grade pacing... · web viewfirst grade **notice that not ... math and literature. ... you will need...
TRANSCRIPT
First Grade
**Notice that not all lessons in a Harcourt Chapter are included. These were intentionally removed because they do not address Common Core Standards. You will not need to fill time with activities unrelated to the standards. Instead use this gift of time to help your students develop a deeper conceptual understanding of the mathematical concepts presented in the standards.
**The following resources would be great to use for lesson and for open-ended questions:-Teaching Number Sense by Chris Confer (Math Solutions)-Math and Literature by Marilyn Burns and Stephanie Sheffield-Teaching Arithmetic – Lessons for First Grade by Stephanie Sheffield- Minilessons for Math Practice by Rusty Bresser and Caren Holtzman-Show and Tell by Linda Dacey and Rebeka Eston
**This website is a great resource for lessons that go along with each standardwww.k-5mathteachingresources.com
**Estimation and Money are not separate lessons to be taught, they are tools to help students learn and understand number sense, place value and addition and subtraction facts within twenty. These tools need to be taught throughout the year.
When teaching to standard 1.OA.6, infuse standards 1.OA.7, 1.OA.4 and 1.OA.8. 1.OA.7 is teaching the students that the equal sign means “is the same as”.
1.OA.4 is teaching students to understand that a subtraction problem is an unknown addend problem.
1.OA.8 is teaching students to understand that addition is the inverse of subtraction and subtraction is the inverse of addition.
Unit One: Addition and Subtraction Concepts (Chapters 1-4)
*Do not teach the algorithm.
Common Core Standard
Emphasis Harcourt Lessons
Additions/Deletions Supplemental Resources
1.OA.6 Modeling addition and subtraction stories using strategies and the relationships between addition and subtraction.
1.1 and 3.1 teach together
Urge students towards internalizing facts using strategies and not relying on fingers/number line.
Strategies are: counting on with 1,2,and 3, making a ten, decomposing a number leading to a 10, relationship between adding and subtracting, related facts, doubles, and doubles plus one.
Focus on relationship between addition and subtraction
We highly encourage you to read the introduction in Teaching Number Sense By Chris Confer p. XI – XVIII.
Model and Count HC p. 3A
Alternative Teaching Strategy HC p. 3B
Advanced Learners HC p.3B
How many are Left? HC p.33A
All activities on HC p. 33B
1.OA.7 Know which equations are true and which are false. Understand equal sign as equality, not solve
1.23.2
HC p. 5A and 5B
HC p. 35A and 35B
Matching Game – On index cards write addition and subtraction
combination and students match like number sentences.
Sorting game – students would sort index cards with number sentences into true and false. Introduce the terms equality and inequality.
Lessons for Algebraic Thinking by Marilyn Burns p. 34-Dots cards version 1
1.OA.6 Modeling addition and subtraction stories using strategies and the relationships between addition and subtraction.
1.3 and 3.5 teach together
Urge students towards internalizing facts using strategies and not relying on fingers/number line.
Strategies are: counting on with 1,2,and 3, making a ten, decomposing a number leading to a 10, relationship between adding and subtracting, related facts, doubles, and doubles plus one.
Focus on relationship
HC p. 7A and 7B
HC p. 41A and 41B
between addition and subtraction
1.OA.1 Use objects, drawings and equations to represent the word problems and solve
1.4 and 3.3 teach together
Write equations using a Montana Indian context
Introduce Model Drawing
Developing Number Concepts: Bowl Game
HC p. 9A and 9B
HC p. 37A and 37B1.OA.3 Commutative Property of
Addition2.1 HC p. 17A and 17B
1.OA.6 Composing and Decomposing Numbers to 10
2.2 and 4.1 teach together
2.3 and 4.2 teach together
Review addition/Subtraction combinations to 6 (Getting Started HC p. 19A and 49A)
Incorporate related facts throughout all adding and subtracting lessons. Kids should be fluent in recognizing related facts and using the inverse to check for understanding.
HC 17B advanced learners game and equibeam balance
HC 19A and 19B
HC 49A and 49B
HC 21A and 21B
51A and 51B Number
Bonds 10 Frames Hands Math
Solutions or DNC Shake and Spill
Teaching Number Sense by Chris Confer (Math Solutions) p. 40 – What Do You See?
1.OA.1 Use objects, drawings and equations to represent the word problems and solve
There are three kinds of problems: result unknown, change unknown, and start unknown.
