Grade 1 2024-2025 Scope and Sequence

Two Weeks •  August 26 - September 6 

This module focuses on who our students are as learners and mathematicians. 

• Learn about students' math identities to begin to foster productive dispositions towards mathematics.
• Engage students in mathematical tasks and make observations of students.
• Build a math community.

Link to Module 1 Materials 

Two Weeks • September 9 - September 20

In this module, students will 

• Relate counting to addition, represent addition 1.OA.C.5 
• Relate counting to subtraction, represent subtraction 1.OA.C.5
• Count on from either addend 1.OA.C.5
• Subtract by counting back or counting on 1.OA.C.5
• Use strategies to learn basic facts that count on and count back (+1/+2 and -1/-2) 1.OA.C.6

Notes About the Module:

• Recommended timing guidelines-- The majority of the module should be spent working with 1OA5 and then two lessons (see standard page) for +1/+2 and -1/-2 basic facts should be taught at the end of the module after instruction on 1.OA.5.
• Measurement Topic(s) in this Module-- Addition, Subtraction
• Other notes-- Standards taught in this module will be continued in the next module through problem solving.

Two Weeks • September 23 - October 4

In this module, students will 

• Represent result unknown problems using +/- and connect to equations 1.OA.A.1
• Use strategies to learn basic facts that add/subtract 0 (+0/-0) 1.OA.C.6

Notes About the Module:

• Recommended timing guidelines-- The majority of the module should be spent working with 1OA1. Explicit instruction on +/-0 basic facts (1OA6) should occur at some point during this module. One lesson is provided on the standard page.
• Measurement Topic(s) in this Module-- Addition, Subtraction, Solving Word Problems
• Other notes-- This module involves representing addition and subtraction situations with result unknown problem types. 

Two Weeks • October 7 - October 17 

In this module, students will

• Represent the commutative property 1.OA.B.3 
• Represent subtraction as an unknown addend 1.OA.B.4
• Understand the meaning of the equal sign with one operation on either side of an equation 1.OA.D.7
• Understand the meaning of the equal sign with two like operations on each side of the equation 1.OA.D.7
• Practice basic facts for previously taught fact sets 1.OA.C.6

Notes About the Module:

• Recommended timing guidelines-- Begin the module with the commutative property (1OA3) for about 3 days. Then, work with subtraction as an unknown added (1OA4) for about 3 days.  Finally, spend about 3 days on the meaning of the equal sign (1OA7) as specified above-- making connections to 1OA3 and 1OA4 as appropriate. Consider one day for instructional review and purposeful practice of previously taught basic facts strategies (+/- 0, 1, 2).
• Measurement Topic(s) in this Module-- Addition, Subtraction, Number Concepts and Relationships
• Other notes-- Be aware that the concepts taught in this module will be revisited in future modules.  With properties (1OA3), concentrate on the commutative property in this module.  With the meaning of the equal sign (1OA7), work with one operation on either side of the equation and two like operations on each side during this module.

Three Weeks • October 21 - November 8

In this module, students will

• Bundle ten ones as a ten and represent numbers to 19 1.NBT.B.2
• Compare numbers to 19 1.NBT.B.3 
• Read, write, and count numbers to 120 1.NBT.1
• Bundle ten ones to represent numbers to 99 1.NBT.B.2
• Compare numbers to 99 1.NBT.B.3
• Practice basic facts for previously taught fact sets (+0, +1, +2, -0, -1, -2) 1.OA.C.6

Notes About the Module:

• Recommended timing guidelines-- Begin the module with a review of building and comparing numbers to 19 (1.NBT.2&3) as needed. Next, work with reading, writing and counting up to 120 (1NBT1). Finally, represent and compare numbers to 99 (1.NBT.2&3).
• Measurement Topic(s) in this Module-- Addition, Subtraction, Number Concepts and Relationships
• Basic Facts Considerations-- Continue to provide opportunities for students to practice previously taught basic facts strategies (+/- 0, 1, 2)
• Other notes-- Representing and comparing numbers can be extended to numbers up to 120 if appropriate for your students.

Four Weeks • November 11 - December 13

In this module, students will

• Bundle ten ones to represent numbers to 99 and decompose them in a variety of ways  1.NBT.B.2
• Represent and solve result unknown and change unknown word problems using equations 1.OA.A.1 
• Use strategies to learn basic facts that make ten (e.g. 6+4, 7+3) and subtract from ten (e.g. 10-6, 10-3) 1.OA.C.6

Notes About the Module:

• Recommended timing guidelines-- Weeks 1 and 2: Revisit place value standards (1.NBT.1 and 1.NBT.B.3) and include instruction on decomposing in more than one way. This is beyond the standard, but very important work. The concept of "more than one way" is for exposure in 1st grade, not mastery. Week 3: Explicit instruction should occur for basic facts (1OA6) on the specific strategies noted above. Four lessons are provided on the standard page to support this. Week 4: Work with change unknown problem solving (1OA1).
• Basic Facts Considerations-- Continue to provide opportunities for students to practice previously taught basic facts strategies (+/- 0, 1, 2)
• Measurement Topic(s) in this Module-- Addition, Subtraction, Number Concepts and Relationships, Solve Word Problems
• Other notes-- Introduction of "change unknown" problem types occurs in this module.  Remember that problem solving continues throughout the year.  Mastery of "change unknown" is not expected at the end of this module.
• Other notes-- Representing and comparing numbers to 120 is technically beyond the standard, but can be done if appropriate for the student.

