first grade - okaloosa schools€¦ · 4 model with mathematics. mathematically proficient students...

OKALOOSA COUNTY SCHOOL DISTRICT

MATH CURRICULUM GUIDE

First Grade

Office of Quality Assurance and Curriculum Support

Guyla Hendricks, Chief Officer


CURRICULUM GUIDE

REV 062012 First Grade Math

CONTENTS

Mission Statement ............................................................................................................................................ 3

Suggestions for Implementing Curriculum Guides ............................................................................................... 3

Florida Department of Education ≠ Office of Math and Science Essential Websites ........................................... 4

OCSD Curriculum and Pacing Guide ∞ Overview............................................................................................ 4

Mathematics | Standards for Mathematical Practice ............................................................................................ 5

Mathematics: Grade 1: Introduction.................................................................................................................... 8

Grade 1 Overview ............................................................................................................................................. 9

Cognitive Complexity/Depth of Knowledge Rating for Mathematics .................................................................... 10

Quarterly Benchmarks .................................................................................................................................... 12

Grade-level Curriculum Guide.......................................................................................................................... 14

Quarter 1.......................................................................................................................... 14

Quarter 2.......................................................................................................................... 19

Quarter 3.......................................................................................................................... 24

Quarter 4.......................................................................................................................... 28

Math Resources Guide.................................................................................................................................... 32

Go Math! Online Math Concept Readers .......................................................................................................... 33

Literature Connection Chart............................................................................................................................. 35


CURRICULUM GUIDE


Mission Statement

Develop the highest quality math instruction to maximize student achievement through alignment of grade-level standards to appropriate

instructional practices, materials, resources, and pacing.

Suggestions for Implementing Curriculum Guides The role of the teacher is to:

Teach students the Common Core Standards as dictated by state law for their grade-level.

Provide learning-rich classroom activities that teach the standards in depth.

Enhance the curriculum by using resources and instructional technology.

Differentiate instruction by varying methods of instruction and frequently offering relevant hands-on, lab activities.

Regularly administer assessment to include higher-level questions, and performance task assessment.

In addition, teachers should:

Collaborate with other grade-level teachers to maximize school resources and teacher expertise.

Consult with other grade-levels to define absolute skill goals for each grade-level.

Document questions and suggestions for improvement of the Curriculum Guide.

Integrate science into math and reading curriculum.

Consider applying for a grant to support project-based learning for their school.

Visit the Okaloosa Math Central Website at: http://www.okaloosa.k12.fl.us/math

Days allotted to each standard are approximate and have been suggested based on the level of the complexity of the standards. To insure standards are

taught to mastery and completed by the conclusion of the school year, it is recommended that teache rs not veer significantly from the suggested pacing.

http://www.okaloosa.k12.fl.us/math


CURRICULUM GUIDE


Florida Department of Education ≠ Office of Math and Science Essential Websites

Common Core First Grade Math Standards: http://w ww.corestandards.org/the-standards/mathematics/grade-1/introduction/ Searchable Next Generation Sunshine State Standards Database:

http://www.floridastandards.org/index.aspx

Printable Downloads of Next Generation Sunshine State Standards with or without remarks: http://www.floridastandards.org/downloads.aspx

OCSD Curriculum and Pacing Guide ∞ Overview

This document provides a math curriculum and pacing guide. It is designed to help teachers to efficiently pace the delivery o f quality instruction for each

nine-week period.

Purpose:

This guide was created by a team of grade-level teachers to correlate to the Common Core and Next Generation Standards with the goal of providing

teachers ready access to resources for teaching those new standards and a pace for accomplishing standards mastery.

Description:

The OCSD Math Curriculum Guide specifies the math content to be covered within each nine-week instructional period. Their guide identifies Next

Generation Standards (NGS) Benchmarks. Furthermore, it allows teachers to input information specific to their students or sch ool needs.

Top Block – Domain and Essential Questions

Lists the Essential Questions addressed in the section’s Standards.

Column One – Standards/Text Alignment

Lists the specific Standard by number and states the Standard.

Cites the Harcourt Textbook chapters that correlate to the Standard.

Column Two – Formative Assessments

Column Three – Additional Resources/Activities

Suggests instructional activities, including media (DVD/Video/CD), websites, and student involvement tasks.

Column Four – Literacy Connection/Vocabulary/Reading

Lists vocabulary terms, and books or stories connected to the Common Core Standards.

Column Five – Mathematical Practices

NOTE:

Addendums to this curriculum guide, as well as additional information/forms will be posted at

http://www.okaloosaschools.com/?q=employees/admin-curriculum-guides

http://www.floridastandards.org/index.aspx

http://www.floridastandards.org/downloads.aspx

http://www.okaloosaschools.com/?q=employees/admin-curriculum-guides


CURRICULUM GUIDE


Mathematics | Standards for Mathematical Practice The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education. The fi rst of these are the NCTM process standards of problem solving, reasoning and proof, communication, representation, and connections. The second are the strands of mat hematical proficiency specified in the National Research Council’s report Adding It Up: adaptive reasoning, strategic competence, conceptual understanding (comprehension of mathematical concepts, operations and relations), procedural fluency (skill in carrying out procedures flexibly, accurately, efficiently and appropriately), and productive disposition (habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and

one’s own efficacy).

1 Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a so lution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might , depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the informat ion they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, an d graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using c oncrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify

correspondences between different approaches.

2 Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them;

and knowing and flexibly using different properties of operations and objects.

3 Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to an alyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of

others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.


CURRICULUM GUIDE


4 Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might ap ply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design pro blem or use a function to describe how one quantity of interest depends on another. Mathematically profic ient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are ab le to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the co ntext of the situation and

reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

5 Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of vary ing assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to ident ify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools

to explore and deepen their understanding of concepts.

6 Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated

explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.

7 Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x2 + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figur e and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x

– y)2 as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numb ers x and y.


CURRICULUM GUIDE


8 Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slop e 3, middle school students might abstract the equation (y – 2)/(x – 1) = 3. Noticing the regularity in the way terms cancel when expanding (x – 1)(x + 1), (x – 1)(x2 + x + 1), and (x – 1)(x3 + x2 + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematicall y proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results.

Connecting the Standards for Mathematical Practice to the Standards for Mathematical Content

The Standards for Mathematical Practice describe ways in which developing student practitioners of the discipline of mathematics increasingly ought to engage with the subject matter as they grow in mathematical maturity and expertise throughout the elementary, middle and high school years. Designers of curricula, assessments, and professional development should all attend to the need to connect the mathematical practices to mathema tical content in mathematics instruction. The Standards for Mathematical Content are a balanced combination of procedure and unders tanding. Expectations that begin with the word “understand” are often especially good opportunities to connect the practices to the content. Students who lack unde rstanding of a topic may rely on procedures too heavily. Without a flexible base from which to work, they may be less likely to consider analogous problems, represent problems coherently, justify conclusions, apply the mathematics to practical situations, use technology mindfully to work with the mat hematics, explain the mathematics accurately to other students, step back for an overview, or deviate from a known procedure to find a shortcut. In short, a lack of understa nding effectively prevents a student from engaging in the mathematical practices. In this respect, those content standards which se t an expectation of understanding are potential “points of intersection” between the Standards for Mathematical Content and the Standards for Mat hematical Practice. These points of intersection are intended to be weighted toward central and generative concepts in the school mathematics curriculum that most merit the time, resources, innovative energies, and focus necessary to qualitatively improve the curriculum, instruction, assessment, profess ional development, and student achievement in mathematics.


