Pacing Guide for Mathematics

Talladega City Schools

Pacing Guide for Mathematics

Grade 1

Order No. / Month / Standard No. / Standard / Where Taught in Textbook / Other Resources to Use / Example of Assessment Question / Date Taught

Talladega City Schools

Mathematics Pacing Guide for Grade 1

The purpose of this pacing guide is to give teachers a tool to help them ensure that state standards and their accompanying bullets are being taught. The pacing guide accomplished this goal by:

1) Providing an alignment of the textbook to state standards. The teacher can see where in the textbook particular standards and bullets are taught.

2) Providing an approximate sequence in which standards will be taught. This document gives teachers their year at-a-glance.

3) Providing a spot for the teacher to notate other resources he/she has identified. Good teachers know that while the textbook is an essential tool, no textbook is specifically written to teach Alabama standards. Therefore, teachers bring in other resources. This pacing guide gives the teacher a place to record titles of stories, addresses of websites, or other materials.

4) Providing a place where the teacher can document the date a specific standard or bullet was taught. Teachers are required by law to teach the Alabama State Course of Study. One column on this pacing guide provides a convenient place for recording pertinent dates.

5) Providing the teacher with intermediate goals. For students taking the ARMT, we know that standards need to have been taught and mastered by the time of the test. For other students, those standards and their related bullets taught and standards mastered by year’s end. Having intermediate goals of where the class needs to be on monthly basis helps teachers avoid a crunch of having to cover too much just prior to test or end of the year.

This pacing guide is a work in progress. While each teacher is being given a hard copy, it is also being maintained in electronic format and can be updated based on the suggestions of our teachers.

The following calendar is intended to provide a framework for helping teachers work through the lessons at a pace that will allow them to teach all standards prior to testing and bullets prior to the end of the school year:

Month / Lessons / Month / Lessons
August / Lessons 1-15 / January / Lessons 71-85
September / Lessons 16-30 / February / Lessons 86-102
October / Lessons 31-48 / March / Lessons 103-115
November / Lessons 49-63 / April / Lessons 116-130
December / Lessons 64-70 / May / Lessons 131-135
1 / Aug. / 12 / Locate days, dates, and months on a calendar.
· Using vocabulary associated with a calendar / Lessons 1-135 / Locating the third Thursday of the month on a calendar; recognizing that today is Tuesday, January 24
Using the words yesterday, today, tomorrow, day before, day after
2 / Aug. / 13 / Organize objects or information into predetermined and labeled data displays, including pictographs, tally charts, bar graphs, or double-loop Venn diagrams.
· Generating simple questions for data collection
· Creating displays with appropriate labels / Lesson 5, 7, 10, 13, 15 / “Do you like chocolate ice cream?”
Yes No

Yes No
3 / Aug. / 8 / Differentiate among plane shapes, including circles, squares, rectangles, and triangles.
· Describing similarities and differences between plane and solid shapes
· Transferring shape combinations from one representation (dimension) to another
· Recognizing real-life examples of line symmetry
·
· Changing the position of objects or shapes by sliding (translation) and
turning (rotation)
· Combining shapes to fill in the area of a given shape / Lesson 6 / round, flat, curved, straight
making a particular grouping of blocks by using a drawing of the grouping, making a drawing of a specific arrangement of blocks
recognizing a line of symmetry in a piece of folded paper or an orange cut in half
covering a rectangle with two triangles

4 / Aug. / 1 / · Determining the value of a number given the number of tens and ones / Lessons 10-135
5 / Aug. / 1 / · Determining the value of the digit in the ones place and the value of the digit in the tens place in a numeral / Lessons 10-135
6 / Aug. / 1 / · Identifying position using the ordinal numbers 1st through 10th / Lesson 11, 22
7 / Aug. / 2 / Demonstrate conceptual understanding of addition and subtraction by telling number stories; joining, separating, and comparing sets of objects; and applying signs
(+ and −) to the actions of joining and separating sets.
· Solving simple word problems using a variety of strategies and distinguishing between relevant and irrelevant information / Lesson 12, 15, 25, 33
/ strategies—counting all, counting on, counting back
8 / Aug. / 8 / Differentiate among plane shapes, including circles, squares, rectangles, and triangles.
· Describing similarities and differences between plane and solid shapes
· Transferring shape combinations from one representation (dimension) to another
· Recognizing real-life examples of line symmetry
· Changing the position of objects or shapes by sliding (translation) and
turning (rotation)
· Combining shapes to fill in the area of a given shape / Lesson 13 / round, flat, curved, straight
making a particular grouping of blocks by using a drawing of the grouping, making a drawing of a specific arrangement of blocks
recognizing a line of symmetry in a piece of folded paper or an orange cut in half
covering a rectangle with two triangles

