Grade Level/Content: 1/Mathematics Date: August 2018 First ......Grade Level/Content: 1/Mathematics Date: August 2018 I ... and quarter of. Describe the whole as two of, or four of

Bridgeton Public School District Grade Level/Content: 1/Mathematics Date: August 2018

Part I

First Grade Curriculum Guide Part 1 is a guide to the curriculum. It serves as an overview of the standards, pacing, assessments and

resources for the entire course. Additionally, the guide outlines the modifications necessary to ensure all learners are academically successful.

NOTICE: Please note the change in the Scope and Sequence. Chapter 1 is taught first and Chapters 11 & 12 are taught last. Keep this in mind as you move through the Curriculum Planning Guide. The order in the guide is the old order due to formatting issues.

There are NO ONLINE CHAPTER TESTS in 1st grade.

Marking Period 1: Marking Period 2: Marking Period 3: Marking Period 4:

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Chapter 1: 17 days Chapter 2: 17 days Chapter 3: 3 days *Complete one 3-Act Task 37 instructional days 5 flex days 42 total days

Chapter 3: 14 days Chapter 4: 17 days Chapter 5: 10 days *Complete one 3-Act Task 41 instructional days 1 flex day 42 total days

Chapter 5: 7 days Chapter 6: 16 days Chapter 7: 13 days Chapter 8: 8 days *Complete one 3-Act Task 44 instructional days 1 flex day 45 total days

Chapter 8: 9 days Chapter 9: 14 days Chapter 10: 9 days Chapter 11: 8 days Chapter 12: 10 days *Complete one 3-Act Task 50 instructional days 1 flex days 51 total days


GO Math! K-5 Guidance Documents by AchievetheCore.org “These documents provide guidance for implementing GO Math! K-5 in ways that best align to college- and career-ready standards. Each document includes general guidance for teachers to support implementation of the program across all grades along with lightweight grade-level-specific guidance, both across the year and for individual chapters. When supplementary resources are suggested, links are provided to free lessons* or materials. Rationale for all of the suggestions is grounded in the instructional Shifts required to help students learn mathematics for college and career readiness. Fluency guides are provided for each grade level to support students’ mastery of the required fluency stand ards in K-5.”

“Student Achievement Partners worked with districts across the country who appreciate the promise and potential of the GO Math! (K-5) comprehensive mathematics program from Houghton Mifflin Harcourt and who sought to align GO Math! more closely to the expectations of rigorous college- and career-ready standards. Student Achievement Partners worked with Houghton Mifflin Harcourt and teams of teachers from these districts to create guidance documents that leverage the program's strongest elements, which when used alongside GO Math!, provides teachers the resources to deliver aligned instruction in order to drive student outcomes.” (Excerpts taken from https://achievethecore.org/page/2853/go-math-k-5-guidance-documents) Use this link to access the GoMath! Guidance Document for Grade 3: https://achievethecore.org/page/2853/go-math-k-5-guidance-documents

Please use this resource from Achieve the Core (https://achievethecore.org/) to guide you in your planning. At this time, you are not required to add, modify, or delete the lessons as indicated in the document. However, you may do so as you see fit for your learners.

https://achievethecore.org/page/2853/go-math-k-5-guidance-documents


https://achievethecore.org/


Stand

ards

1.OA.A.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. 1.OA.B.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. (Associate property of addition.) (Students need not use formal terms for these properties) 1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten; decomposing a number leading to a ten; using the relationship between addition and subtraction and creating equivalent but easier or known sums. 1.OA.D.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. 1.OA.C.5 Relate counting to addition and subtraction. 1.OA.A.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20.

1.OA.A.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. 1.OA.D.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. 1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten; decomposing a number leading to a ten; using the relationship between addition and subtraction and creating equivalent but easier or known sums. 1.OA.B.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. (Associate property of addition.) (Students need not use formal terms for these properties) 1.OA.C.5 Relate counting to addition and subtraction. 1.OA.A.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20. 1.OA.B.4 Understand subtraction as an unknown-addend problem. 1.OA.D.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.

1.OA.A.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. 1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten; decomposing a number leading to a ten; using the relationship between addition and subtraction and creating equivalent but easier or known sums. 1.OA.D.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. 1.OA.D.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 1.NBT.A.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. 1.NBT.B.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. 1. NBT.B.2a 10 can be thought of as a bundle of ten ones — called a “ten.” 1.NBT.B.2b The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. 1.NBT.B.2c 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).

1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten; decomposing a number leading to a ten; using the relationship between addition and subtraction and creating equivalent but easier or known sums. 1.NBT.C.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 (e.g., base ten blocks) 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. 1.NBT.C.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. 1.MD.A.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object. 1.MA.A.2 Express the length of an object as a whole number of length units, by laying multiple copies of a


1.NBT.B.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 1.NBT.C.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 1.NBT.C.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 (e.g., base ten blocks) 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. 1.NBT.C.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.

shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. 1.MD.B.3 Tell and write time in hours and half-hours using analog and digital clocks. 1.MD.C.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. 1.G.A.1 Distinguish between defining attributes; build and draw shapes to possess defining attributes. 1.G.A.2 Compose two-dimensional shapes or three-dimensional shapes to create a composite shape, and compose new shapes from the composite shape. 1.G.A.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.


Be

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Formative Assessments • Imagine Math

Benchmark #1

Summative Assessments

• Chapter 1 Test

• Chapter 2 Test Alternative Assessments

• Performance Task Chapter 1



Benchmark #2


• Chapter 3 Test





• Chapter 5 Test

• Chapter 6 Test




• Performance Task

Chapter 7


Benchmark #3


• Chapter 8 Test

• Chapter 9 Test

• Chapter 10 Test

• Chapter 11 Test



• Performance Task

Chapter 9





District R

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District Required:

• Imagine Math

• Go Math Print Resources

• Go Math Online Resources (PMT)

• https://gfletchy.com/3-act-lessons/

• Gizmos

• Sprints

• NJSLA/PARCC Released items and resources

Additional:

• http://studyjams.scholastic.com/studyjams/

• https://njctl.org/account/register/

• https://robertkaplinsky.com/lessons/

• https://docs.google.com/spreadsheets/d/19sms4MpuAOO71o4qFPJyVKK-OGLnNegMgSL6WAwIdb8/edit

• https://docs.google.com/spreadsheets/d/1jXSt_CoDzyDFeJimZxnhgwOVsWkTQEsfqouLWNNC6Z4/edit

• https://achievethecore.org/page/2853/go-math-k-5-guidance-documents

• Teachers Pay Teachers

• Pinterest

• Guided Math resources

District Required:

• Imagine Math




• Gizmos

• Sprints


Additional:








• Pinterest


District Required:

• Imagine Math




• Gizmos

• Sprints


Additional:








• Pinterest


District Required:

• Imagine Math




• Gizmos

• Sprints


Additional:








• Pinterest


https://gfletchy.com/3-act-lessons/


http://studyjams.scholastic.com/studyjams/


https://njctl.org/account/register/


https://robertkaplinsky.com/lessons/


https://docs.google.com/spreadsheets/d/19sms4MpuAOO71o4qFPJyVKK-OGLnNegMgSL6WAwIdb8/edit




https://docs.google.com/spreadsheets/d/1jXSt_CoDzyDFeJimZxnhgwOVsWkTQEsfqouLWNNC6Z4/edit

































































• See additional resources list in curriculum folder/binder

See additional resources list in curriculum folder/binder



Mo

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● Modify activities/assignments/projects/assessments ● Breakdown activities/assignments/projects/assessments into manageable units ● Additional time to complete activities/assignments/projects/assessments ● Provide an option for alternative activities/assignments/projects/assessments ● Modify Content ● Modify Amount ● Adjust Pacing of Content ● Small Group Intervention/Remediation ● Individual Intervention/Remediation ● Additional Support Materials ● Lower-Level Text ● Guided Notes ● Graphic Organizers ● See “Using Formative Assessment to Address the Specific Learning Needs of ELLs, Low Achieving Students, Students

with Disabilities, and High Achieving Students in K-12 Mathematics” Document

Mo

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Stud

ents

● Modify activities/assignments/projects/assessments ● Provide an option for alternative activities/assignments/projects/assessments ● Modify Content ● Adjust Pacing of Content ● Small Group Enrichment ● Individual Enrichment ● Higher-Level Text ● See “Using Formative Assessment to Address the Specific Learning Needs of ELLs, Low Achieving Students, Students



Mo

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Learn

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All WIDA Can Do Descriptors can be found at this link: https://wida.wisc.edu/teach/can-do/descriptors Grade appropriate WIDA Can Do Descriptors:

● Listening ● Speaking ● Reading ● Writing ● Oral Language ● See “Using Formative Assessment to Address the Specific Learning Needs of ELLs, Low Achieving Students, Students


