Knowledge and Skills s3

http://www.bcpss.org/bbcswebdav/institution/MATH_CURRICULUM/Grade%201/ASSESSMENTS/Adding%20and%20Subtract%20Basic%20Facts%20Skill%20Assessment/Skill%20Assessment%20Unit%201%20Concept%201%20Addition%20and%20Subtraction%20Basic%20Facts.doc

Baltimore City Schools

Dr. Andrés Alonso

Chief Executive Officer

Dr. Mary Minter

Chief Academic Officer

Dr. Kathy Volk

Academic Achievement Officer

Linda Eberhart

Office of Mathematics

Curriculum Writers

A special thanks to all the teachers, ISTs, and administrators who wrote, revised, and provided feedback for our curriculum.

Kim Alexander

Tara Barnes

Lisa Beckman

Melissa Boston-Jackson

Raymond Braxton

David Brelsford

Sheila Burke

Elizabeth Clark

Tiffany Cole

Shannen Coleman

Megan Cooper

Ben Crandall

Megan Delong

Keith Dysarz

Jason Eckles

Erinn Eifler

Kim Felton

Cathy Ferguson

Charlene Footman

Leila Frain

Helen Garcia

Lindsay Giel

Beth Goldscher

Nicole Hauser

Monique Hibbert

Antwonette Hooper

Felipe Jackson

Matt Kalthoff

Sarah Kenders

Ronald Krach

Tracy Larkins

Elisabeth Lim

Dr. Luis Lima

Danielle Long

Genevieve Mason

Karen Matthews

Campbell McLean

Stanley Munro

Regina Paige

Michelle Perzinski

Sarah Pessagno

Shane Prada

Michael Pugh

Brian Rainville

Ryan Reid

Beth Renwick

Courtney Robinson

Brian Schanbacher

Frances Schwartz

Clarence Scott

Patricia Storke

Heather Torretta

Siriporn Vinijkul

Smitha Viswanathan

Lembric Walker

Brent Watkins

Mary Welliver

Anne Whelan

ShaNekwa Winfield

Kim Worthington

BCPSS Office of Math: Grade 1 Math Curriculum DRAFT Page 7

Math Works Homework

Homework can be an effective part of your math program - giving students the practice they need to master skills. Below are some Math Works methods for utilizing homework.

Suggested Homework Procedures:

o Check homework every night

o Give students an opportunity to revise homework

o Start the homework assignment together at the beginning or end of class.

o Dedicate 10 minutes to going over 2-5 problems that students are having trouble with (they pick some, you pick some). Model how you work through the problems on the board.

o Reward students for doing homework and revising it.

Homework Tips:

o Homework should consist primarily of skills that students have already been exposed to. Skills should cycle in and out depending on what your students have been taught AND what they have mastered.

o Require students to show their work on homework problems, not just write the answer. Give credit only when there is work.

o Circulate throughout the classroom while talking about homework problems to be sure students are writing down what you are talking about and are showing work.

o At the beginning of the year, homework should consist of skills taught in the previous grade level.

