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 This symbol identifies a Tennessee
Diploma Project 2008 Standards Awareness Resource |
Scope and Sequence
2009-2010
Standard 1 – Mathematical
Processes
Grade Level Expectations:
GLE 0006.1.1 Use mathematical language, symbols, and
definitions while developing mathematical reasoning.
Bear Unit
GLE 0006.1.2 Apply and adapt a variety of appropriate
strategies to problem solving, including estimation, and
reasonableness of the solution.
GLE 0006.1.3 Develop independent reasoning to communicate
mathematical ideas and derive algorithms and/or formulas.
GLE 0006.1.4 Move flexibly between concrete and abstract
representations of mathematical ideas in order to solve
problems, model mathematical ideas, and communicate solution
strategies.
GLE 0006.1.5 Use mathematical ideas and processes in
different settings to formulate patterns, analyze graphs, set up
and solve problems and interpret solutions.
 Number
Roads
GLE 0006.1.6 Read and interpret the language of mathematics
and use written/oral communication to express mathematical ideas
precisely.
GLE 0006.1.7 Recognize the historical development of
mathematics, mathematics in context, and the connections between
mathematics and the real world.
GLE 0006.1.8 Use technologies/manipulatives appropriately to
develop understanding of mathematical algorithms, to facilitate
problem solving, and to create accurate and reliable models of
mathematical concepts.
Checks for Understanding
(Formative/Summative Assessment):
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0006.1.1 Model addition and subtraction
(e.g., using a number chart, number line and/or concrete
objects).
Addition Fun
Bear Unit
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0006.1.2 Begin to develop the concept of
estimation using concrete objects.
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0006.1.3 Use words to describe time (e.g.,
day, night, morning, afternoon, yesterday, today, tomorrow).
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0006.1.4 Tell time to the hour.
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From
Free Math Worksheets This is an online game:
Tell Time . This page shows an analog clock and the student
types in the digital time. The teacher can set it to just hour or
half hour intervals if you choose.
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From
Free Math Worksheets This is a worksheet creator:
Tell Time Worksheet You will create a worksheet that the
students draw the hands on 9 clocks to match the digital time below
the clock. The teacher can set hour or half hour.
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From SuperKids Math Worksheet Creator
Tell Time Worksheet 2 This page creates a worksheet with 12
analog clocks and the student writes the time. This can be set to
hour or a combination of hour and half hour. The teacher may also
create their own worksheet
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0006.1.5 Recognize a calendar as a way of
measuring time.
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0006.1.6 Name and identify coins and their
values.
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0006.1.7 Use words to describe temperature
(e.g., hot, warm, cool, cold).
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0006.1.8 Recognize a thermometer as a way of
measuring temperature.
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0006.1.9 Use age-appropriate books, stories,
and videos to convey ideas of mathematics.
Standard 2 – Number and
Operations
Grade Level Expectations:
GLE 0006.2.1 Count objects in a set and use numbers,
including written numerals to 25.
GLE 0006.2.2 Create, represent and recognize a set with a
given number of objects.
GLE 0006.2.3 Recognize, compare and order sets of numerals by
using both cardinal and ordinal meanings.
GLE 0006.2.4 Understand addition as “putting together” and
subtraction as “breaking apart.”
GLE 0006.2.5 Model the numbers 1 through 10 as sums or
differences of different sets of whole numbers (composing and
decomposing numbers).
Checks for Understanding
(Formative/Summative Assessment):
ü
0006.2.1 Count objects to 25 using
one-to-one correspondence and identify the quantity in the
counted group.
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0006.2.2 Match quantities to 25 with
numerals and written words.
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0006.2.3 Count backward from 10 to 1.
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0006.2.4 Count to 20 by twos.
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0006.2.5 Create a set with a given number of
objects.
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0006.2.6 Quickly recognize the number of
objects in a small set.
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0006.2.7 Recognize zero (0) as a set with
“no objects”.
