s3.amazonaws.com · Web view26 sessions, 28 days allotted. Suggested Unit Completion Date: Start Date: End Date: Session, Standards, Objective, and Materials. Pre-Planning Notes

Unit at a Glance – Long Range PlanningGrade 1, Unit 1: Addition, Subtraction, and the Number System 1

26 sessions, 28 days allotted Suggested Unit Completion Date:

Start Date: End Date:

Session, Standards, Objective, and Materials

Pre-Planning Notes – Reflection

Session 1.1: Morning Meeting: Daily Schedule Standards: MP4: Model with mathematics.MP7: Look for and make use of structure. Extend the counting sequence.1.NBT.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.

Objectives: Introducing Morning Meeting: Daily

Schedule and Attendance: Count to find the number of objects in a set by applying one-to-one correspondence and cardinality.

Introducing Math Tools: Develop an understanding of the characteristics of materials and when to use them by freely exploring the materials.

Math Workshop: Exploring Connecting Cubes, Exploring

Pattern Blocks, Exploring Geoblocks and Exploring Power Polygons: Develop an understanding of the characteristics of materials and when to use them by freely exploring the materials.

(These activities provide time for students to explore new materials before using them in structured activities. This free exploration

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will enable students to discover many of the important characteristics of the materials and will help them develop an understanding of when it makes sense to use them.)

Materials to Gather: Connecting Cubes (class set) Pattern Blocks (class set) Geoblocks (class set) Power Polygons (class set)

Materials to Prepare: BCPS Parent Newsletter (Distribute via

email to parents.) Daily Schedule (Prepare a daily schedule and

post it where all students can see it.)Session 1.2: Morning Meeting: CalendarStandards: MP4: Model with mathematics.MP7: Look for and make use of structure. Extend the counting sequence.1.NBT.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.

Objectives: Introducing Morning Meeting: Calendar:

Identify months and days by reading a calendar.

Math Workshop: Develop an understanding of the characteristics of materials and when to use them by freely exploring the materials.

Materials to Gather: Crayons or markers (class set) Connecting Cubes (class set) Pattern blocks (class set)

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Geoblocks (class set) Power Polygons (class set) Chart paper

Materials to Prepare: M3, Assessment Checklist: Counting 20

(Write students' names on the recording sheets.)

Class yearlong weather chart (Prepare and post a yearlong calendar.)

Class pocket monthly calendar (Use the removable numbers to prepare the class pocket calendar displaying the current month.)

Session, Objective, and Materials Pre-Planning Notes – ReflectionSession 1.3: Morning Meeting: WeatherStandards: MP4: Model with mathematics.MP7: Look for and make use of structure. Represent and Interpret Data1.MD.4: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in the category than another.

Objectives: Introducing Morning Meeting: Weather:

Organize data into categories by making a representation of the data.

Math Workshop: Develop an understanding of the

characteristics of materials and when to use them by freely exploring the materials.

Materials to Gather: M3, Assessment Checklist: Counting 20

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(from Session 1.2) Connecting Cubes (class set) Pattern Blocks (class set) Geoblocks (class set) Power Polygons (class set) Chart paper

Materials to Prepare: Class monthly weather chart (Prepare a

monthly weather chart showing typical weather in your area.)

Class yearlong weather chart (Prepare and post a yearlong weather chart showing typical weather in your area.)

Session 1.4: Collect 20 TogetherStandards: MP4: Model with mathematicsMP7: Look for and make use of structure. Extend the counting sequence.1.NBT.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.

Objectives: Introducing Collect 20 Together: Represent

and count quantities by using one-to-one correspondence and concrete materials.

Math Workshop: Develop an understanding of the

characteristics of materials and when to use them by freely exploring the materials.

