1

45 days

In Module 1, students make progress towards fluency with addition and subtraction of numbers to 10 as they are presented with opportunities intended to advance them from counting all to counting on, which leads many students then to decomposing and composing addends and total amounts. Students work with put together, add to, take apart, and take from situations, as well as the concept of 1 more, 1 less, the equal sign, and commutative property.

• I can use strategies to add and subtract to 10, including counting all, counting on, counting back, and decomposing and recomposing numbers up to 10.

• I can determine 1 more and 1 less than a number.

• I can use number sentences, equations, and Commutative Property to solve addition and subtraction problems within 10 with unknowns in all positions.

• I can use objects and drawings involving situations of putting together, adding to, taking apart, and taking from to solve addition and subtraction word problems within 10 with unknowns in all positions.

2

35 days

In Module 2 students begin to solve addition and subtraction problems involving teen numbers. They progress in their use of strategies from counting all, to counting on or back, to decomposing and recomposing numbers and using strategies such as making 10 or taking from 10. The strategy of making 10 lays the foundation for understanding place value as comprised of tens and ones. Students add and subtract with numbers up to 20.

• I can use strategies to add and subtract to 20, including counting on, counting back, decomposing and recomposing numbers, and making 10 or taking from 10.

• I can use objects and drawings involving situations of putting together, adding to, taking apart, taking from, and comparing to solve addition and subtraction word problems within 20 with unknowns in all positions.

• I can use number sentences and equations to solve addition and subtraction problems within 20 with unknowns in all positions

3

15 days

Module 3 extends students’ experiences with direct length comparison to the new learning of indirect comparison whereby the length of one object is used to compare the lengths of two other objects. It takes longer than and shorter than to a new level of precision by introducing the idea of a length unit, and explores the usefulness of measuring with similar units.

• I can order 3 objects by length and compare lengths of two objects indirectly by using a third object.

• I can use objects (i.e. paper clips, cubes) as measuring tools (length units). 

• I can use length units to measure objects accurately with no gaps or overlaps.

4

35 days

Module 4 focuses on the role of place value in the addition and subtraction of numbers to 40. Students compare quantities and begin using the symbols for greater than (>) and less than (<), learn addition and subtraction of tens, and use familiar strategies to add two-digit and single-digit numbers within 40. They consider new ways to represent larger quantities when approaching put together, take apart and add to word problems. The module closes with focusing on adding like place value units as students add two-digit numbers.

• I can identify, read, and write numerals up to 40 and represent a number of objects up to 40 with a written numeral.

• I can compare 2-digit numbers, identify which is greater or less than, and use the symbols >, =, and < to compare quantities and numerals.

• I can add multiples of 10 to other multiples of 10.

• I can use strategies to add within 40, including a 2-digit number and a 1-digit number or a multiple of 10.

• I can use objects and drawings involving situations of putting together, adding to, taking apart, taking from, and comparing to solve word problems within 40.

5

15 days

In Module 5, students identify the defining parts, or attributes, of two- and three- dimensional shapes. They combine shapes to create a new whole: a composite shape, and they relate geometric figures to equal parts and name the parts as halves and fourths.

• I can determine which attributes of various two-dimensional shapes are defining attributes (e.g., open/closed, number of sides) and which are non-defining attributes (e.g., color, orientation, overall size).

• I can use two-dimensional or three-dimensional shapes to create composite shapes.

• I can partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and understand that decomposing into more equal shares creates smaller shares.

6

35 days

In Module 6, students extend their work from Module 4 to addition of numbers to 100 and counting to 120. They grapple with comparative word problem types, extend their skill with tens and ones to numbers to 100, and work with more challenging word problems.

• I can count, identify, read, and write numerals up to 120 and represent a number of objects up to 120 with a written numeral.

• I can determine 10 more and 10 less than a number.

• I can use strategies to add within 100, including a 2-digit number and a 1-digit number or a multiple of 10.

• I can use objects and drawings involving situations of putting together, adding to, taking apart, taking from, and comparing to solve word problems within 100.