Scott Foresman-Addison Wesley Mathematics Grade 1 Mathematics Curriculum Guides

17 Pages·2008·0.49 MB·English

by  Hillary Gilles

Milwaukee Public Schools Final Curriculum Guide - Grade 1 Scott Foresman – Addison Wesley Mathematics 2008-09

Scott Foresman-Addison Wesley Mathematics
Grade 1
Mathematics Curriculum Guides

Wisconsin MPS Wisconsin Assessment
Mathematics Learning Target Descriptors for Mathematics Curriculum
Standard (For Beginning Grade 2)

A. Note: Mathematical processes 1) Reasoning: Use reasoning and logic to:
Mathematical need to be embedded in all • Perceive patterns • Identify relationships
Processes mathematical strands • Formulate questions • Pose problems
throughout the school year. • Make conjectures • Justify strategies
r Math processes are assessed on • Test reasonableness of results
a
e the WKCE-CRT and reported
Y
e as a separate proficiency area. 2) Communication: Communicate mathematical ideas and reasoning using
h
T For example, students are the vocabulary of mathematics in a variety of ways (e.g., using words,
t asked to provide written numbers, symbols, pictures, charts, tables, diagrams, graphs, and models).
u
ho justifications and explanations,
g
u pose problems, and represent 3) Connections: Connect mathematics to the real world as well as within
o
r concepts. mathematics.
h
T
4) Representations: Create and use representations to organize, record, and
communicate mathematical ideas.

5) Problem Solving: Solve and analyze routine and non-routine problems.

Final Guide Scott Foresman-Addison Wesley Mathematics – Grade 1 Developed by the Milwaukee Mathematics Partnership with support
8/26/08 by the National Science Foundation under Grant No. 0314898.
Milwaukee Public Schools Final Curriculum Guide - Grade 1 Scott Foresman – Addison Wesley Mathematics

Time Curricular Connections MPS Learning Targets Wisconsin State Framework Assessment Descriptors Connections
Units/Lessons District Model CABS
September Readiness pages R1-R16 Number Operations and Number Operations and Relationships MPS Number
Relationships #1 Operations and
19 days Chapter 1 Patterns and Represent numbers, B.a:1 Read, write, and represent numbers to 100 using Relationships CABS:
Readiness for Addition and monetary values, and words, objects, number lines, and expanded form (e.g.,
Subtraction fractions (i.e., halves and 15 = 10 + 5), with emphasis on representing place-value • Number Sense
fourths) to show concepts. (1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9, 1.13) • Counting
1.1 Making 6 (NO&R) equivalency (e.g., Objects
1.2 Making 7 (NO&R) B.a:2 Compare and order whole numbers less than 100
5+5=8+2, 10 dimes is
1.3 Making 8 and 9 (NO&R) using tools and place-value concepts (e.g., hundreds
worth $1.00, 4 fourths is
1.4 Making 10 (NO&R) chart, number lines, bundles of ten sticks, connecting
the same as 1 whole) and
1.5 Problem Solving cubes). (1.6, 1.7, 1.8, 1.9)
to compare them. (1.1, 1.2,
Strategies: Use Objects
*The time (NO&R)* 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, B.b:6 Use and explain strategies (e.g., direct modeling,
allotted and the 1.6 1 and 2 More Than 1.9, 1.13) counting, numerical reasoning) to solve a variety of
emphasis on (NO&R) addition and subtraction word problems (e.g., change
these lessons are 1.7 1 and 2 Fewer Than Number Operations and unknown, comparison, part-whole) and write number
at the discretion (NO&R) Relationships #2 sentences that match the structure of the problems. (1.1,
of the teacher. 1.8 Comparing Numbers to 5 Use and explain strategies 1.2, 1.3, 1.4, 1.5, 1.9, 1.13)
These sub-skills and 10 (NO&R)* to solve addition and
are beyond the subtraction basic fact B.b:7 Use numerical reasoning or number relationships
1.9 Ordering Numbers
parameters of the problems (e.g., doubles (e.g., 8 + 5, first add 8 + 2, then add 3 more) and
Through 12 (NO&R)
state descriptors plus one, make a ten) and counting strategies (e.g., 7 – 5, start at 5, count up to 7,
1.10 Identifying the Pattern
and Milwaukee word problems (e.g., direct keep track of the counts) to solve addition and
Unit (AR)
Public Schools modeling). (1.1, 1.2, 1.3, subtraction basic fact problems. (1.1, 1.2, 1.3, 1.4, 1.6,
1.11 Translating Patterns
Learning Targets 1.4, 1.5, 1.6, 1.7, 1.9, 1.13) 1.7, 1.9, 1.13)
(AR)
for 1st grade.
1.12 Problem Solving Skill:
Algebraic Relationships Algebraic Relationships
Use Data From a Picture (AR)
#8
1.13 Problem Solving Describe and extend F.a:1 Recognize, describe, and extend repeating and
Application: It’s A Party repeating patterns, growing growing patterns, including attribute, numeric, and
(NO&R and AR)* patterns, and relationships geometric patterns, and “What’s My Rule?”

