math curriculum pacing guide 1st grade

OCSD5 Common Core Curriculum Guide1st Grade Math

Pacing IncludedDRAFT

We would like to thank the following teachers for their dedication to the students of Orangeburg Consolidated School District Five. These teachers gave their time and professional knowledge to modify the curriculum pacing guides. Their efforts have contributed to the world-class instructional resources available within our district.

FacilitatorsJacqueline JamisonDr. Elrica C. GloverAudrey HallingquestDr. Derrick James Karen JamesTammie JenkinsHeath OwenTonya RameyLaura SteeleDyisha TaylorKindergartenMozella IsaacDr. Teresa Jennings

First Grade Jennifer FanningAyenne Smith

Second GradeJackie HoggesFaye Thompson

ELA Dabetta SmithDyrease JacksonMable WrightDavid PasleyAngelica GentileMichele JohnsonRosalyn FlorenceDr. Wanda BrockingtonTi-esha Williams-VaughnKatie Jensen

MathChinyeaka IhekweazuMonik EllisLatasha MurrayDenise JamesTracy BrownKimberly BroughtonPaul RosserAronda FrazierSharlene Foster

ScienceLynn RiversMary RobinsonTawana HowellCrystal BryantRolanda JenkinsLisa BentonDr. Andrea MatthewsMarcellina GuinyardDawn PeeblesTeal Ryant

Social StudiesTerry WallingAndrea PerkinsAudrey IrickMarilyn DoctorLynette MilhouseGreg SmithJordan Knight

Reminder: This document is in draft form. Based on the most current and future data, the pacing may change. Please only print one semester at a time as changes may be made by the team as deemed necessary.

The Purpose of Our Common Core Curriculum Guides

The 2013-2014 Orangeburg Consolidated School District Five Common Core Curriculum Guides provide an overview of key instructional shifts, Common Core State Standards (CCSS) best practices, and upcoming changes to South Carolina assessments. Each curriculum guide offers pacing suggestions, instructional strategies, resources, and assessment items. Our common core curriculum guides provide school-to-school continuity as we work together to build a world-class school system.Common Core State Standards Background

The Common Core State Standards Initiative is a state-led effort coordinated by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO). The standards were developed in collaboration with teachers, school administrators, and experts, to provide a clear and consistent framework to prepare our children for college and the workforce.The NGA Center and CCSSO received initial feedback on the draft standards from national organizations representing, but not limited to, teachers, postsecondary educators (including community colleges), civil rights groups, English language learners, and students with disabilities. Following the initial round of feedback, the draft standards were opened for public comment, receiving nearly 10,000 responses.The standards are informed by the highest, most effective models from states across the country and countries around the world, and provide teachers and parents with a common understanding of what students are expected to learn. Consistent standards will provide appropriate benchmarks for all students, regardless of where they live.These standards define the knowledge and skills students should have within their K-12 education careers so that they will graduate high school able to succeed in entry-level, credit-bearing academic college courses and in workforce training programs. The standards: Are aligned with college and work expectations; Are clear, understandable and consistent; Include rigorous content and application of knowledge through high-order skills; Build upon strengths and lessons of current state standards; Are informed by other top performing countries, so that all students are prepared to succeed in our global economy and society; and Are evidence-based.Source: http://www.corestandards.org/about-the-standards

Smarter Balanced Assessment Consortium

South Carolina has elected to use the Smarter Balanced Assessment Consortium (Smarter Balanced) as the vehicle for assessing the Common Core State Standards. Smarter Balanced is a state-led consortium working to develop next-generation assessments that accurately measure student progress toward college- and career-readiness. Smarter Balanced is one of two multistate consortia awarded funding from the U.S. Department of Education in 2010. The assessments are scheduled to be administered to students in South Carolina and other states in the consortium beginning in the 2014-15 school year.The work of Smarter Balanced is guided by the belief that a high-quality assessment system can provide information and tools for teachers and schools to improve instruction and help students succeed regardless of disability, language or subgroup. Smarter Balanced involves experienced educators, researchers, state and local policymakers and community groups working together in a transparent and consensus-driven process.Smarter Balanced Assessment Item Specifications: Selected response (SR) multiple choice Constructed response (CR) Performance Task (PT) Technology enhanced item (TEI)

To view sample assessments items, visit: http://www.smarterbalanced.org/sample-items-and-performance-tasks/To view Smarter Balanced Scoring guidelines, visit: http://sbac.portal.airast.org/Practice_Test/resources.html#scoringGuidesCommon Core State Standards School Year Implementation Timeline

The Common Core State Standards (CCSS) for English Language Arts and for Mathematics were adopted by South Carolina as its standards in English Language Arts and Mathematics in July of 2010. The standards will be fully implemented in school year 2014-15 as outlined in the following table:School YearExpectations from the SC State Department of Education

2011-2012Transition Year

2012-2013Transition Year

2013-2014Bridge Year

2014-2015Full Implementation

Orangeburg Consolidated School District Five Assessment Schedule

DATESASSESSMENT

Aug 21st Aug 29th Pre Diagnostic Benchmark

Sept 23rd Sept 27th District Assessment

Oct 28th Nov 1stDistrict Assessment

Dec 9th Dec 17thComprehensive Benchmark

Feb 3rd Feb 7thDistrict Assessment

March 3rd March 11thComprehensive Benchmark

May 19th May 27thPost Diagnostic Benchmark

South Carolina Bridge Year Assessments

During the bridge year, our students will take the PASS, EOCEP, and HSAP assessments in 2014. Commonalities between CCSS and PASS will be assessed in ELA and Math. In order to ensure students success on these assessments, teachers are still expected to utilize items that mirror the format of their upcoming standardized test. To increase the rigor of these items, students should cite evidence and explain their answers. These practices align with the expectations of the Common Core State Standards. Elementary and Middle SchoolGrades 3-8

