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Everyday Math Common Core Pacing Guide – Grade 1 Assessments in RED

Unit 1 Establishing RoutinesDay Lesson Title/Objective Focus CCSS Guiding Questions

1 (8/25) Opening Day

2 (8/26) 1.1

Daily RoutinesTo introduce the count-the-days-of-school and job-management routines.

Getting Started: Mental Math and Reflexes [1.NBT.1]Part 1: Introduces routines to develop understanding of the counting sequence. [1.NBT.1]Part 3: Readiness [1.NBT.1]

SMP2, 4, 5;1.NBT.1

How can you use the number line to help find the number of days we’ve been in school?

Describe another tool and how you could use it to count the days in school.

What other ways can you use the number line? Why is it helpful to use a tool for counting?

3 (8/27) 1.2

Investigating the Number LineTo introduce number-line routines; and to provide practice counting up on the number line.

Getting Started: Mental Math and Reflexes [1.NBT.1]Part 1: Focuses on the game Monster Squeeze, which helps to develop the concept of number comparisons; and introduces strategies to count up to a number. Playing Monster Squeezeprepares children to compare numbers in Lesson 1-6.Part 3: Enrichment [1.NBT.1]

SMP1–5;1.NBT.1

Tell about a classmate’s strategy for solving the problem that is different from your own.

Why is it important to understand how another person solved a problem?

What can you do if you don’t understand how someone else solved the problem?

4 (8/28) 1.3

Tools for Doing MathematicsTo introduce and provide practice using mathematical tools for drawing and counting.

Part 1: Introduces the tool kit so that children become familiar with its content; and introduces the Penny-Dice Game. Familiarization with the toolkit prepares children for future lessons in Grade 1.Part 2:Game: Monster Squeeze [1.NBT.3]

SMP2, 5

What kinds of things could you do using the Pattern Block Template?

How do you think you might use the Pattern Block Template correctly?

When might you use a tool to solve a problem?

5 (8/29) 1.4

Number-Writing PracticeTo introduce and provide practice with a slate routine; and to provide practice writing the numbers 1 and 2.

Part 1: Introduces slates as a tool, Math Journal 1, and writing the numbers 1 and 2. [1.NBT.1]Part 2:Game: Penny-Dice Game [1.NBT.1, 1.NBT.3, 1.OA.6]

SMP2, 4–6;1.NBT.1

Why do you need to be able to write numbers? How should you write a 1 so that you and others can read it?

How should you write a 2 so that you and others can read it? Why is it important that you can read the numbers you

write? Why is it important that others can read the numbers you

write?6 (9/2) 1.5 One More, One Less

To provide practice finding the number that is 1 more or 1 less than a given number.

Part 1: Introduces basic addition and subtraction number stories and the game Bunny Hop. [1.OA.1, 1.OA.6]Part 2:Game: Penny-Dice Game [1.NBT.1, 1.NBT.3, 1.OA.6]

SMP1, 2, 4–6;1.OA.1, 1.OA.6,1.NBT.1

How do you know whether to move forward or backward on the number line to solve each problem?

What information in the problem is important? What can you do if you don’t understand a problem?

Everyday Math Common Core Pacing Guide – Grade 1 Assessments in REDWriting the Numbers 1 and 2: [1.NBT.1]


7 (9/3) 1.6

Comparing NumbersTo provide practice comparing pairs of numbers.

Part 1: Focuses on comparing and ordering numbers; and introduces the game Top-It. [1.NBT.3]Part 2:Game: Monster Squeeze [1.NBT.3]Part 3: Extra Practice:Penny-Dice Game [1.NBT.1]

SMP1, 2, 5;1.NBT.3

Explain how you know which is the larger number. How could you explain to a friend the meaning of the

number 12 (or another number)?

8 (9/4) 1.7

Recording Tally CountsTo introduce tally marks for data representation.

Part 1: Introduces counting tally marks and making a tally chart. [1.MD.4]Part 2:Game: Top-It [1.NBT.3]Writing the Numbers 3 and 4: [1.NBT.1]

SMP2, 4;1.NBT.1, 1.MD.4

What does each tally in the tally chart represent? What questions can you answer using the information in this

tally chart? For what other purpose could you use a tally chart? Why is it useful to put the information (data) in a tally

chart?

9 (9/5) 1.8

Investigating Equally LikelyOutcomesTo provide experiences with equal-chance events.

Part 1: Focuses on using tally marks to organize and represent data; and answers questions about the data. [1.MD.4]Part 2:Writing the Numbers 3 and 4: [1.NBT.1]Part 3: Enrichment:Rock, Paper, Scissors [1.MD.4]

SMP2–4, 8;1.NBT.1, 1.MD.4

What do you notice about the total number of times each number was rolled?

Is there a pattern in the number of times each number was rolled? Describe the pattern.

Use the pattern to create a rule about which number will come up more often when you roll a die. Describe your rule.

10 (9/8) Flex Day



11 (9/9) 1.9

The CalendarTo introduce the calendar as a device for keeping track of the days in a month.

Part 1: Introduces the parts of a calendar. Familiarization with the calendar prepares children for future activities in Grade 1.Part 2:Writing the Numbers 5 and 6: [1.NBT.1] Home Link: [1.NBT.1]

SMP4, 5;1.NBT.1

When have you send someone use a calendar? Describe how they used it.

What can we find out by looking at this month’s calendar?Now that you know how to use a calendar, how could it be helpful in your everyday life?

12 (9/10) 1.10

Working in Small GroupsTo discuss and provide practice with rules for working in small groups.

Getting Started: Mental Math and Reflexes [1.OA.6]Part 1: Introduces expectations for small groups and has children practice by playing Top-It. Understanding the rules and expectations for small groups prepares children for future small-group activities in Grade 1.Part 2:Game: Monster Squeeze [1.NBT.3]Writing the Numbers 5 and 6: [1.NBT.1]Home Link: [1.NBT.1]

SMP2, 5;1.OA.6, 1.NBT.1

How do you decide which number is largest? What can you do if you don’t know which number is largest? What do you picture in your mind when you think about

the number 13 (or another number)? How can you use this picture to help you compare numbers?

13 (9/11) 1.11

EXPLORATIONS: Exploring MathMaterialsTo introduce Explorations with manipulative materials.

Part 1: Introduces expectations for Explorations; and introduces pattern blocks, base-10 blocks, and geoboards.Introduction to various manipulatives prepares children for future work with these manipulatives in Grade 1.Part 2:Game: Top-It [1.NBT.3]

SMP5

How can you use pattern blocks as tools to do math? Base-10 blocks? geoboards?

How do you think you might use pattern blocks correctly? Base-10 blocks? Geoboards?

When might you use a tool to solve a problem?

14 (9/12) 1.12

Weather and Temperature RoutinesTo introduce the routines for recording the day’s weather and approximate temperature; and to teach how a thermometer works.

Getting Started: Mental Math and Reflexes [1.NBT.1]Part 1: Focuses on organizing and representing data about the weather and temperature. [1.MD.4]Part 2:Game: Bunny Hop [1.NBT.1, 1.OA.5]

SMP2, 4–6;1.NBT.1, 1.MD.4

What can you tell about the temperature when reading the thermometer to the nearest 10 degrees?

In what situations is it important to tell an exact temperature? When is an estimate okay?

15 (9/16) Flex Day



16 (9/17) 1.13

Number StoriesTo provide practice telling and solving number stories.

Part 1: Focuses on telling, sharing, and solving simple number stories. [1.OA.1, 1.OA.6]Part 2:Game: Penny-Dice Game [1.NBT.1, 1.NBT.3, 1.OA.6]Writing Numbers: [1.NBT.1]Home Link: [1.OA.1]

SMP1–5;1.OA.1, 1.OA.6,1.NBT.1

How can you check whether your solution makes sense? What can you do if your answer doesn’t make sense? If you answer is different from someone else’s, how can

you determine which answer is correct?

17 (9/18)1.14 Progress Check 1

To assess children’s progress on mathematical content through the end of Unit 1.

Part 1: Checks children’s progress at the end of Unit 1.Oral/Slate: 1. [1.NBT.1] 2. [1.OA.5] 3. [1.NBT.1] 4. [1.NBT.1]

18 (9/19)

1.14 Progress Check 1To assess children’s progress on mathematical content through the end of Unit 1.

Part 1: Checks children’s progress at the end of Unit 1.Written: 1. [1.NBT.1] 2. [1.OA.5] 3. [1.NBT.1] 4. [1.NBT.1] 5. [1.NBT.1] 6. [1.NBT.3] Open Response [1.NBT.1]

Unit 2 Everyday Uses of NumbersDay Lesson Title/Objective Focus CCSS Guiding Questions

19 (9/22) 2.1

Number GridsTo provide practice counting up and back on the number grid.

Getting Started: Mental Math and Reflexes [1.NBT.1]Part 1: Introduces the game Rolling for 50 and counting on a number grid. [1.OA.5, 1.OA.6, 1.NBT.1, 1.NBT.4]Part 2:Game: Top-It [1.NBT.3]

SMP1, 5;1.OA.5, 1.OA.6,

1.NBT.1, 1.NBT.4

What do you notice about the number grid? How are the number line and the number grid the same?

How are they different? Why is it important to be able to see counting in different

ways?



20 (9/23) 2.2

Numbers All AroundTo guide exploration of the uses of numbers; and to introduce the parts of telephone numbers.

Getting Started: Mental Math and Reflexes [1.NBT.1]Part 1: Focuses on reading and writing numbers that are found in personal information, including telephone numbers.Part 2:Reviewing Facts Within 5: [1.OA.6]Writing the Numbers 7 and 8: [1.NBT.1]Home Link: [1.NBT.1]

SMP3, 4, 6–8;

1.OA.6, 1.NBT.1

What strategy did you use to add (or subtract) 0? What strategy did you use to add (or subtract) 1?

When might you use the counting-on strategy? Why are strategies (shortcuts) helpful for solving

problems?

21 (9/24) 2.3

Complements of 10To guide exploration of the complements of 10; to introduce ten frames; and to introduce the Math Boxes routine.

Getting Started: Mental Math and Reflexes [1.OA.6]Part 1: Introduces Two-Fisted Penny Addition, Ten Frames, the game Ten-Frame Top-It, and the Math Boxes Routine. [1.OA.6]Math Boxes: [2-3↔2-5]; 1– 4 [1.NBT.1]Part 2:Practicing Writing the Numbers 7 and 8: [1.NBT.1]Home Link: [1.OA.6, 1.NBT.1]

SMP2, 5, 7;

1.OA.6, 1.NBT.1

What can you tell about the number 5 (or another number) by looking at the ten frame?

What do you notice about all of the numbers larger than 5?

What can you learn about numbers when you show them on a ten frame?

Why do you think we use a ten frame instead of a frame with a different number of spaces?

22 (9/25) 2.4

Unit Label for NumbersTo introduce the need for unit labels for numbers; and to introduce calculators

Part 1: Focuses on the writing numbers with unit designations; and introduces calculators. Introducing unit designations and calculators prepares children for future lessons in Grade 1.Part 2:Writing the Numbers 9 and 0: [1.NBT.1]Math Boxes: [2-4↔2-6]; 1, 4 [1.NBT.1]; 2 [Foundation]; 3 [1.OA.6]Home Link: [1.NBT.1]

SMP2, 4–6;

1.NBT.1

When should you label a number? How do you choose a label for a number? Why is it important to label the numbers you use?

What might happen if you don’t label a number? Why is it important for others to understand your

mathematical ideas?

23 (9/26) 2.5

Analog ClocksTo introduce the analog clock.

Getting Started: Mental Math and Reflexes [1.NBT.1]Part 1: Focuses on the parts of an analog clock and how to estimate time to the hour on an analog clock. [1.MD.3]Part 2:Game: Rolling for 50 [1.NBT.1, 1.OA.5]Math Boxes: [2-5↔2-3]; 1– 4 [1.NBT.1]Home Link: [1.NBT.1]

SMP4–6;1.NBT.1,1.NBT.31.MD.3

When is it okay to tell the time to the closest hour? When might you need to tell the time to the closest minute? To the closest second?

How do you decide what words to use to tell the time? Why is it important to describe the time clearly

(precisely)?

24 (9/29) Flex Day

Unit 2 Everyday Uses of Numbers

Everyday Math Common Core Pacing Guide – Grade 1 Assessments in REDDay Lesson Title/Objective Focus CCSS Guiding Questions

25 (9/30) 2.6

Telling Time to the HourTo introduce the division of the day into A.M. and P.M. times; to provide practice telling time to the hour; and to develop a sense of duration of a minute.

Getting Started: Mental Math and Reflexes [1.OA.1]; Home Link Follow-Up [1.NBT.1]Part 1: Focuses on telling and writing time to the nearest hour. [1.MD.3]Part 2:Practicing Writing the Numbers 0-9: [1.NBT.1]Math Boxes: [2-6↔2-4]; 1, 4 [1.NBT.1]; 2 [Foundation]; 3 [1.OA.6]Home Link: [1.MD.3]

SMP1, 2, 4–6;1.OA.1, 1.NBT.1,1.NBT.41.MD.3

In what situations do you see other people telling time?

How will knowing how to tell time be useful in your everyday life?

26 (10/1) 2.7

EXPLORATIONS: Exploring Lengths, Straightedges, and DominoesTo provide experiences comparing lengths of objects; to provide practice drawing straight lines with a straightedge; and to develop familiarity with dominoes.

