpret Graphs

Suggested Days: 5


Integrated Standards1.8A collect, sort and organize data in up to three categories using models/representations such as tally marks or T-charts1.8B use data to create picture and bar-type graphs1.3D apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10

Unit 6: Numeration and Addition & Subtraction 0-20 with Strengthening Word Problems Estimated Date Range: Nov. 5 – Dec. 7


Concepts within the Unit TEKS

Concept #1: Compare and Order Numbers Up to 20 Suggested Days: 3


Important Standards1.2B use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so many hundreds, so many tens, and so many ones1.2C use objects, pictures, and expanded and standards forms to represent numbers up to 1201.2D generate a number that is greater than or less than a given whole number up to 1201.2E use place value to compare whole numbers up to 120 using comparative language1.2F order whole numbers up to 120 using place value and open number lines

Concept #2: Compose and Decompose 20 with Two or More AddendsSuggested Days: 4


Integrated Standards1.2A recognize instantly the quantity of structured arrangements1.2B use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as


so any hundreds, so many tens, and so many ones1.3C compose 10 with two or more addends with and without concrete objects1.3D apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10

Concept #3: Addition and Subtraction Word Problems to 20 with UnknownsSuggested Days: 13



Integrated Standards1.3A use concrete and pictorial models to determine the sum of a multiple of 10 and a one-digit number in problems up to 991.3C use objects, pictures, and expanded and standard forms to represent numbers up to 1201.3D generate a number that is greater than or less than a given whole number up to 1201.3E explain strategies used to solve addition and subtraction problem sup to 20 using spoken words, objects, pictorial models, and number sentences1.5Eunderstand that the equal sign represents a relationship where expressions on each side of the equal sign represent the same value(s)1.5F determine the unknown whole number in an addition or subtraction equation when the unknown may be any one of the three or four terms in the equation1.5G apply properties of operations to add and subtract two or three numbers

Unit 7: 2D Shapes & Fractions and 3D SolidsEstimated Date Range: Dec. 10 – Jan. 11

Estimated Time Frame: 14 days (3rd Grading period – 10 days)Note: Re-engagement and assessment should be on-going

Concepts within the Unit TEKS


Concept #1: 2D Shapes and FractionsSuggested Days: 7

Priority Standards1.6A classify and sort regular and irregular two-dimensional shapes based on attributes using informal geometric language1.6D identify two-dimensional shapes, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons and describe their attributes using formal geometric language

Integrated Standards1.6B distinguish between attributes that define a two-dimensional or three-dimensional figure and attributes that do not define the shape1.6C create two-dimensional figures, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons1.6F compose two-dimensional shapes by joining two, three, or four figures to produce a target shape in more than one way if possible1.6G partition two-dimensional figures into two and four fair shares or equal parts and describe the parts using words1.6H identify examples and non-examples of halves and fourths

Concept #2: 3D SolidsSuggested Days: 3

Priority Standards1.6E identify three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes), and triangular prisms, and describe their attributes using formal geometric language

Integrated Standards1.6B distinguish between attributes that define a two-dimensional or three-dimensional figure and attributes that do not define the shape

Grading Period 3 Unit 7: 2D Shapes & Fractions and 3D Solids

Estimated Date Range: Dec. 10 – Jan. 11 Estimated Time Frame: 14 days (4th Grading period – 4 days)Note: Re-engagement and assessment should be on-going

Concepts within the Unit TEKSConcept #2: 3D SolidsSuggested Days: 3

Priority Standards1.6E identify three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes), and triangular prisms, and describe their attributes using formal geometric language


Integrated Standards1.6B distinguish between attributes that define a two-dimensional or three-dimensional figure and attributes that do not define the shape

Unit 8: Numeration 0-120 and Addition & Subtraction with Word problems with Missing AddendsEstimated Date Range: Jan. 14 – Feb. 14


Concepts within the Unit TEKSConcept #1: Counting and Grouping to 120Suggested Days: 3


Integrated Standards1.5A recite numbers forward and backward from any given number between 1 and 1201.5B skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set1.5C use relationships to determine the number that is 10 more and 10 less than a given number up to 120

Concept #2: Place Value/Compose & Decompose to 120Suggested Days: 8


Integrated Standards1.2A recognize instantly the quantity of structured arrangements1.2B use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so any hundreds, so many tens, and so many ones1.5C use relationships to determine the number that is 10 more and 10 less than a given number up to 120

Concept #3: Compare and Order to 120Suggested Days: 5


Integrated Standards 1.2D generate a number that is greater than or less than a given whole number up to 1201.2E use place value to compare whole number sup to 120 using comparative language1.2F order whole numbers up to 120 using place value and open number lines1.5C use relationships to determine the number that is 10 more and 10 less than a given number up to 120

Concept #4: Facts to 20Suggested Days: 7

Integrated Standards1.2A recognize instantly the quantity of structured arrangements


