Download Grade1 SBR Math Outline

1st Grade SBR Math Outline
Ideas for Assessment: The following list is only a suggestion. There are many other assessment tools for you to utilize or create.

Oral/Slate assessments

End of Unit Test (Part A)-Part B may be used to determine ‘exceeds’

Ongoing student performance-based observations/anecdotal records

Recognizing Student Achievement-* activities in EDM Teacher manuals
(journal pages, whole/small/partner games & activities, calendar time,

DEA data
teacher-led small group instruction (RTI-Level 1 teacher supports)

ISBE Common Formative Assessments

Any notations/checklists from integration of curriculum (any math

Baseline/ End of Year Assessments
concepts included from science, Lang Arts, etc.
Skill
Knowledge of Numbers
TR1
Unit 1, Unit 2, Unit 3
Solves word problems with basic facts using
coins and other manipulatives
M= Solves word problems with
modeling and support using
manipulatives/tools
E=Solves word problems
independently with manipulatives.
Demonstrates mastery of addition and
subtraction facts to 10
M= Fact families 0’s and doubles
using tools and strategies.
E= Masters facts up to 4s and
including doubles.
TR2
Unit 2 (Part B), Unit 3, Unit 4,
Unit 4, Unit 6, Unit 7 (Part B),
Unit 9
M=Begins to solve problems
independently by using strategies
and manipulatives
E= Solves word problems
independently, using a variety of
tools, & begins to explain how they
arrived at answer.
M= Fact Families 1, 2, 3, and 4s
using tools, strategies, and
patterns.
E= Masters facts up to 10s
TR3
Unit 4 (Part B), Unit 5, Unit 6,
Unit 7, Unit 8 (Part B), Unit
10
M= Solves problems
independently that are read by
self or by someone using
manipulatives or other
strategies.
Can differentiate math vocab in
word problems.
E= Solves problems
independently & explains
how/why.
M=Fact families 5-10s.
Uses tools, strategies, and
patterns to solve problems.
E=Memorize all facts (+,-) and
applies number sense.
1
Demonstrates understanding of numerals
0 – 10
Skip counts by 2, 5, 10
Identifies and describes common fractions as
part of a whole using concrete materials
Identifies and expresses values of coins and
combinations of coins to $1.00.
M=Begins to count forward and
backward using the number line and
grid. Reads/writes numbers 1-50
correctly with few reversals
M= Independently counts forward
and backward using number line and
grid and begins to understand
more, less than and equal to.
Reads/writes numbers 1-75 or
higher with few reversals
M=Independtly uses 100s grid
with full understanding of more,
less than, and equal to and begins
to apply number sense.
Reads/writes place value
correctly up to 100-NO reversals
E= Reads and writes numbers 1 100 with very few errors or
reversals.
M= Skip counts by 1, 5, 10s up to
100 independently with tools (i.e.number grid)
E= Reads and writes numbers 1100…NO errors & NO reversals
E=Applies place value knowledge
to problem solve independently;
goes beyond 100 .
M= Skip counts correctly by 2, 5,
10s up to 100 with number grid
tool independently with no
errors.
E= Skip counts by 1, 2, 5 and 10s up
to 100 using tools or independently.
E= Skip counts by 1, 2, 5, 10s up to
100 or beyond independently
E= Applies “big idea” of skip
counting and starts anywhere on
the number line/grid.
M= Understands whole and 1/2
given a picture model.
Demonstrates that fractions are
part of a whole.
E= Explains why the fraction is
part of a whole and explains what is
needed to make to whole
M= Understands whole, 1/2 , and
1/4 given a picture model
M= Recognizes fractions 1/2,
1/4, 1/3 given a picture model
E= Explains why the fraction is
part of a whole and explains what is
needed to make to whole
E= Explains why the fraction is
part of a whole and explains what
is needed to make to whole.
Also uses understanding of parts
of a whole to solve problems (i.e.word, etc).
M= Identifies and expresses values
of penny and nickel.
Adds and exchanges the above.
M= Identifies and expresses values
