1st grade mathematics curriculum - auburn school …district.auburn.cnyric.org/departments/math/math...

AECSD Grade_1_Math_Curriculum.doc 1

1st Grade Mathematics Curriculum

Table of ContentsTable of Contents....................................................................................................................11st Grade Overview .................................................................................................................1Math 1 Unit Sequence and Timeline: ......................................................................................4Unit 1 Early Number Sense ................................................................................................5Unit 2 Graphing .................................................................................................................9Unit 3 Adding & Subtracting Whole Numbers/Readiness & Concepts (0-12) ...................11Unit 4 Fact Strategies to 12 ..............................................................................................14Unit 5 Extended Number Sense and Patterns ....................................................................18Unit 6 More Fact Strategies ..............................................................................................20Unit 7 Place Value............................................................................................................22Unit 8 Geometry...............................................................................................................24Unit 9 Money/Time..........................................................................................................28Unit 10 Measurement .....................................................................................................30

1st Grade Overview

Course Description:The First Grade Math Curriculum builds upon number skills up to 50. The students will

be taught number facts and strategies to 12. These skills will be applied to everyday activitiesand problem solving. Place value to 100 and money are introduced at this level. Conceptsrelated to graphing, geometry and time are also built upon from Kindergarten.

Course Essential Questions:Why is knowing how to perform addition operation important?Is the sum of two numbers always larger than either of its addends?Does the value of a number change when it is moved to another position in a number?When is a estimate the best answer?When is it easier to count by twos rather than ones?When is it easier to count by fives rather than twos or ones?Does adding zero to a number change the sum?If there were no such thing as money how would people pay for their goods and services?

1st Grade Mathematical LanguageTo be added


1st Grade Local Math StandardsNumbering Key: Local.Grade level.Mathematics strand*.standard #e.g. L.1.N.5 (L = local; 1 = 1st Grade; N = Number Sense and Operations; 5 = 5th standard)

L.1.N.1 Representationand Notation

For whole numbers 0 to 50: Read (symbol and word (zero - ten)),write, and count with understanding (one-to-one correspondence)from one or a number other than one by 1's and recognize “howmany” in sets of objects regardless of arrangement (conservation);represent 0 to 20 w/drawn pictures or manipulatives; explorenumbers to 100.

L.1.N.2 Place Value Use regrouping and place value in the base ten system (10 ones =1 ten, 10 tens = 1 hundred) to count and represent numbers 0 to100.

L.1.N.3 Number Order Compare and order whole numbers (0 – 50) including the use ofwords that imply order (i.e., higher, lower, greater, less, first, last,before, after, and between); name the number before and thenumber after a given number, and name the number(s) betweentwo given numbers up to 50 (with or without the use of a numberline or a hundreds chart); use verbal ordinal numbers (1st to 20th).

L.1.N.4 Addition andSubtraction

Add and subtract one- and two-digit whole numbers withoutregrouping using a variety of strategies and recognize therelationship between addition and subtraction; use addition andsubtraction in simple real life applications and word problems.

L.1.N.5 Estimation Estimate the total number of items in a small (< 50) collection(s)and compare to actual.

L.1.N.6 Number Theory Count forwards by 2’s to 20, 5’s to 50 and 10’s to 100 andbackwards from 20 by 1’s.

L.1.N.7 Properties andLaws

Recognize patterns for sums and differences including factfamilies (e.g. all combinations of number that add up to 6);recognize and use the commutative property of addition (e.g. 3 +2 = 2 + 3).

L.1.N.8 Computationand Facts

Master addition and subtraction facts to 10

L.1.A.1 Patterns andRepresentations

Recognize, describe, extend, and create a wide variety of patterns(pictorial, numeric (0 to 100), geometric, etc.); sort, classify andorder objects using likenesses and differences in attributes (color,shape, size, etc.) and explain reasoning.

L.1.G.1 Shapes andFigures

Explore, name, and compare two-dimensional (circle, square,rectangle, triangle, rhombus (diamond), oval) and three-dimensional (sphere, cube, prism, cylinder, pyramid, cone)shapes, and recognize them in the real world.

L.1.G.2 Transformationsand Symmetry

Explore slides (translations), flips (reflections), and turns(rotations) of two-dimensional shapes; identify symmetry in two-dimensional shapes.

L.1.G.3 Similarity andCongruence

Compare shapes to investigate congruency (e.g. matching).


L.1.M.1 Time Tell time to hour in analog and digital format; know days andmonths in order; connect months to seasons of year.

L.1.M.2 Length Estimate and measure lengths (heights) of objects using thestandard unit of inches and non-standard units (e.g. pencils, shoes,paper clips, etc.), and compare them using expressions such as:bigger than, smaller than, the same size as.

L.1.M.3 Money Know names and values of penny, nickel, dime, and quarter;combine coins to make quantities up to 25¢ and recognize ¢ asnotation for cents.

L.1.S.1 Collect andDisplay Data

Collect, display, and describe real-world data with bar graphs,pictographs, and Venn diagrams.

L.1.S.2 Analyze Data Read and interpret data from pictographs (picture = 1), bar graphs,and Venn diagrams using the words most, least, greater than, lessthan, or equal to; construct and answer simple questions from data(e.g. category with most, how many more in one category thananother, how many all together).

L.1.PS.1 Organization Analyze situations (identify the problem, identify neededinformation, and generate possible strategies) and organize workto solve problems (e.g. use Auburn Problem Solving Process).

L.1.PS.2 Strategies Solve problems using variety of strategies such as counting, useof manipulatives (i.e., tiles or blocks), drawing pictures, orresponding to teacher questioning.

L.1.PS.3 Reflection Examine answer to see if it makes sense.L.1.R.1 State process (e.g. added number in each group to find total) or

reason for answer.L.1.Rep.1 Represent mathematical ideas in a variety of ways (verbally, in

writing, pictorially, numerically, or with physical objects); switchamong different representations.


