curriculum... · web viewunit title: 1st grade math unit 2. grade level: 1. timeframe: marking...

Unit Title: 1st Grade Math Unit 2Grade Level: 1

Timeframe: Marking Period 2

Unit Focus and Essential Questions

Unit Focus Represent and solve problems involving addition and subtraction Work with addition and subtraction equations Understand and apply properties of operations and the relationship between addition and subtraction Add and subtract within 20 Represent and interpret data Understand place value Extend the counting sequence

Essential QuestionsHow do you add numbers?How do you subtract numbers?How do you use strategies to add numbers?What strategies can you use to subtract?What is meant by inequalities in mathematics?What are the different models of and models for addition and subtraction?What are efficient methods for finding sums and differences?How can we determine an unknown number in an equation?How do we decompose numbers?How do we compose two digit numbers?What do two digit numbers represent?How can I count to 120 orally?How do I read numbers up to 120?How can I use place value?

New Jersey Student Learning Standards

Standards/Cumulative Progress Indicators (Taught and Assessed): 1.OA.A.1*1.OA.D.71.OA.D.81.OA.B.3*1.OA.C.6*1.OA.A.21.MD.C.41.NBT.B.2a-b1.NBT.B.3

1

1.NBT.A.1*Key: Green = Major Clusters; Blue = Supporting; Yellow = Additional Clusters

Standard/SWBAT and Pacing Student Strategies Formative Assessment

Activities and Resources Reflection

1.OA.A.1- Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. *(benchmarked)

(The second marking period’s learning goal is Add and subtract within 20)

Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit

Number Talk Refer to Number Talks by Sherry Parrish

6+46+66+86+9

Number Talks Strategy-Counting All/Counting On: Number Sentences

Number Talks Website

https://elementarynumbertalks.wordpress.com/

Direct Instruction Option 1 – Module 1 Topic B; Lesson 7

https://www.engageny.org/ccls-math/1oa1

CentersTeacher Center – The teacher works in a small group with 1-4 students.

https://docs.google.com/viewerng/viewer?url=http://achievethecore.org/content/upload/Grade%25201%2520YouCubed%2520Tasks%2520-%2520Add.Subtract%2520Fluency%2520FINAL.pdf

Task- How many are hiding?

Quarterly Assessment

Question 1a- Adding and subtracting under 20

Illustrative Math

https://www.illustrativem

athematics.org/content-

standards/1/OA/A/1/tasks/2

EngageNYModule 1 Topic B; Lesson 7 (Day 1)


Illustrative Math- Day 1https://www.illustrativemathematics.org/

content-standards/1/OA/A/1/tasks/2

Additional Resources

MyMath www.connected.mcgraw-hill.com

Teacher login page for all online resources available for My Math

www.mhmymath.com Homepage for My Math

Note: These pages are used as references. They are not meant to be taught page by page. The

pages used are those that best match the standard taught and best prepare students for

the assessment.Lesson 1.1 (11-16)Lesson 1.2 (17-22)Lesson 1.3 (23-28)

2

http://www.mhmymath.com/

http://www.connected.mcgraw-hill.com/

https://www.illustrativemathematics.org/content-standards/1/OA/A/1/tasks/2











together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.

ObjectivesSWBAT

Add and subtract within 10 using manipulatives.

Add and subtract within 10 by writing number sentences.

Orally explain how they added two numbers up to 10.

Standards Based Problems Center –

http://www.k-5mathteachingresources.com/1st-grade-number-activities.html (See tasks for 1.OA.1)

Individual Center – Students work on their individual skill that they need based on their data.

http://achievethecore.org/page/940/dice-addition-1

Manipulative Center –

https://docs.google.com/viewerng/viewer?url=http://achievethecore.org/content/upload/Grade%25201%2520YouCubed%2520Tasks%2520-%2520Add.Subtract%2520Fluency%2520FINAL.pdf (Task- Snap)

Interdisciplinary Center –

Leveled Reader- Healthful Snacks (Found in MY Learning Stations)

Review Classwork

Exit Ticket

Lesson 1.6 (43-48)Lesson 2.1 (109-114)Lesson 2.2 (115-120)Lesson 2.3 (121-126)Lesson 2.6 (141-146)Lesson 2.7 (147-152)Lesson 3.6 (243-248)Lesson 3.8 (255-260)Lesson 4.4 (299-304)

ELL Modifications

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 1CCSS:1.OA.1WIDA ELDS: 3ListeningSpeaking

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.

Demonstrate understanding of math problems read orally by drawing pictures to depict the action of the problem.

Explain orally the solutions to word problems involving addition and subtraction within 20, using Fact Family Triangles, online videos, and Connecting Cubes.

VU: Add, addition fact, sum, subtract, subtraction fact, difference, related facts

LFC: Present tense, interrogative sentences

LC: Varies by ELP level

3

http://www.state.nj.us/education/modelcurriculum/math/ellscaffolding/ConnectingCubes.pdf

http://www.state.nj.us/education/modelcurriculum/math/ellscaffolding/FactFamilyTriangles.pdf







http://www.k-5mathteachingresources.com/1st-grade-number-activities.html



ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives

Demonstrate understanding of math problems read orally by drawing pictures to depict the action of the problem; then explain orally the solution using L1 text and/or support and/or draw the solutions and use selected technical words.

Demonstrate understanding of math problems read orally by drawing pictures to depict the action of the problem; then explain orally the solution using L1 text and/or support and/or use selected technical vocabulary in phrases and short sentences with drawings.

Demonstrate understanding of math problems read orally by drawing pictures to depict the action of the problem; then explain orally the solution using key, technical vocabulary in a series of simple sentences.

Demonstrate understanding of math problems read orally by drawing pictures to depict the action of the problem; then explain orally the solution using key, technical vocabulary in expanded sentences.

Demonstrate understanding of math problems read orally by drawing pictures to depict the action of the problem; then explain orally the solution using technical vocabulary in multiple sentences.

Learning Supports

Word/Picture WallFact Family TrianglesConnecting CubesSmall group/triadsL1 text and/or support

Word/Picture WallFact Family TrianglesConnecting CubesSmall group/triadsL1 text and/or support

Word/Picture WallFact Family TrianglesConnecting CubesSmall group/triads

Fact Family TrianglesConnecting CubesSmall group/triads

Fact Family Triangles


(The second marking


5+55+75+9




Direct Instruction

Option 2 – Slides 7-15, 84-88 https://njctl.org/courses/math/1st-grade/addition-to-20/



Illustrative Math



standards/1/

Illustrative Math- Day 2







pages used are those that best match the

4







https://njctl.org/courses/math/1st-grade/addition-to-20/




http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/InteractionSupports/InTriadsOrSmallGroups.pdf






http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/ClassroomDisplays/Wordpicturewall.pdf

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/L1Supports.pdf
















period’s learning goal is Add and subtract within 20)

Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.

ObjectivesSWBAT















Review Classwork

Exit Ticket

OA/A/1/tasks/163 standard taught and best prepare students for the assessment.

Lesson 1.1 (11-16)Lesson 1.2 (17-22)Lesson 1.3 (23-28)Lesson 1.6 (43-48)

Lesson 2.1 (109-114)Lesson 2.2 (115-120)Lesson 2.3 (121-126)Lesson 2.6 (141-146)Lesson 2.7 (147-152)Lesson 3.6 (243-248)Lesson 3.8 (255-260)Lesson 4.4 (299-304)

5













ELL Modifications: See Day 1




ObjectivesSWBAT



4+67+44+84+9




Direct Instruction Option 2-https://njctl.org/courses/math/1st-grade/subtraction-to-20/







http://achievethecore.org/page/940/dice-



Achieve the Core Coherence Map

http://achievethecore.or

g/coherence-map/#1/5/33/33

[See All Tasks]







the assessment.Lesson 1.1 (11-16)Lesson 1.2 (17-22)Lesson 1.3 (23-28)Lesson 1.6 (43-48)


Achieve the Core Coherence MapDay 3

http://achievethecore.org/coherence-map/#1/5/33/33 [See All Tasks]

6

http://achievethecore.org/coherence-map/#1/5/33/33














https://njctl.org/courses/math/1st-grade/subtraction-to-20/

https://njctl.org/courses/math/1st-grade/subtraction-to-20/




addition-1





Review Classwork

Exit Ticket

ELL Modifications: See Day 11.OA.A.1- Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. *(benchmarked)


Pacing – In the first grade level meeting or


9+19+39+59+7




Direct Instruction

Option 3 –

https://learnzillion.com/lesson_plans/4013-7-subtraction-using-counting-on-and-counting-back-c




Math Labs(Day 4)http://

www.raftbayarea.org/idea-grid?stdid=761067 (See all tasks)

Math Labs(Day 4)

http://www.raftbayarea.org/idea-grid?stdid=761067 (See all tasks)








7



http://www.raftbayarea.org/idea-grid?stdid=761067













professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.

ObjectivesSWBAT














Review Classwork

Exit Ticket


Lesson 1.6 (43-48)Lesson 2.1 (109-114)Lesson 2.2 (115-120)Lesson 2.3 (121-126)Lesson 2.6 (141-146)Lesson 2.7 (147-152)Lesson 3.6 (243-248)Lesson 3.8 (255-260)Lesson 4.4 (299-304)

1.OA.A.1- Use addition and subtraction within


7+3


EngageNY

8












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. *(benchmarked)



ObjectivesSWBAT



7+77+97+5




Direct Instruction

Option 3 – Module 1 Topic B; Lesson 8










Common Core Sheets(Day 5)http://

www.commoncoresheets.com/

SortedByGrade.php?Sorted=1oa1

Module 1 Topic B; Lesson 8


Common Core Sheets(Day 5)

http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1oa1









9
























Review Classwork

Exit Ticket

ELL Modifications: See Day 11.OA.A.1- Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. *(benchmarked)


Pacing – In the first grade level meeting or professional development day, teachers will create a


9+119+139+15




Direct Instruction

Option 1 – Module 1 Topic B; Lesson 9



https://docs.google.com/viewerng/viewer?url=http://achievethecore.org/content/upload/Grade%25201%2520YouCubed






EngageNY

Module 1 Topic B; Lesson 9










the assessment.

10
















pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.

ObjectivesSWBAT




%2520Tasks%2520-%2520Add.Subtract%2520Fluency%2520FINAL.pdf










Review Classwork

Exit Ticket




1.OA.D.7. Understand the meaning of the equal sign, and determine if equations involving addition and


P. 44 - 48 P. 106

Quarterly Assessment Question #2

Common Core

EngageNYModule 1 Topic E; Lesson 17 (Day 1)



11












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.

Learning Goal 2: Determine if addition and subtraction equations, within 20, are true or false.


ObjectivesSWBAT

i. Define the meaning of the equal sign.

ii. Explain the meaning of the equal sign.

iii. Solve equations involving addition and subtraction.

Number Talks Strategy-Addition: Counting All/Counting On: Number SentencesNumber Talks Websitehttps://elementarynumbertalks.wordpress.com/Select First Grade Number Talks at the top of the page.Scroll down to find Counting All/Counting On Click on Counting All Counting On Number Sentences to access PowerPoint Slides

Direct Instruction Option 1 – Module 1 Topic E; Lesson 17 (Day 1)https://www.engageny.org/ccls-math/1oa7

See activities and resources

Centers

Teacher Center – The teacher works in a small group with 1-4 students. The teacher should repeat the student friendly objective with the small group of students. Working with whiteboards or paper the teacher can create equations for which students should have to solve and determine if they are true or false. Eventually students can begin developing their own and participate as the “teacher” when presenting their problems to the group.

Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. For this standard students will be using two sets of true and false cards different from the cards given in the actual quarterly assessment. The cards will have both two and three term equations. See question number 5 from 1st grade Unit 1 quarterly benchmark. Individual Center – Students work on the individual skill that they need based on their pre-test data. Achieve the Core Coherence Map should be used to guide remediation. [Achieve the Core coherence map is perfect for the individual centers and identifying task based on

Sheets(Day 1)http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1oa7




Note: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best match the standard taught and best prepare students for

the assessment.

Lesson 1.13 (87-92) Lesson 2.14 (191-196)

12









iv. Compare both sides of the equal sign.

v. Determine if equation involving addition, within 10, is true or false.

v. Determine if equation involving subtraction, within 10, is true or false.

vi. Develop your own true or false equation involving addition or subtraction within 10.

student areas of needs (as per each standard).The following link: https://www.illustrativemathematics.org/content-standards/1/OA/D/7/tasks/475Can be used to create number sentence sheets with dot images. Students can choose or be given a packet of number images and write an equation for the images if they are equal. This center activity is supported through the use of number talks and subitizing.

Manipulative Center – Students work on solving problems using manipulatives. Using connecting cubes student can model equations to check if they are true or false. 3+2 = 1+4 can be modeled with two sets of different color cubes and if true the set of 3 and 2 will equal the same amount of the set of 1 and 4. This will work with both addition and subtraction. Two color counters can be used as well. Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Healthful Snacks should be implemented in the interdisciplinary center. It connects math with both language arts and science.

Review Classwork

Exit Ticket

ELL Modifications


SLO: 3CCSS:1.OA.7WIDA ELDS: 3ListeningReading

Demonstrate understanding of the equal sign by determining if an equation is true or false.

Demonstrate understanding of equations and the concepts of true/false by sorting equations presented visually using drawings and teacher Prompts.

VU: Equal, equal sign, equation, not equal, true, false

LFC: Present tense

LC: Varies by ELP levelELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Demonstrate understanding of several complex

Demonstrate understanding of several complex equations stated orally in L1

Demonstrate understanding of several simple equations stated orally by writing the

Demonstrate understanding of several complex and some simple

Demonstrate understanding of several complex

13


http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/InteractionSupports/Prompts.pdf

https://www.illustrativemathematics.org/content-standards/1/OA/D/7/tasks/475


equations stated orally in L1 text and/or support by writing the correct numbers and mathematical symbols and/or numbers and symbols stated orally. Then demonstrate understanding of true and false by sorting equations presented visually.

text and/or support by writing the correct numbers and mathematical symbols and/or simple equations or numbers stated orally. Then demonstrate understanding of true and false by sorting equations presented visually.

correct numbers and mathematical symbols. Then demonstrate understanding of true and false by sorting equations presented visually.

equations stated orally by writing the correct numbers and mathematical symbols. Then demonstrate understanding of true and false by sorting equations presented visually.

equations stated orally by writing the correct numbers and mathematical symbols. Then demonstrate understanding of true and false by sorting equations presented visually.

Learning Supports

Teacher Prompts Word/Picture WallChoice questionsL1 text and/or support Teacher Modeling

Teacher Prompts Word/Picture WallChoice questionsL1 text and/or support Teacher Modeling

Teacher Prompts Word/Picture WallChoice questions

Teacher Prompts Choice questions

Teacher Prompts

1.OA.D.7. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.




P. 44 - 48 P. 111

Number Talks Strategy-Doubles/Near Doubles: Number SentencesNumber Talks Websitehttps://elementarynumbertalks.wordpress.com/Select First Grade Number Talks at the top of the page.Scroll down to find Doubles/Near Doubles Click on Doubles Near Double Number Sentences to access PowerPoint SlidesDirect Instruction Option 1 – Module 1 Topic E; Lesson 18 (Day 2)https://www.engageny.org/ccls-math/1oa7


Centers

Teacher Center – The teacher works in a small


Math Labs(Day 2)http://www.raftbayarea.org/readpdf?isid=317



Math Labs(Day 2)

http://www.raftbayarea.org/readpdf?isid=317






14












http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/InteractionSupports/ChoiceQuestions.pdf





http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/InteractionSupports/TeacherModeling.pdf















ObjectivesSWBAT







vi. Develop your own true or false equation

group with 1-4 students. The teacher should repeat the student friendly objective with the small group of students. Working with whiteboards or paper the teacher can create equations for which students should have to solve and determine if they are true or false. Eventually students can begin developing their own and participate as the “teacher” when presenting their problems to the group.

Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. For this standard students will be using two sets of true and false cards different from the cards given in the actual quarterly assessment. The cards will have both two and three term equations. See question number 5 from 1st grade Unit 1 quarterly benchmark.

Individual Center – Students work on the individual skill that they need based on their pre-test data. Achieve the Core Coherence Map should be used to guide remediation. [Achieve the Core coherence map is perfect for the individual centers and identifying task based on student areas of needs (as per each standard).The following link: https://www.illustrativemathematics.org/content-standards/1/OA/D/7/tasks/475Can be used to create number sentence sheets with dot images. Students can choose or be given a packet of number images and write an equation for the images if they are equal. This center activity is supported through the use of number talks and subitizing.

Manipulative Center – Students work on solving problems using manipulatives. Using connecting cubes student can model equations to check if they are true or false. 3+2 = 1+4 can be modeled with two sets of different color cubes and if true the set of 3 and 2 will equal the same amount of the set of 1 and 4. This will work with both addition and subtraction. Two color counters can be used as well.

the assessment.

Lesson 1.13 (87-92) Lesson 2.14 (191-196)

15



involving addition or subtraction within 10.

Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Healthful Snacks should be implemented in the interdisciplinary center. It connects math with both language arts and science.

Review Classwork

Exit Ticket

ELL Modifications: See Day 11.OA.D.7. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.



Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and


P. 44 - 48 P. 117

Number Talks Strategy-Addition: Making Tens Number SentencesNumber Talks Websitehttps://elementarynumbertalks.wordpress.com/Select First Grade Number Talks at the top of the page.Scroll down to find Making Tens Click on Making Tens Number Sentences to access PowerPoint SlidesDirect Instruction Option 1 – Module 1 Topic E; Lesson 19 (Day 3)https://www.engageny.org/ccls-math/1oa7


Centers











the assessment.

Lesson 1.13 (87-92) Lesson 2.14 (191-196)

16










come up with dates where they will assign each quarterly assessment question.

ObjectivesSWBAT








Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. For this standard students will be using two sets of true and false cards different from the cards given in the actual quarterly assessment. The cards will have both two and three term equations. See question number 5 from 1st grade Unit 1 quarterly benchmark. Individual Center – Students work on the individual skill that they need based on their pre-test data. Achieve the Core Coherence Map should be used to guide remediation. [Achieve the Core coherence map is perfect for the individual centers and identifying task based on student areas of needs (as per each standard).The following link: https://www.illustrativemathematics.org/content-standards/1/OA/D/7/tasks/475Can be used to create number sentence sheets with dot images. Students can choose or be given a packet of number images and write an equation for the images if they are equal. This center activity is supported through the use of number talks and subitizing.



Review Classwork

17



Exit Ticket

ELL Modifications: See Day 11.OA.D.7. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.




ObjectivesSWBAT

i. Define the meaning of


P. 44 - 48 P. 118

Number Talks Strategy-Addition: Making Landmark or Friendly NumbersNumber Talks Websitehttps://elementarynumbertalks.wordpress.com/Select First Grade Number Talks at the top of the page.Scroll down to find Landmark or Friendly Numbers Click on Making Landmark or Friendly Numbers to access PowerPoint SlidesDirect Instruction Option 1 – Module 1 Topic E; Lesson 20 (Day 4)https://www.engageny.org/ccls-math/1oa7


Centers

Teacher Center – The teacher works in a small group with 1-4 students. The teacher should repeat the student friendly objective with the small group of students. Working with whiteboards or paper the teacher can create equations for which students should have to solve and determine if they are true or false. Eventually students can begin developing their own and participate as the “teacher” when presenting their problems to the group. Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. For this standard students will be using two sets of true and false cards different from the cards given in the actual quarterly assessment. The cards will have both two and


Common Core Sheets(Day 4)http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1oa7










the assessment.

Lesson 1.13 (87-92) Lesson 2.14 (191-196)

18












the equal sign.







three term equations. See question number 5 from 1st grade Unit 1 quarterly benchmark. Individual Center – Students work on the individual skill that they need based on their pre-test data. Achieve the Core Coherence Map should be used to guide remediation. [Achieve the Core coherence map is perfect for the individual centers and identifying task based on student areas of needs (as per each standard).The following link: https://www.illustrativemathematics.org/content-standards/1/OA/D/7/tasks/475Can be used to create number sentence sheets with dot images. Students can choose or be given a packet of number images and write an equation for the images if they are equal. This center activity is supported through the use of number talks and subitizing.



Review Classwork

Exit Ticket


1.OA.D.7. Understand the meaning of the



MyMathwww.connected.mcgraw-hill.com

19




equal sign, and determine if equations involving addition and subtraction are true or false.




ObjectivesSWBAT



iii. Solve equations

P. 44 - 48 P. 106

Number Talks Strategy-Addition: Counting All/Counting On: Number SentencesNumber Talks Websitehttps://elementarynumbertalks.wordpress.com/Select First Grade Number Talks at the top of the page.Scroll down to find Counting All/Counting On Click on Counting All Counting On Number Sentences to access PowerPoint SlidesDirect Instruction Option 4 – My MathLesson 1.13 (87-92) (Day 5)See activities and resources

Centers

Teacher Center – The teacher works in a small group with 1-4 students. The teacher should repeat the student friendly objective with the small group of students. Working with whiteboards or paper the teacher can create equations for which students should have to solve and determine if they are true or false. Eventually students can begin developing their own and participate as the “teacher” when presenting their problems to the group. Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. For this standard students will be using two sets of true and false cards different from the cards given in the actual quarterly assessment. The cards will have both two and three term equations. See question number 5 from 1st grade Unit 1 quarterly benchmark. Individual Center – Students work on the individual skill that they need based on their pre-test data. Achieve the Core Coherence Map should be used to guide remediation. [Achieve the Core coherence map is perfect for the

Question #2





the assessment.

Lesson 1.13 (87-92) (Day 5)Additional Resources





the assessment.

Lesson 2.14 (191-196)

20









involving addition and subtraction.





individual centers and identifying task based on student areas of needs (as per each standard).The following link: https://www.illustrativemathematics.org/content-standards/1/OA/D/7/tasks/475Can be used to create number sentence sheets with dot images. Students can choose or be given a packet of number images and write an equation for the images if they are equal. This center activity is supported through the use of number talks and subitizing.


Review Classwork

Exit Ticket


1.OA.D.7. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.

For example, which of the following equations


P. 44 - 48 P. 111

Number Talks Strategy-Doubles/Near Doubles: Number SentencesNumber Talks Websitehttps://elementarynumbertalks.wordpress.com/Select First Grade Number Talks at the top of the page.


Common Core Sheets(Day 6)http://www.commoncoresheets.com/

MyMath (Day 6)www.connected.mcgraw-hill.com



Note: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best match the

21









are true and which are false? 6 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.



