1st Grade

1st Grade

 

Content Area:  Math

Beaumont ISD

1st Grade

Revision Date: June 30, 2016

 

1st  Nine Weeks

August 24 – October 14

Number of school days 37

29 Instructional Days, 8 Test Days

Pre Inventory: window from

August 29 - Sept 2 (5 days)

STAR 360:  window from

August 29 - September 9

9 Weeks Test: window from

October 10 - 14  (3 days)

 

 

 

 

2nd Nine Weeks

October 17 – December 16

Number of school days 39

34 Instructional Days, 5 Test Days

STAR 360:  window from

November 28 - December 9

9 Weeks Test: window from

December 12 – 16

 (5 days)

 

 

Refer to instructional timelines when planning units of instruction.

See list of Ongoing Process TEKS that should be embedded in all Units of Instruction.

ALL Process TEKS are eligible for incorporating into the assessment of at least 40% of Content TEKS.

 

STAAR Standard Key:    Blue= STAAR Readiness Standard

                                              Yellow= STAAR Supporting Standard

                                                         Bold= Highest Stakes TEKS (greatest need)

                        Italics= High Stakes TEKS

 

Units

 

Unit 1:   Numeration:  0-10/Graphing (13 days)

Numeration:  Count forward and backward 0-10, subitizing, compare and order numbers, compose and decompose numbers,

Graphing:  collect, sort and organize data, use data to create bar type graphs and picture graphs, draw conclusions using data

 

 

 

Unit 2:   Numeration:  Addition & Subtraction within 10 

(16 days)

Solve word problems using objects and pictorial models, compose/decompose 10, apply basic fact strategies to add and subtract within 10

 

 

 

TEKS/SEs

Unit 1: Numeration:  0-10/Graphing

1.5(A) recite numbers forward and backward from any given number between 1 and 120

 

1.8(A)  collect, sort, and organize data in up to three categories using models/representations such as tally marks or T-charts

 

 1.8(B) use data to create picture and bar-type graphs

 

1.8(C) draw conclusions and generate and answer questions using information from picture and bar-type graphs

 

1.2(E) use place value to compare whole numbers up to 120 using comparative language

 

1.2(B) use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so many hundreds, so many tens, and so many ones

 

1.2(F) order whole numbers up to 120 using place value and open number lines

 

1.2(G) represent the comparison of two numbers to 100 using the symbols >,<, and =

 

1.3(C) compose 10 with two or more addends with and without concrete objects

 

Unit 2:Numeration:  Addition & Subtraction within 10 

1.3(B) use objects and pictorial models to solve word problems involving joining, separating, and comparing sets within 20 and unknowns as any one of the terms in the problem such as 2+4=___; 3+___=7; and 5 = ____-3

 

1.3(C) compose 10 with two or more addends with and without concrete objects

 

1.3(D) apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10

 

1.3(E) explain strategies used to solve addition and subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences

 

1.5(D) represent word problems involving addition and subtraction of whole numbers up to 20 using concrete and pictorial models and number sentences

Units

 

Unit 3: Numeration:  0 - 20 (8 days)

Count forward and backward 0-20, subitizing, compare and order numbers, compose and decompose, skip counting by 2s

 

Unit 4: Numeration:  Addition and Subtraction within 20 (11 days)

Solve word problems using objects and pictorial models, compose/decompose 10, apply basic fact strategies to add and subtract within 10

 

Unit 5:  Two-Dimensional Shapes (15 days)

Classify and sort shapes, distinguish between attributes that describe a shape and those that do not; create, identify and compose two dimensional shapes

 

 

 

 

 

TEKS/SEs

Unit 3: Numeration:  0 - 20

1.5(A) recite numbers forward and backward from any given number between 1 and 120

 

1.5(B) skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set

 

1.2(A) recognize instantly the quantity of structured arrangements

 

1.2(B) use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so many hundreds, so many tens, and so many ones

 

