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

• Counting and number fluency are important parts of money values and adding and subtracting.

• Shapes can be used to help us see patterns and measure.

• Graphs help us understand information.

• Creating and analyzing data displays helps us make sense of information.

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

• Why do we say that math is patterns?

• How is reading a graph like reading a paragraph? How is it different?

• How do you know when to use addition or subtraction?

• If you know the values of coins, could you go to the store and buy a treat?

• Why are adding and subtracting important to humans?

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 - October
Make reasonable estimates to 40
Exchange coins (pennies and nickels)
Math number words with quantities of 10
Read, write, and count numbers to 100
Understand greater than, less than, equal to (use whole numbers)
Identify odd and even numbers to 20
Standard 2: Patterns - October
Create and extend patterns AB, ABB, ABC
Standard 3:  Data and Graphs - October

Read and interpret simple picture graphs
Collect, create, read and interpret simple picture graphs
Standard 4:  Geometry - October
Recognize, identify and sort two dimensional geometric shapes by various characteristics
Introduce basic spatial terminology (inside, outside, above, below, between, behind)
Standard 5:  Measurement - October
Measure using nonstandard units (cubes, paperclips)
Standard 6:  Computation - October
Add and subtract numbers to 10 with manipulative using pictures and number sentences

Standard 7: Problem Solving-October

Collect data and create picture graphs

Unit Vocabulary

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

K-5 Math Vocabulary Listed by Grade Level
 

October Standards	Everyday Mathematics	Math Expressions
Counting review	Multiple pages under Counting and Review and assessment.	page #'s coming
Math words	Math vocabulary words are introduced and reviewed in almost every lesson.	page #'s coming
Estimation	pp. 108, 118, 276-280, 352-353	page #'s coming
Patterns	pp. 162-163, 167-182, 185, 190, 231-235, 239, 284, 229, 339-344, 380-381, 384	page #'s coming
Graphs	pp. 61, 67, 288, 546-547, 581, and related pages in Data	page #'s coming
Coins	pp. 16, 86, 129-134, 221-226, 302, 369, 373, 481, 532, 529-530, 568-569, 615-618	page #'s coming
2 dimensional shapes	pp. 24, 118, 168-172, 183-186, 287-288, 518-522, 563, 600, 744-748	page #'s coming
Addition/Subtraction	Multiple pages under Addition/Subtraction	page #'s coming

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)
 

October Assessment: Numbers, Shapes and Time

Stage 1: Establish Goals

Standard 1: Number Sense – October
Read, write, and count numbers to 100
Exchange coins (pennies and nickels).

Standard 2: Patterns -  October
Create and extend patterns AB, ABB, ABC.

Standard 3:  Data and Graphs - October
Read and interpret simple graphs (picture and bar).

Standard 4:  Geometry - October
Recognize, identify and sort two dimensional geometric shapes by various characteristics.

Standard 6:  Computation - October
Add and subtract numbers to 10 with manipulative using pictures and number sentences.


Essential Questions

• How does finding patterns help in counting?

• What number patterns do we use for counting? How can counting strategies be used to join, separate, or compare sets?

• How are each of the patterns different?  

• What is the repeating unit in the pattern?

• How can a shape be described?

• What does it mean when we say geometry is all around us?

• What information do pictographs show?

• How can counting strategies be used to join, separate, or compare sets?   

Stage 1: Students Will Be Able To

• Read, write, and count numbers to 100; Exchange coins (pennies and nickels). Number Sense

• Create and extend patterns AB, ABB, ABC.  Patterns

• Recognize, identify and sort two dimensional geometric shapes by various characteristics. Geometry 

• Read and interpret simple graphs (picture and bar).  Data and Graphs

• Add and subtract numbers to 10 with manipulative using pictures and number sentences. Computation

Stage 2: Performance Task
 
Summative Assessment for October

Counting to 100 (Number Sense)

• Teacher informally observes oral counting

Reading numbers 0-100 (Number Sense)

• In a small group or with a partner, one student will flip over a number card for the others to read
   

•   In a small group or with a partner, one student will drop a bean/counter or point to a number on a number grid. The partner will read the number.

Exchange coins: (nickels and pennies) (Number Sense)

• During cooperative learning groups student will demonstrate the ability to exchange nickels and pennies, and verbalize why they are exchanging

Data and Graphs

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

Stage 2: Key Criteria

• Summative Assessment for October

• Class 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. 1.3: use numbers to count, to measure, to label, and to indicate location;
   

• 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-4.4: Students use geometric concepts, properties, and relationships in problem-solving situations and communicate the reasoning used in solving these problems.
  MA.K-4. 4.2: identify, describe, draw, compare classify, and build physical models of geometric figures;
   

• MA.K-4.6: Students link concepts and procedures as they develop and use computational techniques, including estimation, mental arithmetic, paper-and-pencil, calculators, and computers, in problem-solving situations and communicate the reasoning used in solving these problems.
  MA.K-4. 6.1: demonstrate conceptual meanings for the four basic arithmetic operations of addition, subtraction, multiplication, and division;

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.
 

Parents

You can help support your first grader’s math learning by providing counting opportunities at home. Counting uncooked pasta or beans in a cup or other quantity reinforces 1 to 1 correspondence and counting fluency. Remarking about what time it is when supper is ready (or other regular home events) on the kitchen clock reinforces the idea of time. Asking about how many items are in your hand without actually counting first reinforces estimation skills. Asking which hand has more, less, or the same amount strengthens amount awareness. Talking about shapes and patterns in wall paper, tiles, or plants helps children become aware of the many patterns in the world around us.  
 

You can support your first grader in quarter 2 mathematics by helping them count backward from 20 and forward to 200, and skip counting by 2’s, 5’s, and 10’s. Counting to the tune of a familiar nursery song can help with memory work. Point out the difference between a whole piece of fruit, bread, or candy bar and a half a piece. Use a favorite toy to help your child understand the spatial terms above, below, behind, beside, under, inside, and outside. These simple activities are low cost with high academic returns.

Lessons