ELEMENTARY MATH GRADE 1


 Constance Briggs
 2 years ago
 Views:
Transcription
1 PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION ELEMENTARY MATH GRADE 1 Length of Course: Term Elective / Required: Required Schools: Elementary Student Eligibility: Grade 1 Credit Value: N / A Date Approved: October 14, 2013
2 Elementary Math  Grade 1 TABLE OF CONTENTS Statement of Purpose 3 Math Overview and Suggested Pacing 4 Matrix Grade 1 5 Unit 1: Numbers to 10 6 Unit 2: Number Bonds 8 Unit 3: Addition Facts to Unit 4: Subtraction Facts to Unit 5: Shapes and Patterns 16 Unit 6: Ordinal Numbers and Position 18 Unit 7: Numbers to Unit 8: Addition and Subtraction Facts to Unit 9: Length 25 Unit 10: Weight 27 Unit 11: Picture Graphs and Bar Graphs 29 Unit 12: Numbers to Unit 13: Addition and Subtraction to Unit 14: Mental Math 36 Unit 15: Calendar and Time 39 Unit 16: Numbers to Unit 17: Addition and Subtraction to Unit 18: Multiplication and Division 46 Unit 19: Money 48
3 Elementary Math  Grade 1 3 Statement of Purpose The Common Core State Standards for Mathematics challenges us to ensure focus and coherence in our mathematics curriculum across all elementary grade levels. This curriculum guide aligns these standards with our resources to ensure high achievement for all students. Coherence is supported by the alignment of the curriculum, instruction, and assessments. The repeated Domains within the CCSSM, progress through the elementary grades to allow for developmentally appropriate attainment of learning outcomes. The CCSS Matrix for each grade level can be referenced for a visual representation of this idea. The curriculum s suggested pacing allows for the important balance of developing conceptual understanding and procedural skills. Instructional decisions are guided by the use of Board approved resources, problembased learning, and realworld applications that incorporate technology and 21 st Century Skills. Various forms of assessment are used to determine understanding of concepts and mastery of skills. This data is analyzed to inform professional development needs, revision of curriculum, as well as immediate targeted instruction for student needs. Focus is provided by explicitly naming the topics on the Overview page and providing the Unit Objectives/Enduring Understandings, key ideas, and skills on the curriculum pages. Please note, key ideas are separated from the skills by columns, but the students learning experiences are not separate. Students develop deeper understandings of mathematical concepts because they spend time thinking like mathematicians and are involved in the Standards for Mathematical Practices. The Standards for Mathematical Practices do not serve the same purpose as the Common Core State Standards and are not organized like them. The Common Core State Standards for Mathematics include these separate eight practices for the mathematics educators to develop these competencies within their students over time. The opportunities for modeling and developing these practices in the classroom arise when the CCSSM uses the term, understand in a standard. Students can gain better understanding of a concept when engaged in these practices as follows. Standards for Mathematical Practice 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. This curriculum guide has been developed to address the rigor in the Common Core State Standards for Mathematics and the relevance in the 21 st Century Skills, including technology as a tool for learning and applying new knowledge. Future revisions of this guide will be informed by new understandings of the CCSSM, reflections on instruction, and data collection from pacing and assessments.
4 Elementary Math  Grade 1 4 Grade 1 Overview and Suggested Pacing Topic Suggested Pacing (Days) Chapter 1 Numbers to days Chapter 2 Number Bonds 510 Days Chapter 3 Addition Facts to Days Chapter 4 Subtraction Facts to Days Chapter 5 Shapes and Patterns Days Chapter 6 Ordinal Numbers and Position 714 Days Chapter 7 Numbers to Days Chapter 8 Addition and Subtraction Facts to Days Chapter 9 Length Days Chapter 10 Weight 918 Days Chapter 11 Picture Graphs and Bar Graphs 816 Days Chapter 12 Numbers to Days Chapter 13 Addition and Subtraction Facts to Days Chapter 14 Mental Math Strategies 714 Days Chapter 15 Calendar and Time 918 Days Chapter 16 Numbers to Days Chapter 17 Addition and Subtraction to Days Chapter 18 Multiplication and Division 714 Days Chapter 19 Money 918 Days
5 Elementary Math  Grade 1 5 Common Core State Standards Matrix Grade 1 Ch # OA 1 OA 2 OA 3 OA 4 OA 5 OA 6 OA 7 OA 8 NBT 1 NBT 2a NBT 2b NBT 2C NBT 3 NBT 4 NBT 5 NBT 6 MD 1 MD 2 MD 3 MD 4 G 1 G 2 G 3 1 X 2 X 3 X X X X X X X X 4 X X X X X X X 5 X X X 6 X 7 X X X 8 X X X X X X X X 9 X X 10 X 11 X X 12 X X X X 13 X X X X X X X X X X X 14 X X X X X X X 15 X 16 X X X X X 17 X X X X X X X 18 X 19 X
6 Elementary Math  Grade 1 6 Chapter 1 Numbers to 10 Approximate Pacing 9 to 18 days Objectives/Enduring Understandings Students will count and compare numbers to 10. Domain Numbers and Operations in Base Ten PRIORITY COMMON CORE STATE STANDARDS Cluster Heading Extending the counting sequence CCSS# 1.NBT.A1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 21st Century Life and Career (Standard 9) and/or Technology Standard (Standard 8) 8.1 All students will develop an understanding of the nature and impact of technology, engineering, technological design and the designed world as they relate to the individual, global society, and the environment. 9.1 All students will demonstrate the creative, critical thinking, collaboration, and problemsolving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures. Standard A.5 Demonstrate the ability to navigate in developmentally appropriate virtual environments A.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively.
7 Elementary Math  Grade 1 7 Unwrapped Standards Key Knowledge Students will know: Counting to 10 Comparing numbers Making number patterns Fewer More Pattern Less than More than Evidence of Learning Formative Assessment PreTest Teacher Observation Ticket Out Classwork Homework Problem of the Lesson Math Games Process/Skills/Procedures/Application of Key knowledge Students will be able to: Identify 0 to 10 objects. Recognize and write 0 to 10 in numerals and written form. Explain the comparison between two sets of numbers using onetoone correspondence. Identify the set that has more, fewer, or the same number of objects. Identify the number that is greater than or less than another number. Describe and apply ways to make number patterns. Classify objects in order to compare. Create different representations of the same number of objects in a set. Locate and count different types of objects within a mixed set. Summative Assessment Chapter Review/Test Test Prep Resources Math in Focus Chapter 1 Everyday Counts Think Central
8 Elementary Math  Grade 1 8 Chapter 2 Number Bonds Approximate Pacing 5 to 10 days Objectives/Enduring Understandings Students will understand that number bonds can be used to show parts and whole. Domain Operations and Algebraic Thinking PRIORITY COMMON CORE STATE STANDARDS Cluster Heading Understand and apply properties of operations and the relationship between addition and subtraction. CCSS# 1.OA.B3 Apply properties of operations as strategies to add and subtract. Examples: If = 11 is known, then = 11 is also known. (Commutative property of addition.) To add , the second two numbers can be added to make a ten, so = = 12. (Associative property of addition.) 21st Century Life and Career (Standard 9) and/or Technology Standard (Standard 8) 8.1 All students will develop an understanding of the nature and impact of technology, engineering, technological design and the designed world as they relate to the individual, global society, and the environment. 9.1 All students will demonstrate the creative, critical thinking, collaboration, and problemsolving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures. Standard A.5 Demonstrate the ability to navigate in developmentally appropriate virtual environments A B C.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively. Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking. Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play.
