Transcript Document

Transitional First Grade
Common Core State Standards
Mathematics
Lawton Public Schools
Standards for Mathematical
Practice Transitinal First Grade
• The Common Core State Standards for
Mathematical Practice are eight practices
expected to be integrated into every
mathematical lesson for all students Grades
K-12. The following pages are examples of
how these Standards may be integrated into
both teacher and student practices and
tasks.
Lawton Public Schools
1. Make Sense and Persevere in
Solving Problems
TEACHERS
•Teachers model with concrete manipulatives
•Teachers model with pictorial representations.
•Teachers model how to use mental mathematics.
•Teachers model various approaches to the same task.
•Teachers model asking, “Does my answer make sense?”
STUDENTS
•Students make sense of the meaning of the task.
•Students can find an entry point or way to start a task.
•Students develop a foundation for problem solving strategies to use independently.
•Students use concrete manipulatives.
•Students use pictorial representations.
•Students use mental mathematics.
•Students think about and approach the task in different ways to continue to solve the
task.
•Students ask “Does my answer make sense?”
Lawton Public Schools
2. Reason Abstractly and
Quantitatively
TEACHERS
•Teachers model how to decontextualize (break apart text) problems into
numbers and symbols:
“There are 32 children on the playground and they are joined by 15
more children.
How many students are on the playground?” is written as an
equation, such as
32 + 15 = _____.
•Teachers model making reference to the problem to determine what operation
to use:
“There are 35 children on the playground and 19 of the children leave.
How many
students are on the playground?”
STUDENTS
•Students apply these concepts to all strands of mathematics: such as
algebraic thinking, number sense, geometry, measurement, and data analysis
Lawton Public Schools
3. Construct Viable Arguments and Critique
the Reasoning of Others
TEACHERS
•Teachers model using vocabulary to defend understanding of concepts.
•Teachers model using previously learned strategies to defend understanding
of concepts.
•Teachers facilitate classroom discussions.
STUDENTS
•Students use vocabulary to defend understanding of concepts.
•Students use previously learned strategies to defend understanding of
concepts.
•Students actively participate in classroom discussions. During discussions
children constructively critique strategies and reasoning of classmates.
Lawton Public Schools
4. Model with Mathematics
TEACHER
•Teachers model using concrete manipulatives and making pictorial
representations to explain thinking.
•Teachers model situations with number sentences.
•Teachers model how to check to ensure equations match the problem context.
•Teachers model creating story/word problems from number
sentences/equations.
STUDENT
•Students use concrete manipulatives and pictorial representations to explain
thinking.
•Students model situations with number sentences.
•Students check to ensure equations match the problem context.
•Students create story/word problems from number sentences/equations.
Lawton Public Schools
5. Use Appropriate Tools
Strategically
TEACHERS
•Teachers demonstrate with manipulatives: such as snap cubes, place value
blocks/disks, hundreds number boards, number lines, rulers, pattern blocks,
and 3-D solids.
•Teachers model using calculators and virtual manipulatives.
STUDENTS
•Students use manipulatives: such as snap cubes, place value blocks/disks,
hundreds number boards, number lines, rulers, pattern blocks, and 3-D solids.
•Students use calculators and virtual manipulatives.
•Students have access to mathematical tools as well as paper.
•Students determine which tool is most appropriate to use: You are measuring
the length of the hallway. Which is the best tool to measure the hall from one
end to the other?”
Lawton Public Schools
6. Attend to Precision
TEACHERS
•Teachers use appropriate vocabulary accurately modeling how to give precise
explanations.
•Teachers demonstrate and show how to consider if answer is reasonable,
while students apply the skill.
•STUDENTS
•Students use appropriate vocabulary to accurately give precise explanations.
•Students must be precise in their communications, calculations, and
measurements.
•Students check work to ensure accuracy and reasonableness of solutions.
Lawton Public Schools
7. Look For and Make Use of
Structure7
TEACHERS
•Teachers model how to find patterns in the number systems: explain the use of
hundreds chart, base ten.
•Teachers model how to make use of structure when working with subtraction
as a missing addend: 50 - 33=______ can be written as 33 + ______= 50 and
thought of as “How much more do I need to add to 33 to get to 50?”.
