Grade 1: Creating Routines Using Data
Additional resources are provided include, but are not limited to, the 1st grade curriculum map, 1st grade units 1-6, a differentiation resource alignment guide, suggested websites for 1st grade teachers, and resource texts. (Select Grade 1/ Unit 1)
Common Core Standards
Extend the counting sequence.
CCSS1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
Represent and interpret data.
CCSS1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
STANDARDS FOR MATHEMATICAL PRACTICE
MP.1 Make sense of problems and persevere in solving them.
MP.2 Reason abstractly and quantitatively.
MP.3 Construct viable arguments and critique the reasoning of others.
MP.4 Model with mathematics.
MP.6 Attend to precision.
MP.5 Use appropriate tools strategically.
MP.7 Look for and make use of structure.
MP.8 Look for and express regularity in repeated reasoning.
Description of Unit
This Grade 1 unit titled “Creating Routines Using Data” from the Georgia Department of Education establishes daily math routines to be carried out throughout the year. The intended length of the unit is approximately five weeks. The unit is comprised of 13 tasks that focus on the concept of number and time: counting quantities up to 120 in multiple ways, including words, pictures, and numerals; using counters and pictures to represent numbers in terms of tens and ones; posing questions, collecting, sorting, organizing, recording and interpreting data in tables and charts. These tasks (completed in whole group, student pairs, and individually) integrate ELA/Literacy with Mathematics as students engage in reading, writing, and speaking with Read-Alouds, math writing journals, and number talks. Links to a formative assessment and unit summative assessments are provided to measure depth of knowledge and higher order thinking skills.
Connecticut teachers should be cautioned that teacher notes and preparation materials are extensive and will require familiarity to be used effectively. Each activity lists the background knowledge and skills required to successfully complete the task. While many of the student materials used in the unit are included, some are not (but could be supplemented with others). The unit plan does not list any writing or speaking and listening standards, although the standards are addressed and could be added.
Rationale for Selection
This unit is a good example of a progression of learning where concepts and skills advance and deepen over time. Instruction reflects evidence of the keys shifts required by the CCSS. There are varied tasks that facilitate a mix of instructional approaches for a variety of learners with the use of multiple representations. The instructional plan targets the major work of the grade and allows time for students to develop their conceptual understanding through “hands-on” tasks and partner opportunities. Each task is accompanied with differentiation strategies for extensions and interventions. Teachers may use this curriculum as presented or integrate parts into a related, pre-existing curriculum. Direct links to the Sample Unit Assessments are included on page 9 of the Unit Materials.