eureka math ~ 1st grade math curriculum guide 2019-2020

Garden City Schools USD #457

Eureka Math ~ 1st Grade Math Curriculum Guide

2019-2020

Math Framework and Protocol

Eureka Math Modifications

Customized District Assessments

Pacing and Assessment Guides

Problem Solving Tasks

Garden City Public Schools Garden City, Kansas

Mathematics Framework

Garden City Public Schools Statement of Purpose:

To support mathematical proficiency and to meet the challenges of preparing students for College and Career, Garden City Public Schools has developed the following mathematics framework. It provides a synthesis of research-based principles and strategies proven effective in promoting all students’ mathematics development—including the critical, creative, and self-regulated thinking processes that underlie the Kansas College and Career Ready Standards (KCCRS). The KCCRS calls for a shift to focus on sense-making, reasoning, and connections to real-world situations. Students will need knowledge and skills that prepare them to apply mathematics in a variety of contexts, including their future lives as responsible citizens. A transformation is required that results in a greater emphasis on the many ways that math helps us understand the world, and less on math for its own sake. There needs to be a focus on understanding and concepts, not just computation or procedures. Developing and applying real-world situations requires new technology tools and new approaches to teaching and learning. It also requires new assessment methods. The goal of the assessments should be to inform students and teachers about the level of understanding achieved, and of the next necessary steps in instruction. Ongoing informal assessment that guides teaching and learning brings about increased learning as well as increased self-esteem for students. Students will need the resources to prepare them for our rapidly changing world. By working on authentic tasks and real-life problem situations, students make connections related to their own learning of mathematics as well as important new connections among graphic, symbolic, and dynamic representations that are critical in order to understand mathematics effectively. They will also need to recognize that studying mathematics in high school is important for their future careers. A commitment to teacher professional development is essential that is collaborative with time allotted for vertical discussions and alignment across grade levels and high school courses. Teachers will need long-term professional development and support, including opportunities for reflection on their practice and guidance in improving it. To achieve the vision of reasoning and sense-making as the focus of students’ mathematical experiences, all components of the educational system – curriculum, instruction, and assessment – must work together and be designed to support students’ achieving these concepts and skills. Through a coherent and cohesive mathematics program with a strong alignment of curriculum, instruction and assessment, students will have the opportunity to be fully prepared for College and Career challenges.

A Vision for School Mathematics (National Council of Teachers of Mathematics NCTM)

Imagine a classroom, a school, or a school district where all students have

access to high-quality, engaging mathematics instruction. There are ambitious expectations for all, with accommodation for those who need it.

Knowledgeable teachers have adequate resources to support their work and are continually growing as professionals. The curriculum is mathematically

rich, offering students opportunities to learn important mathematical concepts and procedures with understanding. Technology is an essential component of the environment. Students confidently engage in complex

mathematical tasks chosen carefully by teachers. They draw on knowledge from a wide variety of mathematical topics, sometimes approaching the

same problem from different mathematical perspectives or representing the mathematics in different ways until they find methods that enable them to

make progress. Teachers help students make, refine, and explore conjectures on the basis of evidence and use a variety of reasoning and proof techniques

to confirm or disprove those conjectures. Students are flexible and resourceful problem solvers. Alone or in groups and with access to

technology, they work productively and reflectively, with the skilled guidance of their teachers. Orally and in writing, students communicate their ideas and results effectively. They value mathematics and engage

actively in learning it.

Effective Mathematics Teaching and Learning

An excellent mathematics program requires effective teaching that engages students in meaningful learning through individual and collaborative experiences that promote their ability to make sense of mathematical ideas and reason mathematically. (Principles to Action, NCTM)

Standards of Mathematical Practice The Common Core mathematical practice standards are the foundation for mathematical thinking and practice for students as well as guidance that helps teachers modify their classrooms to approach teaching in a way that develops a more advanced mathematical understanding. Think of these standards as a guide to creating a more complex and absorbing learning experience that can be applied to everyday life, instead of being left in the classroom.

1. Make sense of problems and persevere in solving them. The first Common Core mathematical practice standard is found in almost every math problem across the board. It means that students must understand the problem, figure out how to solve it, and then work until it is finished. Common Core standards encourage students to work with their current knowledge bank and apply the skills they already have while evaluating themselves in problem-solving. This standard is easily tested using problems with a tougher skill level than already mastered. While students work through more difficult problems, they focus on the process of solving the problem instead of just getting to the correct answer.

2. Reason abstractly and quantitatively When trying to problem solve, it is important that students understand there are multiple ways to break apart the problem in order to find the solution. Using symbols, pictures or other representations to describe the different sections of the problem will allow students to use context skills rather than standard algorithms.

3. Construct viable arguments and critique the reasoning of others This standard is aimed at creating a common mathematical language that can be used to discuss and explain math as well as support or object others’ work. Math vocabulary is easily integrated into daily lesson plans in order for students to be able to communicate effectively. “Talk moves” are important in developing and building communication skills and can include such simple tasks as restating a fellow classmate’s reasoning or even supporting their own reason for agreeing or disagreeing. Prompting students to participate further in class mathematical discussion will help build student communication skills.

4. Model with mathematics Math doesn’t end at the classroom door. Learning to model with mathematics means that students will use math skills to problem-solve real world situations. This can range from organizing different types of data to using math to help understand life connections. Using real world situations to show how math can be used in many different aspects of life helps math to be relevant outside of math class.

Standards of Mathematical Practice (pg. 2)

5. Use appropriate tools strategically One of the Common Core’s biggest components is to provide students with the assets they need to navigate the real world. In order for students to learn what tools should be used in problem solving it is important to remember that no one will be guiding students through the real world – telling them which mathematics tool to use. By leaving the problem open ended, students can select which math tools to use and discuss what worked and what didn’t.

6. Attend to precision Math, like other subjects, involves precision and exact answers. When speaking and problem-solving in math, exactness and attention to detail is important because a misstep or inaccurate answer in math can be translated to affect greater problem-solving in the real world. The importance in this step comes in the speaking demeanor of students to explain what is understood and what isn’t.

7. Look for and make use of structure When students can identify different strategies for problem solving, they can use many different skills to determine the answer. Identifying similar patterns in mathematics can be used to solve problems that are out of their learning comfort zone. Repeated reasoning helps bring structure to more complex problems that might be able to be solved using multiple tools when the problem is broken apart into separate parts.

8. Look for and express regularity in repeated reasoning In mathematics, it is easy to forget the big picture while working on the details of the problem. In order for students to understand how a problem can be applied to other problems, they should work on applying their mathematical reasoning to various situations and problems. If a student can solve one problem the way it was taught, it is important that they also can relay that problem-solving technique to other problems.