CURRICULUM GUIDE


Mathematics: Grade 1: Introduction

In Grade 1, instructional time should focus on four critical areas: (1) developing understanding of addition, subtraction, an d strategies for addition and

subtraction within 20; (2) developing understanding of whole number relationships and place value, including grouping in tens and ones; (3) developing

understanding of linear measurement and measuring lengths as iterating length units; and (4) reasoning about attributes of, a nd composing and

decomposing geometric shapes.

1. Students develop strategies for adding and subtracting whole numbers based on their prior work with small numbers. They us e a variety of

models, including discrete objects and length-based models (e.g., cubes connected to form lengths), to model add-to, take-from, put-together, take-apart,

and compare situations to develop meaning for the operations of addition and subtraction, and to develop strategies to solve arithmetic problems with these

operations. Students understand connections between counting and addition and subtraction (e.g., adding two is the same as counting on two). They use properties of addition to add whole numbers and to create and use increasingly sophisticated strategies based on these proper ties (e.g., “making tens”) to

solve addition and subtraction problems within 20. By comparing a variety of solution strategies, children build their understanding of the relationship

between addition and subtraction.

2. Students develop, discuss, and use efficient, accurate, and generalized methods to add within 100 and subtract multiples of 10. They compare

whole numbers (at least to 100) to develop understanding of and solve problems involving their relative sizes. They think of whole numbers between 10 and 100 in terms of tens and ones (especially recognizing the numbers 11 to 19 as composed of a ten and some ones). Through activities that build number

sense, they understand the order of the counting numbers and their relative magnitudes.

3. Students develop an understanding of the meaning and processes of measurement, including underlying concepts such as iterating (the mental

activity of building up the length of an object with equal-sized units) and the transitivity principle for indirect measurement.1

4. Students compose and decompose plane or solid figures (e.g., put two triangles together to make a quadrilateral) and build understanding of

part-whole relationships as well as the properties of the original and composite shapes. As they combine shapes, they recognize th em from different

perspectives and orientations, describe their geometric attributes, and determine how they are alike and different, to develo p the background for

measurement and for initial understandings of properties such as congruence and symmetry.


CURRICULUM GUIDE


Grade 1 Overview

Operations and Algebraic Thinking

o Represent and solve problems involving addition and subtraction.

o Understand and apply properties of operations and the relationship between addition and subtraction.

o Add and subtract within 20.

o Work with addition and subtraction equations.

Number and Operations in Base Ten

o Extend the counting sequence.

o Understand place value.

o Use place value understanding and properties of operations to add and subtract.

Measurement and Data

o Measure lengths indirectly and by iterating length units.

o Tell and write time.

o Represent and interpret data.

Geometry

o Reason with shapes and their attributes.

Mathematical Practices 1. 1. Make sense of problems and persevere in solving them.

2. 2. Reason abstractly and quantitatively.

3. 3. Construct viable arguments and critique the reasoning of others.

4. 4. Model with mathematics.

5. 5. Use appropriate tools strategically.

6. 6. Attend to precision.

7. 7. Look for and make use of structure.

8. 8. Look for and express regularity in repeated reasoning.

http://www.corestandards.org/the-standards/mathematics/grade-1/introduction/

http://www.corestandards.org/the-standards/mathematics/grade-1/introduction/


CURRICULUM GUIDE


As Florida transitions to the Common Core State Standard, the cognitive demand of tasks continues to be an important focus. Although the CCSS have not yet been rated for complexity, teachers should use the information contained below as a guide for rating the co mplexity of

formative, summative, and problem solving classroom and/or assessment questions.

Cognitive Complexity/Depth of Knowledge Rating for Mathematics

Florida’s revised mathematics standards emphasize teaching and learning the most important K-12 mathematics concepts in depth at each grade level. After adoption of the new math standards, the Florida Center for Research in Science, Technology, Engineering and Mathematics (FCR-STEM) at Florida State University convened a group of Florida math teachers, district math supervisors, and math education faculty to rate the cognitive demand of each benchmark. Meeting in teams for each body of knowledge, they reviewed and discussed each benchmark, then reached consensus on level of cognitive complexity using a classification system adapted from the “depth of knowledge” system developed by Dr. Norman Webb at the University of Wisconsin. Cognitive complexity refers to the cognitive demand of tasks associated with the benchmark. The depth of knowledge levels (We bb, 1999) reflect the relative complexity of thinking that a given benchmark demands of students — what it requires the student to recall, understand, analyze, and do. Florida’s depth of knowledge rating system focuses on expectations of students at three levels: Low Complexity This category relies heavily on the recall and recognition of previously learned concepts and principles. Items typically specify what the student is to do, which is often to carry out some procedure that can be performed mechanically. It is not left to the student to come up with a low complexity original method or solution. Skills required to respond to low complexity items include

solving a one-step problem;

computing a sum, difference, product, or quotient;

evaluating a variable expression, given specific values for the variables;

recognizing or constructing an equivalent representation;

recalling or recognizing a fact, term, or property;

retrieving information from a graph, table, or figure;

identifying appropriate units or tools for common measurements; or

performing a single-unit conversion.

Moderate Complexity Items in the moderate complexity category involve more flexible thinking and choice among alternatives than low complexity it ems. They require a response that goes beyond the habitual, is not specified, and ordinarily has more than a single step. The student is expected to decide what to do—using informal methods of reasoning and problem-solving strategies—and to bring together skill and knowledge from various domains. Skills required to respond to moderate complexity items include

solving a problem requiring multiple operations;

solving a problem involving spatial visualization and/or reasoning;

selecting and/or using different representations, depending on situation and purpose;

retrieving information from a graph, table, or figure and using it to solve a problem; determining a reasonable estimate;

extending an algebraic or geometric pattern;

providing a justification for steps in a solution process;


CURRICULUM GUIDE


comparing figures or statements;

representing a situation mathematically in more than one way; or

formulating a routine problem, given data and conditions.

High Complexity High complexity items make heavy demands on student thinking. Students must engage in more abstract reasoning, planning, anal ysis, judgment, and creative thought. The high-complexity item requires that the student think in an abstract and sophisticated way. Skills required to respond correctly to high complexity items include

performing a procedure having multiple steps and multiple decision points;

solving a non-routine problem (as determined by grade-level appropriateness);

solving a problem in more than one way;

describing how different representations can be used for different purposes; generalizing an algebraic or geometric pattern;

explaining and justifying a solution to a problem;

describing, comparing, and contrasting solution methods;

providing a mathematical justification;

analyzing similarities and differences between procedures and concepts;

formulating an original problem, given a situation;

formulating a mathematical model for a complex situation; or

analyzing or producing a deductive argument.


CURRICULUM GUIDE


Quarterly Benchmarks

Quarter 1 - 1.OA-Operations and Algebraic Thinking Quarter 2 - 1.OA-Operations and Algebraic Thinking

1.NBT Number and Operations in Base Ten Standards Description Standards Description

MACC.1.OA.1.1

Chapters 1-2 Pacing: 10-12 days

per chapter

*ongoing review

throughout the year

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.