Three Weeks • December 16 - January 17

In this module, students will

• Represent and solve result unknown, change unknown, and comparison word problems using equations 1.OA.A.1 
• Represent subtraction as an unknown addend, connect to problem types 1.OA.B.4 
• Understand the meaning of the equal sign, two different operations on either side of an equation 1.OA.D.7
• Practice basic facts for previously taught fact sets (make ten, subtract from ten, +/- 0, 1, 2) 1.OA.C.6

Notes About the Module:

• Recommended timing guidelines-- Week 1 and into week 2: Introduce "comparison" problem types (1OA1).  Remember that problem solving continues throughout the year.  Mastery of "comparison problems" is not expected at the end of this module. Practice with result unknown and change unknown problems should continue in this module.  Week 2 and 3: Students should work with subtraction as an unknown addend (1OA4) and the meaning of the equal sign with two different operations on either side of an equation (1OA7).
• Measurement Topic(s) in this Module-- Addition, Subtraction, Number Concepts and Relationships, Solves Word Problems
• Basic Facts Considerations-- Continue to provide opportunities for students to practice previously taught basic facts strategies (make ten/subtract from 10, +/- 0, 1, 2)

Two Weeks • January 21 - January 31

In this module, students will

• Identify attributes of polygons 1.G.A.1
• Identify three-dimensional shapes 1.G.A.1
• Compose two-dimensional and three-dimensional shapes 1.G.A.2
• Partition circles and squares 1.G.A.3
• Practice basic facts for previously taught fact sets (make ten, subtract from ten, +/- 0, 1, 2) 1.OA.C.6

Notes About the Module:

• Recommended timing guidelines-- Begin: Identify (1G1) and compose two-dimensional shapes (1G2).  Next: Partition circles, squares and rectangles (1G3) . Finally: Identify (1G1) and compose three-dimensional shapes (1G2). 
• Measurement Topic(s) in this Module-- Addition, Subtraction, Shapes and Their Attributes
• Basic Facts Considerations-- Continue to provide opportunities for students to practice previously taught basic facts strategies (make ten/subtract from 10, +/- 0, 1, 2)

Two Weeks • February 3 - February 14

In this module, students will

• Represent and solve result unknown, change unknown, and comparison word problems using equations 1.OA.A.1 
• Use strategies to learn basic facts that double (e.g. 4 + 4, 3 + 3) 1.OA.C.6
• Use strategies to learn basic facts that halve (e.g. 8 - 4, 6 - 3) 1.OA.C.6

Notes About the Module:

• Recommended timing guidelines-- The majority of the module should be spent working with 1OA1-- continuing work with result unknown, change unknown and comparison problem types. Explicit instruction for doubles/halves basic facts should occur at some point during this module. One long lesson containing both doubles and halves is provided on the standard page.
• Measurement Topic(s) in this Module-- Addition, Subtraction, Solves Word Problems

Three Weeks • February 18 - March 7

In this module, students will

• Determine the unknown in addition and subtraction equations 1.OA.D.8
• Represent the associative property 1.OA.B.3
• Solve word problems with 3 addends 1.OA.A.2 
• Practice basic facts for previously taught fact sets (doubles/halves, make ten/subtract from ten, +/- 0, 1, 2) 1.OA.C.6

Notes About the Module:

• Recommended timing guidelines-- Week 1: Determine the unknown in addition and subtraction equations (1OA8), Week 2: Represent the associative property (1OA3) and then in Week 3 connect the associative property when solving problems with three addends (1OA2).
• Measurement Topic(s) in this Module-- Addition, Subtraction
• Basic Facts Considerations-- Continue to provide opportunities for students to practice previously taught basic facts strategies (doubles/halves, make ten/subtract from 10, +/- 0, 1, 2)
• Other notes-- Be aware as your students work with 1OA8 and 1OA2, they are also engaged with problem solving (1OA1) involving different structures.

Two Weeks • March 10 - March 21 

In this module, students will

• Mentally find 10 more than a two-digit number 1.NBT.C.5
• Mentally find 10 less than a two-digit number 1.NBT.C.5
• Subtract multiples of 10 from multiples of 10 1.NBT.C.6 

Notes About the Module:

• Recommended timing guidelines-- Week 1: ten more/ten less (1NBT5), Week 2: subtract multiples of ten (1NBT6).
• Measurement Topic(s) in this Module-- Addition, Subtraction
• Basic Facts Considerations-- Continue to provide opportunities for students to practice previously taught basic facts strategies (doubles/halves, make ten/subtract from 10, +/- 0, 1, 2)
• Other notes-- If appropriate for the student, 1NBT5 can be extended for students to find multiples of ten more/less than a given two-digit number (i.e. 30 more than 24 or 20 less than 76). 
• Other notes-- If appropriate for the student, 1NBT6 can be extended for students to find multiples of 10 off a number other than a multiple of 10 (i.e. 30 less than 45 or 10 less than 64).

