Month

Sept.

Completed √

NYS Content Performance Indicator #

Half Hollow Hills CSD Mathematics Curriculum Overview Grade 1 2009-2010 NYS content performance indicator the lessons Textbook Lessons & are addressing Supplemental Materials

1.N.1

Count the items in a collection and know the last counting word tells how many items are in the collection (1 to 100)

1.N.3

Quickly see and label with a number, collections of 1 to 10

1.N.10 1.N.14

Draw pictures or other informal symbols to represent a spoken number up to 20 Read the number words one, two, three…ten

2.N.12

Use zero as the identity element for addition

2.N.13

Recognize the meaning of zero in the place value system (0-100) Compare and order whole numbers up to 100 Use the words higher, lower, greater, and less to compare two numbers Determine and discuss patterns in arithmetic (what comes next in repeating pattern, using numbers objects) Explore and use place value

1.3 -Zero

Develop an initial understanding of the base ten system: 10 ones = 1 ten, 10 tens = 1 hundred

1.7 #’s 11-15 1.8 #’s 16-20 (with supplemental materials)

1.N.16 1.N.22 1.A.1 1.N.15 1.N.17 (revisited in March and June)

1.1-numbers 1-10 1.5 reading for math; compare and contrast 1.7 numbers 11-15 1.1 numbers 1-10 1.2 more numbers 1-10 1.7 #’s11-15 1.1 numbers 1-10 1.2 numbers 1-10 1.3 more numbers 1-10 1.3-Zero

1.4 compare numbers 1.4 compare numbers 1.6 find a pattern 1.7 #’s11-15

Page - 1 - Mathematics Curriculum Overview – Grade 1, 2009-2010 Note: Although all content performance indicators listed must be addressed, you should use your own professional judgment about the specific pacing that is most appropriate for your students.

Month

Completed √

NYS Content Performance Indicator # 1.N.9

Count backwards from 20 by 1’s

1.8 #’s 16-20 (with Supplemental materials)

1.N.8

Verbally count from a number other than one by 1’s

1.9 order #’s to 20 (with Supp.Materials)

21 Use before, after, or between to order numbers to 100 (with or without the use of a number line

1.9 order #’s to 20 (with Supp. Materials)

Use and understand verbal ordinal terms, first to tenth Use and understand verbal ordinal terms, first to twentieth Understand and use ideas such as over, under, above, below, on, beside, next to, and between

1.10 ordinal numbers 1.10 ordinal numbers

Use a variety of strategies to compose and decompose onedigit numbers

2.1 add 2.2 addition sentences 2.7 add across and down 2.1 add 2.3 sums to 6 2.4 sums to 8 2.3 sums to 6 2.4 sums to 8

1.N.21 (revisited in March) K.N.11 1.N.23 K.G.5

Oct.

Half Hollow Hills CSD Mathematics Curriculum Overview Grade 1 2009-2010 NYS content performance indicator the lessons Textbook Lessons & are addressing Supplemental Materials

District –Wide Assessment Chapter 1 1.N.18 (revisited in December & January

1.N.29 (revisited in November, January April and May)

1.N.27 (revisited in November, December, January, April and June)

Understand that different parts can be added to get the same whole Use a variety of strategies to solve addition and subtraction problems with one- and two-digit numbers without regrouping

12.1 positioning 12.2 following directions

Page - 2 - Mathematics Curriculum Overview – Grade 1, 2009-2010 Note: Although all content performance indicators listed must be addressed, you should use your own professional judgment about the specific pacing that is most appropriate for your students.

Month

Completed â&#x2C6;&#x161;

NYS Content Performance Indicator # 1.N. 24 (revisited in November, December, April and May)

2.N.12

Half Hollow Hills CSD Mathematics Curriculum Overview Grade 1 2009-2010 NYS content performance indicator the lessons Textbook Lessons & are addressing Supplemental Materials Develop and use strategies to solve addition and subtraction word problems

2.6 strategy: draw a picture

Use zero as the identity element for addition

Demonstrate fluency and apply addition and subtraction facts to and including 10

Collect and record data related to a question

2.10 decision making

Use a variety of strategies to solve addition and subtraction problems with one- and two-digit numbers without regrouping

3.1 count on to add 3.2 more count on to add 3.3 doubles 3.4 doubles plus 1 3.8 more addition to 12 3.10 add 3 numbers 3.5 reading for math-using picture clues to solve problems 3.6 write a number sentence

(revisited in December)

1.N.28 (revisited in January and April)

1.S.2 (revisited November, December, February, and March)

Nov.

