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Major Content Supporting Content Additional Content

Curriculum and Instruction – Mathematics Quarter 4 Grade 1

Shelby County Schools 2016/2017Revised 11/20/16

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Introduction

In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination2025. By 2025,

80% of our students will graduate from high school college or career ready 90% of students will graduate on time 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity


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In order to achieve these ambitious goals, we must collectively work to provide our students with high quality, college and career ready aligned instruction. The Tennessee State Standards provide a common set of expectations for what students will know and be able to do at the end of a grade. College and career readiness is rooted in the knowledge and skills students need to succeed in post-secondary study or careers. The TN State Standards represent three fundamental shifts in mathematics instruction: focus, coherence and rigor.


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The TN Mathematics StandardsThe Tennessee Mathematics Standards:https://www.tn.gov/education/article/mathematics-standards

Teachers can access the Tennessee State standards, which are featured throughout this curriculum map and represent college and career ready


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https://www.tn.gov/education/article/mathematics-standards



learning at reach respective grade level.Mathematical Practice Standards

Mathematical Practice Standardshttps://drive.google.com/file/d/0B926oAMrdzI4RUpMd1pGdEJTYkE/view

Teachers can access the Mathematical Practice Standards, which are featured throughout this curriculum map. This link contains more a more detailed explanation of each practice along with implications for instructions.

The Standards for Mathematical Practice describe varieties of expertise, habits of minds and productive dispositions that mathematics educators at all levels should seek to develop in their students. These practices rest on important National Council of Teachers of Mathematics (NCTM) “processes and proficiencies” with


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https://drive.google.com/file/d/0B926oAMrdzI4RUpMd1pGdEJTYkE/view



longstanding importance in mathematics education. Throughout the year, students should continue to develop proficiency with the eight Standards for Mathematical Practice.

This curriculum map is designed to help teachers make effective decisions about what mathematical content to teach so that, ultimately our students, can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their practice so that it is in alignment with the three mathematics instructional shifts.


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Throughout this curriculum map, you will see resources as well as links to tasks that will support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around the content standards and mathematical practice standards that teachers should consistently access:


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Purpose of Mathematics Curriculum MapsThis map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The map is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides suggested sequencing, pacing, time frames, and aligned resources. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers


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will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.

The map is meant to support effective planning and instruction to rigorous standards. It is not meant to replace teacher planning, prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgment aligned to our shared vision of effective


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instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas.

Additional Instructional SupportShelby County Schools adopted our current math textbooks for grades K-5 in 2010-2011. The textbook adoption process at that time followed the requirements set forth by the Tennessee Department of Education and took into consideration all texts approved by the TDOE as appropriate. We now have new standards, therefore, the textbook(s) have been vetted using the Instructional Materials Evaluation Tool (IMET). This tool was developed in partnership with Achieve, the Council


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of Chief State Officers (CCSSO) and the Council of Great City Schools. The review revealed some gaps in the content, scope, sequencing, and rigor (including the balance of conceptual knowledge development and application of these concepts), of our current materials. The additional materials purposefully address the identified gaps in alignment to meet the expectations of the CCR standards and related instructional shifts while still incorporating the current materials to which schools have access. Materials selected for inclusion in the Curriculum Maps, both those from the textbooks and external/supplemental resources (e.g., EngageNY), have been evaluated by district staff to ensure that they meet the IMET criteria.


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How to Use the Maps

OverviewAn overview is provided for each quarter. The information given is intended to aid teachers, coaches and administrators develop an understanding of the content the students will learn in the quarter, how the content addresses prior knowledge and future learning, and may provide specific examples of student work.


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Tennessee State StandardsTN State Standards are located in the left column. Each content standard is identified as the following: Major Work, Supporting Content or Additional Content.; a key can be found at the bottom of the map. The major work of the grade should comprise 65-85% of your instructional time. Supporting Content are standards the supports student’s learning of the major work. Therefore, you will see supporting and additional standards taught in conjunction with major work It is the teachers' responsibility to examine the standards and skills needed in order to ensure student mastery of the indicated standard.

Content


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Teachers are expected to carefully craft weekly and daily learning objectives/ based on their knowledge of TEM Teach 1. In addition, teachers should include related best practices based upon the TN State Standards, related shifts, and knowledge of students from a variety of sources (e.g., student work samples, MAP, performance in the major work of the grade). Support for the development of these lesson objectives can be found under the column titled content. The enduring understandings will help clarify the “big picture” of the standard. The essential questions break that picture down into smaller questions and the learning targets/objectives provide specific outcomes for that standard(s). Best practices tell us that clearly communicating and making objectives measureable leads to greater student mastery.

Instructional ResourcesShelby County Schools 2016/2017

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District and web-based resources have been provided in the Instructional Resources column. At the end of each module you will find instructional/performance tasks, i-Ready lessons and additional resources that align with the standards in that module. The additional resources provided are supplementary and should be used as needed for content support and differentiation.

