TOWNSHIP OF UNION PUBLIC SCHOOLS - · PDF file · 2015-09-17TOWNSHIP OF UNION PUBLIC SCHOOLS ... Acquire a knowledge and appreciation of the historical record of human ... of work

TOWNSHIP OF UNION PUBLIC SCHOOLS

Grade 1 Mathematics Curriculum Guide Approved: June 2014

Readoption Date: June 2015

Board Members

Francis “Ray” Perkins, President

Richard Galante, Vice President

David Arminio

Susana Cooley

Thomas Layden

Vito Nufrio

Guy Francis

Lois Jackson

Angel Salcedo

TOWNSHIP OF UNION PUBLIC SCHOOLS

Administration

District Superintendent …………………………………………………………………...………………………..Dr. Patrick Martin

Assistant Superintendent ………..………………………………………………..……………………….…….…….Mr. Greg Tatum

Asssitant Superintendent………… ……………………………….………………………….…………………… Ms. Noreen Lishak

Director of Student Information/Technology ………………………………..………………………….…………. Ms. Ann M. Hart

DEPARTMENT SUPERVISORS

Language Arts/Social Studies K-2 ……..………………………………….………………………………….. Mrs. Maureen Corbett

Language Arts/Social Studies 3-8 ……..………………………………….…………………………………….. Mr. Robert Ghiretti

Mathematics/Science K-2 ………………………………………………….……………………………………. Mrs. Terri Matthews

Mathematics/Science 3-8 ………………………………………………….………………………………………. Mrs. Deborah Ford

Guidance K-12/SAC …..…………………………………………………………………………………….……….Mrs. Nicole Ahern

Language Arts/Library Services 6-12 ….………………………………….…………………………………….…Ms. Mary Malyska

Math/Science 6-12 …………………………………………………………..……………………………….Ms. Maureen Guilfoyle

Social Studies/Business ……………………………………………………………………………………..…….Mrs. Libby Galante

World Language/ESL/Career Education>>………………………………………………………………….….Ms. Yvonne Lorenzo

Art/Music …………………………………………………………………………………………………………..….Mr. Ronald Rago

Physical Education/Health ………………………………………………………………………………………...…. Ms. Linda Ionta

Curriculum Committee

Grade 1 Mathematics

Annette Blanco

Lindsay Conneely

Toni Ann Titmas

Table of Contents

Title Page Board Members Administration Department Supervisors Curriculum Committee Table of Content District Mission/Philosophy Statement District Goals Course Description Recommended Texts Course Proficiencies Curriculum Units

Appendix: Common Core State Standards; New Jersey Holistic Scoring Rubric

Mission Statement

The Township of Union Board of Education believes that every child is entitled to an education designed to meet

his or her individual needs in an environment that is conducive to learning. State standards, federal and state

mandates, and local goals and objectives, along with community input, must be reviewed and evaluated on a

regular basis to ensure that an atmosphere of learning is both encouraged and implemented. Furthermore, any

disruption to or interference with a healthy and safe educational environment must be addressed, corrected, or

when necessary, removed in order for the district to maintain the appropriate educational setting.

Philosophy Statement

The Township of Union Public School District, as a societal agency, reflects democratic ideals and concepts

through its educational practices. It is the belief of the Board of Education that a primary function of the Township

of Union Public School System is to formulate a learning climate conducive to the needs of all students in general,

providing therein for individual differences. The school operates as a partner with the home and community.

Statement of District Goals

Develop reading, writing, speaking, listening, and mathematical skills. Develop a pride in work and a feeling of self-worth, self-reliance, and self

discipline. Acquire and use the skills and habits involved in critical and constructive

thinking. Develop a code of behavior based on moral and ethical principals. Work with others cooperatively. Acquire a knowledge and appreciation of the historical record of human

achievement and failures and current societal issues. Acquire a knowledge and understanding of the physical and biological

sciences. Participate effectively and efficiently in economic life and the development

of skills to enter a specific field of work. Appreciate and understand literature, art, music, and other cultural

activities. Develop an understanding of the historical and cultural heritage. Develop a concern for the proper use and/or preservation of natural

resources.

Develop basic skills in sports and other forms of recreation.

Course Description

The grade 1 mathematics curriculum is newly aligned with the Common Core State

Standards. Mathematics content will be integrated across several domains. To ensure that students achieve the standards the classroom environment, instructional materials, and teaching strategies are adapted to meet the diverse needs and abilities of the individual students. The grade 1 mathematics curriculum focuses on four critical areas:

Operations and Algebraic Thinking – developing understanding of addition, subtraction, and strategies for addition and subtraction within 20

Number and Operations in Base 10 – developing understanding of whole number relationships and place value, including grouping in tens and ones

Measurement and Data – developing understanding of linear measurement and measuring lengths as iterating length units

Geometry - reasoning about attributes of, composing/decomposing geometric shapes

Recommended Textbooks

Go Math Student Edition; Go Math Standards Practice Book; Go Math Reteach Blackline; Go Math Enrich Blackline;

Go Math Assessment Guide; Go Math ELL Activity Book;

Go Math Strategic Intervention; Go Math Intensive Intervention

Course Proficiencies

Students will be able to…

Operations and Algebraic Thinking

Represent and solve problems involving addition and subtraction within 20.

Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20.

Understand and apply properties of numbers (commutative and associative) to add.

Understand subtraction as an unknown-addend problem

Add and subtract within 20

Fluently add and subtract within 10.

