Shelby County Schools’ mathematics instructional maps … 1 Q3 16-17.docx · Web viewWe must...

Major Content Supporting Content Additional Content

Curriculum and Instruction – Mathematics Quarter: 3 Grade: 1

Shelby County Schools 2016/2017Revised 10/7/16

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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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Focus

The Standards call for a greater focus in mathematics. Rather than racing to cover topics in a mile-wide, inch-deep curriculum, the Standards require us to significantly narrow and deepen the way time and energy is spent in the math classroom. We focus deeply on the major work of each grade so that students can gain strong foundations: solid conceptual understanding, a high degree of procedural skill and fluency, and the ability to apply the math they know to solve problems inside and outside the math classroom. For grades K–8, each grade's time spent in instruction must meet or exceed the following percentages for the major work of the grade. 85% or more time spent in instruction in each grade Kindergarten, 1, and 2 align exclusively to the major work of the grade. 75% or more time spent in instruction in each grade 3, 4, and 5 align exclusively to the major work of the grade. Supporting Content - informaiont that supports the understanding and implementation of the major work of the grade.Additional Content - content that does not explicitly connect to the major work of the grade yet it is required for proficiency.

Coherence

Thinking across grades:The Standards are designed around coherent progressions from grade to grade. Learning is carefully connected across grades so that students can build new understanding on to foundations built in previous years. Each standard is not a new event, but an extension of previous learning. Linking to major topics:Instead of allowing additional or supporting topics to detract from the focus of the grade, these concepts serve the grade level focus. For example, instead of data displays as an end in themselves, they are an opportunity to do grade-level word problems.

Rigor

Conceptual understanding: The Standards call for conceptual understanding of key concepts, such as place value and ratios. Students must be able to access concepts from a number of perspectives so that they are able to see math as more than a set of mnemonics or discrete procedures. Procedural skill and fluency: The Standards call for speed and accuracy in calculation. Students are given opportunities to practice core functions such as single-digit multiplication so that they have access to more complex concepts and procedures.Application: The Standards call for students to use math flexibly for applications in problem-solving contexts. In content areas outside of math, particularly science, students are given the opportunity to use math to make meaning of and access content.

It is important to understand that the shifts require us to pursue each component of rigor with EQUAL intensity.




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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 learning at reach respective grade level.


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



Mathematical Practice StandardsMathematical 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.


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



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

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.


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Mathematical Practices

1. Make sense of problems and persevere in solving them

2. Reason abstractly and quatitatively

3. Construct viable arguments and

crituqe the reasoning of

others

4. Model with mathematics

5. Use appropriate tools strategically

6. Attend to precision

7. Look for and make use of

structure

8. Look for and express regularity

in repeated reasoning



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.

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 MapsShelby County Schools 2016/2017

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This 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 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.


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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 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.


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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 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.


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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.

How to Use the MapsShelby County Schools 2016/2017

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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.

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


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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.

ContentTeachers 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


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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 ResourcesDistrict 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.


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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.

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 3 OverviewShelby County Schools 2016/2017

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Module 3: Ordering and Comparing Length Measurements as NumbersModule 4: Place Value, Comparison, Addition and Subtraction of Numbers to 40

Overview

Grade 1 Module 3 opens in Topic A by extending students’ Kindergarten experiences with direct length comparison to the new learning of indirect comparison Shelby County Schools 2016/2017

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https://www.engageny.org/resource/grade-1-mathematics-module-4




whereby the length of one object is used to compare the lengths of two other objects (1. MD.1). “My string is longer than your book. Your book is longer than my pencil. That means my string is longer than my pencil!” Students use the same transitivity, or indirect comparison, to compare short distances within the classroom in order to find the shortest path to their classroom door, which is helpful to know for lining up and for emergencies. Students place one endpoint of a length of string at their desks and then extend the string toward the door to see if it will reach. After using the same piece of string from two students’ desks, they make statements such as, “Maya’s path is shorter than the string. Bailey’s path is longer than the string. That means Bailey’s path to the door is longer than Maya’s path.”


