Alleghany County Public Schools...Alleghany County Public Schools . First Grade Curriculum Overview...

Alleghany County Public Schools First Grade Curriculum Overview 2015-2016

Math SOLs

Pacing

1st 6 weeks

29days 2nd 6 weeks

29 days 3rd 6 weeks

29 days 4th 6 weeks

29 days 5th 6 weeks

29 days 6th 6 weeks

32 days SOL 1.1 1.5 1.6

1.12

SOL 1.2 1.5 1.6

1.13 1.17

SOL 1.1 1.2 1.4

1.17

SOL 1.7 1.8 1.9

1.10 1.11

SOL 1.5 1.6

1.14 1.15

SOL 1.3 1.5 1.6

* Bold items are assessed on the SOL test. Virginia SOL Scope and Sequence 1

http://www.doe.virginia.gov/testing/sol/scope_sequence/mathematics_2009/index.php

ALLEGHANY COUNTY SCHOOLS CURRICULUM GUIDE 2015-2016 First Six Weeks Curriculum Guide

Subject: 1st Grade Math SOL: * 1.1 The student will a) count from 0 to 100 and write the corresponding numerals

Days (29)

Essential Knowledge and Skills.. Blooms Vocabulary Suggested Instructional

Activities

Add. Info.

14

days

The student will use problem solving, mathematical communication, mathematical reasoning,

connections, and representations to • Count by rote from 0 to 100, using the correct

name for each numeral. • Use the correct oral counting sequence to tell how

many objects are in a set. • Write numerals correctly.

• Write each numeral from 0 to 100. • Read two-digit numbers when shown a numeral, a

Base-10 model of the number, or a pictorial representation of the number.

R, U, Ap number model, count

Flash cards, count manipulatives and

write corresponding numeral

Review numbers to

30 and begin to work towards counting,

writing, and reading numbers to 50.

Assessments: Teacher

observation, teacher

checklist, Compass Learning, Pearson

Envision Math Assessments

Resources:

Pearson Math Topic 1 CF p.

2-3

Other

DATES TO REMEMBER 1st day: August 19 Labor Day Sept. 7 Mid 6 Weeks Sept. 9 6 weeks ends Sept. 29 29 days Total



First Six Weeks Curriculum Guide Subject: 1st Grade Math SOL: 1.5 The student will recall basic addition facts with sums to 18 or less and the corresponding subtraction facts. Days (29)

Essential Knowledge and Skills Blooms Vocabulary Suggested Instructional Activities

Add. Info.

10 days

concurrent w/ 1.6

The student will use problem solving, mathematical communication, mathematical

reasoning, connections, and representations to • Identify + as a symbol for addition, – as a

symbol for subtraction, and = as a symbol for equality.

• Recall and state orally the basic addition facts for sums with two addends to 18 or less and the corresponding subtraction

facts. • Recall and write the basic addition facts for

sums to 18 or less and the corresponding subtraction facts, when addition or subtraction problems are presented in either horizontal or vertical written format.

R, U, Ap addition, adding, sum, subtraction, subtracting, minus, difference, counting back, equation, equal, plus, related facts, number sentence

Flash cards, manipulatives, Otter

Creek

Master Facts to 5

Assessments: Teacher observation, teacher checklist, Pearson Envision Math Assessments Resources: Pearson Topic 3; CF p. 9-10 WiDA 2012 – Grade 1 Strand 3 Speaking Basic Operations

Other



First Six Weeks Curriculum Guide Subject: 1st Grade Math SOL 1.6 The student will create and solve one-step story and picture problems using basic addition facts with sums to 18 or

less and the corresponding subtraction facts.

Days (29)


Add. Info.

10 days concurrent w/ 1.5

The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to • Interpret and solve oral or written story and picture problems involving one-step solutions, using basic addition and subtraction facts (sums to18 or less and the corresponding subtraction facts). • Identify a correct number sentence to solve an oral or written story and picture problem, selecting from among basic addition and subtraction facts.