Mo

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● Modify activities/assignments/projects/assessments ● Breakdown activities/assignments/projects/assessments into manageable units ● Additional time to complete activities/assignments/projects/assessments ● Provide an option for alternative activities/assignments/projects/assessments ● Modify Content ● Modify Amount ● Adjust Pacing of Content ● Small Group Intervention/Remediation ● Individual Intervention/Remediation ● Additional Support Materia ● Lower-Level Text ● Guided Notes ● Graphic Organizers ● Other Modifications for Special Education as indicated by the IEP ● Other Modifications & Accommodations as indicated by the 504 Plan ● See “Using Formative Assessment to Address the Specific Learning Needs of ELLs, Low Achieving Students, Students with

Disabilities, and High Achieving Students in K-12 Mathematics” Document

https://www.wida.us/standards/CAN_DOs/


21

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• Global Awareness

• Financial, Economic, Business and Entrepreneurial Literacy

• Civic Literacy

• Health Literacy

• Environmental

Required 21st Century Life and Careers Standards

Career Ready Practices: ● CRP1: Act as a responsible and contributing citizen and employee. ● CRP2: Apply appropriate academic and technical skills. ● CRP3: Attend to personal health and financial well-being. ● CRP4: Communicate clearly and effectively and with reason. ● CRP5: Consider the environmental, social and economic impacts of decisions. ● CRP6: Demonstrate creativity and innovation. ● CRP7: Employ valid and reliable research strategies. ● CRP8: Utilize critical thinking to make sense of problems and persevere in solving them. ● CRP9: Model integrity, ethical leadership and effective management. ● CRP10: Plan education and career paths aligned to personal goals. ● CRP11: Use technology to enhance productivity. ● CRP12: Work productively in teams while using global competence.


9.1 Personal Financial Literacy - Income And Careers

9.2 Career Awareness, Exploration, And Preparation - Career Awareness

By the end of Grade 4, SWBAT:

• 9.1.4.A.1 Explain the difference between a career and a job, and identify various jobs in the community and the related earnings.

• 9.1.4.A.2 Identify potential sources of income.

• 9.1.4.A.3 Explain how income affects spending and take-home pay.

By the end of Grade 4, SWBAT: ● 9.2.4.A.1 Identify reasons why people work, different types of

work, and how work can help a person achieve personal and professional goals.

● 9.2.4.A.2 Identify various life roles and civic and work‐related activities in the school, home, and community.

● 9.2.4.A.3 Investigate both traditional and nontraditional careers and relate information to personal likes and dislikes.

● 9.2.4.A.4 Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success.

Infusion of Technology Standards: Personal Math Trainer, Imagine Math, ThinkCentral, other online resources as listed in Curriculum Guide 8.1.P.A.1 Use an input device to select an item and navigate the screen 8.1.P.A.2 Navigate the basic functions of a browser 8.1.P.A.3 Use digital devices to create stories with pictures, numbers, letters and words 8.1.P.A.4 Use basic technology terms in the proper context in conversation with peers and teachers (e.g., camera, tablet, Internet, mouse, keyboard and printer) 8.1.P.A.5 Demonstrate the ability to access and use resources on a computing device 8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. Games, museums) 8.1.P.E.1 Use the Internet to explore and investigate questions with a teacher’s support 8.1.2.E.1 Use digital tools and online resources to explore a problem or issue


Interdisciplinary Connections

Chapter ELA Standards Science Standards

1 W.1.7; W.1.8 1-ESS1-1; 1-ESS1-2; ESS1.A-B 2 W.1.7; W.1.8 1-ESS1-1; 1-ESS1-2; ESS1.A-B 3 RI.1.1; RI.1.2; RI.1.10; W.1.7; W.1.8 1-ESS1-1 4 W.1.7; W.1.8 1-ESS1-1; 1-ESS1-2; ESS1.A-B 5 W.1.7; W.1.8 1-ESS1-1; 1-ESS1-2; ESS1.A-B 6 RI.1.1; RI.1.2; RI.1.10; W.1.7; W.1.8 1-LS1-1; 1-LS1-2; 1-LS3-1; LS1.A-B; LS1.D; LS3.A-B 7 RI.1.1; RI.1.2; RI.1.10; W.1.7; W.1.8 1-LS1-1; 1-LS1-2; 1-LS3-1; LS1.A-B; LS1.D; LS3.A-B 8 RI.1.1; RI.1.2; RI.1.10; W.1.7; W.1.8 1-LS1-1; 1-LS1-2; 1-LS3-1; LS1.A-B; LS1.D; LS3.A-B 9 W.1.2; W.1.7; W.1.8; SL.1.1 1-PS4-1; 1-PS4-2; 1-PS4-3; 1-PS4-4; PS4.A-C

10 W.1.7; W.1.8 1-ESS1-1; 1-ESS1-2; ESS1.A-B 11 RI.1.1; RI.1.2; RI.1.10; W.1.7; W.1.8 1-PS4-2, 1-ESS1-2

12 RI.1.1; RI.1.2; RI.1.10; W.1.7; W.1.8 1-PS4-4


Pa

rt II

MP 4 Instructional Planning Guide Part II is a guide to teaching the curriculum outlined in Part 1. Each lesson is outlined and should

be utilized when writing individual, classroom lesson plans.

Chapter 11: Three-Dimensional Geometry

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• You can identify, describe, and define three-dimensional shapes by their attributes.

• Shapes that have depth are three-dimensional • Some three-dimensional shapes have flat surfaces and others do not • You can combine shapes to make other shapes

Essential Q

ue

stion

s

• How do you identify and describe three-dimensional shapes?

• How can you take apart and combine three-dimensional shapes to make new shapes?

• How can you combine three- dimensional shapes to make new shapes?

• How can you use a combined shape to build new shapes?

• How can acting it out help you take apart combined shapes?

• How can you put two-dimensional shapes together to make new two- dimensional shapes?

• How can you combine two- dimensional shapes to make new shapes?

• How can acting it out help you make new shapes from combined shapes?

• How can you find shapes in other shapes?

• How can you take apart two- dimensional shapes? • How can acting it out help you take apart combined shapes? • What two-dimensional shapes do you find on the flat surface of three-dimensional shapes?

•


Component/Rationale/Recommended Resources Lesson Plans: Content and Language Objectives Rationale

• Language objectives are essential to support the linguistic development of students.

• They should be based on the four domains in language: Speaking, Listening, Reading and Writing

Recommended Resources:

• Please refer to WIDA Can Do Descriptors https://wida.wisc.edu/teach/can-do/descriptors

The WIDA Can Do Descriptors, Key Uses Edition is organized by grade-level bands (K, 1, 2–3, 4–5, 6–8, and 9–12) that correspond to those in ACCESS for ELLs 2.0. Within each grade-level band, the descriptors are organized by Key Use (Recount, Explain, Argue and Discuss) and within each Key Use, there are example descriptors for WIDA’s six levels of language proficiency (ELP Levels 1–6).

Language Objectives: • Children listen to an explanation of how to identify and describe three-

dimensional shapes, then rephrase the explanation to a partner.

• Children compose a note to a child who is at home sick today explaining how to combine three-dimensional shapes to make new shapes.

• Children work in teams to present how to use a combined shape to build new shapes.

• Teams of children role play to show how acting it out can help them take apart combined shapes.

• Children point out and discuss with a partner what two-dimensional shapes they see on the flat surfaces of three-dimensional shapes.

Teaching Academic Vocabulary: Cognates Rationale

• The explicit instruction of academic vocabulary, specifically cognates, is key to improve comprehension in English.

• Cognates are words in two languages that share a similar meaning, spelling, and pronunciation. While English may share very few cognates with a language like Chinese, approximately 50% of the academic vocabulary in English have a related word in Spanish.

Recommended Resources

• When teaching vocabulary in an explicit manner, teachers must choose 5 to 10 Tier II words that students will need to have a solid grasp of key terms, which they will use to understand content in multiple areas of their learning. Teachers must use visuals, semantic, and mnemonic strategies. Explicit instruction must take place, three times per week, for a period of fifteen minutes per day.

• The majority of Tier III words are cognates. However, Tier III words are content specific, and therefore, they should be taught "in the moment" because they need a quick explanation with heavy context. They should be taught naturally, without a separate instructional section.

Multiple links to list of cognates will be provided soon, but for now, please refer to the following link for a sample list: http://www.esdict.com/English-Spanish-Cognates.html#.Wvezm4WcGS4

Vocabulary: cone cube curved surface cylinder flat surface rectangular prism sphere



http://www.esdict.com/English-Spanish-Cognates.html

http://www.esdict.com/English-Spanish-Cognates.html


Background Knowledge Rationale

• Background knowledge is essential to become an expert in a subject. However, such back knowledge becomes useless if language or culture makes it impossible to link knowledge to a task.


• Concepts should be directly linked to students’ background experience. This experience can be personal, cultural or academic.