9 Elementary Math  Grade 1 9 Unwrapped Standards Key Knowledge Process/Skills/Procedures/Application of Key knowledge Students will know: Number bonds can be used to show parts and whole. Part Whole Evidence of Learning Formative Assessment PreTest Teacher Observation Ticket Out Classwork Homework Problem of the Lesson Math Games Students will be able to: Make number bonds using connecting cubes or a math balance. Make different number bonds for numbers 1 to 10. Analyze parts and whole to deduce a missing part. Explain the partwhole relationship of a number using connecting cubes, math balance, or drawing. Summative Assessment Chapter Review/Test Test Prep Cumulative Review for Chapters 1 and 2 Resources Math in Focus Chapter 2 Everyday Counts Think Central
10 Elementary Math  Grade 1 10 Chapter 3 Addition Facts to 10 Approximate Pacing 9 to 18 days Objectives/Enduring Understandings Students will understand that addition can be used to find how many in all. Students will add by counting on and by using number bonds. Students will construct addition stories from pictures and write addition sentences. PRIORITY COMMON CORE STATE STANDARDS Domain Operations and Algebraic Thinking Cluster Headings Represent and solve problems involving addition and subtraction. Understand and apply properties of operations and the relationship between addition and subtraction. Add and subtract within 20. Work with addition and subtraction equations. CCSS# 1.OA.A.1 1.OA.A.2 1.OA.B.3 1.0A.B.4 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. Examples: If = 11 is known, then = 11 is also known (Commutative property of addition). To add , the second two numbers can be added to make a ten, so = = 12 (Associative property of addition). Understand subtraction as an unknownaddend problem. For example, subtract 10 8 by finding the number that makes 10 when added to 8. 1.OA.C.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 1.0A.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., = = = 14); decomposing a number leading to a ten (e.g., 13 4 = = 10 1 = 9); using the relationship between addition and subtraction (e.g., knowing that = 12, one knows 12 8 = 4); and creating equivalent but easier or known sums (e.g., adding by creating the known equivalent = = 13).
11 Elementary Math  Grade OA.D.7 1.0A.D.8 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 1, = 2 + 5, = Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 +? = 11, 5 = _ 3, = _. 21st Century Life and Career (Standard 9) and/or Technology Standard (Standard 8) 8.1 All students will develop an understanding of the nature and impact of technology, engineering, technological design and the designed world as they relate to the individual, global society, and the environment. 9.1 All students will demonstrate the creative, critical thinking, collaboration, and problemsolving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures. Standard A.5 Demonstrate the ability to navigate in developmentally appropriate virtual environments A B C.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively. Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking. Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play. Unwrapped Standards Key Knowledge Students will know: Equal to (=) Plus (+) Addition Strategies: Partwhole Counting on Draw a diagram Act it out Process/Skills/Procedures/Application of Key knowledge Students will be able to: Explain how to count on to add to 10 or find how many more Implement the use of number bonds to add in any order, and solve problems. Construct addition sentences based on a picture to solve problems. Produce addition stories based on pictures. Solve read world problems. Analyze parts and wholes to deduce the missing segment. Draw a diagram to solve problems. Use a tenframe to add. Interpret realworld addition problems to solve using number bonds.
12 Elementary Math  Grade 1 12 Evidence of Learning Formative Assessment Summative Assessment Resources Math in Focus Chapter 3 Every Day Counts Think Central PreTest Teacher Observation Ticket Out Classwork Homework Problem of the Lesson Math Games Chapter Review/Test Test Prep
13 Elementary Math  Grade 1 13 Chapter 4 Subtraction Facts to 10 Approximate Pacing 10 to 20 days Objectives/ Enduring Understandings Students will understand that subtraction can be used to find how many are left. Domain Operations and Algebraic Thinking PRIORITY COMMON CORE STATE STANDARDS Cluster Heading CCSS# 1.OA.A.1 1.OA.A.2 1.OA.B.3 Represent and solve problems involving addition and subtraction Understand and apply properties of operations and the relationship between addition and subtraction Add and subtract within 20 Work with addition and subtraction equations Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem Apply properties of operations as strategies to add and subtract. Examples: If = 11 is known, then = 11 is also known (Commutative property of addition). To add , the second two numbers can be added to make a ten, so = = 12 (Associative property of addition). 1.OA.B.4 Understand subtraction as an unknownaddend problem. For example, subtract 10 8 by finding the number that makes 10 when added to 8. 1.OA.C.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
14 Elementary Math  Grade OA.C.6 1.OA.D.7 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., = = = 14); decomposing a number leading to a ten (e.g., 13 4 = = 10 1 = 9); using the relationship between addition and subtraction (e.g., knowing that = 12, one knows 12 8 = 4); and creating equivalent but easier or known sums (e.g., adding by creating the known equivalent = = 13). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 1, = 2 + 5, = st Century Life and Career (Standard 9) and/or Technology Standard (Standard 8) 8.1 All students will develop an understanding of the nature and impact of technology, engineering, technological design and the designed world as they relate to the individual, global society, and the environment. 9.1 All students will demonstrate the creative, critical thinking, collaboration, and problemsolving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures. Standard A.5 Demonstrate the ability to navigate in developmentally appropriate virtual environments A B.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively. Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking C.1 Unwrapped Standards Key Knowledge Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play. Process/Skills/Procedures/Application of Key knowledge Students will know: Fact Families (Related Facts) True False Strategies: Takeaway Count on Count back Guess and Check Students will be able to: Solve and describe subtraction as the following strategies: takeaway, count on, and count back. Implement the use of number bonds to subtract. Use tenframes to subtract. Solve and construct subtraction sentences with a partner and independently. Produce subtraction stories about a picture. Analyze parts and wholes to solve realworld problems. Recognize and describe the relationship between addition and subtraction sentences. Construct and apply fact families (Related Facts) to solve realworld problems. Identify and explain if number sentences involving addition and subtraction are true or false.
15 Elementary Math  Grade 1 15 Evidence of Learning Formative Assessment PreTest Teacher Observation Ticket Out Classwork Homework Problem of the Lesson Math Games Summative Assessment Chapter Review/Test Test Prep Cumulative Review for Chapters 3 and 4 Resources Math in Focus Chapter 4 Every Day Counts Think Central
16 Elementary Math  Grade 1 16 Chapter 5 Shapes and Patterns Approximate Pacing 16 to 32 days Unit Objectives/ Enduring Understandings Students will understand: Explore, identify, and compare plane and solid shapes in patterns and in the real world. Domain Geometry PRIORITY COMMON CORE STATE STANDARDS Cluster Heading Reason with shapes and their attributes. CCSS# 1.G.A.1 1.G.A.2 CCS Standard Distinguish between defining attributes (e.g., triangles are closed and threesided) versus nondefining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes Compose twodimensional shapes (rectangles, squares, trapezoids, triangles, halfcircles, and quartercircles) or threedimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. 1.G.A.3 Understand for these examples that decomposing into more equal shares creates smaller shares. 21st Century Life and Career (Standard 9) and/or Technology Standard (Standard 8) / Anchor Standards CPI # A.1 Cumulative Process Indicator (CPI) Recognize a problem and brainstorm ways to solve the problem individually or collaboratively B C.1 Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking. Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play.
