shelby county schools’ mathematics instructional maps are ... grade 1 q3.docx · web...

Subject to revision Major Content Supporting Content Additional Content

Curriculum and Instruction – Office of Mathematics

Introduction

In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination2025. By 2025,

80% of our students will graduate from high school college or career ready 90% of students will graduate on time

Shelby County Schools 2015/2016Revised 12/15/15

1 of 110



100% of our students who graduate college or career ready will enroll in a post-secondary opportunity

In order to achieve these ambitious goals, we must collectively work to provide our students with high quality, College and Career Ready standards-aligned instruction. The Tennessee State Standards provide a common set of expectations for what students will know and be able to do at the end of a grade. College and Career Ready Standards are rooted in the knowledge and skills students need to succeed in post-secondary study or careers. The TN State Standards represent three fundamental shifts in mathematics instruction: focus, coherence and rigor.


2 of 110




3 of 110




4 of 110




5 of 110



While the academic standards establish desired learning outcomes, the curriculum provides instructional planning designed to help students reach these outcomes. Educators will use this guide and the standards as a roadmap for curriculum and instruction. The sequence of learning is strategically positioned so that necessary foundational skills are spiraled in order to facilitate student mastery of the standards.

These standards emphasize thinking, problem-solving and creativity through next generation assessments that go beyond multiple-choice tests to increase college and career readiness among Tennessee students. In addition, assessment blueprints (http://www.tn.gov/education/article/tnready-blueprints) have been designed to show educators a summary of what will be assessed in


6 of 110

http://www.tn.gov/education/article/tnready-blueprints



each grade, including the approximate number of items that will address each standard. Blueprints also detail which standards will be assessed on Part I of TNReady and which will be assessed on Part II.

Our collective goal is to ensure our students graduate ready for college and career. The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education. The first of these are the NCTM process standards of problem solving, reasoning and proof, communication, representation and connections.


7 of 110




8 of 110



The second are the strands of mathematical proficiency specified in the National Research Council’s report Adding It Up: adaptive reasoning, strategic


9 of 110

Mathematical Practices

Make sense of problems and persevere in solving them

Reason abstractly and quatitatively

Construct viable arguments and

crituqe the reasoning of

others

Model with mathematics

Use appropriate tools

strategically

Attend to precision

Look for and make use of

structure

Look for and express

regularity in repeated reasoning



competence, conceptual understanding (comprehension of mathematical concepts, operations and relations) procedural fluency (skill in carrying out procedures flexibly, accurately, efficiently and appropriately), and productive disposition (habitual inclination to see mathematics and sensible, useful and worthwhile, coupled with a belief in diligence and one’s own efficacy). Throughout the year, students should continue to develop proficiency with the eight Standards for Mathematical Practice.

How to Use the Mathematic Curriculum Maps


10 of 110



The TNCore Mathematics StandardsThe Tennessee Mathematics Standards:https://www.tn.gov/education/article/mathematics-standards

Teachers can access the Tennessee State standards, which are featured throughout this curriculum map and represent college and career ready learning at each respective grade level.

Mathematical Teaching Practiceshttps://mathprojectsjournal.files.wordpress.com/ NCTM – Mathematics Teaching Practices


11 of 110

https://mathprojectsjournal.files.wordpress.com/2015/05/nctm-teaching-practices.pdf

https://www.tn.gov/education/article/mathematics-standards

https://www.tn.gov/education/article/mathematics-standards



2015/05/nctm-teaching-practices.pdf

This curriculum map is designed to help teachers make effective decisions about what mathematical content to teach so that ultimately our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment with the three College and Career Ready shifts, as described above, in instruction for Mathematics.


12 of 110

https://mathprojectsjournal.files.wordpress.com/2015/05/nctm-teaching-practices.pdf



Throughout this curriculum map, you will see resources as well as links to tasks that will support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around the standards and teaching practices that teachers should consistently access:


13 of 110



Curriculum Maps:

Locate the TDOE Standards in the left column. Analyze the language of the standards and match each standard to a learning target in the second column.


