Daily Math Block Structure - math.sarasotacountyschools.netmath.sarasotacountyschools.net/.../2019/...18-19.docx · Web viewSolve word problems that call for addition of three whole

Updated 09/25/19 to include highlighted Major Standards First Grade: Guide to Plan for Success

ContentsDaily Math Block Structure..............................................................................................................................................................................................................................................2

First Grade Overview of Monthly Focus.........................................................................................................................................................................................................................3

Standards and Success Criteria........................................................................................................................................................................................................................................4

All Year Number Talk and Problem of the Day Standards......................................................................................................................................................................................4

First Half of the Year Standards..................................................................................................................................................................................................................................6

Second Half of the Year Standards..............................................................................................................................................................................................................................9

August and September....................................................................................................................................................................................................................................................12

August and September Continued.............................................................................................................................................................................................................................13

October.............................................................................................................................................................................................................................................................................14

October Continued......................................................................................................................................................................................................................................................15

November..........................................................................................................................................................................................................................................................................16

November Continued...................................................................................................................................................................................................................................................17

December..........................................................................................................................................................................................................................................................................18

December Continued...................................................................................................................................................................................................................................................19

January.............................................................................................................................................................................................................................................................................20

January Continued......................................................................................................................................................................................................................................................21

February...........................................................................................................................................................................................................................................................................22

February Continued....................................................................................................................................................................................................................................................23

March................................................................................................................................................................................................................................................................................24

March Continued.........................................................................................................................................................................................................................................................25

April..................................................................................................................................................................................................................................................................................27

April Continued...........................................................................................................................................................................................................................................................27

May....................................................................................................................................................................................................................................................................................28

May Continued.............................................................................................................................................................................................................................................................29

1


Daily Math Block Structure

Number Talk (~10 min)

Cou

ntin

g Fo

rwar

d an

d B

ackw

ard

Number of the Day (~10-15 min)

Problem of the Day (~15 min)Upside-Down Teaching

Build and Explore Activities (~15+ min)

Purpose: Develop fluency, flexibility with numbers—Mental Math

Place value development and exploration with geometry and measurement

Connecting words and equations (make a model, draw a picture, make an equation)

Independent or cooperative practice of grade-level skills

T: poses problemS: hand signals to show they mentally solved itS: share with a shoulder partnerT: calls on students and records students’ strategies and relating it to an equation

T: reveals number of the day S: Solve independently or in pairs (exploring with tools)S: Collaborate, explain, and justifyT: Class discussion (whole group)- questioning students to clarify understanding, elaborate, and extend with all NBT standards in mind

T: Poses Word Problem (or three act task)S: Solve independently T: Circulates and questions individualsS: Collaborate with partner or team to discuss (strategies, thoughts, where they are stuck, etc).T: Class discussion (whole group)- questioning students to clarify understanding (elaborate and extend)

Everyone does the same activity Partners work on the same

activity Daily stations Weekly stations “Grab Bag” activities Activity extending from the

day’s skills

Suggestion:As strategies are introduced throughout the year (naturally), build an anchor chart

The document that every school made into a flipchart is suggested.

Suggestion:Monday: Number Sense-Mystery Number or Model It Tuesday- Number Sense- Teamwork/gameWednesday- Number Sense-Riddle Thursday- GeometryFriday-Measurement

Unknown in all positions of each type of word problem:Adding to Taking From Putting Together Taking ApartComparing

Numberless Word ProblemsThree Act Tasks Open Tasks What do you notice, wonder? (put up a statement and let the students create the question)

Number sense, geometry, and measurement activities all year Task cards Math Games (dice, dominoes,

spinners, cards) Computer station-math

websitesEveryday Questions

Closer to five or ten?How many more to make 5? To make 10?

How close is it to the nearest ten?Ten more/ten less?

Anything needed for the game/activity:

Number lines, part-part-whole model, ten frames, digit cards, counters

Tools Any tool that would help clarify a child’s answer to the rest of the class.Ten frames, rekenreks, number lines, number bonds, bar models, 100s chart, counters

Number line, 100s chart, base ten blocks, snap cubes/connecting cubes, Digit Cards (2 sets per student-make sure zero is included), Mini Ten Frames, place value mat, spinners (ten more, ten less), number cubes (0-5, 1-6, 2-7, 3-8, 4-9); greater than/less than/equal to cards or matPlane shapes, pattern blocks, geosolids

2

http://www.peoriapublicschools.org/Page/21684


First Grade Overview of Monthly Focus / Get Monthly Assessments on Blackboard

3

Place Value Understanding and Add/Subtract/Compare with unknown in all positionsGeometry-Intro to 2D ShapesMeasurement-Graphs and DataAug. - Sept.Place Value Understanding and Add/Subtract/Compare with unknown in all positionsGeometry-Composing and Decomposing 2D Shapes Measurement-Graphs and DataOctoberPlace Value Understanding and Add/Subtract/Compare with unknown in all positionsGeometry-Composing and Decomposing 2D Shapes Measurement-Nonstandard Measurement and TimeNovemberPlace Value Understanding and Add/Subtract/Compare with unknown in all positionsGeometry-Composing and Decomposing 2D Shapes Measurement-Nonstandard Measurement and TimeDecember Subtracting Multiples of Ten and Adding Two-Digit Numbers and Add/Subtract/Compare with unknown in all positionsGeometry-Partitioning 2D Shapes Measurement-Nonstandard Measurement and TimeJanuary

Subtracting Multiples of Ten and Adding Two-Digit Numbers and Add/Subtract/Compare with unknown in all positionsGeometry-Partitioning 2D Shapes Measurement-Using a RulerFebruary Subtracting Multiples of Ten and Adding Two-Digit Numbers and Add/Subtract/Compare with unknown in all positionsGeometry- Intro to 3D ShapesMeasurement-Using a RulerMarchSubtracting Multiples of Ten and Adding Two-Digit Numbers and Add/Subtract/Compare with unknown in all positionsGeometry- Compose 3D Shapes to make a Composite ShapeMeasurement-CoinsApril Subtracting Multiples of Ten and Adding Two-Digit Numbers and Add/Subtract/Compare with unknown in all positionsGeometry- Review Measurement-CoinsMay

First Bullet: Number and Problem of the Day

Second Bullet: Geometry

Third Bullet: Measurement


Standards and Success Criteria Must-Have Tools for Every Student:Number line, 100s chart, base ten blocks, snap cubes/connecting cubes, Digit Cards (2 sets per student-make sure zero is included), Mini Ten Frames, place value mat, spinners (ten more, ten less), number cubes (One of each dice with the numerals on it: 0-5, 1-6, 2-7, 3-8, 4-9); greater than/less than/equal to cards or mats.