Identifying High-Quality Mathematics Tasks or Supplemental Resources

The following tool identifies characteristics that are consistently found in high quality resources. The following rating or review tool should be used to help identify if a mathematical task or supplemental resource, online or print, is of high quality. It is important to keep in mind that there is no perfect resource. Every resource can be improved.

Identifying High-Quality Tasks The purpose of the task is to teach or assess:

Conceptual

Understanding Procedural skill and

fluency Application

Rating Scale (A description of each characteristic follows the rubric.):

• 2 - Fully Meets the Characteristic • 1 - Partially Meets the Characteristic • 0 - Does Not Meet the Characteristic

Additional questions to consider when choosing a resource to utilize in the classroom:

• Is this resource sustainable as far as cost and implementation? • When would this resource be utilized? • How would this resource enhance the current mathematics resource protocol list? • What data will be used to evaluate the effectiveness of this resource?

The mathematics resource: Rating

Aligns to mathematics content standards I am teaching.

Encourages my students to use representations.

Provides my students with an opportunity for communicating their reasoning.

Has multiple entry points.

Allows for different strategies for finding solutions.

Makes connections between mathematical concepts, between concepts and procedures, or between concepts, procedures, and application.

Prompts cognitive effort.

Is problem-based, authentic, or interesting.

(Adapted from Mine the Gap for Mathematical Understanding By: John SanGiovanni 2017)

Identifying High-Quality Mathematics Tasks or Supplemental Resources (pg. 2)


Identifying High-Quality Mathematics Tasks or Supplemental Resources (pg. 3)


USD #457 Mathematics Framework

Instructional Components of Eureka Math

• Fluency Practice: (whole group)

• promotes automaticity

• students are engaged

• high paced and energetic

• Application Problem: (whole group)

• independent and/or collaborative

• Kagan structures utilized

• student discourse present-discovers, recognizes, and verbalizes connections

• students understand and utilize RDW

• evidence of movement from concrete to representational to abstract

• students are given the opportunity to solve the problem without teacher guidance

Debrief

Application Fluency

Concept Development

USD #457 Mathematics Framework (pg. 2)

• Concept Development(6+ Classwork): (whole group)

• evidence of movement from concrete to representational to abstract (CRA)

• appropriate time is given to establish new learning

• teacher checks for understanding and provides immediate feedback

• student engagement structures may be used (ex: Kagan)

• student discourse present

• Problem Set is utilized in the concept development or as a result of the concept

development

• Debrief (6+ Closing): (whole group)

• PINNACLE of the lesson, if you are short on time, PROTECT THE DEBRIEF

• students articulate the focus of the lesson (metacognition)

• students identify connections between parts of the lesson and/or previous taught concepts

• teachers use rigorous questions to engage students in mathematical dialogue

• Exit Ticket (Independent)

• students are accountable for the day’s learning

• teacher uses tickets to inform instruction

• Homework (Independent)

• reinforces already taught concepts

• builds student confidence

• checks for understanding and confirms independent proficiency

• Centers (optional) (small group/independent)

• centers can be utilized after the completion of all lesson components

• a balance must be present between conceptual vs procedural activities (Suggested 50/50

balance)

• aligned to KCCRS and Eureka Math curriculum

• can be a review of skills already taught in current or previous grade levels

USD #457 Mathematics Resource Protocol

Grade Levels Core Resources Approved Supplemental Resources

Intervention Programs

(Tier 2 and 3) Elementary (K-5th)

Eureka Math https://greatminds.org

Problem Solving: • Youcubed https://www.youcubed.org/ • Inside Mathematics www.insidemathematics.org • 3-Act Math Tasks K-6 https://gfletchy.com/3-act-

lessons/ • Nrich Enriching Mathematics https://nrich.maths.org • Problem Solving In All Seasons By: Kim Markworth, Jenni

McCool, & Jennifer Kosiak • Federal Way Public Schools Problem Solving Activities

(Activities Aligned to Eureka Math Modules) https://www.fwps.org/page/2060

• Estimation 180 www.estimation180.com • Scholastic Math magazine • Mathematics Georgia Standards of

Excellence www.georgiastandards.org • Robert Kaplinsky Problem Based

Lessons https://robertkaplinsky.com/lessons/ Fluency Support: • Math Fact Strategies Books (Digital Resource book) • Building Conceptual Understanding and Fluency Through

Games – North Carolina (Digital Resource book) • Greg Tang Math www.gregtangmath.com • Mastering Basic Facts Add/Subtraction and

Multiplication/Division By: John San Giovanni • Well Played By: Linda Dacey, Karen Gartland, & Jayne

Bamford Lynch • Elementary Number Talks (Online

Resources) https://elementarynumbertalks.wordpress.com/

Content Support: • Illustrative

Mathematics https://www.illustrativemathematics.org/ • Illuminations http://illuminations.nctm.org/ • K-5 Math Teaching Resources www.k-

5mathteachingresources.com • Mine the Gap for Mathematical Understanding By: John

SanGiovanni • Zearn https://www.zearn.org • Eureka Math Bay Area Regional

Consortium https://embarc.online/ • KSDE Top Math Website

Resources http://community.ksde.org/Default.aspx?tabid=6173

• Mathematics Georgia Standards of Excellence www.georgiastandards.org

Do the Math Number Worlds DreamBox iStation Math Eureka Math (pre-teaching, re-teaching) Zearn http://www.zearn.org ECAM diagnostic assessment and resources (K-2) Number Readiness diagnostic assessment (1st-5th) and resources Mathematics Georgia Standards of Excellence www.georgiastandards.org

https://greatminds.org/

https://www.youcubed.org/

http://www.insidemathematics.org/

https://gfletchy.com/3-act-lessons/


https://nrich.maths.org/

http://www.estimation180.com/

http://www.georgiastandards.org/

https://robertkaplinsky.com/lessons/

http://www.gregtangmath.com/

https://elementarynumbertalks.wordpress.com/

https://elementarynumbertalks.wordpress.com/

https://www.illustrativemathematics.org/

http://illuminations.nctm.org/

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


https://www.zearn.org/

https://embarc.online/

http://community.ksde.org/Default.aspx?tabid=6173



http://www.zearn.org/




USD #457 Mathematics Resource Protocol (pg.2) Middle (6th-8th)

Eureka Math https://greatminds.org

Problem Solving: • Youcubed https://www.youcubed.org/ • Inside Mathematics www.insidemathematics.org • 3-Act Math Tasks 6-

HS: https://docs.google.com/spreadsheets/d/1jXSt_CoDzyDFeJimZxnhgwOVsWkTQEsfqouLWNNC6Z4/edit#gid=0

