Milwaukee Public Schools Curriculum Guide-Template2snd Quarter

Milwaukee Public Schools Curriculum Guide-Template2snd Quarter

Everyday Math

Grade 1

2007–2008 Mathematics Curriculum Guides

Wisconsin Mathematics Standard / MPS
Learning Target / Milwaukee Public Schools Assessment
Descriptors for Mathematics
(For Beginning Grade 2) / Curriculum
Throughout The Year / A. Mathematical Processes / Note: Mathematical processes need to be embedded in all mathematical strands throughout the school year. Math processes are assessed on the WKCE-CRT and reported as a separate proficiency area. For example, students are asked to provide written justifications and explanations, pose problems, and represent concepts. / 1)Reasoning: Use reasoning and logic to:
• Perceive patterns • Identify relationships
• Formulate questions • Pose problems
• Make conjectures • Justify strategies
• Test reasonableness of results
2)Communication: Communicate mathematical ideas and reasoning using the vocabulary of mathematics in a variety of ways (e.g., using words, numbers, symbols, pictures, charts, tables, diagrams, graphs, and models).
3)Connections: Connect mathematics to the real world as well as within
mathematics.
4)Representations: Create and use representations to organize, record, and communicate mathematical ideas.
5)Problem Solving: Solve and analyze routine and non-routine problems.
Time / Curricular Connections
Units/Lessons / MPS Learning Targets / Wisconsin State Framework Assessment Descriptors / Connections
District Model CABS
November
13 teaching days
November
13 teaching days
December
15 teaching days
January
15 teaching days
January
15 teaching days
/ Please take the time to complete any lessons needed to be done.
Unit 3: Visual Patterns, Number Patterns, and Counting
3.9 More Frames-and-Arrows Problems (NO&R, AR)
3.10 Counting with a Calculator (NO&R)
3.11 Dimes (NO&R)
3.12 Counting Dimes, Nickels, and Pennies (NO&R)
3.13 Data Day (NO&R, Stats & Prob)
3.14 Domino Addition (NO&R, AR)
Unit 4: Measurement and Basic Facts
4.1 Math Message and Reading a Thermometer (NO&R, M)
Unit 4: Measurement and Basic Facts
4.2 Nonstandard Linear Measures (NO&R, M)
4.3 Personal “Foot” and Standard Foot (NO&R, M)
Unit 4 : Measurement and Basic Facts
4.4 The Inch(M)
4.5 The 6-Inch Ruler (M)
4.6 Measuring with a Tape Measure (M, Stats & Prob)
4.7 Explorations: Exploring Data, Shapes, and Base- 10 Blocks (NO&R, M)
4.8 Telling Time on the Quarter-Hour (NO&R, M)
4.9 Timelines (M, Stats & Prob)
4.10 Number Scrolls (NO&R, M)
4.11 Introducing Fact Power (NO&R)
4.12 Good Fact Habits (NO&R)
4.13 Progress Check
Unit 5: Place Value, Number Stories and Basic Facts
5.1 Place Value: Tens and Ones (NO&R)
5.2 Place Value with Calculators (NO&R)
5.3 Relations: Greater Than, Less Than, and Equal to (NO&R, AR)
5.4 Explorations: Exploring Area, Weight, and Counting (NO&R, M)
5.5 Animal Weights (NO&R, M)
5.6 More Than and Less Than Number Stories (NO&R, AR)
5.7 Comparison Number Stories (NO&R, AR)
5.8 Solving Number Stories (NO&R, AR)
5.9 Dice Sums (NO&R, Stats & Prob)
5.10 Turn-Around Facts (NO&R, Stats & Prob, AR)
Unit 5: Place Value, Number Stories and Basic Facts
5.11 Easy Facts (NO&R)
5.12 What’s My Rule? (AR)
5.13 Applying Rules (NO&R, AR)
5.14 Progress Check / Number Operations and Relationships #1 Represent numbers, monetary values, and fractions (i.e., halves and fourths) to show equivalency (e.g., 5+5=8+2, 10 dimes is worth $1.00, 4 fourths is the same as 1 whole) and to compare them. (3.10, 3.11, 3.12, 3.13, 4.1, 4.3)
Number Operations and Relationships #2
Use and explain strategies to solve addition and subtraction basic fact problems (e.g., doubles plus one, make a ten) and word problems (e.g., direct modeling). (3.14, 4.2)
Number Operations and Relationships #3
Estimate and explain strategies (e.g., make equal groups, skip count) to count collections of objects up to 100. (3.9, 3.10, 3.11, 3.14, 4.1)
Geometry #4
Describe, list, and compare geometric properties of two-dimensional and three-dimensional shapes and objects. (3.13)
Measurement #6
Describe measurable attributes and identify, estimate, and use non-standard and standard units to measure attributes of objects, time, and temperature.
(4.1, 4.2, 4.3)
Statistics and Probability #7Pose questions for collecting numerical and categorical data, display and draw conclusions to answer questions, and identify the likelihood of events. (3.13)
Algebraic Relationships #8Describe and extend repeating patterns, growing patterns, and relationships in tables and charts, including odd and even numbers.(3.9, 3.14)
Number Operations and Relationships #1
Represent numbers, monetary values, and fractions (i.e., halves and fourths) to show equivalency (e.g., 5+5=8+2, 10 dimes is worth $1.00, 4 fourths is the same as 1 whole) and to compare them. (4.7, 4.8, 4.10, 4.11)
Number Operations and Relationships #2
