This document outlines the 1st grade math curriculum map for the Isaac School District. In quarter 1, students will learn about number sense including representing and comparing whole numbers up to 100. They will also learn addition and subtraction strategies and how to represent word problems using various methods. In quarter 2, students will study patterns, learning about different types of patterns that occur in real life and how patterns can be used to solve problems.

1. 1st Grade Math Curriculum Map
Isaac School District No.5
Quarter 1
Unit Name and Description: Number Sense
Cluster 1
Big Ideas/Enduring Understandings Essential Question(s)
Whole numbers can be represented in a variety of ways. How might whole numbers be represented in a number of ways?
Numbers represent different quantities or values. How does one quantity compare with another?
AZ Essential Learning Key Summative
Standard Knowledge Skills Vocabulary Assessment
S1C1PO1 Whole numbers 1-100 Model and express whole numbers using tens and ones Whole numbers
and multiple representations. Count
Compare
S1C1PO2 Whole numbers 1-100 Count forward to a 100 and backward from 100 by 1s and 10s Order
using different starting points, and count forward to a 100 by Identify
2s and 5s Represent
Explain
S1C1PO4 Whole numbers 1-100 Compare and order whole numbers through 100 by applying
Ordinal numbers
the concepts of place value.
Order
S1C1PO5 Ordinal numbers 1st through 10th [Identify] and compare ordinal numbers, first through tenth Identify
Represent
S5C2PO4 Words; numbers; pictures; objects; Represent problem situations using any combination of words, Forward
or symbols for problem situations numbers, pictures, physical objects, or symbols. Backwards
S5C2PO5 Mathematical thinking Explain and clarify mathematical thinking.
*= New POs added to cluster previously introduced Bold = Priority PO 1
Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor 8/06/2010
Underlining = Cognitive rigor Isaac School District No. 5

2. 1st Grade Math Curriculum Map
Isaac School District No.5
Quarter 1
Unit Name and Description: Addition and Subtraction
Cluster 2
Big Ideas/Enduring Understandings Essential Question(s)
Math problems can be represented through words, numbers, pictures, objects, What strategies can I use to solve addition and subtraction math problems?
or symbols.
What is the relationship between addition and subtraction?
A variety of strategies can be used to solve real world addition and
subtraction problems.
How might I represent a real world addition and subtraction math problems?
AZ Essential Learning Key Summative
Standard Knowledge Skills Vocabulary Assessment
S1C2PO3 Strategies for addition facts Develop and use multiple strategies for addition facts to Demonstrate
10+10 and related subtraction 10+10 and their related subtraction facts Addition
facts Subtraction
Solve
S1C2PO2 Addition and Subtraction of Demonstrate Addition and subtraction of numbers that total
Multiple
numbers to 100; Various less than 100 by using various representations that connect to
Representations
Representations; Place Value place value concepts
Create
Concepts
Sum
S1C2PO1 Contextual Problems; Multiple Solve contextual problems using multiple representations for Difference
Representations; Addition and addition and subtraction facts Explain
Subtraction Facts Select
S1C2PO4 Addition and Subtraction Word Create Addition and Subtraction word problems Compare
Problems Models
*= New POs added to cluster previously introduced Bold = Priority PO 2
Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor 8/06/2010
Underlining = Cognitive rigor Isaac School District No. 5

3. 1st Grade Math Curriculum Map
Isaac School District No.5
S1C2PO5 Addition and Subtraction Apply properties to solve addition/subtraction problems Multiple
Properties (Identity and Symbols
 Identity properties of addition/subtraction
Commutative Properties) Solutions
 Commutative property of addition Word Problems
S5C2PO5 Mathematical Thinking Explain and clarify mathematical thinking
S5C2PO3 Problem solving strategies for Select and [utilize] a variety of problem solving strategies and
solutions one or more strategies to arrive at a solution
S3C3PO2 Expression in words and symbols = Compare expressions in words and symbols (=, ≠)
and ≠
S5C2PO4* Words; numbers; pictures; objects; Represent problem situations using any combination of words,
or symbols for problem situations numbers, pictures, physical objects, or symbols.
*= New POs added to cluster previously introduced Bold = Priority PO 3
Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor 8/06/2010
Underlining = Cognitive rigor Isaac School District No. 5