District Wide Assessment Chapter 2 1.N.27 (revisited in December, January, April and June)

1.N.25 (revisited in January, March, April and June)

Represent addition and subtraction word problems and their solutions as number sentences

Page - 3 - Mathematics Curriculum Overview â&#x20AC;&#x201C; Grade 1, 2009-2010 Note: Although all content performance indicators listed must be addressed, you should use your own professional judgment about the specific pacing that is most appropriate for your students.

Month

Completed â&#x2C6;&#x161;

NYS Content Performance Indicator # 1.N.26 (revisited in December and April)

1.N.24 (revisited in December, January and April)

1.N.19 1.N.29

Dec.

1.S.2 District Wide Assess. Chapter3 1.N.27

Half Hollow Hills CSD Mathematics Curriculum Overview Grade 1 2009-2010 NYS content performance indicator the lessons Textbook Lessons & are addressing Supplemental Materials Create problem situations that represent a given number sentence Develop and use strategies to solve addition and subtraction word problems

3.5 reading for math-using picture clues to solve problems 3.6 write a number sentence 3.6 write a number sentence

Understand the commutative property of addition Understand that different parts can be added to get the same whole Collect and record data related to a question

3.7 turnaround facts 3.9 ways to name numbers

Use a variety of strategies to solve addition and subtraction problems with one- and two-digit numbers without regrouping

4.1- subtract 4.2- subtraction sentences 4.3- subtract from 5 and 6 4.4- subtract from 7 and 8 4.7- subtract across and down 4.9- subtract to compare 4.10- use addition to check subtraction 4.3- subtract from 5 and 6 4.4- subtract from 7 and 8 4.7- subtract across and down 4.10- use addition to check subtraction 4.5- reading for math- draw conclusions 4.6- strategy- act it out

1.N.18

Use a variety of strategies to compose and decompose onedigit numbers

1.N.24

Develop and use strategies to solve addition and subtraction word problems

3.11 decision making

Page - 4 - Mathematics Curriculum Overview â&#x20AC;&#x201C; Grade 1, 2009-2010 Note: Although all content performance indicators listed must be addressed, you should use your own professional judgment about the specific pacing that is most appropriate for your students.

Month

Completed √

NYS Content Performance Indicator # 2.N.12 1. N.26

Jan.

1.S.2 District –wide assessment chapter 3 1.N.9

Half Hollow Hills CSD Mathematics Curriculum Overview Grade 1 2009-2010 NYS content performance indicator the lessons Textbook Lessons & are addressing Supplemental Materials Use zero as the identity element for addition Create problem situations that represent a given number sentence Collect and record data related to a question

4.8- subtract zero and subtract all 4.11- problem solving- decision making

Count backwards from 20 by 1’s

5.1 –Count Back to subtract 5.2 More Count back to Subtract 5.1 Count back to Subtract 5.2 more count back to subtract 5.4 related subtraction facts 5.5 more subtraction 5.9 missing addends 5.3 doubles to subtract

1.N.27

Use a variety of strategies to solve addition and subtraction problems with one- and two-digit numbers without regrouping

1.N.28

Demonstrate fluency and apply addition and subtraction facts to and including 10 Determine sums and differences of number sentences means (e.g., families, related facts, inverse operations, addition doubles, and doubles plus one)

(revisited in April)

2.N.15 (revisited in May)

1.N.29

Understand that different parts can be added to get the same whole

1.N.24

Develop and use strategies to solve addition and subtraction word problems

4.11- problem solving- decision making

5.3 doubles to subtract

5.4 related subtraction facts 5.10 fact families 5.11 ways to name numbers 5.6 problem solving-reading for math

Page - 5 - Mathematics Curriculum Overview – Grade 1, 2009-2010 Note: Although all content performance indicators listed must be addressed, you should use your own professional judgment about the specific pacing that is most appropriate for your students.

