BLOOMFIELD PUBLIC SCHOOLS Bloomfield, New Jersey Mathematics Grade 1

Transcription

1 BLOOMFIELD PUBLIC SCHOOLS Bloomfield, New Jersey Curriculum Guide Mathematics Grade 1 Prepared by: Nancy Schultz Salvatore Goncalves, Superintendent of Schools Sandra Searing, Assistant Superintendent of Curriculum and Instruction Roger Marchegiano, Supervisor of Mathematics Conforms to the New Jersey Student Learning Standards Board Approved: August 23,

2 Title of Unit Operations and Algebraic Thinking Grade Level 1 Curriculum Area Mathematics Time Frame days Desired Results (Stage 1) Established Goals/Standards 1.OA.A.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. 1.OA.A.2 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. Primary Interdisciplinary Connections LAL: Connect math and literacy through reading books. ART: Create pictures that represent addition and subtraction. MUSIC: Sing addition and subtraction songs 21 st Century Interdisciplinary Themes: _x Global Awareness _x Financial, economic, business, and entrepreneurial literacy Civic Literacy Health Literacy Transfer Students will be able to independently use their learning to represent and solve problems involving addition and subtraction. Understandings Students will understand that U1 - addition involves adding to and putting together. U2 - subtraction involves taking from, taking apart, and comparing. U3 - missing numbers in a math sentence can be found using addition and subtraction. U4 - a symbol can represent an unknown. U5 - objects, drawings, and equations can be used to solve problems. Meaning Essential Questions Students will keep considering Q1 - How can one find the total of parts? Q2 - How can one find the missing part of a whole? 2

3 Knowledge Students will know K1 - the meaning of addition. K2 - the meaning of subtraction. K3 - there are multiple interpretations of addition and subtraction. Checks for Alignment U1 U5 Q1 Q2 K1 K3 Evaluation Criteria Performance is judged in terms of Formative question-answer in class homework Skills Students will be able to S1 - add on to a group in order to find a total amount. S2 - solve problems as part-part-whole problems when joining or putting them together. S3 - use subtraction to determine how many more are in one group than another (comparing). S4 - solve word problems that call for the addition of three whole numbers whose sum is less than 20. S5 - use objects and drawings to represent problems. S6 - use equations with a symbol for the unknown number to represent the problem. Evidence (Stage 2) portfolio Summative periodic assessment tasks/checklists Assessment Evidence Transfer Task(s) Represent problems involving addition and subtraction. Solve problems involving addition and subtraction. S1 S6 Learning Plan (Stage 3) Checks for alignment Summary of Key Learning Events and Instruction and best practice The teaching and learning needed to achieve the unit goals. Required Activities Required Resources 3

4 Classroom Routine (CR) Activity Discussion Math Workshop Assessment Session Follow-Up Games Suggested Activities Illuminations lessons Investigations3: Unit 1: 2.3, 2.4, 2.6, 2.7, 2.8, 3.1, 3.2, 3.4, 3.5, 3.6, 3.7 Unit 2: 1.3 Unit 3: 2.1, 2.4, 2.6, 2.7, 2.8, 3.1, 3.2, 3.6, CR 2.3, CR 2.5, 3.1, CR 3.1, CR 3.2, CR 3.4, 3.6, CR 3.6 Unit 4: 1.5, 1.6, 1.7, 1.8, 2.6 Unit 5: 1.1, 1.5, 1.6, 1.7, 1.8, 2.3, 2.4, 2.6, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7 Unit 6: Investigation 1, Investigation 2 Unit 7: 1.1, 1.2, CR 1.1, CR 1.2, CR 1.3 Grade 1 Mathematics Curriculum Binder Suggested Resources Title of Unit Operations and Algebraic Thinking Grade Level 1 Curriculum Area Mathematics Time Frame days Desired Results (Stage 1) Established Goals/Standards 1.OA.B.3 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 unknown-addend problem. For example, subtract 10 8 by finding the number that makes 10 when added to 8. Add and subtract within 20. Primary Interdisciplinary Connections LAL: Connect math and literacy through reading books. 21 st Century Interdisciplinary Themes: _x Global Awareness _x Financial, economic, business, and entrepreneurial literacy Civic Literacy Health Literacy Transfer Students will be able to independently use their learning to understand and apply properties of operations and the relationship between addition and subtraction. Understandings Meaning 4 Essential Questions