17 Elementary Math  Grade 1 17 Unwrapped Standards Key Knowledge Process/Skills/Procedures/Application of Key knowledge Students will know: Exploring plane shapes Exploring solid shapes Making pictures and models with shapes Seeing shapes around us Making patterns with plane shapes Making patterns with solid shapes Students will be able to: Identify, classify, and describe plane shapes. Identify and create the same and different shapes. Divide and describe shapes made into two and four equal parts. Describe the whole as the sum of its parts. Understand that dividing a whole into more equal parts creates smaller parts. Identify, classify, and sort solid shapes. Compare, combine and separate plane and solid shapes. Identify plane and solid shapes in real life. Use plane shapes to identify, extend, and create patterns. Use solid shapes to identify, extend, and create patterns. Identify patterns and relationships between shapes and then classify the shapes. Evidence of Learning Formative Assessment Summative Assessment PreTest Teacher Observation Ticket Out Classwork Homework Problem of the Lesson Math Games Chapter Review/Test Test Prep Resources Math in Focus Chapter 5 Every Day Counts Think Central
18 Elementary Math  Grade 1 18 Chapter 6 Ordinal Numbers and Position Approximate Pacing 7 to 14 days Unit Objectives/ Enduring Understandings Students will understand: Numbers and words can be used to describe order and position. Domain Operations and Algebraic Thinking PRIORITY COMMON CORE STATE STANDARDS Cluster Heading CCSS# 1.OA.A.1 Represent and solve problems involving addition and subtraction. CCS Standard Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 21st Century Life and Career (Standard 9) and/or Technology Standard (Standard 8) / Anchor Standards CPI # Cumulative Process Indicator (CPI) A.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively A.5 Apply critical thinking and problemsolving skills in classroom and family settings B C.1 Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking. Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play.
19 Elementary Math  Grade 1 19 Unwrapped Standards Key Knowledge Students will know: Ordinal numbers Position words Evidence of Learning Formative Assessment Process/Skills/Procedures/Application of Key knowledge Students will be able to: Use ordinal numbers. Use position words to name relative position. Organize information in order to deduce and identify relationships with regards to position. PreTest Teacher Observation Ticket Out Classwork Homework Problem of the Lesson Math Games Summative Assessment Chapter Review/Test Test Prep Cumulative Review for Chapters 5 and 6 Resources Math in Focus Chapter 6 Every Day Counts Think Central
20 Elementary Math  Grade 1 20 Chapter 7 Numbers to 20 Approximate Pacing 10 to 20 days Unit Objectives/ Enduring Understandings Students will understand: Count, compare, and order numbers to 20. Domain Number and Operations in Base Ten PRIORITY COMMON CORE STATE STANDARDS Cluster Heading CCSS# 1.NBT.B.2 1.NBT.B.2a 1.NBT.B.2b 1.NBT.B.3 Understand place value CCS Standard Understand that the two digits of a twodigit number represent amounts of tens and ones. Understand the following as special cases 10 can be thought of as a bundle of ten ones called a ten. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones Compare two twodigit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 21st Century Life and Career (Standard 9) and/or Technology Standard (Standard 8) / Anchor Standards CPI # Cumulative Process Indicator (CPI) A.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively B C.1 Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking. Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play.
21 Elementary Math  Grade 1 21 Unwrapped Standards Key Knowledge Process/Skills/Procedures/Application of Key knowledge Students will know: Counting to 20 Place Value Comparing Numbers Making Patterns and Ordering Numbers Students will be able to: Show how to count on from 10 to 20. Show how to read and write 11 to 20 in numbers and words. Use a placevalue chart to show numbers up to 20. Show objects up to 20 as tens and ones. Compare numbers to 20. List and describe number patterns in terms of number order. Analyze number patterns and relationships. Evidence of Learning Formative Assessment PreTest Teacher Observation Ticket Out Classwork Homework Problem of the Lesson Math Games Summative Assessment Chapter Review/Test Test Prep Resources Math in Focus Chapter 7 Every Day Counts Think Central
22 Elementary Math  Grade 1 22 Chapter 8 Addition and Subtraction Facts to 20 Approximate Pacing 9 to 18 days Unit Objectives/ Enduring Understandings Students will understand: Different strategies can be used to add and subtract. Domain Cluster Heading CCSS# 1.OA.A.1 1.OA.A.2 1.OA.B.3 1.OA.B.4 Operations and Algebraic Thinking PRIORITY COMMON CORE STATE STANDARDS Represent and solve problems involving addition and subtraction Understand and apply properties of operations and the relationship between addition and subtraction Add and subtract within 20 Work with addition and subtraction equations CCS Standard Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract.2examples: If = 11 is known, then = 11 is also known. (Commutative property of addition.) To add , the second two numbers can be added to make a ten, so = = 12. (Associative property of addition.) Understand subtraction as an unknownaddend problem. For example, subtract 10 8 by finding the number that makes 10 when added to 8 1.OA.C.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 1.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., = = = 14); decomposing a number leading to a ten (e.g., 13 4 = = 10 1 = 9); using the relationship between addition and subtraction (e.g., knowing that = 12, one knows 12 8 = 4); and creating equivalent but easier or known sums (e.g., adding by creating the known equivalent = = 13).
23 Elementary Math  Grade OA.D.7 1.OA.D.8 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 1, = 2 + 5, = Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 +? = 11, 5 = _ 3, = _. 21st Century Life and Career (Standard 9) and/or Technology Standard (Standard 8) / Anchor Standards CPI # Cumulative Process Indicator (CPI) A.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively A B C.1 Apply critical thinking and problemsolving skills in classroom and family settings. Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking. Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play. Unwrapped Standards Key Knowledge Process/Skills/Procedures/Application of Key knowledge Students will know: Ways to add Ways to subtract Realworld problems: Addition and Subtraction Facts Students will be able to: Apply different strategies to add 1 and 2 digit numbers Solve 1 and 2 digit subtraction problems with and without regrouping Analyze, organize, and solve puzzles using addition and subtraction Evidence of Learning Formative Assessment PreTest Teacher Observation Ticket Out Classwork Homework Problem of the Lesson Math Games Summative Assessment Chapter Review/Test Test Prep
24 Elementary Math  Grade 1 24 Resources Math in Focus Chapter 8 Every Day Counts Think Central
25 Elementary Math  Grade 1 25 Chapter 9 Length Approximate Pacing 10 to 20 days Unit Objectives/ Enduring Understandings Students will understand: Compare the height and length of things. Measure with nonstandard units to find length. Domain Math CCSS Measurement and Data PRIORITY COMMON CORE STATE STANDARDS Measure lengths indirectly and by iterating length units Cluster Heading 1.MD.A.1 CCS Standard Order three objects by length; compare the lengths of two objects indirectly by using a third object. 1.MD.A.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of samesize length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. 21st Century Life and Career (Standard 9) and/or Technology Standard (Standard 8) / Anchor Standards CPI # A.1 Cumulative Process Indicator (CPI) Recognize a problem and brainstorm ways to solve the problem individually or collaboratively A B C.1 Apply critical thinking and problemsolving skills in classroom and family settings. Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking. Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play.
