Scott Foresman-Addison Wesley Mathematics … Public Schools Final Curriculum Guide - Grade 1 Scott...

Milwaukee Public Schools Final Curriculum Guide - Grade 1 Scott Foresman – Addison Wesley Mathematics 2008-09

Final Guide Scott Foresman-Addison Wesley Mathematics – Grade 1 Developed by the Milwaukee Mathematics Partnership with support 8/26/08 by the National Science Foundation under Grant No. 0314898.

Scott Foresman-Addison Wesley Mathematics Grade 1

Mathematics Curriculum Guides

Wisconsin

Mathematics Standard

MPS Learning Target

Wisconsin Assessment Descriptors for Mathematics

(For Beginning Grade 2) Curriculum

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A. Mathematical Processes

Note: Mathematical processes need to be embedded in all mathematical strands throughout the school year. Math processes are assessed on the WKCE-CRT and reported as a separate proficiency area. For example, students are asked to provide written justifications and explanations, pose problems, and represent concepts.

1) Reasoning: Use reasoning and logic to: • Perceive patterns • Identify relationships

• Formulate questions • Pose problems • Make conjectures • Justify strategies • Test reasonableness of results

2) Communication: Communicate mathematical ideas and reasoning using the vocabulary of mathematics in a variety of ways (e.g., using words, numbers, symbols, pictures, charts, tables, diagrams, graphs, and models).

3) Connections: Connect mathematics to the real world as well as within

mathematics. 4) Representations: Create and use representations to organize, record, and

communicate mathematical ideas. 5) Problem Solving: Solve and analyze routine and non-routine problems.

Milwaukee Public Schools Final Curriculum Guide - Grade 1 Scott Foresman – Addison Wesley Mathematics

Final Guide Scott Foresman-Addison Wesley Mathematics – Grade 1 Developed by the Milwaukee Mathematics Partnership with support by the National Science Foundation under Grant No. 0314898.

2

Time Curricular Connections Units/Lessons

MPS Learning Targets Wisconsin State Framework Assessment Descriptors Connections District Model CABS

September 19 days *The time allotted and the emphasis on these lessons are at the discretion of the teacher. These sub-skills are beyond the parameters of the state descriptors and Milwaukee Public Schools Learning Targets for 1st grade.

Readiness pages R1-R16

Chapter 1 Patterns and Readiness for Addition and

Subtraction 1.1 Making 6 (NO&R) 1.2 Making 7 (NO&R) 1.3 Making 8 and 9 (NO&R) 1.4 Making 10 (NO&R) 1.5 Problem Solving Strategies: Use Objects (NO&R)* 1.6 1 and 2 More Than (NO&R) 1.7 1 and 2 Fewer Than (NO&R) 1.8 Comparing Numbers to 5 and 10 (NO&R)* 1.9 Ordering Numbers Through 12 (NO&R) 1.10 Identifying the Pattern Unit (AR) 1.11 Translating Patterns (AR) 1.12 Problem Solving Skill: Use Data From a Picture (AR) 1.13 Problem Solving Application: It’s A Party (NO&R and AR)*

Number Operations and Relationships #1 Represent numbers, monetary values, and fractions (i.e., halves and fourths) to show equivalency (e.g., 5+5=8+2, 10 dimes is worth $1.00, 4 fourths is the same as 1 whole) and to compare them. (1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9, 1.13) Number Operations and Relationships #2 Use and explain strategies to solve addition and subtraction basic fact problems (e.g., doubles plus one, make a ten) and word problems (e.g., direct modeling). (1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.9, 1.13) Algebraic Relationships #8 Describe and extend repeating patterns, growing patterns, and relationships in tables and charts, including odd and even numbers. (1.10, 1.11, 1.12, 1.13)

Number Operations and Relationships B.a:1 Read, write, and represent numbers to 100 using words, objects, number lines, and expanded form (e.g., 15 = 10 + 5), with emphasis on representing place-value concepts. (1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9, 1.13) B.a:2 Compare and order whole numbers less than 100 using tools and place-value concepts (e.g., hundreds chart, number lines, bundles of ten sticks, connecting cubes). (1.6, 1.7, 1.8, 1.9)

B.b:6 Use and explain strategies (e.g., direct modeling, counting, numerical reasoning) to solve a variety of addition and subtraction word problems (e.g., change unknown, comparison, part-whole) and write number sentences that match the structure of the problems. (1.1, 1.2, 1.3, 1.4, 1.5, 1.9, 1.13)

B.b:7 Use numerical reasoning or number relationships (e.g., 8 + 5, first add 8 + 2, then add 3 more) and counting strategies (e.g., 7 – 5, start at 5, count up to 7, keep track of the counts) to solve addition and subtraction basic fact problems. (1.1, 1.2, 1.3, 1.4, 1.6, 1.7, 1.9, 1.13) Algebraic Relationships F.a:1 Recognize, describe, and extend repeating and growing patterns, including attribute, numeric, and geometric patterns, and “What’s My Rule?” relationships in tables and charts. (1.10, 1.11, 1.12, 1.13)

MPS Number Operations and Relationships CABS: • Number Sense • Counting

Objects



3

October 20 days *The time allotted and the emphasis on these lessons are at the discretion of the teacher. These sub-skills are beyond the parameters of the state descriptors and Milwaukee Public Schools Learning Targets for 1st grade.