R, U, Ap, C (picture problem only)

addition, adding, sum, subtraction, subtracting, minus, difference, counting back, equation, equal, plus, related facts, number sentence, story problem, picture problem


Other



First Six Weeks Curriculum Guide Subject: First Grade Math

SOL 1.12 The student will identify and trace, describe, and sort plane geometric figures (triangle, square, rectangle, and circle) according to number of sides, vertices, and right angles.

Days (29)


Add. Info.

5 days continued in the 2nd 6 weeks

The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to

• Describe a circle. • Trace triangles, squares, rectangles, and

circles. • Describe triangles, squares, and rectangles

by the number of sides, vertices, and right angles.

• Sort plane geometric figures into appropriate subsets (categories) based on characteristics (number of sides, vertices, angles, curved, etc.).

• Identify the name of the geometric figure when given information about the number of sides, vertices, and right angles.

R, U, Ap circle, square, right angle, triangle, side, vertex, rectangle

Technology IXL: identify 2D shapes, Compare sides & vertices

Assessments: Teacher observation, teacher checklist, Compass Learning, Pearson Envision Math Assessments Resources: Pearson Topic 8; CF p. 20, 21, 22, & 27 WiDA 2012 – Grade 1 Strand 3 Listening Two & Three dimensional Shapes Other



http://www.ixl.com/math/grade-1/identify-2-dimensional-shapes

http://www.ixl.com/math/grade-1/compare-sides-and-vertices

ALLEGHANY COUNTY SCHOOLS CURRICULUM GUIDE 2015-2016 Second Six Weeks Curriculum Guide

Subject: First Grade Math SOL 1.2 The student will count forward by ones, twos, fives, and tens to 100 and backward by ones from 30.

Days (29)


Add. Info.

9 days


• Count by ones, twos, fives, and tens to 100, using concrete objects, such as counters, connecting cubes, pennies, nickels, and dimes.

• Demonstrate a one-to-one correspondence when counting by ones with concrete objects or representations.

• Skip count orally by twos, fives and tens to 100 starting at various multiples of 2, 5, or 10.

• Count backward by ones from 30.

R, U, Ap counting by: twos, fives, tens, estimate, skip count(ing)

Calendar Time, hundreds chart Concentration on counting from 50 to 100 and counting by 5’s and 10’s to 100; by 2s to 20 Technology: IXL: Counting by 2s, 5s, 10s Count Forward and Backward iPod/iPad apps- 20-1 Balloons

Assessments: Teacher observation, teacher checklist, Compass Learning, Pearson Envision Math Assessments Resources: Pearson Math Topic 10 ,12; CF p. 4 Other

DATES TO REMEMBER Sep. 30 6 wks begins Oct. 6 Report cards home Oct. 12 Conferences 2 days Assessments



Second Six Weeks Curriculum Guide Subject: 1st Grade Math SOL: 1.5 The student will recall basic addition facts with sums to 18 or less and the corresponding subtraction facts.

Days (29)


Add. Info.



• Identify + as a symbol for addition, – as a symbol for subtraction, and = as a symbol for equality.

• Recall and state orally the basic addition facts for sums with two addends to 18 or less and the corresponding subtraction facts.

• Recall and write the basic addition facts for sums to 18 or less and the corresponding subtraction facts, when addition or subtraction problems are presented in either horizontal or vertical written format.


Flash cards, manipulatives, Otter Creek Facts to 10


Other



Second Six Weeks Curriculum Guide Subject: 1st Grade Math SOL 1.6 The student will create and solve one-step story and picture problems using basic addition facts with sums to 18 or

less and the corresponding subtraction facts.

Days (29)


Add. Info.



R, U, Ap, C (picture problem only)


Assessments: Teacher observation, teacher checklist, Pearson Envision Math Assessments Resources: Pearson Topic 3; CF p. 9-10 WiDA 2012 – Grade 1 Strand 3 Speaking Basic Operations Other



Second Six Weeks Curriculum Guide

Subject: First Grade Math SOL 1.13 The student will construct, model, and describe objects in the environment as geometric shapes (triangle, rectangle,

square, and circle) and explain the reasonableness of each choice.

Days (29)


Add. Info.

5 days


• Construct plane geometric figures. • Identify models of representations of

circles, squares, rectangles, and triangles in the environment at school and home and tell why they represent those figures.

