chapter 1: numbers to 10roselle.sharpschool.net/userfiles/servers/server...mp5 use appropriate tools...

1

Chapter 1: Numbers to 10 Total Number of Days: 12 Grade/Course: First Grade

ESSENTIAL QUESTIONS ENDURING UNDERSTANDINGS

How is math relevant to me? What do numbers convey? How can numbers be expressed? How can numbers be ordered and compared? What are different ways to count? What are efficient ways to count?

Numbers can represent quantities Numbers can be classified by attributes Finding the association between the physical representation of numbers,

number symbols, and number words help us gain a deeper understanding of numbers

Differentiating between numbers of objects in a set is the basis for number comparisons

PACING CONTENT SKILLS

STANDARDS

(CCSS/MP)

RESOURCES LEARNING

ACTIVITIES/ASSESSMENTS

Math in Focus OTHER (e.g., tech)

Kindergarten Skill Review:

No more than the first 4-6 days of school

Administer Math in Focus Kindergarten End-Of-Year

Assessment within the first few days of school

All K Common Core Standards

Manipulative exploration and review of number sense

Count objects by one-to-one correspondence using manipulatives

Explore various math manipulatives (connecting cubes, counting pieces, number line, partial 100 chart)

CCSS: 1.NBT.1 MP: MP.1 MP.4

Lessons not found in Math in Focus (When you log into Think Central you can access Kindergarten books for sample activities)

Some example lessons: http://voices.yahoo.com/ten-back-school-math-activities-lesson-plan-1797623.html?cat=4

https://www-k6.thinkcentral.com/content/hsp/math/hspmath/ca/common/mega_math_9780153663963_/ (Numberopolis and Country Countdown have many beginning math games)

http://voices.yahoo.com/ten-back-school-math-activities-lesson-plan-1797623.html?cat=4












https://www-k6.thinkcentral.com/content/hsp/math/hspmath/ca/common/mega_math_9780153663963_/




2

Introduction to math centers

Review of number sense, shapes, and money using math centers

Students rotate math centers and learn what centers should look like, sound like, and feel like)

CCSS: 1.OA.1 1.NBT.1 MP: MP.1 MP.4

Lessons not found in Math in Focus

Some example lessons: http://mandys-tips-4-teachers.blogspot.com/2012/09/setting-up-guided-math-freebie.html


Review of number sense and addition/subtraction

Write addition sentences and answer addition problems to 10

Write subtraction sentences and answer subtraction problems to 10

CCSS: 1.OA.1 MP: MP.1 MP.4

Lessons not found in Math in Focus (When you log into Think Central you can access Kindergarten books for sample activities, chapters 17 and 18 have math activities for addition and subtraction)

Some example lessons: http://voices.yahoo.com/ten-back-school-math-activities-lesson-plan-1797623.html?cat=4


Administer Math in Focus First Grade End-Of-Year Assessment within the first few days of school

All First Grade Common Core Standards

http://mandys-tips-4-teachers.blogspot.com/2012/09/setting-up-guided-math-freebie.html
































3

1 day

Recall prior Knowledge

Chapter Opener Pre-Test

Count objects in sets by one-to-one correspondence

Find matching sets of objects

CCSS: 1.NBT.1

TE-1A pp. 1-3 https://www-k6.thinkcentral.com/content/hsp/math/hspmath/ca/common/mega_math_9780153663963_/ (Click Country Countdown, click Counting Critters)

Pre-Assessment: Assessment Book 1 pp. 2-6 (To be used as pre and post assessment)

2 days

1.1 Counting to 10

Count from 0 to 10 objects Read and write 0 to 10 in

numbers

Example:

How many cupcakes?

CCSS: 1.NBT.1 MP: MP.1 MP.3 MP.5 MP.6

TE-1A pp. 4-12 Core:WKBK-1A pp. 1-6 EP-1A pp.1-6 Basic: R-1A pp. 1-8 Advanced: TE pp. 9 ELL: TE pp. 5

http://www.sheppardsoftware.com/mathgames/earlymath/BalloonCount10.htm

Pre-Assessment: A1 pp.2-6 (To be used as pre and post assessment) Let’s Practice pp. 12 Hands-On Activities: Show a Number in a Ten-Frame TE pp.6-7 Show Numbers in Different Ways Using a Ten Frame TE pp.10-11 Game: Land on 10 TE pp.10-11
























4

2 days

1.2 Comparing Numbers

Compare two sets of objects by using one-to-one correspondence

Identify the set that has more, fewer, or the same number of objects

Identify the number that is greater than or less than another number

Example: Circle the set that has more

A B

CCSS: 1.NBT.1 MP: MP.5

TE-1A pp. 13-19 Core: WKBK-1A pp. 7-12 EP-1A pp. 7-14 Basic: R-1A pp. 9-16 Advanced: E-1A pp. 1-8 ELL: TE pp. 14

http://www.ixl.com/math/kindergarten/fewer-more-comparing-groups

Assessment: TE pp. 18-19 Hands-On Activities: Count and Compare Using Cut-outs and Ten Frames TE pp.14 Make Number Trains Using Connecting Cubes TE pp.15-16

1 day

1.3 Making Number Patterns

Make number patterns Example: Find the missing numbers in the pattern: 2, 3, 4, ____, 6, ____

CCSS: 1.NBT.1 MP: MP.1 MP.2 MP.5 MP.8


https://www-k6.thinkcentral.com/content/hsp/math/hspmath/ca/common/mega_math_9780153663963_/ (click Numberopolis; click Cross Town Number Line)

Assessment: TE pp. 25 Hands-On Activities: Make Tower Patterns Using Connecting Cubes Math Journal: TE pp.26 Problem Solving: TE pp. 26
























5

1 day

Chapter Wrap-Up Assessment

Review reading/writing numbers 0-10

Review counting from 0 10 10

CCSS: 1.NBT.1 MP: MP.1 MP.2 MP.5 MP.6 MP.8

TE-1A pp.20-27 Core: WKBK-1A pp. 19-20 EP-1A pp.15-20 Basic: R-1A pp. 17-20 Advanced: E-1A pp. 1-8 ELL: TE pp. 25

http://illuminations.nctm.org/ActivityDetail.aspx?ID=75

Assessment: A1 pp.2-6

INSTRUCTIONAL FOCUS OF UNIT

Students count, read, and write numbers to 10 Students develop the association between physical representation of numbers, number symbols, and number words Students compare two sets of objects (using words: more, fewer, same, greater than, less than)

PARCC FRAMEWORK/ASSESSMENT

21ST CENTURY SKILLS (4Cs & CTE Standards)

MODIFICATIONS/ACCOMMODATIONS Small Group Instruction: Group work with teacher during math centers Working with a Partner: Students work in groups of two or three Peer Tutoring: Teaming up stronger math skills with lower math skills Individualized Instruction: One to one instruction for students so they can progress to the next level of math skills Use of Manipulatives: Students use manipulatives during whole group, small group, or individualized work Computer: Activities for reinforcement (see above websites)

APPENDIX (Teacher resource extensions)

CCSS: 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.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

MP: MP1 Make sense of problems and persevere in solving them.








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

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

http://www.corestandards.org/Math/Practice/MP1

6

MP2 Reason abstractly and quantitatively. MP5 Use appropriate tools strategically. MP6 Attend to precision. MP7 Look for and make use of structure. MP8 Look for and express regularity in repeated reasoning. Abbreviations: CCSS- Common Core State Standards MP- Mathematical Practices TE- Teacher’s Edition (same pages as Student Hardcover Book) WKBK- Student Workbook EP- Extra Practice Book R- Reteach Book E- Enrichment Book ELL- English Language Learners A1- Assessment Book

Chapter 2: Number Bonds Total Number of Days: 5 Grade/Course: First Grade


In what ways can numbers be composed and decomposed? In what ways can items be grouped What are different models of addition and subtraction? What questions can be answered using addition/subtraction? How are number bonds useful is solving addition/subtraction

problems? How are parts and wholes used to solve computation

problems?

Grouping is a way to count and add/subtract Computation involves taking apart and combining numbers using a

variety of approaches Flexible methods of computation involve grouping numbers in strategic

ways Number bonds can be used to show parts and wholes


STANDARDS

(CCSS/MP)

RESOURCES LEARNING








7

1 day



Count objects to 10 Match number of objects

to correct number

CCSS: 1.NBT.1

TE-1A pp. 28-29 http://illuminations.nctm.org/ActivityDetail.aspx?ID=75

Pre-Assessment: Assessment Book 1 pp.10-14 (To be used as pre and post assessment)

3 days

2.1 Making Number Bonds

Use connecting cubes or math balance to find number bonds

Find different number bonds for numbers to 10

Analyzing parts and whole using problem solving strategies, deduction

Example: Complete the number bond 8

CCSS: 1.NBT.3 MP: MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 MP.8


http://ictmagic.sharedby.co/share/xoaEs8

Hands-On Activities: Make Numbers Bonds Using Connecting Cubes TE pp. 31 Make Numbers Bonds Using Math Balance TE pp. 32 Math Journal: TE pp. 34 Problem Solving: TE pp. 37

1 day


Use number bonds to show part/whole relationships

Use different combinations of parts to equal a whole

Review, reinforce, and consolidate chapter skills and concepts

CCSS: 1.NBT.3 MP: MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 MP.8

TE-1A pp. 38 Core: WKBK-1A pp. 33-40 EP-1A pp. Basic: R-1A pp. 21-28 Advanced: E-1A pp. 9-18

http://fivejs.com/teach-math-fact-families-number-bonds/

Assessment: Assessment Book 1 pp. 10-14





















8


Students investigate all possible sets of two numbers that make a given number up to 10 Students identify parts and wholes and understand the relationship between the two





CCSS: 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 <. MP: MP1 Make sense of problems and persevere in solving them. MP2 Reason abstractly and quantitatively. MP3 Construct viable arguments and critique the reasoning of others. MP4 Model with mathematics. MP5 Use appropriate tools strategically. MP6 Attend to precision. MP7 Look for and make use of structure. MP8 Look for and express regularity in repeated reasoning. Abbreviations: CCSS- Common Core State Standards MP- Mathematical Practices TE- Teacher’s Edition (same pages as Student Hardcover Book) WKBK- Student Workbook EP- Extra Practice Book R- Reteach Book E- Enrichment Book ELL- English Language Learners A1- Assessment Book

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









9

Chapter 3: Addition Facts to 10 Total Number of Days: 7 Grade/Course: First Grade


What are different models of addition? What questions can be answered using addition? What are efficient methods for finding sums? What computation tools are best suited to which circumstance? How are number bonds useful is solving addition? Where and how do we use math in our everyday lives?

