1st quarter

BY TEACHERS FOR TEACHERS 1st Quarter

MATH CURRICULUM GUIDE

1ST GRADE





Standard 1: Students utilize language, symbolism, and technology to develop number sense and to communicate those mathematical ideas.

BENCHMARK A: INTERPRET NUMBER MEANINGS TO INCLUDE READING, WRITING, AND ROUNDING NUMBERS.

Enduring Understanding Assessment Key Suggested Instructional Differentiation Quarter

District Indicators Essential Questions Essential Skills Resources

Conceptual Vocabulary Methods Strategy Practice Adaptations/Extensions Taught

1 a.2 Recognize READING Teacher McREL McREL Nonlinguistic mountain math, math Use enlarged hundreds chart, 1

numerals in order through NUMBERS observation, SIOP representations series, supplemental use visual aids

100. (1,2) Recognize numerals hundreds chart, calendar, 100's chart, materials, Success Maker,

In what ways can

in order through 50 calendar activities, exemplars exemplars, Math Keys

Numbers can be represented, numbers be

math bingo SIOP Comprehensible Input:

ordered, and communicated in communicated,

Uses a variety of techniques

many different forms. represented, and

to make content concept clear

ordered?

(e.g., modeling )





1 a.3 Match numerals READ NUMBERS Teacher McREL McREL Nonlinguistic mountain math, math Oral tests, model the process 1

with objects, one to one Counts to 50 and observation, SIOP representations series, supplemental

In what ways can

correspondence demonstrates one to manipulatives File folder games, exemplars materials, Success Maker,

numbers be

Numbers can be represented, one correspondence. SIOP Comprehensible Input: exemplars, Math Keys

communicated,

ordered, and communicated in Uses a variety of techniques

represented, and

many different forms. to make content concept clear

ordered (one to one

(e.g. hand-on activities)

correspondence)?





1 a.4 Connect number READS NUMBERS Teacher McREL McREL Nonlinguistic mountain math, math Use visual aids, time for 1

words with the quantities Match number words observation, flash SIOP representations series, supplemental repeated review and drill

they represent, and In what ways can with quantities 1-10 cards flashcards, games, calendar, materials, Success Maker,

In order to communicate

connect the numeral to numbers be math word wall exemplars, Math Keys

mathematical ideas, we must

the written word. communicated, SIOP Comprehensible Input:

be able to understand and use

represented, and Uses a variety of techniques

the language of math.

ordered? to make content concept clear

(e.g.visuals)



1 a.5 Read, write, order READ/WRITES Teacher McREL McREL Nonlinguistic mountain math, math Tutoring assistance, enlarged 1

and demonstrate with NUMBERS observation, SIOP representations series, supplemental hundreds chart

models for numbers up to Reads and writes written calendar, 100's chart, materials, Success Maker,

1000. (K-2) In order to communicate numbers to 50 assessment, number flashcards, math exemplars, Math Keys

What are the different

mathematical ideas, we must charts word wall

ways to communicate

be able to understand and use SIOP Prep: Sup-plementary

math ideas?

the language of math. materials (e.g. graphs,

models, visuals)





1 a.7 Understand basic NUMBER Teacher McREL McREL Nonlinguistic mountain math, math Enlarged hundreds chart, 1

whole number RELATIONSHIPS observation, SIOP representations series, supplemental model the process

relationships (e.g. 4 is Orders and charts, calendar, 100's chart, place materials, Success Maker,

less than 10, 30 is 3 tens) compares numbers manipulatives value mats with exemplars, Math Keys

How many different to 50 (e.g. 4 is less counters/manipulatives,

Numbers can be represented,

relationships can you than 30, 30 is 3 exemplars

ordered, and communicated in

show with this number tens) SIOP Comprehensible Input:

many different forms.

_____? Uses a variety of techniques

to make content concept clear

(hands-on activities)









Revised 4-26-2006/jkw



1

BY TEACHERS FOR TEACHERS 1st Quarter

MATH CURRICULUM GUIDE

1ST GRADE





Standard 1: Students utilize language, symbolism, and technology to develop number sense and to communicate those mathematical ideas.

BENCHMARK B: USE NUMBERS IN A VARIETY OF EQUIVALENT FORMS (I.E., FRACTIONS, DECIMALS, PERCENTS)

Enduring Understanding Assessment Key Suggested Instructional Differentiation Quarter

District Indicators Essential Questions Essential Skills Resources

Conceptual Vocabulary Methods Strategy Practice Adaptations/Extensions Taught

1 b.2 Identify coins up NUMBER Teacher McREL McREL Nonlinguistic mountain math, math Small group, computer 1

to $1.00 RELATIONSHIPS observation, SIOP representations series, supplemental programs

In what ways can Identify pennies, manipulatives calendar, games, overhead, materials, Success Maker,

numbers be nickels, dimes and play coins, class store exemplars, Math Keys

Numbers can be represented,

communicated, quarters SIOP Comprehensible Input:

ordered, and communicated in

represented, and Uses a variety of techniques

many different forms.

ordered when using to make content concepts

money? clear (e.g.hands-on activities)





1 b.2 Identify coins up to NUMBER Teacher McREL McREL Nonlinguistic mountain math, math Small group, computer 1

$1.00. (K,1,2) RELATIONSHIPS observation SIOP representations series, supplemental programs, model the process

In what ways can Exchange coins manipulatives class store, play coins, money materials, Success Maker,

numbers be (pennies & dimes) games, exemplars exemplars, Math Keys

Numbers can be represented,

communicated, SIOP Comprehensible Input:

ordered, and communicated in

represented, and Uses a variety of techniques

many different forms.

ordered when using to make content concepts

money? clear

(e.g. hands-on activities)



BENCHMARK D: DETERMINE THE REASONABLENESS OF SOLUTIONS (ESTIMATION AND REASONING)

1 d.2 Make reasonable NUMBER Estimating McREL McREL Nonlinguistic mountain math, math Model the process, positive 1

estimates by testing and RELATIONSHIPS activities SIOP representations series, supplemental reinforcers instructions given

re-estimating until Makes reasonable estimating jar, teacher materials, Success Maker, in several channels: written,

accuracy is improved. Why does having a estimates to 20 modeling exemplars, Math Keys spoken, demonstrations

A sense of number is necessary sense of number help SIOP Comprehensible Input:

to find reasonable solutions. find reasonable Uses a variety of techniques

estimations? to make content concepts

clear

(e.g. demonstrations)

Standard 7: Students communicate the reasoning used in problem-solving situations.

BENCHMARK A: COMMUNICATE THE USE OF NUMBER SENSE, INCLUDING ESTIMATIONS AND MENTAL MATH, NEEDED TO SOLVE PROBLEMS AND DETERMINE THE REASONABLENESS OF THE SOLUTION.

Enduring Understanding Assessment Key Suggested Instructional Differentiation- Quarter

District Indicators Essential Questions Essential Skills Resources

Conceptual Vocabulary Methods Strategy Practice Adaptations/Extensions Taught

7 a Identify the PROBLEM Teacher McREL McREL Nonlinguistic mountain math, math Model the process, small 1

essential components of SOLVING observation, SIOP representations series, supplemental group, overhead

mathematical and real- In what ways can STRATEGIES manipulatives exemplars, problem of the day materials, Success Maker,

world problems (K,1,2) Number sense is necessary to computation be Uses manipulatives SIOP Comprehensible Input: exemplars, Math Keys

solve computational problems. expressed in problem to solve problems Uses a variety of techniques

solving situations? (demonstrate + or -). to make content concepts

clear

(e.g. hands-on activities)

7 a.1 Evaluate the PROBLEM Teacher McREL McREL Nonlinguistic mountain math, math Overhead, model the process, 1

solutions/arguments of SOLVING observation, SIOP representations series, supplemental small group, provide

mathematical and real- STRATEGIES student work. exemplars, problem of the materials, Success Maker, vocabulary

world problems for What determines when Choose and apply a day, mental math problems exemplars, Math Keys

reasonableness. A sense of number is you use addition or strategy to solve SIOP Comprehensible Input:

necessary to solve problems. subtraction? problems. (Know Uses a variety of techniques

when to add or to make content concepts

subtract. ) clear

(e.g. visuals, demonstrations)









Revised 4-26-2006/jkw



2

BY TEACHERS FOR TEACHERS 1st Quarter

MATH CURRICULUM GUIDE

1ST GRADE





Standard 2: Students apply algebraic and/or other mathematical methods to understand and explore models, data, graphs, patterns, functions, and spatial relationships.

BENCHMARK B: USE MATH LANGUAGE TO DESCRIBE PATTERNS INCLUDING NUMBER SENTENCES AND EQUATIONS.

Enduring Understanding Assessment Key Suggested Instructional Differentiation- Quarter

District Indicators Essential Questions Essential Skills Resources

Conceptual Vocabulary Methods Strategy Practice Adaptations/Extensions Taught

2 b.3 Explain how both PATTERNS Teacher McREL McREL Nonlinguistic mountain math, math Manipulation of materials in 1

repeating (K,1) and Creates and extends observation, SIOP representations series, supplemental small steps, model the

growing (2) patterns are patterns (AB, ABB, manipulatives calendar, pattern blocks, unifix materials, Success Maker, process

generated ABC) cubes, exemplars exemplars, Math Keys

Recognizing patterns helps us What are common SIOP Comprehensible Input:

make sense of our world. patterns in daily life? Uses a variety of techniques

to make content concepts

clear

(e.g. hands-on activities,

demonstrations)

2 a Students identify, PATTERNS Oral assessment McREL McREL Nonlinguistic mountain math, math Model the process, tutoring 1

describe, and analyze Counts by tens to SIOP representations series, supplemental assistance

patterns in numbers, 100 100's chart, number line materials, Success Maker,

shapes and data. What are some SIOP Comprehensible Input: exemplars, Math Keys

Recognizing patterns helps us Uses a variety of techniques

frequently used number

make sense of our world. to make content concepts

patterns for counting?

clear

(e.g. speaking, hands-on

activities)



Standard 7: Students communicate the reasoning used in problem-solving situations.

BENCHMARK B: COMMUNICATE THE USE OF PATTERNS AND FUNCTIONS NEEDED TO MODEL REAL-WORLD SITUATIONS AND SOLVE APPROPRIATE PROBLEMS.

