First Grade Math Curriculum Map (2005-06)
First Nine Weeks / Weeks 1 – 4Date______ / Weeks 5-9
Date ______
Lessons / 1.1– 2.3
Count by 5s to 40 Developing
Count by 2s to 40 Developing
Write numbers from 1 to 20 Developing
Compare pairs of numbers less than 16Developing
Write and count talliesDeveloping
Count up and back by 1s, starting with anySecure
number up to and including 20
Count up to 20 objectsSecure
Find complements of 10Developing
Count up and back by 1s on the number
Grid Developing/Secure
Count by 2s to 20; by 5s to 50Secure / 2.4 – 3.3
Calculate the values of various combinationsDeveloping
of pennies and nickels
Find complements of 10Developing
Solve simple addition and subtraction Developing
number stories
Count up and back my 1s on the number
grid Developing/Secure
Tell time to the nearest hour Developing/Secure
Exchange pennies for nickels Developing/Secure
Count by 2s to 20’ 5s to 50Secure
Identify and complete patternsDeveloping
Solve simple addition and subtractionDeveloping
problems by skip counting on the number line and
the number grid
Identify numbers as even or oddDeveloping
Know the values of pennies, nickels andDeveloping
dimes and calculate the value of combinations of
these coins
Calendar
Use daily! / Please refer to your Everyday Counts calendar book for suggestions (additional resources are located in the Math Room).
Many components are ongoing throughout the year.
Items to consider:
- tally marks/counting by 5s
- tracking days on the number grid
- record the days by creating a number line
- a money component (pennies and nickels)
- a time component (to the hour)
- incorporating patterns (ex. calendar date pieces)
- weather graph
Integrating reading and writing / Abbreviated list of suggested read alouds for the nine weeks:
How Many Bugs in a Box? *
Each Orange Had 8 Slices *
Five Little Monkeys Jumping on the Bed *
M&M's Counting book *
Ten Black Dots *
Ten Apples Up on Top *
Three Hat Day, A *
Fish Eyes *
How Many, How Many, How Many *Many more books available in math roomIncorporate a critical thinking activity (such as Exemplars, Read it! Draw it! Solve it!, etc.). The first few activities should be whole class with a significant amount of modeling. / Incorporate a critical thinking activity (such as Exemplars, Read it! Draw it! Solve it!, etc.). The first few activities should be whole class with a significant amount of modeling.
Activities for integrating math:
- Use a question of the day/week. Begin with a yes/no question. Write on chart paper and have students answer as they arrive in the morning. Use the question/survey to complete an interactive writing. Eventually, after completing the question, it can be added to a literacy students where students write about it based upon past experiences with class interactive writings.
- If you make a class book as an introductory 1st grade activity, include a graph.
- Begin a class weather book. Each month add the weather graph from your calendar to the book and as a class write about it.
- Add a weather center to your literacy centers where the students write about the months weather graph located on the calendar.
- Have an estimation jar where students estimate, record their estimation and write about it.
- Begin a collection of math books that students may access during independent reading times. Include a “book blessing.”
- Create, discuss and write about a birthday graph.
- Create and maintain a lost tooth graph.
- Create personal information books for each child to complete once per nine weeks.
- EM project 1 – be sure to include time for students to write about the experience.
- EM project 2 – be sure to include time for students to write about the experience.
- Make a class counting book or some other type of class book that involves a math skill.
- Do an interactive writing with a workless math book. There are many books available by Tana Hoban.
First Grade Math Curriculum Map (2005-06)
2nd NineWeeks
/ Weeks 1 – 4Date______ / Weeks 5-9
Date ______
Lessons / 3.4 – 4.4
Complete frames-and-arrows diagrams
Beginning/Developing
Identify and complete patterns Developing
Solve simple addition and subtraction Developing
problems by skip counting on the number line and the
number grid
Identify numbers as even or odd Developing
Know the values of pennies, nickels Developing
and dimes and calculate the value of combinations of
these coins
Tell time to the nearest half-hour Developing
Solve simple number stories Developing
Use standard units for measuring length
Beginning/Developing
Find simple sums and missing addends Developing
Calculate the values of coin combinations Developing
Solve simple number stories Developing
Order and compare numbers to 22 Developing/Secure
Tell time to the nearest half-hour Developing/Secure / 4.5 – 5.3
Use standard units for measuring length
Beginning/Developing
Find simple sums and missing addendsDeveloping
Calculate the values of coin combinationsDeveloping
Solve simple number storiesDeveloping
Order and compare numbers to 22Developing/Secure
Tell time to the nearest half-hourDeveloping/Secure
Understand place value for longs and cubesDeveloping
Compare numbers using < and >Developing
Calendar / Please refer to your Everyday Counts calendar book for suggestions (additional resources are located in the Math Room).
Items to consider:
- a measuring component
- an equivalent component (also known as “same name”) For example, how many ways can you name 6?
- Number patterns on the number grid
- Greater than/less than component
- a money component (add dimes)
- a time component (to the half hour)
- informal critical thinking activities (refer to the EM minute book for ideas)
- place value component
Items to consider:
- a time component (to the quarter hour)
Integrating reading and writing / Introduction of math message (lesson 4.1)
How Big is a Foot by Rolf Myller *
Inch by Inch by Leo Lionni
Anno’s Couning House by Mitsumasa Anno
Jack and the Beanstalk
Many more books available in math roomIncorporate a critical thinking activity (such as Exemplars, Read it! Draw it! Solve it!, etc.)Activities for integrating math (also refer to list from 1st nine weeks, weeks 5-9):
- EM project number 3
- Incorporate a morning message with a “math spin” during the discussion. For example, what is the 5th word? How many words with the –at chunk?
