2015-2016 First Grade Mathematics YEAR-AT-A-GLANCE
FIRST SIX WEEKSAugust 25– October 2 28 Days
MM / EnV / STUDENT EXPECTATION
1.1-1.4 / 1.2A / Recognize instantly the quantity of structured arrangements. (Assessed in 2nd six weeks)
1.2-1.5 / 1.3B / Use objects and pictorial models to solve word problems involving joining, separating, and comparing sets within 20 and unknowns as any one of the terms in the problem such as 2 + 4 = [ ]; 3 + [ ] = 7; and 5 = [ ] – 3. (Introduce with sets to 10 with the unknown as the sum or difference)
3.1-3.3 / 1.3C / Compose 10 with two or more addends with and without concrete objects. (Introduce with two addends)
1.5A / Recite numbers forward and backward from any given number between 1 and 120. (Assess forward/backward to 30.)
1.5B / Skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set. (Assess skip counting by tens to 120.)
1.5D / Represent word problems involving addition and subtraction of whole numbers up to 20 using concrete and pictorial models and number sentences. (Introduce within 10)
1.5E / Understand that the equal sign represents a relationship where expressions on each side of the equal sign represent the same value(s). (Introduce within 10)
19 / 12.1
12.2 / 1.6A / Classify and sort regular and irregular two-dimensional shapes based on attributes using informal geometric language. (Fully assess)
21 / 12.3
12.4 / 1.6C / Create two-dimensional figures, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons. (Fully assess)
On-Going Content Standards (Integrate into daily numeracy routines)
1.2B / Use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so many hundreds, so many tens, and so many ones. (When introducing numbers > 9, as in dates on calendar)
1.2C / Use objects, pictures, and expanded and standard forms to represent numbers up to 120. (When introducing numbers > 9, as in dates on calendar)
1.4A / Identify U.S. coins, including pennies, nickels, dimes, and quarters, by value and describe the relationships among them. (Follow value sequence: value: penny, nickel, dime, quarter.)
1.4B / Write a number with the cent symbol to describe the value of a coin.
1.3E / Explain strategies used to solve addition and subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences. (Within 10)
1.3F / Generate and solve problem situations when given a number sentence involving addition or subtraction of numbers within 20. (2 addends within 10)
1.8A / Collect, sort, and organize data in up to three categories using models/representations such as tally marks or T-charts. (As a class during numeracy routines)
1.8B / Use data to create picture and bar-type graphs. (As a class during numeracy routines)
Process Standards Integrated with Each Student Expectation
Remember to integrate the seven process standards into content standards. Problem solving, precise mathematical communication (written and oral), critical thinking, evaluation, and multiple representations should be meshed with each content standard.
SECOND SIX WEEKS
October 5 - November 6 25 Days
MM / EnV / STUDENT EXPECTATION
1 / 1.2A / Recognize instantly the quantity of structured arrangements. (Fully assess up to 12)
1.6-1.7 / 1.3B / Use objects and pictorial models to solve word problems involving joining, separating, and comparing sets within 20 and unknowns as any one of the terms in the problem such as 2 + 4 = [ ]; 3 + [ ] = 7; and 5 = [ ] – 3. (Continue within 12)
3.4-3.5 / 1.3C / Compose 10 with two or more addends with and without concrete objects. (Introduce 3 addends)
1.3D / Apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10. (Introduce within 12) Teach the strategies: doubles to 9, +2 touch math, +3 touch math, “counting on.”)
2 / 1.3E / Explain strategies used to solve addition and subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences. (Introduce within 12)
1.3F / Generate and solve problem situations when given a number sentence involving addition or subtraction of numbers within 20. (Continue within 12 and with 3 terms)
1.5A / Recite numbers forward and backward from any given number between 1 and 120. (Assess forward/backward to 50.)
1.5B / Skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set. (Assess skip counting by 5s to 50 and by 2s to 20.)
2 / 1.5D / Represent word problems involving addition and subtraction of whole numbers up to 20 using concrete and pictorial models and number sentences.(Introduce within 12)
1.5E / Understand that the equal sign represents a relationship where expressions on each side of the equal sign represent the same value(s). (Continue within 12)
1.8-1.9 / 1.5G / Apply properties of operations to add and subtract two or three numbers. (Introduce within 12 and with 2 addends)
20 / 12.5-12.8 / 1.6B / Distinguish between attributes that define a two-dimensional or three-dimensional figure and attributes that do not define the shape. (Fully assess)
22 / 12.5-12.8 / 1.6D / Identify two-dimensional shapes, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons and describe their attributes using formal geometric language. (Fully assess)
23 / 12.5-12.8 / 1.6E / Identify three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes), and triangular prisms, and describe their attributes using formal geometric language. (Fully assess)
24 / 12.5-12.8 / 1.6F / Compose two-dimensional shapes by joining two, three, or four figures to produce a target shape in more than one way if possible. (Fully assess)
On-Going Content Standards (Integrate into daily numeracy routines)
1.2B / Use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so many hundreds, so many tens, and so many ones.
1.2C / Use objects, pictures, and expanded and standard forms to represent numbers up to 120.
1.4A / Identify U.S. coins, including pennies, nickels, dimes, and quarters, by value and describe the relationships among them.
1.4B / Write a number with the cent symbol to describe the value of a coin.
1.8A / Collect, sort, and organize data in up to three categories using models/representations such as tally marks or T-charts.
1.8B / Use data to create picture and bar-type graphs.
Process Standards Integrated with Each Student Expectation
Remember to integrate the seven process standards into content standards. Problem solving, precise mathematical communication (written and oral), critical thinking, evaluation, and multiple representations should be meshed with each content standard.
