Curriculum Grade 1 Unit 3.docx · Web view20Sam.pdf ... Lesson 16. Module 4 Topic D; Lesson 17. ... Word/Picture Wall

Unit Title: Place Value, Measurement and Shapes Grade Level: 1

Timeframe: Marking Period 3

Essential Questions

Essential Questions

How do you add numbers?How do you subtract numbers?How do you use strategies to add numbers?What strategies can you use to subtract? How do you determine length and time?How do you order objects by length?How can you compare lengths of 3 objects to put them in order?How do you measure length using nonstandard units?How do you tell time to the hour and the half hour?How are the minute hand and hour hand different for time to the hour and time to the half hour?

New Jersey Student Learning Standards

Standards/Cumulative Progress Indicators (Taught and Assessed): 1.NBT.B.2c1.NBT.C.4*1.NBT.C.51.NBT.C.61.MD.A.11.MD.A.21.MD.B.31.OA.C.6*

Key: Green = Major Clusters; Blue = Supporting; Yellow = Additional Clusters

21st Century Skills Standard and Progress Indicators:

1

Standard/SWBAT and Pacing Student Strategies Based on Instructional Framework

Formative Assessment

Activities and Resources Reflection

1.OA.C.6Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). *Benchmarked

(The learning goal for unit 3 is add and subtract whole numbers within 20 using various strategies: counting on, making ten, comprising, decomposing, relationship between addition and subtraction, creating equivalent but easier or known sums, etc.)

Number TalkRefer to Number Talks by Sherry Parrish

P. 99;102

Number Talks Strategy-Addition: Making Tens Number Sentences

Number Talks Websitehttps://elementarynumbertalks.wordpress.com/

Direct Instruction-Option 1- Module 1 Topic F; Lesson 21, Module 1 Topic F; Lesson 23https://www.engageny.org/ccls-math/1oa6

Centers

Teacher Center- The teacher works in a small group with 1-4 students.https://hcpss.instructure.com/courses/9414/pages/1-dot-oa-dot-c-6-centers-and-independent-tasksSee all tasks

Standards Based- http://www.k5mathteachingresources.com/support-files/subtract-from-10.pdf

Individual Center – Students work on their individual skill that they need based on data.

http://www.k-5mathteachingresources.com/support-files/domino-addition.pdf

Manipulative Center –

Quarterly Assessment

Question 8- Addition and Subtraction Across 10

Achieve the Core Coherence Map

http://achievethecore.org/coherence-map/

#1/5/41/41(See all tasks)

(Day 1)

EngageNYModule 1 Topic F; Lesson 21Module 1 Topic F; Lesson 23

https://www.engageny.org/ccls-math/1oa6(Day 1)

MyMathwww.connected.mcgraw-hill.com

Teacher login page for all online resources available for My Math

www.mhmymath.com Homepage for My Math

Note: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best match the standard taught and best prepare students for

the assessment.Lesson 4.1 (281-286)Lesson 4.2 (287-292)Lesson 4.3 (293-298)Lesson 4.5 (307-312)Lesson 4.7 (319-324)

2

http://www.mhmymath.com/

http://www.connected.mcgraw-hill.com/

https://www.engageny.org/ccls-math/1oa6

http://achievethecore.org/coherence-map/#1/5/41/41





http://www.k5mathteachingresources.com/support-files/subtract-from-10.pdf


https://hcpss.instructure.com/courses/9414/pages/1-dot-oa-dot-c-6-centers-and-independent-tasks




https://elementarynumbertalks.wordpress.com/


Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.

ObjectivesSWBAT

Using counters students will be able to add and subtract to 10.

Will solve and write number sentences using addition and subtraction to 10.

Will orally explain how to add and subtract to 10.

http://www.k-5mathteachingresources.com/support-files/doubles-cover-up-ver.2.pdf

Interdisciplinary Center-


Leveled Reader- Healthful Snacks (Found in MY Learning Stations)

Review Classwork

Exit Ticket

ELL Modifications

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 7CCSS:1.OA.6WIDA ELDS: 3

Add or subtract whole numbers within 20 (various strategies: counting on, composition, etc.).

Explain orally and in writing sums or differences within 20 using Ten-Frames, Number Lines, and Manipulatives.

VU: Number words 0-20, add, addend, subtract, make a ten, plus, minus, equals,

3






SpeakingWriting

altogether, ones, tensLFC: Present and past tensesLC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives

Explain orally and in writing using L1 and/or drawings of sums or differences within 20.

Explain orally and in writing sums or differences within 20 using L1 and/or selected, technical vocabulary phrases and short sentences with drawings.

Explain orally and in writing sums or differences within 20 using key, technical vocabulary in simple sentences.

Explain orally and in writing sums or differences within 20 using key, technical vocabulary in expanded sentences.

Explain orally and in writing sums or differences within 20 using technical vocabulary in multiple, complex sentences.

Learning Supports

Word/Picture WallNumber LineHundreds ChartTen-FrameManipulativesSmall group/ triadsL1 support

Word/Picture WallNumber LineHundreds ChartTen-FrameManipulativesSmall group/ triadsL1 support

Word/Picture WallNumber LineHundreds ChartTen-FrameManipulativesSmall group/ triads

Hundreds ChartTen-FrameManipulatives

1.OA.C.6Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating


P. 99;102

Number Talks Strategy- Counting All/Counting On Dot Images


Direct Instruction-Option 1- Module 1 Topic I; Lesson 35, Module 1 Topic I; Lesson 37https://www.engageny.org/ccls-math/1oa6

Centers

Teacher Center- The teacher works in a small group with 1-4 students.https://hcpss.instructure.com/courses/9414/pages/1-dot-oa-dot-c-6-centers-and-



Common Core Sheetshttp://

www.commoncoresheets.com/

SortedByGrade.php?Sorted=1oa6

(Day 2)

EngageNYModule 1 Topic I; Lesson 35Module 1 Topic I; Lesson 37






the assessment.Lesson 4.1 (281-286)Lesson 4.2 (287-292)Lesson 4.3 (293-298)

4




http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1oa6








http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/Visualizations/Manipulatives.pdf

http://www.state.nj.us/education/modelcurriculum/math/ellscaffolding/Tenframe.pdf

http://www.state.nj.us/education/modelcurriculum/math/ellscaffolding/HundredsChart.pdf

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/InteractionSupports/InTriadsOrSmallGroups.pdf




http://www.state.nj.us/education/modelcurriculum/math/ellscaffolding/NumberLine.pdf

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/ClassroomDisplays/Wordpicturewall.pdf

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/L1Supports.pdf














the known equivalent 6 + 6 + 1 = 12 + 1 = 13). *Benchmarked

(The learning goal for unit 3 is add and subtract whole numbers within 20 using various strategies: counting on, making ten, compising, decomposing, relationship between addition and subtraction, creating equivalent but easier or known sums, etc.)


