SCUSD Curriculum Map-Lasted Updated 12/11/14 Grade 1 Mathematics

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Curriculum Map

Mathematics Grade 1

DRAFT Last Updated December 11, 2014 Sacramento City Unified School District

SCUSD Curriculum Map-Lasted Updated 12/11/14 Grade 1 Mathematics

Table of ContentsGrade 1 Year- at-a-Glance................................3

Unit #1: Adding and Subtracting Within 20........................................................................................................................................................................................................................................................................................................................................ 4

Unit #2: Understanding and Applying Place Value....................................................................................................................................................................................................................................................................................................................... 17

Unit #3: Adding and Subtraction Within 100.................................................................................................................................................................................................................................................................................................................................... 24

Unit #4: Measuring Length...................31

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Grade 1 Year-at-a-Glance

District Benchmark 1*Alignment TBD

Month Unit Content Standards

September-December

Unit # 1Adding and Subtracting Within 20

1.OA.11.OA.21.OA.31.OA.41.OA.51.OA.61.OA.71.OA.81.MD.4

*1.MD.3*1.G.1

District Benchmark 2*Alignment TBD January-March Unit # 2

Understanding Place Value

1.NBT.11.NBT.21.NBT.3

*1.MD.3*1.G.1*1.G.2

District Benchmark 3*Alignment TBD April-May Unit # 3

Applying Place Value to Adding and Subtracting Within 100

1.NBT.41.NBT.51.NBT.61.MD.4

*1.MD.3*1.G.2*1.G.3

CAASPP (Smarter Balanced Summative Assessment)

*Alignment TBD

May-June Unit # 4Measuring Length

1.MD.11.MD.2

*1.G.1*1.G.2*1.G.3

*Standards to be taught daily throughout the year.

SCUSD Curriculum Map-Lasted Updated 12/11/14 Grade 1 Mathematics

Unit #1: Adding and Subtracting Within 20(Approx. # of Days - )

Content Standards: 1.OA.1, 1.OA.2, 1.OA.3, 1.OA.4, 1.OA.5, 1.OA.6, 1.OA.7, 1.OA.8, and 1.MD.4 (See Sequence of Learning Outcomes 1-10)In this unit, students will develop understanding of addition, subtraction, and strategies for addition and subtraction within 20.

*1.MD.3 and *1.G.1 (Standards will be taught on a daily basis throughout this unit. See Sequence of Learning Outcomes A-F) In these standards, students will write and tell time to the hour, build and draw shapes and distinguish between their attributes.

Common Core State Standards-Mathematics:Operations and Algebraic Thinking 1.OA

Represent and solve problems involving addition and subtraction.1. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by

using objects, drawings, and equations with a symbol for the unknown number to represent the problem.212. 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 torepresent the problem.

Understand and apply properties of operations and the relationship between addition and subtraction.3 Apply properties of operations as strategies to add and subtract.3 Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the secondtwo numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)4 Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8.

Add and subtract within 20.5. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).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 anumber 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 buteasier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

Work with addition and subtraction equations.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 arefalse? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.8. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each ofthe equations 8 + = 11, 5 = – 3, 6 + 6 = .

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SCUSD Curriculum Map-Lasted Updated 12/11/14 Grade 1 Mathematics

Measurement and Data 1.MDTell and write time

*3. Tell and write time in hours and half-hours using analog and digital clocks.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 arein one category than in another.

Geometry 1.GReason with shapes and their attributes.

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

Standards for Mathematical Practice:SMP.1 Make sense of problems and persevere in solving them.SMP.2 Reason abstractly and quantitatively.SMP.3 Construct viable arguments and critique the reasoning of others.SMP.6 Attend to precision

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SEL Competencies:Self-awarenessSelf-managementSocial awarenessRelationship skillsResponsible decision making

SCUSD Curriculum Map-Lasted Updated 12/11/14 Grade 1 Mathematics

ELD Standards to Support Unit:Part I: Interacting in Meaningful Ways:

A. Collaborative1. Exchanging information and ideas with others through oral collaborative conversations on a range of social and academic topics2. Interacting with others in written English in various communicative forms3. Offering and supporting opinions and negotiating with others in communicative exchanges4. Adapting language choices to various contexts

B. Interpretive5. Listening actively to spoken English in a range of social and academic contexts

C. Productive10. Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology11. Supporting own opinions and evaluating others’ opinions in speaking and writing12. Selecting and applying varied and precise vocabulary and language structures to effectively convey ideas

Part II: Learning About How English WorksB. Expanding and Enriching Ideas

5. Modifying to add details

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SCUSD Curriculum Map-Lasted Updated 12/11/14 Grade 1 Mathematics

Unit #1: Adding and Subtracting Within 20

Essential Questions Assessments for Learning

Sequence of Learning Outcomes*1.MD.3, *1.G.1

Strategies for Teaching and Learning

Differentiation e.g. EL, SpED, GATE

Resources

Note: These Assessments are suggested, not required.

Assessments/Tasks aligned to learning outcomes:

Note: Standards (1.MD.3 and 1.G.1) will be taught for on-going concept development throughout this unit.

Students will be able to…

CCSS Support for the Unit:CA Mathematics Framework "Grade 1"

pp.33-34

What do I know about time?

How can we measure time?

Why do we need to be able to tell time?

Why is it important to know the difference between the two hands on a clock?

A. Identify the hour and minute hands on an analog clock and recognize the location of hours and minutes on a digit clock.

1.MD.3

Students should recognize on the analog clock that the hour hand points to the numbers while the minute hand points to the tick marks on the rim of the clock.

enVision, Topic 13: “Time”enVision, Lesson 13-1 “Understanding the Hour and Minute

Hand”

Printable Digital Clock

Printable analog clock with hands with numbers

Printable analog clocks with hands

B. Understand what the movement of the minute and hour hands and the time it represents (e.g., within

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SCUSD Curriculum Map-Lasted Updated 12/11/14 Grade 1 Mathematics

Unit #1: Adding and Subtracting Within 20

Essential Questions Assessments for Learning

Sequence of Learning Outcomes*1.MD.3, *1.G.1

Strategies for Teaching and Learning

Differentiation e.g. EL, SpED, GATE

Resources

a day, the hour hand goes around the clock twice; within an hour, the minute hand goes around the clock once). 1.MD.3

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SCUSD Curriculum Map-Lasted Updated 12/11/14 Grade 1 Mathematics

Unit #1: Adding and Subtracting Within 20

Essential Questions Assessments for Learning

Sequence of Learning Outcomes*1.MD.3, *1.G.1

Strategies for Teaching and Learning

Differentiation e.g. EL, SpED, GATE

Resources

How can a shape be described?

