ENVISION MATH CURRICULUM MAP CANYONS SCHOOL DISTRICTcsdmathematics.weebly.com/uploads/9/5/6/3/9563459/1st_grade_m… · Canyons School District’s curriculum math maps are standards-based

Canyons School District elementary literacy maps are created by CSD elementary teachers and published by the CSD Office of Evidence-Based Learning

ENVISION MATH CURRICULUM MAP CANYONS SCHOOL DISTRICT

2014ndash 2015 Curriculum Mapping Purpose Canyons School Districtrsquos curriculum math maps are standards-based maps driven by the Utah Core State Standards and implemented using Pearson enVisionMATH copy2011 with supplemental materials from Pearson enVisionMATH copy2012 to ensure alignment to the core standards Student achievement is increased when both teachers and students know where they are going why they are going there and what is required of them to get there Additional instructional days were intentionally built into the map to allow teachers to go into more depth on concepts Supporting resources for these additional days can be found in the General Information section

Curriculum Maps are a tool for

bull ALIGNMENT Provides support and coordination between concepts skills standards curriculum and assessments

bull COMMUNICATION Articulates expectations and learning goals for students bull PLANNING Focuses instruction and targets critical information bull COLLABORATION Promotes professionalism and fosters dialogue between colleagues about best

practices pertaining to sequencing unit emphasis and length integration and review strategies

bull SCAFFOLDED INSTRUCTION AND GROUPING STRUCTURES The organization of a scaffolded classroom includes whole group small group (eg teacher-led skill-based cooperative learning) partner and independent work where students are provided support towards mastery As students assume more responsibility for the learning gradual support is decreased in order to shift the responsibility for learning from the teacher to the students

TABLE OF CONTENTS

General Instructions for the Map page

CSD Academic Framework to Support Effective Instruction page

Evidence-Based Instructional Priorities Applied to Math page

Systematic Vocabulary Routine for Math page

Hessrsquo Cognitive Rigor Matrix page

Utah SAGE Elementary Mathematics Blueprints page

Utah Core Math Standards at a Glance page

The Utah Core Standards for Mathematical Practice page

Utah Core State Standards for Mathematics page

I-CANyons Report Card page

I-CANyons Report Card Standards page

Year at Glance page

CSD Math Block page

CSD Lesson Plan for Math page

Scope and Sequence (Map) page

Canyons School District elementary math maps are created by CSD elementary teachers and published by the CSD Office of Evidence-Based Learning

General Information Pacing This curriculum map provides guidance for intertwining the Utah Core Math Standards and the enVision curriculum Following the map will allow students to access all core standards by the end of the year To support studentsrsquo mastery of the standards targeted standards have been identified for each domain Attending to these targeted standards will allow teachers to focus instruction for the given topic and better assess studentsrsquo understanding of each standard This yearrsquos map include guidance for using the 2011 enVision materials which align with the teacher and student materials as well as 2012 enVision digital lessons that are needed as a supplement to teach the standards not adequately represented in enVision 2011 The enVision 2012 resources can be accessed using teacher CFA accounts These materials may be used in place of the 2011 materials Intentional Planning For each domain the map specifies both procedural checks and application tasks These tasks represent what students should know and be able to do after instruction Understanding these tasks will assist with designing instruction around targeted standards and critical areas

bull Procedural Check The purpose of the procedural check is to identify if students have the basic procedural understanding of the mathematical concept being highlighted

bull Application Task The purpose of the application task is to assess student ability to understand and apply the skill with a heightened level of depth and complexity

Critical Areas for Conceptual Understanding In addition to targeted standards critical areas have been identified and are highlighted in blue within the scope and sequence of the map Students are expected to demonstrate a conceptual understanding of these critical areas in order to be prepared for future grades Additional instructional days have been scheduled into the scope and sequence to provide additional time for increasing conceptual understanding of the standards Conceptual understanding requires a focus of depth and complexity beyond the enVision lessons The following resources may be useful for extending instruction to address depth of knowledge demands of the standards

Online Illustrative Mathematics Mathematical tasks aligned to the standards httpswwwillustrativemathematicsorg Inside Mathematics More mathematical tasks aligned to the standards httpwwwinsidemathematicsorgindexphptools-for-teachers National Library of Virtual Manipulatives NLVM Virtual manipulatives that support conceptual understanding httpnlvmusuedu Illuminations Lessons interactives and web links to support math instruction httpilluminationsnctmorg Print Resources Elementary and Middle School Mathematics Teaching Developmentally by John A Van De Walle Investigations in Number Data and Space (2004) (1998)

Common Core Lessons (CC) Certain topics will require the use of Common Core Lessons These lessons are available digitally and can be accessed through the enVisionMath 2011 ldquoTeacher Resourcesrdquo link Then click on ldquoTransitioning to Common Core with enVisionMATHrdquo The lessons can also be accessed within enVisionMATH 2012 under the same title Assessment Topic assessments are available digitally in the SuccessNet CFA accounts The 2012 enVisionMath topic tests directly align to the scope and sequence outlined in the map Additional assessments are available in both the 2011 and 2012 editions of enVisionMATH For example at the end of every topic there is a skill-based check and performance task that will assess studentsrsquo procedural and conceptual understanding of the given topic

Focused Review It is critical to provide an ongoing review of previously taught concepts and skills Teacher-directed interactive reviews daily are ideal to assess student learning and inform instruction Spiral reviews from enVisionMATH 2012 may be used to provide a cumulative review The math block allocates 10-15 minutes for a daily focused review Common Formative Assessment (CFA) The CFArsquos are an informational assessment for you as a teacher These assessments were designed to assess all depth of knowledge (DOK) levels and mastery of Utah Core Standards They are one form of assessment and the data can be used during Instructional Problem Solving Team discussions to problem solve and inform instruction CFAs are mandatory and should be completed within the given frame of time outlined in the curriculum map with the exception of the final CFA Homework The struggle to develop new concepts should occur while the teacher is available to support and scaffold the learning and correct studentsrsquo errors in thinking Work that is sent home for students to complete should consist of concepts that have already been taught in class been practiced and the student can already do independently Math homework should be used to build automaticity of skills already acquired and not for development of new skills without instruction Practicing concepts incorrectly at home can reinforce errors in thinking and cause frustration for students and families Practicing the skill to automaticity with homework assignments is appropriate after students have acquired the skill Reflex Math is available for students in grades 2-5 and can be accessed at home as well as at school Reflex Math helps students develop fluency with their basic facts in addition subtraction multiplication and division and could be assigned as homework to support studentsrsquo automaticity Online Supports for Unpacking the Core For additional information about teaching math standards please visit the following websites

USOE Curriculum Guides httpcsdmathematicsweeblycomusoe-elementary-curriculum-guideshtml North Carolina httpwwwncpublicschoolsorgacrestandardscommon-core-toolsunpacking Howard County Public Schools httpsgrade4commoncoremathwikispaceshcpssorg (Change grade number to match yoursmdash grade_commoncoremathwikispaceshcpssorg)

DelwaremdashUnder assessment examples httpwwwdoek12deusaabMathematicsassessment_toolsshtml EngageNYmdashMathematics Modules--httpwwwengagenyorgmathematics

Response to Intervention (RtI) Multi-Tiered System of Supports (MTSS) for Academics and Behavior Response to Intervention (RtI) Multi-Tiered System of Supports (MTSS) for Academics and Behavior Response to Intervention (RtI) Multi-Tiered System of Supports (MTSS) for Academics and Behavior Response to Intervention (RtI) Multi-Tiered System of Supports (MTSS) for Academics and Behavior Response to InterventionMuti-Tiered System of Support

(1) providing high quality core instruction (and intervention) matched to studentsrsquo needs

(2) using data over time (ie rate of learning level of performance fidelity of implementation)

(3) to make important educational decisions

CSD Student Achievement

Principles

bull ALL CSD students and educators are part of ONE proactive educational system

bull Evidence-based instruction and interventions are aligned with rigorous content standards

bull Data are used to guide instructional decisions align curriculum horizontally and vertically and allocate resources

bull CSD educators use instructionally relevant assessments that are reliable and valid

bull CSD educators problem solve collaboratively to meet student needsCSD Student

Achievement Principles

bull Quality professional development supports effective instruction for ALL studentsbull Leadership at all levels is vitalbull Quality professional development supports effective instruction for ALL studentsbull Leadership at all levels is vitalbull Quality professional development supports effective instruction for ALL studentsbull Leadership at all levels is vital

Core Expectations for ALL teachers in the Classrooms and Common AreasCore Expectations for ALL teachers in the Classrooms and Common AreasCore Expectations for ALL teachers in the Classrooms and Common AreasCore Expectations for ALL teachers in the Classrooms and Common AreasCore Expectations for ALL teachers in the Classrooms and Common AreasCore Expectations for ALL teachers in the Classrooms and Common Areas

Standards for Instruction

Standards clarify what we want students to be able to learn and

Evidence-Based Instructional Priorities

Evidence-based techniques increase student achievement

and engagement

Time Allocation for Instruction

Maintain a school culture in which instructional time is a

highly valued resource

Teacher Learning Data

Teacher learning and professional growth are

continuously fostered through public practice and feedback

Student PerformanceData

Student academic and behavioral performance is

assessed using a variety of reliable and valid methods

Collaborative Problem Solving for Instructional Improvement

Consistent use of Canyonsrsquo Problem-Solving Protocolidentify analyze plan and

evaluateInstructional content aligned with the Utah Core Standards

Standards-based instruction and reporting

Curriculum maps with common pacing guides

Scientifically research-based programs

National Educational Technology Standards (NETS)

World-Class Instructional Design and Assessment (WIDA)

Schoolwide Positive Behavioral Interventions and Supports (PBIS)

Classroom Positive Behavioral Interventions and Supports (PBIS)

Explicit Instruction (I We Yarsquoll You)

Systematic vocabulary development

Acquisition Automaticity Application (AAA)

Scaffolded Instruction amp Grouping (SIG) structures

Maximizing Opportunities to Respond (OTR)

Feedback cycle

Master schedule allocates adequate time for student learning and growth

Classroom instructional time is maximized and aligned with the standards every day of the school year including appropriate pacing to ensure rigor and student understanding

Ensure scheduling for intervention and skill-based instruction including English Language Development (ELD) and Special Education services

Learning walkthroughs

Coaching cycles with achievement coach new teacher coach andor peer coaches

Instructional Problem Solving Teams (IPSTs)

Lesson study

Video analysis

Annual goal setting and documentation of progress toward goals

Formalized protocols and checklists to monitor and evaluate implementation

Formative assessment practices including

bullUniversal benchmarking and screeningbullProgress monitoringbullCommon Formative Assessments (CFAs)bullRubrics and objective trackers

Summative assessment practices including

bullStudent Learning Objectives (SLOs) bullStudent Assessment of Growth and Excellence (SAGE)bullCollege- and career-readiness assessments (eg ACT)

Early warning system for identification of risk (academic behavior and attendance)

Timely and consistent review of relevant data by teams (eg BLT IPST)

bullEvaluate effectiveness of instruction for all groups of students using valid and reliable data and additional assessment if neededbullDetermine needs for supplemental and intensive instruction

On-going targeted professional development with coaching supportsOn-going targeted professional development with coaching supportsOn-going targeted professional development with coaching supportsOn-going targeted professional development with coaching supportsOn-going targeted professional development with coaching supportsOn-going targeted professional development with coaching supports

Canyons School District Academic Framework to Support Effective Instruction

June 2014 - V60

Applied to Math Instruction

Explicit Instruction I Do - We Do - Yrsquoall Do - You Do Model - Guide Practice ndash Partner - Independent Systematic Focused on critical content Vocabulary routine Skills strategies and concepts are sequenced

logically Break down complex skills Lessons are organized and focused Instructional routines are used Examples and non-examples Step-by-step demonstrations C-R-A Model

Relentless Adequate initial practice

NOTE Students who struggle may require 10-30 more times as many practice opportunities than their peers

Distributed practice--frequent exposure to contentskill over time

Daily focused review Daily focus on number sense and problem solving Teach to mastery Cumulative review periodically

Engaging Classroom Positive Behavioral Interventions and

Supports (PBIS) Feedback Cycle Scaffolded Instruction amp Grouping Structures Acquisition Automaticity Application (AAA) Maximizing Opportunities to Respond (OTR) Create various contexts for problem solving that

students can relate to Pacing

Increasing Opportunities to Respond Saying Writing Doing

Systematic Vocabulary Instruction Routine

Choral Responses give think time use a signal for response repeat if all

students donrsquot respond

Partner Sharing Look-Lean-Whisper Think-Pair-Share Study-Tell-Help-Check

Individual Responses give wait time individual shares after partner discussion Cold Call random calling pattern

Math Journals Quick Writes vocabulary practice draw visuals of math concepts

Individual White Boards use a signal for displaying establish a routine provide feedback

Manipulatives establish a routine explain expectations all students interact with materials provide visual bridge to concept

Response Cards redgreen yesno oddeven +- ltgt= etc

Action Responses thumbs updown modeling operations angles or other math concepts act it out hand signals

Introduce the word bull Teacher says the word and posts the word bull All students repeat the word bull Teacher gives a child-friendly definition bull All students repeat the definition (with teacher guidance) bull Repeat above steps as necessary

Demonstrate bull Provide an example bull Provide a non-example bull Repeat above steps as necessary

Apply bull Students turn to a partner and use the word in a sentence bull Teacher shares a sentence using the word

Vocabulary Cards Grade-level vocabulary cards available on the CSD math website utilized during instruction and posted on Word Wall

Feedback Cycle Scaffolded instruction and Grouping Acquisition ndash Automaticity ndash Application Classroom PBIS Corrective and Affirmative Timely and Frequent Specific and Reinforcing

Whole group Small groups Partners Fluid and flexible Skill-Based Small Group Instruction for

identified skill gaps or extension

Learn (acquire) the skill Build the skill to automaticity Attend to fluency standards in the core Apply the skill

Forming clear behavior expectations Explicitly teaching expectations to

students Reinforcing expectations with students Correcting of problem behaviors in a

systematic manner

System

atic Vocabulary R

outine- Math

Acquisition

Introduction Phase 1

Teacher writessays the w

Students repeat the word

ultisyllabic breakdown

Teacher gives a student friendly definition incorporating synonym

s as appropriate

5 Students restate definition w

ith teacher guidance

Teacher identifies any prefixes suffixes baseroot w

ords origin etc

TeacherStudent Responsibilities

T The word is polygon W

hat word

S polygon T Letrsquos claptap ldquopolygonrdquo into syllables T amp

S ldquopolrdquo ldquoyrdquo ldquogonrdquo T H

any syllables S 3 syllables T A

closed plane figure with three or m

ore sides that is m

ade up of line segments that do not cross

T amp S A

ore sides that is m

ade up of line segments that do not cross is

called a ______________________ T The prefix ldquopolyrdquo m

eans much or m

any So a polygon has not just one side but m

any sides

Building Automaticity

onstration Phase 7

Illustrate with exam

plesnon-exam

ples a)

Concrete exam

ples (realia) b)

Visual representationsmdash

video pictures diagram

s etc c)

Physical gesture d)

Verbal Exam

ples e)

Sentence Frames (ex If I had to

survive cold weather I w

ould need __________________

8 Check for studentsrsquo understanding by

discerning between exam

ples and non-exam

ples (repeat as necessary)

T Look at the figures on this picture This figure is a polygon because it is closed figure it is m

ade of line segm

ents that do not cross These figures are not polygons because they have curved lines they are open and som

e have crossed lines T (Exam

ple) Draw

a polygon on the board Ones tell

your partner if this is a polygon and explain why or

why not

S1 The figure is a polygon because it has line segm

ents that are closed and they do not cross T (N

on-example) D

raw a figure that is not a polygon

on the board Twos tell your partner if this is a polygon

and explain why or w

hy not S2 The figure is not a polygon because it is m

ade of curved lines and it is also not closed

Application

Application Phase

9 Deepen studentsrsquo understanding by

applying the word in a new

context a)

Teacher asks a deep processing question

b) Students respond via a quick w

rite andor orally with a partner

or in a small group or w

hole group setting

bull Students use the w

ord in a sentence The sentence m

ust be at least five words long

bull N

umber 2rsquos w

ill say the sentence while num

ber 1rsquos count the w

ords in the sentence and makes

sure the sentence is a true statement They

switch and follow

the same procedure

Hessrsquo Cognitive Rigor Matrix amp Curricular Examples Applying Webbrsquos Depth-of-Knowledge Levels to Bloomrsquos Cognitive Process Dimensions ndash MathScience

copy 2009 Karin Hess permission to reproduce is given when authorship is fully cited khessncieaorg

Revised Bloomrsquos Taxonomy

Webbrsquos DOK Level 1 Recall amp Reproduction

Webbrsquos DOK Level 2 Skills amp Concepts

Webbrsquos DOK Level 3 Strategic Thinking Reasoning

Webbrsquos DOK Level 4 Extended Thinking

Remember Retrieve knowledge from long-term memory recognize recall locate identify

o Recall observe amp recognize facts principles properties

o Recall identify conversions among representations or numbers (eg customary and metric measures)

Understand Construct meaning clarify paraphrase represent translate illustrate give examples classify categorize summarize generalize infer a logical conclusion (such as from examples given) predict comparecontrast match like ideas explain construct models

o Evaluate an expression o Locate points on a grid or

number on number line o Solve a one-step problem o Represent math relationships in

words pictures or symbols o Read write compare decimals

in scientific notation

o Specify and explain relationships (eg non-examplesexamples cause-effect)

o Make and record observations o Explain steps followed o Summarize results or concepts o Make basic inferences or logical

predictions from dataobservations o Use models diagrams to represent

or explain mathematical concepts o Make and explain estimates

o Use concepts to solve non-routine problems

o Explain generalize or connect ideas using supporting evidence

o Make and justify conjectures o Explain thinking when more than

one response is possible o Explain phenomena in terms of

concepts

o Relate mathematical or scientific concepts to other content areas other domains or other concepts

o Develop generalizations of the results obtained and the strategies used (from investigation or readings) and apply them to new problem situations

Apply Carry out or use a procedure in a given situation carry out (apply to a familiar task) or use (apply) to an unfamiliar task

o Follow simple procedures (recipe-type directions)

o Calculate measure apply a rule (eg rounding)

o Apply algorithm or formula (eg area perimeter)

o Solve linear equations o Make conversions among

representations or numbers or within and between customary and metric measures

o Select a procedure according to criteria and perform it

o Solve routine problem applying multiple concepts or decision points

o Retrieve information from a table graph or figure and use it solve a problem requiring multiple steps

o Translate between tables graphs words and symbolic notations (eg graph data from a table)

o Construct models given criteria

o Design investigation for a specific purpose or research question

o Conduct a designed investigation o Use concepts to solve non-routine

problems o Use amp show reasoning planning

and evidence o Translate between problem amp

symbolic notation when not a direct translation

o Select or devise approach among many alternatives to solve a problem

o Conduct a project that specifies a problem identifies solution paths solves the problem and reports results

Analyze Break into constituent parts determine how parts relate differentiate between relevant-irrelevant distinguish focus select organize outline find coherence deconstruct

o Retrieve information from a table or graph to answer a question

o Identify whether specific information is contained in graphic representations (eg table graph T-chart diagram)

o Identify a patterntrend

o Categorize classify materials data figures based on characteristics

o Organize or order data o Compare contrast figures or data o Select appropriate graph and

organize amp display data o Interpret data from a simple graph o Extend a pattern

o Compare information within or across data sets or texts

o Analyze and draw conclusions from data citing evidence

o Generalize a pattern o Interpret data from complex graph o Analyze similaritiesdifferences

between procedures or solutions

o Analyze multiple sources of evidence

o analyze complexabstract themes

o Gather analyze and evaluate information

Evaluate Make judgments based on criteria check detect inconsistencies or fallacies judge critique

o Cite evidence and develop a logical argument for concepts or solutions

o Describe compare and contrast solution methods

o Verify reasonableness of results

o Gather analyze amp evaluate information to draw conclusions

o Apply understanding in a novel way provide argument or justification for the application

