COMMON COREStandards Plus®
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MathematicsGRADE 1
COMMON COREStandards Plus®
COMMON CORE Standards Plus®
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A Nonprofit Group of Educators
www.corestandardsplus.orgPhone: 877.505.9152 • Fax: 909.484.6004
10602 Trademark Parkway North, Suite 509Rancho Cucamonga, CA 91730
Standards Plus®
ISBN: 978-1-61032-295-9
9 7 8 1 6 1 0 3 2 2 9 5 9
CCM1-WB
111111 GRADE
1
Mathematics 15-20 minutesupplemental lessons with scripted teacherdirections
SAMPLE LESSONS
Includes 2 weeks of
sample lessons out
of 34 total weeks
Sample Performance Tas
k on Pages 39-43
Teachers Love It
“It’s the only Common Core materials we
have that actually make sense!”
- Teacher, Bonita USD
Ready-to-Teach
Includes scripted, direct instruction lesson plans
Prepares students for the PARCC Assessment
Teach the tested standards every day
IT WORKS!“. . .the implementation of Common Core Standards Plus has contributed to our student growth and proficiency from 25% at the start of the year to 45% growth at the end of the year.” - Learning Strategist, Rex Bell Elementary
Benefits of Common Core Standards Plus
PARCC
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3
What is Common Core
Standards Plus?
Performance TasksStudents Deepen and Apply Their Knowledge
• Appliesdailylessoncontentandconcepts
• Increasesstudentunderstanding
CommonCoreStandardsPlus®isasupplemental curriculumthatincludes:
Integrated ProjectsStudents Adapt Knowledge to Real-World Situations
• Requiresextendedthinking,planning,andreporting
• Integrateslearningacrossmultipleconceptsandstandards
• Step-by-stepDirectInstructionlessonswrittendirectlytotheCommonCore
• TeachCommonCorecontentandconceptswithhighlevelacademicvocabulary
• WeeklyEvaluationscanbeusedasformative assessments
15-20 Minute Daily Lessons and Weekly Evaluations (Short Answer – Constructed and Selected Response)
Students Learn Essential Common Core Knowledge
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K L
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ls 1
, 2,
3D
OK
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vels
2,
3,
4D
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vel
4
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Here’s What’s Included
Teacher Edition w/ CDIncludes:
136Constructed&SelectedResponseDailyLessons
34Constructed&SelectedResponseEvaluations12PerformanceTasks3IntegratedProjects
All lessons and projects include Direct Instruction lesson plans.
CD includes viewable PDF lessons for whole class projection.
Student Editions
Includes student response pages and additional resources for:
136Constructed&SelectedResponseDailyLessons
34Constructed&SelectedResponseEvaluations12PerformanceTasks3IntegratedProjects
Includes mathematical practices,rubrics, and more!
5www.standardsplus.org - 1.877.505.9152 © 2013 Learning Plus Associates
To make the most out of the materials
you already have, we provide custom
pacing calendars that align our lessons
with your District Units or Textbooks.
As a part of our nonprofit mission,
we provide this service at NO COST
to schools and districts.
Mod
ule
6:
Enga
ge N
Y
Coor
dina
te P
lane
Vo
lum
e an
d Ar
ea
5th Grade Standards Plus & Engage NY Correlation Year at a Glance
Week Standards Plus® Daily Lessons (L), Evaluations (E) Standards TE Pg # DOK
Enga
ge N
Y M
odul
e 1:
Pl
ace
Valu
e an
d De
cimal
Fr
actio
ns
1 Number and Operations in Base Ten L1-4, E1 5.NBT.1 30-38 1-2
2 Number and Operations in Base Ten L5-8, E2 5.NBT.2 40-48 1-2
Performance Task 1 – Power of Ten* 5.NBT.1, 5.NBT.2 50 3
3 Number and Operations in Base Ten L9-12, E3 5.NBT.3, 5.NBT.3a 54-62 1-2
4 Number and Operations in Base Ten L13-16, E4 5.NBT.3b, 3.NBT.4 64-72 1-2
Performance Task 2 – Working with Decimals* 5.NBT.3, 5.NBT.3a-b, 5.NBT.4 98 3
Enga
ge N
Y M
odul
e 2
: M
ulti-
Digi
t Who
le N
umbe
r
& D
ecim
al F
ract
ion
Ope
ratio
ns
5 Number and Operations in Base Ten L17-20, E5 5.NBT.5 78-86 1-2
6 Number and Operations in Base Ten L21-24, E6 5.NBT.6 88-96 1-2
Performance Task 3 – Multiplication and Division* 5.NBT.5, 5.NBT.6 98 3
7 Number and Operations in Base Ten L25-28, E7 5.NBT.7 102-110 1-2
8 Number and Operations in Base Ten L29-32, E8 5.NBT.7 112-120 1-2
9 Number and Operations in Base Ten L33-36, E9 5.NBT.7 122-130 1-2
Performance Task 4 – Operations with Decimals* 5.NBT.7 132 3
10 Number and Operations in Base Ten L37-40, E10 5.NBT.7 156-165 1-2
11 Measurement and Data L1-4, E1 5.MD.1 302-310 1-2
Enga
ge N
Y M
odul
e 3
: Ad
ditio
n an
d Su
btra
ctio
n of
Fr
actio
ns
12 Number and Operations – Fractions L1-4, E1 5.NF.1, 5.NF.2 168-176 1-2
13 Number and Operations – Fractions L5-8, E2 5.NF.1, 5.NF.2 178-186 1-2
14 Number and Operations – Fractions L9-12, E3 5.NF.2 188-196 1-2
15 Number and Operations – Fractions L13-16, E4 5.NF.3 198-206 1-2
Performance Task 5 – Fractions: Add & Subtract Fractions &
Mixed Numbers* 5.NF.1, 5.NF.2, 5.NF.3 208 3
Enga
ge N
Y M
odul
e 4:
Mul
tiplic
atio
n &
Divi
sion
of F
ract
ions
& D
ecim
al F
ract
ions
16 Measurement and Data L5-8, E2 5.MD.2 302-310 1-2
17 Number and Operations – Fractions L17-20, E5 5.NF.4 212-220 1-2
18 Operations and Algebraic Thinking – Evaluating Expressions L1-4, E1 5.OA.1 392-400 1-2
19 Number and Operations – Fractions L21-24, E6 5.NF.4, 5.NF.4b 222-230 1-2
20 Number and Operations – Fractions L25-28, E7 5.NF.5, 5.NF.5a, b 232-240 1-2
21 Number and Operations – Fractions L29-32, E8 5.NF.6 242-250 1-2
Performance Task 6 – Multiplying Fractions* 5.NF.4, 5.NF.4a, 5.NF.5, 5.NF.5b,
5.NF.6 252 3
22 Number and Operations – Fractions L33-36, E9 5.NF.7, 5.NF.7a 258-266 1-2
23 Number and Operations – Fractions L37-40, E10 5.NF.7b 268-276 1-2
24 Number and Operations – Fractions L41-44, E11 5.NF.7c 278-286 1-2
Performance Task 7 – Real World Fractions Problems* 5.NF.7, 5.NF.7a-c 288 3
Enga
ge N
Y M
odul
e 5:
Ad
ditio
n an
d M
ultip
licat
ion
with
25 Measurement and Data L9-12, E3 5.MD.3, 5.MD.4 326-334 1-2
26 Measurement and Data L13-16, E4 5.MD.5, 5.MD.5a 336-344 1-2
27 Measurement and Data L17-20, E5 5.MD.5b 346-354 1-2
28 Measurement and Data L21-24, E6 5.MD.5c 356-364 1-2
Performance Task 9 – All About Time* 5.MD.3, 5.MD.4, 5.MD.5,
5.MD.5a-c 366 3
29 Geometry –L5-8, E2 5.G.3, 5.G.4 470-478 1-2
Enga
ge N
Y
Prob
lem
Sol
ving
with
the 30 Operations and Algebraic Thinking L5-8, E2 5.OA.2 402-410 1-2
31 Operations and Algebraic Thinking L9-12, E3 5.OA.2 412-420 1-2
Performance Task 10 – Expressions* 5.OA.1, 5.OA.2 442 3
32 Operations and Algebraic Thinking L13-16, E4 5.OA.3 426-434 1-2
33 Operations and Algebraic Thinking L17-20, E5 5.OA.3 436-444 1-2
Performance Task 11 – Patterns* 5.OA.3 446 3
34 Geometry –L1-4, E1 5.G.1, 5.G.2 456-464 1-2
Performance Task 12 – Graph It!* 5.G.1, 5.G.2 466 3
See the following pages for details within each Module.
Legend: L= Lesson numbers E= Evaluation
This page shows the correlation between Standards Plus and Engage NY for an entire school year.
