em3 g1 corrbklt 01-39 okokcpscurriculumteam.weebly.com/uploads/1/3/1/2/13121092/ok_pas… ·...
TRANSCRIPT
®
Grade
OklahomaOklahoma
Correlation of the
Lessons to the
Mathematics
Priority Academic
Student Skills
WrightGroup.com
LG563948
EM3_G1_CorrBklt_Cov_OK.indd 1EM3_G1_CorrBklt_Cov_OK.indd 1 6/4/09 12:04:47 PM6/4/09 12:04:47 PM
1
Lesson Standards
1�11.1.3 - Demonstrate number patterns by counting as many as 100 objects by 1’s, 2’s, 5’s and 10’s.†
1.4.3 - Identify and name the value of pennies, dimes, nickels, and quarters.
Process Standards - Connections 1.PS4.1 - Relate various concrete and pictorial models of concepts and procedures to one another (e.g., use two colors of cubes to represent addition facts for the number 5, relate patterns on a hundreds chart to multiples, use base-10 blocks to represent decimals).
Process Standards - Representation1.PS5.1 - Create and use a variety of representations appropriately and with fl exibility to organize, record, and communicate mathematical ideas (e.g., dramatizations, manipulatives, drawings, diagrams, tables, graphs, symbolic representations).
1�21.2.1.c - Read and write numerals to 100.
Process Standards - Communication1.PS2.1 - Express mathematical ideas coherently and clearly to peers, teachers, and others (e.g., with verbal ideas, models or manipulatives, pictures, or symbols).
Process Standards - Communication1.PS2.3 - Relate manipulatives, pictures, diagrams, and symbols to mathematical ideas.
Process Standards - Connections1.PS4.2 - Link concepts to procedures and eventually to symbolic notation (e.g., represent actions like snap, clap, clap with symbols A B B, demonstrate 3 · 4 with a geometric array, divide a candy bar into 3 equal pieces that represent one piece as 1/3).
Process Standards - Representation1.PS5.2 - Use representations to model and interpret physical, social, and mathematical situations (e.g., counters, pictures, tally marks, number sentences, geometric models; translate between diagrams, tables, charts, graphs).†
1�31.2.1.b - Compare objects by size and quantity (e.g., more than, less than, equal to).†
1.3.2 - Identify, name, and describe two-dimensional geometric shapes (including rhombi) and objects in everyday situations (e.g., the face of a round clock is a circle, a desktop is a rectangle).
Process Standards - Connections1.PS4.1 - Relate various concrete and pictorial models of concepts and procedures to one another (e.g., use two colors of cubes to represent addition facts for the number 5, relate patterns on a hundreds chart to multiples, use base-10 blocks to represent decimals).
Process Standards - Representation1.PS5.1 - Create and use a variety of representations appropriately and with fl exibility to organize, record, and communicate mathematical ideas (e.g., dramatizations, manipulatives, drawings, diagrams, tables, graphs, symbolic representations).
Process Standards - Representation1.PS5.2 - Use representations to model and interpret physical, social, and mathematical situations (e.g., counters, pictures, tally marks, number sentences, geometric models; translate between diagrams, tables, charts, graphs).
NOTE: The Oklahoma online ePlanner provides information on how the Oklahoma standards are addressed and covered in every lesson of the Teacher’s Lesson Guide. For items marked with an (†), additional instructional support for these standards is provided in the Oklahoma online ePlanner.
Oklahoma Priority AcademicStudent Skills � Grade 1 � 1
Unit
®
EM3_G1_CorrBklt_01-39_OK.indd 1EM3_G1_CorrBklt_01-39_OK.indd 1 5/27/09 9:07:06 AM5/27/09 9:07:06 AM
®
2
Lesson Standards (cont.)
Oklahoma Priority AcademicStudent Skills � Grade 1 �
1�41.1.3 - Demonstrate number patterns by counting as many as 100 objects by 1’s, 2’s, 5’s and 10’s.
1.2.1.c - Read and write numerals to 100.†
Process Standards - Communication1.PS2.4 - Represent, discuss, write, and read mathematical ideas and concepts. Start by relating everyday language to mathematical language and symbols and progress toward the use of appropriate terminology (e.g., “add more” becomes “plus”, “repeated addition” becomes “multiplication”, “fair share” becomes “divide”, “balance the equation” becomes “solve the equation”).
Process Standards - Connections1.PS4.1 - Relate various concrete and pictorial models of concepts and procedures to one another (e.g., use two colors of cubes to represent addition facts for the number 5, relate patterns on a hundreds chart to multiples, use base-10 blocks to represent decimals).
Process Standards - Connections1.PS4.2 - Link concepts to procedures and eventually to symbolic notation (e.g., represent actions like snap, clap, clap with symbols A B B, demonstrate 3 · 4 with a geometric array, divide a candy bar into 3 equal pieces that represent one piece as 1/3).
Process Standards - Representation1.PS5.2 - Use representations to model and interpret physical, social, and mathematical situations (e.g., counters, pictures, tally marks, number sentences, geometric models; translate between diagrams, tables, charts, graphs).
1�51.1.3 - Demonstrate number patterns by counting as many as 100 objects by 1’s, 2’s, 5’s and 10’s.
Process Standards - Communication1.PS2.1 - Express mathematical ideas coherently and clearly to peers, teachers, and others (e.g., with verbal ideas, models or manipulatives, pictures, or symbols).
Process Standards - Communication1.PS2.3 - Relate manipulatives, pictures, diagrams, and symbols to mathematical ideas.
Process Standards - Connections1.PS4.1 - Relate various concrete and pictorial models of concepts and procedures to one another (e.g., use two colors of cubes to represent addition facts for the number 5, relate patterns on a hundreds chart to multiples, use base-10 blocks to represent decimals).†
Process Standards - Connections1.PS4.2 - Link concepts to procedures and eventually to symbolic notation (e.g., represent actions like snap, clap, clap with symbols A B B, demonstrate 3 · 4 with a geometric array, divide a candy bar into 3 equal pieces that represent one piece as 1/3).
Process Standards - Representation1.PS5.1 - Create and use a variety of representations appropriately and with fl exibility to organize, record, and communicate mathematical ideas (e.g., dramatizations, manipulatives, drawings, diagrams, tables, graphs, symbolic representations).
Process Standards - Representation1.PS5.2 - Use representations to model and interpret physical, social, and mathematical situations (e.g., counters, pictures, tally marks, number sentences, geometric models; translate between diagrams, tables, charts, graphs).
NOTE: The Oklahoma online ePlanner provides information on how the Oklahoma standards are addressed and covered in every lesson of the Teacher’s Lesson Guide. For items marked with an (†), additional instructional support for these standards is provided in the Oklahoma online ePlanner.
Unit
1
EM3_G1_CorrBklt_01-39_OK.indd 2EM3_G1_CorrBklt_01-39_OK.indd 2 5/27/09 9:07:08 AM5/27/09 9:07:08 AM
®
3
Lesson Standards (cont.)
Oklahoma Priority AcademicStudent Skills � Grade 1 �
1�61.2.1.b - Compare objects by size and quantity (e.g., more than, less than, equal to).
1.2.1.c - Read and write numerals to 100.†
1�71.1.3 - Demonstrate number patterns by counting as many as 100 objects by 1’s, 2’s, 5’s and 10’s.†
1.5.1.b - Formulate and solve problems that involve collecting and analyzing data common to children’s lives (e.g., color of shoes, numbers of pets, favorite foods).†
Process Standards - Communication1.PS2.1 - Express mathematical ideas coherently and clearly to peers, teachers, and others (e.g., with verbal ideas, models or manipulatives, pictures, or symbols).
Process Standards - Communication1.PS2.3 - Relate manipulatives, pictures, diagrams, and symbols to mathematical ideas.
Process Standards - Connections1.PS4.1 - Relate various concrete and pictorial models of concepts and procedures to one another (e.g., use two colors of cubes to represent addition facts for the number 5, relate patterns on a hundreds chart to multiples, use base-10 blocks to represent decimals).
Process Standards - Connections1.PS4.2 - Link concepts to procedures and eventually to symbolic notation (e.g., represent actions like snap, clap, clap with symbols A B B, demonstrate 3 · 4 with a geometric array, divide a candy bar into 3 equal pieces that represent one piece as 1/3).
Process Standards - Representation1.PS5.1 - Create and use a variety of representations appropriately and with fl exibility to organize, record, and communicate mathematical ideas (e.g., dramatizations, manipulatives, drawings, diagrams, tables, graphs, symbolic representations).
Process Standards - Representation1.PS5.2 - Use representations to model and interpret physical, social, and mathematical situations (e.g., counters, pictures, tally marks, number sentences, geometric models; translate between diagrams, tables, charts, graphs).
1�81.5.1.a - Organize, describe, and display data using concrete objects, pictures, or numbers.
1.5.1.b - Formulate and solve problems that involve collecting and analyzing data common to children’s lives (e.g., color of shoes, numbers of pets, favorite foods).
Process Standards - Communication1.PS2.1 - Express mathematical ideas coherently and clearly to peers, teachers, and others (e.g., with verbal ideas, models or manipulatives, pictures, or symbols).
Process Standards - Reasoning1.PS3.3 - Make predictions and draw conclusions about mathematical ideas and concepts. Predictions become conjectures and conclusions become more logical as students mature mathematically.†
Process Standards - Representation1.PS5.2 - Use representations to model and interpret physical, social, and mathematical situations (e.g., counters, pictures, tally marks, number sentences, geometric models; translate between diagrams, tables, charts, graphs).
NOTE: The Oklahoma online ePlanner provides information on how the Oklahoma standards are addressed and covered in every lesson of the Teacher’s Lesson Guide. For items marked with an (†), additional instructional support for these standards is provided in the Oklahoma online ePlanner.
1Unit
EM3_G1_CorrBklt_01-39_OK.indd 3EM3_G1_CorrBklt_01-39_OK.indd 3 5/27/09 9:07:10 AM5/27/09 9:07:10 AM
®
4
Lesson Standards (cont.)
Oklahoma Priority AcademicStudent Skills � Grade 1 �
1�91.1.3 - Demonstrate number patterns by counting as many as 100 objects by 1’s, 2’s, 5’s and 10’s.
1.4.2.b - Develop the concepts of days, weeks, and months using a calendar.†
Process Standards - Connections1.PS4.4 - Use mathematical strategies to solve problems that relate to other curriculum areas and the real world (e.g., use a timeline to sequence events, use symmetry in art work, explore fractions in quilt designs and to describe pizza slices).
1�101.1.3 - Demonstrate number patterns by counting as many as 100 objects by 1’s, 2’s, 5’s and 10’s.
1.2.1.b - Compare objects by size and quantity (e.g., more than, less than, equal to).†
Process Standards - Representation1.PS5.1 - Create and use a variety of representations appropriately and with fl exibility to organize, record, and communicate mathematical ideas (e.g., dramatizations, manipulatives, drawings, diagrams, tables, graphs, symbolic representations).
Process Standards - Representation1.PS5.2 - Use representations to model and interpret physical, social, and mathematical situations (e.g., counters, pictures, tally marks, number sentences, geometric models; translate between diagrams, tables, charts, graphs).
1�111.2.1.a - Use concrete models of tens and ones to develop the concept of place value.
1.3.2 - Identify, name, and describe two-dimensional geometric shapes (including rhombi) and objects in everyday situations (e.g., the face of a round clock is a circle, a desktop is a rectangle).†
Process Standards - Representation1.PS5.1 - Create and use a variety of representations appropriately and with fl exibility to organize, record, and communicate mathematical ideas (e.g., dramatizations, manipulatives, drawings, diagrams, tables, graphs, symbolic representations).
Process Standards - Representation1.PS5.2 - Use representations to model and interpret physical, social, and mathematical situations (e.g., counters, pictures, tally marks, number sentences, geometric models; translate between diagrams, tables, charts, graphs).
1�121.1.3 - Demonstrate number patterns by counting as many as 100 objects by 1’s, 2’s, 5’s and 10’s.†
1.5.1.a - Organize, describe, and display data using concrete objects, pictures, or numbers.
1.5.1.b - Formulate and solve problems that involve collecting and analyzing data common to children’s lives (e.g., color of shoes, numbers of pets, favorite foods).†
Process Standards - Connections1.PS4.3 - Recognize relationships among different topics within mathematics (e.g., the length of an object can be represented by a number, multiplication facts can be modeled with geometric arrays, 1/2 can be written as .5 and 50%).
NOTE: The Oklahoma online ePlanner provides information on how the Oklahoma standards are addressed and covered in every lesson of the Teacher’s Lesson Guide. For items marked with an (†), additional instructional support for these standards is provided in the Oklahoma online ePlanner.
Unit
1
EM3_G1_CorrBklt_01-39_OK.indd 4EM3_G1_CorrBklt_01-39_OK.indd 4 5/27/09 9:07:11 AM5/27/09 9:07:11 AM
®
5
Lesson Standards (cont.)
Oklahoma Priority AcademicStudent Skills � Grade 1 �
Process Standards - Representation1.PS5.1 - Create and use a variety of representations appropriately and with fl exibility to organize, record, and communicate mathematical ideas (e.g., dramatizations, manipulatives, drawings, diagrams, tables, graphs, symbolic representations).
Process Standards - Representation1.PS5.2 - Use representations to model and interpret physical, social, and mathematical situations (e.g., counters, pictures, tally marks, number sentences, geometric models; translate between diagrams, tables, charts, graphs).
