Curriculum Grade 1 Unit 3.docx · Web view20Sam.pdf ... Lesson 16. Module 4 Topic D; Lesson 17....
Transcript of Curriculum Grade 1 Unit 3.docx · Web view20Sam.pdf ... Lesson 16. Module 4 Topic D; Lesson 17....
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Unit Title: Place Value, Measurement and Shapes Grade Level: 1
Timeframe: Marking Period 3
Essential Questions
Essential Questions
How do you add numbers?How do you subtract numbers?How do you use strategies to add numbers?What strategies can you use to subtract? How do you determine length and time?How do you order objects by length?How can you compare lengths of 3 objects to put them in order?How do you measure length using nonstandard units?How do you tell time to the hour and the half hour?How are the minute hand and hour hand different for time to the hour and time to the half hour?
New Jersey Student Learning Standards
Standards/Cumulative Progress Indicators (Taught and Assessed): 1.NBT.B.2c1.NBT.C.4*1.NBT.C.51.NBT.C.61.MD.A.11.MD.A.21.MD.B.31.OA.C.6*
Key: Green = Major Clusters; Blue = Supporting; Yellow = Additional Clusters
21st Century Skills Standard and Progress Indicators:
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Standard/SWBAT and Pacing Student Strategies Based on Instructional Framework
Formative Assessment
Activities and Resources Reflection
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 learning goal for unit 3 is add and subtract whole numbers within 20 using various strategies: counting on, making ten, comprising, decomposing, relationship between addition and subtraction, creating equivalent but easier or known sums, etc.)
Number TalkRefer to Number Talks by Sherry Parrish
P. 99;102
Number Talks Strategy-Addition: Making Tens Number Sentences
Number Talks Websitehttps://elementarynumbertalks.wordpress.com/
Direct Instruction-Option 1- Module 1 Topic F; Lesson 21, Module 1 Topic F; Lesson 23https://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 –
Quarterly Assessment
Question 8- Addition and Subtraction Across 10
Achieve the Core Coherence Map
http://achievethecore.org/coherence-map/
#1/5/41/41(See all tasks)
(Day 1)
EngageNYModule 1 Topic F; Lesson 21Module 1 Topic F; Lesson 23
https://www.engageny.org/ccls-math/1oa6(Day 1)
MyMathwww.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 4.1 (281-286)Lesson 4.2 (287-292)Lesson 4.3 (293-298)Lesson 4.5 (307-312)Lesson 4.7 (319-324)
2
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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.
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
Student Learning Objective (SLO) Language Objective Language Needed
SLO: 7CCSS:1.OA.6WIDA ELDS: 3
Add or subtract whole numbers within 20 (various strategies: counting on, composition, etc.).
Explain orally and in writing sums or differences within 20 using Ten-Frames, Number Lines, and Manipulatives.
VU: Number words 0-20, add, addend, subtract, make a ten, plus, minus, equals,
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SpeakingWriting
altogether, ones, tensLFC: Present and past tensesLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Explain orally and in writing using L1 and/or drawings of sums or differences within 20.
Explain orally and in writing sums or differences within 20 using L1 and/or selected, technical vocabulary phrases and short sentences with drawings.
Explain orally and in writing sums or differences within 20 using key, technical vocabulary in simple sentences.
Explain orally and in writing sums or differences within 20 using key, technical vocabulary in expanded sentences.
Explain orally and in writing sums or differences within 20 using technical vocabulary in multiple, complex sentences.
Learning Supports
Word/Picture WallNumber LineHundreds ChartTen-FrameManipulativesSmall group/ triadsL1 support
Word/Picture WallNumber LineHundreds ChartTen-FrameManipulativesSmall group/ triadsL1 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 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating
Number TalkRefer to Number Talks by Sherry Parrish
P. 99;102
Number Talks Strategy- Counting All/Counting On Dot Images
Number Talks Websitehttps://elementarynumbertalks.wordpress.com/
Direct Instruction-Option 1- Module 1 Topic I; Lesson 35, Module 1 Topic I; Lesson 37https://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-
Quarterly Assessment
Question 8- Addition and Subtraction Across 10
Common Core Sheetshttp://
www.commoncoresheets.com/
SortedByGrade.php?Sorted=1oa6
(Day 2)
EngageNYModule 1 Topic I; Lesson 35Module 1 Topic I; Lesson 37
https://www.engageny.org/ccls-math/1oa6(Day 2)
MyMathwww.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 4.1 (281-286)Lesson 4.2 (287-292)Lesson 4.3 (293-298)
4
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the known equivalent 6 + 6 + 1 = 12 + 1 = 13). *Benchmarked
(The learning goal for unit 3 is add and subtract whole numbers within 20 using various strategies: counting on, making ten, compising, 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
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 4.5 (307-312)Lesson 4.7 (319-324)
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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 learning goal for unit 3 is add and subtract whole numbers within 20 using various strategies: counting on, making ten, compising, decomposing, relationship between addition and subtraction,
Number TalkRefer to Number Talks by Sherry Parrish
P. 99;102
Number Talks Strategy-Counting All/Counting On Dot Images
Number Talks Websitehttps://elementarynumbertalks.wordpress.com/
Direct Instruction-
Option 3- https://learnzillion.com/lesson_plans/2121-4-solving-many-kinds-of-problems-using-addition-and-subtraction-c
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
Quarterly Assessment
Question 8- Addition and Subtraction Across 10
Math Labshttp://
www.raftbayarea.org/idea-grid?
stdid=761067 (See all tasks)(Day 3)
MyMathwww.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 4.1 (281-286)Lesson 4.2 (287-292)Lesson 4.3 (293-298)Lesson 4.5 (307-312)Lesson 4.7 (319-324)
6
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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 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
1.OA.C.6Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as
Number TalkRefer to Number Talks by Sherry Parrish
P. 99;102
Number Talks Strategy- Counting All/Counting
Quarterly Assessment
Question 8- Addition and
MyMathwww.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
7
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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 learning goal for unit 3 is add and subtract whole numbers within 20 using various strategies: counting on, making ten, compising, 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
On Dot Images
Number Talks Websitehttps://elementarynumbertalks.wordpress.com/
Direct Instruction-
Option 2- Slides 6-28https://njctl.org/courses/math/1st-grade/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-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)
Subtraction Across 10
Illustrative Mathhttps://www.illustrativemathematics.org/content-standards/tasks/1169
(Day 4)
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 4.1 (281-286)Lesson 4.2 (287-292)Lesson 4.3 (293-298)Lesson 4.5 (307-312)Lesson 4.7 (319-324)
8
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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.
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
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.,
Number TalkRefer to Number Talks by Sherry Parrish
P. 99;102
Number Talks Strategy- Counting All/Counting On Dot Images
Number Talks Websitehttps://elementarynumbertalks.wordpress.com/
Direct Instruction-
Direct Instruction-Option 1- Module 2 Topic B; Lesson 12, Module 2 Topic B; Lesson 13https://www.engageny.org/ccls-math/1oa6
Centers
Teacher Center- The teacher works in a small
Quarterly Assessment
Question 8- Addition and Subtraction Across 10
Common Core Sheetshttp://
www.commoncoresheets.com/
SortedByGrade.php?Sorted=1oa6
(Day 5)
EngageNYModule 2 Topic B; Lesson 12Module 2 Topic B; Lesson 13
https://www.engageny.org/ccls-math/1oa6(Day 5)
MyMathwww.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 4.1 (281-286)Lesson 4.2 (287-292)
9
![Page 10: Curriculum Grade 1 Unit 3.docx · Web view20Sam.pdf ... Lesson 16. Module 4 Topic D; Lesson 17. ... Word/Picture Wall.](https://reader035.fdocuments.net/reader035/viewer/2022070616/5d4643f188c993d82d8bbc83/html5/thumbnails/10.jpg)
adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). *Benchmarked
(The learning goal for unit 3 is add and subtract whole numbers within 20 using various strategies: counting on, making ten, compising, 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
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 4.3 (293-298)Lesson 4.5 (307-312)Lesson 4.7 (319-324)
10
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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 learning goal for unit 3 is add and subtract whole numbers within 20 using various strategies: counting on, making ten, compising, decomposing, relationship between
Number TalkRefer to Number Talks by Sherry Parrish
P. 99;102
Number Talks Strategy- Counting All/Counting On Dot Images
Number Talks Websitehttps://elementarynumbertalks.wordpress.com/
Direct Instruction-Option 1- Module 2 Topic B; Lesson 14, Module 2 Topic B; Lesson 15https://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/
Quarterly Assessment
Question 8- Addition and Subtraction Across 10
Math Labshttp://
www.raftbayarea.org/idea-grid?
stdid=761067 (See all tasks)(Day 6)
EngageNYModule 2 Topic B; Lesson 14Module 2 Topic B; Lesson 15
https://www.engageny.org/ccls-math/1oa6(Day 6)
MyMathwww.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 4.1 (281-286)Lesson 4.2 (287-292)Lesson 4.3 (293-298)Lesson 4.5 (307-312)Lesson 4.7 (319-324)
11
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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.
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
1.MD.A.1. Order three objects by length; compare the lengths of two objects indirectly by
Number TalkRefer to Number Talks by Sherry Parrish
P. 104; 105
Quarterly Assessment
Question 5-
EngageNYModule 3 Topic A; Lesson 1Module 3 Topic A; Lesson 2
https://www.engageny.org/ccls-math/1md1(Day 1)
12
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using a third object
(The learning goal for unit 3 is to order three objects by length and compare the lengths of two objects by using the third object (e.g., if the crayon is shorter than the marker and the marker is shorter than the pencil then the crayon is shorter than the pencil).
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 compare the length
of two objects.
compare the length of two objects by using a third object as a measuring tool.
order three objects by length.
Number Talks Strategy- Counting All/Counting On Dot Images
Number Talks Websitehttps://elementarynumbertalks.wordpress.com/
Direct Instruction-Option 1- Module 3 Topic A; Lesson 1, Module 3 Topic A; Lesson 2https://www.engageny.org/ccls-math/1md1
Centers
Teacher Center – The teacher works in a small group with 1-4 students.
http://achievethecore.org/coherence-map/#1/3/9/483(Task- Size Shuffle)
Standards Based Problems Center –
http://www.k-5mathteachingresources.com/support-files/which-is-longest.pdf
Individual Center – Students work on their individual skill that they need based on their data.
Manipulative Center –
http://www.k-5mathteachingresources.com/support-files/scoop-and-order.pdf
Interdisciplinary Center –
My Learning Stations-Graphic Novel- How Far?
Comparing Lengths
Common Core Sheets
http://www.commoncore
sheets.com/SortedByGrade.ph
p?Sorted=1md1(Day 1)
MyMathwww.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 8.1 (563-568)Lesson 8.2 (569-574)
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Review Classwork
Exit Ticket
Student Learning Objective (SLO) Language Objective Language NeededSLO: 1CCSS:1.MD.1WIDA ELDS: 3ListeningSpeakingWriting
Order three objects by lengths and compare the lengths of two objects by using the third object (e.g., if the crayon is shorter than the marker and the marker is shorter than the pencil then the crayon is shorter than pencil).
Explain orally and in writing the comparative lengths of three objects, by using Connecting Cubes, Manipulatives, and Teacher Modeling.
VU: Length, compare, short, shorter, shortest, long, longer, longest
LFC: Present tense, comparatives
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Explain orally and in writing the comparative lengths of three objects using L1 and/or drawings and selected, illustrated single words.
