Curriculum... · Web viewUnit Title: 1st Grade Math Unit 4. Grade Level: 1. Timeframe: Marking Period 4. Unit Focus and Essential Questions. Unit Focus. Reason with shapes and their

Unit Title: 1st Grade Math Unit 4Grade Level: 1

Timeframe: Marking Period 4

Unit Focus and Essential Questions

Unit Focus Reason with shapes and their attributes Represent and solve problems involving addition and subtraction. Add and subtract within 20 Extend the counting sequence Use place value understanding and properties of operations to add and subtract

Essential QuestionsName the attributes of a given two-dimensional shape?Can you build and draw shapes when given their defining attributes?How do you create composite shapes using two-dimensional shapes or three dimensional shapes and compose new shapes from composite shapes?Can you partition circles and rectangles into two or four equal shares?Can you describe equally partitioned circles and rectangles using halves, fourths, and quarters using half of, fourth of, and quarter of?What does it mean to share an attribute of a shape?What questions can be answered using addition and/or subtraction?How do I know where to begin when solving a problem?What are efficient methods for finding sums and differences?How do I know which mathematical operation to use?What are different ways to count?Why do I need mathematical operations?How does using the base ten system make it easier for me to count?How do I determine the most efficient way to represent a number (pictorial, symbolic, with objects) for a given situation?In what ways can items be grouped to make exchanges for unit(s) of higher value?

New Jersey Student Learning Standards

Standards/Cumulative Progress Indicators (Taught and Assessed): 1.G.A.11.G.A.21.G.A.31.OA.A.1*1.OA.C.6*1.NBT.A.1* 1.NBT.C.4*

Key: Green = Major Clusters; Blue = Supporting; Yellow = Additional Clusters

1

Standard/SWBAT and Pacing Student Strategies Formative Assessment

Activities and Resources Reflection

1.G.A.1. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.

Learning Goal 1: Name the attributes of a given two-dimensional shape (square, triangle, rectangle, regular hexagon), distinguishing between defining and non-defining attributes.Learning Goal 2: Build and draw shapes when given defining attributes.

Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with

Number Talk Refer to Number Talks by Sherry Parrish

P. 44 - 48 P. 117

Number Talks Strategy-Addition: Making Tens Number SentencesNumber Talks Websitehttps://elementarynumbertalks.wordpress.com/Select First Grade Number Talks at the top of the page.Scroll down to find Making Tens Click on Making Tens Number Sentences to access PowerPoint Slides

Direct Instruction-Option 1-Module 5 Topic A; Lesson 1https://www.engageny.org/ccls-math/1g1

ELL Instruction:Demonstrate comprehension of oral directions by drawing and building shapes described using a partner.Explain orally the steps required to draw and build shapes based upon defining attributes, using a Template, Pattern Blocks and a partner.

Centers

Teacher Center- The teacher works in a small group with 1-4 students.https://hcpss.instructure.com/courses/9414/pages/1-dot-g-a-dot-1-centers-and-independent-tasks

Quarterly Assessment Question 1

EngageNYModule 5 Topic A; Lesson 1

https://www.engageny.org/ccls-math/1g1(Day 1)

MyMathwww.connected.mcgraw-hill.com

Teacher login page for all online resources available for My Math

www.mhmymath.com Homepage for My Math

Note: These pages are used as references. They are not meant to be taught page by page. The

pages used are those that best match the standard taught and best prepare students for

the assessment.Lesson 9.1 (591-596)Lesson 9.2 (597-602)Lesson 9.3 (603-608)Lesson 9.4 (609-614)

Lesson 10.1 (667-672)Lesson 10.2 (673-678)Lesson 10.3 (681-686)

2

http://www.mhmymath.com/

http://www.connected.mcgraw-hill.com/

https://www.engageny.org/ccls-math/1g1


https://elementarynumbertalks.wordpress.com/


dates where they will assign each quarterly assessment question.

ObjectivesSWBAT:

i. Name attributes that define two-dimensional shapes (square, triangle,

rectangle, regular hexagon).

ii. Name attributes that do not two-dimensional

shapes.

iii. Build and draw shapes when given defining

attributes.

See all tasks

Standards Based- http://www.k-5mathteachingresources.com/support-files/my-2d-shape-book.pdf

Individual Center – Students work on their individual skill that they need based on data.

http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1g1

Manipulative Center –

http://www.k-5mathteachingresources.com/support-files/geoboard-squares.pdf

Interdisciplinary Center-

Real World Problem Solving-Leveled Reader: Shapes in Nature

Review Classwork

Exit Ticket

ELL Modifications

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 4CCSS:1.G.1WIDA ELDS: 3SpeakingWriting

Name the attributes of a given two-dimensional shape (square, triangle, rectangle, regular hexagon) distinguishing between defining and non-defining attributes.

Describe orally and in writing the defining and non-defining attributes of 2-dimensional shapes, using Pattern Blocks.

VU: Defining/non-defining attribute, square, triangle, rectangle, hexagon, sides, corners, verticesLFC: Present tense, adjectivesLC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives

Describe orally and in writing the defining and non-defining

Describe orally and in writing the defining and non-defining attributes of 2-

Describe orally and in writing the defining and non-defining attributes of 2-dimensional

Describe orally and in writing the defining and non-defining attributes of

Describe orally and in writing the defining and non-defining attributes

3





attributes of 2-dimensional shapes using L1 and/or drawings and selected, illustrated single words.

dimensional shapes using L1, drawings, or selected technical vocabulary in phrases.

shapes using key, technical vocabulary in simple sentences.

2-dimensional shapes using key, technical vocabulary in expanded sentences.

of 2-dimensional shapesusing technical vocabulary in complex sentences.

Learning Supports

Word/Picture WallPattern BlocksSmall group/ triadsL1 support

Word/Picture WallPattern BlocksSmall group/ triadsL1 support

Word/Picture WallPattern BlocksSmall group/ triads

Pattern Blocks

ELL Modifications


SLO: 5CCSS:1.G.1WIDA ELDS: 3SpeakingListening

Draw and build shapes when given defining attributes (e.g., 3 sides, 4 sides, 3 corners, 4 corners).

Demonstrate comprehension of oral directions by drawing and building shapes described using a partner.Explain orally the steps required to draw and build shapes based upon defining attributes, using a Template, Pattern Blocks and a partner.

VU: Attribute, square, triangle, rectangle, hexagon, sides, corners, verticesLFC: Present tense, conditional tense, sequence wordsLC: Varies by ELP level


Working in pairs, demonstrate comprehension of oral directions and explain orally how to draw and build shapes using L1 and/or drawings and selected, illustrated single words.

Working in pairs, demonstrate comprehension of oral directions and explain orally how to draw and build shapes using L1, drawings, or selected technical vocabulary in phrases.

Working in pairs, demonstrate comprehension of oral directions and explain orally how to draw and build shapes using key, technical vocabulary in simple sentences.

Working in pairs, demonstrate comprehension of oral directions and explain orally how to draw and build shapes using key, technical vocabulary in expanded sentences.

Working in pairs, demonstrate comprehension of oral directions and explain orally how to draw and build shapes using technical vocabulary in complex sentences.

Learning Supports

Word/Picture WallTemplatePattern BlocksL1 support

Word/Picture WallTemplatePattern BlocksL1 support

Word/Picture WallTemplatePattern Blocks

TemplatePattern Blocks

1.G.A.1. Distinguish between defining attributes (e.g., triangles


P. 44 - 48

Quarterly Assessment


4

http://www.state.nj.us/education/modelcurriculum/math/ellscaffolding/PatternBlocks.pdf

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/GraphicOrganizersWorksheets/Template.pdf



http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/ClassroomDisplays/Wordpicturewall.pdf

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/L1Supports.pdf









http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/InteractionSupports/InTriadsOrSmallGroups.pdf











are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.


Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.

ObjectivesSWBAT:



ii. Name attributes that do

P. 118

Number Talks Strategy-Addition: Making Landmark or Friendly NumbersNumber Talks Websitehttps://elementarynumbertalks.wordpress.com/Select First Grade Number Talks at the top of the page.Scroll down to find Landmark or Friendly Numbers Click on Making Landmark or Friendly Numbers to access PowerPoint Slides



Centers

Teacher Center- The teacher works in a small group with 1-4 students.https://hcpss.instructure.com/courses/9414/pages/1-dot-g-a-dot-1-centers-and-independent-tasksSee all tasks



http://www.commoncoresheets.com/

Question 1 https://www.engageny.org/ccls-math/1g1(Day 2)








5








not two-dimensional shapes.


attributes.

SortedByGrade.php?Sorted=1g1





Review Classwork

Exit Ticket

ELL Modifications: See Day 1



Pacing – In the first grade level meeting or


P. 44 - 48 P. 106

Number Talks Strategy-Addition: Counting All/Counting On: Number SentencesNumber Talks Websitehttps://elementarynumbertalks.wordpress.com/Select First Grade Number Talks at the top of the page.Scroll down to find Counting All/Counting On Click on Counting All Counting On Number Sentences to access PowerPoint Slides

Direct Instruction-Option 1-Module 5 Topic A; Lesson 2


ELL Instruction:Demonstrate comprehension of oral directions by drawing and building shapes described using a partner.Explain orally the steps required to draw and build shapes based upon defining











6










professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.

ObjectivesSWBAT:




shapes.


attributes.

attributes, using a Template, Pattern Blocks and a partner.

Centers









Review Classwork

Exit Ticket


1.G.A.1. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-


P. 44 - 48 P. 111




7






defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.



ObjectivesSWBAT:




shapes.

Number Talks Strategy-Doubles/Near Doubles: Number SentencesNumber Talks Websitehttps://elementarynumbertalks.wordpress.com/Select First Grade Number Talks at the top of the page.Scroll down to find Doubles/Near Doubles Click on Doubles Near Double Number Sentences to access PowerPoint Slides

Direct Instruction-Option 1-Module 5 Topic A; Lesson 2



Centers












8









attributes.





Review Classwork

Exit Ticket




Pacing – In the first grade level meeting or professional development


P. 44 - 48 P. 117














9









day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.

ObjectivesSWBAT:




shapes.


attributes.

Centers









Review Classwork

Exit Ticket

ELL Modifications: See Day 11.G.A.1. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.


P. 44 - 48 P. 118

Number Talks Strategy-Addition: Making Landmark or Friendly NumbersNumber Talks Websitehttps://elementarynumbertalks.wordpress.com/






10











ObjectivesSWBAT:




shapes.


attributes.

Select First Grade Number Talks at the top of the page.Scroll down to find Landmark or Friendly Numbers Click on Making Landmark or Friendly Numbers to access PowerPoint Slides



Centers












11









Review Classwork

Exit Ticket


1.G.A.2. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.

Learning Goal 3: Create a composite shape by composing two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles and quarter circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders), and compose new shapes from the composite shape.

Pacing – In the first grade

Refer to Number Talks by Sherry Parrish

P. 99;102

Number Talks Strategy- Counting All/Counting On Dot Images

Number Talks Websitehttps://elementarynumbertalks.wordpress.com/

Direct Instruction-Option 1-Module 5 Topic B; Lesson 4https://www.engageny.org/ccls-math/1g2

ELL Instruction:Describe orally and in writing the composite shapes made from two- and three-dimensional shapes, using Pattern Blocks, Manipulatives, and Pictures.

Centers

Teacher Center- The teacher works in a small group with 1-4 students.

https://hcpss.instructure.com/courses/9414/pages/1-dot-g-a-dot-2-centers-and-independent-tasksSee all tasks

Standards Based-http://www.k-5mathteachingresources.com/support-files/putting-shapes-together.pdf


EngageNYModule 5 Topic B; Lesson 4







the assessment.Lesson 9.5 (617-622)Lesson 9.6 (623-628)Lesson 9.7 (629-634)

Lesson 10.4 (687-692)

12




http://www.k-5mathteachingresources.com/support-files/putting-shapes-together.pdf


https://hcpss.instructure.com/courses/9414/pages/1-dot-g-a-dot-2-centers-and-independent-tasks





level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.

Objectives SWBAT:i. Create a composite shape

using two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-

circles, and quarter-circles).

ii. Create a composite shape using three-dimensional

shapes (cubes, right rectangular prisms, right circular cones, and right

circular cylinders).

iii. Compose new shapes from the composite shapes.



Manipulative Center-

http://www.k-5mathteachingresources.com/support-files/pattern-block-triangles.pdf



Review Classwork

Exit Ticket

ELL Modifications


SLO: 1CCSS:1.G.2WIDA ELDS: 3

Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles and quarter circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and

Describe orally and in writing the composite shapes made from two- and three-dimensional shapes, using Pattern Blocks, Manipulatives, and Pictures.

VU: Two-dimensional shape words, three-dimensional shape words

13





WritingSpeaking

right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.

LFC: Present tense, prepositional phrases

LC: Varies by ELP level


Describe orally and in writing the composite shapes made from two- and three-dimensional shapes using L1 and/or drawings and selected, illustrated single words

Describe orally and in writing the composite shapes made from two- and three-dimensional shapes using L1, drawings, or phrases.

Describe orally and in writing the composite shapes made from two- and three-dimensional shapes using key vocabulary in a series of simple sentences.

Describe orally and in writing the composite shapes made from two- and three-dimensional shapes using key vocabulary in expanded and some complex sentences.

Describe orally and in writing the composite shapes made from two- and three-dimensional shapes using precise vocabulary in multiple, complex sentences.

Learning Supports

Word/Picture WallPattern BlocksManipulativesPicturesL1 support

Word/Picture WallPattern BlocksManipulativesPicturesL1 support

Word/Picture WallPattern BlocksManipulativesPictures

Pattern BlocksManipulativesPictures


Learning Goal 3: Create a composite shape by composing two-dimensional shapes


P. 99;102








14




http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/Visualizations/PicturesPhotographs.pdf

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/Visualizations/Manipulatives.pdf
















(rectangles, squares, trapezoids, triangles, half-circles and quarter circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders), and compose new shapes from the composite shape.








iii. Compose new shapes

Centers










Review Classwork

Exit Ticket


15










from the composite shapes.



Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking


P. 99;102





Centers









16












period and come up with dates where they will assign each quarterly assessment question.












Review Classwork

Exit Ticket



Number TalksRefer to Number Talks by Sherry Parrish

P. 113

Number Talks Strategy-Addition: Making Tens Rekenreks






17













shapes (cubes, right rectangular prisms, right


Centers










Review Classwork

Exit Ticket


18










circular cones, and right circular cylinders).




Pacing – In the first grade level meeting or professional development


P. 113, 114





Centers







19










day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.














Review Classwork

Exit Ticket


1.G.A.2. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a


P. 113, 114






20








composite shape, and compose new shapes from the composite shape.








Centers










Review Classwork

Exit Ticket

21
















1.G.A.3. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.

Learning Goal 4: Partition circles and rectangles into two or four equal shares, describing the shares using halves, fourths, and quarters and use the phrases half of, fourth of, and quarter of. Describe the whole circle (or rectangle) partitioned into two or four equal shares as two of, or four of the shares.