Content AreaAssessmentTesting Dates for 2013-2014

ELA WritingPASSDay 1: March 18, 2014Day 2: March 19, 2014Make-up Testing through March 25th

ELA Reading and ResearchPASSMay 6, 2014

MathPASSMay 7, 2014

Science or Social Studies (Grades 3, 5, 6, 8)PASSMay 8, 2014

Science (Grades 4 & 7)PASSMay 8, 2014

Social Studies (Grades 4 & 7)PASSMay 9, 2014

All Content Areas - Make-up TestingPASSThrough May 16th

High SchoolHigh School Assessment Program (HSAP)

Content AreaTesting Dates for 2013-2014

ELASession 1: October 22, 2013Session 2: October 23, 2013

MathOctober 24, 2013

All Content Areas - Make-up TestingThrough November 1, 2013

ELASession 1: April 1, 2014Session 2: April 2, 2014

MATHApril 3, 2014

All Content Areas - Make-up TestingThrough April 18, 2014

ELASession 1: July 15, 2014Session 2: July 16, 2014

MathJuly 17, 2014

Make-up TestingNo make-up dates for summer HSAP testing

High SchoolEnd of Course Examination Program (EOCEP)

TestTesting Dates for 2013-2014

English IAlgebra IBiologyUnited States History & the ConstitutionTentative Dates: Fall: December 3, 2013 January 27, 2014Spring: May 1-10, 2014Summer: July 1-31, 2014

Common Core Instructional Shifts

There are twelve shifts that the Common Core requires of us if we are to be truly aligned with it in terms of curricular materials and classroom instruction. There are six shifts in Mathematics and six shifts in ELA/ Literacy.

Shifts in ELA/Literacy

Shift 1Balancing Informational& Literary TextStudents read a true balance of informational and literary texts.

Shift 2Knowledge in the DisciplinesStudents build knowledge about the world (domains/ content areas) through TEXT rather than the teacher or activities

Shift 3Staircase of ComplexityStudents read the central, grade appropriate text around which instruction is centered. Teachers are patient, create more time and space and support in the curriculum for close reading.

Shift 4Text-based AnswersStudents engage in rich and rigorous evidence based conversations about text.

Shift 5Writing from SourcesWriting emphasizes use of evidence from sources to inform or make an argument.

Shift 6Academic VocabularyStudents constantly build the transferable vocabulary they need to access grade level complex texts. This can be done effectively by spiraling like content in increasingly complex texts.

Shifts in Mathematics

Shift 1FocusTeachers significantly narrow and deepen the scope of how time and energy is spent in the math classroom. They do so in order to focus deeply on only the concepts that are prioritized in the standards.

Shift 2CoherencePrincipals and teachers carefully connect the learning within and across grades so that students can build new understanding onto foundations built in previous years.

Shift 3FluencyStudents are expected to have speed and accuracy with simple calculations; teachers structure class time and/or homework time for students to memorize, through repetition, core functions.

Shift 4Deep UnderstandingStudents deeply understand and can operate easily within a math concept before moving on. They learn more than the trick to get the answer right. They learn the math.

Shift 5ApplicationStudents are expected to use math and choose the appropriate concept for application even when they are not prompted to do so.

Shift 6Dual IntensityStudents are practicing and understanding. There is more than a balance between these two things in the classroom both are occurring with intensity.

Academic Vocabulary

TheCommon Core State Standards(CCSS) define academic vocabulary words as the words that are traditionally used in academic dialogue and text. Specifically, it refers to words that are not necessarily common or that children would encounter in conversation. These words often relate to other more familiar words that students use. For example, rather than watch, observe. They are also words that help students understand oral directions and classroom instructional dialog. They also help students to comprehend text across different content areas- including math, science, and social studies/history.

Vocabulary words are often categorized into three tiers.

Tier 1 words:These words are basic vocabulary or the more common words most children will know. They include high-frequency words and usually are not multiple meaning words.

Tier 2 words:Less familiar, yet useful vocabulary found in written text and shared between the teacher and student in conversation. The Common Core State Standards refers to these as general academic words. Sometimes they are referred to as rich vocabulary. These words are more precise or subtle forms of familiar words and include multiple meaning words. Instead of walk for example, saunter could be used. These words are found across a variety of domains.

Tier 3 words:CCSS refers to these words as domain specific; they are critical to understanding the concepts of the content taught in schools. Generally, they have low frequency use and are limited to specific knowledge domains. Examples would include words such as isotope, peninsula, refinery. They are best learned when teaching specific content lessons, and tend to be more common in informational text.Source: http://www.learninga-z.com/commoncore/academic-vocabulary.html

Informational Text

The Common Core State Standards (CCSS) defines "informational text" as a broad category of nonfiction resources, including: biographies; autobiographies; books about history, social studies, science, and the arts; technical texts (including how-to books and procedural books); and literary nonfiction. The CCSS stress the importance of focused instruction using informational text with students.Informational text is designed to make it easier for the reader to find information. This includes using such eye-catching features as section heads, bold-faced terms, table of contents, glossary, captioned photos, art, and info-graphics (graphs, tables, charts and diagrams, etc.)

