Hobbs 1st Grade Math Curriculum and Pacing Guide

Hobbs Math Standards
Items highlighted need to be mastered by the end of First Grade
ALL lessons are to include the Classroom Routines / NM
Standards
Benchmarks / Timeline
Important Dates / Activity/Assignment/Resources
180 Instructional Days – 159 Lessons
  • Literature Connection
CK refers to What Your First Grader Needs to Know
Compass Learning Computer Activities
Unit 1 -How Many of Each? (25 lessons)
Investigation 1 – Counting and Quantity (4 lessons)
During the four lessons of Investigation 1, students will:
  • Develop vocabulary to talk about time and sequence (first, next, last, before, after, during, and so on)
  • Count a set of objects up to 20 by 1’s
  • Explore the characteristics of cubes, pattern blocks, Geoblocks, and Power Polygons
/ 1.N.1.1 a.
1.N.1.1 g.
1.G.1.1 a.
1.G.4.3
1.M.1.1 e. / Begin
August 17 / Adding and Subtracting 10120
Place Value 10121
Equal Numbers 10119
One-digit Addition 10122
Positions of Objects 10174
Direction Words 10255
Position Words 10115
The Number Line 10199
Calendar 10156
Passage of Time 10157
Tools for Telling Time 10158
Time to the Hour and Half-hour 10169
Elapsed Time 10159 extra
Weather Chart needed for Unit 4
Unit 1 “Help Sheet”
Investigations 1st Grade Answer Key
List of Books that support learning math concepts
CK – Calendar Time p. 261-262
Investigations vocabulary – Unit 1
Collect 20 Together
Twenty Frame
CK - Geometry p. 259-260
Investigation 2 – Counting and Comparing (7 lessons)
During the seventeen lessons of Investigation 2, students will:
  • Practice the rote counting sequence forward and backward, from 1 to 30
  • Use the number line as a tool for counting
  • Count a set of objects up to 20 by 1’s
  • Connect number names and written numbers to the quantities they represent
  • Order a set of numbers and quantities up to 12
  • Record a solution to a problem
  • Compare two quantities up to 10, 20 to see which is larger
  • Develop an understanding of how the quantities in the counting sequence are related: each number is 1 more or 1 less than the number before or after it
  • Count a set of objects by 1s
  • Develop and analyzing visual images for quantities up to 10
  • Introduce standard notation for comparing quantities (greater than, less than, and equal to)
  • Order 2 set of numbers up to 12
/ 1.N.1.1 a.
1.N.1.1 h.
1.N.3.2
1.A.3.1 / Start With/Get To Cards
Need to make: red clothes pin (Ending #) & green clothespin (Beginning #)
CK - Numbers and Number Sense p. 235-237
Compare Dots Dot Cards - A B C D
Compare Primary Number Cards
Assessment: Counting 20
CK – Numbers from 1 to 10 p. 236
One More, One Less; Number for Things in Order p. 237; Greater Than and Less Than
p. 241; Number Flash Card Activities p. 242
Investigation 3 – Combining (7 lessons)
During the seven lessons of Investigation 3, students will:
  • Find the total of two or more quantities up to a total of 20 by counting all, counting on, or using number combinations
  • Compare two quantities up to 20 to see which is larger
  • Visualize and retell the action in an addition situation
  • Model the action of an addition problem with counters or drawings
  • Connect number names and written numbers to the quantities they represent
  • Introduce standard notation (+ and =) for representing addition situations
  • See that adding the same two numbers (e.g., 4 and 3) results in the same total regardless of context (e.g., number cubes, cards, objects)
  • Develop an understanding of how the quantities in the counting sequence are related: each number is 1 more or 1 less than the number before or after it
  • Record a solution to a problem
/ 1.N.1.1 a.
1.N.1.1 i.