1.2(C) use objects, pictures, and expanded and standard forms to represent numbers up to 120

 

Unit 4: Numeration:  Addition and Subtraction within 20 (11 days)

1.2(A) recognize instantly the quantity of structured arrangements

 

1.2(B) use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so many hundreds, so many tens, and so many ones

 

1.3(C) compose 10 with two or more addends with and without concrete objects

 

1.3(D) apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10

 

1.3(E) explain strategies used to solve addition and subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences

 

1.5(E) understand that the equal sign represents a relationship where expressions on each side of the equal sign represent the same value(s)

 

1.5(F) determine the unknown whole number in an addition or subtraction equation when the unknown may be any one of the three or four terms in the equation

 

1.5(G) apply properties of operations to add and subtract two or three numbers

 

1.8(A)  collect, sort, and organize data in up to three categories using models/representations such as tally marks or T-charts

 

 1.8(B) use data to create picture and bar-type graphs

 

1.8(C) draw conclusions and generate and answer questions using information from picture and bar-type graphs

 

Unit 5:  Two-Dimensional Shapes (15 days)

1.6(A) classify and sort regular and irregular two-dimensional shapes based on attributes using informal geometric language

 

1.6(B) distinguish between attributes that define a two-dimensional or three-dimensional figure and attributes that do not define the shape

 

1.6(C) create two-dimensional figures, including circles, triangles, rectangles, and squares as special rectangles, rhombuses, and hexagons

 

1.6(D) identify two-dimensional shapes, including circles, triangles, rectangles, and squares as special rectangles, rhombuses, and hexagons, and describe their attributes using formal geometric language

 

1.6(F) compose two-dimensional shapes by joining two, three, or four figures to produce a target shape in more than one way if possible

 

 

Process TEKS:

1.1 Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding.

1.1(A) apply mathematics to problems arising in everyday life, society, and the workplace 

1.1(B)  use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution 

1.1(C)  select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems 

1.1(D)  communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate 

1.1(E)  create and use representations to organize, record, and communicate mathematical ideas 

1.1(F)  analyze mathematical relationships to connect and communicate mathematical ideas 

1.1(G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication

Beaumont  22nd Century Skills

 

Critical Thinking and Reasoning:  Thinking Deeply, Thinking Differently

Information Literacy: Untangling the Web

Collaboration: Working Together, Learning Together

Self-Direction: Own Your Learning

Invention: Creating Solutions

 

 

 

Content Area:  Math

Beaumont ISD

1st Grade

Revision Date:  June 13, 2016

 

3rd Nine Weeks

January 3 – March 10

47 school days

34 Instructional Days, 13 Test Days

Inventory:  window from

January 9-13 (5 days)

ITBS Testing:  window from 

February 27 - March 10 (5 days)

9 Weeks Tests:  window from

March 6-10 (3 days)

 

 

 

 

4th Nine Weeks

March 20 – June 1

51 school days

43 Instructional Days, 8 Test Days

Universal Screener:  window from

April 3 - 14

Inventory:  window from

May 15 -19 (5 days)

9 Weeks Tests:  window from

 May 26 -May 31 (3 days)

 

 

Refer to instructional timelines when planning units of instruction.

See list of Ongoing Process TEKS that should be embedded in all Units of Instruction.

ALL Process TEKS are eligible for incorporating into the assessment of at least 40% of Content TEKS.

 

STAAR Standard Key:    Blue= STAAR Readiness Standard

                                              Yellow= STAAR Supporting Standard

                                                         Bold= Highest Stakes TEKS (greatest need)

                        Italics= High Stakes TEKS

 

Units

Unit 5:   Two-Dimensional Shapes Continued (4 days)

Compose two-dimensional shapes by joining 2,3, or 4 figures; partition two-dimensional figures into 2 and 4 equal parts; identify examples and non-examples of 2 and 4 equal parts.