Materials to Gather: M3, Assessment Checklist: Counting (from

session 1.2) Dot cubes (1 per pair) Counters (about 25 per pair) Connecting cubes (class set)

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Pattern blocks (class set) Geoblocks (class set) Power Polygons (class set) Chart Paper

Materials to Prepare: M4, Collect 20 Together (as needed) M5, Twenty-Frame (as needed; optional)Session, Objective, and Materials Pre-Planning Notes – ReflectionSession 2.1: Start With/Get ToStandards: MP4: Model with mathematics.MP5: Use appropriate tools strategically.MP6: Attend to precision.MP7: Look for and make use of structure. Extend the counting sequence.1.NBT.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.

Objectives: Introducing Start With/Get To: Identify

numerals by reading and counting numbers in sequence.

Collect 20 Together: Represent and count quantities by using one-to-one correspondence and concrete materials.

Materials to Gather: Materials for Collect 20 Together Basket (1 per class) Red clothespin, Green clothespin (1 each per

class)

Materials to Prepare: M5, Twenty-Frame Start With/Get To cards set A (M6-M7 or

located in Cards Package)

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M9-M10, Family Letter (1 per student) Number line, from 1 to at least 30Session 2.2: StaircasesStandards: MP4: Model with mathematics.MP5: Use appropriate tools strategically.MP7: Look for and make use of structure. Add and subtract within 20.1.OA.5: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Extend the counting sequence.1.NBT.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.Objectives: Introducing Staircases: Represent written

numerals by creating sets to match the numerals.

Math Workshop: Collect 20 Together: Represent and count

quantities by using one-to-one correspondence and concrete materials.

Staircases: Represent written numerals by creating sets to match the numerals.

Materials to Gather: Materials for Collect 20 Together Connecting cubes (about 100 per pair)

Materials to Prepare: M5, Twenty-Frame (1 per pair plus extras) Connecting cubes with labels (Label cubes

from 1-12 and place them in a resealable plastic bag. 6-8 sets per class; 1 set per pair)

Session 2.3: Counting What’s In A Mystery Box Standards: MP1: Make sense of problems and persevere in

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solving them.MP2: Reason abstractly and quantitatively.MP7: Look for and make use of structure. Extend the counting sequence.1.NBT.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.

Objectives: Introducing Mystery Boxes: Represent given

quantities by using drawings and numerals.Math Workshop: Mystery Boxes: Represent given quantities

by using drawings and numerals. Staircases: Represent written numerals by

creating sets to match the numerals.

Materials to Gather: Connecting cubes (about 100 per pair) Connecting cubes labeled 1-12 (one set per

pair)

Materials to Prepare: M8, Mystery Boxes Mystery Boxes (Prepare 6-8 covered, opaque

boxes, each containing a different set of countable objects. For example, buttons, seashells, keys, pennies, plastic spoons, etc. Label each box with a letter, beginning with A. Prepare boxes containing 10-15 items, 15-20 items, and one with up to 30 items.

Session, Objective, and Materials Pre-Planning Notes – ReflectionSession 2.4: Comparing QuantitiesStandards: MP2: Reason abstractly and quantitatively.MP7: Look for and make use of structure.MP8: Look for and express regularity in repeated reasoning.

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Extend the counting sequence.1.NBT.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.

Objectives: Introducing Compare Dots and Compare:

Identify which of two quantities is more by counting and comparing.

Math Workshop: Compare Dots: Identify which of two

quantities is more by counting and comparing.

Compare: Identify which of two quantities is more by counting and comparing.

Mystery Boxes: Represent given quantities by using drawings and numerals.

Staircases: Represent written numerals by creating sets to match the numerals.

Materials to Gather: Dot cards (located in the Cards Package) Mystery Boxes (1 per pair) Materials for staircases Counters (10 per pair)

Materials to Prepare: M8, Mystery Boxes (1 per student) Dot Cards (i deck per pair) M12, Compare Dots Primary Number Cards (1 deck per pair) M17, CompareSession 2.5A: Plus or Minus 1 Bingo Standards: MP2: Reason abstractly and quantitatively.MP7: Look for and make use of structure. Add and Subtract within 20.1.OA.5: Relate counting to addition and

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subtraction (e.g., by counting on 2 to add 2).1.OA.6: Add 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, which leads to 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 – 3 – 1), which leads to 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, which equals 13). Extend the counting sequence.1.NBT.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.