ObjectivesSWBAT





v. Determine if equation involving addition,

Scroll down to find Doubles/Near Doubles Click on Doubles Near Double Number Sentences to access PowerPoint SlidesDirect Instruction Option 4 – My MathLesson 2.14 (191-196) (Day 6)See activities and resources

Centers


Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. For this standard students will be using two sets of true and false cards different from the cards given in the actual quarterly assessment. The cards will have both two and three term equations. See question number 5 from 1st grade Unit 1 quarterly benchmark. Individual Center – Students work on the individual skill that they need based on their pre-test data. Achieve the Core Coherence Map should be used to guide remediation. [Achieve the Core coherence map is perfect for the individual centers and identifying task based on student areas of needs (as per each standard).The following link: https://www.illustrativemathematics.org/content-standards/1/OA/D/7/tasks/475Can be used to create number sentence sheets with dot images. Students can choose or be given a packet of number images and write an equation for the images if they are equal. This center activity is supported through the use of


standard taught and best prepare students for the assessment.

Lesson 2.14 (191-196) (Day 6)Additional Resources





the assessment.

Lesson 1.13 (87-92)

22







within 10, is true or false.



number talks and subitizing.


Review Classwork

Exit Ticket


ELL Modifications Student Learning Objective (SLO) Language Objective Language NeededSLO: 4CCSS:1.OA.8WIDA ELDS: 3SpeakingListeningWriting

Solve addition or subtraction equations by finding the missing whole number in any position.

Follow oral directions to complete a math problem. Identify orally and in writing the missing number in an addition or subtraction equation, using Fact Family Triangles Number Line and word walls.

VU: Equation, equal sign, missing, missing number, deck of cards,

LFC: Present tense, present progressive tenseLC: Varies by ELP level


Follow multi-step oral directions to complete a math problem in L1 text and/or support and/or follow step-by-step oral

Follow multi-step oral directions to complete a math problem in L1 text and/or support and/or follow step-by-step oral directions with Teacher Modeling. Then identify

Follow two-step oral directions to complete a math problem. Then identify orally and in writing the missing number in an addition or subtraction equation.

Follow multi-step oral directions to complete a math problem. Then identify orally and in writing the missing number in an addition or subtraction equation.

Follow multi-step oral directions to complete a math problem. Then identify orally and in writing the missing number in an addition or subtraction equation.

23







http://www.state.nj.us/education/modelcurriculum/math/ellscaffolding/NumberLine.pdf



directions with Teacher Modeling and manipulatives. Then identify orally and in writing the missing number in an addition or subtraction equation.

orally and in writing the missing number in an addition or subtraction equation.

Learning Supports Teacher ModelingWord/Picture WallFact Family TrianglesL1 text and/or support Number LinePlaying cards

Teacher ModelingWord/Picture WallFact Family Triangles L1 text and/or support Number Line Playing cards

Teacher ModelingWord/Picture WallFact Family TrianglesPlaying cards

Teacher ModelingFact Family TrianglesPlaying cards

Fact Family TrianglesPlaying cards

1.OA.D.8. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ - 3, 6 + 6 = _. *(benchmarked)

Learning Goal 3: Solve addition and subtraction equations, within 20, by finding the missing whole number in any position.


P. 44 - 48 P. 118

Number Talks Strategy-Addition: Making Landmark or Friendly NumbersNumber Talks Websitehttps://elementarynumbertalks.wordpress.com/Select First Grade Number Talks at the top of the page.Scroll down to find Landmark or Friendly Numbers Click on Making Landmark or Friendly Numbers to access PowerPoint SlidesDirect Instruction Option 1 – Module 1 Topic D; Lesson 14, Module 1 Topic D; Lesson 15 (Day 1)https://www.engageny.org/ccls-math/1oa8

See activities and resourcesCenters


Achieve the Core Coherence Map (Day 1)http://achievethecore.org/coherence-map/#1/5/45/45 [See All Tasks]

EngageNYModule 1 Topic D; Lessons 14 and 15 (Day 1)







the assessment.

24

































ObjectivesSWBAT

i. Define an unknown number.

ii. Explain how to find an unknown number.

iii. Identify an unknown number.

iv. Analyze the parts of an equation with an unknown. v. Determine an unknown whole number in an addition or subtraction equation. vi. Make up your own unknown number equation with addition or subtraction.

Teacher Center – The teacher works in a small group with 1-4 students. The teacher should repeat the student friendly objective with the small group of students. Working with whiteboards or paper the teacher can create equations for which students should have to solve and determine the unknown value. Problems should be setup with a blank line or question mark representing the unknown number. Eventually students can begin developing their own and participate as the “teacher” when presenting their problems to the group.

Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Students will work with Missing Whole Equation sheets with a deck of cards. Students should be paired and work together in selecting cards from the playing card deck, writing their chosen numbers on the equation sheet in the appropriate space, and determining the unknown number. See question number 6 from 1st grade Unit 1 quarterly benchmark. Individual Center – Students work on the individual skill that they need based on their pre-test data. The following link provides a number of practice worksheets for individual student centers based on standard 1.OA.8:http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1oa8

Manipulative Center – Students work on solving problems using manipulatives. Using work mat 3 titled Part-Part-Whole from the My Math series text book and two color counters student solve for unknowns. Students can also use a computer with the following link for virtual manipulatives. Once on the page select grade level and background work mat Part-Part-Whole and the manipulatives are two-color counters:http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.html

Lesson 1.12 (81-86) Lesson 4.6 (313-318) Lesson 4.8 (325-330)

25

http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.html





This link is also a resource that can be found in the My Math resource webpage with teacher username and password.

Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Rock Collections should be implemented in the interdisciplinary center. It connects math with both language arts and science.

Review Classwork

Exit Ticket




Pacing – In the first grade level meeting or professional development day, teachers will create a


P. 44 - 48 P. 106

Number Talks Strategy-Addition: Counting All/Counting On: Number SentencesNumber Talks Websitehttps://elementarynumbertalks.wordpress.com/Select First Grade Number Talks at the top of the page.Scroll down to find Counting All/Counting On Click on Counting All Counting On Number Sentences to access PowerPoint SlidesDirect Instruction Option 1 – Module 1 Topic D; Lesson 16, Module 1 Topic H; Lesson 28 (Day 2) https://www.engageny.org/ccls-math/1oa8

CentersTeacher Center – The teacher works in a small group with 1-4 students. The teacher should repeat the student friendly objective with the small group of students. Working with whiteboards or paper the teacher can create equations for which students should have to solve and determine the unknown value.



EngageNYModule 1 Topic D; Lesson 16 and Module 1

Topic H; Lesson 28 (Day 2)







the assessment.


26










pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.

ObjectivesSWBAT





Problems should be setup with a blank line or question mark representing the unknown number. Eventually students can begin developing their own and participate as the “teacher” when presenting their problems to the group. Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Students will work with Missing Whole Equation sheets with a deck of cards. Students should be paired and work together in selecting cards from the playing card deck, writing their chosen numbers on the equation sheet in the appropriate space, and determining the unknown number. See question number 6 from 1st grade Unit 1 quarterly benchmark. Individual Center – Students work on the individual skill that they need based on their pre-test data. The following link provides a number of practice worksheets for individual student centers based on standard 1.OA.8:http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1oa8Manipulative Center – Students work on solving problems using manipulatives. Using work mat 3 titled Part-Part-Whole from the My Math series text book and two color counters student solve for unknowns. Students can also use a computer with the following link for virtual manipulatives. Once on the page select grade level and background work mat Part-Part-Whole and the manipulatives are two-color counters:http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.htmlThis link is also a resource that can be found in the My Math resource webpage with teacher username and password. Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Rock Collections should be implemented in the interdisciplinary center. It connects math with both language arts and

27






science.

Review Classwork

Exit Ticket






P. 44 - 48 P. 111

Number Talks Strategy-Doubles/Near Doubles: Number SentencesNumber Talks Websitehttps://elementarynumbertalks.wordpress.com/Select First Grade Number Talks at the top of the page.Scroll down to find Doubles/Near Doubles Click on Doubles Near Double Number Sentences to access PowerPoint SlidesDirect Instruction

Option 3 – Learnzillion (Day 3) https://learnzillion.com/resources/64472-1st-grade-math

CentersTeacher Center – The teacher works in a small group with 1-4 students. The teacher should repeat the student friendly objective with the small group of students. Working with whiteboards or paper the teacher can create equations for which students should have to solve and determine the unknown value. Problems should be setup with a blank line or question mark representing the unknown number. Eventually students can begin developing their own and participate as the “teacher” when presenting their problems to the group. Standards Based Problems Center – Students work in a group to solve the style of problems



Learnzillion (Day 3)https://learnzillion.com/resources/64472-

1st-grade-math






the assessment.


28



https://learnzillion.com/resources/64472-1st-grade-math









ObjectivesSWBAT





the assessments (Quarterly) will use to measure that standard. Students will work with Missing Whole Equation sheets with a deck of cards. Students should be paired and work together in selecting cards from the playing card deck, writing their chosen numbers on the equation sheet in the appropriate space, and determining the unknown number. See question number 6 from 1st grade Unit 1 quarterly benchmark. Individual Center – Students work on the individual skill that they need based on their pre-test data. The following link provides a number of practice worksheets for individual student centers based on standard 1.OA.8:http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1oa8Manipulative Center – Students work on solving problems using manipulatives. Using work mat 3 titled Part-Part-Whole from the My Math series text book and two color counters student solve for unknowns. Students can also use a computer with the following link for virtual manipulatives. Once on the page select grade level and background work mat Part-Part-Whole and the manipulatives are two-color counters:http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.htmlThis link is also a resource that can be found in the My Math resource webpage with teacher username and password. Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Rock Collections should be implemented in the interdisciplinary center. It connects math with both language arts and science.

Review Classwork

Exit Ticket


29









ObjectivesSWBAT



P. 44 - 48 P. 117

Number Talks Strategy-Addition: Making Tens Number SentencesNumber Talks Websitehttps://elementarynumbertalks.wordpress.com/Select First Grade Number Talks at the top of the page.Scroll down to find Making Tens Click on Making Tens Number Sentences to access PowerPoint Slides

Direct Instruction

Option 2 – Slides 101-117 (Day 4)https://njctl.org/courses/math/1st-grade/addition-to-20/attachments/addition-to-20-with-classwork-and-homework-inserted-part-2/

Slides 58-76 (Day 4)https://njctl.org/courses/math/1st-grade/subtraction-to-20/attachments/subtraction-to-20-with-classwork-and-homework-part-2/

See activities and resourcesCentersTeacher Center – The teacher works in a small group with 1-4 students. The teacher should repeat the student friendly objective with the small group of students. Working with whiteboards or paper the teacher can create equations for which students should have to solve and determine the unknown value. Problems should be setup with a blank line or question mark representing the unknown number. Eventually students can begin developing their own and participate as the “teacher” when presenting their problems to the group.



NJCTLSlides 101-117 (Day 4)

https://njctl.org/courses/math/1st-grade/addition-to-20/attachments/addition-to-20-

with-classwork-and-homework-inserted-part-2/

Slides 58-76 (Day 4)https://njctl.org/courses/math/1st-grade/

subtraction-to-20/attachments/subtraction-to-20-with-classwork-and-homework-part-2/






the assessment.