Create Reorganize elements into new patternsstructures generate hypothesize design plan construct produce

o Brainstorm ideas concepts or perspectives related to a topic

o Generate conjectures or hypotheses based on observations or prior knowledge and experience

o Synthesize information within one data set source or text

o Formulate an original problem given a situation

o Develop a scientificmathematical model for a complex situation

o Synthesize information across multiple sources or texts

o Design a mathematical model to inform and solve a practical or abstract situation

Reporting Category Min Max Reporting Category Min MaxOperations and Algebraic

Thinking (OA) 29 38 Operations and Algebraic Thinking (OA) 18 22

Number and Operations in Base Ten (NBT) 18 22 Number and Operations in

Base Ten (NBT) 28 32

Number and Operations- Fractions (NF) 27 31 Number and Operations-

Fractions (NF) 28 32

Measurement and Data and Geometry (MDG) 18 22 Measurement and Data and

Geometry (MDG) 16 22

DOK 1 18 31 DOK 1 22 44DOK 2 38 58 DOK 2 44 58DOK 3 9 20 DOK 3 12 22

Thinking (OA) 16 20 Ratios and Proportional Relationships (RP) 28 32

Number and Operations in Base Ten (NBT) 30 36 The Number System (NS) 18 22

Number and Operations- Fractions (NF) 28 34 Expressions and Equations

(EE) 28 34

Measurement and Data and Geometry (MDG) 18 22 GeometryStatistics and

Probability (GSP) 16 20

Disclosure Depth of Knowledge (DOK) and Elements of Rigor are essential components of the Utah Mathematics Core Standards As such DOK and Elements of Rigor are integrated into the Student Assessment of Growth and Excellence (SAGE) assessment items All students will see a variety of

DOK and Elements of Rigor on the SAGE summative assessment For more information about DOK and Elements of Rigor please see httpwwwschoolsutahgovassessmentCriterion-Referenced-TestsMathaspx

Grade 450 Operational Items

Note The percentages shown represent target

aggregate values individual student

experiences will vary based on the adaptive

algorithm

Utah SAGE Elementary Mathematics Blueprints

First Grade Overview

Operations and Algebraic Thinking (1OA) bull Represent and solve problems involving addition and

subtraction bull Understand and apply properties of operations and the

relationship between addition and subtraction bull Add and subtract within 20 bull Work with addition and subtraction equations Number and Operations in Base Ten (1NBT) bull Extend the counting sequence bull Understand place value bull Use place value understanding and properties of

operations to add and subtract Measurement and Data (1MD) bull Measure lengths indirectly and by iterating length units bull Tell and write time bull Represent and interpret data Geometry (1G) bull Reason with shapes and their attributes

Four Critical Areas

In Grade 1 instructional time should focus on four critical areas

o developing understanding of addition subtraction and strategies for addition and subtraction within 20

o developing understanding of whole number relationships and place value including grouping in tens and ones

o developing understanding of linear measurement and

measuring lengths as iterating length units and

o reasoning about attributes of and composing and decomposing geometric shapes

Common Core Practice Standards Overarching habits of mind of a productive mathematical thinker

1 Make sense of problems and persevere in solving them 6 Attend to precision

Reasoning and explaining 2 Reason abstractly and quantitatively 3 Construct viable arguments and critique the reasoning

of others Modeling and using tools

4 Model with mathematics 5 Use appropriate tools strategically

Seeing structure and generalizing 7 Look for and make use of structure 8 Look for and express regularity in repeated reasoning

First Grade Utah State Core Math Standards At-a-Glance

Common Core State Standards Initiative (2010) Common Core State Standards for Mathematics Washington DC National Governors Association Center for Best Practices and the Council of Chief State School Officers Created by Canyons School District

The Utah Core Standards for Mathematical Practice

The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students These practices rest on important processes and proficiencies with longstanding importance in mathematics education

Connecting the Standards for Mathematical Practice to the Standards for Mathematical Content

ldquoThe Standards for Mathematical Content are a balanced combination of procedure and understanding Expectations that begin with the word ldquounderstandrdquo are often especially good opportunities to connect the practices to the content Students who lack understanding of a topic may rely on procedures too heavily Without a flexible base from which to work they may be less likely to consider analogous problems represent problems coherently justify conclusions apply the mathematics to practical situations use technology mindfully to work with the mathematics explain the mathematics accurately to other students step back for an overview or deviate from a known procedure to find a shortcut In short a lack of understanding effectively prevents a student from engaging in the mathematical practicesrdquo (CCSS 2010)

1 Make sense of problems and persevere in solving them

2 Reason abstractly and quantitatively

3 Construct viable arguments and critique the reasoning of others

4 Model with mathematics

5 Use appropriate tools strategically 6 Attend to precision 7 Look for and make use of structure 8 Look for and express regularity in repeated reasoning

CORE STATE STAN

S for MATH

EMATICSGRADE 1 | 15

Grade 1 O

verview

Operations and Algebraic Thinking

Represent and solve problems involving addition

and subtractionU

nderstand and apply properties of operations and the relationship betw

een addition and subtractionAdd and subtract w

ithin 20W

ork with addition and subtraction equations

ber and Operations in Base Ten

Extend the counting sequenceU

nderstand place valueU

se place value understanding and properties of operations to add and subtract

Measurem

ent and Data

Measure lengths indirectly and by iterating

length unitsTell and w

rite time

Represent and interpret data

Reason with shapes and their attributes

EMATICAL PRACTICES

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CORE STATE STAN

S for MATH

EMATICS

GRADE 1 | 16

Represent and solve problems involving addition and subtraction

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ďĞƌƚŽƌĞƉƌĞƐĞŶƚƚŚĞƉƌŽďůĞŵ

Understand and apply properties of operations and the relationship betw

een addition and subtractionϯ

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ϭϭŝƐŬŶŽǁŶƚŚĞŶϯнϴсϭϭŝƐĂůƐŽŬŶŽǁ

ŶŽŵŵƵƚĂƟǀĞƉƌŽƉĞƌƚǇŽĨĂĚĚŝƟŽŶͿdŽĂĚĚ

2 + 6 + 4 the second two num

bers can be added to make a ten so 2 + 6 + 4 = 2 + 10 =

ϭϮƐƐŽĐŝĂƟǀĞƉƌŽƉĞƌƚǇŽĨĂĚĚŝƟŽŶͿ

ϰhŶĚĞƌƐƚĂŶĚƐƵďƚƌĂĐƟŽŶĂƐĂŶƵŶŬŶŽǁ

ŶͲĂĚĚĞŶĚƉƌŽďůĞŵFor exam

ple subtract 10 ndash 8 ďǇĮŶĚŝŶŐƚŚĞŶƵŵ

ďĞƌƚŚĂƚŵĂŬĞƐϭϬǁ

ŚĞŶĂĚĚĞĚƚŽϴ

Add and subtract within 20

ϱZĞůĂƚĞĐŽƵŶƟŶŐƚŽĂĚĚŝƟŽŶĂŶĚƐƵďƚƌĂĐƟŽŶĞŐďǇĐŽƵŶƟŶŐŽŶϮƚŽĂĚĚϮͿ

ϲĚĚĂŶĚƐƵďƚƌĂĐƚǁ

ŝƚŚŝŶϮϬĚĞŵŽŶƐƚƌĂƟŶŐŇƵĞŶĐǇĨŽƌĂĚĚŝƟŽŶĂŶĚƐƵďƚƌĂĐƟŽŶǁ

ŝƚŚŝŶϭϬh

ƐĞŵĞŶƚĂůƐƚƌĂƚĞŐŝĞƐƐƵĐŚĂƐĐŽƵŶƟŶŐŽŶŵ

ĂŬŝŶŐƚĞŶĞŐϴнϲсϴнϮнϰсϭϬнϰсϭϰͿĚĞĐŽŵ

ƉŽƐŝŶŐĂŶƵŵďĞƌůĞĂĚŝŶŐƚŽĂƚĞŶĞŐϭϯʹϰсϭϯʹϯʹϭсϭϬʹϭсϵͿ

ƵƐŝŶŐƚŚĞƌĞůĂƟŽŶƐŚŝƉďĞƚǁĞĞŶĂĚĚŝƟŽŶĂŶĚƐƵďƚƌĂĐƟŽŶĞŐŬŶŽǁ

ŝŶŐƚŚĂƚϴнϰсϭϮŽŶĞŬŶŽǁ

ƐϭϮʹϴсϰͿĂŶĚĐƌĞĂƟŶŐĞƋƵŝǀĂůĞŶƚďƵƚĞĂƐŝĞƌŽƌŬŶŽǁŶƐƵŵ

ƐĞŐĂĚĚŝŶŐϲнϳďǇĐƌĞĂƟŶŐƚŚĞŬŶŽǁ

ŶĞƋƵŝǀĂůĞŶƚϲнϲнϭсϭϮнϭсϭϯͿ

Work w

ith addition and subtraction equationsϳ

hŶĚĞƌƐƚĂŶĚƚŚĞŵ

ĞĂŶŝŶŐŽĨƚŚĞĞƋƵĂůƐŝŐŶĂŶĚĚĞƚĞƌŵŝŶĞŝĨĞƋƵĂƟŽŶƐŝŶǀŽůǀŝŶŐĂĚĚŝͲ

ƟŽŶĂŶĚƐƵďƚƌĂĐƟŽŶĂƌĞƚƌƵĞŽƌĨĂůƐĞampŽƌĞǆĂŵƉůĞǁ

ŚŝĐŚŽĨƚŚĞĨŽůůŽǁŝŶŐĞƋƵĂƟŽŶƐ

are true and which are false 6 = 6 7 = 8 ndash 1 5 + 2 = 2 + 5 4 + 1 = 5 + 2

ϴĞƚĞƌŵ

ŝŶĞƚŚĞƵŶŬŶŽǁŶǁ

ŚŽůĞŶƵŵďĞƌŝŶĂŶĂĚĚŝƟŽŶŽƌƐƵďƚƌĂĐƟŽŶĞƋƵĂƟŽŶƌĞůĂƟŶŐ

ƚŚƌĞĞǁŚŽůĞŶƵŵ

ďĞƌƐFor example determ

ine the unknown num

ber that makes the

ĞƋƵĂƟŽŶƚƌƵĞŝŶĞĂĐŚŽĨƚŚĞĞƋƵĂƟŽŶƐϴнсϭϭϱс ndash 3 6 + 6 =

Extend the counting sequenceϭ

ŽƵŶƚƚŽϭϮϬƐƚĂƌƟŶŐĂƚĂŶǇŶƵŵďĞƌůĞƐƐƚŚĂŶϭϮϬŶƚŚŝƐƌĂŶŐĞƌĞĂĚĂŶĚǁ

ƌŝƚĞŶƵͲŵĞƌĂůƐĂŶĚƌĞƉƌĞƐĞŶƚĂŶƵŵ

ďĞƌŽĨŽďũĞĐƚƐǁŝƚŚĂǁ

ƌŝƩĞŶŶƵŵĞƌĂů

Understand place value

ϮhŶĚĞƌƐƚĂŶĚƚŚĂƚƚŚĞƚǁ

ŽĚŝŐŝƚƐŽĨĂƚǁŽͲĚŝŐŝƚŶƵŵ

ďĞƌƌĞƉƌĞƐĞŶƚĂŵŽƵŶƚƐŽĨƚĞŶƐĂŶĚ

ŽŶĞƐhŶĚĞƌƐƚĂŶĚƚŚĞĨŽůůŽǁ

ŝŶŐĂƐƐƉĞĐŝĂůĐĂƐĞƐ

ĂϭϬĐĂŶďĞƚŚŽƵŐŚƚŽĨĂƐĂďƵŶĚůĞŽĨƚĞŶŽŶĞƐͶ

ĐĂůůĞĚĂƚĞŶ

ďdŚĞŶƵŵ

ďĞƌƐĨƌŽŵϭϭƚŽϭϵĂƌĞĐŽŵ

ƉŽƐĞĚŽĨĂƚĞŶĂŶĚŽŶĞƚǁŽƚŚƌĞĞĨŽƵƌĮǀĞ

ƐŝǆƐĞǀĞŶĞŝŐŚƚŽƌŶŝŶĞŽŶĞƐ

ĐdŚĞŶƵŵ

ďĞƌƐϭϬϮϬϯϬϰϬϱϬϲϬϳϬϴϬϵϬƌĞĨĞƌƚŽŽŶĞƚǁŽƚŚƌĞĞĨŽƵƌĮǀĞ

ƐŝǆƐĞǀĞŶĞŝŐŚƚŽƌŶŝŶĞƚĞŶƐĂŶĚϬŽŶĞƐͿ

5 ^ĞĞůŽƐƐĂƌǇdĂďůĞϭ6 ^ƚƵĚĞŶƚƐŶĞĞĚŶŽƚƵƐĞĨŽƌŵ

ĂůƚĞƌŵĨŽƌƚŚĞƐĞƉƌŽƉĞƌƟĞƐ

CORE STATE STAN

S for MATH

EMATICSGRADE 1 | 17

ϯŽŵ

ƉĂƌĞƚǁŽƚǁ

ŽͲĚŝŐŝƚŶƵŵďĞƌƐďĂƐĞĚŽŶŵ

ĞĂŶŝŶŐƐŽĨƚŚĞƚĞŶƐĂŶĚŽŶĞƐĚŝŐŝƚƐƌĞͲĐŽƌĚŝŶŐƚŚĞƌĞƐƵůƚƐŽĨĐŽŵ

ƉĂƌŝƐŽŶƐǁŝƚŚƚŚĞƐǇŵ

ďŽůƐхсĂŶĚф

Use place value understanding and properties of operations to add and subtract

ϰĚĚǁ

ŝƚŚŝŶϭϬϬŝŶĐůƵĚŝŶŐĂĚĚŝŶŐĂƚǁŽͲĚŝŐŝƚŶƵŵ

ďĞƌĂŶĚĂŽŶĞͲĚŝŐŝƚŶƵŵďĞƌĂŶĚ

ĂĚĚŝŶŐĂƚǁŽͲĚŝŐŝƚŶƵŵ

ďĞƌĂŶĚĂŵƵůƟƉůĞŽĨϭϬƵƐŝŶŐĐŽŶĐƌĞƚĞŵ

ŽĚĞůƐŽƌĚƌĂǁŝŶŐƐ

ĂŶĚƐƚƌĂƚĞŐŝĞƐďĂƐĞĚŽŶƉůĂĐĞǀĂůƵĞƉƌŽƉĞƌƟĞƐŽĨŽƉĞƌĂƟŽŶƐĂŶĚŽƌƚŚĞƌĞůĂƟŽŶƐŚŝƉďĞƚǁ

ĞĞŶĂĚĚŝƟŽŶĂŶĚƐƵďƚƌĂĐƟŽŶƌĞůĂƚĞƚŚĞƐƚƌĂƚĞŐǇƚŽĂǁƌŝƩĞŶŵ

ĞƚŚŽĚĂŶĚĞǆƉůĂŝŶƚŚĞƌĞĂƐŽŶŝŶŐƵƐĞĚh

ŶĚĞƌƐƚĂŶĚƚŚĂƚŝŶĂĚĚŝŶŐƚǁŽͲĚŝŐŝƚŶƵŵ

ďĞƌƐŽŶĞĂĚĚƐƚĞŶƐĂŶĚƚĞŶƐŽŶĞƐĂŶĚŽŶĞƐĂŶĚƐŽŵ

ĞƟŵĞƐŝƚŝƐŶĞĐĞƐƐĂƌǇƚŽĐŽŵ

ƉŽƐĞĂƚĞŶ

ϱŝǀĞŶĂƚǁ

ŽͲĚŝŐŝƚŶƵŵďĞƌŵ

ĞŶƚĂůůǇĮŶĚϭϬŵŽƌĞŽƌϭϬůĞƐƐƚŚĂŶƚŚĞŶƵŵ

ďĞƌǁŝƚŚŽƵƚ

ŚĂǀŝŶŐƚŽĐŽƵŶƚĞǆƉůĂŝŶƚŚĞƌĞĂƐŽŶŝŶŐƵƐĞĚ

ϲ^ƵďƚƌĂĐƚŵ

ƵůƟƉůĞƐŽĨϭϬŝŶƚŚĞƌĂŶŐĞϭϬʹϵϬĨƌŽŵŵ

ƵůƟƉůĞƐŽĨϭϬŝŶƚŚĞƌĂŶŐĞϭϬʹϵϬƉŽƐŝƟǀĞŽƌǌĞƌŽĚŝīĞƌĞŶĐĞƐͿƵƐŝŶŐĐŽŶĐƌĞƚĞŵ

ŽĚĞůƐŽƌĚƌĂǁŝŶŐƐĂŶĚƐƚƌĂƚĞŐŝĞƐďĂƐĞĚ

ŽŶƉůĂĐĞǀĂůƵĞƉƌŽƉĞƌƟĞƐŽĨŽƉĞƌĂƟŽŶƐĂŶĚŽƌƚŚĞƌĞůĂƟŽŶƐŚŝƉďĞƚǁĞĞŶĂĚĚŝƟŽŶĂŶĚ

ƐƵďƚƌĂĐƟŽŶƌĞůĂƚĞƚŚĞƐƚƌĂƚĞŐǇƚŽĂǁƌŝƩĞŶŵ

ĞƚŚŽĚĂŶĚĞǆƉůĂŝŶƚŚĞƌĞĂƐŽŶŝŶŐƵƐĞĚ

Measurem

ent and Data

Measure lengths indirectly and by iterating length units

ϭKƌĚĞƌƚŚƌĞĞŽďũĞĐƚƐďǇůĞŶŐƚŚĐŽŵ

ƉĂƌĞƚŚĞůĞŶŐƚŚƐŽĨƚǁŽŽďũĞĐƚƐŝŶĚŝƌĞĐƚůǇďǇƵƐŝŶŐĂ

ƚŚŝƌĚŽďũĞĐƚ

ϮǆƉƌĞƐƐƚŚĞůĞŶŐƚŚŽĨĂŶŽďũĞĐƚĂƐĂǁ

ŚŽůĞŶƵŵďĞƌŽĨůĞŶŐƚŚƵŶŝƚƐďǇůĂǇŝŶŐŵ

ƵůƟƉůĞĐŽƉŝĞƐŽĨĂƐŚŽƌƚĞƌŽďũĞĐƚƚŚĞůĞŶŐƚŚƵŶŝƚͿĞŶĚƚŽĞŶĚƵŶĚĞƌƐƚĂŶĚƚŚĂƚƚŚĞůĞŶŐƚŚŵĞĂƐƵƌĞŵ