 

Unit 6:   Numeration 0-120 ( 26 days)

Subitizing; compose and decompose numbers to 120; use standard and expanded form to represent numbers to 120; generate numbers greater than or lesser than a given number; use place value and number lines to compare and order numbers to 120; use data to solve addition and subtraction problems; skip count by 2s, 5s, and 10s; represent the comparison of 2 numbers using comparative language and symbols; understand the equal sign represents equal quantities on both sides; determine the unknown addend; draw conclusions and generate questions from data

 

Unit 7:   Three Dimensional Shapes Part 1 (3 days)

identify three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes), and triangular prisms, and describe their attributes using formal geometric language

 

 

 

 

 

TEKS/SEs

Unit 5: Two-Dimensional Shapes Continued

1.6(F) compose two-dimensional shapes by joining two, three, or four figures to produce a target shape in more than one way if possible

 

1.6(G) partition two-dimensional figures into two and four fair shares or equal parts and describe the parts using words

 

1.6(H) identify examples and non-examples of halves and fourths

 

Unit 6: Numeration 0-120 

1.2(A) recognize instantly the quantity of structured arrangements

 

1.2(B) use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so many hundreds, so many tens, and so many ones

 

1.2(C) use objects, pictures, and expanded and standard forms to represent numbers up to 120

 

1.2(D) generate a number that is greater than or less than a given whole number up to 120

 

1.2(E) use place value to compare whole numbers up to 120 using comparative language

 

1.2(F) order whole numbers up to 120 using place value and open number lines

 

1.2(G) represent the comparison of two numbers to 100 using the symbols >,<, and =

 

1.3(A) use concrete and pictorial models to determine the sum of a multiple of ten and a one-digit number in problems up to 99

 

1.3(B) use objects and pictorial models to solve word problems involving joining, separating, and comparing sets within 20 and unknowns as any one of the terms in the problem such as 2+4=___; 3+___=7; and 5 = ____-3

 

1.3(C) compose 10 with two or more addends with and without concrete objects

 

1.3(D) apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10

 

1.3(E) explain strategies used to solve addition and subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences

 

1.3(F) generate and solve problem situations when given a number sentence involving addition or subtraction of numbers within 20

 

1.5(A) recite numbers forward and backward from any given number between 1 and 120

 

1.5(B) skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set

 

1.5(C) use relationships to determine the number that is 10 more and 10 less than a given number up to 120

 

1.5(D) represent word problems involving addition and subtraction of whole numbers up to 20 using concrete and pictorial models and number sentences

 

1.5(E) understand that the equal sign represents a relationship where expressions on each side of the equal sign represent the same value(s)

 

1.5(F) determine the unknown whole number in an addition or subtraction equation when the unknown may be any one of the three or four terms in the equation

 

1.5(G)  apply properties of operations to add and subtract two or three numbers

 

1.8(A)  collect, sort, and organize data in up to three categories using models/representations such as tally marks or T-charts

 

1.8(B) use data to create picture and bar-type graphs

 

1.8(C) draw conclusions and generate and answer questions using information from picture and bar-type graphs

 

 

 

Unit 7:  Three Dimensional Shapes Part 1

1.6(E)* identify three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes), and triangular prisms, and describe their attributes using formal geometric language

 

 

 

 

 

 

Units

Unit 7:  Three Dimensional Shapes Continued (5 days)

identify three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes), and triangular prisms, and describe their attributes using formal geometric language; distinguish between attributes that define two dimensional or three dimensional shapes and those that do not

 

 

Unit 8: Money  (10 days)

Identify pennies, nickels, dimes and quarters by value and describe relationship between them; use cent symbol; use relationships to count by twos, fives and tens to determine the value of a collection of coins

 

Unit 9:  Addition and Subtraction (10 days)

Subitizing; compose/decompose numbers up to 120; add a single digit number to a multiple of 10 for sums up to 99;  use place value to determine a number 10 more, 10 less, one more, one less up to 120; add and subtract two or three numbers; use data to solve addition and subtraction problems

 