• 3-Act Math Tasks K-6 https://gfletchy.com/3-act-lessons/

• Nrich Enriching Mathematics https://nrich.maths.org • Estimation 180 www.estimation180.com • Robert Kaplinsky Problem Based

Lessons https://robertkaplinsky.com/lessons/ Fluency Support: • Math Fact Strategies Books (Digital Resource book) • Building Conceptual Understanding and Fluency Through

Games – North Carolina (Digital Resource book) • Greg Tang Math www.gregtangmath.com • Mastering Basic Facts Add/Subtraction and

Multiplication/Division By: John San Giovanni • Well Played By: Linda Dacey, Karen Gartland, & Jayne

Bamford Lynch Content Support: • Illustrative

Mathematics https://www.illustrativemathematics.org/ • Illuminations http://illuminations.nctm.org/ • K-5 Math Teaching Resources www.k-

5mathteachingresources.com • Mine the Gap for Mathematical Understanding By: John

SanGiovanni • Zearn https://www.zearn.org • Eureka Math Bay Area Regional

Consortium https://embarc.online/ • KSDE Top Math Website

Resources http://community.ksde.org/Default.aspx?tabid=6173

Do the Math Number Worlds DreamBox iStation Math Eureka Math (pre-teaching, re-teaching) Zearn http://www.zearn.org Number Readiness diagnostic assessment (1st-5th) and resources

High (9th – 12th)

Agile Minds (Algebra I and Intensified Algebra)

Problem Solving: • Youcubed https://www.youcubed.org/ • Inside Mathematics www.insidemathematics.org • 3-Act Math Tasks 6-

HS: https://docs.google.com/spreadsheets/d/1jXSt_CoDzyDFeJimZxnhgwOVsWkTQEsfqouLWNNC6Z4/edit#gid=0

• 3-Act Math Tasks K-6 https://gfletchy.com/3-act-lessons/

• Nrich Enriching Mathematics https://nrich.maths.org • Estimation 180 www.estimation180.com • Robert Kaplinsky Problem Based

Lessons https://robertkaplinsky.com/lessons/

Fluency Support: Content Support:

https://greatminds.org/



https://docs.google.com/spreadsheets/d/1jXSt_CoDzyDFeJimZxnhgwOVsWkTQEsfqouLWNNC6Z4/edit#gid=0







http://www.gregtangmath.com/

https://www.illustrativemathematics.org/

http://illuminations.nctm.org/




https://embarc.online/














USD #457 Mathematics Resource Protocol (pg. 3) Recommended Teacher Resources (K-12)

Principles to Action By: NCTM Putting the Practices into Action By: John SanGiovanni & Susanne O’Connell Teaching Student-Centered Mathematics (PreK-2), (3-5), and (6-8) (CCSS updated version) By: John Van de Walle 5 Practices for Orchestrating Productive Mathematics Discussion By: Mary K. Stein & Margaret Schwan Smith Classroom Discussions By: Suzanne Chapin Number Talks (K-5), and (6-8) By: Sherry Parris Taking Action: Implementing Effective Mathematics Teaching Practices (K-5), (6-8), and (9-12) By: Various Authors KATM Mathematics Flipbooks http://community.ksde.org/Default.aspx?tabid=5646 Mathematical Mindsets By: Jo Boaler Mathematics Learning Progressions http://ime.math.arizona.edu/progressions/ KSDE Math Website http://community.ksde.org/Default.aspx?tabid=5255

Home Support Resources Freckle Education www.Freckled.com Khan Academy www.Khanacademy.com Prodigy Math Game www.Prodigy.com Sumdog www.Sumdog.com Eureka Math www.greatminds.org Zearn https://www.zearn.org


http://ime.math.arizona.edu/progressions/


http://www.freckled.com/

http://www.khanacademy.com/

http://www.prodigy.com/

http://www.sumdog.com/

http://www.greatminds.org/


Modifications to Eureka Math for 2019-2020

Purpose of Modifications for Eureka Math:

• Provide guidelines that will support teachers. • Create a student focused program that supports students and their achievement. • Improve the program to make it better for students, teachers, and parents. • Create a program that has teacher buy-in where teachers can make it their own. • Make Eureka Math a totally positive curriculum for Garden City. • Maximize effectiveness of curriculum for our students.

Parent Communication

• Parent Newsletters: Parent information letter will be sent home explaining how to access digital newsletters. Parents may request paper copies of the newsletters if needed.

• Teachers, coaches, and administrators will address parent concerns related to Eureka Math when they arise.

• www.greatminds.org (free curriculum access, parent newsletters, roadmaps) • If Eureka Math homework and problem sets are used for homework, they must have correct

classroom examples attached. • Digital Homework Helpers are also available to parents and students for assistance with

homework. Information will be sent home each year on how to access these Digital Homework Helpers.

Pacing

• The district math committee recommends 60-90 minutes of math instruction daily for K-6. • Curriculum Guides are provided that includes pacing suggestions. • Math instruction must occur on a daily basis. • All students should receive core math instruction. Students should not be pulled for

supplemental math instruction, intervention, or special services during whole group instruction, (concept development).

• The pacing guides should be used as a guide. Modules should be taught in order to provide for district-wide systemization and to follow the progressions of the KCCRS. This will allow for teacher collaboration during PLC’s and grade level meetings.

Differentiation and Remediation

• Differentiation and remediation have the same goal, to modify instruction until it meets the needs of all learners.

• Differentiation and remediation should occur throughout the lesson as needed. • Scaffolding is folded into the Eureka Math curriculum in such a way that it is part of its very

DNA. Faithful adherence to the modules is the primary scaffolding tool. • If necessary, teachers may use fewer models and/or stay at the concrete level for longer

periods of time, based on individual student needs.

• Teachers should consider the following, which are contained in strategically placed margin notes/scaffolding boxes within the lessons:

o Multiple means of representation o Multiple means of action and expression o Multiple means of engagement o https://www.engageny.org/sites/default/files/resource/attachments/how_to_impl

ement_a_story_of_units.pdf pg. 14-20 This document contains charts for English Language Learners, Students with Disabilities, Students Performing Above Grade Level and Students Performing Below Grade Level.

o https://www.engageny.org/resource/scaffolding-instruction-english-language-learners-resource-guides-english-language-arts-and This document suggests visual or concrete representations, graphic organizers, Kagan, sentence frames, building background knowledge, teacher modeling, and additional strategies.

o This document also contains lesson plans for specific grade levels with suggestions for differentiated instruction.

• Differentiation and remediation can be done during whole group instruction, small group and/or independent work times.

