Sept.

Oct./Mid

Nov.

2^nd Quarter

Mid Nov

/Dec

January

Feb/Mid Mar

3^rd Quarter

Mid-March

Mid-

May

Mid May – End of Year

.

Mathematical Thinking

Building Number Sense

Building Number Sense

Building Number Sense

Survey Questions and Secret Rules

*Time and Money (Math By All Means: Money Grades 1-2

A Marilyn Burns Replacement Unit)

Quilt Squares and Block Towns

(Do not complete Investigation 3 Building a Block Town)

Number Games and Story Problems

Can supplement Marilyn Burns Place Value Unit.

Number Games & Story Problems

Bigger, Taller, Heavier, Smaller

(Skip Investigation 2 – Filling because it is not in the first grade standards.)

Bigger, Taller, Heavier, Smaller Continued

Number, Number Sense and Operations

1. Use place value concepts to represent whole numbers using numerals, words and physical models.

2. Recognize, classify, compare and order whole numbers.

7. Model, represent and explain addition as combining sets and counting on.

Patterns, Functions & Algebra

2. Extend sequences of sounds and shapes or simple number patterns, and create and record similar patterns.

3. Create and extend patterns and describe the rule in words.

4. Model problem situations using objects, pictures, tables, numbers, letters, and other symbols.

5. Solve open sentences and explain strategies.

Data Analysis & Probability

B.        Sort and classify objects by attributes, and organize data into categories in a simple table or chart.

C.       Represent data using objects, picture graphs and bar graphs.

Number, Number Sense and Operations

A.       Use place value concepts to represent whole numbers using numerals, words and physical models.

B.        Recognize, classify, compare and order whole numbers.

F.        Count, using numerals and ordinal numbers.

G.       Model, represent and explain addition as combining sets and counting on.

H.       Model, represent and explain subtraction as comparison, take-away and part-to-whole.

K.       Demonstrate fluency in addition facts with addends through 9 and corresponding subtractions.

Patterns, Functions and Algebra

4. Model Problem situations using objects, pictures, tables, numbers, letters, and other symbols.

5. Solve open sentences and explain strategies.

Measurement Standard

3. Develop common referents for units of measure of length, weight, volume (capacity) and time to make comparisons and estimates.

Patterns, Functions and Algebra

1. Sort, classify, and order objects by size, number and other properties, and describe the attributes used.

Data Analysis & Probability

1. *Pose questions and gather data about everyday situations and familiar objects.

2. Sort and classify objects by attributes and organize data into categories in a simple table or chart.

3. Represent data using objects, picture graphs and bar graphs.

Geometry and Spatial Sense

3. Sort and compare two=dimensional figures and three-dimensional objects according to their characteristics and properties.

Number, Number Sense and Operations

A.       Use place value concepts to represent whole numbers using numerals, words and physical models.

D.       *Determine the value of a collection of coins and dollar bills.

E.        *Make change using coins for values up to one dollar.

Measurement Standard

3. *Develop common referents for units of measure for time.

Number, Number Sense & Operations

C.       Represent commonly used fractions using words and physical models.

Geometry and Spatial Sense

1. Describe and create plane figures: circle, rectangle, square, triangle, hexagon, trapezoid, parallelogram and rhombus, and identify them in the environment.

2. Describe solid objects: cube, rectangular prism, sphere, cylinder, cone and pyramid, and identify them in the environment.

3. Sort and compare two-dimensional figures and three-dimensional objects according to their characteristics and properties.

4. Identify, explain and model (superposition, copying) the concept of shapes being congruent and similar.

5. Recognize two- and three-dimensional objects from different positions.

6. *Describe location, using comparative (before, after), directional (above, below) and positional (first, last) words.