Updated 3/27/2014 ELA K‐5
Page 2 of 18
Priority Standard(s) 1. W 3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. d. Provide a concluding statement or section.
Common Core Standards Plus Lessons Writing Lesson 9 (W.3.2a) – TE Page #: 458 Writing Lesson 10 (W.3.2a, W.3.2b) – TE Page #: 460 Writing Lesson 11 (W.3.2a, W.3.2b, W.3.2d) – TE Page #: 462 Writing Lesson 12 (W.3.2a, W.3.2b, W.3.2d) – TE Page #: 464 Writing Evaluation 3 (W.3.2a, W.3.2b, W.3.2d) – TE Page #: 466
Writing Lesson 13 (W.3.2a, W.3.2b, W.3.2c, W.3.2d) – TE Page #: 468 Writing Lesson 14 (W.3.2a, W.3.2b, W.3.2c, W.3.2d) – TE Page #: 470 Writing Lesson 15 (W.3.2a, W.3.2b, W.3.2c, W.3.2d) – TE Page #: 472 Writing Lesson 16 (W.3.2a, W.3.2b, W.3.2c, W.3.2d) – TE Page #: 474 Writing Evaluation 4 (W.3.2a, W.3.2b, W.3.2c, W.3.2d) – TE Page #: 476
Writing Performance Task #11 (W.3.2) – TE Page #: 478 2. RI 3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as a basis for the answers. Common Core Standards Plus Lessons
Reading Informational Text Lesson 1 (RI.3.1, RI.3.3) – TE Page #: 360 Reading Informational Text Lesson 2 (RI.3.1, RI.3.3) – TE Page #: 362 Reading Informational Text Lesson 3 (RI.3.1, RI.3.3) – TE Page #: 364 Reading Informational Text Lesson 4 (RI.3.1, RI.3.3) – TE Page #: 366 Reading Informational Text Evaluation 1 (RI.3.1, RI.3.3) – TE Page #: 368
3. RI 3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. Common Core Standards Plus Lessons Reading Informational Text Performance Task #7 (RI.3.1, RI.3.3) – TE Page #: 370
4. SL 3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
SAMPLEDistrict Created Unit
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Please note - the lesson index
is organized by standard.
LESSONS DO NOT NEED TO
BE TAUGHT IN THE INDEX ORDER.
We’l l even suggest a lesson sequence
that works best for your school.
7
See the next 8 pages for an index that lists ALL of our Mathematics Grade 1 Lessons.
This includes 34 weeks of daily lessons and evaluations, 12 performance tasks, and 3 integrated projects.
7www.standardsplus.org - 1.877.505.9152 © 2013 Learning Plus Associates
Common Core Standards Plus – Mathematics – Grade 1
Domain Lesson Focus Standard(s) TE Pg St. Ed. Pg
Ope
ratio
ns &
Alg
ebra
ic T
hink
ing
Pr
oble
m S
olvi
ng S
trat
egie
s – P
art 1
(Ope
ratio
ns a
nd A
lgeb
raic
Thi
nkin
g St
anda
rds:
1.O
A.1
– 1.
OA.
2)
1 Addition Word Problems 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.
36 67
2 Addition Word Problems 38 68
3 Subtraction Word Problems 40 69
4 Subtraction Word Problems 42 70
E1 Evaluation – Addition & Subtraction Problems 44 71
5 Counting On Problems
1.OA.1
46 73
6 Counting On Problems 48 74
7 Counting On Problems 50 75
8 Counting On Problems 52 76
E2 Evaluation – Counting On Problems 54 77
9 Counting On Problems
1.OA.1
56 79
10 Counting On Problems 58 80
11 Counting On Problems 60 81
12 Counting On Problems 62 82
E3 Evaluation – Counting On Problems 64 83
13 Putting Together & Taking Apart Problems
1.OA.1
66 85
14 Putting Together & Taking Apart Problems 68 86
15 Putting Together & Taking Apart Problems 70 87
16 Putting Together & Taking Apart Problems 72 88
E4 Evaluation – Putting Together & Taking Apart Problems 74 89
P3 Performance Lesson #3 – Put It Together or Take It Apart 1.OA.1 406 91-93
17 Compare Problems
1.OA.1
76 95
18 Compare Problems 78 96
19 Compare Problems 80 97
20 Compare Problems 82 98
E5 Evaluation – Compare Problems 84 99
21 Models and Equations
1.OA.1
86 101
22 Models and Equations 88 102
23 Models and Equations 90 103
24 Models and Equations 92 104
E6 Evaluation – Models and Equations 94 105
Common Core Standards Plus - Math Grade 1 Lesson Index
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Common Core Standards Plus – Mathematics – Grade 1
Domain Lesson Focus Standard(s) TE Pg St. Ed. Pg
Ope
ratio
ns &
Alg
ebra
ic T
hink
ing
Pr
oble
m S
olvi
ng S
trat
egie
s – P
art 1
25 Models and Equations
1.OA.1
96 107
26 Models and Equations 98 108
27 Models and Equations 100 109
28 Models and Equations 102 110
E7 Evaluation – Models and Equations 104 111
29 Adding with Three Addends 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.
106 113
30 Adding with Three Addends 108 114
31 Adding with Three Addends 110 115
32 Adding with Three Addends 112 116
E8 Evaluation – Adding with Three Addends 114 117
P4 Performance Lesson #4 – Representing Addition and Subtraction 1.OA.1, 1.OA.2 411 119-121
Ope
ratio
ns &
Alg
ebra
ic T
hink
ing
O
pera
tions
With
in 2
0 –
OA
– Pa
rt 2
(Ope
ratio
ns &
Alg
ebra
ic T
hink
ing
Stan
dard
s: 1
.OA.
3 –
1.O
A.6)
1 Commutative Property of Addition
1.OA.3: Apply properties of operations as strategies to add and subtract.
116 151
2 Commutative Property of Addition 118 152
3 Associative Property of Addition 120 153
4 Associative Property of Addition 122 154
E1 Evaluation – Commutative and Associative Properties of Addition 124 155
5 Unknown-Addend Problems
1.OA.4: Understand subtraction as an unknown addend problem.
126 157
6 Unknown-Addend Problems 128 158
7 Unknown-Addend Problems 130 159
8 Unknown-Addend Problems 132 160
E2 Evaluation – Unknown-Addend Problems 134 161
9 Counting in Addition
1.OA.5: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
136 163
10 Counting in Addition 138 164
11 Counting in Subtraction 140 165
12 Counting in Subtraction 142 166
E3 Evaluation – Counting in Addition and Subtraction 144 167
P8 Performance Lesson #8 – How Are They Related? 1.OA.3, 1.OA.4, 1.OA.5 416 169-171
13 Addition to 20 – Making Ten 1.OA.6: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as…creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
146 173
14 Addition to 20 – Making Ten 148 174
15 Addition to 20 – Making Ten 150 175
16 Addition to 20 – Making Ten 152 176
E4 Evaluation – Addition to 20 – Making Ten 154 177
Common Core Standards Plus - Math Grade 1 Lesson Index
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Common Core Standards Plus – Mathematics – Grade 1
Domain Lesson Focus Standard(s) TE Pg St. Ed. Pg
Ope
ratio
ns &
Alg
ebra
ic T
hink
ing
O
pera
tions
With
in 2
0 –
OA
– Pa
rt 2
17 Creating Equivalents
1.OA.6
156 179
18 Creating Equivalents 158 180
19 Creating Equivalents 160 181
20 Creating Equivalents 162 182
E5 Evaluation – Creating Equivalents 164 183
21 Addition & Subtraction – Inverse Relationships
1.OA.6
166 185
22 Addition & Subtraction – Inverse Relationships 168 186
23 Addition & Subtraction – Inverse Relationships 170 187
24 Addition & Subtraction – Inverse Relationships 172 188
E6 Evaluation – Addition & Subtraction – Inverse Relationships 174 189
25 Subtraction Within 20 – Decomposing to Ten
1.OA.6
176 191
26 Subtraction Within 20 – Decomposing to Ten 178 192
27 Subtraction Within 20 – Decomposing to Ten 180 193
28 Subtraction Within 20 – Decomposing to Ten 182 194
E7 Evaluation - Subtraction Within 20 – Decomposing to Ten 184 195
P9 Performance Lesson #9 – From 0 to 20 1.OA.6 421 197-199
Ope
ratio
ns &
Alg
ebra
ic T
hink
ing
Eq
uatio
ns –
OA
– Pa
rt 3
(OA
Stan
d.:
1.O
A.7-
1.O
A.8) 1 The Equal Sign
1.OA.7: Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.
186 239
2 The Equal Sign 188 240
3 The Equal Sign 190 241
4 The Equal Sign 192 242
E1 Evaluation – The Equal Sign 194 243
5 Unknown Numbers in Equations
1.OA.8: Determine the unknown whole number in an addition or subtraction equation relating three whole numbers.
