Math Grade 1 - British Columbia
Mathematics Grade 1Integrated Resource Package 2007GBG 044
-JCSBSZ BOE "SDIJWFT BOBEB BUBMPHVJOH JO 1VCMJDBUJPO %BUB Main entry under title:Mathematics grade 1 : integrated resource package 2007Also available on the Internet.ISBN 978-0-7726-5715-21. Arithmetic - Study and teaching (Primary) – British Columbia.2. Mathematics - Study and teaching (Primary) – British Columbia.3. Education, Primary – Curricula – British Columbia. 4. Teaching –Aids and devices. I. British Columbia. Ministry of EducationQA135.6.M37 2007372.7’04309711C2007-960060-3Copyright 2007 Ministry of Education, Province of British Columbia. PQZSJHIU /PUJDFNo part of the content of this document may be reproduced in any form or by any means, including electronicstorage, reproduction, execution, or transmission without the prior written permission of the Province.1SPQSJFUBSZ /PUJDFThis document contains information that is proprietary and confidential to the Province. Any reproduction,disclosure, or other use of this document is expressly prohibited except as the Province may authorize in writing.-JNJUFE &YDFQUJPO UP /PO 3FQSPEVDUJPOPermission to copy and use this publication in part, or in its entirety, for non-profit educational purposeswithin British Columbia and the Yukon, is granted to (a) all staff of BC school board trustees, includingteachers and administrators; organizations comprising the Educational Advisory Council as identifiedby Ministerial Order; and other parties providing, directly or indirectly, educational programs to entitledstudents as identified by the 4DIPPM "DU R.S.B.C. 1996, c.412, or the *OEFQFOEFOU 4DIPPM "DU R.S.B.C. 1996, c.216,and (b) a party providing, directly or indirectly, educational programs under the authority of the Minister ofthe Department of Education for the Yukon Territory as defined in the Education Act, R.S.Y. 2002, c.61.
TABLE OF CONTENTS" ,/08-&%(.&/54Acknowledgments .513&'" &Preface . 7*/530%6 5*0/ 50 ."5)&."5* 4 , 50 Rationale .Aboriginal Perspective .Affective Domain .Nature of Mathematics .Goals for Mathematics K to 7 .Curriculum Organizers .Key Concepts: Overview of Mathematics K to 7 Topics .Mathematical Processes .Suggested Timeframe .References .11121213141516182020 0/4*%&3"5*0/4 '03 130(3". %&-*7&3:Alternative Delivery Policy .Inclusion, Equity, and Accessibility for all Learners .Working with the Aboriginal Community .Information and Communications Technology .Copyright and Responsibility .Fostering the Development of Positive Attitudes in Mathematics .Instructional Focus .Applying Mathematics .292930303031313313&4 3*#&% -&"3/*/( 065 0.&4Introduction . 37Prescribed Learning Outcomes . 40456%&/5 " )*&7&.&/5Introduction . 45Grade 1. 50Number . 51Patterns and Relations .54Shape and Space . 56 -"44300. "44&44.&/5 .0%&Introduction . 61Classroom Model – Grade 1. 64-&"3/*/( 3&4063 &4Learning Resources . 81(-044"3:Glossary . 85Mathematics Grade 1
ACKNOWLEDGMENTSMany people contributed their expertise to this document. The Project Co-ordinator was Mr. RichardDeMerchant of the Ministry of Education, working with other ministry personnel and our partnersin education. We would like to thank all who participated in this process with a special thank you toWestern and Northern Canadian Protocol (WNCP) partners in education for creation of the WNCP CommonCurriculum Framework (CCF) for Kindergarten to Grade 9 Mathematics from which this IRP is based."5)&."5* 4 , 50 *31 %&7&-01.&/5 5&". Lori BoychukSchool District No. 91 (Nechako Lakes)Rosamar GarciaSchool District No. 38 (Richmond)Glen GoughSchool District No. 81 (Fort Nelson)Linda JensenSchool District No. 35 (Langley)Carollee NorrisSchool District No. 60 (Peace River North)Barb WagnerSchool District No. 60 (Peace River North)Joan WilsonSchool District No. 46 (Sunshine Coast)Donna WongSchool District No. 36 (Surrey)."5)&."5* 4 , 50 *31 %&7&-01.&/5 5&". 4611035 1307*%&% #:Liliane GauthierSaskatchewan LearningPamela HagenSchool District 43 (Coquitlam), University of British ColumbiaJack KinakinSchool District 20 (Kootney-Columbia)Heather MorinBritish Columbia Ministry of EducationJanice NovakowskiSchool District 38 (Richmond), University of British ColumbiaGT Publishing Services Ltd.Project co-ordination, writing, and editingMathematics Grade 1
PREFACEThis Integrated Resource Package (IRP) providesbasic information teachers will require inorder to implement Mathematics K to 7. Oncefully implemented, this document will supersedeMathematics K to 7 (1995).The information contained in this documentis also available on the Internet atwww.bced.gov.bc.ca/irp/irp.htmThe following paragraphs provide brief descriptionsof the components of the IRP.*/530%6 5*0/The Introduction provides general information aboutMathematics K to 7, including special features andrequirements.Included in this section are a rationale for teaching Mathematics K to 7 in BCschools goals for Mathematics K to 7 descriptions of the curriculum organizers –groupings for prescribed learning outcomes thatshare a common focus a suggested timeframe for each grade a graphic overview of the curriculum content fromK to 7 additional information that sets the context forteaching Mathematics K to 7 0/4*%&3"5*0/4 '03 130(3". %&-*7&3:This section of the IRP contains additionalinformation to help educators develop their schoolpractices and plan their program delivery to meetthe needs of all learners.13&4 3*#&% -&"3/*/( 065 0.