ObjectivesSWBAT


Will solve and write number sentences using

independent-tasksSee all tasks









Review Classwork

Exit Ticket

ELL Modifications: See Day 1

Lesson 4.5 (307-312)Lesson 4.7 (319-324)

5











addition and subtraction to 10.



(The learning goal for unit 3 is add and subtract whole numbers within 20 using various strategies: counting on, making ten, compising, decomposing, relationship between addition and subtraction,


P. 99;102

Number Talks Strategy-Counting All/Counting On Dot Images


Direct Instruction-

Option 3- https://learnzillion.com/lesson_plans/2121-4-solving-many-kinds-of-problems-using-addition-and-subtraction-c

https://learnzillion.com/lesson_plans/2125-8-using-known-facts-to-solve-new-addition-and-subtraction-problems-c

Centers





Math Labshttp://

www.raftbayarea.org/idea-grid?

stdid=761067 (See all tasks)(Day 3)






6



http://www.raftbayarea.org/idea-grid?stdid=761067











https://learnzillion.com/lesson_plans/2121-4-solving-many-kinds-of-problems-using-addition-and-subtraction-c





creating equivalent but easier or known sums, etc.)


ObjectivesSWBAT











Review Classwork

Exit Ticket


1.OA.C.6Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as


P. 99;102

Number Talks Strategy- Counting All/Counting


Question 8- Addition and



7









counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). *Benchmarked


Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign

On Dot Images


Direct Instruction-

Option 2- Slides 6-28https://njctl.org/courses/math/1st-grade/addition-to-20/

Centers










Subtraction Across 10

Illustrative Mathhttps://www.illustrativemathematics.org/content-standards/tasks/1169

(Day 4)




8


https://www.illustrativemathematics.org/content-standards/tasks/1169















https://njctl.org/courses/math/1st-grade/addition-to-20/

https://njctl.org/courses/math/1st-grade/addition-to-20/



each quarterly assessment question.

ObjectivesSWBAT




Review Classwork

Exit Ticket


1.OA.C.6Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g.,


P. 99;102



Direct Instruction-

Direct Instruction-Option 1- Module 2 Topic B; Lesson 12, Module 2 Topic B; Lesson 13https://www.engageny.org/ccls-math/1oa6

Centers

Teacher Center- The teacher works in a small





SortedByGrade.php?Sorted=1oa6

(Day 5)

EngageNYModule 2 Topic B; Lesson 12Module 2 Topic B; Lesson 13






the assessment.Lesson 4.1 (281-286)Lesson 4.2 (287-292)

9










adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). *Benchmarked



ObjectivesSWBAT


Will solve and write number

group with 1-4 students.https://hcpss.instructure.com/courses/9414/pages/1-dot-oa-dot-c-6-centers-and-independent-tasksSee all tasks









Review Classwork

Exit Ticket


Lesson 4.3 (293-298)Lesson 4.5 (307-312)Lesson 4.7 (319-324)

10













sentences using addition and subtraction to 10.



(The learning goal for unit 3 is add and subtract whole numbers within 20 using various strategies: counting on, making ten, compising, decomposing, relationship between


P. 99;102



Direct Instruction-Option 1- Module 2 Topic B; Lesson 14, Module 2 Topic B; Lesson 15https://www.engageny.org/ccls-math/1oa6

Centers




http://www.k-5mathteachingresources.com/



Math Labshttp://

www.raftbayarea.org/idea-grid?

stdid=761067 (See all tasks)(Day 6)

EngageNYModule 2 Topic B; Lesson 14Module 2 Topic B; Lesson 15







11
















addition and subtraction, creating equivalent but easier or known sums, etc.)


ObjectivesSWBAT




support-files/domino-addition.pdf






Review Classwork

Exit Ticket


1.MD.A.1. Order three objects by length; compare the lengths of two objects indirectly by


P. 104; 105


Question 5-

EngageNYModule 3 Topic A; Lesson 1Module 3 Topic A; Lesson 2

https://www.engageny.org/ccls-math/1md1(Day 1)

12

https://www.engageny.org/ccls-math/1md1







using a third object

(The learning goal for unit 3 is to order three objects by length and compare the lengths of two objects by using the third object (e.g., if the crayon is shorter than the marker and the marker is shorter than the pencil then the crayon is shorter than the pencil).


Objectives

SWBAT compare the length

of two objects.

compare the length of two objects by using a third object as a measuring tool.

order three objects by length.



Direct Instruction-Option 1- Module 3 Topic A; Lesson 1, Module 3 Topic A; Lesson 2https://www.engageny.org/ccls-math/1md1

Centers

Teacher Center – The teacher works in a small group with 1-4 students.

http://achievethecore.org/coherence-map/#1/3/9/483(Task- Size Shuffle)

Standards Based Problems Center –

http://www.k-5mathteachingresources.com/support-files/which-is-longest.pdf

Individual Center – Students work on their individual skill that they need based on their data.


http://www.k-5mathteachingresources.com/support-files/scoop-and-order.pdf

Interdisciplinary Center –

My Learning Stations-Graphic Novel- How Far?

Comparing Lengths

Common Core Sheets

http://www.commoncore

sheets.com/SortedByGrade.ph

p?Sorted=1md1(Day 1)





the assessment.

Lesson 8.1 (563-568)Lesson 8.2 (569-574)

13



http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1md1












Review Classwork

Exit Ticket

Student Learning Objective (SLO) Language Objective Language NeededSLO: 1CCSS:1.MD.1WIDA ELDS: 3ListeningSpeakingWriting

Order three objects by lengths and compare the lengths of two objects by using the third object (e.g., if the crayon is shorter than the marker and the marker is shorter than the pencil then the crayon is shorter than pencil).

Explain orally and in writing the comparative lengths of three objects, by using Connecting Cubes, Manipulatives, and Teacher Modeling.

VU: Length, compare, short, shorter, shortest, long, longer, longest

LFC: Present tense, comparatives

LC: Varies by ELP level


Explain orally and in writing the comparative lengths of three objects using L1 and/or drawings and selected, illustrated single words.

Explain orally and in writing the comparative lengths of three objects using L1, drawings, or selected technical vocabulary in phrases.

Explain orally and in writing the comparative lengths of three objects using key, technical vocabulary in simple sentences.

