knott county public schools grade 2012-201… · web viewin this range, read and write numerals...

KNOTT COUNTY PUBLIC SCHOOLSCURRICULUM FRAMEWORK FOR Mathematics GRADE 1

(Chapter 1 Numbers to 10)

Duration: 9 days Map: 1.1 – 1.2Big Idea: Count and compare numbers to 10.

Essential Vocabulary:Lesson 1: zero, one, two, three, four, five, six, seven, eight, nine, tenLesson 2: Same, more, fewer, greater than, less thanLesson 3: pattern, more than, less than

Teacher Resources/Notes

Common Core Standard Learning Targets Suggested ActivitiesHow will we

teach this content?

AssessmentHow will students be

formatively and summatively assessed to find out what they

already know, and what they’ve learned?

WHOLE CHAPTER RESOURCES

*primarygames.com(The Number Game)

*ixl.com (Counting Review 0-10)

*ixl.com (Comparing)

1.NBT.1Extend the counting sequence. 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. I can count from 0 to 10 objects.2. I can read numbers 0 to ten.3. I can write number words 0 to 10.

Lesson 1, pp. 4-12 Counting to 10.

FORMATIVE ASSESSMENTS1. Provide connecting

cubes to students; teacher will give number orally while student shows that number.

2. Teacher will show students number words 0-10 and student will

1

*Dr. Jean Songs

*unitedstreaming.com

* Number Songswww.littlegiraffes.com/mathnumberwordsongs.html

count and show the number;

3. Teacher will orally give students a number and students will write the word name for that number (0-10)

SUMMATIVE ASSESSMENTS1. Chapter 1 Test Prep, Assessments 1A, pp.

1.OA.1Represent and solve problems involving addition and subtraction.Use addition and subtraction within 20 to solve word problems involvingsituations 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.I can compare two sets of objects by using one-to-one correspondence2.I can identify the set that has more objects.3.I can identify the set that has fewer objects.4.I can identify the set that has the same number of objects. 5.I can identify the number that is greater than another number.6.I can identify the number that has less than another number.

Lesson 2, pp. 13-19 Comparing Numbers

Formative Assessment:1. Students will complete

workbook practice pages 8-9;

2-4. Teacher shows two sets of objects (A/B); student writes the more, fewer, and same number on marker board;5-6.Students are provided with Let’s Practice page 19 and asked to complete as exit slip.

1.OA.5Add and subtract within 20.Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

1.I can make a number pattern. Lesson 3, pp. 20-26 Making Number Patterns

Formative Assessment:1. Let’s Practice page 25

#5-9

1.OA.1Represent and solve problems

1.I can compare numbers in a group.

Problem Solving p. 26

Formative Assessment:1. Workbook page 17;

2

involving addition and subtraction.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.

2.I can group numbers according to their pattern.

Put on Your Thinking Cap!

2. Problem Solving textbook page 26.

SUMMATIVE ASSESSMENTS*Chapter 1 Test Prep: Numbers to 10, pp. 2-6


3

(Chapter 2 Number Bonds)

Duration: 6 days Map: 1.2 - 1.3Big Idea: Number bonds can be used to show parts and whole.

Essential Vocabulary:Lesson 1: part, whole, number bond


Common Core Standard Learning Targets Suggested Activities

How will we teach this content?

AssessmentHow will students be formatively

and summative assessed to find out what they already know, and what

they’ve learned?


*letsplaymath.net(number bonds)


*ictgames.com (Save the Whale, Version 2)

1.OA.1Represent and solve problems involving addition and subtraction.Use addition and subtraction within 20 to solve word problems involvingsituations 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.I can use connecting cubes to find number bonds.2.I can use a math balance to find number bonds.3.I can find different number bonds from numbers to 10.

Lesson 1, pp. 30-36 Making Number Bonds

Problem Solving P. 37 Put on Your Thinking Cap!

FORMATIVE ASSESSMENTS1. Use connecting cubes to

show the different ways to make a number 1-10;

2. Use balance to model parts to whole;

3. Use number bracelets, connecting cubes, and/or number bond plates

SUMMATIVE ASSESSMENTS1. Chapter 2 Test Prep:

Number Bonds, pp. 10-142. Cumulative Review for

Chapters 1 and 2,

4

Workbook 1A, pp. 35-40


(Chapter 3 Addition Facts to Ten)

Duration: 15 days

5

Map: 1.4 – 1.5Big Idea: Addition can be used to find how many in all.

Essential Vocabulary:Lesson 1: add, plus (+), equal to (=), addition sentence, more thanLesson 2: addition story


Common Core Standard Learning Targets Suggested Activities






*primary games.com(Add’em Up & Two Minute Warning)

*ixl.com

*nctm.illuminations.org

*ixl.com (Addition & Addition Skill

1.OA.1Represent and solve problems involving addition and subtraction.Use addition and subtraction within 20 to solve word problems involvingsituations 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.8Work with addition and subtraction equations.Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. For example,

1.I can count on to add.2.I can use number bonds to add in any order.3.I can write and solve addition sentences.

Lesson 1, pp. 42-52 Ways to Add

FORMATIVE ASSESSMENTS1. Let’s Practice page

47, #1-62-3. Workbook pages

45-47;

6

Builders)

*illuminations.nctm/org (How Many Under the Shell? & Ten Frame)

*ictgames.com (Number Facts Bingo)

determine the unknown number that makes the equation true in each of the equations 8 +? = 11, 5 = � – 3, 6 + 6 = �.

1.OA.8Work with addition and subtraction equations.Determine the unknown whole number in an addition or subtraction equation relating to 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.I can tell additions stories about pictures.2.I can write addition sentences.

Lesson 2, pp. 53-56 Making Addition Stories

Formative Assessments:1-2. Let’s practice page 56 and/or Math Talk At the Frog Pond

1.OA.8Work with addition and subtraction equations.Determine the unknown whole number in an addition or subtraction equation relating to 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.I can write addition stories.2.I can solve real-world problems.

Lesson 3, pp. 57-60 Real-World Problems: Addition

Formative Assessment:1. Provide math talk

picture and students create addition story;

2. Workbook pages 55-56.

1.OA.8Work with addition and subtraction equations.

1.I can analyze parts and whole.

Problem Solving p. 61 Put on Your

SUMMATIVE ASSESSMENTS*Chapter 3 Test Prep:

7

Determine the unknown whole number in an addition or subtraction equation relating to 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 = �.