Explain orally and in writing the comparative lengths of three objects using L1, drawings, or selected technical vocabulary in phrases.
Explain orally and in writing the comparative lengths of three objects using key, technical vocabulary in simple sentences.
Explain orally and in writing the comparative lengths of three objects using key, technical vocabulary in expanded sentences.
Explain orally and in writing the comparative lengths of three objects using technical vocabulary in complex sentences.
Learning Supports
Word/Picture WallConnecting CubesManipulativesTeacher ModelingSmall group/ triadsL1 support
Word/Picture WallConnecting CubesManipulativesTeacher ModelingSmall group/ triadsL1 support
Word/Picture WallConnecting CubesManipulativesTeacher ModelingSmall group/ triads
Connecting CubesManipulatives
1.MD.A.1. Order three objects by length; compare the lengths of two objects indirectly by using a third object
(The learning goal for unit 3 is to order three objects by length and compare the lengths of two objects by using the third object (e.g., if the crayon is shorter than
Number TalkRefer to Number Talks by Sherry Parrish
P. 104; 105
Number Talks Strategy- Counting All/Counting On Dot Images
Number Talks Websitehttps://elementarynumbertalks.wordpress.com/
Direct Instruction-
Option 1- Module 3 Topic A; Lesson 3,
Quarterly Assessment
Question 5- Comparing Lengths
http://www.commoncore
sheets.com/SortedByGrade.ph
p?Sorted=1md1
EngageNYModule 3 Topic A; Lesson 3Module 3 Topic B; Lesson 6
https://www.engageny.org/ccls-math/1md1(Day 2)
MyMathwww.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
www.mhmymath.com Homepage for My Math
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the marker and the marker is shorter than the pencil then the crayon is shorter than the pencil).
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 compare the length
of two objects.
compare the length of two objects by using a third object as a measuring tool.
order three objects
by length.
Module 3 Topic B; Lesson 6https://www.engageny.org/ccls-math/1md1
Centers
Teacher Center – The teacher works in a small group with 1-4 students.
http://achievethecore.org/coherence-map/#1/3/9/483(Task- Size Shuffle)
Standards Based Problems Center –
http://www.k-5mathteachingresources.com/support-files/which-is-longest.pdf
Individual Center – Students work on their individual skill that they need based on their data.
Manipulative Center –
http://www.k-5mathteachingresources.com/support-files/scoop-and-order.pdf
Interdisciplinary Center –
My Learning Stations-Graphic Novel- How Far?
Review Classwork
Exit TicketELL Modifications: See Day 1
(Day 2) 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 8.1 (563-568)Lesson 8.2 (569-574)
1.MD.A.1. Order three objects by length;
Number TalkRefer to Number Talks by Sherry Parrish
Quarterly Assessment
MyMathwww.connected.mcgraw-hill.com
15
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compare the lengths of two objects indirectly by using a third object
(The learning goal for unit 3 is to order three objects by length and compare the lengths of two objects by using the third object (e.g., if the crayon is shorter than the marker and the marker is shorter than the pencil then the crayon is shorter than the pencil).
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 compare the length
of two objects.
compare the length of two objects by using a third object as a measuring tool.
P. 104; 105
Number Talks Strategy- Counting All/Counting On Dot Images
Number Talks Websitehttps://elementarynumbertalks.wordpress.com/
Direct Instruction
Option 3-
https://learnzillion.com/lesson_plans/3734
Centers
Teacher Center – The teacher works in a small group with 1-4 students.
http://achievethecore.org/coherence-map/#1/3/9/483(Task- Size Shuffle)
Standards Based Problems Center –
http://www.k-5mathteachingresources.com/support-files/which-is-longest.pdf
Individual Center – Students work on their individual skill that they need based on their data.
Manipulative Center –
http://www.k-5mathteachingresources.com/support-files/scoop-and-order.pdf
Interdisciplinary Center –
My Learning Stations-Graphic Novel- How Far?
Question 5- Comparing Lengths
Math Labs
http://www.raftbayarea.org/ideas/Measure
%20Up.pdf (Task- Measure
Up)(Day 3)
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 8.1 (563-568)Lesson 8.2 (569-574)
16
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order three objects
by length.
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
1.MD.A.1. Order three objects by length; compare the lengths of two objects indirectly by using a third object
(The learning goal for unit 3 is to order three objects by length and compare the lengths of two objects by using the third object (e.g., if the crayon is shorter than the marker and the marker is shorter than the pencil then the crayon is shorter than the pencil).
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 TalkRefer to Number Talks by Sherry Parrish
P. 104; 105
Number Talks Strategy- Counting All/Counting On Dot Images
Number Talks Websitehttps://elementarynumbertalks.wordpress.com/
Direct Instruction
Option 3-
https://learnzillion.com/lesson_plans/3816-2-compare-lengths-of-objects-fp
Centers
Teacher Center – The teacher works in a small group with 1-4 students.
http://achievethecore.org/coherence-map/#1/3/9/483(Task- Size Shuffle)
Standards Based Problems Center –
http://www.k-5mathteachingresources.com/
Quarterly Assessment
Question 5- Comparing Lengths
Illustrative Math
https://www.illustrativemat
hematics.org/content-standards/
tasks/797(Day 4)
MyMathwww.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 8.1 (563-568)Lesson 8.2 (569-574)
17
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Objectives
SWBAT compare the length
of two objects.
compare the length of two objects by using a third object as a measuring tool.
order three objects
by length.
support-files/which-is-longest.pdf
Individual Center – Students work on their individual skill that they need based on their data.
Manipulative Center –
http://www.k-5mathteachingresources.com/support-files/scoop-and-order.pdf
Interdisciplinary Center –
My Learning Stations-Graphic Novel- How Far?
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
1.MD.A.1. Order three objects by length; compare the lengths of two objects indirectly by using a third object
(The learning goal for unit 3 is to order three objects by length and compare the lengths of two objects by using the third object (e.g., if the crayon is shorter than the marker and the marker is shorter than the pencil then the crayon is shorter than the pencil).
Number TalkRefer to Number Talks by Sherry Parrish
P. 104; 105
Number Talks Strategy- Counting All/Counting On Dot Images
Number Talks Websitehttps://elementarynumbertalks.wordpress.com/
Direct Instruction
Option 3-
https://learnzillion.com/lesson_plans/3818-3-understand-indirect-comparison-of-
Quarterly Assessment
Question 5- Comparing Lengths
http://www.commoncore
sheets.com/SortedByGrade.ph
p?Sorted=1md1(Day 5)
MyMathwww.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 8.1 (563-568)Lesson 8.2 (569-574)
18
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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 compare the length
of two objects.
compare the length of two objects by using a third object as a measuring tool.
order three objects
by length.
object-attributes-c
Centers
Teacher Center – The teacher works in a small group with 1-4 students.
http://achievethecore.org/coherence-map/#1/3/9/483(Task- Size Shuffle)
Standards Based Problems Center –
http://www.k-5mathteachingresources.com/support-files/which-is-longest.pdf
Individual Center – Students work on their individual skill that they need based on their data.
Manipulative Center –
http://www.k-5mathteachingresources.com/support-files/scoop-and-order.pdf
Interdisciplinary Center –
My Learning Stations-Graphic Novel- How Far?
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
1.MD.A.1. Order three objects by length;
Number TalkRefer to Number Talks by Sherry Parrish
Quarterly Assessment
MyMathwww.connected.mcgraw-hill.com
19
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compare the lengths of two objects indirectly by using a third object
(The learning goal for unit 3 is to order three objects by length and compare the lengths of two objects by using the third object (e.g., if the crayon is shorter than the marker and the marker is shorter than the pencil then the crayon is shorter than the pencil).
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 compare the length
of two objects.
compare the length of two objects by using a third object as a measuring tool.
P. 104; 105
Number Talks Strategy- Counting All/Counting On Dot Images
Number Talks Websitehttps://elementarynumbertalks.wordpress.com/
Direct Instruction
Option 4- My Math
Lesson 8.1 (563-568)Lesson 8.2 (569-574)
Centers
Teacher Center – The teacher works in a small group with 1-4 students.
http://achievethecore.org/coherence-map/#1/3/9/483(Task- Size Shuffle)
Standards Based Problems Center –
http://www.k-5mathteachingresources.com/support-files/which-is-longest.pdf
Individual Center – Students work on their individual skill that they need based on their data.
Manipulative Center –
http://www.k-5mathteachingresources.com/support-files/scoop-and-order.pdf
Question 5- Comparing Lengths
http://www.commoncore
sheets.com/SortedByGrade.ph
p?Sorted=1md1(Day 6)
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 8.1 (563-568)Lesson 8.2 (569-574)
20
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order three objects
by length.
Interdisciplinary Center –
My Learning Stations-Graphic Novel- How Far?
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
1.MD.A.2. Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. when added to 8
(The learning goal for unit 3 is to order three objects
Number Talk Refer to Number Talks by Sherry Parrish
P. 111P. 113; 115
Number Talks Strategy-Addition: Doubles/Near Doubles: Number Sentences
Number Talks Websitehttps://elementarynumbertalks.wordpress.com/
Direct Instruction-
Option 3-
http://maccss.ncdpi.wikispaces.net/file/view/CCSSMathTasks-Grade1.pdf(Lesson Lots of Line)
CentersTeacher Center- The teacher works in a small group with 1-4 students.
http://achievethecore.org/coherence-map/#1/3/11/11
Quarterly Assessment
Question 6- Measurement
Illustrative Math
https://www.illustrativemat
hematics.org/content-standards/
tasks/688(Day 1)
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 8.3 (575-580)Lesson 8.4 (581-586)
21
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by length and compare the lengths of two objects by using the third object (e.g., if the crayon is shorter than the marker and the marker is shorter than the pencil then the crayon is shorter than the pencil).
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
lay multiple copies of a shorter object (the length unit) end to end.
use a shorter object to express the length of a longer object.
(Task- Measure Me)
Standards Based Center-
http://www.k-5mathteachingresources.com/support-files/measuring-with-sticks.pdf
Individual Center-
http://www.raftbayarea.org/ideas/Dinosaur%20Dinosaur.pdf
Manipulative Center-
http://www.k-5mathteachingresources.com/support-files/measuring-with-snap-cubes.pdf
http://www.raftbayarea.org/ideas/Centimeter%20Sam.pdf
(Task/Center- Centimeter Sam)
Interdisciplinary Center-
My Learning Stations-Graphic Novel- How Far?
Review Classwork
Exit Ticket
22
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ELL Modifications
Student Learning Objective (SLO) Language Objective Language Needed
SLO: 2CCSS:1.MD.2WIDA ELDS: 3ListeningSpeakingWriting
Use an object to measure another object’s length by laying multiple copies end to end with no overlaps giving measurements in whole number units.
Express orally and in writing the lengths of different objects, using Manipulatives and Teacher Modeling.
VU: Length, measure, standard measurement, non-standard measurementLFC: Present tense
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Express orally and in writing the lengths of different objects using L1 and/or drawings and selected, illustrated single words.
Express orally and in writing the lengths of different objects using L1, drawings, or selected technical vocabulary in phrases.
Express orally and in writing the lengths of different objects using key, technical vocabulary in simple sentences.
Express orally and in writing the lengths of different objects using key, technical vocabulary in expanded sentences.
Express orally and in
writing the lengths of different objects using technical vocabulary in complex sentences.
