1st Grade Mathematics Pacing Guide and Curriculum Map Grade Math final.pdf · It is my hope that...

Scott County Public Schools

TO CREATE A COLLABORATIVE CULTURE WITH A FOCUS ON STUDENT LEARNING

2011-2012 1st

Mathematics Grade

Pacing Guide and Curriculum Map

Scott County Public Schools

TO CREATE A COLLABORATIVE CULTURE WITH A FOCUS ON STUDENT LEARNING

Introduction Scott County Elementary Teachers, It is my hope that this new pacing guide and curriculum map for the Kentucky Core Academic Standards (KCAS)

will provide you with a wealth of instructional material to ensure at least one year’s worth of growth for every single

child that you come into contact with over the course of the school year. As you begin to look through the document, you

will first see that it is designed differently than what we have used before. Please allow me to describe each of the

different sections in detail.

Pacing Guide Each grade level and content area will begin with a one-page pacing guide overview for the year. This pacing guide is

designed with a few different purposes in mind: a) Provide continuity within all elementary schools in Scott County so

that students who transfer from school to school will not miss large chunks of instruction, b) Allow each school to have

the flexibility to group concepts within a specific 9 weeks in a sequence that is most appropriate for them. You will

notice that for each 9 weeks, the specific clusters (math) and strands/clusters (ELA) that the students need to learn are

listed. The strands and clusters are listed in a suggested order for each 9 weeks, however, as long as all concepts are

covered within that specific 9 week period, each school may determine a slightly different sequence within the 9 weeks.

This, hopefully, will allow schools to continue, as necessary, any specific scope and sequence within a strong

instructional program that has proven success in raising student achievement (Everyday Math, etc.). The pacing guide

provides a broad overview of when during the year, specific concepts should be taught.

Curriculum Map The curriculum map is a much more specific piece of the document. The curriculum map provides each standard

deconstructed into smaller learning targets. Each of these learning targets has then been rewritten in student friendly

language and, in some cases, has success criteria added. The purpose of having the specific learning targets in student

friendly language with success criteria is to communicate it to the students at the beginning of each lesson (verbally and by

posting on the board) in order to help them take more ownership and accountability for their own learning. Words and

phrases that show up in parentheses in the student friendly targets are teacher information and can be removed before

posting on the board.

You will notice that in some cases, a specific standard shows up in multiple 9 week blocks. When that happens, please

pay special attention as it may mean that the intent is to review previously learned content or it may mean that different

targets within that standard are being taught each time.

Within the curriculum map you will also see additional columns that have been intentionally left blank for the 2011-2012

school year. Please use the columns for assessments, resources, and differentiation to record what you do for each during

this school year. At the end of the year, we will begin to add them to the district document.

As always, please keep in mind that this is a living, breathing document and as such will never be “finished.” We will

continually work to improve it as we collaborate together for the benefit of our students.

- Matt Thompson, Director of Elementary Schools 6/24/11

This document would not have been possible without the tireless efforts of the following teachers and administrators: Thank you so much for all your work!!!