Explain orally and in writing the comparative lengths of three objects using key, technical vocabulary in expanded sentences.

Explain orally and in writing the comparative lengths of three objects using technical vocabulary in complex sentences.

Learning Supports

Word/Picture WallConnecting CubesManipulativesTeacher ModelingSmall group/ triadsL1 support

Word/Picture WallConnecting CubesManipulativesTeacher ModelingSmall group/ triadsL1 support

Word/Picture WallConnecting CubesManipulativesTeacher ModelingSmall group/ triads

Connecting CubesManipulatives

1.MD.A.1. Order three objects by length; compare the lengths of two objects indirectly by using a third object

(The learning goal for unit 3 is to order three objects by length and compare the lengths of two objects by using the third object (e.g., if the crayon is shorter than


P. 104; 105



Direct Instruction-

Option 1- Module 3 Topic A; Lesson 3,


Question 5- Comparing Lengths



p?Sorted=1md1

EngageNYModule 3 Topic A; Lesson 3Module 3 Topic B; Lesson 6

https://www.engageny.org/ccls-math/1md1(Day 2)




14










http://www.state.nj.us/education/modelcurriculum/math/ellscaffolding/ConnectingCubes.pdf


http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/InteractionSupports/TeacherModeling.pdf
















the marker and the marker is shorter than the pencil then the crayon is shorter than the pencil).


Objectives


of two objects.


order three objects

by length.

Module 3 Topic B; Lesson 6https://www.engageny.org/ccls-math/1md1

Centers










Review Classwork

Exit TicketELL Modifications: See Day 1

(Day 2) Note: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best match the standard taught and best prepare students for

the assessment.

Lesson 8.1 (563-568)Lesson 8.2 (569-574)

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




15









compare the lengths of two objects indirectly by using a third object



Objectives


of two objects.


P. 104; 105



Direct Instruction

Option 3-

https://learnzillion.com/lesson_plans/3734

Centers











Math Labs

http://www.raftbayarea.org/ideas/Measure

%20Up.pdf (Task- Measure

Up)(Day 3)




the assessment.

Lesson 8.1 (563-568)Lesson 8.2 (569-574)

16


http://www.raftbayarea.org/ideas/Measure%20Up.pdf












order three objects

by length.

Review Classwork

Exit Ticket






P. 104; 105



Direct Instruction

Option 3-

https://learnzillion.com/lesson_plans/3816-2-compare-lengths-of-objects-fp

Centers




http://www.k-5mathteachingresources.com/



Illustrative Math

https://www.illustrativemat

hematics.org/content-standards/

tasks/797(Day 4)





the assessment.

Lesson 8.1 (563-568)Lesson 8.2 (569-574)

17













Objectives


of two objects.


order three objects

by length.

support-files/which-is-longest.pdf






Review Classwork

Exit Ticket





P. 104; 105



Direct Instruction

Option 3-

https://learnzillion.com/lesson_plans/3818-3-understand-indirect-comparison-of-










the assessment.

Lesson 8.1 (563-568)Lesson 8.2 (569-574)

18






https://learnzillion.com/lesson_plans/3818-3-understand-indirect-comparison-of-object-attributes-c








Objectives


of two objects.


order three objects

by length.

object-attributes-c

Centers










Review Classwork

Exit Ticket


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




19









compare the lengths of two objects indirectly by using a third object



Objectives


of two objects.


P. 104; 105



Direct Instruction

Option 4- My Math

Lesson 8.1 (563-568)Lesson 8.2 (569-574)

Centers















the assessment.

Lesson 8.1 (563-568)Lesson 8.2 (569-574)

20













order three objects

by length.



Review Classwork

Exit Ticket


1.MD.A.2. Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. when added to 8

(The learning goal for unit 3 is to order three objects

Number Talk Refer to Number Talks by Sherry Parrish

P. 111P. 113; 115

Number Talks Strategy-Addition: Doubles/Near Doubles: Number Sentences


Direct Instruction-

Option 3-

http://maccss.ncdpi.wikispaces.net/file/view/CCSSMathTasks-Grade1.pdf(Lesson Lots of Line)

CentersTeacher Center- The teacher works in a small group with 1-4 students.



Question 6- Measurement

Illustrative Math



tasks/688(Day 1)

MyMath www.connected.mcgraw-hill.com




the assessment.

Lesson 8.3 (575-580)Lesson 8.4 (581-586)

21








http://maccss.ncdpi.wikispaces.net/file/view/CCSSMathTasks-Grade1.pdf

http://maccss.ncdpi.wikispaces.net/file/view/CCSSMathTasks-Grade1.pdf



by length and compare the lengths of two objects by using the third object (e.g., if the crayon is shorter than the marker and the marker is shorter than the pencil then the crayon is shorter than the pencil).


ObjectivesSWBAT

lay multiple copies of a shorter object (the length unit) end to end.

use a shorter object to express the length of a longer object.

(Task- Measure Me)

Standards Based Center-

http://www.k-5mathteachingresources.com/support-files/measuring-with-sticks.pdf

Individual Center-

http://www.raftbayarea.org/ideas/Dinosaur%20Dinosaur.pdf

Manipulative Center-

http://www.k-5mathteachingresources.com/support-files/measuring-with-snap-cubes.pdf

http://www.raftbayarea.org/ideas/Centimeter%20Sam.pdf

(Task/Center- Centimeter Sam)



Review Classwork

Exit Ticket

22









ELL Modifications


SLO: 2CCSS:1.MD.2WIDA ELDS: 3ListeningSpeakingWriting

Use an object to measure another object’s length by laying multiple copies end to end with no overlaps giving measurements in whole number units.

Express orally and in writing the lengths of different objects, using Manipulatives and Teacher Modeling.

VU: Length, measure, standard measurement, non-standard measurementLFC: Present tense



Express orally and in writing the lengths of different objects using L1 and/or drawings and selected, illustrated single words.

Express orally and in writing the lengths of different objects using L1, drawings, or selected technical vocabulary in phrases.

Express orally and in writing the lengths of different objects using key, technical vocabulary in simple sentences.

Express orally and in writing the lengths of different objects using key, technical vocabulary in expanded sentences.

Express orally and in

writing the lengths of different objects using technical vocabulary in complex sentences.

