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Harrison County Schools
Course/Subject Name: Mathematics Grade Level Targeted: P2/First Grade
Kentucky Student Outcomes Key/Common Activities Resources
Core Content Vocabulary and
Version 4.1 Assessments*
Number Sense Students will Whole Numbers DOK 1 See Saxon Scope and
• read, write, count and Order Read, write, count, Sequence Math 1
MA-EP-1.1.1 model whole numbers 0-
10,000, developing an
Compare model whole numbers 0-
Students will:
understanding of place Place value 100 developing place Unifix cubes
Apply multiple
representations value for ones, tens, Ones value for hundreds using
(e.g., drawings, hundreds, thousands and Tens manipulatives Bruce McMillan. Eating
manipulatives, ten thousands Fractions Utilize Daily Calendar Math Fractions
base-10 blocks, • apply multiple activities.
representations (e.g.,
Addition
number lines, Use the Calendar math
expanded form, drawings, manipulatives, Subtraction number line to explore
Box It Bag It Math
symbols) to base-10 blocks, number Symbols number patterns.
describe whole lines, expanded form, Count backwards from 100 http://www.purplemath.
numbers (0 to symbols) to describe and as part of the 100th Day of com/modules/negative.h
9,999): compare whole numbers School celebration.
and fractions (e.g., halves,
tm
Apply multiple DOK 2
representations thirds, fourths) in
mathematical and real- Order and compare http://www.jamesbrenna
(e.g., drawings,
manipulatives, world problems • order numbers 0-100 using n.org/algebra/numbers/r
base-10 blocks, groups of objects graphs/charts. eal_number_system.htm
number lines, according to quantity DOK3
expanded form, • order, compare and Arrange Unifix cubes to
understand the relative http://www.mathdork.co
symbols) to show rank order.
describe magnitude of numbers m/free10/signed1/index.
from 0-10,000, using the
Use role playing to act
fractions (halves, html
symbols <, >, =, including out, draw pictures of and
thirds, fourths);
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Kentucky Student Outcomes Key/Common Activities Resources
Core Content Vocabulary and
Version 4.1 Assessments*
Apply these the use of physical and Symbols (<, >, =) write number sentence http://www.bbc.co.uk/sc
numbers to visual models for smaller to show addition otland/education/bitesize
represent real- numbers
world problems; • develop beginning
Decimals (as money /subtraction. /standard/mathsI/number
fractional concepts (e.g., only) (e.g., drawings, _gen/integers_rev1.shtm
and
manipulatives, base-10 l
Explain how the dividing an object into
equal parts and naming blocks, number lines,
base 10 number
the equal parts [e.g., symbols)
system relates to http://mathstar.lacoe.edu
place value. halves, thirds, fourths]) Read Eating Fractions by
• expand fraction concepts
Estimate Bruce McMillan to make /newmedia/integers/welc
DOK – 2
(e.g., whole to part and fruit salad, emphasizing ome.html
part to whole; one-half is 1/2's, 1/3's, and 1/4's.
MA-EP-1.1.2
Students will read, write, larger than one-fourth) Use manipulatives to http://mathforum.org/dr.
and rename whole • be introduced to and use demonstrate number stories.
Use Math Munchers to
math/faq/faq.integers.ht
numbers (0 to9,999) and decimals to represent
money solve equations. ml
apply to real-world and/or
mathematical situations. Create a classroom bowling
alley and allow children to http://www.math.com/sc
bowl and keep score by hool/subject1/lessons/S1
MA-EP-1.1.3
subtracting the number of
Students will compare Multiply pins knocked down from the
U1L13GL.html
(<, >, =) and order whole Count number of pins still standing.
numbers to whole http://www.aaamath.co
numbers, decimals to DOK 4
decimals (as money Summarize information m/B/g65_cox1.htm
only) and fractions to represented on a graph
fractions (limited to
pictorial Predict number of objects in
representations). a container. (marshmallows,
DOK 1 Whole to parts Unifix cubes, marbles, etc.)