When selecting informational resources for students, text quality should be judged for its accuracy, the expertise and credibility of the writer, and the currency of the information presented. The developmental appropriateness of the writing, clarity and directness of the language should also be considered.Why is Increasing the Reading of Informational Text Important?Traditional reading instruction has always relied heavily on literature and fictional text. Studies show that only 7-15% of classroom time is spent studying informational text. Yet by sixth grade, most of what students are required to read is nonfiction. What's more, 80% of all adult reading is devoted to expository or nonfiction text.

If students are to better comprehend science, social studies, and math text - as well as meet the common core reading and writing requirements for graduation - then we need to increase their exposure to informational texts early in their formal schooling.

Teaching students the skills and strategies to successfully read and comprehend informational text is critical to their future success in higher education and the workplace. The English Language Arts [ELA] Common Core State Standards recommend more reading of informational text with a ratio of literary to informational as follows:Grade SpanLiteraryInformational

K-450%50%

5-845%55%

9-1230%70%

Source: http://www.learninga-z.com/commoncore/informational-text.htmlMathematical Practices

Mathematical Practice One

What is it?

Make sense of problems and persevere in solving them.

What should student be able to do?

When presented with a problem, students should be able to make a plan, carry out the plan and check its success.

What does it look like?

Before solving the problem, students should explain the problem to themselves. (Have I solved a problem like this before?) organize the information and make a plan to solve the problem. Students should ask themselves, What is the question?, What is given?, What is not given?, What are the relationships between known and unknown quantities?, What tools/strategies will I use? and What prior knowledge do I have to help me?While solving the problem, students should persevere (Stick to it!) monitor their work. change their plan if it isnt working out. ask themselves, Does this make sense?After solving the problem, students should check to make sure their answer is correct and that their representations connect to the solution. evaluate to determine what worked, what didnt work and what other strategies were used. Also determine how their solution was similar or different from their classmates.

Mathematical Practice Two

What is it?

Reason abstractly and quantitatively.


Students should be able to use numbers, words, and reasoning habits to help make sense of problems.


Contextualize Students can take numbers and put them in a real-world context.Example:If given, 3 X 2.5 = 7.5, the students can create the following context. I walked 2.5 miles per day for 3 days. I walked a total of 7.5 miles.

Decontextualize- Students can take numbers out of context and work mathematically with them.Example:If given, I walked 2.5 miles per day for 3 days. How far did I walk?

The students should be able to write and solve3 X 2.5 = 7.5

Reasoning Habits1. Make an understandable representation of the problem.2. Think about the units involved.3. Pay attention to the meaning of the numbers.4. Use the properties of operations or objects.

Mathematical Practice Three

What is it?

Construct viable arguments and critique the reasoning of others.


Students should be able to make logical arguments and respond to the mathematical thinking of others.


Students should be able to construct, justify and communicate arguments by using objects, drawings, diagrams and actions. using examples and non-examples. relating to contexts.Students should be able to analyze the reasoning of others by listening. asking questions to clarify or improve arguments. comparing strategies and arguments. identifying flawed logic.

Mathematical Practice Four

What is it?

Model with mathematics.


Students should be able to recognize math in everyday life and utilize the math that they know to solve problems.


Students should be able to make assumptions and estimate to make complex problems easier. identify important quantities and use tools, such as diagrams, two-way tables, graphs, flowcharts and formulas, to show their relationships. evaluate the answer and make changes if needed.

Mathematical Practice Five

What is it?

Use appropriate tools strategically.


Students should be able to use certain tools to help them explore and deepen their math understanding.


Students should have a tool box. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. know how to use math tools. know when to use math tools. reason: Did the tool I used give me an answer that makes sense?

Mathematical Practice Six

What is it?

Attend to precision.


Students should be able to be precise when solving problems and clear when communicating their ideas.


Problem Solving: Students should calculate accurately. calculate efficiently. assure their answers match what the problem asked them to do.Communicating: Student should speak, read, write, and listen mathematically. correctly use math symbols, math vocabulary and units of measure.

Mathematical Practice Seven

What is it?

Look for and make use of structure.


Students should be able to see and understand how numbers and spaces are organized and put together as parts and wholes.


Numbers: For Example: Base 10 Structure Operations and properties Terms, coefficients, exponents

Spaces:For Example: Dimension Location Attributes Transformation

Mathematical Practice Eight

What is it?

Look for and express regularity in repeated reasoning.


Students should be able to notice when calculations are repeated, and use that information to find more general methods and short cuts.


As students work, they should think about what they are trying to figure out while paying attention to the details. evaluate if the results are reasonable.

Example: Students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal.

Common Core Best Practices

CLOSE READING

What is it?

A close reading is a careful and purposeful reading of a text. Its an encounter with the text where students really focus on what the author had to say, what the authors purpose was, what the words mean, and what the structure of the text tells us.

How do I use it?

In a close reading, we have to have students reread the text. We give them questions; text dependent questions that require that they go back into the text and search for answers. These arent simply recall questions, just the facts of the text, but rather questions that allow students to think about the text, and the authors purpose, the structure, and the flow of the text. Close reading requires that students actually think and understand what they are reading.