Enduring Understanding Assessment Key Suggested Instructional Differentiation- Quarter

District Indicators Essential Questions Essential Skills Resources

Conceptual Vocabulary Methods Strategy Practice Adaptations/Extensions Taught

7 b Identify the PROBLEM Teacher McREL MCREL Nonlinguistic mountain math, math Model the process, small 1

essential components of SOLVING observation, math SIOP representations series, supplemental group, overhead, enlarged

mathematical and real- STRATEGIES journals calendar, 100's chart, number materials, Success Maker, hundreds chart

world problems (K,1,2) Mathematics is a tool for Identify number line, exemplars exemplars, Math Keys

In what ways can

communication. patterns (I.E. daily SIOP Comprehensible Input:

patterns be expressed

A sense of number is calendar activities, Uses a variety of techniques

in real life situations?

necessary to solve problems. hundreds chart) to make content concepts

clear

(e.g. hands-on activities)









Revised 4-26-2006/jkw



3

BY TEACHERS FOR TEACHERS 1st Quarter

MATH CURRICULUM GUIDE

1ST GRADE





Standard 3: Students use mathematical strategies, data collection and analysis, statistics, and probability in everyday situation

BENCHMARK A: IDENTIFY, DESCRIBE, AND ANALYZE PATTERNS IN NUMBERS, SHAPES, AND DATA

Enduring Understanding Assessment Key Suggested Instructional Differentiation- Quarter

District Indicators Essential Questions Essential Skills Resources

Conceptual Vocabulary Methods Strategy Practice Adaptations/Extensions Taught

3 a.1 Read and DATA AND Teacher McREL McREL Nonlinguistic mountain math, math Model the process, enlarged 1

interpret bar and picture GRAPHS observation, SIOP representations series, supplemental graphic organizer, overhead,

graphs. (K,1,2) Reads and interprets student graphs CQI, classroom charts, materials, Success Maker, provide vocabulary

What are the graphic simple picture classroom graphs (birthday, exemplars, Math Keys

Interpreting data displays helps tools we use to clarify graphs. teeth candy)

us make sense of information. data and when do we SIOP Comprehensible Input:

use them? Uses a variety of techniques

to make content concepts

clear

(e.g. graphs, visuals)

Standard 7: Students communicate the reasoning used in problem-solving situations.

BENCHMARK C: STUDENTS COMMUNICATE THE USE OF PROBABILITY AND STATISTICS NEEDED TO REPRESENT AND SOLVE PROBLEMS INVOLVING UNCERTAINTY.

Enduring Understanding Assessment Key Suggested Instructional Differentiation- Quarter

District Indicators Essential Questions Essential Skills Resources

Conceptual Vocabulary Methods Strategy Practice Adaptations/Extensions Taught

7 c Identify the PROBLEM Teacher McREL McREL Nonlinguistic mountain math, math Model the process, enlarged 1

essential components of SOLVING observation, SIOP representations series, supplemental graphic organizer, overhead,

mathematical and real- STRATEGIES student graphs CQI, classroom charts, materials, Success Maker, provide vocabulary

world problems (K,1,2) What mathematical Collect data and classroom graphs (birthday, exemplars, Math Keys

Probability and statistics are create simple picture teeth candy)

tools are used in

necessary to communicate the graphs. SIOP Comprehensible Input:

problem solving

reasoning used in solving Uses a variety of techniques

situations to create

problems with uncertainty. to make content concepts

simple graphs.

clear

(e.g. visuals, hands-on

activities)









Revised 4-26-2006/jkw



4

BY TEACHERS FOR TEACHERS 1st Quarter

MATH CURRICULUM GUIDE

1ST GRADE





Standard 4: Students use geometric reasoning to gather evidence, build an argument, and make conjectures in one-, two-, and three-dimensional problem solving situations.

BENCHMARK A: DRAW AND ANALYZE GEOMETRIC SHAPES IN ONE-, TWO-, AND THREE- DIMENSIONS.

Enduring Understanding Assessment Key Suggested Instructional Differentiation- Quarter

District Indicators Essential Questions Essential Skills Resources

Conceptual Vocabulary Methods Strategy Practice Adaptations/Extensions Taught

4. a4 Recognize and GEOMETRY Teacher McREL McREL Nonlinguistic mountain math, math Provide a list of new 1

identify basic spatial Recognize, identify observation, SIOP representations series, supplemental vocabulary words, oral tests

terminology and demonstrate student work Pattern blocks, environment materials, Success Maker,

basic spatial search, exemplars exemplars, Math Keys

Understanding geometric

What is the vocabulary terminology: above, SIOP Comprehensible Input:

concepts helps us see basic below, between, Uses a variety of techniques

of geometry?

spatial relationships. behind, inside, to make content concepts

outside. clear

(e.g. hands-on activities,

demonstrations)

BENCHMARK B: CONNECT PHYSICAL OBJECTS WITH GEOMETRIC REPRESENTATIONS

4 b.1 Recognize basic 2- GEOMETRY Teacher McREL McREL Nonlinguistic mountain math, math Manipulation of materials in 1

dimensional geometric Identifies 2 observation, SIOP representations series, supplemental small steps, model the

shapes. (K,1,2) dimensional shapes manipulatives, Pattern blocks, environment materials, Success Maker, process

(circle, triangle written work search, exemplars exemplars, Math Keys

Understanding geometric What are two-

square, rectangle, SIOP Comprehensible Input:

concepts helps us see basic dimensional geometric

oval) Uses a variety of techniques

spatial relationships. shapes?

to make content concepts

clear

(e.g. hands-on activities,

demonstrations)

Standard 7: Students communicate the reasoning used in problem-solving situations.

BENCHMARK D: COMMUNICATE THE USE OF GEOMETRIC CONCEPTS NEEDED TO MODEL REAL WORLD SITUATIONS AND SOLVE APPROPRIATE PROBLEMS.

Enduring Understanding Assessment Key Suggested Instructional Differentiation- Quarter

District Indicators Essential Questions Essential Skills Resources

Conceptual Vocabulary Methods Strategy Practice Adaptations/Extensions Taught

7 d.2 Identify the PROBLEM Teacher McREL McREL Nonlinguistic mountain math, math Manipulation of materials in 1

essential components of SOLVING observation, SIOP representations series, supplemental small steps, model the

mathematical and real- STRATEGIES student work Pattern blocks, environment materials, Success Maker, process

world problems. In what ways can Students identify search, exemplars exemplars, Math Keys

Geometry is a tool for

geometric reasoning be basic shapes to SIOP Comprehensible Input:

communication.

expressed in problem within their Uses a variety of techniques

A sense of shape is necessary

solving situations? environment. to make content concepts

to solve problems.

clear

(e.g. hands-on activities,

visuals, demonstrations









Revised 4-26-2006/jkw



5

BY TEACHERS FOR TEACHERS 1st Quarter

MATH CURRICULUM GUIDE

1ST GRADE





Standard 5: Students use a variety of tools and techniques to measure and use measurement in problems and in everyday situations.

BENCHMARK A: USE LENGTH, CAPACITY, WEIGHT, MASS, TIME, TEMPERATURE, PERIMETER, AREA, VOLUME, AND ANGLE MEASURE TO SOLVE PROBLEMS.

Enduring Understanding Assessment Key Suggested Instructional Differentiation- Quarter

District Indicators Essential Questions Essential Skills Resources

Conceptual Vocabulary Methods Strategy Practice Adaptations/Extensions Taught

5 a. 2 & 3 Understand MEASUREMENT Teacher McREL McREL Nonlinguistic mountain math, math Manipulation of materials in 1

the concept of time and Tells and writes time observation, SIOP representations series, supplemental small steps, model the

how it is measured. (1,2) to the hour using manipulatives calendar, exemplars, bingo, materials, Success Maker, process, utilization of visual

Use analog and digital analog and digital (Judy Clocks), file folder games, Judy clocks exemplars, Math Keys materials, computer

clocks to tell time. Appropriate tools and units are How do we measure clocks student work SIOP Comprehensible Input: programs,

needed to measure. time? Uses a variety of techniques

to make content concepts

clear

(e.g. modeling, hands-on

activities, demonstrations)

BENCHMARK B: USE DIRECT AND INDIRECT MEASUREMENTS TO DESCRIBE AND COMPARE REAL-WORLD SITUATIONS.

5 b.1 Estimate MEASUREMENT Teacher McREL McREL Nonlinguistic mountain math, math Manipulation of materials in 1

measurement using non- Measures using non- observation, SIOP representations series, supplemental small steps, model the

standard units. (K,1,2) standard units manipulatives, centers materials, Success Maker, process, utilization of visual

How can you use non- (cubes, paper clips, written/oral SIOP Comprehensible Input: exemplars, Math Keys materials, computer

Recognition and expression of

standard units to etc.) assessment Uses a variety of techniques programs,

size communicates

demonstrate to make content concepts

measurement relationships.

measurement? clear

(e.g. hands-on activities,

demonstrations)



Standard 7: Students communicate the reasoning used in problem-solving situations.

BENCHMARK E. COMMUNICATE THE USE OF APPROPRIATE MEASUREMENT TECHNIQUES NEEDED TO SOLVE PROBLEMS AND REPORT THE DEGREE OF ACCURACY REQUIRED.

Enduring Understanding Assessment Key Suggested Instructional Differentiation- Quarter

District Indicators Essential Questions Essential Skills Resources

Conceptual Vocabulary Methods Strategy Practice Adaptations/Extensions Taught

7 E 1. Generate a PROBLEM Teacher McREL McREL Nonlinguistic mountain math, math Model the process, 1

hypothesis or conjecture SOLVING observation, SIOP representations series, supplemental manipulation of materials in

and solve problems of STRATEGIES Written/oral centers materials, Success Maker, small steps

appropriate complexity Mathematics is a tool for assessments, SIOP Comprehensible Input: exemplars, Math Keys

How is problem solving Make a prediction

created from real world communication. using non standard student Uses a variety of techniques

demonstrated using

situations. A sense of measurement is units (I.E. paper demonstrations/pe to make content concepts

measurement?

necessary to solve problems. clips, cubes) to rformance clear

determine the length

of different objects









Revised 4-26-2006/jkw



6

BY TEACHERS FOR TEACHERS 1st Quarter

MATH CURRICULUM GUIDE

1ST GRADE





Standard 6: Students understand, develop, and use computational skills and techniques, including estimation, mental math, paper and pencil, calculators, and computers in problem-solving situations.

BENCHMARK A: MODEL AND USE THE FOUR BASIC OPERATIONS TO SOLVE PROBLEMS

Enduring Understanding Assessment Key Suggested Instructional Differentiation- Quarter

District Indicators Essential Questions Essential Skills Resources

Conceptual Vocabulary Methods Strategy Practice Adaptations/Extensions Taught

6 a.1 Solve addition COMPUTATION Teacher McREL McREL Nonlinguistic mountain math, math Model the process, 1

and subtraction problems Adds and subtracts observation, SIOP representations series, supplemental manipulation of materials in

through 9 (K) and through numbers to 10 with manipulatives, calendar, flashcards, games, materials, Success Maker, small steps, concrete

18 (1) using A sense of number is How are computation manipulative and student work file folder games, exemplars exemplars, Math Keys reinforcers, provide

manipulatives and written necessary to communicate skills and techniques written expression SIOP Comprehensible Input: vocabulary

expressions. computational skills used in used strategically in real- (Pictures, number Uses a variety of techniques

finding solutions. world situations? sentences) to make content concepts

clear

(e.g. modeling, visuals)



Standard 7: Students communicate the reasoning used in problem-solving situations.

BENCHMARK F: COMMUNICATE THE USE OF THE APPROPRIATE COMPUTATIONAL TECHNIQUES NEEDED TO SOLVE PROBLEMS AND DETERMINE WHETHER THE RESULTS ARE REASONABLE.

