Successfully reported this slideshow.
Upcoming SlideShare
×

1,711 views

Published on

Published in: Education, Technology
• Full Name
Comment goes here.

Are you sure you want to Yes No
• Be the first to comment

1. 1. 1st Grade Math Curriculum Map Isaac School District No.5Quarter 1Unit Name and Description: Number SenseCluster 1Big Ideas/Enduring Understandings Essential Question(s)Whole numbers can be represented in a variety of ways. How might whole numbers be represented in a number of ways?Numbers represent different quantities or values. How does one quantity compare with another? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS1C1PO1 Whole numbers 1-100 Model and express whole numbers using tens and ones Whole numbers and multiple representations. Count CompareS1C1PO2 Whole numbers 1-100 Count forward to a 100 and backward from 100 by 1s and 10s Order using different starting points, and count forward to a 100 by Identify 2s and 5s Represent ExplainS1C1PO4 Whole numbers 1-100 Compare and order whole numbers through 100 by applying Ordinal numbers the concepts of place value. OrderS1C1PO5 Ordinal numbers 1st through 10th [Identify] and compare ordinal numbers, first through tenth Identify RepresentS5C2PO4 Words; numbers; pictures; objects; Represent problem situations using any combination of words, Forward or symbols for problem situations numbers, pictures, physical objects, or symbols. BackwardsS5C2PO5 Mathematical thinking Explain and clarify mathematical thinking. *= New POs added to cluster previously introduced Bold = Priority PO 1Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor 8/06/2010Underlining = Cognitive rigor Isaac School District No. 5
2. 2. 1st Grade Math Curriculum Map Isaac School District No.5Quarter 1Unit Name and Description: Addition and SubtractionCluster 2Big Ideas/Enduring Understandings Essential Question(s)Math problems can be represented through words, numbers, pictures, objects, What strategies can I use to solve addition and subtraction math problems?or symbols. What is the relationship between addition and subtraction?A variety of strategies can be used to solve real world addition andsubtraction problems. How might I represent a real world addition and subtraction math problems? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS1C2PO3 Strategies for addition facts Develop and use multiple strategies for addition facts to Demonstrate 10+10 and related subtraction 10+10 and their related subtraction facts Addition facts Subtraction SolveS1C2PO2 Addition and Subtraction of Demonstrate Addition and subtraction of numbers that total Multiple numbers to 100; Various less than 100 by using various representations that connect to Representations Representations; Place Value place value concepts Create Concepts SumS1C2PO1 Contextual Problems; Multiple Solve contextual problems using multiple representations for Difference Representations; Addition and addition and subtraction facts Explain Subtraction Facts SelectS1C2PO4 Addition and Subtraction Word Create Addition and Subtraction word problems Compare Problems Models *= New POs added to cluster previously introduced Bold = Priority PO 2Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor 8/06/2010Underlining = Cognitive rigor Isaac School District No. 5
3. 3. 1st Grade Math Curriculum Map Isaac School District No.5S1C2PO5 Addition and Subtraction Apply properties to solve addition/subtraction problems Multiple Properties (Identity and Symbols  Identity properties of addition/subtraction Commutative Properties) Solutions  Commutative property of addition Word ProblemsS5C2PO5 Mathematical Thinking Explain and clarify mathematical thinkingS5C2PO3 Problem solving strategies for Select and [utilize] a variety of problem solving strategies and solutions one or more strategies to arrive at a solutionS3C3PO2 Expression in words and symbols = Compare expressions in words and symbols (=, ≠) and ≠S5C2PO4* Words; numbers; pictures; objects; Represent problem situations using any combination of words, or symbols for problem situations numbers, pictures, physical objects, or symbols. *= New POs added to cluster previously introduced Bold = Priority PO 3Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor 8/06/2010Underlining = Cognitive rigor Isaac School District No. 5
