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Math Unit 1 Overview
MATH
Grade 1
Unit 1: Partner and Number Patterns Through 10
Time Frame: 16 Days
Key Vocabulary: plus, plus sign, equal sign, equation, partner, total, circle drawing, break-apart, Math Mountain, add, subtract, pattern, doubles, partner train, switch with pattern difference
Essential Questions:
How is counting an effective strategy for solving addition and subtraction equations?
How do we use properties of addition and subtraction to help solve equations?
How do number patterns help solve equations?
Big Ideas:
Numbers Through 10
Patterns with Partners Through 10
Suggested Mentor Texts:
Dinner at the Panda Palace by Stephanie Calmenson
Technology:
Destination Math
Mega Math
Soar to Success
Interactive iTools
Common Core State Standards Teaching Points/Lesson Activity Description Assessment
Mathematical Content
CC.1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
Visualize and represent numbers 1-10
Add and subtract within 5
Add and subtract within 6
Add and subtract within 7
Add and subtract within 8
Initial Assessment – Form A pre-test
Formative Assessments–
Quick Quiz for Lessons 1,2
Quick Quiz for
CC.1.OA.3 Apply properties of operations as strategies to add and subtract
CC.1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2)
CC.1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10.
CC.1.OA.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers
Mathematical Practices
CC.K-12.MP.1 Make sense of problems and persevere in solving them
CC.K-12.MP.2 Reason abstractly and quantitatively
CC.K-12.MP.3 Construct viable arguments and critique the reasoning of others
CC.K-12.MP.4 Model with mathematics
CC.K-12.MP.5 Use appropriate tools
CC.K-12.MP.6 Attend to precision
CC.K-12.MP.7 Look for and make use of structure
CC.K-12.MP.8 Look for and express regularity in repeated reasoning
Add and subtract within 9
Add and subtract within 10
Use the Common Core Content Standards and Practices in a variety of real-world problem solving situations
Lessons 3,4,5,6,7,8,9
Quick Quiz for Lessons 10,11,12,13
Formative Assessments:
Lesson 1: pg. 6
Lesson 2: pg. 12
Lesson 3: pg. 22
Lesson 4: pg.32
Lesson 5: pg.40
Lesson 6: pg. 48
Lesson 7: pg. 56
Lesson 8: pg. 66
Math Writing Prompts
End of Unit Assessment – Form A assessment
Carnival Performance Task
Math Unit 2 Overview
MATH
Grade 1
Unit 2 : Addition and Subtraction Strategies
Time Frame: 24 Days
Key Vocabulary: add, partners, plus sign, total, circle drawing, equal, equal sign (=), not equal sign, equation, count all, count on, unknown total, minus, minus sign (-), subtract, proof drawing, subtraction story problem, vertical forms
Essential Questions:
Why do we add and subtract?
How are addition and subtraction related?
How is counting an effective strategy for solving addition and subtraction equations?
Big Ideas:
Represent Addition Situations
Solve Addition Equations
Solve Subtraction Equations
Equation Exploration
Suggested Mentor Texts:
Domino Addition by Lynette Long
Technology:
Destination Math
Mega Math
Soar to Success
Interactive iTools
Common Core State Standards Teaching Points/Lesson Activity Description Assessment
Mathematical Content
CC.1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking
Use addition to solve story problems and visualize equality
Use = to write addition equations and determine if an equation is true
Represent and solve addition story problems and determine if
Initial Assessment – Form A pre-test
Formative Assessments–
apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
CC.1.OA.3 Apply properties of operations as strategies to add and subtract
CC.1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2)
CC.1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10.