What makes shapes different from each other?

How can shapes be sorted?

How can we group certain shapes together? Why do they belong together?

Where can we find shapes in the real world?

C. Distinguish between defining attributes (number of sides, number of vertices, straight sides, and closed figures) and non-defining attributes (color, orientation, and size) of two-dimensional shapes (e.g., rectangles, squares, trapezoids, triangles, hexagons, circles, half-circles, and quarter-circles).

1.G.1

Students list things that are the same or different between two two-dimensional shapes (e.g., triangles and circles).

Present students with open shapes (shapes where sides do not meet) and have students explain why the open shape is not the given two-dimensional shape

(e.g., open square).Teacher questioning: “Which shape is a triangle? How do

you know?”Possible student response:“I know that the red shape has three sides and three points. The blue shape is open so it can’t be a triangle.”

enVision, Topic 15: “Geometry”15-3 “Properties of Plane Shapes”

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SCUSD Curriculum Map-Lasted Updated 12/11/14 Grade 1 Mathematics

Unit #1: Adding and Subtracting Within 20

Essential Questions Assessments for Learning

Sequence of Learning Outcomes*1.MD.3, *1.G.1

Strategies for Teaching and Learning

Differentiation e.g. EL, SpED, GATE

Resources

How can I create a shape?

D. Draw and create two-dimensional shapes that pose defining attributes (e.g., given that the shapes have three sides, students will draw a triangle).

1.G.2

Strategies for making shapes: Geoboards Dot paper Pattern blocks Folding and cutting shapes Coming up with a rule to explain a

shape and have classmates draw a shape that follows the rule.

enVision, Topic 15: “Geometry”15-4 “Building with Shapes”15-5 “Making New Shapes from Shapes”

How can using 10 as a benchmark number help you to add and subtract numbers?

E. Fluently add and subtract within 10.

1.OA.6

Mental strategies: Doubles Plus One Commutative Property Facts that make ten Doubles Count back by 1s and 2s Decompose a number leading to 10

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SCUSD Curriculum Map-Lasted Updated 12/11/14 Grade 1 Mathematics

Unit #1: Adding and Subtracting Within 20

Essential Questions Assessments for Learning

Sequence of Learning Outcomes1.OA.1 – 1.OA.8, 1.MD.4

Strategies for Teaching and Learning

Differentiation e.g. EL, SpED, GATE

Resources

Essential Questions are thought- provoking, open-ended questions to be used within daily lessons that and are therefore connected to the Sequence of Learning Outcomes.

Assessments for Learning address Diagnostic, Formative, and Summative assessments used throughout the unit to inform instruction connected to the Sequence of Learning Outcomes.

Note: These assessments are suggested, not required.

Sequence of Learning Outcomes is intentionally organized for student success. Each outcome is not necessarily intended to be taught within one class session.

Each Outcome begins withStudents will be able to…

General Strategy Support for Unit:From the CA Mathematics Framework “Instructional Strategies” chapter

provides research-based strategies for teaching math, K-12.

“Supporting High Quality Common Core Instruction” chapter addresses the development, implementation, and maintenance of high-quality, standards-based mathematics instructional programs.

Differentiation Support for Unit:

Use of math journals video

Use of math journals for differentiation and formative assessment

Flexible grouping: Content Interest Project/product Level

(Heterogeneous/ Homogeneous)

Tiered: Independent

Management Plan (Must Do/May Do)

Groupingo Contento Rigor w/in

the concepto Project-

based learning

o Homeworko Groupingo Formative

CCSS Support for the Unit: CA Framework Gr.1

pp. 7-20Progressions K-5 CC and OA

Kansas Association of Teachers of Mathematics (KATM) Grade 1 Flipbook

pp. 4-16, 32-34

How can we represent a set of objects using numerals?

What happens when we join two quantities or take one from another?

How can we compare one quantity to another?

1. Represent and solve real-world story problems involving addition and subtraction within 20 with unknowns in all positions. (Problem situations such as: adding to, taking from, putting together, taking apart, and comparing. e.g., There are three ducks in the pound. Two ducks join them. How many ducks are in the pond now? Use manipulatives to model and solve the problem situation.) 1.OA.1

For setting up cooperative learning: https://www.teachingchannel.org/videos/seating-arrangements

“Improving Participation with Talk Moves” video: Student Participation Protocol

Students will use objects, drawings, and equations with symbols for unknown numbers to represent the problem (e.g., 3 + = 5, + 2 = 5, 3 + 2 = )

For different problem types/situations, refer to Table 1, page 12 (CA Framework).

enVision, Topic 1: “Understanding Addition”1-1 “Spatial Patterns for Numbers to 10”1-2 “Making 6 and 7”1-3 “Making 8”1-4 “Making 9”1-5 “Introducing Addition Expressions and

Number Sentences”1-6 “Stories about Joining”1-8 “Use Objects”enVision, Topic 2: “Understanding Subtraction”2-1 “Finding Missing Parts of 6 and 72-2 “Finding Missing Parts of 8”2-3 “Finding Missing parts of 9”2-4 “Introducing Subtraction Expressions and

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SCUSD Curriculum Map-Lasted Updated 12/11/14 Grade 1 Mathematics

Unit #1: Adding and Subtracting Within 20

Essential Questions Assessments for Learning

Sequence of Learning Outcomes1.OA.1 – 1.OA.8, 1.MD.4

Strategies for Teaching and Learning

Differentiation e.g. EL, SpED, GATE

Resources

AssessmentAnchor Activities:

Content-related Tasks for early

finisherso Gameo Investigationo Partner

Activityo Stations

Depth and Complexity Prompts/Icons:

Deptho Language of

the Disciplineo Patternso Unanswered

Questionso Ruleso Trendso Big Ideas

ComplexitySee Differentiation

Resources at: http://scusd-math.wikispaces.com/home

Number Sentences”2-5 “Stories About Taking Away”2-6 “Stories About Comparing”2-7 “Stories About Missing Parts”2-8 “All Kinds of Subtraction Stories”2-10 “Properties of Plane Shapes”

Hundreds Chart manipulativeHundred Chart to use with lessons

Domino Addition worksheetDomino Addition Sheet to use with lesson activity

Number LInes and Equation Blanks

How can we find out what is left when we take

2. Solve word problems that call for addition of three whole numbers with sums less than or equal to 20

Students work with problems types such as 2 + 3 + 7 = 12.

enVision, Topic 5: “Addition Facts to 20” Lesson 5-9 “Word Problems with Three

Addends” 11

SCUSD Curriculum Map-Lasted Updated 12/11/14 Grade 1 Mathematics

Unit #1: Adding and Subtracting Within 20

Essential Questions Assessments for Learning

Sequence of Learning Outcomes1.OA.1 – 1.OA.8, 1.MD.4

Strategies for Teaching and Learning

Differentiation e.g. EL, SpED, GATE

Resources

quantity from another? 1.OA.2

Printable Worksheets:Add three single-digit numbers

Add Three Numbers using Number Cubes

What happens when we change the order of the numbers when subtracting? Why?