1�131.2.2.a.i - Use models to construct addition and subtraction facts with sums up to twenty (e.g., counters, cubes).
Process Standards - Problem Solving1.PS1.1 - Use problem-solving approaches (e.g., act out situations, represent problems with drawings and lists, use concrete, pictorial, graphical, oral, written, and/or algebraic models, understand a problem, devise a plan, carry out the plan, look back).†
Process Standards - Problem Solving1.PS1.5 - Distinguish between necessary and irrelevant information in solving problems (e.g., play games and discuss “best” clues, write riddles with suffi cient information, identify unnecessary information in written story problems).
Process Standards - Communication1.PS2.2 - Extend mathematical knowledge by considering the thinking and strategies of others (e.g., agree or disagree, rephrase another student’s explanation, analyze another student’s explanation).
Process Standards - Communication1.PS2.3 - Relate manipulatives, pictures, diagrams, and symbols to mathematical ideas.
Process Standards - Communication1.PS2.4 - Represent, discuss, write, and read mathematical ideas and concepts. Start by relating everyday language to mathematical language and symbols and progress toward the use of appropriate terminology (e.g., “add more” becomes “plus”, “repeated addition” becomes “multiplication”, “fair share” becomes “divide”, “balance the equation” becomes “solve the equation”).
Process Standards - Representation1.PS5.1 - Create and use a variety of representations appropriately and with fl exibility to organize, record, and communicate mathematical ideas (e.g., dramatizations, manipulatives, drawings, diagrams, tables, graphs, symbolic representations).
NOTE: The Oklahoma online ePlanner provides information on how the Oklahoma standards are addressed and covered in every lesson of the Teacher’s Lesson Guide. For items marked with an (†), additional instructional support for these standards is provided in the Oklahoma online ePlanner.
1Unit
EM3_G1_CorrBklt_01-39_OK.indd 5EM3_G1_CorrBklt_01-39_OK.indd 5 5/27/09 9:07:13 AM5/27/09 9:07:13 AM
®
6
Lesson Standards
Oklahoma Priority AcademicStudent Skills � Grade 1 �
Unit
2
2�11.1.3 - Demonstrate number patterns by counting as many as 100 objects by 1’s, 2’s, 5’s and 10’s.
1.2.1.c - Read and write numerals to 100.†
Process Standards - Connections1.PS4.1 - Relate various concrete and pictorial models of concepts and procedures to one another (e.g., use two colors of cubes to represent addition facts for the number 5, relate patterns on a hundreds chart to multiples, use base-10 blocks to represent decimals).
Process Standards - Representation1.PS5.1 - Create and use a variety of representations appropriately and with fl exibility to organize, record, and communicate mathematical ideas (e.g., dramatizations, manipulatives, drawings, diagrams, tables, graphs, symbolic representations).
Process Standards - Representation1.PS5.2 - Use representations to model and interpret physical, social, and mathematical situations (e.g., counters, pictures, tally marks, number sentences, geometric models; translate between diagrams, tables, charts, graphs).
2�21.2.1.c - Read and write numerals to 100.†
Process Standards - Connections1.PS4.4 - Use mathematical strategies to solve problems that relate to other curriculum areas and the real world (e.g., use a timeline to sequence events, use symmetry in art work, explore fractions in quilt designs and to describe pizza slices).
Process Standards - Representation1.PS5.1 - Create and use a variety of representations appropriately and with fl exibility to organize, record, and communicate mathematical ideas (e.g., dramatizations, manipulatives, drawings, diagrams, tables, graphs, symbolic representations).
Process Standards - Representation1.PS5.2 - Use representations to model and interpret physical, social, and mathematical situations (e.g., counters, pictures, tally marks, number sentences, geometric models; translate between diagrams, tables, charts, graphs).
2�31.1.3 - Demonstrate number patterns by counting as many as 100 objects by 1’s, 2’s, 5’s and 10’s.
1.2.2.a.i - Use models to construct addition and subtraction facts with sums up to twenty (e.g., counters, cubes).†
1.2.2.a.ii - Perform addition by joining sets of objects and subtraction by separating and by comparing sets of objects.†
Process Standards - Representation1.PS5.1 - Create and use a variety of representations appropriately and with fl exibility to organize, record, and communicate mathematical ideas (e.g., dramatizations, manipulatives, drawings, diagrams, tables, graphs, symbolic representations).
Process Standards - Representation1.PS5.2 - Use representations to model and interpret physical, social, and mathematical situations (e.g., counters, pictures, tally marks, number sentences, geometric models; translate between diagrams, tables, charts, graphs).
NOTE: The Oklahoma online ePlanner provides information on how the Oklahoma standards are addressed and covered in every lesson of the Teacher’s Lesson Guide. For items marked with an (†), additional instructional support for these standards is provided in the Oklahoma online ePlanner.
EM3_G1_CorrBklt_01-39_OK.indd 6EM3_G1_CorrBklt_01-39_OK.indd 6 5/27/09 9:07:14 AM5/27/09 9:07:14 AM
®
7
Lesson Standards (cont.)
Oklahoma Priority AcademicStudent Skills � Grade 1 �
2�41.1.3 - Demonstrate number patterns by counting as many as 100 objects by 1’s, 2’s, 5’s and 10’s.
1.2.1.c - Read and write numerals to 100.†
2�51.2.1.c - Read and write numerals to 100.
1.4.2.a - Tell time on digital and analog clocks on the hour and half-hour.†
Process Standards - Reasoning1.PS3.3 - Make predictions and draw conclusions about mathematical ideas and concepts. Predictions become conjectures and conclusions become more logical as students mature mathematically.
Process Standards - Connections1.PS4.3 - Recognize relationships among different topics within mathematics (e.g., the length of an object can be represented by a number, multiplication facts can be modeled with geometric arrays, 1/2 can be written as .5 and 50%).
2�61.1.3 - Demonstrate number patterns by counting as many as 100 objects by 1’s, 2’s, 5’s and 10’s.
1.4.2.a - Tell time on digital and analog clocks on the hour and half-hour.†
Process Standards - Communication1.PS2.4 - Represent, discuss, write, and read mathematical ideas and concepts. Start by relating everyday language to mathematical language and symbols and progress toward the use of appropriate terminology (e.g., “add more” becomes “plus”, “repeated addition” becomes “multiplication”, “fair share” becomes “divide”, “balance the equation” becomes “solve the equation”).
2�71.1.3 - Demonstrate number patterns by counting as many as 100 objects by 1’s, 2’s, 5’s and 10’s.
1.2.1.b - Compare objects by size and quantity (e.g., more than, less than, equal to).†
1.4.1 - Measure objects with one-inch tiles and with a standard ruler to the nearest inch.
Process Standards - Reasoning1.PS3.3 - Make predictions and draw conclusions about mathematical ideas and concepts. Predictions become conjectures and conclusions become more logical as students mature mathematically.
Process Standards - Connections1.PS4.3 - Recognize relationships among different topics within mathematics (e.g., the length of an object can be represented by a number, multiplication facts can be modeled with geometric arrays, 1/2 can be written as .5 and 50%).
2�81.1.3 - Demonstrate number patterns by counting as many as 100 objects by 1’s, 2’s, 5’s and 10’s.
1.4.3 - Identify and name the value of pennies, dimes, nickels, and quarters.†
NOTE: The Oklahoma online ePlanner provides information on how the Oklahoma standards are addressed and covered in every lesson of the Teacher’s Lesson Guide. For items marked with an (†), additional instructional support for these standards is provided in the Oklahoma online ePlanner.
2Unit
EM3_G1_CorrBklt_01-39_OK.indd 7EM3_G1_CorrBklt_01-39_OK.indd 7 5/27/09 9:07:16 AM5/27/09 9:07:16 AM
®
8
Lesson Standards (cont.)
Oklahoma Priority AcademicStudent Skills � Grade 1 �
2�91.1.3 - Demonstrate number patterns by counting as many as 100 objects by 1’s, 2’s, 5’s and 10’s.
1.4.3 - Identify and name the value of pennies, dimes, nickels, and quarters.†
2�101.1.3 - Demonstrate number patterns by counting as many as 100 objects by 1’s, 2’s, 5’s and 10’s.
1.4.3 - Identify and name the value of pennies, dimes, nickels, and quarters.†
Process Standards - Reasoning1.PS3.2 - Demonstrate thinking processes using a variety of age-appropriate materials and reasoning processes (e.g., manipulatives, models, known facts, properties and relationships, inductive [specifi c to general], deductive [general to specifi c], spatial, proportional, logical reasoning [“and” “or” “not”] and recursive reasoning).
Process Standards - Reasoning1.PS3.3 - Make predictions and draw conclusions about mathematical ideas and concepts. Predictions become conjectures and conclusions become more logical as students mature mathematically.
2�111.2.2.a.i - Use models to construct addition and subtraction facts with sums up to twenty (e.g., counters, cubes).
1.2.2.a.ii - Perform addition by joining sets of objects and subtraction by separating and by comparing sets of objects.†
1.2.2.b - Write addition and subtraction number sentences for problem-solving situations.†
Process Standards - Problem Solving1.PS1.1 - Use problem-solving approaches (e.g., act out situations, represent problems with drawings and lists, use concrete, pictorial, graphical, oral, written, and/or algebraic models, understand a problem, devise a plan, carry out the plan, look back).
Process Standards - Problem Solving1.PS1.3 - Develop, test, and apply strategies to solve a variety of routine and non-routine problems (e.g., look for patterns, make a table, make a problem simpler, process of elimination, trial and error).
Process Standards - Problem Solving1.PS1.5 - Distinguish between necessary and irrelevant information in solving problems (e.g., play games and discuss “best” clues, write riddles with suffi cient information, identify unnecessary information in written story problems).
Process Standards - Connections1.PS4.1 - Relate various concrete and pictorial models of concepts and procedures to one another (e.g., use two colors of cubes to represent addition facts for the number 5, relate patterns on a hundreds chart to multiples, use base-10 blocks to represent decimals).
Process Standards - Representation1.PS5.2 - Use representations to model and interpret physical, social, and mathematical situations (e.g., counters, pictures, tally marks, number sentences, geometric models; translate between diagrams, tables, charts, graphs).
NOTE: The Oklahoma online ePlanner provides information on how the Oklahoma standards are addressed and covered in every lesson of the Teacher’s Lesson Guide. For items marked with an (†), additional instructional support for these standards is provided in the Oklahoma online ePlanner.
Unit
2
EM3_G1_CorrBklt_01-39_OK.indd 8EM3_G1_CorrBklt_01-39_OK.indd 8 5/27/09 9:07:18 AM5/27/09 9:07:18 AM
®
9
Lesson Standards (cont.)
Oklahoma Priority AcademicStudent Skills � Grade 1 �
2�121.2.2.a.i - Use models to construct addition and subtraction facts with sums up to twenty (e.g., counters, cubes).
1.2.2.a.ii - Perform addition by joining sets of objects and subtraction by separating and by comparing sets of objects.†
Process Standards - Problem Solving1.PS1.1 - Use problem-solving approaches (e.g., act out situations, represent problems with drawings and lists, use concrete, pictorial, graphical, oral, written, and/or algebraic models, understand a problem, devise a plan, carry out the plan, look back).
Process Standards - Problem Solving1.PS1.3 - Develop, test, and apply strategies to solve a variety of routine and non-routine problems (e.g., look for patterns, make a table, make a problem simpler, process of elimination, trial and error).
Process Standards - Problem Solving1.PS1.5 - Distinguish between necessary and irrelevant information in solving problems (e.g., play games and discuss “best” clues, write riddles with suffi cient information, identify unnecessary information in written story problems).
Process Standards - Connections1.PS4.1 - Relate various concrete and pictorial models of concepts and procedures to one another (e.g., use two colors of cubes to represent addition facts for the number 5, relate patterns on a hundreds chart to multiples, use base-10 blocks to represent decimals).
2�131.2.2.a.i - Use models to construct addition and subtraction facts with sums up to twenty (e.g., counters, cubes).
1.2.2.a.ii - Perform addition by joining sets of objects and subtraction by separating and by comparing sets of objects.
1.2.2.a.iii - Demonstrate fl uency (i.e., memorize and apply) with basic addition facts to make a maximum sum of 10 and the associated subtraction facts (e.g., 7 + 3 = 10 and 10 – 3 = 7).
1.4.3 - Identify and name the value of pennies, dimes, nickels, and quarters.
Process Standards - Problem Solving1.PS1.1 - Use problem-solving approaches (e.g., act out situations, represent problems with drawings and lists, use concrete, pictorial, graphical, oral, written, and/or algebraic models, understand a problem, devise a plan, carry out the plan, look back).
Process Standards - Problem Solving1.PS1.3 - Develop, test, and apply strategies to solve a variety of routine and non-routine problems (e.g., look for patterns, make a table, make a problem simpler, process of elimination, trial and error).
Process Standards - Problem Solving1.PS1.5 - Distinguish between necessary and irrelevant information in solving problems (e.g., play games and discuss “best” clues, write riddles with suffi cient information, identify unnecessary information in written story problems).
NOTE: The Oklahoma online ePlanner provides information on how the Oklahoma standards are addressed and covered in every lesson of the Teacher’s Lesson Guide. For items marked with an (†), additional instructional support for these standards is provided in the Oklahoma online ePlanner.
2Unit
EM3_G1_CorrBklt_01-39_OK.indd 9EM3_G1_CorrBklt_01-39_OK.indd 9 5/27/09 9:07:20 AM5/27/09 9:07:20 AM
®
10
Lesson Standards (cont.)
