Essential Understandings:€¦ · Web view2020. 5. 20. · FLS: MAFS.1.OA.1.1 Use addition and subtraction within 20 to solve word problems1 involving situations of adding to, taking

1st Grade Math Element Cards

September 2014Revised December 2016

Element CardFLS: MAFS.1.OA.1.1 Use addition and subtraction within 20 to solve word problems1 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. (1Students are not required to independently read the word problems.)FLS: MAFS.1.OA.1.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

Access Point NarrativeMAFS.1.OA.1.AP.1a Use base ten blocks to model simple addition or subtraction

equations within 20 based upon a word problem.MAFS.1.OA.1.AP.1b Solve addition and subtraction word problems within 20.MAFS.1.OA.1.AP.2a Solve word problems that include combining three quantities

whose sum is less than 10 using objects or drawings.

Essential Understandings:Access Point Concrete

UnderstandingsRepresentation

MAFS.1.OA.1.AP.1a Make a set of base ten blocks from a given context within 20.

Add “more” to a set or “take from” or “take apart” a set based on the context.

Recount the set to get a sum or a difference within 20.

Make a visual representation of a set of base ten blocks from a given context within 20.



Recognize that the numbers in the problem relate to the visuals being utilized.

Understand the following concepts and vocabulary: add, take apart, take from, subtract.

MAFS.1.OA.1.AP.1b Make a set of objects from a given context within 20.



Make a visual representation of a set from a given context within 20.



Recognize that the numbers in the problem relate to the visuals being utilized.

Understand the following concepts and vocabulary: add, take apart, take from, subtract.

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Element CardAccess Point Concrete


MAFS.1.OA.1.AP.2a Make a set of objects from a given context within 10.

Add 2 “more” sets based on the context.

Recount the set to get a sum within 10.

Make a drawing of a set from a given context within 10.

Add 2 “more” sets based on the context. Recount the set to get a sum within 10. Recognize that the numbers in the

problem relate to the drawings being utilized.

Suggested Instructional Strategies: Use *System of Least Prompts to answer literal recall questions about the

context of the word problem.

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Element CardNote: student either reads word problem or has word problem read aloud prior to answering literal recall questions. Students may also have response options provided. Steps/Materials Teacher

Says/DoesStudent Response

Teacher Feedback

1. Student has word problem with adaptations if needed (e.g., Braille, picture symbols, objects, etc.)

Teacher asks literal recall questions (i.e., answer found in the text): “How many apples did Johnny have in the beginning?”

Correct: Student responds, “12 apples.”

“Good. He had 12 apples in the beginning.”

Student makes an error/does not respond.

After 3-5 seconds, provide student with Verbal Prompt 1, which is to read 3 sentences of text containing the answer.

Teacher asks question again: “How many apples did Johnny have in the beginning?”




After 3-5 seconds, provide student with Verbal prompt 2, which is to read the sentence of text containing the answer.



After 3-5 seconds, provide student with Model prompt, which is to read and point to the answer.



After 3-5 seconds, point and state answer and provide a physical prompt for student to point to the correct response.

Note: have student use base ten blocks to model the first number in the word problem (E.g., 12 apples modeled as a base ten rod and (2) ones cubes).

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Element CardSteps/Materials Teacher


Teacher Feedback


Teacher asks literal recall questions to determine the action of the problem and the quantity involved.“What happened next in the story?”

Correct: Student responds, “Bob gave Johnny 3 apples.”

“Good. Bob gave Johnny 3 apples.”


After 3-5 seconds, provide student with verbal prompt 1, which is to read 3 sentences of text containing the answer.

Teacher asks question again: “What happened next in the story?”

Correct: Student responds, “Bob gave Johnny 3 apples.”

“Good. Bob gave Johnny 3 apples.”


After 3-5 seconds, provide student with Verbal prompt 2, which is to read the sentence of text containing the answer.



After 3-5 seconds, provide student with model prompt, which is to read and point to the answer.




Note: have student use objects/drawings to “add to” or “take from/take apart” the original set to model the action in the word problem.

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Element CardSteps/Materials Teacher Says/Does Student

ResponseTeacher Feedback


Teacher asks literal recall questions to determine the action of the problem and the quantity involved.“What is the word problem asking us to find?”

Correct: Student responds, “How many apples Johnny has now.”

“Good. We want to know how many apples does Johnny have now.”



Teacher asks question again: “What is the word problem asking us to find?”




After 3-5 seconds, provide student with verbal prompt 2, which is to read the sentence of text containing the answer.






After 3-5 seconds, point and state answer and provide a physical prompt for student to point to the correct response.to point to the correct response.

Note: have student count to find the sum or difference. For MAFS.1.OA.1.AP.2a, there will be 3 addends and an additional questioning step would need to occur after “What happened next” to include the 3rd addend.Note: the sum is to be within ten.

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Element CardSupports and Scaffolds:

Assistive technology Base Ten Blocks

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

Access Point NarrativeMAFS.1.OA.2.AP.3a Recognize addition as commutative.

Essential Understandings:Concrete Understandings Representation

Use manipulatives to represent addends in two related addition equations to show that changing the order of the addends does not change the sum.

e.g.,

Model two related addition equations (e.g., 1 + 5 = 6 and 5 + 1 = 6) by coloring squares on grid paper to represent each addend with a different color to show that changing the order of the addends does not change the sum.

Identify pairs of equations that demonstrate the commutative property (e.g., match 2 + 6 = 8 with 6 + 2 = 8).

Understand the following concepts, symbols, and vocabulary: addition, plus, equal, addends, sum, order

Suggested Instructional Strategies: Use a number balance to investigate the commutative property (e.g., if 8 and

2 on one side of the balance equals 10, then if I put a weight on 2 first and then on 8, it will also be 10.)

Video Resource: Click for link

Model using the commutative properties to solve addition problems

Supports and Scaffolds: Website which provides a tool for practicing balancing equations:

Click for link Calculator Interactive Whiteboard Manipulatives

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http://illuminations.nctm.org/ActivityDetail.aspx?ID=26

https://www.youtube.com/watch?annotation_id=annotation_1680757067&feature=iv&src_vid=ZzvcV3YpIfg&v=UceoRr8Nc3w

Element CardFLS: MAFS.1.OA.2.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8.

Access Point NarrativeMAFS.1.OA.2.AP.4a Recognize subtraction as the inverse of addition.



MAFS.1.OA.2.AP.4a Make a set of objects. Add “more” to a set. Count to find the sum. Take away the set that

was added to the original set to show that subtraction is the opposite of addition. (Ex: 8 red counters + 2 blue counters = 10 counters; 10 counters – 2 blue counters = 8 red counters).

Make a set of visuals. Add “more” to a set of

visuals. Count to find the sum. Take away the set of

visuals that was added to the original set to show that subtraction is the opposite of addition.

Identify pairs of equations that identify subtraction as the inverse of addition (e.g., match 2 + 6 = 8 with 8 – 6 = 2)

Suggested Instructional Strategies:*System of Least Prompts

Steps/Materials Teacher Says/Does

Student Response

Teacher Feedback

1. Student has enough different color objects to make a set and add more to as requested.

“Make a set of 8 objects (blue).”

