First Grade Scope and Sequence

Grade 1
Common Core Mathematics

Scope and Sequence
Overview and Guide
Overview1
In Grade 1, instructional time should focus on four critical areas: (1) developing understanding of
addition, subtraction, and strategies for addition and subtraction within 20; (2) developing
understanding of whole number relationships and place value, including grouping in tens and ones;
(3) developing understanding of linear measurement and measuring lengths as iterating length units;
and (4) reasoning about attributes of, and composing and decomposing geometric shapes.
Four Critical Areas
Questions or Concerns?
Please contact Alicia Lynch (alicialynch@achievementfirst.org.)
1
From Common Core State Standards for Mathematics, PARCC/NY Model Content Frameworks, FSiM, and assorted Progressions
Revised: 05/17
Page 1 of 21
Grade 1
Scope and Sequence
Grade 1 Overview
Commented [AM1]: The mathematical practices mentioned

connect to the InTASC Standard 7, specifically in affording students
a mathematical experience that is rigorous in thinking and also
emphasizes developing cross-disciplinary skills.
Revised: 05/17
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Grade 1
Scope and Sequence
Grade 1 Standards
Commented [AM2]: In addition to the Core Math and Math
Stories content blocks integrated into our instructional schedule, I
also encourage my students to wrestle with the conceptual
underpinnings of math during Math Meeting. Instead of solely
emphasizing the procedural asepcts of math, it is critical for me to
foster a classroom environment where students grapple with the
deeper concepts of math.
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Grade 1
Scope and Sequence
Grade 1 Standards
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Grade 1
Scope and Sequence
Grade 1 Standards
Commented [AM3]: To ensure that I support my students in
meeting their rigorous learning goals, I must be cognizant of the
varied amounts of support I should provide them on any given day.
Specifically, it is essential that I expose my students to concrete
representations of mathematical problems first, before introducing
them to the more abstract ones. Not only will this streamline their
progression through different representation types, but it will also
provide each student with a variety of representation tools of which
to choose from.
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Grade 1
Scope and Sequence
Grade 1 Standards
Commented [AM4]: I ensure to do this primarily during our
Math Stories block, where students grapple with one to two story
problems, individually represent on a white board, then review each
others work. Not only do I want my students to critique each others
final answers, but rather, the conceptual foundations necessary to
succeed with each story problem.
Revised: 05/17
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Grade 1
Scope and Sequence
Grade 1 Standards
Commented [AM5]: I have discovered the overwhelming
positive reactions that my students have to using math
manipulatives. In efforts to provide my students with an
academically rich mathematical experience, I prioritize captivating
my students attention in each lesson. Overwhelmingly, I rely on
attractive math manipulatives to do so.
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Grade 1
Scope and Sequence
Grade 1 Standards
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Grade 1
Scope and Sequence
Grade 1 Standards
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Grade 1
Scope and Sequence
Glossary & Tables
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Grade 1
Scope and Sequence
Glossary & Tables
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Grade 1
Scope and Sequence
Glossary & Tables
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Grade 1
Scope and Sequence
Glossary & Tables
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Grade 1
Scope and Sequence
(11 Days) Unit One: Counting (IA #2)

Unit Description: Students work to build fluency with couting within 100 and utilize counting to support addition and subtraction.
Strategies: see the pattern in the 0-9 sequence in the ones place and the decades use the pattern to predict
Major, Supporting,
Standards Covered
Additional Clusters
Major: Extend the 1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and
counting sequence. represent a number of objects with a written numeral.
*FS: UWDN KU4, KU5
1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
*FS: UO KU2
Review/Imbedded K.CC1 Count to 100 by ones and by tens
Standards K.CC.2 Count forward beginning from a given number within the known sequence (instead of having to
begin at 1)
K.CC.3 Write numbers from 0-20. Represent a number of objects with a written numeral 0-20 (with 0
representing a count of no objects).
Focal Standards for SMP6: Attend to precision.
Mathematical Practice SMP7: Look for and make use of structure.
(13 Days) Unit Two: Geometry (IA #2)

