Work with addition and subtraction equations - trentonk12.org Curriculum Grade 1 Unit 1.docx ·...
Transcript of Work with addition and subtraction equations - trentonk12.org Curriculum Grade 1 Unit 1.docx ·...
Unit Title: 1st Grade Math Unit 1Grade Level: 1
Timeframe: Marking Period 1
Unit Focus and Essential Questions
Unit Focus Represent and solve problems involving addition and subtraction Understand and apply properties of operations and the relationship between addition and subtraction Add and subtract within 10 Work with addition and subtraction equations Extend the counting sequence
Essential QuestionsHow do you add numbers?How do you subtract numbers?How do you use strategies to add numbers?What strategies can you use to subtract?What is meant by equality in mathematics?What are the different models of and models for addition and subtraction?What are efficient methods for finding sums and differences?How can we determine an unknown number in an equation?How do we read and write numbers?What do two digit numbers represent?How can I count to 100 orally?How do I read numbers up to 100?How can I use place value?
New Jersey Student Learning Standards
Standards/Cumulative Progress Indicators (Taught and Assessed): 1.OA.A.1*1.OA.B.3*1.OA.B.41.OA.C.51.OA.D.7*1.OA.D.8*1.NBT.A.1*
Key: Green = Major Clusters; Blue = Supporting; Yellow = Additional Clusters
1
Standard/SWBAT and Pacing Student Strategies Formative Assessment
Activities and Resources Reflection
1.OA.A.1- Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. *(benchmarked)
(The first marking period’s learning goal is Add and subtract within 10)
Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment
Number Talk Refer to Number Talks by Sherry Parrish
Direct Instruction Option 1 – Module 1 Topic A; Lesson 1
https://www.engageny.org/ccls-math/1oa1
CentersTeacher Center – The teacher works in a small group with 1-4 students.
https://docs.google.com/viewerng/viewer?url=http://achievethecore.org/content/upload/Grade%25201%2520YouCubed%2520Tasks%2520-%2520Add.Subtract%2520Fluency%2520FINAL.pdf
Task- How many are hiding?
Standards Based Problems Center –
http://www.k-5mathteachingresources.com/1st-grade-number-activities.html (See tasks for 1.OA.1)
Individual Center – Students work on their individual skill that they need based on their data.
http://achievethecore.org/page/940/dice-addition-1
Quarterly Assessment Question 1- How many
Illustrative Mathhttps://
www.illustrativemathematics.org/
content-standards/1/OA/
A/1/tasks/2
EngageNYModule 1 Topic A; Lesson 1 (Day 1)
https://www.engageny.org/ccls-math/1oa1
Illustrative Math- Day 1https://www.illustrativemathematics.org/
content-standards/1/OA/A/1/tasks/2
Additional Resources
MyMath www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best match the standard taught and best prepare students for
the assessment.Lesson 1.1 (11-16)Lesson 1.2 (17-22)Lesson 1.3 (23-28)Lesson 1.6 (43-48)
Lesson 2.1 (109-114)Lesson 2.2 (115-120)
2
question.
ObjectivesSWBAT
Add and subtract within 10 using manipulatives.
Add and subtract within 10 by writing number sentences.
Orally explain how they added two numbers up to 10.
Manipulative Center –
https://docs.google.com/viewerng/viewer?url=http://achievethecore.org/content/upload/Grade%25201%2520YouCubed%2520Tasks%2520-%2520Add.Subtract%2520Fluency%2520FINAL.pdf (Task- Snap)
Interdisciplinary Center –
Leveled Reader- Healthful Snacks (Found in MY Learning Stations)
Review Classwork
Exit Ticket
Lesson 2.3 (121-126)Lesson 2.6 (141-146)Lesson 2.7 (147-152)Lesson 3.6 (243-248)Lesson 3.8 (255-260)Lesson 4.4 (299-304)
ELL Modifications
Student Learning Objective (SLO) Language Objective Language Needed
SLO: 1CCSS:1.OA.1WIDA ELDS: 3ListeningSpeaking
Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing with unknowns in all positions.
Demonstrate understanding of math problems read orally by drawing pictures to depict the action of the problem.
Explain orally the solutions to word problems involving addition and subtraction within 20, using Fact Family Triangles, online videos, and Connecting Cubes.
VU: Add, addition fact, sum, subtract, subtraction fact, difference, related facts
LFC: Present tense, interrogative sentences
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Demonstrate understanding of math problems read orally by drawing pictures to depict the action of the problem; then explain orally the solution using L1 text and/or support and/or
Demonstrate understanding of math problems read orally by drawing pictures to depict the action of the problem; then explain orally the solution using L1 text and/or support and/or use selected technical vocabulary in phrases and
Demonstrate understanding of math problems read orally by drawing pictures to depict the action of the problem; then explain orally the solution using key, technical vocabulary in a series of simple sentences.
Demonstrate understanding of math problems read orally by drawing pictures to depict the action of the problem; then explain orally the solution using key, technical vocabulary in expanded sentences.
Demonstrate understanding of math problems read orally by drawing pictures to depict the action of the problem; then explain orally the solution using technical vocabulary in multiple sentences.
3
draw the solutions and use selected technical words.
short sentences with drawings.
Learning Supports
Word/Picture WallFact Family TrianglesConnecting CubesSmall group/triadsL1 text and/or support
Word/Picture WallFact Family TrianglesConnecting CubesSmall group/triadsL1 text and/or support
Word/Picture WallFact Family TrianglesConnecting CubesSmall group/triads
Fact Family TrianglesConnecting CubesSmall group/triads
Fact Family Triangles
1.OA.A.1- Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. *(benchmarked)
(The first marking period’s learning goal is Add and subtract within 10)
ObjectivesSWBAT
Add and subtract within 10 using manipulatives.
Add and subtract within 10 by writing number sentences.
Number Talk Refer to Number Talks by Sherry Parrish
P. 100; 102
Direct Instruction
Option 2 – Slides 7-15, 84-88 https://njctl.org/courses/math/1st-grade/addition-to-20/
CentersTeacher Center – The teacher works in a small group with 1-4 students.
https://docs.google.com/viewerng/viewer?url=http://achievethecore.org/content/upload/Grade%25201%2520YouCubed%2520Tasks%2520-%2520Add.Subtract%2520Fluency%2520FINAL.pdf
Task- How many are hiding?
Standards Based Problems Center –
http://www.k-5mathteachingresources.com/1st-grade-number-activities.html (See tasks for 1.OA.1)
Individual Center – Students work on their
Quarterly Assessment Question 1- How many
Illustrative Math
https://www.illustrativem
athematics.org/content-
standards/1/OA/A/1/tasks/163
EngageNYModule 1 Topic A; Lesson 2 (Day 2)
https://www.engageny.org/ccls-math/1oa1
Illustrative Math- Day 2
https://www.illustrativemathematics.org/content-standards/1/OA/A/1/tasks/163
4
Orally explain how they added two numbers up to 10.
individual skill that they need based on their data.
http://achievethecore.org/page/940/dice-addition-1
Manipulative Center –
https://docs.google.com/viewerng/viewer?url=http://achievethecore.org/content/upload/Grade%25201%2520YouCubed%2520Tasks%2520-%2520Add.Subtract%2520Fluency%2520FINAL.pdf (Task- Snap)
Interdisciplinary Center –
Leveled Reader- Healthful Snacks (Found in MY Learning Stations)
Review Classwork
Exit TicketELL Modifications: See day 1
1.OA.A.1- Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. *(benchmarked)
Number Talk Refer to Number Talks by Sherry Parrish
P. 104; 106
Direct Instruction Option 2-https://njctl.org/courses/math/1st-grade/subtraction-to-20/
CentersTeacher Center – The teacher works in a small group with 1-4 students.
Quarterly Assessment Question 1- How many
Achieve the Core Coherence Map
http://achievethecore.org/coherence-map/#1/5/33/33 [See
All Tasks]
Achieve the Core Coherence MapDay 3
http://achievethecore.org/coherence-map/#1/5/33/33 [See All Tasks]
5
(The first marking period’s learning goal is Add and subtract within 10)
ObjectivesSWBAT
Add and subtract within 10 using manipulatives.
Add and subtract within 10 by writing number sentences.
Orally explain how they added two numbers up to 10.
https://docs.google.com/viewerng/viewer?url=http://achievethecore.org/content/upload/Grade%25201%2520YouCubed%2520Tasks%2520-%2520Add.Subtract%2520Fluency%2520FINAL.pdf
Task- How many are hiding?
Standards Based Problems Center –
http://www.k-5mathteachingresources.com/1st-grade-number-activities.html (See tasks for 1.OA.1)
Individual Center – Students work on their individual skill that they need based on their data.
http://achievethecore.org/page/940/dice-addition-1
Manipulative Center –
https://docs.google.com/viewerng/viewer?url=http://achievethecore.org/content/upload/Grade%25201%2520YouCubed%2520Tasks%2520-%2520Add.Subtract%2520Fluency%2520FINAL.pdf (Task- Snap)
Interdisciplinary Center –
Leveled Reader- Healthful Snacks (Found in MY Learning Stations)
Review Classwork
Exit Ticket
ELL Modifications: See day 11.OA.A.1- Use addition and subtraction within
Number Talk Refer to Number Talks by Sherry Parrish
P. 104; 106
Quarterly Assessment
Math Labs(Day 4)
6
20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. *(benchmarked)
(The first marking period’s learning goal is Add and subtract within 10)
ObjectivesSWBAT
Add and subtract within 10 using manipulatives.
Add and subtract within 10 by writing number sentences.
Orally explain how they added two numbers up to 10.
Direct Instruction
Option 3 –
https://learnzillion.com/lesson_plans/4013-7-subtraction-using-counting-on-and-counting-back-c
CentersTeacher Center – The teacher works in a small group with 1-4 students.
https://docs.google.com/viewerng/viewer?url=http://achievethecore.org/content/upload/Grade%25201%2520YouCubed%2520Tasks%2520-%2520Add.Subtract%2520Fluency%2520FINAL.pdf
Task- How many are hiding?
Standards Based Problems Center –
http://www.k-5mathteachingresources.com/1st-grade-number-activities.html (See tasks for 1.OA.1)
Individual Center – Students work on their individual skill that they need based on their data.
http://achievethecore.org/page/940/dice-addition-1
Manipulative Center –
https://docs.google.com/viewerng/viewer?url=http://achievethecore.org/content/upload/Grade%25201%2520YouCubed%2520Tasks%2520-%2520Add.Subtract
Question 1- How many
Math Labs(Day 4)http://
www.raftbayarea.org/idea-grid?
stdid=761067 (See all tasks)
http://www.raftbayarea.org/idea-grid?stdid=761067 (See all tasks)
7
%2520Fluency%2520FINAL.pdf (Task- Snap)
Interdisciplinary Center –
Leveled Reader- Healthful Snacks (Found in MY Learning Stations)
Review Classwork
Exit Ticket
ELL Modifications: See day 11.OA.A.1- Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. *(benchmarked)
(The first marking period’s learning goal is Add and subtract within 10)
ObjectivesSWBAT
Add and subtract within 10 using manipulatives.
Add and subtract within 10 by writing number sentences.
Number Talk Refer to Number Talks by Sherry Parrish
P. 105; 106
Direct Instruction
Option 3 –
https://learnzillion.com/lesson_plans/4013-7-subtraction-using-counting-on-and-counting-back-c
CentersTeacher Center – The teacher works in a small group with 1-4 students.
https://docs.google.com/viewerng/viewer?url=http://achievethecore.org/content/upload/Grade%25201%2520YouCubed%2520Tasks%2520-%2520Add.Subtract%2520Fluency%2520FINAL.pdf
Task- How many are hiding?
Standards Based Problems Center –
http://www.k-5mathteachingresources.com/1st-grade-number-activities.html (See tasks for 1.OA.1)
Quarterly Assessment Question 1- How many
Common Core Sheets(Day 5)http://
www.commoncoresheets.com/
SortedByGrade.php?Sorted=1oa1
Common Core Sheets(Day 5)
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1oa1
8
Orally explain how they added two numbers up to 10.
Individual Center – Students work on their individual skill that they need based on their data.
http://achievethecore.org/page/940/dice-addition-1
Manipulative Center –
https://docs.google.com/viewerng/viewer?url=http://achievethecore.org/content/upload/Grade%25201%2520YouCubed%2520Tasks%2520-%2520Add.Subtract%2520Fluency%2520FINAL.pdf (Task- Snap)
Interdisciplinary Center –
Leveled Reader- Healthful Snacks (Found in MY Learning Stations)
Review Classwork
Exit Ticket
ELL Modifications: See day 11.OA.A.1- Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. *(benchmarked)
(The first marking period’s
Number Talk Refer to Number Talks by Sherry Parrish
Direct Instruction
Option 1 – Module 1 Topic A; Lesson 2https://www.engageny.org/ccls-math/1oa1
CentersTeacher Center – The teacher works in a small group with 1-4 students.
https://docs.google.com/viewerng/viewer?url=http://achievethecore.org/content/upload/Grade%25201%2520YouCubed%2520Tasks%2520-%2520Add.Subtract%2520Fluency%2520FINAL.pdf
Quarterly Assessment Question 1- How many
Common Core Sheets(Day 6)http://
www.commoncoresheets.com/
SortedByGrade.php?Sorted=1oa1
EngageNY
Module 1 Topic A; Lesson 2https://www.engageny.org/ccls-math/1oa1
Common Core Sheets(Day 6)
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1oa1
9
learning goal is Add and subtract within 10)
ObjectivesSWBAT
Add and subtract within 10 using manipulatives.
