SALTA 1st Grade Curriculum Map

1.MP.1 Make sense of problems and persevere in solving them. Explain the meaning of a problem, look for entry points to begin work on the problem, and plan and choose a solution pathway. When a solution pathway does not make sense, look for another pathway that does. Explain connections between various solution strategies and representations. Upon finding a solution, look back at the problem to determine whether the solution is reasonable and accurate, often checking answers to problems using a different method or approach. First grade students make sense of data representations to identify what a problem is asking for. Listen and look for students that exhibit the following behaviors: • think about a plan before jumping into the solution • if needed, organize data or use representations to help make sense of the problem • identify likely strategies for solving the problem • not give up when stuck • look for ways to get past being stuck • try alternative ways to solve the problem when stuck. Focus Standards Curriculum Supports – enVision 2.0 Vocabulary

1.MD.4 1.MD.5 (1.MD.C)

Strand: Measurement and Data

Topic 6: Represent and Interpret Data (pp. 349I-349J)

Topic 6:

First grade students will represent and interpret data. First grade students will identify the value of coins.

• tally marks • data • tally chart • picture graph • survey

6-1 Organize Data Into Three Categories (pp. 353-358) 6-2 Collect and Represent Data (pp. 359- 364) 6-3 Interpret Data (pp. 365-370) 6-4 Continue to Interpret Data (pp. 371- 376) 6-5 Math Practices and Problem Solving: Make Sense and Persevere (pp. 377-382) Since 1.MD.5 is not represented in enVIsion 2.0 please see the 1 st Grade Money Lesson Plan inserted before the Year-at-a Glance Topic 6 Assessment – Represent and Interpret Data (print or online) (pp. 387-388) Topic 6 Performance Assessment – Represent and

Standard 1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Standard 1.MD.5 Identify the values of pennies, nickels, dimes and quarters and know their comparative values. ( For example, a dime is of greater value than a nickel.) Use appropriate notation to designate a coin’s value. ( For example, 5 ₵ .)

Assessment Options:

Interpret Data (pp. 389-390) Team Created Assessments

Assessment Tasks – Topic 6