Anne Mason Eastern Garth Northern Southern Stamping Ground Western Ruthie Adams

Maria Bennett

Amy Brannock

Crissy Ellison

Elizabeth Gabehart

Jessica Grant

Missie Hickey

Christa Kelly

Robin Lowe

Ashlee McCullough

Carla Prather

Paula Richey

Leah Riney

Annie Starnes

Ashley Beckett

Dana Boggs

Andrea Caudill

Stephanie Chenault

Ed Denney

Amanda Ford

Meghan Hillman

Lori Beth Mays

Jaime Moore

Rebecca Sargent

Morganne Vance

Rusty Andes

Ginny Barnes

Lori Bergman

Donna Cox

Amanda Featherston

Lisa Hanson

Rachel Lukacsko

Melissa Mullins

Angela Perkins

Misty Portwood

Theresa Shoup

Mary Frances Watts

Lori Wise

Kelley Bush

Monica Campbell

Melissa Chandler

Stephanie Foley

Debra Hunley

Judi Hunter

Wanda Johnson

Micah Rumer

Brittany Thomas

Marcie Ward

Tracey Werkheiser

Olivia Winkle

Dana Young

Bryan Blankenship

Laura Brock

Brooke Donovan

Marsha Downey

Jennifer Fraley

Jean Gillespie

Lori Graves

Judy Halasek

Shannon Marshall

Tammy Moore

Angela Schmidt

Angie Wallace

Robyn Bays

Stacey Carpenter

Kim Duncan

Betsy Fredericks

Amy Fryman

Wendy Holbrook

Jill Ingram

Paul Krueger

Bettie Ann Monroe

Jessica Napier

Kendle Nicholson

Sarah Price

Debbie Walker

Amy Baker

Corbie Bennett

Tammy Bisotti

Cari Bradley

Shannon Christopher

Peggy Cullen

Dorothy Daley

Cathy Gaebler

Deborah Haddad

Laura Johnson

Jeanne Keller

Amy McGuire

Heidi Mullins

Janet Parker

Lerin Parker

Terri Sutton

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Domain Key CC OA NBT NF MD G

Counting and Cardinality Operations and Algebraic Thinking Number and Operations in Base Ten Number and Operations – Fractions Measurement and Data Geometry

Scott County Pacing Guide

First Grade Mathematics

1Nine

Weeks

st 1.NBT: Extend the counting sequence

• 1.NBT.1

1.OA: Add and subtract within 20 • 1.OA.5 • 1.OA.6 • 1.OA.7

1.OA: Money (Gap Skill) • 1.OA.5

2Nine

Weeks

nd 1.OA: Work with addition & subtractions equations

• 1.OA.8

1.OA: Represent & solve problems involving addition/subtraction

• 1.OA.2 • 1.OA.1

1.0A: Understand and apply properties of operations and the relationship between addition/subtractions • 1.0A.3 • 1.0A.4

1.NBT: Understand place value • 1.NBT.2

3Nine

Weeks

rd 1.NBT: Understand place value

• 1.NBT.3 1.NBT: Use place value understanding & properties to add/subtract

• 1.NBT.4 • 1.NBT.5 • 1.NBT.6

1.MD: Tell & write time • 1.MD.3

4Nine

Weeks

th 1.G: Reason with shapes and their attributes

• 1.G.1 • 1.G.2 • 1.G.3

1.MD: Measure lengths indirectly and by iterating length units • 1.MD.1 • 1.MD.2

1.MD: Represent and interpret data • 1.MD.4

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Make sense of problems and persevere in solving

them.

Reason abstractly and quantitatively.

Construct viable arguments and critique the reasoning

of others.

Model with mathematics. Use appropriate tools strategically.

Attend to precision. Look for and make use of structure.

Look for and express regularity in repeated

reasoning.

Scott County Schools 1st Grade Mathematics

9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 1.NBT.1 K R S P

Domain Standard Numbers and Operations in Base Ten Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a

number of objects with a written numeral. Cluster Extend the counting sequence

Assessments Vocabulary Resources Differentiation Target

# Target Type

State Target Student Friendly Target Success Criteria (If Appropriate)

Bold = First time ever Plain = previously introduced

Printed Resources

Technology Manipulatives Strategies Remediation Extension ESL

1 R Represent a number of objects up to 120 with a written numeral

I can show a number of objects up to 120 with a written number

This means I can count up to 120 objects and write the correct number

objects

sequence

2 S Read the numerals up to 120.

I can read any numbers up to 120.

3 K Write numerals up to 120 I can write numbers up to 120

4

S

Count (saying the number sequence) to 120, starting at any number less than 120

I can start at any number and count to 120.

