FIRST GRADE - Pasco School District / Overvie · Pasco School District 1st Grade 2010-2011 School...

1 Updated: Friday, December 03, 2010

Mathematics Curricular Guide

FIRST GRADE

2010-2011 SCHOOL YEAR

Pasco School District 1st Grade 2010-2011 School Year


MATHEMATICS SCOPE & SEQUENCE

Unit Title Dates Page 1. Unit 1: How Many of Each? ...................................... 8/30 – 10/8/2010 .................................................................................... 3

2. Unit 2: Making Shapes and Designing Quilts .......... 10/11 – 10/29/2010 ................................................................................ 10

3. Unit 3: Solving Story Problems ............................... 11/01 – 12/17/2010 ................................................................................ 12

4. Unit 6: Number Games and Crayon Puzzles .............. 1/03 – Ongoing ................................................................................... 21

5. Unit 7: Color, Shape and Number Patterns ..................... Ongoing ......................................................................................... 26

6. Unit 8: Twos, Fives, and Tens ................................ Ongoing – 4/01/2011 ............................................................................... 28

7. Unit 5: Fish Lengths and Animal Jumps ..................... 4/11 – Ongoing ................................................................................... 34

8. Unit 9: Blocks and Boxes ................................................. Ongoing ......................................................................................... 37

9. Unit 4: What Would You Rather Be? ..................... Ongoing – 6/13/2010 ............................................................................... 39



Important Note: Important to introduce the students to representing and interpreting data from the start of school. Teachers can use Unit 4: Investigation 2 Data Analysis as a guide to

provide background, and then utilize the Unit later in the year for teaching students how to collect their own data, organize and interpret.

1.5.A Represent data using tallies, tables, picture graphs, and bar-type graphs.

1.5.B Ask and answer comparison questions about data.

Unit Name: Unit 1 How Many of Each? August 30, 2010 (Takes 25 instructional days) October 8th, 2010

Standard Lesson & objective Days Formative Assessments/

Assignments Alignment Notes

1.1.A Count by ones forward and backward from 1 to 120, starting at any number, and count by twos, fives, and tens to 100. 1.1.B Name the number that is one less or one more than any number given verbally up to 120. 1.1.C Read aloud numerals from 0-1000 1.2.A Connect physical and pictorial representations to addition and subtraction equations. 1.2.I Recognize, extend, and create number patterns.

Lesson 1.1-Counting to 20, introducing and exploring math tools, morning meeting

1

*Students need to be able to count to 120 by end of the year. Curriculum only counts as high as 105. Adapt morning meeting as needed to reach this goal.

1.1.A Count by ones forward and backward

from 1 to 120, starting at any number, and count by twos, fives, and tens to 100. 1.1.C Read aloud numerals from 0-1000 1.2.I Recognize, extend, and create number patterns.

Lesson 1.2- Counting to 20, morning meeting, exploring math tools

1

Page 35- M3, Assessment Checklist: Counting 20 (observation)

*Do not omit What Did You Notice? sessions. Provides necessary vocabulary for describing characteristics of math tools.

1.1.A Count by ones forward and backward

from 1 to 120, starting at any number, and count by twos, fives, and tens to 100. 1.1.C Read aloud numerals from 0-1000 1.2.I Recognize, extend, and create number

Lesson 1.3- representing data and asking and answering questions, exploring math tools, characteristics of

1




patterns. 1.3.A Compare and sort a variety of two- and three-dimensional figures according to their geometric attributes. 1.5.A Represent data using tallies, tables, picture graphs, and bar-type graphs. 1.5.B Ask and answer comparison questions about data.

shapes



1.1.C Read aloud numerals from 0-1000 1.2.I Recognize, extend, and create number patterns. 1.2.A Connect physical and pictorial representations to addition and subtraction equations. 1.3.A Compare and sort a variety of two- and three-dimensional figures according to their geometric attributes.

Lesson 1.4- counting to 20, characteristics of shapes, addition

1


1.1.A Count by ones forward and backward from 1 to 120, starting at any number, and count by twos, fives, and tens to 100. 1.1.C Read aloud numerals from 0-1000 1.2.I Recognize, extend, and create number patterns.

Lesson 2.1- counting up to 30, read aloud numbers 1-30

1

1.1.A Count by ones forward and backward from 1 to 120, starting at any number, and count by twos, fives, and tens to 100. 1.1.B Name the number that is one less or one more than any number given verbally up to 120. 1.1.C Read aloud numerals from 0-1000 1.2.I Recognize, extend, and create number patterns.

Lesson 2.2- counting and ordering numbers

1

1.1.C Read aloud numerals from 0-1000 1.2.I Recognize, extend, and create number patterns.

Lesson 2.3- counting and ordering numbers

1

1.1.B Name the number that is one less or one more than any number given verbally up to 120. 1.1.C Read aloud numerals from 0-1000 1.1.E Write, compare, and order numbers to 120. 1.2.I Recognize, extend, and create number patterns.

Lesson 2.4- counting and comparing

1





1.1.A Count by ones forward and backward from 1 to 120, starting at any number, and count by twos, fives, and tens to 100. 1.1.C Read aloud numerals from 0-1000 1.1.E Write, compare, and order numbers to 120. 1.2.I Recognize, extend, and create number patterns. 1.5.A Represent data using tallies, tables, picture graphs, and bar-type graphs. 1.5.B Ask and answer comparison questions about

Lesson 2.5- counting backwards, data collection and analysis

1

1.1.C Read aloud numerals from 0-1000 1.2.I Recognize, extend, and create number patterns.

