Curriculum Grade 1 Unit 2.docx · Web view1.OA.A.1- Use addition and subtraction within 20 to...
Transcript of Curriculum Grade 1 Unit 2.docx · Web view1.OA.A.1- Use addition and subtraction within 20 to...
Unit Title: 1st Grade Math Unit 2Grade Level: 1
Timeframe: Marking Period 2
Unit Focus and Essential Questions
Unit Focus Represent and solve problems involving addition and subtraction Work with addition and subtraction equations Understand and apply properties of operations and the relationship between addition and subtraction Add and subtract within 20 Represent and interpret data Understand place value Extend the counting sequence
Essential QuestionsHow do you add numbers?How do you subtract numbers?How do you use strategies to add numbers?What strategies can you use to subtract?What is meant by inequalities in mathematics?What are the different models of and models for addition and subtraction?What are efficient methods for finding sums and differences?How can we determine an unknown number in an equation?How do we decompose numbers?How do we compose two digit numbers?What do two digit numbers represent?How can I count to 120 orally?How do I read numbers up to 120?How can I use place value?
New Jersey Student Learning Standards
Standards/Cumulative Progress Indicators (Taught and Assessed): 1.OA.A.1*1.OA.D.71.OA.D.81.OA.B.3*1.OA.C.6*1.OA.A.21.MD.C.41.NBT.B.2a-b1.NBT.B.3
1
1.NBT.A.1*Key: Green = Major Clusters; Blue = Supporting; Yellow = Additional Clusters
Standard/SWBAT and Pacing Student Strategies Formative Assessment
Activities and Resources Reflection
1.OA.A.1- Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. *(benchmarked)
(The second marking period’s learning goal is Add and subtract within 20)
Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit
Number Talk Refer to Number Talks by Sherry Parrish
6+46+66+86+9
Number Talks Strategy-Counting All/Counting On: Number Sentences
Number Talks Website
https://elementarynumbertalks.wordpress.com/
Direct Instruction Option 1 – Module 1 Topic B; Lesson 7
https://www.engageny.org/ccls-math/1oa1
CentersTeacher Center – The teacher works in a small group with 1-4 students.
https://docs.google.com/viewerng/viewer?url=http://achievethecore.org/content/upload/Grade%25201%2520YouCubed%2520Tasks%2520-%2520Add.Subtract%2520Fluency%2520FINAL.pdf
Task- How many are hiding?
Quarterly Assessment
Question 1a- Adding and subtracting under 20
Illustrative Math
https://www.illustrativem
athematics.org/content-
standards/1/OA/A/1/tasks/2
EngageNYModule 1 Topic B; Lesson 7 (Day 1)
https://www.engageny.org/ccls-math/1oa1
Illustrative Math- Day 1https://www.illustrativemathematics.org/
content-standards/1/OA/A/1/tasks/2
Additional Resources
MyMath www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The
pages used are those that best match the standard taught and best prepare students for
the assessment.Lesson 1.1 (11-16)Lesson 1.2 (17-22)Lesson 1.3 (23-28)
2
together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.
ObjectivesSWBAT
Add and subtract within 10 using manipulatives.
Add and subtract within 10 by writing number sentences.
Orally explain how they added two numbers up to 10.
Standards Based Problems Center –
http://www.k-5mathteachingresources.com/1st-grade-number-activities.html (See tasks for 1.OA.1)
Individual Center – Students work on their individual skill that they need based on their data.
http://achievethecore.org/page/940/dice-addition-1
Manipulative Center –
https://docs.google.com/viewerng/viewer?url=http://achievethecore.org/content/upload/Grade%25201%2520YouCubed%2520Tasks%2520-%2520Add.Subtract%2520Fluency%2520FINAL.pdf (Task- Snap)
Interdisciplinary Center –
Leveled Reader- Healthful Snacks (Found in MY Learning Stations)
Review Classwork
Exit Ticket
Lesson 1.6 (43-48)Lesson 2.1 (109-114)Lesson 2.2 (115-120)Lesson 2.3 (121-126)Lesson 2.6 (141-146)Lesson 2.7 (147-152)Lesson 3.6 (243-248)Lesson 3.8 (255-260)Lesson 4.4 (299-304)
ELL Modifications
Student Learning Objective (SLO) Language Objective Language Needed
SLO: 1CCSS:1.OA.1WIDA ELDS: 3ListeningSpeaking
Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing with unknowns in all positions.
Demonstrate understanding of math problems read orally by drawing pictures to depict the action of the problem.
Explain orally the solutions to word problems involving addition and subtraction within 20, using Fact Family Triangles, online videos, and Connecting Cubes.
VU: Add, addition fact, sum, subtract, subtraction fact, difference, related facts
LFC: Present tense, interrogative sentences
LC: Varies by ELP level
3
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Demonstrate understanding of math problems read orally by drawing pictures to depict the action of the problem; then explain orally the solution using L1 text and/or support and/or draw the solutions and use selected technical words.
Demonstrate understanding of math problems read orally by drawing pictures to depict the action of the problem; then explain orally the solution using L1 text and/or support and/or use selected technical vocabulary in phrases and short sentences with drawings.
Demonstrate understanding of math problems read orally by drawing pictures to depict the action of the problem; then explain orally the solution using key, technical vocabulary in a series of simple sentences.
Demonstrate understanding of math problems read orally by drawing pictures to depict the action of the problem; then explain orally the solution using key, technical vocabulary in expanded sentences.
Demonstrate understanding of math problems read orally by drawing pictures to depict the action of the problem; then explain orally the solution using technical vocabulary in multiple sentences.
Learning Supports
Word/Picture WallFact Family TrianglesConnecting CubesSmall group/triadsL1 text and/or support
Word/Picture WallFact Family TrianglesConnecting CubesSmall group/triadsL1 text and/or support
Word/Picture WallFact Family TrianglesConnecting CubesSmall group/triads
Fact Family TrianglesConnecting CubesSmall group/triads
Fact Family Triangles
1.OA.A.1- Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. *(benchmarked)
(The second marking
Number Talk Refer to Number Talks by Sherry Parrish
5+55+75+9
Number Talks Strategy-Counting All/Counting On: Number Sentences
Number Talks Website
https://elementarynumbertalks.wordpress.com/
Direct Instruction
Option 2 – Slides 7-15, 84-88 https://njctl.org/courses/math/1st-grade/addition-to-20/
Quarterly Assessment
Question 1a- Adding and subtracting under 20
Illustrative Math
https://www.illustrativem
athematics.org/content-
standards/1/
Illustrative Math- Day 2
https://www.illustrativemathematics.org/content-standards/1/OA/A/1/tasks/163
Additional Resources
MyMath www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The
pages used are those that best match the
4
period’s learning goal is Add and subtract within 20)
Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.
ObjectivesSWBAT
Add and subtract within 10 using manipulatives.
Add and subtract within 10 by writing number sentences.
Orally explain how they added two numbers up to 10.
CentersTeacher Center – The teacher works in a small group with 1-4 students.
https://docs.google.com/viewerng/viewer?url=http://achievethecore.org/content/upload/Grade%25201%2520YouCubed%2520Tasks%2520-%2520Add.Subtract%2520Fluency%2520FINAL.pdf
Task- How many are hiding?
Standards Based Problems Center –
http://www.k-5mathteachingresources.com/1st-grade-number-activities.html (See tasks for 1.OA.1)
Individual Center – Students work on their individual skill that they need based on their data.
http://achievethecore.org/page/940/dice-addition-1
Manipulative Center –
https://docs.google.com/viewerng/viewer?url=http://achievethecore.org/content/upload/Grade%25201%2520YouCubed%2520Tasks%2520-%2520Add.Subtract%2520Fluency%2520FINAL.pdf (Task- Snap)
Interdisciplinary Center –
Leveled Reader- Healthful Snacks (Found in MY Learning Stations)
Review Classwork
Exit Ticket
OA/A/1/tasks/163 standard taught and best prepare students for the assessment.
Lesson 1.1 (11-16)Lesson 1.2 (17-22)Lesson 1.3 (23-28)Lesson 1.6 (43-48)
Lesson 2.1 (109-114)Lesson 2.2 (115-120)Lesson 2.3 (121-126)Lesson 2.6 (141-146)Lesson 2.7 (147-152)Lesson 3.6 (243-248)Lesson 3.8 (255-260)Lesson 4.4 (299-304)
5
ELL Modifications: See Day 1
1.OA.A.1- Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. *(benchmarked)
(The second marking period’s learning goal is Add and subtract within 20)
Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.
ObjectivesSWBAT
Add and subtract within 10 using manipulatives.
Number Talk Refer to Number Talks by Sherry Parrish
4+67+44+84+9
Number Talks Strategy-Counting All/Counting On: Number Sentences
Number Talks Website
https://elementarynumbertalks.wordpress.com/
Direct Instruction Option 2-https://njctl.org/courses/math/1st-grade/subtraction-to-20/
CentersTeacher Center – The teacher works in a small group with 1-4 students.
https://docs.google.com/viewerng/viewer?url=http://achievethecore.org/content/upload/Grade%25201%2520YouCubed%2520Tasks%2520-%2520Add.Subtract%2520Fluency%2520FINAL.pdf
Task- How many are hiding?
Standards Based Problems Center –
http://www.k-5mathteachingresources.com/1st-grade-number-activities.html (See tasks for 1.OA.1)
Individual Center – Students work on their individual skill that they need based on their data.
http://achievethecore.org/page/940/dice-
Quarterly Assessment
Question 1a- Adding and subtracting under 20
Achieve the Core Coherence Map
http://achievethecore.or
g/coherence-map/#1/5/33/33
[See All Tasks]
Additional Resources
MyMath www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The
pages used are those that best match the standard taught and best prepare students for
the assessment.Lesson 1.1 (11-16)Lesson 1.2 (17-22)Lesson 1.3 (23-28)Lesson 1.6 (43-48)
Lesson 2.1 (109-114)Lesson 2.2 (115-120)Lesson 2.3 (121-126)Lesson 2.6 (141-146)Lesson 2.7 (147-152)Lesson 3.6 (243-248)Lesson 3.8 (255-260)Lesson 4.4 (299-304)
Achieve the Core Coherence MapDay 3
http://achievethecore.org/coherence-map/#1/5/33/33 [See All Tasks]
6
Add and subtract within 10 by writing number sentences.
Orally explain how they added two numbers up to 10.
addition-1
Manipulative Center –
https://docs.google.com/viewerng/viewer?url=http://achievethecore.org/content/upload/Grade%25201%2520YouCubed%2520Tasks%2520-%2520Add.Subtract%2520Fluency%2520FINAL.pdf (Task- Snap)
Interdisciplinary Center –
Leveled Reader- Healthful Snacks (Found in MY Learning Stations)
Review Classwork
Exit Ticket
ELL Modifications: See Day 11.OA.A.1- Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. *(benchmarked)
(The second marking period’s learning goal is Add and subtract within 20)
Pacing – In the first grade level meeting or
Number Talk Refer to Number Talks by Sherry Parrish
9+19+39+59+7
Number Talks Strategy-Counting All/Counting On: Number Sentences
Number Talks Website
https://elementarynumbertalks.wordpress.com/
Direct Instruction
Option 3 –
https://learnzillion.com/lesson_plans/4013-7-subtraction-using-counting-on-and-counting-back-c
CentersTeacher Center – The teacher works in a small group with 1-4 students.
Quarterly Assessment
Question 1a- Adding and subtracting under 20
Math Labs(Day 4)http://
www.raftbayarea.org/idea-grid?stdid=761067 (See all tasks)
Math Labs(Day 4)
http://www.raftbayarea.org/idea-grid?stdid=761067 (See all tasks)
Additional Resources
MyMath www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The
pages used are those that best match the standard taught and best prepare students for
the assessment.Lesson 1.1 (11-16)Lesson 1.2 (17-22)Lesson 1.3 (23-28)
7
professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.
ObjectivesSWBAT
Add and subtract within 10 using manipulatives.
Add and subtract within 10 by writing number sentences.
Orally explain how they added two numbers up to 10.
https://docs.google.com/viewerng/viewer?url=http://achievethecore.org/content/upload/Grade%25201%2520YouCubed%2520Tasks%2520-%2520Add.Subtract%2520Fluency%2520FINAL.pdf
Task- How many are hiding?
Standards Based Problems Center –
http://www.k-5mathteachingresources.com/1st-grade-number-activities.html (See tasks for 1.OA.1)
Individual Center – Students work on their individual skill that they need based on their data.
http://achievethecore.org/page/940/dice-addition-1
Manipulative Center –
https://docs.google.com/viewerng/viewer?url=http://achievethecore.org/content/upload/Grade%25201%2520YouCubed%2520Tasks%2520-%2520Add.Subtract%2520Fluency%2520FINAL.pdf (Task- Snap)
Interdisciplinary Center –
Leveled Reader- Healthful Snacks (Found in MY Learning Stations)
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
Lesson 1.6 (43-48)Lesson 2.1 (109-114)Lesson 2.2 (115-120)Lesson 2.3 (121-126)Lesson 2.6 (141-146)Lesson 2.7 (147-152)Lesson 3.6 (243-248)Lesson 3.8 (255-260)Lesson 4.4 (299-304)
1.OA.A.1- Use addition and subtraction within
Number Talk Refer to Number Talks by Sherry Parrish
7+3
Quarterly Assessment
EngageNY
8
20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. *(benchmarked)
(The second marking period’s learning goal is Add and subtract within 20)
Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.
ObjectivesSWBAT
Add and subtract within 10 using manipulatives.
Add and subtract within 10 by writing number sentences.
7+77+97+5
Number Talks Strategy-Counting All/Counting On: Number Sentences
Number Talks Website
https://elementarynumbertalks.wordpress.com/
Direct Instruction
Option 3 – Module 1 Topic B; Lesson 8
https://www.engageny.org/ccls-math/1oa1
CentersTeacher Center – The teacher works in a small group with 1-4 students.
https://docs.google.com/viewerng/viewer?url=http://achievethecore.org/content/upload/Grade%25201%2520YouCubed%2520Tasks%2520-%2520Add.Subtract%2520Fluency%2520FINAL.pdf
Task- How many are hiding?
Standards Based Problems Center –
http://www.k-5mathteachingresources.com/1st-grade-number-activities.html (See tasks for 1.OA.1)
Individual Center – Students work on their individual skill that they need based on their data.
http://achievethecore.org/page/940/dice-addition-1
Question 1a- Adding and subtracting under 20
Common Core Sheets(Day 5)http://
www.commoncoresheets.com/
SortedByGrade.php?Sorted=1oa1
Module 1 Topic B; Lesson 8
https://www.engageny.org/ccls-math/1oa1
Common Core Sheets(Day 5)
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1oa1
Additional Resources
MyMath www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The
pages used are those that best match the standard taught and best prepare students for
the assessment.Lesson 1.1 (11-16)Lesson 1.2 (17-22)Lesson 1.3 (23-28)Lesson 1.6 (43-48)
Lesson 2.1 (109-114)Lesson 2.2 (115-120)Lesson 2.3 (121-126)Lesson 2.6 (141-146)Lesson 2.7 (147-152)Lesson 3.6 (243-248)Lesson 3.8 (255-260)Lesson 4.4 (299-304)
9
Orally explain how they added two numbers up to 10.
Manipulative Center –
https://docs.google.com/viewerng/viewer?url=http://achievethecore.org/content/upload/Grade%25201%2520YouCubed%2520Tasks%2520-%2520Add.Subtract%2520Fluency%2520FINAL.pdf (Task- Snap)
Interdisciplinary Center –
Leveled Reader- Healthful Snacks (Found in MY Learning Stations)
Review Classwork
Exit Ticket
ELL Modifications: See Day 11.OA.A.1- Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. *(benchmarked)
(The second marking period’s learning goal is Add and subtract within 20)
Pacing – In the first grade level meeting or professional development day, teachers will create a
Number Talk Refer to Number Talks by Sherry Parrish
9+119+139+15
Number Talks Strategy-Counting All/Counting On: Number Sentences
Number Talks Website
https://elementarynumbertalks.wordpress.com/
Direct Instruction
Option 1 – Module 1 Topic B; Lesson 9
https://www.engageny.org/ccls-math/1oa1
CentersTeacher Center – The teacher works in a small group with 1-4 students.
https://docs.google.com/viewerng/viewer?url=http://achievethecore.org/content/upload/Grade%25201%2520YouCubed
Quarterly Assessment
Question 1a- Adding and subtracting under 20
Common Core Sheets(Day 6)http://
www.commoncoresheets.com/
SortedByGrade.php?Sorted=1oa1
EngageNY
Module 1 Topic B; Lesson 9
https://www.engageny.org/ccls-math/1oa1
Common Core Sheets(Day 6)
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1oa1
Additional Resources
MyMath www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The
pages used are those that best match the standard taught and best prepare students for
the assessment.
10
pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.
ObjectivesSWBAT
Add and subtract within 10 using manipulatives.
Add and subtract within 10 by writing number sentences.
Orally explain how they added two numbers up to 10.
%2520Tasks%2520-%2520Add.Subtract%2520Fluency%2520FINAL.pdf
Task- How many are hiding?
Standards Based Problems Center –
http://www.k-5mathteachingresources.com/1st-grade-number-activities.html (See tasks for 1.OA.1)
Individual Center – Students work on their individual skill that they need based on their data.
http://achievethecore.org/page/940/dice-addition-1
Manipulative Center –
https://docs.google.com/viewerng/viewer?url=http://achievethecore.org/content/upload/Grade%25201%2520YouCubed%2520Tasks%2520-%2520Add.Subtract%2520Fluency%2520FINAL.pdf (Task- Snap)
Interdisciplinary Center –
Leveled Reader- Healthful Snacks (Found in MY Learning Stations)
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
Lesson 1.1 (11-16)Lesson 1.2 (17-22)Lesson 1.3 (23-28)Lesson 1.6 (43-48)
Lesson 2.1 (109-114)Lesson 2.2 (115-120)Lesson 2.3 (121-126)Lesson 2.6 (141-146)Lesson 2.7 (147-152)Lesson 3.6 (243-248)Lesson 3.8 (255-260)Lesson 4.4 (299-304)
1.OA.D.7. Understand the meaning of the equal sign, and determine if equations involving addition and
Number Talk Refer to Number Talks by Sherry Parrish
P. 44 - 48 P. 106
Quarterly Assessment Question #2
Common Core
EngageNYModule 1 Topic E; Lesson 17 (Day 1)
https://www.engageny.org/ccls-math/1oa7
Additional Resources
11
subtraction are true or false.
For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
Learning Goal 2: Determine if addition and subtraction equations, within 20, are true or false.
Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.
ObjectivesSWBAT
i. Define the meaning of the equal sign.
ii. Explain the meaning of the equal sign.
iii. Solve equations involving addition and subtraction.
Number Talks Strategy-Addition: Counting All/Counting On: Number SentencesNumber Talks Websitehttps://elementarynumbertalks.wordpress.com/Select First Grade Number Talks at the top of the page.Scroll down to find Counting All/Counting On Click on Counting All Counting On Number Sentences to access PowerPoint Slides
Direct Instruction Option 1 – Module 1 Topic E; Lesson 17 (Day 1)https://www.engageny.org/ccls-math/1oa7
See activities and resources
Centers
Teacher Center – The teacher works in a small group with 1-4 students. The teacher should repeat the student friendly objective with the small group of students. Working with whiteboards or paper the teacher can create equations for which students should have to solve and determine if they are true or false. Eventually students can begin developing their own and participate as the “teacher” when presenting their problems to the group.
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. For this standard students will be using two sets of true and false cards different from the cards given in the actual quarterly assessment. The cards will have both two and three term equations. See question number 5 from 1st grade Unit 1 quarterly benchmark. Individual Center – Students work on the individual skill that they need based on their pre-test data. Achieve the Core Coherence Map should be used to guide remediation. [Achieve the Core coherence map is perfect for the individual centers and identifying task based on
Sheets(Day 1)http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1oa7
MyMath www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best match the standard taught and best prepare students for
the assessment.
Lesson 1.13 (87-92) Lesson 2.14 (191-196)
12
iv. Compare both sides of the equal sign.
v. Determine if equation involving addition, within 10, is true or false.
v. Determine if equation involving subtraction, within 10, is true or false.
vi. Develop your own true or false equation involving addition or subtraction within 10.
student areas of needs (as per each standard).The following link: https://www.illustrativemathematics.org/content-standards/1/OA/D/7/tasks/475Can be used to create number sentence sheets with dot images. Students can choose or be given a packet of number images and write an equation for the images if they are equal. This center activity is supported through the use of number talks and subitizing.
Manipulative Center – Students work on solving problems using manipulatives. Using connecting cubes student can model equations to check if they are true or false. 3+2 = 1+4 can be modeled with two sets of different color cubes and if true the set of 3 and 2 will equal the same amount of the set of 1 and 4. This will work with both addition and subtraction. Two color counters can be used as well. Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Healthful Snacks should be implemented in the interdisciplinary center. It connects math with both language arts and science.
Review Classwork
Exit Ticket
ELL Modifications
Student Learning Objective (SLO) Language Objective Language Needed
SLO: 3CCSS:1.OA.7WIDA ELDS: 3ListeningReading
Demonstrate understanding of the equal sign by determining if an equation is true or false.
Demonstrate understanding of equations and the concepts of true/false by sorting equations presented visually using drawings and teacher Prompts.