1st Grade Homework

BCPSS Office of Math: Grade 1 Math Curriculum DRAFT Page 7

Grade 1 Math Curriculum Sequence

School Year 2008-2009

QUARTER 1 (Aug 25 – Oct 31) / Suggested Time Frame
UNIT 1: Whole Number Readiness / 2 weeks
(7 - 13 days)
Ø Calendar
· Read a calendar to identify days
· Read a calendar to identify weeks
· Read a calendar to identify months / 3 – 5 days
Ø Compose and decompose numbers to 20
· Use concrete objects to make numbers up to 10
· Use concrete objects to make numbers up to 20 / 1 – 2 days
Ø Multiple representations for a number
· List multiple representations for a number / 1 – 2 days
Ø Count to 100
· Count to 100 / 1 – 2 days
Ø Ordinal numbers
· Use ordinal numbers to indicate position first through tenth / 1 – 2 days
UNIT 2: Understanding Addition and Subtraction / 2.5 weeks
(10 - 16 days)
Ø Strategies for addition basic facts
· Identify addition as putting together or joining
· Use symbols + and = to solve addition sentences
· Use symbols and numbers to write and solve addition sentences / 3 – 5 days
Ø Strategies for subtraction basic facts
· Identify subtraction as taking apart or separating
· Use symbols - and = to solve subtraction sentences
· Use symbols and numbers to write and solve subtraction sentences / 3 – 5 days
Ø Addition and subtraction word problems
· Identify key words to indicate operation (addition or subtraction)
· Create and solve correlating number sentence / 2 – 4 days
Ø Represent numeric quantities using pictures and operational symbols
· Identify addition and the + symbol as putting together or joining
· Identify subtraction and the – symbol as taking apart or separating / 2 – 4 days
UNIT 3: Place Value / 4 weeks
(15 - 26 days)
Ø Skip counting
· Skip counting by tens / 2 – 3 days
Ø Anchor Number
· Use manipulatives to create groups of ten / 2 – 3 days
Ø Multiple representations
· Multiple representations to 20 / 1 – 2 days
Ø Read, write, represent whole numbers to 100
· Represent numbers with models to 100
· Represent numbers in numeric and word form to 100 / 3 – 5 days
Ø Value of a digit in a number
· Identify the place value of a digit in a place to 100
· Create equivalent representations to 100 / 3 – 5 days
Ø Expanded form
· Express numbers in expanded form to 100 / 2 – 4 days
Ø Compare and order whole numbers
· Compare whole numbers to 100
· Order whole numbers to 100 / 2 – 4 days
QUARTER 2 (Nov 3 – Jan 23) / Suggested Time Frame
BENCHMARK 2
(all Quarter 1 skills assessed) / Nov 4 – Nov 13 testing window
Unit 4: Whole Number Computation 1 / 4 weeks
(17 – 28 days)
Ø Count forward and backwards
· Count forward by ones
· Count forward from given numbers (i.e. 5, 13, 39, . . . )
· Count backward by ones / 1 – 2 days
Ø Addition strategies
· Counting on
· Counting back
· Making ten
· Doubles
· Doubles plus one / 3 – 5 days
Ø Subtraction strategies
· Counting on
· Counting back
· Making ten
· Doubles
· Doubles plus one / 3 – 5 days
Ø Addition of two digit numbers
· Adding groups of ten to single digit numbers
· Adding groups of ten to two digit numbers
· Addition of two digit numbers / 4 – 6 days
Ø Subtraction of two digit numbers
· Subtracting groups of ten from two digit numbers
· Subtraction of two digit numbers / 4 – 6 days
Ø Word problems
· Addition clue words
· Subtraction clue words
· Mixed clue words / 2 – 4 days
Unit 5: Geometry / 2 weeks
(6 - 12 days)
Ø 2-dimensional shapes
· Identify, name, squares, triangles, rectangles, rhombi, and circles
· Describe and compare squares, triangles, rectangles, rhombi, and circles / 1 – 2 days
Ø Models of 2-dimensional shapes
· Create models of squares, triangles, rectangles, rhombi, and circles
· Sketch squares, triangles, rectangles, rhombi, and circles / 1 – 2 days
Ø Congruent figures
· Match congruent figures / 1 – 2 days
Ø Slides and flips
· Identify slides using manipulatives
· Identify flips using manipulatives / 1 – 2 days
Ø Symmetry
· Demonstrate symmetry in basic shapes
· Demonstrate symmetry in pictures / 1 – 2 days
Ø 3-dimensional shapes
· Identify compare cubes, spheres, cylinders, pyramids, cones, and rectangular prisms / 1 – 2 days
Unit 6: Patterns / 2 weeks
(5 - 10 days)
Ø Skip counting forward
· Skip counting by twos
· Skip counting by fives
· Skip counting by tens / 1 – 2 days
Ø Skip counting backward
· Skip counting backward by tens / 1 – 2 days
Ø Growing patterns
· Clap and snap growing patterns / 1 – 2 days
Ø Repeating patterns
· Represent repeating patterns
· Analyze repeating patterns / 1 – 2 days
Ø Repeating patterns 2
· Transfer a repeating pattern / 1 – 2 days
Unit 7: Fractions / 2 weeks
(6-10 days)
Ø Fractions as part of a whole
· Read, write, represent half as part of a region
· Read, write, represent fourth as part of a region
· Read, write, represent third as part of a region / 3 – 5 days
Ø Fractions: half
· Read, write, represent half as part of a set / 3 – 5 days
QUARTER 3 (Jan 26 – March 31) / Suggested Time Frame
Unit 8: Statistics and Data Analysis / 2 weeks
(7 - 14 days)
Ø Tally charts
· Interpret tally charts
· Create tally charts / 2 – 4 days
Ø Bar graphs
· Interpret bar graphs
· Create bar graphs / 2 – 4 days
Ø Pictographs
· Interpret pictographs
· Create pictographs / 2 – 4 days
Ø Probability
· Identify possible outcomes / 1 – 2 days
Unit 9: Whole Number Computation 2 / 2 weeks
(5 - 10 days)
Ø Solve for unknown
· Find missing numbers in an addition sentence
· Find the missing number in a subtraction sentence / 2 – 4 days
Ø Addition and subtraction #2
· Addition and subtraction of one digit numbers
· Addition and subtraction of two digit numbers
· Addition and subtraction of three digit numbers / 2 – 4 days
Ø Word problems
· Addition clue words
· Subtraction clue words
· Mixed clue words / 1 – 2 days
BENCHMARK 3 – MOCK STANFORD
(all skills listed above) / Feb 17 – Feb 20 testing window
Unit 10: Money and Measurement / 5 weeks
(22 – 34 days)
Ø Money
· Identify coin values
· Identify values of mixed currency / 8 – 12 days
Ø Measure Length
· Measure to the nearest inch / 4 – 6 days
STANFORD 10 ASSESSMENT / March 9 to March 13
Ø Time
· Tell time to hour and half hour
· Compare times in analog and digital / 6 – 10 days
Ø Temperature
· Identify temperature to the nearest 10 degrees / 4 – 6 days
QUARTER 4 (April 1 – June 9) / Suggested Time Frame
Unit 11: Whole Numbers Concepts 2 / 2.5 weeks
(10 - 14 days)
Ø Read, Write, Represent Numbers Through the Hundreds
· Represent numbers with models through the hundreds
· Represent numbers in numeric form through the hundreds
· Represent numbers in word form through the hundreds / 3 - 5 days
Ø Place Value & Expanded Form
· Identify the place value of a digit in a place through the hundreds
· Create equivalent representations through the hundreds
· Represent numbers in expanded form through the hundreds / 7 – 9 days
Unit 12: Addition & Subtraction Whole Numbers 2 / 4 weeks
(17 - 23 days)
Ø Addition & Subtraction Basic Facts
· Counting on; counting back
· Doubles
· Doubles plus one
· Making ten / 5 – 7 days
Ø Addition Whole numbers
· Addition with multiples of 10
· Double digit plus single digit, no regrouping
· Double digit plus double digit, no regrouping / 6 – 8 days
Ø Subtraction Whole numbers
· Subtraction with multiples of 10
· Double digit minus single digit, no regrouping
· Double digit minus double digit, no regrouping / 6 - 8 days
BENCHMARK 4
(all skills from Quarters 1-4) / May 26 – June 5 testing window