Steps in Close Reading

1. First Read: Key Ideas and DetailsSet the purpose for reading and have students read text as independently as possible. Depending on the text complexity and the readers, the first read may be done independently, as a read aloud/think aloud, or paired or shared reading. The first read should be without building background; students should be integrating their background knowledge with the text as they read. Focus on the key ideas and details in the text, making sure that readers know the main idea, story elements, or key details that the author includes.

Following the first read, have students Think-Pair-Share to assess what they have gleaned from the text. By listening to students as they share, you can determine the focus of the first read, etc.

2. Second Read: Craft and StructureFor a second, close read, select a portion or chunk of the text that is close read worthy. That is, have students reread a section that includes complex elements or ideas that they should explore to arrive at a deep understanding of the text. After rereading, students discuss the text with partners or in small groups, focusing on the authors craft and organizational patterns. This may include vocabulary choices, text structure or text features that the author included.

Use a text dependent question to focus or set a purpose for a close rereading. After students share with partners or in small groups, have groups share out with entire class to assess understanding.

3. Third Read: Integration of Knowledge and IdeasThe third close reading of a text should go even deeper, requiring students to synthesize and analyze information from several texts or media. They may record their ideas on sticky notes, graphic organizer, or a thinking sheet.

Have students journal a response to a text dependent question. Focus the discussion on the text evidence.

Source: http://www.learninga-z.com/commoncore/close-reading.htmlBeth Burke, A Close Look At Close Reading: Scaffolding Students with Complex Text

The Importance of Using the Problem Solving

Mathematics Common Core is divided into two parts: Content Standards and Standards for Mathematical Practice. A major focus of the Standards for Mathematical Practice is using problem solving to reinforce important concepts, skills, and to demonstrate a students mathematical understanding. As we prepare for full implementation of Common Core, teachers must have an understanding of what problem solving is, why it is important, and how to go about implementing it.According to National Council of Teachers of Mathematics (NCTM), "Problem solving means engaging in a task for which the solution method is not known in advance. In order to find a solution, students must draw on their knowledge, and through this process, they will often develop new mathematical understandings. Solving problems is not only a goal of learning mathematics, but also a major means of doing so." (NCTM, 2000, p. 52) Problem solving gives students a context to help them make sense out of the mathematics they are learning. Problems can be used to introduce new concepts and extend previous learned knowledge.The NCTM Problem-Solving Standard states that instructional programs should enable all students to, build new mathematical knowledge through problem solving, to solve problems that arise in mathematics and in other contexts, apply and adapt a variety of appropriate strategies to solve problems, and monitor and reflect on the process of mathematical problem solving.Findings in the recent report, Improving Mathematical Problem Solving in Grades 4 Through 8, published in May 2012 under the aegis of the What Works Clearinghouse (NCEE 2012-4055, U.S. Department of Education, available online from the Institute of Education Sciences) provides educators with specific, evidence-based recommendations that address the challenge of improving mathematical problem solving. In the Introduction, the panel that authored the report makes the following points: Problem solving is important. - Students who develop proficiency in mathematical problem solving early are better prepared for advanced mathematics and other complex problem-solving tasks. The panel recommends that problem solving be part of each curricular unit. Instruction in problem solving should begin in the earliest grades. - Problem solving involves reasoning and analysis, argument construction, and the development of innovative strategies. These should be included throughout the curriculum and begin in kindergarten. The teaching of problem solving should not be isolated. - instead, it can serve to support and enrich the learning of mathematics concepts and notation.To address these points and improve the teaching of problem solving, the panel offers five recommendations.Recommendation 1 - Prepare problems and use them in whole-class instruction.In selecting or creating problems, it is critical that the language used in the problem and the context of the problem are not barriers to a students being able to solve the problem. The same is true for a students understanding of the mathematical content necessary to solve the problem.Recommendation 2 - Assist students in monitoring and reflecting on the problem-solving process.Students learn mathematics and solve problems better when they monitor their thinking and problem-solving steps as they solve problems.Recommendation 3 - Teach students how to use visual representations.Students who learn to visually represent the mathematical information in problems prior to writing an equation are more effective at problem solving.Recommendation 4 - Expose students to multiple problem-solving strategies.Students who are taught multiple strategies approach problems with greater ease and flexibility.Recommendation 5 - Help students recognize and articulate mathematical concepts and notation.When students have a strong understanding of mathematical concepts and notation, they are better able to recognize the mathematics present in the problem, extend their understanding to new problems, and explore various options when solving problems. Building from students prior knowledge of mathematical concepts and notation is instrumental in developing problem-solving skills.To accomplish the goal of effectively engaging students in problem solving activities, teachers should utilize the Problem Solving Mat (K-2 and 3-12) and problem solving strategies included in the OCSD5 Teaching and Learning Framework.

Recommendations 2 - 5III: INSTRUCTION

PROBLEM SOLVING STRATEGIES

StrategyExplanation

Act out or use objectsDramatizations or moving around objects can help you remember the process you use and you may be able to use it again for solving other similar problems.

Make a picture or diagramMaking a picture or diagram to solve problems can help you understand and manipulate data. Draw a Picture Strategy is especially useful with problems that involve mapping, geometryand graphing.