VU: Equal, equal sign, equation, not equal, true, false
LFC: Present tense
LC: Varies by ELP levelELP 1 ELP 2 ELP 3 ELP 4 ELP 5
Language Objectives
Demonstrate understanding of several complex
Demonstrate understanding of several complex equations stated orally in L1
Demonstrate understanding of several simple equations stated orally by writing the
Demonstrate understanding of several complex and some simple
Demonstrate understanding of several complex
13
equations stated orally in L1 text and/or support by writing the correct numbers and mathematical symbols and/or numbers and symbols stated orally. Then demonstrate understanding of true and false by sorting equations presented visually.
text and/or support by writing the correct numbers and mathematical symbols and/or simple equations or numbers stated orally. Then demonstrate understanding of true and false by sorting equations presented visually.
correct numbers and mathematical symbols. Then demonstrate understanding of true and false by sorting equations presented visually.
equations stated orally by writing the correct numbers and mathematical symbols. Then demonstrate understanding of true and false by sorting equations presented visually.
equations stated orally by writing the correct numbers and mathematical symbols. Then demonstrate understanding of true and false by sorting equations presented visually.
Learning Supports
Teacher Prompts Word/Picture WallChoice questionsL1 text and/or support Teacher Modeling
Teacher Prompts Word/Picture WallChoice questionsL1 text and/or support Teacher Modeling
Teacher Prompts Word/Picture WallChoice questions
Teacher Prompts Choice questions
Teacher Prompts
1.OA.D.7. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.
For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
Learning Goal 2: Determine if addition and subtraction equations, within 20, are true or false.
Number Talk Refer to Number Talks by Sherry Parrish
P. 44 - 48 P. 111
Number Talks Strategy-Doubles/Near Doubles: Number SentencesNumber Talks Websitehttps://elementarynumbertalks.wordpress.com/Select First Grade Number Talks at the top of the page.Scroll down to find Doubles/Near Doubles Click on Doubles Near Double Number Sentences to access PowerPoint SlidesDirect Instruction Option 1 – Module 1 Topic E; Lesson 18 (Day 2)https://www.engageny.org/ccls-math/1oa7
See activities and resources
Centers
Teacher Center – The teacher works in a small
Quarterly Assessment Question #2
Math Labs(Day 2)http://www.raftbayarea.org/readpdf?isid=317
EngageNYModule 1 Topic E; Lesson 18 (Day 2)
https://www.engageny.org/ccls-math/1oa7
Math Labs(Day 2)
http://www.raftbayarea.org/readpdf?isid=317
Additional Resources
MyMath www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best match the standard taught and best prepare students for
14
Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.
ObjectivesSWBAT
i. Define the meaning of the equal sign.
ii. Explain the meaning of the equal sign.
iii. Solve equations involving addition and subtraction.
iv. Compare both sides of the equal sign.
v. Determine if equation involving addition, within 10, is true or false.
v. Determine if equation involving subtraction, within 10, is true or false.
vi. Develop your own true or false equation
group with 1-4 students. The teacher should repeat the student friendly objective with the small group of students. Working with whiteboards or paper the teacher can create equations for which students should have to solve and determine if they are true or false. Eventually students can begin developing their own and participate as the “teacher” when presenting their problems to the group.
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. For this standard students will be using two sets of true and false cards different from the cards given in the actual quarterly assessment. The cards will have both two and three term equations. See question number 5 from 1st grade Unit 1 quarterly benchmark.
Individual Center – Students work on the individual skill that they need based on their pre-test data. Achieve the Core Coherence Map should be used to guide remediation. [Achieve the Core coherence map is perfect for the individual centers and identifying task based on student areas of needs (as per each standard).The following link: https://www.illustrativemathematics.org/content-standards/1/OA/D/7/tasks/475Can be used to create number sentence sheets with dot images. Students can choose or be given a packet of number images and write an equation for the images if they are equal. This center activity is supported through the use of number talks and subitizing.
Manipulative Center – Students work on solving problems using manipulatives. Using connecting cubes student can model equations to check if they are true or false. 3+2 = 1+4 can be modeled with two sets of different color cubes and if true the set of 3 and 2 will equal the same amount of the set of 1 and 4. This will work with both addition and subtraction. Two color counters can be used as well.
the assessment.
Lesson 1.13 (87-92) Lesson 2.14 (191-196)
15
involving addition or subtraction within 10.
Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Healthful Snacks should be implemented in the interdisciplinary center. It connects math with both language arts and science.
Review Classwork
Exit Ticket
ELL Modifications: See Day 11.OA.D.7. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.
For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
Learning Goal 2: Determine if addition and subtraction equations, within 20, are true or false.
Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and
Number Talk Refer to Number Talks by Sherry Parrish
P. 44 - 48 P. 117
Number Talks Strategy-Addition: Making Tens Number SentencesNumber Talks Websitehttps://elementarynumbertalks.wordpress.com/Select First Grade Number Talks at the top of the page.Scroll down to find Making Tens Click on Making Tens Number Sentences to access PowerPoint SlidesDirect Instruction Option 1 – Module 1 Topic E; Lesson 19 (Day 3)https://www.engageny.org/ccls-math/1oa7
See activities and resources
Centers
Teacher Center – The teacher works in a small group with 1-4 students. The teacher should repeat the student friendly objective with the small group of students. Working with whiteboards or paper the teacher can create equations for which students should have to solve and determine if they are true or false. Eventually students can begin developing their own and participate as the “teacher” when presenting their problems to the group.
Quarterly Assessment Question #2
Math Labs(Day 3)http://www.raftbayarea.org/readpdf?isid=317
EngageNYModule 1 Topic E; Lesson 19 (Day 3)
https://www.engageny.org/ccls-math/1oa7
Additional Resources
MyMath www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best match the standard taught and best prepare students for
the assessment.
Lesson 1.13 (87-92) Lesson 2.14 (191-196)
16
come up with dates where they will assign each quarterly assessment question.
ObjectivesSWBAT
i. Define the meaning of the equal sign.
ii. Explain the meaning of the equal sign.
iii. Solve equations involving addition and subtraction.
iv. Compare both sides of the equal sign.
v. Determine if equation involving addition, within 10, is true or false.
v. Determine if equation involving subtraction, within 10, is true or false.
vi. Develop your own true or false equation involving addition or subtraction within 10.
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. For this standard students will be using two sets of true and false cards different from the cards given in the actual quarterly assessment. The cards will have both two and three term equations. See question number 5 from 1st grade Unit 1 quarterly benchmark. Individual Center – Students work on the individual skill that they need based on their pre-test data. Achieve the Core Coherence Map should be used to guide remediation. [Achieve the Core coherence map is perfect for the individual centers and identifying task based on student areas of needs (as per each standard).The following link: https://www.illustrativemathematics.org/content-standards/1/OA/D/7/tasks/475Can be used to create number sentence sheets with dot images. Students can choose or be given a packet of number images and write an equation for the images if they are equal. This center activity is supported through the use of number talks and subitizing.
Manipulative Center – Students work on solving problems using manipulatives. Using connecting cubes student can model equations to check if they are true or false. 3+2 = 1+4 can be modeled with two sets of different color cubes and if true the set of 3 and 2 will equal the same amount of the set of 1 and 4. This will work with both addition and subtraction. Two color counters can be used as well.
Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Healthful Snacks should be implemented in the interdisciplinary center. It connects math with both language arts and science.
Review Classwork
17
Exit Ticket
ELL Modifications: See Day 11.OA.D.7. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.
For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
Learning Goal 2: Determine if addition and subtraction equations, within 20, are true or false.
Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.
ObjectivesSWBAT
i. Define the meaning of
Number Talk Refer to Number Talks by Sherry Parrish
P. 44 - 48 P. 118
Number Talks Strategy-Addition: Making Landmark or Friendly NumbersNumber Talks Websitehttps://elementarynumbertalks.wordpress.com/Select First Grade Number Talks at the top of the page.Scroll down to find Landmark or Friendly Numbers Click on Making Landmark or Friendly Numbers to access PowerPoint SlidesDirect Instruction Option 1 – Module 1 Topic E; Lesson 20 (Day 4)https://www.engageny.org/ccls-math/1oa7
See activities and resources
Centers
Teacher Center – The teacher works in a small group with 1-4 students. The teacher should repeat the student friendly objective with the small group of students. Working with whiteboards or paper the teacher can create equations for which students should have to solve and determine if they are true or false. Eventually students can begin developing their own and participate as the “teacher” when presenting their problems to the group. Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. For this standard students will be using two sets of true and false cards different from the cards given in the actual quarterly assessment. The cards will have both two and
Quarterly Assessment Question #2
Common Core Sheets(Day 4)http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1oa7
EngageNYModule 1 Topic E; Lesson 20 (Day 4)
https://www.engageny.org/ccls-math/1oa7
Common Core Sheets(Day 4)
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1oa7
Additional Resources
MyMath www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best match the standard taught and best prepare students for
the assessment.
Lesson 1.13 (87-92) Lesson 2.14 (191-196)
18
the equal sign.
ii. Explain the meaning of the equal sign.
iii. Solve equations involving addition and subtraction.
iv. Compare both sides of the equal sign.
v. Determine if equation involving addition, within 10, is true or false.
v. Determine if equation involving subtraction, within 10, is true or false.
vi. Develop your own true or false equation involving addition or subtraction within 10.
three term equations. See question number 5 from 1st grade Unit 1 quarterly benchmark. Individual Center – Students work on the individual skill that they need based on their pre-test data. Achieve the Core Coherence Map should be used to guide remediation. [Achieve the Core coherence map is perfect for the individual centers and identifying task based on student areas of needs (as per each standard).The following link: https://www.illustrativemathematics.org/content-standards/1/OA/D/7/tasks/475Can be used to create number sentence sheets with dot images. Students can choose or be given a packet of number images and write an equation for the images if they are equal. This center activity is supported through the use of number talks and subitizing.
Manipulative Center – Students work on solving problems using manipulatives. Using connecting cubes student can model equations to check if they are true or false. 3+2 = 1+4 can be modeled with two sets of different color cubes and if true the set of 3 and 2 will equal the same amount of the set of 1 and 4. This will work with both addition and subtraction. Two color counters can be used as well.
Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Healthful Snacks should be implemented in the interdisciplinary center. It connects math with both language arts and science.
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
1.OA.D.7. Understand the meaning of the
Number Talk Refer to Number Talks by Sherry Parrish
Quarterly Assessment
MyMathwww.connected.mcgraw-hill.com
19
equal sign, and determine if equations involving addition and subtraction are true or false.
For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
Learning Goal 2: Determine if addition and subtraction equations, within 20, are true or false.
Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.
ObjectivesSWBAT
i. Define the meaning of the equal sign.
ii. Explain the meaning of the equal sign.
iii. Solve equations
P. 44 - 48 P. 106
Number Talks Strategy-Addition: Counting All/Counting On: Number SentencesNumber Talks Websitehttps://elementarynumbertalks.wordpress.com/Select First Grade Number Talks at the top of the page.Scroll down to find Counting All/Counting On Click on Counting All Counting On Number Sentences to access PowerPoint SlidesDirect Instruction Option 4 – My MathLesson 1.13 (87-92) (Day 5)See activities and resources
Centers
Teacher Center – The teacher works in a small group with 1-4 students. The teacher should repeat the student friendly objective with the small group of students. Working with whiteboards or paper the teacher can create equations for which students should have to solve and determine if they are true or false. Eventually students can begin developing their own and participate as the “teacher” when presenting their problems to the group. Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. For this standard students will be using two sets of true and false cards different from the cards given in the actual quarterly assessment. The cards will have both two and three term equations. See question number 5 from 1st grade Unit 1 quarterly benchmark. Individual Center – Students work on the individual skill that they need based on their pre-test data. Achieve the Core Coherence Map should be used to guide remediation. [Achieve the Core coherence map is perfect for the
Question #2
Common Core Sheets(Day 5)http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1oa7
Teacher login page for all online resources available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best match the standard taught and best prepare students for
the assessment.
Lesson 1.13 (87-92) (Day 5)Additional Resources
MyMath www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best match the standard taught and best prepare students for
the assessment.
Lesson 2.14 (191-196)
20
involving addition and subtraction.
iv. Compare both sides of the equal sign.
v. Determine if equation involving addition, within 10, is true or false.
v. Determine if equation involving subtraction, within 10, is true or false.
vi. Develop your own true or false equation involving addition or subtraction within 10.
individual centers and identifying task based on student areas of needs (as per each standard).The following link: https://www.illustrativemathematics.org/content-standards/1/OA/D/7/tasks/475Can be used to create number sentence sheets with dot images. Students can choose or be given a packet of number images and write an equation for the images if they are equal. This center activity is supported through the use of number talks and subitizing.
Manipulative Center – Students work on solving problems using manipulatives. Using connecting cubes student can model equations to check if they are true or false. 3+2 = 1+4 can be modeled with two sets of different color cubes and if true the set of 3 and 2 will equal the same amount of the set of 1 and 4. This will work with both addition and subtraction. Two color counters can be used as well. Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Healthful Snacks should be implemented in the interdisciplinary center. It connects math with both language arts and science.
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
1.OA.D.7. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.
For example, which of the following equations
Number Talk Refer to Number Talks by Sherry Parrish
P. 44 - 48 P. 111
Number Talks Strategy-Doubles/Near Doubles: Number SentencesNumber Talks Websitehttps://elementarynumbertalks.wordpress.com/Select First Grade Number Talks at the top of the page.
Quarterly Assessment Question #2
Common Core Sheets(Day 6)http://www.commoncoresheets.com/
MyMath (Day 6)www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best match the
21
are true and which are false? 6 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
Learning Goal 2: Determine if addition and subtraction equations, within 20, are true or false.
Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.
ObjectivesSWBAT
i. Define the meaning of the equal sign.
ii. Explain the meaning of the equal sign.
iii. Solve equations involving addition and subtraction.
iv. Compare both sides of the equal sign.
v. Determine if equation involving addition,
Scroll down to find Doubles/Near Doubles Click on Doubles Near Double Number Sentences to access PowerPoint SlidesDirect Instruction Option 4 – My MathLesson 2.14 (191-196) (Day 6)See activities and resources
Centers
Teacher Center – The teacher works in a small group with 1-4 students. The teacher should repeat the student friendly objective with the small group of students. Working with whiteboards or paper the teacher can create equations for which students should have to solve and determine if they are true or false. Eventually students can begin developing their own and participate as the “teacher” when presenting their problems to the group.
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. For this standard students will be using two sets of true and false cards different from the cards given in the actual quarterly assessment. The cards will have both two and three term equations. See question number 5 from 1st grade Unit 1 quarterly benchmark. Individual Center – Students work on the individual skill that they need based on their pre-test data. Achieve the Core Coherence Map should be used to guide remediation. [Achieve the Core coherence map is perfect for the individual centers and identifying task based on student areas of needs (as per each standard).The following link: https://www.illustrativemathematics.org/content-standards/1/OA/D/7/tasks/475Can be used to create number sentence sheets with dot images. Students can choose or be given a packet of number images and write an equation for the images if they are equal. This center activity is supported through the use of
SortedByGrade.php?Sorted=1oa7
standard taught and best prepare students for the assessment.
Lesson 2.14 (191-196) (Day 6)Additional Resources
MyMath www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best match the standard taught and best prepare students for
the assessment.
Lesson 1.13 (87-92)
22
within 10, is true or false.
v. Determine if equation involving subtraction, within 10, is true or false.
vi. Develop your own true or false equation involving addition or subtraction within 10.
number talks and subitizing.
Manipulative Center – Students work on solving problems using manipulatives. Using connecting cubes student can model equations to check if they are true or false. 3+2 = 1+4 can be modeled with two sets of different color cubes and if true the set of 3 and 2 will equal the same amount of the set of 1 and 4. This will work with both addition and subtraction. Two color counters can be used as well. Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Healthful Snacks should be implemented in the interdisciplinary center. It connects math with both language arts and science.
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
ELL Modifications Student Learning Objective (SLO) Language Objective Language NeededSLO: 4CCSS:1.OA.8WIDA ELDS: 3SpeakingListeningWriting
Solve addition or subtraction equations by finding the missing whole number in any position.
Follow oral directions to complete a math problem. Identify orally and in writing the missing number in an addition or subtraction equation, using Fact Family Triangles Number Line and word walls.
VU: Equation, equal sign, missing, missing number, deck of cards,
LFC: Present tense, present progressive tenseLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Follow multi-step oral directions to complete a math problem in L1 text and/or support and/or follow step-by-step oral
Follow multi-step oral directions to complete a math problem in L1 text and/or support and/or follow step-by-step oral directions with Teacher Modeling. Then identify
Follow two-step oral directions to complete a math problem. Then identify orally and in writing the missing number in an addition or subtraction equation.
Follow multi-step oral directions to complete a math problem. Then identify orally and in writing the missing number in an addition or subtraction equation.
Follow multi-step oral directions to complete a math problem. Then identify orally and in writing the missing number in an addition or subtraction equation.
23
directions with Teacher Modeling and manipulatives. Then identify orally and in writing the missing number in an addition or subtraction equation.
orally and in writing the missing number in an addition or subtraction equation.
Learning Supports Teacher ModelingWord/Picture WallFact Family TrianglesL1 text and/or support Number LinePlaying cards
Teacher ModelingWord/Picture WallFact Family Triangles L1 text and/or support Number Line Playing cards
Teacher ModelingWord/Picture WallFact Family TrianglesPlaying cards
Teacher ModelingFact Family TrianglesPlaying cards
Fact Family TrianglesPlaying cards
1.OA.D.8. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ - 3, 6 + 6 = _. *(benchmarked)
Learning Goal 3: Solve addition and subtraction equations, within 20, by finding the missing whole number in any position.
Number Talk Refer to Number Talks by Sherry Parrish
P. 44 - 48 P. 118
Number Talks Strategy-Addition: Making Landmark or Friendly NumbersNumber Talks Websitehttps://elementarynumbertalks.wordpress.com/Select First Grade Number Talks at the top of the page.Scroll down to find Landmark or Friendly Numbers Click on Making Landmark or Friendly Numbers to access PowerPoint SlidesDirect Instruction Option 1 – Module 1 Topic D; Lesson 14, Module 1 Topic D; Lesson 15 (Day 1)https://www.engageny.org/ccls-math/1oa8
See activities and resourcesCenters
Quarterly Assessment Question #3
Achieve the Core Coherence Map (Day 1)http://achievethecore.org/coherence-map/#1/5/45/45 [See All Tasks]
EngageNYModule 1 Topic D; Lessons 14 and 15 (Day 1)
https://www.engageny.org/ccls-math/1oa8
Additional Resources
MyMath www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best match the standard taught and best prepare students for
the assessment.
24
Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.
ObjectivesSWBAT
i. Define an unknown number.
ii. Explain how to find an unknown number.
iii. Identify an unknown number.
iv. Analyze the parts of an equation with an unknown. v. Determine an unknown whole number in an addition or subtraction equation. vi. Make up your own unknown number equation with addition or subtraction.
Teacher Center – The teacher works in a small group with 1-4 students. The teacher should repeat the student friendly objective with the small group of students. Working with whiteboards or paper the teacher can create equations for which students should have to solve and determine the unknown value. Problems should be setup with a blank line or question mark representing the unknown number. Eventually students can begin developing their own and participate as the “teacher” when presenting their problems to the group.
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Students will work with Missing Whole Equation sheets with a deck of cards. Students should be paired and work together in selecting cards from the playing card deck, writing their chosen numbers on the equation sheet in the appropriate space, and determining the unknown number. See question number 6 from 1st grade Unit 1 quarterly benchmark. Individual Center – Students work on the individual skill that they need based on their pre-test data. The following link provides a number of practice worksheets for individual student centers based on standard 1.OA.8:http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1oa8
Manipulative Center – Students work on solving problems using manipulatives. Using work mat 3 titled Part-Part-Whole from the My Math series text book and two color counters student solve for unknowns. Students can also use a computer with the following link for virtual manipulatives. Once on the page select grade level and background work mat Part-Part-Whole and the manipulatives are two-color counters:http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.html
Lesson 1.12 (81-86) Lesson 4.6 (313-318) Lesson 4.8 (325-330)
25
This link is also a resource that can be found in the My Math resource webpage with teacher username and password.
Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Rock Collections should be implemented in the interdisciplinary center. It connects math with both language arts and science.
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
1.OA.D.8. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ - 3, 6 + 6 = _. *(benchmarked)
Learning Goal 3: Solve addition and subtraction equations, within 20, by finding the missing whole number in any position.
Pacing – In the first grade level meeting or professional development day, teachers will create a
Number Talk Refer to Number Talks by Sherry Parrish
P. 44 - 48 P. 106
Number Talks Strategy-Addition: Counting All/Counting On: Number SentencesNumber Talks Websitehttps://elementarynumbertalks.wordpress.com/Select First Grade Number Talks at the top of the page.Scroll down to find Counting All/Counting On Click on Counting All Counting On Number Sentences to access PowerPoint SlidesDirect Instruction Option 1 – Module 1 Topic D; Lesson 16, Module 1 Topic H; Lesson 28 (Day 2) https://www.engageny.org/ccls-math/1oa8
CentersTeacher Center – The teacher works in a small group with 1-4 students. The teacher should repeat the student friendly objective with the small group of students. Working with whiteboards or paper the teacher can create equations for which students should have to solve and determine the unknown value.
Quarterly Assessment Question #3
Common Core Sheets(Day 2)http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1oa8
EngageNYModule 1 Topic D; Lesson 16 and Module 1
Topic H; Lesson 28 (Day 2)
https://www.engageny.org/ccls-math/1oa8
Additional Resources
MyMath www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best match the standard taught and best prepare students for
the assessment.
Lesson 1.12 (81-86) Lesson 4.6 (313-318) Lesson 4.8 (325-330)
26
pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.
