· web viewsl.1.2 ask and answer questions about key details in a text read aloud or information...

Mathematics Pacing GuideTime Frame: 4 Weeks – September First GradeUnit 1: Number Relationships

Standards for Mathematical Practice Literacy Standards

2. Reason abstractly and quantitatively

4. Model with mathematics

5. Use appropriate tools strategically

6. Attend to precision

7. Look for and make use of structure

RI.1.3 Describe characters, settings, and major events in a story, using key details.

RI.1.7 Use illustrations and details in a story to describe its characters, setting, or events.

W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

Common Core Essential Questions Assessment Vocabulary Resources

CRITICAL AREA:Developing understanding of whole number relationship and place value, including grouping in tens and ones

Extend the counting sequence1. NBT.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 value1. NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special

What are numbers?

How do we group numbers?

What does counting help you understand about numbers?

What are strategies to help you count quickly?

How does the placement of a

Before:QuestioningOral counting

During:Oral skip countingResponse to flash cardsCounting with base ten

blocks Pictures

After:Unit test

addbackward bigger comparecountdigit equal tofewerforward greatergreater thangrouping largestleftlessless thanmorenumeral

Interactive Quizzes/Lessons and Models of Numbers:http://www.aaastudy.com/grade1.htm

Variety of Math Games to encourage practice:www.gamequarium.comwww.funbrain.comwww.arcademicskillbuilders.comwww.mathisfun.comhttp://www.learningplanet.com/act/123order.asp

Number Games and Worksheets:www.aplusmath.com

Base ten blocksNumber line100’s chartFlash cards Straw bundles

³Students need not use formal terms for these properties.First Grade Mathematics Pacing Guide Aligned with Common Core Standards – March 2013 1

http://www.aplusmath.com/

http://www.learningplanet.com/act/123order.asp

http://www.mathisfun.com/

http://www.arcademicskillbuilders.com/

http://www.funbrain.com/

http://www.gamequarium.com/

http://www.aaastudy.com/grade1.htm


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).

1. NBT.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 subtract1. NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

numeral in a number help you to understand the value of the number?

When you look at two numbers, how can you tell which number is bigger? How can you tell which number is smaller?

number (1-19)number lineobjectsone-digitonesplace valuerepresentrightsmallersmallest subtractsymboltens (10-90)two-digit

Counters

Books:Centipede's One Hundred Shoes, Tony Ross, 2003. ISBN-13: 978-0805072983

A Place for Zero: A Math AdventureBy Angeline Sparagna Lopresti, Published 2003ISBN-13: 978-1570916021

Sir Cumference and All the King's Tens: A Math AdventureBy Cindy Neuschwander, Published 2009ISBN-13: 978-1570917288

MAISA curriculum unit and resources for building number patterns and reasoning:http://gomaisa-public.rubiconatlas.org/Atlas/Browse/UnitMap/View/Default?UnitID=16406&YearID=2013&SchoolID=19&TimePeriodID=14&SourceSiteID=&CurriculumMapID=803&

MAISA curriculum unit and resources for building number sense:http://gomaisa-public.rubiconatlas.org/Atlas/Browse/UnitMap/View/Default?UnitID=16407&YearID=2013&SchoolID=19&TimePeriodID=14&SourceSiteID=&CurriculumMapID=803&

http://apps.svsu.edu/mathsci-center/uploads/math/LowerElementary.htmlThis site has multiple resources of all types for


http://apps.svsu.edu/mathsci-center/uploads/math/LowerElementary.html

http://apps.svsu.edu/mathsci-center/uploads/math/LowerElementary.html

http://www.amazon.com/s/ref=ntt_athr_dp_sr_1?_encoding=UTF8&field-author=Angeline%20Sparagna%20Lopresti&ie=UTF8&search-alias=books&sort=relevancerank


teachers and students.


Mathematics Pacing GuideTime Frame: 6 Weeks – October - November First GradeUnit 2: Addition & Subtraction


1. Make sense of problems and persevere in solving them


3. Construct viable arguments and critique the reasoning of others





RI.1.1 Ask and answer questions about key details in a text.




SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.


CRITICAL AREA:Developing understandings of addition and subtraction and strategies for additions and subtractions within 20

Represent and solve problems involving addition and subtraction1. OA.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

Essential Question:How do numbers go together?

Scaffold Questions:How do numbers change?

How is place value knowledge a key component to solving problems?

Before:QuestioningDrawingsRepresenting addition and

subtraction with base ten blocks

During:Game: Around the World Slate responseJournalsDrawingsThumbs Up/down Small group discussion

addaddendsadding to additionall together apartassociative

property of addition

categoriescommutative

property of addition

comparingcount back


Variety of Math Games to encourage practice:www.gamequarium.comwww.funbrain.comwww.arcademicskillbuilders.comwww.mathisfun.com

Flashcards, Games, and Worksheets:www.aplusmath.com

Math Resources and Lessons for Grade K-12:www.svsu.edu/supo


http://www.svsu.edu/supo








positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

1. OA.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 subtraction1. OA.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.)