G.       Identify and draw figures with line symmetry.

Number, Number Sense and Operations

A.       Use place value concepts to represent whole numbers using numerals, words and physical models.

B.        Recognize, classify, compare and order whole numbers.

C.       Represent commonly used fractions using words and physical models.

D.       Determine the value of a collection of coins and dollar bills.

E.        Make change using coins for values up to one dollar.

G.       Model, represent and explain addition as combining sets and counting on.

H.       Model, represent and explain subtraction as comparison, take-away and part-to-whole.

I.          Model, represent and explain multiplication as repeated addition, rectangular arrays and skip counting.

J.          Model, represent and explain division as sharing equally, repeated subtraction and rectangular arrays.

K.       Demonstrate fluency in addition facts with addends through 9 and corresponding subtractions.

Patterns, Functions and Algebra

D.       Model problem situations using objects, pictures, tables, numbers, letters, and other symbols.

E.        Solve open sentences and explain strategies.

Measurement Standard

A.       Explain the need for standard units of measure.

B.        Select appropriate units for length, weight, volume (capacity) and time, using:

·        Objects; i.e., non-standard units;

·        U.S. customary units: inch, foot, yard, ounce, pound, cup, quart, gallon, minute, hour, day, week and year.

·        Metric units: centimeter, meter,  gram and liter

C.     Develop common referents for units of measure for length, weight, volume (capacity) and time to make comparisons and estimates.

D.     Apply measurement techniques to measure length, weight and volume (capacity).

Number, Number Sense & Operations

F.        *Count using numerals and ordinal numbers.

D.       *Describe the probability of chance events as more, less or equally likely to occur.

Introduction:  recognize place value (ones, tens, hundreds) on calendar with straws, etc.

2.           Recognize and generate equivalent forms for the same number using pictures, numbers, words.

10.         Model, represent and explain addition as combining sets (part + part = whole) and counting on.  For example:

A.         Model and explain addition using physical materials in contextual situations.

B.          Draw pictures to model addition.

C.         Write number sentences to represent addition.

D.         Explain that adding two whole numbers yields a larger whole number.

12.         Use conventional symbols to represent the operations of addition and subtraction.

2.             Extend sequences of sounds, shapes or simple number patterns, and create and record similar patterns.  For example:

A.       Analyze and describe patterns with multiple attributes using numbers and shapes.

3.             Describe orally the basic unit or general plan of a repeating or growing pattern.

B.     Continue repeating and growing patterns with materials, pictures or geometric items (e.g., XO, XOO, XOOO, XOOOO).

5.             Describe orally and model a problem situation using words, objects or number phrase or sentence.

4.             Solve open sentences by representing an expression in more than one way using the commutative property; e.g., 4 + 5 = 5 + 4 or the number of blue balls plus red balls is the same as the number of red balls plus blue balls (R+B=B+R).

1.             Identify multiple categories for sorting data.

7.             Answer questions about the number of objects represented in a picture graph, bar graph or table graph.

3.             Display data in picture graphs and bar graphs with intervals of 1.

3.             Read and write the numerals for numbers to 100.

5.             Use place value concepts to represent whole numbers using numerals, words, expanded notation and physical models with ones and tens.  For example:

A.       Develop a system to group and count by twos, fives and tens.

B.        Identify patterns and groupings in a 100’s chart and relate to place value concepts.

C.       Recognize the first digit of a two-digit number as the most important to indicate size of a  number and the nearness to 10 or 100.

2.             Recognize and generate equivalent forms of the same number using physical models, words, and number expressions.

4.             Count forward to 100, *count backwards from 100, and count forward or backward starting at any number between 1 and 100.

4.             Count forward to 100, count backwards from 100, and count forward or backward starting at any number between 1 and 100.

10.         Model, represent and explain addition as combining sets (part + part = whole) and counting on.  For example

A.         Model and explain addition using physical materials in contextual situations.

B.          Draw pictures to model addition.

C.         Write number sentences to represent addition.

D.         Explain that adding two whole numbers yields a larger whole number.

12.         Use conventional symbols to represent the operations of addition and subtraction.

11.         Model, represent and explain subtraction as take-away and comparison.  For example:

A.       Model and explain subtraction using physical materials in contextual situations.

B.        Draw pictures to model subtraction.

C.       Write number sentences to represent subtraction.

D.       Explain that subtraction of whole numbers yields an answer smaller than the original number.

12.         Use conventional symbols to represent the operations of addition and subtraction.

16.         Develop strategies for basic addition facts, such as:

A.       Counting all;

B.        Counting on;

F.        Make ten (calendar);

G.       Using tens frames (calendar)

17.         Develop strategies for basic subtraction facts, such as:

A.       Relating to addition (for example, think of 7 – 3 = ? as “3 plus ? equals 7”);

B.        One less, two less;

E.        Missing addends.

5.             Describe orally and model a problem situation using words, objects or number phrases or sentence.

4.             Solve open sentences by representing an expression in more than one way using the commutative property; e.g., 4 + 5 = 5 + 4 or the number of blue balls plus red balls is the same as the number of red balls plus blue balls (R+B=B+R).