ObjectivesSWBAT
i. Define an unknown number.
ii. Explain how to find an unknown number.
iii. Identify an unknown number.
iv. Analyze the parts of an equation with an unknown. v. Determine an unknown whole number in an addition or subtraction equation. vi. Make up your own unknown number equation with addition or subtraction.
Problems should be setup with a blank line or question mark representing the unknown number. Eventually students can begin developing their own and participate as the “teacher” when presenting their problems to the group. Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Students will work with Missing Whole Equation sheets with a deck of cards. Students should be paired and work together in selecting cards from the playing card deck, writing their chosen numbers on the equation sheet in the appropriate space, and determining the unknown number. See question number 6 from 1st grade Unit 1 quarterly benchmark. Individual Center – Students work on the individual skill that they need based on their pre-test data. The following link provides a number of practice worksheets for individual student centers based on standard 1.OA.8:http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1oa8Manipulative Center – Students work on solving problems using manipulatives. Using work mat 3 titled Part-Part-Whole from the My Math series text book and two color counters student solve for unknowns. Students can also use a computer with the following link for virtual manipulatives. Once on the page select grade level and background work mat Part-Part-Whole and the manipulatives are two-color counters:http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.htmlThis link is also a resource that can be found in the My Math resource webpage with teacher username and password. Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Rock Collections should be implemented in the interdisciplinary center. It connects math with both language arts and
27
science.
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
1.OA.D.8. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ - 3, 6 + 6 = _. *(benchmarked)
Learning Goal 3: Solve addition and subtraction equations, within 20, by finding the missing whole number in any position.
Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.
Number Talk Refer to Number Talks by Sherry Parrish
P. 44 - 48 P. 111
Number Talks Strategy-Doubles/Near Doubles: Number SentencesNumber Talks Websitehttps://elementarynumbertalks.wordpress.com/Select First Grade Number Talks at the top of the page.Scroll down to find Doubles/Near Doubles Click on Doubles Near Double Number Sentences to access PowerPoint SlidesDirect Instruction
Option 3 – Learnzillion (Day 3) https://learnzillion.com/resources/64472-1st-grade-math
CentersTeacher Center – The teacher works in a small group with 1-4 students. The teacher should repeat the student friendly objective with the small group of students. Working with whiteboards or paper the teacher can create equations for which students should have to solve and determine the unknown value. Problems should be setup with a blank line or question mark representing the unknown number. Eventually students can begin developing their own and participate as the “teacher” when presenting their problems to the group. Standards Based Problems Center – Students work in a group to solve the style of problems
Quarterly Assessment Question #3
Common Core Sheets(Day 3)http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1oa8
Learnzillion (Day 3)https://learnzillion.com/resources/64472-
1st-grade-math
Additional Resources
MyMath www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best match the standard taught and best prepare students for
the assessment.
Lesson 1.12 (81-86) Lesson 4.6 (313-318) Lesson 4.8 (325-330)
28
ObjectivesSWBAT
i. Define an unknown number.
ii. Explain how to find an unknown number.
iii. Identify an unknown number.
iv. Analyze the parts of an equation with an unknown. v. Determine an unknown whole number in an addition or subtraction equation. vi. Make up your own unknown number equation with addition or subtraction.
the assessments (Quarterly) will use to measure that standard. Students will work with Missing Whole Equation sheets with a deck of cards. Students should be paired and work together in selecting cards from the playing card deck, writing their chosen numbers on the equation sheet in the appropriate space, and determining the unknown number. See question number 6 from 1st grade Unit 1 quarterly benchmark. Individual Center – Students work on the individual skill that they need based on their pre-test data. The following link provides a number of practice worksheets for individual student centers based on standard 1.OA.8:http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1oa8Manipulative Center – Students work on solving problems using manipulatives. Using work mat 3 titled Part-Part-Whole from the My Math series text book and two color counters student solve for unknowns. Students can also use a computer with the following link for virtual manipulatives. Once on the page select grade level and background work mat Part-Part-Whole and the manipulatives are two-color counters:http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.htmlThis link is also a resource that can be found in the My Math resource webpage with teacher username and password. Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Rock Collections should be implemented in the interdisciplinary center. It connects math with both language arts and science.
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
29
1.OA.D.8. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ - 3, 6 + 6 = _. *(benchmarked)
Learning Goal 3: Solve addition and subtraction equations, within 20, by finding the missing whole number in any position.
Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.
ObjectivesSWBAT
i. Define an unknown number.
Number Talk Refer to Number Talks by Sherry Parrish
P. 44 - 48 P. 117
Number Talks Strategy-Addition: Making Tens Number SentencesNumber Talks Websitehttps://elementarynumbertalks.wordpress.com/Select First Grade Number Talks at the top of the page.Scroll down to find Making Tens Click on Making Tens Number Sentences to access PowerPoint Slides
Direct Instruction
Option 2 – Slides 101-117 (Day 4)https://njctl.org/courses/math/1st-grade/addition-to-20/attachments/addition-to-20-with-classwork-and-homework-inserted-part-2/
Slides 58-76 (Day 4)https://njctl.org/courses/math/1st-grade/subtraction-to-20/attachments/subtraction-to-20-with-classwork-and-homework-part-2/
See activities and resourcesCentersTeacher Center – The teacher works in a small group with 1-4 students. The teacher should repeat the student friendly objective with the small group of students. Working with whiteboards or paper the teacher can create equations for which students should have to solve and determine the unknown value. Problems should be setup with a blank line or question mark representing the unknown number. Eventually students can begin developing their own and participate as the “teacher” when presenting their problems to the group.
Quarterly Assessment Question #3
Math Labs(Day 4)http://www.raftbayarea.org/readpdf?isid=321
NJCTLSlides 101-117 (Day 4)
https://njctl.org/courses/math/1st-grade/addition-to-20/attachments/addition-to-20-
with-classwork-and-homework-inserted-part-2/
Slides 58-76 (Day 4)https://njctl.org/courses/math/1st-grade/
subtraction-to-20/attachments/subtraction-to-20-with-classwork-and-homework-part-2/
Additional Resources
MyMath www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best match the standard taught and best prepare students for
the assessment.
Lesson 1.12 (81-86) Lesson 4.6 (313-318) Lesson 4.8 (325-330)
30
ii. Explain how to find an unknown number.
iii. Identify an unknown number.
iv. Analyze the parts of an equation with an unknown. v. Determine an unknown whole number in an addition or subtraction equation. vi. Make up your own unknown number equation with addition or subtraction.
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Students will work with Missing Whole Equation sheets with a deck of cards. Students should be paired and work together in selecting cards from the playing card deck, writing their chosen numbers on the equation sheet in the appropriate space, and determining the unknown number. See question number 6 from 1st grade Unit 1 quarterly benchmark. Individual Center – Students work on the individual skill that they need based on their pre-test data. The following link provides a number of practice worksheets for individual student centers based on standard 1.OA.8:http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1oa8Manipulative Center – Students work on solving problems using manipulatives. Using work mat 3 titled Part-Part-Whole from the My Math series text book and two color counters student solve for unknowns. Students can also use a computer with the following link for virtual manipulatives. Once on the page select grade level and background work mat Part-Part-Whole and the manipulatives are two-color counters:http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.htmlThis link is also a resource that can be found in the My Math resource webpage with teacher username and password. Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Rock Collections should be implemented in the interdisciplinary center. It connects math with both language arts and science.
Review Classwork
Exit Ticket
31
ELL Modifications: See Day 1
1.OA.D.8. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ - 3, 6 + 6 = _. *(benchmarked)
Learning Goal 3: Solve addition and subtraction equations, within 20, by finding the missing whole number in any position.
Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.
Number Talk Refer to Number Talks by Sherry Parrish
P. 44 - 48 P. 118
Number Talks Strategy-Addition: Making Landmark or Friendly NumbersNumber Talks Websitehttps://elementarynumbertalks.wordpress.com/Select First Grade Number Talks at the top of the page.Scroll down to find Landmark or Friendly Numbers Click on Making Landmark or Friendly Numbers to access PowerPoint Slides
Direct Instruction Option 4 – My MathLesson 1.12 (81-86) (Day 5)
See activities and resourcesCentersTeacher Center – The teacher works in a small group with 1-4 students. The teacher should repeat the student friendly objective with the small group of students. Working with whiteboards or paper the teacher can create equations for which students should have to solve and determine the unknown value. Problems should be setup with a blank line or question mark representing the unknown number. Eventually students can begin developing their own and participate as the “teacher” when presenting their problems to the group. Standards Based Problems Center – Students work in a group to solve the style of problems
Quarterly Assessment Question #3
Common Core Sheets(Day 5)http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1oa8
MyMath (Day 5)www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best match the standard taught and best prepare students for
the assessment.
Lesson 1.12 (81-86) (Day 5)
Additional Resources
MyMath www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best match the standard taught and best prepare students for
the assessment.
Lesson 4.6 (313-318) Lesson 4.8 (325-330)
32
ObjectivesSWBAT
i. Define an unknown number.
ii. Explain how to find an unknown number.
iii. Identify an unknown number.
iv. Analyze the parts of an equation with an unknown. v. Determine an unknown whole number in an addition or subtraction equation. vi. Make up your own unknown number equation with addition or subtraction.
the assessments (Quarterly) will use to measure that standard. Students will work with Missing Whole Equation sheets with a deck of cards. Students should be paired and work together in selecting cards from the playing card deck, writing their chosen numbers on the equation sheet in the appropriate space, and determining the unknown number. See question number 6 from 1st grade Unit 1 quarterly benchmark. Individual Center – Students work on the individual skill that they need based on their pre-test data. The following link provides a number of practice worksheets for individual student centers based on standard 1.OA.8:http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1oa8Manipulative Center – Students work on solving problems using manipulatives. Using work mat 3 titled Part-Part-Whole from the My Math series text book and two color counters student solve for unknowns. Students can also use a computer with the following link for virtual manipulatives. Once on the page select grade level and background work mat Part-Part-Whole and the manipulatives are two-color counters:http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.htmlThis link is also a resource that can be found in the My Math resource webpage with teacher username and password. Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Rock Collections should be implemented in the interdisciplinary center. It connects math with both language arts and science.
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
33
1.OA.D.8. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ - 3, 6 + 6 = _. *(benchmarked)
Learning Goal 3: Solve addition and subtraction equations, within 20, by finding the missing whole number in any position.
Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.
ObjectivesSWBAT
i. Define an unknown number.
Number Talk Refer to Number Talks by Sherry Parrish
P. 44 - 48 P. 106
Number Talks Strategy-Addition: Counting All/Counting On: Number SentencesNumber Talks Websitehttps://elementarynumbertalks.wordpress.com/Select First Grade Number Talks at the top of the page.Scroll down to find Counting All/Counting On Click on Counting All Counting On Number Sentences to access PowerPoint SlidesDirect Instruction
Option 4 – My MathLesson 4.6 and 4.8 (313-330) (Day 6)See activities and resourcesCentersTeacher Center – The teacher works in a small group with 1-4 students. The teacher should repeat the student friendly objective with the small group of students. Working with whiteboards or paper the teacher can create equations for which students should have to solve and determine the unknown value. Problems should be setup with a blank line or question mark representing the unknown number. Eventually students can begin developing their own and participate as the “teacher” when presenting their problems to the group. Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Students will work with Missing Whole Equation sheets with a deck of cards. Students should be paired and work together in selecting cards from the playing card deck, writing their chosen numbers on the equation sheet in the appropriate space, and determining the unknown number. See question number 6 from
Quarterly Assessment Question #3
Math Labs(Day 6)http://www.raftbayarea.org/readpdf?isid=321
MyMath (Day 6)www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best match the standard taught and best prepare students for
the assessment.
Lesson 4.6 and 4.8 (313-330) (Day 6)
Additional Resources
MyMath www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best match the standard taught and best prepare students for
the assessment.
Lesson 1.12 (81-86)
34
ii. Explain how to find an unknown number.
iii. Identify an unknown number.
iv. Analyze the parts of an equation with an unknown. v. Determine an unknown whole number in an addition or subtraction equation. vi. Make up your own unknown number equation with addition or subtraction.
1st grade Unit 1 quarterly benchmark. Individual Center – Students work on the individual skill that they need based on their pre-test data. The following link provides a number of practice worksheets for individual student centers based on standard 1.OA.8:http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1oa8Manipulative Center – Students work on solving problems using manipulatives. Using work mat 3 titled Part-Part-Whole from the My Math series text book and two color counters student solve for unknowns. Students can also use a computer with the following link for virtual manipulatives. Once on the page select grade level and background work mat Part-Part-Whole and the manipulatives are two-color counters:http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.htmlThis link is also a resource that can be found in the My Math resource webpage with teacher username and password. Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Rock Collections should be implemented in the interdisciplinary center. It connects math with both language arts and science.
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
1.OA.B.3- Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property
Refer to Number Talks by Sherry Parrish
11+512+413+3
Number Talks Strategy-Counting All/Counting On: Number Sentences
Quarterly Assessment Question 4- How many
EngageNYModule 1 Topic E; Lesson 19 (Day 1)
https://www.engageny.org/ccls-math/1oa3
Illustrative Math
35
of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) (Students need not use formal terms for these properties) *(benchmarked)
(The second marking period’s learning goal is Apply properties of operations(commutative property) as strategies to add and subtract within 20)
Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.
Objectives
SWBATUse objects to add zero.
Solve/write addition sentences using zero.
Orally explain how many is zero?
Number Talks Website
https://elementarynumbertalks.wordpress.com/
Direct Instruction-Option 1- Module 1 Topic E; Lesson 19https://www.engageny.org/ccls-math/1oa3
Centers
Teacher Center – The teacher works in a small group with 1-4 students.
https://hcpss.instructure.com/courses/9414/pages/1-dot-oa-dot-c-6-centers-and-independent-tasks
See all tasks
Standards Based Problems Center – Students will work in small groups
http://www.k-5mathteachingresources.com/support-files/turn-around-dominoes.pdf
Individual Center – Students work on their individual skill that they need based on their data.
https://www.illustrativemathematics.org/content-standards/1/OA/B/3/tasks/1219
https://www.illustrativemathematics.org/content-standards/1/OA/B/3/tasks/2104
Manipulative Center –
http://www.k-5mathteachingresources.com/support-files/turn-around-trains.pdf
Interdisciplinary Center –
Leveled Reader- Healthful Snacks (Found in MY Learning Stations)
Illustrative Mathhttps://
www.illustrativemathematics.org/
content-standards/tasks/
1219
Day 1https://www.illustrativemathematics.org/
content-standards/tasks/1219
MyMath www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The
pages used are those that best match the standard taught and best prepare students for
the assessment.Lesson 1.4 (29-34) Lesson 2.4 (127-132) Lesson 3.8 (255-260), Lesson 3.9 (261-266)
36
Review Classwork
Exit Ticket
ELL Modifications
Student Learning Objective (SLO) Language Objective Language Needed
SLO: 5CCSS:1.OA.3 WIDA ELDS: 3SpeakingWriting
Apply properties of operations to add or subtract whole numbers within 20 (Commutative & Associative properties of addition).
Explain orally and in writing the properties of operations to find sums or differences within 20 using two-colored Connecting Cubes.
VU: Sum, difference, add, subtract, order
LFC: Present tense, connectors
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Explain orally and in writing the properties of operations to find sums or differences within 20 using L1 and/or drawing the properties of numbers to find sums or differences within 20.
Explain orally and in writing the properties of operations to find sums or differences within 20 using L1 and/or phrases and short sentences with Illustrations/diagrams/drawings.
Explain orally and in writing the properties of operations to find sums or differences within 20 using key vocabulary in a series of simple sentences.
Explain orally and in writing the properties of operations to find sums or differences within 20 using key vocabulary in expanded and some complex sentences.
Explain orally and in writing the properties of operations to find sums or differences within 20 using precise vocabulary in multiple, complex sentences.
Learning Supports
Word/Picture WallNumber LineConnecting CubesNative language support
Word/Picture WallNumber LineConnecting CubesNative language support
Word/Picture WallNumber LineConnecting Cubes
Number LineConnecting Cubes
1.OA.B.3- Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property
Refer to Number Talks by Sherry Parrish8+28+58+78+9
Number Talks Strategy-Counting All/Counting On: Number Sentences
Quarterly Assessment Question 4- How many
EngageNYDay 2
Module 1 Topic E; Lesson 20https://www.engageny.org/ccls-math/1oa3
37
of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) (Students need not use formal terms for these properties) *(benchmarked)
(The second marking period’s learning goal is Apply properties of operations(commutative property) as strategies to add and subtract within 20)
Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.
Objectives
SWBATUse objects to add zero.
Solve/write addition sentences using zero.
Orally explain how many is zero?
Number Talks Website
https://elementarynumbertalks.wordpress.com/
Direct Instruction-Option 1-, Module 1 Topic E; Lesson 20https://www.engageny.org/ccls-math/1oa3
Centers
Teacher Center – The teacher works in a small group with 1-4 students.
https://hcpss.instructure.com/courses/9414/pages/1-dot-oa-dot-c-6-centers-and-independent-tasks
See all tasks
Standards Based Problems Center – Students will work in small groups
http://www.k-5mathteachingresources.com/support-files/turn-around-dominoes.pdf
Individual Center – Students work on their individual skill that they need based on their data.
https://www.illustrativemathematics.org/content-standards/1/OA/B/3/tasks/1219
https://www.illustrativemathematics.org/content-standards/1/OA/B/3/tasks/2104
Manipulative Center –
http://www.k-5mathteachingresources.com/support-files/turn-around-trains.pdf
Interdisciplinary Center –
Leveled Reader- Healthful Snacks (Found in MY
Common Core Sheets(Day 2)http://
www.commoncoresheets.com/
SortedByGrade.php?Sorted=1oa3
Common Core Sheets(Day 2)
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1oa3
Additional Resources
MyMath www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The
pages used are those that best match the standard taught and best prepare students for
the assessment.Lesson 1.4 (29-34)
Lesson 2.4 (127-132)Lesson 3.8 (255-260)Lesson 3.9 (261-266)
38
Learning Stations)
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
1.OA.B.3- Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) (Students need not use formal terms for these properties) *(benchmarked)
(The second marking period’s learning goal is Apply properties of operations(commutative property) as strategies to add and subtract within 20)
Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with
Refer to Number Talks by Sherry Parrish
5+55+5+45+3+5
Number Talks Strategy-Counting All/Counting On: Number Sentences
Number Talks Website
https://elementarynumbertalks.wordpress.com/
Direct Instruction-
Option 2-https://njctl.org/courses/math/1stgrade/addition-to-20/
Centers
Teacher Center – The teacher works in a small group with 1-4 students.
https://hcpss.instructure.com/courses/9414/pages/1-dot-oa-dot-c-6-centers-and-independent-tasks
See all tasks
Standards Based Problems Center – Students will work in small groups
http://www.k-5mathteachingresources.com/support-files/turn-around-dominoes.pdf
Individual Center – Students work on their individual skill that they need based on their
Quarterly Assessment Question 4- How many
Achieve the Core Coherence Map
http://achievethecore.or
g/coherence-map/#1/5/37/37
(See all tasks)
Achieve the Core Coherence MapDay 3
http://achievethecore.org/coherence-map/#1/5/37/37 (See all tasks)
Additional Resources
MyMath www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The
pages used are those that best match the standard taught and best prepare students for
the assessment.Lesson 1.4 (29-34)
Lesson 2.4 (127-132)Lesson 3.8 (255-260)Lesson 3.9 (261-266)
39
dates where they will assign each quarterly assessment question.
Objectives
SWBATUse objects to add zero.
Solve/write addition sentences using zero.
Orally explain how many is zero?
data.
https://www.illustrativemathematics.org/content-standards/1/OA/B/3/tasks/1219
https://www.illustrativemathematics.org/content-standards/1/OA/B/3/tasks/2104
Manipulative Center –
http://www.k-5mathteachingresources.com/support-files/turn-around-trains.pdf
Interdisciplinary Center –
Leveled Reader- Healthful Snacks (Found in MY Learning Stations)
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
1.OA.B.3- Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) (Students need not use formal terms for these properties) *(benchmarked)
(The second marking
Refer to Number Talks by Sherry Parrish
8+28+3+22+5+8
Number Talks Strategy-Counting All/Counting On: Number Sentences
Number Talks Website
https://elementarynumbertalks.wordpress.com/
Direct Instruction-Option 3-
https://learnzillion.com/lesson_plans/3628-8-using-known-facts-to-add-three-addends-fp
Centers
Quarterly Assessment Question 4- How many
Math Labs(Day 4)http://
www.raftbayarea.org/idea-grid?stdid=761067 (See all tasks)
Achieve the Core Coherence MapDay 4
http://achievethecore.org/coherence-map/#1/5/37/37 (See all tasks)
Additional Resources
MyMath www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The
pages used are those that best match the
40
period’s learning goal is Apply properties of operations(commutative property) as strategies to add and subtract within 20)
Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.
Objectives
SWBATUse objects to add zero.
Solve/write addition sentences using zero.
Orally explain how many is zero?
Teacher Center – The teacher works in a small group with 1-4 students.
https://hcpss.instructure.com/courses/9414/pages/1-dot-oa-dot-c-6-centers-and-independent-tasks
See all tasks
Standards Based Problems Center – Students will work in small groups
http://www.k-5mathteachingresources.com/support-files/turn-around-dominoes.pdf
Individual Center – Students work on their individual skill that they need based on their data.
https://www.illustrativemathematics.org/content-standards/1/OA/B/3/tasks/1219
https://www.illustrativemathematics.org/content-standards/1/OA/B/3/tasks/2104
Manipulative Center –
http://www.k-5mathteachingresources.com/support-files/turn-around-trains.pdf
Interdisciplinary Center –
Leveled Reader- Healthful Snacks (Found in MY Learning Stations)
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
standard taught and best prepare students for the assessment.
