MA1 Curriculum Map
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Contents |
August
Content and Essential Skills
How do we recognize, count and write numbers 0-25?
How do we tell time to the hour?
How do we identify a number before and after a given number?
Standard 1
- Students develop number sense and use numbers and number relationships in problem solving situations and communicate the reasoning used in solving these problems.
- 1.3 Using numbers to count, to measure, to label, and to indicate location.
- 1.3e Sequence selected whole numbers from 0-100.
Skills
Daily Routines
Investigating the Number Line
Tools for Doing Mathematics
Number-Writing Practice
Assessment
Observation
Oral assessment
Daily assignment
Skills check lists
Resources
Calendar
Everyday Math program
[Number Book] Kid friendly practice writing numbers book
Optional
September
Content and Essential Skills
How do we recognize, count and write numbers to 25?
How do we tell time to the hour?
How do we name a number before and after any given number?
Standard 4
- Students use geometric concepts, properties, and relationships in problem solving situations and communicate the reasoning used in solving these problems.
- 4.2 Identifying, describing, drawing, comparing,classifying, and building physical models of geometric figures.
- 4.2a Describe the number of sides in triangles and in quadrilaterals such as squares and rectangles.
Standard 3
- Students us data collection and analysis, statistics, and probability in problem solving situations and communicate the reasoning and processes used in solving these problems.
- 3.2 Interpreting data using the concepts of largest, smallest, most often, and middle.
- 3.2a using a bar graph, interpret data for "more"and "fewer" or "most", "same", and "fewest"
Standard 1
- Students develop number sense and use numbers and number relationships in problem solving situations and communicate the reasoning used in solving these problems.
- 1.3 Using numbers to count, to measure, to label, and to indicate location.
- 1.3d Use ordinal position for first through twentieth
Standard 6
- Students link concepts and procedures as they develop and use computational techniques,including estimation,mental arithmetic, paper and pencil, calculators, and computers in problem solving situations and communicate the reasoning used in solving these problems.
- 6.1 Demonstrating conceptual meanings for the four basic arithmetic operations of addition, subtraction, multiplication and division.
- 6.1a Demonstrate the operation of addition and subtraction of whole numbers with concrete materials.
Standard 5
- Students use a variety of tools and techniques to measure,apply the results in problem solving situations, and communicate the reasoning used in solving these problems.
- 5.3 Demonstrating the process of measuring and explaining the concepts related to the units of measurement.
- 5.3h Tell the number of minutes in an hour, days of the week, pennies in a nickel,dime,quarter, and dollar
- 1.1 Demonstrating meanings for whole numbers, commonly-used fractions and decimals(for example,1/3,3/4,0.5,0.75,) and representing equivalent forms of the same number through the use of physical models, drawings, calculators, and computers.
- 1.1d Using concrete materials demonstrate the meanings of halves, thirds, and fourths of sets and wholes.
- 1.3b count from 1-100 by 1's, 5's, and 10's
- 6.3 Demonstrate understanding of and proficiency with basic addition, subtraction, multiplication and division facts without the use of a calculator.
- 6.3a Demonstrate understanding of basic addition sums to 20 and subtraction differences of 10.
Skills
One More, One Less
Comparing Numbers
Recording Tally Counts
Investigating Equally Likely Outcomes
The Calendar
Working in Small Groups
Exploring Math Materials
Weather and Temperature Routines
Number Stories
Counting from 0-25
Assessment
Observation
Written assessment (1)
Oral assessment
Daily assignment
Skills check lists
Resources
Calendar
Everyday Math program
Optional
October
Content and Essential Skills
Can we recognize, count and write numbers to 25?
How do you tell time to the hour and half hour?
How do we name a number before and after any given number?
How do we extend a number pattern?
Can we use a number grid to solve addition and subtraction problems?
How do we measure to the nearest inch?
Can we recognize a penny, nickel and dime?
How do we count by 5's and 10's to 100?
Standard 1
- Students develop number sense and use numbers and number relationships in problem solving situations and communicate the reasoning used in solving these problems.
- 1.3 Using numbers to count, to measure, to label, and to indicate location.
- 1.3e sequence selected whole numbers from 0-100
- 1.4 Developing, testing and explaining conjectures about properties of whole numbers, and commonly used fractions and decimals (for example 1/3, 3/4, 0.5, 0.75)
- 1.4b verify the addition and subtraction properties of zero with whole numbers
Standard 2
- Students use algebraic methods to explore, model and describe patterns and functions involving numbers, shapes, data, and graphs in problem solving situations and communicate the reasoning used in
solving these problems.
