Using Efficient Strategies; Understanding Measurement; Reasoning with Attributes Unit Planning Team:...
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Using Efficient Strategies; Understanding Measurement; Reasoning with Attributes Unit Planning Team: Serena Gelinas (JM), Sara Freeman (NS), Shelli Barr (ET), Brooke Bradley (LW/JD), Denise Crutchfield (GH) 1 st Grade Unit 4
Using Efficient Strategies; Understanding Measurement; Reasoning with Attributes Unit Planning Team: Serena Gelinas (JM), Sara Freeman (NS), Shelli Barr
Using Efficient Strategies; Understanding Measurement;
Reasoning with Attributes Unit Planning Team: Serena Gelinas (JM),
Sara Freeman (NS), Shelli Barr (ET), Brooke Bradley (LW/JD), Denise
Crutchfield (GH) 1 st Grade Unit 4
Slide 3
Slide 4
Essential Questions What strategies can I use to find the sums
and differences of numbers and how can I represent my thinking? Why
is iteration important? What are the attributes of a shape? What
strategies can I use to find the sums and differences of numbers
and how can I represent my thinking? Why is iteration important?
What are the attributes of a shape?
Slide 5
Identify and CLARIFY the STANDARDS 1.OA.3 & 1.OA.4 Possible
problem types: JCU, SCU, PPW-PU, Compare, SSU, and JSU. 1.OA.5
Moving from direct modeling to a counting strategy. 1.OA.6
Important to pose number talks that promote more efficient
strategies. Example: 7 +8 = 15 students could use : Doubles Derived
Fact 7+7 14+1 15 or written as (7 + 7) + 1 = 15 Ten as a Benchmark
Derived Fact 7+3 10+5 15 or written as (7+3) + 5 = 15 Fluency games
that push fluency to 10 This standard is connected to all standards
in this domain. 1.OA.6 Important to pose number talks that promote
more efficient strategies. Example: 7 +8 = 15 students could use :
Doubles Derived Fact 7+7 14+1 15 or written as (7 + 7) + 1 = 15 Ten
as a Benchmark Derived Fact 7+3 10+5 15 or written as (7+3) + 5 =
15 Fluency games that push fluency to 10 This standard is connected
to all standards in this domain. 1.OA.1 and 1.OA.2 Provide an
opportunity to address 1.OA.7 by writing the equations with the
equal sign in a variety of positions. 5 + 7 = 12 and 12 = 5 + 7
Note: To encourage students to use more sophisticated strategies
pose larger number sets.
Slide 6
Identify and CLARIFY the STANDARDS 1.NBT.4 TLW begin to explain
their reasoning for a written strategy. 1.NBT.2 Decomposing two
digit numbers will develop understanding of number sense. Different
representations of the number, such as ten frames, bundles of tens,
base ten blocks, words, and numerals. 1.NBT.2 Decomposing two digit
numbers will develop understanding of number sense. Different
representations of the number, such as ten frames, bundles of tens,
base ten blocks, words, and numerals. 1.NBT.1 integrated during
discussions, problem solving and math games
Slide 7
Identify and CLARIFY the STANDARDS Possible CGI problem type:
Compare Make connection between half- past and a half circle
(1.MD.3, 1.G.3)
Slide 8
Identify and CLARIFY the STANDARDS Where are they going? How
does the work in your grade level extend into the grade level
above? What do you need to emphasize this quarter to ensure they
are ready for the next grade level? 1st2nd Fluency Within 10
Mentally find 10 more/less Within 20 Mentally find 100 more/less
Measurement Non-standard units of measurement Working toward
standard units of measurement Time To the hour and half- hour To
the nearest 5 minutes Geometry , , 1/3, Place value Add within
100Add and subtract within 1000
Slide 9
Unit 4 Big Ideas ImplementationStandardsResources Minds on
Math/ Number Talks 1.OA.2 1.OA.3 1.OA.4 1.OA.7 1.OA.8 1.NBT.1
1.NBT.4 1.NBT.6 1.MD.2 Minds on Math 3 rd & 4 th quarters
Number Talks CGI and/or Focus Lesson 1.NBT.1 1.NBT.2 1.NBT.3
1.NBT.4 1.NBT.6 1.MD.2 CGI: Using Place Value and Properties of
Operations CGI: Using Place Value and Properties of Operations
1.OA.1 - 1.OA.8; 1.NBT.1; 1.NBT.2; 1.NBT.4 - 1.NBT.6 Fluency 1.OA.5
1.OA.6 Fluency games and activities The standards above are
on-going and can be addressed in Minds on Math, Number Talks, CGI,
focus lessons and/or fluency. There are so many standards in the
unit that listing them each week would be repetitive and
unnecessary. These are standards that have carried over from
previous units, but still need to be implemented in a way that
suits your students needs.