Understand the meaning of the equal sign and determine if equations involving addition and subtraction are

true or false.

Determine the unknown whole number in an addition or subtraction equation relating three whole numbers,

(example: 8 + ? = 11)

Number & Operations in Base Ten

Count to 120

Read and write numerals and represent a number of objects with a written numeral within 120.

Understand that the two digits of a two-digit number represent amounts of tens and ones.

Use the symbols <, >, and = to compare two two-digit numbers.

Within 100, add a two-digit number and a one-digit number, and a two-digit number and a multiple of 10.

Find 10 more or 10 less than a two-digit number without having to count.

Within the 10 – 90 range, subtract multiples of 10 from multiples of 10.

Measurement and Data

Measuring

o Compare and order three objects by length

o Express the length of an object as a whole number of length units.

Tell and write time in hours and half-hours using analog and digital clocks.

Organize, represent, and interpret data with up to three categories.

Geometry

Distinguish between defining attributes (closed figure, three-sided) and non-defining attributes (color,

orientation).

Build and draw shapes with defining attributes.

Compose two- or three-dimensional shapes to form composite shapes.

Partition circles and rectangles into two and four equal shares; describe the shares using the words halves,

fourths, and quarters.

Use the phrases half of, fourth of, and quarter of.

Curriculum Units Unit 1: Operations and Algebraic Thinking

Represent and solve problems involving addition and subtraction.

Understand and apply properties of operations and the relationship between addition and subtraction.

Add and subtract within 20.

Work with addition and subtraction equations. Unit 2: Number and Operations in Base 10

Extend the counting sequence.

Understand place value.

Use place value understanding and properties of operations to add and subtract. Unit 3: Measurement and Data

Measure lengths indirectly and by iterating length units.

Tell and write time.

Represent and interpret data. Unit 4: Geometry

Reason with shapes and their attributes

Pacing Guide

Go Math! Common Core Edition Pacing includes opening resources (vocabulary/Show What You Know),

chapter lessons, mid-chapter checkpoints, chapter review & assessments.

Content Number of Days Unit 1: Operations and Algebraic Thinking (65 days total) Chapter 1: Addition Concepts 12 days Chapter 2: Subtraction Concepts 13 days Chapter 3: Addition Strategies 16 days Chapter 4: Subtraction Strategies 10 days Chapter 5: Addition and Subtraction Relationships 14 days Unit 2: Number and Operations in Base 10 (36 days total) Chapter 6: Count and Model Numbers 14 days Chapter 7: Compare Numbers 9 days Chapter 8: Two-Digit Addition and Subtraction 13 days Unit 3: Measurement and Data (24 days total) Chapter 9: Measurement 13 days Chapter 10: Represent Data 11 days Unit 4: Geometry (23 days total) Chapter 11: Three-Dimensional Geometry 9 days Chapter 12: Two Dimensional Geometry 14 days

Unit 1: Operations and Algebraic Thinking

Chapter 1 – Addition Concepts Domain: CC.1.OA – Operations and Algebraic Thinking

Essential Questions Instructional Objectives/ Skills and Benchmarks (CPIs)

Activities Assessments

How can you model within 10?

Students will model addition concepts within 10.

Use pictures to “add to” and find sums

Use concrete objects to solve “adding to” addition problems.

Use concrete objects to solve “putting together” addition problems.

Solve adding to and putting together situations using the strategy “make a model”.

Understand and apply the Additive Identity Property for Addition.

Explore the Commutative Property for Addition.

Model and record all the ways to put together numbers within 10.

Build fluency for addition within 10.

Online Activities: Mega Math County Countdown, Block Busters, Level A, C Numberopolis, Carnival Stories, Level A Country Countdown, Counting Critters, Level G Country Countdown, Harrison’s Comparison’s, Level C Destination Math Combining and Joining within 10 Animated Math Models Skills 1-6 Grab & Go Resources: Literature The Class Party- Learn to read addition and subtraction sentences Math Club- learn to read number

Assessments: Formative Assessment (Print & Online): Form A Form B Mid Chapter Checkpoint Systematic observations and anecdotal record keeping (oral and performance- based) Checklists (Oral and performance- based) Collection and analysis of work samples Go Math Big Idea Projects Performance

Determine if an equation is true or false.

sentences Join Us- Add the number of children until they get ten Busy Bugs- Add the different bugs found in the illustrations Games Addition Bingo-practice one-digit addition and review basic facts to 8. Activities Sum Sentences- Orange Activity Card 3 Put It Together- Blue Activity Card 3 Back and Forth- Blue Activity Card 7 How Many Ways?- Purple Activity Card 3 Additional Activities:

Provide students with opportunities to add and subtract items in their environment.

Use objects to help count and add.

Use their fingers to help add the numbers.

Assessments: AG217: Playing Games

Task A: Tossing Bean Bags – To assess the child’s understanding of doubles and the ability to record doubles addition sentences.

Task B: The Lost Checkers – To assess the child’s ability to model a subtraction situation and write a subtraction sentence.

Task C: Soccer Balls – To assess the child’s ability to write different addition sentences for ways to make 10.

Task D: Number Cube Toss – To assess the child’s ability to add three one-digit

Use counters to assist children in adding numbers.

Use students to act out addition sentences

numbers. Diagnostic Interview Assessment AG205

Chapter 2 – Subtraction Concepts Domain: CC.1.OA – Operations and Algebraic Thinking

Essential Questions

Instructional Objectives/ Skills and Benchmarks

(CPIs)


How can you subtract numbers from ten or less?