Objectives: Introducing Plus or Minus 1 BINGO: Find

sums or differences by adding or subtracting one to or from a given number.

Playing Plus or Minus 1 BINGO: Find sums or differences by adding or subtracting one to or from a given number.

Materials to Gather: Primary Number Cards (Located in the Cards

Package. 1 deck per pair, remove 0 and Wild Cards)

Counters (20 per pair) Connecting cubes (as needed)

Materials to Prepare: C2, Plus or Minus 1 BINGO (1 per pair plus

extras)

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C4, Assessment Checklist: Add and Subtract 1 (3-4 per class)

Session 2.5: Counting BackwardStandards: MP1: Make sense of problems and persevere in solving them.MP2: Reason abstractly and quantitatively.MP4: Model with mathematics.MP7: Look for and make use of structure. Add and subtract within 20.1.OA.5: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).1.OA.6: Add 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, which leads to 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 – 3 – 1), which leads to 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, which equals 13). Extend the counting sequence.1.NBT.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.

Objectives: Start With/Get To: Counting Backward: Rote

count by counting backwards.Math Workshop: Mystery Boxes: Represent given quantities

by using drawings and numerals. Compare Dots: Identify which of two

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Plus or Minus 1 BINGO: Find sums or differences by adding or subtracting one to or from a given number.Materials to Gather:

Red and blue connecting cubes (as needed; optional)

Red and blue crayon (as needed; optional) Chart paper Red and blue markers (1 each color;

optional)

Materials to Gather: Materials for Start With/Get To Materials for Compare Dots Materials for Compare

Materials to Prepare: M8, Mystery Boxes (as needed) Dot Cards (Located in Cards Package, sets

B, C, D) Primary Number Cards (Located in Cards

Package) M17, Compare (1 per student to take home) M21-22, Family Letter (1 per student) Chart Paper (Title a piece of chart paper

"Mystery Data." Prepare a chart listing each mystery box by letter. Record the numbers students counted for each box.) See p.80 for an example.

Session, Objective, and Materials Pre-Planning Notes – ReflectionSession 2.6: Assessment: Counting 20 and Quick ImagesStandards: MP2: Reason abstractly and quantitatively.MP7: Look for and make use of structure.

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Add and subtract within 20. Add and subtract within 20.1.OA.5: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).1.OA.6: Add 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, which leads to 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 – 3 – 1), which leads to 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, which equals 13). Extend the counting sequence.1.NBT.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.

Objectives: Quick Images: Develop visual images of

quantities up to 10 by reproducing a visual image.

Counting 20: Represent a number of objects by drawing a picture and writing a numeral.

Math Workshop: Compare Dots: Identify which of two



Plus or Minus 1 BINGO: Find sums or

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differences by adding or subtracting one to or from a given number.

Materials to Gather: Materials for Compare Dots Materials for Compare Dot Cards, Sets A, B, C, D (as needed) Counters (about 10 per student)

Materials to Prepare: M23, Assessment: Counting 20 (1 per

student)Session 2.7: Ordering NumbersStandards: MP2: Reason abstractly and quantitatively.MP6: Attend to precision.MP7: Look for and make use of structure. Extend the counting sequence.1.NBT.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.

Objective: Represent given numbers by creating and

ordering sets of objects.

