Shelby County Schools’ mathematics instructional … Grade 1 Q1 16... · Web viewThe TN State Standards represent three fundamental shifts in mathematics instruction: focus, coherence

Major Content Supporting Content Additional Content

Curriculum and Instruction – Office of Mathematics Quarter 1 Grade: 1

Introduction

In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination2025. By 2025,

80% of our students will graduate from high school college or career ready 90% of students will graduate on time 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity

Shelby County Schools 2016/2017Revised 6/6/16

1 of 80



In order to achieve these ambitious goals, we must collectively work to provide our students with high quality, college and career ready aligned instruction. The Tennessee State Standards provide a common set of expectations for what students will know and be able to do at the end of a grade. College and career readiness is rooted in the knowledge and skills students need to succeed in post-secondary study or careers. The TN State Standards represent three fundamental shifts in mathematics instruction: focus, coherence and rigor.


2 of 80

Focus

The Standards call for a greater focus in mathematics. Rather than racing to cover topics in a mile-wide, inch-deep curriculum, the Standards require us to significantly narrow and deepen the way time and energy is spent in the math classroom. We focus deeply on the major work of each grade so that students can gain strong foundations: solid conceptual understanding, a high degree of procedural skill and fluency, and the ability to apply the math they know to solve problems inside and outside the math classroom. For grades K–8, each grade's time spent in instruction must meet or exceed the following percentages for the major work of the grade. 85% or more time spent in instruction in each grade Kindergarten, 1, and 2 align exclusively to the major work of the grade. 75% or more time spent in instruction in each grade 3, 4, and 5 align exclusively to the major work of the grade. Supporting Content - informaiont that supports the understanding and implementation of the major work of the grade.Additional Content - content that does not explicitly connect to the major work of the grade yet it is required for proficiency.

Coherence

Thinking across grades:The Standards are designed around coherent progressions from grade to grade. Learning is carefully connected across grades so that students can build new understanding on to foundations built in previous years. Each standard is not a new event, but an extension of previous learning. Linking to major topics:Instead of allowing additional or supporting topics to detract from the focus of the grade, these concepts serve the grade level focus. For example, instead of data displays as an end in themselves, they are an opportunity to do grade-level word problems.

Rigor

Conceptual understanding: The Standards call for conceptual understanding of key concepts, such as place value and ratios. Students must be able to access concepts from a number of perspectives so that they are able to see math as more than a set of mnemonics or discrete procedures. Procedural skill and fluency: The Standards call for speed and accuracy in calculation. Students are given opportunities to practice core functions such as single-digit multiplication so that they have access to more complex concepts and procedures.Application: The Standards call for students to use math flexibly for applications in problem-solving contexts. In content areas outside of math, particularly science, students are given the opportunity to use math to make meaning of and access content.




3 of 80




4 of 80



The TN Mathematics StandardsThe Tennessee Mathematics Standards:https://www.tn.gov/education/article/mathematics-standards

Teachers can access the Tennessee State standards, which are featured throughout this curriculum map and represent college and career ready learning at reach respective grade level.


5 of 80

https://www.tn.gov/education/article/mathematics-standards



Mathematical Practice StandardsMathematical Practice Standardshttps://drive.google.com/file/d/0B926oAMrdzI4RUpMd1pGdEJTYkE/view

Teachers can access the Mathematical Practice Standards, which are featured throughout this curriculum map. This link contains more a more detailed explanation of each practice along with implications for instructions.


6 of 80

https://drive.google.com/file/d/0B926oAMrdzI4RUpMd1pGdEJTYkE/view



The Standards for Mathematical Practice describe varieties of expertise, habits of minds and productive dispositions that mathematics educators at all levels should seek to develop in their students. These practices rest on important National Council of Teachers of Mathematics (NCTM) “processes and proficiencies” with

longstanding importance in mathematics education. Throughout the year, students should continue to develop proficiency with the eight Standards for Mathematical Practice.

This curriculum map is designed to help teachers make effective decisions about what mathematical content to teach so that, ultimately our students, can reach Destination 2025.


7 of 80

Mathematical Practices

1. Make sense of problems and persevere in solving them

2. Reason abstractly and quatitatively

3. Construct viable arguments and

crituqe the reasoning of

others

4. Model with mathematics

5. Use appropriate tools strategically

6. Attend to precision

7. Look for and make use of

structure

8. Look for and express regularity

in repeated reasoning



To reach our collective student achievement goals, we know that teachers must change their practice so that it is in alignment with the three mathematics instructional shifts.

Throughout this curriculum map, you will see resources as well as links to tasks that will support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around the content standards and mathematical practice standards that teachers should consistently access:


8 of 80




9 of 80



Purpose of Mathematics Curriculum Maps


10 of 80



The Shelby County Schools curriculum maps are intended to guide planning, pacing, and sequencing, reinforcing the major work of the grade/subject. Curriculum maps are NOT meant to replace teacher preparation or judgment; however, it does serve as a resource for good first teaching and making instructional decisions based on best practices, and student learning needs and progress. Teachers should consistently use student data differentiate and scaffold instruction to meet the needs of students. The curriculum maps should be referenced each week as you plan your daily lessons, as well as daily when instructional support and resources are needed to adjust instruction based on the needs of your students. Additional Instructional Support


11 of 80



The curriculum maps continue to provide references to enVision lessons that support covered standards. Since this resource was developed for previous TN State Standards, it was necessary to evaluate and provide additional resources to support teachers and students. The 2016-17 Curriculum Maps include the addition of the open resource curriculum that can be found at engageny.org. The curriculum and resources developed by Great Minds for engage ny have consistently been rated as “exemplifying quality” by districts and organizations across the country, meaning they are highly aligned to college and career standards and instructional shifts.