in tables and charts, relationships in tables and charts. (1.10, 1.11, 1.12,
including odd and even 1.13)
numbers. (1.10, 1.11, 1.12,

1.13)

Final Guide Scott Foresman-Addison Wesley Mathematics – Grade 1 Developed by the Milwaukee Mathematics Partnership with support 2
by the National Science Foundation under Grant No. 0314898.
Milwaukee Public Schools Final Curriculum Guide - Grade 1 Scott Foresman – Addison Wesley Mathematics
October Chapter 2 Understanding
Addition and Subtraction Number Operations and Number Operations and Relationships MPS Algebraic
20 days Relationships #1 Relationships CABS:
2.1 Stories About Joining Represent numbers, B.a:1 Read, write, and represent numbers to 100 using
(NO&R) monetary values, and words, objects, number lines, and expanded form (e.g., • Toy Cars
2.2 Using Counters to Add fractions (i.e., halves and 15 = 10 + 5), with emphasis on representing place-value • Number Sense

(NO&R) fourths) to show concepts. (2.3, 2.5, 2.11, 2.14, 2.15) • Secret Number
2.3 Algebra: Using Numbers equivalency (e.g.,
to Add (NO&R and AR) 5+5=8+2, 10 dimes is B.a:2 Compare and order whole numbers less than 100
2.4 Algebra: Zero in Addition worth $1.00, 4 fourths is using tools and place-value concepts (e.g., hundreds
(NO&R and AR)* the same as 1 whole) and chart, number lines, bundles of ten sticks, connecting
2.5 Vertical Addition (NO&R to compare them (2.3, 2.5, cubes). (2.13, 2.14)

and AR) 2.11, 2.13, 2.14, 2.15)
*The time 2.6 Algebra Problem Solving B.b:6 Use and explain strategies to solve addition and
allotted and the Strategy: Write a Number Number Operations and subtraction basic fact problems (e.g., doubles plus one,
emphasis on Sentence (NO&R and AR) Relationships #2 make a ten) and word problems (e.g., direct modeling).
these lessons are 2.7 Stories About Separating Use and explain strategies (2.1, 2.2, 2.3, 2.4, 2.6, 2.7, 2.8, 2.9, 2.12, 2.13, 2.14,
at the discretion (NO&R) to solve addition and 2.15, 3.1)
of the teacher. 2.8 Using Counters to Subtract subtraction basic fact
These sub-skills (NO&R) problems (e.g., doubles B.b:7 Use numerical reasoning or number
are beyond the 2.9 Algebra: Using Numbers plus one, make a ten) and relationships (e.g., 8 + 5, first add 8 + 2, then add 3
parameters of the to Subtract (NO&R and AR) word problems (e.g., direct more) and counting strategies (e.g., 7 – 5, start at 5,
state descriptors 2.10 Algebra: Zero in modeling). (2.1, 2.2, 2.3, count up to 7, keep track of the counts) to solve addition
and Milwaukee Subtraction (NO&R and AR)* 2.4, 2.6, 2.7, 2.8, 2.9, 2.12, and subtraction basic fact problems. (2.2, 2.4, 3.1, 3.2,
Public Schools 2.11 Vertical Subtraction 2.13, 2.14, 2.15, 3.1, 3.2, 3.3)
Learning Targets (NO&R) 3.3)
for 1st grade. 2.12 Algebra Problem Solving Algebraic Relationships
Skill: Choose an Operation Algebraic Relationships F.a:1 Recognize, describe, and extend repeating and
(NO&R and AR) #8 growing patterns, including attribute, numeric, and
2.13 Using Cubes to Compare Describe and extend geometric patterns, and “What’s My Rule?”
(NO&R)* repeating patterns, growing relationships in tables and charts. (2.5, 2.15)
2.14 Algebra: Using patterns, and relationships
Subtraction to Compare in tables and charts, F.b:3 Demonstrate understanding that the equals sign
(NO&R and AR)* including odd and even means “the same as” by solving open number sentences
2.15 Problem Solving numbers. (2.5, 2.15) (e.g., 3 + 2 = ❒ + 4; 5 = 1 + ❒); 3 + ❒ = 6) and true-
Applications: Bugs, Bugs, false statements. (2.3, 2.6, 2.9, 2.10, 2.12, 2.15)
Everywhere! (NO&R and
AR.)* F.b:4 Write number sentences that match the structure
of one-step word problems (e.g., write 5 + ❒ = 9 for a
change unknown word problem) (2.3, 2.6, 2.9, 2.10,
2.12)