30



https://njctl.org/courses/math/1st-grade/subtraction-to-20/attachments/subtraction-to-20-with-classwork-and-homework-part-2/



https://njctl.org/courses/math/1st-grade/addition-to-20/attachments/addition-to-20-with-classwork-and-homework-inserted-part-2/

















Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Students will work with Missing Whole Equation sheets with a deck of cards. Students should be paired and work together in selecting cards from the playing card deck, writing their chosen numbers on the equation sheet in the appropriate space, and determining the unknown number. See question number 6 from 1st grade Unit 1 quarterly benchmark. Individual Center – Students work on the individual skill that they need based on their pre-test data. The following link provides a number of practice worksheets for individual student centers based on standard 1.OA.8:http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1oa8Manipulative Center – Students work on solving problems using manipulatives. Using work mat 3 titled Part-Part-Whole from the My Math series text book and two color counters student solve for unknowns. Students can also use a computer with the following link for virtual manipulatives. Once on the page select grade level and background work mat Part-Part-Whole and the manipulatives are two-color counters:http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.htmlThis link is also a resource that can be found in the My Math resource webpage with teacher username and password. Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Rock Collections should be implemented in the interdisciplinary center. It connects math with both language arts and science.

Review Classwork

Exit Ticket

31











P. 44 - 48 P. 118

Number Talks Strategy-Addition: Making Landmark or Friendly NumbersNumber Talks Websitehttps://elementarynumbertalks.wordpress.com/Select First Grade Number Talks at the top of the page.Scroll down to find Landmark or Friendly Numbers Click on Making Landmark or Friendly Numbers to access PowerPoint Slides

Direct Instruction Option 4 – My MathLesson 1.12 (81-86) (Day 5)

See activities and resourcesCentersTeacher Center – The teacher works in a small group with 1-4 students. The teacher should repeat the student friendly objective with the small group of students. Working with whiteboards or paper the teacher can create equations for which students should have to solve and determine the unknown value. Problems should be setup with a blank line or question mark representing the unknown number. Eventually students can begin developing their own and participate as the “teacher” when presenting their problems to the group. Standards Based Problems Center – Students work in a group to solve the style of problems







the assessment.

Lesson 1.12 (81-86) (Day 5)






the assessment.

Lesson 4.6 (313-318) Lesson 4.8 (325-330)

32










ObjectivesSWBAT





the assessments (Quarterly) will use to measure that standard. Students will work with Missing Whole Equation sheets with a deck of cards. Students should be paired and work together in selecting cards from the playing card deck, writing their chosen numbers on the equation sheet in the appropriate space, and determining the unknown number. See question number 6 from 1st grade Unit 1 quarterly benchmark. Individual Center – Students work on the individual skill that they need based on their pre-test data. The following link provides a number of practice worksheets for individual student centers based on standard 1.OA.8:http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1oa8Manipulative Center – Students work on solving problems using manipulatives. Using work mat 3 titled Part-Part-Whole from the My Math series text book and two color counters student solve for unknowns. Students can also use a computer with the following link for virtual manipulatives. Once on the page select grade level and background work mat Part-Part-Whole and the manipulatives are two-color counters:http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.htmlThis link is also a resource that can be found in the My Math resource webpage with teacher username and password. Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Rock Collections should be implemented in the interdisciplinary center. It connects math with both language arts and science.

Review Classwork

Exit Ticket


33









ObjectivesSWBAT



P. 44 - 48 P. 106

Number Talks Strategy-Addition: Counting All/Counting On: Number SentencesNumber Talks Websitehttps://elementarynumbertalks.wordpress.com/Select First Grade Number Talks at the top of the page.Scroll down to find Counting All/Counting On Click on Counting All Counting On Number Sentences to access PowerPoint SlidesDirect Instruction

Option 4 – My MathLesson 4.6 and 4.8 (313-330) (Day 6)See activities and resourcesCentersTeacher Center – The teacher works in a small group with 1-4 students. The teacher should repeat the student friendly objective with the small group of students. Working with whiteboards or paper the teacher can create equations for which students should have to solve and determine the unknown value. Problems should be setup with a blank line or question mark representing the unknown number. Eventually students can begin developing their own and participate as the “teacher” when presenting their problems to the group. Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Students will work with Missing Whole Equation sheets with a deck of cards. Students should be paired and work together in selecting cards from the playing card deck, writing their chosen numbers on the equation sheet in the appropriate space, and determining the unknown number. See question number 6 from







the assessment.

Lesson 4.6 and 4.8 (313-330) (Day 6)






the assessment.

Lesson 1.12 (81-86)

34













1st grade Unit 1 quarterly benchmark. Individual Center – Students work on the individual skill that they need based on their pre-test data. The following link provides a number of practice worksheets for individual student centers based on standard 1.OA.8:http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1oa8Manipulative Center – Students work on solving problems using manipulatives. Using work mat 3 titled Part-Part-Whole from the My Math series text book and two color counters student solve for unknowns. Students can also use a computer with the following link for virtual manipulatives. Once on the page select grade level and background work mat Part-Part-Whole and the manipulatives are two-color counters:http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.htmlThis link is also a resource that can be found in the My Math resource webpage with teacher username and password. Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Rock Collections should be implemented in the interdisciplinary center. It connects math with both language arts and science.

Review Classwork

Exit Ticket


1.OA.B.3- Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property

Refer to Number Talks by Sherry Parrish

11+512+413+3


Quarterly Assessment Question 4- How many



Illustrative Math

35







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.) (Students need not use formal terms for these properties) *(benchmarked)

(The second marking period’s learning goal is Apply properties of operations(commutative property) as strategies to add and subtract within 20)


Objectives

SWBATUse objects to add zero.

Solve/write addition sentences using zero.

Orally explain how many is zero?



Direct Instruction-Option 1- Module 1 Topic E; Lesson 19https://www.engageny.org/ccls-math/1oa3

Centers

Teacher Center – The teacher works in a small group with 1-4 students.

https://hcpss.instructure.com/courses/9414/pages/1-dot-oa-dot-c-6-centers-and-independent-tasks

See all tasks

Standards Based Problems Center – Students will work in small groups

http://www.k-5mathteachingresources.com/support-files/turn-around-dominoes.pdf


https://www.illustrativemathematics.org/content-standards/1/OA/B/3/tasks/1219



http://www.k-5mathteachingresources.com/support-files/turn-around-trains.pdf



Illustrative Mathhttps://

www.illustrativemathematics.org/

content-standards/tasks/

1219

Day 1https://www.illustrativemathematics.org/

content-standards/tasks/1219






the assessment.Lesson 1.4 (29-34) Lesson 2.4 (127-132) Lesson 3.8 (255-260), Lesson 3.9 (261-266)

36



https://www.illustrativemathematics.org/content-standards/tasks/1219


















Review Classwork

Exit Ticket

ELL Modifications


SLO: 5CCSS:1.OA.3 WIDA ELDS: 3SpeakingWriting

Apply properties of operations to add or subtract whole numbers within 20 (Commutative & Associative properties of addition).

Explain orally and in writing the properties of operations to find sums or differences within 20 using two-colored Connecting Cubes.

VU: Sum, difference, add, subtract, order

LFC: Present tense, connectors



Explain orally and in writing the properties of operations to find sums or differences within 20 using L1 and/or drawing the properties of numbers to find sums or differences within 20.

Explain orally and in writing the properties of operations to find sums or differences within 20 using L1 and/or phrases and short sentences with Illustrations/diagrams/drawings.

Explain orally and in writing the properties of operations to find sums or differences within 20 using key vocabulary in a series of simple sentences.

Explain orally and in writing the properties of operations to find sums or differences within 20 using key vocabulary in expanded and some complex sentences.

Explain orally and in writing the properties of operations to find sums or differences within 20 using precise vocabulary in multiple, complex sentences.

Learning Supports

Word/Picture WallNumber LineConnecting CubesNative language support

Word/Picture WallNumber LineConnecting CubesNative language support

Word/Picture WallNumber LineConnecting Cubes

Number LineConnecting Cubes

1.OA.B.3- Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property

Refer to Number Talks by Sherry Parrish8+28+58+78+9



EngageNYDay 2

Module 1 Topic E; Lesson 20https://www.engageny.org/ccls-math/1oa3

37



http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/ClassroomDisplays/NumberLines.pdf




http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/NativeLanguageSupports/Nativelanguagesupport.pdf









http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/Visualizations/IllustrationsDiagramsDrawings.pdf



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.) (Students need not use formal terms for these properties) *(benchmarked)



Objectives






Direct Instruction-Option 1-, Module 1 Topic E; Lesson 20https://www.engageny.org/ccls-math/1oa3

Centers



See all tasks









Leveled Reader- Healthful Snacks (Found in MY












the assessment.Lesson 1.4 (29-34)

Lesson 2.4 (127-132)Lesson 3.8 (255-260)Lesson 3.9 (261-266)

38





















Learning Stations)

Review Classwork

Exit Ticket


1.OA.B.3- Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) (Students need not use formal terms for these properties) *(benchmarked)


Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with


5+55+5+45+3+5




Direct Instruction-

Option 2-https://njctl.org/courses/math/1stgrade/addition-to-20/

Centers



See all tasks



Individual Center – Students work on their individual skill that they need based on their



http://achievethecore.or

g/coherence-map/#1/5/37/37

(See all tasks)


http://achievethecore.org/coherence-map/#1/5/37/37 (See all tasks)









39













https://njctl.org/courses/math/1stgrade/addition-to-20/

https://njctl.org/courses/math/1stgrade/addition-to-20/


dates where they will assign each quarterly assessment question.

Objectives




data.







Review Classwork

Exit Ticket



(The second marking


8+28+3+22+5+8




Direct Instruction-Option 3-

https://learnzillion.com/lesson_plans/3628-8-using-known-facts-to-add-three-addends-fp

Centers





http://achievethecore.org/coherence-map/#1/5/37/37 (See all tasks)






pages used are those that best match the

40


















period’s learning goal is Apply properties of operations(commutative property) as strategies to add and subtract within 20)


Objectives






See all tasks










Review Classwork

Exit Ticket




1.OA.B.3- Apply properties of operations

Refer to Number Talks by Sherry Parrish Quarterly Assessment


41












as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) (Students need not use formal terms for these properties) *(benchmarked)



Objectives


3+77+5+33+6+7




Direct Instruction-

Option 3-

https://learnzillion.com/lesson_plans/3625-7-understand-the-associative-property-when-using-3-addends-c

Centers



See all tasks





https://www.illustrativemathematics.org/

Question 4- How many


http://www.commoncor

esheets.com/SortedByGrade.php?Sorted=1oa3










42






















content-standards/1/OA/B/3/tasks/2104





Review Classwork

Exit Ticket





4+64+6+46+5+4




Direct Instruction-Option 1- Module 1 Topic F; Lesson 22https://www.engageny.org/ccls-math/1oa3

Centers







EngageNY

Module 1 Topic F; Lesson 22https://www.engageny.org/ccls-math/1oa3









43


















Objectives




See all tasks










Review Classwork

Exit Ticket




ELL Modifications


SLO: 4CCSS: 1.OA.6 WIDA ELDS:

Add or subtract whole numbers within 20 using strategies including making a 10 or decomposing a number leading to a 20.

Explain orally and in writing sums or differences within 20 by decomposing a number or using tens in a Ten-Frame and Manipulatives.