Learning Supports

Word/Picture WallManipulativesTeacher ModelingSmall group/ triadsL1 support

Word/Picture WallManipulativesTeacher ModelingSmall group/ triadsL1 support

Word/Picture WallManipulativesTeacher ModelingSmall group/ triads

Word/Picture WallManipulatives

1.MD.A.2. Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by


P. 111P. 113; 115

Number Talks Strategy- Addition: Doubles/Near Doubles: Number Sentences


Direct Instruction-

Option 1- Module 3 Topic C; Lesson 7https://www.engageny.org/ccls-math/1md2





SortedByGrade.php?Sorted=1md2

EngageNYModule 3 Topic C; Lesson 7






23


























a whole number of length units with no gaps or overlaps. when added to 8



ObjectivesSWBAT


use a shorter


http://achievethecore.org/coherence-map/#1/3/11/11(Task- Measure Me)



Individual Center-








Review Classwork

Exit Ticket


(Day 2) the assessment.

Lesson 8.3 (575-580)Lesson 8.4 (581-586)

24











object to express the length of a longer object.



Pacing – In the first grade level meeting or


P. 111P. 113; 115



Direct Instruction-

Option 1- Module 3 Topic B; Lesson 5https://www.engageny.org/ccls-math/1md2





Individual Center-









#1/3/9/11 (See all tasks)

(Day 3)

EngageNYModule 3 Topic B; Lesson 5





the assessment.

Lesson 8.3 (575-580)Lesson 8.4 (581-586)

25



















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






Review Classwork

Exit Ticket


1.MD.A.2. Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of


P. 111P. 113; 115



Direct Instruction-

Option 1- Module 3 Topic B; Lesson 8https://www.engageny.org/ccls-math/1md2

CentersTeacher Center- The teacher works in a small






(Day 4)






the assessment.

Lesson 8.3 (575-580)Lesson 8.4 (581-586)

26









length units with no gaps or overlaps. when added to 8



ObjectivesSWBAT


use a shorter object to express

group with 1-4 students.




Individual Center-








Review Classwork

Exit Ticket


27











the length of a longer object.



Pacing – In the first grade level meeting or professional development


P. 111P. 113; 115



Direct Instruction-

Option 4- My Math

Lesson 8.3 (575-580)





Individual Center-




http://www.raftbayarea.org/ideas/Centimeter



Illustrative Math

https://www.illustrativem

athematics.org/content-

standards/tasks/1086

(Day 5)





the assessment.

Lesson 8.3 (575-580)Lesson 8.4 (581-586)

28

















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



%20Sam.pdf(Task/Center- Centimeter Sam)



Review Classwork

Exit Ticket


1.MD.A.2. Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. when


P. 111P. 113; 115



Direct Instruction-

Option 4- My MathLesson 8.4 (581-586)




Math Labs

http://www.raftbayarea.org/ideas/Half%20a

%20Meter%20Stick.pdf

(Task- Half Meter Stick)

(Day 6)





the assessment.

Lesson 8.3 (575-580)Lesson 8.4 (581-586)

29



http://www.raftbayarea.org/ideas/Half%20a%20Meter%20Stick.pdf






added to 8



ObjectivesSWBAT






Individual Center-








Review Classwork

Exit Ticket


30











ObjectivesSWBAT



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

(The learning goal for unit 3 is to tell and write time to the half-hour using the term o’clock and using digital notation include both analog and digital clocks).


Objectives


P. 117;118



Direct Instruction-

Option 2- Slides 158-163https://njctl.org/courses/math/1st-grade/time/attachments/unit-4-time-with-classwork-and-homework-inserted/

CentersTeacher Center- The teacher works in a small group with 1-4 students.https://hcpss.instructure.com/courses/9414/pages/grade-1-additional-resources



Question 7- Telling Time




(Day 1)





the assessment.

Lesson 8.5 (589-594)Lesson 8.6 (595-600)

31






https://hcpss.instructure.com/courses/9414/pages/grade-1-additional-resources


https://njctl.org/courses/math/1st-grade/time/attachments/unit-4-time-with-classwork-and-homework-inserted/





SWBAT

tell and write time in hours using analog and digital clocks.

tell and write time in half-hours using analog and digital clocks.

use the term

o’clock in reporting time to the hour.

http://www.k-5mathteachingresources.com/support-files/time-barrier-game-ver.1.pdf

Individual Center-

http://www.k-5mathteachingresources.com/support-files/my-fav-time-of-the-day.pdf





Review Classwork

Exit Ticket

32







ELL Modifications Student Learning Objective (SLO) Language Objective Language NeededSLO: 3CCSS:1.MD.3WIDA ELDS: 3ReadingWritingSpeaking

Tell and write time to the half-hour using “o’clock” and digital notation.

Express orally and in writing time to the half-hour using “o’clock” and digital notation, using hand –held clocks and Pictures.

Note: Some students may have difficulty pronouncing “thirty” when expressing time to the half-hour.

VU: Analog, digital, clock, hour, hour hand, minute, half hour, minute hand, o’clock, half past, number wordsLFC: Present tenseLC: Varies by ELP level


Express orally and in writing the time using L1 and/or drawings and selected, illustrated single words.

Express orally and in writing the time using L1, drawings, or selected technical vocabulary in phrases.

Express orally and in writing the time using key, technical vocabulary in simple sentences.

Express orally and in writing the time using key, technical vocabulary in expanded sentences.

Express orally and in writing the time using technical vocabularyin complex sentences.

Learning Supports Word/Picture WallHand-Held ClocksPicturesSmall group/ triadsL1 support

Word/Picture WallHand-Held ClocksPicturesSmall group/ triadsL1 support

Word/Picture WallHand-Held ClocksPicturesSmall group/ triads

Word/Picture WallHand-Held ClocksPictures

33

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/Visualizations/PicturesPhotographs.pdf

http://www.state.nj.us/education/modelcurriculum/math/ellscaffolding/HandHeldClocks.pdf






















ObjectivesSWBAT



use the term

o’clock in reporting


P. 117;118



Direct Instruction-

Option 3- https://learnzillion.com/lesson_plans/3755

https://learnzillion.com/lesson_plans/3760-1-tell-time-to-the-hour-with-the-hour-hand-only-c

CentersTeacher Center- Teacher Center- The teacher works in a small group with 1-4 students.https://hcpss.instructure.com/courses/9414/pages/grade-1-additional-resources



Individual Center-









(Day 2)





the assessment.

Lesson 8.5 (589-594)Lesson 8.6 (595-600)

34




















time to the hour.Interdisciplinary Center-


Review Classwork

Exit Ticket





ObjectivesSWBAT

tell and write time


P. 117;118



Direct Instruction-

Option 3- Slides 158-163https://learnzillion.com/lesson_plans/3755

https://learnzillion.com/lesson_plans/3761-3-tell-time-to-the-hour-using-both-hands-on-the-clock-c






Math Labs

http://www.raftbayarea.o

rg/ideas/Sand%20Timer

%20Primer.pdf(Task- Sand Timer

Primer)(Day 3)

EngageNYModule 6 Topic E; Lesson 20Module 6 Topic E; Lesson 21Module 6 Topic E; Lesson 22






the assessment.

