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Groton Public SchoolsCurriculum Map

INTRODUCTIONCourse Title: Math

Curriculum Area and Grade: Math – Grade 1

Course Purpose:The purpose of this course is to provide a means to implement meaningful methods to understand mathematical concepts, approach problem solving and learn computation at the first grade level. The course incorporates best practices of both traditional and reform mathematics curricula and strikes a balance between promoting children’s natural solution methods and introducing new and effective mathematical practices. In order to promote and implement natural and new methods, as well as to encourage students to become reflective and resourceful problem solvers, the course will assist teachers in developing lessons that create a progressive and logical mathematical environment.

The Learner at this Level:The First Grade Child: Loves to ask questions. Learns best through discovery. Likes to “work” and to explain things.

Major Learning Goals and Understandings:Algebraic Reasoning: The First Grade Child: Describes counting and number patterns. Identifies, extends and translates one- and two-attribute patterns. Rationalizes what belongs in the pattern and what does not. Describes and demonstrates equivalence. Iterates relative positions (outside, inside, top, bottom, left, right). Models real-life situations of addition and subtraction by using models, pictures and open sentences. Identifies patterns in counting. Explores the patterns of days, months, and seasons. Makes the connections in simple ratio patterns (one bird has two legs, two birds have four legs). Creates generalizations about patterns. Arranges several things one after another in a series or pattern according to their differences.

Numerical and Proportional Reasoning: The First Grade Child: Develops number sense by counting real-world objects, sounds and movements. Understands that the last number said is the quantity. May be able to see at a glance the number of items in a small collection. Counts and groups by twos, fives and tens.

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Counts back from 10 by ones. Develops a deeper understanding of quantities to 100 by using 10 as a referent. Models a two-digit number by making groups of tens and ones with objects, such as sticks or snap cubes, before using commercial base-ten

materials. Understands that counting by ones gives the same number as counting by a combination of tens Solves problems with objects or graphic representation and invents their own problem solving strategies. Writes number sentences only after many problems have been solved using objects and the solutions have been discussed. Sees the part-whole relations in addition and subtraction situations. Constructs and understands the different ways a quantity can be represented, e.g., seven is three and four; seven is two and five; seven is three

less than10. Masters basic adding and subtracting combinations using real-world problems, not by memorizing facts in isolation. Begins to solve problems without having real objects to count. Describes fractions as fair (equal) shares of the whole (unit) or set. Can be confused because the whole may consist of one piece or many pieces.Geometry and Measurement: The First Grade Child: Begins using informal units of measure to focus directly on the attribute being measured and discussion will then focus on what it means to

measure that attribute. Needs frequent opportunities to estimate measures during measurement activities. Uses plane, “two-dimensional,” and solid, “three-dimensional” figures and their appropriate geometric names, position and direction while

putting together and taking part figures (e.g., such as two squares put together can make a rectangle). Describes sorting and classifying criteria by moving from simple feature description, (e.g., “short” or “like a box”), to the description of geo -

metric features, (e.g., “it has four sides” or “it is squarish”). Creates groupings based on how shapes are alike and different using one or two attributes. Tells time by counting the hours. Creates two- and three-dimensional designs/patterns and replicates them from memory.

Working with Data: The First Grade Child: Records work through multiple representations in written symbols and/or drawings. Becomes a more flexible thinker when experiencing many different ways to graph information. Can see that graphs and charts display information about attributes and data and that different types of graphic representations tell different things

about the same data. Constructs individual graphs and summarizes the results. Makes and discusses predictions about probability experiments.

Units/Concepts for the Year

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1. Pattern and Quantity 2. Addition and Subtraction3. Story Problems 4. Tens and Ones Place Value5. Money: Dimes and Pennies 6. Graphing and Measuring 7. Fractions, Circles Graphs and Clocks 8. Working with Money 9. Analyzing Story Problems 10. Measurement and Estimation

Part 1 – Unit 1 Grade: Subject: Course: Length of Unit:

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1 Math Pattern and Quantity About 30 days

Essential Questions and Big IdeasEQ – What is a pattern? BI – A pattern is numbers or drawings that are related to one another that allow predictions about the next number or drawing.EQ – What is quantity? BI – A quantity represents a group of objects.

Part 2 – Standards and State FrameworksAlgebraic Reasoning: Patterns and Functions 1.1 Understand and describe patterns and functional relationships.Numerical and Proportional Reasoning 2.1 Understand that a variety of numerical representations can be used to describe quantitative relationships. 2.2 Use numbers and their properties to compute flexibly and fluently.Geometry and Measurement 3.1 Use properties and characteristics of two-dimensional shapes.Grade Level Expectations The Students will be able to: CMT Correlations1.1.1 Sort, classify and order numbers and objects by one and two attributes including size, shapes, color, texture, orientation, position, and use and explain the reason or rule used.