Add and subtract within 10 by writing number sentences.
Orally explain how they added two numbers up to 10.
Task- How many are hiding?
Standards Based Problems Center –
http://www.k-5mathteachingresources.com/1st-grade-number-activities.html (See tasks for 1.OA.1)
Individual Center – Students work on their individual skill that they need based on their data.
http://achievethecore.org/page/940/dice-addition-1
Manipulative Center –
https://docs.google.com/viewerng/viewer?url=http://achievethecore.org/content/upload/Grade%25201%2520YouCubed%2520Tasks%2520-%2520Add.Subtract%2520Fluency%2520FINAL.pdf (Task- Snap)
Interdisciplinary Center –
Leveled Reader- Healthful Snacks (Found in MY Learning Stations)
Review Classwork
Exit Ticket
ELL Modifications: See day 11.OA.B.3- Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 +
Number TalkRefer to Number Talks by Sherry Parrish
Direct Instruction-Option 1- Module 1 Topic E; Lesson 19https://www.engageny.org/ccls-math/1oa3
Centers
Quarterly Assessment Question 2- Flip the Number Cube
Illustrative Math
EngageNYModule 1 Topic E; Lesson 19 (Day 1)
https://www.engageny.org/ccls-math/1oa3
Illustrative MathDay 1
10
6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) (Students need not use formal terms for these properties) *(benchmarked)
(The first marking period’s learning goal is Apply properties of operations(commutative property) as strategies to add and subtract within 10)
Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.
Objectives
SWBATUse objects to add zero.
Solve/write addition sentences using zero.
Orally explain how
Teacher Center – The teacher works in a small group with 1-4 students.
https://hcpss.instructure.com/courses/9414/pages/1-dot-oa-dot-c-6-centers-and-independent-tasks
See all tasks
Standards Based Problems Center – Students will work in small groups
http://www.k-5mathteachingresources.com/support-files/turn-around-dominoes.pdf
Individual Center – Students work on their individual skill that they need based on their data.
https://www.illustrativemathematics.org/content-standards/1/OA/B/3/tasks/1219
https://www.illustrativemathematics.org/content-standards/1/OA/B/3/tasks/2104
Manipulative Center –
http://www.k-5mathteachingresources.com/support-files/turn-around-trains.pdf
Interdisciplinary Center –
Leveled Reader- Healthful Snacks (Found in MY Learning Stations)
Review Classwork
Exit Ticket
https://www.illustrativem
athematics.org/content-
standards/tasks/1219
https://www.illustrativemathematics.org/content-standards/tasks/1219
Additional Resources
MyMath www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best match the standard taught and best prepare students for
the assessment.Lesson 1.4 (29-34)
Lesson 2.4 (127-132)Lesson 3.8 (255-260)Lesson 3.9 (261-266)
11
many is zero?
1.OA.B.3- Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) (Students need not use formal terms for these properties) *(benchmarked)
(The first marking period’s learning goal is Apply properties of operations(commutative property) as strategies to add and subtract within 10)
Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.
Number TalkRefer to Number Talks by Sherry Parrish
Direct Instruction-Option 1-, Module 1 Topic E; Lesson 20https://www.engageny.org/ccls-math/1oa3
Centers
Teacher Center – The teacher works in a small group with 1-4 students.
https://hcpss.instructure.com/courses/9414/pages/1-dot-oa-dot-c-6-centers-and-independent-tasks
See all tasks
Standards Based Problems Center – Students will work in small groups
http://www.k-5mathteachingresources.com/support-files/turn-around-dominoes.pdf
Individual Center – Students work on their individual skill that they need based on their data.
https://www.illustrativemathematics.org/content-standards/1/OA/B/3/tasks/1219
https://www.illustrativemathematics.org/content-standards/1/OA/B/3/tasks/2104
Manipulative Center –
http://www.k-5mathteachingresources.com/support-files/turn-around-trains.pdf
Interdisciplinary Center –
Quarterly Assessment Question 2- Flip the Number Cube
Common Core Sheets(Day 2)http://
www.commoncoresheets.com/
SortedByGrade.php?Sorted=1oa3
EngageNYDay 2
Module 1 Topic E; Lesson 20https://www.engageny.org/ccls-math/1oa3
Common Core Sheets(Day 2)
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1oa3
12
Objectives
SWBATUse objects to add zero.
Solve/write addition sentences using zero.
Orally explain how many is zero?
Leveled Reader- Healthful Snacks (Found in MY Learning Stations)
Review Classwork
Exit Ticket
ELL Modifications
Student Learning Objective (SLO) Language Objective Language Needed
SLO: 5CCSS:1.OA.3 WIDA ELDS: 3SpeakingWriting
Apply properties of operations to add or subtract whole numbers within 20 (Commutative & Associative properties of addition).
Explain orally and in writing the properties of operations to find sums or differences within 20 using two-colored Connecting Cubes.
VU: Sum, difference, add, subtract, order
LFC: Present tense, connectors
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Explain orally and in writing the properties of operations to find sums or differences within 20 using L1 and/or drawing the properties of numbers to find sums or differences within 20.
Explain orally and in writing the properties of operations to find sums or differences within 20 using L1 and/or phrases and short sentences with Illustrations/diagrams/drawings.
Explain orally and in writing the properties of operations to find sums or differences within 20 using key vocabulary in a series of simple sentences.
Explain orally and in writing the properties of operations to find sums or differences within 20 using key vocabulary in expanded and some complex sentences.
Explain orally and in writing the properties of operations to find sums or differences within 20 using precise vocabularyin multiple, complex sentences.
Learning Supports
Word/Picture WallNumber LineConnecting CubesNative language support
Word/Picture WallNumber LineConnecting CubesNative language support
Word/Picture WallNumber LineConnecting Cubes
Number LineConnecting Cubes
1.OA.B.3- Apply properties of operations as strategies to add and
Number TalksRefer to Number Talks by Sherry Parrish
Direct Instruction-
Quarterly Assessment Question 2- Flip
Achieve the Core Coherence MapDay 3
http://achievethecore.org/coherence-map/
13
subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) (Students need not use formal terms for these properties) *(benchmarked)
(The first marking period’s learning goal is Apply properties of operations(commutative property) as strategies to add and subtract within 10)
Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.
Objectives
SWBATUse objects to add zero.
Option 2-https://njctl.org/courses/math/1stgrade/addition-to-20/
Centers
Teacher Center – The teacher works in a small group with 1-4 students.
https://hcpss.instructure.com/courses/9414/pages/1-dot-oa-dot-c-6-centers-and-independent-tasks
See all tasks
Standards Based Problems Center – Students will work in small groups
http://www.k-5mathteachingresources.com/support-files/turn-around-dominoes.pdf
Individual Center – Students work on their individual skill that they need based on their data.
https://www.illustrativemathematics.org/content-standards/1/OA/B/3/tasks/1219
https://www.illustrativemathematics.org/content-standards/1/OA/B/3/tasks/2104
Manipulative Center –
http://www.k-5mathteachingresources.com/support-files/turn-around-trains.pdf
Interdisciplinary Center –
Leveled Reader- Healthful Snacks (Found in MY Learning Stations)
the Number Cube
Achieve the Core Coherence Map
http://achievethecore.org/coherence-map/
#1/5/37/37 (See all tasks)
#1/5/37/37 (See all tasks)
14
Solve/write addition sentences using zero.
Orally explain how many is zero?
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
1.OA.B.3- Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) (Students need not use formal terms for these properties) *(benchmarked)
(The first marking period’s learning goal is Apply properties of operations(commutative property) as strategies to add and subtract within 10)
Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will
Number TalkRefer to Number Talks by Sherry Parrish
Direct Instruction-Option 3-
https://learnzillion.com/lesson_plans/3628-8-using-known-facts-to-add-three-addends-fp
Centers
Teacher Center – The teacher works in a small group with 1-4 students.
https://hcpss.instructure.com/courses/9414/pages/1-dot-oa-dot-c-6-centers-and-independent-tasks
See all tasks
Standards Based Problems Center – Students will work in small groups
http://www.k-5mathteachingresources.com/support-files/turn-around-dominoes.pdf
Individual Center – Students work on their individual skill that they need based on their data.
https://www.illustrativemathematics.org/content-standards/1/OA/B/3/tasks/1219
https://www.illustrativemathematics.org/
Quarterly Assessment Question 2- Flip the Number Cube
Math Labs(Day 4)http://
www.raftbayarea.org/idea-grid?
stdid=761067 (See all tasks)
Achieve the Core Coherence MapDay 4
http://achievethecore.org/coherence-map/#1/5/37/37 (See all tasks)
15
backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.
Objectives
SWBATUse objects to add zero.
Solve/write addition sentences using zero.
Orally explain how many is zero?
content-standards/1/OA/B/3/tasks/2104
Manipulative Center –
http://www.k-5mathteachingresources.com/support-files/turn-around-trains.pdf
Interdisciplinary Center –
Leveled Reader- Healthful Snacks (Found in MY Learning Stations)
Review Classwork
Exit TicketELL Modifications: See Day 1
1.OA.B.3- Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) (Students need not use formal terms for these properties) *(benchmarked)
(The first marking period’s learning goal is Apply properties of operations(commutative
Number TalkRefer to Number Talks by Sherry Parrish
Direct Instruction-
Option 3-
https://learnzillion.com/lesson_plans/3625-7-understand-the-associative-property-when-using-3-addends-c
Centers
Teacher Center – The teacher works in a small group with 1-4 students.
https://hcpss.instructure.com/courses/9414/pages/1-dot-oa-dot-c-6-centers-and-independent-tasks
See all tasks
Standards Based Problems Center – Students
Quarterly Assessment Question 2- Flip the Number Cube
Common Core Sheets(Day 5)http://
www.commoncoresheets.com/
SortedByGrade.php?Sorted=1oa3
Common Core Sheets(Day 5)
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1oa3
16
property) as strategies to add and subtract within 10)Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.
Objectives
SWBATUse objects to add zero.
Solve/write addition sentences using zero.
Orally explain how many is zero?
will work in small groups
http://www.k-5mathteachingresources.com/support-files/turn-around-dominoes.pdf
Individual Center – Students work on their individual skill that they need based on their data.
https://www.illustrativemathematics.org/content-standards/1/OA/B/3/tasks/1219
https://www.illustrativemathematics.org/content-standards/1/OA/B/3/tasks/2104
Manipulative Center –
http://www.k-5mathteachingresources.com/support-files/turn-around-trains.pdf
Interdisciplinary Center –
Leveled Reader- Healthful Snacks (Found in MY Learning Stations)
Review Classwork
Exit TicketELL Modifications: See Day 1
1.OA.B.3- Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)
Number TalkRefer to Number Talks by Sherry Parrish
Direct Instruction-Option 1- Module 1 Topic F; Lesson 22https://www.engageny.org/ccls-math/1oa3
Centers
Teacher Center – The teacher works in a small group with 1-4 students.
https://hcpss.instructure.com/courses/9414/pages/1-dot-oa-dot-c-6-centers-and-
Quarterly Assessment Question 2- Flip the Number Cube
Common Core Sheets(Day 6)http://
www.commoncoresheets.com/
SortedByGrade.php?Sorted=1oa3
EngageNY
Module 1 Topic F; Lesson 22https://www.engageny.org/ccls-math/1oa3
Common Core Sheets(Day 6)
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1oa3
17
(Students need not use formal terms for these properties) *(benchmarked)
(The first marking period’s learning goal is Apply properties of operations(commutative property) as strategies to add and subtract within 10)
Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.
Objectives
SWBATUse objects to add zero.
Solve/write addition sentences using zero.
Orally explain how many is zero?
independent-tasks
See all tasks
Standards Based Problems Center – Students will work in small groups
http://www.k-5mathteachingresources.com/support-files/turn-around-dominoes.pdf
Individual Center – Students work on their individual skill that they need based on their data.
https://www.illustrativemathematics.org/content-standards/1/OA/B/3/tasks/1219
https://www.illustrativemathematics.org/content-standards/1/OA/B/3/tasks/2104
Manipulative Center –
http://www.k-5mathteachingresources.com/support-files/turn-around-trains.pdf
Interdisciplinary Center –
Leveled Reader- Healthful Snacks (Found in MY Learning Stations)
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
1.OA.B.4. Understand subtraction as an unknown-addend problem.
Number TalkRefer to Number Talks by Sherry Parrish
Direct Instruction-
Quarterly Assessment Question 3-
EngageNYDay 1
Module 1 Topic G; Lesson 25 (Day 1)https://www.engageny.org/ccls-math/1oa4
18
For example, subtract 10 - 8 by finding the number that makes 10 when added to 8
(The first marking period’s learning goal is Solve subtraction problems within 10, by representing subtraction as an unknown added problem and finding the unknown addend)
Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.