• Describe representations of circles, squares, rectangles, and triangles in the environment and explain the reasonableness of the choice.

R, U, Ap, An, E

circle, square, right angle, triangle, side, vertex, rectangle

Technology Geometry of Everyday Objects

Assessments: Teacher observation, teacher checklist, Compass Learning, Pearson Envision Math Assessments Resources: Pearson Topic 8; CF p. 20, 21, 22, & 27 WiDA 2012 – Grade 1 Strand 3 Listening Two & Three dimensional Shapes Other



http://www.ixl.com/math/grade-1/geometry-of-everyday-objects

http://www.ixl.com/math/grade-1/geometry-of-everyday-objects

Second Six Weeks Curriculum Guide Subject: First Grade Math SOL 1.17 The student will recognize, describe, extend, and create a wide variety of growing and repeating patterns.

Days (29)


Add. Info.

5 days

The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to Recognize the pattern in a given rhythmic, color, geometric figure, or numerical sequence. Describe the pattern in a given rhythmic, color, geometric figure, or numerical sequence in terms of the core (the part of the sequence that repeats). Extend a pattern, using manipulatives, geometric figures, numbers, or calculators. Transfer a pattern from one form to another. Create a repeating or growing pattern, using manipulatives, geometric figures, numbers, or calculators (e.g., the growing patterns 2, 3, 2, 4, 2, 5, 2, 6, 2, …)

R, U, Ap, An, C

pattern, repeating, growing, calculator

MTW patterns, math kit manipulatives Technology: Recognize Patterns Describe Patterns iPod/iPad apps- Caboose

Assessments: Teacher observation, teacher checklist, Compass Learning, Pearson Envision Math Assessments Resources: Pearson Math Topic 9; CF p. 28, 29 Other



ALLEGHANY COUNTY SCHOOLS CURRICULUM GUIDE 2015-16

Third Six Weeks Curriculum Guide Subject: First Grade Math SOL: * 1.1 The student will a) count from 0 to 100 and write the corresponding numerals; and b) group a collection of up to 100 objects into tens and ones and write the corresponding numeral to develop an understanding of place value.

Days (29)


Add. Info.

10 days concurrent with 1.4

The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to • Count by rote from 0 to 100, using the correct name

for each numeral. • Use the correct oral counting sequence to tell how

many objects are in a set. • Write numerals correctly. • Write each numeral from 0 to 100. • Read two-digit numbers when shown a numeral, a


• Identify the place value (ones, tens) of each digit in a two-digit numeral (e.g., The place value of the 2 in the number 23 is tens. The value of the 2 in the number 23 is 20).

• Group a collection of objects into sets of tens and ones.

Write the numeral that corresponds to the total number of objects in a given collection of objects that have been grouped into sets of tens and ones.

R, U, Ap number model, count, place value, tens, ones, estimate

Calendar Time (straws), base ten cubes and work mats Technology: iPod/iPad apps- Splash Math 1st grade Place Value

Assessments: Teacher observation, teacher checklist, Compass Learning, Pearson Envision Math Assessments Resources: Resources Pearson Math Topic 10, 11; CF p. 2-3 Other

DATES TO REMEMBER

6 weeks begins Nov. 11 Report Cards Nov. 17 Thanksgiving Nov 25-27 Mid 6 weeks Dec. 9 Early Release Dec 18 School Reopens Jan. 4 6 weeks ends Jan. 12



Third Six Weeks Curriculum Guide

Subject: First Grade Math SOL 1.4 The student, given a familiar problem situation involving magnitude, will a) select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500); and b) explain the reasonableness of the choice.

Days (29)


Add. Info.

5 days concurrent with 1.1 *mastered

The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to Select a reasonable order of magnitude for a given set from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, and 500 jelly beans in jars) in a familiar problem situation. Given a familiar problem situation involving magnitude, explain why a particular estimate was chosen as the most reasonable from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral.


Technology: IXL: Estimate to the Nearest Ten

Assessments: Teacher observation, teacher checklist, Compass Learning, Pearson Envision Math Assessments Resources: Pearson Math Topic 12; CF p. 8 Other: WiDA 2012 – Grade 1 Strand 3 Writing Whole Numbers




Subject: First Grade Math SOL: * 1.5 The student will recall basic addition facts with sums to 18 or less and the corresponding subtraction facts.