Lesson 2.6- Student Assessment Counting 20

1

Page 85- M23, Assessment: Counting 20 (paper/pencil)

1.1.C Read aloud numerals from 0-1000 1.1.E Write, compare, and order numbers to 120. 1.2.B Use the equal sign (=) and the word equals to indicate that two expressions are equivalent. 1.2.I Recognize, extend, and create number patterns.

Lesson 2.7- compare and order numbers, understand greater than, less than, equal to

1

1.1.C Read aloud numerals from 0-1000 1.1.E Write, compare, and order numbers to 120. 1.2.A Connect physical and pictorial representations to addition and subtraction equations.

Lesson 3.1- comparing, adding up to 20, introducing story problems

1

*see process standards


Lesson 3.2- adding up to 20, comparing quantities

1

1.1.C Read aloud numerals from 0-1000 1.2.A Connect physical and pictorial representations to addition and subtraction equations. 1.2.B Use the equal sign (=) and the word equals to indicate that two expressions are equivalent. 1.2.H Solve and create word problems that match addition or subtraction equations.

Lesson 3.3- adding up to 20, story problems,

1

1.1.C Read aloud numerals from 0-1000 1.1.E Write, compare, and order numbers to 120.

Lesson 3.4-adding up to 20

1



1.2.A Connect physical and pictorial representations to addition and subtraction equations.



1.1.C Read aloud numerals from 0-1000 1.2.A Connect physical and pictorial representations to addition and subtraction equations. 1.2.B Use the equal sign (=) and the word equals to indicate that two expressions are equivalent.

Lesson 3.5- solving addition story problems

1

1.1.C Read aloud numerals from 0-1000 1.2.A Connect physical and pictorial representations to addition and subtraction equations. 1.2.H Solve and create word problems that match addition or subtraction equations.

Lesson 3.6- Solving addition story problems

1

Page 132- M32, Assessment: Double Compare (paper/pencil)


Lesson 3.4-adding up to 20

1

1.1.C Read aloud numerals from 0-1000 1.2.A Connect physical and pictorial representations to addition and subtraction equations. 1.2.B Use the equal sign (=) and the word equals to indicate that two expressions are equivalent.

Lesson 3.5- solving addition story problems

1



1

Page 132- M32, Assessment: Double Compare (paper/pencil)



1

Assessment: (type) 1.1.C Read aloud numerals from 0-1000 1.1.F Fluently compose and decompose numbers to 10. 1.2.A Connect physical and pictorial representations to

Lesson 4.1- Compose and decompose numbers to 10

1



addition and subtraction equations. 1.2.I Recognize, extend, and create number patterns.



1.1.C Read aloud numerals from 0-1000 1.1.F Fluently compose and decompose numbers to 10. 1.2.A Connect physical and pictorial representations to addition and subtraction equations. 1.2.B Use the equal sign (=) and the word equals to indicate that two expressions are equivalent.

Lesson 4.2- Making combinations of 10

1

1.1.C Read aloud numerals from 0-1000 1.1.F Fluently compose and decompose numbers to 10. 1.2.A Connect physical and pictorial representations to addition and subtraction equations. 1.2.B Use the equal sign (=) and the word equals to indicate that two expressions are equivalent. 1.2.I Recognize, extend, and create number patterns

Lesson 4.3- Making combinations for numbers up to 10

1

1.1.C Read aloud numerals from 0-1000 1.1.F Fluently compose and decompose numbers to 10. 1.2.A Connect physical and pictorial representations to addition and subtraction equations. 1.2.I Recognize, extend, and create number patterns


1



1

*Allow time for students to share their work/strategies for how they solved the problem(s)



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Lesson 4.7- End of Unit Assessment

1

Page 181- M39-M40, End of Unit Assessment (paper/pencil)

Process Standards Addressed: 1.6.A Identify the question(s) asked in a problem. 1.6.B Identify the given information that can be used to solve a problem. 1.6.E Answer the question(s) asked in a problem. 1.6.F Identify the answer(s) to the question(s) in a problem.

Assessment: (type) 1.1.C Read aloud numerals from 0-1000 1.1.F Fluently compose and decompose numbers to 10. 1.2.A Connect physical and pictorial representations to addition and subtraction equations. 1.2.B Use the equal sign (=) and the word equals to indicate that two expressions are equivalent.

Lesson 4.2- Making combinations of 10

1



1

1.1.C Read aloud numerals from 0-1000 1.1.F Fluently compose and decompose numbers to 10. 1.2.A Connect physical and pictorial representations to addition and subtraction equations.


1



1.2.I Recognize, extend, and create number patterns





1

*Allow time for students to share their work/strategies for how they solved the problem(s)



1



1

Page 181- M39-M40, End of Unit Assessment (paper/pencil)

Process Standards Addressed: 1.6.A Identify the question(s) asked in a problem. 1.6.B Identify the given information that can be used to solve a problem. 1.6.E Answer the question(s) asked in a problem. 1.6.F Identify the answer(s) to the question(s) in a problem.

Assessment: (type)



Unit Name: Unit 2 Making Shapes and Designing Quilts

October 11, 2010 (Takes 13 instructional days) October 29, 2010




This standard is taught through morning meeting and Start With/Get To, even in omitted lessons. Continue to teach this.

*Do not skip morning meeting and Start With/ Get To in omitted lessons.

1.3.C Combine known shapes to create shapes and divide known shapes into other shapes. 1.5.A Represent data using tallies, tables, picture graphs, and bar-type graphs.

Lesson 1.1- Geometric Attributes, combining and dividing shapes.

1

1.3.C Combine known shapes to create shapes and divide known shapes into other shapes.

Lesson 1.2- Identifying shapes, geometric attributes, combining and dividing shapes.

1

*See online shapes software: Free Explore (pg. 39)


Lesson 1.3- Identifying shapes, geometric attributes, combining and dividing shapes.

