# Identifies pennies by Og5Gy3Jp

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*NOTES FOR AGSD 1 Grade MATH CURRICULUM DOCUMENT AS OF 7/1/11:
All curricular objectives aligned with GLE’s. Some unlinked resources listed. We will be adding more resources.

1st MATH
CONTENT STRAND: NUMERATION
STEM: UNDERSTANDING NUMBERS
ORGANIZING CONCEPT: Demonstrate conceptual understanding of whole numbers to one hundred and of simple fractions.

GLE’s                          AGSD Curriculum               Specific Skills that Support             AGSD Resources
the Standard
1 N-1: reading, writing,               SW demonstrate counting,              Reads written numbers up to
ordering/counting and modeling         reading, and writing whole            100
correspondence of whole numbers.       numbers from 0-100.
Writes numbers up to 100
SW will identify and order whole
numbers from 0-100.
Puts numbers in correct order
SW demonstrate 1-1                    from least to greatest
correspondence with objects to
100.                                  Demonstrates the ability to
complete a sequence to 100

Demonstrates that each
number counted represents
one object
1 N-2: comparing whole numbers         SW compare whole numbers              Uses the terms greater than,
using the words greater than, less     using mathematical terms (greater     less than, equal to distinguish
than or equal to.                      than, less than, and equal).          relationships between
quantities to 100
1 N-3: identifying ordinal position,   SW identify ordinal positions (1st-   Describes the position of up      Favorite Numbers-L1M029-32
first to the twentieth.                20th).                                to 12 objects using ordinal
numbers (e.g., first, second,
etc.)

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1 N-4: dividing an even numbered          SW divide an even numbers set of     Divides an even number of      Fractions – L1M001-04
set of concrete objects (up to 50)        concrete objects (up to 50) into     objects up to 50 into halves
into halves.                              halves.
1 N-5: dividing geometric shapes          SW divide geometric shapes into      Divides geometric shapes       Fractions with Pattern Blocks –
into equal halves, fourths, and thirds.   equal halves, fourths, and thirds.   into halves, fourths, and      DRC Resource
thirds                         Fractions – L1M001-04

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1st MATH
CONTENT STRAND: NUMERATION
STEM: UNDERSTANDING MEANING OF OPERATIONS
ORGANIZING CONCEPT: Demonstrate conceptual understanding of mathematical operations.

GLE’s                          AGSD Curriculum                Specific Skills that Support the      AGSD Resources
Standard
1 N-6: using objects, pictures, and   SW use objects, pictures, and        Demonstrates the process of
problem situations to model           problem situations to model          adding numbers to get a sum
numbers.                              numbers.
between two numbers
(subtraction) using objects,
pictures, and problem situations

1 N-7: identifying groups of          SW identify groups of objects as     Identifies the grouping of objects
objects as repeated addition or       repeated addition or equal shares.   into equal shares that is possible

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1st MATH
CONTENT STRAND: NUMERATION
STEM: NUMBER THEORY
ORGANIZING CONCEPT: Demonstrate conceptual understanding of number theory.

GLE’s                         AGSD Curriculum               Specific Skills that Support the      AGSD Resources
Standard
1 N-8: skip counting by 2’s to 20    SW demonstrate skip counting by       Counts by 2’s, 5’s, or 10’s to 100
and 5’s and 10’s to 100.             5’s and 10’s to 100, and 2’s to 20.

1 N-9: identifying odd and even      SW identify even and odd              Counts by odd or even numbers
numbers up to 20.                    numbers to 20.                        to 20

1 N-10: identifying fact families.   SW identify fact families.            Identifies the relationship between
numbers (e.g., 2 + 3 = 5, 3 + 2 =
5, 5 – 2 = 3, 5 – 3 = 2)

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1st MATH
CONTENT STRAND: MEASUREMENT
STEM: MEASURABLE ATTRIBUTES
ORGANIZING CONCEPT: Demonstrate understanding of measurable attributes.

GLE’s                          AGSD Curriculum               Specific Skills that Support the            AGSD Resources
Standard
1 MEA-1: measuring and/or           SW demonstrate measuring             Measures and compares common          Body Measurement – L1M017-20
comparing objects using standard    and/or comparing objects using       objects using various units of
and nonstandard units.              standard and nonstandard units.      measurement, including                T-Shirts & Math – L1M025-28
nonstandard units (e.g., length
can be measured using pencils or
students’ feet as well as rulers)

1 MEA-2: identifying money by its   SW identify money by it’s value      Identifies pennies, nickels, dimes,   Money Tub – DRC Kit
value (e.g., penny, nickel, dime,   (e.g. penny is one cent, nickel is   quarters, and dollars and their
quarter, dollar).                   five cents, etc.)                    worth                                 Money Kit (box) – DRC Kit

Discriminates between terms
cents and coins

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1st MATH
CONTENT STRAND: MEASUREMENT
STEM: MEASUREMENT TECHNIQUES
ORGANIZING CONCEPT: Demonstrate ability to use measurement techniques.

