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NEPTUNE TOWNSHIP SCHOOL DISTRICT
Everyday Mathematics Curriculum
Grade 1
NEPTUNE TOWNSHIP SCHOOL DISTRICT
Office of the Superintendent
60 Neptune Blvd.
Neptune, NJ 07753-4836
June 26, 2019 Document C1#1
NEPTUNE TOWNSHIP BOARD OF EDUCATION
Dorothea L. Fernandez, President
Laura G. Granelli, Vice President
Brady M. Connaughton Nicole M. Green
Jerome H. Hubbard Jason A. Jones
Mark A. Matson Michelle A. Moss
Donna Puryear Antonio Lopez, Neptune City Rep.
SCHOOL DISTRICT ADMINISTRATION
Tami R. Crader, Ed.D.
Superintendent of Schools
Matthew Gristina, Ed.D.
Assistant Superintendent of Schools
Peter J. Leonard
Business Administrator/Board Secretary
Peter I. Bartlett
Assistant Business Administrator/Assistant Board Secretary
Sally A. Millaway, Ed.D.
Director for Curriculum, Instruction & Assessment
Kathleen M. Skelton
Director of Special Services
Heba Abdo, Ed.D.
Supervisor of STEM
Lakeda Demery-Alston
Supervisor of Humanities & ESL
Charles Kolinofsky
Supervisor of Data & Information
Kathleen M. Thomsen
Supervisor of Early Childhood Education
ELEMENTARY SCHOOL ADMINISTRATION
Principals
Lori B. Burns, Ed.D., Early Childhood Center
Joshua Loveland, Gables
James M. Nulle, Green Grove
Mark K. Alfone, Ed.D., Midtown Community
Janelle Williams, Shark River Hills
Jerard L. Terrell, Ed.D., Summerfield
MIDDLE SCHOOL ADMINISTRATION
Arlene M. Rogo, Ed.D., Principal
Thomas Decker, Vice Principal
Michael V. Smurro, Vice Principal
HIGH SCHOOL ADMINISTRATION
Jennifer C. Joseph, Principal
Titania M. Hawkins, Ed.D., Vice Principal
Kevin McCarthy, Vice Principal
James H. Whitson, Vice Principal
Richard Arnao, Administrator for Athletic & Co-Curricular Activities
DEPARTMENT CHAIRPERSONS
Kelly Baldino
Juan Beltran
Dawn Reinhardt
Nicole Sanyigo
Tara L. Stephenson
Karen Watt
Hillary L. Wilkins
NEPTUNE TOWNSHIP SCHOOL DISTRICT
MATHEMATICS
GRADE 1
CURRICULUM
Table of Contents
Acknowledgements ..................................................................................................... i
District Mission Statement ......................................................................................... ii
District Educational Outcome Goals ......................................................................... iii
Course Description .................................................................................................... iv
Curriculum
Unit Title Page
Pacing Guide .............................................................................................................. 1
Unit 1: Counting ......................................................................................................... 4
Unit 2: Introducing Addition .................................................................................... 13
Unit 3: Number Stories ............................................................................................. 22
Unit 4: Length and Addition Facts ........................................................................... 30
Unit 5: Place Value and Comparisons ...................................................................... 39
Unit 6: Addition Fact Strategies ............................................................................... 48
Unit 7: Subtraction Fact Strategies and Attributes of Shapes .................................. 57
Unit 8: Geometry ...................................................................................................... 65
Unit 9: 2-Digit Addition and Subtraction and Review ............................................. 74
Accommodations and Modifications ........................................................................ 83
NEPTUNE TOWNSHIP SCHOOL DISTRICT
Everyday Mathematics
Grade 1
Acknowledgements
The Grade 1 Mathematics curriculum was revised for use by the Neptune Township Elementary
Schools by the Curriculum Steering Committee, inclusive of Dawn Reinhardt, Department
Chairperson, Heba Abdo, Ed.D., Supervisor of STEM, and Sally A. Millaway, Ed.D., Director
for Curriculum, Instruction and Assessment.
This curriculum represents the shift in instruction to the New Jersey Student Learning Standards
for Mathematics and the increased rigor that those standards bring to the teaching and learning
of mathematics. It is our hope that this curriculum will serve as a valuable resource for the staff
members who teach this course and that they will continue to make recommendations for
improvement to the document.
i
NEPTUNE TOWNSHIP SCHOOL DISTRICT
DISTRICT MISSION STATEMENT
The primary mission of the Neptune Township School District is to prepare students
for a life-long learning process in a complex and diverse world. It is with high
expectations that our schools foster:
• A strong foundation in academic and modern technologies.
• A positive and varied approach to teaching and learning.
• An emphasis on critical thinking skills and problem-solving techniques.
• A respect for and an appreciation of our world, its resources, and its people.
• A sense of responsibility, good citizenship, and accountability.
• An involvement by the parents and the community in the learning process.
ii
Neptune Township School District
Educational Outcome Goals
The students in the Neptune Township schools will become life-long learners and will:
Become fluent readers, writers, speakers, listeners, and viewers with comprehension
and critical thinking skills.
Acquire the mathematical skills, understandings, and attitudes that are needed to be
successful in their careers and everyday life.
Understand fundamental scientific principles, develop critical thinking skills, and
demonstrate safe practices, skepticism, and open-mindedness when collecting,
analyzing, and interpreting information.
Become technologically literate.
Demonstrate proficiency in all New Jersey Student Learning Standards (NJSLS).
Develop the ability to understand their world and to have an appreciation for the
heritage of America with a high degree of literacy in civics, history, economics and
geography.
Develop a respect for different cultures and demonstrate trustworthiness,
responsibility, fairness, caring, and citizenship.
Become culturally literate by being aware of the historical, societal, and multicultural
aspects and implications of the arts.
Demonstrate skills in decision-making, goal setting, and effective communication,
with a focus on character development.
Understand and practice the skills of family living, health, wellness and safety for their
physical, mental, emotional, and social development.
Develop consumer, family, and life skills necessary to be a functioning member of
society.
Develop the ability to be creative, inventive decision-makers with skills in
communicating ideas, thoughts and feelings.
Develop career awareness and essential technical and workplace readiness skills,
which are significant to many aspects of life and work.
iii
1
2
3
4
Unit 1 Plan
Counting
Suggested Time
Frame
20 days including “Flex Days”
Overview / Rationale of Unit
In this unit, children work in an active, collaborative environment to learn both mathematics
content and mathematical practices. Children’s learning will focus on three clusters of the NJ
Student Learning Standards for Math (NJSLS-M) which include adding and subtracting within 20,
extending the counting sequence, and representing and interpreting data. Students will also utilize
the Mathematical Practice of using appropriate mathematics tools strategically with an attention to
precision.
Key Topics in this unit will include:
Counting
Number Grids
Subitizing
Comparing Numbers
Building toward Fact Fluency
Number Stories
Collecting and Analyzing Data from Counts
Explorations
Stage 1 – Desired Results
Established Goals: New Jersey Student Learning Standards for Mathematics (NJSLS-M)
1.OA.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.OA.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.NBT.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.3: Compare two two-digit numbers based on meanings of the tens and ones digits,
recording the results of comparisons with the symbols >, =, and <.
5
Essential Questions:
How do you use counting and
numbers everyday?
How can we count numbers from a
variety of starting points?
Why do we use tally marks?
What is a number story?
Enduring Understandings: Students will understand that…
Numbers are used in a variety of ways in
everyday life, such as to count things, to
identify locations, and to compare groups.
Rote and skip counting can begin anywhere
on the number line.
Tally marks are a representation of data.
Number stories involve numbers and one
or more explicit or implicit questions.
Knowledge: Students will know…
Quick Looks decompose numbers in
preparation for adding and subtracting within
20.
The number line is used to count and compare
numbers.
Appropriate mathematical tools are used for
estimating, reasoning and counting
collections.
The number line is used for solving number
stories, comparing and ordering numbers.
Tally marks are used to represent data and
practice counting.
The proper use of math manipulatives
through explorations.
Number stories are strategies for problem
solving.
Number grids are mathematical tools used to
prepare for adding and subtracting large
numbers.
Skills: Students will be able to…
Solve simple stories involving addition
and subtraction within 10.
Find a new number by counting up and
back a number of spaces from a given
number less than 20 on a number grid or
number line.
Use addition and subtraction within 10 to
solve simple number stories.
Count up by 1s on a number grid or
number line starting at any number less
than 100 and count a number of objects
less than 20, including tally marks.
Tell which of two numbers less than 15 is
larger, using a number line if necessary.
Read the number of data points in each
category of a tally chart.
6
In this unit plan, the following 21st Century Life and Careers skills are addressed:
Check ALL that apply –
21st Century Themes
Indicate whether these skills are:
● E – encouraged
● T – taught
● A – assessed
Career Ready Practices
9.1 Personal Financial Literacy E CRP1. Act as a responsible and
contributing citizen and employee.
Income and Careers TA CRP2. Apply appropriate academic
and technical skills.
X Money Management T CRP3. Attend to personal health and
financial well-being.
Credit and Debt Management ETA CRP4. Communicate clearly and
effectively and with reason.
Planning, Saving, and Investing CRP5. Consider the environmental,
social and economic impacts of
decisions.
Becoming a Critical Consumer CRP6. Demonstrate creativity and
innovation.
Civic Financial Responsibility CRP7. Employ valid and reliable
research strategies.
Insuring and Protecting ETA CRP8. Utilize critical thinking to
make sense of problems and persevere
in solving them.
9.2 Career Awareness, Exploration,
and Preparation
CRP9. Model integrity, ethical
leadership and effective management.
X Career Awareness CRP10. Plan education and career
paths aligned to personal goals.
Career Exploration E CRP11. Use technology to enhance
productivity.
Career Preparation CRP12. Work productively in teams
while using cultural global
competence.
Interdisciplinary Connections
Other standards covered:
NJ Learning Standards for English Language Arts: NJSLSA.R7. Integrate and evaluate content
presented in diverse media and formats, including visually and quantitatively, as well as in
words.
7
Student Resources
Math Centers and
Games:
Games in Everyday Mathematics are an essential tool for
practicing skills and developing strategic thinking.
1-2; 1-6: Monster Squeeze (Comparing numbers)
1-3, 1-5; 1-7: Penny-Dice (Counting)
1-5, 1-9, 1-10; 1-11: Bunny Hop (Counting)
1-6, 1-8; 1-11: Top-It (Comparing numbers)
1-8: Rock, Paper, Scissors (Recording data with tally marks)
1-8: Rock, Paper, Scissors, Pencil (Recording data with tally
marks)
1-11: Rolling for 50 (Using the number grid)
Math Centers, through Explorations, in Everyday Mathematics
will concentrate on independent or small group activities
that will focus on concept development, manipulatives, data
collection, problem solving, games and skill reviews.
1-9: Exploring Math Materials (Pattern blocks, base-10blocks
and geo-boards in preparation for reasoning about shapes
and their attributes.)
Unit 1 Key Vocabulary:
base 10- blocks
Explorations
skip counting
collect dada
geo-board
slate
compare
number grid
solve
corner
number line
tallies
count
number story
tally chart
count back
pattern blocks
toolkit
count up
Pattern-Block Template
vertex (vertices)
data
Quick Looks
estimate
side
Supporting Text pages
8
Teacher Resources
Texts: Literature Connection:
1-1: Missing Math, by Loreen Leedy (Introduction to Mathematics)
1-2: Rock It, Sock It, Number Line, by Bill Martin (Investigating the Number Line)
1-3: Mouse Shapes, by Helen Stole Walsh (Tools for Doing Math)
1-4: Anno’s Counting Book, by Mitsumasa Anno (Counting Strategies)
1-5: The Water Hole, by Graeme Base (1 More 1 Less)
1-6: Alfie the Alligator, by Sandy Turley (Comparing Numbers)
1-7: Tally O’Malley, by Stuart Murphy & Cynthia Jabar (Organizing Data)
1-8: Tally Cat Keeps Track, by Trudy & Andrew Harris (Organizing Data)
1-9: Color Zoo, by Lois Ehlert (Exploring Math Materials)
1-10: How Many Snails, by Paul Giganti & Donald Crews (Number Stories)
1-11: Curious George Learns to Count from 1 to 100, by H. A. Rey (Counting)
Supplemental Workbooks:
Websites:
Count, read, and write numbers to 100
Smart First Graders Counting to 100
http://www.smartfirstgraders.com/counting-to-100.html
Counting Fish Math Center
http://www.teacherspayteachers.com/Product/Counting-fish-math-center-1-20-201404
Counting Bats
http://www.teacherspayteachers.com/Product/Counting-Bats-Activity-173401
Education.com Counting Worksheets
http://www.education.com/worksheets/first-grade/counting-place-value/
Soft Schools Counting Games and Worksheets
http://www.softschools.com/grades/1st_grade/math/
Counting by 10s with Flip-Flop Activity
http://www.teacherspayteachers.com/Product/Counting-by-10s-with-Flip-Flops-215250
Interactive: Use Counters to Show Numbers
https://www-
k6.thinkcentral.com/content/hsp/math/hspmath/na/common/itools_pri_9780547584973_/cou
nters.html
Count by 2’s, 5’s, and 10’s
Skip Counting (Cat in the Hat theme)
http://www.teacherspayteachers.com/Product/Skip-Counting-2s-5s-and-10s-210462
Skip Counting Freebie
http://www.teacherspayteachers.com/Product/Skip-Counting-Freebie-190739
Skip Counting Study Sheet
http://www.teacherspayteachers.com/Product/Skip-Counting-Study-Sheet-Updated-92723
9
Math Dynamics Skip Counting Activities
http://www.mathdynamics.com/skip_counting.htm
Interactive: Sheppard Software Skip Counting
http://www.sheppardsoftware.com/mathgames/earlymath/Fruit_shoot_SkipCount.htm
Interactive: Number Line Counting
https://www-
k6.thinkcentral.com/content/hsp/math/hspmath/na/common/itools_pri_9780547584973_/nu
mberlines.html
Show 1 more, 1 less, 10 more, and 10 less One More on the 10 Frame
http://www.k-5mathteachingresources.com/support-files/onemoreonthe10frame.pdf
One More / One Less Scoop
http://www.k-5mathteachingresources.com/support-files/onemoreonelessscoop.pdf
Mental Madness
http://www.teacherspayteachers.com/Product/10-More-10-Less-1-More-1-Less-Mental-
Madness-Presidents-Day-208097
Comparing Numbers 10 Less 10 More
http://www.teacherspayteachers.com/Product/Comparing-Numbers-10-less-10-more-1-less-1-
more-203994
Count tally marks
ABC Teach Tally Mark Worksheet: http://www.abcteach.com/free/t/tallymarks2.pdf
Tally Monster
http://www.teacherspayteachers.com/Product/Tally-Monster-FREEBIE-195337
Tally Birds
http://www.teacherspayteachers.com/Product/Tally-Birds-counting-by-5s-0-50-178092
Don’t Tally Your Chicks Before They Hatch
http://www.teacherspayteachers.com/Product/Dont-Tally-Your-Chicks-Before-They-Hatch-
227563
Collecting Data and Creating Tally Charts
http://www.teacherspayteachers.com/Product/Collecting-Data-and-Creating-Tally-Charts-
198589
Read simple graphs
Bar Graphs to 20: http://www.teacherspayteachers.com/Product/Bar-Graphs-to-20-30883
My Graphing Book
http://www.teacherspayteachers.com/Product/My-Graphing-Book-193159
Graphing Booklet: http://www.teacherspayteachers.com/Product/Graphing-Booklet-71575
M&M Graphing Activities
http://www.teacherspayteachers.com/Product/MM-Graphing-Activities-190624
10
Number Grid Counting
Hundred Board: http://www.mathwire.com/100board/hb2.html
More Hundred Board Activities: http://www.mathwire.com/100board/hb2.html
Stage 2 – Assessment Evidence
Formative Assessments:
Assessment Check-In
Informal Observations
Mental Math and Reflexes
Math Journals
Home Links
Exit Slips/Slates Assessments
Self-Assessments
Games
Questioning
Summative Assessments:
End of Unit Assessments
Benchmark Assessments
Tests
Quizzes
Student Work Products
Stage 3 – Learning Plan
Instructional
Strategies
Descriptions
Suggested Learning
Activities Daily Routines
Discuss Numbers and Shapes in the Classroom
Estimating and Counting Collection of Objects
Introducing Quick Looks
Introducing Skip Counting
Exploring the Tool Kits
Using the Pattern-Block Template
Making Estimates
Solving the Open Response Problem
Introducing Slates as Classroom Tools
Telling 1-More/1–Less Stories
Comparing and Ordering Numbers
Counting from 1-20
Introducing Tally Marks
Organizing and Representing Categorical Data
Organizing and Representing Data in a Tally Chart
Exploring with Pattern Blocks, Base-10 Blocks, and Geo-boards
Telling and Sharing Simple Number Stories
Number Grid Counting
11
Technology Integration
__X__8.1 Educational Technology:
All students will use digital tools to access, manage, evaluate, and synthesize information in order
to solve problems individually and collaborate and create and communicate knowledge.