All Year Number Talk and Problem of the Day Standards

Aug

ust –

May

Num

ber

Tal

k an

d Pr

oble

m o

f the

Day

MAFS.1.OA.2.3: DOK 2Apply properties of operations as strategies to add and subtract. Examples: if 8 + 3 = 11 is known, then 3 + 8 = 11 is also known, (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12 (Associative property of addition.)

This is not directly taught, however, it is brought out through student observation, experiences, and questioning by the teacher.

I can explain why the order of the addends does not change the sum. I can describe the Commutative Property of Addition using:

o Modelso Pictureso Equationso Words

I can explain why the grouping of the 3 or more addends does not effect the sum. I can change the order and grouping of addends to make the problem easier to solve

(associative property). MAFS.1.OA.2.4: DOK 2Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that make 10 when added to 8.Add and subtract within 20

I can use “think addition” to solve a subtraction problem. I can explain the relationship of addition and subtraction. I can determine the missing addend needed to determine the sum.

MAFS.1.OA.3.5: DOK 1Relate counting to addition and subtraction (e.g., by counting on 2 to add 2)

I can explain when I count back I am subtracting. I can explain when I count on I am adding. I can show how counting forward on a number line relates to addition. I can show how counting backwards on a number line relates to subtraction.

MAFS.1.OA.4.7: DOK 1Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6: 7 = 8 – 1: 5 + 2 = 2 + 5; 4 + 1 = 3 + 2.

I can explain the meaning of the equal sign. I can determine if addition or subtraction equations are true or false. I can compare given equations by using words such as “equal to” , “is the same as” ,

or “not true/false”. I can make equations that are true and explain why. I can explain why an answer can be written on either side of the equal sign.

MAFS.1.OA.4.8: DOK 2Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ____ - 3, 6 + 6 = ____.Add and subtract within 20 (fluency to 10 is the focus)

I can determine the unknown whole number in an addition or subtraction equation with three whole numbers. (ex. 8 + ? = 11, 5 = ? – 3, 6 +7 = ?)

I can choose a strategy to solve an equation with an unknown in any position, and explain my strategy to others.

4

http://www.cpalms.org/Public/PreviewStandard/Preview/5314






Aug

ust –

May

Num

ber

Tal

k an

d Pr

oble

m o

f the

Day

MAFS.1.OA.3.6: DOK 2Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on and 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)

Given an addition or subtraction equation, I can mentally add and subtract within ten. (Fluency Standard-Valuing mental images in the brain, not speed)

I can choose and model a strategy to add or subtract within 20:o Counting ono Making teno Decomposing a number leading to a 10o Using the relationship between addition and subtractiono Doubles o Doubles +/- 1o Think Addition

Five and facts MAFS.1.OA.1.1: DOK 2Use 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.

It is highly recommended that you print out The Problem Types document so that you are intentionally reinforcing all types of problems throughout the year.

I can describe what is happening in the problem. I can represent each problem using models (manipulatives). I can identify what I am looking for in each problem situation. I can explain how I arrived at my answer. I can compare what is similar and what is different in various problems. I can represent my thinking using objects, pictures, number lines, hundreds chart, words, and

numbers. I can use strategies to add or subtract the numbers in the problem such as counting on, counting

back, make a ten, groups of ten, and finding missing addends. I can write equations to represent my thinking, including a symbol for the unknown. I can create any type of addition, subtraction, or comparison word problem and explain how to

solve it. MAFS.1.OA.1.2: DOK 1Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

I can solve word problems that have three addends by using models, pictures, numbers, words, and equations.

I can create a word problem involving three addends and explain how to solve it.

5







First Half of the Year StandardsA

ugus

t – D

ecem

ber

Num

ber

of th

e D

ay: P

lace

Val

ue to

100

Counting By Ones to 120MAFS.1.NBT.1.1: DOK 1Count 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.

I can count by ones to 120 starting at any number. I can read and write numbers up to 120. I can write the numeral that matches a given number of objects (up to 120).

Teen Numbers-one group of ten and “leftovers” or singlesIntroduced in Kindergarten

Precise Vocabulary to Reinforce: DIGITS and NUMBERS In a number we have multiple digits. The place of a digit in a number determines its value.

Example: The digit in the tens place of the number 89 is 8.

I can represent the teen numbers (11-19) as one ten and ones. I can represent a two-digit numbers as the amount of tens and ones.

Counting By Tens and OnesMAFS.1.NBT.2.2: DOK 1Understand that the two-digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:

a.10 can be thought of as a bundle of ten ones-called a “ten.”b. The numbers from 11 to 19 are composed of ten and one, two ,

three, four, five, six, seven, eight, or nine ones.c.The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three,

four, five, six, seven, eight, or nine tens (and 0 ones). Practice counting dimes, 10 rods, and skip counting on the hundred chart. Decompose two-digit numbers in multiple ways (e.g., 64 can be

decomposed into 6 tens and 4 ones or into 5 tens and 14 ones)

I can explain what each digit of a two-digit number represents. I can identify the value each digit in a number. I can use dimes and pennies to represent a two-digit number. I can represent a two-digit number using models and pictures. I can write a number that represents the amount shown in a picture. I can decompose/break apart a two-digit number into different amounts of tens

and ones.

Find 10 More and 10 LessMAFS.1.NBT.3.5: DOK 2Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

I can mentally find 10 more than a number and explain my thinking. I can mentally find 10 less than a number and explain my thinking. I can find 10 more or 10 less on a hundreds chart without counting by ones. I can explain how the value of the digit in the tens place changes when finding

ten more or ten less. Comparing One and Two-digit NumbersMAFS.1.NBT.2.3: DOK 2Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, <, and =

I can use the symbols <, >, or = to compare two-digit numbers. I can explain how I know a number is greater than, less than, or equal to another

number based on my understanding of the value of digits in a number.

6


Aug

ust a

nd S

epte

mbe

r

Intr

oduc

tion

to

2D S

hape

s

MAFS.1.G.1.1: DOK 2Distinguish 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.

I can build a two-dimensional shape based on the number of sides, angles, and vertices.