Days (29)


Add. Info.


The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to • Count by rote from 0 to 100, using the correct

name for each numeral. • Use the correct oral counting sequence to tell

how many objects are in a set. • Write numerals correctly. • Write each numeral from 0 to 100. Read two-digit numbers when shown a numeral, a Base-10 model of the number, or a pictorial representation of the number.


FOCUS ON SUMS TO/DIFFERENCES WITHIN 10 Flash cards, manipulatives, Otter Creek Technology AAA Math

IXL Addition/Subtraction Facts

iPod/iPad apps:

Maths Facts

Assessments: Teacher observation, teacher checklist, Pearson Envision Math Assessments Resources: Pearson Topic 3; CF p. 9-10

WiDA 2012 – Grade 1 Strand 3 Speaking Basic Operations

Other



http://www.aaastudy.com/add26ax1.htm

http://www.ixl.com/math/grade-1/addition-and-subtraction-facts-numbers-up-to-18



Subject: First Grade Math SOL 1.6 The student will create and solve one-step story and picture problems using basic addition facts with sums to 18 or less

and the corresponding subtraction facts.

Days (29)


Add. Info.

18 days Concurrent w/ 1.5


R, U, Ap, C(picture problems

only)


Flash cards, manipulatives, Otter Creek Technology IXL Math -1st grade word problems, sums to 18



Other



http://www.ixl.com/math/grade-1/addition-word-problems-sums-to-18


Third Six Weeks Curriculum Guide Subject: First Grade Math SOL: * 1.9 The student will use nonstandard units to measure length, weight/mass, and volume.

Days (29)


Add. Info.

5 days concurrent w/ 1.10 *mastered

The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to •Measure the length of objects, using various nonstandard units (e.g., connecting cubes, paper clips, erasers). •Measure the weight/mass of objects, using a balance scale with various nonstandard units (e.g., paper clips, bean bags, cubes). •Measure the volume of objects, using various nonstandard units (e.g., connecting cubes, blocks, rice, water).

U, Ap weight, heavier, lighter, balance scale, mass, volume, less, more, equivalent, thermometer, degree

-hands on experiments using paper clips, cubes, balance scale, etc.

Assessments: Teacher observation, teacher checklist,

Compass Learning, Pearson Envision Math Assessments Resources: Pearson Topic 14; CF p. 15

Other:



Third Six Weeks Curriculum Guide Subject: First Grade Math SOL: *1.10 The student will compare, using the concepts of more, less, and equivalent, a) the volumes of two given containers; and

b) the weight/mass of two objects, using a balance scale.

Days (29)


Add. Info.

5 days concurrent 1.9 *mastered

The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to •Compare the volumes of two containers to determine if the volume of one is more, less, or equivalent to the other, using nonstandard units of measure (e.g., a spoonful or scoopful). •Compare the volumes of two containers to determine if the volume of one is more, less, or equivalent to the other by pouring the contents of one container into the other. •Compare the weight/mass of two objects, using the terms lighter, heavier, or the same, using a balance scale. The pan containing less weight/mass will rise and the pan containing more weight/mass will fall. If the objects are of equivalent weight/mass, the two pans will balance.

U, Ap weight, heavier, lighter, balance scale, mass, volume, less, more, equivalent

-hands on experiments using paper clips, cubes, balance scale, etc.


Compass Learning, Pearson Envision Math Assessments Resources: Pearson Topic 14; CF p. 16, 17

Other



Third Six Weeks Curriculum Guide Subject: 1st Grade Math SOL: *1.14 The student will investigate, identify, and describe various forms of data collection (e.g., recording daily temperature, lunch count, attendance, favorite ice cream), using tables, picture graphs, and object graphs.

Days (29)


Add. Info.

6 days concurrent with 1.15 *continued in the 4th 6 weeks

The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to •Investigate various forms of data collection, including counting and tallying, informal surveys, observations, and voting. •Identify and describe various forms of data collection in practical situations (e.g., recording daily temperature, lunch count, attendance, and favorite ice cream.)