MACC.1.OA.4.7

Chapter 5, Encore,

and supplemental

materials

Pacing: 5-6 days

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, 5 + 2 = 2 +

5, 4 + 1 = 5 + 2.

MACC.1.OA.1.2

Chapter 3 Pacing: 10-12 days

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.

MACC.1.OA.4.8

Chapter 5, Encore,

and supplemental materials

Pacing: 5-6 days

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,

6 + 6 = �.

MACC.1.OA.2.3


Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10

= 12. (Associative property of addition.)

MACC.1.NBT.1.1

Chapter 6, Encore,

and supplemental

materials Pacing 5-6 days

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.

MACC.1.OA.2.4


Understand subtraction as an unknown-addend problem. For

example, subtract 10 – 8 by finding the number that makes 10 when added to 8.

MACC.1.NBT.2.2

Chapter 6, Encore,

and supplemental

materials Pacing 5-6 days

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. 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).

MACC.1.OA.3.5

Chapters 3 and 4 Pacing: 5-6 days

Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

MACC.1.NBT.2.3

Chapter 7 Pacing 10-12 days

Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

MACC.1.OA.3.6

Chapters 3 and 4

Pacing: 5-6 days

Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by

creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

MACC.1.NBT.3.5

Chapters 8 and beginning of 9

Pacing: 5-6 days

Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

MACC.1.NBT.3.6

Chapters 8 and

beginning of 9 Pacing: 5-6 days

Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings &

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.


CURRICULUM GUIDE


Quarter 3 - 1.NBT Number and Operations in Base Ten and 1.MD Measurement and Data

Quarter 4 – 1.G Geometry

Benchmark Description Benchmark Description

MACC.1.NBT.3.4

Chapter 9 Pacing 10-12 days

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.

MACC.1.G.1.1

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.

MACC.1.G.1.2

Chapter 10 Pacing: 20 days

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.

MACC.1.MD.1.1

Chapter 12 Pacing: 10-12

days

Order three objects by length; compare the lengths of two objects indirectly by using a third object.

M ACC.1.G.1.3

Encore and

Supplemental M aterials

Pacing: 2 weeks

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

MACC.1.MD. 1.2

Chapter 12 Pacing: 10-12

days

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.

MACC.1.MD.2.3

Supplemental materials

Pacing:

approximately 5

days

Tell and write time in hours and half-hours using analog and digital clocks.

MACC.1.MD.3.4

Supplemental

materials Pacing:

approximately

5 days

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.


CURRICULUM GUIDE


Grade-level Curriculum Guide

Quarter 1

1.OA – Operations and Algebraic Thinking Essential Questions

How can we use objects, drawings, and equations to solve addition and subtraction word problems to 20?

How can we use objects, drawings, and equations to solve addition and subtraction word problems with three whole numbers that equal 20 or less?

Cluster/Standard

Text Alignment Formative Assessments Additional Resources/Activities

Lit. Connection

Vocabulary / Reading

Standards for

Mathematical Practice

MACC.1.OA.1.1 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. MACC.1.OA.1.2 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. Text: Chapters 1,2,3

http://www.floridastandards.org/resources/ResourceSearch.aspx (follow steps listed) Subject Area:

Mathematics Grade Level: Instructional

Component Type Category: Activity Resources

Instructional Component Type: Formative Assessment (scroll down for activity)

» Going to the Zoo Students are given a variety of increasingly challenging word problems to model and solve. » Fun with Models Students are given a variety of increasingly challenging word problems to model with manipulatives.

Manipulatives:

Mathboard Teddy Bear counters Linking Cubes Two-sided counters

Online Resources:

http://www.floridastandards.org/Standards/PublicPreviewBenchmark498.aspx https://www-k6.thinkcentral.com www.hekko.com http://nlvm.usu.edu/ National Library of Virtual Manipulatives http://edweb.tusd.k12.az.us/ekowalcz/math/elementary_web_sites.htm https://www-k6.thinkcentral.com / Online Math Concept Readers http://www.fuelthebrain.com/Guides/view.php?ID=318 http://pinterest.com/lynettemc/first-grade-common-core-math/ http://www.k-5mathttp://www.aimsedu.org/common-core-math/firstgrade.htmlhteachingresources.com/ http://www.aimsedu.org/common-core-math/firstgrade.html

Additional Resources: Math Essential Skills software

Vocabulary:

plus (+) addition sentence is equal to (=) sum add part whole zero (0) addends order difference minus (-) subtraction sentence subtract pattern compare more fewer

Additional Literature: Grab and Go Kits: “Join Us,” Busy Bugs, How Many Animals Do You See?” “Ten Little Puppies,” “Milk for Sale”

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

http://www.floridastandards.org/resources/ResourceSearch.aspx



http://www.floridastandards.org/Resources/PublicPreviewResource13169.aspx


http://www.floridastandards.org/Standards/PublicPreviewBenchmark498.aspx


https://www-k6.thinkcentral.com/

http://www.hekko.com/

http://nlvm.usu.edu/

http://exchange2.ocsd.okaloosa.k12.fl.us/owa/redir.aspx?C=2a2697b6b3224d00b31dd50109e48f87&URL=http%3a%2f%2fedweb.tusd.k12.az.us%2fekowalcz%2fmath%2felementary_web_sites.htm



http://www.fuelthebrain.com/Guides/view.php?ID=318

http://pinterest.com/lynettemc/first-grade-common-core-math/


http://www.k-5mathteachingresources.com/


http://www.aimsedu.org/common-core-math/firstgrade.html



CURRICULUM GUIDE


» More Fun with Models Students are given a variety of increasingly challenging word problems to model with manipulatives. » Problem Types Task The student is given manipulatives and asked to solve addition and subtraction word problems. » Oranges in a Basket Students are asked to find all of the different ways to sort 12 oranges into 3 baskets. » Toys on a Shelf Students are asked to solve problems involving composing and decomposing numbers and to explain their solution strategies.







CURRICULUM GUIDE


1.OA – Operations and Algebraic Thinking Essential Questions:

How can we use properties of operations as strategies to add and subtract?

Benchmark Text Alignment

Formative Assessments Additional Resources/Activities Lit. Connection

Vocabulary / Reading Standards for


MACC.1.OA.2.3 Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) Text: Chapter 3





» Adding Whole Numbers Students read addition number sentences with missing numbers and determine the missing numbers. Addition Strategies Students are given pairs of numbers to sum in two different ways and asked to explain their strategies.

