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Common Core: Math
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 Topic F provides students the opportunity to focus on solving various problem types and learn from their peers’ strategies. Lessons 25 and 26 focus on the most challenging Grade 1 problem types:...

 Through Topic E, students learn about the four most predominant U.S. coins in circulation, the penny, the nickel, the dime, and the quarter. Students identify and use the coins based on their image,...

 During Topic D, students discuss and compare the various place value strategies they use when adding to 100 (1.NBT.4). Students have the opportunity to explain their thinking and better understand...

 During Topic C, students apply all of their place value and Level 3 strategy knowledge to add pairs of twodigit numbers to sums within 100. To this point, students have only added pairs of twodigit...

 Topic B extends students’ use of counting sequences and understanding of tens and ones to numbers up to and including 120. In Lesson 3, students apply their understanding of tens and ones to two...

 Topic A of Module 6 opens with students exploring one of the most challenging problem types for their grade level, comparison word problems (1.OA.1). Students were informally introduced to the...

 Topic D builds on students’ knowledge of parts of circles to tell time. In Lesson 10, students count and color the parts on a partitioned circle, forming the base of a paper clock. Relating this 12...

 During Topic C, students build on their concrete work with composite shapes and begin naming equal parts of wholes, specifically halves and fourths (or quarters). Students more closely analyze the...

 In Topic B, students combine shapes to form composite shapes, which in turn get larger as they add yet more shapes. As students work toward the objectives within the topic, they informally explore...

 In Module 5 students build on their exploration and knowledge of shapes from kindergarten. In Topic A, students identify the defining attributes of individual shapes. In Lesson 1, students use straws...

 In Topic F, students begin adding like units within pairs of twodigit numbers. Lesson 23 focuses on taking interpretations of twodigit numbers a step further, having students interpret numbers such...

 As students begin working with larger numbers in word problems, representing each item and drawing it individually can become cumbersome. In previous work with problem types, the two parts have been...

 Topic D begins with students applying the Module 2 strategies of counting on and making ten to larger numbers, this time making a ten that is built on a structure of other tens. In Lesson 13,...

 In Topic C, students pick up from their previous work with 10 more and 10 less to extend the concept to adding and subtracting multiples of 10. In Lesson 11, students represent the addition of ten...

 Topic B begins with Lesson 7, where students identify the greater or lesser of two given numbers. They first work with concrete materials whereby they build each quantity (1.NBT.2) and find the...

 Module 4 builds on students’ work with teen numbers to now work within 40. Working within 40 helps students focus on the units, tens and ones, which can be easily modeled pictorially and concretely...

 Topic D closes the module as students organize, represent, and interpret personally relevant data in Lesson 10 (1.MD.4). As students work as a class to collect, sort, and organize data into a graph,...

 Topic C gives students a chance to explore the usefulness of measuring with similar units. The topic opens with Lesson 7, where students measure the same objects from Topic B using two different non...

 Topic B adds a new level of precision to measurement by introducing the idea of a length unit. In Lesson 4, centimeter cubes are laid alongside the length of objects as students learn that the total...

 The module opens in Topic A by extending students’ kindergarten experiences with direct length measurement to indirect measurement whereby the length of one object is used to compare that of two...

 Topic D closes the module with students renaming ten as a unit: a ten (1.NBT.2a). This is the very first time students are introduced to this language of ten as a unit, so this is exciting! The unit...

 Topic C provides students with practice solving add to with change unknown, take from with change unknown, put together with addend unknown, and take apart with addend unknown word problems (1.OA.1...

 Topic B focuses on the take from ten Level 3 strategy (1.OA.6). Students begin with word problems calling on them to subtract 9 from 10 in Lessons 12 and 13, first with concrete objects, then with...

 Topic A begins with students solving word problems with three addends (1.OA.2) as a way for them to begin to explore the make ten Level 3 strategy in a meaningful context. With problems that always...