5 I can name any number before, after or between a given number (1-120)

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9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 1.OA.5 K R S P

Domain Standard Operations and Algebraic Thinking Relate counting to addition and subtraction (e.g., by counting on 2 to add 2)

Cluster Add and subtract within 20


# Target Type



Printed Resources


1 K Know how to count on and count back

I can count numbers (up to 120)

counting on

counting back

2 K I can count on and count back

3 R Explain how counting on and counting back relate to addition and subtraction

I can explain how counting on and counting back are used to add and subtract.

4 K I can identify a pattern. (AB, ABC, AAB, etc.)

5 R I can continue a given pattern. (AB, ABC, AAB, etc.)

6 K I can skip count by 5’s to 100.

7 K I can identify the value of a penny.

8 K I can count a group of pennies by ones up to one hundred cents/one dollar.

9 K I can identify the value of a nickel.

10 K I can count a group of nickels by fives up to one hundred cents/one dollar.

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reasoning.


11 K I can identify the value of a dime.

12 K I can count a group of dimes by tens up to one hundred cents/one dollar.

13 K I can identify the value of a quarter.

14 K I can count a group of quarters up to one hundred cents/one dollar.

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reasoning.



Domain Standard Operations and Algebraic Thinking Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies

such as counting on; making 10 (e.g., 8 +6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13)

Cluster Add and subtract within 20


# Target Type



Printed Resources


1 K Add fluently within 10 I can fluently name addition facts up to the sum of 10.

strategies

fluently

2 K Subtract fluently within 10 I can fluently name subtraction facts within 10.

3 R Apply strategies to add and subtract within 20

I can use different strategies to add and subtract. (within 20)

This means I can use counting on, counting back, turnaround facts, fact families, making ten and other strategies.

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reasoning.



Domain Standard Operations and Algebraic Thinking Understand the meaning of the equal sign, and determine if equations involving addition and subtraction

are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2

Cluster Work with addition and subtraction equations


# Target Type



Printed Resources


1 K Explain the meaning of an equal sign (the quantity on each side of the equality symbol is the same)

I can tell what an equal sign means.

equal sign

true

false

2 R Compare the values on each side of an equal sign

I can compare each side of an equal sign to decide if both sides are equal.

This mean I tell if two numbers are the same of different on each side of the equal sign.

3 R Determine if the equation is true or false

I can decide if the number sentence is true or false.

This means I can decide if the number sentence is equal or not equal.

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reasoning.



Domain Standard Operations and Algebraic Thinking Determine the unknown whole number in an addition or subtraction equation relating to three whole

numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 =? – 3, 6 + 6 = ?

Cluster Work with addition and subtraction equations


# Target Type



Printed Resources


1 K Recognize part-part-whole relationships of three whole numbers. Example: ? + 5 = 8 5 = ? – 3 In each instance the 3 and 5 represent the parts and the 8 would be representative of the whole.

I can identify the part-part-whole relationship of three numbers in a number sentence.

part-part-whole

2 R Determine the missing value in an addition or subtraction equation by using a variety of strategies.

I can find the missing number in an addition or subtraction number sentence.

This means I can use two or more strategies to solve number sentences. (counting up, counting back, fact families, turnaround facts, etc.)

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reasoning.



Domain Standard Operations and Algebraic Thinking Solve word problems that call for addition of three whole numbers whose sum is less than of equal to 20.

(e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.)

Cluster Represent and solve problems involving addition and subtraction


# Target Type



Printed Resources


1 K Know how to add three whole numbers whose sum is less than or equal to 2o

I can add three whole numbers. (sum less than or equal to 20)

whole number

sum

less than

equal to

2 R Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20

I can add three numbers to solve word problems.

This means I can solve word problems using objects, drawings, and equations with a symbol as the unknown number.

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reasoning.



Domain Standard Operations and Algebraic Thinking Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking

from, putting together, taking apart, and comparing, with unknowns in all positions. (e.g., by using objects, drawings and equations with a symbol for the unknown number to represent the problem)

Cluster Represent and solve problems involving addition and subtraction


# Target Type



Printed Resources


1 K Use a symbol for an unknown number in an addition or subtraction problem within 20

I can use a symbol for an unknown number in an addition or subtraction problem. (within 20)

symbol

unknon

addition

subtraction

solve

word problems

equations

number sentence

2 R Solve word problems using addition and subtraction within 20

I can solve word problems using addition and subtraction. (within 20)

3 R Interprets situations to solve word problems with unknowns in all positions within 20 using addition and subtraction

I can explain how to solve word problems with unknown numbers.

