First Grade Math Curriculum

Transcription

1 Board Approved 4/27/7 First Grade Math Curriculum Course Description: This curriculum has been written to align with the revised MO Learning Standards for Math (approved by the state board of education in April of 206). Pearson s envision Math continues to be our primary math resource, and this curriculum has been written as a guide for utilizing this resource to teach the revised MO Learning Standards for Math. Scope and Sequence Unit Topics Timeframe Operations and Algebraic Thinking -6 3 weeks 2 Numbers and Operations in Base Ten 7-0 weeks 3 Measurement and Data weeks 4 Geometry weeks 0

2 Board Approved 4/27/7 Unit : Operations and Algebraic Thinking (Relations and Algebraic Thinking) Subject: Math Grade: st Grade Name of Unit: Operations and Algebraic Thinking (Relations and Algebraic Thinking) Length of Unit: Approximately 3 weeks Overview of Unit: Students will develop an understanding of addition, subtraction, and strategies for addition and subtraction within 20. Suggested Length of Time: 0- days Topic : Understanding Addition Essential Questions: What are ways to think about addition? Enduring Understanding: Numbers can be broken into parts of the whole in different ways. Parts of a whole and joining parts are interpretations of addition. Additional number sentences can be used to show parts of a whole and joining situations. Standards Addressed: Priority:.RA.C.7 Add and subtract within 20.RA.C.8 Demonstrate fluency with addition and subtraction within 0 Supporting:.RA.A. Use addition and subtraction within 20 to solve problems..ra.a.3 Develop the meaning of the equal sign and determine if equations involving addition and subtraction are true or false..ra.b.5 Use properties as strategies to add and subtract. Priority Standard Unwrapped Concepts (Students need to know) Unwrapped Skills (Students need to be able to do) Bloom s Taxonomy Levels Webb s DOK.RA.C.7 within 20 add, subtract remember.ra.c.8 fluency with addition and subtraction within 0 demonstrate apply 2

3 Board Approved 4/27/7 Topic Vocabulary: Academic Cross-Curricular Words Content/Domain Specific addition sentence, addends, plus, equals, =, + Detailed Description/Instructions: Standard Lesson Suggested # of Days Notes Topic Opener Suggested ways to launch topic: pre-test, topic opener, launching video.ra.c.7.ra.c.8.ra.c.7.ra.c.8 - Addition: Spatial Patterns for Numbers to 0-2 Addition: Making 6 and 7.RA.C.7.RA.C.8-3 Addition: Making 8.RA.C.7.RA.C.8-4 Addition: Making 9.RA.A.3.RA.A..RA.B.5.RA.A. -5 Addition: Introducing Addition Expressions and Number Sentences -6 Addition: Stories about Joining -7 Addition: Adding in Any Order -8 Addition: Problem Solving Use Objects Topic Review & Posttest -2 This can be split into one or two days depending on time, difficult, and level of student understanding. 2

4 Board Approved 4/27/7 Suggested Length of Time: 4-5 days Topic 2: Understanding Subtraction Essential Questions: What are ways to think about subtraction? Enduring Understandings: A missing part of a whole can be found when the whole and the other parts are known. There are different interpretations of subtraction. Subtraction number sentences can be used to show each interpretation. Addition and subtraction have an inverse relationship. The difference can be written at the beginning or end of a subtraction sentence, as long as the number or expression on each side of the equal sign are the same amount. Standards Addressed: Priority:.RA.A. Use addition and subtraction within 20 to solve problems. (word problems) Supporting:.RA.B.6 Demonstrate that subtraction can be solved as an unknown- addend problem..ra.c.7 Add and subtract within 20..RA.C.8 Demonstrate fluency with addition and subtraction within 0..RA.A.3 Develop the meaning of the equal sign and determine if equations involving addition and subtraction are true or false. Priority Standard Unwrapped Concepts (Students need to know) Unwrapped Skills (Students need to be able to do) Bloom s Taxonomy Levels Webb s DOK.RA.A. addition and subtraction within 20 to solve problems use apply 2 Topic Vocabulary: compare Academic Cross-Curricular Words Content/Domain Specific missing part, subtract, difference, subtraction sentence, minus sign, equal sign, take away, same amount 3

