Big Idea: Numbers BASCS or PASCS Multicultural Focus: Turkey (BASCS) Australia (PASCS) Content: Math Grade: First Grade Unit Time Frame: September-November Essential Questions How do we use numbers in our lives? Why do we need to add/subtract? How do number strategies help us? Content Skills Key Terms Assessment Text CCCS Counting whole numbers Relationships between number 1-12 Number line Using manipulatives to solve problems Missing parts of a whole Subtraction number sentences Comparing two solutions to find more/less one Addition and subtraction as inverse relationships Addition strategies Ten frames Story problems Apply knowledge of number order Utilize one to one correspondence Create a number line Formulate solutions to problems by finding the missing part Distinguish between subtraction and addition Create stories related to separation Compare/contrast two groups of numbers Evaluate related addition and subtraction facts Distinguish doubles to help remember a sum and utilize them to solve problems Construct a ten frame to add Design a picture and/or tell a story related to addition Construct a number line to add/subtract and, is, in all, join, parts, whole, part, whole, separate, less, more than,, addends, join, in all, altogether, number line Unit projects Math journal Teacher created assessments/acti vities Teacher observations Go Math Chapter Test: 1, 2 Go Math Chapter Tests: 3, 4 and 5 Benchmark 1: Addition and Subtraction WebQuest: A Day at the Zoo! http://zunal.com /webquest.php? w=73710 Math Fables by Tang, Greg Math For All Seasons by Tang, Greg City By Numbers By Johnson, Stephen T. Operations and Algebraic Thinking 1.OA Represent and solve problems involving addition and subtraction. 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.2 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. 3. Apply properties of operations as strategies to add and subtract.3 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.) 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. 5. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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. 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. 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 =.
21 st Century Skills Multiculturalism
Big Idea: Math Processes BASCS or PASCS Multicultural Focus: Turkey (BASCS) Australia (PASCS) Content: Math Grade: First Grade Unit Time Frame: November-January Essential Questions How do numbers compare to each other? How can estimating and rounding be useful? How do we use numbers in our lives? Content Skills Key Terms Assessment Text CCCS Place value of two-digit numbers Tens and Ones Representing a number using expanded form Counting with groups of 10 10 more, 10 less, 1 more, 1 less Putting numbers in order Estimation/Rounding Using a hundred chart and a number line to order numbers and show relationships Counting whole numbers Identifying patterns Relationships between number 1-12 Number line Ordering numbers A number to the right on a number line is greater than the original number and a number to the lefty is less than Using manipulatives to solve problems Construct 2-digit numbers as groups of 10 and some left over Count groups of 10, up to 10 tens, and write how many Utilize groups of tens and ones to show and write a given 2-digit number Construct a 2-digit number and write its expanded form Assemble numbers that are 1 more, 1 less, 10 more, 010 less than a given 2- digit number Utilize a hundred chart to show the relationships Compare two-digit numbers using a symbol (<, >, =) Estimate positions of numbers on a number line Arrange 3 numbers least to greatest Apply knowledge of number order tens, ones, before, after, between, greater than, less than, least, greatest, and, is, in all, join, parts, whole Unit projects Math journal rubric Teacher created assessments/acti vities Teacher observations Go Math Chapter Test: 6 Go Math Chapter Tests: 7, 8 Benchmark 2: Number Sense and Number Operation Great Estimations by Goldstone, Bruce Greater Estimations By Goldstone, Bruce Amanda Bean's Amazing Dream: A Mathematical Story By Neuschwander, Cindy Number and Operations in Base Ten 1.NBT Understand place value. 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). Use place value understanding and properties of operations to add and subtract. 4. Add within 100, including adding a twodigit number and a one-
Utilize one to one correspondence Distinguish between a complete and incomplete pattern Construct a pattern to make it complete Create a number line 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. 5. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Number and Operations in Base Ten 1.NBT Extend the counting sequence. 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.