Objectives
SWBAT
Using connecting cubes you will understand related facts to add and subtract.
Write you r own related fact problems.
Orally explain the process you used to solve the problems.
Option 1- Module 1 Topic G; Lesson 25https://www.engageny.org/ccls-math/1oa4
CentersTeacher Center-
http://achievethecore.org/coherence-map/#1/5/38/38See Task Caveman Subtraction
Standards Based Center-
http://www.k-5mathteachingresources.com/support-files/subtract-from-10.pdf
Individual Center-
http://achievethecore.org/coherence-map/#1/5/38/489See Task Dice Addition 1
Manipulative Center-
https://njctl.org/courses/math/1st-grade/subtraction-to-20/attachments/unit-3-subtraction-to-20/
Interdisciplinary Center-
Leveled Reader- Finding Fish (Found in MY Learning Stations)
Review Classwork
Exit Ticket
Unknown Addends
Common Core Sheets(Day 1)http://
www.commoncoresheets.com/
SortedByGrade.php?Sorted=1oa4
Common Core Sheets(Day 1)
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1oa4
Additional Resources
MyMath www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best match the standard taught and best prepare students for
the assessment.Lesson 2.2- (115-120)Lesson 4.6 (314-318)Lesson 4.8 (325-330)
19
ELL Modifications
Student Learning Objective (SLO) Language Objective Language Needed
SLO: 6CCSS: 1.OA.4WIDA ELDS: 3WritingSpeaking
Solve subtraction problems using unknown addends (within 20).
Explain orally and in writing how to add to solve subtraction problems with unknown addends, using Ten-Frames and Counters.
VU: Addend, difference
LFC: Present tense
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Explain orally and in writing how to solve subtraction problems with unknown addends using L1 and/or drawing how to add in order to find differences within 20.
Explain orally and in writing how to add in order to solve subtraction problems with unknown addends using L1 and/or selected technical vocabulary in phrases and short sentences with Illustrations/diagrams/drawings.
Explain orally and in writing how to add in order to solve subtraction problems with unknown addends using key, technical vocabulary in simple sentences.
Explain orally and in writing how to add in order to solve subtraction problems with unknown addends using key vocabulary in expanded sentences.
Explain orally and in writing how to add in order to solve subtraction problems with unknown addends using technical vocabulary in complex sentences.
Learning Supports
Word/Picture WallTen-FramesCountersSmall group/ triadsNative language support
Word/Picture WallTen-FramesCountersSmall group/ triadsNative language support
Word/Picture WallTen-FramesCountersSmall group/ triads
Ten-FramesCountersSmall group/ triads
1.OA.B.4. Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8
(The first marking period’s learning goal is Solve subtraction problems within
Number TalkRefer to Number Talks by Sherry Parrish
Direct Instruction-
Option 2- Slides 7-13https://njctl.org/courses/math/1st-grade/subtraction-to-20/attachments/subtraction-to-20-with-classwork-and-homework-part-1-2/
CentersTeacher Center-
http://achievethecore.org/coherence-map/
Quarterly Assessment Question 3- Unknown Addends
Math Labs(Day 2)http://
www.raftbayarea.org/idea-grid?
stdid=761067 (See
Math Labs(Day 2)
http://www.raftbayarea.org/idea-grid?stdid=761067 (See all tasks)
20
10, by representing subtraction as an unknown added problem and finding the unknown addend)
Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.
Objectives
SWBAT
Using connecting cubes you will understand related facts to add and subtract.
Write you r own related fact problems.
Orally explain the process you used to solve the problems.
#1/5/38/38See Task Caveman Subtraction
Standards Based Center-
http://www.k-5mathteachingresources.com/support-files/subtract-from-10.pdf
Individual Center-
http://achievethecore.org/coherence-map/#1/5/38/489See Task Dice Addition 1
Manipulative Center-
https://njctl.org/courses/math/1st-grade/subtraction-to-20/attachments/unit-3-subtraction-to-20/
Interdisciplinary Center-
Leveled Reader- Finding Fish (Found in MY Learning Stations)
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
all tasks)
1.OA.B.4. Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8
Number TalkRefer to Number Talks by Sherry Parrish
Direct Instruction-
Option 3- https://learnzillion.com/lesson_plans/3381
Centers
Quarterly Assessment Question 3- Unknown Addends
Illustrative Math
Illustrative MathDay 3
https://www.illustrativemathematics.org/
Quarterly Assessment Question 3- Unknown Addends
21
(The first marking period’s learning goal is Solve subtraction problems within 10, by representing subtraction as an unknown added problem and finding the unknown addend)
Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.
Objectives
SWBAT
Using connecting cubes you will understand related facts to add and subtract.
Write you r own related fact problems.
Orally explain the process you used to solve the problems.
Teacher Center-
http://achievethecore.org/coherence-map/#1/5/38/38See Task Caveman Subtraction
Standards Based Center-
http://www.k-5mathteachingresources.com/support-files/subtract-from-10.pdf
Individual Center-
http://achievethecore.org/coherence-map/#1/5/38/489See Task Dice Addition 1
Manipulative Center-
https://njctl.org/courses/math/1st-grade/subtraction-to-20/attachments/unit-3-subtraction-to-20/
Interdisciplinary Center-
Leveled Reader- Finding Fish (Found in MY Learning Stations)
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
Day 3https://
www.illustrativemathematics.org/
content-standards/tasks/
1234
content-standards/tasks/1234
1.OA.B.4. Understand subtraction as an
Number TalkRefer to Number Talks by Sherry Parrish
Quarterly Assessment
EngageNYDay 4
22
unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8
(The first marking period’s learning goal is Solve subtraction problems within 10, by representing subtraction as an unknown added problem and finding the unknown addend)
Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.
Objectives
SWBAT
Using connecting cubes you will understand related facts to add and subtract.
Write you r own related fact problems.
Orally explain the process you used to
Direct Instruction-Option 1- Module 1 Topic H; Lesson 30
https://www.engageny.org/ccls-math/1oa4
CentersTeacher Center-
http://achievethecore.org/coherence-map/#1/5/38/38See Task Caveman Subtraction
Standards Based Center-
http://www.k-5mathteachingresources.com/support-files/subtract-from-10.pdf
Individual Center-
http://achievethecore.org/coherence-map/#1/5/38/489See Task Dice Addition 1
Manipulative Center-
https://njctl.org/courses/math/1st-grade/subtraction-to-20/attachments/unit-3-subtraction-to-20/
Interdisciplinary Center-
Leveled Reader- Finding Fish (Found in MY Learning Stations)
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
Question 3- Unknown Addends
Achieve the Core Coherence Map
Day 4http://
achievethecore.org/coherence-map/
#1/5/38/38(See all tasks)
Module 1 Topic H; Lesson 30https://www.engageny.org/ccls-math/1oa4
Achieve the Core Coherence MapDay 4
http://achievethecore.org/coherence-map/#1/5/38/38
(See all tasks)
23
solve the problems.
1.OA.B.4. Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8
(The first marking period’s learning goal is Solve subtraction problems within 10, by representing subtraction as an unknown added problem and finding the unknown addend)Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.
Objectives
SWBAT
Using connecting cubes you will understand related facts to add and subtract.
Write you r own related
Number TalkRefer to Number Talks by Sherry Parrish
Direct Instruction-Option 1-, Module 1 Topic H; Lesson 31
https://www.engageny.org/ccls-math/1oa4
CentersTeacher Center-
http://achievethecore.org/coherence-map/#1/5/38/38See Task Caveman Subtraction
Standards Based Center-
http://www.k-5mathteachingresources.com/support-files/subtract-from-10.pdf
Individual Center-
http://achievethecore.org/coherence-map/#1/5/38/489See Task Dice Addition 1
Manipulative Center-
https://njctl.org/courses/math/1st-grade/subtraction-to-20/attachments/unit-3-subtraction-to-20/
Interdisciplinary Center-
Leveled Reader- Finding Fish (Found in MY Learning Stations)
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
Quarterly Assessment Question 3- Unknown Addends
Common Core Sheets(Day 5)http://
www.commoncoresheets.com/
SortedByGrade.php?Sorted=1oa4
EngageNYDay 5
Module 1 Topic H; Lesson 31https://www.engageny.org/ccls-math/1oa4
Common Core Sheets(Day 5)
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1oa4
24
fact problems.
Orally explain the process you used to solve the problems.
1.OA.B.4. Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8
(The first marking period’s learning goal is Solve subtraction problems within 10, by representing subtraction as an unknown added problem and finding the unknown addend)
Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.
Objectives
SWBAT
Using connecting cubes you will understand
Number TalkRefer to Number Talks by Sherry Parrish
Direct Instruction-Option 1- Module 1 Topic H; Lesson 32
https://www.engageny.org/ccls-math/1oa4
CentersTeacher Center-
http://achievethecore.org/coherence-map/#1/5/38/38See Task Caveman Subtraction
Standards Based Center-
http://www.k-5mathteachingresources.com/support-files/subtract-from-10.pdf
Individual Center-
http://achievethecore.org/coherence-map/#1/5/38/489See Task Dice Addition 1
Manipulative Center-
https://njctl.org/courses/math/1st-grade/subtraction-to-20/attachments/unit-3-subtraction-to-20/
Interdisciplinary Center-
Leveled Reader- Finding Fish (Found in MY Learning Stations)
Review Classwork
Exit Ticket
Quarterly Assessment Question 3- Unknown Addends
Math Labs(Day 6)http://
www.raftbayarea.org/idea-grid?
stdid=761067 (See all tasks)
EngageNYDay 6
Module 1 Topic H; Lesson 32https://www.engageny.org/ccls-math/1oa4
Math Labs(Day 6)
http://www.raftbayarea.org/idea-grid?stdid=761067 (See all tasks)
25
related facts to add and subtract.
Write you r own related fact problems.
Orally explain the process you used to solve the problems.
ELL Modifications: See Day 1
1.OA.C.5. Relate counting to addition and subtraction (e.g., by counting 2 to add 2).
(The first marking period’s learning goal is Count on to add and count backwards to subtract to solve addition and subtraction problems within 10)
Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.
Objectives
SWBATUsing cubes students will count back by 1, 2, or 3 to subtract.
Number TalkRefer to Number Talks by Sherry Parrish
Direct Instruction-Option 1- Module 1 Topic A; Lesson 3https://www.engageny.org/ccls-math/1oa5
CentersTeacher Center-http://achievethecore.org/coherence-map/#1/5/39/466Task- My Goodie Bag
Standards Based Center-
http://www.k5mathteachingresources.com/support-files/subtract-from-10.pdf
Individual Center-
http://www.k-5mathteachingresources.com/support-files/show-one-more.pdf
http://www.k-5mathteachingresources.com/support-files/show-one-less.pdf
Manipulative Center-
https://njctl.org/courses/math/1st-grade/subtraction-to-20/attachments/fact-family-domino-grab/
Interdisciplinary Center-
Quarterly Assessment Question 4- Counting Forward and Backward
Common Core Sheets(Day 1)http://
www.commoncoresheets.com/
SortedByGrade.php?Sorted=1oa5
EngageNYModule 1 Topic A; Lesson 3 (Day 1)
https://www.engageny.org/ccls-math/1oa5
Common Core Sheets(Day 1)
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1oa5
Additional Resources
MyMath www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best match the standard taught and best prepare students for
the assessment.Lesson 3.1 (211-216)Lesson 3.2 (217-222)Lesson 3.3 (223-228)Lesson 4.1 (281-286)Lesson 4.2 (287-292)
26
Use a number line to count back to subtract.
Orally explain how you solved the subtraction problem.
Leveled Reader- Rock Collections (Found in MY Learning Stations)
Review Classwork
Exit Ticket
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best match the standard taught and best prepare students for
the assessment.Lesson 3.1 (211-216), Lesson 3.2 (217-222)
(Day 4)Lesson 3.3 (223-228) (Day 5)
ELL Modifications
Student Learning Objective (SLO) Language Objective Language Needed
SLO: 2CCSS: 1.OA.5WIDA ELDS: 3WritingSpeakingListening
Count forward or backwards from any number within 20 to solve addition & subtraction problems.
Write and orally count forward or backward from 0-20 to solve addition and subtraction problems using a word wall, Number Line, Hundreds Chart and Illustrations/diagrams/drawings.
*Pronunciation is also important, i.e., thirteen, not thirty; fourteen, not forty, etc.
VU: Number words0-20, add, subtract,sum, difference, plus, minus, equals,altogetherLFC: Present tense,comparativesLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Write and orally count forward or backward from 0-20 in L1 and/or use gestures, pictures, and selected illustrated single words to solve addition and subtraction problems.
Write and orally count forward or backward from 0-20 in L1 or use phrases and short sentences with illustrations to solve addition and subtraction problems.
Write and orally count forward or backward from 0-20 to solve addition and subtraction problems using key vocabulary in a series of simple sentences.
Write and orally count forward or backward from 0-20 to solve addition and subtraction problems using key vocabulary in expanded and some complex sentences.
Write and orally count forward or backward from 0-20 to solve addition and subtraction problems using precise vocabulary in multiple, complex sentences.