• Links should be explicitly made between past learning and new concepts • Key vocabulary is emphasized. New vocabulary is presented in context. The

number of vocabulary items is limited.

Prerequisite Knowledge: • Identify three-dimensional shapes.

• Identify and describe three-dimensional shapes.

Misconceptions: • Children may not understand the use of the word “only” when classifying

shapes.

Resources: Scaffolds, Charts Diagrams and Technology Rationale

• Students learn by using scaffolds and strategies that lower the language complexity of the content they experience in the classroom, but keeping the rigor and the integrity of the material.

• Students need to learn to use complex language, but to do so they need scaffolds and support. As English Learners transition through the various stages of the language acquisition process, scaffolds should gradually diminish. Eventually students become proficient and independent, and consequently, able to utilize scaffolds on their own.


• The NJDOE Curricular Framework offers charts, and other resources aligned to the New Jersey Learning Standards. http://www.state.nj.us/education/cccs/frameworks/

• At the moment, the NJDOE has not finalized the specific English Learners scaffolding section for each unit of the New Jersey Learning Standards. However, the archives of the Model Curriculum are still available. They offer scaffolds associated to specific standards, as well as ELA exemplar units for English Learners. Please refer to the following sample links:

• http://www.state.nj.us/education/modelcurriculum/ela/ellscaffolding/2u2.pdf http://www.state.nj.us/education/modelcurriculum/ela/exemplars/

Differentiation: • Guided Math/Small Groups/Split Instruction

• Adaptive Software

• Centers

• Cross Curricular application/STEM

http://www.state.nj.us/education/cccs/frameworks/

http://www.state.nj.us/education/modelcurriculum/ela/ellscaffolding/2u2.pdf

http://www.state.nj.us/education/modelcurriculum/ela/exemplars/


Lessons

Standard/Objective Materials Instructional Strategies

Introduction and Lesson 11.1 1.G.A.1 SWBAT identify and describe three-dimensional shapes?

MathBoard, models of three-dimensional shapes, Three-Dimensional Shapes (See eTeacher Resources) Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, Animated Math Models, iTools, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math

• Centers/Small Group Instruction

• Model and Draw

• Gradual Release

Lesson 11.2 1.G.A.2 SWBAT compose a new shape by combining three-dimensional shapes.

MathBoard, models of three-dimensional shapes Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, iTools Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math


• Making Connections

• Collaborative Groups

• Gradual Release


Lesson 11.3 1.G.A.2 SWBAT use composite three-dimensional shapes to build new shapes.

MathBoard, models of three-dimensional shapes, Three-Dimensional Shapes (See eTeacher Resources) Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, iTools Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math


• Peer Tutoring

• Gradual Release

Lesson 11.4 1.G.A.2 SWBAT identify three-dimensional shapes used to build a composite shape using the strategy act it out.

MathBoard, models of three-dimensional shapes, Three-Dimensional Shapes (See eTeacher Resources) Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, iTools Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math


• Listen and Draw

• Act it Out

• Gradual Release


Lesson 11.5 1.G.A.1 SWBAT identify two-dimensional shapes on three-dimensional shapes.

MathBoard, models of three-dimensional shapes Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, Animated Math Models, iTools, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math


• Model and Draw

• Gradual Release

Chapter 11 Review & Performance Task Chapter 11 Review & Performance Task (Student Edition)

Chapter 11 Test Chapter 11 Test (Chapter Resources) Personal Math Trainer (Show What You Know- Chapter 12)

Formative Assessments Exemplar Lessons

• Teacher Created Quizzes

• Mid-Chapter Checkpoint (Lessons 11.1-11.3)

• PMT Report/Assessments

• Real World Project (My Shape Coloring Book- Online Critical Area Projects, pp. B7-B8)

• Teacher Created Projects

• Center Outcomes/Rubrics

• Anecdotal Notes

• Imagine Math Report/Assessments

*Complete at least one 3-Act Task in Marking Period 4.


Pa

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Chapter 12: Two-Dimensional Geometry

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• You can use attributes to sort two-dimensional shapes • Shapes have different number of vertices and sides • You can use models of shapes to make other shapes • You can combine shapes to make other shapes • You can use two or three pattern blocks to make other shapes • You can identify equal or unequal parts in two-dimensional shapes • Shapes can be separated into two or four equal parts • You can describe the equal shares using the words: halves, fourths, and quarters, and using the

phrases: half of, fourth of, and quarter of. • Recognize that you can take apart two-dimensional shapes to show other shapes

Essential Q

ue

stion

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• How can a shape be separated into two equal shares? • How can a shape be separated into four equal shares? • How can you identify and separate equal and unequal shares in a shape? • How can you use attributes to sort two-dimensional shapes? • What attributes can you use to describe two-dimensional shapes? • How can you put two-dimensional shapes together to make new two-dimensional shapes? • How can you combine two-dimensional shapes to make new shapes? • How can acting it out help you make new shapes from combined shapes? • How can you find shapes in other shapes? • How can you take apart two-dimensional shapes?








Language Objectives: • Children sort two-dimensional shapes into piles and describe their common

attributes.

• Teams of children list the attributes they can use to describe two-dimensional shapes.

• Children demonstrate to a partner how you can put two-dimensional shapes together to make new two-dimensional shapes.

• Children listen to a partner explain, then rephrase in their own words, how to combine two-dimensional shapes to make new shapes.

• Partners explain to the class and demonstrate how acting it out can help them make new shapes from combined shapes.

• Children write in their Math Journals how they can find shapes in other shapes.

• Partners design a step-by-step poster to explain how to take apart two-dimensional shapes.

• Children explain to a partner how you can identify equal and unequal parts in two-dimensional shapes.

• Children select a shape and explain to a partner how it can be separated into two equal shares.

• Children use a paper cut-out shape to demonstrate how a shape can be separated into four equal shapes.






• The majority of Tier III words are cognates. However, Tier III words are content specific, and therefore, they should be taught "in the moment" because they

Vocabulary: circles rectangles sides square triangles vertices hexagon trapezoid equal parts equal shares unequal parts unequal shares half of halves fourth of fourths




need a quick explanation with heavy context. They should be taught naturally, without a separate instructional section.

quarter of quarters







Prerequisite Knowledge: • Identify two-dimensional shapes.

Misconceptions: • Children may misidentify a turned square as a triangle.

• Children may identify only the vertices on the trapezoid with acute angles.

• Children may not distinguish between equal and unequal parts.










• Centers






Lessons


Introduction and Lesson 12.1 1.G.A.1 SWBAT use defining attributes to sort shapes.

MathBoard Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, Animated Math Models, iTools, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math


• Modeling

• Gradual Release


Lesson 12.2 1.G.A.1 SWBAT describe attributes of two-dimensional shapes.

MathBoard, models of two-dimensional shapes or Two-Dimensional Shapes (see eTeacher Resources), glue, pattern blocks, red and blue crayons Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, Animated Math Models, iTools, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math



• Gradual Release


Lesson 12.3 1.G.A.2 SWBAT use objects to compose new two-dimensional shapes.

MathBoard, pattern blocks Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, Animated Math Models, iTools, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math


• Model and Draw

• Gradual Release

Lesson 12.4 1.G.A.2 SWBAT compose a new shape by combining two-dimensional shapes.

MathBoard, models of two-dimensional shapes, Two-Dimensional Shapes, Two-Dimensional Shapes (to combine) (see eTeacher Resources) Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, Animated Math Models, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math


• Peer Tutoring

• Gradual Release


Lesson 12.5 1.G.A.2 SWBAT make new shapes from composite two-dimensional shapes using the strategy act it out.

MathBoard, Two-Dimensional Shapes (to combine) (See eTeacher Resources), tape Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, Animated Math Models, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math


• Act it Out

• Gradual Release

Lesson 12.6 1.G.A.2 SWBAT decompose combined shapes into shapes.

MathBoard, pattern blocks Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, Animated Math Models, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math



• Gradual Release

Lesson 12.7 1.G.A.2 SWBAT decompose two-dimensional shapes into parts.

MathBoard, orange and purple crayons Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, Animated Math Models, iTools, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math


• Listen and Draw


• Gradual Release


Lesson 12.8 1.G.A.3 SWBAT identify equal and unequal parts (or shares) in two-dimensional shapes.


Suggested:

• Guided Math



• Model and Draw

• Gradual Release

Lesson 12.9 1.G.A.3 SWBAT partition circles and rectangles into two equal shares.


Suggested:

• Guided Math


• Model and draw


• Gradual Release

Lesson 12.10 1.G.A.3 SWBAT partition circles and rectangles into four equal shares.