Use or make a tableUse or Make a Table is a strategy that uses an orderly arrangement of data, such as numbers, that helps you keep track of data, spot missing data, and identify data that is asked for in the problem.

Make an organized listWhen making an Organized List you can organize your thinking about a problem. Recording your work in list form allows you to review that you have done and identify important steps that you need to do to complete solving the problem. This strategy provides a systematic way to record computations made with given data.

Guess and checkThe Guess and Check strategy is helpful when a problem presents large numbers or many pieces of data, or when the problem requires finding one solution to many possible solutions. This strategy involves guessing the answer, testing to see if it is correct, and making another guess if the answer is not correct.

Use or look for a patternUse or Look for a Pattern strategy involves identifying a pattern and predicting what will come next and what will happen again and again in the same way. Making a number table often reveals a pattern.

Work backwardsWhen making a series of computations, you can start with data presented at the end of the problem and end with data presented at the beginning of the problem.

Use logical reasoningLogical Reasoning is really used in all the problem solving strategies. However, when answer- ing conditional problems such as "if" and "then" type of problems you can display your data in a chart or matrix. This strategy requires formal logical reasoning.

Make it simplerMaking It Simpler is useful when solving a complex problem because it allows you to reduce large numbers to small numbers, or reducing the number of items given in a problem. Some- times a simpler representation will show a pattern which can help solve a problem.

BrainstormThe Brainstorm strategy is often used when all else fails! Brainstorming means looking at a problem in new and inventive ways. Use your imagination, be creative, and by all means, be flexible in your thinking! Eventually the lightbulb will go on and you will find a solution!

Problem solving MAT K-2Problem of the Day (Daily Oral Math)

Recommendation 1

Choose a strategy to solve your problem. Make a pattern

Guess and check

Act It Out or use objects

Draw a picture

Recommendation 2, 3, and 4Show your strategy. Recommendation 2, 3, and 4

Write your answers in words.

Recommendation 5

Problem solving MAT 3-12Problem of the Day (Daily Oral Math)

Recommendation 1Act out or use objectsMake a picture or diagramUse or make a tableMake an organized listGuess and checkUse or look for a patternWork backwardsUse logical reasoningMake it simplerBrainstorm Recommendation 4

I KNOW Data/Facts

Recommendation 2I Do Not Know...Question

Recommendation 2

Representation/Picture/Strategy

Recommendation 3Final Answer (In a complete sentence restate what you found out, including your answer.) I found out that ...

Recommendation 5

(Complete the following sentence)My answer is reasonable because...

Recommendation 5

SAMPLE!!!! Week of Aug. 19th - Aug. 23rd

Aug. 19th - Aug. 23rd

CCSS

17-6, 17-7, 17-83.NF.1 Understand a fraction 1/b as a quantity formed by 1 part when a whole is portioned into b equal parts: understand a fraction a/b as the quantity formed by a parts of size 1/b. 17-93.G.1 Understand that shapes in different categoriesmay share attributes and that the shared attributes can define a larger category.17-103.MD.8 Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter give the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.in Break

Instructional Strategies

Step-Up to Grade 3 17-06 Non-Unit Fractions and Regions1. Read Full House: An Invitation to Fractions by Dayle Ann Dodds or The Hersheys Milk Chocolate Bar Fractions by Jerry Pallotta. Facilitate a discuss of fractions.17-07 Naming Fractions of a Set1. Display 8 to 10 color tiles (use two to three colors) and arrange them to make a fraction bar. Discuss the fraction bar as a whole then discuss the fraction of each color in relationship to the whole. Let students create fractions with tile with a partner.17-08Showing Fractions of a Set1. Place an even number of counters on display. Find one half of the counter and write the fraction. Then find one half of the half and write the fraction.17-09 Polygons1. Choose two quadrilaterals from the set of 2D shape cards. 2. Draw each quadrilateral.3. Explain how the two quadrilaterals are alike and how they are different. 4. Repeat with another pair of quadrilaterals.http://www.k-5mathteachingresources.com/support-files/comparingquadrilaterals.pdf17-101. Work with a partner. Use between 3 and 6 color tiles to make a shape. Each tile in the shape must touch at least one other tile along a complete side.2. Record your shape.3. Find and record the perimeter of your shape.4. Use the color tiles to make as many different shapes as you can that have the same perimeter. Record each shape.5. How many different shapes did you make with the same perimeter? Do they all have the same area? Break

Resources

http://www.k-5mathteachingresources.com/3rd-grade-number-activities.htmlinter Break

Assessment

Use Study IslandWinter Break

Week of Aug. 19th - Aug. 23rd

Aug. 19th - Aug. 23rd

CCSS

Use enVision baseline assessments/screenings to identify students who require small group interventions for math. Begin teaching the procedures for using the Problem Solving Mat.


Resources

See the S3 curriculum for math located at the S2TEM center website for more units and resources.

S3 curriculum: http://www.s2temsc.org/s3curriculum/k8mathematics

Assessment

Week of Aug. 26th - Aug. 30th

Aug. 26th 30th

CCSS

Topic 1 Lessons 1, 2, 3, 4, 5, 6, 81.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, eg., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem

Topic 1 Lesson 71.OA.3 Apply properties of operations as strategies to add and subtract. 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.) (Students need not use formal terms for these properties.)


