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Oklahoma City Public Schools Pacing Guide 2015-2016

Standards for Mathematical Practice (SMP) for First Grade

Mathematically proficient students will aim to do ALL of the following:

SMP 1--Make sense of problems and persevere in solving them.

SMP 2--Reason abstractly and quantitatively.

SMP 3—Construct viable arguments and critique the reasoning of others.

SMP 4--Model with mathematics.

SMP 5--Use appropriate tools strategically.

SMP 6—Attend to precision.

SMP 7—Look for and make use of structure.

SMP 8—Look for and express regularity in repeated reasoning.

GET HELP from your OKCPS Math Coaching Teamhttp://okcpscurriculumteam.weebly.com/math.html

REQUIRED MATH FLUENCY FOR FIRST GRADE

1.OA.6 KNOW ADDITION AND SUBTRACTION FACTS WITHIN TEN.

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Common Core State Standards for First Grade Math

Operations and Algebraic Thinking (O.A.)

1.OA.1 Solves addition and subtraction word problems within 20.1.OA.2 Can add 3 numbers whose sum is less than or equal to 20.1.OA.3 Know Commutative property 5+2=7, 2+5=7; knows Associative property 5+2=7, 5+(1+1)=7.1.OA.4 Understand subtraction as an unknown addend problem 10-8=2, 8+__=10.1.OA.5 Counts up(adds) and counts back (subtracts) on number line by multiples of 2 to add 2, multiples of 5 to add 5…1.OA.6 Add and subtract within 20; demonstrating fluency for addition and subtraction within 10.1.OA.7 Understand the equal sign and determine if addition or subtraction equations are true or false.

1.OA.8 Determine the unknown whole number in an addition or subtraction equation relating to 3 whole numbers. _+_+_=_

Number and Operations in Base Ten (NBT)

1.NBT.1 Reads and writes numerals to 120.1.NBT.2 Knows place value: tens and ones.1.NBT.3 Compare 2-two digit numbers by using symbols greater than >, less than <, and equal to = .1.NBT.4 Adding and subtracting 2-two digit numbers without regrouping.1.NBT.5 Given a two digit number, mentally find 10 more or 10 less without having to count, explain the reasoning.1.NBT.6 Subtract multiple of 10 from multiples of 10 (90 or less) using concrete models, drawings or strategies based on place value,

property of operations, and/or the relationship between addition and subtraction; relate it to a written method and explain the reasoning.

Measurement and Data (MD)

1.MD.1 Order 3 objects by length; compare the lengths of two by using the third.1.MD.2 Express the length of an object as a whole number of length units; same size unit.1.MD.3 Tell and write time in hours and half hours using analog and digital clocks.1.MD.4 Organize, represent and interpret data with up to 3 categories.

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Geometry (G)

1.G.1 Distinguish between defining attributes (e.g. triangles have 3 sides and are closed) vs. non-defining attributes (e.g. color, orientation, size); build and draw shapes to possess defining attributes.

1.G.2 Compose two dimensional shapes (rectangles, squares, trapezoids, triangles, half circles, quarter circles) or three dimensional shapes (cubes, right rectangular prisms, right circular comes, right circular cylinders, to create a composite shape and compose new shapes from that composite shape.

1.G.3 Identify fractional parts: halves, fourths, quarters.

1st Grade Every Day Math Terminology and Things to Know

CCSS- Common Core State Standards

EDM- Everyday Math

Flex Days- These days can be used for extending lessons, reviewing challenging concepts, projects, algorithms, differentiation and/or math games.

Games- EDM Games provide essential practice of skills introduced during whole group lessons. Games are listed for each lesson in which they appear in the TLG. If possible, EDM Games should be used EVERYDAY. They do not have to be done during the math instructional block and can be incorporated into your daily routine (15 minutes at start of day, after recess, end of day, etc). If you need help setting up your clas s for access to games go to the linked tutorial.

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Lit- Some EDM lessons have Literature Connections. The title and author’s name for these books are found in the Games/Lit column of your pacing guide, as well as in the TLG.

MB- Math Box (Practice problems found in Student Math Journals)

Projects- Found in the back of the TLG, these can be used after various instructional units as performance tasks with Guidelines.

RSA- Recognizing Student Achievement These tasks are found in most EDM lessons. They are indicated in the TLG in a yellow box with a checkmark and/or star. EDM suggests that RSA’s shown with a star be used for a grade. All of the 1st Grade RSA tasks are attached to your pacing guide as a separate document. It is recommended that the RSA be projected for students to copy and answer. Some RSAs will need to be printed (1 sheet per 2 students) due to the nature of the task. Please use your professional discretion.

SMP- Standard for Mathematical Practice (CCSS Thinking/Reasoning Skills)

TLG- Teacher’s Lesson Guide (Teacher’s Edition)

Vocabulary- EDM vocabulary for each lesson is provided. Vocabulary emphasized in CCSS is shown in BOLD font. All of the 1st Grade EDM Vocabulary words are attached to your pacing as a separate document.

Writing- Some EDM lessons include a writing component, usually asking students to explain how or why they determined their answers to a specific Math Box question. These writing prompts are a way for students to demonstrate their understanding of the concept. Justification of answers (process) is a critical component to CCSS. All of the 1st Grade Writing Prompts are attached to your pacing guide as a separate document.

Cluster Content Emphasis

Not all of the content in a given grade is emphasized equally in the standards. Some clusters require greater emphasis than the others based on the depth of the ideas, the time that they take to master, and/or their importance to future mathematics or the demands of college and career readiness. In addition, an intense focus on the most critical material at each grade allows depth in learning, which is carried out through the Standards for Mathematical Practice.

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To say that some things have greater emphasis is not to say that anything in the standards can safely be neglected in instruction. Neglecting material will leave gaps in student skill and understanding and may leave students unprepared for the challenges of a later grade. The following table identifies the Major Clusters, Additional Clusters, and Supporting Clusters for 1st grade.

Key ● Major Clusters o Supporting Clusters ➢ Additional ClustersOperations and Algebraic Thinking (O.A.)

● Represent and solve problems involving addition and subtraction.● Understand and apply properties of operations and the relationship between addition and subtraction.● Add and subtract within 20.● Work with addition and subtraction equations.

Number and Operations in Base Ten (NBT)o Extending the counting sequence.o Understand place value.o Use place value understanding and properties of operations to add and subtract.

Measurement and Data (MD)● Measure lengths indirectly and by iterating length units.o Tell and write time.➢ Represent and interpret data.

Geometry (G)➢ Reason with shapes and their attributes.