Vocabulary and FluencyThe inclusion of vocabulary serves as a resource for teacher planning, and for building a common language across K-12 mathematics. One of the goals for CCSS is to create a common language, and the expectation is that teachers will embed this language throughout their daily lessons.


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In order to aid your planning, we have included a list of fluency activities for each lesson. It is expected that fluency practice will be a part of your daily instruction. (Note: Fluency practice is NOT intended to be speed drills, but rather an intentional sequence to support student automaticity. Conceptual understanding MUST underpin the work of fluency.)

Grade: 1 Quarter 4 OverviewUnit/Topics addressed in QuarterModule 5: Identifying, Composing, and Partitioning ShapesModule 6: Place Value, Comparison, Addition and Subtraction to 100


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https://www.engageny.org/resource/grade-1-mathematics-module-6




Overview

Throughout the year, students have explored part–whole relationships in many ways, such as their work with number

bonds, tape diagrams, and the relationship between addition and subtraction. In Module 5, students consider

part–whole relationships through a geometric lens. In Topic A, students identify the defining parts, or attributes,


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of two- and three-dimensional shapes, building on their kindergarten experiences of sorting, analyzing, comparing, and

creating various two- and three-dimensional shapes and objects (1.G.1). Using straws, students begin the exploration by

creating and describing two-dimensional shapes without naming them. This encourages students to attend to and clarify a

shape’s defining attributes. In the following lessons, students name two- and three-dimensional shapes and find them in

pictures and in their environment. New shape names are added to the students’ repertoire, including trapezoid, rhombus, cone, and rectangular prism.

In Topic B, students combine shapes to create a new whole: a composite shape (1.G.2). Students identify the name of the composite shape as well as the names of each shape that forms it. Shelby County Schools 2016/2017

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Students see that another shape can be added to a composite shape so that the composite shape becomes part of an even larger whole.

In Topic C, students relate geometric figures to equal parts and name the parts as halves and fourths (or quarters) (1.G.3). For example, students now see that a rectangle can be partitioned into two equal triangles (whole to part) and that the same triangles can be recomposed to form the original rectangle (part to whole). Students see that as they create more parts, decomposing the shares from halves to fourths, the parts get smaller.

The module closes with Topic D, in which students apply their understanding of halves (1.G.3) to tell time to the hour and half-hour (1.MD.3). Students construct simple clocks and begin to understand the hour hand, then the minute hand, and then both together. Throughout each lesson, students read both digital and analog clocks to tell time.


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Throughout Module 5, students continue daily fluency with addition and subtraction, preparing for Module 6, where they will add within 100 and ensure their mastery of the grade-level fluency goal of sums and differences within 10.

In this final module, (Module 6) of the Grade 1 curriculum, students bring together their learning from Module 1 through Module 5 to learn the most challenging Grade 1 standards and celebrate their progress.

In Topic A, students grapple with comparative word problem types (1.OA.1). While students solved some comparative problem types during Module 3 and within the Application Problems in Module 5, this is their first opportunity to name these types of problems and learn to represent comparisons using tape diagrams with two tapes.


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Students extend their understanding of and skill with tens and ones to numbers to 100 in Topic B (1.NBT.2). For example, they mentally find 10 more, 10 less, 1 more, and 1 less (1.NBT.5) and compare numbers using the symbols >, =, and < (1.NBT.3). They then count and write numbers to 120 (1.NBT.1) using both standard numerals and the unit form.

In Topics C and D, students again extend their learning from Module 4 to the numbers to 100 to add and subtract (1.NBT.4, 1.NBT.6). They add pairs of two-digit numbers in which the ones digits sometimes have a sum greater than 10, recording their work using various methods based on place value (1.NBT.4). In Topic D, students focus on using drawings, numbers, and words to solve, highlighting the role of place value, the properties of addition, and related facts.

In Topic E, students are introduced to nickels and quarters (1.MD.3), having already used pennies and dimes in the context of their work with numbers to 40 in Module 4. Students use their knowledge of tens and ones to explore decompositions of the values of coins. For example, they might represent 25 cents using 1 quarter, 25 pennies, 2 dimes and 1 nickel, or 1 dime and 15


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pennies.

In Topic F, students really dig into MP.1 and MP.3. The topic includes the more challenging compare with bigger or smaller unknown word problem types, wherein more or less suggests the incorrect operation (1.OA.1), thus giving a context for more in-depth discussions and critiques. On the final day of this topic, students work with varied problem types, sharing and explaining their strategies and reasoning. Peers ask each other questions and defend their choices. The End-of-Module Assessment follows Topic F.