I can draw a two-dimensional shape based on the number and size of sides, angles, and vertices. (ex. square vs rectangles; opposite sides are the same length)

I can identify the sides, angles, and vertices when given a picture of a two-dimensional shape.

I can explain how I know a shape’s name by describing its attributes. I can sort and classify two-dimensional shapes based on the number of sides,

angles, and vertices.

Gra

phs a

nd D

ata

MAFS.1.MD.3.4: DOK 3 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.

I can explain what each part of the graph represents. I can use words like “Most, least, more than, and less than” to interpret the data

displayed in the graph. I can interpret the graph by asking and answering questions about the data. I can collect and organize data into up to three categories. I can represent data up to three categories using a picture graph. I can represent data up to three categories using a bar graph. I can answer questions about the data in the graph including the total number in

each category, how many more, or how many less are in one category than another.

I can write a comparison problem about the data in the graph and solve it.

Oct

ober

Com

posi

ng a

nd

Dec

ompo

sing

2D

Sh

apes

MAFS.1.G.1.2: DOK 3Compose 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 shapes

(October – December)

I can fill an outline of a picture with shapes. I can compose a two-dimensional shape by putting two or more shapes together.

(two triangles together can make…..) I can decompose a two-dimensional shape into two or more shapes. (ex. hexagon

is made of 6 triangles) I can describe attributes of the original, decomposed, and composite shapes. I can determine/explain how the original and created composite two-dimensional

shapes are alike and different. I can describe how turning and moving shapes effect the different kinds of

shapes I can make.

7





Oct

ober

Con

tinue

d

Gra

phs a

nd D

ata

MAFS.1.MD.3.4: DOK 3 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.

I can explain what each part of the graph represents. I can use words like “Most, least, more than, and less than” to interpret the data

displayed in the graph. I can interpret the graph by asking and answering questions about the data. I can collect and organize data into up to three categories. I can represent data up to three categories using a picture graph. I can represent data up to three categories using a bar graph. I can answer questions about the data in the graph including the total number in

each category, how many more, or how many less are in one category than another.


Nov

embe

r- D

ecem

ber

Com

posi

ng a

nd

Dec

ompo

sing

2D

Sh

apes


I can fill an outline of a picture with shapes. I can compose a two-dimensional shape by putting two or more shapes together.

(two triangles together can make…..) I can decompose a two-dimensional shape into two or more shapes. (ex. hexagon

is made of 6 triangles) I can describe attributes of the original, decomposed, and composite shapes. I can determine/explain how the original and created composite two-dimensional

shapes are alike and different. I can describe how turning and moving shapes effect the different kinds of

shapes I can make.

Non

stan

dard

Mea

sure

men

t an

d T

ime

MAFS.1.MD.1.1: DOK 2Order three objects by length; compare the lengths of two objects indirectly by using a third object.

MAFS.1.MD.2.3: DOK 1Tell and write time in hours and half-hours using analog and digital clocks.

I can compare the lengths of 2 objects by using a 3rd object. I can compare the lengths of up to 3 objects using words “longer or shorter”. I can order up to 3 objects by length. I can identify objects that would be measured using length.

I can identify digital and analog clocks. I can correctly identify the hour hand and the minute hand. I can show time to the hour and half hour. I can use the placement of the hour hand to determine the time to the hour or half

hour. I can draw the hands on a clock to show a given time. I can write the correct time on a digital clock. I can write the correct time from an analog clock.

8






Second Half of the Year StandardsJa

nuar

y –

May

Num

ber

of th

e D

ay: A

ddin

g T

wo

Dig

it N

umbe

rs &

Sub

trac

ting

Mul

tiple

s of T

enMAFS.1.NBT.3.4: DOK 2Add 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 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.

Equations should be written vertically and horizontally.Includes: Adding 2 digit + 1 digit 2 digit + a multiple of 10 2 digit + a 2 digit (regrouping may be necessary-focus on developing addition, not standard

algorithm)

I can write an addition equation with two-digits vertically or horizontally to solve.

I can choose and model a strategy to solve an addition equation that involves two-digit numbers.

I can explain how to solve a two-digit addition problem by applying my understanding of the value of the digits.

I can break apart the two-digit numbers into the amount of tens and ones to add.

I can add two digit numbers using:o A hundreds charto Dimes and pennies o Ten frameso Pictures o Base ten blockso Number lines (open)

MAFS.1.NBT.3.6: DOK 2Subtract multiples of 10 in range 10 -90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models 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.

I can write a subtraction equation with two-digits vertically or horizontally to solve. I can choose and model a strategy to solve a subtraction equation that involves two-digit

numbers. I can explain how to solve a two-digit subtraction problem by applying my

understanding of the value of the digits. I can break apart the two-digit numbers into the amount of tens and ones to subtract. I can subract multiples of ten using:

o A hundreds charto Dimeso Ten frameso Pictures o Base ten blocks

9


Janu

ary

Part

ition

ing

2D

Shap

es

MAFS.1.G.1.3: DOK 2Partition 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.

(January-February)

Use different sizes of circles and rectangles during the learning experience. (Explore with other shapes too)

I can identify when shares are equal. I can divide/partition a circle into halves and fourths (quarters). I can divide/partition a square/rectangle into halves and fourths (quarters). I can explain why dividing/partitioning a shape into more equal parts makes the parts smaller. I can use the words whole, halves, fourths, and quarters to describe how I partitioned a shape. I can show half of, fourth of, and quarter using a picture and model. I can explain how half of a circle relates to time to the half hour. I can explain how the parts of a shape relate to its whole. (two of two, four of four) I can explain how the size of the pieces relate to the size of the whole. (1/2s are not all equal-it

depends on the size of the whole)

Non

stan

dard

M

easu

rem

ent a

nd T

ime MAFS.1.MD.1.1: DOK 2

Order three objects by length; compare the lengths of two objects indirectly by using a third object.

MAFS.1.MD.2.3: DOK 1Tell and write time in hours and half-hours using analog and digital clocks.

I can compare the lengths of 2 objects by using a 3rd object. I can compare the lengths of up to 3 objects using words “longer or shorter”. I can order up to 3 objects by length. I can identify objects that would be measured using length.

I can identify digital and analog clocks. I can correctly identify the hour hand and the minute hand. I can show time to the hour and half hour. I can use the placement of the hour hand to determine the time to the hour or half hour. I can draw the hands on a clock to show a given time. I can write the correct time on a digital clock. I can write the correct time from an analog clock.