How to Use the MapsTennessee State Standards


12 of 80



TN State Standards are located in the left column. Each content standard is identified as the following: Major Work, Supporting Content or Additional Content.; a key can be found at the bottom of the map. The major work of the grade should comprise 65-85% of your instructional time. Supporting Content are standards the supports student’s learning of the major work. Therefore, you will see supporting and additional standards taught in conjunction with major work It is the teachers' responsibility to examine the standards and skills needed in order to ensure student mastery of the indicated standard.

Content


13 of 80



Weekly and daily objectives/learning targets should be included in your plans. These can be found under the column titled content. The enduring understandings will help clarify the “big picture” of the standard. The essential questions break that picture down into smaller questions and the learning targets/objectives provide specific outcomes for that standard(s). Best practices tell us that making objectives measureable increases student mastery.

Instructional Support and ResourcesDistrict and web-based resources have been provided in the Instructional Support and Resources column. The additional resources provided are supplementary and should be used as needed for content support and differentiation.In order to aid your planning, we have included a list of fluency activities for each lesson. It is


14 of 80



expected that fluency practice will be a part of your daily instruction. (Note: Fluency practice is NOT intended to be speed drills, but rather an intentional sequence to support student automaticity. Conceptual understanding MUST underpin the work of fluency.)

Grade 1 Quarter 1 Overview

Module 1: Sums and Differences to 10


15 of 80

https://www.engageny.org/resource/grade-1-mathematics-module-1



Overview

In this first module of Grade 1, students make significant progress towards fluency with addition and subtraction of numbers to 10 (1.OA.6) as they are presented with opportunities intended to advance them from counting all to counting on, which leads many students then to decomposing and composing addends and total amounts. In Kindergarten, students achieved fluency with addition and subtraction facts to 5. This means they can decompose 5 into 4 and 1, 3 and 2, and 5 and 0. They can do this without counting all. They perceive the 3 and 2 embedded within the 5.


16 of 80



Topic A continues the work of developing this ability with all the numbers within 10 in put together situations (1.OA.1), with a special focus on the numbers 6, 7, 8, and 9, since recognizing how much a number needs to make 10 is part of the Kindergarten standards (K.OA.4) and easier for most children. Students decompose numbers into two sets, or conceptually subitize, in Lessons 1 and 2, and record their decompositions as number bonds.

T: How many dots do you see?S: 8.T: What two parts do you see?S: I see 5 and 3.


17 of 80



T: Did you need to count all the dots?S: No! I could see the top row was a full five, so I just said 6, 7, 8.

In Lesson 3, students see and describe 1 more as + 1. They use the structure of the first addend rather than its cardinality, just as the student speaking in the above vignette used the five. The number is a unit to which they can add one, or count on by one, without recounting. All three lessons in Topic A prepare students to solve addition problems by counting on rather than counting all (1.OA.5).

Topic B continues the process of having the students compose and decompose. They describe put together situations (pictured to the right) with number bonds and count on from the first part to totals of 6, 7, 8, 9, and 10 (1.OA.1, 1.OA.5). As they represent all the partners of a number, they reflect and see the decompositions,


18 of 80



“Look at all these ways to make 8. I can see connections between them.”

Through dialogue, they engage in seeing both the composition invited by the put together situation and the decomposition invited by the number bonds. Expressions are another way to model both the stories and the bonds, the compositions and the decompositions (1.OA.1). In Topic C, students interpret the meaning of addition from adding to with result unknown or putting together with result unknown story problems by drawing their own pictures and generating solution equations. Advancing beyond the Kindergarten word problem types, students next solve add to with change unknown problems such as, “Ben has 5 pencils. He got some more from his mother. Now, he has 9 pencils. How many pencils did Ben get from his mother?” These problems set the


19 of 80



foundation early in the module for relating addition to subtraction in Topic G (1.OA.4).1

In Topic D, students work outside the context of stories for three days to further their understanding of and skill with counting on using 5-group cards. The first addend is represented with a numeral card, symbolizing the structure to count on from. The number to be added is represented using the dot side of the 5-group card. Students count on from the first addend. They learn to replace counting the dots by tracking the count on their fingers to find the solution (1.OA.5). In Lesson 16, they solve problems such as 4 + ___ = 7 by tracking the number of counts as they say, “5, 6, 7” (1.OA.8).

In Topic E, in the context of addition to 10, students expand their knowledge of two basic ideas of mathematics: equality and the commutativity of addition (1.OA.3 and 1.OA.7). The lesson on the equal sign precedes the lessons on commutativity in order to allow


20 of 80



students to later construct true number sentences such as 4 + 3 = 3 + 4 without misunderstanding the equal sign to mean that the numbers are the same. Students apply their new generalization about the position of the addends to count on from the larger number. For example, “I can count on 2 from 7 when I solve 2 + 7.”