This Pacing guide was created for Oklahoma City Public Schools

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Oklahoma City Public Schools

MATH

1ST GRADE

Pacing Guide PurposeOklahoma City Public Schools pacing guide is intended to assist in pacing instruction and assist teachers in combining standards in meaningful ways to support student mastery.

✓ The length recommended for each unit is based on prioritization of standards leading to college and career readiness. A framework has been established to support teacher planning and provide more consistency from class to class across the district. This framework will minimize the effects of students’ mobility within Oklahoma City Public Schools.

Flex PeriodsFlex Days- These days can be used for extending lessons, reviewing challenging concepts, projects, algorithms, differentiation and/or math games.

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Math Pacing GuideEveryday Math

1 ST GRADE

Unit: 1 Lessons: 1,2,3 Flex Day: Day 4, 5Lesson

Title/ObjectiveFocus

Standards Literature Writing Vocabulary Games

1.1Daily Routines: To introduce the count the days and job management routines.

-Routines to develop understanding of counting sequence

CCSS:SMP2, 4, 5; 1.NBT.1OAS:1.13;1.4.3

-number line-number-numeral-zero-symbol

1.2Investigating the number line: Introduce number line routines and practice counting up on the number line.

-Play Monster Squeeze to practice number comparison &counting up to a number

CCSS:SMP1-5;1.NBT.1OAS:1.2.1c

Making a Counting Book

-count on-count-cardinal number

-Monster Squeeze

1.3Tools for Doing Mathematics: Introduce and provide practice using mathematical tools for drawing and counting.

-Introduce tool kit and its contents-Play Penny Dice Game

CCSS:SMP 2, 5OAS: 1.2.1b;1.3.2

Use Templates and make patterns

-pattern block -template tool Kit-shape-quantity

-Penny Dice Game

-Monster Squeeze

Flex DayPerformance Task or

Project Based LearningProject 1—TLG pg. 430 (Vol. 1)- Geometric Gift Wrap RSA-(see attached file) TLG pg. 846 (Vol. 2)

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Assessment

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Unit: 1 Lessons: 4, 5, 6, 7 Flex Day: 5Lesson



1.4Number Writing Practice: Slate routines and practice writing numbers 1 and 2

-Slates as tools

CCSS:SMP2, 4-61.OA.11. OA.61.NBT.1OAS:1.1.3; 1.21c

“Anno’s Counting Book” by: M. Anno“City by Numbers” by: S. Johnson

-slate-marker Board

-Penny Dice Game

1.5One More, One Less: Practice finding a number that is 1 more or 1 less than a given number

-Basic addition and subtraction Number Stories

CCSS:SMP1, 2, 4-6;1.OA.1, 1.OA.6, 1.NBT.1OAS:1.1.3

-less-more

-Bunny Hop-Penny Dice Game

1.6Comparing number: Practice comparing pairs of numbers

-Practice Comparing and ordering numbers

CCSS:SMP 1, 2, 5;1.NBT.3OAS: 1.2.1b;1.2.1c

-array-compare-order-pair

-Top-It-Monster Squeeze-Penny Dice

1.7Recording Tally Counts: Introduce tally marks for data representation

CCSS:SMP2, 4;1.NBT.1,

-picture graph -Top-it

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-Counting Tally Marks and making a tally chart

1.MD.4OAS: 1.1.31.5.1b

Performance Task orProject Based Learning

Project 1—TLG pg. 430 (Vol. 1)- Geometric Gift Wrap RSA (see attached file) TLG pg. 846 (Vol. 2)

Assessment

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Unit: 1 Lessons: 8, 9, 10, 11 Flex Day: 5

LessonTitle/Objective

FocusStandards Literature Writing Vocabulary Games

1.8Investigating Equally likely out comes: Provide experiences with equal-chance events

-Using tally marks with data-Organize represent and answer questions about the data

CCSS:SMP 2-4, 8;1.NBT.11.MD.4OAS: 1.5.1a;1.5.1b

-Rock Paper and Scissors

1.9The Calendar: Introduce the Calendar as a device for keeping track of the days in a month

-Introduce parts of a calendar

CCSS:SMP4, 5;1.OA.6, 1.NBT.1OAS: 1.1.3; 1.4.2b

-calendar-date

1.10Working in Small Groups: Discuss and provide practice with rules for working in small groups

-Introduce small group rules with the game Top it

CCSS:SNP2, 5;1.OA.6, 1.NBT.1OAS:1.1.3;1.2.1b

-Top-it-Monster Squeeze

1.11Exploring Math Materials: Introduce Explorations with manipulative materials

-Introduce expectations for Explorations-Pattern blocks,base-10 blocks and geoboard

CCSS:SMP5OAS: 1.2.1a1.3.2

-exploration-pattern blocks-base 10 blocks-geoboard

-Top-It

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Project 1—TLG pg. 430 (Vol. 1)- Geometric Gift Wrap RSA-(see attached file) TLG pg. 846 (Vol. 2)

Assessment

Unit: 1 Lessons: 12, 13, 14 Flex Day: 5Lesson



Day one: 1.12Weather and Temperature Routines: Recording the days weather and temp.

- Organizing and representing data about weather and temp.

CCSS:SMP2, 4-6; 1.NBT.11.MD.4OAS:1.1.31.5.1a; 1.5.1b

Make a weather activity booklet(seasons)

-thermometer-degree-temperature-Fahrenheit

-Bunny Hop

Day Two: 1.12Weather and Temperature Routines: Recording the days weather and temp.

- Organizing and representing data about weather and temp.

CCSS:SMP2, 4-6; 1.NBT.11.MD.4OAS; 1.1.31.5.1a; 1.5.1b

Make a weather activity booklet(seasons)

-thermometer-degree-temperature-Fahrenheit

-Bunny Hop

1.13Number Stories: Practice telling and solving number stories

CCSS:SMP1-51.OA.1,1.OA.6,

Number hunting in picture books, mark numbers

-solve-number story

-Penny Dice Game

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-Telling, Sharing and solving simple number stories

1.NBT.1OAS: 1.2.2.a.i

with post it’s

1.14Progress Check 1: Assess Children’s progress through Unit 1

-Check progress at the end of the Unit 1


Project 1—TLG pg. 430 (Vol. 1)- Geometric Gift Wrap RSA-(see attached file) TLG pg. 846 (Vol. 2)

Assessment.

1.14 self assessment-written assessment- open response

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Unit: 2 Lessons: 1,2 Flex Day: 3

LessonTitle/Objective

FocusStandards Literature Writing Vocabulary Games

2.1Number Grids: Practice counting up and back on the number grid.