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0006.2.8 Compare sets of ten or fewer
objects and identify which are equal to, more than, or less than
others.
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0006.2.9 Order the numbers through 25 using
numerals and words.
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0006.2.10 Recognize 6 through 10 as “five and
some ones.”
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0006.2.11 Recognize and use ordinal numbers
(e.g., first, fourth, last).
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0006.2.12 Model simple joining and separating
situations with objects.
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0006.2.13 Add and subtract single-digit
numbers whose total or difference is between 0 and 10.
Addition Fun
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0006.2.14 Understand add as “put together” or
“count on” and solve addition problems with sums less than 20.
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0006.2.15 Understand subtraction as “break
apart” or “take away” and solve subtraction problems using
numbers 1 through 10.
Subtraction Madness -
PowerPoint
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0006.2.16 Model, demonstrate, and solve story
problems that illustrate addition and subtraction.
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0006.2.17 Understand that numbers can be
represented by different groupings.
Standard 3 – Algebra
Grade Level Expectations:
GLE 0006.3.1 Identify, duplicate, and extend simple number
patterns and sequential and growing patterns.
GLE 0006.3.2 Recognize attributes (such as color, shape,
size) and patterns (such as repeated pairs, bilateral symmetry).
GLE 0006.3.3 Describe qualitative change.
Checks for Understanding
(Formative/Summative Assessment):
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0006.3.1 Use a variety of manipulatives
(such as connecting cubes, number cards, shapes) to create
patterns.
Bear Unit
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0006.3.2 Name, copy, and extend patterns.
Bear Unit
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0006.3.3 Translate simple patterns into
rules.
Bear Unit
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0006.3.4 Sort, order and classify objects by
attribute and identify objects that do not belong in a
particular group.
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0006.3.5 Describe change in attributes
according to qualitative criteria such as longer/shorter,
colder/warmer, heavier/lighter.
Bear Unit
Standard 4 – Geometry and
Measurement
Grade Level Expectations:
GLE 0006.4.1 Interpret and describe the physical world with
geometric ideas and vocabulary.
GLE 0006.4.2 Use positional terms to specify locations with
simple relationships.
GLE 0006.4.3 Compare and order measurable attributes of
objects directly (by comparing them with each other) and
indirectly (by comparing both with a third object).
Balancing
Act
Valuable
Art
Checks for Understanding
(Formative/Summative Assessment):
ü
0006.4.1 Identify, name, and describe a
variety of shapes (i.e. circles, squares, triangles, rectangles,
hexagons, trapezoids) shown in various positions.
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0006.4.2 Identify, name, and describe
three-dimensional shapes (such as sphere, cube, cone, cylinder).
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0006.4.3 Sort plane figures into groups,
name and describe the attributes of the shapes (such as number
of sides and corners (vertices).
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0006.4.4 Sort solid figures into groups,
name and describe the attributes of the shapes.
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0006.4.5 Use basic shapes and spatial
reasoning to model objects and construct more complex shapes.
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0006.4.6 Identify positions (such as beside,
inside, outside, above, below, between, on, over, under, near,
far, forward, backward, top, middle, bottom, left, right) using
models, illustrations, and stories.
Bear Unit
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0006.4.7 Make direct and indirect
comparisons between objects (such as recognize which is shorter,
longer, taller, lighter, heavier, or holds more).
Bear Unit
Standard 5 – Data,
Probability and Statistics
Grade Level Expectations:
GLE 0006.5.1 Sort objects and use one or more attributes to
solve problems.
Bear Unit
GLE 0006.5.2 Re-sort objects using new attributes.
Bear Unit
Checks for Understanding
(Formative/Summative Assessment):
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0006.5.1 Sort objects into sets and describe
how the objects were sorted.
Bear Unit
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0006.5.2 Sort objects in different ways.
Bear Unit
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0006.5.3 Collect and count data.
Gorilla's
Lunch Menu A
Gorilla's
Lunch Menu B
How
Much?
Mary
Had A Little Lamb
Bear Unit
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