Like Topic E, Topic F leads students to make more generalizations that support their deepening understanding of addition within 10. They learn to recognize doubles and doubles plus 1. They analyze the addition chart for repeated reasoning and structures (such as 5-groups, plus ones, doubles, sums equal to 10, etc.) that can help them to better understand relationships and connections between different addition facts.

Following the Mid-Module Assessment, Topic G relates addition to subtraction. Since Module 4 in Kindergarten, students have been very familiar with subtraction as “take away.” During Fluency Practice in the lessons in Topics A through F,


21 of 80

“Ben had 5 crackers. He got some more. Now he has 7. How many crackers did Ben get?”



























students have had opportunities to remember their Kindergarten work with subtraction. Therefore, Topic G starts immediately with the concept of subtraction as a missing addend, just as Grade 3 students learn division as a missing factor in a multiplication problem.

Having already worked with add to with change unknown problems earlier in the module, students revisit this familiar problem type, reinterpreting it as subtraction (1.OA.1, 1.OA.4). The topic then uses the strategies of counting with both 5-group cards and the number path to solve subtraction problems (1.OA.5, 1.OA.6).

1 Shelby County Schools 2016/2017Revised 6/6/16

22 of 80



Topic H is analogous to Topic C. Students interpret the meaning of subtraction as they solve different problem types involving subtraction (1.OA.1). Throughout Module 1, rather than using formal drawings or tape diagrams, students are encouraged to make math drawings that flow from their understanding of the stories. They engage in dialogue to relate their drawings to number sentences and explain the meaning of the subtraction symbol.

Topic I follows a week of intensive work with story problems to work on a more abstract level by visiting methods for subtraction involving special cases, subtracting 0 and 1, subtracting the whole number, and subtracting one less than the whole number. These two lessons are followed by three lessons in which students use familiar decompositions (5-groups and partners of 10) to conceptualize subtraction as finding a missing part (1.OA.6).


23 of 80



Finally, in Topic J, students analyze the addition chart for repeated reasoning and structures that support their journey towards fluency with subtraction within 10. The module closes with a lesson wherein students create sets of related addition and subtraction facts and use dialogue to explain their found connections (e.g., 7 = 4 + 3, 7 – 4 = 3, 4 + 3 = 3 + 4, 4 = 7 – 3, etc.). They began the module with very basic counting on and end the module both with the skill to count on and significant movement towards the goal of fluency, achieved as the second addend does not need to be counted or can be counted very quickly.

Please note that the assessments should be read aloud to Grade 1 students.


24 of 80



Focus Grade Level Standard Type of Rigor Foundational Standards1.OA.A.1 Conceptual Understanding, Procedural Skills & Fluency K.OA.A.1, K.OA.A.21.OA.B.3 Application K.OA.A.1, K.OA.A.21.OA.B.4 Conceptual Understanding K.OA.A.1, K.OA.A.21.OA.C.6 Procedural Skill & Fluency K.OA.A.1, K.OA.A.2, K.OA.A.3, K.OA.A.4, K.OA.A.4,

K.OA.A,5, 1.OA.B.4, 1.OA.B.51.OA.D.7 Conceptual Understanding Introductory Concept1.OA.D.8 Conceptual Understanding 1.OA.D.7


25 of 80




26 of 80



Fluency


27 of 80



NCTM Position

Procedural fluency is a critical component of mathematical proficiency. Procedural fluency is the ability to apply procedures accurately, efficiently, and flexibly; to transfer procedures to different problems and contexts; to build or modify procedures from other procedures; and to recognize when one strategy or procedure is more appropriate to apply than another. To develop procedural fluency, students need experience in integrating concepts and procedures and building on familiar procedures as they create their own informal strategies and procedures. Students need opportunities to justify both informal strategies and commonly used procedures mathematically, to support and justify their choices of appropriate procedures, and to strengthen their understanding and skill through distributed practice.


28 of 80



Fluency is designed to promote automaticity by engaging students in daily practice. Automaticity is critical so that students avoid using lower-level skills when they are addressing higher-level problems. The automaticity prepares students with the computational foundation to enable deep understanding in flexible ways. Therefore, it is recommended that students participate in fluency practice daily using the resources provided in the curriculum maps. Special care should be taken so that it is not seen as punitive for students that might need more time to master fluency.

The fluency standard for 1st grade listed below should be incorporated throughout your instruction over the course of the school year. The engage ny lessons include fluency exercises that can be used in conjunction with building conceptual understanding.


29 of 80



1.OA.C.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 = 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)

Note: Fluency is only one of the three required aspects of rigor. Each of these components have equal importance in a mathematics curriculum.

References:


30 of 80

http://www.corestandards.org/Math/Content/1/OA/#CCSS.Math.Content.1.OA.



https://www.engageny.org/ http://www.corestandards.org/ http://www.nctm.org/ http://achievethecore.org/

TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCES

Module 1: Sums and Differences to 10


31 of 80

http://achievethecore.org/

http://www.nctm.org/Standards-and-Positions/Position-Statements/Procedural-Fluency-in-Mathematics/

http://www.corestandards.org/

https://www.engageny.org/




(Allow 9 weeks for instruction, review and assessment)Domain: Operations and Algebraic ThinkingCluster: Represent and solve problems involving addition and subtraction.

