Pitt County Schools



Pitt County Schools

Instructional Guide

GRADE 1 MATHEMATICS

TIME FRAME: FIRST GRADING PERIOD

|SCOS GOALS AND OBJECTIVES |ESSENTIAL QUESTIONS, BENCHMARKS, AND SKILLS |RECOMMENDED RESOURCES AND ASSESSMENT |ESSENTIAL TASKS, STRATEGIES, PROJECTS, |

| | | |CONNECTIONS |

|DETERMINE READINESS | |PACING: 5 Days |PCS Checklist of Essential Mathematics |

| | |PCS Checklist(Usage determined by school) |Characteristics |

|Goal 1: The learner will read, write, and model whole numbers through |NUMBER SENSE |PACING: 35 |ESSENTIAL TASKS: |

|99 and compute with whole numbers. |Whole numbers through 45 | |1. How Many Are Under the Cup? |

|1.01 Develop number sense for whole number using a variety of |Readiness for Addition/ Subtraction |TEXTBOOK: |Resource: Navigating through Algebra |

|representations. |Money as a Manipulative |Topic 1 (7 days) |(NCTM) |

|(a) Connect the model, number word, and number using a variety of | |Lesson 1-1 to 1-6 | |

|representations. |What are the essential understandings of the number system? | |2. Lots of Spots |

|(b) Use efficient strategies to count the number of objects in a set. | |Topic 2 (5 days) |Resource: Navigating through Algebra |

|(c) Read and write numbers |What does it mean for a student to have number sense? |Lessons 2-1 to 2-4 |(NCTM) |

|(d) Compare and order sets and numbers. | | | |

|(f) Estimate quantities fewer than or equal to 100. |It is very important for students to have a good |Topic 3 (8 days) | |

|(g) Recognize equivalence in sets and numbers 1-99. |understanding of what 10 means. |Lesson 3-1 to 3-7 | |

|1.02 Use groupings of 2’s, 5’s, and 10’s to count collections of | | | |

|objects. |How can money be used to learn to count by 1s, 5, 10s, etc? |Topic 4 (9 days) |RECOMMENDED RESOURCE: |

|1.03 Develop FLUENCY with single-digit addition and corresponding | |Lesson 4-1 to 4-8 |INVESTIGATIONS Module: Building Number |

|differences using strategies such as modeling, composing and |Why is counting efficiently a skill in real life? | |Sense (The |

|decomposing quantities, using doubles, and making tens. | |Topic 5 (6 days) |Number System) |

|1.04 Create, model, and solve problems that use addition, subtraction, |FLUENCY: 1.03 |Lesson5-1 to5-5 | |

|and fair shares (between two or three). | | | |

| |MAJOR CONCEPTS/SKILLS: 1.01, 1.03,1.04 | | |

| | |** See page 2 of guide for listing of | |

| | |Grade 1 Math Library | |

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|1.01a,b,c,d,f, g (Numbers to 45), |SPIRAL REVIEW/ASSESS |PACING: 5 Days |1st Quarterly Assessment |

| | |Resources: | |

|1.03 (Numbers to 45), |FLUENCY: 1.03 |DPI Strategies and Indicators |enVisionMath Diagnosis and Intervention |

| | |Week by Week Essentials |System (Cumulative Test and Quarterly |

|1.04 (Numbers to 45). |MAJOR CONCEPTS/SKILLS: 1.01, 1.03,1.04 |K-2 Assessment Item Bank |Assessment in North Carolina Format) |