• If gaps in student knowledge exist, teachers should use material from previous Eureka Math lesson(s) whenever possible. Use the search tab to locate material from modules across grade levels. If necessary, supplemental materials aligned with KCCRS (coherence, focus, rigor, 8 SMPs) and Eureka Math may be used. Students still need to be exposed to grade level content, even if you stay at a concrete level longer. • Achieve the Core Coherence Maps https://achievethecore.org/page/1118/coherence-

map This resource connects grade level standards to foundational standards in previous grades and future standards that students will be exposed to.

• Problems in daily instruction can be modified by changing numbers, names, and/or context to increase real-world relevancy. These changes should not change the overall problem type or the objective of the problem. Adjustments CANNOT be made to the Mid and End Module Assessments.

• Resource links: Greatminds.org Zearn.org – created to go with Eureka Math (Grades K-5) Embarconline.org See USD#457 Math Protocol for additional resources.

https://www.engageny.org/sites/default/files/resource/attachments/how_to_implement_a_story_of_units.pdf

https://www.engageny.org/sites/default/files/resource/attachments/how_to_implement_a_story_of_units.pdf

https://www.engageny.org/resource/scaffolding-instruction-english-language-learners-resource-guides-english-language-arts-and

https://www.engageny.org/resource/scaffolding-instruction-english-language-learners-resource-guides-english-language-arts-and

https://achievethecore.org/page/1118/coherence-map

https://achievethecore.org/page/1118/coherence-map

Complex reading level and vocabulary

• Vocabulary and Reading Level: Through differentiation practices teachers may restate directions so students can better understand the expectations. Teachers may rewrite problems for relevancy and better understanding with the exception of the Mid and End Module Assessments.

• Use a variety of strategies to reinforce vocabulary; word walls, anchor charts, sentence stems, student journals with vocabulary sections, introduce prior to instruction, make connections to math words, show pictures, use visual models, gestures, positive reinforcement, Kagan strategies, connect to concrete or pictorial, etc. See pg. 16 in A Story of Units.

• Embed vocabulary throughout the lesson and review during debriefing.

Centers

• All components of the Eureka lesson (fluency, application problem, concept development, problem set, and debrief) should be completed prior to students completing centers.

• Center activities should include a balance (approximately 50/50) of conceptual vs. procedural activities.

• All center activities need to be aligned to KCCRS and/or Eureka curriculum. • Center activities should cover concepts and skills that have already been taught in the

current school year or previous grade levels.

Special Education

• Special Education teachers are encouraged to use on grade level modules as much as

possible. Teachers should scaffold lessons to meet individual needs and/or IEP goals. • If necessary, SPED teachers may use fewer models and/or stay at the concrete level for

longer periods of time. Whenever possible, students in resource should be exposed to the grade level curriculum and be present for core instruction. The teacher providing support may pull the student from the core classroom after the concept development has been completed to provide accommodated support for the problem set and/or IEP goals.

• Self-contained SPED teachers should teach Eureka Math with fidelity as much as possible. They may use modules from lower grade levels for their instruction and/or go at a slower pace. Supplemental materials should be aligned with the Eureka Math curriculum unless otherwise stated in the student’s IEP.

• Writers of Eureka Math & MTSS team believe that if students are only instructed at a lower grade level, or pulled from core instruction, it increases achievement gaps and increases holes in student knowledge.

Fluency

• Teachers may adjust or repeat Eureka Math fluency activities and sprints multiple times. • When there are multiple fluency activities in an Eureka Math lesson, teachers may choose

the fluency activity(ies) with Eureka that will best prepare students for the lesson. • Students should be active at this time. • When students are counting, teacher may begin with them, but allow students to continue

on their own. • Sprints should not be graded, just trying for student personal best. • Sprints were created with deliberate patterns and sequencing. ( See quadrant example.) • Teachers should facilitate discussion with students about patterns and sequences found

within the Sprints. • Core fluencies are built into the lessons. These can be used as assessments and be graded.

These are particular to grade levels. The page will have a “CF” at the top of the page. The quadrants will also apply to Core Fluencies. 80% of the first column is considered mastery.

• Celebrate successes and aim to get at least one more on the second attempt. • Additional resources can be utilized to support instruction, but not should not replace all

the Eureka fluency activities.

Homework Guidelines

• When homework is assigned, teachers should use the following guidelines. • Homework should be at the independent level of the students, (80% accuracy). We

suggest teachers utilize homework to reinforce facts, computational fluency, and concepts. Do not send work home that is frustrating to students and parents. When Eureka Math homework is used, they must have correct classroom examples attached.

• Absent Students –Teachers should develop a system for absent students that includes notes, examples, peer coaching, etc. Small group time may be used for helping students who have missed instruction. Teachers may video instruction to be watched by students. Homework can be differentiated; students should not be expected to complete all problem sets or homework for extended absences. Teachers should note the overall objectives and teach the big ideas.

• Another option is to copy the lesson from the Teacher’s Manual to send home. • You may send home Sprints for additional practice, since it is not graded and you are trying

for students’ personal best. • Refer to USD #457 Homework Policy and Recommendations prior to assigning homework.

Assessments

• There are two categories of assessments used in Eureka Math, formative and summative. The Customized Mid-Module assessments should be used as formative and/or summative tests. The Customized End-of-Module assessments will be used as summative assessments. Prior to teaching the module, teachers should preview the assessments to establish focus that will guide instruction.

• Formative Assessments: The goal of formative assessments is to gather feedback that can be used by the instructor and the students to guide improvements in the ongoing teaching and learning context. Exit tickets are not required to be entered as grades, but should be used to drive instruction.

• Teacher Flexibility o Teachers have the flexibility to assess as needed to drive instruction. The

components of each lesson that may be used as formative assessments are teacher observations, debriefing questions, exit tickets, and problem sets.

• Summative Assessments: The goal of a summative assessment is to measure the level of proficiency that has been obtained at the end of an instructional unit. End-of-Module assessments will be used as summative assessments.

Technology

• When students use technology, students should be accountable for the practice. Teachers and students should be able to communicate a desired outcome. Rigor should be evident.

• Technology used to strengthen conceptual understanding, fluency, and skill mastery should support the curriculum, not supplant the curriculum.

• Technology appropriate for use by students during core instruction may include virtual manipulatives and student response activities.

• Teachers can use technology to enhance instruction as long as it is aligned to KCCRS and supports the Eureka Math curriculum.

• Please refer to the District Math Protocol for approved curriculum-aligned websites and resources.