1.OA.A.1 Use addition and subtraction within 20 to solve word problems involving

Enduring Understandings Counting tells us how many are in a set. Numbers are all around us. We could not exist without numbers. Numbers can be broken into parts of the

We encourage teachers to start the year with grade level content. Please see the overview for more information on what students should be coming in with. Allow the first two days to develop classroom math routines and habits that will contribute to student’s future success

Vocabulary – Module 1Count on, track, expression, addend, doubles, doubles plus 1

Familiar terms and symbols:Part, total, whole, label, addition, equal, and


32 of 80

http://www.corestandards.org/Math/Content/1/OA/#CCSS.Math.Content.1.OA.A



TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESsituations 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.

Cluster: Understand and apply properties of

whole in different ways. Two number can be added in any order. A missing part of a whole can be found

when the whole and the other part are known.

Addition and subtraction have an inverse relationship. The inverse relationship

in mathematics. Please refer to the First Week Lesson Guide for suggestions/example of Number Talks, Quick Writes, Accountable Talk Moves/Stems, and Mathematical Discussions/Math Messages, which are designed to allow students to develop expertise with the eight Mathematical Practices early in the school year.

subtraction signs, equation and number sentence, number bond, equal sign, 5-Groups

Fluency Practice:Lesson 1: Math Finger Flash Sprint: Counting Dots


33 of 80



TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESoperations and the relationship between addition and subtraction.

1.OA.B.3 Apply properties of operations as strategies to add and subtract.2 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

between addition and subtraction can be used to find subtraction facts; every subtraction fact has a related addition fact.

The number 10 can be broken in parts of the whole in different ways.

Engage ny Module 1: Sums and Differences to 10Topic A: Embedded Numbers and DecompositionsLesson 1

Lesson 2: Finger Counting from Left toRightShow Me Your Fingers: Partners to 5 and 5 MoreNumber Bond Dash

Lesson 3: Happy Counting by Ones Within 10


34 of 80

https://www.engageny.org/resource/grade-1-mathematics-module-1-topic-lesson-1

https://www.engageny.org/resource/grade-1-mathematics-module-1-topic

https://www.engageny.org/resource/grade-1-mathematics-module-1-topic



http://www.corestandards.org/Math/Content/1/OA/#CCSS.Math.Content.1.OA.B.3



TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESnumbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)

1.0A.B.4 Understand subtraction as an unknown-addend problem.

Essential Questions How do we use numbers everyday? Where do you see numbers? How can numbers be shown in different

ways? How does knowing parts of whole help

Lesson 2Lesson 3

enVision Resource: (enVision may be used to support the needs of your students but should not be used independently.)

5-Group Flash Number Bond Dash


35 of 80



http://www.corestandards.org/Math/Content/1/OA/#CCSS.Math.Content.1.OA.B.4



TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESCluster: Add and subtract within 20.

1.OA.C.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 = 10 + 4 = 14); decomposing

with addition/subtraction? How can you use joining parts to show an

addition sentence? How can you find a missing part of a

whole when you know the other part? How can you write a subtraction sentence

Topic 11-2 6 to 101-3 10,11, and 12


36 of 80

http://www.corestandards.org/Math/Content/1/OA/#CCSS.Math.Content.1.OA.



TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESa 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 =

to write a story about subtraction? How are addition and subtraction related? How can 10 be broken up in parts of a

whole?

Objectives/Learning Targets


37 of 80



TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCES13)

Cluster: work with addition and subtraction equations.

1.OA.D.7 Understand the meaning of the equal sign, and determine if equations

Lesson 1: I can analyze and describe embedded numbers (to 10) using 5-groups and number bonds. (1.OA.A.1, 1.OA.C.5)

Lesson 2: I can reason about embedded numbers in varied configurations using number bonds. (1.OA.A.1, 1.OA.C.5)

Lesson 3: I can see and describe numbers


38 of 80

http://www.corestandards.org/Math/Content/1/OA/#CCSS.Math.Content.1.OA.D.7



TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESinvolving 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.

1.0A.D.8 Determine the unknown whole number in an addition or subtraction

of objects using 1 more within 5-group configurations. (1.OA.A.1, 1.OA.C.5)

Objectives/Learning Targets Lesson 4-5: I can represent put together

situations with number bonds. Count on from one embedded number or part to totals of 6 and 7, and generate all addition

Topic B: Counting On from Embedded NumbersLesson 4Lesson 5

Fluency Practice:Lesson 4: Happy Counting by Ones, 10-20 Sprint: 1 More with Dots and

Numerals


39 of 80

https://www.engageny.org/resource/grade-1-mathematics-module-1-topic-b-lesson-5


https://www.engageny.org/resource/grade-1-mathematics-module-1-topic-b

https://www.engageny.org/resource/grade-1-mathematics-module-1-topic-b

http://www.corestandards.org/Math/Content/1/OA/#CCSS.Math.Content.1.OA.D.8



TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESequation 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 = _.

expressions for each total. (1.OA.A.1, 1.OA.C.5, 1.OA.C.6)

Lesson 6-7: I can represent put together situations with number bonds. Count on from one embedded number or part to totals of 8 and 9, and generate all expressions for each total. (1.OA.A.1,

Lesson 6Lesson 7Lesson 8

enVision Resource: (enVision may be used to support the needs of your students but