Students will subtract numbers from ten or less.

Use pictures to show “taking from” and find differences.

Use concrete objects to solve “taking from: subtraction problems.

Use concrete objects to solve “taking apart” subtraction problems.

Solve taking from and taking apart subtraction problems using the strategy make a model.

Compare pictorial groups to understand subtraction.

Model and compare groups to show the meaning of subtraction.

Identify how many are left when subtracting all or 0.

Model and record all of

Online Activities: Mega Math Numberopolis, Lulu’s Lunch Counter, Level D Country Countdown, Block Busters, Level B, D Numberopolis, Carnival Stories, Level B, C Destination Math Differences within 10 Animated Math Models Skills 7-12 Grab & Go Resources: Literature The Class Party- read addition and subtraction number sentences Milk For Sale- practice subtraction facts through 10

Assessments: Formative Assessment (Print & Online): Form A Form B Mid Chapter Checkpoint Systematic observations and anecdotal record keeping (oral and performance- based) Checklists (Oral and performance- based) Collection and analysis of work samples Go Math Big Idea Projects Go Math Portfolio Assessment AG xii-xv

the ways to take apart numbers within 10.

Build fluency for subtraction within 10.

Games Subtraction Slide- practice subtraction facts to 8 Activities Picture This- Blue Activity Card 9 Apples Away- Orange Activity Card 5 Runaway Squares- Blue Activity Card 5 Subtract!- Orange Activity Card 9 Additional Activities:

Use the students to act out subtraction sentences.

Use fingers to help subtract.

Use counters to subtract.

Use objects in the environment to show subtraction.

Use bar models to help with subtraction.

Performance Assessments: AG217: Playing Games




Task D: Number Cube Toss – To assess the child’s ability to add three one-digit numbers.

Diagnostic Interview Assessment AG206

Chapter 3 – Addition Strategies Domain: CC.1.OA – Operations and Algebraic Thinking

Essential Questions


(CPIs)


How do you solve addition problems?

Students will solve addition problems.

Understand and apply the Commutative Property of Addition for sums within 20.

Use count on 1,2 or 3 as a strategy to find sums within 20.

Use doubles as a strategy to solve addition facts with sums within 20.

Use doubles to create equivalent but easier sums.

Use doubles plus 1 and doubles minus 1 as strategies to find sums within 20.

Use the strategies count on, doubles, doubles plus 1 and doubles minus 1 to practice addition facts within 20.

Online Activities: Mega Math County Countdown, Block Busters, Level E Country Countdown, Counting Critters, Level M, F,S,J,O,P,Q,K,R Numberopolis, Carnival Stories, Level K, F, E, N Numberopolis, Cross Town Number Line, Level D, F Destination Math Sums within 20 Sums within 20, with 10 as one addend Animated Math Models Skills 13-19 Grab & Go Resources: Literature Join Us- Add the number of children until they get ten Doubles Fun on the Farm- Add equal


Use a ten frame to add 10 and addend less than 10.

Use make a ten as a strategy to find sums within 20.

Use numbers to show how to use the make a ten strategy to add.

Use the Associative Property of Addition to add three addends.

Understand and apply the Associative Property of Addition or Commutative Property of Addition to add three addends.

Solve adding to and putting together situations using the strategy draw a picture.

groups to make doubles Funny Bunny Hats- Add the number of hats made by Bunny Games Ducky Sums- practice one-digit addition and review basic facts to 12 Neighborhood Sums- practice and review sums to 20 Activities Back and Forth- Blue Activity Card 7 Double Trouble- Orange Activity Card 7 Add with Ten- Blue Activity Card 16 Make a Ten to Add-Orange Activity Card 16 The Sum is the Same- Purple Activity Card 16 Additional Activities:

Create addition sentences with pictures.

Use students as models ask them to change places to show changing addends.

Use snap cubes and flip them to show to students how to change addends.

Use number cards then add







counters to show counting on.

Draw pictures to help show doubles, doubles plus one, doubles minus one.

Use snap cubes to help show doubles plus one and doubles minus one.

Make a list of ways to make a ten.

Use three colored crayons to represent each number of the addition sentence.

Chapter 4 – Subtraction Strategies Domain: CC.1.OA – Operations and Algebraic Thinking

Essential Questions


(CPIs)


How do you solve subtraction problems?

Students will solve subtraction problems.

Use count back 1,2 or 3 as a strategy to subtract.

Recall addition facts to subtract numbers within 20.

Use addition as a strategy to subtract numbers within 20.

Use make a ten as a strategy to subtract.

Subtract by breaking apart to make a ten.

Solve subtractions using the strategy act it out.

Online Activities: Mega Math Numberopolis, Cross Town Number Line, Level E, G Numberopolis, Carnival Stories, Level B, G,L Country Countdown, Counting Critters, Level I,L, U Destination Math Number patterns Differences within 20 Animated Math Models Skills 20-22 Grab & Go Resources: Literature Math Club- learn to read a number sentence Miss Bumble’s Garden- Practice subtraction strategies The Class Party- learn and read addition


and subtraction number sentences Games Under the Sea- practice subtraction facts to 12 Activities Apples Away- Orange Activity Card 5 Plus and Minus- Purple Activity Card 5 Runaway Squares- Blue Activity Card 5 Picture This- Blue Activity Card 9 Additional Activities:

Use a number line on the floor and have students model subtraction problems.