3.4
4.5
Write equations using a Montana Indian context
Use Model Drawing
HC p. 39A and 39B
HC p.57A and 57B
1.OA.4 Understand subtraction is an unknown addend problem
4.4 Emphasize subtraction by comparison strategy
HC p.55A and 55B
Unit Two: Addition and subtraction facts to 10 (Chapters 5-8)
Common Core Standard
Emphasis Harcourt Lessons
Additions/Deletions Supplemental Resources
1.OA.6 1.OA.5
Demonstrate fluency for +/- within 10
Use the strategy of counting on/back
Using a number line to count on/back
5.1 and 7.1 teach together
5.2 and 7.2 teach together
Introduce adding and subtracting vertically. This is not a common core standard, but we feel it is important for CRT’s. Use lessons 2.4 and 4.3 in Harcourt.
Urge students towards internalizing facts using strategies and not relying on fingers/number line.
HC p. 71 A and p. 71 B
HC p.101 A and p.101B
Lessons for Algebraic Thinking by Marilyn Burns p. 89 – Worns (you could change the number that you add on)
1.OA.6 Learn the strategy of doubles
5.3 HC p. 75 B – Advanced Learners
1.OA.1 Use objects, drawings and equations to represent the word problems and solve
There are three kinds of problems: result unknown, change unknown, and start unknown.
5.4 Write equations using a Montana Indian context
Use Model Drawing
HC p. 77 A and p. 77 B
1.OA.6 Demonstrate fluency for +/- within 10
Use strategies of count on and count back with 1, 2, 3, add/subtract 0, subtract all, and +/-doubles
6.1 and 8.1 teach together
These Harcourt lessons do not have subtraction of doubles . (10-5=). You will need to supplement.Continue to urge students towards internalizing facts using strategies and not relying on fingers/number line.
HC p. 85 A and p. 85 B
1.OA.4 Understand subtraction is an unknown addend problem.
7.38.28.4
Introduce the fact family
HC p. 105 A and 105 B
HC p. 117 A and p. 117 B
HC p. 121 A and 121 B
1.OA.6
1.OA 5
Add within 20 using the strategy of counting on and counting back
Relate counting to addition and subtraction.
6.48.3
Make sure students have plenty of practice with finding the rule in a pattern. Take from input/output boxes and change to linear form.EX. 7,9,11,13,15, the rule is +2 and we continue to grow the pattern.20,17,14,11,8,5,2 the rule is -3.
Lessons for Algebraic Thinking by Marilyn Burns p. 68 – Two of Everything. Page 2 – Caterpillars. Page 24 – Birthday Candles
1.OA.11.OA.8
Use objects, drawings and equations to represent the word problems and solve
There are three kinds of problems: result unknown, change unknown, and start unknown.Understand that when solving an addition problem they can use subtraction to find the unknown and vice versa for subtraction
7.46.58.5
Write equations using a Montana Indian context
Use Model Drawing
1.OA.3 Commutative property of addition (if 8+3 is known then 3+8 is also known)
6.26.3
Unit Three Graphs, numbers to 100, and facts to 12 (Chapters 9-14)
Graphs (Chapter 9)
Common Core Standard
Emphasis Harcourt Lessons
Additions/Deletions Supplemental Resources
1.MD.4 Organize, represent, and interpret data with up to 3 categories
9.19.29.3.9.49.59.69.725.3
9.1 could also fall under standard 1.G.1.
Ask questions such as:How many in all? (total # of people surveyed)How many in each category?How many more or less are in one category than in another?
Don’t wait until you are done with the first 2 units to start graphing. There are so many great opportunities to graph starting at the beginning of the year. Continue all the way throughout the year.
Place Value to 100 (Chapter 10)
Common Core Standard
Emphasis Harcourt Lessons
Additions/Deletions Supplemental Resources
1.NBT.2 Understanding that the place value of a 2-digit number is represented by tens and ones.
10.110.210.310.410.5
Place can also be taught through Every Day Counts calendar on a daily basis.
This is a great place to talk about pennies, nickels and dimes.
Teaching Number Sense by Chris Confer (Math Solutions) p. 35 – Guess My Number – This would be a great game to teach the students and they can play when they have a few minutes during the day.
1.NBT.5 Understand how to mentally find 10 more or 10 less than any number without counting and explain reasoning.