Lesson 5: Math Finger Flash Shake Those Disks: 6 Number Bond Dash: 6

Lesson 6: Red Light/Green Light: Counting by Ones


40 of 80







1.OA.C.5, 1.OA.C.6) Lesson 8: I can represent all the number

pairs of 10 as number bonds from a given scenario, and generate all expressions equal to 10. (1.OA.A.1, 1.OA.C.5, 1.OA.C.6)

should not be used independently.)Topic 3(Note: The following lessons should be used as remediation as needed. These lessons help students understand the decompositions of the listed numbers but do not make a connection into addition and subtraction as

Target Practice: 6 and 7 Number Bond Dash: 6

Lesson 7: Sparkle: The Say Ten Way Shake Those Disks: 8 Number Bond Dash: 8


41 of 80




required in the standards)3-1 Addition: Making 6 and 73-2 Addition: Making 83-3 Addition: Making 9

Lesson 8: Skip-Counting Squats Target Practice: 8 and 9 Number Bond Dash: 9

Objectives/Learning Targets Topic C: Addition Word Problems Fluency Practice:


42 of 80

https://www.engageny.org/resource/grade-1-mathematics-module-1-topic-c




Lesson 9: I can solve add to with result unknown and put together with result unknown math stories by drawing, writing equations, and making statements of the solution. (1.OA.A.1, 1.OA.C.6)

Lesson 10: I can solve put together with result unknown math stories by drawing

Lesson 9Lesson 10Lesson 11Lesson 12Lesson 13

Lesson 9: Sparkle: the Say Ten Way 5-Group Flash: Partners to 10 X-Ray Vision: Partners to 10 Number Bond Dash: 10Lesson 10: Happy Counting the Say 10 Way Cold Call: 1 More


43 of 80

https://www.engageny.org/resource/grade-1-mathematics-module-1-topic-c-lesson-13








using 5-group cards. (1.OA.A.1, 1.OA.C.6) Lesson 11: I can solve add to with change

unknown math stories as a context for counting on by drawing, writing equations, and making statements of the solution. (1.OA.A.1, 1.OA.C.6)

Lesson 12: I can solve add to with change

enVision Resource: (enVision may be used to support the needs of your students but should not be used independently.)Topic 33-4 Addition: Introducing Addition Number Sentences

Target Practice: 5 and 6

Lesson 11: Count on Cheers: 2 More Number Bond Dash: 6

Lesson 12: Slam: Partners to 6


44 of 80




unknown math stories using 5-group cards. (1.OA.A.1, 1.OA.C.6)

Lesson 13: I can tell put together with results unknown, add to with result unknown, and add to with change unknown stories form equations. (1.OA.A.1, 1.OA.C.6)

3-5 Addition: Stories about Joining Number Bond Dash: 6

Lesson 13: Count by Tens Ten and Tuck Memory: Partners to 10


45 of 80




Objectives/Learning Targets Lesson 14-15: I can count on up to 3

more using numeral and 5-group cards and fingers to track the change (1.OA.C.5, 1.OA.C.6)

Lesson 16: I can count on to find the unknown part in missing addend

Topic D: Strategies for Counting OnLesson 14Lesson 15Lesson 16

enVision Resource: (enVision may be used

Fluency Practice:Lesson 14: Skip-Counting Squats: Forwards

and Backwards to 20 Counting on Cheers: 2 More Missing Part: Partners to 10


46 of 80

https://www.engageny.org/resource/grade-1-mathematics-module-1-topic-d-lesson-16



https://www.engageny.org/resource/grade-1-mathematics-module-1-topic-d




equations such as 6 + __= 9. Answer, “How many more to make 6,7,8,9, and 10?” (1.OA.C.5, 1.OA.D.8, 1.OA.C.6)

to support the needs of your students but should not be used independently.)Topic 66-1 Number: Adding with 0, 1, 2Topic 5(Note: If using lessons in Topic 5 relate the

Lesson 15: Take Out the Unit Add Decimals One Less Unit

Lesson 16: Shake Those Disks Count On Drums: 3 More


47 of 80




guided practice to an addition or subtraction equation – use as remediation as needed in small group instruction)5-3 Number: Parts of 105-4 Number: Finding Missing Parts of 10

10 Bowling Pins

Objectives/Learning Targets Topic E: The Commutative Property of Fluency Practice:


48 of 80

https://www.engageny.org/resource/grade-1-mathematics-module-1-topic-e




Lesson 17-18: I can understand the meaning of the equal sign by pairing equivalent expressions and constructing true number sentences. (1.OA.B.3, 1.OA.D.7)

Lesson 19: I can represent the same story scenario with addends repositioned

Addition and the Equal SignLesson 17Lesson 18Lesson 19Lesson 20

Lesson 17: Penny Drop: 7 Number Bond Dash: 7

Lesson 18: Red Light/ Green Light: Counting by Tens

Missing Part: Make 7


49 of 80

https://www.engageny.org/resource/grade-1-mathematics-module-1-topic-e-lesson-20









(the commutative property). (1.OA.B.3, 1.OA.D.7)

Lesson 20: I can apply the commutative property to count on from a larger addend. (1.OA.B.3, 1.OA.D.7)

enVision Resource: (enVision may be used to support the needs of your students but should not be used independently.)Topic 3(Note: These lessons are repeated here for use as remediation only)3-4 Addition: Introducing Addition Number