Thinking Cap! Addition Facts to 10, pp. 17-20

Formative Assessments:1. Workbook page 57

and/or 58.


(Chapter 4 Subtraction Facts to 10)

Duration: 15 days Map: 1.6 – 1.7

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Big Idea: Subtraction can be used to find how many are left.

Essential Vocabulary:Lesson 1: take away, subtract, minus (-), subtraction sentence, less thanLesson 2: subtraction storyLesson 4: fact family


Common Core Standard Learning Targets Suggested ActivitiesHow will we

teach this content?





*kidport.com (Subtraction)

*www.toonuniversity.com/free/math-games-1st-3rd-a.asp(simple subtraction)


*ixl.com (Subtraction & Subtraction Skill Builders)

1.OA.1Represent and solve problems involving addition and subtraction.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.4Understand and apply properties of operations and the relationship between addition and subtraction.Understand subtraction as an unknown-addend problem.1.OA.6Add And subtract within 20.Add and subtract within 20, demonstrating

1.I can use the take away strategy to subtract.2.I can use the count on strategy to subtract.3.I can use the count back strategy to subtract.4.I can use number bonds to subtract.5.I can write and solve subtraction sentences.

Lesson 1, pp. 67-76A Ways to Subtract

Formative Assessments:1. Hands-on Activity Pg. 68.2. Lets Practice problems 3-6 page. 73.3. Lets Practice problems 7-10 pgs. 73.4. Lets Practice page 76.5. Subtraction Story Cards.

9

*illuminationsnctm/org (How Many Under the Shell?)

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.7Work with addition and subtraction equations.Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.1.NBT.4Use place value understanding and properties of operations to add and subtract.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.OA.4Understand and apply properties of operations and the relationship between addition and subtraction.

1.I can tell subtraction stories about pictures.2.I can write subtraction sentences.

Lesson 2, pp. 77-81A Making Subtraction

Formative Assessment:1. Lets Practice page 80.2. Give students a story problem and let them use

10

Understand subtraction as an unknown-addend problem.1.OA.6Add and subtract within 20.Add and subtract within 20, demonstrating fluency for addition andsubtraction within 10. Use strategies such as counting on; making ten(e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading toa ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship betweenaddition 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.7Work with addition and subtraction equations.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.8Work with addition and subtraction equations.Determine the unknown whole number in an addition or subtraction equation relating to 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 = �.

Stories white boards to write the subtraction sentence for the story problem.

11

1.OA.1Represent and solve problems involving addition and subtraction.Use addition and subtraction within 20 to solve word problems involvingsituations 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.4Understand and apply properties of operations and the relationship between addition and subtraction.Understand subtraction as an unknown-addend problem.1.OA.6Add and subtract within 20.Add and subtract within 20, demonstrating fluency for addition andsubtraction within 10. Use strategies such as counting on; making ten(e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading toa ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship betweenaddition 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.I can write subtraction sentences.2.I can solve real-world word problems.

Lesson 3, pp. 82-84 Real-World Problems:Subtraction

Formative Assessment:1. Use Lets Practice Problem #1 on page 84 to create a number sentence.2. Lets Practice problem #2 on page 84.

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1.OA.7Work with addition and subtraction equations.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.8Work with addition and subtraction equations.Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers.1.OA.1Represent and solve problems involving addition and subtraction.Use addition and subtraction within 20 to solve word problems involvingsituations 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.4Understand and apply properties of operations and the relationship between addition and subtraction.Understand subtraction as an unknown-addend problem.1.OA.6Add and subtract within 20.Add and subtract within 20, demonstrating

1.I can relate addition and subtraction sentences.2.I can write fact families.3.I can use fact families to solve real-world problems.

Lesson 4, pp. 85-89 Making Fact Families

Formative Assessment:1. Lets Practice page 89.2. Lets Practice page 89 problem #2.3. Lets Practice page 89 problem #1.

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fluency for addition andsubtraction within 10. Use strategies such as counting on; making ten(e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading toa ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship betweenaddition 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.7Work with addition and subtraction equations.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.4Understand and apply properties of operations and the relationship between addition and subtraction.Understand subtraction as an unknown-addend problem.1.OA.6Add and subtract within 20.Add and subtract within 20, demonstrating fluency for addition andsubtraction within 10. Use strategies such as counting on; making ten

1.I can use guess and check to solve part of a problem.

Problem Solving, pp.90-91

Formative Assessment:1. Workbook A page 84.

SUMMATIVE ASSESSMENTS*Chapter 4 Test Prep: Subtraction Facts to 10, pp. 23-27

*Cumulative Review for Chapters 3 and 4, Workbook 1A, pp. 89-92

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(e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading toa ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship betweenaddition 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.7Work with addition and subtraction equations.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.


(Chapter 5 Shapes and Patterns)

Duration: 15 days Map: 1.8-2.1 (Also cover equal shares (fractions) ½ ¼) This is not in textbookBig Idea: Explore, identify, and compare plane and solid shapes in patterns and in the real world.

15

Essential Vocabulary:Lesson1: circle, triangle, square, rectangle, side, corner, sort, color, alike, shape, size, differentLesson 2: rectangular prism, cube, sphere, cone, cylinder, pyramid, stack, slide, rollAddition Vocabulary: halves, fourths, quarters, fourth of, half of, quarter of, equal shares


Common Core Standard Essential Question/Learning Targets

Suggested ActivitiesHow will we

teach this content?


formatively and summatively assessed to

find out what they already know, and what they’ve

learned?WHOLE CHAPTER RESOURCES

*ixl.com (Geometry & Patterns)

*Primarygames.com(Shapes Sorter & Pattern Mania)

*www.iq.poquoson.Org (interactive quizzes)

1.G.1Reason with shapes and their attributes.1. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size) ; build and draw shapes to possess defining attributes.1.G.2Reason with shapes and their attributes.Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes fromthe composite shape.

1.G.3 Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths,

1.I can identify plane shapes.2.I can classify plane shapes.3.I can describe plane shapes.4.I can make shapes that are the same.5.I can make shapes that are different.

1.I can identify equal shares.2.I can identify two equal shares.

Lesson 1, pp. 98-109Exploring Plane Shapes

Formative Assessments:1. Use dry erase boards to write the name of plane shapes the teacher displays.2. Hands-On Practice page 103 in Student Book A.3. Have plane shapes in a paper bag. Have students take turns pulling out a shape and describing the shape.4. Let’s Explore page 108 problem #1.5. Let’s Explore page 108 problem #2.