196 245
6 Unknown Numbers in Equations 198 246
7 Unknown Numbers in Equations 200 247
8 Unknown Numbers in Equations 202 248
E2 Evaluation – Unknown Numbers in Equations 204 249
P12 Performance Lesson #12 – Addition and Subtraction Equations 1.OA.7, 1.OA.8 426 251-253
Num
ber &
Ope
ratio
ns
in B
ase
Ten
1 Counting to 120
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.
216 3
2 Reading Numerals 218 4
3 Writing Numerals 220 5
4 Writing Numerals 222 6
E1 Evaluation – Numerals 1-120 224 7
Common Core Standards Plus - Math Grade 1 Lesson Index
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Common Core Standards Plus – Mathematics – Grade 1
Domain Lesson Focus Standard(s) TE Pg St. Ed. Pg
Num
ber &
Ope
ratio
ns in
Bas
e Te
n N
umbe
r and
Pla
ce V
alue
– P
art 1
(Num
ber a
nd O
pera
tions
in B
ase
Ten
Stan
dard
s: 1
.NBT
.1 –
1.N
BT.3
)
5 Writing Numerals
1.NBT.1
226 9
6 Writing Numerals 228 10
7 Writing Numerals 230 11
8 Writing Numerals 232 12
E2 Evaluation – Numerals 1-120 234 13
9 Place Value
1.NBT.2: Understand that the two digits of a two-digit number represent amounts of tens and ones. 1.NBT.2a: 10 can be thought of as a bundle of ten ones – called a “ten.”
236 15
10 Place Value 238 16
11 Place Value 240 17
12 Place Value 242 18
E3 Evaluation – Place Value 244 19
13 Place Value
1.NBT.2b: The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
246 21
14 Place Value 248 22
15 Place Value 250 23
16 Place Value 252 24
E4 Evaluation – Place Value 254 25
17 Decade Numbers
1.NBT.2c: 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).
256 27
18 Decade Numbers 258 28
19 Decade Numbers 260 29
20 Decade Numbers 262 30
E5 Evaluation – Decade Numbers 264 31
21 Comparing Numbers
1.NBT.3: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
266 33
22 Comparing Numbers 268 34
23 Comparing Numbers 270 35
24 Comparing Numbers 272 36
E6 Evaluation – Comparing Numbers 274 37
P1 Performance Lesson #1 – All About Numbers 1.NBT.1, 1.NBT.2, 1.NBT.2a-c, 1.NBT.3 434 39-40
Num
ber &
Ope
ratio
ns in
Bas
e Te
n Ad
ditio
n &
Sub
trac
tion
– Pa
rt 2
1 Add Within 100 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. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.
276 201
2 Add Within 100 278 202
3 Add Within 100 280 203
4 Add Within 100 282 204
E1 Evaluation – Add Within 100 284 205
Common Core Standards Plus - Math Grade 1 Lesson Index
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Common Core Standards Plus – Mathematics – Grade 1
Domain Lesson Focus Standard(s) TE Pg St. Ed. Pg
Num
ber &
Ope
ratio
ns in
Bas
e Te
n Ad
ditio
n &
Sub
trac
tion
– Pa
rt 2
(No
& O
per.
in B
ase
Ten
Stan
d.:
1.N
BT.4
– 1
.NBT
.6)
5 Add Within 100
1.NBT.4
286 207 6 Add Within 100 288 208 7 Add Within 100 290 209 8 Add Within 100 292 210
E2 Evaluation – Add Within 100 294 211
9 Add Within 100
1.NBT.4
296 213 10 Add Within 100 298 214 11 Add Within 100 300 215 12 Add Within 100 302 216 E3 Evaluation – Add Within 100 304 217
P10 Performance Lesson #10 – Add It Up 1.NBT.4 438-439 219-221
13 Mentally Find 10 More
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.
306 223 14 Mentally Find 10 More 308 224 15 Mentally Find 10 Less 310 225 16 Mentally Add and Subtract 312 226 E4 Evaluation – Mentally Add and Subtract 314 227
17 Subtracting Tens 1.NBT.6: Subtract multiples of ten in the range of 10-90 from multiples of ten 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.
316 229 18 Subtracting Tens 318 230 19 Subtracting Tens 320 231 20 Subtracting Tens 322 232
E5 Evaluation – Subtracting Tens 324 233
P11 Performance Lesson #11 – Working with Two-Digit Numbers 1.NBT.5, 1.NBT.6 444 235-237
Mea
sure
men
t & D
ata
(Mea
sure
men
t a&
Dat
a St
anda
rds:
1.M
D.1,
1.M
D.3-
1.M
D.4)
1 Lengths of Objects
1.MD.1: Order three objects by length; compare the lengths of two objects indirectly by using a third object.
332 123
2 Lengths of Objects 334 124
3 Lengths of Objects 336 125
4 Lengths of Objects 338 126
E1 Evaluation – Length of Objects 340 127
P5 Performance Lesson #5 – How Long Is It? 1.MD.1 452 129
5 Telling Time
1.MD.3: Tell and write time in hours and half-hours using analog and digital clocks.
342 131
6 Telling Time 344 132
7 Telling Time 346 133
8 Telling Time 348 134
E2 Evaluation – Telling Time 350 135
P6 Performance Lesson #6 – Do You Have the Time? 1.MD.3 455 137-138
Common Core Standards Plus - Math Grade 1 Lesson Index
Less
ons
provided
as
sa
mples
. See
pag
es 18-37.
12 www.standardsplus.org - 1.877.505.9152 © 2013 Learning Plus Associates
Common Core Standards Plus – Mathematics – Grade 1
Domain Lesson Focus Standard(s) TE Pg St. Ed. Pg
Mea
sure
men
t &
Data
9 Representing and Interpreting Data 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.
352 139
10 Representing and Interpreting Data 354 140
11 Representing and Interpreting Data 356 141
12 Representing and Interpreting Data 358 142
E3 Evaluation – Representing and Interpreting Data 360 143
P7 Performance Lesson #7 – Working with Data 1.MD.4 458 145-146
Geo
met
ry
(Geo
met
ry S
tand
ards
: 1.
G.1
– 1.
G.3)
1 Reason with Shapes and Their Attributes
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.
368 41
2 Reason with Shapes and Their Attributes 370 42
3 Reason with Shapes and Their Attributes 372 43
4 Reason with Shapes and Their Attributes 374 44
E1 Evaluation – Reason with Shapes and Their Attributes 376 45
5 Composing Shapes 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.
378 47
6 Composing Shapes 380 48
7 Composing Shapes 382 49
8 Composing Shapes 384 50
E2 Evaluation – Composing Shapes 386 51
9 Equal Shares: Halves 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 decomposing into more equal shares creates smaller shares.
388 53
10 Equal Shares: Halves 390 54
11 Equal Shares: Fourths 392 55
12 Equal Shares: Fourths 394 56
E3 Evaluation – Partition into Halves and Fourths 396 57
P2 Performance Lesson #2 – Shape It 1.G.1, 1.G.2, 1.G.3 466 59-61
Common Core Standards Plus - Math Grade 1 Lesson Index
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Common Core Standards Plus – Mathematics – Grade 1
PERFORMANCE TASKS
Operations & Algebraic Thinking Domain Lesson Lesson Title Standards TE Pg. St. Ed. Pg.
P3 Put It Together or Take It Apart 1.OA.1 406 91-93
P4 Representing Addition and Subtraction 1.OA.1, 1.OA.2 411 119-121
P8 How Are They Related? 1.OA.3, 1.OA.4, 1.OA.5 416 169-171
P9 From 0 to 20 1.OA.6 421 197-199
P12 Addition and Subtraction Equations 1.OA.7, 1.OA.8 426 251-253
Number & Operations in Base Ten Domain Lesson Lesson Title Standards TE Pg. St. Ed. Pg.
P1 All About Numbers 1.NBT.1, 1.NBT.2, 1.NBT.2a, 1.NBT.1b, 1.NBT.2c, 1.NBT.3 434 39-40
P10 Add It Up 1.NBT.4 438-439 219-221
P11 Working with Two-Digit Numbers 1.NBT.5, 1.NBT.6 444 235-237
Measurement & Data Domain Lesson Lesson Title Standards TE Pg. St. Ed. Pg.
P5 How Long Is It? 1.MD.1 452 129
P6 Do You Have the Time? 1.MD.3 455 137-138
P7 Working with Data 1.MD.4 458 145-146
Geometry Domain Lesson Lesson Title Standards TE Pg. St. Ed. Pg.
