curriculum & pacing guide - martinsville.k12.va.us · the curriculum’s big ideas,...

Curriculum & Pacing Guide

Martinsville City Public Schools

Revised Summer 2011 Updated Summer 2012 tjv

Grade 1:Math

Refer to the Curriculum Framework for actual lesson planning. Updated Summer 2012 tjv Page 1

Martinsville City Public Schools’ Instructional Plan of Action The Martinsville City Public Schools Curriculum Guide was developed using the Standards of Learning for Virginia Public Schools and the State Curriculum Framework. Also, an emphasis was placed on the integration of 21st Century Skills into all areas of K-12 education. Martinsville City Public Schools believes that to compete in a global community, all children must develop lifelong independent skills that demonstrate initiative, self direction, and the ability to problem-solve, innovate and create, and communicate by writing and speaking effectively. To provide an avenue for students to develop these important qualifications and provide a more rigorous learning environment, Martinsville City Public Schools encourages problem-based learning in all classrooms. The collaboration between students in this type of learning environment develops skills in leadership, accountability, social, and cross-cultural understanding as they communicate and think critically to problem-solve real world applications of the curriculum. Martinsville City Public Schools’ Core curriculum prepares students to achieve these 21st

Century skills through competent cross- curricular activities that apply knowledge of concepts learned in other areas of study and in the community.

Standard benchmark assessments along with project-based assessments and end of year SOL tests are administered to ensure mastery of the concepts. PALS assessments are used to ensure proficiency in Reading for grades Pre-K through Eight. To further ensure that all students learn to the best of their abilities, a Response to Intervention (RtI) system, using STAR Math, STAR Reading and the Algebra Readiness Diagnostic Test (ARDT), is in place to guide classroom instruction, screen and progress monitor students so that intervention and enrichment activities are scheduled based on the students individual needs throughout the year.

The Martinsville City Public Schools’ Curriculum Guide is designed to provide a reference document for each subject and grade level that indicates The Curriculum’s Big Ideas, Instructional Strategies, Model lessons, & Assessment Instruments and suggested time frames to be used as a Guide for classroom instruction. In addition, Learning Targets at a Glance contains an overview of the curriculum taught for each grading period for each subject and grade level. 21

Curriculum Guide OVERVIEW

st

This symbol is used through to denote a 21

Century Internet Safety procedures are listed, and for Grades Three through Twelve, an SOL Testing Blueprint Target is included to give insight to the strands that will receive the most focus on the SOL Assessments. Two symbols will be used to denote the 21st Century Focus:

st

This symbol is used throughout to denote a 21

Century skill.

st

Century Global Connection.


The First Grade student will be provided many opportunities to engage in experiences involving problem solving, data collection and analysis, and algebraic thinking. The Virginia Standards of Learning provide the foundation for first grade mathematics. The standards are organized into 6 strands:

Learning Overview

Number/Number Sense: The focus of instruction allows students to develop an understanding of counting, classification, whole numbers, place value, fractions, number relationships, and the effects of single-step and multistep computations. Computation and Estimation: The focus of instruction allows students to develop an understanding of the operations such as addition and subtraction. Measurement: The focus of instruction developing the skills and tools needed to measure length, weight/mass, capacity, time, temperature, area, perimeter, volume, and money.. Geometry: The focus of instruction allows students to develop basic vocabulary related to plane and solid figures. Probability and Statistics: The focus of instructions allows students to develop an understanding of the concept of chance. Students will develop methods of collecting, organizing, describing, displaying, and interpreting data Patterns, Functions, and Algebra: The focus of instruction is to observe, recognize, create, extend, and describe a variety of patterns by experiencing and recognizing visual, kinesthetic, and auditory patterns and describe them orally and in written form. Curriculum Big Ideas Instructional Strategies & Model Lessons Assessment Items The organizing topics, big ideas, or strands under which student learning is organized and the Essential Understandings, Knowledge and Skills students must develop in order to master these concepts (typically from the standards found in the VDOE curriculum framework). Essential Understandings—what we want students to understand about this idea, topic, or concept Essential Knowledge—What students must know in order to develop this understanding Essential Skills—What students must be able to do in order to demonstrate that understanding

Standards of Learning that meet the criteria for 21st

Standards of Learning that meet the 21st Century Learning of Global Connections will be designated with this symbol

Century skills will be identified by this symbol

Resources, strategies, and models for delivery of the curriculum. Includes suggested teaching strategies, links to model lesson plans links to frequently referenced online sites, and suggested teacher resources and where to find them (online and hard copy, such as texts, primary source documents, etc.)

Examples of formative and summative assessments for measuring student mastery of the curriculum. Includes essential questions, writing prompts, sample test items, benchmark test links, model performance-based assessments, and other assessment resources.


