Grade 1: November Unit

Wholes and Parts (@ 15 days)

Overview
View the Video Introduction. (Dividing Pizza into Many Pieces) November focuses on learning critical skills and includes lessons on number sense, patterns, geometry, graphs, and measurement. Students will learn how to count forward to 200, backward from 20, recognize numbers in random order, skip count by 2’s, 5’s, and 10’s to 100, create 2 dimensional shapes, and tell and write time to the hour.

Enduring Understandings are important ideas that students should carry with them years beyond the instruction received this year.

• Numbers can be shown, put in order, and spoken of in many different ways (one to one correspondence and money).

• We need number sense to help us find reasonable solutions.

• Mathematics is a way to communicate.

Essential Questions are most important “big picture” questions students should be able to answer after completing learning activities.

• How can we show numbers and talk about them?

• How many different ways can you show and talk about this number _____?

• What are some geometry words? How can we use them to solve problems?

• How do we measure time? What are some non-standard units you could use to measure something?

• How do you know you have achieved a quality solution?

CSAP Tested Standards  Highest Frequency High Frequency Other Standards and E-Skills Highest Frequency = the timing, intensity and level of accountability is extremely high because mastery of these skills will must be demonstrated at this grade level. High Frequency = the timing, intensity and level of accountability is high because mastery of these skills is expected at this grade level. Other Standards and E-Skills = the timing, intensity, and level of mastery are not urgent. It should be introduced during this time so students can experience the concept and return in future quarters to strive towards mastery.

       Standard 1:  Number Sense - November

Read, write, and count numbers to 200

Count backward to 20

Recognize numbers in random order to 200

Order and compare numbers to 75 (greater than, less than, or equal to)

Identify whole and half using various objects

Exchange coins pennies and dimes

Make reasonable estimates to 30

Identify odd and even to 20

       Standard 2:  Patterns - November

Count by 2’s to 100

Identify number patterns

Standard 3: Data and Graphs-November

Create and interpret simple bar graphs and picture graphs

Standard 4:  Geometry - November

Create two dimensional shapes (circle, square, triangle, and rectangle, trapezoid)

Demonstrate understanding of basic spatial terminology to describe environment (above, below, inside, outside, between, and behind)

       Standard 5:  Measurement - November

Tell and write time to the hour

Tell and write time to the half hour

Identify the characteristics or length and weight, (tall, short, long, wide, narrow, thin, heavy, light)

Standard 6: Computation - November

Add and subtract numbers to 12 with manipulatives and written expression

Standard 7: Problem Solving - November

Choose and apply strategies to solve mathematical and real world problems (addition, subtraction, reasonable estimations facts to 12)
 

Unit Vocabulary

*Please Note: Bolded words are vocabulary words to highlight this unit.

Resources for Teachers
• Mountain Math, Math Their Way, Creative Mathematics (Kim Sutton), Math Solutions (Marilyn Burns), Math Perspectives (Kathy Richardson) (if your building has purchased these resources)
• Your particular math series (see chart on Unit pages listing page numbers to support standards)
• Success Maker (ask your LTE)
• Exemplars (CSAP style problem solving with writing, 4-point rubrics, and sample student papers available on D11 website For Teachers pages)
• Math Keys (electronic manipulative – ask your LTE)

 

November Assessment: Wholes and Parts 

Stage 1: Establish Goals

Standard 1: Number Sense – November
Count backwards from 20.
Order and compare numbers to 100 (greater than, less than, equal to).

Standard 2: Patterns -  November
Count by 5’s and 10’s to 100.

Standard 3:  Data and Graphs - November
Interpret simple bar and picture graphs.

Standard 5:  Measurement- November
Tell and write time to the hour.

Essential Questions

• How does finding patterns help in counting?

• How can sets and numbers be compared and ordered?

• How are each of the patterns different?  

• What is the repeating unit in the pattern?

• What information do bar and pictographs show?

• How do we measure time?

Stage 1: Students Will Be Able To

• Count backwards from 20; Order and compare numbers to 100 (greater than, less than, equal to). Number Sense

• Count by 5’s and 10’s to 100.  Patterns

• Interpret simple bar and picture graphs.  Data and Graphs

• Tell and write time to the hour.  Measurement

Stage 2: Performance Task

Number Sense

• Teacher informally observes oral counting backwards from 20.

• In a group setting, students will create, compare, and describe sets of objects using terms such as more, less, greater than, less than, equal to and/or using the symbols < > =. 

Patterns

• Teacher informally observes oral counting by 5's and 10's.

•  During small group or individual activities student writes numbers to 100 by 5’s and 10’s.

Data and Graphs

• Read the data and verbally state what the data shows on simple bar and picture graphs.

Measurement

• During calendar time, teacher models telling and writing time to the hour.

• During small group math, students practice telling and writing time to the hour.

Stage 2: Key Criteria

• Classroom checklist created by the teacher.

View standards alignment from a different set of standards: Colorado State Standards

• MA.K-4.1: Students develop number sense and use numbers and number relationships in problem-solving situations and communicate the reasoning used in solving these problems.
  MA.K-4. 1.2: read and write whole numbers and know place-value concepts and numeration through their relationships to counting, ordering, and grouping;
   

• MA.K-4.2: Students use algebraic methods to explore, model, and describe patterns and functions involving numbers, shapes, data, and graphs in problem-solving situations and communicate the reasoning used in solving these problems.
  MA.K-4. 2.1: reproduce, extend, create, and describe patterns and sequences using a variety of materials (for example, beans, toothpicks, pattern blocks, calculators, unifix cubes, colored tiles);
   

• MA.K-4.3: Students use data collection and analysis, statistics, and probability in problem-solving situations and communicate the reasoning used in solving these problems.
  MA.K-4. 3.1: construct, read, and interpret displays of data including tables, charts, pictographs, and bar graphs;
  MA.K-4. 3.2: interpret data using the concepts of largest, smallest, most often, and middle;
   

• MA.K-4.5: Students use a variety of tools and techniques to measure, apply the results in problem-solving situations, and communicate the reasoning used in solving these problems.
  MA.K-4. 5.1: know, use, describe, and estimate measures of length, perimeter, capacity, weight, time, and temperature;

Organizers associated with this Assessment
Facets of Understanding: Explain; Interpret, Apply, Curriculum based assessment, Informal assessment, Teacher observation, Hundreds Chart, Calendar Activities, Math Bingo, Manipulative/White Board/Slate assessments, EDM assessment CD’s.Teacher observation, Hundreds Chart, Calendar Activities, Math Bingo, Manipulative/White Board/Slate assessments, EDM assessment CD’s.