Final Guide Scott Foresman-Addison Wesley Mathematics – Grade 1 Developed by the Milwaukee Mathematics Partnership with support 3
by the National Science Foundation under Grant No. 0314898.
Milwaukee Public Schools Final Curriculum Guide - Grade 1 Scott Foresman – Addison Wesley Mathematics
October / Chapter 3: Strategies for Number Operations and Number Operations and Relationships MPS Number
November Addition Facts to 12 Relationships #1 Operations and
Represent numbers, B.a:1 Read, write, and represent numbers to 100 using Relationships CABS:
3.1 Counting on 1, 2, or 3 monetary values, and words, objects, number lines, and expanded form (e.g.,
13 days (NO&R) fractions (i.e., halves and 15 = 10 + 5), with emphasis on representing place-value • How Many of
3.2 Algebra: Adding in Any fourths) to show concepts. (3.4) Each – Marbles
Order (NO&R and AR)* equivalency (e.g., • Number Sense
3.3 Adding 1, 2, or 3 (NO&R) 5+5=8+2, 10 dimes is B.b:6 Use and explain strategies (e.g., direct modeling, • Bracelets
3.4 Adding Using a Number worth $1.00, 4 fourths is counting, numerical reasoning) to solve a variety of
Line (NO&R) the same as 1 whole) and addition and subtraction word problems (e.g., change
3.5 Problem Solving Skill: to compare them. (3.4) unknown, comparison, part-whole) and write number
Extra Information sentences that match the structure of the problems. (3.1, MPS Algebraic
(NO&R)* Number Operations and 3.5, 3.8, 3.9, 3.10) Relationships CABS:
*The time 3.6 Doubles (NO&R) Relationships #2 • True False
allotted and the 3.7 Doubles Plus 1 (NO& R Use and explain strategies B.b:7 Use numerical reasoning or number Number
emphasis on and AR) to solve addition and relationships (e.g., 8 + 5, first add 8 + 2, then add 3 Sentences
these lessons are 3.8 Sums of 10 (NO&R) subtraction basic fact more) and counting strategies (e.g., 7 – 5, start at 5,
at the discretion 3.9 Problem Solving Strategy: problems (e.g., doubles count up to 7, keep track of the counts) to solve addition
of the teacher. Draw a Picture (NO&R) plus one, make a ten) and and subtraction basic fact problems. (3.1, 3.2, 3.3, 3.4,
These sub-skills 3.10 Problem Solving word problems (e.g., direct 3.5, 3.6, 3.7, 3.8, 3.9, 3.10)
are beyond the Applications: Hop to It! modeling). (3.1, 3.2, 3.3,
parameters of the (NO&R) 3.4, 3.5, 3.6, 3.7, 3.8, 3.9, Algebraic Relationships
state descriptors 3.10)
and Milwaukee F.b:3 Demonstrate understanding that the equals sign
Public Schools Algebraic Relationships means “the same as” by solving open number sentences
Learning Targets #9 (e.g., 3 + 2 = ❒ + 4; 5 = 1 + ❒); 3 + ❒ = 6) and true-
for 1st grade. Explain use of notation to false statements. (3.7)
show equality and model
word problems, and solve F.c:6 Demonstrate understanding of the commutative
simple open number property by explaining that the answer to problems such
sentences and true-false as 3 + 4 is the same as the answer to 4 + 3 because
statements. (3.2, 3.7) changing the order of the numbers in an addition
statement does not change the answer. (3.2)

