Download Math - Palisades School District

MATH
LENGTH OF TIME:
one year
GRADE LEVEL:
1
COURSE STANDARDS:
Students will:
1. Use numbers, number systems, and equivalent forms (including numbers, words,
objects, and graphics) to represent theoretical and practical situations. (M1a-f, M2ak)
2. Compute, measure, and estimate to solve theoretical and practical problems using
appropriate tools which include modern technology such as calculators and
computers. (M1a-f, M2a-k, M6a-h)
3. Apply the concepts of patterns, functions, and relations to solve theoretical and
practical problems. (M3a,d, M6a-h)
4. Formulate and solve problems while being able to communicate the mathematical
processes used and the reasons for using them. (M5a-c, M6a-h, M7a-c)
5. Understand and apply the basic concepts of algebra, geometry, probability, and
statistics to solve theoretical and practical problems. (M2a-k, M3a,d)
6. Evaluate and draw references from charts, tables, and graphs showing the
relationships between data and real-world situations. (M4a-f, M5a-c, M6a-h)
7. Make decisions based upon the collection, organization, analysis, and interpretation of
statistical data and predictions of outcomes based upon the application of probability.
(M4a-f, M5a-c, M6a-h)
RELATED NEW STANDARDS
M1
Arithmetic and Number Concepts
 count from 0-130+
 count by 2's, 5's, and 10's to 50+
 write dictated 2-digit numbers to 50+
 use tally marks
 number sequences
 use calculators to count by 2's, 5's, and 10's
 mental addition and subtraction of tens to and from 2-digit numbers using 100
grid
 add and subtract 10 and multiples of 10
 write equivalent expressions for 2-digit numbers
 tell number before and after another number to 50+
 read and write 3-digit numbers
 write 2 and 3-digit numbers from dictation
 make largest and smallest numbers using 2 or 3 digits
 write number scroll to 1,000
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

name even and odd numbers
describe cents and dime exchanges
M2
Geometry and Measurement Concepts
 measures in inches and centimeters
 tells time to the hour
 orders objects by weight from lighter to heavier
M3
Function and Algebra Concepts
 use linear patterns to solve problems: one quantity determines another one
(repeated pattern); one quantity determines another quantity in a functional
relationship (number of people and total number of eyes)
 uses letters, boxes, or other symbols to stand for any number in simple
situations with concrete materials
M4
Statistics and Probability Concepts
 collect and predict class data through daily routines
 collect and predict individual data
 use individual and class data to make comparisons (e.g. tallest, shortest, etc.)
 record and make predictions on the frequency of simple events (e.g. dice roll,
coin toss)
 sort small groups by simple attributes
 make and read simple bar graphs and charts of data
 cooperatively graph personal data
 compare quantities and share observations about a simple bar graph
 gather individual and class data through daily routines
 predict tally results
 finds all possible combinations with a limited number of variables
M5
Problem Solving and Mathematical Reasoning
 draw pictures to solve problems
 manipulate objects to solve a problem
 write word stories
 explain a solution to a number story
 compare and contrast patterns
 compare and contrast number stories and their solutions
 practice problem solving skills through open-ended performance tasks
M6
Mathematical Skills and Tools
 tell time to hour
 describe cents and dime exchanges
 order objects by weight from lighter to heavier
 other content standards are already listed in M1 and M4
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
M7
uses measuring devices, manipulatives, calculators, computers, paper and
pencil to achieve solutions
Mathematical Communication
 uses appropriate mathematical terms, vocabulary, and language based on prior
conceptual work
 shows mathematical ideas in a variety of ways, including words, numbers,
charts, graphs, tables, pictures, and symbols
 explains solutions to problems in both oral and written work
RELATED PENNSYLVANIA STATE STANDARDS
1. Number Sense, Properties, Operations
A. Decimals
B. Fractions
C. Estimation and Rounding
D. Whole Number Operations (add and subtract)
2. Measurement
A. Area, Perimeter and Volume
B. Reasonable Measurement Units and Estimates
C. Solving Problems Involving Measurement Units
3. Geometry
A. Identification and Properties of Geometric Shapes
B. Lines and Angles
C. Visualizing Constructed and Changed Shapes
4. Data Analysis, Statistics and Probability
A. Interpreting Graphs - high/lo range
B. Probability and Statistics
5. Algebra and Functions
A. Finding Unknown
B. Patterns
PERFORMANCE ASSESSMENTS:
Students will demonstrate achievement of the standards by:
1. Objective tests using pencil, paper, and calculator activities with/without rubrics.
(Course Standards 1-7)
