first grade overview of monthly focus web viewplace value understanding and add/subtract/compare...

Updated 12/13/17 First Grade: Guide to Plan for Success

ContentsFirst Grade Overview of Monthly Focus.........................................................................................................................................................................................................................2

Daily Math Block Structure..............................................................................................................................................................................................................................................3

August and September......................................................................................................................................................................................................................................................4

October...............................................................................................................................................................................................................................................................................5

October Continued........................................................................................................................................................................................................................................................6

November............................................................................................................................................................................................................................................................................7

November Continued.....................................................................................................................................................................................................................................................8

December............................................................................................................................................................................................................................................................................9

December Continued...................................................................................................................................................................................................................................................10

January.............................................................................................................................................................................................................................................................................11

January Continued......................................................................................................................................................................................................................................................12

February...........................................................................................................................................................................................................................................................................13

February Continued....................................................................................................................................................................................................................................................14

March................................................................................................................................................................................................................................................................................15

March Continued.........................................................................................................................................................................................................................................................16

April..................................................................................................................................................................................................................................................................................17

April Continued...........................................................................................................................................................................................................................................................18

May....................................................................................................................................................................................................................................................................................19

May Continued.............................................................................................................................................................................................................................................................20

Standards,.........................................................................................................................................................................................................................................................................21

Problem of the Day and Fluency Standards..................................................................................................................................................................................................................27

1


First Grade Overview of Monthly Focus

Daily Math Block

Structure Number Talk

(10 min)Number of the Day

(10-15 min)Problem of the Day (15 min)

Upside-Down TeachingBuild and Explore

Activities (15+ min)Purpose: Develop fluency, flexibility with

numbers—Mental Math Place value development and exploration with geometry and measurement

Connecting words and equations (make a model, draw a picture, make an equation)

Independent or cooperative practice of grade-level skills

T: poses problemS: hand signals to show they mentally solved itS: share with a shoulder partnerT: calls on students and records students’ strategies and relating it to an equation

T: reveals number of the day S: Solve independently or in pairs (exploring with tools)S: Collaborate, explain, and justifyT: Class discussion (whole group)- questioning students to clarify understanding, elaborate, and extend with all NBT standards in mind

T: Poses Word Problem (or three act task)S: Solve independently T: Circulates and questions individualsS: Collaborate with partner or team to discuss (strategies, thoughts, where they are stuck, etc).T: Class discussion (whole group)- questioning students to clarify understanding (elaborate and extend)

Everyone does the same activity Partners work on the same

activity Daily stations Weekly stations “Grab Bag” activities Activity extending from the

day’s skills

As strategies are introduced throughout the year (naturally), build an anchor chart

Monday: Number Sense-Mystery Number or Model It Tuesday- Number Sense- Teamwork/gameWednesday- Number Sense-Riddle Thursday- GeometryFriday-Measurement

Unknown in all positions of each type of word problem:Adding to Taking From Putting Together Taking ApartComparing

Number sense, geometry, and measurement activities all year Task cards Math Games (dice, dominoes,

spinners, cards) Computer station-math

websitesEveryday Questions

Closer to five or ten?How many more to make 5? To make 10?

How close is it to the nearest ten?Ten more/ten less?

2

Place Value Understanding and Add/Subtract/Compare with unknown in all positionsGeometry-Intro to 2D ShapesMeasurement-Graphs and DataAug. - Sept.Place Value Understanding and Add/Subtract/Compare with unknown in all positionsGeometry-Composing and Decomposing 2D Shapes Measurement-Graphs and DataOctoberPlace Value Understanding and Add/Subtract/Compare with unknown in all positionsGeometry-Composing and Decomposing 2D Shapes Measurement-Nonstandard Measurement and TimeNovemberPlace Value Understanding and Add/Subtract/Compare with unknown in all positionsGeometry-Composing and Decomposing 2D Shapes Measurement-Nonstandard Measurement and TimeDecember Subtracting Multiples of Ten and Adding Two-Digit NumbersGeometry-Partitioning 2D Shapes Measurement-Nonstandard Measurement and TimeJanuary Subtracting Multiples of Ten and Adding Two-Digit NumbersGeometry-Partitioning 2D Shapes Measurement-Using a RulerFebruary Subtracting Multiples of Ten and Adding Two-Digit NumbersGeometry- Intro to 3D ShapesMeasurement-Using a RulerMarchSubtracting Multiples of Ten and Adding Two-Digit NumbersGeometry- Compose 3D Shapes to make a Composite ShapeMeasurement-CoinsApril Subtracting Multiples of Ten and Adding Two-Digit NumbersGeometry- Review Measurement-CoinsMay

http://www.peoriapublicschools.org/Page/21684


Counting Forward and Backward

Tools Any tool that would help clarify a child’s answer to the rest of the class.Ten frames, rekenreks, number lines, number bonds, bar models, 100s chart, counters