9 / Sept. / 1 / · Determining the monetary value of individual coins and sets of like coins up to $1.00 / Lesson 16
10 / Sept. / 4 / Identify parts of a whole with two, three, or four equal parts.
· Dividing an object into equal parts / Lesson 18, 67
11 / Sept. / 1 / Demonstrate concepts of number sense by counting forward and backward by ones, twos, fives, and tens up to 100; counting forward and backward from an initial number other than 1; and using multiple representations for a given number. / Lesson 20
12 / Sept. / 1 / · Using vocabulary, including the terms equal, all, and none, to identify sets of objects / Lesson 21
13 / Sept. / 3 / Demonstrate computational fluency of basic addition and subtraction facts by identifying sums to 10 and differences with minuends of 10 or less. / Lesson 23 / giving an oral or written response to 3 + 2 = ___ or 3
+2
14 / Sept. / 1 / · Using vocabulary, including the terms equal, all, and none, to identify sets of objects / Lesson 23
15 / Sept. / 8 / Differentiate among plane shapes, including circles, squares, rectangles, and triangles.
· Describing similarities and differences between plane and solid shapes
· Transferring shape combinations from one representation (dimension) to another
· Recognizing real-life examples of line symmetry
· Changing the position of objects or shapes by sliding (translation) and
turning (rotation)
· Combining shapes to fill in the area of a given shape / Lesson 24 / round, flat, curved, straight
making a particular grouping of blocks by using a drawing of the grouping, making a drawing of a specific arrangement of blocks
recognizing a line of symmetry in a piece of folded paper or an orange cut in half
covering a rectangle with two triangles

16 / Oct. / 5 / Create repeating patterns.
· Describing characteristics of patterns
· Extending patterns including number patterns
· Identifying patterns in the environment / Lesson 31-135
17 / Oct. / 1 / · Recognizing that the quantity remains the same when the spatial arrangement changes / Lesson 31, 42, 60, 65
18 / Oct. / 10 / Compare objects according to length, weight, and capacity.
· Measuring the length of objects using a variety of nonstandard units
· Ordering according to attributes / Lesson 35, 62, 104 / using objects of unequal length—finding number of pencils needed to measure length of desk,
using objects of equal length—comparing number of equally-sized paper clips needed to measure length of desk
19 / Oct. / 1 / · Using vocabulary, including the terms equal, all, and none, to identify sets of objects / Lesson 41
20 / Oct. / 1 / Demonstrate concepts of number sense by counting forward and backward by ones, twos, fives, and tens up to 100; counting forward and backward from an initial number other than 1; and using multiple representations for a given number. / Lesson 43
21 / Oct. / 3 / Demonstrate computational fluency of basic addition and subtraction facts by identifying sums to 10 and differences with minuends of 10 or less. / Lesson 44
22 / Oct. / 1 / · Determining the monetary value of individual coins and sets of like coins up to $1.00 (dime) / Lesson 46
23 / Oct. / 11 / Identify the hour using analog and digital clocks. / Lesson 48, 57
24 / Nov. / 1 / Demonstrate concepts of number sense by counting forward and backward by ones, twos, fives, and tens up to 100; counting forward and backward from an initial number other than 1; and using multiple representations for a given number. / Lesson 54
25 / Nov. / 4 / Identify parts of a whole with two, three, or four equal parts.
· Dividing an object into equal parts / Lesson 55, 88
26 / Nov. / 6 / Solve problems using the identity and commutative properties of addition. / Lesson 57, 59
27 / Dec. / 1 / Demonstrate concepts of number sense by counting forward and backward by ones, twos, fives, and tens up to 100; counting forward and backward from an initial number other than 1; and using multiple representations for a given number. / Lesson 70
28 / Jan. / 2 / · Solving problems requiring the addition and subtraction of one- or two-digit numerals without regrouping / Lesson 73-75, 81
29 / Feb. / 11 / · Identifying the half hour using analog and digital clocks / Lesson 87
30 / Feb. / 1 / · Determining the value of a number that is 10 more or 10 less than a given number (penny) / Lesson 89
31 / Feb. / 7 / Demonstrate relationships between operations. / Lesson 94 / addition and subtraction fact families—
5 + 2 = 7 7 – 2 = 5 7 – 2 = 5
2 + 5 = 7 7 – 5 = 2 7 – 5 = 2
32 / Feb. / 1 / · Determining the monetary value of individual coins and sets of like coins up to $1.00 (nickel) / Lesson 98
33 / Mar. / 4 / Identify parts of a whole with two, three, or four equal parts.
· Dividing an object into equal parts / Lesson 107
34 / Mar. / 1 / · Determining the monetary value of individual coins and sets of like coins up to $1.00 (dollar) / Lesson 111
35 / Mar. / 9 / Identify solid shapes in the environment, including cubes, rectangular prisms, cones, spheres, and cylinders. / Lesson 112
36 / Mar. / 2 / · Using three or more addends / Lesson 114
37 / Apr. / 9 / Identify solid shapes in the environment, including cubes, rectangular prisms, cones, spheres, and cylinders. / Lesson 120
38 / Apr. / 1 / · Determining the value of a number that is 10 more or 10 less than a given number / Lesson 123
39 / Apr. / 1 / · Determining the monetary value of individual coins and sets of like coins up to $1.00 (quarter) / Lesson 126
40 / May / 9 / Identify solid shapes in the environment, including cubes, rectangular prisms, cones, spheres, and cylinders. / Lesson 132