Four Weeks • March 24 - April 25 

In this module, students will

• Represent addition of two-digit plus one-digit addends connected to base ten blocks, 100 charts and number line models 1.NBT.C.4
• Represent addition of two-digit plus a multiple of 10 connected to base ten blocks, 100 charts and number line models 1.NBT.C.4
• Represent addition of two, two-digit numbers connected to base ten blocks, 100 charts and number line models 1.NBT.C.4
• Practice basic facts for previously taught fact sets (doubles/halves, make ten/subtract from ten, +/- 0, 1, 2) 1.OA.C.6

Notes About the Module:

• Recommended timing guidelines-- Week 1: two-digit plus a one-digit, Week 2: two-digit plus a multiple of ten, Weeks 3 and 4: two-digit plus a two-digit.
• Measurement Topic(s) in this Module-- Addition, Subtraction
• Basic Facts Considerations-- Continue to provide opportunities for students to practice previously taught basic facts strategies (doubles/halves, make ten/subtract from 10, +/- 0, 1, 2)
• Other notes-- The standard is clear about the use of models to support understanding.  Students are not expected to mentally add multi-digit numbers. Some students may show readiness to mentally compute and that can be celebrated but models should be available for all students.

Two Weeks • April 28 - May 9

In this module, students will 

• Solve word problems of all problem types previously taught and introduce start unknown problems 1.OA.A.1
• Use strategies to learn basic facts that add 10 (e.g. 4+10, 10+5) and subtract 10 (e.g. 17-10, 13-10) 1.OA.C.6

Notes About the Module:

• Recommended timing guidelines-- Week 1: Introduce start unknown problem types (1OA1).  Week 2: Continue problem solving with all problem types (1OA1). Explicit instruction should occur for add 10/subtract 10 basic facts (1OA6). Two lessons are provided on the standard page to support this instruction.
• Measurement Topic(s) in this Module-- Addition, Subtraction, Solve Word Problems
• Other notes-- Introduction of "start unknown" problem types occurs in this module. Students should also continue to solve problem types previously learned (result unknown, change unknown, and comparison). Be aware that mastery of start unknown problems as well as some comparison types is not expected until the end of 2nd grade.
• Other notes-- If appropriate for the student, solving problems (1OA1) can be extended to include addition and subtraction of larger numbers (1NBT4, 5, and 6). The standard 1OA1 is problem solving within 20.

Two Weeks • May 12 - May 23

In this module, students will

• Order and compare objects 1.MD.A.1
• Understand length 1.MD.A.2
• Organize and interpret data 1.MD.C.4
• Practice basic facts for previously taught fact sets (add/subtract 10, doubles/halves, make ten/subtract from ten, +/- 0, 1, 2) 1.OA.C.6

Notes About the Module:

• Recommended timing guidelines-- Week 1: students order and compare objects (1MD1) as well as measure objects with nonstandard units (1MD2), Week 2: students organize and interpret data (1MD4).
• Measurement Topic(s) in this Module-- Addition, Subtraction, Measurement and Data Concepts
• Basic Facts Considerations-- Continue to provide opportunities for students to practice previously taught basic facts strategies (add/subtract 10, doubles/halves, make ten/subtract from 10, +/- 0, 1, 2)

Two Weeks • May 27 - June 6

In this module, students will

• Tell and write time in hours and half hours 1.MD.B.3 
• Practice basic facts for previously taught fact sets (add/subtract 10, doubles/halves, make ten/subtract from ten, +/- 0, 1, 2) 1.OA.C.6

Notes About the Module:

• Recommended timing guidelines-- The majority of the module should be spent working with telling time (1MD3).  However, a few days should be reserved for instructional review and purposeful practice of previously taught basic facts strategies (add/subtract 10, doubles/halves, make ten/subtract from 10, +/- 0, 1, 2).
• Measurement Topic(s) in this Module-- Addition, Subtraction, Measurement and Data Concepts
• Other notes-- Extend telling time to quarter hours and five minutes if appropriate for your students.

One Week • June 9 - June 11

In this module, students will

• Read, write, and count to 120 1.NBT.A.1a-c
• Bundle ten ones to represent and numbers to 99 and decompose them in a variety of ways  1.NBT.B.2
• Compare numbers to 99 1.NBT.B.3
• Addition of two-digit numbers 1.NBT.C.4 
• Practice basic facts for previously taught fact sets 1.OA.C.6

Notes About the Module:

• Other notes-- The standards above represent some of the major math ideas from first grade.  Teachers should spend time on the topics most needed by your students. Revisit or use unused materials from previous modules. Two new lessons for basic facts (all strategies learned) are on the 1OA6 page and recommended for use during this week.