# Pitt County Schools

Document Sample

```					                                                                 Pitt County Schools
Instructional Guide

Course Name

TIME FRAME: FIRST GRADING PERIOD
RECOMMEND
ED
ESSENTIAL QUESTIONS,                          STRATEGIES,
SCOS GOALS AND OBJECTIVES                                                                                               RESOURCES
BENCHMARKS, AND SKILLS                          PROJECTS,
AND
CONNECTIONS
ASSESSMENT
DETERMINE READINESS                          BENCHMARK ASSESSMENT                                                        PACING:
5 Days
PCS Checklist
Goal 1: The learner will read, write,        NUMBER SENSE                                    ESSENTIAL TASKS:            PACING: 15 Days
model and compute with whole                  Whole Numbers through 200                     1. Bring in examples from
numbers through 999.                          Place Value                                   newspapers, magazines,      TEXTBOOK:
(a) Connect model, number word, and           Money as a manipulative                       etc.                        Chapter 2
number using a variety of representations.                                                   2. Write number sentences   Sections 2-1 to 2-8
(b) Read and write numbers.                  What is the relationship between addition and   to represent problems and   Chapter 3
(c) Compare and order.                       subtraction?                                    solutions when given        Sections 3-1 to 3-19
(d) Rename                                                                                   situational tasks.
(e) Estimate                                 How are different representations of numbers    3. How Far?                 RECOMMENDED
(f) Use a variety of models to build         used in real life?                              Rows and Rows               RESOURCE:
understanding of place values (ones, tens,                                                   Resource: Navigating        INVESTIGATIONS
hundreds).                                   How does pattern recognition help in problem    Through Algebra (NCTM)      Module: Coins,
1.03 Create, model, and solve problems       solving?                                                                    Coupons, and
that involve addition, subtraction, and                                                                                  Combinations (The
equal grouping.                              How can you model addition, subtraction, and                                Number System)
1.04 Develop FLUENCY with multi-digit        multiplication in different ways?
addition and subtraction through 999
using multiple strategies.                   FLUENCY: 1.04
(a) Strategies for adding and subtracting
numbers.                                     MAJOR CONCEPTS/SKILLS: 1.01
(b) Estimation of sums and differences in
appropriate situations.

1
(c) Relationships between operations.
1.05 Create and solve (problems using
strategies such as modeling, composing
and decomposing quantities, using
doubles, and making tens and hundreds.
1.06 Define and recognize odd and even
numbers.
Goal 4: The learner will understand           STATISTICS                                         ESSENTIAL TASKS:         PACING: 14 Days
and use data and simple probability            Venn diagrams and pictographs                    INVESTIGATIONS
concepts.                                                                                        MODULE: How Many         TEXTBOOK:
4.01 Collect, organize, describe, and         How can organizing data help in                    Pockets? How Many        Chapter 8
display data using Venn diagrams (three       understanding and making decisions?                Teeth?(Sorting and       Sections 8-9 to 8-16
sets) and pictographs where symbols                                                              Classifying Data)
represent multiple units (2’s, 5’s, 10’s).    How is data used in real life?                                              ESSENTIAL
RESOURCE:
How do you display data?                                                    INVESTIGATIONS
Why would you need to collect data?                                         MODULE: How
Many Pockets? How
MAJOR CONCEPTS/SKILLS: 4.01                                                 Many Teeth?(Sorting
and Classifying Data)
MAINTAIN CONCEPT/SKILLS:
 Line plots, tallies

Goal 1: The learner will read, write,         PATTERNS                                           ESSENTIAL TASKS:         PACING: 8 Days
model and compute with whole                   Number sentences                                 1. Block Pounds
numbers through 999.                                                                             Resource: Navigating     TEXTBOOK:
1.03 Create, model, and solve problems        How are patterns used in the environment?          through Algebra INCTM)   Chapter 1
that involve addition, subtraction, equal                                                                                 Sections 1-1 to 1-12
grouping, and division into halves, thirds,   How can you use pattern blocks to make and         2. Balancing Act         Chapter 2
and fourths (record in fraction form).        extend a pattern.                                  Resource: Navigating     Sections 2-1 to 2-12
1.05 Create and solve problems using                                                             through Algebra INCTM)
strategies such as modeling, composing        Why is it important to find a rule to describe a
and decomposing quantities, using             pattern?
doubles, and making tens and hundreds.