1


Lesson 1.4- Combining and dividing shapes.

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1



1

*See online shapes software: Introducing Puzzles (pg. 55)


Lesson 1.7- Student Assessment

1

Page 62- M28, Assessment: Many Ways to Fill a



Hexagon (performance)



1.3.A Compare and sort a variety of two- and three-dimensional figures according to their geometric attributes. 1.3.B Identify and name two-dimensional figures, including those in real-world contexts, regardless of size or orientation.

Lesson 2.1- Attributes of 2D shapes

1

1.3.A Compare and sort a variety of two- and three-dimensional figures according to their geometric attributes. 1.3.B Identify and name two-dimensional figures, including those in real-world contexts, regardless of size or orientation. 1.3.C Combine known shapes to create shapes and divide known shapes into other shapes.

Lesson 2.2- Identifying attributes of shapes, creating shapes

1



1



1



.3.A Compare and sort a variety of two- and three-dimensional figures according to their geometric attributes. 1.3.B Identify and name two-dimensional figures, including those in real-world contexts, regardless of size or orientation. 1.3.C Combine known shapes to create shapes and divide known shapes into other shapes.


1

Page 98-M36, Assessment Checklist: What is a Triangle? (observation/checklist)

1.3.A Compare and sort a variety of two- and three-dimensional figures according to their geometric attributes.

Lesson 3.4- End of the Unit Assessment

1

Page 118- M43-M45, End of Unit Assessment: Fill in the Shape, Shape Sort

Process Standards Addressed:

Assessment: (type)



Unit Name: Unit 3 Solving Story Problems November 1st, 2010 (takes 25 instruction days)

December 17th, 2010



IMPORTANT NOTES:

Standard 1.1.A expects students to be able to count forwards and backwards to 120. This unit only goes to 100. You will need to extend the counting to 120 (forwards and backwards) through various activities such as morning meeting, start with/get to, counting strips, and daily lessons.

Please see alignment notes for how to adapt number games to meet standard 1.2.E.

1.2 I Recognize, extend, and create number patterns.

This standard will be met throughout the unit through story problems and the 100’s chart.

Throughout entire unit

1.1.A Count by ones forward and backward from 1 to 120, starting at any number, and count by twos, fives, and tens to 100. 1.1.B Name the number that is one less or one more than any number given verbally up to 120. 1.1.E Write, compare, and order numbers to 120. 1.1.F Fluently compose and decompose numbers to 10. 1.2.B Use the equal sign (=) and the word equals to indicate that two expressions are equivalent. 1.2.C Represent addition and subtraction on the number line. 1.2.H Solve and create word problems that match addition or subtraction equations. 1.2.G Quickly recall addition facts and related subtraction facts for sums equal to 10. 1.5.B Ask and answer comparison questions about data.

Lesson 1.1- Rote counting forwards and backwards 1-30, compose and decompose numbers up to 10

1

1.1.F Fluently compose and decompose numbers to 10. 1.2.F Apply and explain strategies to compute addition facts and related subtraction facts for sums

Lesson 1.2-Compose and decompose numbers to 10 and quickly recall addition and subtraction facts to

1



to 18. 1.2.H Solve and create word problems that match addition or subtraction equations. 1.2.G Quickly recall addition facts and related subtraction facts for sums equal to 10. 1.5.B Ask and answer comparison questions about data.

18.



1.1.F Fluently compose and decompose numbers to 10. 1.2.B Use the equal sign (=) and the word equals to indicate that two expressions are equivalent. 1.2.H Solve and create word problems that match addition or subtraction equations. 1.2.G Quickly recall addition facts and related subtraction facts for sums equal to 10.

Lesson 1.3- Compose and decompose numbers to 10 and quickly recall addition and subtraction facts to 18.

1

1.1.F Fluently compose and decompose numbers to 10. 1.2.B Use the equal sign (=) and the word equals to indicate that two expressions are equivalent. 1.2.H Solve and create word problems that match addition or subtraction equations. 1.2.G Quickly recall addition facts and related subtraction facts for sums equal to 10.

Lesson 1.4- Compose and decompose numbers to 10 and quickly recall addition and subtraction facts to 18.

1

1.1.F Fluently compose and decompose numbers to 10. 1.2.B Use the equal sign (=) and the word equals to indicate that two expressions are equivalent. 1.2.E Add three or more one-digit numbers using the commutative and associative properties of addition. 1.2.H Solve and create word problems that match addition or subtraction equations. 1.2.G Quickly recall addition facts and related subtraction facts for sums equal to 10.

Lesson 1.5- Quickly and fluently compose and decompose numbers using at least 2-3 (or more) one digit numbers.

1 Encourage students to add three or more one-digit numbers together while playing Dot Addition (see standard 1.2.E)

Page 53- M11 Resource Master can be used for higher sums or to differentiate for students.





1.1.F Fluently compose and decompose numbers to 10. 1.2.B Use the equal sign (=) and the word equals to indicate that two expressions are equivalent. 1.2.C Represent addition and subtraction on the number line. 1.2.E Add three or more one-digit numbers using the commutative and associative properties of addition. 1.2.H Solve and create word problems that match addition or subtraction equations. 1.2.G Quickly recall addition facts and related subtraction facts for sums equal to 10.

Lesson 1.6- Quickly and fluently compose and decompose numbers using at least 2-3 (or more) one digit numbers.