5 Board Approved 4/27/7 Detailed Description/Instructions: Standard Lesson Suggested # of Days Notes Topic 2 Opener Suggested ways to launch topic: pre-test, topic opener, launching video.ra.b.6.ra.b.6.ra.b.6.ra.a.3.ra.a..ra.a..ra.a..ra.a..ra.c.7.ra.c.8.ra.a.3 2- Subtraction: Finding Missing Parts of 6 and Subtraction: Finding Missing Parts of Subtraction: Finding Missing Parts of Subtraction: Introducing Subtraction Expressions and Number Sentences 2-5 Subtraction: Stories about Taking Away 2-6 Subtraction: Stories about Comparing 2-7 Subtraction: Stories about Missing Parts 2-8 Subtraction: All Kinds of Subtraction Stories 2-9 Subtraction: Connecting Addition and Subtraction 2-0 Subtraction: Connecting Models and Symbols -2 days While the work mat will take day to complete, an additional day could be beneficial. **Suggestion: Create Sample Problems using SmartNotebook - Work in Groups to Solve Problems**.RA.A. 2- Problem Solving: 4

6 Board Approved 4/27/7 Act It Out Topic Review & Posttest -2 This can be split into one or two days depending on time, difficult, and level of student understanding. Suggested Length of Time: 7-8 days Topic 3: Five and Ten Relationships Essential Questions: How can numbers to 0 be shown using 5 and some more? What are different ways to represent the numbers 0 in parts? Enduring Understanding: Numbers to 0 can be represented on a ten-frame using 5 and 0 as benchmarks. The number 0 can be broken into parts of the whole in different ways. Standards Addressed: Priority:.RA.C.7 Add and subtract within 20..RA.C.8 Demonstrate fluency with addition and subtraction within 0. Supporting:.RA.B.6 Demonstrate that subtraction can be solved as an unknownaddend problem..ra.a. Use addition and subtraction within 20 to solve problems. Priority Standard Unwrapped Concepts (Students need to know) Unwrapped Skills (Students need to be able to do) Bloom s Taxonomy Levels Webb s DOK.RA.C.7 and subtract within 20 add apply 2.RA.C.8 Fluency with addition and subtraction within 0 demonstrate apply 5

7 Board Approved 4/27/7 Topic Vocabulary: Academic Cross-Curricular Words Content/Domain Specific ten frame, missing part Detailed Description/Instructions: Standard Lesson Suggested # of Days Notes Topic 3 Opener Suggested ways to launch topic: pre-test, topic opener, launching video.ra.c.7.ra.c.8.ra.c.7.ra.c.8 3- Number: Representing Numbers on a Ten-Frame 3-2 Number: Recognizing Numbers on a Ten-Frame *This is a review of Kindergarten standards, so this lesson is optional.*.ra.c.7.ra.c Number: Parts of 0.RA.B.6.RA.A. 3-4 Number: Finding Missing Parts of Problem Solving: Make a Table Topic Review & Posttest -2 This can be split into one or two days depending on time, difficult, and level of student understanding. Topic 4: Addition and Subtraction Facts to 2 Suggested Length of Time: 3-4 days Essential Questions: What strategies can be used to find addition and subtraction facts? Enduring Understanding: There are multiple strategies to use when adding and subtracting. 6

8 Board Approved 4/27/7 Standards Addressed: Priority:.RA.B.5 Use properties as strategies to add and subtract..ra.c.7 Add and subtract within 20..RA.C.8 Demonstrate fluency with addition and subtraction within 0. Supporting:.RA.A. Use addition and subtraction within 20 to solve problems..ra.b.6 Demonstrate that subtraction can be solved as an unknownaddend problem. Priority Standard Unwrapped Concepts (Students need to know) Unwrapped Skills (Students need to be able to do) Bloom s Taxonomy Levels Webb s DOK.RA.B.5 properties as strategies to add and subtraction use apply.ra.c.7 and subtract within 20 add apply 2.RA.C.8 fluency with addition and subtraction with 0 demonstrate apply 2 Topic Vocabulary: Academic Cross-Curricular Words Content/Domain Specific near double, 2 less than, less than, 0 less than Detailed Description/Instructions: Standard Lesson Suggested # of Days Notes Topic 4 Opener Suggested ways to launch topic: pre-test, topic opener, launching video.ra.b.5 4- Operations: Adding with 0,, 2.RA.B Operations: Doubles -2 Doubles Video YouTube Harry Kindergarten 7