Chapter 2 Understanding Addition and Subtraction

2.1 Stories About Joining (NO&R) 2.2 Using Counters to Add (NO&R) 2.3 Algebra: Using Numbers to Add (NO&R and AR) 2.4 Algebra: Zero in Addition (NO&R and AR)* 2.5 Vertical Addition (NO&R and AR) 2.6 Algebra Problem Solving Strategy: Write a Number Sentence (NO&R and AR) 2.7 Stories About Separating (NO&R) 2.8 Using Counters to Subtract (NO&R) 2.9 Algebra: Using Numbers to Subtract (NO&R and AR) 2.10 Algebra: Zero in Subtraction (NO&R and AR)* 2.11 Vertical Subtraction (NO&R) 2.12 Algebra Problem Solving Skill: Choose an Operation (NO&R and AR) 2.13 Using Cubes to Compare (NO&R)* 2.14 Algebra: Using Subtraction to Compare (NO&R and AR)* 2.15 Problem Solving Applications: Bugs, Bugs, Everywhere! (NO&R and AR.)*

Number Operations and Relationships #1 Represent numbers, monetary values, and fractions (i.e., halves and fourths) to show equivalency (e.g., 5+5=8+2, 10 dimes is worth $1.00, 4 fourths is the same as 1 whole) and to compare them (2.3, 2.5, 2.11, 2.13, 2.14, 2.15) Number Operations and Relationships #2 Use and explain strategies to solve addition and subtraction basic fact problems (e.g., doubles plus one, make a ten) and word problems (e.g., direct modeling). (2.1, 2.2, 2.3, 2.4, 2.6, 2.7, 2.8, 2.9, 2.12, 2.13, 2.14, 2.15, 3.1, 3.2, 3.3) Algebraic Relationships #8 Describe and extend repeating patterns, growing patterns, and relationships in tables and charts, including odd and even numbers. (2.5, 2.15)

Number Operations and Relationships

B.a:1 Read, write, and represent numbers to 100 using words, objects, number lines, and expanded form (e.g., 15 = 10 + 5), with emphasis on representing place-value concepts. (2.3, 2.5, 2.11, 2.14, 2.15) B.a:2 Compare and order whole numbers less than 100 using tools and place-value concepts (e.g., hundreds chart, number lines, bundles of ten sticks, connecting cubes). (2.13, 2.14) B.b:6 Use and explain strategies to solve addition and subtraction basic fact problems (e.g., doubles plus one, make a ten) and word problems (e.g., direct modeling). (2.1, 2.2, 2.3, 2.4, 2.6, 2.7, 2.8, 2.9, 2.12, 2.13, 2.14, 2.15, 3.1) B.b:7 Use numerical reasoning or number relationships (e.g., 8 + 5, first add 8 + 2, then add 3 more) and counting strategies (e.g., 7 – 5, start at 5, count up to 7, keep track of the counts) to solve addition and subtraction basic fact problems. (2.2, 2.4, 3.1, 3.2, 3.3) Algebraic Relationships

F.a:1 Recognize, describe, and extend repeating and growing patterns, including attribute, numeric, and geometric patterns, and “What’s My Rule?” relationships in tables and charts. (2.5, 2.15) F.b:3 Demonstrate understanding that the equals sign means “the same as” by solving open number sentences (e.g., 3 + 2 = ❒ + 4; 5 = 1 + ❒); 3 + ❒ = 6) and true-false statements. (2.3, 2.6, 2.9, 2.10, 2.12, 2.15) F.b:4 Write number sentences that match the structure of one-step word problems (e.g., write 5 + ❒ = 9 for a change unknown word problem) (2.3, 2.6, 2.9, 2.10, 2.12)

MPS Algebraic Relationships CABS: • Toy Cars • Number Sense • Secret Number



4

October / November 13 days *The time allotted and the emphasis on these lessons are at the discretion of the teacher. These sub-skills are beyond the parameters of the state descriptors and Milwaukee Public Schools Learning Targets for 1st grade.

Chapter 3: Strategies for Addition Facts to 12

3.1 Counting on 1, 2, or 3

(NO&R) 3.2 Algebra: Adding in Any

Order (NO&R and AR)* 3.3 Adding 1, 2, or 3 (NO&R) 3.4 Adding Using a Number

Line (NO&R) 3.5 Problem Solving Skill:

Extra Information (NO&R)*

3.6 Doubles (NO&R) 3.7 Doubles Plus 1 (NO& R

and AR) 3.8 Sums of 10 (NO&R) 3.9 Problem Solving Strategy:

Draw a Picture (NO&R) 3.10 Problem Solving

Applications: Hop to It! (NO&R)

Number Operations and Relationships #1 Represent numbers, monetary values, and fractions (i.e., halves and fourths) to show equivalency (e.g., 5+5=8+2, 10 dimes is worth $1.00, 4 fourths is the same as 1 whole) and to compare them. (3.4) Number Operations and Relationships #2 Use and explain strategies to solve addition and subtraction basic fact problems (e.g., doubles plus one, make a ten) and word problems (e.g., direct modeling). (3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 3.8, 3.9, 3.10) Algebraic Relationships #9 Explain use of notation to show equality and model word problems, and solve simple open number sentences and true-false statements. (3.2, 3.7)

Number Operations and Relationships B.a:1 Read, write, and represent numbers to 100 using words, objects, number lines, and expanded form (e.g., 15 = 10 + 5), with emphasis on representing place-value concepts. (3.4) B.b:6 Use and explain strategies (e.g., direct modeling, counting, numerical reasoning) to solve a variety of addition and subtraction word problems (e.g., change unknown, comparison, part-whole) and write number sentences that match the structure of the problems. (3.1, 3.5, 3.8, 3.9, 3.10) B.b:7 Use numerical reasoning or number relationships (e.g., 8 + 5, first add 8 + 2, then add 3 more) and counting strategies (e.g., 7 – 5, start at 5, count up to 7, keep track of the counts) to solve addition and subtraction basic fact problems. (3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 3.8, 3.9, 3.10) Algebraic Relationships F.b:3 Demonstrate understanding that the equals sign means “the same as” by solving open number sentences (e.g., 3 + 2 = ❒ + 4; 5 = 1 + ❒); 3 + ❒ = 6) and true-false statements. (3.7) F.c:6 Demonstrate understanding of the commutative property by explaining that the answer to problems such as 3 + 4 is the same as the answer to 4 + 3 because changing the order of the numbers in an addition statement does not change the answer. (3.2)

MPS Number Operations and Relationships CABS: • How Many of

Each – Marbles • Number Sense • Bracelets MPS Algebraic Relationships CABS: • True False

Number Sentences



5

December 15 days *The time allotted and the emphasis on these lessons are at the discretion of the teacher. These sub-skills are beyond the parameters of the state descriptors and Milwaukee Public Schools Learning Targets for 1st grade.

