Mathematics Grade 1 Curriculum Guide

MOUNT VERNON CITY SCHOOL DISTRICT

Mathematics Grade 1

Curriculum Guide

THIS HANDBOOK IS FOR THE IMPLEMENTATION OF THE GRADE 1

MATHEMATICS CURRICULUM IN MOUNT VERNON CITY SCHOOL

DISTRICT (MVCSD).

2019-2020

2

Mount Vernon City School District

Board of Education

Arlene Torres

President

Darcy Miller

Vice President

Board Trustees

Serigne Gningue

Micah J.B. McOwen

Warren Mitchell

Melissa Muñoz Patterson

Adriane Saunders

Wanda White

Israel Williams

Superintendent of Schools

Dr. Kenneth R. Hamilton

Deputy Superintendent

Dr. Jeff Gorman

Assistant Superintendent of Business

Ken Silver

Assistant Superintendent of Human Resources

Denise Gagne-Kurpiewski

Assistant Superintendent of School Improvement

Dr. Waveline Bennett-Conroy

Associate Superintendent for Curriculum and Instruction

Dr. Claytisha Walden

Administrator of Mathematics and Science (K-12)

Dr. Satish Jagnandan

3

TABLE OF CONTENTS

I. COVER …..……………………………………....... 1

II. MVCSD BOARD OF EDUCATION …..……………………………………....... 2

III. TABLE OF CONTENTS …..……………………………………....... 3

IV. IMPORTANT DATES …..……………………………………....... 4

V. NYS GRADE 3 COMMON CORE LEARNING STANDARDS &

NYS NEXT GENERATION LEARNING STANDARDS ……………..5

VI. MVCSD GRADE 1 MATHEMATICS PACING GUIDE …………....16

VII. WORD WALL …………... 72

VIII. SETUP OF A MATHEMATICS CLASSROOM …………... 73

IX. GRADING POLICY …………... 74

X. CLASSROOM AESTHETICS …………... 75

XI. SYSTEMATIC DESIGN OF A MATHEMATICS LESSON …………... 76

4

IMPORTANT DATES 2019-20

REPORT CARD

MARKING

PERIOD

MARKING PERIOD

BEGINS

INTERIM

PROGRESS

REPORTS

MARKING

PERIOD ENDS

MP 1 September 4, 2019 October 4, 2019 November 8, 2019

MP 2 November 12, 2019 December 13, 2019 January 31, 2020

MP 3 February 3, 2020 March 13, 2020 April 17, 2020

MP 4 April 27, 2020 May 21, 2020 June 26, 2020

The Parent Notification Policy states “Parent(s) / guardian(s) or adult students are

to be notified, in writing, at any time during a grading period when it is apparent -

that the student may fail or is performing unsatisfactorily in any course or grade

level. Parent(s) / guardian(s) are also to be notified, in writing, at any time during

the grading period when it becomes evident that the student's conduct or effort

grades are unsatisfactory.”

Grade 1 Cluster Emphases for Instruction based on the New York

State P-12 Common Core Learning Standards for Mathematics

Cluster Emphases for Instruction

Cluster Emphasis Recommended Instructional

Time

Approximate Number of

Test Points

Major 65–75% 70–80%

Supporting 15–25% 10–20%

Additional 5–15% 5–10%

CCLS Standard Content

Emphasis

Operations & Algebraic Thinking

1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of

adding to, taking from, putting together, taking apart, and comparing, with unknowns

in all positions, e.g., by using objects, drawings, and equations with a symbol for the

unknown number to represent the problem.

Major

1.OA.2 Solve word problems that call for addition of three whole numbers whose sum is less

than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for

the unknown number to represent the problem.

Major

1.OA.3 Apply properties of operations as strategies to add and subtract.2 Examples: If 8 + 3 =

11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To

add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2

+ 10 = 12. (Associative property of addition.)

Major

1.OA.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8

by finding the number that makes 10 when added to 8. Add and subtract within 20.

Major

1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Major

1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within

10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 =

14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9);

using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12,

one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding

6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

Major

1.OA.7 Understand the meaning of the equal sign, and determine if equations involving

addition and subtraction are true or false. For example, which of the following

equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.

Major

1.OA.8 Determine the unknown whole number in an addition or subtraction equation relating

three whole numbers. For example, determine the unknown number that makes the

equation true in each of the equations 8 + ? = 11, 5 = _ – 3, 6 + 6 = _.

Major

Number & Operations in Base Ten

1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write

numerals and represent a number of objects with a written numeral.