9 Board Approved 4/27/7.RA.B Operations: Near Doubles.RA.C.7.RA.C.8.RA.C.7.RA.C.8.RA.B.5.RA.B.6.RA.B.6.RA.B.6.RA.A. 4-4 Operations: Facts with 5 on a Ten-Frame 4-5 Operations: Making 0 on a Ten-Frame 4-6 Operations: Subtracting with 0,, Operations: Thinking Addition 4-8 Operations: Thinking Addition to 8 to Subtract 4-9 Operations: Thinking Addition to 2 to Subtract 4-0 Problem Solving: Draw a Picture and Write a Number Sentence Topic Review & Posttest -2 This can be split into one or two days depending on time, difficult, and level of student understanding. Suggested Length of Time: -2 days Topic 5: Addition Facts to 20 Essential Questions: What strategies can be used to find addition facts? Enduring Understanding: There are multiple strategies to use when adding. 8

10 Board Approved 4/27/7 Standards Addressed: Priority:.RA.B.5 Use properties as strategies to add and subtract. Supporting:.RA.A Use addition and subtraction within 20 to solve problems..ra.a2 Solve problems that call for addition of three whole numbers whose sum is within 20. Priority Standard Unwrapped Concepts (Students need to know) Unwrapped Skills (Students need to be able to do) Bloom s Taxonomy Levels Webb s DOK.RA.B.5 properties as strategies to add and subtract use apply 2 Topic Vocabulary: Academic Cross-Curricular Words Content/Domain Specific doubles plus, doubles plus 2 Detailed Description/Instructions: Standard Lesson Suggested # of Days Notes Topic 5 Opener Suggested ways to launch topic: pre-test, topic opener, launching video.ra.b.5 5- Addition: Doubles.RA.B.5.RA.B Addition: Doubles Plus 5-3 Addition: Doubles Plus 2.RA.A..RA.B Problem Solving: Two Question Problems 5-5 Addition: Making 0 to Add.RA.B Addition; Making 9

11 Board Approved 4/27/7.RA.B.5.RA.A.2.RA.A.2 0 to Add Addition: Making 0 to Add Addition: Adding Three Numbers 5-9 Addition: Word Problems with Three Addends Topic Review & Posttest -2 This can be split into one or two days depending on time, difficult, and level of student understanding. Suggested Length of Time: 9-0 days Topic 6: Subtraction Facts to 20 Essential Questions: What strategies can be used to find subtraction facts? Enduring Understanding: There are multiple strategies to use when subtracting. Standards Addressed: Priority:.RA.B.5 Use properties as strategies to add and subtract Supporting:.RA.B.6 Demonstrate that subtraction can be solved as an unknown - addend problem.. RA.A.4 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers..ra.c.7 Add and subtract within 20..RA.A. Use addition and subtraction within 20 to solve problems. Priority Standard Unwrapped Concepts (Students need to know) Unwrapped Skills (Students need to be able to do) Bloom s Taxonomy Levels Webb s DOK.RA.B.5 Properties as strategies to add and subtract use apply 2 0

12 Board Approved 4/27/7 Topic Vocabulary: Academic Cross-Curricular Words Content/Domain Specific related facts, fact family Detailed Description/Instructions: Standard Lesson Suggested # of Days Notes Topic 6 Opener Suggested ways to launch topic: pre-test, topic opener, launching video Concept of Unit: Missing Parts and Related Facts.RA.B.5.RA.B.5.RA.A.4 6- Subtraction: Making 0 to Subtract 6-2 Subtraction: More with Making 0 to Subtract 6-3 Subtraction: Using Related Facts This lesson incorporates a challenging concept. You could use an extra day to reinforce this skill..ra.b.5.ra.b.6.ra.a.4.ra.a. 6-4 Subtraction: Fact Families 6-5 Subtraction: Using Addition to Subtract 6-6 Subtraction: Subtraction Facts 6-7 Problem Solving: Draw a Picture and Write a Number Sentence Additional exposure to fact families would be beneficial to use as an extension to this lesson. ** The equal sign is reversed on the inside and back of workmat.**