Parts to whole Play game Shake Those
Estimation Students will develop an Beans from Box It-Bag It
MA-EP-1.2.1 understanding of the Math
Students will apply and
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Kentucky Student Outcomes Key/Common Activities Resources
Core Content Vocabulary and
Version 4.1 Assessments*
describe appropriate concepts of addition and
strategies for estimating subtraction using physical Odd Be sure to provide
quantities of objects and objects and
computational results concrete materials
Even ongoing formative
(limited to addition and • explore and develop an Divide assessments for the
subtraction). understanding of the Properties of numbers following:
DOK – 2 concepts of multiplication whole numbers (0 to
and division using physical 9,999):
Number Operations models (halves, thirds, fourths);
MA-EP-1.3.1 • develop part-whole (<, >, =)
Students will analyze relations using numbers decimals (as money
real-world situations to (e.g., 3+2=5, 1+4=5) only)
identify the appropriate • explore and solve two-
mathematical digit addition and
operations, and will subtraction problems
apply operations to through the use of
solve real-world manipulatives
problems with the • explore and develop
following constraints: factor-factor-product (e.g.,
Add and subtract 2x3=6) using
whole numbers manipulatives. (e.g.,
with three digits hundreds charts, base-10
or less; blocks, arrays)
Multiply whole • multiply whole numbers
numbers of 10 or through 10 x 10
less; • relate division facts to
Add and subtract multiplication facts (e.g.,
fractions with using factor-factor-product)
like • solve multi-digit addition
denominators and subtraction problems
less than or that contain numerals and
equal to four; symbols
and • add common fractions
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Kentucky Student Outcomes Key/Common Activities Resources
Core Content Vocabulary and
Version 4.1 Assessments*
Add and subtract with like denominators
decimals related using manipulatives
to money. • add and subtract
DOK - 2 decimals using money
• use mental math, pencil-
MA-EP-1.3.2 and-paper methods,
Students will skip-count calculators and/or
forward and backward by computers to explore
2s, 5s, 10s, and 100s. mathematical concepts
and to assist with
MA-EP-1.3.3 computation in problem
Students will divide two solving situations
digit numbers by single
digit divisors (with or
without remainders) in
real-world and/or
mathematical problems.
Properties of
Numbers and
Operations
MA-EP-1.5.1
Students will identify
and provide examples of
odd numbers, even
numbers, and multiples
of numbers, and will
apply these numbers to
solve real-world
problems.
DOK – 2
MA-EP-1.5.2
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Kentucky Student Outcomes Key/Common Activities Resources
Core Content Vocabulary and
Version 4.1 Assessments*
Students will use the
commutative properties of
addition and multiplication,
the identity properties of
addition and multiplication,
and the zero property of
multiplication in written and
mental computation.
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Kentucky Student Outcomes Key/Common Activities Resources
Core Content Vocabulary and
Version 4.1 Assessments*
Measuring Physical Students will Weigh DOK 1
Attributes • explore appropriate Weight (nearest pound) Identify information
MA-EP-2.1.1 estimation procedures for
different situations
Length (nearest half represented on a
Students will apply inch) calendar
standard units to • apply and describe
measure length (to the appropriate strategies for Width DOK2
nearest half-inch or the estimating quantities of Time: Estimate length and
nearest centimeter) and objects and computational (nearest quarter hour) weight using
to determine: results
apply standard units to
Money (identify coins nonstandard units
weight (nearest and bills by value) DOK 3
measure length (inches
pound);
and centimeters), weight Apply knowledge of
time (nearest quarter
(pounds), time (hours, half- measurement to follow a
hour); and
hours, quarter-hours, five- recipe
money (identify coins and one-minute intervals),
and bills by value)
money (coins and bills)
and
and Measure things found in the
temperature temperature (Fahrenheit classroom using paper clips,
(Fahrenheit). and Celsius) unifix cubes, straws, and
DOK 1 • use nonstandard units to other non-standard units of
measure and compare the measurement.
MA-EP-2.1.2 length, weight, area or Listen to Inch by Inch
Students will use standard volume of familiar objects written by Leo Lionni.
units to measure • use standard units of Introduce a 12-inch ruler with
temperature in Fahrenheit measurement to identify, inches and centimeters.
and Celsius to the nearest describe and compare Students will measure
degree. measurable attributes of classroom items using rulers-
objects (e.g., length, both centimeters and inches.