&4This section contains the QSFTDSJCFE MFBSOJOH PVUDPNFT Prescribed learning outcomes are the legally requiredcontent standards for the provincial educationsystem. They define the required attitudes, skills, andknowledge for each subject. The learning outcomesare statements of what students are expected to knowand be able to do by the end of the grade.The prescribed learning outcomes for theMathematics K to 7 IRP are based on the LearningOutcomes contained within the Western andNorthern Canadian Protocol (WNCP) CommonCurriculum Framework (CCF) for K to 9Mathematics available at www.wncp.ca.456%&/5 " )*&7&.&/5This section of the IRP contains information aboutclassroom assessment and measuring studentachievement, including sets of specific achievementindicators for each prescribed learning outcome.Achievement indicators are statements that describewhat students should be able to do in order todemonstrate that they fully meet the expectationsset out by the prescribed learning outcomes.Achievement indicators are not mandatory; they areprovided to assist teachers in assessing how well theirstudents achieve the prescribed learning outcomes.The achievement indicators for the MathematicsK to 7 IRP are based on the achievement indicatorscontained within the WNCP Common CurriculumFramework for K to 9 Mathematics.The WNCP CCF for K to 9 Mathematics isavailable online at www.wncp.caAlso included in this section are key elements –descriptions of content that help determine the intendeddepth and breadth of prescribed learning outcomes. -"44300. "44&44.&/5 .0%&This section contains a series of classroom unitsthat address the learning outcomes. The unitshave been developed by BC teachers, and areprovided to support classroom assessment. Theseunits are suggestions only – teachers may use ormodify the units to assist them as they plan for theimplementation of this curriculum.Each unit includes the prescribed learning outcomesand suggested achievement indicators, a suggestedtimeframe, a sequence of suggested assessmentactivities, and sample assessment instruments.Mathematics Grade 1
PREFACE-&"3/*/( 3&4063 &4This section contains general information on learningresources, providing a link to titles, descriptions, andordering information for the recommended learningresources in the Mathematics K to 7 Grade Collections.[/PUF (SBEF PMMFDUJPOT GPS .BUIFNBUJDT , UP XJMM CF VQEBUFE BT OFX SFTPVSDFT NBUDIJOH UIF *31 BSF BVUIPSJ[FE ](-044"3:The glossary section provides a link to an onlineglossary that contains definitions for selected termsused in this Integrated Resource Package
INTRODUCTION
INTRODUCTION TO MATHEMATICS K TO 7This Integrated Resource Package (IRP) sets outthe provincially prescribed curriculum forMathematics K to 7. The development of thisIRP has been guided by the principles of learning: Learning requires the active participation of thestudent. People learn in a variety of ways and at differentrates. Learning is both an individual and a group process.In addition to these three principles, this documentrecognizes that British Columbia’s schools includeyoung people of varied backgrounds, interests,abilities, and needs. Wherever appropriate forthis curriculum, ways to meet these needs and toensure equity and access for all learners have beenintegrated as much as possible into the learningoutcomes and achievement indicators.The Mathematics K to 7 IRP is based on the Westernand Northern Canadian Protocol (WNCP) CommonCurriculum Framework (CCF) for Kindergarten toGrade 9 Mathematics (May 2006). A complete list ofreferences used to inform the revisions of the WNCPCCF for K to 9 Mathematics as well as this IRP canbe found at the end of this section of the IRP.Mathematics K to 7, in draft form, was availablefor public review and response from September toNovember, 2006. Input from educators, students,parents, and other educational partners informed thedevelopment of this document.3 "5*0/"-&The aim of Mathematics K to 7 is to provide studentswith the opportunity to further their knowledge,skills, and attitudes related to mathematics.Students are curious, active learners with individualinterests, abilities and needs. They come to classroomswith varying knowledge, life experiences andbackgrounds. A key component in successfullydeveloping numeracy is making connections to thesebackgrounds and experiences./VNFSBDZ DBO CF EF¾OFE BT UIF DPNCJOBUJPO PG NBUIFNBUJDBM LOPXMFEHF QSPCMFN TPMWJOH BOE DPNNVOJDBUJPO TLJMMT SFRVJSFE CZ BMM QFSTPOT UP GVODUJPO TVDDFTTGVMMZ XJUIJO PVS UFDIOPMPHJDBM XPSME /VNFSBDZ JT NPSF UIBO LOPXJOH BCPVU OVNCFST BOE OVNCFS PQFSBUJPOT #SJUJTI PMVNCJB "TTPDJBUJPO PG .BUIFNBUJDT 5FBDIFST Students learn by attaching meaning to what theydo and need to construct their own meaning ofmathematics. This meaning is best developed whenlearners encounter mathematical experiences thatproceed from the simple to the complex and fromthe concrete to the abstract. The use of a varietyof manipulatives and pedagogical approachescan address the diversity of learning styles anddevelopmental stages of students, and enhancethe formation of sound, transferable, mathematicalconcepts. At all levels, students benefit fromworking with a variety of materials, tools andcontexts when constructing meaning about newmathematical ideas. Meaningful student