Formative Assessment:1. Problem #8 on page 107.2. Give students a sheet of paper and have them divide

16

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.

3.I can identify four equal shares.4.I can describe halves as two equal shares.5.I can describe fourths (quarters) as 4 equal shares.6.I can describe “half of” as two equal shares.7.I can describe two equal shares as a whole.8.I can describe four equal shares as a whole.9.I can prove that a divided circle/rectangle can be divided into smaller pieces.

into 2 equal shares. 3. Give students a sheet of paper and divide into 4 equal shares.4.

1.G.2Reason with shapes and their attributes.Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes fromthe composite shape.

1.I can identify solid shapes.2.I can classify solid shapes.3.I can sort solid shapes.

Lesson 2, pp. 110-115 Exploring Solid Shapes

Formative Assessment:1. Hold up a solid shape and ask what shape is this?2. Hold up a solid and ask students which group on page 111 in Student Book does it belong in.3. Give students solid shapes and have them sort the shapes.

1.G.2Reason with shapes and their attributes.Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-

1.I can combine plane shapes.2.I can combine solid shapes.3.I can separate plane shapes.4.I can separate solid shapes.

Lesson 3, pp. 116-123 Making Pictures and Models with

Formative Assessment:1. Hands-On Activity page 118.2. Hands-On Activity page 122.

17

dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes fromthe composite shape.1.G.3Reason with shapes and their attributes.Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of,or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.

Shapes 3. Hands-On Activity page 119.4. Lets Practice page 123.

. 1.G.2Reason with shapes and their attributes.Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes fromthe composite shape.

1.I can identify plane shapes in real life.2.I can identify solid shapes in real life.

Lesson 4, pp 124-128 Seeing Shapes Around Us

Formative Assessment:1. Lets Practice page 127 problem 1 and 2.2. Lets Practice page 127-128 problems 3-5.

No Common Core State Standards 1.I can use plane shapes to create patterns.2.I can use plane shapes to identify patterns.3.I can use plane shapes to extend patterns.

Lesson 5, pp 129-131Making Patterns with Plane Shapes

Formative Assessment:1. Hands-On Activity page 130.2. Problem of the Lesson page 130 in Teachers Manual.3. Lets Practice page

18

131.

No Common Core State Standards 1.I can identify patterns made with solid shapes.2.I can extend patterns made with solid shapes.3.I can create patterns with solid shapes.

Lesson 6, pp. 132-134 Making Patterns with Solid Shapes

Formative Assessment:1. Display a pattern using solid shapes. Have students tell the pattern for the display.2. Let’s Practice page 134 problem #1 and 3.3. Give students solid shapes and have them create their own solid shape pattern.

Geometry: 1.G.2Reason with shapes and their attributes.Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes fromthe composite shape.

1.I can explain how shapes are sorted.2.I can extend patterns.

Problem Solving p. 135 Put on Your Thinking Cap!

Formative Assessment:1 and 2. Put on Your Thinking Cap activity on page 135.

SUMMATIVE ASSESSMENTS*Chapter Review/Test, Workbook 1A, pp. 133-136*Chapter 5 Test Prep: Shapes and Patterns, pp. 40-44

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(Chapter 6 Ordinal Numbers and Positions)

OMIT-NOT IN KY CORE ACADEMIC STANDARDSThis content can be covered during calendar activities.Big Idea: Numbers and words can be used to describe order and position.

20

Essential Vocabulary:Lesson1: first, third, fifth, seventh, ninth, last, second, fourth, sixth, eighth, tenthLesson 2: before, between, right, under, below, in front of, down, far, after, left, next to, above, behind, up, near


Common Core Standard

Essential Question/Learning Targets

Suggested ActivitiesHow will we teach this

content?




learned?1. I can use ordinal numbers to tell position.

Lesson 1, pp. 140-144 Ordinal Numbers

1. Students will complete Let’s practice page 144, problems 1-7.

1. I can use position words to name relative positions.

Lesson 2, pp. 145-157 Position Words

1. Students will complete the Let’s practice page 150, problems 1-6.

2. I can use deductive reasoning to solve problems.

Problem Solving pp. 157-159 Put on Your Thinking Cap!

2. Students will complete the Put on Your Thinking Cap on page 157-159.

SUMMATIVE ASSESSMENTS*Chapter Review/Test, Workbook 1A, pp 151-154*Chapter 6 Test Prep: Ordinal Numbers and

21

Position, pp. 48-52*Cumulative Review for Chapters 5 and 6



Duration: 15 days Map: 2.3-2.4Big Idea: Count, compare, and order numbers to 20.

22

Essential Vocabulary:Lesson 1: eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twentyLesson 2: place-value chartLesson 3: greatest leastLesson 4: order



Suggested Activities





learned?WHOLE CHAPTER RESOURCES

*ixl.com (Counting Review up to 20)

1.NBT.1Extend the counting sequence.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.aUnderstand place value.Understand that the two digits of a two-digit number represent amountsof tens and ones. Understand the following as special cases: a) 10 can be thought of as a bundle of ten ones — called a “ten.”1.NBT.2.bUnderstand place value.Understand that the two digits of a two-digit number represent amountsof tens and ones. Understand the following as special cases: b) The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six,

1.I can count on from 10 to 20.2.I can read numbers and words 11 to 20.3.I can write 11 to 20 in numbers and words.

Lesson 1, pp. 165-170 Counting to 20

1. Students will complete the Let’s Practice page 170 problems 1-2. 2. Students will complete reteach page 106.3. Give students a sheet of paper and have them write 11-20 in numbers and words.

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seven, eight, or nine ones.1.NBT.1Extend the counting sequence.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.aUnderstand place value.Understand that the two digits of a two-digit number represent amountsof tens and ones. Understand the following as special cases: a) 10 can be thought of as a bundle of ten ones — called a “ten.”1.NBT.2.bUnderstand place value.Understand that the two digits of a two-digit number represent amountsof tens and ones. Understand the following as special cases: b) The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.

1.I can use a place-value chart to show numbers up to 20.2.I can show objects up to 20 as tens and ones.

Lesson 2, pp. 171-174 Place Value

1. Students will complete the Hands-On Activity on page 173. 2. Students will complete the Problem of the Lesson on page 172 in the Teachers Edition.