USD #457 Customized Eureka Math Assessments

The original Eureka Math Mid and End Modules Assessments have been customized by teacher writers from Garden City Public Schools to include a balance of the higher DOK level 2 and 3 questions from the original assessment as well as skill based questions from throughout the module. The purpose of this customization is to ensure all students are being given access to the challenging high level questions throughout the curriculum, while also accessing the foundational skills students need in place to successfully complete those higher level questions. At the beginning of each customized assessment you will find a reference page identifying the standard each question on the customized assessment addresses as well as the original location of that test item, and if the question is procedural, conceptual, or application. Grades 5-8 will also have a converting a rubric score to % conversion chart with each assessment. To ensure consistency with the administration and grading of these assessments, the following must be followed when giving the assessments.

• Assessments are to be completed independently by students. (Questions may be read aloud to students in lower grade levels as needed.)

• Testing accommodations that students receive on state and other classroom assessments, may be provided to students on the customized district assessments.

• Tests are designed to be completed either in one class period or by breaking the assessment apart based on the curriculum pacing. Test administration should be no more than 60 minutes if being administered in one setting.

• Assessments are to be graded using the district customized assessment grading rubric.

• If customized assessment grades are going to be entered into the gradebook, the converting a rubric score to % conversion chart must be used.

• Previewing or giving “practice tests” of the assessments is not allowed. • Review of the assessments may only occur after the assessment has been

administered and graded. • Data entry of student assessment scores are to be entered no later than 2

weeks after the module is finished based on the pacing guide provided. Student original assessment scores should be entered into Illuminate.

You can also download the Customized District Assessments directly for your grade level at https://www.gckschools.com/cms/One.aspx?portalId=54924&pageId=4234075 or at www.gckschools.com under Curriculum and Instruction Resources, Math, and then USD #457 Custom Eureka Assessments.

https://www.gckschools.com/cms/One.aspx?portalId=54924&pageId=4234075

http://www.gckschools.com/

First Grade Pacing 2019-2020

Within the development of the pacing guides, it is expected that these will be reasonably flexible depending on the needs of your class. The pacing guide for First Grade has 158 days of instruction including 126 days for core lessons, 20 days for assessment and feedback, and 12 days for problem solving tasks. In addition to the 158 days of instruction listed above, there are 7 additional days that can be flexed based on state and district assessments and your students’ needs.

Skills spiral throughout the year and students may not be at mastery by the end of an individual lesson. In fact, many lessons anticipate that students will need more practice in concepts. Therefore, it is recommended that if re-teaching needs to happen, it occurs as a part of the next day’s lesson. By doing this, teachers are able to present concepts in several ways and will not remain within the same lesson for multiple days. Module Map for First Grade

Module 1 Module 2 Module 3 Module 4 Module 5 Module 6 31 Core Lessons

23 Core Lessons

11 Core Lessons

23 Core Lessons

11 Core Lessons

27 Core Lessons

2 Days for Problem Solving Tasks






4 Days for Assessment and Feedback






Suggested 37 Days

Suggested 29 Days

Suggested 15 Days

Suggested 29 Days

Suggested 15 Days

Suggested 33 Days

USD #457 1st Grade Eureka Math Pacing and Assessment Guide 2019-2020

Module # of Curriculum Days (Lessons &

Assessments)

Instruction Date Range

Assessment Testing Window

Data Entry Due Date

1: Sums and Differences to 10 37 Aug. 19 – Oct. 11

MM: Sept. 16 – Oct. 30 October 30 EM: Oct. 11 – Oct. 25 October 25

2: Introduction to Place Value through Addition and Subtraction within 20

29 Oct. 14 – Dec. 2 MM: Oct. 29 – Nov. 12 November 12

EM: Dec. 2 – Dec. 16 December 16

3: Ordering and Comparing Length Measurements as Numbers

15 Dec. 3 – Jan. 8 MM: NONE n/a

EM: Jan. 8 – Jan. 22 January 22

4: Place Value, Comparison, Addition and Subtraction to 40.

29 Jan. 9 – Feb. 19 MM: Jan. 22 – Feb. 4 February 4

EM: Feb. 19 – March 3 March 3

5: Identifying, Composing, and Partitioning Shapes 15 Feb. 20 – Mar. 23

MM: NONE n/a EM: March 23 – April 7 April 7

6: Place Value, Comparison, Addition and Subtraction to 100

33 Mar. 24 – May 11 MM: April 3 – April 17 April 17

EM: May 11 – May 22 May 22

Note: This pacing guide allots one day per lesson, 2 days per assessment (one day for administration and one day for reteaching), and 2 days for problem solving activities in each module. Combining lessons may need to occur to adjust for state assessments or

other scheduling conflicts.

Suggestions on How to Combine Eureka Math Lessons Effectively

Fluency

• If both lessons include a Sprint activity, choose one to complete.

• Examine the objective of each fluency activity and if several have the same objective or cover the same standard, select one activity to complete.

• Do not remove all fluency activities, as they are intentionally included in each lesson to scaffold past learning or prepare students for future topics.

Application Problem • Application Problems review

skills previously learned. Either application problem will achieve this objective.

• Completing both Application Problems is not necessary.

Concept Development/Instruction • Prepare concept development

parts in advance by taking problems from both lessons.

o Identifying your “must dos”, “could dos” and “should dos” on the Problem Sets first and then choosing the Concept Development problems to complete will ensure that instruction matches what students will be expected to do.

• Remaining parts of the concept development can be used to remediate, or extend in small groups.

• It is not suggested to cut out the conceptual development pieces of any lesson. (Ex: student use of models, manipulatives, etc)

Problem Sets/Homework • Combine parts of both Problem Sets

to match parts taught in the Concept Development.

• Customize problems carefully by choosing the most appropriate problems for students.

• Be mindful to not remove all of the deeper level or more challenging problems.

• Creating homework to match your Problem Set is necessary if assigning homework.

Exit Tickets • Combining the Exit Tickets

from both lessons is an excellent way to formatively assess students’ understanding of the content of both lessons.

USD #457 Specific Pacing Guide Suggestions ~ Eureka Math 1st Grade

Lesson Topics and Objectives Days Instructional NotesTopic A: Embedded Numbers and Decompositions 2Standards 1.OA.1 | 1.OA.5

Lesson 1: Analyze and describe embedded numbers (to 10) using 5-groups and number bonds.

The egg carton is a great visual, but it could be confusing for student that know egg cartons contain 12 with 6 in each row. Alternatively, a ten frame can be used.

Lesson 2: Reason about embedded numbers in varied configurations using number bonds.Lesson 3: See and describe numbers of objects using 1 more within 5-group configurations.

Use for remediation.