3. Identify properties of addition and subtraction such as adding or subtracting zero to or from a number resulting in the same number (e.g., 6 = 6 + 0; 6 – 0 = 6). 1.OA.3

Use objects, drawings, and number lines to represent adding and subtracting zero. Write an equation for the situation modeled.

enVision, Topic 1: Understanding AdditionLesson 1-7 “Adding in any Order”enVision, Topic 4: “Addition and Subtraction

Facts to12”Lesson 4-1 “Adding with 0, 1, 2”

How can we use different combinations of numbers and operations to represent the same quantity?

What happens when we change the order of the numbers when adding? Why?

“Horse Farm” MAC Assessment Task: Horse Farm Assessment- Adding

4. Apply and understand commutative (e.g., 4 + 5 = 5 + 4) and associate (e.g., 3 + (9 + 1) = (3 + 9) + 1; (3 + 9) + 1= 12 + 1 = 13) properties of addition.

Note: Students may assume the commutative and associate properties apply to subtraction.

Students use linking cubes to build 2 equally long towers using 2 different colors to represent commutative property (e.g., 2 pink cubes plus 3 white cubes equals 3 white cubes plus 2 pink cubes.

Students can use three different colored linking cubes to demonstrate the associate property (e.g., 2 pink plus 3 white cubes plus 4 green cubes equals

enVision, Topic 1:”Understanding Addition” Lesson 1-7 “Adding in Any Order”

enVision, Topic 2: “Understanding Subtraction”Lesson 2-9 “Connecting Addition and

Subtraction”

enVision, Topic 3: “Five and Ten Relationships”Lesson 3-1 “Representing Numbers on a Ten-

FrameLesson 3-2 “Recognizing Numbers on a Ten-

FrameLesson 3-3 “Parts of 10”

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SCUSD Curriculum Map-Lasted Updated 12/11/14 Grade 1 Mathematics

Unit #1: Adding and Subtracting Within 20

Essential Questions Assessments for Learning

Sequence of Learning Outcomes1.OA.1 – 1.OA.8, 1.MD.4

Strategies for Teaching and Learning

Differentiation e.g. EL, SpED, GATE

Resources

1.OA.3

the same amount regardless of which two sets are connected first.

Strategies for making 10: Ten-frame, Double Ten-Frame

Practice

Lesson 3-4 “Finding Missing Parts of 10”Lesson 3-5 “Make a Table”

How can we show that addition and subtraction are related through fact families?

“Domino Games”: Adding and Subtracting Fluency Game

5. Investigate, identify, and apply a pattern or structure in addition and subtraction (e.g., the relationship between numbers 4, 6, and 10).

1.OA.3

Pose a string of addition and subtraction problems involving the same three numbers whose sum is within 20 (e.g., related facts/ fact families: 4 + 6 = 10, 6 + 4 = 10, 10 – 6 = 4, 10 – 4 = 6).

enVision, Topic 4:Addition and Subtraction Facts to 20”

Lesson 4-2 “Doubles”Lesson 4-3 “Near Doubles”Lesson 4-4 “Facts with 5 on a Ten-Frame”Lesson 4-5 Making 10 on a Ten-Frame”Lesson 4-6 “Subtracting with 0,1,2”

“Incredible Equations”: Finding missing addends within 100

6. Understand and solve subtraction problems as unknown-addend (e.g., 10 minus 8 can be solved by asking 8 plus what equals 10). 1.OA.4

Lesson 4-5 Making 10 on a Ten-Frame”

enVision, Topic 6: “Subtraction Facts to 20” Lesson 6-3 “Using Related Facts”

“Hop to it”: Skip-counting on Number Lines

7. Relate counting by 2s and 5s to addition and subtraction (e.g., counting on and counting back from the first number in a given problem by 2s and 5s, for

Students can use a number line model to show counting on and counting back by 2s and 5s.

enVision Topic 4: Addition and Subtraction Facts to 12”

Lesson 4-6 “Subtracting with 0,1,2”Lesson 4-7 “Thinking Addition”Lesson 4-8 “Thinking Addition to 8 to Subtract”

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SCUSD Curriculum Map-Lasted Updated 12/11/14 Grade 1 Mathematics

Unit #1: Adding and Subtracting Within 20

Essential Questions Assessments for Learning

Sequence of Learning Outcomes1.OA.1 – 1.OA.8, 1.MD.4

Strategies for Teaching and Learning

Differentiation e.g. EL, SpED, GATE

Resources

example, 5 + 5 + 3 = 13, students say five, ten, eleven, twelve, thirteen). 1.OA.5,1.OA.6

Lesson 4-9 “Thinking Addition to 12 to Subtract”Lesson 4-10 ” Draw a Picture and Write a

Number Sentence”

How can decomposing a number help you?

How can we represent a number using tens and ones?

“Insects” MAC Assessment: Counting and comparing numbers within 20, using a chart, and written explanation

“Making Twenty”: Making numbers to 20 Game- 2 to 4 players

8. Add and subtract within 20, fluently adding within 10 through the concept of making ten.

1.OA.6, 1.OA.7

Strategies for making 10: Ten-frame, Double Ten-Frame

Practice Manipulatives such as linking cubes Number bonds Part-part-whole

Students use number bond to decompose numbers within a given a problem (in 7 + 5, 7 can be decompose into 2 and 5, so it is easier to make 10; resulting in 2 + 5 + 5 = 2 + 10 = 12).

