Mathematics Curriculum Guides

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1 Scott Foresman Addison Wesley Mathematics Grade Mathematics Curriculum Guides Wisconsin Mathematics Standard MPS Learning Target Wisconsin Assessment Descriptors for Mathematics (For Beginning Grade 1) Curriculum Throughout The Year A. Mathematical Processes Note: Mathematical processes need to be embedded in all mathematical strands throughout the school year. Math processes are assessed on the WKCE-CRT and reported as a separate proficiency area. For example, students are asked to provide written justifications and explanations, pose problems, and represent concepts. 1) Reasoning: Use reasoning and logic to: Perceive patterns Identify relationships Formulate questions Pose problems Make conjectures Justify strategies Test reasonableness of results 2) Communication: Communicate mathematical ideas and reasoning using the vocabulary of mathematics in a variety of ways (e.g., using words, numbers, symbols, pictures, charts, tables, diagrams, graphs, and models). 3) Connections: Connect mathematics to the real world as well as within mathematics. 4) Representations: Create and use representations to organize, record, and communicate mathematical ideas. 5) Problem Solving: Solve and analyze routine and non-routine problems. 1

2 Time January 3 teaching days Curricular Connections Units/Lessons Chapter 6 Two-Digit Subtraction 6.1 Subtracting With and Without Regrouping 6.2 Recording Subtraction 6.3 Subtracting Two- Digit Numbers With and Without Regrouping MPS Learning Targets Wisconsin State Framework Assessment Descriptors Connections District Model Relationships # 1 Use and explain strategies to compare and rename numbers and to solve addition and subtraction basic facts and word problems while applying place-value concepts and using money. (6.1, 6.2, 6.3) Relationships B.a:2 Read, write, and represent numbers using words, numerals, pictures (e.g., base-ten blocks), number lines, arrays, expanded forms (e.g., 24=20+4) and symbolic renaming (e.g., 24=30-6) (6.1, 6.2, 6.3) B.b:8 Use addition and subtraction in everyday situations and solve one-step word problems. (6.1, 6.2, 6.3) B.b:9 Solve single and double-digit addition and subtraction problems with regrouping including horizontal format in problems with and without context. (6.1, 6.2, 6.3) B.b:15 Determine the reasonableness of answers. (6.2) 2

3 February 20 teaching days Chapter 6 Two-Digit Subtraction 6.4 Practice with Two- Digit Subtraction 6.5 Write a Number Sentence (NO&R, AR) 6.6 Subtracting Money 6.7 Use Addition to Check Subtraction (NO&R, AR) 6.8 Estimate Differences (NO&R, AR) 6.9 Ways to Subtract 6.10 Extra Information 6.11 Here Kitty, Kitty! (NO&R, AR) Relationships # 1 Use and explain strategies to compare and rename numbers and to solve addition and subtraction basic facts and word problems while applying place-value concepts and using money. ( , 6.6, 6.7, 6.8,. 6.9, 6.10, 6.11) Relationships # 3 Represent fractions as part of a whole and as part of a set to solve problems (e.g. equal sharing or partitioning) in everyday situations. (7.9, 7.10, 7.11) Geometry #4 Describe and compare properties (e.g., sides, faces, corners, edges) of two- and three-dimensional shapes and represent figures on a simple coordinate system. (7.1, 7.2, 7.4, 7.5, 7.7, 7.8) Geometry #5 Predict the results of combining and decomposing shapes and recognize and apply slides, flips, and turns of two-dimensional shapes. (7.3, 7.4, 7.6) Relationships B.a:2 Read, write, and represent numbers using words, numerals, pictures (e.g., base-ten blocks), number lines, arrays, expanded forms (e.g., 24=20+4) and symbolic renaming (e.g., 24=30-6) (6.4) B.a:5 Count, compare and make change using a collection of coins(up to one dollar) and one-dollar bills. (6.6) B.a: 6. Identify a fractional part of a collection/set.(7.9, 7.10, 7.11) B.b: 8 Use addition and subtraction in everyday situations and solve one-step word problems. (6.4, 6.5, 6.6, 6.7, 6.8, 6.9, 6.10, 6.11) B.b: 9 Solve single and double-digit addition and subtraction problems with regrouping including horizontal format in problems with and without context. (6.4, 6.5, 6.6, 6.7, 6.8, 6.9, 6.10, 6.11) B.b: 12 Use fractions to represent quantities when solving problems involving equal partitioning or sharing. (7.9, 7.10, 7.11) B.b: 13 Represent fractions with shaded circles, rods, squares, pictorial representations of a whole. (7.9, 7.10, 7.11) B.b:14 Estimate sums to tens and hundreds and differences to tens. (6.8) Geometry C.a:4 Identify, describe, and compare properties of 2 and 3 dimensional figures such as squares, triangles, rectangles, circles, pattern block shapes, cubes, pyramids, rectangular prisms, cylinders, and spheres (e.g., comparing sides, faces, corners, and edges) (7.1, 7.2, 7.3, Relationships # 8(d-f), #9, #10 3