P. 115, 116

Number Talks Strategy- Making Tens: Double Ten-Frames


Direct Instruction-Option 1-Module 5 Topic C; Lesson 7, Module 5 Topic C; Lesson 8https://www.engageny.org/ccls-math/1g3

ELL Instruction:Describe orally and in writing fractional parts of partitioned circles and rectangles, using Manipulatives and Teacher Modeling.

Note: The pronunciation and spelling of fractional parts may be difficult for ELLs, i.e. in words like halves, fourths, etc.

Centers



EngageNYModule 5 Topic C; Lesson 7Module 5 Topic C; Lesson 8







the assessment.Lesson 9.8 (637-642)Lesson 9.9 (643-648)

Lesson 9.10 (649-654)

22







Objectives SWBAT:

ObjectivesSWBAT:

i. Recognize two-dimensional shapes and

equal shares.

ii. Partition circles and rectangles into two or

four equal shares.

iii. Describe the relationship between

the whole and the share using the phrases half

of, fourth of, and quarter of.

iv. Decompose a whole into a greater number

of equal shares and identify the new shares

as smaller.

v. Distinguish equal shares from those that are not


See all tasks

Standards Based-http://www.k-5mathteachingresources.com/support-files/equal-parts-of-a-square-ver.1.pdf




https://s3.amazonaws.com/quantile-resources/resources/downloads/QuantileResource31773.pdf



Review Classwork

Exit Ticket

23



http://www.k-5mathteachingresources.com/support-files/equal-parts-of-a-square-ver.1.pdf





equal.

ELL Modifications


SLO: 2CCSS:1.G.3WIDA ELDS: 3SpeakingWriting

Partition circles and rectangles into two or four equal shares, describing the shares using halves, fourths, and, quarters, and use the phrases half of, fourth of, and quarter of.

Describe orally and in writing fractional parts of partitioned circles and rectangles, using Manipulatives and Teacher Modeling.


VU: Circle, rectangle, whole, half, halves, quarters, fourths, half of, fourth of, quarter of, equal, unequalLFC: Present tense

LC: Varies by ELP levelELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Describe orally and in writing fractional parts of partitioned shapes using L1 and/or drawings and selected, illustrated single words

Describe orally and in writing fractional parts of partitioned shapes using L1, and/or selected, technical vocabulary in phrases and short sentences.

Describe orally and in writing fractional parts of partitioned shapes using key, technical vocabulary in simple sentences.

Describe orally and in writing fractional parts of partitioned shapes using key, technical vocabulary in expanded sentences.

Describe orally and in writing fractional parts of partitioned shapes using technical vocabulary in complex sentences.

Learning Supports

Word/Picture WallManipulativesTeacher ModelingL1 support


Word/Picture WallManipulativesTeacher Modeling

Word/Picture WallManipulatives

ELL Modifications


SLO: 3CCSS:1.G.3WIDA ELDS: 3SpeakingWritingListening

Describe the whole circle (or rectangle) partitioned into two or four equal shares as "two of", or "four of" the shares.

Describe orally and in writing fractional parts of partitioned circles and rectangles, using Manipulatives and Teacher Modeling.

VU: Circle, rectangle, whole, equal shares, two of, four of

LFC: Present tense


ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

24



http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/InteractionSupports/TeacherModeling.pdf











Language Objectives

Describe orally and in writing fractional parts of partitioned shapes using L1 and/or drawings and selected, illustrated single words

Describe orally and in writing fractional parts of partitioned shapes using L1, and/or selected technical vocabulary in phrases.

Describe orally and in writing fractional parts of partitioned shapes using key vocabulary in simple sentences.

Describe orally and in writing fractional parts of partitioned shapes using key, technical vocabulary in expanded sentences.

Describe orally and in writing fractional partsof partitioned shapes using technical vocabulary in complex sentences.

Learning Supports



Word/Picture WallManipulativesTeacher Modeling

Word/Picture WallManipulatives




P. 115, 116



Direct Instruction-Option 1-Module 5 Topic C; Lesson 7, Module 5 Topic C; Lesson 8https://www.engageny.org/ccls-math/1g3



Centers


https://hcpss.instructure.com/courses/9414/


EngageNYModule 5 Topic C; Lesson 7Module 5 Topic C; Lesson 8








Lesson 9.10 (649-654)

25






















ObjectivesSWBAT:


equal shares.


four equal shares.






as smaller.


equal.

pages/1-dot-g-a-dot-3-centers-and-independent-tasks

See all tasks








Review Classwork

Exit Ticket


26











P. 115, 116



Direct Instruction-Option 1-Module 5 Topic C; Lesson 9, Module 5 Topic D; Lesson 10https://www.engageny.org/ccls-math/1g3



Centers



See all tasks



EngageNYModule 5 Topic C; Lesson 9

Module 5 Topic D; Lesson 10https://www.engageny.org/ccls-math/1g1

(Day 3)







Lesson 9.10 (649-654)

27













ObjectivesSWBAT:


equal shares.


four equal shares.






as smaller.


equal.







Review Classwork

Exit Ticket


1.G.A.3. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter


P. 111P. 113; 115

Number Talks Strategy- Addition: Doubles/Near Doubles: Number Sentences


EngageNYModule 5 Topic C; Lesson 9

Module 5 Topic D; Lesson 10https://www.engageny.org/ccls-math/1g1

(Day 4)

MyMath

28




of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.



ObjectivesSWBAT:


equal shares.


Direct Instruction-Option 1-Module 5 Topic C; Lesson 9, Module 5 Topic D; Lesson 10https://www.engageny.org/ccls-math/1g3



Centers



See all tasks





https://s3.amazonaws.com/quantile-resources/resources/downloads/

www.connected.mcgraw-hill.com Teacher login page for all online resources

available for My Math





Lesson 9.10 (649-654)

29














four equal shares.






as smaller.


equal.

QuantileResource31773.pdf



Review Classwork

Exit Ticket



Learning Goal 4: Partition circles and rectangles into two or four equal shares, describing the shares


P. 111P. 113; 115



Direct Instruction-Option 1-Module 5 Topic D; Lesson 11, Module 5 Topic D; Lesson 12, Module 5 Topic D; Lesson 13https://www.engageny.org/ccls-math/1g3

ELL Instruction:Describe orally and in writing fractional parts of partitioned circles and rectangles,


EngageNYModule 5 Topic D; Lesson 11Module 5 Topic D; Lesson 12Module 5 Topic D; Lesson 13







the assessment.Lesson 9.8 (637-642)

30







using halves, fourths, and quarters and use the phrases half of, fourth of, and quarter of. Describe the whole circle (or rectangle) partitioned into two or four equal shares as two of, or four of the shares.


ObjectivesSWBAT:


equal shares.


four equal shares.




iv. Decompose a whole

using Manipulatives and Teacher Modeling.


Centers



See all tasks








Review Classwork

Exit Ticket


Lesson 9.9 (643-648)Lesson 9.10 (649-654)

31








into a greater number of equal shares and

identify the new shares as smaller.


equal.



Pacing – In the first grade level meeting or


P. 111P. 113; 115



Direct Instruction-Option 1-Module 5 Topic D; Lesson 11, Module 5 Topic D; Lesson 12, Module 5 Topic D; Lesson 13https://www.engageny.org/ccls-math/1g3



Centers


https://hcpss.instructure.com/courses/9414/pages/1-dot-g-a-dot-3-centers-and-


EngageNYModule 5 Topic D; Lesson 11Module 5 Topic D; Lesson 12Module 5 Topic D; Lesson 13








Lesson 9.10 (649-654)

32









professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.