Number line, 100s chart, base ten blocks, snap cubes/connecting cubes, Digit Cards (2 sets per student-make sure zero is included), Mini Ten Frames, place value mat, spinners (ten more, ten less), number cubes (0-5, 1-6, 2-7, 3-8, 4-9); greater than/less than/equal to cards or matPlane shapes, pattern blocks, geosolids

Journal, whiteboard Anything needed for the game/activity

3


August and SeptemberNumber Talks (0-10)

Focus Teacher Notes Number of the DayFocus

Problem Of The Day Type

Build and Explore Activities

Go Math Correlations-HW or Independent Center

Mondays: Dot Images

Strategies for addition and subtraction: Subitizing One more, one less Two more, two less Counting On Doubles Five and some more (5

+) Skip Counting

(multiple addends) Adding 3 Whole

Numbers How many to get to 5

and 10 Emphasizing unknown

to find the number that makes 5 and 10

Example: 7 + ____ = 10 7- ____ = 5

Different ways of recording the answer to show:

balanced expressions

commutative property

fact families related facts facts to ten EMPHASIS on

how to get to 5 and 10

Tools available: number lines, ten frames, rekenreks, connecting cubes

Monday-Wednesday: Number Sense (August-December)

Counting to 120 by ones Numbers Before and After Teen Numbers= 1 ten and some

“leftovers”, “singles”, “ones” Counting by groups and singles Counting by tens and ones Find 10 more and 10 less Decompose Two-Digit Numbers

in Multiple Comparing One and Two-Digit

Numbers

(August-December) Adding To Taking From Putting Together Taking Apart Comparing

By using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

Fluency for addition and subtraction is within 10: Counting on Make ten Decompose a

number leading to a ten when subtracting

Relate addition and subtraction

Compensation

Place Value Understanding B&E

Geometry B&E

Number sense

activity:

Number sense

activity:

Number sense

activity:

Geometry activity:

Measurement

activity:

August Number Sense Focus Flipchart

September Number Sense Focus Flipchart

Intro to 2D Shapes Flipchart

Graphs Flipchart POD Number Sense

FlipchartGeometry NOD Number Talk: Chapters 1-5

Number of the Day: Number Sense Chapters 6-7Geometry Chapter 12 (plane shapes)Measurement 10 (data)

Problem of the Day:Any chapter as you are planning for the five different types

Build and Explore:All chapters mentioned above

Tuesdays: Ten Frames

Wednesdays: Connecting Cubes

Thursdays: Rekenreks

Thursday: GeometryIntroduction to 2D Shapes

Identifying shapes Defining vs non-defining

attributes Sorting and classifying Building and shapes Comparing and contrasting Drawing shapes

Fridays: Guess My Number

Greater than, Less than

Use a number line Fridays: Measurement and Data(August-October)

Recognizing different methods of organizing and representing data of up to 3 categories

Interpreting graphs by asking and answering questions

Standards: OA.6 NBT. 1.1, 2.2, 2.3, 3.5G.1.1 MD.3.4

4

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https://maximizingmathmentality.wikispaces.com/file/view/Graphing%20and%20Data%20first%20grade%20Flipchart.flipchart/613406607/Graphing%20and%20Data%20first%20grade%20Flipchart.flipchart

https://maximizingmathmentality.wikispaces.com/file/view/Aug.%20-%20Dec.%20Geometry%20Thursday%20First%20Grade.flipchart/612985667/Aug.%20-%20Dec.%20Geometry%20Thursday%20First%20Grade.flipchart


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https://maximizingmathmentality.wikispaces.com/file/view/AugustNumberofTheDay.flipchart/613428727/AugustNumberofTheDay.flipchart

