Gresham/Barlow School District
Mathematics Curriculum Map {Grade: 1 }
2005/2006
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COMMON GOALS |
STANDARD /FOUNDATIONS/
OSAT ELIGIBLE CONTENT AND CLASSROOM ONLY
CONTENT
(Words in bolded text are for Classroom
only. Words italicized are Eligible Content for creation of items on the
OSAT.
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*TIME
FRAME
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*UNIT
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*TOPICS
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*ASSESSMENT
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Mathematical Problem
Solving
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Currently there are
no Problem Solving Foundations for First Grade |
Sept.-Jne. |
Mathematical Problem Solving
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Suggested strategy focus:
Make a Picture or Diagram Classroom Resources: (I.) )[1]
Problem solving is embedded within all Investigations (SF) [2]
Problem Solving Transparencies |
Sample open-ended prompts
available online at www.octm.org to be used
as work samples and scored with state scoring guide |
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All Standards |
September-June |
Skill Practice and Review
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Math Journals: 2-3 times per week. The
problems are set up so that they cycle through all mathematics strands
continuously through the year. Classroom
Resources: (S.F.)
Spiral Review |
(S.F.) Assessment
Sourcebook: Diagnostic Readiness Test pg. 47 |
|
Select
and use appropriate statistical methods to analyze data. Formulate
questions that can be addressed with data and collect, organize, and display
relevant data to answer them. Develop
and evaluate inferences and predictions that are based on data. Understand numbers, ways of
representing numbers, relationships among numbers, and number systems. |
Identify
?how many more or less? and ?how many all together? from pictographs and bar
graphs. Pose
questions and gather data about themselves and their surroundings. Estimate number of
objects and check reasonableness of answers by counting up to 20 objects. Sort
and classify objects according to their attributes and organize data about
the objects into categories. Represent
data using concrete objects and pictographs. Answer
simple questions related to data displayed in pictographs, including which
result occurred the most or least often. |
September 3 Weeks |
Sorting and Statistics
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Read, write, order and
compare (>, <, =) numbers
to 20. Show an understanding of
zero. Prediction and collection of
data Organization and reading a
wide variety of data displays (real graphs, tally charts, pictographs, bar
graphs) September Calendar (In every Investigations unit see "About Classroom Routines" for more calendar info): [3] ?
Pattern: ABAB ?
# of days in school
numberline: Record on an adding machine tape numberline ?
Build days using
drinking straws bundled into groups of tens and a hundred as days go by ?
About Time: Today
Markers ?
Birthday and Tooth
Graphs ?
Classroom Bank: + 1 cent
for each day of the month and use correct money notation to represent the
total ?
Word
for the Day: use today?s word in a sentence, count # of letters and syllables (words are
selected from the grade level vocabulary bank)
Students participate in
concept reinforcement activities that practice sorting and classifying. Classroom Resources: (I.) Mathematical Thinking at Grade 1: Investigation 5 pg. 114-144, Survey Questions and Secret Rules Investigations (S.F.) Ch. 1: Sections A & B, Chapter 8: Section C Statistics and Sorting Literature Connections |
(I.) Assmt. Master: 5, 15 |
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Compute fluently
and make reasonable estimates. Understand meanings of operations
and how they relate to one another. Represent and analyze
mathematical situations and structures using algebraic symbols |
Add and subtract with
concrete objects. Represent situations
using models of addition and subtraction (e.g., putting together or adding
on, taking away, finding the difference, comparing). Understand the
meaning of equals and use the = symbol. Construct and solve
simple number sentences involving sums to 9 and related subtraction facts
using concrete objects, pictures, or symbols. |
Sept/Oct 6 Weeks |
+/- Concept Development
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Physical models of addition
and subtraction facts to 10 Missing
addends in addition equations
(8+ q= ?) October Calendar (In every Investigations unit see "About Classroom Routines" for more calendar info): ?
Pattern: AAB ?
# of days in school
numberline: Record on an adding machine tape numberline ?
Build days using
drinking straws bundled into groups of tens and a hundred as days go by ?