Math 1 Unit Sequence and Timeline:

Unit 1 Early Number Sense (N.1, N.3, A.1)Length: ~ 3weeksTimeframe: Early September to Late September

Unit 2 Graphing (S.1, S.2)Length: ~ 2 weeksTimeframe: Early October to Mid-October

Unit 3 Adding and Subtracting Whole Numbers/Readiness & Concepts (0-12) (N.4)Length: ~ 5 weeksTimeframe: Mid-October to Mid-November

Unit 4 Fact Strategies to 12 (N.7, N.4, N.8)Length: ~ 5 weeksTimeframe: Late November to Early January

Unit 5 Extended Number Sense and Patterns (N.1, N.3, N.6, A.1)Length: ~ 4 weeksTimeframe: Mid-January to Early February

Unit 6 More Fact Strategies (N.4)Length: ~ 3weeksTimeframe: Early February to Early March

Unit 7 Place Value (N.2, N.3, N.5, S.2)Length: ~ 4 weeksTimeframe: Early March to Late March

Unit 8 Geometry (G.1, G.2, G.3)Length: ~2 weeksTimeframe: Early April to Mid-April

Unit 9 Money & Time (M.1, M.3)Length: ~3 weeksTimeframe: Late April to Mid-May

Unit 10 Measurement (M.2)Length: ~2 weeksTimeframe: Mid-May to Early June

Regarding Assessment Tools in SFAW Text: Please use item analysis prior toadministering any assessment tool to delete test items that were not taught as part of theunit.


Unit 1 Early Number SenseLength: ~ 3 weeksTimeframe: Early September to Late September

State Standards:1.N.1 Count the items in a collection and know the last counting word tells how many items

are in the collection (1 to 100)1.N.4 Count by 1’s to 1001.N.8 Verbally count from a number other than one by 1’s1.N.10 Draw pictures or other informal symbols to represent a spoken number up to 201.N.11 Identify that spacing of the same number of objects does not affect the quantity

(conservation)1.N.13 Write numbers to 1001.N.14 read the number words one, two, three…ten1.N.16 Compare and order whole numbers up to 1001.N.20 Name the number before and the number after a given number, and name the

number(s) between two given numbers up to 100 (with and without the use of anumber line or a hundreds chart)

1.N.21 Use before, after, or between to order numbers to 100 (with or without the use of anumber line)

1.N.22 Use the words higher, lower, greater, and less to compare two numbers1.N.23 Use and understand verbal ordinal terms, first to twentieth1.A.1 Determine and discuss patterns in arithmetic (what comes next in a repeating pattern,

using numbers or objects)

Local Standards:L.1.N.1 For whole numbers 0 to 50: Read (symbol and word (zero - ten)), write, and count

with understanding (one-to-one correspondence) from one or a number other than oneby 1's and recognize “how many” in sets of objects regardless of arrangement(conservation); represent 0 to 20 w/drawn pictures or manipulatives; explore numbersto 100.

L.1.N.3 Compare and order whole numbers (0 – 50) including the use of words that implyorder (i.e., higher, lower, greater, less, first, last, before, after, and between); name thenumber before and the number after a given number, and name the number(s)between two given numbers up to 50 (with or without the use of a number line or ahundreds chart); use verbal ordinal numbers (1st to 20th).

L.1.A.1 Recognize, describe, and extend a wide variety of patterns (pictorial, numeric (0 to100), geometric, etc.); sort, classify and order objects using likenesses and differencesin attributes (color, shape, size, etc.) and explain reasoning.

Big Ideas:All numbers are made with 10 digits (0, 1, 2, 3, 4, 5, 6, 7, 8, 9)

Essential Questions:What else could we use to show numerals?What is the biggest number?


Prior Knowledge:Exposure to reading, writing, representing whole numbers 0-12

Unit Objectives:To read numbers from 0 to 12To read number words zero - tenTo count groups from 0 to 12To write numbers from 0 to 12To compare whole numbers 0 to 12To order whole numbers 0-12 including the use of words that imply order (i.e. lower,

greater, less, first, last, before, after, and between)To identify, create, and extend patternsTo use manipulatives or drawings to represent numbers 0-12

Resources:

Note: All “Material” listed in italics is available through First Class. Log into First Classand find Unit 1 Early Number Sense in 1st Grade Mathematics in the Math Resourcesfolder on the desktop. The file titled Chap 1 Teacher Resources.pdf contains the followingresources materials for Chapter 1 of the SFAW Grade 1 text:

PracticeAnother LookExtend Your ThinkingProblem SolvingAssessment

Objectives: to read numbers from 0 to 12to count groups from 0 to 12to write numbers from 0 to 12

Materials:SFAW text: Lessons 1-1, 1-2, 1-3, 1-4, 1-5, 1-9SFAW Practice 1-1, 1-3, 1-4, 1-5, 1-9 (see Chap 1 Teacher Resources)SFAW Cumulative Review Ch. 1A (see Chap 1 Teacher Resources)SFAW Problem Solving 1-3 (see Chap 1 Teacher Resources)NS1 (Printing numbers 0-5)NS2 (Printing 1-10)NS3 (Printing 1-10)NS4 (cut/paste 1-5)NS5 (cut/paste 1-5)NS6 (cut/paste 1-5)NS7 (cut/paste/match 6-10)NS8 (count hour many and write)NS9 (counting using slash marks)NS10 (counting numbers using slash marksNS11 (writing number one)