STUDENTS
•Students look for patterns in the number systems: explain the use of hundreds
chart, base ten.
•Students use of structure when working with subtraction as a missing addend:
50 - 33=______ can be written as 33 + ______= 50 and thought of as “How
much more do I need to add to 33 to get to 50?”.
Lawton Public Schools
8. Look For and Express
Regularity in Repeated Reasoning
TEACHERS
•Teachers model checking for the reasonableness of solutions during and after
completing the task.
•Teachers model how to become more efficient in computations through the
use of strategies.
STUDENT
•Students check for the reasonableness of solutions during and after
completing the task.
•Students begin to generalize and frequently apply strategies learned.
•Students look for strategies to become more efficient in computations.
Lawton Public Schools
Transitional 1st Grade
Common Core State Standards - Mathematics
1st Quarter at a Glance

Academic Vocabulary
Introduced this Quarter
add
more
addition sentence
number
altogether
number sentence
attendance
numeral
calendar
patterns
collect
plus sign
combination
quantity
compare
sort
count
sum
cubes
symbol
data
STANDARDS:
•
•
•
•
•
•
equal sign
equal to
equation
•
graph
greater than
less
less than
•
•
T1.HR (ongoing): Demonstrate an understanding of the concept
of time using identifiers such as morning, afternoon, day, week,
month, year; before, after, shorter, longer.
T1.HR (ongoing): Introduce patterns.
T1.CC.3 (ongoing): Know number names and the count
sequence. Write numbers from 0-25. Represent a number of
objects with a written numeral 0-25.
T1.CC.4: Count and tell the number of objects. Understand the
relationship between numbers and quantities; connect counting
to cardinality.
T1.CC.6: Compare numbers. Identify whether the number of
objects in one group is greater than, less than, or equal to the
number of objects to another group.
T1.MD4 (ongoing): Organize, represent, and interpret data with
up to three categories; ask and answer about the total number of
data points, how many in each category and how many more or
less in one category than another.
T1.NBT1 (ongoing): Count to 110, starting at any number less
than 110. In this range, read and write numerals and represent a
number of objects with a written numeral.
T1.OA.2: Understand addition as putting together and adding 15.
T1.OA.6: Add within 15, demonstrating fluency for addition within
8.
Transitional 1st Grade
Pacing Calendar - Mathematics
1st Quarter
Week
Common Core State Standards
Standards Unpacked
1
T1.HR (ongoing): Demonstrate an understanding of the
concept of time using identifiers such as morning,
afternoon, day, week, month, year; before, after, shorter,
longer.
•
•
•
•
•
T1.HR (ongoing): Introduce patterns.
• AB and ABC Patterns
2
T1.CC.3 (ongoing): Know number names and the count
sequence. Write numbers from 0-25. Represent a
number of objects with a written numeral 0-25.
• One-to- one correspondence is connecting the number names with
the writing number and the quantities they represent
3
T1.CC.4: Count and tell the number of objects.
Understand the relationship between numbers and
quantities; connect counting to cardinality.
• Compare numbers in a group to show more or less
• Use matching and counting strategies (include groups up to 15
objects)
4
T1.CC.6: Compare numbers. Identify whether the
number of objects in one group is greater than, less than,
or equal to the number of objects to another group.
• Compare a group or set to another group or set. Verbally explain
which has more, less or equivalent quantities. Include groups with
up to 15 objects.
5
T1.MD4 (ongoing): Organize, represent, and interpret
data with up to three categories; ask and answer about
the total number of data points, how many in each
category and how many more or less in one category
than another.
•
•
•
•
•
6
T1.NBT1 (ongoing): Count to 110, starting at any
number less than 110. In this range, read and write
numerals and represent a number of objects with a
written numeral.
• Count to 110 starting at different numbers.
• Use the hundred’s chart to demonstrate number patterns and skip
counting.
7–9
T1.OA.2: Understand addition as putting together and
adding 15.
T1.OA.6: Add within 15, demonstrating fluency for
addition within 8.