Chapter 4: Strategies for Subtraction Facts to 12

4.1 Counting Back Using a

Number Line (NO&R and AR)

4.2 Counting Back (NO&R) 4.3 Using Doubles to Subtract

(NO&R) 4.4 Algebra: Problem

Solving Strategy: Write a Number Sentence (NO&R and AR)

4.5 Algebra: Using Related Facts (NO&R and AR)

4.6 Algebra: Fact Families (NO&R and AR)

4.7 Algebra: Using Addition Facts to Subtract (NO&R and AR)

4.8 Problem Solving Skill: Choose an Operation (NO&R and AR)

4.9 Problem Solving Applications: Playful Puppies (NO&R and AR)

Number Operations and Relationships #1 Represent numbers, monetary values, and fractions (i.e., halves and fourths) to show equivalency (e.g., 5+5=8+2, 10 dimes is worth $1.00, 4 fourths is the same as 1 whole) and to compare them. (4.1) Number Operations and Relationships #2 Use and explain strategies to solve addition and subtraction basic fact problems (e.g., doubles plus one, make a ten) and word problems (e.g., direct modeling). (4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, 4.8, 4.9) Algebraic Relationships #9 Explain use of notation to show equality and model word problems, and solve simple open number sentences and true-false statements. (4.1, 4.4, 4.6, 4.8, 4.9)

Number Operations and Relationships B.a:1 Read, write, and represent numbers to 100 using words, objects, number lines, and expanded form (e.g., 15 = 10 + 5), with emphasis on representing place-value concepts. (4.1) B.b:6 Use and explain strategies (e.g., direct modeling, counting, numerical reasoning) to solve a variety of addition and subtraction word problems (e.g., change unknown, comparison, part-whole) and write number sentences that match the structure of the problems. (4.2, 4.3, 4.4, 4.7, 4.8, 4.9) B.b:7 Use numerical reasoning or number relationships (e.g., 8 + 5, first add 8 + 2, then add 3 more) and counting strategies (e.g., 7 – 5, start at 5, count up to 7, keep track of the counts) to solve addition and subtraction basic fact problems. (4.2, 4.3, 4.4, 4.5, 4.6, 4.7, 4.8, 4.9) B.b:9 Explain and show the relationship between addition and subtraction using objects and pictures. (4.5, 4.6, 4.7) Algebraic Relationships F.b:3 Demonstrate understanding that the equals sign means “the same as” by solving open number sentences (e.g., 3 + 2 = ❒ + 4; 5 = 1 + ❒); 3 + ❒ = 6) and true-false statements. (4.1, 4.6) F.b:4 Write number sentences that match the structure of one-step word problems (e.g., write 5 + ❒ = 9 for a change unknown word problem). (4.4, 4.8, 4.9)

MPS Number Operations CABS:

• Secret Number



6

January 18 days *The time allotted and the emphasis on these lessons are at the discretion of the teacher. These sub-skills are beyond the parameters of the state descriptors and Milwaukee Public Schools Learning Targets for 1st grade.

Chapter 5: Geometry and Fractions

5.1 Identifying Solid Figures

(G) 5.2 Flat Surfaces and Vertices

(G) 5.3 Relating Planes Shapes to

Solid Figures (G) 5.4 Identifying Plane Shapes

(G) 5.5 Properties of Plane Shapes

(G) 5.6 Same Size and Same

Shape (G) 5.7 Symmetry (G) 5.8 Slides, Flips, and Turns

(G) 5.9 Make an Organized List

(NO&R and G) 5.10 Equal Parts (NO&R) 5.11 Halves (NO&R) 5.12 Thirds and Fourths

(NO&R)* 5.13 Fractions of a Set

(NO&R) 5.14 Non-unit Fractions

(NO&R) 5.15 Use Data From a Chart

(NO&R) 5.16 Shapes All Around Us

(G)*

Number Operations and Relationships #1 Represent numbers, monetary values, and fractions (i.e., halves, and fourths) to show equivalency (e.g., 5+5=8+2, 10 dimes is worth $1.00, 4 fourths is the same as 1 whole) and to compare them. (5.10, 5.11, 5.12, 5.13, 5.14) Number Operations and Relationships #3 Estimate and explain strategies (e.g., make equal groups, skip count) to count collections of objects up to 100. (5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7, 5.16) Geometry #4 Describe, list, and compare geometric properties of two-dimensional and three-dimensional shapes and objects. (5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7, 5.8, 5.16) Geometry #5 Describe relationships between shapes when they have been combined or decomposed and between objects on a simple coordinate map. (5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7, 5.9, 5.16)

Number Operations and Relationships B.a:5 Represent halves and fourths using objects and pictures to explain the meaning of fractions as parts of a whole. (5.10, 5.11, 5.12, 5.13, 5.14) B.b:8 Explain Strategies for estimating, organizing, and counting collections of objects up to 100, emphasizing groups of ten and five. (5.9, 5.15 Geometry C.a:1 Identify and describe properties of polygons (e.g., closed, number of sides and angles, symmetry) and polyhedra (e.g, faces, edges, vertices). (5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7, 5.16) C.a:2 Describe, sort, and classify everyday objects by geometric properties. (5.1, 5.3, 5.4, 5.5, 5.16) C.a:3 Describe how to combine and decompose two-dimensional shapes to make other shapes (e.g., use pattern blocks to build a hexagon from triangles). (5.9) C.a:4 Trace and identify the two-dimensional shapes made by tracing the faces of polyhedra (e.g., all six faces of a cube are squares). (5.6) C.a:5 Recognize that the orientation of a shape does not change its identity (e.g., a rotated square is still a square). (5.6, 5.8)

MPS Geometry CABS • Cookie Pattern

Symmetry • Faces • Comparing

Shapes • Shapes in Motion • Fill the Shape



7

February 20 days *The time allotted and the emphasis on these lessons are at the discretion of the teacher. These sub-skills are beyond the parameters of the state descriptors and Milwaukee Public Schools Learning Targets for 1st grade.