13 Board Approved 4/27/7 Topic Review & Posttest -2 This can be split into one or two days depending on time, difficult, and level of student understanding. 2

14 Board Approved 4/27/7 Unit 2: Number and Operations in Base Ten Subject: Math Grade: st grade Name of Unit: Number and Operations in Base Ten Length of Unit: Approximately 0 weeks Overview of Unit: Students will develop an understanding of place value and number concepts within 20. Identifying coins and naming their values will also be introduced. First grade standard:.gm.c.9 - Know the value of a penny, nickel, dime, and quarter. *** While our standard is only to recognize the value of coins. This unit will include exposure to counting coins in preparation for the standard in 2nd grade. Ideas for integration include but are not limited to: See notes for specific Envision lesson correlations. Using pennies, nickels, and dimes in relation to counting by ones, fives, and tens. Placing pennies, nickels and dimes on the 00s chart to model concrete understanding of counting by ones, fives, and tens. Introducing money games into Math Workshop. Topic 7: Counting and Number Patterns to 20 Suggested Length of Time: 0- days Essential Questions: What number patterns are there when counting to 20? Enduring Understanding: The decade numbers are built on groups of ten. The oral names are similar, but not the same as the numbers of tens counted. Numbers can be used to tell how many. Numbers -9 can be shown as a group of 0 and up to 9 more. Counting and place value patterns can be seen on a hundreds chart. Skip counting can be used to find the total number of objects in a collection of equal groups. Standards Addressed: Priority:.NBT.A.2 - Understand two-digit numbers are composed of ten(s) and one(s). Supporting:.NS.A. - Count to 20, starting at any number less than 20..NS.A.4 - Count by 5s to 00 starting at any multiple of five..nbt.a.4 - Count by 0s to 20 starting at any number. 3

15 Board Approved 4/27/7 Priority Standard Unwrapped Concepts (Students need to know) Unwrapped Skills (Students need to be able to do) Bloom s Taxonomy Levels Webb s DOK.NBT.A.2 two-digit numbers are composed of ten(s) and one(s) understand understand Topic Vocabulary: Academic Cross-Curricular Words Content/Domain Specific digit, row, column, skip count Detailed Description/Instructions: Standard Lesson Suggested # of Days Notes Topic 7 Opener Suggested ways to launch topic: pre-test, topic opener, launching video.nbt.a.2.nbt.a.2.nbt.a.2.nbt.a.4.ns.a. 7- Number: Making Numbers to Number: Using Numbers to Number: Counting by 0s to Number: Counting on a Hundred Chart Introduce the value of a penny. -2 This lesson is the only one that touches on numbers to 20. Extension would be beneficial throughout the other lessons. **Introduce the value of a dime. Practice counting by 0 s using dimes in connection with ten frames.** 4

16 Board Approved 4/27/7.NS.A.4.NBT.A.4.NS.A.4.NBT.A Number: Using Skip Counting 7-6 Problem Solving: Look for a Pattern Topic Review & Post-test -2 Review the value of a penny and dime. Introduce the value of nickel. Practice skip counting using a nickel and dime as manipulatives. -2 This can be split into one or two days depending on time, difficult, and level of student understanding. Suggested Length of Time: -2 days Topic 8: Tens and Ones Essential Questions: How can the numbers 0 and higher be shown, counted, read and written? Enduring Understanding: Sets of 0 can be perceived as single entities. In a standard numeral, the tens are written to the left of the ones. When objects are grouped in sets of 0 and leftovers (ones), counting the groups of tens and adding the ones tells how many there are in all. Numbers greater than 0 can be represented as the sum of all the tens and the ones. Numbers greater than 0 can be named in more than one way and have the same value. Standards Addressed: Priority:.NBT.A. Understand that 0 can be thought of as a bundle of 0 ones called a ten. Supporting:.NBT.A.3 Compare two two-digit numbers using the symbols >, = or <..NBT.B.5 Add within 00. Priority Standard Unwrapped Concepts (Students need to know) Unwrapped Skills (Students need to be able to do) Bloom s Taxonomy Levels Webb s DOK.NBT.A. 0 can be thought of as a bundle of 0 ones - called a ten understand analyze 5

