Grade+1

"The learner will . . ." || **Standard(s)** || **No. of Days** || **Vocabulary Terms** || **Resources** || **Student Learning Activities** || **Assessment** ||
 * Teachers **** : ** Melody Snelley
 * Textbook: ** MyMath, McGraw Hill, 2013
 * ~ (1) ||~ (2) ||~ (3) ||~ (4) ||~ (5) ||~ (6) ||~ (7) ||~ (8) ||~ (9) ||
 * **Obj #** || **Unit** || **Objective:**
 * 1 || Chapter 1 || be able to use and apply addition concepts || MA 1.1.2.a Use objects, drawings, words, and symbols to explain addition as a joining action

MA 1.1.2.b Use objects, drawings, words, and symbols to explain addition as parts of a whole || 22 || add, part, whole, addition number sentence, equals, plus, sum, zero, false, true || P.O.D. (Problem of the Day), connecting cubes, two colored counters, Work Mats 1,2,3, envelope, two-colunm chart, dominoes, white boards, gameboard, red number cube, index cards, ten-frame, bucket balance, fluency practice page, fact dash computation game, virtual manipulatives, vocabulary review matching game, critter junction game, Video clips: addition stories, addition sentences, adding zero, vertical addition, problem solving strategy-write a number sentence, ways to make 4 and 5, ways to make 6 and 7, ways to make 8, ways to make 9, join to make 10, find missing parts of 10, problem solving strategy-make a table. || Use manipulatives to model addition stories; add two parts to make a whole; write addition number sentences; find sums by adding zero; write addition facts horizontally and vertically; write a number sentence to solve problems; use counters to make sums of 4,5,6,7,8,9, and 10 in different ways; identify missing parts of 10; identify the math statements as true or false || Chapter Test, Vocabulary Test, || //Example indicators:// •Demonstrate the value of basic facts using concrete objects. •Recognize the symbols + and - as representing the operations of addition and subtraction. •Recognize the symbol = represents equal quantities. •Solve problems involving one-step solutions related to children’s experiences.
 * 1 || Chapter 2 || use and apply subtraction conepts || * MA 1.1.2.c Use objects, drawings, words, and symbols to explain subtraction as a separation action
 * MA 1.1.2.d Use drawings, words, and symbols to explain subtraction as finding part of a whole
 * MA 1.1.2.e Use objects, drawings, words, and symbols to explain subtraction as a comparison (e.g., Nancy has 8 hair ribbons. Jane has 5 hair ribbons. How many more hair ribbons does Nancy have than Jane?)
 * || 23 || subtract, difference, minus sign, subtraction number sentence, compare, related facts || P.O.D, two colored counters, connecting cubes, virtual manipulatives, dominoes, critter junction game, Video Clips: subtraction stories, model subtraction, subtraction number sentence, subtract 0 and all, vertical subtraction, problem solving strategies, compare groups, subtract 4 and 5, subtract 6 and 7, subtract 8, subtract 9, relate addition and subtraction. || use models to represent and solve subtraction situations; subtracts parts from a whole; write subtraction number sentences; subtract 0 or find a difference of 0; subtract across and down; draw a diagram to solve problems; compare groups of up to nine objects; subtract numbers from 4, 5, 6, 7, 8, 9, and 10; find related addition and subtraction facts; determine whether math statements are true or false. || Chapter Test, Vocabulary Test ||
 * 1 || Chapter 3 || Use and apply addition strategies to 20 || M.A. 1.2.1
 * By the end of first grade, students will demonstrate the concepts of addition and subtraction up to 10.**
 * By the end of first grade, students will demonstrate the concepts of addition and subtraction up to 10.**

•Demonstrate strategies for whole number computation. •Compute efficiently and accurately basic number facts for addition and subtraction. || 17 days || count on number line addends doubles doubles minus 1 doubles plus 1 || P.O.D. dominoes connecting cubes index cards number cube pennies number lines white boards two-colored counters workmat 2 || count on from the greater number to find the sum; use pennies to count on; use a number line to help find the sum; use the doubles to add strategy to help find the sum; use the near doubles to add strategy to help find the sum; act it out to solve problems; use counters and a ten-frame to make sums greater than 10; identify related addition facts; add three numbers by looking for doubles or making a ten; || Chapter Test, Vocabulary Test || strategies to 20. || M.A. 1.2.1 //Example indicators:// •Demonstrate the value of basic facts using concrete objects. •Recognize the symbols + and - as representing the operations of addition and subtraction. •Recognize the symbol = represents equal quantities. •Solve problems involving one-step solutions related to children’s experiences.
 * 1 || Chapter 4 || Students will apply subtraction
 * By the end of first grade, students will demonstrate the concepts of addition and subtraction up to 10.**