Students can use doubles or other known sums to create an easier problem (e.g., students know 5 + 2 = 7, so when solving 5 + 4, students decompose 4 into two 2s, and solve 5 + 2 + 2 = 7 + 2 = 9).

enVision, Topic 3: “Five and Ten Relationships”Lesson 3-3 “Parts of 10”

enVision, Topic 5: “Addition Facts to 20”Lesson 5-1 “Doubles”Lesson 5-2 “Doubles Plus 1”Lesson 5-3 “Doubles Plus 2”Lesson 5-4 “Two-Question Problems”Lesson 5-5 “Making 10 to Add”Lesson 5-6 “Making 10 to Add 9”Lesson 5-7 “Making 10 to Add 8”Lesson 5-8 “Adding Three Numbers”

enVision, Topic 6: Subtraction Facts to 20Lesson 6-1 “Making 10 to Subtract”Lesson 6-2 “More with Making 10 to Subtract”Lesson 6-3 “Using Related Facts”

Lesson Plan:Combinations within 10 in word problem, using

ten-frame

How can we represent a quantity in a variety of ways?

9. Express their understanding of the meaning of the equal sign in multiple forms (e.g., 2 = 2, 3 = 1 + 2, 4 + 5 = 5 + 4, Δ = Δ, ◊ ≠ Δ, 6 = 6 + 0, 7 ≠ 8, 5 + 3 = 10 -2).

Provide students with given statements and have them determine if they are true or false.

Use interchanging language when referring to the equal sign: “equal to”

enVision Topic 6: Subtraction Facts to 20Lesson 6-4 “Fact Families”Lesson 6-5 “Using Addition to Subtract”

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SCUSD Curriculum Map-Lasted Updated 12/11/14 Grade 1 Mathematics

Unit #1: Adding and Subtracting Within 20

Essential Questions Assessments for Learning

Sequence of Learning Outcomes1.OA.1 – 1.OA.8, 1.MD.4

Strategies for Teaching and Learning

Differentiation e.g. EL, SpED, GATE

Resources

1.OA.7

and “is the same as”; “not equal to” and “is not the same as.”

10. Determine the unknown number that makes the addition and subtraction equation true.

1.OA.8

Students will use objects or drawings to solve equations with unknown numbers (e.g., 8 + = 11, 5 = - 3, 6 + 6 = ).

For different problem types/situations, refer to Table 1, page 12 (CA Framework).

enVision Topic 6: Subtraction Facts to 20Lesson 6-6 “Subtraction Facts”Lesson 6-7 “Draw a Picture and Write a Numbers

Sentence”

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SCUSD Curriculum Map-Lasted Updated 12/11/14 Grade 1 Mathematics

Unit #2: Understanding Place Value

Content Standards: 1.NBT.1, 1.NBT.2, and 1.NBT.3 (See Sequence of Learning Outcomes 1-5)In this unit, students will develop understanding of whole number relationships and place value, including grouping in tens and ones.

*1.MD.3, *1.G.1, and *1.G.2 (Standards will be taught on a daily basis throughout this unit. See Sequence of Learning Outcomes A-E)In these standards, students will write and tell to the half-hour, build, draw, and compose shapes.

Common Core State Standards-Mathematics:Numbers and Operations in Base Ten 1.NBT

Extend the counting sequence.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.

Understand place value.2. Understand that the two digits of a two-digit number represent amounts of tens and ones.3. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

Measurement and Data 1.MDTell and write time.

*1.MD.3 Tell and write time in hours and half-hours using analog and digital clocks.Geometry 1.G

Reason with shapes and their attributes.1. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess definingattributes.*2. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, andright circular cylinders) to create a composite shape, and compose new shapes from the composite shape.

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SCUSD Curriculum Map-Lasted Updated 12/11/14 Grade 1 Mathematics

Standards for Mathematical Practice:SMP.2 Reason abstractly and quantitatively.SMP.4 Model with mathematics.SMP.7 Look for and make use of structure.SMP.8 Look for and express regularity in repeated reasoning.

ELD Standards to Support Unit:Part I: Interacting in Meaningful Ways:

A. Collaborative4. Adapting language choices to various contexts

B. Interpretive6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language

Part II: Learning About How English WorksA. Structuring Cohesive Texts

1. Understanding text structure2. Understanding cohesion

B. Expanding and Enriching Ideas5. Modifying to add details

C. Connecting and Condensing Ideas6. Connecting Ideas7. Condensing Ideas

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SEL Competencies:Self-awarenessSelf-managementSocial awarenessRelationship skillsResponsible decision making

SCUSD Curriculum Map-Lasted Updated 12/11/14 Grade 1 Mathematics

Unit #2: Understanding Place Value

Essential Questions Assessments for Learning

Sequence of Learning Outcomes*1.MD.3, *1.G.1, *1.G.2

Strategies for Teaching and Learning

Differentiation e.g. EL, SpEd, GATE

Resources

Note: These Assessments are suggested, not required.

Assessments/Tasks aligned to learning outcomes:

Note:

Standards (1.MD.3, 1.G.1, and 1.G.2) will be taught for on-going concept development throughout this unit.

Students will be able to…

A. Tell time and write time to the hour and the half-hour on both the digit and analog clock.

1.MD.3

Use language such as: halfway between 1 o’clock and 2 o’clock; half-past 1 o’clock.

Use half-circles to demonstrate half-hour increments.

Student clocks.

enVision, Topic 13: Lessons13-2 “Telling and Writing Time to the Hour”13-3 “Telling and Writing Time to the Half-Hour”

How can we group certain shapes together? Why do they belong together?

Where can we find shapes in the real world?

B. Distinguish between defining attributes (number of sides, number of vertices, straight sides, and closed figures) and non-defining attributes (color, orientation, and size) of three-dimensional shapes (e.g., cubes, rectangular prisms, cones, cylinders, and spheres).

1.G.1

Teacher questioning: “Are both figures shown cubes? How

do you know?” Possible student response:

“Yes, because both have 6 faces, and each cubes faces are the same size squares.”

“They both have 8 corners and 6 sides, and even though one cube is bigger, they are both still cubes.”

CA Mathematics Framework- Gr. 1pp. 33-36

enVision, Topic 15: Lesson15-7 “Flat Surfaces and Vertices,” pp. 465E-465F

How can I create a shape?

C. Draw and create three-dimensional shapes that pose

Strategies for making shapes: Clay

enVision, Topic 15:enVision, Topic 15: Lessons

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SCUSD Curriculum Map-Lasted Updated 12/11/14 Grade 1 Mathematics

Unit #2: Understanding Place Value

Essential Questions Assessments for Learning

Sequence of Learning Outcomes*1.MD.3, *1.G.1, *1.G.2

Strategies for Teaching and Learning

Differentiation e.g. EL, SpEd, GATE

Resources

What is a three-dimensional shape?

defining attributes (e.g., given that the shape has no faces, students would create a sphere). 1.G.2

Straws and clay Popsicle sticks Marshmallows/gumdrops and

toothpicks

15-5 “Identifying Solid Figures”15-9 “Building with Solid Figures”

What is the difference between two- and three- dimensional shapes?

