ࡱ>  Abjbj 7HdQ  _ i uuu844B;)V s!,!:::::::=@::9u! !!:uuH:%%%!2uu:%!:%%4|5ߑ#<5:;0B;+5Z@%%@$55|@u7!!%!!!!!::%!!!B;!!!!@!!!!!!!!! %: Mathematics Pacing Guide Time Frame: 4 Weeks September First Grade Unit 1: Number Relationships Standards for Mathematical PracticeLiteracy Standards2. Reason abstractly and quantitatively 4. Model with mathematics 5. Use appropriate tools strategically 6. Attend to precision 7. Look for and make use of structureRI.1.3 Describe characters, settings, and major events in a story, using key details. RI.1.7 Use illustrations and details in a story to describe its characters, setting, or events. W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.  Common CoreEssential QuestionsAssessmentVocabularyResourcesCRITICAL AREA: Developing understanding of whole number relationship and place value, including grouping in tens and ones Extend the counting sequence 1. NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand place value 1. NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: a. 10 can be thought of as a bundle of ten ones called a ten. b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 1. NBT.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Use place value understanding and properties of operations to add and subtract 1. NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. What are numbers? How do we group numbers? What does counting help you understand about numbers? What are strategies to help you count quickly? How does the placement of a numeral in a number help you to understand the value of the number? When you look at two numbers, how can you tell which number is bigger? How can you tell which number is smaller?Before: Questioning Oral counting During: Oral skip counting Response to flash cards Counting with base ten blocks Pictures After: Unit test add backward bigger compare count digit equal to fewer forward greater greater than grouping largest left less less than more numeral number (1-19) number line objects one-digit ones place value represent right smaller smallest subtract symbol tens (10-90) two-digit Interactive Quizzes/Lessons and Models of Numbers:  HYPERLINK "http://www.aaastudy.com/grade1.htm" http://www.aaastudy.com/grade1.htm Variety of Math Games to encourage practice: HYPERLINK "http://www.gamequarium.com"www.gamequarium.com HYPERLINK "http://www.funbrain.com"www.funbrain.com HYPERLINK "http://www.arcademicskillbuilders.com"www.arcademicskillbuilders.com HYPERLINK "http://www.mathisfun.com"www.mathisfun.com  HYPERLINK "http://www.learningplanet.com/act/123order.asp" http://www.learningplanet.com/act/123order.asp Number Games and Worksheets: HYPERLINK "http://www.aplusmath.com"www.aplusmath.com Base ten blocks Number line 100s chart Flash cards Straw bundles Counters Books: Centipede's One Hundred Shoes, Tony Ross, 2003. ISBN-13: 978-0805072983 A Place for Zero: A Math Adventure By  HYPERLINK "http://www.amazon.com/s/ref=ntt_athr_dp_sr_1?_encoding=UTF8&field-author=Angeline%20Sparagna%20Lopresti&ie=UTF8&search-alias=books&sort=relevancerank" Angeline Sparagna Lopresti, Published 2003 ISBN-13: 978-1570916021 Sir Cumference and All the King's Tens: A Math Adventure By Cindy Neuschwander, Published 2009 ISBN-13: 978-1570917288 MAISA curriculum unit and resources for building number patterns and reasoning: http://gomaisa-public.rubiconatlas.org/Atlas/Browse/ UnitMap/View/Default?UnitID=16406&YearID=2013 &SchoolID=19&TimePeriodID=14&SourceSiteID=& CurriculumMapID=803& MAISA curriculum unit and resources for building number sense: http://gomaisa-public.rubiconatlas.org/Atlas/Browse/ UnitMap/View/Default?UnitID=16407&YearID=2013 &SchoolID=19&TimePeriodID=14&SourceSiteID=& CurriculumMapID=803&  HYPERLINK "http://apps.svsu.edu/mathsci-center/uploads/math/LowerElementary.html" http://apps.svsu.edu/mathsci-center/uploads/math/LowerElementary.html This site has multiple resources of all types for teachers and students.  Mathematics Pacing Guide Time Frame: 6 Weeks October - November First Grade Unit 2: Addition & Subtraction Standards for Mathematical PracticeLiteracy Standards1. Make sense of problems and persevere in solving them 2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the reasoning of others 4. Model with mathematics 5. Use appropriate tools strategically 6. Attend to precision 7. Look for and make use of structure RI.1.1 Ask and answer questions about key details in a text. RI.1.7 Use illustrations and details in a story to describe its characters, setting, or events. W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.  Common CoreEssential QuestionsAssessmentVocabularyResourcesCRITICAL AREA: Developing understandings of addition and subtraction and strategies for additions and subtractions within 20 Represent and solve problems involving addition and subtraction 1. OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 1. OA.