Learning Supports
Word/Picture WallNumber LineHundreds ChartIllustrations/diagrams/drawingsNative language support
Word/Picture WallNumber LineHundreds ChartIllustrations/diagrams/drawingsNative language support
Word/Picture WallNumber LineHundreds Chart
Word/Picture Wall
27
1.OA.C.5. Relate counting to addition and subtraction (e.g., by counting 2 to add 2).
(The first marking period’s learning goal is Count on to add and count backwards to subtract to solve addition and subtraction problems within 10)
Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.
Objectives
SWBATUsing cubes students will count back by 1, 2, or 3 to subtract.
Use a number line to count back to subtract.
Orally explain how you solved the subtraction problem.
Number TalkRefer to Number Talks by Sherry Parrish
Direct Instruction-
Option 3- Slides 158-163https://njctl.org/courses/math/1st-grade/addition-to-20/
CentersTeacher Center-http://achievethecore.org/coherence-map/#1/5/39/466Task- My Goodie Bag
Standards Based Center-
http://www.k5mathteachingresources.com/support-files/subtract-from-10.pdf
Individual Center-
http://www.k-5mathteachingresources.com/support-files/show-one-more.pdf
http://www.k-5mathteachingresources.com/support-files/show-one-less.pdf
Manipulative Center-
https://njctl.org/courses/math/1st-grade/subtraction-to-20/attachments/fact-family-domino-grab/
Interdisciplinary Center-
Leveled Reader- Rock Collections (Found in MY Learning Stations)
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
Quarterly Assessment Question 4- Counting Forward and Backward
Illustrative MathDay 2
https://www.illustrativem
athematics.org/content-
standards/1/OA/C/5/tasks/1150
Illustrative MathDay 2
https://www.illustrativemathematics.org/content-standards/1/OA/C/5/tasks/1150
1.OA.C.5. Relate Number Talk Quarterly EngageNY
28
counting to addition and subtraction (e.g., by counting 2 to add 2).
(The first marking period’s learning goal is Count on to add and count backwards to subtract to solve addition and subtraction problems within 10)
Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.
Objectives
SWBATUsing cubes students will count back by 1, 2, or 3 to subtract.
Use a number line to count back to subtract.
Orally explain how you solved the subtraction problem.
Refer to Number Talks by Sherry Parrish
Direct Instruction-Option 1- Module 1 Topic D; Lesson 14
https://www.engageny.org/ccls-math/1oa5
CentersTeacher Center-http://achievethecore.org/coherence-map/#1/5/39/466Task- My Goodie Bag
Standards Based Center-
http://www.k5mathteachingresources.com/support-files/subtract-from-10.pdf
Individual Center-
http://www.k-5mathteachingresources.com/support-files/show-one-more.pdf
http://www.k-5mathteachingresources.com/support-files/show-one-less.pdf
Manipulative Center-
https://njctl.org/courses/math/1st-grade/subtraction-to-20/attachments/fact-family-domino-grab/
Interdisciplinary Center-
Leveled Reader- Rock Collections (Found in MY Learning Stations)
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
Assessment Question 4-
Counting Forward and Backward
Achieve the Core Coherence Map
http://achievethecore.org/coherence-map/
#1/5/39/39 (See all tasks)
Module 1 Topic D; Lesson 14 (Day 3)https://www.engageny.org/ccls-math/1oa5
Achieve the Core Coherence MapDay 3
http://achievethecore.org/coherence-map/#1/5/39/39 (See all tasks)
1.OA.C.5. Relate counting to addition and subtraction (e.g., by
Number TalkRefer to Number Talks by Sherry Parrish
Quarterly Assessment Question 4-
EngageNY
Module 1 Topic D; Lesson 15 (Day 4)
29
counting 2 to add 2).(The first marking period’s learning goal is Count on to add and count backwards to subtract to solve addition and subtraction problems within 10)
Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.
Objectives
SWBATUsing cubes students will count back by 1, 2, or 3 to subtract.
Use a number line to count back to subtract.
Orally explain how you solved the subtraction problem.
Direct Instruction-Option 1-, Module 1 Topic D; Lesson 15
https://www.engageny.org/ccls-math/1oa5
CentersTeacher Center-http://achievethecore.org/coherence-map/#1/5/39/466Task- My Goodie Bag
Standards Based Center-
http://www.k5mathteachingresources.com/support-files/subtract-from-10.pdf
Individual Center-
http://www.k-5mathteachingresources.com/support-files/show-one-more.pdf
http://www.k-5mathteachingresources.com/support-files/show-one-less.pdf
Manipulative Center-
https://njctl.org/courses/math/1st-grade/subtraction-to-20/attachments/fact-family-domino-grab/
Interdisciplinary Center-
Leveled Reader- Rock Collections (Found in MY Learning Stations)
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
Counting Forward and Backward
Math Labs(Day 4)http://
www.raftbayarea.org/idea-grid?
stdid=761067 (See all tasks)
https://www.engageny.org/ccls-math/1oa5
Math Labs(Day 4)
http://www.raftbayarea.org/idea-grid?stdid=761067 (See all tasks)
1.OA.C.5. Relate counting to addition and subtraction (e.g., by counting 2 to add 2).
(The first marking period’s
Number TalkRefer to Number Talks by Sherry Parrish
Direct InstructionOption 2-
Quarterly Assessment Question 4- Counting Forward and Backward
Illustrative MathDay 5
https://www.illustrativemathematics.org/content-standards/1/OA/C/5/tasks/1150
30
learning goal is Count on to add and count backwards to subtract to solve addition and subtraction problems within 10)
Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.
Objectives
SWBATUsing cubes students will count back by 1, 2, or 3 to subtract.
Use a number line to count back to subtract.
Orally explain how you solved the subtraction problem.
http://achievethecore.org/page/612/the-very-hungry-caterpillar
CentersTeacher Center-http://achievethecore.org/coherence-map/#1/5/39/466Task- My Goodie Bag
Standards Based Center-
http://www.k5mathteachingresources.com/support-files/subtract-from-10.pdf
Individual Center-
http://www.k-5mathteachingresources.com/support-files/show-one-more.pdf
http://www.k-5mathteachingresources.com/support-files/show-one-less.pdf
Manipulative Center-
https://njctl.org/courses/math/1st-grade/subtraction-to-20/attachments/fact-family-domino-grab/
Interdisciplinary Center-
Leveled Reader- Rock Collections (Found in MY Learning Stations)
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
Illustrative MathDay 5
https://www.illustrativem
athematics.org/content-
standards/1/OA/C/5/tasks/1150
1.OA.C.5. Relate counting to addition and subtraction (e.g., by counting 2 to add 2).
(The first marking period’s learning goal is Count on to
Number TalkRefer to Number Talks by Sherry Parrish
Direct Instruction-
Option 4- My Math
Quarterly Assessment Question 4- Counting Forward and Backward
Common Core Sheets(Day 6)
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1oa5
MyMath 31
add and count backwards to subtract to solve addition and subtraction problems within 10)
Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.
Objectives
SWBATUsing cubes students will count back by 1, 2, or 3 to subtract.
Use a number line to count back to subtract.
Orally explain how you solved the subtraction problem.
Lesson 4.1 (281-286), Lesson 4.2 (287-292) (Day 6)
CentersTeacher Center-http://achievethecore.org/coherence-map/#1/5/39/466Task- My Goodie Bag
Standards Based Center-
http://www.k5mathteachingresources.com/support-files/subtract-from-10.pdf
Individual Center-
http://www.k-5mathteachingresources.com/support-files/show-one-more.pdf
http://www.k-5mathteachingresources.com/support-files/show-one-less.pdf
Manipulative Center-
https://njctl.org/courses/math/1st-grade/subtraction-to-20/attachments/fact-family-domino-grab/
Interdisciplinary Center-
Leveled Reader- Rock Collections (Found in MY Learning Stations)
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
Common Core Sheets(Day 6)http://
www.commoncoresheets.com/
SortedByGrade.php?Sorted=1oa5
www.connected.mcgraw-hill.com Teacher login page for all online resources
available for My Math
Lesson 4.1 (281-286), Lesson 4.2 (287-292) (Day 6)
1.OA.D.7. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or
Number Talk Refer to Number Talks by Sherry Parrish
P. 44 - 48 P. 106
Number Talks Strategy-Addition: Counting All/Counting On: Number Sentences
Quarterly Assessment Question #5
EngageNYModule 1 Topic E; Lesson 17 (Day 1)
https://www.engageny.org/ccls-math/1oa7
Additional Resources
MyMath
32
false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
Learning Goal 5: Determine if addition and subtraction equations, within 10, are true or false.
Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.
ObjectivesSWBAT
i. Define the meaning of the equal sign.
ii. Explain the meaning of the equal sign.
iii. Solve equations involving addition and subtraction.
iv. Compare both sides of the equal sign.
Number Talks Website
https://elementarynumbertalks.wordpress.com/
Select First Grade Number Talks at the top of the page.
Scroll down to find Counting All/Counting On
Click on Counting All Counting On Number Sentences to access PowerPoint Slides
Direct Instruction Option 1 – Module 1 Topic E; Lesson 17 (Day 1)https://www.engageny.org/ccls-math/1oa7
See activities and resources
CentersTeacher Center – The teacher works in a small group with 1-4 students. The teacher should repeat the student friendly objective with the small group of students. Working with whiteboards or paper the teacher can create equations for which students should have to solve and determine if they are true or false. Eventually students can begin developing their own and participate as the “teacher” when presenting their problems to the group.
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. For this standard students will be using two sets of true and false cards different from the cards given in the actual quarterly assessment. The cards will have both two and three term equations. See question number 5 from 1st grade Unit 1 quarterly benchmark.
Individual Center – Students work on the individual skill that they need based on their
Common Core Sheets(Day 1)
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1oa7
www.connected.mcgraw-hill.com Teacher login page for all online resources
available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best
match the standard taught and best prepare students for the assessment.
Lesson 1.13 (87-92) Lesson 2.14 (191-196)
33
v. Determine if equation involving addition, within 10, is true or false.
v. Determine if equation involving subtraction, within 10, is true or false.
vi. Develop your own true or false equation involving addition or subtraction within 10.
pre-test data. Achieve the Core Coherence Map should be used to guide remediation. [Achieve the Core coherence map is perfect for the individual centers and identifying task based on student areas of needs (as per each standard).
The following link: https://www.illustrativemathematics.org/content-standards/1/OA/D/7/tasks/475
Can be used to create number sentence sheets with dot images. Students can choose or be given a packet of number images and write an equation for the images if they are equal. This center activity is supported through the use of number talks and subitizing.
Manipulative Center – Students work on solving problems using manipulatives. Using connecting cubes student can model equations to check if they are true or false. 3+2 = 1+4 can be modeled with two sets of different color cubes and if true the set of 3 and 2 will equal the same amount of the set of 1 and 4. This will work with both addition and subtraction. Two color counters can be used as well.
Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Healthful Snacks should be implemented in the interdisciplinary center. It connects math with both language arts and science.
Review Classwork
Exit Ticket
ELL Modifications
Student Learning Objective (SLO) Language Objective Language Needed
34
SLO: 3CCSS:1.OA.7WIDA ELDS: 3ListeningReading
Demonstrate understanding of the equal sign by determining if an equation is true or false.
Demonstrate understanding of equations and the concepts of true/false by sorting equations presented visually using drawings and teacher Prompts.
VU: Equal, equal sign, equation, not equal, true, false
LFC: Present tense
LC: Varies by ELP levelELP 1 ELP 2 ELP 3 ELP 4 ELP 5
Language Objectives
Demonstrate understanding of several complex equations stated orally in L1 text and/or support by writing the correct numbers and mathematical symbols and/or numbers and symbols stated orally. Then demonstrate understanding of true and false by sorting equations presented visually.
Demonstrate understanding of several complex equations stated orally in L1 text and/or support by writing the correct numbers and mathematical symbols and/or simple equations or numbers stated orally. Then demonstrate understanding of true and false by sorting equations presented visually.
Demonstrate understanding of several simple equations stated orally by writing the correct numbers and mathematical symbols. Then demonstrate understanding of true and false by sorting equations presented visually.
Demonstrate understanding of several complex and some simple equations stated orally by writing the correct numbers and mathematical symbols. Then demonstrate understanding of true and false by sorting equations presented visually.
Demonstrate understanding of several complex equations stated orally by writing the correct numbers and mathematical symbols. Then demonstrate understanding of true and false by sorting equations presented visually.
Learning Supports
Teacher Prompts Word/Picture WallChoice questionsL1 text and/or support Teacher Modeling
Teacher Prompts Word/Picture WallChoice questionsL1 text and/or support Teacher Modeling
Teacher Prompts Word/Picture WallChoice questions
Teacher Prompts Choice questions
Teacher Prompts
1.OA.D.7. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or
Number Talk Refer to Number Talks by Sherry Parrish
P. 44 - 48 P. 111
Number Talks Strategy-Doubles/Near Doubles: Number Sentences
Quarterly Assessment Question #5
Math Labs
EngageNYModule 1 Topic E; Lesson 18 (Day 2)
https://www.engageny.org/ccls-math/1oa7
Math Labs(Day 2)
http://www.raftbayarea.org/readpdf?isid=31735
false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
Learning Goal 5: Determine if addition and subtraction equations, within 10, are true or false.
Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.
ObjectivesSWBAT
i. Define the meaning of the equal sign.
ii. Explain the meaning of the equal sign.
iii. Solve equations involving addition and subtraction.
iv. Compare both sides of the equal sign.
Number Talks Website
https://elementarynumbertalks.wordpress.com/
Select First Grade Number Talks at the top of the page.
Scroll down to find Doubles/Near Doubles
Click on Doubles Near Double Number Sentences to access PowerPoint Slides
Direct Instruction Option 1 – Module 1 Topic E; Lesson 18 (Day 2)https://www.engageny.org/ccls-math/1oa7
See activities and resources
CentersTeacher Center – The teacher works in a small group with 1-4 students. The teacher should repeat the student friendly objective with the small group of students. Working with whiteboards or paper the teacher can create equations for which students should have to solve and determine if they are true or false. Eventually students can begin developing their own and participate as the “teacher” when presenting their problems to the group.
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. For this standard students will be using two sets of true and false cards different from the cards given in the actual quarterly assessment. The cards will have both two and three term equations. See question number 5 from 1st grade Unit 1 quarterly benchmark.
Individual Center – Students work on the individual skill that they need based on their pre-test data. Achieve the Core Coherence Map
(Day 2)http://www.raftbayarea.org/readpdf?isid=317
Additional Resources
MyMath www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best
match the standard taught and best prepare students for the assessment.
Lesson 1.13 (87-92) Lesson 2.14 (191-196)
36
v. Determine if equation involving addition, within 10, is true or false.
v. Determine if equation involving subtraction, within 10, is true or false.
vi. Develop your own true or false equation involving addition or subtraction within 10.
should be used to guide remediation. [Achieve the Core coherence map is perfect for the individual centers and identifying task based on student areas of needs (as per each standard).
The following link: https://www.illustrativemathematics.org/content-standards/1/OA/D/7/tasks/475
Can be used to create number sentence sheets with dot images. Students can choose or be given a packet of number images and write an equation for the images if they are equal. This center activity is supported through the use of number talks and subitizing.
Manipulative Center – Students work on solving problems using manipulatives. Using connecting cubes student can model equations to check if they are true or false. 3+2 = 1+4 can be modeled with two sets of different color cubes and if true the set of 3 and 2 will equal the same amount of the set of 1 and 4. This will work with both addition and subtraction. Two color counters can be used as well.
Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Healthful Snacks should be implemented in the interdisciplinary center. It connects math with both language arts and science.
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
1.OA.D.7. Understand the meaning of the
Number Talk Refer to Number Talks by Sherry Parrish
P. 44 - 48
Quarterly Assessment
EngageNYModule 1 Topic E; Lesson 19 (Day 3)
37
equal sign, and determine if equations involving addition and subtraction are true or false.
For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
Learning Goal 5: Determine if addition and subtraction equations, within 10, are true or false.
Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.
ObjectivesSWBAT
i. Define the meaning of the equal sign.
ii. Explain the meaning of the equal sign.
iii. Solve equations involving addition and
P. 117
Number Talks Strategy-Addition: Making Tens Number Sentences
Number Talks Website
https://elementarynumbertalks.wordpress.com/
Select First Grade Number Talks at the top of the page.
Scroll down to find Making Tens
Click on Making Tens Number Sentences to access PowerPoint Slides
Direct Instruction Option 1 – Module 1 Topic E; Lesson 19 (Day 3)https://www.engageny.org/ccls-math/1oa7
See activities and resources
CentersTeacher Center – The teacher works in a small group with 1-4 students. The teacher should repeat the student friendly objective with the small group of students. Working with whiteboards or paper the teacher can create equations for which students should have to solve and determine if they are true or false. Eventually students can begin developing their own and participate as the “teacher” when presenting their problems to the group.
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. For this standard students will be using two sets of true and false cards different from the cards given in the actual quarterly assessment. The cards will have both two and three term equations. See question number 5
Question #5
Math Labs(Day 3)
http://www.raftbayarea.org/readpdf?isid=317
https://www.engageny.org/ccls-math/1oa7
Additional Resources
MyMath www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best
match the standard taught and best prepare students for the assessment.
Lesson 1.13 (87-92) Lesson 2.14 (191-196)
38
subtraction.
iv. Compare both sides of the equal sign.
v. Determine if equation involving addition, within 10, is true or false.
v. Determine if equation involving subtraction, within 10, is true or false.
vi. Develop your own true or false equation involving addition or subtraction within 10.
from 1st grade Unit 1 quarterly benchmark.
Individual Center – Students work on the individual skill that they need based on their pre-test data. Achieve the Core Coherence Map should be used to guide remediation. [Achieve the Core coherence map is perfect for the individual centers and identifying task based on student areas of needs (as per each standard).
The following link: https://www.illustrativemathematics.org/content-standards/1/OA/D/7/tasks/475
Can be used to create number sentence sheets with dot images. Students can choose or be given a packet of number images and write an equation for the images if they are equal. This center activity is supported through the use of number talks and subitizing.
Manipulative Center – Students work on solving problems using manipulatives. Using connecting cubes student can model equations to check if they are true or false. 3+2 = 1+4 can be modeled with two sets of different color cubes and if true the set of 3 and 2 will equal the same amount of the set of 1 and 4. This will work with both addition and subtraction. Two color counters can be used as well.
Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Healthful Snacks should be implemented in the interdisciplinary center. It connects math with both language arts and science.
Review Classwork
39
Exit Ticket
ELL Modifications: See Day 1
1.OA.D.7. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.
For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
Learning Goal 5: Determine if addition and subtraction equations, within 10, are true or false.
Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.
ObjectivesSWBAT
i. Define the meaning of
Number Talk Refer to Number Talks by Sherry Parrish
P. 44 - 48 P. 118
Number Talks Strategy-Addition: Making Landmark or Friendly Numbers
Number Talks Website
https://elementarynumbertalks.wordpress.com/
Select First Grade Number Talks at the top of the page.
Scroll down to find Landmark or Friendly Numbers
Click on Making Landmark or Friendly Numbers to access PowerPoint Slides
Direct Instruction Option 1 – Module 1 Topic E; Lesson 20 (Day 4)https://www.engageny.org/ccls-math/1oa7
See activities and resources
CentersTeacher Center – The teacher works in a small group with 1-4 students. The teacher should repeat the student friendly objective with the small group of students. Working with whiteboards or paper the teacher can create equations for which students should have to solve and determine if they are true or false. Eventually students can begin developing their own and participate as the “teacher” when presenting their problems to the group.
Quarterly Assessment Question #5
Common Core Sheets(Day 4)http://
www.commoncoresheets.com/
SortedByGrade.php?Sorted=1oa7
EngageNYModule 1 Topic E; Lesson 20 (Day 4)
https://www.engageny.org/ccls-math/1oa7
Common Core Sheets(Day 4)
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1oa7
Additional Resources
MyMath www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best
match the standard taught and best prepare students for the assessment.
Lesson 1.13 (87-92) Lesson 2.14 (191-196)
40
the equal sign.
ii. Explain the meaning of the equal sign.
iii. Solve equations involving addition and subtraction.
iv. Compare both sides of the equal sign.
v. Determine if equation involving addition, within 10, is true or false.
v. Determine if equation involving subtraction, within 10, is true or false.
vi. Develop your own true or false equation involving addition or subtraction within 10.
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. For this standard students will be using two sets of true and false cards different from the cards given in the actual quarterly assessment. The cards will have both two and three term equations. See question number 5 from 1st grade Unit 1 quarterly benchmark.
Individual Center – Students work on the individual skill that they need based on their pre-test data. Achieve the Core Coherence Map should be used to guide remediation. [Achieve the Core coherence map is perfect for the individual centers and identifying task based on student areas of needs (as per each standard).
The following link: https://www.illustrativemathematics.org/content-standards/1/OA/D/7/tasks/475
Can be used to create number sentence sheets with dot images. Students can choose or be given a packet of number images and write an equation for the images if they are equal. This center activity is supported through the use of number talks and subitizing.
Manipulative Center – Students work on solving problems using manipulatives. Using connecting cubes student can model equations to check if they are true or false. 3+2 = 1+4 can be modeled with two sets of different color cubes and if true the set of 3 and 2 will equal the same amount of the set of 1 and 4. This will work with both addition and subtraction. Two color counters can be used as well.
Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled
41
reader titled Healthful Snacks should be implemented in the interdisciplinary center. It connects math with both language arts and science.
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
1.OA.D.7. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.
For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
Learning Goal 5: Determine if addition and subtraction equations, within 10, are true or false.
Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign
Number Talk Refer to Number Talks by Sherry Parrish
P. 44 - 48 P. 106
Number Talks Strategy-Addition: Counting All/Counting On: Number Sentences
Number Talks Website
https://elementarynumbertalks.wordpress.com/
Select First Grade Number Talks at the top of the page.
Scroll down to find Counting All/Counting On
Click on Counting All Counting On Number Sentences to access PowerPoint Slides
Direct Instruction Option 4 – My Math
Lesson 1.13 (87-92) (Day 5)
See activities and resources
CentersTeacher Center – The teacher works in a small group with 1-4 students. The teacher should repeat the student friendly objective with the small group of students. Working with whiteboards or paper the teacher can create
Quarterly Assessment Question #5
Common Core Sheets(Day 5)
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1oa7
MyMathwww.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best
match the standard taught and best prepare students for the assessment.
Lesson 1.13 (87-92) (Day 5)
Additional Resources
MyMath www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best
match the standard taught and best prepare students for the assessment.
42
each quarterly assessment question.
ObjectivesSWBAT
i. Define the meaning of the equal sign.
ii. Explain the meaning of the equal sign.
iii. Solve equations involving addition and subtraction.
iv. Compare both sides of the equal sign.
v. Determine if equation involving addition, within 10, is true or false.
v. Determine if equation involving subtraction, within 10, is true or false.
vi. Develop your own true or false equation involving addition or subtraction within 10.
equations for which students should have to solve and determine if they are true or false. Eventually students can begin developing their own and participate as the “teacher” when presenting their problems to the group.
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. For this standard students will be using two sets of true and false cards different from the cards given in the actual quarterly assessment. The cards will have both two and three term equations. See question number 5 from 1st grade Unit 1 quarterly benchmark.
Individual Center – Students work on the individual skill that they need based on their pre-test data. Achieve the Core Coherence Map should be used to guide remediation. [Achieve the Core coherence map is perfect for the individual centers and identifying task based on student areas of needs (as per each standard).
The following link: https://www.illustrativemathematics.org/content-standards/1/OA/D/7/tasks/475
Can be used to create number sentence sheets with dot images. Students can choose or be given a packet of number images and write an equation for the images if they are equal. This center activity is supported through the use of number talks and subitizing.
Manipulative Center – Students work on solving problems using manipulatives. Using connecting cubes student can model equations to check if they are true or false. 3+2 = 1+4 can be modeled with two sets of different color cubes and if true the set of 3 and 2 will equal the same amount of the set of 1 and 4. This will work
Lesson 2.14 (191-196)
43
with both addition and subtraction. Two color counters can be used as well.
Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Healthful Snacks should be implemented in the interdisciplinary center. It connects math with both language arts and science.
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
1.OA.D.7. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.
For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
Learning Goal 5: Determine if addition and subtraction equations, within 10, are true or false.
Pacing – In the first grade level meeting or professional development day, teachers will create a
Number Talk Refer to Number Talks by Sherry Parrish
P. 44 - 48 P. 111
Number Talks Strategy-Doubles/Near Doubles: Number Sentences
Number Talks Website
https://elementarynumbertalks.wordpress.com/
Select First Grade Number Talks at the top of the page.
Scroll down to find Doubles/Near Doubles
Click on Doubles Near Double Number Sentences to access PowerPoint Slides
Direct Instruction Option 4 – My Math
Lesson 2.14 (191-196) (Day 6)
See activities and resources
Quarterly Assessment Question #5
Common Core Sheets(Day 6)
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1oa7
MyMath www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best
match the standard taught and best prepare students for the assessment.
Lesson 2.14 (191-196) (Day 6)
Additional Resources
MyMath www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
www.mhmymath.com
44
pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.
ObjectivesSWBAT
i. Define the meaning of the equal sign.
ii. Explain the meaning of the equal sign.
iii. Solve equations involving addition and subtraction.
iv. Compare both sides of the equal sign.
v. Determine if equation involving addition, within 10, is true or false.
v. Determine if equation involving subtraction, within 10, is true or false.
vi. Develop your own true or false equation involving addition or subtraction within 10.
CentersTeacher Center – The teacher works in a small group with 1-4 students. The teacher should repeat the student friendly objective with the small group of students. Working with whiteboards or paper the teacher can create equations for which students should have to solve and determine if they are true or false. Eventually students can begin developing their own and participate as the “teacher” when presenting their problems to the group.
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. For this standard students will be using two sets of true and false cards different from the cards given in the actual quarterly assessment. The cards will have both two and three term equations. See question number 5 from 1st grade Unit 1 quarterly benchmark.
Individual Center – Students work on the individual skill that they need based on their pre-test data. Achieve the Core Coherence Map should be used to guide remediation. [Achieve the Core coherence map is perfect for the individual centers and identifying task based on student areas of needs (as per each standard).