Topic B: Counting On from Embedded Numbers 5Standards 1.OA.1 | 1.OA.5 | 1.OA.6Lesson 4: Represent put together situations with number bonds. Count on from one embedded number or part to totals of 6 and 7, and generate all addition expressions for each total.Lesson 5: Represent put together situations with number bonds. Count on from one embedded number or part to totals of 6 and 7, and generate all addition expressions for each total.Lesson 6: Represent put together situations with number bonds. Count on from one embedded number or part to totals of 8 and 9, and generate all expressions for each total.Lesson 7: Represent put together situations with number bonds. Count on from one embedded number or part to totals of 8 and 9, and generate all expressions for each total.Lesson 8: Represent all the number pairs of 10 as number bonds from a given scenario, and generate all expressions equal to 10.

Module 1: Sums and Differences to 10


Topic C: Addition Word Problems 4Standards 1.OA.1 | 1.OA.6Lesson 9: Solve add to with result unknown and put together with result unknown math stories by drawing, writing equations, and making statements of the solution.

Lesson 10: Solve put together with result unknown math stories by drawing and using 5-group cards.

Both Lessons 9 and 10 use "result unknown" story problems, a review from Kg. Consider switching the fluency from Lesson 9 with the fluency from 10.

Lesson 11: Solve add to with change unknown math stories as a context for counting on by drawing, writing equations, and making statements of the solution.Lesson 12: Solve add to with change unknown math stories using 5-group cards.

Lesson 13: Tell put together with result unknown, add to with result unknown, and add to with change unknown stories from equations.

Topic D: Strategies for Counting On 2Standards 1.OA.5 | 1.OA.8 | 1.OA.6Lesson 14: Count on up to 3 more using numeral and 5-group cards and fingers to track the change.

Lesson 15: Count on up to 3 more using numeral and 5-group cards and fingers to track the change.

Same objective as lesson 14. Use if needed for remediation.

Lesson 16: Count on to find the unknown part in missing addend equations such as 6 + ___ = 9. Answer, “How many more to make 6, 7, 8, 9, and 10?”

https://eureka.greatminds.org/maps/images/math_documents/g5_m1_mid_mod_asmnt_v1_3_1.pdf


Topic E: The Commutative Property of Addition and the Equal Sign

3

Standards 1.OA.3 | 1.OA.7

Lesson 17: Understand the meaning of the equal sign by pairing equivalent expressions and constructing true number sentences.

Lesson 18: Understand the meaning of the equal sign by pairing equivalent expressions and constructing true number sentences.

Lesson 19: Represent the same story scenario with addends repositioned (the commutative property).

Commutative property is covered in Lesson 20.

Lesson 20: Apply the commutative property to count on from a larger addend.

Topic F: Development of Addition Fluency Within 10 3

Standards 1.OA.3 | 1.OA.6Lesson 21: Visualize and solve doubles and doubles plus 1 with 5-group cards.

Lesson 22: Look for and make use of repeated reasoning on the addition chart by solving and analyzing problems with common addends.

Enrichment Lesson.

Lesson 23: Look for and make use of structure on the addition chart by looking for and coloring problems with the same total.Lesson 24: Practice to build fluency with facts to 10.MID-MODULE ASSESSMENT 2

Topic G: Subtraction as an Unknown Addend Problem 3

Standards 1.OA.1 | 1.OA.4 | 1.OA.5Lesson 25: Solve add to with change unknown math stories with addition, and relate to subtraction. Model with materials, and write corresponding number sentences.

Lesson 26: Count on using the number path to find an unknown part.

Lesson 27: Count on using the number path to find an unknown part.

https://eureka.greatminds.org/maps/images/math_documents/g5_m1_end_mod_asmnt_v1_3_1.pdf



Topic H: Subtraction Word Problems 5Standards 1.OA.1 | 1.OA.4 | 1.OA.5 | 1.OA.8Lesson 28: Solve take from with result unknown math stories with math drawings, true number sentences, and statements, using horizontal marks to cross off what is taken away.Lesson 29: Solve take apart with addend unknown math stories with math drawings, equations, and statements, circling the known part to find the unknown.Lesson 30: Solve add to with change unknown math stories with drawings, relating addition and subtraction.Lesson 31: Solve take from with change unknown math stories with drawings.Lesson 32: Solve put together/take apart with addend unknown math stories.Topic I: Decomposition Strategies for Subtraction 3Standards 1.OA.5 | 1.OA.6 | 1.OA.4Lesson 33: Model 0 less and 1 less pictorially and as subtraction number sentences.


Lesson 34: Model n – n and n – (n – 1) pictorially and as subtraction sentences.


Lesson 35: Relate subtraction facts involving fives and doubles to corresponding decompositions.

Lesson 36: Relate subtraction from 10 to corresponding decompositions.

Lesson 37: Relate subtraction from 9 to corresponding decompositions.

Topic J: Development of Subtraction Fluency Within 10 1

Standards 1.OA.6Lesson 38: Look for and make use of repeated reasoning and structure, using the addition chart to solve subtraction problems.Lesson 39: Analyze the addition chart to create sets of related addition and subtraction facts.

Content covered in Lesson 38.

END-OF-MODULE ASSESSMENT 2Total Number of Instructional Days 35



Lesson Topics and Objectives Days Instructional NotesTopic A: Counting On or Making Ten to Solve Result Unknown and Total Unknown Problems

9

Standards 1.OA.1 | 1.OA.2 | 1.OA.3 | 1.OA.6Lesson 1: Solve word problems with three addends, two of which make ten.Lesson 2: Use the associative and commutative properties to make ten with three addends.

Lesson 3: Make ten when one addend is 9.Same objective as Lesson 4.

Lesson 4: Make ten when one addend is 9.Lesson 5: Compare efficiency of counting on and making ten when one addend is 9.

Lesson 6: Use the commutative property to make ten.Content covered in other lessons.

Lesson 7: Make ten when one addend is 8.Lesson 8: Make ten when one addend is 8.Lesson 9: Compare efficiency of counting on and making ten when one addend is 8.Lesson 10: Solve problems with addends of 7, 8, and 9.Lesson 11: Share and critique peer solution strategies for put together with total unknown word problems.MID-MODULE ASSESSMENT 2Topic B: Counting On or Taking from Ten to Solve Result Unknown and Total Unknown Problems

8

Standards 1.OA.1 | 1.OA.3 | 1.OA.4 | 1.OA.5 | 1.OA.6 | 1.OA.7Lesson 12: Solve word problems with subtraction of 9 from 10.

Lesson 13: Solve word problems with subtraction of 9 from 10.Same objective as Lesson 12.

Lesson 14: Model subtraction of 9 from teen numbers.Lesson 15: Model subtraction of 9 from teen numbers.

Lesson 16: Relate counting on to making ten and taking from ten.

Lesson 17: Model subtraction of 8 from teen numbers.Same objective as Lesson 18.

Lesson 18: Model subtraction of 8 from teen numbers.

Lesson 19: Compare efficiency of counting on and taking from ten.