1.NBT.2.aUnderstand place value.Understand that the two digits of a two-digit number represent amountsof tens and ones. Understand the following as special cases: a) 10 can be thought of as a bundle of ten ones — called a “ten.”1.NBT.2.b

1.I can compare numbers to 20. Lesson 3, pp. 175-182 Comparing Numbers.

1. Students will complete the Let’s Practice activity on page 180, problems 1 and 2.

24

Understand place value.Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: b) The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.1.NBT.1Extend the counting sequence.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.bUnderstand place value.Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: b) The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.1.NBT.3Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

1.I can put numbers in order by the number pattern.

Lesson 4, pp. 183-188 Making Patterns and Ordering Numbers.

1. Students will complete Lets Practice problems 9-12 on page 188.

1.NBT.2.bUnderstand place value.Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as

1.I can use number patterns to find missing numbers.2. I can put numbers in order from least to greatest/greatest to least.


1. Students will complete Lets Practice problems 1-8 on page 187.2. Students will

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special cases: b) The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.1.NBT.3Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

complete Lets Practice problems 13-14 on page 188.

SUMMATIVE ASSESSMENTS*Chapter Review/Test, Workbook 1A, pp. 187-190*Chapter 7 Test Prep: Numbers to 20, pp, 55-57


Chapter 8 Addition and Subtraction Facts to 20

Duration: 10 days Map: 2.5-2.6Big Idea: Different strategies can be used to add and subtract.

Essential Vocabulary:Lesson 1: group, doubles fact, same, doubles plus one

26


Common Core Standard Essential Question/Learning

Targets






learned?*ixl.com (Mixed Operations)

1.OA.1Represent and solve problems involving addition and subtraction.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.6Add and subtract within 20.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.7Work with addition and subtraction equations.Understand the meaning of the equal sign, and

1.I can add 1 and 2-digit numbers in many different ways.

Lesson 1, pp. 195-202 Ways to Add

1. Students will complete Hands-On Activity page 196 in student books.

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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.8Work with addition and subtraction equations.Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers.1.NTB.4Use place value understanding and Properties of operations to add and subtract.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.OA.1Represent and solve problems involving addition and subtraction.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.I can subtract a 1-digit number from a 2-digit number without regrouping.2.I can subtract a 1-digit number from a 2-digit number with regrouping.

Lesson 2, pp. 203-208 Ways to Subtract

1. Students will complete Lets Practice problems 1 and 2 on page 208 in student book.2. Students will complete Lets Practice problems 5-6 on page 208 in student book.

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1.OA.4Understand and apply properties of operations and the relationship between addition and subtraction.Understand subtraction as an unknown-addend problem.1.OA.6Add and subtract within 20.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.7Work with addition and subtraction equations.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.8Work with addition and subtraction equations.Determine the unknown whole number in an addition or subtraction equation relating to 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 = �.

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1.NTB.4Use place value understanding and Properties of operations to add and subtract.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.OA.1Represent and solve problems involving addition and subtraction.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.6Add and subtract within 20.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

1.I can solve real-world problems.

Lesson 3, pp. 209-213 Real-World Problems: Addition and Subtraction Facts

Problem Solving pp. 214-215 Put on Your Thinking Cap!

1. Students will complete Lets Practice problem 1 on page 210 in student book.

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(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.7Work with addition and subtraction equations.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.NTB.4Use place value understanding and Properties of operations to add and subtract.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.

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Chapter 9 Length

Duration: 10 days Map: 2.7-2.8Big Idea: Compare the height and length of things. Measure with non-standard units to find length.

Essential Vocabulary:Lesson 1: tall/taller, short/shorter, long/longerLesson 2: tallest, shortest, longestLesson 3: start lineLesson 4: aboutLesson 5: unit

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learned?1.MD.1Measure lengths indirectly and by iterating length units.Order three objects by length; compare the lengths of two objects indirectly by using a third object.

1.I can compare two lengths using the words tall/taller.2.I can compare two lengths using the words long /longer.3.I can compare two lengths using the words short/shorter.

Lesson 1, pp. 221-225 Comparing Two Things

Formative AssessmentI Can statements 1-3. Lets Practice problems 1-4 on page 225 in students’ book.

1.MD.1Measure lengths indirectly and by iterating length units.Order three objects by length; compare the lengths of two objects indirectly by using a third object.

1.I can compare the lengths of two objects with a third object.2.I can compare more than two lengths using the word tallest.3.I can compare more than two lengths using the word longest.4.I can compare more than two lengths using the word shortest.

Lesson 2, pp. 226-230 Comparing More Than Two Things

Formative Assessment:1. Problem of the Lesson on page 227 in Teachers Edition.2-4. Lets Practice problems 1-5 on page 230 in student edition.

1.MD.1Measure lengths indirectly and by iterating length units.Order three objects by length; compare the lengths of two objects indirectly by using a third object. 1.MD.2Measure lengths indirectly and by iterating length units.Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit)

1.I can use a starting point when comparing lengths.

Lesson 3, pp. 231-233 Using a Start Line

Formative Assessment:1. Hands-On activity page 232.

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end to end; understand that the length measurement of an object is the numberof 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.2Measure lengths indirectly and by iterating length units.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 numberof 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.I can measure the length of something using non-standard units.2.I can measure the same item with different non-standard units and get different measurements.

Lesson 4, pp. 234-239 Measuring Things

Formative Assessment:1. Use Hands-On Activity page 237.

2. Use Hand-On Activity page 238.

1.MD.1Measure lengths indirectly and by iterating length units.Order three objects by length; compare the lengths of two objects indirectly by using a third object. 1.MD.2Measure lengths indirectly and by iterating length units.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

1.I can use the term “unit” to describe length.2.I can count measurement units in a group of ten and ones.

Lesson 5, pp. 240 Finding Length in Units

Formative Assessment:1-2. Use workbook pages 235-238.

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measurement of an object is the numberof 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.1Measure lengths indirectly and by iterating length units.Order three objects by length; compare the lengths of two objects indirectly by using a third object.

1.I can tell which objects can be measured and explain my thinking.


SUMMATIVE ASSESSMENTS*Chapter Review/Test, Workbook 1A, pp. 243-246*Chapter 9 Test Prep: Length, pp. 65-69*Cumulative Review for Chapters 7-9, Workbook 1A, pp. 247-252*Mid-year Review Test Prep, Workbook 1A, pp. 252-264*Mid-Year Test, pp. 70-82

Formative Assessment: 1. Use WB pages 239

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(Chapter 10 Weight)

Duration: 7 days NOTE: This chapter will be taught at the end of the school year.Map:2.9-3.1Big Idea: The weight of things can be compared and measured with non-standard units.

