Richmond Public Schools
Pulling It All Together
Grade 1
Mathematics
Department of Instruction & Accountability
2006
RICHMOND PUBLIC SCHOOLS
DEPARTMENT OF INSTRUCTION
01 MATHEMATICS
CURRICULUM COMPASS
COMMITTEE
Sherrard Gardner
Oranetta Holmes
Rebecca Gay
Pulling It All Together
Phyllis Bell
Patricia Maggio
Donna Jacobs
Kenya R. Wallach
Maria F. Crenshaw
Instructional Specialist
Instructional Specialist – Title I
Victoria S. Oakley
Director of Instruction
Dr. Yvonne W. Brandon
Associate Superintendent – Instruction & Accountability
COPYRIGHT©2006
Richmond City Public Schools
Richmond, Virginia
ALL RIGHTS RESERVED
NO PART OF THIS PUBLICATION MAY BE REPRODUCED OR TRANSMITTED IN ANY FORM OR BY ANY MEANS ELECTRONIC
OR MECHANICAL, INCLUDING PHOTOCOPY, RECORDING, OR ANY INFORMATION STORAGE AND RETRIEVAL SYSTEM,
WITHOUT PERMISSION FROM RICHMOND CITY PUBLIC SCHOOLS.
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
2006 - 2007
Pacing Guide
1st semester
1st nine weeks
2nd nine weeks
Mathematics – Grade 01
Standards of Learning
Suggested Time
Period
Strands/Concepts

Pretest/Review

All Strands

1 week

1.1

Number and Number Sense: Counting, Writing

1-2 weeks

1.4

Number & Number Sense: Counting, Writing

1 week/weekly

1.3

Number & Number Sense: Place Value, Counting

1 week/weekly

1.7

Computation & Estimation: Magnitude

1 week/weekly

1.2

Number & Number Sense:

1–2 weeks

1.5

Number & Number Sense: Magnitude

1 week

1.21*

Patterns, Functions & Algebra: Patterns

Weekly

Review/Testing

Nine Week Objectives

1 week

1.8

Computation & Estimation: +/- Whole Numbers

2-3 weeks/Weekly

1.9

Computation & Estimation: +/- Whole Numbers

2-3 weeks

1.10

Measurement: Money

1 week

1.6

Number & Number Sense: Fractional Concepts

1 week

Review/Testing

Nine Week Objectives

1 week
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RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
2nd semester
3rd nine weeks
4th nine weeks
Mathematics – Grade 01
Standards of Learning
Suggested Time
Period
Strands/Concepts

1.8

Computation & Estimation: +/- Whole Numbers

Ongoing

1.12

Measurement: Weight/Mass

2 weeks

1.14

Measurement: Weight/Mass

2-3 days

1.13

Measurement: Liquid Volume

2-3 days

1.11

Measurement: Time

1-2 weeks

1.16

Geometry: Two-Dimensional (Plane)

3-5 days

1.17

Geometry: Objects in Space and Figures

2-5 days

1.15

Geometry: Objects in Space and Figures

2-5 days

Review/Testing

1.8

Computation & Estimation: +/- Whole Numbers

Ongoing

1.18

Probability & Statistics: Data

1 weeks/weekly

1.19
Collection/Interpretation

2 week/weekly

1.20
Probability & Statistics: Data

1 week

1.21
Collection/Interpretation

1-3 weeks

Review/Testing

Patterns, Functions & Algebra: Sort & Classify

1 week

Patterns, Functions & Algebra: Patterns

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RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1

Nine Week Objectives
Blueprint for Grade 3 Mathematics Test
No. Of Items/ %
13 / 26%
Reporting Categories
Organizing Topics
Standards
Whole Numbers: Representation and Relationships
1.1, 1.2, 1.3,
Number and Number Sense
1.4, 1.5, 1.7
Whole Number Operations & Estimation
11 / 22%
Computation and Estimation
12 / 24%
Measurement and Geometry
1.8, 1.9
Addition and Subtraction
Measurement: Money
1.10
Measurement: Length, Weight/Mass
1.12
Measurement: Weight/Mass
1.14
Measurement: Liquid Volume
1.13
Measurement: Time
1.11
Geometry: Two Dimensional (Plane)
1.16, 1.17
Geometry: Spatial Relationships,
1.15
Statistics: Collect, Organize, Display, Analyze, and
7 / 14%
Probability and Statistics
Interpret Data
1.18, 1.19
Patterns and Functions:
Mathematics – Grade 01
iv
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
7 / 14%
Total Items
50
Mathematics – Grade 01
Patterns, Functions and Algebra
Representations and Relationships
1.20, 1.21
60 (10 Field Test Items)
No SOLs are excluded from this test
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RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
Strand:
Organizing Topics:
Number and Number Sense
Whole Numbers: Representations & Relationships
Standard: 1.1
The student will count objects in a given set containing between 1 and 100 objects.
Objectives
The student will:
Count objects in a given
set containing between 1
and 100 objects and write
the corresponding numeral.
Essential Knowledge, Skills, and Processes
The student will use problem solving,
mathematical communication, mathematical
reasoning, connections, and representations to
Count by rote from 1 to 100.
Write numerals for the numbers 1 to 100.
Count a randomly placed collection of objects
containing between 1 and 100 items and write
the corresponding numeral.
Resources
Suggested Activities - Books & Materials
Technology Integration - Field Trips
Activities:
 HM Math Expressions:
0-10 U1 L1, 2, 3, 4, 5, 6, 8, 9, 10, 12, 13,
14,
 11-20 U4 L2, 3, U5 L4, 5
 0-99 U4 L6-12, U5 L1, 2, 3, 6, 7, 8, 9. 10, 15,
U8 L1
 "Pick A Card, Any Card" VDOE Mathematics
Enhanced Scope and Sequence, Grade 1
 "Watermelon Fun", Parts 1-3 VDOE
Mathematics Enhanced Scope and Sequence,
Grade 1
 "Numbers to 100" VDOE Mathematics
Enhanced Scope and Sequence, Grade 1
 "The Magic Money Box" VDOE
 Mathematics Enhanced Scope and Sequence,
Grade 1
 "Weigh Fun" VDOE Mathematics Enhanced
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
Scope and Sequence, Grade 1
Mix edible items (M&M’s, Gummi Bears,
animal crackers, etc.), in a bowl, have the
students sort and put into cups, count the
items in each cup, write the correct number
on a card and place beside the cup.
 Use physical models to represent numbers up
to 99.
 Using flashcards with numbers written on
them (0-99) have the students match sets with
flash cards.
 Play “Concentration or Match Game” using
numerals and sets.
 Count days in school (make time-line)
celebrate 100th day with counting 100 objects.
 Read “M&M Counting Book”, “Two Ways to
Count to Ten”, “The Very Hungry
Caterpillar” and/or “ Anno’s Counting Book”
 Illustrate a counting book..
 Make sand numbers.
 Make number puzzles. (Match objects to the
set with the correct number)
Books/Materials:
 RPS Curriculum Framework, August,
2002, Grade 1
 RPS Elementary Mathematics Teaching
Strategy/Activity Booklet, Grade 1, SOL 1.1
 Houghton Mifflin Mathematics Grade 1 :
TE: 9A-9B, 9-12, 13A-13B, 13-16, 17AMathematics – Grade 01
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RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
17B, 17-19, 275, 277A-277B, 277-278, 279A279B,279,280, 281A-281B, 281-282, 283A283B, 283-285, 287A-287B, 287-288,289A289B, 289-290, 291A-291B, 291-292, 303A303B, 303-304, 307A-307B, 307-308, 323A323B, 323-324, 325A- 325B, 325-326
PE: 9-19, 277-285, 287-292, 303-304,
307-308, 323-326
 Unit Resources:
Reteach: 1.2, 1.3, 1.4, 10.1, 10.2, 10.3,
10.4, 10.5, 10.6, 10.7, 11.1, 11.3, 12.1,
12.2
Practice: 1.2, 1.3, 1.4, 10.1, 10.2, 10.3,
10.4
10.5, 10.6, 10.7, 11.1, 11.3, 12.1, 12.2
Enrichment: 1.2, 1.3, 1.4, 10.1, 10.2,
10.3
10.5, 10.6, 10.7, 11.1, 11.3, 12.2
Problem Solving: 1.2, 1.3, 1.4, 10.1, 10.2,
10.3, 10.4, 10.5, 10.7, 11.1, 12.2
Homework: 1.2, 1.3, 1.4, 10.1, 10.2, 10.3,
10.4, 10.5, 10.6, 10.7, 11.1, 11.3, 12.1,
12.2
Practice Workbook: 1.2, 1.3, 1.4, 10.1,
10.2, 10.3, 10.4, 10.5, 10.6, 10.7, 11.1,
11.3, 12.1, 12.2
Chapter Challenges: 55, 61
Read Aloud Big Books: 323B
Math Center: Each lesson has a mathrelated activity
 ELL Handbook: 46-47
Mathematics – Grade 01
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RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
 Lesson Transparencies: 1.2, 1.3, 1.4, 10.1,
10.2, 10.3, 10.4, 10.5, 10.6, 10.7, 11.1, 11.3,
12.1, 12.2
 Teaching Transparencies: 323
 Chapter Intervention: 133, 134, 137, 139
 Test Prep Transparencies:1.2, 11.1, 12.2
 AYP: 32, 300, 320, 340
 HM Math Expressions:
0-10 U1 L1, 2, 3, 4, 5, 6, 8, 9, 10, 12, 13,
14,
11-20 U4 L2, 3, U5 L4, 5
0-99 U4 L6-12, U5 L1, 2, 3, 6, 7, 8, 9. 10,
15, U8 L1
 Saxon Math, Grade 1, Lessons: 2 to 5, 8, 11 to
15-1, 16 to 19, 20-1, 21 to 25-1, 26 to 29, 31
to 35-1, 36 to 39, 41 to 45-1, 46 to 49, 51 to
55-1, 56 to 59, 61 to 65-1, 66 to 69, 70-1, 71
to 75-1, 76 to 79, 81 to 85-1, 86 to 89, 90-1,
91 to 95-1, 96 to 99, 101 to 105-1, 106 to 109,
111 to 115-1, 116 to 119, 121 to 125-1, 126 to
129, 131 to 135
Manipulatives:
Base-10 materials, place value charts, DigiBlocks, cubes, linking cubes, counters, 10
frames, bean sticks, color tiles, Cuisenaire rods,
money, calculators, number cards (0-9), blank
index cards, number tiles, graph paper, markers
Other:
Mathematics – Grade 01
9
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
HM Math Building Vocabulary Kit
Technology Integration:
 HM Technology Connection: 9B, 13B,
17B, 277B, 2791B, 281B, 283, 287B,
289, 291B, 303B, 307B, 323B, 325B
 HM Ways to Success: 1.2, 1.3, 10.1, 10.3,
10.5, 10.7, 11.1, 11.3, 12.1,
 www.funbrain.com - see One False
Move, Connect the Dots
 www.aaamath.com/namllanumbers.
html - Whole class lesson counting to
100
 www.eduplace.com/kids/mw/
 http://www.pen.k12.va.us/VDOE/
EnhancedSandS/mathematics.shtml
Field Trips:
Count objects at various locations such as:
 Ukrops
 Maymont Animal Zoo
 Children’s Museum
 Math and Science Center
 Botanical Gardens
Mathematics – Grade 01
10
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
Key Terms/
Vocabulary
count on
Methods of
Instruction
Small Group
Peer Tutoring
Guided practice
Direct Instruction
Cooperative grouping
Methods of
Assessment
Group discussions
Writing Assignment
eduTest Assessment
HM VSOL Test Prep
Student reports
Test Wizard test
HM Ways to Assess
Teacher created test/quiz
Textbook Resource Kit activities
HM Assessment Book
Mathematics – Grade 01
number
numerals
number line
count back
zero
11
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
Strand:
Organizing Topics:
Standard: 1.1
Number and Number Sense
Whole Numbers
The student count objects in a given set containing 1 and 100 objects.
Understanding the Standards
Teacher Notes

There are three developmental levels of counting:
- rote sequence;
- one-to-one correspondence; and
- the cardinality of numbers.

Counting involves two separate skills: verbalizing the list of standard number words in order (“one, two, three,”) and connecting
this sequence with the items in the set being counted, using one-to-one correspondence. Association of number words with
collections of objects is achieved by moving, touching, or pointing to objects as the number words are spoken.

The last number stated represents the number of objects in the set. This is known as the cardinality of the set.


Rote counting is a prerequisite skill for the understanding of addition, subtraction, and the ten-to-one concept of place value.
Articulating the characteristics of each numeral when writing numbers has been found to reduce the amount of time it takes to learn
to write numerals.
Essential Understandings
Students
All students should:
Use the correct oral counting sequence to tell how many objects are in a set.
 Write numerals correctly.
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
Strand:
Organizing Topics:
Standard: 1.2
Number and Number Sense
Whole Numbers: Representations and Relationships
The student will group a collection of objects into tens and ones.
Resources
Objectives
The student will:
Group a collection of up to
100 objects into tens and
ones and write the
corresponding numeral to
develop an understanding
of place value.
Mathematics – Grade 01
Essential Knowledge, Skills, and Processes
The student will use problem solving, mathematical
communication, mathematical reasoning, connections, and
representations to:

Group a collection of objects into sets of tens
and ones.

Write the numeral that corresponds to the total
number of objects in a given collection of
objects that have been grouped into sets of
tens and ones.
Suggested Activities - Books & Materials
Technology Integration - Field Trips
Activities:
 HM Math Expressions: U1 L1-10, L15 U5
L1-4, L7, L8, L10 U8 L1-13 U2 L7-8
 "Pick A Card, Any Card" VDOE Mathematics
Enhanced Scope and Sequence, Grade1
 "Watermelon Fun", Parts 1-4 VDOE
Mathematics Enhanced Scope and Sequence
 "Numbers to 100" VDOE Mathematics
Enhanced Scope and Sequence
 "The Magic Money Box" VDOE Mathematics
Enhanced Scope and Sequence
 Have a daily or weekly estimation jar:
Students estimate the number of items
(candies, animal crackers, cubes, etc.) in a jar
then determine the actual amount by
grouping and counting by tens.
 Compare Game: One student rolls two dice
and uses those numbers to form a two-digit
number. A second student does the same
thing. Each student uses place value
13
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
materials to form his/her number.
 Play Bingo, but instead of calling the number
call out place value – B one ten and four
ones (for 14)
 Use place value pocket chart daily to group
the number of school days by using one
straw per day and bundle them when you get
to ten.
 Read “One Hundred Hungry Ants.”
Books/Materials:

RPS Curriculum Framework, August, 2002Grade 1, SOL 1.2
 RPS Elementary Mathematics Teaching
Strategy/Activity Booklet, Grade 1, SOL 1.2
 Houghton Mifflin Mathematics Grade1:
TE: 277A-277B, 277-278, 279A-279B,
279-280, 281A-281B, 281-282, 283A283B, 283-285, 287A-287B, 287-288, 289A289B 289-290, 291A-291B, 291-292, 293A293B, 293-295, 307A-307B, 307-308, 325A325B, 325-326, 327A-327B, 327-328
PE: 277-285, 287-295, 307-308, 325-328
 Unit Resources:
Reteach: 10.2, 10.3, 10.4, 10.5, 10.6, 10.7,
10.8, 11.3
Practice: 10.2, 10.3, 10.4, 10.5, 10.6, 10.7,
10.8, 11.3
Enrichment: 10.2, 10.3, 10.4, 10.5, 10.6,
10.7, 10.8, 11.3
Mathematics – Grade 01
14
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1