Correct: Student makes a set of 8 objects.

“Good.”

Student makes an error.

Provide an immediate physical prompt (take their hand and help them create a set of 8 objects.)

Student does not respond.

Wait 3-5 seconds. Provide a verbal prompt “Make a set of 8.”

No response after being

Wait 3-5 seconds. Provide a gesture prompt (point to the

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Teacher Feedback

given a verbal prompt.

objects to make a set of 8.)

No response after beinggiven a gesture prompt.

Wait 3-5 seconds. Provide a physical prompt (take their hand and help them make a set of 8 objects.)

2. See above. “Use different colored (red) objects to add 2 to the set.”

Correct: Student uses different color objects and adds 2 to the set of 8.

“Good.”


Provide an immediate physical prompt (take their hand and help them add 2 to the set using different colored objects.)


Wait 3-5 seconds. Provide a verbal prompt “Add 2 to the set.”

No response after beinggiven a verbal prompt.

Wait 3-5 seconds. Provide a gesture prompt (point to the different colored counters to add 2.)


Wait 3-5 seconds. Provide a physical prompt (take their hand and help them add 2 different colored counters to the set of 8.)

3. See above. “Count to find the sum and say how many.”

Correct: Students count all counters and say “This is 10.”

“Good.”


Provide an immediate physical prompt (take their hand and help them count each object).


Wait 3-5 seconds. Provide a verbal prompt “Count to find how many.”


Wait 3-5 seconds. Provide a gesture prompt (point to the objects.)

No response after being given a gesture prompt.

Wait 3-5 seconds. Provide a physical prompt (take their hand and help them count each object.)

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Teacher Feedback

4. See above. “Take away 2 objects.”

Correct: Student takes away to objects (red).

“Good.”


Provide an immediate physical prompt (take their hand and help them take away 2 objects.)


Wait 3-5 seconds. Provide a verbal prompt “Take away 2 objects.”


Wait 3-5 seconds. Provide a gesture prompt (point to the 2 objects.)


Wait 3-5 seconds. Provide a physical prompt (take their hand and help them take away 2 objects.)

5. See above. “We had 8 before we added 2 red counters. Now we have taken away the 2 red counters, count to see if we are back to 8 counters.”

Correct: StudentCounts 8.

“Good work!”


Provide an immediate physical prompt (take their hand and help them count 8.)


Wait 3-5 seconds. Provide a verbal prompt “Count to see how many are left.”


Wait 3-5 seconds. Provide a gesture prompt (point to the remaining counters.)


Wait 3-5 seconds. Provide a physical prompt (take their hand and help them count the remaining counters.)

Note: repeat until students begin to show understanding of relationship between addition and subtraction using a variety of numbers.

Supports and Scaffolds: Objects varied by attribute other than color. Assistive technology

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Element Card

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Element CardFLS: MAFS.1.OA.1.1 Use addition and subtraction within 20 to solve word problems1 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. (1Students are not required to independently read the word problems.)FLS: MAFS.1.OA.4.8 Determine the unknown whole number in an addition or subtraction equation relating to 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 = [].

Access Point NarrativeMAFS.1.OA.1.AP.1c Solve one-step addition and subtraction word problems where the

change or result is unknown (4 + _ = 7) or (4 + 3 = __), within 20 using objects, drawings, or pictures.

MAFS.1.OA.4.AP.8a Find the unknown number in an addition or subtraction equation using whole number totals within 10

Essential Understandings:Access Point Concrete Understandings Representation

MAFS.1.OA.1.AP.1c Make a set with objects from a given context within 20.

Join or separate objects and count to determine how many were ‘added to’ the set (Ex: Rich had 11 crayon. Rich found more crayons. He has 14 crayons. How many did he find?) ‘take from’ the set (Ex: There were 14 apples. Jane ate some of the apples. There are 3 apples left. How many apples were eaten?), or the sum or difference.

Make a drawing or picture of a set from a given context within 20.

Join or separate drawings or pictures and count to determine how many were ‘added to’ the set, ‘taken from’ the set.

Recognize that the numbers in the problem relate to the drawings or pictures being utilized.

Understand the following concepts and vocabulary: add, take apart, take from, subtract

MAFS.1.OA.4.AP.8a For unknown addends, make a set with objects from a given addition equation within 10.

Add objects to the set to reach the given sum.

Count the number of objects added to find the unknown addend. (Ex: 8 + ? = 10)

For a subtraction equation with an unknown number, make a set of objects within 10. Separate objects from the set

Make a set with visuals from a given addition or subtraction equation within 10.

Join or separate visuals and count to determine how many were ‘added to’ the set, ‘taken from’ the set.

Understand the concepts, symbols, and vocabulary of +, - and =.

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Element CardAccess Point Concrete Understandings Representation

and count to determine how many were ‘taken from’ the set (Ex: 3 - ? = 1) or the difference (Ex. 3 – 2 = ?).

Suggested Instructional Strategies: Use *System of Least Prompts to answer literal recall questions about the

context of the word problem.Note: student either reads word problem or has word problem read aloud prior to answering literal recall questions. Students may also have response options provided.

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Element Card

Steps/Materials Teacher Says/Does Student Response

Teacher Feedback


















Note: have student use objects/drawings or Base Ten Blocks to model the first number in the word problem (e.g., 12 apples).

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Element Card


Teacher Feedback


Teacher asks literal recall questions to determine the action of the problem and the quantity involved.“What happened next in the story?”

Correct: Student responds, “Bob gave Johnny 1 apple.”

“Good. Bob gave Johnny 1 apple.”


After 3-5 seconds, provide student with Verbal prompt 1, which is to read 3 sentences of text containing the answer.


Correct: Student responds, “Bob gave Johnny 1 apple”

“Good. Bob gave Johnny 1 apple.”









Note: have student use objects/drawings to “add to” or “take from/take apart” the original set to model the action in the word problem.

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Element Card


Teacher Feedback


Teacher asks literal recall questions to determine the action of the problem and the quantity involved.“What is the word problem asking us to find?”




After 3-5 seconds, provide student with verbal prompt 1, which is to read 3 sentences of text containing the answer


Correct: Student responds, “How many apples Johnny has now”










Note: Have student count to find the sum or difference. Note: above example is for result unknown (12+1=?). For change unknown (12+?=13), see example below:

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Note: student either reads word problem or has word problem read aloud prior to answering literal recall questions. Students may also have response options provided. Note: have students use objects/drawings or base ten blocks to show the original quantity.

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Element Card


Teacher Feedback

2. Student has word problem with adaptations if needed (e.g., Braille, picture symbols, objects, etc).

Teacher asks literal recall questions (i.e., answer found in the text): “How many apples did Johnny have in the end?”

Correct: Student responds, “13 apples”

“Good. He had 13 apples in the end.”


After 3-5 seconds, provide student with Verbal Prompt 1, which is to read 3 sentences of text containing the answer.

Teacher asks question again: “How many apples did Johnny have in the end?”

Correct: Student responds, “13 apples”



After 3-5 seconds, provide student with Verbal Prompt 2, which is to read the sentence of text containing the answer.



After 3-5 seconds, provide student with Model prompt, which is to read and point to the answer.