FLDOE examples:

2 + 3 = 5 and 3 + 2 = 5 (Commutative Property) 2 + (3 + 1) = 6 and (2 + 3 ) + 1 = 6 (Associative

Property) 7 + 8 = 7 + 7 + 1 (doubles + 1)

9 + 4 = 10 + 3 (Using ten as a friendly number to add and subtract)

Manipulatives: Mathboard Crayons connecting cubes

2 color counters number line

Online Resources:

http://www.floridastandards.org/Standards/PublicPreviewBenchmark500.aspx www.hekko.com http://nlvm.usu.edu/ National Library of Virtual Manipulatives https://www-k6.thinkcentral.com http://edweb.tusd.k12.az.us/ekowalcz/math/elementary_web_sites.htm https://www-k6.thinkcentral.com / Online Math Concept Readers http://www.fuelthebrain.com/Guides/view.php?ID=318 http://pinterest.com/lynettemc/first-grade-common-core-math/ http://www.k-5mathttp://www.aimsedu.org/common-core-math/firstgrade.htmlhteachingresources.com/ http://www.aimsedu.org/common-core-math/firstgrade.html

Vocabulary:

plus addition sentence is equal to (=) sum (+) add part whole/total/value zero addends order pattern count on number line doubles doubles minus one doubles plus one make a ten count back digit

Additional Literature: Grab and Go Kits: “Join Us” “Busy Bugs” “Doubles Fun on the Farm” “Juggling” “Soap and Bubbles” Online Math Concept Readers / https://www-k6.thinkcentral.com



























CURRICULUM GUIDE


» Oranges in a Basket Students are asked to find all of the different ways to sort 12 oranges into 3 baskets. » Toys on a Shelf Students are asked to solve problems involving composing and decomposing numbers and to explain their solution strategies.

Additional Resource: Math Essential Skills software

1.OA – Operations and Algebraic Thinking Essential Questions:

How are addition and subtraction related to one another?

How is counting used in both addition and subtraction?

How can we use a variety of strategies to add and subtract within 20?

Benchmark


Lit. Connection


Standards for


MACC.1.OA.2.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Text: Chapter 4 MACC.1.OA.3.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). MACC.1.OA.3.6 Add and subtract within 20, demonstrating





FLDOE examples: 6 + 7 = 13, 6 + 6 + 1 = 13

13 - 7 = 6 and (13 - 3) - 4 = 6 (using the knowledge that 3 + 4 = 7)

Manipulatives: Mathboard crayons two color counter

connecting cubes

Online-Resources: http://www.floridastandards.org/Standards/PublicPreviewBenchmark501.aspx https://www-k6.thinkcentral.com www.hekko.com

Vocabulary:

plus addition sentence is equal to (=) sum + add part whole/total/value zero (0) addends order pattern difference minus (-) subtraction sentence subtract
















CURRICULUM GUIDE


fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Text: Chapters 3,4

» Inverse Operations Students are asked to determine and write addition and subtraction fact families and explain their reasoning. » Counting Strategies Given four different basic addition and subtraction problems, the teacher identifies student solution strategies by listening to student explanations

http://wveis.k12.wv.us/Teach21/public/Iguide/Iguide.cfm?action=V1&tsele1=2&tsele2=101&tsele3i=73 http://nlvm.usu.edu/ National Library of Virtual Manipulatives http://edweb.tusd.k12.az.us/ekowalcz/math/elementary_web_sites.htm http://www.fuelthebrain.com/Guides/view.php?ID=318 http://pinterest.com/lynettemc/first-grade-common-core-math/ http://www.k-5mathttp://www.aimsedu.org/common-core-math/firstgrade.htmlhteachingresources.com/ http://www.aimsedu.org/common-core-math/firstgrade.html Additional Resources: Math Essential Skills software

compare more fewer count on numberline doubles doubles minus one doubles plus one make a ten count back

Additional Literature: “Join Us” “Busy Bugs” “How Many Animals Do You See?” “Ten Little Puppies” Doubles Fun on the Farm” “Hop, Hop” “Juggling” “soap and Bubbles” “Picture Puzzles” Online Math Concept Readers / https://www-k6.thinkcentral.com




http://wveis.k12.wv.us/Teach21/public/Iguide/Iguide.cfm?action=V1&tsele1=2&tsele2=101&tsele3i=73













CURRICULUM GUIDE


Quarter 2

1.OA-Operations and Algebraic Thinking and 1.NBT Number and Operations in Base Ten Essential Questions:

What does the equal sign mean? How do we determine if the equations we read are true or false?

How do we determine an unknown number in an addition or subtraction equation?

Benchmark


Lit. Connection


Standards for


MACC.1.OA.4.7 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, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. MACC.1.OA.4.8 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, 6 + 6 = �. Text: Chapter 5, Encore, and supplemental materials





» Marbles in the Bag Students are given a word problem to determine a missing quantity and are asked to explain their thinking. » Little Buddy See-Saw Students are asked to solve a balancing problem related to ratio, proportion, and mathematical equality. » Balancing the Sides Students are asked to place objects on balance so that both sides of a balance are level.

FLDOE examples: 4 + 2 = 6 and 6 - 2 = 4. List three other facts using addition or subtraction that

are related to 3 + 5 = 8.

I have 8 marbles. Some are red. Some are blue. How many of each could I have? How many red marbles? How many blue marbles? Find as many combinations as you can.

Manipulatives:

Mathboard connecting cubes number line

Online Resources: http://www.floridastandards.org/Standards/PublicPreviewBenchmark499.aspx www.harcourtschool.com https://www-k6.thinkcentral.com www.hekko.com http://nlvm.usu.edu/ National Library of Virtual Manipulatives http://edweb.tusd.k12.az.us/ekowalcz/math/elementary_web_sites.htm http://www.fuelthebrain.com/Guides/view.php?ID=318 http://pinterest.com/lynettemc/first-grade-common-core-math/ http://www.k-5mathttp://www.aimsedu.org/common-core-math/firstgrade.htmlhteachingresources.com/ http://www.aimsedu.org/common-core-math/firstgrade.html Additional Resource: Math Essential Skills software

Vocabulary:

opposite facts related facts fact family symbol Continue vocabulary from

quarter one Additional Literature: “Juggling” “soap and Bubbles” “Picture Puzzles” “ A Walk Around the Farm” Online Math Concept Readers / https://www-k6.thinkcentral.com

1. Make sense of

problems and

persevere in solving

them.

2. Reason abstractly

and quantitatively.










http://www.harcourtschool.com/














CURRICULUM GUIDE


1.NBT Number and Operations in Base Ten Essential Questions:

How do we count to 120, including counting on from any number? How do we read and write these numbers?

How are tens and ones represented in each two digit number?

Benchmark


Lit. Connection


Standards for


MACC.1.NBT.1.1 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. MACC.1.NBT.2.2 1. 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).





» Compare and Order to 100 Students compare and order whole numbers. » Ordering Numbers Students are given three sets of five numbers and asked to put the five numbers from each set in order from least to greatest on an open number line and explain their thinking.

FLDOE example: How many tens and how many ones are in fifty-six? Explain your answer.

Possible answer: o 5 tens, 6 ones o 4 tens, 16 ones

FLDOE example:

o What number comes next in this pattern {3, 6, 9, 12, 15, __}? Why?

Manipulatives: Mathboard connecting cubes

base ten blocks numeral cards

Online Resources: http://www.floridastandards.org/Standards/PublicPreviewBenchmark503.aspx www.hekko.com http://nlvm.usu.edu / National Library of Virtual Manipulatives https://www-k6.thinkcentral.com

http://edweb.tusd.k12.az.us/ekowalcz/math/elementary_web_sites.htm

Additional Resource:

Math Essential Skills

Vocabulary:

ones tens hundreds is greater than > is less than< greatest least digit skip count count forward count backward numeral making a ten

Additional Literature: “My Counting Trip to the Zoo.” “Where Should I Go?”

