# Ohio s Learning Standards-Clear Learning Targets

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2 Sam saw seven birds in a tree. Two of the birds flew away. Write an equation to find how many birds are left in the tree. Question Common Core Appendices Support Common Core State Standards for Mathematics: Common addition and subtraction situations Table 1. Columbus City Schools

3 Ohio Department of Education Model Curriculum Instructional Strategies and Resources Collaborate in small groups to develop problem-solving strategies using a variety of models such as drawings, words, and equations with symbols for the unknown numbers to find the solutions. Additionally students need the opportunity to explain, write and reflect on their problem-solving strategies. The situations for the addition and subtraction story problems should involve sums and differences less than or equal to 20 using the numbers 0 to 20. They need to align with the 12 situations found in Table 1 of the Common Core State Standards (CCSS) for Mathematics. Students need the opportunity of writing and solving story problems involving three addends with a sum that is less than or equal to 20. For example, each student writes or draws a problem in which three whole things are being combined. The students exchange their problems with other students, solving them individually and then discussing their models and solution strategies. Now both students work together to solve each problem using a different strategy. K.OA.2 (Prior Grade Standard) Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. 2.OA.1 (Future Grade Standard) Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Columbus City Schools

4 Ohio s Learning Standards-Clear Learning Targets Math Grade 1 Solve word problems that call for addition of three whole numbers whose sum is less than or 1.OA.2 equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Essential Understanding (Major Cluster) Represent and solve problems involving addition and subtraction. Common Misconceptions A misconception that many students have is that it is valid to assume that a key word or phrase in a problem suggests the same operation will be used every time. For example, they might assume that the word left always means that subtraction must be used to find a solution. Providing problems in which key words like this are used to represent different operations is essential. For example, the use of the word left in this problem does not indicate subtraction as a solution method: Seth took the 8 stickers he no longer wanted and gave them to Anna. Now Seth has 11 stickers left. How many stickers did Seth have to begin with? Students need to analyze word problems and avoid using key words to solve them. Academic Vocabulary/Language Doubles Ten Tier 2 Solve Represent Learning Target I can solve word problems that require me to add three numbers using objects, drawings, and equations. Columbus City Schools

5 Pam has 3 balls, John has 2 balls and Sue 5 balls. If they put them altogether, how many will there be? Question Ohio Department of Education Model Curriculum Instructional Strategies and Resources Students need the opportunity of writing and solving story problems involving three addends with a sum that is less than or equal to 20. For example, each student writes or draws a problem in which three whole things are being combined. The students exchange their problems with other students, solving them individually and then discussing their models and solution strategies. Now both students work together to solve each problem using a different strategy. K.OA.2 (Prior Grade Standard) Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. 2.OA.1 (Future Grade Standard) Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Columbus City Schools

8 Ohio s Learning Standards-Clear Learning Targets Math Grade 1 1.OA.4 Understand subtraction as an unknownaddend problem. For example, subtract 10 8 by finding the number that make 10 when added to 8. Essential Understanding (Major Cluster) Understand and apply properties of operation and the relationship between addition and subtraction. Common Misconceptions First graders might have informally encountered negative numbers in their lives, so they think they can take away more than the number of items in a given set, resulting in a negative number below zero. Provide many problems situations where students take away all objects from a set, e.g = 0 and focus on the meaning of 0 objects and 0 as a number. Ask students to discuss whether they can take away more objects than what they have. Academic Vocabulary/Language Addends Missing Addends Apply Solve Tier 2 Learning Target I can solve a subtraction problem by finding the number to add to the smaller one to get the larger one. To solve 10-8, think 8 +? = 10. Example Columbus City Schools