of penny, nickel, and dime. Adds
and exchanges the above.
M= Recognizes all coins and
values. Adds combinations of
coins up to $1.00 using (P, N, D &
Q).
E= Identifies all coins and their
values.
E= Identifies all coins and values
and begins to add, subtract and
exchange values.
E= Make change combos, add
/subtract and exchange to $1.00
or more independently.
M= Skip counts by 2, 5, 10s up to
100 with tools (i.e.- number grid)
with few errors/ teacher
supported.
2
Measurement
Unit 2, Unit 3 (Part B)
Measures length to the nearest inch
Tells time to the nearest half hour
Knows calendar terms
M= Uses non-standard units of
measure (i.e.- unifix cubes, etc.)
M= Introduces ruler tool and
recognizes inch markings.
M= Measures length to the
nearest inch.
.
E= Can independently apply half
inch concepts and begins to
explore centimeter markings
M= Tells time to the nearest
hour and half hour independently.
E= Measures to nearest inch using
a ruler.
E= Measures to the nearest inch
and half inch using a ruler.
M= Understands parts of a clock;
introduces telling time to the hour
and ½past hour.
M= Tells time to the hour and
½past hour with teacher support
E=Understands clock parts and
tells time independently to the
hour and half hour.
E=Tells time to the ¼ hour and
beyond (5’s) independently.
E=Uses and applies knowledge of
time to solve elapsed time
problems.
M=Identifies all calendar terms
(i.e. - days of week/months of
year) and states them in order.
M=Understands the use of a
calendar. Able to read a calendar
and the daily date (month, date,
year) independently.
M= Demonstrates complete
understanding of calendar and
uses skills to problem solve.
E=Understands all calendar
concepts and terms and
independently read the daily date
(month, date, year)
E= Uses knowledge of calendar to solve elapsed time problems. Answers
and explains higher level thinking problems using various types of
calendars (i.e.-daily, weekly, monthly, yearly)
M=Independently completes/
describes AB patterns and begins
more complex patterns.
M=Independently completes/
describes ABC combinations.
E= Can describe and complete all
complex patterns combinations
(ABCD)
E= Designs and creates complex patterns (ABCD). Explains orally or in
writing how they created the pattern. Also able to pattern by 1 or more
attributes when possible.
Patterns and Algebraic Concept.
Identifies, describes and extends patterns
M=Can describe and complete
more complex patterns (ABCD
combos)
3
Geometry
Identifies , completes, and extends geometric
and numeric patterns
Identifies 2-D and 3-D shapes
Unit 3
Unit 4
Unit 7
M=Completes shapes and numbers
in AB combinations (independently)
M=Completes shapes and numbers
M= Applies pattern concepts to
shapes and numbers.
E=Can apply higher level thinking
questions to patterns and numbers
with support.
E= Creates patterns and answers higher level thinking questions
regarding their pattern. All completed on an independent level.
M= Names 2-D shapes and can
describe by one attribute.
M= Names 3-D shapes and can
describe them using one attribute
E= Names & describe 2-D shapes
by more than one attribute. Begins
to name 3-D.
E=Can show & describe full
understanding of 2-D & 3-D shapes
by multiple attributes.
Unit 2
Unit 5 (Part B)
M= Can read tally charts and begins
to understand the use of different
types of graphs.
M= Read and interprets simple
graphs with support; working
toward independence.
M= Reads and interprets simple
graphs correctly with no errors.
M= Demonstrates what graphs are
for and able to read and interpret
various types of graphs.
M=Independently creates graphs
using given data.
M= Independently creates
graphs and interprets graphs
using their own data.
M= Independently identifies 2-D
& 3-D shapes and can describe
by one attribute
E=Uses and applies knowledge of
2-D & 3-D shapes to assist
classmates.
Data and Probability
Reads, represents and interprets simple bar
graphs, tally charts and pictographs
4