Slide 10
DIVIDE the unit into weeks and DISTRIBUTE the standards Week
StandardsStructure/Resources 1 1.G.1-Distinguish between defining
and non- defining attributes 1.G.2-Compose 2-dimensional and 3-
dimensional shapes to create a composite shape. Compose new shapes.
1.G.3- Partition circles and rectangles into 2 and 4 equal shares.
Geometry Pre-Assessment (done over multiple days) Possible CGI
problem types JCU, JRU, SRU -possible focus on multiples of 10
Reminder: On-going standards are listed on slide 8. They can be
addressed based on the needs of your class. Standards that are new
this 9 weeks are divided below. On-going standards that have
carried over from previous units are listed on slide 8 and can be
addressed based on the needs of your class.
Slide 11
DIVIDE the unit into weeks and DISTRIBUTE the standards Week
StandardsStructure/Resources 2 1.MD.3- Tell and write time in hours
and half- hours using analog and digital clocks 1.MD.2 - Measure
length Time Pre- Assessment District resources: Lessons Technology
Games/activities ITBS week Possible CGI problem types (Compare)-
Bobby measured his giraffe and hippo stuffed animals. The giraffe
was 7 cubes tall and the hippo was 4 cubes tall. How much taller
was the giraffe than the hippo? Reminder: On-going standards are
listed on slide 8. They can be addressed based on the needs of your
class.
Slide 12
DIVIDE the unit into weeks and DISTRIBUTE the standards Week
StandardsStructure/Resources 3 1.MD.3- Tell and write time in hours
and half- hours using analog and digital clocks Demonstration
clocks SMART board lesson Practice/assessment papers District
resources: Lessons Technology Games/activities Possible CGI problem
types (Compare)- Bobby measured his giraffe and hippo stuffed
animals. The giraffe was 7 cubes tall and the hippo was 4 cubes
tall. How much taller was the giraffe than the hippo? Reminder:
On-going standards are listed on slide 8. They can be addressed
based on the needs of your class.
Slide 13
DIVIDE the unit into weeks and DISTRIBUTE the standards Week
StandardsStructure/Resources 4 1.G.1-Distinguish between defining
and non- defining attributes 1.G.2-Compose 2-dimensional and 3-
dimensional shapes to create a composite shape. Compose new shapes.
1.G.3- Partition circles and rectangles into 2 and 4 equal shares.
Attributes SMART notebook Book: Grandfather Tangs Story (Tangrams)
Website resource- (K-5 math teaching resources) Website resource-
(K-5 math teaching resources) activities and lesson ideas for each
1.G standard District resources: Lessons Technology
Games/activities CGI problem types: measurement division/ partitive
Division (PD) 4 children want to share 12 cans of play dough so
that each child gets the same amount. How many cans of play dough
should each child get? (MD) Steve has $12. A pack of trading cards
costs $3. How many packs of cards can Steve buy? (Equal sharing) 2
children want to share 4 cupcakes so that each child gets the same
amount. How many cupcakes should each child get? Reminder: On-going
standards are listed on slide 8. They can be addressed based on the
needs of your class.
Slide 14
DIVIDE the unit into weeks and DISTRIBUTE the standards Week
StandardsStructure/Resources 5 1.G.1-Distinguish between defining
and non- defining attributes 1.G.2-Compose 2-dimensional and 3-
dimensional shapes to create a composite shape. Compose new shapes.
1.G.3- Partition circles and rectangles into 2 and 4 equal shares.
Attributes SMART notebook Book: Grandfather Tangs Story (Tangrams)
Website resource- (K-5 math teaching resources) Website resource-
(K-5 math teaching resources) activities and lesson ideas for each
1.G standard District resources: Lessons Technology
Games/activities CGI problem types: multiplication, measurement
division/ partitive Division (PD) 4 children want to share 12 cans
of play dough so that each child gets the same amount. How many
cans of play dough should each child get? (MD) Steve has $12. A
pack of trading cards costs $3. How many packs of cards can Steve
buy? (Equal sharing) 2 children want to share 4 cupcakes so that
each child gets the same amount. How many cupcakes should each
child get? Reminder: On-going standards are listed on slide 8. They
can be addressed based on the needs of your class.
Slide 15
DIVIDE the unit into weeks and DISTRIBUTE the standards Week
StandardsStructure/Resources 6 1.G.1-Distinguish between defining
and non- defining attributes 1.G.2-Compose 2-dimensional and 3-
dimensional shapes to create a composite shape. Compose new shapes.
