unit shapes and patterns surround us - svecsd.org

Spencer-Van Etten School District Revised March 31, 2010

September Unit 1 Unit Shapes and Patterns Surround Us Grade 1 Approx. date First Marking Period Performance Indicators to be mastered in this unit:

Num

ber

Performance Indicator

Intr

oduc

ed

Dev

elop

ing

Secu

re

1.G.5 Recognize geometric shapes and structures in the environment x 1.G.3 Experiment with slides, flips, and turns of two-dimensional

shapes x

1.G.1 Match shapes and parts of shapes to justify congruency x 1.N.12 Arrange objects in size order (increasing and decreasing) x 1.N.10 Draw pictures or other informal symbols to represent a spoken

number up to 20 x

1.N.11 Identify that spacing of the same number of objects does not effect the quantity. (conservation)

x

Description: Determine and discuss patterns and arithmetic ( what comes next in a repeating pattern, using numbers and/or objects)

Major Concepts: Shapes and patterns Essential Understandings: Shapes are everywhere. Size and position do not affect shapes. Shapes are symbols. Patterns are repeated and can be verbalized. Essential Questions: What are shapes and patterns? Why are shapes and patterns important to us? Can you say a pattern? Skills: What is a shape? 1) Identify shapes in the classroom. 2) Properties of square, triangle, circle, rectangle, rhombus, oval 3) Recognize shapes in any position. 4) Match similar shapes. 5) Discuss size order. 6) Put objects in size order.


What is a pattern? 1) Create patterns and label. 2) Find patterns. 3) Continue patterns. 4) Make number patterns. What is a number? 1) Numeral writing 2) Count objects and write numeral 3) Number is an amount 4) Counting strategies 5) Number conservation Key Terms: Geometric, Dimensional, Number, Circle, Rhombus, Match, Numeral, Triangle, Oval, Increasing, Decreasing, Amount, Rectangle, Symbol, Square S-VE Exit Behaviors: Lifelong learner Activities: Calendar routines daily -weather -months of the year -patterns -tally -seasons -attendance chart -today is, tomorrow will be, yesterday was -money -# of days of school-straws -tooth chart -days of the week -number line Discussion of what math is. Shapes in the classroom Identify and sort plastic shapes by different properties. Variety of patterns—people, shapes, teddy bears, numbers, etc. --clap and snap patterns. --encouraging increasingly complex patterns. Patterns-copying, labeling, extending, describing, creating Numeral writing and number book. Count given objects-given plate of 15 objects students close eyes, grab handful and count. -worksheet-match numeral with correct collection of objects. Graphs-birthday, numbers, months of year, skittles, boy/girl, apple, transportation, etc


October/November Unit 2 Unit Add it Up / Take it Away! Grade 1 Approx. date 2nd Marking Period Performance Indicators to be mastered in this unit:

Num

ber


Intr

oduc

ed

Dev

elop

ing

Secu

re

1.N.22 Use the words greater and less to compare two numbers X 1.N.11 Identify that spacing of the same number of objects does not

effect the quantity(conservation) X

1.N.18 Use a variety of strategies to compose and decompose one-digit numbers

x

1.N.19 Understand the commutative property of addition x 1.N. 28 Demonstrate fluency and apply addition and subtraction facts to

and including 10 x

Major Concepts: Compose and decompose one-digit numbers Commutative addition (“turn around facts”) Addition and subtraction to 10 Essential Understandings: Adding numbers makes them larger. Subtracting numbers make them smaller. Turning around numbers when adding doesn’t change the answer. Practice makes perfect. Essential Questions: Can you figure out how many all together? Can you add the same numbers in a different way? What are the ways to make the number 7? How do numbers get smaller? Skills : How do numbers work?