Major

1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and

ones. Understand the following as special cases:

a. 10 can be thought of as a bundle of ten ones — called a “ten.”

b. The numbers from 11 to 19 are composed of a ten and one, two, three, four,

five, six, seven, eight, or nine ones.

c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four,

five, six, seven, eight, or nine tens (and 0 ones).

Major

1.NBT.3 Compare two two-digit numbers based on meanings of the tens and ones digits,

recording the results of comparisons with the symbols >, =, and <.

Major

15

CCLS Standard Content

Emphasis

1.NBT.4 Add within 100, including adding a two-digit number and a one-digit number, and

adding a two-digit number and a multiple of 10, using concrete models or drawings

and strategies based on place value, properties of operations, and/or the relationship

between addition and subtraction; relate the strategy to a written method and explain

the reasoning used. Understand that in adding two-digit numbers, one adds tens and

tens, ones and ones; and sometimes it is necessary to compose a ten.

Major

1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without

having to count; explain the reasoning used.

Major

1.NBT.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90

(positive or zero differences), using concrete models or drawings and strategies based

on place value, properties of operations, and/or the relationship between addition and

subtraction; relate the strategy to a written method and explain the reasoning used.

Major

Measurement & Data

1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a

third object.

Major

1.MD.2 Express the length of an object as a whole number of length units, by laying multiple

copies of a shorter object (the length unit) end to end; understand that the length

measurement of an object is the number of same-size length units that span it with no

gaps or overlaps. Limit to contexts where the object being measured is spanned by a

whole number of length units with no gaps or overlaps.

Major

1.MD.3 Tell and write time in hours and half-hours using analog and digital clocks.

Recognize and identify coins, their names, and their value.

Additional

1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer

questions about the total number of data points, how many in each category, and how

many more or less are in one category than in another.

Additional

Geometry

1.G.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided)

versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.

Supporting

1.G.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-

circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular

prisms, right circular cones, and right circular cylinders) to create a composite shape,

and compose new shapes from the composite shape.

Supporting

1.G.3 Partition circles and rectangles into two and four equal shares, describe the shares

using the words halves, fourths, and quarters, and use the phrases half of, fourth of,

and quarter of. Describe the whole as two of, or four of the shares. Understand for

these examples that decomposing into more equal shares creates smaller shares.

Supporting

= Standards recommended for greater emphasis

16

MATHEMATICS GRADE 1 PACING GUIDE

This guide using enVisionmath 2.0 © 2016 was created to provide teachers with a time frame to complete the Grade 1 New York State

Mathematics Curriculum. Although pacing will vary somewhat in response to variations in school calendars, needs of students, your

school's years of experience with the curriculum, and other local factors, following the suggested pacing and sequence will ensure that

students benefit from the way mathematical ideas are introduced, developed, and revisited across the year.

Required Fluency: 1.OA.6 Add and subtract within 10.

Major Clusters – areas of intensive focus, where

students need fluent understanding and

application of the core concepts

(approximately 70%).

Supporting Clusters – rethinking and linking areas

where some material is covered, but in a way that

applies core understandings (approximately 20%).

Additional Clusters – expose students to other

subjects, though at a distinct, level of depth and

intensity (approximately 10%).