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

Flexible methods of computation involve grouping numbers in strategic ways

Understanding addition can help us in real-world situations There are various strategies to solve addition problems


STANDARDS

(CCSS/MP)

RESOURCES LEARNING



1 day



Complete number patterns by counting on

Count to find 1 more of a set

Complete number bonds to 10

CCSS: 1.NBT.3

TE-1A pp. 39-41 http://fivejs.com/teach-math-fact-families-number-bonds/


3 days

3.1 Ways to Add

Count on to add Use number bonds to

add in any order Write and solve addition

sentences Example: Add by counting on from the larger number 4 + 2 = ____

CCSS: 1.OA.1 1.OA.3 1.OA.5 1.OA.6 1.OA.7 1.OA.8 MP: MP.2 MP.4 MP.5 MP.6



Assessment: Let’s Practice TE pp. 47 Let’s Practice TE pp. 51-52 Hands-On Activities: Counting On to Add Using Connecting Cubes TE pp. 43 Use Ten Frames To Add






















10

6 + ___ = 9 Make a Ten 6 + 4 = ____

MP.7 MP.8

(Click Country Countdown; then click Counting Critters)

(Commutative Property) TE pp. 51 Game: Card Fun TE pp. 46

1 day

3.2 Making Addition Stories

Tell addition stories about pictures

Write addition sentences

Example:

There are ____ yellow flowers. There are ____ red flowers. There are ____ flowers in all.

CCSS: 1.OA.6 1.OA.7 MP: MP.2 MP.3 MP.7 MP.8



Assessment: Let’s Practice TE pp. 56 Hands-On Activities: Problem of the Lesson TE pp. 53 Tell Addition Stories TE pp. 53

1 day

3.3 Real-World Problems: Addition

Write addition stories Solve real-world

problems Analyze parts and

wholes using problem solving strategies, deduction

Example: Create your own addition story and illustrate it.

CCSS: 1.OA.1 1.OA.6 1.OA.7 1.OA.8 MP: MP.1 MP.2 MP.4 MP.8


http://www.ixl.com/math/grade-1/addition-word-problems-sums-to-10

Assessment: Let’s Practice TE pp. 59-60 Hands-On Activities: 5-minute Warm Up TE pp. 57 Problem Solving: TE pp. 61


















11

1 day


Use addition strategies of counting on and number bonds

Solve real-world problems using various strategies

Review, reinforce, and consolidate chapter skills and concepts

CCSS: 1.OA.1 1.OA.3 1.OA.5 1.OA.6 1.OA.7 1.OA.8 MP: MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 MP.8


http://www.kidsmathgamesonline.com/addition/easyaddition.html



Students explore different strategies for addition (count on, part-whole concept, pictures) Students construct and solve real-world addition stories Students explore the Commutative Property of Addition to solve addition problems





CCSS: 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











12

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.) 1.OA.C.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). 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. 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 = _. MP: MP1 Make sense of problems and persevere in solving them. MP2 Reason abstractly and quantitatively. MP3 Construct viable arguments and critique the reasoning of others. MP4 Model with mathematics. MP5 Use appropriate tools strategically. MP6 Attend to precision. MP7 Look for and make use of structure. MP8 Look for and express regularity in repeated reasoning. Abbreviations: CCSS- Common Core State Standards MP- Mathematical Practices TE- Teacher’s Edition (same pages as Student Hardcover Book) WKBK- Student Workbook EP- Extra Practice Book R- Reteach Book E- Enrichment Book ELL- English Language Learners A1- Assessment Book

Chapter 4: Subtraction Facts to 10 Total Number of Days: 7 Grade/Course: First Grade


What are different models of subtraction? What questions can be answered using subtraction? What are efficient methods for finding differences? What computation tools are best suited to which circumstance? How are number bonds useful is solving subtraction? Where and how do we use math in our everyday lives?



Understanding subtraction can help us in real-world situations There are various strategies to solve subtraction problems

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










13


STANDARDS

(CCSS/MP)

RESOURCES LEARNING



1 day



Count on from a given set

Complete numbers bonds to 10

Complete number patterns by counting on and counting back

Use words, more and less, to compare sets

CCSS: 1.OA.1 1.OA.6 1.OA.7 1.OA.8

TE-1A pp. 64-66 http://www.kidsmathgamesonline.com/addition/easyaddition.html


2 days

4.1 Ways to Subtract

Take away to subtract Count on to Subtract Count back to subtract Use number bonds to

subtract Write and solve

subtraction Example: Subtract by counting on from the smaller number 9 - 2 = ____ Subtract by counting back from the larger number 6 - 1 = _____

CCSS: 1.OA.1 1.OA.4 1.OA.5 1.OA.6 1.OA.7 MP: MP.4 MP.6 MP.8


https://www-k6.thinkcentral.com/content/hsp/math/hspmath/ca/common/mega_math_9780153663963_/ (Click Country Countdown; then click Counting Critters)

Assessment: Let’s Practice TE pp. 73 Hands-On Activities: Taking Away Using Ten Frames TE pp. 68 Game: What’s Hidden TE pp. 71























14

1 day

4.2 Making Subtraction Stories

Tell subtraction stories about pictures

Write subtraction sentences

Example: There are 8 apples on the table. 6 apples are green. The rest are red. How many apples are red?

CCSS: 1.OA.4 1.OA.6 1.OA.7 MP: MP.4 MP.7 MP.8



Assessment: Let’s Practice TE pp. 80-81 Hands-On Activities: Tell Subtraction Stories About a Picture TE pp. 77 Zero Concept TE pp. 79

1 day

4.3 Real-World Problems: Subtraction

Write subtraction sentences

Solve real-world word problems

Example: Create your own subtraction story and illustrate it.

CCSS: 1.OA.1 1.OA.4 1.OA.6 1.OA.7 1.OA.8 MP: MP.4 MP.8


http://www.ixl.com/math/grade-1/subtraction-word-problems-1-digit-numbers

Assessment: Let’s Practice TE pp. 84 Hands-On Activities: 5-minute Warm Up TE pp. 82 Subtract to Solve Word Problems by Taking Away TE pp. 83

1 day

4.4 Making Fact Families

Recognize related addition and subtraction sentences

Write fact families Use fact families to solve

real-world problems Analyze parts and whole

relationship using problem solving strategies

Example: Complete a fact family

CCSS: 1.OA.1 1.OA.4 1.OA.6 1.OA.7 MP: MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.8


http://www.ezschool.com/Games/FactFamily1.html

Assessment: Let’s Practice TE pp. 89 Hands-On Activities: Let’s Explore TE pp. 90 Problem Solving: TE pp. 90-91
























15

for 2, 6, 8.

1 day


Solve subtraction problems using various strategies

Solve fact families to show relationship between addition and subtraction

Solve subtraction stories by using various strategies

Review, reinforce, and consolidate chapters skills and concepts

CCSS: 1.OA.1 1.OA.4 1.OA.5 1.OA.6 1.OA.7 1.OA.8 MP: MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 MP.8

TE-1A pp. 92-93 Core: WKBK-1A pp. 85-92 EP-1A pp. 63-70 Basic: R-1A pp. Advanced: E-1A pp. 26-32 ELL: TE pp. 86

http://teacher.scholastic.com/max/dance/index.htm



Students explore different strategies for subtraction (count back, count on, part-whole concept, pictures, take away) Students construct and solve real-world subtraction stories Students explore the Identity Property of Subtraction to solve subtraction problems











16


CCSS: 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 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. 1.OA.C.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). 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. 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 = _. MP: MP1 Make sense of problems and persevere in solving them. MP2 Reason abstractly and quantitatively. MP3 Construct viable arguments and critique the reasoning of others. MP4 Model with mathematics. MP5 Use appropriate tools strategically. MP6 Attend to precision. MP7 Look for and make use of structure. MP8 Look for and express regularity in repeated reasoning. Abbreviations: CCSS- Common Core State Standards MP- Mathematical Practices TE- Teacher’s Edition (same pages as Student Hardcover Book) WKBK- Student Workbook EP- Extra Practice Book R- Reteach Book E- Enrichment Book ELL- English Language Learners A1- Assessment Book

Benchmark 1: Cumulative Review of Chapters 1-4 Total Number of Days: 4 Grade/Course: First Grade


STANDARDS

(CCSS/MP)

RESOURCES LEARNING

















17

3 days

Cumulative Review Chapters 1-4

Review skills and concepts developed in chapters 1, 2, 3, and 4

CCSS: 1.OA.1 1.OA.3 1.OA.4 1.OA.5 1.OA.6 1.OA.7 1.OA.8 1.NBT.1 1.NBT.3 MP: All MP standards covered

TE-1A pp. 93D-93E WKBK-1A pp. 89-92 EP-1A pp.63-70

Students complete review found in workbook and extra practice book in preparation for Benchmark 1

1 day

Assessment Benchmark 1: Chapters 1-4

Benchmark 1 Assess skills and concepts developed in chapters 1-4

CCSS: 1.OA.1 1.OA.3 1.OA.4 1.OA.5 1.OA.6 1.OA.7 1.OA.8 1.NBT.1 1.NBT.3 MP: All MP standards covered

TE-1A pp. 93D-93E

Assessment: Assessment Book 1 pp. 28-37 (Omit any questions that were not taught using CCSS as guide)

Chapter 5: Shapes and Patterns Total Number of Days: 10 Grade/Course: First Grade


How are geometric properties used to solve problems in everyday life?