ObjectivesSWBAT:


equal shares.


four equal shares.






as smaller.

v. Distinguish equal shares from those that

are not equal.

independent-tasks

See all tasks








Review Classwork

Exit Ticket


1.OA.A.1- Use addition and subtraction within 20 to solve word problems involving situations of adding to,


6+46+66+8

Quarterly AssessmentQuestion 4

Illustrative

EngageNYModule 1 Topic B; Lesson 7 (Day 1)

https://www.engageny.org/ccls-math/1oa1

33







taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. *(benchmarked)

Learning Goal 5: Use addition and subtraction within 20 to solve problems, including word problems involving situations of adding to, taking from, putting together, taking apart, and comparing with unknowns in all positions.


ObjectivesSWBAT

Add and subtract within 10 using manipulatives.

6+9Number Talks Strategy-Counting All/Counting On: Number Sentences

Number Talks Website


Direct Instruction Option 1 – Module 1 Topic B; Lesson 7

https://www.engageny.org/ccls-math/1oa1 ELL Instruction:Demonstrate understanding of math problems read orally by drawing pictures to depict the action of the problem.

Explain orally the solutions to word problems involving addition and subtraction within 20, using Fact Family Triangles, online videos, and Connecting Cubes.

CentersTeacher Center – The teacher works in a small group with 1-4 students.

https://docs.google.com/viewerng/viewer?url=http://achievethecore.org/content/upload/Grade%25201%2520YouCubed%2520Tasks%2520-%2520Add.Subtract%2520Fluency%2520FINAL.pdf

Task- How many are hiding?

Standards Based Problems Center –

http://www.k-5mathteachingresources.com/1st-grade-number-activities.html (See tasks for 1.OA.1)

Mathhttps://

www.illustrativemathematics.org/

content-standards/1/

OA/A/1/tasks/2

Illustrative Math- Day 1https://www.illustrativemathematics.org/

content-standards/1/OA/A/1/tasks/2

Additional Resources

MyMath www.connected.mcgraw-hill.com






Lesson 2.1 (109-114)Lesson 2.2 (115-120)Lesson 2.3 (121-126)Lesson 2.6 (141-146)Lesson 2.7 (147-152)Lesson 3.6 (243-248)Lesson 3.8 (255-260)Lesson 4.4 (299-304)

34



https://www.illustrativemathematics.org/content-standards/1/OA/A/1/tasks/2





http://www.k-5mathteachingresources.com/1st-grade-number-activities.html








Add and subtract within 10 by writing number sentences.

Orally explain how they added two numbers up to 10.

Individual Center – Students work on their individual skill that they need based on their data.

http://achievethecore.org/page/940/dice-addition-1


https://docs.google.com/viewerng/viewer?url=http://achievethecore.org/content/upload/Grade%25201%2520YouCubed%2520Tasks%2520-%2520Add.Subtract%2520Fluency%2520FINAL.pdf (Task- Snap)

Interdisciplinary Center –

Leveled Reader- Healthful Snacks (Found in MY Learning Stations)

Review Classwork

Exit Ticket

ELL Modifications


SLO: 1CCSS:1.OA.1WIDA ELDS: 3ListeningSpeaking

Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing with unknowns in all positions.

Demonstrate understanding of math problems read orally by drawing pictures to depict the action of the problem.


VU: Add, addition fact, sum, subtract, subtraction fact, difference, related facts

LFC: Present tense, interrogative sentences



Demonstrate understanding of math problems read orally by drawing pictures to depict

Demonstrate understanding of math problems read orally by drawing pictures to depict the action of the problem; then explain orally

Demonstrate understanding of math problems read orally by drawing pictures to depict the action of the problem; then explain orally the

Demonstrate understanding of math problems read orally by drawing pictures to depict the action of the problem;

Demonstrate understanding of math problems read orally by drawing pictures to depict the action of the

35

http://www.state.nj.us/education/modelcurriculum/math/ellscaffolding/ConnectingCubes.pdf

http://www.state.nj.us/education/modelcurriculum/math/ellscaffolding/FactFamilyTriangles.pdf







the action of the problem; then explain orally the solution using L1 text and/or support and/or draw the solutions and use selected technical words.

the solution using L1 text and/or support and/or use selected technical vocabulary in phrases and short sentences with drawings.

solution using key, technical vocabulary in a series of simple sentences.

then explain orally the solution using key, technical vocabulary in expanded sentences.

problem; then explain orally the solution using technical vocabulary in multiple sentences.

Learning Supports

Word/Picture WallFact Family TrianglesConnecting CubesSmall group/triadsL1 text and/or support

Word/Picture WallFact Family TrianglesConnecting CubesSmall group/triadsL1 text and/or support

Word/Picture WallFact Family TrianglesConnecting CubesSmall group/triads

Fact Family TrianglesConnecting CubesSmall group/triads

Fact Family Triangles

1.OA.A.1- Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. *(benchmarked)

Learning Goal 5: Use addition and subtraction within 20 to solve problems, including word problems involving situations of adding to, taking from, putting together, taking


5+55+75+9

Number Talks Strategy-Counting All/Counting On: Number Sentences



Direct Instruction

Option 2 – Slides 7-15, 84-88 https://njctl.org/courses/math/1st-grade/addition-to-20/

ELL Instruction:Demonstrate understanding of math problems read orally by drawing pictures to depict the action of the problem.

Explain orally the solutions to word problems involving addition and subtraction within 20, using Fact Family


Illustrative Math

https://www.illustrativem

athematics.org/content-

standards/1/OA/A/1/tasks/163

Illustrative Math- Day 2









36








https://njctl.org/courses/math/1st-grade/addition-to-20/



























apart, and comparing with unknowns in all positions.


ObjectivesSWBAT




Triangles, online videos, and Connecting Cubes.













37












Review Classwork

Exit Ticket




Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking


4+67+44+84+9




Direct Instruction Option 2-https://njctl.org/courses/math/1st-grade/subtraction-to-20/






Achieve the Core Coherence Map

http://achievethecore.or

g/coherence-map/#1/5/33/33

[See All Tasks]









Achieve the Core Coherence MapDay 3

http://achievethecore.org/coherence-map/#1/5/33/33 [See All Tasks]

38

http://achievethecore.org/coherence-map/#1/5/33/33










https://njctl.org/courses/math/1st-grade/subtraction-to-20/

https://njctl.org/courses/math/1st-grade/subtraction-to-20/


period and come up with dates where they will assign each quarterly assessment question.

ObjectivesSWBAT













Review Classwork

Exit Ticket


1.OA.A.1- Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart,


9+19+39+59+7



Math Labs(Day 4)http://

Math Labs(Day 4)

http://www.raftbayarea.org/idea-grid?stdid=761067 (See all tasks)

39

http://www.raftbayarea.org/idea-grid?stdid=761067











and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. *(benchmarked)



ObjectivesSWBAT


Add and subtract within 10 by writing number



Direct Instruction

Option 3 –

https://learnzillion.com/lesson_plans/4013-7-subtraction-using-counting-on-and-counting-back-c








www.raftbayarea.org/idea-grid?stdid=761067 (See all tasks)









40















sentences.








Review Classwork

Exit Ticket




7+37+77+97+5




Direct Instruction

Option 3 – Module 1 Topic B; Lesson 8


Common Core Sheets(Day 5)http://

www.commoncoresheets.com/

SortedByGrade.php?Sorted=1oa1



Common Core Sheets(Day 5)

http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1oa1




41
















ObjectivesSWBAT















https://docs.google.com/viewerng/viewer?






