Math in Focus

Singapore Math By Marshall Cavendish

Author: Dr Pamela SharpeU.S. Consultants: Andy Clark and Patsy F. Kanter

Common Core Standards

• Operations & Algebraic Thinking • Number & Operations in Base Ten • Measurement & Data • Geometry

Common Core Introduction• In Grade 1, instructional time should focus on four critical areas: (1) developing

understanding of addition, subtraction, and strategies for addition and subtraction within 20; (2) developing understanding of whole number relationships and place value, including grouping in tens and ones; (3) developing understanding of linear measurement and measuring lengths as iterating length units; and (4) reasoning about attributes of, and composing and decomposing geometric shapes.1. Students develop strategies for adding and subtracting whole numbers based on their prior work with small numbers. They use a variety of models, including discrete objects and length-based models (e.g., cubes connected to form lengths), to model add-to, take-from, put-together, take-apart, and compare situations to develop meaning for the operations of addition and subtraction, and to develop strategies to solve arithmetic problems with these operations. Students understand connections between counting and addition and subtraction (e.g., adding two is the same as counting on two). They use properties of addition to add whole numbers and to create and use increasingly sophisticated strategies based on these properties (e.g., “making tens”) to solve addition and subtraction problems within 20. By comparing a variety of solution strategies, children build their understanding of the relationship between addition and subtraction.

Common Core Introduction• 2. Students develop, discuss, and use efficient, accurate, and generalizable methods

to add within 100 and subtract multiples of 10. They compare whole numbers (at least to 100) to develop understanding of and solve problems involving their relative sizes. They think of whole numbers between 10 and 100 in terms of tens and ones (especially recognizing the numbers 11 to 19 as composed of a ten and some ones). Through activities that build number sense, they understand the order of the counting numbers and their relative magnitudes.3. Students develop an understanding of the meaning and processes of measurement, including underlying concepts such as iterating (the mental activity of building up the length of an object with equal-sized units) and the transitivity principle for indirect measurement.14. Students compose and decompose plane or solid figures (e.g., put two triangles together to make a quadrilateral) and build understanding of part-whole relationships as well as the properties of the original and composite shapes. As they combine shapes, they recognize them from different perspectives and orientations, describe their geometric attributes, and determine how they are alike and different, to develop the background for measurement and for initial understandings of properties such as congruence and symmetry.

Common Core Standard

Operations & Algebraic Thinking• Represent and solve problems involving addition and

subtraction.• Understand and apply properties of operations and the

relationship between addition and subtraction.• Add and subtract within 20• Work with addition and subtraction equations.

Common Core Standards• Operations and Algebraic Thinking

– Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

• Number and Operations in Base Ten– Work with numbers 11-19 to gain foundations for place value.

• Measurement and Data– Describe and compare measurable attributes.– Classify objects and count the number of objects in each category

• Geometry– Identify and describe shapes.– Analyze, compare, create, and compose shapes.

• Mathematical Practices– 1. 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.– 8. Look for and express regularity in repeated reasoning.

Math in Focus Lessons

• Each Chapter has lessons • Each lesson has Days for pacing• Activities begin with:– Learn-– Hands on Activity– Let’s Practice– Practice and Apply– Math Journal– Chapter Wrap Up– Put on your thinking cap

Assessments

• Each Chapter the children will take a pretest( do not go home- to drive instruction)

• All post tests:– They will be sent home to correct and be signed.– All post tests are part of your child’s assessments

portfolio

20 Chapters in Math in Focus

• Chapter 1-Numbers to 10• Chapter 2- Number Bonds• Chapter 3-Addition Facts to 10• Chapter 4-Subtraction Facts to 10• Chapter 5-Shapes and Patterns• Chapter 6-Ordinal Numbers and Positions

More Chapters in Math Focus

• Chapter 7 Numbers to 20• Chapter 8 Addition and Subtraction Facts to 20

• Chapter 9 Length• Chapter 10 Weight• Chapter 11 Picture Graphs and Bar Graphs• Chapter 12 Numbers to 40• Chapter 13 Addition and Subtraction to 40

Final Chapters in Math in Focus

• Chapter 14 Mental Math Strategies• Chapter 15 Calendar and Time• Chapter 16 Numbers to 120• Chapter 17 Addition and Subtraction to 100• Chapter 18 Multiplication and Division• Chapter 19 Money

Average Math Lesson

Begin with a big idea and chapter opener• Review of the past days lesson• Introduce the topic- Mini Lesson and state the

teaching point• Teach vocabulary• Model activity then place the children in groups

depending on the lesson day.• Assess what the children have grasped the

concept

This week’s lessons:

• Wednesday: 5 minute warm-up then… Teach: Match and Compare motivate with volunteers showing the meaning of vocabulary words. Then a hands on activity using ten frames to compare objects.

• Thursday: Teach: Count and Compare then guided practice. Hand’s on Activity: Making number trains. Next, Let’s Practice and Apply pages.

Continued Week’s Lessons:

• Today-Teach: Make a Pattern