3.             Order a sequence of events with respect to time; e.g., summer, fall, winter, spring; morning, afternoon and night.

1.             Sort, classify and order objects by two or more attributes, such as color and shape, and explain how objects were sorted.

5.             *Construct a questions that can be answered by using information from a graph.

1.             Identify multiple categories for sorting data.

2.             Collect and organize data into charts using tally marks.

7.             Answer questions about the number of objects represented in a picture graph, bar graphs or table graph; e.g., category with most, how many more in a category compared to another, how many altogether in two categories.

3.             Display data in picture graphs and bar graphs with intervals of one.

4.             Read and interpret charts, graphs as sources of information to identify main ideas, draw conclusions, and make predictions.

1.             Identify, compare and sort 2 dimensional shapes:

B.        Describe two-dimensional shapes using attributes such as number of sides and number of vertices (corners, or angles).

3.             Read and write the numerals for numbers to 100.

6.             *Identify and state the value of a penny, nickel, dime, quarter and dollar.

7.             *Determine the value of a small collection of coins (with a total value up to one dollar) using 1 or 2 different type coins, including pennies, nickels, dimes and quarters.

8.             *Show different combinations of coins that have the same value.

2.             *Tell time to the hour and half hour on digital and analog (dial) timepieces.

9.             *Represent commonly used fractions using words and physical models for halves, thirds and fourths, recognizing fractions are represented by equal size parts of a whole and of a set of objects.

2.             Create new shapes by combining or cutting apart existing shapes.

3.             Identify the shapes of the faces of three-dimensional objects.

3.             Identify the shapes of the faces of three-dimensional objects.

1.           Identify, compare and sort two-dimensional shapes.

A.       Recognize independent of size;

B.        Describe two-dimensional shapes using attributes such as number of  sides and number of vertices (corners or angles).

5.             Copy figures and draw simple two-dimensional shapes from memory.

5.             Copy figures and draw simple two-dimensional shapes from memory

4.             Extend the use of location words to include distance (near, far, close to) and directional words (left, right).

5.             Copy figures and draw simple two-dimensional shapes from memory

3.             Read and write the numerals for numbers to 100.

5.             Use place value concepts to represent whole numbers using numerals, words, expanded notation and physical models with ones and tens.  For example:

A.       Develop a system to group and count by twos, fives and tens.

B.        Identify patterns and groupings in a 100’s chart and relate to place value concepts.

C.       Recognize the first digit of a two-digit number as the most important to indicate size of a number and the nearness to 10 to 100.

2.             Recognize and generate equivalent forms for the same number using physical models, words, and number expressions; e.g., concept of ten is described by “10 blocks,” full tens frame, numeral 10, 5 + 5, 15 – 5, one less than 11, my brother’s age.

4.             Count forward to 100, count backwards from 100, and count forward or backward starting at any number between 1 and 100.

15.         Demonstrate that equal means “the same as” using visual representations.

9.             Represent commonly used fractions using words and physical models for halves, thirds and fourths, recognizing fractions are represented by equal size parts of a whole and of a set of objects.

6.             Identify and state the value of a penny, nickel, dime, quarter and dollar.

7.             Determine the value of a small collection of coins (with a total  value up to one dollar) using 1 or 2 different type coins, including pennies, nickels, dimes, and quarters.

8.             Show different combinations of coins that have the same value.

10.         Model, represent and explain addition as combining sets (part + part – whole) and counting on.  For example:

A.       Model and explain addition using physical materials in contextual situations.

B.        Draw pictures to model addition.

C.       Write number sentences to represent addition.

D.       Explain that adding two whole numbers yields a larger whole number.

12.         Use conventional symbols to represent the operations of addition and subtraction.

11.         Model, represent and explain subtraction as take-away and comparison.  For example:

A.       Model and explain subtraction using physical materials in contextual situations.

B.        Draw pictures to model subtraction.

C.       Write number sentences to represent subtraction.

D.       Explain that subtraction of whole numbers yields an answer smaller than the original number.

12.         Use conventional symbols to represent the operations of addition and subtraction.

13.         Model and represent multiplication as repeated addition and rectangular arrays in contextual situations; e.g., four people will be at my party and if I want to give 3 balloons to each person, how many balloons will I need to buy?