Enduring Understanding Assessment Key Suggested Instructional Differentiation- Quarter

District Indicators Essential Questions Essential Skills Resources

Conceptual Vocabulary Methods Strategy Practice Adaptations/Extensions Taught

7 f.3 Choose and apply a PROBLEM Teacher McREL McREL Nonlinguistic mountain math, math Model the process, 1

strategy to solve SOLVING observation, SIOP representations series, supplemental manipulation of materials in

mathematical and real- In what ways can STRATEGIES student work exemplars, mental math, materials, Success Maker, small steps, concrete

world problems. reasoning be expressed Choose and apply a games, centers exemplars, Math Keys reinforcers, visual

What essential computational strategy to solve SIOP Comprehensible Input: demonstrations, provide

in problem solving

skills are needed to solve real mathematical and Uses a variety of techniques vocabulary

situations?

world problems? real-world problems. to make content concepts

What makes for a

quality solution? (Know when to add clear

or subtract/Using (e.g. visuals, modeling,

facts to 10) demonstrations)









Revised 4-26-2006/jkw



7

BY TEACHERS FOR TEACHERS 2nd Quarter

MATH CURRICULUM GUIDE

1ST GRADE





Standard 1: Students utilize language, symbolism, and technology to develop number sense and to communicate those mathematical ideas.



BENCHMARK A: INTERPRET NUMBER MEANINGS TO INCLUDE READING, WRITING, AND ROUNDING NUMBERS.





Enduring Understanding Assessment Key Suggested Instructional Differentiation Quarter

District Indicators Essential Questions Essential Skills Resources

Conceptual Vocabulary Methods Strategy Practice Adaptations/Extensions Taught



1 a.2 Read, write, order READS NUMBERS Teacher McREL McREL Nonlinguistic mountain math, math series, Enlarged hundreds chart, 2

and demonstrate with Counts up to 100 starting observation, SIOP representations supplemental materials, model the process, small

models, numbers up to from any number oral calendar, 100's chart, number Success Maker, exemplars, groups

1,000 (use place value). assessment flashcards, math word wall Math Keys

(K,1,2) Mathematics is dependent on Why do numbers have SIOP Prep: Sup-plementary

place value. designated places? materials (e.g. graphs, models,

visuals) Nonlinguistic

representations

calendar, 100's chart,

flashcards



1 a.4 Connect number READS NUMBERS Teacher McREL McREL Nonlinguistic mountain math, math series, Use visual aids, time for 2

words with the quantities Match number words with observation, SIOP representations supplemental materials, repeated review and drill

they represent, and quantities 1-20 manipulatives, flashcards, games, calendar, Success Maker, exemplars,

connect the numeral to the student work math word wall Math Keys

written word. Numbers can be represented, What are the different SIOP Comprehensible Input:

ordered, and communicated in ways to communicate Uses a variety of techniques to

many different forms. math ideas? make content concept clear

(e.g.visuals) Nonlinguistic

representations

flashcards, calendar, games



1 a.5 Recognize READS NUMBERS Teacher McREL McREL Nonlinguistic mountain math, math series, Enlarged hundreds chart, use 2

numerals in random order Recognize numerals in observation, SIOP representations supplemental materials, visual aids

through 100. (1,2) random order through 100 manipulatives, file folder games, board Success Maker, exemplars,

oral games, calendar, 100's chart, Math Keys

assessment exemplars

Numbers can be represented, What are the different SIOP Comprehensible Input:

ordered, and communicated in ways to communicate Uses a variety of techniques to

many different forms. math ideas? make content concepts clear

(e.g.modeling) Nonlinguistic

representations

calendar, 100's chart,

flashcards, centers

1 a.2 Read, write, order READS NUMBERS Teacher McREL McREL Nonlinguistic mountain math, math series, Model the process, tutoring 2

and demonstrate with (Orders numbers) observation, SIOP representations supplemental materials, assistance provided, oral tests

models, numbers up to Counts backward from 20 oral file folder games, board Success Maker, exemplars,

100(use place value). assessment games, calendar, 100's chart, Math Keys

(K,1,2) Number relationships are exemplars

Do numbers have value?

dependent on place value. SIOP Comprehensible Input:

Uses a variety of techniques to

make content concepts clear

(e.g.modeling, visuals)

1 a.5 Read, write, order WRITES NUMBERS Teacher McREL McREL Nonlinguistic mountain math, math series, Enlarged hundreds chart, 2

and demonstrate with Writes numbers to 100 observation, SIOP representations supplemental materials, model the process, small

models numbers up to student work. blank 100's chart, graph paper Success Maker, exemplars, groups, overhead

100(K-2) Numbers can be represented, What are the different SIOP Comprehensible Input: Math Keys

ordered, and communicated in ways to communicate Uses a variety of techniques to

many different forms. number order? make content concepts clear

(e.g. Modeling, visuals)









Revised 4-26-2006/jkw Page 8 11/16/2011

BY TEACHERS FOR TEACHERS 2nd Quarter

MATH CURRICULUM GUIDE

1ST GRADE





Standard 1: Students utilize language, symbolism, and technology to develop number sense and to communicate those mathematical ideas.



BENCHMARK A: INTERPRET NUMBER MEANINGS TO INCLUDE READING, WRITING, AND ROUNDING NUMBERS.





Enduring Understanding Assessment Key Suggested Instructional Differentiation Quarter

District Indicators Essential Questions Essential Skills Resources

Conceptual Vocabulary Methods Strategy Practice Adaptations/Extensions Taught



1 a.7 Understand basic NUMBER Teacher McREL McREL Nonlinguistic mountain math, math series, Model the process, tutoring 2

whole number relationships RELATIONSHIPS observation, SIOP representations supplemental materials, assistance provided, oral

(e.g. 4 is less than 10, 30 What is the terminology of Order and compare manipulatives blank 100's chart, graph paper Success Maker, exemplars, tests, small groups

is 3 tens). (K,1,2) A sense of place value is numbers to 75 (e.g. 24 is SIOP Comprehensible Input: Math Keys

place value that helps us

necessary to find relationships greater than 4, 40 is 4 Uses a variety of techniques to

understand number

between numbers. tens, 43 is greater than make content concepts clear

meaning?

22) (e.g. Modeling, visuals)





BENCHMARK B: USE NUMBERS IN A VARIETY OF EQUIVALENT FORMS (I.E., FRACTIONS, DECIMALS, PERCENTS)

1 b.1 Understand and NUMBER Teacher McREL McREL Nonlinguistic mountain math, math series, Manipulation of materials, 2

represent fractional parts of RELATIONSHIPS observation, SIOP representations supplemental materials, visual demonstrations, model

a whole and/or set (e.g. ½, Identifies whole and ½ manipulatives, exemplars, games, pattern Success Maker, exemplars, the process

¼). (1,2) A sense of number is Why does having number student work blocks Math Keys

necessary to understand sense help identify SIOP Comprehensible Input:

fractions. fractions? Uses a variety of techniques to

make content concepts clear

(e.g. Modeling, visuals)



1 b.2 Identify coins up to NUMBER Teacher McREL McREL Nonlinguistic mountain math, math series, Small group, computer 2

$1.00. (K,1,2) RELATIONSHIPS observation, SIOP representations supplemental materials, programs, model the process,

Exchanges coins: manipulatives exemplars, money games, Success Maker, exemplars, manipulation of materials

In what ways can numbers (pennies and nickels) class store, play money Math Keys

A sense of number is

be communicated and SIOP Comprehensible Input:

necessary to communicate

represented when using Uses a variety of techniques to

when using money.

money? make content concepts clear

(e.g. Modeling, visuals)





BENCHMARK D: DETERMINE THE REASONABLENESS OF SOLUTIONS (ESTIMATION AND REASONING)

1 d.2 Make reasonable How does a sense of NUMBER Estimating McREL McREL Nonlinguistic mountain math, math series, Model the process, positive 2

estimates by testing and re- number help us understand RELATIONSHIPS activities SIOP representations supplemental materials, reinforcers, instructions given

estimating until accuracy is if our solutions are Makes reasonable estimating jar, teacher Success Maker, exemplars, in several channels: written,

A sense of number is

improved. reasonable estimations? estimates to 30 modeling Math Keys spoken, demonstrations

necessary to find reasonable

SIOP Comprehensible Input:

estimations.

Uses a variety of techniques to

make content concepts clear

(e.g. Modeling, visuals)









Revised 4-26-2006/jkw Page 9 11/16/2011

BY TEACHERS FOR TEACHERS 2nd Quarter

MATH CURRICULUM GUIDE

1ST GRADE





Standard 7: Students communicate the reasoning used in problem-solving situations.

BENCHMARK A: COMMUNICATE THE USE OF NUMBER SENSE, INCLUDING ESTIMATIONS AND MENTAL MATH, NEEDED TO SOLVE PROBLEMS AND DETERMINE THE REASONABLENESS OF THE SOLUTION.

Enduring Understanding Assessment Key Suggested Instructional Differentiation Quarter

District Indicators Essential Questions Essential Skills Resources

Conceptual Vocabulary Methods Strategy Practice Adaptations/Extensions Taught

7 a.3 : Choose and apply PROBLEM SOLVING Teacher McREL McREL Nonlinguistic mountain math, math series, Model the process, 2

a strategy to solve STRATEGIES observation, SIOP representations supplemental materials, manipulation of materials,

In what ways can

mathematical and real- Choose and apply a student work. exemplars, mental math Success Maker, exemplars, utilization of visual or multi-

computation be expressed

world problems. Number sense is necessary to strategy to solve SIOP Comprehensible Input: Math Keys sensory materials, small

in problem solving

solve computational problems. mathematical problems. Uses a variety of techniques to group, provide vocabulary

situations?

(I.E. add or subtract) make content concepts clear

(e.g. Modeling, visuals)



7 a.4: Evaluate the PROBLEM SOLVING Teacher McREL McREL Nonlinguistic mountain math, math series, Model the process, positive 2

solutions/arguments of STRATEGIES observation, SIOP representations supplemental materials, reinforcers, instructions given

mathematical and real- Makes and uses student work. exemplars, mental math, Success Maker, exemplars, in several channels: written,

world problems for In what ways can reasonable estimates (I.E. teacher modeling Math Keys spoken, demonstrations,

reasonableness. A sense of number is Does it take 2 minutes or SIOP Comprehensible Input: provide vocabulary

reasonable estimation

necessary to solve problems. 2 hours to brush your Uses a variety of techniques to

determine a solution?

teeth?) make content concepts clear

(e.g. Modeling visuals)





Standard 2: Students apply algebraic and/or other mathematical methods to understand and explore models, data, graphs, patterns, functions, and spatial relationships.

BENCHMARK A: IDENTIFY, DESCRIBE, AND ANALYZE PATTERNS IN NUMBERS, SHAPES, AND DATA.

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Conceptual Vocabulary Methods Strategy Practice Adaptations/Extensions Taught

2 a.2 Sort and classify PATTERNS Teacher McREL McREL Nonlinguistic mountain math, math series, Model the process, 2

Sort and classify objects observation, SIOP representations supplemental materials, manipulation of materials,

by different properties manipulatives. centers, pattern blocks, Success Maker, exemplars, utilization of visual or multi-

(color, shape, size) puzzles Math Keys sensory materials, small

Recognizing patterns helps us What are common

SIOP Comprehensible Input: group, provide vocabulary

make sense of our world. patterns in daily life?