MathBoard Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, Chapter 12 Test, Animated Math Models, iTools, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math


• Peer Tutoring

• Gradual Release



Chapter 12 Test Chapter 12 Test (Chapter Resources) Personal Math Trainer







• Anecdotal Notes


3- Act Task “Sliced Up” https://gfletchy.com/sliced-up/ *Alternate 3- Act recording sheet can be found in Curriculum Resources folder *Complete at least one 3-Act Task in MP 4. Two dimensional-shapes https://njctl.org/courses/math/1st-grade/geometry/

https://gfletchy.com/sliced-up/

https://njctl.org/courses/math/1st-grade/geometry/


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Chapter 1: Addition Concepts

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• Computation involves taking apart and combining numbers using a variety of approaches.

• Modeling addition with real world objects can help you find sums

• Addends can be added in any order

• You can solve for unknowns by adding to, taking from, putting together, taking apart and comparing

Essential Q

ue

stion

s

• How do pictures show adding to?

• How do you model “adding to a group”?

• How do you model “putting together”?

• How do you solve addition problems by making a model?

• What happens when you add zero to a number?

• Why can you add addends in any order?

• How can you show all the ways to make a number?

• Why are some addition facts easy to add?








Language Objectives: • Partners use vocabulary from the lesson to label pictures to show

examples of adding to.

• Children draw a model to show adding to a group and then explain the model to a partner.

• Children ask a partner to explain how to model putting together, and listen to the response for accuracy.

• Children make a model to solve an addition problem and then label the steps in sequence.

• Child pairs demonstrate and explain what happens when you add 0 to a number.

• Child teams of four collaborate to explain why you can add addends in any order.

• Teams of three children discuss how you can show all the ways to make a number.

• Child pairs write in their Math Journals why they think some addition facts are easy to add.







Vocabulary: addition sentence is equal to = plus + sum add zero addends order








• Links should be explicitly made between past learning and new concepts • Key vocabulary is emphasized. New vocabulary is presented in context. The number of

vocabulary items is limited.

Prerequisite Knowledge: • Identify the numbers 0, 1, and 2.

• Identify numbers 0-10.

Misconceptions: • Children may add both numbers regardless of whether they are the parts

or the whole.

• Children may confuse adding zero problems with missing addend problems.










• Centers






Lessons


Introduction and Lesson 1.1 1.OA.A.1 SWBAT use pictures to “add to” and find sums.


Suggested:

• Guided Math


• Model and Draw

• Think, Pair, Share

• Gradual Release

Lesson 1.2 1.OA.A.1 SWBAT use concrete objects to solve “adding to” addition problems.


Suggested:

• Guided Math


• Model


• Gradual Release


Lesson 1.3 1.OA.A.1 SWBAT use concrete objects to solve “putting together” addition problems.

MathBoard, models of three-dimensional shapes Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, iTools, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math


• Whole Group Instruction


• Gradual Release

Lesson 1.4 1.OA.A.1 SWBAT solve adding to and putting together situations using the strategy make a model.

MathBoard, models of three-dimensional shapes Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math


• Make a Model

• Peer Tutoring

• Gradual Release

Lesson 1.5 1.OA.B.3 SWBAT understand and apply the Additive Identity Property for Addition.

MathBoard, models of three-dimensional shapes Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, Animated Math Models, iTools Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math


• Listen and Draw

• Gradual Release


Lesson 1.6 1.OA.B.3 SWBAT use explore the Commutative Property of Addition.


Suggested:

• Guided Math


• Model and Draw

• Gradual Release

Lesson 1.7 1.OA.A.1 SWBAT model and record all the ways to put together numbers within 10.


Suggested:

• Guided Math




• Gradual Release

Lesson 1.8 1.OA.C.6 SWBAT build fluency for addition within 10.

MathBoard, models of three-dimensional shapes Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, Chapter 1 Test, iTools, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math



• Games

• Gradual Release



Chapter 1 Test

Chapter 1 Test Personal Math Trainer (Show What You Know- Chapter 2)





• Real World Project (My Animal Stories- Online Critical Area Projects, pp. B1-B2)



• Anecdotal Notes


3-Act Task “Humpty Dumpty” https://gfletchy.com/humpty-dumpty/ *Alternate 3-Act Recording Sheet can be found in District Curriculum Folder *Complete at least one 3-Act Task by the end of MP 1. Addition to 20 https://njctl.org/courses/math/1st-grade/addition-to-20/

https://gfletchy.com/humpty-dumpty/

https://njctl.org/courses/math/1st-grade/addition-to-20/


Pa

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Instructional Planning Guide Part II is a guide to teaching the curriculum outlined in Part 1. Each lesson is outlined and should


Chapter 2: Subtraction Concepts

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• You can solve for unknowns by adding to, taking from, putting together, taking apart and comparing

• An equation is a mathematical statement showing equality, using an equal sign.

• You can use commutative and associative properties as a strategy to add or subtract.

Essential Q

ue

stion

s

• How can you show taking from with pictures?

• How do you model taking from a group?

• How do you model taking apart?

• How do you solve subtraction problems by making a model?

• How can you use pictures to compare and subtract?

• How can you use models to compare and subtract?

• What happens when you subtract zero from a number?

• How can you show all the ways to take apart a number?

• Why are some subtraction facts easy to subtract?








Language Objectives: • Students draw and describe two ways to show taking from.

• Children write their advice to a friend on how to model taking from a group.

• Child teams of four discuss and show how to model taking apart.

• Children ask a partner to explain how to solve a subtraction problem by making a model, and then listen to the response for accuracy.

• Children explain how you can use pictures to compare and subtract.

• Children tell how to use models to compare and subtract by completing the sentence frame, “When I use a model to compare and subtract, I can see ___.”

• Child pairs role play what happens when you subtract 0 from a number.

• Children explain and model all the ways to take apart a number.

• Partners each express an opinion about why some subtraction facts are easy to subtract.







Vocabulary: minus difference subtraction sentence subtract compare fewer more










Prerequisite Knowledge: • Identify a group with one less.

• Identify numbers 1 to 10.

Misconceptions: • When drawing pictures to match subtraction problems, children may miss

information.

• Children may write the smaller number at the beginning of a subtraction sentence.

• When subtracting 0, children may write 0 as the difference.

• When subtracting vertically, children may record the difference as the number taken from the group, and vice versa.










• Centers






Lessons


Introduction and Lesson 2.1 1.OA.A.1 SWBAT use pictures to show “taking from” and find differences.


Suggested:

• Guided Math


• Model and Draw


• Gradual Release

Lesson 2.2 1.OA.A.1 SWBAT use concrete objects to solve “taking from” subtraction problems.

MathBoard, connecting cubes Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, Animated Math Models, iTools, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math



• Think, Pair, Write

• Gradual Release


Lesson 2.3 1.OA.A.1 SWBAT use concrete objects to solve “taking apart” subtraction problems.

MathBoard, two-color counters Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, iTools, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math


• Model and Draw

• Gradual Release

Lesson 2.4 1.OA.A.1 SWBAT solve taking from and taking apart subtraction problems using the strategy make a model.


Suggested:

• Guided Math


• Make a Model

• Peer Tutoring

• Gradual Release

Lesson 2.5 1.OA.A.1 1.OA.D.8 SWBAT compare pictorial groups to understand subtraction.


Suggested:

• Guided Math




• Gradual Release


Lesson 2.6 1.OA.A.1 SWBAT model and compare groups to show the meaning of subtraction.

MathBoard, two-color counters Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, Animated Math Models, iTools, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math


• Model and Draw


• Gradual Release

Lesson 2.7 1.OA.D.8 SWBAT identify how many are left when subtracting all or 0.

MathBoard, two-color counters Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, Animated Math Models, iTools Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math



• Gradual Release

Lesson 2.8 1.OA.A.1 SWBAT model and record all of the ways to take apart numbers within 10.


Suggested:

• Guided Math




• Gradual Release


Lesson 2.9 1.OA.C.6 SWBAT build fluency for subtraction within 10.


Suggested:

• Guided Math


• Games

• Videos

• Gradual Release









• Anecdotal Note


3-Act Task “Humpty Dumpty” https://gfletchy.com/humpty-dumpty/ *Alternate 3-Act Recording Sheet can be found in District Curriculum Folder *Complete at least one 3-Act Task by the end of MP 1. Subtraction to 20 https://njctl.org/courses/math/1st-grade/subtraction-to-20/

https://gfletchy.com/humpty-dumpty/

https://njctl.org/courses/math/1st-grade/subtraction-to-20/


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Chapter 3: Addition Strategies

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• Making a ten can help make computation easier.

• Knowing your doubles facts can help you find other sums.

• The use of a ten frame can help adding numbers up to twenty.

Essential Q

ue

stion

s

• How do you solve addition problems?

• What strategies can you use to solve addition fact problems?

• How can you group numbers to add three addends?

• What happens when you change the order of the addends when you add?

• How do you count on 1, 2, or 3?

• What are doubles facts?

• How can you use doubles to help you add?

• How can you use what you know about doubles to find other sums?

• What strategies can you use to solve addition fact problems?

• How can you use a ten frame to add ten and some more?

• How can you make a ten to help you add?