26 Elementary Math  Grade 1 26 Unwrapped Standards Key Knowledge Students will know: Comparing two things Comparing more than two things Using a start line Measuring things Finding lengths in units Process/Skills/Procedures/Application of Key knowledge Students will be able to: Compare two lengths using the terms tall/taller, long/longer, and short/shorter Analyze and compare two lengths by comparing each with a third length and use the terms tallest, longest, and shortest Implement a common starting point when comparing lengths Apply the use of nonstandard units to measure length and explain using different nonstandard units may give different measurements for the same item Implement the term "unit" to describe length Solve length measurement in groups of tens and ones Compare the length of two objects using two different nonstandard units Evidence of Learning Formative Assessment PreTest Teacher Observation Ticket Out Classwork Homework Problem of the Lesson Math Games Summative Assessment Chapter Review/Test Test Prep Cumulative Review for Chapters 7 to 9 MidYear Review Resources Math in Focus Chapter 9 Every Day Counts Think Central
27 Elementary Math  Grade 1 27 Chapter 10 Weight Approximate Pacing 918 days Unit Objectives/ Enduring Understanding Students will understand: Count and Compare numbers to 1,000 Domain Cluster Heading 1.OA.D.8 Operations and Algebraic Thinking PRIORITY COMMON CORE STATE STANDARDS Work with addition and subtraction equations CCS STANDARD Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. 21st Century Life and Career (Standard 9) and/or Technology Standard (Standard 8) / Anchor Standards CPI # Cumulative Process Indicator (CPI) A.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively B C.1 Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking. Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play.
28 Elementary Math  Grade 1 28 Evidence of Learning Unwrapped Standard Key Knowledge Process/Skills/Procedures/Application of Key Knowledge Students will know: Students will be able to : Comparing Things Use base ten blocks to recognize, read, and write numbers to 1,000 Finding the Weight of Things Count on by 1s, 10s, and 100s to 1,000 Finding Weight in Units Use base ten blocks and a place value chart to recognize, read, and write numbers to 1,000 Use the term "unit" when writing the weight of things. Explain why there is a difference in measurement when using nonstandard units Arrange objects according to their weights. Formative PreTest Teacher Observation Ticket Out Classwork Homework Problem of the Lesson Math Games Summative Chapter Review/ Test Test Prep Higher Level Blooms Resources Math In Focus Chapter 10 Everyday Counts
29 Elementary Math  Grade 1 29 Unit 11 Picture Graphs and Bar Graphs Approximate Pacing 816 days Unit Objectives/ Enduring Understanding Students will understand: Count and Compare numbers to 1,000 Domain Cluster Heading Domain Cluster Heading CCSS# 1.OA.D.8 1.MD.4 PRIORITY COMMON CORE STATE STANDARDS Operations and Algebraic Thinking Work with addition and subtraction equations Measurement and Data Measure and estimate lengths in standard units CCS STANDARD Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. 21st Century Life and Career (Standard 9) and/or Technology Standard (Standard 8) / Anchor Standards CPI # Cumulative Process Indicator (CPI) A.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively B C.1 Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking. Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play.
30 Elementary Math  Grade 1 30 Evidence of Learning Unwrapped Standard Key Knowledge Process/Skills/Procedures/Application of Key Knowledge Students will know: Students will be able to : Simple Picture Graphs Use base ten blocks to recognize, read, and write Picture Graphs numbers to 1,000. Tally Charts Count on by 1s, 10s, and 100s to 1,000. Bar Graphs Use base ten blocks and a place value chart to read, and write and represent numbers to 1,000. Read and write numbers to 1,000 in standard form, expanded form, and word form. Make a tally chart Show data in a bar graph. Understand data shown in a bar graph Formative PreTest Teacher Observation Ticket Out Classwork Homework Problem of the Lesson Math Games Summative Chapter Review/ Test Test Prep Higher Level Blooms Resources Math in Focus Chapter 11 Every Day Counts Think Central
31 Elementary Math  Grade 1 31 Chapter 12 Numbers to 40 Approximate Pacing 714 days Unit Objectives/ Enduring Understanding Students will understand: Count, compare and order numbers from 1 to 40 PRIORITY COMMON CORE STATE STANDARDS Domain Numbers and Operations in Base Ten Cluster Heading Extending counting sequence Understand place value CCSS# CCS STANDARD 1.NBT.A.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 1.NBT.B.2a 10 can be thought of as a bundle of ten ones called a ten. 1.NBT.B.2c The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 1.NBT.B.3 Compare two twodigit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 21st Century Life and Career (Standard 9) and/or Technology Standard (Standard 8) / Anchor Standards CPI # A.1 Cumulative Process Indicator (CPI) Recognize a problem and brainstorm ways to solve the problem individually or collaboratively B C.1 Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking. Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play.
32 Elementary Math  Grade 1 32 Evidence of Learning Unwrapped Standard Key Knowledge Process/Skills/Procedures/Application of Key Knowledge Students will know: Students will be able to : Counting to 40 Count on from 21 to 40. Place Value Read and write 21 to 40 in number and words. Comparing Use a placevalue chart to show numbers up to 40. Ordering Show objects up to 40 as tens and ones. Patterns Use a strategy to compare numbers to 40. Compare numbers to 40. Order numbers to 40. Find the missing numbers in a number pattern. Formative PreTest Teacher Observation Ticket Out Classwork Homework Problem of the Lesson Math Games Summative Chapter Review/ Test Test Prep Higher Level Blooms Resources Math in Focus Chapter 12 Every Day Counts
33 Elementary Math  Grade 1 33 Chapter 13 Addition and Subtraction to 40 Approximate Pacing days Unit Objectives/ Enduring Understanding Students will understand: Whole numbers can be added and subtracted with or without regrouping Domain Cluster Heading Domain Cluster Heading CCSS# 1.NBT.B.2a PRIORITY COMMON CORE STATE STANDARDS Numbers and Operations in Base Ten Understand place value Use place value understanding and properties of operations to add and subtract Operations and Algebraic Thinking Represent and solve problems involving addition and subtraction Understand and apply properties of operations and the relationship between addition and subtraction Add and subtract within 20 Work with addition and subtraction equations CCS STANDARD 10 can be thought of as a bundle of ten ones called a ten. 1.NBT.B.2c The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 1.NBT.B.4 1.NBT.B.6 Add within 100, including adding a twodigit number and a onedigit number, and adding a twodigit 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 twodigit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Subtract multiples of 10 in the range from multiples of 10 in the range (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. 1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
34 Elementary Math  Grade OA.2 1.OA.4 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand subtraction as an unknownaddend problem. 1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 1.OA.6 1.OA.7 1.OA.8 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., = = = 14); decomposing a number leading to a ten (e.g., 13 4 = = 10 1 = 9); using the relationship between addition and subtraction (e.g., knowing that = 12, one knows 12 8 = 4); and creating equivalent but easier or known sums (e.g., adding by creating the known equivalent = = 13). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 1, = 2 + 5, = Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 +? = 11, 5 = _ 3, = _. 21st Century Life and Career (Standard 9) and/or Technology Standard (Standard 8) / Anchor Standards CPI # Cumulative Process Indicator (CPI) A.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively B C.1 Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking. Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play.