D. Compare and contrast two-and three-dimensional shapes using defining attributes (e.g., students list two things that are the same and two things that are different between a triangle and a cube; given that at circle and a sphere, students identify the sphere as three-dimensional and both shapes as round.). 1.G.2

Strategies for comparing shapes: Venn diagrams T-chart Other graphic organizers Concrete objects

enVision, Topic 15: Lesson15-8 “Sorting Solid Figures”15-10 “Problem Solving: Use Reasoning”

How can composing and decomposing numbers help you to add and subtract quickly and accurately?

How can using 10 as a benchmark number help you to add and subtract numbers?

E. Fluently add and subtract within 10.

1.OA.6

Use strategies such as: count on by ones or twos, doubles, doubles plus one, commutative property, facts that make ten, benchmark numbers, related facts, count back by ones or twos, decompose a number leading to ten, extend known addition related facts to subtraction.

enVision Topic 5 Addition Facts to 20enVision Topic 6 Subtraction Facts to 20

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SCUSD Curriculum Map-Lasted Updated 12/11/14 Grade 1 Mathematics

Unit #2: Understanding Place Value

Essential Questions Assessments for Learning

Sequence of Learning Outcomes1.NBT.1, 1.NBT.2, 1.NBT.3

Strategies for Teaching and Learning

Differentiation e.g. EL, SpEd, GATE

Resources

Note: These Assessments are suggested, not required.

Assessments/Tasks aligned to learning outcomes:

Students will be able to… Differentiation Support for Unit:

Use of math journals for differentiation and formative assessment (use link below) Math Journals

Flexible grouping: Content Interest Project/product Level

(Heterogeneous/ Homogeneous)

Tiered: Independent

Management Plan (Must Do/May Do)

Groupingo Contento Rigor w/in the

concepto Project-based

learningo Homeworko Grouping

o Formative Assessment

Anchor Activities: Content-related Tasks for early

CCSS Support for the Unit:CA Mathematics Framework Gr. 1pp. 20-27Kansas Association of Teachers of Mathematics

(KATM) Grade 1 Flipbook, 2012pp.19-22

What strategy can we use to count a large quantity of objects?

What patterns can be found on a 0-99 chart?

What strategies can be used to find a missing number?

How do we know where a number lies on a number line?

“Spin and Represent”: Making Tens and Comparing Numbers Game

1. Count, read, write and represent numbers to 120.

1.NBT.1

For example, represent the number 23 by: using digits, number words, objects, base-10 blocks, place value table, place value cards, orally, written numerals.

Extend the 100’s chart to include 120. (Show both horizontally and vertically to highlight patterns and structure.

Number line up to 120 posted in the room.

Student-created number lines using cashier tape.

enVision, Topic 7: “Counting and Number Patterns to 20” Math Background, pp. 273A-273B

enVision, Topic 7: Lesson 7-2 “Using Numbers 11-19” Lesson 7-4 “Counting to 100”

How can patterns help us understand numbers?

2. Understand that a two digit number represents the amounts of tens and ones.

1.NBT.2.a,b

Use Place Value chart, pockets, and cups. enVision, Topic 15:enVision, Topic 7: Lesson7-1 “Making Numbers 11 to 19”

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SCUSD Curriculum Map-Lasted Updated 12/11/14 Grade 1 Mathematics

Unit #2: Understanding Place Value

Essential Questions Assessments for Learning

Sequence of Learning Outcomes1.NBT.1, 1.NBT.2, 1.NBT.3

Strategies for Teaching and Learning

Differentiation e.g. EL, SpEd, GATE

Resources

How can we represent a number as “tens” and “ones”?

finisherso Gameo Investigationo Partner

Activityo Stations

Depth and Complexity Prompts/Icons:

Deptho Language of

the Disciplineo Patternso Unanswered

Questionso Ruleso Trendso Big Ideas

ComplexitySee Differentiation

Resources at: http://scusd-math.wikispaces.com/home

How do I represent a collection larger than 9?

3. Understand that 10 “ones” is equal to one group of “ten”.

1.NBT.2 a

Strategies for making groups of ten: “Bundles” of ten Pennies, dimes Linking cubes Counters Ten-frame Skip-counting by tens 100’s Charts Activities

enVision, Topic 7: Counting and Number Patterns to 120

Lesson 7-3 “Counting by 10s”Lesson 7-5 “Using Counting by 10s”enVision, Topic 8: Tens and OnesLesson 8-4 “Expanded Form”

How does using 10 as a benchmark help us compose numbers?

How do we decide which two digits to use?

4. Compose groups of ten with and without left-over ones within 11-19.

1.NBT.2b,c

Strategies for making groups of ten and left-overs:

“Bundles” of ten Linking cubes Counters Pennies, dimes Ten-frame Double ten-frames Number bonds Mental Math

Ask questions such as: “For the number 12, do you have enough

to make a ten? Would you have any leftover? If so, how many leftovers

enVision, Topic 7: Counting and Number Patterns to 120

Lesson 7-6 “Problem-Solving: Look for a Pattern”

enVision, Topic 8: Tens and OnesLesson 8-1 “Counting with Groups of 10 and

Leftovers”Lesson 8-2 “Numbers Made with Tens”Lesson 8-3 “Tens and Ones”Lesson 8-5 “Ways to Make Numbers”Lesson 8-6 “Problem-Solving: Make An Organized

List”

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SCUSD Curriculum Map-Lasted Updated 12/11/14 Grade 1 Mathematics

Unit #2: Understanding Place Value

Essential Questions Assessments for Learning

Sequence of Learning Outcomes1.NBT.1, 1.NBT.2, 1.NBT.3

Strategies for Teaching and Learning

Differentiation e.g. EL, SpEd, GATE

Resources

would you have?”

How can decomposing a number using ten as a benchmark number, help when comparing numbers?

How do we know if a set has more or less?

MAC Assessment Task: Shape Patterns Assessment Task

6. Compare two 2-digit numbers based on place value understanding, and then record by using comparison symbols (<, =, >).