Month

Completed â&#x2C6;&#x161;

NYS Content Performance Indicator # 1.N.25

Half Hollow Hills CSD Mathematics Curriculum Overview Grade 1 2009-2010 NYS content performance indicator the lessons Textbook Lessons & are addressing Supplemental Materials Represent addition and subtraction word problems and their solutions as number sentences

5.7 problem solving-write a number sentence

1.N.18

Use a variety of strategies to compose and decompose onedigit numbers

5.8 relate addition to subtraction 5.10 fact families

1.N.15

Explore and use place value

5.10 fact families

Pose questions about themselves and their surroundings

5.12 problem solving-decision making

Answer simple questions related to data displayed in pictographs (e.g., category with most, how many more in a category compared to another, how many all together in two categories) Interpret data in terms of the words: most, least, greater than, less than, or equal to

6.1 Make a graph 6.2 Picture graphs 6.3 Problem solving-drawing conclusions

Collect and record data related to a question

6.5 Strategy-make a table 6.7 Make a graph 6.7 B-Make a chart 6.5 Strategy-make a table

(revisited In March, April, and June)

(revisited in June)

1.S.1 (revisited in February and March)

Feb.

District Wide Assessment Chapter 5 1.S.7 (revisited in March)

1.S.6 (revisited in March and June)

1.S.2 (revisited in March)

1.S.9

Construct a question that can be answered by using information from a graph

6.4 Explore tally marks and tables

Page - 6 - Mathematics Curriculum Overview â&#x20AC;&#x201C; Grade 1, 2009-2010 Note: Although all content performance indicators listed must be addressed, you should use your own professional judgment about the specific pacing that is most appropriate for your students.

Month

Completed √

NYS Content Performance Indicator # 1.S.4

Mar.

1.S.1 1.S.5 District Wide Assessment Chapter 6 1.N.5

Half Hollow Hills CSD Mathematics Curriculum Overview Grade 1 2009-2010 NYS content performance indicator the lessons Textbook Lessons & are addressing Supplemental Materials Display data in bar graphs using concrete objects with intervals of one Pose questions about themselves and their surroundings Use Venn diagrams to sort and describe data

Skip count by 10’s to 100

(revisited in June)

1.N.17 (revisited in April and June)

1.N.2 1.N.30 1.N.25 (revisited in April and June)

1S.2 1.S.6

Develop an initial understanding of the base ten system: 10 ones = 1 ten 10 tens = 1 hundred Count out (produce) a collection of a specified size (10 to 100 items), using groups of ten Estimate the number in a collection to 50 and then compare by counting the actual items in the collection Represent addition and subtraction word problems and their solutions as number sentences Collect and record data related to a question Interpret data in terms of the words: most, least, greater than, less than, or equal to

6.6 Bar graph 6.7B Make a chart Supplemental-Venn diagram

7.1 Tens 7.4 Numbers to 100 7.9 Number patterns 7.12 Skip count by 5’s and 10’s 7.2 Tens and ones 7.3 Numbers to 50 7.7 Problem solving-summarizing 7.4 Numbers to 100 7.6 Number sense 7.7 Problem solving -summarizing

7.8 Problem solving-make a graph 7.8 Problem solving-make a graph

Page - 7 - Mathematics Curriculum Overview – Grade 1, 2009-2010 Note: Although all content performance indicators listed must be addressed, you should use your own professional judgment about the specific pacing that is most appropriate for your students.

Month

Completed √

NYS Content Performance Indicator # 1.S.7

1.N.4 1.N.20

1.N.22 1.N.13 1.N.21

Half Hollow Hills CSD Mathematics Curriculum Overview Grade 1 2009-2010 NYS content performance indicator the lessons Textbook Lessons & are addressing Supplemental Materials Answer simple questions related to data displayed in pictographs (e.g., category with most, how many more in a category compared to another, how many all together in two categories) Count by 1’s to 100

7.8 Problem solving-make a graph

Name the number before and the number after a given number, and name the number(s) between two given numbers up to 100 (with and without the use of a number line or a hundreds chart) Use the words higher, lower, greater, and less to compare two numbers Write numbers to 100

7.9 Number patterns

7.9 Number patterns

7.10 Compare numbers 7.11 Order numbers 7.12 Skip count by 5’s and 10’s 7.11 Order numbers

1.N.6

Use before, after, or between to order numbers to 100 (with or without the use of a number line) Skip count by 5’s to 50

1.N.7

Skip count by 2’s to 20

7.13 Skip count by 2’s

Use concrete materials to justify a number as odd or even

7.14 Odd and even numbers

Pose questions about themselves and their surroundings

7.15 Problem solving-decision making

2.N.14 1.S.1

7.12 Skip count by 5’s and 10’s

District Wide Assessment Chapter 7 Page - 8 - Mathematics Curriculum Overview – Grade 1, 2009-2010 Note: Although all content performance indicators listed must be addressed, you should use your own professional judgment about the specific pacing that is most appropriate for your students.