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https://maximizingmathmentality.wikispaces.com/file/view/Build%20and%20Explore%20Geometry%20Activities%20and%20Literature%201st%20grade.docx/613520491/Build%20and%20Explore%20Geometry%20Activities%20and%20Literature%201st%20grade.docx

https://maximizingmathmentality.wikispaces.com/file/view/PlaceValueBuildandExplore.docx/613520501/PlaceValueBuildandExplore.docx



October

Number Talks Focus Teacher Notes Number of the Day

FocusProblem Of The

Day TypeBuild and Explore

Go Math Correlations-HW or Independent

CenterMondays: Number Bonds Decomposing numbers

Fact Families Relationship between

the two addends (one up, one down-gives you the same sum)



balanced expressions commutative property fact families related facts Relationship between the two

addends (one up, one down-gives you the same sum)

Relate addition and subtraction List in a sequential order What’s Hiding

Tools: number lines, ten frames, rekenreks, connecting cubes

Monday-Wednesday: Number Sense

(August-December) Counting to 120 by ones Numbers Before and After Counting by groups and singles Counting by tens and ones Find 10 more and 10 less Decompose Two-Digit Numbers

in Multiple Ways Comparing One and Two-Digit

Numbers






Compensation


Geometry B&E

Number sense activity:Number sense activity:Number sense activity:Geometry activity:Measurement activity:

Number Sense Focus Flipchart

POD Number Sense Flipchart

Number Talk: Chapters 1-5

Number of the Day: Number Sense Chapters 6-7Geometry Chapter 12 (plane shapes)Measurement 10 (data)



Tuesdays: Story Problems

Unknowns in different positions;

Relating addition and subtraction to the unknowns.

Example: 4 + ___ = 7, 7-4 = ____,

Counting on (think addition) on a number line

Tools: number bonds or bar model, number lines, ten frames

Wednesdays: Double Ten Frame Images

Basic Facts

Make ten strategy (in some)

Ten and more

5



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October Continued


Focus

Problem Of The Day

Type

Build and Explore

Go Math Correlations

-HW or Independent

CenterThursdays: Rekenreks

Fact Families Relationship

between the two addends (one up, one down-gives you the same sum)



balanced expressions commutative property fact families related facts Relationship between the two addends (one

up, one down-gives you the same sum) Relate addition and subtraction List in a sequential order

Tools: rekenrek

Thursday: GeometryComposing and Decomposing 2D Shapes

(October-December) Compose and decompose shapes to create

another shape/composite shapes (i.e. in a hexagon there are 6 triangles, 2 trapezoids, etc)

Describe properties of original, decomposed, and composite shapes and analyze similarities and differences

Compose new shapes from composite shapes

Adding ToTaking From Putting TogetherTaking ApartComparing


Graphs Flipchart

Composin g and Decomposing 2D Shapes Flipchart

Fridays: Equal to What?

Balancing equations

Balanced equations

Commutative property

Multiple ways to find a sum

Patterns in the addends

Show with counters in a number bond and the counters can be moved together in the “whole” section and then split apart again as students say their expressions. Example: 1 + 3 = ___ + ___

Tools: Number bond, number line

Fridays: Measurement and Data(August-October)



Standards: OA.1, OA.6, OA.8 NBT. 1.1, 2.2, 2.3, 3.5G.1.2MD.3.4

OA.1.1, 1.2MD.3.4

6







November


FocusProblem Of The

Day TypeBuild and Explore


CenterMondays: Balance the Scale and Unbalance Scales

Balancing equations

Shape vocabulary and attributes

Relating addition and subtraction

Balancing equations Understanding the

meaning of the equal sign to make an equation true or false (use greater than and less than)

Perfect way to emphasize attributes of shapes as well as numbers

Different ways of recording the answer to show: balanced expressions-sum on the left

and right Relate addition and subtraction with

writing it as an unknown and using addition and subtraction strategies


(August-December) Counting to 120 by ones Numbers Before and After Counting by groups and

singles Counting by tens and ones Find 10 more and 10 less Decompose Two-Digit

Numbers in Multiple Ways Comparing One and Two-

Digit Numbers






Compensation


Geometry B&E



Number Sense Focus NOD Flipchart


Number of the Day: Number Sense 6-7Geometry Chapter 12 (plane shapes)Measurement 9 (time)



Tuesdays: The Answer Is

Students come up with their own story problems

Ways to make the number are correct

Relating the words to the equation

Students come up with their own problems and the teacher records them.