ĞŶƚŽĨĂŶŽďũĞĐƚŝƐƚŚĞŶƵŵďĞƌŽĨƐĂŵ

ĞͲƐŝǌĞůĞŶŐƚŚƵŶŝƚƐƚŚĂƚƐƉĂŶŝƚǁŝƚŚŶŽ

ŐĂƉƐŽƌŽǀĞƌůĂƉƐLimit to contexts w

here the object being measured is spanned by a

whole num

ber of length units with no gaps or overlaps

Tell and write tim

dĞůůĂŶĚǁƌŝƚĞƟŵ

ĞŝŶŚŽƵƌƐĂŶĚŚĂůĨͲŚŽƵƌƐƵƐŝŶŐĂŶĂůŽŐĂŶĚĚŝŐŝƚĂůĐůŽĐŬƐ

Represent and interpret dataϰ

KƌŐĂŶŝǌĞƌĞƉƌĞƐĞŶƚĂŶĚŝŶƚĞƌƉƌĞƚĚĂƚĂǁ

ŝƚŚƵƉƚŽƚŚƌĞĞĐĂƚĞŐŽƌŝĞƐĂƐŬĂŶĚĂŶƐǁĞƌ

ƋƵĞƐƟŽŶƐĂďŽƵƚƚŚĞƚŽƚĂůŶƵŵďĞƌŽĨĚĂƚĂƉŽŝŶƚƐŚŽǁ

ŵĂŶǇŝŶĞĂĐŚĐĂƚĞŐŽƌǇĂŶĚŚŽǁ

ŵĂŶǇŵ

ŽƌĞŽƌůĞƐƐĂƌĞŝŶŽŶĞĐĂƚĞŐŽƌǇƚŚĂŶŝŶĂŶŽƚŚĞƌ

etry 1G

ϭŝƐƟŶŐƵŝƐŚďĞƚǁ

ĞĞŶĚĞĮŶŝŶŐĂƩƌŝďƵƚĞƐĞŐƚƌŝĂŶŐůĞƐĂƌĞĐůŽƐĞĚĂŶĚƚŚƌĞĞͲƐŝĚĞĚͿǀĞƌͲƐƵƐŶŽŶͲĚĞĮŶŝŶŐĂƩƌŝďƵƚĞƐĞŐĐŽůŽƌŽƌŝĞŶƚĂƟŽŶŽǀĞƌĂůůƐŝǌĞͿďƵŝůĚĂŶĚĚƌĂǁ

ƐŚĂƉĞƐƚŚĂƚƉŽƐƐĞƐƐĚĞĮŶŝŶŐĂƩƌŝďƵƚĞƐ

ϮŽŵ

ƉŽƐĞƚǁŽͲĚŝŵ

ĞŶƐŝŽŶĂůƐŚĂƉĞƐƌĞĐƚĂŶŐůĞƐƐƋƵĂƌĞƐƚƌĂƉĞǌŽŝĚƐƚƌŝĂŶŐůĞƐŚĂůĨͲĐŝƌͲĐůĞƐĂŶĚƋƵĂƌƚĞƌͲĐŝƌĐůĞƐͿŽƌƚŚƌĞĞͲĚŝŵ

ĞŶƐŝŽŶĂůƐŚĂƉĞƐĐƵďĞƐƌŝŐŚƚƌĞĐƚĂŶŐƵůĂƌƉƌŝƐŵƐ

ƌŝŐŚƚĐŝƌĐƵůĂƌĐŽŶĞƐĂŶĚƌŝŐŚƚĐŝƌĐƵůĂƌĐǇůŝŶĚĞƌƐͿƚŽĐƌĞĂƚĞĂĐŽŵƉŽƐŝƚĞƐŚĂƉĞĂŶĚĐŽŵ

ͲƉŽƐĞŶĞǁ

ƐŚĂƉĞƐĨƌŽŵƚŚĞĐŽŵ

ƉŽƐŝƚĞƐŚĂƉĞ 7

ϯWĂƌƟƟŽŶĐŝƌĐůĞƐĂŶĚƌĞĐƚĂŶŐůĞƐŝŶƚŽƚǁ

ŽĂŶĚĨŽƵƌĞƋƵĂůƐŚĂƌĞƐĚĞƐĐƌŝďĞƚŚĞƐŚĂƌĞƐƵƐͲŝŶŐƚŚĞǁ

ŽƌĚƐhalves fourthsĂŶĚquartersĂŶĚƵƐĞƚŚĞƉŚƌĂƐĞƐhalf of fourth of and quarter ofĞƐĐƌŝďĞƚŚĞǁ

ŚŽůĞĂƐƚǁŽŽĨŽƌĨŽƵƌŽĨƚŚĞƐŚĂƌĞƐh

ŶĚĞƌƐƚĂŶĚĨŽƌƚŚĞƐĞĞǆĂŵ

ƉůĞƐƚŚĂƚĚĞĐŽŵƉŽƐŝŶŐŝŶƚŽŵ

ŽƌĞĞƋƵĂůƐŚĂƌĞƐĐƌĞĂƚĞƐƐŵĂůůĞƌƐŚĂƌĞƐ

7 ^ƚƵĚĞŶƚƐĚŽŶŽƚŶĞĞĚƚŽůĞĂƌŶĨŽƌŵĂůŶĂŵ

ĞƐƐƵĐŚĂƐƌŝŐŚƚƌĞĐƚĂŶŐƵůĂƌƉƌŝƐŵ

Grade 1

Nyons R

eport Card Standards

Operations and A

lgebraic Thinking bull

Solve addition and subtraction word problem

s using pictures and equations 1O

bull U

nderstand the relationship between addition and subtraction

bull A

dd within 20 1O

bull Subtract w

ithin 20 1OA

umbers and O

perations Base Ten

bull C

ount to 120 1NB

T1 bull

Read and w

rite to 120 1NB

T1 bull

Understand place value to the 10rsquos place

T2 bull

pare two-digit num

bers using symbols (lt

T3 bull

Understand addition to 100 using m

odels 1NB

T 4 bull

Add and subtract by groups of 10 1N

BT5 1N

Measurem

ent and Data

bull M

easure and order objects based on length 1MD

bull Tell and w

rite time in hours and half-hours 1M

bull O

rganize represent and interpret data with up to three categories

eometry

bull B

uild and draw shapes having specific characteristics 1G

bull D

ivide circles and rectangles into halves and fourths 1G3

1st Grade Year-at-a-Glance 2014-2015

Month Math Topics TOPICS from

enVision 2011

TOPICS from

enVision 2012

CFA Assessment

August 20- October 31 (47 days)

bull Understanding Addition Topics 1 amp 3 Topic 1

Due by October 31st

bull Understanding Subtractions Topic 4 Topic 2

bull Five and Ten Relationships Topic 5 Topic 3

bull Addition and Subtraction Facts to 12 Topic 6 amp 7 Topic 4

November 3- December 19

(31 days)

bull Addition Facts to 20 Topic 16 Topic 5 Due by December

19th bull Subtraction Facts to 20 Topic 17 Topic 6

bull Counting and Patterns to 120 NA Topic 7

January 5- March 13 (45 days)

bull Tens and Ones Topic 11 Topic 8

Due by March 13th

bull Comparing and Ordering Numbers to 100 Topic 12 Topic 9

bull Adding with Tens and Ones Topic 20 Topic 10

bull Subtracting with Tens and Ones Topic 20 Topic 11

March 16- June 5

(53 days)

bull Length Topic 14 Topic 12

Due by June 5th

bull Time Topic 15 Topic 13

bull Using Data to Answer Questions Topic 18 Topic 14

bull Geometry Topic 8 Topic 15

bull Fraction of Shapes Topic 19 Topic 16

CSD Math Block 90 Minutes Daily 13

Standards for Mathematical Practice Make sense of problems and persevere in solving them Use appropriate tools strategically Reason abstractly and quantitatively Attend to precision Construct viable arguments and critique the reasoning of others Look for and make use of structure

Model with mathematics Look for and express regularity in repeated reasoning Numeracy Component Range of

Time Focus of Instruction Instructional Materials

Review or Preteach

minutes

bull Focused Review o Identified skill deficit that have been

identified through formative assessment (CFA exit ticket whiteboards etc)

bull Pre-teach upcoming concepts that have proven to be difficult in the past

bull C

bull Problem of the Day bull Daily Spiral Review

Vocabulary and Fluency Practice

minutes

bull Teach Appropriate Vocabulary bull Build Fluency with math facts and computation

bull Vocabulary Word Cards bull Computation Fluency Master bull Reflex Math

Lesson Objectives

1-3 minutes

bull Content Objectives- What are students going to learn

bull Language Objectives- How will students demonstrate understanding

bull Quick and Easy Lesson Overview states objective

ConceptSkill Development and

Application

30-45 minutes

Develop the Concept

Concrete Hands-on (manipulatives) Representational Visual (pictures or video) Abstract Symbolic (numbers or algorithm)

bull Problem-Based Interactive Learning

bull Visual Learning Bridge bull Guided Practice

Skill-Based Instruction Review Reinforce amp Extend

minutes

bull Students practice concepts independently as appropriate

bull Reteach with skill-based groups students who need extra supportscaffolding

bull Provide extension opportunities for students who have shown mastery of the conceptskill

bull Problems from Independent Practice and Problem Solving

bull Practice Reteach and Enrichment pages bull Differentiated Center materials bull CloseAssess and Differentiate bull Math Diagnosis and Intervention System bull Investigations

1st Grade CFA 1 August 20-October 31 Flexible Pacing 47 days

Domain Operations and Algebraic Thinking Understanding Addition

Report Card Learning Targets I canhellip bull Solve addition and subtraction word problems using pictures and equations bull Understand the relationship between addition and subtraction Assessment Tasks

Procedural Check Application Task 1OA1

+ = (DOK 1)

Anthony has 13 more French fries that Brianna Brianna has 5 French fries How many French fries does Anthony have Write a number sentence that matches this story Use a symbol for the unknown number (DOK 2) Dora found 5 leaves that blew in through the window Then she found 2 more leaves that blew in Draw a picture and use numbers to show how many leaves Dora found in all (DOK 2)

(DOK 1)

Joe has 10 marbles Find all of the many ways he can make ten with the marbles Draw a picture write a number sentence and use words to justify your thinking (DOK 3)

1OA7 Make each number sentence true 1 6 = ____ 2 7 = 8 - ____ 3 5 + 2 = ____ + 5 4 4 + 1 = ____ + 2 Answers 6 = 6 7 = 8 - 1 5 + 2 = 2 + 5 4 + 1 = 3 + 2 (DOK 1)

Laura had 5 fish Her mother gave her 1 more Laurarsquos brother Frank had 1 fish Their mother gave Frank 5 more Laura cried ldquoThatrsquos not fair He has more fish than I dordquo Use number sentences and pictures to show Laura the truth so she will calm down You may also need to use words to justify your thinking (DOK 3)

1OA8 What goes with 2 to make 5 2 + = 5 What goes with 3 to make 6 3 + = 6 What goes with 4 to make 9 4 + = 9 (DOK 1)

This is a skill-based task There is no problem task associated with it

Domain ndash Operations and Algebraic Thinking Curriculum Supports Vocabulary

1OA Represent and solve problems involving addition and subtraction

1 Use addition and subtraction within 20 to solve word problems involving situations of adding to taking from putting together taking apart and comparing with unknowns in all positions eg by using objects drawings and equations with a symbol for the unknown number to represent the problem

Understand and apply properties of operations and the relationship between addition and subtraction

3 Apply properties of operations as strategies to add and subtract2 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)

Work with addition and subtraction equations

7 Understand the meaning of the equal sign and determine if equations involving addition and subtraction are true or false For example which of the following equations are true and which are

enVision 2011 Topic 1 1-5 Spatial Patterns for Number to 10 Topic 3 3-1 Making 6 and 7 3-2 Making 8 3-3 Making 9 CC 3-5A Introducing Addition Expressions and Number Sentences (enVision 2012 Lesson 1-5) 3-5 Stories about Joining 3-6 Adding in Any Order 3-7 Problem Solving Use Objects enVIsion 2012- Understanding Addition

adding to taking from putting together taking apart comparing unknown position plusadding minussubtracting equals to numerals digits

1OA3 part whole fact family number bonds add subtract equation sum difference equals to add on combine switch

false 6 = 6 7 = 8 - 1 5 + 2 = 2 + 5 4 + 1 = 5 + 2 8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers For example determine the unknown number that makes the equation true in each of the equations 8 + = 11 5 = _ - 3 6 + 6 = _

Critical Area Developing understanding of addition subtraction and strategies for addition and subtraction within 20

separate

1OA7 balanced equations equals to addition subtraction equation

1OA8 addition subtraction equation number sentence unknown number whole number equals to

Additional Assessment Options bull Topic 1 Test- Understanding Addition (enVision 2012) from your CFA account will match the concepts you have taught

bull Performance Assessment- Topic 1

Understanding Addition (enVision 2012) Found at the end of each topic in the Common Core edition and would be administered paper-pencil

Domain Operations and Algebraic Thinking Understanding Subtraction

Report Card Learning Targets I canhellip bull Solve addition and subtraction word problems using pictures and equations bull Understand the relationship between addition and subtraction bull Add within 20 bull Subtract within 20 Assessment Tasks

Procedural Check Application Task 1OA1 Put red nail polish on the number of fingernails shown from

left to right Then fill in the parts Make the number of fingernails on one hand a part

(DOK 1)

Kate has 4 markers Jill has 9 markers How many fewer markers does Kate have than Jill Write a number sentence that matches this story Use a symbol for the unknown number (DOK 2)

1OA4 Write a number that is 1 less 5 3 10 (DOK 1)

8 ducks are swimming in the pond 4 ducks fly away How many ducks are still swimming in the pond Write a number bond number sentence and statement Draw a number path to prove your answer See student sample below

1OA6 Circle the numbers in the box that can be added to make the number in the star above the box (DOK 1)

9 beads spilled on the floor A student picks 4 How many beads are still on the floor Write a number sentence and a statement to share your solution Extension If the 9 beads had been picked up by two students how many beads might each student have picked up Make number sentences and pictures to explain your thinking (DOK 2)

(DOK 2)

Use numbers or words to justify your answers (DOK 3)

(DOK 2)

4 Understand subtraction as an unknown-addend problem For example subtract 10 - 8 by finding the number that makes 10 when added to 8

enVision 2011 Topic 4 4-1 Finding Missing Parts of 6 amp 7 4-2 Finding Missing Parts of 8 4-3 Finding Missing Parts of 9 CC 4-5A Introducing Subtraction Expressions and Number Sentences (enVision 2012 Lesson 2-4) enVision 2012- Topic 2 2-5 Stories About Taking Away Topic 4 4-6 Stories About Comparing enVision 2012 2-7 Stories About Missing Parts

1OA4 commutative property counting on fact family number bond

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

7 Understand the meaning of the equal sign and determine if equations involving addition and subtraction are true or false For example which of the following equations are true and which are false 6 = 6 7 = 8 - 1 5 + 2 = 2 + 5 4 + 1 = 5 + 2 8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers For example determine the unknown number that makes the equation true in each of the equations 8 + = 11 5 = _ - 3 6 + 6 = _

2-8 All Kinds of Subtraction Stories Topic 4 4-7 Connecting Addition and Subtraction CC 4-8A Connecting Models and Symbols (enVision 2012 Lesson 2-9) enVision 2012- Topic 2 2-11 Problem Solving Act It Out

enVision 2012- Topic 2 Understanding Subtraction

subtractminus addend whole sum

1OA6 doubles fact families addplus subtractminus difference sum equation

Additional Assessment Options bull Topic 2 Test- Understanding Subtraction (enVision 2012) from your CFA account will match the concepts you have taught

Understanding Subtraction (enVision 2012) Found at the end of each topic in the Common Core edition and would be administered paper-pencil

Domain Operations and Algebraic Thinking Five and Ten Relationships

Report Card Learning Targets I canhellip bull Understand the relationship between addition and subtraction bull Add within 20 bull Subtract within 20 Assessment Tasks

(DOK 1)

There are 8 apples and 4 have worms How many good apples are there Read the math problem make a drawing to show your thinking and include a number sentence (DOK 2)

1OA5 Write each number that matches the clue 1 more that 38 _______ 2 more that 59 _______ 1 less than 60 ______ 2 less than 76 ______ (DOK 1)

Carly was working to solve a math problem She solved the problem by counting on and she counted out loud Carly counted ldquo6hellip7hellip8hellip9hellip10hellip11hellip12hellip13rdquo What is a problem that Carly could have been solving Make sure to justify your answer (DOK 3)

1OA6 Make each number sentence true 4 + _____= 10

There are 10 children in the afterschool cooking club How many boys and how many girls might be in the class Draw a picture and

5 + _____= 10 10 = 2 + _____ 10 = _____ + 3 (DOK 2)

write a number sentence to explain you thinking Extension How many other combinations of boys and girls could be make (DOK 2)

1OA8 Solve 2 + 3 + 5 = 5 + _____ 4 + 9 = 2 + ___ + 9 2 + 4 + 4 = ___ + 8 (DOK 1)

5 Relate counting to addition and subtraction (eg by counting on 2 to add 2) 6 Add and subtract within 20 demonstrating fluency for addition and subtraction within 10 Use strategies such as counting on making ten (eg 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14) decomposing a number leading to a ten (eg 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9) using the relationship between addition and subtraction (eg knowing that 8 + 4 = 12 one knows 12 - 8 = 4) and creating equivalent but easier or

enVision 2011 Topic 5 5-1 Representing Numbers on a Ten Frame 5-2 Recognizing Numbers on a Ten Frame 5-3 Parts of 10 5-4 Finding Missing Parts of 10 5-5 Problem Solving Make a Table

enVision 2012- Topic 3 Five and Ten Relationships

1OA4 commutative property counting on fact family number bond subtractminus addend whole sum

1OA5 counting forward counting backward numerals

1OA6 doubles fact families addplus subtractminus difference

known sums (eg adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13)

8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers For example determine the unknown number that makes the equation true in each of the equations 8 + = 11 5 = _ - 3 6 + 6 = _ Critical Area Developing understanding of addition subtraction and strategies for addition and subtraction within 20

sum equation

Additional Assessment Options bull Topic 3 Test- Five and Ten Relationships (enVision 2012) from your CFA account will match the concepts you have taught

bull Performance Assessment- Topic 3 Five

and Ten Relationships (enVision 2012) Found at the end of each topic in the Common Core edition and would be administered paper-pencil

Domain Operations and Algebraic Thinking Addition and Subtraction Facts to 12

Procedural Check Application Task 1OA1 Mike made 6 snowballs Some of them melted Mike now

has 3 How many snowballs melted 10 ducks are in the pond 4 ducks are yellow The rest are white How many ducks are white (DOK 2)

Bo bought 20 tickets to play games at Family Fun Night at his school He wants to play each game at least once He needs to use all of his tickets How many times might he play each game Find at least two ways he can do it and justify your answers with pictures words or numbers Game Number of Tickets Needed Ring Toss 1 Mini Golf 2 Pie Toss 3 Moonwalk 5

(DOK 3) The purpose of the task is for students to add and subtract within 20 (1OA1) and represent complex addition problems with an equation to increase their understanding of and flexibility with the equals sign (1OA7) There are multiple solutions and each pair of students should find more than one The students can use the counters or linking cubes to represent each ticket needed to do each game but then they should be encouraged to draw a picture to represent their work so there is a record of their thought process Students who are comfortable with symbolic representations can record their solutions using equations

(DOK 1)

Dylan has 4 cats and 2 dogs at home Sammy has 1 mama bunny and 6 baby bunnies at home Draw a number bond showing the total number of pets of each household Write a statement to tell if the two households have an equal number of pets See student sample below

(DOK 2) 1OA4 Think- Addition Strategy

9 - 5= 5 and what makes 9 ldquoI know that 5 and 4 makes 9 so 9 ndash 5 = 4rdquo 1 7 ndash 3 = 3 and __ make 7 so 7 ndash 3 = 210 ndash 2 = 2 and __ make 10 so 10 ndash 2 = 38 ndash 4 = 4 and __ make 8 so 8 ndash 4 = (DOK 2)