- Have students keep a “pattern book” where they create and write about patterns, including growing patterns and surrounding patters (chapter 12 of Math Their Way book is a great resource!).
Activities for integrating math (also refer to list from 1st nine weeks, weeks 5-9):
- Make a class book on measurement (for example, use student journal page 67 and convert it to a class book ).
- Modify question of the day/week from yes/no questions to questions with more than 2 options for answers (ex. What is your favorite kids of ice cream?)
First Grade Math Curriculum Map (2005-06)
3rd NineWeeks
/ Weeks 1 – 4Date______ / Weeks 5-9
Date ______
Lessons / 5.4 – 6.4
Find missing number and/or the missing Beginning
rule in “What’s my rule?” problems
Understand place value for longs and cubes Developing
Compare numbers using < and > Developing
Know +1, +0 doubles and sums of 10 Developing
addition facts
Learn simple addition facts Beginning/Developing
Find many names for a number Developing / 6.5 – 7.8
Measure objects to the nearest centimeterBeginning
Understand digital notation for timeBeginning
Learn simple addition facts Beginning/Developing
Calculate the value of coin combinations –
“P,” “N,” “D,” and “Q” Beginning/Developing
Sort and identify objects by attributes
Beginning/Developing
Know addition factsDeveloping
Identify 3-dimensional shapes and know Beginning
their characteristics
Identify symmetrical figuresBeginning
Identify polygons and know their
Characteristics Beginning/Developing
Know addition facts Developing
Calendar / Please refer to your Everyday Counts calendar book for suggestions (additional resources are located in the Math Room).
Items to consider:
- continue with informal critical thinking activities (refer to the EM minute book for ideas)
- a money component (add quarters)
- review suggestions from 2nd nine weeks and consider adding one or two more components
Items to consider:
- fraction component (begin with parts of a set, make a connection to part/part/whole activities)
Integrating reading and writing / Stories about “Inchlings” from Tom Thumb, a book read by Margaret Read MacDonald
Many more books available in math roomActivities for integrating math:
- EM project number 6 – be sure to include time for students to write about the experience.
- Return to a dichotomous question and add a dimension to the question of the day/week where students produce a graph based on the information and write about the graph.
- Modify the question of the day/week back to a question with more than 2 options and have the students create a graph and write about the graph.
First Grade Math Curriculum Map (2005-06)
4th NineWeeks
/ Weeks 1 – 4Date______ / Weeks 5-9
Date ______
Lessons / 8.1 – 9.3
Make change for amounts less than $1Beginning
Count sets of quarters, dimes, nickels and Developing
pennies
Solve number stories Developing
Understand place value for 10s and 1s
Developing/Secure
Identify fractional parts of regions and sets
With a focus on unit fractions
Beginning/Developing
Count sets of quarters, dimes, nickelsDeveloping
and pennies
Understand place value for 10s and 1s
Developing/Secure
Know addition facts for 11, 10, doubles and
sums of ten Developing/Secure
Solve 2-digit addition and subtraction Beginning
problems / 9.4 – 10.7
Solve 2-digit addition and subtraction Beginning
problems
Identify and use patterns on the numberDeveloping
Grid
Compare fractions less than 1Beginning
Find equivalent fractionsBeginning
Identify fractional parts of a regionBeginning/Developing
Identify and use patterns on the number gridDeveloping
The following is the review that appears in unit 10:
Make a line plot of a set of data and find the mode and median of a set of data
Review telling time on an analog clock and writing times in digital notation; practice alternate ways of naming times; and calculate
elapsed times
Solve comparison number stories and calculate amounts of change from
purchases
Review the names and some of the characteristics of polygons and the
names of the basic 3-dimensional shapes
Review temperature readings in degrees Fahrenheit and use the information on a map to find temperature differences
Review place value through hundreds
Calendar / Please refer to your Everyday Counts calendar book for suggestions (additional resources are located in the Math Room).
Based on continual item analysis of your common assessments, spend the remainder of the year focusing on the low areas for your students.
Integrating reading and writing /
Gator Pie
Eating FractionsPicture Pie: A Circle Drawing Book by Ed Emberly *
Fraction Action by Loreen Leedy *
Clean-Sweep Campers by Penner *
The Hershey's Milk Chocolate Fractions Book by Pallotta*
Apple Fractions by Pallotta *
Jump, Kangaroo, Jump by Stuart Murphy *Give Me Half by Stuart Murphy *
Many more books available in math room / Have students write and illustrate number stores based on familiar animal tales such as The Three Billy Goats Gruff.
Fraction Action by Loreen Leedy
BEGINNING – 1 POINTDEVELOPING – 2 POINTSSECURE – 5 POINTS
Now that we are beginning our 3rd year of implementation, please make every effort to coordinate your lessons with the math map. At this point, you should always complete the mental math, math message, part 1 and part 2. Also, you should have many opportunities to incorporate part 3 and some of the projects.
* books are available in the Math Room
Goals for the year:
- Read aloud at least one book a week that is related to a math skill.
- Complete a critical thinking activity (such as Exemplars, Read it! Draw it! Solve it!, etc.) at least once a month.
- Complete an activity integrating reading and writing (refer to lists provided) at least once a month.