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| |MAINTAIN CONCEPTS/SKILLS: | | |

| |Basic geometric shapes | | |

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|** Grade 1 Math Library includes the following Math Start books with guided problem solving activities: |

|A Fair Bear Share |

|Leaping Lizards |

|100 Days of Cool |

|Spunky Monkeys on Parade |

|Super Sand Castle Saturday |

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|TIME FRAME: SECOND GRADING PERIOD |

|SCOS GOALS AND OBJECTIVES |ESSENTIAL QUESTIONS, BENCHMARKS, AND SKILLS |RECOMMENDED RESOURCES AND ASSESSMENT |ESSENTIAL TASKS, STRATEGIES, PROJECTS, |

| | | |CONNECTIONS |

|Goal 1: The learner will read, write, and model whole numbers through |NUMBER SENSE |PACING: 23 days |ESSENTIAL TASKS: |

|99 and compute with whole numbers. |Whole numbers through 65 | |1. Colorful Combinations |

|1.01 Develop number sense for whole number using a variety of | |TEXTBOOK: |Resource: Navigating through Algebra |

|representations. |Can subtraction be done in different ways? |Topic 6 (7days) |(NCTM) |

|(a) Connect the model, number word, and number using a variety of | |Lesson 6-1 to 6-6 | |

|representations. |Can addition be helpful to do subtraction? | |2. Two Shapes Resource: Navigating through|

|(b) Use efficient strategies to count the number of objects in a set. | |Topic 7(6 days) |Algebra (NCTM) |

|(c) Read and write numbers |What is decomposition and how is it an important problem |Lesson 7-1 to7-5 | |

|(d) Compare and order sets and numbers. |solving technique? | |3. Who Jumps Farthest? Resource: |

|(f) Estimate quantities fewer than or equal to 100. | |Topic 10 (10 days) |Navigating through Algebra (NCTM) |

|(g) Recognize equivalents in sets and numbers 1-65. | |Lesson 10-1 to 10-9 | |

| | | |4. Fair Trades |

|1.02 Use groupings of 2’s, 5’s, and 10’s with models and pictures to | | |Resource: Navigating through Algebra |

|count collections of objects. | |Resources: |(NCTM) |

|1.03 Develop FLUENCY with single-digit addition and corresponding |FLUENCY: 1.03 |DPI Strategies and Indicators | |

|differences using strategies such as modeling, composing and | |Week by Week Essentials |INVESTIGATION Module: Survey Questions and|

|decomposing quantities, using doubles, and making tens. |MAJOR CONCEPTS/SKILLS: |K-2 Assessment Item Bank |Secret Rules, Investigation 2, Sessions |

|1.04 Create, model, and solve problems that use addition, subtraction, |1.01, 1.03 | |1-6 |

|and fair shares (between two or three). | | | |

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|Goal 3: The learner will identify, describe, draw, and build basic |GEOMETRY |PACING: 12 days |ESSENTIAL TASKS: |

|geometric figures. |Identify, describe, draw, and build | |1. Shapes from Shapes |

|3.01 Identify, build, draw and name parallelograms, squares, | |Textbook |Resource: Navigating through Geometry |

|trapezoids, and hexagons. | |Topic 8 (12 days) |(NCTM) |

|3.02 Identify, build, and name cylinders, cones, and rectangular |How do you describe the difference between a square and a |Lesson 8-1 to 8-11 | |

|prisms. |rectangular prism? | |2. Alike and Different |

|3.03 Compare and contrast geometric figures. | | |Resource: Navigating through Geometry |

|3.04 Solve problems involving spatial visualization. |Where are these shapes found in real world applications? | |(NCTM) |

| | | | |

| |How can analyzing mathematical patterns help you make | |3. Block Views |

| |predictions? | |Resource: Navigating through Geometry |

| | | |(NCTM) |

| |MAINTAIN CONCEPTS/SKILLS: | | |

| |Basic geometric shapes | |4. Projector Math |

| | | |Resource: Navigating through Geometry |

| | | |(NCTM) |

| | | | |

| | | |5. From Here to There |

| | | |Resource: Navigating through Geometry |

| | | |(NCTM) |

| | | | |

| | | |6. Map Maker |

| | | |Resource: Navigating through Geometry |

| | | |(NCTM) |

| | | | |

| | | |7. Design Tiles |

| | | |Resource: Navigating through Geometry |

| | | |(NCTM) |

| | | | |

| | | |ESSENTIAL TASK: |

| | | |INVESTIGATIONS |

| | | |Module: Quilt Square and Block Towns |

| | | |(2-D and 3-D Geometry) |

|Goal 5: The learner will demonstrate an understanding of classification|PATTERNS |PACING: 5 days |ESSENTIAL TASKS: |