- Student Websites
- Teacher Websites
- SMART board
____8.2 Technology Integration, Engineering, Design and Computational Thinking -
Programming All students will develop an understanding of the nature and impact of technology, engineering,
technological design, computational thinking and the designed world as they relate to the
individual, global society, and the environment.
INTEGRATED SOCIAL AND EMOTIONAL LEARNING COMPETENCIES
12
The following social and emotional competencies are integrated in this curriculum document:
Self-Awareness
_____Recognize one’s own feelings and thoughts
_____Recognize the impact of one’s feelings and thoughts on one’s own behavior
_____Recognize one’s personal traits, strengths and limitations
_____Recognize the importance of self-confidence in handling daily tasks and challenges
Self-Management __x__Understand and practice strategies for managing one’s own emotions, thoughts and
behaviors
__x__Recognize the skills needed to establish and achieve personal and educational goals
__x__Identify and apply ways to persevere or overcome barriers through alternative
methods to achieve one’s goals
Social Awareness
__x__Recognize and identify the thoughts, feelings, and perspectives of others
_____Demonstrate an awareness of the differences among individuals, groups, and
others’ cultural backgrounds
_____Demonstrate an understanding of the need for mutual respect when viewpoints
differ
_____Demonstrate an awareness of the expectations for social interactions in a variety of
setting
Responsible Decision Making
__x__Develop, implement and model effective problem solving and critical thinking
skills
_____Identify the consequences associated with one’s action in order to make
constructive choices
_____Evaluate personal, ethical, safety and civic impact of decisions
Relationship Skills
_____Establish and maintain healthy relationships
__x__Utilize positive communication and social skills to interact effectively with others
_____Identify ways to resist inappropriate social pressure
_____Demonstrate the ability to present and resolve interpersonal conflicts in
constructive ways
_____Identify who, when, where, or how to seek help for oneself or others when needed
13
Unit 2 Plan
Introducing Addition
Suggested Time
Frame
21 days including “Flex Days”
Overview/ Rationale of Unit
Introducing Addition
In this unit, children work with addition and use it to model and solve number stories. Children’s
learning focuses on three clusters of the NJ Student Learning Standards for Math (NJSLS-M),
which are representing and solving problems involving addition and subtraction, working with
addition and subtraction equations, and adding and subtracting within 20. Children will also
focus on in–depth work with two of the Mathematical Practices, reasoning abstractly and
quantitatively and modeling with mathematics.
Key topics in this unit will include:
Strategies for Solving Addition and Subtraction Problems
Calculators
Number Stories and Number Models
Stage 1 – Desired Results
Established Goals: New Jersey Student Learning Standards for Mathematics (NJSLS)
1.OA.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.OA.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.4: Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8
by finding the number that makes10 when added to 8.
1.OA.5: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
1.OA.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.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.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 = _.
14
1.NBT.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.3: Compare two two-digit numbers based on meanings of the tens and ones digits,
recording the results of comparisons with the symbols >, =, and <.
1.MD.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.
Essential Questions:
What is addition and how is it used?
How can addition problems be solved?
How can addition sentences be written?
Enduring Understandings: Students will understand that…
Addition is a mathematical operation that
represents the total amount of objects
together in a collection. It is used to model
real world situations.
Addition problems are solved by the use of
number lines, number grids, tens and ones,
counters as well as other manipulatives.
Addition sentences are written using a +
symbol. They are written horizontal and
vertical.
Knowledge: Students will know…
The counting-on-strategy and the turn-around
rule for addition.
By decomposing numbers within 10 prepares
for adding and subtracting within 10.
Pairs of numbers that add to 10.
Through explorations, data can be collected
using a tally chart.
All the ways to make a sum of 10 by solving
an open end response problem.
Quick Looks with ten frames and the game,
High Roller, can be used as an addition
strategy for counting on.
Unit Boxes are used to label objects as they
count.
Change-to-more/less diagrams help them
solve number stories.
Number models are used to support their
work with addition and subtraction.
The strategy to find unknown numbers in
addition and subtraction number models.
Skills: Students will be able to…
Solve and interpret number models for
change-to-more/less stories within 10.
Observe that adding the same two numbers
in a different order results in the same sum.
Use a counting strategy to find the sum of
tow numbers.
Add and subtract within 10, including
finding pairs of numbers that add to 10.
Represent number stories using number
models that include a symbol for the
unknown value.
Count and represent a number of objects
less than 20 with a written numeral.
Answer simple questions about a tally
chart.
15
In this unit plan, the following 21st Century Life and Careers skills are addressed:
Check ALL that apply –
21st Century Themes
Indicate whether these skills are:
● E – encouraged
● T – taught
● A – assessed
Career Ready Practices
9.1 Personal Financial Literacy E CRP1. Act as a responsible and
contributing citizen and employee.
Income and Careers TA CRP2. Apply appropriate academic
and technical skills.
X Money Management T CRP3. Attend to personal health and
financial well-being.
Credit and Debt Management ETA CRP4. Communicate clearly and
effectively and with reason.
Planning, Saving, and Investing CRP5. Consider the environmental,
social and economic impacts of
decisions.
Becoming a Critical Consumer CRP6. Demonstrate creativity and
innovation.
Civic Financial Responsibility CRP7. Employ valid and reliable
research strategies.
Insuring and Protecting ETA CRP8. Utilize critical thinking to
make sense of problems and persevere
in solving them.
9.2 Career Awareness, Exploration,
and Preparation
CRP9. Model integrity, ethical
leadership and effective management.
X Career Awareness CRP10. Plan education and career
paths aligned to personal goals.
Career Exploration E CRP11. Use technology to enhance
productivity.
Career Preparation CRP12. Work productively in teams
while using cultural global
competence.
Interdisciplinary Connections
Other standards covered:
NJ Learning Standards for English Language Arts: NJSLSA.R7. Integrate and evaluate content
presented in diverse media and formats, including visually and quantitatively, as well as in
words.
16
Student Resources
Math Centers and
Games:
Games in Everyday Mathematics are an essential tool for
practicing skills and developing strategic thinking.
2-1, 1-3; 2-6: Roll and Total ( Counting on to find sums)
2-1; 2-8: Monster Squeeze (Comparing numbers)
2-2, 2-3; 2-10: Ten Frame Top-It (Comparing numbers
represented on ten frames)
2-3, 2-4, 2-6; 2-9: Penny Plate (Finding parts of numbers that
add to 10)
2-4; 2-9: Subtraction Bingo (Finding differences)
2-4: Rock, Paper, Scissors (Recording data with tally marks)
2-6: High Roller (Adding numbers)
2-6: Top-It (Comparing numbers)
2-7: Bunny Hop (Counting)
2-8; 2-11: Rolling for 50 (Using the number grid)
Math Centers, through Explorations, in Everyday Mathematics
will concentrate on independent or small group activities
that will focus on concept development, manipulatives, data
collection, problem solving, games and skill reviews.
2-4: Exploring Subtraction, Pairs of Numbers that Add to 10,
and Data (Children will play Subtraction Bingo, find pairs
of numbers that add to 10 and collect data using a tally
chart.)
Unit 2 Key Vocabulary:
add
number model
sum
change-to-less diagram
number sentence
table
change-to-more diagram
order
ten frame
count on
parts of numbers that add to
10
total
difference
pattern
turn-around-rule
equation
plus
unit
is equal to
represent
unit box
Math Boxes
strategy
unknown
Minus
subtract
Supporting Text pages
17
Teacher Resources
Texts: Literature Connection:
2-1: The Mission of Addition, by Brian P. Clearly & Brian Gable (Counting On Strategy)
2-2: Ten for Me, by Barbara Mariconda (Decomposing Numbers within 10)
2-3: Ten Friends, by Bruce Goldstone & Heather Cahoon (Decomposing Numbers within 10)
2-4: Mission Addition; Subtraction Action, by Loreen Leedy (Addition/Subtraction)
2-5: Ten Apples up on Top, by Dr. Seuss (Open Response: Compliments of 10)
2-6: I Can Add Up, by Ray Gibson (Counting On)
2-7: Olivia Counts, by Ian Falconer (Labeling Counts)
2-11: How Many Snails, by Paul Giganti & Donald Crews (Finding unknown numbers in
Addition/Subtraction)
Supplemental Workbooks:
Websites:
Add and subtract numbers up to 20 using drawings or blocks for help.
Scarecrow Addition to 20
http://www.teacherspayteachers.com/Product/Scarecrow-Addition-to-20
Springtime Fact Family Task Cards for Addition and Subtraction
http://www.teacherspayteachers.com/Product/Springtime-Fact-Family-Task-Cards-addition-and-
subtraction
Making 20 – Composing and Decomposing Numbers
http://www.teacherspayteachers.com/Product/Making-20-Composing-and-Decomposing-
Numbers
Number Line Subtraction
http://www.teacherspayteachers.com/Product/Number-Line-Subtraction-K-1
Addition – Subtraction Mix-Up Worksheets
http://www.softschools.com/math/worksheets/addition_subtraction_mix.jsp
Math Games: http://www.playkidsgames.com/mathGames.htm
Minus Mission
http://www.mathplayground.com/ASB_MinusMission.html
Alien Addition: http://www.mathplayground.com/ASB_AlienAddition.html
Counters
https://www-
k6.thinkcentral.com/content/hsp/math/hspmath/na/common/itools_pri_9780547584973_/cou
nters.html
More Addition/Subtraction
1st Grade Addition Problems
http://www.k-5mathteachingresources.com/support-files/1st-gd-addition-problems.pdf
1st Grade Subtraction Problems
http://www.k-5mathteachingresources.com/support-files/1st-gd-subtraction-problems.pdf
Add to Change
18
http://www.k-5mathteachingresources.com/support-files/add-to-change-unknown-problems-to-
20.pdf
Add to Start
http://www.k-5mathteachingresources.com/support-files/add-to-start-unknown-problems-to-
20.pdf
Take From
http://www.k-5mathteachingresources.com/support-files/take-from-change-unknown-problems-
to-20.pdf)
Double Decker Bus
http://www.k-5mathteachingresources.com/support-files/double-deckerbus.pdf
Making Apple Ten Packs
http://www.k-5mathteachingresources.com/support-files/makingappletenpacks.pdf
Addition 25
http://www.mathwire.com/whohas/whaddition25.pdf
Number Bonds
Number Bonds to 10
http://mathszone.co.uk/number-facts/number-bonds-to-10/
Teaching Number Bonds
http://mathcoachscorner.blogspot.com/2013/07/teaching-number-bonds.html
Mental Math Number Bonds
http://www.amblesideprimary.com/ambleweb/mentalmaths/numberbond.html
Ten Frames and Dot Card Activities
http://elementary-math-resources.wiki.inghamisd.org/file/view/Dot Card and Ten Frame
Package w Activities.pdf/382729118/Dot Card and Ten Frame Package w Activities.pdf
Number Stories
Addition Word Problems with Sums to 10:
http://www.ixl.com/math/grade-1/addition-word-problems-sums-to-10
Word Problems – Write the Addition Sentence
http://www.ixl.com/math/grade-1/word-problems-write-the-addition-sentence
Addition Sentences with Sums to 10
http://www.ixl.com/math/grade-1/addition-sentences-sums-to-10
Worksheets:
Videos:
19
Stage 2 – Assessment Evidence
Formative Assessments:
Assessment Check-In
Informal Observations
Mental Math and Reflexes
Math Journals
Home Links
Exit Slips/Slates Assessments
Self-Assessments
Games
Questioning
Summative Assessments:
End of Unit Assessments
Benchmark Assessments
Tests
Quizzes
Student Work Products
Stage 3 – Learning Plan
Instructional
Strategies
Descriptions
Suggested Learning
Activities Daily Routines
Introducing the Turn-Around Rule
Introducing Two-Fisted Penny Addition
Introducing Math Box Routine
Introducing Subtraction
Explorations (Subtraction Bingo, Picking 10 Apples; Counting Our
Classroom)
Open Response (Finding the Missing Day; Solving the Open Response
Problem)
Introducing Quick Looks with Ten Frames
Labeling Numbers with Units
Introducing Unit Boxes
Introducing Change-to-More Diagrams
Solving Mystery Penny Drops
Introducing Change-to-Less Diagrams
Solving Mystery Cup Problems
Introducing Addition Number Models
Introducing Subtraction Number Models
Modeling and Finding Unknowns l n Number Models
20
Technology Integration
__X__8.1 Educational Technology:
All students will use digital tools to access, manage, evaluate, and synthesize information in order
to solve problems individually and collaborate and create and communicate knowledge.
- Student Websites
- Teacher Websites
- SMART board/Promethean Board
____8.2 Technology Integration, Engineering, Design and Computational Thinking -
Programming All students will develop an understanding of the nature and impact of technology, engineering,
technological design, computational thinking and the designed world as they relate to the
individual, global society, and the environment.