enVisionmath2.0

Grade 1 Topics

CCLS NYS Next Gen Topic

Pacing

Dates

1 – SOLVE ADDITION AND SUBTRACTION PROBLEMS TO 10

1. Solve Problems: Add To 1.OA.A.1, MP.1, MP.2, MP.4, MP.6

2. Solve Problems: Put Together 1.OA.A.1, MP.1, MP.2, MP.4,

MP.6

3. Solve Problems: Both Addends Unknown 1.OA.A.1, MP.2,

MP.3, MP.4, MP.7, MP.8

4. Solve Problems: Take From 1.OA.A.1, MP.2, MP.4, MP.5

5. Solve Problems: Compare Situations 1.OA.A.1, MP.2, MP.4,

MP.5

6. Continue to Solve Problems: Compare Situations 1.OA.A.1,

MP.1, MP.2, MP.4

7. Practice Solving Problems: Add To 1.OA.A.1, MP.1, MP.4

8. Solve Problems: Put Together/Take Apart 1.OA.D.8, 1.OA.A.1,

MP.1, MP.3, MP.4, MP.5

9. MATH PRACTICES AND PROBLEM SOLVING Construct

Arguments MP.3, Also MP.1, MP.2, 1.OA.A.1

1.OA.1

1.OA.8

NY.1.OA.1

NY.1.OA.8

17 days Sept. 5 to

Sept. 27

20

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Pacing

Dates

2 – FLUENTLY ADD AND SUBTRACT WITHIN 10

1. Count On to Add 1.OA.C.5, 1.OA.C.6, MP.2, MP.4, MP.5,

MP.8

2. Doubles 1.OA.C.5, 1.OA.C .6, MP.1, MP.2, MP.3, MP.4, MP.8

3. Near Doubles 1.OA.C.5, 1.OA.C.6, MP.2, MP.3, MP.4, MP.8

4. Facts with 5 on a Ten-Frame 1.OA.C.6, MP.3, MP.4, MP.7

5. Add in Any Order 1.OA.B.3, MP.2, MP.3, MP.4, MP.7

6. Count Back to Subtract 1.OA.C.5, 1.OA.C.6, MP.2, MP.4,

MP.7

7. Think Addition to Subtract 1.OA.B.4, 1.OA.C.6, 1.OA.D.8,

MP.2, MP.4, MP.5, MP.7

8. Continue to Think Addition to Subtract 1.OA.B.4, 1.OA.C.6,

1.OA.D.8, MP.2, MP.3, MP.8

9. Solve Word Problems with Facts to 10 1.OA.A.1, MP.1, MP.2,

MP.4, MP.6

10. MATH PRACTICES AND PROBLEM SOLVING Look For

and Use Structure MP.7, Also MP.2, MP.4, MP.8, 1.OA.B.3,

1.OA.C.6

1.OA.1

1.OA.3

1.OA.4

1.OA.5

1.OA.6

1.OA.8

NY.1.OA.1

NY.1.OA.3

NY.1.OA.4

NY.1.OA.5

NY.1.OA.6

NY.1.OA.8

16 days Oct. 1 to

Oct. 25

25

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Pacing

Dates

3 – ADDITION FACTS TO 20: USE STRATEGIES

1. Count On to Add 1.OA.C.5, MP.2, MP.4

2. Count On to Add Using an Open Number Line 1.OA.C.5,

MP.3, MP.4, MP.5

3. Doubles 1.OA.C.5, 1.OA.C.6, MP.1, MP.3, MP.4, MP.8

4. Doubles Plus 1 1.OA.C.5, 1.OA.C.6, MP.1, MP.2, MP.6

5. Doubles Plus 2 1.OA.C.5, 1.OA.C.6, MP.2, MP.3, MP.4, MP.6

6. Make 10 to Add 1.OA.C.6, MP.3, MP.4, MP.8

7. Continue to Make 10 to Add 1.OA.C.6, MP.3 MP.5, MP.7

8. Explain Addition Strategies 1.OA.C.6, MP.1, MP.3, MP.5, MP.8

9. Solve Addition Word Problems with Facts to 20 1.OA.A.1,

MP.1, MP.2, MP.3, MP.4

10. MATH PRACTICES AND PROBLEM SOLVING Critique

Reasoning MP.3, Also MP.2, MP.4, 1.OA.A.1, 1.OA.B.3,

1.OA.C.6

1.OA.1

1.OA.5

1.OA.6

NY.1.OA.1

NY.1.OA.5

NY.1.OA.6

16 days Oct. 28 to

Nov. 20

30

enVisionmath2.0

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Pacing

Dates

4 – SUBTRACTION FACTS TO 20: USE STRATEGIES

1. Count to Subtract. 1.OA.C.5, MP.1, MP.2, MP.4, MP.5

2. Make 10 to Subtract 1.OA.B.4, 1.OA.C.5, 1.OA.C.6, MP.1,

MP.2, MP.3, MP.7

3. Continue to Make 10 to Subtract 1.OA.C.6, MP.1, MP.3, MP.7

4. Fact Families 1.OA.B.4, 1.OA.C.6, MP.4, MP.7, MP.8

5. Use Addition to Subtract 1.OA.B.4, 1.OA.C.6, MP.1, MP.2,

MP.4, MP.5, MP.8

6. Continue to Use Addition to Subtract 1.OA.B.4, 1.OA.C.6,

MP.2, MP.4, MP.8

7. Explain Subtraction Strategies 1.OA.B.4, 1.OA.C.5, 1.OA.C.6,