Objects can be described and compared using their geometric attributes Shapes each have defining attributes and can be compared with these

18

How can plane and solid shapes be described? How can shapes be combined and separated to make real-world

objects?

attributes Transforming an object does not affect its attributes


STANDARDS

(CCSS/MP)

RESOURCES LEARNING



1 day



Identify plane shapes Match solid shapes to

real-world objects Continue a repeating

pattern

CCSS: 1.G.1

TE-1A pp. 94-97 http://teacher.scholastic.com/max/dance/index.htm


3 days

5.1 Exploring Plane Shapes

Identify, classify, and describe plane shapes

Make same and different shapes

Example: Sort these shapes by: shape, number of sides, number of corners, size…

CCSS: 1.G.1 MP: MP.3 MP.4 MP.5 MP.6 MP.7


http://www.brainpopjr.com/math/geometry/planeshapes/preview.weml#

Assessment: Let’s Practice TE pp. 104-105 Let’s Practice TE pp. 109 Hands-On Activities: Sort Shapes TE pp. 103 Fold Paper to Make Shapes That are Alike TE pp. 107 Let’s Explore Fold Paper to Make Two New Shapes TE pp. 108








http://www.brainpopjr.com/math/geometry/planeshapes/preview.weml









19

1 day

5.2 Exploring Solid Shapes

Identify, classify, and sort solid shapes

Example: Find the shapes that can roll

CCSS: 1.G.1 MP: MP.4 MP.7


http://www.math-play.com/3d-shapes-game/3d-shapes-game.html

Assessment: Let’s Practice TE pp. 114-115 Hands-On Activities: Find How to Move Solid Shapes TE pp. 113

2 days

5.3 Making Pictures and Models with Shapes

Combine and separate plane and solid shapes

Example: Use these shapes to make a picture

CCSS: 1.G.2 1.G.3 MP: MP.3 MP.4 MP.5 MP.6 MP.7


http://teacher.scholastic.com/max/zoo/index.htm

Assessment: Let’s Practice TE pp. 120 and 123 Hands-On Activities: Combine Shapes to Make a Picture TE pp. 118-119 Let’s Explore Make a Picture Using Cut-out Shapes TE pp. 119 Make a Model with Solid Shapes TE pp. 122

1 day

5.4 Seeing Shapes Around Us

Identify plane and solid in real life

Example: Look at this picture and name the shapes you see

CCSS: 1.G.1 MP: MP.1 MP.4 MP.7


http://kinderteacher-kindergartenlife.blogspot.com/2011/09/momma-always-said-never-play-with-

Assessment: Let’s Practice TE pp. 127-128 Hands-On Activities: Find Plane and Solid Shapes Around You TE pp. 125-126

















http://kinderteacher-kindergartenlife.blogspot.com/2011/09/momma-always-said-never-play-with-your.html














20

your.html

1 day

5.5 Making Patterns with Plane Shapes 5.6 Making Patterns with Solid Shapes (Shape patterns do not appear in the first grade common core, but is an important skill. Combine lessons 5.5 and 5.6 into a 1-day lesson)

Use plane shapes to identify, extend, and create patterns

Use solid shapes to identify, extend, and create patterns

Example: Complete the pattern and describe the rule

______, ______, ______, ______

CCSS: 1.G.1 MP: MP.1 MP.2 MP.4 MP.5 MP.7 MP.8

TE-1A pp. 129-134 Core: WKBK-1A pp. 117-124 EP-1A pp. 87-89 Basic: R-1A pp. 87-90 Advanced: E-1A pp. 33-41 ELL: TE pp. 130-133

https://www-k6.thinkcentral.com/content/hsp/math/hspmath/ca/common/mega_math_9780153663963_/ (click shapes ahoy, click shape shapes)

Assessment: Let’s Practice TE pp. 131 Let’s Practice TE pp. 134 Hands-On Activities: Make a Repeating Pattern on a Computer TE pp. 130 Make a Repeating Pattern with Solid Shapes TE pp. 133

1 day


Identify, classify, and describe plane and solid shapes

Use plane and solid shapes to identify, extend, and create patterns


CCSS: 1.G.1 1.G.2 1.G.3 MP: MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 MP.8

TE-1A pp. 135-137 Core: WKBK-1A pp. 127-132 EP-1A pp. 90 Basic: R-1A pp. 87-90 Advanced: E-1A pp. 33-41 ELL: TE pp. 130-133

http://pbskids.org/games/shapes.html

Assessment: Assessment Book 1 pp. 40-44 Problem Solving: TE pp. 135


Students compare and contrast 2D and 3D shapes by describing their geometric attributes and properties Students explore basic shapes and spatial reasoning to model objects in their environment














21

Students compose/decompose plane and solid shapes to develop a better understanding of part-whole relationship





CCSS: 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. 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 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. MP: MP1 Make sense of problems and persevere in solving them. MP2 Reason abstractly and quantitatively. MP3 Construct viable arguments and critique the reasoning of others. MP4 Model with mathematics. MP5 Use appropriate tools strategically. MP6 Attend to precision. MP7 Look for and make use of structure. MP8 Look for and express regularity in repeated reasoning. Abbreviations: CCSS- Common Core State Standards MP- Mathematical Practices TE- Teacher’s Edition (same pages as Student Hardcover Book) WKBK- Student Workbook EP- Extra Practice Book R- Reteach Book E- Enrichment Book ELL- English Language Learners A1- Assessment Book

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











22

Chapter 6: Ordinal Numbers and Position Total Number of Days: 0 Grade/Course: First Grade



STANDARDS

(CCSS/MP)

RESOURCES LEARNING



Chapter 6 does not cover common core standards for first grade. Ordinal Numbers and Position can be done at the end of the year if time permits.



How can numbers be expressed? How can numbers be ordered and compared? What are different ways to count? What are efficient ways to count?


number symbols, and number words help us gain a deeper understanding

23

of numbers Differentiating between numbers of objects in a set is the basis for number

comparisons


STANDARDS

(CCSS/MP)

RESOURCES LEARNING



1 day



Count and write numbers and number words to 10

Compare numbers using greater than and less than

Complete increasing and decreasing number patterns

CCSS: 1.NBT.1 1.NBT.2.a 1.NBT.2.b

TE-1A pp. 162-164 http://www.sheppardsoftware.com/mathgames/earlymath/BalloonCount20.htm


1 day

7.1 Counting to 20

Count on from 10 to 20 Read and write 11 to 20

in numbers and words Example: How many counters do you have?

1st Grade Mathematics ! Unpacked Content!! ! ! ! ! ! "#$%Q<!

Base Ten Materials: Groupable and Pre-Grouped

Ample experiences with a variety of groupable materials that are proportional (e.g., cubes, links, beans, beads) and

ten frames allow students opportunities to create tens and break apart tens, rather than “trade” one for another.

Since students first learning about place value concepts primarily rely on counting, the physical opportunity to

build tens helps them to “see” that a “ten stick” has “ten items” within it. Pre-grouped materials (e.g., base ten

blocks, bean sticks) are not introduced or used until a student has a firm understanding of composing and

decomposing tens. (Van de Walle & Lovin, 2006)

b. The numbers from 11 to 19 are

composed of a ten and one, two,

three, four, five, six, seven, eight,

or nine ones.

First Grade students extend their work from Kindergarten when they composed and decomposed numbers from 11

to 19 into ten ones and some further ones. In Kindergarten, everything was thought of as individual units: “ones”.

In First Grade, students are asked to unitize those ten individual ones as a whole unit: “one ten”. Students in first

grade explore the idea that the teen numbers (11 to 19) can be expressed as one ten and some leftover ones. Ample

experiences with a variety of groupable materials that are proportional (e.g., cubes, links, beans, beads) and ten

frames help students develop this concept.

Example: Here is a pile of 12 cubes. Do you have enough to make a ten? Would you have any leftover? If

so, how many leftovers would you have?

Student A

I filled a ten frame to make one ten and had two counters left over.

I had enough to make a ten with some leftover.

The number 12 has 1 ten and 2 ones.

Student B

I counted out 12 cubes. I had enough to make 10. I now have 1 ten

and 2 cubes left over. So the number 12 has 1 ten and 2 ones.

In addition, when learning about forming groups of 10, First Grade students learn that a numeral can stand for

many different amounts, depending on its position or place in a number. This is an important realization as young

children begin to work through reversals of digits, particularly in the teen numbers.

Example: Comparing 19 to 91

((; <(((((((((((((((((((( (((((<;

) &. 89&"0!!Y?%!B6%7%!, 3> S%?7!B6%!7#> %!. ?!@;HH%?%, BC!: 0/5&6070!!c ;HH%?%, Bl!) &. 89&"0!!m65!@. !5. 3!B6;, - !7. C!: 0/5&6070!!eA%, !B6. 3$6!B6%5!S. B6!6#A%!#!. , %!#, @!#!, ;, %P!B6%!B. " !. , %!;7!, ;, %B%%, 1!!N6%!S. BB. > !. , %!;7!, ;, %B5`. , %1!!!) &. 89&"0!!a7!B6#B!B?3%!7. > %!. H!B6%!B;> %P!. ?!#99!. H!B6%!B;> %C!!= . / !@. !5. 3!- , . / C!!N%#46%?!4. , B;, 3%7!@;74377;. , 1!

CCSS: 1.NBT.1 1.NBT.2.a 1.NBT.2.b MP: MP.3 MP.4 MP.5 MP.6 MP.8

TE-1A pp. 162-170 Core: WKBK-1A pp. 161-166 EP-1A pp. 101-106 Basic: R-1A pp. 103-108 Advanced: E-1A pp. 51-58 ELL: TE pp. 166-167


Assessment: Let’s Practice TE pp. 170 Game: Roll the Number Cube TE pp. 169

1 day

7.2 Place Value

Use a place-value chart to show numbers to 20

Show objects up to 20 as tens and ones

Example: Show the number 14 in place-value pieces

CCSS: 1.NBT.1 1.NBT.2.a 1.NBT.2.b MP: MP.4 MP.5

TE-1A pp. 171-174 Core: WKBK-1A pp. 167-170 EP-1A pp. 107-108 Basic: R-1A pp. 109-112

http://www.sheppardsoftware.com/mathgames/placevalue/fruit_shoot_pla

Assessment: Let’s Practice TE pp. 174 Hands-On Activities: Show Numbers by Grouping Connecting Cubes TE pp. 173





















http://www.sheppardsoftware.com/mathgames/placevalue/fruit_shoot_place_value.htm









24

Advanced: E-1A pp. 51-58 ELL: TE pp. 172

ce_value.htm

2 days

7.3 Comparing Numbers

Compare numbers to 20 Example: Compare the number 16 to 12 using place-value pieces

CCSS: 1.NBT.2.a 1.NBT.2.b MP: MP.4 MP.5


http://www.sheppardsoftware.com/mathgames/earlymath/BalloonPopComparison2.htm

Assessment: Let’s Practice TE pp. 180-181 Hands-On Activities: Use Place Value to Compare Three Numbers TE pp. 179 Let’s Explore TE pp. 182

1 day

7.4 Making Patterns and Ordering Numbers

Order numbers by making number patterns

Example: What is 2 more than 15? Order the numbers from greatest to least: 8, 11, 18, 12

CCSS: 1.NBT.1 1.NBT.2.b 1.NBT.3 MP: MP.1 MP.2 MP.4 MP.5


https://www-k6.thinkcentral.com/content/hsp/math/hspmath/ca/common/mega_math_9780153663963_/ (click Numberopolis; click Cross Town Number Line)

Assessment: TE pp. Hands-On Activities: Order Numbers from least to Greatest TE pp. 186

