Problem Solving: 10.2, 10.3, 10.4, 10.5, 10.6,
10.7, 10.8, 11.3
Homework: 10.2, 10.3, 10.4, 10.5, 10.6, 10.7,
10.8, 11.3
English Learners: 10 3, 10.4, 10.5. 10.6
Practice Workbook: 10.2, 10.3, 10.4, 10.5,
10.6, 10.7, 10.8, 11.3
Chapter Challenges: 57, 59
Read Aloud Big Books: 279B, 284
Math Center: Each lesson has a math-related
activity
ELL Handbook: 47-50
Lesson Transparencies: 10.2, 10.3, 10.4, 10.5,
10.6, 10.7, 10.8, 11.3
Teaching Transparencies: 279, 281, 283, 289,
307, 327
Chapter Intervention: 130-134, 136
Test Prep Transparencies: 10.4, 10.6, 10.8
AYP: 300, 320, 340
HM Math Expressions: U1 L1-10, L15
U5 L1-4, L7, L8, L10 U8 L1-13 U2 L7-8
 Saxon Math, Grade 1, Lessons: 11 to 19, 21 to
29, 31 to 39, 41 to 49, 51 to 59, 61 to 65.1, 66
to 69, 71 to 75.1, 76 to 79, 81 to 84, 86 to 89,
91 to 99, 101 to 109, 111 to 119, 121 to 129,
131 to 135
Mathematics – Grade 01
15
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
Manipulatives:
Base-10 materials, place value charts, DigiBlocks, cubes, linking cubes, counters, 10frames, bean stick, color tiles, Cuisenaire rods,
number cards, money, calculators
Other:
HM Building Vocabulary Kit
Technology Integration:
 HM Technology Connection : 279B, 281B,











Mathematics – Grade 01
283B, 287B, 289B, 291B, 293B, 323B,
325B, 327B
HM Ways to Success: 10.2, 10.3, 10.4,
10.5, 10.6, 10.8, 11.3
HM Math Tracks: 10.2, 10.5, 10.6, 10.8
www.eduplace.com
www.aaamath.com
www.funbrain.com
www.education.jlab.org/ place value
www.k111.k12il.us/king/math.html Click on Calculator, then click on Place
value
Math Processor: Activities 11 & 12
Math Blaster, Jr. “Place Value Fun”
www.edutest.com
http://www.pen.k12.va.us/VDOE/
EnhancedSandS/mathematics.shtml
16
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
Field Trips:
 Ukrops
 Math and Science Center
Key Terms/
Vocabulary
tens
Methods of
Instruction
Small Group
Peer Tutoring
Guided practice
Direct Instruction
Cooperative grouping
Methods of
Assessment
Group discussions
Writing Assignment
eduTest Assessment
HM Assessment Book
Student reports
Test Wizard test
HM Ways to Assess
HM VSOL Book
Teacher created test/quiz
Textbook Resource Kit activities
HM Fast Facts
Mathematics – Grade 01
ones
regroup
skip count
count
17
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
Strand:
Organizing Topics:
Standard: 1.2
Number and Number Sense
Whole Numbers: Representations and Relationships
The student will group a collection of objects into tens and ones.
Understanding the Standards
Teacher Notes

There are three developmental levels of counting:
rote sequence
one-to-one correspondence; and
the cardinality of numbers.

Counting involves two separate skills: verbalizing the list of standard number words in order (“one, two, three,”) and connecting
this sequence with the items in the set being counted, using one-to-one correspondence. Association of number words with
collections of objects is achieved by moving, touching, or pointing to objects as the number words are spoken.

The last number stated represents the number of objects in the set. This is known as the cardinality of the set.


Rote counting is a prerequisite skill for the understanding of addition, subtraction, and the ten-to-one concept of place value.
Articulating the characteristics of each numeral when writing numbers has been found to reduce the amount of time it takes to learn
to write numerals.
Essential Understanding
Students
All students should:


Use the correct oral counting sequence to tell how many objects are in a set.
Write numerals correctly.
Mathematics – Grade 01
18
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
Strand:
Organizing Topics:
Standard: 1.3
Number and Number Sense
Whole Numbers: Representations and Relationships
The student will count forward by ones, fives, and tens to 100 and backward by ones from 20.
Resources
Objectives
The student will:
Count forward by ones,
fives, and tens to 100, by
twos to 20, and backward
by ones from 20.
Essential Knowledge, Skills, and Processes
The student will use problem solving,
mathematical communication, mathematical
reasoning, connections, and representations to

Count by ones, fives, and tens to 100, using
concrete objects, such as counters, connecting
cubes, pennies, nickels, and dimes.
Skip count orally by fives and tens to 100.
 Count by twos to 20, using concrete objects,
such as counters, connecting cubes, and
pennies.
Skip count orally by twos to 20.
Count backward by ones from 20.
Mathematics – Grade 01
Suggested Activities - Books & Materials
Technology Integration - Field Trips
Activities:
 “I Can Count By Two” Appendix B.3, RPS
Curriculum Framework, Grade 1, August,
2002
 "Counting Days" VDOE Mathematics
Enhanced Scope and Sequence, Grade 1
 "Pick A Card, Any Card" VDOE Mathematics
Enhanced Scope and Sequence, Grade 1
 "Watermelon Fun" Parts 1-4 VDOE
Mathematics Enhanced Scope and Sequence,
Grade 1
 "Numbers to 100" VDOE Mathematics
Enhanced Scope and Sequence, Grade 1
 "The Magic Money Box" VDOE Mathematics
Enhanced Scope and Sequence, Grade 1
 HM Math Expressions: U8 L1-13, U4 L2-6,
U4 L1 U5 L1, L7
 Daily oral counting by 2’s, 5’s, and 10’s
 Calculating counting by 2’s, 5’s, and 10’s
19
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
 Practice counting nickels, and dimes. Use a
hundred chart to facilitate counting. Circle the
count-by two numbers, the count by five
numbers, and the count by ten numbers and
look for patterns.
 Illustrate a counting book counting by two’s,
five’s, or ten’s.
 Make number line, show skip counting by
using a different color counter to show 2’s,
5’s and 10’s.
 Do dot-to-dot activities.
 Fill in the missing number activity.
 Make graphing activities that involve
counting by 2’s, 5’s, and 10’s.
Books/Materials:
RPS Curriculum Framework, August, 2002Grade 1, SOL 1.2
 RPS Elementary Mathematics Teaching
Strategy/Activity Booklet, Grade 1, Sol. 1.2
 Houghton Mifflin Mathematics Grade 1
TE: 19, 20, 271D, 277A-277B, 277-278, 291,
323A- 323B, 323-324, 325A-325B, 325-326,
329, 330
PE: 19, 20, 277-278, 291, 323-326, 329, 330
 Unit Resources:
Reteach: 12.1, 12.2
Practice: 12.1, 12.2
Enrichment: 12.1, 12.2
Problem Solving: 12.1, 12.2
Mathematics – Grade 01
20
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1











Homework: 12.1, 12.2
Practice Workbook: 12.1, 12.2
Chapter Challenges: 59, 67
Read Aloud Big Books: 323B, 325B
Math Center: Each lesson has a math-related
activity
ELL Handbook: 59
Lesson Transparencies: 10.1, 12.1, 12.2
Teaching Transparencies: 323, 325
Chapter Intervention: 147, 150, 151
Test Prep Transparencies: 12.1, 12.2
AYP: 32, 300, 340
HM Math Expressions: U8 L1-13, U4 L2-6,
U4 L1 U5 L1, L7
Saxon Math, Grade 1, Lessons: 11 to 19, 21 to
29, 31 to 39, 41 to 49, 51 to 59, 61 to 65.1, 66
to 69, 71 to 75.1, 76 to 79, 81 to 84, 86 to 89,
91 to 99, 101 to 109, 111 to 119, 121 to 129,
131 to 135
Manipulatives:
Base-10 materials, place value charts, DigiBlocks, cubes, linking cubes, counters, 10frames, bean sticks, color tiles, Cuisenaire rods,
number cards (0-9), calculators, hundred charts,
bears, unifix cubes, play money, blank index
cards
Mathematics – Grade 01
21
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
Other:
HM Building Vocabulary Kit
Technology Integration:
 HM Technology Connection: 17B, 277B,
323B, 325B
 HM Ways to Success: 12.1, 12.5
 www.eduplace.com
www.funbrain.com - See Connect the Dots,
Number Crackers
www.aaamath.com/nam25a2-evenodd.html Even and odd
www.k111.k12il.us/king/math.html - Click
on Calculator. Then click on appropriate skill
listed.
www.teachnet.com/lesson/math/matmon.html
“Place Value Made Fun”
Use calculator to practice counting backwards.
Enter 20 – and then continuously hit = until 0
is reached.
Math Processor: Activity 11 and 12
Math Blaster Jr.-“Factoid”, Level 1; “Planet
Countalonia”, Level 1; “Planet Toetall”,
Level 1; “Read Radio Button”
Field Trips:
Ukrops
Maymont Park
Children’s Museum
Mathematics – Grade 01
22
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
Math and Science Center
Key Terms/
Vocabulary
skip count
Methods of
Instruction
Small Group
Peer Tutoring
Guided practice
Direct Instruction
Cooperative grouping
Methods of
Assessment
Group discussions
Writing Assignment
eduTest Assessment
HM Assessment Book
Student reports
Test Wizard test
HM Ways to Assess
HM VSOL Book
Teacher created test/quiz
HM Fast Facts
Mathematics – Grade 01
ones
tens
regroup
23
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
Strand:
Organizing Topics:
Standard: 1.3
Number and Number Sense
Whole Numbers: Representations and Relationships
The student will count forward by ones fives, and tens to 100 and backward by ones from 20.
Understanding the Standards
Teacher Notes
 The patterns developed as a result of skip counting are precursors for recognizing numeric patterns, functional relationships, and
concepts underlying money, time telling, and multiplication. Powerful models for developing these concepts include counters,
hundred chart, and calculators.
 Skip counting by twos supports the development of the concept of even numbers.
 Skip counting by fives lays the foundation for reading a clock effectively and telling time to the nearest five minutes, counting
money, and developing the multiplication facts for five.
 Skip counting by tens is a precursor for use of place value, addition, counting money, and multiplying by multiples of 10.
 Counting backward by rote lays the foundation for subtraction. Students should count backward beginning with 20, 19, 18, …
through …3, 2, 1.
 Calculators can be used to reinforce skip counting. Use the constant feature of the four-function calculator to display the numbers in
 the sequence when skip counting by that constant. For example, when skip counting by twos, press 2 + 2 = = = to produce 2, 4, 6,
8,10,…; or when skip counting by fives, press 5 + 5 = = = to produce 5, 10, 15,
Mathematics – Grade 01
24
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
Essential Understanding
Students
All students should:
Understand that collections of objects can be grouped and skip counting can be used to count the collection.
Describe patterns in counting by ones (both forward and backward) and skip counting and use those patterns to predict the next
number in the counting sequence.
Mathematics – Grade 01
25
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
Strand:
Organizing Topics:
Standard: 1.4
Number and Number Sense
Whole Numbers: Representation & Relationships
The student will recognize and write numerals.
Resources
Objectives
The student will:
Recognize and write
numerals 0 through 100.
Suggested Activities - Books & Materials
Technology Integration - Field Trips
Essential Knowledge, Skills, and Processes
The students will use problem solving,
mathematical communication, mathematical
reasoning, connection, and representations to:


Say the correct name for each numeral 0
through 100.
Write each numeral 0 through 100, using
correct numeral formation.
Activities:









Mathematics – Grade 01
RPS Curriculum Framework, August, 2002Grade 1, SOL 1.4
RPS Elementary Mathematics Teaching
Strategy/Activity Booklet, Grade 1, Sol. 1.4
"Pick A Card, Any Card" VDOE
Mathematics Enhanced Scope and
Sequence, Grade 1
"Watermelon Fun" Parts 1-4 VDOE
Mathematics Enhanced Scope and
Sequence, Grade 1
"Numbers to 100" VDOE Mathematics
Enhanced Scope and Sequence, Grade 1
HM Math Expressions:
U1 L8, 15,1 7 U4 L2-4, L6-12 U5 L1-4 U8
L1
Use concrete materials to create and identify
groups of 0-100 items and write
corresponding numeral.
 Make a number book.
 Provide a hundreds chart with numbers
26
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1





missing. Students write in missing numbers.
Use number rhymes to help children write
their numerals.
VDOE Patterns, Functions, & Algebra
-21 “Grid Pictures on the Hundred Chart
Section 2, Activity 4A
-22 “Build the Rule” Section 4, Activity 10
Make a calendar. Write the dates in the
spaces.
Put numbers on the back of chairs and allow
students to pick a number at random to
determine seating.
Make number cards (0-100), select a card, say
the number, find it on the calculator, press the
correct number key or keys to display the
number in the window.
Books/Materials:
RPS Curriculum Framework, August, 2002Grade 1, SOL 1.4
 Houghton Mifflin Mathematics Grade 1
TE: 9A-9B, 9-12, 13A-13B, 13-15, 17A-17B,
17-19, 277A-277B, 277-278, 279A-279B,
279-280, 281A-281B, 281-282, 283A-283B,
283-285, 287A-287B. 287-288, 289A-289B.
289-290, 291A-291B, 291-292, 303A-303B,
303-304, 323A-323B, 323-324, 325A-325B,
325-326
PE: 9-15, 17-19, 277-285. 287-292, 303-304,
Mathematics – Grade 01
27
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1









Mathematics – Grade 01
323-326
Unit Resources:
Reteach: 1.4, 10.1, 10.2, 10.3, 10.4, 10.5, 10.6,
10.7, 11.1, 12.2
Practice: 1.4, 10.1, 10.2, 10.3, 10.4, 10.5, 10.6,
10.7, 11.1, 12.1, 12.2
Enrichment: 1.4, 10.1, 10.2, 10.3, 10.5, 10.6,
10.7, 11.1, 12.2
Problem Solving: 1.4, 10.1, 10.4, 10.7, 11.1,
12.2
Homework: 1.4, 10.1, 10.2, 10.3, 10.4, 10.5,
10.6, 10.7, 11.1, 12.1, 12.2
Practice Workbook: 1.4, 10.1, 10.2, 10.3,
10.4, 10.5, 10.6, 10.7, 11.1, 12.1, 12.2
Chapter Challenges: 61
Read Aloud Big Books 323B
Math Center: Each lesson has a math-related
activity
ELL Handbook: 46-47
Lesson Transparencies: 1.4, 10.1, 10.2, 10.3,
10.4, 10.5, 10.6, 10.7, 11.1, 12.1, 12.2
Teaching Transparencies: 281, 287, 289, 323,
325
Chapter Intervention: 133, 134, 137, 139
Test Prep Transparencies: 11.1
AYP: 31, 32, 300, 340
Saxon Math, Grade 1, Lessons: 2 to 5, 8, 11 to
15-1, 16 to 19, 20-1, 21 to 25-1, 26 to 29, 31 to
35-1, 36 to 39, 41 to 45-1, 46 to 49, 51 to 55-1,
56 to 59, 61 to 65-1, 66 to 69, 70-1, 71 to 75-1,
28
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
76 to 79, 81 to 85-1, 86 to 89, 90-1, 91 to 95-1,
96 to 99, 101 to 105-1, 106 to 109, 111 to 1151, 116 to 119, 121 to 125-1, 126 to 129, 131 to
135
Manipulatives:
Hundred charts, counters, calculator, unifix
cubes, bears, wooden blocks, buttons, cereal, jar
tops, sticks
Other:
HM Building Vocabulary Kit
Technology Integration:
HM Technology Connection: 9B, 13B, 17B,
 277B, 279B, 281B, 283B, 287B, 289B,
291B,
303B, 323B
 HM Ways to Success: 10.1, 10.3, 10.4, 10.7,
 11.1, 12.1, 12.2
HM eduplace.com
www.funbrain.com - see “Cookie Dough”;
“Connect the Dots”
www.aaamath.com/namlla-numbers.html
Whole class lesson counting to 100
www.k111.k12il.us/king/math.htm - Click
on calculator, then click on appropriate skill
listed
Mathematics – Grade 01
29
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
Math Processor: Activity 1, 2, 7, and 8
Math Blaster Jr.-“Traperzoida”, Level 1;
“Planet Toetall”, Level 1; “Grow Worm”;
“Number Line”
Field Trips:





Key Terms/
Vocabulary
numerals
number line
Methods of
Instruction
Small Group
Peer Tutoring
Guided practice
Direct Instruction
Cooperative grouping
Methods of
Assessment
Group discussions
Writing Assignment
eduTest Assessment
HM Assessment Book
Student reports
Test Wizard test
HM Ways to Assess
HM VSOL Book
Teacher created test/quiz
Textbook Resource Kit activities
HM Fast Facts
Mathematics – Grade 01
same
six
more
seven
fewer
eight
zero
nine
Ukrops
Maymont Animal Zoo
Children’s Museum
Math and Science Center
Neighborhood walk-scavenger hunt for
numbers
one
ten
two
count
three
five
four
30
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
Strand:
Organizing Topics:
Standard: 1.4
Number and Number Sense
Whole Numbers: Representations & Relationships
The student will recognize and write numerals.
Understanding the Standards
Teacher Notes
 Correct formation of the numerals 0 through 100 can be developed through kinesthetic activities, using tactile materials, such as
sand, sandpaper, carpeting, or finger paint.
 Articulating the characteristics of each numeral when writing numbers has been found to reduce the amount of time it takes to learn
to write numerals.
Essential Understanding
Students
All students should:
 Associate oral number names with the correct numeral.
Mathematics – Grade 01
31
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
Strand:
Organizing Topics:
Standard: 1.5
Number and Number Sense
Whole Numbers: Representations & Relationships
The student will identify the ordinal positions first through tenth.
Resources
Objectives
The student will:
Identify the ordinal
positions first through
tenth, using an ordered set
of objects.
Essential Knowledge, Skills, and Processes
The student will use problem solving,
mathematical communication, mathematical
reasoning, connections, and representations to:

Count an ordered set of objects, using the
ordinal number words first through tenth.
 Identify the ordinal positions, first through
tenth, using an ordered set of objects.
Identify the ordinal positions, first through
tenth, using an ordered set of objects
presented in lines or rows from
- left-to-right;
- right-to-left;
- top-to-bottom; and
- bottom-to-top.
Mathematics – Grade 01
Suggested Activities - Books & Materials
Technology Integration - Field Trips
Activities:
 Play Ordinal Number Concentration. Appendix
B.5, RPS Curriculum Framework, Grade 1,
August, 2002
 "Counting In Line" VDOE Mathematics
Enhanced Scope and Sequence, Grade 1 
 HM Math Expressions: U1 L7, 10, 11, 15, 17
 Line up ten students. Other class members will
identify the ordinal positions.
 Identify the ordinal positions of the letters of
the alphabet.
 Using a list of the months of the year, students
will identify the first month, third month etc.
 Students match cards with the names of the
months of the year with the card that name the
ordinal position.
 Have the students make a list of ten things they
like to do and arrange them in order using
ordinal numbers.
32
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
Books/Materials:
 RPS Curriculum Framework, Grade 1, August,
2002
 Houghton Mifflin Mathematics Grade 1
TE: 305A-305B, 305-306
PE: 305-306
 Unit Resources:
Reteach: 11.2
Practice: 11.2
Enrichment: 11.2
Problem Solving: 11.2
Homework: 11.2
English Learners: 11.2
Practice Workbook: 11.2
 Chapter Challenges: 63
 Math Center: Each lesson has a math-related
activity
 ELL Handbook: 51-52
 Lesson Transparencies: 11.2
 Chapter Intervention: 141
 Test Prep Transparencies: 11.2
 AYP: 320
 HM Math Expressions: U1 L7, 10, 11, 15, 17
 Saxon Math, Grade 1, Lessons: 11, 12, 22
Manipulatives:
Objects, ordinal cards, calendar, months of year
cards, rainbow cubes, attribute blocks, index
cards, one hundred board
Mathematics – Grade 01
33
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
Other:
HM Building Vocabulary Kit
Technology Integration:






HM Technology Connection: 305B
HM Math Tracks: 11.2
HM Ways to Success: 11.2
www.eduplace.com
www.funbrain.com
www.aaamath.com/B/g15-orxl.htm-ordinal
numbers
 www.kidsdomain.com/downpc/forinalnum.ht
m
(This is a “downloadable” lesson for
children on ordinal numbers by Little Fingers
Software.)
 Math Processor: Activity 1 and 2
 Math Blaster Jr.: “Traperzoida”
Field Trips:




Mathematics – Grade 01
Ukrops
Maymont Animal Zoo
Children’s Museum
Math and Science Center
34
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
Key Terms/
Vocabulary
first
second
ordinal position
third
fourth
fifth
sixth
seventh
eighth
ninth
Methods of
Instruction
Small Group
Peer Tutoring
Guided practice
Direct Instruction
Cooperative grouping
Methods of
Assessment
Group discussions
Writing Assignment
eduTest Assessment
HM Assessment Book
Student reports
Test Wizard test
HM Ways to Assess
HM VSOL Book
Teacher created test/quiz
Textbook Resource Kit activities
HM Fast Facts
Mathematics – Grade 01
tenth
35
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
Strand:
Organizing Topics:
Number and Number Sense
Whole Numbers: Representations & Relationships
Standard: 1.5
The student will identify ordinal positions first through tenth, using an ordered set of objects.
Understanding the Standards
Teacher Notes
 Understanding the ordinal meaning of numbers is necessary to quantify, measure, and identify the order of objects.
 An ordinal number is a number that names the place or position of an object in a sequence or set (e.g., first, third). Ordered position,
ordinal position, and ordinality are terms that refer to the place or position of an object in a sequence or set.
 The ordinal position is determined by where one starts in an ordered set of objects or sequence of objects. Ordinal position can also
be emphasized through sequencing events (e.g., months in a year, sequencing in a story).
 The ordinal meaning of numbers is developed by identifying and verbalizing the place or position of objects in a set or sequence
(e.g., a student’s position in line when students are lined up alphabetically by first name).
Essential Understanding
Students
All students should:
 Use ordinal numbers to describe the position of an object in a sequence or set.
Mathematics – Grade 01
36
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
Strand:
Organizing Topics:
Standard: 1.6
Number and Number Sense
Fractions: Representations & Relationships
The student will identify and represent the concepts of one-half and one-fourth.
Resources
Objectives
The student will:
Identify and represent the
concepts of one-half and
one-fourth, using
appropriate materials or a
drawing.
Essential Knowledge, Skills, and Processes
The student will use problem solving,
mathematical communication, mathematical
reasoning, connections, and representations to
Represent a whole to show it having two
equal parts.
Represent a whole to show it having four
equal parts.
Identify and model one-half and one-fourth of
a whole, using region/area models (e.g., pie
pieces, pattern blocks, geoboards, drawings),
measurement models (e.g., cuisenaire rods,
connecting cubes, fraction strips, drawings).
Mathematics – Grade 01
Suggested Activities - Books & Materials
Technology Integration - Field Trips
Activities:
 HM Math Expressions: U7 L3, 4, 5, 6, 8
 "Pick A Card, Any Card" VDOE
Mathematics Enhanced Scope and Sequence,
Grade1
 "Ben Franklin's Kite" VDOE Mathematics
Enhanced Scope and Sequence, Grade1
 "Apple Fractions" VDOE Mathematics
Enhanced Scope and Sequence, Grade1
 "All Aboard the Fraction Train" VDOE
Mathematics Enhanced Scope and Sequence,
Grade1
 Identify fair shares in food.
 Draw pictures showing halves, thirds, and
fourths.
 Using fraction circles have students find the
piece that represents one-half of the whole
circle and justify their thinking. Do the same
with one-third, and one-fourth.
 Fold pieces of paper into halves, thirds, and
fourths.
37
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
 Using edible items have students divide
candy bars, granola bars, etc. into equal
halves, fourths, and thirds.
 Find items in the classroom that might be
divided into equal parts. Make a list.
Books/Materials:

Houghton Mifflin Mathematics, Grade 1
TE: 239A-239B, 239-240, 241A-241B, 241-
242









Mathematics – Grade 01
PE: 239-242
Unit Resources:
Reteach: 9.2, 9.3
Practice: 9.2, 9.3
Enrichment: 9.2, 9.3
Problem Solving: 9.2, 9.3
Homework: 9.2, 9.3
Practice Workbook: 9.2, 9.3
English Learners: 9.2, 9.3
Chapter Challenges: 49, 51
Read Aloud Big Books: 241B
Math Center: Each lesson has a math-related
activity
ELL Handbook: 41, 43, 44-45
Lesson Transparencies: 9.2, 9.3
Chapter Intervention: 124, 125
AYP: 258
HM Math Expressions: U7 L3, 4, 5, 6, 8
Saxon Math, Grade 1, Lessons: 18, 55-1, 67,
87, 88, 107, 109, 117, 122
38
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
Manipulatives:
Fraction circles, pie pieces, pattern blocks, geoboards, Cuisenaire rods, connecting cubes,
fraction strips, clocks
Other:
HM Building Vocabulary Kit
Technology Integration:
 HM Technology Connections: 239B, 241B
 HM Ways to Success: 9.2, 9.3
 HM Math Tracks
 www.eduplace.com

www.indiana.standsresources.org/
math/mant_ 1_1_7.pdf
 www.funbrain.com
 www.aaamath.com
 www.k111.k12il.us/king/math.html - click
on fractions
Math Processor: Activity 9 and 10
 Math Blaster Jr.: “Shape Circus”

“Trapezoidal”, Level 1 and 2
Field Trips:


Mathematics – Grade 01
Ukrops
Children’s Museum
39
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1

Key Terms/
Vocabulary
equal parts
halves
fourths
Methods of
Instruction
Small Group
Peer Tutoring
Guided practice
Direct Instruction
Cooperative grouping
Methods of
Assessment
Group discussions
Writing Assignment
eduTest Assessment
HM Assessment Book
Student reports
Test Wizard test
HM Ways to Assess
HM VSOL Book
Teacher created test/quiz
Textbook Resource Kit activities
HM Fast Facts
Mathematics – Grade 01
one-half
parts
equivalent
one-third
shaded
compare
one-fourth
whole
Bakery or fabric store to observe food or
materials cut into halves, thirds, and fourths.
fair share
thirds
fractional parts
equal to
40
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
Strand:
Organizing Topics:
Standard: 1.6
Number and Number Sense
Fractions: Representations & Relationships
The student will identify and represent the concepts of one-half and one-fourth.
Understanding the Standards
Teacher Notes

A fraction is a way of representing part of a whole.

In each fraction model, the parts must be equal (i.e., each pie piece must have the same area). In problems with fractions, a whole is
broken into equal-size parts and reassembled into one whole.

The words denominator and numerator are not required at this grade, but the concepts of part and whole are required for
understanding of a fraction.

At this level, students should not be expected to recognize or use symbolic representations for fractions (e.g., or ), until they
understand the part-whole relationship.

Students should have opportunities to make connections among fraction representations by connecting concrete or pictorial
representations with spoken representations (e.g., “one-half,” but not).
Informal, integrated experiences with fractions at this level will help students develop a foundation for deeper learning at later
grades. Understanding the language of fractions (e.g., thirds means “three equal parts of a whole” or represents one of three equalsize parts when a pizza is shared among three students) furthers this development.

Mathematics – Grade 01
41
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
Essential Understanding
Students
All students should:
 Understand that a fraction represents a part of a whole.
Understand that fractional parts are equal shares of a whole.
Understand that the fraction name (half, fourth) tells the number of equal parts in the whole.
Mathematics – Grade 01
42
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
Strand:
Organizing Topics:
Computation and Estimation
Whole Numbers: Representations & Relationships
Standard: 1.7
The student will estimate quantities in a set.
Resources
Objectives
The student given a
familiar problem situation
involving magnitude, will:
select a reasonable
magnitude from three given
quantities: a one-digit
numeral, a two-digit
numeral, and a three-digit
numeral (e.g., 5, 50, and
500); and explain the
reasonableness of his/her
choice.
Essential Knowledge, Skills, and Processes
The student will use problem solving,
mathematical communication, mathematical
reasoning, connections, and representations to

Select a reasonable magnitude for a given set
from three given quantities: a one-digit numeral,
a two-digit numeral, and a three-digit numeral
(e.g., 5, 50, and 500 jelly beans in jars) in a
familiar problem situation.
 Given a familiar problem situation involving
magnitude, explain why a particular estimate was
chosen as the most reasonable from three given
quantities: a one-digit numeral, a two-digit
numeral, and a three-digit numeral.
Suggested Activities - Books & Materials
Technology Integration - Field Trips
Activities:
 Students are given different size cups. Next,
the students estimate how many objects will
fit into each cup. The students will count
and fill cup to check estimation.
 "Watermelon Fun", Parts 1-4 VDOE
Mathematics Enhanced Scope and Sequence,
Grade1
 "Numbers to 100" VDOE Mathematics
Enhanced Scope and Sequence, Grade1
 Estimate the number of bites in an ice cream
sandwich. The students count them as they
eat the ice cream. Compare the estimate with
the actual number.
 Explore ways to estimate the number of
objects in a set, based on appearance, (i.e.
clustering, grouping, comparing).
 Compare the estimate with the actual count.
 Evaluate and explain the reasonableness of
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
the estimate in comparison to the actual
count.
Books/Materials:












Houghton Mifflin Mathematics Grade 1:
TE: 304A-307B, 307-308, 315A-315B, 315316 PE: 307-308, 315-316
Unit Resources:
Reteach: 11.3, 11.6
Practice: 11.3, 11.6
Enrichment: 11.3, 11.6
Problem Solving: 11.3, 11.6
Homework: 11.3, 11.6
Practice Workbook: 11.3, 11.6
English Learners: 11.3, 11.6
Chapter Challenges: 65
Read Aloud Big Books: 307B, 315B
Math Center: Each lesson has a math-related
activity
ELL Handbook: 54-55
Lesson Transparencies: 11.3, 11.6
Teaching Transparencies: 315
Test Prep Transparencies: 11.3, 11.6
Chapter Intervention: 138, 140, 142, 143
AYP: 320
Saxon Math, Grade 1, Lessons: 4, 9, 17, 52,
92
Manipulatives:
Collection of objects and/or concrete items,
estimation jar/bag, calculator, fruit, dominoes,
connecting cubes
Mathematics – Grade 01
44
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
Other:
HM Building Vocabulary Kit
Technology Integration:
 HM Technology Connection: 307B, 315B




HM Math Tracks: 11.3
HM Ways to Success: 11.3, 11.6
HM Ways to Assess
www.eduplace.com
 www.mathcats.com - Click on “Math Cats
Love Microworlds”, go to “What a Crowd”
 http://ms.mathscience.k12.va.us
Field Trips:
 Ukrops
 Children’s Museum
 Math and Science Center
Key Terms/
Vocabulary
about how much
Methods of
Instruction
Small Group
Peer Tutoring
Guided practice
Direct Instruction
Cooperative grouping
Methods of
Assessment
Group discussions
Writing Assignment
eduTest Assessment
HM Assessment Book
Student reports
Test Wizard test
HM Ways to Assess
HM VSOL Book
Teacher created test/quiz
Textbook Resource Kit activities
HM Fast Facts
Mathematics – Grade 01
about how many
estimate
more
fewer
the same
45
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
Strand:
Organizing Topics:
Standard: 1.7
Computation and Estimation
Whole Numbers: Representation & Relationships
The student will estimate quantities in a set.
Understanding the Standards
Teacher Notes
 Magnitude refers to the size of a set.
 Exploring ways to estimate the number of objects in a set, based on appearance, (e.g., clustering, grouping, comparing) enhances the
development of number sense.
 To estimate means to find a number that is close to the exact amount. When asking for an estimate, teachers might ask: “about how
much?” or “about how many?”

Students should be provided opportunities to estimate a quantity, given a benchmark of 10 and/or 100 objects.