Month

Apr.

Completed √

NYS Content Performance Indicator #

Half Hollow Hills CSD Mathematics Curriculum Overview Grade 1 2009-2010 NYS content performance indicator the lessons Textbook Lessons & are addressing Supplemental Materials

1.M.4

Know vocabulary and recognize coins (penny, nickel dime, quarter)

8.1- pennies and nickels 8.2- dimes and quarters

1.M.5

Recognize the cent notation as ¢

1.M.6

Use different combinations of coins to make money amounts up to 25 cents Demonstrate fluency and apply addition and subtraction facts to and including 10

8.1- pennies and nickels 8.2- dimes and quarters 8.8- add and subtract money amounts and supplemental 8.1- pennies and nickels 8.2- dimes and quarters 8.8- add and subtract money amounts and supplemental

1.N.28 District-wide assessment chapter 8 1.N.27

1.N.17 1.N.28

Use a variety of strategies to solve addition and subtraction problems with one- and two-digit numbers without regrouping

Develop an initial understanding of the base ten system: 10 ones = 1 ten, 10 tens = 1 hundred Demonstrate fluency and apply addition and subtraction facts to and including 10

9.1- doubles 9.2- doubles plus one 9.4- 7,8,9, to make a ten 9.5- more addition to 20 9.6- add three numbers 9.7- add three numbers in any order 9.10- doubles to subtract 9.11- related subtraction facts 9.3- patterns with ten 9.5- more addition to twenty

Page - 9 - Mathematics Curriculum Overview – Grade 1, 2009-2010 Note: Although all content performance indicators listed must be addressed, you should use your own professional judgment about the specific pacing that is most appropriate for your students.

Month

Completed â&#x2C6;&#x161;

NYS Content Performance Indicator # 1.N.24 1.N.25 1.N.26 1.N.29

May

1.N.29

2.N.15

1.N.24 District Wide Assessment Chapter 9 1.M.8

1.M.9

Half Hollow Hills CSD Mathematics Curriculum Overview Grade 1 2009-2010 NYS content performance indicator the lessons Textbook Lessons & are addressing Supplemental Materials Develop and use strategies to solve addition and subtraction word problems Represent addition and subtraction word problems and their solutions as number sentences Create problem situations that represent a given number sentence Understand that different parts can be added to get the same whole Understand that different parts can be added to get the same whole Determine sums and differences of number sentences by various means (e.g., families, related facts, inverse operations, addition doubles, and doubles plus one) Develop and use strategies to solve addition and subtraction word problems

Tell time to the hour, using both digital and analog clocks

Know the days of the week and months of the year in sequence

9.8- reading for math- details 9.9- choose the operation 9.8- reading for math- details 9.9 Choose the operatio 9.11- related subtraction facts 9.12 Addition and subtraction to 20 9.13 More addition and subtraction to 20 9.14 Fact families 9.14 Fact families

9.15 Problem solving: decision making

10.1 Time to the hour 10.2 Time to the half hour 10.3 More time 10.4 Reading for math sequencing 10.6 Calendar

Page - 10 - Mathematics Curriculum Overview â&#x20AC;&#x201C; Grade 1, 2009-2010 Note: Although all content performance indicators listed must be addressed, you should use your own professional judgment about the specific pacing that is most appropriate for your students.

Month

Jun.