Febr

uary

Part

ition

ing

2D S

hape

s

MAFS.1.G.1.3: DOK 2Partition 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.

(January-February)

Use different sizes of circles and rectangles during the learning experience. (Explore with other shapes too)

I can identify when shares are equal. I can divide/partition a circle into halves and fourths (quarters). I can divide/partition a square/rectangle into halves and fourths (quarters). I can explain why dividing/partitioning a shape into more equal parts makes the

parts smaller. I can use the words whole, halves, fourths, and quarters to describe how I

partitioned a shape. I can show half of, fourth of, and quarter using a picture and model. I can explain how half of a circle relates to time to the half hour. I can explain how the parts of a shape relate to its whole. (two of two, four of

four) I can explain how the size of the pieces relate to the size of the whole. (1/2s are

not all equal-it depends on the size of the whole)

10






Febr

uary

C

ontin

ued

Usi

ng a

Rul

er

MAFS.1.MD.1.a: DOK 2Understand how to use a ruler to measure length to the nearest inch. a. Recognize that the ruler is a tool that can be used to measure the attribute of length.b. Understand the importance of the zero point and the end point and that the length measure is the span between two points.c. Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal intervals can be counted to determine the overall length of an object.

(February – March)

I can identify a ruler as a tool to measure length. I can use a ruler to measure lengths starting at the zero mark. I can count inches to determine the overall length of an object. I can explain that length is the distance from one point to another. I can describe the attributes of a ruler. I can tell the best ruler to use to measure different sized objects. (ruler,

yardstick, measuring tape) I can estimate the length an object is in inches.

Mar

ch

3D

Shap

es

Review of 3D shapes I can recognize and identify 3D shapes in the real-world. I can describe the attributes of a 3D shapes. I can describe the number and the kind of faces that make up three-dimensional shapes.

Usi

ng a

Rul

er

MAFS.1.MD.1.a: DOK 2Understand how to use a ruler to measure length to the nearest inch. a. Recognize that the ruler is a tool that can be used to measure the attribute of length.b. Understand the importance of the zero point and the end point and that the length measure is the span between two points.c. Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal intervals can be counted to determine the overall length of an object.

(February – March)

I can identify a ruler as a tool to measure length. I can use a ruler to measure lengths starting at the zero mark. I can count inches to determine the overall length of an object. I can explain that length is the distance from one point to another. I can describe the attributes of a ruler. I can tell the best ruler to use to measure different sized objects. (ruler,

yardstick, measuring tape) I can estimate the length an object is in inches.

Apr

il-M

ay C

ompo

se

3D S

hape

s to

Mak

e a

Com

posi

te

Shap

e


I can use 3D shapes to build a new shape. I can identify all the 3D shapes in a model or picture.

Coi

ns

MAFS.1.MD.2.a: DOK 2Identify and combine values of money in cents up to one dollar working with a single unit of currency.

a. Identify the value of coins (pennies, nickels, dimes, quarters).b. Compute the value of combinations of coins (pennies and/or dimes).c. Relate the value of pennies, dimes, and quarters to the dollar (e.g.,

There are 100 pennies or ten dimes or four quarters in one dollar.) (Students are not expected to understand the decimal notation for combinations of dollars and cents.)

I can identify coins and name them. I can write the value of coins. I can explain how many of each coin makes a dollar. (10 dimes, 4 quarters, etc.) I can add coins that are the same value. I can add combinations of pennies and dimes.

11






August and SeptemberNumber Talks (0-10)

Number of the DayFocus

Problem Of The Day Resources

Mondays: Dot Images

Tuesdays: Ten Frames

Wednesdays: Connecting Cubes

Subitizing One more, one

less Two more, two

less Counting On Doubles Five and some

more (5 +) Skip Counting

(multiple addends)

Adding 3 Whole Numbers

How many to get to 5 and 10

Emphasizing unknown to find the number that makes 5 and 10

Example: 7 + ____ = 10

7- ____ = 5

Monday-Wednesday: Number Sense (August-December)

I can count by ones to 120 starting at any number. I can read and write numbers up to 120. I can write the numeral that matches a given number

of objects (up to 120). I can represent the teen numbers (11-19) as one ten

and ones. I can represent a two-digit numbers as the amount of

tens and ones. I can explain what each digit of a two-digit number

represents. I can identify the value each digit in a number. I can use dimes and pennies to represent a two-digit

number. I can represent a two-digit number using models and

pictures. I can write a number that represents the amount

shown in a picture. I can decompose/break apart a two-digit number into

different amounts of tens and ones. I can mentally find 10 more than a number and

explain my thinking. I can mentally find 10 less than a number and explain

my thinking. I can find 10 more or 10 less on a hundreds chart

without counting by ones. I can explain how the value of the digit in the tens

place changes when finding ten more or ten less. I can use the symbols <, >, or = to compare two-digit

numbers. I can explain how I know a number is greater than,

less than, or equal to another number based on my understanding of the value of digits in a number.

All problem types must be reinforced (involving situations of adding to, taking from, putting together, taking apart, and comparing, with

unknowns in all positions) I can describe what is happening in the problem. I can represent each problem using models (manipulatives). I can identify and explain what the problem is asking me to find. I can explain how I arrived at my answer. I can compare what is similar and what is different in various

problems. I can represent my thinking using objects, pictures, number lines,

hundreds chart, words, and numbers. I can use strategies to add or subtract the numbers in the problem

such as counting on, counting back, make a ten, groups of ten, and finding missing addends.

I can write equations to represent my thinking, including a symbol for the unknown.

I can create any type of addition, subtraction, or comparison word problem and explain how to solve it.