1.1.2 Recognize, extend, and create one-attribute patterns. Describe the pattern and the rule.

1.1.4 Develop and test generalizations based on observations of patterns and relationships.

1.2.5. Model real-life situations that represent the result of counting, combining and separation of sets of objects (addition and subtraction of whole numbers) with objects,

Sort, classify and order numbers and objects. Identify and extend repeating patterns Develop and test generalizations. Model real-life situations using addition and

subtraction of whole numbers. Compare and order numbers to 10 and identify a

number as one or 10 more or less than a given number.

Identify ordinal numbers, and even and odd in numbers to 10.

Find and identify pairs of numbers embedded in numbers through 10.

Identify, read and write numerals to 100. Solve contextual problems using addition and

subtraction. Identify and draw two-dimensional solids including

circles, triangles, rectangles and squares.

Copy designs from memory.

1D. Use place value concepts to identify and compare the magnitude and value of digits in two-and three-digit numbers.

2A. Relate whole numbers to pictorial representations of base ten blocks and vice versa.

4A. Order two-and three-digit whole numbers.

4B. Describe magnitude of two- and three-digit whole numbers.

5B. Identify the appropriate operation or number sentence to solve a story problem.

5C. Write story problems from addition or subtraction number sentences.

6A. Add and subtract facts to 18.

7A. Add and subtract one- and two-digit whole

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pictures, symbols and open-ended sentences.

2.1.2 Compare and order quantities of up to 100 objects, including naming a number that is one or 10 more or less than a given number.

2.1.4 Identify ordinal numbers up to 10th with an ordered set of objects (e.g., point to the fifth crayon lined up on the table).

2.2.11 Count and group at least 100 objects by tens.

2.2.12 Identify read and write numerals to 100.

2.2.14 Solve contextual problems using all addition sums to 18 and subtraction differences from 10 with flexibility and fluency.

numbers without regrouping.

7B. Add one- and two-digit whole numbers with regrouping.

9A. Solve simple story problems involving addition (with/without regrouping) or subtraction (without regrouping).

9B. Solve simple story problems involving addition (with/without regrouping) or subtraction (without regrouping) with extraneous information.

17A. Identify and recognize two-dimensional geometric shapes and figures, including number of angles and sides of polygons.

17B. Draw two-dimensional geometric shapes and figures.

22A. Extend or complete patterns, or identify rules using numbers and attributes.

22B. Extend or complete patterns and state rules using numbers and attributes.

24A. Identify objects that are the same or different by one attribute.

24B. Sort objects into two groups by a common attribute.25A. Solve extended numerical and statistical problems.

Part 3 – Common Unit AssessmentsPre Assessment:

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Math Expressions Assessment GuideUnit 1 Test Form B (multiple choice)

Post Assessment:Math Expressions Assessment GuideUnit 1 Test Form A (short response)

Weekly Math Review Quiz

Part 4 – Common/Assured Learning ExperiencesPromethean Board Activity: Student Work

Common Vocabulary:Number, shapes- triangles, circles, rectangles, squares, ovals, patterns, number words, 0-10, more, less, equal, partner( addend), total, ordinal number words

Suggested Literature::Ten Little Rabbits Circles and Squares Everywhere by Max GroverAny counting or shape books

Daily Math Review (Computational review)

Math Journaling (End of Unit)

Part 5-Teacher NotesTeacher Resources

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Differentiated Instruction

LESSON PLANS

FLIP CHARTS

Electronic Resources:http://thinkcentral.comhttp://prometheanplanet.com .

Part 1 – Unit 2Grade: Subject: Course: Length of Unit:

Grade 1 Page | 7

http://thinkcentral.com/

1 Math Addition and Subtraction

About 25 days

Essential Questions and Big Ideas EQ - What is addition? BI - Addition means combining groups.EQ - What is subtraction? BI - Subtraction means separating groups.EQ – What is a number sentence? BI - A number sentence represents a relationship between a quantity and a number.

Part 2 – Standards and State FrameworksAlgebraic Reasoning: Patterns and Functions 1.2 Represent and analyze quantitative relationships in a variety of ways. 1.3 Use operations, properties, and algebraic symbols to determine equivalence and solve problems.Numerical and Proportional Reasoning 2.2 Use numbers and their properties to compute flexibly and fluently, and to reasonably estimate measures and quantities.Geometry and Measurement 3.2 Use spatial reasoning, location and geometric relationships to solve problems.Grade Level Expectations The Students will be able to: CMT Correlations

1.2.5. 1.2.5 Model real life situations that represent the result of counting, combining and separation of sets of objects (addition, and subtraction of whole numbers) with objects, pictures, symbols and open-ended sentences.

1.3.6 Demonstrate understanding of equivalence or balance with objects, models, diagrams, operations or numbers, using a balance scale, or arm balance showing the same amount on both sides.

2.2.9 Count by rote to at least 100.

Use pictures to show simple addition and subtraction problems.

Demonstrate understanding of equivalence or balance.

Count to and identify, read and write numerals to 100.

Count on and back by ten. Create problems and write one- and two-digit number

sentences. Solve contextual problems. Identify, determine and compare sets of pennies and

dimes.

Describe location, direction and position of objects.