Grab and Go Kits: “Tallyho!” “It’s a Homerun!” Online Math Concept Readers / https://www-k6.thinkcentral.com



















CURRICULUM GUIDE


Text: Chapter 6, Encore, and supplemental materials

» Greater/Less Students are given pairs of numbers and asked to compare the numbers in each pair and then list the set of numbers in order on an open number line. » Tens and Ones Students translate between representations of arabic numerals and quantities of base-ten blocks. » Two-Digit Numbers Students are asked to use base-ten blocks to represent given numbers and write numbers for base-ten-block representations. » Expanded Form Students are verbally given four numerals in standard form to write in the form of tens and ones and given four numbers, represented as tens and ones, to write in standard form.






CURRICULUM GUIDE


1.NBT Numbers and Operations in Base Ten Essential Questions:

How can we use the less than, greater than, and equal symbols to compare two two-digit numbers?

How can we find 10 more or 10 less than a number without counting?

How do we use place value and properties of operations to subtract multiples of 10?

Benchmark


Lit. Connection


Standards for


MACC.1.NBT.2.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Text: Chapter 7 MACC.1.NBT.3.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. MACC.1.NBT.3.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written





» Ordering and comparing magnitudes Students place numbers on a number line and examine a number line that does not have numbers placed with consistent linear proportions and explain how the number line could be improved. » Order Numbers Students are given five numbers to order from least to greatest, place on a number line, and

FLDOE examples:

Is 86 larger than 68? State whether 29 is larger than 38 or smaller than 38. Name a number that comes between 70 and 75 What number comes after 29? Manipulatives:

Mathboard crayons two color counters connecting cubes

base ten blocks numeral cards

Online-Resources:

http://www.floridastandards.org/Standards/PublicPreviewBenchmark501.aspx https://www-k6.thinkcentral.com www.hekko.com http://www.fuelthebrain.com/Guides/view.php?ID=318 http://pinterest.com/lynettemc/first-grade-common-core-math/ http://www.k-5mathttp://www.aimsedu.org/common-core-math/firstgrade.htmlhteachingresources.com/ http://www.aimsedu.org/common-core-math/firstgrade.html http://wveis.k12.wv.us/Teach21/public/Iguide/Iguide.cfm?action=V1&tsele1=2&tsele2=101&tsele3i=73 http://nlvm.usu.edu/ National Library of Virtual Manipulatives

Vocabulary:

is greater than > is less than< greatest least ones tens compare value most fewest least greatest making a ten

Additional Literature: Grab and Go Kits: “My Counting Trip to the Zoo,” “Where Should I Go.” Online Math Concept Readers https://www-k6.thinkcentral.com




























CURRICULUM GUIDE


method and explain the reasoning used. Text: Chapter 8 and the beginning of Chapter 9

explain their thinking. » Fill in the Number Line Students are asked to place four numbers on a number line that already has placement of the numbers 0, 10, and 20 and justify their decisions. » Adding with Tens and Ones Students are asked to solve an addition problem and a subtraction problem that requires them to consider a variety of strategies, such as compensation, composing and decomposing, and using tens and ones. » Invented Strategies Students are asked to solve two story problems and to explain their solution strategies. » Adding and Subtracting with Base-Ten Blocks Students are asked to solve an addition problem and a subtraction problem in two ways and explain their strategies.

http://edweb.tusd.k12.az.us/ekowalcz/math/elementary_web_sites.htm

Additional Resource: Math Essential Skills software












CURRICULUM GUIDE


Quarter 3

1.NBT Number and Operations in Base Ten and 1.MD Measurement and Data Essential Questions:

How do we use place value and properties of operations to add numbers within 100?

Benchmark


Lit. Connection


Standards for


MACC.1.NBT.3.4 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. Text: Chapter 9





» Adding with Tens and Ones Students are asked to solve an addition problem and a subtraction problem that requires them to consider a variety of strategies, such as compensation, composing and decomposing, and using tens and ones. » Invented Strategies Students are asked to solve two story problems and to explain their solution strategies

FLDOE example: Adding 27 and 15, a student might reason that 27 is 20

+ 7 and that 15 is 10 + 5. In determining the result, they combine 20 + 10=30 and 7 + 5 =12. The final answer involves the simpler addition problem of 30 +12 is 42.

Manipulatives: Mathboard base-ten blocks two color counters

connecting cubes Online Resources:

http://www.floridastandards.org/Standards/PublicPreviewBenchmark506.aspx http://www.mathfactcafe.com/build/ www.hekko.com http://nlvm.usu.edu/ National Library of Virtual Manipulatives https://www-k6.thinkcentral.com http://edweb.tusd.k12.az.us/ekowalcz/math/elementary_web_sites.htm http://www.fuelthebrain.com/Guides/view.php?ID=318 http://pinterest.com/lynettemc/first-grade-common-core-math/ http://www.k-5mathttp://www.aimsedu.org/common-core-math/firstgrade.htmlhteachingresources.com/ http://www.aimsedu.org/common-core-math/firstgrade.html

Additional Resource:

Math Essential Skills

Vocabulary:

tens ones part whole sum difference digit making a ten numeral one digit number two digit number

Additional Literature: “Squirrel’s Store” “It’s Lunchtime!”















http://www.mathfactcafe.com/build/














CURRICULUM GUIDE


» Adding and Subtracting with Base-Ten Blocks Students are asked to solve an addition problem and a subtraction problem in two ways and explain their strategies.


How can we compare and order objects by length?

How can we use a shorter object to measure a longer one?

Benchmark Text Alignment

Formative Assessments Additional Resources/Activities Lit. Connection

Vocabulary / Reading Standards for


MACC.1.MD.1.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object. MACC.1.MD.1.2 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.





» Length: Compare and Order Students are asked to place given objects in order from shortest to longest and measure the length of the given objects.

Manipulatives: Mathboard classroom objects

balance tennis balls soccer balls connecting cubes paper clips

crayons dropper various sized containers rice

spoons base ten blocks Online Resources:

http://www.floridastandards.org/Standards/PublicPreviewBenchmark508.aspx www.hekko.com http://nlvm.usu.edu/ National Library of Virtual Manipulatives https://www-k6.thinkcentral.com http://edweb.tusd.k12.az.us/ekowalcz/math/elementary_web_sites.htm

Vocabulary:

Longer shorter longest shortest compare heavier lighter balance heaviest lightest capacity less more least most

Additional Literature: Grab and Go Kits “The Dog Show” “Rolling Snowballs”

9.



















CURRICULUM GUIDE


Text: Chapter 12

» How Many Toys on a Shelf? Students are provided with a shelf and a toy (car, stuffed animal, etc.) and asked to determine how many of the toy will fit on the shelf. » Planning the Bulletin Board Students are asked to measure the length of a bulletin board by determining how many uniform pieces of student work will span its length.

http://www.fuelthebrain.com/Guides/view.php?ID=318 http://pinterest.com/lynettemc/first-grade-common-core-math/ http://www.k-5mathttp://www.aimsedu.org/common-core-math/firstgrade.htmlhteachingresources.com/ http://www.aimsedu.org/common-core-math/firstgrade.html


How can we tell time and write time on different types of clocks?

How can we organize and interpret data?