Essential Vocabulary:Lesson 1: heavy, heavier, heaviest, light, lighter, lightest, weight, as heavy asLesson 3: unit

Teacher’s Resources/Notes


Suggested ActivitiesHow will we teach this

content?




learned?No Common Core State Standards for this grade.

1.I can compare the weight of two objects using the terms “heavy”, “heavier”, “light”, “lighter”, and “as heavy as”.2.I can compare the weight of more than two objects using the terms,

Lesson 1, pp 6-12 Comparing Things

Formative Assessment:1. Students will complete Let’s Practice problems 1-3 on page 12 in student book.2. Students will complete Let’s Practice

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“lightest” and “heaviest”. problems 4-5 on page 12 in student book.

No Common Core State Standards for this grade.

1.I can use a non-standard object to find the weight of things.2.I can use a non-standard object to measure the weight of things.

Lesson 2, pp. 13-17Finding the Weight of Things

Formative Assessment:1. Students will complete Let’s Practice problems 1-3 on page 16 in student book.2. Students will complete Let’s Practice problems 4 and 8 on pages 16 and 17 in student book.


1.I can use the term “unit” when writing the weight of things.2.I can tell why there is a difference in a measurement when using different non-standard units.3.I can put objects in order according to their weight.

Lesson 3, pp. 18-22 Finding Weight in Units

Formative Assessment:1-3. Students will complete the Hands-On Activity on pages 19-20 in student book.


1.I can look at pictures of objects and tell which are lighter and which are heavier.

Problem Solving , pp. 23 Put on Your Thinking Cap!

Formative Assessment:1. Put on Your Thinking Cap page 23.

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(Chapter 11 Picture Graphs and Bar Graphs)

Duration: 10 days Map: 3.2 – 3.3Big Idea: Picture graphs, tally charts, and bar graphs can be used to display data.

Essential Vocabulary:Lesson 1: data, picture graph, more, most, fewer, fewestLesson 3: tally mark, tally chart, bar graph



Targets






learned?1.MD.4Represent and interpret data.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.

1.I can collect and organize data.2.I can show data as a picture graph.3.I can understand data shown in a picture graph.

Lesson 1, pp. 30-35 Simple Picture Graphs

Formative Assessment:1. 5-minute Warm Up on page 30 of teachers edition.2. Problem of the Lesson on page 31 in teachers’ edition.3. Let’s Practice page 35 in student book.

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1.MD.4Represent and interpret data.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.

1.I can collect and organize data.2.I can draw picture graphs.3.I can understand the data shown in picture graphs using symbols.

Lesson 2, pp. 36-41 More Picture Graphs

Formative Assessment:1-2. Hands-On Activity on page 37 of student book.3. Students will complete Let’s Practice problems 1-4 on page 40 in student book.


1.I can make a tally chart.2.I can show data in a bar graph.3.I can understand data shown in a bar graph.

Lesson 3, pp. 42-48 Tally Charts and Bar Graphs

Formative Assessment1. Problem of the Lesson on page 45 in the Teachers Edition.2-3. Let’s Practice problems 1-4 on page 48 in student book.


1.I can fill in a graph using the information I read.

Problem Solving, pp. 49 Put on Your Thinking Cap!

1. Put on Your Thinking Cap page 49 in student book.

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Duration: 7 days Map: 3.3 – 3.4Big Idea: Count, compare, and order numbers from 1 to 40.

Essential Vocabulary:Lesson 1: twenty-one, twenty-two, twenty-three….fortyLesson 3: counting tape




teach this content?




learned?1.NBT.1Extend the counting sequence.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.aUnderstand place value.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.”

1.I can count on from 21 to 40.2.I can read 21 to 40 in numbers and words. 3.I can write 21 to 40 in numbers and words.


Formative Assessment:1. Count orally from 21 to 40.2. Use flash cards for numbers and words.3. Use dry erase boards to write numbers and number words.

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1.NBT.1Extend the counting sequence.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.aUnderstand place value.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.” 1.NBT.2.cUnderstand place value.Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: 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). (page 65)

1.I can use a place-value chart to show numbers up to 40.2.I can show objects up to 40 as tens and ones.


Formative Assessment:1 and 2. Use Place Value mats, rods and units to show a given number as it is called out.

1.NBT.1Extend the counting sequence.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. (page 66)1.NBT.2.aUnderstand place value.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.”

1.I can use a strategy to compare numbers to 40.2.I can compare numbers to 40.3.I can order numbers to 40.4.I can find a missing number in a number pattern.

Lesson 3, pp. 66-75 Comparing, Ordering and Patterns

Formative Assessment:1-2. Give students two numbers and have them compare the numbers using greater than and less than.3. Write numbers, out of order, on the board and have students put them in order to 40.4. Give students a number pattern with missing numbers and

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1.NBT.3Understand place value.Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

have them write the missing number.

1.NBT.3Understand place value.Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

1.I can put numbers in order according to a given pattern.

Problem Solving, pp.76-77 Put on Your Thinking Cap!

Formative Assessment:1. Provide index cards with numbers and have students put themselves in order based on pattern.Summative Assessment: *Chapter 12 Test Prep: Numbers to 40, pp. 102-104

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(Chapter 13 Addition and Subtraction to 40)

Duration: 16 days Map: 3.4-3.6Big Idea: Whole numbers can be added and subtracted with or without regrouping.

Essential Vocabulary:Lesson 1: count on, place-value chartLesson 2: regroupLesson 3: count back




teach this content?




learned?1.OA.5Add and subtract within 20. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Page 841.OA.7Work with addition and subtraction equations.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.I can add a 2-digit number with a 1-digit number without regrouping.2.I can add 2-digit numbers without regrouping.

Lesson 1, pp. 84-94 Addition Without Regrouping

Formative Assessment:1-2. Students will complete Let’s Practice problems 3-8 on page 93 in student book.