VU: add, subtract, make a ten, plus, minus, difference, equals, altogether

44

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/Visualizations/Manipulatives.pdf

http://www.state.nj.us/education/modelcurriculum/math/ellscaffolding/Tenframe.pdf









3SpeakingWriting

LFC: Present and past tenses



Explain orally and in writing sums or differences within 20 by decomposing a number or using tens using L1 and/or drawing sums or differences within 20.

Explain orally and in writing sums or differences within 20 by decomposing a number or using tens using L1 and/or use selected technical vocabulary in phrases and short sentences with Illustrations/diagrams/drawings.

Explain orally and in writing sums or differences within 20 by decomposing a number or using tens using key, technical vocabulary in simple sentences.

Explain orally and in writing sums or differences within 20 by decomposing a number or using tens using key vocabulary in expanded sentences.

Explain orally and in writing sums or differences within 20 by decomposing a number or using tens using technical vocabulary in complex sentences.

Learning Supports

Word/Picture WallNumber LineHundreds ChartTen-FrameManipulativesSmall group/ triadsNative language support

Word/Picture WallNumber LineHundreds ChartTen-FrameManipulativesSmall group/ triadsNative language support

Word/Picture WallNumber LineHundreds ChartTen-FrameManipulativesSmall group/ triads

Hundreds ChartTen-FrameManipulatives

1.OA.C.6Add 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 =


8+28+3+22+5+8




Direct Instruction

Option 1- Module 1 Topic F; Less on2

Quarterly Assessment Question 1b- Adding and subtracting under 20




EngageNYDay 1

Module 1 Topic F; Lesson 21https://www.engageny.org/ccls-math/1oa6

Common Core SheetsDay 1


Additional ResourcesMyMath

www.connected.mcgraw-hill.com Teacher login page for all online resources

available for My Math

45











http://www.state.nj.us/education/modelcurriculum/math/ellscaffolding/HundredsChart.pdf
























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). *Benchmarked

(The second marking period’s learning goal is Add and subtract whole numbers within 20 using various strategies: counting on, making 10, composing, decomposing, relationship between addition and subtraction, creating equivalent but easier or known sums, etc.)


ObjectivesSWBAT

Using counters students will be able to add and subtract to 10.

1https://www.engageny.org/ccls-math/1oa6

Centers

Teacher Center- The teacher works in a small group with 1-4 students.https://hcpss.instructure.com/courses/9414/pages/1-dot-oa-dot-c-6-centers-and-independent-tasksSee all tasks

Standards Based- http://www.k5mathteachingresources.com/support-files/subtract-from-10.pdf

Individual Center – Students work on their individual skill that they need based on data.

http://www.k-5mathteachingresources.com/support-files/domino-addition.pdf


http://www.k-5mathteachingresources.com/support-files/doubles-cover-up-ver.2.pdf

Interdisciplinary Center-



Review Classwork

Exit Ticket








Lesson 2.10 (167-172)Lesson 2.11 (173-178)Lesson 2.12 (179-184)Lesson 2.13 (185-190)Lesson 3.1 (211-216)Lesson 3.2 (217-222)Lesson 3.3 (223-228)Lesson 3.4 (229-234)Lesson 3.5 (235-240)Lesson 3.7 (249-254)Lesson 4.1 (281-286)Lesson 4.2 (287-292)Lesson 4.3 (293-298)Lesson 4.5 (307-312)Lesson 4.7 (319-324)

46









http://www.k5mathteachingresources.com/support-files/subtract-from-10.pdf






Will solve and write number sentences using addition and subtraction to 10.

Will orally explain how to add and subtract to 10.

1.OA.C.6Add 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). *Benchmarked

(The second marking period’s learning goal is Add and subtract whole numbers within 20 using various strategies: counting


1+8+99+3+11+6+9




Direct Instruction-

Option 1- Module 1 Topic F; Lesson 23


Centers



Individual Center – Students work on their


Illustrative MathDay 2



standards/tasks/1084

EngageNYModule 1 Topic F; Lesson 23











Lesson 1.10 (69-74)

47
















on, making 10, composing, decomposing, relationship between addition and subtraction, creating equivalent but easier or known sums, etc.)


ObjectivesSWBAT




individual skill that they need based on data.







Review Classwork

Exit Ticket


Lesson 1.11 (75-80)Lesson 1.12 (81-86)



1.OA.C.6Add and subtract within 20, demonstrating fluency for addition and


5+5+83+4+64+5+6+5

Quarterly Assessment Question 1b- Adding and

EngageNYDay 3

Module 1 Topic F; Lesson 24

48








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). *Benchmarked


Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking




Direct InstructionOption 1- Module 1 Topic F; Lesson 24https://www.engageny.org/ccls-math/1oa6

Centers



Individual Center – Students work on their individual skill that they need based on data. http://www.k-5mathteachingresources.com/support-files/domino-addition.pdf






Review Classwork

subtracting under 20


Day 3http://

achievethecore.org/coherence-

map/#1/5/41/41(See all tasks)




(See all tasks)










Lesson 2.10 (167-172)Lesson 2.11 (173-178)Lesson 2.12 (179-184)Lesson 2.13 (185-190)Lesson 3.1 (211-216)Lesson 3.2 (217-222)Lesson 3.3 (223-228)Lesson 3.4 (229-234)Lesson 3.5 (235-240)Lesson 3.7 (249-254)Lesson 4.1 (281-286)

49























period and come up with dates where they will assign each quarterly assessment question.

ObjectivesSWBAT




Exit Ticket



1.OA.C.6Add 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.,


9+19+1+49+59+6




Direct Instruction-

Option 2- Slides 6-28https://njctl.org/courses/math/1st-grade/addition-to-20/




Math LabsDay 4









50











adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). *Benchmarked



ObjectivesSWBAT


Will solve and write number sentences using addition

Centers










Review Classwork

Exit Ticket





51













and subtraction to 10.


1.OA.C.6Add 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). *Benchmarked

(The second marking period’s learning goal is Add and subtract whole numbers within 20 using various strategies: counting on, making 10, composing, decomposing, relationship between addition and subtraction, creating equivalent but easier or

Refer to Number Talks by Sherry Parrish8+28+2+48+68+5




Direct Instruction-

Option 3- https://learnzillion.com/lesson_plans/2121-4-solving-many-kinds-of-problems-using-addition-and-subtraction-c

Centers









standards/tasks/1084












Lesson 2.10 (167-172)Lesson 2.11 (173-178)Lesson 2.12 (179-184)Lesson 2.13 (185-190)Lesson 3.1 (211-216)Lesson 3.2 (217-222)Lesson 3.3 (223-228)

52















https://learnzillion.com/lesson_plans/2121-4-solving-many-kinds-of-problems-using-addition-and-subtraction-c




known sums, etc.) Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.

ObjectivesSWBAT









Review Classwork

Exit Ticket



1.OA.C.6Add 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


7+37+3+37+67+9



Common Core Sheets






53









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). *Benchmarked

(The second marking period’s learning goal is Add and subtract whole numbers within 20 using various strategies: counting on, making 10, composing, decomposing, relationship between addition and subtraction, creating equivalent but easier or known sums, etc.) Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.



Direct Instruction-

Option 3-

https://learnzillion.com/lesson_plans/2125-8-using-known-facts-to-solve-new-addition-and-subtraction-problems-c

Centers










(Day 6)http://










54





















ObjectivesSWBAT




Review Classwork

Exit Ticket


1.OA.A.2Solve 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

(The second marking period’s learning goal is Solve addition word problems with three whole numbers with sums less than or equal to 20)



9+19+3=19+5+1




Direct Instruction-

Option 1- Module 2 Topic A; Lesson 1https://www.engageny.org/ccls-math/1oa2



See all tasks



Question 5- Altogether Now Addends




EngageNYDay 1

Module 2 Topic A; Lesson 1 Day 1






Teacher login page for all online resources available for My Math www.mhmymath.com

Homepage for My MathNote: These pages are used as references. They are not meant to be taught page by page. The



55














together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question

Objectives

SWBAT

Use objects to add three numbers by looking for doubles to make a ten.

Will solve and write number sentences using three numbers.

Orally explain how they used three numbers for doubling and to make a ten..

http://www.k-5mathteachingresources.com/support-files/three-addends-to-20-word-problems.pdf

http://www.k-5mathteachingresources.com/support-files/find-three-cards.pdf






Leveled Reader- Finding the Way (Found in MY Learning Stations)

Review Classwork

Exit Ticket

ELL Modifications


SLO: 2CCSS:1.OA.2WIDA ELDS: 3Speaking

Solve addition word problems with three whole numbers with sums less than or equal to 20.

Explain orally the solution to addition word problems involving three whole numbers with sums within 20, using Connecting Cubes.

VU: Addend, sum, altogether

LFC: Present tense


Language Objectives

Explain orally using L1 text and/or support and/or draw

Explain orally the solutions to addition word problems involving three numbers

Explain orally the solution to addition word problems involving three numbers using

Explain orally the solution to addition word problems involving three numbers

Explain orally the solution to addition

56













the solution to addition word problems involving three numbers using selected technical words.

using L1 text and/or support and/or use selected technical vocabulary in phrases and short sentences with drawings.

key, technical vocabulary in a series of simple sentences.

using key, technical vocabulary in expanded and some complex sentences.

word problems three numbers using technical vocabulary in multiple, complex sentences.

Learning Supports

Word/Picture WallConnecting CubesSmall group/triadsL1 text and/or support



Connecting Cubes

1.OA.A.2Solve 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

(The second marking period’s learning goal is Solve addition word problems with three whole numbers with sums less than or equal to 20)Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.


3+77+5+33+6+7


Number Talks Websitehttps://elementarynumbertalks.wordpress.com/Direct Instruction-

www.connected.mcgraw-hill.com


Lesson 3.9 (261-266)



See all tasks

Standards Based Problems Center – Students





Math Labshttp://www.raftbayarea.org/idea-grid?

stdid=761067 (See all tasks)


MyMath Day 2



the assessment.www.connected.mcgraw-hill.com


Lesson 3.9 (261-266)

57






























Objectives

SWBAT



Orally explain how they used three numbers for doubling and to make a ten.

will work in small groups









Review Classwork

Exit Ticket


1.OA.A.2Solve 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


5+55+6+54+5+5






http://achievethecore.org/page/612/the-very-hungry-caterpillar

(See all tasks)


https://www.illustrativemathematics.org/

58













number to represent the problem.



Objectives

SWBAT





Direct Instruction-

Achieve the Core Coherence Maphttp://achievethecore.org/page/612/the-

very-hungry-caterpillar(See all tasks)



See all tasks










content-standards/tasks/468Additional Resources






59
























Review Classwork

Exit Ticket


1.OA.A.2Solve 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.


Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with


5+55+5+45+3+5




Direct Instruction-

Option 2- Slides 83-89https://njctl.org/courses/math/1st-grade/addition-to-20/



See all tasks





Day 4http://


Math LabsDay 4




available for My Math www.mhmymath.com




60














dates where they will assign each quarterly assessment question.

Objectives

SWBAT












Review Classwork

Exit Ticket


1.OA.A.2Solve 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


4+64+6+46+5+4





Common Core Sheets





Teacher login page for all online resources 61













problem.(The second marking period’s learning goal is Solve addition word problems with three whole numbers with sums less than or equal to 20)


Objectives

SWBAT





Direct Instruction-

Option 3-

https://learnzillion.com/lesson_plans/3629-9-using-the-associative-property-to-solve-word-problems-with-3-addends-fp



See all tasks









(Day 5)http://


available for My Math www.mhmymath.com




62






















Review Classwork

Exit Ticket


1.OA.A.2Solve 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.


Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment


2+82+5+88+6+2




Direct Instruction-

Option 3-https://learnzillion.com/lesson_plans/3627-6-solve-word-problems-with-three-addends-a



See all tasks


http://www.k-5mathteachingresources.com/support-files/three-addends-to-20-word-



Math Labs(Day 6)

Common Core Sheetshttp://



Common Core Sheetshttp://www.commoncoresheets.com/








63













https://learnzillion.com/lesson_plans/3627-6-solve-word-problems-with-three-addends-a

https://learnzillion.com/lesson_plans/3627-6-solve-word-problems-with-three-addends-a


question.

Objectives

SWBAT




problems.pdf








Review Classwork

Exit Ticket


1.MD.C.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

(The second marking

Number TalksRefer to Number Talks by Sherry Parrish

10+109+99+8




Quarterly AssessmentQuestion 6- Favorite Pizza

Achieve the CoreDay 1http://



EngageNYDay 1

Module 3 Topic D; Lesson 10https://www.engageny.org/ccls-math/1md4

Achieve the CoreDay 1


(See all tasks)


64



https://www.engageny.org/ccls-math/1md4












period’s learning goal is Organize, represent, and interpret data with up to three categories, compare the number of data points among categories, and find the total number of data points.)


Objectives

SWBAT

Count and classify objects in a category.

Organize, represent, and interpret data using

a tally chart.

Organize and represent, data with up to three

categories using a picture and bar graph.

Direct Instruction-

Option 1- Module 3 Topic D; Lesson 10https://www.engageny.org/ccls-math/1md4

Centers




http://maccss.ncdpi.wikispaces.net/file/view/CCSSMathTasks-Grade1.pdfSee task Pattern Block Graph Activity


http://www.k-5mathteachingresources.com/support-files/which-has-fewer-ver.1.pdf


https://njctl.org/courses/math/1st-grade/data/attachments/mm-graph-pptx/

See M & M task


http://www.k-5mathteachingresources.com/support-files/duck-rabbit.pdf

Review Classwork






the assessment.Lesson 7.1 (509-514)Lesson 7.2 (515-520)Lesson 7.3 (521-526)Lesson 7.4 (527-532)Lesson 7.5 (535-540)Lesson 7.6 (541-546)

65









http://maccss.ncdpi.wikispaces.net/file/view/CCSSMathTasks-Grade1.pdf





Exit Ticket

ELL Modifications


SLO: 7CCSS:1.MD.4WIDA ELDS: 3ListeningSpeakingWritingReading

Organize, represent, and interpret, data with up to three categories, and compare the number counts of data points among the categories, e.g., equal to, more than, or less than another category.

Demonstrate comprehension of how to organize, represent and compare data among categories by answering written questions using a Bar Graph/Pictograph and/or a picture graph.

VU: Data, Bar Graph/Pictograph, picture graph, more, fewer, most, fewest

LFC: Comparatives



Demonstrate comprehension of how to organize, represent and compare data among categories by answering written questions using L1 and/or single words or drawings.

Demonstrate comprehension of how to organize, represent and compare data among categories by answering written questions using L1 and/or selected vocabulary in phrases and short sentences with drawings.

Demonstrate comprehension of how to organize, represent and compare data among categories by answering written questions using key, technical vocabulary in simple sentences.

Demonstrate comprehension of how to organize, represent and compare data among categories by answering written questions using key vocabulary in expanded sentences.

Demonstrate comprehension of howto organize, represent and compare data among categories by answering written questions using technical vocabulary in complex sentences.

Learning Supports

Word/Picture WallBar Graph/PictographPicture graphL1 support

Word/Picture WallBar Graph/PictographPicture graphL1 support

Word/Picture WallBar Graph/PictographPicture graph

Word/Picture WallBar Graph/PictographPicture graph

1.MD.C.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in


7+37+3+3

7+67+9




Math LabsDay 2http://

www.raftbayarea.

Math LabsDay 2




66






http://www.state.nj.us/education/modelcurriculum/math/ellscaffolding/BargraphPictograph.pdf













another.(The second marking period’s learning goal is Organize, represent, and interpret data with up to three categories, compare the number of data points among categories, and find the total number of data points.)


Objectives

SWBAT



a tally chart.




Direct Instruction-

Option 2-https://njctl.org/courses/math/1st-grade/data/attachments/mm-graph-pptx/

Centers









See M & M task


http://www.k-5mathteachingresources.com/

org/idea-grid?stdid=761067 (See all tasks)






67
















support-files/duck-rabbit.pdf

Review Classwork

Exit Ticket



(The second marking period’s learning goal is Organize, represent, and interpret data with up to three categories, compare the number of data points among categories, and find the total number of data points.)

Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign


8+28+2+48+68+5




Direct Instruction-Option 3-https://learnzillion.com/lesson_plans/3553

Centers





Individual Center – Students work on their individual skill that they need based on their


Question 6- Favorite Pizza

Common Core SheetsDay 3http://


SortedByGrade.php?Sorted=1md4


http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1md4








68












https://learnzillion.com/lesson_plans/3553



each quarterly assessment question.

Objectives

SWBAT



a tally chart.



data.




See M & M task



Review Classwork

Exit Ticket



(The second marking period’s learning goal is Organize, represent, and interpret data with up to three categories, compare the number of data points among categories, and find


6+46+4+3

6+7Number Talks Strategy-Counting All/Counting On: Number Sentences



Direct Instruction-


Centers





standards/1/MD/C/4/tasks/

1233

EngageNYModule 3 Topic D; Lesson 11



https://www.illustrativemathematics.org/content-standards/1/MD/C/4/tasks/1233






69

















the total number of data points.)


Objectives

SWBAT



a tally chart.











See M & M task



Review Classwork

Exit Ticket




1.MD.C.4 Organize, represent, and interpret data with up to three categories;


6+106+9


EngageNYDay 5

Module 3 Topic D; Lesson 12

70











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.



Objectives

SWBAT



6+8Number Talks Strategy-Counting All/Counting On: Number Sentences



Direct Instruction-


Centers












standards/1/MD/C/4/tasks/

506










71


















a tally chart.



See M & M task



Review Classwork

Exit Ticket






5+5+83+4+64+5+6+5




Direct Instruction-

Option 1- Module 3 Topic D; Lesson 10Module 3 Topic D; Lesson 11, Module 3 Topic D; Lesson 12, Module 3 Topic D; Lesson 13https://www.engageny.org/ccls-math/1md4

Centers





Achieve the CoreDay 6http://



EngageNYDay 6

Module 3 Topic D; Lesson 13

Achieve the CoreDay 6


(See all tasks)








72














together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.

Objectives

SWBAT



a tally chart.



will work in small groups






See M & M task



Review Classwork

Exit Ticket


1.NBT.B.2. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:

1.NBT.B.2. a. 10 can be


P. 44 - 48 P. 106

Number Talks Strategy-Addition: Counting All/Counting On: Number SentencesNumber Talks Websitehttps://elementarynumbertalks.wordpress.com/Select First Grade Number Talks at the top of


http://www.commoncoresheets.com/SortedByGrade.p

NJCTLOption 2 – Slides 1-18 (Day 1)

https://njctl.org/courses/math/1st-grade/place-value/attachments/unit-5-place-value-with-

classwork-and-homework-inserted/


http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1nbt2a

73



https://njctl.org/courses/math/1st-grade/place-value/attachments/unit-5-place-value-with-classwork-and-homework-inserted/



http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1nbt2b












thought of as a bundle of ten ones — called a "ten."

1.NBT.B.2. b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.

Learning Goal 8: Compose and decompose numbers to 20 to identify the value of the number in the tens and ones place.

i. Define composing and decomposing a number?

ii. Demonstrate the ability to compose and decompose numbers to 20.

iii. Identify the value of the tens place and the ones place in a two digit number.

iv. Students will be able to compare numbers based on place value.

v. Students will be able to determine place value of two digit numbers.

vi. Students will be able to show how to count groups of ten.

the page.Scroll down to find Counting All/Counting On Click on Counting All Counting On Number Sentences to access PowerPoint Slides


Direct Instruction

Option 2 – Slides 1-18 (Day 1)https://njctl.org/courses/math/1st-grade/place-value/attachments/unit-5-place-value-with-classwork-and-homework-inserted/

CentersTeacher Center – The teacher works in a small group with 1-4 students. With this standard students should practice with the teacher reading aloud numbers from 1 to 100. The use of a hundreds chart is ideal for reading together. The teacher can also use connecting cubes or counters and select a random amount to display and allow students to take turns in using the manipulatives to represent the amount being displayed.

Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Using index cards numbered from 1-100 students can practice choosing a card and counting up to 100. Number line sheets should also be developed leaving blank spaces to be filled in.

Individual Center – Students work on the individual skill that they need based on their pre-test data. A blank hundreds chart is useful in this center along with scaffolding using fives, tens, and twenties as numbers to be prefilled in on the number charts. Students can work with the goal of completing the entire chart and reading the chart aloud.

Manipulative Center – Students work on solving problems using manipulatives. Students can use

hp?Sorted=1nbt2b








the assessment.

Lesson 5.1 (347-352)Lesson 5.2 (353-358)Lesson 5.4 (365-370)Lesson 5.5 (371-376)Lesson 5.6 (379-384)Lesson 5.7 (385-390)

74










work mat 8 titled Hundreds, Tens, and Ones found in the My Math resources along with the tens blocks to show a number with the ones, tens, and hundreds place and write the number represented by the tens blocks. Students can also use a computer with the following link for virtual manipulatives. Once on the page select grade level and background work mat Hundreds, Tens, and Ones and the manipulatives are tens blocks:http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.htmlThis link is also a resource that can be found in the My Math resource webpage with teacher username and password.Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Look Again should be implemented in the interdisciplinary center. It connects math with both language arts and science. Review Classwork

Exit Ticket

ELL Modifications


SLO: 3CCSS: 1.NBT.2 WIDA ELDS: 3WritingSpeaking

Compose and decompose numbers to 20 to identify the value of the number in the tens & ones place.

Explain orally and in writing the value of the number in the tens and ones place in numbers to 20 by using Base-Ten Blocks and a Place Value Chart.

VU: ones, tens, place, value, digit, column

LFC: Present tense



Explain orally and in writing the value of the number in the tens and ones place in numbers to 20 using L1 and/or

Explain orally and in writing the value of the number in the tens and ones place in numbers to 20 using L1, Illustrations/diagrams/drawings, or phrases.

Explain orally and in writing the value of the number in the tens and ones place in numbers to 20 using key vocabulary in a series of simple sentences.

Explain orally and in writing the value of the number in the tens and ones place in numbers to 20 using key vocabulary in expanded and some

Explain orally and in writing the value of the number in the tens and ones place in numbers to 20 using precise vocabulary in multiple,

75



http://www.state.nj.us/education/modelcurriculum/math/ellscaffolding/PlaceValueChart.pdf

http://www.state.nj.us/education/modelcurriculum/math/ellscaffolding/BaseTenBlocks.pdf





Illustrations/diagrams/drawings or single words.

complex sentences. complex sentences.