2A. Relate fractions and decimals to pictorial representations and vice versa.2B. Relate fractions of regions and sets to pictures and vice versa.2C. Label and/or shade fractional parts of regions and/or sets.3A. Relate equivalent fractions to pictorial representations.5B. Identify the appropriate operation or number sentence to solve a story problem.5C. Write story problems from addition or subtraction number sentences.6A. Add and subtract facts to 18.7A. Add and subtract one- and two-digit whole

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2.2.10 Count on from a given amount, orally and with models, and count back from 10.

2.2.12 Identify, read and write numerals to 100.

2.2.13 Create problems and write one- and two-digit number sentences that reflect contextual situations and real world experiences. Solve the problems using a variety of method including models, pictures, pencil and paper estimation and mental computation, and describe the reasoning and strategies used. For example: Tell a story or draw a picture for the problem that can be solved using a number sentence 10+6=16.


2.2.16 Identify and name pennies, nickels, dimes, and quarters.

2.2.17 Determine and compare sets of pennies and dimes valued up to $1.00; trade sets of pennies for dimes and vice versa. For example: Jose’ has three dimes and eight pennies. Andrea has two dimes and 17 pennies. If they do not have the same amount of money, who has more or less? How much more or less.

numbers without regrouping.7B. Add one- and two-digit whole numbers with regrouping.8A. Add and subtract fractions with like denominators.9A. Solve simple story problems involving addition (with/without regrouping) or subtraction (without regrouping).

9B. Solve simple story problems involving addition (with/without regrouping) or subtraction (without regrouping) with extraneous information.10A. Identify the best expression to find an estimate.11A. Identify a reasonable estimate to a problem.15A. Estimate lengths and areas by comparing.17B. Draw two-dimensional geometric shapes and figures.25A. Solve extended numerical and statistical problems.

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3.2.5. Describe location, direction, and position of objects using terms such as left, right, and opposite.

Part 3 – Common Unit AssessmentsPre Assessment:Math Expressions Assessment GuideUnit 2 Test Form B (multiple choice)




Common Vocabulary:Number, addition, subtraction, total, partners (addends), minus, more, less, equal, number sentence, counting on, penny, nickel, coin, story problem

Suggested Suggested Literature::Count On Your Fingers African Style by Claudia Zaslavsky. Counting Our Way to Maine by Maggie SmithAdditional Suggested Literature:-Math Expressions- Volume 1 p. T17



Part 5-Teacher Notes

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Teacher Resources


LESSON PLANS

FLIP CHARTS

Electronic Resources:http://eduplace.comhttp://thinkcentral.comhttp://prometheanplanet.com

Part 1 – Unit 3

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http://prometheanplanet.com/


Grade: 1

Subject: Math

Course: Story Problems

Length of Unit: About 25 days

Essential Questions and Big IdeasEQ - What is a story problem? BI - A story problem is a math problem using everyday situations with symbols and pictures.

Part 2 – Standards and State FrameworksAlgebraic Reasoning: Patterns and Functions 1.2 Represent and analyze quantitative relationships in a variety of ways. 1.3 Use operations, properties, and algebraic symbols to determine equivalence and solve problems.Numerical and Proportional Reasoning 2.2 Use numbers and their properties to compute flexibly and fluently, and to reasonably estimate measures and quantities.Grade Level Expectations The Students will be able to: CMT Correlations

1.2.5 Model real life situations that represent the result of counting, combining, and separation of objects (addition and subtraction of whole numbers) with objects, pictures, symbols, and open sentences.

1.3.6. Demonstrate understanding of equivalence or balance with objects, models, diagrams, operations or numbers, using a balance scale, or arm balance showing the same amount on both sides.




Model and identify the appropriate operation or number sentence to solve a story problem.


Create and write story problems from addition and subtraction number sentences.

Count to, identify, read and write numerals to 100. Add and subtract facts to 10. Solve word problems using a variety of methods.

5B. Identify the appropriate operation or number sentence to solve a story problem.5C. Write story problems from addition or subtraction number sentences.6A. Add and subtract facts to 18.7A. Add and subtract one- and two-digit whole numbers without regrouping.7B. Add one- and two-digit whole numbers with regrouping.9A. Solve simple story problems involving addition (with/without regrouping) or subtraction (without regrouping).9B. Solve simple story problems involving addition (with/without regrouping) or subtraction (without regrouping) with extraneous information.25A. Solve extended numerical and statistical problems.

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2.2.13 Create problems and write one- and two-digit number sentences that reflect contextual situations and real world experiences. Solve the problems using a variety of methods including models, pictures, pencil and paper estimation and mental computation, and describe the reasoning and strategies used. For example: Tell a story or draw a picture for the problem that can be solved using a number sentence 10+6=16.




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Common Vocabulary:Addition, subtraction, total, partners (addends), equation, story problems, equivalence, number sentence, counting on.