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. 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. 21 st Century Skills Multiculturalism
Big Idea: Understanding and interpreting data are critical for making informed decisions. BASCS or PASCS Multicultural Focus: BASCS- Turkey PASCS- Australia Content Area: Math Grade: First Unit Time Frame: February Essential Questions How can we compare data? How do we choose which kind of graph is appropriate to use? How can someone predict an event? Content Skills Key Terms Assessment College and Career Readiness Standards Types of graphs Collecting data Venn diagrams Using data from a graph to answer questions Comparing data from a graph Reading and answering questions about the Go Math literature books on graphing Evaluate a real graph/picture graph/bar graph to answer questions and draw conclusion Select data to record on a tally chart Collect data and organize it on an appropriate graph Evaluate the likelihood of an event occurring Construct various graphs based on data bar/picture/concrete/ graph, tally table, data, more likely, less likely, certain, impossible Unit projects Math journal (students will keep a math journal where they will respond to open ended questions teacher poses) Teacher created assessments/activities Teacher observations Go Math Chapter Test: 9 Student graph presentation (students will create a graph surveying their family members about their favorite foods and favorite family activities and present their graph to the class) 10. Read and comprehend complex literary and informational texts independently and proficiently. 2. Write informative texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 5. Make strategic use CCCS Measurement and Data 1.MD Represent and interpret data. 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. Social Studies/ Science NJCCCS 6.1.B. U.S. History: America in the World/Geography, People, and the Environment 6. Compare and contrast characteristics of regions in the United States based on culture, economics, politics, and physical environment to understand the concept of regionalism. 5.1.4.C Science Practices/ Reflect on Scientific Knowledge 1. Monitor and reflect on one s own knowledge regarding how ideas change over time.
Create a graph of foods of Turkey (BASCS) and animals in Australia (PASCS) of digital media and visual displays of data to express information and enhance understanding of presentations 2. Revise predictions or explanations on the basis of learning new information. 3. Present evidence to interpret and/or predict cause-andeffect outcomes of investigations. 5.1.4.D. Science Practices/ Participate Productively in Science 1.Actively participate in discussions about student data, questions, and understandings..
Big Idea: Measurement and Shapes in the World Around Us BASCS or PASCS Multicultural Focus: BASCS- Turkey PASCS- Australia Content Area: Math Grade: First Unit Time Frame: March- April Essential Questions How can a shape be transformed? How is geometry present in our lives? How can you use shapes? Why do we measure? How do we use measurement in our daily lives? Content Skills Key Terms Assessment College and Career Readiness Standards Plane shapes can be described using sides and vertices Congruence (same size and shape) Plane shapes vs. solids Symmetry Transforming shapes using slides, flips, and turns Use of plane shapes and solids in everyday life Standard and non-standard units of Distinguish plane shapes and recognize them in the environment Assemble plane shapes and identify their properties Construct 2- D shapes to make new 2- D shapes Distinguish between slides, flips, and turns Evaluate shapes that are the same size and shape cube, rectangular prism, sphere, pyramid, cylinder, vertex inch, centimeter, feet, grams, kilograms, pounds, quarts, pints, cups, liters Unit projects Math journal Teacher created assessments/activities Teacher observations Go Math Chapter Test: 10, 11, 12 WebQuest: The Case of the Missing Shapes Shape book: Students will work in groups to create various pictures using tanagrams and present their pictures to the class explaining how they utilized the shapes to create real objects 6. Acquire and use accurately a range of general academic and domain- specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression. CCCS Geometry 1.G Reason with shapes and their attributes. 1. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus nondefining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 2. Compose Social Studies/ Science NJCCCS 6.1.B. U.S. History: America in the World/Geography, People, and the Environment 6. Compare and contrast characteristics of regions in the United States based on culture, economics, politics, and physical environment to understand the concept of regionalism. 6.1.4.D. U.S. History: America in the world/history, culture, and perspectives 13. Describe how culture is expressed through and influenced by the behavior of people.