Uses a variety of techniques to

make content concepts clear

(e.g. Modeling visuals)



BENCHMARK B: USE MATH LANGUAGE TO DESCRIBE PATTERNS INCLUDING NUMBER SENTENCES AND EQUATIONS

2 b.2 Use concrete, PATTERNS Teacher McREL McREL Nonlinguistic mountain math, math series, Model the process, tutoring 2

pictorial and verbal Counts by fives to 100 observation, SIOP representations supplemental materials, assistance, oral tests

representations of oral calendar, 100's chart Success Maker, exemplars,

What are some frequently

numerical situations and Recognizing patterns helps us assessment SIOP Comprehensible Input: Math Keys

used number patterns for

patterns. (K,1,2) make sense of our world. Uses a variety of techniques to

counting?

make content concepts clear

(e.g. Modeling visuals)



Standard 7: Students communicate the reasoning used in problem-solving situations.

BENCHMARK B: COMMUNICATE THE USE OF PATTERNS AND FUNCTIONS NEEDED TO MODEL REAL-WORLD SITUATIONS AND SOLVE APPROPRIATE PROBLEMS.

Enduring Understanding Assessment Key Suggested Instructional Differentiation Quarter

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7 b.3 : Choose and apply PROBLEM SOLVING Teacher McREL McREL Nonlinguistic mountain math, math series, Enlarged hundreds chart, oral 2

a strategy to solve STRATEGIES observation, SIOP representations supplemental materials, tests

mathematical and real- Explain the pattern used in oral 100's chart, calendar Success Maker, exemplars,

world problems. Recognizing mathematical counting by fives to 100 assessment, SIOP Comprehensible Input: Math Keys

What mathematical

language is a tool for problem student work. Uses a variety of techniques to

language is needed to

solving. make content concepts clear

explain a given pattern?

(e.g. Modeling visuals)









Revised 4-26-2006/jkw Page 10 11/16/2011

BY TEACHERS FOR TEACHERS 2nd Quarter

MATH CURRICULUM GUIDE

1ST GRADE





Standard 3: Students use mathematical strategies, data collection and analysis, statistics, and probability in everyday situation

BENCHMARK A: IDENTIFY, DESCRIBE, AND ANALYZE PATTERNS IN NUMBERS, SHAPES, AND DATA

Enduring Understanding Assessment Key Suggested Instructional Differentiation Quarter

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3 a.1 Read and interpret DATA AND GRAPHS Teacher McREL McREL Nonlinguistic mountain math, math series, Model the process, enlarged 2

bar and picture graphs. Creates and reads simple observation, SIOP representations supplemental materials, graphic organizer, overhead,

(K,1,2) picture graphs and bar student graphs. CQI, classroom charts, Success Maker, exemplars, provide vocabulary

graphs. classroom graphs (birthday, Math Keys

Interpreting data displays What are the graphic tools teeth candy)

helps us make sense of we use to clarify data and SIOP Comprehensible Input:

information. when do we use them? Uses a variety of techniques to

make content concepts clear

(e.g. Modeling visuals)





Standard 7: Students communicate the reasoning used in problem-solving situations.

BENCHMARK C: COMMUNICATE THE USE OF PROBABILITY AND STATISTICS NEEDED TO REPRESENT AND SOLVE PROBLEMS INVOLVING UNCERTAINTY.

Enduring Understanding Assessment Key Suggested Instructional Differentiation Quarter

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Conceptual Vocabulary Methods Strategy Practice Adaptations/Extensions Taught

7 c.5 Explain clearly the PROBLEM SOLVING Teacher McREL McREL Nonlinguistic mountain math, math series, Model the process, enlarged 2

strategy used and the STRATEGIES observation, SIOP representations supplemental materials, graphic organizer, overhead,

solutions to mathematical Explain the process of student graphs. CQI, classroom charts, Success Maker, exemplars, provide vocabulary

and real-world problems What mathematical tools creating picture and bar classroom graphs (birthday, Math Keys

through written and or oral Probability and statistics are are used in problem graphs. Demonstrate an teeth, candy)

communications. necessary to communicate the SIOP Comprehensible Input:

solving situations to create understanding of the

reasoning used in solving results of the graphs. Uses a variety of techniques to

simple graphs?

problems with uncertainty. make content concepts clear

(e.g. Modeling visuals)





Standard 4: Students use geometric reasoning to gather evidence, build an argument, and make conjectures in one-, two-, and three-dimensional problem solving situations.

BENCHMARK A: DRAW AND ANALYZE GEOMETRIC SHAPES IN ONE-, TWO-, AND THREE- DIMENSIONS.

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BENCHMARK B: CONNECT PHYSICAL OBJECTS WITH GEOMETRIC REPRESENTATIONS

4 b.1 Recognize basic 2- GEOMETRY Teacher McREL McREL Nonlinguistic mountain math, math series, Manipulation of materials in 2

dimensional geometric Creates two-dimensional observation, SIOP representations supplemental materials, small steps, model the

shapes. (K,1,2) shapes (square, rectangle, manipulatives side-walk chalk, pattern blocks Success Maker, exemplars, process

Understanding geometric Math Keys

What are two-dimensional circle, triangle, oval) SIOP Comprehensible Input:

concepts helps us see basic Uses a variety of techniques to

geometric shapes?

spatial relationships. make content concepts clear

(e.g. Modeling visuals)





Standard 7: Students communicate the reasoning used in problem-solving situations.

BENCHMARK D: COMMUNICATE THE USE OF GEOMETRIC CONCEPTS NEEDED TO MODEL REAL-WORLD SITUATIONS AND SOLVE APPROPRIATE PROBLEMS.

Enduring Understanding Assessment Key Suggested Instructional Differentiation Quarter

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Conceptual Vocabulary Methods Strategy Practice Adaptations/Extensions Taught

7d.4 Explain clearly the Mathematics is a tool for In what ways can PROBLEM SOLVING Teacher McREL McREL Nonlinguistic mountain math, math series, Provide a list of new 2

strategy used in the communication. geometric reasoning be STRATEGIES observation, SIOP representations supplemental materials, vocabulary words, oral tests

solutions to mathematical A sense of number is expressed in problem Demonstrate oral Pattern blocks, environment Success Maker, exemplars,

and real-world problems necessary to solve problems. solving situations? understanding of basic assessment, search, exemplars Math Keys

through written and/or oral A sense of number is spatial terminology to student work. SIOP Comprehensible Input:

communications. necessary to communicate the describe their environment Uses a variety of techniques to

reasoning used in problem (above, below, between, make content concepts clear

solving. behind, inside, outside) (e.g. Modeling visuals)









Revised 4-26-2006/jkw Page 11 11/16/2011

BY TEACHERS FOR TEACHERS 2nd Quarter

MATH CURRICULUM GUIDE

1ST GRADE





Standard 5: Students use a variety of tools and techniques to measure and use measurement in problems and in everyday situations.

BENCHMARK A: USE LENGTH, CAPACITY, WEIGHT, MASS, TIME, TEMPERATURE, PERIMETER, AREA, VOLUME, AND ANGLE MEASURE TO SOLVE PROBLEMS.

Enduring Understanding Assessment Key Suggested Instructional Differentiation Quarter

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5 a.1 Recognize the MEASUREMENT Teacher McREL McRel Cooperative learning mountain math, math series, Provide a list of new 2

attributes of length, How do measurement Identify the characteristics observation, SIOP SIOP Interaction and supplemental materials, vocabulary words, oral tests,

Recognition and expression of

capacity, weight, and area relationships help you of length and weight. (tall, manipulatives. discussion between Success Maker, exemplars, model the process

size communicates

understand geometry and short, long, wide, narrow, teacher/students Math Keys

measurement relationships.

measurement? thin, heavy, light)



5 a. 2 & 3 Understand the MEASUREMENT Teacher McREL McREL Nonlinguistic mountain math, math series, Manipulation of materials in 2

concept of time and how it Tells and writes time to observation, SIOP representations supplemental materials, small steps, model the

is measured. (1,2) Use the half hour using analog manipulatives, calendar, exemplars, bingo, Success Maker, exemplars, process, utilization of visual

analog and digital clocks to and digital clocks. oral file folder games, Judy clocks Math Keys materials, computer programs,

tell time. Appropriate tools and units are assessment, SIOP Comprehensible Input:

How do we measure time?

needed to measure. student work. Uses a variety of techniques to

make content concepts clear

(e.g. Modeling visuals)



BENCHMARK B: USE DIRECT AND INDIRECT MEASUREMENTS TO DESCRIBE AND COMPARE REAL-WORLD SITUATIONS.

Standard 7: Students communicate the reasoning used in problem-solving situations.

BENCHMARK E: COMMUNICATE THE USE OF THE APPROPRIATE MEASUREMENT TECHNIQUES NEEDED TO SOLVE PROBLEMS AND REPORT THE DEGREE OF ACCURACY REQUIRED.

Enduring Understanding Assessment Key Suggested Instructional Differentiation Quarter

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7 e.5 Explain clearly the PROBLEM SOLVING Teacher McREL McREL Nonlinguistic mountain math, math series, Provide a list of new 2

strategy used and the STRATEGIES observation, SIOP representations supplemental materials, vocabulary words, oral tests

solutions to mathematical Demonstrate an manipulatives, exemplars Success Maker, exemplars,

and real-world problems A sense of measurement with How is measurement understanding of length student work SIOP Comprehensible Input: Math Keys

through written and/or oral numbers is necessary to solve demonstrated in problem and weight. (tall, short, Uses a variety of techniques to

communications. problems. solving situations? long, wide, narrow, thin, make content concepts clear

heavy, light) (e.g. Modeling visuals)





Standard 6: Students understand, develop, and use computational skills and techniques, including estimation, mental math, paper and pencil, calculators, and computers in problem-solving situations.

BENCHMARK A: MODEL AND USE THE FOUR BASIC OPERATIONS TO SOLVE PROBLEMS

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6 a.1 Solve addition and COMPUTATION Teacher McREL McREL Nonlinguistic mountain math, math series, Model the process, 2

subtraction problems Adds and subtracts observation, SIOP representations supplemental materials, manipulation of materials in

through 9 (K) and through numbers to 12 with manipulatives, calendar, flashcards, games, Success Maker, exemplars, small steps, concrete

A sense of number is How are computation skills

18 (1) using manipulative manipulative and written student work file folder games, exemplars Math Keys reinforcers, provide vocabulary

necessary to communicate and techniques used in

and written expressions. expression (Pictures, SIOP Comprehensible Input:

computational skills used in real-world situations?

number sentences) Uses a variety of techniques to

finding solutions.

make content concepts clear

(e.g. Modeling visuals)



Standard 7: Students communicate the reasoning used in problem-solving situations.

BENCHMARK F: STUDENTS COMMUNICATE THE USE OF THE APPROPRIATE COMPUTATIONAL TECHNIQUES NEEDED TO SOLVE PROBLEMS AND DETERMINE WHETHER THE RESULTS ARE REASONABLE.