Learning Targets at a Glance – 1st

Grade Math

Grade 3 Mathematics Test Blueprint Summary Table

50 question test

Number/Number Sense Computation/Estimation Measurement/Geometry Probability, Statistics, Patterns, Functions and Algebra

10 10 11 9

**1st Grades SOLS will be reflected in the 3rd

Grade SOL tests

First Quarter

Second Quarter

Third Quarter

Fourth Quarter

1.17 Repeating Patterns (Lessons 1-6)TA 1.1a Count 0-100 (Lessons 1-4) FFA 1.2 Skip counting (Lessons 7-9)TA 1.5 Basic Add/Subt. facts(Lessons 5-17) FFA *Include 1.6 – Story Problems *Include 1.18 – Equality 1.18 Equal Sign 1.2 Skip counting (Lesson 19)TA *Include counting backwards from 30 1.11 Calendar (Ongoing) UD

1.12 3-D Shapes (Lessons 1-6, 13-20) SS 1.12 2-D Shapes (Lessons 7-12) SS *Include 1.13 – Construct Shapes 1.13 Geometric Shapes-environment 1.16 Sorting (Lessons 11-13) TA 1.14 Data Collection (Lessons 14-20) TA 1.15 Interpreting graphs 1.3 Fractions (Include our own lessons) 1.11 Calendar (Ongoing) UD

1.4 Magnitude (Lessons 1-3) FFB 1.1b Count 0-100 (Lessons 4-7) FFB *Use supplemental lessons 1.5 Basic Add/Subt. Facts to 18 (Lessons 8- 14) FFB *Include 1.6 – Story Problems *Include 1.18 – Equality 1.3 Fractions (Lesson 15) FFB 1.14 Data Collection (Lessons 16) FFB 1.11 Calendar (Ongoing) UD

Instruction: 1.7 Money (Lessons 9-12) UD 1.11 Calendar (Lessons 13-14)) UD 1.8 Time (Lessons 15-17) UD 1.9 Nonstandard Measure (Lessons 1-3, 18- 19) UD 1.10 Compare Weights/Volume


21st

1. Teachers should review all internet sites and links prior to using them in the classroom. During this review, teachers need to ensure the Century Internet Safety Procedures

appropriateness of the content on the site. Checking for broken links and paying attention to inappropriate pop-ups or solicitations of information. 2. Teachers should circulate throughout the classroom while students are on the internet to make sure the students are on the appropriate site and are not minimizing other inappropriate sites. 3. Teachers should periodically check and update any web addresses that they have on their MCPS webpage. 4. Teachers should assure that the use of these websites correlate with the objectives of the lesson and provide students with the appropriate challenges.


5 Minutes

10 Minutes25 Minutes

20 Minutes

Suggested Time Allocation for a 60 Minute Math Block

Bellringer

Calendar Activity

Skill Lesson

Practice/Small Group Instruction


Content: Mathematics Grade 2

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Instructional Strategies & Model Lessons

Assessment Items

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Introduce First 20 Days *On-going Calendar Activity

SOL 1.11 Calendar The student will use calendar language appropriately (e.g., names of months, today, yesterday, next week, last week) The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to

• Read a calendar to locate a given day or date.

• Identify the months of the year. • Determine the days/dates before

and after a give day/date. • Determine the date day that is a

specific number of days or weeks in the past or in the future from a given date, using a calendar.

• Identify specific dates (e.g., the third Monday in a given )

Calendar Yesterday Today Tomorrow Day Week Month Year Before After Ordinal Numbers -First – Twelfth as apply to calendar language

Calendar Dinah Zikes Foldables: VDOE Word Wall Voc.

Starfall Calendar Brain Pop Jr. Calendar and Dates SMARTExchange (Calendar) www..rockingham.k12.va.us.resources.elementary/1math.htm Dr. Jean Songs (Days of the Week, Macarena Month) Harry Kindergarten - You Tube

Today is Monday

by Eric Carle

When this Box is Full

by Patricia Lillie

A House for Hermit Crab

by Eric Carle

Calendar Math

, Carson Dellosa

Hands-On Math CTP Chapter 2

Math Out of the Box

Up/Down Lessons 13-14

VDOE ESS:

Daily Calendar time Classroom Calendar

STAR MATH Teacher Made Assessments

Daily Classroom Routines a built on live skills and should be used all year. The content identified to be taught during the first 20 days of school is either a review or extension of previous knowledge and should be addressed in scaffolded assessments throughout the year. Teachers are encouraged to use the first twenty days of school to introduce calendar concepts, time on a clock, temperature, and data as part of daily routines.

Include life skill questions like:

• It is nine o’clock now; we have art in an hour. What time will it be then? • Yesterday was Tuesday. What day is today? What day will tomorrow be? • How many days are in this month?


Content: Mathematics Grade Level: 1

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Third Nine Weeks 10 days

SOL 1.17 The student will recognize, describe, extend, and create a wide variety of growing and repeating patterns. The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to: • Recognize the pattern in a given

rhythmic, color, geometric figure, or numerical sequence.

• Describe the pattern in a given rhythmic, color, geometric figure, or numerical sequence in terms of the core (the part of the sequence that repeats).

• Extend a pattern, using manipulatives, geometric figures, numbers, or calculators.

• Transfer a pattern from one form to another.

