Unit 1: August & September Unit 1: Creating Routines Using Data
GSE Standards: 1NBT.1: Count to 100, starting at any number less than 100. In this range, read and write numerals and represent a number of objects with a written numeral. This standard calls for students to rote count forward to 100 by counting on from any number less than 100.
1.MD.4: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
Big Ideas: * Count to 100 starting at any number less than 100 •Read numerals to 100 •Write numerals to 100 •Use a written numeral to represent a number of objects up to 100 • Organize, represent, and interpret data with up to three categories •Ask and answer questions about the total number of data points •Determine how many more or less are in one category than in another.
Essential Questions: * How can we organize data so that it is easy to interpret? * How can we compare data on a tally table/bar graph? * What strategies can I use to accurately count a given set of objects? * How can numbers be represented in different ways? * How can I use a 120 chart to order numbers from least to greatest? * How can place value help me locate numbers on the 120 chart?
Unit 5: Place Value March/ April
GSE Standards: 1. NBT.2: Understand that the two digits in a two-digit number represent amounts of tens and ones.
1.NBT.3: Compare two-digit numbers based on the meaning of the tens and ones digits, using <,>, =
1.MD.4: Organize, represent and analyze date with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than another.
Big Ideas: * 10 can be thought of as a bundle of ten ones - called a 'ten' * the numbers from 11-19 are composed of a ten and one, two, three, four, five, six, seven, eight or nine ones *the numbers 10,20,30,40,50, 60, 70, 80 and 90 refer to one, two, three, four, five, six, seven, eight or nine tens * tell how many took part in a given survey by counting the total number of tallies or data point on a graph' * we can compare data point using tally tables and bar graphs
1. NBT.2: Understand that the two digits in a two-digit number represent amounts of tens and ones.
1.NBT.3: Compare two-digit numbers based on the meaning of the tens and ones digits, using <,>, =
1.MD.4: Organize, represent and analyze date with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than another.
Big Ideas: * 10 can be thought of as a bundle of ten ones - called a 'ten' * the numbers from 11-19 are composed of a ten and one, two, three, four, five, six, seven, eight or nine ones *the numbers 10,20,30,40,50, 60, 70, 80 and 90 refer to one, two, three, four, five, six, seven, eight or nine tens * tell how many took part in a given survey by counting the total number of tallies or data point on a graph' * we can compare data point using tally tables and bar graphs
Essential Questions:
How can we represent two-digit numbers using base ten blocks? How can base ten blocks help us determine the greater number when comparing numbers? What strategies can I use to determine how many people took part in a given survey? How can we tell how many more or less are in one category than another on a given graph
UNIT 6: April & May STANDARDS FOR MATHEMATICAL CONTENT Reason with shapes and their attributes.
MGSE1.G.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.
MGSE1.G.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, halfcircles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.1 This is important for the future development of spatial relations which later connects to developing understanding of area, volume, and fractions.
MGSE1.G.3 Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.
BIG IDEAS • The properties of shapes make them alike or different. • Some shapes have sides, angles, and faces which can be counted. • Patterns can be created, extended, and transferred through the use of geometric shapes. • Location of shapes can be described using positional words. • Equal means being of the same size, quantity, or value.
ESSENTIAL QUESTIONS • What are attributes? • How can shapes be sorted? • How are shapes used in our world? • What makes shapes different from each other? • How can I create a shape? • How do shapes fit together and come apart? • Where can we find shapes in the real world? • What is a 2-dimensional shape? • What is a 3-dimensional shape? • How are shapes alike and different? • How can we divide shapes into equal parts? • How do we know when parts are equal? • How can we divide shapes into equal parts?
CONCEPTS/SKILLS TO MAINTAIN • Sorting shapes into groups • Positional terms • Find and name shapes in the environment • Compose and decompose shapes • Identify two and three dimensional geometric shapes