42












url=http://achievethecore.org/content/upload/Grade%25201%2520YouCubed%2520Tasks%2520-%2520Add.Subtract%2520Fluency%2520FINAL.pdf (Task- Snap)



Review Classwork

Exit Ticket

ELL Modifications: See Day 11.OA.A.1- Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. *(benchmarked)



9+119+139+15




Direct Instruction

Option 1 – Module 1 Topic B; Lesson 9








EngageNY

Module 1 Topic B; Lesson 9


Common Core Sheets(Day 6)








the assessment.Lesson 1.1 (11-16)Lesson 1.2 (17-22)Lesson 1.3 (23-28)

43














ObjectivesSWBAT















Review Classwork

Exit Ticket

Lesson 1.6 (43-48)Lesson 2.1 (109-114)Lesson 2.2 (115-120)Lesson 2.3 (121-126)Lesson 2.6 (141-146)Lesson 2.7 (147-152)Lesson 3.6 (243-248)Lesson 3.8 (255-260)Lesson 4.4 (299-304)

44












ELL Modifications: See Day 11.OA.C.6Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). *Benchmarked Learning Goal 6: Add and subtract whole numbers within 20 using various strategies: counting on, making ten, composing, decomposing, relationship between addition and subtraction, creating equivalent but easier or known sums, etc.

Pacing – In the first grade level meeting or professional development day, teachers will create a


8+28+3+22+5+8




Direct Instruction

Option 1- Module 1 Topic F; Less on21https://www.engageny.org/ccls-math/1oa6

ELL Instruction:

Explain orally the solution to addition word problems involving three whole numbers with sums within 20, using Connecting Cubes.

Centers

Teacher Center- The teacher works in a small group with 1-4 students.https://hcpss.instructure.com/courses/9414/pages/1-dot-oa-dot-c-6-centers-and-independent-tasksSee all tasks

Standards Based- http://www.k5mathteachingresources.com/support-files/subtract-from-10.pdf


http://www.k-5mathteachingresources.com/support-files/domino-addition.pdf





EngageNYDay 1

Module 1 Topic F; Lesson 21https://www.engageny.org/ccls-math/1oa6

Common Core SheetsDay 1


Additional ResourcesMyMath









Lesson 2.10 (167-172)Lesson 2.11 (173-178)Lesson 2.12 (179-184)Lesson 2.13 (185-190)Lesson 3.1 (211-216)Lesson 3.2 (217-222)Lesson 3.3 (223-228)

45











http://www.k5mathteachingresources.com/support-files/subtract-from-10.pdf


https://hcpss.instructure.com/courses/9414/pages/1-dot-oa-dot-c-6-centers-and-independent-tasks





pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.

ObjectivesSWBAT

Using counters students will be able to add and subtract to 10.

Will solve and write number sentences using addition and subtraction to 10.

Will orally explain how to add and subtract to 10.


http://www.k-5mathteachingresources.com/support-files/doubles-cover-up-ver.2.pdf




Review Classwork

Exit Ticket


ELL Modifications


SLO: 4CCSS: 1.OA.6 WIDA ELDS: 3SpeakingWriting

Add or subtract whole numbers within 20 using strategies including making a 10 or decomposing a number leading to a 20.

Explain orally and in writing sums or differences within 20 by decomposing a number or using tens in a Ten-Frame and Manipulatives.

VU: add, subtract, make a ten, plus, minus, difference, equals, altogether

LFC: Present and past tenses


Language Explain orally and in Explain orally and in writing Explain orally and in writing Explain orally and in Explain orally and in

46


http://www.state.nj.us/education/modelcurriculum/math/ellscaffolding/Tenframe.pdf






Objectives writing sums or differences within 20 by decomposing a number or using tens using L1 and/or drawing sums or differences within 20.

sums or differences within 20 by decomposing a number or using tens using L1 and/or use selected technical vocabulary in phrases and short sentences with Illustrations/diagrams/drawings.

sums or differences within 20 by decomposing a number or using tens using key, technical vocabulary in simple sentences.

writing sums or differences within 20 by decomposing a number or using tens using key vocabulary in expanded sentences.

writing sums or differences within 20 by decomposing a number or using tens using technicalvocabulary in complex sentences.

Learning Supports

Word/Picture WallNumber LineHundreds ChartTen-FrameManipulativesSmall group/ triadsNative language support

Word/Picture WallNumber LineHundreds ChartTen-FrameManipulativesSmall group/ triadsNative language support

Word/Picture WallNumber LineHundreds ChartTen-FrameManipulativesSmall group/ triads

Hundreds ChartTen-FrameManipulatives

1.OA.C.6Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).


1+8+99+3+11+6+9




Direct Instruction-

Option 1- Module 1 Topic F; Lesson 23


ELL Instruction:



Illustrative MathDay 2



standards/tasks/1084

EngageNYModule 1 Topic F; Lesson 23



https://www.illustrativemathematics.org/content-standards/tasks/1084







the assessment.47













http://www.state.nj.us/education/modelcurriculum/math/ellscaffolding/HundredsChart.pdf





http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/ClassroomDisplays/NumberLines.pdf


http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/NativeLanguageSupports/Nativelanguagesupport.pdf















http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/Visualizations/IllustrationsDiagramsDrawings.pdf

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/Visualizations/IllustrationsDiagramsDrawings.pdf

*Benchmarked

Learning Goal 6: Add and subtract whole numbers within 20 using various strategies: counting on, making ten, composing, decomposing, relationship between addition and subtraction, creating equivalent but easier or known sums, etc.


ObjectivesSWBAT



Will orally explain how to

Centers










Review Classwork

Exit Ticket


Lesson 1.5 (37-42)Lesson 1.7 (49-54)Lesson 1.8 (55-60)Lesson 1.9 (61-66)



Lesson 2.10 (167-172)Lesson 2.11 (173-178)Lesson 2.12 (179-184)Lesson 2.13 (185-190)Lesson 3.1 (211-216)Lesson 3.2 (217-222)Lesson 3.3 (223-228)Lesson 3.4 (229-234)Lesson 3.5 (235-240)Lesson 3.7 (249-254)Lesson 4.1 (281-286)Lesson 4.2 (287-292)Lesson 4.3 (293-298)Lesson 4.5 (307-312)Lesson 4.7 (319-324)

48













add and subtract to 10.

1.OA.C.6Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). *Benchmarked


Pacing – In the first grade


5+5+83+4+64+5+6+5




Direct InstructionOption 1- Module 1 Topic F; Lesson 24https://www.engageny.org/ccls-math/1oa6

ELL Instruction:


Centers



Individual Center – Students work on their individual skill that they need based on data. http://www.k-5mathteachingresources.com/support-files/domino-addition.pdf


Achieve the Core Coherence Map

Day 3http://

achievethecore.org/coherence-

map/#1/5/41/41(See all tasks)

EngageNYDay 3

Module 1 Topic F; Lesson 24https://www.engageny.org/ccls-math/1oa6

Achieve the Core Coherence MapDay 3


(See all tasks)










Lesson 2.10 (167-172)Lesson 2.11 (173-178)Lesson 2.12 (179-184)Lesson 2.13 (185-190)Lesson 3.1 (211-216)

49


















level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.