Getting Started: Mental Math and Reflexes [1.OA.1]Part 1: Provides experience with comparing the size of objects in relation to the ruler, as well as other explorations. [1.MD.1]Part 2:Game: Rolling for 50 [1.OA.5, 1.NBT.1]Math Boxes: [2-7↔2-9]; 1 [1.MD.3]; 2 [1.OA.5]; 3 [1.NBT.3]; 4 [Maintain]Home Link: [1.NBT.1]

SMP1, 2, 4, 5, 7;

1.OA.1, 1.NBT.1,1.MD.1

How did you help yourself remember the length of the ruler?

Why is it helpful to be able to estimate length? In this activity, you estimated length before you

measured. How could you check your measurement after you measure with a ruler?

Why is it important to check your measurements? What happens if you don’t give clear directions?

27 (10/2) 2.7

EXPLORATIONS: Exploring Lengths, Straightedges, and DominoesTo provide experiences comparing lengths of objects; to provide practice drawing straight lines with a straightedge; and to develop familiarity with dominoes.

Getting Started: Mental Math and Reflexes [1.OA.1]Part 1: Provides experience with comparing the size of objects in relation to the ruler, as well as other explorations. [1.MD.1]Part 2:Game: Rolling for 50 [1.OA.5, 1.NBT.1]Math Boxes: [2-7↔2-9]; 1 [1.MD.3]; 2 [1.OA.5]; 3 [1.NBT.3]; 4 [Maintain]Home Link: [1.NBT.1]

SMP1, 2, 4, 5, 7;

1.OA.1, 1.NBT.1,1.MD.1

How did you help yourself remember the length of the ruler?

Why is it helpful to be able to estimate length? In this activity, you estimated length before you

measured. How could you check your measurement after you measure with a ruler?

Why is it important to check your measurements? What happens if you don’t give clear directions?

28 (10/3) 2.8

PenniesTo introduce pennies and cents notation; to provide practice recording numbers of pennies; and to reinforce comparing numbers.

Getting Started: Mental Math and Reflexes [1.OA.1]Part 1: Focuses on introducing the penny in preparation for playing Penny Grab and Penny Plate later in this lesson.Part 2:Game: Penny Plate [1.OA.6]Math Boxes: [2-8↔2-10↔2-12]; 1 [1.OA.5]; 2, 3 [Foundation]; 4 [1.NBT.1]

SMP2, 4, 7;1.OA.1,1.OA.6

1.NBT.31.NBT.4

Name some things that can be bought for 1 penny. Name some things that can be bought for 10 pennies. Name some things that can be bought for 100 pennies.

How can knowing what coins are worth help you in your daily life?

29 (10/6) Flex Day



30 (10/7) 2.9

NickelsTo introduce nickels; and to provide practice exchanging pennies for nickels.

Part 1: Focuses on introducing the nickel in preparation for playing Penny-Nickel Exchange in Lesson 2-10.Part 2:Math Boxes: [2-9↔2-7]; 1 [1.MD.3]; 2 [1.OA.5]; 3 [1.NBT.3]; 4 [Maintain]

SMP1–5, 71.NBT.11.OA.5

When might you need to pay for something using only pennies or using only nickels and pennies?

Why is it important to be able to solve a problem in more than one way?

How can solving a problem in more than one way help you find the best strategy for you?

31 (10/8) 2.10

Counting Pennies and NickelsTo provide practice finding the values of combinations of nickels and pennies.

Part 1: Focuses on counting the number of coins in preparation for working with money in Grade 1.Part 2:Game: Penny-Nickel Exchange [Foundation]Math Boxes: [2-10↔2-8↔2-12]; 1 [1.OA.5];2, 3 [Foundation]; 4 [1.NBT.1]

SMP6, 71.NBT.4

Why is it easier to count the nickels before the pennies? How would your counting change if you counted the pennies first?

What pattern do you use to count the nickels? How does the pattern change when you begin to count the pennies?

Name another way patterns are useful in solving problems.

32 (10/9) 2.11

Number ModelsTo introduce number models for change-to-more situations.

Part 1: Introduces children to addition number stories by using the Penny-Drop Addition activity; and introducesnumber models. [1.OA.1, 1.OA.5, 1.OA.6, 1.OA.7, 1.NBT.1]Part 2:Making a Class Tally Chart: [1.MD.4]Math Boxes: [2-11↔2-13]; 1 [Foundation]; 2 [1.MD.3]; 3 [1.MD.4]; 4 [1.NBT.1]Part 3: Enrichment:Nickel-Penny Grab [Foundation]

SMP2, 4;1.OA.1, 1.OA.5,1.OA.6, 1.OA.7,

1.NBT.1, 1.MD.41.MD.3

How did we write a number model to show the pennies I dropped in the container?

How did we know what numbers and symbols to use? How can writing a number model help you solve a

problem?

33 (10/10) Flex Day



34 (10/14) 2.12

Subtraction Number ModelsTo broaden experiences with extending number models to include change-to-less situations.

Part 1: Introduces children to subtraction number stories using change-to-less diagrams. [1.OA.1, 1.OA.6]Part 2:Game: High Roller [1.OA.5, 1.OA.6, 1.NBT.3]Math Boxes: [2-12↔2-8↔2-10]; 1 [1.OA.5];2, 3 [Foundation]; 4 [1.NBT.1]

SMP2, 4;1.OA.1, 1.OA.6

In the number model 8 – 6 = 2, what do the numbers 8, 6, and 2 mean? What do the symbols – and = mean?

Why is it important to know what the numbers and symbols in number models mean?

35 (10/15) 2.13

Number StoriesTo provide practice making up and solving number stories; to review counting money; and to provide opportunities to find the sum of three1-digit-numbers.

Getting Started: Mental Math and Reflexes [1.NBT.1]Part 1: Focuses on practicing the skills learned in Lessons 2-11 and 2-12 to develop a strong background in addition and subtraction number stories. [1.OA.1, 1.OA.2, 1.OA.3, 1.OA.4, 1.OA.5, 1.OA.6, 1.NBT.4]Part 2:Game: Coin Top-It [1.NBT.3]Math Boxes: [2-13↔2-11]; 1 [Foundation]; 2 [1.MD.3]; 3 [1.MD.4]; 4 [1.NBT.1]

SMP1–6;1.OA.1, 1.OA.2,1.OA.3, 1.OA.4,1.OA.5, 1.OA.6,

1.NBT.1, 1.NBT.4

Share your strategy for solving the problem. Explain why your strategy works. Why is it important to be able to explain how you solved a

math problem?

36 (10/16)37 (10/17)


Part 1: Checks children’s progress at the end of Unit 2.Oral/Slate 1. [1.NBT.1] 2. [1.MD.3] 3. [1.OA.5] 4. [1.OA.1]Part 2:Math Boxes: [2-14↔Unit 3]; 1, 2, 4 [1.NBT.1]; 3 [Foundation]


Unit 3 Visual Patterns, Number Patterns, and CountingDay Lesson Title/Objective Focus CCSS Guiding Questions

38 (10/20) 3.1

Visual PatternsTo guide the exploration and extension of visual patterns.

Part 1: Focuses on introducing the concept of patterns in preparation for working with patterns in Grade 1.Part 2: Game: Before and After [1.NBT.1]Math Boxes: [3-1↔3-3]; 1 [1.NBT.3]; 2 [1.MD.3]; 3 [Foundation]; 4 [Maintain]

SMP3, 4, 6, 7

How do you figure out what comes next in a pattern? What is a pattern? Name some different kinds of patterns. What did you do to figure out your partner’s pattern? What might you do if you don’t understand your partner’s pattern?

39 (10/21) 3.2

Even and Odd Number PatternsTo guide exploration of even and odd number patterns.

Part 1: Introduces the pattern of even and odd numbers in the counting sequence in preparation for further work with even and odd numbers in Grade 1.Part 2: Game: Penny-Nickel Exchange [Foundation]Math Boxes: [3-2↔3-4]; 1–2 [Foundation]; 3 [1.OA.6]; 4 [1.NBT.1, 1.NBT.5]

SMP2–8

What does it mean to be the “odd person out”? Tell about a time when you had to make pairs or groups and discovered

having an odd number. What patterns can help you decide whether a number is even or odd? Do you think that 1 is an even number or an odd number? Why? What

about 0? How can the patterns we found help you?

40 (10/22) 3.3

Number Grid PatternsTo guide exploration of skip-counting patterns on the number grid.

Part 1: Focuses on introducing skip-counting patterns on a number grid in preparation for Lesson 3-10.Part 2:Math Boxes: [3-3↔3-1]; 1 [1.NBT.3]; 2 [1.MD.3]; 3 [Foundation]; 4 [Maintain]

SMP2–8

How can you find the numbers in the 5s count without actually counting? How might knowing this pattern help you get better at skip counting by 5s? How is the number grid helpful for understanding skip counting by 5s? How could you describe the 2s pattern on the number grid to someone who

couldn’t see it? How might the number grid better help you understand counting?

41 (10/23) 3.4

EXPLORATIONS: Exploring Number Patterns, Shapes, and PatternsTo guide exploration of even and odd numbers; covering shapes with pattern blocks; and creating and continuing repeating patterns.

Part 1: Focuses on continuing development of the understanding of patterns in preparation for further work with patterns in Grade 1. [1.G.2]Part 2:Game: Before and After [1.NBT.1]Math Boxes: [3-4↔3-2]; 1–2 [Foundation]; 3 [1.OA.6]; 4 [1.NBT.1, 1.NBT.5]

SMP3, 5–7;1.G.2

1.OA.5

What do you notice about the dots on dominos with even numbers? With Odd numbers?

Why is there always a dot in the middle of an odd number of dots? How did you use the pattern blocks to make your pattern? What other words might you use to help you describe patterns?

42 (10/24) 3.4

EXPLORATIONS (continued): To guide exploration of even and odd numbers; covering shapes with pattern blocks; and creating and continuing repeating patterns.

Part 1: Focuses on continuing development of the understanding of patterns in preparation for further work with patterns in Grade 1. [1.G.2]Part 2: Game: Before and After [1.NBT.1]Math Boxes: [3-4↔3-2]; 1–2 [Foundation]; 3 [1.OA.6]; 4 [1.NBT.1, 1.NBT.5]

SMP3, 5–7;1.G.2

What do you notice about the dots on dominos with even numbers? With Odd numbers?

Why is there always a dot in the middle of an odd number of dots? How did you use the pattern blocks to make your pattern? What other words might you use to help you describe patterns?



1 (10/27) 3.5

Counting on the Number LineTo review basic number-line concepts; and to provide practice counting on the number line.

Part 1: Focuses on counting on the number line in preparation for work with adding and subtracting on the number line in Lesson 3-6.Part 2:Game: Coin Top-It [1.NBT.3]Math Boxes: [3-5↔3-7]; 1 [1.MD.4]; 2–4 [1.NBT.1]

SMP2, 5–81.NBT.41.OA.5

How do counts by 2s look different from the counts by 5s on the number line? How do counts by 5s look different from counts by 10s on the number line?

How can a number line help us see patterns in counts? What did you notice when we started at 0 and hopped 3 hops

first and then 7 hops compared to when we started at 3 and hopped 7 hops?

Why do you think we landed on 10 both times?

2 (10/28) 3.6

Adding and Subtracting on theNumber LineTo introduce addition and subtraction on the number line.

Getting Started: Mental Math and Reflexes [1.OA.1]Part 1: Focuses on providing opportunities to practice addition and subtraction skills using the number line. [1.OA.1, 1.OA.5, 1.OA.6, 1.NBT.1]Part 2:Identifying True and False Number Models: [1.OA.7]Math Boxes: [3-6↔3-8]; 1, 3 [1.NBT.1]; 2 [Maintain]; 4 [1.MD.1]Home Link: [1.OA.6]

SMP1–6;1.OA.1, 1.OA.5,1.OA.6, 1.OA.7,1.OA.8

1.NBT.1

How do you know where to start on the number line? How do you know how many hops to take?

What mistakes might you make when adding on the number line?

How do you know whether to hop forward or back on the number line? What clues did you hear in the number story?

What clues might you use to help understand new problems?

3 (10/29) Pumpkin Math (Project 3)4 (10/30) Pumpkin Math (Project 3)5 (10/31) Flex Day

6 (11/3) 3.7

Telling Time to the Half-HourTo review basic concepts of telling time; and to provide practice telling time to the hour and half- hour.

Part 1: Introduces children to telling time to the nearest half- hour. [1.MD.3]Part 2:Game: Penny-Nickel Exchange [Foundation]Math Boxes: [3-7↔3-5]; 1 [1.MD.4]; 2 [1.NBT.1]; 3, 4 [1.OA.6]Home Link: [1.MD.3]

SMP4–6;1.MD.31.MD.41.NBT.1

Why do we use words like almost __, between __ and __, and a little after __ to tell time?

When might it be important to know the exact time?

How does the hour hand help you read a time to the half-hour? How does the minute hand help you?

Why is it important to be able to read a clock?



7 (11/4) 3.8

Introduction to the Frames-and- Arrows RoutineTo introduce the Frames-and-Arrows routine.

Part 1: Provides an introduction to the Frames-and-Arrows routine. [1.OA.5, 1.OA.8]Part 2:Practicing Telling Time: [1.MD.3]Math Boxes: [3-8↔3-6]; 1, 3 [1.NBT.1]; 2 [Maintain]; 4 [1.MD.1]Home Link: [1.OA.5, 1.OA.8]

SMP1–3, 5, 7, 8;

1.OA.5, 1.OA.8,1.MD.3

How can you check whether you filled in the missing frames correctly?