5 Students will understand that U1 - properties of operations are used as strategies for solving addition and subtraction problems. U2 - knowing how addition and subtraction are related helps us to solve math problems. Students will keep considering Q1 - What is the relationship between addition and subtraction? Q2 - How can properties of operations help to solve addition and subtraction problems? Knowledge Students will know K1 - the properties of operations (but will not use formal terms for these properties.) Checks for Alignment U1 U2 Q1 Q2 K1 Skills Students will be able to Evidence (Stage 2) Evaluation Criteria Performance is judged in terms of Formative question-answer in class homework portfolio Summative periodic assessment tasks/checklists S1 - apply the properties of operations to solve problems involving addition and subtraction. S2 - solve a subtraction problem by making it an unknown-addend problem. Assessment Evidence Transfer Task(s) Learning Plan (Stage 3) Independently use their learning to understand Apply properties of operations and the relationship between addition and subtraction. S1 S2 Checks for alignment Summary of Key Learning Events and Instruction and best practice The teaching and learning needed to achieve the unit goals. Required Activities Required Resources Classroom Routine (CR) Activity Discussion Math Workshop Assessment Session Follow-Up Games Suggested Activities Investigations3: Unit 1: 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7 Unit 2: 1.3 Unit 3: 1.1, 1.3, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 3.1, 3.2, 3.3, 3.4, 3.6, 4.8 Unit 4: 1.5, 1.6, 1.7, 1.8, 2.6 Unit 5: Investigation 1, Investigation 2, Investigation 3 Unit 6: CR 1.3, CR 1.5, CR 2.2, CR 2.3 Grade 1 Mathematics Curriculum Binder 5 Suggested Resources

6 Illuminations lessons Title of Unit Operations and Algebraic Thinking Grade Level 1 Curriculum Area Mathematics Time Frame days Desired Results (Stage 1) Established Goals/Standards 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). Primary Interdisciplinary Connections LAL: Connect math and literacy through reading books. 21 st Century Interdisciplinary Themes: _x Global Awareness _x Financial, economic, business, and entrepreneurial literacy Civic Literacy Health Literacy Transfer Students will be able to independently use their learning to add and subtract within 20. Meaning Understandings Essential Questions Students will understand that Students will keep considering 6

7 U1 - there are multiple strategies to add and subtract. U2 - counting is related to addition and subtraction. U3 - how many or how much there is of something increases with addition and decreases with subtraction. Q1 - How is counting related to addition and subtraction? Q2 - How can a problem be simplified? Q3 - What strategies are available to determine how much or how many we have? Knowledge Students will know K1 - numbers that make 10 will help solve problems. K2 - numbers can be decomposed into simpler terms. K3 - counting on strategies. K4 - making 10 strategies. K4 - decomposing 10 strategies. K5 - the inverse relationship between addition and subtraction. K6 - solutions can be found by forming equivalent but easier or known sums. Checks for Alignment U1 U3 Q1 Q3 K1 K6 Evidence (Stage 2) Evaluation Criteria Performance is judged in terms of Formative question-answer in class homework portfolio Summative periodic assessment tasks/checklists Skills Students will be able to S1 - add within 20. S2 - subtract within 20. S3 - fluently add within 10. S4 - fluently subtract within 10. S5 - count on to add. S6 - decompose a number leading to 10. Assessment Evidence Transfer Task(s) Independently use their learning to add and subtract within 20. S1 S6 Learning Plan (Stage 3) Checks for alignment Summary of Key Learning Events and Instruction and best practice The teaching and learning needed to achieve the unit goals. Required Activities Required Resources 7