10.210.310.4
Comparing and ordering numbers (Chapter 11)
Common Core Standard
Emphasis Harcourt Lessons
Additions/Deletions Supplemental Resources
1.NBT.3 Compare 2-digit numbers, recording the results of comparisons with the symbols >, =, <.
11.111.211.3
These concepts need to be covered throughout the year not just in chapter 11.
Lessons for Algebraic Thinking by Marilyn Burns p. 12 – Comparing Handfuls.
Teaching Number Sense by Chris Confer (Math Solutions) p. 26 – Spill and Compare.
HC p. 1901.NBT.1 Count to 120, starting at
any number less than 120.
11.411.5
Incorporate this daily in calendar.
HC p. 181B HC p. 183B
1.NBT.5 Understand how to mentally find 10 more or 10 less than any number without counting and explain reasoning.
11.6 Incorporate this daily in calendar.
1.NBT.6 How to subtract multiples of ten using a concrete model and relating it to a written method.
11.6 Use HC p. 185A – Getting Started Options. Provide many opportunities to model with the ones and tens chart.
HC p. 185B (advanced learners)
Number Patterns (Chapter 12)
Common Core Standard
Emphasis Harcourt Lessons
Additions/Deletions Supplemental Resources
1.NBT.5 Understand how to mentally find 10 more or 10 less than any number without counting and explain reasoning.
12.3 Lessons 12.1, 12.2, 12.4, 12.5, and 12.6 are not specific to the common core standards. These are some foundational skills that should be taught throughout the year as time permits.
HC p. 197B
Addition and subtraction facts to 12 (Chapter 13)
Common Core Standard
Emphasis Harcourt Lessons
Additions/Deletions Supplemental Resources
1.OA.5 Use the strategy of counting on/back.
Using a number line to count on/back.
13.113.5
Lessons for Algebraic Thinking by Marilyn Burns p. 99 – Cows and Chickens. Page 114 – People Patterns.
HC p. 211B1.OA.6
Add within 20 using the strategy of double and doubles plus one.
13.2Urge students towards internalizing facts using strategies and not relying on fingers/number line.
Show and Tell by Linda Dacey and Rebeka Eston – Chapters 3 & 4
HC p. 213A&B
1.OA.31.OA.2
Apply commutative property of addition.
Encourage students to use a strategy (make a ten, doubles) to add two numbers first, then add the third number.
13.3 1.OA.2 is not covered in Harcourt, you will need to create word problems using 3 whole numbers whose sum is less than or equal to 20. You will need to include equations using a Montana Indian context
Show and Tell by Linda Dacey and Rebeka Eston – Chapters 3 & 4
HC p. 215A&B
1.OA.1 Use objects, drawings and equations to represent the word problems and solve.
There are three kinds of problems: result unknown, change unknown, and start unknown.
13.4 Add problems with change unknown and start unknown.
Write equations using a Montana Indian context
Show and Tell by Linda Dacey and Rebeka Eston – Chapters 3 & 4
1.OA.6 Add within 20 using the strategy of subtracting to compare two numbers.
13.6 Urge students towards internalizing facts using strategies and not relying on fingers/number line. Start talking about subtract to compare when subtraction is first introduced.
HC p. 222 Challenge and Problem solving p. 13.6 and provide many more examples for students to practice.
Practice addition and subtraction facts (Chapter 14)
Common Core Standard
Emphasis Harcourt Lessons
Additions/Deletions Supplemental Resources
1.OA.1
1.OA.4
1.OA.5
1.OA.6
1.OA.8
Use objects, drawings and equations to represent the word problems and solve.
There are three kinds of problems: result unknown, change unknown, and start unknown.
Understand subtraction is an unknown addend problem.
Count on or back from any number within 20
Add within 20 using the strategy of counting on and counting back.
Understand that when solving an addition problem they can use subtraction to find the unknown and vice versa for subtraction.
14.114.214.314.414.5
Write equations using a Montana Indian context
Minilessons for Math Practice by Rusty Bresser and Caren Holtzman
Unit 4: Geometry and addition and subtraction to 20 (chapters 15- 20)
Solid figures and plane shapes (Chapter 15)
Common Core Standard
Emphasis Harcourt Lessons
Additions/Deletions Supplemental Resources
1.G.1
1.G.2
Distinguish between defining and non-defining attributes and be able to build and draw shapes that possess these attributes.
Compose two-dimensional and three-dimensional shapes. Use these shapes to create composite shapes, and make new shapes from the composite shapes.