How does the rule help you check your answers? How do the filled-in frames help you?

Explain to your partner how you solved one of the frames-and-arrows problems and how you know you solved the problem correctly.

How can you get better at explaining to others what you did and why you did it?

8 (11/5) 3.9

More Frames-and-Arrows ProblemsTo introduce Frames-and-Arrows problems in which the “arrow rule” is missing.

Part 1: Provides practice with Frames-and-Arrows problems and has children fill in the blank frames and missing arrow rules. [1.OA.5, 1.OA.6, 1.OA.8, 1.NBT.5]Part 2:Practicing adding on the Number Grid: [1.NBT.4]Math Boxes: [3-9↔3-11]; 1 [1.OA.3, 1.OA.6, 1.OA.5]; 2 [1.MD.3]; 3 [1.NBT.1, 1.NBT.4, 1.OA.8]; 4 [1.NBT.1]Home Link: [1.OA.5, 1.OA.8]

SMP1, 2, 5, 7, 8;

1.OA.5, 1.OA.6,1.OA.8, 1.NBT.4,1.NBT.5

How did you use the numbers in the frames to figure out the rule?

Could you figure out the rule if you were only given one filled-in frame? Why or why not?

Name some different ways to write the rule for Problem 2. Do all of the rules you wrote mean the same thing?

What do the arrows stand for in the Frames-and-Arrows problems?

9 (11/6) 3.10

Counting with a CalculatorTo introduce counting up and back on the calculator.

Part 1: Focuses on using calculators to practice counting by numbers. [1.OA.5]Part 2:Game: Penny-Nickel Exchange [Foundation] Finding Sums of Three Numbers: [1.OA.2, 1.OA.3]Math Boxes: [3-10↔3-13]; 1 [Foundation]; 2, 4 [1.OA.6]; 3 [1.NBT.1]

SMP1, 3, 5–8;1.OA.2, 1.OA.3,1.OA.5

1.NBT.1

How is counting on the calculator like a Frames-and-Arrows problem? How is it different?

What part of counting on a calculator is like the Frames-and-Arrows “rule”?

What can you do to figure out whether you programmed your calculator correctly?

Why might you need to check the answers you found on your calculator?

10 (11/7) Flex Day



11 (11/10) 3.11

DimesTo introduce the dime; to introduce dollars-and- cents notation; and to provide practice exchanging pennies, nickels, and dimes.

Getting Started: Mental Math and Reflexes [1.OA.1]Part 1: Focuses on introducing the dime and exchanging coins in preparation for Lesson 3-12.Part 2:Game: Coin Top-It [1.NBT.3]Math Boxes: [3-11↔3-9]; 1 [1.OA.5, 1.OA.6]; 2 [1.MD.3]; 3 [1.OA.8]; 4 [1.NBT.1, 1.NBT.5] Writing/Reasoning: [1.OA.8]

SMP1–4, 6, 7;1.OA.1

1.NBT.2A

Why is it important to include the $ symbol and the decimal point when writing money amounts?

What might happen if you put the decimal point in the wrong place?

Why is it possible to show the same amount of money in different ways?

When might it be helpful to use different sets of coins for the same amount of money?

12 (11/11) 3.12

Counting Dimes, Nickels, and PenniesTo provide practice finding the values of collections of dimes, nickels, and pennies.

Getting Started: Mental Math and Reflexes [1.OA.1]Part 1: Focuses on counting the number of coins in preparation for more work with money in Grade 1.Part 2:Game: Coin-Dice [Foundation]Math Boxes: [3-12↔3-14]; 1 [1.OA.5]; 2 [1.MD.3]; 3 [Foundation]; 4 [1.OA.6]

SMP1–4, 6, 7;1.OA.11.OA.4

What patterns do you use to count each of these coins separately?

Why is it helpful to count all of the dimes before counting the nickels? Why is it helpful to count all of the nickels before counting the pennies?

What can you do to help yourself count the coins accurately? What does it mean to be accurate?

13 (11/12) 3.13

Data DayTo introduce line plots.

Getting Started: Mental Math and Reflexes [1.OA.1]Part 1: Focuses on using a line plot to organize data. Children then interpret the data. [1.MD.4]Part 2:Game: Dime-Nickel-Penny Grab [Foundation]Math Boxes: [3-13↔3-10]; 1 [Foundation]; 2, 4 [1.OA.6]; 3 [1.NBT.1]Home Link: [1.MD.4]

SMP1–4;1.OA.1,1.OA.61.MD.4

Can you tell how many siblings the greatest number of children in our class has without counting? How? *

How many siblings do you think most first graders in our school have? How did you figure that out? How did our class line plot help you make your prediction?

Do you think a line plot was a good way to show the data? Why or why not?

14 (11/13) 3.14

Domino AdditionTo explore domino-dot patterns; and to provide practice for all of the basic addition facts.

Part 1: Focuses on providing additional practice solving addition problems with the use of dominoes and playing Domino Top-It. [1.OA.1, 1.OA.6]Part 2:Game: High Roller [1.OA.5, 1.OA.6, 1.NBT.3]Math Boxes: [3-14↔3-12]; 1 [1.OA.5]; 2 [1.MD.3];3 [Foundation]; 4 [1.OA.6]Home Link: [1.OA.6]

SMP1, 2, 6–8;1.OA.1,1.OA.6

Why is there a dot in the middle of the odd numbered dominoes but not the even numbered dominoes?

How could you use this pattern to easily sort dominoes into sets with even and odd numbers of dots?

What does the number in the “total” box mean? What do the numbers in the “part” boxes mean?

How are Parts-and-Total diagrams and dominos similar? How are they different?

15 (11/14) Flex Day



16 (11/17)


Part 1: Checks children’s progress at the end of Unit 3.Oral/Slate 2. [1.OA.5] 3. [1.NBT.4, 1.OA.2, 1.OA.6] Part 2:Math Boxes: [3-15↔Unit 4]; 1 [Maintain]; 2 [1.MD.1]; 3 [1.NBT.1, 1.NBT.5]; 4 [1.NBT.1]

17 (11/18)


Part 1: Checks children’s progress at the end of Unit 3.Written 1. [1.OA.6] 2. [1.OA.1] 3. [1.NBT.1] 4. [1.OA.6] 5. [1.NBT.4, 1.OA.6] 7. [1.NBT.1] 8. [1.MD.3] 9. [1.MD.3]Part 2:Math Boxes: [3-15↔Unit 4]; 1 [Maintain]; 2 [1.MD.1]; 3 [1.NBT.1, 1.NBT.5]; 4 [1.NBT.1]

18 (11/19) Flex DayUnit 4 Measurement and Basic Facts

Day Lesson Title/Objective Focus CCSS Guiding Questions

19 (11/20) 4.1

Math Message and Reading aThermometerTo introduce the Math Message routine; to review thermometers; and to introduce reading temperatures to the nearest two degrees.

Part 1: Introduces children to the Math Message routine and reviews thermometer.Part 2:Game: Domino Top-It [1.OA.3, 1.OA.6, 1.NBT.3]Math Boxes: [4-1↔4-3]; 1 [Maintain]; 2 [1.OA.8]; 3 [Foundation]; 4 [1.OA.6, 1.NBT.3]

SMP4–71.NBT.11.OA.5

How did you use yesterday’s temperature to predict today’s temperature?

Why is it important to check the answers we find using tools?

When have you or someone else used a thermometer in your life?

What else could you use a thermometer to measure besides the temperature outside?


Unit 4 Measurement and Basic FactsDay Lesson Title/Objective Focus CCSS Guiding Questions

20 (11/21) 4.2

Nonstandard Linear MeasuresTo provide practice measuring and comparing lengths using nonstandard units.

Part 1: Provides practice measuring objects as a whole number of length units. [1.MD.1, 1.MD.2]Part 2:Using 6 and 7 Pennies In Two-Fisted Penny Addition: [1.OA.6]Practicing Subtraction on a Number Grid: [1.NBT.4]Math Boxes: [4-2↔4-4]; 1 [Maintain]; 2 [Foundation]; 3, 4 [1.NBT.1]Home Link: [1.MD.2]

SMP1, 3–7;

1.OA.6, 1.NBT.4,1.MD.1, 1.MD.2

Would you use arm spans to measure a book? Why or why not? Would you use digits to measure the playground? Why or why not?

Why do we use different tools to measure things of different lengths?

Are you exactly the same height as the things you found? Why do we use words like about, almost, a little more than,

and a little less than to report measurements we made with our bodies?

21 (12/2) 4.3

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

Getting Started: Mental Math and Reflexes [1.OA.1]Part 1: Provides practice measuring by using standard and nonstandard units. [1.MD.2]Part 2:Game: Coin-Dice [Foundation]Math Boxes: [4-3↔4-1]; 1 [Maintain]; 2 [1.NBT.1, 1.OA.5, 1.OA.8]; 3 [Foundation]; 4 [1.OA.6, 1.NBT.3]

SMP1–6;1.OA.1,1.OA.51.OA.61.MD.2

Why do we need to say “Jamir’s (or another name) feet” instead of just “feet” when reporting our measurements?

Why might different people have different measurements for the same object?

How can you make sure you are using your foot-long foot accurately?

How are the foot-long foot and the cutout of your foot different?

22 (12/3) 4.4

The InchTo introduce the inch as a standard unit of length; and to provide practice measuring to the nearest inch.

Part 1: Introduces the inch and provides practice measuring objects in inches. [1.MD.1, 1.MD.2]Part 2:Game: Time Match [1.MD.3]Math Boxes: [4-4↔4-2]; 1 [Maintain]; 2 [Foundation]; 3 [1.OA.8]; 4 [1.NBT.1]Home Link: [1.MD.2]

SMP1, 4–7;

1.MD.1, 1.MD.2,1.MD.3

What connections can you make between the 1-inch squares, the 12-inch ruler, and the foot-long foot?

Which tool(s) helps you understand what an inch is? A foot? Why?

Explain how you measure something to the nearest inch. What mistakes might you make when measuring to the

nearest inch?

23 (12/4) Flex Day

24 (12/5) 4.5

The 6-Inch RulerTo provide practice estimating and measuring the lengths of objects in inches.

Part 1: Provides practice estimating and measuring in inches. [1.MD.2]Part 2: Game: Domino Top-It [1.OA.3, 1.OA.6, 1.NBT.3]Math Boxes: [4-5↔4-7]; 1 [1.MD.2]; 2 [1.MD.4]; 3 [1NBT.1]; 4 [1.OA.6] Writing/Reasoning: [1.MD.4] Home Link: [1.MD.2]Part 3: Enrichment [1.MD.4]

SMP5, 6;1.MD.2, 1.MD.4

1.NBT.31.OA.6

Why would you want to estimate the length of something before measuring it with a tool?

What might you do to get better at estimating length? How might you measure something that is longer than the six-inch

ruler? How do you know if you have measured something correctly?

Unit 4 Measurement and Basic Facts

Everyday Math Common Core Pacing Guide – Grade 1 Assessments in REDDay Lesson Title/Objective Focus

25 (12/8) 4.6

Measuring with a Tape MeasureTo provide practice using a tape measure to measure curved and flat objects in inches.

Getting Started: Mental Math and Reflexes [1.OA.1]Part 1: Provides practice measuring objects using a tape measure. [1.MD.2]Part 2: Practicing Finding Totals: [1.OA.6]Math Boxes: [4-6↔4-8]; 1 [1.MD.2]; 2, 4 [Foundation]; 3 [1.OA.5, 1.OA.6]

SMP1, 4–6;1.OA.1,1.OA.41.OA.6,1.MD.2

When have you seen someone use a tape measure in your life? When might you use a tape measure in your daily life? What are the advantages of using a tape measure? What are the disadvantages? Why is it helpful to know when and how to use different

measuring tools?

26 (12/9)27 (12/10) 4.7

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

Getting Started: Mental Math and Reflexes [1.OA.1]Part 1: Provides experience with collecting and organizing data, as well as other explorations. [1.MD.2, 1.MD.4]Part 2: Using 8 and 9 Pennies in Two-Fisted Penny Addition: [1.OA.6]Math Boxes: [4-7↔4-5]; 1 [1.MD.2]; 2 [1.MD.4];3 [1.NBT.1]; 4 [1.OA.3, 1.OA.6]Home Link: [1.OA.6]

SMP1–6, 8;1.OA.1, 1.OA.6,1.MD.2, 1.MD.4

How can we check our estimates of how many feet tall most first graders in our class are? What might we do first?

What can you do if you aren’t sure how to solve a problem on your own?

What question can you ask that can be answered using this graph? * What other questions can you ask that compare the data in one

column with data in another column? * How does the tallest bar show a “typical” height for the class? Name another time when we might make a bar graph.

28 (12/11) Flex Day

29 (12/12) 4.8

Telling Time on the Quarter-HourTo review telling time on the hour and half-hour;and to introduce telling time on the quarter-hour.

Part 1: Focuses on telling time to the quarter-hour. [1.MD.3]Part 2:Game: Dime-Nickel-Penny Grab [Foundation] Using 10, 11, and 12 Pennies in Two-Fisted Penny Addition: [1.OA.6]Math Boxes: [4-8↔4-6]; 1 [1.MD.2]; 2, 4 [Foundation]; 3 [1.OA.5, 1.OA.6]Home Link: [1.MD.3]

SMP1, 5–7;

1.OA.6, 1.MD.3

How does the minute hand help you tell time more precisely (or exactly)?