NS12 (writing number two)NS13 (writing number three)NS14 (writing number four)NS15 (writing number five)NS16 (writing number six)NS17 (writing number seven)NS18 (writing number eight)NS19 (writing number nine)NS20 (writing number ten)NS21 (touch counting)NS22 (counting book)NS23 (number word cards)NS24 (number words)NS25 (number order)NS26 (Motion patterns)NS27 (Odd and Even)NS28 (2 Work-mats – 10 Frames)NS29 (Ordering Numbers 0-25 File Folder Games)NS30 (Unit 1 Test)*ten board - concept of 10 and higher*double ten boards*Calendar activities (see teacher manual)*Story Boards (use mats and manipulatives to explain concepts)

Objective: to read number words zero – tenMaterials:

SFAW Problem Solving 1-1, 1-2 (see Chap 1 Teacher Resources)Also see NS11 thru NS20 above

Objective: to compare whole numbers 0 to 12Materials:

SFAW text Lesson 1-7SFAW Practice 1-7 (see Chap 1 Teacher Resources)SFAW Cumulative Review Ch. 1B (see Chap 1 Teacher Resources)

Objective: to order whole numbers 0-12 including the use of words that implies order(i.e. lower, greater, less, first, last, before, after, and between)

Material:SFAW text Lesson 1-8SFAW Practice 1-7, 1-8 (see Chap 1 Teacher Resources)SFAW Problem solving 1-8 (see Chap 1 Teacher Resources)

Objective: to identify, create, and extend patternsMaterials:

SFAW text Lesson 1-10SFAW Extend Your Thinking 1-1, 1-8, 1-13 (see Chap 1 Teacher Resources)


EYT 2-5 (SFAW Extend Your Thinking 2-5 – Patterns in Geometry)Also see NS26

Objective: To use manipulatives or drawings to represent numbers 0-12Materials:

*Read It! Draw It! Solve It! by Elizabeth D. Miller*Developing Number Concepts: Counting, Comparing and Pattern by KathyRichardson

Review Template (No Calculators):


Unit 2 GraphingLength: ~2 weeksTimeframe: Early October to Mid-October

State Standards:1.S.1 Pose questions about themselves and their surrounding1.S.2 Collect and record data related to a question1.S.3 Display data in simple pictographs for quantities up to 20 with units of one1.S.4 Display data in bar graphs using concrete objects with intervals of one1.S.5 Use Venn diagrams to sort and describe data1.S.6 Interpret data in terms of the words: most, least, greater than, less than, or equal to1.S.7 Answer simple questions related to data displayed in pictographs (e.g., category with

most, how many more in a category compared to another, how many all together in twocategories)

1.S.8 Discuss conclusions and make predictions in terms of the words likely and unlikely1.S.9 Construct a question that can be answered by using information from a graph

Local Standards:L.1.S.1 Collect, display, and describe real-world data with bar graphs, pictographs, and

Venn diagrams.L.1.S.2 Read and interpret data from pictographs (picture = 1), bar graphs, and Venn

diagrams using the words most, least, greater than, less than, or equal to; constructand answer simple questions from data (e.g. category with most, how many more inone category than another, how many all together).

Big Ideas:Graphs show a great deal of information in a small space.

Essential Questions:Where could you find a graph?What kinds of things could you graph?What if graphs had no titles?

Prior Knowledge:To compare numbers and quantities (0-12)

Unit Objectives:To identify the parts of a pictograph, bar graph, and a Venn diagramTo collect and display real world dataTo read data from pictograph, bar graph, and a Venn diagramTo interpret data by using words that compare similarities and differences in quantity

Resources:

Note: All “Material” listed in italics is available through First Class. Log into First Classand find Unit 1 Graphing in 1st Grade Mathematics in the Math Resources folder on the


desktop. The file titled Chap 1 Teacher Resources.pdf contains the following resourcesmaterials for Chapter 1 of the SFAW Grade 1 text:

PracticeAnother LookExtend Your ThinkingProblem SolvingAssessment

Lessons:Objectives:

To identify the parts of a pictograph, bar graph, and a Venn diagramTo collect and display real world dataTo read data from pictograph, bar graph, and a Venn diagramTo interpret data by using words that compare similarities and differences in

quantityMaterials:

SFAW Text:Lessons 1-12, 1-13, 1-14Lesson 8-10 (Venn Diagrams)

See also SFAW additional resources: Start-Up, Another Way to Learn, Optionsfor Reaching All Learners, Activity Bank, Reading for Math, Follow-UpActivities, and Practice, Reteaching, Enrichment, and Problem Solving

Chap 1 Teacher Resources8-10 Resources (Another Look, Practice, Problem Solving, & Extend Your

Thinking for Section 8-10 on Venn Diagrams)Graphs1 (graphing worksheets for your use)Graphs 2 (Unit Test)

Additional GRAPHING IDEAS:Graph boys and girls in the class – pictograph, human graph, name graph,

bar graph, and tally graphGraph M&M’sLunch GraphWeather graphTransportation graph (walker, driver, bus)Shoe graphGraph fruitUse large graphs on the board or on the floorOverhead graphs



Unit 3 Adding & Subtracting Whole Numbers/Readiness & Concepts (0-12)Length: ~ 5 weeksTimeframe: Mid-October to Mid-November

State Standards:1.N.24 Develop and use strategies to solve addition and subtraction word problems1.N.27 Use a variety of strategies to solve addition and subtraction problems with one- and

two-digit numbers without regrouping

Local Standards:L.1.N.4 Add and subtract one- and two-digit whole numbers without regrouping using a

variety of strategies and recognize the relationship between addition and subtraction;use addition and subtraction in simple real life applications and word problems.

Big Ideas:Combining quantities can be represented with numbers and symbols.Addition is combining quantities.Subtraction is separating quantities.Subtraction is the inverse of addition.

Essential Questions:What things could you join together to make a big group?2 + 4 = 6 and 6 – 4 = 2. How are these number sentences alike? How are they different?