August Number Sense Focus Flipchart

September Number Sense Focus Flipchart

POD Number Sense Flipchart

Place Value Understanding B&E

Number of the Day: Number Sense Chapters 6-7

Teacher Toolbox (TT)Unit 3 lesson 12, Unit 4, Unit 5

Problem of the Day:Teacher Toolbox Unit 1, Lesson 3-5

12

https://maximizingmathmentality.wikispaces.com/file/view/PlaceValueBuildandExplore.docx/613520501/PlaceValueBuildandExplore.docx


https://maximizingmathmentality.wikispaces.com/file/view/1st%20Grade%20Problem%20of%20the%20Day%201-40.flipchart/612914403/1st%20Grade%20Problem%20of%20the%20Day%201-40.flipchart


https://maximizingmathmentality.wikispaces.com/file/view/SeptemberNumberofTheDay.flipchart/613338755/SeptemberNumberofTheDay.flipchart

https://maximizingmathmentality.wikispaces.com/file/view/SeptemberNumberofTheDay.flipchart/613338755/SeptemberNumberofTheDay.flipchart

https://maximizingmathmentality.wikispaces.com/file/view/AugustNumberofTheDay.flipchart/613428727/AugustNumberofTheDay.flipchart

https://maximizingmathmentality.wikispaces.com/file/view/AugustNumberofTheDay.flipchart/613428727/AugustNumberofTheDay.flipchart






August and September ContinuedNumber Talks (0-10)

Number of the DayFocus

Problem Of The Day Resources

Thursdays: Rekenreks

Thursday: GeometryIntroduction to 2D Shapes

I can build a two-dimensional shape based on the number of sides, angles, and vertices.

I can draw a two-dimensional shape based on the number and size of sides, angles, and vertices. (ex. square vs rectangles; opposite sides are the same length)

I can identify the sides, angles, and vertices when given a picture of a two-dimensional shape.

I can explain how I know a shape’s name by describing its attributes.

I can sort and classify two-dimensional shapes based on the number of sides, angles, and vertices.

All problem types must be reinforced (involving situations of adding to, taking from, putting together, taking apart, and comparing, with

unknowns in all positions) I can describe what is happening in the problem. I can represent each problem using models (manipulatives). I can identify and explain what the problem is asking me to

find. I can explain how I arrived at my answer. I can compare what is similar and what is different in various

problems. I can represent my thinking using objects, pictures, number

lines, hundreds chart, words, and numbers. I can use strategies to add or subtract the numbers in the

problem such as counting on, counting back, make a ten, groups of ten, and finding missing addends.





Intro to 2D Shapes Flipchart

Graphs Flipchart Geometry B&E

Number Talk: Chapters 1-5

Geometry:Teacher Toolbox (TT)Unit 6

Chapter 12 (plane shapes)

Measurement:Teacher Toolbox (TT)Unit 7, Lessons 29 and 30

Chapter 10 (data)

Fridays: Guess My Number

Fridays: Measurement and Data (August-October)

I can explain what each part of the graph represents. I can use words like “Most, least, more than, and less than”

to interpret the data displayed in the graph. I can interpret the graph by asking and answering questions

about the data. I can collect and organize data into up to three categories. I can represent data up to three categories using a picture

graph. I can represent data up to three categories using a bar graph. I can answer questions about the data in the graph including

the total number in each category, how many more, or how many less are in one category than another.


OctoberNumber Talks Number of the Day Problem of the Day Resources

13

https://maximizingmathmentality.wikispaces.com/file/view/Build%20and%20Explore%20Geometry%20Activities%20and%20Literature%201st%20grade.docx/613520491/Build%20and%20Explore%20Geometry%20Activities%20and%20Literature%201st%20grade.docx

https://maximizingmathmentality.wikispaces.com/file/view/Graphing%20and%20Data%20first%20grade%20Flipchart.flipchart/613406607/Graphing%20and%20Data%20first%20grade%20Flipchart.flipchart

https://maximizingmathmentality.wikispaces.com/file/view/Aug.%20-%20Dec.%20Geometry%20Thursday%20First%20Grade.flipchart/612985667/Aug.%20-%20Dec.%20Geometry%20Thursday%20First%20Grade.flipchart






FocusMondays: Number Bonds Decomposing numbers Fact Families Relationship

between the two addends (one up, one down-gives you the same sum)

Relate addition and subtraction

Monday-Wednesday: Number Sense (August-December) I can count by ones to 120 starting at any number. I can read and write numbers up to 120. I can write the numeral that matches a given number of

objects (up to 120). I can represent the teen numbers (11-19) as one ten and

ones. I can represent a two-digit numbers as the amount of




pictures. I can write a number that represents the amount shown

in a picture. I can decompose/break apart a two-digit number into

different amounts of tens and ones. I can mentally find 10 more than a number and explain

my thinking. I can mentally find 10 less than a number and explain


without counting by ones. I can explain how the value of the digit in the tens place

changes when finding ten more or ten less. I can use the symbols <, >, or = to compare two-digit

numbers. I can explain how I know a number is greater than, less

than, or equal to another number based on my understanding of the value of digits in a number.

All problem types must be reinforced All problem types must be reinforced (involving situations of adding to, taking from, putting

together, taking apart, and comparing, with unknowns in all positions)

I can describe what is happening in the problem. I can represent each problem using models (manipulatives). I can identify and explain what the problem is asking me to find. I can explain how I arrived at my answer. I can compare what is similar and what is different in various


lines, hundreds chart, words, and numbers. I can use strategies to add or subtract the numbers in the problem







Number Sense Focus Flipchart

POD Number Sense Flipchart







Tuesdays: Story Problems

Unknowns in different positions; Wednesdays: Double Ten Frame Images

Ten and moreBasic Facts

October ContinuedNumber Talks Number of the Day

FocusProblem of the Day Resources

14






https://maximizingmathmentality.wikispaces.com/file/view/OctoberNumberofTheDay.flipchart/613343535/OctoberNumberofTheDay.flipchart

https://maximizingmathmentality.wikispaces.com/file/view/OctoberNumberofTheDay.flipchart/613343535/OctoberNumberofTheDay.flipchart





Use shapes as the ContextThursdays: Rekenreks

Fact Families Relationship



Thursday: GeometryComposing and Decomposing 2D Shapes

(October-December) I can fill an outline of a picture with shapes. I can compose a two-dimensional shape by putting two or

more shapes together. (two triangles together can make…..) I can decompose a two-dimensional shape into two or more

shapes. (ex. hexagon is made of 6 triangles) I can describe attributes of the original, decomposed, and

composite shapes. I can determine/explain how the original and created

composite two-dimensional shapes are alike and different. I can describe how turning and moving shapes effect the

different kinds of shapes I can make.











Graphs

Flipchart

Composing

and

Decomposin

g 2D Shapes

Flipchart

Geometry

B&E



Fridays: Equal to What?

Balancing equations

Commutative property

Multiple ways to find a sum

Patterns in the addends

Fridays: Measurement and Data I can explain what each part of the graph represents. I can use words like “Most, least, more than, and less than”

to interpret the data displayed in the graph. I can interpret the graph by asking and answering questions

about the data. I can collect and organize data into up to three categories. I can represent data up to three categories using a picture

graph. I can represent data up to three categories using a bar graph. I can answer questions about the data in the graph including

the total number in each category, how many more, or how many less are in one category than another.


