Grade 1 Math Course Outline 2021-2022 Mrs. Allen Corbett

Learning in math is shown through the demonstration or extension of understanding of the required concepts. Students therefore need to make connections between topics and to show a deep knowledge about how mathematics works and how we use math to solve real-life problems. For this reason, the math curriculum will be spiraled this year. This means that all three strands will be taught simultaneously in order to relate each strand to each other. Outcomes will be revisited and explored throughout the year as new concepts are taught within the three strands.

General Overview

Assessment in Math 1 will be based upon curricular expectations for deep understanding and high level thinking by students. Problem solving is an underlying process that is required for the learning and application of math concepts.

Student learning falls under four goal areas (Logical Thinking, Number Sense, Spatial Sense and Mathematics as a Human Endeavor). The math curriculum contains outcomes and indicators, which are split into 4 strands, Numbers, Patterns and Relations, Shape and Space and Statistics and Probability. The grade one focus is only on the first three strands.

Assessment and Feedback Methods

Students will be involved in the following assessment forms:

Pre-Assessment:

Pre-assessment is designed to gauge student readiness prior to the teaching of outcomes, units, themes, concepts etc. These assessments are given before each new topic and their learning will be structured around their specific learning needs based on the pre-assessment. These assessments do not go towards the students’ final grade. Some forms of pre-assessment that may be used are pre-test, oral discussion, oral questioning, KWL charts (know, want to learn, have learned) etc.

Formative Assessment:

Formative assessment will be used to provide students with regular, specific feedback and gauge their understanding throughout the unit and their learning. Formative assessment helps identify areas where extra practice is needed in order to ensure understanding of the outcome being taught. These assessments will not contribute to the final grade. Some forms of formative assessments that may be used are daily work/practice, checklists, anecdotal notes, paper pencil tasks, journals, written assessments, exit cards etc.

Summative Assessment:

Summative assessment is used to assess student learning and understanding following formative assessment. Students will be offered many opportunities to practice specific skills before progress is measured through an assessment event or performance task. If a student has difficulty with a concept and or material they will be given extra practice and assistance to learn the material and demonstrate their understanding. When students are ready to “show what they know or have learned” they will be assessed. Summative assessments are based on criteria referenced rubrics. These assessments do contribute to the final grade. Some tools that may be used are paper pencil tasks, paper pencil tests, projects, written assessments, portfolios, journals, checklists, oral assessments, performance tasks, projects etc.

Criteria for Assessment

The primary criterion for assessment in Math 1 is demonstrating the understanding of concepts and material. This requires students to make connections between topics and to show a deep knowledge about how mathematics works and how we use math to solve real-life problems. Areas where students will have to demonstrate their understanding in math are:

Numbers

- subtraction from 12 and 20 - addition to 12 and 20 - different combinations of problems - addition and subtraction stories - mental math strategies - counting on and back - skip counting - solving story problems - estimating - numbers to 100 - more, same , fewer - place value 1s, 10s - representing numbers - comparing numbers - describing numbers - identifying numbers 1or 2 more and 1or 2 less - one – one correspondence - equality/inequality - equal symbol

Shape and Space:

- attributes of objects - 3D objects - 2D objects - mass - capacity - length - comparing objects - covering geometric shapes - comparing shapes and attributes - copying shapes etc.

Pattern and Relations:

- Understanding equal symbol - Extend a pattern - Copy a pattern - Recognize a pattern - Create a pattern - Translate a pattern - Discovering equality and inequality

The following Personal and Social Development Skills will be reported on separately from the Math outcomes:

1. Attitude contributing to learning 2. Following directions and classroom routines 3. Completing coursework on time 4. Working effectively in groups 5. Organizing work and workspace

Behavioral expectations and classroom routines are reinforced and taught through positive behavioral interventions and strategies in Grade one. Emphasis will be placed on being ready to learn (self-regulation), following directions, showing respect, using appropriate voice for space and activity, demonstrating best effort, working and playing safely, and making good decisions.