Lesson 8.5 (589-594)Lesson 8.6 (595-600)

35




http://www.raftbayarea.org/ideas/Sand%20Timer%20Primer.pdf













in hours using analog and digital clocks.


use the term


Individual Center-






Review Classwork

Exit Ticket




Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will


P. 117;118



Direct Instruction-

Option 1- Module 6 Topic E; Lesson 20https://www.engageny.org/ccls-math/1md3

CentersTeacher Center- Teacher Center- The teacher works in a small group with 1-4 students.



Illustrative Math



tasks/992(Day 4)

EngageNYModule 6 Topic E; Lesson 20






the assessment.

Lesson 8.5 (589-594)Lesson 8.6 (595-600)

36














backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.

ObjectivesSWBAT



use the term





Individual Center-






Review Classwork

Exit Ticket

ELL Modifications: See Day 11.MD.B.3. Tell and write time in hours and half-hours using analog and digital clocks



P. 117;118



Direct Instruction-










Note: These pages are used as references.

37

















ObjectivesSWBAT



use the term



Centers

Teacher Center- Teacher Center- The teacher works in a small group with 1-4 students.https://hcpss.instructure.com/courses/9414/pages/grade-1-additional-resources



Individual Center-






Review Classwork

Exit Ticket



(Day 5)

They are not meant to be taught page by page. The pages used are those that best match the standard taught and best prepare students for

the assessment.

Lesson 8.5 (589-594)Lesson 8.6 (595-600)



P. 117;118




38















ObjectivesSWBAT



use the term




Direct Instruction-





Individual Center-










(Day 6)





the assessment.

Lesson 8.5 (589-594)Lesson 8.6 (595-600)

39

















Review Classwork

Exit Ticket


1.NBT.B.2. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:1.NBT.B.2.c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). *(benchmarked)

(The learning goal for unit 3is to compose and decompose numbers to 90 into tens, identifying the value of the number in the tens and ones place)


Number TalksRefer to Number Talks by Sherry Parrish

P. 106

Number Talks Strategy-Addition: Counting All/Counting On: Number Sentences


Direct Instruction

Option 1- EngageNYModule 6 Topic B; Lesson 8https://www.engageny.org/ccls-math/1nbt2

CentersTeacher Center- Teacher Center- The teacher works in a small group with 1-4 students.

https://hcpss.instructure.com/courses/9414/pages/grade-1-additional-resources(See all intervention tasks)

Standards Based Center

http://www.k-5mathteachingresources.com/support-files/build-a-train.pdf

Individual Center

Quarterly AssessmentQuestion 1- Decomposing Numbers

Common Core Sheets

Math Labs

http://www.raftbayarea.org/readpdf?isid=79

(Day 1)


https://www.engageny.org/ccls-math/1nbt2





the assessment.

Lesson 5.1 (347-352)Lesson 5.2 (353-358)Lesson 5.4 (365-370)Lesson 5.5 (371-376)

40















ObjectivesSWBAT

compose tens to make numbers up to 90.

decompose numbers up to 90, into tens.

identify the value of the number in the tens or ones place.


Manipulative Center

http://www.k-5mathteachingresources.com/support-files/tens-and-ones-with-snap-cubes.pdf

Interdisciplinary Center

My Learning Stations-Graphic Novel- The Leftovers

Review Classwork

Exit Ticket

ELL Modifications


SLO: 3CCSS: 1.NBT.2 WIDA ELDS: 3WritingSpeaking

Compose and decompose numbers to 20 to identify the value of the number in the tens & ones place.

Explain orally and in writing the value of the number in the tens and ones place in numbers to 20 by using Base-Ten Blocks and a Place Value Chart.

VU: ones, tens, place, value, digit, column

LFC: Present tense



Explain orally and in writing the value of the number in the tens and ones place in

Explain orally and in writing the value of the number in the tens and ones place in numbers to 20 using L1, Illustrations/diagrams/dra

Explain orally and in writing the value of the number in the tens and ones place in numbers to 20 using key

Explain orally and in writing the value of the number in the tens and ones place in numbers to

Explain orally and in writing the value of the number in the tens and ones place in numbers

41

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/Visualizations/IllustrationsDiagramsDrawings.pdf

http://www.state.nj.us/education/modelcurriculum/math/ellscaffolding/PlaceValueChart.pdf

http://www.state.nj.us/education/modelcurriculum/math/ellscaffolding/BaseTenBlocks.pdf







numbers to 20 using L1 and/or Illustrations/diagrams/drawings or single words.

wings, or phrases. vocabulary in a series of simple sentences.

20 using key vocabulary in expanded and some complex sentences.

to 20 using precise vocabulary in multiple, complex sentences.

Learning Supports

Base-Ten BlocksPlace Value ChartSmall group/ triadsNative language support

Base-Ten BlocksPlace Value ChartSmall group/ triadsNative language support

Base-Ten BlocksPlace Value ChartSmall group/ triads

Base-Ten Blocks Base-Ten Blocks





P. 106

Number Talks Strategy- Addition: Counting All/Counting On: Number Sentences


Direct Instruction

Option 1- EngageNYModule 6 Topic B; Lesson 9https://www.engageny.org/ccls-math/1nbt2

Centers

Teacher Center- Teacher Center- The teacher works in a small group with 1-4 students.







SortedByGrade.php?Sorted=1nbt2

(Day 2)

EngageNYModule 6 Topic B; Lesson 9https://www.engageny.org/ccls-math/1nbt2





the assessment.


42




http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1nbt2















http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/NativeLanguageSupports/Nativelanguagesupport.pdf













ObjectivesSWBAT




Individual Center


Manipulative Center



Learning Stations-Graphic Novel- The Leftovers

Review Classwork

Exit Ticket



(The learning goal for unit 3is to compose and


P. 106



Direct Instruction

Option 3-



Illustrative Math



tasks/987(Day 3)





the assessment.