Unit 10:  Measurement (15 days)

Measure length of objects using non-standard units; describe length of an object using one whole number; tell time to hour and half hour

 

Unit 11:  Personal Financial Literacy (3 days)

Income; wants and needs; spending and saving; charitable giving

 

 

 

 

TEKS/SEs

Unit 7:  Three Dimensional Shapes Continued

1.6(E) identify three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes), and triangular prisms, and describe their attributes using formal geometric language

 

1.6(B) distinguish between attributes that define a two-dimensional or three-dimensional figure and attributes that do not define the shape

 

Unit 8:Money

1.4(A) identify U.S. coins including pennies, nickels, dimes and quarters by value and describe the relationships between them

 

1.4(B) write a number with the cent symbol to describe the value of a coin

 

1.4(C) use relationships to count by twos, fives, and tens to determine the value of a collection of pennies, nickels and/or dimes

 

1.8(A)  collect, sort, and organize data in up to three categories using models/representations such as tally marks or T-charts

 

1.8(B) use data to create picture and bar-type graphs

 

1.8(C) draw conclusions and generate and answer questions using information from picture and bar-type graphs

 

Unit 9: Addition and Subtraction

1.2(A) recognize instantly the quantity of structured arrangements

 

1.2(B) use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so many hundreds, so many tens, and so many ones

 

1.2(C) use objects, pictures, and expanded and standard forms to represent numbers up to 120

 

1.2(G) represent the comparison of two numbers to 100 using the symbols >,<, and =

 

1.3(A) use concrete and pictorial models to determine the sum of a multiple of ten and a one-digit number in problems up to 99

 

1.5(C) use relationships to determine the number that is 10 more and 10 less than a given number up to 120

 

1.3(C) compose 10 with two or more addends with and without concrete objects

 

1.3(D) apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10

 

1.3(E) explain strategies used to solve addition and subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences

 

1.5(G)  apply properties of operations to add and subtract two or three numbers

 

1.5(E) understand that the equal sign represents a relationship where expressions on each side of the equal sign represent the same value(s)

 

1.5(F) determine the unknown whole number in an addition or subtraction equation when the unknown may be any one of the three or four terms in the equation

 

1.5(D) represent word problems involving addition and subtraction of whole numbers up to 20 using concrete and pictorial models and number sentences

 

1.3(F) generate and solve problem situations when given a number sentence involving addition or subtraction of numbers within 20

 

1.8(A)  collect, sort, and organize data in up to three categories using models/representations such as tally marks or T-charts

 

1.8(B) use data to create picture and bar-type graphs

 

1.8(C) draw conclusions and generate and answer questions using information from picture and bar-type graphs

 

Unit 10: Measurement

1.7(A) use measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement

 

1.7(B) illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other

 

1.7(C) measure the same object/distance with units of two different lengths and describe how and why the measurement differ

 

1.7(D) describe a length to the nearest whole unit using a number and a unit

 

1.7(E)  tell time to the hour and half hour using analog and digital clocks

 

Unit 11: Personal Financial Literacy

 

1.9(A) define money earned as income

 

1.9(B) identify income as a means of obtaining goods and services, often times making choice between wants and needs

 

1.9(C) distinguish between spending and saving

 

1.9(D) consider charitable giving

 

Process TEKS: 

1.1 Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding.

1.1(A) apply mathematics to problems arising in everyday life, society, and the workplace 

1.1(B)  use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution 

1.1(C)  select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems 

1.1(D)  communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate 

1.1(E)  create and use representations to organize, record, and communicate mathematical ideas 

1.1(F)  analyze mathematical relationships to connect and communicate mathematical ideas 

1.1(G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication

 

Beaumont  22nd Century Skills

 

Critical Thinking and Reasoning:  Thinking Deeply, Thinking Differently

Information Literacy: Untangling the Web

Collaboration: Working Together, Learning Together

Self-Direction: Own Your Learning

Invention: Creating Solutions