About Time: Yesterday
Markers ?
Birthday and Tooth
Graphs ?
Ten Frames to represent
Date ?
Classroom Bank: + 1cent
for each day of the month; trade for 5? when appropriate and use correct
money notation to represent the total ?
Word for the Day: use
today?s word in a sentence, count # of
letters and syllables (words are selected from the grade level
vocabulary bank)
Students participate in a
variety of reinforcement activities that practice developing +/- concepts. Classroom Resources: (I.) Mathematical Thinking
at Grade 1 - Investigations 2 pg. 24-59 and 4 pg. 82-113, Building Number
Sense- Investigations 2 pg. 36-79 and 4 pg. 114-171 (S.F.) Ch. 2 |
(I.) Assmt.
Master: 2 & 3, 8-10 (S.F.) Ch. 2 Test |
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Understand numbers, ways of
representing numbers, relationships among numbers, and number systems. Compute fluently and make
reasonable estimates. |
Read, write, order, and
identify whole numbers less than 100. Order 1st through 10th in
numeric or word form. Count and group objects
in ones and tens. Identify, order, and
compare coins by making equivalent amounts up to 25 cents. Demonstrate counting
skills of skip counting by 5 and 10 to 100. Estimate number of
objects and check reasonableness of answers by counting up to 20 objects. |
November/December 5 Weeks |
Place Value & Number Sense
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Read, write, order, and
compare (>, <, =) numbers
to 100 Reading a numberline and
hundreds chart Place value of ones and tens Using calculator to explore
calculators as a tool Ordinals through 20th Counting by 1s, 5s and 10s
to 100 Coins identification and
value (penny, nickel, dime, quarter) Counting money amounts up to
25? using a variety of coin combinations November Calendar (In every Investigations unit see "About Classroom Routines" for more calendar info): ?
Pattern: ABC ?
# of days in school numberline:
Record on an adding machine tape numberline ?
Build days using
drinking straws bundled into groups of tens and a hundred as days go by ?
About Time: Tomorrow
Markers ?
Birthday and Tooth
Graphs ?
Classroom Bank: + 1
cent for each day of the month; trade for 10 cents when appropriate and use
correct money notation to represent the total ?
Word for the Day: use
today?s word in a sentence, count # of
letters and syllables (words are selected from the grade level
vocabulary bank)
December Calendar (In every Investigations unit see "About Classroom Routines" for more calendar info): ?
Pattern: ABCD ?
# of days in school
numberline: Record on an adding machine tape numberline ?
Build days using
drinking straws bundled into groups of tens and a hundred as days go by ?
About Time: Days of the
Week Song ?
Birthday and Tooth
Graphs ?
Classroom Bank: + 1
cent for each day of the month; trade for 25 cents when appropriate and use
correct money notation to represent the total ?
Word for the Day: use
today?s word in a sentence, count # of
letters and syllables (words are selected from the grade level
vocabulary bank)
Students participate in a variety of activities where students investigate estimating and counting groups of objects, building numbers using tens and ones frames, numbers on the 100s chart, counting money, and comparing sets. Classroom Resources: (I.) Building Number Sense
– Investigations 1 pg. 2-35 and 3 pg. 80-113, Number Games and Story
Problems Investigation 2 pg.46-97 (S.F.) Ch. 7: Section A +
Section B Activity 7-12, Ch. 8: Sections A & B |
(I.) Assmt. Master: 1, 7 |
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Understand patterns,
relations, and functions. |
Sort and classify objects
using one or more attributes by observing relationships. Identify an element that
does not belong in a simple pattern. Supply a missing element
in or extend number patterns involving addition or subtraction by a
single-digit number. Extend and generate
patterns involving three elements sharing a common attribute (e.g., color,
number, shape, letter) using concrete models or objects. |
January: 4 Weeks |
Patterns and Algebraic
Relationsips |
Repeating Geometric and
Number Patterns Odd and Even January Calendar (In every Investigations unit see "About Classroom Routines" for more calendar info): ?
Pattern:AABB ?