The module and year close with Topic G, wherein students celebrate their year’s worth of learning with fun fluency festivities that equip them with games to maintain their fluency during the summer months prior to Grade 2. To send home their year’s work, the final day is devoted to creating a math folder illustrating their learning.


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Overview recap

Focus Grade Level Standard Type of Rigor Foundational Standards


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1.MD.3 Conceptual Understanding, Procedural Skill & Fluency Introductory

1.G.1 Conceptual Understanding K.G.1, K.G.2, K.G.3, K.G.4, K.G.5

1.G.2 Conceptual Understanding K.G.1, K.G.2, K.G.3, K.G.6


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1.G.3 Conceptual Understanding, Procedural Skill & Fluency K.G.6, 1.G.2

1.OA.1 Application K.OA.1, K.OA.2

1.NBT.1 Conceptual Understanding, Procedural Skill & Fluency K.CC.1


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1.NBT.2 Conceptual Understanding K.CC.1, K.OA.3, 1.NBT.1

1.NBT.3 Conceptual Understanding K.NBT.1, K.CC.6, K.CC.7, 1.NBT.1, 1.NBT.2

1.NBT.4 Conceptual Understanding K.NBT.1, 1.NBT.2, 1.OA.3, 1. OA,4, 1.OA.5, 1.OA.6


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1.NBT.5 Conceptual Understanding, Procedural Skill & Fluency K.NBT.1, 1.NBT.1, 1.NBT.2

1.NBT.6 Conceptual Understanding K.NBT.1, 1.NBT.1, 1.NBT.2


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Fluency NCTM Position

Procedural fluency is a critical component of mathematical proficiency. Procedural fluency is the ability to apply procedures accurately, efficiently, and flexibly; to transfer procedures to different problems and contexts; to build or modify procedures from other procedures; and to recognize when one strategy or procedure is more appropriate to apply than another. To develop procedural fluency, students need experience in integrating concepts and procedures and building on familiar procedures as they create their own informal strategies and procedures. Students need opportunities to justify both informal strategies and commonly used


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procedures mathematically, to support and justify their choices of appropriate procedures, and to strengthen their understanding and skill through distributed practice.

Fluency is designed to promote automaticity by engaging students in daily practice. Automaticity is critical so that students avoid using lower-level skills when they are addressing higher-level problems. The automaticity prepares students with the computational foundation to enable deep understanding in flexible ways. Therefore, it is recommended that students participate in fluency practice daily using the resources provided in the curriculum maps. Special care should be taken so that it is not seen as punitive for students that might need more time to master fluency.


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The fluency standard for 1st grade listed below should be incorporated throughout your instruction over the course of the school year. The engage ny lessons include fluency exercises that can be used in conjunction with building conceptual understanding.

1.OA.C.6 Add 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)

Note: Fluency is only one of the three required aspects of rigor. Each of these components have equal importance in a mathematics curriculum.


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http://www.corestandards.org/Math/Content/1/OA/#CCSS.Math.Content.1.OA.



References:

https://www.engageny.org/ http://www.corestandards.org/ http://www.nctm.org/ http://achievethecore.org/


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http://achievethecore.org/

http://www.nctm.org/Standards-and-Positions/Position-Statements/Procedural-Fluency-in-Mathematics/

http://www.corestandards.org/

https://www.engageny.org/



TN STATE STANDARDS CONTENT RESOURCES & TASKS VOCABULARY & FLUENCY

Module 5: Identifying, Composing, and Partitioning Shapes (Allow 3 weeks for instruction, review and assessment)

Suggestion for Consolidation or Omissions:The work of this module is foundational to the Geometry domain of the Grade 1 standards. Therefore, it is not recommended to omit any lessons from Module 5.Domain: Measurement and Data Enduring Understandings Vocabulary- Module 5


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TN STATE STANDARDS CONTENT RESOURCES & TASKS VOCABULARY & FLUENCYCluster: Tell and Write Time and Money

1.MD.3 Tell and write time in hours and half-hours using analog and digital clocks.

Domain: GeometryCluster: Reason with Shapes and Their Attributes

1. Two and three-dimensional objects can be described, classified and analyzed by their attributes.

2. There are a variety of situations when you need to divide something into equal parts.

Essential Questions1. How are attributes used to describe and

Attributes, Composite Shapes, Digital Clock, Face, Fourth of, Half-hour, Half of, Halves, Half-Past, Hour, Hour Hand, Minute, Minute Hand, O’clock, Quarter, Three-dimensional Shapes, Two-Dimensional Shapes,

Familiar Terms and SymbolsClock, Shape Names, Circle, Cube, Cylinder,


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http://www.corestandards.org/Math/Content/1/MD/B/3/



TN STATE STANDARDS CONTENT RESOURCES & TASKS VOCABULARY & FLUENCY 1.G.1 Distinguish between defining

attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.

1.G.2 Compose two-dimensional shapes

classify three-dimensional figures?2. Why would you want to divide something

into equal parts?