Use and explain strategies to solve addition and subtraction basic fact problems (e.g., doubles plus one, make a ten) and word problems (e.g., direct modeling). (4.7, 4.8, 4.11, 4.12)
Measurement #6
Describe measurable attributes and identify, estimate, and use non-standard and standard units to measure attributes of objects, time, and temperature.
(4.4, 4.5, 4.6, 4.7, 4.8, 4.9, 4.10)
Statistics and Probability #7Pose questions for collecting numerical and categorical data, display and draw conclusions to answer questions, and identify the likelihood of events. (4.6, 4.9)
Number Operations and Relationships #1
Represent numbers, monetary values, and fractions (i.e., halves and fourths) to show equivalency (e.g., 5+5=8+2, 10 dimes is worth $1.00, 4 fourths is the same as 1 whole) and to compare them. (5.1, 5.2, 5.3, 5.5, 5.6, 5.9, 5.13)
Number Operations and Relationships #2
Use and explain strategies to solve addition and subtraction basic fact problems (e.g., doubles plus one, make a ten) and word problems (e.g., direct modeling).(5.2, 5.6, 5.7, 5.8, 5.10, 5.11)
Number Operations and Relationships #3
Estimate and explain strategies (e.g., make equal groups, skip count) to count collections of objects up to 100.(5.2, 5.5)
Measurement #6
Describe measurable attributes and identify, estimate, and use non-standard and standard units to measure attributes of objects, time, and temperature. (5.4, 5.5)
Statistics and Probability #7Pose questions for collecting numerical and categorical data, display and draw conclusions to answer questions, and identify the likelihood of events. (5.9, 5.10)
Algebraic Relationships #8
Describe and extend repeating patterns, growing patterns, and relationships in tables and charts, including odd and even numbers.(5.12, 5.13)
Algebraic Relationships #9
Explain use of notation to show equality and model word problems, and solve simple open number sentences and true-false statements. (5.3, 5.6, 5.7, 5.8, 5.10) / Number Operations and Relationships
B.a:.2 Compare and order whole numbers less than 100 using tools and place-value concepts (e.g., hundreds chart, number lines, bundles of ten sticks, connecting cubes).(4.1)
B.a:3 Skip count by twos, fives, tens, hundreds and count on byones and tens starting at various points (e.g., 23, 33, 43, 53, 63).(3.9, 3.10, 4.1)
B.a:4 Count and compare collections of coins up to one dollar. (3.10, 3.11, 3.12, 3.13, 4.3)
B.b:8 Explain strategies for estimating, organizing, and counting collections of objects up to 100, emphasizing groups of ten and five. (3.11, 3.14)
B.b:9 Explain and show the relationship between addition and subtraction using objects and pictures. (3.14, 4.2)
Measurement
D.a:1Use everyday language to describe measurable attributes of objects (e.g., height, length, distancearound, weight, mass, capacity), time, and temperature. (4.1)
D.a:2 Identify appropriate non-standard units (e.g., paper clips, cubes) and standard units (e.g., inches, minutes, hours, days, months, degrees Fahrenheit) to quantify measurable attributes. (4.2, 4.3)
D.b:3 Read and interpret measuring instruments to quantify measurable attributes of objects using nonstandard units and standard units to the nearest whole unit (e.g., nearest inch or nearest number of paper clips). (4.2, 4.3)
Measurement
D.b:5Identify the relationship between the scale on a thermometer and real-world contexts and experiences (e.g., 10°F indicates a very cold temperature and is below freezing, 60°F indicates a mild temperature for a nice day, 90°F indicates that the weather is very hot).(4.1)
Statistics and Probability
E.a:3 Displaydata using tables, tally marks, and bar graphs. (3.13)
E.a:4 Analyze data displays to draw reasonable conclusions and answer questions in the context of the data (e.g., most people in our class like chocolate ice cream). (3.13)
Algebraic Relationships
F.a.1: Recognize, describe, and extend repeating and growing patterns, including attribute, numeric, and geometric patterns, and “What’s My Rule?” relationships in tables and charts. (3.9, 3.14)
Number Operations and Relationships
B.a:1 Explain use of notation to show equality and model word problems, and solve simple open number sentences and true-false statements. (4.10)
B.a:2 Compare and order whole numbers less than 100 using tools and place-value concepts (e.g., hundreds chart, number lines, bundles of ten sticks, connecting cubes).(4.7, 4.10)
B.a:4 Count and compare collections of coins up to one dollar. (4.11)
B.a:5 Represent halves and fourths using objects and pictures to explain the meaning of fractions as parts of a whole. (4.8)
B.b:6 Use and explain strategies (e.g., direct modeling, counting, numerical reasoning) to solve a variety of addition and subtraction word problems (e.g., change unknown, comparison, part-whole) and write number sentences that match the structure of the problems. (4.11, 4.12)
