Curriculum Map Modifications

Grade Level or Course: First Grade – MATH

Month: August

Content Modifications:

1. Numbers:

· Expose fewer numbers, fewer questions.

· Numbers introduced through tactile, kinesthetic means.

· Find numbers represented in the home environment.

· Fewer choices.

· Count looking at the numbers in a song, with a partner, with manipulatives.

· Fewer to count with help from aide or peer, teacher demonstration or looking at number line.

· With tactile materials (yarn, licorice) or on large line paper, tracing, or dot patterns or larger pencils.

· Using a model with fewer numbers, hands on manipulatives and verbal verses written responses.

2. Calendar:

· Locate calendar. Recite days and months. Count and identify a given day or month.

· Day and month names written out, not abbreviated. Pictures to coincide with each day or month.

· Associate birthdays and daily activities with each day or month.

· Use tactile manipulatives to tally. (Pretzel sticks). Demonstration by teacher, or peer partner. Tally clapping or tally straws/bundles.

3. Shapes:

· Touch and move each manipulative. Have hoops or box lids to keep groups from being mixed up.

· One shape at a time. Find physical objects to match each shape. Verbalize and draw or visualize how the shapes are alike and different. Make the shapes with their arms and bodies.

4. Patterns:

· Introduce two at a time. Master before proceeding. Learn each pattern characteristics before combinations.

· Touch and move each manipulative. Have hoops or box lids to keep groups from being mixed up.

Curriculum Map Modifications

Grade Level or Course: First Grade – MATH

Month: September

Content Modifications:

1. Problem Solving:

· Use simple vocabulary with one step process. Use manipulatives. Use diagrams and illustrations.

2. Graphing:

· Only compare two or three items or opinions to graph. Relate to real life. (i.e. kinds of apples, favorite Halloween candy). Use favorite colors and shapes.

3. Patterns:

· Add another to the patterns with simple colors and shapes.

· One-to-one copy skills, fewer number to copy. Copy from a physical model.

· Only introduce one or two pattern block shapes at a time. Encourage physical imaginative play with the pattern blocks. Relate to physical familiar objects.

4. Geometry (shapes):

· Only introduce one or two pattern block shapes at a time. Encourage physical imaginative play with the pattern blocks. Relate to physical familiar objects.

5. Calendar:

· Find a calendar, name a calendar, fill-in the blank with days or the week.

· Recite or state full date daily, providing less assistance as abilities increase.

· Begin only with one-to-one correspondence exercises-tally = one bear or block. Only go to “5”.

· Bundle only to “5” then to “10”. Students take turns demonstrating with toothpicks or popsicle sticks.

6. Numbers:

· Use bears, sticks, or blocks to depict value of a number. Group them, count them, take one away, start slow. Use people to show the computation.

· Master value and numbers to 10 first. Count “groups of 10” instead of counting on.

· Utilize base 10 number chart.

· Each is given a # line to work with and utilize. If you use a large # line each child can walk on or jump on a # line. Children can each make a number line or secure it to the desktop.

7. Estimation:

· Use or trace on various tactile number patterns. Sing the numbers to 20. Play a number bingo or pick a card and name the number game.

· Pull numbers in the ones and teens from a chart and have the student say what is missing.

· Demonstrate concept with people, stuffed toys, always use progressive activities. Make sure they understand or review greater than, less than, quantity and value skills.

· Use children in line to demonstrate concept. Use bears on a desk. Use places in a race.

8. Computation:

· Use simple vocabulary with one step process.

· Use manipulatives and use diagrams and illustrations.

· Use bears, sticks, or blocks to depict value of a number. Group them, count them, take one away, start slow. Use people to show the computation.

9. Measurement:

· Use or trace on various tactile number patterns. Sing the numbers to 20. Play a number bingo or pick a card and name the number game.

· Write in various mediums or form numbers with clay or in shave cream, numbers to 20.

· Break down two bundles of 10 for discussion and counting practice.

Curriculum Map Modifications

Grade Level or Course: First Grade – MATH

Month: October

Content Modifications:

1. Problem Solving:

· Increase level as student is ready from September lessons:

· Use simple vocabulary with one step process. Use manipulatives. Use diagrams and illustrations.

2. Graphing:

· Increase level as student is ready from September lessons:

· Only compare two or three items or opinions to graph. Relate to real life. (i.e. kinds of apples, favorite Halloween candy). Use favorite colors and shapes.

3. Patterns:

· When working with given patterns, clear workspace and create with familiar materials.

· Sort common objects to create a pattern.

· Organize predetermined shapes or blocks to a given pattern or shapes.

4. Geometry (shapes):

· Identify primary shapes. Discuss similarities and differences of primary shapes.

· Find common objects that resemble primary shapes. Use these as models to draw the shapes.

· Discuss primary shapes and count, color or mark each side with one-on-one help or in a small group with modeling.

· Make a chart, noting each plane figure with a picture and the number of sides for each.

5. Calendar:

· Increase level as student is ready from September lessons:

· Find a calendar, name a calendar, fill-in the blank with days or the week.

· Recite or state full date daily, providing less assistance as abilities increase.

· Begin only with one-to-one correspondence exercises-tally = one bear or block. Only go to “5”.

· Bundle only to “5” then to “10”. Students take turns demonstrating with toothpicks or popsicle sticks.

6. Numbers:

· Increase level as student is ready from September lessons:

· Use bears, sticks, or blocks to depict value of a number. Group them, count them, take one away, start slow. Use people to show the computation.

· Master value and numbers to 10 first. Count “groups of 10” instead of counting on.

· Utilize base 10 number chart.

