Updated 06/22/17 First Grade: Guide to Plan for Success
ContentsFirst Grade Overview of Monthly Focus.........................................................................................................................................................................................................................2
Daily Math Block Structure..............................................................................................................................................................................................................................................3
August and September......................................................................................................................................................................................................................................................4
October...............................................................................................................................................................................................................................................................................5
October Continued........................................................................................................................................................................................................................................................6
November............................................................................................................................................................................................................................................................................7
November Continued.....................................................................................................................................................................................................................................................8
December............................................................................................................................................................................................................................................................................9
December Continued...................................................................................................................................................................................................................................................10
January.............................................................................................................................................................................................................................................................................11
January Continued......................................................................................................................................................................................................................................................12
February...........................................................................................................................................................................................................................................................................13
February Continued....................................................................................................................................................................................................................................................14
March................................................................................................................................................................................................................................................................................15
March Continued.........................................................................................................................................................................................................................................................16
April..................................................................................................................................................................................................................................................................................17
April Continued...........................................................................................................................................................................................................................................................18
May....................................................................................................................................................................................................................................................................................19
May Continued.............................................................................................................................................................................................................................................................20
Standards,.........................................................................................................................................................................................................................................................................21
Problem of the Day and Fluency Standards..................................................................................................................................................................................................................27
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Updated 06/22/17 First Grade: Guide to Plan for Success
First Grade Overview of Monthly Focus
Daily Math Block
Structure Number Talk
(10 min)Number of the Day
(10-15 min)Problem of the Day (15 min)
Upside-Down TeachingBuild and Explore
Activities (15+ min)Purpose: Develop fluency, flexibility with
numbersPlace value development and exploration with geometry and measurement
Connecting words and equations (make a model, draw a picture, make an equation)
Independent or cooperative practice of grade-level skills
T: poses problemS: hand signals to show they mentally solved itS: share with a shoulder partnerT: calls on students and records students’ strategies and relating it to an equation
T: reveals number of the day S: Solve independently or in pairs (exploring with tools)S: Collaborate, explain, and justifyT: Class discussion (whole group)- questioning students to clarify understanding, elaborate, and extend with all NBT standards in mind
T: Poses Word Problem (or three act task)S: Solve independently T: Circulates and questions individualsS: Collaborate with partner or team to discuss (strategies, thoughts, where they are stuck, etc).T: Class discussion (whole group)- questioning students to clarify understanding (elaborate and extend)
Everyone does the same activity Partners work on the same