MA-EP-2.1.3 weight, volume) and make Sort coins into separate piles
Students will choose estimates using by physical characteristics
appropriate tools (e.g., appropriate units of Create and read a daily
thermometer, scales, measurement message informing them of
balances, clock, ruler) for • choose and use time of daily agenda,
specific measurement
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Kentucky Student Outcomes Key/Common Activities Resources
Core Content Vocabulary and
Version 4.1 Assessments*
tasks. appropriate tools for including special classes,
specific measurement lunch, etc.
MA-EP-2.1.4 tasks Play the What's Big? What's
Students will use • sort/classify or compare Little? game. Divide class
nonstandard and standard and order objects by into the Big team and the
units of measurement to shape, size and color (e.g., Little team. Big team names
identify measurable attribute blocks) big things and Little team
attributes of an object • estimate weight, length, names little things in order of
(length – in, cm; weight – perimeter, area, angle and size, (ex: mouse, cat, dog,
oz, lb) and make an time using appropriate etc.
estimate using appropriate units of measurement Use the computer program
units of measurement. • explore concepts of Millie's Math House to order
perimeter and area of shoes for Big, Middle, &
MA-EP-2.1.5 rectangles using Little.
Students will use units of manipulatives Play The Money Trading
measurement to describe • identify, compare and Game.
and compare attributes of order amounts of money Play Pour and Explore. Ask
objects to include length using coins and bills and students to pour water into
(in, cm), width, height, use correct symbols for the container (cup, pint and
money(cost), temperature money quart) that will hold the least
(F), and weight (oz, lb), • combine coins and bills amount of water and then the
and sort objects and to make a given amount most water.
compare attributes by and make change up to a Snap ten unifix cubes
shape, size, and color. dollar together in a strip. Students
• relate time to daily will find things that are about
MA-EP-2.1.6 activities, tell time to the the same length, shorter than
Students will estimate hour, half-hour, quarter- the 10 strip and longer than
weight, length, perimeter, hour, five minutes and one the 10 strip.
area, angle measures and minute and determine Estimate the length of
time using appropriate elapsed time various items using a ruler
units of measurement. with centimeters and inches.
Measure and record items
Systems of using a ruler. List from large
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Kentucky Student Outcomes Key/Common Activities Resources
Core Content Vocabulary and
Version 4.1 Assessments*
Measurement to small.
MA-EP-2.2.1 Use various coin
Students will describe, determine equivalent U.S. combinations to shop in a
define, give examples of, customary measurements classroom store.
and use to solve real-world • describe, define, give Search in newspapers for
and/or mathematical examples of and use to various amounts of money
problems nonstandard and solve real-world and/or and identify the symbols
standard (U.S. Customary, mathematical problems used.
metric) units of both nonstandard and Construct a simple analog
measurement to include standard (U.S. Customary, clock with paper plates, paper
length (in., cm.), time, metric) units of hands and a brass fastener.
money, temperature measurement to include Use to reinforce time to the
(Fahrenheit) and weight length, time, money, hour and half hour.
(oz., lb.). temperature (Fahrenheit Measure things found in the
and Celsius) and weight classroom using paper clips,
MA-EP-2.2.2 unifix cubes, straws, and
S students will other non- standard units of
measurement
determine elapsed time
Use rulers, yardsticks and
by half hours. meter sticks to measure items
found in and around the
MA-EP-2.2.3 classroom.
Students will convert units Play the game "Dollars or
within the same Cents". Make a spinner with
measurement system half of the options dollar
including money (dollars, signs and half -cent signs.
cents), time (minutes, Students roll a die and spin to
hours, days, weeks, see if they have that amount
months), weight (ounce, in dollars or cents. The first
pound), and length (inch, child to reach $20.00 is the
foot). winner.
Play Bingo Math using the
Time to the quarter hour
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Kentucky Student Outcomes Key/Common Activities Resources
Core Content Vocabulary and
Version 4.1 Assessments*
section.