• How do you solve addition word problems by drawing a picture?








Language Objectives: • Children use a sentence frame to explain, “When you change the order of

addends, this is what happens when you add:________.”

• Children model and say how to count on 1, 2, or 3.

• Children write four examples and complete the sentence frame, “Doubles facts are _______.”

• Children practice explaining to their families how can you use doubles to help you add.

• Children write with the sentence frame, “You can use what you know about doubles to find other sums by _______.”

• Children work in teams to brainstorm and share the strategies you can use to solve addition facts problems.

• Children work in pairs to prepare written instructions on how to use a ten frame to add 10 and some more.

• Children explain to two other children how to use the make a ten strategy to add.

• Children share their opinion about how using the make a ten strategy can help you add.

• Children show and explain to a partner how to add three addends.

• Children model how to group numbers to add three addends.

• Children working in pairs create an illustrated example to show how to solve addition word problems by drawing a picture.





• When teaching vocabulary in an explicit manner, teachers must choose 5 to 10 Tier II words that students will need to have a solid grasp of key terms, which they will use to understand content in multiple areas of their learning. Teachers

Vocabulary: count on doubles doubles minus one doubles plus one make ten




must use visuals, semantic, and mnemonic strategies. Explicit instruction must take place, three times per week, for a period of fifteen minutes per day.








Prerequisite Knowledge: • Write addition sentences.

• Act out adding in any order.

Misconceptions: • When identifying the larger number, children may simply choose the first

number in the number sentence.

• Children may identify a strategy that does not work for a given fact.

• Children may count on by saying the starting number as the first number they count on.

• Children may count the full ten frame as 1 instead of 10.

• Children may compute the sum for the first two addends incorrectly and end up with an incorrect sum for three addends.









• Centers





Lessons


Introduction and Lesson 3.1 1.OA.B.3 SWBAT understand and apply the Commutative Property of Addition for sums within 20.

MathBoard, blue and red crayons Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, Animated Math Models, iTools, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math


• Model


• Gradual Release

Lesson 3.2 1.OA.C.5 SWBAT use count on 1, 2, or 3 as a strategy to find sums within 20.

MathBoard, (optional) connecting cubes, or two-color counters Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, Animated Math Models, iTools, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math



• Peer Tutoring

• Gradual Release




Lesson 3.3 1.OA.C.6 SWBAT use doubles as a strategy to solve addition facts with sums within 20.


Suggested:

• Guided Math


• Videos


• Gradual Release

Lesson 3.4 1.OA.C.6 SWBAT use doubles to create equivalent but easier sums.

MathBoard, blue and red connecting cubes, crayons Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, Animated Math Models, iTools, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math


• Model and Draw

• Videos

• Gradual Release

Lesson 3.5 1.OA.C.6 SWBAT use doubles plus 1 and doubles minus 1 as strategies to find sums within 20.

MathBoard, red and blue connecting cubes Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, Animated Math Models, iTools, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math


• Model and Write

• Peer Tutoring

• Gradual Release


Lesson 3.6 1.OA.C.6 SWBAT use the strategies count on, doubles, doubles plus 1, and doubles minus 1 to practice addition facts within 20.

MathBoard, red, blue, and yellow crayons, (optional) connecting cubes or two-color counters Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, Animated Math Models, iTools, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math



• Gradual Release

Lesson 3.7 1.OA.C.6 SWBAT use a ten frame to add 10 and an addend less than 10.

MathBoard, Workmat 7 (ten frame), Workmat 8 (ten frames) (see eTeacher Resources), two-color counters, red and yellow crayons Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, iTools, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math


• Model and Draw


• Gradual Release


Lesson 3.8 1.OA.C.6 SWBAT use make a ten as a strategy to find sums within 20.

MathBoard, Workmat 7 (ten frame), Workmat 8 (ten frames) (see eTeacher Resources), two-color counters, red and yellow crayons Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, Animated Math Models, iTools, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math


• Make a Ten


• Gradual Release

Lesson 3.9 1.OA.C.6 SWBAT use numbers to show how to use the make a ten strategy to add.

MathBoard, red and yellow crayons, (optional) two-color counters, (optional) Workmat 7 (see eTeacher Resources) Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, Animated Math Models, iTools, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math


• Model and Draw


• Gradual Release


Lesson 3.10 1.OA.B.3 SWBAT use the Associative Property of Addition to add three addends.

MathBoard, connecting cubes in 3 colors, crayons, (optional) Workmat 7 (ten frame) (see eTeacher Resources) Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, Animated Math Models, iTools, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math


• Model and Draw

• Peer Tutoring

• Gradual Release

Lesson 3.11 1.OA.B.3 SWBAT understand and apply the Associative Property or Commutative Property of Addition to add three addends.

MathBoard, crayons, (optional) connecting cubes Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, Animated Math Models, iTools, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math


• Model and Write


• Gradual Release

Lesson 3.12 1.OA.A.2 SWBAT solve adding to and putting together situations using the strategy draw a picture.

MathBoard, two-color counters, connecting cubes, Workmat 7 (ten frame) (see eTeacher Resources) Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, Animated Math Models, iTools, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math


• Model and Draw

• Gradual Release










• Anecdotal Notes


3-Act Task “Balancing Numbers” https://gfletchy.com/equally-balancing-numbers/ *Alternate 3-Act Recording Sheet can be found in District Curriculum Folder *Complete at least one 3-Act Task by the end of MP 2.

https://gfletchy.com/equally-balancing-numbers/


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Chapter 4: Subtraction Strategies

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• You can use the relationship between addition and subtraction to solve problems. • Using ten frames can help you add and subtract within twenty • Acting out a problem can help to represent and solve problems

Essential Q

ue

stion

s

• How does addition relate to subtraction?

• What strategies can you use to subtract?

• How can you count back 1, 2, or 3? • How can you use an addition fact to find the answer to a subtraction fact? • How can you make a ten to help you subtract? • How do you break apart a number to subtract? • How can acting out a problem help you solve the problem?








Language Objectives: • Partners take turns counting back 1, 2, or 3.

• Partners draw an example of how you can use an addition fact to find the answer to a subtraction fact.

• Children complete the sentence frame, “An example of how you can use addition to find the answer to a subtraction fact is ________.”

• Children model or draw, and then share with a partner how you can make a ten to help you subtract.

• Teams of children share their ideas about ways to break apart a number to subtract.

• Children complete the sentence frame, “Acting out a problem helps you solve the problem by ___________.”







Vocabulary: count back










Prerequisite Knowledge: • Practice writing subtraction sentences.

• Practice subtracting all or none.

Misconceptions: • When counting back to subtract, children may include the starting number.

• Children may not know how to break apart the number they are subtracting.

• When completing subtraction word problems, children may incorrectly set up the number sentence to match.










• Centers






Lessons


Introduction and Lesson 4.1 1.OA.C.5 SWBAT use count back 1, 2, or 3 as a strategy to subtract.


Suggested:

• Guided Math


• Whole Group

• Model and Write

• Gradual Release

Lesson 4.2 1.OA.B.4 SWBAT recall addition facts to subtract numbers within 20.

MathBoard, green and orange connecting cubes Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, Animated Math Models, iTools, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math



• Partner Work

• Gradual Release


Lesson 4.3 1.OA.B.4 SWBAT use addition as a strategy to subtract numbers within 20.

MathBoard, green and blue connecting cubes Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, Animated Math Models, iTools, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math



• Gradual Release

Lesson 4.4 1.OA.C.6 SWBAT use make a 10 as a strategy to subtract.

MathBoard, Ten Frames (see eTeacher Resources), two-color counters Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, iTools Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math


• Make a 10

• Whole Group

• Gradual Release

Lesson 4.5 1.OA.C.6 SWBAT subtract by breaking apart to make a ten.

MathBoard, Ten Frames (see eTeacher Resources), two-color counters Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, iTools Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math


• Model and Draw


• Gradual Release


Lesson 4.6 1.OA.A.1 SWBAT solve subtraction problem situations using the strategy act it out.

MathBoard, two-color counters, Ten Frames (see eTeacher Resources) Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, Animated Math Models, iTools, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math


• Act it Out

• Peer Tutoring

• Gradual Release

Chapter 4 Review & Performance Task

Chapter 4 Review & Performance Task (Student Edition)

Chapter 4 Test

Chapter 4 Test Personal Math Trainer (Show What You Know- Chapter 5)







• Anecdotal Notes


3-Act Task “Balancing Numbers” https://gfletchy.com/equally-balancing-numbers/ *Alternate 3-Act Recording Sheet can be found in District Curriculum Folder *Complete at least one 3-Act Task by the end of MP 2.

https://gfletchy.com/equally-balancing-numbers/


Pa

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MP 2 & 3 Instructional Planning Guide Part II is a guide to teaching the curriculum outlined in Part 1. Each lesson is outlined and should


Chapter 5: Addition and Subtraction Relationships

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rstand

ings

• Addition and subtraction can be solved through representation • Identifying related facts can help solve addition and subtraction problems • You can add to check your answers to subtraction problems

Essential Q

ue

stion

s

• How can making a model help you solve a problem? • How do related facts help you find missing numbers? • How do you know if addition and subtraction facts are related? • How can you use addition to check subtraction? • How can you use related facts to find a missing number? • How do you choose when to add and when to subtract to solve a problem? • How can you add and subtract in different ways to make the same number? • How can you decide if a number sentence is true or false? • How can addition and subtraction strategies help you find sums and differences?