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7 f.3 Choose and apply a PROBLEM SOLVING Teacher McREL McREL Nonlinguistic mountain math, math series, Model the process, 2

strategy to solve STRATEGIES observation, SIOP representations supplemental materials, manipulation of materials in

mathematical and real- Choose and apply a manipulatives, exemplars, mental math, Success Maker, exemplars, small steps, concrete

world problems. strategy to solve student work teacher modeling, games, Math Keys reinforcers, visual

What essential computation What determines when demonstrations, provide

mathematical and real- centers

skills are needed to solve real you use addition and vocabulary

world problems. (Know SIOP Comprehensible Input:

world problems? subtraction?

when to add or Uses a variety of techniques to

subtract/Using facts to 12) make content concepts clear

(e.g. Modeling visuals)









Revised 4-26-2006/jkw Page 12 11/16/2011

BY TEACHERS FOR TEACHERS 3rd Quarter

MATH CURRICULUM GUIDE

1ST GRADE





Standard 1: Students utilize language, symbolism, and technology to develop number sense and to communicate those mathematical ideas.



BENCHMARK A: INTERPRET NUMBER MEANINGS TO INCLUDE READING, WRITING, AND ROUNDING NUMBERS.





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1 a.5 Read, write, order READS NUMBERS 80% and above McREL McRel Nonlinguistic mountain math, math Use visual aids, model the 3

and demonstrate with Numbers can be represented, Identify numbers in the and/or 4 and above SIOP representations: series, supplemental process, small group

models, numbers up to 1,000 ordered, and communicated in 100's (I.E. 123, 231, 341) on rubric SIOP Comprehensible Input: materials, Success

Why do numbers have

(use place value). (K,1,2) many different forms. Uses a variety of techniques to Maker, exemplars, Math

designated places?

Mathematics is dependent on make content concepts clear Keys

place value. (e.g. Modeling, visuals)



1 a.5 Read, write, order WRITES NUMBERS 80% and above McREL McREL Nonlinguistic mountain math, math Enlarged hundreds chart, 3

and demonstrate with models Numbers can be represented, Writes numbers to 100 and/or 4 and above SIOP representations: Blank hundreds series, supplemental tutoring assistance

numbers up to 1000.(K-2) ordered, and communicated in on rubric chart, graph paper materials, Success

Why do numbers have SIOP Comprehensible Input: Maker, exemplars, Math

many different forms.

designated places? Uses a variety of techniques to Keys

Mathematics is dependent on

place value. make content concepts clear

(e.g. Modeling, visuals)

1 a.1 Count using whole NUMBER 80% and above McREL McREL Nonlinguistic mountain math, math Model the process, provide a 3

numbers (ordinal and RELATIONSHIPS and/or 4 and above SIOP representations: Exemplars series, supplemental list of vocabulary words, visual

cardinal numbers). (K,1,2) Numbers can be represented, How are ordinal numbers Identifies and uses ordinal on rubric SIOP Comprehensible Input: materials, Success demonstrations

ordered, and communicated in used to represent numbers (1st-10th) Uses a variety of techniques to Maker, exemplars, Math

many different forms. sequence? make content concepts clear Keys

(e.g. Modeling, visuals)



1 a.5 Read, write, order NUMBER 80% and above McREL McREL Nonlinguistic mountain math, math Model the process, provide a 3

and demonstrate with models RELATIONSHIPS and/or 4 and above SIOP representations: series, supplemental list of vocabulary words,

numbers up to 1000.(K-2) A sense of place value is Identifies tens, ones on rubric SIOP Comprehensible Input: materials, Success manipulation of materials, use

Why do numbers have

necessary to find relationships Uses a variety of techniques to Maker, exemplars, Math color for emphasis

designated places?

between numbers. make content concepts clear Keys

(e.g. Modeling visuals)



1 a.6 Identify odd and even NUMBER 80% and above McREL McREL Nonlinguistic mountain math, math Model the process, use color 3

numbers. (1,2) RELATIONSHIPS and/or 4 and above SIOP representations series, supplemental for emphasis, use memory

Identifies odd and even on rubric Calendar, 100's chart, number materials, Success strategies (singing)

How does a sense of

numbers to 10 lines, songs Maker, exemplars, Math

Recognizing patterns helps us number help us identify

SIOP Comprehensible Input: Keys

make sense of our world. number patterns

Uses a variety of techniques to

(even/odd)?

make content concepts clear

(e.g. Modeling visuals)



1 a.7 Understand basic NUMBER 80% and above McREL McREL Nonlinguistic mountain math, math Model the process, tutoring 3

whole number relationships RELATIONSHIPS and/or 4 and above SIOP representations series, supplemental assistance provided, oral

(e.g. 4 is less than 10, 30 is 3 Orders and compares on rubric Exemplars, games, calendar, materials, Success tests, small groups

What is the terminology of

tens). (K,1,2) A sense of place value is numbers to 100 ( =) 100's chart, work mats Maker, exemplars, Math

place value that helps us

necessary to find relationships SIOP Comprehensible Input: Keys

understand number

between numbers. Uses a variety of techniques to

meaning?

make content concepts clear

(e.g. Modeling visuals)









Revised 4-26-2006/jkw

13

BY TEACHERS FOR TEACHERS 3rd Quarter

MATH CURRICULUM GUIDE

1ST GRADE







Standard 1: Students utilize language, symbolism, and technology to develop number sense and to communicate those mathematical ideas.



BENCHMARK B: USE NUMBERS IN A VARIETY OF EQUIVALENT FORMS (I.E., FRACTIONS, DECIMALS, PERCENTS)





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1 b.1 Understand and NUMBER 80% and above McREL McREL Nonlinguistic mountain math, math Manipulation of materials, 3

represent fractional parts of a RELATIONSHIPS and/or 4 and above SIOP representations series, supplemental visual demonstrations, model

whole and/or set (e.g. ½, ¼). A sense of number is necessary Identifies commonly used on rubric Exemplars, games, pattern materials, Success the process

(1,2) Why does having number fractions (1/2, 1/3 1/4) with blocks Maker, exemplars, Math

to understand numbers and

sense help identify manipulatives SIOP Comprehensible Input: Keys

represent fractional parts of a

fractions? Uses a variety of techniques to

whole or a set.

make content concepts clear

(e.g. Modeling visuals)



1 b.2 Identify coins up to NUMBER 80% and above McREL McREL Nonlinguistic mountain math, math Small group, computer 3

$1.00. (K,1,2) RELATIONSHIPS and/or 4 and above SIOP representations series, supplemental programs, model the process,

In what ways can Exchanges and writes on rubric play money, games materials, Success manipulation of materials,

A sense of number is necessary

numbers be represented value of coins: pennies, SIOP Comprehensible Input: Maker, exemplars, Math provide vocabulary

to communicate when using

and communicated when nickels, dimes Uses a variety of techniques to Keys

money.

using money? make content concepts clear

(e.g. Modeling visuals)



BENCHMARK D: DETERMINE THE REASONABLENESS OF SOLUTIONS (ESTIMATION AND REASONING)



1 d.1 Understand common NUMBER 80% and above McREL McREL Nonlinguistic mountain math, math Model the process, positive 3

terms for estimation (e.g. RELATIONSHIPS and/or 4 and above SIOP representations series, supplemental reinforcers, instructions given

about, near, closer to, a little How does having Uses common terms for on rubric Estimating jars materials, Success in several channels: written,

less than) A sense of number is necessary common terms for estimation (e.g. about, SIOP Comprehensible Input: Maker, exemplars, Math spoken, demonstrations,

to find reasonable estimations. estimation help define near, closer to, a little less Uses a variety of techniques to Keys provide vocabulary

number relationships? than) make content concepts clear

(e.g. Modeling visuals)

1 d.2 Make reasonable NUMBER 80% and above McREL McREL Nonlinguistic mountain math, math Model the process, positive 3

estimates by testing and re- RELATIONSHIPS and/or 4 and above SIOP representations series, supplemental reinforcers, instructions given

How does a sense of

estimating until accuracy is Makes reasonable on rubric Estimating activities materials, Success in several channels: written,

number help us

improved. A sense of number is necessary estimates to 40 SIOP Comprehensible Input: Maker, exemplars, Math spoken, demonstrations,

understand if our solutions

to find reasonable estimations. Uses a variety of techniques to Keys provide vocabulary

are reasonable

make content concepts clear

estimations?

(e.g. Modeling visuals)



Standard 7: Students communicate the reasoning used in problem-solving situations.



BENCHMARK A: COMMUNICATE THE USE OF NUMBER SENSE, INCLUDING ESTIMATIONS AND MENTAL MATH, NEEDED TO SOLVE PROBLEMS AND DETERMINE THE REASONABLENESS OF THE SOLUTION.





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7 a, b,c.3: Choose and apply PROBLEM SOLVING 80% and above McREL McREL Nonlinguistic mountain math, math Model the process, 3

a strategy to solve STRATEGIES and/or 4 and above SIOP representations series, supplemental manipulation of materials in

mathematical and real-world In what ways can Demonstrate different on rubric Exemplars materials, Success small steps, concrete

problems. estimation be expressed strategies to solve SIOP Comprehensible Input: Maker, exemplars, Math reinforcers, visual

A sense of number is necessary in problem solving problems. Uses a variety of techniques to Keys demonstrations, provide

to make estimations. situations? Use estimation to make content concepts clear vocabulary

determine whether the (e.g. Modeling visuals)

results of a problem are

reasonable.





Revised 4-26-2006/jkw

14

BY TEACHERS FOR TEACHERS 3rd Quarter

MATH CURRICULUM GUIDE

1ST GRADE







Standard 2: Students apply algebraic and/or other mathematical methods to understand and explore models, data, graphs, patterns, functions, and spatial relationships.



BENCHMARK B: USE MATH LANGUAGE TO DESCRIBE PATTERNS INCLUDING NUMBER SENTENCES AND EQUATIONS





Enduring Understanding Assessment Key Suggested Instructional Differentiation Quarter

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Conceptual Vocabulary Methods Strategy Practice Adaptations/Extensions Taught



2 b.2 Use concrete, PATTERNS 80% and above McREL McREL Nonlinguistic mountain math, math Model the process, tutoring 3

pictorial and verbal Counts by 2's to 30 and/or 4 and above SIOP representations series, supplemental assistance provided, oral

representations of numerical on rubric Skip counting, hundreds chart materials, Success tests, small groups

What are some

situations and patterns. Recognizing patterns helps us SIOP Comprehensible Input: Maker, exemplars, Math

frequently used number

(K,1,2) make sense of our world. Uses a variety of techniques to Keys

patterns for counting?

make content concepts clear

(e.g. Modeling visuals)



Standard 7: Students communicate the reasoning used in problem-solving situations.



BENCHMARK B: COMMUNICATE THE USE OF PATTERNS AND FUNCTIONS NEEDED TO MODEL REAL-WORLD SITUATIONS AND SOLVE APPROPRIATE PROBLEMS.