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Topic B takes longer than and shorter than to a new level of precision by introducing the idea of a length unit. Centimeter cubes are laid alongside the length of an object as students learn that the total number of cubes laid end to end with no gaps or overlaps represents the length of that object (1. MD.2). The Geometric Measurement Progressions Document expresses the research indicating the importance of teaching standard units to Grade 1 students before non-standard units. Thus, Grade 1 students learn about the centimeter before exploring non-standard units of measurement in this module. Simply lining the cubes up to the ruler allows students to see that they are using units, which relate to a tool used around the world. One of the primary reasons why we recognize standard units is because they are ubiquitous, used on rulers at Grandma’s house in the Bronx, in school, and in local shops. Students ask and answer the question, “Why would we use a standard unit to measure?” The topic closes with students measuring and comparing sets of three items using centimeter cubes. They return to the statements of Topic A, but now with more sophisticated insights, such as “The pencil measures 10 centimeters. The crayon measures 6 centimeters. The book measures


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20 centimeters. I can put them in order from shortest to longest: the crayon, the pencil, the book. The book is longer than the pencil, and the pencil is longer than the crayon, so the book is longer than the crayon” (1. MD.1).

Topic C explores the usefulness of measuring with similar units. Students measure the same objects from Topic B using two different non-standard units, toothpicks and small paper clips, simultaneously to measure one object and answer the question, “Why do we measure with same-sized length units?” (1. MD.2). They realize that using iterations of the same unit will yield consistent measurement results. Similarly, students explore what it means to use a different unit of measurement from their classmates. It becomes obvious to students that if we want to have discussions about the lengths of objects, we must measure with the same units. Students answer the question, “If Bailey uses paper clips and Maya uses toothpicks, and they both measure things in our classroom, will they be able to


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compare their measurements?” With this new understanding of consistent measurement, Topic C closes with students solving compare with difference unknown problems. Students use standard units to answer such questions as, “How much longer is the pencil than the marker?” (1.OA.1).

Topic D closes the module as students represent and interpret data (1. MD.4). They collect data about their classmates and sort that information into three categories. Using same-sized pictures on squares, students represent this sorted data so that it can be easily compared and described. Students interpret information presented in the graphs by first determining the number of data points in a given category, for example, “How many students like carrots the best?” Then, students combine categories, for example, “How many total students like carrots or broccoli the best?” The module closes with students asking and answering varied questions about data sets, such as “How many students were polled in all?” (put together with result unknown) and “How many more students preferred


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broccoli to string beans?” (compare with difference unknown) (1.OA.1). Their work with units representing data points is an application of students’ earlier work with length as they observe that each square can be lightly interpreted as a length unit, which helps them analyze the data.

Module 4 builds upon Module 2’s work with place value within 20, now focusing on the role of place value in the addition and subtraction of numbers to 40.

The module opens with Topic A, where students study, organize, and manipulate numbers within 40. Having worked with creating a ten and some ones in Module 2, students now recognize multiple tens and ones. Students use fingers, linking cubes, dimes, and pennies to represent numbers to 40 in various ways—from all ones to tens and ones (1.NBT.2). They use a place value chart to organize units. The topic closes with the identification of 1 more, 1 less, 10 more, and 10 less as students learn to add or subtract like units (1.NBT.5).


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In Topic B, students compare quantities and begin using the symbols for greater than (>) and less than (<) (1.NBT.3). Students demonstrate their understanding of place value when they recognize that 18 is less than 21 since 2 tens already have a greater value than 1 ten 8 ones. To support understanding, the first lesson in the topic focuses on identifying the greater or lesser


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amount. With this understanding, students label each of the quantities being compared and compare from left to right. Finally, students are introduced to the mathematical symbols using the story of the alligator whose hungry mouth always opens toward the greater number. The abstract symbols are introduced after the conceptual foundation has been laid.

Topic C focuses on addition and subtraction of tens (1.NBT.4, 1.NBT.6). Having used concrete models in Topic A to represent

10 more and 10 less, students now recognize that just as 3 + 1 = 4, 3 tens + 1 ten = 4 tens. With this understanding, students add and

subtract a multiple of 10 from another multiple of 10. The topic closes with the addition of multiples of 10 to numbers less than


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40 (e.g., 12 + 30).