43














decompose numbers to 90 into tens, identifying the value of the number in the tens and ones place)


ObjectivesSWBAT




https://learnzillion.com/lesson_plans/3883-4-how-many-more-than-ten-fp

Centers





Individual Center


Manipulative Center




Review Classwork

Exit Ticket


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


P. 106




44













following as special cases:1.NBT.B.2.c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). *(benchmarked)



ObjectivesSWBAT



Number Talks Strategy-Addition: Counting All/Counting On: Number Sentences


Direct Instruction

Option 2- Slides 58-77https://njctl.org/courses/math/1st-grade/place-value/attachments/unit-5-place-value-with-classwork-and-homework-inserted/

Centers





Individual Center


Manipulative Center




Achieve the Core



(Day 4)



the assessment.


45














https://njctl.org/courses/math/1st-grade/place-value/attachments/unit-5-place-value-with-classwork-and-homework-inserted/






Review Classwork

Exit Ticket




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


P. 106



Direct Instruction

Option 4- MyMathLesson 5.1 (347-352)Lesson 5.2 (353-358)

Centers





Individual Center


Math Labs


rg/readpdf?isid=748(Day 5)





the assessment.


46












period and come up with dates where they will assign each quarterly assessment question.

ObjectivesSWBAT





Manipulative Center




Review Classwork

Exit Ticket



(The learning goal for unit 3is to compose and decompose numbers to 90 into tens, identifying the


P. 106



Direct Instruction

Option 4- MyMathLesson 5.4 (365-370)Lesson 5.5 (371-376)

Centers


Math Labs







the assessment.


47













value of the number in the tens and ones place)


ObjectivesSWBAT








Individual Center


Manipulative Center

http://www.k-5mathteachingresources.com/support-files/tens-and-ones-with-snap-cubes.pdfInterdisciplinary Center


Review Classwork

Exit Ticket


1.NBT.C.4*. Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models (e.g. base ten blocks) or drawings and


P. 113

Number Talks Strategy-Addition: Making Tens Rekenreks

Number Talks Website


Common Core

EngageNYModule 4 Topic C; Lesson 12Module 4 Topic D; Lesson 13Module 4 Topic D; Lesson 14Module 4 Topic D; Lesson 15Module 4 Topic D; Lesson 16Module 4 Topic D; Lesson 17Module 4 Topic D; Lesson 18

48










strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. *(benchmarked)

(The learning goal for unit 3 is to add a 2-digit and a 1-digit number using concrete models and drawings with a place value strategy or properties of operations; explain or show how the model relates to the strategy (sums within 100)



Direct Instruction

Option 1- EngageNY Module 4 Topic C; Lesson 12Module 4 Topic D; Lesson 13


Centers

Teacher Center- The teacher works in a small group with 1-4 students.

https://hcpss.instructure.com/courses/9414/pages/grade-1-additional-resources(See all tasks)


http://www.k-5mathteachingresources.com/support-files/sums-of-90.pdf

Individual Center

http://www.k-5mathteachingresources.com/support-files/subtract-10-on-the-number-line.pdf

Manipulative Center

http://www.k-5mathteachingresources.com/support-files/adding-a-multiple-of-10-ver.1.pdf


Learning Stations-Two Digit Number Story Book

Review Classwork

Sheetshttp://



(Day 1)

Module 6 Topic D; Lesson 19Module 6 Topic G; Lesson 30






the assessment.

Lesson 6.1 (447-452)Lesson 6.2 (453-458)

49



















ObjectivesSWBAT

use concrete models and drawings with a strategy based on place value to add a two-digit number and a one-digit number.

use concrete models and drawings with properties of operations to add a two-digit number and a one-digit number.

use concrete models and drawings with a strategy based on place value to add a two-digit number and a multiple of 10.

use concrete models and drawings with properties of operations to add a two-digit number and a multiple of 10.

explain or show how the model

Exit Ticket

50

relates to the strategy.

ELL Modifications


SLO: 3CCSS:1.NBT.4 WIDA ELDS: 3Speaking

Add a 2-digit and a 1-digit number, and a 2-digit number and a multiple of 10, using concrete models or drawings (sums within 50). Add tens and tens, and ones and ones, by decomposing 2-digit numbers and composing an additional ten when necessary (e.g., 18 + 20 equals 10 + 8 + 20 equals 30 + 8 equals 38; and, 37 + 5 equals 30 + 7 + 5 equals 30 + 12 equals 30 + 10 + 2 equals 40 + 2 equals 42).

Explain orally how to add one-digit and two-digit numbers, by decomposing 2 digit numbers and composing an additional ten, when necessary using Base-Ten Blocks and a Hundreds Chart.

VU: Ones, tens, hundreds, column, row, digit, addend, plusLFC: Present tense, past tenseLC: Varies by ELP level


Express orally how to add one-digit and two-digit numbers using L1 and/or drawings and selected, illustrated technical words.

Express orally how to add one-digit and two-digit numbers using L1, and/or drawings and selected technical vocabulary in phrases.

Express orally how to add one-digit and two-digit numbers using key, technical vocabulary in a series of simple sentences.

Express orally how to add one-digit and two-digit numbers using key, technical vocabulary in expanded and some complex sentences.

Express orally how to add on-digit and two-digit numbers using technical vocabulary in complex sentences.

Learning Supports

Word/Picture WallHundreds ChartBase-Ten BlocksL1 support

Word/Picture WallHundreds ChartBase-Ten BlocksL1 support

Word/Picture WallHundreds ChartBase-Ten Blocks

Hundreds ChartBase-Ten Blocks

Hundreds Chart

1.NBT.C.4*. Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models (e.g. base ten blocks) or drawings and strategies based on place value, properties of operations, and/or the


P. 113



Direct Instruction


Question 2- Adding & Subtracting with tens and ones

EngageNYModule 4 Topic D; Lesson 14Module 4 Topic D; Lesson 15




www.mhmymath.com

51




















relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. *(benchmarked)



ObjectivesSWBAT

Option 1- EngageNY Module 4 Topic D; Lesson 14Module 4 Topic D; Lesson 15


Centers





Individual Center


Manipulative Center




Review Classwork

Exit Ticket


Illustrative Math

https://www.illustrativemathe

matics.org/content-standards/tasks/2068

(Day 2)

Homepage for My MathNote: These pages are used as references.


the assessment.

Lesson 6.1 (447-452)Lesson 6.2 (453-458)

52


















1.NBT.C.4*. Add within 100, including adding a two-digit number and a one-digit number, and


P. 113

Number Talks Strategy-Addition: Making Tens


Question 2-



53


adding a two-digit number and a multiple of 10, using concrete models (e.g. base ten blocks) or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. *(benchmarked)


Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with

Rekenreks


Direct Instruction



Centers





Individual Center


Manipulative Center




Adding & Subtracting with tens and ones

Achieve the Core



(Day 3)





the assessment.

