Embedded Files
Cluster 1- In this cluster, students will begin by reviewing place value up to 99 and also stretch their knowledge of addition and subtraction from within 20 in first grade to 99. They will do this work starting with Unifix cubes then on to using base ten blocks. Students’ understanding should also be connected to writing numbers in standard form (e.g., 82), word form (e.g., eighty-two), and expanded form (e.g., 82 = 80 + 2). Concrete representation such as base ten block representation helps students to focus on the value of each digit and support the understanding of the place value system. Positions of numbers on number lines is also a huge focus within this cluster and is foundational in their use of number lines to help them solve problems. Students will demonstrate their understanding of effectively comparing numbers up to 99. Students may first compare numbers by creating models with concrete objects. As they build and compare their models, they develop reasoning as to how the actual digits can make the task more simple. It is equally important for students to recognize the inverse comparison statement (e.g., 26 is less than 34). Using comparative language is critical before moving to the symbolic representation.
Cluster 1- In this cluster, students will begin by reviewing place value up to 99 and also stretch their knowledge of addition and subtraction from within 20 in first grade to 99. They will do this work starting with Unifix cubes then on to using base ten blocks. Students’ understanding should also be connected to writing numbers in standard form (e.g., 82), word form (e.g., eighty-two), and expanded form (e.g., 82 = 80 + 2). Concrete representation such as base ten block representation helps students to focus on the value of each digit and support the understanding of the place value system. Positions of numbers on number lines is also a huge focus within this cluster and is foundational in their use of number lines to help them solve problems. Students will demonstrate their understanding of effectively comparing numbers up to 99. Students may first compare numbers by creating models with concrete objects. As they build and compare their models, they develop reasoning as to how the actual digits can make the task more simple. It is equally important for students to recognize the inverse comparison statement (e.g., 26 is less than 34). Using comparative language is critical before moving to the symbolic representation.
Cluster 2- In this cluster, students will partition whole objects into 2, 4, and 8 equal parts.They will recognize and explain that the more parts an object is partitioned into, the smaller the parts become; the fewer the parts an object is partitioned into, the larger the parts become. Instruction should provide real-world examples which build conceptual understanding. Students will read and write time to the nearest one-minute increment using analog and digital clocks as well as be able to distinguish between a.m. and p.m.
Cluster 2- In this cluster, students will partition whole objects into 2, 4, and 8 equal parts.They will recognize and explain that the more parts an object is partitioned into, the smaller the parts become; the fewer the parts an object is partitioned into, the larger the parts become. Instruction should provide real-world examples which build conceptual understanding. Students will read and write time to the nearest one-minute increment using analog and digital clocks as well as be able to distinguish between a.m. and p.m.
Cluster 3- In this cluster, students will analyze the different attributes of two-dimensional and three-dimensional shapes. Students should create shapes of different variations. For example, different five sided shapes that represent pentagons. Students will also explore using different tools to measure the length of various objects. Students are introduced to the concept of area using square tiles.
Cluster 3- In this cluster, students will analyze the different attributes of two-dimensional and three-dimensional shapes. Students should create shapes of different variations. For example, different five sided shapes that represent pentagons. Students will also explore using different tools to measure the length of various objects. Students are introduced to the concept of area using square tiles.
Cluster 4- In this cluster, students will begin modeling numbers beyond 99 and work their way to 1,200 using base ten blocks. Students’ understanding should also be connected to writing numbers in standard form (e.g., 827), word form (e.g., eight hundred twenty-seven), and expanded form (e.g., 827 = 800 + 20 + 7). Concrete representations such as base ten block representations help students to focus on the value of each digit and support the understanding of the place value system. Positions of numbers on number lines is also a huge focus within this cluster and is foundational in their use of number lines to help them solve problems. Students will demonstrate their understanding of effectively comparing numbers. Students may first compare numbers by creating models with base-ten blocks. As they build and compare their models, they develop reasoning as to how the actual digits can make the task more simple. It is equally important for students to recognize the inverse comparison statement (e.g., 226 is less than 342). Using comparative language is critical before moving to the symbolic representation.
Cluster 5- In this cluster, students will explore multiplication and division for the first time within context with equivalent sets. They will also be representing data using different types of graphs. Students will then dive into understanding how to manage money through spending, saving, lending, borrowing, and depositing. Students will get to become consumers and producers by celebrating with the Economics Fair. Teachers should note that these standards will coincide with Social Studies standards.
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