GLE’s                        AGSD Curriculum                 Specific Skills that Support the           AGSD Resources
Standard
1 MEA-3: drawing a line segment     SW draw a line segment to the         Draws a line to the nearest          Body Measurement – L1M017-20
to the nearest inch.                nearest inch.                         indicated inch
1 MEA-4: telling time to the        SW tell and write time to the         Reads a clock with the minute        Let’s Tell Time – DRC Resource
nearest half hour using analog      nearest half hour using digital and   hand at 30 minutes past the hour
and digital clocks.                 analog clocks.                        or to the hour                       Time - Thematic Kit– DRC Kit

Reads a digital clock at 30
minutes past the hour or to the
hour

1 MEA-5: comparing concepts         SW identify examples of concepts      Describes objects or events using
such as: before/after,              such as: before/after,                measurement terms such as
shorter/longer.                     shorter/longer.                       shorter or longer, before or after

1 MEA-6: reading a calendar         SW name days of the week and          Identifies the current date on a     Months and Seasons – DRC
(distinguishing yesterday, today,   months in order.                      calendar and identifies days as      Resource
and tomorrow).                                                            occurring yesterday, today, or
SW identify parts of a calendar       tomorrow
including day, week, and month.

SW differentiate yesterday, today,
and tomorrow.

1 MEA-7: recognizing money          SW recognize money symbols            Identifies that numbers written      Money Tub – DRC Kit
symbols (dollar symbol and cents    (dollars/cents).                      with money symbols represent a
symbol).                                                                  monetary amount                      Money Kit (box) – DRC Kit

1 MEA-8: identifying equal values   SW identify name and value of         Identifies that different coin       Money Tub – DRC Kit

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of a coin up to a dollar (5 pennies   penny, nickel, dime, and quarter.      combinations represent the same
= 1 nickel, 5 nickels = 1 quarter).                                          amount (e.g., three nickels is the   Money Kit (box) - DRC Kit
SW identify equal values of a coin     same amount as a dime and a
up to a dollar (5 pennies =1 nickel,   nickel)
5 nickels = 1 quarter etc.)

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1st MATH
CONTENT STRAND: ESTIMATION AND COMPUTATION
STEM: ESTIMATION
ORGANIZING CONCEPT: Determine reasonable answers to real-life situations, paper/pencil computations, or calculator results.

GLE’s                        AGSD Curriculum              Specific Skills that Support the          AGSD Resources
Standard
1 E&C-1: estimating “how many”     SW estimate and check quantities    Estimates quantities up to 20       Favorite Numbers – L1M029-32
and “how much” in a given set up   of 0 to 20.
to 20.

1 E&C-2: identifying whether       SW identify whether estimation or   Identifies situations where exact   Favorite Numbers – L1M029-32
estimation or counting is          counting is appropriate with        count is needed and situations
appropriate with support.          support.                            where a reasonable guess with
assistance is appropriate

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1st MATH
CONTENT STRAND: ESTIMATION AND COMPUTATION
STEM: COMPUTATION
ORGANIZING CONCEPT: Accurately solve problems (including real-world situations).

GLE’s                         AGSD Curriculum                Specific Skills that Support the              AGSD Resources
Standard
subtraction facts 0-10.             facts 0-18.                          subtraction problems with sums
up to 10 quickly from memory            Big Foam Dice box – DRC Kit
1 E&C-4: recalling doubles to 20.   SW recall doubles to 20.             Adds one number to itself, up to
10 (e.g., 1 + 1 = 2, 2 + 2 = 4, etc.)
from memory

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1st MATH
CONTENT STRAND: FUNCTIONS AND RELATIONSHIPS
STEM: DESCRIBING PATTERNS AND FUNCTIONS
ORGANIZING CONCEPT: Demonstrate conceptual understanding of functions, patterns, and sequences.

