Mathematics Pacing Guide

Mathematics Pacing Guide

Time Frame: 4 Weeks – SeptemberFirst Grade

Unit 1: Number Relationships

Standards for Mathematical Practice / Literacy Standards
2. Reason abstractly and quantitatively
4. Model with mathematics
5. Use appropriate tools strategically
6. Attend to precision
7. Look for and make use of structure / RI.1.3 Describe characters, settings, and major events in a story, using key details.
RI.1.7 Use illustrations and details in a story to describe its characters, setting, or events.
W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
Common Core / Essential Questions / Assessment / Vocabulary / Resources
CRITICAL AREA:
Developing understanding of whole number relationship and place value, including grouping in tens and ones
Extend the counting sequence
1. NBT.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.
Understand place value
1. NBT.2 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).
1. NBT.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
Use place value understanding and properties of operations to add and subtract
1. NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. / What are numbers?
How do we group numbers?
What does counting help you understand about numbers?
What are strategies to help you count quickly?
How does the placement of a numeral in a number help you to understand the value of the number?
When you look at two numbers, how can you tell which number is bigger? How can you tell which number is smaller? / Before:
Questioning
Oral counting
During:
Oral skip counting
Response to flash cards
Counting with base ten blocks
Pictures
After:
Unit test / add
backward
bigger
compare
count
digit
equal to
fewer
forward
greater
greater than
grouping
largest
left
less
less than
more
numeral
number (1-19)
number line
objects
one-digit
ones
place value
represent
right
smaller
smallest
subtract
symbol
tens (10-90)
two-digit / Interactive Quizzes/Lessons and Models of Numbers:

Variety of Math Games to encourage practice:

Number Games and Worksheets:

Base ten blocks
Number line
100’s chart
Flash cards
Straw bundles
Counters
Books:
Centipede's One Hundred Shoes, Tony Ross, 2003.
ISBN-13: 978-0805072983

A Place for Zero: A Math Adventure

By Angeline Sparagna Lopresti,

Published 2003

ISBN-13:978-1570916021

Sir Cumference and All the King's Tens: A Math Adventure

By Cindy Neuschwander, Published 2009

ISBN-13: 978-1570917288

MAISA curriculum unit and resources for building number patterns and reasoning:

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&SchoolID=19&TimePeriodID=14&SourceSiteID=&

CurriculumMapID=803&

MAISA curriculum unit and resources for building number sense:

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&SchoolID=19&TimePeriodID=14&SourceSiteID=&

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This site has multiple resources of all types for teachers and students.

Mathematics Pacing Guide

Time Frame: 6 Weeks – October - NovemberFirst Grade

Unit 2: Addition & Subtraction

Standards for Mathematical Practice / Literacy Standards
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 / RI.1.1Ask and answer questions about key details in a text.
RI.1.7Use illustrations and details in a story to describeits characters, setting, or events.
W.1.2 Write informative/explanatory texts in which theyname a topic, supply some facts about the topic, and provide some sense of closure.
SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
Common Core / Essential Questions / Assessment / Vocabulary / Resources
CRITICAL AREA:
Developing understandings of addition and subtraction and strategies for additions and subtractions within 20
Represent and solve problems involving addition and subtraction
1. OA.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.
1. OA.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.
Understand and apply properties of operations and the relationship between addition and subtraction
1. OA.3 Apply properties of operations as strategies to add and subtract.³ 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.)
1. OA.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8.
Add and subtract within 20
1. OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
1. OA.6 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).
Work with addition and subtraction equations
1. OA.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 = ＿.
Use place value understanding and properties of operations to add and subtract
1. NBT.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.
1. NBT.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 andstrategies 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.
Represent and interpret data
1.MD.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 more or less are in one category than inanother. / Essential Question:
How do numbers go together?
Scaffold Questions:
How do numbers change?
How is place value knowledge a key component to solving problems?
What strategies can we use to help add and subtractnumbers?
How can you use what you know about addition to help you subtract?
How can I collect andorganize data? / Before:
Questioning
Drawings
Representing addition and subtraction with base ten blocks
During:
Game: Around the World
Slate response
Journals
Drawings
Thumbs Up/down
Small group discussion
After:
Timed Test
Mental math
Drawings / add
addends
adding to
addition
all together
apart
associative property of addition
categories
commutative property of addition
comparing
count back
count on
counting up
data
data Points
difference
digit
doubles
drawings
equal
equal to
equation
equivalent
explain
fact families
graph
greater than
interpret
inverse
less than
making ten
multiples of
number sentence
objects
operations
organize
place value
problem
properties
putting together
relationship
represent
subtraction
sum
symbol
take away
taking apart
taking from
together
true
unknown number
whole number
word problem / Interactive Quizzes/Lessons and Models of Numbers:

Variety of Math Games to encourage practice:

Flashcards, Games, and Worksheets:

Math Resources and Lessons for Grade K-12:

MAISA curriculum unit and resources for basic facts and place value:

View/Default?UnitID=16410&YearID=2013&SchoolID=19&
TimePeriodID=14&SourceSiteID=&CurriculumMapID=803&
Counters
Flash cards
Connecting cubes
Number line
Graphs
Books:
More or Less (MathStart 2)
By Stuart J. Murphy
Published 2005
ISBN-13: 978-0060531676
Elevator Magic (MathStart Subtracting)
By Stuart J. Murphy
Published 1997
ISBN-13: 978-0064467094

Mathematics Pacing Guide

Time Frame: 4 Weeks – November - DecemberFirst Grade

Unit 3: Equations

Standards for Mathematical Practice / Literacy Standards
1. Make sense of problems and persevere in solving them
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 / RI.1.7Use illustrations and details in a story to describeits characters, setting, or events.
SL.1.2Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
Common Core / Essential Questions / Assessment / Vocabulary / Resources
CRITICAL AREA:
Develop understanding of addition, subtraction, and strategies for addition and subtraction within 20
Work with addition and subtraction equations
1. OA.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. / Essential Question:
How do numbers change?
Scaffold Questions:
What does it mean when one says that addition andsubtraction are inverse operations?How is this helpful?
What does the equal sign mean? / Before:
Adding and subtracting basic facts
Pretest
During:
Practice using equal sign
Small/whole group discussions
Model with manipulatives
After:
Test or quiz with problems determining whether equations are true or false
Journal (explain choice)
Post test / add
addend
addition
commutative property
difference
equal
equal sign
equation
false
number sentence
subtract
subtraction
sum
true / Interactive Quizzes/Lessons and Models of Numbers:

Variety of Math Games to encourage practice:

Flashcards, Games, and Worksheets:

Number line
Flash cards
Base ten blocks

Just Enough Carrots (MathStart 1)

By Stuart J. Murphy

ISBN-13: 978-0064467117

Published 1997

MAISA curriculum unit and resources for using equivalence and place value:

View/Default?UnitID=16412&YearID=2013&SchoolID=19&
TimePeriodID=14&SourceSiteID=&CurriculumMapID=803&

Mathematics Pacing Guide

Time Frame: 4 Weeks – JanuaryFirst Grade

Unit 4: Using Clocks to Tell Time

Standards for Mathematical Practice / Literacy Standards
4. Model with mathematics
5. Use appropriate tools strategically / RI.1.7Use illustrations and details in a story to describeits characters, setting, or events.
SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
Common Core / Essential Questions / Assessment / Vocabulary / Resources
Tell and write time
1. MD.3 Tell and write time in hours and half-hours using analog and digital clocks. / Essential Question:
What is time?
Scaffold Questions:
How do we use a clock to measure time?
What is the relationship between minutes and hours? / Before:
Observation
Questioning
During:
Orally tell time
Write time when shown clocks
Use clocks to show time
After:
Test or quiz with pictures of clocks
Draw clocks when shown time
Write time when shown clock / afternoon
analog
clock
digital
half hour
hour
hour hand
minute
minute hand
morning
night
tell
time
write / Variety of Math Games to encourage practice:

Teacher clock
Student clock
Variety of Math Worksheets:

Math Worksheets, Workbooks, Activities & Math Apps:

Telling Time with Big Mama Cat
By Dan Harper
Published 1998
ISBN-13:978-0152017385
The Clock Struck One: A Time Telling Tale
By Trudy Harris
Published 2009
ISBN-13:978-0822590675
Clocks and More Clocks
By Pat Hutchins
Published 1994
ISBN-13: 978-0689717697

MAISA curriculum unit and resources for measurement of length and time:

View/Default?UnitID=16408&YearID=2013&SchoolID=19&
TimePeriodID=14&SourceSiteID=&CurriculumMapID=803&