21
INTEGRATED SOCIAL AND EMOTIONAL LEARNING COMPETENCIES The following social and emotional competencies are integrated in this curriculum document:
Self-Awareness
_____Recognize one’s own feelings and thoughts
_____Recognize the impact of one’s feelings and thoughts on one’s own behavior
_____Recognize one’s personal traits, strengths and limitations
_____Recognize the importance of self-confidence in handling daily tasks and challenges
Self-Management __x__Understand and practice strategies for managing one’s own emotions, thoughts and
behaviors
__x__Recognize the skills needed to establish and achieve personal and educational goals
__x__Identify and apply ways to persevere or overcome barriers through alternative
methods to achieve one’s goals
Social Awareness
__x__Recognize and identify the thoughts, feelings, and perspectives of others
_____Demonstrate an awareness of the differences among individuals, groups, and
others’ cultural backgrounds
_____Demonstrate an understanding of the need for mutual respect when viewpoints
differ
_____Demonstrate an awareness of the expectations for social interactions in a variety of
setting
Responsible Decision Making
__x__Develop, implement and model effective problem solving and critical thinking
skills
_____Identify the consequences associated with one’s action in order to make
constructive choices
_____Evaluate personal, ethical, safety and civic impact of decisions
Relationship Skills
_____Establish and maintain healthy relationships
_____Utilize positive communication and social skills to interact effectively with others
_____Identify ways to resist inappropriate social pressure
_____Demonstrate the ability to present and resolve interpersonal conflicts in
constructive ways
_____Identify who, when, where, or how to seek help for oneself or others when needed
22
Unit 3 Plan
Number Stories
Suggested Time
Frame
18 days including “Flex Days”
Overview/ Rationale of Unit
In this unit, children continue to use addition and subtraction to model and solve number stories.
They also connect counting to addition and subtraction. Children’s learning focuses on five
clusters of the NJ Student Learning Standards for Math (NJSLS-M) including: representing and
solving problems involving addition and subtraction, understanding and applying properties of
operations, the relationship between addition and subtraction, working with addition and
subtraction equations, adding and subtracting within 20, and extending the counting sequence.
Children will also focus on in–depth work with two of the Mathematical Practices: making sense
of problems and persevere in solving them and looking for and making use of structure.
Key topics in this unit will include:
Modeling Number Stories
Exploring Larger Counts, Pairs, and Lengths
Relating Counting to Addition and Subtraction
Stage 1 – Desired Results
Established Goals: New Jersey Student Learning Standards for Mathematics (NJSLS)
1.OA.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.OA.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.5: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
1.OA.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.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.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.
23
1.NBT.3: Compare two two-digit numbers based on meanings of the tens and ones digits,
recording the results of comparisons with the symbols >, =, and <.
1.MD.1: Order three objects by length; compare the lengths of two objects indirectly by using
a third object.
Essential Questions:
How can you write an addition/ subtraction
sentence to show a story about joining and
separating?
How can drawing a picture help you solve
problems and help you check if your answers
make sense?
How are addition and subtraction related?
Enduring Understandings: Students will understand that…
Joining and separating parts to and from a
whole is one interpretation of addition and
subtraction.
Information in a problem can often be
shown using a diagram and used to solve
the problem.
Addition and subtraction have an inverse
relationship. The inverse relationship
between addition and subtraction can be
used to find subtraction facts; every
subtraction fact has a related addition fact.
Knowledge: Students will know…
Diagrams and number models are used to
represent and solve parts-and-total situations.
The strategies represented with number
stories and number models in order to solve
them.
Through explorations, the significance of
counting, matching pairs, and ordering by
length.
Number stories can be made with pictures and
a number model to represent a situation.
Counting up and back on the number line is a
tool used for adding and subtracting.
Number grids are mathematical tools used to
count and identify patterns in the counts.
Frames and Arrows are diagrams used to
solve problems that involve counting,
addition and subtraction.
Calculators are used to practice skip counting
from any number.
Skills: Students will be able to…
Solve parts-and-total number stories
within 10.
Explain what the turn-around rule means.
Count on a number line or number grid to
solve addition and subtraction problems.
Add and subtract on the number line to
solve simple number stories and extend
number patterns.
Find the unknown number of hops
between tow numbers.
Use skip counting to add and subtract on
the number line and extend number
patterns within 100.
Compare the value of two numbers less
than 20.
Identify the shortest and longest out of 2
or 3 objects.
24
In this unit plan, the following 21st Century Life and Careers skills are addressed:
Check ALL that apply –
21st Century Themes
Indicate whether these skills are:
● E – encouraged
● T – taught
● A – assessed
Career Ready Practices
9.1 Personal Financial Literacy E CRP1. Act as a responsible and
contributing citizen and employee.
Income and Careers TA CRP2. Apply appropriate academic
and technical skills.
X Money Management T CRP3. Attend to personal health and
financial well-being.
Credit and Debt Management ETA CRP4. Communicate clearly and
effectively and with reason.
Planning, Saving, and Investing CRP5. Consider the environmental,
social and economic impacts of
decisions.
Becoming a Critical Consumer CRP6. Demonstrate creativity and
innovation.
Civic Financial Responsibility CRP7. Employ valid and reliable
research strategies.
Insuring and Protecting ETA CRP8. Utilize critical thinking to
make sense of problems and persevere
in solving them.
9.2 Career Awareness, Exploration,
and Preparation
CRP9. Model integrity, ethical
leadership and effective management.
X Career Awareness CRP10. Plan education and career paths
aligned to personal goals.
Career Exploration E CRP11. Use technology to enhance
productivity.
Career Preparation CRP12. Work productively in teams
while using cultural global competence.
Interdisciplinary Connections
Other standards covered:
NJ Learning Standards for English Language Arts: NJSLSA.R7. Integrate and evaluate content
presented in diverse media and formats, including visually and quantitatively, as well as in
words.
25
Student Resources
Math Centers and
Games:
Games in Everyday Mathematics are an essential tool for
practicing skills and developing strategic thinking.
3-1: Domino Top-It (Finding and comparing sums)
3-2; 3-5: Roll and Total (Counting on to find sums)
3-3: High Roller (Adding numbers)
3-3: Penny Dice (Counting)
3-6: Subtraction Bingo (Finding differences)
3-6: Bunny Hop (Counting)
3-6; 3-11: Rolling for 50 (Using the number grid)
3-7: Penny Plate (Finding pairs of numbers that end in 10)
Math Centers, through Explorations, in Everyday Mathematics
will concentrate on independent or small group activities
that will focus on concept development, manipulatives, data
collection, problem solving, games and skill reviews.
3-3: Exploring Counting, Matching Pairs and Ordering by
Length (Children will count a large collection of objects. They
informally explore doubles facts and direct length comparison).
Unit 3 Key Vocabulary:
arrow rule
Math Message
program
column
parts-and-total-diagram
row
Frames and Arrows
Supporting Text pages
Teacher Resources
Texts: Literature Connection:
3-1: Twelve Ways to Get to Eleven, by Eve Merriam (Parts-and-Total Number Stories)
3-2: Each Orange Has 8 Slices, by Paul Giganti & Donald Crews (Number Stories)
3-4: Each Orange Has 8 Slices, by Paul Giganti & Donald Crews (Number Stories)
3-5: Two Ways to Count to Ten, by Ruby Dee & Susan Meddaugh (Open Response:
Compliments of 10)
3-6: Rock It, Sock It, Number Line, by Bill Martin (Investigating the Number Line)
3-7: Rock It, Sock It, Number Line, by Bill Martin (Investigating the Number Line)
3-8: 2, 4, Skip Count Some More, by Thomas K. Heather Adamson (Number Patterns)
3-9: Mission Addition/Subtraction Action, by Loreen Leedy (Counting Applications)
3-10: Mission Addition/Subtraction Action, by Loreen Leedy (Addition/Subtraction)
26
Supplemental Workbooks:
Websites:
Parts and Total Number Stories
Parts and Total
https://docs.google.com/file/d/0B-
A9qMIF_l6UMzc5NzFkY2ItMjA3MS00NTQzLWE0OGEtY2RlMDE0OTY5MzNm/edit?p
li=1
Part-Part-Whole Template
https://docs.google.com/file/d/0B-
A9qMIF_l6UZGIyOTM3YjAtYjgzMi00YjZmLWE2YWEtNjFjMzEzZWFmY2Vl/edit?pli=
1
Addition Thinking Blocks
http://www.mathplayground.com/tb_addition/thinking_blocks_addition_subtraction.html
Part-Whole Models: http://www.thinkingblocks.com/mathplayground/TB_AS/tb_as1.html
Domino Addition: http://illuminations.nctm.org/Unit.aspx?id=6141
Domino Facts Template: http://www.mathwire.com/templates/dominofacts.pdf
Frames and Arrows
http://www.superteacherworksheets.com/addition/addition-arrows_TWMWM.pdf
Number Story Strategies
Printable Worksheet Number Stories
http://www.bbc.co.uk/schools/numbertime/print/number_stories/
Addition Word Problems
http://www.mathworksheets4kids.com/word-problems/addition/single-digit.pdf
Subtraction Word Problems
http://www.mathworksheets4kids.com/word-problems/subtraction/single-digit.pdf
Generic Word Problems for Grade 1
Bean Bags: http://www.kidzone.ws/math/wp/t_math.asp?gr1-beanbags.asp
Buckets: http://www.kidzone.ws/math/wp/t_math.asp?gr1-buckets.asp
Dog Bones: http://www.kidzone.ws/math/wp/t_math.asp?gr1-dogbones.asp
Time for School (picture sentences): http://www.kidzone.ws/math/gr1-wordproblems.htm
In-Out Boxes: Addition/Subtraction
In-Out Addition: http://www.mathworksheets4kids.com/in-out/add-easy1.pdf
More In-Out Addition: http://www.mathworksheets4kids.com/in-out/add-easy2.pdf
In-Out Subtraction: http://www.mathworksheets4kids.com/in-out/sub-easy.pdf
More In-Out Subtractions http://www.mathworksheets4kids.com/in-out/sub-medium.pdf
Counting on the Number Line
Missing Numerals
http://www.mathworksheets4kids.com/number-lines/numerals-whole.pdf
27
Line Jumper
http://www.funbrain.com/cgi-
bin/nl.cgi?A1=c&A2=0&A3=3&A4=%5b3%5d%5b2%5d%5b1%5d%5b1%5d&A11=1&A1
2=1
Grade 1 Online Supplement
http://bridges1.mathlearningcenter.org/media/Bridges_Gr1_OnlineSupplement/B1SUP-
A3_AddSubNumLn_0709.pdf
Exploring Larger Counts
Math Worksheet 4 Kids: http://www.mathworksheets4kids.com/addition.html
Math Worksheet Wizard: http://mathworksheetwizard.com/grade1/grade1arithmetic.html
Buzzing About Adding 3 Numbers
http://www.teacherspayteachers.com/Product/Buzzing-About-Adding-3-Numbers-Roll-and-
Cover-Free-223969
Adding 3 Numbers: http://www.education.com/worksheet/article/add-adding-numbers/
Math Drills: http://www.math-drills.com/
Worksheets:
Videos:
Stage 2 – Assessment Evidence
Formative Assessments:
Assessment Check-In
Informal Observations
Mental Math and Reflexes
Math Journals
Home Links
Exit Slips/Slates Assessments
Self-Assessments
Games
Questioning
Summative Assessments:
End of Unit Assessments
Benchmark Assessments
Tests
Quizzes
Student Work Products
28
Stage 3 – Learning Plan
Instructional
Strategies
Descriptions
Suggested Learning
Activities Daily Routines
Introducing Parts-and-Total Diagrams
Introducing Domino Addition
Solving Carnival Stories
Writing Carnival Number Stories
Reviewing Counting Strategies
Explorations (Counting Large Numbers of Pennies, Matching Pairs
and Ordering Objects by Length)
Open Response (Representing a Number Story; Solving the Open
Response Problem)
Review Skip Counting on Number Lines
Counting Hops Up and Back on the Number Line
Introducing Addition/Subtraction on the Number Line
Adding and Subtracting on the Number Line
Solving Number Sentences with Number Lines
Skip Counting on a Number Grid
Using Number-Grid Counting to Add and Subtract
Introducing the Math Message Routine
Introducing Frames-and-Arrows
Solving Frames-and-Arrows Problems
Modeling and Finding Unknowns l n Number Models
Finding the Arrow Rules
Finding Rules in Frames-and-Arrows Problems
Programming Calculators/Counting Up from Any Number
Technology Integration
__X__8.1 Educational Technology:
All students will use digital tools to access, manage, evaluate, and synthesize information in order
to solve problems individually and collaborate and create and communicate knowledge.
- Student Websites
- Teacher Websites
- SMART board/Promethean Board
____8.2 Technology Integration, Engineering, Design and Computational Thinking -
Programming All students will develop an understanding of the nature and impact of technology, engineering,
technological design, computational thinking and the designed world as they relate to the
individual, global society, and the environment.
29
INTEGRATED SOCIAL AND EMOTIONAL LEARNING COMPETENCIES
The following social and emotional competencies are integrated in this curriculum document:
Self-Awareness
_____Recognize one’s own feelings and thoughts
_____Recognize the impact of one’s feelings and thoughts on one’s own behavior
_____Recognize one’s personal traits, strengths and limitations
_____Recognize the importance of self-confidence in handling daily tasks and challenges
Self-Management __x__Understand and practice strategies for managing one’s own emotions, thoughts and
behaviors
__x__Recognize the skills needed to establish and achieve personal and educational goals
__x__Identify and apply ways to persevere or overcome barriers through alternative
methods to achieve one’s goals
Social Awareness
__x__Recognize and identify the thoughts, feelings, and perspectives of others
_____Demonstrate an awareness of the differences among individuals, groups, and
others’ cultural backgrounds
_____Demonstrate an understanding of the need for mutual respect when viewpoints
differ
_____Demonstrate an awareness of the expectations for social interactions in a variety of
setting
Responsible Decision Making
__x__Develop, implement and model effective problem solving and critical thinking
skills
_____Identify the consequences associated with one’s action in order to make
constructive choices
_____Evaluate personal, ethical, safety and civic impact of decisions
Relationship Skills
_____Establish and maintain healthy relationships
_____Utilize positive communication and social skills to interact effectively with others
_____Identify ways to resist inappropriate social pressure
_____Demonstrate the ability to present and resolve interpersonal conflicts in
constructive ways
_____Identify who, when, where, or how to seek help for oneself or others when needed
30
Unit 4 Plan
Length and Addition Facts
Suggested Time
Frame
20 days including “Flex Days”
Overview/ Rationale of Unit
Length and Addition Facts
In this unit, children will measure lengths using nonstandard units and begin working on addition-
fact fluency. Children’s learning focuses on six clusters of the NJ Student Learning Standards for
Math (NJSLS-M): understanding and applying properties of operations, the relationship between
addition and subtraction, adding and subtracting within 20, using place value, properties of
operations to add and subtract, measuring lengths indirectly and by iterating length units, and
representing and interpreting data. Children will also focus on in–depth work with two of the
Mathematical Practices which are: Make sense of problems and persevere in solving them and
model with mathematics.