MP.1, MP.3, MP.5, MP.8

8. Solve Word Problems with Facts to 20 1.OA.A.1, MP.1, MP.2,

MP.6

9. MATH PRACTICES AND PROBLEM SOLVING Reasoning

MP.2, Also MP.1, MP.3, MP.4, MP.6, 1.OA.A.1

1.OA.1

1.OA.4

1.OA.5

1.OA.6

NY.1.OA.1

NY.1.OA.4

NY.1.OA.5

NY.1.OA.6

13 days Nov. 21 to

Dec. 11

34

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Dates

5 – WORK WITH ADDITION AND SUBTRACTION EQUATIONS

1. Find the Unknown Numbers 1.OA.D.8, MP.1, MP.2, MP.3,

MP.5

2. True or False Equations 1.OA.D.7, MP.2, MP.4, MP.6, MP.8

3. Make True Equations 1.OA.D.7, 1.OA.D.8, MP.2, MP.6, MP.7,

MP.8

4. Word Problems with Three Addends 1.OA.A.2, 1.OA.B.3,

MP.2, MP.3, MP.4, MP.8

5. Add Three Numbers 1.OA.B.3, 1.OA.A.2, MP.2, MP.3, MP.4,

MP.7

6. Solve Addition and Subtraction Word Problems 1.OA.A.1,

MP.1, MP.4, MP.6

7. MATH PRACTICES AND PROBLEM SOLVING Precision

MP.6, Also MP.3, MP.7, 1.OA.D.7, 1.OA.D.8

1.OA.1

1.OA.2

1.OA.3

1.OA.7

1.OA.8

NY.1.OA.1

NY.1.OA.2

NY.1.OA.3

NY.1.OA.7

NY.1.OA.8

12 days Dec. 12 to

Jan. 10

38

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Pacing

Dates

6 – REPRESENT AND INTERPRET DATA

1. Organize Data into Three Categories 1.MD.C.4, 1.OA.A.1,

MP.1, MP.4, MP.6

2. Collect and Represent Data 1.MD.C.4, 1.OA.A.1, MP.2, MP.3,

MP.4, MP.6

3. Interpret Data 1.MD.C.4, 1.OA.A.1, MP.1, MP.4, MP.6, MP.8

4. Continue to Interpret Data 1.MD.C.4, 1.OA.A.1, MP.2, MP.5,

MP.7

5. MATH PRACTICES AND PROBLEM SOLVING Make

Sense and Persevere MP.1, Also MP.2, MP.3, MP.4, MP.6,

1.MD.C.4, 1.OA.A.1

1.OA.1

1.OA.2

1.OA.3

1.OA.7

1.OA.8

NY.1.OA.1

NY.1.OA.2

NY.1.OA.3

NY.1.OA.7

NY.1.OA.8

8 days Jan. 13 to

Jan. 22

41

enVisionmath2.0

Grade 1 Topics


Pacing

Dates

7 – EXTEND THE COUNTING SEQUENCE

1. Count by 10s to 120 1.NBT.B.2c, 1.NBT.A.1, MP.4, MP.7, MP.8

2. Count by 1s to 120 1.NBT.A.1, MP.2, MP.6, MP.7

3. Count on a Number Chart to 120 1.NBT.A.1, MP.3, MP.5,

MP.7

4. Count by 1s or 10s to 120 1.NBT.A.1, MP.5, MP.7, MP.8

5. Count on an Open Number Line 1.NBT.A.1, MP.4, MP.5, MP.7

6. Count and Write Numerals 1.NBT.A.1, MP.1, MP.2, MP.6,

MP.8

7. MATH PRACTICES AND PROBLEM SOLVING Repeated

Reasoning MP.8, Also MP.1, MP.2, MP.7, 1.NBT.A.1

1.NBT.1

1.NBT.2

NY.1.NBT.1

NY.1.NBT.2

12 days Jan. 23 to

Feb. 7

45

enVisionmath2.0

Grade 1 Topics


Pacing

Dates

8 – UNDERSTAND PLACE VALUE

1. Make Numbers 11 to 19 1.NBT.B.2b, 1.NBT.B.2a, MP.4, MP.5,

MP.7, MP.8

2. Numbers Made with Tens 1.NBT.B.2a, 1.NBT.B.2c, MP.2,

MP.3, MP.6, MP.8

3. Count with Groups of Tens and Leftovers 1.NBT.B.2, MP.1,

MP.4, MP.5, MP.8

4. Tens and Ones 1.NBT.B.2, MP.2, MP.4, MP.7, MP.8

5. Continue with Tens and Ones 1.NBT.B.2, MP.2, MP.4, MP.5,

MP.8

6. MATH PRACTICES AND PROBLEM SOLVING Look For

and Use Structure MP.7, Also MP.2, MP.3, 1.NBT.B.2

1.NBT.2 NY.1.NBT.2 10 days Feb. 10 to

Feb. 28

48

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Dates

9 – COMPARE TWO-DIGIT NUMBERS

1. 1 More, 1 Less; 10 More, 10 Less 1.NBT.B.3, 1.NBT.C.5, MP.2,

MP.5, MP.6, MP.8

2. Make Numbers on a Hundred Chart 1.NBT.C.5, MP.3, MP.5,

MP.7

3. Compare Numbers 1.NBT.B.3, MP.1, MP.2, MP.4, MP.6

4. Compare Numbers with Symbols (>, <, =) 1.NBT.B.3, MP.2,

MP.3, MP.6