-Counting on a number grid

CCSS:SMP1,5; 1.OA.5, 1.OA.6, 1.NBT.1, 1.NBT.4OAS: 1.1.31.2.1.c

Writing telephone #’s with area code

-number grid -Rolling for 50-Top-it

2.2 (2days)Numbers All Around: Explore the uses of numbers and introduce the parts of telephone parts.

-Reading and writing numbers that are found in personal information

CCSS:SMP3, 4, 6-8 1.OA.6, 1.NBT.1OAS: 1.2.1c

Writing emergency #’s and addresses

-category-different-similar

Flex Day


Project 5-TLG pg. 444 (Vol. 1)—Apple Math RSA-see attached file TLG pg. 860 (Vol. 2)

Assessment.

Allow 2 days for Math Benchmark testing

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Unit: 2 Lessons: 3,4,5,6 Flex Day: 5Lesson



2.3Complements of 10: Explore the complements of 10, introduce ten frames and introduce the math boxes

-Ten frames-Math Boxes Routine

CCSS:SMP2, 5, 7;1.OA.6, 1.NBT.1OAS: 1.1.31.2.2.a.i1.2.2.a.ii

Writing numbers 7 & 8

-ten frame-math boxes-compose-decompose

-Two Fisted Penny Addition- Ten Frames Top it

2.4Unit Label for Numbers: introduce need for unit labels and calculators

-Writing numbers with unit designations-Introduce calculators

CCSS:SMP2, 4-61.NBT.1OAS: 1.1.31.2.1.c

-zero-unit box-unit

2.5Analog Clocks: Introduce analog clock

-Parts of an analog clock-estimate time to the hour on an analog clock

CCSS:SMP4-6;1.NBT.1, 1.MD.3OAS: 1.2.1.c1.4.2.a

Draw daily activities according to time of the day

-analog clock-hour hand-minute hand-estimate

-Rolling for 50

2.6Telling time to the hour: Introduce the division between A.M. and P.M. times; Telling time to the hour, sense of duration of a minute.

CCSS:SMP1,2, 4-6 1.OA.1, 1.NBT.1, 1.MD.3OAS: 1.1.3

Writing numbers 0-9

-clockwise-midnight-noon-A.M.-P.M.

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-Telling and writing time to the nearest hour1.4.2.a



Assessment.

Allow 2 days for Math Benchmark testing

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2.7Exploring Lengths, straightedges, and Dominoes: Experiences comparing lengths of objects drawing straight lines with a straightedge, develop familiarity with dominoes

-Comparing the size of objects with a ruler

CCSS:SMP1,2,4,5,7 1.OA.1, 1.OA.6OAS:1.1.31.2.1.b1.4.1

Compare length and number of sides of two shapes

-ruler-longer-shorter-sort

-Rolling for 50

2.8Pennies: Introduce pennies and cents notation; practice recording numbers of pennies; reinforce comparing numbers

-Introducing penny

CCSS:SMP2, 4, 7; 1.OA.1, 1.OA.6OAS: 1.1.31.2.1.b1.4.1

-penny-cent-money-sequence

-Penny Grab-Penny Plate

2.9Nickels: Introduce nickels; and practicing exchanging pennies for nickels

-Introducing Nickel

CCSS:SMP1-5, 7OAS: 1.1.31.4.3

-nickel

2.10Counting Pennies and Nickels: Finding the values of combinations of nickels and pennies.

-Counting the number of coins

CCSS:SMP6,7OAS: 1.1.31.4.3

-Penny-Nickel Exchange

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Assessment.

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2.11Number Models: Introduce number models for change-to-more situations.

-Addition number stories-Number models

CCSS:SMP2,4;1.OA.1, 1.OA.5, 1.OA.6, 1.OA.71.NBT.1, 1.MD.4OAS: 1.2.2.a.i1.2.2.a.ii1.2.2.b

Nickel-Penny grab Record sheetMath Masters pg. 347

-add-is equal to-addends-equation-missing addend (unknown number)-plus-number model

-Penny-Drop Addition-Nickel-Penny Grab

2.12Subtraction Number Models: Broaden experiences with extending number models to include change-to-less situation.

-Subtraction number stories using change-to-less diagrams

CCSS:SMP2,4;1.OA.1, 1.OA.6OAS: 1.2.2.a.i1.2.2.a.ii

Playing :High Roller”Math Masters pg. 344

-subtract-minus

-High Roller

2.13Number Stories: Making up and solving number stories, review counting money, find the sum of three 1-digit-numbers

-Practicing the skills learned in 2-11 and 2.12 develop background with addition and subtraction stories

CCSS:SMP1-6;1.OA.1, 1.OA.2, 1.OA.3, 1.OA.4, 1.OA.5,

12 ways to get to 11 by: Eve Merriam

-associative property of addition

-Coin Top-it

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1.OA.6,1.NBT.1, 1.NBT.4OAS: 1.2.2.a.i1.2.2.a.ii1.2.2.a.iii1.4.3

2.14Progress Check 2: Assess children’s progress on mathematical content through the end of Unit 2



Assessment.

2.14 Self assessment/written assessment/open response




3.1Visual Patterns: Guide the exploration and extension of visual patterns

-Introducing Patterns

CCSS:SMP3, 4, 6, 7OAS: 1.1.11.1.31.3.4

Pattern Bugs by: T. Harris

TLG pg. 186MB #1

-pattern -Before and After

3.2Even and Odd number patterns: Guide exploration of even

CCSS:SMP2-8

Missing Mittens by S.

TLG pg. 192MB #1

-even-odd

-Penny-Nickel Exchange

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and odd number patterns

-Even and odd numbers in the counting sequence

OAS: 1.1.21.1.3; 1.2.1.c

Murphy

3.3Number grid Patterns: Explore skip-counting patterns on the number grid.

-Introduce Skip-counting patterns on a number grid

CCSS:SMP2-8OAS: 1.1.2; 1.1.3

Each Orange has 8 Slicesby: P. Giganti

-column-row-skip count

3.4Exploring number patterns, shapes and patterns: Explore even and odd numbers; covering shapes with pattern blocks; creating and continuing repeating patterns.

-Understanding of patterns

CCSS:SMP3, 5-7; 1.G.21.1.1; 1.3.4;

-position word -Before and After


Project 3-TLG pg. 436 (Vol. 1)—Pumpkin Math RSA-(see attached file) TLG pg. 852 (Vol. 2)

Assessment.

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3.5Counting on the number line: Review basic number-line concepts.-Counting on the number line

- Adding and subtracting on the Number line

CCSS:SMP2, 5-8OAS: 1.1.21.1.3

Two ways to Count to 100 by: R. Dee

-number line-negative number

-Coin Top it

3.6Adding and subtracting on the number line: Introduce adding and subtraction on the number line.