Lesson 20: Subtract 7, 8, and 9 from teen numbers.Lesson 21: Share and critique peer solution strategies for take from with result unknown and take apart with addend unknown word problems from the teens.

Module 2: Introduction to Place Value through Addition and Subtraction within 20



Topic C: Strategies for Solving Change or Addend Unknown Problems

4

Standards 1.OA.1 | 1.OA.4 | 1.OA.5 | 1.OA.6 | 1.OA.7 | 1.OA.8

Lesson 22: Solve put together/take apart with addend unknown word problems, and relate counting on to the take from ten strategy.

Lesson 23: Solve add to with change unknown problems, relating varied addition and subtraction strategies.Lesson 24: Strategize to solve take from with change unknown problems.Lesson 25: Strategize and apply understanding of the equal sign to solve equivalent expressions.Topic D: Varied Problems with Decompositions of Teen Numbers as 1 Ten and Some Ones

2

Standards 1.OA.1 | 1.OA.6 | 1.NBT.2 | 1.NBT.2.a | 1.NBT.2.b | 1.NBT.5

Lesson 26: Identify 1 ten as a unit by renaming representations of 10.

Lesson 27: Solve addition and subtraction problems decomposing and composing teen numbers as 1 ten and some ones.

Lesson 28: Solve addition problems using ten as a unit, and write two-step solutions.Lesson 29: Solve subtraction problems using ten as a unit, and write two-step solutions.END-OF-MODULE ASSESSMENT 2

Total Number of Instructional Days 27

Use for remediation if needed. Content covered throughout Module.







Lesson Topics and Objectives Days Instructional Notes

Topic A: Indirect Comparison in Length Measurement 2

Standards 1.MD.1Lesson 1: Compare length directly and consider the importance of aligning endpoints.

Lesson 2: Compare length using indirect comparison by finding objects longer than, shorter than, and equal in length to that of a string.

Use if needed for remediation.

Lesson 3: Order three lengths using indirect comparison.Topic B: Standard Length Units 2Standards 1.MD.1 | 1.MD.2Lesson 4: Express the length of an object using centimeter cubes as length units to measure with no gaps or overlaps.

Lesson 5: Rename and measure with centimeter cubes, using their standard unit name of centimeters.

Standard units are not necessary in 1st grade. Lesson 6 extends standard units into word problems.

Lesson 6: Order, measure, and compare the length of objects before and after measuring with centimeter cubes, solving compare with difference unknown word problems.

Module 3: Ordering and Comparing Length Measurements as Numbers



Topic C: Non-Standard and Standard Length Units 3Standards 1.OA.1 | 1.MD.2Lesson 7: Measure the same objects from Topic B with different non-standard units simultaneously to see the need to measure with a consistent unit.Lesson 8: Understand the need to use the same units when comparing measurements with others.

Lesson 9: Answer compare with difference unknown problems about lengths of two different objects measured in centimeters.

Topic D: Data Interpretation 4Standards 1.OA.1 | 1.MD.4Lesson 10: Collect, sort, and organize data; then ask and answer questions about the number of data points.Lesson 11: Collect, sort, and organize data; then ask and answer questions about the number of data points.Lesson 12: Ask and answer varied word problem types about a data set with three categories.Lesson 13: Ask and answer varied word problem types about a data set with three categories.END-OF-MODULE ASSESSMENT 2




Lesson Topics and Objectives Days Instructional NotesTopic A: Tens and Ones 6Standards 1.NBT.1 | 1.NBT.2 | 1.NBT.2.a | 1.NBT.2.c | 1.NBT.5Lesson 1: Compare the efficiency of counting by ones and counting by tens.Lesson 2: Use the place value chart to record and name tens and ones within a two-digit number.Lesson 3: Interpret two-digit numbers as either tens and some ones or as all ones.Lesson 4: Write and interpret two-digit numbers as addition sentences that combine tens and ones.Lesson 5: Identify 10 more, 10 less, 1 more, and 1 less than a two-digit number.

Lesson 6: Use dimes and pennies as representations of tens and ones.

Topic B: Comparison of Pairs of Two-Digit Numbers 3

Standards 1.NBT.3 | 1.NBT.2Lesson 7: Compare two quantities, and identify the greater or lesser of the two given numerals.

Enrichment Lesson.

Lesson 8: Compare quantities and numerals from left to right.

Lesson 9: Use the symbols >, =, and < to compare quantities and numerals.

Use manipulatives in the Concept Development. Add problems with ≠. (2017 KS Standard)

Lesson 10: Use the symbols >, =, and < to compare quantities and numerals.

Add problems with ≠. (2017 KS Standard)

Topic C: Addition and Subtraction of Tens 2Standards 1.NBT.2 | 1.NBT.2.a | 1.NBT.2.c | 1.NBT.4 | 1.NBT.6Lesson 11: Add and subtract tens from a multiple of 10.Lesson 12: Add tens to a two-digit number.

Module 4: Place Value, Comparison, Addition and Subtraction to 40





MID-MODULE ASSESSMENT 2Topic D: Addition of Tens or Ones to a Two-Digit Number

5

Standards 1.NBT.4Lesson 13: Use counting on and the make ten strategy when adding across a ten.

Same objective as Lesson 14.

Lesson 14: Use counting on and the make ten strategy when adding across a ten.Lesson 15: Use single-digit sums to support solutions for analogous sums to 40.Lesson 16: Add ones and ones or tens and tens.Lesson 17: Add ones and ones or tens and tens.Lesson 18: Share and critique peer strategies for adding two-digit numbers.Topic E: Varied Problem Types Within 20 2Standards 1.OA.1Lesson 19: Use tape diagrams as representations to solve put together/take apart with total unknown and add to with result unknown word problems.Lesson 20: Recognize and make use of part–whole relationships within tape diagrams when solving a variety of problem types.


Lesson 21: Recognize and make use of part–whole relationships within tape diagrams when solving a variety of problem types.Lesson 22: Write word problems of varied types. Enrichment Lesson.




Topic F: Addition of Tens and Ones to a Two-Digit Number

5

Standards 1.NBT.4Lesson 23: Interpret two-digit numbers as tens and ones, including cases with more than 9 ones.Lesson 24: Add a pair of two-digit numbers when the ones digits have a sum less than or equal to 10.Lesson 25: Add a pair of two-digit numbers when the ones digits have a sum less than or equal to 10.Lesson 26: Add a pair of two-digit numbers when the ones digits have a sum greater than 10.Lesson 27: Add a pair of two-digit numbers when the ones digits have a sum greater than 10.

Lesson 28: Add a pair of two-digit numbers with varied sums in the ones.

Lesson 29: Add a pair of two-digit numbers with varied sums in the ones.