This means after reading a word problem, I can explain what numbers are missing and whether I need to add or subtract.

4 R Determine appropriate representations for solving word problems involving different situations using addition and subtraction.

I can demonstrate how to solve word problems involving different situations using addition and subtraction. (to 20)

This means I can show how to solve a word problem using pictures, objects, equations and number sentences.

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reasoning.



Domain Standard Operations and Algebraic Thinking Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 +

8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 =2 +10 = 12. (Associative property of addition.) Students need not use formal terms for these properties.

Cluster Understand and apply properties of operations and the relationship between addition and subtraction


# Target Type



Printed Resources


1 K Explain how properties of operation strategies work.

I can identify numbers that add to a sum of 10.

turn around fact

fact family

compliment of ten

2 R Apply strategies using properties of operations to solve addition and subtraction problems.

I can make a sum of ten when adding two numbers together.

This means I can add/identify two numbers that equal the sum of 10 then add on one more number.


I can identify turnaround facts.


I can use turnaround facts to solve addition problems.


I can show a fact family.


I can use fact families to solve addition and subtraction problems.

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Domain Standard Operations and Algebraic Thinking Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the

number that makes 10 when added to 8. Cluster Understand and apply properties of operations and the relationship between addition and subtraction


# Target Type



Printed Resources


1 K Identify unknown in a subtraction problem

I can name the unknown in a subtraction problem.

relationship

missing addend

2 R Explain the relationship of addition and subtraction

I can explain the relationship of addition and subtraction.

3 R Solve subtraction problems to find the missing addend

I can solve subtraction problems by using addition.

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reasoning.



Domain Standard Number and Operations in Base Ten Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the

following as special cases: a. 10 can be thought of as a bundle of ten ones – called a “ten.” b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).

Cluster Understand place value


# Target Type



Printed Resources


1 K Identify a bundle of 10 ones as a “ten”

I can identify a bundle of 10 ones as a “ten.”

two-digit number

place value

ones place

tens place

bundle

2 K Explain what each digit of a two-digit number represents.

I can tell the place value of a two-digit number.

This mean I can identify the number in the ones places and the number in the tens place. This means I can identify how many tens and how many ones make up a number.

3 R Represent the numbers 20, 30, 40, 50, 60, 70, 80, and 90 as composed of the correct number of tens.

I can show the correct number of tens in a two-digit number. (using 20, 30, 40, 50, 60 ,70, 80, 90)

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reasoning.


4 R Represent numbers 11 to 19 as composed of a ten and correct number of ones

I can show the numbers 11 to 19 using hands-on math objects showing the correct number of tens and ones. (unifix cubes, base ten blocks, popsicle sticks, etc.)

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reasoning.



Domain Standard Number and Operations in Base Ten Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of

comparisons with the symbols >, =, <. Cluster Understand place value


# Target Type



Printed Resources


1 K Identify the value of each digit represented in the two-digit number.

I can tell the value of each digit in a two-digit number.

This means I can tell how much a digit is worth in a two-digit number.

greater than (>)

less than (< )

equal to (=)

2 R Compare two two-digit number based on meanings of the tens and ones digits

I can compare the tens and ones of two separate two-digit numbers.

3 K Know what each symbol represents >, =, <.

I can identify what each symbol means >, =, and <.

4 R Use >, =, <. Symbols to record the results of comparisons.

I can use >, =, and < symbols to compare two two-digit numbers.

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Domain Standard Number and Operations Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit

number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

Cluster Use place value understanding and properties of operations to add and subtract.