1.OA.11.1st Grade Number Activities- This page provides many links for each standard including activities and suggestions for possible read-alouds. (Source: K-5 Math Teaching Resources)

2.First Grade- When arriving on this page, there are several options to investigate. There are activities/media listed under addition, subtraction, skill builders addition, and skill builders subtraction. (Source: IXL Learning)

3.Teaching different Types of Math Story Problems- This link provides explanations of different types of story problems (CGI) explaining their degree of difficulty. There are several math story problems provided for each type. This site is extremely helpful as teachers consider developmentally appropriate story problems requiring addition and subtraction. (Source: Bright Hub Inc.)

4.Handouts for Strategy Development- This resource provides three charts. The first one classifies addition and subtraction word problems. The second one shares student strategies for each problem type including: direct modeling, counting, counting on, and derived fact. The third chart lists each problem type and its degree of difficulty for students.These charts provide differentiation knowledge as teachers ask students to solve addition and subtraction story problems. (Source: Learning & Scholarly Technologies)

5.Problems Sheet- This resource provides story problems requiring addition, subtraction, and difference. Blanks in the story allow you to provide numbers appropriate for your students. These story problems could provide a resource for class work or homework. (Source: Primary Resources)

6.Addition and Subtraction- This resource provides word problems to sort as stories requiring addition or subtraction to solve. These scenarios are good ideas for creating your own word problems to address the different types of problem situations. (Source: Primary Resources)7.Bunk Bed Problem- Task Card where the students use counters, number cards 5 12, pencils, and blank paper to complete a number story. Then they are asked to record as many different solutions to the problem as they can think of using pictures, numbers or words. (Source: K-5 Math Teaching Resources)

8.Double-Decker Bus Problem- Task Card where the students use counters, number cards 5 12, pencils, and blank paper to complete a number story. Then they are asked to record as many different solutions to the problem as they can think of using pictures, numbers or words. (Source: K-5 Math Teaching Resources)

9.Making Apple Ten Packs- Making Ten using red and yellow counters and ten frames. The students will use pictures, numbers, or words to show their thinking. (Source: K-5 Math Teaching Resources)

10.Domino Addition- The students use dominoes to add and then they record their work.Recording Sheet(Source: K-5 Math Teaching Resources)

1.OA.31.Think Math Practice Skills Part 1- In this video, the class finds pairs of numbers that equal 20 and later that equal 30 starting at the 2:00 mark. Later in the video, the class discusses strategies to find the missing addend. A student begins with one number and counts up. Another student decomposes the second number and then uses associative property. (Source: YouTube)

2.Handouts for Strategy Development- This resource provides three charts. The first one classifies addition and subtraction word problems. The second one shares student strategies for each problem type including: direct modeling, counting, counting on, and derived fact. The third chart lists each problem type and its degree of difficulty for students. These charts provide differentiation knowledge as teachers ask students to solve addition and subtraction story problems. (Source: Learning & Scholarly Technologies)

3.1st Grade Number Activities- This page provides many links for each standard including activities and suggestions for possible read-alouds. (Source: K-5 Math Teaching Resources)4.Turn Around Trains- Task Cards where the students use two different colored unifix cubes to build number trains and they record their results before and after flipping the trains. (Source: K-5 Math Teaching Resources)

5.Turn Around Dominoes- Task Cards where the students use dominoes to record number sentences and then they flip the domino and record the results. (Source: K-5 Math Teaching Resources)

6.Domino Fact Families- Task Card where the students will use dominoes to make fact families. (Source: K-5 Math Teaching Resources)7.NCTM Illuminations Ten Frames- Thinking about numbers using frames of 10 can be a helpful way to learn basic number facts. The four games that can be played with this applet help to develop counting and addition skills. (Source: Illuminations, NCTM)

Resources


http://www.readtennessee.org/math.aspxwww.studyisland.comwww.pearsonsuccessnet.comwww.ixl.comwww.k-5mathteachingresources.comwww.mathwire.comhttp://secc.sedl.org/common_core_videos/grade.php?grade=k&category=Mathematicshttp://ccgpsmathematicsk-5.wikispaces.com/1st+Grade

Assessment

See enVision Assessment Guide

Week of Sept. 3-6

Sept. 2nd

CCSS

Labor Day (Holiday)


Labor Day (Holiday)

Resources

Labor Day (Holiday)

Assessment

Labor Day (Holiday)

Sept. 3rd - Sept. 6th

CCSS

Topic 1 Lessons 1, 2, 3, 4, 5, 6, 81.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, eg., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem

















Resources



Assessment


Week of Sept. 9th - Sept. 13th

Sept. 9th - Sept. 13th

CCSS

CONTINUE OR RETEACHTopic 1 Lessons 1, 2, 3, 4, 5, 6, 81.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, eg., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem

















Resources



Assessment


Week of Sept. 16th - Sept. 20th

Sept. 16th - Sept. 20th

CCSS

Topic 2 Lessons 4, 5, 6, 7, 8, 111.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, eg., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem

Topic 2 Lessons 1, 2, 31.OA.4 Understand subtraction as an unknown-addend problem

Topic 2 Lesson 91.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).

Topic 2 Lesson 101.OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.