Goal 5: The learner will recognize and        MAJOR: 5.02
represent patterns and simple
mathematical relationships.                   MAINTAIN CONCEPT/SKILLS:

2
5.01 Identify, describe, translate, and         Patterns
extend repeating and growing patterns.          Sort and Classify
5.02 Write addition and subtraction
number sentences to represent a problem;
use symbols to represent unknown
quantities.
1.01a,c,e,f (Numbers to 200), 1.03 (All      SPIRAL REVIEW/ASSESS                                              PACING: 3 Days
but division), 1.04a,b,c (Numbers to
200), 1.05, 1.06 (Numbers to 200),           FLUENCY: 1.04
4.01, 4.02, 5.01, 5.02
MAJOR CONCEPTS/SKILLS: 1.01, 4.01,
5.02
 Students will solve relevant and
authentic problems using appropriate
technology and apply these concepts as
well as those developed in earlier year.

MAINTAIN CONCEPTS/SKILLS:
 Line plots, tallies
 Patterns
 Sort and classify

TIME FRAME: SECOND GRADING PERIOD
RECOMMEND
ED
ESSENTIAL QUESTIONS,                       STRATEGIES,
SCOS GOALS AND OBJECTIVES                                                                                     RESOURCES
BENCHMARKS, AND SKILLS                       PROJECTS,
AND
CONNECTIONS
ASSESSMENT
Goal 1: The learner will read, write,        NUMBER SENSE                                  ESSENTIAL TASKS:    PACING: 19 Days
model and compute with whole                  Numbers to 500
numbers through 999.                          Operations: Addition/subtraction                                TEXTBOOK:
1.01 Develop number sense for whole                                                                            Chapter 4
numbers through 999.                         Why is place value an essential concept?                          Sections 4-1 to 4-12
(a) Connect model, number word, and                                                                            Chapter 5
number using a variety of representations.   How do odd and even numbers relate to                             Sections 5-1 to 5-11
3
(b) Read and write numbers.                  dividing groups equally?                                                    Chapter 6
(c) Compare and order.                                                                                                   Sections 6-1 to 6-11
(d) Rename                                   What kind of pattern relates to odd and even
(e) Estimate                                 numbers?                                                                    RECOMMENDED
(f) Use a variety of models to build                                                                                     RESOURCE:
understanding of place values (ones, tens,   FLUENCY: 1.04                                                               INVESTIGATIONS
hundreds).                                                                                                               Module: Putting
1.04 Develop fluency with multi-digit        MAJOR CONCEPTS/SKILLS: 1.01                                                 Together and Taking
addition and subtraction through 999                                                                                     Apart (Addition and
using multiple strategies.                                                                                               Subtraction)
(a) Strategies for adding and subtracting
numbers.
(b) Estimation of sums and differences in
appropriate situations.
(c) Relationships between operations.
1.05 Create and solve (problems using
strategies such as modeling, composing
and decomposing quantities, using
doubles, and making tens and hundreds.
1.06 Define and recognize odd and even
numbers.
Goal 3: The learner will perform             GEOMETRY                                       ESSENTIAL TASKS:             PACING: 8 Days
simple transformations.                                                                     1. Draw a line of symmetry
3.01 Combine simple figures to create a      How do symmetry and congruent figures          in three given               TEXTBOOK:
given shape.                                 relate?                                        shapes/pictures.             Chapter 7
3.02 Describe the change in attributes as                                                   2. Use geoboards and         Sections 7-1 to 7-7
two-and three-dimensional figures are cut    MAJOR CONCEPTS/SKILLS: 3.03                    pattern blocks to make a
and rearranged.                                                                             congruent shape.             RECOMMENDED
Identify and make:                                                                          3. How Does It Grow?         RESOURCE:
(a) Symmetric figures                                                                       Resource: Navigating
(b) Congruent figures                                                                       Through Geometry
(NCTM)
Goal 2: The learner will recognize and       MEASUREMENT                                    ESSENTIAL TASKS:             PACING: 15 Days
use standard units of metric and              Length and temperature                       1. Use pictures from
customary measurement.                       TIME                                           magazine and have            TEXTBOOK:
2.01 Estimate and measure using               Introduce, but don’t assess until 3rd        students estimate            Chapter 9
appropriate units.                             quarter                                      temperature and discuss      Sections 9-1 to 9-5,

4
(a) Length (meters, centimeters, feet,                                                          their answer.        9-13, 9-17
inches, yards).                                                                                                      Chapter 8
(b) Temperature (Fahrenheit)                   What is the best way to estimate the length of                        Section 8-1 to 8-8
Goal 2: The learner will recognize and         a football field or a crayon?
