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NC Standard Course of Study: First Grade Math

 

Reference:  http://www.dpi.state.nc.us/curriculum/mathematics/scos/2003/k-8/14grade1

Math   Characteristics   Strategies/Adaptations   Link
Strands: Number and Operations, Measurement, Geometry, Data Analysis and Probability, Algebra            
             
Competancy Goal #1 The learner will read, write, and model whole numbers through 99 and compute with whole numbers.            
             
             
1.01  Develop number sense for whole numbers through 99.            
Connect the model, number word, and number using a variety of representations.   Visual learner, distractibility, auditory processing, for students who are intuitive thinkers   Students join Oshi the sea otter and his seashore friends as they practicing counting sea creatures at the beach, adding and subtracting at the tide pool, and learning “greater than” and “less than” at the coral reef.   http://www.intellitools.com/special/demo/control.html
Use efficient strategies to count the number of objects in a set.            
Read and write numbers.            
Compare and order sets and numbers.   visual learner: has difficulty understanding and remembering  diections.   Place Value Puzzler: How to Play:
Funbrain will show you a number.
Click on the digit in the number whose position is shown
Or correctly type in the rounded version of the number.
  http://www.funbrain.com/tens/index.html
Build understanding of place value (ones, tens).   auditory learners   This game can easily be differentiated for larger / smaller numbers simply by changing the number of children involved.   http://www.teachingideas.co.uk/maths/placevalueclap.htm
Estimate quantities fewer than or equal to 100.            
Recognize equivalence in sets and numbers  1-99.            
             
1.02 Use groupings of 2's, 5's, and 10's with models and pictures to count collections of objects.   Perceived effort needed to do a task is so great that the student loses motivation.   Select a Supportive Peer or Adult to Get a Student Started on Assignments. If a student finds it difficult to get organized and begin independent seatwork activities, a supportive peer or adult in the classroom can get the student organized and started on the assignment.                                             http://www.interventioncentral.org/behavioral-interventions/motivation/motivation-challenge-2-response-effort-do-work-seems-too-great
             
1.03 Develop fluency with single-digit addition and corresponding differences using strategies such as modeling, composing and decomposing quantities, using doubles, and making tens.            
             
1.04 Create, model, and solve problems that use addition, subtraction, and fair shares (between two or three).            
             
             
COMPETENCY GOAL 2: The learner will use non-standard units of measure and tell time.            
             
             
2.01 For given objects:            
Select an attribute (length, capacity, mass) to measure  (use non-standard units).            
Develop strategies to estimate size.   difficulty recalling verbal and content-area information   Using Mnemonic Instruction to Teach Math. There are three basic types of mnemonic strategies: keyword, pegword and letter.   http://www.k8accesscenter.org/training_resources/mnemonics_math.asp
Compare, using appropriate language, with respect to the attribute selected.            
             
2.02 Develop an understanding of the concept of time.            
Tell time at the hour and half-hour.            
Solve problems involving applications of time (clock and calendar).            
             
             
COMPETENCY GOAL 3: The learner will identify, describe, draw, and build basic geometric            
             
             
3.01 Identify, build, draw and name parallelograms, squares, trapezoids, and hexagons.            
             
3.02  Identify, build, and name cylinders, cones, and rectangular prisms.            
             
3.03  Compare and contrast geometric figures.            
             
3.04 Solve problems involving spatial visualization.            
             
COMPETENCY GOAL 4: The learner will understand and use data and simple probability concepts.            
             
             
4.01 Collect, organize, describe and display data using line plots and tallies.   visual-spatial learners   The following strategies have been found to be effective in teaching children with visual-spatial strengths:   http://www.beelddenken.info/documenten/upside-down_brilliance.pdf
             
4.02 Describe events as certain, impossible, more likely or less likely to occur.            
             
             
COMPETENCY GOAL 5: The learner will demonstrate an understanding of classification and patterning.            
             
             
5.01  Sort and classify objects by two attributes.            
             
5.02  Use Venn diagrams to illustrate similarities and differences in two sets.            
             
5.03  Create and extend patterns, identify the pattern unit, and translate into other forms.            

 

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