Guiding Firsties Math Workshop

CCSS Curriculum Map

By
Deanna Jump
and
Deedee Wills
 Operations and Algebraic Thinking 1.OA.

CCSS Guiding Firsties-Big

Idea
Represent and solve problems involving addition and subtraction Unit 1
1. Use addition and subtraction within 20 to solve word problems involving Unit 2
situations of adding to, taking from, putting together, taking apart, and Unit 6
comparing, with unknowns in all positions, e.g., by using objects, drawings, and Unit 9
equations with a symbol for the unknown number to represent the problem.1
2. Solve word problems that call for addition of three whole numbers whose sum Unit 7
is less than or equal to 20, e.g., by using objects, drawings, and equations with a Unit 9
symbol for the unknown number to represent the problem.
Understand and apply properties of operations and the relationship between Unit 3
addition and subtraction Unit 6
3. Apply properties of operations as strategies to add and subtract.2 Examples: Unit 9
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.)
4. Understand subtraction as an unknown-addend problem. For example, Unit 6
subtract 10 - 8 by finding the number that makes 10 when added to 8. Unit 9

Unit 10- Review of all skills

 Operations and Algebraic Thinking 1.OA.

CCSS Guiding Firsties-Big

Idea
Add and subtract within 20 Unit 1
5. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Unit 2
Unit 6
Unit 7
6. Add and subtract within 20, demonstrating fluency for addition and Unit 1
subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 Unit 2
= 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = Unit 6
13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction Unit 7
(e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent Unit 9
but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6
+ 6 + 1 = 12 + 1 = 13).
Work with addition and subtraction equations Unit 9
7. Understand the meaning of the equal sign, and determine if equations
involving addition and subtraction are true or false. For example, which of the
following equations are true and which are false? 6 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5,
4 + 1 = 5 + 2.
8. Determine the unknown whole number in an addition or subtraction equation Unit 6
relating three whole numbers. For example, determine the unknown number that Unit 9
makes the equation true in each of the equations 8 + ? = 11, 5 = _ - 3, 6 + 6 =
_.

Unit 10- Review of all skills

 Number and Operations in Base Ten 1.NBT

CCSS Guiding Firsties-Big

Idea
Extend the counting sequence. Unit 3
1 Count to 120, starting at any number less than 120. In this range, read and write numerals
and represent a number of objects with a written numeral.
Understand place value Unit 3
2. Understand that the two digits of a two-digit number represent amounts of tens and
ones. Understand the following as special cases:
1.NBT.B.2.A
10 can be thought of as a bundle of ten ones called a "ten."
1.NBT.B.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.B.2.C
The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six,
seven, eight, or nine tens (and 0 ones).
Use place value understanding and properties of operations to add and subtract Unit 3
3. Compare two two-digit numbers based on meanings of the tens and ones digits, recording Unit 7
the results of comparisons with the symbols >, =, and <.

Unit 10- Review of all skills

 Number and Operations in Base Ten 1.NBT
CCSS Guiding Firsties-Big
Idea
4. Add within 100, including adding a two-digit number and a one-digit number, and adding a Unit 7, Unit 9
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.
5. Given a two-digit number, mentally find 10 more or 10 less than the number, without Unit 7
having to count; explain the reasoning used.

6.Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive Unit 3
or zero differences), 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.

Unit 10- Review of all skills

 Measurement and Data 1.MD

A. Measure lengths indirectly and by iterating length units.

CCSS Guiding Firsties-

Big Idea
1. Order three objects by length; compare the lengths of two objects Unit 4
indirectly by using a third object. Unit 8

2. Express the length of an object as a whole number of length units, Unit 4

by laying multiple copies of a shorter object (the length unit) end to Unit 8
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.

Unit 10- Review of all skills

 Measurement and Data 1.MD

B. Tell and write time.

CCSS Guiding Firsties-
Big Idea
3. Tell and write time in hours and half-hours using analog and digital Unit 4
clocks. Unit 8

C. Represent and interpret data.

CCSS Guiding Firsties-
Big Idea
4. Organize, represent, and interpret data with up to three categories; Unit 4
ask and answer questions about the total number of data points, how Unit 8
many in each category, and how many more or less are in one
category than in another.

Unit 10- Review of all skills

 Geometry 1.G
A. Reason with shapes and their attributes.
CCSS Guiding Firsties-
Big Idea
1. Distinguish between defining attributes (e.g., triangles are closed and Unit 5
three-sided) versus non-defining attributes (e.g., color, orientation, Unit 8
overall size); build and draw shapes to possess defining attributes.