Note: have student use objects/drawings or Base Ten Blocks to “add to (using a different color counter)” or “take from/take apart” the original set to model the action in the word problem. Steps/Materials Teacher Says/Does Student


3. Student has word problem with adaptations if needed (e.g., Braille, picture symbols, objects,

Teacher asks literal recall questions to determine the action of the problem and the quantity involved.“What is the word

Correct: Student responds, “How many apples Bob gave Johnny.”

“Good. We want to know how many apples Bob gave Johnny.”

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etc.) problem asking us to find?”




Correct: Student responds, “How many apples Bob gave Johnny.”

“Good. We want to know how many apples Bob gave Johnny.”









Note: have student count to find how many were added to or taken away/taken from the original set. Note: as students master unknown addend within context of word problem, progress to equations without context while still providing manipulatives to model and solve the equation.

Supports and Scaffolds: Assistive technology Ten Frames

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

Access Point NarrativeMAFS.1.OA.3.AP.5a Use counting on to find the sum of two addends.


Using a full five frame, use counters to model addition problems by counting on [Ex: 5 +3 would be verbalized as: “five” (full frame), “6” (1 counter), “7” (one counter), “8” (one counter)]

Using a ten block, use ones blocks to model addition problems by counting on [Ex: 10 +2 would be verbalized as: “ten” (ten block), “11” (ones block), “12” (ones block)]

Using a drawing of a five frame, draw to model addition problems by counting on [Ex: 5 +3 would be verbalized as: “five” (full frame), “6” (1 counter), “7” (one counter), “8” (one counter)]

Using a drawing of a ten block, draw ones blocks to model addition problems by counting on [Ex: 10 +2 would be verbalized as: “ten” (ten block), “11” (ones block), “12” (ones block)]

Suggested Instructional Strategies: *Model/Lead/Test beginning with addition problems with 5 or 10 as the first

addend to introduce the skill of counting on to find the sum. Both examples provided below.

Note: progress to other single digit numbers as the first addend as students begin to show mastery of counting on from 5 and 10.

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Element CardModelSteps/Materials Teacher


Teacher Feedback

Teacher: Full Five Frame/Tens Rod Counters/ Ones Cubes Card with expression (e.g., 5+3/10+3).

“I can count on to find the sum of ______.”(e.g., 5+3/10+3.)

Lay down a full five frame of blue counters and say “this is five.” Lay down a tens rod and say “this is ten” to represent the first addend. Lay down a given set of counters (red) ones cubes to represent the second addend (e.g., 3).

Circle first set with finger and say “five”/”ten” and then count on to find sum by pointing and counting each counter/cube individually(e.g., “6, 7, 8”/”11, 12, 13.”)

Circle combined sets and say “The sum is “8”/”13.”

Student watches. “Good watching me.”

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Element CardLeadSteps/Materials Teacher


Teacher Feedback

Teacher:Full Five Frame/TensRod Counters/Ones Cubes Card with expression(e.g., 5+3/10+3).

“We can count on to find the sum of ______.”(e.g., 5+3/10+3.)

Student repeats each step in the task immediately after the teacher models the step.

Lay down a full five frame of blue counters and say “this is five.” Lay down a tens rod and say “this is ten” to represent the first addend.

Student lays down a full five frame of blue counters and say “this is five.” Lay down a tens rod and say “this is ten” to represent the first addend.

Lay down a given set of counters (red) ones cubes to represent the second addend (e.g., 3).

Student lays down a given set of counters (red) ones cubes to represent the second addend (e.g., 3).

Circle first set with finger and say “five”/”ten” and then count on to find sum by pointing and counting each counter/cube individually.(e.g., “6, 7, 8”/”11, 12, 13.”)

Student circles first set with finger and say “five”/”ten” and then count on to find sum by pointing and counting each counter/cube individually) (e.g., “6, 7, 8”/”11, 12, 13.”)


Student circles combined sets and say “The sum is “8”/”13.”

“Good job counting on to find the sum.”

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Element CardTestSteps/Materials Teacher


Teacher Feedback

Student:Full Five Frame/Tens Rod Counters/Ones Cubes Card with expression(e.g., 5+3/10+3).

“We can count on to find the sum of ______.”(e.g., 5+3/10+3)


Lay down a full five frame of blue counters and say “this is five.” Lay down a tens rod and say “this is ten” to represent the first addend.

Student lays down a full five frame of blue counters and say “this is five.” Lay down a tens rod and say “this is ten” to represent the first addend.

Lay down a given set of counters (red) ones cubes to represent the second addend (e.g., 3).

Student lays down a given set of counters (red) ones cubes to represent the second addend (e.g., 3).

Circle first set with finger and say “five”/”ten” and then count on to find sum by pointing and counting each counter/cube individually) (e.g., “6, 7, 8”/”11, 12, 13.”)

Student circles first set with finger and say “five”/”ten” and then count on to find sum by pointing and counting each counter/cube individually) (e.g., “6, 7, 8”/”11, 12, 13.”)


Student circles combined sets and say “The sum is “8”/”13.”

“Good job counting on to find the sum.

Supports and Scaffolds: Assistive technology Ten Frame

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

Access Point NarrativeMAFS.1.OA.3.AP.5b Count backwards to subtract to a specified number

family less than 20.


Count backwards from 19 objects to 0 objects.

Using objects, begin with less than 20 objects and remove a specified number of objects while counting backwards.

Using a number line, begin with a number less than 20 and count backwards a specified number of times to subtract the number.

Understand the concept and vocabulary of take away, take from, take apart, separate, etc.

Suggested Instructional Strategies: *Model/Lead/Test

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Element CardModelSteps/Materials Teacher Says/Does Student


Teacher:

Laminated Number Line

Dry Erase Marker

Card with subtraction expression (14-2)

“I can count backwards to find the difference.”

Lay down the laminated number line.

Circle the beginning number (minuend) and say “This is the number 14.”

Point to the second number (subtrahend) in the expression and say “We are subtracting 2.” Return to number line and model counting backwards by moving dry erase marker back one number at a time for 2 times total. Say “This is the number 12. 14-2 is 12.”

I counted backwards to find the difference.


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Element CardLeadSteps/Materials Teacher

Says/DoesStudent Response Teacher

FeedbackTeacher and Student: Laminated Number Line

Dry Erase Marker

Card with subtraction expression (14-2)

“I can count backwards to find the difference.”


Lay down the laminated number line.

Student lays down the laminated number line.

Circle the beginning number (minuend) and say “This is the number 14.”

Student circles the beginning number (minuend) and say “This is the number 14.”

Point to the second number (subtrahend) in the expression and say “We are subtracting 2.” Return to number line and model counting backwards by moving dry erase marker back one number at a time for 2 times total.

Student points to the second number (subtrahend) in the expression and say “I am subtracting 2.” Return to number line and model counting backwards by moving dry erase marker back one number at a time for 2 times total.

Say “This is the number 12. 14-2 is 12.”

Student says “This is the number 12. 14-2 is 12.”

Say “I counted backwards to find the difference.”

Student says “I counted backwards to find the difference.”

“Good job using the number line to count backwards to find the difference.”