Number Bond Dash: 7

Lesson 19: 5-Group Addition Sprint: +1,2,3

Lesson 20: Sparkle: Counting by Tens,


50 of 80




Sentences3-6 Addition: Adding in Any Order

Starting at 5 Linking Cube Partners: 10

Objectives/Learning Targets Lesson 21: I can visualize and solve

doubles and double plus 1 with 5-group

Topic F: Development of Addition Fluency Within 10Lesson 21

Fluency Practice:Lesson 21: Stand on Even Numbers Target Practice: 8


51 of 80

https://www.engageny.org/resource/grade-1-mathematics-module-1-topic-f-lesson-21

https://www.engageny.org/resource/grade-1-mathematics-module-1-topic-f

https://www.engageny.org/resource/grade-1-mathematics-module-1-topic-f




cards. (1.OA.B.3, 1.OA.C.6) Lesson 22: I can look for and make use

of repeated reasoning on the addition chart by solving and analyzing problems with common addends. (1.OA.B.3, 1.OA.C.6)

Lesson 23: I can look for and make use


Mid Module Assessment

Lesson 22: Penny Drop: 8 Number Bond Dash: 1

Lesson 23: Happy Counting by Twos Missing Part: 8


52 of 80








of structure on the addition chart by looking for and coloring problems with the same total. (1.OA.B.3, 1.OA.C.6)

Lesson 24: I can practice to build fluency with facts to 10. (1.OA.B.3, 1.OA.C.6)

enVision Resource: (enVision may be used to support the needs of your students but should not be used independently.)Topic 66-2 Addition: Doubles6-3 Addition: Near Doubles

Number Bond Dash: 8

Lesson 24: Partner Counting by Twos Cold Call: 2 More/ 2 Less Friendly Fact Go Around


53 of 80




6-4 Addition: Facts with 5 on a Ten-Frame6-5 Addition: Making 10 on a Ten Frame

Objectives/Learning Targets Lesson 25: I can solve add to with

change unknown math stories with addition, and relate to subtraction. Model

Topic G: Subtraction as an Unknown Addend ProblemLesson 25Lesson 26

Fluency Practice:Lesson 25: Race to the Top: Doubles X-Ray Vision: Partners to 9 Number Bond Dash: 9


54 of 80

https://www.engageny.org/resource/grade-1-mathematics-module-1-topic-g-lesson-26


https://www.engageny.org/resource/grade-1-mathematics-module-1-topic-g

https://www.engageny.org/resource/grade-1-mathematics-module-1-topic-g




with materials and write corresponding number sentences. (1.OA.A.1, 1.OA.B.4, 1.OA.C.5)

I can count on using the number path to find an unknown part. (Topic G: Lesson 26-27) (1.OA.A.1, 1.OA.B.4, 1.OA.C.5)

Lesson 27

enVision Resource: (enVision may be used to support the needs of your students but should not be used independently.)Topic 4

Lesson 26: Number Path Hop Partners to 9 Number Bond Dash: 9

Lesson 27: Happy Counting by Twos


55 of 80





(Note: If using lessons in Topic 4 relate the guided practice to an addition or subtraction equation – use as remediation as needed in small group instruction)4-1 Subtraction: Finding Missing Parts of 6 and

74-2 Subtraction: Finding Missing Parts of 8

Number Bond Roll Number Sentence Swap


56 of 80




4-3 Subtraction: Finding Missing Parts of 94-4 Subtraction: Introducing Subtraction

Number Sentences

Objectives/Learning Targets Lesson 28: I can solve take from with

results unknown math stories with math

Topic H: Subtraction Word ProblemsLesson 28Lesson 29

Fluency Practice:Lesson 28: Beep Counting by Ones Cold Call: 1 Less


57 of 80

https://www.engageny.org/resource/grade-1-mathematics-module-1-topic-h-lesson-29


https://www.engageny.org/resource/grade-1-mathematics-module-1-topic-h




drawings, true number sentences, and statements using horizontal marks to cross off what is taken away. (1.OA.A.1, 1.OA.B.4, 1.OA.C.5, 1.OA.D.8)

Lesson 29: I can solve take apart with addend unknown math stories with math drawings, equations, and statements



Spring: 1 Less

Lesson 29: Stand on Even Numbers Cold Call: 2 Less Subtraction with Cards


58 of 80







circling the known part to find the unknown. (1.OA.A.1, 1.OA.B.4, 1.OA.C.5, 1.OA.D.8)

Lesson 30: I can solve add to with change unknown math stories with drawings, relating addition to subtraction. (1.OA.A.1, 1.OA.B.4, 1.OA.C.5,

should not be used independently.)Topic 44-5 Subtraction: Stories about Separating4-7 Subtraction: Connecting Addition and Subtraction

Lesson 30: Happy Counting by Tens Math Hands Flash: Partners to 10 Number Bond Dash: 10

Lesson 31: Beep Counting by Tens Penny Drop: Count on from 10


59 of 80




1.OA.D.8) Lesson 31: I can solve take from with

change unknown math stories with drawings. (1.OA.A.1, 1.OA.B.4, 1.OA.C.5, 1.OA.D.8)

Lesson 32 : I can solve put together/take apart with addend unknown math stories.