•Demonstrate strategies for whole number computation. •Compute efficiently and accurately basic number facts for addition and subtraction. || 16 days || count back fact family missing addend || P.O.D. connecting cubes number lines number cards two-color counters white boards base-ten blocks connecting cubes Work mat 3 || Count back by 1, 2, or 3 to subtract; use a number line to count back to subtract; relate doubles addition facts to subtraction facts; write a number sentence to solve problems; subtract using the make 10 to subtract strategy; identify similarities in related addition and subtraction sentences; identify similarities in fact families; subtract to find missing addends. || Chapter Test, Vocabulary Test ||
 * 1 || Chapter 5 || Students will be aware of comparing numbers and number order (Place Value || * MA 1.1.1.a Count, read, and write numbers 0 – 100
 * MA 1.1.1.h Demonstrate and identify multiple equivalent representations for numbers 1 – 100 (e.g., 23 is 2 tens and 3 ones; 23 is 1 ten and 13 ones; 23 is 23 ones)
 * MA 1.1.1.i Compare and order whole numbers 0 – 100
 * MA 1.1.1.j Demonstrate relative position of whole numbers 0 – 100 (e.g., 52 is between 50 and 60; 83 is greater than 77) || 21 || tens; one, regroup, equal to, greater than; less than; hundred || P.O.D.; two-color counters; pennies, work mat 2; connecting cubes; hundred chart; classroom objects; dimes; work mat 7; timer. || count and write numbers 11 to 19; count groups of tens; use dimes to count by tens; make groups of ten and some more; make groups of tens and ones; make a table to solve problems; write numbers to 100 in different ways; identify numbers that are ten more and ten less than a given number; use nickels to count by fives; compare two two-digit numbers using symbols; make groups of hundreds, ten, and ones; count numerals up to 120; read and write numbers to 120. || Chapter Test, Vocabulary Test ||
 * 1 || Chapter 6 || Students will be able to add and subtract two digit numbers || MA 1.1.3.c Add and subtract two-digit numbers without regrouping

MA 1.3.2.a Model situations that involve the addition and subtraction of whole numbers 0 – 20, using objects and pictures

MA 1.1.3.a Fluently add whole number sums up to 10

MA 1.1.3.b Fluently subtract whole number differences from 10

MA 1.1.3.c Add and subtract two-digit numbers without regrouping

MA 1.1.3.d Use a variety of methods and tools to compute sums and differences (e.g., models, mental computation, paper-pencil) || 15 || all words are review words || P.O.D.; base ten blocks; hundred chart; counters; work mat 7; number cards; blank number lines; cubes. || Add tens within 100; count on by tens and ones to find sums within 100; add tens and ones to find sums within 100; guess, check, and revise to solve problems; add tens and ones to find the sum with regrouping; subtract tens to find the difference; use a number line to count back by tens to subtract; relate addition and subtraction facts to solve problems. || Chapter Test, Vocabulary Test ||
 * 1 || Chapter 7 || Students will be able to read and make a variety of graphs || * MA 1.4.1.b Organize data by using concrete objects
 * MA 1.4.1.c Represent data by using tally marks
 * MA 1.4.1.d Compare and interpret information from displayed data (e.g., more, less, fewer) || 12 || tally chart, survey, data, graph, picture graph, bar graph || P.O.D., books, coins, color tiles, two-color counters, blank tally charts, connecting cubes, bar graph, || Make and read a tally chart; make a table to solve problems, make and read a picture graph, interpret data on a picture graph, use data to make a bar graph, read a bar graph. ||  ||
 * 1 || Chapter 8 || Students will be able to compare and order lengths and tell time || * MA 1.2.5.b Identify time to the half hour
 * MA 1.2.5.c Identify past, present, and future as orientation in time
 * MA 1.2.5.d Select an appropriate tool for the attribute being measured (e.g., clock, calendar, thermometer, scale, ruler)
 * MA 1.2.5.e Measure length using inches
 * MA 1.2.5.f Compare and order objects according to length || 15 || length, long, short, measure, unit, hour hand, hour, minute hand, analog clock, o'clock, digital clock, half hour || P.O.D., classroom objects, connecting cubes, pennies, manipulative clocks, demonstration clock, number cubes, hundred chart. || Compare the lengths of objects indirect measurement; compare and order the lengths of objects; measure the lengths of objects using nonstandard units; guess, check, and revise to solve problems; read and write time to the hour on an analog clock; use a digital clock to tell and write time to the hour; read time to the half hour on an analog clock; use a digital clock to tell and write time to the half hour; tell and write time using digital and analog clocks to the hour and the half hour. ||  ||
 * 1 || Chapter 9 || Students will be able to recognize and give attributes for two dimensionalshapes || MA 1.2.4.b Sketch two-dimensional shapes (e.g., square, circle, rectangle, triangle)


 * MA 1.2.1.a Compare two-dimensional shapes (e.g., square, circle, rectangle, triangle)MA 1.2.1.b Describe attributes of two-dimensional shapes (e.g., square, circle, rectangle, triangle) || 17 || two-dimensional shapes, side, vertex/vertices, square, rectangle, triangle, trapezoid, circle, composite shape, whole, equal part, halves, fourths || attribute blocks, classroom objects, pattern blocks, geoboard, rubber bands, shape cards, shape name cards, venn diagram, fraction circles, || Use defining attributes to identify and describe squares and rectangles, trapezoids, triangles, and circles; compare two-dimensional shapes, use two-dimensional shapes to make a composite shape; use two-dimensional shapes to make composite shape and compose new shapes from the composite shape; use reasoning to solve problems; partition shapes into two or four equal shares and identify how many parts there are in the whole; partition shapes into two and four equal parts; ||  ||
 * 1 || Chapter 10 || Students will be able to identify three dimensional shapes || ** MA 2.2.1 Characteristics: Students will describe characteristics of two-dimensional shapes and identify three-dimensional objects. **
 * MA 2.2.1.d Identify solid shapes (e.g., triangular prism, rectangular prisms, cones, cylinders, pyramids, spheres) || 8 || three dimensional shape, cube, rectangular prism, face, cone, cylinder. || geometric solids, classroom objects, cube and rectangular prism pages, || look at attributes to identify cubes, rectangular prisms, cones, and cylinders; look for a pattern to solve problems; combine three-dimensional shapes to make a composite shap. ||  ||