Learning Targets / ObjectivesTopic A Lesson 1: I can classify shapes based

Module 5: Identifying, Composing, and Partitioning Shapes

Topic A- Attributes of ShapesLesson 1

Hexagon, Rectangle, Sphere, Square, Triangle

Fluency Practice:Please see engage NY full module download for suggested fluency pacing and activities.


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https://www.engageny.org/resource/grade-1-mathematics-module-5-topic-lesson-1

https://www.engageny.org/resource/grade-1-mathematics-module-5-topic


http://www.corestandards.org/Math/Content/1/G/A/2/




TN STATE STANDARDS CONTENT RESOURCES & TASKS VOCABULARY & FLUENCY(rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.

on defining attributes using examples, variants, and non-examples. (1.G.1)

Lesson 2: I can find and name two-dimensional shapes including trapezoid, rhombus, and a square as special rectangle, based on defining attributes of sides and corners. (1.G.1)

Lesson 3: I can find and name three-

Lesson 2Lesson 3

enVision Resources: (enVision may be used to support the needs of your students, but should not be used independently.)

Topic ALesson 1- Sprint: Core Fluency, Make It Equal: Addition Expressions

Lesson 2- Sprint: Core Fluency, Make It Equal: Subtraction Expressions

Lesson 3- Sprint: Core Fluency Differentiated Practice Sets, Count by 10 or 1 with Dimes


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TN STATE STANDARDS CONTENT RESOURCES & TASKS VOCABULARY & FLUENCY 1.G.3 Partition circles and rectangles into

two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares

dimensional shapes including cone and rectangular prism, based on defining attributes of faces and points. (1.G.1)

8-1 Identifying Plane Shapes8-2 Properties of Plane Shapes8-9 Identifying Solid Figures8-10 Flat Surfaces and Corners8-11 Sorting Solid Figures

and Pennies

Topic B Topic B- Part Whole Relationships within Fluency Practice:Shelby County Schools 2016/2017

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https://www.engageny.org/resource/grade-1-mathematics-module-5-topic-b




TN STATE STANDARDS CONTENT RESOURCES & TASKS VOCABULARY & FLUENCYcreates smaller shares. Lesson 4: I can create composite

shapes from two-dimensional shapes. (1.G.2)

Lesson 5: I can compose a new shape from composite shapes. (1.G.2)

Lesson 6: I can create a composite shape from three-dimensional shapes

Composite Shapes

Lesson 4Lesson 5Lesson 6

enVision Resources: (enVision may be used

Topic B

Lesson 4- Sprint: Core Fluency Practice Sets, Number Bond Addition and Subtraction, Shape Flash

Lesson 5- Core Fluency Sprint, Shape Flash


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https://www.engageny.org/resource/grade-1-mathematics-module-5-topic-b-lesson-6





TN STATE STANDARDS CONTENT RESOURCES & TASKS VOCABULARY & FLUENCYand describe the composite shapes using shape names and positions. (1.G.2)

to support the needs of your students, but should not be used independently.)8-3 Making New Shapes from Shapes8-4 Breaking Apart Shapes to Make Shapes

Lesson 6- Core Fluency Sprint, Coin Drop

Topic C Lesson 7: I can name and count

Topic C- Halves and Quarters of Rectangles and Circles

Fluency Practice:Topic C


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https://www.engageny.org/resource/grade-1-mathematics-module-5-topic-c



TN STATE STANDARDS CONTENT RESOURCES & TASKS VOCABULARY & FLUENCYshapes as parts of a whole, recognizing relative sizes of the parts. (1.G.3)

Lesson 8-9: I can partition shapes and identify halves and quarters of circles and rectangles. (1.G.3)

Lesson 7Lesson 8-9

enVision Resources: (enVision may be used to support the needs of your students, but should not be used independently.)19-1 Making Equal Parts

Lesson 7- Core Fluency Differentiated Practice Sets, Whisper Count, Make Ten Addition with Partners

Lesson 8-9- Core Fluency Differentiated Practice Sets, 5 More, Make Ten Addition with Partners, Core Fluency Sprint, Make It Equal:


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https://www.engageny.org/resource/grade-1-mathematics-module-5-topic-c-lesson-8





19-2 Describing Equal Parts of Whole Objects19-3 Making Parts of Sets

Addition Expressions

Topic D Lesson 10: I can construct a paper clock

by partitioning a circle and tell time to the

Topic D- Application of Halves to Tell Time

Lesson 10

Fluency Practice:Topic D


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https://www.engageny.org/resource/grade-1-mathematics-module-5-topic-d-lesson-10

https://www.engageny.org/resource/grade-1-mathematics-module-5-topic-d




hour. (1. MD.3, 1.G.3) Lesson 11-13: I can recognize halves

within a circular clock face and tell time to the half hour. (1. MD.3, 1.G.3)