THIRD SIX WEEKS
November 9 - December 18 25 Days
MM / EnV / STUDENT EXPECTATION
25 / 13 / 1.6G / Partition two-dimensional figures into two and four fair shares or equal parts and describe the parts using words. (Fully assess)
25 / 13 / 1.6H / Identify examples and non-examples of halves and fourths. (Fully assess)
6 / 1.3B / Use objects and pictorial models to solve word problems involving joining, separating, and comparing sets within 20 and unknowns as any one of the terms in the problem such as 2 + 4 = [ ]; 3 + [ ] = 7; and 5 = [ ] – 3. (Fully assess)
7 / 1.3C / Compose 10 with two or more addends with and without concrete objects. (Fully assess)
4 / 1.3D / Apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10. (Continue within 20) Teach these strategies: +10, doubles +1.)
8 / 5 / 1.3E / Explain strategies used to solve addition and subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences. (Fully assess)
1.5A / Recite numbers forward and backward from any given number between 1 and 120. (Assess forward/backward to 75)
7 / 1.5B / Skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set. (Assess skip counting by 5s to 100, by 2s to 30)
1.5D / Represent word problems involving addition and subtraction of whole numbers up to 20 using concrete and pictorial models and number sentences. (Continue within 20)
1.5E / Understand that the equal sign represents a relationship where expressions on each side of the equal sign represent the same value(s). (Continue within 20)
1.5G / Apply properties of operations to add and subtract two or three numbers. (Continue within 20)
28 / 14.1-14.3 / 1.7E / Tell time to the hour and half hour using analog and digital clocks. (Fully assess)
On-Going Content Standards (Integrate into daily numeracy routines)
1.2B / Use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so many hundreds, so many tens, and so many ones.
1.2C / Use objects, pictures, and expanded and standard forms to represent numbers up to 120.
1.4A / Identify U.S. coins, including pennies, nickels, dimes, and quarters, by value and describe the relationships among them.
1.4B / Write a number with the cent symbol to describe the value of a coin.
1.3F / Generate and solve problem situations when given a number sentence involving addition or subtraction of numbers within 20.
1.8A / Collect, sort, and organize data in up to three categories using models/representations such as tally marks or T-charts.
1.8B / Use data to create picture and bar-type graphs.
1.8C / Draw conclusions and generate and answer questions using information from picture and bar-type graphs.
Process Standards Integrated with Each Student Expectation
Remember to integrate the seven process standards into content standards. Problem solving, precise mathematical communication (written and oral), critical thinking, evaluation, and multiple representations should be meshed with each content standard.
FOURTH SIX WEEKS
January 5 - February 12 28 Days
MM / EnV / STUDENT EXPECTATION
2 / 8,9 / 1.2B / Use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so many hundreds, so many tens, and so many ones. (Fully assess)
2 / 1.2C / Use objects, pictures, and expanded and standard forms to represent numbers up to 120. (Fully assess)
5 / 1.3A / Use concrete and pictorial models to determine the sum of a multiple of 10 and a one-digit number in problems up to 99. (Fully assess)
12 / 1.5A / Recite numbers forward and backward from any given number between 1 and 120. (Assess forward/backward to 100)
16 / 1.5E / Understand that the equal sign represents a relationship where expressions on each side of the equal sign represent the same value(s). (Fully assess)
17 / 6 / 1.5F / Determine the unknown whole number in an addition or subtraction equation when the unknown may be any one of the three or four terms in the equation. (Fully assess)
18 / 1.5G / Apply properties of operations to add and subtract two or three numbers. (Fully assess)
1.5B / Skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set. (Fully assess skip counting by 5s and 10s to 120 and by 2s to 30.)
1.5C / Use relationships to determine the number that is 10 more and 10 less than a given number up to 120. (Introduce)
On-Going Content Standards (Integrate into daily numeracy routines)
1.4A / Identify U.S. coins, including pennies, nickels, dimes, and quarters, by value and describe the relationships among them.
1.4B / Write a number with the cent symbol to describe the value of a coin.
1.4C / Use relationships to count by twos, fives, and tens to determine the value of a collection of pennies, nickels, and/or dimes.
1.8A / Collect, sort, and organize data in up to three categories using models/representations such as tally marks or T-charts.
1.8B / Use data to create picture and bar-type graphs.
1.8C / Draw conclusions and generate and answer questions using information from picture and bar-type graphs.
Process Standards Integrated with Each Student Expectation
Remember to integrate the seven process standards into content standards. Problem solving, precise mathematical communication (written and oral), critical thinking, evaluation, and multiple representations should be meshed with each content standard.
FIFTH SIX WEEKS
February 15 - April 8 34 Days
MM / EnV / STUDENT EXPECTATION
3 / 10 / 1.2D / Generate a number that is greater than or less than a given whole number up to 120. (Fully assess)
3 / 10 / 1.2E / Use place value to compare whole numbers up to 120 using comparative language. (Fully assess)
4 / 10 / 1.2F / Order whole numbers up to 120 using place value and open number lines. (Fully assess)
4 / 10 / 1.2G / Represent the comparison of two numbers to 100 using the symbols >, <, or =. (Fully assess)
8 / 1.3D / Apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10. Teach the last facts and +9 strategies. (Fully assess)
9 / 1.3F / Generate and solve problem situations when given a number sentence involving addition or subtraction of numbers within 20. (Fully assess)
10 / 11 / 1.4A / Identify U.S. coins, including pennies, nickels, dimes, and quarters, by value and describe the relationships among them. (Fully assess)
11 / 11 / 1.4B / Write a number with the cent symbol to describe the value of a coin. (Fully assess)
11 / 11 / 1.4C / Use relationships to count by twos, fives, and tens to determine the value of a collection of pennies, nickels, and/or dimes. (Fully assess)