Final Guide Scott Foresman-Addison Wesley Mathematics – Grade 1 Developed by the Milwaukee Mathematics Partnership with support 4
by the National Science Foundation under Grant No. 0314898.
Milwaukee Public Schools Final Curriculum Guide - Grade 1 Scott Foresman – Addison Wesley Mathematics
December Chapter 4: Strategies for Number Operations and Number Operations and Relationships MPS Number
Subtraction Facts to 12 Relationships #1 Operations CABS:
15 days Represent numbers, B.a:1 Read, write, and represent numbers to 100 using
4.1 Counting Back Using a monetary values, and words, objects, number lines, and expanded form (e.g., • Secret
Number Line (NO&R fractions (i.e., halves and 15 = 10 + 5), with emphasis on representing place-value Number
and AR) fourths) to show concepts. (4.1)
4.2 Counting Back (NO&R) equivalency (e.g.,
4.3 Using Doubles to Subtract 5+5=8+2, 10 dimes is B.b:6 Use and explain strategies (e.g., direct modeling,
(NO&R) worth $1.00, 4 fourths is counting, numerical reasoning) to solve a variety of
4.4 Algebra: Problem the same as 1 whole) and addition and subtraction word problems (e.g., change
Solving Strategy: Write a to compare them. (4.1) unknown, comparison, part-whole) and write number
*The time Number Sentence sentences that match the structure of the problems. (4.2,
allotted and the (NO&R and AR) Number Operations and 4.3, 4.4, 4.7, 4.8, 4.9)
emphasis on 4.5 Algebra: Using Related Relationships #2
these lessons are Facts (NO&R and AR) Use and explain strategies B.b:7 Use numerical reasoning or number
at the discretion 4.6 Algebra: Fact Families to solve addition and relationships (e.g., 8 + 5, first add 8 + 2, then add 3
of the teacher. (NO&R and AR) subtraction basic fact more) and counting strategies (e.g., 7 – 5, start at 5,
These sub-skills 4.7 Algebra: Using Addition problems (e.g., doubles count up to 7, keep track of the counts) to solve addition
are beyond the Facts to Subtract (NO&R plus one, make a ten) and and subtraction basic fact problems. (4.2, 4.3, 4.4, 4.5,
parameters of the and AR) word problems (e.g., direct 4.6, 4.7, 4.8, 4.9)
state descriptors 4.8 Problem Solving Skill: modeling). (4.1, 4.2, 4.3,
and Milwaukee Choose an Operation 4.4, 4.5, 4.6, 4.7, 4.8, 4.9) B.b:9 Explain and show the relationship between
Public Schools (NO&R and AR) addition and subtraction using objects and pictures.
Learning Targets 4.9 Problem Solving (4.5, 4.6, 4.7)
for 1st grade. Applications: Playful Algebraic Relationships
Puppies (NO&R and AR) #9 Algebraic Relationships
Explain use of notation to
show equality and model F.b:3 Demonstrate understanding that the equals sign
word problems, and solve means “the same as” by solving open number sentences
simple open number (e.g., 3 + 2 = ❒ + 4; 5 = 1 + ❒); 3 + ❒ = 6) and true-
sentences and true-false false statements. (4.1, 4.6)
statements. (4.1, 4.4, 4.6,
4.8, 4.9) F.b:4 Write number sentences that match the structure
of one-step word problems (e.g., write
5 + ❒ = 9 for a change unknown word problem). (4.4,
4.8, 4.9)