1) Compare two amounts of objects 2) Review number conservation 3) Build one digit numbers 4) Add on to an amount 5) Take away from an amount 6) Number order does not matter in addition 7) Simple addition strategies--+0, +1, doubles 8) Simple subtraction strategies -- -0, -1, - all 9) Show vertical and horizontal placement of numerals 10) Practice simple facts


Key Terms: Turn around facts, digit, strategy, adding, subtracting, facts, flashcards, greater, take away, plus, sum, difference, addend, minus, less than, equal, answer S-VE Exit Behaviors: Self-discipline Activities: Composing and decomposing one number daily with worksheets and manipulatives (two sided beans, chips, teddy bears, unifix cubes). Story problems with manipulatives. More than and less than-build trains with unifix cubes and compare. -number squeeze with number line -numbers on cards- students line up without talking. Halloween activities-weigh, measure and compare pumpkins -Halloween pattern Addition Domino addition Composing and writing # sentence with manipulatives. Dice with partners Two fisted penny addition. Subtraction Story problems Domino subtraction Hide the bears in a cup October/November Unit 3 Unit Memorized Skills Grade 1 Approx. date First Marking Period Performance Indicators to be mastered in this unit:

Num

ber


Intr

oduc

ed

Dev

elop

ing

Secu

re

1.M.9 Know the days of the week in sequence x 1.N.4 Count by 1’s to 50 x 1.N.5 Skip count by 10’s to 100 x 1.N.6 Skip count by 5’s to 50 x 1.M.4 Know vocabulary and recognize coins (penny, nickel, dime,

quarter) x

1.M.5 Recognize the cent notation as ¢ x


Major Concepts: Memorize basics Essential Understandings: Some skills just need to be practiced many times. You will use these to build on. Essential Questions: What are the days of the week? Can you count in many ways? Do you know the names of the coins? What does this ¢ mean? Skills: What is a calendar?

1) days of the week 2) months 3) seasons

What are ways to count? 1) Ones to 50 2) Fives to 50 3) Tens to 100

What is money? 1) Recognize penny, nickel, dime and quarter 2) Recognize the cent sign

Key Terms: Skip Count, Cent, Day, Week, Penny, Nickel, Dime, Quarter, Calendar, Days of the Week, Months, Year, Tomorrow, Yesterday, Today, Seasons, Spring, Summer, Winter, Fall S-VE Exit Behaviors: Self-discipline Activities:

Continue calendar skills with rote counting, skip counting (5’s, 10’s) and , recognition of coins added. Practice number writing. October/ November Unit 4 Unit Graphing with Objects Grade 1 Approx. date 1st Marking Period Performance Indicators to be mastered in this unit:

Num

ber


Intr

oduc

ed

Dev

elop

ing

Secu

re

1.N.3 Quickly see and label with a number, collections of 1 to 10 x 1.S.4 Display data in bar graphs using concrete objects with

intervals of one x

1.S.2 Collect and record data related to a question X 1.S.6 Interpret data in terms of the words X


Major Concepts: Graphs Creating and Interpreting Bar Essential Understandings: Data gathered can be displayed on a graph Information can be gathered from a graph Instant recognition of amounts up to 10 Essential Questions: Can you show information on a bar graph? Can you read information from a bar graph? Can you label a collection with a numeral? Can you instantly recognize groups of objects up to 10? Skills: What is a graph? 1) Take information and put in graph. 2) Interpret information from a graph. 3) Collect data. 4) Introduce bar graphs 5) Practice instant recognition of amounts. Key Terms: Graph, Bar graph, Data, Record, Compare, Most, Least S-VE Exit Behaviors: Lifelong learner Activities Quickly recognize amounts—dice games, penny grab See graph packet. December Unit 5 Unit Memorized Skills-2 Grade 1 Approx. date Second Marking Period Performance Indicators to be mastered in this unit:

Num

ber


Intr

oduc

ed

Dev

elop

ing

Secu

re

Revisit: 1.M.9 Know the days of the week in sequence X 1.N.5 Skip count by 10’s to 100 X 1.N.6 Skip count by 5’s to 50 X Revisit and extend with knowing its value for: 1.M.4 Know vocabulary and recognize coins (penny, nickel, dime,

quarter) X


New: 1.N.4 Count by 1’s to 100 X 1.N.7 Skip count by 2’s to 20 x 1.N.8 Verbally count from a number other than one by 1’s x 1.N.14 Read the number words one, two, three, . . . ten x

