Grade Level & Subject: Grade 1 Math		Curriculum Map	Year 2003-2004
Calendar	February	March
	Third Nine Weeks – February -March
Possible Resources	Mathematics, Grade 1 Houghton Mifflin (Anchor Text)
Nine Weeks Focus	Chapters 5, 6, & 7, pages 183 – 340; Numbers and Patterns to 100, Addition and Subtraction Facts to 12, Money
Skills/Standards (To teach and measure)	Number, Number Sense and Operations Standard I 4 5 6 7 8 9101112 1. Use ordinal numbers to order objects; e.g., first, second, third. 2. Recognize and generate equivalent forms for the same number using physical models, words and number expressions; e.g., concept of ten is described by “10 blocks,” full tens frame, numeral 10, 5 + 5, 15 - 5, one less than 11, my brother’s age. 3. Read and write the numerals for numbers to 100. 4. Count forward to 100, count backwards from 100, and count or backward starting at any number between 1 and 100. 5. Use place value concepts to represent whole numbers using numerals, words, expanded notation and physical models with ones and tens. For example: a. Develop a system to group and count by twos, fives and tens. b. Identify patterns and groupings in a 100's chart and relate to place value concepts. c. Recognize the first digit of a two-digit number as the most important to indicate size of a number and the nearness to 10 or 100. 6. Identify and state the value of a penny, nickel, dime, quarter and dollar. 7. Determine the value of a small collection of coins (with a total value up to one dollar) using 1 or 2 different type coins, including pennies, nickels, dimes and quarters. 8. Show different combinations of coins that have the same value. 9. Represent commonly used fractions using words and physical models for halves, thirds and fourths, recognizing fractions are represented by equal size parts of a whole and of a set of objects. 13. Model and represent multiplication as repeated addition and rectangular arrays in contextual situations; e.g., four people will be at my party and if I want to give 3 balloons to each person, how many balloons will I need to buy? 16. Develop strategies for basic addition facts, such as: b. counting on; c. one more, two more; d. doubles;7 8 9101112 17. Develop strategies for basic subtraction facts, such as: a. relating to addition (for example, think of 7 - 3 = ? as “3 plus ? equals 7”); b. one less, two less; e. missing addends 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. 3. Describe orally the basic unit or general plan of a repeating or growing pattern. 5. Describe orally and model a problem situation using words, objects or number phrase or sentence. Data Analysis and Probability Standard 6. Arrange five objects by an attribute, such as size or weight, and identify the ordinal position of each object.
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