• Combine objects to a set, make the set larger
• Represent the composition of numbers in a variety of ways
• Demonstrate quick recall of addition facts up to 8 (ex. 4+4).
Before/After
Shorter/Longer (hour, half hour, minute, second)
Months of the Year
Days of the Week
Yesterday, Today, Tomorrow
Collect, organize, and record data
Graphs (bar, line, pie and pictographs)
Describe data represented on charts and graphs
Record data (tally marks, labels, numbers)
Calendar activities
Transitional 1st Grade
Common Core State Standards - Mathematics
2nd Quarter at a Glance

Academic Vocabulary
Introduced this Quarter
attributes
sphere
circle
square
cube
symmetry
cylinder
T-chart
difference
tenth
eighth
three-dimensional
face
third
fifth
triangle
first
two-dimensional
fourth
Venn diagram
minus sign
vertex
ninth
ordinal number
Prism
pyramid
second
sixth
sequence
seventh
STANDARDS:
•T1.CC.3 (ongoing): Know number names and the count
sequence. Write numbers from 0-50. Represent a number of
objects with a written numeral 0-50.
•T1.HR (ongoing): Expand patterns.
•T1.NBT1 (ongoing): Count to 110, starting at any number less
than 110. In this range, read and write numerals and represent a
number of objects with a written numeral.
•T1.MD4 (ongoing): Organize, represent, and interpret data
with up to three categories; ask and answer about the total
number of data points, how many in each category and how
many more or less in one category than another.
•T1.HR: Know and use ordinal numbers to describe a number’s
location.
•T1.1.G.1: Distinguish between defining attributes versus nondefining attributes: build and draw shapes to possess defining
attributes.
•T1.OA.3: Understand subtraction as taking apart and taking
from up to 15, demonstrating fluency for subtraction to 8
Transitional 1st Grade
Pacing Calendar - Mathematics
2nd Quarter
Week
Common Core State Standards
Standards Unpacked
1
T1.CC.3 (ongoing): Know number names and the
count sequence. Write numbers from 0-50. Represent
a number of objects with a written numeral 0-50.
• Identify and write numerals 0 through 50, in and out of sequence.
T1.HR (ongoing): Expand patterns.
• Simple to Complex (ex. ABBC and ABCD)
2
T1.NBT1 (ongoing): Count to 110, starting at any
number less than 110. In this range, read and write
numerals and represent a number of objects with a
written numeral.
• Count to 110 starting at different numbers.
• Use the hundred’s chart to demonstrate number patterns and skip
counting.
3
T1.MD4 (ongoing): Organize, represent, and interpret
data with up to three categories; ask and answer
about the total number of data points, how many in
each category and how many more or less in one
category than another.
•
•
•
•
•
4
T1.HR: Know and use ordinal numbers to describe a
number’s location.
• Identify ordinal numbers by name.
• Use ordinal numbers to order objects first through tenth.
5–6
T1.1.G.1: Distinguish between defining attributes
versus non-defining attributes: build and draw shapes
to possess defining attributes.
• Describe and classify plane and solid figures according to the
number of sides, faces, and vertices.
• Use everyday objects to classify figures.
• Compare and contrast shapes
• Venn Diagrams and T-Charts
7–9
T1.OA.3: Understand subtraction as taking apart and
taking from up to 15, demonstrating fluency for
subtraction to 8
• Remove objects from sets and verbally describe result.
(Subtracting objects from a set makes the set smaller.)
• Represent the decomposition of numbers in a variety of ways.
• Demonstrate quick recall of subtraction facts up to 8.
Collect, organize, and record data
Graphs (bar, line, pie and pictographs)
Describe data represented on charts and graphs
Record data (tally marks, labels, numbers)
Calendar activities
Transitional 1st Grade
Common Core State Standards - Mathematics
3rd Quarter at a Glance

Academic Vocabulary
Introduced this Quarter
STANDARDS
bundle
category
hundred
ones
patterns
place value
symbols
tens
•T1.CC.3 (ongoing): Know number names and the count sequence. Write numbers from 0-75.
Represent a number of objects with a written numeral 0-75.
•T1.NBT1 (ongoing): Count to 110, starting at any number less than 110. In this range, read
and write numerals and represent a number of objects with a written numeral.