8 Classroom Routine (CR) Activity Discussion Math Workshop Assessment Session Follow-Up Games Investigations3: Unit 1: 1.4, 1.5, Investigation 2, Investigation 3 Unit 2: 1.1, 1.2, 1.3, 1.4, CR 1.3, CR 1.6, CR 2.5 Unit 3: Investigation 1, Investigation 2, Investigation 3, 4.8 Unit 4: 1.5, 1.6, 1.7, 1.8, 2.6 Unit 5: Investigation 1, Investigation 2, Investigation 3 Unit 6: Investigation 1, 2.3 Unit 7: 1.1, 1.2, 1.3, 2.1, 2.2, 2.4, 2.5 Grade 1 Mathematics Curriculum Binder Illuminations lessons Suggested Activities Suggested Resources

9 Title of Unit Operations and Algebraic Thinking Grade Level 1 Curriculum Area Mathematics Time Frame 9-12 days Desired Results (Stage 1) Established Goals/Standards 1.OA.D.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.D.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, = _. Primary Interdisciplinary Connections LAL: Connect math and literacy through reading books. 21 st Century Interdisciplinary Themes: _x Global Awareness _x Financial, economic, business, and entrepreneurial literacy Civic Literacy Health Literacy Transfer Students will be able to independently use their learning to work with addition and subtraction equations. Understandings Students will understand that Meaning Essential Questions Students will keep considering U1 - the equal sign represents two sides that are balanced and have equivalent expressions on each side. U2 - an equation is true if the representation on the left side of the equal sign is equivalent to the representation on the right side of the equal sign; otherwise it is false. U3 - if an unknown number must be found, it must make the equation true. Q1 - How can one determine if an equation is true or false? Q2 - When the unknown number is found for an equation, how can one tell if it is correct? 9

10 Knowledge Students will know K1 - an equation is true only if the left and right sides of an equal sign have equivalent expressions. K2 - that an unknown represents a number that will make an equation true. Checks for Alignment U1 U3 Q1 Q2 K1 K2 Skills Evidence (Stage 2) Evaluation Criteria Performance is judged in terms of Formative question-answer in class homework portfolio Summative periodic assessment tasks/checklists Bloomfield Grade 1 ( ) Students will be able to S1 - determine if an equation is true or false. S2 - determine the value of an unknown which will make the equation true. S3 - relate three numbers to each other through the use of an equation. Assessment Evidence Transfer Task(s) S1 S3 Learning Plan (Stage 3) Independently use their learning to work with addition and subtraction equations. Checks for alignment Summary of Key Learning Events and Instruction and best practice The teaching and learning needed to achieve the unit goals. Required Activities Required Resources Classroom Routine (CR) Activity Discussion Math Workshop Assessment Session Follow-Up Games Illuminations lessons Suggested Activities Investigations3: Unit 1: 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 3.2, 3.3, 3.4, 3.6, 3.7 Unit 3: 1.1, 1.2, 1.3, 1.4, 2.5, 2.6, 2.7, 2.8, Investigation 3, 4.8 Unit 4: CR 1.2, CR 1.4, 1.6, CR 1.6, CR 2.3 Unit 5: 1.2, 1.4, 1.5, 1.6, 1.7, 1.8, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6 Unit 7: 1.6, 1.7, 1.8 Grade 1 Mathematics Curriculum Binder Suggested Resources

11 Title of Unit Numbers and Operations in Base Ten Grade Level 1 Curriculum Area Mathematics Time Frame 8-11 days Desired Results (Stage 1) Established Goals/Standards 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. LAL: Connect math and literacy through reading books. Primary Interdisciplinary Connections 21 st Century Interdisciplinary Themes: _x Global Awareness _x Financial, economic, business, and entrepreneurial literacy Civic Literacy Health Literacy Transfer Students will be able to independently use their learning to extend the counting sequence. Understandings Students will understand that Meaning Essential Questions Students will keep considering U1 - counting involves patterns. Q1 - How does where the digits are located affect how one reads the number? Q2 - How do counting patterns help one to count? Knowledge Students will know K1 - counting patterns. K2 - how to read a number in the hundreds, tens, and ones place (for example, in 88 the 8 in the tens place is read as eighty whereas the 8 in the ones place is read as eight.) Skills Students will be able to S1 - count to 120, starting at any number less than 120. S2 - read numerals from 0 to 120. S3 - write numerals from 0 to 120. S4 - represent a number of objects with a written numeral, up to