P2 Shape It 1.G.1, 1.G.2, 1.G.3 466 59-61
Common Core Standards Plus - Math Grade 1 Lesson Index
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Common Core Standards Plus – Mathematics – Grade 1
INTEGRATED PROJECTS Integrated Project # 1: A Picture is Worth a Thousand Words
Teacher Edition Pages: 475-478 Student Edition Pages: 63-65 Number & Operations in Base Ten Standards Addressed:
1.NBT.1, 1.NBT.2, 1.NBT.2a, 1.NBT.2b, 1.NBT.2c Geometry Standards Addressed:
1.G.1, 1.G.2, 1.G.3 Prerequisite Common Core Standards Plus Domains: Number and Place Value – NBT Part 1 and Geometry Product: The students will study a picture that is composed of many shapes. They will count the individual shapes and the total shapes. They will compare the numbers of identified shapes, show the number of shapes using place value and numerals, and analyze figures made from shapes that are composed from other shapes. Overview: The students will use what they have learned about counting, reading and writing numerals, comparing numbers, shapes and their attributes, and composing shapes to analyze a picture that is composed of many shapes. They will write sentences to explain their learning. Since this is a learning activity, all components will be completed in class.
Integrated Project # 2: Measuring Me! Teacher Edition Pages: 485-488 Student Edition Pages: 147-149
Operations & Algebraic Thinking Standards Addressed: 1.OA.1, 1.OA.2
Measurement & Data Standards Addressed: 1.MD.1, 1.MD.2, 1.MD.3, 1.MD.4
Prerequisite Common Core Standards Plus Domains: Problem Solving Strategies – OA – Part 1 and Measurement and Data Product: The students will work with partners to make a model of themselves, measure different parts of themselves using paperclip chains, and represent and interpret the measurement data collected. Overview: The students will use what they have learned about counting, number patterns, putting together, measuring, modeling, and representing and interpreting data to create a model of themselves on butcher paper, measure lengths on their model, and represent and interpret the measures they make. They will share their model in a small group, and the groups will discuss the models and data displays. Since this is a learning activity, all components will be completed in class.
Integrated Project # 3: The Meaning of a Number Teacher Edition Pages: 495-499 Student Edition Pages: 254-256
Operations & Algebraic Thinking Standards Addressed: 1.OA.3, 1.OA.4, 1.OA.5, 1.OA.6, 1.OA.7, 1.OA.8
Number & Operations in Base Ten Standards Addressed: 1.NBT.4, 1.NBT.5, 1.NBT.6
Prerequisite Common Core Standards Plus Domains: Operations Within 20 – OA – Part 2 and Addition & Subtraction – NBT – Part 2 and Equations – OA – Pat 3 Product: The students will each create a poster that shows multiple ways to represent a two-digit number using addition, subtraction, composing, decomposing, models, and equations. Overview: The students will use what they have learned about addition, subtraction, two-digit numbers, inverse relationships, equivalents, composing, decomposing, modeling, and equations to create a poster that shows many ways to represent a single number. They will orally present their posters to the class at the conclusion of the project. Since this is a learning activity, all components will be completed in class.
Common Core Standards Plus - Math Grade 1 Lesson Index
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15-20 Minute Daily Lessons and Weekly Evaluations (Short Answer – Constructed and Selected Response)
Students Learn Essential Common Core Knowledge
• DirectInstructionlessonswrittendirectlytotheCommonCore
• TeachCommonCorecontentandconceptswithhighlevelacademicvocabulary
Designed to be overtly
taught, not assigned.
Mathematics Grade 1 includes 136 Daily Lessons and34 Weekly Evaluations
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Sample lessons are on pages 18-25 & 28-35.
Sample evaluations are on pages 26-27 & 36-37.
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“Standards Plus
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- Student, Rex Bell Elementary
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Common Core Standards Plus® – Mathematics – Grade 1Domain: Addition and Subtraction Focus: Mentally Find 10 More Lesson: #13 Standard: 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.
Lesson Objective: The students will find ten more than a given two-digit number.
Introduction: “Today we are going to practice finding ten more than any number that is less than 100.”
Instruction: “We can use our knowledge of number patterns to help us find ten more than a number. We know that two-digit numbers have a digit in the tens place and a digit in the ones place. The digit in the tens place represents the number of groups of ten, so a 3 in the tens place means 3 groups of 10, or 30. When we count by tens, we only need to look at the tens place, because the digit in the ones place is a zero.Remember that zeros do not have any value, so they do not increase or decrease the value of any number. We will use our knowledge of number patterns and a hundred chart to help us find ten more of a number.”
Guided Practice: Direct the students’ attention to the hundred chart. “We will practice finding numbers that are ten more without counting. First we are going to practice finding ten more by using a hundred chart. Then we will practice finding tenmore without using the hundred chart. Look at the hundred chart, and watch as I point to the number 10. Put your finger on the 10, and count down each row with me (10, 20, 30…100). What did you notice about the numbers? (Call on students for responses.) The numbers increase by 1 ten each time you move down to the next row. That is a number pattern: the tens digit increases by 1 ten every time you go down one more row. Now let’s practice. Put your finger on number 3, and count down each row with me. The number increases by 1 ten each time you move down to the next row (3, 13, 23, 33, 43, etc. Model underlining the digit in the tens place.). The digit in the ones column remains the same because the zero in the multiple of ten has no value. Zero is a placeholder. So when we increase any number by ten, the ones digit does not change. Now I will say a number, and I want you to tell me ten more – 57. You may use your hundred chart to help you.” Repeat the process with the following numbers to find ten more: 18, 45, 67, 89, and 24.
Independent Practice: “Now it’s your turn. I will say a number, and I want you to say the number that is ten more. Remember that the digit in the ones place will not change. See if you can decide what number is ten more without looking at the hundred chart. Listen carefully: 35. (Monitor students to ensure they are saying the correct number, 45). Listen carefully: 79, 63, 37, 32, 54, 28, 81, and 90.” Repeat the process for each number. If students need additional support, complete the problems as guided practice.
Review: Review is included in the guided and independent practice.
Closure: “Today we reviewed how to mentally find ten more than a two-digit number.The ability to understand and use patterns based on multiples of ten will help you work with larger numbers.”
Answers: Monitor students for their ability to say ten more than a two-digit number.
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Common Core Standards Plus® – Mathematics – Grade 1Domain: Addition and Subtraction Focus: Mentally Find 10 More Lesson: #13 Standard: 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.
30 = 3 groups of 10 10, 20, 30
Hundred Chart
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100
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Common Core Standards Plus® – Mathematics – Grade 1Domain: Addition and Subtraction Focus: Mentally Find 10 More Lesson: #14Standard: 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.
Lesson Objective: The students will find ten more than a given two-digit number.
Introduction: “Yesterday we reviewed how to mentally find ten more than a two-digit number using a hundred chart. Today we will find ten more than a given two-digit number without using a hundred chart.”
Instruction: “We can use our knowledge of number patterns to help us find ten more than a number. We know that two-digit numbers have a digit in the tensplace and a digit in the ones place. The digit in the tens place shows the number of groups of 10, so a 6 in the tens place means 6 groups of 10, or 60.When we count by tens, we only need to look at the tens place, because the digit in the ones place is zero. Remember that zeros do not have any value so they do not increase or decrease the value of any number. We will use our knowledge of number patterns to help us find ten more than a number. We can find ten more than any two-digit number by looking at the digit in the tens place and increasing the digit in the tens place by 1 more ten. We can use the pattern to help us find ten more than any number.”
Guided Practice: Direct the students’ attention to Example A. “Look at the first number, 75. What is the digit in the tens place? The digit in the tens place is 7. That means that there are 7 groups of 10, or 70. The digit in the ones place is a 5. Remember that the digit in the ones place does not change when you find ten more because a multiple of 10 has a zero in the ones place. What is ten more than 75? (Call on students for responses.) Because the digit in the tensplace was increased by 1 ten, 85 is ten more than 75: 75 + 10 is 85. The digit in the ones place did not change because 5 + 0 is 5.” Repeat the process with Examples B (43) and C (26). Model underlining the digit in the tens place.
Independent Practice: “For Problems 1-6 find ten more than the two-digit numbers. Remember to look carefully at the digit in the tens place.”
Review: Review the answers with the students.
Closure: “Today we reviewed how to mentally find ten more than a two-digit number. Remember that the ability to understand and use patterns based on multiples of 10 will help you work with larger numbers.” Answers: 1. 72
2. 31 3. 67
4. 84 5. 59 6. 48
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Common Core Standards Plus® – Mathematics – Grade 1Domain: Addition and Subtraction Focus: Mentally Find 10 More Lesson: #14Standard: 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.
Example: Find ten more than the following numbers.
A. 75 _______
B. 33 _______
C. 16 _______
Directions: Find ten more than the following numbers. Remember to look at the digit in the tens place carefully.