Students tell you the equation as well.

Wednesdays: Dot Images-What Strategy Will you Use?

Basic Facts

Five and facts Counting On Doubles and Doubles

plus 1Basic Fact Strategies

Relationships to dot patterns already shown

7

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November Continued


FocusProblem Of

The Day TypeBuild and Explore


CenterThursdays: Figure It

Decomposing numbers and multiple addends

Fact Families Relationship between the

two addends (one up, one down-gives you the same sum)


Tools: Can use whiteboards if students are struggling

Thursday: GeometryComposing and Decomposing 2D Shapes

(November-December) Compose and decompose shapes to

create another shape/composite shapes (i.e. in a hexagon there are 6 triangles, 2 trapezoids, etc)




Composing and Decomposing 2D Shapes Focus Flipchart

Fridays: Add ‘Em Up

Number strings-relationships between facts

Relationships between expressions

Making a ten to help add (like 7 +5 could be 7 +3, and then +2)

Have ten frames to show how it naturally could make a ten

Relate expressions to sums

Fridays: Measurement Nonstandard and Time

(November-January) Indirectly compare lengths of 2 objects

by using a 3rd object Directly compare lengths of 3 objects

and order by length Tell and write time to the half hour

and hour with analog and digital clocks(Remember this is through January)

Standards: OA.6, OA.7, OA.8 NBT. 1.1, 2.2, 2.3, 3.5G.1.2MD.1.1, MD.2.3

8





December

Number Talks Focus Teacher Notes Number of the DayFocus


Build and Explore


Mondays: What Does it Weigh

Missing Addends



Balancing equations Understanding the meaning of

the equal sign to make an equation true or false (use greater than and less than)


Have the students come up with another true expression

Different ways of recording the answer to show: balanced expressions-sum

on the left and right Relate addition and

subtraction with writing it as an unknown and using addition and subtraction strategies


Counting to 120 by ones Numbers Before and After Counting by groups and

singles Counting by tens and ones Find 10 more and 10 less Decompose Two-Digit

Numbers in Multiple Ways

Comparing One and Two-Digit Numbers

Adding To Taking From Putting Together Taking Apart Comparing





Compensation


Geometry B&E



Number Sense Focus Flipchart


Number of the Day: Number Sense 6-7Geometry Chapter 12 (plane shapes)Measurement 9 (time)



Tuesdays: Double Ten Frames

Basic Fact Strategies


Wednesdays: Is It True

Inequalities/True or False


Balancing equationsUnderstanding the meaning of the

equal sign to make an equation true or false (greater than, less than, or equal to)

9

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December Continued



Build and Explore


Thursdays: What do you know about the number?

Decomposing Numbers

Closest to what ten? Between….?

Even/Odd Decomposing it (tens and

ones) Sum or Difference Money Tally Ten frames Base ten Dot images Number line

Make sure you use a number line

Thursday: GeometryComposing and

Decomposing 2D Shapes Compose and decompose

shapes to create another shape/composite shapes (i.e. in a hexagon there are 6 triangles, 2 trapezoids, etc)




Composing and Decomposing 2D Shapes Focus Flipchart

Fridays: Add ‘Em Up

Number strings-relationships between factsFact Strategies

Relationships between expressions

Making a ten to help add (like 7 +5 could be 7 +3, and then +2)

Doubles/Doubles plus one/Doubles minus one

Have ten frames to show how it naturally could make a ten

Relate expressions to sums


Indirectly compare lengths of 2 objects by using a 3rd object

Directly compare lengths of 3 objects and order by length

Tell and write time to the half hour and hour with analog and digital clocks

(Remember this is through January)

Standards: OA.6, OA.7, NBT. 3 NBT. 1.1, 2.2, 2.3, 3.5G.1.2MD.1.1, MD.2.3

OA.1.1, 1.2MD.3.4

10





January



Build and Explore


CenterMondays: Choral Counting

Number Patterns

Recognizing patterns in numbers

Even/Odd

Tool: 100s chart Monday-Wednesday: Number Sense(January- May)

Equations should be written vertically and horizontally.