Benchmark


Lit. Connection


Standards for


MACC.1.MD.2.3 Tell and write time in hours and half-hours using analog and digital clocks. MACC.1.MD.3.4 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




Instructional Component Type: Formative Assessment (scroll

Manipulatives: Digital and analog student clocks, digital and analog

teacher clock for demonstration. Online Resources: http://www.floridastandards.org/Standards/PublicPreviewBenchmark508.aspx www.hekko.com http://nlvm.usu.edu/ National Library of Virtual Manipulatives https://www-k6.thinkcentral.com http://edweb.tusd.k12.az.us/ekowalcz/math/elementary_web_sites.htm http://www.fuelthebrain.com/Guides/view.php?ID=318

Vocabulary: Hour Half hour Minute Digital Analog Clock Hour hand Minute hand Vocabulary: Measurement Data Category Classify



























CURRICULUM GUIDE


more or less are in one category than in another. Text: Supplemental materials

down for activity) » What Time Is It? Students are asked to read time shown on digital and analog clocks, represent time on an analog clock, and write the time that is displayed on an analog clock. All times are to the hour and half hour. » Telling Time Students are shown an analog clock with the time displayed on the hour and half hour and asked to verbally state the time and write the time on paper. » Telling Time Students are shown an analog clock with the time displayed on the hour and half hour and asked to verbally state the time and write the time on paper.

http://pinterest.com/lynettemc/first-grade-common-core-math/ http://www.k-5mathttp://www.aimsedu.org/common-core-math/firstgrade.htmlhteachingresources.com/ http://www.aimsedu.org/common-core-math/firstgrade.html Online resources for telling time: http://www.bbc.co.uk/wales/snapdragon/yesflash/time-1.htm Telling Time game http://www.abcya.com/telling_time.htm GAME http://www.hbschool.com/activity/willy/willy.html 2 PLAYER GAME http://www.primarygames.com/time/question1.htm GAME http://my.discoveryeducation.com/ Math Monsters: Time (15 minute video segment) Telling Time (5 minute 35 second video segment) Brainpop Jr: Parts of a Clock Time to the Hour Measurement and Data: Brainpop Jr: tally marks, bar graphs, probability Online resources for measurement and data: http://www.k-5mathteachingresources.com/measurement-and-data-activities.html Sid the Science Kid-A Pirates Tale Music Video –PBS Kids (also on you tube) 2:10 http://ccss1.watchknowlearn.org/Category.aspx?CategoryID=8860 (video clips) http://www.k-5mathteachingresources.com/measurement-and-data-activities.html k-12 measurement and data activities http://pbskids.org/curiousgeorge/games/how_tall/how_tall.html (measurement game for kids) http://www.uen.org/Lessonplan/preview?LPid=10701 (lesson plan including printables-There was an old lady probability and data collection) http://www.uen.org/Lessonplan/preview?LPid=14395 (lesson plan including printables-graphing) http://eduplace.com/math/mathcentral/gradeK/koca1.html (lesson plan- favorite snacks data collection and graphing including printables)

Total How many more How many less Greatest Least Fewest Most Graph Online Math Concept Readers https://www-k6.thinkcentral.com Books (Telling time) : The Grouchy Ladybug: Eric Carle A Second is a Hiccup: Hazel Hutchings Game Time (Math Start): Stuart Murphy Books: Measurement and Data Talley O Malley: Stuart Murphy Lemonade for Sale: Stuart Murphy The Great Graph Contest: Loreen Leedy Tally Cat Keeps Track: Trudy Harris Graphs: All Aboard Math Reader: Bonnie Bader









http://www.bbc.co.uk/wales/snapdragon/yesflash/time-1.htm

http://www.abcya.com/telling_time.htm

http://www.hbschool.com/activity/willy/willy.html

http://www.primarygames.com/time/question1.htm

http://my.discoveryeducation.com/

http://www.k-5mathteachingresources.com/measurement-and-data-activities.html


http://ccss1.watchknowlearn.org/Category.aspx?CategoryID=8860

http://ccss1.watchknowlearn.org/Category.aspx?CategoryID=8860



http://pbskids.org/curiousgeorge/games/how_tall/how_tall.html

http://pbskids.org/curiousgeorge/games/how_tall/how_tall.html

http://www.uen.org/Lessonplan/preview?LPid=10701

http://www.uen.org/Lessonplan/preview?LPid=14395

http://eduplace.com/math/mathcentral/gradeK/koca1.html



CURRICULUM GUIDE


Quarter 4

1.G Geometry Essential Question:

How do we distinguish between attributes of different shapes?

How do we use those attributes to build and draw shapes?

Benchmark


Lit. Connection


Standards for


MACC.1.G.1.1 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. MACC.1.G.1.2 1. 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.

(Students do not need to learn formal names such as “right rectangular prism.”)

Text:





» Attribute Sorting Students are given several shapes and asked to sort the shapes into two different groups according to attributes and to explain how the objects in each group are similar. » Sorting with Three-Dimensional Shapes Students are asked to name three-dimensional and two-dimensional shapes and sort shapes according to mathematical attributes.

FLDOE examples: Example of composing: The student puts two congruent

isosceles triangles together to make a rhombus. Students can decorate necklaces by composing triangles (or other shapes) and find number of triangles or rhombuses needed for different necklaces with different lengths.

Example of decomposing: The student notices that a

regular hexagon can be decomposed into two trapezoids or six triangles.

Manipulatives:

Mathboard 3-D shapes pattern blocks crayon

cubes Online Resources:

http://www.floridastandards.org/Standards/PublicPreviewBenchmark510.aspx http://nlvm.usu.edu/ National Library of Virtual Manipulatives https://www-k6.thinkcentral.com http://edweb.tusd.k12.az.us/ekowalcz/math/elementary_web_sites.htm https://www-k6.thinkcentral.com / Online Math Concept Readers


Vocabulary:

cone cube curved surface cylinder flat surface rectangular prism sphere square pyramid edge face vertex side hexagon rhombus trapezoid

Additional Literature: “The ClubHouse” “And the Wheels Go Round”




















CURRICULUM GUIDE


Chapter 10

» Comparing Shapes Students are given a worksheet and asked to sort a variety of three- dimensional shapes. » Pattern Block Puzzles The students use pattern blocks to complete puzzles with outlined shapes, partially outlined shapes, and open patterns in order to determine the exact number of pattern blocks, the greatest number of pattern blocks, and the least number of pattern... ...read more » Pattern Block Shapes Students use pattern blocks to compose a rhombus, trapezoid, and hexagon. » Decomposing 3-D shapes Students are asked to identify the types of polygons for the faces of various three-dimensional shapes and count the number of faces.

http://pinterest.com/lynettemc/first-grade-common-core-math/ http://www.k-5mathttp://www.aimsedu.org/common-core-math/firstgrade.htmlhteachingresources.com/ http://www.aimsedu.org/common-core-math/firstgrade.html














CURRICULUM GUIDE


1.G Geometry Essential Questions:

How can we separate circles and rectangles into two or four equal shares?

How can we describe these shares?

Benchmark


Lit. Connection


Standards for


MACC.1.G.1.3 . 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 Text: Encore and Supplemental materials





» Fraction Circle Students work with fraction circle pieces to identify and describe different ways to create a circle with smaller sectors » Cover the Hexagon Students will use a hexagon to demonstrate the relationship between the whole and its parts as a foundation to fractions. » Pattern Block Fractions Students use pattern blocks to determine fractional parts of a hexagon.