Oklahoma Priority AcademicStudent Skills � Grade 1 �
Process Standards - Communication1.PS2.1 - Express mathematical ideas coherently and clearly to peers, teachers, and others (e.g., with verbal ideas, models or manipulatives, pictures, or symbols).†
Process Standards - Communication1.PS2.2 - Extend mathematical knowledge by considering the thinking and strategies of others (e.g., agree or disagree, rephrase another student’s explanation, analyze another student’s explanation).
Process Standards - Communication1.PS2.4 - Represent, discuss, write, and read mathematical ideas and concepts. Start by relating everyday language to mathematical language and symbols and progress toward the use of appropriate terminology (e.g., “add more” becomes “plus”, “repeated addition” becomes “multiplication”, “fair share” becomes “divide”, “balance the equation” becomes “solve the equation”).
Process Standards - Reasoning1.PS3.2 - Demonstrate thinking processes using a variety of age-appropriate materials and reasoning processes (e.g., manipulatives, models, known facts, properties and relationships, inductive [specifi c to general], deductive [general to specifi c], spatial, proportional, logical reasoning [“and” “or” “not”] and recursive reasoning).
NOTE: The Oklahoma online ePlanner provides information on how the Oklahoma standards are addressed and covered in every lesson of the Teacher’s Lesson Guide. For items marked with an (†), additional instructional support for these standards is provided in the Oklahoma online ePlanner.
Unit
2
EM3_G1_CorrBklt_01-39_OK.indd 10EM3_G1_CorrBklt_01-39_OK.indd 10 5/27/09 9:07:21 AM5/27/09 9:07:21 AM
®
11
Lesson Standards
Oklahoma Priority AcademicStudent Skills � Grade 1 � 3
Unit
3�11.1.1 - Describe, extend and create patterns using concrete objects (e.g., sort a bag of objects by attributes and orally communicate the pattern for each grouping).†
1.1.3 - Demonstrate number patterns by counting as many as 100 objects by 1’s, 2’s, 5’s and 10’s.
1.3.4 - Use language to describe relationships of objects in space (e.g., above, below, behind, between).†
Process Standards - Communication1.PS2.2 - Extend mathematical knowledge by considering the thinking and strategies of others (e.g., agree or disagree, rephrase another student’s explanation, analyze another student’s explanation).
Process Standards - Communication1.PS2.4 - Represent, discuss, write, and read mathematical ideas and concepts. Start by relating everyday language to mathematical language and symbols and progress toward the use of appropriate terminology (e.g., “add more” becomes “plus”, “repeated addition” becomes “multiplication”, “fair share” becomes “divide”, “balance the equation” becomes “solve the equation”).
Process Standards - Reasoning1.PS3.1 - Explain mathematical situations using patterns and relationships (e.g., identify patterns in situations, represent patterns in a variety of ways, extend patterns to connect with more general cases).
3�21.1.2 - Describe, extend and create patterns with numbers in a variety of situations (e.g., addition charts, skip counting, calendars).†
1.1.3 - Demonstrate number patterns by counting as many as 100 objects by 1’s, 2’s, 5’s and 10’s.
1.2.1.c - Read and write numerals to 100.
3�31.1.2 - Describe, extend and create patterns with numbers in a variety of situations (e.g., addition charts, skip counting, calendars).†
1.1.3 - Demonstrate number patterns by counting as many as 100 objects by 1’s, 2’s, 5’s and 10’s.
Process Standards - Reasoning1.PS3.1 - Explain mathematical situations using patterns and relationships (e.g., identify patterns in situations, represent patterns in a variety of ways, extend patterns to connect with more general cases).†
Process Standards - Connections1.PS4.1 - Relate various concrete and pictorial models of concepts and procedures to one another (e.g., use two colors of cubes to represent addition facts for the number 5, relate patterns on a hundreds chart to multiples, use base-10 blocks to represent decimals).
NOTE: The Oklahoma online ePlanner provides information on how the Oklahoma standards are addressed and covered in every lesson of the Teacher’s Lesson Guide. For items marked with an (†), additional instructional support for these standards is provided in the Oklahoma online ePlanner.
EM3_G1_CorrBklt_01-39_OK.indd 11EM3_G1_CorrBklt_01-39_OK.indd 11 5/27/09 9:07:23 AM5/27/09 9:07:23 AM
®
12
Lesson Standards (cont.)
Oklahoma Priority AcademicStudent Skills � Grade 1 �
3�41.1.1 - Describe, extend and create patterns using concrete objects (e.g., sort a bag of objects by attributes and orally communicate the pattern for each grouping).†
1.3.4 - Use language to describe relationships of objects in space (e.g., above, below, behind, between).†
Process Standards - Reasoning1.PS3.1 - Explain mathematical situations using patterns and relationships (e.g., identify patterns in situations, represent patterns in a variety of ways, extend patterns to connect with more general cases).
3�51.1.2 - Describe, extend and create patterns with numbers in a variety of situations (e.g., addition charts, skip counting, calendars).†
1.1.3 - Demonstrate number patterns by counting as many as 100 objects by 1’s, 2’s, 5’s and 10’s.
Process Standards - Representation1.PS5.1 - Create and use a variety of representations appropriately and with fl exibility to organize, record, and communicate mathematical ideas (e.g., dramatizations, manipulatives, drawings, diagrams, tables, graphs, symbolic representations).
Process Standards - Representation1.PS5.2 - Use representations to model and interpret physical, social, and mathematical situations (e.g., counters, pictures, tally marks, number sentences, geometric models; translate between diagrams, tables, charts, graphs).
3�61.1.3 - Demonstrate number patterns by counting as many as 100 objects by 1’s, 2’s, 5’s and 10’s.
1.2.2.a.i - Use models to construct addition and subtraction facts with sums up to twenty (e.g., counters, cubes).
1.2.2.a.ii - Perform addition by joining sets of objects and subtraction by separating and by comparing sets of objects.
1.2.2.b - Write addition and subtraction number sentences for problem-solving situations.
Process Standards - Problem Solving1.PS1.1 - Use problem-solving approaches (e.g., act out situations, represent problems with drawings and lists, use concrete, pictorial, graphical, oral, written, and/or algebraic models, understand a problem, devise a plan, carry out the plan, look back).
Process Standards - Problem Solving1.PS1.4 - Verify and interpret results with respect to the original problem (e.g., students explain verbally why an answer makes sense, explain in a written format why an answer makes sense, verify the validity of each step taken to obtain a fi nal result).
Process Standards - Problem Solving1.PS1.5 - Distinguish between necessary and irrelevant information in solving problems (e.g., play games and discuss “best” clues, write riddles with suffi cient information, identify unnecessary information in written story problems).
NOTE: The Oklahoma online ePlanner provides information on how the Oklahoma standards are addressed and covered in every lesson of the Teacher’s Lesson Guide. For items marked with an (†), additional instructional support for these standards is provided in the Oklahoma online ePlanner.
Unit
3
EM3_G1_CorrBklt_01-39_OK.indd 12EM3_G1_CorrBklt_01-39_OK.indd 12 5/27/09 9:07:25 AM5/27/09 9:07:25 AM
®
13
Lesson Standards (cont.)
Oklahoma Priority AcademicStudent Skills � Grade 1 �
Process Standards - Communication1.PS2.4 - Represent, discuss, write, and read mathematical ideas and concepts. Start by relating everyday language to mathematical language and symbols and progress toward the use of appropriate terminology (e.g., “add more” becomes “plus”, “repeated addition” becomes “multiplication”, “fair share” becomes “divide”, “balance the equation” becomes “solve the equation”).
Process Standards - Reasoning1.PS3.2 - Demonstrate thinking processes using a variety of age-appropriate materials and reasoning processes (e.g., manipulatives, models, known facts, properties and relationships, inductive [specifi c to general], deductive [general to specifi c], spatial, proportional, logical reasoning [“and” “or” “not”] and recursive reasoning).
Process Standards - Connections1.PS4.2 - Link concepts to procedures and eventually to symbolic notation (e.g., represent actions like snap, clap, clap with symbols A B B, demonstrate 3 · 4 with a geometric array, divide a candy bar into 3 equal pieces that represent one piece as 1/3).†
3�71.4.2.a - Tell time on digital and analog clocks on the hour and half-hour.†
Process Standards - Connections1.PS4.3 - Recognize relationships among different topics within mathematics (e.g., the length of an object can be represented by a number, multiplication facts can be modeled with geometric arrays, 1/2 can be written as .5 and 50%).
3�81.1.2 - Describe, extend and create patterns with numbers in a variety of situations (e.g., addition charts, skip counting, calendars).†
1.1.3 - Demonstrate number patterns by counting as many as 100 objects by 1’s, 2’s, 5’s and 10’s.
Process Standards - Problem Solving1.PS1.1 - Use problem-solving approaches (e.g., act out situations, represent problems with drawings and lists, use concrete, pictorial, graphical, oral, written, and/or algebraic models, understand a problem, devise a plan, carry out the plan, look back).
Process Standards - Problem Solving1.PS1.3 - Develop, test, and apply strategies to solve a variety of routine and non-routine problems (e.g., look for patterns, make a table, make a problem simpler, process of elimination, trial and error).
Process Standards - Representation1.PS5.2 - Use representations to model and interpret physical, social, and mathematical situations (e.g., counters, pictures, tally marks, number sentences, geometric models; translate between diagrams, tables, charts, graphs).
3�91.1.2 - Describe, extend and create patterns with numbers in a variety of situations (e.g., addition charts, skip counting, calendars).†
1.1.3 - Demonstrate number patterns by counting as many as 100 objects by 1’s, 2’s, 5’s and 10’s.
1.2.1.c - Read and write numerals to 100.
NOTE: The Oklahoma online ePlanner provides information on how the Oklahoma standards are addressed and covered in every lesson of the Teacher’s Lesson Guide. For items marked with an (†), additional instructional support for these standards is provided in the Oklahoma online ePlanner.
3Unit
EM3_G1_CorrBklt_01-39_OK.indd 13EM3_G1_CorrBklt_01-39_OK.indd 13 5/27/09 9:07:26 AM5/27/09 9:07:26 AM
®
14
Lesson Standards (cont.)
Oklahoma Priority AcademicStudent Skills � Grade 1 �
3�101.1.2 - Describe, extend and create patterns with numbers in a variety of situations (e.g., addition charts, skip counting, calendars).
1.1.3 - Demonstrate number patterns by counting as many as 100 objects by 1’s, 2’s, 5’s and 10’s.
1.4.3 - Identify and name the value of pennies, dimes, nickels, and quarters.
Process Standards - Problem Solving1.PS1.4 - Verify and interpret results with respect to the original problem (e.g., students explain verbally why an answer makes sense, explain in a written format why an answer makes sense, verify the validity of each step taken to obtain a fi nal result).
Process Standards - Connections1.PS4.3 - Recognize relationships among different topics within mathematics (e.g., the length of an object can be represented by a number, multiplication facts can be modeled with geometric arrays, 1/2 can be written as .5 and 50%).†
3�111.1.3 - Demonstrate number patterns by counting as many as 100 objects by 1’s, 2’s, 5’s and 10’s.
1.4.3 - Identify and name the value of pennies, dimes, nickels, and quarters.†
3�121.1.3 - Demonstrate number patterns by counting as many as 100 objects by 1’s, 2’s, 5’s and 10’s.
1.4.3 - Identify and name the value of pennies, dimes, nickels, and quarters.†
3�131.5.1.a - Organize, describe, and display data using concrete objects, pictures, or numbers.†
1.5.1.b - Formulate and solve problems that involve collecting and analyzing data common to children’s lives (e.g., color of shoes, numbers of pets, favorite foods).
Process Standards - Communication1.PS2.1 - Express mathematical ideas coherently and clearly to peers, teachers, and others (e.g., with verbal ideas, models or manipulatives, pictures, or symbols).
Process Standards - Communication1.PS2.3 - Relate manipulatives, pictures, diagrams, and symbols to mathematical ideas.
Process Standards - Representation1.PS5.1 - Create and use a variety of representations appropriately and with fl exibility to organize, record, and communicate mathematical ideas (e.g., dramatizations, manipulatives, drawings, diagrams, tables, graphs, symbolic representations).
Process Standards - Representation1.PS5.2 - Use representations to model and interpret physical, social, and mathematical situations (e.g., counters, pictures, tally marks, number sentences, geometric models; translate between diagrams, tables, charts, graphs).
NOTE: The Oklahoma online ePlanner provides information on how the Oklahoma standards are addressed and covered in every lesson of the Teacher’s Lesson Guide. For items marked with an (†), additional instructional support for these standards is provided in the Oklahoma online ePlanner.
Unit
3
EM3_G1_CorrBklt_01-39_OK.indd 14EM3_G1_CorrBklt_01-39_OK.indd 14 5/27/09 9:07:28 AM5/27/09 9:07:28 AM
®
15
Lesson Standards (cont.)
Oklahoma Priority AcademicStudent Skills � Grade 1 �
3�141.2.2.a.ii - Perform addition by joining sets of objects and subtraction by separating and by comparing sets of objects.
Process Standards - Problem Solving1.PS1.1 - Use problem-solving approaches (e.g., act out situations, represent problems with drawings and lists, use concrete, pictorial, graphical, oral, written, and/or algebraic models, understand a problem, devise a plan, carry out the plan, look back).
Process Standards - Problem Solving1.PS1.3 - Develop, test, and apply strategies to solve a variety of routine and non-routine problems (e.g., look for patterns, make a table, make a problem simpler, process of elimination, trial and error).