|and patterning. |Sort and classify |Textbook |1. How does it Grow? |

|5.01 Sort and classify objects by two attributes. |2 attributes |Topic 9 (5 days) |2. Junk Sort |

|5.03 Create and extend patterns, identify the pattern unit, and | |Lesson 9-1 to 9-4 |Resource: Navigating through Algebra |

|translate into other forms. |MAJOR CONCEPTS/SKILLS: 5.03 | |(NCTM) |

| | | |3. Using a Venn diagram to compare how a |

| |MAINTAIN CONCEPTS/SKILLS: | |square and rectangle are similar and |

| |Sort and classify | |different. Also compare two solid |

| | | |figures. |

| | | |4. What’s Above |

| | | |Resource: Navigating through Algebra |

| | | |(NCTM) |

|1.01a,b,c,d,e,f,g (Numbers to 65), |SPIRAL REVIEW/ASSESS |PACING 5 days |2nd Quarterly Assessment |

| | |Resources: | |

|1.02 (Numbers to 65), |FLUENCY: 1.03 |DPI Strategies and Indicators | |

| | |Week by Week Essentials |enVisionMath Diagnosis and Intervention |

|1.03 (Numbers to 65), |MAJOR CONCEPTS/SKILLS: 1.01, 1.03, 2.02a,b, 4.01, 5.03 |K-2 Assessment Item Bank |System (Cumulative Test and Quarterly |

| |Students will solve relevant and authentic problems using | |Assessment in North Carolina Format) |

|1.04 (Numbers to 65), |appropriate technology and apply these concepts as well as | | |

| |those developed in earlier year. | | |

|3.01, 3.02, 3.03, 3.04, 5.01, 5.03 | | | |

| |MAINTAIN CONCEPTS/SKILLS: | | |

| |Basic geometric shapes | | |

| |Sort and classify | | |

TIME FRAME: THIRD GRADING PERIOD

|SCOS GOALS AND OBJECTIVES |ESSENTIAL QUESTIONS, BENCHMARKS, AND SKILLS |RECOMMENDED RESOURCES AND ASSESSMENT |ESSENTIAL TASKS, STRATEGIES, |

| | | |PROJECTS, CONNECTIONS |

|Goal 1: The learner will read, write, and model whole numbers through |NUMBER SENSE |PACING: 18 Days |ESSENTIAL TASKS: |

|99 and compute with whole numbers. |Whole numbers through 85 | | |

|Develop number sense for whole number using a variety of | |TEXTBOOK: | |

|representations. |Why is place value an important mathematical concept? |Topic 11 (5 days) | |

|(a) Connect the model, number word, and number using a variety of | |Lesson 11-1 to11-6 | |

|representations. |FLUENCY: 1.03 | | |

|(b) Use efficient strategies to count the number of objects in a set. | |Topic 12 (7 days) | |

|(c) Read and write numbers |MAJOR CONCEPTS/SKILL: 1.01, 1.03 |Lesson 12-1 to 12-8 | |

|(d) Compare and order sets and numbers. | | | |

|(e) Build understanding of place value (ones, tens). | |Topic 13 (6 days) | |

|(f) Estimate quantities fewer than or equal to 100. | |Lesson 13-1 to13-6 | |

|(g) Recognize equivalence in sets and numbers 1-85. | | | |

|1.02 Use groupings of 2’s, 5’s, and 10’s with models and pictures to | | | |

|count collections of objects. | | | |

|1.03 Develop FLUENCY with single-digit addition and corresponding | | | |

|differences using strategies such as modeling, composing and | | | |

|decomposing quantities, using doubles, and making tens. | | | |

|1.04 Create, model, and solve problems that use addition, subtraction, | | | |

|and fair shares (between two or three). | | | |

|Goal 2: The learner will use non-standard units of measure and tell |MEASUREMENT |PACING: 15 |ESSENTIAL TASKS: |