1 The game Roll and Record can be adapted to meet standard 1.2.E by adding a third die. Will need to revise recording sheet to accommodate larger numbers for 3 addends (largest number being 18). Adapt when appropriate for students

Five in a Row can also be adapted to meet standard 1.2.E by adding a third die and revising the game board to accommodate larger numbers (largest number being 18)

1.1.F Fluently compose and decompose numbers to 10. 1.2.B Use the equal sign (=) and the word equals to indicate that two expressions are equivalent. 1.2.E Add three or more one-digit numbers using the commutative and associative properties of addition. 1.2.F Apply and explain strategies to compute addition facts and related subtraction facts for sums to 18. 1.2.H Solve and create word problems that match addition or subtraction equations.

Lesson 1.7- Finding the sum of two or more numbers up to 20 by applying and explaining strategies for addition.

1

1.1.F Fluently compose and decompose numbers to 10. 1.2.A Connect physical and pictorial representations to addition and subtraction equations. 1.2.B Use the equal sign (=) and the word equals to indicate that two expressions are equivalent.

Lesson 1.8- Finding the sum of two or more numbers up to 20 by applying and explaining strategies for addition.

1



1.2.F Apply and explain strategies to compute addition facts and related subtraction facts for sums to 18. 1.2.H Solve and create word problems that match addition or subtraction equations.



1.1.F Fluently compose and decompose numbers to 10. 1.2.B Use the equal sign (=) and the word equals to indicate that two expressions are equivalent. 1.2.H Solve and create word problems that match addition or subtraction equations.


1 Page 72- M25, Assessment: Eleven Fruits: How Many of Each? (paper/pencil)

1.2.A Connect physical and pictorial representations to addition and subtraction equations. 1.2.B Use the equal sign (=) and the word equals to indicate that two expressions are equivalent. 1.2.H Solve and create word problems that match addition or subtraction equations. 1.2.G Quickly recall addition facts and related subtraction facts for sums equal to 10. 1.5.B Ask and answer comparison questions about data.

Lesson 2.1- Strategies for solving and representing subtraction and quickly recalling subtraction facts.

1

1.2.A Connect physical and pictorial representations to addition and subtraction equations. 1.2.B Use the equal sign (=) and the word equals to indicate that two expressions are equivalent. 1.2.H Solve and create word problems that match addition or subtraction equations. 1.2.G Quickly recall addition facts and

Lesson 2.2- Strategies for solving and representing subtraction and quickly recalling subtraction facts.

1



related subtraction facts for sums equal to 10.



1.2.A Connect physical and pictorial representations to addition and subtraction equations. 1.2.B Use the equal sign (=) and the word equals to indicate that two expressions are equivalent. 1.2.C Represent addition and subtraction on the number line. 1.2.H Solve and create word problems that match addition or subtraction equations.

Lesson 2.3- Strategies for solving and representing subtraction using the number line.

1 Page 98-99- This session includes a good discussion about the use of a number line (1-120)

1.2.A Connect physical and pictorial representations to addition and subtraction equations. 1.2.B Use the equal sign (=) and the word equals to indicate that two expressions are equivalent. 1.2.H Solve and create word problems that match addition or subtraction equations.

Lesson 3.1- Strategies for solving and representing addition and subtraction problems.

1

1.1.E Write, compare, and order numbers to 120. 1.1.F Fluently compose and decompose numbers to 10. 1.2.B Use the equal sign (=) and the word equals to indicate that two expressions are equivalent. 1.2.H Solve and create word problems that match addition or subtraction equations. 1.5.B Ask and answer comparison questions about data.

Lesson 3.2-Fluently compose, decompose, and compare numbers to 10.

1





1.1.F Fluently compose and decompose numbers to 10. 1.2.A Connect physical and pictorial representations to addition and subtraction equations. 1.2.B Use the equal sign (=) and the word equals to indicate that two expressions are equivalent. 1.2.H Solve and create word problems that match addition or subtraction equations. 1.5.B Ask and answer comparison questions about data.

Lesson 3.3- Use a variety of strategies for solving and representing addition and subtraction problems.

1

1.1.F Fluently compose and decompose numbers to 10. 1.2.A Connect physical and pictorial representations to addition and subtraction equations. 1.2.B Use the equal sign (=) and the word equals to indicate that two expressions are equivalent. 1.2.C Represent addition and subtraction on the number line. 1.2.H Solve and create word problems that match addition or subtraction equations.

Lesson 3.4- Use a variety of strategies for solving and representing addition and subtraction problems.

1

1.2.A Connect physical and pictorial representations to addition and subtraction equations. 1.2.B Use the equal sign (=) and the word equals to indicate that two expressions are equivalent. 1.2.H Solve and create word problems that match addition or subtraction equations.


1 Page 128- M38, Assessment: How Many Books? (paper/pencil)





1.5.A Represent data using tallies, tables, picture graphs, bar-type graphs. 1.5.B Ask and answer comparison questions about data.

Lesson 4.1-Collect, represent, and interpret data.

1

1.5.A Represent data using tallies, tables, picture graphs, bar-type graphs. 1.5.B Ask and answer comparison questions about data.


1 Page 145- M39, Assessment Checklist: Covering and Counting (checklist)

1.1.A Count by ones forward and backward from 1 to 120, starting at any number, and count by twos, fives, and tens to 100. 1.1.B Name the number that is one less or one more than any number given verbally up to 120. 1.1.E Write, compare, and order numbers to 120.

Lesson 4.3-Count and write numbers 1-100 identifying the pattern of numbers.

1 Standard 1.1.A expects students to count forwards and backwards from 1 to 120, this lesson only goes to 100. Adapt so that students have practice counting forward to 120 and backwards from 120 (orally and using counting strips)

1.1.A Count by ones forward and backward from 1 to 120, starting at any number, and count by twos, fives, and tens to 100. 1.1.B Name the number that is one less or one more than any number given verbally up to 120. 1.1.E Write, compare, and order numbers to 120. 1.5.B Ask and answer comparison questions about data.