Key topics in this unit will include:
Length
Bar Graphs
Addition Facts
Applying Properties of Operations
Finding 10 More or 10 Less
Stage 1 – Desired Results
Established Goals: New Jersey Student Learning Standards for Mathematics (NJSLS)
1..OA.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.OA.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.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.5: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
1.OA.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).
31
1.NBT.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.2: Understand that the two digits of a two-digit number represent amounts of tens and
ones.
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.
1.MD.1: Order three objects by length; compare the lengths of two objects indirectly by using a
third object.
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.
1.MD.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.
32
Essential Questions:
How can you compare and then order concrete
objects according to length?
How can you estimate and measure length with
nonstandard units?
How are bar graphs used?
Enduring Understandings: Students will understand that…
Measurement is a process of comparing
units to the object being measured.
Some problems can be solved by reasoning
about conditions in the problems.
Bar graphs use bars of varying lengths to
represent and compare different categories
of data
Knowledge: Students will know…
Length is a measurable attribute.
The basics of measurement using nonstandard
units of length.
Through explorations, the significance of
collecting data, specific attributes of shapes,
and counting using 10-base blocks.
Bar graphs use bars of varying lengths to
represent and compare different categories of
data.
Double facts are the sums of numbers 0
through 10 added to themselves.
Strategies for finding combinations of 10 to
help them add and subtract within 20.
Properties of operation and other strategies to
add three numbers
Numbers that are 10 more and 10 less than a
given number to support their work toward
using place-value understanding to add and
subtract.
Skills: Students will be able to…
Solve and write number models for number
stories within 10.
Solve number stories with three addends by
first finding a combination of 10 or a
double from two of the addends.
Recognize that a fact and its turn-around
fact have the same sum and add three
numbers by first finding a combination of
10 or a double from two of the addends.
Find and record facts within 10, including
combinations of 10 and doubles facts.
Use a number grid to find 10 more or 10
less than a number.
Directly order three objects by length.
Measure the length of an object with
multiple paper clips or pencils.
Answer questions about the total number of
data points in one or several categories of a
tally chart or bar graph.
33
In this unit plan, the following 21st Century Life and Careers skills are addressed:
Check ALL that apply –
21st Century Themes
Indicate whether these skills are:
● E – encouraged
● T – taught
● A – assessed
Career Ready Practices
9.1 Personal Financial Literacy E CRP1. Act as a responsible and
contributing citizen and employee.
Income and Careers TA CRP2. Apply appropriate academic
and technical skills.
X Money Management T CRP3. Attend to personal health and
financial well-being.
Credit and Debt Management ETA CRP4. Communicate clearly and
effectively and with reason.
Planning, Saving, and Investing CRP5. Consider the environmental,
social and economic impacts of
decisions.
Becoming a Critical Consumer CRP6. Demonstrate creativity and
innovation.
Civic Financial Responsibility CRP7. Employ valid and reliable
research strategies.
Insuring and Protecting ETA CRP8. Utilize critical thinking to
make sense of problems and persevere
in solving them.
9.2 Career Awareness, Exploration,
and Preparation
CRP9. Model integrity, ethical
leadership and effective management.
X Career Awareness CRP10. Plan education and career
paths aligned to personal goals.
Career Exploration E CRP11. Use technology to enhance
productivity.
Career Preparation CRP12. Work productively in teams
while using cultural global
competence.
Interdisciplinary Connections
Other standards covered:
NJ Learning Standards for English Language Arts: NJSLSA.R7. Integrate and evaluate content
presented in diverse media and formats, including visually and quantitatively, as well as in
words.
34
Student Resources
Math Centers and
Games:
Games in Everyday Mathematics are an essential tool for
practicing skills and developing strategic thinking.
4-2, 4-7; 4-9: Domino Top-It (Finding and comparing sums)
4-7: Roll and Record Doubles (Finding addition doubles)
4-8: High Roller (Adding numbers)
4-9; 4-10: Fishing for 10 (Making combination of 10)
4-11: What’s Your Way? (Finding 10 more or 10 less than a
number)
Math Centers, through Explorations, in Everyday Mathematics
will concentrate on independent or small group activities
that will focus on concept development, manipulatives, data
collection, problem solving, games and skill reviews.
4-4: Exploring Data, Shapes and Base-10 Blocks (Children
collect data and display it on a tally chart. They create
shapes with specified attributes using rubber bands on geo-
boards, as well as build with and count base-10 blocks).
Unit 4 Key Vocabulary: addition fact
double ten frame
label
bar graph
edge
length
combination of ten
estimate
long
cube
flat
measure
doubles
helper fact
title
Supporting Text pages
35
Teacher Resources
Texts: Literature Connection:
4-1: How Long or How Wide? by Brian P. Cleary & Brian Gable (Measurement)
4-2: Length, by, Henry Arthur Pluckrose (Measurement)
4-3: Beanstalk, the Measure of a Giant, by Ann McCallum & James Balkovek (Measurement)
4-4: Duck! Rabbit! by, Amy Krouse Rosenthal (Open Response: Presenting Arguments)
4-6: Who’s Got Spots, by Linda Williams Aber & Gioia Fiammenghi (Representing Data)
4-7: Double Ducks, by Stewart J. Murphy & Valerie Petrone (Introducing Doubles)
4-8: Two Ways to Count to Ten, by Ruby Dee & Susan Meddaugh (Compliments of 10)
4-9: Ten for Me, by Barbara Mariconda (Compliments of 10)
4-10: Math for all Seasons, by Greg Tang (Adding)
4-11: More or Less, by Stuart j. Murphy (More or Less Than)
Supplemental Workbooks:
Websites:
Measure objects with standard and nonstandard units.
First Grade Measurement: http://www.education.com/activity/first-grade/measurement/
Measurement Fun: http://fun-n-first.blogspot.com/2011/11/measurement-fun.html
Marshmallow Measurement
http:/www.teacherspayteacherw.com/Product/Marshmallow-Measurement
Gummy Worm Stretch
http://www.teacherspayteachers.com/Product/Measurement-Gummy-Worm-Stretch
Length Mass Volume: http://jmathpage.com/JIMSMeasurementlengthmassvolume.html
Possible Activities
Measuring With Sticks
http://www.k-5mathteachingresources.com/support-files/measuringwithsticks.pdf
Measuring Shoes
http://www.k-5mathteachingresources.com/support-files/measuringshoes.pdf
Measuring With Cubes
http://www.k-5mathteachingresources.com/support-files/measuringwithcubes.pdf
Ordering Cuisenaire Rods
http://www.k-5mathteachingresources.com/support-files/ordering-cuisenaire-rods.pdf
More Addition/Subtraction
Simple Addition Worksheets
http://www.kidslearningstation.com/math/simple-addition-worksheets.asp
Number Bonds: http://www.kidslearningstation.com/math/number-bonds/1st-grade/
Subtraction Worksheets:
http://www.kidslearningstation.com/math/subtraction-worksheets.asp
More Bar Graphs
Graphing: http://www.education.com/worksheets/first-grade/graphing-data/
36
Place Value: http://www.kidzsheets.com/2012/12/First-Grade-Placevalue.html
Math Worksheets: http://www.math-salamanders.com/first-grade-math-worksheets.html
Applying Properties of Operation
Teach R Kids: http://www.teachrkids.com/
A+ Math: http://www.aplusmath.com/Worksheets/
Worksheets and Exercises
http://www.adaptedmind.com/First-Grade-Math-Worksheets-And-Exercises.html
Adding Three Numbers
Grade 1 Worksheets: http://www.helpingwithmath.com/by_grade/gr1_worksheets.htm
Adding 3 Numbers
http://www.123teachwithme.com/2012/03/math-strategy-for-adding-3-numbers- and.html
Doubles
Addition Doubles Game
http://www.teacherspayteachers.com/Product/FREE-Addition-Doubles-Concept-Center-Game-
85382
Worksheets: Measurement
Paper Clips: http://www.mathworksheets4kids.com/length/paper-clips1.pdf
Estimation: http://www.mathworksheets4kids.com/length/estimation-large.png
Paper Clips 2: http://www.mathworksheets4kids.com/length/paper-clips2.pdf
Measurement: http://www.kidslearningstation.com/measurement/
Videos:
Stage 2 – Assessment Evidence
Formative Assessments:
Assessment Check-In
Informal Observations
Mental Math and Reflexes
Math Journals
Home Links
Exit Slips/Slates Assessments
Self-Assessments
Games
Questioning
Summative Assessments:
End of Unit Assessments
Benchmark Assessments
Tests
Quizzes
Student Work Products
37
Stage 3 – Learning Plan
Instructional
Strategies
Descriptions
Suggested Learning
Activities Daily Routines
Math Messages
Introducing Length and Length Comparison
Estimating and Measuring Length
Estimating and Measuring with a Pencil
Comparing Length Indirectly
Open Response (Share strategies and discuss the meaning of
arguments, Measure a Marker; Solving the Open Response Problem)
Explorations (Surveying the Class, Geo-board Shapes with Defining
Attributes; Building with Base-10 Blocks )
Making a Tally Chart
Building a Super Hero Bar Graph to Interpret Data
Introducing Addition Doubles
Adding and Subtracting on the Number Line
Fact Strategy Review
Introducing and Reviewing Combinations of 10
Complete Facts Inventory Record, Part 1
Adding Three Numbers
Adding Sets of School Supplies/Creating School Supply Number
Stories
Finding “Ten Friends”
Technology Integration
__X__8.1 Educational Technology:
All students will use digital tools to access, manage, evaluate, and synthesize information in order
to solve problems individually and collaborate and create and communicate knowledge.
- Student Websites
- Teacher Websites
- SMART board/Promethean Board
____8.2 Technology Integration, Engineering, Design and Computational Thinking -
Programming All students will develop an understanding of the nature and impact of technology, engineering,
technological design, computational thinking and the designed world as they relate to the
individual, global society, and the environment.
38
INTEGRATED SOCIAL AND EMOTIONAL LEARNING COMPETENCIES The following social and emotional competencies are integrated in this curriculum document:
Self-Awareness
_____Recognize one’s own feelings and thoughts
_____Recognize the impact of one’s feelings and thoughts on one’s own behavior
_____Recognize one’s personal traits, strengths and limitations
_____Recognize the importance of self-confidence in handling daily tasks and challenges
Self-Management __x__Understand and practice strategies for managing one’s own emotions, thoughts and
behaviors
__x__Recognize the skills needed to establish and achieve personal and educational goals
__x__Identify and apply ways to persevere or overcome barriers through alternative
methods to achieve one’s goals
Social Awareness
__x__Recognize and identify the thoughts, feelings, and perspectives of others
_____Demonstrate an awareness of the differences among individuals, groups, and
others’ cultural backgrounds
_____Demonstrate an understanding of the need for mutual respect when viewpoints
differ
_____Demonstrate an awareness of the expectations for social interactions in a variety of
setting
Responsible Decision Making
__x__Develop, implement and model effective problem solving and critical thinking
skills
_____Identify the consequences associated with one’s action in order to make
constructive choices
_____Evaluate personal, ethical, safety and civic impact of decisions
Relationship Skills
_____Establish and maintain healthy relationships
_____Utilize positive communication and social skills to interact effectively with others
_____Identify ways to resist inappropriate social pressure
_____Demonstrate the ability to present and resolve interpersonal conflicts in
constructive ways
_____Identify who, when, where, or how to seek help for oneself or others when needed
39
Unit 5 Plan
Place Value and Comparisons
Suggested Time
Frame
20 days including “Flex Days”
Overview/ Rationale of Unit
In this unit, children investigate place-value concepts for tens and ones. They use place value to
compare and add 2-digit numbers. They also explore path measurement. Children’s learning
focuses on five clusters of the NJ Student Learning Standards for Math (NJSLS-M): adding and
subtracting within 20, understanding place value, using place value understanding and properties of
operations to add and subtract, and measuring lengths indirectly and by iterating length units.
Children will also focus on in–depth work with two of the Mathematical Practices which are:
Reason abstractly and quantitatively and attend to precision.
Key topics in this unit will include:
Place Value
Comparing
Relation Symbols
Measurement
Adding Larger Numbers
Stage 1 – Desired Results
Established Goals: New Jersey Student Learning Standards for Mathematics (NJSLS)
1.OA.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.OA.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.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.5: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
1.OA.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.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.
40
1.OA.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.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.2 a, b; c: 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." (b) The numbers from 11 to 19 are composed of a ten and one,
two, three, four, five, six, seven, eight, or nine ones. (c) The numbers 10, 20, 30, 40, 50, 60,
70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
1.NBT.3: Compare two two-digit numbers based on meanings of the tens and ones digits,
recording the results of comparisons with the symbols >, =, and <.
1.NBT.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.6: Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90
(positive or zero differences), using concrete models or drawings and strategies based on
place value, properties of operations, and/or the relationship between addition and
subtraction; relate the strategy to a written method and explain the reasoning used.
1.MD.1: Order three objects by length; compare the lengths of two objects indirectly by using a
third object.
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.
41
Essential Questions:
How can numbers be expressed, ordered,
and compared?
How does knowing place value help add and
subtract whole numbers accurately?
How are place value patterns repeated in large
numbers?
Enduring Understandings: Students will understand that…
Place value can be used to compare and
order numbers both, verbally and
symbolically.
Place value concepts provide a convenient
way to compose and decompose numbers
to facilitate addition and subtraction
computations.
Place value is based on groups of ten.
Knowledge: Students will know…
Place value is a system that gives a digit a
value according to its position or place in a
number.
Base-10 blocks and calculators can be used to
support place-value understanding.
The relationship between tens and ones by
exchanging pennies and dimes.
The relation symbols for less than, greater than
and equal to.
Number scrolls can be used to strengthen
number sense, counting ability and grasp of
the order and place value of numbers.
Different units can be used to measure length.
Through explorations, the relationship
between tens and ones.
Number models with relation symbols are used
to represent and solve number stories.
Strategies for solving comparison number
stories.
A variety of strategies can be used to add and
subtract 2-digit numbers.
Skills: Students will be able to…
Understand that a difference can found with
both subtraction and addition.
Explain the meaning of the equal sign and
identify true and false number sentences
containing addition and subtraction facts
within 10.
Identify the two-digit number represented
by base-10 blocks.
Use >, = and < to record comparisons of
numbers.
Add a two-digit number using tools.
Find the difference between two-digit
multiples of ten using tools.
Measure a path with base-10 cubes.
42
In this unit plan, the following 21st Century Life and Careers skills are addressed:
Check ALL that apply –
21st Century Themes
Indicate whether these skills are:
● E – encouraged
● T – taught
● A – assessed
Career Ready Practices
9.1 Personal Financial Literacy E CRP1. Act as a responsible and
contributing citizen and employee.
Income and Careers TA CRP2. Apply appropriate academic
and technical skills.
X Money Management T CRP3. Attend to personal health and
financial well-being.
