Amherst and Pelham Public Schools

Curriculum Overview

Subject:  Mathematics                                                                                                                                   Grade Level:  First Grade

Concepts/Enduring Understandings/Themes

Topics/Units

Content/Skills

Essential Activities/Agreements

Number Sense and Operations

 

 

 

 

 

 

 

 

 

 

 

Patterns, Relations,

And Algebra

 

 

 

 

 

Geometry

 

 

 

 

Measurement

 

 

 

 

 

Data Analysis, Statistics, and Probability

 

Investigations materials:

--How Many of Each?

--Solving Story Problems

--Twos, Fives, & Tens

--Color Shape, & Number Patterns

--Number Games & Crayon Puzzles

 

Scott Foresman Addison Wesley text--Lessons 9.1 – 9.6

 

 

Included in many activities in the following units:

--Color, Shape, & Number Patterns

--Solving Story Problems

--Twos, Fives, & Tens

--Number Games and Crayon Puzzles

 

Investigations materials:

--Making Shapes & Designing Quilt

--Blocks & Boxes

 

 

Investigations materials:

--Making Shapes & Designing Quilt

--Blocks & Boxes

Scott Foresman Addison Wesley text: Lessons 10.1-10.5; .8; &.11

 

 

Investigations materials:

--How Many of Each?

--Fish Lengths & Animal Jumps

 

Scott Foresman Addison Wesley text:   Lessons 7.6, 8.11-8.14

*Count, name and write (in numerals) whole numbers to 100 and backwards from 20.

*Identify the number that comes before, after, or in between given number/s to 100.

*Demonstrate the concept of any number 0-100 using manipulatives and pictures.

*Model and count groups of tens and ones up to 100.

*Identify and distinguish among multiple uses and labels of numbers, including cardinal,  ordinal, fractions, odd, even, more than, less than, and equal to a given set.

*Identify and count pennies, nickels, dimes, and quarters.  Count various coin combinations and trade coins for equivalent collections.

*Begin to know addition facts (addends to ten) and related subtraction facts.

*Develop mental math strategies for addition and subtraction including counting on/counting back, doubles, doubles plus one, etc.

 

 

*Recognize different patterns on the hundreds chart.

*Sort and classify objects with one or more attributes.

*Skip count by twos, fives, and tens up to at least 50, starting at any number.

  Wri*  *Write number sentences using +, –, and =  to represent mathematical relationships

*Describe functions related to trading, including coin trades and place value trades.

 

 

 

 

*Classify and describe attributes and parts of two- and three-dimensional shapes

*Recognize congruent shapes.

*Identify positions of objects in space using appropriate language.

*Identify and draw lines of symmetry in two-dimensional shapes.

*Use manipulatives to model and solve geometric problems.

 

 

*Identify parts of the day, days of the week, and months of the year.

*Tell time at hour and half-hour intervals on analog and digital clocks.

*Make and use estimates of measurement, including time, length, volume, and weight, and compare concrete objects using these measures.

 

 

*Use interviews, surveys, and observations to gather data about themselves and their surroundings.

*Organize, classify, represent, and interpret data using tallies, charts, object graphs, bar graphs, pictographs, and Venn diagrams; interpret  the   representations.

*Investigate basic probability activities (e.g., spinners, dice toss, coin toss, etc.), tally and record results.

The mathematics period in the first grade classroom should be at least 45 minutes long each day.  In addition, mathematics should be embedded in common classroom routines such as attendance, calendar, schedule, weather measurements, etc.

 

Teachers will also incorporate the activities/suggestions in the Classroom Routines section (pages 24 – 41) of the Implementing Investigations in Grade 1 Guide into their daily class schedule.