Mathematics Planning: First Grade

Mathematics Planning: First Grade

Unit 1: Establishing Routines / Time Frame: August 24 – September 21
Unit Overview (main areas of focus):
· Practice counting on a number line,
· Practice comparing pairs of numbers,
· Practice daily routines for marking on slates and making and recording weather observations, and
· Learn how to represent data using tally counts. / Essential Question:
How will the Everyday Math routines help me become successful in math? / Vocabulary:
base-10 blocks, calendar, date, degree, Exploration, Fahrenheit, geoboard, number line, number story, pattern blocks, Pattern-Block Template, slate, tally mark, temperature, thermometer, tool kit
Everyday Mathematics: Part 1: Teaching the Lesson Part 2: Ongoing Learning and Practice / Everyday Mathematics: Part 3: Differentiation Options and Projects / New Mexico Mathematics Content Standards, Benchmarks, and Performance Standards / Progress Indicators and Sample Test Questions
1.1 Daily Routines
Objective: To introduce count-the-days-of-school and job-management routines
Key Concepts and Skills
Number and Numeration Goal 1
Count forward and backward by ones
Geometry Goal 1
Identify plane and solid figures
Patterns, Functions, and Algebra Goal 1
Identify patterns / · Readiness: Making Number Collections
· Extra Practice: Minute Math+, pages 5 and 60
· ELL Support: Labeling the Room / · 1.N.A.1: Demonstrate an understanding of the place-value structure of the base-ten number system
· 1.N.A.1a: read, write, model and sequence whole numbers up to 100 (including filling in missing numbers up to 100 (including filling in missing numbers in a sequence)
· 1.N.A.1.h: use ordinal numbers (e.g., what position?) and cardinal numbers (e.g., how many?) appropriately
· 1.G.A.1: Participate in group and individual activities based on the concepts of space and location / êRecognizing Student Achievement: Count by ones (Number and Numeration Goal 1) (Teacher’s Lesson Guide, page 17)
êSample Test Question: Write the numbers from 45 to 50, counting up by ones. (Learning Goal 1f from Teacher’s Assessment Assistant CD)
1.2 Investigating the Number Line
Objectives: To introduce number-line routines; and to provide practice counting up on the number line / · Readiness: Ordering Numbers
· Enrichment: Making Counting Books
· Extra Practice: Minute Math+, page 28 / · 1.N.A.1.a: read, write, model and sequence whole numbers up to 100 (including filling in missing numbers up to 100 (including filling in missing numbers in a sequence)
· 1.N.A.1.c: count orally by 2s to 20 and by 5s and 10s to 100
· 1.N.A.1.e: compare and order numbers up to 100
· 1.N.A.1.h: use ordinal numbers (e.g., what position?) and cardinal numbers (e.g., how many?) appropriately
· 1.N.C.1: Use strategies for whole-number computation, with a focus on addition and subtraction (e.g., counting on or
· counting back, doubles, sums that make 10, direct modeling with pictures or objects, numerical reasoning based on
· number combinations and relationships).
· 1.G.B.1: Apply transformations and use symmetry to analyze mathematical situations.
· 1.G.B.1.a: Predict the results of changing a shape’s position or orientation by using rotation (i.e., turns), reflection (i.e., flips), and translations (i.e., slides). / êRecognizing Student Achievement: Count by ones and fives (Number and Numeration Goal 1) (Teacher’s Lesson Guide, page 21)
êSample Test Question: Write the number for each set of tally marks.
______=
______=
(Learning Goal 1e from Teacher’s Assessment Assistant CD)

Mathematics Planning: First Grade

Unit 1: Establishing Routines / Time Frame: August 24 – September 21
Unit Overview (main areas of focus):
· Practice counting on a number line,
· Practice comparing pairs of numbers,
· Practice daily routines for marking on slates and making and recording weather observations, and
· Learn how to represent data using tally counts.
Everyday Mathematics: Part 1: Teaching the Lesson Part 2: Ongoing Learning and Practice / Everyday Mathematics: Part 3: Differentiation Options and Projects / New Mexico Mathematics Content Standards, Benchmarks, and Performance Standards / Progress Indicators and Sample Test Questions
1.4 Number-Writing Practice
Objectives: To introduce and provide practice with a slate routine; and to provide practice writing the numbers 1 and 2
Key Concepts and Skills
Number and Numeration Goal 3
Write numbers to represent quantities
Draw pictures to represent the numbers 1 and 2
Number and Numeration Goal 7
Name the numbers before and after a given number
Skills Practice
Penny-Dice Game for counting objects and comparing quantities / · Readiness: Counting Objects and Tracing Numbers
· Enrichment: Tracing Hidden Numbers / · 1.N.A.1.a: read, write, model, and sequence whole numbers up to 100 (including filling in missing numbers in a sequence)
· 1.N.A.1.b: count with understanding and recognize “how many” in sets of objects up to 50
· 1.N.A.1.h: use ordinal numbers (e.g., what position?) and cardinal numbers (e.g., how many?) appropriately
· 1.N.A.1.i: connect number words and numbers to the quantities they represent / êRecognizing Student Achievement: Write the numbers 1 and 2 (Number and Numeration Goal 3) (Teacher’s Lesson Guide, page 31)
êSample Test Question:
1. Circle the larger number.
8 or 4
2. Circle the smaller number.
4 or 7
(Learning Goal 1d from Teacher’s Assessment Assistant CD)
1.5 One More, One Less
Objective: To provide practice finding the number that is one more or one less than a given number / · Readiness: Passing the Basket of Pennies
· ELL Support: Building a Math Word Bank (Differentiation Handbook) / · 1.N.A.1.a: read, write, model, and sequence whole numbers up to 100 (including filling in missing numbers in a sequence)
· 1.N.A.1.b: count with understanding and recognize “how many” in sets of objects up to 50
· 1.N.A.1.d: count orally backward from 100
· 1.N.A.1.e: compare and order numbers up to 100
· 1.N.A.1.h: use ordinal numbers (e.g., what position?) and cardinal numbers (e.g., how many?) appropriately
· 1.N.B.2: Solve addition and subtraction problems with one- and two-digit numbers (e.g., 5 + 58 = __)
· 1.N.C.2: Model and solve problems representing adding and subtracting amounts of money using dollars and coins.
· 1.A.C.2: Describe situations that involve addition and subtraction of whole numbers including objects, pictures, and symbols (e.g., Robert has four apples, Maria has five more). / êRecognizing Student Achievement: Name numbers that come before and after a given number (Number and Numeration Goal 7) (Teacher’s Lesson Guide, page 34)
êSample Test Question: Write the three numbers from 1 through 6 that you can write the best. (Learning Goal 1c from Teacher’s Assessment Assistant CD)