Completed â&#x2C6;&#x161;

NYS Content Performance Indicator #

Half Hollow Hills CSD Mathematics Curriculum Overview Grade 1 2009-2010 NYS content performance indicator the lessons Textbook Lessons & are addressing Supplemental Materials

1.M.10

Classify months and connect to seasons and other events

10.6 Calendar

1.M.7

Recognize specific times (morning, noon, afternoon, evening)

10.7 Making sense of time and supplementals

Recognize length as an attribute that can be measured

11.1 Explore length 11.2 Inch 11.1 Explore length

District Wide Assessment Chapter 10 1.M.1 1.M.2

1.M.11 1.M.3 2.M.3 District Wide Assessment Chapter 11 1.G.5 1.G.2

Use non-standard units (including finger lengths, paper clips, studentsâ&#x20AC;&#x2122; feet and paces) to measure both vertical and horizontal lengths Select and use non-standard units to estimate measurements Informally explore the standard unit of measure, inch

11.1 Explore length 11.2 Inch

Compare and order objects according to the attribute of length

11.6 Strategy-logical reasoning and supplemental materials

Recognize geometric shapes and structures in the environment Recognize, name, describe, create, sort, and compare twodimensional and three-dimensional shapes

12.3 Solid Figures 12.4 Solid and plane figures (supplementals) 12.4 Solid and plane figures (supplemetals) 12.5 Plane figures 12.8 More plane figures 12.9 Make shapes

Page - 11 - Mathematics Curriculum Overview â&#x20AC;&#x201C; Grade 1, 2009-2010 Note: Although all content performance indicators listed must be addressed, you should use your own professional judgment about the specific pacing that is most appropriate for your students.

Month

Completed â&#x2C6;&#x161;

NYS Content Performance Indicator #

Half Hollow Hills CSD Mathematics Curriculum Overview Grade 1 2009-2010 NYS content performance indicator the lessons Textbook Lessons & are addressing Supplemental Materials 12.11 Decision making

1.A.1 2.G.3 1.G.1 1.G.3 1.G.4 District Wide Assessment Chapter 12 ***3.N.10 ***Enrichment

Determine and discuss patterns in arithmetic (what comes next in a repeating pattern, using numbers or objects) Compose (put together) and decompose (break apart) twodimensional shapes Match shapes and parts of shapes to justify congruency

12.7 Find a pattern 12.9 Make shapes 12.10 Same size and shape

Experiment with slides, flips, and turns of two-dimensional shapes Identify symmetry in two-dimensional shapes

Supplementals

Develop an understanding of fractions as part of a whole unit and as parts of a collection

13.1 Equal parts 13.2 Halves 13.3 Fourths 13.4 Thirds and sixths 13.5 Reading for math using illustrations 13.6 Strategy-draw a picture 13.7 Fractions of a group 13.8 Probability Supplementals 13.9 Decision Making

Supplementals

Page - 12 - Mathematics Curriculum Overview â&#x20AC;&#x201C; Grade 1, 2009-2010 Note: Although all content performance indicators listed must be addressed, you should use your own professional judgment about the specific pacing that is most appropriate for your students.

Month

Completed √

NYS Content Performance Indicator #

Half Hollow Hills CSD Mathematics Curriculum Overview Grade 1 2009-2010 NYS content performance indicator the lessons Textbook Lessons & are addressing Supplemental Materials

1.N.5

Skip count by 10’s to 100

1.N.17

Develop an initial understanding of the base ten system: 10 ones = 1 ten 10 tens = 1 hundred Use a variety of strategies to solve addition and subtraction problems with one- and two-digit numbers without regrouping

1.N.27

1.N.25 1>N.15 1.S.6

Represent addition and subtraction word problems and their solutions as number sentences Explore and use place value Interpret data in terms of the words: most, least, greater than, less than, or equal to

14.1 Add 10’s 14.7 Subtract 10’s 14.1 Add 10’s 14.3 Add 2 digit numbers 14.4 More add 2 digit numbers 14.1 Add 10’s 14.3 Add 2 digit numbers 14.4 More add 2 digit numbers 14.7 Subtract 10’s 14.9 Subtract 2 digit numbers 14.10 More subtract 2 digit numbers 14.6 Reading for math 14.12 Strategy: Guess and check 14.9 Subtract 2 digit numbers 14. 10 More subtract 2 digit numbers 14.7 Subtract 10’s

Page - 13 - Mathematics Curriculum Overview – Grade 1, 2009-2010 Note: Although all content performance indicators listed must be addressed, you should use your own professional judgment about the specific pacing that is most appropriate for your students.