Lesson 4.4- Count and write numbers 1-100 identifying the pattern of numbers and answer questions about data.

1

1.1.A Count by ones forward and backward from 1 to 120, starting at any number, and count by twos, fives, and tens to 100. 1.1.B Name the number that is one less or one more than any number given verbally up to 120. 1.1.E Write, compare, and order

Lesson 4.5- Count and write numbers 1-100 identifying the pattern of numbers.

1



numbers to 120. 1.2.H Solve and create word problems that match addition or subtraction equations.



1.1.A Count by ones forward and backward from 1 to 120, starting at any number, and count by twos, fives, and tens to 100. 1.1.B Name the number that is one less or one more than any number given verbally up to 120. 1.1.E Write, compare, and order numbers to 120. 1.2.H Solve and create word problems that match addition or subtraction equations.

Lesson 4.6- Count and write numbers 1-100 identifying the pattern of numbers.

1

1.1.A Count by ones forward and backward from 1 to 120, starting at any number, and count by twos, fives, and tens to 100. 1.1.B Name the number that is one less or one more than any number given verbally up to 120. 1.2.H Solve and create word problems that match addition or subtraction equations.

Lesson 4.7-Student Assessment

1 Page 167- M45, Assessment, Counting Strips (paper/pencil)

1.2.H Solve and create word problems that match addition or subtraction equations.


1 Page 172- M46-M47, End of Unit Assessment: Story Problem and Today’s Number

Process Standards Addressed: 1.6.A Identify the question(s) asked in a problem. 1.6.B identify the given information that can used to solve a problem. 1.6.D. Select from a variety of problem-solving strategies and use one or more strategies to solve a problem. 1.6.E Answer the question(s) asked in a problem. 1.6.F Identify the answer9s) to the question(s) in a problem. 1.6.G Describe how a problem was solved.

Assessment: (type)



Unit Name: Unit 6 Number Games and Crayon Puzzles

January 3rd, 2011 (takes 20 instructional days)

Ongoing



1.1.F Fluently compose and decompose numbers to 10. 1.2.A Connect physical and pictorial representations to addition and subtraction equations. 1.2.B Use the equal sign (=) and the word equals to indicate that two expressions are equivalent. 1.2.F Apply and explain strategies to compute addition facts and related subtraction facts for sums to 18. 1.2.G Quickly recall addition facts and related subtraction facts for sums equal to 10.

Lesson 1.1- Developing strategies for counting and combining.

1

1.1.E Write, compare, and order numbers to 120. 1.1.F Fluently compose and decompose numbers to 10. 1.2.B Use the equal sign (=) and the word equals to indicate that two expressions are equivalent. 1.2.G Quickly recall addition facts and related subtraction facts for sums equal to 10.

Lesson 1.2- Fluently compose combinations to 10.

*1-4 (see alignment

note)

*Games in sessions 1.2-1.5 can be taught together in one session. Then, students can rotate or choose which game to play over the next couple days. Teacher discretion

1.1.E Write, compare, and order numbers to 120. 1.1.F Fluently compose and decompose numbers to 10. 1.2.B Use the equal sign (=) and the word equals to indicate that two expressions are equivalent. 1.2.G Quickly recall addition facts and related


*see lesson 1.2 alignment

notes

Games in sessions 1.2-1.5 can be taught together in one session. Then, students can rotate or choose which game to play over the next couple days. Teacher discretion.



subtraction facts for sums equal to 10.



1.1.E Write, compare, and order numbers to 120. 1.1.F Fluently compose and decompose numbers to 10. 1.2.G Quickly recall addition facts and related subtraction facts for sums equal to 10.



notes




notes



1



1 See page 64 for differentiation on how to use 3 addends.

1.1.E Write, compare, and order numbers to 120. 1.1.F Fluently compose and decompose numbers to 10. 1.2.A Connect physical and pictorial representations to addition and subtraction equations.

Lesson 2.1- Apply and explain strategies to compute addition facts for sums to 18.

1



1.2.F Apply and explain strategies to compute addition facts and related subtraction facts for sums to 18.



1.1.E Write, compare, and order numbers to 120. 1.1.F Fluently compose and decompose numbers to 10. 1.2.A Connect physical and pictorial representations to addition and subtraction equations. 1.2.F Apply and explain strategies to compute addition facts and related subtraction facts for sums to 18.

Lesson 2.2- Apply and explain strategies to compute addition facts for sums to 18.

1

1.1.F Fluently compose and decompose numbers to 10. 1.2.B Use the equal sign (=) and the word equals to indicate that two expressions are equivalent. 1.2.E Add three or more one-digit numbers using the commutative and associative properties of addition.

Lesson 2.3- Add 2 or more

one-digit numbers together. 1

1.1.F Fluently compose and decompose numbers to 10. 1.2.B Use the equal sign (=) and the word equals to indicate that two expressions are equivalent. 1.2.F Apply and explain strategies to compute addition facts and related subtraction facts for sums to 18.

Lesson 2.4-Explaining strategies (from previous day’s activities)

1


1 Page 94- M39, Assessment: Ten Crayons in All



(paper/pencil)



1.1.F Fluently compose and decompose numbers to 10. 1.2.E Add three or more one-digit numbers using the commutative and associative properties of addition.

Lesson 3.1-Adding 2 or more single digit numbers.

1

1.1.F Fluently compose and decompose numbers to 10. 1.2.F Apply and explain strategies to compute addition facts and related subtraction facts for sums to 18.

Lesson 3.2-Subtracting with initial totals up to 12.

1


Lesson 3.3-Student Assessment

1 Page 113- M48, Assessment Checklist: Counting On (checklist)


Lesson 3.4- Developing strategies for solving addition and subtraction story problems.