discussionscan provide essential links among concrete, pictorialand symbolic representations of mathematics.Information gathered from these discussions can beused for formative assessment to guide instruction.As facilitators of learning educators are encouragedto highlight mathematics concepts as they occurwithin the K to 7 school environment and withinhome environments. Mathematics concepts arepresent within every school’s subjects and drawingstudents’ attention to these concepts as they occurcan help to provide the “teachable moment.”The learning environment should value and respectall students’ experiences and ways of thinking, sothat learners are comfortable taking intellectual risks,asking questions and posing conjectures. Studentsneed to explore problem-solving situations in order todevelop personal strategies and become mathematicallyliterate. Learners must realize that it is acceptable tosolve problems in different ways and that solutions mayvary. Positive learning experiences build self-confidenceand develop attitudes that value learning mathematics.Mathematics Grade 1
INTRODUCTION TO MATHEMATICS K TO 7"#03*(*/"- 1&341& 5*7&Aboriginal students in British Columbia come fromdiverse geographic areas with varied cultural andlinguistic backgrounds. Students attend schoolsin a variety of settings including urban, rural, andisolated communities. Teachers need to understandthe diversity of cultures and experiences of students.Aboriginal students come from cultures wherelearning takes place through active participation.Traditionally, little emphasis was placed upon thewritten word. Oral communication along withpractical applications and experiences are importantto student learning and understanding. It is also vitalthat teachers understand and respond to non-verbalcues so that student learning and mathematicalunderstanding are optimized. Depending on theirlearning styles, students may look for connectionsin learning and learn best when mathematics iscontextualized and not taught as discrete components.A variety of teaching and assessment strategies isrequired to build upon the diverse knowledge, cultures,communication styles, skills, attitudes, experiences andlearning styles of students. 5IF TUSBUFHJFT VTFE NVTU HP CFZPOE UIF JODJEFOUBM JODMVTJPO PG UPQJDT BOE PCKFDUT VOJRVF UP B DVMUVSF PS SFHJPO BOE TUSJWF UP BDIJFWF IJHIFS MFWFMT PG NVMUJDVMUVSBM FEVDBUJPO #BOLT BOE #BOLT "''& 5*7& %0."*/Bloom’s taxonomy of learning behaviours identifiedthree domains of educational activities, affective(growth in feelings or emotional areas – attitude),cognitive (mental skills – knowledge), and psychomotor(manual or physical skills – skills). The affectivedomain involves the way in which we perceive andrespond to things emotionally, such as feelings, values,appreciation, enthusiasms, motivations, and attitudes.A positive attitude is an important aspect of theaffective domain that has a profound effect onlearning. Environments that create a sense ofbelonging, encourage risk taking, and provideopportunities for success help students developand maintain positive attitudes and self-confidence.Research has shown that students who are moreengaged with school and with mathematics are far Mathematics Grade 1more likely to be successful in school and in learningmathematics. (Nardi & Steward 2003). Studentswith positive attitudes toward learning mathematicsare likely to be motivated and prepared to learn,participate willingly in classroom activities, persistin challenging situations, and engage in reflectivepractices.Substantial progress has been made in research in thelast decade that has examined the importance and useof the affective domain as part of the learning process.In addition there has been a parallel increase inspecific research involving the affective domain andits’ relationship to the learning of mathematics whichhas provided powerful evidence of the importanceof this area to the learning of mathematics (McLeod1988, 1992 & 1994; Hannula 2002 & 2006; Malmivuori2001 & 2006). Teachers, students, and parents needto recognize the relationship between the affectiveand cognitive domains, and attempt to nurture thoseaspects of the affective domain that contribute topositive attitudes. To experience success, studentsmust be taught to set achievable goals and assessthemselves as they work toward these goals.Students who are feeling more comfortable witha subject, demonstrate more confidence and havethe opportunity for greater academic achievement(Denton & McKinney 2004; Hannula 2006; Smith et al.1998). Educators can include opportunities for activeand co-operative learning in their mathematics lessonswhich has been shown in research to promote greaterconceptual understanding, more positive attitudes andsubsequently improved academic achievement fromstudents (Denton & McKinney 2004). By allowingthe sharing and discussion of answers and strategiesused in mathematics, educators are providing richopportunities for students mathematical development.Educators can foster greater c
Mathematics Grade 1 "#03*(*/"- 1&341& 5*7& Aboriginal students in British Columbia come from diverse geographic areas with varied cultural and linguistic backgrounds. Students attend schools in a variety of settings including urban, rural, and isolated communities. Teachers need to un
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