Learning Supports
Word/Picture WallManipulativesTeacher ModelingSmall group/ triadsL1 support
Word/Picture WallManipulativesTeacher ModelingSmall group/ triadsL1 support
Word/Picture WallManipulativesTeacher ModelingSmall group/ triads
Word/Picture WallManipulatives
1.MD.A.2. Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by
Number Talk Refer to Number Talks by Sherry Parrish
P. 111P. 113; 115
Number Talks Strategy- Addition: Doubles/Near Doubles: Number Sentences
Number Talks Websitehttps://elementarynumbertalks.wordpress.com/
Direct Instruction-
Option 1- Module 3 Topic C; Lesson 7https://www.engageny.org/ccls-math/1md2
Quarterly Assessment
Question 6- Measurement
Common Core Sheetshttp://
www.commoncoresheets.com/
SortedByGrade.php?Sorted=1md2
EngageNYModule 3 Topic C; Lesson 7
https://www.engageny.org/ccls-math/1md2
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
23
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a whole number of length units with no gaps or overlaps. when added to 8
(The learning goal for unit 3 is to order three objects by length and compare the lengths of two objects by using the third object (e.g., if the crayon is shorter than the marker and the marker is shorter than the pencil then the crayon is shorter than the pencil).
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
lay multiple copies of a shorter object (the length unit) end to end.
use a shorter
CentersTeacher Center- The teacher works in a small group with 1-4 students.
http://achievethecore.org/coherence-map/#1/3/11/11(Task- Measure Me)
Standards Based Center-
http://www.k-5mathteachingresources.com/support-files/measuring-with-sticks.pdf
Individual Center-
http://www.raftbayarea.org/ideas/Dinosaur%20Dinosaur.pdf
Manipulative Center-
http://www.k-5mathteachingresources.com/support-files/measuring-with-snap-cubes.pdf
http://www.raftbayarea.org/ideas/Centimeter%20Sam.pdf
(Task/Center- Centimeter Sam)
Interdisciplinary Center-
My Learning Stations-Graphic Novel- How Far?
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
(Day 2) the assessment.
Lesson 8.3 (575-580)Lesson 8.4 (581-586)
24
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object to express the length of a longer object.
1.MD.A.2. Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. when added to 8
(The learning goal for unit 3 is to order three objects by length and compare the lengths of two objects by using the third object (e.g., if the crayon is shorter than the marker and the marker is shorter than the pencil then the crayon is shorter than the pencil).
Pacing – In the first grade level meeting or
Number Talk Refer to Number Talks by Sherry Parrish
P. 111P. 113; 115
Number Talks Strategy- Addition: Doubles/Near Doubles: Number Sentences
Number Talks Websitehttps://elementarynumbertalks.wordpress.com/
Direct Instruction-
Option 1- Module 3 Topic B; Lesson 5https://www.engageny.org/ccls-math/1md2
CentersTeacher Center- The teacher works in a small group with 1-4 students.
http://achievethecore.org/coherence-map/#1/3/11/11(Task- Measure Me)
Standards Based Center-
http://www.k-5mathteachingresources.com/support-files/measuring-with-sticks.pdf
Individual Center-
http://www.raftbayarea.org/ideas/Dinosaur%20Dinosaur.pdf
Manipulative Center-
http://www.k-5mathteachingresources.com/support-files/measuring-with-snap-cubes.pdf
http://www.raftbayarea.org/ideas/Centimeter%20Sam.pdf
Quarterly Assessment
Question 6- Measurement
Achieve the Core Coherence Map
http://achievethecore.org/coherence-map/
#1/3/9/11 (See all tasks)
(Day 3)
EngageNYModule 3 Topic B; Lesson 5
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 8.3 (575-580)Lesson 8.4 (581-586)
25
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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
lay multiple copies of a shorter object (the length unit) end to end.
use a shorter object to express the length of a longer object.
(Task/Center- Centimeter Sam)
Interdisciplinary Center-
My Learning Stations-Graphic Novel- How Far?
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
1.MD.A.2. Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of
Number Talk Refer to Number Talks by Sherry Parrish
P. 111P. 113; 115
Number Talks Strategy- Addition: Doubles/Near Doubles: Number Sentences
Number Talks Websitehttps://elementarynumbertalks.wordpress.com/
Direct Instruction-
Option 1- Module 3 Topic B; Lesson 8https://www.engageny.org/ccls-math/1md2
CentersTeacher Center- The teacher works in a small
Quarterly Assessment
Question 6- Measurement
Common Core Sheetshttp://
www.commoncoresheets.com/
SortedByGrade.php?Sorted=1md2
(Day 4)
EngageNYModule 3 Topic B; Lesson 8
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 8.3 (575-580)Lesson 8.4 (581-586)
26
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length units with no gaps or overlaps. when added to 8
(The learning goal for unit 3 is to order three objects by length and compare the lengths of two objects by using the third object (e.g., if the crayon is shorter than the marker and the marker is shorter than the pencil then the crayon is shorter than the pencil).
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
lay multiple copies of a shorter object (the length unit) end to end.
use a shorter object to express
group with 1-4 students.
http://achievethecore.org/coherence-map/#1/3/11/11(Task- Measure Me)
Standards Based Center-
http://www.k-5mathteachingresources.com/support-files/measuring-with-sticks.pdf
Individual Center-
http://www.raftbayarea.org/ideas/Dinosaur%20Dinosaur.pdf
Manipulative Center-
http://www.k-5mathteachingresources.com/support-files/measuring-with-snap-cubes.pdf
http://www.raftbayarea.org/ideas/Centimeter%20Sam.pdf
(Task/Center- Centimeter Sam)
Interdisciplinary Center-
My Learning Stations-Graphic Novel- How Far?
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
27
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the length of a longer object.
1.MD.A.2. Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. when added to 8
(The learning goal for unit 3 is to order three objects by length and compare the lengths of two objects by using the third object (e.g., if the crayon is shorter than the marker and the marker is shorter than the pencil then the crayon is shorter than the pencil).
Pacing – In the first grade level meeting or professional development
Number Talk Refer to Number Talks by Sherry Parrish
P. 111P. 113; 115
Number Talks Strategy- Addition: Doubles/Near Doubles: Number Sentences
Number Talks Websitehttps://elementarynumbertalks.wordpress.com/
Direct Instruction-
Option 4- My Math
Lesson 8.3 (575-580)
CentersTeacher Center- The teacher works in a small group with 1-4 students.
http://achievethecore.org/coherence-map/#1/3/11/11(Task- Measure Me)
Standards Based Center-
http://www.k-5mathteachingresources.com/support-files/measuring-with-sticks.pdf
Individual Center-
http://www.raftbayarea.org/ideas/Dinosaur%20Dinosaur.pdf
Manipulative Center-
http://www.k-5mathteachingresources.com/support-files/measuring-with-snap-cubes.pdf
http://www.raftbayarea.org/ideas/Centimeter
Quarterly Assessment
Question 6- Measurement
Illustrative Math
https://www.illustrativem
athematics.org/content-
standards/tasks/1086
(Day 5)
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 8.3 (575-580)Lesson 8.4 (581-586)
28
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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
lay multiple copies of a shorter object (the length unit) end to end.
use a shorter object to express the length of a longer object.
%20Sam.pdf(Task/Center- Centimeter Sam)
Interdisciplinary Center-
My Learning Stations-Graphic Novel- How Far?
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
1.MD.A.2. Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. when
Number Talk Refer to Number Talks by Sherry Parrish
P. 111P. 113; 115
Number Talks Strategy- Addition: Doubles/Near Doubles: Number Sentences
Number Talks Websitehttps://elementarynumbertalks.wordpress.com/
Direct Instruction-
Option 4- My MathLesson 8.4 (581-586)
CentersTeacher Center- The teacher works in a small group with 1-4 students.
Quarterly Assessment
Question 6- Measurement
Math Labs
http://www.raftbayarea.org/ideas/Half%20a
%20Meter%20Stick.pdf
(Task- Half Meter Stick)
(Day 6)
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 8.3 (575-580)Lesson 8.4 (581-586)
29
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added to 8
(The learning goal for unit 3 is to order three objects by length and compare the lengths of two objects by using the third object (e.g., if the crayon is shorter than the marker and the marker is shorter than the pencil then the crayon is shorter than the pencil).
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
lay multiple copies of a shorter object (the length unit) end to end.
use a shorter object to express the length of a longer object.
http://achievethecore.org/coherence-map/#1/3/11/11(Task- Measure Me)
Standards Based Center-
http://www.k-5mathteachingresources.com/support-files/measuring-with-sticks.pdf
Individual Center-
http://www.raftbayarea.org/ideas/Dinosaur%20Dinosaur.pdf
Manipulative Center-
http://www.k-5mathteachingresources.com/support-files/measuring-with-snap-cubes.pdf
http://www.raftbayarea.org/ideas/Centimeter%20Sam.pdf
(Task/Center- Centimeter Sam)
Interdisciplinary Center-
My Learning Stations-Graphic Novel- How Far?
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
30
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ObjectivesSWBAT
lay multiple copies of a shorter object (the length unit) end to end.
use a shorter object to express the length of a longer object.
1.MD.B.3. Tell and write time in hours and half-hours using analog and digital clocks
(The learning goal for unit 3 is to tell and write time to the half-hour using the term o’clock and using digital notation include both analog and digital clocks).
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
Number TalkRefer to Number Talks by Sherry Parrish
P. 117;118
Number Talks Strategy-Addition: Making Tens Number Sentences
Number Talks Websitehttps://elementarynumbertalks.wordpress.com/
Direct Instruction-
Option 2- Slides 158-163https://njctl.org/courses/math/1st-grade/time/attachments/unit-4-time-with-classwork-and-homework-inserted/
CentersTeacher Center- The teacher works in a small group with 1-4 students.https://hcpss.instructure.com/courses/9414/pages/grade-1-additional-resources
Standards Based Center-
Quarterly Assessment
Question 7- Telling Time
Achieve the Core Coherence Map
http://achievethecore.org/coherence-map/
#1/3/9/11(See all tasks)
(Day 1)
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 8.5 (589-594)Lesson 8.6 (595-600)
31
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SWBAT
tell and write time in hours using analog and digital clocks.
tell and write time in half-hours using analog and digital clocks.
use the term
o’clock in reporting time to the hour.
http://www.k-5mathteachingresources.com/support-files/time-barrier-game-ver.1.pdf
Individual Center-
http://www.k-5mathteachingresources.com/support-files/my-fav-time-of-the-day.pdf
Manipulative Center-
http://www.k-5mathteachingresources.com/support-files/time-barrier-game-ver.1.pdf
Interdisciplinary Center-
My Learning Stations-Graphic Novel- How Far?
Review Classwork
Exit Ticket
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ELL Modifications Student Learning Objective (SLO) Language Objective Language NeededSLO: 3CCSS:1.MD.3WIDA ELDS: 3ReadingWritingSpeaking
Tell and write time to the half-hour using “o’clock” and digital notation.
Express orally and in writing time to the half-hour using “o’clock” and digital notation, using hand –held clocks and Pictures.
Note: Some students may have difficulty pronouncing “thirty” when expressing time to the half-hour.
VU: Analog, digital, clock, hour, hour hand, minute, half hour, minute hand, o’clock, half past, number wordsLFC: Present tenseLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Express orally and in writing the time using L1 and/or drawings and selected, illustrated single words.