25

1 day


Count, read, write, and compare numbers to 20

Compare numbers to 20 Order numbers by

making number patterns Review, reinforce, and

consolidate chapters skills and concepts

CCSS: 1.NBT.1 1.NBT.2.a 1.NBT.2.b 1.NBT.3 MP: MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 MP.8


https://www-k6.thinkcentral.com/content/hsp/math/hspmath/ca/common/mega_math_9780153663963_/ (Click Country Countdown, click Counting Critters)

Assessment: Assessment Book 1 pp. 55-57 Problem Solving: TE pp. 189


Students count, read, and write numbers to 20 Students recognize numbers 11 to 20 as 1 group of ten and particular numbers of ones as an introduction to place value Students compare more than two sets of objects (using concepts of: greater than, less than, equal to) Students recognize and make increasing/decreasing number patterns


















26

CCSS: 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: 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.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. MP: MP1 Make sense of problems and persevere in solving them. MP2 Reason abstractly and quantitatively. MP3 Construct viable arguments and critique the reasoning of others. MP4 Model with mathematics. MP5 Use appropriate tools strategically. MP6 Attend to precision. MP7 Look for and make use of structure. MP8 Look for and express regularity in repeated reasoning. Abbreviations: CCSS- Common Core State Standards MP- Mathematical Practices TE- Teacher’s Edition (same pages as Student Hardcover Book) WKBK- Student Workbook EP- Extra Practice Book R- Reteach Book E- Enrichment Book ELL- English Language Learners A1- Assessment Book

Chapter 8: Addition and Subtraction Facts to 20 Total Number of Days: 8 Grade/Course: First Grade


What are efficient methods for finding sums/differences? What computation tools are best suited to which circumstance? How are number bonds useful is solving addition/subtraction

problems? Where and how do we use math in our everyday lives?



Understanding addition and subtraction can help us in real-world situations

There are various strategies to solve addition and subtraction problems


STANDARDS

(CCSS/MP)

RESOURCES LEARNING



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

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










27


1 day



Use fact families to solve number sentences

Add numbers by counting on from a given set

Subtract by counting back

Compare numbers

CCSS: 1.OA.1 1.OA.6 1.OA.7 1.OA.8

TE-1A pp. 192-194 http://illuminations.nctm.org/ActivityDetail.aspx?ID=75


3 days

8.1 Ways to Add

Use different strategies to add 1- and 2-digit numbers

Example: 12 + 6 = 18 + 6 = (Student should be able to use various strategies to solve these problems, including: counting on, counting back, making a ten, place-value pieces, counting all, using manipulatives…)

CCSS: 1.OA.1 1.OA.6 1.OA.7 1.OA.8 1.NBT.4 MP: MP.4 MP.5 MP.7 MP.8



Assessment: Let’s Practice TE pp. 197 Let’s Practice TE pp. 202 Hands-On Activities: Add Using Counters by First Making a 10 TE pp. 196

2 days

8.2 Ways to Subtract

Subtract a 1-digit from a 2-digit number with and without regrouping

Example: 16 – 4 = 15 – 9 = (Student should be able to use various strategies to solve these problems, including: counting on, counting back,

CCSS: 1.OA.1 1.OA.4 1.OA.6 1.OA.7 1.OA.8 1.NBT.4 MP: MP.5 MP.6 MP.7 MP.8


http://www.arcademicskillbuilders.com/games/mission/mission.html

Assessment: Let’s Practice TE pp. 208 Game: Spin and Subtract TE pp. 207
























28

making a ten, place-value pieces, counting all, using manipulatives…)

1 day

8.3 Real-World Problems: Addition and Subtraction Facts

Solve real-world problems

Example Sam has 6 blue marbles and 9 red marbles. How many marbles does Sam have in all?

CCSS: 1.OA.1 1.OA.2 1.OA.6 1.OA.7 1.OA.8 1.NBT.4 MP: MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 MP.8


https://www-k6.thinkcentral.com/content/hsp/math/hspmath/ca/common/mega_math_9780153663963_/ (Click Numberpolis, click Carnival Stories)

Assessment: Let’s Practice TE pp. 210-212 Hands-On Activities: Let’s Explore TE pp. 214 Math Journal: TE pp. 213 Problem Solving: TE pp. 214-215

1 day


Add and subtract a 1-digit from a 2-digit number with and without regrouping


CCSS: 1.OA.1 1.OA.2 1.OA.4 1.OA.6 1.OA.7 1.OA.8 1.NBT.4 MP: MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 MP.8


http://www.topmarks.co.uk/maths-games/5-7-years/addition-and-subtraction



























29


Students explore more strategies for addition/subtraction (number bonds with 10 as a part, doubles facts) Students construct and solve real-world addition/subtraction stories Students add/subtract by grouping two-digit numbers as a 10 and ones Students explore fact families as related addition and subtraction problems






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.

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). 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. 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 = _. 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. MP: MP1 Make sense of problems and persevere in solving them. MP2 Reason abstractly and quantitatively. MP3 Construct viable arguments and critique the reasoning of others. MP4 Model with mathematics. MP5 Use appropriate tools strategically. MP6 Attend to precision. MP7 Look for and make use of structure. MP8 Look for and express regularity in repeated reasoning.






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









30

Abbreviations: CCSS- Common Core State Standards MP- Mathematical Practices TE- Teacher’s Edition (same pages as Student Hardcover Book) WKBK- Student Workbook EP- Extra Practice Book R- Reteach Book E- Enrichment Book ELL- English Language Learners A1- Assessment Book

Chapter 9: Length Total Number of Days: 7 Grade/Course: First Grade


Why is measurement important to our life? What are tools of measurement and how are they used? What is the purpose of standard units of measurement? How do units within a system relate to each other?

Standard units of measurement provide common language for communication in our everyday life

The choice of measurement tools depends on the measurable attribute and the degree of precision desired


STANDARDS

(CCSS/MP)

RESOURCES LEARNING



1 day



Count a set of objects equaling the same amount

Compare a set of three numbers using greatest and least

CCSS: 1.MD.1

TE-1A pp. 218-220 http://pbskids.org/clifford/games/measuring_up.html


http://pbskids.org/clifford/games/measuring_up.html







31

1 day

9.1 Comparing Two Things

Compare two lengths using the terms tall/taller, long/longer, and short/shorter

Example: Which is taller, the height of the doorway or the height of the desk?

CCSS: 1.MD.1 MP: MP.3 MP.4 MP.6



Assessment: Let’s Practice TE pp. 225 Hands-On Activities: Make Towers and Number Trains with Connecting Cubes TE pp. 223 Let’s Explore TE pp. 224

1 day

9.2 Comparing More Than Two Things 9.3 Using Start Line (Using a start line does not appear in the first grade common core, but is a necessary skill to accurately measure. Combine lessons 9.2 and 9.3 into a 1-day lesson)

Compare two lengths by comparing with a third using terms tallest, longest, and shortest

Use a common starting point when comparing lengths

Example: Circle the pencil that is the longest

CCSS: 1.MD.1 MP: MP.2 MP.4 MP.5 MP.7


http://www.ixl.com/math/grade-1/compare-objects-length-and-height

Assessment: Let’s Practice TE pp. 230 Let’s Practice TE pp. 233 Hands-On Activities: Make Towers with Connecting Cubes TE pp. 229 Compare the Lengths of Strips of Paper TE pp. 232

2 days

9.4 Measuring Things

Measure lengths using non-standard units

Understanding that using different non-standard units may give different measurements for the same item

Example:


TE-1A pp. 234-239 Core: WKBK-1A pp. 231-234 EP-1A pp. 143-144 Basic: R-1A pp. 163-166

http://www.peepandthebigwideworld.com/games/hoptoit.swf

Assessment: Let’s Practice TE pp. 239 Hands-On Activities: Measure Length with Craft Sticks TE pp. 235 Measure Length with Paper Strips


























32

Measure the pencil using paperclips

1st Grade Mathematics ! Unpacked Content!! ! ! ! ! ! "#$%&*!

NOTE: The Transitivity Principle (“transitivity”)1: If the length of object A is greater than the length of object B, and the

length of object B is greater than the length of object C, then the length of object A is greater than the length of object C.

This principle applies to measurement of other quantities as well.

Example: Which is longer: the height of the bookshelf or the height of a desk?

Student A: I used a pencil to measure the height of the bookshelf and it was 6 pencils long. I used the same pencil to

measure the height of the desk and the desk was 4 pencils long. Therefore, the bookshelf is taller than the desk.

Student B: I used a book to measure the bookshelf and it was 3 books long. I used the same book to measure the height of

the desk and it was a little less than 2 books long. Therefore, the bookshelf is taller than the desk.

Another important set of skills and understandings is ordering a set of objects by length. Such sequencing requires multiple

comparisons (no more than 6 objects). Students need to understand that each object in a seriation is larger than those that

come before it, and shorter than those that come after.

Example: The snake handler is trying to put the snakes in order- from shortest to longest. Here are the three snakes

(3 strings of different length and color). What order should she put the snakes?

Student: Ok. I will lay the snakes next to each other. I need to make sure to be careful and line them up so they all start at

the same place. So, the blue snake is the shortest. The green snake is the longest. And the red snake is medium-sized. So,

I’ll put them in order from shortest to longest: blue, red, green.

(Progressions for CCSSM: Geometric Measurement, The CCSS Writing Team, June 2012.)

1.MD.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.

First Graders use objects to measure items to help students focus on the attribute being measured. Objects also lends itself to

future discussions regarding the need for a standard unit.

First Grade students use multiple copies of one object to measure the length larger object. They learn to lay physical units

such as centimeter or inch manipulatives end-to-end and count them to measure a length. Through numerous experiences and

careful questioning by the teacher, students will recognize the importance of careful measuring so that there are not any gaps

or overlaps in order to get an accurate measurement. This concept is a foundational building block for the concept of area in

3rd

Grade.

Example: How long is the pencil, using paper clips to measure?

Student: I carefully placed paper clips end to end.

The pencil is 5 paper clips long. I thought it would take about 6 paperclips.