12 Checks for Alignment U1 Q1 Q2 K1 K2 Evidence (Stage 2) Evaluation Criteria Performance is judged in terms of Formative question-answer in class homework portfolio Summative periodic assessment tasks/checklists Assessment Evidence Transfer Task(s) S1 S4 Learning Plan (Stage 3) Bloomfield Grade 1 ( ) Independently use their learning to extend the counting sequence. Checks for alignment Summary of Key Learning Events and Instruction and best practice The teaching and learning needed to achieve the unit goals. Required Activities Required Resources Classroom Routine (CR) Activity Discussion Math Workshop Assessment Session Follow-Up Games Illuminations lessons Suggested Activities Investigations3: Unit 1: Investigation 1, 3.6 Unit 2: 2.3 Unit 3: Investigation 4 Unit 4: CR 1.2, CR 1.4, CR 1.6, CR 2.3 Unit 5: CR 1.3, CR 1.3, CR1.5, CR 1.8, CR 2.1, CR 2.3, CR 2.5, CR 2.7, CR 3.1, CR 3.3, CR 3.4, CR 3.5, CR 3.6, CR 3.7 Unit 6: CR 1.3, CR 1.5, CR 2.2, CR 2.3 Unit 7: 1.3, 1.4, 1.5, 1.6, 1.7, 1.8 Investigation 2, Investigation 3 Grade 1 Mathematics Curriculum Binder Suggested Resources

13 Title of Unit Number and Operations in Base Ten Grade Level 1 Curriculum Area Mathematics Time Frame 9-12 days Desired Results (Stage 1) Established Goals/Standards 1.NBT.B.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: a. 10 can be thought of as a bundle of ten ones called a ten. b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. c. 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 two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Primary Interdisciplinary Connections LAL: Connect math and literacy through reading books. 21 st Century Interdisciplinary Themes: _x Global Awareness _x Financial, economic, business, and entrepreneurial literacy Civic Literacy Health Literacy Transfer Students will be able to independently use their learning to understand place value. Understandings Students will understand that Meaning U1 - the location of digits in a number determines the value of the number. U2 - to compare two numbers, one must compare the digits in each place, starting with the tens place. Essential Questions Students will keep considering Q1 - Why is place value important? Knowledge Students will know K1 - the representation of 1 9 as ones; as a composition of one ten plus ones. K2 - the two digits in a two-digit number represent the amount of tens and ones. K3 - 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). Skills Students will be able to S1 - identify ten as ten ones bundled. S2 - identify tens and ones in a two-digit number. S3 - compare two digit numbers using <, =, and >. 13

14 Checks for Alignment U1 U2 Q1 K1 K3 Evidence (Stage 2) Evaluation Criteria Performance is judged in terms of Formative question-answer in class homework portfolio Summative periodic assessment tasks/checklists Assessment Evidence Transfer Task(s) S1 S3 Learning Plan (Stage 3) Bloomfield Grade 1 ( ) Independently use their learning to understand place value. Checks for alignment Summary of Key Learning Events and Instruction and best practice The teaching and learning needed to achieve the unit goals. Required Activities Required Resources Classroom Routine (CR) Activity Discussion Math Workshop Assessment Session Follow-Up Games Suggested Activities Illuminations lessons Investigations3: Unit 1: 1.3, 1.4, 1.5 Unit 2: CR 1.3, CR 1.6, CR 2.5 Unit 3: 1.2, 1.4, 2.4, 4.1, CR 2.1, CR 2.4, CR 2.8, CR 3.65, CR 4.2, 4.4, CR 4.4, CR 4.6 Unit 4: CR 1.2, CR 1.4, CR 1.6, CR 2.3 Unit 5: 2.1, 2.3, CR 1.4, CR 1.6, 2.1, CR 2.2, 2.3, CR 2.6, CR 3.3, CR 3.4, CR 3.5 Unit 6: 1.1, CR 1.1, CR 1.2, CR 1.4, CR 1.6, CR 1.7, CR 1.9 Unit 7: 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, Investigation 2, Investigation 3 Grade 1 Mathematics Curriculum Binder Suggested Resources