4 February 20 teaching days Chapter 7 Geometry and Fractions 7.1 Flat surfaces, Vertices, and Edges (G, AR) 7.2 Relating Plane Shapes to Solid Figures (G, AR) 7.3 Use Data From a Picture (SP, G) 7.4 Making New Shapes (G) 7.5 Congruence (G) 7.6 Slides, Flips, and Turns (G) 7.7 Symmetry (G) 7.8 Use Logical Reasoning (G) 7.9 Equal Parts 7.10 Unit Fractions 7.11 Non-Unit Fractions Algebraic Relationships #8 Describe and analyze how patterns (attribute, number, and geometric) are generated through repetition, increase, or decrease, and describe rules for relationships. (7.1, 7.2) Algebraic Relationships #9 Explain and use equality, properties, and relationships to solve open and true-false number sentences and use notations to communicate mathematical ideas. (6.5, 6.7, 6.8) 7.4, 7.5, 7.6, 7.7, 7.8, 7.14) C.b: 2 Identify 2-dimensional geometric shapes created by combining or decomposing other shapes (e.g, square/rectangles, trapezoid/rhombus, hexagon/triangle, triangles, rhombus, trapezoid). (7.3, 7.4) C.b: 3 Apply concepts of single motion geometry (e.g., slides, flips, and turns) to match two identical shapes. (7.5, 7.6, 7.7) Algebraic Relationships F.a:1 Recognize, extend, describe, create and replicate a variety of patterns including attribute, number and geometric patterns, such as picture patterns, patterns in tables and charts, What s My Rule? patterns, patterns using addition and subtraction rules. Focus on relationships within patterns as well as extending patterns e.g., patterns and relationships represented with pictures, tables, and charts, and What s My Rule? patterns using addition and subtraction rules (7.1, 7.2) F.b:3 Demonstrate an understanding that the = sign means the same as by solving open or true/false sentences. (6.5, 6.8) F.b:4 Use notations to represent mathematical thinking: letter or box (variable); operation symbols (+, -, =) (6.7, 6.8, 6.11) F.c:5 Use properties and/or relationships of arithmetical thinking to determine and to reason what number goes in a box to make a number sentence true. (6.7, 6.8, 6.11) Relationships #11, #14 Geometry #1-#16 4