Online Resources: http://www.floridastandards.org/Standards/PublicPreviewBenchmark510.aspx http://nlvm.usu.edu/ National Library of Virtual Manipulatives https://www-k6.thinkcentral.com http://edweb.tusd.k12.az.us/ekowalcz/math/elementary_web_sites.htm https://www-k6.thinkcentral.com / Online Math Readers http://www.fuelthebrain.com/Guides/view.php?ID=318 http://pinterest.com/lynettemc/first-grade-common-core-math/ http://www.k-5mathttp://www.aimsedu.org/common-core-math/firstgrade.htmlhteachingresources.com/ http://www.aimsedu.org/common-core-math/firstgrade.html

Video Segments: Fractions http://my.discoveryeducation.com/ Eating Pizza Fractions by Steve Dembo (powerpoint) The Number Crew: Action with Fraction (9 minute 24 second video segment) MIMIO: Fractions Fractions.ink mimio lesson Title: beginning fractions ½ and ¼ Fractionsmrsrainbowstar.ink mimio lesson Title: Fractions Fractionfoods.ink mimio lesson Title: fraction foods using ½ and ¼ Thirds and fourths .ink mimio lesson Title: Thirds and Fourths Brainpop Jr. Basic parts of a whole- interactive lesson You tube: Hip Hop Around the Clock(telling time to the hour w/Jack Hartmann 60 seconds! (time song for kids) What’s the Time?

Additional Literature: Grab and Go Kits “The Dog Show” “Rolling Snowballs” Books: (fractions) Clean Sweep Campers-math matters by Lucille Penner Give Me Half by Stuart J. Murphy The Doorbell Rang by Pat Hutchins My Half Day by Doris Fisher Full House: An invitation to Fractions by Daye Ann Dodds


























http://my.discoveryeducation.com/


CURRICULUM GUIDE



CURRICULUM GUIDE


Math Resources Guide

Principals and Standards for School Mathematics and Curriculum Focal Points

National Council of Teachers of Mathematics http://www.nctm.org/standards/default.aspx?id=58

Illuminations

NCTM Educational Resources http://illuminations.nctm.org/

Math Their Way,

Center for Innovation in Education, Inc http://www.center.edu/index.shtml

AIMS Education Foundation On-line Store Books, Free Resources and $1-2 E-Activities

http://wwws.aimsedu.org/aims_store/home.php

Investigations: Finding and Using Mathematical Children’s Literature with Elementary Students (1999). Teaching Math with Favorite Picture Books

(Grades 1-3). NY: Scholastic Professional Books.

http://investigations.terc.edu/library/mathactivities/children_lit2.cfm

Teaching Math with Favorite Picture Books (Grades 1-3) By: Hechtman, J., Ellermeyer, D. and Grove, S. F. ISBN: 978-0-87355-243-1

http://www.amazon.com/Teaching-Favorite-Picture-Books-Grades/dp/0590762508

Professional Math Series: Teaching Student Centered Mathematics Grades k -3, Grades 3-5, Grades 5-8 By John A. Van de Walle

http://www.ablongman.com/vandewalleseries/

http://www.allynbaconmerrill.com/search/index.aspx

Good Questions for Math Teaching (Grades 5-8) By Lainie Schuster and Nancy Canavan Anderson Marilyn Burns Books

http://www.eaieducation.com/501832.html

Everyday Counts Partner Games Great Source Education Group

http://www.greatsource.com

http://www.nctm.org/standards/default.aspx?id=58

http://www.center.edu/index.shtml

http://wwws.aimsedu.org/aims_store/home.php

http://investigations.terc.edu/library/mathactivities/children_lit2.cfm

http://www.amazon.com/Teaching-Favorite-Picture-Books-Grades/dp/0590762508

http://www.ablongman.com/vandewalleseries/

http://www.allynbaconmerrill.com/search/index.aspx

http://www.eaieducation.com/501832.html

http://www.greatsource.com/


CURRICULUM GUIDE


Go Math! Online Math Concept Readers

https://www-k6.thinkcentral.com

Level Title Math Content Description K I Know Big and Small Big and small

K I Know Alike and Different Sort and classify

K I Know Numbers Numbers 6-10

K I Know Shapes Geometry

K Counting at the Market Numbers 11-30

K Shortest and Longest Where I Live Measurement K Numbers at the Lake Addition/Subtraction

K Summertime Math Numbers 0 to 30

1 Counting in the City Counting up and counting down 0-30

1 My Counting Trip to the Zoo Number sense (0 to 20)

1 Math Club Relate addition and subtraction to 12 1 Miss B.'s Class Makes Tables and Graphs Data and graphs

1 Our Lemonade Stand Counting coins

1 Pattern Parade Patterns: AAB, ABC, ABB, AB 1 The Dog Show Length: Nonstandard measurement

1 The Class Party One-digit addition and subtraction

2 All the Time Time: reading analog and digital clocks

2 Doubles Fun on the Farm Addition facts and strategies: Doubles

2 Party Plans Use 2-digit addition and subtraction 2 Time To Go Shopping Use money

2 Building a Mini-Park Solid and plane figures

2 Time to Take a Trip! Compare and order greater numbers 2 Treasure Hunts Length: Nonstandard measurement

2 What Do You Like? Data and graphs

3 A Nose for News and Numbers Understand place value; Compare, order, and round numbers

3 Party Plans by the Numbers! Multiplication facts and strategies

3 The Garden Fence Division facts 3 Surprising Solids Solid figures

3 Sports Camp Divide by 1-digit numbers

3 Pizza Parts! Understand fractions 3 Fun and Games Data and probability

3 A Trip to the Pond Metric measurement

4 Exercising for Beads Algebra: Use addition and subtraction



CURRICULUM GUIDE


4 On the Menu: Bamboo, Figs, and Other Tasty Treats Multiplication and division facts

4 Putting the World on a Page Multiply by 1-digit numbers, multiply by 2-digit numbers 4 The Thirst Quencher Practice division

4 Diego’s Perfect Fit Collect, organize, and represent Data; Interpret and graph data

4 Elizabeth’s Groovy Green Racing Machine Add and subtract decimals and money 4 A New Angle on Trains and Train Stations Lines, rays, angles, and plane figures

4 Fighting Fire with Fire Perimeter

5 The World’s Tallest Buildings Place value, addition, and subtraction

5 Fundraising Fair Fraction concepts

5 Table Soccer, Anyone? Add and subtract mixed numbers 5 Halfpipe Add and subtract decimals

5 Forecast: Sunny Skies! Percent

5 City of the Future Geometric figures, plane and solid figures 5 Designing a Skatepark Perimeter and area

5 Park Visitors Analyze data

6 Model Rocket Math Fraction concepts, add and subtract fractions

6 Expedition: Antarctica Add and subtract integers

6 Take Your Math to Work Analyze data, graph data

6 Music To Our Ears Addition equations, subtraction equations, multiplication & division equations

6 The Truth About Pi Circles

6 Walk the Distance Proportions

6 What Are the Chances? Probability of simple events 6 Room Makeover: Serving the Community Surface area and volume


CURRICULUM GUIDE


Literature Connection Chart

Title

Author

Concept or Skills

Grade Level

Beep, Beep, Vroom, Vroom Stuart J. Murphy Patterning K

Chrysanthemum Keven Henkes Addition, Subtraction K

Those Calculating Crows Alice Wakefield Counting by ones, Graphing, One-to-one correspondence K

