1st+Grade+Timeline

Version:1.0 StartHTML:0000000167 EndHTML:0000049406 StartFragment:0000000702 EndFragment:0000049390 __**Grade 1**__ __**Mathematics Timeline 2009-2010**__

__**Date**__ ||  || __**Standards**__ || __**Topic Title**__ || __**Topic #**__ || Sept || Name and write (in numerals) whole numbers to 100 0,  identify the place values of the digits, and order the numbers. || Numbers to 12 || Topic 1 || Identify and distinguish among multiple uses of numbers including cardinal (to tell how many) and ordinal (to tell which one in an ordered list), and numbers as labels and as measurement. ||  ||   ||  Identify, reproduce, describe, extend, and create simple rhythmic, shape, size, number, color, and letter repeating patterns. ||  ||   || Sept || Name and write (in numerals) whole numbers to 100 0,  identify the place values of the digits, and order the numbers. || Comparing and Ordering Numbers || Topic 2 || Compare whole numbers using terms and symbols (e.g., less than, equal to, greater than [<, =, >]). ||  ||   || Identify and distinguish among multiple uses of numbers including cardinal (to tell how many) and ordinal (to tell which one in an ordered list), and numbers as labels and as measurement. ||  ||   || Sept || Identify odd and even numbers and determine whether a set of objects has an odd or even number of elements. || Understanding Addition || Topic 3 ||   Write number sentences using +, -, <, =, and/or >  to represent mathematical relationships in everyday situations. ||  ||   ||  Demonstrate an understanding of various meanings of addition and subtraction (e.g., addition as combination [plus combined with, more]; subtraction as comparison [how much less, how much more], equalizing [how many more are needed to make these equal], and separation [how much remaining]). ||  ||   || Oct || Name and write (in numerals) whole numbers to 100 0,  identify the place values of the digits, and order the numbers. || Understanding Subtraction || Topic 4 || Demonstrate an understanding of various meanings of addition and subtraction (e.g., addition as combination [plus combined with, more]; subtraction as comparison [how much less, how much more], equalizing [how many more are needed to make these equal], and separation [how much remaining]). ||  ||   || Understand and use the inverse relationship between addition and subtraction (e.g., 8 + 6 = 14 is equivalent to 14 - 6 = 8 and is also equivalent to 14 - 8 = 6) to solve problems and check solutions. ||  ||   ||   Write number sentences using +, -,  <, =, and/or >  to represent mathematical relationships in everyday situations. ||  ||   || Oct || Identify and distinguish among multiple uses of numbers including cardinal (to tell how many) and ordinal (to tell which one in an ordered list), and numbers as labels and as measurement. || Five and Ten Relationships || Topic 5 || Demonstrate an understanding of various meanings of addition and subtraction (e.g., addition as combination [plus combined with, more]; subtraction as comparison [how much less, how much more], equalizing [how many more are needed to make these equal], and separation [how much remaining]). ||  ||   || Nov ||  Know addition facts (addends to 10) and related subtraction facts, and use them to solve problems. || Addition Facts to 12 || Topic 6 || Nov || Understand and use the inverse relationship between addition and subtraction (e.g., 8 + 6 = 14 is equivalent to 14 - 6 = 8 and is also equivalent to 14 - 8 = 6) to solve problems and check solutions. || Subtraction Facts to 12 || Topic 7 ||  Know addition facts (addends to 10) and related subtraction facts, and use them to solve problems. ||  ||   || <span style="font-family: Arial,sans-serif;"> <span style="font-family: Times New