1.N.3.1
1.N.3.2
1.A.2.1
1.A.3.1 / Double Compare Dots
Double Compare
Cooperative Learning Cards: Time to the hour and half hour
Clock worksheets A B C
Story Problem Routine
4 Square Graphic Organizer
Five-in-a-Row
Five-in-a-Row Gameboard A B C
  • Rooster’s Off to See the Worldby Eric Carle;
  • The Very Hungry Caterpillar by Eric Carle;
  • One Gorilla by Atsuko Morozumi

Roll & Record
Investigation 4 – Composing Numbers ( 7 lessons)
During the seven lessons of Investigation 4, students will:
  • Find and explore relationships among combinations of numbers up to 10
  • Solve a problem with multiple solutions
  • Record a solution to a problem
  • Find the total of two or more quantities up to a total of 20 by counting all, counting on, or using number combinations
  • Find and explore relationships among combinations of numbers up to 10
  • Use standard notation (+ and =) to represent addition situations
  • Visualize and retell the action in an addition situation
  • Model the action of an addition problem with counters or drawings
  • Solve a problem in which the total and one part are known
  • Record combinations of two numbers that make a certain total
  • Represent number combinations with numbers, pictures, and/or words
/ 1.N.1.1 c.
1.N.1.1 f.
1.N.2.4
1.N.3.2
1.A.2.1
1.A.2.3
1.A.3.2
Three Towers of 10
Heads and Tails
Heads and Tails Recording Sheet
How Many Am I Hiding?
How Many Am I Hiding? Recording Sheet
T chart– graphic organizer
Finish by
Sept. 23 / End-of-Unit Assessment
Teacher Notes of how to assess Unit 1 p. 216-223
Rubric - Unit 1
Unit 2 -Making Shapes and Designing Quilts (16 lessons)
Investigation 1 – Composing and Decomposing 2-D Shapes (7 lessons)
During the seven lessons of Investigation 1, students will:
  • Notice shapes in the environment
  • Describe, compare, and name 2-D shapes
  • Cover a region without gaps or overlaps using multiple shapes
  • Decompose shapes in different ways
  • Count a set of objects
  • Develop visual images of and language for describing 2-D shapes
  • Find the sum of multiple addends with small numbers
  • Find different combinations of shapes that fill the same area
  • Examine how shapes can be combined to make other shapes
  • Alter designs to use more or fewer pieces to cover the same space
ONLINE ACTIVITES FORUNIT 2 / 1.N.1.1 a.
1.N.1.1 d.
1.N.2.6
1.N.3.2
1.G.1.1.a.
1.G.1.1.b.
1.G.1.1.d.
1.G.2.1.a.
1.G.3.1.
1.G.3.2.
1.G.3.3
1.G.4.1.
1.G.4.3
1.G.4.5 / Begin by
Sept. 26th / Sort Using One Attribute 10138
Sort Using Two Attributes 10139
Rules for Sorting 10198
Straight and Curved Lines 10094
Open and Closed Shapes 10093
Plane and Solid Shapes 10196, 10197, 10095
Special Plane Shapes 10113
Attributes of Plane Shapes 10149
Slides and Turns 10151
Congruent Shapes 10152
Symmetry 10153
Build Shapes 10096
Plane and Solid Shapes 10154
Perimeter and Area 10168
Shapes Around Us 10155
Pattern Blocks 10116
Unit 2 “Help Sheet”
Introduce Shapes Software –
free explore
Make shape posters – Paper Shape Cut-outs
  • The Button Box by Margarette S. Reid
  • The Shape of Things by Dayle Ann Dodds
  • When a Line Bends . . . a Shape Begins by Rhonda Gowler

Fill the Hexagons
Quick Images: Shape Cards
Shape Cards for centers
How Many Shapes– template
Combination Shape Cards
Investigation 2 – Describing and Sorting Shapes (5 lessons)
During the five lessons of Investigation 2, students will:
  • Identify common attributes of a group of shapes
  • Describe, compare, and name 2-D shapes
  • Develop visual images of and language for describing 2-D shapes
  • Identify characteristics of triangles and quadrilaterals
  • Identify and make triangles and quadrilaterals of different shapes and sizes
  • Recognize that there are many types of quadrilaterals (e.g., rectangles, trapezoids, squares, rhombi)
/ 1.G.1.1.a.
1.G.1.1.b.
1.G.1.1.d.
1.G.3.2.
1.G.3.3
1.G.4.1.