Major Concepts: Memorize basics Essential Understandings: Some skills just need to be practiced many times. You will use these to build on. Essential Questions: Mostly Review: What are the days of the week? Can you count in many ways? Do you know the names and values of the coins? New: Can you count on from a number? Can you read number words? Skills: Do you remember your calendar skills? 1) Days of the week. 2) 10’s to 100 3) 5’s to 50 Do you remember your coins? 1) Review names of coins. 2) Introduce value of coins. New ways to count? 1) 1-100 2) 2’s to 20 3) To 100 starting from different numbers. 4) Practice number sight words. Key Terms: Count on S-VE Exit Behaviors: Self-discipline Activities Add skip counting by 2’s to calendar skills. Memory or bingo games to remember number sight words. Use number sight word cards to line up. Roll number dice with partner- partner counts on from rolled number Ex: Partner 1 rolls 34, partner 2 continues counting…35,36,37,38 Add value of coins to calendar time.


December Unit 6 Unit What Time is it? Grade ___1______ Approx. date 2nd Marking Period Performance Indicators to be mastered in this unit:

Num

ber


Intr

oduc

ed

Dev

elop

ing

Secu

re

1.M.7 Recognize specific times (morning, noon, afternoon, night) X

1.M.8 1.1b1 sci

Tell time to the hour, using both digital and analog clocks X

Major Concepts: Time of day Time to hour (digital and analog) Essential Understandings: There are different kinds of clocks. You can tell time by clocks. Our day is divided into time periods. Essential Questions: Can you find a digital/analog clock? What time of day is it? Why is time to the hour important? Skills: What are ways to tell time? 1) Days are made up of time periods. 2) These include morning, noon, afternoon, night. 3) Learn parts of clock. 4) Discuss purpose of clock. 5) Show different kinds of clocks. 6) Practice time to the hour-digital. 7) Practice time to the hour-analog. 8) Discuss elapsed time. Key Terms: morning, noon, afternoon, evening, hour, digital, analog, clock, time, minute hand, hour hand, face S-VE Exit Behaviors: Life long learner Activities Clock memory Clock bingo Partner build write-times Elapsed time with clock and die Charts of activities throughout the day. Make own clock


December and January Unit 7 Unit The Long and Short of It! Grade 1 Approx. date 2nd Marking Period Performance Indicators to be mastered in this unit:

Num

ber


Intr

oduc

ed

Dev

elop

ing

Secu

re

1.M.1 Recognize length as an attribute that can be measured x 1.M.2 Use non-standard units (including finger lengths, paper clips,

students’ feet and paces) to measure both vertical and horizontal lengths

x

1.M.11 Select and use non-standard units to estimate measurements x 1.M.3 Informally explore the standard unit of measure, inch x 3.1e Sci

Properties can be observed or measured with tools such as metric rulers

x

3.1d Sci Measurements can be made with nonstandard units x

Major Concepts: Non-standard measurement Measurement to the inch Essential Understandings: Length can be measured. A variety of objects can be used to measure. Choose the right tool to measure with. We can measure to the inch. Essential Questions: Can you measure how long this is? How tall is…? What can we use to measure? Skills: What is measurement? 1) Discuss items used for measuring—i.e.: non-standard standard Why do we measure items? 1) Measurement procedures. 2) Practice and record measuring objects— non-standard standard Key Terms: Length, measure, vertical, horizontal, estimate, inch, ruler, height, width, height. S-VE Exit Behaviors: Lifelong learning Activities: Discussion of measurement: What is measurement?


Why do we measure? How do you measure? What do we use to measure? Measure objects with nonstandard units. (Paperclips, unifix cubes, teddy bears, hands, feet) Introduce standard measurement. ( inch) Use rulers to measure objects in the classroom. Review periodically through out the year. January Unit 8 Unit Graphing 2 Grade 1 Approx. date 2nd Marking Period Performance Indicators to be mastered in this unit:

Num

ber


Intr

oduc

ed

Dev

elop

ing

Secu

re

Revisit: 1.S.2 Collect and record data related to a question X 1.S.4 Display data in bar graphs X New: 1.S.3 Display data in simple pictographs for quantities up to 20 with

units of one X

1.S.7 Answer simple questions related to data displayed in pictographs (e g., category with most, how many more in a category compared to another, how many all together in two categories)

X

1.S.5 Use Venn diagrams to sort and describe data X

Major Concepts: Venn Diagram Pictograph Essential Understandings: We can compare and contrast things with a Venn Diagram. Sorting data in pictographs shows us about things in our world. Essential Questions: What can you find out from a graph? Do you know the difference between a Venn diagram and a pictograph? Skills : Do you remember what a graph is?