2. Demonstration of the problem solving process with routine and non-routine problems.
(Course Standards 1-7)
3. Oral questioning and interviewing. (Course Standards 1-7)
4. Self and peer assessment. (Course Standards 1-7)
5. Teacher observation at completion of task or activity. (Course Standards 1-7)
6. Student portfolio to maintain student work. (Course Standards 1-7)
7. Math journal. (Course Standards 1-7)
8. Oral or written presentation to demonstrate a solution, concept, project, survey, etc.
with/without rubrics. (Course Standards 1-7)
9. Free response questions with/without rubrics. (Course Standards 1-7)
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10. Class and homework assignments. (Course Standards 1-7)
DESCRIPTION OF COURSE:
This course stresses the fundamentals, application, and appreciation of mathematics. The
course focuses on the NCTM Standards suggested for first grade to include problem
solving, communication with the use of math language, reasoning ,estimation, number
sense and numeration, whole number concepts and computation, geometry, measurement,
fractions, patterns, statistics, and probability. Technology will be integrated throughout
the course.
The course will be presented to the students in a manner that appropriately follows the
district’s Developmentally Appropriate Practices Program. Instruction will include, but
not be limited to: addition facts through twelve; subtraction facts through twelve;
addition and subtraction of whole numbers without regrouping; numeration through 99;
comparing and counting pennies, nickels, dimes, and quarters; telling time by hour and
half hour; days of the week, months of the year; linear measurement in inches; standard
measurements of cups, pints, quarts, and pounds; geometry with recognition of triangles,
rectangles, circles, squares, cubes, cylinders, spheres, and cones; identification of
fractions ½, 1/3, and ¼.
TITLES OF UNITS:
1. Whole number sense and operations
20 weeks
2. Measurement
6 weeks
3. Geometry
3 weeks
4. Fractions
3 weeks
5. Money
4 weeks
6. Technology, estimation and problem solving (including algebra, graphs, charts, and
patterns) are integrated throughout the course.
SAMPLE INSTRUCTIONAL STRATEGIES:
1. Teacher/student made activities
2. Teacher/student led discussions and activities
3. Problem solving strategies
4. Calculators and computers
5. Individual and group explorations and investigations
6. Games and manipulatives
7. Written explanations and journal activities
8. Teacher/peer modeling
9. Math Word Wall
MATERIALS:
1. Everyday Mathematics: The University of Chicago School Mathematics Project,
Everyday Learning Corporation, 1999, Chicago, Illinois.
2. Calculators
3. Computers
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4.
5.
6.
7.
Enrichment materials
Computer software
Standard related games and manipulatives
Base 10 blocks
METHODS OF ASSISTANCE AND ENRICHMENT:
A.
Assistance
1. IST
2. Cooperative groups
3. ADAPT
4. Peer helpers
5. Volunteer helpers/tutors
6. Flexible/modified grouping
7. Re-teaching with alternative strategies
8. Extended instructional time
B.
1.
2.
3.
4.
5.
6.
7.
Enrichment
Modified curriculum
Peer tutoring
Modified testing
Math journal and/or projects
Individual mathematical investigations
IST
PAL
PORTFOLIO DEVELOPMENT:
1. Teacher/student assessments
2. Math journals
3. Individual/group investigations, projects, and/or activities
4. Written explanation of problem solving strategies
5. Student reflections
6. End of the year assessment task (measure all skills)
7. District developed four problem solving tasks (measure all focused problem solving
strategies)
METHODS OF EVALUATION:
1. Teacher/student checklists
2. Individual/group tests
3. Investigations, projects, and/or journals
4. Problem solving activities
5. Written and oral presentations
6. End of the year assessments tasks
7. District developed four problem solving tasks
INTEGRATED ACTIVITIES:
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1.
Concepts
-demonstrate knowledge of the basic concepts and principles for the above
mentioned standards
2.
Communication
-compose and make oral presentations using appropriate mathematical language
-written entries in math journal using appropriate mathematical terms and
vocabulary
-explains solutions and strategies clearly and logically with supporting evidence
-listen to, and understand, oral math presentations
3.
Thinking/Problem Solving
-apply the concepts of the above mentioned standards to formulate and solve
problems
-make critical judgments using the learned skills
-draw conclusions and show relationships in mathematical settings
-make decisions and predictions based upon the application of learned skills
4.
Application of Knowledge
-use learned skills to solve authentic problems
-exhibit skills with calculators and computers
-examine, evaluate, and solve routine and non-routine problems
5.
Interpersonal Skills
-work cooperatively with others on projects and investigations
-work effectively with others on projects and investigations
-communicate effectively using appropriate mathematical language
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