Chapter 6: Time

6.1 Minutes (M) 6.2 Understanding the Hour

and Minute Hands (M) 6.3 Telling and Writing Time

to the Hour (M) 6.4 Telling and Writing Time

to the Half Hour (M) 6.5 Act It Out (M)* 6.6 Ordering Events (M) 6.7 Estimating Lengths of

Time (M) 6.8 Use Data from a Schedule

(M and S&P)* 6.9 Days of the Week (M) 6.10 Months of the Year (M) 6.11 What’s Inside the

Egg?(M, G and NO&R)*

Number Operations and Relationships #2 Use and explain strategies to solve addition and subtraction basic fact problems (e.g., doubles plus one, make a ten) and word problems (e.g., direct modeling). (6.11) Geometry #4 Describe, list, and compare geometric properties of two-dimensional and three-dimensional shapes and objects. (6.11) Measurements #6 Describe measurable attributes and identify, estimate, and use non-standard and standard units to measure attributes of objects, time and temperature. (6.1, 6.2, 6.3, 6.4, 6.5, 6.6, 6.7, 6.8, 6.9, 6.10, 6.11) Statistics and Probability #7 Pose questions for collecting numerical and categorical data, display and draw conclusions to answer questions, and identify the likelihood of events. (6.8)


B.b:6 Use and explain strategies (e.g., direct modeling, counting, numerical reasoning) to solve a variety of addition and subtraction word problems (e.g., change unknown, comparison, part-whole) and write number sentences that match the structure of the problems. (6.11)

Geometry

C.a:1 Identify and describe properties of polygons (e.g., closed, number of sides and angles, symmetry) and polyhedra (e.g., faces, edges, vertices). (6.11)

Measurement

D.a:1 Use everyday language to describe measurable attributes of objects (e.g., height, length, distance around, weight, mass, capacity), time, and temperature. (6.1, 6.6, 6.7, 6.9, 6.10) D.a:2 Identify appropriate non-standard units (e.g., paper clips, cubes) and standard units (e.g., inches, minutes, hours, days, months, degrees Fahrenheit) to quantify measurable attributes. (6.1, 6.7, 6.9, 6.10) D.b:3 Read and interpret measuring instruments to quantify measurable attributes of objects using non-standard units and standard units to the nearest whole unit (e.g., nearest inch or nearest number of paper clips). (6.2, 6.3, 6.4, 6.5, 6.8) D.b:6 Tell time to the nearest hour or half-hour using analog clocks and tell time using digital clocks. (6.2, 6.3, 6.4, 6.5, 6.8, 6.11) Statistics and Probability E.a:4 Analyze data displays to draw reasonable conclusions and answer questions in the context of the data (e.g., most people in our class like chocolate ice cream). (6.8)

MPS Measurement CABS:

• Calendar Math

• Telling Time



8

February / March 14 days *The time allotted and the emphasis on these lessons are at the discretion of the teacher. These sub-skills are beyond the parameters of the state descriptors and Milwaukee Public Schools Learning Targets for 1st grade.

Chapter 7: Counting to 100

7.1 Numbers to 19 (NO&R) 7.2 Counting by 10s to 100

(NO&R) 7.3 Hundred Chart (NO&R) 7.4 Counting with Groups of

10 and Leftovers (NO&R) 7.5 Estimating with Groups of

10 (NO&R) 7.6 Use Data from a Graph

(NO&R and S&P)* 7.7 Skip-Counting Patterns on

the Hundred Chart (NO&R and AR)

7.8 Using Skip Counting (NO&R and AR)

7.9 Look for a Pattern (NO&R and AR)

7.10 Before, After, and Between (NO&R)

7.11 Odd and Even Numbers (NO&R and AR)

7.12 Ordinal Numbers Through Twentieth (NO&R)

7.13 By the Sea (NO&R)*

Number Operations and Relationships #1 Represent numbers, monetary values, and fractions (i.e., halves and fourths) to show equivalency (e.g., 5+5=8+2, 10 dimes is worth $1.00, 4 fourths is the same as 1 whole) and to compare them. (7.1, 7.2, 7.3, 7.4, 7.5, 7.6, 7.7, 7.8, 7.9, 7.10, 7.11, 7.12, 7.13) Number Operations and Relationships #2 Use and explain strategies to solve addition and subtraction basic fact problems (e.g., doubles plus one, make a ten) and word problems (e.g., direct modeling). (7.1, 7.2, 7.4, 7.5, 7.9, 7.13) Number Operations and Relationships #3 Estimate and explain strategies (e.g., make equal groups, skip count) to count collections of objects up to 100. (7.2, 7.4, 7.5, 7.6, 7.7, 7.8, 7.9, 7.11, 7.13)

Number Operations and Relationships B.a:1 Read, write, and represent numbers to 100 using words, objects, number lines, and expanded form (e.g., 15 = 10 + 5), with emphasis on representing place-value concepts. (7.1, 7.2, 7.3, 7.4, 7.5, 7.6, 7.7, 7.8, 7.9, 7.10, 7.11, 7.12, 7.13) B.a:2 Compare and order numbers less than 100 using tools and place-value concepts (e.g., hundreds chart, number lines, bundles of tens sticks, connecting cubes). (7.3, 7.5, 7.7, 7.8, 7.10) B.a:3 Skip count by twos, fives, tens, hundreds and count on by ones and tens starting at various points (e.g., 23, 33, 43, 53, 63). (7.2, 7.4, 7.5, 7.6, 7.7, 7.8, 7.9, 7.11, 7.13) B.a:4 Count and compare collections of coins up to one dollar. (7.2) B.b:6 Use and explain strategies (e.g., direct modeling, counting, numerical reasoning) to solve a variety of addition and subtraction word problems (e.g., change unknown, comparison, part-whole) and write number sentences that match the structure of the problems. (7.1, 7.2, 7.4, 7.13) B.b:7 Use numerical reasoning or number relationships (e.g., 8 + 5, first add 8 + 2, then add 3 more) and counting strategies (e.g., 7 – 5, start at 5, count up to 7, keep track of the counts) to solve addition and subtraction basic fact problems. (7.4, 7.9) B.b:8 Explain strategies for estimating, organizing, and counting collections of objects up to 100, emphasizing groups of ten and five. (7.2, 7.4, 7.5, 7.6, 7.9)