Advanced: E-1A pp. 66-69 ELL: TE pp. 235

TE pp. 237

1 day

9.5 Finding Length in Units

Use the term “unit” to describe length

Count measurement units in a group of ten and ones

Example: Use paperclips and pencils to measure various objects around the room

CCSS: 1.MD.1 1.MD.2 MP: MP.1 MP.2 MP.4 MP.5 MP.8


http://www.harcourtschool.com/activity/length_strength2_inches/

Assessment: Let’s Practice TE pp. 244-246 Hands-On Activities: Measure Things in the Classroom with Paper Clips and Craft Sticks TE pp. 243 Problem Solving: TE pp. 247

1 day


Compare two or more lengths using the terms tall/taller/tallest, long/longer/longest, and short/shorter/shortest

Measure lengths using non-standard units

Understanding that using different non-standard units may give different measurements for the same item


CCSS: 1.MD.1 1.MD.2 MP: MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 MP.8


http://www.ixl.com/math/grade-1/units-of-length-word-problems



Students measure objects using non-standard units of measurement Students recognize vertical length as height and compare length and height of objects in the real-world Students compare the lengths of two objects (by comparing to each other and to a third object Students order several objects according to length



















33





CCSS: 1.MD.A.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object. 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.

MP: MP1 Make sense of problems and persevere in solving them. MP2 Reason abstractly and quantitatively. MP3 Construct viable arguments and critique the reasoning of others. MP4 Model with mathematics. MP5 Use appropriate tools strategically. MP6 Attend to precision. MP7 Look for and make use of structure. MP8 Look for and express regularity in repeated reasoning. Abbreviations: CCSS- Common Core State Standards MP- Mathematical Practices TE- Teacher’s Edition (same pages as Student Hardcover Book) WKBK- Student Workbook EP- Extra Practice Book R- Reteach Book E- Enrichment Book ELL- English Language Learners A1- Assessment Book

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

http://www.corestandards.org/Math/Content/1/MD/A/2









34

Mid-Year Test (Chapters 1-9) Total Number of Days: 5 Grade/Course: First Grade


STANDARDS

(CCSS/MP)

RESOURCES LEARNING



4 days


Review skills and concepts developed in chapters 1, 2, 3, 4, 5, 7, 8, and 9

CCSS: 1.OA.1 1.OA.2 1.OA.3 1.OA.4 1.OA.5 1.OA.6 1.OA.7 1.OA.8 1.NBT.1 1.NBT.2.a 1.NBT.2.b 1.NBT.3 1.NBT.4 1.MD.1 1.MD.2 1.G.1 1.G.2 1.G.3 MP: All MP standards covered

TE-1A pp. 249E-249G WKBK-1A pp. 253-264 EP-1A pp. 153-164


1 day



CCSS: 1.OA.1 1.OA.2 1.OA.3 1.OA.4 1.OA.5 1.OA.6

TE-1A pp. 249H-249J

Assessment: Assessment Book 1 pp. 70-82 (Omit any questions from Chapter 6 and that were not taught using CCSS as guide)

35

1.OA.7 1.OA.8 1.NBT.1 1.NBT.2.a 1.NBT.2.b 1.NBT.3 1.NBT.4 1.MD.1 1.MD.2 1.G.1 1.G.2 1.G.3 MP: All MP standards covered

Chapter 10: Weight Total Number of Days: 0 Grade/Course: First Grade



STANDARDS

(CCSS/MP)

RESOURCES LEARNING



Chapter 10 does not cover common core standards for first grade. Weight can be done

36

at the end of the year if time permits.

Chapter 11: Picture Graphs and Bar Graphs Total Number of Days: 6 Grade/Course: First Grade


How can information be gathered, recorded, and organized? How does the type of data influence the choice of display? What aspects of a graph help people understand and interpret

data? What kinds of questions can and cannot be answered from a

graph?

Graphs convey data in a concise way Analyzing graphs helps us understand data and make informed decisions

on topics


STANDARDS

(CCSS/MP)

RESOURCES LEARNING



1 day



Count data with pictures Identify how many of an

object there is

CCSS: 1.OA.8 1.MD.4

TE-1B pp. 27-29 http://www.toytheater.com/fishing.php


http://www.toytheater.com/fishing.php





37

1 day

11.1 Simple Picture Graphs

Collect and organize data

Show data as a picture graph

Understand the data shown in a picture graph

Example: How many (circles, triangles, squares) are there? How many more squares are there than circles? Which shapes has the greatest amount of votes?

Circle

Triangle

Square

CCSS: 1.OA.8 1.MD.4 MP: MP.4 MP.6 MP.7

TE-1B pp. 27-35 Core: WKBK-1B pp. 25-28 EP-1A pp. 19-22 Basic: R-1B pp. 15-20 Advanced: E-1B pp. 10-20 ELL: TE pp. 31


Assessment: Let’s Practice TE pp. 34-35 Hands-On Activities: Collect Data and Show It as a Picture Graph TE pp. 30-31

2 days

11.2 More Picture Graphs

Collect and organize data

Draw picture graphs Understand the data

shown in picture graphs using symbols

Example: Use a bag of about 20 counters (with a mix of 3 different colors). Have students sort, organize, and create a picture graph.

CCSS: 1.OA.8 1.MD.4 MP: MP.1 MP.2 MP.4 MP.5

TE-1B pp. 36-41 Core: WKBK-1B pp. 29-34 EP-1B pp. 23-26 Basic: R-1B pp. 21-24 Advanced: E-1B pp. 10-20 ELL: TE pp. 37

http://pbskids.org/cyberchase/math-games/bugs-in-the-system/

Assessment: Let’s Practice TE pp. 40-41 Hands-On Activities: Show Data in a Picture Graph Using Symbols TE pp. 37















38

1 day

11.3 Tally Charts and Bar Graphs

Make a tally chart Show data in a bar graph Understand data shown

in a bar graph Example: Take a class vote of favorite season. Organize data in a tally chart. Create a class bar graph using data.

CCSS: 1.OA.8 1.MD.4 MP: MP.1 MP.2 MP.3 MP.4 MP.6 MP.7 MP.8

TE-1ABpp. 42-49 Core: WKBK-1B pp. 35-38 EP-1B pp. 27-30 Basic: R-1B pp. 25-30 Advanced: E-1B pp. 10-20 ELL: TE pp. 45

http://www.brainpopjr.com/math/data/tallychartsandbargraphs/picturemaker/

Assessment: Let’s Practice TE pp. 48- Hands-On Activities: Collect and Organize Data Using a Tally Chart and Bar Graph TE pp. 42-45 Problem Solving: TE pp. 49

1 day


Collect, organize, draw, and analyze picture and bar graphs


CCSS: 1.OA.8 1.MD.4 MP: MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 MP.8


http://www.ixl.com/math/grade-1/interpret-data-in-tally-charts-picture-graphs-tables



Students collect and organize data using tally marks and data tables Students organize data into picture graphs or bar graphs Students interpret information and apply counting skills to graphs
























39



CCSS: 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 = _. 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. MP: MP1 Make sense of problems and persevere in solving them. MP2 Reason abstractly and quantitatively. MP3 Construct viable arguments and critique the reasoning of others. MP4 Model with mathematics. MP5 Use appropriate tools strategically. MP6 Attend to precision. MP7 Look for and make use of structure. MP8 Look for and express regularity in repeated reasoning. Abbreviations: CCSS- Common Core State Standards MP- Mathematical Practices TE- Teacher’s Edition (same pages as Student Hardcover Book) WKBK- Student Workbook EP- Extra Practice Book R- Reteach Book E- Enrichment Book ELL- English Language Learners A1- Assessment Book



How can numbers be expressed? How can numbers be ordered and compared?

Numbers can represent quantities Numbers can be classified by attributes


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









40

What are different ways to count? What are efficient ways to count?

Finding the association between the physical representation of numbers, number symbols, and number words help us gain a deeper understanding of numbers



STANDARDS

(CCSS/MP)

RESOURCES LEARNING



1 day



Count a set of objects from 10 to 20 by ones

Use a place-value chart to represent numbers

Compare and order three numbers

Complete a number pattern

CCSS: 1.OA.5 1.OA.8 1.NBT.1 1.NBT.2.a 1.NBT.2.c

TE-1B pp. 52-56 http://www.ictgames.com/sharkNumbers_v2.html


1 day

12.1 Counting to 40

Count on from 21 to 40 Read and write 21 to 40

in numbers and words Example: Write the number 28 ______________ 36 ______________ Find the missing number 20 + 3 = 30 and 5 make ________

CCSS: 1.OA.5 1.OA.8 1.NBT.1 1.NBT.2.a 1.NBT.2.c MP: MP.3 MP.4 MP.5 MP.6 MP.8


https://www-k6.thinkcentral.com/content/hsp/math/hspmath/ca/common/mega_math_9780153663963_/ (Click Numberopolis, click Cross Town Number Line)

Assessment: Let’s Practice TE pp. 61-62 Hands-On Activities: Make Numbers with Tens and Ones TE pp. 59-60

http://www.ictgames.com/sharkNumbers_v2.html



















41

1 day

12.2 Place Value

Use a place-value chart to show numbers up to 40


Example: What number is shown by these counters?

CCSS: 1.OA.8 1.NBT.1 1.NBT.2.a 1.NBT.2.c MP: MP.4 MP.5 MP.8



Assessment: Let’s Practice TE pp. 65 Hands-On Activities: Show Numbers to 40 in Tens and Ones Using Craft Sticks TE pp. 64

2 days

12.3 Comparing, Ordering and Patterns

Use strategy to compare numbers to 40

Compare numbers to 40 Order numbers to 40 Find the missing

numbers in a number pattern

Example: Order these numbers from least to greatest 25, 24, 28 Find the missing number in the pattern and describe the rule 26, 28, 30, ____, 34, ____, ____, 40

CCSS: 1.OA.8 1.NBT.1 1.NBT.2.a 1.NBT.3 MP: MP.1 MP.2 MP.4 MP.5 MP.6 MP.7 MP.8


https://www-k6.thinkcentral.com/content/hsp/math/hspmath/ca/common/mega_math_9780153663963_/ (Click Country Countdown, click Harrison’s Comparisons)

Assessment: Let’s Practice TE pp. 72-73 Hands-On Activities: Count On and Back Using a Counting Tape TE pp. 66 Compare Numbers When the Tens Are Different TE pp. 67 Problem Solving: TE pp. 76-77 Math Journal: TE pp. 74-75

1 day


Count, read, write, and compare numbers to 40

Compare numbers to 40 Order numbers by

making number patterns

CCSS: 1.OA.5 1.OA.8 1.NBT.1 1.NBT.2.a

TE-1B pp. 78-79 Core: WKBK-1B pp. 59-60 EP-1B pp. 37-42

https://www-k6.thinkcentral.com/content/hsp/


1st Grade Mathematics ! Unpacked Content!! ! ! ! ! ! "#$%Q8!

Common Core Cluster Understand place value.