Mathematics Pacing Guide

Time Frame: 5 Weeks – February - MarchFirst Grade

Unit 5: Graphing Data on Pictographs

MAISA curriculum unit and resources for organizing and recognizing data:

View/Default?UnitID=16409&YearID=2013&SchoolID=19&
TimePeriodID=14&SourceSiteID=&CurriculumMapID=803&

Mathematics Pacing Guide

Time Frame: 5 Weeks – March - AprilFirst Grade

Unit 6: Measuring Length

Standards for Mathematical Practice / Literacy Standards
2. Reason abstractly and quantitatively
4. Model with mathematics
5. Use appropriate tools strategically
6. Attend to precision / RI.1.3Describe characters, settings, and major events in a story, using key details.
RI.1.7Use illustrations and details in a story to describeits characters, setting, or events.
W.1.2 Write informative/explanatory texts in which theyname a topic, supply some facts about the topic, and provide some sense of closure.
SL.1.2Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
Common Core / Essential Questions / Assessment / Vocabulary / Resources
CRITICAL AREA:
Developing understanding of linear measurement and measuring lengths as iterating length units
Measure lengths indirectly and by iterating length units
1. MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object.
1. MD.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. / Essential Question:
What is measurement?
Scaffold Questions:
What can we measure?
How do we measure the length of an object?
What are measurement tools?
What measurement tools can we use to measure items? / Before:
Observation
During:
Observation
Using objects to compare
Small/whole group activities that compare objects to each then discuss how they compare
After:
Put 3 objects in order by length
Use paperclips to measure objects
Quiz / add
compare
count
equal
express
gap
length
length units
line
measure
measurement
object
order
overlap
shorter
straight
sum
unit
whole number / Number line
Objects to measure and as measurement tools (paper clips, foot, crayons, eraser, etc.)
Ruler
Books:
Measuring Penny
By Loreen Leedy
Published 2000
ISBN-13: 978-0805065725
Me and The Measure of Things
By Joan Sweeney
Published 2002
ISBN-13: 978-0440417569

MAISA curriculum unit and resources for measurement of length and time:

View/Default?UnitID=16408&YearID=2013&SchoolID=19&
TimePeriodID=14&SourceSiteID=&CurriculumMapID=803&

Mathematics Pacing Guide

Time Frame: 8 Weeks – April - JuneFirst Grade

Unit 7: Shapes

Standards for Mathematical Practice / Literacy Standards
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 / RI.1.3Describe characters, settings, and major events in a story, using key details.
RI.1.7Use illustrations and details in a story to describeits characters, setting, or events.
W.1.2 Write informative/explanatory texts in which theyname a topic, supply some facts about the topic, and provide some sense of closure.
SL.1.2Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
Common Core / Essential Questions / Assessment / Vocabulary / Resources
CRITICAL AREA:
Reasoning about attributes of, and composing and decomposing geometric shapes
Reason with shapes and their attributes
1. G.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.
1. G.2Compose 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.[1]
1. G.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. / Essential Question:
What are shapes and what do shapes look like?
Scaffold Questions:
How does dimension change shapes?
Where can we find shapes?
What are the attributes of various closed shapes?
What are the attributes of various three-dimensional shapes?
What shapes can you make by composing or decomposing squares, triangles, rectangles, trapezoids, hexagons and circles?
How are 2-dimensional and 3-dimensional shapes alike and how are they different? / Before:
KWL
Observe students using blocks to build shapes
During:
Drawing shapes
Compare objects in journals and in small group
Create chart to compare attributes
Divide circles into equal parts
After:
KWL
Sort blocks by attributes
Draw Pictures to show how to divide circles/rectangles equally
Quiz / 2-dimensional
3-dimensional
attributes
build
circles
closed
color
compose
composite shape
cones
cubes
cylinders
describe
draw
distinguish
equal
equal shares
fourths
fourth of
half-circles
half of
halves
non-defining
orientation
partition
position
prisms
quarter-circles
quarters
quarter of
rectangle
shape
sides
size
squares
trapezoid
triangles
whole / Interactive Quizzes/Lessons and Models of Shapes:

Variety of Math Games to encourage practice:

Flashcards, Games, and Worksheets:

Straws and twist ties
Variety of 2D and 3D shapes
Shape stencil
Ruler
Graph paper

Wing on a Flea