1) Review parts of a graph 2) Review graphing process


3) Collect data 4) Record data 5) Display data 6) Interpret data

What is a pictograph? 1) Introduce pictograph 2) Explain parts of a pictograph 3) Discuss how a pictograph is different from other graphs 4) Complete a pictograph with less than twenty units 5) Interpret information from a pictograph

What is a Venn Diagram? 1) Introduce Venn diagrams 2) Discuss parts and purpose of Venn diagrams 3) Place data in a Venn diagram 4) Interpret information from a Venn diagram 5) Answer questions related to Venn diagrams Key Terms: Venn diagram, data, unit, sort, compare, category, pictograph, same, different, category SVE Exit Behavior: Higher level thinking/effective communicator Activities Bar Graphs/ Pictographs/ Venn Diagrams Do whole group and independent activities. Use graph papers given. Discussion interpreting data from a graph. February Unit 9 Unit How Many? Grade 1 Approx. date 2nd Marking Period Performance Indicators to be mastered in this unit:

Num

ber


Intr

oduc

ed

Dev

elop

ing

Secu

re

1.N.1 Count the items in a collection and know the last counting word tells how many items are in the collection (1 to 100)

x

1.N.2 Count out (produce) a collection of a specified size (10 to 100 items), using groups of ten

x

1.N.30 Estimate the number in a collection to 50 and then compare by counting the actual items in the collection

x

1.N.23 Use and understand verbal ordinal terms, first to twentieth x

Major Concepts: Collections/Estimation/Order


Essential Understandings: The last number is how many you have. Your eyes and brain can guide you to the number. Items can be grouped to count faster. Essential Questions: Why do I need to group? Can you estimate how many? Who came in … (line order)? Skills: How do we count large groups? 1) Demonstrate how to sort objects into groups of ten 2) Review counting tens 3) Demonstrate counting groups of tens plus the extra ones 4) Practice counting objects and stating the last number as the total What is estimation? 1) Explain estimation 2) Discuss strategies for estimation 3) Practice estimating different amounts 4) Count to check estimation 5) Discuss reasonable guesses

What are ordinal numbers? 1) Introduce ordinal numbers (Teach the vocabulary needed) 2) Practice using ordinal numbers in a variety of situations ( objects, people) Key Terms: Estimation, collection, group, first twentieth, order S-VE Exit Behaviors: Self-esteem (It’s okay not to always be correct.) Activities Introduce concept of teens. 100 Day Activities Using 100 chart for patterns. Read numbers from left to write and the number has a meaning. Need practice sorting and counting objects by 10’s and 1’s. Whole group demonstration and then individual practice of counting objects and grouping the objects by tens. Practice counting by tens and then ones. (10, 20, 30, 31, 32, 33, 34 ….) Number cup of tens numbers. Student grabs a number from the cup. Then the student counts by tens to given number and then switches to ones. Repeat this activity periodically. Estimation jars. Discussion of logical guesses. Ordinal Numbers: line up by ordinal numbers using cards. Daily use of ordinal numbers in conversation. Writing expanded form. 37 = 30 + 7 Story board word problems with two digit numbers. Begin two digit addition. February / March Unit 10


Unit Piggy Bank Grade 1 Approx. date 2nd Marking Period Performance Indicator to be mastered in this unit: Teach prerequisite skill (counting LIKE coins) to lead up to this next marking period:

Num

ber


Intr

oduc

ed

Dev

elop

ing

Secu

re

1.M.4 Know vocabulary and recognize coins. Penny, Nickel, Dime, Quarter

X

1.M.5 Recognize cent notation as a c X 1.M.6 Use different combinations of coins to make money amounts up

to 25 c X

Major Concepts: Adding coins together Essential Understandings: Coins can be added in different ways. Group like coins together. Essential Questions: How much money do I have? Skills: How do we count money? 1) Review the names and values of coins. 2) Review the use of the cent sign 3) Count groups of coins of similar value ( all pennies, all nickels or all dimes) 4) Count groups of mixed coins