17 Board Approved 4/27/7 Topic Vocabulary: Academic Cross-Curricular Words Content/Domain Specific tens, ones, digit, break apart a ten Detailed Description/Instructions: Standard Lesson Suggested # of Days Notes Topic 8 Opener Suggested ways to launch topic: pre-test, topic opener, launching video.nbt.a..nbt.a..nbt.a. 8- Number: Counting with Groups of 0 and Leftovers 8-2 Number: Numbers Made with Tens 8-3 Number: Tens and Ones 2 Add an additional instructional day to incorporate concepts of money. **Practice counting by 0 s using dimes in connection with base ten rods.** Students should recognize the correlation between base ten rods and dimes. For example: 2 tens is 20/2 dimes is 20 cents.nbt.b.5.nbt.a..nbt.b Number: Expanded Form 8-5 Number: Ways to Make Numbers 2 If you find your class is struggling with this, a day of extra practice might be beneficial. Example: Day : Practice with whiteboards, dry erase markers, and manipulatives for rote practice. Print practice page for additional resources. Day 2: Use the EnVision materials for 8-5 lesson. *Use unifix cubes.* 6

18 Board Approved 4/27/7.NBT.A. 8-6 Problem Solving: Make an Organized List Topic Review & Post-test 2 If you find your class is struggling with this, a day of extra practice might be beneficial. *Use base ten rods.* -2 This can be split into one or two days depending on time, difficult, and level of student understanding. Topic 9: Comparing and Ordering Numbers to 00 Suggested Length of Time: 7-8 days Essential Questions: How can the numbers to 00 be compared and ordered? Enduring Understanding: When objects are grouped in sets of 0 and leftovers (ones), counting the groups of tens and adding the ones tell how many there are in all. more, less, 0 more, 0 less express a relationship between two numbers. Place value can be used to compare and order numbers. Numbers greater than 0 can be represented as the sum of the tens and the ones. Standards Addressed: Priority:.NBT.A.2 Understand two-digit numbers are composed of ten(s) and one(s). Supporting:.NBT.A.3 Compare two two-digit numbers using the symbols >, = or <..NBT.B.6 Calculate 0 more or 0 less than a given number mentally without having to count. Priority Standard Unwrapped Concepts (Students need to know) Unwrapped Skills (Students need to be able to do) Bloom s Taxonomy Levels Webb s DOK.NBT.A.2 Topic Vocabulary: two-digit numbers are composed of ten(s) and one(s) Academic Cross-Curricular Words understand remember Content/Domain Specific more, less, 0 more, 0 less, greater than, less than 7

19 Board Approved 4/27/7 Detailed Description/Instructions: Standard Lesson Suggested # of Days Notes Topic 9 Opener Suggested ways to launch topic: pre-test, topic opener, launching video.nbt.b.6 9- Number: More, Less; 0 More, 0 Less.NBT.B.6.NBT.A Number: Making Numbers on a Hundred Chart 9-3 Number: Comparing Numbers with >, <, =.NBT.A Number: Ordering Three Numbers.NBT.A Problem Solving: Make an Organized List Topic Review & Posttest -2 This can be split into one or two days depending on time, difficult, and level of student understanding. Topic 0: Adding with Tens and Ones Suggested Length of Time: 0- days Essential Questions: What are ways to add with tens and ones? Enduring Understanding: Adding groups of 0 is similar to adding numbers less than 0. When adding tens to two-digit number, only the tens digit changes. The traditional algorithm for adding a two-digit number and one-digit number starts by adding ones. Sometimes 0 ones need to be renamed as ten. Standards Addressed: Priority:.NBT.B.5 Add within 00. 8

20 Board Approved 4/27/7 Supporting:.NBT.B.7 Add or subtract a multiple of 0 from another two-digit number, and justify the solution. **Continue to incorporate concepts of money by introducing the value of a quarter. Students should have exposure of adding pennies, nickels, dimes, and quarters up to 00 cents to prepare them for the 2 nd grade money standards.** Priority Standard Unwrapped Concepts (Students need to know) Unwrapped Skills (Students need to be able to do) Bloom s Taxonomy Levels Webb s DOK.NBT.B.5 within 00 add apply Topic Vocabulary: Academic Cross-Curricular Words Content/Domain Specific regroup Detailed Description/Instructions: Standard Lesson Suggested # of Days Notes Topic 0 Opener Suggested ways to launch topic: pre-test, topic opener, launching video.nbt.b.5.nbt.b.7.nbt.b.5.nbt.b.7.nbt.b.5.nbt.b.7 0- Addition: Adding Groups of Addition: Adding Tens on a Hundred Chart 0-3 Addition: Adding Tens to Two-Digit Numbers.NBT.B.5.NBT.B Addition: Using Mental Math to Add Tens 9