Write your own unknown-addend problem Make sure you give the answer and tell how it should be solved (DOK 2)

1OA5 The number is 16 What is 2 more than the 16 What is 5 more than 16 What is 10 more that 16 What is 2 less than 16 What is 5 less than 16 What is 10 less than 16 (DOK 2)

When Austin solved his next problem on the number line he was counting up He started at a certain number and he counted up 4 When he stopped he was at a number greater than 20 What are three different numbers could he have started at

_____ _____ _____ For Austinrsquos last problem he used a hundreds chart He started at 37 and counted up to 45 How far did he count up ___________________ (DOK 2)

1OA6 Solve 7 + 3 = 7 - ____ 5 + 5 = 5 - _____ 9 + ____= 9 ndash 2 12 + 2= 12 - _____ (DOK 2)

Solve the problems below 1 Kate has 13 beads and her friend gave her 5 more How many

beads does Kate have now 2 There were 18 ducks at the pond 5 flew away How many

ducks are still at the pond 3 How could someone use the first problem to help them solve the second problem Justify your answer using pictures equations or words (DOK 3)

(DOK 1)

Write an expression that matches the groups on each plate If the plate has the same amount of fruit write the equal sign between the expressions

(DOK 2)

1OA8 Solve ______ - 6 = 2 7 - ______ =4 9 = ______ + 1 13 = 5 + ______ 9 = ______ - 6 (DOK 2) You could extend the task by asking student to name a story problem that could be represented by each equation

5 Relate counting to addition and subtraction (eg by counting on 2 to add 2) 6 Add and subtract within 20 demonstrating fluency for addition and subtraction within 10 Use strategies such as

enVision 2011 Topic 6 6-1 Adding with 0 1 2 6-2 Doubles 6-3 Near Doubles 6-4 Facts with 5 on a Ten Frame 6-5 Making 10 on a Ten Frame Topic 7 7-1 Subtracting with 0 1 2 7-2 Thinking Addition 7-3 Thinking Addition to 8 to Subtract 7-4 Thinking Addition to 12 to Subtract 7-5 Problem Solving Draw a Picture and Write a Number Sentence

enVision 2012 ndashTopic 4 Addition and Subtraction Facts to 12

1OA1 adding to taking from putting together taking apart comparing unknown position plusadding minussubtracting equals to numerals digits

1OA3 part whole fact family number bonds add subtract equation sum difference equals to add on combine switch separate

1OA4 commutative property counting on

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

7 Understand the meaning of the equal sign and determine if equations involving addition and subtraction are true or false For example which of the following equations are true and which are false 6 = 6 7 = 8 - 1 5 + 2 = 2 + 5 4 + 1 = 5 + 2 8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers For example determine the unknown number that makes the equation true in each of the equations 8 + = 11 5 = _ - 3 6 + 6 = _ Critical Area Developing understanding of addition subtraction and strategies for addition and subtraction within 20

fact family number bond subtractminus addend whole sum

Additional Assessment Options bull Topic 4 Test- Addition and Subtraction Facts to 12 enVision 2012) from your CFA account will match the concepts you have taught

Addition and Subtraction Facts to 12 (enVision 2012) Found at the end of each topic in the Common Core edition and would be administered paper-pencil

1st Grade CFA 2 November 3-December 19 Flexible Pacing 31 days

Domain Operations and Algebraic Thinking Addition Facts to 20

Procedural Check Application Task 1OA1 7 + 4 =

7 + =11 + 4 = 11 (DOK 2)

middot Char had 10 markers She gave 3 to a friend How many did she have left middot Char had 10 markers She gave some to a friend Now she has 7 left How many markers did she give to her friend middot Char had some markers She gave 3 to a friend Then she had 7 left How many markers did she have to start with Draw a picture or use words to justify your thinking (DOK 3)

1OA2 Example 1 Jake had 3 blue jellybeans 6 red jellybeans and 4 pink jellybeans How many jellybeans does Jake have 3 + 6 + 4 = Example 2 There were 12 fleas on the dog 2 more jumped on Then 1 more flea jumped on the dog How many fleas in all 12 + 2 + 1 = (NOTE When teaching this word problem use pictures to illustrate the problem Also you can use objects to demonstrate the word problem) (DOK 2)

There are three students in Ms Arnsteinrsquos class who have a total of 15 pencils If Maria has 4 pencils and Anna has 5 pencils how many pencils does Charlie have Give the problem to the students and let them use their own strategies to solve it They can use objects drawings or equations to come up with their answers They should represent the problem as follows 4 + 5 + = 15 You could have students share their strategies and evaluate to assess understanding or do it in written form (DOK 3)

1OA3 Commutative Property 5 + 2 = + 5 + 11 = + 2 3 + 4 = 3 + 2 + 2 + 4 = + 4 + Associative Property 4 + 5 + 5 = 4 + 2 + = 1 + 1 + 8 There are 9 red jelly beans 7 green jelly beans and 3 black jelly beans How many jelly beans in all

(DOK 2)

Find three ways to solve this problem Jenny has 4 toy cars 5 teddy bears and 5 dolls How many toys does Jenny have Possible solutions Use objects Draw the groups and add them Addition 4 + 5 + 5 = 14 Associative property of addition 4 + 5 + 5 = 4 + 10 = 14 Commutative property of addition 4 + 5 + 5 = 5 + 5 + 4 = 10 + 4 = 14 (DOK 2)

(DOK 1)

Two frogs were sitting on a log 6 more frogs hopped there How many frogs are sitting on the log now Sam has 8 red marbles and 7 green marbles How many marbles does Sam have in all There were 14 birds in the tree 6 flew away How many birds are in the tree now Have the students work the problem and show with pictures or words the strategy they used to justify their answers Encourage at least two strategies on each problem The following could be used counting on internalized fact making 10 created an easier problem back down through ten relationship between add and subtract doubles plus one commutative property (DOK 3)

1OA7 Example 1 5 + 2 = 3 + 4 7 = 7 True Example 2 11 + 5 = 12 + 3 16 ne 15 False (DOK 2)

Ramon says that 9 apples plus 4 apples is the same thing as 5 apples plus 8 apples Is what Ramon said true Write the equation then solve both sides and explain you thinking with words or pictures (DOK 3)

1OA8 Five cookies were on the table I ate come cookies Then there were 3 cookies How many cookies did I eat Determine the unknown number that makes the equation true 5 ndash 2 = (DOK 1)

1 Use addition and subtraction within 20 to solve word problems involving situations of adding to taking from putting together taking apart and comparing with unknowns in all positions eg by using objects drawings and equations with a symbol for the unknown number to represent the problem 2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20 eg by using objects drawings and equations with a symbol for the unknown number to represent the problem

enVision 2011

Topic 16 16-1 Doubles 16-2 Doubles Plus 1 16-3 Doubles Plus 2 16-4 Problem Solving Two-Question Problems enVision 2012 5-5 Making 10 to Add 16-5 Making 10 to Add 9 16-6 Making 10 to Add 8 16-7 Adding Three Numbers CC16-8A Word Problems with Three Addends (enVision 2012 Lesson 5-9)

1OA2 combine adding to plusadd equals to

enVision 2012- Topic 5

Addition Facts to 20

sum 1OA3

part whole fact family number bonds add subtract equation sum difference equals to add on combine switch separate

1OA8 addition subtraction equation

number sentence unknown number whole number equals to

Additional Assessment Options bull Topic 5 Test Addition Facts to 20 (enVision 2012) from your CFA account will match the concepts you have taught

bull Performance Assessment Topic 5 -

Addition Facts to 20 (enVision 2012) Found at the end of each topic in the Common Core edition and would be administered paper-pencil

Domain Operations and Algebraic Thinking Subtraction Facts to 20

Report Card Learning Targets I canhellip bull Solve addition and subtraction word problems using pictures and equations bull Add within 20 bull Subtract within 20 Assessment Tasks

Procedural Check Application Task 1OA1 Adding to

Example 1 There were 9 frogs on a log 8 more frogs jumped on the log How many frogs are on the log now 9 + 8= Example 2 Katie had 12 seashells Her friend gave her some more Now Katie has 20 seashells How many did her friend give her 12 + = 20 Taking from Example 1 There were 18 students on a bus 7 students got off at the first stop How many students stayed on the bus 18 ndash 7= Comparing Example 1 There are 6 red books on a shelf There are 4 blue books on the shelf How many more red books are there than blue books n n n n n n 6 ndash 4 = (DOK 1)

Nine bunnies were sitting on the grass Some more bunnies hopped there Now there are 13 bunnies on the grass How many bunnies hopped over there (Counting On) 8 red apples and 6 green apples are on the tree How many apples are on the tree (Making Tens) 13 apples are on the table 6 of them are red and the rest are green How many apples are on the table (Doubles +- 1 or 2) Have students draw or write to explain their thinking and justify their answers (DOK 3)

1OA4 Example 15 + = 18 therefore 18 ndash 15 = 3 (NOTE Students are given an equation where the addend is

I have 11 grasshoppers in my collection I want to have 18 grasshoppers How many more grasshoppers do I have to collect Represent the problem two waysmdashas an unknown addend and as

unknown Then they take the given part and count on to reach the whole This is the same as subtracting the whole from the given part) (DOK 2)

subtraction Write the equations Then solve the equation (DOK 2)

1OA6 Counting on (17 + 3 = 20) 12 + 5 = 9 + 7 = Making Ten (9 + 7 = 9 + 1 + 6 = 10 + 6 = 16) 9 + 7= 9 + + 6= + 6 = 16 Decomposing a number leading to a ten (14 ndash 5 = 14 ndash 4 ndash 1 = 10 ndash 1 = 9) 14-5 = - 4 ndash 1 = 10 - = 9 Commutative Property (5 + 7 = 12 and 7 + 5= 12) 5 + = 12 and 7 + = 12 Doubles plus one (7 + 8 = 7 + 7 + 1 = 14 + 1 = 15) 7 + 8 = 7 + + 1 4 + 5 = 4 + 4 + Create problems that include the multiple strategies (DOK 1)

19 grapes were on the plate My brother ate some Now there are 10 left on the plate How many did my brother eat Write a number sentence that matches this story using a symbol of the unknown number Explain your thinking with words and pictures (DOK 2)

1OA8 Addition Example 1 7 + 3 = Example 2 7 + = 10 Example 3 + 3 = 10 Subtraction Example 1 10 ndash 3 = Example 2 10 ndash = 7 Example 3 ndash 7 = 3 (DOK 1)

8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers For example determine the unknown

enVision 2012 6-1 Making 10 to Subtract 6-2 More with Making 10 to Subtract

enVision 2011 Topic 17 17-1 Using Related Facts 17-2 Fact Families 17-3 Using Addition to Subtract 17-4 Subtraction Facts 17-5 Problem Solving Draw a Picture and Write a Number Sentence

enVision 2012- Topic 6 Subtraction Facts to 20

number that makes the equation true in each of the equations 8 + = 11 5 = _ - 3 6 + 6 = _

addition subtraction equation number sentence unknown number whole number equals to

Additional Optional Assessments

bull Topic 6 Test- Subtraction Facts to 20 enVision 2012) from your CFA account will match the concepts you have taught

bull Performance Assessment Topic 6

Subtraction Facts to 20 (enVision 2012) Found at the end of each topic in the Common Core edition and would be administered paper-pencil

1st Grade CFA 3 January 5-March 13 Flexible Pacing 45 days

Domain Number and Operations in Base Ten Tens and Ones

Report Card Learning Targets I canhellip bull Count to 120 bull Read and write to 120 bull Understand place value to the 10rsquos place13 13 Assessment Tasks Procedural Check Application Task 1NBT1

Use number cards or tiles and have students put them in count up or count down sequence (DOK 1) Give students number cards from 0-20 or another sequence and time them while they line up in the correct order (DOK 1)

Cover up or remove numbers from the hundreds chart Students identify missing numbers and explain how they know which number was missing (DOK 2)

(DOK 1)

42 cubes can be grouped many different way and still be 42 Draw and use words to justify all the many ways 42 can be grouped (DOK 3)

Domain ndash Number and Operations in Base Ten Curriculum Supports Vocabulary

Extend the counting sequence

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

Not addressed in 2011 edition--Entire Topic from enVision 2012 enVision 2012 Topic 7- Counting and Number Patterns to 120 7-1 Making Numbers 11 to 19 7-2 Using Numbers 11 ndash 19

1NBT1 count back count on counting up number numeral sequence

2 Understand 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 mdashcalled a ten

b The numbers from 11 to 19 are composed of a 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)

Critical Area Developing understanding of whole number relationship and place value including grouping in tens and ones

7-3 Counting by 10rsquos to 120 7-4 Counting on a Hundred Chart 7-5 Using Skip Counting 7-6 Problem Solving Looking for a Pattern

enVision 2012 ndash Topic 7 Counting and Patterns to 120

whole numbers

1NBT2 compose decompose digit making tens number numeral one place value sequence tens

Additional Optional Assessments bull Topic 7 Test- Counting and Number Patterns to 120 (enVision 2012) from your CFA account will match the concepts you have taught

Counting and Number Patterns to 120 (enVision 2012) Found at the end of each topic in the Common Core edition and would be administered paper-pencil

Domain Number and Operations in Base Ten Comparing and Ordering Numbers to 100

Report Card Learning Targets I canhellip bull Count to 120 bull Read and write to 120 bull Understand place value to the 10rsquos place13 13 Assessment Tasks

Procedural Check Application Task 1NBT1 bull Have students put number cards in counting sequence

bull In small segments have students write numbers within 0-120 in order

(DOK 1)

(DOK 2)

1NBT2 bull Students draw a picture of a two-digit number showing tens and ones

bull Students will be able to look at a two-digit number and identify which number is in the tens place and which number is in the ones place

(DOK 1)

Give students a paper with many pictures of the same small object Ask the students to circle sets of ten (these are not organized on the paper) find how many objects there are and represent the number in expanded form (DOK 2)

Domain Number and Operations in Base Ten Curriculum Supports Vocabulary

enVision 2011 Topic 11 11-1 Counting with Groups of 10 and Leftovers 11-2 Numbers Made with Tens 11-3 Tens and Ones

count back count on counting up number

a 10 can be thought of as a bundle of ten ones mdash called a ten b The numbers from 11 to 19 are composed of a 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)

11-4 Expanded Form 11-5 Ways to Make Numbers 11-6 Problem Solving Make an Organized List

enVision 2012- Topic 8 Tens and Ones

numeral sequence whole numbers

Additional Optional Assessments bull Topic 8 Test- Tens and Ones (enVision 2012) from your CFA account will match the concepts you have taught

bull Performance Assessment- Topic 8 Tens

and Ones ((enVision 2012) Found at the end of each topic in the Common Core edition and would be administered paper-pencil

Report Card Learning Targets I canhellip bull Count to 120 bull Read and write to 120 bull Understand place value to the 10rsquos place bull Compare two-digit numbers using symbols (lt= gt) bull Understand addition to 100 using models bull Add and subtract by groups of 1013 13 Assessment Tasks

Procedural Check Application Task 1NBT1 bull Listen to student count from 0-120

bull Give students a number and have them write it down bull Show students a number and have them say the number

name (DOK 1)

Cathy is walking down the street and trying to find her friendrsquos house The house numbers are in order from 1-20 (or adjust to higher numbers or do odd or even numbers) Cathy is at house number 5 Her friend lives at house number 17 How will she find her friendrsquos house Draw a picture to explain the different scenarios of solving the problem (DOK 3)

1NBT2 bull Students will be able to show teen numbers with objects in tens and ones

bull Students will explain that teens are made of a ten and some ones and identify the patterns in the words

(DOK 1)

Give students a set of beans and ask them how many there are Ask students how they figured this out Listen to many different strategies (DOK 3)

1NBT3 Students will explain how they know a number is more less or equal to another given numbers in all forms including concrete pictorial and abstract (DOK 3)

Joey is planning his birthday party He buys packages of 10 prizes for his friends 13 friends are coming to the party How many prizes will he buy On Halloween night Meg and Troy count their Halloween candy Meg has 64 pieces of candy and Troy has 59 Who has less candy Explain how you know this (DOK 3)

1NBT4 Add the following and show your thinking 88 + 7= 38 + 44 = 23 + 9= (DOK 1)

Students will pick two cards that each have a two digit number on them (Provide numbers on the cards that donrsquot require regrouping) Students will draw one card represent it with manipulatives draw a second card represent it and finally combine the manipulatives to identify the sum Draw and use words to justify the answers (DOK 3)

1NBT5 Students will draw a picture to model 10 more than 55 Students will draw a picture to model 10 less than 55 (DOK 1)

Write the number that is 10 more and 10 less than the following _________41__________ _________59__________ _________17__________ Use picture models or words to justify your thinking (DOK 3)

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

enVision 2011 Topic 12 12-1 1 More 1 Less 10 More 10 Less 12-2 Making Numbers on a Hundred Chart 12-3 Compare Numbers with gtlt= 12-7 Ordering Three Numbers 12-8 Problem Solving Make an Organized List enVision 2012 Topic 10 Lesson 10-6 Problem Solving Draw a Picture and Write a Number Sentence

1NBT1 count back count on counting up number numeral sequence whole numbers

1NBT2 compose decompose digit making tens

Understand the following as special cases

3 Compare two two-digit numbers based on meanings of the tens and ones digits recording the results of comparisons with the symbols gt = and lt

4 Add within 100 including adding a two-digit number and a one-digit number and adding a two-digit number and a multiple of 10 using concrete models or drawings and strategies based on place value properties of operations andor 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

5 Given a two-digit number mentally find 10 more or 10 less than the number without having to count explain the reasoning used 6 Subtract multiples of 10 in the range 10-90 from

enVision 2012 ndash Topic 9

Comparing and Ordering Numbers to 100

number numeral one place value sequence tens

1NBT3 compare different equal fewer greater than less than more

1NBT4 add addend compose equation making (composing) tens ones place value sum

1NBT5 ten one more less place value

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 andor the relationship between addition and subtraction relate the strategy to a written method and explain the reasoning used

Additional Optional Assessments bull Topic 10 Test- Adding with Tens and Ones (enVision 2012) from your CFA account will match the concepts you have taught

Adding with Tens and Ones (enVision 2012) Found at the end of each topic in the Common Core edition and would be administered paper-pencil

Domain Number and Operations in Base Ten Adding with Tens and Ones

Report Card Learning Targets I canhellip bull Understand addition to 100 using models bull Add and subtract by groups of 10 Assessment Tasks

Procedural Check Application Task 1NBT4

(DOK 1)

24 red apples and 8 green apples are on the tables How many apples are on the table Explain your thinking with pictures or words 63 apples are in the basket Mary put 20 more apples in the basket How many apples are in the basket Explain your thinking with pictures or words (DOK 3)

Write the number that it 10 more than 24____ Write the number that is 10 less than 33 ____ (DOK 1)

There are 74 birds in the park 10 birds fly away How many birds are in the park now Explain the reasoning used (DOK 3)

4 Add within 100 including adding a two-digit number and a one-digit number and adding a two-digit number and a multiple of 10 using concrete models or drawings and strategies based on place value properties of operations andor the relationship between addition and subtraction relate the strategy to a written method and explain the

enVision 2011 Topic 20 20-1 Adding Groups of Ten 20-2 Adding Tens on a Hundreds Chart 20-3 Adding Tens to Two-Digit Numbers CC 20-4A Using Mental Math to Add Tens