5. Compare Numbers on a Number Line 1.NBT.B.3, MP.1, MP.2,

MP.4, MP.5


Sense and Persevere MP.1, Also MP.2, MP.3, 1.NBT.B.3

1.NBT.3

1.NBT.5

NY.1.NBT.3

NY.1.NBT.5

10 days Mar. 2 to

Mar. 13

51

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Grade 1 Topics


Pacing

Dates

10 – USE MODELS AND STRATEGIES TO ADD TENS AND

ONES

1. Add Tens Using Models 1.NBT.C.4, MP.1, MP.2, MP.4, MP.8

2. Mental Math: Ten More Than a Number 1.NBT.C.5, MP.2,

MP.3, MP.4, MP.7

3. Add Tens and Ones Using a Hundred Chart 1.NBT.C.4, MP.4,

MP.5, MP.7

4. Add Tens and Ones Using an Open Number 1.NBT.C.4, MP.2,

MP.4, MP.6

5. Add Tens and Ones Using Models 1.NBT.C.4, MP.3, MP.4,

MP.7

6. Make a Ten to Add 1.NBT.C.4, MP.2, MP.4, MP.5, MP.6

7. Add Using Place Value 1.NBT.C.4, MP.1, MP.2, MP.3, MP.4

8. Practice Adding Using Strategies 1.NBT.C.4, 1.NBT.C.5, MP.2,

MP.3, MP.4, MP.5

9. MATH PRACTICES AND PROBLEM SOLVING Model with

Math MP.4, Also MP.2, MP.3, MP.5, 1.NBT.C.4

1.NBT.4

1.NBT.5

NY.1.NBT.4

NY.1.NBT.5

13 days Mar. 16 to

Apr. 1

54

enVisionmath2.0

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Pacing

Dates

11 – USE MODELS AND STRATEGIES TO SUBTRACT TENS

1. Subtract Tens Using Models 1.NBT.C.5, 1.NBT.C.6, MP.1,

MP.2, MP.6

2. Subtract Tens Using a Hundred Chart 1.NBT.C.5, 1.NBT.C.6,

MP.3, MP.5, MP.6, MP.8

3. Subtract Tens Using an Open Number Line 1.NBT.C.5,

1.NBT.C.6, MP.4, MP.5, MP.8

4. Use Addition to Subtract Tens 1.NBT.C.6, MP.2, MP.3, MP.4,

MP.7

5. Mental Math: Ten Less Than a Number 1.NBT.C.5, MP.1,

MP.2, MP.7

6. Use Strategies to Practice Subtraction 1.NBT.C.5, 1.NBT.C.6,

MP.3, MP4, MP.5

7. MATH PRACTICES AND PROBLEM SOLVING Model with

Math MP.4, Also MP.1, MP.5, 1.NBT.C.5, 1.NBT.C.6

1.NBT.5

1.NBT.6

NY.1.NBT.5

NY.1.NBT.6

11 days Apr. 2 to

Apr. 24

58

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Pacing

Dates

12 – MEASURE LENGTHS

1. Compare and Order by Length 1.MD.A.1, MP.2, MP.6, MP.8

2. Indirect Measurement. 1.MD.A.1, MP.1, MP.2, MP.5, MP.7

3. Use Units to Measure Length 1.MD.A.2, MP.4, MP.5

4. Continue to Measure Length 1.MD.A.1, 1.MD.A.2, MP.3, MP.4,

MP.6

5. MATH PRACTICES AND PROBLEM SOLVING Use

Appropriate Tools MP.5, Also MP.3, MP.8, 1.MD.A.2

1.MD.1

1.MD.2

NY.1.MD.1

NY.1.MD.2

8 days Apr. 27 to

May 6

61

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Dates

13 – TIME

1. Understand the Hour and Minute Hands 1.MD.B.3, MP.1,

MP.5, MP.6, MP.7

2. Tell and Write Time to the Hour.1.MD.B.3, MP.2, MP.6, MP.7,

MP.8

3. Tell and Write Time to the Half Hour 1.MD.B.3, MP.2, MP.3,

MP.6, MP.7

4. MATH PRACTICES AND PROBLEM SOLVING Reasoning

MP.2, Also MP.3, MP.4, MP.8, 1.MD.B.3

1.MD.3 NY.1.MD.3 7 days May 7 to

May 15

64

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Pacing

Dates

14 – REASON WITH SHAPES AND THEIR ATTRIBUTES

1. Use Attributes to Define Two-Dimensional (2-D) Shapes

1.G.A.1, MP.6, MP.7, MP.8

2. Defining and Non-Defining Attributes of 2-D Shapes 1.G.A.1,

MP.3, MP.5, MP.8

3. Build and Draw 2-D Shapes by Attributes 1.G.A.1, MP.2, MP.4,

MP.5, MP.8

4. Compose 2-D Shapes 1.G.A.2, MP.1, MP.4, MP.7

5. Compose New 2-D Shapes from 2-D Shapes. 1.G.A.2, MP.1,

MP.2, MP.3, MP.4

6. Use Attributes to Define Three-Dimensional (3-D) Shapes

