Grade 1 Pacing 2009-2010 Investigations 2009 Investigations How Many of Each? Number Games and Crayon Puzzles S M T W T F S Making Shapes and Designing Quilts Twos, Fives, and Tens 1 2 3 4 5 Solving Story Problems Color, Shape, and Number Patterns 6 7 8 9 10 11 12 What Would You Rather Be? Blocks and Boxes 13 14 15 16 17 18 19 Fish Lengths and Animal Jumps 20 21 22 23 24 25 26 27 28 29 30 Sep-09 Oct-09 Nov-09 Dec-09 S M T W T F S S M T W T F S S M T W T F S 1 2 3 1 2 3 4 5 6 7 1 2 3 4 5 4 5 6 7 8 9 10 8 9 10 11 12 13 14 6 7 8 9 10 11 12 11 12 13 14 15 16 17 15 16 17 18 19 20 21 13 14 15 16 17 18 19 18 19 20 21 22 23 24 22 23 24 25 26 27 28 20 21 22 23 24 25 26 25 26 27 28 39 30 31 29 30 27 28 29 30 31 Jan-10 Feb-10 Mar-10 S M T W T F S S M T W T F S S M T W T F S 1 2 1 2 3 4 5 6 1 2 3 4 5 6 3 4 5 6 7 8 9 7 8 9 10 11 12 13 7 8 9 10 11 12 13 10 11 12 13 14 15 16 14 15 16 17 18 19 20 14 15 16 17 18 19 20 17 18 19 20 21 22 23 21 22 23 24 25 26 27 21 22 23 24 25 26 27 ELA MCAS 24 25 26 27 28 29 30 28 28 29 30 31 31 Apr-10 May-10 Jun-10 S M T W T F S S M T W T F S S M T W T F S 1 2 3 1 1 2 3 4 5 4 5 6 7 8 9 10 2 3 4 5 6 7 8 6 7 8 9 10 11 12 11 12 13 14 15 16 17 9 10 11 12 13 14 15 13 14 15 16 17 18 19 Math MCAS 18 19 20 21 22 23 24 16 17 18 19 20 21 22 20 21 22 23 24 25 26 25 26 27 28 29 30 23 24 25 26 27 28 29 27 28 29 30 30 31
Sept. 2 - Oct. 16 Grade 1 Curriculum Map 2009-2010 Unit 1 2.M.1 Establishing classroom routines. How Many Counting a set of objects to 20. of Each? See page 24 See page 50 Counting forward and backward 2.N.4 from 1-30. 2.N.2 Ordering numbers. Comparing quantities Using the number line for counting See page 96 Inv. 4 See page 144 2.N.4 Comparing quantities up to 20. Addition of quantities up to 20. Visualizing and retelling addition situations. Exploring strategies to solve addition problems. Exploring relationships among quantities up to 10. Problem solving with multiple solutions. If you're behind on pacing session 3.7 could be optional Give session 4.1 extra emphasis. You may need to do extra problems that are similar to it. It is assessed. Oct. 19- Nov. 6 Unit 2 Making Shapes and Designing Quilts See page 20 See page 66 2.G.6 2.G.4 2.G.6 Describing, identifying, and comparing 2-D shapes, Composing and decomposing 2-D shapes Describing, identifying, and comparing 2-D shapes. Investigation 1 needs more focus than Investigation 2. You may not need to do session 2.4. It's a repeat of the previous 2 days of math workshop. 2.G.4 is covered by using the shapes software. Students begin to explore flipping and rotating shapes. Emphasis needs to be put on the clock element of EDC in order to cover standard 2.M.2 7/9/2009 1
Describing, identifying, and Use correct names of pattern See page 102 2.G.4 comparing 2-D shapes. Composing and decomposing 2-D shapes. blocks. Maybe make a class chart with shapes and names. In making quilt patterns students begin to see shapes being reflected, translated, and rotated. Nov. 9- Dec. 22 Unit 3 Solving Story Problems See page 24 2.N.2 2 Developing strategies for accurately counting a set of objects by 1's. Using 2 or more addends to make 15. addition and subtraction problems Put a lot of emphasis on addition and subtraction strategies. During EDC time emphasis needs to be placed on 2.N.6 identifying US coins and finding the value of a collection of coins. See page 78 See page 102 2.N.2 2 2.N.2 2 addition and subtraction problems addition and subtraction problems 7/9/2009 2
Inv. 4 Oral counting up to 100. If session 4.4 seems too See page 134 2.N.2 Accurately counting a set of objects repetitive it can be eliminated. up to 60 2 Depending on students' exposure to the 100 chart you may not need to do 4.5. Jan. 4- Jan. 22 Unit 4 What Would See page 20 You Rather Be? See page 48 2.D.1 2.D.2 2.D.3 2.D.1 2.D.2 2.D.3 Sorting, classifying, and representing data Representing and describing data See page 86 2.D.1 2.D.2 2.D.3 Sorting, classifying, representing, and describing data Jan. 25- Feb. 12 Unit 5 Fish Lengths See page 18 and Animal Jumps 2.M.3 2.M.4 2.M.5 Measuring and comparing lengths using non-standards units of measure. Session 1.5 is not necessary unless the are still working on fish story problems. Incorporate the use of a ruler in this unit. Students need to measure in inches and cm. 2.N.5 identifying even and odd numbers needs to be emphasized this month in EDC See page 58 2.M.3 2.M.4 2.M.5 Measuring and comparing lengths using standards units of measure. Introduce students to rulers and or measuring tapes so they have some experience with standard units of measure. 2.N.5 identifying even and odd numbers needs to be emphasized this month in EDC 7/9/2009 3
Feb. 22- Unit 6 Combinations of 10 Tens Go Fish can be confusing. Mar. 26 Number See page 22 Developing a strategy for finding all Take the time to go over Games and the 2-addend combinations of 10 directions carefully. Model a Crayon Puzzles complete game with the class. Be very clear on when they should be drawing a new card. Mar. 29- April 30 Unit 8 Twos, Fives and Tens See page 68 See page 98 See page 22 2.P.5 2.P.5 2.P.4 Composing numbers up to 20 with 2 addends. addition and subtractions problems Composing numbers up to 20 with 2 addends. addition and subtractions problems Developing strategies for accurately counting a set of objects by 1's and by groups. When playing counters in a cup incorporate 2.P.5 by showing missing addend that is under the cup. Ex. + 7 = 10 Take advantage of the opportunities to discuss addition and subtraction strategies. This is a good place to use base ten blocks, or digi-blocks to reinforce place value. See page 50 2.P.4 Counting by 2's, 5's, 10's. Using manipulatives, drawings, tools, and notations to show strategies and solutions. 7/9/2009 4
See page 92 Organizing objects to count them more efficiently. Determining equivalent expressions for a given expression. Considering 2-digit numbers as tens and ones. 2.P.4 Make sure you spend enough time modeling the game Tens Plus so that students really understand it before playing on their own. May 3 - May 21 May 24 - June 18 Unit 7 Color, Shape, and Number Patterns Unit 9 Blocks and Boxes See page 22 See page 70 See page 18 See page 64 2.G.4 Constructing, describing, and extending repeating patterns. Identifying the unit of a repeating pattern. Identifying the unit of a repeating pattern. Constructing, describing, and extending number sequences with constant increments generated by various contexts. Comparing and describing 2-D and 3-D shapes. Exploring the relationship between 2-D and 3-D shapes. Emphasis needs to be put on standard 2.M.6, estimates of measurement. Emphasis needs to be put on symmetry 2.G.5 during calendar time of EDC for the months of May and June 7/9/2009 5