Language Objectives: • Children write a note to their family explaining how making a model can help

solve a problem.

• Pairs model to show their understanding of how related facts help you find unknown numbers.

• Children recommend to a partner the clues to use to tell if addition and subtraction facts are related.

• Pairs whisper the secret to checking subtraction by using addition.

• Children listen to their partner explain how you can use a related fact to find an unknown number.

• Pairs create a chart to show how you can use a related fact to find a missing number.

• Children give their best advice to a partner on how to choose when to add and when to subtract to solve a problem.

• Teams pick a number and then write as many different ways as they can to show how you can add and subtract to make the same number.

• Children complete the sentence frame, “The best way to decide if a number sentence is true or false is __________.”

• Partners tell one another how addition and subtraction strategies can help you find sums and differences.







Vocabulary: related facts











Prerequisite Knowledge: • Represent and solve addition story problems by acting out the problem.

• Represent a subtraction story problem using pictures.

Misconceptions: • Children may think that facts are related if they add and subtract the same

numbers.

• When completing word problems, children may choose the wrong operation for a problem.

• Children may confuse operations.










• Centers






Lessons


Introduction Lesson 5.1 1.OA.A.1 SWBAT solve addition and subtraction problem situations using the strategy make a model.

MathBoard, red and yellow connecting cubes Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, iTools Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math


• Make a Model


• Gradual Release

Lesson 5.2 1.OA.C.6 SWBAT record related facts within 20.

MathBoard, red and blue connecting cubes, red and blue crayons Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, Animated Math Models, iTools, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math


• Model and Draw

• Peer Tutoring

• Gradual Release


Lesson 5.3 1.OA.C.6 SWBAT identify related addition and subtraction facts within 20.

MathBoard, red and blue connecting cubes, red, blue, and green crayons Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, Animated Math Models, iTools, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math


• Model and Draw


• Gradual Release

Lesson 5.4 1.OA.C.6 SWBAT apply the inverse relationship of addition and subtraction.


Suggested:

• Guided Math


• Model and Write


• Gradual Release

Lesson 5.5 1.OA.D.8 SWBAT use related facts to determine unknown numbers.

MathBoard, red and blue connecting cubes, red and blue crayons Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, Animated Math Models, iTools, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math


• Model and Write


• Gradual Release


Lesson 5.6 1.OA.D.8 SWBAT use a related fact to subtract.

MathBoard, crayons Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, Animated Math Models, iTools, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math


• Peer Tutoring

• Gradual Release

Lesson 5.7 1.OA.A.1 SWBAT choose an operation and strategy to solve an addition or subtraction word problem.

MathBoard, two-color counters, red and yellow crayons Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, iTools, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math


• Model and Write


• Gradual Release

Lesson 5.8 1.OA.C.6 SWBAT represent equivalent forms of numbers using the sums and differences within 20.

MathBoard, red, blue, and yellow connecting cubes, red and blue crayons Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, Animated Math Models, iTools, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math



• Gradual Release


Lesson 5.9 1.OA.D.7 SWBAT determine if an equation is true or false.

MathBoard, crayons Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, iTools, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math


• Model and Draw


• Gradual Release

Lesson 5.10 1.OA.C.6 SWBAT add and subtract facts within 20 and demonstrate fluency for addition and subtraction within 10.


Suggested:

• Guided Math


• Games


• Gradual Release










• Anecdotal Notes


*Complete at least one 3-Act Task by the end of MP 3.


Pa

rt II



Chapter 6: Count and Model Numbers

End

urin

g

Un

de

rstand

ings

• Numbers can be counted in a sequence. • Place value will help you write and understand numbers as tens and ones • Ten ones equals one ten • Place value will help you compare numbers

Essential Q

ue

stion

s

• How can knowing a counting pattern helps you count to one twenty? • How do numbers change as you count by tens to one twenty? • How can you use different ways to write a number as tens and ones? • How can you show a number as tens and ones? • How can you model and name groups of a ten? • How can you group cubes to show a number as tens and ones? • How can you show numbers to a hundred as tens and ones? • How can making a model help you show a number in different ways? • How can you model, read, and write numbers from one hundred to one ten? • How can you model, read, and write numbers from one hundred ten to one hundred twenty?








Language Objectives: • Children listen to an explanation and then rephrase to a partner how knowing a

counting pattern can help you count to 120.

• Partners describe to one another, using the sentence frame, “As you count by tens to 120, numbers change in this way _______.”

• Child pairs collaborate to model how you can use different ways to write a number as ten and ones.

• Children write in their Math Journal an explanation of how to show a number as tens and ones.

• Children practice with a partner how to model and name groups of ten.

• Children group cubes and then draw and label them in their Math Journal to show a number as tens and ones.

• Children work in teams to discuss and decide how best to show numbers to 100 as tens and ones.

• Children express their opinion to a partner on how making a model helps you show a number in different ways.

• Child teams plan a presentation to show how to model, read, and write numbers from 100 to 110.

• Teams draft instructions to an absentee child, explaining how to model, read, and write numbers from 110 to 120.







Vocabulary: digit ones ten hundred











Prerequisite Knowledge: • Show two-digit numbers with tens and ones blocks.

• Practice making groups of 10 and showing 10 in different ways.

Misconceptions: • Children may omit the zero in the numbers 101 through 109.

• Children may think that counting by tens means they skip ten numbers and write the eleventh number.

• Children may count groups of tens as ones.

• When writing numbers 100 to 110, children may add 10 more instead of 1 more.










• Centers






Lessons


Introduction and Lesson 6.1 1.NBT.A.1 SWBAT count by ones to extend a counting sequence up to 120.

Mathboard, Counting Chart Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, Animated Math Models, iTools, Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math

• Whole Group

• Gradual Release


Lesson 6.2 1.NBT.A.1 SWBAT count by tens from any number to extend a counting sequence up to 120.

Mathboard, Counting Chart Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, Animated Math Models, iTools, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math

• Whole Group

• Gradual Release


• Model and draw


Lesson 6.3 1.NBT.B.2b SWBAT use models and write to represent equivalent forms of ten and ones.

Mathboard, connecting cubes Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, Animated Math Models, iTools, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math

• Whole Group

• Gradual Release


• Model and draw

Lesson 6.4 1.NBT.B.2b SWBAT use objects, pictures, and numbers to represent a ten and some ones.

Mathboard, connecting cubes Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, Animated Math Models, iTools, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math

• Whole Group

• Gradual Release


• Model and draw

Lesson 6.5 1.NBT.B.2a 1.NBT.B.2c SWBAT use objects, pictures, and numbers to represent tens.

Mathboard, connecting cubes, Workmat 7 Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, Animated Math Models, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math

• Whole Group

• Gradual Release


• Model and draw


Lesson 6.6 1.NBT.B.2 SWBAT group objects to show numbers to 50 as tens and ones.

Mathboard, connecting cubes, base-ten blocks Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, iTools, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math

• Whole Group

• Gradual Release


• Model and draw

Lesson 6.7 1.NBT.B.2 SWBAT group objects to show numbers to 100 as tens and ones.

Mathboard, connecting cubes, base-ten blocks Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, Animated Math Models, iTools, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math

• Whole Group

• Gradual Release


• Model and draw

• Turn and talk

Lesson 6.8 1.NBT.B.2a 1.NBT.B.3 SWBAT solve problems using the strategy make a model.

Mathboards, base-ten blocks Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, iTools, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math

• Whole Group

• Gradual Release


• Turn, Talk, and Write

• Model and draw


Lesson 6.9 1.NBT.A.1 SWBAT read and write numerals to represent a number of 100 to 110 objects.

Mathboards, crayons, base-ten blocks, counting chart Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, iTools Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math

• Whole Group

• Gradual Release


• Model and draw

Lesson 6.10 1.NBT.A.1 SWBAT read and write numerals to represent a number of 110 to 120 objects.

