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              GRADE 1       PITT COUNTY SCHOOLS

TEACHER’S NAME:_______________________________________________

SCHOOL: ________________________________________________________


  1. NC SCOS: Teachers need to pay particular note to the boxes at the top of the curriculum that
     specify MAJOR concepts/skills and concepts/skills to be MAINTAINED. They need to use
     instructional strategies that spiral these concepts throughout the school year. In addition, the
     teacher needs to review and note any objectives that specify that FLUENCY should be
     achieved. FLUENCY is defined in the SCOS (page 4) and incorporates three ideas: efficiency,
     accuracy, and flexibility. The intent of the NC SCOS is that students should have a complete
     and deep understanding of these objectives in this grade level.
  2. BENCHMARK ASSESSMENT: In grades K, 1, 2, Pitt County Schools has an ESSENTIAL
     SCHOOL CHECKLIST form that should be used at the beginning of the school year to assess
     students on previous knowledge that will inform instruction for the current year. Items for
     assessment of these benchmarks are posted on the PCS’ website.
  3. K-2 REPORT CARD: The grades K-2 report cards are designed to serve as an information
     tool for parents so that they are aware of the objectives and the competencies of their child for
     each grading period. The rubric that follows is developed by the Department of Public
     Instruction and adapted for the marking levels of E, P, and N on the report card.

                E – Above Grade Level Expectation for this Marking Period
                 Consistent performance beyond grade level
                 Works independently
                 Understands advanced concepts
                 Applies strategies creatively
                 Analyzes and synthesizes
                Definition adapted from Department of Public Instruction Observation Profile –Level IV
                P – Performing at Expectations for this Marking Period
                 Exhibits consistent performance
                 Shows conceptual understanding
                 Applies strategies in most situations
                 Responds with appropriate answer or procedure
                Definition adapted from Department of Public Instruction Observation Profile –Level III
                N – Not meeting Expectations for this Marking Period
                 Exhibits inconsistent performance and misunderstanding at times
                 Shows some or limited evidence of conceptual understanding
                 Has difficulty applying strategies or completing tasks in unfamiliar situations
                 Responds with appropriate answer or procedure infrequently
                Definition adapted from Department of Public Instruction Observation Profile –Level I and II

  4. PACING GUIDE: The pacing guide is a brief guideline to be used for planning instruction.
     The content order and the pacing days are strongly recommended because students often
     change schools in our system during the school year. For grades K-2, the pacing is aligned with
     DPI guidelines which will permit the use of DPI K-2 math quarterly assessments which are
     posted on their website.
  5. INSTRUCTIONAL GUIDE: This document expands the pacing guide and specifies essential
     / recommended tasks / resources. This document is dynamic and should be used as a foundation
     for discussion at the schools that focus on problem solving, instructional strategies, and
     additional resources.
  6. TEXTBOOK ALIGNMENT: Pitt County Schools has adopted the Scott Foresman textbooks
     for grades K-5. As true of textbooks, there are sections of the textbook that do not align with
     grade-level objectives. Teachers need to use the alignment on the PCS’ website to make
     instructional decisions.

   7. TEXTBOOK SUPPLEMENT: With the Scott-Foresman adoption, Pitt County Schools
      received a nationally recognized, standards-based supplemental instructional resource named
      INVESTIGATIONS IN NUMBER, DATA, AND SPACE. Each school received a entire set of
      modules for each grade level. This set should be bar coded and placed specific modules
      appropriate to his grade level. These two modules are specified in the Instructional Guides as
      ESSENTIAL RESOURCES and it is the expectation that every teacher will integrate these
      resources into instruction during the school year. Teachers at every school participated in
      training for these specific modules during the 2004-2005 school year and can be available at
      the school site to assist other teachers. Other INVESTIGATIONS module are also referenced in
      the Instructional Guides and teachers are encouraged to check them out of the media center as
      a resource for additional problem solving.