Final Guide Scott Foresman-Addison Wesley Mathematics – Grade 1 Developed by the Milwaukee Mathematics Partnership with support 5
by the National Science Foundation under Grant No. 0314898.
Milwaukee Public Schools Final Curriculum Guide - Grade 1 Scott Foresman – Addison Wesley Mathematics
January Chapter 5: Geometry and Number Operations and Number Operations and Relationships MPS Geometry
Fractions Relationships #1 CABS
18 days Represent numbers, B.a:5 Represent halves and fourths using objects and • Cookie Pattern
5.1 Identifying Solid Figures monetary values, and pictures to explain the meaning of fractions as parts of a Symmetry
(G) fractions (i.e., halves, and whole. (5.10, 5.11, 5.12, 5.13, 5.14) • Faces
5.2 Flat Surfaces and Vertices fourths) to show • Comparing
(G) equivalency (e.g., B.b:8 Explain Strategies for estimating, organizing, Shapes
5.3 Relating Planes Shapes to 5+5=8+2, 10 dimes is and counting collections of objects up to 100, • Shapes in Motion
Solid Figures (G) worth $1.00, 4 fourths is emphasizing groups of ten and five. (5.9, 5.15 • Fill the Shape
5.4 Identifying Plane Shapes the same as 1 whole) and
(G) to compare them. (5.10, Geometry
*The time 5.5 Properties of Plane Shapes 5.11, 5.12, 5.13, 5.14)
allotted and the (G) C.a:1 Identify and describe properties of polygons
emphasis on 5.6 Same Size and Same Number Operations and (e.g., closed, number of sides and angles, symmetry)
these lessons are Shape (G) Relationships #3 and polyhedra (e.g, faces, edges, vertices). (5.1, 5.2,
at the discretion 5.7 Symmetry (G) Estimate and explain 5.3, 5.4, 5.5, 5.6, 5.7, 5.16)
of the teacher. 5.8 Slides, Flips, and Turns strategies (e.g., make equal
These sub-skills (G) groups, skip count) to C.a:2 Describe, sort, and classify everyday objects by
are beyond the 5.9 Make an Organized List count collections of objects geometric properties. (5.1, 5.3, 5.4, 5.5, 5.16)
parameters of the (NO&R and G) up to 100. (5.1, 5.2, 5.3,
state descriptors 5.10 Equal Parts (NO&R) 5.4, 5.5, 5.6, 5.7, 5.16) C.a:3 Describe how to combine and decompose two-
and Milwaukee 5.11 Halves (NO&R) dimensional shapes to make other shapes (e.g., use
Public Schools 5.12 Thirds and Fourths Geometry #4 pattern blocks to build a hexagon from triangles). (5.9)
Learning Targets (NO&R)* Describe, list, and compare
for 1st grade. 5.13 Fractions of a Set geometric properties of C.a:4 Trace and identify the two-dimensional shapes
(NO&R) two-dimensional and three- made by tracing the faces of polyhedra (e.g., all six
5.14 Non-unit Fractions dimensional shapes and faces of a cube are squares). (5.6)
(NO&R) objects. (5.1, 5.2, 5.3, 5.4,
5.15 Use Data From a Chart 5.5, 5.6, 5.7, 5.8, 5.16) C.a:5 Recognize that the orientation of a shape does
(NO&R) not change its identity (e.g., a rotated square is still a
5.16 Shapes All Around Us Geometry #5 square). (5.6, 5.8)
(G)* Describe relationships
between shapes when they
have been combined or
decomposed and between
objects on a simple
coordinate map. (5.1, 5.2,
5.3, 5.4, 5.5, 5.6, 5.7, 5.9,
5.16)