Suggested Suggested Literature::Too Many Dinosaurs by Bob Barner (addition concepts)Domino Addition by Lynette LongAdditional Suggested Literature:-Math Expressions-Houghton Mifflin Harcourt Volume 1 p. T17





LESSON PLANS

FLIP CHARTS


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Part 1 – Unit 4Grade:

1Subject:

MathCourse:

Tens and Ones Place Value


Essential Questions and Big IdeasEQ – How do you determine a value of a number? BI – A number value is determined by its position.EQ – What do you know about the number system? BI – Our number system is based on quantities of 10.

Part 2 – Standards and State FrameworksAlgebraic Reasoning: Patterns and Functions: 1.2 Represent and analyze quantitative relationships in a variety of ways. 1.3 Use operations, properties and algebraic symbols to determine equivalence and solve problems.Numerical and Proportional Reasoning: 2.1 Understand that a variety of numerical representations can be used to describe quantitative relationships. 2.2 Use numbers and their properties to compute flexibly and fluently, and to reasonably estimate measures and quantities. Grade Level Expectations The Students will be able to: CMT Correlations

1.2.5 Model real life situations that represent the result of counting, combining, and separation of objects (addition and subtraction of whole numbers) with objects, pictures, symbols, and open sentences.


2.1.1 Represent and identify whole numbers up to 100 as groups of tens and ones using models and number lines.


Count and draw groups of ten up to 10 tens and write the corresponding decade number.

Represent two-digit numbers using a symbol for each ten and a symbol for each one (e.g. lines for tens and circles for ones).

Add two one-digit numbers with sums of 10 or more by drawing symbols for tens and ones.

Add a one-digit and a two-digit number by drawing symbols for tens and ones.

Solve addition story problems with one- and two-digit numbers by drawing symbols for tens and ones.

1A. Solve problems involving one more/less or 10 more/less using two-digit numbers.1B. Identify alternative forms of expressing 3-digit whole numbers using expanded notation.1C. Identify alternative forms of expressing 2-digit whole numbers using regrouping.1D. Use place value concepts to identify and compare the magnitude and value of digits in two- and three-digit numbers.5B. Identify the appropriate operation or number sentence to solve a story problem.5C. Write story problems from addition or subtraction number sentences.6A. Add and subtract facts to 18.7A. Add and subtract one- and two-digit whole numbers without regrouping.

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7B. Add one- and two-digit whole numbers with regrouping.9A. Solve simple story problems involving addition (with/without regrouping) or subtraction (without regrouping).9B. Solve simple story problems involving addition (with/without regrouping) or subtraction (without regrouping) with extraneous information.10A. Identify the best expression to find an estimate.11A. Identify a reasonable estimate to a problem.25A. Solve extended numerical and statistical problems.

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Post Assessment:Math Expressions Assessment GuideUnit 4 Test Form A (short response) Weekly Math Review Quiz


Common Vocabulary:Tens, ones, decade numbers, one-digit number, two-digit number, symbols, groups

Suggested Literature:One Guinea Pig is Not Enough by Kate DukeMy Rows and Piles of Coins by Tololwa M. MollelAdditional Suggested Literature:-Math Expressions-Houghton Mifflin Harcourt Volume 1 p. T17-T18.



Grade 1 Page | 17







1Subject:

MathCourse:

Money: Dimes and Pennies


Essential Questions and Big IdeasEQ – What is the value of a given coin? BI – The value of a coin is determined by its attributes.

Part 2 – Standards and State FrameworksAlgebraic Reasoning: Patterns and Functions 1.1 Understand and describe patterns and functional relationships. 1.3 Use operations, properties and algebraic symbols to determine equivalence and solve problems.Numerical and Proportional Reasoning 2.1 Understand that a variety of numerical representations can be used to describe quantitative relationships. 2.2 Use numbers and their properties to compute flexibly and fluently and to reasonably estimate measures and quantities.Geometry and Measurement 3.2 Use spatial reasoning, location and geometric relationships to solve problems.Grade Level Expectations Students will be able to: CMT Correlations1.1.4 Develop and test generalizations based on observations of patterns and relationships.


2.1.2 Compare and order quantities of up to 100 as a group, including naming a number that is one or 10 more or less than a given number.


Count, identify, read and write numerals to 100. Demonstrate understanding of equivalence or

balance. Solve addition problems to 18 and subtraction

differences to 10. Count sets of dimes and pennies to $1.00 and

compare to identify more/less. Solve problems involving 1 or 10 more/less using

two-digit numbers. Identify pennies, nickels and dimes. Describe location, direction and position of objects.

1A. Solve problems involving one more/less or 10 more/less using two-digit numbers.1B. Identify alternative forms of expressing 3-digit whole numbers using expanded notation.1C. Identify alternative forms of expressing 2-digit whole numbers using regrouping.1D. Use place value concepts to identify and compare the magnitude and value of digits in two- and three-digit numbers.2A. Relate fractions and decimals to pictorial representations and vice versa.2B. Relate fractions of regions and sets to pictures and vice versa.2C. Label and/or shade fractional parts of regions and/or sets.

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2.2.17 Determine and compare sets of pennies and dimes valued up to $1.00: trade sets of pennies for dimes and vice versa.