ObjectivesSWBAT









Review Classwork

Exit Ticket


Lesson 3.2 (217-222)Lesson 3.3 (223-228)Lesson 3.4 (229-234)Lesson 3.5 (235-240)Lesson 3.7 (249-254)Lesson 4.1 (281-286)Lesson 4.2 (287-292)Lesson 4.3 (293-298)Lesson 4.5 (307-312)Lesson 4.7 (319-324)

1.OA.C.6Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the


9+19+1+49+59+6




Direct Instruction-


Math Labs(Day 4)http://

www.raftbayarea.org/idea-grid?stdid=761067 (See all tasks)

Math LabsDay 4

http://www.raftbayarea.org/idea-grid?stdid=761067 (See all tasks)





Note: These pages are used as references. They

50














relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). *Benchmarked



ObjectivesSWBAT

Using counters students will

Option 2- Slides 6-28https://njctl.org/courses/math/1st-grade/addition-to-20/

ELL Instruction:


Centers









Leveled Reader- Healthful Snacks (Found in MY

are not meant to be taught page by page. The pages used are those that best match the

standard taught and best prepare students for the assessment.

Lesson 1.5 (37-42)Lesson 1.7 (49-54)Lesson 1.8 (55-60)Lesson 1.9 (61-66)




51















be able to add and subtract to 10.



Learning Stations)

Review Classwork

Exit Ticket


1.OA.C.6Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). *Benchmarked

Learning Goal 6: Add and subtract whole numbers within 20 using various strategies: counting on, making ten,

Refer to Number Talks by Sherry Parrish8+28+2+48+68+5




Direct Instruction-

Option 3- https://learnzillion.com/lesson_plans/2121-4-solving-many-kinds-of-problems-using-addition-and-subtraction-c

ELL Instruction:


Centers






standards/tasks/1084












Lesson 2.10 (167-172)

52








https://learnzillion.com/lesson_plans/2121-4-solving-many-kinds-of-problems-using-addition-and-subtraction-c




composing, decomposing, relationship between addition and subtraction, creating equivalent but easier or known sums, etc.


ObjectivesSWBAT




https://hcpss.instructure.com/courses/9414/pages/1-dot-oa-dot-c-6-centers-and-independent-tasksSee all tasks









Review Classwork

Exit Ticket


Lesson 2.11 (173-178)Lesson 2.12 (179-184)Lesson 2.13 (185-190)Lesson 3.1 (211-216)Lesson 3.2 (217-222)Lesson 3.3 (223-228)Lesson 3.4 (229-234)Lesson 3.5 (235-240)Lesson 3.7 (249-254)Lesson 4.1 (281-286)Lesson 4.2 (287-292)Lesson 4.3 (293-298)Lesson 4.5 (307-312)Lesson 4.7 (319-324)

1.OA.C.6Add and subtract within 20, demonstrating fluency for addition and


7+37+3+37+6


Common Core SheetsDay 6


53















subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). *Benchmarked



7+9




Direct Instruction-

Option 3-

https://learnzillion.com/lesson_plans/2125-8-using-known-facts-to-solve-new-addition-and-subtraction-problems-c

ELL Instruction:


Centers


















54


















ObjectivesSWBAT









Review Classwork

Exit Ticket


1.NBT.A.1. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral *(benchmarked)

Learning Goal 7: Count to 120 orally, read and write numerals, and write numerals to represent the number of objects (up to 120).

Pacing – In the first grade level meeting or professional development day, teachers will create a


P. 44 - 48 P. 117


Direct Instruction

Option 2 – Slides 1-10 (Day 1)https://njctl.org/courses/math/1st-grade/numbers-to-120/attachments/unit-1-numbers-to-120-with-classwork-and-homework-inserted/


Common Core Sheets(Day 1)http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1nbt1

NJCTLSlides 1-10 (Day 1)

https://njctl.org/courses/math/1st-grade/numbers-to-120/attachments/unit-1-numbers-

to-120-with-classwork-and-homework-inserted/







the assessment.

55



https://njctl.org/courses/math/1st-grade/numbers-to-120/attachments/unit-1-numbers-to-120-with-classwork-and-homework-inserted/



http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1nbt1













pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.

i. Define one hundred?

ii. Demonstrate the ability to count and write numbers up to 120.

iii. Identify written numerals up to 120?

iv. Compare numbers up to 120?

v. Determine numbers after any number up to 120.

vi. Compose a list of numbers up to 120.

See activities and resources

ELL Instruction:Comprehend oral directions and comprehend numbers up to 120 by identifying them orally when visually presented and then counting forward using a Counting Chart and Teacher Modeling.

Centers

Teacher Center – The teacher works in a small group with 1-4 students. With this standard students should practice with the teacher reading aloud numbers from 1 to 100. The use of a hundreds chart is ideal for reading together. The teacher can also use connecting cubes or counters and select a random amount to display and allow students to take turns in using the manipulatives to represent the amount being displayed.

Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Using index cards numbered from 1-120 students can practice choosing a card and counting up to 120. Number line sheets should also be developed leaving blank spaces to be filled in.

Individual Center – Students work on the individual skill that they need based on their pre-test data. A blank hundreds chart is useful in this center along with scaffolding using fives, tens, and twenties as numbers to be prefilled in on the number charts. Students can work with the goal of completing the entire chart and reading the chart aloud.

Manipulative Center – Students work on solving problems using manipulatives. Students can use work mat 8 titled Hundreds, Tens, and Ones found in the My Math resources along with the tens blocks to show a number with the ones,

Lesson 5.3 (359-364) Lesson 5.9 (397-402) Lesson 5.12 (417-422) Lesson 5.13 (423-428)

Lesson 5.14 (429-434)

56

tens, and hundreds place and write the number represented by the tens blocks. Students can also use a computer with the following link for virtual manipulatives. Once on the page select grade level and background work mat Hundreds, Tens, and Ones and the manipulatives are tens blocks:http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.htmlThis link is also a resource that can be found in the My Math resource webpage with teacher username and password.Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Look Again should be implemented in the interdisciplinary center. It connects math with both language arts and science. Review Classwork

Exit Ticket

ELL Modifications


SLO: 1CCSS:1.NBT.1WIDA ELDS: 3WritingSpeaking

Count utilizing written or verbal numerals starting at any number less than 100.

Write and orally count from a number other than zero between 0 and 100, using a word wall, Number Line and a Hundreds Chart.

VU: Number words 0-100, order, sequence wordsLFC: Present tense


Language Objectives

Write and orally count from a number other than zero using L1 and//or repeating numbers.

Write and orally count from a number other than zero using L1 and/or selected numbers.

Write and orally count from a number other than zero using key vocabulary in simple sentences.

Write and orally count from a number other than zero using key, technical vocabulary in expanded sentences.

Write and orallyidentify numbersusing technical vocabulary in complex sentences.

Learning Supports

Word/Picture WallNumber LineHundreds ChartNative language

Word/Picture WallNumber LineHundreds ChartNative language support

Number LineHundreds Chart

Number LineHundreds Chart

Hundreds Chart

57
















http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.html



support1.NBT.A.1. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral *(benchmarked)







P. 44 - 48 P. 118


Direct Instruction

Option 2 – Slides 26-43 (Day 2) https://njctl.org/courses/math/1st-grade/numbers-to-120/attachments/unit-1-numbers-to-120-with-classwork-and-homework-inserted/



CentersTeacher Center – The teacher works in a small group with 1-4 students. With this standard students should practice with the teacher reading aloud numbers from 1 to 100. The use of a hundreds chart is ideal for reading together. The teacher can also use connecting cubes or counters and select a random amount to display and allow students to take turns in using the manipulatives to represent the amount being










Note: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best match the standard taught and best prepare students for

the assessment.


Lesson 5.14 (429-434)

58


















displayed.


Individual Center – Students work on the individual skill that they need based on their pre-test data. A blank hundreds chart is useful in this center along with scaffolding using fives, tens, and twenties as numbers to be prefilled in on the number charts. Students can work with the goal of completing the entire chart and reading the chart aloud.Manipulative Center – Students work on solving problems using manipulatives. Students can use work mat 8 titled Hundreds, Tens, and Ones found in the My Math resources along with the tens blocks to show a number with the ones, tens, and hundreds place and write the number represented by the tens blocks. Students can also use a computer with the following link for virtual manipulatives. Once on the page select grade level and background work mat Hundreds, Tens, and Ones and the manipulatives are tens blocks:http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.html

This link is also a resource that can be found in the My Math resource webpage with teacher username and password.

Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Look Again should be implemented in the interdisciplinary center. It connects math with both language arts and science.

Review Classwork

59




Exit Ticket

ELL Modifications: See Day 11.NBT.A.1. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral *(benchmarked)





iii. Identify written numerals


P. 44 - 48 P. 106

Number Talks Strategy-Addition: Counting All/Counting On: Number SentencesNumber Talks Websitehttps://elementarynumbertalks.wordpress.com/Select First Grade Number Talks at the top of the page.Scroll down to find Counting All/Counting On Click on Counting All Counting On Number Sentences to access PowerPoint Slides

Direct Instruction




Centers

Teacher Center – The teacher works in a small group with 1-4 students. With this standard students should practice with the teacher reading aloud numbers from 1 to 100. The use of a hundreds chart is ideal for reading


Math Labs(Day 3)http://www.raftbayarea.org/readpdf?isid=270









the assessment.


Lesson 5.14 (429-434)

60






http://www.raftbayarea.org/readpdf?isid=270








up to 120?




together. The teacher can also use connecting cubes or counters and select a random amount to display and allow students to take turns in using the manipulatives to represent the amount being displayed.


Individual Center – Students work on the individual skill that they need based on their pre-test data. A blank hundreds chart is useful in this center along with scaffolding using fives, tens, and twenties as numbers to be prefilled in on the number charts. Students can work with the goal of completing the entire chart and reading the chart aloud.Manipulative Center – Students work on solving problems using manipulatives. Students can use work mat 8 titled Hundreds, Tens, and Ones found in the My Math resources along with the tens blocks to show a number with the ones, tens, and hundreds place and write the number represented by the tens blocks. Students can also use a computer with the following link for virtual manipulatives. Once on the page select grade level and background work mat Hundreds, Tens, and Ones and the manipulatives are tens blocks:http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.htmlThis link is also a resource that can be found in the My Math resource webpage with teacher username and password.Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Look Again should be implemented in the interdisciplinary center. It connects math with both language arts and

61




science. Review Classwork

Exit Ticket






ii. Demonstrate the ability to


P. 44 - 48 P. 111

Number Talks Strategy-Doubles/Near Doubles: Number SentencesNumber Talks Websitehttps://elementarynumbertalks.wordpress.com/Select First Grade Number Talks at the top of the page.Scroll down to find Doubles/Near Doubles Click on Doubles Near Double Number Sentences to access PowerPoint Slides

Direct Instruction

Option 2 – Slides 110-122 (Day 4) https://njctl.org/courses/math/1st-grade/numbers-to-120/attachments/unit-1-numbers-to-120-with-classwork-and-homework-inserted/



CentersTeacher Center – The teacher works in a small group with 1-4 students. With this standard students should practice with the teacher











the assessment.


Lesson 5.14 (429-434)

62














count and write numbers up to 120.





reading aloud numbers from 1 to 100. The use of a hundreds chart is ideal for reading together. The teacher can also use connecting cubes or counters and select a random amount to display and allow students to take turns in using the manipulatives to represent the amount being displayed.


Individual Center – Students work on the individual skill that they need based on their pre-test data. A blank hundreds chart is useful in this center along with scaffolding using fives, tens, and twenties as numbers to be prefilled in on the number charts. Students can work with the goal of completing the entire chart and reading the chart aloud.

Manipulative Center – Students work on solving problems using manipulatives. Students can use work mat 8 titled Hundreds, Tens, and Ones found in the My Math resources along with the tens blocks to show a number with the ones, tens, and hundreds place and write the number represented by the tens blocks. Students can also use a computer with the following link for virtual manipulatives. Once on the page select grade level and background work mat Hundreds, Tens, and Ones and the manipulatives are tens blocks:http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.htmlThis link is also a resource that can be found in the My Math resource webpage with teacher username and password.Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled

63




reader titled Look Again should be implemented in the interdisciplinary center. It connects math with both language arts and science.

Review Classwork

Exit Ticket






P. 44 - 48 P. 117


Direct Instruction




Centers











the assessment.


Lesson 5.14 (429-434)

64




















Teacher Center – The teacher works in a small group with 1-4 students. With this standard students should practice with the teacher reading aloud numbers from 1 to 100. The use of a hundreds chart is ideal for reading together. The teacher can also use connecting cubes or counters and select a random amount to display and allow students to take turns in using the manipulatives to represent the amount being displayed.


Individual Center – Students work on the individual skill that they need based on their pre-test data. A blank hundreds chart is useful in this center along with scaffolding using fives, tens, and twenties as numbers to be prefilled in on the number charts. Students can work with the goal of completing the entire chart and reading the chart aloud.Manipulative Center – Students work on solving problems using manipulatives. Students can use work mat 8 titled Hundreds, Tens, and Ones found in the My Math resources along with the tens blocks to show a number with the ones, tens, and hundreds place and write the number represented by the tens blocks. Students can also use a computer with the following link for virtual manipulatives. Once on the page select grade level and background work mat Hundreds, Tens, and Ones and the manipulatives are tens blocks:http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.htmlThis link is also a resource that can be found in the My Math resource webpage with teacher username and password.Interdisciplinary Center – Students work on

65




math problems that interconnect with another subject. The real world problem solving leveled reader titled Look Again should be implemented in the interdisciplinary center. It connects math with both language arts and science.

Review Classwork

Exit Ticket

ELL Modifications: See Day 11.NBT.A.1. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral *(benchmarked)




P. 44 - 48 P. 118


Direct Instruction

Option 3 – Learnzillion (Day 6)https://learnzillion.com/resources/64472-1st-grade-mathSee activities and resources


CentersTeacher Center – The teacher works in a small



Learnzillion(Day 6)

https://learnzillion.com/resources/64472-1st-grade-math






the assessment.


Lesson 5.14 (429-434)

66


















group with 1-4 students. With this standard students should practice with the teacher reading aloud numbers from 1 to 100. The use of a hundreds chart is ideal for reading together. The teacher can also use connecting cubes or counters and select a random amount to display and allow students to take turns in using the manipulatives to represent the amount being displayed.


Individual Center – Students work on the individual skill that they need based on their pre-test data. A blank hundreds chart is useful in this center along with scaffolding using fives, tens, and twenties as numbers to be prefilled in on the number charts. Students can work with the goal of completing the entire chart and reading the chart aloud.Manipulative Center – Students work on solving problems using manipulatives. Students can use work mat 8 titled Hundreds, Tens, and Ones found in the My Math resources along with the tens blocks to show a number with the ones, tens, and hundreds place and write the number represented by the tens blocks. Students can also use a computer with the following link for virtual manipulatives. Once on the page select grade level and background work mat Hundreds, Tens, and Ones and the manipulatives are tens blocks:http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.htmlThis link is also a resource that can be found in the My Math resource webpage with teacher username and password.Interdisciplinary Center – Students work on math problems that interconnect with another

67




subject. The real world problem solving leveled reader titled Look Again should be implemented in the interdisciplinary center. It connects math with both language arts and science.