Essential Understanding
Students
All students should:

Develop an understanding of the magnitude (size) of whole numbers and use this knowledge to estimate quantities.
Mathematics – Grade 01
46
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
Strand:
Organizing Topics:
Standard: 1.8
Computation and Estimation
Whole Numbers Operations & Estimation: Addition & Subtraction
The student will recall basic addition facts and corresponding subtraction facts.
Resources
Objectives
The student will:
Recall basic addition facts
– i.e., sums to 10 or less –
and the corresponding
subtraction facts.
Suggested Activities - Books & Materials
Technology Integration - Field Trips
Essential Knowledge, Skills, and Processes
The student will use problem solving,
mathematical communication, mathematical
reasoning, connections, and representations to
 Identify + as a symbol for addition and – as a
symbol for subtraction.
 Recall and state orally the basic addition facts for
sums to 10 or less and the corresponding
subtraction facts.
 Recall and write the basic addition facts for sums
to 10 or less and the corresponding subtraction
facts, when addition or subtraction problems are
presented in either horizontal or vertical written
format.
Activities:

RPS Curriculum Framework, August,






Mathematics – Grade 01
2002- Grade 1-SOL 1.8
HM Math Expressions: U2 L1-16, U3 L614
Counting on or counting back: Initially
begin with the number line. Then have
children orally count forward or back to get
sums and differences.
Teach addition and subtraction using the
number line.
Fact families – Use two different colored
counters putting the groups together and
taking them apart to show the relationships.
Zero property – Use counters to show the
two different sets.
Think Addition – Since addition is easier
than subtraction, have them think of the
related addition fact when finding the
answer to a subtraction fact. For example,
47
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1





in 9 – 4 =?, you could ask, “What plus 4
equals 9?”
“Open Sentences” VDOE Patterns,
Functions, & Algebra Section 3, Activity 3
"Pick A Card, Any Card" VDOE
Mathematics Enhanced Scope and
Sequence, Grade 1
"Fact Family Houses" VDOE Mathematics
Enhanced Scope and Sequence, Grade 1
"Choo! Choo! To Ten" VDOE
Mathematics Enhanced Scope and
Sequence, Grade 1
"Number Stories" VDOE Mathematics
Enhanced Scope and Sequence, Grade 1
Manipulatives:
Base-10 materials, place-value charts, DigiBlocks, cubes, linking cubes, counters, 10frames, bean sticks, color tiles, Cuisenaire
rods, number cards, money, calculators,
dominoes
Other:
HM Building Vocabulary Kit
Books/Materials:

Mathematics – Grade 01
Houghton Mifflin Mathematics Grade 1:
TE: 39A-39B, 39-40, 41A-41B, 41-43, 45A45B, 45-46, 47A-47B, 47-48, 49A-49B, 49-50,
48
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
51A-51B, 51-53, 65A-65B, 65-66, 67A-67B,
67-69, 71A-71B, 71-72, 73A-73B, 75-76,
77A77B, 77-79, 125A-125B, 125-126, 127A127B,
127-128, 129A-129B, 129-130, 133A-133B,
133-134, 135A-135B, 135-137, 145A-145B,
145-146, 147A- 147B, 147-148, 149A- 149B,
149-151, 153A-153B, 153-154, 155A-155B,
155-156, 157A-157B, 157-158, 159A-159B,
159-161, 259-260, 341-342
PE: 39-43, 45-53, 65-69,71-79, 125-130, 133137, 145-151, 153-161, 259-260, 341-342
 Unit Resources:
Reteach: 2.3, 3.3, 6.5
Practice: 2.3, 3.3, 6.5
Enrichment: 2.3, 3.3, 6.5
Problem Solving: 2.3, 3.3, 6.5
Homework: 2.3, 3.3, 6.5
Practice Workbook: 2.3, 3.3, 6.5
English Learners: 2.3, 6.5
 Chapter Challenges: 9, 11, 15, 17, 31
 Math Center: Each lesson has a math-related
activity
 ELL Handbook: 7, 13, 28-29
 Lesson Transparencies: 2.3, 3.3, 6.5
 Teaching Transparencies: 39, 65, 125, 129,
133,
137, 145, 147, 153, 155, 157
 Test Prep Transparencies: 3.3, 6.5
Mathematics – Grade 01
49
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1





Chapter Intervention: 80-83, 104
AYP: 58, 84, 142, 166
HM Math Expressions: U2 L1-16, U3 L6- 14
RPS Elementary Mathematics Teaching
Strategy/Activity Booklet, Grade 1, Sol. 1.8
Saxon Math, Grade 1, Lessons: 23, 27, 28, 301, 32, 34, 36, 37, 41, 44, 45-1, 49, 56, 58, 59,
61, 68, 69, 77 to 80-1, 94, 95-1, 101, 102, 1051, 106, 111, 115-1, 121, 123, 125-1, 129, 132,
134
Technology Integration:
HM Technology Connection: 39B, 41B, 45B,
47B, 49B, 51B, 65B, 67B, 71B, 73B, 75B,
77B, 125B, 127B, 129B, 133B, 135B, 145B,
147B, 149B, 153B, 155B, 157B, 159B
HM Math Tracks: 2.3, 2.6, 3.3, 3.4, 5.2, 5.3,
6.4, 6.5
HM Ways to Success
www.eduplace.com
www.funbrain.com - see Line Jumper, Math
Baseball, Math Car racing, Tic Tac Toe
Squares, Spacey Math, Soccer shootout
www.mathcats.com - Go to “Math Cats
Explore”, go to “Fact Family Cards”; and go
to “Math Cats Micro World”, go to “Broken
Calculator”
www.k111.k12.il.us/king/math.htm - Click
on “Basic Facts” and or “Basic Math Skills”
Mathematics – Grade 01
50
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
Math Blaster Jr.: “Grow Worms”, “Planet
Countalonia”, Level; “Planet Toetall”, Level
2
Math Processor: Activity 3 & 4, Chapter 2;
Activity 5 & 6, Chapter 5 & 6; Activities 7 &
8, Chapter 4; Activity 15 & 16, Chapter 8
 http://standards.nctm.org/document/chapter4/
numb.htm#bp1
 http://illuminations.nctm.org/lessonplans/pre
k-2/ dominoes/index.html#1
 www.aaamath.com
Field Trips:
Key Terms/
Vocabulary
subtrahend
addition
equals
properties
difference
predict
take away
adding
minus
greater than
addition sentence
plus
total
sum
left
identity
equal to
doubling
zero
add
subtracting
less than
doubling
more than
in all
subtract
addend
subtraction
Methods of
Instruction
Small Group
Peer Tutoring
Guided practice
Direct Instruction
Cooperative grouping
Methods of
Assessment
Group discussions
Writing Assignment
eduTest Assessment
Student reports
Test Wizard test
HM Ways to Assess
Teacher created test/quiz
Textbook Resource Kit activities
HM Fast Facts
Mathematics – Grade 01
operation
altogether
estimate
double
guess
51
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
HM Assessment Book
Strand:
Organizing Topics:
Standard: 1.8
HM VSOL Book
Number and Number Sense
Whole Numbers Operations & Estimation: Addition & Subtraction
The student will recall basic addition facts and the corresponding subtraction facts.
Understanding the Standards
Teacher Notes
 Associate the terms addition, adding, and sum with the concept of joining or combining.
 Associate the terms subtraction, subtracting, minus, and difference with the process of “taking away” or separating (i.e., removing
a set of objects from the given set of objects, finding the difference between two numbers, or comparing two numbers).
Provide practice in the use and selection of strategies. Encourage students to develop efficient strategies. Examples of strategies for
developing the basic addition and subtraction facts include
- counting back;
- “one-more-than,” “two-more-than facts”;
- “one-less-than,” “two-less-than facts”;
- “doubles” to recall addition facts (e.g., 2 + 2 =__;
3 + 3 =__);
- “near doubles” [e.g., 3 + 4 = (3 + 3) + 1 = __];
- “make-ten facts” (e.g., at least one addend of 8 or 9);
- “think addition for subtraction” (e.g., for 9 – 5 = __, think “5 and what number makes 9?”);
- use of the commutative property, without naming the property (e.g., 4 +3 is the same as 3 + 4);
- use of fact families (e.g., 4 + 3 = 7 , 3 + 4 = 7, 7 – 4 = 3, and 7 – 3 = 4);
- use of the zero property (e.g., 4 + 0 = 4), without naming the property but saying, “When you add zero to a number, you always
Mathematics – Grade 01
52

RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1

Manipulatives should be used initially to develop an understanding of addition and subtraction facts and to engage students in
meaningful memorization. Rote recall of the facts is often achieved through constant practice and may come in a variety of
formats, including presentation through flash cards, practice sheets, and/or games.
Essential Understanding
Students
All students should:
 Understand various meanings of addition and subtraction in a variety of situations.
Mathematics – Grade 01
53
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
Strand:
Organizing Topics:
Computation and Estimation
Whole Numbers Operations & Estimation: Addition & Subtraction
Standard: 1.9
The student will solve story and picture problems involving one-step solutions.
Objectives
The student will:
Create and solve story
and picture problems
involving one-step
solutions, using basic
addition and subtraction
facts.
Mathematics – Grade 01
Essential Knowledge, Skills, and
Processes
The student will use problem solving,
mathematical communication, mathematical
and reasoning, connections, and
representations to

Interpret solve oral or written story and
picture problems involving one-step
solutions, using basic addition and
subtraction facts (sums to 10 or less and
the corresponding subtraction facts).

Identify a correct number sentence to
solve an oral or written story or picture
problem, selecting from among basic
Resources
Suggested Activities - Books & Materials
Technology Integration - Field Trips
Activities:
 RPS Curriculum Framework, August, 2002-Grade 1,
SOL 1. 8
 "Number Stories" VDOE Mathematics Enhanced
Scope and Sequence, Grade 1
 HM Math Expressions: U3 L1-12, L14, U4 L5, L9,
U5
L8-13, U6 L8, L9, U7 L2, L3, L6, L7, U9 L1-12
 When solving addition and subtraction word
problems, have students draw pictures, act it out, or
use counters to understand what the question is
asking.
 Make up an addition or subtraction story about a
54
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
addition and subtraction facts.
nursery rhyme, and have students draw a picture.
 Divide into teams. Each team creates an addition or
subtraction story to act out for the other team. One
team member tells the story as the other members
perform.
 Each child makes up a story problem for a partner or
friend to solve. Use counters or pictures to find the
answers to problems.
 Have students select a domino and have them create
a story problem that will correlate with the dots on
the domino
Books/Materials:


Mathematics – Grade 01
Houghton Mifflin Mathematics Grade 1:
TE: 39A-39B, 39-40, 41A-41B, 41-43,
49A-49B, 49-50, 51A-51B, 51-53, 65A65B, 65-66, 67A-67B, 67-69, 71A-71B,
71-72, 73A-73B, 73-74, 75A- 75B, 75-76,
77A-77B, 77-79, 125A-125B, 125-126,
129A-129B, 129-130, 135A-135B, 135-137,
145A-145B, 145-146, 149A- 149B, 149-151,
159A-159B, 159-161, 166, 167-168, 170.
171A-171B
PE: 39-43, 49-50, 51-53, 65-69,71-79, 125 -126,
129- 130, 135- 137, 145-146, 149-151, 159-161,
166-168, 170, 172
Unit Resources:
Reteach: 2.3, 2.4, 2.7, 2.8, 3.3, 3.4, 3.5, 3.6, 3.7,
3.8, 5.1, 5.5, 6.1, 6.3, 6.7
55
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
Practice: 2.3, 2.7, 2.8, 3.3, 3.4, 3.5, 3.6, 3.7, 3.8, 5.1,
5.5, 6.1, 6.3, 6.7
Enrichment: 2.3, 2.4, 2.8, 3.3, 3.4, 3.5, 3.6, 5.5, 6.3,
6.7










Problem Solving: 2.3, 2.4, 2.7, 2.8, 3.3, 3.4, 3.5, 3.6,
3.7, 3.8, 5.1, 5.3, 5.5, 6.1, 6.3, 6.7
Homework: 2.3, 2.8, 3.3, 3.4, 3.5, 3.6, 3.7, 3.8, 5.3,
5.5, 6.3, 6.7
Practice Workbook: 2.3, 2.7, 2.8, 3.3, 3.4, 3.5, 3.6,
3.7,3.8, 5.1, 5.5, 6.3, 6.7
Chapter Challenges: 35
Math Center: Each lesson has a math-related activity
ELL Handbook: 30
Lesson Transparencies: 2.3, 2.4, 2.7, 2.8, 3.3, 3.4,
3.5, 3.6, 3.7, 3.8, 5.1, 5.3, 5.5, 6.3, 6.7
Teaching Transparencies: 39, 41, 49, 51, 65, 67, 71,
75, 77, 135, 159
Test Prep Transparencies: 2.8, 6.3, 6.7
Chapter Intervention: 105
AYP: 58, 84, 142, 166
HM Math Expressions: U3 L1-12, L14, U4 L5, L9,
U5 L8-13, U6 L8, L9, U7 L2, L3, L6, L7, U9 L1-12
Saxon Math, Grade 1, Lessons: 12, 15-1, 25-1, 33,
73, 74, 75-1, 81, 86, 101
Manipulatives:
Base-10 materials, place value charts, Digi-Blocks,
cubes, linking cubes, counters, 10-frames, bean sticks,
color tiles, Cuisenaire rods, number cards, money,
Mathematics – Grade 01
56
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
calculators, number lines on the floor, bean bags,
plastic bottles, ball, dominoes
Technology Integration:
HM Technology Connection: 39B, 41B, 49B,
51B, 65B, 67B, 71B, 73B, 75B, 77B, 125B,
129B, 135B, 145B, 149B, 159B
 HM Math Tracks: 6.7
 HM Ways to Success
 www.eduplace.com
 www.funbrain.com - see Guess the Number, Line
Jumper
 www.mathcats.com - Click on Math Cats Explore,
then “Number Stories”, “Math story Problems”,
“Cat Tails and Other Animal Stories”
 www.k111.k12il.us/king/math.htm - Click on
calculator, then click appropriate topic
 http://standards.nctm.org/document/chapter4/
numb.htm#bp1

http://illuminations.nctm.org/lessonplans/prek-2/
dominoes/index.html#1
www.wm.edu/education/Faculty/Mason/grades1_2
htm – Problem of the Day
 Math Processor: Activity 3 & 4, Chapter 2; Activity
5 & 6, Chapter 3
 Math Blaster Jr.: “Grow Worms”, “Number Line”,
Mission”, Level 1 and 2
Field Trips:
Mathematics – Grade 01
57
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1

Key Terms/
Vocabulary
problem solving
sentence
sum
subtract
picture
Methods of
Instruction
Small Group
Peer Tutoring
Guided practice
Direct Instruction
Cooperative grouping
Methods of
Assessment
Group discussions
Writing Assignment
eduTest Assessment
HM Assessment Book
Student reports
Test Wizard test
HM Ways to Assess
HM VSOL Book
Teacher created test/quiz
Textbook Resource Kit activities
HM Fast Facts
Mathematics – Grade 01
reasonable
draw
add
plus
problems
sentence
estimate
in all
left
illustrate
equal to
equals
difference
interpret
addition
minus
predict
adding
subtraction
addition
altogether
subtracting
58
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
Strand:
Organizing Topics:
Standard: 1.9
Number and Number Sense
Whole Numbers Operations & Estimation: Addition & Subtraction
The student will solve story and picture problems involving one-step solutions.
Understanding the Standards
Teacher Notes
 The problem-solving process is enhanced when students
- create their own story problems; and
- model word problems, using manipulatives or drawings.
 Students should be exposed to a variety of problem types related to addition and subtraction, including
- join and separate problems (action involved);
- part-part-whole problems (no action involved); and
- comparison problems.
Essential Understanding
Students
All students should:
 Understand various meanings of addition and subtraction in a variety of situations.
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
Strand:
Organizing Topics:
Standard: 1.10 a, b
Measurement
Money
The student will identify the number and determine the value of a collection of pennies,
nickels, and dimes.
Resources
Objectives
The student will:
a) identify the number of
pennies equivalent to a
nickel, a dime and a
quarter; and
b) determine the value of
a collection of pennies,
nickels, and dimes
whose total value is
100 cents or less.
Essential Knowledge, Skills, and Processes
The student
will use problem solving,
mathematical communication, mathematical
reasoning, connections, and representations to