|time. | |TEXTBOOK: |1.Fair Trades |

|2.01 For given objects: |How are nonstandard units used to measure length, capacity, |Topic 14 (9 days) |Resource: Navigating through |

|(a) Select an attribute (length, capacity, mass) to measure (use |and mass? |Lesson 14-1 to 14-13 |Algebra (NCTM) |

|non-standard units). | |Topic 15 (6 days) | |

|(b) Develop strategies to estimate size. |How do you compare and contrast measurements of different |Lesson 15-1 to 15-6 |2. Spin Once Spin Twice |

|(c) Compare, using appropriate language, with respect to the attribute |items? | |Resource: Navigating through |

|selected. | | |Algebra (NCTM) |

|2.02 Develop an understanding of the concept of time. |MAJOR CONCEPTS/SKILLS: 2.01a, 2.02a, b |RECOMMENDED RESOURCE: INVESTIGATIONS | |

|(a) Tell time at the hour and half-hour. | |Module: Bigger, Taller, Heavier, Smaller |3. Rows and Rows |

|(b) Solve problems involving applications of time (clock and calendar).| |(Measuring) |Resource: Navigating through |

| | | |Algebra (NCTM) |

| | | | |

| | | |4. Make a chart of all the things |

| | | |you can do in a minute and in five|

| | | |minutes. |

| | | |Activity: Use a stopwatch and have|

| | | |the students complete the |

| | | |activities listed. Check off the |

| | | |ones that actually took the |

| | | |estimated amount of time. |

| | | | |

| | | |5. Have a student make a box. Use |

| | | |a small cereal box and take it |

| | | |apart to study the “net” for an |

| | | |illustration. |

| | | |3.INVESTIGATIONS Module: Quilt |

| | | |Squares and Block Towns, Sessions |

| | | |8-10 |

|Goal 4: The learner will understand and use data and simple probability|DATA, PROBABILITY, STATISTICS |PACING: 11 Days |ESSENTIAL TASKS: |

|concepts. | | |1. Morley Most, Lutie Least |

|4.01 Collect, organize, describe and display data using line plots and |How can organizing data enable problem solving and |Topic 18 (11days ) |Resource: Navigating through Data |

|tallies. |decision-making? |Lesson 18-1 to 18-10 |Analysis and Probability (NCTM) |

|4.02 Describe events as certain, impossible, more likely or less likely| | | |

|to occur. | |ESSENTIAL RESOURCE: |2. Math Machines |

|Goal 5: The learner will demonstrate an understanding of classification|PATTERNS, RELATIONSHIPS, FUNCTIONS |INVESTIGATIONS Module: Survey Questions |Resource: Navigating through |

|and patterning. | |and Secret Rules (Collecting and Sorting |Algebra (NCTM) |

|5.02 Use Venn diagrams to illustrate similarities and differences in | |Data) | |

|two sets. |MAJOR CONCEPTS/SKILLS: 4.01 | |3. Use Venn diagrams to illustrate|

| | | |preferences between the girls and |

| | | |boys in your classroom or solid |

| |MAJOR CONCEPTS/SKILLS: 5.03 | |figures and plane figures. |

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| | | |4.INVESTIGATIONS Module: Survey |

| | | |Questions and Secret Rules |

| | | |(Collecting and Sorting Data) |

| | | | |

| | | |5. Play More likely or Less likely|

| | | |Resource: Navigations through Data|

| | | |Analysis and Probability (NCTM) |

| | | | |

| | | |6. Row your Boat |

| | | |Resource: Navigations through Data|

| | | |Analysis and Probability (NCTM) |

| | | | |

| | | |7. Back and Forth |

| | | |Resource: Navigations through Data|

| | | |Analysis and Probability (NCTM) |

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| | | |8. Possible or Impossible |