Prior Knowledge:Joining and separating of groups

Unit Objectives:to recognize addition as combining two quantitiesto recognize subtraction as separating quantitiesto write addition number sentences using + and = symbolsto write subtraction number sentences using – and = symbolsto solve addition sentences involving one-digit numbersto solve subtraction sentences involving one-digit numbersto use addition in simple real life applications and word problemsto use subtraction in simple real life applications and word problemsto find sums and differences of facts in horizontal and vertical formatsto understand the relationship between addition and subtraction

Resources:

Note: All “Material” listed in italics is available through First Class. Log into First Classand find Unit 1 Graphing in 1st Grade Mathematics in the Math Resources folder on thedesktop. The file titled Chap 3 Teacher Resources.pdf contains the following resourcesmaterials for Chapter 3 of the SFAW Grade 1 text:

Practice


Another LookExtend Your ThinkingProblem SolvingAssessment

Lessons:Lesson 1: Addition

Objectives:to recognize addition as combining two quantitiesto write addition number sentences using + and = symbolsto solve addition sentences involving one-digit numbersto use addition in simple real life applications and word problemsto find sums and differences of facts in horizontal and vertical formats

Materials:SFAW Textbook Lessons 3-1 through 3-6Practice 3-1 through 3-6 (See Chap 3 Teacher Resources)Another Look 3-1 through 3-6 (See Chap 3 Teacher Resources)See additional materials below

Lesson 2: SubtractionObjectives:

to recognize subtraction as separating quantitiesto write subtraction number sentences using – and = symbolsto find sums and differences of facts in horizontal and vertical formatsto solve subtraction sentences involving one-digit numbersto use subtraction in simple real life applications and word problems


Lesson 3: Comparing addition and subtractionObjectives:

to understand the relationship between addition and subtractionto find sums and differences of facts in horizontal and vertical formats


Additional Materials:Add-Sub 1 (manipulative mats)Add-Sub 2 (Addition Readiness)Add-Sub 3 (single digit addition)


Add-Sub 4 (Add word problems to 12)Add-Sub 5 (Sub word problems from 12)Add-Sub 6 (Subtraction readiness Activities)Add-Sub 7 (Subtraction lily pad Activity)Add-Sub 8 (Subtract pet store animals activity)Add-Sub 9 (Unit 3 test)

FS: Fact Strategies for Unit 3FS 2 (touch points)FS 3 (Adding Practice)FS 4 (Domino Practice)FS 5 (Dominoes)FS 6 (Domino Practice)FS 9 (lima bean addition to 4)FS10 (lima bean addition to 5)FS11 (lima bean addition to 6)FS12 (lima bean addition to 7)FS13 (turkey feather addition plus 2)FS14 (turkey feather addition plus 3)FS15 (turkey feather addition plus 2)

Additional ideas and activities:- Cooperative Learning Activities using manipulatives (4 people, using finger puppets, two

people use the puppets, one person adds and one person writes the equation)- Touch dot counting- Use dice for various activities- Use a deck of cards for various activities- Use dominoes for various activities



Unit 4 Fact Strategies to 12Length: ~ 5 weeksTimeframe: Mid-November – Mid-December

State Standards:1.N.18 Use a variety of strategies to compose and decompose one-digit numbers1.N.19 Understand the commutative property of addition1.N.24 Develop and use strategies to solve addition and subtraction word problems1.N.27 Use a variety of strategies to solve addition and subtraction problems with one- and

two-digit numbers without regrouping1.N.28 Demonstrate fluency and apply addition and subtraction facts to and including 101.N.29 Understand that different parts can be added to get the same whole



L.1.N.7 Recognize patterns for sums and differences including fact families (e.g. allcombinations of number that add up to 6); recognize and use the commutativeproperty of addition (e.g. 3 + 2 = 2 + 3).

L.1.N.8 Master addition and subtraction facts to 10

Big Ideas:There are many ways to help us learn math facts.You can write a number sentence to tell stories.A story has a beginning, middle, and end.

Essential Questions:What happens if you change the order of the addends in an addition problem? (2 + 3 =

_______; 3 + 2 = ______)What would be the easiest way for you to solve this problem? 8 + 2 = ______What are some words you can use to tell a math story about your family? Tell what

happened at the beginning, middle, and end.

Prior Knowledge:Exposure to addition and subtraction facts to 10

Unit Objective:To find sums through 12 by counting on 1, 2, or 3 from the greater addendTo explore the commutative property of additionTo find sums by counting on 1, 2, or 3 on a number lineTo find differences by counting back 1 or 2 on a number lineTo find sums by adding zeroTo find sums for facts for 5 as an addendTo find families of facts through 12To find differences when subtracting all or none


To find differences for facts with 5To master addition and subtraction facts to 10To solve addition and subtraction word problems by drawing pictures, using

manipulatives, and/or using a number line

Resources:Note: All “Material” listed in italics is available through First Class. Log into First Classand find Unit 1 Early Number Sense in 1st Grade Mathematics in the Math Resourcesfolder on the desktop. The file titled Chap 1 Teacher Resources.pdf contains the followingresources materials for Chapter 1 of the SFAW Grade 1 text:

SFAW Text – Use Start-Up, Another Way to Learn, Options for Reaching All Learners, ActivityBank, Reading for Math, Follow-Up Activities, and Practice, Reteaching, Enrichment, andProblem Solving Support Material to provide additional lesson experiences

Lessons 4-1, 4-2, 4-3, 4-4, 4-5, 4-6, 4-7, 4-8,4-9, 4-10, 4-11, 4-12Lessons 6-7, 6-9

FS1 – turnaround factsFS7 – fact familiesFS8 – fact families


Strategies for Unit 4:

Holiday Flash Card Game - Using a set of fact cards, choose a number of them to plaster withseveral different holiday stickers. (Leave the facts visible) As you play “Around theWorld” when you get to a card that has stickers, they don’t say the actual answer theydon’t say ”Boo, Boo, Boo, or Gobble, Gobble, Gobble or Ho, Ho, Ho, depending on thenearest holiday. If they do say the number, it is not what you are looking for. Otherphrases can be Kiss, Kiss, Kiss or Shamrock or Peep! Peep! Peep!. The game can also beplayed using a designated number.