- 2.1 Reproducing, extending, creating, and describing patterns and sequences using variety of materials.
- 2.1a Create and extend patterns using concrete materials.
Standard 3
- Students us data collection and analysis, statistics, and probability in problem solving situations and communicate the reasoning and processes used in solving these problems.
- 3.1 Constructing, reading, and interpreting displays of data including tables, charts, pictographs, and bar graphs
- 3.1b display and explain data from a bar graph or tallies
Standard 5
- Students use a variety of tools and techniques to measure, apply the results in problem solving situations, and communicate the reasoning used in solving these problems.
- 5.3 Demonstrating the process of measuring and explaining the concepts related to the units of measurement.
- 5.3e estimate and weigh an object on a balance with a nonstandard unit
- 5.3c estimate and measure the length of objects to the nearest inch, foot, and centimeter
Standard 6
- Students link concepts and procedures as they develop and use computational techniques, including estimation, mental arithmetic, paper and pencil, calculators, and computers in problem solving situations and communicate the reasoning used in solving these problems.
- 6.3 Demonstrate understanding of and proficiency with basic addition, subtraction, multiplication and division facts without the use of a calculator.
- 6.3a Demonstrate understanding of basic addition sums to 20 and subtraction differences of 10.
Skills
Number Grids
Numbers All Around
Complements of 10
Units Labels for Numbers
Analog Clocks
Telling Time to the Hour
Explorations: Exploring Lengths, Straightedges, and Dominoes
Pennies
Nickels
Counting Nickels and Pennies
Number Models
Subtraction Number Models
Number Stories
Visual Patterns
Even and Odd Number Patterns
Number-Grid Problems
Even & Odd Numbers, Covering Shapes, and Patterns
Counting on the Number Line
Adding and Subtracting on the Number Line
Assessment
Observation
Written assessment (2)
Oral assessment
Daily assignment
Skills check lists
Resources
Calendar
Everyday Math program
Optional
November
Content and Essential Skills
How do you tell time to the hour and half hour?
How do we name a number before and after any given number?
How do we extend a number pattern?
Can we use a number grid to solve addition and subtraction problems?
How do we measure to the nearest inch?
Can we recognize a penny, nickel and dime?
How do we count by 5's and 10's to 100?
Standard 1
- Students develop number sense and use numbers and number relationships in problem solving situations and communicate the reasoning used in solving these problems.
- 1.3 Using numbers to count, to measure, to label, and to indicate location.
- 1.3b count from 1-100 by 1's, 5's and 10's
- 1.3a count from 1-20 by 2's
- 1.2 Reading and writing whole numbers and knowing place value concepts and numeration through their relationships to counting, ordering and grouping
- 1.2a read and write numerals from 0-100 in meaningful context
- 1.1 Demonstrating meanings for whole numbers, commonly-used fractions and decimals(for example,1/3,3/4,0.5,0.75,) and representing equivalent forms of the same number through the use of physical models, drawings, calculators, and computers.
- 1.1d Using concrete materials demonstrate the meanings of halves, thirds, and fourths of sets and wholes.
Standard 4
- Students use geometric concepts, properties, and relationships in problem solving situations and communicate the reasoning used in solving these problems.
- 4.1 Recognizing shapes and their relationships (for example symmetry and congruence) using a variety of materials
- 4.1b Create simple designs using concrete materials
Standard 5
- Students use a variety of tools and techniques to measure,apply the results in problem solving situations, and communicate the reasoning used in solving these problems.
- 5.3 Demonstrating the process of measuring and explaining the concepts related to the units of measurement.
- 5.3h tell the number of minutes in an hour, days in a week, pennies in a nickel, dime, quarter and dollar
- 5.3a tell time to the nearest hour and half hour using an analog and digital clock
- 5.1 Knowing, using, describing, and estimating measures of length, perimeter, capacity, weight, time, and temperature
- 5.3d estimate and measure the capacity of a container in cups
Standard 6
- Students link concepts and procedures as they develop and use computational techniques,including estimation,mental arithmetic, paper and pencil, calculators, and computers in problem solving situations and communicate the reasoning used in solving these problems.
- 6.3 Demonstrate understanding of and proficiency with basic addition, subtraction, multiplication and division facts without the use of a calculator.
- 6.3a Demonstrate understanding of basic addition sums to 20 and subtraction differences of 10.