Students develop, discuss, and use efficient, accurate, and generalizable methods to add within 100 and subtract multiples of 10. They compare whole

numbers (at least to 100) to develop understanding of and solve problems involving their relative sizes. They think of whole numbers between 10 and 100 in

terms of tens and ones (especially recognizing the numbers 11 to 19 as composed of a ten and some ones). Through activities that build number sense, they

understand the order of the counting numbers and their relative magnitudes.

Mathematically proficient students communicate precisely by engaging in discussion about their reasoning using appropriate mathematical language. The

terms students should learn to use with increasing precision with this cluster are: tens, ones, bundle, left-overs, singles, groups, greater/less than, equal to

Common Core Standard Unpacking

What do these standards mean a child will know and be able to do? 1.NBT.2 Understand that the two

digits of a two-digit number represent

amounts of tens and ones. Understand

the following as special cases:

a. 10 can be thought of as a bundle of

ten ones — called a “ten.”

First Grade students are introduced to the idea that a bundle of ten ones is called “a ten”. This is known as

unitizing. When First Grade students unitize a group of ten ones as a whole unit (“a ten”), they are able to count

groups as though they were individual objects. For example, 4 trains of ten cubes each have a value of 10 and

would be counted as 40 rather than as 4. This is a monumental shift in thinking, and can often be challenging for

young children to consider a group of something as “one” when all previous experiences have been counting single

objects. This is the foundation of the place value system and requires time and rich experiences with concrete

manipulatives to develop.

A student’s ability to conserve number is an important aspect of this standard. It is not obvious to young children

that 42 cubes is the same amount as 4 tens and 2 left-overs. It is also not obvious that 42 could also be composed of

2 groups of 10 and 22 leftovers. Therefore, first graders require ample time grouping proportional objects (e.g.,

cubes, beans, beads, ten-frames) to make groups of ten, rather than using pre-grouped materials (e.g., base ten

blocks, pre-made bean sticks) that have to be “traded” or are non-proportional (e.g., money).

Example: 42 cubes can be grouped many different ways and still remain a total of 42 cubes.

!

“We want children to construct the idea that all of these are the same and that the sameness is clearly evident by

virtue of the groupings of ten. Groupings by tens is not just a rule that is followed but that any grouping by tens,

including all or some of the singles, can help tell how many.” (Van de Walle & Lovin, p. 124)


























42


1.NBT.2.c 1.NBT.3 MP: MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 MP.8

Basic: R-1B pp. 41-50 Advanced: E-1B pp. 21-28 ELL: TE pp. 67

math/hspmath/ca/common/mega_math_9780153663963_/ (Click Country Countdown, click Counting Critters)


Students understand the strategy of making a ten and place-value Students order numbers to 40 in ascending or descending order using place-value knowledge Students identify number patterns within a number pattern up to 40 Students make comparisons between two or more numbers when tens are equal or different using place-value





CCSS: 1.OA.C.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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 = _. 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.2a 10 can be thought of as a bundle of ten ones — called a “ten.” 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).



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


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

43

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 <. MP: MP1 Make sense of problems and persevere in solving them. MP2 Reason abstractly and quantitatively. MP3 Construct viable arguments and critique the reasoning of others. MP4 Model with mathematics. MP5 Use appropriate tools strategically. MP6 Attend to precision. MP7 Look for and make use of structure. MP8 Look for and express regularity in repeated reasoning. Abbreviations: CCSS- Common Core State Standards MP- Mathematical Practices TE- Teacher’s Edition (same pages as Student Hardcover Book) WKBK- Student Workbook EP- Extra Practice Book R- Reteach Book E- Enrichment Book ELL- English Language Learners A1- Assessment Book

Chapter 13 : Addition and Subtraction to 40 Total Number of Days: 10 Grade/Course: First Grade









STANDARDS

(CCSS/MP)

RESOURCES LEARNING



1 day Recall prior

Knowledge Chapter Opener

Add and subtract by making a 10

Identify related add and

CCSS: 1.OA.5 1.OA.7

TE-1B pp. 80-83 http://www.sheppardsoft

Pre-Assessment: Assessment Book 1 pp. 107-109 (To be used as pre and post










http://www.sheppardsoftware.com/mathgames/fruitshoot/fruitshoot_addition.htm



44

Pre-Test subtraction facts 1.OA.8

ware.com/mathgames/fruitshoot/fruitshoot_addition.htm

assessment)

1 day

13.1 Addition Without Regrouping

Add a 2-digit number and a 1-digit number without regrouping

Add two 2-digit numbers without regrouping

Example: 22 + 6 = 24 + 12 = (Student should be able to use various strategies to solve these problems, including: counting on, counting back, making a ten, place-value pieces, counting all, using manipulatives…)

CCSS: 1.OA.5 1.OA.7 1.OA.8 1.NBT.2.a 1.NBT.2.c 1.NBT.4 MP: MP.4 MP.5 MP.6 MP.8



Assessment: Let’s Practice TE pp. 93 Hands-On Activities: Add Ones and Tens to a Number in Different Ways TE pp. 84-87 Use Place-Value Charts to Add Tens to a Number TE pp. 89

2 days

13.2 Addition with Regrouping

Add a 2-digit number and a 1-digit number with regrouping


Example: 22 + 9 = 18 + 16 =

CCSS: 1.OA.7 1.OA.8 1.NBT.2.a 1.NBT.4 MP: MP.1 MP.4 MP.5 MP.6



Assessment: Let’s Practice TE pp. 100 Hands-On Activities: Use Place-Value Charts to Add Numbers with Regrouping TE pp. 98 Game: Race to 40 TE pp. 94-95





















45

(Student should be able to use various strategies to solve these problems, including: counting on, counting back, making a ten, place-value pieces, counting all, using manipulatives…)

MP.8

1 day

13.3 Subtraction Without Regrouping

Subtract a 1-digit number and a 2-digit number without regrouping

Subtract a 2-digit numbers from another 2-digit number without regrouping

Example: 36 - 5 = 38 - 16 = (Student should be able to use various strategies to solve these problems, including: counting on, counting back, making a ten, place-value pieces, counting all, using manipulatives…)

CCSS: 1.OA.4 1.OA.7 1.OA.8 1.NBT.2.a 1.NBT.2.c 1.NBT.4 1.NBT.6 MP: MP.1 MP.2 MP.4 MP.7 MP.8



Assessment: Let’s Practice TE pp. 110 Hands-On Activities: Subtract Ones from a Number in Different Ways TE pp. 101-102 Subtract Tens in Different Ways TE pp. 104

2 days

13.4 Subtraction With Regrouping

Subtract a 2-digit number and a 1-digit number with regrouping

Subtract two 2-digit numbers without regrouping

Example: 18 - 9 =

CCSS: 1.OA.4 1.OA.7 1.OA.8 1.NBT.2.a 1.NBT.4 MP: MP.4

TE-1B pp. 111-118 Core: WKBK-1B pp. 73-76 EP-1B pp. 57-60 Basic: R-1B pp. 77-84 Advanced: E-1B pp. 29-36

https://www-k6.thinkcentral.com/content/hsp/math/hspmath/ca/common/mega

Assessment: Let’s Practice TE pp. 117-118 Hands-On Activities: Use Place-Value Charts to Subtract Numbers with Regrouping TE pp. 115 Game:




















46

32 - 16 = (Student should be able to use various strategies to solve these problems, including: counting on, counting back, making a ten, place-value pieces, counting all, using manipulatives…)

MP.5 MP.6 MP.8

ELL: TE pp. 112

_math_9780153663963_/ (Click Numberpolis, click Carnival Stories)

Race to 0 TE pp. 111-112

1 day

13.5 Adding Three Numbers

Add three 1-digit numbers

Example: Show different ways to add 3 numbers 5 + 4 + 5 = ______

CCSS: 1.OA.2 1.OA.3 1.OA.6 1.OA.7 1.OA.8 MP: MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 MP.8



Assessment: Let’s Practice TE pp. 122 Hands-On Activities: Let’s Explore TE pp. 121-122

1 day

13.6 Real-World Problems: Addition and Subtraction

Solve real-world problems

Use related addition and subtraction facts to check the answers to real-world problems

Example: Sam has 26 blue marbles and 12 red marbles.

CCSS: 1.OA.1 1.OA.2 1.OA.4 1.OA.6 1.OA.7 1.OA.8 1.NBT.4 MP: MP.1

TE-1B pp. 123-129 Core: WKBK-1B pp. 79-86 EP-1B pp. 63-64 Basic: R-1B pp. 87-90 Advanced: E-1B pp. 29-36

https://www-k6.thinkcentral.com/content/hsp/math/hspmath/ca/common/mega_math_9

Assessment: Let’s Practice TE pp. 128-129 Hands-On Activities: Solve Real-World Problems by Writing Addition and Subtraction Stories TE pp. 127 Problem Solving:
























47

How many marbles does Sam have in all? Check answers using related facts 14 - 12 = 2 12 + 2 = 14

MP.2 MP.4 MP.5 MP.8

ELL: TE pp. 124 780153663963_/ (Click Numberpolis, click Carnival Stories)

TE pp. 129

1 day


Add and subtract a 2-digit number and a 1-digit number with/without regrouping

Add and subtract two 2-digit numbers with/without regrouping


CCSS: 1.OA.1 1.OA.2 1.OA.3 1.OA.4 1.OA.6 1.OA.7 1.OA.8 1.NBT.2.a 1.NBT.2.c 1.NBT.4 1.NBT.6 MP: MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 MP.8


https://www-k6.thinkcentral.com/content/hsp/math/hspmath/ca/common/mega_math_9780153663963_/ (Click Numberpolis, click Carnival Stories)



Students learn the standard vertical form of addition and subtraction of numbers to 40 using place-value pieces and charts Students add and subtract with and without regrouping numbers up to 40 using place value pieces and charts Students construct and solve real-world addition and subtraction stories Students develop addition and subtraction skills by applying the Associative Property of Addition, making a 10, and inverse problems to check work















48





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. 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.) 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. 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). 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. 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 = _. 1.NBT.B.2a 10 can be thought of as a bundle of ten ones — called a “ten.” 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.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. 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. MP: MP1 Make sense of problems and persevere in solving them. MP2 Reason abstractly and quantitatively. MP3 Construct viable arguments and critique the reasoning of others. MP4 Model with mathematics. MP5 Use appropriate tools strategically. MP6 Attend to precision. MP7 Look for and make use of structure. MP8 Look for and express regularity in repeated reasoning. Abbreviations: CCSS- Common Core State Standards









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











49

MP- Mathematical Practices TE- Teacher’s Edition (same pages as Student Hardcover Book) WKBK- Student Workbook EP- Extra Practice Book R- Reteach Book E- Enrichment Book ELL- English Language Learners A1- Assessment Book

Chapter 14: Mental Math Strategies Total Number of Days: 6 Grade/Course: First Grade


Why is adding and subtracting mentally an important skill? How can our knowledge of the base-ten system help us

mentally compute?