Lesson 6.1 (447-452)Lesson 6.2 (453-458)

54


















dates where they will assign each quarterly assessment question.

ObjectivesSWBAT




use concrete models and drawings with properties of operations to add a two-digit number and a

Review Classwork

Exit Ticket


55

multiple of 10.

1.NBT.C.4*. Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models (e.g. base ten blocks) or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. *(benchmarked)


Pacing – In the first grade level meeting or


P. 113



Direct Instruction



Centers





Individual Center


Manipulative Center



Math Labs


(Day 4)







the assessment.

Lesson 6.1 (447-452)Lesson 6.2 (453-458)

56

















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







Review Classwork

Exit Ticket


57





(The learning goal for unit 3 is to add a 2-digit and a 1-digit number using concrete models and drawings with a place value strategy or


P. 113



Direct Instruction

Option 4- MyMath

Lesson 6.1 (447-452)Lesson 6.2 (453-458)

Centers







Math Labs







the assessment.

Lesson 6.1 (447-452)Lesson 6.2 (453-458)

58












properties of operations; explain or show how the model relates to the strategy (sums within 100)


ObjectivesSWBAT



use concrete

Individual Center


Manipulative Center




Review Classwork

Exit Ticket


59






models and drawings with a strategy based on place value to add a two-digit number and a multiple of 10.




P. 113



Direct Instruction

Option 3-


https://learnzillion.com/lesson_plans/2757-1-adding-two-digit-numbers-by-composing-a-ten-c

Centers




Math Labs







the assessment.

Lesson 6.1 (447-452)Lesson 6.2 (453-458)

60













ObjectivesSWBAT


use concrete models and




Individual Center


Manipulative Center




Review Classwork

Exit Ticket


61










drawings with properties of operations to add a two-digit number and a one-digit number.



1.NBT.C.5. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

(The learning goal for unit 3 is to explain, given 2-digit number, how to find 10 more or ten less than the number without having to count)


P. 115, 116

Number Talks Strategy- Making Tens: Double Ten-Frames


Direct Instruction

Option 1- EngageNY Module 4 Topic A; Lesson 5


Question 3- 10 more or 10 less




(Day 1)

EngageNYModule 4 Topic A; Lesson 5Module 4 Topic A; Lesson 6 Module 6 Topic B; Lesson 5Module 4 Topic F; Lesson 24Module 4 Topic F; Lesson 25Module 4 Topic F; Lesson 26Module 4 Topic F; Lesson 27Module 4 Topic F; Lesson 28Module 4 Topic F; Lesson 29


62








ObjectivesSWBAT

given a two-digit number, find 10 more than the number without counting.

given a two-digit number, find 10 less than the number without counting.

explain, given a two-digit number, how to find 10 more or ten less than the number without counting.

Module 4 Topic A; Lesson 6 https://www.engageny.org/ccls-math/1nbt5

Centers



Standards Based Centerhttp://www.k-5mathteachingresources.com/support-files/ten-more.pdf

http://www.k-5mathteachingresources.com/support-files/race-around-minus-ten-ver.1.pdf

Individual Center


Manipulative Center

Students work on solving problems using manipulatives. Students can use work mat 7 found in the My Math resources along with the base tens blocks to show a number with the ones, tens, and hundreds place and write the number represented by the tens blocks.

Students can also use a computer with the following link for virtual manipulatives. Once on the page select grade level and background work mat Hundreds, Tens, and Ones and the manipulatives are tens blocks:

http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/





the assessment.

Lesson 5.8 (391-396)

63



http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.html






http://www.k-5mathteachingresources.com/support-files/ten-more.pdf





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.


Trade Book Ants at the Picnic, by Michael Dahl

Review Classwork

Exit Ticket

ELL Modifications


SLO: 4CCSS:1.NBT.5WIDA ELDS: 3Listening

Mentally find ten more or ten less than a number without having to count and explain the reasoning used.

Demonstrate understanding of mentally finding ten more or ten less than a number after listening to oral directions, using Base-Ten Blocks.

VU: Ten more, ten less, digit

LFC: Present tense

LC: Varies by ELP levelELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Express orally and in writing how to find ten more or ten less than a number using L1 and/or drawings and selected, illustrated single words.

Express orally and in writing how to find ten more or ten less than a number using L1, drawings, or phrases.

Express orally and in writing how to find ten more or ten less than a number using key vocabulary in a series of simple sentences.

Express orally and in writing how to find ten more or ten less than a number using key vocabulary in expanded and some complex sentences.

Express orally and in writing how to find ten more or ten less than a number using precise vocabulary in multiple, complex sentences.

Learning Supports

Word/Picture WallBase-Ten BlocksL1 support


Word/Picture WallBase-Ten Blocks

Base-Ten Blocks Base-Ten Blocks

1.NBT.C.5. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning


P. 115, 116

Number Talks Strategy- Making Tens: Double





64













used.



ObjectivesSWBAT




Ten-Frames


Direct Instruction

Option 1- EngageNY Module 4 Topic F; Lesson 24Module 4 Topic F; Lesson 25






Individual Center


Manipulative Center


Illustrative Math

https://www.illustrativem

athematics.org/content-

standards/1/NBT/C/5/tasks/2106

(Day 2)





the assessment.

Lesson 5.8 (391-396)

65



https://www.illustrativemathematics.org/content-standards/1/NBT/C/5/tasks/2106



















Review Classwork

Exit Ticket





P. 115, 116



Direct Instruction

Option 1- EngageNY Module 4 Topic F; Lesson 26



Achieve the Core



(Day 3)







66













ObjectivesSWBAT




Module 4 Topic F; Lesson 27https://www.engageny.org/ccls-math/1nbt5

Centers





Individual Center


Manipulative Center



http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/

the assessment.

Lesson 5.8 (391-396)

67












vmf/VMF-Interface.html




Review Classwork

Exit Ticket

ELL Modifications: See Day 11.NBT.C.5. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.


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


P. 115, 116



Direct Instruction

Option 1- EngageNY

Module 4 Topic F; Lesson 28Module 4 Topic F; Lesson 29


Centers





Math Labs









the assessment.

Lesson 5.8 (391-396)

68













dates where they will assign each quarterly assessment question.

ObjectivesSWBAT




(See all tasks)



Individual Center


Manipulative Center







69










Review Classwork

Exit Ticket





ObjectivesSWBAT

given a two-digit number, find 10 more than the number without


P. 115, 116



Direct Instruction-

Option 2- Slides 6- 17 Slides 77-84https://njctl.org/courses/math/1st-grade/subtraction-to-20/attachments/subtraction-to-20-with-classwork-and-homework-part-2/

Centers







Math Labs







the assessment.