Subtracting multiples of 10 from multiples of ten

Adding 2 digit + 1 digit 2 digit + a multiple of 10 2 digit + a 2 digit (regrouping may be

necessary-focus on developing addition using expanded form place value understanding)

Note: Number of the Day and Problem of the day should focus on this same skill through May

Adding To Taking From Putting

Together Taking Apart Comparing





Compensation

Add/Subtract w/in 100 B&E

Geometry B&E


POD Flipchart Number Sense

Focus Flipchart Number Talk: Chapters 1-5

Number of the Day: Number Sense 8Geometry Chapter 12 (fractions)Measurement 9 (linear measure)



Tuesdays: Number Bond Puzzler

True or False

Basic Fact Strategies Show it visuallyMake each one true

Wednesdays: Ten Frames

Place Value with ten frames

Make 10 and some more

Tens and ones in different ways (34= 3 tens and 4 ones, 2 tens and 14 ones, etc)

Between what tens? Closer to what ten Mentally adding ten

more or ten less

In recording: Write it in expanded form, standard form, and word form

Ask, “What if I added another ten frame? What if I took one away? What is the new number?”

11

28 + 34

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https://maximizingmathmentality.wikispaces.com/file/view/POD%20second%20half%20of%20year.flipchart/613520455/POD%20second%20half%20of%20year.flipchart

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January Continued



Build and Explore


CenterThursdays: Make ______

Addition and subtraction

Part-part-whole Multiple ways to make

a number

Number bondsStudents can have more than two addends

Thursday: GeometryPartitioning 2D Shapes

(January-February) Partition shapes into two and four equal

shares Describe with 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. (relate time to the half hour with partitioning circles)

(Remember this is through February)


Partitioning 2D Shapes Focus Flipchart

Fridays: Function Machine

Number Patterns

Relating “In” number to “Out” number

Give students an additional “In” number and ask them to apply the rule.

Give an “Out” number and they provide the “In”


Indirectly compare lengths of 2 objects by using a 3rd object

Directly compare lengths of 3 objects and order by length


Standards: OA.5, OA.6, NBT.4 NBT. 3.4, 3.6G.1.3MD.1.1, MD.2.3

OA.1.1, 1.2MD.3.4

12

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February



Build and Explore


CenterMondays: Target Practice

Three Addends

Three addends Monday-Wednesday: Number Sense



Adding 2 digit + 1 digit 2 digit + a multiple of 10 2 digit + a 2 digit (regrouping

may be necessary-focus on developing addition using expanded form place value understanding)







Compensation


Geometry B&E



Focus Flipchart


Number of the Day: Number Sense 8Geometry Chapter 12 (fractions)Measurement-no correlation (with a ruler)



Tuesdays: The Difference is……

Ways to make a number using subtraction

Show that on a number line difference equals distance apart

Record equations in a way to show patterns in minuend and subtrahend to get the same difference

Example:10-8, 9-7, 8-6Wednesdays: Rekenreks-What’s My Way

Decomposing numbers

Making the number correctly

Record equations to show patterns Equal sign can be in the middle, left, or to the right.

13

28 + 34








February Continued



Build and Explore


CenterThursdays: Story Problem

Unknowns in all positions including adding, subtracting, and comparing

Equations match words

Using fact families to solve

Thursday: GeometryPartitioning 2D Shapes

Partition shapes into two and four equal shares

Describe with 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. (relate time to the half hour with partitioning circles)


Partitioning 2D Shapes Focus Flipchart

Fridays: Make it True

Inequalities and Equations

Correct application of greater than, less than, or equal to symbol

Show on a number lineStudents need to justify

Fridays: MeasurementUsing a Ruler

(February-March) Starting at zero when you are

measure Length is the span between two

points Count inches to measure (not only

starting at zero) Recognize that the units marked on

a ruler have equal length intervals (Remember this is through March)

Standards: OA.3, OA.4, OA.6, NBT.5, NBT.6

NBT. 3.4, 3.6G.1.3MD.1.a

OA.1.1, 1.2MD.3.4

14





March



Build and Explore

Go Math Correlations-

HW or Independent

CenterMondays: What’s the Equations

Unknown in all positions

Matching the correct equation to the words

Fact families Basic Fact

Strategies












Compensation


Geometry B&E



Focus Flipchart


Number of the Day: Number Sense 8Geometry Chapter 11 (3D shapes)Measurement-no correlation (with a ruler)


Build and Explore:All chapters

Tuesdays: Choral Counting

Number Patterns

Patterns Even/odd Between what two

tens?

