ERIC ED469098: Sample Curriculum Model, Grade 1, Based on the 1998 Arkansas State Mathematics Framework.

37 Pages·1998·0.31 MB·English

by  ERIC

DOCUMENT RESUME
ED 469 098
SE 066 844
Sample Curriculum Model, Grade 1, Based on the 1998 Arkansas
TITLE
State Mathematics Framework.
INSTITUTION
Arkansas State Dept. of Education, Little Rock.
1998-00-00
PUB DATE
NOTE
36p.; For Sample Curriculum Models, Grades K-8, see SE 066
843-851.
AVAILABLE FROM
For full text: http://arkedu.state.ar.us/curriculum/
benchmarks.html.
Guides
PUB TYPE
Non-Classroom (055)
Legal/Legislative/Regulatory
Materials (090)
EDRS PRICE
EDRS Price MF01/PCO2 Plus Postage.
DESCRIPTORS
*Academic Standards; Algebra; Geometry; *Grade 1; Mathematics
Curriculum; *Mathematics Instruction; Measurement; Number
Concepts; Numeracy; Patterns in Mathematics; Primary
Education; Probability; *State Curriculum Guides; Statistics
IDENTIFIERS
*Arkansas
ABSTRACT
This document consists of a sample curriculum model for grade
1 mathematics based on the 1998 Arkansas State Mathematics Framework. The
document is divided into five sections:
(1) Number Sense, Properties, and
Operations;' (2) Geometry and Spatial Sense;
(3) Measurement;
(4) Data
Analysis, Statistics, and Probability; and (5) Patterns, Algebra, and
Function. Within each section the standards are exemplified and articulated
by benchmarks, suggested assessments, and possible strategies and activities
for teaching the standard. A blackline master checklist is included as an
appendix.
(MM)
Reproductions supplied by EDRS are the best that can be made
from the original document.
SAMPLE CURRICULUM MODEL
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
PERMISSION TO REPRODUCE AND
IeUCATIONAL RESOURCES INFORMATION
DISSEMINATE THIS MATERIAL HAS
CENTER (ERIC)
This document has been reproduced as
BEEN GRANTED BY
ceived from the person or organization
originating it.
Minor changes have been made to
improve reproduction quality.
Points of view or opinions stated in this
TO THE EDUCATIONAL RESOURCES
document do not necessarily represent
INFORMATION CENTER (ERIC)
official OERI position or policy.
GRADE 1
based on the 1998 Arkansas State Mathematics Framework
Arkansas Department of Education, 1998
T COPY AVM BLE
Grade Level_1_
NUMBER SENSE, PROPERTIES, AND OPERATIONS
Strategies/Activiti
Assessments
Standard
Benchmarks
NPO.1.0
es
Use concrete
Teacher
Students will write numerical
NP0.1.1
5LE
.
.
objects to
symbols related to sets
observation
represent numbers,
Peer and self
which are represented using
Demonstrate
.
Students use
(Ex.
evaluation
number sense
manipulatives.
buttons to show
Teacher-made
(concepts of
.
tests
how many is ten.)
Students will count forward
counting, grouping,
then write the
from 0-100 by ones, twos,
and place value)
Student
.
fives, and tens. constructed number
numerical symbol
using
for the number of
manipulatives.
books
State-
objects in the set.
Students will demonstrate
.
wide tests
Each student
place value by identifying
.
illustrates a set of
Perform-
ones, tens, and hundreds.
.
items to represent
ance
an assigned
number. The
assigned number is
recorded on the
page with the
illustration(s).
The pages are
then compiled in
numerical order to
create a number
book.
Count a set of
.
100 objects taking
2 at a time.
Whole class as
.
a chorus, count to
100 by fives and
tens.
Count number
.
of steps needed to
move from
classroom to
another place in
the school.
Celebrate the
.
100th day of
school
.
Participate in
.
counting songs and
rhymes.
Read: Demi's
.
Count the Animals
One-Two-Three
by beini; Deep
Down Underground
3
by bunrea, Olivier;
Count and See by
Hoban, Tana; One
Hunter by
Hutchins, Pat;
Whale Song: A
Celebration of
Counting by
Johnston, Tony;
Animal Numbers by
Kitchen, Bert.