Number Bond Dash: 10

Lesson 32: Happy Counting the Say Ten Way 5-Group Match: Partners to 10 Number Sentence Swap


60 of 80




(1.OA.A.1, 1.OA.B.4, 1.OA.C.5, 1.OA.D.8)

Objectives/Learning Targets Lesson 33: I can model 0 less and 1 less

pictorially and as subtraction number sentences. (1.OA.C.5, 1.OA.C.6,

Topic I: Decomposition Strategies for SubtractionLesson 33Lesson 34

Fluency Practice:Lesson 33: Rekenrek Counting Within 20 Sprint: Addition 1 Less, 0 Less


61 of 80

https://www.engageny.org/resource/grade-1-mathematics-module-1-topic-i-lesson-34


https://www.engageny.org/resource/grade-1-mathematics-module-1-topic-i

https://www.engageny.org/resource/grade-1-mathematics-module-1-topic-i




1.OA.B.4) Lesson 34: I can model n-n and n-(n-1)

pictorially an das subtraction sentences. (1.OA.C.5, 1.OA.C.6, 1.OA.B.4)

Lesson 35: I can relate subtraction facts involving fives and doubles to corresponding decompositions.



Lesson 34: 1 Less, 2 Less Sprint: n – 0, and n - 1

Lesson 35: Cold Call Sprint: n – n, n- (n-1)


62 of 80







(1.OA.C.5, 1.OA.C.6, 1.OA.B.4) Lesson 36: I can relate subtraction from

10 to corresponding decompositions. 1.OA.C.5, 1.OA.C.6, 1.OA.B.4)

Lesson 37: I can relate subtraction from 9 to corresponding decompositions. 1.OA.C.5, 1.OA.C.6, 1.OA.B.4)

should not be used independently.)Topic 77-1 Subtraction: Subtraction with 0,1,27-2 Subtraction: Thinking Addition7-3 Subtraction: Thinking Addition to 8 to Subtract

Lesson 36: Counting the Say Ten Way 5-Group Flash Number Bonds of TenLesson 37: Coral Counting: The Regular and

Say Ten Way


63 of 80




5-Group Flash Sprint: Partners to 10

Objectives/Learning Targets Lesson 38: I can look for and make use

of repeated reasoning and structure, using the addition chart to solve

Topic J: Development of Subtraction Fluency Within 10Lesson 38Lesson 39

Fluency Practice:Lesson 38: Rekenrek: Teen Numbers Hide Zero Cards Subtraction With Cards


64 of 80

https://www.engageny.org/resource/grade-1-mathematics-module-1-topic-j-lesson-39

https://www.engageny.org/resource/grade-1-mathematics-module-1-topic-j-lesson-38

https://www.engageny.org/resource/grade-1-mathematics-module-1-topic-j

https://www.engageny.org/resource/grade-1-mathematics-module-1-topic-j




subtraction problems. (1.OA.C.6) Lesson 39: I can analyze the addition

chart to create sets of related addition and subtraction facts. (1.OA.C.6)

End of Module Assessment enVision Resource: (enVision may be used to support the needs of your students but should not be used independently.)Topic 7

Lesson 39: Decompose Teen Numbers Sprint: Decomposing Teen

Numbers Number Bond Roll


65 of 80





7-4 Subtraction: Thinking Addition to 12 to Subtract

Tasks:Aisha's Rule (1.OA.A.1, 1.OA.D.8)The Cubes Trains (1.OA.A.1, 1.OA.B.3)Task Arc: The Relationship Between

Literature Connections:The M&M Addition Book, Jerry PallottaThe Addition Book, Jerry PallottaThe Hershey’s Addition Book, Jerry PallottaThe Napping House


66 of 80

http://www.edutoolbox.org/rasp/13?route=tntools/list/grade/819/955/1






Addition and SubtractionSchool Supplies (1.OA.A.1)At the Park (1.OA.A.1)Domino Addition (1.OA.B.3)Doubles? (1.OA.B.3)Cave Game Subtraction (1.OA.B.4)

Math-TerpiecesIf You Were a Plus SignPete the Cat and His Four Groovy Buttons, Eric LitwinTen Black Dots, Donald CrewsHow Many Seeds in a Pumpkin?, Margaret McNamaraLeaping Lizards, Stuart Murphy


67 of 80

https://www.illustrativemathematics.org/content-standards/1/OA/B/4/tasks/1234



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

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






Making a Ten (1.OA.C.6)Valid Equalities (1.OA.D.7)

Additional Resources:Using Data to Add and Subtract to 20Developing Addition and Subtraction

Other:Use this guide as you prepare to teach a module for additional guidance in planning, pacing, and suggestions for omissions.


68 of 80

https://learnzillion.com/resources/64125-developing-addition-and-subtraction-strategies

https://learnzillion.com/resources/64121-using-data-to-add-and-subtract-to-20

https://www.illustrativemathematics.org/content-standards/1/OA/C/6/tasks/1169

https://www.illustrativemathematics.org/content-standards/1/OA/C/6/tasks/1169




StrategiesFirst Grade Lessons for Learning (North Carolina)

The Crayon Box Snap What is the Missing Number

Pacing and Preparation Guide (Omissions)


69 of 80

http://maccss.ncdpi.wikispaces.net/1st+Grade+Instructional+Resources

http://maccss.ncdpi.wikispaces.net/1st+Grade+Instructional+Resources






I-Ready Lessons: Addition Number Sentences Counting On to Solve Addition

Problems Addition Facts


70 of 80




Subtraction Concepts: Comparison

Subtraction Concepts: Separation Count Back to Subtract 1,2, or 3 Addition and Subtraction Fact

Families


71 of 80




Relating Addition and Subtraction Facts

Addition Facts: Doubles Plus One or Minus One.