35 Elementary Math  Grade 1 35 Evidence of Learning Unwrapped Standard Key Knowledge Process/Sills/Procedures/Application of Key Knowledge Higher Level Blooms Students will know: Students will be able to : Addition Without Regrouping Add a 2digit number and 1digit number without regrouping Addition with Regrouping Add two 2digit numbers without regrouping Subtraction without Regrouping Add a 2digit number and a 1digit number with regrouping Subtraction with Regrouping Subtract a 1digit number from a 2digit number without regrouping Subtract a 2digit number from another 2digit number without regrouping Subtract a 1digit number from a 2digit number with regrouping Adding three numbers Subtract a 2digit number from another 2digit number with regrouping Real World Problems: Addition and Subtraction Solve real world problems Use related addition and subtraction facts to check the answers to real world problems Formative PreTest Teacher Observation Ticket Out Classwork Homework Problem of the Lesson Math Games Summative Chapter Review/ Test Test Prep Cumulative Review Resources Math in Focus Chapter 13 Every Day Counts
36 Elementary Math  Grade 1 36 Chapter 14 Mental Math Approximate Pacing 714 days Unit Objectives/ Enduring Understanding Students will understand: Number bonds help you to add and subtract mentally Domain Cluster Heading Domain Cluster Heading CCSS# 1.NBT.B.4 1.NBT.B.5 1.OA.1 1.OA.3 1.OA.6 PRIORITY COMMON CORE STATE STANDARDS Numbers and Operations in Base Ten Use place value understanding and properties of operations to add and subtract Operations and Algebraic Thinking Represent and solve problems involving addition and subtraction Understand and apply properties of operations and the relationship between addition and subtraction Add and subtract within 20 CCS STANDARD Add within 100, including adding a twodigit number and a onedigit number, and adding a twodigit 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 twodigit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Given a twodigit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., = = = 14); decomposing a number leading to a ten (e.g., 13 4 = = 10 1 = 9); using the relationship between addition and subtraction (e.g., knowing that = 12, one knows 12 8 = 4); and creating equivalent but easier or known sums (e.g., adding by creating the known equivalent = = 13).
37 Elementary Math  Grade OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 1, = 2 + 5, = OA.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 +? = 11, 5 = _ 3, = _. 21st Century Life and Career (Standard 9) and/or Technology Standard (Standard 8) / Anchor Standards CPI # A B C.1 Evidence of Learning Unwrapped Standard Key Knowledge Cumulative Process Indicator (CPI) Recognize a problem and brainstorm ways to solve the problem individually or collaboratively. Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking. Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play. Process/Skills/Procedures/Application of Key Knowledge Students will know: Students will be able to : Mental Addition Mentally add 1digit numbers Mental Subtraction Mentally add a 1digit number to a 2digit number Mentally add a 2digit number to tens Mentally subtract 1digit numbers Mentally subtract a 1digit numbers from a 2digit number Mentally subtract tens from a 2 digit number Higher Level Blooms
38 Elementary Math  Grade 1 38 Formative Summative PreTest Teacher Observation Ticket Out Classwork Homework Problem of the Lesson Math Games Chapter Review/ Test Test Prep Resources Math in Focus Chapter 14 Every Day Counts
39 Elementary Math  Grade 1 39 Chapter 15 Calendar and Time Approximate Pacing 918 days Unit Objectives/ Enduring Understanding Students will understand: Calendars are used to show days, weeks, and months of a year. Clocks are used to read time of the day. Domain Cluster Heading CCSS# 1.MD.3 PRIORITY COMMON CORE STATE STANDARDS Measurement and Data Tell and write time CCS STANDARD Tell and write time in hours and half hours using analog and digital clocks 21st Century Life and Career (Standard 9) and/or Technology Standard (Standard 8) / Anchor Standards CPI # Cumulative Process Indicator (CPI) A.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively B.1 Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking C.1 Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play. Evidence of Learning Unwrapped Standard Key Knowledge Process/Skills/Procedures/Application of Key Knowledge Students will know: Students will be able to : Using a Calendar Read a calendar Telling Time to the Hour Know the days of the week and months of the year Telling Time to the Half Hour Write the date Know the seasons of the year Use the term o'clock to tell the time to the hour Read and show time to the hour on a clock Read and show time to the hour on a digital clock Read time to the half hour Use the term half past Relate time to daily activities Read and show time to the hour on a digital clock Higher Level Blooms
Grade 1. M3: Ordering and Expressing Length Measurements as Numbers
Grade 1 Key Areas of Focus for Grades K2: Addition and subtractionconcepts, skills and problem solving Expected Fluency: Add and Subtract within 10 Module M1: Addition and Subtraction of Numbers to 10
More informationK12 Louisiana Student Standards for Mathematics: Table of Contents
K12 Louisiana Student Standards for Mathematics: Table of Contents Introduction Development of K12 Louisiana Student Standards for Mathematics... 2 The Role of Standards in Establishing Key Student Skills
More informationCommon Core State Standards for Mathematics for California Public Schools Kindergarten Through Grade Twelve
Common Core State Standards for Mathematics for California Public Schools Kindergarten Through Grade Twelve Adopted by the California State Board of Education August 2010 Updated January 2013 Prepublication
More informationLESSONS FOR LEARNING FOR THE COMMON CORE STATE STANDARDS IN MATHEMATICS
GRADE 1 LESSONS FOR LEARNING FOR THE COMMON CORE STATE STANDARDS IN MATHEMATICS PUBLIC SCHOOLS OF NORTH CAROLINA State Board of Education Department of Public Instruction K12 MATHEMATICS http://www.ncpublicschools.org/curriculum/mathematics/
More informationCommon Core State Standards for. Mathematics
Common Core State Standards for Mathematics Table of Contents Introduction 3 Standards for Mathematical Practice 6 Standards for Mathematical Content Kindergarten 9 Grade 1 13 Grade 2 17 Grade 3 21 Grade
More informationfor the Common Core State Standards 2012
A Correlation of for the Common Core State s 2012 to the Common Core Georgia Performance s Grade 2 FORMAT FOR CORRELATION TO THE COMMON CORE GEORGIA PERFORMANCE STANDARDS (CCGPS) Subject Area: K12 Mathematics
More informationSouth Carolina College and CareerReady Standards for Mathematics
South Carolina College and CareerReady Standards for Mathematics South Carolina Department of Education Columbia, South Carolina 2015 State Board of Education Approved First Reading on February 11, 2015
More informationGeorgia Standards of Excellence Mathematics
Georgia Standards of Excellence Mathematics Standards Kindergarten Fifth Grade K12 Mathematics Introduction The Georgia Mathematics Curriculum focuses on actively engaging the students in the development
More informationSouth Carolina College and CareerReady Standards for Mathematics
South Carolina College and CareerReady Standards for Mathematics South Carolina Department of Education Columbia, South Carolina 2015 State Board of Education Approved First Reading on February 11, 2015
More informationNew York State. P12 Common Core. Learning Standards for. Mathematics
New York State P12 Common Core Learning Standards for Mathematics This document includes all of the Common Core State Standards in Mathematics plus the New York recommended additions. All of the New York
More informationMAFS: Mathematics Standards GRADE: K
MAFS: Mathematics Standards GRADE: K Domain: COUNTING AND CARDINALITY Cluster 1: Know number names and the count sequence. CODE MAFS.K.CC.1.1 Count to 100 by ones and by tens. MAFS.K.CC.1.2 MAFS.K.CC.1.3
More informationKindergarten Math Curriculum Course Description and Philosophy Text Reference:
Kindergarten Math Curriculum Course Description and Philosophy How do numbers and math affect our daily lives? What types of problems can be solved by understanding numbers and math concepts? Through inquiry,
More informationMathematical Practices
The New Illinois Learning Standards for Mathematics Incorporating the Common Core Mathematical Practices Grade Strand Standard # Standard K12 MP 1 CC.K12.MP.1 Make sense of problems and persevere in