-Addition and subtraction skills using the number line

CCSS:SMP1-61.OA.1, 1.OA.5, 1.OA.6, 1.OA.7, 1.NBT.1OAS: 1.1.3; 1.2.2.a.i1.2.2.a.ii; 1.2.2.b

3.7Telling time to the Half-Hour: Review Basic Concepts of telling time; and to provide practice telling time to the hour and half hour.

-Telling time to the nearest half hour

CCSS:SMP4-6; 1.MD.3OAS: 1.4.2.a

TLG pg. 217 MB #3

-half-past -Penny-Nickel Exchange

3.8Introduction to the Frames-and-Arrows Routine

SMP1-3, 5,7,8; 1.OA.5,

TLG pg. 222MB #2

-frames & arrows diagram-frame

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-Introduction to the Frames-and-Arrows Routines

1.OA.8, 1.MD.3OAS: 1.1.2; 1.1.3

-arrow-arrow rule



Assessment.

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3.9More Frames and arrows problems: To introduce problems in which the arrow rule is missing

-Frames and arrows problems with a missing arrow

CCSS:SMP1, 2, 5, 7 ,8; 1.OA.5, 1.OA.6, 1.OA.8, 1.NBT.4, 1.NBT.5OAS: 1.1.2; 1.1.3; 1.2.1.c

3.10Counting with a Calculator: Introduce Counting up and back on the calculator

-Calculators to practice counting

CCSS:SMP1, 3, 5-8; 1.OA.2, 1.OA.3 1.OA.5OAS: 1.1.2;1.1.3; 1.4.3

TLG pg. 233 MB #2

-program -Penny-Nickel Exchange

3.11Dimes: Introduce the dime, dollars and cents notation; and to provide practice exchanging pennies, nickels and dimes.

-Introducing Dime and exchanging coins

CCSS:SMP1-4, 6, 7; 1.OA.1OAS: 1.1.3;1.4.3

TLG pg. 239 MB# 3

-dime-dollar & cents notation-decimal point

-Coin Top It

3.12Counting Dimes, Nickels, and Pennies: Practice finding the values of collections of dimes, nickels and pennies.

-Counting the number of coins

CCSS:SMP1-4, 6, 7; 1.OA.1OAS: 1.1.3;1.4.3

-Coin Dice

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Assessment.

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Unit: 3 Lessons: 13, 14, 15 Flex Day: 4, 5Lesson



3.13Data Day: Introduce Line plots

-Using a Line plot to organize data and then interpret data

CCSS:SMP1-4; 1.OA.1, 1.MD.4OAS: 1.5.1.a;1.5.1.b

-line plot -Dime-Nickel-Penny Grab

3.14Domino Addition: Explore domino-dot patterns and basic addition facts.

-Addition problems with dominoes.

OAS: 1.2.2.a.ii

TLG pg. 254 MB #4

-decompose -Domino Top-it

3.15Progress Check 3-Progress at the end of Unit 3

Flex Day


Project 2-TLG pg. 433(Vol. 1)—Amaryllis Plant RSA-(see attached file) TLG pg. 849(Vol. 2)

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Assessment.

3.15 self assessment—written assessment---open response

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4.1Math Message and Reading a Thermometer: To introduce the Math Message routine; to review thermometers; and to introduce reading temperatures to the nearest two degrees.

-Math Message routine-reviews thermometer

CCSS:SMP4–7OAS: 1.1.3; 1.2.1.c

-math Message-thermometer-temperature-degree-fahrenheit

-Domino Top It

4.2Nonstandard Linear Measures: To provide practice measuring and comparing lengths using nonstandard units.

-measuring objects as a whole number of length units

CCSS:SMP1, 3–7;1.OA.6, 1.NBT.4,1.MD.1, 1.MD.2OAS: 1.1.3; 1.1.4; 1.2.1.b

-measure-length-digit-height-unit-hand span-yard-cubit-arm span-foot-feet-standard foot

-Two Fisted Penny Addition

4.3Personal “Foot” and Standard Foot: To provide practice measuring with a nonstandard unit and with the standard foot; and to facilitate understanding of the need for standard units.

-measuring using standard nonstandard units

CCSS:SMP1–6;1.OA.1, 1.MD.2OAS: 1.2.1.b; 1.4.1

How Big is a foot?By: R. Myller

TLG pg. 289 MB#3

-Coin dice

4.4The Inch: To introduce the inch as a standard unit of length; and to provide practice measuring to the nearest inch.

CCSS:SMP1, 4–7;1.MD.1, 1.MD.2,1.MD.3 OAS:

TLG 295-296MB #1

-inch -Time Match

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-Introduces the inch and provides practice measuring objects in inches.

1.1.3; 1.4.1

Performance Task or

Project Based Learning


Assessment .



Standards Literature

Writing VocabularyGames

4.5The 6-Inch Ruler: To provide practice estimating and measuring the lengths of objects in inches.

-Provides practice estimating and measuring in inches.

CCSS:SMP5, 6;1.MD.2, 1.MD.4OAS: 1.4.1

Jack and the Beanstalk (any version)

TLG pg. 300 MB #2

-estimate -Domino Top-It

4.6Measuring with a Tape Measurea: To provide practice using a tape measure to measure curved and flat objects in inches.

- measuring objects using a tape measure

CCSS:SMP1, 4–6;1.OA.1, 1.OA.6,1.MD.2OAS: 1.1.3; 1.4.1

-tape measure

4.7Exploring Data, Shapes, and Base-10 Blocks: To measure children’s heights; to provide experiences making a bar graph; to guide the exploration of 2-dimensional shapes; and to develop familiarity with base-10 blocks.

-collecting and organizing data

CCSS:SMP1–6, 8;1.OA.1, 1.OA.6,1.MD.2, 1.MD.4OAS: 1.2.1.a; 1.4.1; 1.5.1.a; 1.5.1.b

-bar graph-typical

4.8Telling Time on the Quarter-Hour: To review telling time on the hour and half-hour; and to introduce telling time on the

CCSS:SMP1, 5–7;1.OA.6, 1.MD.3;

TLG pg. 317 MB#1

-half-past-quarter-after-quarter-past

-Dime-Nickel -Penny Grab

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quarter-hour.

-Telling time to the quarter-hour

OAS: 1.1.3; 1.4.2.a

-quarter-before -quarter-to



Assessment .

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Unit: 4 Lessons: 9 Flex Day: 2Lesson



4.9Timelines: To facilitate the investigation of timelines.

-concept of a timeline and relationship to the number line

CCSS:SMP1, 2, 4–6;1.OA.1, 1.MD.3OAS: 1.4.2.b

Sequencing Before school activities

-timeline

Flex Day



Assessment

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4.10Number Scrolls: To introduce scrolls; and to provide opportunities to make a number scroll for numbers to 100 and beyond.