21 Board Approved 4/27/7.NBT.B.5.NBT.B Addition: Adding to a Two-Digit Number 0-6 Problem Solving: Draw a Picture and Write a Number Sentence Topic Review & Posttest 2 If you find your class is struggling with this, a day of extra practice might be beneficial. Example: Day : Practice with whiteboards, dry erase markers, and manipulatives for rote practice. Print practice page for additional resources. Day 2: Use the EnVision materials for 0-5 lesson. -2 If you find your class is struggling with this, a day of extra practice might be beneficial. -2 This can be split into one or two days depending on time, difficult, and level of student understanding. Topic : Subtracting with Tens and Ones Suggested Length of Time: 9-0 days Essential Questions: What are ways to subtract two-digit numbers? Enduring Understanding: Subtracting a group of 0 from groups of ten is similar to subtracting from numbers less than 0. When subtracting tens from a two-digit number, only the tens digit changes. The traditional algorithm for subtracting a one-digit number from a two-digit number starts by subtracting ones. Sometimes ten needs to be renamed as 0 ones before subtracting. Then the 0s are subtracted. Standards Addressed: Priority:.NBT.B.7 Add or subtract a multiple of 0 from another two-digit number, and justify the solution. Supporting: n/a 20

22 Board Approved 4/27/7 Priority Standard Unwrapped Concepts (Students need to know) Unwrapped Skills (Students need to be able to do) Bloom s Taxonomy Levels Webb s DOK.NBT.B.7 A multiple of 0 from another two-digit number, the solution add, subtract, justify apply Topic Vocabulary: Academic Cross-Curricular Words Content/Domain Specific regroup Detailed Description/Instructions: Standard Lesson Suggested # of Days Notes Topic Opener Suggested ways to launch topic: pretest, topic opener, launching video.nbt.b.7.nbt.b.7.nbt.b.7 - Subtraction: Subtracting Groups of 0-2 Subtraction: Subtracting Tens on a Hundred Chart -3 Subtraction: Subtracting Tens from Two-Digit Numbers.NBT.B.7.NBT.B.7-4 Subtraction: Using Mental Math to Subtract Tens -5 Subtraction: Subtracting from a Two- Digit Number 2 This lesson goes beyond the standard. If you find your class is struggling with this, a day of extra practice might be beneficial. 2

23 Board Approved 4/27/7.NBT.B.7-6 Problem Solving: Draw a Picture and Write a Number Sentence Topic Review & Post-test -2 This can be split into one or two days depending on time, difficult, and level of student understanding. Unit 3: Measurement and Data (Geometry and Measurement/Data and Statistics) Subject: Math Grade: First Grade Name of Unit: Measurement and Data Length of Unit: Approximately 5 to 6 weeks Overview of Unit: Students will develop an understanding of telling time, and measuring data. Suggested Length of Time: 8-9 days Topic 2: Length Essential Questions: How can objects be measured, compared, and ordered by length? Enduring Understanding: Objects can be compared and ordered by length. Two objects can be compared indirectly by comparing both to a third object. Measurement is a process of comparing a unit to the object being measured. The length of any object can be used as a measurement unit for length. Standards Addressed: Priority:.GM.B.7 - Demonstrate the ability to measure length or distance using objects. Supporting:.GM.B.5 - Order three or more objects by length..gm.b.6 Compare the lengths of 2 objects indirectly by using a third object. 22