Materials to Gather: Dot Cards set A Primary Number Cards (Located in the Cards

Package, 1 deck per pair) Homework Materials: Primary Number

Cards (M13-16) Connecting cubes (about 40 per pair)Session 3.1: Double Compare and Double Compare DotsStandards: MP1: Make sense of problems and persevere in

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solving them.MP3: Construct viable arguments and critique the reasoning of others.MP4: Model with mathematics.MP7: Look for and make use of structure. Represent and solve problems involving addition and subtraction.1.OA.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 equationswith a symbol for the unknown number to represent the problem. Understand place value.1.NBT.3: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

Objective:

Materials to Gather: Dot Cards, Set A (Located in the Cards

Package, 1 deck per pair) Primary Number Cards (Located in the Cards

Package, 1 deck per pair) Counters (20 per pair) Connecting cubes (as needed) Story-Problem-Routine (1 set for teacher

use) Story-Problem-Bookmark (1 per student)

Materials to Prepare: M24, Double Compare Dots M24, Double CompareSession 3.2: Five in a Row

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Standards: MP1: Make sense of problems and persevere in solving them.MP2: Reason abstractly and quantitatively.MP7: Look for and make use of structure. Represent and solve problems involving addition and subtraction.1.OA.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 equationswith a symbol for the unknown number to represent the problem. Add and subtract within 20.1.OA.6: Add 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, which leads to 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 – 3 – 1), which leads to 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, which equals 13). Extend the counting sequence.1.NBT.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.

Objectives: Introducing Five-in-a-Row: Find the total of

two quantities by using a variety of

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strategies. More Story Problems Aloud: Model the

action of an addition problem by using counters.

Math Workshop: Five-in-a-Row *: Find the total of two

quantities by using a variety of strategies. Double Compare: Find and compare the total

of two or more quantities up to a total of 20 by using a variety of strategies.

Double Compare Dots: Find and compare the total of two or more quantities up to a total of 20 by using a variety of strategies.

Materials to Gather: Dot cubes (2 per pair) Counters (about 20 per pair) Chart paper (optional) Homework Materials: Primary Number

Cards (M13-M16, 1 set per student) Materials for Double Compare Materials for Double Compare Dots Dot Cards, Sets B, C, D (as needed) Story-Problem-Routine (1 set for teacher

use) Story-Problem-Bookmark (1 per student)

Materials to Prepare: M25, Double Compare (1 per student for

homework) M26, Five-in-a-Row Gameboard A (1 per

pair or group) M27, Five-in-a-Row (as needed)Session 3.3: Addition Story Problems Standards: MP1: Make sense of problems and persevere in solving them.MP4: Model with mathematics.MP6: Attend to precision.

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MP7: Look for and make use of structure. Represent and solve problems involving addition and subtraction.1.OA.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 equationswith a symbol for the unknown number to represent the problem. Add and subtract within 20.1.OA.5: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).1.OA.6: Add 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, which leads to 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 – 3 – 1), which leads to 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, which equals 13). Work with addition and subtraction equations.1.OA.7: Understand 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 = 5 + 2. Objective: More Addition Stories and Solving an

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Addition Story Problem: Solve addition story problems by using a variety of strategies.

Materials to Gather: Cubes or counter (as needed) Chart paper

Materials to Prepare: Chart paper: Write the story problem from

Student Activity Book p. 21 on chart paper.Session 3.4: Roll and Record Standards: MP1: Make sense of problems and persevere in solving them.MP4: Model with mathematics.MP7: Look for and make use of structure. Represent and solve problems involving addition and subtraction.1.OA.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 equationswith a symbol for the unknown number to represent the problem. Add and subtract within 20.1.OA.5: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).1.OA.6: Add 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, which leads to 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 – 3 – 1), which leads to 10 – 1 = 9; using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8

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= 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1, which equals 13). Work with addition and subtraction equations.1.OA.7: Understand 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 = 5 + 2.

Objectives: Introducing Roll and Record: Find the total

of two quantities by using a variety of strategies.

More Addition Stories: Solve addition story problems by using a variety of strategies.

Math Workshop: Roll and Record *: Find the total of two

quantities by using a variety of strategies. Five-in-a-Row: Find the total of two

quantities by using a variety of strategies. Double Compare: Identify which of two


Double Compare Dots: Identify which of two quantities is more by counting and comparing.