Process Standards - Communication1.PS2.3 - Relate manipulatives, pictures, diagrams, and symbols to mathematical ideas.
Process Standards - Reasoning1.PS3.2 - Demonstrate thinking processes using a variety of age-appropriate materials and reasoning processes (e.g., manipulatives, models, known facts, properties and relationships, inductive [specifi c to general], deductive [general to specifi c], spatial, proportional, logical reasoning [“and” “or” “not”] and recursive reasoning).†
Process Standards - Connections1.PS4.1 - Relate various concrete and pictorial models of concepts and procedures to one another (e.g., use two colors of cubes to represent addition facts for the number 5, relate patterns on a hundreds chart to multiples, use base-10 blocks to represent decimals).
Process Standards - Representation1.PS5.1 - Create and use a variety of representations appropriately and with fl exibility to organize, record, and communicate mathematical ideas (e.g., dramatizations, manipulatives, drawings, diagrams, tables, graphs, symbolic representations).
Process Standards - Representation1.PS5.2 - Use representations to model and interpret physical, social, and mathematical situations (e.g., counters, pictures, tally marks, number sentences, geometric models; translate between diagrams, tables, charts, graphs).
NOTE: The Oklahoma online ePlanner provides information on how the Oklahoma standards are addressed and covered in every lesson of the Teacher’s Lesson Guide. For items marked with an (†), additional instructional support for these standards is provided in the Oklahoma online ePlanner.
3Unit
EM3_G1_CorrBklt_01-39_OK.indd 15EM3_G1_CorrBklt_01-39_OK.indd 15 5/27/09 9:07:30 AM5/27/09 9:07:30 AM
®
16
Lesson Standards
Oklahoma Priority AcademicStudent Skills � Grade 1 �
Unit
4
4�11.1.3 - Demonstrate number patterns by counting as many as 100 objects by 1’s, 2’s, 5’s and 10’s.
1.2.1.c - Read and write numerals to 100.†
4�21.1.3 - Demonstrate number patterns by counting as many as 100 objects by 1’s, 2’s, 5’s and 10’s.
1.1.4 - Recognize and apply the commutative and identity properties of addition using models and manipulatives to develop computational skills (e.g., 2 + 4 = 4 + 2, 3 + 0 = 3).
1.2.1.b - Compare objects by size and quantity (e.g., more than, less than, equal to).†
4�31.2.1.b - Compare objects by size and quantity (e.g., more than, less than, equal to).
1.4.1 - Measure objects with one-inch tiles and with a standard ruler to the nearest inch.
Process Standards - Problem Solving1.PS1.4 - Verify and interpret results with respect to the original problem (e.g., students explain verbally why an answer makes sense, explain in a written format why an answer makes sense, verify the validity of each step taken to obtain a fi nal result).†
4�41.1.3 - Demonstrate number patterns by counting as many as 100 objects by 1’s, 2’s, 5’s and 10’s.
1.4.1 - Measure objects with one-inch tiles and with a standard ruler to the nearest inch.†
4�5 1.4.1 - Measure objects with one-inch tiles and with a standard ruler to the nearest inch.†
4�61.1.3 - Demonstrate number patterns by counting as many as 100 objects by 1’s, 2’s, 5’s and 10’s.
1.4.1 - Measure objects with one-inch tiles and with a standard ruler to the nearest inch.†
4�71.2.1.a - Use concrete models of tens and ones to develop the concept of place value.
1.4.1 - Measure objects with one-inch tiles and with a standard ruler to the nearest inch.
1.5.1.a - Organize, describe, and display data using concrete objects, pictures, or numbers.†
1.5.1.b - Formulate and solve problems that involve collecting and analyzing data common to children’s lives (e.g., color of shoes, numbers of pets, favorite foods).†
Process Standards - Representation1.PS5.2 - Use representations to model and interpret physical, social, and mathematical situations (e.g., counters, pictures, tally marks, number sentences, geometric models; translate between diagrams, tables, charts, graphs).
4�81.1.3 - Demonstrate number patterns by counting as many as 100 objects by 1’s, 2’s, 5’s and 10’s.
1.4.2.a - Tell time on digital and analog clocks on the hour and half-hour.†
NOTE: The Oklahoma online ePlanner provides information on how the Oklahoma standards are addressed and covered in every lesson of the Teacher’s Lesson Guide. For items marked with an (†), additional instructional support for these standards is provided in the Oklahoma online ePlanner.
EM3_G1_CorrBklt_01-39_OK.indd 16EM3_G1_CorrBklt_01-39_OK.indd 16 5/27/09 9:07:31 AM5/27/09 9:07:31 AM
®
17
Lesson Standards (cont.)
Oklahoma Priority AcademicStudent Skills � Grade 1 �
4�91.4.2.b - Develop the concepts of days, weeks, and months using a calendar.†
Process Standards - Connections1.PS4.4 - Use mathematical strategies to solve problems that relate to other curriculum areas and the real world (e.g., use a timeline to sequence events, use symmetry in art work, explore fractions in quilt designs and to describe pizza slices).
4�101.1.2 - Describe, extend and create patterns with numbers in a variety of situations (e.g., addition charts, skip counting, calendars).
1.1.3 - Demonstrate number patterns by counting as many as 100 objects by 1’s, 2’s, 5’s and 10’s.
1.2.1.c - Read and write numerals to 100.†
Process Standards - Connections1.PS4.1 - Relate various concrete and pictorial models of concepts and procedures to one another (e.g., use two colors of cubes to represent addition facts for the number 5, relate patterns on a hundreds chart to multiples, use base-10 blocks to represent decimals).
4�111.2.2.a.i - Use models to construct addition and subtraction facts with sums up to twenty (e.g., counters, cubes).†
1.2.2.a.ii - Perform addition by joining sets of objects and subtraction by separating and by comparing sets of objects.
1.2.2.a.iii - Demonstrate fl uency (i.e., memorize and apply) with basic addition facts to make a maximum sum of 10 and the associated subtraction facts (e.g., 7 + 3 = 10 and 10 – 3 = 7).
Process Standards - Problem Solving1.PS1.1 - Use problem-solving approaches (e.g., act out situations, represent problems with drawings and lists, use concrete, pictorial, graphical, oral, written, and/or algebraic models, understand a problem, devise a plan, carry out the plan, look back).
Process Standards - Problem Solving1.PS1.3 - Develop, test, and apply strategies to solve a variety of routine and non-routine problems (e.g., look for patterns, make a table, make a problem simpler, process of elimination, trial and error).
Process Standards - Connections1.PS4.2 - Link concepts to procedures and eventually to symbolic notation (e.g., represent actions like snap, clap, clap with symbols A B B, demonstrate 3 · 4 with a geometric array, divide a candy bar into 3 equal pieces that represent one piece as 1/3).
Process Standards - Representation1.PS5.2 - Use representations to model and interpret physical, social, and mathematical situations (e.g., counters, pictures, tally marks, number sentences, geometric models; translate between diagrams, tables, charts, graphs).
4�121.2.2.a.iii - Demonstrate fl uency (i.e., memorize and apply) with basic addition facts to make a maximum sum of 10 and the associated subtraction facts (e.g., 7 + 3 = 10 and 10 – 3 = 7).†
Process Standards - Problem Solving1.PS1.1 - Use problem-solving approaches (e.g., act out situations, represent problems with drawings and lists, use concrete, pictorial, graphical, oral, written, and/or algebraic models, understand a problem, devise a plan, carry out the plan, look back).
Process Standards - Problem Solving1.PS1.3 - Develop, test, and apply strategies to solve a variety of routine and non-routine problems (e.g., look for patterns, make a table, make a problem simpler, process of elimination, trial and error).
NOTE: The Oklahoma online ePlanner provides information on how the Oklahoma standards are addressed and covered in every lesson of the Teacher’s Lesson Guide. For items marked with an (†), additional instructional support for these standards is provided in the Oklahoma online ePlanner.
4Unit
EM3_G1_CorrBklt_01-39_OK.indd 17EM3_G1_CorrBklt_01-39_OK.indd 17 5/27/09 9:07:33 AM5/27/09 9:07:33 AM
®
18
Lesson Standards
Oklahoma Priority AcademicStudent Skills � Grade 1 �
Unit
5
5�11.1.3 - Demonstrate number patterns by counting as many as 100 objects by 1’s, 2’s, 5’s and 10’s.
1.2.1.a - Use concrete models of tens and ones to develop the concept of place value.†
Process Standards - Reasoning1.PS3.2 - Demonstrate thinking processes using a variety of age-appropriate materials and reasoning processes (e.g., manipulatives, models, known facts, properties and relationships, inductive [specifi c to general], deductive [general to specifi c], spatial, proportional, logical reasoning [“and” “or” “not”] and recursive reasoning).
Process Standards - Reasoning1.PS3.3 - Make predictions and draw conclusions about mathematical ideas and concepts. Predictions become conjectures and conclusions become more logical as students mature mathematically.
Process Standards - Connections1.PS4.1 - Relate various concrete and pictorial models of concepts and procedures to one another (e.g., use two colors of cubes to represent addition facts for the number 5, relate patterns on a hundreds chart to multiples, use base-10 blocks to represent decimals).
Process Standards - Representation1.PS5.1 - Create and use a variety of representations appropriately and with fl exibility to organize, record, and communicate mathematical ideas (e.g., dramatizations, manipulatives, drawings, diagrams, tables, graphs, symbolic representations).
5�21.1.2 - Describe, extend and create patterns with numbers in a variety of situations (e.g., addition charts, skip counting, calendars).
1.1.3 - Demonstrate number patterns by counting as many as 100 objects by 1’s, 2’s, 5’s and 10’s.
1.2.1.a - Use concrete models of tens and ones to develop the concept of place value.†
1.2.2.c - Acquire strategies for making computations using tens and ones to solve two-digit addition and subtraction problems without regrouping (e.g., use estimation, number sense to judge reasonableness, counting on, use base-ten blocks).
Process Standards - Connections1.PS4.1 - Relate various concrete and pictorial models of concepts and procedures to one another (e.g., use two colors of cubes to represent addition facts for the number 5, relate patterns on a hundreds chart to multiples, use base-10 blocks to represent decimals).
5�31.4.3 - Identify and name the value of pennies, dimes, nickels, and quarters.
1.2.2.c - Acquire strategies for making computations using tens and ones to solve two-digit addition and subtraction problems without regrouping (e.g., use estimation, number sense to judge reasonableness, counting on, use base-ten blocks).
Process Standards - Communication1.PS2.4 - Represent, discuss, write, and read mathematical ideas and concepts. Start by relating everyday language to mathematical language and symbols and progress toward the use of appropriate terminology (e.g., “add more” becomes “plus”, “repeated addition” becomes “multiplication”, “fair share” becomes “divide”, “balance the equation” becomes “solve the equation”).†
NOTE: The Oklahoma online ePlanner provides information on how the Oklahoma standards are addressed and covered in every lesson of the Teacher’s Lesson Guide. For items marked with an (†), additional instructional support for these standards is provided in the Oklahoma online ePlanner.
EM3_G1_CorrBklt_01-39_OK.indd 18EM3_G1_CorrBklt_01-39_OK.indd 18 5/27/09 9:07:35 AM5/27/09 9:07:35 AM
®
19
Lesson Standards (cont.)
Oklahoma Priority AcademicStudent Skills � Grade 1 �
5�41.1.3 - Demonstrate number patterns by counting as many as 100 objects by 1’s, 2’s, 5’s and 10’s.†
1.2.1.c - Read and write numerals to 100.
1.2.2.a.i - Use models to construct addition and subtraction facts with sums up to twenty (e.g., counters, cubes).
1.2.2.a.ii - Perform addition by joining sets of objects and subtraction by separating and by comparing sets of objects.
1.4.3 - Identify and name the value of pennies, dimes, nickels, and quarters.
Process Standards - Problem Solving1.PS1.3 - Develop, test, and apply strategies to solve a variety of routine and non-routine problems (e.g., look for patterns, make a table, make a problem simpler, process of elimination, trial and error).†
Process Standards - Problem Solving1.PS1.4 - Verify and interpret results with respect to the original problem (e.g., students explain verbally why an answer makes sense, explain in a written format why an answer makes sense, verify the validity of each step taken to obtain a fi nal result).
Process Standards - Communication1.PS2.2 - Extend mathematical knowledge by considering the thinking and strategies of others (e.g., agree or disagree, rephrase another student’s explanation, analyze another student’s explanation).
Process Standards - Communication1.PS2.4 - Represent, discuss, write, and read mathematical ideas and concepts. Start by relating everyday language to mathematical language and symbols and progress toward the use of appropriate terminology (e.g., “add more” becomes “plus”, “repeated addition” becomes “multiplication”, “fair share” becomes “divide”, “balance the equation” becomes “solve the equation”).
Process Standards - Connections1.PS4.1 - Relate various concrete and pictorial models of concepts and procedures to one another (e.g., use two colors of cubes to represent addition facts for the number 5, relate patterns on a hundreds chart to multiples, use base-10 blocks to represent decimals).
5�51.2.2.a.i - Use models to construct addition and subtraction facts with sums up to twenty (e.g., counters, cubes).
1.2.2.a.ii - Perform addition by joining sets of objects and subtraction by separating and by comparing sets of objects.