What does it mean to be precise (or exact)? What does a quarter of an hour mean? Name some other times where you have used or heard the

word quarter. What does it mean in those situations?

30 (12/15) 4.9

TimelinesTo facilitate the investigation of timelines.

Getting Started: Mental Math and Reflexes [1.OA.1]Part 1: Focuses on introducing children to the concept of a timeline and its relationship to the number line.Part 2:Practicing Telling Time: [1.MD.3]Math Boxes: [4-9↔4-11]; 1 [Foundation]; 2 [1.MD.3]; 3 [1.OA.4, 1.OA.5]; 4 [1.OA.6]

SMP1, 2, 4–6;

1.OA.1,1.MD.21.MD.3

How is a timeline like a number line? How is it different? What do the pictures on your timeline represent? When might you use a timeline?

Unit 4 Measurement and Basic Facts


31 (12/16) 4.10

Number ScrollsTo introduce scrolls; and to provide opportunities to make a number scroll for numbers to 100 and beyond.

Part 1: Provides practice writing numerals on scrolls to represent numbers in the hundreds. [1.NBT.1]Part 2:Game: Time Match with Quarter Hours [1.MD.3]Math Boxes: [4-10↔4-12]; 1, 3 [Foundation]; 2 [1.OA.5,1.OA.8, 1.NBT.1]; 4 [1.OA.6]Home Link: [1.NBT.1]

SMP2, 3, 5–8;

1.NBT.1, 1.MD.3

How do you know which is the largest number? The smallest?

What is the meaning of the number you picked? What patterns did you use to figure out where to write

numbers on the number grid? How might these patterns help you check your work?

32 (12/17) 4.11

Introducing Fact PowerTo introduce addition facts, fact power, turn- around facts, and doubles facts; and to practice adding and subtracting 10.

Part 1: Focuses on the importance of quick recall of addition facts and provides an introduction of turn-around facts.[1.OA.3, 1.OA.4, 1.OA.6, 1.OA.8]Part 2:Game: High Roller [1.OA.5, 1.OA.6, 1.NBT.3]Math Boxes: [4-11↔4-9]; 1 [1.MD.2]; 2 [Foundation]; 3 [1.OA.4, 1.OA.5]; 4 [1.OA.6]Home Link: [1.OA.3, 1.OA.6]

SMP2, 4–8;

1.OA.3, 1.OA.4,1.OA.6, 1.OA.81.MD.3

Why might someone call using turn-around facts a shortcut? How might knowing your turn-around facts help you

build fact power? What is the pattern of the sums in each row? Each column? * What would come next in each row of the table? What would come next in each column of the table?

33 (12/18) Flex Day

34 (12/19) 4.11

Introducing Fact PowerTo introduce addition facts, fact power, turn- around facts, and doubles facts; and to practice adding and subtracting 10.

Part 1: Focuses on the importance of quick recall of addition facts and provides an introduction of turn-around facts.[1.OA.3, 1.OA.4, 1.OA.6, 1.OA.8]Part 2:Game: High Roller [1.OA.5, 1.OA.6, 1.NBT.3]Math Boxes: [4-11↔4-9]; 1 [1.MD.2]; 2 [Foundation]; 3 [1.OA.4, 1.OA.5]; 4 [1.OA.6]Home Link: [1.OA.3, 1.OA.6]

SMP2, 4–8;

1.OA.3, 1.OA.4,1.OA.6, 1.OA.8

Why might someone call using turn-around facts a shortcut? How might knowing your turn-around facts help you

build fact power? What is the pattern of the sums in each row? Each column? * What would come next in each row of the table? What would come next in each column of the table?

35 (12/22) Project 1 and Flex Day36 (12/23) Project 1 and Flex Day


Unit 4 Measurement and Basic FactsDay Lesson Title/Objective Focus CCSS Guiding Questions

37 (1/5) 4.12

Good Fact Habits and Making TenTo provide practice with addition facts; and to introduce and provide practice with the making- ten addition strategy.

Part 1: Focuses on the making-ten strategy to quickly add within 20, and introduces Shaker Addition Top-It [1.OA.3, 1.OA.6, 1.OA.8]Part 2:Game: Penny Plate [1.OA.6]Labeling True and False Number Models: [1.OA.7]Math Boxes: [4-12↔4-10]; 1, 3 Foundation]; 2 [1.OA.8]; 4 [1.OA.6]Home Link: [1.OA.6]

SMP1–3, 5–8;1.OA.3, 1.OA.6,

1.OA.7, 1.OA.8

How does the filled ten-frame show 8 + 4 = 12? Which counters show the 8? Which show the 4? Which show

the 12? How might you use these facts to find a shortcut for solving

+9 facts? How does this shortcut change for a +8 fact? What other shortcuts do you know how to use in math?

38 (1/6) 4.12

Good Fact Habits and Making TenTo provide practice with addition facts; and to introduce and provide practice with the making- ten addition strategy.

Part 1: Focuses on the making-ten strategy to quickly add within 20, and introduces Shaker Addition Top-It [1.OA.3, 1.OA.6, 1.OA.8]Part 2:Game: Penny Plate [1.OA.6]Labeling True and False Number Models: [1.OA.7]Math Boxes: [4-12↔4-10]; 1, 3 [Foundation]; 2 [1.OA.8]; 4 [1.OA.6]Home Link: [1.OA.6]

SMP1–3, 5–8;1.OA.3, 1.OA.6,

1.OA.7, 1.OA.8

How does the filled ten-frame show 8 + 4 = 12? Which counters show the 8? Which show the 4? Which show

the 12? How might you use these facts to find a shortcut for solving

+9 facts? How does this shortcut change for a +8 fact? What other shortcuts do you know how to use in math?

39 (1/7) 4.13

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

Part 1: Checks children’s progress at the end of Unit 4.Oral/Slate 3. [1.OA.1, 1.OA.6] 4. [1.OA.5]Written: 1. [1.OA.1] 2. [1.NBT.1, 1.NBT.6] 5. [1.NBT.1, 1.OA.5] 6. [1.OA.1] 10. [1.OA.6, 1.OA.8] Open Response [1.MD.2]Part 2:Math Boxes: [4-13↔Unit 5]; 1, 3, 4 [1.OA.6]; 2 [Foundation]


Unit 5 Place Value, Number Stories, and Basic FactsDay Lesso

n Title/Objective Focus CCSS Guiding Questions

40 (1/8) 5.1

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

Getting Started: Math Message [1.NBT.2a]Part 1: Focuses on understanding place value. [1.NBT.1, 1.NBT.2, 1.NBT.2a, 1.NBT.2b, 1.NBT.2c]Part 2: Game: Digit Game [1.NBT.2]Math Boxes: [5-1↔5-3]; 1 [1.NBT.2, 1.NBT.2a]; 2 [1.NBT.1, 1.OA.5, 1.OA.8]; 3 [1.OA.6]; 4 [1.NBT.1]Home Link: [1.NBT.2]Part 3: Readiness [1.NBT.1]; Enrichment and Extra Practice [1.NBT.2]

SMP1, 2, 5, 6;1.NBT.1, 1.NBT.2,

1.NBT.2a,1.NBT.2b,1.NBT.2c

What do these base-10 blocks (3 longs and 4 cubes) represent? * What do the 3 longs represent? What do the 4 cubes represent? How do longs and cubes help you understand what a number

means? How many ways can you show 35 using base-10 blocks? What are other ways to represent numbers besides using

base-10 blocks?

41 (1/9) 5.1

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

Getting Started: Math Message [1.NBT.2a]Part 1: Focuses on understanding place value. [1.NBT.1, 1.NBT.2, 1.NBT.2a, 1.NBT.2b, 1.NBT.2c]Part 2: Game: Digit Game [1.NBT.2]Math Boxes: [5-1↔5-3]; 1 [1.NBT.2, 1.NBT.2a]; 2 [1.NBT.1, 1.OA.5, 1.OA.8]; 3 [1.OA.6]; 4 [1.NBT.1]Home Link: [1.NBT.2]Part 3: Readiness [1.NBT.1]; Enrichment and Extra Practice [1.NBT.2]

SMP1, 2, 5, 6;1.NBT.1, 1.NBT.2,

1.NBT.2a,1.NBT.2b,1.NBT.2c

What do these base-10 blocks (3 longs and 4 cubes) represent? * What do the 3 longs represent? What do the 4 cubes represent? How do longs and cubes help you understand what a number

means? How many ways can you show 35 using base-10 blocks? What are other ways to represent numbers besides using

base-10 blocks?

42 (1/12) 5.2

Place Value with CalculatorsTo provide experiences investigating place-value digit patterns.

Getting Started: Mental Math and Reflexes [1.NBT.2, 1.NBT.2b]Part 1: Focuses on using a calculator to further understanding of place value. [1.NBT.2, 1.NBT.2c]Part 2:Math Boxes: [5-2↔5-4]; 1 [1.NBT.2, 1.NBT.2a]; 2 [1.NBT.1]; 3 [1.OA.5, 1.NBT.4]; 4 [1.OA.1]

SMP2, 3, 5–7;1.NBT.2,

1.NBT.2b,1.NBT.2c1.OA.6

What happens to the digits in the tens place as you count by 10s? What do you think will happen when we pass 100? 200? How could you explain the 10s pattern to a friend? What does the 5 in 45 mean? What does the 5 in 54 mean? How

does the meaning of a number change depending on which place it is in?

What does “tens place” mean? What does “ones place” mean?

43 (1/13) 5.3

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

Getting Started: Mental Math and Reflexes [1.NBT.3]Part 1: Focuses on introducing relation symbols to compare 2-digit numbers. [1.OA.7, 1.NBT.2, 1.NBT.2a, 1.NBT.3]Part 2: Game: Base-10 Exchange [1.NBT.2, 1.NBT.2a]Math Boxes: [5-3↔5-1]; 1 [1.NBT.2, 1.NBT.2a]; 2 [1.NBT.1, 1.OA.5, 1.OA.8]; 3 [1.OA.6]; 4 [1.NBT.1]Home Link: [1.NBT.3]Part 3: Enrichment [1.NBT.3]

SMP1–3, 5, 6;1.OA.7, 1.NBT.2,

1.NBT.2a, 1.NBT.31.NBT.5

How did you decide who has more money? Why does your strategy work? Can anyone describe a way to tell < and > apart? * Which strategies for telling < and > symbols apart help you? Why? Why do we use the symbols >, <, and = when we do math?

44 (1/14) Flex Day


Unit 5 Place Value, Number Stories, and Basic FactsDay Lesson Title/Objective Focus CCSS Guiding Questions

45 (1/15) 5.4

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

Part 1: Focuses on counting objects that are covering surfaces and counting coins to introduce area concepts and further develop counting skills.Part 2:Game: Digit Game [1.NBT.2]Math Boxes: [5-4↔5-2]; 1 [1.NBT.2]; 2 [1.NBT.1]; 3 [1.OA.5, 1.NBT.4]; 4 [1.OA.1]

SMP2, 5, 61.NBT.4

Did you need more of the larger units or more of the smaller units to cover the surface? Explain why. *

What does it mean to find the area of a surface? How can you figure out if two sets of objects have the

same weight? What did you do to make the sides of the pan balance

even?

46 (1/16) 5.4

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

Part 1: Focuses on counting objects that are covering surfaces and counting coins to introduce area concepts and further develop counting skills.Part 2:Game: Digit Game [1.NBT.2]Math Boxes: [5-4↔5-2]; 1 [1.NBT.2]; 2 [1.NBT.1]; 3 [1.OA.5, 1.NBT.4]; 4 [1.OA.1]

SMP2, 5, 61.NBT.4

Did you need more of the larger units or more of the smaller units to cover the surface? Explain why. *

What does it mean to find the area of a surface? How can you figure out if two sets of objects have the

same weight? What did you do to make the sides of the pan balance

even?



1 (1/20) 5.5

Animal WeightsTo introduce addition of 2-digit numbers.

Part 1: Focuses on using base-10 blocks to add 2-digit numbers. [1.OA.1, 1.OA.3, 1.OA.6, 1.NBT.2, 1.NBT.2a, 1.NBT.2b, 1.NBT.2c, 1.NBT.4]Part 2: Game: Shaker Addition Top-It [1.OA.3, 1.OA.6, 1.NBT.3]Math Boxes: [5-5↔5-7]; 1 [1.NBT.2]; 2 [1.OA.5, 1.OA.6]; 3 [1.MD.2]; 4 [1.OA.8]Home Link: [1.OA.6]Part 3: Enrichment: Animal Weight Top-It [1.NBT.3]

SMP1–6;1.OA.1, 1.OA.3,

1.OA.6, 1.NBT.2,1.NBT.2a,1.NBT.2b,1.NBT.2c, 1.NBT.41.MD.1

What could you do if you got stuck trying to solve this problem?

What makes a math problem hard? How did you add the weights of the koala and the fox (or

two other animals) using base-10 blocks? Why does your strategy work?

How might explaining your solution help you become a better problem solver?