1.NBT.3

Note: students need ample opportunities for students to communicate their comparisons using words, models, and in context before using only symbols. 37 _ 42 37 < 42

Students justify and explain their reasoning using comparative language that includes but is not limited to: more than, less, greater than, most, greatest, least, same as, equal to…

enVision, Topic 9: Comparing Numbers to 100Lesson 9-3 “Using Models to Compare Numbers”Lesson 9-4 “Comparing Numbers with >, <, =”Lesson 9-5 “Problem-Solving: Make an Organized

List”

Printable Spinners

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SCUSD Curriculum Map-Lasted Updated 12/11/14 Grade 1 Mathematics

Unit #3: Applying Place Value to Addition and Subtraction within 100

Content Standards: 1.NBT.4, 1.NBT.5, 1.NBT.6, and 1.MD.4 (See Sequence for Learning Outcomes 1-8)In this unit, students will extend place value understanding and strategies to include addition and subtraction within 100 involving multiples of tens.

*1.MD.3, *1.G.2, and *1.G.3 (Standards will be taught on a daily basis throughout this unit. See Sequence for Learning Outcomes A-E)In these standards, students will write and tell time to the half-hour, represent and interpret data, and compose decompose two-dimensional shapes.

Common Core State Standards-Mathematics:Numbers and Operations in Base Ten 1.NBT

Use place value understanding and properties of operations to add and subtract.4. Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on placevalue, properties of operations, and/or the relation-ship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digitnumbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.5. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.6. Subtract multiples of 10 in the 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, propertiesof operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

Measurement and Data 1.MDTell and write time.

*3. Tell and write time in hours and half-hours using analog and digital clocks. Represent and interpret data.

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 inone category than in another.

Geometry 1.GDReason with shapes and their attributes.

*2. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, andright circular cylinders) to create a composite shape, and compose new shapes from the composite shape.*3. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe thewhole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.

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Standards for Mathematical Practice:SMP.2 Reason abstractly and quantitatively.SMP.7 Look for and make use of structure.SMP.8 Look for and express regularity in repeated reasoning.

ELD Standards to Support Unit:Part I: Interacting in Meaningful Ways:

B. Interpretive6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language

Part II: Learning About How English WorksA. Structuring Cohesive Texts

1. Understanding text structure2. Understanding cohesion

C. Connecting and Condensing Ideas6. Connecting Ideas7. Condensing Ideas

Unit #3: Applying Place Value to Addition and Subtraction within 100

Essential Questions Assessments for Learning

Sequence of Learning Outcomes*1.MD.3, *1.G.2, *1.G.3

Strategies for Teaching and Learning

Differentiation e.g. EL, SpEd, GATE

Resources

Note: These Assessments are suggested, not required.

Assessments/Tasks aligned to learning outcomes:

Standards (1.MD.3, 1.G.2, and 1.G.3) will be taught for on-going concept development throughout this unit.

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SEL Competencies: Self-awareness Self-management Social awareness Relationship skills, Responsible decision making

SCUSD Curriculum Map-Lasted Updated 12/11/14 Grade 1 Mathematics

Unit #3: Applying Place Value to Addition and Subtraction within 100

Essential Questions Assessments for Learning

Sequence of Learning Outcomes*1.MD.3, *1.G.2, *1.G.3

Strategies for Teaching and Learning

Differentiation e.g. EL, SpEd, GATE

Resources

A. Tell time to the hour and the half-hour on both the digit and analog clock

1.MD.3

Use circles and partition into halves, and fourths to demonstrate decomposing the hour into 30-minute and 15-minute increments.

Use language such as: halves, fourths, and quarters, half of, fourth of, and a quarter of.

enVision topic 13: TimeLesson 13-4 Problem-Solving: Use Data from a

Table

How do shapes fit together and come apart?

B. Combine shapes to make a given shape.

1.G.2

Strategies for composing shapes: pattern blocks plastic shapes tangrams virtual manipulatives

enVision Topic 15: GeometryLesson 15-6 “Identifying Solid Figures”

How do shapes fit together and come apart?

How are shapes alike and different?

How do we know when parts are equal?

C. Compose squares and rectangles using pairs of right triangles.

1.G.2

Strategies for composing squares and rectangles:

manipulatives tangrams Kidspiration

Envision topic 15: GeometryLesson 15-7 “Flat surfaces and Vertices”

How can things be divided into equal parts?

How can you show half of

D. Partition circles and rectangles into two equal parts; recognize and describe each piece as a half

Strategies for dividing shapes into halves: color half of a divided shape folding and cutting shapes into

halves drawing lines to divide shapes into

enVision Topic 16: Fractions of ShapesLesson 16-1 “Making Equal Parts”

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SCUSD Curriculum Map-Lasted Updated 12/11/14 Grade 1 Mathematics

Unit #3: Applying Place Value to Addition and Subtraction within 100

Essential Questions Assessments for Learning

Sequence of Learning Outcomes*1.MD.3, *1.G.2, *1.G.3

Strategies for Teaching and Learning

Differentiation e.g. EL, SpEd, GATE

Resources

something?

What is half of a whole?

How do you divide shapes into fourths?

1.G.3 halves

E. Fluently add and subtract within 10.

1.OA.6

Fluency building gameCompose Sums to 10 by Memory

Unit #3: Applying Place Value to Addition and Subtraction within 100

Essential Questions Assessments for Learning

Sequence of Learning Outcomes1.NBT.4, 1.NBT.5, 1.NBT.6, 1.MD.4

Strategies for Teaching and Learning

Differentiation e.g. EL, SpEd, GATE

Resources

Note: These Assessments are suggested, not required.

Assessments/Tasks aligned to learning outcomes:

Students will be able to… Differentiation Support for Unit:

Use of math journals for differentiation and formative assessment (use link below)

Math JournalsFlexible grouping:

Content Interest Project/product Level

CCSS Support for the Unit:CA Mathematics Framework Gr. 1pp. 26-29

Kansas Association of Teachers of Mathematics (KATM) Grade 1 Flipbook, 2012

pp.23-34

How does using 10 as a benchmark number help

1. Add one-digit number to a two-digit number without making ten/regrouping using concrete and visual models.

Note: Students should not be exposed to the standard algorithm of carrying or borrowing in first grade.

Strategies for adding:

enVision Topic 10: Adding with Tens and OnesLesson 10-1: “Adding Groups of TenLesson 10-2 “Adding Tens on a Hundreds Chart”

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SCUSD Curriculum Map-Lasted Updated 12/11/14 Grade 1 Mathematics

Unit #3: Applying Place Value to Addition and Subtraction within 100

Essential Questions Assessments for Learning

Sequence of Learning Outcomes1.NBT.4, 1.NBT.5, 1.NBT.6, 1.MD.4

Strategies for Teaching and Learning

Differentiation e.g. EL, SpEd, GATE

Resources

with addition and subtraction?

How can skip-counting help to solve problems?