R, U, Ap picture graph, pictograph, table, tally marks, bar graph, data, title

Record Data

iPod/iPad apps:

Sid’s Science Fair

Assessments: Teacher observation, teacher checklist, Compass Learning, Pearson Envision Math Assessments Resources: Pearson Topic 18; CF p. 25 WiDA 2012 – Grade 1 Strand 3 Listening Graphs and Data Other



http://www.ixl.com/math/grade-1/record-data-with-tally-charts-picture-graphs-tables

Third Six Weeks Curriculum Guide Subject: 1st Grade Math SOL: *1.15 The student will interpret information displayed in a picture or object graph, using the vocabulary more, less, fewer, greater than, less than, and equal to.

Days (29)


Add. Info.

6 days concurrent w/ 1.14 *continued in the 4th 6 weeks

The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to •Compare one category to another in a graph, indicating which has more or which has less, or which is equal to. •Interpret information displayed in object graphs and picture graphs, using the words more, less, fewer, greater than, less than, and equal to.

•Find answers to questions, using graphs (e.g., “Which category has more?”, “How many more?”, and “How many in all?”).

R, U, Ap, An more, less, great(er) (est), few(er) (est)

Interpret Data

Assessments: Teacher observation, teacher checklist, Compass Learning, Pearson Envision Math Assessments Resources: Pearson Topic 18, CF p. 25 Other:



http://www.ixl.com/math/grade-1/interpret-data-in-tally-charts-picture-graphs-tables

ALLEGHANY COUNTY SCHOOLS CURRICULUM GUIDE 2015-2016 Fourth Six Weeks Curriculum Guide

Subject: 1st Grade Math SOL: * 1.3 The student will identify the parts of a set and/or region that represent fractions

for halves, thirds, and fourths and write the fractions.

Days (32)


Add. Info.

10 days *mastered

The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to •Represent a whole to show it having two equal parts and identify one-half , and two halves •Represent a whole to show it having three equal parts and identify one-third, two-thirds, and three-thirds . •Represent a whole to show it having four equal parts and identify one-fourth, two-fourths, three-fourths and four-fourths. •Identify and model halves, thirds, and fourths of a whole, using the set model (e.g., connecting cubes and counters), and region/area models (e.g., pie pieces, pattern blocks, geoboards, paper folding, and drawings). •Name and write fractions represented by drawings or concrete materials for halves, thirds, and fourths. •Represent a given fraction using concrete materials, pictures, and symbols for halves, thirds, and fourths. For example, write the symbol for one-fourth, and represent it with concrete materials and pictures.

R, U, Ap, An

fraction, one-half, two-halves, one-third, two-thirds, three-thirds, one-fourth, two-fourths, three-fourths, four-fourths, equal, set, region

Halves, Thirds, and Fourths

iPod/iPad apps:

enVision Math: Understanding Fractions


Other:

DATES TO REMEMBER Teacher Workday- Jan. 13 P/T Conferences- 12-6 Jan. 14 Six Weeks Begins- Jan. 15 MLK Day- Jan. 18 Report Cards- Jan. 20 Mid 6 Weeks- Feb. 10 Six Weeks Ends- Feb. 25



http://www.ixl.com/math/grade-1/halves-thirds-fourths

http://www.ixl.com/math/grade-1/halves-thirds-fourths

Fourth Six Weeks Curriculum Guide Subject: 1st Grade Math SOL: * 1.5 The student will recall basic addition facts with sums to 18 or less and the corresponding subtraction facts

Days (29)


Add. Info.

6 days concurrent with 1.6 *sums to 10 mastered

The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to • Count by rote from 0 to 100, using the correct

name for each numeral. • Use the correct oral counting sequence to tell

how many objects are in a set. • Write numerals correctly. • Write each numeral from 0 to 100. Read two-digit numbers when shown a numeral, a Base-10 model of the number, or a pictorial representation of the number.


FOCUS ON SUMS TO/DIFFERENCES WITHIN 10 to 18 Flash cards, manipulatives, Otter Creek Technology AAA Math

IXL Addition/Subtraction Facts

iPod/iPad apps:

Maths Facts



Other:



http://www.aaastudy.com/add26ax1.htm



Fourth Six Weeks Curriculum Guide

Subject: 1st Grade Math SOL 1.6 The student will create and solve one-step story and picture problems using basic addition facts with sums to 18 or less

and the corresponding subtraction facts.