Credit and Debt Management ETA CRP4. Communicate clearly and
effectively and with reason.
Planning, Saving, and Investing CRP5. Consider the environmental,
social and economic impacts of
decisions.
Becoming a Critical Consumer CRP6. Demonstrate creativity and
innovation.
Civic Financial Responsibility CRP7. Employ valid and reliable
research strategies.
Insuring and Protecting ETA CRP8. Utilize critical thinking to
make sense of problems and persevere
in solving them.
9.2 Career Awareness, Exploration,
and Preparation
CRP9. Model integrity, ethical
leadership and effective management.
X Career Awareness CRP10. Plan education and career
paths aligned to personal goals.
Career Exploration E CRP11. Use technology to enhance
productivity.
Career Preparation CRP12. Work productively in teams
while using cultural global
competence.
Interdisciplinary Connections
Other standards covered:
NJ Learning Standards for English Language Arts: NJSLSA.R7. Integrate and evaluate content
presented in diverse media and formats, including visually and quantitatively, as well as in
words.
43
Student Resources
Math Centers and
Games:
Games in Everyday Mathematics are an essential tool for
practicing skills and developing strategic thinking.
4-2, 4-7; 4-9: Domino Top-It (Finding and comparing sums)
4-7: Roll and Record Doubles (Finding addition doubles)
4-8: High Roller (Adding numbers)
4-9; 4-10: Fishing for 10 (Making combination of 10)
4-11: What’s Your Way? (Finding 10 more or 10 less than a
number)
Math Centers, through Explorations, in Everyday Mathematics
will concentrate on independent or small group activities
that will focus on concept development, manipulatives, data
collection, problem solving, games and skill reviews.
4-4: Exploring Data, Shapes and Base-10 Blocks (Children
collect data and display it on a tally chart. They create shapes
with specified attributes using rubber bands on geo-boards, as
well as build with and count base-10 blocks).
Key Vocabulary:
addition fact
double ten frame
label
bar graph
edge
length
combination of ten
estimate
long
cube
flat
measure
doubles
helper fact
title
Supporting Text pages
44
Teacher Resources
Texts: Literature Connection:
5-1: What’s the Place Value?, by Little World Math Concepts (Place Value)
5-2: A Place for Zero, by Angeline Sparanga LoPresti (Place Value)
5-3: The Warlord’s Beads, by Virginia Pilegard & Nicolas Debon (Place Value)
5-4: Alfie the Alligator, by Sandy Turley (Greater Than, Less Than, Equal To)
5-5: Equal Shmequal, by Virginia Kroll (The Equal Sign)
5-6: Penguin Place Value, by Kathleen Stone (Counting and Place Value))
5-7: Measuring Penny, by Loreen Leedy (Measuring Nonstandard Units)
5-9: More or Less, by Stuart J. Murphy & David T, Wenzel (Comparison Counting)
5-10: Jut Enough Carrots, by Stuart J. Murphy & Frank Remkiewicz (Comparison
Number Stories)
5-11: Our Family Reunion, by Suzanne Barchers (Two-Digit Addition/Subtraction)
Supplemental Workbooks:
Websites:
Place Value
Place Value PowerPoint
http://mrstsfirstgradeclass-jill.blogspot.com/2012/11/quick-images-place-value-powerpoint.html
Place Value Arrow Game: http://www.ictgames.com/arrowcards.html
Shark Numbers Game: http://www.ictgames.com/sharknumbers.html
Compare numbers using <, >, and =
Greater Than Less Than with Mr. Alligator
http://www.teacherspayteachers.com/Product/Greater-Than-Less-Than-with-Mr-Alligator-
163071
Greater Than or Less Than?
http://www.teacherspayteachers.com/Product/Greater-Than-or-Less-Than-207381
Soft Schools Worksheet Generator
http://www.softschools.com/math/worksheets/lessthan_greater.jsp
Dad’s Worksheets
http://www.dadsworksheets.com/v1/Worksheets/Greater%20Than%20and%20Less%20Than.ht
ml
ABCya: http://www.abcya.com/comparing_number_values.htm
First Grade Interactive Math Skills Builders
http://www.internet4classrooms.com/skill_builders/adding_math_first_1st_grade.htm
Place Value and Number Concepts
http://www.montgomeryschoolsmd.org/uploadedFiles/schools/knollses/webresources/grade1/Pla
ce%20Value%20web%20sites.pdf
Possible Activities:
Build a Train: http://www.k-5mathteachingresources.com/support-files/build-a-train.pdf
45
Teens on the Ten Frame
http://www.k-5mathteachingresources.com/support-files/teens-on-the-ten-frame.pdf
Teens on the Ten Frame Book 1
http://www.k-5mathteachingresources.com/support-files/teens-on-ten-frame-book1.pdf
Teens on the Ten Frame Book 2
http://www.k-5mathteachingresources.com/support-files/teens-on-ten-frame-book2.pdf
Tens and Ones with Unifix Cubes
http://www.k-5mathteachingresources.com/support-files/tensandoneswithunifixcubes.pdf
Make 10 Bundles: http://www.k-5mathteachingresources.com/support-
files/make10bundles.pdf
My Double Ten Frame Riddle
http://www.k-5mathteachingresources.com/support-files/mydoubletenframeriddle.pdf
Tens and Ones Game
http://www.k-5mathteachingresources.com/support-files/tensandonesgame.pdf
Representing Two Digit Numbers with Base 10 Blocks
http://www.k-5mathteachingresources.com/support-
files/representing2digitnumberswithbase10.pdf
Base Ten Concentration (2 digits)
http://www.k-5mathteachingresources.com/support-files/2digitbase10concentration.pdf
Worksheets:
Videos:
Stage 2 – Assessment Evidence
Formative Assessments:
Assessment Check-In
Informal Observations
Mental Math and Reflexes
Math Journals
Home Links
Exit Slips/Slates Assessments
Self-Assessments
Games
Questioning
Summative Assessments:
End of Unit Assessments
Benchmark Assessments
Tests
Quizzes
Student Work Products
46
Stage 3 – Learning Plan
Instructional
Strategies
Descriptions
Suggested Learning
Activities Daily Routines
Math Messages
Introducing Length and Length Comparison
Estimating and Measuring Length
Estimating and Measuring with a Pencil
Comparing Length Indirectly
Open Response (Share strategies and discuss the meaning of
arguments, Measure a Marker; Solving the Open Response Problem)
Explorations (Surveying the Class, Geo-board Shapes with Defining
Attributes; Building with Base-10 Blocks )
Making a Tally Chart
Building a Super Hero Bar Graph to Interpret Data
Introducing Addition Doubles
Adding and Subtracting on the Number Line
Fact Strategy Review
Introducing and Reviewing Combinations of 10
Complete Facts Inventory Record, Part 1
Adding Three Numbers
Adding Sets of School Supplies/Creating School Supply Number
Stories
Finding “Ten Friends”
Technology Integration
__X__8.1 Educational Technology:
All students will use digital tools to access, manage, evaluate, and synthesize information in order
to solve problems individually and collaborate and create and communicate knowledge.
- Student Websites
- Teacher Websites
- SMART board/Promethean Board
____8.2 Technology Integration, Engineering, Design and Computational Thinking -
Programming All students will develop an understanding of the nature and impact of technology, engineering,
technological design, computational thinking and the designed world as they relate to the
individual, global society, and the environment.
47
INTEGRATED SOCIAL AND EMOTIONAL LEARNING COMPETENCIES The following social and emotional competencies are integrated in this curriculum document:
Self-Awareness
_____Recognize one’s own feelings and thoughts
_____Recognize the impact of one’s feelings and thoughts on one’s own behavior
_____Recognize one’s personal traits, strengths and limitations
_____Recognize the importance of self-confidence in handling daily tasks and challenges
Self-Management __x__Understand and practice strategies for managing one’s own emotions, thoughts and
behaviors
__x__Recognize the skills needed to establish and achieve personal and educational goals
__x__Identify and apply ways to persevere or overcome barriers through alternative
methods to achieve one’s goals
Social Awareness
__x__Recognize and identify the thoughts, feelings, and perspectives of others
_____Demonstrate an awareness of the differences among individuals, groups, and
others’ cultural backgrounds
_____Demonstrate an understanding of the need for mutual respect when viewpoints
differ
_____Demonstrate an awareness of the expectations for social interactions in a variety of
setting
Responsible Decision Making
__x__Develop, implement and model effective problem solving and critical thinking
skills
_____Identify the consequences associated with one’s action in order to make
constructive choices
_____Evaluate personal, ethical, safety and civic impact of decisions
Relationship Skills
_____Establish and maintain healthy relationships
_____Utilize positive communication and social skills to interact effectively with others
_____Identify ways to resist inappropriate social pressure
_____Demonstrate the ability to present and resolve interpersonal conflicts in
constructive ways
_____Identify who, when, where, or how to seek help for oneself or others when needed
48
Unit 6 Plan
Addition Fact Strategies
Suggested Time
Frame
16 including “Flex Days”
Overview/ Rationale of Unit
In the unit, children work toward fluency with addition facts. They will also explore telling time
and solving number stories. Children’s learning will focus on four areas of the New Jersey Student
Learning Standards for Math (NJSLS-M) including: how to represent and solve problems involving
addition and subtraction within 20, understanding place value and how to use place value,
properties of operations to add and subtract, and how to tell and write time. They will also explore
3 Mathematical Practices: how to construct a viable argument for problem solving, critiquing the
reasoning of others, and express regularity in repeated reasoning.
Key Topics will include:
Clocks and Time
Number Stories
Using “Helper” Facts to Add
Equivalence
Place Value
Stage 1 – Desired Results
Established Goals: New Jersey Student Learning Standards for Mathematics (NJSLS)
1.OA.1: Use addition and subtraction within 20 to solve word problems involving situations of
adding to, taking from, putting together, taking apart, 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.OA.3: Apply properties of operations as strategies to add and subtract, such as the
commutative and associative properties of addition
1.OA.6: Add and subtract within 20, demonstrating fluency for addition and subtraction within
10. Use strategies such as counting on, making 10, decomposing a number leading to a 10,
using the relationship between addition and subtraction, and creating equivalent but easier
or known sums.
1.OA.7: Understand the meaning of the equal sign, and determine if equations involving
addition and subtraction are true or false
1.NBT.2: Understand that the 2 digits of a 2 digit number represent amounts of tens and ones.
Understand the following as special cases:
10 can be thought of as a bundle of ten ones- called a “ten”
The numbers from 11-19 are composed of a ten and one, two, three, four, five, six, seven,
eight, or nine ones
The numbers 10,2 0, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven,
eight, or nine tens (and 0 ones)
49
1.NBT.3: Compare 2 digit numbers based on meanings of the tens and ones digits, recording
the results of the comparisons with the symbols <, >, and =
1.NBT.4: Add within 100, including adding a 2 digit number and a 1 digit number, and adding
a 2 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 2 digit numbers, one adds tens and tens, ones and ones; and
sometimes it is necessary to compose a ten.
1.NBT.6: Subtract multiples of ten in the range 10-90 from multiples of ten in the range 10-90
(positive or zero differences), using concrete models or drawings and strategies based on
place value, properties of operations, and/or the relationship between addition and
subtraction; relate the strategy to a written method and explain the reasoning used.
1.MD.3: Tell and write time in hours and half hours using analog and digital clocks
1.G.1: Distinguish between defining attributes versus non-defining attributes; build and draw
shapes to possess defining attributes
50
Essential Questions:
How can you balance both sides of an
equals sign?
How can a number be represented by
other than a numeral?
How do you tell time to the hour?
Enduring Understandings: Students will understand that…
You can use properties of operations
and various tools and strategies to
insure equality on both sides of the
equals sign
Numerals can be represented in a
variety of ways
Hands of a clock are used to represent
time at different points during a day
Knowledge: Students will know…
Time to the hour using an hour hand only
clock
Properties of Operations to solve number
stories with 2 or 3 addends through
various tools and strategies
Determine the validity of number
sentences
Near Doubles Strategy can be used to
solve addition facts within 20 using
words, pictures and symbols
Making 10 Strategy for adding and
subtracting within 20
My Reference Book can be used to find
mathematical strategies and information
for problem solving
Directions for solving multistep number
stories with solutions and revisions
Place value riddles can be solved using
base 10 blocks
Place value can be used to make
exchanges between pennies, dimes and
dollars
Skills: Students will be able to…
Apply the Commutative and
Associative Properties of Addition to
solve problems
Use doubles facts and combinations of
ten to help them solve other addition
and subtraction facts within 20
Find equivalent names for numbers
Tell the value of each digit in a 2 digit
number
Add within 100 using tools
Subtract 2 digit multiples of 10 from
other 2 digit multiples of 10 using tools
Tell time to the hour on an hour hand
only analog clock
51
In this unit plan, the following 21st Century Life and Careers skills are addressed:
Check ALL that apply –
21st Century Themes
Indicate whether these skills are:
● E – encouraged
● T – taught
● A – assessed
Career Ready Practices
9.1 Personal Financial Literacy E CRP1. Act as a responsible and
contributing citizen and employee.
Income and Careers TA CRP2. Apply appropriate academic
and technical skills.
X Money Management T CRP3. Attend to personal health and
financial well-being.
Credit and Debt Management ETA CRP4. Communicate clearly and
effectively and with reason.
Planning, Saving, and Investing CRP5. Consider the environmental,
social and economic impacts of
decisions.
Becoming a Critical Consumer CRP6. Demonstrate creativity and
innovation.
Civic Financial Responsibility CRP7. Employ valid and reliable
research strategies.
Insuring and Protecting ETA CRP8. Utilize critical thinking to
make sense of problems and persevere
in solving them.
9.2 Career Awareness, Exploration,
and Preparation
CRP9. Model integrity, ethical
leadership and effective management.
X Career Awareness CRP10. Plan education and career
paths aligned to personal goals.
Career Exploration E CRP11. Use technology to enhance
productivity.
Career Preparation CRP12. Work productively in teams
while using cultural global
competence.
Interdisciplinary Connections
Other standards covered:
NJ Learning Standards for English Language Arts: NJSLSA.R7. Integrate and evaluate content
presented in diverse media and formats, including visually and quantitatively, as well as in
words.
52
Student Resources
Math Centers and
Games:
Games in Everyday Mathematics are an essential tool for
practicing skill and developing strategic thinking.
6.2- Stop and Go – adding and subtracting 2 digit numbers
6.3 and 6.4 -Roll and Record Doubles- finding addition doubles
6.3- Addition Top It- solving addition facts and using relation
symbols
6.5 - Domino Top It- finding and comparing sums
6.6 and 6.10- Fishing for 10- making combinations of 10
6.6- Ten Frame Top It- comparing numbers represented in ten
frames
6.7- The Difference Game- reinforcing subtraction facts
6.10- The Digit Game (3 digit numbers)- comparing numbers
based on place value
6.11- Penny-Dime-Dollar Exchange- making place value
exchanges
6.11- Penny-Dime Exchange- exchanging ones for tens
6.11- Base 10 Exchange- exchanging ones for tens
Math Centers, through Explorations, in Everyday Mathematics
will focus on independent or small group activities that will
focus on concept development, manipulatives, data
collection, problem solving, games and skill reviews.