4. 1st Grade Math Curriculum Map
Isaac School District No.5
Quarter 2
Unit Name and Description: Patterns
Cluster 4
Big Ideas/Enduring Understandings Essential Question(s)
A variety of patterns occur in the real world. What are patterns?
Patterns can be a tool to help students solve problems. Why are patterns important in math?
Where could you find patterns in the real world?
How might you use patterns to solve problems?
AZ Essential Learning Key Summative
Standard Knowledge Skills Vocabulary Assessment
S3C1PO2 Growing patterns Recognize, describe, extend, create and record growing Patterns
patterns Growing
Repeat
S3C1PO1 Repeating patterns Recognize, describe, extend, create and record and repeating Count
patterns Sequence
Extend
S1C1PO2* Whole numbers 1 to 100 Count forward to a 100 and backward from 100 by 1s and 10s
Describe
using different starting points, and count forward to a 100 by
Create
2s and 5s
S4C4PO3 Days of the week and months of Sequence days of the week and months of the year Record
the year Recognize
Select
S5C2PO3* Problem solving strategies for Select and [utilize] a variety of problem solving strategies and Objects
solutions one or more strategies to arrive at a solution
*= New POs added to cluster previously introduced Bold = Priority PO 4
Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor 8/06/2010
Underlining = Cognitive rigor Isaac School District No. 5

5. 1st Grade Math Curriculum Map
Isaac School District No.5
S5C2PO4* Words; numbers; pictures; objects; Represent problem situations using any combination of words,
or symbols for problem situations numbers, pictures, physical objects, or symbols.
*= New POs added to cluster previously introduced Bold = Priority PO 5
Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor 8/06/2010
Underlining = Cognitive rigor Isaac School District No. 5

6. 1st Grade Math Curriculum Map
Isaac School District No.5
Quarter 2
Unit Name and Description: Graphing
Cluster 5
Big Ideas/Enduring Understandings Essential Question(s)
Information can be collected, organized, and visually represented. What is a graph?
A graph or chart can be used as a tool to analyze information. What is the best way to display gathered information?
How do you interpret information from a graph or chart?
AZ Essential Learning Key Summative
Standard Knowledge Skills Vocabulary Assessment
S2C1PO2 Simple displays of data; Tally [Analyze] and [solve] simple displays of data, including Graph
charts; Pictographs tally charts or pictographs Pictographs
Charts
S5C2PO2 Given information; Solution [Analyze] given information that can be used to find a Tally charts
solution. Analyze
Explain
S5C2PO1 Solutions for questions asked and Identify question(s) asked and any other questions that need to Identify
answered be answered in order to find a solution Represent
Information
S5C2PO5* Mathematical thinking Explain and clarify mathematical thinking. Data
Collect
S5C2PO4* Words; numbers; pictures; objects; Represent problem situations using any combination of words, Record
or symbols for problem situations numbers, pictures, physical objects, or symbols. Organize
Display
Sequence
S2C1PO1 Data in a tally chart or pictograph Collect, record, organize, and display data using tally charts or Day
pictographs Week
S4C4PO3* Days of the week and months of the Sequence days of the week and months of the year Month
year Venn Diagram
*= New POs added to cluster previously introduced Bold = Priority PO 6
Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor 8/06/2010
Underlining = Cognitive rigor Isaac School District No. 5

7. 1st Grade Math Curriculum Map
Isaac School District No.5
S2C3PO1 Venn Diagrams; Objects Use Venn diagrams to sort, classify, and count objects and
justify the sorting rule
*= New POs added to cluster previously introduced Bold = Priority PO 7
Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor 8/06/2010
Underlining = Cognitive rigor Isaac School District No. 5

8. 1st Grade Math Curriculum Map
Isaac School District No.5
Quarter 2
Unit Name and Description: Measurement
Cluster 6
Big Ideas/Enduring Understandings Essential Question(s)
Objects have different lengths, weights, and capacities. What is measurement?
An object’s length can be quantified. Why is measurement important?
What does it mean to measure?
AZ Essential Learning Key Summative
Standard Knowledge Skills Vocabulary Assessment
S4C4PO1 Length; Capacity; Weight of Compare and order objects according to length, capacity, Compare
objects and weight Order
Measure
S4C4PO2 Length of objects; Benchmark of Measuring and compare the length of objects using the Length
one inch benchmarks of one inch Capacity
Weight
S5C2PO5* Mathematical Thinking Explain and clarify mathematical thinking
Inches
Explain
S5C2PO6 Reasonable Solutions Determining reasonable solutions
Clarify
S5C2PO4* Words; numbers; pictures; objects; Represent problem situations using any combination of words, Determine
or symbols for problem situations numbers, pictures, physical objects, or symbols
*= New POs added to cluster previously introduced Bold = Priority PO 8
Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor 8/06/2010
Underlining = Cognitive rigor Isaac School District No. 5