Dimes/pennies Nickels/ pennies Dimes / nickels Dimes/ nickels/ pennies up to 25 cents 5) Practice counting by 5s starting at different numbers ( i. e. 35, 40, 45, 50, 55…) Key Terms: Value , total, coin, penny, nickel, dime, quarter S-VE Exit Behaviors: Lifelong learning Activities Coin rubbings and magnifying glass and finding and stating all the details about each coin. Daily review of names and values at calendar time? Cup of coins. Student grabs coin and states name and value. Money Poem from poem book. Whole group practice and partner practice of counting similar groups of coins and then mixed groups of coins. Money Grab Cups of coins


Partner #1 writes amount, partner #2 builds amount. Then partner #1 puts out money and then Partner #2 has to count and write the amount. Set up a store Nickel exchange, Dime exchange Coin Graph Story Boards with money Pig Pick a number from cup( 5, 10, 15, 20, ….) and count up by 5’s to 100.

March Unit 11 Unit Memorized Skills-3 Grade 1 Approx. date Third Marking Period Performance Indicators to be mastered in this unit:

Num

ber


Intr

oduc

ed

Dev

elop

ing

Secu

re

Revisit: 1.M.4 Know vocabulary and recognize coins (penny, nickel, dime,

quarter) [also extend with knowing its value.] x

1.N.4 Count by 1’s to 100 x 1.N.7 Skip count by 2’s to 20 x 1.N.8 Verbally count from a number other than one by 1’s x 1.N.14 Read the number words one, two, three, . . . ten x New: 1.M.9 1.1b2 sci

Know the months of the year in sequence x

1.M.10

Classify months and connect to seasons and other events x

1.N.13 Write numbers to 100 x 1.N.9 Count backwards from 20 by 1’s x

Major Concepts: Memorize basics Know months of year Seasons/holidays and events Essential Understandings: Some skills just need to be practiced many times. You will use these to build on. Every month and or season of the year has its’ own events.


Essential Questions: Review: Can you count in many ways? Do you know the names and values of the coins? Can you count on from a number? Can you read number words? What happens in (December) When do we . . . . (wear a coat)etc? When is your birthday? Skills: Do you remember …?

1. coins – review names and values 2. Counting – one’s to one hundred, two’s to twenty 3. count from a given number on 4. number words

How is the year divided? 1. Practice months of the year in order 2. Discuss characteristics of each season 3. Connect months to seasons

Number skills 1. Explore number patterns on hundreds chart 2. write numbers to one hundred 3. count backwards from twenty

Key Terms: Count backward, Event, month, summer, fall, winter, spring, season , year, January, February, March, April, May, June, July, August, September, October, November, December S-VE Exit Behaviors: Self-discipline Activities: Calendar: review of coins(names/value), skip counting by 2’s, number words, counting backwards, months of the year (song), seasons, counting by 1’s starting at different numbers, Book of months Filling in 100’s charts Finding patterns in 100 chart


March Unit 12 Unit Piggy Bank 2 Grade 1 Approx. date 3rd Marking Period Performance Indicator to be mastered in this unit:

Num

ber


Intr

oduc

ed

Dev

elop

ing

Secu

re

1.M.4 Know vocabulary and recognize coins (penny, nickel, dime, quarter)

X

1.M.5 Recognize the cent notation as ¢ X 1.M.6 Use different combinations of coins to make money amounts up

to 25 ¢ X

Major Concepts: Adding coins together Essential Understandings: Coins can be added in different ways. Count using largest value first! Essential Questions: How much money do I have? Do you have more than I have? Skills : Do you remember how to count coins?

1) Recognize coins 2) Review coin value and cent sign 3) Review skip counting skills 4) Practice combination skip counting (10,20, 30, 35, 40,41,42)

5) Practice adding like coins. 6) Combine dimes and pennies. Write total in cent notation. 7) Combine nickels and pennies. Write total in cent notation. 8) Sort and practice order to add the coins in. 9) Combine dimes, nickels, and pennies. Write total in cent notation. 10) Given a stated amount (36 cents) students create combinations of coins to make that amount.

• Limit coin choices to make a stated amount of money. • Show different ways to make an amount of money.

