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Grade Level
& Subject: Grade 1 Math |
Curriculum Map |
Year 2003-2004 |
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Calendar |
August |
September |
October/November |
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First Nine Weeks - August - October |
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Possible Resources |
Mathematics, Grade 1, Houghton Mifflin (Anchor Text) |
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Nine Weeks Focus |
Chapters 1 & 2, pages 1 – 88, Addition Concepts, Subtraction Concepts |
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Skills/Standards (To teach and measure) |
Number, Number Sense and Operations Standard4. Count forward to 100, count
backwards from 100, and count or backward starting at any number between 1 and
100. 10. Model, represent and
explain addition as combining sets (part + part = whole) and counting on. For
example: a. Model and explain addition
using physical materials in contextual situations. D E M I C70 c. Write number sentences to
represent addition. d. Explain that adding two
whole numbers yields a larger whole number. 11. Model, represent and
explain subtraction as take-away and comparison. For example: a. Model and explain
subtraction using physical materials in contextual situations. c. Write number sentences to
represent subtraction. d. Explain that subtraction of
whole numbers yields an answer smaller than the original number. 12. Use conventional symbols to
represent the operations of addition and subtraction. 15. Demonstrate that equal means
“the same as” using visual representations. 16. Develop strategies for
basic addition facts, such as: a. counting all; h. identity property (adding
zero). 2 3 4 5
6 7 8 9101112 Measurement Standard Geometry and
Spatial Sense Standard
Patterns, Functions,
and Algebra Standard
2. Extend sequences of sounds,
shapes or simple number patterns, and create and record similar patterns. For
example: a. Analyze and describe
patterns with multiple attributes using numbers and shapes; e.g., AA, B, aa,
b, AA, B, aa, b,. b. Continue repeating and
growing patterns with materials, pictures and geometric items; e.g., XO, XOO,
XOOO, XOOOO. 4. Solve open sentences by
representing an expression in more than one way using the commutative
property; e.g., 4 + 5 = 5 + 4 or the number of blue balls plus red balls is
the same as the number of red balls plus blue balls (R + B = B + R). 5. Describe orally and model a
problem situation using words, objects or number phrase or sentence. Data Analysis
and Probability Standard
A D E M I C O N T E N T S TA N D A R D S K |
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Assessment Choices |
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