activity Daily stations Weekly stations “Grab Bag” activities Activity extending from the
day’s skills
As strategies are introduced throughout the year (naturally), build an anchor chart
Monday: Number Sense-Mystery Number or Model It Tuesday- Number Sense- Teamwork/gameWednesday- Number Sense-Riddle Thursday- GeometryFriday-Measurement
Unknown in all positions of each type of word problem:Adding to Taking From Putting Together Taking ApartComparing
Number sense, geometry, and measurement activities all year Task cards Math Games (dice, dominoes,
spinners, cards) Computer station-math
websitesEveryday Questions
Closer to five or ten?How many more to make 5? To make 10?
How close is it to the nearest ten?Ten more/ten less?
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Place Value Understanding and Add/Subtract/Compare with unknown in all positionsGeometry-Intro to 2D ShapesMeasurement-Graphs and DataAug. - Sept.Place Value Understanding and Add/Subtract/Compare with unknown in all positionsGeometry-Composing and Decomposing 2D Shapes Measurement-Graphs and DataOctoberPlace Value Understanding and Add/Subtract/Compare with unknown in all positionsGeometry-Composing and Decomposing 2D Shapes Measurement-Nonstandard Measurement and TimeNovemberPlace Value Understanding and Add/Subtract/Compare with unknown in all positionsGeometry-Composing and Decomposing 2D Shapes Measurement-Nonstandard Measurement and TimeDecember Subtracting Multiples of Ten and Adding Two-Digit NumbersGeometry-Partitioning 2D Shapes Measurement-Nonstandard Measurement and TimeJanuary Subtracting Multiples of Ten and Adding Two-Digit NumbersGeometry-Partitioning 2D Shapes Measurement-Using a RulerFebruary Subtracting Multiples of Ten and Adding Two-Digit NumbersGeometry- Intro to 3D ShapesMeasurement-Using a RulerMarchSubtracting Multiples of Ten and Adding Two-Digit NumbersGeometry- Compose 3D Shapes to make a Composite ShapeMeasurement-CoinsApril Subtracting Multiples of Ten and Adding Two-Digit NumbersGeometry- Review Measurement-CoinsMay
Updated 06/22/17 First Grade: Guide to Plan for Success
Counting Forward and Backward
Tools Any tool that would help clarify a child’s answer to the rest of the class.Ten frames, rekenreks, number lines, number bonds, bar models, 100s chart, counters
Number line, 100s chart, base ten blocks, snap cubes/connecting cubes, Digit Cards (2 sets per student-make sure zero is included), Mini Ten Frames, place value mat, spinners (ten more, ten less), number cubes (0-5, 1-6, 2-7, 3-8, 4-9); greater than/less than/equal to cards or matPlane shapes, pattern blocks, geosolids
Journal, whiteboard Anything needed for the game/activity
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Updated 06/22/17 First Grade: Guide to Plan for Success
August and SeptemberNumber Talks (0-10)
Focus Teacher Notes Number of the DayFocus
Problem Of The Day Type
Build and Explore Activities
Go Math Correlations-HW or Independent Center
Mondays: Dot Images
Strategies for addition and subtraction: Subitizing One more, one less Two more, two less Counting On Doubles Five and some more (5
+) Skip Counting
(multiple addends) Adding 3 Whole
Numbers How many to get to 5
and 10 Emphasizing unknown
to find the number that makes 5 and 10
Example: 7 + ____ = 10 7- ____ = 5
Different ways of recording the answer to show:
balanced expressions
commutative property
fact families related facts facts to ten EMPHASIS on
how to get to 5 and 10
Tools available: number lines, ten frames, rekenreks, connecting cubes
Monday-Wednesday: Number Sense
Counting to 120 by ones Numbers Before and After Teen Numbers= 1 ten and some
“leftovers”, “singles”, “ones” Counting by groups and singles Counting by tens and ones Find 10 more and 10 less Decompose Two-Digit Numbers
in Multiple Comparing One and Two-Digit
Numbers
Adding To Taking From Putting Together Taking Apart Comparing
By using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
Fluency for addition and subtraction is within 10: Counting on Make ten Decompose a
number leading to a ten when subtracting
Relate addition and subtraction
Compensation
Place Value Understanding B&E
Geometry B&E
Number sense
activity:
Number sense
activity:
Number sense
activity:
Geometry activity:
Measurement
activity:
August Number Sense Focus Flipchart
September Number Sense Focus Flipchart
Intro to 2D Shapes Flipchart
Graphs Flipchart POD Number Sense
FlipchartGeometry NOD Number Talk: Chapters 1-5
Number of the Day: Number Sense Chapters 6-7Geometry Chapter 12 (plane shapes)Measurement 10 (data)
Problem of the Day:Any chapter as you are planning for the five different types
Build and Explore:All chapters mentioned above
Tuesdays: Ten Frames
Wednesdays: Connecting Cubes
Thursdays: Rekenreks
Thursday: GeometryIntroduction to 2D Shapes
Identifying shapes Defining vs non-defining
attributes Sorting and classifying Building and shapes Comparing and contrasting Drawing shapes
Fridays: Guess My Number
Greater than, Less than
Use a number line Fridays: Measurement and Data Recognizing different methods of
organizing and representing data of up to 3 categories
Interpreting graphs by asking and answering questions
Standards: OA.6 NBT. 1.1, 2.2, 2.3, 3.5G.1.1 MD.3.4
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October
Number Talks Focus Teacher Notes Number of the Day
FocusProblem Of The
Day TypeBuild and Explore
Go Math Correlations-HW or Independent
CenterMondays: Number Bonds Decomposing numbers
Fact Families Relationship between
the two addends (one up, one down-gives you the same sum)
Relate addition and subtraction
Different ways of recording the answer to show:
balanced expressions commutative property fact families related facts Relationship between the two
addends (one up, one down-gives you the same sum)
Relate addition and subtraction List in a sequential order What’s Hiding
Tools: number lines, ten frames, rekenreks, connecting cubes
Monday-Wednesday: Number Sense
Counting to 120 by ones Numbers Before and After Teen Numbers= 1 ten and some
“leftovers”, “singles”, “ones” Counting by groups and singles Counting by tens and ones Find 10 more and 10 less Decompose Two-Digit Numbers
in Multiple Comparing One and Two-Digit
Numbers
Adding To Taking From Putting Together Taking Apart Comparing
By using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
Fluency for addition and subtraction is within 10: Counting on Make ten Decompose a
number leading to a ten when subtracting
Relate addition and subtraction
Compensation
Place Value Understanding B&E
Geometry B&E
Number sense activity:Number sense activity:Number sense activity:Geometry activity:Measurement activity:
Number Sense Focus Flipchart
POD Number Sense Flipchart
Number Talk: Chapters 1-5
Number of the Day: Number Sense Chapters 6-7Geometry Chapter 12 (plane shapes)Measurement 10 (data)
Problem of the Day:Any chapter as you are planning for the five different types
Build and Explore:All chapters mentioned above
Tuesdays: Story Problems
Unknowns in different positions;
Relating addition and subtraction to the unknowns.