-writing numerals on scrolls to represent numbers in the hundreds

CCSS:SMP2, 3, 5–8;1.NBT.1, 1.MD.3OAS: 1.1.2; 1.1.3; 1.2.1.c

-scroll -Time Match with Quarter hours

4.11 (2days)Introducing Fact Power: To introduce addition facts, fact power, turn around facts, and doubles facts; and to practice adding and subtracting 10.

-quick recall of addition facts and -turn-around facts

CCSS:SMP2, 4–8;1.OA.3, 1.OA.4,1.OA.6, 1.OA.8OAS: 1.2.2.a.i1.2.2.a.ii1.2.2.a.iii

-addition facts-sum-turn around fact-fact power-doubles facts

-High Roller

4.12 (2 days)Good Fact Habits and Making Ten: Practice with addition facts; and to introduce and provide practice with the making ten addition strategy.

-Making-ten strategy to quickly add within 20

CCSS:SMP1–3, 5–8;1.OA.3, 1.OA.6,1.OA.7, 1.OA.8OAS: 1.2.2.a.ii

TLG pg. 338MB #1

-Shaker Addition Top-it-Penny Plate

4.13Progress Check 4: To assess children’s progress on mathematical content through the end of Unit 4.

34



Project 4-TLG pg. 440 (Vol. 1)—All About Time RSA-(see attached file) TLG pg. 856 (Vol. 2)

Assessment .4.13 self assessment---written assessment---open response

35


Unit: 5 Lessons: 1,2,3 Flex Day: 4, 5Lesson



5.1Place Value Tens and Ones: To provide experiences with place-value concepts for tens and ones.

-understanding place value

CCSS:SMP1, 2, 5, 6;1.NBT.1, 1.NBT.2,1.NBT.2a,1.NBT.2b,1.NBT.2cOAS: 1.1.3, 1.2.1.a

The Warlord’s Beadsby: V. WaltonLet’s Countby: T. Hoban

TLG pg. 361 MB#2

-base 10 blocks-cubes-tens place-ones place-place value-regroup-standard form-hundreds-digit-flat-long

-Digit Game

5.2Place Value with Calculators: To provide experiences investigating place-value digit patterns.

-using a calculator to further understanding of place value

CCSS:SMP2, 3, 5–7;1.NBT.2, 1.NBT.2b,1.NBT.2cOAS: 1.1.2; 1.1.31.1.1.a; 1.2.2.c

TLG pg. 367 MB#1

5.3Relations: Greater Than, Less Than, and Equal To: To introduce the relation symbols < and >.

-introducing relation symbols to compare 2-digit numbers.

CCSS:SMP1–3, 5, 6;1.OA.7, 1.NBT.2,1.NBT.2a, 1.NBT.3 OAS: 1.4.3; 1.2.2.c

Just Enough Carrotsby: S. Murphy

-more than <- less than >

-Base-10 Exchange

Flex Day

36




Assessment.

37


Unit: 5 Lessons: 4 Flex Day: 2Lesson



5.4Exploring Area, Weight, and Counting: To develop the concept of area by counting units; to provide experience weighing objects with a pan balance; and to provide practice with rational counting.

-counting objects that are covering surfaces- counting coins to introduce area concepts-further develop counting skills

CCSS:SMP2, 5, 6OAS 1.1.3; 1.1.1.c; 1.2.2.a.i; 1.2.2.aii; 1.4.3

-area-square Unit-pan balance

-Digit Game

Flex Day



AssessmentAllow 2 days for Math Benchmark testing

38




S tandards Literature Writing Vocabulary Games

5.5Animal Weights: To introduce addition of 2-digit numbers.

-using base-10 blocks to add 2-digit numbers

CCSS:SMP1–6;1.OA.1, 1.OA.3,1.OA.6, 1.NBT.2,1.NBT.2a,1.NBT.2b,1.NBT.2c, 1.NBT.4OAS: 1.2.2.a.i;1.2.2.a.ii; 1.2.2.c

TLG pg. 382 MB #1

-weight -Animal Weight Top-It

5.6More Than and Less Than Number Stories: To provide practice with more than and less than number stories; and to provide experiences with writing number models for number stories.

-using relation symbols to compare 2-digit numbers in number stories

CCSS:SMP2–7;1.OA.1, 1.NBT.2,1.NBT.3OAS: 1.2.1.a

5.7Comparison Number Stories: To introduce number stories that involve finding differences.

-Using comparison strategies with number stories

CCSS:SMP1–4, 6;1.OA.1, 1.OA.4,1.OA.6, 1.NBT.3

OAS: 1.1.3; 1.2.2.a.ii; 1.4.3

-difference -Difference Game

39


5.8Solving Number Stories: To provide practice making up and solving a variety of number stories involving relations, addition, and subtraction.

-practice solving number stories involving 2-digit numbers

CCSS: SMP1–6;1.OA.1, 1.OA.3,1.OA.4, 1.OA.8,1.NBT.2, 1.NBT.4OAS: 1.2.2.b

TLG pg. 396 MB #1


Project 9-TLG pg. 459A (Vol. 1)—Ad Wizard RSA-(see attached file) TLG pg. 875A (Vol. 2)

Assessment .

40





5.9Dice Sums: To provide experiences with sums generated by rolling pairs of dice.

-finding dice sums, collecting data, and answering data questions.

CCSS:SMP1–8;1.OA.6, 1.NBT.2,1.NBT.2a, 1.MD.4OAS: 1.2.2.a.ii; 1.5.1.a

Probably Pistachioby: S. Murphy

TLG pg. 402 MB#1

-multiple of 10 -Base-10 Exchange

5.10Facts Using Doubles: To provide opportunities for children to explore and practice doubles-plus-1 and doubles-plus-2 facts, as well as review strategies for solving other addition facts.

-learning addition strategies to quickly add within 20.

CCSS:SMP1–4, 6–8;1.OA.1, 1.OA.6,1.OA.7, 1.OA.8OAS: 1.1.4; 1.2.2.aiii;

-addends-doubles plus 1-doubles plus 2

5.11Fact Strategy Review: To review various addition fact strategies; and to provide practice with addition facts with sums to 20.

-Reviewing addition strategies to quickly add within 20

CCSS:SMP5–8;1.OA.3, 1.OA.6,1.OA.8OAS: 1.1.4; 1.2.2.a.iii

-Beat the Calculator-Penny Plate

5.12“What’s My Rule?”: To introduce the “What’s My Rule?” routine.