1



1







1



1



1 Page 135- M55, End of Unit Assessment: Story Problems (1 addition, 1 subtraction)

Process Standards Addressed: 1.6.A Identify the question(s) asked in a problem. 1.6.B identify the given information that can used to solve a problem. 1.6.D. Select from a variety of problem-solving strategies and use one or more strategies to solve a problem. 1.6.E Answer the question(s) asked in a problem. 1.6.F Identify the answer9s) to the question(s) in a problem. 1.6.G Describe how a problem was solved.

Assessment: (type)



Unit Name: Unit 7 Color, Shape and Number Patterns

Ongoing (10 Instructional Days)

Ongoing



1.2.I Recognize, create and extend number patterns

Lesson 1.1- Recognize and extend patterns

1 Extend by using number, not just color

1.1.D Order objects or events using ordinal numbers 1.2.I Recognize, create and extend number patterns

Lesson 1.2- Representing a repeating unit more than one way

1 Incorporate ordinal position words in discussion


Lesson 1.3-Associating counting numbers with elements of a repeating pattern

1 Incorporate ordinal position words in discussion


Lesson 1.4 and Lesson 1.5- Identifying the unit of a repeating pattern

1 Combine two sessions

Incorporate ordinal position words in discussion

Introducing the concept of a unit


Lesson 1.7- What’s the Same? What’s Different?

1 Page 62-M16 Observation Checklist: Comparing Repeating Patterns

1.2.I Recognize, create and extend number patterns

Lesson 1.8- Assessment Making a Repeating Pattern

1 Page 67-M17 Paper/Pencil/Crayons

Some students may need blocks to build

1.1.A Count by ones forward and backward from1 to 120, starting at any number, and count by twos, fives, and tens to 100. 1.1.D Order objects or events using ordinal numbers 1.2.I Recognize, create and extend number patterns

Lesson 2.1- The Penny Jar Modeling a constant rate of increase with concrete materials

1 Start Penny Jar with two pennies, adding on two more each day

Later, bring out the Penny Jar and start with another number (ex. 37) and count on by 2s

Incorporate ordinal position words, ex. What number would we say on the fifth day?






Lesson 2.2-Staircase Towers Modeling a constant rate of increase with a new concrete materials

1 Incorporate ordinal position words, ex. What number would we say on the fifth day?

Have concrete materials available for student use


Lesson 2.3- Counting by 2s

1 Incorporate ordinal position words, ex. What number would we say on the fifth day?

Have concrete materials available for student use

Math Workshop can be time to offer extensions with patterns (students can work beyond the ten or start at a different number) as well as a natural intervention time


Lesson 2.7-End of Unit Assessment

1 Unit Assessment needs to be revised

Assessment: (type)

Supplemental lessons to be integrated into Unit 7 to meet 1.1.D (ordinal numbers)

1.1.D Order objects or events using ordinal numbers



Unit Name: Unit 8 Twos, Fives, and Tens Ongoing 19 Instructional Days

April 1st, 2011




1.1- Ten Turns (counting on)

1 Some students could be extended (larger number)by adding a second die or doing 20 turns

1.1.B Name the number that is one less or one more than any number given verbally up to 120. 1.2.F Apply and explain strategies to compute addition facts and related subtraction facts for sums to 18.

1.2-Revisiting the 100 Chart

1 Extend when you can to include to 120

1.1.A Count by ones forward and backward from 1 to 120, starting at any number, and count by twos, fives, and tens to 100. 1.1.E Write, compare, and order numbers to 120. 1.2.F Apply and explain strategies to compute addition facts and related subtraction facts for sums to 18. 1.2.I Recognize, extend, and create number patterns.

1.3- Counting to 100 and Beyond

1 Discuss the pattern (21,31,41 etc) within the chart to determine missing number vs. counting forward from one each time. Refer to Activity 3 on pg 41 and 42.

1.1.A Count by ones forward and backward from 1 to 120, starting at any number, and count by twos, fives, and tens to 100. 1.1.E Write, compare, and order numbers to 120. 1.2.F Apply and explain strategies to compute addition facts and related subtraction facts for sums to 18. 1.2.I Recognize, extend, and create number patterns.

1.4- Assessment: Counting Strips

1 Ongoing Assessment opportunity (counting strips)

1.1.A Count by ones forward and backward from 1 to 120, starting at any number, and count by twos, fives, and tens to 100. 1.1.H Group and count objects by tens, fives, and twos. 1.2.A Connect physical and pictorial representations to addition and subtraction equations. 1.2.F Apply and explain strategies to compute

2.1- How Many Hands? 1 Limited practice counting by 2’s Stress the multiple strategies throughout the next 5 lesson sessions



addition facts and related subtraction facts for sums to 18. 1.2.H Solve and create word problems that match addition or subtraction equations. 1.2.I Recognize, extend, and create number patterns.



1.1.A Count by ones forward and backward from 1 to 120, starting at any number, and count by twos, fives, and tens to 100. 1.1.H Group and count objects by tens, fives, and twos. 1.2.A Connect physical and pictorial representations to addition and subtraction equations. 1.2.F Apply and explain strategies to compute addition facts and related subtraction facts for sums to 18. 1.2.H Solve and create word problems that match addition or subtraction equations. 1.2.I Recognize, extend, and create number patterns.

2.2- More Problems About Twos

1

1.1.A Count by ones forward and backward from 1 to 120, starting at any number, and count by twos, fives, and tens to 100. 1.1.H Group and count objects by tens, fives, and twos 1.2.A Connect physical and pictorial representations to addition and subtraction equations.. 1.2.F Apply and explain strategies to compute addition facts and related subtraction facts for sums to 18. 1.2.H Solve and create word problems that match addition or subtraction equations. 1.2.I Recognize, extend, and create number patterns.