Test

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Student: Laminated Number Line

Dry Erase MarkerCard with subtraction expression (14-2)

“Circle the first number (minuend).”

Student lays down the laminated number line.

Student circles the beginning number (minuend) and says “This is the number 14.”

“Use the number line to show the difference of ______ (e.g., 14-2).”

Student points to the second number (subtrahend) in the expression and say “I am subtracting 2.” Return to number line and model counting backwards by moving dry erase marker back one number at a time for 2 times total.

Student says “This is the number 12. 14-2 is 12.”

“Good job counting backwards to find the difference.”

Student makes an incorrect response or no response.

“Watch me” and model the correct response, then have the student complete it correctly.

Supports and Scaffolds: Assistive technology

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Element CardFLS: MAFS.1.OA.3.6 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).

Access Point NarrativeMAFS.1.OA.3.AP.6a Add and subtract within 10, demonstrating fluency for

addition and subtraction within five.Essential Understandings:

Concrete Understandings Representation Make a set of objects within 10. Add “more” to a set or “take

from” or “take apart” a set. Recount the set to get a sum or

a difference within 10.

Make a visual representation of a set within 10. Add “more” to a set or “take from” or “take apart” a

set. Recount the set to get a sum or a difference within 10. Understand the following concepts and vocabulary:

add, take apart, take from, subtract After repeated exposure to concrete and

representational addition and subtraction, students will become flexible, efficient, and accurate with addition and subtraction facts within 5.


o Demonstrate joining of two separate sets given by teacher and count to find how many within 10.

*Model/Lead/Testo Demonstrate counting to form two separate sets when given an

expression and then join to count how many in order to model an addition problem within 10.

*Model/Lead/Testo Demonstrate counting to form a set and then taking from or taking apart

in order to model a subtraction problem within 10. *Model/Lead/Test

o Provide repeated practice of joining and separating sets within 5 to increase fluency (accuracy, efficiency, and flexibility.)

Supports and Scaffolds: Assistive technology Fives Frame Tens Frame Objects/Counters

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

Access Point NarrativeMAFS.1.OA.4.AP.7a Determine if equations are true or false, using whole

number totals within 10.Essential Understandings:

Concrete Understandings Representation Use manipulatives to demonstrate

the concept of equal. Use manipulatives to determine if

the addition problems, within 10, are true or false.

Use manipulatives to determine if the subtraction problems, within 10, are true or false.

Use visuals to determine if the addition problems, within 10, are true or false.

Use visuals to determine if the subtraction problems, within 10, are true or false.

Understand the concepts, symbols, and vocabulary of +, - and =.

Suggested Instructional Strategies: *Example, Non-Example Training

o Initial *Example, Non-Example training should begin with establishing working definitions of the terms “true” and “false”. (e.g., colors of fruits, sounds of animals, letter names.)

E.g., two expressions will be presented to student on two cards. Student will use manipulatives to model each side of the equation directly under each expression. Students can match objects to determine if the equation is true or false.

Meaning of the Equal Sign - Link to Photos AboveNote: begin example training with simple and move to more complex equations involving 2 addends on each side of the equation. Provide a minimum of four examples (true equations) before introducing non-examples (false equations) or interspersing non-examples with examples. After *Example/Non-Example Training provide opportunity for student response to check for understanding of concept. If student makes incorrect response or no response repeat example training for 3 trials and then move to the next student response.

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Math Balance

Pan/Bucket Balance

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Element CardFLS: MAFS.1.NBT.1.1 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.

Access Point NarrativeMAFS.1.NBT.1.AP.1a Rote count up to 100.


Use familiar rhythms to introduce sequence of numbers from 1-100 (e.g. abc song, Happy Birthday song) with clapping, tapping, etc.

Repeat a sequence of numbers (1-100) after a teacher orally says the number.

Suggested Instructional Strategies: Use *Model/Lead/Test to model orally counting forward, have student mimic

or repeat the counting sequence (no visuals present). Teach in small increments, adding 2-3 numbers at a time (no more than 5),

starting with the number 1. If student misses a number, teacher stops student and models by saying four

numbers beginning with the two numbers before the missed number (e.g., student misses 8 so teacher prompts with 6, 7, 8, 9), have student try to say this section of numbers (Stein, Kinder, Silbert, & Carnine, 2006).

Response shaping (e.g., Teach “1,2,3, Go!”; then “1,2,3,4 Out the Door!”; then “1,2,3,4,5, Let’s Slide!”) (Sadler, 2009).

Teach using a song, chant, or tune (snapping, clapping, etc.)

Supports and Scaffolds: Assistive technology (voice output)

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Element CardFLS: MAFS.1.NBT.2.2 Understand that the two digits of a two-digit number represent amounts of tens and ones.

a. 10 can be thought of as a bundle of ten ones — called a “ten.” b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). d. Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones).

FLS MAFS.1.NBT.2.3: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols ˃, =, and ˂.

Access Point NarrativeMAFS.1.NBT.2.AP.2a Build representations of numbers up to 31 by creating a group of 10 and

some ones (e.g., 13 = one ten and three ones)MAFS.1.NBT.2.AP.2b Identify the value of the numbers in the tens and one place within a

given number up to 31.MAFS.1.NBT.2.AP.3a Compare two-digit numbers up to 31 using representations and

numbers (e.g., identify more tens, fewer tens, more ones, fewer ones, larger number, smaller number)


MAFS.1.NBT.2.AP.2a Using ten frames, create bundles of 10 manipulatives (up to 3 bundles) to represent tens.

Using manipulatives count on from a 10 frame to represent the further ones (Ex: 10 up to 19, or 20 up to 29, or 30 up to 31).

Recognize a set of 10 as 10 without counting (Ex: a base ten block represents 10 ones, a ten frame represents 10 ones).

Identify a visual representation of a number using 10 and one blocks.

Using visuals, count on from a 10 frame to represent the further ones (Ex: 10 up to 19, or 20 up to 29, or 30 up to 31).

MAFS.1.NBT.2.AP.2b Given a two digit number up to 31, identify that the digit in the tens places represents the number of bundles of 10.

Using a ten frame, create bundles of 10 manipulatives (up to 3 bundles) to represent the digit in the tens place of the given number.

Count the number of manipulatives used to fill the

Given a two digit number up to 31, identify that the digit in the tens places represents the number of bundles of 10.

Using a ten frame, create bundles of 10 visuals (up to 3 bundles) to represent the digit in the tens place of the given number.

Count the number of visuals used to fill the ten frames to

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ten frames to determine the value of the digit in the tens place of the given number.

Given the same two digit number up to 31, identify that the digit in the ones place represents the further ones.

Using manipulatives represent the digit in the ones place as further ones.

Count the number of manipulatives used as further ones to determine the value of the digit in the ones place of the given number.

determine the value of the digit in the tens place of the given number.


Using visuals represent the digit in the ones place as further ones.

Count the number of visuals used as further ones to determine the value of the digit in the ones place of the given number.

MAFS.1.NBT.2.AP.3a Given a two-digit number up to 31, use counters and/or base ten blocks to make groupings of tens and ones to represent the quantity.

Given a second two-digit number up to 31, use counters and/or base ten blocks to make groupings of tens and ones to represent the quantity.