Fact Game – Give each child a fact of 10, 11 or 12. At the signal, the children move and placetheir fact in the correct container. Ex., pumpkin, turkey basket, Valentine boxes. Teachergoes to container and reads the entries. Children give a “thumbs up” if it is correct. Ifnot, review the fact. One child tallies the correct answers.


Fact Game – Draw on the board or attach 2 strings to make clothesline. Each child is given apaper shirt with a fact of 8 or 9 and a clothespin. Children take their shirt and hand themon either the “8 line” or “9 line.”

Commutative Property Game – Pass out facts on pieces of paper. At the signal students find their“fact partner” Ex. 4+5=9 find 5+4=9. When they find their partner, they sit in a circle.Go around the circle and have the partner read the commutative facts.

Three Sided Math – Make flash cards from paper triangles. In each corner, write one of the threenumber of an addition fact. Cover the greatest number and have your child tell anaddition sentence. Cover one of the lesser numbers, and ask for a subtraction sentence.

Smart Cookie – Using a deck of cards or number cards, give two children cards, sight unseen, toplace on their foreheads. Child A can see what the other child has. They whole classknows what numbers the two children have. The teacher, or another student says “Thesum is 7 or 9, etc. The first child to say their number in the “smart cookie”

Swat It- Spread fact cards on a table, or attach them, to the board. Using two or three cleanflyswatters, have the children swat at the card that goes with a sum or a difference. Thechild who collects the most cards wins. This can also be played with sums or differenceslaid out on the table, or written on the board. If using the board tally the scores and havethe child erase as they correctly swat.

Ways to Make a Number Game- Put 10, 9 etc., objects on a folder. Say “How many bears are onthe wall? How many bears are below the wall?” Say and write the number sentence asyou take one object away each time. 10+0=10, 9+1=10.

Ways to Make a Number Game – Put 10, 9, etc home make double sided counter in a jar to spillout on the table. Cover poker chips or the yellow and red chips with stickers or coloredpaper. Pink and green chips can be called pigs or frogs. As the chips are spilled have thechildren say and write the corresponding number sentence. (Always say one of the colorsfirst.) This can be adopted to Clifford’s and Tweeties (red and yellow), Caspers andKermits (white and green.) etc.

Firecracker – Cover a tube-shaped container (pringles can, etc.) with red paper. Decorate withstars, etc., If you want to you can twist red, orange and yellow pipe cleaners into a little“flame” to tap through a hole in the top of the can. Put small fact cards in the can, alongwith 2 or 3 same-sized cards that say “Boom!” The children take turns pulling out cards.As they pick out cards they answer the fact with a number sentence and collect the cards.If they pull out a “Boom!” they lose all of their cards and start all over.

12 Grid – Use two sided red and yellow counters to make addition sentences up to 12. The Gridis located in the First Grade Folder under unit 4 12board.


Pumpkin Pattern – Use the pumpkin patterns and seeds to create addition and subtractionsentences. The pumpkin pattern is also in the First Grade Folder under pumpkin patternunit 4

Animal Addition Sentences – Use animal cards to create addition sentences. All three tools canbe found in the First Grade Folder unit 4 add sentences

Frog Addition Stories – use the cards to help reinforce addition skills. First Grade Folder unit 4frog story cards.

Dog Bone Cards – Programmable cards to reinforce addition skills to 12. The can be found inthe First Grade Folder under unit 4 dog bone add cards

Skip Counting – Use nickel and dime money stamps to count by fives and tens. “Swim” yourway to 100 by extending your arms one at a time as you count by fives. Wiggle your fivefingers as you “swim”. Jump in place as you count by 10”s. (10 toes touching the groundwith each jump).

Ordinal Reinforcement- reading sheets often have words in a box or word bank. Ask thechildren to identify the ordinal position of the word.

Ordinal game – Make or use masks on a stick. Have the children line up with masks and ask theother ordinal position.

Ordinal Game – Give each child a small bag with the same 10 objects. Have them order theobjects. Put the pencil 1st, the button, 2nd the erases 3rd., etc.,

Pattern Activities - Use stringing beads to make patterns. Use patterns to “frame” picturesthey’ve drawn. E.g. Halloween picture with pattern around the frame spider, ghost, bat.

Helpful Web Siteswww.nlvm.uus.eduwww.mrsmcgowan.comwww.primarygames.comwww.funbrain.com



Unit 5 Extended Number Sense and PatternsLength: ~4weeksTimeframe: Mid-December to Mid-January

State Standards:

Local Standards:L.1.N.1 For whole numbers 0 to 50: Read (symbol and word (zero - ten)), write, and count

with understanding (one-to-one correspondence) from one or a number other than oneby 1's and recognize “how many” in sets of objects regardless of arrangement(conservation); represent 0 to 20 w/drawn pictures or manipulatives; explore numbersto 100.

L.1.N.3 Compare and order whole numbers (0 – 50) including the use of words that implyorder (i.e., higher, lower, greater, less, first, last, before, after, and between); name thenumber before and the number after a given number, and name the number(s)between two given numbers up to 50 (with or without the use of a number line or ahundreds chart); use verbal ordinal numbers (1st to 20th).

L.1.N.6 Count forwards by 2’s to 20, 5’s to 50 and 10’s to 100 and backwards from 20 by 1’s.L.1.A.1 Recognize, describe, and extend a wide variety of patterns (pictorial, numeric (0 to

100), geometric, etc.); sort, classify and order objects using likenesses and differencesin attributes (color, shape, size, etc.) and explain reasoning.