Lesson 11-13

End-of-Module Assessment

enVision Resources: (enVision may be used to support the needs of your students, but

Lesson 10- Core Fluency SprintLesson 11-13- Core Fluency Differentiated Practice Sets, Happy Counting, Think Count, Take from Ten Subtraction with Partners, Analogous Addition and Subtraction


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should not be used independently.)15-1 Understanding the Hour and Minute Hands15-2 Telling and Writing Time to the Hour15-3 Telling and Writing Time to the Half Hour19-1 Making Equal Parts


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19-2 Describing Equal Parts of Whole Objects19-3 Making Parts of Sets

Additional Resources:Zearn Mission 5Embarc.online.com


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http://embarc.online/course/view.php?id=22

https://www.zearn.org/curriculum/35




Tasks:Making a ClockAll vs Only SomeGrandfather’s Tang StoryEqual Square


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https://www.illustrativemathematics.org/content-standards/1/G/A/3/tasks/2067



https://www.illustrativemathematics.org/content-standards/1/MD/B/tasks/992




Coordinating I-Ready Lessons:Identifying Two-Dimensional ShapesIdentifying Three-Dimensional ShapesComparing Two-Dimensional ShapesClassifying Plane Shapes by Attributes


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Attributes of Three-Dimensional ShapesFractions of a Set: Halves and Fourths

Module 6: Place Value, Comparison, Addition, and Subtraction to 100(Allow 6 weeks for instruction, review and assessment)


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TN STATE STANDARDS CONTENT RESOURCES & TASKS VOCABULARY & FLUENCYSuggestion for Consolidation or Omissions:During Module 4, addition and subtraction work is limited to numbers within 40. In Module 6, students extend into numbers within 100. If students are readily able to apply their learning from Module 4 to Module 6, consider consolidating lessons in Topics A, B, and C (e.g., Lessons 3 and 4, Lessons 5 and 6, and Lessons 10 and 11). In Topic C, use each day’s Exit Ticket to determine whether the lessons that follow can be omitted or consolidated. Topic E, Coins and Their Values, might be modified, omitted, or embedded throughout the instructional day.Domain: Operations and Algebraic ThinkingCluster: Represent and Solve Problems involving Addition and Subtraction

Enduring Understandings1. Our number system is based on groups

of ten.

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

Vocabulary- Module 6Dime, Nickel, Penny, Quarter

Familiar Terms and Symbols


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TN STATE STANDARDS CONTENT RESOURCES & TASKS VOCABULARY & FLUENCY 1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

2. Solving three-digit add/subtraction problems can be broken down using place value starting with the ones, tens, then hundreds.

3. Numbers can be compared using greater than, less than, and equal to.

<, >, =


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http://www.corestandards.org/Math/Content/1/OA/A/1/



TN STATE STANDARDS CONTENT RESOURCES & TASKS VOCABULARY & FLUENCYDomain: Numbers and Operations in Base TenCluster: Extend the Counting Sequence

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

Essential Questions1. How does understanding place value help

you compare three digit numbers?2. How can you use mental math to add

multiples of 100?3. How do you know the value of a number?4. How can you find the number that is one

Fluency Practice:Please see engage NY full module download for suggested fluency pacing and activities.


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http://www.corestandards.org/Math/Content/1/NBT/A/1/




Domain: Numbers and Operations in Base TenCluster: Understand Place Value

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

before or one after another number, or the number between two other numbers?

Learning Targets/ObjectivesTopic A Lesson 1: I can solve compare with

difference unknown problem

Topic A- Comparison Word Problems

Lesson 1Lesson 2

Topic ALesson 1- Core Fluency Differentiated Practice Sets, Number Bond Addition and Subtraction, Happy Counting


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https://www.engageny.org/resource/grade-1-mathematics-module-6-topic

http://www.corestandards.org/Math/Content/1/NBT/B/2/



TN STATE STANDARDS CONTENT RESOURCES & TASKS VOCABULARY & FLUENCYcases:A. 10 can be thought of as a bundle of ten

ones — called a "ten."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).

types. (1.OA.1) Lesson 2: I can solve compare with

bigger or smaller unknown problem types. (1.OA.1)

enVision Resources: (enVision may be used to support the needs of your students, but should not be used independently.)4-6 Stories about Comparing

Lesson 2- Core Fluency Differentiated Practice Sets, Number Bond Addition and Subtraction, Happy Counting

Topic B Topic B- Numbers to 120 Topic B


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https://www.engageny.org/resource/grade-1-mathematics-module-6-topic-b



TN STATE STANDARDS CONTENT RESOURCES & TASKS VOCABULARY & FLUENCY 1.NBT.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

Domain: Numbers and Operations in Base TenCluster: Use Place Value Understanding and

Lesson 3: I can use the place value chart to record and name tens and ones within a two-digit number up to 100. (1.NBT.1, 1.NBT.2a, 1.NBT.2c, 1. NB.3, 1.NBT.5)

Lesson 4: I can write and interpret two-digit numbers to 100 as addition sentences that combine tens and ones.