Unit Description: Students compose and decompose palne or solid figures and build understanding of part-whole relationships as well as the
properties of the original and composite shapes. As they combine shapes, they recognize them from different perspectives and orientations,
describe their geometric attributes, and determine how they are alike and different, to develop the background for measurement and for initial
understandings of properties such as congruence and symmetry.
Major, Supporting,
Standards Covered
Additional Clusters
Supporting: Reason 1.G.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-
with shapes and their defining attributes (e.g., color, orientation, overall size); build and draw shapes that possess defining
attributes. attributes.
1.G.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and
quarter circles) or three-dimensional shapes (cubes, right triangular prisms, right circular cones, and
right circular cylinders) to create a composite shape, and compose new shapes from the composite
shapes (not formal names).
Review/Imbedded K.G.1 Describe objects in the environment using names of shapes, and describe the relative positions of these
Standards objects using terms such as above, below, beside, in front of, behind, and next to.
K.G.2 Correctly name shapes regardless of their orientation or overall size.
K.G.3 Identify shapes as two-dimensional (lying in a plane, flat) or three-dimensional (solid).
K.G.4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal
language to describe their similarities, differences, parts (e.g., number of sides and vertices / corners) and other
attributes (e.g., having sides of equal length).
K.G.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing
shapes.
K.G.6 Compose simple shapes to form larger shapes. For example, Can you join these two triangles with full sides
touching to make a rectangle?
Focal Standards for SMP5: Use appropriate tools strategically
Mathematical Practice SMP7: Look for and make use of structure
Revised: 05/17
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Grade 1
Scope and Sequence
(24 Days) Unit Three: Story Problems 1 (IA #2)
Unit Description: Students develop strategies for adding and subtracting whole numbers based on their prior work with small
numbers. They use a variety of models, including discrete objects and length-based models, to model add-to, take-from, put-
together, take-apart, and compare situations to develop meaning for the operations of addition and subtraction, and to develop
strategies to solve arithmetic problems with these operations. Students understand connections between counting and addition
and subtraction. They use properties of addition to add whole numbers and to create and use increasingly sophisticated
strategies based on these properties to solve addition and subtraction problems within 20. By comparing a variety of solution
strategies, children build their understanding of the relationship between addition and subtraction.
Strategies: Operate visualize, represent and retell, solve;
Represent manipulatives, 1:1 drawing, 1:1 TD/NB, TD/NB, equation (with labels);
Calculate count all, count on, count back, count up, just know
Major, Supporting,
Standards Covered
Additional Clusters
Major: Represent and 1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to,
solve problems taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by
involving addition and using objects, drawings, and equations with a symbol for the unknown number to represent the
subtraction. problem. (to 10 for IA2)
*FS: UO KU1
Major: Understand and 1.OA.2 Solve word problems that call for addition of three whole numbers whose sum is less than or
apply properties of equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to
operations and the represent the problem. (to 10 for IA2)
relationship between *FS: UWDN KU2, C KU2, UO KU1, KU2
addition and
subtraction.
Major: Add and

subtract within 20.
Major: Work with

addition and
subtraction equations
Review/Imbedded K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings (no detail),
Standards sounds (e.g., claps), acting out situations, verbal explanations, expresions, or equations.
K.OA.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using
objects or drawings to represent the problem.
K.OA.5 Fluently add and subtract within 5.
Focal Standards for SMP1: Make sense of problems and persevere in solving them
Mathematical Practice SMP2: Reason abstractly and quantitatively
SMP3: Construct viable arguments and critique the reasoning of others
SMP4: Model with mathematics
SMP5: Use appropriate tools strategically
SMP6: Attend to precision
Revised: 05/17
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Grade 1
Scope and Sequence
(8 Days) Unit Four: Data (IA #3)