15 Title of Unit Number and Operations in Base Ten Grade Level 1 Curriculum Area Mathematics Time Frame days Desired Results (Stage 1) Established Goals/Standards 1.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. 1.NBT.C.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 1.NBT.C.6 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. Primary Interdisciplinary Connections LAL: Connect math and literacy through reading books. SOCIAL STUDIES: Relate fact families to students families 21 st Century Interdisciplinary Themes: _x Global Awareness _x Financial, economic, business, and entrepreneurial literacy Civic Literacy Health Literacy Transfer Students will be able to independently use their learning to use place value understanding and properties of operations to add and subtract. Understandings Students will understand that U1 - concrete models, drawings, strategies based on place value, properties of operations, and/or the relationship between addition and subtraction can help one solve problems. U2 - when adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. U3 - when subtracting multiples of 10 from multiples of 10, one subtracts tens from tens and knows that 0 remains in the ones place. Meaning 15 Essential Questions Students will keep considering Q1 - How does place value help one find the answers to addition and subtraction problems?

16 Knowledge Students will know K1 - properties of operations to add and subtract. K2 - the values of digits in a two-digit number. Checks for Alignment U1 U3 Q1 K1 K2 Evaluation Criteria Performance is judged in terms of Formative question-answer in class homework portfolio Summative periodic assessment tasks/checklists Skills Students will be able to Bloomfield Grade 1 ( ) S1 - add a two-digit number and a one-digit number, with a sum within 100. S2 - add a two-digit number and a multiple of ten, with a sum within 100. S3 - given a two-digit number, mentally find 10 more or 10 less than the number, without having to count. S4 - subtract multiples of 10 in the range 10 90, from multiples of 10 in the range (positive or 0 differences). S5 - relate a strategy to a written method. S6 - explain the reasoning used for a given strategy. Evidence (Stage 2) Assessment Evidence Transfer Task(s) S1 S6 Learning Plan (Stage 3) Independently use their learning to use place value understanding and properties of operations to add and subtract. Checks for alignment Summary of Key Learning Events and Instruction and best practice The teaching and learning needed to achieve the unit goals. Required Activities Required Resources Classroom Routine (CR) Activity Discussion Math Workshop Assessment Session Follow-Up Games Investigations3: Unit 7: 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 2.5, 2.6, 2.7, 2.8, Investigation 3 Grade 1 Mathematics Curriculum Binder Illuminations lessons Suggested Activities 16 Suggested Resources

17 Title of Unit Measurement and Data Grade Level 1 Curriculum Area Mathematics Time Frame 7-10 days Desired Results (Stage 1) Established Goals/Standards 1.MD.A.1 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 same-size 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. Primary Interdisciplinary Connections LAL: Connect math and literacy through reading books. 21 st Century Interdisciplinary Themes: _x Global Awareness _x Financial, economic, business, and entrepreneurial literacy Civic Literacy Health Literacy Transfer Students will be able to independently use their learning to measure lengths indirectly and by iterating length units. Understandings Students will understand that U1 - lengths of objects can be compared to lengths of other objects. U2 - measurement is an iteration of same-size units. Meaning Essential Questions Students will keep considering Q1 - How do we measure the length of an object? Q2 - How do we compare the lengths of two objects? Knowledge Students will know K1 - the units used to measure an object should not overlap. K2 - the units used to measure an object should not have gaps between them. K3 - the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Skills Students will be able to S1 - order three objects by length. S2 - compare the lengths of two objects indirectly by using a third object. S3 - express the length of an object as a whole number of length units. 17