10 Ohio s Learning Standards-Clear Learning Targets Math Grade 1 1.OA.5 Add and subtract within 20. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Essential Understanding (Major Cluster) Common Misconceptions Students ignore the need for regrouping when subtracting with numbers 0 to 20 and think that they should always subtract a smaller number from a larger number. For example, students solve 15 7 by subtracting 5 from 7 and 0 (0 tens) from 1 to get 12 as the incorrect answer. Students need to relate their understanding of place-value concepts and grouping in tens and ones to their steps for subtraction. They need to show these relationships for each step using mathematical drawings, ten-frames or base-ten blocks so they can understand an efficient strategy for multi-digit subtraction. Academic Vocabulary/Language Count On Count Back Difference Number Line Explain Tier 2 Learning Target I can explain how counting forward and backward relates to addition and subtraction strategies such as 1 more, 1 less, 2 more, and 2 less. To solve 5 + 2, think "I will start at 5 and count 6, 7 to get the answer. Example Columbus City Schools

11 Ohio Department of Education Model Curriculum Instructional Strategies and Resources Provide multiple and varied experiences that will help students develop a strong sense of numbers based on comprehension not rules and procedures. Number sense is a blend of comprehension of numbers and operations and fluency with numbers and operations. Students gain computational fluency (using efficient and accurate methods for computing) as they come to understand the role and meaning of arithmetic operations in number systems. K.OA.2 (Prior Grade Standard) Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. 2.OA.2 (Future Grade Standard) Fluently add and subtract within 20 using mental strategies. (Note: See standard 1.OA.6 for a list of mental strategies). By end of Grade 2, know from memory all sums of two one-digit numbers Columbus City Schools

14 Ohio s Learning Standards-Clear Learning Targets Math Grade 1 Understand the meaning of the equal sign, and determine if equations involving addition 1.OA.7 and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 1, = 2 + 5, = Essential Understanding (Major Cluster) Work with addition and subtraction equations. Common Misconceptions Many students think that the equals sign means that an operation must be performed on the numbers on the left and the result of this operation is written on the right. They think that the equal sign is like an arrow that means becomes and one number cannot be alone on the left. Students often ignore the equal sign in equations that are written in a nontraditional way. For instance, students find the incorrect value for the unknown in the equation 9 = - 5 by thinking 9 5 = 4. It is important to provide equations with a single number on the left as in 18 = Showing pairs of equations such as 11 = and = 11 gives students experiences with the meaning of the equal sign as is the same as and equations with one number to the left. Academic Vocabulary/Language True False Addition Number Sentence Subtraction Number Sentence Solve Explain Tier 2 Learning Targets I know the equal sign means "the same as" and does not just mean an answer follows. I can determine if an equation is true or false even when written in a variety of ways. Columbus City Schools

15 6 = 6; 7 = 8 1; = 2 + 5; = Examples 7 = 8-1 is true = 5-1 is false. Ohio Department of Education Model Curriculum Instructional Strategies and Resources Provide opportunities for students use objects of equal weight and a number balance to model equations for sums and differences less than or equal to 20 using the numbers 0 to 20. Give students equations in a variety of forms that are true and false. Include equations that show the identity property, commutative property of addition, and associative property of addition. Students need not use formal terms for these properties. 13 = 13 Identity Property = Commutative Property for Addition = Associative Property for Addition Ask students to determine whether the equations are true or false and to record their work with drawings. Students then compare their answers as a class and discuss their reasoning. K.OA.1(Prior Grade Standard) 2.NBT.4 (Future Grade Standard) Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Note: Drawings need not show details, but should show the mathematics in the problem -- this applies wherever drawings are mentioned in the Standards.) Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Columbus City Schools