November Number Talks Number of the Day

Focus Problem of the Day Resources

Mondays: Balance the Monday-Wednesday: Number Sense All problem types must be reinforced All problem types must be POD Number

15












Scale and Unbalance Scales

Balancing equations Shape vocabulary

and attributes Relating addition

and subtraction Understanding the

meaning of the equal sign to make an equation true or false (use greater than and less than)

I can count by ones to 120 starting at any number. I can read and write numbers up to 120. I can write the numeral that matches a given number of


ones. I can represent a two-digit numbers as the amount of tens

and ones. I can explain what each digit of a two-digit number



pictures. I can write a number that represents the amount shown in

a picture. I can decompose/break apart a two-digit number into

different amounts of tens and ones. I can mentally find 10 more than a number and explain my

thinking. I can mentally find 10 less than a number and explain






reinforced (involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions)

I can describe what is happening in the problem. I can represent each problem using models (manipulatives). I can identify and explain what the problem is asking me to










Sense Flipchart

Number Sense Focus NOD Flipchart






Tuesdays: The Answer Is

Students come up with their own story problems Wednesdays: Dot Images-What Strategy Will you Use?

Basic Facts Five and facts

Counting On Doubles and

Doubles plus 1

November Continued

Number Talks Number of the DayFocus

Problem of the Day Resources

Thursdays: Figure Thursday: Geometry All problem types must be reinforced All problem types must be Composing and 16





https://maximizingmathmentality.wikispaces.com/file/view/NovemberNumberofTheDay.flipchart/613335933/NovemberNumberofTheDay.flipchart









It

Decomposing numbers and multiple addends

Fact Families Relationship



Composing and Decomposing 2D Shapes (November-December)

I can fill an outline of a picture with shapes. I can compose a two-dimensional shape by putting two or

more shapes together. (two triangles together can make…..)

I can decompose a two-dimensional shape into two or more shapes. (ex. hexagon is made of 6 triangles)

I can describe attributes of the original, decomposed, and composite shapes.

I can determine/explain how the original and created composite two-dimensional shapes are alike and different.

I can describe how turning and moving shapes effect the different kinds of shapes I can make.

reinforced (involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions)










Decomposing 2D Shapes Focus Flipchart

Geometry B&E



Measurement:Teacher Toolbox (TT) Unit 7, Lessons 31-34

Chapter 9 (time)

Fridays: Add ‘Em Up

Number strings-relationships between facts

Relationships between expressions

Making a ten to help add (like 7 +5 could be 7 +3, and then +2)

Fridays: Measurement Nonstandard and Time

(November-January) I can compare the lengths of 2 objects by using a 3rd object. I can compare the lengths of up to 3 objects using words

“longer or shorter”. I can order up to 3 objects by length. I can identify objects that would be measured using length.

I can identify digital and analog clocks. I can correctly identify the hour hand and the minute hand. I can show time to the hour and half hour. I can use the placement of the hour hand to determine the

time to the hour or half hour. I can draw the hands on a clock to show a given time. I can write the correct time on a digital clock. I can write the correct time from an analog clock.

DecemberNumber Talks Number of the Day

Focus Problem Of The Day Resources

Mondays: What Does it Weigh

Monday-Wednesday: Number Sense I can count by ones to 120 starting at any number.


POD Number Sense

17










Missing Addends Shape vocabulary and

attributes Relating addition and

subtraction Balancing equations Understanding the


I can read and write numbers up to 120. I can write the numeral that matches a given number of


ones. I can represent a two-digit numbers as the amount of




pictures. I can write a number that represents the amount shown

in a picture. I can decompose/break apart a two-digit number into

different amounts of tens and ones. I can mentally find 10 more than a number and explain

my thinking. I can mentally find 10 less than a number and explain

















Flipchart Number Sense

Focus Flipchart






Tuesdays: Double Ten Frames

Basic Fact StrategiesWednesdays: Is It True

Inequalities/True or False Relating addition and

subtraction Balancing equationsUnderstanding the meaning of the equal sign to make an equation true or false (greater than, less than, or equal to)

December Continued

Number Talks Number of the DayFocus Problem of the Day Resources

Thursdays: What do you know about the number?

Thursday: GeometryComposing and Decomposing 2D Shapes

(November-December)

All problem types must be reinforced All problem types must be reinforced (involving situations of adding to, taking

from, putting together, taking apart, and comparing, with

Composing and Decomposing

18








https://maximizingmathmentality.wikispaces.com/file/view/December%20Number%20SenseNumberofTheDay.flipchart/613337051/December%20Number%20SenseNumberofTheDay.flipchart








Decomposing Numbers Closest to what ten?

Between….? Even/Odd Decomposing it (tens

and ones) Sum or Difference Money Tally Ten frames Base ten Dot images Number line

I can fill an outline of a picture with shapes. I can compose a two-dimensional shape by putting two or more

shapes together. (two triangles together can make…..) I can decompose a two-dimensional shape into two or more

shapes. (ex. hexagon is made of 6 triangles) I can describe attributes of the original, decomposed, and

composite shapes. I can determine/explain how the original and created composite

two-dimensional shapes are alike and different. I can describe how turning and moving shapes effect the

different kinds of shapes I can make.

unknowns in all positions)










2D Shapes Focus Flipchart

Geometry B&E




Chapter 9 (time)

Fridays: Add ‘Em Up

Number strings-relationships between factsFact Strategies Relationships

between expressions Making a ten to help

add (like 7 +5 could be 7 +3, and then +2)

Doubles/Doubles plus one/Doubles minus one


(November-January) I can compare the lengths of 2 objects by using a 3rd object. I can compare the lengths of up to 3 objects using words

“longer or shorter”. I can order up to 3 objects by length. I can identify objects that would be measured using length.

I can identify digital and analog clocks. I can correctly identify the hour hand and the minute hand. I can show time to the hour and half hour. I can use the placement of the hour hand to determine the time

to the hour or half hour. I can draw the hands on a clock to show a given time. I can write the correct time on a digital clock. I can write the correct time from an analog clock.