The following link: https://www.illustrativemathematics.org/content-standards/1/OA/D/7/tasks/475
Can be used to create number sentence sheets with dot images. Students can choose or be given a packet of number images and write an equation for the images if they are equal. This center activity is supported through the use of number talks and subitizing.
Manipulative Center – Students work on solving
Homepage for My MathNote: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best
match the standard taught and best prepare students for the assessment.
Lesson 1.13 (87-92)
45
problems using manipulatives. Using connecting cubes student can model equations to check if they are true or false. 3+2 = 1+4 can be modeled with two sets of different color cubes and if true the set of 3 and 2 will equal the same amount of the set of 1 and 4. This will work with both addition and subtraction. Two color counters can be used as well.
Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Healthful Snacks should be implemented in the interdisciplinary center. It connects math with both language arts and science.
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
1.OA.D.8. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers.
For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ - 3, 6 + 6 = _. *(benchmarked)
Learning Goal 6: Solve addition and subtraction equations, within 10, by finding the missing whole number in any position.
Number Talk Refer to Number Talks by Sherry Parrish
P. 44 - 48 P. 118
Number Talks Strategy-Addition: Making Landmark or Friendly Numbers
Number Talks Website
https://elementarynumbertalks.wordpress.com/
Select First Grade Number Talks at the top of the page.
Scroll down to find Landmark or Friendly Numbers
Click on Making Landmark or Friendly Numbers to access PowerPoint Slides
Quarterly Assessment Question #6
Achieve the Core Coherence Map
(Day 1)http://
achievethecore.org/coherence-map/
#1/5/45/45 [See All Tasks]
EngageNYModule 1 Topic D; Lessons 14 and 15 (Day 1)
https://www.engageny.org/ccls-math/1oa8
Additional Resources
MyMath www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best
match the standard taught and best
46
Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.
ObjectivesSWBAT
i. Define an unknown number.
ii. Explain how to find an unknown number.
iii. Identify an unknown number.
iv. Analyze the parts of an equation with an unknown. v. Determine an unknown whole number in an addition or subtraction equation. vi. Make up your own unknown number equation with addition or subtraction.
Direct Instruction Option 1 – Module 1 Topic D; Lesson 14, Module 1 Topic D; Lesson 15 (Day 1)https://www.engageny.org/ccls-math/1oa8
See activities and resources
CentersTeacher Center – The teacher works in a small group with 1-4 students. The teacher should repeat the student friendly objective with the small group of students. Working with whiteboards or paper the teacher can create equations for which students should have to solve and determine the unknown value. Problems should be setup with a blank line or question mark representing the unknown number. Eventually students can begin developing their own and participate as the “teacher” when presenting their problems to the group.
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Students will work with Missing Whole Equation sheets with a deck of cards. Students should be paired and work together in selecting cards from the playing card deck, writing their chosen numbers on the equation sheet in the appropriate space, and determining the unknown number. See question number 6 from 1st grade Unit 1 quarterly benchmark.
Individual Center – Students work on the individual skill that they need based on their pre-test data. The following link provides a number of practice worksheets for individual student centers based on standard 1.OA.8:
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1oa8
prepare students for the assessment.
Lesson 1.12 (81-86) Lesson 4.6 (313-318) Lesson 4.8 (325-330)
47
Manipulative Center – Students work on solving problems using manipulatives. Using work mat 3 titled Part-Part-Whole from the My Math series text book and two color counters student solve for unknowns.
Students can also use a computer with the following link for virtual manipulatives. Once on the page select grade level and background work mat Part-Part-Whole and the manipulatives are two-color counters:
http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.html
This link is also a resource that can be found in the My Math resource webpage with teacher username and password.
Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Rock Collections should be implemented in the interdisciplinary center. It connects math with both language arts and science.
Review Classwork
Exit Ticket
ELL Modifications
Student Learning Objective (SLO) Language Objective Language Needed
SLO: 4CCSS:1.OA.8WIDA ELDS: 3SpeakingListeningWriting
Solve addition or subtraction equations by finding the missing whole number in any position.
Follow oral directions to complete a math problem. Identify orally and in writing the missing number in an addition or subtraction equation, using Fact Family Triangles Number Line and word walls.
VU: Equation, equal sign, missing, missing number, deck of cards,
LFC: Present tense, present progressive tense
48
LC: Varies by ELP levelELP 1 ELP 2 ELP 3 ELP 4 ELP 5
Language Objectives
Follow multi-step oral directions to complete a math problem in L1 text and/or support and/or follow step-by-step oral directions with Teacher Modeling and manipulatives. Then identify orally and in writing the missing number in an addition or subtraction equation.
Follow multi-step oral directions to complete a math problem in L1 text and/or support and/or follow step-by-step oral directions with Teacher Modeling. Then identify orally and in writing the missing number in an addition or subtraction equation.
Follow two-step oral directions to complete a math problem. Then identify orally and in writing the missing number in an addition or subtraction equation.
Follow multi-step oral directions to complete a math problem. Then identify orally and in writing the missing number in an addition or subtraction equation.
Follow multi-step oral directions to complete a math problem. Then identify orally and in writing the missing number in an addition or subtraction equation.
Learning Supports
Teacher ModelingWord/Picture WallFact Family TrianglesL1 text and/or support Number LinePlaying cards
Teacher ModelingWord/Picture WallFact Family Triangles L1 text and/or support Number Line Playing cards
Teacher ModelingWord/Picture WallFact Family TrianglesPlaying cards
Teacher ModelingFact Family TrianglesPlaying cards
Fact Family TrianglesPlaying cards
1.OA.D.8. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers.
For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ - 3, 6 + 6 = _. *(benchmarked)
Learning Goal 6: Solve addition and subtraction
Number Talk Refer to Number Talks by Sherry Parrish
P. 44 - 48 P. 106
Number Talks Strategy-Addition: Counting All/Counting On: Number Sentences
Number Talks Website
https://elementarynumbertalks.wordpress.com/
Select First Grade Number Talks at the top of the page.
Scroll down to find Counting All/Counting On
Quarterly Assessment Question #6
Common Core Sheets(Day 2)http://
www.commoncoresheets.com/
SortedByGrade.php?Sorted=1oa8
EngageNYModule 1 Topic D; Lesson 16 and Module 1 Topic H;
Lesson 28 (Day 2)
https://www.engageny.org/ccls-math/1oa8
Additional Resources
MyMath www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
www.mhmymath.com Homepage for My Math
49
equations, within 10, by finding the missing whole number in any position.
Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.
ObjectivesSWBAT
i. Define an unknown number.
ii. Explain how to find an unknown number.
iii. Identify an unknown number.
iv. Analyze the parts of an equation with an unknown. v. Determine an unknown whole number in an addition or subtraction equation.
Click on Counting All Counting On Number Sentences to access PowerPoint Slides
Direct Instruction Option 1 – Module 1 Topic D; Lesson 16, Module 1 Topic H; Lesson 28 (Day 2) https://www.engageny.org/ccls-math/1oa8
CentersTeacher Center – The teacher works in a small group with 1-4 students. The teacher should repeat the student friendly objective with the small group of students. Working with whiteboards or paper the teacher can create equations for which students should have to solve and determine the unknown value. Problems should be setup with a blank line or question mark representing the unknown number. Eventually students can begin developing their own and participate as the “teacher” when presenting their problems to the group.
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Students will work with Missing Whole Equation sheets with a deck of cards. Students should be paired and work together in selecting cards from the playing card deck, writing their chosen numbers on the equation sheet in the appropriate space, and determining the unknown number. See question number 6 from 1st grade Unit 1 quarterly benchmark.
Individual Center – Students work on the individual skill that they need based on their pre-test data. The following link provides a number of practice worksheets for individual student centers based on standard 1.OA.8:
http://www.commoncoresheets.com/
Note: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best
match the standard taught and best prepare students for the assessment.
Lesson 1.12 (81-86) Lesson 4.6 (313-318) Lesson 4.8 (325-330)
50
vi. Make up your own unknown number equation with addition or subtraction.
SortedByGrade.php?Sorted=1oa8
Manipulative Center – Students work on solving problems using manipulatives. Using work mat 3 titled Part-Part-Whole from the My Math series text book and two color counters student solve for unknowns.
Students can also use a computer with the following link for virtual manipulatives. Once on the page select grade level and background work mat Part-Part-Whole and the manipulatives are two-color counters:
http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.html
This link is also a resource that can be found in the My Math resource webpage with teacher username and password.
Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Rock Collections should be implemented in the interdisciplinary center. It connects math with both language arts and science.
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
1.OA.D.8. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers.
For example, determine the
Number Talk Refer to Number Talks by Sherry Parrish
P. 44 - 48 P. 111
Number Talks Strategy-Doubles/Near Doubles: Number Sentences
Quarterly Assessment Question #6
Common Core Sheets
Learnzillion
https://learnzillion.com/resources/64472-1st-grade-math
Additional Resources
51
unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ - 3, 6 + 6 = _. *(benchmarked)
Learning Goal 6: Solve addition and subtraction equations, within 10, by finding the missing whole number in any position.
Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.
ObjectivesSWBAT
i. Define an unknown number.
ii. Explain how to find an unknown number.
iii. Identify an unknown number.
iv. Analyze the parts of an
Number Talks Website
https://elementarynumbertalks.wordpress.com/
Select First Grade Number Talks at the top of the page.
Scroll down to find Doubles/Near Doubles
Click on Doubles Near Double Number Sentences to access PowerPoint Slides
Direct Instruction
Option 3 – Learnzillion (Day 3)
https://learnzillion.com/resources/64472-1st-grade-math
CentersTeacher Center – The teacher works in a small group with 1-4 students. The teacher should repeat the student friendly objective with the small group of students. Working with whiteboards or paper the teacher can create equations for which students should have to solve and determine the unknown value. Problems should be setup with a blank line or question mark representing the unknown number. Eventually students can begin developing their own and participate as the “teacher” when presenting their problems to the group.
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Students will work with Missing Whole Equation sheets with a deck of cards. Students should be paired and work together in selecting cards from the playing card deck, writing their chosen numbers on the equation
(Day 3)http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1oa8
MyMath www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best
match the standard taught and best prepare students for the assessment.
Lesson 1.12 (81-86) Lesson 4.6 (313-318) Lesson 4.8 (325-330)
52
equation with an unknown. v. Determine an unknown whole number in an addition or subtraction equation. vi. Make up your own unknown number equation with addition or subtraction.
sheet in the appropriate space, and determining the unknown number. See question number 6 from 1st grade Unit 1 quarterly benchmark.
Individual Center – Students work on the individual skill that they need based on their pre-test data. The following link provides a number of practice worksheets for individual student centers based on standard 1.OA.8:
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1oa8
Manipulative Center – Students work on solving problems using manipulatives. Using work mat 3 titled Part-Part-Whole from the My Math series text book and two color counters student solve for unknowns.
Students can also use a computer with the following link for virtual manipulatives. Once on the page select grade level and background work mat Part-Part-Whole and the manipulatives are two-color counters:
http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.html
This link is also a resource that can be found in the My Math resource webpage with teacher username and password.
Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Rock Collections should be implemented in the interdisciplinary center. It connects math with both language arts and science.
53
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
1.OA.D.8. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers.
For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ - 3, 6 + 6 = _. *(benchmarked)
Learning Goal 6: Solve addition and subtraction equations, within 10, by finding the missing whole number in any position.
Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.
Objectives
Number Talk Refer to Number Talks by Sherry Parrish
P. 44 - 48 P. 117
Number Talks Strategy-Addition: Making Tens Number Sentences
Number Talks Website
https://elementarynumbertalks.wordpress.com/
Select First Grade Number Talks at the top of the page.
Scroll down to find Making Tens
Click on Making Tens Number Sentences to access PowerPoint Slides
Direct Instruction
Option 2 – Slides 101-117 (Day 4)https://njctl.org/courses/math/1st-grade/addition-to-20/attachments/addition-to-20-with-classwork-and-homework-inserted-part-2/
Slides 58-76 (Day 4)https://njctl.org/courses/math/1st-grade/subtraction-to-20/attachments/subtraction-to-20-with-classwork-and-homework-part-2/
See activities and resources
CentersTeacher Center – The teacher works in a small group with 1-4 students. The teacher should repeat the student friendly objective with the
Quarterly Assessment Question #6
Math Labs(Day 4)
http://www.raftbayarea.org/readpdf?isid=321
NJCTLSlides 101-117 (Day 4)
https://njctl.org/courses/math/1st-grade/addition-to-20/attachments/addition-to-20-with-classwork-
and-homework-inserted-part-2/
Slides 58-76 (Day 4)https://njctl.org/courses/math/1st-grade/
subtraction-to-20/attachments/subtraction-to-20-with-classwork-and-homework-part-2/
Additional Resources
MyMath www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best
match the standard taught and best prepare students for the assessment.
