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.

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

• Addition and subtraction and a sense of geometric shape can help us solve real world problems.

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 _____?

• How can you use computation, reasoning, and estimation in solving problems?

• What can graphs tell us?

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

• 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 - December

Count on from any number to 100

Match number words with quantity 1-20

Order and compare numbers to 75

Identify wholes and halves

Exchange coins (pennies, nickels, and dimes)

Make reasonable estimates to 50

Identify odd and even to 20

Standard 2: Patterns - December

Count by 5’s and 10’s to 100

Identify patterns in skip counting 2’s, 5’s and 10’s

Standard 3:  Data and Graphs - December

Create and read simple picture and bar graphs

Explain the process of creating picture and bar graph

Demonstrate understanding of results of graphs

Standard 5:  Measurement - December

Tell time to the hour

Identify characters of length and weight (tall, short, long, wide, narrow, thin, heavy, and light)

Tell time to the half hour

Standard 6:  Computation - December

Add and subtract numbers to 12 with manipulatives and expression

Standard 7: Problem Solving - December

Choose and apply strategies to solve mathematical and real world problems

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

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)
 

December Assessment: Numbers, Graphs, and Solutions

Stage 1: Establish Goals

Standard 1: Number Sense – December
Count on from any number to 100.
Make reasonable estimates to 40.
Identify odd/even numbers to 20.

Standard 2: Patterns -  December
Count by 2’s to 50.

Standard 6:  Computation - December
Add and subtract numbers to 12.

Standard 7:  Problem solving - December
Choose and apply strategies to solve mathematical and real world problems with manipulatives and written expression.

Essential Questions

• How does finding patterns help in counting?

• What are strategies to make a reasonable estimate?

• How does the position of a digit in a number affect it’s value?

• How does finding patterns help in counting?

• What strategies help in learning addition and subtraction facts?

• What strategy is helpful to decide if a solution makes sense?

Stage 1: Students Will Be Able To

• Count on from any number to 100; Make reasonable estimates to 40; Identify odd/even numbers to 20. Number Sense

• Count by 2’s to 50.  Patterns

• Add and subtract numbers to 12 with manipulatives and written expression.   Computation

• Choose and apply strategies to solve mathematical and real world problems.  Problem solving

Stage 2: Performance Task

Summative Assessment for December

Number Sense

• In a small group or one on one, teacher will randomly say a number, student will count on from that number.

• In a small group setting teacher will place counters on the overhead or table, students will estimate on white boards or sticky notes.

Stage 2: Key Criteria

• Summative Assessment for December

• 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. 1.3: use numbers to count, to measure, to label, and to indicate location;
  
  MA.K-4. 1.5: use number sense to estimate and justify the reasonableness of solutions to problems involving whole numbers, and commonly-used fractions and decimals (for example, 1/3, 3/4, 0.5, 0.75).
   

• 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-4.6: 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;
  
  MA.1.1.1: Students develop number sense and use numbers and number relationships in problem-solving situations and communicate the reasoning used in solving these problems.

Organizers associated with this Assessment
Facets of Understanding: Explain; Apply, Curriculum based 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.