4. 4. 1st Grade Math Curriculum Map Isaac School District No.5Quarter 2Unit Name and Description: PatternsCluster 4Big Ideas/Enduring Understandings Essential Question(s)A variety of patterns occur in the real world. What are patterns?Patterns can be a tool to help students solve problems. Why are patterns important in math? Where could you find patterns in the real world? How might you use patterns to solve problems? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS3C1PO2 Growing patterns Recognize, describe, extend, create and record growing Patterns patterns Growing RepeatS3C1PO1 Repeating patterns Recognize, describe, extend, create and record and repeating Count patterns Sequence ExtendS1C1PO2* Whole numbers 1 to 100 Count forward to a 100 and backward from 100 by 1s and 10s Describe using different starting points, and count forward to a 100 by Create 2s and 5sS4C4PO3 Days of the week and months of Sequence days of the week and months of the year Record the year Recognize SelectS5C2PO3* Problem solving strategies for Select and [utilize] a variety of problem solving strategies and Objects solutions one or more strategies to arrive at a solution *= New POs added to cluster previously introduced Bold = Priority PO 4Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor 8/06/2010Underlining = Cognitive rigor Isaac School District No. 5
5. 5. 1st Grade Math Curriculum Map Isaac School District No.5S5C2PO4* Words; numbers; pictures; objects; Represent problem situations using any combination of words, or symbols for problem situations numbers, pictures, physical objects, or symbols. *= New POs added to cluster previously introduced Bold = Priority PO 5Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor 8/06/2010Underlining = Cognitive rigor Isaac School District No. 5
6. 6. 1st Grade Math Curriculum Map Isaac School District No.5Quarter 2Unit Name and Description: GraphingCluster 5Big Ideas/Enduring Understandings Essential Question(s)Information can be collected, organized, and visually represented. What is a graph?A graph or chart can be used as a tool to analyze information. What is the best way to display gathered information? How do you interpret information from a graph or chart? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS2C1PO2 Simple displays of data; Tally [Analyze] and [solve] simple displays of data, including Graph charts; Pictographs tally charts or pictographs Pictographs ChartsS5C2PO2 Given information; Solution [Analyze] given information that can be used to find a Tally charts solution. Analyze ExplainS5C2PO1 Solutions for questions asked and Identify question(s) asked and any other questions that need to Identify answered be answered in order to find a solution Represent InformationS5C2PO5* Mathematical thinking Explain and clarify mathematical thinking. Data CollectS5C2PO4* Words; numbers; pictures; objects; Represent problem situations using any combination of words, Record or symbols for problem situations numbers, pictures, physical objects, or symbols. Organize Display SequenceS2C1PO1 Data in a tally chart or pictograph Collect, record, organize, and display data using tally charts or Day pictographs WeekS4C4PO3* Days of the week and months of the Sequence days of the week and months of the year Month year Venn Diagram *= New POs added to cluster previously introduced Bold = Priority PO 6Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor 8/06/2010Underlining = Cognitive rigor Isaac School District No. 5
7. 7. 1st Grade Math Curriculum Map Isaac School District No.5S2C3PO1 Venn Diagrams; Objects Use Venn diagrams to sort, classify, and count objects and justify the sorting rule *= New POs added to cluster previously introduced Bold = Priority PO 7Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor 8/06/2010Underlining = Cognitive rigor Isaac School District No. 5
8. 8. 1st Grade Math Curriculum Map Isaac School District No.5Quarter 2Unit Name and Description: MeasurementCluster 6Big Ideas/Enduring Understandings Essential Question(s)Objects have different lengths, weights, and capacities. What is measurement?An object’s length can be quantified. Why is measurement important? What does it mean to measure? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS4C4PO1 Length; Capacity; Weight of Compare and order objects according to length, capacity, Compare objects and weight Order MeasureS4C4PO2 Length of objects; Benchmark of Measuring and compare the length of objects using the Length one inch benchmarks of one inch Capacity WeightS5C2PO5* Mathematical Thinking Explain and clarify mathematical thinking Inches ExplainS5C2PO6 Reasonable Solutions Determining reasonable solutions ClarifyS5C2PO4* Words; numbers; pictures; objects; Represent problem situations using any combination of words, Determine or symbols for problem situations numbers, pictures, physical objects, or symbols *= New POs added to cluster previously introduced Bold = Priority PO 8Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor 8/06/2010Underlining = Cognitive rigor Isaac School District No. 5