CCSS:SMP1–4, 6-8;1.OA.3, 1.OA.8OAS: 1.1.2;

TLG pg. 417 MB #3

-function machine rule

41


-addition and subtraction skills. 1.1.3; 1.2.2.a.iii



Assessment .

42


Unit: 5 Lessons: 13, 14 Flex Day: 3, 4Lesson



5.13Applying Rules: To provide experiences with finding the output for given rules and input numbers.

-practice with addition and subtraction skills.

SMP2, 6–8;1.OA.3, 1.OA.8OAS: 1.1.2;1.1.3; 1.2.2.a.iii

-Penny-Nickel-Dime Exchange


Flex Day

Flex Day

Performance Task or

Project Based Learning


Assessment.

5.14----self assessment---written assessment---open response

43


44





6.1The Addition/Subtraction Facts Table: To provide experience exploring patterns in sums of two dice; and to introduce the addition and Subtraction Facts Table.

-additional practice of addition facts

CCSS:SMP2–8;1.OA.3, 1.OA.6OAS: 1.1.2; 1.1.4; 1.2.2.a.i, 1.2.2.a.ii1.2.2.a.iii

TLG pg. 540 Turn around facts

-addition table-subtraction table

-Addition Top-It

6.2Equivalent Names: To introduce name-collection boxes as devices for collecting equivalent names for numbers.

-numbers can be represented by different names.

CCSS:SMP1, 2, 4–6;1.OA.6, 1.OA.7OAS: 1.2.2.a.iii

-equivalent names-name collection box

6.3Fact Families: To introduce addition/subtraction fact families.

- fact families-Subtraction is related to addition

CCSS:SMP1–6, 8;1.OA.1, 1.OA.3,1.OA.4, 1.OA.5,1.OA.6, 1.OA.8OAS: 1.1.4; 1.2.2.a.i; 1.2.2.a.ii; 1.2.2.a.iii; 1.2.2.b

TLG pg. 552 Writing number sentences

-fact family

6.4Fact Triangles: To introduce Fact Triangles.

-Fact Triangle as a tool to practice addition and subtraction facts

CCSS: SMP2, 4–8;1.OA.3, 1.OA.6,1.OA.8 OAS:1.1.4; 1.2.2.a.iii

TLG pg. 557 Name collection box

-fact triangle -Fact Power Game

45




Assessment.

46


Unit: 6 Lessons: 5,6,7 Flex Day: 4Lesson



6.5 (2 days)Using Strategies to Solve Subtraction Facts: To provide experience revisiting the relationship between addition and subtraction; and to introduce subtraction fact strategies using ten.

-strategies for quickly solving subtraction facts

CCSS: SMP1–8;1.OA.4, 1.OA.6,1.OA.8OAS: 1.2.2.a.i; 1.2.2.a.ii; 1.2.2.a.iii

TLG pg. 561BWhat is a fact family?

6.6The Centimeter: To introduce the centimeter as a unit of measure in the metric system; and to provide experience measuring and drawing line segments to the nearest centimeter.

-the centimeter as a way to measure an object to the nearest whole number

CCSS: SMP1, 3–6;1.OA.6, 1.OA.8,1.NBT.2, 1.NBT.2a,1.NBT.2c, 1.MD.1,1.MD.2OAS: 1.1.3;

-centimeter (CM)-metric System

6.7Exploring Pattern Blocks, Addition Facts, and Triangles: To develop readiness for fractions; to provide practice with addition facts; and to provide for the exploration of various shapes of triangles.

-additional addition facts practice-building and drawing triangles

CCSS:SMP1–3, 5–7;1.OA.6, 1.G.1OAS: 1.2.1.d; 1.2.2.a.iii; 1.3.1

TLG pg. 570 Pattern Blocks

-Fact Power Game

Flex Day

47



Project 6-TLG pg. 448 (Vol. 1)—Celebrate the Hundredth Day RSA-(see attached file) TLG pg. 864 (Vol. 2)(Can be used at or around the hundredth day of school)

Assessment.




6.8Addition Facts Practice with “What’s My Rule?”: To provide an extension for the “What’s My Rule?” routine which includes finding missing input numbers.

-practice for addition facts

CCSS: SMP1, 2, 6–8;1.OA.5, 1.OA.6,1.OA.8OAS: 1.1.2; 1.1.3; 1.2.2.a.iii

TLG pg. 578 Compare numbers on a graph

-Tric-Trac

6.9Quarters: To provide experience finding the value of collections of quarters, dimes, nickels, and pennies; and showing money amounts with coins.

-the quarter in preparation for playing Coin Top-It.

CCSS: SMP1–4, 6, 7;1.OA.1OAS: 1.4.3

26 letters and 99 centsby: T. HobanDeena’s Lucky Pennyby: B. deRubertis

-quarter -Quarter-Dime-Nickel-Penny Grab-Coin Top it

6.10Digital Clocks: To provide experience identifying the number of minutes around the face of an analog clock; and to introduce digital time.

CCSS: SMP1–7;1.OA.1, 1.MD.3

TLG pg. 592 “How do you Count a handful of coins?”

-digital Clock -Coin Exchange

48


-reading time to the hour and half-hour on a digital clockOAS: 1.1.3; 1.4.2.a

6.11Introducing My Reference Book: To introduce My Reference Book.

-My Reference Book as a tool for when the children need help.

CCSS: SMP5–7;1.MD.2, 1.MD.3OAS: 1.4.2.a

TLG pg. 596 “How do you know which color you are more likely to spin?”

-My Reference Book-table of contents



Assessment .

Unit: 6 & 7 Lessons: 12, 13, 1, 2 Flex Day: 5Lesson



6.12Data Landmarks: To introduce the statistical landmarks range and middle value; and to provide practice collecting data and making bar graphs.

-data landmarks as means for interpreting data

CCSS: SMP1–6;1.MD.4OAS: 1.1.3; 1.5.1.a; 1.5.1.b

-middle value range -Tric Trac


-Checks children’s progress at the end of Unit 6.7.1Attribute Rules: To reinforce sorting attribute blocks

CCSS: SMP5–8;1.OA.6, 1.G.1,

-triangle-circle

-Make My Design

49


according to attribute rules.

-sorting attribute blocks by a designate rule

1.G.2OAS: 1.3.1

-square-hexagon-rectangle-attribute-three-dimensional shape-two-dimensional shape-defining attribute-non-defining attribute

7.2Exploring, Attributes, Designs, and Fact Platters: To reinforce sorting by attribute rules; to facilitate the learning of addition facts.