Number Operations and Relationships CABS:

• Scoops • Number

Sense



9

February / March *The time allotted and the emphasis on these lessons are at the discretion of the teacher. These sub-skills are beyond the parameters of the state descriptors and Milwaukee Public Schools Learning Targets for 1st grade.

Statistics and Probability #7 Pose questions for collecting numerical and categorical data, display and draw conclusions to answer questions, and identify the likelihood of events. (7.6) Algebra #8 Describe and extend repeating patterns, growing patterns, and relationships in tables and charts, including odd and even numbers. (7.7, 7.8, 7.9, 7.11, 7.13)

Statistics and Probability E.a:1 Pose questions that can be answered by collecting numerical and categorical data. (7.6)

E.a:4 Analyze data displays to draw reasonable conclusions and answer questions in the context of the data (e.g., most people in our class like chocolate ice cream). (7.6) Algebraic Relationships F.a:1 Recognize, describe, and extend repeating and growing patterns, including attribute, numeric, and geometric patterns, and “What’s My Rule?” relationships in tables and charts. (7.7, 7.8, 7.9) F.a:2 Explain how to determine if a whole number less than 20 is odd or even. (7.11, 7.13)



10

March / April 21 days *The time allotted and the emphasis on these lessons are at the discretion of the teacher. These sub-skills are beyond the parameters of the state descriptors and Milwaukee Public Schools Learning Targets for 1st grade.

Chapter 8: Place Value, Data, and Graphs

8.1 Numbers Made with Tens

(NO&R) 8.2 Tens and Ones (NO&R) 8.3 Expanded Form (NO&R) 8.4 Ways to Make Numbers

(NO&R) 8.5 Use Objects (NO&R)* 8.6 1 More, 1 Less; 10 More,

10 Less (NO&R) 8.7 Comparing Numbers:

Greater Than, Less Than, Equal (NO&R)

8.8 Number-Line Estimation: Numbers to 100 (NO&R)

8.9 Ordering Three Numbers (NO&R and AR)

8.10 Hundreds (NO&R) 8.11 Sorting (G and S&P)* 8.12 Making Graphs (S&P) 8.13 Making Bar Graphs

(S&P) 8.14 Using Tally Marks (S&P) 8.15 Coordinate Grids (G) 8.16 Use Data from a Map

NO&R and G) 8.17 Let’s Make Soup! (NO&R

and S&P)*

Number Operations and Relationships #1 Represent numbers, monetary values, and fractions (i.e., halves and fourths) to show equivalency (e.g., 5+5=8+2, 10 dimes is worth $1.00, 4 fourths is the same as 1 whole) and to compare them. (8.1, 8.2, 8.3, 8.4, 8.5, 8.6, 8.7, 8.8, 8.9, 8.10, 8.16, 8.17) Number Operations and Relationships #3 Estimate and explain strategies (e.g., make equal groups, skip count) to count collections of objects up to 100. (8.1, 8.5, 8.6, 8.17) Geometry #4 Describe, list, and compare geometric properties of two-dimensional and three-dimensional shapes and objects. (8.11) Geometry #5 Describe relationships between shapes when they have been combined or decomposed and between objects on a simple coordinate map. (8.15, 8.16)

Number Operations and Relationships B.a:1 Read, write, and represent numbers to 100 using words, objects, number lines, and expanded form (e.g., 15 = 10 + 5), with emphasis on representing place-value concepts. (8.1, 8.2, 8.3, 8.4, 8.5, 8.6, .8.7, 8.8, 8.9, 8.10, 8.16, 8.17) B.a:2 Compare and order numbers less than 100 using tools and place-value concepts (e.g., hundreds chart, number lines, bundles of tens sticks, connecting cubes). (8.2, 8.3, 8.4, 8.5, 8.6, 8.7, 8.8, 8.9, 8.10, 8.17) B.a:3 Skip count by twos, fives, tens, hundreds and count on by ones and tens starting at various points (e.g., 23, 33, 43, 53, 63). (8.1, 8.6, 8.17)

B.b:8 Explain Strategies for estimating, organizing, and counting collections of objects up to 100, emphasizing groups of ten and five. (8.1, 8.5, 8.17) Geometry

C.a:2 Describe, sort, and classify everyday objects by geometric properties. (8.11) C.c:6 Describe using informal language how to travel from one location to another on a simple two-dimensional coordinate map system (e.g., start at the post office and go over two blocks and up three blocks to get to the library). (8.15, 8.16) Statistics and Probability E.a:1 Pose questions that can be answered by collecting numerical and categorical data. (8.12, 8.13, 8.14)

E.a:2 Determine and then carry out ways to collect and organize data. (8.11, 8.12, 8.13, 8.14, 8.17)

MPS Statistics and Probability CABS:

• What’s your Favorite?

• Grab and Graph

• Looking at Graphs



11

March / April

*The time allotted and the emphasis on these lessons are at the discretion of the teacher. These sub-skills are beyond the parameters of the state descriptors and Milwaukee Public Schools Learning Targets for 1st grade.