More informationCCSSM Critical Areas: Kindergarten
CCSSM Critical Areas: Kindergarten Critical Area 1: Represent and compare whole numbers Students use numbers, including written numerals, to represent quantities and to solve quantitative problems, such
More informationArizona s College and Career Ready Standards Mathematics
Arizona s College and Career Ready Mathematics Mathematical Practices Explanations and Examples Third Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS State Board Approved June
More informationEVERY DAY COUNTS CALENDAR MATH 2005 correlated to
EVERY DAY COUNTS CALENDAR MATH 2005 correlated to Illinois Mathematics Assessment Framework Grades 35 E D U C A T I O N G R O U P A Houghton Mifflin Company YOUR ILLINOIS GREAT SOURCE REPRESENTATIVES:
More informationCOMMON CORE STATE STANDARDS FOR MATHEMATICS 35 DOMAIN PROGRESSIONS
COMMON CORE STATE STANDARDS FOR MATHEMATICS 35 DOMAIN PROGRESSIONS Compiled by Dewey Gottlieb, Hawaii Department of Education June 2010 Operations and Algebraic Thinking Represent and solve problems involving
More informationProblem of the Month: Perfect Pair
Problem of the Month: The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common Core State Standards:
More informationSTRAND: Number and Operations Algebra Geometry Measurement Data Analysis and Probability STANDARD:
how August/September Demonstrate an understanding of the placevalue structure of the baseten number system by; (a) counting with understanding and recognizing how many in sets of objects up to 50, (b)
More informationMercer County Schools
Mercer County Schools PRIORITIZED CURRICULUM Mathematics Content Maps Second Grade Mercer County Schools PRIORITIZED CURRICULUM The Mercer County Schools Prioritized Curriculum is composed of West Virginia
More informationr the COR Common Core State Standards Learning Pathways
BUI LT fo COM r the MON COR E 2015 2016 Common Core State Standards Learning Pathways Table of Contents Grade 3...3 Grade 4...8 Grade 5... 13 Grade 6... 18 Grade 7...26 Grade 8...32 Algebra Readiness...36
More informationAcademic Standards for Mathematics
Academic Standards for Grades Pre K High School Pennsylvania Department of Education INTRODUCTION The Pennsylvania Core Standards in in grades PreK 5 lay a solid foundation in whole numbers, addition,
More informationSuch As Statements, Kindergarten Grade 8
Such As Statements, Kindergarten Grade 8 This document contains the such as statements that were included in the review committees final recommendations for revisions to the mathematics Texas Essential
More informationMath at a Glance for April
Audience: School Leaders, Regional Teams Math at a Glance for April The Math at a Glance tool has been developed to support school leaders and region teams as they look for evidence of alignment to Common
More informationNCTM Curriculum Focal Points for Grade 5. Everyday Mathematics, Grade 5
NCTM Curriculum Focal Points and, Grade 5 NCTM Curriculum Focal Points for Grade 5 Number and Operations and Algebra: Developing an understanding of and fluency with division of whole numbers Students
More informationCurriculum Overview Standards & Skills
Curriculum Overview Standards & Skills You CAN Do The Rubik's Cube Instructional Curriculum Curriculum Overview / Skills & Standards How to Solve The Rubik's Cube Part 1  Curriculum Overview Part 2 
More informationFirst Grade Exploring TwoDigit Numbers
First Grade Exploring TwoDigit Numbers http://focusonmath.files.wordpress.com/2011/02/screenshot20110217at31019pm.png North Carolina Department of Public Instruction www.ncdpi.wikispaces.net
More informationMath Journal HMH Mega Math. itools Number
Lesson 1.1 Algebra Number Patterns CC.3.OA.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. Identify and
More informationIllinois State Standards Alignments Grades Three through Eleven
Illinois State Standards Alignments Grades Three through Eleven Trademark of Renaissance Learning, Inc., and its subsidiaries, registered, common law, or pending registration in the United States and other
More informationJust want the standards alone? You can find the standards alone at http://corestandards.org/thestandards
4 th Grade Mathematics Unpacked Content For the new Common Core State Standards that will be effective in all North Carolina schools in the 201213 school year. This document is designed to help North
More informationRepublic of the Philippines Department of Education DepEd Complex, Meralco Avenue Pasig City. K to 12 Curriculum Guide MATHEMATICS
Republic of the Philippines Department of Education DepEd Complex, Meralco Avenue Pasig City K to 12 Curriculum Guide MATHEMATICS (Grade 1 to Grade 10) January 31, 2012 CONCEPTUAL FRAMEWORK Mathematics
More informationCalifornia Common Core State Standards
California Common Core State Standards Mathematics Electronic Edition Adopted by the California State Board of Education August 2010 and modified January 2013 California Common Core State Standards Mathematics
More information1A: Understand numbers, ways of representing numbers, relationships among numbers, and number systems.
NCTM STANDARD 1: Numbers and Operations Kindergarten Grade 2 1A: Understand numbers, ways of representing numbers, relationships among numbers, and number systems. Kindergarten Grade One Grade Two 1. Count
More information2 nd Grade Mathematics Unpacked Content For the new Common Core State Standards that will be effective in all North Carolina schools in the 201213.
2 nd Grade Mathematics Unpacked Content For the new Common Core State Standards that will be effective in all North Carolina schools in the 201213. This document is designed to help North Carolina educators
More informationMATHEMATICS. Standard Course of Study and Grade Level Competencies
MATHEMATICS Standard Course of Study and Grade Level Competencies K12 Public Schools of North Carolina State Board of Education Department of Public Instruction TABLE OF CONTENTS ACKNOWLEDGMENTS...1
More informationWashington Grade Level Content Expectations EALR s Grades K5
A Correlation of to the Washington Grade Level Content Expectations EALR s Grades K5 M/M112 INTRODUCTION This document demonstrates how well Investigations in Number, Data, and Space integrates with
More informationWilliam Floyd Union Free School District. A Parent s Math Resource Guide to 2nd Grade Mathematics
William Floyd Union Free School District A Parent s Math Resource Guide to 2nd Grade Mathematics Dear Parents, The Parent s Math Resource Guide is a resource to assist you in becoming familiar with Common
More informationVoyager Sopris Learning Vmath, Levels CI, correlated to the South Carolina College and CareerReady Standards for Mathematics, Grades 28
Page 1 of 35 VMath, Level C Grade 2 Mathematical Process Standards 1. Make sense of problems and persevere in solving them. Module 3: Lesson 4: 156159 Module 4: Lesson 7: 220223 2. Reason both contextually
More informationProblem of the Month Through the Grapevine
The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common Core State Standards: Make sense of problems
More informationBig Ideas in Mathematics
Big Ideas in Mathematics which are important to all mathematics learning. (Adapted from the NCTM Curriculum Focal Points, 2006) The Mathematics Big Ideas are organized using the PA Mathematics Standards
More informationCommutative Property Grade One
Ohio Standards Connection Patterns, Functions and Algebra Benchmark E Solve open sentences and explain strategies. Indicator 4 Solve open sentences by representing an expression in more than one way using
More informationHistory of Development of CCSS
Implications of the Common Core State Standards for Mathematics Jere Confrey Joseph D. Moore University Distinguished Professor of Mathematics Education Friday Institute for Educational Innovation, College
More informationFourth Grade Math Standards and "I Can Statements"
Fourth Grade Math Standards and "I Can Statements" Standard  CC.4.OA.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and
More informationSKILL: What we want students to DO. I can count to 100 by 1 s and by 10s (K.CC.1) I can write the numbers 010 (K.CC.3)
TIME FRAME [By Date/Week/ Month] STANDARD OR BENCHMARK CURRICULUM End Product of Learning, What You Teach CONTENT: What we want students to KNOW. SKILL: What we want students to DO. INSTRUCTION Means to
More information MartensdaleSt. Marys Community School Math Curriculum
 MartensdaleSt. Marys Community School Standard 1: Students can understand and apply a variety of math concepts. Benchmark; The student will: A. Understand and apply number properties and operations.