1.2B use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so any hundreds, so many tens, and so many ones1.3C compose 10 with two or more addends with and without concrete objects1.3D generate a number that is greater than or less than a given whole number up to 1201.3E explain strategies used to solve addition and subtraction problem sup to 20 using spoken words, objects, pictorial models, and number sentences1.5E understand that the equal sign represents a relationship where expressions on each side of the equal sign represent the same value(s)1.5F determine the unknown whole number in an addition or subtraction equation when the unknown may be any one of the three or four terms in the equation1.5G apply properties of operations to add and subtract two or three numbers

Concept #5: Problem Solving to 20Suggested Days: 3

Priority Standards1.3B 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; and 5 = [ ] - 31.3F generate and solve problem situations when given a number sentence involving addition or subtraction of numbers within 201.5D represent word problems involving addition and subtraction of whole numbers up to 20 using concrete and pictorial models and number sentences

Important Standards1.8C draw conclusions and generate and answer questions using information from picture and bar-type graphs

Integrated Standards1.8A collect, sort and organize data in up to three categories using models/representations such as tally marks or T-charts1.8B use data to create picture and bar-type graphs

Unit 9: LengthEstimated Date Range: Feb. 18 – March 1


Concepts within the Unit TEKSConcept #1: Measuring Length Priority Standards


Suggested Days: 10 1.7D describe a length to the nearest whole unit using a number and a unit

Integrated Standards1.7A use measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement1.7B 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 other1.7C measure the same object/distance with units of two different lengths and describe how and why the measurements differ

Unit 10: Time Estimated Date Range: March 4 – March 22

Estimated Time Frame: 10 days (3rd Grading Period - 5 days) Note: Re-engagement and assessment should be on-going

Concepts within the Unit TEKSConcept #1: TimeSuggested Days: 5

Priority Standards1.7E tell time to the hour and half hour using analog and digital clocks

Grading Period 4Unit 10: Time

Estimated Date Range: March 4 – March 22Estimated Time Frame: 10 days (4th Grading Period - 5 days) Note: Re-engagement and assessment should be on-going

Concepts within the Unit TEKSConcept #1: TimeSuggested Days: 5

Priority Standards1.7E tell time to the hour and half hour using analog and digital clocks

Unit 11: Addition and Subtraction Estimated Date Range: March 25 – April 12

Estimated Time Frame: 15 days Note: Re-engagement and assessment should be on-going

Concepts within the Unit TEKSConcept #1: Addition and Subtraction Suggested Days: 14

Priority Standards1.3B 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; and 5 = [ ] - 31.3F generate and solve problem situations when given a number sentence involving addition or subtraction of


numbers within 201.5D represent word problems involving addition and subtraction of whole number up to 20 using concrete and pictorial models and number sentencesImportant Standards1.8C draw conclusions and generate and answer questions using information from picture and bar-type graphs

Integrated Standards1.3A use concrete and pictorial models to determine the sum of a multiple of 10 and a one-digit number in problem sup to 991.3D generate a number that is greater than or less than a given whole number up to 1201.3E explain strategies used to solve addition and subtraction problem sup to 20 using spoken words, objects, pictorial models, and number sentences1.5E understand that the equal sign represents a relationship where expressions on each side of the equal sign represent the same value(s)1.5F determine the unknown whole number in an addition or subtraction equation when the unknown may be any one of the three or four terms in the equation1.5G apply properties of operations to add and subtract two or three numbers 1.8A collect, sort and organize data in up to three categories using models/representations such as tally marks or T-charts1.8B use data to create picture and bar-type graphs

Unit 12: Graphing with Larger NumbersEstimated Date Range: April 15 – April 26


Concepts within the Unit TEKSConcept #1: Creating and Analyzing GraphsSuggested Days: 8



Integrated Standards1.8A collect, sort and organize data in up to three categories using models/representations such as tally marks or T-


charts1.8B use data to create picture and bar-type graphs1.3D apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10

Unit 13: MoneyEstimated Date Range: April 29 – May 10


Concepts within the Unit TEKSConcept #1: MoneySuggested Days: 10

Priority Standards1.4C use relationships to count by twos, fives, and tens to determine the value of a collection of pennies, nickels, and/or dimes

Integrated Standards1.4A identify U.S. coins, including pennies, nickels, dimes, and quarters, by value and describe the relationships among them1.4B write a number with the cent symbol to describe the value of a coin

Unit 14: Personal Financial LiteracyEstimated Date Range: May 13 – May 24


Concepts within the Unit TEKSConcept #1: Personal Financial LiteracySuggested Days: 10

Integrated Standards1.9A define money earned as income1.9B identify income as a means of obtaining goods and services, oftentimes making choices between wants and needs1.9C distinguish between spending and saving1.9D consider charitable giving

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