Explorations 6.3
True and False Number Sentences
Adding with Egg Cartons
Geoboard Shapes with non-defining attributes
Key Vocabulary:
analog clock
hour hand
My Reference Book
equivalent names
name-collection box
flat
hundreds place
making 10
near doubles
Supporting Text pages
53
Teacher Resources
Texts: Literature Connection:
6.7-Seaweed Soup- DK First Encyclopedia
The Clock Struck One: A Time Telling Tale-Trudy Harris
Telling Time with Big Mama Cat- Dan Harper
It’s About Time!- Stuart Murphy
What’s the Place Value?- Shirley Duke
A Place for Zero- Angeline LoPresti
Double Play: Monkeying Around with Addition by Betsy Franco
Doubles at the Circus: Adding Doubles 2-20- Tiffany Brodskey
Hershey Kisses: Subtraction Book- Jerry Pallotta
Ten Red Apples- Pat Hutchins
Ten Black Dots- Donald Crews
Subtraction Action- Loreen Leady
It’s Subtraction- MW Penn
One Less Fish- Kim Michelle Toft
Addition Annie- David Gisler
The Mission of Addition- Brian Cleary
Supplemental Workbooks:
Websites:
Free Math Games www.turtlediary.com or www.abcya.com
Worksheets:
Videos:
Simple Addition Video (use slates/communicators)
https://www.youtube.com/watch?feature=player_embedded&v=tMtBCETEhvU
Place Value Song https://www.youtube.com/watch?feature=player_embedded&v=5W47G-h7myY
Curriculum Resources:
“Addition Fun” Center Activity
54
Number Sentence Chains
Life Size 100s Grid- students can work in small groups to create the grid or
portions of the grid- time students to create a “race”.
Hula Hoop Time to Hour
Making 10 Rainbow
Number Line Jump
Place Value Houses: Read- The True Story of the Three Little Pigs by Jon Scieszka. After they
listened to the story, they went back to their seats to make pig houses out of the base-ten
blocks. They got to pick their own number and create a pig house for their number. They
had to write the number using digits and using words.
55
Stage 2 – Assessment Evidence
Formative Assessments:
Assessment Check-In
Informal Observations
Mental Math and Reflexes
Math Journals
Home Links
Exit Slips/Slates Assessments
Self-Assessments
Games
Questioning
Summative Assessments:
End of Unit Assessments
Benchmark Assessments
Tests
Quizzes
Student Work Products
Stage 3 – Learning Plan
Instructional
Strategies
Descriptions
Suggested Learning
Activities Exploring hours and reading hour hand only clocks
Interpreting and solving animal number stories
Developing Near Doubles Strategy
Representing Facts Strategies
Develop Making 10 Strategy
Exploring My Reference Book
Making sense of and solving a mathematical problem
Illustrate equivalence and introduce name collection boxes
Base 10 Block Riddles
Place Value Exchanges
Technology Integration
__X__8.1 Educational Technology:
All students will use digital tools to access, manage, evaluate, and synthesize information in order
to solve problems individually and collaborate and create and communicate knowledge.
- Student Websites
- Teacher Websites
- SMART board/Promethean Board
____8.2 Technology Integration, Engineering, Design and Computational Thinking -
Programming All students will develop an understanding of the nature and impact of technology, engineering,
technological design, computational thinking and the designed world as they relate to the
individual, global society, and the environment.
56
INTEGRATED SOCIAL AND EMOTIONAL LEARNING COMPETENCIES The following social and emotional competencies are integrated in this curriculum document:
Self-Awareness
_____Recognize one’s own feelings and thoughts
_____Recognize the impact of one’s feelings and thoughts on one’s own behavior
_____Recognize one’s personal traits, strengths and limitations
_____Recognize the importance of self-confidence in handling daily tasks and challenges
Self-Management __x__Understand and practice strategies for managing one’s own emotions, thoughts and
behaviors
__x__Recognize the skills needed to establish and achieve personal and educational goals
__x__Identify and apply ways to persevere or overcome barriers through alternative
methods to achieve one’s goals
Social Awareness
__x__Recognize and identify the thoughts, feelings, and perspectives of others
_____Demonstrate an awareness of the differences among individuals, groups, and
others’ cultural backgrounds
_____Demonstrate an understanding of the need for mutual respect when viewpoints
differ
_____Demonstrate an awareness of the expectations for social interactions in a variety of
setting
Responsible Decision Making
__x__Develop, implement and model effective problem solving and critical thinking
skills
_____Identify the consequences associated with one’s action in order to make
constructive choices
_____Evaluate personal, ethical, safety and civic impact of decisions
Relationship Skills
_____Establish and maintain healthy relationships
_____Utilize positive communication and social skills to interact effectively with others
_____Identify ways to resist inappropriate social pressure
_____Demonstrate the ability to present and resolve interpersonal conflicts in
constructive ways
_____Identify who, when, where, or how to seek help for oneself or others when needed
57
Unit 7 Plan
Subtraction Fact Strategies and Attributes of Shapes
Suggested Time
Frame
17 including “Flex Days”
Overview/ Rationale of Unit
In the unit, children explore the relationship between addition and subtraction, compare different
subtraction strategies and continue to work on fact fluency. They also explore the defining and
non-defining attributes of 2-dimensional shapes and continue their work telling time to the
nearest hour using analog and digital clocks.
Children will explore five key areas of the NJ Student Learning Standards for Mathematics
(NJSLS-M) including understanding and applying properties of operations and the relationship
between addition and subtraction, adding and subtracting within 20, working with addition and
subtraction equations, telling and writing time, and reasoning with shapes and their attributes.
They will also work deeply with the Mathematical Practices of looking for and making use of
structure and looking for and expressing regularity within repeated reasoning.
Key Topics will include:
Fact Families
Subtraction for Fact Strategies
Attributes of Shapes
Digital Clocks
Stage 1 – Desired Results
Established Goals: New Jersey Student Learning Standards for Mathematics (NJSLS)
1.OA.3: Apply properties of operations as strategies to add and subtract, such as the
commutative and associative properties of addition
1.OA.4: Understand subtraction as an unknown-addend problem
1.OA.5: Relate counting to addition and subtraction
1.OA.6: Add and subtract within 20, demonstrating fluency for addition and subtraction within
10. Use strategies such as counting on, making 10, decomposing a number leading to a 10,
using the relationship between addition and subtraction, and creating equivalent but easier or
known sums.
1.OA.8: Determine the unknown whole number in an addition or subtraction equation relating 3
whole numbers
1.MD.3: Tell and write time in hours and half hours using analog and digital clocks
1.G.1: Distinguish between defining attributes versus non-defining attributes; build and draw
shapes to possess defining attributes
58
Essential Questions:
What makes shapes different from each other?
What are strategies to find the unknown
number in addition and subtraction equations?
How do you use the relationship between
addition and subtraction?
Enduring Understandings: Students will understand that…
Shapes have attributes that determine how
they can be classified
Mathematical problems can be solved
using more than one technique, strategy or
tool.
We develop the relationship between
addition and subtraction by modeling and
discussing a variety of phenomena from the
world around us.
Knowledge: Students will know…
Fact Families
Fact Triangles
Think-Addition Strategy (doubles and
combinations of 10 facts)
Counting Up and Back Strategies
Attributes of Shapes
Explorations (attribute rules, +/- facts, dividing
shapes equally)
Defining and Non-Defining Attributes of 2-
dimensional shapes
Finding unknowns through “What’s My
Rule?”
Solving problems in real world situations
Digital Clocks
Skills: Students will be able to…
Use the Turn Around Rule to generate fact
families
Think addition to find the difference
between 2 numbers
Think addition, counting up and counting
back strategies to solve subtraction facts
Find an unknown rule relating 2 numbers
and describe that relationship with a
number sentence
Show time to the hour on an analog with
both the hour and minute hands
Name defining attributes of 2-dimensional
shapes
59
In this unit plan, the following 21st Century Life and Careers skills are addressed:
Check ALL that apply –
21st Century Themes
Indicate whether these skills are:
● E – encouraged
● T – taught
● A – assessed
Career Ready Practices
9.1 Personal Financial Literacy E CRP1. Act as a responsible and
contributing citizen and employee.
Income and Careers TA CRP2. Apply appropriate academic
and technical skills.
X Money Management T CRP3. Attend to personal health and
financial well-being.
Credit and Debt Management ETA CRP4. Communicate clearly and
effectively and with reason.
Planning, Saving, and Investing CRP5. Consider the environmental,
social and economic impacts of
decisions.
Becoming a Critical Consumer CRP6. Demonstrate creativity and
innovation.
Civic Financial Responsibility CRP7. Employ valid and reliable
research strategies.
Insuring and Protecting ETA CRP8. Utilize critical thinking to
make sense of problems and persevere
in solving them.
9.2 Career Awareness, Exploration,
and Preparation
CRP9. Model integrity, ethical
leadership and effective management.
X Career Awareness CRP10. Plan education and career paths
aligned to personal goals.
Career Exploration E CRP11. Use technology to enhance
productivity.
Career Preparation CRP12. Work productively in teams
while using cultural global competence.
Interdisciplinary Connections
Other standards covered:
NJ Learning Standards for English Language Arts: NJSLSA.R7. Integrate and evaluate content
presented in diverse media and formats, including visually and quantitatively, as well as in
words.
60
Student Resources
Math Centers and
Games:
Games in Everyday Mathematics are an essential tool for
practicing skill and developing strategic thinking.
7.3- Beat the Calculator- using mental addition
7.2 and 7.4- Subtraction Bingo- subtracting facts
7.3 and 7.6- Salute!- adding and subtracting facts
7.3- Top It with Subtraction- subtracting facts using relation
symbols
7.3- Roll and Record Doubles- adding doubles facts
7.4- Shaker Addition Top It- adding facts
7.4- The Difference Game- subtracting facts
7.5- Stop and Go- adding and subtracting 2 digit numbers
7.6 and 7.7- Attribute Train- comparing attributes
7.7- Penny-Dime-Dollar Exchange- making place value
exchanges
7.8- What’s Your Way?- finding 10 more and 10 less than an
number
7.10- Tric Trac- adding facts
7.11- Time Match- telling time
Math Centers, through Explorations, in Everyday Mathematics
will focus on independent or small group activities that will
focus on concept development, manipulatives, data
collection, problem solving, games and skill reviews.
Explorations 7.6
Attribute Train
Dividing Shapes
Recording Salute!
Unit 7 Key Vocabulary:
attribute
Fact Triangle
rule
clockwise
function machine
subtraction fact
closed
minute hand
think addition
defining attribute
non-defining attribute
vertex
Digital clock
open
“What’s My Rule?”
fact family
polygon
Supporting Text pages
61
Teacher Resources
Texts: Literature Connection:
7.5-Windows, Rings and Grapes: A Look at Different Shapes- Brian Cleary
It’s a Shape!- MW Penn
Elevator Magic, Level 2- Stuart Murphy
The Action of Subtraction- Brian Clearly
Scooby Doo- A Subtraction Mystery: The Case of the Disappearing Donuts- Mark Weakland
Using Subtraction at the Park- Tracey Steffora
Subtracting with Sebastian Pig and Friends on a Camping Trip- Jill Anderson
Adding with Sebastian Pig and Friends at the Circus- Jill Anderson
What’s the Difference: An Endangered Animal Subtraction Story- Suzanne Slade
What’s New at the Zoo: An Animal Adding Adventure- Suzanne Slade
Mouse Shapes- Ellen Stoll Walsh
Shapes (Time for Kids- Non-Fiction Reader)- Dona Rice
Circus Shapes: Recognizing Shapes- Stuart Murphy
Skippyjon Jones Shape Up- Judy Schachner
Ship Shapes- Stella Blackstone
Supplemental Workbooks:
Websites:
Free Math Games www.turtlediary.com or www.abcya.com
Internet 4 Classrooms- NJ Student Learning Standards for Math (NJSLS-M) Math Games http://www.internet4classrooms.com/common_core/add_subtract_within_20_demonstrating_flu
ency_operations_algebraic_thinking_first_1st_grade_math_mathematics.htm
NJ Student Learning Standards for Math (NJSLS-M) Math Activities by Standard:
http://mrnussbaum.com/library
French Fry Fact Families Center https://docs.google.com/file/d/0B5IdTFmeJafVNmtJUkhfRThUc3lUNGpodDJOWFRuZw/edit?pli=
1
Worksheets:
Videos:
Curriculum Resources:
Decompose It Four Corners- use index cards numbered 5-20. Students are each given an
addition sentence on another index card and must find the correct corner. Can be played over
and over. Great practice activity that gets kids moving
Hula Hoop Time to Hour
Edible 2and 3D Shapes
62
Small Group Shapes Anchor Chart
Math Writing Prompts (TOM Venger connection) i.e. “a circle can be a…”
Shape Man- students use shapes to create a robot, then use a graph to record
how many of each shape were used
Fact Family Butterfly
Fact Family Puzzles- I put the craft sticks and number pins that kids will need
to build one fact family in a large Ziploc bag. Kids then act as detectives to figure out what fact
family they can build using these components.
Paper Plate Clocks- Grab two paper plates, count every 4 to 5 notches (indentions
in the plate) and make your cuts. Write your hours numbers in between the cut notches. Then,
take your second plate and hold it underneath your “hour” plate. Make marks to indicate where
your number should be. Once, your plate is marked, choose another marker color and add your
numbers by your pencil marks. Stack your plates, hours on top and make a hole for your
fastener. Create colorful clock hands (matching hours and minutes), attach hands with your
fastener and presto - a time teller cheat and peek!
63
Stage 2 – Assessment Evidence
Formative Assessments:
Assessment Check-In
Informal Observations
Mental Math and Reflexes
Math Journals
Home Links
Exit Slips/Slates Assessments
Self-Assessments
Games
Questioning
Summative Assessments:
End of Unit Assessments
Benchmark Assessment
Tests
Quizzes
Student Work Products
Stage 3 – Learning Plan
Instructional
Strategies
Descriptions
Suggested Learning
Activities Addition/Subtraction Fact Families
Fact Triangles
Think Addition (subtract with doubles and combinations of 10)
Counting Up and Counting Back to subtract
Attributes of Shapes
Explorations
Defining and Non-Defining Attributes of Shapes
“What’s My Rule?” (function machines and finding inputs)
Open Response Problems- Revise, edit, set expectations
Introduce the minute hand and digital time
Technology Integration
__X__8.1 Educational Technology:
All students will use digital tools to access, manage, evaluate, and synthesize information in order
to solve problems individually and collaborate and create and communicate knowledge.
- Student Websites
- Teacher Websites
- SMART board/Promethean Board
____8.2 Technology Integration, Engineering, Design and Computational Thinking -
Programming All students will develop an understanding of the nature and impact of technology, engineering,
technological design, computational thinking and the designed world as they relate to the
individual, global society, and the environment.