1. OA.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 201. OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

What strategies can we use to help add and subtract numbers?How can you use what you know about addition to help you subtract?

How can I collect and organize data?

After:Timed TestMental mathDrawings

count oncounting updatadata Pointsdifferencedigitdoublesdrawingsequal equal toequationequivalentexplainfact familiesgraphgreater than interpretinverseless than making tenmultiples ofnumber

sentenceobjectsoperationsorganizeplace valueproblempropertiesputting

togetherrelationshiprepresentsubtractionsum symboltake away

MAISA curriculum unit and resources for basic facts and place value:http://gomaisa-public.rubiconatlas.org/Atlas/Browse/UnitMap/View/Default?UnitID=16410&YearID=2013&SchoolID=19&TimePeriodID=14&SourceSiteID=&CurriculumMapID=803&Counters

Flash cards Connecting cubesNumber line Graphs

Books:More or Less (MathStart 2)By Stuart J. MurphyPublished 2005ISBN-13: 978-0060531676

Elevator Magic (MathStart Subtracting)By Stuart J. MurphyPublished 1997ISBN-13: 978-0064467094



1. OA.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 equations1. OA.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 = ＿.

Use place value understanding and properties of operations to add and subtract1. NBT.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete

taking aparttaking fromtogethertrueunknown

numberwhole numberword problem



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.

1. NBT.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.

Represent and interpret data1.MD.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.


Mathematics Pacing GuideTime Frame: 4 Weeks – November - December First GradeUnit 3: Equations











CRITICAL AREA:Develop understanding of addition, subtraction, and strategies for addition and subtraction within 20

Work with addition and subtraction equations1. OA.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.

Essential Question:How do numbers change?

Scaffold Questions:What does it mean when one says that addition and subtraction are inverse operations? How is this helpful?

What does the equal sign mean?

Before:Adding and subtracting

basic factsPretest

During:Practice using equal signSmall/whole group

discussionsModel with manipulatives

After:Test or quiz with

problems determining whether equations are true or false

Journal (explain choice)

add addendadditioncommutative

propertydifferenceequalequal signequationfalsenumber

sentencesubtractsubtractionsumtrue




Number lineFlash cards Base ten blocks








Post test Just Enough Carrots (MathStart 1) By Stuart J. MurphyISBN-13: 978-0064467117Published 1997

MAISA curriculum unit and resources for using equivalence and place value:http://gomaisa-public.rubiconatlas.org/Atlas/Browse/UnitMap/View/Default?UnitID=16412&YearID=2013&SchoolID=19&TimePeriodID=14&SourceSiteID=&CurriculumMapID=803&


Mathematics Pacing GuideTime Frame: 4 Weeks – January First GradeUnit 4: Using Clocks to Tell Time







Tell and write time1. MD.3 Tell and write time in hours and half-hours using analog and digital clocks.

Essential Question:What is time?

Scaffold Questions:How do we use a clock to measure time?

What is the relationship between minutes and hours?

Before:ObservationQuestioning

During:Orally tell timeWrite time when shown

clocksUse clocks to show time

After:Test or quiz with pictures

of clocksDraw clocks when shown

timeWrite time when shown

clock

afternoonanalogclock digitalhalf hourhourhour handminute minute hand morningnighttelltimewrite

Variety of Math Games to encourage practice:www.mathisfun.com

Teacher clockStudent clock

Variety of Math Worksheets:www.superteacherworksheets.com

Math Worksheets, Workbooks, Activities & Math Apps:http://www.education.com/grade/first-grade/

Telling Time with Big Mama CatBy Dan Harper Published 1998ISBN-13:978-0152017385

The Clock Struck One: A Time Telling TaleBy Trudy HarrisPublished 2009ISBN-13:978-0822590675

Clocks and More Clocks³Students need not use formal terms for these properties.First Grade Mathematics Pacing Guide Aligned with Common Core Standards – March 2013 10

http://www.education.com/grade/first-grade/

http://www.superteacherworksheets.com/



By Pat HutchinsPublished 1994ISBN-13: 978-0689717697

MAISA curriculum unit and resources for measurement of length and time:http://gomaisa-public.rubiconatlas.org/Atlas/Browse/UnitMap/View/Default?UnitID=16408&YearID=2013&SchoolID=19&TimePeriodID=14&SourceSiteID=&CurriculumMapID=803&


Mathematics Pacing GuideTime Frame: 5 Weeks – February - March First GradeUnit 5: Graphing Data on Pictographs













Represent and interpret data1. MD.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.

Essential Question:What is a graph?

Scaffold Questions:How can we collect and organize numbers and data?

Where do questions for collecting data come from?

How do graphs and charts help us

Before:ObservationQuestioning

During:Making pictographs from

class data (e.g., shirt color, favorite sports, number of letters in first name, etc.)

