Go Math! Chapter 8 First Grade Focus Wall
Erica Gorrell
348 Followers
Resource Type
Standards
CCSS1.NBT.C.4
CCSS1.NBT.C.6
CCSS1.OA.C.6
Formats Included
- PDF
Pages
41 pages
Erica Gorrell
348 Followers
Also included in
If you use the Go Math! curriculum in your first grade class and you want a kid friendly focus wall, this is the wall for you! There is a video preview of what is in each chapter if you click on the individual chapters below. This bundle includes all of chapters 1-12! I had a hard time finding a focPrice $25.00Original Price $36.00Save $11.00
Description
If you use the Go Math! curriculum in your first grade class and you want a kid friendly focus wall, this is the wall for you! I do have a bundle with all of the chapters. If you prefer to buy that, click here. I had a hard time finding a focus wall that made sense to my kiddos and I dislike having anything in my class that my kiddos cannot use, so I created a kindergarten focus wall for my own classroom--then I had a lot of requests for a first and second grade set. I really hope it helps others out as well! If you have any other questions, please contact me! erica.gorrell@gmail.com :)
What is included in this bundle?
- Focus Wall Section Headers
- Chapter Essential Question
- Chapter We Can Statement
- Chapter 8 CCSS Addressed
- Domains Addressed
- Lesson We Can Statements
- Lesson Essential Questions
- Chapter 8 Vocabulary Cards (with and without definitions)
Total Pages
41 pages
Answer Key
N/A
Teaching Duration
N/A
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Standards
to see state-specific standards (only available in the US).
CCSS1.NBT.C.4
Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, 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. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.
CCSS1.NBT.C.6
Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (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.
CCSS1.OA.C.6
Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
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348 Followers