Learning Supports

Base-Ten BlocksPlace Value ChartSmall group/ triadsNative language support

Base-Ten BlocksPlace Value ChartSmall group/ triadsNative language support

Base-Ten BlocksPlace Value ChartSmall group/ triads

Base-Ten Blocks Base-Ten Blocks


1.NBT.B.2. a. 10 can be thought of as a bundle of ten ones — called a "ten."






P. 44 - 48 P. 111

Number Talks Strategy-Doubles/Near Doubles: Number SentencesNumber Talks Websitehttps://elementarynumbertalks.wordpress.com/Select First Grade Number Talks at the top of the page.Scroll down to find Doubles/Near Doubles Click on Doubles Near Double Number Sentences to access PowerPoint Slides


Direct Instruction

Option 2 – Slides 19-34 (Day 2)https://njctl.org/courses/math/1st-grade/place-value/attachments/unit-5-place-value-with-classwork-and-homework-inserted/















the assessment.Lesson 5.1 (347-352)Lesson 5.2 (353-358)Lesson 5.4 (365-370)Lesson 5.5 (371-376)Lesson 5.6 (379-384)

76








































Manipulative Center – Students work on solving problems using manipulatives. Students can use work mat 8 titled Hundreds, Tens, and Ones found in the My Math resources along with the tens blocks to show a number with the ones, tens, and hundreds place and write the number represented by the tens blocks. Students can also use a computer with the following link for virtual manipulatives. Once on the page select grade level and background work mat Hundreds, Tens, and Ones and the manipulatives are tens blocks:http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.htmlThis link is also a resource that can be found in the My Math resource webpage with teacher username and password.Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Look Again should be implemented in the interdisciplinary center. It connects math with both language arts and science. Review Classwork

Lesson 5.7 (385-390)

77




Exit Ticket










P. 44 - 48 P. 117



Direct Instruction

Option 2 – Slides 35 -53 (Day 3)https://njctl.org/courses/math/1st-grade/place-value/attachments/unit-5-place-value-with-classwork-and-homework-inserted/


Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Using index cards numbered from 1-100 students can practice choosing a card and















78





















counting up to 100. Number line sheets should also be developed leaving blank spaces to be filled in.



Exit Ticket


1.NBT.B.2. Understand Number Talk Quarterly NJCTL

79




that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:








v. Students will be able to

Refer to Number Talks by Sherry Parrish P. 44 - 48 P. 118



Direct Instruction

Option 2 – Slides 55 - 77 (Day 4)https://njctl.org/courses/math/1st-grade/place-value/attachments/unit-5-place-value-with-classwork-and-homework-inserted/



Assessment Question #7


Option 2 – Slides 55-77 (Day 4)https://njctl.org/courses/math/1st-grade/place-

value/attachments/unit-5-place-value-with-classwork-and-homework-inserted/










80


















determine place value of two digit numbers.




Exit Ticket


1.NBT.B.2. Understand that the two digits of a two-digit number represent amounts of tens and ones.


P. 44 - 48 P. 106





81







Understand the following as special cases:











Direct Instruction




Individual Center – Students work on the individual skill that they need based on their pre-test data. A blank hundreds chart is useful in this center along with scaffolding using fives,











82
















tens, and twenties as numbers to be prefilled in on the number charts. Students can work with the goal of completing the entire chart and reading the chart aloud.


Exit Ticket




P. 44 - 48 P. 111

Number Talks Strategy-Doubles/Near Doubles: Number SentencesNumber Talks Website


http://www.commonco





http://www.commoncoresheets.com/


83



















https://elementarynumbertalks.wordpress.com/Select First Grade Number Talks at the top of the page.Scroll down to find Doubles/Near Doubles Click on Doubles Near Double Number Sentences to access PowerPoint Slides


Direct Instruction





resheets.com/SortedByGrade.php?Sorted=1nbt2b

SortedByGrade.php?Sorted=1nbt2a








84














Exit Ticket


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

Learning Goal 9: Use the meaning of tens and ones digits to record comparisons of 2 two- digit numbers using >, =, and < symbols.


P. 44 - 48 P. 117

Number Talks Strategy-Addition: Making Tens Number SentencesNumber Talks Websitehttps://elementarynumbertalks.wordpress.com/Select First Grade Number Talks at the top of the page.Scroll down to find Making Tens


http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1nbt3

EngageNYOption 1- Module 4 Topic B; Lesson 7 Pages 84 -

90 (Day 1)https://www.engageny.org/ccls-math/1nbt3




MyMath

85



https://www.engageny.org/ccls-math/1nbt3









i. Define and use >, <, = (as greater than, less than, and equal to)?

ii. Demonstrate the ability to compose and decompose two digit numbers.

iii. Identify the value of the tens place and the ones place in a two digit number to use in comparing two digit numbers.




Click on Making Tens Number Sentences to access PowerPoint Slides


Direct Instruction-Option 1- Module 4 Topic B; Lesson 7 Pages 84 - 90 (Day 1)https://www.engageny.org/ccls-math/1nbt3




Manipulative Center – Students work on solving problems using manipulatives. Students can use work mat 8 titled Hundreds, Tens, and Ones found in the My Math resources along with the tens blocks to show a number with the ones, tens, and hundreds place and write the number






the assessment.

Lesson 5.10 (403-408)Lesson 5.11 (409-414)

86




represented by the tens blocks. Students can also use a computer with the following link for virtual manipulatives. Once on the page select grade level and background work mat Hundreds, Tens, and Ones and the manipulatives are tens blocks:http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.htmlThis link is also a resource that can be found in the My Math resource webpage with teacher username and password.Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Look Again should be implemented in the interdisciplinary center. It connects math with both language arts and science. Review Classwork

Exit Ticket

ELL Modifications


SLO: 2CCSS:1.NBT.3

Compare two digit numbers using <, >, and = symbols. Compare orally and in writing two digit numbers using mathematical symbols using a Symbol-Word-Picture Chart.

VU: Ones, tens, greater than, less than, equal to, symbol

87




WIDA ELDS: 3WritingSpeaking

LFC: Present tense, comparativesLC: Varies by ELP level


Compare orally and in writing the comparative value of two-digit numbers using L1 and/or drawings and selected, illustrated technical words.

Compare orally and in writing the comparative value of two-digit numbers using L1, and/or drawings, and selected technical vocabulary in phrases.

Compare orally and in writing the comparative value of two-digit numbers using key vocabulary in simple sentences.

Compare orally and in writing the comparative value of two-digit numbers using key, technical vocabulary in expanded sentences.

Compare orally and in writing the comparative value of two-digit numbers using technical vocabulary in complex sentences.

Learning Supports

Word/Picture WallSymbol-Word-Picture ChartL1 support

Word/Picture WallSymbol-Word-Picture ChartL1 support

Word/Picture WallSymbol-Word-Picture Chart

Symbol-Word-Picture Chart




ii. Demonstrate the ability to compose and decompose


P. 44 - 48 P. 118



Direct Instruction

Option 1- Module 4 Topic B; Lesson 7 Pages 91 - 99 (Day 2)



EngageNYOption 1- Module 4 Topic B; Lesson 7 Pages 91-

99 (Day 2)https://www.engageny.org/ccls-math/1nbt3







Note: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best match the

88











http://www.state.nj.us/education/modelcurriculum/math/ellscaffolding/SymbolWordPictureChart.pdf












two digit numbers.









Manipulative Center – Students work on solving problems using manipulatives. Students can use work mat 8 titled Hundreds, Tens, and Ones found in the My Math resources along with the tens blocks to show a number with the ones, tens, and hundreds place and write the number represented by the tens blocks. Students can also use a computer with the following link for virtual manipulatives. Once on the page select grade level and background work mat Hundreds, Tens, and Ones and the manipulatives are tens blocks:http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/


Lesson 5.10 (403-408)Lesson 5.11 (409-414)

89




vmf/VMF-Interface.htmlThis link is also a resource that can be found in the My Math resource webpage with teacher username and password.Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Look Again should be implemented in the interdisciplinary center. It connects math with both language arts and science. Review Classwork

Exit Ticket






iii. Identify the value of the tens place and the ones place in a two digit number to use


P. 44 - 48 P. 106



Direct Instruction

Option 1- Module 4 Topic B; Lesson 8 Pages 100 – 105 (Day 3)https://www.engageny.org/ccls-math/1nbt3

CentersTeacher Center – The teacher works in a small



EngageNYOption 1- Module 4 Topic B; Lesson 7 Pages

100-105 (Day 3)https://www.engageny.org/ccls-math/1nbt3









90













in comparing two digit numbers.




group with 1-4 students. With this standard students should practice with the teacher reading aloud numbers from 1 to 100. The use of a hundreds chart is ideal for reading together. The teacher can also use connecting cubes or counters and select a random amount to display and allow students to take turns in using the manipulatives to represent the amount being displayed.



Manipulative Center – Students work on solving problems using manipulatives. Students can use work mat 8 titled Hundreds, Tens, and Ones found in the My Math resources along with the tens blocks to show a number with the ones, tens, and hundreds place and write the number represented by the tens blocks. Students can also use a computer with the following link for virtual manipulatives. Once on the page select grade level and background work mat Hundreds, Tens, and Ones and the manipulatives are tens blocks:http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.htmlThis link is also a resource that can be found in the My Math resource webpage with teacher username and password.Interdisciplinary Center – Students work on

Lesson 5.11 (409-414)

91




math problems that interconnect with another subject. The real world problem solving leveled reader titled Look Again should be implemented in the interdisciplinary center. It connects math with both language arts and science. Review Classwork

Exit Ticket







iv. Students will be able to


P. 44 - 48 P. 111

Number Talks Strategy-Doubles/Near Doubles: Number SentencesNumber Talks Websitehttps://elementarynumbertalks.wordpress.com/Select First Grade Number Talks at the top of the page.Scroll down to find Doubles/Near Doubles Click on Doubles Near Double Number Sentences to access PowerPoint Slides


Direct Instruction


CentersTeacher Center – The teacher works in a small group with 1-4 students. With this standard students should practice with the teacher reading aloud numbers from 1 to 100. The use of a hundreds chart is ideal for reading together. The teacher can also use connecting cubes or












the assessment.Lesson 5.10 (403-408)Lesson 5.11 (409-414)

92












compare numbers based on place value.



counters and select a random amount to display and allow students to take turns in using the manipulatives to represent the amount being displayed.



Manipulative Center – Students work on solving problems using manipulatives. Students can use work mat 8 titled Hundreds, Tens, and Ones found in the My Math resources along with the tens blocks to show a number with the ones, tens, and hundreds place and write the number represented by the tens blocks. Students can also use a computer with the following link for virtual manipulatives. Once on the page select grade level and background work mat Hundreds, Tens, and Ones and the manipulatives are tens blocks:http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.htmlThis link is also a resource that can be found in the My Math resource webpage with teacher username and password.Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Look Again should be implemented in the interdisciplinary center. It connects math with both language arts and science.

93




Review Classwork

Exit Ticket








v. Students will be able to


P. 44 - 48 P. 117



Direct Instruction















94












determine place value of two digit numbers.





Exit Ticket

95













P. 44 - 48 P. 118



Direct Instruction


Centers

Teacher Center – The teacher works in a small group with 1-4 students. With this standard students should practice with the teacher reading aloud numbers from 1 to 100. The use of a hundreds chart is ideal for reading together. The teacher can also use connecting cubes or counters and select a random amount to display and allow students to take turns in using the manipulatives to represent the amount being displayed.