2 (1/21) 5.6

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

Part 1: Focuses on using relation symbols to compare 2-digit numbers in number stories. [1.OA.1, 1.NBT.2, 1.NBT.3]Part 2:Math Boxes: [5-6↔5-8]; 1, 2 [Foundation]; 3 [1.MD.4]; 4 [1.OA.1]Home Link: [1.NBT.3]Part 3: Readiness and Enrichment [1.NBT.3]

SMP2–7;1.OA.1,

1.NBT.2,1.NBT.3

How do the numbers in the tens place help you decide which animal weighs more?

Why do you only need to look at the ones place if the tens place is the same?

How does this number model match the number story? How can numbers and symbols be used to tell

stories?

3 (1/22) Flex Day

4 (1/23) 5.7

Comparison Number StoriesTo introduce number stories that involve finding differences.

Part 1: Focuses on using comparison strategies to number stories and introducing the Difference Game. [1.OA.1, 1.OA.4, 1.OA.6, 1.NBT.3]Part 2:Math Boxes: [5-7↔5-5]; 1 [1.NBT.2]; 2 [1.OA.5, 1.OA.6]; 3 [1.MD.2]; 4 [1.OA.8] Home Link: [1.OA.6]

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

In the number model 12 – 7 = 5 (or another number model) what does the 12 stand for? the 7? the 5?

Why can you represent this number story by writing 12 – 7 = ? or by writing 7 + ? = 12?

When you compare two sets of pennies, why do you call the number of extra pennies the “difference?”

What are other words we use when we talk about subtraction?

5 (1/26) 5.8

Solving Number StoriesTo provide practice making up and solving a variety of number stories involving relations, addition, and subtraction.

Getting Started: Mental Math and Reflexes [1.NBT.2]Part 1: Provides additional practice solving number stories involving 2-digit numbers. [1.OA.1, 1.OA.3, 1.OA.4, 1.OA.8, 1.NBT.2, 1.NBT.4]Part 2:Math Boxes: [5-8↔5-6]; 1, 2 [Foundation]; 3 [1.MD.4]; 4 [1.OA.1]Home Link: [1.OA.1]

SMP1–6;1.OA.1, 1.OA.3,1.OA.4, 1.OA.8,

1.NBT.2, 1.NBT.4

How is the comparison diagram like comparing sets of pennies?

Why might you want to use a diagram instead of pennies to represent this problem?

What can you do to make sense of a number story? What could you do if you don’t understand what a

problem is asking you to do?

Unit 5 Place Value, Number Stories, and Basic Facts


6 (1/27) 5.9

Dice SumsTo provide experiences with sums generated by rolling pairs of dice.

Getting Started: Math Message [1.OA.6]Part 1: Focuses on finding dice sums, collecting data, and answering data questions. [1.OA.6, 1.MD.4]Part 2:Game: Base-10 Exchange [1.NBT.2, 1.NBT.2a]Math Boxes: [5-9↔5-11↔5-13]; 1 [1.NBT.3]; 2–4 [Foundation]Home Link: [1.OA.6]

SMP1–8;1.OA.6,

1.NBT.2,1.NBT.2a,

1.MD.31.MD.4

How are these problems like the Two-Fisted Penny Addition activity with 7 pennies? *

How else could you show that these sums are all 7? Imagine we played a game. In the game, we roll two dice. If a

7 comes up, the teacher wins. If a 2 or a 12 comes up the class wins. Is the game fair?*

Explain why or why not. Use the data you collected about sums to explain your answer.

What can you do to explain your ideas better in math?

7 (1/28) Flex Day

8 (1/29),9 (1/30) 5.10

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

Getting Started: Mental Math and Reflexes [1.OA.1]Part 1: Focuses on learning addition strategies to quickly add within 20. [1.OA.6, 1.OA.7. 1.OA.8]Part 2:Math Boxes: [5-10↔5-12]; 1 [Foundation]; 2 [1.OA.6]; 3 [Maintain]; 4 [1.NBT.1]Home Link: [1.OA.6]Part 3: Extra Practice: Domino Top-It [1.NBT.3]

SMP1–4, 6–8;1.NBT.61.OA.1,1.OA.41.OA.6,

1.OA.7, 1.OA.8

What do all doubles facts have in common?* How could you use doubles facts to help you solve other

facts? How might a doubles-fact help you solve a doubles-plus-1

fact? Why might we call the doubles-plus-one and –two facts

shortcuts?

10 (2/2) 5.11

Fact Strategy ReviewTo review various addition fact strategies; and to provide practice with addition facts with sums to20.

Getting Started: Math Message [1.OA.3]Part 1: Focuses on reviewing known addition strategies to quickly add within 20; introduces Beat the Calculator. [1.OA.3, 1.OA.6, 1.OA.8]Part 2:Game: Penny Plate [1.OA.6]Math Boxes: [5-11↔5-9↔5-13]; 1 [1.NBT.3];2–4 [Foundation]Home Link: [1.OA.3]

SMP5–8;1.OA.3, 1.OA.6,1.OA.8

What if we had a new student who didn’t know about turn-around facts? Can you explain how they work? *

Why does [using turn-around facts] make learning the facts easier? *

What tools could the Brain use to beat the calculator? How do you decide when to use a calculator to solve a

math problem and when to use your brain?



11(2/3) 5.12

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

Getting Started: Mental Math and Reflexes [1.OA.3]Part 1: Introduces the “What’s My Rule?” routine to practice addition and subtraction skills. [1.OA.8]Part 2:Practicing Solving “What’s My Rule?” Problems: [1.OA.8] Math Boxes: [5-12↔5-10]; 1 [Foundation]; 2 [1.OA.6]; 3 [Maintain]; 4 [1.NBT.1]Home Link: [1.OA.8]

SMP1–4, 6-8;1.OA.3, 1.OA.8

What clues tell you if the rule is addition, subtraction, or something else?

What patterns could you look for to help you figure out the rule?

How might you check whether your rule makes sense? Why is it important to check your answers?

12 (2/4) Flex Day

13 (2/5) 5.13

Applying RulesTo provide experiences with finding the output for given rules and input numbers.

Getting Started: Mental Math and Reflexes [1.OA.3]Part 1: Provides additional practice with addition and subtraction skills. [1.OA.8]Part 2:Game: Penny-Nickel-Dime Exchange [Foundation]Math Boxes: [5-13↔5-11↔5-13]; 1 [1.NBT.3]; 2–4 [Foundation]Home Link: [1.OA.8]

SMP2, 6–8;1.OA.3, 1.OA.8

1.NBT.31.NBT.4

What might happen to the “out” numbers if you change the rule?

How might you explain a function machine to a friend who has never seen one?

Name some different ways to write the rule “Add 2” (or another rule) using numbers, symbols, words.

14 (2/6),15 (2/9)


Part 1: Checks children’s progress at the end of Unit 5.Oral/Slate 1. [1.OA.6] 2. [1.NBT.4, 1.OA.6] 3. [1.NBT.4, 1.NBT.6]Part 2:Math Boxes: [5-14↔Unit 6]; 1 [1.OA.1, 1.OA.2]; 2 [Foundation]; 3 [1.OA.8]; 4 [1.NBT.1]

Unit 6 Developing Fact PowerDay Lesson Title/Objective Focus CCSS Guiding Questions

16 (2/10) 6.1

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

Getting Started: Math Message [1.OA.6]Part 1: Provides additional practice of addition facts and introduces the game Addition Top-It. [1.OA.3, 1.OA.6]Part 2:Game: Difference Game [1.OA.4, 1.OA.6] Writing/Reasoning: [1.OA.3]Math Boxes: [6-1↔6-3]; 1, 3 [1.OA.6]; 2 [1.OA.8]; 4 [1.G.1] Home Link: [1.OA.6]

SMP2–8;1.OA.3, 1.OA.6

1.NBT.3

What do you notice about the completed Dice-Throw Record?

How might the Dice-Throw Record help you learn your addition facts?

Retell a strategy that a classmate shared for solving 6 + 8 (or another problem) that is different from your own. Does the strategy make sense to you? Why or why not?

What can you learn by listening to others’ strategies?



17 (2/11) 6.2

Equivalent NamesTo introduce name-collection boxes as devices for collecting equivalent names for numbers.

Getting Started: Math Message [1.OA.6]Part 1: Focuses on how numbers can be represented by different names. [1.OA.6, 1.OA.7]Part 2: Game: Addition Top-It [1.OA.3, 1.OA.6, 1.NBT.3]Math Boxes: [6-2↔6-4]; 1, 3 [1.OA.6]; 2 [1.NBT.2];4 [Maintain]Home Link: [1.OA.6]Part 3: Readiness [1.OA.6, 1.OA.7]

SMP1, 2, 4–6;1.OA.6, 1.OA.7

How might we write a number model(s) for what is shown on the pan balance?

How do you know which symbols to use when writing a number model?

How can we show “7” with cubes, money, dice, or dominoes?

How are these representations the same? How are they different?

18 (2/12) 6.3

Fact FamiliesTo introduce addition/subtraction fact families.

Getting Started: Mental Math and Reflexes [1.OA.1]; Math Message [1.OA.6]Part 1: Focuses on addition/subtraction fact families and how subtraction is related to addition. [1.OA.3, 1.OA.4, 1.OA.5, 1.OA.6, 1.OA.8]Part 2: Math Boxes: [6-3↔6-1]; 1, 3 [1.OA.6]; 2 [1.OA.8]; 4 [1.G.1] Home Link: [1.OA.3, 1.OA.6]Part 3: Readiness: Concentration with Number Cards and Dominoes [1.OA.6]

SMP1–6, 8;1.OA.1, 1.OA.3,1.OA.4, 1.OA.5,

1.OA.6, 1.OA.8

How are the ways children solved Problem 2 the same? How are they different?

What can you learn from solving problems in more than one way?

Why do some dominoes lead to a fact family with 4 facts while others lead to a fact family with only 2 facts?

How might addition facts help you figure out subtraction facts?

19 (2/16) 6.4

Fact TrianglesTo introduce Fact Triangles.

Part 1: Focuses on the Fact Triangle as a tool to practice addition and subtraction facts. [1.OA.3, 1.OA.6, 1.OA.8]Part 2: Game: Fact Power Game [1.OA.6]Math Boxes: [6-4↔6-2]; 1 [1.OA.6]; 2 [1.NBT.2]; 3 [1.OA.3, 1.OA.6]; 4 [Maintain]Part 3: Readiness, Enrichment, and ELL Support [1.OA.3, 1.OA.6, 1.OA.8]

SMP2, 4–8;1.OA.3, 1.OA.6,1.OA.8

1.NBT.1

What does the dot stand for at the top of a fact family triangle?

Why are there always three numbers in a fact family? Is the Brain faster or slower than the Calculator? Explain

why you think so. Why might it be important to think back on a problem

after you solved it?

20 (2/17) 6.5

Using Strategies to Solve Subtraction FactsTo provide experience revisiting the relationship between addition and subtraction; and to introduce subtraction fact strategies using ten.

Getting Started: Mental Math and Reflexes [1.OA.6]Part 1: Provides strategies for quickly solving subtraction facts. [1.OA.4, 1.OA.6, 1.OA.8]Part 2: Game: Addition Top-It [1.OA.3, 1.OA.6, 1.NBT.3]Math Boxes: [6-5↔6-7]; 1 [1.OA.3, 1.OA.6]; 2 [1.OA.3,1.OA.8]; 3 [1.OA.5, 1.NBT.4]; 4 [1.G.1]Part 3: Extra Practice: Penny Plate [1.OA.6]

SMP1–8;1.OA.4, 1.OA.6,1.OA.71.OA.8

How could you use the facts table to check your answers to addition and subtraction facts?

Why is it important to check the answers you find using a tool?

Explain how can you use a ten frame to solve 14 – 8 = ?. Explain why this strategy works for you.

21 (2/18) Flex Day

Unit 6 Developing Fact Power


President’s Day, No School

22 (2/19) 6.6

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

Getting Started: Mental Math and Reflexes [1.NBT.2, 1.NBT.2a, 1.NBT.2c]Part 1: Focuses on the centimeter as a way to measure an object to the nearest whole number. [1.MD.1, 1.MD.2]Part 2:Generating Fact Families: [1.OA.6, 1.OA.8]Math Boxes: [6-6↔6-8]; 1 [1.OA.8]; 2 [Foundation]; 3 [1.OA.6]; 4 [1.MD.4]Home Link: [1.MD.2]

SMP1, 3–6;1.OA.6, 1.OA.8,1.NBT.2,

1.NBT.2a,1.NBT.2c, 1.MD.1,1.MD.21.MD.4

How did you use longs to measure the length of your journal (or another object) in centimeters?

Why does this method work? Why is it important to be able to explain why your

method works? How could you measure something when the length is

between two centimeters?

23 (2/20) 6.7

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

Getting Started: Math Message [1.G.1]Part 1: Provides additional addition facts practice and work with building and drawing triangles. [1.OA.6, 1.G.1]Part 2:Game: Fact Power Game [1.OA.6]Completing the Set of Fact Triangles: [1.OA.6]Math Boxes: [6-7↔6-5]; 1 [1.OA.3, 1.OA.6]; 2 [1.OA.3, 1.OA.8]; 3 [1.OA.5, 1.NBT.4]; 4 [1.G.1]

SMP1–3, 5–7;1.OA.6,1.OA.7 1.G.1

How might you describe your triangles to someone who couldn’t see them?

How can you make your descriptions clearer? Compare your triangle that touches 6 pins (or another

number) to another child’s. Did you both follow the directions?

How is your classmate’s triangle different from your triangle? How are they the same?