Final Guide Scott Foresman-Addison Wesley Mathematics – Grade 1 Developed by the Milwaukee Mathematics Partnership with support 6
by the National Science Foundation under Grant No. 0314898.
Milwaukee Public Schools Final Curriculum Guide - Grade 1 Scott Foresman – Addison Wesley Mathematics
February Chapter 6: Time Number Operations and Number Operations and Relationships MPS Measurement
Relationships #2 CABS:
6.1 Minutes (M) Use and explain strategies B.b:6 Use and explain strategies (e.g., direct modeling,
20 days 6.2 Understanding the Hour to solve addition and counting, numerical reasoning) to solve a variety of • Calendar
and Minute Hands (M) subtraction basic fact addition and subtraction word problems (e.g., change Math
6.3 Telling and Writing Time problems (e.g., doubles unknown, comparison, part-whole) and write number • Telling Time
to the Hour (M) plus one, make a ten) and sentences that match the structure of the problems.
6.4 Telling and Writing Time word problems (e.g., direct (6.11)
to the Half Hour (M) modeling). (6.11)
6.5 Act It Out (M)* Geometry
6.6 Ordering Events (M) Geometry #4
6.7 Estimating Lengths of Describe, list, and compare C.a:1 Identify and describe properties of polygons
*The time Time (M) geometric properties of (e.g., closed, number of sides and angles, symmetry)
allotted and the 6.8 Use Data from a Schedule two-dimensional and three- and polyhedra (e.g., faces, edges, vertices). (6.11)
emphasis on (M and S&P)* dimensional shapes and
these lessons are 6.9 Days of the Week (M) objects. (6.11) Measurement
at the discretion 6.10 Months of the Year (M)
of the teacher. 6.11 What’s Inside the Measurements #6 D.a:1 Use everyday language to describe measurable
These sub-skills Egg?(M, G and NO&R)* Describe measurable attributes of objects (e.g., height, length, distance
are beyond the attributes and identify, around, weight, mass, capacity), time, and temperature.
parameters of the estimate, and use non- (6.1, 6.6, 6.7, 6.9, 6.10)
state descriptors standard and standard units
and Milwaukee to measure attributes of D.a:2 Identify appropriate non-standard units (e.g.,
Public Schools objects, time and paper clips, cubes) and standard units (e.g., inches,
Learning Targets temperature. (6.1, 6.2, 6.3, minutes, hours, days, months, degrees Fahrenheit) to
for 1st grade. 6.4, 6.5, 6.6, 6.7, 6.8, 6.9, quantify measurable attributes. (6.1, 6.7, 6.9, 6.10)
6.10, 6.11)
D.b:3 Read and interpret measuring instruments to
Statistics and Probability quantify measurable attributes of objects using non-
#7 standard units and standard units to the nearest whole
Pose questions for unit (e.g., nearest inch or nearest number of paper
collecting numerical and clips). (6.2, 6.3, 6.4, 6.5, 6.8)
categorical data, display
and draw conclusions to D.b:6 Tell time to the nearest hour or half-hour using
answer questions, and analog clocks and tell time using digital clocks. (6.2,
identify the likelihood of 6.3, 6.4, 6.5, 6.8, 6.11)
events. (6.8) Statistics and Probability
E.a:4 Analyze data displays to draw reasonable
conclusions and answer questions in the context of the
data (e.g., most people in our class like chocolate ice
cream). (6.8)