5 March 14 teaching days Chapter 7 Geometry and Fractions 7.12 Estimating Fractions 7.13 Fractions of a Set 7.14 Under the Sea Chapter 8 Time, Data and Graphs 8.1 Telling Time to Five Minutes 8.2 Telling Time After the Hour 8.3 Telling Time Before the Hour 8.4 Estimating Time 8.5 Elapsed Time 8.6 A.M. and P.M. 8.7 Using a Calendar Relationships # 3 Represent fractions as part of a whole and as part of a set to solve problems (e.g. equal sharing or partitioning) in everyday situations. (7.12, 7.13, 7.14) Measurement #6 Determine estimates and exact measurements of length, weight, area, temperature, and time by using appropriate standard and non-standard units, appropriate tools, and common referents. (8.1, 8.2, 8.3, 8.4, 8.5, 8.6, 8.7, 8.8, 8.17) Statistics and Probability #7 Pose and answer questions about real-world situations by collecting and displaying data from surveys and experiments (e.g., spinners) and draw reasonable conclusions including the likelihood of events. (8.9) Relationships B.a:6. Identify a fractional part of a collection/set. (7.12, 7.13, 7.14) B.b:12 Use fractions to represent quantities when solving problems involving equal partitioning or sharing. (7.12) B.b:13 Represent fractions with shaded circles, rods, squares, pictorial representations of a whole. (7.12) Measurement D.a:1 Describe attributes of length, time, temperature, and identify appropriate units to measure them. Units include inches, feet, yards, centimeters, meters, seconds, minutes, hours, days, months, years, degrees Fahrenheit/Celsius. (8.1, 8.2, 8.3, 8.4, 8.5, 8.6, 8.7, 8.8) D.b:5 Tell time to the nearest minute using analog and digital clocks; translate time from analog to digital clocks and vice versa. (8.1, 8.2, 8.3, 8.5, 8.7, ) D.c:7 Apply estimation technique using non-standard units. (8.4) Statistics and Probability E.a:1 Answer and pose questions about collecting, organizing, and displaying data. Work with data in the context of real-world situations by determining what data to collect and when and how to collect it to answer questions. (8.9) E.a:2 Collect, organize and display data in simple bar graphs and charts including transferring data from one to the other. (8.9) Measurement #1, #5, #7, #8 8.8 Equivalent Times 8.9 Make a Table (SP) E.a:4 Read, use information and draw reasonable conclusions from data in graphs, tables, charts, and Venn diagrams. (8.9) Geometry 5

6 April 9 teaching days Chapter 8 Time, Data and Graphs 8.10 Recording Data From a Survey (SP) 8.11 Using a Venn Diagram (SP) 8.12 Pictographs (SP) 8.13 Bar Graphs (SP) 8.14 Line Plots (SP) 8.15 Coordinate Graphs (G, SP) 8.16 Use Data From a Graph (SP) 8.17 Fly, Butterfly, Fly! Geometry #4 Describe and compare properties (e.g., sides, faces, corners, edges) of two- and three-dimensional shapes and represent figures on a simple coordinate system. (8.15) Measurement #6 Determine estimates and exact measurements of length, weight, area, temperature, and time by using appropriate standard and non-standard units, appropriate tools, and common referents. (8.17) Statistics and Probability #7 Pose and answer questions about real-world situations by collecting and displaying data from surveys and experiments (e.g., spinners) and draw reasonable conclusions including the likelihood of events. (8.10, 8.11, 8.12, 8.13, 8.14, 8.15, 8.16) Adjustments made to the 3rd quarter curriculum guide reflect feedback from teachers regarding the pacing in the 1 st quarter guide. Please note that continuing at this pace could inhibit completion of the math program as it is written. The committee recommends teachers to consider combining similar mathematical ideas. This may assist students in developing a deeper conceptual understanding of mathematics as well as help to improve the current pacing as outlined in the 3 rd quarter curriculum guide. Geometry C.c:4 Use simple 2-dimensional coordinate systems to find locations on maps and to represent points and simple figures with coordinates of letters and numbers (e.g., (E,3)). 8.15) Measurement D.a:1 Describe attributes of length, time, temperature, and identify appropriate units to measure them. Units include inches, feet, yards, centimeters, meters, seconds, minutes, hours, days, months, years, degrees Fahrenheit/Celsius. (8.17) D.b:5 Tell time to the nearest minute using analog and digital clocks; translate time from analog to digital clocks and vice versa. 8.17) Statistics and Probability E.a:1 Answer and pose questions about collecting, organizing, and displaying data. Work with data in the context of real-world situations by determining what data to collect and when and how to collect it to answer questions. (8.10, 8.11, 8.12, 8.13, 8.14, 8.15, 8.16) E.a:2 Collect, organize and display data in simple bar graphs and charts including transferring data from one to the other. (8.10, 8.11, 8.12, 8.13, 8.14, 8.15) E.a:3 Draw reasonable conclusions bases on simple interpretations of data. (8.12, 8.13, 8.16) E.a:4 Read, use information and draw reasonable conclusions from data in graphs, tables, charts, and Venn diagrams. ( 8.10, 8.11, 8.16, 8.12, 8.13, 8.14, 8.16) Statistics and Probability #1, #3, #4, #5, #6, #8, #9, #11 6

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