Statistics and Probability #7 Pose questions for collecting numerical and categorical data, display and draw conclusions to answer questions, and identify the likelihood of events. (8.11, 8.12, 8.13, 8.14, 8.17) Algebra #8 Describe and extend repeating patterns, growing patterns, and relationships in tables and charts, including odd and even numbers. (8.9)

Statistics and Probability E.a:3 Display data using tables, tally marks, and bar graphs. (8.12, 8.13, 8.14, 8.17) E.a:4 Analyze data displays to draw reasonable conclusions and answer questions in the context of the data (e.g., most people in our class like chocolate ice cream). (8.12, 8.13, 8.14, 8.17) Algebraic Relationships F.a:1 Recognize, describe, and extend repeating and growing patterns, including attribute, numeric, and geometric patterns, and “What’s My Rule?” relationships in tables and charts. (8.9)



12

April 21 days *The time allotted and the emphasis on these lessons are at the discretion of the teacher. These sub-skills are beyond the parameters of the state descriptors and Milwaukee Public Schools Learning Targets for 1st grade.

Chapter 9: Money

9.1 Nickel and Dime (NO&R) 9.2 Dime (NO&R) 9.3 Counting Dimes and

Nickels (NO&R) 9.4 Counting Dimes, Nickels,

and Pennies (NO&R) 9.5 Use Data from a Table

(NO&R)* 9.6 Quarter (NO&R) 9.7 Counting Sets of Coins

(NO&R) 9.8 Half Dollar and Dollar

(NO&R)* 9.9 Try, Check, and Revise

(NO&R and A)* 9.10 What Can You Buy?

(NO&R)*

Number Operations and Relationships #1 Represent numbers, monetary values, and fractions (i.e., halves and fourths) to show equivalency (e.g., 5+5=8+2, 10 dimes is worth $1.00, 4 fourths is the same as 1 whole) and to compare them. (9.1, 9.2, 9.3, 9.4, 9.5, 9.6, 9.7, 9.8, 9.9, 9.10) Number Operations and Relationships #2 Use and explain strategies to solve addition and subtraction basic fact problems (e.g., doubles plus one, make a ten) and word problems (e.g., direct modeling). (9.1, 9.2, 9.3, 9.4, 9.5, 9.6, 9.7, 9.8, 9.9) Number Operations and Relationships #3 Estimate and explain strategies (e.g., make equal groups, skip count) to count collections of objects up to 100. (9.1, 9.2, 9.3, 9.4, 9.5, 9.6, 9.7, 9.8, 9.10) Algebraic Relationships #9 Explain use of notation to show equality and model word problems, and solve simple open number sentences and true-false statements. (9.9)


B.a:1 Read, write, and represent numbers to 100 using words, objects, number lines, and expanded form (e.g., 15 = 10 + 5), with emphasis on representing place-value concepts. (9.6, 9.7, 9.8, 9.9) B.a:3 Skip count by twos, fives, tens, hundreds and count on by ones and tens starting at various points (e.g., 23, 33, 43, 53, 63). (9.1, 9.2, 9.3, 9.4, 9.5, 9.6, 9.7, 9.8, 9.10) B.a:4 Count and compare collections of coins up to one dollar. (9.1, 9.2, 9.3, 9.4, 9.5, 9.6, 9.7, 9.8, 9.10) B.b:6 Use and explain strategies (e.g., direct modeling, counting, numerical reasoning) to solve a variety of addition and subtraction word problems (e.g., change unknown, comparison, part-whole) and write number sentences that match the structure of the problems. (9.1, 9.2, 9.3, 9.4, 9.5, 9.6, 9.7, 9.8, 9.9) B.b:7 Use numerical reasoning or number relationships (e.g., 8 + 5, first add 8 + 2, then add 3 more) and counting strategies (e.g., 7 – 5, start at 5, count up to 7, keep track of the counts) to solve addition and subtraction basic fact problems. (9.1, 9.2, 9.3, 9.4, 9.5, 9.6, 9.7, 9.8, 9.9) B.b:8 Explain strategies for estimating, organizing, and counting collections of objects up to 100, emphasizing groups of ten and five. 9.4, 9.5, 9.6, 9.7, 9.8, 9.10)

Algebraic Relationships F.b:4 Write number sentences that match the structure of one-step word problems (e.g., write 5+__=9 for a change unknown word problem). (9.9)

MPS Number Operations and Relationships CABS

• Money, Money, Money!

• Number Sense



13

May 27 days *The time allotted and the emphasis on these lessons are at the discretion of the teacher. These sub-skills are beyond the parameters of the state descriptors and Milwaukee Public Schools Learning Targets for 1st grade.

Chapter 10: Measurement and Probability

10.1 Estimating, Measuring,

and Comparing Length (M)

10.2 Use Logical Reasoning (M)

10.3 Estimating and Measuring with Inches (M)

10.4 Estimating and Measuring with Feet (M)*

10.5 Estimating and Measuring with Centimeters (M)*

10.6 Understanding Perimeter (M)

10.7 Look Back and Check (M)*

10.8 Estimating, Measuring and Comparing Capacity (M)

10.9 Cups, Pints, and Quarts (M)*

10.10Liters (M)* 10.11Estimating, Measuring,

and Comparing Weight (M)

10.12Pounds (M)* 10.13Grams and Kilograms

(M)* 10.14Measuring Temperature

(M)

Measurements #6 Describe measurable attributes and identify, estimate, and use non-standard and standard units to measure attributes of objects, time and temperature. (10.1, 10.2, 10.3, 10.4, 10.5, 10.6, 10.7, 10.8, 10.9, 10.10, 10.11, 10.12, 10.13, 10.14, 10.15, 10.18) Statistics and Probability #7 Pose questions for collecting numerical and categorical data, display and draw conclusions to answer questions, and identify the likelihood of events. (10.16, 10.17)