• Create a repeating or growing pattern, using manipulatives, geometric figures, numbers, or calculators (e.g., the growing patterns 2, 3, 2, 4, 2, 5, 2, 6, 2, …).

Pattern Repeating Growing Order Predict Sequence Extend

Pattern Blocks Cereal Two sided Counters Linking Cubes Teddy Bear Counters Beads Dinah Zikes Foldables VDOE Word Wall Voc

United Streaming Math Monsters Mathica’s Workshop Brain Pop Jr. Patterns SMARTExchange Patterns (variety of choices) Interactive 100 Chart www..rockingham.k12.va.us.resources.elementary/1math.htm

Stripes, Spots, Or Diamonds: A Book About Animal Patterns (Animal Wise) by Patricia M. Stockland

and Todd Ouren


Math Out of the Box

Together/Apart Lessons: 1-10 VDOE ESS: 1.17 Proud Principal


http://www.amazon.com/Stripes-Spots-Diamonds-Animal-Patterns/dp/1404809341/ref=sr_1_7?ie=UTF8&s=books&qid=1277215839&sr=8-7�





http://www.amazon.com/Patricia-M.-Stockland/e/B001HCWU26/ref=sr_ntt_srch_lnk_7?_encoding=UTF8&qid=1277215839&sr=8-7�

http://www.amazon.com/Patricia-M.-Stockland/e/B001HCWU26/ref=sr_ntt_srch_lnk_7?_encoding=UTF8&qid=1277215839&sr=8-7�



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First Nine Weeks 10 days *on

SOL 1.2 The student will count forward by ones, twos, fives, and tens to 100 and backward by ones from 30. The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to: • Count by ones, twos, fives, and tens to

100, using concrete objects, such as counters, connecting cubes, pennies, nickels, and dimes.

• Demonstrate a one-to-one correspondence when counting by ones with concrete objects or representations.

• Skip count orally by twos, fives and tens to 100 starting at various multiples of 2, 5, or 10.

• Count backward by ones from 30.

Backwards Forwards Ones Twos Fives Tens Skip

counters, connecting cubes, pennies, nickels, and dimes. Dinah Zikes Foldables: VDOE Word Wall Voc.

Interactive Smart Hundred Chart United Streaming Math Monsters Mathica’s Workshop www..rockingham.k12.va.us.resources.elementary/1math.htm

Reese’s Pieces Count by Fives

by Jerry Pallotta

by Barbar Barbieri McGrath

Cheerios Counting Book

Chicka Chicka 123,

Bill Martin

Math Out of the BOX

Families/Facts Module A Lessons: 19-20 Enrichment Lessons: 21, 22 Together/Apart Lessons: 7-10

VDOE ESS: 1.2 Counting Collections VDOE Modules About How Many?

Seasonal Die Cuts with skip counting to sequence




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1st

Nine Weeks

SOL 1.1 The student will a) count from 0 to 100 and write the corresponding numerals; b) group a collection of up to 100 objects into tens and ones and write the corresponding numeral to develop an understanding of place value The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to: • Count by rote from 0 to 100, using the

correct name for each numeral. • Use the correct oral counting sequence to

tell how many objects are in a set. • Write each numeral from 0 to 100 correctly. • Read two-digit numbers when shown a

numeral, a Base-10 model of the number, or a pictorial representation of the number.

• Identify the place value (ones, tens) of each digit in a two-digit numeral (e.g., The place value of the 2 in the number 23 is tens. The value of the 2 in the number 23 is 20).

• Group a collection of objects into sets of tens and ones.

• Write the numeral that corresponds to the total number of objects in a given collection of objects that have been grouped into sets

Numeral Ones Tens Objects Sets Groups Digit Value

Unifix cubes Base 10 Blocks Manipulatives (cereal, candy, straws, counting bears, animals, etc.) Number Cards Dinah Zikes Foldables: VDOE Word Wall Voc.

United Streaming Math Monsters Mathica’s Workshop Brain Pop Jr. One Hundred, Place Value SMARTBoard Interactive Hundred Chart SMART Exchange /Counting/ Making Sense of the Teens Caterpillar Count www..rockingham.k12.va.us.resources.elementary/1math.htm

The Wolf’s Chicken Stew

by Keiko Kasza

Chicka Chicka 123,

Bill MArtin

100th Day Worries

by Margery Cuyler

Engine Engine Number Nine

by Stephanie Calmenson

The Right Number of Elephants

by Jeff Sheppard

Hands-On Math CTP Chapter 6&7

Math Out of the Box Fact/Families Module A Lessons: 1-4, 18 Module B Lessons: 4-5 Enrichment: Module B Lessons: 6-7 VDOE ESS Pumpkin Puzzlers Grouping Tens & Ones Counting to 100 *see next page for VDOE Modules

See AIMS Fall, Winter and Spring and Primarily Bears for Seasonal counting activities



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1st

SOL 1.1 (Continued)

Nine Weeks

The student will a) count from 0 to 100 and write the corresponding numerals; b) group a collection of up to 100 objects into tens and ones and write the corresponding numeral to develop an understanding of place value The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to: • Count by rote from 0 to 100, using the







VDOE Modules Hundred Chat Puzzle Bears In Cave Cube Connections Kids on the Playground Place Value Designs I Found It Domino Math Seven Up More, More! Crazt Eight In or Out The Hidden Hand Game Me! How Many of Each? Count On The Circle Puzzle Constructing # Largest Number Smallest Number




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1st

Nine Weeks

SOL 1.5 The student will recall basic addition facts with sums to 18 or less and the corresponding subtraction facts. The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to: • Identify + as a symbol for addition, – as

a symbol for subtraction, and = as a symbol for equality.