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7 b.3: Choose and apply a PROBLEM SOLVING 80% and above McREL McREL Nonlinguistic mountain math, math Model the process, visual aids 3

strategy to solve In what ways can and/or 4 and above representations series, supplemental

STRATEGIES SIOP

mathematical and real-world reasoning be expressed in Explain the pattern used in on rubric 100's chart, number line materials, Success

problems. problem solving counting by 2's SIOP Comprehensible Input: Maker, exemplars, Math

Recognizing mathematical

situations? What Uses a variety of techniques to Keys

language is a tool for problem

mathematical make content concepts clear

solving.

vocabulary/language is (e.g. Modeling, visuals)

needed to explain a given

pattern?









Revised 4-26-2006/jkw

15

BY TEACHERS FOR TEACHERS 3rd Quarter

MATH CURRICULUM GUIDE

1ST GRADE







Standard 3: Students use mathematical strategies, data collection and analysis, statistics, and probability in everyday situation



BENCHMARK B: USE DATA ANALYSIS TO MAKE PREDICTIONS OR CONJECTURES





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3 b.1 Use data from daily DATA AND GRAPHS 80% and above McREL McREL Nonlinguistic mountain math, math Provide a list of vocabulary 3

events or direct experiences Demonstrate an and/or 4 and above SIOP representations series, supplemental words, time for repeated

to predict outcomes. (K,1,2) understanding of daily on rubric Class graphs materials, Success review, instructions given in

We make predictions based on How does probability help events involving Exemplars Maker, exemplars, Math several channels: written,

probability. us make predictions? probability. SIOP Comprehensible Input: Keys spoken, demonstrations

Uses a variety of techniques to

make content concepts clear

(e.g. Modeling, visuals)



Standard 7: Students communicate the reasoning used in problem-solving situations.



BENCHMARK C: COMMUNICATE THE USE OF PROBABILITY AND STATISTICS NEEDED TO REPRESENT AND SOLVE PROBLEMS INVOLVING UNCERTAINTY.





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7 c.3: Choose and apply a PROBLEM SOLVING 80% and above McREL McREL Nonlinguistic mountain math, math Use visual aids, model the 3

strategy to solve STRATEGIES and/or 4 and above SIOP representations series, supplemental process, use color for

mathematical and real-world Probability and statistics are What mathematical tools Explain the results of on rubric Exemplars materials, Success emphasis, overhead, provide

problems. necessary to communicate the are used in problem various class graphs. (I.E. SIOP Comprehensible Input: Maker, exemplars, Math vocabulary

reasoning used for problems solving situations to lost teeth graphs, weather Uses a variety of techniques to Keys

with uncertainty. create simple graphs. graphs, homework graphs) make content concepts clear

(e.g. Modeling, visuals)









Revised 4-26-2006/jkw

16

BY TEACHERS FOR TEACHERS 3rd Quarter

MATH CURRICULUM GUIDE

1ST GRADE





Standard 4: Students use geometric reasoning to gather evidence, build an argument, and make conjectures in one-, two-, and three-dimensional problem solving situations.



BENCHMARK B: USE MATH LANGUAGE TO DESCRIBE PATTERNS INCLUDING NUMBER SENTENCES AND EQUATIONS





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4 b.2 Recognize 3- GEOMETRY 80% and above McREL McREL Nonlinguistic mountain math, math Manipulation of materials, 3

dimensional geometric solids Identifies 3-dimensional and/or 4 and above SIOP representations series, supplemental visual demonstrations, model

including cubes, cylinders, shapes (e.g. cubes , on rubric Manipulative 3-D shapes, real materials, Success the process, provide

rectangular solids, spheres, Understanding geometric What are three- cylinders, rectangular world materials, art activities Maker, exemplars, Math vocabulary

prisms, and pyramids. (K,1,2) concepts help us see basic dimensional geometric solids, spheres, prisms SIOP Comprehensible Input: Keys

spatial relationships. shapes? and pyramids) Uses a variety of techniques to

make content concepts clear

(e.g. Modeling, visuals)



Standard 7: Students communicate the reasoning used in problem-solving situations.



BENCHMARK D: COMMUNICATE THE USE OF GEOMETRIC CONCEPTS NEEDED TO MODEL REAL-WORLD SITUATIONS AND SOLVE APPROPRIATE PROBLEMS.





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7 d.2 Identify the essential PROBLEM SOLVING 80% and above McREL McREL Nonlinguistic mountain math, math Manipulation of materials, 3

components of mathematical STRATEGIES and/or 4 and above SIOP representations series, supplemental visual demonstrations, model

and real-world problems. Identifies 3-dimensional on rubric Environmental search materials, Success the process, provide

Understanding geometric How do combining or shapes within their Classroom search Maker, exemplars, Math vocabulary

concepts help us see basic separating shapes create environment. (e.g. cubes , SIOP Comprehensible Input: Keys

spatial relationships. new shapes? cylinders, rectangular Uses a variety of techniques to

solids, spheres, prisms make content concepts clear

and pyramids) (e.g. Modeling, visuals)









Revised 4-26-2006/jkw

17

BY TEACHERS FOR TEACHERS 3rd Quarter

MATH CURRICULUM GUIDE

1ST GRADE





Standard 5: Students use a variety of tools and techniques to measure and use measurement in problems and in everyday situations.



BENCHMARK A: USE LENGTH, CAPACITY, WEIGHT, MASS, TIME, TEMPERATURE, PERIMETER, AREA, VOLUME, AND ANGLE MEASURE TO SOLVE PROBLEMS.





Enduring Understanding Assessment Key Suggested Instructional Differentiation Quarter

District Indicators Essential Questions Essential Skills Resources

Conceptual Vocabulary Methods Strategy Practice Adaptations/Extensions Taught



5 a. 2 & 3 Understand the MEASUREMENT 80% and above McREL McREL Nonlinguistic mountain math, math Manipulation of materials in 3

concept of time and how it is Review telling and writing and/or 4 and above SIOP representations series, supplemental small steps, model the

measured. (1,2) Use analog time to the hour and half on rubric Calendar, file folder games, materials, Success process, utilization of visual

and digital clocks to tell time. Appropriate tools and units are How do we measure hour using analog and bingo, Judy clocks Maker, exemplars, Math materials, computer programs,

needed to measure time. time? digital clocks. SIOP Comprehensible Input: Keys

Uses a variety of techniques to

make content concepts clear

(e.g. Modeling, visuals)

5 a. 4 Choose the correct MEASUREMENT 80% and above McREL McRel Cooperative learning mountain math, math Manipulation of materials, 3

tools for measuring Measure the length of and/or 4 and above SIOP SIOP Interaction and discussion series, supplemental visual demonstrations, model

A variety of tools are used to How do we measure different objects using on rubric between teacher/students materials, Success the process, provide

measure in everyday situations. length? inches. Maker, exemplars, Math vocabulary

Keys



BENCHMARK B: USE DIRECT AND INDIRECT MEASUREMENTS TO DESCRIBE AND COMPARE REAL-WORLD SITUATIONS.



Standard 7: Students communicate the reasoning used in problem-solving situations.



BENCHMARK E: COMMUNICATE THE USE OF THE APPROPRIATE MEASUREMENT TECHNIQUES NEEDED TO SOLVE PROBLEMS AND REPORT THE DEGREE OF ACCURACY REQUIRED.





Enduring Understanding Assessment Key Suggested Instructional Differentiation Quarter

District Indicators Essential Questions Essential Skills Resources

Conceptual Vocabulary Methods Strategy Practice Adaptations/Extensions Taught



7 e.4 Evaluate the PROBLEM SOLVING 80% and above McREL McREL Nonlinguistic mountain math, math Model the process, provide 3

solutions/arguments of STRATEGIES and/or 4 and above SIOP representations series, supplemental vocabulary, time for repeated

mathematical and real-world Demonstrate the concept on rubric Calendar, Judy clocks, games, materials, Success review

problems for Using problem solving, of time. (I.E. Is recess timers, exemplars Maker, exemplars, Math

A sense of time is necessary to

reasonableness. how can you demonstrate measured in seconds, SIOP Comprehensible Input: Keys

solve problems.

time? minutes or hours?) Uses a variety of techniques to

make content concepts clear

(e.g. Modeling, visuals)









Revised 4-26-2006/jkw

18

BY TEACHERS FOR TEACHERS 3rd Quarter

MATH CURRICULUM GUIDE

1ST GRADE





Standard 6: Students understand, develop, and use computational skills and techniques, including estimation, mental math, paper and pencil, calculators, and computers in problem-solving situations.



BENCHMARK A: MODEL AND USE THE FOUR BASIC OPERATIONS TO SOLVE PROBLEMS





Enduring Understanding Assessment Key Suggested Instructional Differentiation Quarter

District Indicators Essential Questions Essential Skills Resources

Conceptual Vocabulary Methods Strategy Practice Adaptations/Extensions Taught



6 a.1 Solve addition and A sense of number is necessary Why is it important to COMPUTATION 80% and above McREL McREL Nonlinguistic mountain math, math Model the process, 3

subtraction problems through to communicate computation determine computational Adds and subtracts and/or 4 and above SIOP representations series, supplemental manipulation of materials in

9 (K) and through 18 (1) skills used in finding solutions. techniques to solve real- numbers to 15 with on rubric Calendar, flashcards, games, materials, Success small steps, concrete

using manipulative and world problems? manipulative and written file folder games, exemplars Maker, exemplars, Math reinforcers, visual

written expressions. expression (Pictures, SIOP Comprehensible Input: Keys demonstrations, provide

number sentences) Uses a variety of techniques to vocabulary

make content concepts clear

(e.g. Modeling, visuals)





Standard 7: Students communicate the reasoning used in problem-solving situations.



BENCHMARK F: COMMUNICATE THE USE OF THE APPROPRIATE COMPUTATIONAL TECHNIQUES NEEDED TO SOLVE PROBLEMS AND DETERMINE WHETHER THE RESULTS ARE REASONABLE.



Enduring Understanding Assessment Key Suggested Instructional Differentiation Quarter

District Indicators Essential Questions Essential Skills Resources

Conceptual Vocabulary Methods Strategy Practice Adaptations/Extensions Taught

7 f.3 Choose and apply a PROBLEM SOLVING 80% and above McREL McREL Nonlinguistic mountain math, math Model the process, 3

strategy to solve STRATEGIES and/or 4 and above SIOP representations series, supplemental manipulation of materials in

mathematical and real-world Choose and apply a on rubric Exemplars, mental math, materials, Success small steps, concrete

problems. What essential computation What determines when strategy to solve problem of the day Maker, exemplars, Math reinforcers, visual

skills are needed to solve real we use addition and mathematical and real- SIOP Comprehensible Input: Keys demonstrations, provide

world problems? subtraction? world problems. (Know Uses a variety of techniques to vocabulary

when to add or make content concepts clear

subtract/Using facts to 15) (e.g. Modeling, visuals)









Revised 4-26-2006/jkw

19

BY TEACHERS FOR TEACHERS 4th Quarter

MATH CURRICULUM GUIDE

1ST GRADE





Standard 1: Students utilize language, symbolism, and technology to develop number sense and to communicate those mathematical ideas.



BENCHMARK A: INTERPRET NUMBER MEANINGS TO INCLUDE READING, WRITING, AND ROUNDING NUMBERS.