64
INTEGRATED SOCIAL AND EMOTIONAL LEARNING COMPETENCIES The following social and emotional competencies are integrated in this curriculum document:
Self-Awareness
_____Recognize one’s own feelings and thoughts
_____Recognize the impact of one’s feelings and thoughts on one’s own behavior
_____Recognize one’s personal traits, strengths and limitations
_____Recognize the importance of self-confidence in handling daily tasks and challenges
Self-Management __x__Understand and practice strategies for managing one’s own emotions, thoughts and
behaviors
__x__Recognize the skills needed to establish and achieve personal and educational goals
__x__Identify and apply ways to persevere or overcome barriers through alternative
methods to achieve one’s goals
Social Awareness
__x__Recognize and identify the thoughts, feelings, and perspectives of others
_____Demonstrate an awareness of the differences among individuals, groups, and
others’ cultural backgrounds
_____Demonstrate an understanding of the need for mutual respect when viewpoints
differ
_____Demonstrate an awareness of the expectations for social interactions in a variety of
setting
Responsible Decision Making
__x__Develop, implement and model effective problem solving and critical thinking
skills
_____Identify the consequences associated with one’s action in order to make
constructive choices
_____Evaluate personal, ethical, safety and civic impact of decisions
Relationship Skills
_____Establish and maintain healthy relationships
_____Utilize positive communication and social skills to interact effectively with others
_____Identify ways to resist inappropriate social pressure
_____Demonstrate the ability to present and resolve interpersonal conflicts in
constructive ways
_____Identify who, when, where, or how to seek help for oneself or others when needed
65
Unit 8 Plan
Geometry
Suggested Time
Frame
18 including “Flex Days”
Overview/ Rationale of Unit
In this unit children discuss the attributes of shapes, compose and decompose composite shapes,
and divide shapes into halves and fourths. Children also continue to practice telling and writing
time, work with bar graphs, and use their understanding of place value and properties of operations
to add and subtract larger numbers Children’s learning will focus on four clusters of the NJ
Student Learning Standards for Math (NJSLS-M): understanding of place value and properties of
operations to add and subtract, telling and writing time, representing and interpreting data, and
reasoning with shapes and their attributes. They will also use two Mathematical Practices deeply,
including constructing viable arguments and critiquing the reasoning of others with an attention to
precision.
Key Topics will include:
Attributes of Shapes and Composite Shapes
Fractional Parts of Shapes
Time and Data
Adding and Subtracting 10
Stage 1 – Desired Results
Established Goals: New Jersey Student Learning Standards for Mathematics (NJSLS)
1.G.1: Distinguish between defining attributes versus non-defining attributes; build and draw
shapes to possess defining attributes
1.G.2: Compose 2-dimensional shapes( rectangles, squares, trapezoids, triangles, half circles
and quarter circles) or 3-dimensional shapes (cubes, rectangular prisms, cones, cylinders) to
create a composite shape and compose new shapes from the composite shape
1.G.3: Partition circles and rectangles into 2 and 4 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
1.MD.3: Tell and write time in hours and half hours using analog and digital clocks
1.MD.4: Organize, represent and interpret data with up to 3 categories: ask and answer
questions about the total number of data points, how many in each category, and how many
more or less are in one category than in another
1.NBT.5: Given a 2 digit number, mentally find 10 more or 10 less than the number, without
having to count: explain the reasoning used
66
Essential Questions:
How do charts and graphs help me organize
my thinking?
How does using 10 as a benchmark number
help us add or subtract?
What makes shapes different from each
other?
Enduring Understandings: Students will understand that…
Charts and graphs organize data which can
be used for interpretation and
understanding of the data collected.
Many math strategies use 10 as a
benchmark number which can be used as
an aid for fluent mental math.
Attributes define the characteristics of
shapes and can be used to categorize and
analyze different shape types.
Knowledge: Students will know…
Building shapes with defining attributes
Halves and Fourths
Equal Shares- Paper Squares
Combining 2-Dimensional Shapes
3-Dimensional shapes
Explorations- composition of shapes and
addition fact strategies
Time to the Half Hour
Data- bar graphs
Number Grid Puzzles
Mentally Finding 10 more and 10 less
Skills: Students will be able to…
Solve addition and subtraction facts within
10
Apply place value understanding to solve
number grid puzzles
Mentally find 10 more or 10 less than a 2
digit number
Tell time to the half hour on digital and
analog clocks
Represent and answer questions about data
in bar graphs and tally charts
Name defining attributes of 2 and 3
dimensional shapes
Make composite shapes from 2-
dimensional shapes
Partition shapes into2 and 4 equal shares
and name the shares
67
In this unit plan, the following 21st Century Life and Careers skills are addressed:
Check ALL that apply –
21st Century Themes
Indicate whether these skills are:
● E – encouraged
● T – taught
● A – assessed
Career Ready Practices
9.1 Personal Financial Literacy E CRP1. Act as a responsible and
contributing citizen and employee.
Income and Careers TA CRP2. Apply appropriate academic
and technical skills.
X Money Management T CRP3. Attend to personal health
and financial well-being.
Credit and Debt Management ETA CRP4. Communicate clearly and
effectively and with reason.
Planning, Saving, and Investing CRP5. Consider the environmental,
social and economic impacts of
decisions.
Becoming a Critical Consumer CRP6. Demonstrate creativity and
innovation.
Civic Financial Responsibility CRP7. Employ valid and reliable
research strategies.
Insuring and Protecting ETA CRP8. Utilize critical thinking to
make sense of problems and
persevere in solving them.
9.2 Career Awareness, Exploration,
and Preparation
CRP9. Model integrity, ethical
leadership and effective management.
X Career Awareness CRP10. Plan education and career
paths aligned to personal goals.
Career Exploration E CRP11. Use technology to enhance
productivity.
Career Preparation CRP12. Work productively in teams
while using cultural global
competence.
Interdisciplinary Connections
Other standards covered:
NJ Learning Standards for English Language Arts: NJSLSA.R7. Integrate and evaluate content
presented in diverse media and formats, including visually and quantitatively, as well as in
words.
68
Student Resources
Math Centers and
Games:
Games in Everyday Mathematics are an essential tool for
practicing skill and developing strategic thinking.
8.1 and 8.6- I Spy- describing and identifying shapes
8.3, 8.8 and 8.9- Time Match- telling time
8.5 and 8.10- Make My Design- creating composite shapes
8.7- Addition Top It- solving addition facts and using relation
symbols
8.8- Penny-Dime-Dollar Exchange- exchanging ones for tens
and tens for hundreds
8.10- Before and After- finding numbers that are 1 less or 1
more than a given number
Math Centers, through Explorations, in Everyday Mathematics
will focus on independent or small group activities that will
focus on concept development, manipulatives, data
collection, problem solving, games and skill reviews.
Explorations 8.7
Making new shapes with 5 squares
Building with 3-Dimensional Shapes
Sorting by Strategies
Unit 8 Key Vocabulary:
composite
half
surface
edge
half-hour
vertex
equal shares
half-past
whole
face
number grid puzzle
fourth
quarter
Supporting Text pages
69
Teacher Resources
Texts: Literature Connection:
8.1-Round is a Moon Cake- Roseanne Thong
8.2-Rabbit and Hare Divide an Apple- Harriet Ziefert
8.2-The Little Mouse, the Red Ripe Strawberry, and the Big Hungry Bear- Audrey Wood
8.3- Picture Pie: A Circle Drawing Book- Ed Emberley
Dinosaur Shapes- Paul Strickland
City Shapes- Daniel Jacobs
Captain Invincible and the Space Shapes- Stuart Murphy
Telling Time- Jules Older
Supplemental Workbooks:
Websites:
Freebie- Math Houses, Worksheets and Posters
http://www.teacherspayteachers.com/Product/Freebie-Math-Houses-Posters-Worksheets-322368
Fraction Circles Video Clip
https://www.youtube.com/watch?feature=player_embedded&v=puV6DI4HjwQ
Worksheets:
Videos:
Curriculum Resources:
Hula Hoop Time to Hour and Half Hour
Edible 2and 3D Shapes
3Dimensional Shape People
Paper Plate Clocks- Grab two paper plates, count every 4 to 5 notches
(indentions in the plate) and make your cuts. Write your hours numbers in between the cut
notches. Then, take your second plate and hold it underneath your “hour” plate. Make marks to
70
indicate where your number should be. Once, your plate is marked, choose another marker color
and add your numbers by your pencil marks. Stack your plates, hours on top and make a hole for
your fastener. Create colorful clock hands (matching hours and minutes), attach hands with your
fastener and presto - a time teller cheat and peek!
3D Shapes Anchor Chart
Fraction Art- Have students use circles cut into halves and fourths to create a
mosaic of their own design.
Number Grid Puzzle- great number sense practice for struggling learners
before you cover or remove part of the number grid- just cut an EDM grid into puzzle pieces and
have students piece together
Eye Color Graph- can be completed using any type of data collection chart
Lego Graphing- students use Lego pieces to represent data on a bar graph
71
Stage 2 – Assessment Evidence
Formative Assessments:
Assessment Check-In
Informal Observations
Mental Math and Reflexes
Math Journals
Home Links
Exit Slips/Slates Assessments
Self-Assessments
Games
Questioning
Summative Assessments:
End of Unit Assessments
Benchmark Assessments
Tests
Quizzes
Student Work Products
Stage 3 – Learning Plan
Instructional
Strategies
Descriptions
Suggested Learning
Activities Constructing straw polygons
Partitioning pancakes and crackers in halves plus naming shares
Discussing the size of a whole, partitioning into halves and fourths and
comparing sizes of shares
Model equal shares, solve open response problem through engagement
and revision
Composing new shapes from circles and triangles plus composing new
shapes from composite shapes
Define, describe and combine 3-dimensional shapes
Explorations
Time to the half hour on analog and digital clocks
Review tally charts and bar graphs
Review place value using a number grid, number grid puzzles
Adding and subtracting 10 mentally, digit detectives
72
Technology Integration
__X__8.1 Educational Technology:
All students will use digital tools to access, manage, evaluate, and synthesize information in order
to solve problems individually and collaborate and create and communicate knowledge.
- Student Websites
- Teacher Websites
- SMART board
____8.2 Technology Integration, Engineering, Design and Computational Thinking -
Programming All students will develop an understanding of the nature and impact of technology, engineering,
technological design, computational thinking and the designed world as they relate to the
individual, global society, and the environment.
73
INTEGRATED SOCIAL AND EMOTIONAL LEARNING COMPETENCIES The following social and emotional competencies are integrated in this curriculum document:
Self-Awareness
_____Recognize one’s own feelings and thoughts
_____Recognize the impact of one’s feelings and thoughts on one’s own behavior
_____Recognize one’s personal traits, strengths and limitations
_____Recognize the importance of self-confidence in handling daily tasks and challenges
Self-Management __x__Understand and practice strategies for managing one’s own emotions, thoughts and
behaviors
__x__Recognize the skills needed to establish and achieve personal and educational goals
__x__Identify and apply ways to persevere or overcome barriers through alternative
methods to achieve one’s goals
Social Awareness
__x__Recognize and identify the thoughts, feelings, and perspectives of others
_____Demonstrate an awareness of the differences among individuals, groups, and
others’ cultural backgrounds
_____Demonstrate an understanding of the need for mutual respect when viewpoints
differ
_____Demonstrate an awareness of the expectations for social interactions in a variety of
setting
Responsible Decision Making
__x__Develop, implement and model effective problem solving and critical thinking
skills
_____Identify the consequences associated with one’s action in order to make
constructive choices
_____Evaluate personal, ethical, safety and civic impact of decisions
Relationship Skills
_____Establish and maintain healthy relationships
_____Utilize positive communication and social skills to interact effectively with others
_____Identify ways to resist inappropriate social pressure
_____Demonstrate the ability to present and resolve interpersonal conflicts in
constructive ways
_____Identify who, when, where, or how to seek help for oneself or others when needed
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Unit 9 Plan
2-Digit Addition and Subtraction and Review
Suggested Time
Frame
18 including “Flex Days”
Overview/ Rationale of Unit
In this unit, children focus on adding and subtracting with 2 digit numbers. Children’s learning
will focus on four clusters of the NJ Student Learning Standards for Math (NJSLS-M):
representing and solving problems involving addition and subtraction, understanding place value
as a tool to add and subtract through the properties of operations, measuring lengths indirectly
plus iterating length units, and the ability to reason with shapes and their attributes. They will
also work deeply with the Mathematical Practices of making sense of problems and the
persistence to solve them and using appropriate math tools strategically.
Key Topics will include:
Adding and Subtracting within 100
Stage 1 – Desired Results
Established Goals: New Jersey Student Learning Standards for Mathematics (NJSLS)
1.G.1; Distinguish between defining attributes versus non-defining attributes; build and draw
shapes to possess defining attributes
1.G.2: Compose 2-dimensional shapes( rectangles, squares, trapezoids, triangles, half circles
and quarter circles) or 3-dimensional shapes (cubes, rectangular prisms, cones, cylinders) to
create a composite shape and compose new shapes from the composite shape
1.G.3: Partition circles and rectangles into 2 and 4 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
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
1.OA.1: Use addition and subtraction within 20 to solve problems involving situations of adding
to, taking from, putting together, taking apart, and comparing with unknowns in all positions
ex.- by using objects, drawings and equations with a symbol for the unknown number to
represent the problem
1.OA.2: Solve word problems that call for addition of 3 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.3: Apply properties of operations as strategies to add and subtract, such as the
commutative and associative properties of addition
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1.OA.6: Add and subtract within 20, demonstrating fluency for addition and subtraction within
10. Use strategies such as counting on, making 10, decomposing a number leading to a 10,
using the relationship between addition and subtraction, and creating equivalent but easier or
known sums.
1.OA.7: Understand the meaning of the equal sign, and determine if equations involving
addition and subtraction are true or false
1.NBT.2: Understand that the 2 digits of a 2 digit number represent amounts of tens and ones.
Understand the following as special cases:
10 can be thought of as a bundle of ten ones- called a “ten”
The numbers from 11-19 are composed of a ten and one, two, three, four, five, six, seven,
eight, or nine ones
The numbers 10,2 0, 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.3: Compare two 2 digit numbers based on meanings of the tens and ones digits,
recording the results of comparisons with the symbols >, = and <
1.NBT.4: Add within 100, including adding a 2 digit number and a one digit number, and
adding a 2 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 2 digit numbers, one adds tens and tens, ones and ones; and
sometimes it is necessary to compose a ten
1.NBT.5: Given a 2 digit number, mentally find 10 more or 10 less than the number, without
having to count; explain the reasoning used
1.NBT.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.
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Essential Questions:
How can words be used to illustrate the
comparison of numbers?
What is a 3-dimensional figure?
How can you divide equally sharing to get
halves and fourths?
How can I use what I know about tens and
ones to add and subtract 2 digit numbers?