15.115.215.315.415.5
Spatial Sense (Chapter 16)
Common Core Standard
Emphasis Harcourt Lessons
Additions/Deletions Supplemental Resources
1.G.1 Distinguish between defining and non-defining attributes and be able to build and draw shapes that possess these attributes.
16.1
Addition facts and strategies (Chapter 18)
Common Core Standard
Emphasis Harcourt Lessons
Additions/Deletions Supplemental Resources
1.OA.3
1.OA.6
1.MD.4
Commutative property of addition (if 8+3 is known then 3+8 is also known).
Add within 20 using the strategy of counting on and counting back.
Organize, represent, and interpret data with up to 3 categories.
18.118.218.318.418.518.6
Urge students towards internalizing facts using strategies and not relying on fingers/number line.
Use the resources listed at the top of this document to supplement lessons.
Subtraction facts and strategies (Chapter 19)
Common Core Standard
Emphasis Harcourt Lessons
Additions/Deletions Supplemental Resources
1.OA.4
1.OA.5
1.OA.6
Understand subtraction is an unknown addend problem.
Relate counting to addition and subtraction.
Add within 20 using the strategy of counting on, counting back and doubles.
19.119.219.3
Urge students toward internalizing facts/using strategies and not relying on fingers.
Use the resources listed at the top of this document to supplement lessons.
HC p. 319A&B
HC p. 321B
Addition and subtraction practice (Chapter 20)
Common Core Standard
Emphasis Harcourt Lessons
Additions/Deletions Supplemental Resources
1.OA.6 Adding and subtracting within 20 using the following strategies:counting on with 1,2,and 3, making a ten, decomposing a number leading to a 10, relationship between adding and subtracting, related facts, doubles, and doubles plus one.
20.1 HC p. 331B
1.OA.4 Understand subtraction is an unknown addend problem.
20.2 HC p. 333B
1.OA.6 Adding and subtracting within 20 using the following strategies:counting on with 1,2,and 3, making a ten, decomposing a number leading to a 10, relationship between adding and subtracting, related facts, doubles, and doubles plus one.
20.3 HC p. 335B
1.OA.1 Use objects, drawings and equations to represent the word problems and solve.
There are three kinds of problems: result unknown, change unknown, and start unknown.
20.4 Write equations using a Montana Indian context
HC p. 337B
Unit 5: Money, time and fractions (Chapters 21-25)
Fractions (Chapter 21)
Common Core Standard
Emphasis Harcourt Lessons
Additions/Deletions Supplemental Resources
1.G.3 Circles and rectangles can be divided into equal parts (halves, fourths, quarters).
21.121.221.4
The focus needs to be on the understanding the whole and parts of a whole in regards to halves, fourths, and quarters.
HC p. 351B Cuisenaire
Rods HC p. 353B HC p. 357B
Telling time (Chapter 24)
Common Core Standard
Emphasis Harcourt Lessons
Additions/Deletions Supplemental Resources
1.MD.3 Tell and write time in hours and half hours using digital and analog clocks.
24.124.324.424.5
24.2, this lesson is not part of the standard.
Unit 6: Measurement, operations, and data
Measurement (Chapter 26)
Common Core Standard
Emphasis Harcourt Lessons
Additions/Deletions Supplemental Resources
1.MD.11.MD.2
Order three objects by length.
Order two objects and compare those by a third object.
How you measure with a nonstandard unit. (end to end with no gaps)
26.126.2
In science and other problems-discuss which tool would be the most appropriate. Then have a discussion/instruction on how to correctly use the tool. (cubes, paperclips, rulers)
26.6 uses estimation and you should continue to estimate where ever it is applicable. This is a skill that we need to work on all year.
Use objects from Montana American Indians t as a unit of non-standard measurement or to compare
HC p. 439B HC p. 441B
Adding and subtracting two digit numbers (Chapter 29)
Common Core Standard
Emphasis Harcourt Lessons
Additions/Deletions Supplemental Resources
1.NBT.5
1.NBT.4
Given a two digit number, mentally find 10 more or 10 less without having to count
Emphasis making groups of 10 when adding a 2 digit and a 1 digit number
29.129.229.429.5
29.3 and 29.6 adding and subtracting money
We need to provide many experiences with cubes, tens frames, hundreds charts, and number lines when adding 2 digit numbers.
HC p. 487B HC p. 489B HC p. 493B HC p. 495B