1.G.A.1, MP.2, MP.3, MP.8

7. Defining and Non-Defining Attributes of 3-D Shapes 1.G.A.1,

MP.3, MP.7, MP.8

8. Compose with 3-D Shapes 1.G.A.2, MP.1, MP.2, MP.6, MP.8


Sense and Persevere MP.1, Also MP.2, MP.6, MP.8, 1.G.A.1,

1.G.A.2

1.G.1

1.G.2

NY.1.G.1

NY.1.G.2

11 days May 18 to

June 3

68

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Pacing

Dates

15 – EQUAL SHARES OF CIRCLES AND RECTANGLE

1. Make Equal Shares 1.G.A.3, MP.1, MP.4, MP.6, MP.7

2. Make Halves and Fourths of Rectangles and Circles 1.G.A.3,

MP.2, MP.3, MP.6, MP.8

3. Understand Halves and Fourths 1.G.A.3, MP.2, MP.4, MP.5

4. MATH PRACTICES AND PROBLEM SOLVING Model

with Math MP.4, Also MP.2, MP.3, 1.G.A.3

1.G.3 NY.1.G.3 7 days May 4 to June

12

GRADE 1

CUMULATIVE

EXAM 1-15

JUNE 12, 2019

Red – End of Topic Assessment Period

71

enVisionmath2.0

Grade 1 Topics


Pacing

Dates

16 – STEP UP TO GRADE 2

1. Even and Odd Numbers 2.OA.C.3, 2.OA.B.2

2. Use Arrays to Find Totals 2.OA.C.4, 2.OA.B.2

3. Add on a Hundred Chart 2.NBT.B.5, 2.NBT.B.9

4. Models to Add 2-Digit Numbers 2.NBT.B.5, 2.NBT.B.9

5. Subtract on a Hundred Chart 2.NBT.B.5, 2.NBT.B.9

6. Models to Subtract 2- and 1-Digit Number 2.NBT.B.5, 2.NBT.B.9

7. Tell Time to Five Minutes 2.MD.C.7, 2.NBT.A.2

8. Understand Hundreds 2.NBT.A.1a, 2.NBT.A.1b

9. Counting Hundreds, Tens, and Ones 2.NBT.A.1

10. Skip Count by 5, 10, and 100, to 1,000 2.NBT.A.2

2.OA.2

2.OA.3

2.OA.4

2.NBT.1

2.NBT.2

2.NBT.5

2.NBT.9

2.MD.7

NY.2.OA.2

NY.2.OA.3

NY.2.OA.4

NY.2.NBT.1

NY.2.NBT.2

NY.2.NBT.5

NY.2.NBT.9

NY.2.MD.7

10 days June 13 to

June 26

Teachers distribute enVisionmath 2.0 Volumes 1 & 2 to students. Enjoy the Summer!!!

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WORD WALLS ARE DESIGNED …

to promote group learning

support the teaching of important general

principles about words and how they work

Foster reading and writing in content area

Provide reference support for children during their reading and writing

Promote independence on the part of young students as they work with words

Provide a visual map to help children remember connections between words

and the characteristics that will help them form categories

Develop a growing core of words that become part of their vocabulary

Important Notice

A Mathematics Word Wall must be present in every mathematics classroom.

Math Word Wall

Create a math word

wall

Place math words on

your current word

wall but highlight

them in some way.

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SETUP OF THE MATHEMATICS CLASSROOM

I. Prerequisites for a Mathematics Classroom

Teacher Schedule

Class List

Seating Chart

Code of Conduct / Discipline

Grade Level Common Core Learning Standards (CCLS)

Updated Mathematics Student Work with Appropriate Rubrics

Mathematics Grading Policy

Mathematics Diagrams, Charts, Posters, etc.

Grade Level Number Line

Grade Level Mathematics Word Wall

Mathematics Portfolios

Mathematics Center with Manipulatives (Grades K - 12)

II. Updated Student Work

A section of the classroom must display recent student work. This can be of any

type of assessment, graphic organizer, and writing activity. Teacher feedback must

be included on student’s work.