• Recall and state orally the basic addition facts for sums with two addends to 18 or less and the corresponding subtraction facts.

• Recall and write the basic addition facts for sums to 18 or less and the corresponding subtraction facts, when addition or subtraction problems are presented in either horizontal or vertical written format.

Equality- same Sums- the answer to an addition problem Addends- two numbers added together Addition- putting two groups together Subtraction

- taking away a set of objects from a given set of objects Horizontal- left

to right Vertical-

uo and down

Dominoes Dice Flash Cards Addition Games Two Sided Counters Dinah Zikes Foldables: VDOE Word Wall Voc.

United Streaming Math Monsters Mathica’s Workshop Brain Pop Jr. Basic Addition, Basic Subtraction, Making Ten. Doubles, Counting On, Adding and subtraction Tens SMARTBoard Interactive Hundred Chart SMART Exchange (variety) www..rockingham.k12.va.us.resources.elementary/1math.htm

M&M Addtion

, Barbara Barbieri McGrath

Hershey Subtraction

Jerry Palotta and Rob Bolster

By Lynette Long Domino Addition

A Bagful of Pups

by Dick Gackenbach

Hands-On Math CTP Chapters 8 & 9 Math Out of the

Box; Families /Facts; Module B Lessons 8-14

VDOE ESS: 1.5 Related Fact Fun 1.5 Related Fact Houses




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1st

Nine Weeks

10 days and ongoing

SOL 1.6 The student will create and solve one-step story and picture problems using basic addition facts with sums to 18 or less and the corresponding subtraction facts. The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to: • Interpret and solve oral or written story

and picture problems involving one-step solutions, using basic addition and subtraction facts (sums to18 or less and the corresponding subtraction facts).

• Identify a correct number sentence to solve an oral or written story and picture problem, selecting from among basic addition and subtraction facts.

Sum Difference Story Problem Picture Problem Word Problem Number Sentence

Counters Number lines Dinah Zikes Foldables: VDOE Word Wall Voc.


M&M Addtion, Barbara Barbieri McGrath Hershey Subtraction Jerry Palotta and Rob Bolster Hands-On Math CTP Chapter 8 & 9 AIMS Solve it! K-1 Problem Solving Strategies

Math Out of the Box

Families/Facts Module A Lesson 13 Module B Lesson 14 VDOE ESS: 1.6 Number Stories




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1st

Nine Weeks

5 days and ongoing

SOL 1.18 The student will demonstrate an understanding of equality through the use of the equal sign. The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to: • Identify the equality (=) symbol. • Recognize that the equations 4 + 2 = 2 +

4 and 6 + 1= 4 + 3 represent the relationship between two expressions of equal value.

• Model an equation that represents the relationship of two expressions of equal value.

• Identify equivalent values (e.g., 3 = 3, 4 + 3 = 8 - 1, 7 = 2 + 5, etc.).

Equality – the same Equal Sign – “is the same as,” “another name for,” or “equal in value” Equation – a number sentence (4+2 = 2+4)

Dinah Zikes Foldables: VDOE Word Wall Voc.


Math Out of the Box

VDOE ESS: 1.18 A Balancing Act

Teach in conjunction with addition and subtraction (2=1+1 or 2+2 = 3+1 3+2=2+3)




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2nd

Nine Weeks

SOL 1.12 The student will identify and trace, describe, and sort plane geometric figures (triangle, square, rectangle, and circle) according to number of sides, vertices, and right angles. The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to: • Describe a circle. • Trace triangles, squares, rectangles, and

circles. • Describe triangles, squares, and

rectangles by the number of sides, vertices, and right angles.

• Sort plane geometric figures into appropriate subsets (categories) based on characteristics (number of sides, vertices, angles, curved, etc.).

• Identify the name of the geometric figure when given information about the number of sides, vertices, and right angles.

Triangle – 3 sides Square – 4 equal sides Rectangle – 4 sides Circle – No sides Right Angle - Vertices – The place where sides of an angle meet. Curved – not straight

Foam Shapes Dinah Zikes Foldables VDOE Word Wall Voc.

United Streaming Math Monsters Mathica’s Workshop Brain Pop Jr. Plane Shapes SMARTBoard Interactive Shape Puzzle SMART Exchange (Shape Assesment) www..rockingham.k12.va.us.resources.elementary/1math.htm

The Wing on a Flea: A Book about Shapes,

by Ed Emberley

The Greedy Triangle

by Marilyn Burns

The Silly Story of Goldie Locks and The Three Squares

by MacCarone


Math Out of the Box

Symmetry/Shapes Lessons: 7-12 Enrichment: Lessons 1-6

VDOE ESS: 1.12 Shape Up!