GLE’s                          AGSD Curriculum              Specific Skills that Support the             AGSD Resources
Standard
1 F&R-1: identifying, naming (e.g.,   SW identify and extend a variety   Identifies the pattern in a            Patterns & Collections – L1M021-
aabb, abab), and continuing a         of patterns.                       sequence of numbers or objects         24
variety of patterns.                                                     (e.g., two triangles are followed by
one square) and continues the          T-Shirts & Math – L1M025-28
sequence
1 F&R-2: creating patterns            SW create patterns involving       Creates a pattern involving            Patterns & Collections – L1M021-
involving number, shape, size,        number, shape, size, rhythm, or    number, shape, size, rhythm, or        24
rhythm, or color.                     color.                             color and continues the pattern
T-Shirts & Math – L1M025-28

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1st MATH
CONTENT STRAND: FUNCTIONS AND RELATIONSHIPS
STEM: MODELING AND SOLVING EQUATIONS AND INEQUALITIES
ORGANIZING CONCEPT: Demonstrate algebraic thinking.

GLE’s                          AGSD Curriculum              Specific Skills that Support the       AGSD Resources
Standard
1 F&R-3: adding and subtracting      SW use manipulatives to calculate   Solves story problems using
whole numbers to 20 using            addition and subtraction of whole   manipulatives to add or subtract
manipulatives to solve story         numbers to 50 to solve story        whole numbers to 20
problems.                            problems.

1 F&R-4: creating and solving        SW create and solve problems        Creates and solves story
problems using words, symbols,       using words, symbols, and           problems using words, symbols,
and drawings.                        drawings.                           and drawings

1 F&R-5: using the terms equal to,   SW distinguish between values by    Uses the terms and symbols
more than, and less than for         using the terms equal to, less      greater than, less than, equal to to
numbers up to 20.                    than, and greater than for          distinguish relationships between
numbers up to 20.                   quantities

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1st MATH
CONTENT STRAND: GEOMETRY
STEM: GEOMETRIC RELATIONSHIPS
ORGANIZING CONCEPT: Demonstrate an understanding of geometric relationships.

GLE’s                          AGSD Curriculum                Specific Skills that Support the             AGSD Resources
Standard
1 G-1: identifying the attributes of   SW identify the attributes of 2-     Identifies and describes triangles,   Attribute Block Activity Card
2-dimensional shapes (e.g., a          dimensional shapes (e.g., triangle   circles, squares and rectangles       Center – DRC Resource
triangle has three sides).             has three sides).
Shapes – L1M005-08
1 G-2: identifying and classifying     SW identify and classify 2           Identifies and describes triangles,   Attribute Block Activity Card
2-dimensional shapes through           dimensional shapes through           circles, squares and rectangles       Center – DRC Resource
visual observations and properties     visual observations and properties
(e.g., which of these shapes is a      (e.g., which of these shapes is a                                          Shapes – L1M005-08
triangle).                             triangle).

1 G-3: relating real-world             SW relate real-world examples (      Describes examples of geometry        Shapes – L1M005-08
examples (e.g., a door is shaped       e.g., a door is shaped like a        in the environment
like a rectangle) to the ideas and     rectangle) to ideas and concepts
concepts of geometry.                  of geometry.

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1st MATH
CONTENT STRAND: GEOMETRY
STEM: SIMILARITY, CONGRUENCE, SYMMETRY, AND TRANSFORMATION OF SHAPES
ORGANIZING CONCEPT: Demonstrate conceptual understanding of similarity, congruence, symmetry, or transformations of shapes.

GLE’s                       AGSD Curriculum            Specific Skills that Support the         AGSD Resources
Standard
1 G-4: comparing shapes in the    SW compare and describe           Describes the relationship
real world.                       geometric shapes in the real      between shapes in the
world.                            environment (e.g., which shape is
bigger)

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1st MATH
CONTENT STRAND: GEOMETRY
STEM: PERIMETER, AREA, VOLUME, AND SURFACE AREA
ORGANIZING CONCEPT: Solve problems using perimeter or area.

GLE’s                   AGSD Curriculum        Specific Skills that Support the   AGSD Resources
Standard

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1st MATH
CONTENT STRAND: GEOMETRY
STEM: POSITION AND DIRECTION
ORGANIZING CONCEPT: Demonstrate understanding of position and direction.

GLE’s                           AGSD Curriculum               Specific Skills that Support the   AGSD Resources
Standard
1 G-5: modeling directional and       SW describe directional and           Describes locations of objects
positional concepts: before, after,   positional concepts: before, after,   using directional terms
between, next to, around, above,      between, next to, around, above,
below, in the middle of…              below, in the middle of, etc.

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1st MATH
CONTENT STRAND: GEOMETRY
STEM: CONSTRUCTION
ORGANIZING CONCEPT: Demonstrate a conceptual understanding of geometric drawings or constructions.

GLE’s                             AGSD Curriculum                   Specific Skills that Support the     AGSD Resources
Standard
1 G-6: drawing, copying, or       SW draw, copy, and describe a     Draws, copies, or describes a
describing a variety of shapes.   variety of geometric shapes.      variety of shapes

1 G-7: identifying geometric      SW identify geometric shapes in   Identifies examples of geometry in
shapes in real-world objects.     real-world objects.               the environment (e.g., shapes of
objects, a ball is a sphere, etc.)