1.NBT.4

work mats with counters and base-ten blocks

manipulatives drawings Present problems both horizontally

and vertically Present problems in and out of

context (e.g. word problems vs addition sentences)

(Heterogeneous/ Homogeneous)

Tiered: Independent

Management Plan (Must Do/May Do)

Groupingo Contento Rigor w/in the

concepto Project-based

learningo Homeworko Groupingo Formative

AssessmentAnchor Activities:

Content-related Tasks for early

finisherso Gameo Investigationo Partner

Activityo Stations

Depth and Complexity Prompts/Icons:

Deptho Language of

the Discipline

Lesson 10-3 “Adding Tens to Two-digit Numbers”

2. Add multiples of ten to a two-digit number (e.g. 23+20).

1.NBT.4

enVision Topic 10: Adding with Tens and OnesLesson 10-2 “Adding Tens on a Hundreds Chart”Lesson 10-3 “Adding Tens to Two-digit

Numbers”Lesson 10-4”Using Mental Math to Add Tens”Lesson 10-5 “Adding to a Two-Digit Number”

3. Subtract multiples of ten from a two-digit number (e.g. 78-10). 1.NBT.6

1.NBT.6

enVision Topic 11: Subtracting with Tens and Ones

Lesson 11-1 “Subtracting Groups of 10”

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SCUSD Curriculum Map-Lasted Updated 12/11/14 Grade 1 Mathematics

Unit #3: Applying Place Value to Addition and Subtraction within 100

Essential Questions Assessments for Learning

Sequence of Learning Outcomes1.NBT.4, 1.NBT.5, 1.NBT.6, 1.MD.4

Strategies for Teaching and Learning

Differentiation e.g. EL, SpEd, GATE

Resources

o Patternso Unanswered

Questionso Ruleso Trendso Big Ideas

ComplexitySee Differentiation

Resources at: http://scusd-math.wikispaces.com/home

Student choice for data collection topics, method for collection, and report method (e.g., charts and graphs).

How can I easily locate ten more or ten less on a 99 chart or a 1-100 chart?

“Birthday Party” MAC Assessment Task: http://scusd-math.wikispaces.com/file/view/MAC2013-01+Birthday+Party.pdf/509191658/MAC2013-01%20Birthday%20Party.pdf

“Number Hotel”Add finding Ten More

or Ten Less

4. Mentally find 10 more and 10 less than a number within 100; explain their reasoning.

1.NBT.5

Strategies to support students:Hundreds Chart

Number lines Base-ten block Counting-on by tens Counting-back by tens

Lesson 10-2 “Adding Tens on a Hundreds Chart”Lesson 10-4”Using Mental Math to Add Tens”

What model can be used to add numbers with more than one digit?

5. Add a one-digit number to a two-digit number that requires making an additional ten, while using concrete and visual models (e.g. 17 + 5 = 10 + 10 + 2 = 22)

1.NBT.6

Use place value to find 28+34Possible student work:

Student could explain their solution

by saying, “I added 2 (from the 4) to 8 then I had another ten.”

28+34

50 12

enVision Topic 10: Adding with Tens and Ones

Lesson 10-5 “Adding to a Two-Digit Number”

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SCUSD Curriculum Map-Lasted Updated 12/11/14 Grade 1 Mathematics

Unit #3: Applying Place Value to Addition and Subtraction within 100

Essential Questions Assessments for Learning

Sequence of Learning Outcomes1.NBT.4, 1.NBT.5, 1.NBT.6, 1.MD.4

Strategies for Teaching and Learning

Differentiation e.g. EL, SpEd, GATE

Resources

626. Subtract a one-digit number from

a two-digit number that does not require regrouping within 100. 1.NBT.6

enVision Topic 11: Subtracting with Tens and Ones

Lesson 11-2 “Subtracting Tens on a Hundred Chart”

Lesson 11-3 “Subtracting Tens from Two-digit Numbers”

Lesson 11-4 “Using Mental Math to Subtract Tens”

Lesson 11-5 “Problem-solving: Draw a Picture and Write a Number Sentence”

7. Count collections up to 100 and create graphs and tally chart to record, organize, and interpret.

1.NBT.1, 1.MD.4

Students collect data about concrete items and abstract concepts (e.g., shapes, favorite types of cereal).

enVision Topic 14: Using Data to Answer Questions

Lesson 14-2 “Using Data from Picture Graphs”Lesson 14-3 “Using Data from Bar Graphs”

8. Interpret data by comparing categories.

1.NBT.4, 1.MD.4

Students collect data about things in their life (e.g., favorite pets, weather, schedules, hobbies, etc.) and solve addition and subtraction problems which include comparisons with unknowns in all positions (1.OA.1).

Students justify and critique strategies for solving comparison problems.

Lesson 14-4 “Collecting Data Using Tally Marks”Lesson 14-5 “Making Real Graphs”Lesson 14-6 “Making Picture Graphs”Lesson 14-7 “Problem-solving: Make a Graph”

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Unit #4: Measuring Length

Content Standards: 1.MD.1 and 1.MD.2 (See Sequence of Learning Outcomes 1-5)In this unit, students will develop understanding of linear measurement and measuring lengths as repeating length units.

*1.G.2, *1.G.3, and *1.OA.6 (Standards will be taught on a daily basis throughout this unit. See Sequence of Learning Outcomes A-C)In these standards, students will reason about attributes of and composing and decomposing of three-dimensional shapes, and demonstrate fluency for addition and subtraction within 10.

Common Core State Standards-Mathematics:Measurement and Data 1.MD

Measure lengths indirectly and by iterating length units.1. Order three objects by length; compare the lengths of two objects indirectly by using a third object.2. Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object isthe number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.

Geometry 1.GReason with shapes and their attributes.

*2. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, andright circular cylinders) to create a composite shape, and compose new shapes from the composite shape.*3. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe thewhole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.

Operations and Algebraic Thinking 1.OAAdd and subtract within 20.

*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 anumber 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 buteasier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

Standards for Mathematical Practice:SMP.2 Reason abstractly and quantitatively.

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SCUSD Curriculum Map-Lasted Updated 12/11/14 Grade 1 Mathematics

SMP.4 Model with mathematics.SMP.6 Attend to precision.SMP.7 Look for and make use of structure.