Express orally and in writing the time using L1, drawings, or selected technical vocabulary in phrases.
Express orally and in writing the time using key, technical vocabulary in simple sentences.
Express orally and in writing the time using key, technical vocabulary in expanded sentences.
Express orally and in writing the time using technical vocabularyin complex sentences.
Learning Supports Word/Picture WallHand-Held ClocksPicturesSmall group/ triadsL1 support
Word/Picture WallHand-Held ClocksPicturesSmall group/ triadsL1 support
Word/Picture WallHand-Held ClocksPicturesSmall group/ triads
Word/Picture WallHand-Held ClocksPictures
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1.MD.B.3. Tell and write time in hours and half-hours using analog and digital clocks
(The learning goal for unit 3 is to tell and write time to the half-hour using the term o’clock and using digital notation include both analog and digital clocks).
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
tell and write time in hours using analog and digital clocks.
tell and write time in half-hours using analog and digital clocks.
use the term
o’clock in reporting
Number TalkRefer to Number Talks by Sherry Parrish
P. 117;118
Number Talks Strategy-Addition: Making Tens Number Sentences
Number Talks Websitehttps://elementarynumbertalks.wordpress.com/
Direct Instruction-
Option 3- https://learnzillion.com/lesson_plans/3755
https://learnzillion.com/lesson_plans/3760-1-tell-time-to-the-hour-with-the-hour-hand-only-c
CentersTeacher Center- Teacher Center- The teacher works in a small group with 1-4 students.https://hcpss.instructure.com/courses/9414/pages/grade-1-additional-resources
Standards Based Center-
http://www.k-5mathteachingresources.com/support-files/time-barrier-game-ver.1.pdf
Individual Center-
http://www.k-5mathteachingresources.com/support-files/my-fav-time-of-the-day.pdf
Manipulative Center-
http://www.k-5mathteachingresources.com/support-files/time-barrier-game-ver.1.pdf
Quarterly Assessment
Question 7- Telling Time
Common Core Sheetshttp://
www.commoncoresheets.com/
SortedByGrade.php?Sorted=1md3
(Day 2)
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 8.5 (589-594)Lesson 8.6 (595-600)
34
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time to the hour.Interdisciplinary Center-
My Learning Stations-Graphic Novel- How Far?
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
1.MD.B.3. Tell and write time in hours and half-hours using analog and digital clocks
(The learning goal for unit 3 is to tell and write time to the half-hour using the term o’clock and using digital notation include both analog and digital clocks).
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
tell and write time
Number TalkRefer to Number Talks by Sherry Parrish
P. 117;118
Number Talks Strategy-Addition: Making Tens Number Sentences
Number Talks Websitehttps://elementarynumbertalks.wordpress.com/
Direct Instruction-
Option 3- Slides 158-163https://learnzillion.com/lesson_plans/3755
https://learnzillion.com/lesson_plans/3761-3-tell-time-to-the-hour-using-both-hands-on-the-clock-c
CentersTeacher Center- Teacher Center- The teacher works in a small group with 1-4 students.https://hcpss.instructure.com/courses/9414/pages/grade-1-additional-resources
Standards Based Center-
http://www.k-5mathteachingresources.com/support-files/time-barrier-game-ver.1.pdf
Quarterly Assessment
Question 7- Telling Time
Math Labs
http://www.raftbayarea.o
rg/ideas/Sand%20Timer
%20Primer.pdf(Task- Sand Timer
Primer)(Day 3)
EngageNYModule 6 Topic E; Lesson 20Module 6 Topic E; Lesson 21Module 6 Topic E; Lesson 22
https://www.engageny.org/ccls-math/1md3
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 8.5 (589-594)Lesson 8.6 (595-600)
35
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in hours using analog and digital clocks.
tell and write time in half-hours using analog and digital clocks.
use the term
o’clock in reporting time to the hour.
Individual Center-
http://www.k-5mathteachingresources.com/support-files/my-fav-time-of-the-day.pdf
Manipulative Center-
http://www.k-5mathteachingresources.com/support-files/time-barrier-game-ver.1.pdf
Interdisciplinary Center-
My Learning Stations-Graphic Novel- How Far?
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
1.MD.B.3. Tell and write time in hours and half-hours using analog and digital clocks
(The learning goal for unit 3 is to tell and write time to the half-hour using the term o’clock and using digital notation include both analog and digital clocks).
Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will
Number TalkRefer to Number Talks by Sherry Parrish
P. 117;118
Number Talks Strategy-Addition: Making Tens Number Sentences
Number Talks Websitehttps://elementarynumbertalks.wordpress.com/
Direct Instruction-
Option 1- Module 6 Topic E; Lesson 20https://www.engageny.org/ccls-math/1md3
CentersTeacher Center- Teacher Center- The teacher works in a small group with 1-4 students.
Quarterly Assessment
Question 7- Telling Time
Illustrative Math
https://www.illustrativemat
hematics.org/content-standards/
tasks/992(Day 4)
EngageNYModule 6 Topic E; Lesson 20
https://www.engageny.org/ccls-math/1md3
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 8.5 (589-594)Lesson 8.6 (595-600)
36
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backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.
ObjectivesSWBAT
tell and write time in hours using analog and digital clocks.
tell and write time in half-hours using analog and digital clocks.
use the term
o’clock in reporting time to the hour.
https://hcpss.instructure.com/courses/9414/pages/grade-1-additional-resources
Standards Based Center-
http://www.k-5mathteachingresources.com/support-files/time-barrier-game-ver.1.pdf
Individual Center-
http://www.k-5mathteachingresources.com/support-files/my-fav-time-of-the-day.pdf
Manipulative Center-
http://www.k-5mathteachingresources.com/support-files/time-barrier-game-ver.1.pdf
Interdisciplinary Center-
My Learning Stations-Graphic Novel- How Far?
Review Classwork
Exit Ticket
ELL Modifications: See Day 11.MD.B.3. Tell and write time in hours and half-hours using analog and digital clocks
(The learning goal for unit 3 is to tell and write time to the half-hour using the term o’clock and using digital notation include both analog and digital clocks).
Number TalkRefer to Number Talks by Sherry Parrish
P. 117;118
Number Talks Strategy-Addition: Making Tens Number Sentences
Number Talks Websitehttps://elementarynumbertalks.wordpress.com/
Direct Instruction-
Quarterly Assessment
Question 7- Telling Time
Common Core Sheetshttp://
www.commoncoresheets.com/
EngageNYModule 6 Topic E; Lesson 21
https://www.engageny.org/ccls-math/1md3
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.
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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
tell and write time in hours using analog and digital clocks.
tell and write time in half-hours using analog and digital clocks.
use the term
o’clock in reporting time to the hour.
Option 1- Module 6 Topic E; Lesson 21https://www.engageny.org/ccls-math/1md3
Centers
Teacher Center- Teacher Center- The teacher works in a small group with 1-4 students.https://hcpss.instructure.com/courses/9414/pages/grade-1-additional-resources
Standards Based Center-
http://www.k-5mathteachingresources.com/support-files/time-barrier-game-ver.1.pdf
Individual Center-
http://www.k-5mathteachingresources.com/support-files/my-fav-time-of-the-day.pdf
Manipulative Center-
http://www.k-5mathteachingresources.com/support-files/time-barrier-game-ver.1.pdf
Interdisciplinary Center-
My Learning Stations-Graphic Novel- How Far?
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
SortedByGrade.php?Sorted=1md3
(Day 5)
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 8.5 (589-594)Lesson 8.6 (595-600)
1.MD.B.3. Tell and write time in hours and half-hours using analog and digital clocks
Number TalkRefer to Number Talks by Sherry Parrish
P. 117;118
Quarterly Assessment
EngageNYModule 6 Topic E; Lesson 22
https://www.engageny.org/ccls-math/1md3
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(The learning goal for unit 3 is to tell and write time to the half-hour using the term o’clock and using digital notation include both analog and digital clocks).
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
tell and write time in hours using analog and digital clocks.
tell and write time in half-hours using analog and digital clocks.
use the term
o’clock in reporting time to the hour.
Number Talks Strategy-Addition: Making Tens Number Sentences
Number Talks Websitehttps://elementarynumbertalks.wordpress.com/
Direct Instruction-
Option 1- Module 6 Topic E; Lesson 22https://www.engageny.org/ccls-math/1md3
CentersTeacher Center- Teacher Center- The teacher works in a small group with 1-4 students.https://hcpss.instructure.com/courses/9414/pages/grade-1-additional-resources
Standards Based Center-
http://www.k-5mathteachingresources.com/support-files/time-barrier-game-ver.1.pdf
Individual Center-
http://www.k-5mathteachingresources.com/support-files/my-fav-time-of-the-day.pdf
Manipulative Center-
http://www.k-5mathteachingresources.com/support-files/time-barrier-game-ver.1.pdf
Interdisciplinary Center-
My Learning Stations-Graphic Novel- How Far?
Question 7- Telling Time
Common Core Sheetshttp://
www.commoncoresheets.com/
SortedByGrade.php?Sorted=1md3
(Day 6)
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 8.5 (589-594)Lesson 8.6 (595-600)
39
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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.c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). *(benchmarked)
(The learning goal for unit 3is to compose and decompose numbers to 90 into tens, identifying the value of the number in the tens and ones place)
Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will
Number TalksRefer to Number Talks by Sherry Parrish
P. 106
Number Talks Strategy-Addition: Counting All/Counting On: Number Sentences
Number Talks Websitehttps://elementarynumbertalks.wordpress.com/
Direct Instruction
Option 1- EngageNYModule 6 Topic B; Lesson 8https://www.engageny.org/ccls-math/1nbt2
CentersTeacher Center- Teacher Center- The teacher works in a small group with 1-4 students.
https://hcpss.instructure.com/courses/9414/pages/grade-1-additional-resources(See all intervention tasks)
Standards Based Center
http://www.k-5mathteachingresources.com/support-files/build-a-train.pdf
Individual Center
Quarterly AssessmentQuestion 1- Decomposing Numbers
Common Core Sheets
Math Labs
http://www.raftbayarea.org/readpdf?isid=79
(Day 1)
EngageNYModule 6 Topic B; Lesson 8
https://www.engageny.org/ccls-math/1nbt2
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)
40
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backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.
ObjectivesSWBAT
compose tens to make numbers up to 90.
decompose numbers up to 90, into tens.
identify the value of the number in the tens or ones place.
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1md3
Manipulative Center
http://www.k-5mathteachingresources.com/support-files/tens-and-ones-with-snap-cubes.pdf
Interdisciplinary Center
My Learning Stations-Graphic Novel- The Leftovers
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
Explain orally and in writing the value of the number in the tens and ones place in numbers to 20 using L1, Illustrations/diagrams/dra
Explain orally and in writing the value of the number in the tens and ones place in numbers to 20 using key
Explain orally and in writing the value of the number in the tens and ones place in numbers to
Explain orally and in writing the value of the number in the tens and ones place in numbers
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numbers to 20 using L1 and/or Illustrations/diagrams/drawings or single words.
wings, or phrases. vocabulary in a series of simple sentences.