| | | |Resource: Navigations through Data|

| | | |Analysis and Probability (NCTM) |

| | | | |

| | | |9. Spin It |

| | | |Resource: Navigations through Data|

| | | |Analysis and Probability (NCTM) |

|1.01a-g (Numbers to 85), |SPIRAL REVIEW/ASSESS | |PACING: 1 Days |

| | | | |

|1.02 (Numbers to 85), |FLUENCY: 1.03 | |enVisionMath Diagnosis and |

| | | |Intervention System (Cumulative |

|1.03 (Numbers to 85), |MAJOR CONCEPTS/SKILLS: | |Test and Quarterly Assessment in |

| |1.01, 1.03, 2.01a, b, 2.02a, b, Students will solve relevant | |North Carolina Format) |

|1.04 (Numbers to 85), 2.01a,b,c, 2.02a,b, |and authentic problems using appropriate technology and apply| | |

| |these concepts as well as those developed in earlier year. | | |

| | | | |

| | | | |

| |MAINTAIN CONCEPTS/SKILLS: | | |

| |3.01, 3.04, 5.01, 5.03 | | |

| | | | |

| |Sort and Classify | | |

TIME FRAME: FOURTH GRADING PERIOD

|SCOS GOALS AND OBJECTIVES |ESSENTIAL QUESTIONS, BENCHMARKS, AND SKILLS |RECOMMENDED RESOURCES AND ASSESSMENT |ESSENTIAL TASKS, STRATEGIES, |

| | | |PROJECTS, CONNECTIONS |

|Goal 1: The learner will read, write, and model whole numbers through |NUMBER SENSE |PACING: 41 Days |ESSENTIAL TASKS: |

|99 and compute with whole numbers. |Whole number through 99 | |1. Block Pounds |

|1.01 Develop number sense for whole number using a variety of |Place value |TEXTBOOK: |Resource: Navigating through Algebra |

|representations. | |Topic 16 (12 days) |(NCTM) |

|(a) Connect the model, number word, and number using a variety of |FLUENCY: 1.03 |Lesson 16-1 to16-8 | |

|representations. | | |2. Balancing Act |

|(b) Use efficient strategies to count the number of objects in a set. |MAJOR CONCEPTS/SKILLS: 1.01, 1.03 |Topic 17 (8 days) |Resource: Navigating through Algebra |

|(c) Read and write numbers | |Lesson 17-1 to 17-5 |(NCTM) |

|(d) Compare and order sets and numbers. | | | |

|(e) Build understanding of place value (ones, tens). | |Topic 19 (8 days) | |

|(f) Estimate quantities fewer than or equal to 100. | |Lesson 19-1 to 19-5 |RECOMMENDED RESOURCE: |

|(g) Recognize equivalence in sets and numbers 1-99. | | |INVESTIGATIONS Module: Number Games |

|1.02 Use groupings of 2’s, 5’s, and 10’s with models and pictures to | |Topic 20 (13 days) |and Story Problems (Addition and |

|count collections of objects. | |Lesson 20-1 to 20-8 |Subtraction |

|1.03 Develop FLUENCY with single-digit addition and corresponding | | | |

|differences using strategies such as modeling, composing and | | | |

|decomposing quantities, using doubles, and making tens. | | | |

|1.04 Create, model, and solve problems that use addition, subtraction, | | | |

|and fair shares (between two or three). | | | |

|ALL OBJECTIVES |GRADES K-2 MATH SUMMATIVE ASSESSMENT |PACING: 4 Days |DPI Summative Assessment |

| |REVIEW MAJOR CONCEPTS: | | |

| |1.01, 1.03, 2.01, 2.02, 4.01, 5.03 |DPI ASSESSMENT DOCUMENT |enVisionMath Diagnosis and |

| |Students will solve relevant and authentic problems using | |Intervention System (Cumulative Test |

| |appropriate technology and apply these concepts as well as |Resources: |and Quarterly Assessment in North |

| |those developed in earlier year. |DPI Strategies and Indicators |Carolina Format) |

| | |Week by Week Essentials | |

| | |K-2 Assessment Item Bank | |

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