24 (2/23) 6.7

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

Getting Started: Math Message [1.G.1]Part 1: Provides additional addition facts practice and work with building and drawing triangles. [1.OA.6, 1.G.1]Part 2:Game: Fact Power Game [1.OA.6]Completing the Set of Fact Triangles: [1.OA.6]Math Boxes: [6-7↔6-5]; 1 [1.OA.3, 1.OA.6]; 2 [1.OA.3, 1.OA.8]; 3 [1.OA.5, 1.NBT.4]; 4 [1.G.1]

SMP1–3, 5–7;1.OA.6, 1.G.1

How might you describe your triangles to someone who couldn’t see them?

How can you make your descriptions clearer? Compare your triangle that touches 6 pins (or another

number) to another child’s. Did you both follow the directions?

How is your classmate’s triangle different from your triangle? How are they the same?

25 (2/24) Flex Day



26 (2/25) 6.8

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

Getting Started: Math Message [1.OA.8]Part 1: Focuses on additional practice for addition facts. [1.OA.5, 1.OA.6, 1.OA.8]Part 2: Game: Tric-Trac [1.OA.6]Math Boxes: [6-8↔6-6]; 1 [1.OA.8]; 2 [Foundation]; 3 [1.OA.6]; 4 [1.MD.4]Part 3: Readiness and Enrichment [1.OA.5, 1.OA.6, 1.OA.8]

SMP1, 2, 6–8;

1.OA.5, 1.OA.6,1.OA.8

What did you do when you first saw the problem? What did you do next? What did you do after you named the rule?

How could you check that an input number you found is correct?

Why should you check whether your answers to “What’s my Rule?” problems make sense?

27 (2/26) 6.9

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

Getting Started: Mental Math and Reflexes [1.OA.1]Part 1: Focuses on introducing the quarter in preparation for playing Coin Top-It.Part 2: Game: Coin Top-It [1.NBT.3]Math Boxes: [6-9↔6-11]; 1 [Foundation]; 2 [1.MD.2]; 3 [1.OA.8]; 4 [1.G.1]Part 3: Readiness: Penny-Nickel-Dime Exchange and Enrichment: Quarter-Dime-Nickel-Penny Grab [Foundation]

SMP1–4, 6, 7;

1.OA.1

What patterns do you see when counting by 25s with cents? With dollars?

What makes these lists of numbers patterns? Why does counting the coins in order from largest value

to smallest value help us count efficiently? What might happen if you don’t make a plan before

solving a problem?

28 (2/27) 6.10

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

Getting Started: Mental Math and Reflexes [1.OA.1]Part 1: Focuses on practicing reading time to the hour and half-hour on a digital clock. [1.MD.3]Part 2: Game: Coin Exchange [Foundation]Math Boxes: [6-10↔6-12]; 1 [1.MD.2]; 2 [Foundation]; 3 [1.NBT.3]; 4 [1.NBT.1]Home Link: [1.MD.3]Part 3: Extra Practice: Time Match [1.MD.3]

SMP1–7;1.OA.11.OA.4

1.NBT.6, 1.MD.3

How does counting by 5s help you read the minutes on the clock?

Why do you think we counted by 5s to 60 in the Math Message problem?

How are digital and analog clocks the same? How are they different?

Which clock is easier for you to read? Why?

29 (3/2) 6.11

Introducing My Reference BookTo introduce My Reference Book.

Getting Started: Mental Math and Reflexes [1.MD.3]Part 1: Introduces My Reference Book as a tool for when the children need help.Part 2: Practicing Measuring in Centimeters: [1.MD.2]Math Boxes: [6-11↔6-9]; 1 [Foundation]; 2 [1.MD.2]; 3 [1.OA.8]; 4 [1.G.1]

SMP5–7;1.MD.2, 1.MD.3

Why might you use My Reference Book to help you solve a problem?

What are some other tools you use during mathematics to help you solve problems?

How did you use the Table of Contents to you find information in My Reference Book?

How did you find your favorite math game in My Reference Book?

30 (3/3) Flex Day

Unit 6 Developing Fact Power


31 (3/4) 6.12

Data LandmarksTo introduce the statistical landmarks range and middle value; and to provide practice collecting data and making bar graphs.

Part 1: Focuses on data landmarks as means for interpreting data. [1.MD.4]Part 2:Game: Tric-Trac [1.OA.6]Math Boxes: [6-12↔6-10]; 1 [1.MD.2]; 2 [Foundation]; 3 [1.NBT.3]; 4 [1.NBT.1]Home Link: [1.MD.4]Part 3: Readiness and Enrichment [1.MD.4]

SMP1–6;1.MD.41.OA.61.OA.7

Suppose you had to guess about how high a child your age in another school could count on the calculator in 15 seconds. What would be your guess? *

Why might we want to find the middle number (the median) of our data?

How do you know how many squares to fill in above each of the numbers? * What does each colored square stand for?

Why is it important to give a title to our graph?

32 (3/5),33 (3/10)


Part 1: Checks children’s progress at the end of Unit 6.Oral/Slate: 1. [1.NBT.3] 2. [1.NBT.3] 3. [1.OA.1] 4. [1.OA.4]Part 2:Math Boxes: [6-13↔Unit 7]; 1, 3, 4 [1.G.1]; 2 [Maintain]

Unit 7 Geometry and AttributesDay Lesson Title/Objective Focus CCSS Guiding Questions

34 (3/11) 7.1

Attribute RulesTo reinforce sorting attribute blocks according to attribute rules.

Getting Started: Mental Math and Reflexes [1.OA.6]Part 1: Focuses on sorting attribute blocks by a designate rule. [1.G.1]Part 2:Game: Make My Design [1.G.2]Math Boxes: [7-1↔7-3]; 1 [Maintain]; 2 [1.OA.6]; 3 [1.OA.1]; 4 [Foundation]Part 3: Readiness and Enrichment [1.G.1]

SMP5–8;1.OA.1

1.OA.6, 1.G.1,1.G.2

What is the most precise way you could describe your block? What is the least precise way you could describe your block?

What does it mean to be precise in your description? What are the differences between the rule “not yellow” and

the rule “red square”? Could these rules describe the same block?

Why might it be helpful to sort things into groups?

35 (3/12) Flex Day



36 (3/13),37 (3/16) 7.2

EXPLORATIONS: ExploringAttributes, Designs, and Fact PlattersTo reinforce sorting by attribute rules; to facilitate the learning of addition facts.

Getting Started: Mental Math and Reflexes [1.OA.6]Part 1: Focuses on Fact Platters as a way to practice addition facts and identifying shapes based on their attributes. [1.OA.6, 1.G.1, 1.G.2]Part 2: Game: Time Match [1.MD.3]Math Boxes: [7-2↔7-4↔7-6]; 1 [Foundation]; 2 [1.OA.3,1.OA.6]; 3 [1.MD.3]; 4 [1.NBT.1, 1.NBT.5]Home Link: [1.G.1]Part 3: Readiness and Enrichment [1.G.1]

SMP1, 3, 5–8;

1.OA.31.OA.6,1.OA.7

1.MD.3,1.G.1, 1.G.2

How do you figure out the secret rule? Name another time you were asked to figure out a rule? How did you check your partner’s sums? How might knowing the solution to one fact help you check the

solutions to other facts?

38 (3/17) 7.3

Pattern-Block and Template ShapesTo guide the identification of plane shapes; and to facilitate investigating some of their characteristics.

Part 1: Focuses on identifying pattern-blocks based on their attributes. [1.G.1]Part 2: Practicing Fact Families: [1.OA.6]Math Boxes: [7-3↔7-1]; 1 [Maintain]; 2 [1.OA.6]; 3 [1.OA.1]; 4 [Foundation] Home Link: [1.G.1]Part 3: Readiness and Extra Practice [1.G.1]; Enrichment[1.G.2, 1.MD.4]

SMP1, 4, 6–8;

1.OA.6, 1.MD.4,1.G.1, 1.G.2

What words might you use to describe the two rhombuses so that people can tell them apart?

What kinds of words might you use to describe shapes? Where have you seen or used triangles in your life? Where have you seen or used other shapes in your life?

39 (3/18) 7.4

Making PolygonsTo extend children’s familiarity with polygons.

Part 1: Focuses on identifying the attributes of polygons, constructing them, and making composite shapes. [1.G.1, 1.G.2]Part 2: Investigating Flipping Pennies: [1.MD.4]Math Boxes: [7-4↔7-2↔7-6]; 1 [Foundation]; 2 [1.OA.3,1.OA.6]; 3 [Foundation]; 4 [1.NBT.1, 1.NBT.5] Home Link: [1.G.1]

SMP1, 3, 4, 6–8;1.MD.4, 1.G.1,1.G.2

Why do we say a square is a special kind of rectangle? What helps you remember the attributes of shapes? Do any of these new shapes remind you of other shapes you

know? Which ones? * How many different shapes can you make using one of the

combinations of blocks from Math Masters, pages 205B and 205C?

40 (3/19) 7.5

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

Part 1: Focuses on identifying the attributes of spheres, cylinders, and rectangular prisms and the construction of cylinders and rectangular prisms. [1.G.1, 1.G.2]Part 2: Game: Coin Exchange [Foundation]Math Boxes: [7-5↔7-7]; 1, 2 [1.G.1]; 3 [1.MD.4]; 4 [1.G.3]Part 3: Readiness, Enrichment, and ELL Support [1.G.1]

SMP1, 2, 4–6;

1.G.1, 1.G.2

1.NBT.2a1.NBT.2

b1.NBT.2c

Explain how drawings of 3-dimensional shapes are different from drawings of 2-dimensional shapes.

What real world items are spheres? cylinders? rectangular prisms?

How might finding 3-dimensional shapes in your life help you better understand them in math class?



41 (3/20) 7.6

Pyramids, Cones, and CubesTo guide the identification of pyramids, cones, and cubes; and to facilitate the investigation of their characteristics.

Part 1: Focuses on identifying the attributes of pyramids, cones, and cubes and the construction of cubes and cones. [1.G.1, 1.G.2]Part 2:Game: Attribute Train Game [1.G.1]Math Boxes: [7-6↔7-2↔7-4]; 1 [Foundation]; 2 [1.OA.3, 1.OA.6]; 3 [Foundation]; 4 [1.NBT.1, 1.NBT.5] Home Link: [1.G.1]Part 3: Readiness, Enrichment, and Extra Practice [1.G.1]

SMP1, 4, 6, 8;1.G.1, 1.G.2

What words might you use to describe the pyramid, cone, and cube?

What new attributes did you notice when comparing these 3-dimensional shapes that you hadn’t noticed before?

How is your cone like others in the Shapes Museum? How is it different?

What can you learn by building shapes yourself?



1 (3/23) 7.7

SymmetryTo facilitate the exploration of symmetrical shapes.

Part 1: Focuses on the lines of symmetry.Part 2:Game: Addition Top-It [1.OA.3, 1.OA.6, 1.NBT.3]Math Boxes: [7-7↔7-5]; 1, 2 [1.G.1]; 3 [1.MD.4]; 4 [1.G.3]Part 3: Extra Practice: Make My Design [1.G.2]

SMP3–6;1.OA.6, 1.G.2

What are other examples of things that can be folded in half so that the two sides match?

Have you ever made a drawing or other kind of artwork that uses symmetry?

How can you tell if a shape is symmetrical? How might you teach someone else about symmetry?

2 (3/24) 7.8


Part 1: Checks children’s progress at the end of Unit 7.Oral/Slate: 3. [1.OA.6, 1.OA.7] 4. [1.OA.2, 1.OA.3]Part 2:Math Boxes: [7-8↔Unit 8]; 1 [1.G.3]; 2 [1.NBT.5]; 3, 4 [Foundation]

3 (3/25) 7.8


Part 1: Checks children’s progress at the end of Unit 7.Written: 1. [1.NBT.1, 1.NBT.2A, 1.NBT.2B, 1.NBT.2C] 2. [1.OA.3] 3. [1.MD.3] 4. [1.NBT.2A, 1.NBT.2B, 1.NBT.2C] 5. [1.G.1] 6. [1.MD.4] 7. [1.NBT.4] 9. [1.NBT.4] Open Response: [1.G.1]Part 2:Math Boxes: [7-8↔Unit 8]; 1 [1.G.3]; 2 [1.NBT.5]; 3, 4 [Foundation]

4 (3/26) Flex Day


Unit 8 Mental Arithmetic, Money, and FractionsDay Lesson Title/Objective Focus CCSS Guiding Questions

5 (3/27) 8.1

Review: MoneyTo review, reinforce, and assess skills associated with counting and exchanging coins.

Getting Started: Mental and Math and Reflexes [1.NBT.3]Part 1: Provides a review of money in preparation for Lesson 8.2.Part 2:Investigating Spinning Colors: [1.MD.4] Practicing Telling Time: [1.MD.3]Math Boxes: [8-1↔8-3]; 1 [Foundation]; 2 [1.G.1]; 3 [1.OA.6]; 4 [1.OA.5]Part 3: Extra Practice: Coin Top-It [1.NBT.3]

SMP1, 2, 4–8;1.NBT.3,1.NBT.4 1.MD.3,1.MD.4

How many ways can we show 38¢? Why might you want to show an amount of money in a

different way? What was your plan for marking the coins you needed to buy

each item? Name another way you might choose the coins needed to

buy an item. Is it easier or harder than the way you did it the first time?

6 (3/30) 8.1

Review: MoneyTo review, reinforce, and assess skills associated with counting and exchanging coins.