20 using key vocabulary in expanded and some complex sentences.
to 20 using precise vocabulary in multiple, 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.c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). *(benchmarked)
(The learning goal for unit 3is to compose and decompose numbers to 90 into tens, identifying the value of the number in the tens and ones place)
Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will
Number TalksRefer to Number Talks by Sherry Parrish
P. 106
Number Talks Strategy- Addition: Counting All/Counting On: Number Sentences
Number Talks Websitehttps://elementarynumbertalks.wordpress.com/
Direct Instruction
Option 1- EngageNYModule 6 Topic B; Lesson 9https://www.engageny.org/ccls-math/1nbt2
Centers
Teacher Center- Teacher Center- The teacher works in a small group with 1-4 students.
https://hcpss.instructure.com/courses/9414/pages/grade-1-additional-resources(See all intervention tasks)
Standards Based Center
http://www.k-5mathteachingresources.com/support-files/build-a-train.pdf
Quarterly AssessmentQuestion 1- Decomposing Numbers
Common Core Sheetshttp://
www.commoncoresheets.com/
SortedByGrade.php?Sorted=1nbt2
(Day 2)
EngageNYModule 6 Topic B; Lesson 9https://www.engageny.org/ccls-math/1nbt2
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)
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backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.
ObjectivesSWBAT
compose tens to make numbers up to 90.
decompose numbers up to 90, into tens.
identify the value of the number in the tens or ones place.
Individual Center
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1md3
Manipulative Center
http://www.k-5mathteachingresources.com/support-files/tens-and-ones-with-snap-cubes.pdf
Interdisciplinary Center
Learning Stations-Graphic Novel- The Leftovers
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.c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). *(benchmarked)
(The learning goal for unit 3is to compose and
Number TalksRefer to Number Talks by Sherry Parrish
P. 106
Number Talks Strategy- Addition: Counting All/Counting On: Number Sentences
Number Talks Websitehttps://elementarynumbertalks.wordpress.com/
Direct Instruction
Option 3-
https://learnzillion.com/lesson_plans/4012
Quarterly AssessmentQuestion 1- Decomposing Numbers
Illustrative Math
https://www.illustrativemat
hematics.org/content-standards/
tasks/987(Day 3)
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)
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decompose numbers to 90 into tens, identifying the value of the number in the tens and ones place)
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
compose tens to make numbers up to 90.
decompose numbers up to 90, into tens.
identify the value of the number in the tens or ones place.
https://learnzillion.com/lesson_plans/3883-4-how-many-more-than-ten-fp
Centers
Teacher Center- Teacher Center- The teacher works in a small group with 1-4 students.
https://hcpss.instructure.com/courses/9414/pages/grade-1-additional-resources(See all intervention tasks)
Standards Based Center
http://www.k-5mathteachingresources.com/support-files/build-a-train.pdf
Individual Center
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1md3
Manipulative Center
http://www.k-5mathteachingresources.com/support-files/tens-and-ones-with-snap-cubes.pdf
Interdisciplinary Center
Learning Stations-Graphic Novel- The Leftovers
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
Number TalksRefer to Number Talks by Sherry Parrish
P. 106
Quarterly AssessmentQuestion 1- Decomposing Numbers
MyMath www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
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following as special cases:1.NBT.B.2.c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). *(benchmarked)
(The learning goal for unit 3is to compose and decompose numbers to 90 into tens, identifying the value of the number in the tens and ones place)
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
compose tens to make numbers up to 90.
decompose numbers up to 90, into tens.
Number Talks Strategy-Addition: Counting All/Counting On: Number Sentences
Number Talks Websitehttps://elementarynumbertalks.wordpress.com/
Direct Instruction
Option 2- Slides 58-77https://njctl.org/courses/math/1st-grade/place-value/attachments/unit-5-place-value-with-classwork-and-homework-inserted/
Centers
Teacher Center- Teacher Center- The teacher works in a small group with 1-4 students.
https://hcpss.instructure.com/courses/9414/pages/grade-1-additional-resources(See all intervention tasks)
Standards Based Center
http://www.k-5mathteachingresources.com/support-files/build-a-train.pdf
Individual Center
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1md3
Manipulative Center
http://www.k-5mathteachingresources.com/support-files/tens-and-ones-with-snap-cubes.pdf
Interdisciplinary Center
Learning Stations-Graphic Novel- The Leftovers
Achieve the Core
http://achievethecore.org/coherence-map/
#1/4/17/17(See all tasks)
(Day 4)
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)
45
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identify the value of the number in the tens or ones place.
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.c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). *(benchmarked)
(The learning goal for unit 3is to compose and decompose numbers to 90 into tens, identifying the value of the number in the tens and ones place)
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 TalksRefer to Number Talks by Sherry Parrish
P. 106
Number Talks Strategy- Addition: Counting All/Counting On: Number Sentences
Number Talks Websitehttps://elementarynumbertalks.wordpress.com/
Direct Instruction
Option 4- MyMathLesson 5.1 (347-352)Lesson 5.2 (353-358)
Centers
Teacher Center- Teacher Center- The teacher works in a small group with 1-4 students.
https://hcpss.instructure.com/courses/9414/pages/grade-1-additional-resources(See all intervention tasks)
Standards Based Center
http://www.k-5mathteachingresources.com/support-files/build-a-train.pdf
Individual Center
Quarterly AssessmentQuestion 1- Decomposing Numbers
Math Labs
http://www.raftbayarea.o
rg/readpdf?isid=748(Day 5)
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)
46
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period and come up with dates where they will assign each quarterly assessment question.
ObjectivesSWBAT
compose tens to make numbers up to 90.
decompose numbers up to 90, into tens.
identify the value of the number in the tens or ones place.
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1md3
Manipulative Center
http://www.k-5mathteachingresources.com/support-files/tens-and-ones-with-snap-cubes.pdf
Interdisciplinary Center
Learning Stations-Graphic Novel- The Leftovers
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.c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). *(benchmarked)
(The learning goal for unit 3is to compose and decompose numbers to 90 into tens, identifying the
Number TalksRefer to Number Talks by Sherry Parrish
P. 106
Number Talks Strategy- Addition: Counting All/Counting On: Number Sentences
Number Talks Websitehttps://elementarynumbertalks.wordpress.com/
Direct Instruction
Option 4- MyMathLesson 5.4 (365-370)Lesson 5.5 (371-376)
Centers
Quarterly AssessmentQuestion 1- Decomposing Numbers
Math Labs
http://www.raftbayarea.o
rg/readpdf?isid=576(Day 6)
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)
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value of the number in the tens and ones place)
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
compose tens to make numbers up to 90.
decompose numbers up to 90, into tens.
identify the value of the number in the tens or ones place.
Teacher Center- Teacher Center- The teacher works in a small group with 1-4 students.
https://hcpss.instructure.com/courses/9414/pages/grade-1-additional-resources(See all intervention tasks)
Standards Based Center
http://www.k-5mathteachingresources.com/support-files/build-a-train.pdf
Individual Center
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1md3
Manipulative Center
http://www.k-5mathteachingresources.com/support-files/tens-and-ones-with-snap-cubes.pdfInterdisciplinary Center
Learning Stations-Graphic Novel- The Leftovers
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
1.NBT.C.4*. Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models (e.g. base ten blocks) or drawings and
Number TalksRefer to Number Talks by Sherry Parrish
P. 113
Number Talks Strategy-Addition: Making Tens Rekenreks
Number Talks Website
Quarterly AssessmentQuestion 1- Decomposing Numbers
Common Core
EngageNYModule 4 Topic C; Lesson 12Module 4 Topic D; Lesson 13Module 4 Topic D; Lesson 14Module 4 Topic D; Lesson 15Module 4 Topic D; Lesson 16Module 4 Topic D; Lesson 17Module 4 Topic D; Lesson 18
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strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. *(benchmarked)
(The learning goal for unit 3 is to add a 2-digit and a 1-digit number using concrete models and drawings with a place value strategy or properties of operations; explain or show how the model relates to the strategy (sums within 100)
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.
https://elementarynumbertalks.wordpress.com/
Direct Instruction
Option 1- EngageNY Module 4 Topic C; Lesson 12Module 4 Topic D; Lesson 13
https://www.engageny.org/ccls-math/1nbt4
Centers
Teacher Center- The teacher works in a small group with 1-4 students.
https://hcpss.instructure.com/courses/9414/pages/grade-1-additional-resources(See all tasks)
Standards Based Center
http://www.k-5mathteachingresources.com/support-files/sums-of-90.pdf
Individual Center
http://www.k-5mathteachingresources.com/support-files/subtract-10-on-the-number-line.pdf
Manipulative Center
http://www.k-5mathteachingresources.com/support-files/adding-a-multiple-of-10-ver.1.pdf
Interdisciplinary Center
Learning Stations-Two Digit Number Story Book
Review Classwork
Sheetshttp://
www.commoncoresheets.com/
SortedByGrade.php?Sorted=1nbt4
(Day 1)
Module 6 Topic D; Lesson 19Module 6 Topic G; Lesson 30
https://www.engageny.org/ccls-math/1nbt4
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 6.1 (447-452)Lesson 6.2 (453-458)
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ObjectivesSWBAT
use concrete models and drawings with a strategy based on place value to add a two-digit number and a one-digit number.
use concrete models and drawings with properties of operations to add a two-digit number and a one-digit number.
use concrete models and drawings with a strategy based on place value to add a two-digit number and a multiple of 10.
use concrete models and drawings with properties of operations to add a two-digit number and a multiple of 10.
explain or show how the model
Exit Ticket
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relates to the strategy.
ELL Modifications
Student Learning Objective (SLO) Language Objective Language Needed
SLO: 3CCSS:1.NBT.4 WIDA ELDS: 3Speaking
Add a 2-digit and a 1-digit number, and a 2-digit number and a multiple of 10, using concrete models or drawings (sums within 50). Add tens and tens, and ones and ones, by decomposing 2-digit numbers and composing an additional ten when necessary (e.g., 18 + 20 equals 10 + 8 + 20 equals 30 + 8 equals 38; and, 37 + 5 equals 30 + 7 + 5 equals 30 + 12 equals 30 + 10 + 2 equals 40 + 2 equals 42).
Explain orally how to add one-digit and two-digit numbers, by decomposing 2 digit numbers and composing an additional ten, when necessary using Base-Ten Blocks and a Hundreds Chart.
VU: Ones, tens, hundreds, column, row, digit, addend, plusLFC: Present tense, past tenseLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Express orally how to add one-digit and two-digit numbers using L1 and/or drawings and selected, illustrated technical words.
Express orally how to add one-digit and two-digit numbers using L1, and/or drawings and selected technical vocabulary in phrases.
Express orally how to add one-digit and two-digit numbers using key, technical vocabulary in a series of simple sentences.
Express orally how to add one-digit and two-digit numbers using key, technical vocabulary in expanded and some complex sentences.
Express orally how to add on-digit and two-digit numbers using technical vocabulary in complex sentences.