# Target Type



Printed Resources


1 K Identify the value of each digit of a number within 100

I can identify the place value of each digit of a number (up to 100).

decompose

compose

2 K Decompose any number within one hundred into ten(s) and one(s)

I can decompose any number (up to 100) into ten(s) place and one(s) place.

This means I can break apart any number up to 100 into ten(s) place and one(s) place.

3 R Use composition and decomposition of tens when necessary to add and subtract within 100

I can compose and decompose tens to show addition/subtraction (up to 100).

This means I can bundle and take apart groups of tens to show addition/subtraction up to 100.

4 R Choose an appropriate strategy for solving an addition or subtraction problem within 100.

I can choose a strategy that works to solve an addition or subtraction problem (up to 100).

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reasoning.


5

R

Relate the chosen strategy (using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction) to a written method (equation) and explain the reasoning used.

I can choose a strategy (models, drawings, place value mats, etc.) to solve an addition/subtraction problem.

6 I can write a number sentence to solve an addition/subtraction problem.

7 I can explain my answer to solve an addition/subtraction problem.

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Domain Standard Number and Operations in Base Ten Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count;

explain the reasoning used. Cluster Use place value understanding and properties of operations to add and subtract.


# Target Type



Printed Resources


1 K Identify the value of each digit in a number within 100

I can tell the place value of each digit of a number (up to 100).

mental math

2

R

Apply knowledge of place value to mentally add or subtract 10 to/from a given two-digit number

I can use mental math to add 10 to a two-digit number.

This means I can add 10 to any two-digit number in my head.

3 R Explain how to mentally find 10 more or 10 less than the given two-digit number.

I can explain how I used mental math to add 10 to a two-digit number.

This means I can explain the strategy I used to add 10 in my head.

4 R Apply knowledge of place value to mentally add or subtract 10 to/from a given two-digit number

I can use mental math to subtract 10 from a two-digit number.

This means I can subtract 10 from a two-digit number in my head.

5 R Explain how to mentally find 10 more or 10 less than the given two-digit number.

I can explain how I used mental math to subtract 10 from a two-digit number.

This means I can explain the strategy I used to subtract 10 in my head.

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reasoning.



Domain Standard Number and Operations in Base Ten Subtract multiple of 10 in the range of 10-90 from multiples of 10 in the range of 10-90 (positive or zero

differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

Cluster Use place value understanding and properties of operations to add and subtract

Assessments Vocabulary Resources Differentiation

Target #

Target Type



Printed Resources


1 K Identify the value of each digit of a number within 100

I can tell the place value of each digit in a number (up to 100).

number line

number grid

2 R Subtract multiples of 10 in the range of 10-90 from multiples of 10 in the range of 10-90 (positive or zero differences)

I can subtract groups of ten from other groups of ten (example: 80-50=30)

3 R Choose appropriate strategy (concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction) for solving subtraction problems with multiples of 10.

I can choose a strategy to show how to subtract groups of ten.

This means I can use drawings, place value, fact families, turnaround facts, number grid, number line, or other strategies to subtract groups of 10.

4 R Relate the chosen strategy to a written method (equation) and explain the reasoning used.

I can write a number sentence that tells the strategy I used.

5 R I can explain how this strategy solves the problem.

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9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 1.MD.3 K R S P

Domain Standard Measurement and Data Tell and write time in hours and half-hours using analog and digital clocks.

Cluster Tell and write time


# Target Type



Printed Resources


1 K I can understand the difference between seconds, minutes, hours, days, weeks, months and years.

analog

digital

hour

o’clock

hour hand

half-past

half-hour (thirty)

minute

minute hand

2 R I can tell the estimated amount of time it takes to do an activity (brushing your teeth, reading a book, walking your dog, watching a movie, etc.)

3 K

Recognize that analog and digital clocks are objects that measure time.

I can tell why I use clocks. 4 I can identify two different

kinds of clocks.

5

K Know hour and minute hand and distinguish between the two.

I can identify the hour hand.