Lesson 3Lesson 4Lesson 5Lesson 6Lesson 7Lesson 8

Lesson 3- Grade 1 Core Fluency Sprint, Subtraction with Cards

Lesson 4- Grade 1 Core Fluency Sprint, Digit Detective, Tens and Ones

Lesson 5- Core Fluency Differentiated


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http://www.corestandards.org/Math/Content/1/NBT/B/3/



TN STATE STANDARDS CONTENT RESOURCES & TASKS VOCABULARY & FLUENCYProperties of Operations to Add and Subtract

1.NBT.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 or drawings and strategies based on place value, properties of operations, and/or the relationship between

(1.NBT.1, 1.NBT.2a, 1.NBT.2c, 1. NB.3, 1.NBT.5)

Lesson 5: I can identify 10 more, 10 less, 1 more, and 1 less than a two-digit number within 100. (1.NBT.1, 1.NBT.2a, 1.NBT.2c, 1. NB.3, 1.NBT.5)

Lesson 6: I can use the symbols >, =,

Lesson 9

enVision Resources: (enVision may be used to support the needs of your students, but should not be used independently.)10-3 Counting by 10s to 100

Practice Sets, Coin Drop, Subtraction with Cards

Lesson 6- Core Fluency Differentiated Practice Sets, Coin Drop, True or False Number Sentences


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TN STATE STANDARDS CONTENT RESOURCES & TASKS VOCABULARY & FLUENCYaddition 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.

1.NBT.5 Given a two-digit number, mentally

and < to compare quantities and numerals to 100. (1.NBT.1, 1.NBT.2a, 1.NBT.2c, 1. NB.3, 1.NBT.5)

Lesson 7: I can count and write numbers to 120. Use Hide Zero cards to relate numbers 0 to 20 to 100 to 120. (1.NBT.1, 1.NBT.2a, 1.NBT.2c, 1. NB.3, 1.NBT.5)

10-4 Counting Patterns on a Hundred Chart10-5 Using Skip Counting11-3 Tens and Ones12-3 Comparing Numbers with >,<,=

Lesson 7- Grade 1 Core Fluency Sprint, True or False Number Sentences

Lesson 8- Grade 1 Core Fluency Sprint, 1 More, 1 Less, 10 More, 10 Less

Lesson 9- Sprint: +1, –1, +10, –10, Beep-Counting


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TN STATE STANDARDS CONTENT RESOURCES & TASKS VOCABULARY & FLUENCYfind 10 more or 10 less than the number, without having to count; explain the reasoning used.

1.NBT.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

Lesson 8: I can count to 120 in unit form using only tens and ones. Represent numbers to 120 as tens and ones on the place value chart. (1.NBT.1, 1.NBT.2a, 1.NBT.2c, 1. NB.3, 1.NBT.5)

Lesson 9: I can represent up to 120 objects with a written numeral. (1.NBT.1,


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TN STATE STANDARDS CONTENT RESOURCES & TASKS VOCABULARY & FLUENCYplace value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used

1.NBT.2a, 1.NBT.2c, 1. NB.3, 1.NBT.5)

Topic C Lesson 10: I can add and subtract

multiples of 10 from multiples of 10 to 100, including dimes. (1.NBT.4, 1.NBT.6)

Lesson 11: I can add a multiple of 10 to

Topic C- Addition to 100 Using Place Value Understanding

Lesson 10Lesson 11

Topic CLesson 10- Core Differentiated Practice Sets, Race to the Top, Get to Tens

Lesson 11- Core Fluency Differentiated Practice Sets, Coin Drop, Get to the Next


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any two-digit number within 100. (1.NBT.4, 1.NBT.6)

Lesson 12: I can add a pair of two-digit numbers when the ones digits have a sum less than or equal to 10. (1.NBT.4, 1.NBT.6)

Lesson 13-14: I can add a pair of two-

Lesson 12Lesson 13-14Lesson 15Lesson 16-17


Ten

Lesson 12- Grade 1 Core Fluency Sprint, Add Tens, Analogous Addition Sentences

Lesson 13-14- Grade 1 Core Fluency Sprint, Make Ten Addition with Partners, Add Tens,


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digit numbers when the ones digits have a sum greater than 10 using decomposition. (1.NBT.4, 1.NBT.6)

Lesson 15: I can add a pair of two-digit numbers when the ones digits have a sum greater than 10 with drawing. Record the total below. (1.NBT.4,

to support the needs of your students, but should not be used independently.)12-1 1 More, 1 Less, 10 More, 10 Less12-2 Making Numbers on a Hundred Chart20-1 Adding Groups of 1020-2 Adding Tens on a Hundred Chart