Getting Started: Mental and Math and Reflexes [1.NBT.3]Part 1: Provides a review of money in preparation for Lesson 8.2.Part 2:Investigating Spinning Colors: [1.MD.4] Practicing Telling Time: [1.MD.3]Math Boxes: [8-1↔8-3]; 1 [Foundation]; 2 [1.G.1]; 3 [1.OA.6]; 4 [1.OA.5]Part 3: Extra Practice: Coin Top-It [1.NBT.3]

SMP1, 2, 4–8;1.NBT.3, 1.MD.3,1.MD.4

How many ways can we show 38¢? Why might you want to show an amount of money in a

different way? What was your plan for marking the coins you needed to buy

each item? Name another way you might choose the coins needed to

buy an item. Is it easier or harder than the way you did it the first time?

7 (3/31) 8.2

DollarsTo reinforce an understanding of money; to introduce dollars; and to facilitate the use of money to explore place value.

Getting Started: Mental and Math and Reflexes [1.NBT.3]Part 1: Focuses on introducing the dollar and its relation to place value. [1.NBT.2a]Part 2:Solving Broken Calculator Puzzles: [1.OA.6, 1.OA.7]Practicing Comparing Money Amounts: [1.NBT.3]Math Boxes: [8-2↔8-4]; 1 [Foundation]; 2 [1.G.1]; 3 [1.OA.6]; 4 [1.NBT.4]

SMP2, 4–7;1.OA.6, 1.OA.7,

1.NBT.2a, 1.NBT.3

What are some things that we could buy with one dollar? How will knowing how to work with money help you in

your life? What is the difference between $5.43 and 543 (or other

numbers)? What does the 5 (or 4 or 3) mean in each? Why do you need to learn how to read different types of

numbers?

8 (4/8) Flex Day, Apple Math Project 5

Unit 8 Mental Arithmetic, Money, and Fractions


9 (4/9) 8.3

Place Value: Hundreds, Tens, andOnesTo extend place-value concepts to hundreds.

Getting Started: Mental and Math and Reflexes [1.OA.6]Part 1: Focuses on understanding place value to the hundreds place. [1.NBT.2, 1.NBT.2a, 1.NBT.2c]Part 2: Game: Tric-Trac [1.OA.6]Math Boxes: [8-3↔8-1]; 1 [Foundation]; 2 [1.G.1]; 3 [1.OA.6]; 4 [1.OA.5]Home Link: [1.NBT.2]Part 3: Readiness, Enrichment: Digit Game (3-digit variation), and Extra Practice [1.NBT.2]

SMP1–3, 5–7;1.OA.6, 1.NBT.2,

1.NBT.2a,1.NBT.2c

What number represents 2 flats? 4 longs? 3 cubes? Why is the order of the digits in a number important? Why can you replace 10 cubes with 1 long? 1 long with 10

cubes? Could you solve this problem without making exchanges?

Tell which is easier.

10 (4/10) 8.4

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

Part 1: Provides practice for solving addition and subtraction number stories. [1.OA.2, 1.NBT.2a, 1.NBT.4, 1.NBT.6]Part 2: Game: Base-10 Exchange [1.NBT.2]Math Boxes: [8-4↔8-2]; 1 [Foundation]; 2 [1.G.1]; 3 [1.OA.6]; 4 [1.NBT.4]Home Link: [1.NBT.4]

SMP1–6;1.OA.2,1.OA.6

1.NBT.2a,1.NBT.4, 1.NBT.6

What do you need to find out about the money you have? What do you need to find out about the pencil and the scissors?

What information helps you understand a new problem? Why might we use different strategies to solve number

stories? What might we do if we disagree about the solution to a

number story?

11 (4/13) 8.5

Making ChangeTo develop the use of counting up as a strategy for making change.

Part 1: Introduces making change as a method to practicing addition and subtraction. [1.OA.4, 1.OA.5, 1.OA.6, 1.NBT.2, 1.NBT.4, 1.NBT.5]Part 2: Game: 3, 2, 1 Game [1.OA.3, 1.OA.6]Math Boxes: [8-5↔8-7↔8-9]; 1 [1.NBT.2];2, 3 [Foundation]; 4 [1.G.1]; 5 [1.OA.6]; 6 [1.NBT.6]Part 3: Readiness and Enrichment [1.OA.5]

SMP1–4, 6, 7;1.OA.4, 1.OA.5,1.OA.6,

1.NBT.2,1.NBT.4, 1.NBT.51.NBT.6

Why might someone not have the exact amount of coins and bills needed to pay for an item?

Now that you know how to make change, when might it be helpful in your life?

How can you make sure you count back the change correctly?

What mistakes might someone make when making change?

12 (4/14) 8.6

Equal SharesTo guide exploration of dividing regions into equal parts.

Part 1: Introduces dividing shapes into equal parts. [1.G.3]Part 2: Solving “What’s My Rule?” Problems: [1.NBT.5, 1.NBT.6]Math Boxes: [8-6↔8-8]; 1–3 [Foundation]; 4 [1.OA.8]; 5 [1.MD.4]; 6 [1.NBT.3]Home Link: [1.G.3]

SMP1–4, 6;1.NBT.5, 1.NBT.6,

1.G.3

Why might someone else prefer 1/2 a fruit bar when you prefer a whole (or vice versa)?

What could you do that might help you better understand someone else’s thinking?

If you want to share two crackers equally among four people, how much would each person get?* Explain how you found your answer.

Which is more, two-fourths or one-half of a cracker?* Explain how you know.


Unit 8 Mental Arithmetic, Money, and FractionsDay Lesson Title/Objective Focus CCSS Guiding Questions

13 (4/15) 8.7

FractionsTo guide further understanding of fractional parts of a whole; and to introduce unit fractionnotation.

Getting Started: Mental Math and Reflexes [1.OA.6]; Math Message and Home Link Follow-Up [1.G.3]Part 1: Focuses on describing shares of objects using fraction words. [1.G.3]Part 2: Game: One-Dollar Exchange [1.NBT.2]Math Boxes: [8-7↔8-5↔8-9]; 1 [1.NBT.2]; 2, 3 [Foundation]; 4 [1.G.1]; 5 [1.OA.6]; 6 [1.NBT.6]Home Link: [1.G.3]Part 3: Readiness and Enrichment [1.G.3]

SMP2–6;1.OA.6, 1.G.3

When something is divided into two parts, can we call each part one half? Explain why or why not.

What do the numbers in a fraction mean? How might you explain the numbers in a fraction to a friend? Why is it important to be able to explain what numbers

mean?

14 (4/16) 8.8

Sharing PenniesTo introduce finding fractional parts of collections.

Part 1: Focuses on fractions describing part of a collection. [1.OA.6]Part 2: Game: Addition Top-It [1.OA.3, 1.OA.6, 1.NBT.3]Math Boxes: [8-8↔8-6]; 1, 5 [Foundation]; 2 [1.G.3];3 [1.MD.4]; 4 [1.OA.8]; 6 [1.NBT.3]

SMP1–4, 6, 7;

1.OA.6

How is sharing 14 pennies equally like sharing a cracker equally with a friend?

What fraction of the pennies would each of you have if you share them equally? What fraction of the cracker would each of you have if you share it equally?

Can any number of pennies be shared equally by two people? Why or why not?

What do you notice about the numbers of pennies that can be shared equally? Cannot be shared equally?

15 (4/17) 8.9

EXPLORATIONS: ExploringFractional Parts and Addition FactsTo guide exploration of the relationship between multiples and fractions; to reinforce naming fractional parts of regions; and to provide practice with addition facts.

Part 1: Focuses on practicing addition facts and further exploring the concept of fractions as a part of a whole. [1.G.3]Part 2: Game: 3, 2, 1 Game [1.OA.3, 1.OA.6]Math Boxes: [8-9↔8-5↔8-7]; 1 [1.NBT.2]; 2, 3 [Foundation]; 4 [1.G.1]; 5 [1.NBT.4, 1.NBT.6];6 [1.NBT.6]

SMP1, 2, 6, 7;

1.OA.6,1.G.11.G.3

What do we mean when we say “the whole” in these problems?

Why do we need to know what “the whole” is when we talk about fractions?

How many ways can you divide your partner’s shape into 2 equal parts?

Which shapes were you able to divide into 2 equal parts? 3 equal parts? 4 equal parts? Which shapes could you not divide?

16 (4/20)8.10 Progress Check 8

To assess children’s progress on mathematical content through the end of Unit 8.

Part 1: Checks children’s progress at the end of Unit 8.Oral/Slate: 1. [1.NBT.2B, 1.NBT.2C, 1.OA.6] 2. [1.G.3] 3. [1.G.3] 4. [1.NBT.2B, 1.NBT.2C] Part 2: Math Boxes: [8-10↔Unit 9]; 1 [1.NBT.3]; 2 [1.OA.5];3 [1.NBT.6]; 4 [1.NBT.4]; 5 [1.OA.6]; 6 [Foundation]

17 (4/21)


Part 1: Checks children’s progress at the end of Unit 8.Written: 1. [1.G.3] 3. [1.NBT.4] 4. [1.NBT.1, 1.NBT.2A, 1.NBT.2B] 5. [1.OA.2, 1.OA.3, 1.OA.6] 6. [1.OA.1] 9. [1.OA.3] Open Response [Foundation]Part 2: Math Boxes: [8-10↔Unit 9]; 1 [1.NBT.3]; 2 [1.OA.5];3 [1.NBT.6]; 4 [1.NBT.4]; 5 [1.OA.6]; 6 [Foundation]


Unit 9 Place Value and FractionsDay Lesson Title/Objective Focus CCSS Guiding Questions

18 (4/22) 9.1

Tens and Ones Patterns on theNumber GridTo provide experiences counting by 1s and 10s on the number grid in preparation for adding and subtracting on the number grid.

Getting Started: Mental Math and Reflexes [1.OA.6]Part 1: Focuses on the patterns of 1s and 10s on a number grid and naming hidden numbers. [1.NBT.1, 1.NBT.5]Part 2:Math Boxes: [9-1↔9-3]; 1 [1.OA.5, 1.NBT.4]; 2 [1.G.3];3 [1.OA.8]; 4 [1.OA.3, 1.OA.6]; 5, 6 [Foundation]Home Link: [1.NBT.1]

SMP1, 3, 5, 7, 8;1.OA.6,

1.NBT.1,1.NBT.31.NBT.5

How might patterns on the number grid help you quickly find a number on the number grid?

What do the patterns on the number grid remind you of? How did you figure out the hidden numbers? How did you use other numbers on the grid to figure out the hidden

numbers?

19 (4/23) 9.2

Adding and Subtracting TensTo provide opportunities to develop proficiency in adding and subtracting 10s.

Getting Started: Math Message [1.NBT.4, 1.NBT.6]Part 1: Focuses on fluently adding and subtracting by the quantity of 10; introduces the Number-Grid Game. [1.NBT.4, 1.NBT.5, 1.NBT.6]Part 2: Identifying How Many Letters are in Your First Name: [1.MD.4] Math Boxes: [9-2↔9-4]; 1 [1.OA.5]; 2 [1.NBT.4];3, 4 [Foundation]; 5 [1.OA.8]; 6 [1.G.1] Home Link: [1.NBT.4, 1.NBT.6]Part 3: Readiness [1.NBT.5]

SMP1–6;1.NBT.4, 1.NBT.5,1.NBT.6, 1.MD.4

Is the number grid a good tool for solving these problems? Why or why not?

How do you decide whether or not you need to use a tool to solve a problem?

How do you decide whether to move 1 or 10 when you roll a 1? How might your strategy change as the game progresses?

20 (4/24) 9.3

Number-Grid PuzzlesTo reinforce counting, adding, and subtracting with 10s and 1s using number-grid patterns.

Getting Started: Math Message [1.NBT.5]Part 1: Focuses on using Number-Grid Puzzles as a way to practice adding subtracting by 1s and 10s. [1.NBT.1, 1.NBT.4, 1.NBT.5, 1.NBT.6]Part 2: Game: Make My Design [1.G.2]Math Boxes: [9-3↔9-1]; 1 [1.OA.5, 1.NBT.4]; 2 [1.G.3]; 3 [1.OA.8]; 4 [1.OA.3, 1.OA.6]; 5, 6 [Foundation]Home Link: [1.NBT.1, 1.NBT.5]Part 3: Readiness: Pin the Number on the Number Grid and Enrichment [1.NBT.1, 1.NBT.5]

SMP1, 2, 5–8;

1.NBT.1, 1.NBT.4,1.NBT.5, 1.NBT.6,

1.G.2

How did you figure out the missing numbers on the number grid? What patterns did you use to help you find the missing numbers? How might you check your work before looking at the number grid

under the T- or L-shaped piece? Why is it helpful to check your work?

21 (4/27) 9.4

Adding and Subtracting 2-DigitNumbersTo provide practice adding and subtracting 2- digit numbers

Part 1: Provides additional practice for adding and subtracting 2-digit numbers. [1.NBT.4, 1.NBT.6]Part 2: Math Boxes: [9-4↔9-2]; 1 [1.OA.5]; 2 [1.NBT.6]; 3, 4 [Foundation]; 5 [1.OA.8]; 6 [1.G.1]Home Link: [1.NBT.4]Part 3: Readiness [1.NBT.4, 1.NBT.6]

SMP1–6;1.NBT.4, 1.NBT.6

1.G.3

What is the meaning of length? What is the meaning of height? How might you remember the difference between height and

length? What are some different ways you could solve the raccoon and

rabbit problem? Did you use a tool? Could you solve it without a tool or with a

different tool?

