AK-DLM Grade Level Clusters AK-DLM Essential Elements Instructional Examples Add and subtract within 20. 1.OA.5. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). EE1.OA.5.a. Use manipulatives or visual representations to indicate the number that results when adding one more. Students will: EE1.OA.5.a. Indicate the numeral that results when adding one more to the numbers. Ex. With nine beads on the string, indicate “10” after adding one more. Ex. After taking attendance, indicate how many students are present when adding one more student. Ex. Stand on large floor number line, determine how many, and then add one more to determine sum. Ex. Use table number line to line up counting sticks, then add one more to each. 3 Students need not use formal terms for these properties.
First Grade Mathematics Standards: Number and Operations in Base Ten AK-DLM Grade Level Clusters AK-DLM Essential Elements Instructional Examples Extend the counting sequence. 1.NBT.1. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. EE1.NBT.1.a. Count by ones to 30. EE1.NBT.1.b. Count as many as 10 objects and Students will: EE1.NBT.1.a. Count from 1 - 30 with meaning; cardinality. Ex. in a chant to count numbers 1 – 30. Ex. Recite the count sequence 1 – 30. Ex. Sing numbers to 30. Students will: EE1NBT.1.a. Count by ones. Ex. Participate in a classroom chant to count numbers 1 – 20. Ex. Recite the count sequence 1 – 20. Ex. Sing numbers to 20. Students will: EE1.NBT.1.a. Count to 10. Ex. Participate in a classroom chant 1 -10. Ex. Recite numbers 1-10. Ex. Sing numbers 1-10. Students will: EE1.NBT.1.a. Count to two. Ex. Sing numbers up to two with teacher. Ex. Count along using a voice output communicative device that will count in order (1-2) upon each activation. Ex. Activate a pre-programmed sequenced communication device repeatedly to recite the numbers one and two. Students will: EE1.NBT.1.b. Count up to 20 objects and represent the quantity with a represent the quantity with numeral. the corresponding numeral. Ex. Count a number of dots on a card and write or select the corresponding numeral. Ex. Count the number of names on the attendance chart and write the corresponding number up to 20.
AK-DLM Grade Level Clusters AK-DLM Essential Elements Instructional Examples Ex. Choose from a set of markers and a set of crayons. (Exposure to vocabulary: set) Ex. Choose from two sets of pictures the one that matches the model set of five. 1.NBT.3. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. EE1.NBT.3. Compare two groups of 10 or fewer items when the quantity of items in each group is similar. Students will: EE1.NBT.3. Choose the larger/smaller set of items that are <10, >10 when the sets differ by three or fewer. Ex. Given two stacks of books, identify which set has <10, >10. Ex. Given two pencil boxes, identify which pencil box contains <10, >10 pencils. Ex. Given two stacks of cups, identify which set has <10, >10. Ex. Given two class lines of students, identify which set has <10, >10. Students will: EE1.NBT.3. Compare two groups of 10 or fewer items when the quantity of items in each group is similar. Ex. Given two pencil boxes, one with five and one with 10 pencils, identify which pencil box contains the smaller set of items. Ex. Given one set of cubes with 1-4 cubes, and a second set of cubes with 6-10, identify the set with less than five. Students will: EE1.NBT.3. Choose the matching set of items. Ex. Given three pencil boxes, identify which two pencil boxes contain the same number of items. Ex. Given three bracelets, match a second set of three bracelets from two choices. Ex. Given one set of counting cubes with 1-4 cubes, and a second set of counting cubes with 6-9 cubes, identify the larger set. Students will: EE1.NBT.3. Match sets of one, two, or three objects .showing the same number of objects. Ex. Given three sets of objects of one or two objects, match the two
AK-DLM Grade Level Clusters AK-DLM Essential Elements Instructional Examples “Which bar is taller?”). Ex. After being shown one boot and one shoe, identify the “tallest.” Tell and write time. EE1.MD.3.a. Demonstrate an understanding of the Students will: EE1.MD.1-2. Explore tall/short objects. Ex. Focus on the short and tall objects when the teacher is presenting a story about long and short. Ex. Explore soft blocks (one tall, one short) on their wheelchair tray, while teacher says and demonstrates, “Reach up high to touch the tall block. Now touch the short block.” Ex. When presented with a model, use clay to make a “long snake” and a “short snake” and compare them. Ex. First sit and then stand to explore short and tall (e.g., “Stand up; now you are tall. Sit down; now you are short”). Students will: EE1.MD.3.a. Use the words “today,” “tomorrow,” and “yesterday” to refer 1.MD.3. Tell and write time terms “tomorrow,” to personal activities and events. in hours and half-hours using analog and digital clocks. “yesterday,” and “today.” Ex. Using lunch menu, answer questions such as, “What did you have for lunch yesterday?”, “What did you eat today?”, and “What will you have tomorrow?” Ex. Use classroom calendar to find today’s activities, after being shown yesterday’s. Ex. Complete a graphic organizer by placing index card with day of the week written on it and place it in the correct column under “Yesterday,” “Today,” or “Tomorrow”. Ex. Find “Today” in monthly planner when given date by teacher and point to it. Move finger backward and forward to find “Yesterday” and “Tomorrow.” Students will: EE1.MD.3.a. Demonstrate understanding of the terms “tomorrow,” “yesterday,” and “today.” Ex. Indicate yesterday, today, or tomorrow when teacher asks about a
AK-DLM Grade Level Clusters AK-DLM Essential Elements Instructional Examples rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. pieces to make a shape that relates to the whole (i.e., two semicircles to make a circle, two squares to make a rectangle). EE1.G.3. Demonstrate part and whole terminology understanding. Ex. Given an array of half shapes such as tangrams, select two and put them together to make a circle, square, or triangle. Ex. On an interactive whiteboard, move two squares together to form a rectangle and them take them apart again. Students will: EE1.G.3. Put together two pieces to make a shape that relates to the whole (i.e., two semicircles to make a circle, two squares to make a rectangle). Ex. Put together two parts of a circle to create a whole circle. Ex. Put two squares together to form a rectangle. Ex. Given half of an index card with a partial shape or picture, find a peer who has the other half to make a complete shape or picture. Students will: EE1.G.3. Put together two pieces. Ex. Using an inset puzzle as a model, put together a whole circle from half- circle puzzle parts. Ex. Given a template, put together two pieces to form a whole. Ex. Using plastic eggs, practice breaking apart into two equal parts, and put together to make a whole. Students will: EE1.G.3. Given an inset puzzle or technology equivalent, insert a shape. Ex. Using a one-shape puzzle, insert missing piece. Ex. While using shape-based chart, student inserts shape into open slot. Ex. Match a paper cut-out shape to an outline on picture and glue. Ex. Use a touch window to click and drag a shape from shape bank to insert into outline in picture.