In Topic D, students use familiar strategies to add two-digit and single-digit numbers within 40. Students apply the Level 2 strategy of counting

on and use the Level 3 strategy of making ten, this time making the next ten (1.NBT.4). For instance, when adding 28 + 5, students break 5 into 2 and 3 so that 28 and 2 can make the next ten, which is 30, or 3 tens, and then add 3 to make 33. The topic closes with students sharing and critiquing peer strategies.

In Topic E, students consider new ways to represent larger quantities when approaching put together/take apart with total or addend unknown and add to with result or change unknown word problems. Students begin labeling drawings with numerals and eventually move to tape diagrams to represent the problems pictorially


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(1.OA.1). Throughout this topic, students continue developing their skills with adding single-digit and double-digit numbers (introduced in Topic D) during fluency activities.

The module closes with Topic F, focusing on adding like place value units as students add two-digit numbers. The topic begins with interpreting two-digit numbers in varied combinations of tens and ones (e.g., 34 = 34 ones = 3 tens 4 ones = 2 tens 14 ones = 1 ten 24 ones). This flexibility in representing a given number prepares students for addition with regrouping (e.g., 12 + 8 = 1 ten 10 ones = 2 tens or 18 + 16 = 2 tens 14 ones = 3 tens 4 ones). To close the module, students add pairs of numbers with varied sums in the ones place to support flexibility in thinking.


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Overview recap


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Focus Grade Level Standard Type of Rigor Foundational Standards

1.OA.1 Procedural Skill & Fluency K.OA.1, K.OA.2


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1.MD.1 Conceptual Understanding K.MD.1, K.MD.2

1.MD.2 Conceptual Understanding K.MD.2, 1.MD.1


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1.MD.4 Conceptual Understanding 1.OA.1, 1.OA.2, K.MD.2 ,K.MD.3, K.OA.2, K.CC.6

1.NBT.1 Procedural Skill & Fluency K.CC.1


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

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


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1.NBT.4 Procedural Skill & Fluency 1.NBT.2, 1.OA.6, 1.NBT.1, K.NBT.1, 1.OA.3, 1.OA.4, 1.OA.5

1.NBT.5 Conceptual Understanding 1.NBT.2, 1.NBT.1, K.NBT.1


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1.NBT.6 Procedural Skill & Fluency 1.NBT.2, 1.NBT.1, K.NBT.1

Fluency NCTM Position


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


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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.

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.


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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.

References:


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



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

TN STATE STANDARDS CONTENT RESOURCES & TASKS VOCABULARY & FLUENCY

Module 3: Ordering and Comparing Length Measurements as Numbers


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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/




(Allow 4 weeks for instruction, review and assessment)Suggestion for Consolidation or Omissions: Students need Module 3’s fluency before advancing to Module 4. In the event that there are critical pacing issues, consider moving Topic D (Lessons 10–13, focusing on graphing and data

interpretation) to another time in the day (e.g., science, morning routine). Note that Lessons 2, 4, 6, and 9 are the most essential lessons of Module 3.Domain: Operations and Algebraic ThinkingCluster: Represent and Solve Problems

Enduring Understandings Measurement is a process of comparing Module 3: Ordering and Comparing Length

Vocabulary- Module 3Centimeter, centimeter cube, centimeter ruler,


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TN STATE STANDARDS CONTENT RESOURCES & TASKS VOCABULARY & FLUENCYInvolving Addition and Subtraction

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

units to the object being measured. Some problems can be solved by

reasoning about conditions in the problems.

Different units can be used to measure length.

Objects can be compared and ordered by size.

Measurements as Numbers

Topic A Indirect Comparison in Length Measurement

Lesson 1

data, endpoint, height, length unit, poll, table or graph.

Familiar Terms and SymbolsLess than, longer than/taller than, more than, shorter than, tally marks


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https://www.engageny.org/resource/grade-1-mathematics-module-3-topic-lesson-1

https://www.engageny.org/resource/grade-1-mathematics-module-3-topic

https://www.engageny.org/resource/grade-1-mathematics-module-3-topic



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



TN STATE STANDARDS CONTENT RESOURCES & TASKS VOCABULARY & FLUENCYsymbol for the unknown number to represent the problem.