More informationNumber, Operation, and Quantitative Reasoning
2 nd Grade Math TEKS I Can Statements Website Resources Number, Operation, and Quantitative Reasoning 2.1A I can use models to make a number that has hundreds, tens,and ones 2.1B I can read and write whole
More informationPA Academic Standards. 2.4. Mathematical Reasoning and Connections 2.5. Mathematical Problem Solving and Communication
Curriculum Category Shift Standard Areas Grades K8 and High School PA Academic Standards 2.4. Mathematical Reasoning and Connections 2.5. Mathematical Problem Solving and Communication PA Common Core
More informationThis lesson introduces students to decimals.
NATIONAL MATH + SCIENCE INITIATIVE Elementary Math Introduction to Decimals LEVEL Grade Five OBJECTIVES Students will compare fractions to decimals. explore and build decimal models. MATERIALS AND RESOURCES
More information2 nd Grade Texas Mathematics: Unpacked Content
2 nd Grade Texas Mathematics: Unpacked Content What is the purpose of this document? To increase student achievement by ensuring educators understand specifically what the new standards mean a student
More informationTasks in the Lesson. Mathematical Goals Common Core State Standards. Emphasized Standards for Mathematical Practice. Prior Knowledge Needed
Mathematical Goals Common Core State Standards Emphasized Standards for Mathematical Practice Prior Knowledge Needed Vocabulary Lesson 2.4 Five Numbers Bingo Overview and Background Information By the
More informationGrade 6 Mathematics Assessment. Eligible Texas Essential Knowledge and Skills
Grade 6 Mathematics Assessment Eligible Texas Essential Knowledge and Skills STAAR Grade 6 Mathematics Assessment Mathematical Process Standards These student expectations will not be listed under a separate
More informationFractions as Numbers INTENSIVE INTERVENTION. National Center on. at American Institutes for Research
National Center on INTENSIVE INTERVENTION at American Institutes for Research Fractions as Numbers 000 Thomas Jefferson Street, NW Washington, DC 0007 Email: NCII@air.org While permission to reprint this
More informationGeometry Shapes and Patterns Janine Vis First Grade Math 10 days
Geometry Shapes and Patterns Janine Vis First Grade Math 10 days Thematic Statement: Geometry skills are important for students as they learn to discern the Godgiven beauty of patterns and relationships
More informationGeorgia Standards Alignment Grades One through Six
Georgia Standards Alignment Grades One through Six Trademark of Renaissance Learning, Inc., and its subsidiaries, registered, common law, or pending registration in the United States and other countries.
More informationAdult General Education Standards and Curriculum Frameworks 20162017
Adult General Education Standards and Curriculum Frameworks 20162017 Division of Career and Adult Education Florida Department of Education Rule 6A6.0571 Effective July, 2016 Florida Department of Education
More informationNumbers Plus Preschool Mathematics Curriculum: Teacher s Manual
Number and operations involves understanding whole numbers and realizing that numbers represent quantity. It includes learning number words and symbols, counting, comparing and ordering quantities, composing
More informationNEW MEXICO Grade 6 MATHEMATICS STANDARDS
PROCESS STANDARDS To help New Mexico students achieve the Content Standards enumerated below, teachers are encouraged to base instruction on the following Process Standards: Problem Solving Build new mathematical
More informationCommon Core State Standards for Mathematics Accelerated 7th Grade
A Correlation of 2013 To the to the Introduction This document demonstrates how Mathematics Accelerated Grade 7, 2013, meets the. Correlation references are to the pages within the Student Edition. Meeting
More informationFun with Fractions: A Unit on Developing the Set Model: Unit Overview www.illuminations.nctm.org
Fun with Fractions: A Unit on Developing the Set Model: Unit Overview www.illuminations.nctm.org Number of Lessons: 7 Grades: 35 Number & Operations In this unit plan, students explore relationships among
More informationChapter 111. Texas Essential Knowledge and Skills for Mathematics. Subchapter B. Middle School
Middle School 111.B. Chapter 111. Texas Essential Knowledge and Skills for Mathematics Subchapter B. Middle School Statutory Authority: The provisions of this Subchapter B issued under the Texas Education
More informationFor example, estimate the population of the United States as 3 times 10⁸ and the
CCSS: Mathematics The Number System CCSS: Grade 8 8.NS.A. Know that there are numbers that are not rational, and approximate them by rational numbers. 8.NS.A.1. Understand informally that every number
More informationCounting Money and Making Change Grade Two
Ohio Standards Connection Number, Number Sense and Operations Benchmark D Determine the value of a collection of coins and dollar bills. Indicator 4 Represent and write the value of money using the sign
More informationMathematics Instructional Cycle Guide
Mathematics Instructional Cycle Guide Fractions on the number line 3NF2a Created by Kelly Palaia, 2014 Connecticut Dream Team teacher 1 CT CORE STANDARDS This Instructional Cycle Guide relates to the following
More informationProblem of the Month Pick a Pocket
The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common Core State Standards: Make sense of problems
More informationMy Math Chapter 8 Lesson 3. Use the two pictures below to answer the questions. Engage NY Lessons 5.4 (Appendix C)
7 Flex Day (Instruction Based on Data) Recommended Resources: Decomposing Fractions Pizza Share Give Em Chocolate 8 Use cuisinaire rods and tape diagrams to model equivalent fraction values. Determine
More informationConsumer Math 15 INDEPENDENT LEAR NING S INC E 1975. Consumer Math
Consumer Math 15 INDEPENDENT LEAR NING S INC E 1975 Consumer Math Consumer Math ENROLLED STUDENTS ONLY This course is designed for the student who is challenged by abstract forms of higher This math. course
More information2015 Mississippi College and CareerReadiness Standards for Mathematics
Title 7: Education K12 Part 135 2015 Mississippi College and CareerReadiness Standards for Mathematics As Released for Public Comment June 15  September 15, 2015 The standards in this document are
More informationA Correlation of Pearson Texas Geometry Digital, 2015
A Correlation of Pearson Texas Geometry Digital, 2015 To the Texas Essential Knowledge and Skills (TEKS) for Geometry, High School, and the Texas English Language Proficiency Standards (ELPS) Correlations
More informationProblem of the Month: Digging Dinosaurs
: The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common Core State Standards: Make sense of
More informationCourse Overview Name of Course: Child Care I Name of Department: Family and Consumer Science
Course Overview Name of Course: Child Care I Name of Department: Family and Consumer Science The Child Care Career Program This is a three year program designed to give students interested in a career
More informationNancy Rubino, PhD Senior Director, Office of Academic Initiatives The College Board
Nancy Rubino, PhD Senior Director, Office of Academic Initiatives The College Board Amy Charleroy Director of Arts, Office of Academic Initiatives The College Board Two approaches to alignment: Identifying
More informationGraphic Organizers SAMPLES
This document is designed to assist North Carolina educators in effective instruction of the new Common Core State and/or North Carolina Essential Standards (Standard Course of Study) in order to increase
More informationMathematics Curriculum Guide Precalculus 201516. Page 1 of 12
Mathematics Curriculum Guide Precalculus 201516 Page 1 of 12 Paramount Unified School District High School Math Curriculum Guides 2015 16 In 2015 16, PUSD will continue to implement the Standards by providing
More informationGrade 4  Module 5: Fraction Equivalence, Ordering, and Operations
Grade 4  Module 5: Fraction Equivalence, Ordering, and Operations Benchmark (standard or reference point by which something is measured) Common denominator (when two or more fractions have the same denominator)
More informationtips Grade TARGETED INVERVENTION: PRACTICE and STRATEGIES MATHEMATICS TUTORING
UTAH STATE OFFICE OF EDUCATION TARGETED INVERVENTION: PRACTICE and STRATEGIES tips MATHEMATICS TUTORING Grade Utah State Office of Education 250 East 500 South P.O. Box 144200 Salt Lake City, UT 841144200
More informationMathematics Geometry Unit 1 (SAMPLE)
Review the Geometry sample yearlong scope and sequence associated with this unit plan. Mathematics Possible time frame: Unit 1: Introduction to Geometric Concepts, Construction, and Proof 14 days This
More informationMathematics Task Arcs
Overview of Mathematics Task Arcs: Mathematics Task Arcs A task arc is a set of related lessons which consists of eight tasks and their associated lesson guides. The lessons are focused on a small number
More informationManitoba Curriculum. Alignment with Mathletics. Supported by independent evidencebased research and practice. Powerful reporting.