Learning Supports
Word/Picture WallHundreds ChartBase-Ten BlocksL1 support
Word/Picture WallHundreds ChartBase-Ten BlocksL1 support
Word/Picture WallHundreds ChartBase-Ten Blocks
Hundreds ChartBase-Ten Blocks
Hundreds Chart
1.NBT.C.4*. Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models (e.g. base ten blocks) or drawings and strategies based on place value, properties of operations, and/or the
Number TalksRefer to Number Talks by Sherry Parrish
P. 113
Number Talks Strategy-Addition: Making Tens Rekenreks
Number Talks Websitehttps://elementarynumbertalks.wordpress.com/
Direct Instruction
Quarterly Assessment
Question 2- Adding & Subtracting with tens and ones
EngageNYModule 4 Topic D; Lesson 14Module 4 Topic D; Lesson 15
https://www.engageny.org/ccls-math/1nbt4
MyMath www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
www.mhmymath.com
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relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. *(benchmarked)
(The learning goal for unit 3 is to add a 2-digit and a 1-digit number using concrete models and drawings with a place value strategy or properties of operations; explain or show how the model relates to the strategy (sums within 100)
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
Option 1- EngageNY Module 4 Topic D; Lesson 14Module 4 Topic D; Lesson 15
https://www.engageny.org/ccls-math/1nbt4
Centers
Teacher Center- The teacher works in a small group with 1-4 students.
https://hcpss.instructure.com/courses/9414/pages/grade-1-additional-resources(See all tasks)
Standards Based Center
http://www.k-5mathteachingresources.com/support-files/sums-of-90.pdf
Individual Center
http://www.k-5mathteachingresources.com/support-files/subtract-10-on-the-number-line.pdf
Manipulative Center
http://www.k-5mathteachingresources.com/support-files/adding-a-multiple-of-10-ver.1.pdf
Interdisciplinary Center
Learning Stations-Two Digit Number Story Book
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
Illustrative Math
https://www.illustrativemathe
matics.org/content-standards/tasks/2068
(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.
Lesson 6.1 (447-452)Lesson 6.2 (453-458)
52
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use concrete models and drawings with a strategy based on place value to add a two-digit number and a one-digit number.
use concrete models and drawings with properties of operations to add a two-digit number and a one-digit number.
use concrete models and drawings with a strategy based on place value to add a two-digit number and a multiple of 10.
use concrete models and drawings with properties of operations to add a two-digit number and a multiple of 10.
1.NBT.C.4*. Add within 100, including adding a two-digit number and a one-digit number, and
Number TalksRefer to Number Talks by Sherry Parrish
P. 113
Number Talks Strategy-Addition: Making Tens
Quarterly Assessment
Question 2-
EngageNYModule 4 Topic D; Lesson 16Module 4 Topic D; Lesson 17
https://www.engageny.org/ccls-math/1nbt4
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adding a two-digit number and a multiple of 10, using concrete models (e.g. base ten blocks) or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. *(benchmarked)
(The learning goal for unit 3 is to add a 2-digit and a 1-digit number using concrete models and drawings with a place value strategy or properties of operations; explain or show how the model relates to the strategy (sums within 100)
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
Rekenreks
Number Talks Websitehttps://elementarynumbertalks.wordpress.com/
Direct Instruction
Option 1- EngageNY Module 4 Topic D; Lesson 16Module 4 Topic D; Lesson 17
https://www.engageny.org/ccls-math/1nbt4
Centers
Teacher Center- The teacher works in a small group with 1-4 students.
https://hcpss.instructure.com/courses/9414/pages/grade-1-additional-resources(See all tasks)
Standards Based Center
http://www.k-5mathteachingresources.com/support-files/sums-of-90.pdf
Individual Center
http://www.k-5mathteachingresources.com/support-files/subtract-10-on-the-number-line.pdf
Manipulative Center
http://www.k-5mathteachingresources.com/support-files/adding-a-multiple-of-10-ver.1.pdf
Interdisciplinary Center
Learning Stations-Two Digit Number Story Book
Adding & Subtracting with tens and ones
Achieve the Core
http://achievethecore.org/coherence-map/
#1/4/17/17(See all tasks)
(Day 3)
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 6.1 (447-452)Lesson 6.2 (453-458)
54
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dates where they will assign each quarterly assessment question.
ObjectivesSWBAT
use concrete models and drawings with a strategy based on place value to add a two-digit number and a one-digit number.
use concrete models and drawings with properties of operations to add a two-digit number and a one-digit number.
use concrete models and drawings with a strategy based on place value to add a two-digit number and a multiple of 10.
use concrete models and drawings with properties of operations to add a two-digit number and a
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
55
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multiple of 10.
1.NBT.C.4*. Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models (e.g. base ten blocks) or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. *(benchmarked)
(The learning goal for unit 3 is to add a 2-digit and a 1-digit number using concrete models and drawings with a place value strategy or properties of operations; explain or show how the model relates to the strategy (sums within 100)
Pacing – In the first grade level meeting or
Number TalksRefer to Number Talks by Sherry Parrish
P. 113
Number Talks Strategy-Addition: Making Tens Rekenreks
Number Talks Websitehttps://elementarynumbertalks.wordpress.com/
Direct Instruction
Option 1- EngageNY Module 4 Topic D; Lesson 18Module 6 Topic D; Lesson 19
https://www.engageny.org/ccls-math/1nbt4
Centers
Teacher Center- The teacher works in a small group with 1-4 students.
https://hcpss.instructure.com/courses/9414/pages/grade-1-additional-resources(See all tasks)
Standards Based Center
http://www.k-5mathteachingresources.com/support-files/sums-of-90.pdf
Individual Center
http://www.k-5mathteachingresources.com/support-files/subtract-10-on-the-number-line.pdf
Manipulative Center
Quarterly Assessment
Question 2- Adding & Subtracting with tens and ones
Math Labs
http://www.raftbayarea.org/readpdf?isid=74
(Day 4)
EngageNYModule 4 Topic D; Lesson 18Module 6 Topic D; Lesson 19
https://www.engageny.org/ccls-math/1nbt4
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 6.1 (447-452)Lesson 6.2 (453-458)
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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
use concrete models and drawings with a strategy based on place value to add a two-digit number and a one-digit number.
use concrete models and drawings with properties of operations to add a two-digit number and a one-digit number.
use concrete models and drawings with a strategy based on place value to add a two-digit number and a multiple of 10.
http://www.k-5mathteachingresources.com/support-files/adding-a-multiple-of-10-ver.1.pdf
Interdisciplinary Center
Learning Stations-Two Digit Number Story Book
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
57
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use concrete models and drawings with properties of operations to add a two-digit number and a multiple of 10.
1.NBT.C.4*. Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models (e.g. base ten blocks) or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. *(benchmarked)
(The learning goal for unit 3 is to add a 2-digit and a 1-digit number using concrete models and drawings with a place value strategy or
Number TalksRefer to Number Talks by Sherry Parrish
P. 113
Number Talks Strategy-Addition: Making Tens Rekenreks
Number Talks Websitehttps://elementarynumbertalks.wordpress.com/
Direct Instruction
Option 4- MyMath
Lesson 6.1 (447-452)Lesson 6.2 (453-458)
Centers
Teacher Center- The teacher works in a small group with 1-4 students.
https://hcpss.instructure.com/courses/9414/pages/grade-1-additional-resources(See all tasks)
Standards Based Center
http://www.k-5mathteachingresources.com/support-files/sums-of-90.pdf
Quarterly Assessment
Question 2- Adding & Subtracting with tens and ones
Math Labs
http://www.raftbayarea.o
rg/readpdf?isid=378(Day 5)
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 6.1 (447-452)Lesson 6.2 (453-458)
58
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properties of operations; explain or show how the model relates to the strategy (sums within 100)
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
use concrete models and drawings with a strategy based on place value to add a two-digit number and a one-digit number.
use concrete models and drawings with properties of operations to add a two-digit number and a one-digit number.
use concrete
Individual Center
http://www.k-5mathteachingresources.com/support-files/subtract-10-on-the-number-line.pdf
Manipulative Center
http://www.k-5mathteachingresources.com/support-files/adding-a-multiple-of-10-ver.1.pdf
Interdisciplinary Center
Learning Stations-Two Digit Number Story Book
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
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models and drawings with a strategy based on place value to add a two-digit number and a multiple of 10.
use concrete models and drawings with properties of operations to add a two-digit number and a multiple of 10.
1.NBT.C.4*. Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models (e.g. base ten blocks) or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. *(benchmarked)
Number TalksRefer to Number Talks by Sherry Parrish
P. 113
Number Talks Strategy-Addition: Making Tens Rekenreks
Number Talks Websitehttps://elementarynumbertalks.wordpress.com/
Direct Instruction
Option 3-
https://learnzillion.com/lesson_plans/2763
https://learnzillion.com/lesson_plans/2757-1-adding-two-digit-numbers-by-composing-a-ten-c
Centers
Teacher Center- The teacher works in a small group with 1-4 students.
Quarterly Assessment
Question 2- Adding & Subtracting with tens and ones
Math Labs
http://www.raftbayarea.o
rg/readpdf?isid=322(Day 6)
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 6.1 (447-452)Lesson 6.2 (453-458)
60
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(The learning goal for unit 3 is to add a 2-digit and a 1-digit number using concrete models and drawings with a place value strategy or properties of operations; explain or show how the model relates to the strategy (sums within 100)
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
use concrete models and drawings with a strategy based on place value to add a two-digit number and a one-digit number.
use concrete models and
https://hcpss.instructure.com/courses/9414/pages/grade-1-additional-resources(See all tasks)
Standards Based Center
http://www.k-5mathteachingresources.com/support-files/sums-of-90.pdf
Individual Center
http://www.k-5mathteachingresources.com/support-files/subtract-10-on-the-number-line.pdf
Manipulative Center
http://www.k-5mathteachingresources.com/support-files/adding-a-multiple-of-10-ver.1.pdf
Interdisciplinary Center
Learning Stations-Two Digit Number Story Book
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
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drawings with properties of operations to add a two-digit number and a one-digit number.
use concrete models and drawings with a strategy based on place value to add a two-digit number and a multiple of 10.
use concrete models and drawings with properties of operations to add a two-digit number and a multiple of 10.
1.NBT.C.5. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
(The learning goal for unit 3 is to explain, given 2-digit number, how to find 10 more or ten less than the number without having to count)
Number TalksRefer to Number Talks by Sherry Parrish
P. 115, 116
Number Talks Strategy- Making Tens: Double Ten-Frames
Number Talks Websitehttps://elementarynumbertalks.wordpress.com/
Direct Instruction
Option 1- EngageNY Module 4 Topic A; Lesson 5
Quarterly Assessment
Question 3- 10 more or 10 less
Common Core Sheetshttp://
www.commoncoresheets.com/
SortedByGrade.php?Sorted=1nbt5
(Day 1)
EngageNYModule 4 Topic A; Lesson 5Module 4 Topic A; Lesson 6 Module 6 Topic B; Lesson 5Module 4 Topic F; Lesson 24Module 4 Topic F; Lesson 25Module 4 Topic F; Lesson 26Module 4 Topic F; Lesson 27Module 4 Topic F; Lesson 28Module 4 Topic F; Lesson 29
https://www.engageny.org/ccls-math/1nbt5
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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
given a two-digit number, find 10 more than the number without counting.
given a two-digit number, find 10 less than the number without counting.
explain, given a two-digit number, how to find 10 more or ten less than the number without counting.
Module 4 Topic A; Lesson 6 https://www.engageny.org/ccls-math/1nbt5
Centers
Teacher Center- The teacher works in a small group with 1-4 students.
https://hcpss.instructure.com/courses/9414/pages/grade-1-additional-resources(See all tasks)
Standards Based Centerhttp://www.k-5mathteachingresources.com/support-files/ten-more.pdf
http://www.k-5mathteachingresources.com/support-files/race-around-minus-ten-ver.1.pdf
Individual Center
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1nbt5
Manipulative Center
Students work on solving problems using manipulatives. Students can use work mat 7 found in the My Math resources along with the base 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/
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 5.8 (391-396)
63
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vmf/VMF-Interface.html
This link is also a resource that can be found in the My Math resource webpage with teacher username and password.