1.G.4.3 / Use a Hoola Hoop for Guess My Rule
Shapes Software – Quick Images activity
Shapes Software – Puzzles using pattern blocks
see Teaching Notes p. 56
See Math Notes p. 79 & 92
Assessment Checklist: What is a Triangle?
Assessment - Triangles
Link to great math games
Investigation 3 – Quilts (4 lessons)
During the four lessons of Investigation 3, students will:
  • See relationships between squares and triangles
  • Examine how shapes come together to make other shapes
  • Use a repeated unit to create a pattern
  • Decompose shapes in different ways
  • See how changing the unit affects the whole pattern
  • Find different combinations of shapes that fill the same area
  • Describe, compare, and name 2-D shapes
  • Identify common attributes of a group of shapes
/ 1.A.1.1
1.G.1.1.d.
1.G.3.2.
1.G.3.3
1.G.4.1.
1.G.4.3 / Cooperative Learning cards for Transformations: Rotation (turns) Reflection (flips) Translation (slides)
Quilt Frame – see Materials to Prepare p. 103
CK – Patterns and Classifications p. 234
CK -Geometry p. 259 - 260
Finish by
October 21 / End-of-Unit Assessment
Rubric
Hobbs Math Standards / NM
Standards
Benchmarks / Timeline
Important Dates / Activity/Assignment/Resources
Unit 3 -Solving Story Problems (25 lessons)
Investigation 1 – Combinations (9 lessons)
During the nine lessons of Investigation 1, students will:
  • Practice the rote counting sequence forward and backward, starting from any number 1 to 30
  • Find as many 2-addend combinations of a number as possible
  • Prove that all of the possible combinations have been found
  • Record solutions to a problem
  • Solve a problem in which the total and one part are known
  • Find and explore relationships among combinations of numbers up to 10, 12, 15
  • Develop counting on as a strategy for combining two numbers
  • Use numbers and standard notation (+, =) to record
  • Connect written numbers and standard notation (+,=) to the quantities and actions they represent
  • Find the total of two or more quantities up to a total of 20 by counting all, counting on, or using number combinations
  • Visualize and retell the action in addition situations
  • Estimate whether an amount is more or less than a given quantity
  • Use the equal sign to show equivalent expressions
/ 1.N.1.1.c.
1.N.1.1.d.
1.N.1.1.f.
1.N.2.4
1.N.3.1
1.N.3.2
1.N.3.4
1.A.2.1
1.A.2.2
1.A.2.3
1.A.3.2 / Begin by
October 24 / Read Numbers 10147
Compare Numbers 10097
Ordinal Numbers 10092
Whole Numbers 1B001
Count Numbers 10100
Place Value 10101
Compare with Place Value 10194
One-digit Subtraction 10124
Greater Than and Less Than 10163
Start With/Get To cards Set A Set B
Same or Different cards
How Many Am I Hiding? Same as Unit 1
Counters in a Cup Same as Unit 1
Number lines
Dot Addition Cardsin your kit
Dot Addition game and blank gameboard
Gameboards A B C D
Roll and Record same as Unit 1
Five-in-a-Row same as Unit 1
Story Problem Routine
See Teacher Note p. 187-189
Investigation 2 – Introducing Subtraction (3 lessons)
During the three lessons of Investigation 2, students will:
  • Visualize and retell the action in subtraction situations involving removal
  • Subtract one number from another, with initial totals up to 12
  • Use numbers and standard notation (+, -,=) to record
  • Develop strategies for solving subtraction (removal) problems
  • Model the action of subtraction (removal) problem with counters or drawings
  • Develop methods for recording subtraction (removal) strategies
/ 1.N.2.1
1.N.2.6
1.N.3.1
1.A.2.1
1.A.3.2 / Start With/Get To cards Set B
Roll and Record: Subtraction
Five-in-a-Row: Subtraction Game boards A B C D
Investigation 3 - Working with Addition and Subtraction (5 lessons)
During the five lessons of Investigation 3, students will:
  • Visualize and retell the action in addition situations and subtraction situations involving removal
  • Develop strategies for solving addition and subtraction (removal) problems
  • Record solutions to a problem
  • Generate equivalent expressions for a number
  • Use numbers and standard notation (>, <, +, -, =) to record
  • Connect written numbers and standard notation (>, <, +, -, =) to the quantities and actions they represent
  • See that subtracting the same two numbers (e.g., 6 from 10) results in the same difference regardless of context (e.g., number and dot cubes, cards, objects)
/ 1.G.4.3
1.N.1.e.