1. 62 _______
3. 57 _______
5. 49 _______
2.21 _______
4.74 _______
6.38 _______
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Common Core Standards Plus® – Mathematics – Grade 1Domain: Addition and Subtraction Focus: Mentally Find 10 Less Lesson: #15 Standard: 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. Lesson Objective: The students will find ten less than a given two-digit number.
Introduction: “Today we will review how to mentally find ten less than a two-digit number.”
Instruction: “We can use our knowledge of number patterns to help us find ten less than a number. We know that two-digit numbers have a digit in the tens place and a digit in the ones place. The digit in the tens place shows the number of groups of 10, so a 7 in the tens place means 7 groups of 10, or 70. When we count by tens, we only need to look at the tens place, because the digit in the ones place is zero.Remember that zeros do not have any value, so they do not increase or decrease the value of any number. We will use our knowledge of number patterns and a hundred chart to help us find ten less than a number.”
Guided Practice: Direct the students’ attention to the hundred chart. “We are going to practice finding numbers that are ten less without counting. First we are going to practice finding ten less by using the hundred chart. Then we will practice finding ten less without using the hundred chart. Look at the hundred chart, and watch as I point to the 100. Put your finger on the 100 and count up each row with me (100, 90, …10). What did you notice about the numbers? The numbers decrease by 1 ten each time you move up to the next row. That is a number pattern: the tens digit decreases by 1 ten every time you go up one more row. Now let’s practice. Put your finger on number 99, and count up each row with me. The number decreases by 1 ten each time you move up to the next row - 89, 79, 69, 59, 49 etc. (Model underlining the digit in the tens place.) The digit in the ones place remains the same because the zero in the multiple of ten has no value. Zero is a placeholder. When we decrease any number by 10, the ones digit does not change. Now I am going to say a number, and I want you to tell me ten less – 45. You may use your hundred chart to help you.” Repeat the process with the numbers 69, 73, 47, 58, and 24.
Independent Practice: “Now it’s your turn. I am going to say a number, and I want you to say the number that is ten less. Remember that the digit in the ones place will not change. Try not to look at your hundred chart as you determine the number that is 10 less. Listen carefully: 78. (Monitor students to ensure they are saying the correct number 68.) Listen carefully: 94, 57, 34, 41, 88, 17, 64, and 25.” Repeat the process for each number. If students need additional support, complete the problems as guided practice.
Review: Review is included in the guided and independent practice.
Closure: “Today we reviewed how to mentally find ten less than a two-digit number.The ability to understand and use patterns based on multiples of ten will help you work with larger numbers.”
Answers: Monitor students for the ability to say ten less than each number.
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Common Core Standards Plus® – Mathematics – Grade 1Domain: Addition and Subtraction Focus: Mentally Find 10 Less Lesson: #15 Standard: 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.
Hundred Chart
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100
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Common Core Standards Plus® – Mathematics – Grade 1Domain: Addition and Subtraction Focus: Mentally Add and Subtract Lesson: #16Standard: 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.
Lesson Objective: The students will find ten less than a given two-digit number.
Introduction: “Yesterday we reviewed how to mentally find ten less than a two-digit number using a hundred chart. Today we will find ten less than a given two-digit number without using a hundred chart.”
Instruction: “We can use our knowledge of number patterns to help us find ten less than a number. We know that two-digit numbers have a digit in the tensplace and a digit in the ones place. The digit in the tens place shows the number of groups of 10, so a 6 in the tens place means 6 groups of 10, or 60.When we count by tens, we only need to look at the tens place because the digit in the ones place is a zero. Remember that zeros do not have any value, so they do not increase or decrease the value of any number. We will use our knowledge of number patterns to help us find ten less than a number. We can find ten less than any two-digit number by looking at the digit in the tens place and decreasing the digit in the tens place by 1 less ten. We can use the pattern to help us find ten less than any number.”
Guided Practice: Direct the students’ attention to Example A. “Look at the first number – 36. What is the digit in the tens place? The digit in the tens place is 3. That means that there are 3 groups of 10, or 30. The digit in the ones place is a 6. Remember that the digit in the ones place does not change when you find ten less because a multiple of 10 has a zero in the ones place. What is ten less than 36? Because the digit in the tens place was decreased by 1 ten, 26 is ten less than 36: 36 - 10 is 26. The digit in the ones place did not change because 6 - 0 is 6.” Repeat the process with Examples B (19) and C (73).Model underlining the digit in the tens place.
Independent Practice: “For Problems 1-6 find ten less than the two-digit numbers. Remember to look carefully at the digit in the tens place.”
Review: Review the answers with the students.
Closure: “Today we reviewed how to mentally find ten less than a two-digit number.” Answers: 1. 9
2. 23 3. 68
4. 42 5. 17 6. 89
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Common Core Standards Plus® – Mathematics – Grade 1Domain: Addition and Subtraction Focus: Mentally Add and Subtract Lesson: #16Standard: 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.
Example: Find ten less than the following numbers.
A. ______ 36
B. ______ 29
C. ______ 83
Directions: Find ten less than the following numbers.Remember to look at the digit in the tens place carefully.
1.______ 19
2. ______ 33
3. ______ 78
4. ______ 52
5. ______ 27
6. ______ 99
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Common Core Standards Plus® – Mathematics – Grade 1Domain: Addition and Subtraction Focus: Mentally Add and Subtract
Evaluation: #4
The weekly evaluation may be used in the following ways: As a formative assessment of the students’ progress. As an additional opportunity to reinforce the vocabulary, concepts, and
knowledge presented during the week of instruction.
Standard: 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.
Procedure: Read the directions aloud and ensure that students understand how to respond to each item.
If you are using the weekly evaluation as a formative assessment, have the students complete the evaluation independently.
If you are using it to reinforce the week’s instruction, determine the items that will be completed as guided practice, and those that will be completed as independent practice.
Review: Review the correct answers with students as soon as they are finished.
Answers: 1. (1.NBT.5) 39 2. (1.NBT.5) 7 3. (1.NBT.5) 41 4. (1.NBT.5) 83 5. (1.NBT.5) 64 6. (1.NBT.5) 68 7. (1.NBT.5) 3, 23 8. (1.NBT.5) 55, 75 9. (1.NBT.5) Student response should include a phrase or statement that they can use the pattern found in the tens place to find 10 more or 10 less than a two-digit number without actually counting each number.
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Use Evaluations as a
formative assessment
or an additional lesson.
Common Core Standards Plus® – Mathematics – Grade 1Domain: Addition and Subtraction Focus: Mentally Add and Subtract
Evaluation: #4
Directions: For each problem, find ten more or ten less than the given two-digit number. Write the answer on the line provided.
1. _____ 49
3. 31 _____
5. _____ 74
2. _____ 17
4. _____ 93
6. 58 _____
Directions: For each problem, find ten more and ten less than the given two-digit number. Write the answers on the lines provided.
7. _____ 13 _____ 8. _____ 65 _____
Listen to the question. Write your answer on the lines:
9.How can you find 10 more or 10 less than a number without counting?
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Common Core Standards Plus® – Mathematics – Grade 1Domain: Addition and Subtraction Focus: Subtracting Tens Lesson: #17Standard: 1.NBT.6 Subtract multiples of ten in the range of 10-90 from multiples of ten in the range of 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.
Lesson Objective: The students will subtract multiples of ten between 10 and 90 from other multiples of ten between 10 and 90 using models.
Introduction: “Today we will subtract multiples of ten from other multiples of ten using models.”
Instruction: “We can subtract multiples of ten from other multiples of ten by using models to help us. When you subtract multiples of ten, the only digit that changes is the digit in the tens place. When we subtract, we always subtract the digits in the ones place first. When we subtract multiples of ten, the digit in the ones place does not change because all multiples of ten have zero in the ones place. Remember that zeros do not have any value, so they do not increase or decrease the value of any number. We subtract a multiple of ten from another multiple of ten by looking at the digit in the tens place. The first multiple of ten minus the second multiple of ten is the difference between the numbers. For example, when you subtract 10 from 20 the difference is 10: 20 minus 10 is 10.”
Guided Practice: Direct the students’ attention to the example on the student page.“Now we will try a problem together. Let’s read the problem. The problem is 40 minus 10. Notice that both numbers have zeros in the ones place because they are both multiples of ten. The first number in the problem is 40. Count the ten sticks with me (10, 20, 30, 40). Now look at the second number in the problem (10). The subtraction sign (-) tells us that we are going to subtract 10 from 40. We are going to cross out 1 ten stick to find the difference using the model. Watch as I cross out 1 ten stick and then you do the same. (Monitor students to ensure they cross out 1 ten.) We can tell how many tens we have left or the difference by counting the remaining ten sticks. There are 3 tens left, so the difference is 30. We record the answer by writing a 0 in the ones column and a 3 in the tens column and completing the sentence frame. Now it’s your turn to record the answer and complete the sentence frame. Let’s say the equation together: 40 minus 10 is 30.”
