First Grade - Grade Level Overview - Georgia Standards
Georgia Standards of Excellence
Grade Level Curriculum Overview
Mathematics
GSE First Grade
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Georgia Department of Education
TABLE OF CONTENTS Curriculum Map............................................................................................................................4 Unpacking the Standards .................................................................................................................5
? Standards For Mathematical Practice ..................................................................................5 ? Content Standards ................................................................................................................6 Mindset and Mathematics................................................................................................24 Vertical Understanding of the Mathematics Learning Trajectory......................................25 Research of Interest to Teachers............................................................................26 GloSS and IKAN..............................................................................................26 Fluency ...........................................................................................................................................27 Arc of Lesson/Math Instructional Framework...............................................................................28 Unpacking a Task ..........................................................................................................................29 Routines and Rituals
? Teaching Math in Context and Through Problems....................................30 ? Use of Manipulatives.....................................................................31 ? Use of Strategies and Effective Questioning..........................................32 ? 0-99 or 1-100 Chart.......................................................................32 ? Number Lines .............................................................................35 Math Maintenance Activities .............................................................................35
o Number Corner/Calendar Time ................................................37 o Number Talks ....................................................................38 o Estimation/Estimation 180 .....................................................40 Mathematize the World through Daily Routines........................................................44
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Georgia Department of Education ? Workstations and Learning Centers......................................................44 ? Games.........................................................................................45 ? Journaling....................................................................................46 General Questions for Teacher Use ...............................................................................................47 Questions for Teacher Reflection ..................................................................................................48 Depth of Knowledge ......................................................................................................................48 Depth and Rigor Statement ............................................................................................................50 Additional Resources ? K-2 Problem Solving Rubric (creation of Richmond County Schools).....................................51 ? Literature Resources ..........................................................................................................52 ? Technology Links ..............................................................................................................53 Resources Consulted ......................................................................................................................53
Georgia Department of Education July 2021? Page 3 of 54 All Rights Reserved
Georgia Department of Education
Georgia Standards of Excellence First Grade
**NEW Click on the link in the table to view a video that shows instructional strategies for teaching the specified standard.
GSE First Grade Curriculum Map
Unit 1
Creating Routines Using
Data
MGSE1.NBT.1 MGSE1.MD.4
Unit 2
Developing Base Ten Number Sense
MGSE1.NBT.1 MGSE1.NBT.7 MGSE1.MD.4
Unit 3
Operations and Algebraic Thinking
MGSE1.OA.1 MGSE1.OA.2 MGSE1.OA.3 MGSE1.OA.4 MGSE1.OA.5 MGSE1.OA.6 MGSE1.OA.7 MGSE1.OA.8 MGSE1.MD.4
Unit 4
Sorting, Comparing and
Ordering
MGSE1.MD.1 MGSE1.MD.2 MGSE1.MD.3 MGSE1.MD.4
Unit 5 Understanding
Place Value
MGSE1.NBT.2 MGSE1.NBT.3 MGSE1.NBT.4 MGSE1.NBT.5 MGSE1.NBT.6 MGSE1.NBT.7 MGSE1.MD.4
Unit 6
Understanding Shapes and Fractions
MGSE1.G.1 MGSE1.G.2 MGSE1.G.3 MGSE1.MD.4
Unit 7 Show What We
Know
ALL
These units were written to build upon concepts from prior units, so later units contain tasks that depend upon the concepts addressed in earlier units. All units will include the Mathematical Practices and indicate skills to maintain. However, the progression of the units is at the discretion of districts.
NOTE: Mathematical standards are interwoven and should be addressed throughout the year in as many different units and tasks as possible in order to stress the natural connections that exist among mathematical topics. Grades K-2 Key: CC = Counting and Cardinality, G= Geometry, MD=Measurement and Data, NBT= Number and Operations in Base Ten, OA = Operations and Algebraic Thinking.
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Georgia Department of Education
STANDARDS FOR MATHEMATICAL PRACTICE
The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important "processes and proficiencies" with longstanding importance in mathematics education.
The first of these are the NCTM process standards of problem solving, reasoning and proof, communication, representation, and connections.
The second are the strands of mathematical proficiency specified in the National Research Council's report Adding It Up: adaptive reasoning, strategic competence, conceptual understanding (comprehension of mathematical concepts, operations and relations), procedural fluency (skill in carrying out procedures flexibly, accurately, efficiently and appropriately), and productive disposition (habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one's own efficacy).
Students are expected to: 1. Make sense of problems and persevere in solving them. In first grade, students realize that doing mathematics involves solving problems and discussing how they solved them. Students explain to themselves the meaning of a problem and look for ways to solve it. Younger students may use concrete objects or pictures to help them conceptualize and solve problems. They may check their thinking by asking themselves, "Does this make sense?" They are willing to try other approaches.
2. Reason abstractly and quantitatively. Younger students recognize that a number represents a specific quantity. They connect the quantity to written symbols. Quantitative reasoning entails creating a representation of a problem while attending to the meanings of the quantities.
3. Construct viable arguments and critique the reasoning of others. First graders construct arguments using concrete referents, such as objects, pictures, drawings, and actions. They also practice their mathematical communication skills as they participate in mathematical discussions involving questions like "How did you get that?" "Explain your thinking," and "Why is that true?" They not only explain their own thinking, but listen to others' explanations. They decide if the explanations make sense and ask questions.
4. Model with mathematics. In early grades, students experiment with representing problem situations in multiple ways including numbers, words (mathematical language), drawing pictures, using objects, acting out, making a chart or list, creating equations, etc. Students need opportunities to connect the different representations and explain the connections. They should be able to use all of these representations as needed.
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