III. Board Set-Up

Every day, teachers must display the Lesson # and Title, Objective(s), Common

Core Learning Standard(s), Opening Exercise and Homework. At the start of

the class, students are to immediately begin on the Fluency Activity.

IV. Spiraling Homework

Homework is used to reinforce daily learning objectives. The secondary purpose of

homework is to reinforce objectives learned earlier in the year. The assessments are cumulative, spiraling homework requires students to review coursework

throughout the year.

Student’s Name: School:

Teacher’s Name: Date:

Lesson # and Title:

Objective(s):

CCLS:

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GRADING POLICY

This course of study includes different components, each of which are assigned the following

percentages to comprise a final grade. I want you--the student--to understand that your grades

are not something that I give you, but rather, a reflection of the work that you give to me.

COMPONENTS OF OVERALL GRADE

LEVEL 1 (0-54%), LEVEL 2 (55-74%), LEVEL 3 (75-89%) AND LEVEL 4 (90-100%)

1. End of Topic / Year Assessments → 50%

2. Homework → 10%

3. Projects, Literacy Tasks, Presentations, Portfolios → 20%

4. Classwork / Class Participation → 20%

o Class participation will play a significant part in the determination of your grade.

Class participation will include the following: attendance, punctuality to class,

contributions to the instructional process, effort, contributions during small group

activities and attentiveness in class.

PERFORMANCE LEVEL DESCRIPTORS

Level 4 Student demonstrates an in-depth understanding of concepts, skills and processes

taught in this reporting period and exceeds the required performance

Level 3 Student consistently demonstrates an understanding of concepts, skills and processes

taught in this reporting period

Level 2 Student is beginning to demonstrate an understanding of concepts, skills and

processes taught during this reporting period

Level 1 Student does not yet demonstrate an understanding of concepts, skills and processes

taught in this reporting period and needs consistent support

NE Not evaluated at this time

IMPORTANT NOTICE

As per MVCSD Board Resolution 06-71, the Parent Notification Policy states “Parent(s) /

guardian(s) or adult students are to be notified, in writing, at any time during a grading period

when it is apparent - that the student may fail or is performing unsatisfactorily in any course or

grade level. Parent(s) / guardian(s) are also to be notified, in writing, at any time during the grading

period when it becomes evident that the student's conduct or effort grades are unsatisfactory.”

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CLASSROOM AESTHETICS

“PRINT–RICH” ENVIRONMENT CONDUCIVE TO LEARNING

TEACHER NAME: _________________________________________________________

COURSE / PERIOD: _________________________________________________________

ROOM: _________________________________________________________

CHECKLIST

YES NO

Teacher Schedule

Class List

Seating Chart

Code of Conduct / Discipline

Grade Level Mathematics CCLS

Mathematics Grading Policy

Mathematics Diagrams, Posters, Displays, etc.

Grade Level Number Line

Updated Student Work with Appropriate Rubrics

Updated Student Portfolios

Updated Grade Level Mathematics Word-Wall

Mathematics Centers with Manipulatives

Organization of Materials

Cleanliness

Principal Signature: _________________________________________ Date: ____________

Asst. Pri. Signature: _________________________________________ Date: ____________

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Grade 1 I can conduct purposeful,

coherent and standards-

based instruction to all

students every day (2

consecutive periods).

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6 COMPONENTS OF A MATHEMATICS LESSON (GRADE 1)

Lesson 1-1: Solve Problems: Add To

CCLS: 1.OA.1 – Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from,

putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a

symbol for the unknown number to represent the problem.

Content Objective: I can solve addition problems involving situations of adding one part to another part.

Language Objective: I can evaluate addition problems involving situations of adding one part to another part.

1 – Fluency Practice - Whole Group (Teacher Directed, Student

Centered)

Accurate and efficient retrieval of basic math facts is critical to a

student’s success in mathematics.

Support the objective of the lesson and Visual Learning

2 – 3 minutes

Orally: 1 + 1, 2 + 1, 1 + 2, 2 + 3, 1 + 2, 3 + 2, 3 + 3, 3 + 1, 3

+ 2, 1 + 3, 2 + 3, 4 + 1, 4 + 2, 4 + 3, 4 + 4, 1 + 4, 2 + 4, 3 +

4, etc.

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2a – Guided Practice

Develop Visual Learning -

Whole Group (Teacher

Directed, Student Centered)

Use to illustrate the

math process or concept

one step at a time. This

will make the

mathematics explicit for

students. Use the

animation and

accompanying

interactivity to engage

your students in hands-

on learning that will

deepen their

understanding.