18 Checks for Alignment U1 U2 Q1 Q2 K1 K3 Evidence (Stage 2) Evaluation Criteria Performance is judged in terms of Formative question-answer in class homework portfolio Summative periodic assessment tasks/checklists Assessment Evidence Transfer Task(s) S1 S3 Independently use their learning to measure lengths indirectly and by iterating length units. Learning Plan (Stage 3) Checks for alignment Summary of Key Learning Events and Instruction and best practice The teaching and learning needed to achieve the unit goals. Required Activities Required Resources Classroom Routine (CR) Activity Discussion Math Workshop Assessment Session Follow-Up Games Investigations3: Unit 4: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7 Grade 1 Mathematics Curriculum Binder Illuminations lessons Suggested Activities Suggested Resources

19 Title of Unit Measurement and Data Grade Level 1 Curriculum Area Mathematics Time Frame days Desired Results (Stage 1) Established Goals/Standards 1.MD.B.3 Tell and write time in hours and half-hours using analog and digital clocks. Primary Interdisciplinary Connections LAL: Connect math and literacy through reading books. SOCIAL STUDIES: Create a time line of the students day SCIENCE: Sun rise and sun set HEALTH: How much sleep is needed? PHYSICAL EDUCATION: Use of the stopwatch 21 st Century Interdisciplinary Themes: _x Global Awareness _x Financial, economic, business, and entrepreneurial literacy Civic Literacy Health Literacy Transfer Students will be able to independently use their learning to tell and write time. Meaning Understandings Students will understand that U1 - when time passes, the hour hand and the minute hand move at different rates. Essential Questions Students will keep considering Q1 - How do the positions of the hands on an analog clock indicate the time? Q2 - How do the numbers on a digital clock indicate the time? Knowledge Students will know K1 - on an analog clock, the difference between the hour hand and the minute hand. K2 - on an analog clock, on the hour, the hour hand is pointing exactly to the number that represents the hour; on the half-hour, the hour hand is pointing exactly half-way between two numbers. K3 - on a digital clock, the digits to the left of the colon represent the hour and the digits to the right of the colon represent the minutes. 19 Skills Students will be able to S1 - tell and write time in hours using an analog clock. S2 - tell and write time in hours using a digital clock. S3 - tell and write time in half-hours using an analog clock. S4 - tell and write time in half-hours using a digital clock.

20 Checks for Alignment U1 Q1 Q2 K1 K3 Evidence (Stage 2) Evaluation Criteria Performance is judged in terms of Formative question-answer in class homework portfolio Summative periodic assessment tasks/checklists Assessment Evidence Transfer Task(s) S1 S4 Learning Plan (Stage 3) Bloomfield Grade 1 ( ) Independently use their learning to tell and write time. Checks for alignment Summary of Key Learning Events and Instruction and best practice The teaching and learning needed to achieve the unit goals. Required Activities Required Resources Classroom Routine (CR) Activity Discussion Math Workshop Assessment Session Follow-Up Games Investigations3: Unit 1: CR 2.3 Unit 3: CR 1.4, CR 2.7, CR 4.3 Unit 4: 1.2, 2.1, 2.5 Unit 5: CR 1,1, CR 1.7, CR 2.4, CR 2.8, CR 3.2 Unit 6: CR 1.8, CR 2.1 Unit 7: CR 2.1, CR 3.3 Unit 8: CR 1.1, CR 1.3, CR 1.5, 1.6, CR 1.6 Grade 1 Mathematics Curriculum Binder Illuminations lessons Suggested Activities Suggested Resources

21 Title of Unit Measurement and Data Grade Level 1 Curriculum Area Mathematics Time Frame 9-12 days Desired Results (Stage 1) Established Goals/Standards 1.MD.C.4 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. Primary Interdisciplinary Connections LAL: Connect math and literacy through reading books. SCIENCE: Graph the weather HEALTH: Graph healthy foods PHYSICAL EDUCATION: Graph number of jumping jacks, how far everyone can kick a ball, etc 21 st Century Interdisciplinary Themes: _x Global Awareness _x Financial, economic, business, and entrepreneurial literacy Civic Literacy Health Literacy Transfer Students will be able to independently use their learning to represent and interpret data. Understandings Students will understand that U1 - there are many ways to analyze data. Meaning Essential Questions Students will keep considering Q1 - How can representing data help us to interpret it and draw conclusions? Knowledge Students will know K1 - the total number of data points will be represented in two or more categories. Skills Students will be able to S1 - organize data with up to three categories. S2 - represent data with up to three categories. S3 - interpret data with up to three categories. S4 - compare the number of data points in two categories. 21