9. 9. 1st Grade Math Curriculum Map Isaac School District No.5Quarter 2Unit Name and Description: GeometryCluster 7Big Ideas/Enduring Understandings Essential Question(s)Two-dimensional geometric figures (regular and irregular) can be identified Where can you find 2-dimensional figures (regular and irregular) in the realin the physical environment. world?Two-dimensional figures (regular and irregular) can be sorted and classified What are the different ways objects can be sorted?by different attributes. How are composing and decomposing related?Two-dimensional figures (regular and irregular) can be changed bycomposing and decomposing. AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary Assessment S4C1PO2 2-dimensional figures (irregular) Compare and sort basic 2-dimensional figures (including Geometry irregular figures) using attributes and explain the Attributes reasoning for the sorting Figures/shape 2-dimensional S4C1PO1 2-dimensional geometric figures; Identify and draw 2-dimensional geometric figures based on Identify Given attributes; Size; Orientation given attributes regardless of size or orientation Sort S4C1PO3 2-dimensional figures [Model] and [explain] the results of composing and Classify decomposing 2-dimensional figures Objects Compare S2C3PO1 Venn diagrams Use Venn diagrams to sort, classify, and count objects and Venn diagrams justify the sorting rule Sorting rule Solutions *= New POs added to cluster previously introduced Bold = Priority PO 9Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor 8/06/2010Underlining = Cognitive rigor Isaac School District No. 5
10. 10. 1st Grade Math Curriculum Map Isaac School District No.5S5C2PO2* Given information; Solution [Analyze] given information that can be used to find a Analyze solution Explain ClarifyS5C2PO5* Mathematical Thinking Explain and clarify mathematical thinking Justify *= New POs added to cluster previously introduced Bold = Priority PO 10Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor 8/06/2010Underlining = Cognitive rigor Isaac School District No. 5
11. 11. 1st Grade Math Curriculum Map Isaac School District No.5Quarter 3Unit Name and Description: Place ValueCluster 8Big Ideas/Enduring Understandings Essential Question(s)Place value helps you determine a number’s value. How does a number’s place value affect its value?Whole numbers can be represented in a variety of ways. How can I use place value to solve addition and subtraction problems?Estimation can be a tool to solve real world problems. How can estimation be used to solve real world problems? When is it an appropriate time to use estimation? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS1C1PO4* Whole numbers 1-100 Compare and order whole numbers through 100 by Whole numbers applying the concepts of place value Compare OrderS1C1PO1* Whole numbers 1-100 Model and express whole numbers using tens and ones and Place value multiple representations Tens OnesS1C1PO2* Whole numbers 1-100 Count forward to a 100 and backward from 100 by 1s and 10s Numeral using different starting points, and count forward to a 100 by Model 2s and 5s Express IdentifyS1C1PO3 Numbers that are 10 more or 10 Identify numbers that are ten more and ten less than a given Equivalent less than a given number to 90 number to 90 Construct DemonstrateS3C3PO1 Equivalent forms; Whole numbers [Construct] equivalent forms of whole numbers to 100 by Estimation to a 100; Models constructing models and using numbers More than Less thanS1C2PO2* Addition and Subtraction of Demonstrate Addition and subtraction of numbers that total numbers to 100; Various less than 100 by using various representations that connect to Representations; Place Value place value concepts *= New POs added to cluster previously introduced Bold = Priority PO 11Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor 8/06/2010Underlining = Cognitive rigor Isaac School District No. 5
12. 12. 1st Grade Math Curriculum Map Isaac School District No.5 ConceptsS5C2PO4* Words; numbers; pictures; objects; Represent problem situations using any combination of words, or symbols for problem situations numbers, pictures, physical objects, or symbolsS1C3PO1 Estimation of sums more/less than Use estimation to determine if sums are more or less than 5, 10, or 20 5, more or less than 10, more or less 20 *= New POs added to cluster previously introduced Bold = Priority PO 12Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor 8/06/2010Underlining = Cognitive rigor Isaac School District No. 5