Lesson 1.12 (81-86) Lesson 4.6 (313-318) Lesson 4.8 (325-330)
54
SWBAT
i. Define an unknown number.
ii. Explain how to find an unknown number.
iii. Identify an unknown number.
iv. Analyze the parts of an equation with an unknown. v. Determine an unknown whole number in an addition or subtraction equation. vi. Make up your own unknown number equation with addition or subtraction.
small group of students. Working with whiteboards or paper the teacher can create equations for which students should have to solve and determine the unknown value. Problems should be setup with a blank line or question mark representing the unknown number. Eventually students can begin developing their own and participate as the “teacher” when presenting their problems to the group.
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Students will work with Missing Whole Equation sheets with a deck of cards. Students should be paired and work together in selecting cards from the playing card deck, writing their chosen numbers on the equation sheet in the appropriate space, and determining the unknown number. See question number 6 from 1st grade Unit 1 quarterly benchmark.
Individual Center – Students work on the individual skill that they need based on their pre-test data. The following link provides a number of practice worksheets for individual student centers based on standard 1.OA.8:
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1oa8
Manipulative Center – Students work on solving problems using manipulatives. Using work mat 3 titled Part-Part-Whole from the My Math series text book and two color counters student solve for unknowns.
Students can also use a computer with the following link for virtual manipulatives. Once on the page select grade level and background work mat Part-Part-Whole and the
55
manipulatives are two-color counters:
http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.html
This link is also a resource that can be found in the My Math resource webpage with teacher username and password.
Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Rock Collections should be implemented in the interdisciplinary center. It connects math with both language arts and science.
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
1.OA.D.8. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers.
For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ - 3, 6 + 6 = _. *(benchmarked)
Learning Goal 6: Solve addition and subtraction equations, within 10, by finding the missing whole
Number Talk Refer to Number Talks by Sherry Parrish
P. 44 - 48 P. 118
Number Talks Strategy-Addition: Making Landmark or Friendly Numbers
Number Talks Website
https://elementarynumbertalks.wordpress.com/
Select First Grade Number Talks at the top of the page.
Scroll down to find Landmark or Friendly Numbers
Click on Making Landmark or Friendly Numbers
Quarterly Assessment Question #6
Common Core Sheets(Day 5)http://
www.commoncoresheets.com/
SortedByGrade.php?Sorted=1oa8
MyMath www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best
match the standard taught and best prepare students for the assessment.
Lesson 1.12 (81-86) (Day 5)
Additional Resources
56
number in any position.
Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.
ObjectivesSWBAT
i. Define an unknown number.
ii. Explain how to find an unknown number.
iii. Identify an unknown number.
iv. Analyze the parts of an equation with an unknown. v. Determine an unknown whole number in an addition or subtraction equation. vi. Make up your own unknown number equation with addition or
to access PowerPoint Slides
Direct Instruction Option 4 – My Math
Lesson 1.12 (81-86) (Day 5)
See activities and resources
CentersTeacher Center – The teacher works in a small group with 1-4 students. The teacher should repeat the student friendly objective with the small group of students. Working with whiteboards or paper the teacher can create equations for which students should have to solve and determine the unknown value. Problems should be setup with a blank line or question mark representing the unknown number. Eventually students can begin developing their own and participate as the “teacher” when presenting their problems to the group.
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Students will work with Missing Whole Equation sheets with a deck of cards. Students should be paired and work together in selecting cards from the playing card deck, writing their chosen numbers on the equation sheet in the appropriate space, and determining the unknown number. See question number 6 from 1st grade Unit 1 quarterly benchmark.
Individual Center – Students work on the individual skill that they need based on their pre-test data. The following link provides a number of practice worksheets for individual student centers based on standard 1.OA.8:
MyMath www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best
match the standard taught and best prepare students for the assessment.
Lesson 4.6 (313-318) Lesson 4.8 (325-330)
57
subtraction. http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1oa8
Manipulative Center – Students work on solving problems using manipulatives. Using work mat 3 titled Part-Part-Whole from the My Math series text book and two color counters student solve for unknowns.
Students can also use a computer with the following link for virtual manipulatives. Once on the page select grade level and background work mat Part-Part-Whole and the manipulatives are two-color counters:
http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.html
This link is also a resource that can be found in the My Math resource webpage with teacher username and password.
Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Rock Collections should be implemented in the interdisciplinary center. It connects math with both language arts and science.
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
1.OA.D.8. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers.
Number Talk Refer to Number Talks by Sherry Parrish
P. 44 - 48 P. 106
Number Talks Strategy-Addition: Counting
Quarterly Assessment Question #6
Math Labs
MyMathwww.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
58
For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ - 3, 6 + 6 = _. *(benchmarked)
Learning Goal 6: Solve addition and subtraction equations, within 10, by finding the missing whole number in any position.
Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.
ObjectivesSWBAT
i. Define an unknown number.
ii. Explain how to find an unknown number.
iii. Identify an unknown number.
iv. Analyze the parts of an
All/Counting On: Number Sentences
Number Talks Website
https://elementarynumbertalks.wordpress.com/
Select First Grade Number Talks at the top of the page.
Scroll down to find Counting All/Counting On
Click on Counting All Counting On Number Sentences to access PowerPoint Slides
Direct Instruction
Option 4 – My Math
Lesson 4.6 and 4.8 (313-330) (Day 6)See activities and resources
CentersTeacher Center – The teacher works in a small group with 1-4 students. The teacher should repeat the student friendly objective with the small group of students. Working with whiteboards or paper the teacher can create equations for which students should have to solve and determine the unknown value. Problems should be setup with a blank line or question mark representing the unknown number. Eventually students can begin developing their own and participate as the “teacher” when presenting their problems to the group.
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Students will work with Missing Whole Equation sheets with a deck of cards. Students should be paired and work together in selecting cards from the playing card deck,
(Day 6)http://www.raftbayarea.org/readpdf?isid=321
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best
match the standard taught and best prepare students for the assessment.
Lesson 4.6 and 4.8 (313-330) (Day 6)
Additional Resources
MyMath www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best
match the standard taught and best prepare students for the assessment.
Lesson 1.12 (81-86)
59
equation with an unknown. v. Determine an unknown whole number in an addition or subtraction equation. vi. Make up your own unknown number equation with addition or subtraction.
writing their chosen numbers on the equation sheet in the appropriate space, and determining the unknown number. See question number 6 from 1st grade Unit 1 quarterly benchmark.
Individual Center – Students work on the individual skill that they need based on their pre-test data. The following link provides a number of practice worksheets for individual student centers based on standard 1.OA.8:
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1oa8
Manipulative Center – Students work on solving problems using manipulatives. Using work mat 3 titled Part-Part-Whole from the My Math series text book and two color counters student solve for unknowns.
Students can also use a computer with the following link for virtual manipulatives. Once on the page select grade level and background work mat Part-Part-Whole and the manipulatives are two-color counters:
http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.html
This link is also a resource that can be found in the My Math resource webpage with teacher username and password.
Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Rock Collections should be implemented in the interdisciplinary center. It connects math with both language arts and science.
60
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
1.NBT.A.1. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral *(benchmarked)
Learning Goal 7: Count to 100 orally, read and write numerals, and write numerals to represent the number of objects (up to 100).
i. Define one hundred?
ii. Demonstrate the ability to count and write numbers up to 100.
iii. Identify written numerals up to 100?
iv. Compare numbers up to 100?
v. Determine numbers after any number up to 100.
vi. Compose a list of
Number Talk Refer to Number Talks by Sherry Parrish
P. 44 - 48 P. 117
Number Talks Strategy-Addition: Making Tens Number Sentences
Number Talks Website
https://elementarynumbertalks.wordpress.com/
Select First Grade Number Talks at the top of the page.
Scroll down to find Making Tens
Click on Making Tens Number Sentences to access PowerPoint Slides
Direct Instruction
Option 2 – Slides 1-10 (Day 1)https://njctl.org/courses/math/1st-grade/numbers-to-120/attachments/unit-1-numbers-to-120-with-classwork-and-homework-inserted/
See activities and resources
CentersTeacher Center – The teacher works in a small group with 1-4 students. With this standard students should practice with the teacher reading aloud numbers from 1 to 100. The use of a hundreds chart is ideal for reading together. The teacher can also use connecting cubes or counters and select a random amount to display
Quarterly Assessment Question #7A, #7B
Common Core Sheets(Day 1)http://
www.commoncoresheets.com/
SortedByGrade.php?Sorted=1nbt1
NJCTLSlides 1-10 (Day 1)
https://njctl.org/courses/math/1st-grade/numbers-to-120/attachments/unit-1-numbers-to-120-with-
classwork-and-homework-inserted/
Additional Resources
MyMath www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best
match the standard taught and best prepare students for the assessment.
Lesson 5.3 (359-364) Lesson 5.9 (397-402) Lesson 5.12 (417-422) Lesson 5.13 (423-
428) Lesson 5.14 (429-434)
61
numbers up to 100. and allow students to take turns in using the manipulatives to represent the amount being displayed.
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Using index cards numbered from 1-100 students can practice choosing a card and counting up to 100 as asked in question number 7a. Number line sheets should also be developed leaving blank spaces to be filled in similar but not the same as found in the quarterly benchmark assessment question number 7b.
Individual Center – Students work on the individual skill that they need based on their pre-test data. A blank hundreds chart is useful in this center along with scaffolding using fives, tens, and twenties as numbers to be prefilled in on the number charts. Students can work with the goal of completing the entire chart and reading the chart aloud.
Manipulative Center – Students work on solving problems using manipulatives. Students can use work mat 8 titled Hundreds, Tens, and Ones found in the My Math resources along with the tens blocks to show a number with the ones, tens, and hundreds place and write the number represented by the tens blocks.
Students can also use a computer with the following link for virtual manipulatives. Once on the page select grade level and background work mat Hundreds, Tens, and Ones and the manipulatives are tens blocks:
http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/
62
vmf/VMF-Interface.html
This link is also a resource that can be found in the My Math resource webpage with teacher username and password.
Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Look Again should be implemented in the interdisciplinary center. It connects math with both language arts and science.
Review Classwork
Exit Ticket
ELL Modifications
Student Learning Objective (SLO) Language Objective Language Needed
SLO: 1CCSS:1.NBT.1WIDA ELDS: 3WritingSpeaking
Count utilizing written or verbal numerals starting at any number less than 100.
Write and orally count from a number other than zero between 0 and 100, using a word wall, Number Line and a Hundreds Chart.
VU: Number words 0-100, order, sequence wordsLFC: Present tense
LC: Varies by ELP levelELP 1 ELP 2 ELP 3 ELP 4 ELP 5
Language Objectives
Write and orally count from a number other than zero using L1 and//or repeating numbers.
Write and orally count from a number other than zero using L1 and/or selected numbers.
Write and orally count from a number other than zero using key vocabulary in simple sentences.
Write and orally count from a number other than zero using key, technical vocabulary in expanded sentences.
Write and orally identify numbers using technical vocabulary in complex sentences.
Learning Supports
Word/Picture WallNumber LineHundreds ChartNative language support
Word/Picture WallNumber LineHundreds ChartNative language support
Number LineHundreds Chart
Number LineHundreds Chart
Hundreds Chart
1.NBT.A.1. Count to 120, starting at any
Number Talk Refer to Number Talks by Sherry Parrish
Quarterly Assessment
NJCTLSlides 26-43 (Day 2)
63
number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral *(benchmarked)
Learning Goal 7: Count to 100 orally, read and write numerals, and write numerals to represent the number of objects (up to 100).
i. Define one hundred?
ii. Demonstrate the ability to count and write numbers up to 100.
iii. Identify written numerals up to 100?
iv. Compare numbers up to 100?
v. Determine numbers after any number up to 100.
vi. Compose a list of numbers up to 100.
P. 44 - 48 P. 118
Number Talks Strategy-Addition: Making Landmark or Friendly Numbers
Number Talks Website
https://elementarynumbertalks.wordpress.com/
Select First Grade Number Talks at the top of the page.
Scroll down to find Landmark or Friendly Numbers
Click on Making Landmark or Friendly Numbers to access PowerPoint Slides
Direct Instruction
Option 2 – Slides 26-43 (Day 2) https://njctl.org/courses/math/1st-grade/numbers-to-120/attachments/unit-1-numbers-to-120-with-classwork-and-homework-inserted/
See activities and resources
CentersTeacher Center – The teacher works in a small group with 1-4 students. With this standard students should practice with the teacher reading aloud numbers from 1 to 100. The use of a hundreds chart is ideal for reading together. The teacher can also use connecting cubes or counters and select a random amount to display and allow students to take turns in using the manipulatives to represent the amount being displayed.
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure
Question #7A, #7B
Common Core Sheets(Day 2)
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1nbt1
https://njctl.org/courses/math/1st-grade/numbers-to-120/attachments/unit-1-numbers-to-120-with-
classwork-and-homework-inserted/
Additional Resources
MyMath www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best
match the standard taught and best prepare students for the assessment.
Lesson 5.3 (359-364) Lesson 5.9 (397-402) Lesson 5.12 (417-422) Lesson 5.13 (423-
428) Lesson 5.14 (429-434)
64
that standard. Using index cards numbered from 1-100 students can practice choosing a card and counting up to 100 as asked in question number 7a. Number line sheets should also be developed leaving blank spaces to be filled in similar but not the same as found in the quarterly benchmark assessment question number 7b.