24 Board Approved 4/27/7 Priority Standard Unwrapped Concepts (Students need to know) Unwrapped Skills (Students need to be able to do) Bloom s Taxonomy Levels Webb s DOK.GM.B.7 the ability to measure length or distance using objects demonstrate understand Topic Vocabulary: Academic Cross-Curricular Words estimate Detailed Description/Instructions: Content/Domain Specific longest, shortest, taller, shorter, measure Standard Lesson Suggested # of Days Notes Topic 2 Opener Suggested ways to launch topic: pretest, topic opener, launching video ** Read Aloud: The King s Foot **.GM.B.5.GM.B.6.GM.B.5.GM.B.6.GM.B.7 2- Measurement: Comparing and Ordering Length 2-2 Measurement: Indirect Measurement 2-3 Measurement: Using Units to Estimate and Measure Length.GM.B.7.GM.B.7.GM.B Measurement: More Measuring Length 2-5 Problem Solving: Use Reasoning 2-6 Measurement: Measuring Using Different Units 23

25 Board Approved 4/27/7 Topic Review & Post-test -2 This can be split into one or two days depending on time, difficult, and level of student understanding. ** Additional resources: Investigations Unit 5. ** Suggested Length of Time: 7-8 days Topic 3: Time Essential Questions: How can clocks and schedules be read and used? Enduring Understanding: The hour hand tells the hour, and the minute hand tells the number of minutes after the hour. Time to the hour can be shown on an analog clock or on a digital clock and can be written in two ways: o clock or :00 Time can be given to the half hour. Standards Addressed: Priority:.GM.C.8 Tell and write time in hours and half-hours using analog and digital clocks. Supporting: n/a Priority Standard Unwrapped Concepts (Students need to know) Unwrapped Skills (Students need to be able to do) Bloom s Taxonomy Levels Webb s DOK.GM.C.8 time in hours and halfhours using analog and digital clocks tell, write understand Topic Vocabulary: Academic Cross-Curricular Words Content/Domain Specific hour hand, hour, minute hand, minute, o clock, half hour, schedule 24

26 Board Approved 4/27/7 Detailed Description/Instructions: Standard Lesson Suggested # of Days Notes Topic 3 Opener Suggested ways to launch topic: pretest, topic opener, launching video.gm.c.8.gm.c.8.gm.c.8 3- Time: Understanding the Hour and Minute Hands 3-2 Time: Telling and Writing to the Hour 3-3 Time: Telling and Writing Time to the Half Hour 2 If you find your class is struggling with this, a day of extra practice might be beneficial..gm.c Problem Solving: Use Data from a Table Topic Review & Post-test -2 This can be split into one or two days depending on time, difficult, and level of student understanding. Topic 4: Using Data to Answer Questions Suggested Length of Time: 9-0 days Essential Questions: How can graphs be used to show data and answer questions? Enduring Understanding: Each type of graphs is most appropriate for certain kinds of data. Real graphs, picture graphs, and bar graphs make it easy to compare data. Tally charts are useful in recording and organizing some kind of data. In a real graph, real objects are arranged in a particular way to make comparisons. The key for a pictograph determines the number of pictures needed to represent each number in a set of data. Standards Addressed: Priority:.DS.A. Collect, organize and represent data with up to three categories. 25

27 Board Approved 4/27/7.DS.A.2 Draw conclusions from object graphs, picture graphs, T-charts and tallies. Supporting: n/a Priority Standard Unwrapped Concepts (Students need to know) Unwrapped Skills (Students need to be able to do) Bloom s Taxonomy Levels Webb s DOK.DS.A. data with up to three categories collect, organize, represent understand 2.DS.A.2 Conclusions from object graphs, picture graphs, T- Charts and tallies draw understand 2 Topic Vocabulary: Academic Cross-Curricular Words Content/Domain Specific picture graph, bar graph, tally mark, data Detailed Description/Instructions: Standard Lesson Suggested # of Days Notes Topic 4 Opener Suggested ways to launch topic: pre-test, topic opener, launching video.ds.a..ds.a..ds.a.2.ds.a..ds.a.2 4- Data: Using Data from Real Graphs 4-2 Data: Using Data from Picture Graphs 4-3 Data: Using Data from Bar Graphs.DS.A..DS.A Data: Collecting Data Using Tally Marks 26