Use counting or matching to determine which two-digit number is greater than or less than the other two-digit number.

Given a two-digit number up to 31, use visuals to create groupings of tens and ones to represent the quantity.

Given a second two-digit number up to 31, use visuals to make groupings of tens and ones to represent the quantity.

Use counting or matching to determine which two-digit number is greater than or less than the other two-digit number.

Understand the following concepts and vocabulary for greater than or less than.

Suggested Instructional Strategies: Task analysis

o Given a 2-digit number up to 31, identify that the digit in the tens places represents the number of bundles of 10.

o Using a Ten Frame(s), create bundles of 10 manipulatives (up to 3 bundles) to represent the digit in the tens place of the given number.Count the number of manipulatives used to fill the ten frame(s) to determine the value of the digit in the tens place of the given number.

o Given the same 2-digit number up to 31, identify that the digit in the ones place represents the further ones.

o Using manipulatives represent the digit in the ones place as further ones.Count the number of manipulatives used as further ones to determine the value of the digit in the ones place of the given number.

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Element Cardo *Example/Non-Example Training (e.g., this is greater, this is greater, this

is greater, this is not greater.) Task analysis

o When given two 2-digit written numbers up to 31 to compare, represent each set with base ten blocks (e.g., using base ten rods to represent digits in the tens place and base ten ones cubes to represent digits in the ones place.)

o Use a place value chart to match the base ten blocks in each place value column.

o State/select which number has “more tens/fewer tens” and “more ones/fewer ones.”

o Match the base ten blocks starting with the greatest place value to compare the number of items in each set.

o State/select the greater number. “_____ is greater than _____.”After mastery of “greater than”, move to “less than.”

Note: After student mastery of greater than using concrete objects, “greater than”, “less than”, and “equal to” using written numerals may be introduced.Teach in a real world context.

Supports and Scaffolds: Number Line Hundreds Chart Interactive Whiteboards or other technology to manipulate representations Assistive technology

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Element CardFLS: MAFS.1.NBT.2.2 Understand that the two digits of a two-digit number represent amounts of tens and ones.

a. 10 can be thought of as a bundle of ten ones — called a “ten.” b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). d. Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones).

Access Point NarrativeMAFS.1.NBT.2.AP.2b Identify the value of the numbers in the tens and one

place within a given number up to 31.



Using a ten frame, create bundles of 10 manipulatives (up to 3 bundles) to represent the digit in the tens place of the given number.

Count the number of manipulatives used to fill the ten frames to determine the value of the digit in the tens place of the given number.


Using manipulatives represent the digit in the ones place as further ones.

Count the number of manipulatives used as further ones to determine the value of the digit in the ones place of the given number.


Using a ten frame, create bundles of 10 visuals (up to 3 bundles) to represent the digit in the tens place of the given number.

Count the number of visuals used to fill the ten frames to determine the value of the digit in the tens place of the given number.


Using visuals represent the digit in the ones place as further ones.

Count the number of visuals used as further ones to determine the value of the digit in the ones place of the given number.

Suggested Instructional Strategies: Use a calendar with pockets to exchange: Click for link Money exchange (e.g., ten pennies for a dime etc.) Teach using Ten Frame: Click for link Base Ten Kit with graphic organizer: Click for link Task analysis (e.g., identify the number in the tens place, count out the

number, identify the number in the ones place, count out the number.)

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Ten Frame graphic organizer with counters or Unifix® Cubes Popsicle stick with 10 beans per stick for tactile representation Unifix® Cubes Interactive Whiteboards

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Element CardFLS: MAFS.1.MD.3.4 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 place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

Access Point NarrativeMAFS.1.MD.3.AP.4a Use base ten blocks to add single-digit numbers that

result in two-digit sums.


• Make a set of base ten blocks less than 10.

Add another set of base ten blocks less than 10.

Recount the combined set to get a sum that is 10 or greater.

Make a set less than 10 using a visual representation of base ten blocks.

Add another set less than 10 using a visual representation of base ten blocks.

Recount the combined set to get a sum that is 10 or greater.

Suggested Instructional Strategies: Model selecting questions and creating categories. Task analysis

o Select a topic (e.g., ice cream).o Select a question (e.g., what is your favorite flavor of ice cream?)o Select categories based on your questions (e.g., chocolate, vanilla, or

strawberry.)

Supports and Scaffolds: Graphic organizer with steps of task analysis Photos representing topics that can be the focus of the research questions

(e.g., 1. ice cream, 2. animals in a zoo, 3. movies.) Photos representing categories for topics (e.g., 1. chocolate, vanilla, or

strawberry ice cream; 2. lions, monkeys, or elephants; 3. Shrek, Spiderman, or Journey to the Center of the Earth.)

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Element CardFLS: MAFS.1.MD.3.4 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 place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

Access Point NarrativeMAFS.1.MD.3.AP.4b Add a two-digit number and a multiple of 10

(e.g., 28 + 30 =).


Make a set of base ten blocks that represents a two-digit number.

Add another set of base ten blocks that represents a multiple of 10.

Recount the combined set to get a sum.

Make a visual representation of base ten blocks that represents a two-digit number.

Make a visual representation of another set of base ten blocks that represents a multiple of 10.


Use a hundreds chart to count by 10’s from any given two-digit number.

Use a hundreds chart to add a two-digit number and a multiple of 10.

Understand the following concepts and vocabulary: addition

Suggested Instructional Strategies: Task analysis

o Use established categories (e.g., flavors of ice cream from AP 1.DPS.1a2.)o Provide 10 students with a means of choosing their favorite flavor (e.g., a

sheet with the 3 choices for students to circle; 3 separate choice cards (each card with a different choice.)

o Have student who is collecting data sit at a table with the picture graph.o Each of the 10 students comes to the table one at a time and provides

their choice.o As each student communicates their choice (e.g., chocolate, vanilla, or

strawberry) the student matches the symbol for the flavor chosen with the symbol on the graph.

o The student collecting the data places the symbol in the matching column, building the column higher each time that choice (e.g., vanilla) is made.

o Note: If students are given 3 choice cards, they can simply give their choice to the student collecting data and the student can use the card to represent the choice on the graph.

Task analysis involving countingo The students are provided with a table representing the categories.

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Element CardWhat is the favorite flavor of ice cream? Number of VotesChocolateVanillaStrawberry

o The teacher asks the students to raise hand or indicate if their favorite flavor is chocolate.

o Students indicate and the teacher tallies votes on whiteboard.o Teacher repeats process for next two flavors.o After data is collected the tally marks for each category are counted by

teacher and students together.o Students write the total votes into their table.

What is the favorite flavor of ice cream? Number of VotesChocolate 5Vanilla 5Strawberry 2

o Students count out the number of symbols for first category and place vertically on picture graph.

o Repeat with remaining categories.

Supports and Scaffolds: Assistive technology (e.g., voice output) Interactive Whiteboard Alternate materials for making choices between categories (e.g., 3 flavors of

ice cream to taste, recorded sounds of the 3 zoo animals, or short movie clips from movie choices.)

Picture graph with raised dividers between the columns representing different categories and/or raised cells that represent each student’s choice.

