Correlation to the New York Common Core Learning Standards for Mathematics, Grade 1

Transcription

1 Correlation to the New York Common Core Learning Standards for Mathematics, Grade 1 Math Expressions Common Core 2013 Grade 1 Houghton Mifflin Harcourt Publishing Company. All rights reserved. Printed in the U.S.A.

2 Houghton Mifflin Harcourt Math Expressions, Grade Common Core Edition correlated to the New York Common Core Learning Standards for Mathematics Grade 1 Standards for Mathematical Practice SMP.1 Make sense of problems and persevere in solving them. Representative Pages: SAB: 20, 35, 39, 48, 55, 68, 76, 77, 83, 87 TE: 12, 47, 86, 94, 113, 119, 126, 130, 155, 160, 162, 196, 208, 210, 223, 229, 242, 250 SMP.2 Reason abstractly and quantitatively. Representative Pages: SAB: 18, 20, 24, 31, 33, 49, 69, 100, 104, 113, 114 TE: 17, 39, 40, 48, 66, 82, 87, 98, 137, 154, 170, 201, 278, 290, 298, 311, 320, 326 SMP.3 Construct viable arguments and critique the reasoning of others. Representative Pages: SAB: 34, 50, 70, 103, 120, 122, 152, 164, 179, 202 TE: 4, 22, 88, 100, 110, 138, 166, 203, 237, 251, 264, 294, 297, 350, 364, 388, 434, 474, 480, 506, 533, 546, 564 SMP.4 Model with mathematics. Representative Pages: SAB: 67, 78, 83, 85, 86, 88, 154, 166, 178, 185 TE: 16, 80, 134, 186, 194, 195, 214, 220, 224, 234, 235, 243, 246, 252, 303, 337, 398, 414, 441, 479, 500, 530

3 SMP.5 Use appropriate tools strategically. Representative Pages: SAB: 68, 91, 125, 153, 161, 182, 190, 224, 233, 234 TE: 2, 26, 61, 187, 196, 262, 274, 375, 438, 453, 460, 504, 512, 516, 545, 558, 580, 586, 595, 612, 644 SMP.6 Attend to precision. Representative Pages: SAB: 13, 23, 40, 65, 66, 75, 82, 84, 109, 110 TE: 19, 62, 99, 114, 148, 161, 188, 190, 210, 238, 245, 256, 296, 305, 306, 374 SMP.7 Look for and make use of structure. Representative Pages: SAB: 16, 18, 22, 24, 56, 99, 112, 151, 163, 165 TE: 3, 10, 30, 40, 54, 64, 156, 165, 276, 277, 310, 314, 319, 330, 430, 473, 478 SMP.8 Look for and express regularity in repeated reasoning. Representative Pages: SAB: 19, 21, 22, 42, 55, 81, 111, 116, 150, 156 TE: 11, 27, 45, 53, 55, 65, 120, 164, 236, 275, 284, 304, 313, 340, 382, 425, 448, 464 2

4 Standards for Mathematical Content 1.OA Operations and Algebraic Thinking Represent and solve problems involving addition and subtraction. 1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with SAB: 49 50, 52, 55, 57 58, 67 68, 75 76, 77 78, 81 82, 83 86, 87 88, 91, 140, , 151, , , , , 190 unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. TE: 12, 16, , , , , , 170, , 210, , , , , , , , , 303, , 402, 406, , 422, , , , , , 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. SAB: , 165 TE: , 478 Understand and apply properties of operations and the relationship between addition and subtraction. 1.OA.3 Apply properties of operations as strategies to add and SAB: 14, 17, 19 20, 21, 24 subtract. TE: 18, 20 22, 44 45, 47 48, 52 53, 61, 65 1.OA.4 Understand subtraction as an unknown-addend problem. SAB: 77, 81 82, 84 86, 88, 91 92, 140, TE: , , , , 252, , 398, 402,

5 Add and subtract within OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). SAB: 13 14, 15 16, 17 18, 19 20, 21 22, 23 24, 25 26, 39 40, 41 42, 47 48, 65 66, 69, 99 TE: 2 5, 11 12, 16 22, 26 32, 36 40, 44 48, 52 56, 60 66, , , , 126, 130, , , , , 258, , 277, 294, , , OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., = = = 14); decomposing a number leading to a ten (e.g., 13 4 = = 10 1 = 9); using the relationship between addition and subtraction (e.g., knowing that = 12, one knows 12 8 = 4); and creating equivalent but easier or known sums (e.g., adding by creating the known equivalent = = 13). SAB: 13 14, 15 16, 17 18, 19 20, 21 22, 23 24, 25 26, 31 32, 33 34, 35 36, 39 40, 41 42, 47 48, 49 50, 51 52, 53 54, 55 56, 57 58, 65 66, 69, 91 92, 99, , 116, , , TE: 16 22, 26 32, 36 40, 44 48, 52 56, 60 66, 80 82, 86 88, 92 94, , , , 126, 130, , , , , 170, , , , , , 258, , , 277, 294, , , , , , Work with addition and subtraction equations. 1.OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. SAB: 35 36, 51 52, 53 54, TE: 92 94, , , , OA.8 Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. SAB: 14, 16, 18, 20, 22, 39 40, 41 42, 47 48, 49 50, 53 54, 57 58, 69 70, 75 76, 77 78, 83 86, 91 92, , , 116, , , , , TE: 20 21, 30 32, 40, 46 48, 54 56, , , , , 130, , , , , , , , , , , , , , , , , ,

6 1.NBT Number and Operations in Base Ten Extend the counting sequence. 1.NBT.1 Count to 120, starting at any number less than 120. In this SAB: 99, , 115, , , , 161 range, read and write numerals and represent a number of objects with a written numeral. TE: , , , , , , , , , , Understand place value. 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: 1.NBT.2a 10 can be thought of as a bundle of ten ones called a SAB: 99, , 115, ten. TE: , , , , , , , NBT.2b 1.NBT.2c 1.NBT.3 The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. 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). Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. SAB: , , , 115, TE: , , , , , , SAB: 99, , , , TE: , , , , , , , SAB: , 126, 128, 252 TE: 290, , , 387, 697 5

7 Use place value understanding and properties of operations to add and subtract. 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 SAB: , , , 126, , 162, , , , , , 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. TE: , , , , , , , , , , , , , , 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. SAB: , TE: , NBT.6 Subtract multiples of 10 in the range from multiples of 10 in the range (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. SAB: 162, TE: ,

8 1.MD Measurement and Data Measure lengths indirectly and by iterating length units. 1.MD.1 Order three objects by length; compare the lengths of SAB: two objects indirectly by using a third object. TE: 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 samesize 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. SAB: TE: Tell and write time. 1.MD.3 Tell and write time in hours and half-hours using analog and digital clocks. 1.MD.3a Recognize and identify coins, their names, and their value. Represent and interpret data. 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. SAB: , , , TE: , , , , This standard is addressed in Grade 2 SAB: 175, , , , 189 TE: , , , , , 544 7

9 1.G Geometry Reason with shapes and their attributes. 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. SAB: , , 228 TE: , , G.2 1.G.3 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional 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. 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. SAB: 224, 226, TE: , 624, SAB: 219, TE: , 608 8