1. Math in Focus Singapore Math By Marshall Cavendish
Author: Dr Pamela Sharpe
U.S. Consultants: Andy Clark and Patsy F. Kanter
Author Dr. Pamela Sharpe
Houghton Mifflin Harcourt is the publisher

2. Common Core Standards Operations & Algebraic Thinking
Number & Operations in Base Ten
Measurement & Data
Geometry
The only difference between kindergarten and first is counting and cardinality is not present.

3. Common Core Introduction
In Grade 1, instructional time should focus on four critical areas: (1) developing understanding of addition, subtraction, and strategies for addition and subtraction within 20; (2) developing understanding of whole number relationships and place value, including grouping in tens and ones; (3) developing understanding of linear measurement and measuring lengths as iterating length units; and (4) reasoning about attributes of, and composing and decomposing geometric shapes.1. Students develop strategies for adding and subtracting whole numbers based on their prior work with small numbers. They use a variety of models, including discrete objects and length-based models (e.g., cubes connected to form lengths), to model add-to, take-from, put-together, take-apart, and compare situations to develop meaning for the operations of addition and subtraction, and to develop strategies to solve arithmetic problems with these operations. Students understand connections between counting and addition and subtraction (e.g., adding two is the same as counting on two). They use properties of addition to add whole numbers and to create and use increasingly sophisticated strategies based on these properties (e.g., “making tens”) to solve addition and subtraction problems within 20. By comparing a variety of solution strategies, children build their understanding of the relationship between addition and subtraction.

4. Common Core Introduction
2. Students develop, discuss, and use efficient, accurate, and generalizable methods to add within 100 and subtract multiples of 10. They compare whole numbers (at least to 100) to develop understanding of and solve problems involving their relative sizes. They think of whole numbers between 10 and 100 in terms of tens and ones (especially recognizing the numbers 11 to 19 as composed of a ten and some ones). Through activities that build number sense, they understand the order of the counting numbers and their relative magnitudes.3. Students develop an understanding of the meaning and processes of measurement, including underlying concepts such as iterating (the mental activity of building up the length of an object with equal-sized units) and the transitivity principle for indirect measurement.14. Students compose and decompose plane or solid figures (e.g., put two triangles together to make a quadrilateral) and build understanding of part-whole relationships as well as the properties of the original and composite shapes. As they combine shapes, they recognize them from different perspectives and orientations, describe their geometric attributes, and determine how they are alike and different, to develop the background for measurement and for initial understandings of properties such as congruence and symmetry.

5. Common Core Standard Operations & Algebraic Thinking
Represent and solve problems involving addition and subtraction.
Understand and apply properties of operations and the relationship between addition and subtraction.
Add and subtract within 20
Work with addition and subtraction equations.

6. Common Core Standards Operations and Algebraic Thinking
Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
Number and Operations in Base Ten
Work with numbers to gain foundations for place value.
Measurement and Data
Describe and compare measurable attributes.
Classify objects and count the number of objects in each category
Geometry
Identify and describe shapes.
Analyze, compare, create, and compose shapes.
Mathematical Practices
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.

7. Math in Focus Lessons Each Chapter has lessons
Each lesson has Days for pacing
Activities begin with:
Learn-
Hands on Activity
Let’s Practice
Practice and Apply
Math Journal
Chapter Wrap Up
Put on your thinking cap

8. Assessments
Each Chapter the children will take a pretest( do not go home- to drive instruction)
All post tests:
They will be sent home to correct and be signed.
All post tests are part of your child’s assessments portfolio

9. 20 Chapters in Math in Focus
Chapter 1-Numbers to 10
Chapter 2- Number Bonds
Chapter 3-Addition Facts to 10
Chapter 4-Subtraction Facts to 10
Chapter 5-Shapes and Patterns
Chapter 6-Ordinal Numbers and Positions
Please review the table of contents in the cover of your child’s workbook

10. More Chapters in Math Focus
Chapter 7 Numbers to 20
Chapter 8 Addition and Subtraction Facts to 20
Chapter 9 Length
Chapter 10 Weight
Chapter 11 Picture Graphs and Bar Graphs
Chapter 12 Numbers to 40
Chapter 13 Addition and Subtraction to 40

11. Final Chapters in Math in Focus
Chapter 14 Mental Math Strategies
Chapter 15 Calendar and Time
Chapter 16 Numbers to 120
Chapter 17 Addition and Subtraction to 100
Chapter 18 Multiplication and Division
Chapter 19 Money

12. Average Math Lesson Begin with a big idea and chapter opener
Review of the past days lesson
Introduce the topic- Mini Lesson and state the teaching point
Teach vocabulary
Model activity then place the children in groups depending on the lesson day.
Assess what the children have grasped the concept

13. This week’s lessons:
Wednesday: 5 minute warm-up then… Teach: Match and Compare motivate with volunteers showing the meaning of vocabulary words. Then a hands on activity using ten frames to compare objects.
Thursday: Teach: Count and Compare then guided practice. Hand’s on Activity: Making number trains. Next, Let’s Practice and Apply pages.

14. Continued Week’s Lessons:
Today-Teach: Make a Pattern