Milwaukee Public Schools Curriculum Guide - Grade 1 Houghton Mifflin Math Expressions 2nd Quarter

Houghton Mifflin Expressions

Grade One

2007–2008 Mathematics Curriculum Guides

Wisconsin Mathematics Standard / MPS
Learning Target / Wisconsin 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
December
15 teaching days
January
15 teaching days / Take time to complete any lessons that have not yet been completed
Unit 3 Story Problem Strategies
3.10 Addition Stories with Unknown Totals (NO&R)
3.11 Addition Practice: Unknown Totals(NO&R)
3.12 Stories with Mixed Unknowns (NO&R, AR)
3.13 Addition and Subtraction Game(NO&R, AR)
3.14 More Practice: Mixed Unknowns (NO&R, AR)
Unit 3 Review & Test
Unit 4 Basic Ten-Structured Concepts
4.1 Introduction to Tens Groupings (NO&R)
4.2 Explore Teen Numbers (NO&R)
4.3 Represent Teen Numbers (NO&R)
4.4 Visualize Teen Addition (NO&R, AR)
4.5 Teen Addition Strategies (NO&R, AR)
4.6 Understand Tens and Ones (NO&R)
4.7 Integrate Tens and Ones (NO&R)
4.8 Practice Grouping Ones into Tens (NO&R)
4.9 Number Stories: Groups of Ten (NO&R)
4.10 Paired Practice with Tens and Ones (NO&R)
Unit 4 Basic Ten-Structured Concepts
4.11 Add Tens and Ones (NO&R, AR)
4.12 Mixed Addition with Tens and Ones (NO&R, AR)
4.13 Counting On Strategy: 2-Digit Numbers (NO&R, AR)
4.14 Practice with 2-Digit Counting On (NO&R)
4.15 Consolidation: 2-Digit Addition Games (NO&R)
Unit 4 Review & Test
Unit 5 – Ten-Structured Applications
5.1 Explore Dimes and Pennies (NO&R)
5.2 Group Pennies into Dimes (NO&R)
5.3 Real-World Problems: Count with Groups of 10 (NO&R)
/ 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) (3.10, 3.11, 3.12, 3.13, 3.14)
Algebraic Relationships
#9
Explain use of notation to show equality and model word problems, and solve simple open number sentences and true-false statements (3.12, 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.
(4.4, 4.5, 4.6, 4.7, 4.8, 4.9, 4.10, 4.11, 4.12, 4.13, 4.14, 4.15, 5.1)
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) (4.5, 4.8, 4.9, 4.11, 4.12, 4.14)
Number Operations and Relationships #3
Estimate and explain strategies (e.g., make equal groups, skip count) to count collections of objects up to 100. (4.1, 4.2, 4.3, 4.5, 4.6, 4.8, 4.9, 4.11, 4.12, 4.13, 4.14, 4.15)
Algebraic Relationships
#9
Explain use of notation to show equality and model word problems, and solve simple open number sentences and true-false statements. (4.4, 4.5)
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.
(4.11, 4.12, 4.13, 4.14, 4.15, 5.1)
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) (4.11, 4.12, 4.14)
Number Operations and Relationships #3
Estimate and explain strategies (e.g., make equal groups, skip count) to count collections of objects up to 100. (4.11, 4.12, 4.13, 4.14, 4.15)
Algebraic Relationships
#8
Describe and extend repeating patterns, growing patterns, and relationships in tables and charts, including odd and even numbers. (4.11, 4.12)
Algebraic Relationships
#9
Explain use of notation to show equality and model word problems, and solve simple open number sentences and true-false statements. (4.13) / Number Operations and Relationships
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. (3.10, 3.11, 3.12, 3.13, 3.14)
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. (3.10, 3.11, 3.12 3.13, 3.14)
Algebraic Relationships
F.b:3 Demonstrate understanding that the equals sign means “the same as” by solving open number sentences (e.g., 3 + 2 =  + 4, 5 = 1 + ); 3 +  = 6) and true-false statements. (3.12, 3.14)
Number Operations and Relationships
B.a:1 Read, write, and represent numbers to 100 using words, objects, number lines, and expanded form (e.g., 15 = 10 + 5), with emphasis on representing place-value concepts. (4.1, 4.2)
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). (4.1, 4.2)
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). (4.1)
B.b:8 Explain strategies for estimating, organizing, and counting collections of objects up to 100, emphasizing groups of ten and five. (4.1)
B.a:1 Read, write, and represent numbers to 100 using words, objects, number lines, and expanded form (e.g., 15 = 10 + 5), with emphasis on representing place-value concepts. (4.3, 4.4, 4.5, 4.6, 4.7, 4.8, 4.9, 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)
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). (4.3. 4.5, 4.6, 4.8, 4.9, 4.10)
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. (4.8)
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. (4.3, 4.5, 4.8, 4.9)
Algebraic Relationships
F.b:3 Demonstrate understanding that the equals sign means “the same as” by solving open number sentences (e.g., 3 + 2 =  + 4, 5 = 1 + ); 3 +  = 6) and true-false statements. (4.4, 4.5)
Number Operations and Relationships
B.a:1 Read, write, and represent numbers to 100 using words, objects, number lines, and expanded form (e.g., 15 = 10 + 5), with emphasis on representing place-value concepts. (4.11, 4.12, 4.15)
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). (4.13, 4.14, 4.15)
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). (4.11, 4.13, 4.14, 4.15, 5.3)
B.a:4 Count and compare collections of coins up to one dollar. (5.1, 5.2)
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. (4.8)
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. (4.11, 4.12, 4.13, 4.14)
B.b:8 Explain strategies for estimating, organizing, and counting collections of objects up to 100, emphasizing groups of ten and five. (4.11, 4.12, 4.13, 4.14, 4.15, 5.3)
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. (4.11, 4.12)
F.b:3 Demonstrate understanding that the equals sign means “the same as” by solving open number sentences (e.g., 3 + 2 =  + 4, 5 = 1 + ); 3 +  = 6) and true-false statements. (4.13) / MPS Number Operations and Relationships CABS
·  How Many of Each-Marbles
MPS Algebra CABS
·  What’s Missing?
·  What’s the Equation?
MPS Number Operations and Relationships CABS
·  Bracelets
·  Scoops
MPS Algebra CABS
·  True False Number Sentences

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Curriculum Guide Expressions Grade 1 Developed by the Milwaukee Mathematics Partnership with support

2nd Quarter by the National Science Foundation under Grant No. 0314898.

Version 1.0