100s chart

Wednesdays: The difference is……

Ways to make a number using subtraction

Show that on a number line difference equals distance apart

Record equations in a way to show patterns in minuend and subtrahend to get the same difference

Example:10-8, 9-7, 8-6

15

28 + 34









mentioned above

March Continued



Build and Explore

Go Math Correlations-

HW or Independent

CenterThursdays: Show it

Decomposing Numbers

Closest to what ten? Between….?

Even/Odd Decomposing it

(tens and ones) Sum or Difference Money Tally Ten frames Base ten Dot images Number line

Make sure you use a number line Thursday: GeometryIntro to 3D shapes

Recognize and identify 3D shapes in the real-world

Curved vs flat Faces, Edges, Vertices (not in

standard, but extend)


Intro to 3D Shapes Focus Flipchart

Fridays: Balance the Scale



Balancing equations

Understanding the meaning of the equal sign to make an equation true or false (use greater than and less than)


Different ways of recording the answer to show: balanced expressions-sum on

the left and right Relate addition and subtraction

with writing it as an unknown and using addition and subtraction strategies

Each shape’s value needs to be a different number.

Fridays: Measurement Using a Ruler

Starting at zero when you are measure

Length is the span between two points

Count inches to measure (not only starting at zero)

Recognize that the units marked on a ruler have equal length intervals

Standards: OA.3, OA.4, OA.6, NBT.2.3, NBT.5,

NBT. 3.4, 3.6 G.1.3

OA.1.1, 1.2MD.3.4

16

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NBT.6 MD.1.a

April


Problem Of The Day Type Build and Explore


CenterMondays: Equal to What?

Place value-ways to represent a number

Adding a two-digit number and a multiple of ten.

Addition and subtraction expressions

100s chartRecording the number different waysExample: 30 +2 , 20+12 , 10 +22

Monday-Wednesday: Number SenseEquations should be written vertically and horizontally.


Adding 2 digit + 1 digit 2 digit + a multiple of 10 2 digit + a 2 digit (regrouping may be

necessary-focus on developing addition using expanded form place value understanding)







Compensation


Geometry B&E



Focus Flipchart


Number of the Day: Number Sense 8Geometry Chapter 11 (3D shapes)Measurement-no correlation (coins)



Tuesdays: Rekenreks

Number strings with Basic Fact Strategies


Wednesdays: Double Ten Frames



17

28 + 34








April Continued


Problem Of The Day Type Build and Explore


CenterThursdays: Expressions

Numbers stringThree addends


Make ten Ten and

some more Properties

of addition

Associative property

Thursday: GeometryCompose 3D Shapes to make a

Composite Shape What shapes are in the bigger shape? Combine 3D shapes to make a

structure/tower


Compose 3D Shapes Focus Flipchart

Coins Flipchart

Fridays: Target Practice

Three addends

Making a ten to add

Ten and some more

Basic fact strategies

Friday: Measurement Coins

(April-May) Identify pennies, nickels, dimes, and

quarters Compute the value of same-valued coins Relate the value in relation to $1.00 Combine coin amounts (not in standards,

but extend) Standards: OA.3, OA.4,

OA.6, NBT.5, NBT.6

NBT. 3.4, 3.6 G.1.2MD.2.a

OA.1.1, 1.2MD.3.4

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May



Build and Explore


Mondays: Expressions

Number strings with three addends

Basic Fact Strategies Make ten Ten and some more Properties of addition












Compensation


Geometry B&E



Focus Flipchart Coins Flipchart


Number of the Day: Number Sense 8Geometry Chapter 11 (3D shapes)Measurement-no correlation (coins)



Tuesdays: How Much?

Coin combinations

Coin identify Coin value Counting by fives and

tens Making tens (two

nickels) 10 more/10 less from

any number

What would be 10 more? 10 less?

Wednesdays: What’s the Missing Part?

Unknowns

Fact families Basic fact strategies

Thursdays: Is It Relating addition and Students make it Thursday: Geometry

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True?