Skills
Telling time to the hour and half hour
Frames-and-Arrows Routine
Counting with a Calculator
Dimes
Combinations of Dimes, Nickels, and Pennies
Domino Addition
Math Message and Reading a Thermometer
Nonstandard Linear Measures
Personal "Foot" and Standard Foot
The Inch
The 6-Inch Ruler
Measuring with a Tape Measures
Exploring Data, Shapes, and Base-10 Blocks
Counting by 10's to 100
Count by 2's to 20
Identify and locate numbers on a hundred number chart
Assessment
Observation
Written assessment (3)
Oral assessment
Daily assignment
Resources
Calendar board
Everyday Math Program
The students are using various math centers on probability and problem solving when finishing their regular math assignments.
Optional
December
Content and Essential Skills
How do you tell time to the hour, half, and quarter hour?
How do we name a number before and after any given number?
How do we extend a number pattern?
Can we use a number grid to solve addition and subtraction problems?
How do we measure to the nearest inch?
Can we recognize a penny, nickel and dime?
How do we count by 5's and 10's to 100?
Standard 6
- Students link concepts and procedures as they develop and use computational techniques, including estimation, mental arithmetic, paper and pencil, calculators, and computers in problem solving situations and communicate the reasoning used in solving these problems.
- 6.3 Demonstrate understanding of and proficiency with basic addition, subtraction, multiplication and division facts without the use of a calculator.
- 6.3a Demonstrate understanding of basic addition sums to 20 and subtraction differences of 10.
Standard 5
- Students use a variety of tools and techniques to measure, apply the results in problem solving situations, and communicate the reasoning used in solving these problems.
- 5.4 Use familiar objects as referents for measurement
Skills
Telling Time to the hour, half, and quarter hour
Timelines
Number Scrolls
Fact Power
Good Fact Habits
Place Value: Tens and Ones
Assessment
Observation
Written assessment (4)
Oral assessment
Daily assignment
Resources
Calendar board
Everyday Mathematics
The students are using various math centers on probability and problem solving when finishing their regular math assignments.
Optional
January
Content and Essential Skills
How do we tell time to the hour, half hour and quarter hour?
Can we recognize place value and understand the concept of 10's and 1's?
Can we correctly complete math facts up to +3?
How do we recognize greater than and less than?
Can we measure to the nearest centimeter?
How do we identify shapes (square, circle, triangle, rectangle)?
Can we count by 2's to 100?
Standard 1
- Students develop number sense and use numbers and number relationships in problem solving situations and communicate the reasoning used in solving these problems.
- 1.1 Demonstrating meanings for whole numbers, commonly-used fractions and decimals(for example, 1/3, 3/4, 0.5, 0.75,) and representing equivalent forms of the same number through the use of physical models, drawings, calculators, and computers.
- 1.1e Demonstrate the value of nickels, dimes, quarters, and dollars in terms of pennies
- 1.3 Using numbers to count, to measure, to label, and to indicate location.
- 1.3b count from 1-100 by 1's, 5's and 10's
- 1.3a count from 1-20 by 2's
Standard 3
- Students us data collection and analysis,statistics, and probability in problem solving situations and communicate the reasoning and processes used in solving these problems.
- 3.1 Constructing, reading, and interpreting displays of data including tables, charts, pictographs, and bar graphs
- 3.1b display and explain data from a bar graph or tallies
Standard 6
- Students link concepts and procedures as they develop and use computational techniques, including estimation, mental arithmetic, paper and pencil, calculators, and computers in problem solving situations and communicate the reasoning used in solving these problems.
- 6.3 Demonstrate understanding of and proficiency with basic addition, subtraction, multiplication and division facts without the use of a calculator
Skills
Greater Than, Less Than, and Equal To
Exploring Area, Weight, and Counting
Animal Weights
More Than and Less Than Number Stories
Comparison Number Stories
Solving Number Stories
Dice Sums
Turn-Around Facts
Easy Facts
Applying Rules
The Addition/Subtraction Facts Table
Equivalent Names
Fact Families
Fact Triangles
Assessment
Observation
Written assessment (5)
Oral assessment
Daily assignment
Resources
Calendar board
Everyday Math Program
Problem solving from Problem of the day winter book
Math centers
Optional
February
Content and Essential Skills
How do we tell time to the hour, half hour and quarter hour?
Can we recognize place value and understand the concept of 10's and 1's?
Can we correctly complete math facts up to +3?
How do we recognize greater than and less than?
Can we measure to the nearest centimeter?
How do we identify shapes (square, circle, triangle, rectangle)?
Can we count by 2's to 100?
Standard 3
- Students us data collection and analysis, statistics, and probability in problem solving situations and communicate the reasoning and processes used in solving these problems.
- 3.2 Interpreting data using the concepts of largest, smallest, most often, and middle.
- 3.2a using a bar graph, interpret data for "more" and "fewer" or "most", "same", and "fewest"
Standard 4
- Students use geometric concepts, properties, and relationships in problem solving situations and communicate the reasoning used in solving these problems.