1.2.2.c - Acquire strategies for making computations using tens and ones to solve two-digit addition and subtraction problems without regrouping (e.g., use estimation, number sense to judge reasonableness, counting on, use base-ten blocks).†
Process Standards - Problem Solving1.PS1.1 - Use problem-solving approaches (e.g., act out situations, represent problems with drawings and lists, use concrete, pictorial, graphical, oral, written, and/or algebraic models, understand a problem, devise a plan, carry out the plan, look back).
NOTE: The Oklahoma online ePlanner provides information on how the Oklahoma standards are addressed and covered in every lesson of the Teacher’s Lesson Guide. For items marked with an (†), additional instructional support for these standards is provided in the Oklahoma online ePlanner.
5Unit
EM3_G1_CorrBklt_01-39_OK.indd 19EM3_G1_CorrBklt_01-39_OK.indd 19 5/27/09 9:07:37 AM5/27/09 9:07:37 AM
®
20
Lesson Standards (cont.)
Oklahoma Priority AcademicStudent Skills � Grade 1 �
Process Standards - Communication1.PS2.4 - Represent, discuss, write, and read mathematical ideas and concepts. Start by relating everyday language to mathematical language and symbols and progress toward the use of appropriate terminology (e.g., “add more” becomes “plus”, “repeated addition” becomes “multiplication”, “fair share” becomes “divide”, “balance the equation” becomes “solve the equation”).
Process Standards - Connections1.PS4.2 - Link concepts to procedures and eventually to symbolic notation (e.g., represent actions like snap, clap, clap with symbols A B B, demonstrate 3 · 4 with a geometric array, divide a candy bar into 3 equal pieces that represent one piece as 1/3).
5�6 1.2.1.a - Use concrete models of tens and ones to develop the concept of place value.†
5�71.1.3 - Demonstrate number patterns by counting as many as 100 objects by 1’s, 2’s, 5’s and 10’s.
1.2.2.a.ii - Perform addition by joining sets of objects and subtraction by separating and by comparing sets of objects.†
1.4.3 - Identify and name the value of pennies, dimes, nickels, and quarters.
Process Standards - Problem Solving1.PS1.1 - Use problem-solving approaches (e.g., act out situations, represent problems with drawings and lists, use concrete, pictorial, graphical, oral, written, and/or algebraic models, understand a problem, devise a plan, carry out the plan, look back).
Process Standards - Communication1.PS2.4 - Represent, discuss, write, and read mathematical ideas and concepts. Start by relating everyday language to mathematical language and symbols and progress toward the use of appropriate terminology (e.g., “add more” becomes “plus”, “repeated addition” becomes “multiplication”, “fair share” becomes “divide”, “balance the equation” becomes “solve the equation”).
Process Standards - Representation1.PS5.2 - Use representations to model and interpret physical, social, and mathematical situations (e.g., counters, pictures, tally marks, number sentences, geometric models; translate between diagrams, tables, charts, graphs).
5�81.2.2.b - Write addition and subtraction number sentences for problem-solving situations.†
Process Standards - Problem Solving1.PS1.1 - Use problem-solving approaches (e.g., act out situations, represent problems with drawings and lists, use concrete, pictorial, graphical, oral, written, and/or algebraic models, understand a problem, devise a plan, carry out the plan, look back).
Process Standards - Problem Solving1.PS1.2 - Formulate problems from everyday and mathematical situations (e.g., how many forks are needed?, how many students are absent?, how can we share/divide these cookies?, how many different ways can we fi nd to compare these fractions?).
NOTE: The Oklahoma online ePlanner provides information on how the Oklahoma standards are addressed and covered in every lesson of the Teacher’s Lesson Guide. For items marked with an (†), additional instructional support for these standards is provided in the Oklahoma online ePlanner.
Unit
5
EM3_G1_CorrBklt_01-39_OK.indd 20EM3_G1_CorrBklt_01-39_OK.indd 20 5/27/09 9:07:38 AM5/27/09 9:07:38 AM
®
21
Lesson Standards (cont.)
Oklahoma Priority AcademicStudent Skills � Grade 1 �
Process Standards - Problem Solving1.PS1.3 - Develop, test, and apply strategies to solve a variety of routine and non-routine problems (e.g., look for patterns, make a table, make a problem simpler, process of elimination, trial and error).
Process Standards - Problem Solving1.PS1.5 - Distinguish between necessary and irrelevant information in solving problems (e.g., play games and discuss “best” clues, write riddles with suffi cient information, identify unnecessary information in written story problems).†
5�91.2.2.a.ii - Perform addition by joining sets of objects and subtraction by separating and by comparing sets of objects.
1.5.1.a - Organize, describe, and display data using concrete objects, pictures, or numbers.†
Process Standards - Connections1.PS4.1 - Relate various concrete and pictorial models of concepts and procedures to one another (e.g., use two colors of cubes to represent addition facts for the number 5, relate patterns on a hundreds chart to multiples, use base-10 blocks to represent decimals).
Process Standards - Representation1.PS5.2 - Use representations to model and interpret physical, social, and mathematical situations (e.g., counters, pictures, tally marks, number sentences, geometric models; translate between diagrams, tables, charts, graphs).
5�101.1.4 - Recognize and apply the commutative and identity properties of addition using models and manipulatives to develop computational skills (e.g., 2 + 4 = 4 + 2, 3 + 0 = 3).†
1.2.2.a.iii - Demonstrate fl uency (i.e., memorize and apply) with basic addition facts to make a maximum sum of 10 and the associated subtraction facts (e.g., 7 + 3 = 10 and 10 – 3 = 7).
Process Standards - Problem Solving1.PS1.1 - Use problem-solving approaches (e.g., act out situations, represent problems with drawings and lists, use concrete, pictorial, graphical, oral, written, and/or algebraic models, understand a problem, devise a plan, carry out the plan, look back).
Process Standards - Problem Solving1.PS1.3 - Develop, test, and apply strategies to solve a variety of routine and non-routine problems (e.g., look for patterns, make a table, make a problem simpler, process of elimination, trial and error).
5�111.1.4 - Recognize and apply the commutative and identity properties of addition using models and manipulatives to develop computational skills (e.g., 2 + 4 = 4 + 2, 3 + 0 = 3).†
1.2.2.a.iii - Demonstrate fl uency (i.e., memorize and apply) with basic addition facts to make a maximum sum of 10 and the associated subtraction facts (e.g., 7 + 3 = 10 and 10 – 3 = 7).
Process Standards - Reasoning1.PS3.3 - Make predictions and draw conclusions about mathematical ideas and concepts. Predictions become conjectures and conclusions become more logical as students mature mathematically.
NOTE: The Oklahoma online ePlanner provides information on how the Oklahoma standards are addressed and covered in every lesson of the Teacher’s Lesson Guide. For items marked with an (†), additional instructional support for these standards is provided in the Oklahoma online ePlanner.
5Unit
EM3_G1_CorrBklt_01-39_OK.indd 21EM3_G1_CorrBklt_01-39_OK.indd 21 5/27/09 9:07:40 AM5/27/09 9:07:40 AM
®
22
Lesson Standards (cont.)
Oklahoma Priority AcademicStudent Skills � Grade 1 �
5�121.1.2 - Describe, extend and create patterns with numbers in a variety of situations (e.g., addition charts, skip counting, calendars).†
1.1.3 - Demonstrate number patterns by counting as many as 100 objects by 1’s, 2’s, 5’s and 10’s.
1.2.2.a.iii - Demonstrate fl uency (i.e., memorize and apply) with basic addition facts to make a maximum sum of 10 and the associated subtraction facts (e.g., 7 + 3 = 10 and 10 – 3 = 7).
5�131.1.2 - Describe, extend and create patterns with numbers in a variety of situations (e.g., addition charts, skip counting, calendars).†
1.1.3 - Demonstrate number patterns by counting as many as 100 objects by 1’s, 2’s, 5’s and 10’s.
1.2.2.a.iii - Demonstrate fl uency (i.e., memorize and apply) with basic addition facts to make a maximum sum of 10 and the associated subtraction facts (e.g., 7 + 3 = 10 and 10 – 3 = 7).
NOTE: The Oklahoma online ePlanner provides information on how the Oklahoma standards are addressed and covered in every lesson of the Teacher’s Lesson Guide. For items marked with an (†), additional instructional support for these standards is provided in the Oklahoma online ePlanner.
Unit
5
EM3_G1_CorrBklt_01-39_OK.indd 22EM3_G1_CorrBklt_01-39_OK.indd 22 5/27/09 9:07:42 AM5/27/09 9:07:42 AM
®
23
Lesson Standards
Oklahoma Priority AcademicStudent Skills � Grade 1 � 6
Unit
6�11.1.2 - Describe, extend and create patterns with numbers in a variety of situations (e.g., addition charts, skip counting, calendars).
1.1.4 - Recognize and apply the commutative and identity properties of addition using models and manipulatives to develop computational skills (e.g., 2 + 4 = 4 + 2, 3 + 0 = 3).†
1.2.2.a.i - Use models to construct addition and subtraction facts with sums up to twenty (e.g., counters, cubes).
1.2.2.a.ii - Perform addition by joining sets of objects and subtraction by separating and by comparing sets of objects.
1.2.2.a.iii - Demonstrate fl uency (i.e., memorize and apply) with basic addition facts to make a maximum sum of 10 and the associated subtraction facts (e.g., 7 + 3 = 10 and 10 – 3 = 7).†
Process Standards - Connections1.PS4.1 - Relate various concrete and pictorial models of concepts and procedures to one another (e.g., use two colors of cubes to represent addition facts for the number 5, relate patterns on a hundreds chart to multiples, use base-10 blocks to represent decimals).
Process Standards - Representation1.PS5.2 - Use representations to model and interpret physical, social, and mathematical situations (e.g., counters, pictures, tally marks, number sentences, geometric models; translate between diagrams, tables, charts, graphs).
6�21.2.2.a.iii - Demonstrate fl uency (i.e., memorize and apply) with basic addition facts to make a maximum sum of 10 and the associated subtraction facts (e.g., 7 + 3 = 10 and 10 – 3 = 7).
1.2.2.b - Write addition and subtraction number sentences for problem-solving situations.
Process Standards - Representation1.PS5.1 - Create and use a variety of representations appropriately and with fl exibility to organize, record, and communicate mathematical ideas (e.g., dramatizations, manipulatives, drawings, diagrams, tables, graphs, symbolic representations).†
6�31.1.4 - Recognize and apply the commutative and identity properties of addition using models and manipulatives to develop computational skills (e.g., 2 + 4 = 4 + 2, 3 + 0 = 3).†
1.2.2.a.i - Use models to construct addition and subtraction facts with sums up to twenty (e.g., counters, cubes).†
1.2.2.a.ii - Perform addition by joining sets of objects and subtraction by separating and by comparing sets of objects.
1.2.2.a.iii - Demonstrate fl uency (i.e., memorize and apply) with basic addition facts to make a maximum sum of 10 and the associated subtraction facts (e.g., 7 + 3 = 10 and 10 – 3 = 7).
1.2.2.b - Write addition and subtraction number sentences for problem-solving situations.
Process Standards - Connections1.PS4.1 - Relate various concrete and pictorial models of concepts and procedures to one another (e.g., use two colors of cubes to represent addition facts for the number 5, relate patterns on a hundreds chart to multiples, use base-10 blocks to represent decimals).
NOTE: The Oklahoma online ePlanner provides information on how the Oklahoma standards are addressed and covered in every lesson of the Teacher’s Lesson Guide. For items marked with an (†), additional instructional support for these standards is provided in the Oklahoma online ePlanner.
EM3_G1_CorrBklt_01-39_OK.indd 23EM3_G1_CorrBklt_01-39_OK.indd 23 5/27/09 9:07:43 AM5/27/09 9:07:43 AM
®
24
Lesson Standards (cont.)
Oklahoma Priority AcademicStudent Skills � Grade 1 �
6�41.1.4 - Recognize and apply the commutative and identity properties of addition using models and manipulatives to develop computational skills (e.g., 2 + 4 = 4 + 2, 3 + 0 = 3).
1.2.2.a.iii - Demonstrate fl uency (i.e., memorize and apply) with basic addition facts to make a maximum sum of 10 and the associated subtraction facts (e.g., 7 + 3 = 10 and 10 – 3 = 7).†
6�51.2.2.a.i - Use models to construct addition and subtraction facts with sums up to twenty (e.g., counters, cubes).
1.2.2.a.ii - Perform addition by joining sets of objects and subtraction by separating and by comparing sets of objects.
1.2.2.a.iii - Demonstrate fl uency (i.e., memorize and apply) with basic addition facts to make a maximum sum of 10 and the associated subtraction facts (e.g., 7 + 3 = 10 and 10 – 3 = 7).†
Process Standards - Communication1.PS2.2 - Extend mathematical knowledge by considering the thinking and strategies of others (e.g., agree or disagree, rephrase another student’s explanation, analyze another student’s explanation).
Process Standards - Communication1.PS2.3 - Relate manipulatives, pictures, diagrams, and symbols to mathematical ideas.
Process Standards - Communication1.PS2.4 - Represent, discuss, write, and read mathematical ideas and concepts. Start by relating everyday language to mathematical language and symbols and progress toward the use of appropriate terminology (e.g., “add more” becomes “plus”, “repeated addition” becomes “multiplication”, “fair share” becomes “divide”, “balance the equation” becomes “solve the equation”).
Process Standards - Connections1.PS4.2 - Link concepts to procedures and eventually to symbolic notation (e.g., represent actions like snap, clap, clap with symbols A B B, demonstrate 3 · 4 with a geometric array, divide a candy bar into 3 equal pieces that represent one piece as 1/3).