Mathboards, base-ten blocks, counting chart Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, iTools Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math

• Whole Group

• Gradual Release


• Model and draw


Chapter 6 Test Chapter 6 Test (Chapter Resources) Personal Math Trainer (Show What You Know-Chapter 7)






• Real World Project (My Neighborhood- Online Critical Area Projects, pp. B3-B4)



• Anecdotal Notes


3- Act Task “The Cookie Monster” https://gfletchy.com/the-cookie-monster/ *Alternate 3- Act recording sheet can be found in Curriculum Resources folder 3- Act Task “The Pringle Ringle” https://gfletchy.com/the-pringle-ringle/ *Alternate 3- Act recording sheet can be found in Curriculum Resources folder *Complete at least one 3-Act Task by the end of Marking Period 3.

https://gfletchy.com/the-cookie-monster/

https://gfletchy.com/the-pringle-ringle/


Pa

rt II



Chapter 7: Compare Numbers

End

urin

g

Un

de

rstand

ings

• Place value and properties of operations can help to add and subtract • Making a model can help compare numbers

Essential Q

ue

stion

s

• How do you use place value to compare numbers?

• How can you use symbols to compare numbers and show which is less or greater?

• How can making a model help you compare numbers? • How can you compare two numbers to find which is greater? • How can you compare two numbers to find which is less? • How can you identify numbers that are ten less or ten more than a number?








Language Objectives: • Children use comparison words to rephrase how they can compare two numbers

to find which is greater.

• Children list in their Math Journals comparison words that show which number is less.

• Child pairs create a chart to display how to use symbols to show how numbers compare.

• Child teams prepare a poster to show how making a model can help compare numbers.

• Children write down a secret clue to how they can identify numbers that are 10 less or 10 more than a number.







Vocabulary: Is greater than > Is less than <










Prerequisite Knowledge: • Identify equal groups.

• Identify groups with more or fewer.

Misconceptions: • When comparing numbers, children may only use the tens digit to decide which

is greater.

• Children may write the correct comparing words, but confuse the symbol.

• When adding tens, children may change the ones digit instead of the tens digit.










• Centers






Lessons


Introduction and Lesson 7.1 1.NBT.B.3 SWBAT model and compare two-digit numbers to determine which is greater.

Mathboard, base-ten blocks, connecting cubes Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, Animated Math Models, iTools Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math

• Whole Group

• Gradual Release


• Turn and talk

Lesson 7.2 1.NBT.B.3 SWBAT model and compare two-digit numbers to determine which is less.

Mathboard, base-ten blocks, connecting cubes Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, Animated Math Models, iTools, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math

• Whole Group

• Gradual Release


• Turn and talk


Lesson 7.3 1.NBT.B.3 SWBAT use symbols for is less than “<”, is greater than “>”, and is equal to “=” to compare numbers.

Mathboard, base-ten blocks, connecting cubes Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, Animated Math Models, iTools, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math

• Whole Group

• Gradual Release


• Model and draw

Lesson 7.4 1.NBT.B.3 SWBAT solve problems using the strategy make a model.

Mathboard Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video,iTools, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math

• Whole Group

• Gradual Release


Lesson 7.5 1.NBT.C.5 SWBAT identify numbers that are 10 more or 10 less than a given number.

Mathboard, base-ten blocks Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, iTools Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math

• Whole Group

• Gradual Release


• Model and draw



Chapter 7 Test Chapter 7 Test Personal Math Trainer (Show What You Know-Chapter 8)



• Mid-Chapter Checkpoint (Lesson 7.1-7.3)




• Anecdotal Notes


Place Value https://njctl.org/courses/math/1st-grade/place-value/ 3- Act Task “The Cookie Monster” https://gfletchy.com/the-cookie-monster/ *Alternate 3- Act recording sheet can be found in Curriculum Resources folder 3- Act Task “The Pringle Ringle” https://gfletchy.com/the-pringle-ringle/ *Alternate 3- Act recording sheet can be found in Curriculum Resources folder *Complete at least one 3-Act Task by the end of Marking Period 3.

https://njctl.org/courses/math/1st-grade/place-value/

https://gfletchy.com/the-cookie-monster/

https://gfletchy.com/the-pringle-ringle/


Pa

rt II

MP 3 & 4 Instructional Planning Guide Part II is a guide to teaching the curriculum outlined in Part 1. Each lesson is outlined and should


Chapter 8: Two-Digit Addition and Subtraction

End

urin

g

Un

de

rstand

ings

• Place value you can add and subtract • Place value can help you find sums and differences

Essential Q

ue

stion

s

• How can you add and subtract two-digit numbers?

• How can you use a hundred chart to show the relationship between addition and subtraction? • What strategies can you use to add and subtract? • How can you add tens? • How can you subtract tens? • How can you use a hundreds chart to add on by ones and tens? • How can models help you add ones or tens to a two-digit number? • How can making a ten help you add a two-digit number and one digit number? • How can you model tens and ones to help you add two-digit numbers? • How can drawing a picture help you explain how to solve an addition problem? • What different ways can you use to add and subtract?








Language Objectives: • Children exchange ideas with a partner about what strategies you can use to add

and subtract.

• Children model and explain to a partner how you can add tens.

• Children explain to a partner step-by-step how to subtract tens.

• Children select a number and then demonstrate to a partner how to use a hundred chart to count on by ones or tens.

• Children first listen to a partner explain, and then rephrase in their words how models can help you add ones or tens to a two-digit number.

• Children write in their Math Journal one reason how making a ten can help you add a two-digit number and a one-digit number.

• Child teams present to the class how can you model tens and ones to help you add two-digit numbers.

• Child pairs design a poster that demonstrates how drawing a picture can help you explain how to solve an addition problem.

• Children demonstrate on a hundred chart and then explain the relationship between addition and subtraction.

• Child teams discuss and share different ways you can use to add and subtract. Teaching Academic Vocabulary: Cognates Rationale















Prerequisite Knowledge: • Use doubles, doubles plus 1, and doubles minus 1 to add.

• Subtract within 10.

Misconceptions: • Children may confuse operation symbols.

• Children may add tens but write the sum as ones.

• Children may count by ones instead of tens.

• Children may reverse digits in two-digit addends.

• Children may combine the digits instead of adding (ex. 40 + 12 = 412)

• When adding two-digit and one-digit numbers, children may add the one-digit number as a ten.










• Centers






Lessons


Introduction and Lesson 8.1 1.OA.C.6 SWBAT add and subtract within 20.

Mathboard, connecting cubes, two-color counters, Workmat 8 Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, iTools, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math

• Whole Group

• Gradual Release


• Turn & Talk

• Model and draw

Lesson 8.2 1.NBT.C.4 SWBAT draw a model to add tens.

Mathboard, base-ten blocks, connecting cubes, Workmats 4 and 8 Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, Animated Math Models, iTools, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math

• Whole Group

• Gradual Release


• Model and draw


Lesson 8.3 1.NBT.C.6 SWBAT draw a model to subtract tens.

Mathboard, base-ten blocks, connecting cubes, Workmats 3 and 8 Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, Animated Math Models, iTools, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math

• Whole Group

• Gradual Release


• Model and draw

Lesson 8.4 1.NBT.C.4 SWBAT use a hundred chart to find sums.

Mathboard, Hundred Chart Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, iTools Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math

• Whole Group

• Gradual Release


• Model and draw

Lesson 8.5 1.NBT.C.4 SWBAT use concrete models to add ones or tens to a two-digit number.

Mathboard, base-ten blocks Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, Animated Math Models, iTools Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math

• Whole Group

• Gradual Release


• Model and draw

• Turn and talk


Lesson 8.6 1.NBT.C.4 SWBAT make a ten to add a two-digit number and a one-digit number.

Mathboard, base-ten blocks Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, Animated Math Models, iTools, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math

• Whole Group

• Gradual Release


• Model and draw

Lesson 8.7 1.NBT.C.4 SWBAT use tens and ones to add two-digit numbers.

Mathboard, base-ten blocks Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, Animated Math Models, iTools Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math

• Whole Group

• Gradual Release


• Turn and talk

• Model and draw

Lesson 8.8 1.NBT.C.4 SWBAT solve and explain two-digit

addition word problems using the strategy draw a picture.

Mathboard, base-ten blocks, connecting cubes, Hundred Chart Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, iTools, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math

• Whole Group

• Gradual Release


• Turn, Talk, & Write


Lesson 8.9 1.NBT.C.4 SWBAT use a hundred chart to find

sums and differences.

Mathboard Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, iTools Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math

• Whole Group

• Gradual Release


Lesson 8.10 1.NBT.C.4 1.NBT.C.6 SWBAT add and subtract within 100, including continued practice with facts within 20.