- 4.1 Recognizing shapes and their relationships (for example symmetry and congruence) using a variety of materials
- 4.1a Recognize two dimensional congruent figures in different positions
Standard 1
- Students develop number sense and use numbers and number relationships in problem solving situations and communicate the reasoning used in solving these problems.
- 1.2 Reading and writing whole numbers and knowing place value concepts and numeration through their relationships to counting, ordering and grouping
- 1.2c Group objects by 1's and 10's
- 1.1 Demonstrating meanings for whole numbers, commonly-used fractions and decimals(for example, 1/3, 3/4, 0.5, 0.75,) and representing equivalent forms of the same number through the use of physical models, drawings, calculators, and computers.
- 1.1d Using concrete materials demonstrate the meanings of halves, thirds, and fourths of sets and wholes.
- 1.1e Demonstrate the value of nickels, dimes, quarters, and dollars in terms of pennies
Standard 5
- Students use a variety of tools and techniques to measure,apply the results in problem solving situations, and communicate the reasoning used in solving these problems.
- 5.1 Knowing, using, describing, and estimating measures of length, perimeter, capacity, weight, time, and temperature
- 5.3a Tell time to the nearest hour and half-hour using an analog and digital clock
Standard 6
- Students link concepts and procedures as they develop and use computational techniques,including estimation,mental arithmetic, paper and pencil, calculators, and computers in problem solving situations and communicate the reasoning used in solving these problems.
- 6.3 Demonstrate understanding of and proficiency with basic addition, subtraction, multiplication and division facts without the use of a calculator.
- 6.3a Demonstrate understanding of basic addition sums to 20 and subtraction differences of 10.
- 1.3 Using numbers to count, to measure, to label, and to indicate location.
- 1.3b count from 1-100 by 1's, 5's and 10's
- 1.3a count from 1-20 by 2's
- 1.3e sequence selected whole numbers from 1-100
Skills
Using the Addition/Subtraction Facts Table for Subtraction
The Centimeter
Exploring Pattern Blocks, Addition Facts, and Triangles
Addition Facts Practice
Quarters
Digital Clocks
Attribute Rules
Exploring Attributes, Designs, and Fact Platters
Pattern-Block and Template Shapes
Making Polygons
Assessment
Observation
Written assessment (6)
Oral assessment
Daily assignment
Resources
Calendar board
Everyday Math Program
Optional
March
Content and Essential Skills
How do we correctly identify fractions (1/2, 1/3, 1/4)?
How do we recognize place value and understand the concept of 100's, 10's and 1's?
Can we correctly identify and count quarters, dimes, nickels, and pennies in combination?
How do we correctly complete addition math facts up to sums of 18?
How do we correctly complete subtractions math facts up to sums of 18 using manipulatives?
How do we solve addition and subtraction number stories?
Standard 5
- Students use a variety of tools and techniques to measure, apply the results in problem solving situations, and communicate the reasoning used in solving these problems.
- 5.3 Demonstrating the process of measuring and explaining the concepts related to the units of measurement.
- 5.3c estimate and measure the length of objects to the nearest inch, foot, and centimeter
- 5.3d estimate and measure the capacity of a container in cups
- 5.3g describe the units for measuring time, length, capacity, and temperature
- 5.3h tell the number of minutes in an hour, days in a week, pennies in a nickel, dime, quarter, and dollar
Standard 6
- Students link concepts and procedures as they develop and use computational techniques, including estimation, mental arithmetic, paper and pencil, calculators, and computers in problem solving situations and communicate the reasoning used in solving these problems.
- 6.3 Demonstrate understanding of and proficiency with basic addition, subtraction, multiplication and division facts without the use of a calculator.
- 6.3a Demonstrate understanding of basic addition sums to 20 and subtraction differences of 10.
Standard 1
- Students develop number sense and use numbers and number relationships in problem solving situations and communicate the reasoning used in solving these problems.
- 1.1 Demonstrating meanings for whole numbers, commonly-used fractions and decimals (for example, 1/3, 3/4, 0.5, 0.75,) and representing equivalent forms of the same number through the use of physical models, drawings, calculators, and computers.
- 1.1d Using concrete materials demonstrate the meanings of halves, thirds, and fourths of sets and wholes.
- 6.1 Demonstrating conceptual meanings for the four basic arithmetic operations of addition, subtraction, multiplication and division.