Final Guide Scott Foresman-Addison Wesley Mathematics – Grade 1 Developed by the Milwaukee Mathematics Partnership with support 7
by the National Science Foundation under Grant No. 0314898.
Milwaukee Public Schools Final Curriculum Guide - Grade 1 Scott Foresman – Addison Wesley Mathematics
February / Chapter 7: Counting to 100 Number Operations and Number Operations and Relationships Number Operations
March Relationships #1 and Relationships
7.1 Numbers to 19 (NO&R) Represent numbers, B.a:1 Read, write, and represent numbers to 100 using CABS:
14 days 7.2 Counting by 10s to 100 monetary values, and words, objects, number lines, and expanded form (e.g., • Scoops
(NO&R) fractions (i.e., halves and 15 = 10 + 5), with emphasis on representing place-value • Number
7.3 Hundred Chart (NO&R) fourths) to show concepts. (7.1, 7.2, 7.3, 7.4, 7.5, 7.6, 7.7, 7.8, 7.9, 7.10, Sense
7.4 Counting with Groups of equivalency (e.g., 7.11, 7.12, 7.13)
10 and Leftovers (NO&R) 5+5=8+2, 10 dimes is
7.5 Estimating with Groups of worth $1.00, 4 fourths is B.a:2 Compare and order numbers less than 100 using
10 (NO&R) the same as 1 whole) and tools and place-value concepts (e.g., hundreds chart,
7.6 Use Data from a Graph to compare them. (7.1, 7.2, number lines, bundles of tens sticks, connecting cubes).
(NO&R and S&P)* 7.3, 7.4, 7.5, 7.6, 7.7, 7.8, (7.3, 7.5, 7.7, 7.8, 7.10)
*The time 7.7 Skip-Counting Patterns on 7.9, 7.10, 7.11, 7.12, 7.13)
allotted and the the Hundred Chart B.a:3 Skip count by twos, fives, tens, hundreds and
emphasis on (NO&R and AR) Number Operations and count on by ones and tens starting at various points
these lessons are 7.8 Using Skip Counting Relationships #2 (e.g., 23, 33, 43, 53, 63). (7.2, 7.4, 7.5, 7.6, 7.7, 7.8,
at the discretion (NO&R and AR) Use and explain strategies 7.9, 7.11, 7.13)
of the teacher. 7.9 Look for a Pattern to solve addition and
These sub-skills (NO&R and AR) subtraction basic fact B.a:4 Count and compare collections of coins up to
are beyond the 7.10 Before, After, and problems (e.g., doubles one dollar. (7.2)
parameters of the Between (NO&R) plus one, make a ten) and
state descriptors 7.11 Odd and Even Numbers word problems (e.g., direct B.b:6 Use and explain strategies (e.g., direct modeling,
and Milwaukee (NO&R and AR) modeling). (7.1, 7.2, 7.4, counting, numerical reasoning) to solve a variety of
Public Schools 7.12 Ordinal Numbers Through 7.5, 7.9, 7.13) addition and subtraction word problems (e.g., change
Learning Targets Twentieth (NO&R) unknown, comparison, part-whole) and write number
for 1st grade. 7.13 By the Sea (NO&R)* Number Operations and sentences that match the structure of the problems. (7.1,
Relationships #3 7.2, 7.4, 7.13)
Estimate and explain
strategies (e.g., make equal B.b:7 Use numerical reasoning or number
groups, skip count) to relationships (e.g., 8 + 5, first add 8 + 2, then add 3
count collections of objects more) and counting strategies (e.g., 7 – 5, start at 5,
up to 100. (7.2, 7.4, 7.5, count up to 7, keep track of the counts) to solve addition
7.6, 7.7, 7.8, 7.9, 7.11, and subtraction basic fact problems. (7.4, 7.9)
7.13)
B.b:8 Explain strategies for estimating, organizing,
and counting collections of objects up to 100,
emphasizing groups of ten and five. (7.2, 7.4, 7.5, 7.6,
7.9)

Final Guide Scott Foresman-Addison Wesley Mathematics – Grade 1 Developed by the Milwaukee Mathematics Partnership with support 8
by the National Science Foundation under Grant No. 0314898.
Milwaukee Public Schools Final Curriculum Guide - Grade 1 Scott Foresman – Addison Wesley Mathematics
February / Statistics and Probability Statistics and Probability
March #7
Pose questions for E.a:1 Pose questions that can be answered by
collecting numerical and collecting numerical and categorical data. (7.6)
categorical data, display
and draw conclusions to E.a:4 Analyze data displays to draw reasonable
answer questions, and conclusions and answer questions in the context of the
identify the likelihood of data (e.g., most people in our class like chocolate ice
events. (7.6) cream). (7.6)

*The time Algebraic Relationships
allotted and the Algebra #8
emphasis on Describe and extend F.a:1 Recognize, describe, and extend repeating and
these lessons are repeating patterns, growing growing patterns, including attribute, numeric, and
at the discretion patterns, and relationships geometric patterns, and “What’s My Rule?”
of the teacher. in tables and charts, relationships in tables and charts. (7.7, 7.8, 7.9)
These sub-skills including odd and even
are beyond the numbers. (7.7, 7.8, 7.9, F.a:2 Explain how to determine if a whole number less
parameters of the 7.11, 7.13) than 20 is odd or even. (7.11, 7.13)
state descriptors
and Milwaukee
Public Schools
Learning Targets
for 1st grade.