Play the game "A.M. or
P.M." Offer an activity such
as getting ready for bed and
students take turns telling if it
is a.m. or p.m.
Measure items found in the
classroom using string.
Afterwards, measure the
string to determine
measurement.
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Kentucky Student Outcomes Key/Common Activities Resources
Core Content Vocabulary and
Version 4.1 Assessments*
Shapes and identify, describe, model,
Relationships draw, compare and create quilt patterns using
MA-EP-3.1.1 classify two-dimensional shapes.
Students will describe figures and Cut geometric shapes from
and provide examples of threedimensional objects magazines to make posters or
basic geometric using elements, attributes booklets depicting various
elements and terms and properties three dimensional objects.
(sides, edges, faces, • explore the relationships Play Bingo Math with 2-D
vertices, angles), and among two-dimensional shapes.
will apply these elements figures and three- Identify various shapes
to solve real-world dimensional objects (e.g., using various media
problems. using virtual (magazines, books, etc.
manipulatives)
DOK – 2 Trace pattern blocks to
• identify and describe
make a design and write a
MA-EP-3.1.2 congruent figures in real-
story to go with it.
world and/or mathematical
Students will describe Go on a shape search in
and provide examples of situations
their favorite room. Find as
basic two-dimensional • investigate and solve
many objects as they can that
shapes (circles, real-world problems using
have circles, triangles,
triangles, squares, the elements, attributes
rectangles, etc. Create a
rectangles, trapezoids, and properties of basic
shape book entitled "My
rhombuses, hexagons), two-dimensional figures
Shape Search" that depicts
and will apply these and three-dimensional
the shape and the object.
objects
shapes to solve real-
• identify, draw and Use geometric shapes for
world and mathematical calendar patterning.
problems. represent line segments
and angles Create shape drawings using
DOK – 2 only one attribute block in a
• determine if simple
shapes are congruent variety of ways. Demonstrate
MA-EP-3.1.3 turns, flips, & slides. . Sort
Students will describe pattern blocks by attributes.
and provide examples of Sort 3-D shapes using
basic three- various foods such as Bugles,
dimensionalobjects Combos, cheese balls, etc.
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Kentucky Student Outcomes Key/Common Activities Resources
Core Content Vocabulary and
Version 4.1 Assessments*
(spheres, cones, DOK 1
cylinders, pyramids, Describe and provide
cubes), and will apply examples of basic two
these shapes to solve
dimensional shapes
real-world problems.
DOK – 1
DOK 2
Illustrate basic two
MA-EP-3.1.5 determine lines of dimensional shapes
Students will identify and symmetry in simple DOK 3
describe congruent shapes and identify and
describe symmetrical
Create two dimensional
figures in real-world and/or
mathematical situations. twodimensional figures shapes on geoboards
• examine examples of line
Transformations of symmetry in real-world Play "Who Am I?" game
situations and apply one incorporating geometric
Shapes line of symmetry to description.
MA-EP-3.2.1 construct simple geometric Play Bingo Math with 3-D
Students will describe designs, using graphic, shapes.
and provide examples of
line symmetry in real-
technological or concrete Sort symmetrical & non-
models/manipulatives to symmetrical paper shapes.
world and mathematical communicate
problems or will apply Fold to check accuracy.
understanding Make fold pictures with
one line of symmetry to • explore flips, slides and
construct a simple paint. (Paint is placed on the
turns with physical models line of symmetry and
geometric design. • identify images from flips
DOK – 2 children determine end result
(reflections), slides after folding.)
(translations) and turns Brainstorm and list objects
Coordinate (rotations) in a plane that are symmetrical. Create
Geometry origami animals to
MA-EP-3.3.1 locate points and figures demonstrate symmetry.
Students will locate points on a grid representing a Make shape riddles. Using
on a grid representing a positive coordinate system several solid shapes a student
positive coordinate will describe the shape
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Kentucky Student Outcomes Key/Common Activities Resources
Core Content Vocabulary and
Version 4.1 Assessments*
system. without telling its name.
Play Flat or Not Flat. Using
a 3-column bar graph drawn
on chart paper (all flat sides,
some flat sides and no flat
sides) work together as a
class to place the solids in the
appropriate column
Determine the number of
sides using various die cut
shapes. Sort by shapes with
the same number of sides and
corners.