1NBT4 add addend compose equation making (composing) tens ones place value

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 5 Given a two-digit number mentally find 10 more or 10 less than the number without having to count explain the reasoning used

Topic 10 Lesson 10-6 Problem Solving Draw a Picture and Write a Number Sentence enVIsion 2012 20-4 Adding to a Two Digit Number

enVision 2012 ndash Topic 10 Adding with Tens and Ones

Additional Assessment Options bull Topic 10 Test- Adding with Tens and Ones (enVision 2012) from your CFA account will match the concepts you have taught

bull Performance Assessment ndash Topic 10

Domain Number and Operations in Base Ten Subtracting with Tens and Ones

Report Card Learning Targets I canhellip bull Add and subtract by groups of 10

Assessment Tasks

Think of something you would like to buy How many dollars would you need Record the price _________________ The cost of the item changes $10 What is the new price _____________ Explain what happened to your price ______________________ (DOK 3)

Students will demonstrate subtracting tens from multiples of ten using manipulatives and on paper using the following problem There are 60 students in the gym 30 students leave How many students are still in the gym (DOK 1)

Sarahrsquos mom bought 8 boxes of Capri Suns with ten in each box At Sarahrsquos party friends drank 30 drinks How do you know how many drinks Sarah has left Draw to explain your thinking (DOK 3) Jakersquos class had 30 tadpoles in a tank 10 turned into frogs How many frogs are in the tank How many tadpoles are in the tank Explain your reasoning for solving the problem Write an equation to show how you solved the problem (DOK 3)

5 Given a two-digit number mentally find 10 more or 10 less than the number without having to count explain the reasoning used 6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero

enVision 2011 Topic 20 CC 20-5A Subtracting Groups of 10 (enVision 2012 Lesson 11-1) 20-5 Subtracting Tens on a Hundreds Chart 20-6 Subtracting Tens from Two-Digit Numbers CC 20-7A Using Mental Math to Subtract Tens (enVision 2012 Lesson 11-4)

1NBT6 counting back

differences) using concrete models or drawings and strategies based on place value properties of operations andor the relationship between addition and subtraction relate the strategy to a written method and explain the reasoning used

enVision 2012 Topic 11 11-5 Subtracting From a Two-Digit Number 11-6 Problem Solving Draw a Picture and Write a Number Sentence

enVision 2012 ndash Topic 11 Subtracting with Tens and Ones

difference equation making tens multiple of tens subtract

Additional Assessment Options bull Topic 11 Test- Subtracting with Tens and Ones (enVision 2012) from your CFA account will match the concepts you have taught

Subtracting with Tens and Ones (enVision 2012) Found at the end of each topic in the Common Core edition and would be administered paper-pencil

1st Grade CFA 4 March 16-June 5 Flexible Pacing 53 days

Domain Measurement and Data Length

Report Card Learning Targets I canhellip bull Measure and order objects based on length Assessment Tasks

Procedural Check Application Task 1MD1 Given three objects students will order them from

longesttallest to shortest or shortest to longesttallest (DOK 1) Given two objects students will select a third object to use as a tool for comparing the first two objects (DOK 2)

Here are some sample problem tasks Johnny Sally and Juan are students in first grade Johnny is taller than Sally Sally is shorter than Juan Who is the tallest Who is not the tallest and not the shortest Write to explain how you know (DOK 3) In order to make more room in our classroom for Grandparentsrsquo Day we are going to put the bookcase in the coat closet How can we find out if the bookcase will fit in the coat closet without moving it (DOK 2)

1MD2 Provide a paper with a variety of lines (different lengths and directions) Have students use a few different manipulatives to measure the same line (eg Skittles marshmallows cubes counters etc) (DOK 1)

You got a new book from the library It is 10 paperclips tall and 8 paperclips wide Will the book fit in your backpack Write or draw to explain how you know (DOK 3)

Domain Measurement and Data Curriculum Supports Vocabulary

1MD Measure lengths indirectly and by iterating length units

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

enVision 2011 Topic 14 14-1 Comparing and Ordering by Length CC 14-2A Indirect Measurement (enVision 2012 Topic 12- Lesson 12-2) 14-2 Using Units to Estimate and Measure Length CC 14-3A More Measuring Length (enVision 2012 Topic 12- Lesson 12-4) 14-3 Problem Solving Use Reasoning

1MD1 compare length height long longer longest tall taller tallest short shorter shortest start line unit

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

Critical Area Developing understanding of linear measurement and measuring lengths as iterating length units

enVision 2012 Topic 12 12-6 Measuring Using Different Units

enVision 2012 ndash Topic 12 Length

unit measurement data record length height starting point compare iterate long longer longest tall taller tallest short shorter shortest

Additional Optional Assessments bull Topic 12 Test- Length (enVision 2012) from your CFA account will match the concepts you have taught

Length (enVision 2012) Found at the end of each topic in the Common Core edition and would be administered paper-pencil

Domain Measurement and Data Time

Report Card Learning Targets I canhellip bull Tell and write time in hours and half-hours Assessment Tasks

Procedural Check Application Task 1MD3

Copy a page of blank clocks or a page with some clocks filled in (with either the analog or the digital time) Student will fill in the missing information (DOK 1)

Your friend in kindergarten hasnrsquot learned to tell time yet He can describe where the hands are but you need to help him know what time it is For example The long hand is on the 12 the short hand is on the 4 What time is it The hour hand is half way between the 7 and the 8 The minute hand is on the 6 What time is it Write to explain how you know (DOK 2)

1MD Tell and write time

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

enVision 2011- Topic 15 15-1 Understanding the Hour and the Minute Hands 15-2 Telling and Writing Time to the Hour 15-3 Telling and Writing Time to the Half Hour 15-4 Problem Solving Use Data from a Table

enVision 2012 ndash Topic 15 Time

1MD3 hour half hour minute hand hour hand time face clock analog digital orsquoclock thirty

Additional Optional Assessments bull Topic 13 Test- Time (enVision 2012) from your CFA account will match the concepts you have taught

bull Performance Assessment- Topic 13 Time

(enVision 2012) Found at the end of each topic in the Common Core edition and would be administered paper-pencil

Domain Measurement and Data Using Data to Answer Questions

Report Card Learning Targets I canhellip bull Organize represent and interpret data with up to three categories Assessment Tasks

(DOK 1)

(DOK 2)

4 Organize represent and interpret data with up to three categories ask and answer questions about the total number of data points how many in each category and how many more or less are in one

enVision 2011

Topic 18 18-1 Using Data from Real Graphs 18-2 Using Data from Picture Graphs 18-3 Using Data from Bar Graphs 18-5 Collecting Data Using Tally Marks

1MD4 data sort classify group organize graph (pictograph t-

category than in another

18-6 Making Real Graphs 18-7 Making Picture Graphs 18-8 Problem Solving Make a Graph

Using Data to Answer Questions

chart) tally marks category attribute less than more than fewer compare title labels survey

Additional Optional Assessments bull Topic 14 Test- Using Data to Answer Questions (enVision 2012) from your CFA account will match the concepts you have taught

bull Performance Assessment- Topic 14 Using

Data to Answer Questions (enVision 2012) Found at the end of each topic in the Common Core edition and would be administered paper-pencil

Domain Geometry Geometry

Report Card Learning Targets I canhellip bull Build and draw shapes having specific characteristics Assessment Tasks

Procedural Check Application Task 1G1

(DOK 1)

Draw a group of shapes with the same defining attributes Justify your choices (DOK 3)

(DOK 1)

Create and record a composite shape using two or more shapes Create and record a different composite shape using those same shapes (DOK 2)

Domain Geometry Curriculum Supports Vocabulary

1G Reason with shapes and their attributes

1 Distinguish between defining attributes (eg triangles are closed and three-sided) versus non-defining attributes (eg color orientation overall size) build and draw shapes to possess defining attributes 2 Compose two-dimensional shapes (rectangles squares trapezoids triangles half-circles and

enVision 2011 Topic 8 8-1 Identifying Plane Shapes 8-2 Properties of Plane Shapes CC 8-3A Building Plane Shapes (enVision 2012 Topic 15- Lesson 15-4) 8-3 Making New Shapes from Shapes 8-4 Breaking Apart Shapes to Make Shapes 8-8 Problem Solving Make an Organized List 8-9 Identifying Solid Figures 8-10 Flat Surfaces and Corners

1G1 attribute defining attribute non-defining attribute triangle rectangle square half-circle quarter-circle trapezoid

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 shape1

Critical Area Reasoning about attributes of and composing and decomposing geometric shapes

8-11 Sorting Solid Figures CC 8-1A Building with Solid Figures (enVision Topic 15- Lesson 15-9) enVision 2012 Topic 15 15-10 Problem Solving Use Reasoning

enVision 2012- Topic 15 Geometry

closed figure

1G2 composite shape compose rectangular prism geometric solid two-dimensional three-dimensional face

Additional Optional Assessments bull Topic 15 Test- Geometry (enVision 2012) from your CFA account will match the concepts you have taught

bull Performance Assessment- Topic 15 -

Geometry (enVision 2012) Found at the end of each topic in the Common Core edition and would be administered paper-pencil

Domain Geometry Fraction of Shapes

Report Card Learning Targets I canhellip bull Divide circles and rectangles into halves and fourths Assessment Tasks

Procedural Check Application Task 1G3 Partition the rectangle into halves

(DOK 1) Partition the circle into fourths (DOK 1)

Sam is having a pizza party Show how Sam can share the pizza equally (DOK 2)

3 Partition circles and rectangles into two and four equal shares describe the shares using the words halves fourths and quarters and use the phrases half of fourth of and quarter of Describe the whole as two of or four of the shares Understand for these examples that decomposing into more equal shares creates smaller shares

enVision 2011 Topic 19 19-1 Making Equal Parts 19-2 Describing Equal Parts of Whole Objects CC 19-3A Making Halves and Fourths of Rectangle and Circles (enVision 2012 Topic 16- Lesson 16-3) 19-5 Problem Solving Draw a Picture

half whole quarter fourth partition equal share fourth of half of quarter of

enVision 2012 ndash Topic 16 Fraction of Shapes

Additional Optional Assessments bull Topic 16 Test- Fraction of Shapes (enVision 2012) from your CFA account will match the concepts you have taught

bull Performance Assessments-Fraction of

Shapes (enVision 2012) Found at the end of each topic in the Common Core edition and would be administered paper-pencil

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

8 SAGE Blueprintpdf

Sheet1

TABLE OF CONTENTS

General Instructions for the Map page

CSD Academic Framework to Support Effective Instruction page

Evidence-Based Instructional Priorities Applied to Math page

Systematic Vocabulary Routine for Math page

Hessrsquo Cognitive Rigor Matrix page

Utah SAGE Elementary Mathematics Blueprints page

Utah Core Math Standards at a Glance page

The Utah Core Standards for Mathematical Practice page

Utah Core State Standards for Mathematics page

I-CANyons Report Card page

I-CANyons Report Card Standards page

Year at Glance page

CSD Math Block page

CSD Lesson Plan for Math page

Scope and Sequence (Map) page

Principles

and engagement

Feedback cycle

Lesson study

Video analysis

June 2014 - V60

systematic manner

System

atic Vocabulary R

outine- Math

Acquisition

s as appropriate

ords origin etc

hat word

ore sides that is m

T amp S A

ore sides that is m

eans much or m

any sides

onstration Phase 7

plesnon-exam

ples a)

Concrete exam

ples (realia) b)

s etc c)

Physical gesture d)

Verbal Exam

ples e)

ould need __________________

ples and non-exam

ade of line segm

ple) Draw

why not

on-example) D

Application

Application Phase

context a)

hole group setting

bull N

umber 2rsquos w

switch and follow

the same procedure

concepts

(EE) 28 34

algorithm

Four Critical Areas

CORE STATE STAN

S for MATH

EMATICSGRADE 1 | 15

Grade 1 O

verview

and subtractionU

ithin 20W

Measurem

ent and Data

rite time

EMATICAL PRACTICES

ϰDŽĚĞůǁ

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CORE STATE STAN

S for MATH

EMATICS

GRADE 1 | 16

Ϯ^ŽůǀĞǁ

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Work w

ϴĞƚĞƌŵ

ine the unknown num

ber that makes the

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CORE STATE STAN

S for MATH

EMATICSGRADE 1 | 17

ϯŽŵ

ƉĂƌĞƚǁŽƚǁ

ϰĚĚǁ

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Measurem

ent and Data

whole num

Tell and write tim

ŵĂŶǇŵ

etry 1G

ϮŽŵ

ͲƉŽƐĞŶĞǁ

Grade 1

Nyons R

Operations and A

bull U

bull A

dd within 20 1O

bull Subtract w

ithin 20 1OA

umbers and O

perations Base Ten

bull C

ount to 120 1NB

T1 bull

Read and w

rite to 120 1NB

T1 bull

T2 bull

pare two-digit num

T3 bull

odels 1NB

T 4 bull

BT5 1N

Measurem

ent and Data

bull M

bull Tell and w

bull O

eometry

bull B

bull D

enVision 2011

TOPICS from

enVision 2012

CFA Assessment

Due by October 31st

(31 days)

Due by March 13th

March 16- June 5

(53 days)

Due by June 5th

Review or Preteach

minutes

bull C

minutes

Lesson Objectives

1-3 minutes

Application

30-45 minutes

Develop the Concept

minutes

+ = (DOK 1)

(DOK 1)

separate

(DOK 1)

(DOK 2)

(DOK 1)

5 + _____= 10 10 = 2 + _____ 10 = _____ + 3 (DOK 2)

1OA8 Solve 2 + 3 + 5 = 5 + _____ 4 + 9 = 2 + ___ + 9 2 + 4 + 4 = ___ + 8 (DOK 1)

sum equation

(DOK 1)

(DOK 2)

7 + =11 + 4 = 11 (DOK 2)

(DOK 2)

(DOK 1)

enVision 2011

sum 1OA3

(DOK 1)

whole numbers

(DOK 1)

(DOK 2)

(DOK 1)

name (DOK 1)

(DOK 1)

Assessment Tasks

1NBT6 counting back

(DOK 1)

(DOK 2)

enVision 2011

(DOK 1)

closed figure

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

8 SAGE Blueprintpdf

Sheet1

Principles

and engagement

Feedback cycle

Lesson study

Video analysis

June 2014 - V60

systematic manner

System

atic Vocabulary R

outine- Math

Acquisition

s as appropriate

ords origin etc

hat word

ore sides that is m

T amp S A

ore sides that is m

eans much or m

any sides

onstration Phase 7

plesnon-exam

ples a)

Concrete exam

ples (realia) b)

s etc c)

Physical gesture d)

Verbal Exam

ples e)

ould need __________________

ples and non-exam

ade of line segm

ple) Draw

why not

on-example) D

Application

Application Phase

context a)

hole group setting

bull N

umber 2rsquos w

switch and follow

the same procedure

concepts

(EE) 28 34

algorithm

Four Critical Areas

CORE STATE STAN

S for MATH

EMATICSGRADE 1 | 15

Grade 1 O

verview

and subtractionU

ithin 20W

Measurem

ent and Data

rite time

EMATICAL PRACTICES

ϰDŽĚĞůǁ

ŝƚŚŵĂƚŚĞŵ

ĂƟĐƐ

CORE STATE STAN

S for MATH

EMATICS

GRADE 1 | 16

Ϯ^ŽůǀĞǁ

ŝƚŚŝŶϭϬh

Work w

ϴĞƚĞƌŵ

ine the unknown num

ber that makes the

ďdŚĞŶƵŵ

ĐdŚĞŶƵŵ

CORE STATE STAN

S for MATH

EMATICSGRADE 1 | 17

ϯŽŵ

ƉĂƌĞƚǁŽƚǁ

ϰĚĚǁ

ƉŽƐĞĂƚĞŶ

ϱŝǀĞŶĂƚǁ

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Measurem

ent and Data

whole num

Tell and write tim

ŵĂŶǇŵ

etry 1G

ϮŽŵ

ͲƉŽƐĞŶĞǁ

Grade 1

Nyons R

Operations and A

bull U

bull A

dd within 20 1O

bull Subtract w

ithin 20 1OA

umbers and O

perations Base Ten

bull C

ount to 120 1NB

T1 bull

Read and w

rite to 120 1NB

T1 bull

T2 bull

pare two-digit num

T3 bull

odels 1NB

T 4 bull

BT5 1N

Measurem

ent and Data

bull M

bull Tell and w

bull O

eometry

bull B

bull D

enVision 2011

TOPICS from

enVision 2012

CFA Assessment

Due by October 31st

(31 days)

Due by March 13th

March 16- June 5

(53 days)

Due by June 5th

Review or Preteach

minutes

bull C

minutes

Lesson Objectives

1-3 minutes

Application

30-45 minutes

Develop the Concept

minutes

+ = (DOK 1)

(DOK 1)

separate

(DOK 1)

(DOK 2)

(DOK 1)

5 + _____= 10 10 = 2 + _____ 10 = _____ + 3 (DOK 2)

1OA8 Solve 2 + 3 + 5 = 5 + _____ 4 + 9 = 2 + ___ + 9 2 + 4 + 4 = ___ + 8 (DOK 1)

sum equation

(DOK 1)

(DOK 2)

7 + =11 + 4 = 11 (DOK 2)

(DOK 2)

(DOK 1)

enVision 2011

sum 1OA3

(DOK 1)

whole numbers

(DOK 1)

(DOK 2)

(DOK 1)

name (DOK 1)

(DOK 1)

Assessment Tasks

1NBT6 counting back

(DOK 1)

(DOK 2)

enVision 2011

(DOK 1)

closed figure

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

8 SAGE Blueprintpdf

Sheet1

Principles

and engagement

Feedback cycle

Lesson study

Video analysis

June 2014 - V60

systematic manner

System

atic Vocabulary R

outine- Math

Acquisition

s as appropriate

ords origin etc

hat word

ore sides that is m

T amp S A

ore sides that is m

eans much or m

any sides

onstration Phase 7

plesnon-exam

ples a)

Concrete exam

ples (realia) b)

s etc c)

Physical gesture d)

Verbal Exam

ples e)

ould need __________________

ples and non-exam

ade of line segm

ple) Draw

why not

on-example) D

Application

Application Phase

context a)

hole group setting

bull N

umber 2rsquos w

switch and follow

the same procedure

concepts

(EE) 28 34

algorithm

Four Critical Areas

CORE STATE STAN

S for MATH

EMATICSGRADE 1 | 15

Grade 1 O

verview

and subtractionU

ithin 20W

Measurem

ent and Data

rite time

EMATICAL PRACTICES

ϰDŽĚĞůǁ

ŝƚŚŵĂƚŚĞŵ

ĂƟĐƐ

CORE STATE STAN

S for MATH

EMATICS

GRADE 1 | 16

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Work w

ϴĞƚĞƌŵ

ine the unknown num

ber that makes the

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ĐdŚĞŶƵŵ

CORE STATE STAN

S for MATH

EMATICSGRADE 1 | 17

ϯŽŵ

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Measurem

ent and Data

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Tell and write tim

ŵĂŶǇŵ

etry 1G

ϮŽŵ

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Grade 1

Nyons R

Operations and A

bull U

bull A

dd within 20 1O

bull Subtract w

ithin 20 1OA

umbers and O

perations Base Ten

bull C

ount to 120 1NB

T1 bull

Read and w

rite to 120 1NB

T1 bull

T2 bull

pare two-digit num

T3 bull

odels 1NB

T 4 bull

BT5 1N

Measurem

ent and Data

bull M

bull Tell and w

bull O

eometry

bull B

bull D

enVision 2011

TOPICS from

enVision 2012

CFA Assessment

Due by October 31st

(31 days)