Materials to Gather: Materials for Five-in-a-Row Materials for Double Compare Dots and

Double Compare

Materials to Prepare: M28, Roll and Record Recording Sheet (as

needed)

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M29, Roll and Record (as needed) M30-M31, Five-in-a-Row Gameboards B

and C (1 per pair or group)Session 3.5: More Addition Story ProblemsStandards: MP1: Make sense of problems and persevere in solving them.MP3: Construct viable arguments and critique the reasoning of others.MP4: Model with mathematics.MP6: Attend to precision.MP7: Look for and make use of structure. Represent and solve problems involving addition and subtraction.1.OA.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 equationswith a symbol for the unknown number to represent the problem. Add and subtract within 20.1.OA.5: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).1.OA.6: Add 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, which leads to 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 – 3 – 1), which leads to 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

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= 12 + 1, which equals 13). Work with addition and subtraction equations.1.OA.7: Understand 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 = 5 + 2.

Objectives: Solving an Addition Story Problem: Solve

addition story problems by using a variety of strategies.

Math Workshop: Double Compare: Find and compare the total



Five-in-a-Row: Find the total of two quantities by using a variety of strategies.

Roll and Record: Find the total of two quantities by using a variety of strategies.

Materials to Gather: Chart paper (optional); cubes or counters

(optional) Materials for Double Compare Dots and

Double Compare Materials for Five-in-a-Row M26, M30-M31, Gameboards A, B, and C (1

per pair or group) Materials for Roll and Record

Materials to Prepare: Chart paper - Write the story problem from

Student Activity Book p. 27 on chart paper.

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Session 3.6: Assessment: Double Compare and Combining Games Standards: MP3: Construct viable arguments and critique the reasoning of others.MP7: Look for and make use of structure.MP8: Look for and express regularity in repeated reasoning. Represent and solve problems involving addition and subtraction.1.OA.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 equationswith a symbol for the unknown number to represent the problem. Add and subtract within 20.1.OA.5: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).1.OA.6: Add 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, which leads to 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 – 3 – 1), which leads to 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, which equals 13). Extend the counting sequence.1.NBT.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

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a written numeral.

Objectives: Double Compare: Find and compare the total


Math Workshop: Double Compare: Find and compare the total



Five-in-a-Row: Find the total of two quantities by using a variety of strategies.

Roll and Record: Find the total of two quantities by using a variety of strategies

Materials to Gather: Materials for Five-in-a-Row Materials for Roll and Record Materials for Double Compare Dots and

Double Compare Primary Number Cards (Located in the Cards

Package, 1 deck per class) Dot Cubes (2 per class) Assorted counters (as needed)

Materials to Prepare: M32, Assessment: Double Compare (1 per

student)Session 3.7: How Many In All?Standards: MP3: Construct viable arguments and critique the reasoning of others.MP6: Attend to precision.MP7: Look for and make use of structure.MP8: Look for and express regularity in repeated reasoning.

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Represent and solve problems involving addition and subtraction. 1.OA.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 equationswith a symbol for the unknown number to represent the problem. 1.OA.2: Solve 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. Understand and apply properties of operations and relationship between addition and subtraction.1OA.3: Apply properties of operations as strategies to add and subtract. (Students need not use formal terms for these properties.) 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, which equals 12. (Associative property of addition.) Add and subtract within 20.1.OA.5: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).1.OA.6: Add 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, which leads to 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 – 3 – 1), which leads to 10 – 1 = 9; using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8

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= 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1, which equals 13). Work with addition and subtraction equations.1.OA.7: Understand 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 = 5 + 2.

Objective: Story About Many Groups and Finding How

Many in All?: Solve addition story problems by using a variety of strategies

Materials to Gather: Children's book with a number pattern that

increases by one such as, the Very Hungry Caterpillar by Eric Carle.