Unit Description: Students work with categorical data representing and interpreting in order to answer questions about the data.
Major, Supporting, Common Core State Standard
Additional Clusters
Additional: Represent 1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions
and interpet data. about the total number of data points, how many in each category, and how many more or less are in
one category than another.
Additional: Tell and 1.MD.5 (NYS added) Recognize and identify coins, their names, and their value. (may choose to be Math
write time and money. Mtg only)
Review/Imbedded 1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to,
Standards 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. (to
10 for IA2)
1.OA.2 Solve word problems that call for addition of three whole numbers whose sum is less than or
equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to
represent the problem. (to 10 for IA2)
K.MD.3 Classify objects into given categories; count the number of objects in each category and sort the
categories by count (less than or equal to 10).
Mathematical Practice SMP6: Attend to precision
Revised: 05/17
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Grade 1
Scope and Sequence
(15 Days) Unit Five: Addition & Subtraction (IA #3)
Unit Description: Students develop, discuss, and use efficient, accurate, and generalizable methods to add within 100 and subtract
multiples of 10. They compare whole numbers to develop understanding of an solve problems involving their relative sizes. They
think of whole numbers between 10 and 100 in terms of tens nad ones. Through activities that build number sense, they
understand the order of the counting numbers and their relative magnitudes.
Strategies: count all, count on, count back, count up, just know, make tens (add/sub)
Major, Supporting,
Standards Covered
Additional Clusters
Major: Understand and 1.OA.3 Apply properties of operations as strategies to add and subtract (not formal terms). Examples: If
apply properties of 8+3=11 is known, then 3+8=11 is also known (Commutative property of addition). To add 2+6+4, the
operations and the second two numbers can be added to make a ten, so 2+6+4=2+10=12 (Associative property of addition).
relationship between *FS: UO KU2, CKU1, KU2
addition and 1.OA.4 Understand subtraction as an unknown-addend problem. For example, subtract 10-8 by finding
subtraction. the number that makes 10 when added to 8.
*FS: UO KU2
Major: Add and 1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use
subtract within 20. mental strategies such as counting on; making ten (e.g., 8+6=8+2+4=10+4=11); decomposing a number
leading to a ten (e.g., 13-4+13-3-1=10-1=9); using the relationship between addition and subtraction
Major: Work with (e.g., knowing that 8+4=12, one knows that 12-8=4); and creating equivalent but easier known sums
addition and (e.g., adding 6+7 by creating the known equivalent 6+6+1=12+1=13).
subtraction equations *FS: UWDN KU2, UO KU2, C KU2, KU4, KU5
1.OA.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
*FS: UO KU7
1.OA.8 Determine the unknown whole number in an addition or subtraction equation relating three
whole numbers. For example, determine the unknown number that makes the equation true in each of
the equations 8+?=11, 5=-3, 6+6=.
*FS: UO KU2
Review/Imbedded K.OA.5 Fluently add and subtract within 5.
Standards K.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using
objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 +
1).
K.OA.4 For any number from 1 to 9, find the number that makes 10 when added to the given number,
e.g., by using objects or drawings, and record the answer with a drawing or equation.
Focal Standards for SMP3: Construct viable arguments and critique the reasoning of others
Mathematical Practice SMP5: Use appropriate tools strategically
SMP7: Look for and make use of structure
Revised: 05/17
Page 17 of 21
Grade 1
Scope and Sequence
(17 Days) Unit Six: Two-Digit Numbers (EOC)