Use counters and have students count back to represent subtraction problems.

Use addition problems to help solve subtraction problems.

Use counters to show the how addition and subtraction sentences are related.

Use ten frames to reinforce the relationship between addition and subtraction.







Chapter 5 – Addition and Subtraction Relationships Domain: CC.1.OA – Operations and Algebraic Thinking

Essential Questions


(CPIs)


How can relating addition and subtraction help you to learn and understand facts within 20?

Students will relate addition and subtraction in order to learn and understand facts within 20.

Solve addition and subtraction problem situations using the strategy make a model.

Record related facts within 20

Identify related addition and subtraction facts within 20.

Apply the inverse relationship of addition and subtraction.

Use related facts to determine unknown numbers.

Use a related fact to subtract.

Choose an operation and strategy to solve an addition or subtraction word problem.

Online Activities: Mega Math

Country Countdown; Counting Critters, Level T, U

Country Countdown; Harrison’s Comparisons, Level H

Numberopolis, Carnival Stories, Level M, N

Ice Station Exploration; Arctic Algebra, Level A

Destination Math

Sums within 20, with 10 as one addend

Differences within 20 Animated Math Models Skills 21 – 25 Grab & Go Resources: Literature

Picture Puzzles - learn about facts through 12.

Juggling - learn about facts through 12.


How can relating addition and subtraction help you to learn and understand facts within 20?

Represent equivalent forms of numbers using sums and differences within 20.

Determine if an equation is true or false.

Add and subtract facts within 20 and demonstrate fluency for addition and subtraction within 10.

Games

Ducky Sums

Related Facts Race to 8. Activities

Problem Solving/Purple Activity Card #11

Face Facts/Orange Activity Card #11

Number Tales/Purple Card #18

The Missing Piece/Blue Activity Card #18

Any Way You Cut It/Blue Activity Card 11

The Sum is the Same/Purple Activity Card #16

Additional Activities:

Provide students with opportunities to add and subtract items in their environment.

Solve addition and subtraction word problems that relate to life experiences.

Count a set of objects together. Have children close their eyes as you remove







and hide some objects. Have children open their eyes and identify how many objects are left and how many are missing.

Use a set of objects or drawings and ask students how many more are needed to make a set of 20.

Ask simple questions throughout the day that foster fluency in addition and subtraction within 10.

Use a number line, concrete objects, etc. to find the sum of addition problems with one and two digit numbers. (no regrouping)

Use concrete objects to find the solution to addition problems.

Write a number sentence to represent a picture problem.

Unit 2: Number and Operations in Base Ten

Chapter 6 – Count and Model Numbers Domain: CC.1.NBT– Number and Operations in Base Ten

Essential Questions


(CPIs) Activities Assessments

Students will develop an understanding of whole number relationships and place value, including grouping in tens and ones.

Count by ones to extend a counting sequence up to 120

County y tens from any number to extend a counting sequence up to 120.

Use models and write to represent equivalent forms of ten and ones.

Use objects, pictures, and numbers to represent a ten and some ones.

Use objects, pictures, and numbers to represent tens.


Country Countdown; Block Busters, Level G, H, I

Country Countdown; Counting Critters, Level P

Numberopolis, Cross Town Number Line, Level K

Destination Math: Tutorial, Workout, Practice, Classroom Activities

Place Value: Tens and Ones Animated Math Models - Skills 26-31 Grab & Go Resources: Literature

Join Us – Adding until you get to 10.

Strawberries – Use place value to find the strawberries.

Games

Puddle Hopping

Tens and Ones Race

Assessments: Formative Assessment (Print & Online): Form A Form B Mid Chapter Checkpoint Systematic observations and anecdotal record keeping (oral and performance- based) Checklists (Oral and performance- based) Go Math Big Idea Projects Go Math Portfolio Assessment (AG xii-xv) A collection and analysis of work samples

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Group objects to show numbers to 50 as tens and ones.

Group objects to show numbers to 100 as tens and ones.

Solve problems using the strategy make a model.

Read and write numerals to represent a number of 100 to 110 objects.

Read and write numerals to represent a number of 110 to 120 objects.

Activities

Teen Time/Orange Card #14

Groups of Ten/Blue Card #14

Ten and Up/Purple Card #14 Additional Activities:

1. Display a counting chart. Use a sheet of paper to cover the fifth through the tenth columns. Point to a number and ask for the next few numbers in sequence and write it on the board. Then, use a sheet of paper to cover the third through tenth columns. Point to the number 102. Ask, “What number comes after 102?” Talk about how counting forward from 102 is just like counting forward from 2.

2. Using straws and rubber bands have students

make bundles of 10 straws. Let partners or groups work together to pick a number from a pile of cards and use straws to build that number making bundles of tens and ones. Students can pass cards and do it again. Students can even put the straws under the number card and take a photo to make a picture board in the class.

3. Complete a grid with and without missing

numbers to 120.

Performance Assessments: AG223-AG222: Number Puzzles

Task A: What Number Did You Say? – To assess the child’s ability to count and write a range of numbers within 120.

Task B: Number Show – To assess the student’s understanding of a two-digit number as different amounts of tens and ones.


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4. Use pasta or beans to represent groups of ten. Have students glue pasta or beans to a piece of construction paper in groups of ten. Students can record the number of pasta/beans they have altogether.