22 (4/28) Flex Day



23 (4/29) 9.5

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

Getting Started: Home Link Follow-Up [1.NBT.5]Part 1: Provides practice with symmetry and different types of measurements, which children learn in Grade 1. [1.MD.2]Part 2:Game: Number-Grid Game [1.NBT.4, .NBT.6]Math Boxes: [9-5↔9-7]; 1 [1.OA.6, 1.NBT.4]; 2 [1.NBT.1, 1.NBT.5]; 3–5 [Foundation]; 6 [1.G.1]

SMP1, 3–6, 8;

1.NBT.2a1.NBT.2b1.NBT.5, 1.MD.2

Is there more than one way to solve this problem? Can some plans for solving a problem be better

than others? How? What do you think your second height measurement will

be? Why might your first and second height measures be

different?

24 (4/30) 9.5

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

Getting Started: Home Link Follow-Up [1.NBT.5]Part 1: Provides practice with symmetry and different types of measurements, which children learn in Grade 1. [1.MD.2]Part 2:Game: Number-Grid Game [1.NBT.4, .NBT.6]Math Boxes: [9-5↔9-7]; 1 [1.OA.6, 1.NBT.4]; 2 [1.NBT.1, 1.NBT.5]; 3–5 [Foundation]; 6 [1.G.1]

SMP1, 3–6, 8;

1.NBT.5, 1.MD.2

Is there more than one way to solve this problem? Can some plans for solving a problem be better

than others? How? What do you think your second height measurement will

be? Why might your first and second height measures be

different?

25 (5/1) 9.6

Fractional Parts of the WholeTo extend fraction concepts to fractions other than unit fractions.

Part 1: Focuses on additional practice with fractional parts and partitioning. [1.G.3]Part 2: Finding the Range and Middle Value of a Data Set: [1.MD.4] Math Boxes: [9-6↔9-8]; 1 [1.NBT.4, 1.NBT.6], 2 [1.G.3]; 3, 4 [Foundation]; 5 [1.MD.4]; 6 [Maintain] Home Link: [1.G.3]Part 3: Readiness and, ELL Support [1.G.3]

SMP1–7;1.MD.4, 1.G.3

Explain how you know that 2/4 is another name for 1/2. What are other names for 1/2? What might you do if the first pattern block you used to

divide the shape into equal parts didn’t work? What can you do when you think a problem is hard?

26 (5/4) 9.6

Fractional Parts of the WholeTo extend fraction concepts to fractions other than unit fractions.

Part 1: Focuses on additional practice with fractional parts and partitioning. [1.G.3]Part 2: Finding the Range and Middle Value of a Data Set: [1.MD.4] Math Boxes: [9-6↔9-8]; 1 [1.NBT.4, 1.NBT.6], 2 [1.G.3]; 3, 4 [Foundation]; 5 [1.MD.4]; 6 [Maintain] Home Link: [1.G.3]Part 3: Readiness and, ELL Support [1.G.3]

SMP1–7;1.MD.4, 1.G.3

Explain how you know that 2/4 is another name for 1/2. What are other names for 1/2? What might you do if the first pattern block you used to

divide the shape into equal parts didn’t work? What can you do when you think a problem is hard?

27 (5/5) 9.7

Comparing FractionsTo review fraction concepts; and to provide experiences using region models to compare fractions.

Part 1: Focuses on the dividing paper strips into equal parts. [1.G.3]Part 2: Game: Difference Game [1.OA.3, 1.OA.4, 1.OA.6]Math Boxes: [9-7↔9-5]; 1 [1.OA.6, 1.NBT.6]; 2 [1.NBT.1,1.NBT.5]; 3–5 [Foundation]; 6 [1.G.1] Home Link: [1.G.3]

SMP1, 2, 6, 8;

1.NBT.51.NBT.61.OA.6, 1.G.3

How do the fraction words help you know the number of equal parts?

When might you need to use fraction words? What happens to the size of the fraction pieces of the 1-

strip as the denominators get larger? Explain why this happens.



28 (5/6) 9.8

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

Part 1: Introduces the concept of comparing the size of fractions of a shape. [1.G.3]Part 2:Game: One-Dollar Exchange [1.NBT.2]Math Boxes: [9-8↔9-6]; 1 [1.OA.6, 1.NBT.6]; 2 [1.G.3]; 3, 4 [Foundation]; 5 [1.MD.4]; 6 [Maintain] Home Link: [1.G.3]Part 3: Enrichment [1.G.3]

SMP2–6;

1.G.3

How could you use your fraction pieces to explain what = means?

What are other ways to describe the equal sign (=)? How did you use the fraction pieces to solve these

problems? What mistakes might someone make when using the fraction

pieces?

29 (5/7) 9.9


Part 1: Checks children’s progress at the end of Unit 9.Oral/Slate: 2. [1.OA.6] 3. [1.NBT.2A, 1.NBT.2B, 1.NBT.5] 4. [1.NBT.4]Part 2: Math Boxes: [9-9↔Unit 10]; 1 [1.MD.4];2–4 [Foundation]; 5 [1.G.1]; 6 [Foundation]

30 (5/8) 9.9


Part 1: Checks children’s progress at the end of Unit 9.Written: 1. [1.NBT.3, 1.OA.6, 1.OA.7] 3. [1.OA.2] 5. [1.OA.6] 6. [1.NBT.1, 1.NBT.2A] 8. [1.NBT.5] Open Response: [1.NBT.5]Part 2: Math Boxes: [9-9↔Unit 10]; 1 [1.MD.4];2–4 [Foundation]; 5 [1.G.1]; 6 [Foundation]

Unit 10 Year‐End Review and AssessmentDay Lesson Title/Objective Focus CCSS Guiding Questions

31 (5/11) 10.1

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

Getting Started: Mental Math and Reflexes [1.MD.3]Part 1: Focuses on collecting, organizing, and interpreting data in a line plot. [1.MD.4]Part 2:Math Boxes: [10-1↔10-3]; 1 [1.MD.4]; 2 [Foundation]; 3 [1.MD.2]; 4 [1.G.3]; 5 [1.OA.8]; 6 [1.G.1]Home Link: [1.MD.4]

SMP2, 4, 6;

1.MD.3, 1.MD.4

Which height has the largest number of stick-on notes? * What does this tell you?

What other types of data could you represent on a line plot?

What do you predict is the typical growth of all of the first graders in our school?

How does the data our class collected help you make this prediction?

32 (5/12) Flex Day



33 (5/13) 10.2

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

Part 1: Reviews and practices telling time to the nearest hour, half-hour, and quarter-hour. [1.MD.3]Part 2:Game: Beat the Calculator with Facts and Fact Extensions [1.OA.3, 1.OA.6]Math Boxes: [10-2↔10-4↔10-6]; 1 [1.OA.1];2, 4 [Foundation]; 3 [1.NBT.3]; 5 [1.NBT.5]; 6[1.OA.8]Part 3: Readiness and Extra Practice [1.MD.3]

SMP2, 3, 5–7;

1.OA.6, 1.MD.3

What might happen if you draw the hour hand and the minute hand the same length?

What might happen if you don’t line up the hands with the right numbers?

How does the counting by 5s pattern help you read the time to the minute?

Where else in math do we use 5s and 1s counting patterns?

34 (5/14) 10.3

Mental Arithmetic: Using a VendingMachine PosterTo review showing amounts of money with coins and to provide experiences with solving number stories involving addition of 2-digit numbers.

Getting Started: Mental Math and Reflexes [1.NBT.3]Part 1: Focuses on mental strategies for solving addition of 2- digit numbers. [1.OA.1, 1.NBT.4]Part 2: Graphing and Analyzing Data: [1.MD.4]Math Boxes: [10-3↔10-1]; 1 [1.MD.4]; 2 [Foundation]; 3 [1.MD.2]; 4 [1.G.3]; 5 [1.OA.8]; 6 [1.G.1]Home Link: [1.NBT.4]Part 3: Extra Practice: Coin-Dice [Foundation]

SMP1–6;1.OA.1, 1.NBT.31.NBT.4, 1.MD.4

What does “exact change” mean? Why might you need to have exact change to pay for

items in the vending machine? What is your plan for solving a vending machine

problem? What will you do first? Why is it helpful to think about how you will solve a

problem before starting to solve it?

35 (5/15) 10.4

Mental Arithmetic (Continued)To provide experiences with solving comparison number stories and calculating amounts of change from purchases.

Getting Started: Mental Math and Reflexes [1.NBT.5]Part 1: Focuses on mental strategies for solving addition of 2- digit numbers. [1.OA.1, 1.OA.4, 1.NBT.2a, 1.NBT.4, 1.NBT.6]Part 2: Game: $1, $10, $100 Exchange [1.NBT.2]Math Boxes: [10-4↔10-2↔10-6]; 1 [1.OA.1];2, 4 [Foundation]; 3 [1.NBT.3]; 5 [1.NBT.5]; 6 [1.OA.8] Home Link: [1.NBT.4, 1.NBT.6]Part 3: Extra Practice: Dime-Nickel-Penny Grab [Foundation]

SMP1–4, 6;1.OA.1, 1.OA.4,

1.NBT.2a, 1.NBT.4,1.NBT.5, 1.NBT.6

Explain how you solved these problems in your head (mentally)?

When in your own life have you had to do math mentally?

How might you check whether the change you receive is correct?

Why is it important to check the amount of change you receive from a vending machine (or someone else)?

36 (5/18) 10.5

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

Part 1: Focuses on the review of attributes that identify 2- and 3-dimensional shapes; provides additional practice in constructing solids and composite shapes. [1.G.1, 1.G.2]Part 2: Game: Time Match [1.MD.3]Math Boxes: [10-5↔10-7]; 1–3, 5 [Foundation]; 4 [Maintain]; 6 [1.G.1] Home Link: [1.G.1]Part 3: Readiness and ELL Support [1.G.1]; Enrichment [1.G.2]

SMP3, 4, 6, 8;

1.MD.3, 1.G.1,1.G.2

Is the rectangle on this page a square?* Explain your answer.

How has your thinking about shapes changed since you were younger?

What 3-dimensional shapes do you recognize in other children’s solids constructions?

How did you recognize them?

37 (5/19) Flex Day



38 (5/20) 10.6

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

Getting Started: Mental Math and Reflexes [1.NBT.5]Part 1: Focuses on reviewing children’s understanding of thermometers and temperature. [1.NBT.4, 1.NBT.6]Part 2:Math Boxes: [10-6↔10-2↔10-4]; 1 [1.OA.1]; 2, 4 [Foundation]; 3 [1.NBT.3]; 5 [1.NBT.5]; 6 [1.OA.8]Home Link: [1.NBT.4, 1.NBT.6]Part 3: Readiness [1.NBT.6]

SMP1, 2, 4–6;1.NBT.31.NBT.4, 1.NBT.5,1.NBT.6

What is the difference between saying “about 70 degrees” (for room temperature) and “212 degrees” (for the temperature water boils)?

Name some times when it is important to give the exact temperature. When might it be OK to give a less precise description of the temperature?

What might a very big difference between the high and low temperatures in a city tell you about the city’s weather? What about a very small difference?

Describe some other weather maps you have seen.

39 (5/21) 10.7

Review: Place Value, Scrolls, andNumber GridsTo review place value through hundreds.

Getting Started: Mental Math and Reflexes [1.G.3]Part 1: Focuses on reviewing children’s understanding of place value. [1.NBT.2, 1.NBT.2a, 1.NBT.5]Part 2:Game: Favorite Math GamesAssessing Children’s Progress with Scrolls: [1.NBT.1]Math Boxes: [10-7↔10-5]; 1–3 Foundation]; 4 [Maintain]; 5 [1.G.3]; 6 [1.G.1]

SMP1–3, 5–8;1.NBT.1, 1.NBT.2,

1.NBT.2a, 1.NBT.5,1.NBT.6

1.G.3

Why do you think so many of our math materials have a pattern for trading 1s, 10s, and 100s?

Why do you think our number system is called the base-10 place value system?

How are number-grid puzzles in the hundreds different from those in the tens and ones?

How are they the same?

40 (5/22) 10.8


Part 1: Checks children’s progress at the end of Unit 10.Oral/Slate: 2. [1.OA.6] 3. [1.NBT.2, 1.NBT.5, 1.NBT.6] 4. [1.NBT.4]Written: 1. [1.NBT.5, 1.NBT.6] 3. [1.OA.7] 4. [1.OA.4, 1.OA.8] 5. [1.NBT.2B, 1.NBT.2C, 1.NBT.5, 1.NBT.6] 6. [1.NBT.2C, 1.NBT.5, 1.NBT.6] 7. [1.NBT.2] 8. [1.MD.4] 9. [1.MD.4] Open Response [1.OA.1]Part 2: Math Boxes: [10-8↔Grade 2]; 1, 2, 4 [Foundation]; 3, 6 [Maintain]; 5 [1.NBT.1]



41 (5/27),42 (5/28) End of Year Test

43 (5/29) Project 9 – Ad Wizard

44 (6/1) Project 9 – Ad Wizard

45 (6/2) Project 10 – Shape City

46 (6/3) Project 10 – Shape City

web viewname some other times where you have used or heard the word . quarter. ... investigating...

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