Take Out Ones

Lesson 15- Core Fluency Differentiated Practice Sets, Take Out Ones

Lesson 16-17- Grade 1 Core Fluency Sprint, Coin Drop, Analogous Addition Sentences


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1.NBT.6) Lesson 16-17: I can add a pair of two-

digit numbers when the ones digits have a sum greater than 10 with drawing. Record the new ten below. (1.NBT.4, 1.NBT.6)

20-3 Adding Tens on a Hundred Chart20-4 Adding to a Two-Digit Number20-5 Subtracting Tens on a Hundred Chart20-6 Subtracting Tens from Two-Digit Numbers20-7 Subtracting from a Two-Digit Number


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Topic D Lesson 18: I can add a pair of two-digit

numbers with varied sums in the ones, and compare the results of different recording methods. (1.NBT.4)

Lesson 19: I can solve and share strategies for adding two-digit numbers

Topic D- Varied Place Value Strategies for Addition to 100

Lesson 18Lesson 19

Topic DLesson 18- Standards Check: Commutative Property, Standards Check: Subtraction as Unknown Addend

Lesson 19- Core Fluency Differentiated Practice Sets, Standards Check: True or False


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with varied sums. (1.NBT.4) Mid-Module Assessment

enVision Resources: (enVision may be used to support the needs of your students, but should not be used independently.)20-1 Adding Groups of 10

Number Sentences


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20-2 Adding Tens on a Hundred Chart20-3 Adding Tens on a Hundred Chart20-4 Adding to a Two-Digit Number

Topic E Lesson 20: I can identify pennies,

nickels, and dimes by their image, name,

Topic E- Coins and Their Values

Lesson 20

Topic ELesson 20- Grade 1 Core Fluency Sprint, Standards Check: True or False Number


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https://www.engageny.org/resource/grade-1-mathematics-module-6-topic-e




or value. Decompose the values of nickels and dimes using pennies and nickels. (1. MD.3)

Lesson 21: I can identify quarters by their image, name, or value. Decompose the value of a quarter using pennies, nickels, and dimes. (1. MD.3)

Lesson 21Lesson 22Lesson 23Lesson 24


Sentences

Lesson 21- Grade 1 Core Fluency Sprint

Lesson 22- Core Fluency Differentiated Practice Sets, Standards Check: Addition within 20


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Lesson 22: I can identify varied coins by their image, name, or value. Add one cent to the value of any coin. (1. MD.3)

Lesson 23: I can count on using pennies from any single coin. (1. MD.3)

Lesson 24: I can use dimes and pennies

to support the needs of your students, but should not be used independently.)13-1 Values of Penny and Nickel13-2 Values of Penny, Nickel, and Dime13-3 Value of Quarter13-4 Values of Half-Dollar and Dollar

Lesson 23- Core Fluency Differentiated Practice Sets, Standards Check: Subtraction within 20

Lesson 24- Grade 1 Core Fluency Sprint, Standards Check: Place Value


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as representations of numbers to 120. (1. MD.3)

13-5 Counting sets of Coins

Topic F Lesson 25-26: I can solve compare with

bigger or smaller unknown problem types.

Topic F- Varied Problem Types Within 20

Lesson 25-26

Topic FLesson 25-26- Grade 1 Core Fluency Sprint, Standards Check: Add and Subtract Tens,


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https://www.engageny.org/resource/grade-1-mathematics-module-6-topic-f




(1.OA.1) Lesson 27: I can share and critique peer

strategies for solving problems of varied types. (1.OA.1)

Lesson 27

End-of-Module Assessment

Core Fluency Differentiated Practice Sets, Standards Check: Time, Fluency Favorite or Standards Review

Lesson 27- Core Fluency Differentiated Practice Sets, Standards Check: Shapes

Topic G Topic G- Culminating Experiences Topic GShelby County Schools 2016/2017

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https://www.engageny.org/resource/grade-1-mathematics-module-6-topic-g


https://www.engageny.org/resource/grade-1-mathematics-module-6-topic-f-lesson-27




Lessons 28-29: I can celebrate progress in fluency with adding and subtracting within 10 (and 20). Organize engaging summer practice.

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

Lessons 28-29Lesson 30

Additional Resources:Zearn Mission 6

Lessons 28-29- Sprint: Count Dots, Number Bond Dash

Lesson 30- None


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https://www.zearn.org/curriculum/43

https://www.engageny.org/resource/grade-1-mathematics-module-6-topic-g-lesson-30

https://www.engageny.org/resource/grade-1-mathematics-module-6-topic-g-lesson-28




Embarc.online.com

Tasks:At the ParkSchool SuppliesWhere Do I Go?