measurement Measure by using estimation Measurement tools Length (inches, feet, centimeters) Perimeter (adding sides together) Weight and capacity (pounds, ounces, cups, quarts, pints, gallons) Temperature (celsius, farenheit) Comparing like units of measurement (congruence) Compare geometric solids and recognize them in the environment Evaluate the numbers of flat surfaces and vertices on solids Compare and order lengths of objects Estimate, measure, compare lengths of an object using nonstandard units Estimate, measure, and compare lengths of an object using standard units Find the distance around a shape 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. twodimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quartercircles) or threedimensional 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.4 3. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the 5.2.2.A Physical Science/Properties of Matter 1. Sort and describe objects based on the materials of which they are made and their physical properties. 5.1.4.A Science Practices/ Understand Scientific Explanations 2. Use outcomes of investigations to build and refine questions, models, and explanations. 3. Use scientific facts, measurements, observations, and patterns in nature to build and critique scientific arguments 5.1.4.B Science Practices/ Generate Scientific Evidence Through Active Investigations 1. Design and follow simple plans using systematic observations
(perimeter) Estimate, measure, compare capacitites in containers Utilize pints, quarts, cups, and gallons to measure amounts a container can hold Estimate, measure, compare weights of objects Utilize pounds and ounces to measure objects Estimate, measure, and compare temperatures of different objects 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. Measurement and Data 1.MD Measure lengths indirectly and by iterating length units. 1. Order three objects by length; compare the lengths of two objects indirectly by using a third object. 2. Express the
21 st Century Skills Multiculturalism 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.
Big Idea: Making Cents of Money and Time BASCS or PASCS Multicultural Focus: BASCS: Turkey PASCS: Australia Content Area: Math Grade: First Unit Time Frame: May- June Essential Questions How can we use time? How do we measure time? Why do we need money? How do we use money in our daily lives? Content Skills Key Terms Assessment College and Career Readiness Standards Counting by 5s Analog and digital clocks Manipulating hands of a clock Telling time to the hour and half hour Elapsed time Estimating time Identifying coins/value Counting coins in isolation and in mixed groups Determine the hour and minute hands on a clock Tell and show time to the hour/half hour Construct time to the hour/half hour in both analog and digital form Estimate and order time durations using minutes, hours, and days Determine the value of penny, nickel, dime, quarter, analog, digital, minute, hour Unit projects Math journal rubric Teacher created assessments/activities Teacher observations Go Math Chapter test: 13 WebQuest: What s in Your Piggy Bank? Class Store How I use my time presentation: Students will create a chart of one day in their lives and present it to the class Money Book: In groups students will create a page about what they have learned about money. 6. Acquire and use accurately a range of general academic and domain- specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression. CCCS Measurement and Data 1.MD Tell and write time. 3. Tell and write time in hours and half-hours using analog and digital clocks. Measurement and Data 2.MD Work with time and money. 8. Solve word problems involving dollar bills, Social Studies/ Science NJCCCS 6.1.4.C U.S. History: America in the world/economics, innovation, Technology 1. Apply opportunity cost to evaluate individuals decisions, including ones made in their communities. 14. Compare different regions of New Jersey to determine the role that geography, natural resources, climate, transportation, technology, and/or the labor force have played in economic opportunities. 5.1.4.C Science
Counting strategies Showing a designated amount of money Using money coins Select the value of a combination of pennies and nickels, pennies, nickels, and dimes Utilize money to purchase objects Compare and contrast money used in different countries Once completed the book will become a class book for students to read 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. quarters, dimes, nickels, and pennies, using $ and symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? Practices/ Reflect on Scientific Knowledge 1. Monitor and reflect on one s own knowledge regarding how ideas change over time. 2. Revise predictions or explanations on the basis of learning new information. 3. Present evidence to interpret and/or predict cause-andeffect outcomes of investigations. 5.1.4.D. Science Practices/ Participate Productively in Science 1.Actively participate in discussions about student data, questions, and understandings. 21 st Century Skills Multiculturalism