Counters or cubes (as needed) Chart paperSession 4.1: Seven Peas and CarrotsStandards: MP1: Make sense of problems and persevere in solving them.MP2: Reason abstractly and quantitatively.MP4: Model with mathematics. Represent and solve problems involving addition and subtraction.1.OA.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

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unknowns in all positions, e.g., by using objects, drawings, and equationswith a symbol for the unknown number to represent the problem. Extend the counting sequence.1.NBT.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.

Objective: Introducing Seven Peas and Carrots and

Solving Seven Peas and Carrots: Solve story problems by using drawings, objects, and numbers.

Materials to Gather: Connecting cubes in two colors, green and

orange (7 of each color per class) Cubes or counter in to colors (7 of each color

per student or pair) Crayons or markers in same colors as cubes

or counters (1 of each color per student or pair)

Paper plates (1 per student) Chart paper

Materials to Prepare: Recording Sheet or Student Activity Book, p.

33 ( 1 per student)Session 4.2: Three TowersStandards: MP2: Reason abstractly and quantitatively.MP6: Attend to precision.MP7: Look for and make use of structure. Extend the counting sequence. Understand and apply properties of operations and relationship between addition and subtraction.1OA.3: Apply properties of operations as

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strategies to add and subtract. (Students need not use formal terms for these properties.) 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, which equals 12. (Associative property of addition.) Add and subtract within 20.1.OA.6: Add 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, which leads to 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 – 3 – 1), which leads to 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, which equals 13). Work with addition and subtraction equations.1.OA.7: Understand 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 = 5 + 2.

Objective: Introducing Three Towers and Playing Three

Towers: Find the total of two or more quantities by combining and recording quantities using objects, pictures, and/or numbers.

Materials to Gather:

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Connecting cubes in two colors (about 30 of each color per pair)

Dot cubes ( 1 per pair) Crayons and markers in same colors as

connecting cubes (per pair) Chart paper

Materials to Prepare: M33, Three Towers Recording Sheet (1 for

teacher use, 1 per student) M34, Three Towers of Ten (as needed) Cube towers (prepare 3 towers of connecting

cubes using blue and yellow in these patterns: bbbbbyyybb; bbbyyyyyyb; bbbbbyyyyy)

Session 4.3: Heads and TailsStandards: MP2: Reason abstractly and quantitatively.MP6: Attend to precision.MP7: Look for and make use of structure. Represent and solve problems involving addition and subtraction.1.OA.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 equationswith a symbol for the unknown number to represent the problem. Work with addition and subtraction equations.1.OA.7: Understand 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 = 5 + 2.

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Objectives: Introducing Heads and Tails: Identify

combinations of numbers that make a given total by separating a quantity into parts.

More Story Problems Aloud: Solve story problems by using drawings, objects, and numbers.

Math Workshop: • Heads and Tails *: Identify combinations of

numbers that make a given total by separating a quantity into parts.

• Three Towers *: Find the total of two or more quantities by combining and recording quantities using objects, pictures, and/or numbers.

Materials to Gather: Pennies (at least 7 per pair) Cubes or counters (as needed) Chart paper Materials for Three Towers of Ten

Materials to Prepare: M35, Heads and Tails Recording Sheet ( 1

for teacher use and 1 per student) M36, Heads and Tails (as neededSession 4.4: How Many Am I Hiding?Standards: MP3: Construct viable arguments and critique the reasoning of others.MP6: Attend to precision.MP7: Look for and make use of structure. Represent and solve problems involving addition and subtraction.1.OA.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,

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drawings, and equationswith a symbol for the unknown number to represent the problem. Understand and apply properties of operations and relationships between addition and subtraction.1.OA.4: Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Work with addition and subtraction equations.1.OA.7: Understand 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 = 5 + 2.1.OA.8: Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the question true in each of the equations 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?

Objective: Introducing How Many Am I Hiding? and

Playing How Many Am I Hiding?: Solve problems given the total and one part by using addition or subtraction strategies.