Supported by independent evidencebased research practice. Follows provincial curricula Powerful reporting Student centred Content Kindergarten Grade 1 Grade 2 02 04 08 Grade 10 Applied & PreCalculus
More informationBuilding a Bridge to Academic Vocabulary in Mathematics
Building a Bridge to Academic Vocabulary in Mathematics AISD Elementary Mathematics Department How Students Develop a Repertoire of Academic English in Mathematics Developed and researched by the AISD
More informationActivity 4: Planning an Extension Lesson on Energy Using the 5E Model
Activity 4: Planning an Extension Lesson on Energy Using the 5E Model 1 Suggested PrePlanning Questions 1. What is the Big Idea? 2. What are your essential questions? 3. What approach will you use in
More informationGRADE 6 MATH: RATIOS AND PROPORTIONAL RELATIONSHIPS
GRADE 6 MATH: RATIOS AND PROPORTIONAL RELATIONSHIPS UNIT OVERVIEW This 45 week unit focuses on developing an understanding of ratio concepts and using ratio reasoning to solve problems. TASK DETAILS Task
More informationWhitnall School District Report Card Content Area Domains
Whitnall School District Report Card Content Area Domains In order to align curricula kindergarten through twelfth grade, Whitnall teachers have designed a system of reporting to reflect a seamless K 12
More informationMajor Work of the Grade
Counting and Cardinality Know number names and the count sequence. Count to tell the number of objects. Compare numbers. Kindergarten Describe and compare measurable attributes. Classify objects and count
More informationInvestigating Area Under a Curve
Mathematics Investigating Area Under a Curve About this Lesson This lesson is an introduction to areas bounded by functions and the xaxis on a given interval. Since the functions in the beginning of the
More informationStandards and progression point examples
Mathematics Progressing towards Foundation Progression Point 0.5 At 0.5, a student progressing towards the standard at Foundation may, for example: connect number names and numerals with sets of up to
More informationPerformance Level Descriptors Grade 6 Mathematics
Performance Level Descriptors Grade 6 Mathematics Multiplying and Dividing with Fractions 6.NS.12 Grade 6 Math : SubClaim A The student solves problems involving the Major Content for grade/course with
More informationparent ROADMAP MATHEMATICS SUPPORTING YOUR CHILD IN KINDERGARTEN
TM parent ROADMAP MATHEMATICS SUPPORTING YOUR CHILD IN KINDERGARTEN K America s schools are working to provide higher quality instruction than ever before. The way we taught students in the past simply
More informationTask: Representing the National Debt 7 th grade
Tennessee Department of Education Task: Representing the National Debt 7 th grade Rachel s economics class has been studying the national debt. The day her class discussed it, the national debt was $16,743,576,637,802.93.
More informationPerformance Assessment Task Which Shape? Grade 3. Common Core State Standards Math  Content Standards
Performance Assessment Task Which Shape? Grade 3 This task challenges a student to use knowledge of geometrical attributes (such as angle size, number of angles, number of sides, and parallel sides) to
More informationThe Common Core and Role of Guidance & Counseling
The Common Core and Role of Guidance & Counseling G E A R U P W E S T C O N F E R E N C E S E P T E M B E R 3 0, 2 0 1 3 M I K E H U B E R T, D I R E C T O R D A N I S E A C K E L S O N, S U P E R V I
More informationNumber Sense and Numeration, Grades 4 to 6
Number Sense and Numeration, Grades 4 to 6 Volume 3 Multiplication A Guide to Effective Instruction in Mathematics, Kindergarten to Grade 6 2006 Every effort has been made in this publication to identify
More informationGRADE 3 MATH: CITY FARMERS
GRADE 3 MATH: CITY FARMERS UNIT OVERVIEW This instructional bundle contains a task aligned to the Content Core standards and additional supports for diverse learners. The task is embedded in a 45 week
More informationA Concrete Introduction. to the Abstract Concepts. of Integers and Algebra using Algebra Tiles
A Concrete Introduction to the Abstract Concepts of Integers and Algebra using Algebra Tiles Table of Contents Introduction... 1 page Integers 1: Introduction to Integers... 3 2: Working with Algebra Tiles...
More informationMental Math. Fact Learning Mental Computation Estimation. Grade 4 Teacher s Guide
Mental Math Fact Learning Mental Computation Estimation Grade 4 Teacher s Guide båöäáëü=mêçöê~ãë ml=_çñ=ommm `Ü~êäçííÉíçïåI=mb=`N^=TkU qéäw=evmof=psu=qsmm c~ñw=evmof=psu=qsoo ïïïköçîkéékå~léçì 2007 Table
More informationDiscovering Math: Data and Graphs Teacher s Guide
Teacher s Guide Grade Level: K 2 Curriculum Focus: Mathematics Lesson Duration: Two class periods Program Description Discovering Math: Data and Graphs From simple graphs to sampling to determining what
More informationAlignment of the Hawaii Preschool Content Standards With HighScope s Preschool Child Observation Record (COR), 2nd edition
Alignment of the Hawaii Preschool Content Standards With HighScope s Preschool Child Observation Record (COR), 2nd edition The following chart shows how items from the Hawaii Preschool Content Standards
More informationStandards Alignment Code.org K 5 Curriculum Course 3
Curriculum Standards Alignment Code.org K 5 Curriculum Course 3 Lesson 1: Computational Thinking (unplugged) Objectives Analyze information to draw conclusions. Match identical portions of similar phrases
More informationWarning! Construction Zone: Building Solids from Nets
Brief Overview: Warning! Construction Zone: Building Solids from Nets In this unit the students will be examining and defining attributes of solids and their nets. The students will be expected to have
More informationNumbers Must Make Sense: A Kindergarten Math Intervention
Numbers Must Make Sense: A Kindergarten Math Intervention Paula Kitchen Metropolitan School District of Pike Township Do you have students who do not recognize their numbers or cannot count to ten? We
More informationNF512 Flexibility with Equivalent Fractions and Pages 110 112
NF5 Flexibility with Equivalent Fractions and Pages 0 Lowest Terms STANDARDS preparation for 5.NF.A., 5.NF.A. Goals Students will equivalent fractions using division and reduce fractions to lowest terms.
More information