Interdisciplinary Center
Trade Book Ants at the Picnic, by Michael Dahl
Review Classwork
Exit Ticket
ELL Modifications
Student Learning Objective (SLO) Language Objective Language Needed
SLO: 4CCSS:1.NBT.5WIDA ELDS: 3Listening
Mentally find ten more or ten less than a number without having to count and explain the reasoning used.
Demonstrate understanding of mentally finding ten more or ten less than a number after listening to oral directions, using Base-Ten Blocks.
VU: Ten more, ten less, digit
LFC: Present tense
LC: Varies by ELP levelELP 1 ELP 2 ELP 3 ELP 4 ELP 5
Language Objectives
Express orally and in writing how to find ten more or ten less than a number using L1 and/or drawings and selected, illustrated single words.
Express orally and in writing how to find ten more or ten less than a number using L1, drawings, or phrases.
Express orally and in writing how to find ten more or ten less than a number using key vocabulary in a series of simple sentences.
Express orally and in writing how to find ten more or ten less than a number using key vocabulary in expanded and some complex sentences.
Express orally and in writing how to find ten more or ten less than a number using precise vocabulary in multiple, complex sentences.
Learning Supports
Word/Picture WallBase-Ten BlocksL1 support
Word/Picture WallBase-Ten BlocksL1 support
Word/Picture WallBase-Ten Blocks
Base-Ten Blocks Base-Ten Blocks
1.NBT.C.5. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning
Number TalksRefer to Number Talks by Sherry Parrish
P. 115, 116
Number Talks Strategy- Making Tens: Double
Quarterly Assessment
Question 3- 10 more or 10 less
EngageNYModule 4 Topic F; Lesson 24Module 4 Topic F; Lesson 25
https://www.engageny.org/ccls-math/1nbt5
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used.
(The learning goal for unit 3 is to explain, given 2-digit number, how to find 10 more or ten less than the number without having to count)
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
given a two-digit number, find 10 more than the number without counting.
given a two-digit number, find 10 less than the number without counting.
explain, given a two-digit number, how to find 10 more or ten less than the number without counting.
Ten-Frames
Number Talks Websitehttps://elementarynumbertalks.wordpress.com/
Direct Instruction
Option 1- EngageNY Module 4 Topic F; Lesson 24Module 4 Topic F; Lesson 25
https://www.engageny.org/ccls-math/1nbt5
CentersTeacher Center- The teacher works in a small group with 1-4 students.
https://hcpss.instructure.com/courses/9414/pages/grade-1-additional-resources(See all tasks)
Standards Based Centerhttp://www.k-5mathteachingresources.com/support-files/ten-more.pdf
http://www.k-5mathteachingresources.com/support-files/race-around-minus-ten-ver.1.pdf
Individual Center
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1nbt5
Manipulative Center
Students work on solving problems using manipulatives. Students can use work mat 7 found in the My Math resources along with the base tens blocks to show a number with the ones, tens, and hundreds place and write the number represented by the tens blocks.
Illustrative Math
https://www.illustrativem
athematics.org/content-
standards/1/NBT/C/5/tasks/2106
(Day 2)
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 5.8 (391-396)
65
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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.
Interdisciplinary Center
Trade Book Ants at the Picnic, by Michael Dahl
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
1.NBT.C.5. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
(The learning goal for unit 3 is to explain, given 2-digit number, how to find 10 more or ten less than the number without having to count)
Number TalksRefer to Number Talks by Sherry Parrish
P. 115, 116
Number Talks Strategy- Making Tens: Double Ten-Frames
Number Talks Websitehttps://elementarynumbertalks.wordpress.com/
Direct Instruction
Option 1- EngageNY Module 4 Topic F; Lesson 26
Quarterly Assessment
Question 3- 10 more or 10 less
Achieve the Core
http://achievethecore.org/coherence-map/
#1/4/17/17(See all tasks)
(Day 3)
EngageNYModule 4 Topic F; Lesson 26Module 4 Topic F; Lesson 27
https://www.engageny.org/ccls-math/1nbt5
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
66
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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
given a two-digit number, find 10 more than the number without counting.
given a two-digit number, find 10 less than the number without counting.
explain, given a two-digit number, how to find 10 more or ten less than the number without counting.
Module 4 Topic F; Lesson 27https://www.engageny.org/ccls-math/1nbt5
Centers
Teacher Center- The teacher works in a small group with 1-4 students.
https://hcpss.instructure.com/courses/9414/pages/grade-1-additional-resources(See all tasks)
Standards Based Centerhttp://www.k-5mathteachingresources.com/support-files/ten-more.pdf
http://www.k-5mathteachingresources.com/support-files/race-around-minus-ten-ver.1.pdf
Individual Center
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1nbt5
Manipulative Center
Students work on solving problems using manipulatives. Students can use work mat 7 found in the My Math resources along with the base 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/
the assessment.
Lesson 5.8 (391-396)
67
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vmf/VMF-Interface.html
This link is also a resource that can be found in the My Math resource webpage with teacher username and password.
Interdisciplinary Center
Trade Book Ants at the Picnic, by Michael Dahl
Review Classwork
Exit Ticket
ELL Modifications: See Day 11.NBT.C.5. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
(The learning goal for unit 3 is to explain, given 2-digit number, how to find 10 more or ten less than the number without having to count)
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
Number TalksRefer to Number Talks by Sherry Parrish
P. 115, 116
Number Talks Strategy- Making Tens: Double Ten-Frames
Number Talks Websitehttps://elementarynumbertalks.wordpress.com/
Direct Instruction
Option 1- EngageNY
Module 4 Topic F; Lesson 28Module 4 Topic F; Lesson 29
https://www.engageny.org/ccls-math/1nbt5
Centers
Teacher Center- The teacher works in a small group with 1-4 students.
https://hcpss.instructure.com/courses/9414/pages/grade-1-additional-resources
Quarterly Assessment
Question 3- 10 more or 10 less
Math Labs
http://www.raftbayarea.o
rg/readpdf?isid=602(Day 4)
EngageNYModule 4 Topic F; Lesson 28Module 4 Topic F; Lesson 29
https://www.engageny.org/ccls-math/1nbt5
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 5.8 (391-396)
68
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dates where they will assign each quarterly assessment question.
ObjectivesSWBAT
given a two-digit number, find 10 more than the number without counting.
given a two-digit number, find 10 less than the number without counting.
explain, given a two-digit number, how to find 10 more or ten less than the number without counting.
(See all tasks)
Standards Based Centerhttp://www.k-5mathteachingresources.com/support-files/ten-more.pdf
http://www.k-5mathteachingresources.com/support-files/race-around-minus-ten-ver.1.pdf
Individual Center
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1nbt5
Manipulative Center
Students work on solving problems using manipulatives. Students can use work mat 7 found in the My Math resources along with the base 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.
Interdisciplinary Center
Trade Book Ants at the Picnic, by Michael Dahl
69
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Review Classwork
Exit Ticket
ELL Modifications: See Day 1
1.NBT.C.5. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
(The learning goal for unit 3 is to explain, given 2-digit number, how to find 10 more or ten less than the number without having to count)
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
given a two-digit number, find 10 more than the number without
Number TalksRefer to Number Talks by Sherry Parrish
P. 115, 116
Number Talks Strategy- Making Tens: Double Ten-Frames
Number Talks Websitehttps://elementarynumbertalks.wordpress.com/
Direct Instruction-
Option 2- Slides 6- 17 Slides 77-84https://njctl.org/courses/math/1st-grade/subtraction-to-20/attachments/subtraction-to-20-with-classwork-and-homework-part-2/
Centers
Teacher Center- The teacher works in a small group with 1-4 students.
https://hcpss.instructure.com/courses/9414/pages/grade-1-additional-resources(See all tasks)
Standards Based Centerhttp://www.k-5mathteachingresources.com/support-files/ten-more.pdf
http://www.k-5mathteachingresources.com/support-files/race-around-minus-ten-ver.1.pdf
Quarterly Assessment
Question 3- 10 more or 10 less
Math Labs
http://www.raftbayarea.o
rg/readpdf?isid=312(Day 5)
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 5.8 (391-396)
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counting.
given a two-digit number, find 10 less than the number without counting.
explain, given a two-digit number, how to find 10 more or ten less than the number without counting.
Individual Center
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1nbt5
Manipulative Center
Students work on solving problems using manipulatives. Students can use work mat 7 found in the My Math resources along with the base 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.
Interdisciplinary Center
Trade Book Ants at the Picnic, by Michael Dahl Review Classwork
Exit Ticket
ELL Modifications: See Day 1
1.NBT.C.5. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count;
Number TalksRefer to Number Talks by Sherry Parrish
P. 115, 116
Number Talks Strategy- Making Tens: Double
Quarterly Assessment
Question 3- 10
MyMath www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
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explain the reasoning used.
(The learning goal for unit 3 is to explain, given 2-digit number, how to find 10 more or ten less than the number without having to count)
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
given a two-digit number, find 10 more than the number without counting.
given a two-digit number, find 10 less than the number without counting.
explain, given a two-digit number, how to find 10 more or ten less than the number
Ten-Frames
Number Talks Websitehttps://elementarynumbertalks.wordpress.com/
Direct Instruction
Option 3-
https://learnzillion.com/lesson_plans/2758-5-finding-ten-less-than-a-number-c
https://learnzillion.com/lesson_plans/2762-7-using-place-value-to-find-ten-less-a
https://learnzillion.com/lesson_plans/2764-6-subtracting-ten-with-a-hundred-chart-fp
Centers
Teacher Center- The teacher works in a small group with 1-4 students.
https://hcpss.instructure.com/courses/9414/pages/grade-1-additional-resources(See all tasks)
Standards Based Centerhttp://www.k-5mathteachingresources.com/support-files/ten-more.pdf
http://www.k-5mathteachingresources.com/support-files/race-around-minus-ten-ver.1.pdf
Individual Center
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1nbt5
Manipulative Center
Students work on solving problems using
more or 10 less
Common Core Sheetshttp://
www.commoncoresheets.com/
SortedByGrade.php?Sorted=1nbt5
(Day 6)
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 5.8 (391-396)
72
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without counting. manipulatives. Students can use work mat 7 found in the My Math resources along with the base 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.
Interdisciplinary Center
Trade Book Ants at the Picnic, by Michael Dahl
Review Lesson
Exit Ticket
ELL Modifications: See Day 1
1.NBT.C.6. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written
Number TalksRefer to Number Talks by Sherry Parrish
P. 117, 118
Number Talks Strategy-Addition: Making Tens Number Sentences
Number Talks Websitehttps://elementarynumbertalks.wordpress.com/
Quarterly Assessment
Question 4- Subtraction Cards
Common Core Sheetshttp://
www.commoncoresheets.com/
EngageNYModule 4 Topic C; Lesson 11
https://www.engageny.org/ccls-math/1nbt6
MyMath www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
www.mhmymath.com
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method and explain the reasoning used.