Example: 4 + ___ = 7, 7-4 = ____,
Counting on (think addition) on a number line
Tools: number bonds or bar model, number lines, ten frames
Wednesdays: Double Ten Frame Images
Basic Facts
Make ten strategy (in some)
Ten and more
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Updated 06/22/17 First Grade: Guide to Plan for Success
October Continued
Number Talks Focus Teacher Notes Number of the Day
Focus
Problem Of The Day
Type
Build and Explore
Go Math Correlations
-HW or Independent
CenterThursdays: Rekenreks
Fact Families Relationship
between the two addends (one up, one down-gives you the same sum)
Relate addition and subtraction
Different ways of recording the answer to show:
balanced expressions commutative property fact families related facts Relationship between the two addends (one
up, one down-gives you the same sum) Relate addition and subtraction List in a sequential order
Tools: rekenrek
Thursday: GeometryComposing and Decomposing 2D
Shapes Compose and decompose shapes to create
another shape/composite shapes (i.e. in a hexagon there are 6 triangles, 2 trapezoids, etc)
Describe properties of original, decomposed, and composite shapes and analyze similarities and differences
Compose new shapes from composite shapes
Adding ToTaking From Putting TogetherTaking ApartComparing
Number sense activity:Number sense activity:Number sense activity:Geometry activity:Measurement activity:
Graphs Flipchart
Composin g and Decomposing 2D Shapes Flipchart
Fridays: Equal to What?
Balancing equations
Balanced equations
Commutative property
Multiple ways to find a sum
Patterns in the addends
Show with counters in a number bond and the counters can be moved together in the “whole” section and then split apart again as students say their expressions. Example: 1 + 3 = ___ + ___
Tools: Number bond, number line
Fridays: Measurement and Data
Recognizing different methods of organizing and representing data of up to 3 categories
Interpreting graphs by asking and answering questions
Standards: OA.1, OA.6, OA.8 NBT. 1.1, 2.2, 2.3, 3.5G.1.2MD.3.4
OA.1.1, 1.2MD.3.4
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Updated 06/22/17 First Grade: Guide to Plan for Success
November
Number Talks Focus Teacher Notes Number of the Day
FocusProblem Of The
Day TypeBuild and Explore
Go Math Correlations-HW or Independent
CenterMondays: Balance the Scale and Unbalance Scales
Balancing equations
Shape vocabulary and attributes
Relating addition and subtraction
Balancing equations Understanding the
meaning of the equal sign to make an equation true or false (use greater than and less than)
Perfect way to emphasize attributes of shapes as well as numbers
Different ways of recording the answer to show: balanced expressions-sum on the left
and right Relate addition and subtraction with
writing it as an unknown and using addition and subtraction strategies
Monday-Wednesday: Number Sense
Counting to 120 by ones Numbers Before and After Teen Numbers= 1 ten and
some “leftovers”, “singles”, “ones”
Counting by groups and singles
Counting by tens and ones Find 10 more and 10 less Decompose Two-Digit
Numbers in Multiple Comparing One and Two-
Digit Numbers
Adding To Taking From Putting Together Taking Apart Comparing
By using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
Fluency for addition and subtraction is within 10: Counting on Make ten Decompose a
number leading to a ten when subtracting
Relate addition and subtraction
Compensation
Place Value Understanding B&E
Geometry B&E
Number sense activity:Number sense activity:Number sense activity:Geometry activity:Measurement activity:
POD Number Sense Flipchart
Number Sense Focus NOD Flipchart
Number Talk: Chapters 1-5
Number of the Day: Number Sense 6-7Geometry Chapter 12 (plane shapes)Measurement 9 (time)
Problem of the Day:Any chapter as you are planning for the five different types
Build and Explore:All chapters mentioned above
Tuesdays: The Answer Is
Students come up with their own story problems
Ways to make the number are correct
Relating the words to the equation
Students come up with their own problems and the teacher records them.
Students tell you the equation as well.
Wednesdays: Dot Images-What Strategy Will you Use?