ELD Standards to Support Unit:Part I: Interacting in Meaningful Ways:

A. Collaborative1.Exchanging information and ideas with others through oral collaborative conversations on a range of social and academic topics4. Adapting language choices to various contexts

B. Interpretive6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language

C. Productive9. Expressing information and ideas in formal oral presentations on academic topics11. Supporting own opinions and evaluating others’ opinions in speaking and writing12. Selecting and applying varied and precise vocabulary and language structures to effectively convey ideas

Part II: Learning About How English WorksA. Structuring Cohesive Texts

1. Understanding text structureB. Expanding and Enriching Ideas

5. Modifying to add detailsC. Connecting and Condensing Ideas

6. Connecting Ideas7. Condensing Ideas

Unit #4: Measuring Length

Essential Questions Assessments for Learning

Sequence of Learning Outcomes

Strategies for Teaching and Learning

Differentiation e.g. EL, SpEd, GATE

Resources

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SEL Competencies: Self-awareness Self-management Social awareness Relationship skills Responsible decision making

SCUSD Curriculum Map-Lasted Updated 12/11/14 Grade 1 Mathematics

*1.G.1, *1.G.2, *1.G.3Note: These

Assessments are suggested, not required.

Assessments/Tasks aligned to learning outcomes:

Note:

Standards (1.OA.2, 1.G.2, and 1.G.3) will be taught for on-going concept development throughout this unit.

A. Partition circles and rectangles into two and four equal parts; recognize and describe each piece as a half, and fourths/quarters.

1.G.3

Strategies for dividing shapes: folding and cutting shapes into halves and

fourths drawing lines to divide shapes into halves

and fourths color half or fourths of a divided shape

Provide opportunities for students to explore shapes using a variety of materials (e.g. shaving cream, sand, paint, construction paper, Legos, straws, strings, etc.)

Creating Geometric Shapes with Clay(video) Creating 3-D Shapes with Clay

Envision topic: Fractions of ShapesLesson 16-2 “Describing Equal Parts of whole

Objects”

B. Recognize that decomposing equal shares into more equal shapes results in smaller equal shares (e.g. Students will partition halves to make fourths). 1.G.3

See Strategies for Teaching and Learning section A.

Lesson 16-3 “Making Halves and fourths of Rectangles and Circles”

Lesson 16-4 “Problem Solving: Draw a Picture”

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C. Fluently add and subtract within 10.

1.OA.6

Adding Numbers Game-( up to 12) Using Number Cubes

Talk Moves, www.mathsolutions.com , teacher resources (videos)

Unit #4: Measuring Length

Essential Questions Assessments for Learning

Sequence of Learning Outcomes1.MD.1, 1.MD.2

Strategies for Teaching and Learning

Differentiation e.g. EL, SpEd, GATE

Resources

Assessments/Tasks aligned to learning outcomes:

Note: These Assessments are suggested, not required.

Students will be able to… Differentiation Support for Unit:

Use of math journals for differentiation and formative assessment (video)

Using Math Journals

Flexible grouping: Content Interest Project/product Level

(Heterogeneous/ Homogeneous)

Tiered: Independent

Management Plan (Must Do/May Do)

Groupingo Content

CCSS Support for the Unit:Ca Mathematics Framework Gr. 1pp. 29-33

Kansas Association of Teachers of Mathematics (KATM) Grade 1 Flipbook, 2012

pp.28-35

How can we order a group of objects by their length?

“How Long is My Name”

Comparing Lengths

1. Order objects by length.

1.MD.1

Build towers with cubes and order them from shortest to tallest.

Order three students by their height.Order crayons, pencils or markers by

length.Students describe the relative sizes using

comparative language such as: “the blue crayon is longer than the red crayon and the yellow crayon”, “the red crayon is longer than the yellow crayon, but shorter than the blue crayon”.

envision Topic 12 LengthLesson 12-1 “Comparing and Ordering By Length”

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SCUSD Curriculum Map-Lasted Updated 12/11/14 Grade 1 Mathematics

Unit #4: Measuring Length

Essential Questions Assessments for Learning

Sequence of Learning Outcomes1.MD.1, 1.MD.2

Strategies for Teaching and Learning

Differentiation e.g. EL, SpEd, GATE

Resources

o Rigor w/in the concept

o Project-based learning

o Homeworko Groupingo Formative

Assessment

How are objects used to measure other objects?

How can we measure the length of an object?

What can we use to measure objects?

2. Compare objects indirectly by using a third object.

1.MD.1

Find objects in the classroom to compare relative sizes. Students should be prompted to use academic language when describing size. They should use measurement language: width/wide, length/long (for example: the table is wider than the desk, but not as wide as the wall).

Emphasize the understanding that measuring the length of an object requires placing same-size length units next to each other along the length without gaps or overlaps.

Anchor Activities: Content-related Tasks for early

finisherso Gameo Investigationo Partner

Activityo Stations

Depth and Complexity Prompts/Icons:

Deptho Language of

the Disciplineo Patternso Unanswered

Questionso Ruleso Trendso Big Ideas

Lesson 12-2 “Indirect Measurement”

When would an estimate be helpful when measuring?

3. Measure objects using non-standard units (for example: paper clips, pencils, blocks) and state the length, including language such as, “The crayon is three paperclips long.”

State measurement using whole numbers (for example: the jump rope is 18 pencils long).

Estimate measurement lengths to whole numbers and specifically use the length unit language (for example: “The pencil is about one centimeter cube long.”)

Lesson 12-3 “Using Units to Estimate and Measure Length”

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SCUSD Curriculum Map-Lasted Updated 12/11/14 Grade 1 Mathematics

Unit #4: Measuring Length

Essential Questions Assessments for Learning

Sequence of Learning Outcomes1.MD.1, 1.MD.2

Strategies for Teaching and Learning

Differentiation e.g. EL, SpEd, GATE

Resources

1.MD.2 ComplexitySee Differentiation

Resources at: http://scusd-math.wikispaces.com/home

How can we tell which of two objects is longer than the other?

How are measuring units selected?

“Rug Designs” Comparing Lengths

4. Compare the length of two objects by using a third object, including both non-standard and standard length units.

1.MD.2

Measure objects using standard units of measure such as inches, centimeters, feet, yards, meters, etc.)

Introduce tools such as: rulers, meter sticks, and tape measure.

Use sentence stems that reinforce language for comparison, for example, “The window is 15 pencil lengths shorter than the door.”

Lesson 12-4 “More Measuring Length”

5. Identify the length being measured if there are two measureable lengths on the object (for example: width and length of piece of paper).

1.MD.2

Students verbally identify the length they are measuring when there is more than one measureable length. Provide sentence stems. When writing label the unit measure, (e.g., centimeters, inches)

Lesson 12-5 “Problem solving: Use Reasoning”Lesson 12-6 “Measuring Using Different Units”

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