16 Ohio s Learning Standards-Clear Learning Targets Math Grade 1 Determine the unknown whole number in an addition or subtraction equation relating to 1.OA.8 three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 +? = 11, 5 = 3, =. Essential Understanding (Major Cluster) Work with addition and subtraction equations. Common Misconceptions Many students think that the equals sign means that an operation must be performed on the numbers on the left and the result of this operation is written on the right. They think that the equal sign is like an arrow that means becomes and one number cannot be alone on the left. Students often ignore the equal sign in equations that are written in a nontraditional way. For instance, students find the incorrect value for the unknown in the equation 9 = - 5 by thinking 9 5 = 4. It is important to provide equations with a single number on the left as in 18 = Showing pairs of equations such as 11 = and = 11 gives students experiences with the meaning of the equal sign as is the same as and equations with one number to the left. Academic Vocabulary/Language Part Whole Addends Missing Addend Solve Explain Tier 2 Learning Target I can find the missing number in an equation that has two other numbers given in an addition or subtraction equation. Columbus City Schools

17 5 = 3 8 +? = 11 Examples Ohio Department of Education Model Curriculum Instructional Strategies and Resources The Math Mountain shows a sum with diagonal lines going down to connect with the two addends, forming a triangular shape. It shows two known quantities and one unknown quantity. Use various symbols, such as a square, to represent an unknown sum or addend in a horizontal equation. For example, here is a Take from / Start Unknown problem situation such as: Some markers were in a box. Matt took 3 markers to use. There are now 6 markers in the box. How many markers were in the box before? The teacher draws a square to represent the unknown sum and diagonal lines to the numbers 3 and Have students practice using the Math Mountain to organize their solutions to problems involving sums and differences less than or equal to 20 with the numbers 0 to 20. Then ask them to share their reactions to using the Math Mountain. K.OA.2 (Prior Grade Standard) 2.OA.1 (Future Grade Standard) Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Columbus City Schools

18 Ohio s Learning Standards-Clear Learning Targets Math Grade 1 1.NBT.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. Essential Understanding (Major Cluster) Extending the counting sequence. Common Misconceptions Students sometimes recognize counting as a pattern much like singing the alphabet. This pattern can be memorized but may not be understood. Students who have done this can have difficulty counting on from a number other than 1. These students may also have difficulty counting backwards. When counting backwards, ask students to start at 24 and count back to 15. Listen to see if they can make the jump over the decade from 20 to ispaces.hcpss.org/assessing+1.nb T.1 Academic Vocabulary/Language Ten One Hundred Count Write Tier 2 Learning Targets I can count to 120 or more by ones. I can count to 120 starting with any number my teacher names. I can write any of the numbers up to 120. I can name and write the number of a group of objects up to 120 or more. Columbus City Schools

19 1, 2, 3, 4, , 119, 120. Examples 23, 24, 25, , 119, 120. Write any number from 1 to 120 when prompted. Given a random group of objects, count and name the number of the group of objects. Ohio Department of Education Model Curriculum Instructional Strategies and Resources In this grade, students build on their counting to 100 by ones and tens beginning with numbers other than 1 as they learned in Kindergarten. Students can start counting at any number less than 120 and continue to 120. It is important for students to connect different representations for the same quantity or number. Students use materials to count by ones and tens to a build models that represent a number, then they connect this model to the number word and its representation as a written numeral. K.CC.1 (Prior Grade Standard) 2.NBT.2 (Future Grade Standard) Count to 100 by ones and by tens. Count within 1000; skip-count by 5s, 10s, and 100s. Columbus City Schools

20 Ohio s Learning Standards-Clear Learning Targets Math Grade 1 Count to 120, starting at any number less than 120. In this range, read and write 1.NBT.2 numerals and represent a number of objects with a written numeral. 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 to 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, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Understanding place value. Essential Understanding (Major Cluster) Common Misconceptions Often when students learn to use an aid (Pac Man, bird, alligator, etc.) for knowing which comparison sign (, = ) to use, the students don t associate the real meaning and name with the sign. The use of the learning aids must be accompanied by the connection to the names: < Less Than, > Greater Than, and = Equal To. More importantly, students need to begin to develop the understanding of what it means for one number to be greater than another. In Grade 1, it means that this number has more tens, or the same number of tens, but with more ones, making it greater. Additionally, the symbols are shortcuts for writing down this relationship. Finally, students need to begin to understand that both inequality symbols () can create true statements about any two numbers where one is greater/smaller than the other, (15 < 28 and 28 >15). Academic Vocabulary/Language Tens Ones Regroup Tier 2 Represent Explain Columbus City Schools