-practice addition facts-identifying shapes based on their attributes

CCSS: SMP1, 3, 5–8;1.OA.6, 1.MD.3,1.G.1, 1.G.2OAS: 1.2.2.a.iii

-Attribute Train Game-Time Match



Assessment .6.13 self assessment---written assessment---open response




7.3Pattern-Block and Template Shapes: To guide the identification of plane shapes; and to facilitate investigating some of their characteristics.-identifying pattern-blocks based on their attributes.

CCSS: SMP1, 4, 6–8;1.OA.6, 1.MD.4,1.G.1, 1.G.2OAS: 1.1.1; 1.3.2; 1.3.3

Round is a Mooncake: A Book of Shapes by: R. Thong

TLG pg. 636 What is a Rectangle?

-trapezoid-pentagon-polygon-side-corner-angle-quadrilateral-rhombus-square corner

7.4Making Polygons: To extend children’s familiarity with polygons.

CCSS: SMP1, 3, 4, 6–8;1.MD.4, 1.G.1,

50


-identifying the attributes of polygons constructing polygons-making composite shapes

1.G.2OAS: 1.1.1; 1.3.2; 1.3.3

7.5Spheres, Cylinders, and Rectangular Prisms: To guide the identification of spheres, cylinders, and rectangular prisms; and to facilitate the investigation of their characteristics.

-attributes of spheres, cylinders, and rectangular prisms- construction of cylinders and rectangular prisms

CCSS: SMP1, 2, 4–6;1.G.1, 1.G.2OAS: 1.1.1; 1.3.2; 1.3.3

TLG pg. 647 What is a polygon?

-sphere-cylinder-face-rectangular prism-surface

-Coin Exchange

7.6Pyramids, Cones, and Cubes: To guide the identification of pyramids, cones, and cubes; and to facilitate the investigation oftheir characteristics.

-identifying the attributes of pyramids,-cones, and cubes and the construction of cubes and cones.

CCSS: SMP1, 4, 6, 8;1.G.1, 1.G.2OAS: 1.3.2; 1.3.3

Cubes, Cones, Cylinders & Spheres by: T. Hoban

TLG pg. 652Patterns on a number grid

-Cone-Cube-pyramid

-Attribute Train Game


Project 7---TLG pg. 452 (Vol. 1)---Weather and Probability RSA-(see attached file) TLG pg. 868 (Vol. 2)

Assessment 7.8 self assessment----written assessment----open response

Unit: 7 & 8 Lessons: 7, 8, 1, 2 Flex Day: 5Lesson



7.7Symmetry: To facilitate the exploration of symmetrical shapes.

CCSS: SMP3–6;1.OA.6, 1.G.2OAS: 1.3.1

-symmetrical-symmetry

-AdditionTop-It

51


-lines of symmetry7.8Progress Check 7: To assess children’s progress on mathematical content through the end of Unit 7.

-Checks children’s progress at the end of Unit 7.8.1Review Money: To review, reinforce, and assess skills associated with counting and exchanging coins.

- review of money in preparation for Lesson 8.2.

CCSS: SMP1, 2, 4–8;1.NBT.3, 1.MD.3,1.MD.4OAS: 1.4.3

TLG pg. 680 Addition facts

8.2Dollars: To reinforce an understanding of money; to introduce dollars; and to facilitate the use of money to explore place value.

-the dollar and its relation to place value

CCSS: SMP2, 4–7;1.OA.6, 1.OA.7,1.NBT.2a, 1.NBT.3OAS: 1.2.1.a; 1.4.3

Follow the Moneyby: L. Leedy

TLG pg. 686 What is a prism?TLG pg. 687 Making a Dollar Book

-decimal point -One-Dollar Exchange



Assessment.

52





8.3Place Value: Hundreds, Tens, and Ones: To extend place-value concepts to hundreds.

-place value to the hundreds place

CCSS: SMP1–3, 5–7;1.OA.6, 1.NBT.2,1.NBT.2a,1.NBT.2cOAS: 1.2.1.a; 1.2.1.c

-hundreds-hundreds place-tens place-ones place-tens-ones

-Tric-Trac

8.4Application: Shopping at the School Store: To provide practice solving number stories that involve addition and subtraction.

-solving addition and subtraction number stories

CCSS: SMP1–6;1.OA.2, 1.NBT.2a,1.NBT.4, 1.NBT.6OAS: 1.2.2.a.ii; 1.2.2b

-Base-10 Exchange

8.5Making Change: To develop the use of counting up as a strategy for making change.

-making change as a method to practicing addition and subtraction

CCSS: SMP1–4, 6, 7;1.OA.4, 1.OA.5,1.OA.6, 1.NBT.2,1.NBT.4, 1.NBT.5OAS: 1.4.3

-to make change -3, 2, 1 Game

8.6Equal Shares: To guide exploration of dividing regions into equal parts.

CCSS: SMP1–4, 6;1.NBT.5, 1.NBT.6,1.G.3OAS: 1.2.1.d

Ed Emberley’s Picture Pie! A cut and paste Drawing Book by: E. Emberley

TLG pg. 707 How do you make change?

-whole-fourths-equal parts-halves-thirds-partition-whole numbers

53


-dividing shapes into equal parts.



Assessment .

54





8.7Fractions: To guide further understanding of fractional parts of a whole; and to introduce unit fraction notation.

-describing shares of objects using fraction words.

CCSS: SMP2–6;1.OA.6, 1.G.3OAS: 1.2.1.d

TLG pg. 712 How many hundreds in a number?

-fraction-fractional parts

-One-Dollar Exchange

8.8Sharing Pennies: To introduce finding fractional parts of collections.

-Fractions describing part of a collection.

CCSS: SMP1–4, 6, 7;1.OA.6OAS: 1.2.1.d

TLG pg. 718 Fractions

-Addition Top-It

8.9Exploring Fractional Parts and Addition Facts:To guide exploration of the relationship between multiples and fractions; to reinforce naming fractional parts of regions; and to provide practice with addition facts.

-practicing addition facts- concept of fractions as a part of a whole.

CCSS: SMP1, 2, 6, 7;1.OA.6, 1.G.3OAS: 1.2.1.d; 1.2.2.a.iii

TLG pg. 723 Test symmetrical shapes

-near doubles -3, 2, 1 Games


-Checks children’s progress at the end of Unit 8.

55



Project 8—TLG pg. 456 (Vol. 1)—Flea Market RSA—(see attached file) TLG pg. 872 (Vol. 2)

Assessment.

8.10 self assessment---written assessment---open response




9.1Tens and Ones Patterns on the Number Grid: To provide experiences counting by 1s and 10s on the number grid in preparation for adding and subtracting on the number grid.

-patterns of 1s and 10s on a number grid and naming hidden numbers.