Object representations to use on graph as opposed to picture representations.

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Element CardFLS: MAFS.1.NBT.3.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

FLS: MAFS.1.NBT.3.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

FLS: MAFS.1.NBT.3.6 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, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

Access Point NarrativeMAFS.1.NBT.3.AP.4b Add a two-digit number and a multiple of 10

(e.g., 28 + 30 =).MAFS.1.NBT.3.AP.5a Using base ten blocks, find 10 more or 10 less of a

given two-digit number (e.g., What is 10 more than 20? What is 10 less than 30?).

MAFS.1.NBT.3.AP.6a Using base ten blocks, subtract multiples of 10(e.g., 30 – 10 = ).


MAFS.1.NBT.3.AP.4b Make a set of base ten blocks that represents a two-digit number.

Add another set of base ten blocks that represents a multiple of 10.



Make a visual representation of another set of base ten blocks that represents a multiple of 10.

Recount the combined set to get a sum

Use a hundreds chart to count by 10’s from any given two-digit number.

Use a hundreds chart to add a two-digit number and a multiple of 10.

Understand the following concepts and vocabulary: addition

MAFS.1.NBT.3.AP.5a Make a set of base ten blocks that represents a two-digit number.

Add or take away another set of base ten blocks that


Add or take away a visual representation of another set of base ten blocks that represents 10.

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represents 10. Recount the set to get

a sum or difference.

Recount the set to get a sum or difference.

Understand the following concepts and vocabulary: more, less.

MAFS.1.NBT.3.AP.6a Make a set of base ten blocks that represents a two-digit number.

Subtract a set of base ten blocks that represents a multiple of 10.

Recount the set to get a difference.


Subtract a visual representation of another set of base ten blocks that represents a multiple of 10.

Recount the set to get a difference. Understand the following concepts

and vocabulary: subtract

Suggested Instructional Strategies:*Model/Lead/Test

Demonstrate building 2 two-digit addends (using base ten rods to represent the tens and base ten ones cubes to represent the ones) to represent an expression requiring the addition of a two-digit number and a multiple of 10 (e.g., 28+30) and then joining to find the sum by counting or by combining the value of the tens and ones.

*Model/Lead/Test Demonstrate building a two-digit number (using base ten rods to represent

the tens and base ten ones cubes to represent the ones) to represent the minuend (i.e., the first number in a subtraction expression) and model removing base ten rods to represent taking from/taking apart a multiple of 10 (e.g., 30-10) and then counting or combining the value of the remaining tens and ones to find the difference.


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

Access Point NarrativeMAFS.1.MD.1.AP.1a Order up to three objects based on a measurable

attribute (height, weight, length).MAFS.1.MD.1.AP.1b Order three objects by length; compare the lengths of

two objects indirectly by using a third object.Essential Understandings:Access Point Concrete Understandings Representation

MAFS.1.MD.1.AP.1a Use three objects of different lengths to determine which object is the shortest, in between, and the longest.

Use a visual representation of three objects lined end to end beneath each other.

Use three visual representations of objects of different lengths to determine which object is the shortest, in between, and the longest.

MAFS.1.MD.1.AP.1b Use three objects of different lengths to determine which object is the shortest, in between, and the longest.

Use non-standard units of measure (paper clips, attribute blocks, etc.) to measure the length of two objects and indirectly determine which object is longer.

Use a visual representation of three objects lined end to end beneath each other.

Use three visual representations of objects of different lengths to determine which object is the shortest, in between, and the longest.

Use a visual representation of objects paired with visual representation of non-standard units of measure (paper clips, attribute blocks, etc.) to indirectly determine which object is longer than the other object.

Select representation of short, shorter, shortest, long, longer, longest.

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Element CardSuggested Instructional Strategies:*Example, Non-Example Training for teaching longest and shortest

Begin with a picture of three objects of different lengths. Point to the longer object and say “this is longer”. Provide a minimum of four examples of longer before introducing non-examples (not longest) or interspersing non-examples with examples. After *Example/Non-Example training provide opportunity for student response to check for understanding of concept. If student makes incorrect response or no response repeat example training for 3 trials and then move to the next student response. Repeat above process to teach “shortest/not shortest”.

*Model/Lead/Test to teach ordering objects by length.ModelSteps/Materials Teacher Says/Does Student


Teacher:

3 objects of varying lengths

“I can order objects by length.”

Lay down 3 objects directly under each other and lined up by their starting points. Select the shortest object and say “This is the shortest.” Place the shortest object at the top of the work area.

Find the longest object and say “This is the longest.” Place the longest object at the bottom of the work area.

Select the remaining object and say “This is in between.” Place it in between the shortest and longest objects in the work area.


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Element CardLeadSteps/Materials Teacher Says/Does Student


Teacher:


“Let’s do it together. We can order objects by length.”

Lay down 3 objects directly under each other and lined up by their starting points and say “lay down your objects directly under each other lined up by staring point.

Student lays down their objects correctly.

“Good job lining up your objects.”

Select the shortest object and say “This is my shortest object.” Place it at the top of your work area. Say “find your shortest object and place it at the top of your work area.”

Student selects their shortest object and says “This is my shortest” and places it at the top of the work area.

“Good job finding your shortest object.”

Find the longest object and say “This is my longest object.” Place the longest object at the bottom of the work area. “Find your longest object.”

Student selects their longest object and says “This is my longest” and places it at the bottom of the work area.

“Good job finding your longest object.”

Select the remaining object and say “This is my in between object.” Place it in between the shortest and longest objects in the work area. “Find your object that is in between.”

Student selects their in between object and says “This is my in between object” and places it between the shortest and longest objects.

“Good job finding the object that is in between the shortest and longest objects in length.”

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Element CardTestSteps/Materials Teacher Says/Does Student


Teacher:


“Line up your objects directly under each other beginning at their starting point.”

Student lays down objects directly under each other beginning at their starting point.

“Good job.”



“Select your shortest object and lay it at the top of your work area.”

Student selects their shortest object and lays it at the top of the work area.

“Good job finding the shortest object."



Note: continue with the test following the same pattern for student selection of longest object and the object in between.

Task analysis for non-standard unit of measurement to compare length.o Students will be given two objects of varying length. Provide a train of

connecting cubes that is between the lengths of the two objects to use as a non-standard measurement. Object A will measure shorter than the train of connecting cubes and Object B will measure longer than the train of connecting cubes so the student will determine that Object B is longer than Object A.


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Element CardFLS: MAFS.1.MD.1.a Understand how to use a ruler to measure length to the nearest inch.

a. Recognize that the ruler is a tool that can be used to measure the attribute of length. b. Understand the importance of the zero point and end point and that the length measure is the span between two points. c. Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object.

Access Point NarrativeMAFS.1.MD.1.AP.aa Use a ruler to measure the length of an object with

exact whole units.Essential Understandings:

Concrete Understandings Representation Identify the beginning and end

point of the object that needs to be measured.

Line up the beginning of the object at the zero point on the ruler.

Determine the length of the object, in exact whole units, based on the location of the object’s endpoint in relation to the ruler.

Using a visual representation of an object with its beginning point lined up at the zero point on the visual representation of a ruler, determine the length of the object based on the location of the object’s endpoint in relation to the ruler.