1.OA.4 1.Splendid Subtraction Activities- This page of splendid subtraction activities can be found on the smartfirstgraders.com website. Games include toss them (with two-color counters), clothespin drop, edible subtraction stories, linking cubes subtraction, and subtraction with hidden objects. (Source: SmartFirstGraders.com)

2.1st Grade Number Activities- This page provides many links for each standard including activities and suggestions for possible read-alouds. (Source: K-5 Math Teaching Resources)

3.Problems Sheet- This resource provides story problems requiring addition, subtraction, and difference. Blanks in the story allow you to provide numbers appropriate for your students. These story problems could provide a resource for class work or homework. (Source: Primary Resources)4.Ten Frame Subtraction- The students will use counters, ten frames, numeral cards 0 10 to show subtraction. (Source: K-5 Math Teaching Resources)5.Flash A Ten Frame1.OA.61.Addition Games- The website hasa page of games for students to play at school or at home. Games include Pig, Make Ten, Addition War, Double Trouble, Addition Bingo, Addition Go Fish, Cover It Up, and Race to 50. Students get practice combining two quantities by counting all, counting on, doubling, and adding 3 digits (or more). (Source: SmartFirstGraders.com)

2.Splendid Subtraction Activities- This page of splendid subtract activities can be found on the smartfirstgraders.com website. Games include toss them (with two-color counters), clothespin drop, edible subtraction stories, linking cubes subtraction, and subtraction with hidden objects. (Source: SmartFirstGraders.com)


4.First Grade Math Practice- When arriving on this page, there are several options to investigate. There are activities/media listed under addition, subtraction, skill builders addition, and skill builders subtraction. (Source: IXL Learning)

5.Add It Up Math Game-To Play the game, you add 2 digits or 3 or more to equal a sum. When the numbers you choose equal the target sum, you uncover part of the grid. If the entire grid is uncovered, you win. (Source: KidsNumbers.com)


7.Plus One Game- Game that the students can play to show plus one. (Source: K-5 Math Teaching Resources)

8.One Less Game- Game that the students can play to show minus one. (Source: K-5 Math Teaching Resources)

9.Doubles Facts- Task Card where students use unifix cubes to show the double facts and then they write about their work. They can draw pictures if needed for differentiated. (Source: K-5 Math Teaching Resources)

10.Make Ten- Task Card where the students work with a partner to play a game in which the students turn over two cards each if their combination equals 10 then they get to keep them. (Source: K-5 Math Teaching Resources)

11.Facts of Ten- Task Card of where the students play a game to practice their facts of ten. (Source: K-5 Math Teaching Resources)

12.Fact Family House- Task Card where the students roll dice to make fact family houses. (Source: K-5 Math Teaching Resources)

13.Make Ten on the Ten Frame- Task Card where the students practice making different solutions to the number 10 on a ten frame. (Source: K-5 Math Teaching Resources)

14.Number Sentence Match- Task Card where the students play a game where they turn over number sentence cards and ten frame cards to make the answer with the number sentence. This task would be good to do in small group, whole group or stations. (Source: K-5 Math Teaching Resources)

15.Sums of Ten- Game where the students work with partner to find different sums of ten. They also need to verbalize the number that they have and how many more they need to make the sum of ten. (Source: K-5 Math Teaching Resources)

16.Dot Card Addition- Task Card in which the students turn over a number card and then roll two number cubes. Then they see how many differentpairs of dot cards you can find with that number of dots and then they record their work. (Source: K-5 Math Teaching Resources)

17.Addition Domino Train- Task Card where the student use a set of addition domino train cards to play a game where they have to add. (Source: K-5 Math Teaching Resources)

18.I Have...Who Has More- Looping Cards where the students have to identify who has more than the person in front of them. (Source: K-5 Math Teaching Resources)1.OA.7



3.True or False- The students cut out number sentences and put them on a chart to show if the number sentence is true or false. (Source: K-5 Math Teaching Resources)

4.Equal Sums- Task Card where the students find different equations in which the sums match. When the students find the sums that match they can keep the cards. (Source: K-5 Math Teaching Resources)5.Making Ten (or Twenty Game)- This game is played exactly the same way as Making Ten except that you use 2 empty crates.



Assessment


Week of Sept. 23rd - Sept. 27th

Sept. 23rd - Sept. 27th

CCSS

CONTINUE OR RETEACH

Topic 2 Lessons 4, 5, 6, 7, 8, 111.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, eg., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem

Topic 2 Lessons 1, 2, 31.OA.4 Understand subtraction as an unknown-addend problem

Topic 2 Lesson 91.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).

Topic 2 Lesson 101.OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.













3.Problems Sheet- This resource provides story problems requiring addition, subtraction, and difference. Blanks in the story allow you to provide numbers appropriate for your students. These story problems could provide a resource for class work or homework. (Source: Primary Resources)4.Ten Frame Subtraction- The students will use counters, ten frames, and numeral cards 0 10 to show subtraction. (Source: K-5 Math Teaching Resources)5.Flash A Ten Frame

1.OA.61.Addition Games- The website hasa page of games for students to play at school or at home. Games include Pig, Make Ten, Addition War, Double Trouble, Addition Bingo, Addition Go Fish, Cover It Up, and Race to 50. Students get practice combining two quantities by counting all, counting on, doubling, and adding 3 digits (or more). (Source: SmartFirstGraders.com)

















18.I Have...Who Has More- Looping Cards where the students have to identify who has more than the person in front of them. (Source: K-5 Math Teaching Resources)1.OA.7



3.True or False- The students cut out number sentences and put them on a chart to show if the number sentence is true or false. (Source: K-5 Math Teaching Resources)

4.Equal Sums- Task Card where the students find different equations in which the sums match. When the students find the sums that match they can keep the cards. (Source: K-5 Math Teaching Resources)

5.Making Ten (or Twenty Game)- This game is played exactly the same way as Making Ten except that you use 2 empty crates.