CC.1.OA.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers
Mathematical Practices
CC.K-12.MP.1 Make sense of problems and persevere in solving them
CC.K-12.MP.2 Reason abstractly and quantitatively
CC.K-12.MP.3 Construct viable arguments and critique the reasoning of others
CC.K-12.MP.4 Model with mathematics
CC.K-12.MP.5 Use appropriate tools
CC.K-12.MP.6 Attend to precision
CC.K-12.MP.7 Look for and make use of structure
CC.K-12.MP.8 Look for and express regularity in repeated reasoning
addition equations are true
Find the total in addition equations
Count on from the greater number to add
Solve addition equations
Solve subtraction problems and equations
Represent and solve subtraction problems, and write subtraction equations
Solve subtraction problems, and write and solve subtraction equations
Write and solve subtraction equations and problems
Relate addition and subtraction and solves vertical forms
Use the Common Core Content Standards and Practices in a variety of real world problem solving situations
Quick Quiz 1 for Lessons 1, 2, 3, 4
Quick Quiz 2 for Lessons 5,6,7,8,9
Quick Quiz 3 for Lessons 10,11,12,13
Quick Quiz 4 for Lesson 14,15,16
Lesson 1: pg.82
Lesson 2: pg. 88
Lesson 3: pg. 94
Lesson 4: pg.100
Lesson 5: pg.106
Lesson 6: pg. 114
Lesson 7: pg. 120
Lesson 8: pg. 126
Lesson 9: pg. 130
Lesson 10: pg. 138
Lesson 11: pg.144
Lesson 12: pg.150
Lesson 13: pg.156
Lesson 14: pg. 166
Lesson 15: pg. 170
Math Writing Prompts
End of Unit Assessment – Form A assessment
Performance Task if created.
Math Unit 3 Overview
MATH
Grade 1
Unit 3 : Unknown Numbers in Addition and Subtraction
Time Frame: 19 days
Key Vocabulary: unknown partner, story problem label, difference story problem
Essential Questions:
How do we use addition and subtraction to solve problems?
How do we use properties of addition and subtraction to help solve equations?
Big Ideas:
Counting On with Addition Situations
Counting On with Subtraction Situations
Mixed Story Problems
Suggested Mentor Texts:
More Bugs? Less Bugs? By Don L. Curry and Johanna Kaufman
Math Fables: Lessons that Count by Greg Tang
Technology:
Destination Math
Mega Math
Soar to Success
Interactive iTools
Common Core State Standards Teaching Points/Lesson Activity Description Assessment
Mathematical Content
CC.1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number
Relate partners and totals and find an unknown partner
Solve story problems with unknown partners
Identify and find unknown partners
Solve subtraction story problems
Solve subtraction story problems and equations
Initial Assessment – Form A pre-test
Formative Assessments–
Quick Quiz 1 for Lessons 1,2,3,4,5
to represent the problem
CC.1.OA.4 Understand subtraction as an unknown-addend problem
CC.1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2)
CC.1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10
CC.1.OA.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers
Mathematical Practices
CC.K-12.MP.1 Make sense of problems and persevere in solving them
CC.K-12.MP.2 Reason abstractly and quantitatively
CC.K-12.MP.3 Construct viable arguments and critique the reasoning of others
CC.K-12.MP.4 Model with mathematics
CC.K-12.MP.5 Use appropriate tools
CC.K-12.MP.6 Attend to precision
CC.K-12.MP.7 Look for and make use of structure
CC.K-12.MP.8 Look for and express regularity in repeated reasoning
Create and solve subtraction stories
Model and relate addition and subtraction situations
Solve story problems with unknown partners and totals
Solve for unknown partners or totals in story problems and equations
Use the Common Core Content Standards and Practices in a variety of real-world problem solving situations
Quick Quiz 2 for Lessons 6,7,8
Quick Quiz 3 for Lessons 9,10,11,12
Lesson 1: pg.190
Lesson 2: pg. 196
Lesson 3: pg. 204
Lesson 4: pg. 210
Lesson 5: pg. 216
Lesson 6: pg. 224
Lesson 7: pg. 230
Lesson 8: pg. 238
Lesson 9: pg. 246
Lesson 10: pg. 252
Lesson 11: pg. 258
Math Writing Prompts
End of Unit Assessment – Form A assessment
Performance Task if created
Math Unit 4 Overview
MATH
Grade 1
Unit 4: Place Value Concepts
Time Frame: 24 days
Key Vocabulary: decade number, tens, ones, digit, teen number, 10-stick, compare, is equal to (=) , is greater than (>), is less than (<), teen total, make a ten, Make a Ten strategy, doubles, doubles plus 1, doubles plus 2, doubles minus 1, doubles minus 2, number word, 10-group, tens digit, ones digit, compare, is greater than (>), is less than (>), is equal to (=)
Essential Questions:
How does placement of a digit in a number identify the value of a number?
Why do we count?
How are numerals (numbers) used?