January Number Talks Number of the Day


19







Mondays: Choral Counting

Number Patterns Recognizing patterns

in numbers Even/Odd

Monday-Wednesday: Number Sense(January- May)

Equations should be written vertically and horizontally. Subtracting multiples of 10 from multiples of ten

Adding 2 digit + 1 digit 2 digit + a multiple of 10 2 digit + a 2 digit (regrouping may be necessary-focus on

developing addition using expanded form place value understanding)






All problem types must be reinforced and include double digit numbers too.

All problem types must be reinforced (involving situations of adding to, taking from, putting together, taking apart, and

comparing, with unknowns in all positions)











POD Flipchart


Add/Subtract w/in 100 B&E


Number of the Day: Number Sense Teacher Toolbox Unit Unit 4, Lesson 20 and Unit 5, Lesson 25

Chapter 8


Tuesdays: Number Bond Puzzler

True or False

Basic Fact StrategiesWednesdays: Ten Frames

Place Value with ten frames Make 10 and some

more Tens and ones in

different ways (34= 3 tens and 4 ones, 2 tens and 14 ones, etc)

Between what tens? Closer to what ten Mentally adding ten

more or ten less

January Continued Number

TalksNumber of the Day


Thursdays: Make ______

Thursday: Geometry All problem types must be reinforced and include double digit numbers too.

Partitioning 2D Shapes

20

28 + 34

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https://maximizingmathmentality.wikispaces.com/file/view/add.subtract%20within%20100%20Build%20and%20Explore%20Activities.docx/613520489/add.subtract%20within%20100%20Build%20and%20Explore%20Activities.docxy



https://maximizingmathmentality.wikispaces.com/file/view/Jan-May%20Number%20Sense%20Number%20of%20the%20Day%20all.flipchart/613518427/Jan-May%20Number%20Sense%20Number%20of%20the%20Day%20all.flipchart



https://maximizingmathmentality.wikispaces.com/file/view/POD%20second%20half%20of%20year.flipchart/613520455/POD%20second%20half%20of%20year.flipchart







Addition and subtraction\ Part-part-

whole Multiple

ways to make a number

Partitioning 2D Shapes(January-February)

I can identify when shares are equal. I can divide/partition a circle into halves and fourths (quarters). I can divide/partition a square/rectangle into halves and fourths

(quarters). I can explain why dividing/partitioning a shape into more equal

parts makes the parts smaller. I can use the words whole, halves, fourths, and quarters to describe

how I partitioned a shape. I can show half of, fourth of, and quarter using a picture and model. I can explain how half of a circle relates to time to the half hour. I can explain how the parts of a shape relate to its whole. (two of

two, four of four) I can explain how the size of the pieces relate to the size of the

whole. (1/2s are not all equal-it depends on the size of the whole)

(involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions)









Focus Flipchart

Geometry B&E

Geometry:Teacher Toolbox (TT) Unit 6, Lesson 28

Chapter 12 (fractions)


Chapter 9 (time)

Fridays: Function Machine

Number PatternsRelating “In” number to “Out” number


(November-January) I can compare the lengths of 2 objects by using a 3rd object. I can compare the lengths of up to 3 objects using words “longer or

shorter”. I can order up to 3 objects by length. I can identify objects that would be measured using length.

I can identify digital and analog clocks. I can correctly identify the hour hand and the minute hand. I can show time to the hour and half hour. I can use the placement of the hour hand to determine the time to

the hour or half hour. I can draw the hands on a clock to show a given time. I can write the correct time on a digital clock. I can write the correct time from an analog clock.

February Number

TalksNumber of the Day


21

https://maximizingmathmentality.wikispaces.com/file/view/Jan-April%20Build%20%26%20Explore%20Geometry%20Activities%20-%201st%20Grade.docx/613520495/Jan-April%20Build%20%26%20Explore%20Geometry%20Activities%20-%201st%20Grade.docx






Mondays: Target Practice

Three Addends

Monday-Wednesday: Number SenseEquations should be written vertically and horizontally.

Subtracting multiples of 10 from multiples of tenAdding

2 digit + 1 digit 2 digit + a multiple of 10 2 digit + a 2 digit (regrouping may be necessary-focus on



















POD Flipchart




Number of the Day: Number Sense 8


Tuesdays: The Difference is……

Ways to make a number using subtractionWednesdays: Rekenreks-What’s My Way

Decomposing numbers

Making the number correctly

February Continued


Thursdays: Thursday: Geometry All problem types must be reinforced and include double Partitioning 2D

22

28 + 34














Story Problem

Unknowns in all positions including adding, subtracting, and comparing

Equations match words

Using fact families to solve

Partitioning 2D Shapes I can identify when shares are equal. I can divide/partition a circle into halves and fourths (quarters). I can divide/partition a square/rectangle into halves and fourths

(quarters). I can explain why dividing/partitioning a shape into more equal

parts makes the parts smaller. I can use the words whole, halves, fourths, and quarters to describe

how I partitioned a shape. I can show half of, fourth of, and quarter using a picture and model. I can explain how half of a circle relates to time to the half hour. I can explain how the parts of a shape relate to its whole. (two of

two, four of four) I can explain how the size of the pieces relate to the size of the

whole. (1/2s are not all equal-it depends on the size of the whole)

digit numbers too. (involving situations of adding to, taking from, putting together,

taking apart, and comparing, with unknowns in all positions)










Shapes Focus FlipchartGeometry B&E

Geometry:Teacher Toolbox (TT) Unit 6, Lesson 28

Chapter 12 (fractions)

Measurement:Teacher Toolbox Unit 7, Lesson 33

GO Math has no correlation (with a ruler)

Fridays: Make it True

Inequalities and Equations

Correct application of greater than, less than, or equal to symbol

Fridays: MeasurementUsing a Ruler

(February-March) I can identify a ruler as a tool to measure length. I can use a ruler to measure lengths starting at the zero mark. I can count inches to determine the overall length of an object. I can explain that length is the distance from one point to another. I can describe the attributes of a ruler. I can tell the best ruler to use to measure different sized objects.

(ruler, yardstick, measuring tape) I can estimate the length an object is in inches.

March Number Talks Number of the Day


23







Mondays: What’s the Equations

Unknown in all positions

Matching the correct equation to the words

Fact families Basic Fact

Strategies



2 digit + 1 digit 2 digit + a multiple of 10 2 digit + a 2 digit (regrouping may be necessary-focus on



















POD Flipchart






Tuesdays: Choral Counting

Number Patterns Patterns Even/odd Between

what two tens?