Use concrete
Appro-
Students will discuss and
NPO.1.2
5LE
.
.
objects to
priate response to
model (concretely,
teacher direct
represent numbers.
pictorially, and symbolically)
Develop meaning
for the operations
Combine the
problem situations involving
questions
objects (or remove
basic addition to sums of 18
Verbal
(e.g., add,
.
subtract, multiply,
some of the
and subtraction (takeaway,
explanation
objects) to form a
and divide) by
Teacher
counting on/missing addend,
.
modeling and
new set.
observation
Count
comparison).
discussing a
the number of
Peer and self
.
variety of problem
objects in the new
evaluation
situations.
set and determine
Improved
.
if addition or
vocabulary
Teacher-made subtraction was
.
test
represented. The
representation is
Demon-
.
then written
stration
symbolically.
An example of
.
a problem situation
involving similar
procedures is,
orally and in a
written complete
sentence,
communicated.
(Also N1.4)
Students are
.
given a sheet of
ten addition or
subtraction
problems and are
instructed to work
them with or
without
If
manipulatives.
manipulatives were
not used, then
they are used to
check the answers.
BEST COPY AVAILABLE
5
Grade Level_1_
NUMBER SENSE, PROPERTIES, AND OPERATIONS
Strategies/Activiti
NP0.1.0
Assessments
Benchmarks
Standard
es
See NP0.1.1
Teacher
NP0.1.3
Students will apply and
5LE
. .
Students will
master counting forward
observation
.
from 0-100 by ones, twos,
estimate the
Peer and
Apply and master
.
number of students
fives, and tens.
self evaluation
counting, grouping,
in two first grade
Checklist
place value, and
.
Teacher-
estimation.
Students will apply and
classrooms.
.
made test
master place value in the
State-
ones, tens, and hundreds
.
wide tests
places.
Perform-
.
Students will estimate the
once
number of objects in a set
of less than 100 items using
various strategies.
See NP0.1.2
Students will concretely,
NP0.1.4
A ppro-
SLE
.
.
Students are
pictorially, and symbolically
priate response
.
to teacher
given a simulation
represent problem solving
Solve problems using
of a penny (play
direct questions
terminology and
situations involving basic
addition and subtraction.
symbols of operations
penny) and are
Verbal
.
(e.g., add, subtract,
reminded a penny
explanation
multiply, and divide).
Teacher
is equal to one
.
cent and they are
observation
shown how to write
Peer and
.
one cent using the
self evaluation
cent sign. They
Anecdo-
.
tal record
are then given a
State-
simulation of a
.
dollar bill (play bill)
wide tests
Writing
and are reminded
.
a dollar bill is
equal to one dollar
and are shown how
it is written using
the dollar sign.
Students are given
many pennies and
one-dollar bills and
are asked to count
them and write the
amount using
symbols.
BEST COPY AVAILABLE
6
Grade Level 1
NUMBER SENSE, PROPERTIES, AND OPERATIONS
Strategies/Activities
NP0.1.0
Assessments
Benchmarks
Standard
Explore addition and
Teacher
Students will demonstrate
NPO.1.5
5LE
.
.
subtraction using
competency with basic
observation
calculators.
addition and subtraction
Peer and
Demonstrate
.
Set up a computer
self
facts (to sums of 18) using
competency of
.
center with appropriate
mental math and
operations (e.g. add,
evaluation
software for student
subtract, multiply, and Appro-
technology.
.
Millie's Math
priate
divide) using mental (Ex.
use.
math and technology.
House by Edmark or
response to
Math Keys by Houghton
teacher
Mifflin)
direct
Show an applicable
questions
.
State-
video.
.
Play games that
wide tests
.
Teacher-
enhance mental math,
.
such as "Around The
made test
Perform-
World"
.
once
Read: Fractions are
Appro-
NP0.1.6
Students will concretely,
SLE
. .