Due by March 13th

March 16- June 5

(53 days)

Due by June 5th

Review or Preteach

minutes

bull C

minutes

Lesson Objectives

1-3 minutes

Application

30-45 minutes

Develop the Concept

minutes

+ = (DOK 1)

(DOK 1)

separate

(DOK 1)

(DOK 2)

(DOK 1)

5 + _____= 10 10 = 2 + _____ 10 = _____ + 3 (DOK 2)

1OA8 Solve 2 + 3 + 5 = 5 + _____ 4 + 9 = 2 + ___ + 9 2 + 4 + 4 = ___ + 8 (DOK 1)

sum equation

(DOK 1)

(DOK 2)

7 + =11 + 4 = 11 (DOK 2)

(DOK 2)

(DOK 1)

enVision 2011

sum 1OA3

(DOK 1)

whole numbers

(DOK 1)

(DOK 2)

(DOK 1)

name (DOK 1)

(DOK 1)

Assessment Tasks

1NBT6 counting back

(DOK 1)

(DOK 2)

enVision 2011

(DOK 1)

closed figure

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

8 SAGE Blueprintpdf

Sheet1

Principles

and engagement

Feedback cycle

Lesson study

Video analysis

June 2014 - V60

systematic manner

System

atic Vocabulary R

outine- Math

Acquisition

s as appropriate

ords origin etc

hat word

ore sides that is m

T amp S A

ore sides that is m

eans much or m

any sides

onstration Phase 7

plesnon-exam

ples a)

Concrete exam

ples (realia) b)

s etc c)

Physical gesture d)

Verbal Exam

ples e)

ould need __________________

ples and non-exam

ade of line segm

ple) Draw

why not

on-example) D

Application

Application Phase

context a)

hole group setting

bull N

umber 2rsquos w

switch and follow

the same procedure

concepts

(EE) 28 34

algorithm

Four Critical Areas

CORE STATE STAN

S for MATH

EMATICSGRADE 1 | 15

Grade 1 O

verview

and subtractionU

ithin 20W

Measurem

ent and Data

rite time

EMATICAL PRACTICES

ϰDŽĚĞůǁ

ŝƚŚŵĂƚŚĞŵ

ĂƟĐƐ

CORE STATE STAN

S for MATH

EMATICS

GRADE 1 | 16

Ϯ^ŽůǀĞǁ

ŝƚŚŝŶϭϬh

Work w

ϴĞƚĞƌŵ

ine the unknown num

ber that makes the

ďdŚĞŶƵŵ

ĐdŚĞŶƵŵ

CORE STATE STAN

S for MATH

EMATICSGRADE 1 | 17

ϯŽŵ

ƉĂƌĞƚǁŽƚǁ

ϰĚĚǁ

ƉŽƐĞĂƚĞŶ

ϱŝǀĞŶĂƚǁ

ϲ^ƵďƚƌĂĐƚŵ

Measurem

ent and Data

whole num

Tell and write tim

ŵĂŶǇŵ

etry 1G

ϮŽŵ

ͲƉŽƐĞŶĞǁ

Grade 1

Nyons R

Operations and A

bull U

bull A

dd within 20 1O

bull Subtract w

ithin 20 1OA

umbers and O

perations Base Ten

bull C

ount to 120 1NB

T1 bull

Read and w

rite to 120 1NB

T1 bull

T2 bull

pare two-digit num

T3 bull

odels 1NB

T 4 bull

BT5 1N

Measurem

ent and Data

bull M

bull Tell and w

bull O

eometry

bull B

bull D

enVision 2011

TOPICS from

enVision 2012

CFA Assessment

Due by October 31st

(31 days)

Due by March 13th

March 16- June 5

(53 days)

Due by June 5th

Review or Preteach

minutes

bull C

minutes

Lesson Objectives

1-3 minutes

Application

30-45 minutes

Develop the Concept

minutes

+ = (DOK 1)

(DOK 1)

separate

(DOK 1)

(DOK 2)

(DOK 1)

5 + _____= 10 10 = 2 + _____ 10 = _____ + 3 (DOK 2)

1OA8 Solve 2 + 3 + 5 = 5 + _____ 4 + 9 = 2 + ___ + 9 2 + 4 + 4 = ___ + 8 (DOK 1)

sum equation

(DOK 1)

(DOK 2)

7 + =11 + 4 = 11 (DOK 2)

(DOK 2)

(DOK 1)

enVision 2011

sum 1OA3

(DOK 1)

whole numbers

(DOK 1)

(DOK 2)

(DOK 1)

name (DOK 1)

(DOK 1)

Assessment Tasks

1NBT6 counting back

(DOK 1)

(DOK 2)

enVision 2011

(DOK 1)

closed figure

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

8 SAGE Blueprintpdf

Sheet1

Principles

and engagement

Feedback cycle

Lesson study

Video analysis

June 2014 - V60

systematic manner

System

atic Vocabulary R

outine- Math

Acquisition

s as appropriate

ords origin etc

hat word

ore sides that is m

T amp S A

ore sides that is m

eans much or m

any sides

onstration Phase 7

plesnon-exam

ples a)

Concrete exam

ples (realia) b)

s etc c)

Physical gesture d)

Verbal Exam

ples e)

ould need __________________

ples and non-exam

ade of line segm

ple) Draw

why not

on-example) D

Application

Application Phase

context a)

hole group setting

bull N

umber 2rsquos w

switch and follow

the same procedure

concepts

(EE) 28 34

algorithm

Four Critical Areas

CORE STATE STAN

S for MATH

EMATICSGRADE 1 | 15

Grade 1 O

verview

and subtractionU

ithin 20W

Measurem

ent and Data

rite time

EMATICAL PRACTICES

ϰDŽĚĞůǁ

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CORE STATE STAN

S for MATH

EMATICS

GRADE 1 | 16

Ϯ^ŽůǀĞǁ

ŝƚŚŝŶϭϬh

Work w

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ber that makes the

ďdŚĞŶƵŵ

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CORE STATE STAN

S for MATH

EMATICSGRADE 1 | 17

ϯŽŵ

ƉĂƌĞƚǁŽƚǁ

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Measurem

ent and Data

whole num

Tell and write tim

ŵĂŶǇŵ

etry 1G

ϮŽŵ

ͲƉŽƐĞŶĞǁ

Grade 1

Nyons R

Operations and A

bull U

bull A

dd within 20 1O

bull Subtract w

ithin 20 1OA

umbers and O

perations Base Ten

bull C

ount to 120 1NB

T1 bull

Read and w

rite to 120 1NB

T1 bull

T2 bull

pare two-digit num

T3 bull

odels 1NB

T 4 bull

BT5 1N

Measurem

ent and Data

bull M

bull Tell and w

bull O

eometry

bull B

bull D

enVision 2011

TOPICS from

enVision 2012

CFA Assessment

Due by October 31st

(31 days)

Due by March 13th

March 16- June 5

(53 days)

Due by June 5th

Review or Preteach

minutes

bull C

minutes

Lesson Objectives

1-3 minutes

Application

30-45 minutes

Develop the Concept

minutes

+ = (DOK 1)

(DOK 1)

separate

(DOK 1)

(DOK 2)

(DOK 1)

5 + _____= 10 10 = 2 + _____ 10 = _____ + 3 (DOK 2)

1OA8 Solve 2 + 3 + 5 = 5 + _____ 4 + 9 = 2 + ___ + 9 2 + 4 + 4 = ___ + 8 (DOK 1)

sum equation

(DOK 1)

(DOK 2)

7 + =11 + 4 = 11 (DOK 2)

(DOK 2)

(DOK 1)

enVision 2011

sum 1OA3

(DOK 1)

whole numbers

(DOK 1)

(DOK 2)

(DOK 1)

name (DOK 1)

(DOK 1)

Assessment Tasks

1NBT6 counting back

(DOK 1)

(DOK 2)

enVision 2011

(DOK 1)

closed figure

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

8 SAGE Blueprintpdf

Sheet1

Principles

and engagement

Feedback cycle

Lesson study

Video analysis

June 2014 - V60

systematic manner

System

atic Vocabulary R

outine- Math

Acquisition

s as appropriate

ords origin etc

hat word

ore sides that is m

T amp S A

ore sides that is m

eans much or m

any sides

onstration Phase 7

plesnon-exam

ples a)

Concrete exam

ples (realia) b)

s etc c)

Physical gesture d)

Verbal Exam

ples e)

ould need __________________

ples and non-exam

ade of line segm

ple) Draw

why not

on-example) D

Application

Application Phase

context a)

hole group setting

bull N

umber 2rsquos w

switch and follow

the same procedure

concepts

(EE) 28 34

algorithm

Four Critical Areas

CORE STATE STAN

S for MATH

EMATICSGRADE 1 | 15

Grade 1 O

verview

and subtractionU

ithin 20W

Measurem

ent and Data

rite time

EMATICAL PRACTICES

ϰDŽĚĞůǁ

ŝƚŚŵĂƚŚĞŵ

ĂƟĐƐ

CORE STATE STAN

S for MATH

EMATICS

GRADE 1 | 16

Ϯ^ŽůǀĞǁ

ŝƚŚŝŶϭϬh

Work w

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ine the unknown num

ber that makes the

ďdŚĞŶƵŵ

ĐdŚĞŶƵŵ

CORE STATE STAN

S for MATH

EMATICSGRADE 1 | 17

ϯŽŵ

ƉĂƌĞƚǁŽƚǁ

ϰĚĚǁ

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ϱŝǀĞŶĂƚǁ

ϲ^ƵďƚƌĂĐƚŵ

Measurem

ent and Data

whole num

Tell and write tim

ŵĂŶǇŵ

etry 1G

ϮŽŵ

ͲƉŽƐĞŶĞǁ

Grade 1

Nyons R

Operations and A

bull U

bull A

dd within 20 1O

bull Subtract w

ithin 20 1OA

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perations Base Ten

bull C

ount to 120 1NB

T1 bull

Read and w

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T1 bull

T2 bull

pare two-digit num

T3 bull

odels 1NB

T 4 bull

BT5 1N

Measurem

ent and Data

bull M

bull Tell and w

bull O

eometry

bull B

bull D

enVision 2011

TOPICS from

enVision 2012

CFA Assessment

Due by October 31st

(31 days)

Due by March 13th

March 16- June 5

(53 days)

Due by June 5th

Review or Preteach

minutes

bull C

minutes

Lesson Objectives

1-3 minutes

Application

30-45 minutes

Develop the Concept

minutes

+ = (DOK 1)

(DOK 1)

separate

(DOK 1)

(DOK 2)

(DOK 1)

5 + _____= 10 10 = 2 + _____ 10 = _____ + 3 (DOK 2)

1OA8 Solve 2 + 3 + 5 = 5 + _____ 4 + 9 = 2 + ___ + 9 2 + 4 + 4 = ___ + 8 (DOK 1)

sum equation

(DOK 1)

(DOK 2)

7 + =11 + 4 = 11 (DOK 2)

(DOK 2)

(DOK 1)

enVision 2011

sum 1OA3

(DOK 1)

whole numbers

(DOK 1)

(DOK 2)

(DOK 1)

name (DOK 1)

(DOK 1)

Assessment Tasks

1NBT6 counting back

(DOK 1)

(DOK 2)

enVision 2011

(DOK 1)

closed figure

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

8 SAGE Blueprintpdf

Sheet1

systematic manner

System

atic Vocabulary R

outine- Math

Acquisition

s as appropriate

ords origin etc

hat word

ore sides that is m

T amp S A

ore sides that is m

eans much or m

any sides

onstration Phase 7

plesnon-exam

ples a)

Concrete exam

ples (realia) b)

s etc c)

Physical gesture d)

Verbal Exam

ples e)

ould need __________________

ples and non-exam

ade of line segm

ple) Draw

why not

on-example) D

Application

Application Phase

context a)

hole group setting

bull N

umber 2rsquos w

switch and follow

the same procedure

concepts

(EE) 28 34

algorithm

Four Critical Areas

CORE STATE STAN

S for MATH

EMATICSGRADE 1 | 15

Grade 1 O

verview

and subtractionU

ithin 20W

Measurem

ent and Data

rite time

EMATICAL PRACTICES

ϰDŽĚĞůǁ

ŝƚŚŵĂƚŚĞŵ

ĂƟĐƐ

CORE STATE STAN

S for MATH

EMATICS

GRADE 1 | 16

Ϯ^ŽůǀĞǁ

ŝƚŚŝŶϭϬh

Work w

ϴĞƚĞƌŵ

ine the unknown num

ber that makes the

ďdŚĞŶƵŵ

ĐdŚĞŶƵŵ

CORE STATE STAN

S for MATH

EMATICSGRADE 1 | 17

ϯŽŵ

ƉĂƌĞƚǁŽƚǁ

ϰĚĚǁ

ƉŽƐĞĂƚĞŶ

ϱŝǀĞŶĂƚǁ

ϲ^ƵďƚƌĂĐƚŵ

Measurem

ent and Data

whole num

Tell and write tim

ŵĂŶǇŵ

etry 1G

ϮŽŵ

ͲƉŽƐĞŶĞǁ

Grade 1

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Operations and A

bull U

bull A

dd within 20 1O

bull Subtract w

ithin 20 1OA

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perations Base Ten

bull C

ount to 120 1NB

T1 bull

Read and w

rite to 120 1NB

T1 bull

T2 bull

pare two-digit num

T3 bull

odels 1NB

T 4 bull

BT5 1N

Measurem

ent and Data

bull M

bull Tell and w

bull O

eometry

bull B

bull D

enVision 2011

TOPICS from

enVision 2012

CFA Assessment

Due by October 31st

(31 days)

Due by March 13th

March 16- June 5

(53 days)

Due by June 5th

Review or Preteach

minutes

bull C

minutes

Lesson Objectives

1-3 minutes

Application

30-45 minutes

Develop the Concept

minutes

+ = (DOK 1)

(DOK 1)

separate

(DOK 1)

(DOK 2)

(DOK 1)

5 + _____= 10 10 = 2 + _____ 10 = _____ + 3 (DOK 2)

1OA8 Solve 2 + 3 + 5 = 5 + _____ 4 + 9 = 2 + ___ + 9 2 + 4 + 4 = ___ + 8 (DOK 1)

sum equation

(DOK 1)

(DOK 2)

7 + =11 + 4 = 11 (DOK 2)

(DOK 2)

(DOK 1)

enVision 2011

sum 1OA3

(DOK 1)

whole numbers

(DOK 1)

(DOK 2)

(DOK 1)

name (DOK 1)

(DOK 1)

Assessment Tasks

1NBT6 counting back

(DOK 1)

(DOK 2)

enVision 2011

(DOK 1)

closed figure

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

8 SAGE Blueprintpdf

Sheet1

System

atic Vocabulary R

outine- Math

Acquisition

s as appropriate

ords origin etc

hat word

ore sides that is m

T amp S A

ore sides that is m

eans much or m

any sides

onstration Phase 7

plesnon-exam

ples a)

Concrete exam

ples (realia) b)

s etc c)

Physical gesture d)

Verbal Exam

ples e)

ould need __________________

ples and non-exam

ade of line segm

ple) Draw

why not

on-example) D

Application

Application Phase

context a)

hole group setting

bull N

umber 2rsquos w

switch and follow

the same procedure

concepts

(EE) 28 34

algorithm

Four Critical Areas

CORE STATE STAN

S for MATH

EMATICSGRADE 1 | 15

Grade 1 O

verview

and subtractionU

ithin 20W

Measurem

ent and Data

rite time

EMATICAL PRACTICES

ϰDŽĚĞůǁ

ŝƚŚŵĂƚŚĞŵ

ĂƟĐƐ

CORE STATE STAN

S for MATH

EMATICS

GRADE 1 | 16

Ϯ^ŽůǀĞǁ

ŝƚŚŝŶϭϬh

Work w

ϴĞƚĞƌŵ

ine the unknown num

ber that makes the

ďdŚĞŶƵŵ

ĐdŚĞŶƵŵ

CORE STATE STAN

S for MATH

EMATICSGRADE 1 | 17

ϯŽŵ

ƉĂƌĞƚǁŽƚǁ

ϰĚĚǁ

ƉŽƐĞĂƚĞŶ

ϱŝǀĞŶĂƚǁ

ϲ^ƵďƚƌĂĐƚŵ

Measurem

ent and Data

whole num

Tell and write tim

ŵĂŶǇŵ

etry 1G

ϮŽŵ

ͲƉŽƐĞŶĞǁ

Grade 1

Nyons R

Operations and A

bull U

bull A

dd within 20 1O

bull Subtract w

ithin 20 1OA

umbers and O

perations Base Ten

bull C

ount to 120 1NB

T1 bull

Read and w

rite to 120 1NB

T1 bull

T2 bull

pare two-digit num

T3 bull

odels 1NB

T 4 bull

BT5 1N

Measurem

ent and Data

bull M

bull Tell and w

bull O

eometry

bull B

bull D

enVision 2011

TOPICS from

enVision 2012

CFA Assessment

Due by October 31st

(31 days)

Due by March 13th

March 16- June 5

(53 days)

Due by June 5th

Review or Preteach

minutes

bull C

minutes

Lesson Objectives

1-3 minutes

Application

30-45 minutes

Develop the Concept

minutes

+ = (DOK 1)

(DOK 1)

separate

(DOK 1)

(DOK 2)

(DOK 1)

5 + _____= 10 10 = 2 + _____ 10 = _____ + 3 (DOK 2)

1OA8 Solve 2 + 3 + 5 = 5 + _____ 4 + 9 = 2 + ___ + 9 2 + 4 + 4 = ___ + 8 (DOK 1)

sum equation

(DOK 1)

(DOK 2)

7 + =11 + 4 = 11 (DOK 2)

(DOK 2)

(DOK 1)

enVision 2011

sum 1OA3

(DOK 1)

whole numbers

(DOK 1)

(DOK 2)

(DOK 1)

name (DOK 1)

(DOK 1)

Assessment Tasks

1NBT6 counting back

(DOK 1)

(DOK 2)

enVision 2011

(DOK 1)

closed figure

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

8 SAGE Blueprintpdf

Sheet1

concepts

(EE) 28 34

algorithm

Four Critical Areas

CORE STATE STAN

S for MATH

EMATICSGRADE 1 | 15

Grade 1 O

verview

and subtractionU

ithin 20W

Measurem

ent and Data

rite time

EMATICAL PRACTICES

ϰDŽĚĞůǁ

ŝƚŚŵĂƚŚĞŵ

ĂƟĐƐ

CORE STATE STAN

S for MATH

EMATICS

GRADE 1 | 16

Ϯ^ŽůǀĞǁ

ŝƚŚŝŶϭϬh

Work w

ϴĞƚĞƌŵ

ine the unknown num

ber that makes the

ďdŚĞŶƵŵ

ĐdŚĞŶƵŵ

CORE STATE STAN

S for MATH

EMATICSGRADE 1 | 17

ϯŽŵ

ƉĂƌĞƚǁŽƚǁ

ϰĚĚǁ

ƉŽƐĞĂƚĞŶ

ϱŝǀĞŶĂƚǁ

ϲ^ƵďƚƌĂĐƚŵ

Measurem

ent and Data

whole num

Tell and write tim

ŵĂŶǇŵ

etry 1G

ϮŽŵ

ͲƉŽƐĞŶĞǁ

Grade 1

Nyons R

Operations and A

bull U

bull A

dd within 20 1O

bull Subtract w

ithin 20 1OA

umbers and O

perations Base Ten

bull C

ount to 120 1NB

T1 bull

Read and w

rite to 120 1NB

T1 bull

T2 bull

pare two-digit num

T3 bull

odels 1NB

T 4 bull

BT5 1N

Measurem

ent and Data

bull M

bull Tell and w

bull O

eometry

bull B

bull D

enVision 2011

TOPICS from

enVision 2012

CFA Assessment

Due by October 31st

(31 days)