3.2.5 Describe location, direction and position of objects or parts of objects, using terms such as left, right, and opposite.

3A. Relate equivalent fractions to pictorial representations.5B. Identify the appropriate operation or number sentence to solve a story problem.5C. Write story problems from addition or subtraction number sentences.6A. Add and subtract facts to 18.7A. Add and subtract one- and two-digit whole numbers without regrouping.7B. Add one- and two-digit whole numbers with regrouping.8A. Add and subtract fractions with like denominators.9A. Solve simple story problems involving addition (with/without regrouping) or subtraction (without regrouping).9B. Solve simple story problems involving addition (with/without regrouping) or subtraction (without regrouping) with extraneous information.10A. Identify the best expression to find an estimate.11A. Identify a reasonable estimate to a problem.15A. Estimate lengths and areas by comparing.17A. Identify and recognize two-dimensional geometric shapes and figures, including number of angles and sides of polygons.17B. Draw two-dimensional geometric shapes and figures.22A. Extend or complete patterns, or identify rules using numbers and attributes.22B. Extend or complete patterns and state rules using numbers and attributes.24A. Identify objects that are the same or

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different by one attribute.24B. Sort objects into two groups by a common attribute.25A. Solve extended numerical and statistical problems.





Common Vocabulary (Written in Daily Math Journal)Cents, coin, nickel, dime, penny, total, 10-group, forward, backward, between, value, hundred grid, pattern, row, least, greatest, fewest

Suggested Literature:Chicka Chicka 123 by Bill Martin Jr. and Michael SampsonOne Hundred is a Family by Pam Munoz RyanAdditional Suggested Literature:-Math Expressions- Volume 1 p. T18



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LESSON PLANS

FLIP CHARTS


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1Subject:

Math Course:

Graphing and Measuring

Length of Unit: 20 days

Essential Questions and Big IdeasEQ – What is a graph? BI – A graph is data that has been collected, sorted and organized to give us information.EQ – What is a measurement? BI – A measurement is finding the size or amount.

Part 2 – StandardsAlgebraic Reasoning: Patterns and Functions 1.1 Understand and describe patterns and functional relationships.Numerical and Proportional Reasoning 2.1 Understand that a variety of numerical representations can be used to describe quantitative relationships.Geometry and Measurement 3.1 Use properties and characteristics of two- and three-dimensional shapes and geometric theorems to describe relationships, communicate ideas and solve problems. 3.2 Use spatial reasoning, location and geometric relationships to solve problems. 3.3 Develop and apply units, systems, formulas and appropriate tools to estimate and measure.Working With Data: Probability and Statistics 4.1 Collect, organize and display data using appropriate statistical and graphical methods. 4.2 Analyze data sets to form hypotheses and make predictions.Grade Level Expectations Students will be able to: CMT Correlations1.1.1 Sort, classify and order numbers and objects by one and two attributes including size, shapes, color, texture, orientation, position, and use and explain the reason or rule used.

1.1.2 Recognize, extend, and create one-attribute and patterns. Describe the pattern and the rule.1.1.3 Replicate a pattern using a different representation.

Sort objects and familiar shapes into two groups by a common attribute.

Identify congruent shapes. Extend or complete patterns. Compare quantities using the terms more, less, fewer. Identify and recognize two-dimensional geometric

shapes and describe like attributes. Construct a pattern along a line of symmetry; identify

lines of symmetry in the environment. Estimate lengths by comparing. Measure lengths to the nearest inch. Identify correct information from tables, bar graphs,

pictographs and charts.

1A. Solve problems involving one more/less or 10 more/less using two-digit numbers.1B. Identify alternative forms of expressing 3-digit whole numbers using expanded notation.1C. Identify alternative forms of expressing 2-digit whole numbers using regrouping.1D. Use place value concepts to identify and compare the magnitude and value of digits in two- and three-digit numbers.2A. Relate whole numbers to pictorial representations of base ten blocks and vice versa.

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1.1.4 Develop and test generalizations based on observations of patterns and relationships.

2.1.2 Compare and order quantities of up to 100 as a group, including naming a number that is one or 10 more or less than a given number.

2.1.8 Describe ratios in terms of the patterns that develop in the relationships between quantities.

3.1.1 Identify and describe familiar two-dimensional and three-dimensional solids in the environment and contextual situations.

3.1.2 Copy two- and three-dimensional designs from visual memory.

3.1.3 Compare and sort familiar shapes and solids and designs found in the environment and contextual situations.

3.1.4 Construct shapes and solids using a variety of materials and create two-dimensional shapes and designs with a line of symmetry.

3.2.5 Describe location, direction and position of objects or parts of objects, using terms such as left, right, and opposite.

