Kindergarten SBR



1st Grade SBR Math Outline

Ideas for Assessment: The following list is only a suggestion. There are many other assessment tools for you to utilize or create.

• Oral/Slate assessments

• Ongoing student performance-based observations/anecdotal records (journal pages, whole/small/partner games & activities, calendar time, teacher-led small group instruction (RTI-Level 1 teacher supports)

• Any notations/checklists from integration of curriculum (any math concepts included from science, Lang Arts, etc.

• End of Unit Test (Part A)-Part B may be used to determine ‘exceeds’

• Recognizing Student Achievement-* activities in EDM Teacher manuals

• DEA data

• ISBE Common Formative Assessments

• Baseline/ End of Year Assessments

|Skill |TR1 |TR2 |TR3 |

|Knowledge of Numbers |

| |Unit 1, Unit 2, Unit 3 |Unit 2 (Part B), Unit 3, Unit 4, Unit 4, Unit |Unit 4 (Part B), Unit 5, Unit 6, Unit 7, |

| | |6, Unit 7 (Part B), Unit 9 |Unit 8 (Part B), Unit 10 |

|Solves word problems with basic facts using coins and other manipulatives |M= Solves word problems with modeling and |M=Begins to solve problems independently by |M= Solves problems independently that are |

| |support using manipulatives/tools |using strategies and manipulatives |read by self or by someone using |

| | | |manipulatives or other strategies. |

| | | |Can differentiate math vocab in word |

| | | |problems. |

| | | | |

| | | | |

| |E=Solves word problems independently with |E= Solves word problems independently, using a |E= Solves problems independently & explains |

| |manipulatives. |variety of tools, & begins to explain how they |how/why. |

| | |arrived at answer. | |

|Demonstrates mastery of addition and subtraction facts to 10 |M= Fact families 0’s and doubles using tools |M= Fact Families 1, 2, 3, and 4s using tools, |M=Fact families 5-10s. |

| |and strategies. |strategies, and patterns. |Uses tools, strategies, and patterns to |

| | | |solve problems. |

| |E= Masters facts up to 4s and including |E= Masters facts up to 10s |E=Memorize all facts (+,-) and applies |

| |doubles. | |number sense. |

|Demonstrates understanding of numerals 0 – 10 |M=Begins to count forward and backward using |M= Independently counts forward and backward |M=Independtly uses 100s grid with full |

| |the number line and grid. Reads/writes numbers |using number line and grid and begins to |understanding of more, less than, and equal |

| |1-50 correctly with few reversals |understand more, less than and equal to. |to and begins to apply number sense. |

| | |Reads/writes numbers 1-75 or higher with few |Reads/writes place value correctly up to |

| | |reversals |100-NO reversals |

| |E= Reads and writes numbers 1 -100 with very |E= Reads and writes numbers 1-100…NO errors & |E=Applies place value knowledge to problem |

| |few errors or reversals. |NO reversals |solve independently; goes beyond 100 . |

|Skip counts by 2, 5, 10 |M= Skip counts by 1, 5, 10s up to 100 |M= Skip counts by 2, 5, 10s up to 100 with |M= Skip counts correctly by 2, 5, 10s up to |

| |independently with tools (i.e.-number grid) |tools (i.e.- number grid) with few errors/ |100 with number grid tool independently with|

| | |teacher supported. |no errors. |

| |E= Skip counts by 1, 2, 5 and 10s up to 100 |E= Skip counts by 1, 2, 5, 10s up to 100 or |E= Applies “big idea” of skip counting and |

| |using tools or independently. |beyond independently |starts anywhere on the number line/grid. |

| | | | |

|Identifies and describes common fractions as part of a whole using concrete|M= Understands whole and 1/2 given a picture |M= Understands whole, 1/2 , and 1/4 given a |M= Recognizes fractions 1/2, 1/4, 1/3 given |

|materials |model. Demonstrates that fractions are part of |picture model |a picture model |

| |a whole. | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| |E= Explains why the fraction is part of a whole|E= Explains why the fraction is part of a whole|E= Explains why the fraction is part of a |

| |and explains what is needed to make to whole |and explains what is needed to make to whole |whole and explains what is needed to make to|

| | | |whole. |

| | | |Also uses understanding of parts of a whole |

| | | |to solve problems (i.e.- word, etc). |

| |M= Identifies and expresses values of penny and|M= Identifies and expresses values of penny, |M= Recognizes all coins and values. Adds |