6�61.1.3 - Demonstrate number patterns by counting as many as 100 objects by 1’s, 2’s, 5’s and 10’s.
Process Standards - Reasoning1.PS3.3 - Make predictions and draw conclusions about mathematical ideas and concepts. Predictions become conjectures and conclusions become more logical as students mature mathematically.†
6�71.2.1.d - Manipulate physical models and recognize graphical representation of fractional parts (e.g., halves, thirds, fourths).
1.2.2.a.iii - Demonstrate fl uency (i.e., memorize and apply) with basic addition facts to make a maximum sum of 10 and the associated subtraction facts (e.g., 7 + 3 = 10 and 10 – 3 = 7).
1.3.1 - Sort and identify congruent shapes.†
Process Standards - Connections1.PS4.1 - Relate various concrete and pictorial models of concepts and procedures to one another (e.g., use two colors of cubes to represent addition facts for the number 5, relate patterns on a hundreds chart to multiples, use base-10 blocks to represent decimals).
NOTE: The Oklahoma online ePlanner provides information on how the Oklahoma standards are addressed and covered in every lesson of the Teacher’s Lesson Guide. For items marked with an (†), additional instructional support for these standards is provided in the Oklahoma online ePlanner.
Unit
6
EM3_G1_CorrBklt_01-39_OK.indd 24EM3_G1_CorrBklt_01-39_OK.indd 24 5/27/09 9:07:45 AM5/27/09 9:07:45 AM
®
25
Lesson Standards (cont.)
Oklahoma Priority AcademicStudent Skills � Grade 1 �
Process Standards - Connections1.PS4.2 - Link concepts to procedures and eventually to symbolic notation (e.g., represent actions like snap, clap, clap with symbols A B B, demonstrate 3 · 4 with a geometric array, divide a candy bar into 3 equal pieces that represent one piece as 1/3).
Process Standards - Representation1.PS5.2 - Use representations to model and interpret physical, social, and mathematical situations (e.g., counters, pictures, tally marks, number sentences, geometric models; translate between diagrams, tables, charts, graphs).
6�81.1.2 - Describe, extend and create patterns with numbers in a variety of situations (e.g., addition charts, skip counting, calendars).
1.1.3 - Demonstrate number patterns by counting as many as 100 objects by 1’s, 2’s, 5’s and 10’s.
1.2.2.a.iii - Demonstrate fl uency (i.e., memorize and apply) with basic addition facts to make a maximum sum of 10 and the associated subtraction facts (e.g., 7 + 3 = 10 and 10 – 3 = 7).†
6�91.4.3 - Identify and name the value of pennies, dimes, nickels, and quarters.†
Process Standards - Connections1.PS4.4 - Use mathematical strategies to solve problems that relate to other curriculum areas and the real world (e.g., use a timeline to sequence events, use symmetry in art work, explore fractions in quilt designs and to describe pizza slices).
6�101.1.3 - Demonstrate number patterns by counting as many as 100 objects by 1’s, 2’s, 5’s and 10’s.
1.4.2.a - Tell time on digital and analog clocks on the hour and half-hour.†
6�111.4.2.a - Tell time on digital and analog clocks on the hour and half-hour.†
Process Standards - Communication1.PS2.4 - Represent, discuss, write, and read mathematical ideas and concepts. Start by relating everyday language to mathematical language and symbols and progress toward the use of appropriate terminology (e.g., “add more” becomes “plus”, “repeated addition” becomes “multiplication”, “fair share” becomes “divide”, “balance the equation” becomes “solve the equation”).
6�121.1.3 - Demonstrate number patterns by counting as many as 100 objects by 1’s, 2’s, 5’s and 10’s.
1.5.1.a - Organize, describe, and display data using concrete objects, pictures, or numbers.†
1.5.1.b - Formulate and solve problems that involve collecting and analyzing data common to children’s lives (e.g., color of shoes, numbers of pets, favorite foods).
Process Standards - Representation1.PS5.2 - Use representations to model and interpret physical, social, and mathematical situations (e.g., counters, pictures, tally marks, number sentences, geometric models; translate between diagrams, tables, charts, graphs).
NOTE: The Oklahoma online ePlanner provides information on how the Oklahoma standards are addressed and covered in every lesson of the Teacher’s Lesson Guide. For items marked with an (†), additional instructional support for these standards is provided in the Oklahoma online ePlanner.
6Unit
EM3_G1_CorrBklt_01-39_OK.indd 25EM3_G1_CorrBklt_01-39_OK.indd 25 5/27/09 9:07:47 AM5/27/09 9:07:47 AM
®
26
Lesson Standards
Oklahoma Priority AcademicStudent Skills � Grade 1 �
Unit
7
7�11.3.1 - Sort and identify congruent shapes.†
Process Standards - Connections1.PS4.4 - Use mathematical strategies to solve problems that relate to other curriculum areas and the real world (e.g., use a timeline to sequence events, use symmetry in art work, explore fractions in quilt designs and to describe pizza slices).
Process Standards - Representation1.PS5.1 - Create and use a variety of representations appropriately and with fl exibility to organize, record, and communicate mathematical ideas (e.g., dramatizations, manipulatives, drawings, diagrams, tables, graphs, symbolic representations).
Process Standards - Representation1.PS5.2 - Use representations to model and interpret physical, social, and mathematical situations (e.g., counters, pictures, tally marks, number sentences, geometric models; translate between diagrams, tables, charts, graphs).
7�2 1.2.2.a.iii - Demonstrate fl uency (i.e., memorize and apply) with basic addition facts to make a maximum sum of 10 and the associated subtraction facts (e.g., 7 + 3 = 10 and 10 – 3 = 7).†
7�31.1.1 - Describe, extend and create patterns using concrete objects (e.g., sort a bag of objects by attributes and orally communicate the pattern for each grouping).
1.3.2 - Identify, name, and describe two-dimensional geometric shapes (including rhombi) and objects in everyday situations (e.g., the face of a round clock is a circle, a desktop is a rectangle).†
1.3.3 - Identify, name and describe three-dimensional geometric shapes (including cones) and objects in everyday situations (e.g., a can is a cylinder, a basketball is a sphere).
1.PS4.4 - Use mathematical strategies to solve problems that relate to other curriculum areas and the real world (e.g., use a timeline to sequence events, use symmetry in art work, explore fractions in quilt designs and to describe pizza slices).
7�41.3.1 - Sort and identify congruent shapes.
1.3.2 - Identify, name, and describe two-dimensional geometric shapes (including rhombi) and objects in everyday situations (e.g., the face of a round clock is a circle, a desktop is a rectangle).†
1.3.3 - Identify, name and describe three-dimensional geometric shapes (including cones) and objects in everyday situations (e.g., a can is a cylinder, a basketball is a sphere).
7�51.3.1 - Sort and identify congruent shapes.
1.3.2 - Identify, name, and describe two-dimensional geometric shapes (including rhombi) and objects in everyday situations (e.g., the face of a round clock is a circle, a desktop is a rectangle).
1.3.3 - Identify, name and describe three-dimensional geometric shapes (including cones) and objects in everyday situations (e.g., a can is a cylinder, a basketball is a sphere).†
Process Standards - Connections1.PS4.4 - Use mathematical strategies to solve problems that relate to other curriculum areas and the real world (e.g., use a timeline to sequence events, use symmetry in art work, explore fractions in quilt designs and to describe pizza slices).
NOTE: The Oklahoma online ePlanner provides information on how the Oklahoma standards are addressed and covered in every lesson of the Teacher’s Lesson Guide. For items marked with an (†), additional instructional support for these standards is provided in the Oklahoma online ePlanner.
EM3_G1_CorrBklt_01-39_OK.indd 26EM3_G1_CorrBklt_01-39_OK.indd 26 5/27/09 9:07:49 AM5/27/09 9:07:49 AM
®
27
Lesson Standards (cont.)
Oklahoma Priority AcademicStudent Skills � Grade 1 �
7�61.3.2 - Identify, name, and describe two-dimensional geometric shapes (including rhombi) and objects in everyday situations (e.g., the face of a round clock is a circle, a desktop is a rectangle).
1.3.3 - Identify, name and describe three-dimensional geometric shapes (including cones) and objects in everyday situations (e.g., a can is a cylinder, a basketball is a sphere).†
Process Standards - Connections1.PS4.4 - Use mathematical strategies to solve problems that relate to other curriculum areas and the real world (e.g., use a timeline to sequence events, use symmetry in art work, explore fractions in quilt designs and to describe pizza slices).
7�71.3.1 - Sort and identify congruent shapes.†
Process Standards - Communication1.PS2.4 - Represent, discuss, write, and read mathematical ideas and concepts. Start by relating everyday language to mathematical language and symbols and progress toward the use of appropriate terminology (e.g., “add more” becomes “plus”, “repeated addition” becomes “multiplication”, “fair share” becomes “divide”, “balance the equation” becomes “solve the equation”).
NOTE: The Oklahoma online ePlanner provides information on how the Oklahoma standards are addressed and covered in every lesson of the Teacher’s Lesson Guide. For items marked with an (†), additional instructional support for these standards is provided in the Oklahoma online ePlanner.
7Unit
EM3_G1_CorrBklt_01-39_OK.indd 27EM3_G1_CorrBklt_01-39_OK.indd 27 5/27/09 9:07:50 AM5/27/09 9:07:50 AM
®
28
Lesson Standards
Oklahoma Priority AcademicStudent Skills � Grade 1 �
Unit
8
8�11.4.3 - Identify and name the value of pennies, dimes, nickels, and quarters.†
Process Standards - Problem Solving1.PS1.1 - Use problem-solving approaches (e.g., act out situations, represent problems with drawings and lists, use concrete, pictorial, graphical, oral, written, and/or algebraic models, understand a problem, devise a plan, carry out the plan, look back).
Process Standards - Problem Solving1.PS1.3 - Develop, test, and apply strategies to solve a variety of routine and non-routine problems (e.g., look for patterns, make a table, make a problem simpler, process of elimination, trial and error).
Process Standards - Problem Solving1.PS1.4 - Verify and interpret results with respect to the original problem (e.g., students explain verbally why an answer makes sense, explain in a written format why an answer makes sense, verify the validity of each step taken to obtain a fi nal result).
8�21.2.1.a - Use concrete models of tens and ones to develop the concept of place value.†
1.4.3 - Identify and name the value of pennies, dimes, nickels, and quarters.
Process Standards - Connections1.PS4.1 - Relate various concrete and pictorial models of concepts and procedures to one another (e.g., use two colors of cubes to represent addition facts for the number 5, relate patterns on a hundreds chart to multiples, use base-10 blocks to represent decimals).
Process Standards - Connections1.PS4.2 - Link concepts to procedures and eventually to symbolic notation (e.g., represent actions like snap, clap, clap with symbols A B B, demonstrate 3 · 4 with a geometric array, divide a candy bar into 3 equal pieces that represent one piece as 1/3).
8�31.2.1.a - Use concrete models of tens and ones to develop the concept of place value.†
1.2.1.c - Read and write numerals to 100.
Process Standards - Connections1.PS4.1 - Relate various concrete and pictorial models of concepts and procedures to one another (e.g., use two colors of cubes to represent addition facts for the number 5, relate patterns on a hundreds chart to multiples, use base-10 blocks to represent decimals).
Process Standards - Representation1.PS5.1 - Create and use a variety of representations appropriately and with fl exibility to organize, record, and communicate mathematical ideas (e.g., dramatizations, manipulatives, drawings, diagrams, tables, graphs, symbolic representations).
8�41.2.2.a.ii - Perform addition by joining sets of objects and subtraction by separating and by comparing sets of objects.
1.2.2.b - Write addition and subtraction number sentences for problem-solving situations.†
1.4.3 - Identify and name the value of pennies, dimes, nickels, and quarters.
Process Standards - Problem Solving1.PS1.1 - Use problem-solving approaches (e.g., act out situations, represent problems with drawings and lists, use concrete, pictorial, graphical, oral, written, and/or algebraic models, understand a problem, devise a plan, carry out the plan, look back).
NOTE: The Oklahoma online ePlanner provides information on how the Oklahoma standards are addressed and covered in every lesson of the Teacher’s Lesson Guide. For items marked with an (†), additional instructional support for these standards is provided in the Oklahoma online ePlanner.
EM3_G1_CorrBklt_01-39_OK.indd 28EM3_G1_CorrBklt_01-39_OK.indd 28 5/27/09 9:07:52 AM5/27/09 9:07:52 AM
®
29
Lesson Standards (cont.)
Oklahoma Priority AcademicStudent Skills � Grade 1 �
Process Standards - Communication1.PS2.2 - Extend mathematical knowledge by considering the thinking and strategies of others (e.g., agree or disagree, rephrase another student’s explanation, analyze another student’s explanation).†
Process Standards - Communication1.PS2.4 - Represent, discuss, write, and read mathematical ideas and concepts. Start by relating everyday language to mathematical language and symbols and progress toward the use of appropriate terminology (e.g., “add more” becomes “plus”, “repeated addition” becomes “multiplication”, “fair share” becomes “divide”, “balance the equation” becomes “solve the equation”).
Process Standards - Connections1.PS4.4 - Use mathematical strategies to solve problems that relate to other curriculum areas and the real world (e.g., use a timeline to sequence events, use symmetry in art work, explore fractions in quilt designs and to describe pizza slices).
8�51.4.3 - Identify and name the value of pennies, dimes, nickels, and quarters.