Summative Assessment: 1. Chapter test 2. Cumulative review

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1.OA.8Work with addition and subtraction equations.Determine the unknown whole number in an addition or subtraction equation relating to 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.2.aUnderstand place value.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.”1.NBT.2.cUnderstand place value.Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: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.4Use place value understanding and properties of operations to add and subtract.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 ofOperations, and/or the relationship between

44

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.OA.7Work with addition and subtraction equations.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.8Work with addition and subtraction equations.Determine the unknown whole number in an addition or subtraction equation relating to 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.2.aUnderstand place value.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.” 1.NBT.4Use place value understanding and

1. I can add a 2-digit number with a 1-digit number with regrouping.2. I can add two 2-digit numbers without regrouping.

Lesson 2, pp. 94-100 Addition with Regrouping

Formative Assessment: 1. Let’s Practice problems 2 and 3 on page 100 in student book.2. Give student a two 2-digit number problem and have students answer it. (24+13=)

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properties of operations to add and subtract.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 ofoperations, 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.OA.4Understand and apply properties of operations and the relationship between addition and subtraction.Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that make 10 when added to 8.1.OA.7Work with addition and subtraction equations.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.8Work with addition and subtraction equations.

1. I can subtract a 1-digit number from a 2-digit number without regrouping.2. I can subtract a 2-digit number from another 2-digit number without regrouping.

Lesson 3, pp. 101-110Subtraction Without Regrouping

Formative Assessment:1. Lets Practice # 8 Student Book Pg. 110.2. Lets Practice #12 Student Book pg. 118.

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Determine the unknown whole number in an addition or subtraction equation relating to 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.2.aUnderstand place value.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.” 1.NBT.2.cUnderstand place value.Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: 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.4Use place value understanding and properties of operations to add and subtract.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 ofoperations, 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

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numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.1.NBT.6Use place value understanding and properties of operations to add and subtract.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.OA.4Understand and apply properties of operations and the relationship between addition and subtraction.Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that make 10 when added to 8.1.OA.7Work with addition and subtraction equations.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.8Work with addition and subtraction

1.I can subtract a 1-digit number from a 2-digit number with regrouping.2.I can subtract a 2-digit number from another 2-digit number with regrouping.

Lesson 4, pp. 111-118 Subtraction with Regrouping

Formative Assessment:1. Let’s Practice Pg. 117 Problem # 3.2. Let’s Practice Pg. 117 Problem #4.

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equations.Determine the unknown whole number in an addition or subtraction equation relating to 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.2.aUnderstand place value.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.” 1.NBT.4Use place value understanding and properties of operations to add and subtract.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 ofoperations, 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.OA.2Represent and solve problems involving addition and subtraction.Solve word problems that call for addition of

1.I can add three 1-digit numbers.

Lesson 5, pp. 119-122 Adding Three Numbers

Formative Assessment:1. Let’s Practice pg. 122 problem #1.

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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.6Add and subtract within 20.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.7Work with addition and subtraction equations.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.8Work with addition and subtraction equationsDetermine the unknown whole number in an addition or subtraction equation relating to three whole numbers. For example, determine

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the unknown number that makes the equation true in each of the equations 8 +? = 11, 5 = � – 3, 6 + 6 = �.1.OA.1Represent and solve problems involving addition and subtraction.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.2Represent and solve problems involving addition and subtraction.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.4Understand and apply properties of operations and the relationship between addition and subtraction.Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that make 10 when added to 8.1.OA.6Add and subtract within 20.Add and subtract within 20, demonstrating fluency for addition and subtraction within

1.I can solve real world problems.2.I can check the answers to real-world problems using related addition and subtraction facts.

Lesson 6, pp. 123-129 Real-World Problems: Addition and Subtraction

Formative Assessment:1 and 2. Let’s Practice problem #6 on page 129 in Student Book.

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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.7Work with addition and subtraction equations.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.8Work with addition and subtraction equationsDetermine the unknown whole number in an addition or subtraction equation relating to 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.4Use place value understanding and properties of operations to add and subtract.Add within 100, including adding a two-digit number and a one-digit number, and adding a

52

two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties ofoperations, 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.OA.2Represent and solve problems involving addition and subtraction.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.I can create an addition sentence using three 1-digit numbers to get the sum of 12.

Problem Solving, p. 129 Put on Your Thinking Cap!

Formative Assessment:1. Put on Your Thinking Cap page 129 in Student Book.

SUMMATIVE ASSESSMENTS*Chapter Review/Test, Workbook 1B, pp. 87-88*Chapter 13 Test Prep: Addition and Subtraction to 40, pp. 107-109*Cumulative Review for Chapters 10-13, pp. 89-98


(Chapter 14 Mental Math)

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Duration: 7 days Map: 3.7-3.8Big Idea: Number bonds help you to add and subtract mentally.

Essential Vocabulary:Lesson 1: mentally, doubles fact

Teacher Resources/

Notes


Targets


teach this content?




1.OA.3Understand and apply properties of operations and the relationship between addition and subtraction.Apply properties of operations as strategies to add and subtract.3 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.6Add and subtract within 20.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

1.I can mentally add 1-digit number.

2.I can mentally add a 1-digit number to a 2-digit number.

3.I can mentally add a 2-digit number to tens.

Lesson 1, pp. 136-140 Mental Addition

1. Let’s Practice problems 1 and 2 on page 140 in student book.


3. Let’s Practice problems 5-8 on page 140 in student book.

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or known sums (e.g., adding 6 +7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).1.OA.7Work with addition and subtraction equations.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.8Work with addition and subtraction equations.Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. For example, determine theunknown number that makes the equation true in each of the equations 8 +? = 11, 5 = � – 3, 6 + 6 = �.1.NBT.4Use place value understanding and properties of operations to add and subtract.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.5Use place value understanding and properties of operations to add and subtract.Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count;

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explain the reasoning used.1.OA.1Represent and solve problems involving addition and subtraction.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.(page 147 &148)1.OA.6Add and subtract within 20.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.7Work with addition and subtraction equations.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.8Work with addition and subtraction equations.Determine the unknown whole number in an addition

1.I can mentally subtract 1-digit numbers.

2.I can mentally subtract a 1-digit number from a 2-digit number.

3.I can mentally subtract tens from a 2-digit number.

Lesson 2, pp. 141-147 Mental Subtraction


Formative Assessments1. Let’s Practice problems 1-2 on page 147 in student book.