Resources



Assessment


Week of Sept. 30th - Oct. 4th

Sept. 30th - Oct. 4th

CCSS

Topic 3 Lesson 41.OA.4 Understand subtraction as an unknown-addend problem

Topic 3 Lessons 1, 21.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2)

Topic 3 Lessons 3, 51.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).




3.Problems Sheet- This resource provides story problems requiring addition, subtraction, and difference. Blanks in the story allow you to provide numbers appropriate for your students. These story problems could provide a resource for class work or homework. (Source: Primary Resources)4.Ten Frame Subtraction- The students will use counters, ten frames, and numeral cards 0 10 to show subtraction. (Source: K-5 Math Teaching Resources)5.Flash A Ten Frame1.OA.51.Addition +- This is a missing addend game. Students can limit the size of the addend. There are no illustrations or context provided on the page. (Source: Kids Numbers)


3.Splendid Subtraction Activities- Also found on the smartfirstgraders.com website is this page of splendid subtraction activities. Games include toss them (with two-color counters), clothespin drop, edible subtraction stories, linking cubes subtraction, and subtraction with hidden objects. (Source: Smart First Graders)


5.Show One More- Students will use counters, one more card, and a number cube to show one more. (Source: K-5 Math Teaching Resources)

6.Show One Less- Students will use counters, one more card, and a number cube to show one less. (Source: K-5 Math Teaching Resources)

7.One More on the Ten Frame- Students will use number cards (0 10), blank ten frames, and counters to work with a partner to show one more by using the ten frame. (Source: K-5 Math Teaching Resources)

8.One More or One Less Scoop- The students will use cups of counters, plastic spoons, and one more and one less cards to show one more or one less. (Source: K-5 Math Teaching Resources)

9.Hundred Board Magic-Students use "magic" to navigate around the hundred board. This activity introduces horizontal arrows which mean move one square in the direction the arrow points and vertical arrows which mean move up or down one row in the direction the arrow points. (Source: Mathwire)1.OA.61.Addition Games- The website hasa page of games for students to play at school or at home. Games include Pig, Make Ten, Addition War, Double Trouble, Addition Bingo, Addition Go Fish, Cover It Up, and Race to 50. Students get practice combining two quantities by counting all, counting on, doubling, and adding 3 digits (or more). (Source: SmartFirstGraders.com)

















18.I Have...Who Has More- Looping Cards where the students have to identify who has more than the person in front of them. (Source: K-5 Math Teaching Resources)

Resources



Assessment


Week of Oct. 7th - Oct. 11th

Oct. 7th - Oct. 11th

CCSS

CONTINUE OR RETEACH

Topic 3 Lesson 41.OA.4 Understand subtraction as an unknown-addend problem

Topic 3 Lessons 1-21.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2)

Topic 3 Lessons 3, 51.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).




3.Problems Sheet- This resource provides story problems requiring addition, subtraction, and difference. Blanks in the story allow you to provide numbers appropriate for your students. These story problems could provide a resource for class work or homework. (Source: Primary Resources)4.Ten Frame Subtraction- The students will use counters, ten frames, and numeral cards 0 10 to show subtraction. (Source: K-5 Math Teaching Resources)5.Flash A Ten Frame1.OA.51.Addition +- This is a missing addend game. Students can limit the size of the addend. There are no illustrations or context provided on the page. (Source: Kids Numbers)


3.Splendid Subtraction Activities- Also found on the smartfirstgraders.com website is this page of splendid subtraction activities. Games include toss them (with two-color counters), clothespin drop, edible subtraction stories, linking cubes subtraction, and subtraction with hidden objects. (Source: Smart First Graders)


5.Show One More- Students will use counters, one more card, and a number cube to show one more. (Source: K-5 Math Teaching Resources)

6.Show One Less- Students will use counters, one more card, and a number cube to show one less. (Source: K-5 Math Teaching Resources)

7.One More on the Ten Frame- Students will use number cards (0 10), blank ten frames, and counters to work with a partner to show one more by using the ten frame. (Source: K-5 Math Teaching Resources)

8.One More or One Less Scoop- The students will use cups of counters, plastic spoons, and one more and one less cards to show one more or one less. (Source: K-5 Math Teaching Resources)

9.Hundred Board Magic-Students use "magic" to navigate around the hundred board. This activity introduces horizontal arrows which mean move one square in the direction the arrow points and vertical arrows which mean move up or down one row in the direction the arrow points. (Source: Mathwire)1.OA.61.Addition Games- The website hasa page of games for students to play at school or at home. Games include Pig, Make Ten, Addition War, Double Trouble, Addition Bingo, Addition Go Fish, Cover It Up, and Race to 50. Students get practice combining two quantities by counting all, counting on, doubling, and adding 3 digits (or more). (Source: SmartFirstGraders.com)













14.Number Sentence Match- Task Card where the students play a game where they turn over number sentence cards and ten

math curriculum pacing guide 1st grade

Documents

common core curriculum

draft standards

consistent standards

common understanding

school administrators

school continuity

following teachers

worldclass school system