Enduring Understanding Key Suggested Instructional Differentiation Quarter

District Indicators Essential Questions Essential Skills Assessment Methods Resources

Conceptual Vocabulary Strategy Practice Adaptations/Extensions Taught



1 a.1 Count using whole READS/writes 80% and above and/or McREL McRel Nonlinguistic mountain math, math Use visual aids, model the 4

numbers (ordinal and NUMBERS 4 and above on rubric SIOP representations series, supplemental process, small group, time for

cardinal numbers). (K,1,2) Numbers can be represented, Reads and writes numbers Flashcards, page numbers, materials, Success Maker, review/drill, use color for

ordered, and communicated in in the 100's (123, 231, media center exemplars, Math Keys emphasis,

Why do numbers have

many different forms. 321) SIOP Comprehensible Input:

designated places?

Mathematics is dependent on Uses a variety of techniques

place value. to make content concepts

clear (e.g. Modeling visuals)



1 a.1 Count using whole NUMBER 80% and above and/or McREL McREL Nonlinguistic mountain math, math Model the process, tutoring 4

numbers (ordinal and RELATIONSHIPS 4 and above on rubric SIOP representations series, supplemental assistance provided, oral

cardinal numbers). (K,1,2) Orders & compares Exemplars, games, calendar, materials, Success Maker, tests, small groups

A sense of place value is What is the terminology of numbers in the100's ( 100's chart, work mats exemplars, Math Keys

necessary to find relationships place value that helps us =) SIOP Comprehensible Input:

between numbers. determine meaning? Uses a variety of techniques

to make content concepts

clear (e.g. Modeling visuals)





BENCHMARK B: USE NUMBERS IN A VARIETY OF EQUIVALENT FORMS (I.E., FRACTIONS, DECIMALS, PERCENTS)

1 b.2 Identify coins up to NUMBER 80% and above and/or McREL McREL Nonlinguistic mountain math, math Small group, computer 4

$1.00. (K,1,2) RELATIONSHIPS 4 and above on rubric SIOP representations series, supplemental programs, model the process,

Exchanges and counts Exemplars, money games, materials, Success Maker, manipulation of materials,

In what ways can numbers

A sense of number is combination of coins in class store, play money exemplars, Math Keys provide vocabulary

be communicated and

necessary to communicate different ways: pennies, SIOP Comprehensible Input:

represented when using

when using money. nickels, dimes, and Uses a variety of techniques

money?

quarters to make content concepts

clear (e.g. Modeling visuals)



1 b.1 Understand and NUMBER 80% and above and/or McREL McREL Nonlinguistic mountain math, math Manipulation of materials, 4

represent fractional parts of RELATIONSHIPS 4 and above on rubric SIOP representations series, supplemental visual demonstrations, model

a whole and/or set (e.g. ½, Compares fractional parts Exemplars, games, pattern materials, Success Maker, the process

A sense of number is

¼). (1,2) with manipulative (1/2, 1/3, blocks exemplars, Math Keys

necessary to understand and Hoe does having number

represent fractional parts of a sense help identify fractions? and 1/4) SIOP Comprehensible Input:

whole or a set. Uses a variety of techniques

to make content concepts

clear (e.g. Modeling visuals)



BENCHMARK D: DETERMINE THE REASONABLENESS OF SOLUTIONS (ESTIMATION AND REASONING)



1 d.2 Make reasonable NUMBER 80% and above and/or McREL McREL Nonlinguistic mountain math, math Model the process, positive 4

estimates by testing and re- RELATIONSHIPS 4 and above on rubric SIOP representations series, supplemental reinforcers, instructions given

estimating until accuracy is Estimating jar, teacher materials, Success Maker, in several channels: written,

How does a sense of number Makes reasonable

improved. A sense of number is estimates to 50 modeling exemplars, Math Keys spoken, demonstrations,

help us understand if our

necessary to find reasonable SIOP Comprehensible Input: provide vocabulary

solutions are reasonable

estimations. Uses a variety of techniques

estimations?

to make content concepts

clear (e.g. Modeling visuals)









Revised4-26-2006/jkw

20

BY TEACHERS FOR TEACHERS 4th Quarter

MATH CURRICULUM GUIDE

1ST GRADE





Standard 7: Students communicate the reasoning used in problem-solving situations.



BENCHMARK A: COMMUNICATE THE USE OF NUMBER SENSE, INCLUDING ESTIMATIONS AND MENTAL MATH, NEEDED TO SOLVE PROBLEMS AND DETERMINE THE REASONABLENESS OF THE SOLUTION.



Enduring Understanding Key Suggested Instructional Differentiation Quarter

District Indicators Essential Questions Essential Skills Assessment Methods Resources

Conceptual Vocabulary Strategy Practice Adaptations/Extensions Taught

7 a.5: Explain clearly the PROBLEM SOLVING 80% and above and/or McREL McREL Nonlinguistic mountain math, math Model the process, oral tests, 4

strategy used and the STRATEGIES 4 and above on rubric SIOP representations series, supplemental written tests, provide

solutions to mathematical A sense of number is Explain problem solving Exemplars, mental math, materials, Success Maker, vocabulary, computer

and real-world problems necessary in estimation . A problem of the day exemplars, Math Keys programs, small group,

In what ways can estimation process (written or orally) -

through written and/or oral sense of number is necessary using mental math, SIOP Comprehensible Input: provide vocabulary

be expressed in problem

communications. to communicate the reasoning estimation, paper/pencil, Uses a variety of techniques

solving situations?

used in problem solving. technology to make content concepts

Communicating mathematical clear (e.g. Modeling visuals)

reasoning helps justify

solutions.



7 a, b, c.5: Choose and PROBLEM SOLVING 80% and above and/or McREL McREL Nonlinguistic mountain math, math Manipulation of materials, 4

apply a strategy to solve STRATEGIES 4 and above on rubric SIOP representations series, supplemental computer programs, provide

mathematical and real-world A sense of number is Choose and use Exemplars, mental math, materials, Success Maker, vocabulary, model the

problems. necessary in estimation . A appropriate variety of tools problem of the day exemplars, Math Keys process, provide vocabulary

sense of number is necessary In what ways can estimation to solve problems (mental SIOP Comprehensible Input:

to communicate the reasoning be expressed in problem math, estimation, paper Uses a variety of techniques

used in problem solving. solving situations? and pencil, technology) to make content concepts

Communicating mathematical clear (e.g. Modeling visuals)

reasoning helps justify

solutions.



Standard 2: Students apply algebraic and/or other mathematical methods to understand and explore models, data, graphs, patterns, functions, and spatial relationships.



BENCHMARK C: USE PATTERNS AND FUNCTIONS TO SOLVE REAL-WORLD PROBLEMS.



Enduring Understanding Key Suggested Instructional Differentiation Quarter

District Indicators Essential Questions Essential Skills Assessment Methods Resources

Conceptual Vocabulary Strategy Practice Adaptations/Extensions Taught

2C: Students use patterns PATTERNS 80% and above and/or McREL McREL Nonlinguistic mountain math, math Manipulation of materials, 4

and functions to solve real- Create and extend 4 and above on rubric SIOP representations series, supplemental provide vocabulary, time for

world problems. patterns using Calendar, 100's chart materials, Success Maker, repeated review/drill, model

Recognizing patterns helps us manipulatives in SIOP Comprehensible Input: exemplars, Math Keys the process, provide

What can patterns reveal?

make sense of our world. addressing real-world Uses a variety of techniques vocabulary

problems to make content concepts

clear (e.g. Modeling visuals)





Standard 7: Students communicate the reasoning used in problem-solving situations.



BENCHMARK B: COMMUNICATE THE USE OF PATTERNS AND FUNCTIONS NEEDED TO MODEL REAL-WORLD SITUATIONS AND SOLVE APPROPRIATE PROBLEMS.



Enduring Understanding Key Suggested Instructional Differentiation Quarter

District Indicators Essential Questions Essential Skills Assessment Methods Resources

Conceptual Vocabulary Strategy Practice Adaptations/Extensions Taught

7 b.5 Explain clearly the PROBLEM SOLVING 80% and above and/or McREL McREL Nonlinguistic mountain math, math Enlarged hundreds chart, use 4

strategy used and the STRATEGIES 4 and above on rubric SIOP representations series, supplemental color for emphasis, oral tests

solutions to mathematical Demonstrate an Calendar, 100's chart materials, Success Maker,

and real-world problems In what ways can reasoning exemplars, Math Keys

A sense of number is understanding of patterns SIOP Comprehensible Input:

through written and/or oral be expressed in problem

necessary to solve problems. in numbers (100's chart) Uses a variety of techniques

communications. solving situations?

to make content concepts

clear (e.g. Modeling visuals)









Revised4-26-2006/jkw

21

BY TEACHERS FOR TEACHERS 4th Quarter

MATH CURRICULUM GUIDE

1ST GRADE







Standard 3: Students use mathematical strategies, data collection and analysis, statistics, and probability in everyday situation



BENCHMARK B: USE DATA ANALYSIS TO MAKE PREDICTIONS OR CONJECTURES



Enduring Understanding Key Suggested Instructional Differentiation Quarter

District Indicators Essential Questions Essential Skills Assessment Methods Resources

Conceptual Vocabulary Strategy Practice Adaptations/Extensions Taught



BENCHMARK C: USE COUNTING TECHNIQUES, EXPERIMENTAL AND THEORETICAL PROBABILITY TO REPRESENT AND SOLVE PROBLEMS.

3 b.1 & c.1 Use daily DATA AND GRAPHS 80% and above and/or McREL McREL Nonlinguistic mountain math, math Provide a list of vocabulary 4

events involving probability Uses daily events 4 and above on rubric SIOP representations series, supplemental words, time for repeated

to predict likely vs. unlikely involving probability to Calendar, daily routine materials, Success Maker, review, instructions given in

outcomes. (1,2) predict likely vs. unlikely SIOP Comprehensible Input: exemplars, Math Keys several channels: written,

We make predictions based on How does probability help us outcomes. (I.E. Look Uses a variety of techniques spoken, demonstrations

probability. make predictions? outside: Is it likely that it to make content concepts

will snow today? It is clear (e.g. Modeling visuals)

August: is it likely or

unlikely that you will wear

your mittens to school?)

3 c,2 Understand when an DATA AND GRAPHS 80% and above and/or McREL McREL Nonlinguistic mountain math, math Provide a list of vocabulary 4

outcome is certain to occur Understand when an 4 and above on rubric SIOP representations series, supplemental words, time for repeated

or impossible to occur. outcome is certain to occur Exemplars, spinners materials, Success Maker, review, instructions given in

or impossible to occur. SIOP Comprehensible Input: exemplars, Math Keys several channels: written,

We make predictions based on How does probability help us (I.E. We live in Colorado, Uses a variety of techniques spoken, demonstrations

probability. make predictions? is it certain or impossible to make content concepts

that we will have a clear (e.g. Modeling visuals

hurricane?)





Standard 7: Students communicate the reasoning used in problem-solving situations.