13. 13. 1st Grade Math Curriculum Map Isaac School District No.5Quarter 3Unit Name and Description: Addition and Subtraction Related StrategiesCluster 9Big Ideas/Enduring Understandings Essential Question(s)Numbers are tools that are necessary for solving real world problems. Why is it important to be able to explain your mathematical thinking?Understanding place value helps us solve addition and subtraction problems. What strategies can I use to solve math problems?A variety of strategies can be used to solve math problems. What is the relationship between addition and subtraction? How might I use place value to solve an addition or subtraction problem?AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS1C2PO1* Contextual Problems; Multiple Solve contextual problems using multiple representations Demonstrate Representations; Addition and for addition and subtraction facts Addition Subtraction Facts SubtractionS1C2PO2* Addition and Subtraction of Demonstrate Addition and subtraction of numbers that total Solve numbers to 100; Various less than 100 by using various representations that connect to Word Problems Representations; Place Value place value concepts Equation Concepts FactsS3C3PO3 Word problems; Addition and [Compose] and [solve] word problems requiring addition or Identify Subtraction Fact; Equation subtraction facts using an equation Solution AnalyzeS5C2PO1* Solutions for questions asked and Identify question(s) asked and any other questions that need to Information answered be answered in order to find a solution Select Problem SolvingS5C2PO2* Given information; Solution [Analyze] given information that can be used to find a Strategies solution. Represent Multiple *= New POs added to cluster previously introduced Bold = Priority PO 13Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor 8/06/2010Underlining = Cognitive rigor Isaac School District No. 5
14. 14. 1st Grade Math Curriculum Map Isaac School District No.5S5C2PO3* Problem solving strategies for Select and [utilize] a variety of problem solving strategies and Representations solutions one or more strategies to arrive at a solution Explain ClarifyS5C2PO4* Words; numbers; pictures; objects; Represent problem situations using any combination of words, or symbols for problem situations numbers, pictures, physical objects, or symbols.S5C2PO5* Mathematical Thinking Explain and clarify mathematical thinking *= New POs added to cluster previously introduced Bold = Priority PO 14Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor 8/06/2010Underlining = Cognitive rigor Isaac School District No. 5
15. 15. 1st Grade Math Curriculum Map Isaac School District No.5Quarter 4Unit Name and Description: Place ValueCluster 10Big Ideas/Enduring Understandings Essential Question(s)The value of a digit is determined by its place in a number. What are some patterns in our numerical system?There are patterns in our number system. Why is it important to know that numbers have value?Numbers can be represented in a variety of ways. Why do we need to know the value of each digit? How might you represent a specific number? AZ Essential Learning Key Summative Standard Knowledge Skills Vocabulary AssessmentM2S1C1PO4 Whole numbers to 1000; Place Compare and order whole numbers through 1000 by place value Value applying the concept of place value whole numbers hundredsM2S1C1PO1 Whole Numbers to 1000 in Express whole numbers 0-1000 in groups of hundreds, tens hundreds, tens, and ones; Multiple and ones using and connecting multiple representations tens Representations onesM2S1C1PO2 Numbers to 1000 Count forward to 1000 and backward from 1000 by 1’s, 10’s, more or less and 100’s using different starting points number odd and evenM2S1C1PO3 Numbers to 900 Identify numbers which are 100 more or less than a given justify number to 900 expanded form expanded notationM2S1C1P06 Odd and even numbers to 1000 Sort whole numbers through 1000 into odd and even and standard form justify the sort word formM2S3C3P01 Equivalent forms; Whole numbers Record equivalent forms of whole numbers to 1000 by number form to 1000; Models constructing models and using numbers short word form *= New POs added to cluster previously introduced Bold = Priority PO 15Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor 8/06/2010Underlining = Cognitive rigor Isaac School District No. 5