2. Compose two-dimensional shapes (rectangles, squares, trapezoids, Unit 5

triangles, half-circles, and quarter-circles) or three-dimensional Unit 8
shapes (cubes, right rectangular prisms, right circular cones, and right
circular cylinders) to create a composite shape, and compose new
shapes from the composite shape.1
3. Partition circles and rectangles into two and four equal shares, Unit 5
describe the shares using the words halves, fourths, and quarters, and Unit 8
use the phrases half of, fourth of, and quarter of. Describe the whole
as two of, or four of the shares. Understand for these examples that
decomposing into more equal shares creates smaller shares.

Unit 10- Review of all skills

Click on the image to see this unit.
Dear Teachers,
The idea for these units came as the result
of a conversation among friends. Through
many discussions, we realized that there was
something missing from our math instruction.
Our math instruction was a bit jumbled and it
lacked the cohesiveness that we longed for.
After many discussions and lots of research
the planning for these units began. We have
developed them to mirror the Workshop
Model with five components to each lesson.
The components are explained on the
following page. We hope that these units
help make your math lessons much more
fluid and engaging for both you and your
students.
Happy Teaching,
Deanna & Deedee
Fluency- This part of the lesson is a
warm up that will help your students build
their fluency for various math skills. It will
usually involve flash cards and the focus is
on speed.
New concepts- The teacher will
introduce and model new concepts and skills
through a mini lesson. .

Whole group explore - The

teacher and students will work together as
a group to actively explore the concept
that was introduced..

Student Application- The students

will independently complete a task that
will allow them to apply the new
concepts that were taught.

regroup and Share The math

talk time allows for the students to
orally share with a partner and discuss
what they learned.
 Following is a sample from
Unit 2 to give you an idea of
what the units are like.

Deanna & Deedee

Thanks so much!
 Unit 2: Day 2-3
Vocabulary: Subtraction, subtract, minus, equal
Fluency: Quickly show the cards to students for a group response. Materials:
Subitizing cards 1-10,
Numeral cards 1-20,
Ten Frame Cards,
Addition-subtraction
fluency cards

New Concept: Yesterday we played a game where we counted back. Today Subtraction Grab I
we will use a different strategy. We will use manipulatives to subtract. Can.. card, spinner,
paperclip, die,
Show the students how to play Subtraction Grab. You can display the I Can recording sheet.
card on your interactive white board or print it in black and white for each set
of partners. You will want to model how to use the math talk card several
times.

Whole Group Explore: Today you will play this game with a partner. The Per Pair: Subtraction
ketchups will start by spinning the spinner and rolling the die. Mustards you will Grab I Can.. card,
write the equations and use the math talk cards to talk about your equation. spinner, paperclip, die,
Then you will switch and it will be the mustards turn to spinner the spinner. recording sheet.

You may wish to demonstrate this several times while emphasizing how
partners should work together (cooperatively and kind).

Student Application: Now you will work on your own. Use manipulatives to
solve these subtraction problems.

Cover the strategies you

have not discussed yet.

Regroup and Share: Partner talk~ look at your partners paper and your
own paper. Talk with your partner about how your papers are the same. Tell
each other how they are different.

Note: Subtraction Grab would also make a great independent

station activity. We have included a single player response sheet
for this purpose.

2013 Jump and Wills

I Can Subtraction Grab
1. Spin the spinner.

2. Count the cubes.

3. Roll the die.

4. Subtract the number you roll.

5. Write the equation.

82=6
Jump & Wills 2014

6. Use the math talk 2

card. 8 6
1 spinner per set of partners. Students will use a paperclip and pencil to create the spinner.
 Subtraction Grab
Name: _______________________

Name: _______________________

-
_____ _____ = _____ -
_____ _____ = _____

-
_____ _____ = _____ -
_____ _____ = _____

-
_____ _____ = _____ -
_____ _____ = _____

-
_____ _____ = _____ -
_____ _____ = _____
Name: _______________________ Subtraction Grab
-
_____ _____ = _____ -
_____ _____ = _____

-
_____ _____ = _____ -
_____ _____ = _____

-
_____ _____ = _____ -
_____ _____ = _____

-
_____ _____ = _____ -
_____ _____ = _____
 Unit 2 Day 2
Names: ______________________________
Use manipulatives to solve these equations.

14 5 = _____ 11 4 = _____

16 8 = _____ 15 7 = _____

13 6 = _____ 12 9 = _____

17 4 = _____ 18 5 = _____