Grade 1 Mathematics, Quarter 1, Unit 1.

Ordering Objects and Interpreting Data

Overview
Number of Instructional Days: Content to Be Learned
Order three objects by length. Interpret data with up to three categories. Answer questions about the total number of data points. Tell how many data points are in each category.

(1 day = 45-60 minutes)

Mathematical Practices to Be Integrated

Reason Abstractly and Quantitatively Make sense of quantities and their relationships in problem situations. Use quantitative reasoning that entails creating a coherent representation of quantities

Model with mathematics. Apply mathematics known to everyday life. Use tools to identify important quantities in practical situations. Analyze and interpret data mathematically to draw conclusions.

Attend to precision. Communicate precisely to others. Specify units of measure to clarify the quantity. Calculate/count accurately.

Essential Questions
How would you put these objects in order? Explain. What is the total number of data points in each category? What is the total number of data points in all?

Southern Rho de Island Regional Collaborative with pro cess support from T he Charles A. Dana Center at the University o f Texas at Austin Revised 2013-2014

Written Curriculum
Common Core State Standards for Mathe matical Content Measurement and Data
Measure lengths indirectly and by iterating length units. 1.MD.1. Order three objects by length; compare the lengths of two objects indirectly by using a third object.

1.MD

Represent and interpret data. 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.

Common Core Standards for Mathe matical Practice

2 Reason abstractly and quantitatively.

Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involvin g quantitative relationships: the ability to decontextualizeto abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. 4 Model with mathematics.

Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. 6 Attend to precision.

Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem
Southern Rho de Island Regional Collaborative with pro cess support from T he Charles A. Dana Center at the University o f Texas at Austin Revised 2013-2014

context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.

Clarifying the Standards Prior Learning Students used the attribute of length to describe objects. They compared two objects by direct comparison of length to find which object is taller/shorter, longer/shorter, etc. Current Learning In this unit, students order three objects by length. They interpret data with up to three categories. Students ask and answer questions about the total number of data points. This is taught at the developmental level. Later in the year (Unit 2.2), students compare the length of two objects indirectly by using a third object. Students organize and represent data with up to three categories (Unit 3.2). They 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. Future Learning In second grade, students will use and select appropriate tools to measure objects using standard units. Students will generate data by measuring line plots. They will draw a picture graph and a bar graph to represent data with up to four categories. They will solve word problems using information presented in a bar graph.

Additional Findings
Representing measurements and discrete data in picture and bar graphs involves counting and comparisons that provide another meaningful connection to number relationships (Curriculum Focal Points, p. 18). Students in grade 1 can ask and answer questions about categorical data based on a representation of the data (Mathematical Progressions, K3, Categorical Data; Grades 25, Measurement Data p.56). Students struggle to see the data as a whole versus individual categories. Teachers need to help students make the conceptual leap to move from seeing data as disaggregate pieces to a comprehensive whole as referenced from A Research Companion to Principles and Standards for School Mathematics, p. 202.

Southern Rho de Island Regional Collaborative with pro cess support from T he Charles A. Dana Center at the University o f Texas at Austin Revised 2013-2014