Grade 1 DescriptionInstructional time for grade one focuses developing understanding of addition, subtraction, and strategies for addition and subtraction within 20 by using a variety of concrete objects to model adding to, taking from and comparing situations to develop meaning for the operations of adding and subtracting. They will have experiences to help them understand connections between counting and adding and subtracting.Students will also be provided the opportunity for understanding and using properties of addition to create sophisticated strategies for adding fluently. Student will also develop understanding of whole number relationships and place value, including grouping in tens and ones. By giving students opportunities to build, discuss, and use methods of adding tens and ones, they will develop number sense that will be required for their mathematical careers.Students will progress their understanding of linear measurement and measuring lengths by developing their understanding of the meaning and process of measurement by building up the length of an object with equal sized units.Lastly, students will have exposure to composing and decomposing plane or solid figures and build understanding of part and whole relationships as well as the properties of original and composite shapes. They will be able to determine how these shapes are alike and different and develop the background for measurement.
Grade 1 Units of Study
Supporting Documents and Homelinks
Math lessons often provide students with Home/Study Links, which promote follow-up and provide enrichment of the course material. They also offer opportunities for you to become involved in your child’s math education.
Homelinks Unit 4
Homelinks Unit 6
Grade 1 RoutinesMath Routines are an integral part of the curriculum and having students carry out these daily routines gives them real life interaction with the concepts they are studying. In the beginning of the year, the teacher is responsible for introducing, completing and sharing the classroom routines with students. However, as the year progresses children should begin taking control of the completion and presentation of routines. When students take over, routine jobs are completed prior to being share with the class.Routines start the first day and are completed every school day thereafter, with the exception of the Daily Schedule. This routine will begin when the unit on time is being implemented. Some aspects of routines change as the year progresses and those changes are noted in the procedure guidelines for each unit.The use of routines in the classroom will give students opportunities to engage in discussion each day with their peers about number sense. Ways they will do this are chorally counting from a number other than 1, building numbers with base-10 blocks, subitizing and unitizing for number fluency and adding sums to 10, organizing, representing, and interpreting data from real life situations and asking and answering questions about the total number of data points and “how many more?” and “how many less?” questions from one category to another.