# of days in school
numberline: Record on an adding machine tape numberline ?
Build days using
drinking straws bundled into groups of tens and a hundred as days go by. ?
About Time: Months of
the Year Song ?
Birthday and Tooth
Graphs ?
Classroom Bank: + 5
cents for each day of the month; use correct money notation to represent the
total. ?
Word for the Day: use
today?s word in a sentence, count # of
letters and syllables (words are selected from the grade level
vocabulary bank)
Students participate in a
variety of activities where students create, extend, and supply missing
elements in repeating patterns Classroom Resource: (I.) Mathematical Thinking at Grade 1 Investigation 3 pg. 60-81 Survey Questions znd Secret Numbers Inv 1 Building Number Sense Inv. 3:8 and 4:10 (S.F.) Ch. 1: Section C and
Ch. 7 Section B |
(I.) Assmt. Master: 4, 12-14 (S.F.) Chapter 1 and 7 Tests |
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Compute fluently and make
reasonable estimates. |
Apply with fluency sums
to nine and related subtraction facts. Mentally add 10 to a
single-digit number. Find sums and differences
less than 100. Make change for amounts
to 25 cents. |
Feb/Mar 7 Weeks |
+/- Basic Facts Strategies,
Column addition, 2 digit sums and differences, and +/-Story Problems |
Strategies for addition and
subtraction basic facts to 10 Fluency for facts through 10 Adding and subtracting to
the tens place without regouping Using open numberline and hundreds
chart as tools for solving +/- 2 digit problems Solving simple +/- story
problems February Calendar (In every Investigations unit see "About Classroom Routines" for more calendar info): ?
Pattern: AABBC ?
# of days in school
numberline: Record on an adding machine tape numberline ?
Build days using
drinking straws bundled into groups of tens and a hundred as days go by ?
About Time: Using a
classroom display clock move forward an hour each day and record the time. ?
Birthday and Tooth
Graphs ?
Classroom Bank: + 10
cents for each day of the month; use correct money notation to represent the
total. ?
Word for the Day: use
today?s word in a sentence, count # of
letters and syllables (words are selected from the grade level
vocabulary bank)
March Calendar (In every Investigations unit see "About Classroom Routines" for more calendar info): ?
Pattern: ABAC ?
# of days in school
numberline: Record on an adding machine tape numberline ?
Build days using
drinking straws bundled into groups of tens and a hundred as days go by ?
About Time: Using a classroom display clock move
forward an hour each day and record the time. ?
Birthday and Tooth
Graphs ?
Classroom Bank: Item
costs the amount of the date. What change would you get back from 25 cents? ?
Word for the Day: use
today?s word in a sentence, count # of
letters and syllables (words are selected from the grade level
vocabulary bank)
Students particpate in a
variety of activities where students use manipulatives to make up their own
story problems and explore basic facts strategies like doubles and neighbors.
Classroom Resources: (I.) Number Games and Story Problems Investigations 1 pg. 2-45, 2 pg. 98&99, 3 pg. 100-153 and Building Number Sense (S.F.) Ch. 3, Ch. 4, Ch. 11, and Ch. 12 |
(I.) Assmt. Master: 24-27 (S.F.) Ch. 3, Ch. 4, Ch. 11,
and Ch. 12 Tests |
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Analyze characteristics and
properties of two- and three-dimensional geometric shapes and develop
mathematical arguments about geometric relationships. Use visualization, spatial
reasoning, and geometric modeling to solve problems. Specify locations and
describe spatial relationships using coordinate geometry and other
representational systems. |
Identify, describe, and
classify triangles, rectangles, squares, circles, and ovals. Recognize and identify
attributes of two-dimensional geometric shapes in the environment (e.g., make
a triangle and square from pieces of straw and compare how many pieces of
straw are used to make each shape). Model triangles,
rectangles, squares, circles, and ovals. Create repeating
geometric shapes using manipulatives (e.g., two triangles can make a square). Arrange and describe
objects in space by relative position and direction (e.g., near, far, below,
above, up, down, behind, in front of, next to, left or right of). |
Apr/May 6 Weeks |
Geometry |
Shape identification and
construction: circle, square, triangle, oval, rectangle Combining two shapes to
make a new shape Classification of
attributes April Calendar (In every Investigations unit see "About Classroom Routines" for more calendar info): ?