BENCHMARK C: COMMUNICATE THE USE OF PROBABILITY AND STATISTICS NEEDED TO REPRESENT AND SOLVE PROBLEMS INVOLVING UNCERTAINTY.



Enduring Understanding Key Suggested Instructional Differentiation Quarter

District Indicators Essential Questions Essential Skills Assessment Methods Resources

Conceptual Vocabulary Strategy Practice Adaptations/Extensions Taught

7 c.5: Explain clearly the PROBLEM SOLVING 80% and above and/or McREL McREL Nonlinguistic mountain math, math Provide a list of vocabulary 4

strategy used and the STRATEGIES 4 and above on rubric SIOP representations series, supplemental words, time for repeated

solutions to mathematical Demonstrate an Exemplars, spinners materials, Success Maker, review, instructions given in

and real-world problems We make predictions based on How does probability effect understanding of daily SIOP Comprehensible Input: exemplars, Math Keys several channels: written,

through written and/or oral probability. daily life? events involving Uses a variety of techniques spoken, demonstrations

communications. probability. to make content concepts

clear (e.g. Modeling visuals)









Revised4-26-2006/jkw

22

BY TEACHERS FOR TEACHERS 4th Quarter

MATH CURRICULUM GUIDE

1ST GRADE







Standard 4: Students use geometric reasoning to gather evidence, build an argument, and make conjectures in one-, two-, and three-dimensional problem solving situations.



BENCHMARK A: DRAW AND ANALYZE GEOMETRIC SHAPES IN ONE-, TWO-, AND THREE- DIMENSIONS.



Enduring Understanding Key Suggested Instructional Differentiation Quarter

District Indicators Essential Questions Essential Skills Assessment Methods Resources

Conceptual Vocabulary Strategy Practice Adaptations/Extensions Taught

4 a.1 Build physical GEOMETRY 80% and above and/or McREL McREL Nonlinguistic mountain math, math Manipulation of materials, 4

models of geometric shapes. Builds models of 4 and above on rubric SIOP representations series, supplemental oral tests, provide vocabulary

(K,1,2) geometric shapes. (circle, Blocks, wikki stix, art activities materials, Success Maker,

Understanding geometric

square, triangle, rectangle SIOP Comprehensible Input: exemplars, Math Keys

concepts helps us see spatial What are geometric shapes?

and oval) Uses a variety of techniques

relationships.

to make content concepts

clear (e.g. Modeling visuals)





BENCHMARK B: USE MATH LANGUAGE TO DESCRIBE PATTERNS INCLUDING NUMBER SENTENCES AND EQUATIONS



4 b.2 Recognize 3- GEOMETRY 80% and above and/or McREL McREL Nonlinguistic mountain math, math Manipulation of materials, 4

dimensional geometric Sorts 3 dimensional 4 and above on rubric SIOP representations series, supplemental oral tests, provide vocabulary

solids including cubes, shapes by attributes Manipulative 3-D shapes, real materials, Success Maker,

cylinders, rectangular solids, Understanding geometric world objects in the classroom exemplars, Math Keys

What are characteristics of

spheres, prisms, and concepts helps us see spatial SIOP Comprehensible Input:

three-dimensional shapes?

pyramids relationships. Uses a variety of techniques

to make content concepts

clear (e.g. Modeling visuals)



Standard 7: Students communicate the reasoning used in problem-solving situations.



BENCHMARK D: COMMUNICATE THE USE OF GEOMETRIC CONCEPTS NEEDED TO MODEL REAL-WORLD SITUATIONS AND SOLVE APPROPRIATE PROBLEMS.



Enduring Understanding Key Suggested Instructional Differentiation Quarter

District Indicators Essential Questions Essential Skills Assessment Methods Resources

Conceptual Vocabulary Strategy Practice Adaptations/Extensions Taught

7 d 6: Explain clearly the PROBLEM SOLVING 80% and above and/or McREL McREL Nonlinguistic mountain math, math Manipulation of materials, 4

strategy used and the STRATEGIES 4 and above on rubric SIOP representations series, supplemental oral tests, provide vocabulary

solutions to mathematical Explain the process in Manipulative 3-D shapes, real materials, Success Maker,

and real-world problems sorting and classifying 3- world objects in the classroom exemplars, Math Keys

through written and/or oral Communicating mathematical What essential components SIOP Comprehensible Input:

dimensional shapes.

communications. reasoning helps justify are needed to solve Uses a variety of techniques

solutions. geometric problems? to make content concepts

clear (e.g. Modeling visuals)









Revised4-26-2006/jkw

23

BY TEACHERS FOR TEACHERS 4th Quarter

MATH CURRICULUM GUIDE

1ST GRADE





Standard 5: Students use a variety of tools and techniques to measure and use measurement in problems and in everyday situations.

BENCHMARK A: USE LENGTH, CAPACITY, WEIGHT, MASS, TIME, TEMPERATURE, PERIMETER, AREA, VOLUME, AND ANGLE MEASURE TO SOLVE PROBLEMS.



Enduring Understanding Key Suggested Instructional Differentiation Quarter

District Indicators Essential Questions Essential Skills Assessment Methods Resources

Conceptual Vocabulary Strategy Practice Adaptations/Extensions Taught

5 a.4 Choose the correct MEASUREMENT 80% and above and/or McREL McREL Nonlinguistic mountain math, math Model the process, 4

tools for measuring (e.g., Measures different objects 4 and above on rubric SIOP representations series, supplemental manipulation of materials in

scales for weight, using inches and Centers, rulers, yard sticks, materials, Success Maker, small steps, concrete

thermometer for How do we measure centimeters. tape measures exemplars, Math Keys reinforcers, provide

temperature). (K,1,2) Appropriate tools and units are SIOP Comprehensible Input: vocabulary

temperature and weight in

needed to measure. Uses a variety of techniques

daily life?

to make content concepts

clear (e.g. Modeling visuals)



5 a. 2 & 3 Understand the MEASUREMENT 80% and above and/or McREL McREL Nonlinguistic mountain math, math Model the process, visual

concept of time and how it is Review telling time to the 4 and above on rubric SIOP representations series, supplemental aids, instructions given in

measured. (1,2) Use hour and half hour. Judy clocks, overhead clocks materials, Success Maker, several channels: written,

analog and digital clocks to Appropriate tools and units are Introduce telling time to SIOP Comprehensible Input: exemplars, Math Keys spoken, demonstrations

How do we measure time?

tell time. needed to measure time. the quarter hour. Uses a variety of techniques

to make content concepts

clear (e.g. Modeling visuals)





Standard 7: Students communicate the reasoning used in problem-solving situations.



BENCHMARK E: COMMUNICATE THE USE OF THE APPROPRIATE MEASUREMENT TECHNIQUES NEEDED TO SOLVE PROBLEMS AND REPORT THE DEGREE OF ACCURACY REQUIRED.



Enduring Understanding Key Suggested Instructional Differentiation Quarter

District Indicators Essential Questions Essential Skills Assessment Methods Resources

Conceptual Vocabulary Strategy Practice Adaptations/Extensions Taught

7 E 5: Explain clearly the PROBLEMS SOLVING 80% and above and/or McREL McREL Nonlinguistic mountain math, math Provide vocabulary, 4

strategy used and the STRATEGIES 4 and above on rubric SIOP representations series, supplemental manipulation of materials,

solutions to mathematical A sense of number is In what ways can reasoning Communicate reasons for Exemplars, mental math, materials, Success Maker, small group, oral tests

and real-world problems necessary to communicate the be expressed in problem choosing certain tools for problem of the day exemplars, Math Keys

through written and/or oral reasoning used in problem solving situations using measuring. (e.g., scales SIOP Comprehensible Input:

communications. solving. measurement in everyday for weight, thermometer Uses a variety of techniques

Appropriate tools and units are life? for temperature). to make content concepts

needed for measurement. clear (e.g. Modeling visuals)









Revised4-26-2006/jkw

24

BY TEACHERS FOR TEACHERS 4th Quarter

MATH CURRICULUM GUIDE

1ST GRADE





Standard 6: Students understand, develop, and use computational skills and techniques, including estimation, mental math, paper and pencil, calculators, and computers in problem-solving situations.



BENCHMARK A: MODEL AND USE THE FOUR BASIC OPERATIONS TO SOLVE PROBLEMS



Enduring Understanding Key Suggested Instructional Differentiation Quarter

District Indicators Essential Questions Essential Skills Assessment Methods Resources

Conceptual Vocabulary Strategy Practice Adaptations/Extensions Taught

6 a.1 - c.1 Solve addition COMPUTATION 80% and above and/or McREL McREL Nonlinguistic mountain math, math Model the process, 4

and subtraction problems Adds and subtracts 4 and above on rubric SIOP representations series, supplemental manipulation of materials in

through 9 (K) and through 18 numbers 11 to 20 with Flashcards, mental math, materials, Success Maker, small steps, concrete

A sense of number is

(1) using manipulative and How are computation skills manipulative and written problem of the day exemplars, Math Keys reinforcers, provide

necessary to communicate

written expressions. and techniques used in real- expression (Pictures, SIOP Comprehensible Input: vocabulary

computation skills when finding

world situations? number sentences, words, Uses a variety of techniques

solutions.

or combination of) to make content concepts

clear (e.g. Modeling visuals)



6 a.1 - c.1 Select and use COMPUTATION 80% and above and/or McREL McREL Nonlinguistic mountain math, math Learn to test/retest self, more 4

the appropriate method to Fluently adds and 4 and above on rubric SIOP representations series, supplemental time for mastery

solve problems with whole subtracts to 10 Flashcards, mental math, materials, Success Maker,

number solutions from problem of the day exemplars, Math Keys

among mental math, Estimation and computation Why is it necessary to be SIOP Comprehensible Input:

estimation, paper and pencil, are vital tools. fluent at computation? Uses a variety of techniques

and technology. to make content concepts

clear (e.g. Modeling visuals)





Standard 7: Students communicate the reasoning used in problem-solving situations.



BENCHMARK F: COMMUNICATE THE USE OF THE APPROPRIATE COMPUTATIONAL TECHNIQUES NEEDED TO SOLVE PROBLEMS AND DETERMINE WHETHER THE RESULTS ARE REASONABLE.







Enduring Understanding Key Suggested Instructional Differentiation Quarter

District Indicators Essential Questions Essential Skills Assessment Methods Resources

Conceptual Vocabulary Strategy Practice Adaptations/Extensions Taught





7 f.3 Choose and apply a PROBLEM SOLVING 80% and above and/or McREL McREL Nonlinguistic mountain math, math Model the process, 4

strategy to solve STRATEGIES 4 and above on rubric SIOP representations series, supplemental manipulation of materials in

mathematical and real-world Choose and apply a Exemplars, mental math, materials, Success Maker, small steps, concrete

problems. What essential computational strategy to solve problem of the day exemplars, Math Keys reinforcers, visual

What determines when you

skills are needed to solve real mathematical and real- SIOP Comprehensible Input: demonstrations, provide

use addition or subtraction?

world problems? world problems. (Know Uses a variety of techniques vocabulary

when to add or to make content concepts

subtract/Using facts to 20) clear (e.g. Modeling visuals)









Revised4-26-2006/jkw

25