use standard units of metric and
customary measurement.                         Why is there 60 minutes in an hour?                                   RECOMMENDED
2.02 Tell time at the five-minute intervals.                                                                         RESOURCES:
When are estimations of time useful?                                  INVESTIGATIONS
Module:
Estimate/measure the time                                             1. How Long? How
Far? (Measuring)
2. Timelines and
MAJOR CONCEPTS/SKILLS: 2.01, 2.02                                     Rhythm Patterns
(Representing Time)

1.01a-f (Numbers to 500), 1.03 (All but        SPIRAL REVIEW/ASSESS                                                  PACING: 3 Days
division), 1.04a-c (Numbers to 500),
1.05, 1.06 (Numbers to 500), 2.01a,b,          FLUENCY: 1.04
3.01, 3.02, 3.03, 4.01, 5.01, 5.02
MAJOR CONCEPTS/SKILLS:
1.01, 2.01, 3.03
 Students will solve relevant and
authentic problems using appropriate
technology and apply these concepts as
well as those developed in earlier year.

TIME FRAME: THIRD GRADING PERIOD
RECOMMEND
ED
ESSENTIAL QUESTIONS,                           STRATEGIES,
SCOS GOALS AND OBJECTIVES                                                                                           RESOURCES
BENCHMARKS, AND SKILLS                           PROJECTS,
AND
CONNECTIONS
ASSESSMENT

5
Goal 1: The learner will read, write,         NUMBER SENSE                                 ESSENTIAL TASKS:           PACING: 20 Days
model and compute with whole                   Numbers to 750                             1. Use manipulatives to
numbers through 999.                           Operations: Addition/subtraction           model algorithms. Ask      TEXTBOOK:
Develop number sense for whole numbers                                                     students to model and      Chapters 5
through 999.                                  How can this be modeled in different ways?   explain. Ask students to   Chapter 6
(a) Connect model, number word, and                                                        explain in pictures.
number using a variety of representations.                                                                            RECOMMENDED
(b) Read and write numbers.                   How do fractions relate to part-whole        2. What’s Above?           RESOURCE:
(c) Compare and order.                        relationships?                               Math Machine               INVESTIGATIONS
(d) Rename                                                                                 Resource: Navigating       Module: Coins,
(e) Estimate                                  FLUENCY: 1.04                                Through Algebra (NCTM)     Coupons, and
(f) Use a variety of models to build                                                                                  Combinations
1.03 Create, model, and solve problems        MAJOR CONCEPTS/SKILLS: 1.01
that involve addition, subtraction, equal
grouping, and division into halves, thirds,
and fourths (record in fraction form).
1.04 Develop FLUENCY with multi-digit
addition and subtraction through 999
using multiple strategies.
(a) Strategies for adding and subtracting
numbers.
(b) Estimation of sums and differences in
appropriate situations.
(c) Relationships between operations.
1.05 Create and solve problems using
strategies such as modeling, composing
and decomposing quantities, using
doubles, and making tens and hundreds.
1.06 Define and recognize odd and even
numbers.
Goal 1: The learner will read, write,         NUMBER SENSE                                 ESSENTIAL TASKS:           PACING: 15 Days
model and compute with whole                   Fractions                                  INVESTIGATIONS
numbers through 999.                                                                       Module: Shapes, Halves,    TEXTBOOK:
1.02 Use area or region models and set        How do you use geometric models to           and Symmetry (Geometry     Chapter 7
models of fractions to explore part-whole     understand fractions?                        and Fractions)             Sections 7-9 to 7-14
relationships in context.
(a) Represent fractions (halves, thirds,
fourths) concretely and symbolically.
6
(b) Compare fractions (halves, thirds,
fourths) using models.
(c) Make different representations of the
same fraction.
(d) Combine fractions to describe parts of
a whole.