1.N.3.2
1.N.2.1
1.N.2.2
1.N.3.2 / *Use blank cubes to make number cubes with larger numbers p. 103
Quick Images: Squares
See Teaching Note p. 108
Today’s Number can be done daily from this point - use a spiral notebook as a journal – easy way of formative assessment
Number lines
Cooperative Learning Cards – Less Than, Greater Than
Number cards Symbol cards
Investigation 4 – Counting Larger Amounts (8 lessons)
During the eight lessons of Investigation 4, students will:
  • Consider attributes that can be measured (i.e., length, perimeter, area)
  • Measure area by covering an outline with same-sized objects
  • Estimate and count sets of objects
  • Record, organize, and interpret numerical information
  • Measure area by filling an outline with same-sized objects
  • Accurately count a set of objects by 1s, up to 60
  • Record, organize, and interpret numerical information
  • Practice the oral counting sequence from 1 to 100
  • Write the sequence of numbers (as high as students know)
  • Identify and use patterns in the sequence of numbers to 100
  • See the 100 chart as a representation of counting numbers to 100
  • Consider the relationship between the size of an object with the number of objects it takes to cover a shape
  • Solve subtraction story problems
  • Record strategies for solving story problems by using numbers and equations, pictures, and/or words
  • Generating equivalent expressions for a number
/ 1.N.1.1.a.
1.N.1.1.f.
1.N.3.4
1.A.1.1
1.A.1.3
1.A.2.2
1.A.3.2
1.M.1.1.a.
1.M.1.1.d.
1.M.2.1
1.M.2.2
1.D.1.1.a.
1.D.1.1.b.
1.D.1.1.c.
1.D.1.1.d.
1.D.1.1.e. / *Get some Adding Machine Tape
Have students use a crayon – they can’t erase
Assessment Checklist: Covering and Counting
Twenty-Frame
*Make a 100 chart using adding machine tape – students need this visual to make the connection from number line to hundreds chart
100 chart for student to take home
100 chart available in kits
Missing Numbers Recording sheet
50 Chart
Counting Strips – more practice
Cooperative Learning Cards: Addition
Finish by
December 2 / End-of-Unit Assessment
Rubric
Unit 4 -What Would You Rather Be? (13 lessons)
Investigation 1 – Sorting ( 4 lessons)
During the four lessons of Investigation 1, students will:
  • Describe attributes of objects
  • Use attributes to sort a set of objects
  • Interpret results of a data investigation
  • Look carefully at a group of objects to determine how they have been sorted
  • Make a representation to communicate the results of a survey
NM State Standards
1.D.4.1 Discuss the likelihood of events (based on student experiences or from books) using terminology such as “more likely”, “less likely”, possible”, or “certain”.
1.D.4.2 Observe, explore, and discuss whether some events occur more often than others (e.g., tossing two die and recording the sum after each toss to explore whether or not certain sums occur more frequently than others).
UNIT 4 ONLINE ACTIVITIES / 1.G.1.1.a.
1.G.3.1.b.
1.G.3.1.c.
1.G.3.1.d.
1.G.4.3 / Begin by
December 5 / Coin Values 10133
Count Money 10134
Model Money Amounts 10135
Add and Subtract Money 10136, 10137 extra
Tally Table 10187
Pictographs 10188
Bar Graphs 10189
Compare Data 10190
Certain or Impossible 10192
Most and Least Likely 10193
Investigations vocabulary – Unit 4
Unit 4 “Help Sheet”
Quick Survey: Milk – visual
Quick Survey: Cup or Cone? - visual
Guess My Rule
Assessment Checklist: Sorting
Quick Images: Coins see Implementing Investigations Grade 1 p. 37
Investigation 2 – Collecting and Representing Data (5 lessons)
During the five lessons of Investigation 2, students will:
  • Make a representation to communicate the results of a survey
  • Use equations to show that the sum of the responses in each category equals the total responses collected
  • Describe and compare the number of pieces of data in each category or at each value and interpret what the data tell you about the group surveyed
  • Make sense of data representations, including pictures, bar graphs, tallies, and Venn Diagrams
  • Compare what different representations communicate about a set of data
  • Choose a survey question
  • Make a plan for gathering data
  • Collect and keep track of survey data
  • Interpret the results of a data investigation
/ 1.N.3.1
1.N.3.3
1.A.2.1
1.G.3.1.b.