6A. Add and subtract facts to 18.6B. Multiply and divide by 2, 5 and 10.15A. Estimate lengths and areas by comparing.16A. Measure lengths to the nearest inch or centimeter.16B. Draw lengths to the nearest inch or centimeter.16C. Identify appropriate customary or metric units of measure for a given situation (inches, feet, centimeters and meters).17A. Identify and recognize two-dimensional geometric shapes and figures, including number of angles and sides of polygons.17B. Draw two-dimensional geometric shapes and figures.19A. Identify correct information from tables, bar graphs, pictographs and charts.19B. Create bar graphs and pictographs from data in tables and charts.22A. Extend or complete patterns, or identify rules using numbers and attributes.22B. Extend or complete patterns and state rules using numbers and attributes.23A. Solve simple one-step algebraic equations involving addition, subtraction and fact families.24A. Identify objects that are the same or different by one attribute.24B. Sort objects into two groups by a common attribute.25A. Solve extended numerical and statistical problems.

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3.3.9 Use nonstandard unit, references or direct comparison of objects to order by length, area and capacity.

3.3.10 Explore using standard units of measurement to communicate in a universal manner.

4.1.1 Pose questions that can be used to guide data collection, organization and representation.

4.1.2ize and represent the data that answers the questions using lists, charts, and tables, tallies glyphs, picture graphs, and bar graphs.

4.2.3 Describe data that have been organized and make comparisons using terms such as largest, smallest, most often or least often.




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Common Vocabulary:Compare, picture graph, more, most, less, fewer, survey, tally, bar graph, label, title, predict, data, is less than, is more than, inch, measure, length, ruler, longer, shorter, distance, farther, closer, shape, turn, pattern, top, bottom, left, right , parallelogram, trapezoid, hexagon, congruent, sphere, cube, cylinder, cone, prism

Suggested Suggested Literature::The Great Graph Contest by Loreen Leedy I Spy Shapes in Art by Lucy Micklethwait





LESSON PLANS

FLIP CHARTS


Grade 1 Page | 25




1Subject:

Math Course:

Fractions, Circle Graphs and Clocks


Essential Questions and Big IdeasEQ – What is a fraction? BI – A fraction is part of a whole.EQ – How do you tell time? BI – Telling time is skip counting by fives and ones interchangeably.

Part 2 – StandardsNumerical and Proportional Reasoning 2.1 Understand that a variety of numerical representations can be used to describe quantitative relationships. 2.2 Use numbers and their properties to compute flexibly and fluently, and to reasonably estimate measures and quantities.Geometry and Measurement 3.2 Use spatial reasoning, location and geometric relationships to solve problems. 3.3 Develop and apply units, systems, and appropriate tools to estimate and measure.Working With Data: Probability and Statistics 4.1 Collect, organize and display data using appropriate statistical and graphical methods. 4.2 Analyze data sets to form hypothesis and make predictions. 4.3 Understand and apply basic concepts of probability.Grade Level Expectations Students will be able to: CMT Correlations2.1.4 Identify ordinal numbers up to 10th with an ordered set of objects.

2.1.5 Use a variety of models and familiar objects to compare two parts of a whole object and describe the parts as being closer to very little, one half or one whole.

2.1.6 Use a variety of models and familiar objects to:Make a whole of equal size parts of familiar objects.

Identify objects in a row using ordinal numbers. Identify fractional parts of a whole. Label and/or shade fractional parts of a whole. Identify half of a group of objects up to 20. Double numbers to 10 and half numbers to twenty. Count on when counting money. Identify and name pennies, nickels, dimes, and

quarters. Determine the line of symmetry in a shape or object. Know the days of the week in order and locate dates,

days, weeks, and months on a calendar. Tell time to the nearest hour on both digital and

analog clocks.

2A. Relate whole numbers to pictorial representations of base ten blocks and vice versa.2B. Identify fractional parts of regions and sets using pictures and vice versa.2C. Label and/or shade fractional parts of regions and sets.2D. Identify points representing two- and three-digit whole numbers on a number line and vice versa.3A. Relate equivalent fractions to pictorial representations.

Grade 1 Page | 26

Show and identify equal size pieces of a whole as halves, thirds or fourths. Identify pieces of a whole as not being halves, thirds or fourths.

2.1.7 Determine half of a whole set of up to 20 objects.

2.1.8 Describe ratios in terms of the patterns that develop in the relationships between quantities.


2.2.12 Identify, read and write numbers to 100.

2.2.14 Solve conceptual problems using all addition sums to 18 and subtraction differences from10 with flexibility and fluency.



3.1.4 Construct shapes and solids using a variety of materials and create two-dimensional shapes and designs with a line of symmetry.

3.2.5. Describe location, direction

Create graphs and pictographs from data in tables and charts.

Extend or complete patterns. Identify the likelihood of events occurring. Identify correct solutions to problems involving

elementary notions of probability.