How do numbers show more or less?
Big Ideas:
Tens and Teens
Place Value to 100
Addition Strategies
Suggested Mentor Texts:
100 Days of School by Trudy Harris
One Guinea Pig is Not Enough by Kate Duke
Technology:
Destination Math
Mega Math
Soar to Success
Interactive iTools
Common Core State Standards Teaching Points/Lesson Activity Description Assessment
Mathematical Content
CC.1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking
Recognize 10 as a group of ten ones and count decade number as groups of ten
Recognize that teen numbers are composed of a ten and extra
Initial Assessment – Form A pre-test
Formative
apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
CC.1.OA.3 Apply properties of operations as strategies to add and subtract
CC.1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2)
CC.1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10.
CC.1.OA.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers
CC.1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral
CC.1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones
CC.1.NBT.3 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used
CC.1.NBT.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
ones
Model and compare teen numbers
Represent teen totals as a group of ten and extra ones
Add and solve story problems to find teen totals
Add with doubles
Represent 2-digit numbers as tens and ones
Identify the tens and ones in 2-digit numbers, and read and write numerals and number words
Add a 1-digit number to a 2-digit number
Use tens an ones to add
Identify tens and ones in 2-digit numbers and add with tens and ones
Compare two 2-digit numbers
Distinguish between adding ones and tens, and add 1 or 10 to other numbers
Add ones or tens to decade number
Count on into the next decade and compare 2-digit numbers
Add with tens and ones
Use the Common Core Content Standards and Practices in a variety of real-world problem solving situations
Assessments–
Quick Quiz 1 for Lessons 1,2,3,4,5,6
Quick Quiz 2 for Lessons 7,8,9,10,11,12
Quick Quiz 3 for Lessons 13,12,14,15,16,17,18
Lesson 1: pg. 278
Lesson 2: pg. 284
Lesson 3: pg. 290
Lesson 4: pg. 298
Lesson 5: pg. 306
Lesson 6: pg. 314
Lesson 7: pg. 320
Lesson 8: pg. 326
Lesson 9: pg. 332
Lesson 10: pg. 340
Lesson 11: pg. 344
Lesson 12: pg. 350
Lesson 13: pg. 356
Lesson 14: pg. 364
Lesson 15: pg. 370
Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten
CC.1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used
Mathematical Practices
CC.K-12.MP.1 Make sense of problems and persevere in solving them
CC.K-12.MP.2 Reason abstractly and quantitatively
CC.K-12.MP.3 Construct viable arguments and critique the reasoning of others
CC.K-12.MP.4 Model with mathematics
CC.K-12.MP.5 Use appropriate tools
CC.K-12.MP.6 Attend to precision
CC.K-12.MP.7 Look for and make use of structure
CC.K-12.MP.8 Look for and express regularity in repeated reasoning
Lesson 16: pg. 376
Lesson 17: pg. 382
Math Writing Prompts
End of Unit Assessment – Form A assessment
Math Unit 5 Overview
MATH
Grade 1
Unit 5: Place Value Situations
Time Frame:
Key Vocabulary: unknown partners, addend, 10-group
Essential Questions:
How do we use properties of addition and subtraction to help solve equations?
How do number patterns help solve equations?