2.3- Twos and Fours 1

1.1.A Count by ones forward and backward from 1 to 120, starting at any number, and count by twos, fives, and tens to 100. 1.1.H Group and count objects by tens, fives, and twos.

2.4- How Many Fingers? 1



1.2.A Connect physical and pictorial representations to addition and subtraction equations. 1.2.F Apply and explain strategies to compute addition facts and related subtraction facts for sums to 18. 1.2.H Solve and create word problems that match addition or subtraction equations. 1.2.I Recognize, extend, and create number patterns.



1.1.A Count by ones forward and backward from 1 to 120, starting at any number, and count by twos, fives, and tens to 100. 1.1.H Group and count objects by tens, fives, and twos. 1.2.A Connect physical and pictorial representations to addition and subtraction equations. 1.2.F Apply and explain strategies to compute addition facts and related subtraction facts for sums to 18. 1.2.H Solve and create word problems that match addition or subtraction equations. 1.2.I Recognize, extend, and create number patterns.

2.5- How May Squares? 1

1.1.A Count by ones forward and backward from 1 to 120, starting at any number, and count by twos, fives, and tens to 100. 1.2.F Apply and explain strategies to compute addition facts and related subtraction facts for sums to 18. 1.2.H Solve and create word problems that match addition or subtraction equations. 1.2.I Recognize, extend, and create number patterns.

2.6- How Many Feet? 1

1.1.A Count by ones forward and backward from 1 to 120, starting at any number, and count by twos, fives, and tens to 100. 1.2.F Apply and explain strategies to compute addition facts and related subtraction facts for sums to 18.

2.7- How We Counted 1



1.2.H Solve and create word problems that match addition or subtraction equations. 1.2.I Recognize, extend, and create number patterns.



1.1.A Count by ones forward and backward from 1 to 120, starting at any number, and count by twos, fives, and tens to 100. 1.2.F Apply and explain strategies to compute addition facts and related subtraction facts for sums to 18. 1.2.H Solve and create word problems that match addition or subtraction equations. 1.2.I Recognize, extend, and create number patterns.

2.8- Assessment: How Many Squares?

1 Pg 89 M29 Paper pencil task

1.1.A Count by ones forward and backward from 1 to 120, starting at any number, and count by twos, fives, and tens to 100. 1.2.B Use the equal sign (=) and the word equals to indicate that two expressions are equivalent. 1.2.F Apply and explain strategies to compute addition facts and related subtraction facts for sums to 18. 1.2.H Solve and create word problems that match addition or subtraction equations.

3.1- Games About Combinations of Ten

1 This is a repeat of games taught earlier in the year, but this session emphasizes the recording of the facts using correct notation.

1.1.A Count by ones forward and backward from 1 to 120, starting at any number, and count by twos, fives, and tens to 100. 1.1.F Fluently compose and decompose numbers to 10. 1.1.G Group numbers into tens and ones in more than one way. 1.1.H Group and count objects by tens, fives, and twos. 1.2.F Apply and explain strategies to compute addition facts and related subtraction facts for sums to 18. 1.2.H Solve and create word problems that match addition or subtraction equations.

3.2- Roll Tens 1





1.1.A Count by ones forward and backward from 1 to 120, starting at any number, and count by twos, fives, and tens to 100. 1.2.B Use the equal sign (=) and the word equals to indicate that two expressions are equivalent. 1.1.F Fluently compose and decompose numbers to 10. 1.1.G Group numbers into tens and ones in more than one way. 1.2.F Apply and explain strategies to compute addition facts and related subtraction facts for sums to 18. 1.2.H Solve and create word problems that match addition or subtraction equations.

3.3- Ten Plus 1

1.1.A Count by ones forward and backward from 1 to 120, starting at any number, and count by twos, fives, and tens to 100. 1.2.B Use the equal sign (=) and the word equals to indicate that two expressions are equivalent. 1.1.F Fluently compose and decompose numbers to 10. 1.1.G Group numbers into tens and ones in more than one way. 1.2.F Apply and explain strategies to compute addition facts and related subtraction facts for sums to 18. 1.2.H Solve and create word problems that match addition or subtraction equations.

3.4- Tens and Ones 1

1.1.A Count by ones forward and backward from 1 to 120, starting at any number, and count by twos, fives, and tens to 100. 1.2.B Use the equal sign (=) and the word equals to indicate that two expressions are equivalent. 1.1.F Fluently compose and decompose numbers to 10. 1.1.G Group numbers into tens and ones in more

3.5- Equivalent Expressions

1



than one way. 1.2.F Apply and explain strategies to compute addition facts and related subtraction facts for sums to 18. 1.2.H Solve and create word problems that match addition or subtraction equations.



1.1.A Count by ones forward and backward from 1 to 120, starting at any number, and count by twos, fives, and tens to 100. 1.2.F Apply and explain strategies to compute addition facts and related subtraction facts for sums to 18. 1.2.H Solve and create word problems that match addition or subtraction equations.

3.6- End-of-Unit Assessment

1 Pg 127 M-49 paper pencil


Assessment: (type)

Supplemental lessons to be integrated into Unit 8 to meet 1.1.I (odd/even numbers)

1.1.I Classify a number as odd or even and

demonstrate that it is odd or even.



Unit Name: Unit 5 Fish Lengths and Animal Jumps

April 11th, 2011 (12 Instructional Days) Ongoing



1.4.A Recognize that objects used to measure an attribute (length, weight, capacity) must be consistent in size. 1.4.B Use a variety of non-standard units to measure length 1.4.E Describe the connection between the size of the measurement unit and the number of units needed to measure something.