Lesson 1.4 (29-34)Lesson 2.4 (127-132)Lesson 3.8 (255-260)Lesson 3.9 (261-266)
1.OA.B.3- Apply properties of operations
Refer to Number Talks by Sherry Parrish Quarterly Assessment
Common Core Sheets(Day 5)
41
as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) (Students need not use formal terms for these properties) *(benchmarked)
(The second marking period’s learning goal is Apply properties of operations(commutative property) as strategies to add and subtract within 20)
Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.
Objectives
SWBATUse objects to add zero.
3+77+5+33+6+7
Number Talks Strategy-Counting All/Counting On: Number Sentences
Number Talks Website
https://elementarynumbertalks.wordpress.com/
Direct Instruction-
Option 3-
https://learnzillion.com/lesson_plans/3625-7-understand-the-associative-property-when-using-3-addends-c
Centers
Teacher Center – The teacher works in a small group with 1-4 students.
https://hcpss.instructure.com/courses/9414/pages/1-dot-oa-dot-c-6-centers-and-independent-tasks
See all tasks
Standards Based Problems Center – Students will work in small groups
http://www.k-5mathteachingresources.com/support-files/turn-around-dominoes.pdf
Individual Center – Students work on their individual skill that they need based on their data.
https://www.illustrativemathematics.org/content-standards/1/OA/B/3/tasks/1219
https://www.illustrativemathematics.org/
Question 4- How many
Common Core Sheets(Day 5)
http://www.commoncor
esheets.com/SortedByGrade.php?Sorted=1oa3
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1oa3
Additional Resources
MyMath www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The
pages used are those that best match the standard taught and best prepare students for
the assessment.Lesson 1.4 (29-34)
Lesson 2.4 (127-132)Lesson 3.8 (255-260)Lesson 3.9 (261-266)
42
Solve/write addition sentences using zero.
Orally explain how many is zero?
content-standards/1/OA/B/3/tasks/2104
Manipulative Center –
http://www.k-5mathteachingresources.com/support-files/turn-around-trains.pdf
Interdisciplinary Center –
Leveled Reader- Healthful Snacks (Found in MY Learning Stations)
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
1.OA.B.3- Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) (Students need not use formal terms for these properties) *(benchmarked)
(The second marking period’s learning goal is Apply properties of operations(commutative property) as strategies to add and subtract within 20)
Refer to Number Talks by Sherry Parrish
4+64+6+46+5+4
Number Talks Strategy-Counting All/Counting On: Number Sentences
Number Talks Website
https://elementarynumbertalks.wordpress.com/
Direct Instruction-Option 1- Module 1 Topic F; Lesson 22https://www.engageny.org/ccls-math/1oa3
Centers
Teacher Center – The teacher works in a small group with 1-4 students.
https://hcpss.instructure.com/courses/9414/pages/1-dot-oa-dot-c-6-centers-and-independent-tasks
Quarterly Assessment Question 4- How many
Common Core Sheets(Day 6)http://
www.commoncoresheets.com/
SortedByGrade.php?Sorted=1oa3
EngageNY
Module 1 Topic F; Lesson 22https://www.engageny.org/ccls-math/1oa3
Common Core Sheets(Day 6)
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1oa3
Additional Resources
MyMath www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The
pages used are those that best match the standard taught and best prepare students for
43
Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.
Objectives
SWBATUse objects to add zero.
Solve/write addition sentences using zero.
Orally explain how many is zero?
See all tasks
Standards Based Problems Center – Students will work in small groups
http://www.k-5mathteachingresources.com/support-files/turn-around-dominoes.pdf
Individual Center – Students work on their individual skill that they need based on their data.
https://www.illustrativemathematics.org/content-standards/1/OA/B/3/tasks/1219
https://www.illustrativemathematics.org/content-standards/1/OA/B/3/tasks/2104
Manipulative Center –
http://www.k-5mathteachingresources.com/support-files/turn-around-trains.pdf
Interdisciplinary Center –
Leveled Reader- Healthful Snacks (Found in MY Learning Stations)
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
the assessment.Lesson 1.4 (29-34)
Lesson 2.4 (127-132)Lesson 3.8 (255-260)Lesson 3.9 (261-266)
ELL Modifications
Student Learning Objective (SLO) Language Objective Language Needed
SLO: 4CCSS: 1.OA.6 WIDA ELDS:
Add or subtract whole numbers within 20 using strategies including making a 10 or decomposing a number leading to a 20.
Explain orally and in writing sums or differences within 20 by decomposing a number or using tens in a Ten-Frame and Manipulatives.
VU: add, subtract, make a ten, plus, minus, difference, equals, altogether
44
3SpeakingWriting
LFC: Present and past tenses
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Explain orally and in writing sums or differences within 20 by decomposing a number or using tens using L1 and/or drawing sums or differences within 20.
Explain orally and in writing sums or differences within 20 by decomposing a number or using tens using L1 and/or use selected technical vocabulary in phrases and short sentences with Illustrations/diagrams/drawings.
Explain orally and in writing sums or differences within 20 by decomposing a number or using tens using key, technical vocabulary in simple sentences.
Explain orally and in writing sums or differences within 20 by decomposing a number or using tens using key vocabulary in expanded sentences.
Explain orally and in writing sums or differences within 20 by decomposing a number or using tens using technical vocabulary in complex sentences.
Learning Supports
Word/Picture WallNumber LineHundreds ChartTen-FrameManipulativesSmall group/ triadsNative language support
Word/Picture WallNumber LineHundreds ChartTen-FrameManipulativesSmall group/ triadsNative language support
Word/Picture WallNumber LineHundreds ChartTen-FrameManipulativesSmall group/ triads
Hundreds ChartTen-FrameManipulatives
1.OA.C.6Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 =
Refer to Number Talks by Sherry Parrish
8+28+3+22+5+8
Number Talks Strategy-Counting All/Counting On: Number Sentences
Number Talks Website
https://elementarynumbertalks.wordpress.com/
Direct Instruction
Option 1- Module 1 Topic F; Less on2
Quarterly Assessment Question 1b- Adding and subtracting under 20
Common Core Sheets(Day 1)http://
www.commoncoresheets.com/
SortedByGrade.php?Sorted=1oa6
EngageNYDay 1
Module 1 Topic F; Lesson 21https://www.engageny.org/ccls-math/1oa6
Common Core SheetsDay 1
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1oa6
Additional ResourcesMyMath
www.connected.mcgraw-hill.com Teacher login page for all online resources
available for My Math
45
4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). *Benchmarked
(The second marking period’s learning goal is Add and subtract whole numbers within 20 using various strategies: counting on, making 10, composing, decomposing, relationship between addition and subtraction, creating equivalent but easier or known sums, etc.)
Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.
ObjectivesSWBAT
Using counters students will be able to add and subtract to 10.
1https://www.engageny.org/ccls-math/1oa6
Centers
Teacher Center- The teacher works in a small group with 1-4 students.https://hcpss.instructure.com/courses/9414/pages/1-dot-oa-dot-c-6-centers-and-independent-tasksSee all tasks
Standards Based- http://www.k5mathteachingresources.com/support-files/subtract-from-10.pdf
Individual Center – Students work on their individual skill that they need based on data.
http://www.k-5mathteachingresources.com/support-files/domino-addition.pdf
Manipulative Center –
http://www.k-5mathteachingresources.com/support-files/doubles-cover-up-ver.2.pdf
Interdisciplinary Center-
https://hcpss.instructure.com/courses/9414/pages/1-dot-oa-dot-c-6-centers-and-independent-tasks
Leveled Reader- Healthful Snacks (Found in MY Learning Stations)
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The
pages used are those that best match the standard taught and best prepare students for
the assessment.Lesson 1.5 (37-42)Lesson 1.7 (49-54)Lesson 1.8 (55-60)Lesson 1.9 (61-66)
Lesson 1.10 (69-74)Lesson 1.11 (75-80)Lesson 1.12 (81-86)
Lesson 2.5 (133-138)Lesson 2.8 (153-158)Lesson 2.9 (159-164)
Lesson 2.10 (167-172)Lesson 2.11 (173-178)Lesson 2.12 (179-184)Lesson 2.13 (185-190)Lesson 3.1 (211-216)Lesson 3.2 (217-222)Lesson 3.3 (223-228)Lesson 3.4 (229-234)Lesson 3.5 (235-240)Lesson 3.7 (249-254)Lesson 4.1 (281-286)Lesson 4.2 (287-292)Lesson 4.3 (293-298)Lesson 4.5 (307-312)Lesson 4.7 (319-324)
46
Will solve and write number sentences using addition and subtraction to 10.
Will orally explain how to add and subtract to 10.
1.OA.C.6Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). *Benchmarked
(The second marking period’s learning goal is Add and subtract whole numbers within 20 using various strategies: counting
Refer to Number Talks by Sherry Parrish
1+8+99+3+11+6+9
Number Talks Strategy-Counting All/Counting On: Number Sentences
Number Talks Website
https://elementarynumbertalks.wordpress.com/
Direct Instruction-
Option 1- Module 1 Topic F; Lesson 23
https://www.engageny.org/ccls-math/1oa6
Centers
Teacher Center- The teacher works in a small group with 1-4 students.https://hcpss.instructure.com/courses/9414/pages/1-dot-oa-dot-c-6-centers-and-independent-tasksSee all tasks
Standards Based- http://www.k5mathteachingresources.com/support-files/subtract-from-10.pdf
Individual Center – Students work on their
Quarterly Assessment Question 1b- Adding and subtracting under 20
Illustrative MathDay 2
https://www.illustrativem
athematics.org/content-
standards/tasks/1084
EngageNYModule 1 Topic F; Lesson 23
https://www.engageny.org/ccls-math/1oa6
Illustrative MathDay 2
https://www.illustrativemathematics.org/content-standards/tasks/1084
Additional ResourcesMyMath
www.connected.mcgraw-hill.com Teacher login page for all online resources
available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The
pages used are those that best match the standard taught and best prepare students for
the assessment.Lesson 1.5 (37-42)Lesson 1.7 (49-54)Lesson 1.8 (55-60)Lesson 1.9 (61-66)
Lesson 1.10 (69-74)
47
on, making 10, composing, decomposing, relationship between addition and subtraction, creating equivalent but easier or known sums, etc.)
Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.
ObjectivesSWBAT
Using counters students will be able to add and subtract to 10.
Will solve and write number sentences using addition and subtraction to 10.
Will orally explain how to add and subtract to 10.
individual skill that they need based on data.
http://www.k-5mathteachingresources.com/support-files/domino-addition.pdf
Manipulative Center –
http://www.k-5mathteachingresources.com/support-files/doubles-cover-up-ver.2.pdf
Interdisciplinary Center-
https://hcpss.instructure.com/courses/9414/pages/1-dot-oa-dot-c-6-centers-and-independent-tasks
Leveled Reader- Healthful Snacks (Found in MY Learning Stations)
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
Lesson 1.11 (75-80)Lesson 1.12 (81-86)
Lesson 2.5 (133-138)Lesson 2.8 (153-158)Lesson 2.9 (159-164)
Lesson 2.10 (167-172)Lesson 2.11 (173-178)Lesson 2.12 (179-184)Lesson 2.13 (185-190)Lesson 3.1 (211-216)Lesson 3.2 (217-222)Lesson 3.3 (223-228)Lesson 3.4 (229-234)Lesson 3.5 (235-240)Lesson 3.7 (249-254)Lesson 4.1 (281-286)Lesson 4.2 (287-292)Lesson 4.3 (293-298)Lesson 4.5 (307-312)Lesson 4.7 (319-324)
1.OA.C.6Add and subtract within 20, demonstrating fluency for addition and
Refer to Number Talks by Sherry Parrish
5+5+83+4+64+5+6+5
Quarterly Assessment Question 1b- Adding and
EngageNYDay 3
Module 1 Topic F; Lesson 24
48
subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). *Benchmarked
(The second marking period’s learning goal is Add and subtract whole numbers within 20 using various strategies: counting on, making 10, composing, decomposing, relationship between addition and subtraction, creating equivalent but easier or known sums, etc.)
Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking
Number Talks Strategy-Counting All/Counting On: Number Sentences
Number Talks Website
https://elementarynumbertalks.wordpress.com/
Direct InstructionOption 1- Module 1 Topic F; Lesson 24https://www.engageny.org/ccls-math/1oa6
Centers
Teacher Center- The teacher works in a small group with 1-4 students.https://hcpss.instructure.com/courses/9414/pages/1-dot-oa-dot-c-6-centers-and-independent-tasksSee all tasks
Standards Based- http://www.k5mathteachingresources.com/support-files/subtract-from-10.pdf
Individual Center – Students work on their individual skill that they need based on data. http://www.k-5mathteachingresources.com/support-files/domino-addition.pdf
Manipulative Center –
http://www.k-5mathteachingresources.com/support-files/doubles-cover-up-ver.2.pdf
Interdisciplinary Center-
https://hcpss.instructure.com/courses/9414/pages/1-dot-oa-dot-c-6-centers-and-independent-tasks
Leveled Reader- Healthful Snacks (Found in MY Learning Stations)
Review Classwork
subtracting under 20
Achieve the Core Coherence Map
Day 3http://
achievethecore.org/coherence-
map/#1/5/41/41(See all tasks)
https://www.engageny.org/ccls-math/1oa6
Achieve the Core Coherence MapDay 3
http://achievethecore.org/coherence-map/#1/5/41/41
(See all tasks)
Additional ResourcesMyMath
www.connected.mcgraw-hill.com Teacher login page for all online resources
available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The
pages used are those that best match the standard taught and best prepare students for
the assessment.Lesson 1.5 (37-42)Lesson 1.7 (49-54)Lesson 1.8 (55-60)Lesson 1.9 (61-66)
Lesson 1.10 (69-74)Lesson 1.11 (75-80)Lesson 1.12 (81-86)
Lesson 2.5 (133-138)Lesson 2.8 (153-158)Lesson 2.9 (159-164)
Lesson 2.10 (167-172)Lesson 2.11 (173-178)Lesson 2.12 (179-184)Lesson 2.13 (185-190)Lesson 3.1 (211-216)Lesson 3.2 (217-222)Lesson 3.3 (223-228)Lesson 3.4 (229-234)Lesson 3.5 (235-240)Lesson 3.7 (249-254)Lesson 4.1 (281-286)
49
period and come up with dates where they will assign each quarterly assessment question.
ObjectivesSWBAT
Using counters students will be able to add and subtract to 10.
Will solve and write number sentences using addition and subtraction to 10.
Will orally explain how to add and subtract to 10.
Exit Ticket
ELL Modifications: See Day 1
Lesson 4.2 (287-292)Lesson 4.3 (293-298)Lesson 4.5 (307-312)Lesson 4.7 (319-324)
1.OA.C.6Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g.,
Refer to Number Talks by Sherry Parrish
9+19+1+49+59+6
Number Talks Strategy-Counting All/Counting On: Number Sentences
Number Talks Website
https://elementarynumbertalks.wordpress.com/
Direct Instruction-
Option 2- Slides 6-28https://njctl.org/courses/math/1st-grade/addition-to-20/
Quarterly Assessment Question 1b- Adding and subtracting under 20
Math Labs(Day 4)http://
www.raftbayarea.org/idea-grid?stdid=761067 (See all tasks)
Math LabsDay 4
http://www.raftbayarea.org/idea-grid?stdid=761067 (See all tasks)
Additional ResourcesMyMath
www.connected.mcgraw-hill.com Teacher login page for all online resources
available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The
pages used are those that best match the standard taught and best prepare students for
the assessment.Lesson 1.5 (37-42)Lesson 1.7 (49-54)Lesson 1.8 (55-60)
50
adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). *Benchmarked
(The second marking period’s learning goal is Add and subtract whole numbers within 20 using various strategies: counting on, making 10, composing, decomposing, relationship between addition and subtraction, creating equivalent but easier or known sums, etc.)
Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.
ObjectivesSWBAT
Using counters students will be able to add and subtract to 10.
Will solve and write number sentences using addition
Centers
Teacher Center- The teacher works in a small group with 1-4 students.https://hcpss.instructure.com/courses/9414/pages/1-dot-oa-dot-c-6-centers-and-independent-tasksSee all tasks
Standards Based- http://www.k5mathteachingresources.com/support-files/subtract-from-10.pdf
Individual Center – Students work on their individual skill that they need based on data.
http://www.k-5mathteachingresources.com/support-files/domino-addition.pdf
Manipulative Center –
http://www.k-5mathteachingresources.com/support-files/doubles-cover-up-ver.2.pdf
Interdisciplinary Center-
https://hcpss.instructure.com/courses/9414/pages/1-dot-oa-dot-c-6-centers-and-independent-tasks
Leveled Reader- Healthful Snacks (Found in MY Learning Stations)
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
Lesson 1.9 (61-66)Lesson 1.10 (69-74)Lesson 1.11 (75-80)Lesson 1.12 (81-86)
Lesson 2.5 (133-138)Lesson 2.8 (153-158)Lesson 2.9 (159-164)
Lesson 2.10 (167-172)Lesson 2.11 (173-178)Lesson 2.12 (179-184)Lesson 2.13 (185-190)Lesson 3.1 (211-216)Lesson 3.2 (217-222)Lesson 3.3 (223-228)Lesson 3.4 (229-234)Lesson 3.5 (235-240)Lesson 3.7 (249-254)Lesson 4.1 (281-286)Lesson 4.2 (287-292)Lesson 4.3 (293-298)Lesson 4.5 (307-312)Lesson 4.7 (319-324)
51
and subtraction to 10.
Will orally explain how to add and subtract to 10.
1.OA.C.6Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). *Benchmarked
(The second marking period’s learning goal is Add and subtract whole numbers within 20 using various strategies: counting on, making 10, composing, decomposing, relationship between addition and subtraction, creating equivalent but easier or
Refer to Number Talks by Sherry Parrish8+28+2+48+68+5
Number Talks Strategy-Counting All/Counting On: Number Sentences
Number Talks Website
https://elementarynumbertalks.wordpress.com/
Direct Instruction-
Option 3- https://learnzillion.com/lesson_plans/2121-4-solving-many-kinds-of-problems-using-addition-and-subtraction-c
Centers
Teacher Center- The teacher works in a small group with 1-4 students.https://hcpss.instructure.com/courses/9414/pages/1-dot-oa-dot-c-6-centers-and-independent-tasksSee all tasks
Standards Based- http://www.k5mathteachingresources.com/support-files/subtract-from-10.pdf
Individual Center – Students work on their individual skill that they need based on data.
http://www.k-5mathteachingresources.com/support-files/domino-addition.pdf
Quarterly Assessment Question 1b- Adding and subtracting under 20
Illustrative MathDay 5
https://www.illustrativem
athematics.org/content-
standards/tasks/1084
Illustrative MathDay 5
https://www.illustrativemathematics.org/content-standards/tasks/1084
Additional ResourcesMyMath
www.connected.mcgraw-hill.com Teacher login page for all online resources
available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The
pages used are those that best match the standard taught and best prepare students for
the assessment.Lesson 1.5 (37-42)Lesson 1.7 (49-54)Lesson 1.8 (55-60)Lesson 1.9 (61-66)
Lesson 1.10 (69-74)Lesson 1.11 (75-80)Lesson 1.12 (81-86)
Lesson 2.5 (133-138)Lesson 2.8 (153-158)Lesson 2.9 (159-164)
Lesson 2.10 (167-172)Lesson 2.11 (173-178)Lesson 2.12 (179-184)Lesson 2.13 (185-190)Lesson 3.1 (211-216)Lesson 3.2 (217-222)Lesson 3.3 (223-228)
52
known sums, etc.) Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.
ObjectivesSWBAT
Using counters students will be able to add and subtract to 10.
Will solve and write number sentences using addition and subtraction to 10.
Will orally explain how to add and subtract to 10.
Manipulative Center –
http://www.k-5mathteachingresources.com/support-files/doubles-cover-up-ver.2.pdf
Interdisciplinary Center-
https://hcpss.instructure.com/courses/9414/pages/1-dot-oa-dot-c-6-centers-and-independent-tasks
Leveled Reader- Healthful Snacks (Found in MY Learning Stations)
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
Lesson 3.4 (229-234)Lesson 3.5 (235-240)Lesson 3.7 (249-254)Lesson 4.1 (281-286)Lesson 4.2 (287-292)Lesson 4.3 (293-298)Lesson 4.5 (307-312)Lesson 4.7 (319-324)
1.OA.C.6Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number
Refer to Number Talks by Sherry Parrish
7+37+3+37+67+9
Number Talks Strategy-Counting All/Counting On: Number Sentences
Quarterly Assessment Question 1b- Adding and subtracting under 20
Common Core Sheets
Common Core SheetsDay 6
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1oa6
Additional ResourcesMyMath
www.connected.mcgraw-hill.com Teacher login page for all online resources
available for My Math
53
leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). *Benchmarked
(The second marking period’s learning goal is Add and subtract whole numbers within 20 using various strategies: counting on, making 10, composing, decomposing, relationship between addition and subtraction, creating equivalent but easier or known sums, etc.) Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.