CCSS: SMP1, 3, 5, 7, 8;1.OA.6, 1.NBT.1,1.NBT.5OAS: 1.1.2; 1.1.3; 1.2.1.c

9.2Adding and Subtracting Tens: To provide opportunities to develop proficiency in adding and subtracting 10s.

-fluently adding and subtracting by the quantity of 10

CCSS: SMP1–6;1.NBT.4, 1.NBT.5,1.NBT.6, 1.MD.4OAS: 1.1.3; 1.2.2.c

TLG pg. 751 What is the patter in the sums of #2?

-Number-Grid Game

9.3Number-Grid Puzzles: To reinforce counting, adding, and subtracting with 10s and 1s using number-grid patterns.

-Number-Grid Puzzles as a way to practice adding subtracting by 1s and 10s.

CCSS: SMP1, 2, 5–8;1.NBT.1, 1.NBT.4,1.NBT.5, 1.NBT.6,1.G.2 OA S: 1.1.2; 1.1.3

TLG pg. 756 How do you know who has more money?

-Make My Design

56


9.4Adding and Subtracting 2-Digit Numbers: To provide practice adding and subtracting 2-digit numbers

-additional practice for adding and subtracting 2-digit numbers.

CCSS: SMP1–6;1.NBT.4, 1.NBT.6OAS: 1.2.2.b;1.2.2.c



Assessment .

57





9.5Exploring Capacity, Symmetry, and Heights: To provide experiences comparing capacities of containers; creating a symmetrical design; and making a second height measurement.

-symmetry and different types of Measurements

CCSS: SMP1, 3–6, 8;1.NBT.5, 1.MD.2OAS: 1.4.1

Lulu’s Lemonadeby: B. deRubertis

TLG pg. 766-What is a fraction of a shape?-Symmetrical Pictures

-Number-Grid Game

9.6Fractional Parts of the Whole: To extend fraction concepts to fractions other than unit fractions.

-fractional parts and partitioning

CCSS: SMP1–7;1.MD.4, 1.G.3 OAS: 1.2.1.d

Fraction Action by: L. Leedy

TLG pg. 773 Identifying with fractions

9.7Comparing Fractions: To review fraction concepts; and to provide experiences using region models to compare fractions.

-dividing paper strips into equal parts

CCSS: SMP1, 2, 6, 8;1.OA.6, 1.G.3OAS: 1.2.1.d

-demoninator-numerator

-Difference Game

9.8Many Names for Fractional Parts: To introduce the idea that fractional parts of a whole have many names (equivalent fractions).

-comparing the size of fractions of a shape

CCSS: SMP2–6;1.G.3OAS: 1.2.1.d

-TLG pg. 781 What is a fraction of a group of objects?-TLG pg. 782

-One-Dollar Exchange

58




Assessment.

9.9 self assessment----written assessment----open response

Unit: 9 &10 Lessons: 9, 1, 2, 3 Flex Day: 5Lesson




-Checks children’s progress at the end of Unit 9

10.1Data Day: End-of-Year Heights: To provide experiences with making a line plot and finding typical values of a set of data.

-collecting, organizing, and interpreting data in a line plot

CCSS: SMP2, 4, 6;1.MD.3, 1.MD.4OAS: 1.1.3; 1.4.1; 1.5.1.a, 1.5.1.b

(lesson 10.6 includes 6 books all relating to animal habitats)

10.2Review: Telling Time: To review telling time on an analog clock and writing times in digital notation; to provide practice telling times in alternate ways; and to provide experiences with calculating elapsed times.

CCSS: SMP2, 3, 5–7;1.OA.6, 1.MD.3OAS: 1.1.3; 1.2.2.a.iii

It’s About Time, Max!by: K. Richards

TLG pg. 809 How Do You Solve a number-grid puzzle?

-Beat the Calculator with Facts and Fact Extensions

59


-telling time to the nearest hour, half-hour, and quarter-hour10.3Mental Arithmetic: Using a Vending Machine Poster: To review showing amounts of money with coins and to provide experiences with solving number stories involving addition of 2-digit numbers.

-mental strategies for solving addition of 2-digit numbers

CCSS: SMP1–6;1.OA.1, 1.NBT.3,1.NBT.4, 1.MD.4OAS: 1.1.3; 1.2.2.b; 1.2.2.c; 1.4.3

TLG pg. 814 How do you add 10 to a number?

-Coin-Dice



Assessment .

60





10.4Mental Arithmetic: To provide experiences with solving comparison number stories and calculating amounts of change from purchases.

-mental strategies for solving addition of 2-digit numbers

CCSS: SMP1–4, 6;1.OA.1, 1.OA.4,1.NBT.2a, 1.NBT.4,1.NBT.5, 1.NBT.6OAS: 1.1.3; 1.4.4.3,

TLG pg. 820 Write and solve number stories

-$1, $10, $100 Exchange

10.5Year-End Geometry Review: To review the names and some of the characteristics of polygons, as well as the names of basic 3-dimensional shapes.

-review of attributes that identify 2- and 3-dimensional shapes-constructing solids and composite shapes

CCSS: SMP3, 4, 6, 8;1.MD.3, 1.G.1,1.G.2OAS: 1.3.2; 1.3.3

-I Spy-Time Match

10.6Review: Thermometers and Temperature: To review reading temperatures in degrees Fahrenheit; and to provide experiences using information on a map to find temperature differences.

-reviewing understanding of thermometers and temperature

CCSS: SMP1, 2, 4–6;1.NBT.4, 1.NBT.5,1.NBT.6OAS: 1.2.2.c

Welcome to the Green House, Welcome to the Ice House,by: J. Yolen

Artic Tundra, Cactus Desert,Tropical

10.7Review: Place Value, Scrolls, and Number Grids:To review place value through hundreds.

CCSS: SMP1–3, 5–8;1.NBT.1,

TLG pg. 836-scrolls-How do you

-expanded form Favorite Math Games

61


-reviewing children’s understanding of place value

1.NBT.2,1.NBT.2a, 1.NBT.5,1.G.3OAS: 1.1.3; 1.2.1.a; 1.2.1.c

RainForest,by: D. Silver

read a clock?


Project 10—TLG pg. 459E (Vol. 1)—Shape City RSA-(see attached file) TLG pg. 875E (Vol. 2)

Assessment 10.8 self assessment---written assessment---open response

Unit: 10 Lessons: 8 Flex Days: 2,3,4,5Lesson




-Checks children’s progress at the end of Unit 10.

Flex Day

Flex Day

Flex Day

62



Project 10—TLG pg. 459E (Vol. 1)—Shape City RSA-(see attached file) TLG pg. 875E (Vol. 2)

Assessment.

63

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