Identify the value of a nickel, a dime, and a
quarter in terms of pennies.
 Recognize the characteristics of pennies,
nickels, and dimes (e.g., color, size).
 Identify the value of a collection of pennies,
nickels, and dimes whose total value is 100
cents or less.
 Count by ones to determine the total value of
a collection of pennies whose total value is
100 cents or less.
 Count by fives to determine the total value of
a collection of nickels whose total value is
100 cents or less.
 Count by tens to determine the total value of a
collection of dimes whose total value is 100
Mathematics – Grade 01
Suggested Activities - Books & Materials
Technology Integration - Field Trips
Activities:
 2002 RPS Curriculum Framework, Grade 1 SOL 1.10
 RPS Elementary Mathematics Teaching
Strategy/Activity Booklet, Grade 1, Sol. 1.10
 "The Magic Money Box" VDOE Mathematics
Enhanced Scope and Sequence, Grade 1
 Identify the value of a nickel, a dime, and a
quarter in terms of pennies
 Play the “I Have” game with “I have a nickel.
Whose has 25 cents?”
 Play “25 cents” using pennies, nickels, dimes,
and quarters. Two children have at least 50
pennies, 10 nickels, 5 dimes and 2 quarters
and a die. The object of the game is to make
25 cents in any combination of coins. (Begin
by having children just work to get 25
pennies. As the children get more proficient
with exchanges the rules can be changed – to
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RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
cents or less.
win you must have one quarter). Taking turns
the students roll the die and add that many
pennies to their workspace. They may
exchange pennies for nickel, dime, or quarters
at any time.
 Make a money book, example have a dime on
the top of the page and then have 10 pennies
under the dime
 Make up songs, poems, and rhymes to
remember coins (Ex. I am Abraham Lincoln.
I am on a penny, a shiny brown penny. I can
buy the Lincoln Memorial. I am a penny.)
 Have a class store where students can
purchase items for 100 cents or less.
Count a pile of change.
Books/Materials:
 Houghton Mifflin Mathematics Grade 1:
TE: 389A-389B, 389-390, 391A-391B, 391392, 393A-393B, 393-394, 395A-395B, 395398, 400
PE: 389-400
Unit Resources:
Reteach: 14.1
Practice: 14.1, 14.2, 14.3, 14.4
Enrichment: 14.1, 14.2, 14.3, 14.4
Problem Solving: 14.1, 14.2, 14.3, 14.4
Homework: 14.1, 14.2, 14.3, 14.4
Practice Workbook: 14.1, 14.2, 14.3, 14.4
English Learners: 14.1, 14.2, 14.3, 14.4
Mathematics – Grade 01
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RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
 Chapter Challenges: 81, 83
 Math Center: Each lesson has a math-related
activity.
 ELL Handbook: 66, 68-69
 Lesson Transparencies: 14.1, 14.2, 14.3, 14.4
 Teaching Transparencies: 393, 395
 Test Prep Transparencies: 14.3, 14.4
 Chapter Intervention: 162, 163, 164,165, 166,
167
 AYP: 412
 HM Math Expressions: U2 L1-16, U3 L6- 14
 Saxon Math, Grade 1, Lessons: (1.10a) 16, 46,
53, 85-1, 86, 98, 113, 126; (1.10b) 16, 46, 53,
98, 126
Manipulatives:
Play money, money cubes, Money Bingo,
overhead money coins, real money coin stamps
Other:
HM Mathematics Vocabulary Kit
Technology Integration:
 HM Technology Connection: 389B, 391B,
393B, 395B
 HM Ways to Success: 14.1, 14.2, 14.3, 14.4,
Mathematics – Grade 01
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RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
14.7

HM Math Tracks: 14.1, 14.4

www.funbrain.com - see Change Maker,
Spacey Math
 www.k111.k12il.us/king/math.htm - Click
on calculator, and then click money
 Math Processor: Activity 13 & 14, Chapter
7
 Math Blaster, Jr.: “Constellations”; “Planet
Countalonia”, Level 1; “Planet Toetall”,
Level 2
Field Trips:
 Bank
 School Store or Dollar Store
Key Terms/
Vocabulary
money
penny
Methods of
Instruction
Small Group
Peer Tutoring
Guided practice
Direct Instruction
Cooperative grouping
Methods of
Assessment
Group discussions
Writing Assignment
eduTest Assessment
HM Assessment Book
Student reports
Test Wizard test
HM Ways to Assess
HM VSOL Book
Teacher created test/quiz
Textbook Resource Kit activities
HM Fast Facts
Mathematics – Grade 01
value of
nickel
cents
dime
coin
quarter
equals
63
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
Strand:
Organizing Topics:
Number and Number Sense
Money
Standard: 1.10 a, b
The student will identify the number and determine the value of a collection of pennies,
nickels, and dimes.
Understanding the Standards
Teacher Notes
 Many experiences with coins help students develop an understanding of money, such as
- drawing pennies to show the value of a given coin (e.g., a nickel, a dime, or a quarter);
- playing store and purchasing classroom object, using play money (pennies);
- representing the value of a nickel, a dime, and a quarter, using pennies; and
- trading the equivalent value of pennies for a nickel, a dime, and a quarter, using play money.
 Counting money helps students gain an awareness of consumer skills and the use of money in everyday life.
 A variety of classroom experiences in which students manipulate physical models of money and count forward to determine the
value of a collection of coins are important activities to ensure competence with counting money.
 Establishing a one-to-one correspondence between the number names and the items in a set of coins (pennies, nickels, or dimes) is
essential for an accurate count.
The last number stated represents the value of a collection of coins being counted. This is known as the cardinality of the set.
Essential Understanding
Students
All students should:
Develop an understanding of exchanging the appropriate number of pennies for a nickel, a dime, or a quarter.
Mathematics – Grade 01
64
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
Strand:
Organizing Topics:
Standard: 1.11
Measurement
Time
The student will tell time to the half hour.
Resources
Objectives
The student will:
Tell time to the half
hour, using an analog or
digital clock
Essential Knowledge, Skills, and
Processes
The student will use problem solving,
mathematical communication, mathematical
reasoning, connections, and representations
to


Tell time shown on an analog clock to
the half hour.
Tell time shown on a digital clock to the
half hour.
 Match a written time to the time shown
on a digital or analog clock to the half
hour.
Mathematics – Grade 01
Suggested Activities - Books & Materials
Technology Integration - Field Trips
Activities:
 2002 RPS Curriculum Framework, Grade 1-SOL
1.11
 "It's About Time" VDOE Mathematic Enhanced
Scope and Sequence, Grade 1
 HM Math Expressions: U7 L10-12
 Play drill games. Have 1 student call out a time
(hour or half hour and the rest of the students show
the time on their clock, or students work in pairs –
one shows a time on clock and the other student tells
the time.
 Have a relay race using two Judy clocks and two
teams. Teacher gives a time orally or written and
each team’s representative uses the clock to show
the time. This can also be done by the teacher
showing the clock and then a student writes the time
on the board.
 Make a paper plate clock with paper hands and paper
bass.
 Have students match picture of a clock with the
65
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
correct time.
 Read “The Grouchy Ladybug”; illustrate story.

Books/Materials:













Mathematics – Grade 01
2002 RPS Curriculum Framework, Grade 1
RPS Elementary Mathematics Teaching
Strategy/Activity Booklet, Grade 1, Sol. 1.11
Houghton Mifflin Mathematics Grade 1
TE: 363A-363B, 363-364, 365A-365B, 365-368, 374
PE: 363-367, 374
Unit Resources :
Reteach: 13.3, 13.4
Practice: 13.3, 13.4
Enrichment: 13.3, 13.4
Problem Solving: 13.3, 13.4
Homework: 13.3, 13.4
Practice Workbook: 13.3, 13.4
Chapter Challenges: 75
Read Aloud Big Books: 365B
Math Center: Each lesson has a math-related
activity
ELL Handbook: 62-63
Lesson Transparencies: 13.3, 13.4
Chapter Intervention: 153, 155, 156, 157
AYP: 386
HM Math Expressions: U7 L10-12
Saxon Math, Grade 1, Lessons: 87
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RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
Manipulatives:
Analog play clocks, digital clocks, calendars,
demonstration clocks, paper plate, time puzzles, clock
stamp, stop watch, egg timer
Other:
HM Mathematics Vocabulary Kit
Technology Integration:
 HM Technology Connection: 363B, 365B




HM Ways to Success: 13.3, 13.4
HM Math Tracks: 13.4
www.eduplace.com
www.funbrain.com - Place numbers on the clock
 http://www.kidscarnival.com/time1.html – Can
you tell time?
 www.k111.k12il.us/king/math.htm - Time
 http://www.pen.k12.va.us/VDOE/EnhancedSandS/
mathematics.shtml
 http://www.bbc.co.uk/wales/snapdragon/yesflash/ti
me-htm - telling time
Math Processor: Activity 17 & 19, Chapter 9
 http://illuminations.nctm.org/lessonplans/prek2/number_cents/index.html#13
 http://standards.nctm.org/document/chapter4/meas.
Mathematics – Grade 01
67
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
htm# bp1
 http://www.glc.k12.ga.us/BuilderV03/lptools/lpshar
ed/ lpdisplay.asp?Session_Stamp=&LPID=13142
Field Trips:
 Science Museum
 Clock Factory or jewelry repair
 Math and Science Center (day and night)
Key Terms/
Vocabulary
digital clock
minute
Methods of
Instruction
Small Group
Peer Tutoring
Guided practice
Direct Instruction
Cooperative grouping
Methods of
Assessment
Group discussions
Writing Assignment
eduTest Assessment
HM Assessment Book
Student reports
Test Wizard test
HM Ways to Assess
HM VSOL Book
Teacher created test/quiz
HM Fast Facts
Mathematics – Grade 01
half hour
hour
half past
minute hand
thirty (:30)
hour hand
one hour
o’clock
analog clock
tell time
68
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
Strand:
Organizing Topics:
Measurement
Time
Standard: 1.11
The student will tell time to the half hour.
Understanding the Standards
Teacher Notes
 Many experiences using clocks help students develop an understanding of the telling of time to the half hour, including
- identifying the parts of an analog clock (minute and hour hands);
- demonstrating a given time to the half hour, using a model clock;
- writing correct digital time to the half hour; and
- relating time on the half hour to daily routines and school schedules (e.g., the times of TV programs, bedtime, resource time, lunch
time, recess time).
Essential Understanding
Students
All students should:
 Understand how to tell time to the half hour, using an analog or digital clock.
Mathematics – Grade 01
69
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
Strand:
Organizing Topics:
Standard: 1.12
Measurement
Length/Weight/Mass
The student will use nonstandard units to measure.
Resources
Objectives
The student will:
Use nonstandard units to
measure length and width.
Mathematics – Grade 01
Essential Knowledge, Skills, and Processes
Communication, mathematical reasoning,
connections, and representations to
Measure the length of objects, using
nonstandard units (e.g., connecting cubes,
paper clips, erasers).
Measure the weight of objects, using
nonstandard units (e.g., paper clips, bean bags,
cubes).
Suggested Activities - Books & Materials
Technology Integration - Field Trips
Activities:
 2002 RPS Curriculum Framework, Grade 1SOL 1.12
 "Inch by Inch" VDOE Mathematics Enhanced
Scope and Sequence, Grade1
 HM Math Expressions: U6 L10, L11, U10
L1-7
 Have a scavenger hunt for specific length or
weight. Estimate the length or width before
finding the actual amount.
 Using paper clips, straws, piece of yarn,
crayons, or unused pencils, have the students
measure a variety of classroom items for their
length.
 Give each student a length of string or yarn to
take home and find items that are the same
length and record the names of the items.
 Using large paper clips or snap cubes have the
students measure a variety of classroom items
(books, supply box, pencil, eraser, shoe,
marker) for their weight with a balance scale.
70
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
 Read “How Big Is a Foot?” Have students
trace their foot and measure length in the
room or around the school.
 Play an estimation game (gather ten items,
make a list of the items, estimate how long,
wide, and how much the items weigh, then
measure and weigh the items.)
Books/Materials:

Mathematics – Grade 01
RPS Elementary Mathematics Teaching
Strategy/Activity Booklet, Grade 1, Sol. 1.12
(pp. 14-15)
 Houghton Mifflin Mathematics Grade 1: 
 TE: 501A-501B, 501-502, 509A-509B, 509510
PE: 501-502, 509-510
 Unit Resources:
 Reteach:, 17.5
Practice: 17.2, 17.5
Enrichment: 17.2, 17.5
Problem Solving: 17.2, 17.5
Homework: 17.2, 17.5
Practice Workbook: 17.2, 17.5
English Learners: 17.2, 17.5
Chapter Challenges: 97
Read Aloud Big Books: 501B
Math Center: Each lesson has a math-related
activity.
 ELL Handbook: 81, 83, 84
71
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1






Lesson Transparencies: 17.2, 17.5
Test Prep Transparencies: 17.2, 17.5
AYP: 520
HM Math Expressions: U6 L10, L11, U10 L17
Saxon Math, Grade 1, Lessons: 4, 9, 35-2, 39,
62, 104
Inch By Inch by Leo Lionni
Manipulatives:
Crayons, buttons, pennies, pencils, paper clips,
beans, unifix cubes, balance scale, objects to
measure and weigh strengths or yarns,
toothpicks
Other:
HM Building Vocabulary Kit
Technology Integration:
HM Technology Connection: 501B, 509B
HM Math Tracks: 17.2, 17.5
HM Ways to Success: 17.2, 17.5
www.eduplace.com
www.funbrain.com - see Measure It
Windows on Science – Plant growth
www.k111.k12il.us/king/math.htm - see
Measuring
• http://www.pen.k12.va.us/VDOE/Enhance
dSandS/mathematics.shtml
•
•
•
•
•
•
•
Mathematics – Grade 01
72
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
• Math Processor: Activity 19 & 20, Chapter
10
 Math Blaster, Jr.: “Mission”, Level 10
Field Trips:
 Ukrops/Grocery Store to weigh fruits and
vegetables
Key Terms/
Vocabulary
weigh
shorter
light
nonstandard
taller
estimate
short
longer
longest
shortest
inch
heavy
smallest
foot
heaviest
small
ruler
measure
smaller
heavier
lightest
Methods of
Instruction
Small Group
Peer Tutoring
Guided practice
Direct Instruction
Cooperative grouping
Methods of
Assessment
Group discussions
Writing Assignment
eduTest Assessment
HM Assessment Book
Student reports
Test Wizard test
HM Ways to Assess
HM VSOL Book
Teacher created test/quiz
Textbook Resource Kit activities
HM Fast Facts
Mathematics – Grade 01
unit
lighter
long
73
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
Strand:
Organizing Topics:
Measurement
Length/Weight/Mass
Standard: 1.12
The student will use nonstandard units to measure.
Understanding the Standards
Teacher Notes

The process of measurement involves selecting a unit of measure, comparing the object to be measured to the unit, counting the
number of times the object can be measured by the unit, and arriving at an approximate total number of units.

Premature use of instruments or formulas leaves children without the understanding necessary for solving measurement problems.

When children’s initial explorations of length and weight involve the use of nonstandard units, they develop some understanding
about the need for standard measurement units for length and weight, especially when they communicate about these measures.
Essential Understanding
Students
All students should:
 Understand how to measure length and weight, using nonstandard units of measure.
Mathematics – Grade 01
74
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
Strand:
Organizing Topics:
Standard: 1.13
Measurement
Volume (Liquid)
The student will compare the volumes of two given containers.
Resources
Objectives
The student will:
Compare the volumes of
two given containers by
using concrete materials
(e.g., jelly beans, sand,
water, rice).
Mathematics – Grade 01
Essential Knowledge, Skills, and Processes
The student will use problem solving,
mathematical communication, mathematical
reasoning, connections, and representations to:

Compare the volumes of two containers to
determine if the volume of one is greater than,
less than, or the same as the other, using
nonstandard units of measure (e.g., a
spoonful, scoopful, or teacupful).