Days (29)


Add. Info.



R, U, Ap, C(picture problems

only)


Flash cards, manipulatives, Otter Creek Technology IXL Math -1st grade word problems, sums to 18



Other





Fourth Six Weeks Curriculum Guide Subject: First Grade Math SOL 1.8 The student will tell time to the half-hour, using analog and digital clocks.

Days (29)


Add. Info.

5 days *mastered

The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to • Tell time shown on an analog clock to the half-hour. • Tell time shown on a digital clock to the half-hour. • Match a written time to the time shown on a digital and analog clock to the half-hour.

R, U, Ap clock, hour, hand, half-hour, analog, digital

Review to hour Focus on time to half hour -make individual clocks -time flashcards -Judy Clock activities -practice telling time w/ teacher clock (analog and digital) -practice counting by 5’s -matching game (match clock to correct time card) -telling time bingo -time centers



Other:



Fourth Six Weeks Curriculum Guide Subject: First Grade Math SOL: *1.11 The student will use calendar language appropriately (e.g., names of the months, today, yesterday, next week, last week).

Days (29)


Add. Info.

3 days concurrent w/ 1.8 (daily at calendar time) *mastered

The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to •Read a calendar to locate a given day or date. •Identify the months of the year. •Identify the seven days in a week. •Determine the days/dates before and after a given day/date (e.g., yesterday, today, tomorrow). •Determine the date that is a specific number of days or weeks in the past or in the future from a given date, using a calendar. •Identify specific dates (e.g., the third Monday in a given month).

R, U, Ap calendar, days, weeks, months, year, yesterday, today, tomorrow, week, seasons

- daily calendar



Other



Fourth Six Weeks Curriculum Guide Subject: 1st Grade Math SOL: *1.14 The student will investigate, identify, and describe various forms of data collection (e.g., recording daily temperature, lunch count, attendance, favorite ice cream), using tables, picture graphs, and object graphs.

Days (29)


Add. Info.

5 days concurrent with 1.15 *mastered

The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to •Investigate various forms of data collection, including counting and tallying, informal surveys, observations, and voting. •Identify and describe various forms of data collection in practical situations (e.g., recording daily temperature, lunch count, attendance, and favorite ice cream.)

R, U, Ap picture graph, pictograph, table, tally marks, bar graph, data, title

Record Data

iPod/iPad apps:

Sid’s Science Fair

Assessments: Teacher observation, teacher checklist, Compass Learning, Pearson Envision Math Assessments Resources: Pearson Topic 18; CF p. 25 WiDA 2012 – Grade 1 Strand 3 Listening Graphs and Data Other:



http://www.ixl.com/math/grade-1/record-data-with-tally-charts-picture-graphs-tables

Fourth Six Weeks Curriculum Guide

Subject: 1st Grade Math SOL: *1.15 The student will interpret information displayed in a picture or object graph, using the vocabulary more, less, fewer, greater than, less than, and equal to.

Days (29)


Add. Info.

5 days concurrent w/ 1.14 *mastered

The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to •Compare one category to another in a graph, indicating which has more or which has less, or which is equal to. •Interpret information displayed in object graphs and picture graphs, using the words more, less, fewer, greater than, less than, and equal to.

•Find answers to questions, using graphs (e.g., “Which category has more?”, “How many more?”, and “How many in all?”).

R, U, Ap, An more, less, great(er) (est), few(er) (est)

Interpret Data

Assessments: Teacher observation, teacher checklist, Compass Learning, Pearson Envision Math Assessments Resources: Pearson Topic 18, CF p. 25 Other:



http://www.ixl.com/math/grade-1/interpret-data-in-tally-charts-picture-graphs-tables

ALLEGHANY COUNTY SCHOOLS CURRICULUM GUIDE 2015-2016 Fifth Six Weeks Curriculum Guide

Subject: 1st Grade Math SOL: * 1.5 The student will recall basic addition facts with sums to 18 or less and the corresponding subtraction facts.