Due by March 13th

March 16- June 5

(53 days)

Due by June 5th

Review or Preteach

minutes

bull C

minutes

Lesson Objectives

1-3 minutes

Application

30-45 minutes

Develop the Concept

minutes

+ = (DOK 1)

(DOK 1)

separate

(DOK 1)

(DOK 2)

(DOK 1)

5 + _____= 10 10 = 2 + _____ 10 = _____ + 3 (DOK 2)

1OA8 Solve 2 + 3 + 5 = 5 + _____ 4 + 9 = 2 + ___ + 9 2 + 4 + 4 = ___ + 8 (DOK 1)

sum equation

(DOK 1)

(DOK 2)

7 + =11 + 4 = 11 (DOK 2)

(DOK 2)

(DOK 1)

enVision 2011

sum 1OA3

(DOK 1)

whole numbers

(DOK 1)

(DOK 2)

(DOK 1)

name (DOK 1)

(DOK 1)

Assessment Tasks

1NBT6 counting back

(DOK 1)

(DOK 2)

enVision 2011

(DOK 1)

closed figure

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

8 SAGE Blueprintpdf

Sheet1

(EE) 28 34

algorithm

Four Critical Areas

CORE STATE STAN

S for MATH

EMATICSGRADE 1 | 15

Grade 1 O

verview

and subtractionU

ithin 20W

Measurem

ent and Data

rite time

EMATICAL PRACTICES

ϰDŽĚĞůǁ

ŝƚŚŵĂƚŚĞŵ

ĂƟĐƐ

CORE STATE STAN

S for MATH

EMATICS

GRADE 1 | 16

Ϯ^ŽůǀĞǁ

ŝƚŚŝŶϭϬh

Work w

ϴĞƚĞƌŵ

ine the unknown num

ber that makes the

ďdŚĞŶƵŵ

ĐdŚĞŶƵŵ

CORE STATE STAN

S for MATH

EMATICSGRADE 1 | 17

ϯŽŵ

ƉĂƌĞƚǁŽƚǁ

ϰĚĚǁ

ƉŽƐĞĂƚĞŶ

ϱŝǀĞŶĂƚǁ

ϲ^ƵďƚƌĂĐƚŵ

Measurem

ent and Data

whole num

Tell and write tim

ŵĂŶǇŵ

etry 1G

ϮŽŵ

ͲƉŽƐĞŶĞǁ

Grade 1

Nyons R

Operations and A

bull U

bull A

dd within 20 1O

bull Subtract w

ithin 20 1OA

umbers and O

perations Base Ten

bull C

ount to 120 1NB

T1 bull

Read and w

rite to 120 1NB

T1 bull

T2 bull

pare two-digit num

T3 bull

odels 1NB

T 4 bull

BT5 1N

Measurem

ent and Data

bull M

bull Tell and w

bull O

eometry

bull B

bull D

enVision 2011

TOPICS from

enVision 2012

CFA Assessment

Due by October 31st

(31 days)

Due by March 13th

March 16- June 5

(53 days)

Due by June 5th

Review or Preteach

minutes

bull C

minutes

Lesson Objectives

1-3 minutes

Application

30-45 minutes

Develop the Concept

minutes

+ = (DOK 1)

(DOK 1)

separate

(DOK 1)

(DOK 2)

(DOK 1)

5 + _____= 10 10 = 2 + _____ 10 = _____ + 3 (DOK 2)

1OA8 Solve 2 + 3 + 5 = 5 + _____ 4 + 9 = 2 + ___ + 9 2 + 4 + 4 = ___ + 8 (DOK 1)

sum equation

(DOK 1)

(DOK 2)

7 + =11 + 4 = 11 (DOK 2)

(DOK 2)

(DOK 1)

enVision 2011

sum 1OA3

(DOK 1)

whole numbers

(DOK 1)

(DOK 2)

(DOK 1)

name (DOK 1)

(DOK 1)

Assessment Tasks

1NBT6 counting back

(DOK 1)

(DOK 2)

enVision 2011

(DOK 1)

closed figure

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

8 SAGE Blueprintpdf

Sheet1

Four Critical Areas

CORE STATE STAN

S for MATH

EMATICSGRADE 1 | 15

Grade 1 O

verview

and subtractionU

ithin 20W

Measurem

ent and Data

rite time

EMATICAL PRACTICES

ϰDŽĚĞůǁ

ŝƚŚŵĂƚŚĞŵ

ĂƟĐƐ

CORE STATE STAN

S for MATH

EMATICS

GRADE 1 | 16

Ϯ^ŽůǀĞǁ

ŝƚŚŝŶϭϬh

Work w

ϴĞƚĞƌŵ

ine the unknown num

ber that makes the

ďdŚĞŶƵŵ

ĐdŚĞŶƵŵ

CORE STATE STAN

S for MATH

EMATICSGRADE 1 | 17

ϯŽŵ

ƉĂƌĞƚǁŽƚǁ

ϰĚĚǁ

ƉŽƐĞĂƚĞŶ

ϱŝǀĞŶĂƚǁ

ϲ^ƵďƚƌĂĐƚŵ

Measurem

ent and Data

whole num

Tell and write tim

ŵĂŶǇŵ

etry 1G

ϮŽŵ

ͲƉŽƐĞŶĞǁ

Grade 1

Nyons R

Operations and A

bull U

bull A

dd within 20 1O

bull Subtract w

ithin 20 1OA

umbers and O

perations Base Ten

bull C

ount to 120 1NB

T1 bull

Read and w

rite to 120 1NB

T1 bull

T2 bull

pare two-digit num

T3 bull

odels 1NB

T 4 bull

BT5 1N

Measurem

ent and Data

bull M

bull Tell and w

bull O

eometry

bull B

bull D

enVision 2011

TOPICS from

enVision 2012

CFA Assessment

Due by October 31st

(31 days)

Due by March 13th

March 16- June 5

(53 days)

Due by June 5th

Review or Preteach

minutes

bull C

minutes

Lesson Objectives

1-3 minutes

Application

30-45 minutes

Develop the Concept

minutes

+ = (DOK 1)

(DOK 1)

separate

(DOK 1)

(DOK 2)

(DOK 1)

5 + _____= 10 10 = 2 + _____ 10 = _____ + 3 (DOK 2)

1OA8 Solve 2 + 3 + 5 = 5 + _____ 4 + 9 = 2 + ___ + 9 2 + 4 + 4 = ___ + 8 (DOK 1)

sum equation

(DOK 1)

(DOK 2)

7 + =11 + 4 = 11 (DOK 2)

(DOK 2)

(DOK 1)

enVision 2011

sum 1OA3

(DOK 1)

whole numbers

(DOK 1)

(DOK 2)

(DOK 1)

name (DOK 1)

(DOK 1)

Assessment Tasks

1NBT6 counting back

(DOK 1)

(DOK 2)

enVision 2011

(DOK 1)

closed figure

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

8 SAGE Blueprintpdf

Sheet1

CORE STATE STAN

S for MATH

EMATICSGRADE 1 | 15

Grade 1 O

verview

and subtractionU

ithin 20W

Measurem

ent and Data

rite time

EMATICAL PRACTICES

ϰDŽĚĞůǁ

ŝƚŚŵĂƚŚĞŵ

ĂƟĐƐ

CORE STATE STAN

S for MATH

EMATICS

GRADE 1 | 16

Ϯ^ŽůǀĞǁ

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CORE STATE STAN

S for MATH

EMATICSGRADE 1 | 17

ϯŽŵ

ƉĂƌĞƚǁŽƚǁ

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Measurem

ent and Data

whole num

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ŵĂŶǇŵ

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ϮŽŵ

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Grade 1

Nyons R

Operations and A

bull U

bull A

dd within 20 1O

bull Subtract w

ithin 20 1OA

umbers and O

perations Base Ten

bull C

ount to 120 1NB

T1 bull

Read and w

rite to 120 1NB

T1 bull

T2 bull

pare two-digit num

T3 bull

odels 1NB

T 4 bull

BT5 1N

Measurem

ent and Data

bull M

bull Tell and w

bull O

eometry

bull B

bull D

enVision 2011

TOPICS from

enVision 2012

CFA Assessment

Due by October 31st

(31 days)

Due by March 13th

March 16- June 5

(53 days)

Due by June 5th

Review or Preteach

minutes

bull C

minutes

Lesson Objectives

1-3 minutes

Application

30-45 minutes

Develop the Concept

minutes

+ = (DOK 1)

(DOK 1)

separate

(DOK 1)

(DOK 2)

(DOK 1)

5 + _____= 10 10 = 2 + _____ 10 = _____ + 3 (DOK 2)

1OA8 Solve 2 + 3 + 5 = 5 + _____ 4 + 9 = 2 + ___ + 9 2 + 4 + 4 = ___ + 8 (DOK 1)

sum equation

(DOK 1)

(DOK 2)

7 + =11 + 4 = 11 (DOK 2)

(DOK 2)

(DOK 1)

enVision 2011

sum 1OA3

(DOK 1)

whole numbers

(DOK 1)

(DOK 2)

(DOK 1)

name (DOK 1)

(DOK 1)

Assessment Tasks

1NBT6 counting back

(DOK 1)

(DOK 2)

enVision 2011

(DOK 1)

closed figure

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

8 SAGE Blueprintpdf

Sheet1

CORE STATE STAN

S for MATH

EMATICSGRADE 1 | 15

Grade 1 O

verview

and subtractionU

ithin 20W

Measurem

ent and Data

rite time

EMATICAL PRACTICES

ϰDŽĚĞůǁ

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CORE STATE STAN

S for MATH

EMATICS

GRADE 1 | 16

Ϯ^ŽůǀĞǁ

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CORE STATE STAN

S for MATH

EMATICSGRADE 1 | 17

ϯŽŵ

ƉĂƌĞƚǁŽƚǁ

ϰĚĚǁ

ƉŽƐĞĂƚĞŶ

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ϲ^ƵďƚƌĂĐƚŵ

Measurem

ent and Data

whole num

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ŵĂŶǇŵ

etry 1G

ϮŽŵ

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Grade 1

Nyons R

Operations and A

bull U

bull A

dd within 20 1O

bull Subtract w

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umbers and O

perations Base Ten

bull C

ount to 120 1NB

T1 bull

Read and w

rite to 120 1NB

T1 bull

T2 bull

pare two-digit num

T3 bull

odels 1NB

T 4 bull

BT5 1N

Measurem

ent and Data

bull M

bull Tell and w

bull O

eometry

bull B

bull D

enVision 2011

TOPICS from

enVision 2012

CFA Assessment

Due by October 31st

(31 days)

Due by March 13th

March 16- June 5

(53 days)

Due by June 5th

Review or Preteach

minutes

bull C

minutes

Lesson Objectives

1-3 minutes

Application

30-45 minutes

Develop the Concept

minutes

+ = (DOK 1)

(DOK 1)

separate

(DOK 1)

(DOK 2)

(DOK 1)

5 + _____= 10 10 = 2 + _____ 10 = _____ + 3 (DOK 2)

1OA8 Solve 2 + 3 + 5 = 5 + _____ 4 + 9 = 2 + ___ + 9 2 + 4 + 4 = ___ + 8 (DOK 1)

sum equation

(DOK 1)

(DOK 2)

7 + =11 + 4 = 11 (DOK 2)

(DOK 2)

(DOK 1)

enVision 2011

sum 1OA3

(DOK 1)

whole numbers

(DOK 1)

(DOK 2)

(DOK 1)

name (DOK 1)

(DOK 1)

Assessment Tasks

1NBT6 counting back

(DOK 1)

(DOK 2)

enVision 2011

(DOK 1)

closed figure

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

8 SAGE Blueprintpdf

Sheet1

CORE STATE STAN

S for MATH

EMATICS

GRADE 1 | 16

Ϯ^ŽůǀĞǁ

ŝƚŚŝŶϭϬh

Work w

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ber that makes the

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CORE STATE STAN

S for MATH

EMATICSGRADE 1 | 17

ϯŽŵ

ƉĂƌĞƚǁŽƚǁ

ϰĚĚǁ

ƉŽƐĞĂƚĞŶ

ϱŝǀĞŶĂƚǁ

ϲ^ƵďƚƌĂĐƚŵ

Measurem

ent and Data

whole num

Tell and write tim

ŵĂŶǇŵ

etry 1G

ϮŽŵ

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Grade 1

Nyons R

Operations and A

bull U

bull A

dd within 20 1O

bull Subtract w

ithin 20 1OA

umbers and O

perations Base Ten

bull C

ount to 120 1NB

T1 bull

Read and w

rite to 120 1NB

T1 bull

T2 bull

pare two-digit num

T3 bull

odels 1NB

T 4 bull

BT5 1N

Measurem

ent and Data

bull M

bull Tell and w

bull O

eometry

bull B

bull D

enVision 2011

TOPICS from

enVision 2012

CFA Assessment

Due by October 31st

(31 days)

Due by March 13th

March 16- June 5

(53 days)

Due by June 5th

Review or Preteach

minutes

bull C

minutes

Lesson Objectives

1-3 minutes

Application

30-45 minutes

Develop the Concept

minutes

+ = (DOK 1)

(DOK 1)

separate

(DOK 1)

(DOK 2)

(DOK 1)

5 + _____= 10 10 = 2 + _____ 10 = _____ + 3 (DOK 2)

1OA8 Solve 2 + 3 + 5 = 5 + _____ 4 + 9 = 2 + ___ + 9 2 + 4 + 4 = ___ + 8 (DOK 1)

sum equation

(DOK 1)

(DOK 2)

7 + =11 + 4 = 11 (DOK 2)

(DOK 2)

(DOK 1)

enVision 2011

sum 1OA3

(DOK 1)

whole numbers

(DOK 1)

(DOK 2)

(DOK 1)

name (DOK 1)

(DOK 1)

Assessment Tasks

1NBT6 counting back

(DOK 1)

(DOK 2)

enVision 2011

(DOK 1)

closed figure

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

8 SAGE Blueprintpdf

Sheet1

CORE STATE STAN

S for MATH

EMATICSGRADE 1 | 17

ϯŽŵ

ƉĂƌĞƚǁŽƚǁ

ϰĚĚǁ

ƉŽƐĞĂƚĞŶ

ϱŝǀĞŶĂƚǁ

ϲ^ƵďƚƌĂĐƚŵ

Measurem

ent and Data

whole num

Tell and write tim

ŵĂŶǇŵ

etry 1G

ϮŽŵ

ͲƉŽƐĞŶĞǁ

Grade 1

Nyons R

Operations and A

bull U

bull A

dd within 20 1O

bull Subtract w

ithin 20 1OA

umbers and O

perations Base Ten

bull C

ount to 120 1NB

T1 bull

Read and w

rite to 120 1NB

T1 bull

T2 bull

pare two-digit num

T3 bull

odels 1NB

T 4 bull

BT5 1N

Measurem

ent and Data

bull M

bull Tell and w

bull O

eometry

bull B

bull D

enVision 2011

TOPICS from

enVision 2012

CFA Assessment

Due by October 31st

(31 days)

Due by March 13th

March 16- June 5

(53 days)

Due by June 5th

Review or Preteach

minutes

bull C

minutes

Lesson Objectives

1-3 minutes

Application

30-45 minutes

Develop the Concept

minutes

+ = (DOK 1)

(DOK 1)

separate

(DOK 1)

(DOK 2)

(DOK 1)

5 + _____= 10 10 = 2 + _____ 10 = _____ + 3 (DOK 2)

1OA8 Solve 2 + 3 + 5 = 5 + _____ 4 + 9 = 2 + ___ + 9 2 + 4 + 4 = ___ + 8 (DOK 1)

sum equation

(DOK 1)

(DOK 2)

7 + =11 + 4 = 11 (DOK 2)

(DOK 2)

(DOK 1)

enVision 2011

sum 1OA3

(DOK 1)

whole numbers

(DOK 1)

(DOK 2)

(DOK 1)

name (DOK 1)

(DOK 1)

Assessment Tasks

1NBT6 counting back

(DOK 1)

(DOK 2)

enVision 2011

(DOK 1)

closed figure

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

8 SAGE Blueprintpdf

Sheet1

Grade 1

Nyons R

Operations and A

bull U

bull A

dd within 20 1O

bull Subtract w

ithin 20 1OA

umbers and O

perations Base Ten

bull C

ount to 120 1NB

T1 bull

Read and w

rite to 120 1NB

T1 bull

T2 bull

pare two-digit num

T3 bull

odels 1NB

T 4 bull

BT5 1N

Measurem

ent and Data

bull M

bull Tell and w

bull O

eometry

bull B

bull D

enVision 2011

TOPICS from

enVision 2012

CFA Assessment

Due by October 31st

(31 days)

Due by March 13th

March 16- June 5

(53 days)

Due by June 5th

Review or Preteach

minutes

bull C

minutes

Lesson Objectives

1-3 minutes

Application

30-45 minutes

Develop the Concept

minutes

+ = (DOK 1)

(DOK 1)

separate

(DOK 1)

(DOK 2)

(DOK 1)

5 + _____= 10 10 = 2 + _____ 10 = _____ + 3 (DOK 2)

1OA8 Solve 2 + 3 + 5 = 5 + _____ 4 + 9 = 2 + ___ + 9 2 + 4 + 4 = ___ + 8 (DOK 1)

sum equation

(DOK 1)

(DOK 2)

7 + =11 + 4 = 11 (DOK 2)

(DOK 2)

(DOK 1)

enVision 2011

sum 1OA3

(DOK 1)

whole numbers

(DOK 1)

(DOK 2)

(DOK 1)

name (DOK 1)

(DOK 1)

Assessment Tasks

1NBT6 counting back

(DOK 1)

(DOK 2)

enVision 2011

(DOK 1)

closed figure

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

8 SAGE Blueprintpdf

Sheet1

enVision 2011

TOPICS from

enVision 2012

CFA Assessment

Due by October 31st

(31 days)

Due by March 13th

March 16- June 5

(53 days)

Due by June 5th

Review or Preteach

minutes

bull C

minutes

Lesson Objectives

1-3 minutes

Application

30-45 minutes

Develop the Concept

minutes

+ = (DOK 1)

(DOK 1)

separate

(DOK 1)

(DOK 2)

(DOK 1)

5 + _____= 10 10 = 2 + _____ 10 = _____ + 3 (DOK 2)

1OA8 Solve 2 + 3 + 5 = 5 + _____ 4 + 9 = 2 + ___ + 9 2 + 4 + 4 = ___ + 8 (DOK 1)

sum equation

(DOK 1)

(DOK 2)

7 + =11 + 4 = 11 (DOK 2)

(DOK 2)

(DOK 1)

enVision 2011

sum 1OA3

(DOK 1)

whole numbers

(DOK 1)

(DOK 2)

(DOK 1)

name (DOK 1)

(DOK 1)

Assessment Tasks

1NBT6 counting back

(DOK 1)

(DOK 2)

enVision 2011

(DOK 1)

closed figure

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

8 SAGE Blueprintpdf

Sheet1

Review or Preteach

minutes

bull C

minutes

Lesson Objectives

1-3 minutes

Application

30-45 minutes

Develop the Concept

minutes

+ = (DOK 1)

(DOK 1)

separate

(DOK 1)

(DOK 2)

(DOK 1)

5 + _____= 10 10 = 2 + _____ 10 = _____ + 3 (DOK 2)