Big Ideas:Estimating, grouping, and counting are used to show understanding of numbers to 50.All numbers are made with 10 digits (0,1,2,3,4,5,6,7,8,9).

Essential Questions:What do you like to collect? How do you know how many you have in your collection?

Do you ever put them in groups? What kind of groups do you make?How many days would you need to add or subtract to make summer vacation exactly 100

days long?

Prior Knowledge:Exposed to counting and comparing number to 31

Unit Objectives:To read numbers from 0 to 50To count groups from 0 to 50To write numbers from 0 to 50To compare whole numbers 0 to 50To order whole numbers 0-50 including the use of words that imply order (see localstandard)To use verbal ordinal numbers 1st – 20thTo count by 2’s to 20To count by 5’s to 50To count by 10’s to 100


To count backwards from 20 by 1’sTo solve problems by recognizing and describing patterns

Resources:


SFAW Text – Use Start-Up, Another Way to Learn, Options for Reaching All Learners, ActivityBank, Reading for Math, Follow-Up Activities, and Practice, Reteaching, Enrichment, andProblem Solving Support Material to provide additional lesson experiences. Note: Objective states to use verbal ordinal numbers 1st – 20th. Lesson 7-9 focuses on 1st –10th.

Lessons 7-1, 7-2, 7-3, 7-6, 7-7, 7-8, 7-9, 7-10Lessons 8-8

Activity Suggestions

Ho, Ho Dominoes - Directions are included on print out located at the First Grade Folder underdominoes unit 5

Missing Numbers to 100 – a worksheet to help students practice reading and writing numbers to100 located at the First Grade Folder under miss. numbers to 100 unit 5

Count by 2’s – worksheet to help students practice skip counting by 2’s located in the FirstGrade Folder under count by 2’s unit 5.

Recognize numbers to 20 – worksheet to help students recognize a group of numbers to 20located at the First Grade Folder under recog. numbers to 20 unit 5



Unit 6 More Fact StrategiesLength: ~3weeksTimeframe: Mid-January to Mid-February

State Standards:



Big Ideas:Addition and subtraction fact strategies are used to add and subtract.Addition and subtraction are used to solve word problems.

Essential Questions:2 + 2, 3 + 3, 4 + 4 are doubles facts. What can you think of that comes in doubles?What do you notice about the sums for facts that are doubles plus one?How does knowing addition facts help you solve subtraction?In these examples what do you notice about the number you subtract and your answer?

Examples: 18 – 9 = 9; 16 - 8 = 8; 14 – 7 = 7Why are there always 7 days from one Tuesday to the next?

Prior Knowledge:Addition and subtraction fact strategies to 12

Unit Objectives:To find sums for doubles through 18To find sums by using doubles and doubles plus oneTo explore finding sums by making 10To find sums by using the make 10 strategyTo use addition to solve related subtraction factsTo find differences by using the related addition doubles factsTo find families of facts through 18To solve problems by choosing a problem solving strategyTo solve problems by choosing an operation

Resources:



SFAW Text – Use Start-Up, Another Way to Learn, Options for Reaching All Learners, ActivityBank, Reading for Math, Follow-Up Activities, and Practice, Reteaching, Enrichment, andProblem Solving Support Material to provide additional lesson experiences.

Lessons 6-1, 6-2, 6-3, 6-4, 6-5, 6-6, 6-8Lessons 12-1, 12-2, 12-4, 12-5, 12-6, 12-7, 12-8, 12-9, 12-10, 12-11, 12-12

Choose and Operation – Give each a card with a “+” sign and a card with a “-“ sign. Say anumber problem and have the children hold up the card that goes with the sentence. Discusswhich is the right response and why.

Doubles – make addition facts for 2 numbers on pieces of paper. Pass them out so that eachchild has a fact. At the signal, the children put their facts into the sum container. Children thengo sit down, except for the child that has the “double”. He or she stands up. Teacher asks why?Child responds I have the double. Review the double. Then take out the other facts and reviewthem.

Doubles- Give each child an addition fact. Ring a bell and have those who have a double standup. Go over doubles. Then review the rest of the facts. As for flip/flops. Eg. 2+7, 7+2.

Subtraction Story Cards – Create subtraction stories using the cards located in the First GradeFolder under unit 6 sub. Stories

Recording Sheets – Use these addition and subtraction sheets with dice to create addition andsubtraction sentences located in the First Grade Folder under unit 6 add. recording sheet. Andunit 6 add.-subtract. record sheet.



Unit 7 Place ValueLength: ~ 3 weeksTimeframe: Mid-February – Early March

State Standards:

Local Standards:L.1.N.2 Use regrouping and place value in the base ten system (10 ones = 1 ten, 10 tens = 1

hundred) to count and represent numbers 0 to 100.L.1.N.3 Compare and order whole numbers (0 – 50) including the use of words that imply

order (i.e., higher, lower, greater, less, first, last, before, after, and between); name thenumber before and the number after a given number, and name the number(s)between two given numbers up to 50 (with or without the use of a number line or ahundreds chart); use verbal ordinal numbers (1st to 20th).

L.1.N.5 Estimate the total number of items in a small (< 50) collection(s) and compare toactual.

Big Ideas:The value of a digit depends on where it is placed.

Essential Questions:Do the 1’s in 11 mean the same thing?

Prior Knowledge:Exposure to counting by 10’s to 100Knowledge of numbers to 50

Unit Objectives:To explore 2-digit numbers expressed as tens and onesTo express numbers to 100 as tens and onesTo compare and order 2-digit numbers to 50To identify 2-digit numbers to 50 using the words higher, lower, greater, less, first, last,

before, after, and betweenTo estimate numbers to 50 and to compare to actual

Resources:


SFAW Text – Use Start-Up, Another Way to Learn, Options for Reaching All Learners, ActivityBank, Reading for Math, Follow-Up Activities, and Practice, Reteaching, Enrichment, andProblem Solving Support Material to provide additional lesson experiences.