5. Use Numeral Cards 1-10 in eTeacher

Resources. Partners shuffle cards and place them facedown. Have partners take turns choosing a card and model that number of tens and ones with connecting cubes. The other partner will write the number 3 ways: whole number, ____ tens and ____ ones, and as expanded form. Continue for a given amount of time or until all the cards have been used.

6. Use Workmat 3 and connecting cubes to model

tens and ones in a place value chart. Teacher gives a number, students show it on the workmat. To challenge students, ask questions like “What number would have ___ more ones or ____ less tens?”

7. Give students bags of snap cubes. Have them

build as many tens as possible and draw what they have and write the whole number. Students will then take apart ONE ten and put them in the ones place. Then, they will draw it again. Students will do this until all of the tens are taken apart. This will practice showing how many ways can show a number. (6.8)

Chapter 7 – Compare Numbers Domain: CC.1.NBT– Number and Operations in Base Ten

Essential Questions


(CPIs)


How do you use place value to compare numbers?


Model and Compare two-digit numbers to determine which is greater.

Model and compare two-digit numbers to determine which is less.

Use symbols for is less than”<”, is greater than “>”, and is equal to “=” to compare numbers.


Shapes Ahoy! Sea Cave Sorting, Level G, O

Shapes Ahoy! Ship Shapes, Level B, C, and D

Country Countdown; Harrison’s Comparisons, Level I, K

Destination Math (Tutorial, Workout, Practice, Classroom Activities)

Comparing Numbers within 100 Animated Math Models Skills 32-34 Grab & Go Resources: Literature

Name That Number – compare numbers to complete a hundred chart.

Strawberries – Use place value to find the strawberries.


Solve problems using the strategy make a model.

Identify numbers that are 10 less or 10 more than a given number.

Games

The Greater Game

Rainy Day Fun

Puddle Hopping Activities

20 through 50/Orange Card #4 Additional Activities:

1. Students choose two Numeral Cards from the eTeacher Resources. With a partner students will build those two numbers with snap cubes. Students use their models to decide which number is greater by comparing the tens first and then the ones as needed. They can glue their cards to construction paper and circle the greater number. Students can repeat activity for as long as teacher sees fit.

2. Make < and > signs on a popsicle stick so

students can flip back and forth. Students can show to number cards and holding the popsicle in between in the correct direction. With a partner, they will read the number sentence: example – 34 is < “less than” 56 Allow students to use snap cubes to model numbers or underline the tens place to compare numbers.




Task C: What Is the Score? – To assess the student’s ability to compare two-digit numbers and use the <, >, and = symbols.


3. (7.4) Cut out the fourth row from the

hundreds chart. Give each group a copy of that row. Color the numbers less than 33 yellow, greater than 36 orange. Have children work together to determine which numbers to color. Have students state why the numbers are colored yellow and orange. “Yellow numbers are LESS THAN 33. Orange numbers are GREATER THAN 37. Have them state the numbers that are not colored. Repeat with other rows of the hundreds chart.

Chapter 8 – Compare Numbers Domains: CC.1.OA – Operations and Algebraic Thinking

CC.1.NBT– Number and Operations in Base Ten

Essential Questions

Instructional Objectives/ Skills and Benchmarks (CPIs)


How can you add and

subtract two-digit

numbers?



Draw a model to add tens.

Draw a model to subtract tens.

Use a hundred chart to find sums.

Use concrete models to add ones or tens to a two-digit number.

Make a ten to add two-digit number and a one-digit number.

Use tens and ones to add two-digit numbers.

Solve and explain two-digit addition word


Country Countdown; Block Busters, Level E, F, J, O

Country Countdown; Counting Critters, Level Q

Numberopolis, Carnival Stories, Level M, P, and Q

Destination Math (Tutorial, Workout, Practice, Classroom Activities)

Differences within 20 Animated Math Models - Skills 35 - 38 Grab & Go Resources: Literature

Garden Party – subtract the number of vegetables eaten by the caterpillars

It’s A Homerun – add baseball cards!


problems using the strategy draw a picture.

Party Plans – learn about 2-digit addition and subtraction with regrouping

Games

Neighborhood Sums

Flying Along Activities

Add with Ten/Blue 16

Groups of Ten/Blue 14

Count On/Blue 20

Regroup/Orange 20

Next Trick/Purple 20 Additional Activities:

1. Show the 20 and 10 numeral cards. Children use snapcubes to model the numbers and draw a quick picture. How many tens are there in all? “3 tens” Have children write 2 tens + 1 ten = 3 tens. Together, count by tens to show that 3 tens are 30: 10, 20, 30… try again with different base ten number cards.

2. Show tens and using dimes. Have partners use dimes to show tens. One child uses the dimes to create a problem. The partner




Task C: What Is the Score? – To assess the student’s ability to compare two-digit numbers and use the <, >, and = symbols.

Task D: Page Number Puzzle – To assess the child’s ability to mentally add 10 to two-digit numbers.

Diagnostic Interview Assessment - AG212

writes an addition sentence to show how many tens there are. Reverse roles, repeat

3. Two Spinners: one with base ten numbers, one with 1-9. Partners spin the spinners and work together to add the two numbers together. Build with cubes, write the addition, and write the whole number.

4. Model “18+6” with snap cubes. Have students separate the 6 to make two full tens… 18+6 is the same as 20+4…

5. P. 341B – Tier 1 intervention, practice modeling how to add two 2-digit numbers with tens and ones by using a work mat and base-ten blocks/snap cubes.

Unit 3: Measurement and Data

Chapter 9 Domains: CC.1.MD Measurement and Data

Essential Questions



How do you use

measurement in your life?