•T1.HR (ongoing): Develop patterns.
•T1.NBT.3: Compare two-digit numbers based on meaning of the tens and ones digits,
recording the results of comparisons with the symbols >, <, and -.
•T1.OA.5: Relate counting to addition and subtraction
•T1.OA.6: Add and subtract within 15 demonstrating fluency for addition and subtraction within
8.
•T1.OA.3: Apply properties of operations as strategies to add and subtract.
•T1.OA.6: Add and subtract within 15 demonstrating fluency for addition and subtraction within
8.
•T1.NBT.2: Understand that the two-digits of a two digit number represents the amounts of tens
and ones. Understand the following as special cases:
*10 can be thought of as a bundle of ten ones- called a “ten”
*the numbers 11 to 19 are composed of ten and one, two, three, four, five, six, seven, eight,
or nine ones
*the numbers 10, 20, 30, 40, 50, 60, 70, 80, and 90 refer to one, two, three, four, five, six,
seven, eight, or nine tens (and zero ones).
•T1.OA.7: Understand the meaning of the equal sign, and determine if equations involving
addition and subtraction are true and false.
•T1.MD4 (ongoing): Organize, represent, and interpret data with up to three categories; ask
and answer about the total number of data points, how many are in each category, and how
many more or less are in one category than in another.
Transitional 1st Grade
Pacing Calendar - Mathematics
3rd Quarter
Week
Common Core State Standards
Standards Unpacked
1
T1.CC.3 (ongoing): Know number names and the count sequence.
Write numbers from 0-75. Represent a number of objects with a
written numeral 0-75.
•
Identify and write numerals 0 through 75, in and out of sequence.
T1.NBT1 (ongoing): Count to 110, starting at any number less than
110. In this range, read and write numerals and represent a number
of objects with a written numeral.
•
•
•
•
•
•
Construct models
Predict numbers (before and after)
Number line activities (finding numbers)
Calendar activities
Hundred’s board (looking for patterns)
Focus on numbers
2
T1.HR (ongoing): Develop patterns.
•
Complex (ex. ABBCC and ABBCCD)
3
T1.NBT.3: Compare two-digit numbers based on meaning of the
tens and ones digits, recording the results of comparisons with the
symbols >, <, and -.
•
•
•
Symbols (>, <, and -)
Compare digits (two-digit numbers)
Identify less, more, and equal numbers
4
T1.OA.5: Relate counting to addition and subtraction
•
•
Fact Families
Group items together to form a number
T1.OA.6: Add and subtract within 15 demonstrating fluency for
addition and subtraction within 8.
•
•
Demonstrate quick recall of addition and subtraction facts to 8.
Practice fact families (1 – 8).
5
T1.OA.3: Apply properties of operations as strategies to add and
subtract.
•
•
•
Use manipulatives
Model draw
Calendar math
6
T1.OA.6: Add and subtract within 15 demonstrating fluency for
addition and subtraction within 8.
•
Practice fact families (1 – 15)
7
T1.NBT.2: Understand that the two-digits of a two digit number
represents the amounts of tens and ones. Understand the following
as special cases: 10 can be thought of as a bundle of ten onescalled a “ten”; the numbers 11 to 19 are composed of ten and one,
two, three, four, five, six, seven, eight, or nine ones; the numbers 10,
20, 30, 40, 50, 60, 70, 80, and 90 refer to one, two, three, four, five,
six, seven, eight, or nine tens (and zero ones).
•
•
•
•
•
Identify the value of a digit.
Identify the place value of numbers.
Count by tens.
Make groups of ten.
Calendar time
8
T1.OA.7: Understand the meaning of the equal sign, and determine
if equations involving addition and subtraction are true and false.
•
•
•
Problem solving
Matching numbers and objects that are equal
True and false equations
9
T1.MD4 (ongoing): Organize, represent, and interpret data with up
to three categories; ask and answer about the total number of data
points, how many are in each category, and how many more or less
are in one category than in another.
•
•
•
•
Compare objects to find more or less.