1.G.3- Partition circles and rectangles into 2 and 4 equal shares.
Attributes SMART notebook Book: Grandfather Tangs Story (Tangrams)
Website resource- (K-5 math teaching resources) Website resource-
(K-5 math teaching resources) activities and lesson ideas for each
1.G standard District resources: Lessons Technology
Games/activities CGI problem types: multiplication, measurement
division/ partitive Division (PD) 4 children want to share 12 cans
of play dough so that each child gets the same amount. How many
cans of play dough should each child get? (MD) Steve has $12. A
pack of trading cards costs $3. How many packs of cards can Steve
buy? (Equal sharing) 2 children want to share 4 cupcakes so that
each child gets the same amount. How many cupcakes should each
child get? Reminder: On-going standards are listed on slide 8. They
can be addressed based on the needs of your class.
Slide 16
DIVIDE the unit into weeks and DISTRIBUTE the standards Week
StandardsStructure/Resources 7 Revisit 1.MD.3- Tell and write time
in hours and half-hours using analog and digital clocks
Demonstration clocks SMART board lesson Practice/assessment papers
District resources: Lessons Technology Games/activities 1.MD.3-
Post assessment Possible CGI problem types PPW-PU- There are 10
fish in the pond. 6 of the fish are orange and the rest are white.
How many of the fish are white? JSU- Abby had some stickers. She
got 4 more stickers at Walmart. Now Abby has 14 stickers. How many
stickers did Abby have to start with? Reminder: On-going standards
are listed on slide 8. They can be addressed based on the needs of
your class.
Slide 17
DIVIDE the unit into weeks and DISTRIBUTE the standards Week
StandardsStructure/Resources 8 Revisit 1.G.1-Distinguish between
defining and non- defining attributes 1.G.2-Compose 2-dimensional
and 3-dimensional shapes to create a composite shape. Compose new
shapes. 1.G.3- Partition circles and rectangles into 2 and 4 equal
shares. Attributes SMART notebook Book: Grandfather Tangs Story
(Tangrams) Website resource- (K-5 math teaching resources) Website
resource- (K-5 math teaching resources) activities and lesson ideas
for each 1.G standard District resources: Lessons Technology
Games/activities CGI problem types: multiplication, measurement
division/ partitive Division (PD) 4 children want to share 12 cans
of play dough so that each child gets the same amount. How many
cans of play dough should each child get? (MD) Steve has $12. A
pack of trading cards costs $3. How many packs of cards can Steve
buy? (Equal sharing) 2 children want to share 4 cupcakes so that
each child gets the same amount. How many cupcakes should each
child get? Reminder: On-going standards are listed on slide 8. They
can be addressed based on the needs of your class.
Slide 18
DIVIDE the unit into weeks and DISTRIBUTE the standards Week
StandardsStructure/Resources 9 1.G.1-Distinguish between defining
and non- defining attributes 1.G.2-Compose 2-dimensional and
3-dimensional shapes to create a composite shape. Compose new
shapes. 1.G.3- Partition circles and rectangles into 2 and 4 equal
shares. Geometry Post-assessment Possible CGI problem types
(Compare)- Bobby measured his giraffe and hippo stuffed animals.
The giraffe was 7 cubes tall and the hippo was 4 cubes tall. How
much taller was the giraffe than the hippo? Reminder: On-going
standards are listed on slide 8. They can be addressed based on the
needs of your class.
Slide 19
Gather and study the RESOURCES
Slide 20
Make or locate SUMMATIVE and PERFORMANCE ASSESSMENTS Options
for Assessment available online for Unit 4 These assessments are
options for you to choose from. Choose assessments based on your
classroom needs. 1OA.1 1.OA.4, 1.OA.6, 1.NBT.2
Slide 21
Make or locate SUMMATIVE and PERFORMANCE ASSESSMENTS Options
for Assessment available online for Unit 4 These assessments are
options for you to choose from. Choose assessments based on your
classroom needs. 1.NBT.1 1.NBT.6, 1.OA.1
Slide 22
Make or locate SUMMATIVE and PERFORMANCE ASSESSMENTS Options
for Assessment available online for Unit 4 These assessments are
options for you to choose from. Choose assessments based on your
classroom needs. 1.MD.1 1.MD.4, 1.OA.1
Slide 23
Make or locate SUMMATIVE and PERFORMANCE ASSESSMENTS Options
for Assessment available online for Unit 4 These assessments are
options for you to choose from. Choose assessments based on your
classroom needs. 1.G.1 1.G.3, 1.MD.3