Understand the following concepts and vocabulary: ruler, length, endpoint, zero point, beginning point.

Suggested Instructional Strategies: *Model/Lead/Test (“Watch me…do together...you try.”) *Least-to-Most Prompts (e.g., “Start by filling in the first row of the template

with paper clips like this…”) Teacher uses the measuring template for an object being measured and

student counts as each paperclip is added to the template (repeat for markers) until the item has been measured. Student may use an electronic counter. The teacher asks which item required more to measure the object and which required less to measure the object.

Suggested Supports and Scaffolds: Measuring template (i.e., length of item being measured: 1st row segmented

into sections for paperclips; 2nd row segmented into sections for markers) Measuring stick made of Unifix® Cubes.

*Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.

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

Access Point NarrativeMAFS.1.MD.2.AP.3a Tell time in whole and half hours using a digital clock.


MAFS.1.MD.2.AP.3a Recognize that the numerals 1-12, before the colon, represents the hours and that the numeral 30, after the colon, represents the half hour (30 minutes).

Recognize that if the numerals after the colon are 00, this represents o’clock (E.g., 3:00 would be stated as three o’clock)

Using a digital clock, tell the time in whole hours (Ex: 3:00 indicates three o’clock)

Using a digital clock, tell the time in half hours (Ex: 3:30 indicates three thirty).

Suggested Instructional Strategies: Use *Constant Time Delay (CTD)

*Zero Delay Round Provide the task direction and immediately give the controlling prompt to

teach the child the correct response. Reinforce the child’s correct response. E.g., recognizing hours:

Teacher says “What hour is this? Three” while pointing to the numerals before the colon.

Student responds by saying “Three.” Teacher reinforces the correct response by saying, “Good, this number tells

the hour.” *Time Delay Round

After several trials/sessions at *Zero Delay, move to a 3-5 second delay (pick a delay time that is appropriate for your student to start responding, but do not vary that delay length.)

The task direction is given (target stimulus); wait 3-5 seconds delay time for the student to respond.

If no response after delay, then the controlling prompt is used. After the student gives the correct response offer praise.

If an incorrect response is given, provide error correction procedures (usually the controlling prompt to prompt a correct response) and remind the student to wait if not sure.

If multiple errors occur, return to the zero delay condition. E.g.,

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Element Card1. Teacher says “What hour is this?” and waits 4 seconds (allowing the

student to have a chance to answer.)2. IF the student independently says the numerals before the colon,

reinforce the correct response by saying “Good, this number tells the hour.”

3. IF the student waits and does nothing, after 4 seconds the teacher points to the numerals before the colon.

4. After the student points to the numerals before the colon, teacher records data (prompted correct: “P”.)

5. IF the student points to the wrong answer, teacher immediately points and says the correct answer and does not reinforce and records the data (error: “-”.)

Repeat for “How many minutes is this?” (Point to the numeral 30 after the colon) “How do we read these minutes?” (Point to the 00 after the colon.)

After the student understands that the numerals 1-12, before the colon, represent the hours and that the numeral 30, after the colon, represents the half hour and that the numerals after the colon “00” represent o’clock, repeat the *Constant Time Delay (CTD) with the question “What time does the digital clock show?” for all whole and half hour times.

Supports and Scaffolds: Assistive technology Digital Talking Alarm Clock

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Element CardFLS: MAFS.1.MD.2.a Identify and combine values of money in cents up to one dollar working with a single unit of currency1.

Identify the value of coins (pennies, nickels, dimes, quarters). Compute the value of combinations of coins (pennies and/or dimes). Relate the value of pennies, dimes, and quarter to the dollar (e.g., There are

100 pennies or ten dimes or four quarters in one dollar.) (1Students are not expected to understand the decimal notation for combinations of dollars and cents.)Access Point Narrative

MAFS.1.MD.2.AP.aa Identify the value of pennies, nickels, dimes, and quarters.



MAFS.1.MD.2.AP.aa Use manipulatives to identify pennies, nickels, dimes, and quarters.

Use manipulatives to identify that pennies equal one cent, nickels equal 5 cents, dimes equals 10 cents, and quarters equals 25 cents.

Match the visual representation of a coin to its name (Ex: visual of a penny to the word ‘penny’).

Match the visual representation of a coin to its value.

Use a visual representation of coins, front and back, to identify that pennies equal one cent, nickels equal 5 cents, dimes equal 10 cents, and quarters equals 25 cents.

Understand the following concept, symbols, values and vocabulary of penny, nickel, dime, and quarter.

Suggested Instructional Strategies:Use *Constant Time Delay (CTD) Expressive to guide students through the following questions:

"What is the name of this coin?" (Penny, or dime), "What is the value of a penny/dime?" (One cent, or ten cents), "How do we count groups of pennies?"(By 1's), "How do we count groups of dimes?" (By 10's).

Repeat the above questioning for the nickel and the quarter. See example below.

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Element Card*Zero Delay Round (Complete multiple trials/days as needed at the zero delay round.)

Note: distractors can be made very different in the beginning. Note: shuffle cards and distractors between every trial.

Materials Teacher Says/Does Student Response

Teacher Feedback

Penny “What is the name of this coin? Penny.”

Student says, “Penny.”

“Good, that is a penny.”

Penny “What is the value of the penny? 1 cent.”

“1 cent.” “Good, a penny is worth 1 cent.”

Penny “How do we count groups of pennies? By 1’s.”

“By 1’s.” “Good, we count pennies by 1’s.”

4 Second Delay RoundMaterials Teacher Says/Does Student


Penny “What is the name of this coin?”

Student makes correct response.

“Good, that is a penny.”

Student responds incorrectly.

Point to ______. Say “This is _______. If you don’t know the answer, wait and I will help you.”

Penny “What is the value of the penny?”


“Good, a penny is worth 1 cent.”


Point to ______. Say “It is worth _______. If you don’t know the answer, wait and I will help you.”

Penny “How do we count groups of pennies?”


“Good, we count pennies by 1’s.”


Point to ______. Say “We count pennies by 1’s. If you don’t know the answer, wait and I will help you.”

Note: repeat for all coins.

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Virtual Manipulatives: Click here CPALMS Hundreds Chart

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Element CardFLS: MAFS.1.MD.3.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

Access Point NarrativeMAFS.1.MD.3.AP.4c Compare the values of the two categories of data in

terms of more or less.


Use counting or matching of objects to determine which category has more or less data points than the other category.

Use visual representations of objects to determine which category has more or less data points than the other category.

Understand the following concept of more, less, category, data points.

Suggested Instructional Strategies: Teach the concept of more or less using *Example/Non-Example; apply to

data on graph. Use or create a graph that provides a visual of the values in each category

such as a bar graph. Teach the concept of more or less using a number line.

Supports and Scaffolds: Number line Snap Cubes to create a concrete bar graph

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Element CardFLS: MAFS.1.G.1.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.

Access Point NarrativeMAFS.1.G.1.AP.1a Distinguish two-dimensional shapes based upon

their defining attributes (i.e., size, corners, and points).


Count the number of sides of a two-dimensional shape manipulative and name the shape based on the number of sides.