Independent Practice: “For Problems 1-3, read the problem, cross out the ten sticks you are subtracting, record the answer below the problem, and complete the sentence frame.” If students require additional support, complete the problems as guided practice.
Review: Review the answers with the students.
Closure: “Today we reviewed how to subtract multiples of ten from other multiples of ten using models.”
Answers: 1. 30 2. 0 3. 20
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Common Core Standards Plus® – Mathematics – Grade 1Domain: Addition and Subtraction Focus: Subtracting Tens Lesson: #17Standard: 1.NBT.6 Subtract multiples of ten in the range of 10-90 from multiples of ten in the range of 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.
Example: Use the ten sticks to model the problem, write the answer under the problem, and complete the sentence.
tens ones tens ones 4 0
- 1 0
40 minus 10 is 30.Directions: For Problems 1-3, use the model to complete the problem and sentence frame.
1. tens ones tens ones
5 0 - 2 0
___ minus ___ is ___.
2. tens ones tens ones 6 0 - 6 0
___ minus ___ is ___.
3. tens ones tens ones 3 0 - 1 0
___ minus ___ is ___.
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Common Core Standards Plus® – Mathematics – Grade 1Domain: Addition and Subtraction Focus: Subtracting Tens Lesson: #18Standard: 1.NBT.6 Subtract multiples of ten in the range of 10-90 from multiples of ten in the range of 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.
Lesson Objective: The students will subtract multiples of ten between 10 and 90 from other multiples of ten between 10 and 90 using drawings.
Introduction: “Yesterday we learned how to subtract multiples of ten from other multiples of ten using models. Today we will practice how to subtract multiples of ten from other multiples of ten using drawings.”
Instruction: “We can subtract multiples of ten from other multiples of ten by using drawings to help us. When we subtract, we always subtract the digits in the onesplace first. When we subtract multiples of ten, the digit in the ones place does not change because all multiples of ten have zero in the ones place. Remember that zeros do not have any value, so they do not increase or decrease the value of any number. We subtract a multiple of ten from another multiple of ten by looking at the digit in the tens place. The first multiple of ten minus the second multiple of ten is the difference between the numbers. For example, when you subtract 20 from 40 the difference is 20: 40 minus 20 is 20.”
Guided Practice: Direct the students’ attention to the example on the student page.“Now we will try a problem together. The problem is 50 minus 40. Notice that both numbers have zeros in the ones place because they are both multiples of 10. Let’s solve the problem together. The first number in the problem is 50. Watch while I draw 5 ten sticks in the space under the tens place (10, 20, 30, 40, 50). Now you draw 5 ten sticks on your paper. (Monitor students to ensure they draw 5 ten sticks.) Let’s look at the second number in the problem (40). The subtraction sign (-) tells us that we are going to subtract 40 from 50. We are going to cross out 4 ten sticks to find the difference. Watch as I cross out 4 ten sticks and then you do the same. Now we can tell how many tens we have left - or the difference - by counting the remaining ten sticks. There is 1 ten left, so the difference is 10. Watch as I complete the problem and the sentence frame. Now it’s your turn to record the answer and complete the sentence frame. Let’s say the equation together: 50 minus 40 is 10.”
Independent Practice: “For Problems 1-3, read the problem, draw the correct number of ten sticks to show the first number, and mark out the second number to subtract the tens.”
Review: Review the answers with the students.
Closure: “Today we reviewed how to subtract multiples of ten from other multiples of ten using drawings.”
Answers: 1. 40 2. 50 3. 0
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Common Core Standards Plus® – Mathematics – Grade 1Domain: Addition and Subtraction Focus: Subtracting Tens Lesson: #18Standard: 1.NBT.6 Subtract multiples of ten in the range of 10-90 from multiples of ten in the range of 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.
Example: Model the problem, write the answer under the problem, andcomplete the sentence frame.
tens ones tens ones 5 0
- 4 0
50 minus 40 is 10.
1. tens ones tens ones
5 0 - 1 0
___ minus ___ is ___.
2. tens ones tens ones 7 0 - 2 0
___ minus ___ is ___.
3. tens ones tens ones 4 0 - 4 0
___ minus ___ is ___.
Directions: For Problems 1-3, make a drawing to solve the problem and complete the sentence frame.
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Common Core Standards Plus® – Mathematics – Grade 1Domain: Addition and Subtraction Focus: Subtracting Tens Lesson: #19Standard: 1.NBT.6 Subtract multiples of ten in the range of 10-90 from multiples of ten in the range of 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.
Lesson Objective: The students will subtract multiples of ten from other multiples of ten by using place value.
Introduction: “Yesterday we learned how to subtract multiples of ten from other multiples of ten using drawings. Today we will review how to subtract multiples of ten from other multiples of ten using what we know about place value.”
Instruction: “We can subtract multiples of ten from other multiples of ten by using place value. Two-digit numbers have two place values, the ones place and the tensplace. We always subtract the digits in the ones place first. When we subtract multiples of ten, the digit in the ones place does not change because all multiples of ten have zero in the ones place. Remember that zeros do not have any value, so they do not increase or decrease the value of any number. A zero subtracted from a zero is always a zero. It makes it easier to subtract the numbers because there will always be a zero in the ones place. We just write a zero in the ones place and subtract the digits in the tens place to find the difference.”
Guided Practice: Direct the students’ attention to the example on the student page.“Now we will try a problem together using what we know about place value. Let’s read the problem. The problem is 60 - 30 = ___. First we subtract the digits in the onesplace. Zero minus zero is zero, so watch while I write 0 on the line for the ones and then you do the same. (Monitor students to ensure they write down the 0 in the onesplace.) Now let’s look at the digits in the tens place, and subtract them: 6 tens minus 3 tens = 3 tens. Watch while I write the 3 on the line for the tens place and then you do the same. Watch while I complete the sentence frame by recording the numbers. Now it’s your turn to record the answer and complete the sentence frame. Let’s say the equation together: 60 - 30 = 30.”
Independent Practice: “For Problems 1-5, read the problem, subtract the ones and tens, write the answer on the problem, and complete the sentence frame.” If students require additional support, complete the problems as guided practice.
Review: “Let’s review what we recorded for each problem.” Review the answers with the students.
Closure: “Today we reviewed how to subtract multiples of ten from other multiples of ten using what we know about place value.” Answers: 1. 10
2. 20 3. 10
4. 0 5. 20
TEAC
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Teacher Lesson Plan
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Common Core Standards Plus® – Mathematics – Grade 1Domain: Addition and Subtraction Focus: Subtracting Tens Lesson: #19Standard: 1.NBT.6 Subtract multiples of ten in the range of 10-90 from multiples of ten in the range of 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.
Directions: For the Example and Problems 1-5, subtract the ones and tens, record the difference below the problem, and complete the sentence frame.
Example: tens ones 1. tens ones 6 0 2 0
- 3 0 - 1 0
60 minus 30 is 30. ____ minus ____ is ____.
2. tens ones 3. tens ones
5 0 4 0 - 3 0 - 3 0
____ minus ____ is ____. ____ minus ____ is ____.
4. tens ones 5. tens ones
1 0 3 0 - 1 0 - 1 0
____ minus ____ is ____. ____ minus ____ is ____.
STUDEN
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Common Core Standards Plus® – Mathematics – Grade 1Domain: Addition and Subtraction Focus: Subtracting Tens Lesson: #20Standard: 1.NBT.6 Subtract multiples of ten in the range of 10-90 from multiples of ten in the range of 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.
Lesson Objective: The students will subtract multiples of ten from other multiples of ten by using place value. Introduction: “Today we will continue to review how to subtract multiples of ten from other multiples of ten using what we know about place value.”
Instruction: “We can subtract multiples of ten from other multiples of ten by using place value. Two-digit numbers have two place values, the ones place and the tens place. We always subtract the digits in the ones place first. When we subtract multiples of ten, the digit in the ones place does not change because all multiples of ten have zero in the ones place. Remember that zeros do not have any value, so they do not increase or decrease the value of any number. Zero subtracted from zero is always zero. It makes it easier to subtract the numbers because there will always be a zero in the ones place. We just write zero in the ones place and subtract the digits in the tens place to find the difference.”
Guided Practice: Direct the students’ attention to the example on the student page. “Let’s read the problem. The problem is 90 - 50 = ___. First we subtract the digits in the ones place. Zero minus zero is zero, so watch while I write 0 on the line for the ones and then you do the same. (Monitor students to ensure they write the 0 in the correct place.) Now let’s look at the digits in the tens place and subtract them: 9 tens minus 5 tens = 4 tens. Watch while I write the 4 on the line for the tens place and then you do the same. Let’s complete the sentence frame by writing in the numbers. Now it’s your turn to write in the numbers to complete the sentence frame. Let’s say the equation together: 90 - 50 = 40.”