22 Checks for Alignment U1 Q1 K1 Evidence (Stage 2) Evaluation Criteria Performance is judged in terms of Formative question-answer in class homework portfolio Summative periodic assessment tasks/checklists Assessment Evidence Transfer Task(s) S1- S4 Independently use their learning to represent and interpret data. Learning Plan (Stage 3) Checks for alignment Summary of Key Learning Events and Instruction and best practice The teaching and learning needed to achieve the unit goals. Required Activities Required Resources Classroom Routine (CR) Activity Discussion Math Workshop Assessment Session Follow-Up Games Investigations3: Unit 1: 1.5 Unit 2: 2.1, 2.2, 2.3, 2.4 Unit 3: 4.1 Unit 6: Investigation 1, Investigation 2 Grade 1 Mathematics Curriculum Binder Suggested Activities Suggested Resources Illuminations lessons

23 Title of Unit Geometry Grade Level 1 Curriculum Area Mathematics Time Frame days Desired Results (Stage 1) Established Goals/Standards 1.G.A.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 1.G.A.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional 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. 1.G.A.3 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Primary Interdisciplinary Connections LAL: Connect math and literacy through reading books. ART: Lines of symmetry SCIENCE: Explore butterflies and symmetry 21 st Century Interdisciplinary Themes: _x Global Awareness _x Financial, economic, business, and entrepreneurial literacy Civic Literacy Health Literacy Transfer Students will be able to independently use their learning to reason with shapes and their attributes. Understandings Students will understand that U1 - attributes may or may not define a shape. U2 - new shapes can be made from two or more other shapes. U3 - compositions must be within the same dimension. U4 - shares of a whole must always be equal. U5 - decomposing into more equal shares creates smaller shares. Meaning Essential Questions Students will keep considering Q1 - Why do we need to identify shapes? Q2 - Why would we compose or decompose shapes? 23

24 Knowledge Students will know K1 - shapes are characterized by their defining attributes (number of sides, size of angles, etc.). K2 - non-defining attributes (color, overall size, orientation, etc.) give additional information but do not characterize the shape. Checks for Alignment U1 U5 Q1 Q2 K1 K2 Skills Students will be able to S1 - distinguish between defining and non-defining attributes. S2 - build shapes to possess defining attributes. S3 - draw shapes to possess defining attributes. S4 - compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) to create a composite shape. S5 - compose three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders)* to create a composite shape. S6 - partition circles into two and four equal shares. S7 - partition rectangles into two and four equal shares. S8 - appropriately use the words halves, fourths and quarters and the phrases half of, fourth of, and quarter of. S9 - describe the whole as two of, or four of the shares. *Students do not need to learn formal names. Evaluation Criteria Performance is judged in terms of Formative question-answer in class homework portfolio Summative periodic assessment tasks/checklists Evidence (Stage 2) Assessment Evidence Transfer Task(s) S1 S9 Independently use their learning to reason with shapes and their attributes. Learning Plan (Stage 3) Checks for alignment Summary of Key Learning Events and Instruction and best practice The teaching and learning needed to achieve the unit goals. Required Activities Required Resources Classroom Routine (CR) Activity Discussion Math Workshop Assessment Session Follow-Up Games Suggested Activities Investigations3: Unit 1: Investigation 1 Unit 2: Investigation 1, Investigation 2 Unit 4: Investigation 2, CR 1.8, CR 2.1, CR 2.2, CR 2,4, CR 2.5, CR 2.6 Unit 8: Investigation 1 Grade 1 Mathematics Curriculum Binder Suggested Resources 24