Compare the volumes of two containers to
determine if the volume of one is greater than,
less than, or the same as the other by pouring
the contents of one container into the other
Suggested Activities - Books & Materials
Technology Integration - Field Trips
Activities:
 Show two different containers that hold the
same volume – have children compare the
volumes and discover that they hold the same
volume. This can be done by pouring the
contents of one container into the other
container to find that they both hold the same
amount of “stuff”.
 Provide containers with different volumes.
Use a small container as a unit. Let students
find how many units containers it takes to fill
a larger container.
 Have the students use the terms “greater than”,
“less than”, and “the same as” or “equal to” as
they compare the volumes of containers.
 “Partition the Square” VDOE Elementary
Geometry-Module 3
 Use cup, pint, and quart containers for
measuring.
75
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
Books/Materials:






2002 RPS Curriculum Guide- Grade 1
Houghton Mifflin Mathematics, Grade1
TE: 524, 523A-523B, 523-524
PE: 523-524
Unit Resources:
Reteach: 18.1
Practice: 18.1
Homework: 18.1
Practice Workbook: 18.1
Math Center: Each lesson has a math-related
activity.
ELL Handbook: 87
AYP: 538
Saxon Math, Grade 1, Lessons: 50, 55-1, 110-1
Manipulatives:
Spoons, scoops, plastic containers, rice, beans,
snap cubes, bears, counters, scales, bucket, cups,
jugs, thimble, classroom objects, water, etc.
Technology Integration:
 HM Technology Connection: 523B
 HM Ways to Success: 18.1
 Windows on Science – Primary (Shape and
Volume)
Mathematics – Grade 01
76
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1




www.k111.k12il.us/king/math.htm Measuring
www.funbrain.com - “Measure It”
Math Blaster, Jr.: “Grow Worm”
Lesson 9
Math Processor: Activity 19 & 20,
Chapter 10
Field Trips:

Track Field
Key Terms/
Vocabulary
shorter
lighter
units
Methods of
Instruction
Small Group
Peer Tutoring
Guided practice
Direct Instruction
Cooperative grouping
Methods of
Assessment
Group discussions
Writing Assignment
eduTest Assessment
HM VSOL Test Prep
Student reports
Test Wizard test
HM Ways to Assess
Teacher created test/quiz
Textbook Resource Kit activities
HM Assessment Book
Mathematics – Grade 01
taller
volume
size
equal to
liquid
less than
non-standard
greater than
measure
the same as
container
longer
estimate
77
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
Strand:
Organizing Topics:
Measurement
Volume (Liquid)
Standard: 1.13
The student will compare the volume of two given containers.
Understanding the Standards
Teacher Notes

Estimation is a commonly used strategy to compare the volumes of two containers.

Determining the volume of a container by counting the number of nonstandard units (e.g., a spoonful, scoopful, or teacupful of
concrete material, such as jelly beans, sand, water, or rice) that can be held by the container is a precursor to comparing volumes.


A variety of activities that focus on directly comparing the volume of objects leads to an understanding of volume.
The level of difficulty in measuring volume can be increased by varying and mixing the sizes of the containers.
Essential Understanding
Students
All students should:
 Understand how to fill containers with objects to determine their volume and compare the volumes two containers.
Mathematics – Grade 01
78
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
Strand:
Organizing Topics:
Standard: 1.14
Measurements
Weight/Mass
The student will compare the weights of two objects.
Resources
Objectives
The student will:
Compare the weights of
two objects, using a balance
scale.
Suggested Activities - Books & Materials
Technology Integration - Field Trips
Essential Knowledge, Skills, and Processes
The student will use problem solving,
mathematical communication, mathematical
reasoning, connections, and representations to
 Compare the weights of two objects, using the
terms lighter, heavier, or the same, using a
balance scale.
Activities:
 2002 RPS Curriculum Framework, Grade 1




SOL 1.14
"Weigh Fun" VDOE Mathematics Enhanced
Scope and Scope and Sequence, Grade1
Have students bring in a small fruit or
vegetable (apple, lime, potato) from home
and weigh it on a balance scale using
pennies. Compare weights of fruit or
vegetable.
Have students find small items in the room
and compare their weights.
For center time set up a weighing station,
including a balance scale and items to
compare.
Make a balance scale.
Books/Materials:
 RPS Elementary Mathematics Teaching
Mathematics – Grade 01
79
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1






Strategy/Activity Booklet, Grade 1, Sol. 1.14
Houghton Mifflin Mathematics Grade1:
TE: 509A-509B, 509-510
PE: 509-510
Unit Resources:
Reteach: 17.5
Math Center: Each lesson has a math-related
activity
ELL Handbook: 82, 84-85
AYP: 520
Saxon Math, Grade 1, Lessons: 29, 39
Manipulatives:
Balance scale, objects to weigh
Other:
HM Building Vocabulary Kit
Technology Integration:
Mathematics – Grade 01





HM Technology Connection: 509B
HM Ways to Success: 17.5
HM Math Tracks: 17.5
www.eduplace.com
Windows on Science- Primary (Shape and
Volume)

www.k111.k12il.us/king/math.htm Measuring
80
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
Field Trips:

Key Terms/
Vocabulary
non-standard
heavier
equal to
Methods of
Instruction
Small Group
Peer Tutoring
Guided practice
Direct Instruction
Cooperative grouping
Methods of
Assessment
Group discussions
Writing Assignment
eduTest Assessment
HM Assessment Book
Student reports
Test Wizard test
HM Ways to Assess
HM VSOL Book
Teacher created test/quiz
Textbook Resource Kit activities
HM Fast Facts
Mathematics – Grade 01
measurement
lighter
estimate
balance scale
pound
compare
Grocery Store or post office-observe
weighing food or packages
units
same
light
weigh
measure
heavy
comparison
81
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
Strand:
Organizing Topics:
Standard: 1.14
Measurement
Weight/Mass
The student will compare weights of two objects.
Understanding the Standards
Teacher Notes
 Balance scales are instruments used for weighing. A balance scale usually has a beam that is supported in the center. On each side of
the beam are two identical trays. When the trays hold equal weights, the beam is level, and the scale is “balanced.”
 Physically measuring the weights of objects, using a balance scale, helps students develop an intuitive idea of what it means to say
something is “lighter,” “heavier,” or “the same.”
 Experience estimating the weights of two objects, using the terms lighter, heavier, or the same, prior to weighing the objects
promotes an understanding of the concept of balance.
Essential Understanding
Students
All students should:
 Understand that a balance beam can be used to compare the weights of two objects.
Mathematics – Grade 01
82
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
Strand:
Organizing Topics:
Standard: 1.15
Geometry
Spatial Relationships
The student will describe the proximity of objects in space.
Resources
Objectives
The student will:
Describe the proximity of
objects in space (near, far,
close by, below, above, up,
down, beside, and next to).
Suggested Activities - Books & Materials
Technology Integration - Field Trips
Essential Knowledge, Skills, and Processes
The student will use problem solving,
mathematical communication, mathematical
reasoning, connections, and representations to:

Activities:
 "Where's Bear?" VDOE Mathematics
Identify the spatial relationships of objects,
using the terms near, far, close by, below,
above, up, down, beside, and next to.

Enhanced Scope and Sequence, Grade1
 Ask students to look at the alphabet chart.
Count the letters between K and O. Vary the
letters.
 Play a “line up” game with the students. Call
one child to line up first; one to line up in the
middle, another to line up last
 Act out and draw pictures of situations stated
in the standards using manipulatives or actual
children. “Box on top of circle.”
Books/Materials:


Mathematics – Grade 01
2002 RPS Curriculum Framework- Grade 1
Houghton Mifflin Mathematics Grade1:
TE: 209A-209B, 209-210
83
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1









PE: 209-219
Unit Resources:
Reteach: 8.2
Practice: 8.2
Enrichment: 8.2
Problem Solving: 8.2
Homework: 8.2
English Learners: 8.2
Practice Workbook: 8.2
Chapter Challenges: 43
Math Center: Each lesson has a math-related
activity
ELL Handbook: 38-39
Lesson Transparencies: 8.2
Chapter Intervention: 115, 116
Test Prep Transparencies: 8.3
AYP: 234
Saxon Math, Grade 1, Lessons: 3, 5, 7, 8, 11,
12, 14, 17, 22, 52, 92
Manipulatives:
Various objects, pattern blocks, magazine
pictures, drawings, attribute blocks, geometric
solids, stuffed animals, toy necklaces, puppets,
connecting cubes
Other:
HM Math Building Vocabulary Kit
Mathematics – Grade 01
84
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
Technology Integration




HM Technology Connection: 209B
HM Ways to Success: 8.2
www.eduplace.com
Math Blaster, Jr.: “Mission Ship Tour”,
Level 1
 www.k111.k12il.us/king/math.htm Proximity
Field Trips:
Key Terms/
Vocabulary
top
near
after
Methods of
Instruction
Small Group
Peer Tutoring
Guided practice
Direct Instruction
Cooperative grouping
Methods of
Assessment
Group discussions
Writing Assignment
eduTest Assessment
HM Assessment Book
Student reports
Test Wizard test
HM Ways to Assess
HM VSOL Book
Teacher created test/quiz
Textbook Resource Kit activities
HM Fast Facts
Mathematics – Grade 01
under
below
before
out
above
behind
outside
inside
belong
over
close by
between
proximity
down
middle
right
beside
on
in
far
up
left
next to
in front
85
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
Strand:
Organizing Topics:
Geometry
Spatial Relationship
Standard: 1.15
The student will describe the proximity of objects in space.
Understanding the Standards
Teacher Notes



Building geometric and spatial capabilities fosters enthusiasm for mathematics while providing a context to develop spatial
Students should have opportunities to demonstrate the proximity of objects in space, including
- acting out stories that address spatial orientations and spatial relationships (e.g., “The rain was coming down,
and the giant lifted up the town and set it down close by on a mountaintop.”);
- drawing objects to show the spatial relationships of one object to another (e.g., a balloon next to a student
holding it; a tree
next to a house); and
- using concrete objects to model the spatial relationship of one object to another.
sense.

Translations (slides, flips, and turns) can be used to change the location of objects.
Essential Understanding
Students
All students should:


Accurately describe the proximity of objects in space in order to gain essential navigation skills.
Use familiarity with shape, structure, and location to develop spatial reasoning.
Mathematics – Grade 01
86
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
Strand:
Organizing Topics:
Standard: 1.16
Geometry
Two-Dimensional (plane)
The student will draw, describe, and sort plane geometric figures (triangle, square,
rectangle, and circle) according to number of sides, corners, and square corners.
Resources
Objectives
The student will:
The student will draw,
describe, and sort plane
geometric figures (triangle,
square, rectangle, and
circle) according to number
of sides, corners, and
square corners.
Essential Knowledge, Skills, and Processes
The student will use problem solving,
mathematical communication, mathematical
reasoning, connections, and representations to:

Draw triangles, squares, rectangles, and
circles.

Describe triangles, squares, and rectangles by
the number of sides, corners, and square
corners.

Describe circles.

Identify the name of the shape when given
information about the number of sides,
corners, and/or square corners.
Suggested Activities - Books & Materials
Technology Integration - Field Trips
Activities:
 Use clay/straws,
toothpicks/raisins/gumdrops/marshmallows
to make shapes.
 Write riddles to describe shapes.
 Play shape Bingo.
 Go on a shape scavenger hunt. Find and
identify shapes in the class made from
“real” objects.
 Use Venn diagram to compare shapes.
 Make a shape book.
 VDOE Elementary Geometry, Module 1
-21“Triangle Sorts”
-22“Quadrilateral Sorts”
-23“What’s My Rule?”
-24“Quadrilateral Properties Laboratories”
-25“Quadrilateral Sorting Laboratory”
Mathematics – Grade 01
87
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
 VDOE Elementary Geometry, Module 2
- “Human Circle”
- “Geoboard Triangles and Quadrilaterals”
- “Square It”
- “Pick Up the Sticks”
 VDOE Elementary Geometry, Module 3
- “Make Your Own Tangrams”
- “Symmetry & Right Angles in
Quadrilaterals”
- “Origami-Making a Square”
- “Origami-Making a Heart”
 VDOE Elementary Geometry, Module 4
- “Sums of Angles of a Triangle”
- “Do Congruent Triangles Tessellate?”
 VDOE Elementary Geometry, Module 5
- “Dominoes and Triominoes”
- “Tetrominoes”
- “Pentominoes”
- “Areas with Pentominoes”
- “Hexominoes”
- “Perimeters with Hexominoes”

Ben Franklin's Kite, VDOE Mathematics
Enhanced Scope and Sequence, Grade
Books/Materials:



Mathematics – Grade 01
RPS Elementary Mathematics Teaching
Strategy/Activity Booklet, Grade 1, Sol 1.16
(pp. 19-21)
VDOE Elementary Geometry, Module 1-5
Houghton Mifflin Mathematics Grade1:
88
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
TE: 185A-185B, 185-186
PE: 185-186
 Unit Resources:
Reteach: 7.2
Practice: 7.2
Enrichment: 7.2
Problem Solving: 7.2
Homework: 7.2
Practice Workbook: 7.2
 Chapter Challenges: 39
 Math Center: Each lesson has a math-related
activity
 ELL Handbook: 32-33
 Lesson Transparencies: 7.2
 Chapter Intervention: 108
 Test Prep Transparencies: 7.2
 AYP: 204
HM Math Expressions: U1 L3, L4, L5, L7
L9 U10 L4, L6
 Saxon Math, Grade 1, Lessons: 13, 14, 15-2,
24, 26, 31, 38, 60-1, 65-1, 67, 71, 72, 83, 87,
96, 122, 124
Manipulatives:
Overhead shapes, tangrams, solid geometric
shapes, pattern blocks, attribute blocks, clay,
yarn, paint, geoboard, rubber bands
Other:
HM Building Vocabulary Kit
Mathematics – Grade 01
89
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
Technology Integration:

HM Technology Connection : 185B
HM Ways to Success: 7.2
HM Math Tracks: 7.2
www.eduplace.com
 www.funbrain.com - Dare to be Square
www.aaamath.com/ - Geometry
www.mathcats.com - Math Cats Explorer,
“Polygon Playground”
Math Blaster Jr.: “Trapezoidia”, Level 1
Field Trips:




Key Terms/
Vocabulary
triangle
shapes
square
side
circles
sort
geometric
plane figure
Ukrops
Maymont Animal Zoo
Children’s Museum
Math and Science Center
geometric figure
figures
geometric shapes
square corners
Methods of
Instruction
Small Group
Peer Tutoring
Guided practice
Direct Instruction
Cooperative grouping
Methods of
Assessment
Group discussions
Writing Assignment
eduTest Assessment
HM Assessment Book
Student reports
Test Wizard test
HM Ways to Assess
HM VSOL Book
Teacher created test/quiz
Textbook Resource Kit activities
HM Fast Facts
Mathematics – Grade 01
geometry
rectangle
90
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
Strand:
Organizing Topics:
Standard: 1.16
Geometry
Two-Dimensional (plane)
The student will draw, describe, and sort plane geometric figures (triangle, square,
rectangle, and circle) according to number of sides, corners, and square corners.
Understanding the Standards
Teacher Notes
 A plane geometric figure is any two-dimensional closed shape. Circles and polygons are examples of plane geometric figures.
 The van Hiele theory of geometric understanding describes how students learn geometry and provides a framework for structuring
student experiences that should lead to conceptual growth and understanding.
 Level 0: Pre-recognition. Geometric figures are not recognized. For example, students cannot differentiate between three-sided
and four-sided polygons.
 Level 1: Visualization. Geometric figures are recognized as entities, without any awareness of parts of figures or relationships
between components of a figure. Students should recognize and name figures and distinguish a given figure from others that
look somewhat the same (e.g., “I know it’s a rectangle because it looks like a door, and I know that a door is a rectangle.”)
 Level 2: Analysis. Properties are perceived, but are isolated and unrelated. Students should recognize and name properties of
geometric figures (e.g., “I know it’s a rectangle because it is closed; it has four sides and four right angles, and opposite sides
are parallel.”).
 A polygon is a geometric figure which
 has sides that are straight;
 is simple (its sides do not cross);
 is closed; and
 is two-dimensional (it lies in a plane).
 A triangle is a polygon with three angles and three sides.
 A quadrilateral is a polygon with four sides.
 A rectangle is a quadrilateral with four right angles.
 A square is a rectangle with four sides of equal length.
Mathematics – Grade 01
91
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1


A circle is a closed curve with all points in one plane and the same distance from a fixed point (the center).
Presentation of triangles, rectangles, and squares should be made in a variety of spatial orientations so that students do not develop
the common misconception that triangles, rectangles, and squares must have one side parallel to the bottom of the page on which
they are printed.
Essential Understanding
Students
All students should:

Develop strategies to sort and/or group plane geometric figures and refine the vocabulary used to explain their strategies.
Mathematics – Grade 01
92
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
Strand:
Organizing Topics:
Standard: 1.17
Geometry
Two-Dimensional (plane)
The student will identify and describe objects in his/her environment that depict plane
geometric figures
Resources
Objectives
The student will:
Identify and describe
objects in his/her
environment that depict
plane geometric figures
(triangle, rectangle, square,
and circle.
Essential Knowledge, Skills, and Processes
The student will use problem solving,
mathematical communication, mathematical
reasoning, connections, and representations to:

Identify representations of circles, squares,
rectangles, and triangles in the environment at
school and home and tell why they represent
those shapes.