Individual Center – Students work on the individual skill that they need based on their pre-test data. A blank hundreds chart is useful in this center along with scaffolding using fives, tens, and twenties as numbers to be prefilled in on the number charts. Students can work with the goal of completing the entire chart and reading the chart aloud.
Manipulative Center – Students work on solving problems using manipulatives. Students can use work mat 8 titled Hundreds, Tens, and Ones found in the My Math resources along with the tens blocks to show a number with the ones, tens, and hundreds place and write the number represented by the tens blocks.
Students can also use a computer with the following link for virtual manipulatives. Once on the page select grade level and background work mat Hundreds, Tens, and Ones and the manipulatives are tens blocks:
http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.html
This link is also a resource that can be found in the My Math resource webpage with teacher username and password.
Interdisciplinary Center – Students work on math problems that interconnect with another
65
subject. The real world problem solving leveled reader titled Look Again should be implemented in the interdisciplinary center. It connects math with both language arts and science.
Review Classwork
Exit Ticket
ELL Instruction: See Day 1
1.NBT.A.1. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral *(benchmarked)
Learning Goal 7: Count to 100 orally, read and write numerals, and write numerals to represent the number of objects (up to 100).
i. Define one hundred?
ii. Demonstrate the ability to count and write numbers up to 100.
iii. Identify written numerals up to 100?
iv. Compare numbers up to 100?
Number Talk Refer to Number Talks by Sherry Parrish
P. 44 - 48 P. 106
Number Talks Strategy-Addition: Counting All/Counting On: Number Sentences
Number Talks Website
https://elementarynumbertalks.wordpress.com/
Select First Grade Number Talks at the top of the page.
Scroll down to find Counting All/Counting On
Click on Counting All Counting On Number Sentences to access PowerPoint Slides
Direct Instruction
Option 2 – Slides 44-81 (Day 3)https://njctl.org/courses/math/1st-grade/numbers-to-120/attachments/unit-1-numbers-to-120-with-classwork-and-homework-inserted/
See activities and resources
CentersTeacher Center – The teacher works in a small group with 1-4 students. With this standard
Quarterly Assessment Question #7A, #7B
Math Labs(Day 3)
http://www.raftbayarea.org/readpdf?isid=270
NJCTLSlides 44-81 (Day 3)
https://njctl.org/courses/math/1st-grade/numbers-to-120/attachments/unit-1-numbers-to-120-with-
classwork-and-homework-inserted/
Additional Resources
MyMath www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best
match the standard taught and best prepare students for the assessment.
Lesson 5.3 (359-364) Lesson 5.9 (397-402) Lesson 5.12 (417-422) Lesson 5.13 (423-
428) Lesson 5.14 (429-434)
66
v. Determine numbers after any number up to 100.
vi. Compose a list of numbers up to 100.
students should practice with the teacher reading aloud numbers from 1 to 100. The use of a hundreds chart is ideal for reading together. The teacher can also use connecting cubes or counters and select a random amount to display and allow students to take turns in using the manipulatives to represent the amount being displayed.
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Using index cards numbered from 1-100 students can practice choosing a card and counting up to 100 as asked in question number 7a. Number line sheets should also be developed leaving blank spaces to be filled in similar but not the same as found in the quarterly benchmark assessment question number 7b.
Individual Center – Students work on the individual skill that they need based on their pre-test data. A blank hundreds chart is useful in this center along with scaffolding using fives, tens, and twenties as numbers to be prefilled in on the number charts. Students can work with the goal of completing the entire chart and reading the chart aloud.
Manipulative Center – Students work on solving problems using manipulatives. Students can use work mat 8 titled Hundreds, Tens, and Ones found in the My Math resources along with the tens blocks to show a number with the ones, tens, and hundreds place and write the number represented by the tens blocks.
Students can also use a computer with the following link for virtual manipulatives. Once on the page select grade level and background work mat Hundreds, Tens, and Ones and the
67
manipulatives are tens blocks:
http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.html
This link is also a resource that can be found in the My Math resource webpage with teacher username and password.
Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Look Again should be implemented in the interdisciplinary center. It connects math with both language arts and science.
Review Classwork
Exit Ticket
ELL Instruction: See Day 1
1.NBT.A.1. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral *(benchmarked)
Learning Goal 7: Count to 100 orally, read and write numerals, and write numerals to represent the number of objects (up to 100).
i. Define one hundred?
Number Talk Refer to Number Talks by Sherry Parrish
P. 44 - 48 P. 111
Number Talks Strategy-Doubles/Near Doubles: Number Sentences
Number Talks Website
https://elementarynumbertalks.wordpress.com/
Select First Grade Number Talks at the top of the page.
Scroll down to find Doubles/Near Doubles
Click on Doubles Near Double Number Sentences to access PowerPoint Slides
Direct Instruction
Quarterly Assessment Question #7A, #7B
Math Labs(Day 4)
http://www.raftbayarea.org/readpdf?isid=270
NJCTLSlides 110-122 (Day 4)
https://njctl.org/courses/math/1st-grade/numbers-to-120/attachments/unit-1-numbers-to-120-with-
classwork-and-homework-inserted/
Additional Resources
MyMath www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best
match the standard taught and best
68
ii. Demonstrate the ability to count and write numbers up to 100.
iii. Identify written numerals up to 100?
iv. Compare numbers up to 100?
v. Determine numbers after any number up to 100.
vi. Compose a list of numbers up to 100.
Option 2 – Slides 110-122 (Day 4) https://njctl.org/courses/math/1st-grade/numbers-to-120/attachments/unit-1-numbers-to-120-with-classwork-and-homework-inserted/
See activities and resources
CentersTeacher Center – The teacher works in a small group with 1-4 students. With this standard students should practice with the teacher reading aloud numbers from 1 to 100. The use of a hundreds chart is ideal for reading together. The teacher can also use connecting cubes or counters and select a random amount to display and allow students to take turns in using the manipulatives to represent the amount being displayed.
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Using index cards numbered from 1-100 students can practice choosing a card and counting up to 100 as asked in question number 7a. Number line sheets should also be developed leaving blank spaces to be filled in similar but not the same as found in the quarterly benchmark assessment question number 7b.
Individual Center – Students work on the individual skill that they need based on their pre-test data. A blank hundreds chart is useful in this center along with scaffolding using fives, tens, and twenties as numbers to be prefilled in on the number charts. Students can work with the goal of completing the entire chart and reading the chart aloud.
prepare students for the assessment.
Lesson 5.3 (359-364) Lesson 5.9 (397-402) Lesson 5.12 (417-422) Lesson 5.13 (423-
428) Lesson 5.14 (429-434)
69
Manipulative Center – Students work on solving problems using manipulatives. Students can use work mat 8 titled Hundreds, Tens, and Ones found in the My Math resources along with the tens blocks to show a number with the ones, tens, and hundreds place and write the number represented by the tens blocks.
Students can also use a computer with the following link for virtual manipulatives. Once on the page select grade level and background work mat Hundreds, Tens, and Ones and the manipulatives are tens blocks:
http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.html
This link is also a resource that can be found in the My Math resource webpage with teacher username and password.
Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Look Again should be implemented in the interdisciplinary center. It connects math with both language arts and science.
Review Classwork
Exit Ticket
ELL Instruction: See Day 1
1.NBT.A.1. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written
Number Talk Refer to Number Talks by Sherry Parrish
P. 44 - 48 P. 117
Number Talks Strategy-Addition: Making Tens Number Sentences
Quarterly Assessment Question #7A, #7B
Common Core Sheets
NJCTLSlides 123-136 (Day 5)
https://njctl.org/courses/math/1st-grade/numbers-to-120/attachments/unit-1-numbers-to-120-with-
classwork-and-homework-inserted/
Additional Resources
70
numeral *(benchmarked)
Learning Goal 7: Count to 100 orally, read and write numerals, and write numerals to represent the number of objects (up to 100).
i. Define one hundred?
ii. Demonstrate the ability to count and write numbers up to 100.
iii. Identify written numerals up to 100?
iv. Compare numbers up to 100?
v. Determine numbers after any number up to 100.
vi. Compose a list of numbers up to 100.
Number Talks Website
https://elementarynumbertalks.wordpress.com/
Select First Grade Number Talks at the top of the page.
Scroll down to find Making Tens
Click on Making Tens Number Sentences to access PowerPoint Slides
Option 2 – Slides 123-136 (Day 5)https://njctl.org/courses/math/1st-grade/numbers-to-120/attachments/unit-1-numbers-to-120-with-classwork-and-homework-inserted/
See activities and resources
CentersTeacher Center – The teacher works in a small group with 1-4 students. With this standard students should practice with the teacher reading aloud numbers from 1 to 100. The use of a hundreds chart is ideal for reading together. The teacher can also use connecting cubes or counters and select a random amount to display and allow students to take turns in using the manipulatives to represent the amount being displayed.
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Using index cards numbered from 1-100 students can practice choosing a card and counting up to 100 as asked in question number 7a. Number line sheets should also be developed leaving blank spaces to be filled in similar but not the same as found in the quarterly benchmark assessment question number 7b.
(Day 5)http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1nbt1
MyMath www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best
match the standard taught and best prepare students for the assessment.
Lesson 5.3 (359-364) Lesson 5.9 (397-402) Lesson 5.12 (417-422) Lesson 5.13 (423-
428) Lesson 5.14 (429-434)
71
Individual Center – Students work on the individual skill that they need based on their pre-test data. A blank hundreds chart is useful in this center along with scaffolding using fives, tens, and twenties as numbers to be prefilled in on the number charts. Students can work with the goal of completing the entire chart and reading the chart aloud.
Manipulative Center – Students work on solving problems using manipulatives. Students can use work mat 8 titled Hundreds, Tens, and Ones found in the My Math resources along with the tens blocks to show a number with the ones, tens, and hundreds place and write the number represented by the tens blocks.
Students can also use a computer with the following link for virtual manipulatives. Once on the page select grade level and background work mat Hundreds, Tens, and Ones and the manipulatives are tens blocks:
http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.html
This link is also a resource that can be found in the My Math resource webpage with teacher username and password.
Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Look Again should be implemented in the interdisciplinary center. It connects math with both language arts and science.
Review Classwork
Exit Ticket
72
ELL Instruction: See Day 1
1.NBT.A.1. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral *(benchmarked)
Learning Goal 7: Count to 100 orally, read and write numerals, and write numerals to represent the number of objects (up to 100).
i. Define one hundred?
ii. Demonstrate the ability to count and write numbers up to 100.
iii. Identify written numerals up to 100?
iv. Compare numbers up to 100?
v. Determine numbers after any number up to 100.
vi. Compose a list of numbers up to 100.
Number Talk Refer to Number Talks by Sherry Parrish
P. 44 - 48 P. 118
Number Talks Strategy-Addition: Making Landmark or Friendly Numbers
Number Talks Website
https://elementarynumbertalks.wordpress.com/
Select First Grade Number Talks at the top of the page.
Scroll down to find Landmark or Friendly Numbers
Click on Making Landmark or Friendly Numbers to access PowerPoint Slides
Direct Instruction
Option 3 – Learnzillion (Day 6)
https://learnzillion.com/resources/64472-1st-grade-math
See activities and resources
CentersTeacher Center – The teacher works in a small group with 1-4 students. With this standard students should practice with the teacher reading aloud numbers from 1 to 100. The use of a hundreds chart is ideal for reading together. The teacher can also use connecting cubes or counters and select a random amount to display and allow students to take turns in using the manipulatives to represent the amount being
Quarterly Assessment Question #7A, #7B
Math Labs(Day 6)
http://www.raftbayarea.org/readpdf?isid=270
Learnzillion(Day 6)
https://learnzillion.com/resources/64472-1st-grade-math
Additional Resources
MyMath www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
www.mhmymath.com Homepage for My Math
Note: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best
match the standard taught and best prepare students for the assessment.
Lesson 5.3 (359-364) Lesson 5.9 (397-402) Lesson 5.12 (417-422) Lesson 5.13 (423-
428) Lesson 5.14 (429-434)
73
displayed.
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Using index cards numbered from 1-100 students can practice choosing a card and counting up to 100 as asked in question number 7a. Number line sheets should also be developed leaving blank spaces to be filled in similar but not the same as found in the quarterly benchmark assessment question number 7b.
Individual Center – Students work on the individual skill that they need based on their pre-test data. A blank hundreds chart is useful in this center along with scaffolding using fives, tens, and twenties as numbers to be prefilled in on the number charts. Students can work with the goal of completing the entire chart and reading the chart aloud.
Manipulative Center – Students work on solving problems using manipulatives. Students can use work mat 8 titled Hundreds, Tens, and Ones found in the My Math resources along with the tens blocks to show a number with the ones, tens, and hundreds place and write the number represented by the tens blocks.
Students can also use a computer with the following link for virtual manipulatives. Once on the page select grade level and background work mat Hundreds, Tens, and Ones and the manipulatives are tens blocks:
http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.html
This link is also a resource that can be found in
74
the My Math resource webpage with teacher username and password.
Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Look Again should be implemented in the interdisciplinary center. It connects math with both language arts and science.
Review Classwork
Exit Ticket
ELL Instruction: See Day 1
75