1.1 Learning to Measure

1


1.2 Measuring with Cubes, Tiles, or Paper Clips

1


1.3 Measuring Fish 1

1.2.H Solve and create word problems that match addition or subtraction equations. 1.4.C Compare lengths using the transitive property.

1.4 Fish Stories 1

1.2.C Represent addition and subtraction on the number line. 1.4.A Recognize that objects used to measure an

1.5 Measuring Keepers

1



attribute (length, weight, capacity) must be consistent in size.



1.2.H Solve and create word problems that match addition or subtraction equations. 1.4.A Recognize that objects used to measure an attribute (length, weight, capacity) must be consistent in size. 1.4.B Use a variety of non-standard units to measure length 1.4.E Describe the connection between the size of the measurement unit and the number of units needed to measure something.

1.6 Assessment: How Long is This Fish?

1 Review with students writing to explain your thinking

1.4.A Recognize that objects used to measure an attribute (length, weight, capacity) must be consistent in size. 1.4.B Use a variety of non-standard units to measure length 1.4.C Compare lengths using the transitive property. 1.4.E Describe the connection between the size of the measurement unit and the number of units needed to measure something.

2.1 Measuring with Kid Steps

1-2

1.4.A Recognize that objects used to measure an attribute (length, weight, capacity) must be consistent in size. 1.4.B Use a variety of non-standard units to measure length 1.4.C Compare lengths using the transitive property. 1.4.E Describe the connection between the size of the measurement unit and the number of units needed to measure something.

2.2 Measuring with Different Units

1

1.4.A Recognize that objects used to measure an attribute (length, weight, capacity) must be

2.3 Measuring with Different Units

1



consistent in size. 1.4.B Use a variety of non-standard units to measure length 1.4.C Compare lengths using the transitive property. 1.4.E Describe the connection between the size of the measurement unit and the number of units needed to measure something.

(continued)



1.4.A Recognize that objects used to measure an attribute (length, weight, capacity) must be constant in size. 1.4.B Use a variety of non-standard units to measure length 1.4.E Describe the connection between the size of the measurement unit and the number of units needed to measure something.

2.4 Measuring Jumps 1

1.2.C Represent addition and subtraction on the number line. 1.4.E Describe the connection between the size of the measurement unit and the number of units needed to measure something.

2.5 End of Unit Assessment

1 M29


Assessment: (type)

Supplemental lessons to be integrated into Unit 5 to meet capacity and weight specific PEs

1.4.A Recognize that objects used to measure an attribute (length, weight, capacity) must be consistent in size.

1.4.D Use non standard units to compare objects according to their capacities or weights

1.4.D Use non standard units to compare objects according to their capacities or weights

1.4.E Describe the connection between the size of the measurement unit and the number of units needed to measure something



Unit Name: Unit 9 Blocks and Boxes Ongoing (10 instructional days)

Ongoing




1.1- Describing and Comparing Shapes

1


1.2- Describing and Comparing Shapes, continued

1

1.3.A Compare and sort a variety of two- and three-dimensional figures according to their geometric attributes

1.3- Matching Blocks to Pictures

1


1.4- Assessment: Blocks in a Sock

1 p. 39 M15-17


1.5- Assessment: Matching Blocks to Outlines

1 p. 44 M19

1.6.H Determine whether a solution to a problem is reasonable.

1.6- What Kind of Box Is It

1


1.7- Making Boxes 1.8- Revealing the

Mystery Boxes

1

Can have students work in pairs to create boxes

1.6.A Identify the question(s) asked in a problem. 1.6.B Identify the given information that can be used to solve a problem. 1.6.E Answer the question(s) asked in a problem. 1.6.H Determine whether a solution to a problem is reasonable.

2.1- Drawing Geoblocks 2.2- Building from a

Plan

1



2.3- Building for Our Town 2.4- Building Our Town 2.5- Building Our

Town,

1

2.6- Giving Directions 2.7- Giving

Directions,

1

2.8- End-of-Unit Assessment


Assessment: (type)



Unit Name: Unit 4 What Would You Rather Be?

Ongoing (13 Instructional Days) June 13th, 2011



1.3.A Compare and sort a variety of two- and three-dimensional figures according to their geometric attributes 1.5.A Represent data using tallies, tables, picture graphs, and bar-type graphs. 1.5.B Ask and answer comparison questions about data.

1.1 Sorting Shapes 1

1.3.A Compare and sort a variety of two- and three-dimensional figures according to their geometric attributes 1.5.A Represent data using tallies, tables, picture graphs, and bar-type graphs. 1.5.B Ask and answer comparison questions about data.

1.2 Sorting Buttons 1

1.3.A Compare and sort a variety of two- and three-dimensional figures according to their geometric attributes

1.3 Guess My Rule 1.4 Guess My Rule

with People

1-2 Can be two days if needed

1.5.A Represent data using tallies, tables, picture graphs, and bar-type graphs. 1.5.B Ask and answer comparison questions about data.

2.1 What Would You Rather Be?

1


2.2 “Eagle or Whale?“ Representations

1


2.3 Surveys 1


2.4 Representing Survey Data

1


2.5 Assessment- “Deep Sea or Outer

1 M11




Space?” Representations



1.1.A Count by ones forward and backward from 1 to 120, starting at any number, and count by twos, fives, and tens to 100. 1.5.A Represent data using tallies, tables, picture graphs, and bar-type graphs. 1.5.B Ask and answer comparison questions about data.

3.1 How Old Are We? 1


3.2 Ages of Another Class

1


3.3 Comparing Age Data

1


3.4 End of Unit Assessment

1 M13, M15


Assessment: (type):

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