Measurement D.a:1 Use everyday language to describe measurable attributes of objects (e.g., height, length, distance around, weight, mass, capacity), time, and temperature. (10.1, 10.2, 10.3, 10.4, 10.5, 10.6, 10.8, 10.9, 10.10, 10.11, 10.12, 10.13, 10.14, 10.15, 10.18) D.a:2 Identify appropriate non-standard units (e.g., paper clips, cubes) and standard units (e.g., inches, minutes, hours, days, months, degrees Fahrenheit) to quantify measurable attributes. (10.1, 10.2, 10.3, 10.4, 10.5, 10.6, 10.7, 10.8, 10.9, 10.10, 10.11, 10.12, 10.13, 10.14, 10.15, 10.18) D.b:3 Read and interpret measuring instruments to quantify measurable attributes of objects using non-standard units and standard units to the nearest whole unit (e.g., nearest inch or nearest number of paper clips). (10.1, 10.2, 10.3, 10.4, 10.5, 10.6, 10.8, 10.9, 10.10, 10.11, 10.12, 10.13, 10.14) D.b:4 Demonstrate the understanding that zero is the starting point on measuring instruments. (10.3, 10.4, 10.5, 10.6) D.b:5 Identify the relationship between the scale on a thermometer and real-world contexts and experiences (e.g., 10 degrees Fahrenheit indicates a very cold temperature and is below freezing, 60 degrees Fahrenheit indicates a mild temperature for a nice day, 90 degrees Fahrenheit indicates that the weather is very hot). (10.14, 10.18) D.c:7 Estimate length, weight, and mass of objects using common referents for non-standard and standard units. (10.1, 10.2, 10.3, 10.4, 10.5, 10.7, 10.8, 10.9, 10.10, 10.11, 10.12, 10.13)

MPS Measurement CABS:

• Measure, Compare and Order

• How would you measure?

• Match the Temperature



14

May *The time allotted and the emphasis on these lessons are at the discretion of the teacher. These sub-skills are beyond the parameters of the state descriptors and Milwaukee Public Schools Learning Targets for 1st grade.

Chapter 10: Measurement

and Probability 10.15Choosing a Measurement

Tool (M) 10.16Certain or Impossible

(S&P) 10.17More Likely or Less

Likely (S&P) 10.18Stir-Fry It! (M)*

Chapter 11: Addition and Subtraction Facts to 18

11.1 Doubles (NO&R) 11.2 Doubles Plus 1 and

Doubles Minus 1 (NO&R)

11.3 Adding 10 (NO&R and A)

11.4 Making 10 to Add (NO&R and A)

11.5 Addition Fact Strategies (NO&R)

11.6 Adding Three Numbers (NO&R and A)*

11.7 Make a Table (NO&R and S&P)*

11.8 Using Related Facts (NO&R and A)

11.9 Fact Families (NO&R and A)

Number Operations and Relationships #1 Represent numbers, monetary values, and fractions (i.e., halves and fourths) to show equivalency (e.g., 5+5=8+2, 10 dimes is worth $1.00, 4 fourths is the same as 1 whole) and to compare them. (11.1, 11.2, 11.3, 11.4, 11.5, 11.6, 11.8, 11.9, 11.10, 11.11, 11.12, 11.13, 11.14) Number Operations and Relationships #2 Use and explain strategies to solve addition and subtraction basic fact problems (e.g., doubles plus one, make a ten) and word problems (e.g., direct modeling). (11.1, 11.2, 11.3, 11.4, 11.5, 11.6, 11.8, 11.9, 11.10, 11.11, 11.12, 11.13, 11.14) Number Operations and Relationships #3 Estimate and explain strategies (e.g., make equal groups, skip count) to count collections of objects up to 100. (11.3, 11.7)

Statistics and Probability E.b:5 Determine the likelihood (e.g., very likely, somewhat likely, not very likely, certain, impossible) of real-world events (e.g., it is very likely that people in our class will pick chocolate ice cream to eat at the party). (10.16, 10.17)


B.a:1 Read, write, and represent numbers to 100 using words, objects, number lines, and expanded form (e.g., 15 = 10 + 5), with emphasis on representing place-value concepts. (11.1, 11.2, 11.3, 11.4, 11.5, 11.6, 11.8, 11.9, 11.10, 11.11, 11.12, 11.13, 11.14) B.a:3 Skip count by twos, fives, tens, hundreds and count on by ones and tens starting at various points (e.g., 23, 33, 43, 53, 63). (11.3) B.a:5 Represent halves and fourths using objects and pictures to explain the meaning of fractions as parts of a whole. (11.14) B.b:6 Use and explain strategies (e.g., direct modeling, counting, numerical reasoning) to solve a variety of addition and subtraction word problems (e.g., change unknown, comparison, part-whole) and write number sentences that match the structure of the problems. (11.2, 11.5, 11.8, 11.10, 11.12, 11.13, 11.14) B.b:7 Use numerical reasoning or number relationships (e.g., 8 + 5, first add 8 + 2, then add 3 more) and counting strategies (e.g., 7 – 5, start at 5, count up to 7, keep track of the counts) to solve addition and subtraction basic fact problems. (11.1, 11.2, 11.3, 11.4, 11.5, 11.6, 11.8, 11.9, 11.10, 11.11, 11.12, 11.13, 11.14) B.b:8 Explain strategies for estimating, organizing, and counting collections of objects up to 100, emphasizing groups of ten and five. (11.3, 11.7)



15

May 27 days *The time allotted and the emphasis on these lessons are at the discretion of the teacher. These sub-skills are beyond the parameters of the state descriptors and Milwaukee Public Schools Learning Targets for 1st grade.