Describe representations of circles, squares,
rectangles, and triangles in the environment
(e.g., “I know it’s a rectangle because it looks
like a door, and I know that a door is a
rectangle.”).
Suggested Activities - Books & Materials
Technology Integration - Field Trips
Activities:
 “1-2-3! Which Shapes Do You See?”
Appendix B.17- 2002 RPS Curriculum
Framework-Grade 1
 Make pictures using shapes
 Find shapes in the classroom or outside.
Ask them to describe the shapes by their
sides and corners.
 Go on a shape hunt.
 Make a shape book. Cut out pictures from
magazines that represent each shape (ex.
door-rectangle)
 Make a collage using geometric shapes.
“Shape Hunt” VDOE Elementary Geometry,
Module 2
 "Block Heads" VDOE Mathematics
Enhanced Scope and Sequence, Grade 1
 "Ben Franklin's Kite" VDOE Mathematics
Mathematics – Grade 01
93
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
Enhanced Scope and Sequence, Grade 1
 "Shapes" VDOE Mathematics Enhanced
Scope and Sequence, Grade 1
Books/Materials:
 RPS Elementary Mathematics Teaching
 Strategy/Activity Booklet, Grade 1, SOL
 1.17 (page 22)






Houghton Mifflin Mathematics Grade1:
TE: 186, 187A-187B, 187-188
PE: 186-188
Unit Resources:
Chapter Intervention: 108
AYP: 204
VDOE Elementary Geometry Module 2,
pp. 105-111
Saxon Math, Grade 1: Lessons 6, 13, 14,
25, 26, 31, 60-1, 67, 71, 83, 87, 96,
124
Manipulatives:
Geometric shapes, pattern blocks, attribute
blocks, clay, yarn, geoboard and rubber bands,
overhead shapes, tangrams, construction paper
Other:
HM Building Vocabulary Kit
Mathematics – Grade 01
94
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
Technology Integration:




HM Technology Connection : 185B, 187B
HM Math Tracks: 7.2
www.eduplace.com
www.funbrain.com - see Dare to be
Square
 www.aaamath.com/ - Geometry, Polygons
 Math Blaster Jr.: “Shape Circus”
 www.mathcats.com - Go to Math Cats
Explorer, then Polygon Playground
 http://standards.nctm.org/document/
chapter4/geom.html#bpl
 http://www.glc.k12.ga.us/Builder
VO3/lpshared/lpdisplay.asp?Sessions_
Stamp=&LPID=4078
 http://www.glc.k12.ga.us/Builder
VO3/lpshared/lpdisplay.asp?Sessions_
Stamp=&LPID=13293
Field Trips:
 Virginia Art Museum
 Children’s Museum
 Math and Science Center
Key Terms/
Vocabulary
Mathematics – Grade 01
triangle
cylinder
side closed
shapes
square
sphere
figure
plane figure
circle
corner
open figure
geometric
rectangle prism
rectangle
geometry
cone
curves
objects
cube
faces
size
95
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
Methods of
Instruction
Small Group
Peer Tutoring
Guided practice
Direct Instruction
Cooperative grouping
Methods of
Assessment
Group discussions
Writing Assignment
eduTest Assessment
HM Assessment Book
Student reports
Test Wizard test
HM Ways to Assess
HM VSOL Book
Teacher created test/quiz
Textbook Resource Kit activities
HM Fast Facts
Mathematics – Grade 01
96
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
Strand:
Organizing Topics:
Standard:
1.17
Geometry
Two-Dimensional (plane)
The student will identify and describe objects in his/her environment that depict plane
geometric figures.
Understanding the Standards
Teacher Notes

Representations of circles, squares, rectangles, and triangles can be found in the students’ environment at school and at home.
Students should have opportunities to identify/classify things in their environment by the type of shape those things represent.

Recognizing shapes once transformations (slides, flips, turns) have been applied is a skill that students should begin to develop
during the primary grades.
Children are often confused when a shape such as a square is rotated: they frequently refer to the rotated square as a diamond.
Clarification needs to be ongoing — i.e., a square is a square regardless of its location in space; there is no such geometric shape as
a diamond.

Essential Understanding
Students
All students should:

Understand that geometric figures are integral parts of his/her environment.
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
Strand:
Organizing Topics:
Standard: 1.18
Probability and Statistics
Statistics: Collect Organize, Display, Analyze and Interpret Data
The student will investigate, identify, and describe various form of data collection.
Resources
Objectives
The student will:
Investigate, identify, and
describe various forms of
data collection in his/her
world (e.g., recording daily
temperature, lunch count,
attendance, and favorite ice
cream), using tables, picture
graphs, and object graphs.
Mathematics – Grade 01
Essential Knowledge, Skills, and Processes
The student will use problem solving,
mathematical communication, mathematical
reasoning, connections, and representations to

Investigate various forms of data collection,
including counting and tallying, informal
surveys, observations, and voting.
 Identify and describe various forms of data
collection in his or her world (e.g., recording
daily temperature, lunch count, attendance,
and favorite ice cream.)
Suggested Activities - Books & Materials
Technology Integration - Field Trips
Activities:
 RPS Elementary Teaching Strategy/ Activity
Booklet, Grade 1-SOL 1.18 (page 23)
 "How Do You Eat a Chocolate Bunny?"
VDOE Mathematics Enhanced Scope and
Sequence
 "Data in Our World" VDOE Mathematics
Enhanced Scope and Sequence
 "How Much Does It Hold" VDOE
Mathematics Enhanced Scope and Sequence
 HM Math Expressions: U6 L1, L3, L5, L6,
L7, L11, U7 L9, L12 U10 L5, l6, L7 
 Conduct various surveys in the classroom
about how many family members the
students have, favorite apple color, or the
way they get to school, etc. Have the
students use tally marks, a sticky note, or a
counter for their choice.
 Using three two-sided counters, have the
students shake and drop the counters. Have
the students record the outcomes of the drops
98
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
and discuss the possible and impossible
outcomes of the drops.
 Using unifix cubes or colored inch block of
two or three colors, put about 5 cubes or
blocks in a lunch bag. Have the students
take one block out at a time, record the color
and then return the block to the bag. The
students should take five or six draws from
the bag. Have the students make predictions
as to what colors are in the bag and how
many of each color may be in the bag.
Books/Materials:

Houghton Mifflin Mathematics, Grade1:
TE: 86, 87A-87B, 87-88, 89A-89B, 89-90,
91A-91B, 91-94, 95A-95B, 95-96, 97A-97B,
97-100, 101A-101B, 101-103
PE: 87-103
 Unit Resources:
Reteach: 4.1, 4.2, 4.3, 4.4, 4.5, 4.6
Practice: 4.1, 4.2, 4.3, 4.4, 4.5, 4.6
Enrichment: 4.1, 4.2, 4.3, 4.4, 4.5, 4.6
Problem Solving: 4.1, 4.2, 4.3, 4.4, 4.5, 4.6
Homework: 4.1, 4.2, 4.3, 4.4, 4.5, 4.6
Practice Workbook: 4.1, 4.2, 4.3, 4.4, 4.5, 4.6
 Chapter Challenges: 19, 23
 Read Aloud Big Books: 89B, 95B, 100
 Math Center: Each lesson has a math-related
activity
Mathematics – Grade 01
99
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
 ELL Handbook: 16-19
Lesson Transparencies: 4.1, 4.2, 4.3, 4.4, 4.5,
4.6
 Teaching Transparencies: 87, 91, 95, 97, 101
 Chapter Intervention: 87-91
 Test Prep Transparencies: 4.1, 4.2, 4.4, 4.5
 AYP: 108
 HM Math Expressions: U6 L1, L3, L5, L6,
L7, L11, U7 L9, L12 U10 L5, l6, L7
 Saxon Math, Grade 1, Lessons: 5, 7, 10-1, 19,
38, 40-1, 60-1, 62, 65-1, 70-1, 72, 82, 98,
104, 118, 128, 130-1
Manipulatives:
Unifix cubes, objects, one-inch graph
paper, graph mats, counters
Other:
HM Building Vocabulary Kit
Technology Integration:
 HM Technology Connection :
87B, 89B, 91B, 95B, 101B
HM Ways to Success: 4.1, 4.2, 4.3,
 4.4, 4.5
HM Math Tracks: 4.2, 4.3, 4.4
 www.eduplace.com
 www.funbrain.com - Dare to be Square
 www.aaamath.com Geometry, Polygons
Mathematics – Grade 01
100
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
 Math Blaster Jr.: “Constellation”,
“Growing Worms”
 Math Processor: Activity 17 & 18, Chapter
9
 Kid Pix Software-make picture graph
 Claris Works/Microsoft Words-spread
sheets
 Math Blaster: “What’s the Point?”
 www.k111k12ilus/king/math.htm
Probability
 www.mathcats.com Coin Flipper
Field Trips:
 Virginia Art Museum
Key Terms/
Vocabulary
certain
picture graph
interpret
Methods of
Instruction
Small Group
Peer Tutoring
Guided practice
Direct Instruction
Cooperative grouping
Methods of
Assessment
Group discussions
Writing Assignment
eduTest Assessment
HM Assessment Book
Student reports
Test Wizard test
HM Ways to Assess
HM VSOL Book
Teacher created test/quiz
Textbook Resource Kit activities
HM Fast Facts
Mathematics – Grade 01
impossible
pictures
data collections
maybe
sort
objects
tally
survey
graphs
table
data
observations
101
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
Strand:
Organizing Topics:
Standard: 1.18
Statistics
Collect, Organize, Display, analyze and Interpret Data
The student will investigate, identify, and describe various forms of data collection.
Understanding the Standards
Teacher Notes
 Students’ questions about the physical world can often be answered by collecting data and observing the results.
 Data is information collected about people or things. The primary purpose of collecting data is to answer questions.
 After generating questions, students decide what information is needed and how it can be collected.
 The collection of the data often leads to new questions to be investigated.
 The entire process broadens children’s views of mathematics and its usefulness.
 Data collection could involve voting, informal surveys, tallying, and charts.
 Surveys, which are data-collecting tools that list choices, should have a limited number of questions at the primary grades.
 Tallying is a method for gathering information. Tally marks are used to show how often something happens or occurs. Each tally
mark represents one occurrence. Tally marks are clustered into groups of five, with four vertical marks representing the first four
occurrences and the fifth mark crossing the first four on a diagonal to represent the fifth occurrence.
Essential Understanding
Students
All students should:
 Understand how data can be collected and presented in an organized manner.
 Understand that data gathered and analyzed from observations and surveys can have an impact on our everyday lives.
Mathematics – Grade 01
102
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
Strand:
Organizing Topics:
Standard: 1.19
Probability and Statistics
Statistics: Collect, Organize, Display, Analyze and Interpret Data
The student will interpret information displayed in a picture or object graph.
Resources
Objectives
The student will:
Interpret information
displayed in a picture or
object graph, using the
vocabulary more, less, fewer,
greater than, less than, and
equal to.
Essential Knowledge, Skills, and Processes
The student will use problem solving,
mathematical communication, mathematical
reasoning, connections, and representations to

Demonstrate the meaning of the terms more,
less, fewer, greater than, less than, and
equal to, using concrete materials.
 Compare one category to another in a graph,
indicating which has more or which has less.
 Interpret information displayed in object
graphs and picture graphs, using the words
more, less, fewer, greater than, less than,
and equal to.
 Find answers to questions, using graphs (e.g.,
“Which category has more?” “Which
category has less”).
Mathematics – Grade 01
Suggested Activities - Books & Materials
Technology Integration - Field Trips
Activities:
 “Object Graphs and Picture Graphs”VDOE Probability and Statistics-Section
II, Activity 6
 “Graphs Detective”-VDOE Probability
and Statistics-Section III, Activity 7
 “How Much Does It Hold?” VDOE
Enhanced Scope and Sequence
 “How Do You Eat a Chocolate Bunny?”
VDOE Enhanced Scope and Sequence
 “Data in Our World” VDOE Enhanced
Scope and Sequence
 Use a wide variety of materials to make
graphs about class favorites (e.g., apples,
M&M’s, colors, seeds, ways of getting to
school, type of potatoes you like).
Discuss with the students questions like:
Which has the most/fewest? Are there
any that are the same/ greater than / less
103
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1

than? How many more / less?
 Working in pairs or small groups, have
the students collect information about a
survey question they are interested in.
Have the students make a graph to show
the data they collected. Have the
students ask the graphing questions listed
above.
Books/Materials:

Houghton Mifflin Mathematics Grade 1 :
TE: 7A-7B, 7-8, 21B, 21-24, 89A-89B,
89-90, 91A-91B, 91-93, 94, 95A-95B, 9596, 97A-97B, 97-99, 101A-101B, 101103, 105, 107-108, 110, 112, 113A-113B,
116, 118, 149
PE: 89-99, 101-103, 105, 107-108, 110,
112, 116, 118
 Unit Resources:
Reteach: 4.2, 4.3, 4.4, 4.5, 4.6
Practice: 4.2, 4.3, 4.4, 4.5, 4.6
Enrichment: 4.2, 4.3, 4.4, 4.5, 4.6
Problem Solving: 4.2, 4.3, 4.4, 4.5, 4.6
Homework: 4.2, 4.3, 4.4, 4.5, 4.6
Practice Workbook: 4.2, 4.3, 4.4, 4.5, 4.6
Chapter Challenges: 1, 19, 23
Read Aloud Big Books: 89B, 95B, 100
Math Center: Each lesson has a mathrelated activity
 ELL Handbook: 2-5, 16-20
Mathematics – Grade 01
104
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1








