Download ASSESSMENT ITEMS Instructional Strategies:

STRAND, BIG IDEAS & STUDENT OBJECTIVES, ESSENTIAL
KNOWLEDGE, SKILLS, PROCESSES
INSTRUCTIONAL STRATEGIES AND MODEL
LESSONS
NUMBER AND NUMBER SENSE
STANDARD
1.1
The student will
a) count from 0 to 100 and write the corresponding numerals; and
b) group a collection of up to 100 objects into tens and ones and write
the corresponding numeral to develop an understanding of place
value.
Instructional Strategies:
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Use concrete materials to create and identify groups of items
and write the corresponding numeral.
Assemble a hundreds chart using mixed up numbers (Hundred
Chart Puzzle).
Utilizing the number boards to play memory.
Use dry erase boards or dice to play what comes before and
after.
Essential Understandings(for students)
All students should
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Associate oral number names with the correct numeral and set of objects.
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Understand that 1 and 10 are special units of numbers (e.g., 10 is 10 ones, but it is also 1
ten).
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Understand the ten-to-one relationship of ones and tens (10 ones equals 1 ten).
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Understand that numbers are written to show how many tens and how many ones are in
the number.
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Understand that groups of tens and ones can be used to tell how many.
Model Lessons:
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Developing Number Concepts Counting, Comparing, and
Pattern by Kathy Richardson Page 37: Hide It
Developing Number Concepts Counting, Comparing, and
Pattern by Kathy Richardson Page 45: One More, One
Less
Nimble with Numbers by Childs, Choate, & Jenkins page
117-118
Essential Knowledge and Skills (student objectives)
The student will use problem solving, mathematical communication, mathematical
reasoning, connections, and representations to
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Count by rote from 0 to 100, using the correct name for each numeral.
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Use the correct oral counting sequence to tell how many objects are in a set.
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Write numerals correctly.
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Write each numeral from 0 to 100.
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Read two-digit numbers when shown a numeral, a Base-10 model of the number, or a
pictorial representation of the number.
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Identify the place value (ones, tens) of each digit in a two-digit numeral (e.g., The place
value of the 2 in the number 23 is tens. The value of the 2 in the number 23 is 20).
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Group a collection of objects into sets of tens and ones.
Write the numeral that corresponds to the total number of objects in a given collection of
objects that have been grouped into sets of tens and ones.
Resources:
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Cheerios Counting Book
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M&Ms Count to 100
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One Hundred Hungry Ants
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Ten Black Dots
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Hundred Chart Puzzle
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Kindergarten Workbook page 25
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First Grade Math Review pages 1-12 & 49-51
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Standards Based Math pages 6 , 10, & 11
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Place Value pages 25, 31, 62, 63 & 64
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www.tlsbooks.com
•
www.softschools.com
ASSESSMENT ITEMS
STRAND, BIG IDEAS & STUDENT OBJECTIVES, ESSENTIAL
KNOWLEDGE, SKILLS, PROCESSES
NUMBER AND NUMBER SENSE
STANDARD
1.2
The student will count forward by ones, twos, fives, and tens to 100 and
backward by ones from 30.
Essential Understandings(for students)
All students should
Understand that collections of objects can be grouped and skip counting can be used to
count the collection.
Describe patterns in counting by ones (both forward and backward) and skip counting and
use those patterns to predict the next number in the counting sequence.
•
Essential Knowledge and Skills (student objectives)
The student will use problem solving, mathematical communication, mathematical
reasoning, connections, and representations to
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Count by ones, twos, fives, and tens to 100, using concrete objects, such as counters,
connecting cubes, pennies, nickels, and dimes.
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Demonstrate a one-to-one correspondence when counting by ones with concrete objects or
representations.
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Skip count orally by twos, fives and tens to 100 starting at various multiples of 2, 5, or 10.
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Count backward by ones from 30.
INSTRUCTIONAL STRATEGIES AND MODEL
LESSONS
Instructional Strategies:
Suggested manipulatives: bears, unifix cubes, hundreds chart.
Calculator counting by 2’s, 5’s, and 10’s.
Daily oral counting by 2’s, 5’s, and 10’s.
Practice counting nickels and dimes. Use hundreds chart to
facilitate counting. Circle the count-by-two numbers, the countby-five numbers, and the count-by-ten numbers and look for
patterns.
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Group, regroup, and count collections of objects by 2’s, 5’s, and
10’s.
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Help students relate the backward counting sequence from 1910 to the backward counting sequence from 9 to 0 by looking
for the patterns as the numbers decrease.
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Play “Blast Off”, the teacher will start and stop students
randomly.
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Use sidewalk chalk to have students count (walk) backwards.
Model Lessons
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Nimble with Numbers by Childs, Choate, & Jenkins page
24 & 25: Count and Cover 30
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Resources:
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First Grade Math Notebook
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www.tlsbooks.com
www.softschools.com
Exploring Mathematics page E82
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Exploring Mathematics My Math Journal pages 29-30
www.enchantedlearning.com
ASSESSMENT ITEMS
STRAND, BIG IDEAS & STUDENT OBJECTIVES, ESSENTIAL
KNOWLEDGE, SKILLS, PROCESSES
Instructional Strategies and Model Lessons
NUMBER AND NUMBER SENSE
Instructional Strategies:
STANDARD
1.3
The student will identify the parts of a set and/or region that represent
fractions for halves, thirds, and fourths and write the fractions.
Essential Understandings(for students)
All students should
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Understand that a fraction represents a part of a whole.
Essential Knowledge and Skills (student objectives)
The student will use problem solving, mathematical communication,
mathematical reasoning, connections, and representations to
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Use fraction hamburger to have students to identify and
compare fractions.
Use paper plate fractions to have students make
fractional parts.
Use mini marshmallows to divide in the equal fractional
parts.
Paper folding to make fractional parts.
Graham crackers to make fractional parts.
Model Lessons:
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First Grade Math Notebook- Fraction’s Lesson The
Doorbell Rang
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1
Represent a whole to show it having two equal parts and identify one-half ( ), and
2
2
two halves ( ).
2
Represent a whole to show it having three equal parts and identify one-third (
two-thirds (
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• Understand that fractional parts are equal shares of a whole.
Understand that the fraction name (half, third, fourth) tells the number of equal parts
in the whole.
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1
),
3
2
3
) and three-thirds ( ).
3
3
Represent a whole to show it having four equal parts and identify one-fourth (
two-fourths (
1
),
4
2
3
4
), three-fourths ( ) and four-fourths ( ).
4
4
4
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Identify and model halves, thirds, and fourths of a whole, using the set model (e.g.,
connecting cubes and counters), and region/area models (e.g., pie pieces, pattern
blocks, geoboards, paper folding, and drawings).
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Name and write fractions represented by drawings or concrete materials for halves,
thirds, and fourths.
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Represent a given fraction using concrete materials, pictures, and symbols for halves,
Resources:
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Eating Fractions
First Grade Math Notebook
www.tlsbooks.com
www.softschools.com
First Grade Math Review pages 93-96
Assessment Items
thirds, and fourths. For example, write the symbol for one-fourth, and represent it
with concrete materials and pictures.