Domain: Measurement and DataCluster: Measure lengths indirectly and by iterating length units

1.MD. 1- Order three objects by length;

Mass is a measure of the quantity of matter in an object.

Essential Questions How can you compare and then order

concrete objects according to length? How can you estimate and measure

length with nonstandard units?

Lesson 2Lesson 3

enVision Resources for Module 3: (enVision may be used to support the needs of your students, but should not be used

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

Topic ALesson 1- Speed writing, tens and ones, Sprint: Subtracting Ones from Teen Numbers


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



TN STATE STANDARDS CONTENT RESOURCES & TASKS VOCABULARY & FLUENCYcompare the lengths of two objects indirectly by using a third object.

1.MD.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

How does the length of the unit of measure affect the number of units needed to measure an object’s length?

How can the weight of different objects be compared?

How can you use something that weighs 1 pound to estimate how much objects weigh?

independently.)

14-1 Comparing and Ordering Length

Zearn: Mission 3Lesson 1- Longer or shorter

Lesson 2- Happy counting, Hide Zero Number Sentences, addition with cards

Lesson 3- Beep Counting, Rekenrek Addition and Subtraction , Sprint: Adding and Subtracting Teen Numbers and Ones


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https://www.zearn.org/curriculum/41




TN STATE STANDARDS CONTENT RESOURCES & TASKS VOCABULARY & FLUENCYsame-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.

Learning Targets/Objectives

Topic ALesson 1: I can compare length directly and consider importance of aligning endpoints. (1. MD.1)

Lesson 2-Compare Three


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TN STATE STANDARDS CONTENT RESOURCES & TASKS VOCABULARY & FLUENCYDomain: Measurement and DataCluster: Represent and Interpret Data

1.MD.4- Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and

Lesson 2: I can compare length using indirect comparison by finding objects longer than, shorter than, and equal in length to that of a string. (1. MD.1)

Lesson 3: I can order three lengths using indirect comparison. (1. MD.1)


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TN STATE STANDARDS CONTENT RESOURCES & TASKS VOCABULARY & FLUENCYhow many more or less are in one category than in another.


Topic BLesson 4: I can express the length of an object using centimeter cubes as length units to measure with no gaps or overlaps. (1. MD.1, 1 MD.2)

Topic B Standard Length Units

Lesson 4Lesson 5Lesson 6

Fluency Practice:

Topic BLesson 4- Race and Roll Addition, Speed Writing by Twos, Subtraction Within 20

Lesson 5- Race and Roll Subtraction, Happy


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https://www.engageny.org/resource/grade-1-mathematics-module-3-topic-b-lesson-6



https://www.engageny.org/resource/grade-1-mathematics-module-3-topic-b




Lesson 5: I can rename and measure with centimeter cubes, using their standard unit name of centimeters. (1. MD.1, 1 MD.2)

Lesson 6: I can order, measure, and compare the length of objects before and after measuring with centimeter cubes,

enVision Resources for Module 3: (enVision may be used to support the needs of your students, but should not be used independently.)

14-1 Comparing and Ordering Length14-5 Centimeters

Counting, Sprint: Subtraction Within 20

Lesson 6- Addition with Cards, Speed Writing by Twos, Cold Call: Number Sentence Swap


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TN STATE STANDARDS CONTENT RESOURCES & TASKS VOCABULARY & FLUENCYsolving compare with difference unknown word problems. (1. MD.1, 1 MD.2) Zearn: Mission 3

Lesson 4- End to endLesson 5- Centimeters RuleLesson 6- Counting Cubes


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Topic CLesson 7: I can measure the same

Topic C Non-Standard and Standard Length Units

Lesson 7

Fluency Practice:

Topic CLesson 7- Beep Counting, Addition Strategies


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https://www.engageny.org/resource/grade-1-mathematics-module-3-topic-c-lesson-7

https://www.engageny.org/resource/grade-1-mathematics-module-3-topic-c




TN STATE STANDARDS CONTENT RESOURCES & TASKS VOCABULARY & FLUENCYobjects from Topic B with different non- standard units simultaneously to see the need to measure with a consistent unit. (1.OA.1, 1. MD.2)

Lesson 8: I can understand the need to use the same units when comparing measurements with others. (1.OA.1, 1. MD.2)

Lesson 8Lesson 9

enVision Resources for Module 3: (enVision may be used to support the needs of your students, but should not be used

Review, Sprint: Addition Within 20

Lesson 8- Speed Writing, Race and Roll Addition, Cold Call: Addition and Subtraction Within 20

Lesson 9- Race and Roll Addition, Sprint:


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Lesson 9: I can answer compare with difference unknown problems about lengths of two different objects measured in centimeters. (1.OA.1, 1. MD.2)

independently.)

14-1 Comparing and Ordering Length14-5 Centimeters

Zearn: Mission 3

Addition Within 20, Number Sentence Swap


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Lesson 7- Big and small Paper ClipsLesson 9- Size Compare

Learning Targets/Objectives Topic D Data Interpretation Fluency Practice:


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https://www.engageny.org/resource/grade-1-mathematics-module-3-topic-d




Topic DLesson 10-11: I can collect, sort, and organize data, then ask and answer questions about the number of data points. (1.OA.1, 1. MD.4)

Lesson 12-13: I can ask and answer varied

Lesson 10-11Lesson 12-13

End-of-Module Assessment

enVision Resources for Module 3: (enVision

Topic DLesson 10-11- Happy Counting, Race and Roll Subtraction, Subtraction Within 20, Sprint: Subtraction Within 20

Lesson 12-13- Addition with Cards, Get to 10 or 20, Subtraction with Partners, Hide Zero


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https://www.engageny.org/resource/grade-1-mathematics-module-3-topic-d-lesson-12




TN STATE STANDARDS CONTENT RESOURCES & TASKS VOCABULARY & FLUENCYword problem types about a data set with three categories. (1.OA.1, 1. MD.4)

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

18-1 Using Data from Real Graphs18-8 Problem Solving: Make a Graph

Number Sentences 1, Add Three Numbers, Sprint: Add Three Numbers


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Zearn: Mission 3Lesson 10- Gather and SortLesson 11- Dig DataLesson 13- In the Data

i-Ready Lessons:


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Taking Away to SubtractActing Out Addition and SubtractionUsing a Number Line to Add and SubtractAddition Facts for 10Addition Facts: DoublesCounting On to Add


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Counting Back to SubtractSubtraction in Separation SituationsSubtraction in Part-Part-Whole SituationsSubtraction in Comparison SituationsSolve Two-Step ProblemsCompare Lengths


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Measuring Length in Inches with a Ruler

Additional Resources:Embarc.online

Module 4: Place Value, Comparison, Addition, and Subtraction to 40Shelby County Schools 2016/2017

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http://embarc.online/course/view.php?id=18



TN STATE STANDARDS CONTENT RESOURCES & TASKS VOCABULARY & FLUENCY (Allow 5 weeks for instruction, review and assessment)

Suggestion for Consolidation or Omissions:The work of this module is foundational to the Number and Operations in Base Ten domain of the Grade 1 standards. Therefore, it is not recommended to omit any lessons from Module 4.Domain: Operations and Algebraic ThinkingCluster: Represent and Solve Problems Involving Addition and Subtraction

1.OA.1- Use addition and subtraction

Enduring Understandings 1 more, 1 less, 10 more, 10 less express

a relationship between two numbers. Place value can be used to compare and

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

Topic A Tens and Ones

Module 4 VocabularyGreater than, less than, place value

Familiar Terms and Symbols=(equal), numerals, ones, tens


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https://www.engageny.org/resource/grade-1-mathematics-module-4-topic-a



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



TN STATE STANDARDS CONTENT RESOURCES & TASKS VOCABULARY & FLUENCYwithin 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.

order numbers. Two-digit numbers that do not end in 5

are closer to either the previous or to the next multiple of 10.