6 I can identify the minute hand.

7 I can tell the difference between the hour hand and the minute hand.

8 R Determine where the minute hand must be when the time is to the hour (o’clock)

I can tell where the minute hand must be when telling time to the hour.

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reasoning.


9

S

Tell/write the time to the hour and half hour correctly using analog and digital clocks – for instance when it is 3:30 the hour hand is between the 3 and the 4; the minute hand is on the 6.

I can tell time to the hour using an analog clock.

10 I can write time to the hour on an analog clock.

11 I can tell time to the hour using a digital clock.

12 I can write time to the hour on a digital clock.

13 R Determine where the minute hand must be when the time is to the half hour. (thirty).

I can tell where the minute hand must be when the time is to the half hour (thirty).

14

S

Tell/write the time to the hour and half hour correctly using analog and digital clocks – for instance when it is 3:30 the hour hand is between the 3 and the 4; the minute hand is on the 6.

I can tell time to the half hour using an analog clock.

15 I can write time to the half hour on an analog clock.

16 I can tell time to the half hour using a digital clock.

17 I can write time to the half hour on a digital clock.

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9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 1.G.1 K R S P

Domain Standard Geometry Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining

attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Cluster Reason with shapes and their attributes.


# Target Type



Printed Resources


1 K Identify defining attributes of shapes

I can tell what attribute means.

defining

non-defining

attribute

2 K I can identify attributes of shapes that never change.

3 K Identify non-defining attributes of shapes

I can describe a shape based on its non-defining attributes.

This means I can describe a shapes color, orientation, and overall size.

4 R Distinguish between (compare/contrast) defining and non-defining attributes of shapes.

I can compare attributes of shapes.

This means I can tell how shapes are alike.

5 R I can contrast attributes of shapes.

This means I can tell how shapes are different.

6 P Build shapes to show defining attributes

I can build shapes to show attributes (ex. Pattern blocks, tangrams, attribute blocks, unifix blocks, etc)

7 P Draw shapes to show defining attributes

I can draw shapes to show attributes.

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reasoning.



Domain Standard Geometry Compose two-dimensional shapes (rectangles, squares, trapezoids, half-circles, and quarter-circles) or

three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. * Students do not need to learn formal names such as “right rectangular prism.”

Cluster Reason with shapes and their attributes


# Target Type



Printed Resources


1 K Know that shapes can be composed and decomposed to make new shapes

I can compose and decompose shapes to makes new shapes.

This means I can put together and break apart shapes to make new shapes.

composite

compose

decompose

original

two-dimensional

• rectangle

• square

• trapezoid

• half-circle

• quarter-circle

three-dimensional

cube

rectangular

prism

cone

cylinder

2 K Describe properties of original and composite shapes

I can describe attributes of shapes that are make up of other shapes.

3 R Determine how the original and created composite shapes are alike and different

I can tell how the original shape and created composite shape are alike and different.

This means I can tell how the original shape and the created shape are alike and different.

4 P Create composite shapes I can create composite shapes by putting other shapes together.

This means I can create new shapes by putting other shapes together.

5 P Compose new shapes from a composite shape

I can compose new shapes from a composite shape.

This means I can build a new shape using a group of shapes.

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Domain Standard Geometry Partition circles and rectangles into two and four equal shares, describe the shares using the words halves,

fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.

Cluster Reason with shapes and their attributes


# Target Type



Printed Resources


1 K Identify when shares are equal

I can identify when shares (parts) are equal.

equal shares

half

halves

fourth

quarters

whole

dividing

2 K Identify two and four equal shares

I can identify two equal shares.

3 K Describe equal shares using vocabulary: halves, fourths, and quarters, half of, fourth of, and quarter of

I can tell what halves and half means.

4 K Tell what whole means. Describe the whole as two of two or four of four equal shares

I can identify that two halves equal a whole.

5 K Identify two and four equal shares

I can identify four equal shares.


I can tell what fourths and fourth means.


I can tell what quarters and quarter means.