Basic Facts
Five and facts Counting On Doubles and Doubles
plus 1Basic Fact Strategies
Relationships to dot patterns already shown
November ContinuedNumber Focus Teacher Notes Number of the Day Problem Of Build and Go Math
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Talks Focus The Day Type ExploreCorrelations-HW or Independent
CenterThursdays: Figure It
Decomposing numbers and multiple addends
Fact Families Relationship between the
two addends (one up, one down-gives you the same sum)
Relate addition and subtraction
Tools: Can use whiteboards if students are struggling
Thursday: GeometryComposing and Decomposing 2D
Shapes Compose and decompose shapes to
create another shape/composite shapes (i.e. in a hexagon there are 6 triangles, 2 trapezoids, etc)
Describe properties of original, decomposed, and composite shapes and analyze similarities and differences
Compose new shapes from composite shapes
Adding ToTaking From Putting TogetherTaking ApartComparing
Composing and Decomposing 2D Shapes Focus Flipchart
Fridays: Add ‘Em Up
Number strings-relationships between facts
Relationships between expressions
Making a ten to help add (like 7 +5 could be 7 +3, and then +2)
Have ten frames to show how it naturally could make a ten
Relate expressions to sums
Fridays: Measurement Nonstandard and Time
Indirectly compare lengths of 2 objects by using a 3rd object
Directly compare lengths of 3 objects and order by length
Tell and write time to the half hour and hour with analog and digital clocks
Standards: OA.6, OA.7, OA.8 NBT. 1.1, 2.2, 2.3, 3.5G.1.2MD.1.1, MD.2.3
DecemberNumber Talks Focus Teacher Notes Number of the Day Problem Of The Build and Go Math
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Focus Day Type Explore Correlations-HW or Independent Center
Mondays: What Does it Weigh
Missing Addends
Shape vocabulary and attributes
Relating addition and subtraction
Balancing equations Understanding the meaning of
the equal sign to make an equation true or false (use greater than and less than)
Perfect way to emphasize attributes of shapes as well as numbers
Have the students come up with another true expression
Different ways of recording the answer to show: balanced expressions-sum
on the left and right Relate addition and
subtraction with writing it as an unknown and using addition and subtraction strategies
Monday-Wednesday: Number Sense
Counting to 120 by ones Numbers Before and
After Teen Numbers= 1 ten and
some “leftovers”, “singles”, “ones”
Counting by groups and singles
Counting by tens and ones
Find 10 more and 10 less Decompose Two-Digit
Numbers in Multiple Comparing One and
Two-Digit Numbers
Adding To Taking From Putting Together Taking Apart Comparing
By using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
Fluency for addition and subtraction is within 10: Counting on Make ten Decompose a
number leading to a ten when subtracting
Relate addition and subtraction
Compensation
Place Value Understanding B&E
Geometry B&E
Number sense activity:Number sense activity:Number sense activity:Geometry activity:Measurement activity:
POD Number Sense Flipchart
Number Sense Focus Flipchart
Number Talk: Chapters 1-5
Number of the Day: Number Sense 6-7Geometry Chapter 12 (plane shapes)Measurement 9 (time)
Problem of the Day:Any chapter as you are planning for the five different types
Build and Explore:All chapters mentioned above
Tuesdays: Double Ten Frames
Basic Fact Strategies
Basic Fact Strategies
Wednesdays: Is It True
Inequalities/True or False
Relating addition and subtraction
Balancing equationsUnderstanding the meaning of the
equal sign to make an equation true or false (greater than, less than, or equal to)
December Continued
Number Talks Focus Teacher Notes Number of the DayFocus
Problem Of The Day Type
Build and Explore
Go Math Correlations-HW or Independent Center
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Thursdays: What do you know about the number?
Decomposing Numbers
Closest to what ten? Between….?
Even/Odd Decomposing it (tens and
ones) Sum or Difference Money Tally Ten frames Base ten Dot images Number line
Make sure you use a number line
Thursday: GeometryComposing and
Decomposing 2D Shapes Compose and decompose
shapes to create another shape/composite shapes (i.e. in a hexagon there are 6 triangles, 2 trapezoids, etc)
Describe properties of original, decomposed, and composite shapes and analyze similarities and differences
Compose new shapes from composite shapes
Adding ToTaking From Putting TogetherTaking ApartComparing
Composing and Decomposing 2D Shapes Focus Flipchart
Fridays: Add ‘Em Up
Number strings-relationships between factsFact Strategies
Relationships between expressions
Making a ten to help add (like 7 +5 could be 7 +3, and then +2)
Doubles/Doubles plus one/Doubles minus one
Have ten frames to show how it naturally could make a ten
Relate expressions to sums
Fridays: Measurement Nonstandard and Time
Indirectly compare lengths of 2 objects by using a 3rd object
Directly compare lengths of 3 objects and order by length
Tell and write time to the half hour and hour with analog and digital clocks
Standards: OA.6, OA.7, NBT. 3 NBT. 1.1, 2.2, 2.3, 3.5G.1.2MD.1.1, MD.2.3
OA.1.1, 1.2MD.3.4
January
Number Talks Focus Teacher Notes Number of the DayFocus
Problem Of The Day Type
Build and Explore
Go Math Correlations-HW or Independent
Center
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Mondays: Choral Counting
Number Patterns
Recognizing patterns in numbers
Even/Odd
Tool: 100s chart Monday-Wednesday: Number Sense Subtracting multiples of 10 from multiples
of ten Adding two digit numbers to one-digit
numbers and/or to a multiple of ten
Adding To Taking From Putting
Together Taking Apart Comparing
By using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
Fluency for addition and subtraction is within 10: Counting on Make ten Decompose a
number leading to a ten when subtracting
Relate addition and subtraction
Compensation
Add/Subtract w/in 100 B&E
Geometry B&E
Number sense activity:Number sense activity:Number sense activity:Geometry activity:Measurement activity:
POD Flipchart Number Sense
Focus Flipchart Number Talk: Chapters 1-5
Number of the Day: Number Sense 8Geometry Chapter 12 (fractions)Measurement 9 (linear measure)
Problem of the Day:Any chapter as you are planning for the five different types
Build and Explore:All chapters mentioned above
Tuesdays: Number Bond Puzzler
True or False
Basic Fact Strategies Show it visuallyMake each one true
Wednesdays: Ten Frames
Place Value with ten frames
Make 10 and some more
Tens and ones in different ways (34= 3 tens and 4 ones, 2 tens and 14 ones, etc)
Between what tens? Closer to what ten Mentally adding ten
more or ten less
In recording: Write it in expanded form, standard form, and word form
Ask, “What if I added another ten frame? What if I took one away? What is the new number?”