How can measurement be used to solve problems? Why is telling time important? How can we tell time to the nearest half hour? How can we tell time using both analog

Meaure length indirectly and by iterating length units

Order objects by length

Use the Transitivity Principle to measure indirectly

Measure length using nonstandard units

Make a nonstandard measuring tool to measure length

Solve measurement problems using the strategy act it out

Write times to the hour shown on analog clocks

Write time to the half hour shown on analog clock

Tell time to the hour and half hour using analog and digital clocks

Online Activities: Mega Math:

Shape Ahoy: Made to Measure: Level A,B,C,D,E,F,G,H,I,J

Country Countdown: Click-a-Doodle-Doo: Level G,H,I,J,K

Destination Math (Tutorial, Workout, Practice, Classroom Activities) Animated Math Models - Skills 39-42 Reteach/Enrich Grab & Go Resources: Literature Time to Play (time) Kens Coins ( money) Games: Measure Up Bank It

Assessments: Formative Assessment (Print & Online): Form A Form B Mid Chapter Checkpoint Systematic observations and anecdotal record keeping (oral and performance- based) Chapter review/test Checklists (Oral and performance- based) Go Math Portfolio Assessment (AG xii-xv) A collection and analysis of work samples Performance Assessments: AG231-AG233: Number

and digital clocks?

Use the hour hand to draw and write times on the analog and digital clocks

Story time Math Center resources A Nickel is Five A Pretty Penny Dime Store Half Past On The Hour Time Passes Analog/ Digital Clock: Clock model mat Analog/Digital Clock: Clock Faces Coins and Bills Additional Activities:

Determine an appropriate nonstandard measuring tool. (paper clips, unifix cubes, crayons, pencils)

Measure the lengths and heights of objects using both standard and non standard units of measurement

Have children measure and compare lengths of snap cubes

Using an analog clock, have children identify various times on the clock

Have students identify various activities that traditionally get done at a specific time (example-

Puzzles

Task A: Sharing with Jen To assess the child’s understanding of comparing lengths indirectly by comparing to a third object

Task B: Heart to Heart To assess the child’s ability to accurately measure an object with a nonstandard unit and record the measurement

Task C: Fix the List To assess the child’s ability to write and tell time to the hour and half hour

Diagnostic Interview Assessment – Helping out AG230 Performance Task : Students Edition pg 408

breakfast, lunch, and diner)

Critical Areas Review project: Measure and Graph Objective; to develop understanding of linear measurement and measuring lengths as iterating length units Page B16-B19 Math Story: All Kinds of Weather Objective: Use literature to reinforce data concepts Student Edition page 357-364 Connection to Science Teachers Edition page 364A Chapter Math Game: Measuring Up page 368 Teachers Resource Blackline Masters: Money, Time, and Measurement Pages TR213-216

Chapter 10 Domains: CC.1.MD Measurement and Data

Essential Questions



What information does a chart

or table give?

How does charts, tables,

and graphs help you

interpret data?

Students will interpret data

Analyze and compare data shown in a picture graph where each symbol represents one

Make a picture graph where each symbol represents one and interpret the information

Analyze and compare data shown in a bar graph

Make a bar graph and interpret the information

Analyze and compare data shown in a tally mark

Make a tally mark chart and interpret the information

Solve problem situations using the strategy make a graph


Country Countdown: White Water Graphing; Level A,B,C,D,E,F,G

Destination Math (Tutorial, Workout, Practice, Classroom Activities) Animated Math Models - Skills 43-45 Reteach/Enrich Grab & Go Resources: Literature Throwing that Ball Games Graph Game Math Center resources Graph Math Picture Perfect

Assessments: Formative Assessment (Print & Online): Form A Form B Mid Chapter Checkpoint Systematic observations and anecdotal record keeping (oral and performance- based) Chapter review/test Checklists (Oral and performance- based) Go Math Big Idea Projects Big Idea 2: Fun with Friends at School, A Math Story Go Math Portfolio Assessment (AG xii-xv) A collection and analysis of work samples

Pass the Bar Graph Paper Additional Activities:

Create different types of charts with student preferences for lunch, ice cream flavor, etc.

Count, compare, and record columns

Math Story: All Kinds of Weather Objective: Use literature to reinforce data concepts Student Edition page 357-364 Connection to Science Teachers Edition page 364A Chapter Math Game: Graph Game page 412 Teachers Resource Blackline Masters: Data and Graphing Pages TR61-TR68

Performance Assessments: AG223: Number Puzzles

Task D: Juicy Tallies To assess the child’s ability to represent and interpret data on a tally chart

Diagnostic Interview Assessment – AG214 Performance Task : Students Edition pg 444

Intervention Activities: Chapters 9-10

Strategic Intervention Activity Guide: Teachers Editon/Student Edition

Chapter 10: Pages IN61-IN68

Intensive Activity Guide: Teachers Editon/Student Edition

Measurement pages 2,8

Represent Data pages 2,8

FL Intensive Intervention Skills Pack (Florida Edition)

Chapter 9: Sort Coins pages IIN35-IIN36 The Clock pages IIN97-IIN98

Chapter 10: Make a Tally pages IIN39-IIN40 Make a Concrete Graph pages IIN41-IIN42

Chapter 11 Domains: CC.1.G Geometry

Essential Questions



How can you identify and

describe three-

dimensional 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?