BCPSS Office of Math: Grade 1 Math Curriculum DRAFT Page 7

Unit 1: Concept 1

Calendar

Knowledge and Skills / TIME FRAME: 3 – 5 days / PREREQUISITE SKILLS
Calendar
· Read a calendar to identify days
· Read a calendar to identify weeks
· Read a calendar to identify months / · Identify days of the week
· Identify and use key terms such as today, yesterday, tomorrow, before, after, morning, afternoon and evening
VSC OBJECTIVE
1.3.A.1.a Read a calendar to identify days of the week and months of the year.
VOCABULARY
days
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
weeks
months
January
February
March
April
May
June
July
August
September
October
November
December
years
calendar
first
second
third
fourth
fifth
Vocabulary Activities
Teacher Definitions
Student Vocabulary
Word Wall Vocabulary
Total Vocabulary Matrix / ENDURING UNDERSTANDINGS
· Measurements can be determined by applying appropriate tools
· Measurement quantifies attributes of objects according to various units, systems, and processes.
ESSENTIAL QUESTIONS
· How is time measured?
· How are measuring units selected?
CONCEPT KNOWLEDGE AND PROCESS
· Time can be measured using clocks and calendars.
· Calendars are used to locate days, months, and years in time.
· The days of the week, months of the year, and the year have names.
ERROR INTERVENTION
IF students can follow directional cues to find the indicated day, month, and week, but are unable to say them / THEN consider review of days, months, and weeks and their organizational scheme.
IF students are unable to identify first, second, third, fourth day of the week, month, etc. / THEN consider review of ordinal numbers.
IF students are able to identify a date, but unable to identify dates forward or backwards from a given date / THEN consider reviewing how to count forwards and backwards on a calendar and calendar patterns.

BCPSS Office of Math: Grade 1 Math Curriculum DRAFT Page 16

Unit 1: Concept 1

Calendar

Suggested Learning Plan / Learning Activities and Strategies
Activity / Description / Materials
Linguistic / Days of the Week Song / Students are introduced to the song
“Every Week Has Seven Days”. / · Calendar
· “Every Week Has Seven Days” on a poster
Linguistic
Kinesthetic / Living Days of the Week
SF Grade 1 Lesson 6-9 (p. 225B) / Students physically sequence days of the week with days of the week cards. / · Days of the week cards
Visual
Spatial / On The Calendar
SF Grade 1 Lesson 6-9 (p. 225A) / Students fill in a blank calendar, identifying the days of the week. / · Teaching Tool 23
Visual
Spatial / Order the Months
SF Grade 1 Lesson 6-10 (p. 227A) / Students put the months in order using month cards. / · Month cards
· Teaching tool 24
Visual
Spatial
Linguistic / Daily Calendar Routine (to be repeated each day) / Students use the classroom calendar to identify the day, date, month, year, etc. / · Calendar
· Calendar icons
· Marker for day on calendar
· Yesterday, today,
tomorrow name cards
DIFFERENTIATION
Accommodations* G.A.T.E./Enrichment

BCPSS Office of Math: Grade 1 Math Curriculum DRAFT Page 16