Days (29)


Add. Info.


The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to • Identify + as a symbol for addition, – as a





Focus sums to and differences within 18 Flash cards, manipulatives, Otter Creek

Assessments: Teacher observation, teacher checklist, Compass Learning, Pearson Envision Math Assessments Resources: Pearson Topic 15 and 17; CF p. 9, 10, 11 Other:

DATES TO REMEMBER 6 weeks beg. Feb. 26 Report Cards Mar 3 Workday Mar 7 Mid 6 weeks Mar 23 Early Release Mar 24 Holiday Mar 25-29 6 Weeks Ends Apr 12



Fifth Six Weeks Curriculum Guide Subject: 1st Grade Math SOL: * 1.6 The student will create and solve one-step story and picture problems using basic addition facts with sums to 18 or less and the corresponding subtraction facts.

Days (29)


Add. Info.



R, U, Ap, C (picture

problem only)


Focus sums to and differences within 18

Assessments: Teacher observation, teacher checklist, Compass Learning, Pearson Envision Math Assessments Resources: Pearson Topic 15 and 17; CF p. 9, 10, 11

Other:



Fifth Six Weeks Curriculum Guide Subject: First Grade Math SOL: * 1.7 The student will

a) identify the number of pennies equivalent to a nickel, a dime, and a quarter; and b) determine the value of a collection of pennies, nickels, and dimes whose total value

is 100 cents or less.

Days (29)


Add. Info.

15 days

The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to •Identify the value of a nickel, a dime, and a quarter in terms of pennies. •Recognize the characteristics of pennies, nickels, and dimes (e.g., color, size). •Count by ones to determine the value of a collection of pennies whose total value is 100 cents or less. •Count by fives to determine the value of a collection of nickels whose total value is 100 cents or less. •Count by tens to determine the value of a collection of dimes whose total value is 100 cents or less. •Count by ones, fives, and tens to determine the value of a collection of pennies and nickels, pennies and dimes, and nickels and dimes whose total value is 100 cents or less. •Count by ones, fives, and tens to determine the value of a collection of pennies, nickels, and dimes whose total value is 100 cents or less.

R, Ap penny, nickel, dime, quarter, dollar, trade

-practice counting change (toy and real money) -practice coin identification (back and front of coin) -money bingo -money flashcards -class store -calendar time activities -money centers


Compass Learning, Pearson Envision Math Assessments

Resources: Pearson Topic 13; CF p.13WiDA 2012 – Grade 1 Strand 3 Reading Money

Other:



Fifth Six Weeks Curriculum Guide

Subject: 1st Grade Math SOL 1.18 The student will demonstrate an understanding of equality through the use of the equal sign.

Days (29)

Essential Knowledge and Skills Blooms Vocabulary Suggested Instructional

Activities

Add. Info.

9 days *mastered

The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to • Identify the equality (=) symbol. • Recognize that the equations 4 + 2 = 2 + 4 and 6 + 1= 4 + 3 represent the relationship between two expressions of equal value. • Model an equation that represents the relationship of two expressions of equal value. • Identify equivalent values (e.g., 3 = 3, 4 + 3 = 8 - 1, 7 = 2 + 5, etc.).

R, U, Ap, An equal, equality, number line, calculator

use a balance scale and different colored counters to show equality (4 red bears & 3 blue bears = 2 red bears & 5 blue bears) use unifix cubes to make trains (5 red & 1 blue = 3 read & 3 blue) use pictures to represent numbers +=+

Assessments: Teacher observation, teacher checklist, Compass Learning, Pearson Envision Math Assessments Resources: Pearson Math Topic 4; CF 30-31 Other:



ALLEGHANY COUNTY SCHOOLS CURRICULUM GUIDE 2015-2016 Sixth Six Weeks Curriculum Guide

Subject: 1st Grade Math SOL: * 1.1 The student will a) count from 0 to 100 and write the corresponding numerals b) group a collection of up to 100 objects into tens and ones and write the corresponding numeral to develop an understanding of place value.

Days (29)


Add. Info.