Lesson Transparencies: 1.1, 4.2, 4.3, 4.4,
4.6
Teaching Transparencies: 21, 23, 91, 95,
97, 101
Chapter Intervention: 87-91
Test Prep Transparencies: 4.4, 4.5
AYP: 32, 108, 166
HM Math Expressions:
U1 L7, L15, L17
U6 L1, L2, L3, L4, L5, L6, L7, L11 U7
L8, L9, L12
U10 L5, L6, L7
Saxon Math, Grade 1, Lessons: 7, 10-1,
19, 40-1, 65-1, 82, 118
NCTM Navigating Through Data Analysis
and Probability in Prekindergarten
through Grade 2
Manipulatives:
Chart paper, graph paper, markers, coins,
connecting cubes, multi-colored spinners,
one-inch graph paper, candy (such as M & M,
skittles, Reese pieces), post-it notes, unifix
cubes, counters
Other:
HM Math Vocabulary Kit
Mathematics – Grade 01
105
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
Technology Integration:
• HM Technology Connection : 7B, 21B,
89B, 91B, 95B, 97B, 98, 101B, 110, 116
• HM Ways to Success: 1.1, 1.5, 1.6, 4.2,
4.3, 4.4, 4.5, 7.1
• Math Tracks: 1.1, 1.6, 4.2, 4.3, 4.4, 4.6
• Math Blaster- “What’s the Point?”
• Math Blaster, Jr.: “Trapezoidia”, Level
1; “Growing Worms”
• Math Processor: Activity 1 & 2, Chapter
•
•
•
•
•
•
•
•
•
1
www.k111.k12.il.us/king/math.htm –
Graphing
http://standards.nctm.org/document/chap
ter4/data.htm#op2
http://www.glc.k12.ga.us/BuilderV03/lp
tools/lpshared/lpdisplay.asp?Session_St
amp=&LPID=35982
http://www.glc.k12.ga.us/BuilderV03/
lptools/lpshared/lpdisplay.asp?Session
_Stamp=&LPID=11245
http://ericir.syr.edu/cgibin/printlessons.
cgi/Virtual/Lessons/Mathematics//
Process_Skills/MPS0004.html
Field Trips:
Mathematics – Grade 01
106
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
Key Terms/
Vocabulary
more
picture graph
data
less
object graph
greater
fewer
data collection
less than
greater than
equal to
interpret
less than
pictures
Methods of
Instruction
Small Group
Peer Tutoring
Guided practice
Direct Instruction
Cooperative grouping
Methods of
Assessment
Group discussions
Writing Assignment
eduTest Assessment
HM Assessment Book
Student reports
Test Wizard test
HM Ways to Assess
HM VSOL Book
Teacher created test/quiz
Textbook Resource Kit activities
HM Fast Facts
Mathematics – Grade 01
107
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
Strand:
Organizing Topics:
Standard: 1.19
Probability and Statistics
Statistics: Collect, Organize, Display, Analyze and Interpret Data
The student will interpret information displayed in a picture or object graph.
Understanding the Standards
Teacher Notes
 Statistics are used to describe and interpret with numbers the world around us; it is a tool for problem solving.
 Students’ questions about everyday life can often be answered by collecting and interpreting data.
 Organized data provides a clearer picture for interpretation.
 Picture graphs are graphs that use pictures to show and compare information. A key is often used to indicate what each picture
represents (e.g., one picture of a dog represents five dogs).
 Object graphs are graphs that use concrete materials to represent the categorical data that are collected (e.g., cubes stacked by the
month, with one cube representing the birthday month of each student).
 Interpretation of the data could lead to additional questions to be investigated.
Essential Understandings
Students
All students should:
 Understand that picture graphs use pictures to represent and compare data while object graphs use concrete objects to represent and
compare data.
 Understand that data can be analyzed and interpreted, using the terms more, less, fewer, greater than, less than, and equal to.
Mathematics – Grade 01
108
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
Strand:
Organizing Topics:
Standard: 1.20
Patterns, Functions, and Algebra
Representations and Relationship
The student will sort and classify concrete objects according to one or more attributes.
Resources
Objectives
The student will:
Sort and classify concrete
objects according to one or
more attributes, including
color, size, shape, and
thickness.
Mathematics – Grade 01
Essential Knowledge, Skills, and Processes
The student will use problem solving,
mathematical communication, mathematical
reasoning, connections, and representations to

Sort and classify objects into appropriate
subsets (categories) based on one or two
attributes, such as size, shape, color, or
thickness.
Suggested Activities - Books & Materials
Technology Integration - Field Trips
Activities:
 “I Need a Necktie Please!” VDOE
Enhanced Scope and Sequence
 “Growing Patterns” VDOE Enhanced Scope
and Sequence
 VDOE Patterns, Functions, & Algebra
- “Tibby (Warm-Up), “What’s In the
Box?”-Session 1, Activity 4
- “Play”-Session 1, Activity 5
- Missing Pieces”- Section 1, Activity 6
- Difference-Trains and Games”Section 1, Activity 9
- “How Many Baby Bears?”- Section 5,
Activity 1
 VDOE Elementary Geometry-Module 2
- “What’s In the Box?”
- “Missing Pieces”
- “What’s My Rule?”
- “Who Am I? Game”
- “Twenty Questions Game”
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RICHMOND PUBLIC SCHOOLS
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MATHEMATICS
Pulling It All Together
GRADE 1



“Hidden Number Patterns”
“Attribute Network”
Use Venn Diagrams to sort objects by
attributes.
Taste sorting / Sense sorting – Students
can sort objects by taste, smell, feel, etc.
Clue game - Teacher chooses an
attribute piece and describes pieces by
giving attributes one at a time. Students
hold up shapes or name it according to
all attributes when they can identify it.
Books/Materials:
 Houghton Mifflin Mathematics Grade 1 :
TE: 183B, 183-184
PE: 183-184
 Unit Resources:
Reteach: 7.1
Practice: 7.1
Enrichment: 7.1
Homework: 7.1
Practice Workbook: 4.6
Chapter Challenges: 37
Math Center: Each lesson has a mathrelated activity
 ELL Handbook: 31-32
 AYP: 204
 HM Math Expressions: U6 L6
Mathematics – Grade 01
110
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1




VDOE Elementary Geometry-Module 2
VDOE Patterns, Functions, & Algebra,
Sections 1 and 5
NCTM Navigating through Algebra in
Pre-K through Grade 2
Saxon Math, Grade 1, Lessons: 6, 7, 13,
14, 15-2, 24, 31,38, 42, 60-1, 65-1, 71,
72, 83, 120-1, 122, 132
Manipulatives:
Pattern blocks; attribute block pieces which
demonstrate thickness, color, size, and shape;
common objects such as apples, shells, shoes,
leaves to sort by multiple characteristics;
colored macaroni, colored cubes, colored tiles,
linking blocks, calculator, coins, index cards
Other;
HM Math Vocabulary Kit
Technology Integration:
 HM Technology Connection: 183B
 HM Ways to Success: 7.1
 http://standards.nctm.org/document/chapt
er4/alg.htm#op1
 http://www.illuminations.nctm.org/lesson
Mathematics – Grade 01
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RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1

plans/prek-2/button/index.html
www.aaamath.com - patterns
Field Trips:
 Ukrops
 Maymont Animal Zoo
 Children’s Museum
 Math and Science Center
Key Terms/
Vocabulary
size
classify
shape
different
colors
similar
thickness
thinness
attributes
sort
categorize
different
Methods of
Instruction
Small Group
Peer Tutoring
Guided practice
Direct Instruction
Cooperative grouping
Methods of
Assessment
Group discussions
Writing Assignment
eduTest Assessment
HM VSOL Test Prep
Student reports
Test Wizard test
HM Ways to Assess
Teacher created test/quiz
Textbook Resource Kit activities
HM Assessment Book
Mathematics – Grade 01
112
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
Strand:
Organizing Topics:
Standard: 1.20
Patterns, Functions, and Algebra
Representations and Relationships
The student will sort and classify concrete objects according to one or more attributes.
Understanding the Standards
Teacher Notes

Sorting, classifying, and ordering objects facilitate work with patterns, geometric shapes, and data.


To classify is to arrange or organize a set of materials according to a category or attribute (a quality or characteristic of a thing).
General similarities and differences among items are easily observed by primary students, who can begin to focus on more than one
attribute at a time. During the primary grades, the teacher’s task is to move students toward a more sophisticated understanding of
classification in which two or more attributes connect or differentiate sets, such as those found in nature (e.g., leaves with different
colors and different shapes).
Essential Understandings
Students
All students should:
 Understand the same set of objects can be sorted and classified in different ways
Mathematics – Grade 01
113
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
Strand:
Organizing Topics:
Standard: 1.21
Patterns, Functions, and Algebra
Pattern, Function: Representations and Relationships
The student will recognize, describe, extend, and create a wide variety of patterns.
Resources
Objectives
The student will:
Recognize, describe,
extend, and create a wide
variety of patterns,
including rhythmic, color,
shape, and numerical.
Patterns will include both
growing and repeating
patterns. Concrete
materials and calculators
will be used by students.
Mathematics – Grade 01
Essential Knowledge, Skills, and Processes
The student will use problem solving,
mathematical communication, mathematical
reasoning, connections, and representations to

Recognize the pattern in a given rhythmic,
color, shape, or numerical sequence.

Describe the pattern in a given rhythmic,
color, shape, or numerical sequence.

Extend a pattern, using manipulatives,
geometric figures, numbers, or calculators.

Create a repeating or growing pattern, using
manipulatives, geometric figures, numbers, or
calculators (e.g., the growing patterns 2, 3, 2,
4, 2, 5, 2, 6, 2, ).
Suggested Activities - Books & Materials
Technology Integration - Field Trips
Activities:

“Counting the Days” VDOE
Mathematics Enhanced Scope and
Sequence, Grade 1
 “I Need a Necktie, Please!” VDOE
Mathematics Enhanced Scope and
Sequence, Grade 1
 “Growing Patterns” VDOE Mathematics
Enhanced Scope and Sequence, Grade 1
 VDOE Patterns, Functions & Algebra
- “Up, Up, and Away!’-Section 2,
Activity 1B
- “Tons of Tunnels”-Section 2,
Activity 2A
- “The Jeweled Snake”-Section 2,
114
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1

Create an arithmetic number pattern, using a
calculator (e.g., when skip counting by fives,
use the constant feature on the calculator by
pressing 5 + 5 = = =  to produce the pattern
5, 10, 15, 20, ).
-
Activity 3A
“Fibonacci Numbers”-Section 2,
Activity 3B
“Arrow Math”-Section 2, Activity
4G
“What’s In My Box?’- VDOE
Elementary Geometry Module2
“Finish Me”: Teacher begins a
pattern with objects, sounds, words,
pictures, movements, etc. and students
extend it.
Calendar activity patterns – rhythms,
numbers, days of school, pattern symbols
of calendar tags.
Skip count by 2’s, 5’s, and 10’s
Use common objects to make patterns.
Make people patterns. (Example:
standing, sitting, standing, sitting, etc.) or
boy, girl, boy, girl, etc.)
Start a pattern and have another student
complete the pattern.







Books/Materials:

Mathematics – Grade 01
Houghton Mifflin Mathematics Grade 1 :
TE: 219A-219B, 219-220, 221A-221B, 221222, 227A-227B, 227-229, 234, 323A-323B,
323-324, 325A-325B, 325-326, 327A-327B,
115
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1







Mathematics – Grade 01
327-328, 331A-331B, 331-332, 333A-333B,
333-335, 350
PE: 219-222, 227-229, 234, 323-328,
331-335, 350
Unit Resources:
Reteach: 8.5, 8.6, 8.8, 12.1, 12.2, 12.3,
12.4, 12.5
Practice: 8.5, 8.6, 8.8, 12.1, 12.2, 12.3,
12.4, 12.5
Enrichment: 8.5, 8.6, 8.8, 12.4, 12.5
Problem Solving: 8.5, 8.6, 8.8, 12.1, 12.2,
12.3, 12.4, 12.5
Homework: 8.5, 8.6, 8.8, 12.1, 12.2, 12.3,
12.4, 12.5
Practice Workbook: 8.5, 8.6, 8.8, 12.1, 12.2,
12.3, 12.4, 12.5
Chapter Challenges: 47, 69, 71, 121, 127
Read Aloud Big Books: 219B, 323B,
325B
Math Center: Each lesson has a mathrelated activity
ELL Handbook: 57-60, 101-102, 106-107
Lesson Transparencies: 8.5, 8.6, 8.8,
12.1, 12.2, 12.3, 12.5
Teaching Transparencies: 219, 221, 227,
323, 325, 327, 331, 333, 335
Chapter Intervention: 121, 122, 144-150,
217, 224
Test Prep Transparencies: 12.1, 12.2, 12.3
AYP: 234, 340, 
116
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1





HM Math Expressions:
U1 L2, L3, L4, L5, L6, L7, L9, L10, L12,
L13, U4 L1-6, L11-15, U5 L1, L6-10 U6
L12, U7 L6 U8 L1-13
VDOE Patterns, Functions & Algebra
VDOE Elementary Geometry Module2
NCTM Navigating through Algebra in Pre-K
through Grade 2
Saxon Math, Grade 1, Lessons: 34, 41, 41,
42, 43, 47, 51, 56, 58, 59, 64, 89, 90-1, 93,
98
Manipulatives:
Attributes blocks, pattern blocks, colored
macaroni, colored cubes, colored tiles, linking
blocks, calculators, wooden blocks, teddy bears,
lions, hippos counters
Other:
HM Math Vocabulary Kit
Technology Integration:



Mathematics – Grade 01
HM Technology Connection : 217, 219B,
221B, 227B, 323B, 325B, 327B, 331B,
333B
HM Ways to Success: 8.5, 8.6, 8.8, 12.1,
12.2, 12.3, 12.5
www.aaamath.com - Patterns
117
RICHMOND PUBLIC SCHOOLS
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MATHEMATICS
Pulling It All Together
GRADE 1

Calculator


www.eduplace.com/kids/mw/
Kid Pix
Field Trips:

Ukrops

Maymont Animal Zoo

Children’s Museum

Math and Science Center
Key Terms/
Vocabulary
turn
shapes
rhythm
Methods of
Instruction
Small Group
Peer Tutoring
Guided practice
Direct Instruction
Cooperative grouping
Methods of
Assessment
Group discussions
Writing Assignment
eduTest Assessment
HM VSOL Test Prep
Student reports
Test Wizard test
HM Ways to Assess
Teacher created test/quiz
Textbook Resource Kit activities
HM Assessment Book
Mathematics – Grade 01
flip
symbols
skip counting
repeating pattern
calculator
sequence
growing pattern
attribute blocks
number pattern
pattern
118
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1
Strand:
Organizing Topics:
Patterns, Functions, and Algebra
Pattern, Function: Representations and Relationships
Standard: 1.21
The student will recognize, describe, extend, and create a wide variety of patterns.
Understanding the Standards
Teacher Notes

Patterns allow children to recognize order, to generalize, and to predict.

Patterning should include
- reproducing a given pattern, using manipulatives;
- recording a pattern with pictures or symbols;
- transferring a pattern into a different form or different representation (e.g., blue–blue–red to an AAB repeating pattern); and
- analyzing patterns in the real world (e.g., calendar, seasons, days of the week).

The simplest types of patterns are repeating patterns. The patterns can be oral, such as the refrain in “Old MacDonald’s Farm” (“ei-e-i-o”), or physical with clapping and snapping patterns, or combinations of both, such as is found in songs like the “Hokey
Pokey.” In each case, students need to identify the basic unit of the pattern and repeat it. Opportunities to create, recognize,
describe, and extend repeating patterns are essential to the primary school experience.

Growing patterns are more difficult for students to understand than repeating patterns because not only must they determine what
comes next, they must also begin the process of generalization. Students need experiences with growing patterns in both arithmetic
and geometric formats.

Sample numeric patterns are
6, 9, 12, 15, 18, ;
5, 7, 9, 11, 13,  (repeating numeric pattern); and
1, 2, 4, 7, 11, 16,  (growing numeric pattern).
Mathematics – Grade 01
119
RICHMOND PUBLIC SCHOOLS
CURRICULUM COMPASS
MATHEMATICS
Pulling It All Together
GRADE 1

In geometric patterns, students must often recognize transformations of a figure, particularly rotation or reflection. Rotation (turn) is
the result of turning a figure around a point or a vertex, and reflection (flip) is the result of flipping a figure over a line.
Essential Understandings
Students
All students should:

Understand that patterns are a way to recognize order, to organize their world, and to predict what comes next in an arrangement.

Analyze how both repeating and growing patterns are generated
Mathematics – Grade 01
120
In accordance with the laws of the Commonwealth of Virginia and the policies of the School Board of the City of Richmond,
Richmond Public Schools does not discriminate on the basis of sex, race, color, age, religion, disabilities or national origin in the
provision of employment and services. Richmond Public Schools operates equal opportunity and affirmative action programs for
students and staff. Richmond Public Schools is an equal opportunity/affirmative action employer. The Title IX Officer is Debora
Johns, Acting Clerk of the School Board, Richmond Public Schools, 301 North Ninth Street, Richmond, VA 23219-1927. (804)
780-7628. The Section 504 Coordinator is Mr. Harley Tomey, Director of Exceptional Education, 301 North Ninth Street,
Richmond, VA 23219-1927, (804) 780-7911. The United States Department of Education’s Office of Civil Rights may be
contacted also at P. O. Box 14620, Washington, DC 20044-4620, (202) 208-2545.
SCHOOL BOARD
The Honorable:
David L. Ballard, Chairman
George P. Braxton, II, Vice Chairman
Betsy Brooks Carr
Lisa Dawson
Reginald M. Malone, Sr.
Joan T. Mimms
M. Gail Townes
Evette L. Wilson
Carol A. O. Wolf
Dr. Deborah M. Jewell-Sherman, Superintendent