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2nd

SOL 1.16 Patterns, Functions, Algebra

Nine Weeks

The student will sort and classify concrete objects according to one or more attributes, including color, size, shape, and thickness The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to: • Sort and classify objects into

appropriate subsets (categories) based on one or two attributes, such as size, shape, color, or thickness.

Sort Classify Subsets Groups Attribute

Coins Buttons Attribute Blocks Foam shapes Children Dinah Zikes Foldables: VDOE Word Wall Voc.

United Streaming Math Monsters Mathica’s Workshop SMARTExchange Sorting by One Attribute www..rockingham.k12.va.us.resources.elementary/1math.htm

Sort It Out

by Kari Jenson Gold

Hands-On Math CTP Chapter 4 Math Out of the

BOX Together/Apart Lessons: 11-13

VDOE ESS: 1.16 Attribute Train




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2nd

SOL 1.14

Nine Weeks

The student will investigate, identify, and describe various forms of data collection (e.g., recording daily temperature, lunch count, attendance, favorite ice cream), using tables, picture graphs, and object graphs. The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to: • Investigate various forms of data

collection, including counting and tallying, informal surveys, observations, and voting.

• Identify and describe various forms of data collection in practical situations (e.g., recording daily temperature, lunch count, attendance, and favorite ice cream.)

Data Tally mark Tallying Survey Graph Pictograph Bar graph Line graph Voting Tables


United Streaming Math Monsters Mathica’s Workshop SMARTExchange Recording Data, Graphs, Graphs Week www..rockingham.k12.va.us.resources.elementary/1math.htm Brain Pop Jr. Pictographs and Tally marks and Bar Graphs

Harcourt; Graph a Week Question of the Day Chrysanthemum

by Kevin Henkes


Math Out of the Box

Families/Facts Module B Lessons: 14-15, 17-20

VDOE ESS: 1.14 Data In Our World

See Smart Exchange for Seasonal Graphs




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Introduce First 20 Days *On-going Calendar Activity

SOL 1.15 The student will interpret information displayed in a picture or object graph, using the vocabulary more, less, fewer, greater than, less than, and equal to. The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to: • Demonstrate the meaning of the terms

more, less, fewer, greater than, less then, and equal to, using concrete materials.

• Compare one category to another in a graph, indicating which has more or which has less, or which is equal to.

• Interpret information displayed in object graphs and picture graphs, using the words more, less, fewer, greater than, less than, and equal to.

• Find answers to questions, using graphs (e.g., “Which category has more?”, “How many more?”, and “How many in all?

Data Tally mark Tallying Survey Graph Pictograph Bar graph Line graph Voting Tables More Less Fewer Greater than Less than Equal to Same How May More



Harcourt; Graph a Week Question of the Day (kit) Hands-On Math CTP Chapter 11 Math Out of the

Box Families/Facts Module B Lessons: 17-20

VDOE ESS:

1.15 Data Digs





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2nd

Nine Weeks

**Pull lessons other than Math Out of the box

SOL 1.3 The student will identify the parts of a set and/or region that represent fractions for halves, thirds, and fourths and write the fractions. The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to:

• Represent a whole to show it having two equal parts and identify one-half (1/2), and two halves (2/2).

• Represent a whole to show it having three equal parts and identify one-third (1/3), two-thirds (2/3) and three-thirds (3/3).

• Represent a whole to show it having four equal parts and identify one-fourth (1/4), two-fourths (2/4), three-fourths (3/4) and four-fourths (4/4).

• Identify and model halves, thirds, and fourths of a whole, using the set model (e.g., connecting cubes and counters), and region/area models (e.g., pie pieces, pattern blocks, geoboards, paper folding, and drawings).

• Name and write fractions represented by drawings or concrete materials for halves, thirds, and fourths.

• Represent a given fraction using concrete materials, pictures, and symbols for halves, thirds, and fourths. For example, write the symbol for one-fourth, and represent it with concrete materials and pictures.

Whole Part Fraction Half Third Fourth Equal Halves Thirds Fourths

Connecting cubes Counters Pattern blocks Geoboards Paper folding Graham cracker Apples Cookie Crisp Cereal Hershey Bars Dinah Zikes Foldables VDOE Word Wall Voc

Brain Pop Jr. Basic parts of a whole,more fractions SMARTExchange (Fractions) United Streaming Math Monsters Mathica’s Workshop www..rockingham.k12.va.us.resources.elementary/1math.htm

Eating Fractions

by Bruce McMillan

Hershey's Milk Chocolate Bar Fractions

by Pallotta and Robert C. Bolster

The Doorbell Rang

by Pat Hutchins

Apple Fractions

by Jerry Pallotta

Half for you and Half for Me ; Waterford Hands-On Math CTP Chapter 16 Math Out of the Box Families/Facts Module B

Lesson 15

VDOE ESS: 1.3 Ben Franklin’s Kite VDOE Module: Fractions to Share and Fractions to Spare




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Fourth Nine Weeks 5 days and ongoing

SOL 1.4 The student, given a familiar problem situation involving magnitude, will A) select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and B) a three-digit numeral (e.g., 5, 50, 500); and explain the reasonableness of the choice. The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to: • Develop an understanding of the order of

magnitude (size) of whole numbers and use this knowledge to estimate quantities.