SUMMATIVE ASSESSMENTS*Chapter Review/Test, Workbook 1B, pp. 107-108*Chapter 14 Test Prep: Mental Math Strategies, pp. 112-114

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or subtraction equation relating to three whole numbers. For example, determine theunknown number that makes the equation true in each of the equations 8 +? = 11, 5 = � – 3, 6 + 6 = �.1.NBT.4Use place value understanding and properties of operations to add and subtract.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.5Use place value understanding and properties of operations to add and subtract.Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.


(Chapter 15 Calendar and Time)

This will be covered daily with Everyday Counts Calendar.Map: 3.8-3.9

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DURATION: This will be covered during Everyday Counts Calendar.

Big Idea: Calendars are used to show day, weeks, and months of a year. Clocks are used to read time of the day.Essential Vocabulary:Lesson 1: calendar, days, weeks, months, year, date, warmer, colder, seasonsLesson 2: o’clock, minute hand, hour handLesson 3: half past, half hour

Teacher’s Resources/

Notes







No Common Core Standards for this content.

1.I can read a calendar.2.I can tell you the days of the week.3.I can tell you the months of the year.4.I can write the date.5.I can tell you the seasons of the year.

Lesson 1, pp. 153-161 Using a CalendarSongs and chants www.littlegiraffes.com/mathnumberwordsongs.html

Formative Assessment1. Let’s Practice page 161 in student book.2. Orally recite the days of the week in sequential order.3. Orally recite the months of the year in sequential order.4. Have students write the date.5. Orally tell the season of the year.

SUMMATIVE ASSESSMENTS1. Chapter test

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2. Cumulative test1.MD.3Tell and write time.Tell and write time in hours and half-hours using analog and digital clocks.

1.I can use the word o’clock to tell the time to the hour.2.I can read time to the hour on a clock.3.I can show time to the hour on a clock.

Lesson 2, pp. 162-165Telling Time to the Hour

1-2. Let’s Practice problems 1-4 on page 165 in student books.3. Give students a time and have them show the time using an analog clock.

1.MD.3Tell and write time.Tell and write time in hours and half-hours using analog and digital clocks.

1.I can read time to the half hour.2.I can tell time using the term half past.3.I can relate time to daily activities.

Lesson 3, pp. 166-169 Telling Time to the Half Hour

1-3. Let’s Practice problems 1-4 on page 169 in student book.

1.MD.3Tell and write time.Tell and write time in hours and half-hours using analog and digital clocks.

1.I can solve problems and explain my answer.

Problem Solving, p. 170Put on Your Thinking Cap!

1. Put on your Thinking Cap page 170 in student book.


(Chapter 16 Numbers to 100)Duration: 9 days Map: 4.1-4.2

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Big Idea: Count, compare, and order numbers from 1 to 100.Essential Vocabulary:Lesson 1: fifty, sixty, seventy, eighty, ninety, one hundred, estimateLesson 3: number line



Targets


teach this content?




1.NBT.1Extend the counting sequenceCount 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.aUnderstand place valueUnderstand 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.”1.NBT.2.cUnderstand place valueUnderstand that the two digits of a two-digit number represent amounts of tens and ones.Understand the following as special cases:c) The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five,

1.I can count on from 41 to 100.2.I can read 41 to 100 in numbers and words.3.I can write 41 to 100 in numbers and words.


1. Give students a number from 41 to 100 and have them count on from that number to 100.2. Give students numbers and number words. Have them to orally tell you the number.3. Have students write numbers 41 to 100 in numbers and words.

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six, seven, eight, or nine tens (and 0 ones).1.NBT.1Extend the counting sequenceCount 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.aUnderstand place valueUnderstand 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.”1.NBT.2.cUnderstand place valueUnderstand that the two digits of a two-digit number represent amounts of tens and ones.Understand the following as special cases: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.I can show numbers up to 100 on a place value chart.2.I can show objects up to 100 as tens and ones.


1-2. Hands-On Activity on page 185 in student book.

1.OA.5Add and subtract within 20Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).1.NBT.1Extend the counting sequenceCount to 120, starting at any number less than 120. In this range, read and write

1.I can use a strategy to compare numbers to 100.2.I can compare numbers to 100.3.I can order numbers to 100.4.I can find the missing numbers in a number

Lesson 3, pp. 187-200 Comparing, Ordering, and Patterns

1-4. Let’s Practice problems 1-19 on page 198-199 in student book.

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numerals and represent a number of objects with a written numeral.1.NBT.2.aUnderstand place valueUnderstand 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.”1.NBT.2.cUnderstand place valuec) 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.3Understand place valueCompare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

pattern.

1.NBT.3Understand place valueCompare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

1. I can create number patterns using addition and subtraction rules.2. I can extend number patterns using addition and subtraction rules.


1 and 2. Put on Your Thinking Cap on page 201 in student book.

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(Chapter 17 Addition and Subtraction to 100)

Duration: 9 days Map: 4.2 - 4.4 Big Idea: Numbers to 100 can be added and subtracted with and without regrouping.Essential Vocabulary:

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TeacherResources/Notes


Targets


teach this content?




1.OA.7Work with addition and subtraction equationsUnderstand 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.8Work with addition and subtraction equationsDetermine the unknown whole number in an addition or subtraction equation relating to 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.2.aUnderstand place valueUnderstand 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.”1.NBT.4Use place value understanding and

1.I can add a 2-digit number and a 1-digit number without regrouping.2.I can add two 2-digit numbers without regrouping.

Lesson 1, pp. 209-215 Addition without Regrouping

Formative Assessment1 and 2. Let’s Practice problems 1-5 on page 215 in student book.

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properties of operations to add and subtractAdd 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.OA.7Work with addition and subtraction equationsUnderstand 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.8Work with addition and subtraction equationsDetermine the unknown whole number in an addition or subtraction equation relating to 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.2.a

1.I can add a 2-digit number and a 1-digit number with regrouping.2.I can add two 2-digit numbers with regrouping.

Lesson 2, pp. 216-221 Addition with Regrouping

Formative Assessment1. Let’s Practice problems 3 and 4 on page 221 in student book.


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Understand place valueUnderstand 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.”1.NBT.4Use place value understanding and properties of operations to add and subtractAdd 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.OA.4Understand and apply properties of operations and the relationship between addition and subtractionUnderstand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that make 10 when added to 8.1.OA.7Work with addition and subtraction equations

1.I can subtract a 1-digit number from a 2-digit number without regrouping.2.I can subtract a 2-digit number from another 2-digit number without regrouping.

Lesson 3, pp. 222-229 Subtraction without Regrouping

Formative Assessment1 and 2. Let’s Practice problems 3-8 on page 229 in student book.