Independent Practice: “For Problems 1-5, read the problem, subtract the tensand ones, record the answer to the problem, and complete the sentence frame.” If students require additional support, complete the problems as guided practice.
Review: “Let’s review what we recorded for each problem.” Review the answers with the students.
Closure: “What steps do we follow when subtracting multiples of ten from other multiples of ten?” Answers: 1. 50
2. 0 3. 30
4. 70 5. 10
TEAC
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Teacher Lesson Plan
34 www.standardsplus.org - 1.877.505.9152 © 2013 Learning Plus Associates
Common Core Standards Plus® – Mathematics – Grade 1Domain: Addition and Subtraction Focus: Subtracting Tens Lesson: #20Standard: 1.NBT.6 Subtract multiples of ten in the range of 10-90 from multiples of ten in the range of 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.
Directions: For the Example and Problems 1-5, subtract the ones and tens,write the difference below the equal line of the problem, and complete the sentence frame to show the difference between the numbers.
Example: tens ones 1. tens ones 9 0 8 0
- 5 0 - 3 0
90 minus 50 is 40. ____ minus ____ is ____.
2. tens ones 3. tens ones 8 0 7 0
- 8 0 - 4 0
____ minus ____ is ____. ____ minus ____ is ____.
4. 5. tens ones tens ones 9 0 6 0
- 2 0 - 5 0
____ minus ____ is ____. ____ minus ____ is ____.
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Common Core Standards Plus® – Mathematics – Grade 1Domain: Addition and Subtraction Focus: Subtracting Tens
Evaluation: #5
The weekly evaluation may be used in the following ways: As a formative assessment of the students’ progress. As an additional opportunity to reinforce the vocabulary, concepts, and
knowledge presented during the week of instruction.
Standard: 1.NBT.6 Subtract multiples of ten in the range of 10-90 from multiples of ten in the range of 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.
Procedure: Read the directions aloud and ensure that students understand how to respond to each item.
If you are using the weekly evaluation as a formative assessment, have the students complete the evaluation independently.
If you are using it to reinforce the week’s instruction, determine the items that will be completed as guided practice, and those that will be completed as independent practice.
Review: Review the correct answers with students as soon as they are finished.
Answers: 1. (1.NBT.6) 30 2. (1.NBT.6) 0 3. (1.NBT.6) 60 4. (1.NBT.6) 40 5. (1.NBT.6) Students should draw pictures with 4 groups of 10 (4 tens) and show the subtraction (cross out) of 2 groups of 10 (2 tens) so 20 are left.
Teacher Lesson PlanTEAC
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LESSON
PLAN
Teacher Lesson Plan
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Use Evaluations as a
formative assessment
or an additional lesson.
Common Core Standards Plus® – Mathematics – Grade 1Domain: Addition and Subtraction Focus: Subtracting Tens
Evaluation: #5
Directions: For Items 1-5, use models, drawings, or place value to solve each problem.
1. tens ones tens ones 7 0
- 4 0
2. tens ones 3. tens ones 7 0 9 0
- 7 0 - 3 0
___ minus ___ is ___. ___ minus ___ is ___.
4. tens ones 5. Draw a picture to solve the problem. Record the answer.
40 -20
5 0 - 1 0
___ minus ___ is ___.
Student PageSTUD
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Student Page
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Performance TaskStudents Deepen and Apply Their Knowledge
• Appliesdailylessoncontentandconcepts
• Increasesstudentunderstanding
Designed to be overtly
taught, not assigned.
Sample Performance Task
Teacher Lesson Plan Page
is on pages 39
Student Pages
are on pages 40-42
See page 43 for a stude
nt
work example
Mathematics Grade 1 includes
12 Performance Tasks
Common Core Standards Plus® – Mathematics – Grade 1Performance Task #11 – Domain: Addition & Subtraction
Lesson Objective:Thestudentswillbeabletofind10moreor10lessandsubtract10(usingmultiplesoftenunder90)bycompletingtheirowndrawingsand/orusingplacevaluecharts.
Overview: Thestudentswillusetheirknowledgeofmentalmath(adding10andsubtracting10)andsubtractingmultiplesoftensasaddressedinCommonCoreStandardsPlusAdditionandSubtractionLessons13-20,E4-E5.Students will: • Find10morethanagiventwo-digitmultipleoftenfornumberslessthan100.• Find10lessthanagiventwo-digitnumber.• Subtractmultiplesoftenfromothermultiplesoftenusingdrawingsand/orplacevaluecharts.
Guided Practice: (Required Student Materials: St. Ed. Pg. 235)• Reviewaddingandsubtracting10usingthehundredchart.• Reviewaddingandsubtracting10withoutthehundredchart.• Reviewsubtractingmultiplesoftenfromothermultiplesoftenusingdrawings,models,andplace
valuecharts.
Independent Practice: (Required Student Materials: St. Ed. Pgs. 236-237)• Add10more.• Subtract10.• Completedrawings,andplacevaluecharts,showingworktosolvemultiplesoftensubtraction
problems.• Explainwhythetenscolumnchangesandtheonescolumnstaysthesame.• Correctanerrorandcompleteanexplanation.
Review & Evaluation:• Askpartnerstosharetheiranswersandnotediscrepancies.• Checkstudentworksheetstogether.• Reviewstudentworktodeterminestudentunderstanding.
Standard Reference: 1.NBT.5: Givenatwo-digitnumber,mentallyfind10moreor10lessthanthenumber,withouthavingtocount;explainthereasoningused. 1.NBT.6: Subtractmultiplesof10intherangeof10-90frommultiplesof10intherangeof10-90(positiveorzerodifferences),usingconcretemodelsordrawingsandstrategiesbasedonplacevalue,propertiesofoperations,and/ortherelationshipbetweenadditionandsubtraction;relatethestrategytoawrittenmethodandexplainthereasoningused. Required Student Materials: • Student Pages: St. Ed. Pg. 235 (Chart),St. Ed. Pgs. 236-237 (StudentWorksheet)
Teacher Lesson Plan
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PERFORM
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Common Core Standards Plus® – Mathematics – Grade 1Performance Task #11 – Domain: Addition & Subtraction
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100
Hundred Chart
Student Page 1 of 3
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PERFO
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TASK
STU
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Directions: Read the problems below and answer the questions.
1. Add or subtract by tens below. Fill in the blanks.
a. ______ 32 ______ 52 ______ 72 ______ ______
b. 99 ______ 79 ______ 59 ______ ______ ______
c. Did you change the numbers in the ones column? ________________
d. Why or why not? _____________________________
____________________________________
2. Make a drawing for the problem and solve. Tens Ones Drawing 4 0
-‐ 2 0
_____minus _____ is _____.
3. Make a drawing for the problem and solve. Tens Ones Drawing 6 0
-‐ 1 0
_____minus _____ is _____.
Student Page 2 of 3
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Common Core Standards Plus® – Mathematics – Grade 1Performance Task #11 – Domain: Addition & Subtraction
PERFO
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4. Fill in the blanks finding ten more or ten less.
a. 26 _____ _____ _____ _____ 76
b. _____ 84 _____ _____ _____ 44 _____
c. Was this easy or hard for you to do? ____________________
d. Why? ________________________________
___________________________________
5. Find the mistake below. It shows subtracting tens. Circle and correct the error.
75 65 54 45 35
How did you find the mistake? Explain. ____________________ ________________________________________________________________________
Common Core Standards Plus® – Mathematics – Grade 1Performance Task #11 – Domain: Addition & Subtraction
Student Page 3 of 3
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Common Core Standards Plus® – Mathematics – Grade 1Performance Task #11 – Domain: Addition & Subtraction
Studentsworkindividuallytocompletetheproblems.
Excerpt from Student Page
Directions: Read the problems below and answer the questions.
1. Add or subtract by tens below. Fill in the blanks.
a. 22 32 42 52 62 72 82 92
b. 99 89 79 69 59 49 39 29
c. Did you change the numbers in the ones column? ________________
d. Why or why not? _____________________________
____________________________________
2. Make a drawing for the problem and solve. Tens Ones Drawing 4 0
-‐ 2 0
_____minus _____ is _____.
3. Make a drawing for the problem and solve. Tens Ones Drawing 6 0
-‐ 1 0
_____minus _____ is _____.
No
Because I was adding and subtracting by ten.
STUDENT WORK EXAMPLE
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Sample Integrated Project
Teacher Lesson Plan Pages
are on pages 45-47
Student Pages
are on pages 48-50
Student work example
is on page 51
Integrated ProjectStudents Adapt Knowledge to Real-World Situations
• Requiresextendedthinking,planning,andreporting
• Integrateslearningacrossmultipleconceptsandstandards
GREAT FOR OPEN HOUSE!