Number Talks Website
https://elementarynumbertalks.wordpress.com/
Direct Instruction-
Option 3-
https://learnzillion.com/lesson_plans/2125-8-using-known-facts-to-solve-new-addition-and-subtraction-problems-c
Centers
Teacher Center- The teacher works in a small group with 1-4 students.https://hcpss.instructure.com/courses/9414/pages/1-dot-oa-dot-c-6-centers-and-independent-tasksSee all tasks
Standards Based- http://www.k5mathteachingresources.com/support-files/subtract-from-10.pdf
Individual Center – Students work on their individual skill that they need based on data.
http://www.k-5mathteachingresources.com/support-files/domino-addition.pdf
Manipulative Center –
http://www.k-5mathteachingresources.com/support-files/doubles-cover-up-ver.2.pdf
Interdisciplinary Center-
https://hcpss.instructure.com/courses/9414/pages/1-dot-oa-dot-c-6-centers-and-independent-tasks
Leveled Reader- Healthful Snacks (Found in MY Learning Stations)
(Day 6)http://
www.commoncoresheets.com/
SortedByGrade.php?Sorted=1oa6
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The
pages used are those that best match the standard taught and best prepare students for
the assessment.Lesson 1.5 (37-42)Lesson 1.7 (49-54)Lesson 1.8 (55-60)Lesson 1.9 (61-66)
Lesson 1.10 (69-74)Lesson 1.11 (75-80)Lesson 1.12 (81-86)
Lesson 2.5 (133-138)Lesson 2.8 (153-158)Lesson 2.9 (159-164)
Lesson 2.10 (167-172)Lesson 2.11 (173-178)Lesson 2.12 (179-184)Lesson 2.13 (185-190)Lesson 3.1 (211-216)Lesson 3.2 (217-222)Lesson 3.3 (223-228)Lesson 3.4 (229-234)Lesson 3.5 (235-240)Lesson 3.7 (249-254)Lesson 4.1 (281-286)Lesson 4.2 (287-292)Lesson 4.3 (293-298)Lesson 4.5 (307-312)Lesson 4.7 (319-324)
54
ObjectivesSWBAT
Using counters students will be able to add and subtract to 10.
Will solve and write number sentences using addition and subtraction to 10.
Will orally explain how to add and subtract to 10.
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
1.OA.A.2Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem
(The second marking period’s learning goal is Solve addition word problems with three whole numbers with sums less than or equal to 20)
Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit
Refer to Number Talks by Sherry Parrish
9+19+3=19+5+1
Number Talks Strategy-Counting All/Counting On: Number Sentences
Number Talks Website
https://elementarynumbertalks.wordpress.com/
Direct Instruction-
Option 1- Module 2 Topic A; Lesson 1https://www.engageny.org/ccls-math/1oa2
CentersTeacher Center – The teacher works in a small group with 1-4 students.
https://hcpss.instructure.com/courses/9414/pages/1-dot-oa-dot-c-6-centers-and-independent-tasks
See all tasks
Standards Based Problems Center – Students will work in small groups
Quarterly Assessment
Question 5- Altogether Now Addends
Common Core Sheets(Day 1)http://
www.commoncoresheets.com/
SortedByGrade.php?Sorted=1oa2
EngageNYDay 1
Module 2 Topic A; Lesson 1 Day 1
https://www.engageny.org/ccls-math/1oa2
Common Core Sheets(Day 1)
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1oa2
Additional Resources
MyMath www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math www.mhmymath.com
Homepage for My MathNote: These pages are used as references. They are not meant to be taught page by page. The
pages used are those that best match the standard taught and best prepare students for
the assessment.Lesson 3.9 (261-266)
55
together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question
Objectives
SWBAT
Use objects to add three numbers by looking for doubles to make a ten.
Will solve and write number sentences using three numbers.
Orally explain how they used three numbers for doubling and to make a ten..
http://www.k-5mathteachingresources.com/support-files/three-addends-to-20-word-problems.pdf
http://www.k-5mathteachingresources.com/support-files/find-three-cards.pdf
Individual Center – Students work on their individual skill that they need based on their data.
http://www.k-5mathteachingresources.com/support-files/find-three-cards.pdf
Manipulative Center –
http://achievethecore.org/coherence-map/#1/5/34/34
Interdisciplinary Center-
Leveled Reader- Finding the Way (Found in MY Learning Stations)
Review Classwork
Exit Ticket
ELL Modifications
Student Learning Objective (SLO) Language Objective Language Needed
SLO: 2CCSS:1.OA.2WIDA ELDS: 3Speaking
Solve addition word problems with three whole numbers with sums less than or equal to 20.
Explain orally the solution to addition word problems involving three whole numbers with sums within 20, using Connecting Cubes.
VU: Addend, sum, altogether
LFC: Present tense
LC: Varies by ELP levelELP 1 ELP 2 ELP 3 ELP 4 ELP 5
Language Objectives
Explain orally using L1 text and/or support and/or draw
Explain orally the solutions to addition word problems involving three numbers
Explain orally the solution to addition word problems involving three numbers using
Explain orally the solution to addition word problems involving three numbers
Explain orally the solution to addition
56
the solution to addition word problems involving three numbers using selected technical words.
using L1 text and/or support and/or use selected technical vocabulary in phrases and short sentences with drawings.
key, technical vocabulary in a series of simple sentences.
using key, technical vocabulary in expanded and some complex sentences.
word problems three numbers using technical vocabulary in multiple, complex sentences.
Learning Supports
Word/Picture WallConnecting CubesSmall group/triadsL1 text and/or support
Word/Picture WallConnecting CubesSmall group/triadsL1 text and/or support
Word/Picture WallConnecting CubesSmall group/triadsL1 text and/or support
Connecting Cubes
1.OA.A.2Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem
(The second marking period’s learning goal is Solve addition word problems with three whole numbers with sums less than or equal to 20)Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.
Refer to Number Talks by Sherry Parrish
3+77+5+33+6+7
Number Talks Strategy-Counting All/Counting On: Number Sentences
Number Talks Websitehttps://elementarynumbertalks.wordpress.com/Direct Instruction-
www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math www.mhmymath.com
Lesson 3.9 (261-266)
CentersTeacher Center – The teacher works in a small group with 1-4 students.
https://hcpss.instructure.com/courses/9414/pages/1-dot-oa-dot-c-6-centers-and-independent-tasks
See all tasks
Standards Based Problems Center – Students
Quarterly Assessment
Question 5- Altogether Now Addends
Math Labs(Day 2)http://
www.raftbayarea.org/idea-grid?stdid=761067 (See all tasks)
Math Labshttp://www.raftbayarea.org/idea-grid?
stdid=761067 (See all tasks)
Additional Resources
MyMath Day 2
Homepage for My MathNote: These pages are used as references. They are not meant to be taught page by page. The
pages used are those that best match the standard taught and best prepare students for
the assessment.www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math www.mhmymath.com
Lesson 3.9 (261-266)
57
Objectives
SWBAT
Use objects to add three numbers by looking for doubles to make a ten.
Will solve and write number sentences using three numbers.
Orally explain how they used three numbers for doubling and to make a ten.
will work in small groups
http://www.k-5mathteachingresources.com/support-files/three-addends-to-20-word-problems.pdf
http://www.k-5mathteachingresources.com/support-files/find-three-cards.pdf
Individual Center – Students work on their individual skill that they need based on their data.
http://www.k-5mathteachingresources.com/support-files/find-three-cards.pdf
Manipulative Center –
http://achievethecore.org/coherence-map/#1/5/34/34
Interdisciplinary Center-
Leveled Reader- Finding the Way (Found in MY Learning Stations)
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
1.OA.A.2Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown
Refer to Number Talks by Sherry Parrish
5+55+6+54+5+5
Number Talks Strategy-Counting All/Counting On: Number Sentences
Number Talks Website
Quarterly Assessment
Question 5- Altogether Now Addends
Achieve the Core Coherence MapDay 3
http://achievethecore.org/page/612/the-very-hungry-caterpillar
(See all tasks)
Illustrative MathDay 3
https://www.illustrativemathematics.org/
58
number to represent the problem.
(The second marking period’s learning goal is Solve addition word problems with three whole numbers with sums less than or equal to 20)
Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.
Objectives
SWBAT
Use objects to add three numbers by looking for doubles to make a ten.
Will solve and write number sentences using three numbers.
Orally explain how they used three numbers for doubling and to make a ten.
https://elementarynumbertalks.wordpress.com/
Direct Instruction-
Achieve the Core Coherence Maphttp://achievethecore.org/page/612/the-
very-hungry-caterpillar(See all tasks)
CentersTeacher Center – The teacher works in a small group with 1-4 students.
https://hcpss.instructure.com/courses/9414/pages/1-dot-oa-dot-c-6-centers-and-independent-tasks
See all tasks
Standards Based Problems Center – Students will work in small groups
http://www.k-5mathteachingresources.com/support-files/three-addends-to-20-word-problems.pdf
http://www.k-5mathteachingresources.com/support-files/find-three-cards.pdf
Individual Center – Students work on their individual skill that they need based on their data.
http://www.k-5mathteachingresources.com/support-files/find-three-cards.pdf
Manipulative Center –
http://achievethecore.org/coherence-map/#1/5/34/34
Illustrative MathDay 3
https://www.illustrativemathematics.org/content-standards/tasks/468
content-standards/tasks/468Additional Resources
MyMath www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math www.mhmymath.com
Homepage for My MathNote: These pages are used as references. They are not meant to be taught page by page. The
pages used are those that best match the standard taught and best prepare students for
the assessment.Lesson 3.9 (261-266)
59
Interdisciplinary Center-
Leveled Reader- Finding the Way (Found in MY Learning Stations)
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
1.OA.A.2Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
(The second marking period’s learning goal is Solve addition word problems with three whole numbers with sums less than or equal to 20)
Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with
Refer to Number Talks by Sherry Parrish
5+55+5+45+3+5
Number Talks Strategy-Counting All/Counting On: Number Sentences
Number Talks Website
https://elementarynumbertalks.wordpress.com/
Direct Instruction-
Option 2- Slides 83-89https://njctl.org/courses/math/1st-grade/addition-to-20/
CentersTeacher Center – The teacher works in a small group with 1-4 students.
https://hcpss.instructure.com/courses/9414/pages/1-dot-oa-dot-c-6-centers-and-independent-tasks
See all tasks
Standards Based Problems Center – Students will work in small groups
Quarterly Assessment
Question 5- Altogether Now Addends
Achieve the Core Coherence Map
Day 4http://
www.raftbayarea.org/idea-grid?stdid=761067 (See all tasks)
Math LabsDay 4
http://www.raftbayarea.org/idea-grid?stdid=761067 (See all tasks)
Additional ResourcesMyMath
www.connected.mcgraw-hill.com Teacher login page for all online resources
available for My Math www.mhmymath.com
Homepage for My MathNote: These pages are used as references. They are not meant to be taught page by page. The
pages used are those that best match the standard taught and best prepare students for
the assessment.Lesson 3.9 (261-266)
60
dates where they will assign each quarterly assessment question.
Objectives
SWBAT
Use objects to add three numbers by looking for doubles to make a ten.
Will solve and write number sentences using three numbers.
Orally explain how they used three numbers for doubling and to make a ten.
http://www.k-5mathteachingresources.com/support-files/three-addends-to-20-word-problems.pdf
http://www.k-5mathteachingresources.com/support-files/find-three-cards.pdf
Individual Center – Students work on their individual skill that they need based on their data.
http://www.k-5mathteachingresources.com/support-files/find-three-cards.pdf
Manipulative Center –
http://achievethecore.org/coherence-map/#1/5/34/34
Interdisciplinary Center-
Leveled Reader- Finding the Way (Found in MY Learning Stations)
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
1.OA.A.2Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the
Refer to Number Talks by Sherry Parrish
4+64+6+46+5+4
Number Talks Strategy-Counting All/Counting On: Number Sentences
Number Talks Website
Quarterly Assessment
Question 5- Altogether Now Addends
Common Core Sheets
Common Core SheetsDay 5
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1oa2
Additional Resources
MyMath www.connected.mcgraw-hill.com
Teacher login page for all online resources 61
problem.(The second marking period’s learning goal is Solve addition word problems with three whole numbers with sums less than or equal to 20)
Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.
Objectives
SWBAT
Use objects to add three numbers by looking for doubles to make a ten.
Will solve and write number sentences using three numbers.
Orally explain how they used three numbers for doubling and to make a ten.
https://elementarynumbertalks.wordpress.com/
Direct Instruction-
Option 3-
https://learnzillion.com/lesson_plans/3629-9-using-the-associative-property-to-solve-word-problems-with-3-addends-fp
CentersTeacher Center – The teacher works in a small group with 1-4 students.
https://hcpss.instructure.com/courses/9414/pages/1-dot-oa-dot-c-6-centers-and-independent-tasks
See all tasks
Standards Based Problems Center – Students will work in small groups
http://www.k-5mathteachingresources.com/support-files/three-addends-to-20-word-problems.pdf
http://www.k-5mathteachingresources.com/support-files/find-three-cards.pdf
Individual Center – Students work on their individual skill that they need based on their data.
http://www.k-5mathteachingresources.com/support-files/find-three-cards.pdf
Manipulative Center –
http://achievethecore.org/coherence-map/#1/5/34/34
Interdisciplinary Center-
(Day 5)http://
www.raftbayarea.org/idea-grid?stdid=761067 (See all tasks)
available for My Math www.mhmymath.com
Homepage for My MathNote: These pages are used as references. They are not meant to be taught page by page. The
pages used are those that best match the standard taught and best prepare students for
the assessment.Lesson 3.9 (261-266)
62
Leveled Reader- Finding the Way (Found in MY Learning Stations)
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
1.OA.A.2Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
(The second marking period’s learning goal is Solve addition word problems with three whole numbers with sums less than or equal to 20)
Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment
Refer to Number Talks by Sherry Parrish
2+82+5+88+6+2
Number Talks Strategy-Counting All/Counting On: Number Sentences
Number Talks Website
https://elementarynumbertalks.wordpress.com/
Direct Instruction-
Option 3-https://learnzillion.com/lesson_plans/3627-6-solve-word-problems-with-three-addends-a
CentersTeacher Center – The teacher works in a small group with 1-4 students.
https://hcpss.instructure.com/courses/9414/pages/1-dot-oa-dot-c-6-centers-and-independent-tasks
See all tasks
Standards Based Problems Center – Students will work in small groups
http://www.k-5mathteachingresources.com/support-files/three-addends-to-20-word-
Quarterly Assessment
Question 5- Altogether Now Addends
Math Labs(Day 6)
Common Core Sheetshttp://
www.commoncoresheets.com/
SortedByGrade.php?Sorted=1oa2
Common Core Sheetshttp://www.commoncoresheets.com/
SortedByGrade.php?Sorted=1oa2
Additional Resources
MyMath www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math www.mhmymath.com
Homepage for My MathNote: These pages are used as references. They are not meant to be taught page by page. The
pages used are those that best match the standard taught and best prepare students for
the assessment.Lesson 3.9 (261-266)
63
question.
Objectives
SWBAT
Use objects to add three numbers by looking for doubles to make a ten.
Will solve and write number sentences using three numbers.
Orally explain how they used three numbers for doubling and to make a ten.
problems.pdf
http://www.k-5mathteachingresources.com/support-files/find-three-cards.pdf
Individual Center – Students work on their individual skill that they need based on their data.
http://www.k-5mathteachingresources.com/support-files/find-three-cards.pdf
Manipulative Center –
http://achievethecore.org/coherence-map/#1/5/34/34
Interdisciplinary Center-
Leveled Reader- Finding the Way (Found in MY Learning Stations)
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
1.MD.C.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
(The second marking
Number TalksRefer to Number Talks by Sherry Parrish
10+109+99+8
Number Talks Strategy-Counting All/Counting On: Number Sentences
Number Talks Website
https://elementarynumbertalks.wordpress.com/
Quarterly AssessmentQuestion 6- Favorite Pizza
Achieve the CoreDay 1http://
achievethecore.org/coherence-
map/#1/3/13/13(See all tasks)
EngageNYDay 1
Module 3 Topic D; Lesson 10https://www.engageny.org/ccls-math/1md4
Achieve the CoreDay 1
http://achievethecore.org/coherence-map/#1/3/13/13
(See all tasks)
Additional Resources
64
period’s learning goal is Organize, represent, and interpret data with up to three categories, compare the number of data points among categories, and find the total number of data points.)
Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.
Objectives
SWBAT
Count and classify objects in a category.
Organize, represent, and interpret data using
a tally chart.
Organize and represent, data with up to three
categories using a picture and bar graph.
Direct Instruction-
Option 1- Module 3 Topic D; Lesson 10https://www.engageny.org/ccls-math/1md4
Centers
Teacher Center – The teacher works in a small group with 1-4 students.
http://achievethecore.org/coherence-map/#1/3/13/13
Standards Based Problems Center – Students will work in small groups
http://maccss.ncdpi.wikispaces.net/file/view/CCSSMathTasks-Grade1.pdfSee task Pattern Block Graph Activity
Individual Center – Students work on their individual skill that they need based on their data.
http://www.k-5mathteachingresources.com/support-files/which-has-fewer-ver.1.pdf
Manipulative Center –
https://njctl.org/courses/math/1st-grade/data/attachments/mm-graph-pptx/
See M & M task
Interdisciplinary Center-
http://www.k-5mathteachingresources.com/support-files/duck-rabbit.pdf
Review Classwork
MyMath www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The
pages used are those that best match the standard taught and best prepare students for
the assessment.Lesson 7.1 (509-514)Lesson 7.2 (515-520)Lesson 7.3 (521-526)Lesson 7.4 (527-532)Lesson 7.5 (535-540)Lesson 7.6 (541-546)
65
Exit Ticket
ELL Modifications
Student Learning Objective (SLO) Language Objective Language Needed
SLO: 7CCSS:1.MD.4WIDA ELDS: 3ListeningSpeakingWritingReading
Organize, represent, and interpret, data with up to three categories, and compare the number counts of data points among the categories, e.g., equal to, more than, or less than another category.
Demonstrate comprehension of how to organize, represent and compare data among categories by answering written questions using a Bar Graph/Pictograph and/or a picture graph.
VU: Data, Bar Graph/Pictograph, picture graph, more, fewer, most, fewest
LFC: Comparatives
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Demonstrate comprehension of how to organize, represent and compare data among categories by answering written questions using L1 and/or single words or drawings.
Demonstrate comprehension of how to organize, represent and compare data among categories by answering written questions using L1 and/or selected vocabulary in phrases and short sentences with drawings.
Demonstrate comprehension of how to organize, represent and compare data among categories by answering written questions using key, technical vocabulary in simple sentences.
Demonstrate comprehension of how to organize, represent and compare data among categories by answering written questions using key vocabulary in expanded sentences.
Demonstrate comprehension of howto organize, represent and compare data among categories by answering written questions using technical vocabulary in complex sentences.
Learning Supports
Word/Picture WallBar Graph/PictographPicture graphL1 support
Word/Picture WallBar Graph/PictographPicture graphL1 support
Word/Picture WallBar Graph/PictographPicture graph
Word/Picture WallBar Graph/PictographPicture graph
1.MD.C.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in
Number TalksRefer to Number Talks by Sherry Parrish
7+37+3+3
7+67+9
Number Talks Strategy-Counting All/Counting On: Number Sentences
Number Talks Website
Quarterly AssessmentQuestion 6- Favorite Pizza
Math LabsDay 2http://
www.raftbayarea.
Math LabsDay 2
http://www.raftbayarea.org/idea-grid?stdid=761067 (See all tasks)
Additional Resources
MyMath www.connected.mcgraw-hill.com
66
another.(The second marking period’s learning goal is Organize, represent, and interpret data with up to three categories, compare the number of data points among categories, and find the total number of data points.)
Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.
Objectives
SWBAT
Count and classify objects in a category.
Organize, represent, and interpret data using
a tally chart.
Organize and represent, data with up to three
categories using a picture and bar graph.
https://elementarynumbertalks.wordpress.com/
Direct Instruction-
Option 2-https://njctl.org/courses/math/1st-grade/data/attachments/mm-graph-pptx/
Centers
Teacher Center – The teacher works in a small group with 1-4 students.
http://achievethecore.org/coherence-map/#1/3/13/13
Standards Based Problems Center – Students will work in small groups
http://maccss.ncdpi.wikispaces.net/file/view/CCSSMathTasks-Grade1.pdfSee task Pattern Block Graph Activity
Individual Center – Students work on their individual skill that they need based on their data.
http://www.k-5mathteachingresources.com/support-files/which-has-fewer-ver.1.pdf
Manipulative Center –
https://njctl.org/courses/math/1st-grade/data/attachments/mm-graph-pptx/
See M & M task
Interdisciplinary Center-
http://www.k-5mathteachingresources.com/
org/idea-grid?stdid=761067 (See all tasks)
Teacher login page for all online resources available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The
pages used are those that best match the standard taught and best prepare students for
the assessment.Lesson 7.1 (509-514)Lesson 7.2 (515-520)Lesson 7.3 (521-526)Lesson 7.4 (527-532)Lesson 7.5 (535-540)Lesson 7.6 (541-546)
67
support-files/duck-rabbit.pdf
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
1.MD.C.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
(The second marking period’s learning goal is Organize, represent, and interpret data with up to three categories, compare the number of data points among categories, and find the total number of data points.)
Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign
Number TalksRefer to Number Talks by Sherry Parrish
8+28+2+48+68+5
Number Talks Strategy-Counting All/Counting On: Number Sentences
Number Talks Website
https://elementarynumbertalks.wordpress.com/
Direct Instruction-Option 3-https://learnzillion.com/lesson_plans/3553
Centers
Teacher Center – The teacher works in a small group with 1-4 students.
http://achievethecore.org/coherence-map/#1/3/13/13
Standards Based Problems Center – Students will work in small groups
http://maccss.ncdpi.wikispaces.net/file/view/CCSSMathTasks-Grade1.pdfSee task Pattern Block Graph Activity
Individual Center – Students work on their individual skill that they need based on their
Quarterly Assessment
Question 6- Favorite Pizza
Common Core SheetsDay 3http://
www.commoncoresheets.com/
SortedByGrade.php?Sorted=1md4
Common Core SheetsDay 3
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1md4
Additional Resources
MyMath www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The
pages used are those that best match the standard taught and best prepare students for
the assessment.Lesson 7.1 (509-514)Lesson 7.2 (515-520)Lesson 7.3 (521-526)Lesson 7.4 (527-532)Lesson 7.5 (535-540)Lesson 7.6 (541-546)
68
each quarterly assessment question.
