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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 MATH1\5A 4/30/2017 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 MATH1\5A 4/30/2017 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) MATH1\5A 4/30/2017 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 MATH1\5A 4/30/2017 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: MATH1\5A 4/30/2017 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 MATH1\5A 4/30/2017