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand and apply properties of operations and the relationship between addition and subtraction 1. OA.3 Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) 1. OA.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 8 by finding the number that makes 10 when added to 8. Add and subtract within 20 1. OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 1. OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 4 = 13 3 1 = 10 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Work with addition and subtraction equations 1. OA.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 +? = 11, 5 = ?  3, 6 + 6 = ?. Use place value understanding and properties of operations to add and subtract 1. NBT.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 1. NBT.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Represent and interpret data 1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Essential Question: How do numbers go together? Scaffold Questions: How do numbers change? How is place value knowledge a key component to solving problems? What strategies can we use to help add and subtract numbers? How can you use what you know about addition to help you subtract? How can I collect andorganize data? Before: Questioning Drawings Representing addition and subtraction with base ten blocks During: Game: Around the World Slate response Journals Drawings Thumbs Up/down Small group discussion After: Timed Test Mental math Drawings add addends adding to addition all together apart associative property of addition categories commutative property of addition comparing count back count on counting up data data Points difference digit doubles drawings equal equal to equation equivalent explain fact families graph greater than interpret inverse less than making ten multiples of number sentence objects operations organize place value problem properties putting together relationship represent subtraction sum symbol take away taking apart taking from together true unknown number whole number word problem Interactive Quizzes/Lessons and Models of Numbers:  HYPERLINK "http://www.aaastudy.com/grade1.htm" http://www.aaastudy.com/grade1.htm Variety of Math Games to encourage practice: HYPERLINK "http://www.gamequarium.com"www.gamequarium.com HYPERLINK "http://www.funbrain.com"www.funbrain.com HYPERLINK "http://www.arcademicskillbuilders.com"www.arcademicskillbuilders.com HYPERLINK "http://www.mathisfun.com"www.mathisfun.com Flashcards, Games, and Worksheets: HYPERLINK "http://www.aplusmath.com"www.aplusmath.com Math Resources and Lessons for Grade K-12: HYPERLINK "http://www.svsu.edu/supo"www.svsu.edu/supo MAISA curriculum unit and resources for basic facts and place value: http://gomaisa-public.rubiconatlas.org/Atlas/Browse/UnitMap/ View/Default?UnitID=16410&YearID=2013&SchoolID=19& TimePeriodID=14&SourceSiteID=&CurriculumMapID=803& Counters Flash cards Connecting cubes Number line Graphs Books: More or Less (MathStart 2) By Stuart J. Murphy Published 2005 ISBN-13: 978-0060531676 Elevator Magic (MathStart Subtracting) By Stuart J. Murphy Published 1997 ISBN-13: 978-0064467094 Mathematics Pacing Guide Time Frame: 4 Weeks November - December First Grade Unit 3: Equations Standards for Mathematical PracticeLiteracy Standards1. Make sense of problems and persevere in solving them 3. Construct viable arguments and critique the reasoning of others 4. Model with mathematics 5. Use appropriate tools strategically 6. Attend to precision 7. Look for and make use of structure RI.1.7 Use illustrations and details in a story to describe its characters, setting, or events. SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.  Common CoreEssential QuestionsAssessmentVocabularyResourcesCRITICAL AREA: Develop understanding of addition, subtraction, and strategies for addition and subtraction within 20 Work with addition and subtraction equations 1. OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. Essential Question: How do numbers change? Scaffold Questions: What does it mean when one says that addition andsubtraction are inverse operations? How is this helpful? What does the equal sign mean?Before: Adding and subtracting basic facts Pretest During: Practice using equal sign Small/whole group discussions Model with manipulatives After: Test or quiz with problems determining whether equations are true or false Journal (explain choice) Post testadd addend addition commutative property difference equal equal sign equation false number sentence subtract subtraction sum true Interactive Quizzes/Lessons and Models of Numbers:  HYPERLINK "http://www.aaastudy.com/grade1.htm" http://www.aaastudy.com/grade1.htm Variety of Math Games to encourage practice: HYPERLINK "http://www.gamequarium.com"www.gamequarium.com HYPERLINK "http://www.funbrain.com"www.funbrain.com HYPERLINK "http://www.arcademicskillbuilders.com"www.arcademicskillbuilders.com HYPERLINK "http://www.mathisfun.com"www.mathisfun.com Flashcards, Games, and Worksheets: HYPERLINK "http://www.aplusmath.com"www.aplusmath.com Number line Flash cards Base ten blocks Just Enough Carrots (MathStart 1) By Stuart J. Murphy ISBN-13: 978-0064467117 Published 1997 MAISA curriculum unit and resources for using equivalence and place value: http://gomaisa-public.rubiconatlas.org/Atlas/Browse/UnitMap/ View/Default?UnitID=16412&YearID=2013&SchoolID=19& TimePeriodID=14&SourceSiteID=&CurriculumMapID=803&  Mathematics Pacing Guide Time Frame: 4 Weeks January First Grade Unit 4: Using Clocks to Tell Time Standards for Mathematical PracticeLiteracy Standards4. Model with mathematics 5. Use appropriate tools strategically RI.1.7 Use illustrations and details in a story to describe its characters, setting, or events. SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.  Common CoreEssential QuestionsAssessmentVocabularyResourcesTell and write time 1. MD.3 Tell and write time in hours and half-hours using analog and digital clocks.Essential Question: What is time? Scaffold Questions: How do we use a clock to measure time? What is the relationship between minutes and hours?Before: Observation Questioning During: Orally tell time Write time when shown clocks Use clocks to show time After: Test or quiz with pictures of clocks Draw clocks when shown time Write time when shown clock afternoon analog clock digital half hour hour hour hand minute minute hand morning night tell time write Variety of Math Games to encourage practice: HYPERLINK "http://www.mathisfun.com"www.mathisfun.com Teacher clock Student clock Variety of Math Worksheets: HYPERLINK "http://www.superteacherworksheets.com"www.superteacherworksheets.com Math Worksheets, Workbooks, Activities & Math Apps:  HYPERLINK "http://www.education.com/grade/first-grade/" http://www.education.com/grade/first-grade/ Telling Time with Big Mama Cat By Dan Harper Published 1998 ISBN-13:978-0152017385 The Clock Struck One: A Time Telling Tale By Trudy Harris Published 2009 ISBN-13:978-0822590675 Clocks and More Clocks By Pat Hutchins Published 1994 ISBN-13: 978-0689717697 MAISA curriculum unit and resources for measurement of length and time: http://gomaisa-public.rubiconatlas.org/Atlas/Browse/UnitMap/ View/Default?UnitID=16408&YearID=2013&SchoolID=19& TimePeriodID=14&SourceSiteID=&CurriculumMapID=803&  Mathematics Pacing Guide Time Frame: 5 Weeks February - March First Grade Unit 5: Graphing Data on Pictographs Standards for Mathematical PracticeLiteracy Standards1. Make sense of problems and persevere in solving them 2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the reasoning of others 4. Model with mathematics 5. Use appropriate tools strategically 6. Attend to precisionRI.1.3 Describe characters, settings, and major events in a story, using key details. RI.1.7 Use illustrations and details in a story to describe its characters, setting, or events. SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.  Common CoreEssential QuestionsAssessmentVocabularyResourcesRepresent and interpret data 1. MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.Essential Question: What is a graph? Scaffold Questions: How can we collect and organize numbers and data? Where do questions for collecting data come from? How do graphs and charts help us answer questions? Before: Observation Questioning During: Making pictographs from class data (e.g., shirt color, favorite sports, number of letters in first name, etc.) Examine already made pictographs and discuss the data Journals Discussion (small/whole group) After: Quiz asking to interpret data given pictographs (more/less/same) answer ask bar graph category data points describe different growing horizontal how many investigate interpret key legend less more number organize pattern pictograph pie chart predict question repeat represent same scale shape size symbolize vertical Interactive Bar Graph: http://www.amblesideprimary.com/ambleweb/ mentalmaths/grapher.html Variety of Math Games to encourage practice: HYPERLINK "http://www.mathisfun.com"www.mathisfun.com Graph paper Manipulatives The Great Graph Contest By Loreen Leedy Published 2005 ISBN-13: 978-0823417100 Graphs By Bonnie Bader Published 2003 ISBN-13: 9780448428963 MAISA curriculum unit and resources for organizing and recognizing data: http://gomaisa-public.rubiconatlas.org/Atlas/Browse/UnitMap/ View/Default?UnitID=16409&YearID=2013&SchoolID=19& TimePeriodID=14&SourceSiteID=&CurriculumMapID=803& Mathematics Pacing Guide Time Frame: 5 Weeks March - April First Grade Unit 6: Measuring Length Standards for Mathematical PracticeLiteracy Standards2. Reason abstractly and quantitatively 4. Model with mathematics 5. Use appropriate tools strategically 6. Attend to precisionRI.1.3 Describe characters, settings, and major events in a story, using key details. RI.1.7 Use illustrations and details in a story to describe its characters, setting, or events. W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.  