Students will reason with shapes and their attributes

Identify and describe three-dimensional shapes according to defining attributes

Compose a new shape by combining three-dimensional shapes

Use composite three-dimensional shapes to build new shapes

Identify three-dimensional shapes used to build a composite shape using the strategy act it out

Identify two-dimensional shapes on three-dimensional shapes.


Shapes Ahoy: Undersea 3D: Level A,B,C,D,E,F,G

Destination Math (Tutorial, Workout, Practice, Classroom Activities) Animated Math Models - Skills 46-51 Reteach/Enrich Grab & Go Resources: Literature April’s First Word Signs and Shape Up Games On the Water Math Center resources Shapes Alive Three Dimensional Shapes figures Additional Activities:

Assessments: Formative Assessment (Print & Online): Form A Form B Mid Chapter Checkpoint Systematic observations and anecdotal record keeping (oral and performance- based) Chapter review/test Checklists (Oral and performance- based) Go Math Big Idea Projects Big Idea 3 : My Shape Coloring Book, A Math Story Big Idea 3 Review Project : Building Shapes: Learning to Build Shapes that are 2 and 3 dimensional. B14-B17

What two-

dimensional shapes do you see on the flat

surfaces of three-

dimensional shapes?

Take a class walk to find shapes in the school or playground environment

Use manipulatives to identify shapes and their attributes

Use manipluatives and everyday objects to explore the feel of two- and three- dimensional shapes

Critical Areas Review project; Building Shapes Objective: Reasoning about attributes of, and composing and decomposing geometric shapes Pages B20-B23 Math Story: On The Move: objective: to use literature to reinforce geometry concepts Student Edition page 445-452 Connection to Social Studies Teachers Edition page 452A Chapter Game: Shape Match Bingo Students Edition page 456 Teachers Resource Blackline Masters: Geometry Pages TR53-TR60 TR206-TR212

Go Math Portfolio Assessment (AG xii-xv) A collection and analysis of work samples Performance Assessments: AG237-AG238: Number Puzzles

Task A: Shape Design To assess the child’s ability to identify attributes of a three-dimensional shapes, in particular the two-dimensional shapes that make up their flat surfaces

Task B: Build the Blocks To assess the child’s ability to create a composite shape and compose a new shapes from composite shape

Diagnostic Interview Assessment - AG236 Getting in Shapes Performance Task : dents Edition pg 480

Chapter 12 Domains: CC.1.G Geometry

Essential Questions

Instructional Objectives/ Skills and

Benchmarks (CPIs) Activities Assessments

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 a new

two-dimensional

shapes? How can you combine two-

Students willl reason with shapes and their attributes

Use defining attributes to sort shapes

Describe attributes of two-dimensional shapes

Use objects to compose new two-dimensional shapes

Compose a new shape by combining two-dimensional shapes

Make new shapes from a composite two-dimensional shapes using the strategy act it out

Decompose combined shapes


Shapes Ahoy: Ship Shapes: Level G,H,I,J,K,Q

Shape Ahoy: Sea Cave Sorting: Level A,B,F,I,J,K,,L

Fraction Action: Fractions Flare Ups: Level A,B,C,D

Destination Math (Tutorial, Workout, Practice, Classroom Activities) Animated Math Models - Skills 46-51 Reteach/Enrich Grab & Go Resources: Literature April’s First Word Signs and Shape Up Astronaut Arrangement (fraction) Games On The Water Math Center resources

Assessments: Formative Assessment (Print & Online): Form A Form B Mid Chapter Checkpoint Systematic observations and anecdotal record keeping (oral and performance- based) Chapter review/test Checklists (Oral and performance- based) Go Math Big Idea Projects Big Idea 3 : My Shape Coloring Book, A Math Story Big Idea 3 Review Project : Building Shapes: Learning to Build Shapes that are 2 and 3

dimensional shapes to make new shapes?

How can you

find shapes in other shapes?

How can you

take apart two-

dimensional shapes?

How can you identify equal and unequal parts in two-dimensional

shapes?

How can a shape be

separated into two equal shares?

into shapes

Decompose two-dimensional shapes into parts

Identify equal and unequal parts (or shares) in two-dimensional shapes

Partition circles and rectangles into two equal shapes

Partition circles and rectangles into four equal shares

More Alike than Not On the Corner Building Blocks Parting Company Half Math Two Dimensional Figures Figures Work mat 2: Part-Part-Whole Model Additional Activities:

Give children tangrams and ask them to create various shapes and identify them

Give students a paper circle and rectangle and have them fold the shapes into halves and quarters. Ask them to color in a half of or a quarter of the whole

Math Story: On The Move: objective: to use literature to reinforce geometry concepts Student Edition page 445-452 Connection to Social Studies Teachers Edition page 452A Chapter Game: Rocket Shapes, Students Edition page 483 Teachers Resource Blackline Masters: Geometry Pages TR53-TR60 TR206-TR212

dimensional. B14-B17 Go Math Portfolio Assessment (AG xii-xv) A collection and analysis of work samples Performance Assessments: AG239-AG240: Number Puzzles

Task C: Working Out To assess the child’s understanding of the relationship between the number of equal shares and their size

Task D: Sorting Shapes To assess the child’s ability to distinguish defining attributes and draw shapes that possess those attribute