4A. Order two- and three-digit whole numbers.4B. Describe magnitude of two- and three-digit whole numbers.4C. Round two-digit whole numbers in context.5B. Identify the appropriate operation or number sentence to solve a story problem.5C. Write story problems from addition or subtraction number sentences.8A. Add and subtract fractions with like denominators.10A. Identify the best expression to find an estimate.11A. Identify a reasonable estimate to a problem.14A. Tell time to the nearest hour, half-hour and quarter-hour using analog and digital clocks.14B. Solve problems involving time, elapsed time (15-minute increments) and calendars.15A. Estimate lengths and areas by comparing.17A. Identify and recognize two-dimensional geometric shapes and figures, including number of angles and sides of polygons.17B. Draw two-dimensional geometric shapes and figures. 19A. Identify correct information from tables, bar graphs, pictographs and charts.19B. Create bar graphs and pictographs from data in tables and charts.21A. Identify correct solutions to problems involving elementary notions of probability.22A. Extend or complete patterns, or identify rules using numbers and attributes.22B. Extend or complete patterns and state rules

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and position of objects or parts of objects, using terms such as left, right, and opposite.

3.3.6 Know the days of the week in order and locate dates, days, weeks and months on a calendar. Use the information to solve problems involving the planning and sequencing of events.

3.3.7 Solve problems involving telling time to the nearest hour using digital and analog clocks. Estimate and compare the length of time needed to complete a task using comparative language such as longer, shorter, more or less.

4.1.1 Pose questions that can be used to guide data collection, organization and representation.

4.2.3 Describe data that have been organized and make comparisons using terms such as largest, smallest, most often or least often.

4.3.4 Describe and explain the likelihood of the occurrence of various events in the student’s world using terms such as possible, impossible, likely, unlikely or certain.

4.3.5 Engage in simple probability activities and games including the use of number cubes and spinners; record, graph and describe the

using numbers and attributes.23A. Solve simple one-step algebraic equations involving addition, subtraction and fact families.25A. Solve extended numerical and statistical problems.

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results of the activities and games.

Part 3 – Common Unit Assessments

Pre Assessment:Math Expressions Assessment GuideUnit 7 Test Form B (multiple choice)




Common Vocabulary:Double, twice, half, equation, equal shares or parts, line of symmetry, fraction, fourths, thirds, whole, quarter , order, compare, probability, predict, possible, impossible, more likely, less likely, table, picture graph, probability, hour, minute, o’clock, hour hand, minute hand, digital clock, analog clock, all ordinal numbers first through tenth, calendar, days of the week, months of the year

Suggested Literature::Eating Fractions by Bruce McMillanGive Me Half by Stuart MurphyAdditional Suggested Literature: in Teachers manual p. T18.Grouchy Lady Bug by Eric CarlThe Doorbell Rings



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LESSON PLANS

FLIP CHARTS


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1Subject:

Math Course:

Working With MoneyLength of Unit:

About 5 days

Essential Questions and Big IdeasEQ – What is the value of a group of coins? BI – Coins are counted by their value: quarters as $.25, dimes as $.10, nickels as $.05, and pennies as $.01.

Part 2 – Standards and State FrameworksNumerical and Proportional Reasoning 2.1 Understand that a variety of numerical representations can be used to describe quantitative relationships. 2.2 Use numbers and their properties to compute flexibly and fluently, and to reasonably estimate measures and quantities.Grade Level Expectations Students will be able to: CMT Correlations2.1.1 Represent and identify whole numbers up to 100 as groups of tens and ones using models and number lines.




Identify pennies, nickels, dimes, and quarters and their values.

Compare the value of sets of coins.

1A. Solve problems involving one more/less or 10 more/less using two-digit numbers.1B. Identify alternative forms of expressing 3-digit whole numbers using expanded notation.1C. Identify alternative forms of expressing 2-digit whole numbers using regrouping.1D. Use place value concepts to identify and compare the magnitude and value of digits in two- and three-digit numbers.2A. Relate fractions and decimals to pictorial representations and vice versa.2B. Relate fractions of regions and sets to pictures and vice versa.2C. Label and/or shade fractional parts of regions and/or sets.3A. Relate equivalent fractions to pictorial representations.7A. Add and subtract one- and two-digit whole numbers without regrouping.

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Common Vocabulary:Dime, penny, nickel, quarter, cent, fewer, equation, money

Suggested Literature:Caps for Sale by SlobodkinaAdditional Suggested Literature: in teacher’s manual p. T18





LESSON PLANS

FLIP CHARTS

Electronic Resources:http://eduplace.com

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http://thinkcentral.comhttp://prometheanplanet.com


1Subject:

Math Course:

Analyzing Story Problems

Length of Unit: About10 days

Essential Questions and Big IdeasEQ – What strategies are used to solve story problems? BI – Drawing pictures, and writing number sentences to help solve story problems.

Part 2 – StandardAlgebraic Reasoning: Patterns and Functions 1.1 Understand and describe patterns and functional relationships.Numerical and Proportional Reasoning 2.2 Use numbers and their properties to compute flexibly and fluently, and to reasonably estimate measures and quantities.Geometry and Measurement 3.3 Develop and apply units, systems, and appropriate tools to estimate and measure.Grade Level Expectations Students will be able to: CMT Correlations1.1.1 Sort, classify and order numbers and objects by one and two attributes including size, shapes, color, texture, orientation, position, and use and explain the reason or rule used.