Mathboard, base-ten blocks, connecting cubes, Hundred Chart Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, Animated Math Models, iTools, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math

• Whole Group

• Gradual Release











• Anecdotal Notes


3- Act Task “The Juggler” https://gfletchy.com/the-juggler/ *Alternate 3- Act recording sheet can be found in Curriculum Resources folder 3- Act Task “Graham Cracker” https://gfletchy.com/graham-cracker/ *Alternate 3- Act recording sheet can be found in Curriculum Resources folder 3- Act Task “Bright Idea” https://gfletchy.com/bright-idea/ *Alternate 3- Act recording sheet can be found in Curriculum Resources folder *Complete at least one 3-Act Task by then end of MP 4. Two Digit Addition https://njctl.org/courses/math/1st-grade/2-digit-addition/ Two Digit Subtraction https://njctl.org/courses/math/1st-grade/2nd-digit-subtraction/

https://gfletchy.com/the-juggler/

https://gfletchy.com/graham-cracker/

https://gfletchy.com/bright-idea/

https://njctl.org/courses/math/1st-grade/2-digit-addition/

https://njctl.org/courses/math/1st-grade/2nd-digit-subtraction/


Pa

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Chapter 9: Measurement

End

urin

g

Un

de

rstand

ings

• You can use real world objects to measure • Acting out problems can you solve measurement problems • You must use the hour and minute hands to tell time

Essential Q

ue

stion

s

• How do you order objects by length? • How can you compare lengths of three objects to put them in order? • How do you measure length using nonstandard units? • How do use a nonstandard measuring tool to measure length? • How can acting it out help you solve measurement problems? • How do you tell time to the hour on a clock that has only the hour hand? • How do you tell time to the half hour on a clock that has only the hour hand? • How are the minute hand and hour hand different for time to the hour and time to the half hour? • How do you know whether to draw and write time to the hour or half hour?








Language Objectives: • Children model and explain how to order objects by length.

• Children use real objects and give step-by-step instructions to a partner to explain how you can compare lengths of three objects to put them in order.

• Child pairs demonstrate two examples of how to measure length using nonstandard units.

• Children find an object in the classroom to use as a nonstandard measuring tool and demonstrate how to measure length.

• Children role play with a partner to show how acting it out can help you solve measurement problems.

• Children exchange ideas with a partner on how to tell time to the hour on a clock that has only an hour hand.

• Children problem solve with a partner how to tell time to the half hour on a clock that has only an hour hand.

• Children draw an analog clock and demonstrate how the minute hand and hour hand are different for time to the hour and time to the half hour.

• Children write in their Math Journal and describe their thinking about how you know whether to draw and write time to the hour or half hour.







Vocabulary: longest shortest hour hand half hour hour minute hand minutes










Prerequisite Knowledge: • Put numbers 0-12 in order.

• Compare objects to identify shorter and longer.

Misconceptions: • Children may have difficulty with multiple steps in a problem.

• Children may not align the measuring tool with the end of the object.

• Children may write zeros in the wrong position when telling time to the hour.

• Children may confuse the hour hand and the minute hand.










• Centers






Lessons


Introduction and Lesson 9.1 1.MD.A.1 SWBAT order objects by length.

Mathboard, classroom objects, an assortment of yarn and crayons of different lengths Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video,HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math

• Whole Group

• Gradual Release


• Act It Out

Lesson 9.2 1.MD.A.1 SWBAT use the Transitivity Principle to measure indirectly.

Mathboard, crayons Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, Animated Math Models, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math

• Whole Group

• Gradual Release



Lesson 9.3 1.MD.A.2 SWBAT measure length using nonstandard units.

Mathboard, color tiles, classroom objects Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, Animated Math Models, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math

• Whole Group

• Gradual Release


• Video

Lesson 9.4 1.MD.A.2 SWBAT make a nonstandard measuring tool to measure length.

Mathboard, different color paper clips of the same size, tape, sturdy paper, classroom objects Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, Animated Math Models, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math

• Whole Group

• Gradual Release



Lesson 9.5 1.MD.A.2 SWBAT solve measurement problems using the strategy act it out.

Mathboard, paper clip measuring tool, classroom objects, red, green, blue, yellow, and orange ribbon, scissors Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math

• Whole Group

• Gradual Release


• Act It Out


Lesson 9.6 1.MD.B.3 SWBAT write times to the hour shown on analog clocks.

Mathboard, green yarn, adhesive notes, glue Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, Animated Math Models, iTools, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math

• Whole Group

• Gradual Release


• Songs

• Videos

Lesson 9.7 1.MD.B.3 SWBAT write times to the half hour shown on analog clocks.

Mathboard Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, Animated Math Models, iTools, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math

• Whole Group

• Gradual Release


• Model and draw

Lesson 9.8 1.MD.B.3 SWBAT tell times to the hour and

half hour using analog and digital clocks.

Mathboard, Analog Clock Model, demonstration analog clock Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, Animated Math Models, iTools, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math

• Whole Group

• Gradual Release


• Songs

• Videos


Lesson 9.9 1.MD.B.3 SWBAT use the hour hand to draw and write times on analog and digital clocks.


Suggested:

• Guided Math

• Whole Group

• Gradual Release


• Songs

• Videos

• Model and draw








• Real World Project (Fun With Friends at School- Online Critical Area Project, pp. B5-B6)



• Anecdotal Notes


*Complete at least one 3-Act Task by the end of MP 4. Measuring length https://njctl.org/courses/math/1st-grade/length/ Time https://njctl.org/courses/math/1st-grade/time/

https://njctl.org/courses/math/1st-grade/length/

https://njctl.org/courses/math/1st-grade/time/


Pa

rt II



Chapter 10: Represent Data

End

urin

g

Un

de

rstand

ings

• You can use a picture graph to record information • In a bar graph each bar represents information and you can compare lengths of the bars • Understand that each tally mark represents one object

Essential Q

ue

stion

s

• How can graphs and charts help you organize, represent, and interpret data?

• How do you make a picture graph to answer a question?

• How does a bar graph help you compare information?

• Why is a tally chart a good way to show information that you have collected? • What do the pictures in a picture graph show? • How can read a bar graph to find the number that a bar graph shows? • How do you count the tallies on a tally chart? • How can showing information in a graph help you solve problems?








Language Objectives: • Children clarify and explain to a partner what the pictures in a picture graph

show.

• Teams write how-to instructions explaining how to make a picture graph to answer a question.

• Children use a bar graph to point out to another child how to read a bar graph to find the number that a bar shows.

• Partners discuss and share two ways that a bar graph helps you compare information.

• Children model for a partner how you count the tallies on a tally chart.

• Children write their opinion in their Math Journal as to why a tally chart is a good way to show information that you have collected.

• Children present to a partner, using at least one example of how showing information in a graph can help you solve problems.







Vocabulary: picture graph bar graph tally chart tally mark










Prerequisite Knowledge: • Make a concrete graph and describe the data.

• Make a concrete graph and answer questions about the data.

Misconceptions: • Children may confuse more and fewer when comparing two numbers.

• Children may have difficulty finding the value for a given bar on a bar graph.

• Children may forget to count the diagonal line in a group of 5 tally marks.

• Children may add when finding “how many more.”










• Centers






Lessons


Introduction and Lesson 10.1 1.MD.C.4 SWBAT analyze and compare data shown in a picture graph where each symbol represents one.

Mathboard, blue and green connecting cubes Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, Animated Math Models, iTools, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math

• Whole Group

• Gradual Release


• Model and draw

Lesson 10.2 1.MD.C.4 SWBAT make a picture graph where each symbol represents one and interpret the information.

Mathboard, two-color counters Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, Animated Math Models, iTools, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math

• Whole Group

• Gradual Release

• Center/Small group instruction

• Model and draw

• Act it Out

Lesson 10.3 1.MD.C.4 SWBAT analyze and compare data shown in a bar graph.

Mathboard, two-color counters Digital Resources: IStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math

• Whole Group

• Gradual Release

• Centers/Small group instruction

• Model and Draw


Lesson 10.4 1.MD.C.4 SWBAT make a bar graph and interpret the information.

Mathboard, connecting cubes, crayons Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, Animated Math Models, iTools Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math

• Whole Group

• Gradual Release


• Model and Draw

Lesson 10.5 1.MD.C.4 SWBAT analyze and compare data shown in a tally chart.

Mathboard, two-color counters, red and yellow crayons, large and small paper clips (optional) Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, Animated Math Models Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math

• Whole Group

• Gradual Release



Lesson 10.6 1.MD.C.4 SWBAT make a tally chart and interpret the information.

Mathboard Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, Animated Math Models Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math

• Whole Group

• Gradual Release


• Turn & Talk


Lesson 10.7 1.MD.C.4 SWBAT solve problem situations using the strategy make a graph.


Suggested:

• Guided Math

• Whole Group

• Gradual Release



Chapter 10 Review & Performance Task

Chapter 10 Review & Performance Task (Student Edition)








• Anecdotal Notes


*Complete at least one 3-Act Task by the end of MP 4. Interpreting Data https://njctl.org/courses/math/1st-grade/data/

https://njctl.org/courses/math/1st-grade/data/


PA

RT III

Lesson Plans Part III consists of the lesson plans developed by the classroom teacher. When

developing lesson plans, teachers are to consider the unique needs of learners within their classroom. Lesson plans should consist of instructional strategies that are

engaging, include high order thinking, promote student discussion, and provide support for all students. The recommended template for lesson planning is the Gradual Release

of Responsibility. http://www.acpsk12.org/pl/coachs-cuts/gradual-release-model/ Lesson Plans must be uploaded to Genesis.