The position words before, after, and between can be used to explain number relationships.

Ordering 3 or more numbers is similar to

Lesson 1Lesson 2Lesson 3Lesson 4Lesson 5

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

Topic ALesson 1- Break Apart Numbers, Change 10


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TN STATE STANDARDS CONTENT RESOURCES & TASKS VOCABULARY & FLUENCYDomain: Numbers and Operations 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.

comparing 3 numbers because each number must be compared to each of the other numbers.

Some problems can be solved by generating a list of outcomes and organizing that list in a systematic way so all outcomes are accounted for.

Lesson 6


Pennies for 1 Dime, Happy Counting by Tens

Lesson 2- Core Addition Fluency Review, 3, 4, and 5 More, Change 10 Pennies for 1 Dime

Lesson 3- Core Addition Fluency Review, Dime Exchange, Magic Counting Sticks


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



TN STATE STANDARDS CONTENT RESOURCES & TASKS VOCABULARY & FLUENCYDomain: Numbers and Operations Base TenCluster: Understand Place Value

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:

Essential Questions How is a number changed when its ones

digit is changed by 1 or its tens digit is changed by 1?

For any two-digit numbers, how can you identify the greater number?

How do you estimate the location of two-

1-2 6 to 101-3 10, 11, and 1210-3 Counting by Tens to 10011-2 Numbers made with Tens11-3 Tens and Ones

Lesson 4- Subtraction cards, Dime Exchange, 10 More

Lesson 5- Sprint: 10 More, 10 Less Review


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1.NBT.B.2.a . 10 can be thought of as a bundle of ten ones-called a “ten”.

1.NBT.B.2.b . The numbers 11 to 19 are composed of a ten and some more (one, two, three, four, five, six, seven, eight, or nine) ones.

digit numbers on the number line? How do ones digits help you decide what

number comes between two given numbers?

How is ordering three numbers similar to comparing two numbers?

How does listing all the possible ways to do something help to solve a problem?

Lesson 6- Quick Tens, Count Coins


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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 Base Ten

Learning Targets/ ObjectivesTopic ALesson 1: I can compare the efficiency of counting by ones and counting by tens. (1.NBT.1, 1.NBT.2, 1.NBT.5)

Lesson 2: I can use the place value


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TN STATE STANDARDS CONTENT RESOURCES & TASKS VOCABULARY & FLUENCYCluster: Use Place Value Understanding and Properties 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

chart to record and name tens and ones within a two-digit number. (1.NBT.1, 1.NBT.2, 1.NBT.5)

Lesson 3: I can interpret two-digit numbers as either tens or some ones or as all ones. (1.NBT.1, 1.NBT.2,


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http://www.corestandards.org/Math/Content/1/NBT/#CCSS.Math.Content.1.NBT.C.4



TN STATE STANDARDS CONTENT RESOURCES & TASKS VOCABULARY & FLUENCYstrategies 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

1.NBT.5)

Lesson 4: I can write and interpret two-digit numbers as addition sentences that combine tens and ones. (1.NBT.1, 1.NBT.2, 1.NBT.5)


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TN STATE STANDARDS CONTENT RESOURCES & TASKS VOCABULARY & FLUENCYcompose a ten. 1.NBT.5 Given a two-digit number, mentally find 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

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

Lesson 6: I can use dimes and pennies as representations of tens and ones. (1.NBT.1, 1.NBT.2, 1.NBT.5)


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TN STATE STANDARDS CONTENT RESOURCES & TASKS VOCABULARY & FLUENCY10-90 (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. Learning Targets/ Objectives

Topic BTopic B Comparison of Pairs of Two-Digit Numbers

Fluency Practice:Topic BLesson 7- 1 More/Less, 10 More/Less,


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Lesson 7: I can compare two quantities, and identify the greater or lesser of the two given numerals. (1.NBT.3, 1.NBT.2)

Lesson 8: I can compare quantities and numerals from left to right. (1.NBT.3,

Lesson 7Lesson 8Lesson 9-10


Sprint: +1, –1, +10, –10

Lesson 8- Subtraction with Cards, Core Subtraction Fluency Review, Beep Counting by Ones and Tens