Do You Understand

Problem (Check for

Understanding – CFU)

7 – 10 minutes

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2b – Guided Practice - Whole Group (Teacher Directed, Student

Centered)

Use models to connect to the Visual Learning Bridge and to

demonstrate problem solving strategies

Problems must be similar to Independent Practice (Quick Check)

Problems.

Problems must be similar to Independent Practice.

7 – 10 minutes

3 – Independent Practice – Individual

Now students will be ready to try some problems on

their own. Encourage them to apply the strategies they

have

Problems must be similar to Guided Practice.

NYS Problem from the Grade 3 Portfolio (If

Applicable)

12 – 15 minutes

Presentation Options

Teachers may choose to model a guided practice problem and then assign a similar independent practice problem for

students to complete.

Teacher may choose to model all the guided practice problems and then assign all the independent practice problems for

students to complete.

Teacher models new concept / strategy for Level 1 or 2 Problem.

Quick Check Problem - 1 point

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Teacher models new concept / strategy for Level 3 (multi-step

and/or word) Problem. [Use of QTIP, KNWS, STAR, etc.]

Quick Check Problem - 1 point

Quick Check Problem – 3 points

Students discuss their work and explain their thinking for the 3 Independent Practice Problems before transitioning to the I,

O, and A activities.

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4 – Assess and

Differentiate -

Cooperative Groups

(Student Interaction &

Engagement, Teacher

Facilitated)

Teacher provides

targeted reinforcement

of key understandings

and skills (Intervention

– I, O – On-Level,

Advanced – A

Activities)

I (0-3 points), O (4

points), and A (5

points) activities are

based on the

independent practice

(Quick Check).

12 – 15 minutes

0-3 Points on Quick Check

Problems

Intervention Activity

4 Points on Quick Check Problems

On-Level Activity

5 Points on Quick Check

Problems

Advanced Activity

Students discuss their work and explain their thinking in relationship to the objective - I can solve addition problems

involving situations of adding one part to another part. Students will use examples and non-example based on the guided

practice, independent practice and I, O, and A activities. Teacher asks questions to help students draw conclusions and

make references.

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5 – Exit Ticket / Closure - Individual

Solve & Share

Use Problem-Based Learning to engage students in an authentic, real-world task focused the mathematics of the lesson.

Determine if objective(s) were achieved

Students summarize what was learned

3 – 5 minutes

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6 – Homework /

Enrichment -

Individual

Lesson Specific - Data Driven Instruction

Teacher assigns level 1, 2, and 3 problems based on I,

O and A groupings.

Spiraled - Data Driven Instruction

Teacher assigns problems pertaining to standards

students struggled with in the past.

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Response to Intervention (RtI)

Model

A SMALL-GROUP (STATION) APPROACH TO TEACHING

MATH (EVERY OTHER DAY DURING THE RtI PERIOD)

Response to Intervention (RtI) Model

Station #1 - Intervention

Math Diagnosis and Intervention System 2.0

(MDIS)

Station #2 - On Level

Waterford

Station #3 - Advanced

Waterford

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Format Station 1 – Intervention (MDIS)

Students meet with teacher in small group

Students receive a 10 minute, whole-group mini-lesson then engage in

independent practice of concept using the Math Diagnosis and Intervention

System 2.0 (MDIS)

During last 5 minutes, teacher provides whole-group review, closing, and

possible preview of next lesson

Format Station 2 – On Level (Waterford)

Students meet in small group

Students review concepts then engage in independent practice of concept

Format Station 3 – Advanced (Waterford)

Students meet in small group

Students review concepts then engage in independent practice of concept

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Important Notice

All lessons must have Lesson # and Title with corresponding homework. For example, lesson #1-1 will correspond to

homework #1-1 and so on.

Writing assignments at the end of the lesson (closure) bring great benefits. Not only do they enhance students' general

writing ability, but they also increase both the understanding of content while learning the specific vocabulary of the

disciplines.

Spiraling Homework

o Homework is used to reinforce daily learning objectives. The secondary purpose of homework is to reinforce

objectives learned earlier in the year. The assessments are cumulative, spiraling homework requires students to

review coursework throughout the year.

Manipulative must be incorporated in all lessons. With students actively involved in manipulating materials, interest in

mathematics will be aroused. Using manipulative materials in teaching mathematics will help students learn:

a. to relate real world situations to mathematics symbolism.

b. to work together cooperatively in solving problems.

c. to discuss mathematical ideas and concepts.

d. to verbalize their mathematics thinking.

e. to make presentations in front of a large group.

f. that there are many different ways to solve problems.

g. that mathematics problems can be symbolized in many different ways.

h. that they can solve mathematics problems without just following teachers' directions.

Mathematics Grade 1 Curriculum Guide

Documents

Transcript of Mathematics Grade 1 Curriculum Guide