Objectives
SWBAT
Count and classify objects in a category.
Organize, represent, and interpret data using
a tally chart.
Organize and represent, data with up to three
categories using a picture and bar graph.
data.
http://www.k-5mathteachingresources.com/support-files/which-has-fewer-ver.1.pdf
Manipulative Center –
https://njctl.org/courses/math/1st-grade/data/attachments/mm-graph-pptx/
See M & M task
Interdisciplinary Center-
http://www.k-5mathteachingresources.com/support-files/duck-rabbit.pdf
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
1.MD.C.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
(The second marking period’s learning goal is Organize, represent, and interpret data with up to three categories, compare the number of data points among categories, and find
Number TalksRefer to Number Talks by Sherry Parrish
6+46+4+3
6+7Number Talks Strategy-Counting All/Counting On: Number Sentences
Number Talks Website
https://elementarynumbertalks.wordpress.com/
Direct Instruction-
Option 1- Module 3 Topic D; Lesson 11https://www.engageny.org/ccls-math/1md4
Centers
Quarterly AssessmentQuestion 6- Favorite Pizza
Illustrative MathDay 4
https://www.illustrativem
athematics.org/content-
standards/1/MD/C/4/tasks/
1233
EngageNYModule 3 Topic D; Lesson 11
https://www.engageny.org/ccls-math/1md4
Illustrative MathDay 4
https://www.illustrativemathematics.org/content-standards/1/MD/C/4/tasks/1233
Additional Resources
MyMath www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The
69
the total number of data points.)
Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.
Objectives
SWBAT
Count and classify objects in a category.
Organize, represent, and interpret data using
a tally chart.
Organize and represent, data with up to three
categories using a picture and bar graph.
Teacher Center – The teacher works in a small group with 1-4 students.
http://achievethecore.org/coherence-map/#1/3/13/13
Standards Based Problems Center – Students will work in small groups
http://maccss.ncdpi.wikispaces.net/file/view/CCSSMathTasks-Grade1.pdfSee task Pattern Block Graph Activity
Individual Center – Students work on their individual skill that they need based on their data.
http://www.k-5mathteachingresources.com/support-files/which-has-fewer-ver.1.pdf
Manipulative Center –
https://njctl.org/courses/math/1st-grade/data/attachments/mm-graph-pptx/
See M & M task
Interdisciplinary Center-
http://www.k-5mathteachingresources.com/support-files/duck-rabbit.pdf
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
pages used are those that best match the standard taught and best prepare students for
the assessment.Lesson 7.1 (509-514)Lesson 7.2 (515-520)Lesson 7.3 (521-526)Lesson 7.4 (527-532)Lesson 7.5 (535-540)Lesson 7.6 (541-546)
1.MD.C.4 Organize, represent, and interpret data with up to three categories;
Number TalksRefer to Number Talks by Sherry Parrish
6+106+9
Quarterly AssessmentQuestion 6- Favorite Pizza
EngageNYDay 5
Module 3 Topic D; Lesson 12
70
ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
(The second marking period’s learning goal is Organize, represent, and interpret data with up to three categories, compare the number of data points among categories, and find the total number of data points.)
Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.
Objectives
SWBAT
Count and classify objects in a category.
Organize, represent, and interpret data using
6+8Number Talks Strategy-Counting All/Counting On: Number Sentences
Number Talks Website
https://elementarynumbertalks.wordpress.com/
Direct Instruction-
Option 1- Module 3 Topic D; Lesson 12https://www.engageny.org/ccls-math/1md4
Centers
Teacher Center – The teacher works in a small group with 1-4 students.
http://achievethecore.org/coherence-map/#1/3/13/13
Standards Based Problems Center – Students will work in small groups
http://maccss.ncdpi.wikispaces.net/file/view/CCSSMathTasks-Grade1.pdfSee task Pattern Block Graph Activity
Individual Center – Students work on their individual skill that they need based on their data.
http://www.k-5mathteachingresources.com/support-files/which-has-fewer-ver.1.pdf
Manipulative Center –
https://njctl.org/courses/math/1st-grade/data/attachments/mm-graph-pptx/
Illustrative MathDay 5
https://www.illustrativem
athematics.org/content-
standards/1/MD/C/4/tasks/
506
Illustrative MathDay 5
https://www.illustrativemathematics.org/content-standards/1/MD/C/4/tasks/506
Additional ResourcesMyMath
www.connected.mcgraw-hill.com Teacher login page for all online resources
available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The
pages used are those that best match the standard taught and best prepare students for
the assessment.Lesson 7.1 (509-514)Lesson 7.2 (515-520)Lesson 7.3 (521-526)Lesson 7.4 (527-532)Lesson 7.5 (535-540)Lesson 7.6 (541-546)
71
a tally chart.
Organize and represent, data with up to three
categories using a picture and bar graph.
See M & M task
Interdisciplinary Center-
http://www.k-5mathteachingresources.com/support-files/duck-rabbit.pdf
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
1.MD.C.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
(The second marking period’s learning goal is Organize, represent, and interpret data with up to three categories, compare the number of data points among categories, and find the total number of data points.)
Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit
Number TalksRefer to Number Talks by Sherry Parrish
5+5+83+4+64+5+6+5
Number Talks Strategy-Counting All/Counting On: Number Sentences
Number Talks Website
https://elementarynumbertalks.wordpress.com/
Direct Instruction-
Option 1- Module 3 Topic D; Lesson 10Module 3 Topic D; Lesson 11, Module 3 Topic D; Lesson 12, Module 3 Topic D; Lesson 13https://www.engageny.org/ccls-math/1md4
Centers
Teacher Center – The teacher works in a small group with 1-4 students.
http://achievethecore.org/coherence-map/#1/3/13/13
Standards Based Problems Center – Students
Quarterly AssessmentQuestion 6- Favorite Pizza
Achieve the CoreDay 6http://
achievethecore.org/coherence-
map/#1/3/13/13(See all tasks)
EngageNYDay 6
Module 3 Topic D; Lesson 13
Achieve the CoreDay 6
http://achievethecore.org/coherence-map/#1/3/13/13
(See all tasks)
Additional ResourcesMyMath
www.connected.mcgraw-hill.com Teacher login page for all online resources
available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The
pages used are those that best match the standard taught and best prepare students for
the assessment.Lesson 7.1 (509-514)Lesson 7.2 (515-520)Lesson 7.3 (521-526)Lesson 7.4 (527-532)Lesson 7.5 (535-540)Lesson 7.6 (541-546)
72
together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.
Objectives
SWBAT
Count and classify objects in a category.
Organize, represent, and interpret data using
a tally chart.
Organize and represent, data with up to three
categories using a picture and bar graph.
will work in small groups
http://maccss.ncdpi.wikispaces.net/file/view/CCSSMathTasks-Grade1.pdfSee task Pattern Block Graph Activity
Individual Center – Students work on their individual skill that they need based on their data.
http://www.k-5mathteachingresources.com/support-files/which-has-fewer-ver.1.pdf
Manipulative Center –
https://njctl.org/courses/math/1st-grade/data/attachments/mm-graph-pptx/
See M & M task
Interdisciplinary Center-
http://www.k-5mathteachingresources.com/support-files/duck-rabbit.pdf
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
1.NBT.B.2. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
1.NBT.B.2. a. 10 can be
Number Talk Refer to Number Talks by Sherry Parrish
P. 44 - 48 P. 106
Number Talks Strategy-Addition: Counting All/Counting On: Number SentencesNumber Talks Websitehttps://elementarynumbertalks.wordpress.com/Select First Grade Number Talks at the top of
Quarterly Assessment Question #7
http://www.commoncoresheets.com/SortedByGrade.p
NJCTLOption 2 – Slides 1-18 (Day 1)
https://njctl.org/courses/math/1st-grade/place-value/attachments/unit-5-place-value-with-
classwork-and-homework-inserted/
Common Core Sheets(Day 1)
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1nbt2a
73
thought of as a bundle of ten ones — called a "ten."
1.NBT.B.2. b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
Learning Goal 8: Compose and decompose numbers to 20 to identify the value of the number in the tens and ones place.
i. Define composing and decomposing a number?
ii. Demonstrate the ability to compose and decompose numbers to 20.
iii. Identify the value of the tens place and the ones place in a two digit number.
iv. Students will be able to compare numbers based on place value.
v. Students will be able to determine place value of two digit numbers.
vi. Students will be able to show how to count groups of ten.
the page.Scroll down to find Counting All/Counting On Click on Counting All Counting On Number Sentences to access PowerPoint Slides
See activities and resources
Direct Instruction
Option 2 – Slides 1-18 (Day 1)https://njctl.org/courses/math/1st-grade/place-value/attachments/unit-5-place-value-with-classwork-and-homework-inserted/
CentersTeacher Center – The teacher works in a small group with 1-4 students. With this standard students should practice with the teacher reading aloud numbers from 1 to 100. The use of a hundreds chart is ideal for reading together. The teacher can also use connecting cubes or counters and select a random amount to display and allow students to take turns in using the manipulatives to represent the amount being displayed.
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Using index cards numbered from 1-100 students can practice choosing a card and counting up to 100. Number line sheets should also be developed leaving blank spaces to be filled in.
Individual Center – Students work on the individual skill that they need based on their pre-test data. A blank hundreds chart is useful in this center along with scaffolding using fives, tens, and twenties as numbers to be prefilled in on the number charts. Students can work with the goal of completing the entire chart and reading the chart aloud.
Manipulative Center – Students work on solving problems using manipulatives. Students can use
hp?Sorted=1nbt2b
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1nbt2b
Additional Resources
MyMath www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The
pages used are those that best match the standard taught and best prepare students for
the assessment.
Lesson 5.1 (347-352)Lesson 5.2 (353-358)Lesson 5.4 (365-370)Lesson 5.5 (371-376)Lesson 5.6 (379-384)Lesson 5.7 (385-390)
74
work mat 8 titled Hundreds, Tens, and Ones found in the My Math resources along with the tens blocks to show a number with the ones, tens, and hundreds place and write the number represented by the tens blocks. Students can also use a computer with the following link for virtual manipulatives. Once on the page select grade level and background work mat Hundreds, Tens, and Ones and the manipulatives are tens blocks:http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.htmlThis link is also a resource that can be found in the My Math resource webpage with teacher username and password.Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Look Again should be implemented in the interdisciplinary center. It connects math with both language arts and science. Review Classwork
Exit Ticket
ELL Modifications
Student Learning Objective (SLO) Language Objective Language Needed
SLO: 3CCSS: 1.NBT.2 WIDA ELDS: 3WritingSpeaking
Compose and decompose numbers to 20 to identify the value of the number in the tens & ones place.
Explain orally and in writing the value of the number in the tens and ones place in numbers to 20 by using Base-Ten Blocks and a Place Value Chart.
VU: ones, tens, place, value, digit, column
LFC: Present tense
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Explain orally and in writing the value of the number in the tens and ones place in numbers to 20 using L1 and/or
Explain orally and in writing the value of the number in the tens and ones place in numbers to 20 using L1, Illustrations/diagrams/drawings, or phrases.
Explain orally and in writing the value of the number in the tens and ones place in numbers to 20 using key vocabulary in a series of simple sentences.
Explain orally and in writing the value of the number in the tens and ones place in numbers to 20 using key vocabulary in expanded and some
Explain orally and in writing the value of the number in the tens and ones place in numbers to 20 using precise vocabulary in multiple,
75
Illustrations/diagrams/drawings or single words.
complex sentences. complex sentences.
Learning Supports
Base-Ten BlocksPlace Value ChartSmall group/ triadsNative language support
Base-Ten BlocksPlace Value ChartSmall group/ triadsNative language support
Base-Ten BlocksPlace Value ChartSmall group/ triads
Base-Ten Blocks Base-Ten Blocks
1.NBT.B.2. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
1.NBT.B.2. a. 10 can be thought of as a bundle of ten ones — called a "ten."
1.NBT.B.2. b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
Learning Goal 8: Compose and decompose numbers to 20 to identify the value of the number in the tens and ones place.
i. Define composing and decomposing a number?
ii. Demonstrate the ability to compose and decompose numbers to 20.
Number Talk Refer to Number Talks by Sherry Parrish
P. 44 - 48 P. 111
Number Talks Strategy-Doubles/Near Doubles: Number SentencesNumber Talks Websitehttps://elementarynumbertalks.wordpress.com/Select First Grade Number Talks at the top of the page.Scroll down to find Doubles/Near Doubles Click on Doubles Near Double Number Sentences to access PowerPoint Slides
See activities and resources
Direct Instruction
Option 2 – Slides 19-34 (Day 2)https://njctl.org/courses/math/1st-grade/place-value/attachments/unit-5-place-value-with-classwork-and-homework-inserted/
CentersTeacher Center – The teacher works in a small group with 1-4 students. With this standard students should practice with the teacher reading aloud numbers from 1 to 100. The use of a hundreds chart is ideal for reading together. The teacher can also use connecting cubes or counters and select a random amount to display and allow students to take turns in using the manipulatives to represent the amount being displayed.
Quarterly Assessment Question #7
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1nbt2b
NJCTLOption 2 – Slides 19-34 (Day 2)
https://njctl.org/courses/math/1st-grade/place-value/attachments/unit-5-place-value-with-
classwork-and-homework-inserted/
Common Core Sheets(Day 2)
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1nbt2a
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1nbt2b
Additional Resources
MyMath www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best match the standard taught and best prepare students for
the assessment.Lesson 5.1 (347-352)Lesson 5.2 (353-358)Lesson 5.4 (365-370)Lesson 5.5 (371-376)Lesson 5.6 (379-384)
76
iii. Identify the value of the tens place and the ones place in a two digit number.
iv. Students will be able to compare numbers based on place value.
v. Students will be able to determine place value of two digit numbers.
vi. Students will be able to show how to count groups of ten.
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Using index cards numbered from 1-100 students can practice choosing a card and counting up to 100. Number line sheets should also be developed leaving blank spaces to be filled in.
Individual Center – Students work on the individual skill that they need based on their pre-test data. A blank hundreds chart is useful in this center along with scaffolding using fives, tens, and twenties as numbers to be prefilled in on the number charts. Students can work with the goal of completing the entire chart and reading the chart aloud.
Manipulative Center – Students work on solving problems using manipulatives. Students can use work mat 8 titled Hundreds, Tens, and Ones found in the My Math resources along with the tens blocks to show a number with the ones, tens, and hundreds place and write the number represented by the tens blocks. Students can also use a computer with the following link for virtual manipulatives. Once on the page select grade level and background work mat Hundreds, Tens, and Ones and the manipulatives are tens blocks:http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.htmlThis link is also a resource that can be found in the My Math resource webpage with teacher username and password.Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Look Again should be implemented in the interdisciplinary center. It connects math with both language arts and science. Review Classwork
Lesson 5.7 (385-390)
77
Exit Ticket
ELL Modifications: See Day 1
1.NBT.B.2. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
1.NBT.B.2. a. 10 can be thought of as a bundle of ten ones — called a "ten."
1.NBT.B.2. b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
Learning Goal 8: Compose and decompose numbers to 20 to identify the value of the number in the tens and ones place.
i. Define composing and decomposing a number?
ii. Demonstrate the ability to compose and decompose numbers to 20.
iii. Identify the value of the tens place and the ones place in a two digit number.
Number Talk Refer to Number Talks by Sherry Parrish
P. 44 - 48 P. 117
Number Talks Strategy-Addition: Making Tens Number SentencesNumber Talks Websitehttps://elementarynumbertalks.wordpress.com/Select First Grade Number Talks at the top of the page.Scroll down to find Making Tens Click on Making Tens Number Sentences to access PowerPoint Slides
See activities and resources
Direct Instruction
Option 2 – Slides 35 -53 (Day 3)https://njctl.org/courses/math/1st-grade/place-value/attachments/unit-5-place-value-with-classwork-and-homework-inserted/
CentersTeacher Center – The teacher works in a small group with 1-4 students. With this standard students should practice with the teacher reading aloud numbers from 1 to 100. The use of a hundreds chart is ideal for reading together. The teacher can also use connecting cubes or counters and select a random amount to display and allow students to take turns in using the manipulatives to represent the amount being displayed.
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Using index cards numbered from 1-100 students can practice choosing a card and
Quarterly Assessment Question #7
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1nbt2b
NJCTLOption 2 – Slides 35-53 (Day 3)
https://njctl.org/courses/math/1st-grade/place-value/attachments/unit-5-place-value-with-
classwork-and-homework-inserted/
Common Core Sheets(Day 3)
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1nbt2a
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1nbt2b
Additional Resources
MyMath www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best match the standard taught and best prepare students for
the assessment.Lesson 5.1 (347-352)Lesson 5.2 (353-358)Lesson 5.4 (365-370)Lesson 5.5 (371-376)Lesson 5.6 (379-384)Lesson 5.7 (385-390)
78
iv. Students will be able to compare numbers based on place value.
v. Students will be able to determine place value of two digit numbers.
vi. Students will be able to show how to count groups of ten.
counting up to 100. Number line sheets should also be developed leaving blank spaces to be filled in.
Individual Center – Students work on the individual skill that they need based on their pre-test data. A blank hundreds chart is useful in this center along with scaffolding using fives, tens, and twenties as numbers to be prefilled in on the number charts. Students can work with the goal of completing the entire chart and reading the chart aloud.
Manipulative Center – Students work on solving problems using manipulatives. Students can use work mat 8 titled Hundreds, Tens, and Ones found in the My Math resources along with the tens blocks to show a number with the ones, tens, and hundreds place and write the number represented by the tens blocks. Students can also use a computer with the following link for virtual manipulatives. Once on the page select grade level and background work mat Hundreds, Tens, and Ones and the manipulatives are tens blocks:http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.htmlThis link is also a resource that can be found in the My Math resource webpage with teacher username and password.Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Look Again should be implemented in the interdisciplinary center. It connects math with both language arts and science. Review Classwork
Exit Ticket
ELL Modifications: See Day 1
1.NBT.B.2. Understand Number Talk Quarterly NJCTL
79
that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
1.NBT.B.2. a. 10 can be thought of as a bundle of ten ones — called a "ten."
1.NBT.B.2. b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
Learning Goal 8: Compose and decompose numbers to 20 to identify the value of the number in the tens and ones place.
i. Define composing and decomposing a number?
ii. Demonstrate the ability to compose and decompose numbers to 20.
iii. Identify the value of the tens place and the ones place in a two digit number.
iv. Students will be able to compare numbers based on place value.
v. Students will be able to
Refer to Number Talks by Sherry Parrish P. 44 - 48 P. 118
Number Talks Strategy-Addition: Making Landmark or Friendly NumbersNumber Talks Websitehttps://elementarynumbertalks.wordpress.com/Select First Grade Number Talks at the top of the page.Scroll down to find Landmark or Friendly Numbers Click on Making Landmark or Friendly Numbers to access PowerPoint Slides
See activities and resources
Direct Instruction
Option 2 – Slides 55 - 77 (Day 4)https://njctl.org/courses/math/1st-grade/place-value/attachments/unit-5-place-value-with-classwork-and-homework-inserted/
CentersTeacher Center – The teacher works in a small group with 1-4 students. With this standard students should practice with the teacher reading aloud numbers from 1 to 100. The use of a hundreds chart is ideal for reading together. The teacher can also use connecting cubes or counters and select a random amount to display and allow students to take turns in using the manipulatives to represent the amount being displayed.
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Using index cards numbered from 1-100 students can practice choosing a card and counting up to 100. Number line sheets should also be developed leaving blank spaces to be filled in.
Assessment Question #7
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1nbt2b
Option 2 – Slides 55-77 (Day 4)https://njctl.org/courses/math/1st-grade/place-
value/attachments/unit-5-place-value-with-classwork-and-homework-inserted/
Common Core Sheets(Day 4)
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1nbt2a
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1nbt2b
Additional Resources
MyMath www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best match the standard taught and best prepare students for
the assessment.Lesson 5.1 (347-352)Lesson 5.2 (353-358)Lesson 5.4 (365-370)Lesson 5.5 (371-376)Lesson 5.6 (379-384)Lesson 5.7 (385-390)
80
determine place value of two digit numbers.
vi. Students will be able to show how to count groups of ten.
Individual Center – Students work on the individual skill that they need based on their pre-test data. A blank hundreds chart is useful in this center along with scaffolding using fives, tens, and twenties as numbers to be prefilled in on the number charts. Students can work with the goal of completing the entire chart and reading the chart aloud.
Manipulative Center – Students work on solving problems using manipulatives. Students can use work mat 8 titled Hundreds, Tens, and Ones found in the My Math resources along with the tens blocks to show a number with the ones, tens, and hundreds place and write the number represented by the tens blocks. Students can also use a computer with the following link for virtual manipulatives. Once on the page select grade level and background work mat Hundreds, Tens, and Ones and the manipulatives are tens blocks:http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.htmlThis link is also a resource that can be found in the My Math resource webpage with teacher username and password.Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Look Again should be implemented in the interdisciplinary center. It connects math with both language arts and science. Review Classwork
Exit Ticket
ELL Modifications: See Day 1
1.NBT.B.2. Understand that the two digits of a two-digit number represent amounts of tens and ones.