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1.NBT.2)

Lesson 9-10: I can use the symbols >, =, and < to compare quantities and numerals. (1.NBT.3, 1.NBT.2)


2-1 Comparing two numbers12-3 Comparing numbers with >,<,=12-5 Number Line Estimation

Lesson 9-10- Core Subtraction Fluency Review, Digit Detective, Sequence Sets of Numbers, Sprint: Number Sequences Within 40, Digit Detective


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Learning Targets/ ObjectivesTopic C

Lesson 11: I can add and subtract tens from a multiple of 10. (1.NBT.4, 1.NBT.6)

Topic C Addition and subtraction of Tens

Lesson 11Lesson 12

Mid-Module Assessment

Fluency Practice:Topic CLesson 11- Compare Numbers, Number Bond Addition and Subtraction, Happy Counting by Tens

Lesson 12- Sprint: Related Addition and


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Lesson 12: I can add tens to a two-digit number. (1.NBT.4, 1.NBT.6)


20-1 Adding Groups of Ten

Subtraction Within, Add and Subtract Tens Within 40, Count by Tens with Coins


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20-3 Adding Tens to Two-Digit Numbers20-4 Adding to a Two-Digit Number

Learning Targets/ ObjectivesTopic D

Topic D Addition of Tens or Ones to a Two-Digit Number

Fluency Practice:Topic DLesson 13-14- Adding and Subtracting with


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Lesson 13-14: I can use counting on and the make ten strategy when adding across a ten. (1.NBT.4)

Lesson 15: I can use single-digit sums to support solutions for analogous sums to 40. (1.NBT.4)

Lesson 13-14Lesson 15Lesson 16-17Lesson 18


Cards, Race and Roll Addition, Core Addition Fluency Review

Lesson 15- Number Bond Addition and Subtraction, Make Ten addition with Partners, Add Tens


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Lesson 16-17: I can add ones and ones or tens and tens. (1.NBT.4)

Lesson 18: I can share and critique peer strategies for adding two-digit numbers. (1.NBT.4)


20-3 Adding Tens to Two-Digit Numbers20-4 Adding to a Two-Digit Number

Lesson 16-17- Analogous Addition Sentences, Digit Detective, Core Addition Fluency Review: Missing Addends, Relating Addition and Subtraction, Analogous Addition Sentences

Lesson 18- Analogous Addition Sentences,


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TN STATE STANDARDS CONTENT RESOURCES & TASKS VOCABULARY & FLUENCYDigit Detective, Core Addition Fluency Review: Missing Addends, Relating Addition and Subtraction, Analogous Addition Sentences

Learning Targets/ ObjectivesTopic E

Topic E Varied Problem Types within 20 Fluency Practice:Topic ELesson 19- Sprint: Analogous Addition


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Lesson 19: I can use tape diagrams as representations to solve put together/take apart with total unknown and add to with result unknown word problems. (1.OA.1)

Lesson 20-21: I can recognize and

Lesson 19Lesson 20-21Lesson 22

enVision Resources for Module 3: (enVision may be used to support the needs of your

Within 40

Lesson 20-21- Beep Counting by Ones and Tens, Number Bond Addition and Subtraction, Addition and Subtraction with Cards, Race and Roll Addition, Take out 1 or 10, Longer/Shorter


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make use of part–whole relationships within tape diagrams when solving a variety of problem types. (1.OA.1)

Lesson 22: I can write word problems of varied types. (1.OA.1)

students, but should not be used independently.)

6-6 Problem Solving: Draw a Picture and Write a Number Sentence.16-4 Problem Solving: Two- Question Problems.