Inequalities/True or False

subtraction Balancing equations Understanding the

meaning of the equal sign to make an equation true or false (greater than, less than, or equal to)

true (find and fix) Review all 2D and 3D standards

May Continued



Build and Explore


Fridays: Incredible Equations

Adding a two-digit number and a multiple of ten.

Addition and subtraction expressions

Multiple ways to show place value understanding

100s chart Friday: Measurement Coins

Identify pennies, nickels, dimes, and quarters

Compute the value of same-valued coins

Relate the value in relation to $1.00 Combine coin amounts (not in

standards, but extend)


Standards: OA.3, OA.6, OA.7, NBT.3, MD.2.a

NBT. 3.4, 3.6G.1.1, 1.2, 1.3MD.2.a

OA.1.1, 1.2MD.3.4

Standards,Progression, and Purpose for Number of the Day

Must-Have Tools for Every Student:Number line, 100s chart, base ten blocks, snap cubes/connecting cubes, Digit Cards (2 sets per student-make sure zero is included), Mini Ten Frames, place value mat, spinners (ten more, ten less), number cubes (One of each dice with the numerals on it: 0-5, 1-6, 2-7, 3-8, 4-9); greater than/less than/equal to cards or mat

Skill: Number and Operations in Base Ten PurposeFirst Half of the Year

Counting By Ones to 120MAFS.1.NBT.1.1: DOK 1Count to 120, starting at any number less than 120. In this range, read and write numerals and

Students are recognizing patterns with digits 0-9

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represent a number of objects with a written numeral.

Numbers Before and After Students are recognizing patterns with digits 0-9

Teen Numbers-one group of ten and “leftovers” or singlesIntroduced in Kindergarten

Precise Vocabulary to Reinforce: DIGITS and NUMBERS In a number we have multiple digits. The place of a digit in a number determines its value. Example: The digit in the tens place of the number 89 is 8.

What happens when we have two digits in a number?

Counting By Groups and SinglesCounting By Tens and OnesMAFS.1.NBT.2.2: DOK 1Understand 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 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). Practice counting dimes, 10 rods, and skip counting on the hundred chart.d.Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5

tens and 14 ones)

Representing it different ways-forms, manipulatives, where it is on the 100s chart, number line, what two tens it is in-between,

Compared to other numbers Find ten more, ten less Count to 120, represent place value to 100 Tools: mini laminated ten frames Make 42. What is 10 more? 10 less. Find in it on the

100s chart. What do you notice?

Find 10 More and 10 LessMAFS.1.NBT.3.5: DOK 2Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

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Decomposing Two-Digit Numbers in Multiple WaysMAFS.1.NBT.2.2: DOK 1Understand 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 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). Practice counting dimes, 10 rods, and skip counting on the hundred chart.d. Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or

into 5 tens and 14 ones)

Comparing One and Two Digit NumbersMAFS.1.NBT.2.3: DOK 2Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, <, and =

Second Half of the Year

Subtracting Multiples of TenMAFS.1.NBT.3.6: DOK 2Subtract multiples of 10 in 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.

Adding Two Digit NumbersMAFS.1.NBT.3.4: DOK 2Add 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.

Equations should be written vertically and horizontally.Includes: Adding 2 digit + 1 digit 2 digit + a multiple of 10 2 digit + a 2 digit

(regrouping may be necessary-focus on developing addition, not standard algorithm)

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Skill: Geometry PurposeAug-Sep - Introduction to 2D ShapesMAFS.1.G.1.1: DOK 2Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.

Identifying shapes Defining vs non-defining attributes Sorting and classifying Building and shapes Comparing and contrasting Drawing shapes

Oct.-Dec Composing and Decomposing 2D ShapesMAFS.1.G.1.2: DOK 3Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shapes

Compose and decompose shapes to create another shape/composite shapes (i.e. in a hexagon there are 6 triangles, 2 trapezoids, etc)



Jan.-Feb Partitioning 2D ShapesMAFS.1.G.1.3: DOK 2Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal

Partition shapes into two and four equal shares Describe with 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. 23





shares creates smaller shares. (relate time to the half hour with partitioning circles)

March- Intro to 3D shapes Recognize and identify 3D shapes in the real-world Curved vs flat Faces, Edges, Vertices (not in standard, but extend)

April Compose 3D Shapes to make a Composite ShapeMAFS.1.G.1.2: DOK 3Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shapes

What shapes are in the bigger shape? Combine 3D shapes to make a structure/tower

Skill: Measurement PurposeAug- Oct. Graphs and DataMAFS.1.MD.3.4: DOK 3 Organize, represent, and interpret data with up to three categories; ask and answer questions about the



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total number of data points, how many in each category, and how many more or less are in one category than in another.