Number Talk Refer to Number Talks by Sherry Parrish
P. 44 - 48 P. 106
Quarterly Assessment Question #7
NJCTLOption 2 – Slides 78-97 (Day 5)
https://njctl.org/courses/math/1st-grade/place-value/attachments/unit-5-place-value-with-
classwork-and-homework-inserted/
81
Understand the following as special cases:
1.NBT.B.2. a. 10 can be thought of as a bundle of ten ones — called a "ten."
1.NBT.B.2. b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
Learning Goal 8: Compose and decompose numbers to 20 to identify the value of the number in the tens and ones place.
i. Define composing and decomposing a number?
ii. Demonstrate the ability to compose and decompose numbers to 20.
iii. Identify the value of the tens place and the ones place in a two digit number.
iv. Students will be able to compare numbers based on place value.
v. Students will be able to determine place value of two digit numbers.
Number Talks Strategy-Addition: Counting All/Counting On: Number SentencesNumber Talks Websitehttps://elementarynumbertalks.wordpress.com/Select First Grade Number Talks at the top of the page.Scroll down to find Counting All/Counting On Click on Counting All Counting On Number Sentences to access PowerPoint Slides
See activities and resources
Direct Instruction
Option 2 – Slides 78 - 97 (Day 5)https://njctl.org/courses/math/1st-grade/place-value/attachments/unit-5-place-value-with-classwork-and-homework-inserted/
CentersTeacher Center – The teacher works in a small group with 1-4 students. With this standard students should practice with the teacher reading aloud numbers from 1 to 100. The use of a hundreds chart is ideal for reading together. The teacher can also use connecting cubes or counters and select a random amount to display and allow students to take turns in using the manipulatives to represent the amount being displayed.
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Using index cards numbered from 1-100 students can practice choosing a card and counting up to 100. Number line sheets should also be developed leaving blank spaces to be filled in.
Individual Center – Students work on the individual skill that they need based on their pre-test data. A blank hundreds chart is useful in this center along with scaffolding using fives,
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1nbt2b
Common Core Sheets(Day 5)
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1nbt2a
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1nbt2b
Additional Resources
MyMath www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best match the standard taught and best prepare students for
the assessment.Lesson 5.1 (347-352)Lesson 5.2 (353-358)Lesson 5.4 (365-370)Lesson 5.5 (371-376)Lesson 5.6 (379-384)Lesson 5.7 (385-390)
82
vi. Students will be able to show how to count groups of ten.
tens, and twenties as numbers to be prefilled in on the number charts. Students can work with the goal of completing the entire chart and reading the chart aloud.
Manipulative Center – Students work on solving problems using manipulatives. Students can use work mat 8 titled Hundreds, Tens, and Ones found in the My Math resources along with the tens blocks to show a number with the ones, tens, and hundreds place and write the number represented by the tens blocks. Students can also use a computer with the following link for virtual manipulatives. Once on the page select grade level and background work mat Hundreds, Tens, and Ones and the manipulatives are tens blocks:http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.htmlThis link is also a resource that can be found in the My Math resource webpage with teacher username and password.Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Look Again should be implemented in the interdisciplinary center. It connects math with both language arts and science. Review Classwork
Exit Ticket
ELL Modifications: See Day 1
1.NBT.B.2. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
Number Talk Refer to Number Talks by Sherry Parrish
P. 44 - 48 P. 111
Number Talks Strategy-Doubles/Near Doubles: Number SentencesNumber Talks Website
Quarterly Assessment Question #7
http://www.commonco
NJCTLOption 2 – Slides 98-125 (Day 6)
https://njctl.org/courses/math/1st-grade/place-value/attachments/unit-5-place-value-with-
classwork-and-homework-inserted/
Common Core Sheets(Day 6)
http://www.commoncoresheets.com/
Quarterly Assessment Question #7
83
1.NBT.B.2. a. 10 can be thought of as a bundle of ten ones — called a "ten."
1.NBT.B.2. b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
Learning Goal 8: Compose and decompose numbers to 20 to identify the value of the number in the tens and ones place.
i. Define composing and decomposing a number?
ii. Demonstrate the ability to compose and decompose numbers to 20.
iii. Identify the value of the tens place and the ones place in a two digit number.
iv. Students will be able to compare numbers based on place value.
v. Students will be able to determine place value of two digit numbers.
vi. Students will be able to show how to count groups of ten.
https://elementarynumbertalks.wordpress.com/Select First Grade Number Talks at the top of the page.Scroll down to find Doubles/Near Doubles Click on Doubles Near Double Number Sentences to access PowerPoint Slides
See activities and resources
Direct Instruction
Option 2 – Slides 98 - 125 (Day 6)https://njctl.org/courses/math/1st-grade/place-value/attachments/unit-5-place-value-with-classwork-and-homework-inserted/
CentersTeacher Center – The teacher works in a small group with 1-4 students. With this standard students should practice with the teacher reading aloud numbers from 1 to 100. The use of a hundreds chart is ideal for reading together. The teacher can also use connecting cubes or counters and select a random amount to display and allow students to take turns in using the manipulatives to represent the amount being displayed.
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Using index cards numbered from 1-100 students can practice choosing a card and counting up to 100. Number line sheets should also be developed leaving blank spaces to be filled in.
Individual Center – Students work on the individual skill that they need based on their pre-test data. A blank hundreds chart is useful in this center along with scaffolding using fives, tens, and twenties as numbers to be prefilled in on the number charts. Students can work with the goal of completing the entire chart and reading the chart aloud.
resheets.com/SortedByGrade.php?Sorted=1nbt2b
SortedByGrade.php?Sorted=1nbt2a
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1nbt2b
Additional Resources
MyMath www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best match the standard taught and best prepare students for
the assessment.Lesson 5.1 (347-352)Lesson 5.2 (353-358)Lesson 5.4 (365-370)Lesson 5.5 (371-376)Lesson 5.6 (379-384)Lesson 5.7 (385-390)
84
Manipulative Center – Students work on solving problems using manipulatives. Students can use work mat 8 titled Hundreds, Tens, and Ones found in the My Math resources along with the tens blocks to show a number with the ones, tens, and hundreds place and write the number represented by the tens blocks. Students can also use a computer with the following link for virtual manipulatives. Once on the page select grade level and background work mat Hundreds, Tens, and Ones and the manipulatives are tens blocks:http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.htmlThis link is also a resource that can be found in the My Math resource webpage with teacher username and password.Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Look Again should be implemented in the interdisciplinary center. It connects math with both language arts and science. Review Classwork
Exit Ticket
ELL Modifications: See Day 1
1.NBT.B.3. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
Learning Goal 9: Use the meaning of tens and ones digits to record comparisons of 2 two- digit numbers using >, =, and < symbols.
Number Talk Refer to Number Talks by Sherry Parrish
P. 44 - 48 P. 117
Number Talks Strategy-Addition: Making Tens Number SentencesNumber Talks Websitehttps://elementarynumbertalks.wordpress.com/Select First Grade Number Talks at the top of the page.Scroll down to find Making Tens
Quarterly Assessment Question #8
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1nbt3
EngageNYOption 1- Module 4 Topic B; Lesson 7 Pages 84 -
90 (Day 1)https://www.engageny.org/ccls-math/1nbt3
Common Core Sheets(Day 1)
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1nbt3
Additional Resources
MyMath
85
i. Define and use >, <, = (as greater than, less than, and equal to)?
ii. Demonstrate the ability to compose and decompose two digit numbers.
iii. Identify the value of the tens place and the ones place in a two digit number to use in comparing two digit numbers.
iv. Students will be able to compare numbers based on place value.
v. Students will be able to determine place value of two digit numbers.
vi. Students will be able to show how to count groups of ten.
Click on Making Tens Number Sentences to access PowerPoint Slides
See activities and resources
Direct Instruction-Option 1- Module 4 Topic B; Lesson 7 Pages 84 - 90 (Day 1)https://www.engageny.org/ccls-math/1nbt3
CentersTeacher Center – The teacher works in a small group with 1-4 students. With this standard students should practice with the teacher reading aloud numbers from 1 to 100. The use of a hundreds chart is ideal for reading together. The teacher can also use connecting cubes or counters and select a random amount to display and allow students to take turns in using the manipulatives to represent the amount being displayed.
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Using index cards numbered from 1-100 students can practice choosing a card and counting up to 100. Number line sheets should also be developed leaving blank spaces to be filled in.
Individual Center – Students work on the individual skill that they need based on their pre-test data. A blank hundreds chart is useful in this center along with scaffolding using fives, tens, and twenties as numbers to be prefilled in on the number charts. Students can work with the goal of completing the entire chart and reading the chart aloud.
Manipulative Center – Students work on solving problems using manipulatives. Students can use work mat 8 titled Hundreds, Tens, and Ones found in the My Math resources along with the tens blocks to show a number with the ones, tens, and hundreds place and write the number
www.connected.mcgraw-hill.com Teacher login page for all online resources
available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The
pages used are those that best match the standard taught and best prepare students for
the assessment.
Lesson 5.10 (403-408)Lesson 5.11 (409-414)
86
represented by the tens blocks. Students can also use a computer with the following link for virtual manipulatives. Once on the page select grade level and background work mat Hundreds, Tens, and Ones and the manipulatives are tens blocks:http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.htmlThis link is also a resource that can be found in the My Math resource webpage with teacher username and password.Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Look Again should be implemented in the interdisciplinary center. It connects math with both language arts and science. Review Classwork
Exit Ticket
ELL Modifications
Student Learning Objective (SLO) Language Objective Language Needed
SLO: 2CCSS:1.NBT.3
Compare two digit numbers using <, >, and = symbols. Compare orally and in writing two digit numbers using mathematical symbols using a Symbol-Word-Picture Chart.
VU: Ones, tens, greater than, less than, equal to, symbol
87
WIDA ELDS: 3WritingSpeaking
LFC: Present tense, comparativesLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Compare orally and in writing the comparative value of two-digit numbers using L1 and/or drawings and selected, illustrated technical words.
Compare orally and in writing the comparative value of two-digit numbers using L1, and/or drawings, and selected technical vocabulary in phrases.
Compare orally and in writing the comparative value of two-digit numbers using key vocabulary in simple sentences.
Compare orally and in writing the comparative value of two-digit numbers using key, technical vocabulary in expanded sentences.
Compare orally and in writing the comparative value of two-digit numbers using technical vocabulary in complex sentences.
Learning Supports
Word/Picture WallSymbol-Word-Picture ChartL1 support
Word/Picture WallSymbol-Word-Picture ChartL1 support
Word/Picture WallSymbol-Word-Picture Chart
Symbol-Word-Picture Chart
1.NBT.B.3. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
Learning Goal 9: Use the meaning of tens and ones digits to record comparisons of 2 two- digit numbers using >, =, and < symbols.
i. Define and use >, <, = (as greater than, less than, and equal to)?
ii. Demonstrate the ability to compose and decompose
Number Talk Refer to Number Talks by Sherry Parrish
P. 44 - 48 P. 118
Number Talks Strategy-Addition: Making Landmark or Friendly NumbersNumber Talks Websitehttps://elementarynumbertalks.wordpress.com/Select First Grade Number Talks at the top of the page.Scroll down to find Landmark or Friendly Numbers Click on Making Landmark or Friendly Numbers to access PowerPoint Slides
See activities and resources
Direct Instruction
Option 1- Module 4 Topic B; Lesson 7 Pages 91 - 99 (Day 2)
Quarterly Assessment Question #8
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1nbt3
EngageNYOption 1- Module 4 Topic B; Lesson 7 Pages 91-
99 (Day 2)https://www.engageny.org/ccls-math/1nbt3
Common Core Sheets(Day 2)
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1nbt3
Additional Resources
MyMath www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best match the
88
two digit numbers.
iii. Identify the value of the tens place and the ones place in a two digit number to use in comparing two digit numbers.
iv. Students will be able to compare numbers based on place value.
v. Students will be able to determine place value of two digit numbers.
vi. Students will be able to show how to count groups of ten.
https://www.engageny.org/ccls-math/1nbt3
CentersTeacher Center – The teacher works in a small group with 1-4 students. With this standard students should practice with the teacher reading aloud numbers from 1 to 100. The use of a hundreds chart is ideal for reading together. The teacher can also use connecting cubes or counters and select a random amount to display and allow students to take turns in using the manipulatives to represent the amount being displayed.
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Using index cards numbered from 1-100 students can practice choosing a card and counting up to 100. Number line sheets should also be developed leaving blank spaces to be filled in.
Individual Center – Students work on the individual skill that they need based on their pre-test data. A blank hundreds chart is useful in this center along with scaffolding using fives, tens, and twenties as numbers to be prefilled in on the number charts. Students can work with the goal of completing the entire chart and reading the chart aloud.
Manipulative Center – Students work on solving problems using manipulatives. Students can use work mat 8 titled Hundreds, Tens, and Ones found in the My Math resources along with the tens blocks to show a number with the ones, tens, and hundreds place and write the number represented by the tens blocks. Students can also use a computer with the following link for virtual manipulatives. Once on the page select grade level and background work mat Hundreds, Tens, and Ones and the manipulatives are tens blocks:http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/
standard taught and best prepare students for the assessment.
Lesson 5.10 (403-408)Lesson 5.11 (409-414)
89
vmf/VMF-Interface.htmlThis link is also a resource that can be found in the My Math resource webpage with teacher username and password.Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Look Again should be implemented in the interdisciplinary center. It connects math with both language arts and science. Review Classwork
Exit Ticket
ELL Modifications: See Day 1
1.NBT.B.3. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
Learning Goal 9: Use the meaning of tens and ones digits to record comparisons of 2 two- digit numbers using >, =, and < symbols.
i. Define and use >, <, = (as greater than, less than, and equal to)?
ii. Demonstrate the ability to compose and decompose two digit numbers.
iii. Identify the value of the tens place and the ones place in a two digit number to use
Number Talk Refer to Number Talks by Sherry Parrish
P. 44 - 48 P. 106
Number Talks Strategy-Addition: Counting All/Counting On: Number SentencesNumber Talks Websitehttps://elementarynumbertalks.wordpress.com/Select First Grade Number Talks at the top of the page.Scroll down to find Counting All/Counting On Click on Counting All Counting On Number Sentences to access PowerPoint Slides
See activities and resources
Direct Instruction
Option 1- Module 4 Topic B; Lesson 8 Pages 100 – 105 (Day 3)https://www.engageny.org/ccls-math/1nbt3
CentersTeacher Center – The teacher works in a small
Quarterly Assessment Question #8
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1nbt3
EngageNYOption 1- Module 4 Topic B; Lesson 7 Pages
100-105 (Day 3)https://www.engageny.org/ccls-math/1nbt3
Common Core Sheets(Day 3)
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1nbt3
Additional Resources
MyMath www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best match the standard taught and best prepare students for
the assessment.Lesson 5.10 (403-408)
90
in comparing two digit numbers.
iv. Students will be able to compare numbers based on place value.
v. Students will be able to determine place value of two digit numbers.
vi. Students will be able to show how to count groups of ten.
group with 1-4 students. With this standard students should practice with the teacher reading aloud numbers from 1 to 100. The use of a hundreds chart is ideal for reading together. The teacher can also use connecting cubes or counters and select a random amount to display and allow students to take turns in using the manipulatives to represent the amount being displayed.
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Using index cards numbered from 1-100 students can practice choosing a card and counting up to 100. Number line sheets should also be developed leaving blank spaces to be filled in.
Individual Center – Students work on the individual skill that they need based on their pre-test data. A blank hundreds chart is useful in this center along with scaffolding using fives, tens, and twenties as numbers to be prefilled in on the number charts. Students can work with the goal of completing the entire chart and reading the chart aloud.
Manipulative Center – Students work on solving problems using manipulatives. Students can use work mat 8 titled Hundreds, Tens, and Ones found in the My Math resources along with the tens blocks to show a number with the ones, tens, and hundreds place and write the number represented by the tens blocks. Students can also use a computer with the following link for virtual manipulatives. Once on the page select grade level and background work mat Hundreds, Tens, and Ones and the manipulatives are tens blocks:http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.htmlThis link is also a resource that can be found in the My Math resource webpage with teacher username and password.Interdisciplinary Center – Students work on
Lesson 5.11 (409-414)
91
math problems that interconnect with another subject. The real world problem solving leveled reader titled Look Again should be implemented in the interdisciplinary center. It connects math with both language arts and science. Review Classwork
Exit Ticket
ELL Modifications: See Day 1
1.NBT.B.3. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
Learning Goal 9: Use the meaning of tens and ones digits to record comparisons of 2 two- digit numbers using >, =, and < symbols.
i. Define and use >, <, = (as greater than, less than, and equal to)?
ii. Demonstrate the ability to compose and decompose two digit numbers.
iii. Identify the value of the tens place and the ones place in a two digit number to use in comparing two digit numbers.
iv. Students will be able to
Number Talk Refer to Number Talks by Sherry Parrish
P. 44 - 48 P. 111
Number Talks Strategy-Doubles/Near Doubles: Number SentencesNumber Talks Websitehttps://elementarynumbertalks.wordpress.com/Select First Grade Number Talks at the top of the page.Scroll down to find Doubles/Near Doubles Click on Doubles Near Double Number Sentences to access PowerPoint Slides
See activities and resources
Direct Instruction
Option 1- Module 4 Topic B; Lesson 8 Pages 106 – 113 (Day 4)https://www.engageny.org/ccls-math/1nbt3
CentersTeacher Center – The teacher works in a small group with 1-4 students. With this standard students should practice with the teacher reading aloud numbers from 1 to 100. The use of a hundreds chart is ideal for reading together. The teacher can also use connecting cubes or
Quarterly Assessment Question #8
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1nbt3
EngageNYOption 1- Module 4 Topic B; Lesson 7 Pages
106-113 (Day 4)https://www.engageny.org/ccls-math/1nbt3
Common Core Sheets(Day 4)
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1nbt3
Additional Resources
MyMath www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best match the standard taught and best prepare students for
the assessment.Lesson 5.10 (403-408)Lesson 5.11 (409-414)
92
compare numbers based on place value.
v. Students will be able to determine place value of two digit numbers.
vi. Students will be able to show how to count groups of ten.
counters and select a random amount to display and allow students to take turns in using the manipulatives to represent the amount being displayed.
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Using index cards numbered from 1-100 students can practice choosing a card and counting up to 100. Number line sheets should also be developed leaving blank spaces to be filled in.
Individual Center – Students work on the individual skill that they need based on their pre-test data. A blank hundreds chart is useful in this center along with scaffolding using fives, tens, and twenties as numbers to be prefilled in on the number charts. Students can work with the goal of completing the entire chart and reading the chart aloud.
Manipulative Center – Students work on solving problems using manipulatives. Students can use work mat 8 titled Hundreds, Tens, and Ones found in the My Math resources along with the tens blocks to show a number with the ones, tens, and hundreds place and write the number represented by the tens blocks. Students can also use a computer with the following link for virtual manipulatives. Once on the page select grade level and background work mat Hundreds, Tens, and Ones and the manipulatives are tens blocks:http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.htmlThis link is also a resource that can be found in the My Math resource webpage with teacher username and password.Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Look Again should be implemented in the interdisciplinary center. It connects math with both language arts and science.
93
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
1.NBT.B.3. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
Learning Goal 9: Use the meaning of tens and ones digits to record comparisons of 2 two- digit numbers using >, =, and < symbols.
i. Define and use >, <, = (as greater than, less than, and equal to)?
ii. Demonstrate the ability to compose and decompose two digit numbers.
iii. Identify the value of the tens place and the ones place in a two digit number to use in comparing two digit numbers.
iv. Students will be able to compare numbers based on place value.
v. Students will be able to
Number Talk Refer to Number Talks by Sherry Parrish
P. 44 - 48 P. 117
Number Talks Strategy-Addition: Making Tens Number SentencesNumber Talks Websitehttps://elementarynumbertalks.wordpress.com/Select First Grade Number Talks at the top of the page.Scroll down to find Making Tens Click on Making Tens Number Sentences to access PowerPoint Slides
See activities and resources
Direct Instruction
Option 1- Module 4 Topic B; Lesson 9 Pages 114 – 125 (Day 5)https://www.engageny.org/ccls-math/1nbt3
CentersTeacher Center – The teacher works in a small group with 1-4 students. With this standard students should practice with the teacher reading aloud numbers from 1 to 100. The use of a hundreds chart is ideal for reading together. The teacher can also use connecting cubes or counters and select a random amount to display and allow students to take turns in using the manipulatives to represent the amount being displayed.
Quarterly Assessment Question #8
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1nbt3
EngageNYOption 1- Module 4 Topic B; Lesson 7 Pages
114-125 (Day 5)https://www.engageny.org/ccls-math/1nbt3
Common Core Sheets(Day 5)
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1nbt3
Additional Resources
MyMath www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best match the standard taught and best prepare students for
the assessment.Lesson 5.10 (403-408)Lesson 5.11 (409-414)
94
determine place value of two digit numbers.
vi. Students will be able to show how to count groups of ten.
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Using index cards numbered from 1-100 students can practice choosing a card and counting up to 100. Number line sheets should also be developed leaving blank spaces to be filled in.
Individual Center – Students work on the individual skill that they need based on their pre-test data. A blank hundreds chart is useful in this center along with scaffolding using fives, tens, and twenties as numbers to be prefilled in on the number charts. Students can work with the goal of completing the entire chart and reading the chart aloud.