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https://www.illustrativemathematics.org/content-standards/1/NBT/A/1/tasks/682

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

https://www.illustrativemathematics.org/content-standards/1/OA/A/1/tasks/160

http://embarc.online/course/view.php?id=24




Roll and BuildThe Very Hungary Caterpillar

Coordinating I-Ready Lessons:Joining Sets to AddTaking Away to Subtract


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https://www.illustrativemathematics.org/content-standards/1/NBT/B/2/tasks/1150

https://www.illustrativemathematics.org/content-standards/1/NBT/B/2/tasks/987




Acting Out Addition and SubtractionUsing a Number Line to Add and SubtractAddition Facts for 10Addition Facts: DoublesCounting On to AddCounting Back to Subtract


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Subtraction in Separation SituationsSubtraction in Part-Part-Whole SituationsSubtraction in Comparison SituationsSolve Two-Step ProblemsCounting by TensGrouping Objects by 2s or 5s to 100


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Counting and Ordering to 30Counting and Ordering to 100Place Value: Hundreds, Tens, and Ones


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RESOURCE TOOLBOXThe Resource Toolbox provides additional support for comprehension and mastery of grade-level skills and concepts. These resources were chosen as an accompaniment to

modules taught within this quarter. Incorporated materials may assist educators with grouping, enrichment, remediation, and differentiation.NWEA MAP Resources: https://teach.mapnwea.org/assist/help_map/ApplicationHelp.htm#UsingTestResults/MAPReportsFinder.htm - Sign in and Click the Learning Continuum Tab – this


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https://teach.mapnwea.org/assist/help_map/ApplicationHelp.htm#UsingTestResults/MAPReportsFinder.htm



resources will help as you plan for intervention, and differentiating small group instruction on the skill you are currently teaching. (Four Ways to Impact Teaching with the Learning Continuum)https://support.nwea.org/khanrit - These Khan Academy lessons are aligned to RIT scores.

Textbook ResourcesenVision MathenVision Common Core Addendum Lessons

TN /CCSSTN Math StandardsAchieve the Core

VideosTeaching Math: A Video Library K-4SEDL: CCSS Online Video Series


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http://secc.sedl.org/common_core_videos/

http://www.learner.org/resources/series32.html

http://achievethecore.org/dashboard/300/search/1/2/0

http://tn.gov/education/article/mathematics-standards

http://media.pearsoncmg.com/curriculum/math/envision2012/cc_support/G1/enVisionMATH_G1.html

https://www.pearsonsuccessnet.com/snpapp/login/login.jsp?showLoginPage=true

https://support.nwea.org/khanrit



TN Edutoolbox NCTM Common Core Videos

OtherTN Early Grades Math ToolkitParent Roadmap: Supporting Your Child in First Grade MathematicsUse this guide as you prepare to teach a module for

Interactive ManipulativesLibrary of Virtual ManipulativesMath PlaygroundThink CentralLearnzillion

Additional SitesIllustrative Mathematics 1st GradeMathematical Practices PostersEmbarc.online


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http://embarc.online/course/index.php?categoryid=3

http://elemmath.jordandistrict.org/mathematical-practices-by-standard/

https://www.illustrativemathematics.org/content-standards/1

https://learnzillion.com/resources/73932

http://www-k6.thinkcentral.com/content/hsp/math/hspmath/na/gr3-5/itools_intermediate_9780547274058_/launch.html

http://www.mathplayground.com/math_manipulatives.html

http://nlvm.usu.edu/en/nav/grade_g_1.html

http://www.cgcs.org/site/default.aspx?PageType=3&ModuleInstanceID=429&ViewID=7B97F7ED-8E5E-4120-848F-A8B4987D588F&RenderLoc=0&FlexDataID=740&PageID=366

http://www.cgcs.org/site/default.aspx?PageType=3&ModuleInstanceID=429&ViewID=7B97F7ED-8E5E-4120-848F-A8B4987D588F&RenderLoc=0&FlexDataID=740&PageID=366

http://www.readtennessee.org/math/teachers/k-3_common_core_math_standards/first_grade.aspx

http://www.nctm.org/standards-and-positions/common-core-state-standards/teaching-and-learning-mathematics-with-the-common-core/

http://www.edutoolbox.org/



additional guidance in planning, pacing, and suggestions for omissions.Pacing and Preparation Guide (Omissions)

Missing AddendsCounting and Adding Gameshttp://www.abcya.com/first_grade_computers.htmhttp://resources.oswego.org/games/www.cobbk12.org/sites/literacy/math/math.htmhttp://www.onlinemathlearning.com/grade-1.html


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http://www.onlinemathlearning.com/grade-1.html

http://www.cobbk12.org/sites/literacy/math/math.htm

http://resources.oswego.org/games/

http://www.abcya.com/first_grade_computers.htm

http://mathville.com/grade1/

http://www.hbschool.com/activity/busy_bees/




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