14.         Model and represent division as sharing equally in contextual situations; e.g., sharing cookies.

16.         Develop strategies for basic addition facts, such as:

A.     Counting all’

B.     Counting on;

C.     One more, two more

D.     Doubles

E.      Doubles plus or minus one;

F.      Make ten;

G.     Using tens frames;

H.     Identify property (adding zero).

17.         Develop strategies for basic subtraction facts, such as:

A.       Relating to addition (for example, think of 7 – 3 = ? as “3 plus ? equals 7”);

B.        One less, two less;

C.       All but one (for example, 8 – 7, 5 –4 );

D.       Using tens frames;

E.        Missing addends.

5.             Describe orally and model a problem situation using words, objects or number phrase or sentence.

4.             Solve open sentences by representing an expression in more than one way using the commutative property; e.g., 4 + 5 = 5 + 4 or the number of blue balls plus red balls is the same as the number of red balls, plus blue balls (R+B=B+R).

1.             Recognize and explain the need for fixed units and tools for measuring length and weight; i.e., rulers and balance scales.

PLEASE NOTE:

KINDERGARTEN INDICATOR

2.             Compare and order objects of different lengths, areas, weights and capacities; and use relative terms, such as longer, shorter, bigger, smaller, heavier, lighter, more and less.

4.         Estimate and measure weight using non-standard units: e.g., blocks of uniform size.

5.         Estimate and measure lengths using non-standard and *standard units; i.e., centimeter, inches and feet.   (Note:  Standard units not covered in Investigations; you will need to supplement.)

1.             *Use ordinal numbers to order objects; e.g., first, second, third.

6.             *Arrange five objects by an attribute, such as size or weight, and identify the ordinal position of each object.

8.             *Describe the likelihood of simple events as possible/impossible and more likely/less likely; e.g., when using spinners or number cubes in classroom activities.

Unit 1

Task 1 – Pictures

Task 2 – Pictures  numbers, words

Task 3 – Pictures  numbers, words

Task 1 B

Task 2

Task 3

Unit 1

Task 3

Task 4 A

Task 4 B

Task 4 A

Task 4 B

Task 2

Task 3

Task 2

Task 3

Task 5

Weather graph and other beginning of year graphing activities.

Anecdotal

Weather graph and other beginning of year graphing activities.

Using KID PINS and representing survey data.

-  Blank 100s chart

-  Task 1

Supplemental Assessment

Task 2

Task 1

Task 1

Task 2, 3, 4A, 4B

Task 4 A

Task 4 B

Task 4B

Task 4 A

Task 4 B

Task 3A

Task 4 A

Task 4 B

Task 2

Task 4 A

Task 4 B

Task 2

Task 1 A

Task 1 B

Task 2

Task 3 A

Task 3 A

Task 3 B

Task 4 A

Task 4 B

Task 2

Supplemental Assessments

Supplemental Assessments

Supplemental Assessments

Supplemental Assessments

Supplemental Assessments

Task 1

Supplemental Assessments

Task 2

Supplemental Assessments

Supplemental Assessments

Supplemental Assessments

Blank Number Charts at back of “Number Games”

Blank Number Charts at back of “Number Games”

Assessment in Investigation 2.  How many squares?

See Supplemental Assessments

See Supplemental Assessments

Task 1

Blank Number Charts at back of “Number Games”

Task 3, 4

Fraction pages

Task 1 (give at end of 3^rd Quarter) A - D

Task 2 (give at end of 4^th Quarter) A - D

Task 1, 2, 3, 4

Task 4

Task 3

Task 4

Task 3

Task 1, 2, 3

Task 4

Task 1, 2, 3, 4

Task 1

See Supplemental Assessments.

Task 1

Supplemental Assessments

Supplemental Assessments

Supplemental

Task 1

Supplemental

Month

Unit

Essential Understanding

Grade Level Indicators

Assessment

Month

Unit

Essential Understanding

Grade Level Indicators

Assessment