Standards Based Problems Center – Students work in a group to solve the style of problems



Option 1- Module 4 Topic B; Lesson 7 Pages 126-136 (Day 6)










96













the assessments (Quarterly) will use to measure that standard. Using index cards numbered from 1-100 students can practice choosing a card and counting up to 100. Number line sheets should also be developed leaving blank spaces to be filled in.



Exit Ticket


97




1.NBT.A.1. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral *(benchmarked)

Learning Goal 10: Count to 120 orally, read and write numerals, and write numerals to represent the number of objects (up to 120).

i. Define one hundred?

ii. Demonstrate the ability to count and write numbers up to 100.

iii. Identify written numerals up to 100?

iv. Compare numbers up to 100?

v. Determine numbers after any number up to 100.

vi. Compose a list of numbers up to 100.


P. 44 - 48 P. 117


Direct Instruction

Option 2 – Slides 1-10 (Day 1)https://njctl.org/courses/math/1st-grade/numbers-to-120/attachments/unit-1-numbers-to-120-with-classwork-and-homework-inserted/



Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Using index cards numbered from 1-120 students can practice choosing a card and counting up to 120. Number line sheets should

Quarterly Assessment Question #9A, #9B

Common Core Sheets(Day 1)http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1nbt1


https://njctl.org/courses/math/1st-grade/numbers-to-120/attachments/unit-1-numbers-

to-120-with-classwork-and-homework-inserted/







the assessment.

Lesson 5.3 (359-364) Lesson 5.9 (397-402) Lesson 5.12 (417-422) Lesson 5.13 (423-428)

Lesson 5.14 (429-434)

98



https://njctl.org/courses/math/1st-grade/numbers-to-120/attachments/unit-1-numbers-to-120-with-classwork-and-homework-inserted/











also be developed leaving blank spaces to be filled in.



Exit Ticket

ELL Modifications


SLO: 1CCSS:

Count utilizing written or verbal numerals starting at any number less than 100.

Write and orally count from a number other than zero between 0 and 100, using a word wall, Number Line and a

VU: Number words 0-100, order, sequence

99





1.NBT.1WIDA ELDS: 3WritingSpeaking

Hundreds Chart. wordsLFC: Present tense


Language Objectives

Write and orally count from a number other than zero using L1 and//or repeating numbers.

Write and orally count from a number other than zero using L1 and/or selected numbers.

Write and orally count from a number other than zero using key vocabulary in simple sentences.

Write and orally count from a number other than zero using key, technical vocabulary in expanded sentences.

Write and orally identifynumbers using technical vocabulary in complex sentences.

Learning Supports

Word/Picture WallNumber LineHundreds ChartNative language support

Word/Picture WallNumber LineHundreds ChartNative language support

Number LineHundreds Chart

Number LineHundreds Chart

Hundreds Chart





iii. Identify written numerals


P. 44 - 48 P. 118

Number Talks Strategy-Addition: Making Landmark or Friendly NumbersNumber Talks Websitehttps://elementarynumbertalks.wordpress.com/Select First Grade Number Talks at the top of the page.Scroll down to find Landmark or Friendly Numbers Click on Making Landmark or Friendly Numbers to access PowerPoint SlidesDirect Instruction

Option 2 – Slides 26-43 (Day 2) https://njctl.org/courses/math/1st-grade/numbers-to-120/attachments/unit-1-numbers-to-120-with-classwork-and-homework-inserted/

See activities and resourcesCenters

Quarterly Assessment Question #9A, #9B Common Core Sheets(Day 2)http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1nbt1









the assessment.


100





























up to 100?




Teacher Center – The teacher works in a small group with 1-4 students. With this standard students should practice with the teacher reading aloud numbers from 1 to 100. The use of a hundreds chart is ideal for reading together. The teacher can also use connecting cubes or counters and select a random amount to display and allow students to take turns in using the manipulatives to represent the amount being displayed.


Individual Center – Students work on the individual skill that they need based on their pre-test data. A blank hundreds chart is useful in this center along with scaffolding using fives, tens, and twenties as numbers to be prefilled in on the number charts. Students can work with the goal of completing the entire chart and reading the chart aloud.Manipulative Center – Students work on solving problems using manipulatives. Students can use work mat 8 titled Hundreds, Tens, and Ones found in the My Math resources along with the tens blocks to show a number with the ones, tens, and hundreds place and write the number represented by the tens blocks. Students can also use a computer with the following link for virtual manipulatives. Once on the page select grade level and background work mat Hundreds, Tens, and Ones and the manipulatives are tens blocks:http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.html

This link is also a resource that can be found in the My Math resource webpage with teacher username and password.

Lesson 5.14 (429-434)

101




Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Look Again should be implemented in the interdisciplinary center. It connects math with both language arts and science.

Review Classwork

Exit Ticket









P. 44 - 48 P. 106

Number Talks Strategy-Addition: Counting All/Counting On: Number SentencesNumber Talks Websitehttps://elementarynumbertalks.wordpress.com/Select First Grade Number Talks at the top of the page.Scroll down to find Counting All/Counting On Click on Counting All Counting On Number Sentences to access PowerPoint SlidesDirect Instruction

Option 2 – Slides 44-81 (Day 3)https://njctl.org/courses/math/1st-grade/numbers-to-120/attachments/unit-1-numbers-to-120-with-classwork-and-homework-inserted/


CentersTeacher Center – The teacher works in a small group with 1-4 students. With this standard students should practice with the teacher reading aloud numbers from 1 to 100. The use of a hundreds chart is ideal for reading











the assessment.


Lesson 5.14 (429-434)

102
















together. The teacher can also use connecting cubes or counters and select a random amount to display and allow students to take turns in using the manipulatives to represent the amount being displayed.


Individual Center – Students work on the individual skill that they need based on their pre-test data. A blank hundreds chart is useful in this center along with scaffolding using fives, tens, and twenties as numbers to be prefilled in on the number charts. Students can work with the goal of completing the entire chart and reading the chart aloud.Manipulative Center – Students work on solving problems using manipulatives. Students can use work mat 8 titled Hundreds, Tens, and Ones found in the My Math resources along with the tens blocks to show a number with the ones, tens, and hundreds place and write the number represented by the tens blocks. Students can also use a computer with the following link for virtual manipulatives. Once on the page select grade level and background work mat Hundreds, Tens, and Ones and the manipulatives are tens blocks:http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.htmlThis link is also a resource that can be found in the My Math resource webpage with teacher username and password.Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Look Again should be implemented in the interdisciplinary center. It connects math with both language arts and

103




science.

Review Classwork

Exit Ticket










P. 44 - 48 P. 111

Number Talks Strategy-Doubles/Near Doubles: Number SentencesNumber Talks Websitehttps://elementarynumbertalks.wordpress.com/Select First Grade Number Talks at the top of the page.Scroll down to find Doubles/Near Doubles Click on Doubles Near Double Number Sentences to access PowerPoint SlidesDirect Instruction

Option 2 – Slides 110-122 (Day 4) https://njctl.org/courses/math/1st-grade/numbers-to-120/attachments/unit-1-numbers-to-120-with-classwork-and-homework-inserted/














the assessment.


Lesson 5.14 (429-434)

104















work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Using index cards numbered from 1-120 students can practice choosing a card and counting up to 120. Number line sheets should also be developed leaving blank spaces to be filled in.


Manipulative Center – Students work on solving problems using manipulatives. Students can use work mat 8 titled Hundreds, Tens, and Ones found in the My Math resources along with the tens blocks to show a number with the ones, tens, and hundreds place and write the number represented by the tens blocks. Students can also use a computer with the following link for virtual manipulatives. Once on the page select grade level and background work mat Hundreds, Tens, and Ones and the manipulatives are tens blocks:http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.htmlThis link is also a resource that can be found in the My Math resource webpage with teacher username and password.Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Look Again should be implemented in the interdisciplinary center. It connects math with both language arts and science.

Review Classwork

Exit Ticket

105














P. 44 - 48 P. 117

Number Talks Strategy-Addition: Making Tens Number SentencesNumber Talks Websitehttps://elementarynumbertalks.wordpress.com/Select First Grade Number Talks at the top of the page.Scroll down to find Making Tens Click on Making Tens Number Sentences to access PowerPoint SlidesOption 2 – Slides 123-136 (Day 5)https://njctl.org/courses/math/1st-grade/numbers-to-120/attachments/unit-1-numbers-to-120-with-classwork-and-homework-inserted/

See activities and resourcesCentersTeacher Center – The teacher works in a small group with 1-4 students. With this standard students should practice with the teacher reading aloud numbers from 1 to 100. The use of a hundreds chart is ideal for reading together. The teacher can also use connecting cubes or counters and select a random amount to display and allow students to take turns in using the manipulatives to represent the amount being displayed.


Individual Center – Students work on the


Common Core Sheets(Day 5)http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1nbt1









the assessment.


Lesson 5.14 (429-434)

106














individual skill that they need based on their pre-test data. A blank hundreds chart is useful in this center along with scaffolding using fives, tens, and twenties as numbers to be prefilled in on the number charts. Students can work with the goal of completing the entire chart and reading the chart aloud.Manipulative Center – Students work on solving problems using manipulatives. Students can use work mat 8 titled Hundreds, Tens, and Ones found in the My Math resources along with the tens blocks to show a number with the ones, tens, and hundreds place and write the number represented by the tens blocks. Students can also use a computer with the following link for virtual manipulatives. Once on the page select grade level and background work mat Hundreds, Tens, and Ones and the manipulatives are tens blocks:http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.htmlThis link is also a resource that can be found in the My Math resource webpage with teacher username and password.Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Look Again should be implemented in the interdisciplinary center. It connects math with both language arts and science.

Review Classwork

Exit Ticket


1.NBT.A.1. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written


P. 44 - 48 P. 118

Number Talks Strategy-Addition: Making Landmark or Friendly Numbers


Math Labs

Learnzillion(Day 6)



107






numeral *(benchmarked)








Number Talks Websitehttps://elementarynumbertalks.wordpress.com/Select First Grade Number Talks at the top of the page.Scroll down to find Landmark or Friendly Numbers Click on Making Landmark or Friendly Numbers to access PowerPoint SlidesDirect Instruction

Option 3 – Learnzillion (Day 6)https://learnzillion.com/resources/64472-1st-grade-mathSee activities and resources



Individual Center – Students work on the individual skill that they need based on their pre-test data. A blank hundreds chart is useful in this center along with scaffolding using fives, tens, and twenties as numbers to be prefilled in on the number charts. Students can work with the goal of completing the entire chart and reading the chart aloud.Manipulative Center – Students work on solving problems using manipulatives. Students

(Day 6)http://www.raftbayarea.org/readpdf?isid=270





the assessment.


Lesson 5.14 (429-434)

108










can use work mat 8 titled Hundreds, Tens, and Ones found in the My Math resources along with the tens blocks to show a number with the ones, tens, and hundreds place and write the number represented by the tens blocks. Students can also use a computer with the following link for virtual manipulatives. Once on the page select grade level and background work mat Hundreds, Tens, and Ones and the manipulatives are tens blocks:http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.htmlThis link is also a resource that can be found in the My Math resource webpage with teacher username and password.Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Look Again should be implemented in the interdisciplinary center. It connects math with both language arts and science.

Review Classwork

Exit Ticket


109




curriculum... · web viewunit title: 1st grade math unit 2. grade level: 1. timeframe: marking...

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