Data Students will
Representations • make a graph using DOK 1
MA-EP-4.1.1 concrete manipulatives
and read data displayed
Display data on a
Students will analyze pictograph
and make inferences on a concrete graph
from data displays • display, read and DOK2
(drawings, tables/charts, compare data on student- Compare information
tally tables, pictographs, invented graphs represented on a bar
bar graphs, circle graphs • read, display, compare
and interpret student-
graph
with two or three DOK 3
sectors, line plots, two- collected data
circle Venn diagrams). • display, read and Summarize and draw
DOK - 3 compare data on a conclusions from
pictograph and bar graph information displayed
MA-EP-4.1.2 • display data in line plots
• analyze and make
on a graph
Students will collect data. Collect weather data for
inferences from data
displays (drawings, each day of school for a
MA-EP-4.1.3 month. Draw the day's
Students will organize and tables/charts, tally tables,
pictographs, bar graphs, weather on a 3 x 3 square,
display data.
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Kentucky Student Outcomes Key/Common Activities Resources
Core Content Vocabulary and
Version 4.1 Assessments*
Characteristics of circle graphs, line plots, sunny, cloudy, cloudy, etc.
Data Sets two-circle Venn diagrams) Display the months in bar
MA-EP-4.2.1 • use technology to graph form. Record for more
Students will determine the organize and display data than one month to have data
mode (of a set of data with collected from student over time that can be easily
no more than one mode) investigations compared.
and the range of a set of Answer questions about
data. likely and unlikely events in a
Students will morning message, or question
• pose questions to of the day. For example,”
Experiments and Today is August __. How
Samples generate data
• use data from student likely is it that is will snow
MA-EP-4.3.1 tomorrow?”
Students will pose investigations to make
predictions or draw simple Make a spinner for any
questions that can be board game that has 2 equal
answered by collecting conclusions
• use tools (including outcomes: move 1 space,
data move 2 spaces. Play, and then
technology when
appropriate) to organize change the spinner to have a
Probability and display student- much greater chance for one
MA-EP-4.4.3 collected data outcome than the other.
Students will describe and Students compare experience
give examples of the playing same board game
probability of an unlikely with both spinners.
event (near zero) and a Respond to the following
likely event (near one). type of morning message or
question of the day: “Write
‘Do you like__---?”
questions. Have assigned
students organize data,
present to class.
Pose own question to the
class, determine how to
collect data, yes/no chart,
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Kentucky Student Outcomes Key/Common Activities Resources
Core Content Vocabulary and
Version 4.1 Assessments*
pictures, bar graph, etc.
Display data using one
method, then present to class.
Can students all come to
same conclusion reading the
data?
Using above activity,
students choose two different
ways to display results.
Compare the two
representations. Was data
more suited to a bar graph, a
line plot, a chart or table?
Why?
Determine the following:
“What is your favorite flavor
of ice cream?” Small group
of students choose method of
collecting data, then display
results.
Explore the question: “What
color are your eyes?” Collect
data, use post-it note squares
for pictures, arrange in bar
graph form. Compare class
data to other classes. Collect
data for all first grade classes,
compare.
Use string circles and
attribute blocks. Make two
circles, all squares, all yellow
blocks. Do any shapes share
same attributes, if so, overlap.
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Kentucky Student Outcomes Key/Common Activities Resources
Core Content Vocabulary and
Version 4.1 Assessments*
Students then create own
Venn diagram using attribute
blocks and 2 string circles.
Compare and share.
Use above activity, display
Venn diagram data in another
way: pictograph, bar graph,
chart. Which method is easier
to read? Which one seems
best for this task? Discuss
likely / unlikely terminology.
Present events that have an
unlikely outcome: Will all the
trees in our state blow down
tomorrow? It is summer, how
likely is it that Christmas is
next week? How likely is it
that an elephant will come to
school tomorrow?
Investigate a morning
message or question of the
day for a question with more
than one answer. Involve
student input and decisions in
the display of data.