Chapter 11: Addition and

Subtraction Facts to 18 11.10Using Addition to

Subtract (NO&R) 11.11Using 10 to Subtract

(NO&R) 11.12Subtraction Fact

Strategies (NO&R) 11.13Multiple Step Problems

(NO&R and A)* 11.14On the Farm (NO&R and

A)*

Statistics and Probability #7 Pose questions for collecting numerical and categorical data, display and draw conclusions to answer questions, and identify the likelihood of events. (11.7) Algebra #8 Describe and extend repeating patterns, growing patterns, and relationships in tables and charts, including odd and even numbers. (11.3) Algebraic Relationships #9 Explain use of notation to show equality and model word problems, and solve simple open number sentences and true-false statements. (11.3, 11.4, 11.6, 11.8, 11.9,11.13, 11.14)

Number Operations and Relationships B.b:9 Explain and show the relationship between addition and subtraction using objects and pictures. (11.2, 11.8, 11.9, 11.10, 11.13, 11.14) Statistics and Probability E.a:3 Display data using tables, tally marks, and bar graphs. (11.7) E.a:4 Analyze data displays to draw reasonable conclusions and answer questions in the context of the data (e.g., most people in our class like chocolate ice cream). (11.7) Algebraic Relationships F.a:1 Recognize, describe, and extend repeating and growing patterns, including attribute, numeric, and geometric patterns, and “What’s My Rule?” relationships in tables and charts. (11.3) F.b:3 Demonstrate understanding that the equal sign means “the same as” by solving open number sentences (e.g., 3+2=__+4; 5=1+__); 3+__=6) and true-false statements. (11.3, 11.4, 11.6, 11.8) F.b:4 Write number sentences that match the structure of one-step word problems (e.g., write 5+__=9 for a change unknown word problem). (11.13, 11.14) F.c:6 Demonstrate understanding of the commutative property by explaining that the answer to problems such as 3+4 is the same as the answer to 4+3 because changing the order of the numbers in an addition statement does not change the answer. (11.9)

MPS Number Operations and Relationships CABS:

• Number Sense

• Bracelets • How Many

of Each Marbles



16

June 7 days *The time allotted and the emphasis on these lessons are at the discretion of the teacher. These sub-skills are beyond the parameters of the state descriptors and Milwaukee Public Schools Learning Targets for 1st grade.

Chapter 12: Two-Digit Addition and Subtraction

12.1 Adding Groups of 10

(NO&R) 12.2 Adding Tens to Two-

Digit Numbers (NO&R) 12.3 Adding Two-Digit

Numbers (NO&R) 12.4 Regrouping in Addition

(NO&R) 12.5 Exact Answer or

Estimate? (NO&R)* 12.6 Subtracting Groups of 10

(NO&R) 12.7 Subtracting Tens From

Two-Digit Numbers (NO&R)

12.8 Subtracting Two-Digit Numbers (NO&R)

12.9 Regrouping in Subtraction (NO&R)

12.10 Make a Graph (NO&R and S&P)*

12.11 Caring for Kittens (NO&R)

Number Operations and Relationships #1 Represent numbers, monetary values, and fractions (i.e., halves and fourths) to show equivalency (e.g., 5+5=8+2, 10 dimes is worth $1.00, 4 fourths is the same as 1 whole) and to compare them. . (12.1, 12.2, 12.3, 12.4, 12.6, 12.7, 12.8, 12.9, 12.10, 12.11) Number Operations and Relationships #2 Use and explain strategies to solve addition and subtraction basic fact problems (e.g., doubles plus one, make a ten) and word problems (e.g., direct modeling). (12.1, 12.2, 12.3, 12.4, 12.5, 12.6, 12.7, 12.8, 12.9, 12.11) Number Operations and Relationships #3 Estimate and explain strategies (e.g., make equal groups, skip count) to count collections of objects up to 100. (12.1, 12.2, 12.4, 12.5, 12.6, 12.7, 12.9, 12.10, 12.11)

Number Operations and Relationships B.a:1 Read, write, and represent numbers to 100 using words, objects, number lines, and expanded form (e.g., 15 = 10 + 5), with emphasis on representing place-value concepts. (12.1, 12.2, 12.3, 12.4, 12.6, 12.7, 12.8, 12.9, 12.10, 12.11) B.a:2 Compare and order numbers less than 100 using tools and place-value concepts (e.g., hundreds chart, number lines, bundles of tens sticks, connecting cubes). (12.3, 12.4, 12.8, 12.9, 12.11) B.a:3 Skip count by twos, fives, tens, hundreds and count on by ones and tens starting at various points (e.g., 23, 33, 43, 53, 63). (12.1, 12.2, 12.6, 12.7, 12.10, 12.11) B.a:4 Count and compare collections of coins up to one dollar. (12.11) B.b:6 Use and explain strategies (e.g., direct modeling, counting, numerical reasoning) to solve a variety of addition and subtraction word problems (e.g., change unknown, comparison, part-whole) and write number sentences that match the structure of the problems. (12.1, 12.3, 12.5, 12.6, 12.11) B.b:7 Use numerical reasoning or number relationships (e.g., 8 + 5, first add 8 + 2, then add 3 more) and counting strategies (e.g., 7 – 5, start at 5, count up to 7, keep track of the counts) to solve addition and subtraction basic fact problems. (12.1, 12.2, 12.3, 12.4, 12.6, 12.7, 12.8, 12.9, 12.11) B.b:8 Explain strategies for estimating, organizing, and counting collections of objects up to 100, emphasizing groups of ten and five. (12.1, 12.2, 12.4, 12.5, 12.6, 12.7, 12.9, 12.10, 12.11)

MPS Number Operations and Relationships CABS to be determined.

• Number Sense

• Counting Objects

• Secret Number



17

June 7 teaching days *The time allotted and the emphasis on these lessons are at the discretion of the teacher. These sub-skills are beyond the parameters of the state descriptors and Milwaukee Public Schools Learning Targets for 1st grade.

Chapter 12: Two-Digit

Addition and Subtraction

Statistics and Probability #7 Pose questions for collecting numerical and categorical data, display and draw conclusions to answer questions, and identify the likelihood of events. (12.10)

Statistics and Probability E.a:2 Determine and then carry out ways to collect and organize data. (12.10) E.a:3 Display data using tables, tally marks, and bar graphs. (12.10)

E.a:4 Analyze data displays to draw reasonable conclusions and answer questions in the context of the data (e.g., most people in our class like chocolate ice cream). (12.10)

Scott Foresman-Addison Wesley Mathematics … Public Schools Final Curriculum Guide - Grade 1 Scott...

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