         RECEIVED BY EACH TEACHER:                Correlation with NC SCOS
        K   Making Shapes and Building Blocks     1.02, 1.03, 2.01, 3.01, 3.02, 3.03, 3.04, 5.01, 5.02
        K   Pattern Trains and Hopscotch Paths    1.03, 2.01, 3.03, 3.04, 5.01, 5.02
        1   Survey Questions and Secret Rules     1.01d, 2.02a,b, 3.01, 4.01, 4.02, 5.01, 5.03
        1   Quilt Squares and Block Towns         1.01b,f, 1.04, 3.01, 3.02, 3.03, 3.04, 4.01, 5.01, 5.03
        2   How Many Pockets? How Many Teeth      1.01c, 1.03, 4.01, 4.02, 5.02
        2   Shapes, Halves, and Symmetry          1.01a,e, 1.02a,c,d, 1.03, 3.01, 3.02, 3.03a,b, 5.02
        3   Things that come in Groups            1.01a,b, 1.03a,b,c, 1.04, 1.06, 5.01, 5.02, 5.03, 5.04
        3   Fair Share                            1.01c, 1.05a,b,c,d,e, 4.01, 5.01, 5.02
        4   Changes over Time                     1.01b, 1.03, 4.01, 4.03, 5.01b, 5.03a,b
        4   Three out of Four like Spaghetti      1.01a,c, 1.03, 4.01, 4.03, 4.04, 5.02, 5.03a
        5   Name that Portion                     1.01a,b,c, 1.02a,b,c, 4.02, 5.01, 5.02, 5.03, 4.01
        5   Patterns of Change                    1.01c,d, 1.02b, 5.01, 5.02, 5.03, 4.01

Click Agency Websites, click Instructional Services, click Math, click Resources for 2003 SCOS

The State Department of Public Instruction has developed valuable resources for teachers. All teachers
in the Pitt County Schools should be knowledgeable of these documents and should be using them in
their classroom instruction.
    1. STRATEGIES: This document has ideas for instruction by goal and objective. Blackline
        Masters are included.
    2. WEEK-BY-WEEK ESSENTIALS: This is a set of thirty-six collections of problems.
        Originally, the intent was for the teacher to send a weekly set home with the student on
        Monday for parents and student to work and have it returned by Friday. Some teachers also use
        selected ones for 5-minute problem solving on the overhead projector.
    3. INDICATORS: This is a new document that is designed to assist teachers in understanding the
        scope of the objectives from the Revised Standard Course of Study. It is intended to indicate
        the level of understanding at the summative assessment stage. Problems can be adapted for
        classroom use.
    4. K-2 ASSESSMENT: DPI has developed quarterly and summative assessments that are
        accessible on the DPI website in order to comply with the NC State Board requirement of
        having both an ongoing and summative assessment for grades K-2.
    5. MANIPULATIVE KITS: The vendor for the DPI recommended manipulative kits is
        specified. All teachers should have and be using these manipulatives.

National Council of Teachers of Mathematics’ Website:
(1) Principles and Standards for School Mathematics (NCTM): A resource copy was placed in the
Media Center of each school several years ago. This document details specifications for standards-
based mathematics and the types of problem-solving that are encouraged in the classrooms. The NC
SCOS is based on this framework.
 (2) Navigating Series: NCTM has published a series of grade span, content specific resource books.
The purpose is twofold: (1) To help develop content understanding for teachers, and (2) to offer
exemplary problems for classroom instruction. Copies have been sent to media centers at the schools.
The teacher can purchase additional copies on the website. The Instructional Guides specifies
ESSENTIAL TASKS from these resources.
        Navigating through Algebra, Grades K-2 and Grades 3-5
        Navigating through Geometry, Grades K-2 and Grades 3-5
        Navigating through Data Analysis and Probability, Grades K-2 and Grades 3-5
Other Navigating books are in the process of being published so teachers are encouraged to check the
NCTM website for availability and costs.


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