Enduring Understandings: Students will understand that…
Vocabulary such as greater than, less than
or equal to can be used in comparison of
numbers
3-dimensional shapes have height, width
and depth like any object in the real world
Shapes can be divided, in a particular way,
to create equal shares in a variety of ways
There are different rules and strategies that
can be used when 2 digit numbers are
computed.
Knowledge: Students will know…
Measurement
2 Digit Number Stories
Explorations- equivalent names
Addition and Subtraction 2 Digit Numbers
Relations and Equivalence
Place Value
3-Dimensional Geometry
Equal Shares
Skills: Students will be able to…
Determine whether equations involving
addition and subtraction are true or false
Identify the number of tens and ones in a 2
digit number and the value of the digit
Use place value understanding to record
comparisons of 2 digit numbers using
relation symbols
Add within 100 and explain their strategies
Subtract multiples of 10 within 100 and
explain their strategies
Measure the length of an object with same
size units
Construct composite shapes from 2 and 3
dimensional shapes
Partition shapes into 2 or 4 equal shares,
describe the shares and understand that
making more equal shares result in smaller
shares
77
In this unit plan, the following 21st Century Life and Careers skills are addressed:
Check ALL that apply –
21st Century Themes
Indicate whether these skills are:
● E – encouraged
● T – taught
● A – assessed
Career Ready Practices
9.1 Personal Financial Literacy E CRP1. Act as a responsible and
contributing citizen and employee.
Income and Careers TA CRP2. Apply appropriate academic
and technical skills.
X Money Management T CRP3. Attend to personal health and
financial well-being.
Credit and Debt Management ETA CRP4. Communicate clearly and
effectively and with reason.
Planning, Saving, and Investing CRP5. Consider the environmental,
social and economic impacts of
decisions.
Becoming a Critical Consumer CRP6. Demonstrate creativity and
innovation.
Civic Financial Responsibility CRP7. Employ valid and reliable
research strategies.
Insuring and Protecting ETA CRP8. Utilize critical thinking to
make sense of problems and persevere
in solving them.
9.2 Career Awareness, Exploration,
and Preparation
CRP9. Model integrity, ethical
leadership and effective management.
X Career Awareness CRP10. Plan education and career
paths aligned to personal goals.
Career Exploration E CRP11. Use technology to enhance
productivity.
Career Preparation CRP12. Work productively in teams
while using cultural global
competence.
Interdisciplinary Connections
Other standards covered:
NJ Learning Standards for English Language Arts: NJSLSA.R7. Integrate and evaluate content
presented in diverse media and formats, including visually and quantitatively, as well as in
words.
78
Student Resources
Math Centers and
Games:
Games in Everyday Mathematics are an essential tool for
practicing skill and developing strategic thinking.
9.1 and 9.11- Beat the Calculator- using mental addition
9.2 and 9.7- Animal Weight Top It- adding 2 digit numbers
9.4 and 9.7- Tric Trac- adding within 10
9.5 and 9.6- Stop and Go- adding and subtracting 2 digit
numbers
9.8- Top It with School Store Cards- comparing numbers using
addition
9.9- The Digit Game- comparing 2 digit numbers based on
place value
9.10- Time Match- telling time
9.10- Make My Design- creating composite shapes
9.10- I Spy- describing and identifying shapes
Math Centers, through Explorations, in Everyday Mathematics
will focus on independent or small group activities that will
focus on concept development, manipulatives, data
collection, problem solving, games and skill reviews.
Explorations 9.4
Equivalent Names for 12
Equal Shares- Garden Plan
Facts Inventory Record
Key Vocabulary: ruler
Supporting Text pages
79
Teacher Resources
Texts: Literature Connection:
A Place for Zero- Angeline Sparagna
How Long or How Wide?- Brian Cleary
Give Me Half- Stuart Murphy
Animals on Board: Adding- Stuart Murphy
Mall Mania- Stuart Murphy
A Fraction’s Goal- Parts of a Whole- Brian Cleary
Measuring Penny- Loreen Leady
Olivia Measures Up- Maggie Testa
Comparing Numbers- MW Penn
More or Less: Comparing Numbers- Stuart Murphy
Little Number Stories: Subtraction- Rozanne Williams
Little Number Stories: Addition- Rozanne Williams
Supplemental Workbooks:
Websites:
Interactive Measurement Activities http://interactivesites.weebly.com/measurement.html
4 Ways to Write a Number
https://dl.dropboxusercontent.com/u/39678673/Place%20value%20practice%20sheet.pdf
http://www.nzmaths.co.nz/sites/default/files/Numeracy/2007matmas/Bk4/MM%204_11.pdf
Counting to 100: First Steps in Math – First graders will become fluent at counting to 100 in
many ways, including skip counting. All other math areas build upon this important skill.
www.smartfirstgraders.com
Worksheets:
Videos:
Curriculum Resources:
Place Value Dice Roll and Draw
Playdough Measuring Activity
Paper Chain Measuring- Students partner up and have to build the longest chain
they can with only one piece of construction paper
80
Lego Comparisons
Recycled Bottle Cap Comparisons
Name Place Value- Give students place value blocks to make their name... have
them calculate the value of their name
Edible Place Value- Place Value-cheerios for ones, pretzel sticks for tens, Chex for
hundreds- can also use graham cracker squares for hundreds and mini marshmallows for ones
Stage 2 – Assessment Evidence
Formative Assessments:
Assessment Check-In
Informal Observations
Mental Math and Reflexes
Math Journals
Home Links
Exit Slips/Slates Assessments
Self-Assessments
Games
Questioning
Summative Assessments:
End of Unit Assessments
Benchmark Assessments
Tests
Quizzes
Student Work Products
81
Stage 3 – Learning Plan
Instructional
Strategies
Descriptions
Suggested Learning
Activities Making and Measuring with Rulers
Solving School Store Number Stories- 2 Digit
Sharing Strategies to Solve Open Response Problems- Revise Work
Explorations
Adding and Finding Differences between 2 Digit Vending Machine
Prices
Adding, Subtracting and Creating Number Stories w/ Vending Machine
Prices
Creating and Solving Silly Animal Stories
Review Equivalence, Compare sums of prices
Review place value, make and solve Number Grid Puzzles
Review attributes of 3 Dimensional Shapes, Compose 3 Dimensional
Shapes
Partitioning squares and circles
Technology Integration
__X__8.1 Educational Technology:
All students will use digital tools to access, manage, evaluate, and synthesize information in order
to solve problems individually and collaborate and create and communicate knowledge.
- Student Websites
- Teacher Websites
- SMART board/Promethean Board
____8.2 Technology Integration, Engineering, Design and Computational Thinking -
Programming All students will develop an understanding of the nature and impact of technology, engineering,
technological design, computational thinking and the designed world as they relate to the
individual, global society, and the environment.
82
INTEGRATED SOCIAL AND EMOTIONAL LEARNING COMPETENCIES The following social and emotional competencies are integrated in this curriculum document:
Self-Awareness
_____Recognize one’s own feelings and thoughts
_____Recognize the impact of one’s feelings and thoughts on one’s own behavior
_____Recognize one’s personal traits, strengths and limitations
_____Recognize the importance of self-confidence in handling daily tasks and challenges
Self-Management __x__Understand and practice strategies for managing one’s own emotions, thoughts and
behaviors
__x__Recognize the skills needed to establish and achieve personal and educational goals
__x__Identify and apply ways to persevere or overcome barriers through alternative
methods to achieve one’s goals
Social Awareness
__x__Recognize and identify the thoughts, feelings, and perspectives of others
_____Demonstrate an awareness of the differences among individuals, groups, and
others’ cultural backgrounds
_____Demonstrate an understanding of the need for mutual respect when viewpoints
differ
_____Demonstrate an awareness of the expectations for social interactions in a variety of
setting
Responsible Decision Making
__x__Develop, implement and model effective problem solving and critical thinking
skills
_____Identify the consequences associated with one’s action in order to make
constructive choices
_____Evaluate personal, ethical, safety and civic impact of decisions
Relationship Skills
_____Establish and maintain healthy relationships
_____Utilize positive communication and social skills to interact effectively with others
_____Identify ways to resist inappropriate social pressure
_____Demonstrate the ability to present and resolve interpersonal conflicts in
constructive ways
_____Identify who, when, where, or how to seek help for oneself or others when needed
83
ACCOMMODATIONS AND MODIFICATIONS Below please find a list of suggestions for accommodations and modifications to meet the diverse needs of
our students. Teachers should consider this a resource and understand that they are not limited to the
recommendations included below.
An accommodation changes HOW a student learns; the change needed does not alter the grade-
level standard. A modification changes WHAT a student learns; the change alters the grade-
level expectation.
Special Education and 504 Plans All modifications and accommodations must be specific to each individual child’s IEP
(Individualized Educational Plan) or 504 Plan.
Pre-teach or preview vocabulary
Repeat or reword directions
Have students repeat directions
Use of small group instruction
Pair visual prompts with verbal presentations
Ask students to restate information, directions, and assignments
Repetition and time for additional practice
Model skills/techniques to be mastered
Extended time to complete task/assignment/work
Provide a copy of class notes
Strategic seating (with a purpose - eg. less distraction)
Flexible seating
Repetition and additional practice
Use of manipulatives
Use of assistive technology (as appropriate)
Assign a peer buddy
Emphasize key words or critical information by highlighting
Use of graphic organizers
Scaffold with prompts for sentence starters
Check for understanding with more frequency
Provide oral reminders and check student work during independent practice
Chunk the assignment - broken up into smaller units, work submitted in phases
Encourage student to proofread assignments and tests
Provide regular home/school communication
Teacher checks student planner
Provide student with clear expectations in writing and grading criteria for assignments
(rubrics)
84
Testing Accommodations:
Students should receive all testing accommodations for Benchmark assessments that they receive
for State testing.
Setting: Alternate setting for assessments, small groups, screens to block distractions
Presentation: large print, test readers, use of audio, fewer questions on each page
Response: answer verbally, use large block answer sheet, speech-to-text dictation, accept
short answers
Allow for retakes
Provide study guides
Use of reference aids such as glossary, multiplication tables, calculator
Choice of test format (multiple-choice, essay, true-false)
Alternate ways to evaluate (projects or oral presentations instead of written tests)
Open-book or open-note tests
English Language Learners: All modifications and accommodations should be specific to each individual child’s LEP level as
determined by the WIDA screening or ACCESS, utilizing the WIDA Can Do Descriptors.
Pre-teach or preview vocabulary
Repeat or reword directions
Have students repeat directions
Use of small group instruction
Scaffold language based on their Can Do Descriptors
Alter materials and requirements according to Can Do Descriptors
Adjust number of paragraphs or length of writing according to their Can Do Descriptor
TPR (Total Physical Response-Sheltered Instruction strategy) Demonstrate concepts
through multi sensory forms such as with body language, intonation
Pair visual prompts with verbal presentations
Repetition and additional practice
Model skills and techniques to be mastered
Native Language translation (peer, assistive technology, bilingual dictionary)
Emphasize key words or critical information by highlighting
Use of graphic organizers
Scaffold with prompts for sentence starters
Check for understanding with more frequency
Use of self-assessment rubrics
Increase one-on-one conferencing; frequent check ins
Use study guide to organize materials
Make vocabulary words available in a student created vocabulary notebook, vocabulary
bank, Word Wall, or vocabulary ring
Extended time
Select text complexity and tiered vocabulary according to Can Do Descriptors
Projects completed individually or with partners
Use online dictionary that includes images for words:
85
http://visual.merriamwebster.com/.
Use online translator to assist students with pronunciation:
http://www.reverso.net/text_translation.aspx?lang=EN.
Students at Risk of Failure:
Use of self-assessment rubrics for check-in
Pair visual prompts with verbal presentations
Ask students to restate information and/or directions
Opportunity for repetition and additional practice
Model skills/techniques to be mastered
Extended time
Provide copy of class notes
Strategic seating with a purpose
Provide students opportunity to make corrections and/or explain their answers
Support organizational skills
Check daily planner
Encourage student to proofread work
Assign a peer buddy
Build on students’ strengths based on Multiple Intelligences: Linguistic (verbal); Logical
(reasoning); Musical/Rhythmic; Intrapersonal Intelligence (understanding of self); Visual
Spatial Intelligence; Interpersonal Intelligence (the ability to interact with others
effectively); Kinesthetic (bodily); Naturalist Intelligence; and Learning Styles: Visual;
Auditory; Tactile; Kinesthetic; Verbal
High Achieving:
Extension Activities
Allow for student choice from a menu of differentiated outcomes; choices grouped by
complexity of thinking skills; variety of options enable students to work in the mode that
most interests them
Allow students to pursue independent projects based on their individual interests
Provide enrichment activities that include more complex material
Allow opportunities for peer collaboration and team-teaching
Set individual goals
Conduct research and provide presentation of appropriate topics
Provide students opportunity to design surveys to generate and analyze data to be used in
discussion
Allow students to move through the assignment at their own pace (as appropriate)
Strategies to Differentiate to Meet the Needs of a Diverse Learning Population Vocabulary Sorts-students engage with the vocabulary word by sorting into groups of
similar/different rather than memorizing definitions
86
Provide “Realia” (real life objects to relate to the five senses) and ask questions relating
to the senses
Role Play-students create or participate in role playing situations or Reader’s Theater
Moving Circle-an inside and outside circle partner and discuss, circles moves to new
partner (Refer to Kagan Differentiated Strategies)
Brainstorm Carousel-Large Post Its around the room, group moves in a carousel to music.
Group discusses topic and responses on paper. Groups rotate twice to see comments of
others. (Refer to Kagan Differentiated Strategies)
Gallery Walk-Objects, books, or student work is displayed. Students examine artifacts
and rotate.
Chunking-chunk reading, tests, questions, homework, etc to focus on particular elements.
Think Pair Share Write
Think Talk Write
Think Pair Share
Note-taking -can be done through words, pictures, phrases, and sentences depending on
level
KWL (Know, Want to Know, Learned)/KWHL(Know, What to Know, How Will I
Learn, learned)/KWLS (Know, Want to Know, Learned, Still Want to Know) /KWLQ
(Know, What to Know, Learned, Questions I Still Have) Charts
Corners Cooperative Learning Strategy:
http://cooperativelearningstrategies.pbworks.com/w/page/28234420/Corners.
Circle Map strategy- place the main topic in a small circle and add student ideas in a
bigger circle around the topic. Students may use their native language with peers to
brainstorm.
Flexible grouping -as a whole class, a small group, or with a partner, temporary groups
are created: http://www.teachhub.com/flexible-grouping-differentiated-instruction-
strategy.
Jigsaw Activities -cooperative learning in a group, each group member is responsible for
becoming an "expert" on one section of the assigned material and then "teaching" it to the
other members of the team: http://www.adlit.org/strategies/22371/.
NEPTUNE TOWNSHIP SCHOOL DISTRICT
Office of the Superintendent
60 Neptune Blvd.
Neptune, NJ 07753
An Affirmative Action Equal Opportunity Employer
2019