Final Guide Scott Foresman-Addison Wesley Mathematics – Grade 1 Developed by the Milwaukee Mathematics Partnership with support 9
by the National Science Foundation under Grant No. 0314898.
Milwaukee Public Schools Final Curriculum Guide - Grade 1 Scott Foresman – Addison Wesley Mathematics
March / April Chapter 8: Place Value, Number Operations and Number Operations and Relationships MPS Statistics and
Data, and Graphs Relationships #1 Probability CABS:
21 days Represent numbers, B.a:1 Read, write, and represent numbers to 100 using
8.1 Numbers Made with Tens monetary values, and words, objects, number lines, and expanded form (e.g., • What’s your
(NO&R) fractions (i.e., halves and 15 = 10 + 5), with emphasis on representing place-value Favorite?
8.2 Tens and Ones (NO&R) fourths) to show concepts. (8.1, 8.2, 8.3, 8.4, 8.5, 8.6, .8.7, 8.8, 8.9, 8.10, • Grab and
8.3 Expanded Form (NO&R) equivalency (e.g., 8.16, 8.17) Graph
8.4 Ways to Make Numbers 5+5=8+2, 10 dimes is • Looking at
(NO&R) worth $1.00, 4 fourths is B.a:2 Compare and order numbers less than 100 using Graphs
8.5 Use Objects (NO&R)* the same as 1 whole) and tools and place-value concepts (e.g., hundreds chart,
8.6 1 More, 1 Less; 10 More, to compare them. (8.1, 8.2, number lines, bundles of tens sticks, connecting cubes).
*The time 10 Less (NO&R) 8.3, 8.4, 8.5, 8.6, 8.7, 8.8, (8.2, 8.3, 8.4, 8.5, 8.6, 8.7, 8.8, 8.9, 8.10, 8.17)
allotted and the 8.7 Comparing Numbers: 8.9, 8.10, 8.16, 8.17)
emphasis on Greater Than, Less Than, B.a:3 Skip count by twos, fives, tens, hundreds and
these lessons are Equal (NO&R) Number Operations and count on by ones and tens starting at various points
at the discretion 8.8 Number-Line Estimation: Relationships #3 (e.g., 23, 33, 43, 53, 63). (8.1, 8.6, 8.17)
of the teacher. Numbers to 100 (NO&R) Estimate and explain
These sub-skills 8.9 Ordering Three Numbers strategies (e.g., make equal B.b:8 Explain Strategies for estimating, organizing,
are beyond the (NO&R and AR) groups, skip count) to and counting collections of objects up to 100,
parameters of the 8.10 Hundreds (NO&R) count collections of objects emphasizing groups of ten and five. (8.1, 8.5, 8.17)
state descriptors 8.11 Sorting (G and S&P)* up to 100. (8.1, 8.5, 8.6,
and Milwaukee 8.12 Making Graphs (S&P) 8.17) Geometry
Public Schools 8.13 Making Bar Graphs
Learning Targets (S&P) Geometry #4 C.a:2 Describe, sort, and classify everyday objects by
for 1st grade. 8.14 Using Tally Marks (S&P) Describe, list, and compare geometric properties. (8.11)
8.15 Coordinate Grids (G) geometric properties of
8.16 Use Data from a Map two-dimensional and three- C.c:6 Describe using informal language how to travel
NO&R and G) dimensional shapes and from one location to another on a simple two-
8.17 Let’s Make Soup! (NO&R objects. (8.11) dimensional coordinate map system (e.g., start at the
and S&P)* post office and go over two blocks and up three blocks
Geometry #5 to get to the library). (8.15, 8.16)
Describe relationships
between shapes when they Statistics and Probability
have been combined or
decomposed and between E.a:1 Pose questions that can be answered by
objects on a simple collecting numerical and categorical data. (8.12, 8.13,
coordinate map. (8.15, 8.14)
8.16)
E.a:2 Determine and then carry out ways to collect
and organize data. (8.11, 8.12, 8.13, 8.14, 8.17)

Final Guide Scott Foresman-Addison Wesley Mathematics – Grade 1 Developed by the Milwaukee Mathematics Partnership with support 10
by the National Science Foundation under Grant No. 0314898.