· Each is given a # line to work with and utilize. If you use a large # line each child can walk on or jump on a # line. Children can each make a number line or secure it to the desktop.

7. Estimation:

· When sorting two sets, begin with physical objects that can be touched and moved to groups.

· Have students explain why they move objects to given sets and listen and watch as they count aloud.

· Without numbers, then discuss “guessing” which looks like there is more or less. Is there more than 5, less than 20 more than 10 etc.

· Question to discover to remember.

8. Computation:

· Use physical, touchable, movable objects. Only progress to subtract when addition is mastered.

· Only present problems when both are fully understood.

· Have students pull numbers from a hat or hide some under a can to add or subtract.

· Tell a story, physically do, make it fun.

9. Measurement:

· To measure with non standard, begin with common objects. “How many pencils, how long is the table, how many paper clips, how long is the marker?” etc.

· Demonstrate writing the responses or use of a graph to show measuring with non standards like blocks or cubes.

10. Money:

· Look at and discuss size, shape, color and value of penny and nickel.

· Introduce with just penny, hands-on, look count, buy things.

· Next, only nickel, same activities.

· Only when these are mastered mix to both.

Curriculum Map Modifications

Grade Level or Course: First Grade – MATH

Month: November

Content Modifications:

1. Problem Solving:

· Increase level as student is ready from October lessons:

· Use simple vocabulary with one step process. Use manipulatives. Use diagrams and illustrations.

2. Graphing:

· Increase level as student is ready from October lessons:

· Only compare two or three items or opinions to graph. Relate to real life. (i.e. kinds of apples, favorite Halloween candy). Use favorite colors and shapes.

3. Patterns:

· Sort common objects and discuss. Have students explain why they sort that way.

· Re-sort, encouraging or modeling new combinations of same objects.

· Combine sorted groups and be able to justify with words.

4. Geometry (shapes):

· Use physical two-dimensional shape pieces on picture boards and fill in to form new shapes.

· Overlay multiple shape pictures with whole shapes.

· Draw around new shapes with crayons or colored pencils and replace new shape blocks.

· With three-dimensional shaped materials, lay two-dimensional shapes on sides to identify them. Find both 2-D and 3-D shapes.

5. Calendar:

· Increase level as student is ready from October lessons:

· Find a calendar, name a calendar, fill-in the blank with days or the week.

· Recite or state full date daily, providing less assistance as abilities increase.

· Begin only with one-to-one correspondence exercises-tally = one bear or block. Only go to “5”.

· Bundle only to “5” then to “10”. Students take turns demonstrating with toothpicks or popsicle sticks.

6. Numbers:

· Further develop skills for tracing on various tactile number patterns.

· Point to and name numbers to 40 in chart.

· Make calendar work that reinforces to 30 or 31.

· Encourage daily practice with and without modeling or number charts.

· Discuss and identify the 2’s, 5’s, and 10’s pattern on the 1-100 number chart.

· Represent current learning number pattern on chart in a different color.

· Practice and reward daily recitation of correct skip counting.

· Practice and reward daily recitation of correct backward skip counting.

· Work back to “countdown” skill. When all can do it have a rocket shoot or rocket cake and pary incentives.

7. Estimation:

· When sorting two sets, begin with physical objects that can be touched and moved to groups.

· Have students explain why they move objects to given sets and listen and watch as they count aloud.

· Without numbers, then discuss “guessing” which looks like there is more or less. Is there more than 5, less than 20 more than 10 etc.

· Question to discover to remember.

· When estimating, students must verbally explain “what makes sense”.

· When adding will the answer (sum) be a larger number? Subtracting will the answer (difference) be a smaller number?

· Use manipulatives to show reasoning for estimates.

· Encourage pictures in their heads. “Is that more or less, if you start with ___ can you end with ___?”

8. Computation:

· When estimating, students must verbally explain “what makes sense”.

· When adding will the answer (sum) be a larger number? Subtracting will the answer (difference) be a smaller number?

· Use manipulatives to show reasoning for estimates. Once the concept with manipulatives is mastered, students should know values enough to + and – to 10 without counting something.

· Encourage pictures in their heads. “Is that more or less, if you start with ___ can you end with ___?”

· Fact families help as students use these to justify reasonable answers. Learn all of one kind of problem first, starting simple. i.e. +0’s, +1’s, doubles.

· Make up and reinforce visual associations like “two hands” 5+5=10.

9. Measurement:

· When measuring with standard units, this activity should follow use of non-standards as students will understand the need for attention to detail.

· Introduce the ruler and discuss the numbers and markings on each side.

· Begin only with whole units and work to partial units.

· First they measure items and plot it on your line then you give measurement, they make the line.

10. Money:

· Look at and discuss size, shape, color and value of penny and nickel.

· Introduce with just penny, hands-on, look count, buy things.

· Next, only nickel, same activities.

· Only when these are mastered mix to both.

· Only progress as blending with nickel-penny are mastered.

· Visualize Penny equals one finger.

· Visualize nickel place and visualize in the palm of one hand = 5.

· Dime, held between two thumbs to show = 10.

Curriculum Map Modifications

Grade Level or Course: First Grade – MATH

Month: December

Content Modifications:

1. Problem Solving:

· Increase level as student is ready from November lessons:

· Use simple vocabulary with one step process. Use manipulatives. Use diagrams and illustrations.

2. Graphing:

· Increase level as student is ready from November lessons:

· Only compare two or three items or opinions to graph. Relate to real life. (i.e. kinds of apples, favorite Halloween candy). Use favorite colors and shapes.

3. Patterns:

· Increase level as student is ready from