- 6.1b link the operations of addition and subtraction, and quality with mathematical terms and mathematical symbols
Skills
Spheres, Cylinders, and Rectangular Prisms
Pyramids, Cones, and Cubes
Symmetry
Dollars
Place Value: Hundreds, Tens, and Ones
Making Change
Equal Shares
Assessment
Observation
Written assessment (7)
Oral assessment
Daily assignment
Resources
Calendar board
Everyday Math Program
Math Centers
Optional
April
Content and Essential Skills
How do we correctly identify fractions (1/2, 1/3, 1/4)?
How do we recognize place value and understand the concept of 100's, 10's and 1's?
Can we correctly identify and count quarters, dimes, nickels, and pennies in combination?
How do we correctly complete addition math facts up to sums of 18?
How do we correctly complete subtractions math facts up to sums of 18 using manipulatives?
How do we solve addition and subtraction number stories?
Standard 1
- Students develop number sense and use numbers and number relationships in problem solving situations and communicate the reasoning used in solving these problems.
- 1.1 Demonstrating meanings for whole numbers, commonly-used fractions and decimals(for example,1/3,3/4,0.5,0.75,) and representing equivalent forms of the same number through the use of physical models, drawings, calculators, and computers.
- 1.1e Demonstrate the value of nickels, dimes, quarters, and dollars in terms of pennies
Standard 6
- Students link concepts and procedures as they develop and use computational techniques, including estimation, mental arithmetic, paper and pencil, calculators, and computers in problem solving situations and communicate the reasoning used in solving these problems.
- 6.3 Demonstrate understanding of and proficiency with basic addition, subtraction, multiplication and division facts without the use of a calculator.
- 6.3a Demonstrate understanding of basic addition sums to 20 and subtraction differences of 10.
Standard 5
- Students use a variety of tools and techniques to measure, apply the results in problem solving situations, and communicate the reasoning used in solving these problems.
- 5.3 Demonstrating the process of measuring and explaining the concepts related to the units of measurement.
- 5.3c estimate and measure the length of objects to the nearest inch, foot, and centimeter
Skills
Fractions
Identify 1/2, 1/3, 1/4
Exploring Fractional Parts and Addition Facts
Sharing Pennies
Tens and Ones Patterns on the Number Grid
Adding and Subtracting Tens
Number-Grid Puzzles
Adding and Subtracting 2-Digit Numbers
Number-Grid Puzzles
Adding and Subtracting 2-Digit Numbers
Assessment
Observation
Written assessment (8)
Oral assessment
Daily assignment
Skills check lists
Resources
Calendar board
Everyday Math Program
Take It to Your Seat Math Centers
Optional
May
Content and Essential Skills
How do we correctly identify fractions (1/2, 1/3, 1/4)?
How do we recognize place value and understand the concept of 100's, 10's and 1's?
Can we correctly identify and count quarters, dimes, nickels, and pennies in combination?
How do we correctly complete addition math facts up to sums of 18?
How do we correctly complete subtractions math facts up to sums of 18 using manipulatives?
How do we solve addition and subtraction number stories?
Standard 1
- Students develop number sense and use numbers and number relationships in problem solving situations and communicate the reasoning used in solving these problems.
- 1.1 Demonstrating meanings for whole numbers, commonly-used fractions and decimals(for example, 1/3, 3/4, 0.5, 0.75,) and representing equivalent forms of the same number through the use of physical models, drawings, calculators, and computers.
- 1.1e Demonstrate the value of nickels, dimes, quarters, and dollars in terms of pennies
Standard 6
- Students link concepts and procedures as they develop and use computational techniques, including estimation, mental arithmetic, paper and pencil, calculators, and computers in problem solving situations and communicate the reasoning used in solving these problems.
- 6.3 Demonstrate understanding of and proficiency with basic addition, subtraction, multiplication and division facts without the use of a calculator.
- 6.3a Demonstrate understanding of basic addition sums to 20 and subtraction differences of 10.
Standard 5
- Students use a variety of tools and techniques to measure, apply the results in problem solving situations, and communicate the reasoning used in solving these problems.
- 5.3 Demonstrating the process of measuring and explaining the concepts related to the units of measurement.
- 5.3g describe the units for measuring time, length, capacity, and temperature
Skills
Exploring Capacity, Symmetry, and Heights
Fractional Parts of the Whole
Comparing Fractions
Many Names for Fractional Parts
Review: Telling Time
Mental Arithmetic Using a Vending Machine Poster
Year-End Geometry Review
Review: Thermometers and Temperature
Review: Place Value, Scrolls, and Number Grids
Assessment
Observation
Written assessment (9)
Oral assessment
Daily assignment
Skills check lists
Resources
Calendar board
Everyday Mathematics
Take It to Your Seat Math Centers
Optional