(The learning goal for unit 3 is to subtract a multiple of 10, both within the range of 10-90, using concrete models and drawings with a place value strategy or properties of operations. Explain or show how the model relates to the strategy, sums within 100)
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
use concrete models and drawings with a strategy based on place value to subtract a multiple of 10 from a multiple of 10 (both
Direct Instruction
Option 1- EngageNY Module 4 Topic C; Lesson 11
https://www.engageny.org/ccls-math/1nbt6
Centers
Teacher Center- The teacher works in a small group with 1-4 students.
https://hcpss.instructure.com/courses/9414/pages/grade-1-additional-resources(See all tasks)
Standards Based Center
http://www.k-5mathteachingresources.com/support-files/subtract-multiples-of-10.pdf
Individual Center
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1nbt6
Manipulative Center
http://www.k-5mathteachingresources.com/support-files/subtract-ten.pdf
http://www.k-5mathteachingresources.com/support-files/subtract-multiples-of-10.pdf
Interdisciplinary Center
Trade Book- Math Potatoes, by Greg Tang
Review Classwork
Exit Ticket
SortedByGrade.php?Sorted=1nbt6
(Day 1)
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 6.6 (479-484)Lesson 6.7 (485-490)Lesson 6.8 (491-496)
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within the range 10-90).
use concrete models and drawings with properties of operations to subtract a multiple of 10 from a multiple of 10 (both within the range 10-90).
explain or show how the model relates to the strategy.
ELL Modifications
Student Learning Objective (SLO) Language Objective Language Needed
SLO: 5CCSS:1.NBT.6WIDA ELDS: 3Speaking
Subtract multiples of ten from multiples of ten (numbers less than 100, differences greater than or equal to zero) and explain the reasoning used.
Explain orally how to subtract multiples of ten from multiples of ten using Base-Ten Blocks.
VU: Tens, subtract, minus, equals, equation
LFC: Present tense
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Express orally how subtract multiples of ten from multiples of ten using L1 and/or drawings and selected, illustrated single words.
Express orally how to subtract multiples of ten from multiples of ten using L1, and/or drawings and selected technical vocabulary in phrases.
Express orally how to subtract multiples of ten from multiples of ten using key, technical vocabulary in simple sentences.
Express orally how to subtract multiples of ten from multiples of ten using key, technical vocabulary in expanded sentences.
Express orally how to subtract multiples of ten from multiples of ten using technical vocabulary in complex sentences.
Learning Supports
Word/Picture WallBase-Ten BlocksL1 support
Word/Picture WallBase-Ten BlocksL1 support
Word/Picture WallBase-Ten Blocks
Base-Ten Blocks
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1.NBT.C.6. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
(The learning goal for unit 3 is to subtract a multiple of 10, both within the range of 10-90, using concrete models and drawings with a place value strategy or properties of operations. Explain or show how the model relates to the strategy, sums within 100)
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
P. 117, 118
Number Talks Strategy-Addition: Making Tens Number Sentences
Number Talks Websitehttps://elementarynumbertalks.wordpress.com/
Direct Instruction
Option 4- MyMath
Lesson 6.6 (479-484)
Centers
Teacher Center- The teacher works in a small group with 1-4 students.
https://hcpss.instructure.com/courses/9414/pages/grade-1-additional-resources(See all tasks)
Standards Based Center
http://www.k-5mathteachingresources.com/support-files/subtract-multiples-of-10.pdf
Individual Center
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1nbt6
Manipulative Center
Quarterly Assessment
Question 4- Subtraction Cards
Achieve the Core
http://achievethecore.org/coherence-map/
#1/4/17/17(See all tasks)
(Day 2)
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 6.6 (479-484)Lesson 6.7 (485-490)Lesson 6.8 (491-496)
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each quarterly assessment question.
ObjectivesSWBAT
use concrete models and drawings with a strategy based on place value to subtract a multiple of 10 from a multiple of 10 (both within the range 10-90).
use concrete models and drawings with properties of operations to subtract a multiple of 10 from a multiple of 10 (both within the range 10-90).
explain or show how the model relates to the strategy
http://www.k-5mathteachingresources.com/support-files/subtract-ten.pdf
http://www.k-5mathteachingresources.com/support-files/subtract-multiples-of-10.pdf
Interdisciplinary Center
Trade Book- Math Potatoes, by Greg Tang
Review Lesson
Exit Ticket
ELL Modifications: See Day 1
1.NBT.C.6. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies
Number TalksRefer to Number Talks by Sherry Parrish
P. 117, 118
Number Talks Strategy-Addition: Making Tens Number Sentences
Quarterly Assessment
Question 4- Subtraction Cards
MyMath www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
www.mhmymath.com Homepage for My Math
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based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
(The learning goal for unit 3 is to subtract a multiple of 10, both within the range of 10-90, using concrete models and drawings with a place value strategy or properties of operations. Explain or show how the model relates to the strategy, sums within 100)
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
use concrete models and drawings with a
Number Talks Websitehttps://elementarynumbertalks.wordpress.com/
Direct Instruction
Option 4- MyMath
Lesson 6.7 (485-490)
Centers
Teacher Center- The teacher works in a small group with 1-4 students.
https://hcpss.instructure.com/courses/9414/pages/grade-1-additional-resources(See all tasks)
Standards Based Center
http://www.k-5mathteachingresources.com/support-files/subtract-multiples-of-10.pdf
Individual Center
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1nbt6
Manipulative Center
http://www.k-5mathteachingresources.com/support-files/subtract-ten.pdf
http://www.k-5mathteachingresources.com/support-files/subtract-multiples-of-10.pdf
Interdisciplinary Center
Trade Book- Math Potatoes, by Greg Tang
Math Labs
http://www.raftbayarea.o
rg/readpdf?isid=270(Day 3)
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 6.6 (479-484)Lesson 6.7 (485-490)Lesson 6.8 (491-496)
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strategy based on place value to subtract a multiple of 10 from a multiple of 10 (both within the range 10-90).
use concrete models and drawings with properties of operations to subtract a multiple of 10 from a multiple of 10 (both within the range 10-90).
explain or show how the model relates to the strategy
Review Lesson
Exit Ticket
ELL Modifications: See Day 1
1.NBT.C.6. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
(The learning goal for unit
Number TalksRefer to Number Talks by Sherry Parrish
P. 117, 118
Number Talks Strategy-Addition: Making Tens Number Sentences
Number Talks Websitehttps://elementarynumbertalks.wordpress.com/
Direct Instruction
Option 4- MyMath
Quarterly Assessment
Question 4- Subtraction Cards
Math Labs
http://www.raftbayarea.o
rg/readpdf?isid=269(Day 4)
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 6.6 (479-484)Lesson 6.7 (485-490)Lesson 6.8 (491-496)
79
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3 is to subtract a multiple of 10, both within the range of 10-90, using concrete models and drawings with a place value strategy or properties of operations. Explain or show how the model relates to the strategy, sums within 100)
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
use concrete models and drawings with a strategy based on place value to subtract a multiple of 10 from a multiple of 10 (both within the range 10-90).
use concrete
Lesson 6.8 (491-496)
Centers
Teacher Center- The teacher works in a small group with 1-4 students.
https://hcpss.instructure.com/courses/9414/pages/grade-1-additional-resources(See all tasks)
Standards Based Center
http://www.k-5mathteachingresources.com/support-files/subtract-multiples-of-10.pdf
Individual Center
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1nbt6
Manipulative Center
http://www.k-5mathteachingresources.com/support-files/subtract-ten.pdf
http://www.k-5mathteachingresources.com/support-files/subtract-multiples-of-10.pdf
Interdisciplinary Center
Trade book Leaping Lizards, by Stuart J. Murphy
Review Lesson
Exit Ticket
ELL Modifications: See Day 1
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models and drawings with properties of operations to subtract a multiple of 10 from a multiple of 10 (both within the range 10-90).
explain or show how the model relates to the strategy
1.NBT.C.6. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
(The learning goal for unit 3 is to subtract a multiple of 10, both within the range of 10-90, using concrete models and drawings with a place value strategy or properties of operations. Explain or show how the model relates to the
Number TalksRefer to Number Talks by Sherry Parrish
P. 117, 118
Number Talks Strategy-Addition: Making Tens Number Sentences
Number Talks Websitehttps://elementarynumbertalks.wordpress.com/
Direct Instruction
Option 2- Slides 5- 15, Slides 24-37https://njctl.org/courses/math/1st-grade/2nd-digit-subtraction/attachments/unit-8-2-digit-subtraction-with-classwork-homework-inserted/
Centers
Teacher Center- The teacher works in a small group with 1-4 students.
https://hcpss.instructure.com/courses/9414/pages/grade-1-additional-resources(See all tasks)
Quarterly Assessment
Question 4- Subtraction Cards
Common Core Sheetshttp://
www.commoncoresheets.com/
SortedByGrade.php?Sorted=1nbt6
(Day 5)
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 6.6 (479-484)Lesson 6.7 (485-490)Lesson 6.8 (491-496)
81
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strategy, sums within 100)
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
use concrete models and drawings with a strategy based on place value to subtract a multiple of 10 from a multiple of 10 (both within the range 10-90).
use concrete models and drawings with properties of operations to subtract a multiple of 10 from a multiple of 10 (both within the range 10-90).
Standards Based Center
http://www.k-5mathteachingresources.com/support-files/subtract-multiples-of-10.pdf
Individual Center
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1nbt6
Manipulative Center
http://www.k-5mathteachingresources.com/support-files/subtract-ten.pdf
http://www.k-5mathteachingresources.com/support-files/subtract-multiples-of-10.pdf
Interdisciplinary Center
Trade book Leaping Lizards, by Stuart J. Murphy
Review Lesson
Exit Ticket
ELL Modifications: See Day 1
82
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explain or show how the model relates to the strategy
1.NBT.C.6. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
(The learning goal for unit 3 is to subtract a multiple of 10, both within the range of 10-90, using concrete models and drawings with a place value strategy or properties of operations. Explain or show how the model relates to the strategy, sums within 100)
Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will
Number TalksRefer to Number Talks by Sherry Parrish
P. 117, 118
Number Talks Strategy-Addition: Making Tens Number Sentences
Number Talks Websitehttps://elementarynumbertalks.wordpress.com/
Direct Instruction
Option 3-
https://learnzillion.com/lesson_plans/2765-9-strategies-for-subtracting-multiples-of-ten-fp
https://learnzillion.com/lesson_plans/2766
https://learnzillion.com/lesson_plans/2759-8-subtracting-multiples-of-ten-c
Centers
Teacher Center- The teacher works in a small group with 1-4 students.
https://hcpss.instructure.com/courses/9414/pages/grade-1-additional-resources(See all tasks)
Standards Based Center
http://www.k-5mathteachingresources.com/support-files/subtract-multiples-of-10.pdf
Quarterly Assessment
Question 4- Subtraction Cards
Common Core Sheetshttp://
www.commoncoresheets.com/
SortedByGrade.php?Sorted=1nbt6
(Day 6)
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 6.6 (479-484)Lesson 6.7 (485-490)Lesson 6.8 (491-496)
83
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backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.
ObjectivesSWBAT
use concrete models and drawings with a strategy based on place value to subtract a multiple of 10 from a multiple of 10 (both within the range 10-90).
use concrete models and drawings with properties of operations to subtract a multiple of 10 from a multiple of 10 (both within the range 10-90).
explain or show how the model relates to the strategy
Individual Center
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1nbt6
Manipulative Center
http://www.k-5mathteachingresources.com/support-files/subtract-ten.pdf
http://www.k-5mathteachingresources.com/support-files/subtract-multiples-of-10.pdf
Interdisciplinary Center
Trade book Leaping Lizards, by Stuart J. Murphy
Review Lesson
Exit Ticket
ELL Modifications: See Day 1
84