9. 1st Grade Math Curriculum Map
Isaac School District No.5
Quarter 2
Unit Name and Description: Geometry
Cluster 7
Big Ideas/Enduring Understandings Essential Question(s)
Two-dimensional geometric figures (regular and irregular) can be identified Where can you find 2-dimensional figures (regular and irregular) in the real
in the physical environment. world?
Two-dimensional figures (regular and irregular) can be sorted and classified What are the different ways objects can be sorted?
by different attributes.
How are composing and decomposing related?
Two-dimensional figures (regular and irregular) can be changed by
composing and decomposing.
AZ Essential Learning Key Summative
Standard Knowledge Skills Vocabulary Assessment
S4C1PO2 2-dimensional figures (irregular) Compare and sort basic 2-dimensional figures (including Geometry
irregular figures) using attributes and explain the Attributes
reasoning for the sorting Figures/shape
2-dimensional
S4C1PO1 2-dimensional geometric figures; Identify and draw 2-dimensional geometric figures based on Identify
Given attributes; Size; Orientation given attributes regardless of size or orientation Sort
S4C1PO3 2-dimensional figures [Model] and [explain] the results of composing and Classify
decomposing 2-dimensional figures Objects
Compare
S2C3PO1 Venn diagrams Use Venn diagrams to sort, classify, and count objects and Venn diagrams
justify the sorting rule Sorting rule
Solutions
*= New POs added to cluster previously introduced Bold = Priority PO 9
Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor 8/06/2010
Underlining = Cognitive rigor Isaac School District No. 5

10. 1st Grade Math Curriculum Map
Isaac School District No.5
S5C2PO2* Given information; Solution [Analyze] given information that can be used to find a Analyze
solution Explain
Clarify
S5C2PO5* Mathematical Thinking Explain and clarify mathematical thinking Justify
*= New POs added to cluster previously introduced Bold = Priority PO 10
Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor 8/06/2010
Underlining = Cognitive rigor Isaac School District No. 5

11. 1st Grade Math Curriculum Map
Isaac School District No.5
Quarter 3
Unit Name and Description: Place Value
Cluster 8
Big Ideas/Enduring Understandings Essential Question(s)
Place value helps you determine a number’s value. How does a number’s place value affect its value?
Whole numbers can be represented in a variety of ways. How can I use place value to solve addition and subtraction problems?
Estimation can be a tool to solve real world problems. How can estimation be used to solve real world problems?
When is it an appropriate time to use estimation?
AZ Essential Learning Key Summative
Standard Knowledge Skills Vocabulary Assessment
S1C1PO4* Whole numbers 1-100 Compare and order whole numbers through 100 by Whole numbers
applying the concepts of place value Compare
Order
S1C1PO1* Whole numbers 1-100 Model and express whole numbers using tens and ones and Place value
multiple representations Tens
Ones
S1C1PO2* Whole numbers 1-100 Count forward to a 100 and backward from 100 by 1s and 10s Numeral
using different starting points, and count forward to a 100 by Model
2s and 5s Express
Identify
S1C1PO3 Numbers that are 10 more or 10 Identify numbers that are ten more and ten less than a given Equivalent
less than a given number to 90 number to 90 Construct
Demonstrate
S3C3PO1 Equivalent forms; Whole numbers [Construct] equivalent forms of whole numbers to 100 by Estimation
to a 100; Models constructing models and using numbers More than
Less than
S1C2PO2* Addition and Subtraction of Demonstrate Addition and subtraction of numbers that total
numbers to 100; Various less than 100 by using various representations that connect to
Representations; Place Value place value concepts
*= New POs added to cluster previously introduced Bold = Priority PO 11
Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor 8/06/2010
Underlining = Cognitive rigor Isaac School District No. 5