Big Ideas:
Teen Solution Methods
Find Patterns and Relationships
Suggested Mentor Texts:
Tail Feather Fun by Michael Dahl
Chicka Chicka 1,2,3 by Bill Martin Jr. & Michael Sampson
Many Ways to 100 by Besty Franco-Feeney
Technology:
Destination Math
Mega Math
Soar to Success
Interactive iTools
Common Core State Standards Teaching Points/Lesson Activity Description Assessment
Mathematical Content
CC.1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem
Solve teen addition with unknown partners
Solve teen subtraction
Solve and write addition and subtraction problems to find teen totals and unknown partners
Solve teen addition and subtraction problems with various unknowns
Initial Assessment – Form A pre-test
Formative Assessments–
Quick Quiz 1 for Lessons 1,2,3,4,5,6
Quick Quiz 2 for
CC.1.OA.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem
CC.1.OA.3 Apply properties of operations as strategies to add and subtract
CC.1.OA.4 Understand subtraction as an unknown-addend problem
CC.1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2)
CC.1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10
CC.1.OA.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers
CC.1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral
CC.1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones
CC.1.NBT.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
Create and solve story problems to find unknown partners and teen totals
Solve problems with three addends
Count large quantities of objects by tens and ones
Count and write numbers to 120 and find 10 more and 10 less given a number
Add tens to 2-digit numbers and subtract tens from decade numbers
Add and subtract decade numbers
Use the Common Core Content Standards and Practices in a variety of real-world problem solving situations
Lessons 7,8,9,10,11
Lesson 1: pg. 402
Lesson 2: pg. 410
Lesson 3: pg. 418
Lesson 4: pg. 426
Lesson 5: pg. 434
Lesson 6: pg. 442
Lesson 7: pg. 448
Lesson 8: pg. 456
Lesson 9: pg. 464
Lesson 10: pg. 474
Math Writing Prompts
End of Unit Assessment – Form A assessment
Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten
CC.1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used
CC.1.NBT.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used
Mathematical Practices
CC.K-12.MP.1 Make sense of problems and persevere in solving them
CC.K-12.MP.2 Reason abstractly and quantitatively
CC.K-12.MP.3 Construct viable arguments and critique the reasoning of others
CC.K-12.MP.4 Model with mathematics
CC.K-12.MP.5 Use appropriate tools
CC.K-12.MP.6 Attend to precision
CC.K-12.MP.7 Look for and make use of structure
CC.K-12.MP.8 Look for and express regularity in repeated reasoning
Math Unit 6 Overview
MATH
Grade 1
Unit 6: Comparisons and Data
Time Frame:
Key Vocabulary: sort, data, compare, more, most, fewer, fewest, compare, category, comparison bars
Essential Questions:
How do mathematicians organize data and why is it an effective organizational method?
How do numbers show more or less?
Big Ideas:
Represent and Compare Data
Compare Problem Types
Suggested Mentor Texts:
The Greatest Graph Contest by Loreen Leedy
Technology:
Destination Math
Mega Math
Soar to Success
Interactive iTools
Common Core State Standards Teaching Points/Lesson Activity Description Assessment
Mathematical Content
CC.1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem
CC.1.OA.2 Solve word problems that call for
Organize and represent categorical data
Organize, represent, and interpret categorical data
Organize, represent, and interpret data
Organize, represent, and interpret data with three categories
Solve compare problems
Use the Common Core Content Standards and Practices in a
Initial Assessment – Form A pre-test
Formative Assessments–
Quick Quiz 1 for Lessons 1,2,3,4,5
Quick Quiz 2 for
addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem
CC.1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another
Mathematical Practices
CC.K-12.MP.1 Make sense of problems and persevere in solving them
CC.K-12.MP.2 Reason abstractly and quantitatively
CC.K-12.MP.3 Construct viable arguments and critique the reasoning of others
CC.K-12.MP.4 Model with mathematics
CC.K-12.MP.6 Attend to precision
CC.K-12.MP.7 Look for and make use of structure
CC.K-12.MP.8 Look for and express regularity in repeated reasoning
variety of real-world problem solving situations Lessons 7,8,9
Lesson 1: pg. 492
Lesson 2: pg. 500
Lesson 3: pg. 506
Lesson 4: pg. 512
Lesson 5: pg. 518
Lesson 6: pg. 526
Lesson 7: pg. 534
Lesson 8: pg. 540
Math Writing Prompts
End of Unit Assessment – Form A assessment
Math Unit 7 Overview
MATH
Grade 1
Unit 7: Geometry, Measurement, and Equal Shares
Time Frame:
Key Vocabulary: clock, hour, minute, hour hand, minute hand, half-hour, rectangle, square, side, corner, square corner, triangle, circle, halves, fourths, quarters, equal shares, half of, fourth of, quarter of, trapezoid, cube, rectangular prism, cone, cylinder, sphere, face, edge, vertex, compare, order, longer, longest, shorter, shortest
Essential Questions:
How can I measure lengths indirectly?
How can I order objects by length?
How can I tell what time it is?
What is the difference between defining and non-defining attributes?
Can I compose composite shapes from other composite shapes?
How and why can I partition shapes?