Process Standards - Problem Solving1.PS1.1 - Use problem-solving approaches (e.g., act out situations, represent problems with drawings and lists, use concrete, pictorial, graphical, oral, written, and/or algebraic models, understand a problem, devise a plan, carry out the plan, look back).
Process Standards - Problem Solving1.PS1.2 - Formulate problems from everyday and mathematical situations (e.g., how many forks are needed?, how many students are absent?, how can we share/divide these cookies?, how many different ways can we fi nd to compare these fractions?).
Process Standards - Problem Solving1.PS1.3 - Develop, test, and apply strategies to solve a variety of routine and non-routine problems (e.g., look for patterns, make a table, make a problem simpler, process of elimination, trial and error).
Process Standards - Problem Solving1.PS1.4 - Verify and interpret results with respect to the original problem (e.g., students explain verbally why an answer makes sense, explain in a written format why an answer makes sense, verify the validity of each step taken to obtain a fi nal result).
Process Standards - Connections1.PS4.4 - Use mathematical strategies to solve problems that relate to other curriculum areas and the real world (e.g., use a timeline to sequence events, use symmetry in art work, explore fractions in quilt designs and to describe pizza slices).†
8�61.2.1.d - Manipulate physical models and recognize graphical representation of fractional parts (e.g., halves, thirds, fourths).†
Process Standards - Connections1.PS4.1 - Relate various concrete and pictorial models of concepts and procedures to one another (e.g., use two colors of cubes to represent addition facts for the number 5, relate patterns on a hundreds chart to multiples, use base-10 blocks to represent decimals).
NOTE: The Oklahoma online ePlanner provides information on how the Oklahoma standards are addressed and covered in every lesson of the Teacher’s Lesson Guide. For items marked with an (†), additional instructional support for these standards is provided in the Oklahoma online ePlanner.
8Unit
EM3_G1_CorrBklt_01-39_OK.indd 29EM3_G1_CorrBklt_01-39_OK.indd 29 5/27/09 9:07:54 AM5/27/09 9:07:54 AM
®
30
Lesson Standards (cont.)
Oklahoma Priority AcademicStudent Skills � Grade 1 �
Process Standards - Representation1.PS5.1 - Create and use a variety of representations appropriately and with fl exibility to organize, record, and communicate mathematical ideas (e.g., dramatizations, manipulatives, drawings, diagrams, tables, graphs, symbolic representations).
Process Standards - Representation1.PS5.2 - Use representations to model and interpret physical, social, and mathematical situations (e.g., counters, pictures, tally marks, number sentences, geometric models; translate between diagrams, tables, charts, graphs).
8�71.2.1.d - Manipulate physical models and recognize graphical representation of fractional parts (e.g., halves, thirds, fourths).†
Process Standards - Communication1.PS2.3 - Relate manipulatives, pictures, diagrams, and symbols to mathematical ideas.
Process Standards - Connections1.PS4.1 - Relate various concrete and pictorial models of concepts and procedures to one another (e.g., use two colors of cubes to represent addition facts for the number 5, relate patterns on a hundreds chart to multiples, use base-10 blocks to represent decimals).
Process Standards - Connections1.PS4.2 - Link concepts to procedures and eventually to symbolic notation (e.g., represent actions like snap, clap, clap with symbols A B B, demonstrate 3 · 4 with a geometric array, divide a candy bar into 3 equal pieces that represent one piece as 1/3).
Process Standards - Representation1.PS5.1 - Create and use a variety of representations appropriately and with fl exibility to organize, record, and communicate mathematical ideas (e.g., dramatizations, manipulatives, drawings, diagrams, tables, graphs, symbolic representations).
8�81.2.1.d - Manipulate physical models and recognize graphical representation of fractional parts (e.g., halves, thirds, fourths).†
Process Standards - Problem Solving1.PS1.3 - Develop, test, and apply strategies to solve a variety of routine and non-routine problems (e.g., look for patterns, make a table, make a problem simpler, process of elimination, trial and error).
Process Standards - Communication1.PS2.3 - Relate manipulatives, pictures, diagrams, and symbols to mathematical ideas.
Process Standards - Connections1.PS4.1 - Relate various concrete and pictorial models of concepts and procedures to one another (e.g., use two colors of cubes to represent addition facts for the number 5, relate patterns on a hundreds chart to multiples, use base-10 blocks to represent decimals).
Process Standards - Connections1.PS4.2 - Link concepts to procedures and eventually to symbolic notation (e.g., represent actions like snap, clap, clap with symbols A B B, demonstrate 3 · 4 with a geometric array, divide a candy bar into 3 equal pieces that represent one piece as 1/3).
NOTE: The Oklahoma online ePlanner provides information on how the Oklahoma standards are addressed and covered in every lesson of the Teacher’s Lesson Guide. For items marked with an (†), additional instructional support for these standards is provided in the Oklahoma online ePlanner.
Unit
8
EM3_G1_CorrBklt_01-39_OK.indd 30EM3_G1_CorrBklt_01-39_OK.indd 30 5/27/09 9:07:55 AM5/27/09 9:07:55 AM
®
31
Lesson Standards (cont.)
Oklahoma Priority AcademicStudent Skills � Grade 1 �
8�91.2.1.d - Manipulate physical models and recognize graphical representation of fractional parts (e.g., halves, thirds, fourths).†
1.2.2.a.iii - Demonstrate fl uency (i.e., memorize and apply) with basic addition facts to make a maximum sum of 10 and the associated subtraction facts (e.g., 7 + 3 = 10 and 10 – 3 = 7).
Process Standards - Connections1.PS4.1 - Relate various concrete and pictorial models of concepts and procedures to one another (e.g., use two colors of cubes to represent addition facts for the number 5, relate patterns on a hundreds chart to multiples, use base-10 blocks to represent decimals).
Process Standards - Representation1.PS5.1 - Create and use a variety of representations appropriately and with fl exibility to organize, record, and communicate mathematical ideas (e.g., dramatizations, manipulatives, drawings, diagrams, tables, graphs, symbolic representations).
NOTE: The Oklahoma online ePlanner provides information on how the Oklahoma standards are addressed and covered in every lesson of the Teacher’s Lesson Guide. For items marked with an (†), additional instructional support for these standards is provided in the Oklahoma online ePlanner.
8Unit
EM3_G1_CorrBklt_01-39_OK.indd 31EM3_G1_CorrBklt_01-39_OK.indd 31 5/27/09 9:07:57 AM5/27/09 9:07:57 AM
®
32
Lesson Standards
Oklahoma Priority AcademicStudent Skills � Grade 1 �
Unit
9
9�11.1.2 - Describe, extend and create patterns with numbers in a variety of situations (e.g., addition charts, skip counting, calendars).†
1.1.3 - Demonstrate number patterns by counting as many as 100 objects by 1’s, 2’s, 5’s and 10’s.
1.2.1.c - Read and write numerals to 100.
Process Standards - Connections1.PS4.4 - Use mathematical strategies to solve problems that relate to other curriculum areas and the real world (e.g., use a timeline to sequence events, use symmetry in art work, explore fractions in quilt designs and to describe pizza slices).
Process Standards - Representation1.PS5.1 - Create and use a variety of representations appropriately and with fl exibility to organize, record, and communicate mathematical ideas (e.g., dramatizations, manipulatives, drawings, diagrams, tables, graphs, symbolic representations).
9�21.1.3 - Demonstrate number patterns by counting as many as 100 objects by 1’s, 2’s, 5’s and 10’s.
1.2.2.c - Acquire strategies for making computations using tens and ones to solve two-digit addition and subtraction problems without regrouping (e.g., use estimation, number sense to judge reasonableness, counting on, use base-ten blocks).†
Process Standards - Connections1.PS4.1 - Relate various concrete and pictorial models of concepts and procedures to one another (e.g., use two colors of cubes to represent addition facts for the number 5, relate patterns on a hundreds chart to multiples, use base-10 blocks to represent decimals).
Process Standards - Representation1.PS5.1 - Create and use a variety of representations appropriately and with fl exibility to organize, record, and communicate mathematical ideas (e.g., dramatizations, manipulatives, drawings, diagrams, tables, graphs, symbolic representations).
Process Standards - Representation1.PS5.2 - Use representations to model and interpret physical, social, and mathematical situations (e.g., counters, pictures, tally marks, number sentences, geometric models; translate between diagrams, tables, charts, graphs).
9�31.1.2 - Describe, extend and create patterns with numbers in a variety of situations (e.g., addition charts, skip counting, calendars).
1.1.3 - Demonstrate number patterns by counting as many as 100 objects by 1’s, 2’s, 5’s and 10’s.
Process Standards - Connections1.PS4.1 - Relate various concrete and pictorial models of concepts and procedures to one another (e.g., use two colors of cubes to represent addition facts for the number 5, relate patterns on a hundreds chart to multiples, use base-10 blocks to represent decimals).
Process Standards - Connections1.PS4.3 - Recognize relationships among different topics within mathematics (e.g., the length of an object can be represented by a number, multiplication facts can be modeled with geometric arrays, 1/2 can be written as .5 and 50%).†
Process Standards - Representation1.PS5.1 - Create and use a variety of representations appropriately and with fl exibility to organize, record, and communicate mathematical ideas (e.g., dramatizations, manipulatives, drawings, diagrams, tables, graphs, symbolic representations).
NOTE: The Oklahoma online ePlanner provides information on how the Oklahoma standards are addressed and covered in every lesson of the Teacher’s Lesson Guide. For items marked with an (†), additional instructional support for these standards is provided in the Oklahoma online ePlanner.
EM3_G1_CorrBklt_01-39_OK.indd 32EM3_G1_CorrBklt_01-39_OK.indd 32 5/27/09 9:07:58 AM5/27/09 9:07:58 AM
®
33
Lesson Standards (cont.)
Oklahoma Priority AcademicStudent Skills � Grade 1 �
9�41.2.2.b - Write addition and subtraction number sentences for problem-solving situations.†
1.2.2.c - Acquire strategies for making computations using tens and ones to solve two-digit addition and subtraction problems without regrouping (e.g., use estimation, number sense to judge reasonableness, counting on, use base-ten blocks).†
Process Standards - Problem Solving1.PS1.2 - Formulate problems from everyday and mathematical situations (e.g., how many forks are needed?, how many students are absent?, how can we share/divide these cookies?, how many different ways can we fi nd to compare these fractions?).
Process Standards - Problem Solving1.PS1.3 - Develop, test, and apply strategies to solve a variety of routine and non-routine problems (e.g., look for patterns, make a table, make a problem simpler, process of elimination, trial and error).
Process Standards - Representation1.PS5.2 - Use representations to model and interpret physical, social, and mathematical situations (e.g., counters, pictures, tally marks, number sentences, geometric models; translate between diagrams, tables, charts, graphs).
9�51.4.1 - Measure objects with one-inch tiles and with a standard ruler to the nearest inch.†
Process Standards - Connections1.PS4.4 - Use mathematical strategies to solve problems that relate to other curriculum areas and the real world (e.g., use a timeline to sequence events, use symmetry in art work, explore fractions in quilt designs and to describe pizza slices).
9�61.2.1.d - Manipulate physical models and recognize graphical representation of fractional parts (e.g., halves, thirds, fourths).†
Process Standards - Connections1.PS4.1 - Relate various concrete and pictorial models of concepts and procedures to one another (e.g., use two colors of cubes to represent addition facts for the number 5, relate patterns on a hundreds chart to multiples, use base-10 blocks to represent decimals).
Process Standards - Connections1.PS4.4 - Use mathematical strategies to solve problems that relate to other curriculum areas and the real world (e.g., use a timeline to sequence events, use symmetry in art work, explore fractions in quilt designs and to describe pizza slices).
9�71.2.1.d - Manipulate physical models and recognize graphical representation of fractional parts (e.g., halves, thirds, fourths).
Process Standards - Communication1.PS2.3 - Relate manipulatives, pictures, diagrams, and symbols to mathematical ideas.†
Process Standards - Connections1.PS4.2 - Link concepts to procedures and eventually to symbolic notation (e.g., represent actions like snap, clap, clap with symbols A B B, demonstrate 3 · 4 with a geometric array, divide a candy bar into 3 equal pieces that represent one piece as 1/3).
NOTE: The Oklahoma online ePlanner provides information on how the Oklahoma standards are addressed and covered in every lesson of the Teacher’s Lesson Guide. For items marked with an (†), additional instructional support for these standards is provided in the Oklahoma online ePlanner.
9Unit
EM3_G1_CorrBklt_01-39_OK.indd 33EM3_G1_CorrBklt_01-39_OK.indd 33 5/27/09 9:08:00 AM5/27/09 9:08:00 AM
®
34
Lesson Standards (cont.)
Oklahoma Priority AcademicStudent Skills � Grade 1 �
Process Standards - Representation1.PS5.1 - Create and use a variety of representations appropriately and with fl exibility to organize, record, and communicate mathematical ideas (e.g., dramatizations, manipulatives, drawings, diagrams, tables, graphs, symbolic representations).
Process Standards - Representation1.PS5.2 - Use representations to model and interpret physical, social, and mathematical situations (e.g., counters, pictures, tally marks, number sentences, geometric models; translate between diagrams, tables, charts, graphs).
9�81.2.1.d - Manipulate physical models and recognize graphical representation of fractional parts (e.g., halves, thirds, fourths).†
Process Standards - Representation1.PS5.1 - Create and use a variety of representations appropriately and with fl exibility to organize, record, and communicate mathematical ideas (e.g., dramatizations, manipulatives, drawings, diagrams, tables, graphs, symbolic representations).