• Select a reasonable order of magnitude for a given set from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, and 500 jelly beans in jars) in a familiar problem situation.

• Given a familiar problem situation involving magnitude, explain why a particular estimate was chosen as the most reasonable from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral.

Magnitude Guess Estimate

Estimation Jar Dinah Zikes Foldables VDOE Word Wall Voc

United Streaming Math Monsters Mathica’s Workshop SMARTExchange Estimation Station www..rockingham.k12.va.us.resources.elementary/1math.htm Brain Pop Jr. Pictographs and Tally marks and Bar Graphs


Math Out of the Box;

Families/Fact Module B Lesson 1-3

VDOE ESS: 1.4 Pumpkin Puzzle II




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3rd Nine Weeks

SOL 1.1 The student will a) count from 0 to 100 and write the corresponding numerals; b) group a collection of up to 100 objects into tens and ones and write the corresponding numeral to develop an understanding of place value The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to: • Count by rote from 0 to 100, using the







Numeral Ones Tens Objects Sets Groups Digit Value

Unifix cubes Base 10 Blocks Manipulatives (cereal, candy, straws, counting bears, animals, etc.) Number Cards Dinah Zikes Foldables: VDOE Word Wall Voc.

United Streaming Math Monsters Mathica’s Workshop Brain Pop Jr. One Hundred, Place Value SMARTBoard Interactive Hundred Chart SMART Exchange /Counting/ Making Sense of the Teens Caterpillar Count www..rockingham.k12.va.us.resources.elementary/1math.htm

The Wolf’s Chicken Stew

by Keiko Kasza

Chicka Chicka 123,

Bill MArtin

100th Day Worries

by Margery Cuyler

Engine Engine Number Nine

by Stephanie Calmenson

The Right Number of Elephants

by Jeff Sheppard

Hands-On Math CTP Chapter 6&7

Math Out of the Box Fact/Families Module A Lessons: 1-4, 18 Module B Lessons: 4-5 Enrichment: Module B Lessons: 6-7 VDOE ESS Pumpkin Puzzlers Grouping Tens & Ones Counting to 100 *see next page for VDOE Modules

See AIMS Fall, Winter and Spring and Primarily Bears for Seasonal counting activities



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3rd

SOL 1.1 (Continued)

Nine Weeks

The student will a) count from 0 to 100 and write the corresponding numerals; b) group a collection of up to 100 objects into tens and ones and write the corresponding numeral to develop an understanding of place value The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to: • Count by rote from 0 to 100, using the







VDOE Modules Hundred Chat Puzzle Bears In Cave Cube Connections Kids on the Playground Place Value Designs I Found It Domino Math Seven Up More, More! Crazt Eight In or Out The Hidden Hand Game Me! How Many of Each? Count On The Circle Puzzle Constructing # Largest Number Smallest Number




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3rd Nine Weeks

SOL 1.5 The student will recall basic addition facts with sums to 18 or less and the corresponding subtraction facts. The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to: • Identify + as a symbol for addition, – as

a symbol for subtraction, and = as a symbol for equality.

• Recall and state orally the basic addition facts for sums with two addends to 18 or less and the corresponding subtraction facts.

• Recall and write the basic addition facts for sums to 18 or less and the corresponding subtraction facts, when addition or subtraction problems are presented in either horizontal or vertical written format.

Equality- same Sums- the answer to an addition problem Addends- two numbers added together Addition- putting two groups together Subtraction

- taking away a set of objects from a given set of objects Horizontal- left

to right Vertical-

uo and down

Dominoes Dice Flash Cards Addition Games Two Sided Counters Dinah Zikes Foldables: VDOE Word Wall Voc.


M&M Addtion

, Barbara Barbieri McGrath

Hershey Subtraction

Jerry Palotta and Rob Bolster

By Lynette Long Domino Addition

A Bagful of Pups

by Dick Gackenbach

Hands-On Math CTP Chapters 8 & 9 Math Out of the

Box; Families /Facts; Module B Lessons 8-14

VDOE ESS: 1.5 Related Fact Fun 1.5 Related Fact Houses




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2nd

Nine Weeks

**Use Math Out of the Box Lesson

SOL 1.3 The student will identify the parts of a set and/or region that represent fractions for halves, thirds, and fourths and write the fractions. The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to:

• Represent a whole to show it having two equal parts and identify one-half (1/2), and two halves (2/2).

• Represent a whole to show it having three equal parts and identify one-third (1/3), two-thirds (2/3) and three-thirds (3/3).

• Represent a whole to show it having four equal parts and identify one-fourth (1/4), two-fourths (2/4), three-fourths (3/4) and four-fourths (4/4).