Roman,serif;"> Write number sentences using +, -,  <span style="font-family: Times New Roman,serif;"><, =, and/or > <span style="font-family: Times New Roman,serif;"> to represent mathematical relationships in everyday situations. ||  ||   || Dec || Identify, reproduce, describe, extend, and create simple rhythmic, shape, size, number, color, and letter repeating patterns. || Patterns || Topic 9 || Dec. || Name and write (in numerals) whole numbers to 100 0,  identify the place values of the digits, and order the numbers. || Counting and Number Patterns to 100 || Topic 10 || <span style="font-family: Times New Roman,serif;">Identify and distinguish among multiple uses of numbers including cardinal (to tell how many) and ordinal (to tell which one in an ordered list), and numbers as labels and as measurement. ||  ||   || Compare whole numbers using terms and symbols (e.g., less than, equal to, greater than [<, =, >]). ||  ||   || <span style="font-family: Times New Roman,serif;">Identify odd and even numbers and determine whether a set of objects has an odd or even number of elements. ||  ||   || <span style="font-family: Times New Roman,serif;">Identify different patterns on the hundreds chart. ||  ||   || <span style="font-family: Times New Roman,serif;">Skip count by twos, fives, and tens up to at least 50, starting at any number. ||  ||   || <span style="font-family: Arial,sans-serif;"> <span style="font-family: Times New Roman,serif;"> Organize, classify, represent, and interpret data using tallies, charts, tables, bar graphs, pictographs  <span style="font-family: Times New Roman,serif;">, <span style="font-family: Times New Roman,serif;">and Venn diagrams; interpret the representations. ||  ||   || Jan || Name and write (in numerals) whole numbers to 100 0,  identify the place values of the digits, and order the numbers. || Tens and Ones || Topic 11 || Demonstrate an understanding of various meanings of addition and subtraction (e.g., addition as combination [plus combined with, more]; subtraction as comparison [how much less, how much more], equalizing [how many more are needed to make these equal], and separation [how much remaining]). ||  ||   || <span style="font-family: Times New Roman,serif;">Skip count by twos, fives, and tens up to at least 50, starting at any number. ||  ||   || <span style="font-family: Arial,sans-serif;"> <span style="font-family: Times New Roman,serif;"> Organize, classify, represent, and interpret data using tallies, charts, tables, bar graphs, pictographs  <span style="font-family: Times New Roman,serif;">, <span style="font-family: Times New Roman,serif;">and Venn diagrams; interpret the representations. ||  ||   || Feb || Name and write (in numerals) whole numbers to 100 0,  identify the place values of the digits, and order the numbers. || Comparing and Ordering Numbers to 100 || Topic 12 || Demonstrate an understanding of various meanings of addition and subtraction (e.g., addition as combination [plus combined with, more]; subtraction as comparison [how much less, how much more], equalizing [how many more are needed to make these equal], and separation [how much remaining]). ||  ||   || Compare whole numbers using terms and symbols (e.g., less than, equal to, greater than [<, =, >]). ||  ||   || <span style="font-family: Times New Roman,serif;">Identify different patterns on the hundreds chart. ||  ||   || <span style="font-family: Arial,sans-serif;"> <span style="font-family: Times New Roman,serif;"> Write number sentences using +, -,  <span style="font-family: Times New Roman,serif;"><, =, and/or > <span style="font-family: Times New Roman,serif;"> to represent mathematical relationships in everyday situations. ||  ||   || Feb || <span style="font-family: Arial,sans-serif;"> <span style="font-family: Times New Roman,serif;"> Identify the value of all U.S. coins, and $1, $ <span style="font-family: Times New Roman,serif;">5, $10, and $20 <span style="font-family: Times New Roman,serif;"> <span style="font-family: Times New Roman,serif;"> bills. Find the value of a collection of coins and dollar bills and different ways to represent an amount of money up to $.50. <span style="font-family: Times New Roman,serif;">Use appropriate notation, e.g., $.69, $1.35. || Counting Money || Topic 13 || <span style="font-family: Arial,sans-serif;"> <span style="font-family: Times New Roman,serif;"> Write number sentences using +, -, <span style="font-family: Times New Roman,serif;"><, =, and/or > <span style="font-family: Times New Roman,serif;"> to represent mathematical relationships in everyday situations. ||  ||   || <span style="font-family: Times New Roman,serif;">Describe functions related to trading, including coin trades and measurement trades (e.g., five pennies make one nickel or four cups make a quart). ||  ||   || March || Describe attributes and parts of two- and three  -dimensional shapes (e.g., length of sides, and number of corners, edges, faces, and sides). || Geometry || Topic 8 || <span style="font-family: Times New Roman,serif;">Identify, describe, draw, and compare two-dimensional shapes, including both polygonal (up to six sides) and curved figures such as circles. ||  ||   ||
 * Sept** ||  ||   ||
 * Common Formative Assessment** ||  ||
 * Common Formative Assessment** ||  ||
 * 2.N.1**
 * Power**
 * Focal** ||
 * 2.N.2** ||
 * 2.N.2** ||
 * 2.P.1**
 * Power**
 * Focal** ||
 * Focal** ||
 * 2.N.1 Power**
 * Focal** ||
 * 2.N.4.** ||
 * 2.N.4.** ||
 * 2.N.2** ||
 * 2.N.2** ||
 * 2.N.5** ||
 * 2.P.6** ||
 * 2.P.6** ||
 * 2.N.7 Power**
 * Focal** ||
 * Focal** ||
 * 2.N.1 Power**
 * Focal** ||
 * 2.N.7 Power**
 * Focal** ||
 * Focal** ||
 * 2.N.8** ||
 * 2.N.8** ||
 * 2.P.6 Power**
 * Focal** ||
 * Focal** ||
 * 2.N.2** ||
 * 2.N.7**
 * Power**
 * Focal** ||
 * Focal** ||
 * 2.N.9** ||
 * 2.N.8** ||
 * 2.N.9**
 * Power**
 * Focal** ||
 * Focal** ||
 * 2.P.6**
 * Power**
 * Focal** ||
 * Focal** ||
 * 2.P.1**
 * Power**
 * Focal** ||
 * 2.N.1**
 * Power**
 * Focal** ||
 * 2.N.2** ||
 * 2.N.2** ||
 * 2.N.4.** ||
 * 2.N.4.** ||
 * 2.N.5** ||
 * 2.N.5** ||
 * 2.P.2** ||
 * 2.P.2** ||
 * 2.P.4** ||
 * 2.P.4** ||
 * 2.D.2**
 * Power** ||
 * Power** ||
 * 2.N.1**
 * Power**
 * Focal** ||
 * 2.N.7**
 * Power**
 * Focal** ||
 * Focal** ||
 * 2.P.4** ||
 * 2.P.4** ||
 * 2.D.2**
 * Power** ||
 * Power** ||
 * 2.N.1**
 * Power**
 * Focal** ||
 * 2.N.7**
 * Power**
 * Focal** ||
 * Focal** ||
 * 2.N.4.** ||
 * 2.N.4.** ||
 * 2.P.2** ||
 * 2.P.2** ||
 * 2.P.6**
 * Power**
 * Focal** ||
 * Focal** ||
 * 2.N.6**
 * Power** ||
 * 2.P.6**
 * Power**
 * Focal** ||
 * Focal** ||
 * 2.P.7** ||
 * 2.P.7** ||
 * 2.G.1**
 * Power**
 * Focal** ||
 * 2.G.2**
 * Focal** ||
 * Focal** ||
 * || ==<span style="font-family: Times New Roman,serif;">2.G.3 ==

<span style="font-family: Times New Roman,serif;">Recognize congruent shapes. ||  ||   || <span style="font-family: Times New Roman,serif;">Identify shapes that have been rotated (turned), reflected (flipped), translated (slid), and enlarged. Describe direction of translations (e.g., left, right, up, down). ||  ||   ||
 * Focal** ||
 * 2.G.4**
 * Focal** ||
 * Focal** ||
 * 2.G.5**
 * 2.G.5**