Ask questions about objects
Record data
Identify objects (more/less)
Transitional 1st Grade
Common Core State Standards - Mathematics
4th Quarter

Academic Vocabulary
Introduced this Quarter
a.m.
analog clock
cent
complex
digital clock
dime
dollar
half-hour
hour
minute
nickel
penny
p.m.
quarter
solve
word problem
STANDARDS
•T1.NBT1 (ongoing): Count to 110, starting at any number less than 110. In
this range, read and write numerals and represent a number of objects with
a written numeral.
•T1.HR (ongoing): Demonstrate an understanding of the concept of time
using identifiers such as morning, afternoon, day, week, month, year;
before, after, shorter, longer.
•T1.HR (ongoing): Demonstrate a complete understanding of more
complex to growing patterns.
•T1.OA.6: Add and subtract within 15 demonstrating fluency for addition and
subtraction within 8.
T1.MD4 (ongoing): Organize, represent, and interpret data with up to three
categories; ask and answer about the total number of data points, how
many in each category and how many more or less in one category than
another.
•HR.T1: Identify names and values of dollar bill, quarter, dime, nickel, and
penny, using $ and ¢ appropriately.
•T1.1MD.3: Tell and write time in hours and half hours using analog and
digital clocks
•T1.MD.1: Describe and compare measurable attributes. Describe
measurable attributes of objects, such as length or weight. Describe several
measurable attributes of a single object.
•T1.OA.1: Use addition and subtraction within 15 to solve one-step word
problems involving situations of adding to, taking from, putting together, and
taking apart.
Transitional 1st Grade
Pacing Calendar - Mathematics
4th Quarter
Week
Common Core State Standards
Standards Unpacked
1
T1.NBT1 (ongoing): Count to 110, starting at any number less
than 110. In this range, read and write numerals and represent a
number of objects with a written numeral.
•
•
•
•
•
•
Construct models
Predict numbers (before and after)
Number line activities (finding numbers)
Calendar activities
Hundred’s board (looking for patterns)
Focus on numbers
T1.HR (ongoing): Demonstrate an understanding of the concept
of time using identifiers such as morning, afternoon, day, week,
month, year; before, after, shorter, longer.
•
•
•
•
•
Before/After
Shorter/Longer (hour, half hour, minute, second)
Months of the Year
Days of the Week
Yesterday, Today, Tomorrow
T1.HR (ongoing): Demonstrate a complete understanding of more
complex to growing patterns.
•
Complex to growing patterns (ex. ABCDE, ABCDEF, ABCDEFG)
•
•
Represent the composition and decomposition of numbers in a variety of ways.
Demonstrate quick recall of addition and subtraction facts up to 8.
•
•
•
•
•
Collect, organize, and record data
Graphs (bar, line, pie and pictographs)
Describe data represented on charts and graphs
Record data (tally marks, labels, numbers)
Calendar activities
•
•
Identify and name the value of each coin.
Practice routines involving money (e.g., counting school days using money,
trading coins when appropriate.)
Determine the value of a set of up to five coins that total $1.00 or less.
Use cent sign or decimal with dollar sign to annotate values.
Use clocks to tell time.
2
T1.OA.6: Add and subtract within 15 demonstrating fluency for
addition and subtraction within 8.
3
T1.MD4 (ongoing): Organize, represent, and interpret data with
up to three categories; ask and answer about the total number of
data points, how many in each category and how many more or
less in one category than another.
4–5
HR.T1: Identify names and values of dollar bill, quarter, dime,
nickel, and penny, using $ and ¢ appropriately.
6
T1.1MD.3: Tell and write time in hours and half hours using analog
and digital clocks
7
T1.MD.1: Describe and compare measurable attributes. Describe
measurable attributes of objects, such as length or weight.
Describe several measurable attributes of a single object.
8–9
T1.OA.1: Use addition and subtraction within 15 to solve one-step
word problems involving situations of adding to, taking from,
putting together, and taking apart.
•
•
•
•
•
Measure objects using nonstandard units of measurement (e.g., pencil, paper
clip, block)
Compare objects according to observable attributes (e.g., long, longer, longest;
short, shorter, shortest)
•
•
Solve simple one-step word problems.
Solve addition and subtraction word problems using manipulatives.