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8 K Tell what whole means. Describe the whole as two of two or four of four equal shares

I can identify that four fourths equal one whole.

9 R Justify why dividing, (decomposing) a circle or rectangle into more equal shares creates smaller pieces

I can explain why dividing a circle or rectangle into equal shares creates smaller pieces.

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Domain Standard Measurement and Data Order three objects by length; compare the lengths of two objects indirectly by using a third object.

Cluster Measure lengths indirectly and by interacting length units


# Target Type



Printed Resources


1 K Identify the measurement known as the length of an object

I can tell that length measures how long an object is.

measurement

measure

length

order

long

longer

longest

short

shorter

shortest

2 K Directly compare the length of three objects

I can compare the lengths of three objects.

This means I can tell which objects are longer or shorter.

3 R Order three objects by length

I can order three objects by length.

This means I know which objects is long, longer, and longest, or short, shorter, and shortest.

4 R Compare the lengths of two objects indirectly by using a third object to compare them (e.g., if the length of object A is greater than the length of object B, and the length of object B is greater than the length of object C, then the length of object A is greater than the length of object C.)

I can use an object to compare the length of two other objects.

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Make sense of problems

and persevere in solving

them.

Reason abstractly and

quantitatively.

Construct viable arguments

and critique the reasoning

of others.

Model with mathematics. Use appropriate tools

strategically.

Attend to precision. Look for and make use of

structure.

Look for and express

regularity in repeated

reasoning.


9 Weeks Grade.Content.Standard Overall Standard Type

1st 2

nd 3

rd 4

th 1.MD.2 K R S P

Domain Standard

Measurement and Data Express the length of an object as a whole number of length units, by laying multiple copies of a shorter

object (the length unit) end to end; understand that the length measurement of an object is the number of

same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being

measured is spanned by a whole number of length units with no gaps or overlaps.

Cluster

Measure lengths indirectly and by interacting length units

Assessments Vocabulary Resources Differentiation

Target

#

Target

Type

State Target Student Friendly Target Success Criteria

(If Appropriate)

Bold = First time ever Plain = previously

introduced

Printed Resources


1 K Knows to use the same size

non-standard objects as

iterated (repeating) units

I can measure length using

same size objects.

same-sized

gaps

overlaps

non-standard

2 K Know that length can be

measured with various

units

I can use different objects

to measure length.

3 R Compare a smaller unit of

measurement to a larger

object

I can choose a small object

and compare it to the

length of a larger object.

4 R Determine the length of the

measured object to be the

number of smaller iterated

(repeated) objects that

equal its length

I can measure the length of

an object using more than

one smaller object.

This means I can use same

size objects to measure

another object.

5 S Demonstrate the

measurement of an object

using non-standard units

(e.g., paper clips, unifix

cubes, etc.) by laying the

units of measurement end

to end with no gaps or

overlaps.

I can show how to measure

an object using smaller

objects.

This means I will lay the

smaller objects end to end

with no gaps or overlaps

along the length of the

larger object.

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them.



of others.




reasoning.



Domain Standard Measurement and Data Organize, represent, and interpret data with up to three categories; ask and answer questions about the total

number of data points, how many in each category, and how many more or less are in one category than in another.

Cluster Represent and interpret data


# Target Type



Printed Resources


1

K Recognize different methods to organize data

I can tell that data means information.

categories

data

2 I can tell how data is sorted in different ways

3 K Recognize different methods to represent data

I can tell how data is shown in different ways

4 R Organize data with up to three categories

I can organize data with up to three categories.

This means I can sort information with up to three groups.

5 R Represent data with up to three categories

I can represent data with up to three categories.

This means I can show information with up to three groups.

6 R Interpret data representation by asking and answering questions about the data

I can ask and answer questions about data.

This means I can tell the total number in all groups. This means I can tell how many in each group. This means I can compare data (how many more, less, equal) between at least two groups.

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1st Grade Mathematics Pacing Guide and Curriculum Map Grade Math final.pdf · It is my hope that...

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