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1st MATH
CONTENT STRAND: STATISTICS AND PROBABILITY
STEM: DATA DISPLAY
ORGANIZING CONCEPT: Demonstrate an ability to classify and organize data.

GLE’s                        AGSD Curriculum            Specific Skills that Support the             AGSD Resources
Standard
1 S&P-1: constructing and using     SW construct and use real         Displays data using graphs,            Can You Find Out – L1M013-16
real graphs, pictographs, and bar   graphs, pictographs, and bar      pictographs, and bar graphs
graphs.                             graphs.

1 S&P-2: collecting and recording   SW collect and record data.       Designs an investigation to collect    Can You Find Out – L1M013-16
data.                                                                 and record data

1 S&P-3: interpreting data with     SW interpret data with support.   Interprets a set of information with   Can You Find Out – L1M013-16
support.                                                              support

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1st MATH
CONTENT STRAND: STATISTICS AND PROBABILITY
STEM: ANALYSIS AND CENTRAL TENDENCY
ORGANIZING CONCEPT: Demonstrate an ability to analyze date (comparing, explaining, interpreting, evaluating; or drawing or justifying
conclusions).

GLE’s                         AGSD Curriculum              Specific Skills that Support the           AGSD Resources
Standard
1 S&P-4: describing information     SW describe information from       Interprets information from simple   Can You Find Out – L1M013-16
from simple charts/graphs.          simple charts/graphs.              charts/graphs

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1st MATH
CONTENT STRAND: STATISTICS AND PROBABILITY
STEM: PROBABILITY
ORGANIZING CONCEPT: Demonstrate a conceptual understanding of probability.

GLE’s                         AGSD Curriculum          Specific Skills that Support the   AGSD Resources
Standard
1 S&P-5: predicting, interpreting,   SW predict, interpret, and     Predicts, interprets and compares
and comparing data using events      compare data using events or   outcomes of repeated events
or repeated observations.            repeated observations.         (e.g., how many times does heads
appear when flipping a coin)

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1st MATH
CONTENT STRAND: PROCESS SKILLS
STEM: PROBLEM SOLVING
ORGANIZING CONCEPT: Demonstrate an ability to problem solve.

GLE’s                          AGSD Curriculum         Specific Skills that Support the          AGSD Resources
Standard
1 PS-1: creating and solving         SW create and solve simple    Creates a problem and identifies    Tires – L1M009-12
simple problems using a variety of   problems using a variety of   and employs a method to solve
strategies.                          strategies.                   the problem

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1st MATH
CONTENT STRAND: PROCESS SKILLS
STEM: COMMUNICATION
ORGANIZING CONCEPT: Communicate his or her mathematical thinking.

GLE’s                          AGSD Curriculum                 Specific Skills that Support the            AGSD Resources
Standard
1 PS-2: translating problems from     SW translate problems from            Uses math language and symbols        Tires – L1M009-12
everyday language into math           everyday language into math           (+, -, =) to express or write math
language and symbols (+,-,=).         language and symbols (+, -, =).       problems

1 PS-3: using everyday language       SW use everyday language to           Expresses mathematical problem
to explain thinking about problem     explain thinking about problem-       solving strategies and solutions in
solving strategies and solutions to   solving strategies and solutions to   everyday language
problems.                             problems.

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1st MATH
CONTENT STRAND: PROCESS SKILLS
STEM: REASONING
ORGANIZING CONCEPT: Demonstrate an ability to use logic and reason.

GLE’s                       AGSD Curriculum             Specific Skills that Support the          AGSD Resources
Standard
1 PS-4: explaining why a           SW use logic to explain why a     Describes whether a possible
prediction or solution is          prediction or solution is         answer seems like it could be
reasonable.                        reasonable (this because that,    correct
cause and effect).

1 PS-5: drawing pictures that      SW draw pictures that support     Draws pictures that may prove a     Tires – L1M009-12
support mathematical statements.   mathematical statements.          mathematical statement

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1st MATH
CONTENT STRAND: PROCESS SKILLS
STEM: CONNECTIONS
ORGANIZING CONCEPT: Understand and apply mathematical skills and processes across the content strands.

GLE’s                          AGSD Curriculum                Specific Skills that Support the   AGSD Resources
Standard
1 PS-6: using real world context     SW apply math concepts to real        Applies mathematical concepts to
(i.e., self, friends, and family).   world context (i.e., self, friends,   everyday situations (e.g., what
and family).                          time does school start)

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