Common CoreEssential QuestionsAssessmentVocabularyResourcesCRITICAL AREA: Developing understanding of linear measurement and measuring lengths as iterating length units Measure lengths indirectly and by iterating length units 1. MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object. 1. MD.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Essential Question: What is measurement? Scaffold Questions: What can we measure? How do we measure the length of an object? What are measurement tools? What measurement tools can we use to measure items? Before: Observation During: Observation Using objects to compare Small/whole group activities that compare objects to each then discuss how they compare After: Put 3 objects in order by length Use paperclips to measure objects Quizadd compare count equal express gap length length units line measure measurement object order overlap shorter straight sum unit whole number Number line Objects to measure and as measurement tools (paper clips, foot, crayons, eraser, etc.) Ruler Books: Measuring Penny By Loreen Leedy Published 2000 ISBN-13: 978-0805065725 Me and The Measure of Things By Joan Sweeney Published 2002 ISBN-13: 978-0440417569 MAISA curriculum unit and resources for measurement of length and time: http://gomaisa-public.rubiconatlas.org/Atlas/Browse/UnitMap/ View/Default?UnitID=16408&YearID=2013&SchoolID=19& TimePeriodID=14&SourceSiteID=&CurriculumMapID=803& Mathematics Pacing Guide Time Frame: 8 Weeks April - June First Grade Unit 7: Shapes Standards for Mathematical PracticeLiteracy Standards1. Make sense of problems and persevere in solving them 2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the reasoning of others 4. Model with mathematics 5. Use appropriate tools strategically 6. Attend to precisionRI.1.3 Describe characters, settings, and major events in a story, using key details. RI.1.7 Use illustrations and details in a story to describe its characters, setting, or events. W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.  Common CoreEssential QuestionsAssessmentVocabularyResourcesCRITICAL AREA: Reasoning about attributes of, and composing and decomposing geometric shapes Reason with shapes and their attributes 1. G.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 1. G.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. 1. G.3. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Essential Question: What are shapes and what do shapes look like? Scaffold Questions: How does dimension change shapes? Where can we find shapes? What are the attributes of various closed shapes? What are the attributes of various three-dimensional shapes? What shapes can you make by composing or decomposing squares, triangles, rectangles, trapezoids, hexagons and circles? How are 2-dimensional and 3-dimensional shapes alike and how are they different? Before: KWL Observe students using blocks to build shapes During: Drawing shapes Compare objects in journals and in small group Create chart to compare attributes Divide circles into equal parts After: KWL Sort blocks by attributes Draw Pictures to show how to divide circles/rectangles equally Quiz2-dimensional 3-dimensional attributes build circles closed color compose composite shape cones cubes cylinders describe draw distinguish equal equal shares fourths fourth of half-circles half of halves non-defining orientation partition position prisms quarter-circles quarters quarter of rectangle shape sides size squares trapezoid triangles whole Interactive Quizzes/Lessons and Models of Shapes:  HYPERLINK "http://www.aaastudy.com/grade1.htm" http://www.aaastudy.com/grade1.htm Variety of Math Games to encourage practice: HYPERLINK "http://www.gamequarium.com"www.gamequarium.com HYPERLINK "http://www.funbrain.com"www.funbrain.com HYPERLINK "http://www.arcademicskillbuilders.com"www.arcademicskillbuilders.com HYPERLINK "http://www.mathisfun.com"www.mathisfun.com Flashcards, Games, and Worksheets: HYPERLINK "http://www.aplusmath.com"www.aplusmath.com Straws and twist ties Variety of 2D and 3D shapes Shape stencil Ruler Graph paper Wing on a Flea By  HYPERLINK "http://www.barnesandnoble.com/c/ed-emberley" Ed Emberley October 1, 2001 ISBN-13: 9780316234870 Give Me Half! By Stuart J. Murphy Published May 1, 1996 ISBN-13: 978-0780761971 Captain Invincible and the Space Shapes (Mathstart 2) By Stuart J. 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View/Default?UnitID=16411&YearID=2013&SchoolID=19&TimePeriodID=14&SourceSiteID=&CurriculumMapID=803& 1 Students do not need to learn formal names such as right rectangular prism.     Students need not use formal terms for these properties. 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