Splash! Ann Jonas Addition 1

Ten Black Dots Donald Crews Number sense, Numeration 1

A Three Hat Day Laura Geringer Statistics and probability, Patterns and relationships 1

Best Bug Parade (The) Stuart J. Murphy Counting, Ordering by length, and other attributes 1

Billy’s Buttons William Accorsi Patterns and relationships 1

Caps for Sale Esphyr Slobodkina Patterns and relationships 1

Fat Frogs on a Skinny Log Sara Riches Addition, Subtraction 1

Lilly’s Purple Plastic Purse Kevin Henkes Money 1

Inch by Inch Leo Lionni Estimating and measuring with standard and nonstandard

units, Graphing 1

Lots and Lots of Zebra Stripes Stephen R. Swinburne Patterning, Classification 1

Napping House (The) Audrey Wood Addition 1

One Monday Morning Uri Shulevitz Counting, Number sense 1

One More Bunny Rick Walton Addition 1

Penny Pot (The) Stuart J. Murphy Coin values, Problem solving 1

Sea Sums Joy N. Hulme Counting, Basic addition, Basic Subtraction, Addition with

more than two addends, Classification 1

Seven Blind Mice Ed Young Ordinal Numbers 1

12 Ways to Get to 11 Eve Merriam Number and operations 2

Alexander Who Used to Be Rich Last

Sunday Judith Viorst

Measurement, Money, Concept of whole number

operations, Fractions, Decimals 2

Amanda’s Bean’s Amazing Dream: A

Mathematical Story Cindy Neuschwander Beginning multiplication, Multiples, Skip counting 2

Band-Aids Shel Silverstein Number sense, Numeration 2

Betcha! Stuart J. Murphy Estimate length, Measure length, Estimate quantity 2

Biggest, Strongest, Fastest Steve Jenkins Length 2

Blast Off!! Norma Cole Estimation, Statistics and Probability 2

Button Box (The) Margarette S. Reid Counting, Sorting, Classification, Estimation, Ordinal

numbers, Ordering by size 2

Cucumber Soup Vickie Leigh Krudwig Estimation of quantity, weight, and length 2

Doorbell Rang (The) Pat Hutchins Beginning division, Multiples, Skip counting 2


CURRICULUM GUIDE


Harriet’s Halloween Candy Nancy Carlson Classification of objects, Graphing 2

How Big is a Foot? Rolf Myller Measurement with standard and non-standard units 2

How Many Feet in the Bed Jonston Hamm Skip counting, Number patterns 2

Imogene’s Antlers David Small Whole number computation, Whole number operations,

Number sense, Numeration 2

Jim and the Beanstalk Raymond Briggs Measurement of length, Problem Solving, Estimation 2

Just a Little Bit Ann Tompert Counting, Basic addition, Missing Addends, Adding 1` 2

Look at Annette Marion Walter Geometry and spatial sense, Patterns and relationships 2

My Monster Mama Loves Me So Laura Leuck Doubles 2

Only One Marc Harshman Number sense 2

Pigs Will Be Pigs Amy Axelrod Measurement, Money, , Whole number computation,

Fractions, Decimals 2

Pizza Pizzazz! Carol A. Losi Fractions 2

Ready, Set, Hop! Stuart J. Murphy Basic addition, Measurement of length, Addend,

Equation, Fact families 2

So You Want to Be President Judith St. George Sorting, Graphing 2

Village of Round and Square Houses (The) Ann Grifalconi Identifying geometric shapes, Identifying three-dimensional shapes, Describing vertices, faces, and

edges

2

Annabelle Swift, Kindergartner Amy Schwartz Money, Addition, Subtraction, Multiplication, Division 3

Boy Who Stopped Time (The) Anthony Taber Measuring Time 3

Dave’s Down-To-Earth Rock Shop Stuart J. Murphy Classification, Patterning, Venn diagrams 3

Grandfather’s Tang’s Story Ann Tompert Spatial sense, Geometric shapes, Similar triangles, Area, Problem solving

3

Draw Me a Star Eric Carle Estimation, Number sense 3

George Shrinks William Joyce Proportional reasoning, Fractions, Length 3

Important Book (The) Margret Wise Brown Patterns and relationships 3

Math Curse Jon Scieszka and Lane

Smith Number sense, Numeration 3

Night Noises Mem Fox Addition, Mental computation 3

One Duck Stuck Phyllis Root Additon 3

One Hundred Hungry Ants Elinor J. Pinczes Multiplication 3

One Hungry Cat Joanne Rocklin Division, Number sense, Geometry 3

Pepper’s Journal Stuart J. Murphy Time, Calendars, Time lines, Graphing 3

Purse (The) Kathy Caple Money, Number sense, Problem solving using tables and lists

3


CURRICULUM GUIDE


Quilt Story (The) Tony Johnston and Tomie

DePaola Geometry and spatial sense, Patterns and relationships 3

Sea Squares Joy N. Hulme Counting, Basic addition, Beginning multiplication, Square numbers, Problem solving

3

Six Dinner Sid Inga Moore Counting, Skip counting, addition, Multiplication, Problem Solving

3

$1..00 Word Riddle Book (The) Marilyn Burns Addition 4

A Reminder of One Elinor J. Pinczes Number and Operations 4

Amazing Book of Mammal Records (The) Samuel G. Woods Subtraction, Proportional Reasoning, Length, Weight 4

Among the Odds & Evens Priscilla Turner Properties of Numbers 4

Cut Down to Size at High Noon Scott Sundby Length, Proportional reasoning 4

How Much Is a Million? David M. Schwartz Number and Operations 4

One Tiny Turtle Nicola Davies Whole number computation 4

Qwen and Mzee Word Problems 4

Jamie O’Rourke and the Big Potato Tomie dePaola Estimating and measuring with standard and nonstandard units, Graphing, Estimation of quantity, weight and length

4

Lost at the White House Lisa Griest Estimation of quantity, Measurement of circumference

and weight, Problem solving 4

Martha Blah Blah Susan Meddaugh Frequency Distribution 4

Math Appeal Greg Tang Whole Number Computation, Number Sense 4

Spaghetti and Meatballs for All! Marilyn Burns Area, Perimeter 4

Anno’s Mysterious Multiplying Jar Masaichiro Anno Multiplication 5

Fly on the Ceiling (The) Dr. Julie Glass Coordinate Graphing 5

Math for Smarty Pants Marilyn Burns Whole Number Computation, Algebraic Equivalence, Logical Reasoning

5

One Grain of Rice Demi Addition, Number sense, Exponential numbers 5

Roman Numbers 1 to MM Artur Geisert Number and Operations 5

Tiger Math: Learning to Graph from a Baby Tiger

Ann Whitehead Nagda Statistics 5

Tikki Tikki Tempo Arlene Mosel Graphing, Averages 5

Wilma Unlimited Kathleen Krull Computation, Graphing, Pounds and ounces 5

If You Hopped Like a Frog David M. Schwartz Length, Proportional reasoning 5

first grade - okaloosa schools€¦ · 4 model with mathematics. mathematically proficient students...

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