Mathematics Grade 1 includes
3 Integrated Projects
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Common Core Standards Plus® – Mathematics – Grade 1Integrated Project #3: The Meaning of a Number
Prerequisite Common Core Standards Plus Domains:
OperationsWithin20–OA–Part2,Addition&Subtraction–NBT–Part2,andEquations–OA–Part3
Project Objective:
Thestudentswilleachcreatepostersthatshowmultiplewaystorepresentatwo-digitnumberusingaddition,subtraction,composing,decomposing,models,andequations.
Project Description:
Thestudentswillusewhattheyhavelearnedaboutaddition,subtraction,two-digitnumbers,inverserelationships,equivalents,composing,decomposing,modeling,andequationstocreatepostersthatshowmultiplewaystorepresentasinglenumber.Theywillorallypresenttheirposterstotheclassattheconclusionoftheproject.Sincethisisalearningactivity,allcomponentswillbecompletedinclass.
Project Components:
• Assigningandrepresentingnumbers• Writingequationstorepresentthenumber• Designingtheposter• Presentingtheposter
Teaching elements for each project component are found on the following pages.
Standards Taught/Reinforced:
1.OA.3,1.OA.4,1.OA.5,1.OA.6,1.OA.7,1.OA.8,1.NBT.4,1.NBT.5,1.NBT.6
Teacher Lesson Plan Page 1 of 3
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PROJEC
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Common Core Standards Plus® – Mathematics – Grade 1Integrated Project #3: The Meaning of a Number
Assigning and Representing Numbers: (Required Student Materials: St. Ed. Pg. 254)
• Assigneachstudentatwo-digitnumber.Youmayuseyourownmethodofassigningthem,oryoumayassignthefollowingnumbersrandomlytoyourstudents:25,26,28,32,34,37,39,41,43,45,48,51,52,54,56,59,61,62,63,65,67,72,73,74,76,78,83,84,85,87,89
• ProjecttheRepresentingaNumberstudentpage.• Completetheworksheetforyournumber.• Selectanumberthatisnotassignedtothestudents,oruse38.• Modelandthinkaloudasyouwriteyournumberatthetopofthe
page.Writetheplacevalueandexpandedformforyournumber,mod-elyournumberusingsticksandunits,andcalculate10moreand10lessthanyournumber.
• HavethestudentsturntoSt.Ed.Pg.254andcompletetheworksheetfortheirownnumbers.
Writing Equations to Represent the Number: (Required Student Materials: St. Ed. Pg. 255)
NOTE: Thestudentsmustknowtheirnumberstocompletethispartoftheproject.• ProjecttheWritingEquationsstudentpage.
• Completetheworksheetforyournumber.• Writetwoadditionandtwosubtractionequationsforwhichthesum
anddifferenceisyournumber(e.g.,22+16=38,18+20=38,58–20=38,39–1=38).
• UseoneofthestrategiestaughtintheCommonCoreStandardsPluslessonstosolveeachproblem.
• Drawtomodelhowtosolveeachproblem.• HavethestudentsturntoSt.Ed.Pg.255andcompletetheworksheetfor
theirownnumbers.• Havethestudentsworkingroupsof3to4tocheckeachother’scompu-
tations.
Wee
ks 1
-2 of
ProjectInstructio
nW
eeks
3-4
of
ProjectInstructio
n
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PROJECT TEAC
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LESSON
PLAN
Common Core Standards Plus® – Mathematics – Grade 1Integrated Project #3: The Meaning of a Number
Designing the Poster: (Required Student Materials: St. Ed. Pg. 256)
• Reviewtherubricfortheposter.• Provideplainwhitepaperforthestudentstodrawtheirdesignelements
fortheposter.• Thestudentsshouldhaveafairlydetailedsketchofthefinaldesignbefore
creatingthefinalposter.• Provideposterpaperforthefinalproduct.
Presenting the Poster: (Required Student Materials: St. Ed. Pg. 256)
• Introducetherubricfororalpresentations.• Discusseachelementontherubricandhowtoearnascoreof4foreach
element.• Modelandprovideopportunities,regularly,topracticeeachoftheele-
ments.• Discusswaystopracticeeachoftheelements:
• Withapartnerorsmallgroup.• Infrontofamirror.• Usingarecordertolistentotheirownvoices.
Wee
ks 7
-8 of
ProjectInstructio
nW
eeks
5-6
of
ProjectInstructio
n
END OF EIGHT-WEEK PROJECT
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PROJEC
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SON PLAN
Common Core Standards Plus® – Mathematics – Grade 1Integrated Project #3: The Meaning of a Number
Representing a NumberRepresenting a Number
My Number: ________________________________________________
Place Value of My Number:
Tens Ones
Expanded Form of My Number: _________ + _________ = _________
My Number
Model of My Number:
___________ + 10 = __________ My Number
___________ – 10 = __________ My Number
Student Page 1 of 3PR
OJECT STUDENT RUBR
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Common Core Standards Plus® – Mathematics – Grade 1Integrated Project #3: The Meaning of a Number
Writing EquationsWriting Equations
_________ + _________ = _________
My Number
_________ + _________ = _________
My Number
_________ – _________ = _________
My Number
_________ – _________ = _________
My Number
Student Page 2 of 3
PROJEC
T STUD
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Common Core Standards Plus® – Mathematics – Grade 1Integrated Project #3: The Meaning of a Number
Rubrics
Poster Rubric:
Score of 4 Score of 3 Score of 2 Score of 1 • The poster shows the student’s number in a bold display as the central feature to the poster.
• The poster shows the student’s number as the central feature to the poster.
• The poster shows the student’s number.
• The student’s number may not be clearly displayed on the poster.
• The poster includes many models of the number.
• The poster includes several models of the number.
• The poster includes two or more models of the number.
• The poster includes one or more models of the number.
• The poster includes at least two addition equations with a sum of the given number and two subtraction problems with a difference of the given number.
• The poster includes two addition equations with a sum of the given number and two subtraction problems with a difference of the given number.
• The poster includes at least one addition equation with a sum of the given number and one subtraction problem with a difference of the given number. There may be errors in computation.
• The poster includes one addition equation with a sum of the given number and one subtraction problem with a difference of the given number. There are errors in computation.
• The poster is designed to provide easy access to the information. Large print, headers, and labels help the viewer to navigate the information presented.
• The poster is designed to provide information. Large print, headers, and labels help the viewer to navigate the information presented.
• The poster provides information. It may include print features to help the viewer find the information presented.
• The poster provides information.
Oral Presentation Rubric:
Score of 4 Score of 3 Score of 2 Score of 1 • The student provides a clear, organized oral report to accompany the poster.
• The student provides an organized oral report to accompany the poster.
• The student provides an oral report to accompany the poster.
• The student provides an oral report to accompany the poster.
• The student clearly explains the models and equations that represent the number.
• The student explains the models and equations that represent the number.
• The student attempts to explain the models and equations that represent the number.
• The student is unable to adequately explain the models and equations that represent the number.
• The student speaks clearly at an understandable pace.
• The student speaks at an understandable pace.
• The student may have difficulty speaking clearly at an understandable pace.
• The student struggles to be heard or understood during the presentation.
• The student looks at the audience throughout the presentation.
• The student looks at the audience often throughout the presentation.
• The student may glance at the audience during the presentation.
• The student may not glance at the audience during the presentation.
Student Page 3 of 3PR
OJECT STUDENT RUBR
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Common Core Standards Plus® – Mathematics – Grade 1Integrated Project #3: The Meaning of a Number
STUDENT WORK EXAMPLE
6tr =s,
Thestudentswillusewhattheyhavelearnedaboutaddition,subtraction,two-digitnumbers,inverserelationships,equivalents,composing,decomposing,modeling,andequationstocreatepostersthatshowmanywaystorepresentasinglenumber.
twenty-two Tens Ones 2 2
20 + 2 = 22
p p q q
22 Tens Ones 2 0 2 2 2
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22
7 + 15 = 22
21 + 1 = 22
44 – 22 = 22
25 – 3 = 22
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Includes:136Constructed&SelectedResponseDailyLessons
34Constructed&SelectedResponseEvaluations12PerformanceTasks
3IntegratedProjects
All lessons and projects include Direct Instruction lesson plans.
CD includes viewable PDF lessons for whole class projection.
Student EditionsIncludes student response pages
and additional resources for:
136Constructed&SelectedResponseDailyLessons
34Constructed&SelectedResponseEvaluations12PerformanceTasks
3IntegratedProjects
Includes rubrics, mathematical practices, and more!
Here’s what’s included:
Teacher Edition w/ CD
Want to see more lessons?
Call 1-877-505-9152 to schedule a 20-minute meeting to
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