Strategies: count on, count back/up, add tens and tens then ones and ones sticks and dots, expanded notation addition, mentally
Additional Clusters
Major: Understand 1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones.
place value. Understand the following as special cases:
a. 10 can be thought of as a bundle of ten ones called a ten.
Major: Use place value b. The numbers from 11-19 are composed of a ten and one, two, three, four, five, six, seven,
understanding and the eight, or nine ones.
properties of c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, and 90 refer to one, two, three, four, five, six,
operations to add and seven, eight, or nine tens (and 0 ones).
subtract. *FS: UWDN KU5, KU6
1.NBT.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the
results of comparisons with the symbols >, =, and <.
*FS: UWDN KU5
1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to
count; explain the reasoning used.
*FS: UWDN KU6
1.NBT.6 Subtract multiples of 10 in the range of 10-90 from multiples of 10 in the range 10-90 (positive
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.
*FS: UWDN KU2, KU6, UO KU2, C KU2, KU4, KU5
20 for IA4)
K.NBT.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by
using objects or drawings, and record each composition or decomposition by a drawing or equation
(e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four,
five, six, seven, eight, or nine ones.
Revised: 05/17
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Grade 1
Scope and Sequence
(8 Days) Unit Seven: Fractions & Time (EOC)
Unit Description: Students start by learning to tell time to the half-hour. From there students begin to develop an initial
understanding of fractions by partitioning shapes into two and four equals shares.
Major, Supporting,
Standards Covered
Additional Clusters
Additional: Tell and 1.MD.3 Tell and write time in hours and half-hours using analog and digital clocks.
write time and money. *FS: DM KU 6
1.G.3 Partition circles and rectangles into two and four equal shares, describe the shares using the
words halves, fourths, and quarters, and 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.
Review/Imbedded n/a
Standards
Mathematical Practice
Revised: 05/17
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Grade 1
Scope and Sequence
(12 Days) Unit Eight: Measurement (EOC)

Unit Description: Students develop an understanding of the meaning and process of measurement, including underlying concepts
such as iterating and the transitivity principal for indirect measurement.
Strategies: line up the start, no gaps or overlaps/measure the whole object
Additional Clusters
Major: Measure lengths 1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third
indirectly and by object.
iterating length units *FS: DM KU1
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.
*FS: UU KU3, KU4, DM KU3
20 for EOC)
represent the problem. (to 20 for EOC)
K.MD.1 Describe measurable attributes of objects, such as length or weight. Describe several
measurable attributes of a single object.
K.MD.2 Directly compare two objects with a measurable attribute in common, to see which object has
more of / less of the attribute, and describe the difference. For example, directly compare the
heights of two children and describe one child as taller/shorter.
Mathematical Practice SMP6: Attend to precision
Revised: 05/17
Page 20 of 21
Grade 1
Scope and Sequence
(19 Days) Unit Nine: Two-Digit Addition and Subtraction (EOC)
Strategies: count on, count back/up, add tens and tens then ones and ones sticks and dots, expanded notation addition, mentally
Major, Supporting,
Standards Covered
Additional Clusters
Major: Understand 1.NBT.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-
place value. 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
Major: Use place value strategy to a written method and explain the reasoning used. Understand that in adding two-digit
understanding and the numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.
properties of *FS: UWDN KU2, KU6, UO KU2, C KU2, KU4, KU5
operations to add and Beyond the 1st Grade Standard:
subtract. 2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of
operations, and/or the relationship between addition and subtraction.
*FS: C KU4
20 for IA4)
1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones.
Understand the following as special cases:
a. 10 can be thought of as a bundle of ten ones called a ten.
b. The numbers from 11-19 are composed of a ten and one, two, three, four, five, six, seven,
eight, or nine ones.
c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, and 90 refer to one, two, three, four, five, six,
seven, eight, or nine tens (and 0 ones).
1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to
count; explain the reasoning used.
1.NBT.6 Subtract multiples of 10 in the range of 10-90 from multiples of 10 in the range 10-90 (positive
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.
Revised: 05/17
Page 21 of 21

First Grade Scope and Sequence

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Grade 1

Common Core Mathematics

Four Critical Areas

Please contact Alicia Lynch (alicialynch@achievementfirst.org.)

Commented [AM1]: The mathematical practices mentioned

(11 Days) Unit One: Counting (IA #2)

(13 Days) Unit Two: Geometry (IA #2)

Major: Add and

Major: Work with

(8 Days) Unit Four: Data (IA #3)

(17 Days) Unit Six: Two-Digit Numbers (EOC)

(12 Days) Unit Eight: Measurement (EOC)

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