Key Terms: Amount, different, combination, exchange, value S-VE Exit Behaviors: Lifelong learning Activities Daily review of names and values at calendar time. Cup of coins. Student grabs coin and states name and value. Whole group practice and partner practice of counting similar groups of coins and then


mixed groups of coins. Money Grab Cups of coins Partner #1 writes amount, partner #2 builds amount. Then partner #1 puts out money and then Partner #2 has to count and write the amount. Set up a store Nickel exchange, Dime exchange Coin Graph Story Boards with money Pig (increase value of coins) Pick a number from cup( 5, 10, 15, 20, ….) and count up by 5’s to 100.

April Unit 13 Unit “99” Grade 1 Approx. date 3rd Performance Indicators to be mastered in this unit:

Num

ber


Intr

oduc

ed

Dev

elop

ing

Secu

re

1.N.15 Explore and use place value x 1.N.16 Compare and order whole numbers up to 100 x 1.N.17 Develop an initial understanding of the base ten system:

10 ones = 1 ten 10 tens = 1 hundred x

1.N.20 Name the number before and the number after a given number, and name the number(s) between two given numbers up to 100 (with or without the use of a number line or a hundreds chart)

x

1.N.21 Use before, after, or between to order numbers to 100(with or without the use of a number line)

x

1.N.22 Use the words greater and less to compare two numbers. X 1.N.30 Estimate the number in a collection to 50 and then compare by

counting the actual items in the collection (Revisit)

x

Major Concepts: Comparing/ordering One’s, ten’s and hundreds Before after and between Essential Understandings: Where a digit is affects its value. There are words to use to express a “digits” value. Essential Questions: Who has more? Can you tell me about these 2 numbers?


Skills: How do you read numbers?

1) look for patterns on 100’s chart 2) Use 10’s and 1’s blocks w/ tens and ones placemats to build 2 digit numbers

3) Count by 10’s plus ones using manipulatives 4) Compare numbers 5) Sequence numbers 6) Introduce greater than , less than and equal signs 7) Continue patterns on number chart 8) Estimate items in a jar Key Terms: Place Value, Place, Value, Higher, lower, greater, less, Number line, 100’s chart, compare S-VE Exit Behaviors: Lifelong Learning Activities: Calendar (straws, popsicle sticks) Money (dimes, pennies) Review how to read numbers and meaning. Practice building two digit numbers and understanding meaning. Math Magician. Roll for a Flat. Place Value Games Build two numbers and place the correct < , > , = between the numbers. Games for comparing and ordering numbers. 100’s Chart Games Estimation jars with greater amounts.

May Unit 14 Unit One Step Forward/Two Steps Back Grade 1 Approx. date 3rd Marking Period Performance Indicators to be mastered in this unit:

Num

ber


Intr

oduc

ed

Dev

elop

ing

Secu

re

1.N.18 Use a variety of strategies to compose and decompose one-digit numbers (revisit)

X

1.N.19 Understand the commutative property of addition (revisit)

X

1.N. 28 Demonstrate fluency and apply addition and subtraction facts to and including 10 (revisit)

X

1.N.24 Develop and use strategies to solve addition and subtraction word problems

X


1.N.25 Represent addition and subtraction word problems and their solutions as number sentences

X

1.N.26 Create problem situations that represent a given number sentence

X

1.N.27 Use a variety of strategies to solve addition and subtraction problems with one and two digit numbers without regrouping

X

1.N.29 Understand that different parts can be added to get the same whole

X

*reviewed daily – skills should be secure now.

Major Concepts: Word problems 1 & 2 digit addition without regrouping Essential Understandings: A variety of strategies are used to add and subtract. Essential Questions: Tell me how you added (subtracted) that! Did you know you can tell a story with math? Skills: What are the strategies to add and subtract? Use one strategy at a time

1) addition • Number grid • Count up • + 1 and +0 • Use number line • Turn Around Fact • Doubles • Doubles +1 • Fact Families • Turn Around Facts

2) Subtraction • Number Grid • Count Back • Number Line • - 0 and -1 • Take away all • Fact Families

Key Terms: Word problems, number sentence, solution, parts, whole. Essential S-VE Exit Behaviors: Higher level thinking/Effective communications. Activities: Use counters (etc.) to act out word problems. (ie.-whale game/haunted house) Practice writing number sentences. Create own word problem/number sentences—write word problems at writing time. Show tens & ones place at calendar time, etc. Practice addition and subtraction using 1 & 2 digit number without regrouping.