Review Classwork

Exit Ticket

ELL Modifications: See Day 11.NBT.C.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models (e.g. base ten blocks) or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. *(benchmarked)

(The learning goal for unit 3 is to add a 2-digit and a 1-digit number using concrete models and drawings with a place value strategy or properties of operations;


P. 113



Direct Instruction

Option 1- EngageNY Module 4 Topic C; Lesson 12Module 4 Topic D; Lesson 13

https://www.engageny.org/ccls-math/1nbt4

ELL Instruction: Explain orally how to add one-digit and two-digit numbers, by decomposing 2 digit numbers and composing an additional ten, when necessary using Base-Ten Blocks and a Hundreds Chart.

Centers


https://hcpss.instructure.com/courses/9414/pages/grade-1-additional-resources(See all tasks)

Standards Based Center


Common Core Sheetshttp://


SortedByGrade.php?Sorted=1nbt4

(Day 1)

EngageNYModule 4 Topic C; Lesson 12Module 4 Topic D; Lesson 13Module 4 Topic D; Lesson 14Module 4 Topic D; Lesson 15Module 4 Topic D; Lesson 16Module 4 Topic D; Lesson 17Module 4 Topic D; Lesson 18Module 6 Topic D; Lesson 19Module 6 Topic G; Lesson 30







the assessment.

Lesson 6.1 (447-452)Lesson 6.2 (453-458)

68







https://hcpss.instructure.com/courses/9414/pages/grade-1-additional-resources





explain or show how the model relates to the strategy (sums within 100)


ObjectivesSWBAT

use concrete models and drawings with a strategy based on place value to add a two-digit number and a one-digit number.

use concrete models and drawings with properties of operations to add a two-digit number and a one-digit number.

use concrete models and

http://www.k-5mathteachingresources.com/support-files/sums-of-90.pdf

Individual Center

http://www.k-5mathteachingresources.com/support-files/subtract-10-on-the-number-line.pdf

Manipulative Center

http://www.k-5mathteachingresources.com/support-files/adding-a-multiple-of-10-ver.1.pdf

Interdisciplinary Center

Learning Stations-Two Digit Number Story Book

Review Classwork

Exit Ticket

69








drawings with a strategy based on place value to add a two-digit number and a multiple of 10.

use concrete models and drawings with properties of operations to add a two-digit number and a multiple of 10.

explain or show how the model relates to the strategy.

ELL Modifications


SLO: 3CCSS:1.NBT.4 WIDA ELDS: 3Speaking

Add a 2-digit and a 1-digit number, and a 2-digit number and a multiple of 10, using concrete models or drawings (sums within 50). Add tens and tens, and ones and ones, by decomposing 2-digit numbers and composing an additional ten when necessary (e.g., 18 + 20 equals 10 + 8 + 20 equals 30 + 8 equals 38; and, 37 + 5 equals 30 + 7 + 5 equals 30 + 12 equals 30 + 10 + 2 equals 40 + 2 equals 42).

Explain orally how to add one-digit and two-digit numbers, by decomposing 2 digit numbers and composing an additional ten, when necessary using Base-Ten Blocks and a Hundreds Chart.

VU: Ones, tens, hundreds, column, row, digit, addend, plusLFC: Present tense, past tenseLC: Varies by ELP level


Express orally how to add one-digit and two-digit numbers using L1 and/or drawings and selected, illustrated

Express orally how to add one-digit and two-digit numbers using L1, and/or drawings and selected technical vocabulary in

Express orally how to add one-digit and two-digit numbers using key, technical vocabulary in a series of simple sentences.

Express orally how to add one-digit and two-digit numbers using key, technical vocabulary in expanded and some

Express orally how to add on-digit and two-digit numbers using technical vocabulary in complex

70

technical words. phrases. complex sentences. sentences.Learning Supports

Word/Picture WallHundreds ChartBase-Ten BlocksL1 support

Word/Picture WallHundreds ChartBase-Ten BlocksL1 support

Word/Picture WallHundreds ChartBase-Ten Blocks

Hundreds ChartBase-Ten Blocks

Hundreds Chart

1.NBT.C.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models (e.g. base ten blocks) or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. *(benchmarked)

(The learning goal for unit 3 is to add a 2-digit and a 1-digit number using concrete models and drawings with a place value strategy or properties of operations; explain or show how the model relates to the strategy (sums within 100)


P. 113



Direct Instruction

Option 1- EngageNY Module 4 Topic D; Lesson 14Module 4 Topic D; Lesson 15



Centers






Illustrative Math

https://www.illustrativemathe

matics.org/content-standards/tasks/2068

(Day 2)

EngageNYModule 4 Topic D; Lesson 14Module 4 Topic D; Lesson 15







the assessment.

Lesson 6.1 (447-452)Lesson 6.2 (453-458)

71















http://www.state.nj.us/education/modelcurriculum/math/ellscaffolding/BaseTenBlocks.pdf














ObjectivesSWBAT



use concrete models and drawings with a strategy based on place value to add a two-digit

Individual Center


Manipulative Center




Review Classwork

Exit Ticket


72






number and a multiple of 10.


1.NBT.C.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models (e.g. base ten blocks) or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. *(benchmarked)

(The learning goal for unit 3 is to add a 2-digit and a 1-digit number using concrete models and


P. 113



Direct Instruction




Centers


https://hcpss.instructure.com/courses/9414/


Achieve the Core

http://achievethecore.or

g/coherence-map/#1/4/17/17

(See all tasks)(Day 3)








the assessment.

Lesson 6.1 (447-452)Lesson 6.2 (453-458)

73











drawings with a place value strategy or properties of operations; explain or show how the model relates to the strategy (sums within 100)


ObjectivesSWBAT



pages/grade-1-additional-resources(See all tasks)



Individual Center


Manipulative Center




Review Classwork

Exit Ticket


74









use concrete models and drawings with a strategy based on place value to add a two-digit number and a multiple of 10.


1.NBT.C.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models (e.g. base ten blocks) or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is


P. 113



Direct Instruction





Math Labs

http://www.raftbayarea.

org/readpdf?isid=74(Day 4)








the assessment.

Lesson 6.1 (447-452)Lesson 6.2 (453-458)

75










necessary to compose a ten. *(benchmarked)



ObjectivesSWBAT


use concrete

Centers





Individual Center


Manipulative Center




Review Classwork

Exit Ticket


76










models and drawings with properties of operations to add a two-digit number and a one-digit number.



1.NBT.C.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models (e.g. base ten blocks) or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a


P. 113



Direct Instruction

Option 4- MyMath


Math Labs

http://www.raftbayarea.

org/readpdf?isid=378(Day 5)






the assessment.

Lesson 6.1 (447-452)

77








written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. *(benchmarked)



ObjectivesSWBAT

use concrete models and drawings with a

Lesson 6.1 (447-452)Lesson 6.2 (453-458)


Centers





Individual Center


Manipulative Center




Review Classwork

Exit Ticket

Lesson 6.2 (453-458)

78










strategy based on place value to add a two-digit number and a one-digit number.





1.NBT.C.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete


P. 113




Math Labs

http://




79




models (e.g. base ten blocks) or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. *(benchmarked)




Direct Instruction

Option 3-

https://learnzillion.com/lesson_plans/2763

https://learnzillion.com/lesson_plans/2757-1-adding-two-digit-numbers-by-composing-a-ten-c


Centers





Individual Center


Manipulative Center



www.raftbayarea.org/readpdf?

isid=322(Day 6)



the assessment.

Lesson 6.1 (447-452)Lesson 6.2 (453-458)

80














https://learnzillion.com/lesson_plans/2763



Objectives

SWBAT






Review Classwork

Exit Ticket


81

82

Documents

Curriculum... · Web viewUnit Title: 1st Grade Math Unit 4. Grade Level: 1. Timeframe: Marking Period 4. Unit Focus and Essential Questions. Unit Focus. Reason with shapes and their