Being able to mentally add and subtract numbers helps us solve more difficult computation problems

Being able to use base-ten makes computing easier


STANDARDS

(CCSS/MP)

RESOURCES LEARNING



1 day



Identify missing parts of number bonds

Add and subtract by making a 10

Complete fact families Identify doubles facts

CCSS: 1.OA.3 1.OA.8

TE-1B pp. 132-135 http://www.topmarks.co.uk/Flash.aspx?b=maths/addition


2 days

14.1 Mental Addition

Mentally add 1-digit numbers

Mentally add a 1-digit number to a 2-digit number

Mentally add a 2-digit number to tens

Example:

CCSS: 1.OA.3 1.OA.6 1.OA.7 1.OA.8 1.NBT.4 1.NBT.5 MP:

TE-1B pp. 132-140 Core: WKBK-1B pp. 99-102 EP-1B pp. 77-84 Basic: R-1B pp. 91-98 Advanced: E-1B pp.

http://www.topmarks.co.uk/Flash.aspx?b=maths/addition

Assessment: Let’s Practice TE pp. 140 Hands-On Activities: Add Ones Mentally by Using Double Facts TE pp. 136















50

Add mentally using various strategies: Double facts 6 + 7 = ____ (6+6=12 12+1=13) Make a ten 26 + 10 = ____ (20+10=30

30+6=36)

MP.3 MP.4 MP.5 MP.6 MP.7 MP.8

37-40 ELL: TE pp. 137

Game: Add Mentally TE pp. 139

2 days

14.2 Mental Subtraction

Mentally subtract 1-digit numbers

Mentally subtract a 1-digit number to a 2-digit number

Mentally subtract a 2-digit number to tens

Example: Subtract mentally using various strategies: Related facts 8 - 6 = ____ (6+____=8) Make a ten 26 – 4 = ____ (6-4=2 20+2=22)

CCSS: 1.OA.1 1.OA.3 1.OA.6 1.OA.7 1.OA.8 1.NBT.4 1.NBT.5 MP: MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 MP.8


http://www.amblesideprimary.com/ambleweb/mentalmaths/subtractiontest.html

Assessment: Let’s Practice TE pp. 147 Hands-On Activities: Let’s Explore TE pp. 146 Game: Subtract Mentally TE pp. 145 Problem Solving: TE pp. 148

1 day


Mentally add and subtract 1-digit numbers

Mentally add and subtract a 1-digit number to a 2-digit number

Mentally add and subtract a 2-digit number to tens

CCSS: 1.OA.1 1.OA.3 1.OA.6 1.OA.7 1.OA.8 1.NBT.4 1.NBT.5 MP:

TE-1B pp. 149 Core: WKBK-1B pp. 107-108 EP-1B pp. 85-88 Basic: R-1B pp. 99-102 Advanced: E-1B pp.

http://www.topmarks.co.uk/Flash.aspx?f=Spinners



















51


MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 MP.8

37-40 ELL: TE pp. 142


Students use mental math strategies to develop alternate algorithms to solve more complex computational and real-world problems Students use mental math strategies to estimate and check the validity of calculations Students explore different strategies (adding/subtracting ones, adding/subtracting tens, solve a simpler problem, make a ten, doubles facts, number bonds)





CCSS: 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 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.) 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). 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. 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 = _. 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.







52

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. MP: MP1 Make sense of problems and persevere in solving them. MP2 Reason abstractly and quantitatively. MP3 Construct viable arguments and critique the reasoning of others. MP4 Model with mathematics. MP5 Use appropriate tools strategically. MP6 Attend to precision. MP7 Look for and make use of structure. MP8 Look for and express regularity in repeated reasoning. Abbreviations: CCSS- Common Core State Standards MP- Mathematical Practices TE- Teacher’s Edition (same pages as Student Hardcover Book) WKBK- Student Workbook EP- Extra Practice Book R- Reteach Book E- Enrichment Book ELL- English Language Learners A1- Assessment Book

Chapter 15: Calendar and Time Total Number of Days: 6 Grade/Course: First Grade


Why is telling time important? How can telling time and reading a calendar help us in our life?

Telling time and reading a calendar are important life skills Time is universal and connects us to others


STANDARDS

(CCSS/MP)

RESOURCES LEARNING



1 day



Use ordinal numbers to describe position (Ordinal numbers does not appear in the first grade common core, but is an important skill for this chapter. Use this

CCSS: 1.MD.3

TE-1B pp. 150-152 http://www.ixl.com/math/grade-1/read-a-calendar











http://www.ixl.com/math/grade-1/read-a-calendar







53

lesson to review it. Chapter 6 may be used as a resource)

2 days

15.1 Using a Calendar (Using a calendar does not appear in the first grade common core, but is a necessary life skill. Combine lessons)

Read a calendar Know the days of the

week and months of the year

Write the date Know the seasons of the

year Example: There are _____ Fridays in the month of July. The date of the first Wednesday in July is _______________.

July S M T W T F S

1 2 3 4 5 6 7

8 9 10 11 12 13 14

15 16 17 18 19 20 21

22 23 24 25 26 27 28

29 30

CCSS: 1.MD.3 MP: MP.5 MP.7 MP.8



Assessment: Let’s Practice TE pp. 161 Hands-On Activities: Use Index Cards to Learn the Days of the Week TE pp. 155 Make a Calendar TE pp. 160

1 days

15.2 Telling Time to the Hour

Use the term o’clock to tell the time to the hour

Read and show time to the hour on a clock


TE-1B pp. 162-165 Core: WKBK-1B pp. 113-118 EP-1B pp. 75-76 Basic: R-1B pp. 109-112 Advanced: E-1B pp.

http://www.sheppardsoftware.com/mathgames/earlymath/on_time_game1.htm

Assessment: Let’s Practice TE pp. 165 Hands-On Activities: Make and Use a Clock TE pp. 164


















54

Example: What time does the clock show?

43-50 ELL: TE pp. 163

1 days

15.3 Telling Time to the Half Hour

Read time to the half hour

Use the term half past Relate time to daily

activities Example: What time does the clock show?

CCSS: 1.MD.3 MP: MP.1 MP.2 MP.4 MP.5 MP.8


http://resources.oswego.org/games/StopTheClock/sthec1.html

Assessment: Let’s Practice TE pp. 169 Hands-On Activities: Tell Time to the Half Hour TE pp. 166 Problem Solving: TE pp. 170

1 days


Read and show time to the hour and half hour on a clock

Read a calendar Know the days of the

week and months of the year


CCSS: 1.MD.3 MP: MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 MP.8

TE-1B pp. 171 Core: WKBK-1B pp. 127-128 EP-1B pp. 77-80 Basic: R-1B pp. 113-116 Advanced: E-1A pp. 43-50 ELL: TE pp. 169

http://jmathpage.com/JIMSMeasurementclocks.html



Students read a calendar and understand the sequence of days and months and write dates Students read time to the hour and half hour using correct identification of hour hand and minute hand Students relate the notion of time, day, month, and year to their everyday lives

















55

Benchmark 2: Cumulative Review of Chapters 10-15 Total Number of Days: 4 Grade/Course: First Grade


STANDARDS

(CCSS/MP)

RESOURCES LEARNING



3 days


Review skills and concepts developed in chapters 11, 12, 13, 14, and 15

CCSS: 1.OA.1 1.OA.2 1.OA.3 1.OA.4

TE-1B pp. 171E-171F EP-1B pp. 83-90






56

1.OA.5 1.OA.6 1.OA.7 1.OA.8 1.NBT.1 1.NBT.2.a 1.NBT.2.c 1.NBT.3 1.NBT.4 1.NBT.5 1.NBT.6 1.MD.3 1.MD.4 MP: All MP standards covered

1 day



CCSS: 1.OA.1 1.OA.2 1.OA.3 1.OA.4 1.OA.5 1.OA.6 1.OA.7 1.OA.8 1.NBT.1 1.NBT.2.a 1.NBT.2.c 1.NBT.3 1.NBT.4 1.NBT.5 1.NBT.6 1.MD.3 1.MD.4 MP: All MP standards covered

TE-1B pp. 171E-171F

Assessment: Assessment Book 1 pp. 123-133 (Omit any questions from Chapter 10 and that were not taught using CCSS as guide)

57



How can numbers be expressed? How can numbers be ordered and compared? What are different ways to count? What are efficient ways to count?


number symbols, and number words help us gain a deeper understanding of numbers



STANDARDS

(CCSS/MP)

RESOURCES LEARNING



1 day



Count on from a given set to 40

Add ones and tens together to get a two-digit number to 40

Compare and order three numbers

Complete number patterns

CCSS: 1.OA.5 1.NBT.1

TE-1B pp. 172-175 http://www.sheppardsoftware.com/mathgames/earlymath/fruitShootNumbersWords.htm


2 days

16.1 Counting to 100

Count on from 41 to 100 Read and write 41 to

100 in numbers and words

Example:

CCSS: 1.OA.5 1.NBT.1 1.NBT.2.a 1.NBT.2.c

TE-1B pp. 172-183 Core: WKBK-1B pp. 135-138 EP-1B pp. 91-94

http://www.sheppardsoftware.com/mathgames/e

Assessment: Let’s Practice TE pp.182-183 Hands-On Activities: Count Numbers Greater than 40

http://www.sheppardsoftware.com/mathgames/earlymath/fruitShootNumbersWords.htm

















58

What number does this picture show?

MP: MP.2 MP.4 MP.5 MP.8

Basic: R-1B pp. 117-122 Advanced: E-1B pp. 51-60 ELL: TE pp. 177-178

arlymath/fruitShootNumbersWords.htm

TE pp. 176-177 Make Numbers with Tens and Ones TE pp. 179

1 day

16.2 Place Value

Use a place-value chart to show numbers up to 100


Example: How many counters are there? Use place-value to solve.