Part of Things by
priate
pictorially, and symbolically
Use manipulatives to
Dennis, J. Richard;
response to
demonstrate and compare
demonstrate and
Gator Pie by Matthews,
fractions as part of a
teacher
compare rational
direct
whole using the fractions
Louise.
numbers/fractions
1/2, 1/3, and 1/4.
Students are given
(e.g., find simple
questions
.
four small pieces of
parts of a whole).
Verbal
.
candy. With a partner,
explanation
they determine how to
Teacher
.
equally share the candy
observation
between the two of
Peer and
.
them. The concept of
self
1/2 is then related to
evaluation
them. They are then
Teacher-
.
placed into groups of
made test
three with six pieces of
State-
.
candy to be equally
wide tests
shared between the
Demon-
.
three of them. The
stration
concept of 1/3 is then
related to them. This
repeated again in groups
of four with twelve
pieces of candy. The
concept of 1/4 is then
related to them.
Students determine in
which case they
received the most, thus
determining which is the
largest fraction.
.
The students are then
asked to display 24
items. They are to
distribute the 24 items
equally among two
containers and orally
state that each
container contains 1/2 of
This is
the ten items.
continued with three
containers and then with
four containers.
8
Grade Level 1
NUMBER SENSE, PROPERTIES, AND OPERATIONS
Strategies/Activities
Standard
Benchmarks Assessments
NP0.1.0
See NP0.1.1,
NP0.1.7
Students will
Teacher
5LE
.
.
NP0.1.2, NP0.1.3,
observation
communicate
Communicate
NPO.1.4, NP0.1.5,
Peer and self
understanding of
understanding of
.
NP0.1.6
number sense,
evaluation
number sense,
properties, and
Students keep a
properties, and basic
Anecdo-
.
.
tal records
journal of problem solving
operations
addition and
through journal
subtraction through
techniques.
Verbal
.
writing, creating
journal writing,
explanation
problems,
Dictation
creating problems,
.
constructing
Appro-
constructing
.
mathematical
priate response to
mathematical
sentences, etc..
teacher directed
sentences, etc.
questions
Improved
.
vocabulary
State-
.
wide tests
Grade Level_1_
NUMBER SENSE, PROPERTIES, AND OPERATIONS
Strategies/Activities
NP0.2.0
Standard
Assessments
Benchmarks
See NP0.1.0
Teacher
Students will represent
NPO.2.1
5LE
.
.
Students make a bar
observation
numbers and basic addition
.
graph of the number of
and subtraction (to sums
Peer and
Represent numbers
.
of 18) in a variety of
students with birthdays
self
and operations
(addition, subtraction,
in each month. The
evaluation
forms using manipulatives,
students then add or
Appro-
multiplication, and
symbols, and graphs.
.
division) in a variety of
subtract combinations of
priate
forms using
any two bars.
response to
manipulatives, symbols,
teacher
Students represent
.
and graphs
directed
basic addition and basic
(pictographs, etc.)
subtraction using a
questions
State-
number line.
.
wide test
Teacher-
.
made test
Demon-
.
stration
See NP0.1.1 and
Appro-
Students will apply
NPO.2.2
5LE
. .
NP0.1.3
priate
elementary number theory
Students will count
(skip counting, patterns,
response to
Apply elementary
.
by fives and tens to
number series, dozen, half teacher
number theory (skip
direct
dozen, pair, etc.).
determine the value of
counting, patterns,
number series, odd and
a hand full of dimes and
questions
even numbers,
Verbal
nickels.
.
multiples, fractions,
Students will
explanation
.
etc.).
continue the pattern for
Teacher
.
clap in a song.
observation
Students will play
Peer and
. .
self
games which score
points in number series.
evaluation
Students are
Improved
.
.
presented with 2 or 3
vocabulary
State-
dozen donuts and are
.
wide test
asked to describe the
Teacher-
amount of donuts (24/
.
36 or 2 dozen/3 dozen).
made test
Perform-
The dozen donuts are
.
then halved by the
once
students and they are
asked to describe the
amount of donuts in
half- dozens.
Students discuss
.
terms for groups of
objects/things.
Such
as a pair of shoes, a
couple of dogs, a few
10