January Continued
Number Talks Focus Teacher Notes Number of the DayFocus
Problem Of The Day Type
Build and Explore
Go Math Correlations-HW or Independent
CenterThursdays: Make ______
Part-part-whole Multiple ways to make
a number
Number bondsStudents can have more than two addends
Thursday: GeometryPartitioning 2D Shapes
Adding ToTaking From Putting Together
Partitioning 2D Shapes Focus Flipchart
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Addition and subtraction
Partition shapes into two and four equal shares
Describe with halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of.
Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. (relate time to the half hour with partitioning circles)
Taking ApartComparing
Fridays: Function Machine
Number Patterns
Relating “In” number to “Out” number
Give students an additional “In” number and ask them to apply the rule.
Give an “Out” number and they provide the “In”
Fridays: Measurement Nonstandard and Time
Indirectly compare lengths of 2 objects by using a 3rd object
Directly compare lengths of 3 objects and order by length
Tell and write time to the half hour and hour with analog and digital clocks
Standards: OA.5, OA.6, NBT.4 NBT. 3.4, 3.6G.1.3MD.1.1, MD.2.3
OA.1.1, 1.2MD.3.4
February
Number Talks Focus Teacher Notes Number of the DayFocus
Problem Of The Day Type
Build and Explore
Go Math Correlations-HW or Independent
CenterMondays: Target Practice
Three addends Monday-Wednesday: Number Sense
Adding To Taking From
Add/Subtract w/in 100 B&E
POD Flipchart Number Sense
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Three Addends Subtracting multiples of 10 from
multiples of ten Adding two digit numbers to one-
digit numbers and/or to a multiple of ten
Putting Together Taking Apart Comparing
By using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
Fluency for addition and subtraction is within 10: Counting on Make ten Decompose a
number leading to a ten when subtracting
Relate addition and subtraction
Compensation
Geometry B&E
Number sense activity:Number sense activity:Number sense activity:Geometry activity:Measurement activity:
Focus Flipchart
Number Talk: Chapters 1-5
Number of the Day: Number Sense 8Geometry Chapter 12 (fractions)Measurement-no correlation (with a ruler)
Problem of the Day:Any chapter as you are planning for the five different types
Build and Explore:All chapters mentioned above
Tuesdays: The Difference is……
Ways to make a number using subtraction
Show that on a number line difference equals distance apart
Record equations in a way to show patterns in minuend and subtrahend to get the same difference
Example:10-8, 9-7, 8-6Wednesdays: Rekenreks-What’s My Way
Decomposing numbers
Making the number correctly
Record equations to show patterns Equal sign can be in the middle, left, or to the right.
February Continued
Number Talks Focus Teacher Notes Number of the DayFocus
Problem Of The Day Type
Build and Explore
Go Math Correlations-HW or Independent
CenterThursdays: Story Problem
Equations match words
Using fact
Thursday: GeometryPartitioning 2D Shapes
Partition shapes into two and four
Adding ToTaking From Putting Together
Partitioning 2D Shapes Focus Flipchart
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Unknowns in all positions including adding, subtracting, and comparing
families to solve equal shares Describe with halves, fourths, and
quarters, and use the phrases half of, fourth of, and quarter of.
Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. (relate time to the half hour with partitioning circles)
Taking ApartComparing
Fridays: Make it True
Inequalities and Equations
Correct application of greater than, less than, or equal to symbol
Show on a number lineStudents need to justify
Fridays: MeasurementUsing a Ruler
Starting at zero when you are measure
Length is the span between two points
Count inches to measure (not only starting at zero)
Recognize that the units marked on a ruler have equal length intervals
Standards: OA.3, OA.4, OA.6, NBT.5, NBT.6
NBT. 3.4, 3.6G.1.3MD.1.a
OA.1.1, 1.2MD.3.4
March
Number Talks Focus Teacher Notes Number of the DayFocus
Problem Of The Day Type
Build and Explore
Go Math Correlations-
HW or Independent
CenterMondays: What’s the Equations
Matching the correct equation to the words
Monday-Wednesday: Number Sense
Subtracting multiples of 10 from
Adding To Taking From Putting Together
Add/Subtract w/in 100 B&E
POD Flipchart Number Sense
Focus
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Unknown in all positions
Fact families Basic Fact
Strategies
multiples of ten Adding two digit numbers to one-
digit numbers and/or to a multiple of ten
Taking Apart Comparing
By using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
Fluency for addition and subtraction is within 10: Counting on Make ten Decompose a
number leading to a ten when subtracting
Relate addition and subtraction
Compensation
Geometry B&E
Number sense activity:Number sense activity:Number sense activity:Geometry activity:Measurement activity:
Flipchart
Number Talk: Chapters 1-5
Number of the Day: Number Sense 8Geometry Chapter 11 (3D shapes)Measurement-no correlation (with a ruler)
Problem of the Day:Any chapter as you are planning for the five different types
Build and Explore:All chapters mentioned above
Tuesdays: Choral Counting
Number Patterns
Patterns Even/odd Between what two
tens?
