# First Grade Math Pacing Guide For NONAMSTI Schools Grading Period

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```					                                         First Grade Math Pacing Guide For NONAMSTI Schools
Grading Period     Numbers & Operations              Algebra             Geometry           Measurement          Data & Probability
First Nine       Demonstrate concepts of           Create repeating    Differentiate      Locate days,         Organize objects or
Weeks          number sense by counting          patterns 5.0        between plane      dates, and months    information into
forward and backwards by                              shapes including   on a calendar.       predetermined and
MUST ASSESS         ones to 100 1.0 *                 Describe            circle, squares,   12.0                 labeled data displays
ALL PRIORITY        Counting pennies to \$1.00 1.7*    characteristics     rectangles, and                         including pictographs
STANDARDS           Use multiple representations      of patterns 5.1     triangles 8.0      Use vocabulary       13.0*
for a given number 1.0 *                                                 associated with a            (Pictographs
Assess at the       Recognize quantity remains the    Identify patterns                      calendar 12.1                only)
end of:             same when spatial                 in the                                                      Generate simple
arrangements changes 1.3*         Environment 5.3                        Identify time to     questions for data
st
* 1 nine weeks      Use manipulatives to solve                                               the hour using       collection. (Example: Do
** 2nd nine weeks   simple word problems using                                               analog and digital   you like ice cream?)
*** 3rd nine        vocabulary including the terms                                           clocks 11.0          13.1*
weeks               equal, all and none to identify                                                               Create displays with
**** 4th nine       sets of objects.1.2*, 2.1*                                                                    appropriate labels.
weeks               Determine the value of the                                                                    13.2*
digit in the ones place and the
value of the digit in the tens
place in a numeral (calendar)
1.4****
First Grade Math Pacing Guide For NONAMSTI Schools

Second 9 Weeks      Numbers & Operations                   Algebra          Geometry                Measurement           Data & Probability
MUST ASSESS         Demonstrate concepts of number         Extending        Recognize real-life     Compare objects       Organize data into
ALL PRIORITY        sense by counting forward and          patterns         examples of line        according to          predetermined and
STANDARDS           backward by tens 1.0**                 including        symmetry 8.3            length, weight, and   labeled data displays
Counting dimes to \$1.00 1.7**          numbers                                  capacity 10.0         including
Assess at the       Identify position using ordinal        patterns 5.2     Transfer shape                                bar graphs. MCOS
end of:             numbers first through tenth 1.1**                       combinations from       Measure the           #13**
Use a number line to solve simple      Solve problems   one representation      length of objects     ** Bar graphs only
* 1st nine weeks    word problems 2.1**                    using the        (dimension) to          using a variety of    Generate simple
** 2nd nine weeks   Count forward and backward from        identity and     another 8.2             nonstandard units     questions for data
*** 3rd nine        an initial number other than one.      commutative                              10.1                  collection. (Example:
weeks               1.0**                                  properties of    Combine shapes to                             Do you like ice
**** 4th nine    Demonstrate conceptual                 addition 6.0     fill in the area of a   Order according       cream?) 13.1**
weeks        understanding of addition and                           given shape 5.0         to attributes 10.2    Create displays with
subtraction by telling number                           (Example: covering a                          appropriate labels.
stories, joining, separating, and                       rectangle with two                            13.2**
comparing sets of objects; and                          triangles)
applying signs (+ and -) to the                         Changing the
actions of joining and separating                       position of objects
signs. 2.0**                                            by sliding
Solve simple word problems using                        (translation) and
a variety of strategies and                             turning (rotation).
distinguishing between relevant                         8.4
and irrelevant information.
(counting all, counting on, counting
back) 2.1**
Divide an object into equal parts.
4.1
Identify parts of a whole with
two, three, or four equal parts
4.0
First Grade Math Pacing Guide For NONAMSTI Schools

Third 9 Weeks      Numbers & Operations                Algebra     Geometry                Measurement          Data & Probability
MUST ASSESS         Demonstrate concepts of number                  Identify solid          Identify the half-   Organize objects
ALL PRIORITY        sense by counting by fives 1.0***               shapes in the           hour using analog    and information into
STANDARDS           Counting nickels to \$1.00 1.7 ***               environment             and digital clocks   predetermined and
Determine the value of a number                 including cubes,        11.1                 labeled data displays
Assess at the       given the number of tens and ones               rectangular prisms,                          including
end of:             1.5 ***                                         cones, spheres, and                          Double loop Venn.
Determine the value of a number                 cylinders 9.0                                 MCOS #13
* 1st nine weeks    that is ten more or ten less than               Describe similarities                        Review single loop
** 2nd nine weeks   a given number1.6***                            and differences                              Venn
*** 3rd nine        Distinguish between relevant and                between plane and                            Double loop Venn
weeks               irrelevant information in simple                solid shapes 8.1                             only***
**** 4th nine    word problems 2.1***                                                                         Generate simple
weeks        Demonstrate computational                                                                    questions for data
fluency of basic addition and                                                                collection. (Example:
subtraction facts by identifying                                                             Do you like ice
sums to 10 and differences with                                                              cream?) 13.1***
minuends of 10 or less 3.0****                                                               Create displays with
appropriate labels.
13.2***
First Grade Math Pacing Guide For NONAMSTI Schools

Fourth 9 weeks   Numbers & Operations                Algebra            Geometry         Measurement   Data & Probability
Demonstrate concepts of number      Demonstrate                                       Organize objects
sense by counting forward and       relationships                                     and information
backward by twos 1.0****            between                                           into predetermined
Counting quarters to \$1.00          operations (fact                                  and labeled data
1.7****                             families) 7.0                                     displays including
Demonstrate computational                                                             Tally Charts****
fluency of basic addition and
subtraction facts by identifying                                                      . MCOS #13
sums to 10 and differences with                                                       **** Tally Charts
minuends of 10 or less 3.0****                                                        only
Solve problems requiring addition                                                     Generate simple
and subtraction of two-digit                                                          questions for data
numerals without regrouping                                                           collection. (Example:
2.2****                                                                               Do you like ice
Solve problems using three or                                                         cream?) 13.1****
more addends 2.3****                                                                  Create displays with
appropriate labels.
13.2****
Larry Ainsworth, the creator of Power Standards, has recently changed the name of Power
Standards to Priority Standards. From now on, Power Standards will be called Priority Standards in
Shelby County Schools.

The Priority Standards and their bullets are listed on this pacing guide and are highlighted in yellow.
They should be taught to depth and then assessed by a Common Formative Assessment in the assigned
grading period which is indicated by the asterisk(s) on the front page.

The creators of this pacing guide used three weeks as a benchmark for the amount of time needed by
a teacher to teach a Priority Standard to depth.
First Grade Math Pacing Guide For NONAMSTI Schools

Common Formative Assessments should be designed by the grade level for each Priority Standard
and its bullets. A standard that is not a Priority Standard should not be taught to depth. It should not
be assessed with a Common Formative Assessment either.

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