1.3.6 Demonstrate understanding of equivalence or balance with objects, models, diagrams, operations or numbers.

2.2.11 Count and group at least 100 objects by 10.

2.2.13 Create problems and write one and two-digit number sentences that reflex contextual situations and

Sort objects into groups by a common attribute and label the groups.

Add facts to 18. Solve story problems with missing addends,

involving addition or subtraction. Write a story problem from addition or subtraction

number sentences. Solve a problem using a variety of methods. Determine relevancy of information in a word

problem.

6A. Add and subtract facts to 18.7A. Add and subtract one- and two-digit whole numbers without regrouping.7B. Add one- and two-digit whole numbers with regrouping.9A. Solve simple story problems involving addition (with/without regrouping) or subtraction (without regrouping).9B. Solve simple story problems involving addition (with/without regrouping) or subtraction (without regrouping) with extraneous information.14A. Tell time to the nearest hour, half-hour and quarter-hour using analog and digital clocks.14B. Solve problems involving time, elapsed time

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real world experiences. Solve the problems using a variety of methods including models, pictures, pencil and paper, estimation and mental computation and describe the reasoning or strategies used. For example: Tell a story or draw a picture for a problem that can be solved using the number sentence 10+6=16.

3.3.7 Solve problems involving time to the nearest hour using digital and analog clocks. Estimate and compare the length of time needed to complete a task using comparative language such as longer, shorter, more or less.

(15-minute increments) and calendars.17A. Identify and recognize two-dimensional geometric shapes and figures, including number of angles and sides of polygons.22A. Extend or complete patterns, or identify rules using numbers and attributes.22B. Extend or complete patterns and state rules using numbers and attributes.24A. Identify objects that are the same or different by one attribute.24B. Sort objects into two groups by a common attribute.25A. Solve extended numerical and statistical problems.


Post Assessment:Math Expressions Assessment GuideUnit 9 Test Form A (short response) Weekly Math Review Quiz

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Common Vocabulary (Written in Daily Math Journal)unknown partner, unknown total, story problem, equation, label, category, information, solve, extra information

Suggested Literature:More Bugs? Less Bugs? by Don Curry Additional Suggested Literature: in Math Expressions Manual Vol. 2 p. T19





LESSON PLANS

FLIP CHARTS


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1Subject:

Math Course:

Measurement and Estimation


Essential Questions and Big IdeasEQ – What is used to measure objects? BI - We measure objects with instruments using standard units of measurement such as inches, centimeters, pounds, and liters. EQ - What is estimation? BI - Estimation is finding a reasonable answer to a question.

Part 2 – StandardsNumerical and Proportional Reasoning 2.1 Understand that a variety of numerical representations can be used to describe quantitative relationships. 2.2 Use numbers and their properties to compute flexibly and fluently, and to reasonably estimate measures and quantities.Geometry and Measurement 3.3 Develop and apply units, systems, and appropriate tools to estimate and measure.Grade Level Expectations Students will be able to: CMT Correlations2.1.3 Describe and estimate quantities using benchmark amounts such as zero, 10, and 100.

2.2.15 Estimate the amount of objects in a set using zero, 10, and 100 as benchmarks and then determine if the estimate was reasonable.

3.3.8 Use nonstandard units or physical referents to estimate answers to measurement problems involving length, area, weight, temperature, volume, and capacity, and then justify the reasonableness of the answers.

Sort objects into groups by a common attribute and label the groups.

Add facts to 18. Solve story problems with missing addends,

involving addition or subtraction. Write story problems from addition or subtraction

number sentences. Solve a problem using a variety of methods. Determine relevancy of information in a word

problem.

1A. Solve problems involving one more/less or 10 more/less using two-digit numbers.1B. Identify alternative forms of expressing 3-digit whole numbers using expanded notation.1C. Identify alternative forms of expressing 2-digit whole numbers using regrouping.1D. Use place value concepts to identify and compare the magnitude and value of digits in two- and three-digit numbers.2A. Relate fractions and decimals to pictorial representations and vice versa.2B. Relate fractions of regions and sets to pictures and vice versa.2C. Label and/or shade fractional parts of regions and/or sets.

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3.3.9 Use nonstandard unit, references or direct comparison of objects to order by length, area and capacity.

3.3.10 Explore using standard units of measurement to communicate in a universal manner.

3A. Relate equivalent fractions to pictorial representations.8A. Add and subtract fractions with like denominators.15A. Estimate lengths and areas by comparing.16A. Measure lengths to the nearest inch or centimeter.16B. Draw lengths to the nearest inch or centimeter.16C. Identify appropriate customary or metric units of measure for a given situation (inches, feet, centimeters and meters).25A. Solve extended numerical and statistical problems.




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Common Vocabulary:Measure, measurement, round, rounding, length, inch, ruler, estimate, height, triangle, rectangle, width, square, centimeter, metric, table, weight, pound, heavier, lighter, capacity, liter, holds more, holds less, benchmark, estimate, reasonable

Suggested Literature:When a Line Bends…a Shape Begins by Gowler GreeneAdditional Suggested Literature: Math Expressions Manual Vol. p. T19





LESSON PLANS

FLIP CHARTS


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