1.D.1.1.a.
1.D.1.1.b.
1.D.1.1.c.
1.D.1.1.d.
1.D.1.1.e
1.D.2.1.a.
1.D.2.1.b.
1.D.2.1.c.
1.D.3.1. / The Great Graph Contest by Loreen Leedy
Eagle and Whale - visuals
T chart – graphic organizer
CK – Using Graphs p. 243
Cooperative Learning Cards: Identifying Coins and Value
Assessment: Deep Sea or Outer Space
Deep Sea and Outer Space - visuals
Investigation 3 - Comparing Age Data (4 lessons)
During the four lessons of Investigation 3, students will:
  • Make sense of data representations, including pictures, bar graphs, tallies, and Venn diagrams
  • Make a representation to communicate the results of a survey
  • Organize data in numerical order
  • Describe and compare the number of pieces of data in each category or at each value and interpret what the data tells you about the group
  • Compare what different representations communicate about a set of data
  • Use date to compare how two groups are similar or different
  • Use attributes to sort a set of objects
  • Understand that the sum of the pieces of data in all the categories equals the number of people surveyed
/ 1.N.1.1.a.
1.G.3.1.b.
1.D.3.1.
1.D.4.1.
1.D.4.2. / Venn Diagram – graphic organizer
Childor Grown-Up - visual
Red or Blue paint – visual
Shoes - visual
Curly Hair and Straight Hair– visual
End-of-Unit Assessment
*This assessment may take two days – read the assessment questions to students
Finish by
January 9 / *Problem 1: Guess My Rule should be one – on – one assessment
Rubric
Hobbs Math Standards / NM
Standards
Benchmarks / Timeline
Important Dates / Activity/Assignment/Resources
Unit 5 -Fish Lengths and Animal Jumps (8 lessons)
Investigation 1 – Learning to Measure (3 lessons)
During the three lessons of Investigation 1, students will:
  • Understand what length is and how it can be measured
  • Identify the longest dimension of an object
  • Describe measurements that are in between whole numbers of units
  • Understand that measurements of the same lengths should be the same when they are measured twice or by different people using the same unit
  • Measure lengths using different-sized units
  • Develop accurate measurement techniques
  • Understand that measuring an object using different-length units will result in different measurements
  • Identify contexts in which measurement is used
  • Use inch tiles to measure objects in inches
  • Solve problems about comparing lengths
  • Understand the meaning of at least in the context of linear measurement
NM State Standards
1.M.1.1 Develop an understanding of measurable properties (e.g., length, volume, weight, area, and time) using appropriate concepts and vocabulary:
a. length by measuring and estimating (longer, shorter, meter, centimeter, inch, yard)
b. weight by measuring and estimating and weighing (e.g., heavy [-ier], light [-ier]
c. volume by measuring, estimating and weighing (e.g., full, empty)
d. area by measuring, estimating (e.g., perimeter, rectangles, squares)
e. time by estimating (e.g., minutes, hours, days, weeks) / Begin by
January 10 / Non-Standard Units 10175 Length
Compare Lengths 10176
Customary Units 10170
Tools and Units 10177
Non-Standard Units 10256 Weight
Compare Weights 10182
Customary Units 10180
Non-Standard Units 10183 Capacity
Compare Capacity 10184
Customary Units 10185
Measure Temperature 10258
Compare Temperature 10257
Investigations vocabulary – Unit 5
Quick Images: Coins
Perch, MackerelAlewife– visuals
Assessment Checklist: Measurement Techniques
CK: Measurement: How Long, How Much, How Hot in the Science section pgs. 294-299