Big Ideas:
Tell and Write Time
Shapes and Equal Shares
Measure and Order by Length
Suggested Mentor Texts:
Building with Shapes by Rebecca Weber
Technology:
Destination Math
Mega Math
Soar to Success
Interactive iTools
Common Core State Standards Teaching Points/Lesson Activity Description Assessment
Mathematical Content
CC.1.MD.1 Order three objects by length;
Tell and write time in hours Initial Assessment – Form A pre-test
compare the lengths of two objects indirectly by using a third object
CC.1.MD.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps
CC.1.MD.3 Tell and write time in hours and half-hours using analog and digital clocks
CC.1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another
CC.1.G.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes
CC.1.G.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape
CC.1.G.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
Show, tell, and write time in hours
Tell and write time in hours
Tell and write time in half-hours
Tell and write time in hours and half-hours
Distinguish between defining and non-defining attributes of squares and other rectangles
Distinguish between defining and non-defining attributes of triangles and circles
Partition circles and rectangles into two or four equal shares
Compose 2-dimensional shapes, and compose new shapes from composite shapes
Identify attributes of 3-dimensional shapes, and compose rectangular prisms
Compose 3-dimensional shapes, and compose new shapes from composite shapes
Compare and order objects by length
Measure objects with same size length units
Use the Common Core Content Standards and Practices in a variety of real-world problem solving situations
Formative Assessments–
Quick Quiz 1 for Lessons 1,2,3,4,5
Quick Quiz 2 for Lessons 6,7,8,9,10,11
Quick Quiz 3 for Lessons 12,13,14
Lesson 1: pg. 558
Lesson 2: pg. 564
Lesson 3: pg. 570
Lesson 4: pg. 576
Lesson 5: pg. 590
Lesson 6: pg. 598
Lesson 7: pg. 534
Lesson 8: pg. 606
Lesson 9: pg. 616
Lesson 10: pg. 624
Lesson 11: pg. 632
Lesson 12: pg. 638
Lesson 13: pg.644
Math Writing Prompts
decomposing into more equal shares creates smaller shares
Mathematical Practices
CC.K-12.MP.1 Make sense of problems and persevere in solving them
CC.K-12.MP.2 Reason abstractly and quantitatively
CC.K-12.MP.3 Construct viable arguments and critique the reasoning of others
CC.K-12.MP.4 Model with mathematics
CC.K-12.MP.5 Use appropriate tools
CC.K-12.MP.6 Attend to precision
CC.K-12.MP.7 Look for and make use of structure
CC.K-12.MP.8 Look for and express regularity in repeated reasoning
End of Unit Assessment – Form A assessment
Math Unit 8 Overview
MATH
Grade 1
Unit 8: Two-Digit Addition
Time Frame:
Key Vocabulary: group, new group below method, new group above method, proof drawing, show all totals method
Essential Questions:
How can I use what I know about tens and ones to add two-digit numbers?
What strategies do I use to find the sums of two digit numbers?
Big Ideas:
Add 2-Digit Numbers
Suggested Mentor Texts:
100 Days of School by Trudy Harris
The Smushy Bus by Leslie Helakowski
Technology:
Destination Math
Mega Math
Soar to Success
Interactive iTools
Common Core State Standards Teaching Points/Lesson Activity Description Assessment
Mathematical Content
CC.1.NBT.3 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used
CC.1.NBT.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between
Add 2-digit numbers
Use the Common Core Content Standards and Practices in a variety of real-world problem solving situations
Initial Assessment – Form A pre-test
Formative Assessments–
Quick Quiz 1 for Lessons 1,2,3,4,5,6
Lesson 1: pg. 664
Lesson 2: pg. 672
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
CC.1.NBT.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used
Mathematical Practices
CC.K-12.MP.1 Make sense of problems and persevere in solving them
CC.K-12.MP.2 Reason abstractly and quantitatively
CC.K-12.MP.3 Construct viable arguments and critique the reasoning of others
CC.K-12.MP.4 Model with mathematics
CC.K-12.MP.5 Use appropriate tools
CC.K-12.MP.6 Attend to precision
CC.K-12.MP.7 Look for and make use of structure
CC.K-12.MP.8 Look for and express regularity in repeated reasoning
Lesson 3: pg. 678
Lesson 4: pg. 686
Lesson 5: pg. 692
Math Writing Prompts
End of Unit Assessment – Form A assessment