Addition Facts: Using Sums of 10 Counting on to Add


72 of 80




Counting on to Solve Problems Joining Sets to Add


73 of 80





74 of 80





75 of 80




RESOURCE TOOLBOXThe Resource Toolbox provides additional support for comprehension and mastery of grade-level skills and concepts. These resources were chosen as an accompaniment to

modules taught within this quarter. Incorporated materials may assist educators with grouping, enrichment, remediation, and differentiation.NWEA MAP Resources: https://teach.mapnwea.org/assist/help_map/ApplicationHelp.htm#UsingTestResults/MAPReportsFinder.htm - Sign in and Click the Learning Continuum Tab – this


76 of 80

https://teach.mapnwea.org/assist/help_map/ApplicationHelp.htm#UsingTestResults/MAPReportsFinder.htm



resources will help as you plan for intervention, and differentiating small group instruction on the skill you are currently teaching. (Four Ways to Impact Teaching with the Learning Continuum)https://support.nwea.org/khanrit - These Khan Academy lessons are aligned to RIT scores.

Textbook ResourcesEngage NY/Eureka Math Teacher SupportenVision MathenVision Common Core Addendum Lessons

TN /CCSSTNReady Math StandardsAchieve the CoreTN Edutoolbox

VideosTeaching Math: A Video Library K-4SEDL: CCSS Online Video SeriesNCTM Common Core Videos


77 of 80

http://www.nctm.org/standards-and-positions/common-core-state-standards/teaching-and-learning-mathematics-with-the-common-core/

http://secc.sedl.org/common_core_videos/

http://www.learner.org/resources/series32.html

http://www.edutoolbox.org/toolkit

http://achievethecore.org/dashboard/300/search/1/2/0

http://tn.gov/education/article/mathematics-standards

http://media.pearsoncmg.com/curriculum/math/envision2012/cc_support/G1/enVisionMATH_G1.html

https://www.pearsonsuccessnet.com/snpapp/login/login.jsp?showLoginPage=true

http://greatminds.net/support/teachers

https://support.nwea.org/khanrit



Children’s LiteratureMarilyn Burns Math Literature List KindergartenMarilyn Burns Math Literature List 1st GradeMarilyn Burns Math Literature List 2nd GradeList By Math Concept1-3 Literature List

Interactive ManipulativesLibrary of Virtual ManipulativesMath PlaygroundThink CentralLearnzillionMissing Addends

Additional SitesIllustrative Mathematics 1st GradeMathematical Practices Posters


78 of 80

http://elemmath.jordandistrict.org/mathematical-practices-by-standard/

https://www.illustrativemathematics.org/content-standards/1

http://www.hbschool.com/activity/busy_bees/

https://learnzillion.com/resources/73932

http://www-k6.thinkcentral.com/content/hsp/math/hspmath/na/gr3-5/itools_intermediate_9780547274058_/launch.html

http://www.mathplayground.com/math_manipulatives.html

http://nlvm.usu.edu/en/nav/grade_g_1.html

http://www.lb65.org/UserFiles/Servers/Server_5564994/File/curriculum/listlists1-3.pdf

http://teacheroftech.wikispaces.com/file/view/Math_Lit_Booklist.pdf/241226401/Math_Lit_Booklist.pdf

http://teacher.scholastic.com/products/paperbacks/marilynburns/pdfs/mbmath_grade2.pdf

http://teacher.scholastic.com/products/paperbacks/marilynburns/pdfs/mbmath_grade1.pdf

http://teacher.scholastic.com/products/paperbacks/marilynburns/pdfs/mbmath_gradek.pdf



Counting and Adding Gameshttp://www.abcya.com/first_grade_computers.htmhttp://resources.oswego.org/games/www.cobbk12.org/sites/literacy/math/math.htmhttp://www.onlinemathlearning.com/grade-1.html

OtherUse this guide as you prepare to teach a module for additional guidance in planning, pacing, and suggestions for omissions.


79 of 80

http://www.onlinemathlearning.com/grade-1.html

http://www.cobbk12.org/sites/literacy/math/math.htm

http://resources.oswego.org/games/

http://www.abcya.com/first_grade_computers.htm

http://mathville.com/grade1/



Pacing and Preparation Guide (Omissions)Homework Help: Grade 1 - Module 1: Sums and Differences to 10TN Early Grades Math ToolkitParent Roadmap: Supporting Your Child in First Grade Mathematics


80 of 80

http://www.cgcs.org/site/default.aspx?PageType=3&ModuleInstanceID=429&ViewID=7B97F7ED-8E5E-4120-848F-A8B4987D588F&RenderLoc=0&FlexDataID=740&PageID=366

http://www.readtennessee.org/math/teachers/k-3_common_core_math_standards/first_grade.aspx

http://greatminds.net/maps/documents/tips-for-parents/Homework_Helper-Grade_1_Module_1.pdf

Documents

Shelby County Schools’ mathematics instructional … Grade 1 Q1 16... · Web viewThe TN State Standards represent three fundamental shifts in mathematics instruction: focus, coherence