• Identify and model halves, thirds, and fourths of a whole, using the set model (e.g., connecting cubes and counters), and region/area models (e.g., pie pieces, pattern blocks, geoboards, paper folding, and drawings).

• Name and write fractions represented by drawings or concrete materials for halves, thirds, and fourths.

• Represent a given fraction using concrete materials, pictures, and symbols for halves, thirds, and fourths. For example, write the symbol for one-fourth, and represent it with concrete materials and pictures.

Whole Part Fraction Half Third Fourth Equal Halves Thirds Fourths

Connecting cubes Counters Pattern blocks Geoboards Paper folding Graham cracker Apples Cookie Crisp Cereal Hershey Bars Dinah Zikes Foldables VDOE Word Wall Voc

Brain Pop Jr. Basic parts of a whole,more fractions SMARTExchange (Fractions) United Streaming Math Monsters Mathica’s Workshop www..rockingham.k12.va.us.resources.elementary/1math.htm

Eating Fractions

by Bruce McMillan

Hershey's Milk Chocolate Bar Fractions

by Pallotta and Robert C. Bolster

The Doorbell Rang

by Pat Hutchins

Apple Fractions

by Jerry Pallotta

Half for you and Half for Me ;Waterford Hands-On Math CTP Chapter 16 Math Out of the Box Families/Facts Module B Lesson 15 VDOE ESS: 1.3 Ben Franklin’s Kite VDOE Module: Fractions to Share and Fractions to Spare




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3rd

SOL 1.14

Nine Weeks

The student will investigate, identify, and describe various forms of data collection (e.g., recording daily temperature, lunch count, attendance, favorite ice cream), using tables, picture graphs, and object graphs. The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to: • Investigate various forms of data

collection, including counting and tallying, informal surveys, observations, and voting.

• Identify and describe various forms of data collection in practical situations (e.g., recording daily temperature, lunch count, attendance, and favorite ice cream.)

Data Tally mark Tallying Survey Graph Pictograph Bar graph Line graph Voting Tables



Harcourt; Graph a Week Question of the Day Chrysanthemum

by Kevin Henkes


Box Families/Facts Module B Lesson: 16

VDOE ESS: 1.14 Data In Our World





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First Nine Weeks 5 days

SOL 1.13 The student will construct, model, and describe objects in the environment as geometric shapes (triangle, rectangle, square, and circle) and explain the reasonableness of each choice. The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to: • Understand that geometric figures are

integral parts of the environment. • Use familiarity with the figure,

structure, and location to develop spatial reasoning

• Construct plane geometric figures. • Identify models of representations of

circles, squares, rectangles, and triangles in the environment at school and home and tell why they represent those figures (shapes).

• Describe representations of circles, squares, rectangles, and triangles in the environment (e.g. “I know it’s a rectangle because it looks like a door and I know a door is a rectangle.”) and explain the reasonableness of the choice.

Triangle – 3 sides Square – 4 equal sides Rectangle – 4 sides Circle – No sides

I Spy Magazines - cut out Dinah Zikes Foldables VDOE Word Wall Voc

United Streaming Math Monsters Mathica’s Workshop Brain Pop Jr Plane Shapes SMARTBoard Interactive Shape Puzzle SMART Exchange (Shapes) www..rockingham.k12.va.us.resources.elementary/1math.htm

Hands-On Math CTP Chapter 3 AIMS Getting Into Geometry

Math Out of the Box;

Symmetry/Shapes Enrichment: Lessons: 13-20

VDOE ESS: 1.13 Shapes




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4th

Nine Weeks

SOL 1.7 The student will a) identify the number of pennies equivalent to a nickel, a dime, and a quarter; b) determine the value of a collection of pennies, nickels, and dimes whose total value is 100 cents or less. The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to: • Identify the value of a nickel, a dime, and a

quarter in terms of pennies • Recognize the characteristics of pennies,

nickels, and dimes (e.g., color, size). • Count by ones to determine the value of a

collection of pennies whose total value is 100 cents or less.

• Count by fives to determine the value of a collection of nickels whose total value is 100 cents or less.

• Count by tens to determine the value of a collection of dimes whose total value is 100 cents or less.

• Count by ones, fives, and tens to determine the value of a collection of pennies and nickels, pennies and dimes, and nickels and dimes whose total value is 100 cents or less.

• Count by ones, fives, and tens to determine the value of a collection of pennies, nickels, and dimes whose total value is 100 cents or less.

Penny Nickel Dime Quarter Value

Coin Sets Piggy Bank Work Mat Cash Register Dinah Zikes Foldables VDOE Word Wall Voc

Brain Pop Jr. Counting Coins, Equivalent Coins SMARTExchange (Money) United Streaming / Math Monsters Mathica’s Workshop www..rockingham.k12.va.us.resources.elementary/1math.htm Elmo Counting Song – You Tube The Coin Song – You Tube

Pigs Will Be Pigs: Fun with Math and Money

(Aladdin Picture Books) Axelrod

On Market Street

by Arnold Lobel

One Cent, Two Cents, Old Cent, New Cent: All About Money (Cat in the Hat's Learning Library)

by Worth Ruiz and

Hands-On Math CTP Chapter 15 AIMS Counting on Coins Books ; Winter Wonder pg 115 Math Out of the Box

Up/Down Lessons 9-12 VDOE ESS: 1.7 Race to A Dollar!