Lessons 8-1, 8-2, 8-3, 8-4, 8-5, 8-6, 8-7, 8-9

WS 1: Matching words, pictures, and number symbols for 51-99WS 2: Adding tens and ones with picturesWS 3: Bags of tiles activity; place value, counting, and sortingWS 4: Comparing numbers (with pictures); greater numberWS 5: Counting pennies; stacks of tens and ones, student writes the numberWS 6: Counting groups of tens; picturesWS 7: Counting groups of tens; picturesWS 8: Counting tens and ones with pictures; numbers 11-20WS 9: Counting tens and ones; cut and paste with pictures; numbers 20-90WS 10: Counting tens and ones Math Mat; circle sets of tens and write numberWS 11: Counting tens and ones Math Mat; cut and paste using pictures to illustrate numbersWS 12: Writing tens and ones; numbers 11-50WS 13: Write tens and ones with picturesWS 14: Count tens and ones; using pictures of blocksWS 15: Count tens and ones; using pictures of blocksWS 16: Count tens and ones; building blocks; child writes how manyWS 17: Counting tens and ones with pennies and dimesWS 18: Identify Before, After, Between; numbers from 11-100WS 19: Comparing: Greater Than, Less ThanWS 20: Comparing: Greater Than, Less ThanWS 21: Comparing two-digit numbers and putting them in numerical orderWS 22: Writing numbers 50-69WS 23: Book Activity: Mrs. Bindergarten Celebrates the 100th Day of KindergartenWS 24: Bushy Tail Poem and Activity: Using pennies and ten frameWS 25: Counting Game Using Symbols: Math Their Way, pp. 299-301WS 26: Counting Jars of Objects: Math Their Way, p. 310WS 27: Estimating and Checking: Math Their Way, pp. 308-309WS 28: Counting Game, Zurkel, Place Value: Math Their Way, pp. 276-279

Unit 7 Assessment



Unit 8 GeometryLength: ~2 weeksTimeframe: Early March to End of March

State Standards:

Local Standards:L.1.G.1 Explore, name, and compare two-dimensional (circle, square, rectangle, triangle,

rhombus (diamond), oval) and three-dimensional (sphere, cube, prism, cylinder,pyramid, cone) shapes, and recognize them in the real world.

L.1.G.2 Explore slides (translations), flips (reflections), and turns (rotations) of two-dimensional shapes; identify symmetry in two-dimensional shapes.

L.1.G.3 Compare shapes to investigate congruency (e.g. matching).

Big Ideas:Shapes can be combined to make new shapes.Position does not affect size and shape.

Essential Questions:What things around the classroom could you put together to make a new shape?What different shapes could you make by putting two shapes together?What would happen if you slide or flip or turn a shape?

Prior Knowledge:Exposure to circle, square, rectangle, triangle, rhombus (diamond), and oval

Unit Objectives:To explore, name, and compare two-dimensional shapes (circle, square, rectangle,

triangle, rhombus (diamond), oval)To explore, name, and compare three-dimensional shapes (sphere, cube, prism, cylinder,

pyramid, cone)To identify and recognize two- and three-dimensional shapes in the real worldTo compare shapes to investigate congruencyTo explore slides (translations), flips (reflections), and turns (rotations) of two-

dimensional shapesTo identify symmetry in two-dimensional shapes

Resources:



SFAW Text - Use Start-Up, Another Way to Learn, Options for Reaching All Learners,Activity Bank, Reading for Math, Follow-Up Activities, and Practice, Reteaching, Enrichment,and Problem Solving Support Material to provide additional lesson experiences.

Lessons 5-1, 5-2, 5-3, 5-4, 5-5Objective 1:

to explore, name, and compare two-dimensional shapes (circle, square, rectangle,triangle, rhombus (diamond), oval)

Resources:Naming Shapes: activity sheet where kids match a 2-D shape with its nameThis activity sheet also allows students to relate shapes to the real world. They have toidentify similarities and differences of shapes for sorting.Seeing Shapes: activity sheet where students are asked to sort shapesStudents can sort by various attributes and then choose their favoriteShapes, Sides, and Corners: activity sheet where students must identify the shapes andcount the number of sides and corners.

Activity: Exploring String Shapes:Students will create shapes with a partner using yarn.

Activity: Shapes in Motion:Students will wear necklaces with various shapes and do the action as the teacher readsthe poem aloud.

Activity: Putting Your Foot DownStudents will “draw” shapes with their feet and legs.

Activity: Geoboards 1 (Template)Students will use geoboards and rubber bands to create different shapes.

Activity: Tiptoe: A Sorting GameStudents will follow teacher directions and step on shapes on the ground according toattribute and/or shape name.

Activity: Cracker CreationStudents will sort crackers based on attributes. Can you create something using all ofyour crackers so that all crackers touch?Variation: Use attribute blocks in your classroom.

Objective 2:To explore, name, and compare three-dimensional shapes (sphere, cube, prism, cylinder,

pyramid, cone)Resources:

Sorting ShapesThis activity sheet has students categorizing 3-D shapes such as spheres, cones, cubes, and

cylinders.Stack, Roll and SlideThis activity allows for the class to use real solid shapes to see if they roll, stack, and/or slide.

Activity: I Spy a Shape!Students will be given clues to guess the 3-D shape.


Activity: Geometric Scavenger HuntLook around the school, classroom and/or at home. Take pictures and have the studentscreate a class book of 3-D shapes and have students write what the object is and whatshape it represents. You might want to use sentence starters, like I found a____________. It is shaped like a _________.

Activity: Toothpicks and GumdropsCreate prisms, pyramids, and cubes using gumdrops and toothpicks.