1OA8 Solve 2 + 3 + 5 = 5 + _____ 4 + 9 = 2 + ___ + 9 2 + 4 + 4 = ___ + 8 (DOK 1)

sum equation

(DOK 1)

(DOK 2)

7 + =11 + 4 = 11 (DOK 2)

(DOK 2)

(DOK 1)

enVision 2011

sum 1OA3

(DOK 1)

whole numbers

(DOK 1)

(DOK 2)

(DOK 1)

name (DOK 1)

(DOK 1)

Assessment Tasks

1NBT6 counting back

(DOK 1)

(DOK 2)

enVision 2011

(DOK 1)

closed figure

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

8 SAGE Blueprintpdf

Sheet1

+ = (DOK 1)

(DOK 1)

separate

(DOK 1)

(DOK 2)

(DOK 1)

5 + _____= 10 10 = 2 + _____ 10 = _____ + 3 (DOK 2)

1OA8 Solve 2 + 3 + 5 = 5 + _____ 4 + 9 = 2 + ___ + 9 2 + 4 + 4 = ___ + 8 (DOK 1)

sum equation

(DOK 1)

(DOK 2)

7 + =11 + 4 = 11 (DOK 2)

(DOK 2)

(DOK 1)

enVision 2011

sum 1OA3

(DOK 1)

whole numbers

(DOK 1)

(DOK 2)

(DOK 1)

name (DOK 1)

(DOK 1)

Assessment Tasks

1NBT6 counting back

(DOK 1)

(DOK 2)

enVision 2011

(DOK 1)

closed figure

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

8 SAGE Blueprintpdf

Sheet1

separate

(DOK 1)

(DOK 2)

(DOK 1)

5 + _____= 10 10 = 2 + _____ 10 = _____ + 3 (DOK 2)

1OA8 Solve 2 + 3 + 5 = 5 + _____ 4 + 9 = 2 + ___ + 9 2 + 4 + 4 = ___ + 8 (DOK 1)

sum equation

(DOK 1)

(DOK 2)

7 + =11 + 4 = 11 (DOK 2)

(DOK 2)

(DOK 1)

enVision 2011

sum 1OA3

(DOK 1)

whole numbers

(DOK 1)

(DOK 2)

(DOK 1)

name (DOK 1)

(DOK 1)

Assessment Tasks

1NBT6 counting back

(DOK 1)

(DOK 2)

enVision 2011

(DOK 1)

closed figure

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

8 SAGE Blueprintpdf

Sheet1

separate

(DOK 1)

(DOK 2)

(DOK 1)

5 + _____= 10 10 = 2 + _____ 10 = _____ + 3 (DOK 2)

1OA8 Solve 2 + 3 + 5 = 5 + _____ 4 + 9 = 2 + ___ + 9 2 + 4 + 4 = ___ + 8 (DOK 1)

sum equation

(DOK 1)

(DOK 2)

7 + =11 + 4 = 11 (DOK 2)

(DOK 2)

(DOK 1)

enVision 2011

sum 1OA3

(DOK 1)

whole numbers

(DOK 1)

(DOK 2)

(DOK 1)

name (DOK 1)

(DOK 1)

Assessment Tasks

1NBT6 counting back

(DOK 1)

(DOK 2)

enVision 2011

(DOK 1)

closed figure

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

8 SAGE Blueprintpdf

Sheet1

(DOK 1)

(DOK 2)

(DOK 1)

5 + _____= 10 10 = 2 + _____ 10 = _____ + 3 (DOK 2)

1OA8 Solve 2 + 3 + 5 = 5 + _____ 4 + 9 = 2 + ___ + 9 2 + 4 + 4 = ___ + 8 (DOK 1)

sum equation

(DOK 1)

(DOK 2)

7 + =11 + 4 = 11 (DOK 2)

(DOK 2)

(DOK 1)

enVision 2011

sum 1OA3

(DOK 1)

whole numbers

(DOK 1)

(DOK 2)

(DOK 1)

name (DOK 1)

(DOK 1)

Assessment Tasks

1NBT6 counting back

(DOK 1)

(DOK 2)

enVision 2011

(DOK 1)

closed figure

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

8 SAGE Blueprintpdf

Sheet1

(DOK 2)

(DOK 1)

5 + _____= 10 10 = 2 + _____ 10 = _____ + 3 (DOK 2)

1OA8 Solve 2 + 3 + 5 = 5 + _____ 4 + 9 = 2 + ___ + 9 2 + 4 + 4 = ___ + 8 (DOK 1)

sum equation

(DOK 1)

(DOK 2)

7 + =11 + 4 = 11 (DOK 2)

(DOK 2)

(DOK 1)

enVision 2011

sum 1OA3

(DOK 1)

whole numbers

(DOK 1)

(DOK 2)

(DOK 1)

name (DOK 1)

(DOK 1)

Assessment Tasks

1NBT6 counting back

(DOK 1)

(DOK 2)

enVision 2011

(DOK 1)

closed figure

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

8 SAGE Blueprintpdf

Sheet1

(DOK 2)

(DOK 1)

5 + _____= 10 10 = 2 + _____ 10 = _____ + 3 (DOK 2)

1OA8 Solve 2 + 3 + 5 = 5 + _____ 4 + 9 = 2 + ___ + 9 2 + 4 + 4 = ___ + 8 (DOK 1)

sum equation

(DOK 1)

(DOK 2)

7 + =11 + 4 = 11 (DOK 2)

(DOK 2)

(DOK 1)

enVision 2011

sum 1OA3

(DOK 1)

whole numbers

(DOK 1)

(DOK 2)

(DOK 1)

name (DOK 1)

(DOK 1)

Assessment Tasks

1NBT6 counting back

(DOK 1)

(DOK 2)

enVision 2011

(DOK 1)

closed figure

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

8 SAGE Blueprintpdf

Sheet1

(DOK 1)

5 + _____= 10 10 = 2 + _____ 10 = _____ + 3 (DOK 2)

1OA8 Solve 2 + 3 + 5 = 5 + _____ 4 + 9 = 2 + ___ + 9 2 + 4 + 4 = ___ + 8 (DOK 1)

sum equation

(DOK 1)

(DOK 2)

7 + =11 + 4 = 11 (DOK 2)

(DOK 2)

(DOK 1)

enVision 2011

sum 1OA3

(DOK 1)

whole numbers

(DOK 1)

(DOK 2)

(DOK 1)

name (DOK 1)

(DOK 1)

Assessment Tasks

1NBT6 counting back

(DOK 1)

(DOK 2)

enVision 2011

(DOK 1)

closed figure

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

8 SAGE Blueprintpdf

Sheet1

(DOK 1)

5 + _____= 10 10 = 2 + _____ 10 = _____ + 3 (DOK 2)

1OA8 Solve 2 + 3 + 5 = 5 + _____ 4 + 9 = 2 + ___ + 9 2 + 4 + 4 = ___ + 8 (DOK 1)

sum equation

(DOK 1)

(DOK 2)

7 + =11 + 4 = 11 (DOK 2)

(DOK 2)

(DOK 1)

enVision 2011

sum 1OA3

(DOK 1)

whole numbers

(DOK 1)

(DOK 2)

(DOK 1)

name (DOK 1)

(DOK 1)

Assessment Tasks

1NBT6 counting back

(DOK 1)

(DOK 2)

enVision 2011

(DOK 1)

closed figure

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

8 SAGE Blueprintpdf

Sheet1

(DOK 1)

5 + _____= 10 10 = 2 + _____ 10 = _____ + 3 (DOK 2)

1OA8 Solve 2 + 3 + 5 = 5 + _____ 4 + 9 = 2 + ___ + 9 2 + 4 + 4 = ___ + 8 (DOK 1)

sum equation

(DOK 1)

(DOK 2)

7 + =11 + 4 = 11 (DOK 2)

(DOK 2)

(DOK 1)

enVision 2011

sum 1OA3

(DOK 1)

whole numbers

(DOK 1)

(DOK 2)

(DOK 1)

name (DOK 1)

(DOK 1)

Assessment Tasks

1NBT6 counting back

(DOK 1)

(DOK 2)

enVision 2011

(DOK 1)

closed figure

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

8 SAGE Blueprintpdf

Sheet1

5 + _____= 10 10 = 2 + _____ 10 = _____ + 3 (DOK 2)

1OA8 Solve 2 + 3 + 5 = 5 + _____ 4 + 9 = 2 + ___ + 9 2 + 4 + 4 = ___ + 8 (DOK 1)

sum equation

(DOK 1)

(DOK 2)

7 + =11 + 4 = 11 (DOK 2)

(DOK 2)

(DOK 1)

enVision 2011

sum 1OA3

(DOK 1)

whole numbers

(DOK 1)

(DOK 2)

(DOK 1)

name (DOK 1)

(DOK 1)

Assessment Tasks

1NBT6 counting back

(DOK 1)

(DOK 2)

enVision 2011

(DOK 1)

closed figure

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

8 SAGE Blueprintpdf

Sheet1

sum equation

(DOK 1)

(DOK 2)

7 + =11 + 4 = 11 (DOK 2)

(DOK 2)

(DOK 1)

enVision 2011

sum 1OA3

(DOK 1)

whole numbers

(DOK 1)

(DOK 2)

(DOK 1)

name (DOK 1)

(DOK 1)

Assessment Tasks

1NBT6 counting back

(DOK 1)

(DOK 2)

enVision 2011

(DOK 1)

closed figure

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

8 SAGE Blueprintpdf

Sheet1

(DOK 1)

(DOK 2)

7 + =11 + 4 = 11 (DOK 2)

(DOK 2)

(DOK 1)

enVision 2011

sum 1OA3

(DOK 1)

whole numbers

(DOK 1)

(DOK 2)

(DOK 1)

name (DOK 1)

(DOK 1)

Assessment Tasks

1NBT6 counting back

(DOK 1)

(DOK 2)

enVision 2011

(DOK 1)

closed figure

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

8 SAGE Blueprintpdf

Sheet1

(DOK 1)

(DOK 2)

7 + =11 + 4 = 11 (DOK 2)

(DOK 2)

(DOK 1)

enVision 2011

sum 1OA3

(DOK 1)

whole numbers

(DOK 1)

(DOK 2)

(DOK 1)

name (DOK 1)

(DOK 1)

Assessment Tasks

1NBT6 counting back

(DOK 1)

(DOK 2)

enVision 2011

(DOK 1)

closed figure

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

8 SAGE Blueprintpdf

Sheet1

(DOK 1)

(DOK 2)

7 + =11 + 4 = 11 (DOK 2)

(DOK 2)

(DOK 1)

enVision 2011

sum 1OA3

(DOK 1)

whole numbers

(DOK 1)

(DOK 2)

(DOK 1)

name (DOK 1)

(DOK 1)

Assessment Tasks

1NBT6 counting back

(DOK 1)

(DOK 2)

enVision 2011

(DOK 1)

closed figure

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

8 SAGE Blueprintpdf

Sheet1

7 + =11 + 4 = 11 (DOK 2)

(DOK 2)

(DOK 1)

enVision 2011

sum 1OA3

(DOK 1)

whole numbers

(DOK 1)

(DOK 2)

(DOK 1)

name (DOK 1)

(DOK 1)

Assessment Tasks

1NBT6 counting back

(DOK 1)

(DOK 2)

enVision 2011

(DOK 1)

closed figure

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

8 SAGE Blueprintpdf

Sheet1

7 + =11 + 4 = 11 (DOK 2)

(DOK 2)

(DOK 1)

enVision 2011

sum 1OA3

(DOK 1)

whole numbers

(DOK 1)

(DOK 2)

(DOK 1)

name (DOK 1)

(DOK 1)

Assessment Tasks

1NBT6 counting back

(DOK 1)

(DOK 2)

enVision 2011

(DOK 1)

closed figure

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

8 SAGE Blueprintpdf

Sheet1

7 + =11 + 4 = 11 (DOK 2)

(DOK 2)

(DOK 1)

enVision 2011

sum 1OA3

(DOK 1)

whole numbers

(DOK 1)

(DOK 2)

(DOK 1)

name (DOK 1)

(DOK 1)

Assessment Tasks

1NBT6 counting back

(DOK 1)

(DOK 2)

enVision 2011

(DOK 1)

closed figure

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

8 SAGE Blueprintpdf

Sheet1

7 + =11 + 4 = 11 (DOK 2)

(DOK 2)

(DOK 1)

enVision 2011

sum 1OA3

(DOK 1)

whole numbers

(DOK 1)

(DOK 2)

(DOK 1)

name (DOK 1)

(DOK 1)

Assessment Tasks

1NBT6 counting back

(DOK 1)

(DOK 2)

enVision 2011

(DOK 1)

closed figure

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

8 SAGE Blueprintpdf

Sheet1

(DOK 2)

(DOK 1)

enVision 2011

sum 1OA3

(DOK 1)

whole numbers

(DOK 1)

(DOK 2)

(DOK 1)

name (DOK 1)

(DOK 1)

Assessment Tasks

1NBT6 counting back

(DOK 1)

(DOK 2)

enVision 2011

(DOK 1)

closed figure

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

8 SAGE Blueprintpdf

Sheet1

enVision 2011

sum 1OA3

(DOK 1)

whole numbers

(DOK 1)

(DOK 2)

(DOK 1)

name (DOK 1)

(DOK 1)

Assessment Tasks

1NBT6 counting back

(DOK 1)

(DOK 2)

enVision 2011

(DOK 1)

closed figure

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

8 SAGE Blueprintpdf

Sheet1

sum 1OA3

(DOK 1)

whole numbers

(DOK 1)

(DOK 2)

(DOK 1)

name (DOK 1)

(DOK 1)

Assessment Tasks

1NBT6 counting back

(DOK 1)

(DOK 2)

enVision 2011

(DOK 1)

closed figure

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

8 SAGE Blueprintpdf

Sheet1

(DOK 1)

whole numbers

(DOK 1)

(DOK 2)

(DOK 1)

name (DOK 1)

(DOK 1)

Assessment Tasks

1NBT6 counting back

(DOK 1)

(DOK 2)

enVision 2011

(DOK 1)

closed figure

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

8 SAGE Blueprintpdf

Sheet1

(DOK 1)

whole numbers

(DOK 1)

(DOK 2)

(DOK 1)

name (DOK 1)

(DOK 1)

Assessment Tasks

1NBT6 counting back

(DOK 1)

(DOK 2)

enVision 2011

(DOK 1)

closed figure

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

8 SAGE Blueprintpdf

Sheet1

(DOK 1)

whole numbers

(DOK 1)

(DOK 2)

(DOK 1)

name (DOK 1)

(DOK 1)

Assessment Tasks

1NBT6 counting back

(DOK 1)

(DOK 2)

enVision 2011

(DOK 1)

closed figure

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

8 SAGE Blueprintpdf

Sheet1

(DOK 1)

whole numbers

(DOK 1)

(DOK 2)

(DOK 1)

name (DOK 1)

(DOK 1)

Assessment Tasks

1NBT6 counting back

(DOK 1)

(DOK 2)

enVision 2011

(DOK 1)

closed figure

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

8 SAGE Blueprintpdf

Sheet1

(DOK 1)

whole numbers

(DOK 1)

(DOK 2)

(DOK 1)

name (DOK 1)

(DOK 1)

Assessment Tasks

1NBT6 counting back

(DOK 1)

(DOK 2)

enVision 2011

(DOK 1)

closed figure

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

8 SAGE Blueprintpdf

Sheet1

(DOK 1)

whole numbers

(DOK 1)

(DOK 2)

(DOK 1)

name (DOK 1)

(DOK 1)

Assessment Tasks

1NBT6 counting back

(DOK 1)

(DOK 2)

enVision 2011

(DOK 1)

closed figure

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

8 SAGE Blueprintpdf

Sheet1

whole numbers

(DOK 1)

(DOK 2)

(DOK 1)

name (DOK 1)

(DOK 1)

Assessment Tasks

1NBT6 counting back

(DOK 1)

(DOK 2)

enVision 2011

(DOK 1)

closed figure

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

8 SAGE Blueprintpdf

Sheet1

(DOK 1)

(DOK 2)

(DOK 1)

name (DOK 1)

(DOK 1)

Assessment Tasks

1NBT6 counting back

(DOK 1)

(DOK 2)

enVision 2011

(DOK 1)

closed figure

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

8 SAGE Blueprintpdf

Sheet1

name (DOK 1)

(DOK 1)

Assessment Tasks

1NBT6 counting back

(DOK 1)

(DOK 2)

enVision 2011

(DOK 1)

closed figure

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

8 SAGE Blueprintpdf

Sheet1

name (DOK 1)

(DOK 1)

Assessment Tasks

1NBT6 counting back

(DOK 1)

(DOK 2)

enVision 2011

(DOK 1)

closed figure

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

8 SAGE Blueprintpdf

Sheet1

(DOK 1)

Assessment Tasks

1NBT6 counting back

(DOK 1)

(DOK 2)

enVision 2011

(DOK 1)

closed figure

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

8 SAGE Blueprintpdf

Sheet1

(DOK 1)

Assessment Tasks

1NBT6 counting back

(DOK 1)

(DOK 2)

enVision 2011

(DOK 1)

closed figure

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

8 SAGE Blueprintpdf

Sheet1

(DOK 1)

Assessment Tasks

1NBT6 counting back

(DOK 1)

(DOK 2)

enVision 2011

(DOK 1)

closed figure

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

8 SAGE Blueprintpdf

Sheet1

(DOK 1)

Assessment Tasks

1NBT6 counting back

(DOK 1)

(DOK 2)

enVision 2011

(DOK 1)

closed figure

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

8 SAGE Blueprintpdf

Sheet1

Assessment Tasks

1NBT6 counting back

(DOK 1)

(DOK 2)

enVision 2011

(DOK 1)

closed figure

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

8 SAGE Blueprintpdf

Sheet1

Assessment Tasks

1NBT6 counting back

(DOK 1)

(DOK 2)

enVision 2011

(DOK 1)

closed figure

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

8 SAGE Blueprintpdf

Sheet1

(DOK 1)

(DOK 2)

enVision 2011

(DOK 1)

closed figure

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

8 SAGE Blueprintpdf

Sheet1

(DOK 1)

(DOK 2)

enVision 2011

(DOK 1)

closed figure

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

8 SAGE Blueprintpdf

Sheet1

(DOK 1)

(DOK 2)

enVision 2011

(DOK 1)

closed figure

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

8 SAGE Blueprintpdf

Sheet1

(DOK 1)

(DOK 2)

enVision 2011

(DOK 1)

closed figure

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

8 SAGE Blueprintpdf

Sheet1

(DOK 1)

(DOK 2)

enVision 2011

(DOK 1)

closed figure

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

8 SAGE Blueprintpdf

Sheet1

(DOK 1)

(DOK 2)

enVision 2011

(DOK 1)

closed figure

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

8 SAGE Blueprintpdf

Sheet1

(DOK 1)

closed figure

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

8 SAGE Blueprintpdf

Sheet1

(DOK 1)

closed figure

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

8 SAGE Blueprintpdf

Sheet1

(DOK 1)

closed figure

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

8 SAGE Blueprintpdf

Sheet1

closed figure

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

8 SAGE Blueprintpdf

Sheet1

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

8 SAGE Blueprintpdf

Sheet1

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

8 SAGE Blueprintpdf

Sheet1

Documents

ENVISION MATH CURRICULUM MAP CANYONS SCHOOL DISTRICTcsdmathematics.weebly.com/uploads/9/5/6/3/9563459/1st_grade_m… · Canyons School District’s curriculum math maps are standards-based