100s chart
Wednesdays: The difference is……
Ways to make a number using subtraction
Show that on a number line difference equals distance apart
Record equations in a way to show patterns in minuend and subtrahend to get the same difference
Example:10-8, 9-7, 8-6
March Continued
Number Talks Focus Teacher Notes Number of the DayFocus
Problem Of The Day Type
Build and Explore
Go Math Correlations-
HW or Independent
CenterThursdays: Show it
Decomposing
Closest to what ten? Between….?
Even/Odd Decomposing it
Make sure you use a number line Thursday: GeometryIntro to 3D shapes
Recognize and identify 3D
Adding ToTaking From Putting TogetherTaking Apart
Intro to 3D Shapes Focus Flipchart
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Numbers (tens and ones) Sum or Difference Money Tally Ten frames Base ten Dot images Number line
shapes in the real-world Curved vs flat Faces, Edges, Vertices (not in
standard, but extend)
Comparing
Fridays: Balance the Scale
Shape vocabulary and attributes
Relating addition and subtraction
Balancing equations
Understanding the meaning of the equal sign to make an equation true or false (use greater than and less than)
Perfect way to emphasize attributes of shapes as well as numbers
Different ways of recording the answer to show: balanced expressions-sum on
the left and right Relate addition and subtraction
with writing it as an unknown and using addition and subtraction strategies
Each shape’s value needs to be a different number.
Fridays: Measurement Using a Ruler
Starting at zero when you are measure
Length is the span between two points
Count inches to measure (not only starting at zero)
Recognize that the units marked on a ruler have equal length intervals
Standards: OA.3, OA.4, OA.6, NBT.2.3, NBT.5, NBT.6
NBT. 3.4, 3.6 G.1.3MD.1.a
OA.1.1, 1.2MD.3.4
April
Number Talks Focus Teacher Notes Number of the DayFocus
Problem Of The Day Type Build and Explore
Go Math Correlations-HW or Independent
CenterMondays: Equal to What?
Place value-ways to represent a number
Adding a two-digit number and a multiple of ten.
Addition
100s chartRecording the number different waysExample: 30 +2 , 20+12 , 10 +22
Monday-Wednesday: Number Sense Subtracting multiples of 10 from multiples
of ten Adding two digit numbers to one-digit
numbers and/or to a multiple of ten
Adding To Taking From Putting Together Taking Apart Comparing
Add/Subtract w/in 100 B&E
Geometry B&E
Number sense
POD Flipchart Number Sense
Focus Flipchart
Number Talk: Chapters 1-5
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and subtraction expressions
By using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
Fluency for addition and subtraction is within 10: Counting on Make ten Decompose a
number leading to a ten when subtracting
Relate addition and subtraction
Compensation
activity:Number sense activity:Number sense activity:Geometry activity:Measurement activity:
Number of the Day: Number Sense 8Geometry Chapter 11 (3D shapes)Measurement-no correlation (coins)
Problem of the Day:Any chapter as you are planning for the five different types
Build and Explore:All chapters mentioned above
Tuesdays: Rekenreks
Number strings with Basic Fact Strategies
Basic Fact Strategies
Wednesdays: Double Ten Frames
Basic Fact Strategies
Basic Fact Strategies
April Continued
Number Talks Focus Teacher Notes Number of the DayFocus
Problem Of The Day Type Build and Explore
Go Math Correlations-HW or Independent
CenterThursdays: Expressions
Numbers stringThree addends
Basic Fact Strategies
Make ten Ten and
some more Properties
Associative property
Thursday: GeometryCompose 3D Shapes to make a
Composite Shape What shapes are in the bigger shape? Combine 3D shapes to make a
structure/tower
Adding ToTaking From Putting TogetherTaking ApartComparing
Compose 3D Shapes Focus Flipchart
Coins Flipchart
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of addition
Fridays: Target Practice
Three addends
Making a ten to add
Ten and some more
Basic fact strategies
Friday: Measurement Coins
Identify pennies, nickels, dimes, and quarters
Compute the value of same-valued coins Relate the value in relation to $1.00 Combine coin amounts (not in standards,
but extend) Standards: OA.3, OA.4,
OA.6, NBT.5, NBT.6
NBT. 3.4, 3.6 G.1.2MD.2.a
OA.1.1, 1.2MD.3.4
May
Number Talks Focus Teacher Notes Number of the DayFocus
Problem Of The Day Type
Build and Explore
Go Math Correlations-HW or Independent Center
Mondays: Expressions
Number strings with three addends
Basic Fact Strategies Make ten Ten and some more Properties of addition
Monday-Wednesday: Number Sense
Subtracting multiples of 10 from multiples of ten
Adding two digit numbers to one-digit numbers and/or to a multiple of ten
Adding To Taking From Putting Together Taking Apart Comparing
By using objects,
Add/Subtract w/in 100 B&E
Geometry B&E
Number sense activity:
POD Flipchart Number Sense
Focus Flipchart Coins Flipchart
Number Talk: Chapters 1-5Tuesdays: How Coin identify What would be 10
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Much?
