NotesFAQContact Us
Search Tips
ERIC Number: ED511858
Record Type: Non-Journal
Publication Date: 2010-May-7
Pages: 81
Abstractor: ERIC
Reference Count: 0
ISBN: ISBN-978-0-8735-3646-2
Focus in Grade 1: Teaching with Curriculum Focal Points
Fuson, Karen; Clements, Douglas; Beckmann, Sybilla
National Council of Teachers of Mathematics
"Focus in Grade 1: Teaching with Curriculum Focal Points" describes and illustrates learning paths for the mathematical concepts and skills of each grade 1 Focal Point as presented in Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics. It includes representational supports for teaching and learning that can facilitate understanding, stimulate productive discussions about mathematical thinking, and provide a foundation for fluency with the core ideas. This book also discusses common student errors and misconceptions, reasons the errors may arise, and teaching methods or visual representations to address the errors. Because learning paths cut across grades, some discussion of related Focal Points in Kindergarten and grade 2 have been included to describe and clarify prerequisite knowledge and show how the grade 1 understandings build on what went before. "Focus in Grade 1", one in a series of grade-level publications, is designed to support teachers, supervisors, and coordinators as they develop and refine the mathematics curriculum. Contents include: (1) Introduction; (2) Number and Operations; (3) Geometry, Spatial Reasoning, and Measurement; and (4) Mathematizing: Solving Problems, Reasoning, and Communicating, Connecting, and Representing Ideas in First Grade. Preface, Acknowledgments and References are also included.
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail:; Web site:
Publication Type: Books; Reports - Descriptive
Education Level: Elementary Education; Elementary Secondary Education; Grade 1; Grade 2; Kindergarten
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: National Council of Teachers of Mathematics