Mathematics Planning: First Grade

Unit 1: Establishing Routines / Time Frame: August 24 – September 21
Unit Overview (main areas of focus):
· Practice counting on a number line,
· Practice comparing pairs of numbers,
· Practice daily routines for marking on slates and making and recording weather observations, and
· Learn how to represent data using tally counts.
Everyday Mathematics: Part 1: Teaching the Lesson Part 2: Ongoing Learning and Practice / Everyday Mathematics: Part 3: Differentiation Options and Projects / New Mexico Mathematics Content Standards, Benchmarks, and Performance Standards / Progress Indicators and Sample Test Questions
1.7 Recording Tally Counts
Objective: To introduce tally marks for data representation
Key Concepts and Skills
Number and Numeration Goal 1
Count forward by ones and fives
Number and Numeration Goal 6
Represent numbers using tally marks
Data and Chance Goal 1
Create a tally chart to organize data
Data and Chance Goal 2
Make predictions based on data organized in a tally chart
Skills Practice
Top-It for comparing numbers / · Readiness: Whisper-and-Shout Counts by Fives
· Enrichment: Making a Listening Tally / · 1.D.A.1: Collect, organize, represent, and compare data by category on graphs and charts to answer simple questions
· 1.D.A.1.b: gather data by interviewing, surveying, and making observations
· 1.D.A.1.e: represent data using objects, pictures, tables, and simple bar graphs
· 1.D.B.1: Analyze simple data
· 1.D.B.1.a: interpret what the graph or other representation shows
· 1.D.B.1.c: compare parts of the data (e.g., “How many students have lost none, one, two, or three teeth?”) to make
· statements about the data as a whole (e.g., “Most students in the class have lost only two teeth”)
· 1.D.C.1: Make conclusions based on data (e.g., whether or not other groups would reach similar conclusions based on the same data). / êRecognizing Student Achievement: Write the numbers 3 and 4 (Number and Numeration Goal 3) (Teacher’s Lesson Guide, page 45)
êSample Test Question: Write the number for each set of tally marks.
______=
______=
(Learning Goal 1c from Teacher’s Assessment Assistant CD)
1.8 Investigating Equally Likely Outcomes
Objective: To provide experiences with equal-chance events
Key Concepts and Skills
Number and Numeration Goal 6
Represent numbers using tally marks
Data and Chance Goal 1
Create a tally chart to organize data
Data and Chance Goal 2
Make predictions based on data organized in a tally chart
Data and Chance Goal 3
Make predictions about outcomes of dice rolls
Skills Practice
Rock, Paper, Scissors for recording data with tally marks / · Readiness: Matching Numbers and Tallies
· Enrichment: Playing Rock, Paper, Scissors (Math Masters, page 352) / · 1.D.A.1: Collect, organize, represent, and compare data by category on graphs and charts to answer simple questions
· 1.D.A.1.a: answer questions about “how” data can be gathered
· 1.D.A.1.b: gather data by interviewing, surveying, and making observations
· 1.D.A.1.e: represent data using objects, pictures, tables, and simple bar graphs
· 1.D.B.1: Analyze simple data
· 1.D.B.1.a: interpret what the graph or other representation shows
· 1.D.C.1: Make conclusions based on data (e.g., whether or not other groups would reach similar conclusions based on the same data).
· 1.D.D.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). / êRecognizing Student Achievement: Make tally marks for a number (Number and Numeration Goal 6) (Teacher’s Lesson Guide, page 49)
êSample Test Question:
1. Jim got $3 from his father for bringing in the mail all last week. His mom gave him 4 more dollars for feeding the cat all last week. And Jim found another dollar in the couch. How much money did Jim earn and find altogether last week?
2. Write the number that is 1 more than 21.
(Learning Goal 1g from Teacher’s Assessment Assistant CD)

Mathematics Planning: First Grade