Coin combinations
Coin value Counting by fives and
tens Making tens (two
nickels) 10 more/10 less from
any number
more? 10 less? drawings, and equations with a symbol for the unknown number to represent the problem.
Fluency for addition and subtraction is within 10: Counting on Make ten Decompose a
number leading to a ten when subtracting
Relate addition and subtraction
Compensation
Number sense activity:Number sense activity:Geometry activity:Measurement activity:
Number of the Day: Number Sense 8Geometry Chapter 11 (3D shapes)Measurement-no correlation (coins)
Problem of the Day:Any chapter as you are planning for the five different types
Build and Explore:All chapters mentioned above
Wednesdays: What’s the Missing Part?
Unknowns
Fact families Basic fact strategies
Thursdays: Is It True?
Inequalities/True or False
Relating addition and subtraction
Balancing equations Understanding the
meaning of the equal sign to make an equation true or false (greater than, less than, or equal to)
Students make it true (find and fix)
Thursday: Geometry Review all 2D and 3D standards
May Continued
Number Talks Focus Teacher Notes Number of the DayFocus
Problem Of The Day Type
Build and Explore
Go Math Correlations-HW or Independent Center
Fridays: Incredible Equations
Adding a two-digit number and a multiple of ten.
Addition and subtraction expressions
Multiple ways to show place value understanding
100s chart Friday: Measurement Coins
Identify pennies, nickels, dimes, and quarters
Compute the value of same-valued coins
Relate the value in relation to $1.00
Adding ToTaking From Putting TogetherTaking ApartComparing
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Combine coin amounts (not in standards, but extend)
Standards: OA.3, OA.6, OA.7, NBT.3, MD.2.a
NBT. 3.4, 3.6G.1.1, 1.2, 1.3MD.2.a
OA.1.1, 1.2MD.3.4
Standards,Progression, and Purpose for Number of the Day
Must-Have Tools for Every Student:Number line, 100s chart, base ten blocks, snap cubes/connecting cubes, Digit Cards (2 sets per student-make sure zero is included), Mini Ten Frames, place value mat, spinners (ten more, ten less), number cubes (One of each dice with the numerals on it: 0-5, 1-6, 2-7, 3-8, 4-9); greater than/less than/equal to cards or mat
Skill: Number and Operations in Base Ten PurposeFirst Half of the Year
Counting By Ones to 120MAFS.1.NBT.1.1: DOK 1
Students are recognizing patterns with digits 0-9
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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.
Numbers Before and After Students are recognizing patterns with digits 0-9
Teen Numbers-one group of ten and “leftovers” or singlesIntroduced in Kindergarten
Precise Vocabulary to Reinforce: DIGITS and NUMBERS In a number we have multiple digits. The place of a digit in a number determines its value. Example: The digit in the tens place of the number 89 is 8.
What happens when we have two digits in a number?
Counting By Groups and SinglesCounting By Tens and OnesMAFS.1.NBT.2.2: DOK 1Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
a. 10 can be thought of as a bundle of ten ones-called a “ten.”b. The numbers from 11 to 19 are composed of ten and one, two , three, four, five, six, seven, eight, or nine
ones.c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine
tens (and 0 ones). Practice counting dimes, 10 rods, and skip counting on the hundred chart.d.Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5
tens and 14 ones)
Representing it different ways-forms, manipulatives, where it is on the 100s chart, number line, what two tens it is in-between,
Compared to other numbers Find ten more, ten less Count to 120, represent place value to 100 Tools: mini laminated ten frames Make 42. What is 10 more? 10 less. Find in it on the
100s chart. What do you notice?
Find 10 More and 10 LessMAFS.1.NBT.3.5: DOK 2Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
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Decomposing Two-Digit Numbers in Multiple WaysMAFS.1.NBT.2.2: DOK 1Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
a. 10 can be thought of as a bundle of ten ones-called a “ten.”b. The numbers from 11 to 19 are composed of ten and one, two , three, four, five, six, seven, eight, or nine
ones.c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine
tens (and 0 ones). Practice counting dimes, 10 rods, and skip counting on the hundred chart.d. Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or
into 5 tens and 14 ones)
Comparing One and Two Digit NumbersMAFS.1.NBT.2.3: DOK 2Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, <, and =
Second Half of the Year
Subtracting Multiples of TenMAFS.1.NBT.3.6: DOK 2Subtract multiples of 10 in range 10 -90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
Adding Two Digit NumbersMAFS.1.NBT.3.4: DOK 2Add within 100, including adding a two-digit number and a one digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.
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Skill: Geometry PurposeAug-Sep - Introduction to 2D ShapesMAFS.1.G.1.1: DOK 2Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.