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4th

Nine Weeks

SOL 1.8 The student will tell time to the half-hour, using analog and digital clocks. The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to: • Tell time shown on an analog clock to

the half-hour. • Tell time shown on a digital clock to the

half-hour. • Match a written time to the time shown

on a digital and analog clock to the half-hour.

Clock Hour hand Minute hand Analog Digital Hour Half hour Minute a.m. p.m.

Student Clocks Time Bingo Dinah Zikes Foldables VDOE Word Wall Voc

Brain Pop Jr. Parts of a clock,time to the hour, time to the quarter and half hour) SMARTExchange (Time) United Streaming Math Monsters Mathica’s Workshop www..rockingham.k12.va.us.resources.elementary/1math.htm

The Grouchy Ladybug

by Eric Carle

Hands-On Math CTP Chapter 13 Math Out of the Box Up/Down Lessons: 15-17 VDOE ESS: 1.8 It’s About TIme




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Third Nine Weeks

SOL 1.9 The student will use nonstandard units to measure length, weight/mass, and volume. The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to:

• Measure the length of objects, using various nonstandard units (e.g., connecting cubes, paper clips, erasers).

• Measure the weight/mass of objects, using a balance scale with various nonstandard units (e.g., paper clips, bean bags, cubes).

• Measure the volume of objects, using various nonstandard units (e.g., connecting cubes, blocks, rice, water).

Length Weight Mass Volume Scale Balance Heavier Lighter More Less Longer Shorter Measurement

Connecting cubes Paper clips Cubes Erasers teddy bears Balance scales Rice Water Dinah Zikes Foldables VDOE Word Wall Voc

United Streaming Math Monsters Mathica’s Workshop Brain Pop Jr. Measurement, (variety of videos) SMARTExchange Measurement with Objects www..rockingham.k12.va.us.resources.elementary/1math.htm

How Big is a Foot?

By Rolf Myer

Inch by Inch

by Leo Lionni


Math Out of the Box

Up/Down Lessons: 1-3 18-20 Enrichment: Lessons: 4-8

VDOE ESS: 1.9 A Tall Order 1.9 How Much Does it Hold?

Cross-curricular instruction with science




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4th

Nine Weeks

SOL 1.11 Calendar The student will use calendar language appropriately (e.g., names of months, today, yesterday, next week, last week) The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to

• Read a calendar to locate a given day or date.

• Identify the months of the year. • Determine the days/dates before

and after a give day/date. • Determine the date day that is a

specific number of days or weeks in the past or in the future from a given date, using a calendar.

• Identify specific dates (e.g., the third Monday in a given )

Calendar Yesterday Today Tomorrow Day Week Month Year Before After Ordinal Numbers -First – Twelfth as apply to calendar language

Calendar Dinah Zikes Foldables: VDOE Word Wall Voc.

Starfall Calendar Brain Pop Jr. Calendar and Dates SMARTExchange (Calendar) www..rockingham.k12.va.us.resources.elementary/1math.htm Dr. Jean Songs (Days of the Week, Macarena Month) Harry Kindergarten - You Tube

Today is Monday

by Eric Carle

When this Box is Full

by Patricia Lillie

A House for Hermit Crab

by Eric Carle

Calendar Math

, Carson Dellosa


Box Up/Down

Lessons 13-14 VDOE ESS:

Daily Calendar time Classroom Calendar




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4th

Nine Weeks

SOL 1.10 The student will compare, using the concepts of more, less, and, equivalent, the volumes of two given containers; and the weight/mass of two objects, using a balance scale. The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to: • Compare the volumes of two containers

to determine if the volume of one is more, less, or equivalent to the other, using nonstandard units of measure (e.g., a spoonful or scoopful).

• Compare the volumes of two containers to determine if the volume of one is more, less, or equivalent to the other by pouring the contents of one container into the other.

• Compare the weight/mass of two objects, using the terms lighter, heavier, or the same, using a balance scale. The pan containing less weight/mass will rise and the pan containing more weight/mass will fall. If the objects are of equivalent weight/mass, the two pans will balance.

Length Weight Mass Volume Scale Balance Heavier Lighter More Less Longer Shorter Measurement Same Equivalent

Variety of different sizes of containers Balance Scale Variety of classroom object Dinah Zikes Foldables VDOE Word Wall Voc

United Streaming Math Monsters Mathica’s Workshop Brain Pop Jr. Measurement, (variety of videos) SMARTExchange Measurement with Objects www..rockingham.k12.va.us.resources.elementary/1math.htm

Much Bigger Than Martin

by Steven Kellogg


Math Out of the Box

Up/Down Lesson 19

VDOE ESS:

1.10 Volumes of Fun! 1.10 Weigh to Have Fun!


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