21 Learning Targets I can explain how ten "ones" can be grouped together and given a new name of "ten". I can explain how the teen numbers are formed by one "ten" and the correct number of "ones". I can explain how 10, 20, 30, 40, 50, 60, 70, 80, and 90 are made from a number of "tens" and no "ones". Examples Ten ones can be grouped together to make one ten - or is one ten and 3 ones. The ten numbers (10, 20, 30,...) are all made from bundles of tens. They have no additional ones. Ohio Department of Education Model Curriculum Instructional Strategies and Resources The beginning concepts of place value are developed in Grade 1 with the understanding of ones and tens. The major concept is that putting ten ones together makes a ten and that there is a way to write that down so the same number is always understood. Students move from counting by ones, to creating groups and ones, to tens and ones. It is essential at this grade for students to see and use multiple representations of making tens using baseten blocks, bundles of tens and ones, and ten-frames. Making the connections among the representations, the numerals and the words are very important. Students need to connect these different representations for the numbers 0 to K.NBT.1 (Prior Grade Standard) 2.NBT.1 (Future Grade Standard) Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Note: Drawings need not show details, but should show the mathematics in the problem this applies wherever drawings are mentioned in the Standards.) Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: a. 100 can be thought of as a bundle of ten tens called a hundred. b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). Columbus City Schools

22 Ohio s Learning Standards-Clear Learning Targets Math Grade 1 1.NBT.3 Understand place value. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Essential Understanding (Major Cluster) Common Misconceptions Often when students learn to use an aid (Pac Man, bird, alligator, etc.) for knowing which comparison sign (, = ) to use, the students don t associate the real meaning and name with the sign. The use of the learning aids must be accompanied by the connection to the names: < Less Than, > Greater Than, and = Equal To. More importantly, students need to begin to develop the understanding of what it means for one number to be greater than another. In Grade 1, it means that this number has more tens, or the same number of tens, but with more ones, making it greater. Additionally, the symbols are shortcuts for writing down this relationship. Finally, students need to begin to understand that both inequality symbols () can create true statements about any two numbers where one is greater/smaller than the other, (15 < 28 and 28 >15). Academic Vocabulary/Language Greater Than Less Than Equal To Tier 2 Compare Learning Targets I can compare two numbers from 10 to 99 and say how many "tens" and how many "ones" each number has. I can compare two numbers from 10 to 99 and write the proper number sentence to compare them. Columbus City Schools

23 23 has 2 tens and three ones while 32 has 3 tens and two ones. 23 < 32 because 23 has fewer tens than the number 32. Examples Ohio Department of Education Model Curriculum Instructional Strategies and Resources Students need to move through a progression of representations to learn a concept. They start with a concrete model, move to a pictorial or representational model, then an abstract model. For example, ask students to place a handful of small objects in one region and a handful in another region. Next have them draw a picture of the objects in each region. They can draw a likeness of the objects or use a symbol for the objects in their drawing. Now they count the physical objects or the objects in their drawings in each region and use numerals to represent the two counts. They also say and write the number word. Now students can compare the two numbers using an inequality symbol or an equal sign. K.NBT.1 (Prior Grade Standard) 2.NBT.4 (Future Grade Standard) Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Note: Drawings need not show details, but should show the mathematics in the problem this applies wherever drawings are mentioned in the Standards.) Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Columbus City Schools

25 Ohio Department of Education Model Curriculum Instructional Strategies and Resources Students should solve problems using concrete models and drawings to support and record their solutions. It is important for them to share the reasoning that supports their solution strategies with their classmates. K.NBT.1 (Prior Grade Standard) Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Note: Drawings need not show details, but should show the mathematics in the problem -- this applies wherever drawings are mentioned in the Standards.) 2.NBT.2 (Future Grade Standard) Add and subtract within 1000, 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. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Columbus City Schools