Lesson 22- Race and Roll Addition, Sprint: Related Addition and Subtraction Within 10 and 20, Longer/Shorter


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Learning Targets/ ObjectivesTopic F

Lesson 23: I can interpret two-digit numbers as tens and

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

Lesson 23Lesson 24-25

Fluency Practice:Topic F

Lesson 23- Grade 1 Core Fluency Differentiated Practice Sets, Count by 10 with


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https://www.engageny.org/resource/grade-1-mathematics-module-4-topic-f

https://www.engageny.org/resource/grade-1-mathematics-module-4-topic-f




ones, including cases with more than 9 ones. (1.NBT.4, 1.NBT.2)

Lesson 24-25: I can add a pair of two-digit numbers when the ones digits have a sum

Lesson 26-27Lesson 28-29

End-of-Module Assessment

enVision Resource: (enVision may be used to

Dimes, Tens and Ones

Lesson 24-25- Grade 1 Core Fluency Differentiated Practice Sets, Number Bond Addition and Subtraction, Count by 10 or 1 with Dimes and Pennies, add Tens, Get to 10 or 20, Sprint: Targeting Core Fluency:


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less than or equal to 10. (1.NBT.4, 1.NBT.2)

Lesson 26-27: I can add a pair of two-digit numbers when the ones digits have a sum greater than 10. (1.NBT.4,

support the needs of your students, but should not be used independently.)

20-3 Adding Ten to Two-Digit Numbers20-4 Adding to a Two-Digit Numbers

Module 4 Coordinating I-Ready Lessons:

Missing Addends for Sums of Ten(s), Take out 1 or 2

Lesson 26-27- Sprint: Targeting Core Fluency: Missing Addends for Sums of Ten(s), Grade 1 Core Fluency Differentiated Practice Sets, Race to the top, take out 1 or 2


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1.NBT.2)

Lesson 28-29: I can add a pair of two-digit numbers with varied sums in the ones. (1.NBT.4, 1.NBT.2)

Joining Sets to AddTaking Away to SubtractActing Out Addition and SubtractionUsing a Number Line to Add and SubtractAddition Facts for 10Addition Facts: Doubles

Lesson 28-29- Grade 1 Core Fluency Differentiated Practice Sets, Coin Drop, Make 10, Addition Strategies Review


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Counting On to AddCounting Back to SubtractSubtraction in Separation SituationsSubtraction in Part-Part-Whole SituationsSubtraction in Comparison SituationsSolve Two-Step Problems


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Numerals and Counting to 10Counting with One-to-One CorrespondenceCounting Objects in a SetCounting to 20Counting OnCounting and Ordering to 20


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Counting and Ordering to 30Counting and Ordering to 100Counting by 10sGrouping Objects by 2s or 5s or 100

Additional Resources:


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Embarc.onlineZearn: Mission 4Lesson 1- Count by TensLesson 2-How Many Tens and Ones?Lesson 3- All OnesLesson 4- Ten Plus Ones


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http://embarc.online/course/view.php?id=20




Lesson 5- 1 More, 10 More, 1 Less, 10 LessLesson 6- 1 More, 10 MoreLesson 8- Dare to CompareLesson 10- The Hungry AlligatorLesson 11- Terrific TensLesson 13-Add Some More


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Lesson 15- Tens Change, Ones Don’tLesson 16- Ones+ Ones, Tens +TensLesson 17- Add TogetherLesson 19- Tape TimeLesson 20- Tape PartsLesson 21- Tape Together


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Lesson 23- Unbundle Ten, Same ValueLesson 24- Tens Then OnesLesson 25- Add OnLesson 26- Add Ten, Make TenLesson 27- Add It AllLesson 28- Fun with Sums


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Lesson 29- Sum More Fun

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 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)


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



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 CoreTN Edutoolbox

VideosTeaching Math: A Video Library K-4SEDL: CCSS Online Video SeriesNCTM Common Core Videos

Other Interactive Manipulatives Additional SitesShelby County Schools 2016/2017

Revised 10/7/1693 of 95

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

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

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

http://www.edutoolbox.org/

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 Early Grades Math ToolkitParent Roadmap: Supporting Your Child in First Grade MathematicsUse this guide as you prepare to teach a module for additional guidance in planning, pacing, and suggestions for omissions.Pacing and Preparation Guide (Omissions)

Library of Virtual ManipulativesMath PlaygroundThink CentralLearnzillionMissing AddendsCounting and Adding Gameshttp://www.abcya.com/first_grade_computers.htm

Illustrative 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

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

http://mathville.com/grade1/

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

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://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/

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