Pattern: ABCBA ?
# of days in school
numberline: Record on an adding machine tape numberline ?
Build days using
drinking straws bundled into groups of tens and a hundred as days go by. ?
About time: Using a
classroom display clock what time do we go to _____? What does the clock look
like? ?
Birthday and Tooth
Graphs ?
Classroom Bank: + 25 cents
for each day of the month; use correct money notation to represent the total. ?
Word for the Day: use
today?s word in a sentence, count # of
letters and syllables (words are selected from the grade level
vocabulary bank)
Students participate in a
variety of games and activities that practice a number of geometric concepts Classroom Resources: (I.) Quilt Squares and Block
Towns (S.F.) Ch 5 Sections A &
B |
(I.) Assmt. Master: 17-22 |
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Understand measurable
attributes of objects and the units, systems, and processes of measurement. Apply appropriate
techniques, tools, and formulas to determine measurements. |
Compare and order objects
according to measurable attributes (e.g., long or short, light or heavy). Identify and name days of
the week and months of the year and interpret calendar information (e.g.,
tomorrow, yesterday, how many Tuesdays are in November). Tell time to the nearest
hour using analog and digital clocks. |
May/June 4 Weeks |
Measurement |
Explore (in non-standard
units) measures of: Length Weight Perimeter Circumference Area Capacity Time Comparison of measurement
attributes: shorter than, longer than, bigger than, >,<, etc Reading and writing times to
the hour and half hour May/June Calendar (In every Investigations unit see "About Classroom Routines" for more calendar info): ?
Pattern: AABBC ?
# of days in school
numberline: Record on an adding machine tape numberline ?
Build days using
drinking straws bundled into groups of tens and a hundred as days go by ?
About Time: Using a
classroom display clock, record what time it is and whether it is am or pm.
What if it were 6:00 am, 8:00 pm, etc.? What would you be doing? ?
Birthday and Tooth
Graphs ?
Classroom Bank: mixed
coins to represent the date ?
Math Stations: ?
Word for the Day: use
today?s word in a sentence, count # of
letters and syllables (words are selected from the grade level
vocabulary bank)
Students participate in a
variety of activities where they estimate and measure length, weight,
capacity, area and time in non-standard units Classroom Resources: (I.) Bigger, Taller,
Heavier, Smaller (S.F.) Ch. 6, Ch. 9 Sections
A Section B (9-6 & 9-7 only) and Ch. 10: Section A and Section B |
(I.) Assmt. Master: 29-32 |
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June |
Review |
Self Evaluation and
Reflection |
Open-Ended
Math Work
Samples (S.F.)
Assessment Sourcebook:
Ch. 1-12 Cummulative
Test pg.
227-230 |
*Suggested resource
materials, timeline and topics. It is not intended that the classroom teacher
attempt to cover all the material suggested in each unit. Rather, the teacher selects from among the suggested resources and
topics to align with identified grade level standards.
[1] (I.) Investigations
[2] (S.F.) Scott Foresman
[3] It?s a common practice in elementary classrooms to utilize classroom calendars as a structure to reinforce math concepts daily (15 to 20 minutes per day is about right). This practice is especially useful for our ELL and Special Education populations. It is recognized that no calendar program is adopted or endorsed by the district. Math Learning Center?s Number Corner and Jan Gillespie?s Everyday Counts are excellent examples of programs teachers may or may not have available to them. Suggested possible topics are listed in this document for those teachers interested in creating or expanding their own lessons utilizing this excellent classroom activity.
[4] 2-3 times per week for 25 to 30 minutes, students reinforce concepts taught in whole group lessons by participating in math stations of their choice. See Investigations ?Choice Time? for more about this or visit Jackie Cooke?s website for samples of station contracts for grades 1-3.