Process Standards - Representation1.PS5.2 - Use representations to model and interpret physical, social, and mathematical situations (e.g., counters, pictures, tally marks, number sentences, geometric models; translate between diagrams, tables, charts, graphs).
NOTE: The Oklahoma online ePlanner provides information on how the Oklahoma standards are addressed and covered in every lesson of the Teacher’s Lesson Guide. For items marked with an (†), additional instructional support for these standards is provided in the Oklahoma online ePlanner.
Unit
9
EM3_G1_CorrBklt_01-39_OK.indd 34EM3_G1_CorrBklt_01-39_OK.indd 34 5/27/09 9:08:02 AM5/27/09 9:08:02 AM
®
35
Lesson Standards
Oklahoma Priority AcademicStudent Skills � Grade 1 �
10�11.1.3 - Demonstrate number patterns by counting as many as 100 objects by 1’s, 2’s, 5’s and 10’s.
1.4.1 - Measure objects with one-inch tiles and with a standard ruler to the nearest inch.
1.5.1.a - Organize, describe, and display data using concrete objects, pictures, or numbers.†
1.5.1.b - Formulate and solve problems that involve collecting and analyzing data common to children’s lives (e.g., color of shoes, numbers of pets, favorite foods).
Process Standards - Representation1.PS5.2 - Use representations to model and interpret physical, social, and mathematical situations (e.g., counters, pictures, tally marks, number sentences, geometric models; translate between diagrams, tables, charts, graphs).
10�21.1.3 - Demonstrate number patterns by counting as many as 100 objects by 1’s, 2’s, 5’s and 10’s.
1.2.2.a.iii - Demonstrate fl uency (i.e., memorize and apply) with basic addition facts to make a maximum sum of 10 and the associated subtraction facts (e.g., 7 + 3 = 10 and 10 – 3 = 7).†
Process Standards - Connections1.PS4.4 - Use mathematical strategies to solve problems that relate to other curriculum areas and the real world (e.g., use a timeline to sequence events, use symmetry in art work, explore fractions in quilt designs and to describe pizza slices).
10�31.1.3 - Demonstrate number patterns by counting as many as 100 objects by 1’s, 2’s, 5’s and 10’s.
1.2.2.b - Write addition and subtraction number sentences for problem-solving situations.
1.2.2.c - Acquire strategies for making computations using tens and ones to solve two-digit addition and subtraction problems without regrouping (e.g., use estimation, number sense to judge reasonableness, counting on, use base-ten blocks).†
1.4.3 - Identify and name the value of pennies, dimes, nickels, and quarters.
Process Standards - Problem Solving1.PS1.2 - Formulate problems from everyday and mathematical situations (e.g., how many forks are needed?, how many students are absent?, how can we share/divide these cookies?, how many different ways can we fi nd to compare these fractions?).
Process Standards - Problem Solving1.PS1.4 - Verify and interpret results with respect to the original problem (e.g., students explain verbally why an answer makes sense, explain in a written format why an answer makes sense, verify the validity of each step taken to obtain a fi nal result).
NOTE: The Oklahoma online ePlanner provides information on how the Oklahoma standards are addressed and covered in every lesson of the Teacher’s Lesson Guide. For items marked with an (†), additional instructional support for these standards is provided in the Oklahoma online ePlanner.
10Unit
EM3_G1_CorrBklt_01-39_OK.indd 35EM3_G1_CorrBklt_01-39_OK.indd 35 5/27/09 9:08:04 AM5/27/09 9:08:04 AM
®
36
Lesson Standards (cont.)
Oklahoma Priority AcademicStudent Skills � Grade 1 �
10�41.1.3 - Demonstrate number patterns by counting as many as 100 objects by 1’s, 2’s, 5’s and 10’s.
1.4.3 - Identify and name the value of pennies, dimes, nickels, and quarters.
Process Standards - Problem Solving1.PS1.2 - Formulate problems from everyday and mathematical situations (e.g., how many forks are needed?, how many students are absent?, how can we share/divide these cookies?, how many different ways can we fi nd to compare these fractions?).†
Process Standards - Communication1.PS2.2 - Extend mathematical knowledge by considering the thinking and strategies of others (e.g., agree or disagree, rephrase another student’s explanation, analyze another student’s explanation).
10�51.3.2 - Identify, name, and describe two-dimensional geometric shapes (including rhombi) and objects in everyday situations (e.g., the face of a round clock is a circle, a desktop is a rectangle).†
1.3.3 - Identify, name and describe three-dimensional geometric shapes (including cones) and objects in everyday situations (e.g., a can is a cylinder, a basketball is a sphere).†
10�61.2.2.c - Acquire strategies for making computations using tens and ones to solve two-digit addition and subtraction problems without regrouping (e.g., use estimation, number sense to judge reasonableness, counting on, use base-ten blocks).†
Process Standards - Connections1.PS4.4 - Use mathematical strategies to solve problems that relate to other curriculum areas and the real world (e.g., use a timeline to sequence events, use symmetry in art work, explore fractions in quilt designs and to describe pizza slices).
Process Standards - Representation1.PS5.1 - Create and use a variety of representations appropriately and with fl exibility to organize, record, and communicate mathematical ideas (e.g., dramatizations, manipulatives, drawings, diagrams, tables, graphs, symbolic representations).
Process Standards - Representation1.PS5.2 - Use representations to model and interpret physical, social, and mathematical situations (e.g., counters, pictures, tally marks, number sentences, geometric models; translate between diagrams, tables, charts, graphs).
10�71.1.3 - Demonstrate number patterns by counting as many as 100 objects by 1’s, 2’s, 5’s and 10’s.
1.2.1.a - Use concrete models of tens and ones to develop the concept of place value.†
1.2.1.c - Read and write numerals to 100.†
Process Standards - Connections1.PS4.1 - Relate various concrete and pictorial models of concepts and procedures to one another (e.g., use two colors of cubes to represent addition facts for the number 5, relate patterns on a hundreds chart to multiples, use base-10 blocks to represent decimals).
Process Standards - Representation1.PS5.2 - Use representations to model and interpret physical, social, and mathematical situations (e.g., counters, pictures, tally marks, number sentences, geometric models; translate between diagrams, tables, charts, graphs).
NOTE: The Oklahoma online ePlanner provides information on how the Oklahoma standards are addressed and covered in every lesson of the Teacher’s Lesson Guide. For items marked with an (†), additional instructional support for these standards is provided in the Oklahoma online ePlanner.
Unit
10
EM3_G1_CorrBklt_01-39_OK.indd 36EM3_G1_CorrBklt_01-39_OK.indd 36 5/27/09 9:08:05 AM5/27/09 9:08:05 AM
®
37
Project Standards
ProjectsOklahoma Priority AcademicStudent Skills � Grade 1 �
11.1.1 - Describe, extend and create patterns using concrete objects (e.g., sort a bag of objects by attributes and orally communicate the pattern for each grouping).†
1.3.4 - Use language to describe relationships of objects in space (e.g., above, below, behind, between).†
Process Standards - Connections1.PS4.4 - Use mathematical strategies to solve problems that relate to other curriculum areas and the real world (e.g., use a timeline to sequence events, use symmetry in art work, explore fractions in quilt designs and to describe pizza slices).
21.4.1 - Measure objects with one-inch tiles and with a standard ruler to the nearest inch.†
1.5.1.a - Organize, describe, and display data using concrete objects, pictures, or numbers.†
1.5.1.b - Formulate and solve problems that involve collecting and analyzing data common to children’s lives (e.g., color of shoes, numbers of pets, favorite foods).
Process Standards - Representation1.PS5.2 - Use representations to model and interpret physical, social, and mathematical situations (e.g., counters, pictures, tally marks, number sentences, geometric models; translate between diagrams, tables, charts, graphs).
31.1.3 - Demonstrate number patterns by counting as many as 100 objects by 1’s, 2’s, 5’s and 10’s.†
1.4.1 - Measure objects with one-inch tiles and with a standard ruler to the nearest inch.
Process Standards - Connections1.PS4.1 - Relate various concrete and pictorial models of concepts and procedures to one another (e.g., use two colors of cubes to represent addition facts for the number 5, relate patterns on a hundreds chart to multiples, use base-10 blocks to represent decimals).
Process Standards - Connections1.PS4.2 - Link concepts to procedures and eventually to symbolic notation (e.g., represent actions like snap, clap, clap with symbols A B B, demonstrate 3 · 4 with a geometric array, divide a candy bar into 3 equal pieces that represent one piece as 1/3).
Process Standards - Connections1.PS4.4 - Use mathematical strategies to solve problems that relate to other curriculum areas and the real world (e.g., use a timeline to sequence events, use symmetry in art work, explore fractions in quilt designs and to describe pizza slices).
41.1.3 - Demonstrate number patterns by counting as many as 100 objects by 1’s, 2’s, 5’s and 10’s.
1.4.2.b - Develop the concepts of days, weeks, and months using a calendar.†
Process Standards - Connections1.PS4.4 - Use mathematical strategies to solve problems that relate to other curriculum areas and the real world (e.g., use a timeline to sequence events, use symmetry in art work, explore fractions in quilt designs and to describe pizza slices).
NOTE: The Oklahoma online ePlanner provides information on how the Oklahoma standards are addressed and covered in every lesson of the Teacher’s Lesson Guide. For items marked with an (†), additional instructional support for these standards is provided in the Oklahoma online ePlanner.
EM3_G1_CorrBklt_01-39_OK.indd 37EM3_G1_CorrBklt_01-39_OK.indd 37 5/27/09 9:08:07 AM5/27/09 9:08:07 AM
®
38
Project Standards (cont.)
ProjectsOklahoma Priority AcademicStudent Skills � Grade 1 �
51.1.3 - Demonstrate number patterns by counting as many as 100 objects by 1’s, 2’s, 5’s and 10’s.
1.4.1 - Measure objects with one-inch tiles and with a standard ruler to the nearest inch.
1.5.1.a - Organize, describe, and display data using concrete objects, pictures, or numbers.†
1.5.1.b - Formulate and solve problems that involve collecting and analyzing data common to children’s lives (e.g., color of shoes, numbers of pets, favorite foods).
Process Standards - Connections1.PS4.1 - Relate various concrete and pictorial models of concepts and procedures to one another (e.g., use two colors of cubes to represent addition facts for the number 5, relate patterns on a hundreds chart to multiples, use base-10 blocks to represent decimals).
Process Standards - Representation1.PS5.2 - Use representations to model and interpret physical, social, and mathematical situations (e.g., counters, pictures, tally marks, number sentences, geometric models; translate between diagrams, tables, charts, graphs).
61.1.1 - Describe, extend and create patterns using concrete objects (e.g., sort a bag of objects by attributes and orally communicate the pattern for each grouping).
1.1.3 - Demonstrate number patterns by counting as many as 100 objects by 1’s, 2’s, 5’s and 10’s.
1.2.1.a - Use concrete models of tens and ones to develop the concept of place value.
1.4.3 - Identify and name the value of pennies, dimes, nickels, and quarters.
Process Standards - Connections1.PS4.4 - Use mathematical strategies to solve problems that relate to other curriculum areas and the real world (e.g., use a timeline to sequence events, use symmetry in art work, explore fractions in quilt designs and to describe pizza slices).
Process Standards - Representation1.PS5.1 - Create and use a variety of representations appropriately and with fl exibility to organize, record, and communicate mathematical ideas (e.g., dramatizations, manipulatives, drawings, diagrams, tables, graphs, symbolic representations).†
Process Standards - Representation1.PS5.2 - Use representations to model and interpret physical, social, and mathematical situations (e.g., counters, pictures, tally marks, number sentences, geometric models; translate between diagrams, tables, charts, graphs).
NOTE: The Oklahoma online ePlanner provides information on how the Oklahoma standards are addressed and covered in every lesson of the Teacher’s Lesson Guide. For items marked with an (†), additional instructional support for these standards is provided in the Oklahoma online ePlanner.
EM3_G1_CorrBklt_01-39_OK.indd 38EM3_G1_CorrBklt_01-39_OK.indd 38 5/27/09 9:08:09 AM5/27/09 9:08:09 AM
®
39
Project Standards (cont.)
ProjectsOklahoma Priority AcademicStudent Skills � Grade 1 �
7Process Standards - Communication1.PS2.4 - Represent, discuss, write, and read mathematical ideas and concepts. Start by relating everyday language to mathematical language and symbols and progress toward the use of appropriate terminology (e.g., “add more” becomes “plus”, “repeated addition” becomes “multiplication”, “fair share” becomes “divide”, “balance the equation” becomes “solve the equation”).†
Process Standards - Connections1.PS4.4 - Use mathematical strategies to solve problems that relate to other curriculum areas and the real world (e.g., use a timeline to sequence events, use symmetry in art work, explore fractions in quilt designs and to describe pizza slices).
81.4.3 - Identify and name the value of pennies, dimes, nickels, and quarters.†
Process Standards - Connections1.PS4.4 - Use mathematical strategies to solve problems that relate to other curriculum areas and the real world (e.g., use a timeline to sequence events, use symmetry in art work, explore fractions in quilt designs and to describe pizza slices).
NOTE: The Oklahoma online ePlanner provides information on how the Oklahoma standards are addressed and covered in every lesson of the Teacher’s Lesson Guide. For items marked with an (†), additional instructional support for these standards is provided in the Oklahoma online ePlanner.
EM3_G1_CorrBklt_01-39_OK.indd 39EM3_G1_CorrBklt_01-39_OK.indd 39 5/27/09 9:08:10 AM5/27/09 9:08:10 AM