First Grade students collect and use categorical data (e.g., eye color, shoe size, age) to answer a question. The data collected are often organized in a chart or table. Once the data are collected, First Graders interpret the data to determine the answer to the question posed. They also describe the data noting particular aspects such as the total number of answers, which category had the most/least responses, and interesting differences/similarities between the categories. As the teacher provides numerous opportunities for students to create questions, determine up to 3 categories of possible responses, collect data, organize data, and interpret the results, First Graders build a solid foundation for future data representations (picture and bar graphs) in Second Grade.

Nov-Jan Measurement Nonstandard and TimeMAFS.1.MD.1.1: DOK 2Order three objects by length; compare the lengths of two objects indirectly by using a third object.

MAFS.1.MD.2.3: DOK 1Tell and write time in hours and half-hours using analog and digital clocks.

Indirectly compare lengths of 2 objects by using a 3rd object Directly compare lengths of 3 objects and order by length


Feb.- March Using a RulerMAFS.1.MD.1.a: DOK 2Understand how to use a ruler to measure length to the nearest inch. a. Recognize that the ruler is a tool that can be used to measure the attribute of length.b. Understand the importance of the zero point and the end point and that the length measure is the span between two points.c. Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal intervals can be counted to determine the overall length of an object.

Starting at zero when you are measure Length is the span between two points Count inches to measure (not only starting at zero Recognize that the units marked on a ruler have equal length intervalsKnow Think Do Identify a ruler as a tool

Understand that length is the span from one point to another.

Use a ruler to measure lengths

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to measure the attribute of length.

Recognize the importance of starting at the zero mark when measuring an object.

Recognize that the units marked on the ruler have equal length intervals without gaps of overlaps.

starting at the zero mark.

Count inches (equal intervals) to determine the overall length of an object.

April- May CoinsMAFS.1.MD.2.a: DOK 2Identify and combine values of money in cents up to one dollar working with a single unit of currency.

a. Identify the value of coins (pennies, nickels, dimes, quarters).b. Compute the value of combinations of coins (pennies and/or dimes).c. Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four

quarters in one dollar.) (Students are not expected to understand the decimal notation for combinations of dollars and cents.)

Identify pennies, nickels, dimes, and quarters Compute the value of same-valued coins Relate the value in relation to $1.00 Combine coin amounts (not in standards, but extend)

Know Think Do Identify the coins by name and know their value.

Relate the value of the coins to the dollar. (10 dimes, 4 quarters, etc.) (pennies, dimes, quarters)

Compute the combinations of pennies and dimes.

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Problem of the Day and Fluency Standards MAFS.1.OA.1.1: DOK 2Use 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.

New from kindergarten

MAFS.1.OA.1.2: DOK 1Solve 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.

Use Number lines

To further students’ understanding of the concept of addition, students create word problems with three addends. They can also increase their estimation skills by creating problems in which the sum is less than 5, 10 or 20. They use properties of operations and different strategies to find the sum of three whole numbers

MAFS.1.OA.2.3: DOK 2Apply properties of operations as strategies to add and subtract. Examples: if 8 + 3 = 11 is known, then 3 + 8 = 11 is also known, (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12 (Associative property of addition.)

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MAFS.1.OA.2.4: DOK 2Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that make 10 when added to 8.Add and subtract within 20

Use strategies like “Think Addition” and “Make a 10” to add or subtract

MAFS.1.OA.3.5: DOK 1Relate counting to addition and subtraction (e.g., by counting on 2 to add 2)

MAFS.1.OA.4.7: DOK 1Understand 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 = 3 + 2.

MAFS.1.OA.4.8: DOK 2Determine 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 = ____.Add and subtract within 20 (fluency to 10 is the focus)

If you have students create word problems for given equations it will help them make sense of the equation and develop strategic thinking.

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MAFS.1.OA.3.6: DOK 2Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on and 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)

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first grade overview of monthly focus web viewplace value understanding and add/subtract/compare...

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