Math – 1st Grade

COURSE OVERVIEW

The first grade math curriculum incorporates basic understanding of math reasoning through number sense, number systems, number relationships, computation, geometry, time, money, estimation, mathematical reasoning, problem solving, measurement, data analysis, and predictions. The mathematical curriculum is executed through instructional lessons with hands-on manipulation, centers, individual practice, and cooperative learning activities.

• Use manipulatives to find sums to 20.
• Use the plus sign (+) and equals sign (=) to join two groups.
• Use a ten frame and counters to make sums of 10 in different ways.
• Identify math statements as true or false.
• Use the greater number and count on by the smaller number, use a number line, use doubles, and add near doubles to find a sum of two parts.

• Take away one part from the whole to find the difference.
• Write a subtraction number sentence using the correct symbols.
• Use one-to-one correspondence to find the difference of the remaining objects.
• Use the strategies of counting back, taking apart the number being subtracted into two numbers that will make a 10, find a missing addend, and find related subtraction facts from an addition fact (fact families).

• Read and write numbers to 120.
• Use unifix cubes to group tens and have ones left over to match a two digit number.
• Compare two, two digit numbers or sets of objects to see if they are equal or which number or group of objects is greater than or less than the other number.
• Add two different groups of ten to find the sum.
• Count on groups of tens or ones to find a sum.
• Use a model to show how to regroup when adding two digit numbers.
• Subtract tens by using a number line to find the difference.
• Use tally marks to show information in a tally chart.
• Use pictures to show information in a graph and interpret that information into a bar graph.
• Compare objects by length from longest to shortest.
• Measure an object using a non-standard unit of measure like unifix cubes.
• Use an analog clock to tell time to the hour and half-hour.
• Use a digital clock to read and tell time.
• Recognize a square, rectangle, trapezoid, triangle, and circle by their defining attributes.
• Put pattern blocks together to make a composite shape.
• Divide two-dimensional shapes equally into halves or fourths.
• Use defining attributes to identify a cube, sphere, rectangular prism, cylinder, and a cone.

• Use three dimensional shapes to make a composite shape.

CC.2.1.1.B.1 Extend the counting sequence to read and write numerals to represent objects.

CC.2.1.1.B.2 Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers.

CC.2.1.1.B.3 Use place-value concepts and properties of operations to add and subtract within 100.

CC.2.2.1.A.1 Represent and solve problems involving addition and subtraction within 20.

CC.2.2.1.A.2 Understand and apply properties of operations and the relationship between addition and subtraction.

CC.2.3.1.A.1 Compose and distinguish between two- and three-dimensional shapes based on their attributes.

CC.2.3.1.A.2 Use the understanding of fractions to partition shapes into halves and quarters.

CC.2.4.1.A.1 Order lengths and measure them both indirectly and by repeating length units.

CC.2.4.1.A.2 Tell and write time to the nearest half hour using both analog and digital clocks.

CC.2.4.1.A.4 Represent and interpret data using tables/charts.

Unit 1: Operations and Algebraic Thinking

Chapters 1&3: Addition

Lessons:

• Complete daily practice in their workbook including math vocabulary, review of lesson, investigating math, explore and explain, see and show, on my own, problem solving, and homework.

• Read a counting story and will use counters to help them solve and write an addition problem.

• Roll a number cube two times. They will use counters to model each number. The students will say the two parts and count altogether to represent the whole. Repeat several time.

• Write the plus sign and equal sign in addition problems to make them true.

• Write addition problems vertically and horizontally.

• Use the problem solving strategies to solve adding story problems.

• Practice adding facts with the sums from 4-10 using practice sheets to develop adding strategies and build fluency.

Chapter 2&4: Subtraction

Lessons:

• Complete daily practice in their workbook including math vocabulary, review of lesson, investigating math, explore and explain, see and show, on my own, problem solving, and homework.

• Use counters and a piece of blank paper to show how many different ways they can subtract from five. This reviews taking away from a whole.

• Use dominoes to count the two parts that equal a whole. Cover one side of the domino and review that each side is a part and challenge students to solve the missing part that will equal the whole.
• Reviews missing addends.

• Solve subtraction story problems by using the strategy of drawing a diagram to solve the problem.

• Practice subtraction facts from 4-10  using practice sheets to develop subtraction strategies and build fluency.

UNIT 2 Number and Operations in Base Ten

Chapters 5-6: Base Ten

Lessons:

• Complete daily practice in their workbook including math vocabulary, review of lesson, investigating math, explore and explain, see and show, on my own, problem solving, problem of the day, and homework.

• Provided with a blank double ten frame and number cards from 11-19. The students will pick a number card and place cubes on the ten frame to form that number. The students will write the number name.

• Group of students will need a 5-10 number cube, 50 dimes, dry erase board and markers. The first student rolls the number cube and takes the corresponding dimes. The student records the amount of cents on the board. Play continues until every player has had three turns. The students count all their dimes by tens.

• Count groups of ten and ones left and make a two digit number.

• Practice the strategy of Making a Table.

• Compare two, two digit numbers and write the symbol for greater than, less than, or equal to.

• Add and subtract two different groups of tens and tens and ones  in the form of a practice sheet.

• Use a tens and ones mat to help add two digit numbers and to aid in regrouping.

• Use a number line to count back by tens to aid in subtracting tens.

• Sort two different objects in groups of ten. Students will write a number sentence to represent their objects. For example, 3 tens + 1 ten = 4 tens.

UNIT 3: Measurement and Data

Chapters 7-8: Organize and Use Graphs, Measure and Time

Lessons:

• Complete daily practice in their workbook including math vocabulary, review of lesson, investigating math, explore and explain, see and show, on my own, problem solving, and homework.

• Vote on what three vegetables (carrots, peas, corn) is their favorite. The students will represent and interpret the data by making three graphs: a tally chart, a pictograph, and a bar graph.

• Measure objects with the nonstandard units of cubes and pennies.
• Introduce ruler and practice measuring in inches and centimeters.

• Practice telling time to the hour and the half hour using an analog clock.

• Read the time on an analog clock and write it on the digital clock.

UNIT 4: Geometry

Chapters 9-10 Two-Dimensional Shapes and Equal Shares, Three-Dimensional Shapes

Lessons:

• Complete daily practice in their workbook including math vocabulary, review of lesson, investigating math, explore and explain, see and show, on my own, problem solving, and homework.
• Write all the attributes of all the two-dimensional shapes: sides, vertices, and if it is closed.
• Compare and sort two-dimensional shapes by common sides and vertice. Write all the attributes of all the two-dimensional shapes: sides, vertices, and if it is closed.
• Use two dimensional shapes to make a new shape called a composite shape.
• Divide a square, rectangle, triangle and circle into two and four equal fractional parts.
• Write all the defining attributes of all the three-dimensional shapes: faces and vertices.
• Use three-dimensional shapes to make a new shape called a composite shape.