Examine already made pictographs and discuss the data

JournalsDiscussion (small/whole

group)

After:

answeraskbar graphcategorydata pointsdescribedifferentgrowinghorizontalhow manyinvestigateinterpretkeylegend lessmore numberorganize

Interactive Bar Graph:http://www.amblesideprimary.com/ambleweb/mentalmaths/grapher.html

Variety of Math Games to encourage practice:www.mathisfun.com

Graph paperManipulatives

The Great Graph ContestBy Loreen LeedyPublished 2005ISBN-13: 978-0823417100

GraphsBy Bonnie BaderPublished 2003




answer questions? Quiz asking to interpret data given pictographs (more/less/same)

patternpictographpie chartpredictquestionrepeatrepresentsamescaleshapesizesymbolize vertical

ISBN-13: 9780448428963

MAISA curriculum unit and resources for organizing and recognizing data:http://gomaisa-public.rubiconatlas.org/Atlas/Browse/UnitMap/View/Default?UnitID=16409&YearID=2013&SchoolID=19&TimePeriodID=14&SourceSiteID=&CurriculumMapID=803&


Mathematics Pacing GuideTime Frame: 5 Weeks – March - April First GradeUnit 6: Measuring Length












CRITICAL AREA:Developing understanding of linear measurement and measuring lengths as iterating length units

Measure lengths indirectly and by iterating length units1. MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object.

1. MD.2 Express the length of an object as a whole number of length

Essential Question:What is measurement?

Scaffold Questions:What can we measure?

How do we measure the length of an object?

Before:Observation

During:ObservationUsing objects to compareSmall/whole group

activities that compare objects to each then discuss how they compare

After:Put 3 objects in order by

length

addcomparecountequalexpressgaplengthlength unitslinemeasuremeasurementobjectorderoverlapshorter

Number lineObjects to measure and as measurement tools (paper clips, foot, crayons, eraser, etc.)Ruler

Books:Measuring PennyBy Loreen LeedyPublished 2000ISBN-13: 978-0805065725

Me and The Measure of ThingsBy Joan SweeneyPublished 2002ISBN-13: 978-0440417569



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.

What are measurement tools?

What measurement tools can we use to measure items?

Use paperclips to measure objects

Quiz

straightsumunitwhole number

MAISA curriculum unit and resources for measurement of length and time:http://gomaisa-public.rubiconatlas.org/Atlas/Browse/UnitMap/View/Default?UnitID=16408&YearID=2013&SchoolID=19&TimePeriodID=14&SourceSiteID=&CurriculumMapID=803&


Mathematics Pacing GuideTime Frame: 8 Weeks – April - June First GradeUnit 7: Shapes













CRITICAL AREA:Reasoning about attributes of, and composing and decomposing geometric shapes

Reason with shapes and their attributes1. G.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.

1. G.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles,

Essential Question:What are shapes and what do shapes look like?

Scaffold Questions:How does dimension change shapes?

Where can we find shapes?

What are the attributes of various closed

Before:KWLObserve students using blocks to build shapes

During:Drawing shapesCompare objects in

journals and in small group

Create chart to compare attributes

Divide circles into equal parts

After:KWLSort blocks by attributes

2-dimensional3-dimensionalattributesbuildcirclesclosed colorcomposecomposite

shapeconescubescylindersdescribedrawdistinguishequal equal shares

Interactive Quizzes/Lessons and Models of Shapes:http://www.aaastudy.com/grade1.htm



Straws and twist tiesVariety of 2D and 3D shapesShape stencilRulerGraph paper









and quarter-circles) or three-dimensional 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.1

1. G.3. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the 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.

shapes?

What are the attributes of various three-dimensional shapes?

What shapes can you make by composing or decomposing squares, triangles, rectangles, trapezoids, hexagons and circles?

How are 2-dimensional and 3-dimensional shapes alike and how are they different?

Draw Pictures to show how to divide circles/rectangles equally

Quiz

fourths fourth ofhalf-circleshalf ofhalvesnon-definingorientationpartitionpositionprismsquarter-circlesquartersquarter ofrectangleshapesidessizesquarestrapezoidtriangleswhole

Wing on a Flea By Ed Emberley October 1, 2001ISBN-13: 9780316234870

Give Me Half! By Stuart J. Murphy Published May 1, 1996ISBN-13: 978-0780761971

Captain Invincible and the Space Shapes (Mathstart 2)By Stuart J. MurphyPublished 2001ISBN-13: 978-0064467315

MAISA curriculum unit and resources for geometric shapes, patterns, and attributes:http://gomaisa-public.rubiconatlas.org/Atlas/Browse/UnitMap/View/Default?UnitID=16411&YearID=2013&SchoolID=19&TimePeriodID=14&SourceSiteID=&CurriculumMapID=803&

11 Students do not need to learn formal names such as “right rectangular prism.”³Students need not use formal terms for these properties.First Grade Mathematics Pacing Guide Aligned with Common Core Standards – March 2013 17

http://www.barnesandnoble.com/c/ed-emberley

· web viewsl.1.2 ask and answer questions about key details in a text read aloud or information...

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