12. 1st Grade Math Curriculum Map
Isaac School District No.5
Concepts
S5C2PO4* Words; numbers; pictures; objects; Represent problem situations using any combination of words,
or symbols for problem situations numbers, pictures, physical objects, or symbols
S1C3PO1 Estimation of sums more/less than Use estimation to determine if sums are more or less than
5, 10, or 20 5, more or less than 10, more or less 20
*= New POs added to cluster previously introduced Bold = Priority PO 12
Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor 8/06/2010
Underlining = Cognitive rigor Isaac School District No. 5

13. 1st Grade Math Curriculum Map
Isaac School District No.5
Quarter 3
Unit Name and Description: Addition and Subtraction Related Strategies
Cluster 9
Big Ideas/Enduring Understandings Essential Question(s)
Numbers are tools that are necessary for solving real world problems. Why is it important to be able to explain your mathematical thinking?
Understanding place value helps us solve addition and subtraction problems. What strategies can I use to solve math problems?
A variety of strategies can be used to solve math problems. What is the relationship between addition and subtraction?
How might I use place value to solve an addition or subtraction problem?
AZ Essential Learning Key Summative
Standard Knowledge Skills Vocabulary Assessment
S1C2PO1* Contextual Problems; Multiple Solve contextual problems using multiple representations Demonstrate
Representations; Addition and for addition and subtraction facts Addition
Subtraction Facts Subtraction
S1C2PO2* Addition and Subtraction of Demonstrate Addition and subtraction of numbers that total Solve
numbers to 100; Various less than 100 by using various representations that connect to Word Problems
Representations; Place Value place value concepts Equation
Concepts Facts
S3C3PO3 Word problems; Addition and [Compose] and [solve] word problems requiring addition or Identify
Subtraction Fact; Equation subtraction facts using an equation Solution
Analyze
S5C2PO1* Solutions for questions asked and Identify question(s) asked and any other questions that need to Information
answered be answered in order to find a solution Select
Problem Solving
S5C2PO2* Given information; Solution [Analyze] given information that can be used to find a Strategies
solution. Represent
Multiple
*= New POs added to cluster previously introduced Bold = Priority PO 13
Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor 8/06/2010
Underlining = Cognitive rigor Isaac School District No. 5

14. 1st Grade Math Curriculum Map
Isaac School District No.5
S5C2PO3* Problem solving strategies for Select and [utilize] a variety of problem solving strategies and Representations
solutions one or more strategies to arrive at a solution Explain
Clarify
S5C2PO4* Words; numbers; pictures; objects; Represent problem situations using any combination of words,
or symbols for problem situations numbers, pictures, physical objects, or symbols.
S5C2PO5* Mathematical Thinking Explain and clarify mathematical thinking
*= New POs added to cluster previously introduced Bold = Priority PO 14
Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor 8/06/2010
Underlining = Cognitive rigor Isaac School District No. 5

15. 1st Grade Math Curriculum Map
Isaac School District No.5
Quarter 4
Unit Name and Description: Place Value
Cluster 10
Big Ideas/Enduring Understandings Essential Question(s)
The value of a digit is determined by its place in a number. What are some patterns in our numerical system?
There are patterns in our number system. Why is it important to know that numbers have value?
Numbers can be represented in a variety of ways. Why do we need to know the value of each digit?
How might you represent a specific number?
AZ Essential Learning Key Summative
Standard Knowledge Skills Vocabulary Assessment
M2S1C1PO4 Whole numbers to 1000; Place Compare and order whole numbers through 1000 by place value
Value applying the concept of place value whole numbers
hundreds
M2S1C1PO1 Whole Numbers to 1000 in Express whole numbers 0-1000 in groups of hundreds, tens
hundreds, tens, and ones; Multiple and ones using and connecting multiple representations tens
Representations ones
M2S1C1PO2 Numbers to 1000 Count forward to 1000 and backward from 1000 by 1’s, 10’s, more or less
and 100’s using different starting points number
odd and even
M2S1C1PO3 Numbers to 900 Identify numbers which are 100 more or less than a given justify
number to 900 expanded form
expanded notation
M2S1C1P06 Odd and even numbers to 1000 Sort whole numbers through 1000 into odd and even and standard form
justify the sort word form
M2S3C3P01 Equivalent forms; Whole numbers Record equivalent forms of whole numbers to 1000 by number form
to 1000; Models constructing models and using numbers
short word form
*= New POs added to cluster previously introduced Bold = Priority PO 15
Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor 8/06/2010
Underlining = Cognitive rigor Isaac School District No. 5