Materials to Gather: Connecting Cubes (10 per pair)

Materials to Prepare: M36, Heads and Tails (1 per student for

homework) M37, How Many Am I Hiding? Recording

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Sheet (as needed) M38, How Many Am I Hiding? (as needed) Cube Towers (Make towers of 6 connecting

cube; 1 per student or pair)Session 4.5: Nine Peas and CarrotsStandards: MP1: Make sense of problems and persevere in solving them.MP4: Model with mathematics.MP6: Attend to precision.MP7: Look for and make use of structure. Represent and solve problems involving addition and subtraction.1.OA.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 equationswith a symbol for the unknown number to represent the problem. Work with addition and subtraction equations.1.OA.7: Understand 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=5 + 2.

Objective: Introducing Nine Peas and Carrots and

Solving Nine Peas and Carrots: Solve story problems by using drawings, objects, and numbers.

Materials to Gather: Connecting Cubes (10 per pair)

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Materials to Prepare: Chart "7 in all" (from session 4.1) Cubes or counter in 2 colors (9 of each color

per student) Crayons or markers in same colors as cubes

or counters (1 of each color per student) Paper plates (1 per student; optional) Chart paperSession 4.6: Nine Peas and CarrotsStandards: MP2: Reason abstractly and quantitatively.MP4: Model with mathematics.MP6: Attend to precision.MP7: Look for and make use of structure. Represent and solve problems involving addition and subtraction.1.OA.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 equationswith a symbol for the unknown number to represent the problem. Understand and apply properties of operations between addition and subtraction1OA.3: Apply properties of operations as strategies to add and subtract. (Students need not use formal terms for these properties.) 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, which equals 12. (Associative property of addition.) Add and subtract within 20.1.OA.6: Add 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,

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which leads to 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 – 3 – 1), which leads to 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, which equals 13). Work with addition and subtraction equations.1.OA.7: Understand 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 = 5 + 2.

Objectives: Math Workshop: Three Towers: Find the total of two or more

quantities by combining and recording quantities using objects, pictures, and/or numbers.

Heads and Tails: Identify combinations of numbers that make a given total by separating a quantity into parts.

How Many Am I Hiding? *: Solve problems given the total and one part by using addition or subtraction strategies.

Nine Peas and Carrots *: Solve story problems by using drawings, objects, and numbers.

Materials to Gather: Connecting cubes in 2 colors (about 60 per

pair) Dot cubes (1 per pair)

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Crayons or markers in same color as connecting cubes (per pair)

Chart paper

Materials to Prepare: M33, Three Towers Recording Sheet (as

needed) M34, Three Towers of 10 (as needed) Cube towers (Prepare 3 towers of 10

connecting cubes using blue and yellow in these patterns: bbbbbyyybb; bbbyyyyyyb; bbbbbyyyyy.)

Session 4.7: End-of-Unit AssessmentStandards: MP1: Make sense of problems and persevere in solving them.MP2: Reason abstractly and quantitatively.MP7: Look for and make use of structure. Represent and solve problems involving addition and subtraction.1.OA.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 equationswith a symbol for the unknown number to represent the problem. Add and subtract within 20.1.OA.6: Add 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, which leads to 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 – 3 – 1), which leads to 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

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(e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1, which equals 13). Represent and Interpret Data.1.MD.4: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in the category than another.

Objective: End-of-Unit Assessment: Solve story

problems by using drawings, objects, and numbers.

BCPS Unit Assessment: Refer to BCPS Unit 1 Skills Analysis Sheet.

Materials to Gather: Counters (20 per pair)

Materials to Prepare: M39-M40, End-of-Unit Assessment (1 per

student) BCPS Unit 1 Assessment (1 per student) Parent Connection (1 per student)

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s3.amazonaws.com · Web view26 sessions, 28 days allotted. Suggested Unit Completion Date: Start Date: End Date: Session, Standards, Objective, and Materials. Pre-Planning Notes