<span style="font-family: Times New Roman,serif;">Identify symmetry in two-dimensional shapes. ||  ||   || <span style="font-family: Times New Roman,serif;">Predict the results of putting shapes together and taking them apart. ||  ||   || March || Identify parts of the day (e.g., morning, afternoon, evening), days of the week, and months of the year. Identify dates using a calendar. || Time || Topic 15 || <span style="font-family: Arial,sans-serif;"> <span style="font-family: Times New Roman,serif;"> Tell time at <span style="font-family: Times New Roman,serif;">quarter <span style="font-family: Times New Roman,serif;"> half-hour intervals on analog and digital clocks using a.m. and p.m.     ||   ||   || <span style="font-family: Times New Roman,serif;">Make and use estimates of measurement, including time, volume, weight, and area. ||  ||   || <span style="font-family: Arial,sans-serif;"> <span style="font-family: Times New Roman,serif;">Formulate inferences (draw conclusions) and make educated guesses (conjectures) about a situation based on information gained from data. ||  ||   || April || Identify and represent common fractions ( ½, ⅓, ¼) as parts of wholes, parts of groups, and numbers on the number line. || Fractional Parts || Topic 19 || <span style="font-family: Arial,sans-serif;"> <span style="font-family: Times New Roman,serif;">Identify and distinguish among multiple uses of numbers including cardinal (to tell how many) and ordinal (to tell which one in an ordered list), and numbers as labels and as measurement. ||  ||   || <span style="font-family: Times New Roman,serif;">Formulate inferences (draw conclusions) and make educated guesses (conjectures) about a situation based on information gained from data. ||  ||   || April || ==<span style="font-family: Times New Roman,serif;">2.M.3 == || <span style="font-family: Times New Roman,serif;">Compare the length, weight, area, and volume of two or more objects by using direct comparison. || Measurement || Topic 14 || <span style="font-family: Times New Roman,serif;">Measure and compare common objects using metric and English units of length measurement (e.g., centimeter, and inch). ||  ||   || <span style="font-family: Times New Roman,serif;">Make and use estimates of measurement, including time, volume, weight, and area. ||  ||   || May || Use interviews, surveys, and observations to gather data about themselves and their surroundings. || Data and Graphs || Topic 18 || <span style="font-family: Arial,sans-serif;"> <span style="font-family: Times New Roman,serif;"> Organize, classify, represent, and interpret data using tallies, charts, tables, bar graphs, pictographs <span style="font-family: Times New Roman,serif;">, <span style="font-family: Times New Roman,serif;">and Venn diagrams; interpret the representations. ||  ||   || <span style="font-family: Times New Roman,serif;">Formulate inferences (draw conclusions) and make educated guesses (conjectures) about a situation based on information gained from data. ||  ||   || <span style="font-family: Times New Roman,serif;">Decide which outcomes of experiments are most likely. ||  ||   || <span style="font-family: Times New Roman,serif;">Relate geometric ideas to numbers (e.g., seeing rows in an array as a model of repeated addition). ||  ||   || May || Demonstrate an understanding of various meanings of addition and subtraction (e.g., addition as combination [plus combined with, more]; subtraction as comparison [how much less, how much more], equalizing [how many more are needed to make these equal], and separation [how much remaining]). || Addition Facts to 18 || Topic 16 || <span style="font-family: Times New Roman,serif;"> Know addition facts (addends to 10) and related subtraction facts, and use them to solve problems. ||  ||   || <span style="font-family: Arial,sans-serif;"> <span style="font-family: Times New Roman,serif;"> Construct and solve open sentences that have variables (e.g.,  <span style="font-family: Wingdings 2,serif;">   <span style="font-family: Times New Roman,serif;"> + 7 = 100). ||  ||   || <span style="font-family: Arial,sans-serif;"> <span style="font-family: Times New Roman,serif;"> Write number sentences using +, -,  <span style="font-family: Times New Roman,serif;"><, =, and/or > <span style="font-family: Times New Roman,serif;"> to represent mathematical relationships in everyday situations. ||  ||   || <span style="font-family: Arial,sans-serif;"> <span style="font-family: Times New Roman,serif;"> Organize, classify, represent, and interpret data using tallies, charts, tables, bar graphs, pictographs  <span style="font-family: Times New Roman,serif;">, <span style="font-family: Times New Roman,serif;">and Venn diagrams; interpret the representations. ||  ||   || May || <span style="font-family: Times New Roman,serif;">Understand and use the inverse relationship between addition and subtraction (e.g., 8 + 6 = 14 is equivalent to 14 - 6 = 8 and is also equivalent to 14 - 8 = 6) to solve problems and check solutions. || Subtraction Facts to 18 || Topic 17 || <span style="font-family: Times New Roman,serif;"> Know addition facts (addends to 10) and related subtraction facts, and use them to solve problems. ||  ||   || <span style="font-family: Arial,sans-serif;"> <span style="font-family: Times New Roman,serif;"> Write number sentences using +, -,  <span style="font-family: Times New Roman,serif;"><, =, and/or > <span style="font-family: Times New Roman,serif;"> to represent mathematical relationships in everyday situations. ||  ||   || June || Demonstrate an understanding of various meanings of addition and subtraction (e.g., addition as combination [plus combined with, more]; subtraction as comparison [how much less, how much more], equalizing [how many more are needed to make these equal], and separation [how much remaining]). || Adding and Subtracting with Tens and Ones || Topic 20 || <span style="font-family: Times New Roman,serif;">Identify different patterns on the hundreds chart. ||  ||   || <span style="font-family: Times New Roman,serif;">Skip count by twos, fives, and tens up to at least 50, starting at any number. ||  ||   || <span style="font-family: Arial,sans-serif;"> <span style="font-family: Times New Roman,serif;"> Write number sentences using +, -,  <span style="font-family: Times New Roman,serif;"><, =, and/or > <span style="font-family: Times New Roman,serif;"> to represent mathematical relationships in everyday situations. ||  ||   ||
 * Focal** ||
 * 2.G.6**
 * Focal** ||
 * Focal** ||
 * 2.M.1**
 * Power** ||
 * 2.M.2**
 * Power** ||
 * Power** ||
 * || ==<span style="font-family: Times New Roman,serif;">2.M.6 == ||
 * || ==<span style="font-family: Times New Roman,serif;">2.D.3 == ||
 * 2.N.3** ||
 * 2.N.2** ||
 * 2.N.2** ||
 * || ==<span style="font-family: Times New Roman,serif;">2.D.3 == ||
 * || ==<span style="font-family: Times New Roman,serif;">2.M.4 == ||
 * || ==<span style="font-family: Times New Roman,serif;">2.M.6 == ||
 * 2.D.1** ||
 * 2.D.2**
 * Power** ||
 * Power** ||
 * || ==<span style="font-family: Times New Roman,serif;">2.D.3 == ||
 * || ==<span style="font-family: Times New Roman,serif;">2.D.4 == ||
 * 2.G.7** ||
 * 2.G.7** ||
 * 2.N.7**
 * Power**
 * Focal** ||
 * 2.N.9**
 * Power**
 * Focal** ||
 * Focal** ||
 * 2.P.5** ||
 * 2.P.5** ||
 * 2.P.6**
 * Power**
 * Focal** ||
 * Focal** ||
 * 2.D.2**
 * Power**
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 * Focal** ||
 * 2.N.8** ||
 * 2.N.9**
 * Power**
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 * Focal** ||
 * 2.P.6 Power**
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 * Focal** ||
 * 2.N.7**
 * Power**
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 * 2.P.2** ||
 * 2.P.2** ||
 * 2.P.4** ||
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 * 2.P.6 Power**
 * Focal** ||
 * Focal** ||