Count the angles or vertices “corners” of two-dimensional shape manipulative and name the shape based on the number counted.

Given a visual representation of two-dimensional shapes, count the number of sides and name the shape based on the number of sides.

Given a visual representation of two-dimensional shapes, count the angles or vertices “corners” of two-dimensional shape and name the shape based on the number counted.

Understand the following concepts and vocabulary: two-dimensional, shape names, angles, sides.

Suggested Instructional Strategies:*Constant Time Delay (CTD) (Receptive Identification)

Zero Delay Round (Complete multiple trials/days as needed at the zero delay round.)Note: distractors can be made very different in the beginning. Note: shuffle cards and distractors between every trial. Note: provide different color shapes and different sizes to promote generalization.

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Materials Teacher Says/Does Student Response Teacher FeedbackCard/object with target attribute and two distractors.

Point to _______ and say “Touch _____.”

Student touches _______.

“Good, that is _____.”

Note: If student makes incorrect or no response refer to *System of Least Prompts.

Element Card4 Second Delay RoundMaterials Teacher Says/Does Student Response Teacher FeedbackCard/object with target attribute and two distractors.

“Touch ______.” Wait 4 seconds.


“Good, that is _____.”


Point to ______. Say “This is _______. If you don’t know the answer, wait and I will help you.”

No response within 4 seconds.

Point to ______. Say “This is _______. After they point say “Good!”.

Note: If student makes incorrect or no response refer to *System of Least Prompts.

Note: Use prompts requesting object/ card by shape name, number of sides, or number of angles.


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Element CardFLS: MAFS.1.G.1.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.

Access Point NarrativeMAFS.1.G.1.AP.2a Draw or build two- and three-dimensional shapes.


Given a visual representation of a two-dimensional shape, use manipulatives to compose a two-dimensional figure (Ex: use two triangles to create a square).

Given a visual representation of a three-dimensional figure, use manipulatives (ex: sticks/clay balls, Legos, play-doh, gumdrops/toothpicks) to compose the three-dimensional figure.

Given a visual representation of a two-dimensional shape, draw the shape.

Understand the concept of two-dimensional and three-dimensional.

Suggested Instructional Strategies:Use *System of Least Prompts as given in the template below for drawing 2-D shapes.Materials Teacher Says/Does Student Response Teacher Feedback1. Student is given a dotted outline of the target 2-D shape to trace.

“Use your pencil to trace the _____.”

Correct: Student traces the target shape.

“Good job tracing the _____.”


Provide an immediate physicalprompt (take their hand and helpthem trace the target shape.)


Wait 3-5 seconds. Provide a verbal prompt “Trace the _____.”

No response after being given a verbal prompt.

Wait 3-5 seconds. Provide a gestureprompt (point to the dotted outline.)

No response after being given a

Wait 3-5 seconds. Provide a physical

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Element CardMaterials Teacher Says/Does Student Response Teacher Feedback

gesture prompt. prompt (take their hand and help trace the target shape.)

Note: complete multiple trials/days of tracing shape as needed until student mastery of skill.Materials Teacher Says/Does Student Response Teacher Feedback1. Student is given a visual of the target shape, a piece of paper, and a pencil.

“Use your pencil to draw the _____.”

Correct: Student draws the target shape.

“Good job drawing the _____.”


Provide an immediate physicalprompt (take their hand and helpthem draw the target shape.)


Wait 3-5 seconds. Provide a verbal prompt “Draw the _____.”

No response after being given a verbal prompt.

Wait 3-5 seconds. Provide a gestureprompt (point to the visual of the target shape.)

No response after being given a gesture prompt.

Wait 3-5 seconds. Provide a physical prompt (take their hand and help draw the target shape.)

Note: complete multiple trials/days of drawing the shape as need until student mastery of skill. Repeat steps with a verbal prompt of the target shape’s name until the student can draw the two-dimensional shape without a visual.

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Element CardModified *Model/Lead/Test

Teacher to Model Teacher to Lead: Teacher and Student to construct 3-D figure with various

materials. Teacher modeling each step and student repeating previously modeled step.

Supports and Scaffolds: Assistive technology Variety of manipulatives Multiple mediums may be provided to practice drawing two-dimensional

shapes such as sand, shaving cream, sand paper, rice, Wikki Stix, etc. Consulting with Occupational Therapist may be necessary to address pencil

grips, slant boards, positioning, etc.

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Element CardFLS: MAFS.1.G.1.3 Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.

Access Point NarrativeMAFS.1.G.1.AP.3a Partition circles and rectangles into two and four

equal parts.


Given a rectangle, fold or cut the shape into two equal parts, in various ways (Ex: horizontally, vertically, diagonally)

Given a circle, fold or cut the shape into two equal parts.

Given a rectangle, fold or cut the shape into four equal parts, in various ways (Ex: horizontally, vertically, and diagonally).

Given a circle, fold or cut the shape into four equal parts.

Select visual representations of circles that have been partitioned into two or four equal parts.

Select visual representations of rectangles that have been partitioned in various ways (Ex: horizontally, vertically, diagonally) into two or four equal parts.

Given a visual representation of a rectangle, partition the shape into two equal parts, in various ways (Ex: horizontally, vertically, diagonally)

Given a visual representation of a circle, partition the shape into two equal parts.

Given a visual representation of a rectangle, partition the shape into four equal parts, in various ways (Ex: horizontally, vertically, diagonally)

Given a visual representation of a circle, partition the shape into four equal parts.

Understand the following concepts and vocabulary of horizontal, vertical, diagonal, whole, equal parts, circle, rectangle, partition.


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Element CardModelSteps/Materials Teacher


Teacher Feedback

Teacher:

Paper Rectangle

Scissors

“I can partition a rectangle into two equal parts.”

Fold or cut the rectangle horizontally into two equal parts.

Line up the two parts to show that they are equal.

“I partitioned the rectangle into two equal parts.”


LeadSteps/Materials Teacher


Teacher Feedback

Teacher and Student:

Paper Rectangle

Scissors

“We can partition a rectangle into two equal parts.”

Fold or cut the rectangle horizontally into two equal parts.

Line up the two parts to show that they are equal.

“We partitioned the rectangle into two equal parts.”



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Element CardTestSteps/Materials Teacher


Teacher Feedback

Student:

Paper Rectangle

Scissors

“Partition the rectangle into two equal parts.”

Student folds or cuts the rectangle horizontally into two equal parts.

Student lines up the two parts to show that they are equal.

“I partitioned the rectangle into two equal parts.”

“Good job partitioning the rectangle into two equal parts.”



Note: repeat above interspersing partitioning rectangles and circles into two and four equal parts in different ways (e.g., horizontally, vertically, or diagonally.)

Supports and Scaffolds: Assistive technology Interactive Whiteboard Geoboard Fraction manipulatives (circles and rectangles).

Note: students should not be introduced to the symbolic representation for fractions (e.g., 1/2 and 1/4) until Third Grade, so manipulatives used should not be labeled with such representations.

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Essential Understandings:€¦ · Web view2020. 5. 20. · FLS: MAFS.1.OA.1.1 Use addition and subtraction within 20 to solve word problems1 involving situations of adding to, taking