Objective 3:To identify and recognize two- and three-dimensional shapes in the real world

See above related activitiesObjective 4:To compare shapes to investigate congruency

Resources: Matching Shapes R 5-7Students must trace the figure that is the same size and shape.Same Size and Shape Practice 5-4

Students must circle the objects that are the same size and shapes. Then they draw one andanother that is the same size and shape.

Another Look 5-4 (Same Size and Shape)Students will color the objects that are the same size and shape as the first one.

Activity: Geoboards 2Students are shown a shape on the garboard. They must make an object that is the

same size and shape as the one provided.

Objective 5 : To explore slides (translations), flips (reflections), and turns (rotations) of two-dimensional shapesActivity: Pattern Blocks

Use pattern blocks to turn, slide and flip various shapes.You can use the board to draw them and the students can use the manipulative to turn,slide and flip the shapes.

Activity: Geoboards 3Students can make shapes and then trade with a partner. Their partner must turn the geoboard

and then create it on their own geoboard.Objective 6:

To identify symmetry in two-dimensional shapesResources: Math Mat 148: Shape Symmetry

Students will identify and draw symmetrical halves.Activity: Symmetrical PicturesHelp students get a handle on symmetry with this artistic activity. Search through magazines for

objects that are such as faces, chairs, or candy bars. Cut out each objects, cut it inhalf, and then glue it onto piece of paper. After discussion of symmetry, have eachstudent choose a picture and draw the missing side to make the picture symmetrical.


Activity: Shape SymmetryRead Look at Annette by Marion WalterStudents use mirrors to find lines of symmetry in letters and objects. Refer to ShapeSymmetry activity.

Activity: PaintingStudents will get a folded piece of paper and paint one half of a picture and then fold it toshow the matching half.


Unit 9 Money/TimeLength: ~3 weeksTimeframe: End of March to Mid-April

State Standards:

Local Standards:L.1.M.1 Tell time to hour in analog and digital format; know days and months in order;

connect months to seasons of year.L.1.M.3 Know names and values of penny, nickel, dime, and quarter; combine coins to make

quantities up to 25¢ and recognize ¢ as notation for cents.

Big Ideas:Money is used to purchase goods.Time helps us organize our lives.

Essential Questions:What would you do to earn money?How do you know what coins to give to a cashier?What if there was no money?Why is it important to tell time?

Prior Knowledge:To connect time (e.g. morning, noon, night) to daily activitiesTo connect time to the absence or presence of daylight

Unit Objectives:To name the values of the penny, nickel, dime, and quarterTo combine coins to make quantities up to 25 centsTo recognize ¢ as notation for centsTo tell time to hour in analog and digital formatTo know days and months in orderTo connect months to seasons of year


SFAW Text - Use Start-Up, Another Way to Learn, Options for Reaching All Learners, ActivityBank, Reading for Math, Follow-Up Activities, and Practice, Reteaching, Enrichment, andProblem Solving Support Material to provide additional lesson experiences.

Lessons 9-1, 9-2, 9-3, 9-4, 9-5, 9-6, 9-7, 9-8


Lessons 10-1, 10-2, 10-3, 10-4, 10-6, 10-7, 10-8, 10-9, 10-10

Money:Lessons, K level SFAW Text These resources are ON- LineK Lesson 9-6 Pennies and Nickels

WS 1 Color PenniesWS 2 Color NickelsWS 3 Heads and TailsWS 4 Count Pennies and Nickels

K-Lesson 9-7 Count CoinsK- Lesson 9-8

WS 5 Recognize DimeWS 6 Make 10 centsWS 7 Counting with DimesWS 8 Counting Loose ChangeWS 9 Count and Write AmountsWS 10 Count Nickels and Dimes

K- Lesson 9-10 Money ActivitiesWS 11 3 Counting ActivitiesWS 12 Compare CostsWS 13 Counting CostsWS 14 Matching ValuesWS 15 Buying Items

Unit 9 Test – Money – on lineOther resources from K level SFAW, Silver Burdett and Math Mats

Lessons, Grade: 9-1, 9-2, 9-8

Dr. Jean Money song from “Is Everybody Happy?”

Time:SFAW Text Grade 1 Lessons 10-1, 10-2, 10-3, 10-4, 10-6, 10-7, 10-8, 10-9, 10, 10-10Time Worksheets

WS Match time to MoneyWS Time in One HourWS What is the HourWS Write the Time

Unit 9 Test – Time - on line


Unit 10 MeasurementLength: ~2 weeksTimeframe: Mid-April to Beginning May

State Standards:

Local Standards:L.1.M.2 Estimate and measure lengths (heights) of objects using the standard unit of inches

and non-standard units (e.g. pencils, shoes, paper clips, etc.), and compare them usingexpressions such as: longer than, shorter than, the same size as.

Big Ideas:We can use many different things to measure in our world.The length of an object can be measured.

Essential Questions:How tall are you? How do you know?Would it take more steps for a student or a teacher walk to the door?Would it be easier to measure in inches or paper clips?

Prior Knowledge:Measure lengths (heights) of objects using non-standard unitsCompare lengths (heights) using expressions such as: longer than, shorter than, the same

size as.

Unit Objectives:To estimate and measure lengths (heights) of objects using the standard unit of inches and

non-standard units (e.g. pencils, shoes, paper clips, etc.)To compare lengths (heights) using expressions such as: bigger than, smaller than, the

same size as.


SFAW Text - Use Start-Up, Another Way to Learn, Options for Reaching All Learners,Activity Bank, Reading for Math, Follow-Up Activities, and Practice, Reteaching, Enrichment,and Problem Solving Support Material to provide additional lesson experiences.

Lessons 11-1, 11-2, 11-3, 11-4


1st grade mathematics curriculum - auburn school …district.auburn.cnyric.org/departments/math/math...

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