B.b:9 Explain and show the relationship between addition and subtraction using objects and pictures. (4.7, 4.8, 4.12)
Measurement
D.a:2 Identify appropriate non-standard units (e.g., paper clips, cubes) and standard units (e.g., inches, minutes, hours, days, months, degrees Fahrenheit) to quantify measurable attributes. (4.4, 4.5, 4.7)
D.b:3 Read and interpret measuring instruments to quantify measurable attributes of objects using nonstandard units and standard units to the nearest whole unit (e.g., nearest inch or nearest number of paper clips). (4.4, 4.5, 4.6, 4.7)
D.b:4 Demonstrate the understanding that zero is the
starting point on measuring instruments. (4.4, 4.5, 4.6, 4.7)
D.b:6 Tell time to the nearest hour or half-hour using analog clocks and tell time using digital clocks. (4.4, 4.8, 4.9, 4.10)
D.c:7 Estimate length, weight, and mass of objects using common reference for nonstandard and standard units. (4.5)
Statistics and Probability
E.a:1 Pose questions that can be answered by collecting numerical and categorical data. (4.9)
E.a:2 Determine and then carry out ways to collect and organize data. (4.9)
E.b:5 Determine the likelihood (e.g., very likely, somewhat likely, not very likely, certain, impossible) of real-world events (e.g., it is very likely that people in our class will pick chocolate ice cream to each at the party).(4.6)
Number Operations and Relationships
B.a:1 Explain use of notation to show equality and model word problems, and solve simple open number sentences and true-false statements. (5.1, 5.2)
B.a:2 Compare and order whole numbers less than 100 using tools and place-value concepts (e.g., hundreds chart, number lines, bundles of ten sticks, connecting cubes).(5.1, 5.2, 5.3, 5.5, 5.6, 5.9)
B.a:3 Skip count by twos, fives, tens, hundreds and count on by ones and tens starting at various points (e.g., 23, 33, 43, 53, 63).(5.2)
B.a:4Count and compare collections of coins up to one dollar. (5.13)
B.b:6Use and explain strategies (e.g., direct modeling, counting, numerical reasoning) to solve a variety of addition and subtraction word problems (e.g., change unknown, comparison, part-whole) and write number sentences that match the structure of the problems. (5.2, 5.6, 5.7, 5.8, 5.11)
B.b:7 Use numerical reasoning or number relationships (e.g., 8+5, first add 8+2, then add 3 more) and counting strategies (e.g., 7-5, start at 5, count up to 7, keep track of the counts) to solve addition and subtraction basic fact problems. (5.10, 5.11)
B.b:8 Explain strategies for estimating, organizing, and counting collections of objects up to 100, emphasizing groups of ten and five. (5.4, 5.5)
B.b:9 Explain and show the relationship between addition and subtraction using objects and pictures. (5.7, 5.8)
Measurement
D.a:1Use everyday language to describe measurable attributes of objects (e.g., height, length, distancearound, weight, mass, capacity), time, and temperature. (5.4, 5.5)
Measurement
D.a:2 Identify appropriate non-standard units (e.g., paper clips, cubes) and standard units (e.g., inches, minutes, hours, days, months, degrees Fahrenheit) to quantify measurable attributes (5.4)
D.c:7Estimate length, weight, and mass of objects using common reference for nonstandard and standard units. (5.4)
Statistics and Probability
E.a:3Displaydata using tables, tally marks, and bar graphs. (5.9)
E.a:4 Analyze data displays to draw reasonable conclusions and answer questions in the context of the data (e.g., most people in our class like chocolate ice cream). (5.9)
E.b:5Determine the likelihood (e.g., very likely, somewhat likely, not very likely, certain, impossible) of real-world events (e.g., it is very likely that people in our class will pick chocolate ice cream to each at the party).(5.10)
Algebraic Relationships
F.a:1Recognize, describe, and extend repeating and growing patterns, including attribute, numeric, and geometric patterns, and “What’s My Rule?” relationships in tables and charts. (5.12, 5.13)
F.b:3Demonstrate understanding that the equal sign means “the same as” by solving open number sentences (e.g., 3+2=+4; 5=1+; 3+=6) and true-false statements.(5.3, 5.6, 5.7, 5.8)
F.b:6 Demonstrate understanding of the commutative property by explaining the answer to problems such as the order of numbers in an addition statement does not change the answer. (5.10) / MPS Algebraic Relationships CABS

• Odd or Even
• Toy Cars

MPS Measurement CABS (In Progress)
EDM Unit Progress Check

• Written Assessment (pp. 150-151)
• Open Response (p. 152)

MPS Algebraic Relationships CABS

• More, Less, or Equal
• What’s the Equation?

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Curriculum Guide Everyday MathematicsDeveloped by the Milwaukee Mathematics Partnership with support

1st Quarterby the National Science Foundation under Grant No. 0314898.

Version 2.0