CCSS: 1.NBT.1 1.NBT.2.a 1.NBT.2.c MP: MP.4 MP.5 MP.8

TE-1B pp. 184-186 Core: WKBK-1B pp. 139-142 EP-1 B pp. 95-98 Basic: R-1B pp. 123-126 Advanced: E-1B pp. 51-60 ELL: TE pp. 186


Assessment: Let’s Practice TE pp. 185-186 Hands-On Activities: Show Numbers to 100 in Tens and Ones Using Craft Sticks TE pp. 185

3 days

16.3 Comparing, Ordering, and Patterns

Use a strategy to compare numbers to 100

Compare numbers to 100

Order numbers to 100 Finding the missing

numbers in a number pattern

Example:

CCSS: 1.OA.5 1.NBT.1 1.NBT.2.a 1.NBT.2.c 1.NBT.3 MP: MP.1 MP.2 MP.3 MP.4

TE-1B pp. 187-201 Core: WKBK-1B pp. 143-150 EP-1B pp. 99-102 Basic: R-1B pp. 127-136 Advanced: E-1 B pp. 51-60

http://www.ictgames.com/saucerSorter.html

Assessment: Let’s Practice TE pp. 198-199 Hands-On Activities: Counting On by 2, 5, and 10 on a Hundred Chart and Number Lines TE pp. 189-190 Comparing Numbers Using Spinners and a Number Line TE pp. 191

1st Grade Mathematics ! Unpacked Content!! ! ! ! ! ! "#$%&&!

Example: 63 apples are in the basket. Mary put 20 more apples in the basket. How many apples are in the basket?

Student A:

I used ten frames. I picked out 6 filled ten frames. That’s 60. I got the ten frame with 3 on it. That’s 63. Then, I picked

one more filled ten frame for part of the 20 that Mary put in. That made 73. Then, I got one more filled ten frame to make

the rest of the 20 apples from Mary. That’s 83. So, there are 83 apples in the basket.

Student B:

I used a hundreds chart. I started at 63 and jumped down one row to 73. That means I moved 10 spaces. Then, I jumped

down one more row (that’s another 10 spaces) and landed on 83. So, there are 83 apples in the basket.

Student C:

I knew that 10 more than 63 is 73. And 10 more than 73 is 83. So, there are 83 apples in the basket.

@B(?(; C(A(FB(

FB(?(; C(A(DB(

@B(?(; C(A(FB(

FB(?(; C(A(DB(

@B(?(; C(A(FB(

FB(?(; C(A(DB(





























!
































!
































!
































!
































!
































!





















59

Use these numbers to fill in the blanks 76 48 64 29 92 100 The greatest number is

______ The least number is ______ ______, _______, and ______ are greater than 64 92 is less than ______ but greater than 76

MP.5 MP.6 MP.7 MP.8

ELL: TE pp. 188 Game: TE pp. 197 Math Journal: TE pp. 200 Problem Solving: TE pp. 201

1 day


Count, read, and write 41 to 100 in numbers and words

Compare and order numbers to 100

Finding the missing numbers in a number pattern


CCSS: 1.OA.5 1.NBT.1 1.NBT.2.a 1.NBT.2.c 1.NBT.3 MP: MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 MP.8


https://www-k6.thinkcentral.com/content/hsp/math/hspmath/ca/common/mega_math_9780153663963_/ (Click Numberopolis, click Cross Town Number Line)

Assessment: Assessment Book 1 pp.


Students count on from 40 to 100 by counting tens first and then ones Students make comparisons between two or more numbers when tens are equal or different using place-value Students identify number patterns within a number pattern up to 100 and find missing numbers in patterns Students form their own number patterns














60






Chapter 17: Addition and Subtraction to 100 Total Number of Days: 7 Grade/Course: First Grade








61


STANDARDS

(CCSS/MP)

RESOURCES LEARNING



1 day



Group numbers into tens and ones

Find related addition and subtraction facts

Add/Subtract with/without regrouping

CCSS:

TE-1B pp. 204-208 http://www.sheppardsoftware.com/mathgames/fruitshoot/fruitshoot_addition.htm


1 day

17.1 Addition Without Regrouping

Add a 2-digit number and a 1-digit number without regrouping


Example: 63 apples are in a basket. Mary put 20 more apples in the basket. How many apples are in the basket? (Student should be able to use various strategies to solve these problems) Make a ten

CCSS: 1.OA.7 1.OA.8 1.NBT.2.a 1.NBT.2.c 1.NBT.4 MP: MP.4 MP.7 MP.8



Assessment: Let’s Practice TE pp. 215 Hands-On Activities: Add Ones to a Number in Different Ways TE pp. 209 Use Place-Value Chart to Add Tens to a Number TE pp. 211-212



Student A:




Student B:



Student C:


@B(?(; C(A(FB(

FB(?(; C(A(DB(

@B(?(; C(A(FB(

FB(?(; C(A(DB(

@B(?(; C(A(FB(

FB(?(; C(A(DB(





















62

Use a 100 chart

2 days

17.2 Addition With Regrouping

Add a 2-digit number and a 1-digit number with regrouping

Add two 2-digit numbers with regrouping

Example: 86 + 8 = 83 + 68 = (Student should be able to use various strategies to solve these problems)

CCSS: 1.OA.7 1.OA.8 1.NBT.2.a 1.NBT.4 MP: MP.3 MP.4 MP.7 MP.8



Assessment: Let’s Practice TE pp. 221 Hands-On Activities: Use a Spinner to Get Numbers to Add Numbers TE pp. 218 Use a Place-Value Chart to Add Numbers with Regrouping TE pp. 219

1 day

17.3 Subtraction Without Regrouping

Subtract a 1-digit number and a 2-digit number without regrouping

Subtract a 2-digit number from another 2-digit number without regrouping

Example: There are 74 birds in the park. 10 birds fly away. How many birds are in the park

CCSS: 1.OA.4 1.OA.7 1.OA.8 1.NBT.2.a 1.NBT.2.c 1.NBT.4 1.NBT.6 MP: MP.4 MP.7 MP.8


http://www.sheppardsoftware.com/mathgames/fruitshoot/fruitshoot_subtraction.htm

Assessment: Let’s Practice TE pp. 229 Hands-On Activities: Use Place-Value Chart to Subtract Tens from a Number TE pp. 226 Use Place-Value Chart to Subtract One Number from Another TE pp. 227



Student A:




Student B:



Student C:


@B(?(; C(A(FB(

FB(?(; C(A(DB(

@B(?(; C(A(FB(

FB(?(; C(A(DB(

@B(?(; C(A(FB(

FB(?(; C(A(DB(






















63

now? (Student should be able to use various strategies to solve these problems) Use ten frames/place-value pieces

1 day

17.4 Subtraction With Regrouping

Subtract a 1-digit number and a 2-digit number with regrouping

Subtract a 2-digit numbers with regrouping

Example: 100 - 55 = 82 - 26 = (Student should be able to use various strategies to solve these problems)

CCSS: 1.OA.4 1.OA.7 1.OA.8 1.NBT.2.a 1.NBT.4 MP: MP.1 MP.2 MP.4 MP.5 MP.6 MP.7 MP.8



Assessment: Let’s Practice TE pp. 236 Hands-On Activities: Use Place-Value Chart to Subtract Numbers With Regrouping TE pp. 232 Game: Zoo Points TE pp. 234-235 Problem Solving: TE pp. 237

1 day


Add/Subtract a 2-digit number and a 1-digit number without/with regrouping

Add/Subtract two 2-digit numbers without/with regrouping

Review, reinforce, and consolidate chapters

CCSS: 1.OA.4 1.OA.7 1.OA.8 1.NBT.2.a 1.NBT.2.c 1.NBT.4 1.NBT.6 MP:

TE-1B pp. 237-131 Core: WKBK-1B pp. 175-184 EP-1B pp. 113-116 Basic: R-1B pp. 161-166

http://www.sheppardsoftware.com/mathgames/fruitshoot/fruitshoot_subtraction.ht


1st Grade Mathematics ! Unpacked Content!! ! ! ! ! ! "#$%&' !

1.NBT.5 Given a two-digit

number, mentally find 10

more or 10 less than the

number, without having to

count; explain the reasoning

used.

First Graders build on their county by tens work in Kindergarten by mentally adding ten more and ten less than any number

less than 100. First graders are not expected to compute differences of two-digit numbers other than multiples of ten.

Ample experiences with ten frames and the number line provide students with opportunities to think about groups of ten,

moving them beyond simply rote counting by tens on and off the decade. Such representations lead to solving such

problems mentally.

Example: There are 74 birds in the park. 10 birds fly away. How many birds are in the park now?

Student A

I thought about a number line. I started at 74. Then, because 10 birds flew away, I took a leap of 10. I landed on 64. So,

there are 64 birds left in the park.

Student B

I pictured 7 ten frames and 4 left over in my head. Since 10 birds flew away, I took one of the ten frames away. That left 6

ten frames and 4 left over. So, there are 64 birds left in the park.

Student C

I know that 10 less than 74 is 64. So there are 64 birds in the park.






















64

skills and concepts MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 MP.8

Advanced: E-1B pp. 61-67 ELL: TE pp. 231

m


Students extend their understanding of the standard vertical form of addition and subtraction of numbers to 100 Students add and subtract with and without regrouping numbers up to 100 using place value pieces and charts or counting on/counting back strategy Students construct and solve real-world addition and subtraction stories Students develop addition and subtraction skills by applying the Associative Property of Addition, making a 10, and inverse problems to check work)






65

Chapter 18: Multiplication and Division Total Number of Days: 0 Grade/Course: First Grade



STANDARDS

(CCSS/MP)

RESOURCES LEARNING



Chapter 18 does not cover common core standards for first grade. Multiplication and Division can be done at the end of the year if time permits.

Chapter 19: Money Total Number of Days: 0 Grade/Course: First Grade



STANDARDS

(CCSS/MP)

RESOURCES LEARNING


66


Chapter 19 does not cover common core standards for first grade. Money can be done at the end of the year if time permits.

End-Of-Year Review End-Of-Year Test

Total Number of Days: 4 Grade/Course: First Grade


STANDARDS

(CCSS/MP)

RESOURCES LEARNING



3 days

End-Of-Year Review

Review skills and concepts developed from the beginning of the school year until the end of the school year

CCSS: Covers all first grade Common Core State Standards

TE-1A pp. 293E-293G Core: WKBK-1A pp. 247-263

Students complete review found in workbook and extra practice book in preparation for End-Of-Year Test

1 day

End-Of-Year Test

End-Of –Year Test assess skills and concepts developed throughout school year

CCSS: Covers all first grade Common Core State Standards

TE-1A pp. 293H-293J

Assessment: Assessment Book 1 pp. 159-172 (Omit any questions that were not taught using CCSS as guide)

67

Notes to teacher (not to be included in your final draft):

4 Cs Three Part Objective Creativity: projects Behavior Critical Thinking: Math Journal Condition Collaboration: Teams/Groups/Stations Demonstration of Learning (DOL) Communication – Powerpoints/Presentations

chapter 1: numbers to 10roselle.sharpschool.net/userfiles/servers/server...mp5 use appropriate tools...

Documents