Goal 4: The learner will understand          PROBABILITY                                   ESSENTIAL TASKS:              PACING: 7 Days
and use data and simple probability                                                        1. Play some games and
concepts.                                    Why is probability an important mathematic    discuss how the probability   TEXTBOOK:
4.02 Conduct simple probability              concept?                                      of winning.                   Chapter 9
experiments; describe the results and                                                      2. Which Bag Is Which?        Sections 9-14 to 9-15
make predictions.                            MAJOR CONCEPTS/SKILLS: 4.02                   Resource: Navigating          Supplement
Through Data/ Probability
(NCTM)

1.01a-f (Numbers to 750),                    SPIRAL REVIEW/ASSESS                                                        PACING: 3 Days
Division of 2-digit by 1-digit),             FLUENCY: 1.04
1.04a-c (Numbers to 750), 1.05, 1.06
(Numbers to 750), 2.01a-d, 2.02, 4.01,       MAJOR CONCEPTS/SKILLS: 1.01, 2.02,
4.02, 5.01, 5.02                             4.02
 Students will solve relevant and
    Assess time (2.02)                         authentic problems using appropriate
    Spiral/assess geometry objectives          technology and apply these concepts as
(3.01, 3.02, 3.03, 3.04)                    well as those developed in earlier year.

TIME FRAME: FOURTH GRADING PERIOD
ESSENTIAL QUESTIONS,                         STRATEGIES,                   ED
SCOS GOALS AND OBJECTIVES
BENCHMARKS, AND SKILLS                         PROJECTS,                RESOURCES
CONNECTIONS                   AND

7
ASSESSMENT
Goal 1: The learner will read, write,         NUMBER SENSE                                  ESSENTIAL TASKS:   PACING: 8 Days
model and compute with whole                   Numbers to 999
numbers through 999.                           Operations: Addition/subtraction                               TEXTBOOK:
1.01 Develop number sense for whole                                                                            Chapter 10
numbers through 999.                          What patterns are found in numbers to 1000?                      Sections 10-1 to 10-
(a) Connect model, number word, and                                                                            11
number using a variety of representations.                                                                     Chapter 11
(b) Read and write numbers.                                                                                    Sections 11-1 to 11-
(c) Compare and order.                        MAJOR CONCEPTS/SKILLS: 1.01                                      13
(d) Rename
(e) Estimate                                                                                                   RECOMMENDED
(f) Use a variety of models to build                                                                           RESOURCE:
understanding of place values (ones, tens,                                                                     INVESTIGATIONS
hundreds).                                                                                                     Module: Putting
1.03 Create, model, and solve problems                                                                         Together and Taking
that involve addition, subtraction, equal                                                                      Apart
grouping, and division into halves, thirds,
and fourths (record in fraction form).
1.04 Develop fluency with multi-digit
addition and subtraction through 999
using multiple strategies.
(a) Strategies for adding and subtracting
numbers.
(b) Estimation of sums and differences in
appropriate situations.
(c) Relationships between operations.
1.05 Create and solve problems using
strategies such as modeling, composing
and decomposing quantities, using
doubles, and making tens and hundreds.
1.06 Define and recognize odd and even
numbers.
Goal 1: The learner will read, write,         MULTIPLICATION AND DIVISION                   ESSENTIAL TASKS:   PACING: 17 Days
model and compute with whole                   Solve problems using addition,
numbers through 999.                            subtraction, equal grouping and division                       TEXTBOOK:
1.03 Create, model, and solve problems                                                                         Chapter 12

8
that involve addition, subtraction, equal     What is the relationship between division and
grouping, and division into halves, thirds,   multiplication?
and fourths (record in fraction form).
1.04 Develop FLUENCY with multi-digit
addition and subtraction through 999          FLUENCY: 1.04
using multiple strategies.
(a) Strategies for adding and subtracting
numbers.
(b) Estimation of sums and differences in
appropriate situations.
(c) Relationships between operations.

ALL OBJECTIVES                                GRADES K-2 MATH SUMMATIVE                       PACING: 10 Days
ASSESSMENT
DPI ASSESSMENT
DOCUMENT
EXTENDED PROBLEM SOLVING/                     FLUENCY: 1.04                                   PACING: 10 Days
INTERVENTION
MAJOR CONCEPTS/SKILLS:                          RECOMMENDED
1.01a-f, 1.04a,b, 2.01a, 2.02, 3.03a,b, 4.01,   RESOURCES:
4.02, 5.02                                      INVESTIGATIONS
 Students will solve relevant and              Modules
authentic problems using appropriate
technology and apply these concepts as
well as those developed in earlier year.

CONCEPTS/SKILLS TO MAINTAIN
 Patterns
 Sort and classify
 Line plots, tallies

9

```
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
 views: 0 posted: 2/12/2013 language: Unknown pages: 9