Content covered in Module 6.








Lesson Topics and Objectives Days Instructional NotesTopic A: Attributes of Shapes 3Standards 1.G.1Lesson 1: Classify shapes based on defining attributes using examples, variants, and non-examples.Lesson 2: Find and name two-dimensional shapes including trapezoid, rhombus, and a square as a special rectangle, based on defining attributes of sides and corners.

Lesson 3: Find and name three-dimensional shapes including cone and rectangular prism, based on defining attributes of faces and points.

Topic B: Part–Whole Relationships Within Composite Shapes

3

Standards 1.G.2

Lesson 4: Create composite shapes from two-dimensional shapes.

Lesson 5: Compose a new shape from composite shapes.

Lesson 6: Create a composite shape from three-dimensional shapes and describe the composite shape using shape names and positions.

Topic C: Halves and Quarters of Rectangles and Circles 2

Standards 1.G.3Lesson 7: Name and count shapes as parts of a whole, recognizing relative sizes of the parts.Lesson 8: Partition shapes and identify halves and quarters of circles and rectangles.Lesson 9: Partition shapes and identify halves and quarters of circles and rectangles.


Both lessons are high prep with lots of materials. An alternative to doing these lessons whole group would be to provide opportunities for studetns to create shapes using pattern blocks,

tangrams, or 3-D shapes.

Module 5: Identifying, Composing, and Partitioning Shapes



Topic D: Application of Halves to Tell Time 3Standards 1.MD.3 | 1.G.3Lesson 10: Construct a paper clock by partitioning a circle and tell time to the hour.Lesson 11: Recognize halves within a circular clock face and tell time to the half-hour.Lesson 12: Recognize halves within a circular clock face and tell time to the half-hour.Lesson 13: Recognize halves within a circular clock face and tell time to the half-hour.

Enrichment Lesson.





Lesson Topics and Objectives Days Instructional NotesTopic A: Comparison Word Problems 2Standards 1.OA.1

Lesson 1: Solve compare with difference unknown problem types.

Lesson 2: Solve compare with bigger or smaller unknown problem types.

Topic B: Numbers to 120 7Standards 1.NBT.1 | 1.NBT.2 | 1.NBT.3 | 1.NBT.5 | 1.NBT.2.a | 1.NBT.2.cLesson 3: Use the place value chart to record and name tens and ones within a two-digit number up to 100.Lesson 4: Write and interpret two-digit numbers to 100 as addition sentences that combine tens and ones.Lesson 5: Identify 10 more, 10 less, 1 more, and 1 less than a two-digit number within 100.Lesson 6: Use the symbols >, =, and < to compare quantities and numerals to 100.

Add problems with ≠. (2017 KS Standard)

Lesson 7: Count and write numbers to 120. Use Hide Zero cards to relate numbers 0 to 20 to 100 to 120.

Lesson 8: Count to 120 in unit form using only tens and ones. Represent numbers to 120 as tens and ones on the place value chart.

Lesson 9: Represent up to 120 objects with a written numeral.

Module 6: Place Value, Comparison, Addition and Subtraction to 100








Topic C: Addition to 100 Using Place Value Understanding

8

Standards 1.NBT.4 | 1.NBT.6Lesson 10: Add and subtract multiples of 10 from multiples of 10 to 100, including dimes.

Lesson 11: Add a multiple of 10 to any two-digit number within 100.

Lesson 12: Add a pair of two-digit numbers when the ones digits have a sum less than or equal to 10.

This is the first time studetns will see ones digits being added with a sum greater than 10. Develop conceptual understanding of this or spend more time with Lessons 10-12.

Lesson 13: Add a pair of two-digit numbers when the ones digits have a sum greater than 10 using decomposition.Lesson 14: Add a pair of two-digit numbers when the ones digits have a sum greater than 10 using decomposition.

Lesson 15: Add a pair of two-digit numbers when the ones digits have a sum greater than 10 with drawing. Record the total below.

Lesson 16: Add a pair of two-digit numbers when the ones digits have a sum greater than 10 with drawing. Record the new ten below.

Lesson 17: Add a pair of two-digit numbers when the ones digits have a sum greater than 10 with drawing. Record the new ten below.

Topic D: Varied Place Value Strategies for Addition to 100

2

Standards 1.NBT.4

Lesson 18: Add a pair of two-digit numbers with varied sums in the ones, and compare the results of different recording methods.

Lesson 19: Solve and share strategies for adding two-digit numbers with varied sums.MID-MODULE ASSESSMENT 2



Topic E: Coins and Their Values 5Standards 1.MD.3Lesson 20: Identify pennies, nickels, and dimes by their image, name, or value. Decompose the values of nickels and dimes using pennies and nickels.

Lesson 21: Identify quarters by their image, name, or value. Decompose the value of a quarter using pennies, nickels, and dimes.

Lesson 22: Identify varied coins by their image, name, or value. Add one cent to the value of any coin.Lesson 23: Count on using pennies from any single coin.

Lesson 24: Use dimes and pennies as representations of numbers to 120.

Topic F: Varied Problem Types Within 20 3Standards 1.OA.1Lesson 25: Solve compare with bigger or smaller unknown problem types.Lesson 26: Solve compare with bigger or smaller unknown problem types.Lesson 27: Share and critique peer strategies for solving problems of varied types.END-OF-MODULE ASSESSMENT 2Topic G: Culminating Experiences 0

Lesson 28: Celebrate progress in fluency with adding and subtracting within 10 (and 20). Organize engaging summer practice.

Enrichment Lesson.

Lesson 29: Celebrate progress in fluency with adding and subtracting within 10 (and 20). Organize engaging summer practice.

Enrichment Lesson.

Lesson 30: Create folder covers for work to be taken home illustrating the year’s learning.

Enrichment Lesson.


1st Grade KS Standard does not cover identifying and

counting coins. Teach lessons to provide kids background

needed for 2nd grade money standards.



Problem Solving Tasks

During each module you teach, students will participate in 2 days of

problem solving tasks. It is at the discretion of the classroom teacher as to when the 2 days of problem solving will take place during each module, as well as which problem solving tasks will be completed. A list of suggested curriculum-aligned resources can also be found within the USD#457 K-12 Mathematics Framework. Direct digital links to the resources listed can also be found at www.gckschools.com/candi/math.

Additional problem solving tasks can be used if they are identified as being

high quality mathematical tasks. An Identifying High-Quality Tasks or Supplemental Resources tool can be found within the USD #457 K-12 Math Mathematics Framework. The tool identifies characteristics that are consistently found in high quality tasks.

http://www.gckschools.com/candi/math

eureka math ~ 1st grade math curriculum guide 2019-2020

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