Make a coin with two
"Heads." Explore the
following: how likely is it
that someone will flip this
coin and land on heads?
Tails?
Draw 20 times from a bag
filled with 10 cubes of two
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Kentucky Student Outcomes Key/Common Activities Resources
Core Content Vocabulary and
Version 4.1 Assessments*
colors. Students will draw a
cube at a time, record the
color and return the cube to
the bag. Students will discuss
how many of each color of
cubes are in the bag based on
their 20 draws from the bag.
Use and flip a coin. Students
will discuss the possible
outcomes. Use and throw a
dice and determine the
possible outcomes. Students
will then make their own dice
using only 2 numbers and
repeating them on the six
sides of the dice. Students
will then discuss the possible
outcomes.
Patterns, Relations, Students will DOK 1 http://www.bbc.co.uk/sc
and Functions • identify and describe Identify simple patterns hools/ks3bitesize/maths/
MA-EP-5.1.1 patterns in real life and in
numerical and geometric
DOK 2 algebra/numberpatterns2
Students will extend Extend numerical or _1.shtml
simple patterns (e.g., situations
2,4,6,8,…;◊∆◊∆…). • reproduce and extend geometric patterns
DOK – 2 patterns using DOK 3 http://www.teachrkids.c
manipulatives Construct a geometric om/fronts/pattern.htm
MA-EP-5.1.2 • use pictures or words to
create, reproduce, extend
pattern
Students will describe Create and read a pictograph
functions (input-output) and explain patterns of
shapes, objects, for the data collected from
through pictures and “What is your favorite food?”
words. movements, sounds and
numbers Create a pictograph to
DOK – 2 answer a "what is your
• recognize and extend
favorite…" question. Use
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Kentucky Student Outcomes Key/Common Activities Resources
Core Content Vocabulary and
Version 4.1 Assessments*
MA-EP-5.1.3 simple number patterns small squares or post it notes
Students will determine the • explore input-output to record data in picture form.
value of an output given a machines (e.g., function Using above "favorites,"
function rule and an input machines) and solve display data in bar graph
value. simple function machine form or with pictures grouped
tasks together. Students will then
Equations and • use calculators to explore discuss which format is easier
Inequalities how constant addition to read and why.
MA-EP-5.3.1 produces a pattern and Collect temperature data
Students will model real- can be expressed as a for one week. Use a line plot
world and mathematical rule for a pattern to show daily low and high
situationsproblems with temps. Plot lows in one color,
simple number highs in another color.
sentences (equations Compare the two different
and inequalities) with a colored lines.
missing value (e.g., Based on above
2 + ? = 7, ___< 6) and temperature graph, make
apply simple number predictions about next
sentences to solve
mathematical and real-
week's weather. Will the
world d problems. DOK 2 highs and lows be in
about the same places on
the line plot? Why or
why not?* Assessments
worksheets
fact sheets
oral assessments
written assessments
open response
informal class
discussion
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Kentucky Student Outcomes Key/Common Activities Resources
Core Content Vocabulary and
Version 4.1 Assessments*
Make a paper place mat by
weaving color patterns using
construction paper.
Use snap cubes to identify,
extend and create color
patterns.
Use a musical instrument
such as a xylophone to play
musical patterns Identify
number patterns on a
numbers chart and fill in the
missing numbers to complete
the chart.
Identify the pattern of
fractional parts and wholes
and color in the last shape to
extend the pattern. Draw a
shape that comes next in a
row that shows a pattern of
solid shapes.
Use work mat and counters
to solve simple addition
equations. Use snap cubes
as counters to solve simple
subtraction equations
Essential Questions:
How are numbers, ways and/or means of representing real-world quantities?
How do number operations help us solve problems encountered in everyday life?
How does measuring objects and using tools help us make sense of the world around us?
How can we use characteristics and properties of two-dimensional figures and three-dimensional objects to describe the world around us?
How do we use geometry to describe locations?
Where can we see symmetry in art, nature, construction and scientific exploration, etc.?
How do patterns, relations and functions help us explain or predict real-world phenomena?
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•How can numerical patterns be written as rules that generate the pattern?
How can we collect organize, interpret and display data as answers to questions?