“bean toss” to show different parts of same whole. Keep flashcards and other strategies to work on basic facts! Addition and Subtraction Games Teach and Practice one strategy at a time. Fact Family Art Projects. (butterfly, flower) Fact Family House ( turn around facts) Independent practice of addition and subtraction facts. Two fisted penny addition

May Unit 15 Unit Shape Up! Grade 1 Approx. date 3rd Marking Period Performance Indicators to be mastered in this unit:

Num

ber


Intr

oduc

ed

Dev

elop

ing

Secu

re

Revisit: 1.N.23 Use and understand verbal ordinal terms, first to twentieth X New: 1.G.4 Identify symmetry in two-dimensional shapes X 1.G.2 Recognize, name, describe, create, sort, and compare two-

dimensional and three-dimensional shapes X

Major Concepts: Symmetry with 2 and 3 dimensional objects Essential Understandings: Students will identify symmetry. Some shapes are symmetrical. Shapes may or may not have dimension. Essential Questions: Is this shape symmetrical? Can you name this shape? Skills: How do we put things in order?

1. Number verses object order 2. Count to determine placement of objects 3. Practice placing objects into ordinal spots

What is symmetry? 1. Explain symmetry (heart , butterfly)


2. Practice drawing second side of given picture 3. Fold paper: cut, open and discuss 4. Draw shape: cut and discuss 5. Look at shapes and sort 6. Draw line of symmetry

What 3 Dimensional Shapes are in our World? 1. Explore 3 Dimensional Shapes 2. Find solid objects in our world 3. Sort solid objects/describe 4. Name groups of solid shapes

Key Terms: Symmetry, two dimensional, three dimensional, sphere, cylinder, cube, pyramid, cone Activities: Use Ordinal Cards to place people and objects Symmetry Activities see skills above. Explore Three Dimensional Shapes Three Dimensional Scavenger Hunt I’m thinking of? Teacher describe object with stated clues, students write name of shape. Sorting Shapes

June Unit 16 Unit Off the Chart Grade 1 Approx. date 3rd Marking Period Performance Indicators to be mastered in this unit:

Num

ber


Intr

oduc

ed

Dev

elop

ing

Secu

re

1.S.1 Pose questions about themselves and their surroundings x 1.S.2 Collect and record data related to a question x 1.S.6 Interpret data in terms of the words: most, least, greater than,

less than, or equal to x

1.S.8 Discuss conclusions from graph x 1.S.9 Construct a question that can be answered by using information

from a graph x

Revisit: 1.S.5 Use Venn diagrams to sort and describe data x 1.S.7 Answer simple questions related to data displayed in pictographs

(e g., category with most, how many more in a category compared to another, how many all together in two categories)

x


Major Concepts: Collecting & recording data Reading graphs (bar, Venn, picture) Interpreting data Essential Understandings: Students will collect, record, and interpret data. Form questions using graph data. Essential Questions: Can you tell me about your graph? What kind of a graph do you want to make? Skills: How do you make a graph?

1. List parts of a graph Question, title, labels and numbers 2) Steps of a graph Question, collect data and organize data 3) Label graph 4) Record data on graph 5) Interpret data

Parts of Venn Diagram- Meaning of the parts How to place data How to interpret data Review parts of a Pictograph Practice pictographs with < 20 units Interpret information from pictograph Key Terms: Interpret, question, greater than, less than, equal to, prediction, likely, unlikely S-VE Exit Behaviors: Higher level thinking / Effective communication Activities Reading / Writing working on questions, incl. how to start questions (i.e. with 5 Ws or “How many…?”) Whole group work on graphs (bar, Venn, picto) Weekly reader activities Calendars—probability See Graphing Unit 8 Make own graph using blank graph template. Form a question, collect gather data, complete graph and present information found to the class Continued Venn diagram Practice Pictographs

unit shapes and patterns surround us - svecsd.org

Documents