Manipulative Center – Students work on solving problems using manipulatives. Students can use work mat 8 titled Hundreds, Tens, and Ones found in the My Math resources along with the tens blocks to show a number with the ones, tens, and hundreds place and write the number represented by the tens blocks. Students can also use a computer with the following link for virtual manipulatives. Once on the page select grade level and background work mat Hundreds, Tens, and Ones and the manipulatives are tens blocks:http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.htmlThis link is also a resource that can be found in the My Math resource webpage with teacher username and password.Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Look Again should be implemented in the interdisciplinary center. It connects math with both language arts and science. Review Classwork
Exit Ticket
95
ELL Modifications: See Day 1
1.NBT.B.3. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
Learning Goal 9: Use the meaning of tens and ones digits to record comparisons of 2 two- digit numbers using >, =, and < symbols.
i. Define and use >, <, = (as greater than, less than, and equal to)?
ii. Demonstrate the ability to compose and decompose two digit numbers.
iii. Identify the value of the tens place and the ones place in a two digit number to use in comparing two digit numbers.
iv. Students will be able to compare numbers based on place value.
v. Students will be able to determine place value of two digit numbers.
Number Talk Refer to Number Talks by Sherry Parrish
P. 44 - 48 P. 118
Number Talks Strategy-Addition: Making Landmark or Friendly NumbersNumber Talks Websitehttps://elementarynumbertalks.wordpress.com/Select First Grade Number Talks at the top of the page.Scroll down to find Landmark or Friendly Numbers Click on Making Landmark or Friendly Numbers to access PowerPoint Slides
See activities and resources
Direct Instruction
Option 1- Module 4 Topic B; Lesson 10 Pages 126 – 136 (Day 6)https://www.engageny.org/ccls-math/1nbt3
Centers
Teacher Center – The teacher works in a small group with 1-4 students. With this standard students should practice with the teacher reading aloud numbers from 1 to 100. The use of a hundreds chart is ideal for reading together. The teacher can also use connecting cubes or counters and select a random amount to display and allow students to take turns in using the manipulatives to represent the amount being displayed.
Standards Based Problems Center – Students work in a group to solve the style of problems
Quarterly Assessment Question #8
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1nbt3
Option 1- Module 4 Topic B; Lesson 7 Pages 126-136 (Day 6)
https://www.engageny.org/ccls-math/1nbt3
Common Core Sheets(Day 6)
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1nbt3
Additional Resources
MyMath www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best match the standard taught and best prepare students for
the assessment.Lesson 5.10 (403-408)Lesson 5.11 (409-414)
96
vi. Students will be able to show how to count groups of ten.
the assessments (Quarterly) will use to measure that standard. Using index cards numbered from 1-100 students can practice choosing a card and counting up to 100. Number line sheets should also be developed leaving blank spaces to be filled in.
Individual Center – Students work on the individual skill that they need based on their pre-test data. A blank hundreds chart is useful in this center along with scaffolding using fives, tens, and twenties as numbers to be prefilled in on the number charts. Students can work with the goal of completing the entire chart and reading the chart aloud.
Manipulative Center – Students work on solving problems using manipulatives. Students can use work mat 8 titled Hundreds, Tens, and Ones found in the My Math resources along with the tens blocks to show a number with the ones, tens, and hundreds place and write the number represented by the tens blocks. Students can also use a computer with the following link for virtual manipulatives. Once on the page select grade level and background work mat Hundreds, Tens, and Ones and the manipulatives are tens blocks:http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.htmlThis link is also a resource that can be found in the My Math resource webpage with teacher username and password.Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Look Again should be implemented in the interdisciplinary center. It connects math with both language arts and science. Review Classwork
Exit Ticket
ELL Modifications: See Day 1
97
1.NBT.A.1. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral *(benchmarked)
Learning Goal 10: Count to 120 orally, read and write numerals, and write numerals to represent the number of objects (up to 120).
i. Define one hundred?
ii. Demonstrate the ability to count and write numbers up to 100.
iii. Identify written numerals up to 100?
iv. Compare numbers up to 100?
v. Determine numbers after any number up to 100.
vi. Compose a list of numbers up to 100.
Number Talk Refer to Number Talks by Sherry Parrish
P. 44 - 48 P. 117
Number Talks Strategy-Addition: Making Tens Number SentencesNumber Talks Websitehttps://elementarynumbertalks.wordpress.com/Select First Grade Number Talks at the top of the page.Scroll down to find Making Tens Click on Making Tens Number Sentences to access PowerPoint Slides
Direct Instruction
Option 2 – Slides 1-10 (Day 1)https://njctl.org/courses/math/1st-grade/numbers-to-120/attachments/unit-1-numbers-to-120-with-classwork-and-homework-inserted/
See activities and resources
CentersTeacher Center – The teacher works in a small group with 1-4 students. With this standard students should practice with the teacher reading aloud numbers from 1 to 100. The use of a hundreds chart is ideal for reading together. The teacher can also use connecting cubes or counters and select a random amount to display and allow students to take turns in using the manipulatives to represent the amount being displayed.
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Using index cards numbered from 1-120 students can practice choosing a card and counting up to 120. Number line sheets should
Quarterly Assessment Question #9A, #9B
Common Core Sheets(Day 1)http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1nbt1
NJCTLSlides 1-10 (Day 1)
https://njctl.org/courses/math/1st-grade/numbers-to-120/attachments/unit-1-numbers-
to-120-with-classwork-and-homework-inserted/
Additional Resources
MyMath www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The
pages used are those that best match the standard taught and best prepare students for
the assessment.
Lesson 5.3 (359-364) Lesson 5.9 (397-402) Lesson 5.12 (417-422) Lesson 5.13 (423-428)
Lesson 5.14 (429-434)
98
also be developed leaving blank spaces to be filled in.
Individual Center – Students work on the individual skill that they need based on their pre-test data. A blank hundreds chart is useful in this center along with scaffolding using fives, tens, and twenties as numbers to be prefilled in on the number charts. Students can work with the goal of completing the entire chart and reading the chart aloud.
Manipulative Center – Students work on solving problems using manipulatives. Students can use work mat 8 titled Hundreds, Tens, and Ones found in the My Math resources along with the tens blocks to show a number with the ones, tens, and hundreds place and write the number represented by the tens blocks. Students can also use a computer with the following link for virtual manipulatives. Once on the page select grade level and background work mat Hundreds, Tens, and Ones and the manipulatives are tens blocks:http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.htmlThis link is also a resource that can be found in the My Math resource webpage with teacher username and password.Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Look Again should be implemented in the interdisciplinary center. It connects math with both language arts and science. Review Classwork
Exit Ticket
ELL Modifications
Student Learning Objective (SLO) Language Objective Language Needed
SLO: 1CCSS:
Count utilizing written or verbal numerals starting at any number less than 100.
Write and orally count from a number other than zero between 0 and 100, using a word wall, Number Line and a
VU: Number words 0-100, order, sequence
99
1.NBT.1WIDA ELDS: 3WritingSpeaking
Hundreds Chart. wordsLFC: Present tense
LC: Varies by ELP levelELP 1 ELP 2 ELP 3 ELP 4 ELP 5
Language Objectives
Write and orally count from a number other than zero using L1 and//or repeating numbers.
Write and orally count from a number other than zero using L1 and/or selected numbers.
Write and orally count from a number other than zero using key vocabulary in simple sentences.
Write and orally count from a number other than zero using key, technical vocabulary in expanded sentences.
Write and orally identifynumbers using technical vocabulary in complex sentences.
Learning Supports
Word/Picture WallNumber LineHundreds ChartNative language support
Word/Picture WallNumber LineHundreds ChartNative language support
Number LineHundreds Chart
Number LineHundreds Chart
Hundreds Chart
1.NBT.A.1. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral *(benchmarked)
Learning Goal 10: Count to 120 orally, read and write numerals, and write numerals to represent the number of objects (up to 120).
i. Define one hundred?
ii. Demonstrate the ability to count and write numbers up to 100.
iii. Identify written numerals
Number Talk Refer to Number Talks by Sherry Parrish
P. 44 - 48 P. 118
Number Talks Strategy-Addition: Making Landmark or Friendly NumbersNumber Talks Websitehttps://elementarynumbertalks.wordpress.com/Select First Grade Number Talks at the top of the page.Scroll down to find Landmark or Friendly Numbers Click on Making Landmark or Friendly Numbers to access PowerPoint SlidesDirect Instruction
Option 2 – Slides 26-43 (Day 2) https://njctl.org/courses/math/1st-grade/numbers-to-120/attachments/unit-1-numbers-to-120-with-classwork-and-homework-inserted/
See activities and resourcesCenters
Quarterly Assessment Question #9A, #9B Common Core Sheets(Day 2)http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1nbt1
NJCTLSlides 26-43 (Day 2)
https://njctl.org/courses/math/1st-grade/numbers-to-120/attachments/unit-1-numbers-
to-120-with-classwork-and-homework-inserted/
Additional Resources
MyMath www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best match the standard taught and best prepare students for
the assessment.
Lesson 5.3 (359-364) Lesson 5.9 (397-402) Lesson 5.12 (417-422) Lesson 5.13 (423-428)
100
up to 100?
iv. Compare numbers up to 100?
v. Determine numbers after any number up to 100.
vi. Compose a list of numbers up to 100.
Teacher Center – The teacher works in a small group with 1-4 students. With this standard students should practice with the teacher reading aloud numbers from 1 to 100. The use of a hundreds chart is ideal for reading together. The teacher can also use connecting cubes or counters and select a random amount to display and allow students to take turns in using the manipulatives to represent the amount being displayed.
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Using index cards numbered from 1-120 students can practice choosing a card and counting up to 120. Number line sheets should also be developed leaving blank spaces to be filled in.
Individual Center – Students work on the individual skill that they need based on their pre-test data. A blank hundreds chart is useful in this center along with scaffolding using fives, tens, and twenties as numbers to be prefilled in on the number charts. Students can work with the goal of completing the entire chart and reading the chart aloud.Manipulative Center – Students work on solving problems using manipulatives. Students can use work mat 8 titled Hundreds, Tens, and Ones found in the My Math resources along with the tens blocks to show a number with the ones, tens, and hundreds place and write the number represented by the tens blocks. Students can also use a computer with the following link for virtual manipulatives. Once on the page select grade level and background work mat Hundreds, Tens, and Ones and the manipulatives are tens blocks:http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.html
This link is also a resource that can be found in the My Math resource webpage with teacher username and password.
Lesson 5.14 (429-434)
101
Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Look Again should be implemented in the interdisciplinary center. It connects math with both language arts and science.
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
1.NBT.A.1. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral *(benchmarked)
Learning Goal 10: Count to 120 orally, read and write numerals, and write numerals to represent the number of objects (up to 120).
i. Define one hundred?
ii. Demonstrate the ability to count and write numbers up to 100.
iii. Identify written numerals up to 100?
iv. Compare numbers up to 100?
Number Talk Refer to Number Talks by Sherry Parrish
P. 44 - 48 P. 106
Number Talks Strategy-Addition: Counting All/Counting On: Number SentencesNumber Talks Websitehttps://elementarynumbertalks.wordpress.com/Select First Grade Number Talks at the top of the page.Scroll down to find Counting All/Counting On Click on Counting All Counting On Number Sentences to access PowerPoint SlidesDirect Instruction
Option 2 – Slides 44-81 (Day 3)https://njctl.org/courses/math/1st-grade/numbers-to-120/attachments/unit-1-numbers-to-120-with-classwork-and-homework-inserted/
See activities and resources
CentersTeacher Center – The teacher works in a small group with 1-4 students. With this standard students should practice with the teacher reading aloud numbers from 1 to 100. The use of a hundreds chart is ideal for reading
Quarterly Assessment Question #9A, #9B
Math Labs(Day 3)http://www.raftbayarea.org/readpdf?isid=270
NJCTLSlides 44-81 (Day 3)
https://njctl.org/courses/math/1st-grade/numbers-to-120/attachments/unit-1-numbers-
to-120-with-classwork-and-homework-inserted/
Additional Resources
MyMath www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best match the standard taught and best prepare students for
the assessment.
Lesson 5.3 (359-364) Lesson 5.9 (397-402) Lesson 5.12 (417-422) Lesson 5.13 (423-428)
Lesson 5.14 (429-434)
102
v. Determine numbers after any number up to 100.
vi. Compose a list of numbers up to 100.
together. The teacher can also use connecting cubes or counters and select a random amount to display and allow students to take turns in using the manipulatives to represent the amount being displayed.
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Using index cards numbered from 1-120 students can practice choosing a card and counting up to 120. Number line sheets should also be developed leaving blank spaces to be filled in.
Individual Center – Students work on the individual skill that they need based on their pre-test data. A blank hundreds chart is useful in this center along with scaffolding using fives, tens, and twenties as numbers to be prefilled in on the number charts. Students can work with the goal of completing the entire chart and reading the chart aloud.Manipulative Center – Students work on solving problems using manipulatives. Students can use work mat 8 titled Hundreds, Tens, and Ones found in the My Math resources along with the tens blocks to show a number with the ones, tens, and hundreds place and write the number represented by the tens blocks. Students can also use a computer with the following link for virtual manipulatives. Once on the page select grade level and background work mat Hundreds, Tens, and Ones and the manipulatives are tens blocks:http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.htmlThis link is also a resource that can be found in the My Math resource webpage with teacher username and password.Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Look Again should be implemented in the interdisciplinary center. It connects math with both language arts and
103
science.
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
1.NBT.A.1. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral *(benchmarked)
Learning Goal 10: Count to 120 orally, read and write numerals, and write numerals to represent the number of objects (up to 120).
i. Define one hundred?
ii. Demonstrate the ability to count and write numbers up to 100.
iii. Identify written numerals up to 100?
iv. Compare numbers up to 100?
v. Determine numbers after any number up to 100.
Number Talk Refer to Number Talks by Sherry Parrish
P. 44 - 48 P. 111
Number Talks Strategy-Doubles/Near Doubles: Number SentencesNumber Talks Websitehttps://elementarynumbertalks.wordpress.com/Select First Grade Number Talks at the top of the page.Scroll down to find Doubles/Near Doubles Click on Doubles Near Double Number Sentences to access PowerPoint SlidesDirect Instruction
Option 2 – Slides 110-122 (Day 4) https://njctl.org/courses/math/1st-grade/numbers-to-120/attachments/unit-1-numbers-to-120-with-classwork-and-homework-inserted/
See activities and resources
CentersTeacher Center – The teacher works in a small group with 1-4 students. With this standard students should practice with the teacher reading aloud numbers from 1 to 100. The use of a hundreds chart is ideal for reading together. The teacher can also use connecting cubes or counters and select a random amount to display and allow students to take turns in using the manipulatives to represent the amount being displayed.
Standards Based Problems Center – Students
Quarterly Assessment Question #9A, #9B
Math Labs(Day 4)http://www.raftbayarea.org/readpdf?isid=270
NJCTLSlides 110-122 (Day 4)
https://njctl.org/courses/math/1st-grade/numbers-to-120/attachments/unit-1-numbers-
to-120-with-classwork-and-homework-inserted/
Additional Resources
MyMath www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best match the standard taught and best prepare students for
the assessment.
Lesson 5.3 (359-364) Lesson 5.9 (397-402) Lesson 5.12 (417-422) Lesson 5.13 (423-428)
Lesson 5.14 (429-434)
104
vi. Compose a list of numbers up to 100.
work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Using index cards numbered from 1-120 students can practice choosing a card and counting up to 120. Number line sheets should also be developed leaving blank spaces to be filled in.
Individual Center – Students work on the individual skill that they need based on their pre-test data. A blank hundreds chart is useful in this center along with scaffolding using fives, tens, and twenties as numbers to be prefilled in on the number charts. Students can work with the goal of completing the entire chart and reading the chart aloud.
Manipulative Center – Students work on solving problems using manipulatives. Students can use work mat 8 titled Hundreds, Tens, and Ones found in the My Math resources along with the tens blocks to show a number with the ones, tens, and hundreds place and write the number represented by the tens blocks. Students can also use a computer with the following link for virtual manipulatives. Once on the page select grade level and background work mat Hundreds, Tens, and Ones and the manipulatives are tens blocks:http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.htmlThis link is also a resource that can be found in the My Math resource webpage with teacher username and password.Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Look Again should be implemented in the interdisciplinary center. It connects math with both language arts and science.
Review Classwork
Exit Ticket
105
ELL Modifications: See Day 1
1.NBT.A.1. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral *(benchmarked)
Learning Goal 10: Count to 120 orally, read and write numerals, and write numerals to represent the number of objects (up to 120).
i. Define one hundred?
ii. Demonstrate the ability to count and write numbers up to 100.
iii. Identify written numerals up to 100?
iv. Compare numbers up to 100?
v. Determine numbers after any number up to 100.
vi. Compose a list of numbers up to 100.
Number Talk Refer to Number Talks by Sherry Parrish
P. 44 - 48 P. 117
Number Talks Strategy-Addition: Making Tens Number SentencesNumber Talks Websitehttps://elementarynumbertalks.wordpress.com/Select First Grade Number Talks at the top of the page.Scroll down to find Making Tens Click on Making Tens Number Sentences to access PowerPoint SlidesOption 2 – Slides 123-136 (Day 5)https://njctl.org/courses/math/1st-grade/numbers-to-120/attachments/unit-1-numbers-to-120-with-classwork-and-homework-inserted/
See activities and resourcesCentersTeacher Center – The teacher works in a small group with 1-4 students. With this standard students should practice with the teacher reading aloud numbers from 1 to 100. The use of a hundreds chart is ideal for reading together. The teacher can also use connecting cubes or counters and select a random amount to display and allow students to take turns in using the manipulatives to represent the amount being displayed.
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Using index cards numbered from 1-120 students can practice choosing a card and counting up to 120. Number line sheets should also be developed leaving blank spaces to be filled in.
Individual Center – Students work on the
Quarterly Assessment Question #9A, #9B
Common Core Sheets(Day 5)http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1nbt1
NJCTLSlides 123-136 (Day 5)
https://njctl.org/courses/math/1st-grade/numbers-to-120/attachments/unit-1-numbers-
to-120-with-classwork-and-homework-inserted/
Additional Resources
MyMath www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best match the standard taught and best prepare students for
the assessment.
Lesson 5.3 (359-364) Lesson 5.9 (397-402) Lesson 5.12 (417-422) Lesson 5.13 (423-428)
Lesson 5.14 (429-434)
106
individual skill that they need based on their pre-test data. A blank hundreds chart is useful in this center along with scaffolding using fives, tens, and twenties as numbers to be prefilled in on the number charts. Students can work with the goal of completing the entire chart and reading the chart aloud.Manipulative Center – Students work on solving problems using manipulatives. Students can use work mat 8 titled Hundreds, Tens, and Ones found in the My Math resources along with the tens blocks to show a number with the ones, tens, and hundreds place and write the number represented by the tens blocks. Students can also use a computer with the following link for virtual manipulatives. Once on the page select grade level and background work mat Hundreds, Tens, and Ones and the manipulatives are tens blocks:http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.htmlThis link is also a resource that can be found in the My Math resource webpage with teacher username and password.Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Look Again should be implemented in the interdisciplinary center. It connects math with both language arts and science.
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
1.NBT.A.1. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written
Number Talk Refer to Number Talks by Sherry Parrish
P. 44 - 48 P. 118
Number Talks Strategy-Addition: Making Landmark or Friendly Numbers
Quarterly Assessment Question #9A, #9B
Math Labs
Learnzillion(Day 6)
https://learnzillion.com/resources/64472-1st-grade-math
Additional Resources
107
numeral *(benchmarked)
Learning Goal 10: Count to 120 orally, read and write numerals, and write numerals to represent the number of objects (up to 120).
i. Define one hundred?
ii. Demonstrate the ability to count and write numbers up to 100.
iii. Identify written numerals up to 100?
iv. Compare numbers up to 100?
v. Determine numbers after any number up to 100.
vi. Compose a list of numbers up to 100.
Number Talks Websitehttps://elementarynumbertalks.wordpress.com/Select First Grade Number Talks at the top of the page.Scroll down to find Landmark or Friendly Numbers Click on Making Landmark or Friendly Numbers to access PowerPoint SlidesDirect Instruction
Option 3 – Learnzillion (Day 6)https://learnzillion.com/resources/64472-1st-grade-mathSee activities and resources
CentersTeacher Center – The teacher works in a small group with 1-4 students. With this standard students should practice with the teacher reading aloud numbers from 1 to 100. The use of a hundreds chart is ideal for reading together. The teacher can also use connecting cubes or counters and select a random amount to display and allow students to take turns in using the manipulatives to represent the amount being displayed.
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Using index cards numbered from 1-120 students can practice choosing a card and counting up to 120. Number line sheets should also be developed leaving blank spaces to be filled in.
Individual Center – Students work on the individual skill that they need based on their pre-test data. A blank hundreds chart is useful in this center along with scaffolding using fives, tens, and twenties as numbers to be prefilled in on the number charts. Students can work with the goal of completing the entire chart and reading the chart aloud.Manipulative Center – Students work on solving problems using manipulatives. Students
(Day 6)http://www.raftbayarea.org/readpdf?isid=270
MyMath www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best match the standard taught and best prepare students for
the assessment.
Lesson 5.3 (359-364) Lesson 5.9 (397-402) Lesson 5.12 (417-422) Lesson 5.13 (423-428)
Lesson 5.14 (429-434)
108
can use work mat 8 titled Hundreds, Tens, and Ones found in the My Math resources along with the tens blocks to show a number with the ones, tens, and hundreds place and write the number represented by the tens blocks. Students can also use a computer with the following link for virtual manipulatives. Once on the page select grade level and background work mat Hundreds, Tens, and Ones and the manipulatives are tens blocks:http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.htmlThis link is also a resource that can be found in the My Math resource webpage with teacher username and password.Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Look Again should be implemented in the interdisciplinary center. It connects math with both language arts and science.
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
109