The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to • Count by rote from 0 to 100, using the correct name

for each numeral. • Use the correct oral counting sequence to tell how

many objects are in a set. • Write numerals correctly. • Write each numeral from 0 to 100. • Read two-digit numbers when shown a numeral, a


R, U, Ap number model, count

Flash cards, count manipulatives and write corresponding numeral

Assessments: Teacher observation, teacher checklist, Compass Learning, Pearson Envision Math Assessments Resources: Pearson Math Topic 1 & 2; CF p. 2-3 Other:

DATES TO REMEMBER

Beg. 6 weeks Apr 13 Report Cards Apr 19 Mid-6 weeks May 4 End 6 weeks May 26 (anticipated) 4 days TFHS 1 day Field Day 1 day Field Trip



Sixth Six Weeks Curriculum Guide Subject: First Grade Math SOL 1.2 The student will count forward by ones, twos, fives, and tens to 100 and backward by ones from 30.

Days (29)


Add. Info.


The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to Count by ones, twos, fives, and tens to 100, using concrete objects, such as counters, connecting cubes, pennies, nickels, and dimes. Demonstrate a one-to-one correspondence when counting by ones with concrete objects or representations. Skip count orally by twos, fives and tens to 100 starting at various multiples of 2, 5, or 10. Count backward by ones from 30.


Calendar Time, hundreds chart Technology: IXL: Counting by 2s, 5s, 10s Count Forward and Backward iPod/iPad apps- 20-1 Balloons

Assessments:Teacher observation, teacher checklist, Compass Learning, Pearson Envision Math Assessments Resources: Pearson Math Topic 10 ,12; CF p. 4 Other:



Sixth Six Weeks Curriculum Guide Subject: 1st Grade Math SOL: *1.5 The student will recall basic addition facts with sums to 18 or less and the corresponding subtraction facts.

Days (29)


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9 days *mastered

The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to • Identify + as a symbol for addition, – as a





Sums to and differences within 18 mastered Flash cards, manipulatives, Otter Creek

Assessments: Teacher observation, teacher checklist, Pearson Envision Math Assessments Resources: Pearson Topic 20; CF p. 9, 10, 11

WiDA 2012 – Grade 1 Strand 3

Reading Basic Operations Other:



Sixth Six Weeks Curriculum Guide

Subject: 1st Grade Math SOL: *1.6 The student will create and solve one-step story and picture problems using basic addition facts with sums to 18 or less and the corresponding subtraction facts.

Days (29)


Add. Info.



R, U, Ap, C (picture

problem only)


Assessments: Teacher observation, teacher checklist, Pearson Envision Math Assessments Resources: Pearson Topic 20; CF p. 9, 10, 11 WiDA 2012 – Grade 1 Strand 3 Reading Basic Operations Other:



Sixth Six Weeks Curriculum Guide Subject: First Grade Math SOL: * 1.7 The student will

c) identify the number of pennies equivalent to a nickel, a dime, and a quarter; and d) determine the value of a collection of pennies, nickels, and dimes whose total value

is 100 cents or less.

Days (29)


Add. Info.

8 days *mastered

The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to •Identify the value of a nickel, a dime, and a quarter in terms of pennies. •Recognize the characteristics of pennies, nickels, and dimes (e.g., color, size). •Count by ones to determine the value of a collection of pennies whose total value is 100 cents or less. •Count by fives to determine the value of a collection of nickels whose total value is 100 cents or less. •Count by tens to determine the value of a collection of dimes whose total value is 100 cents or less. •Count by ones, fives, and tens to determine the value of a collection of pennies and nickels, pennies and dimes, and nickels and dimes whose total value is 100 cents or less. •Count by ones, fives, and tens to determine the value of a collection of pennies, nickels, and dimes whose total value is 100 cents or less.

R, Ap penny, nickel, dime, quarter, dollar, trade

-practice counting change (toy and real money) -practice coin identification (back and front of coin) -money bingo -money flashcards -class store -calendar time activities -money centers


Compass Learning, Pearson Envision Math Assessments

Resources: Pearson Topic 13; CF p.13WiDA 2012 – Grade 1 Strand 3 Reading Money

Other:



Alleghany County Public Schools...Alleghany County Public Schools . First Grade Curriculum Overview...

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