26 Ohio s Learning Standards-Clear Learning Targets Math Grade 1 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. Essential Understanding (Major Cluster) Use place value understanding and properties of operations to add and subtract. Common Misconceptions Students have difficulty with ten as a singular word that means 10 things. For many students, the understanding that a group of 10 things can be replaced by a single object and they both represent 10 is confusing. aces.hcpss.org/k.nbt.1 Academic Vocabulary/Language Ten More Less Explain Tier 2 Learning Target I can add or subtract 10 from any number from 10 to 99 in my head and explain how I did it using the properties of place value. Examples will be 68 because I take one bundle of ten from 78 (7-1) and that gives me Ohio Department of Education Model Curriculum Instructional Strategies and Resources Students will usually move to using base-ten concepts, properties of operations, and the relationship between addition and subtraction to invent mental and written strategies for addition and subtraction. Help students share, explore, and record their invented strategies. Recording the expressions and equations in the strategies horizontally encourages students to think about the numbers and the quantities they represent. Encourage students to try the mental and written strategies created by their classmates. Students eventually need to choose efficient strategies to use to find accurate solutions. Columbus City Schools

27 K.NBT.1 (Prior Grade Standard) Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Note: Drawings need not show details, but should show the mathematics in the problem -- this applies wherever drawings are mentioned in the Standards.) 2.NBT.8 (Future Grade Standard) Mentally add 10 or 100 to a given number , and mentally subtract 10 or 100 from a given number Columbus City Schools

28 Ohio s Learning Standards-Clear Learning Targets Math Grade 1 Subtract multiples of 10 in the range from multiples of 10 in the range NBT.6 (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. Essential Understanding (Major Cluster) Use place value understanding and properties of operations to add and subtract. Common Misconceptions Students have difficulty with ten as a singular word that means 10 things. For many students, the understanding that a group of 10 things can be replaced by a single object and they both represent 10 is confusing. aces.hcpss.org/k.nbt.1 Academic Vocabulary/Language Subtract Count Back Less Explain Relate Model Tier 2 Learning Target I can subtract multiples of 10 from multiples of 10 (all from 10-90), and explain the answer with a drawing, base ten blocks, or other ways = 30 because.... Examples Columbus City Schools

29 Ohio Department of Education Model Curriculum Instructional Strategies and Resources Have students connect a 0-99 chart or a chart to their invented strategy for finding 10 more and 10 less than a given number. Ask them to record their strategy and explain their reasoning. K.NBT.1 (Prior Grade Standard) Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Note: Drawings need not show details, but should show the mathematics in the problem -- this applies wherever drawings are mentioned in the Standards.) 2.NBT.7 (Future Grade Standard) Add and subtract within 1000, 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. Understand that in adding or subtracting threedigit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Columbus City Schools

30 Ohio s Learning Standards-Clear Learning Targets Math Grade 1 1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object. Essencial Understanding (Major Cluster) Measure lengths indirectly and by iterating length units. Common Misconceptions Some students may view the measurement process as a procedural counting task. They might count the markings on a ruler rather than the spaces between (the unit of measure). Students need numerous experiences measuring lengths with student-made tapes or rulers with numbers in the center of the spaces. Academic Vocabulary/Language Length Short Long Compare Length Shorter/shortest Longer/longest Tier 2 Measure Order Learning Target I can put three objects in order from longest to shortest using one of the objects to measure the other two. Examples Using Unifix cubes I can arrange three different stacks in order from shortest to longest. Columbus City Schools