|Identifies and expresses values of coins and combinations of coins to $1.00.|nickel. |nickel, and dime. Adds and exchanges the above.|combinations of coins up to $1.00 using (P, |

| |Adds and exchanges the above. | |N, D & Q). |

| |E= Identifies all coins and their values. |E= Identifies all coins and values and begins |E= Make change combos, add /subtract and |

| | |to add, subtract and exchange values. |exchange to $1.00 or more independently. |

|Measurement |

| |Unit 2, Unit 3 (Part B) | | |

| | | | |

|Measures length to the nearest inch |M= Uses non-standard units of measure (i.e.- |M= Introduces ruler tool and recognizes inch |M= Measures length to the nearest inch. |

| |unifix cubes, etc.) |markings. |. |

| |E= Measures to nearest inch using a ruler. |E= Measures to the nearest inch and half inch |E= Can independently apply half inch |

| | |using a ruler. |concepts and begins to explore centimeter |

| | | |markings |

|Tells time to the nearest half hour |M= Understands parts of a clock; introduces |M= Tells time to the hour and ½past hour with |M= Tells time to the nearest hour and half |

| |telling time to the hour and ½past hour. |teacher support |hour independently. |

| |E=Understands clock parts and tells time |E=Tells time to the ¼ hour and beyond (5’s) |E=Uses and applies knowledge of time to |

| |independently to the hour and half hour. |independently. |solve elapsed time problems. |

|Knows calendar terms |M=Identifies all calendar terms (i.e. - days of|M=Understands the use of a calendar. Able to |M= Demonstrates complete understanding of |

| |week/months of year) and states them in order. |read a calendar and the daily date (month, |calendar and uses skills to problem solve. |

| | |date, year) independently. | |

| | | | |

| | | | |

| | | | |

| |E=Understands all calendar concepts and terms |E= Uses knowledge of calendar to solve elapsed time problems. Answers and explains higher |

| |and independently read the daily date (month, |level thinking problems using various types of calendars (i.e.-daily, weekly, monthly, |

| |date, year) |yearly) |

|Patterns and Algebraic Concept. |

|Identifies, describes and extends patterns |M=Independently completes/ describes AB |M=Independently completes/ describes ABC |M=Can describe and complete more complex |

| |patterns and begins more complex patterns. |combinations. |patterns (ABCD combos) |

| | | | |

| |E= Can describe and complete all complex |E= Designs and creates complex patterns (ABCD). Explains orally or in writing how they |

| |patterns combinations (ABCD) |created the pattern. Also able to pattern by 1 or more attributes when possible. |

| | | |

| | | |

| | | |

| | | |

| | | |

|Geometry |

| |Unit 3 |Unit 4 |Unit 7 |

|Identifies , completes, and extends geometric and numeric patterns |M=Completes shapes and numbers in AB |M=Completes shapes and numbers |M= Applies pattern concepts to shapes and |

| |combinations (independently) | |numbers. |

| |E=Can apply higher level thinking questions to |E= Creates patterns and answers higher level thinking questions regarding their pattern. All|

| |patterns and numbers with support. |completed on an independent level. |

|Identifies 2-D and 3-D shapes |M= Names 2-D shapes and can describe by one |M= Names 3-D shapes and can describe them using|M= Independently identifies 2-D & 3-D shapes|

| |attribute. |one attribute |and can describe by one attribute |

| | | | |

| |E= Names & describe 2-D shapes by more than one|E=Can show & describe full understanding of 2-D|E=Uses and applies knowledge of 2-D & 3-D |

| |attribute. Begins to name 3-D. |& 3-D shapes by multiple attributes. |shapes to assist classmates. |

|Data and Probability |

| |Unit 2 |Unit 5 (Part B) | |

|Reads, represents and interprets simple bar graphs, tally charts and |M= Can read tally charts and begins to |M= Read and interprets simple graphs with |M= Reads and interprets simple graphs |

|pictographs |understand the use of different types of |support; working toward independence. |correctly with no errors. |

| |graphs. | | |

| | | | |

| |M= Demonstrates what graphs are for and able to|M=Independently creates graphs using given |M= Independently creates graphs and |

| |read and interpret various types of graphs. |data. |interprets graphs using their own data. |

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download