Diagnostic Interview Assessment – Performance Task : Students Edition pg 528

Intervention Activities: Chapters 11-12

Strategic Intervention Activity Guide: Teachers Editon/Student Edition

Chapter 11: pages IN69-IN72

Chapter 12: pages IN73-IN76, IN113-IN116

Intensive Activity Guide: Teachers Editon/Student Edition

Chapter 11: Three Dimensional/Geometry pages 3,9

Chapter 12: Two Dimensional/Geometry pages 3,9

FL Intensive Intervention Skills Pack

Both Chapters 11 and 12

Same Color and Shapes IIN3-IIN4 Match Shapes IIN77-IIN78

Circles and Triangles IIN79-IIN80 Triangles and Rectangles IIN81-IIN82

Equal Parts IIN83-IIN84

Common Core Standards for Grade 1

Operations & Algebraic Thinking

Standards in this domain:

CCSS.Math.Content.1.OA.A.1

CCSS.Math.Content.1.OA.A.2

CCSS.Math.Content.1.OA.B.3

CCSS.Math.Content.1.OA.B.4

CCSS.Math.Content.1.OA.C.5

CCSS.Math.Content.1.OA.C.6

CCSS.Math.Content.1.OA.D.7

CCSS.Math.Content.1.OA.D.8

Represent and solve problems involving addition and subtraction.

CCSS.Math.Content.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, e.g., by using objects, drawings, and equations with a symbol for the unknown number to

represent the problem.1

CCSS.Math.Content.1.OA.A.2 Solve word problems that call for addition of three whole numbers whose

sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the

unknown number to represent the problem.

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


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


http://www.corestandards.org/Math/Content/1/OA/C/5


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




Understand and apply properties of operations and the relationship between addition and subtraction.

CCSS.Math.Content.1.OA.B.3 Apply properties of operations as strategies to add and subtract.2 Examples: If

8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4,

the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of

addition.)

CCSS.Math.Content.1.OA.B.4 Understand subtraction as an unknown-addend problem. For example,

subtract 10 – 8 by finding the number that makes 10 when added to 8.


CCSS.Math.Content.1.OA.C.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

CCSS.Math.Content.1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and

subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14);

decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship

between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating

equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1

= 13).

Work with addition and subtraction equations.

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

involving addition and subtraction are true or false. For example, which of the following equations are true

and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.

CCSS.Math.Content.1.OA.D.8 Determine the unknown whole number in an addition or subtraction equation

relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ – 3, 6 + 6 = _.







Number & Operations in Base Ten


CCSS.Math.Content.1.NBT.A.1

CCSS.Math.Content.1.NBT.B.2

CCSS.Math.Content.1.NBT.B.3

CCSS.Math.Content.1.NBT.C.4



Extend the counting sequence.

CCSS.Math.Content.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.

Understand place value.

CCSS.Math.Content.1.NBT.B.2 Understand that the two digits of a two-digit number represent amounts of

tens and ones. Understand the following as special cases:

o CCSS.Math.Content.1.NBT.B.2a 10 can be thought of as a bundle of ten ones — called a “ten.”

o CCSS.Math.Content.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.

o CCSS.Math.Content.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).

CCSS.Math.Content.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 <.

http://www.corestandards.org/Math/Content/1/NBT/A/1

http://www.corestandards.org/Math/Content/1/NBT/B/2


http://www.corestandards.org/Math/Content/1/NBT/C/4



http://www.corestandards.org/Math/Content/1/NBT/A/1


http://www.corestandards.org/Math/Content/1/NBT/B/2/a

http://www.corestandards.org/Math/Content/1/NBT/B/2/b

http://www.corestandards.org/Math/Content/1/NBT/B/2/c


Use place value understanding and properties of operations to add and subtract.

CCSS.Math.Content.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 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.

CCSS.Math.Content.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.

CCSS.Math.Content.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.




Measurement & Data


CCSS.Math.Content.1.MD.A.1

CCSS.Math.Content.1.MD.A.2

CCSS.Math.Content.1.MD.B.3

CCSS.Math.Content.1.MD.C.4

Measure lengths indirectly and by iterating length units.

CCSS.Math.Content.1.MD.A.1 Order three objects by length; compare the lengths of two objects indirectly

by using a third object.

CCSS.Math.Content.1.MD.A.2 Express the length of an object as a whole number of length units, by laying

multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an

object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.

Tell and write time.

CCSS.Math.Content.1.MD.B.3 Tell and write time in hours and half-hours using analog and digital clocks.

Represent and interpret data.

CCSS.Math.Content.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.

http://www.corestandards.org/Math/Content/1/MD/A/1


http://www.corestandards.org/Math/Content/1/MD/B/3

http://www.corestandards.org/Math/Content/1/MD/C/4



http://www.corestandards.org/Math/Content/1/MD/B/3

http://www.corestandards.org/Math/Content/1/MD/C/4

Geometry


CCSS.Math.Content.1.G.A.1



Reason with shapes and their attributes.

CCSS.Math.Content.1.G.A.1 Distinguish between defining attributes (e.g., triangles are closed and three-

sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess

defining attributes.

CCSS.Math.Content.1.G.A.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles,

half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular

cones, and right circular cylinders) to create a composite shape, and compose new shapes from the

composite shape.1

CCSS.Math.Content.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.

http://www.corestandards.org/Math/Content/1/G/A/1






Daily Classroom

Management

Rubrics

Correlations

Documents

TOWNSHIP OF UNION PUBLIC SCHOOLS - · PDF file · 2015-09-17TOWNSHIP OF UNION PUBLIC SCHOOLS ... Acquire a knowledge and appreciation of the historical record of human ... of work