Oak Grove Curriculum Scope & Sequence

Math (Grade 1)

Updated 2.10.17

____ Major Cluster (70%)        ____ Supporting Cluster (20%)        ____ Additional Clusters (10%)

Unit Length

(32 Wks)

Unit / Skills

  • We are learning to…
  • Skill (standard)

Instructional Strategies

Resources

Assessments

  • Formative/Summative (F/S)

Ongoing through- out year

Problem Solving

  • We are learning to…
  • Solve for an unknown in any position (OA.1, 4) 
  • Use multiple math models to represent and solve problems (OA.1, 2)
  • Write and compare equations and expressions (OA.3, NBT.3)

  • Direct Instruction
  • Work Places
  • Math Talk
  • number racks
  • 5,10, 20 frames
  • Unifix cubes
  • Bar models
  • Homework (F)
  • Quizzes (Checkpoints)  (F)
  • Teacher Made Assessment (S)

5-6 weeks

Unit 1

  • We are learning to...
  • Explore math manipulatives (OA.1,2)
  • Develop number sense (OA.5, NBT.1, NBT.2a,NBT.2b,NBT.2c,NBT.5)
  • Collect and organize data to recognize patterns (MD.4)

Develop number combinations to 10 and reinforce number combinations of 5 (OA.6)

  • Recognize number relationships (fact families, part/part/whole) (OA.1, OA.2) (OA.3, OA.4)
  • Use mathematical models  (OA.1, OA.2)
  • Measure with nonstandard units (MD.1, MD.2)
  • Subitize quantities and add 1 and subtract 1
  • Explain our math thinking (MP)  

  • Routine building
  • Exploring and communicating about numbers
  • Develop visual imagery
  • Differentiate up to 20 or down to 5 as needed and appropriate
  • Subitize flashing
  • Work Places
  • Math Talk

  • math manipulatives of: geoboards, pattern blocks, links, polydrons, dominoes
  • number racks
  • 5 and 10 frames
  • popsicle sticks, unifix cubes, heel to toe steps

  • Homework (F)
  • Quizzes (Checkpoints)  (F)
  • Teacher Made Assessment (S)

5-6 weeks

Unit 2

  • We are learning to...
  • Write equations (OA.1, OA.2, OA.8)
  • Write inequalities statements (OA.7)
  • Add and subtract single digit numbers (OA.1, OA.6)
  • Use a variety of strategies to add and subtract including: (OA.5, OA.6)
  • Counting on and counting back  
  • Combining small groups of numbers within larger numbers (subitizing)
  • Building from known facts
  • Using double facts
  • Counting by 5 and 10’s
  • Using the commutative property
  • Use and generate fact families
  • Improve our efficiency by counting groups using 5’s(_____) and 10’s (NBT2.a)
  • View the equal sign as a way to indicate that two expressions are of equal value (OA.7, OA.8)
  • Explain our math thinking(MP)

  • Work Places
  • Math Talk

  • dominoes
  • dot cards
  • number racks
  • double flap cards (for addition and subtraction relationship)
  • doubles flap cards
  • number rack
  • nickels, dimes, pennies

  • Homework (F)
  • Quizzes (Checkpoints)  (F)
  • Teacher Made Assessment (S)

5-6 weeks

Unit 3

  • We are learning to...
  • Develop fluency of key number facts and fact strategies for single-digit addition and subtraction (doubles, near doubles, and sums of 10) (OA.6)
  • Subtract to compare (the difference model of subtraction) (OA.5, OA.6)
  • Use the fact family relationships to solve addition and subtraction problems (OA.6)
  • Use symbols to compare (NBT.3)
  • Use the number rack to:
  • recognize number combinations to 10
  • subitize
  • find the sum of two numbers
  • compare to find the difference (OA.5, OA.6)
  • Recognize and build numbers from 11 to 20 (using 10 and some more) (NBT.2a, NBT.2b)
  • Build place value understanding by using the make 10 strategy to solve combinations to 20 (0A.6)
  • Write and compare equations and expressions (NBT.3)
  • Explain our math thinking (MP)

  • Work Places
  • Math Talk

  • number racks
  • unifix cubes

  • Homework (F)
  • Quizzes (Checkpoints)  (F)
  • Teacher Made Assessment (S)

5-6 weeks

Unit 6

  • We are learning to...
  • Explain our math thinking (MP)
  • Add and subtract to to 20 (OA.1, OA.2)
  • Continue to develop fluency with addition and subtraction facts to 10 (OA.1, OA.6)
  • Continue to develop strategies for working with facts to 20 (OA.6, OA.7, OA.8)
  • Write and solve equations that involve unknowns in all positions (OA.3, OA.4, OA.8)
  • Determine whether addition and subtraction equations are true or false(OA.7)

  • Interactive problem solving
  • Math Talk
  • Work Places                                                                                                                                                                                                                                        

  • Number Rack
  • Double Flap Dot Cards

  • Homework (F)
  • Quizzes (Checkpoints)  (F)
  • Teacher Made Assessment (S)                                                                                                                                                                                                                                                                                                                                        

5-6 weeks

Unit 4

  • We are learning to…
  • Use an open number line as a model and a tool (MP)
  • Locate and identify numbers on an open number line (NBT.1)
  • Model addition and subtraction on an open number line (OA.6)
  • Determine missing numbers on an open number line within the range of 0-120
  • Make interval jumps of 1’s, 5’s and 10’s on an open number on and off the decade        
  • Explain our math thinking (MP)
  • Work Places
  • Math Talk
  • life-sized open number line and number cards

  • Homework (F)
  • Quizzes (Checkpoints)  (F)
  • Teacher Made Assessment (S)

4-5 weeks

Unit 5

  • We are learning to…
  • Identify, describe, construct, draw, compare, compose and sort 2-D and 3-D shapes (G.1, G.2)
  • Identify 2-D shapes (triangle, trapezoid, squares, rhombuses rectangles and hexagons) (G.1)
  • Compare and distinguish defining attributes (sides, corners/vertices, right angles, straight lines, closed shape, parallel lines) from non-defining attributes (shape, size, color) (G.1)
  • Identify 3-D shapes (cubes, rectangular prism, cones, cylinders, sphere, triangular prism, pyramids) (G.2)
  • Compare and distinguish and sort defining attributes (faces, edges, vertices, flat and curved surfaces, roll, slide) from non-defining attributes (shape, size, color) (G.1)
  • Use nets to compose and decompose cubes and square pyramids (G.2)
  • Identify, name, describe squares (G.1)
  • Build  3-dimensional shapes with specific defining attributes. (G.2)
  • Explore fractions including halves and fourths/quarters (use half of, fourth of and quarter of) (G.3)
  • Explain our math thinking (MP)

  • Work Places
  • Math Talk

  • Homework (F)
  • Quizzes (Checkpoints)  (F)
  • Teacher Made Assessment (S)