Wednesdays: The difference is…… Ways to

make a number using subtraction

March Continued


24

28 + 34













Thursdays: Show it

Decomposing Numbers Closest to what ten?

Between….? Even/Odd Decomposing it (tens and

ones) Sum or Difference Money Tally Ten frames Base ten Dot images

Number line

Thursday: GeometryIntro to 3D shapes

I can recognize and identify 3D shapes in the real-world.

I can describe the attributes of a 3D shapes. I can describe the number and the kind of faces that

make up three-dimensional shapes.











Intro to 3D Shapes Focus FlipchartGeometry B&E


Chapter 11 (3D shapes)

Measurement:Teacher Toolbox Unit 7, Lesson 33

GO Math has no correlation (with a ruler)

Fridays: Balance the Scale Shape vocabulary and

attributes Relating addition and

subtraction Balancing equations Understanding the


Fridays: Measurement Using a Ruler

I can identify a ruler as a tool to measure length. I can use a ruler to measure lengths starting at the

zero mark. I can count inches to determine the overall length

of an object. I can explain that length is the distance from one

point to another. I can describe the attributes of a ruler. I can tell the best ruler to use to measure different

sized objects. (ruler, yardstick, measuring tape) I can estimate the length an object is in inches.

April Number Talks Number of the Day


Mondays: Equal to What? Monday-Wednesday: Number Sense All problem types must be reinforced and include double digit POD

25



https://maximizingmathmentality.wikispaces.com/file/view/Intro%20to%203D%20Shapes%20-%20Shape%20of%20the%20Day%20(March)%201st%20Grade.flipchart/613064225/Intro%20to%203D%20Shapes%20-%20Shape%20of%20the%20Day%20(March)%201st%20Grade.flipchart






Place value-ways to represent a number Adding a two-digit number

and a multiple of ten. Addition and subtraction

expressions

Equations should be written vertically and horizontally. Subtracting multiples of 10 from multiples of ten

Adding 2 digit + 1 digit 2 digit + a multiple of 10 2 digit + a 2 digit (regrouping may be necessary-

focus on developing addition using expanded form place value understanding)






numbers too.(involving situations of adding to, taking from, putting together,

taking apart, and comparing, with unknowns in all positions) I can describe what is happening in the problem. I can represent each problem using models (manipulatives). I can identify and explain what the problem is asking me to find. I can explain how I arrived at my answer. I can compare what is similar and what is different in various









Flipchart Number

Sense Focus Flipchart





Tuesdays: Rekenreks

Number strings with Basic Fact Strategies Wednesdays: Double Ten Frames

Basic Fact Strategies

April Continued


Thursdays: Expressions Thursday: Geometry All problem types must be reinforced and include double digit numbers too.

Compose 3D Shapes Focus

26

28 + 34

https://maximizingmathmentality.wikispaces.com/file/view/Composing%203D%20Shapes%20to%20Make%20a%20Composite%20-%20Shape%20of%20the%20Day%20(April)%201st%20Grade.flipchart/613066547/Composing%203D%20Shapes%20to%20Make%20a%20Composite%20-%20Shape%20of%20the%20Day%20(April)%201st%20Grade.flipchart













Numbers stringThree addends

Basic Fact Strategies Make ten Ten and some more Properties of addition

Compose 3D Shapes to make a Composite Shape

I can use 3D shapes to build a new shape. I can identify all the 3D shapes in a model or

picture










Flipchart

Coins Flipchart

Geometry B&E



Measurement-Teacher Toolbox Unit 7, Lesson 35

Go Math has no correlation (coins)

Fridays: Target Practice

Three addends Making a ten to add Ten and some more Basic fact strategies

Friday: Measurement Coins

(April-May) I can identify coins and name them. I can write the value of coins. I can explain how many of each coin makes a

dollar. (10 dimes, 4 quarters, etc.) I can add coins that are the same value. I can add combinations of pennies and dimes.

May Number Talks Number of the Day


Mondays: Expressions

Number strings with three



(involving situations of adding to, taking from, putting together, taking

POD Flipchart

Number 27






https://maximizingmathmentality.wikispaces.com/file/view/Number%20of%20the%20Day%20-%20Coins.flipchart/613358143/Number%20of%20the%20Day%20-%20Coins.flipchart





addends Basic Fact Strategies Make ten Ten and some more Properties of addition


2 digit + 1 digit 2 digit + a multiple of 10 2 digit + a 2 digit (regrouping may be necessary-

focus on developing addition using expanded form place value understanding)






apart, and comparing, with unknowns in all positions) I can describe what is happening in the problem. I can represent each problem using models (manipulatives). I can identify and explain what the problem is asking me to find. I can explain how I arrived at my answer. I can compare what is similar and what is different in various









Sense Focus Flipchart





Tuesdays: How Much?

Coin combinations Coin identity Coin value Counting by fives and tens Making tens (two nickels) 10 more/10 less from any

number

Wednesdays: What’s the Missing Part?

Unknowns

Fact families Basic fact strategies

May ContinuedNumber Talks Number of the Day


Thursdays: Is It True? Thursday: Geometry I can use 3D shapes to build a new shape. I can identify all the 3D shapes in a model or


(involving situations of adding to, taking from, putting together, taking

Geometry B&E

Coins

28

28 + 34













Inequalities/True or False

Relating addition and subtraction

Balancing equationsUnderstanding the meaning of the equal sign to make an equation true or false (greater than, less than, or equal to)

picture apart, and comparing, with unknowns in all positions) I can describe what is happening in the problem. I can represent each problem using models (manipulatives). I can identify and explain what the problem is asking me to find. I can explain how I arrived at my answer. I can compare what is similar and what is different in various








Flipchart



Measurement-Teacher Toolbox Unit 7, Lesson 35

Go Math has no correlation (coins)

Fridays: Incredible Equations

Adding a two-digit number and a multiple of ten.

Addition and subtraction expressions

Multiple ways to show place value understanding

Friday: Measurement Coins

I can identify coins and name them. I can write the value of coins. I can explain how many of each coin makes a

dollar. (10 dimes, 4 quarters, etc.) I can add coins that are the same value. I can add combinations of pennies and dimes.

29



Documents

Daily Math Block Structure - math.sarasotacountyschools.netmath.sarasotacountyschools.net/.../2019/...18-19.docx · Web viewSolve word problems that call for addition of three whole