28 Board Approved 4/27/7.DS.A..DS.A.2.DS.A..DS.A.2.DS.A..DS.A Data: Making Real Graphs 4-6 Data: Making Picture Graphs 4-7 Problem Solving: Make a Graph Topic Review & Post-test -2 This can be split into one or two days depending on time, difficult, and level of student understanding. Unit 4: Geometry Subject: Math Grade: First Grade Name of Unit: Geometry Length of Unit: Approximately 4 weeks Overview of Unit: Students will develop an understanding of shapes and fractions of shapes. Suggested Length of Time: 3-4 days Topic 5: Geometry Essential Questions: How can shapes and solids be described, compared, and used to make other shapes? Enduring Understanding: Plane shapes have many properties that make them different from one another. Plane shapes can be combined to make new plane shapes. Many solid figures are comprised of flat surfaces and vertices. Attributes can be used to sort solid figures. Many sets of solid figured can be sorted in more than one way. Solid figures can be combined to make other solid figures. Standards Addressed: Priority:.GM.A.2 Compose and decompose two- and three-dimensional shapes to build an understanding of part-whole relationships and the properties of the original and composite shapes. Supporting: 27

29 Board Approved 4/27/7.GM.A. Distinguish between defining attributes versus non-defining attributes; build and draw shapes that possess defining attributes..gm.a.3 Recognize two- and three-dimensional shapes from different perspectives and orientations. Priority Standard Unwrapped Concepts (Students need to know) Unwrapped Skills (Students need to be able to do) Bloom s Taxonomy Levels Webb s DOK.GM.A.2 two- and three- dimensional shapes to build an understanding of part-whole relationships and the properties of the original and composite shape compose, decompose understand 2 Topic Vocabulary: Academic Cross- Curricular Words sort, side Content/Domain Specific plane shapes, hexagon, trapezoid, corner, solid figure, cube, rectangular prism, sphere, cylinder, cone, flat surface, vertex, vertices, pyramid Detailed Description/Instructions: Standard Lesson Suggested # of Days Notes Topic 5 Opener Suggested ways to launch topic: pre-test, topic opener, launching video.gm.a..gm.a.3.gm.a.2.gm.a. 5- Geometry: Identifying Plane Shapes 5-2 Problem Solving: Make an Organized List 5-3 Geometry: Properties of Plane Shapes 28

30 Board Approved 4/27/7.GM.A.2.GM.A.2.GM.A..GM.A.3.GM.A..GM.A..GM.A.2.GM.A..GM.A Geometry: Building with Shapes 5-5 Geometry: Making New Shapes from Shapes 5-6 Geometry: Identifying Solid Figures 5-7 Geometry: Flat Surfaces and Vertices 5-8 Geometry: Sorting Solid Figures 5-9 Geometry: Building with Solid Figures 5-0 Problem Solving: Use Reasoning Topic Review & Posttest -2 This can be split into one or two days depending on time, difficult, and level of student understanding. Suggested Length of Time: 6-7 days Topic 6: Fractions of Shapes Essential Questions: How can fractions be used to name a part of a whole object? Enduring Understanding: A region can be divided into equal-sized parts in different ways. Equal-sized parts of a region have the same area but not necessarily the same shape. Shapes can be divided into equal parts called halves and quarters or fourths. Standards Addressed: Priority:.GM.A.4 Partition circles and rectangles into two or four equal shares, and describe the shares and the wholes verbally. Supporting: 29

31 Board Approved 4/27/7 n/a Priority Standard Unwrapped Concepts (Students need to know) Unwrapped Skills (Students need to be able to do) Bloom s Taxonomy Levels Webb s DOK.GM.A.4 circles and rectangles into two or four equal shares, the shares and the wholes verbally partition, describe understand 2 Topic Vocabulary: Academic Cross-Curricular Words Content/Domain Specific equal parts, halves, fourths, quarters, half of, fourth of, quarter of, two of, four of Detailed Description/Instructions: Standard Lesson Suggested # of Days Notes Topic 6 Opener Suggested ways to launch topic: pretest, topic opener, launching video.gm.a.4.gm.a.4.gm.a.4 6- Geometry: Making Equal Parts 6-2 Geometry: Describing Equal Parts of Whole Objects 6-3 Geometry: Making Halves and Fourths of Rectangles and Circles.GM.A Problem Solving: Draw a Picture Topic Review & Post-test -2 This can be split into one or two days depending on time, difficult, and level of student understanding. 30

32 Board Approved 4/27/7 3