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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.8Work with addition and subtraction equationsDetermine the unknown whole number in an addition or subtraction equation relating to 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.2.aUnderstand place valueUnderstand 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.”1.NBT.2.cUnderstand place valueUnderstand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: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.4Use place value understanding and properties of operations to add and

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subtractAdd 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.6Use place value understanding and properties of operations to add and subtractSubtract 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.OA.4Understand and apply properties of operations and the relationship between addition and subtractionUnderstand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that make 10 when

1.I can subtract a 1-digit number from a 2-digit number with regrouping.2.I can subtract 2-digit numbers with regrouping.

Lesson 4, pp.230-236 Subtraction with Regrouping

Formative Assessment1. Let’s Practice problems 3 and 4 on page 236 in student book.2. Let’s Practice problems 5 and 6 on page 236 in student book.

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added to 8.1.OA.7Work with addition and subtraction equationsUnderstand 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.8Work with addition and subtraction equationsDetermine the unknown whole number in an addition or subtraction equation relating to 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.2.aUnderstand place valueUnderstand 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.”1.NBT.4Use place value understanding and properties of operations to add and subtractAdd within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of

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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.OA.7Work with addition and subtraction equationsUnderstand 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.I can use number bonds to create addition sentences to 100.


1. Complete Put on Your Thinking Cap page 237 in student book.


(Chapter 18 Multiplication and Division)

Duration: 14 days Map: 4.4 – 4.5Big Idea: Multiplying is the same as adding equal groups. Dividing is the same as sharing things equally or putting things into equal groups.Essential Vocabulary:Lesson 1: same, groups, eachLesson 2: share, equally

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Targets






2.OA.3Work with equal groups of objects to gain foundations for multiplication.3. Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.

1.I can use objects to find the total number of items in groups of the same size.2.I can relate repeated addition to multiplication.

Lesson 1, pp. 242-246 Adding the Same Number

1. Let’s Practice problems 1 and 2 on page 246 in student book.2. Let’s Practice problem 3 on page 246 in student book.

2.OAWork with equal groups of objects to gain foundations for multiplication.

1.I can use objects to find the number of items in each group when sharing equally.2.I can relate sharing equally to division.

Lesson 2, pp. 247-250Sharing Equally

1. Let’s Practice problems 2 and 3 on page 250 in student book.2. Have students explain how sharing equally relates to division.


1.I can use objects to find the number of equal groups when dividing.

Lesson 3, pp. 251-254Finding the Number of Groups

1. Give students 8 objects and divide objects into 4 equal groups.

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1.I can solve real-world problems using pictures.


1. Put on Your Thinking Cap on page 255 in student book.


(Chapter 19 Money)

NOTE: Money will be covered during Everyday Counts Calendar.

Big Idea: Penny, nickel, dime, and quarter are coins that can be counted and exchanged. Money can be added and subtracted.Essential Vocabulary:Lesson 1: cents, nickel, value, penny, dime, exchangeLesson 2: quarterLesson 4: change

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Common Core Standard

Essential Question/Learning Targets

Suggested ActivitiesHow will we teach this content?




2.MD.8Work with time and money.Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2dimes and 3 pennies, how many cents do you have?

1.I can recognize and name penny.2. I can recognize and name a nickel.3. I can recognize and name a dime.4.I can skip count to find the value of a collection of coins.5.I can exchange one coin for a set of coins of equal value.6.I can use different combinations of coins less than 25 cents to by things.

Lesson 1, pp. 261-270 Penny, Nickel, and Dime

1-3. Show students a penny, nickel, and dime. Have them pick out a penny, dime, and nickel. 4. Show students a collection of coins. Have them skip count to find the value.5. Give students some coins, have them exchange one coin for the same amount using a combination of coins.6. Let’s Practice problems 9 and 10 on page 270 in student book.


1.I can name a quarter and know its value.2.I can exchange a quarter for a set of coins of equal value.

Lesson 2, pp. 271-273 Quarter

1. Give students a penny, nickel, dime, and a quarter. Have students pick out the quarter and give its value.2. Give students some coins and have them exchange a quarter for a set of coins that equal 25 cents.

2.MD.8 1.I can count money in cents Lesson 3, pp. 274-283 1-3. Let’s Practice

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Work with time and money.Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2dimes and 3 pennies, how many cents do you have?

up to $1 using the count on strategy.2.I can choose the correct value of coins when buying items.3.I can use different combinations of coins to show the same value.

Counting Money problems 1-8 on pages 282-283 in student book.


1.I can add to find the cost of items.2.I can subtract to find the change.3.I can add money in cents.4. I can subtract money in cents.4.

Lesson 4, pp. 284-289Adding and Subtracting Money

1-4. Let’s Practice problems 1-4 on page 289 in student book.

2.MD.8Work with time and money.Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2dimes and 3 pennies,

1.I can solve real-world problems using addition of different coins.2. .I can solve real-world problems using subtraction of different coins.

Problem Solving, p. 290-291Put on Your Thinking Cap!

1 and 2. Put on Your Thinking Cap on page 290-291.

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how many cents do you have?


(Every Day Counts Calendar)

Duration:

Common Core Standard Learning Targets Assessment

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I can read a calendar.I can identify days of the week.I can identify months of the year.

I can use ordinal numbers.I can use position words to name relative positions.

I can recognize/name a penny.I can recognize/name a nickel.I can recognize/name a dime.I can recognize/name a quarter.I can understand the cent sign.I can skip-count to find the value of a collection of coins.I can exchange a coin of a greater value for a set of coins of equal value.I can use different combinations of coins less than 25 cents to buy things.I can exchange a quarter for a set of coins of equal value.I can count money in cents up to $1 using the count on strategy.I can choose the correct value of coins when buying items.I can use different combinations of coins to show the same value.I can add to find the cost of items.I can subtract to find the change.I can add and subtract money in cents up to $1.I can solve real-world problems involving addition and subtraction of money.

Every Day Counts Calendar Assessments

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1.MD.3 Tell and write time in hours and half-hours using analog and digital clocks.

I can tell the difference between the hour hand and minute hand.I can recognize that analog and digital clocks are objects that measure time.I can tell where the minute hand is when time is to the hour (o’clock).I can tell where the minute hand is when time is to the half-hour (thirty).

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knott county public schools grade 2012-201… · web viewin this range, read and write numerals...

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