Lesson 5.8 (391-396)

70












https://njctl.org/courses/math/1st-grade/subtraction-to-20/attachments/subtraction-to-20-with-classwork-and-homework-part-2/





counting.



Individual Center


Manipulative Center






Trade Book Ants at the Picnic, by Michael Dahl Review Classwork

Exit Ticket


1.NBT.C.5. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count;


P. 115, 116

Number Talks Strategy- Making Tens: Double


Question 3- 10



71







explain the reasoning used.



ObjectivesSWBAT



explain, given a two-digit number, how to find 10 more or ten less than the number

Ten-Frames


Direct Instruction

Option 3-

https://learnzillion.com/lesson_plans/2758-5-finding-ten-less-than-a-number-c

https://learnzillion.com/lesson_plans/2762-7-using-place-value-to-find-ten-less-a

https://learnzillion.com/lesson_plans/2764-6-subtracting-ten-with-a-hundred-chart-fp

Centers





Individual Center


Manipulative Center

Students work on solving problems using

more or 10 less




(Day 6)



the assessment.

Lesson 5.8 (391-396)

72




















without counting. manipulatives. Students can use work mat 7 found in the My Math resources along with the base tens blocks to show a number with the ones, tens, and hundreds place and write the number represented by the tens blocks.






Review Lesson

Exit Ticket


1.NBT.C.6. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written


P. 117, 118




Question 4- Subtraction Cards



EngageNYModule 4 Topic C; Lesson 11




www.mhmymath.com

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method and explain the reasoning used.

(The learning goal for unit 3 is to subtract a multiple of 10, both within the range of 10-90, using concrete models and drawings with a place value strategy or properties of operations. Explain or show how the model relates to the strategy, sums within 100)


ObjectivesSWBAT

use concrete models and drawings with a strategy based on place value to subtract a multiple of 10 from a multiple of 10 (both

Direct Instruction

Option 1- EngageNY Module 4 Topic C; Lesson 11


Centers




http://www.k-5mathteachingresources.com/support-files/subtract-multiples-of-10.pdf

Individual Center


Manipulative Center

http://www.k-5mathteachingresources.com/support-files/subtract-ten.pdf



Trade Book- Math Potatoes, by Greg Tang

Review Classwork

Exit Ticket


(Day 1)

Homepage for My MathNote: These pages are used as references.


the assessment.


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within the range 10-90).

use concrete models and drawings with properties of operations to subtract a multiple of 10 from a multiple of 10 (both within the range 10-90).

explain or show how the model relates to the strategy.

ELL Modifications


SLO: 5CCSS:1.NBT.6WIDA ELDS: 3Speaking

Subtract multiples of ten from multiples of ten (numbers less than 100, differences greater than or equal to zero) and explain the reasoning used.

Explain orally how to subtract multiples of ten from multiples of ten using Base-Ten Blocks.

VU: Tens, subtract, minus, equals, equation

LFC: Present tense



Express orally how subtract multiples of ten from multiples of ten using L1 and/or drawings and selected, illustrated single words.

Express orally how to subtract multiples of ten from multiples of ten using L1, and/or drawings and selected technical vocabulary in phrases.

Express orally how to subtract multiples of ten from multiples of ten using key, technical vocabulary in simple sentences.

Express orally how to subtract multiples of ten from multiples of ten using key, technical vocabulary in expanded sentences.

Express orally how to subtract multiples of ten from multiples of ten using technical vocabulary in complex sentences.

Learning Supports



Word/Picture WallBase-Ten Blocks

Base-Ten Blocks

75










1.NBT.C.6. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.


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


P. 117, 118



Direct Instruction

Option 4- MyMath

Lesson 6.6 (479-484)

Centers





Individual Center


Manipulative Center



Achieve the Core



(Day 2)





the assessment.


76














each quarterly assessment question.

ObjectivesSWBAT

use concrete models and drawings with a strategy based on place value to subtract a multiple of 10 from a multiple of 10 (both within the range 10-90).


explain or show how the model relates to the strategy





Review Lesson

Exit Ticket


1.NBT.C.6. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies


P. 117, 118







77







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.



ObjectivesSWBAT

use concrete models and drawings with a


Direct Instruction

Option 4- MyMath

Lesson 6.7 (485-490)

Centers





Individual Center


Manipulative Center





Math Labs




the assessment.


78
















strategy based on place value to subtract a multiple of 10 from a multiple of 10 (both within the range 10-90).



Review Lesson

Exit Ticket



(The learning goal for unit


P. 117, 118



Direct Instruction

Option 4- MyMath



Math Labs







the assessment.


79








3 is to subtract a multiple of 10, both within the range of 10-90, using concrete models and drawings with a place value strategy or properties of operations. Explain or show how the model relates to the strategy, sums within 100)


ObjectivesSWBAT


use concrete

Lesson 6.8 (491-496)

Centers





Individual Center


Manipulative Center




Trade book Leaping Lizards, by Stuart J. Murphy

Review Lesson

Exit Ticket


80











models and drawings with properties of operations to subtract a multiple of 10 from a multiple of 10 (both within the range 10-90).



(The learning goal for unit 3 is to subtract a multiple of 10, both within the range of 10-90, using concrete models and drawings with a place value strategy or properties of operations. Explain or show how the model relates to the


P. 117, 118



Direct Instruction

Option 2- Slides 5- 15, Slides 24-37https://njctl.org/courses/math/1st-grade/2nd-digit-subtraction/attachments/unit-8-2-digit-subtraction-with-classwork-homework-inserted/

Centers








(Day 5)





the assessment.


81








https://njctl.org/courses/math/1st-grade/2nd-digit-subtraction/attachments/unit-8-2-digit-subtraction-with-classwork-homework-inserted/





strategy, sums within 100)


ObjectivesSWBAT





Individual Center


Manipulative Center





Review Lesson

Exit Ticket


82














P. 117, 118



Direct Instruction

Option 3-

https://learnzillion.com/lesson_plans/2765-9-strategies-for-subtracting-multiples-of-ten-fp


https://learnzillion.com/lesson_plans/2759-8-subtracting-multiples-of-ten-c

Centers










(Day 6)





the assessment.


83


















ObjectivesSWBAT




Individual Center


Manipulative Center





Review Lesson

Exit Ticket


84







Documents

Curriculum Grade 1 Unit 3.docx · Web view20Sam.pdf ... Lesson 16. Module 4 Topic D; Lesson 17. ... Word/Picture Wall