Identifying shapes Defining vs non-defining attributes Sorting and classifying Building and shapes Comparing and contrasting Drawing shapes
Oct.-Dec Composing and Decomposing 2D ShapesMAFS.1.G.1.2: DOK 3Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shapes
Compose and decompose shapes to create another shape/composite shapes (i.e. in a hexagon there are 6 triangles, 2 trapezoids, etc)
Describe properties of original, decomposed, and composite shapes and analyze similarities and differences
Compose new shapes from composite shapes
Jan.-Feb Partitioning 2D ShapesMAFS.1.G.1.3: DOK 2Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.
Partition shapes into two and four equal shares Describe with halves, fourths, and quarters, and use the phrases half of, fourth
of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these
examples that decomposing into more equal shares creates smaller shares. (relate time to the half hour with partitioning circles)
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March- Intro to 3D shapes Recognize and identify 3D shapes in the real-world Curved vs flat Faces, Edges, Vertices (not in standard, but extend)
April Compose 3D Shapes to make a Composite ShapeMAFS.1.G.1.2: DOK 3Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shapes
What shapes are in the bigger shape? Combine 3D shapes to make a structure/tower
Skill: Measurement PurposeAug- Oct. Graphs and DataMAFS.1.MD.3.4: DOK 3 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one
Recognizing different methods of organizing and representing data of up to 3 categories
Interpreting graphs by asking and answering questions First Grade students collect and use categorical data (e.g., eye color, shoe
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category than in another. size, age) to answer a question. The data collected are often organized in a chart or table. Once the data are collected, First Graders interpret the data to determine the answer to the question posed. They also describe the data noting particular aspects such as the total number of answers, which category had the most/least responses, and interesting differences/similarities between the categories. As the teacher provides numerous opportunities for students to create questions, determine up to 3 categories of possible responses, collect data, organize data, and interpret the results, First Graders build a solid foundation for future data representations (picture and bar graphs) in Second Grade.
Nov-Jan Measurement Nonstandard and TimeMAFS.1.MD.1.1: DOK 2Order three objects by length; compare the lengths of two objects indirectly by using a third object.
MAFS.1.MD.2.3: DOK 1Tell and write time in hours and half-hours using analog and digital clocks.
Indirectly compare lengths of 2 objects by using a 3rd object Directly compare lengths of 3 objects and order by length
Tell and write time to the half hour and hour with analog and digital clocks
Feb.- March Using a RulerMAFS.1.MD.1.a: DOK 2Understand how to use a ruler to measure length to the nearest inch. a. Recognize that the ruler is a tool that can be used to measure the attribute of length.b. Understand the importance of the zero point and the end point and that the length measure is the span between two points.c. Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal intervals can be counted to determine the overall length of an object.
Starting at zero when you are measure Length is the span between two points Count inches to measure (not only starting at zero Recognize that the units marked on a ruler have equal length intervalsKnow Think Do Identify a ruler as a tool to measure
Understand that length is the span from one point to another.
Use a ruler to measure lengths starting at the zero
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the attribute of length.
Recognize the importance of starting at the zero mark when measuring an object.
Recognize that the units marked on the ruler have equal length intervals without gaps of overlaps.
mark.
Count inches (equal intervals) to determine the overall length of an object.
April- May CoinsMAFS.1.MD.2.a: DOK 2Identify and combine values of money in cents up to one dollar working with a single unit of currency.
a. Identify the value of coins (pennies, nickels, dimes, quarters).b. Compute the value of combinations of coins (pennies and/or dimes).c. Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four
quarters in one dollar.) (Students are not expected to understand the decimal notation for combinations of dollars and cents.)
Identify pennies, nickels, dimes, and quarters Compute the value of same-valued coins Relate the value in relation to $1.00 Combine coin amounts (not in standards, but extend)
Know Think Do Identify the coins by name and know their value.
Relate the value of the coins to the dollar. (10 dimes, 4 quarters, etc.) (pennies, dimes, quarters)
Compute the combinations of pennies and dimes.
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Problem of the Day and Fluency Standards MAFS.1.OA.1.1: DOK 2Use 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.
New from kindergarten
MAFS.1.OA.1.2: DOK 1Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
Use Number lines
To further students’ understanding of the concept of addition, students create word problems with three addends. They can also increase their estimation skills by creating problems in which the sum is less than 5, 10 or 20. They use properties of operations and different strategies to find the sum of three whole numbers
MAFS.1.OA.2.3: DOK 2Apply 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.)
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MAFS.1.OA.2.4: DOK 2Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that make 10 when added to 8.Add and subtract within 20
Use strategies like “Think Addition” and “Make a 10” to add or subtract
MAFS.1.OA.3.5: DOK 1Relate counting to addition and subtraction (e.g., by counting on 2 to add 2)
MAFS.1.OA.4.7: DOK 1Understand 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 = 3 + 2.
MAFS.1.OA.4.8: DOK 2Determine 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 = ____.Add and subtract within 20 (fluency to 10 is the focus)
If you have students create word problems for given equations it will help them make sense of the equation and develop strategic thinking.
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MAFS.1.OA.3.6: DOK 2Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on and making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14.) Decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13)
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