31 Ohio Department of Education Model Curriculum Instructional Strategies and Resources The measure of an attribute is a count of how many units are needed to fill, cover or match the attribute of the object being measured. Students need to understand what a unit of measure is and how it is used to find a measurement. They need to predict the measurement, find the measurement and then discuss the estimates, errors and the measuring process. It is important for students to measure the same attribute of an object with differently sized units. K.MD.2 (Prior Grade Standard) 2.MD.4 (Future Grade Standard) 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. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Columbus City Schools

32 Ohio s Learning Standards-Clear Learning Targets Math Grade 1 Express the length of an object as a whole number of length units, by laying multiple 1.MD.2 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. Essential Understanding (Major Cluster) Measure lengths indirectly and by iterating length units. Common Misconceptions Some students may view the measurement process as a procedural counting task. They might count the markings on a ruler rather than the spaces between (the unit of measure). Students need numerous experiences measuring lengths with student-made tapes or rulers with numbers in the center of the spaces. Academic Vocabulary/Language Unit Measure Tier 2 Measure Learning Target I can measure the length of an object by using a smaller object multiple times to describe the length. Examples I can measure the length of my pencil by using a single Unifix cube and finding how many laid end to end would be the same as my pencil. Ohio Department of Education Model Curriculum Instructional Strategies and Resources Measurement units share the attribute being measured. Students need to use as many copies of the length unit as necessary to match the length being measured. For instance, use large footprints with the same size as length units. Place the footprints end to end, without gaps or overlaps, to measure the length of a room to the nearest whole footprint. Use language that reflects the approximate nature of measurement, such as the length of the room is about 19 footprints. Students need to also measure the lengths of curves and other distances that are not straight lines. Columbus City Schools

33 K.MD.2 (Prior Grade Standard) 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. 2.MD.4 (Future Grade Standard) Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Columbus City Schools

34 Ohio s Learning Standards-Clear Learning Targets Math Grade 1 1.MD.3 Tell and Write Time Tell and write time in hours and half hours using analog and digital clocks. Essential Understanding (Additional Cluster) Common Misconceptions Students have a difficult time telling the differences between the two hands and how they work. When the hour hand is not directly pointing to a number the students struggle to identify the time. Academic Vocabulary/Language Hour Hour Hand Minute Minute Hand Analog Clock Digital Clock O clock Half Hour Tell Write Tier 2 Learning Target I can tell time to the nearest hour or half hour on any clock. The time is 3:30. Examples Columbus City Schools

35 Ohio Department of Education Model Curriculum Instructional Strategies and Resources Students need to experience a progression of activities for learning how to tell time. Begin by using a one-handed clock to tell times in hour and half-hour intervals, then discuss what is happening to the unseen big hand. Next use two real clocks, one with the minute hand removed, and compare the hands on the clocks. Students can predict the position of the missing big hand to the nearest hour or half-hour and check their prediction using the two-handed clock. They can also predict the display on a digital clock given a time on a one- or two-handed analog clock and vice-versa. K.MD.1 (Prior Grade Standard) 2.MD.7 (Future Grade Standard) Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Columbus City Schools

36 Ohio s Learning Standards-Clear Learning Targets Math Grade 1 Organize, represent, and interpret data with up to three categories; ask and answer 1.MD.4 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. Essential Understanding (Supporting Cluster) Represent and interpret data. Common Misconceptions The attributes for the same kind of object can vary. This will cause equal values in an object graph to appear unequal. For example, when making bars for an object graph using shoes for boys and girls, five adjacent boy shoes would likely appear longer than five adjacent girl shoes. To standardize the objects, place the objects on the same-sized construction paper, then make the object graph. ispaces.hcpss.org/assessing+1.md. 4 Academic Vocabulary/Language Tally Chart Survey Data Graph Picture Picture Graph Bar Graph Tier 2 Organize Represent Answer Learning Targets I can collect data and organize it in a list or a chart. (graph is optional). I can answer questions about the data such as how many in each group, which group has more, and which group has less. Examples I can organize data into a neat display of categories. I can count the data points in each category and determine which categories have more or less. Columbus City Schools

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