14 of 110



Each standard is identified as the following: Major Work, Supporting Content or Additional Content. In any single grade, students and teachers should spend the majority of their time on the major work of the grade. Consult your enVision Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction. Plan your weekly and daily objectives, using the learning target statements to help. Best practices tell us that making objectives

measureable increases student mastery. Include daily fluency practice. Study the suggested performance assessments (tasks) and match them to your objectives.


15 of 110



Review the CLIP Connections found in the right hand column. Make plans to address the Academic Vocabulary in your instruction. Examine the other standards and skills you will need to address in order to ensure mastery of the indicated standard. Using your enVision TE and other resources cited in the curriculum map, plan your week using the SCS lesson plan template.

Remember to include differentiated activities to address the needs of all students.


16 of 110



Resources to Help Prepare Students for the TNReady Assessments

The following tools are available for teachers to assist them in preparing their students for the TNReady Assessments: The Item Sampler (MICA) can be found here: https://micatime.com/ TDOE TNReady Practice Tools homepage : A summary of TNReady practice tools Classroom Chronicles: Using MICA to prepare for TNReady : Hear how other teachers in TN are using MICA! Ten Things to Know about TNReady from the TDOE


17 of 110

http://tn.gov/assets/entities/education/attachments/tnready_10_things_to_know.pdf

http://tnclassroomchronicles.org/using-mica-prepare-students-tnready/

http://tennessee.gov/education/article/tnready-practice-tools

https://micatime.com/



TNReady Blueprints: Blueprints provide a summary of what will be assessed in each grade, including the number of items that will address each standard on each part of TNReady as well as the standards addressed in the Performance Task. This webpage also includes the calculator policy and reference sheets for Grades 5-8.

OverviewGrade 1: Quarter 3


18 of 110

http://tn.gov/education/article/tnready-blueprints



Topic 16: Addition and Arc Lesson continued Topic 17: Subtraction Topic 14: Measuring Lengths Topic 18: Graphing and Data


19 of 110



Topic 8: Geometry Topic 19: Fractional Parts Engageny: Module 5: Topic D – Time

Overview


20 of 110



Quarter 3 continues with adding numbers to 18 including adding numbers with three addends(1.OA.D.8). To introduce students to the make ten strategy, in Topic 16, students solve problems with three addends (1.OA.2) and realize it is sometimes possible to use the associative and commutative properties to compose ten, e.g., “Maria made 1 snowball. Tony made 5, and their father made 9. How many snowballs did they make in all?” 1 + 5 + 9 = (9 + 1) + 5 = 10 + 5 = 15. Since we can add in any order, we can pair the 1 with the 9 to make a ten first. Having seen how to use partners to ten to simplify addition, students next decompose a second addend in order to compose a ten from 9 or 8, e.g., “Maria has 9 snowballs and Tony has 6. How many do they have in all?” 9 + 6 = 9 + (1 + 5) = (9 + 1) + 5 = 10 + 5 = 15 (1.OA.3).


21 of 110



Embedded in Topic 16 are tasks from the “Adding to Situational Tasks”. This set of lessons provides a study of “adding to” story situations that explore solving for unknowns is all positions. The related tasks are aligned to 1.OA.A.1-2 and 1.OA.B.3-4 Content Standards. Tasks 1 and 2 have “add to” situations with unknown sums and explore the commutative property of addition. This is followed by a solidifying task, Task 3, for the commutative property.

Topic 17 on subtraction continues as students use related facts and fact families. Subtraction is introduced as a means for solving missing addend problems in Tasks 5-7. The prerequisite knowledge necessary to enter these lessons is an understanding of sets, one-to-one correspondence, and


22 of 110



counting. Students will also benefit from being familiar with the format of addition equations and of part-part-whole relationships. (K.NBT.A.1) By the end of Topic 17, using the “Adding to Situational Tasks”, students will be able to answer the following overarching questions:

Why can we add two sets in any order? What do we know about adding two sets in any order? What strategies can be used to solve story problems with an unknown addend?


23 of 110



The quarter then shifts to Topic 14 and measuring lengths. This topic extends students’ Kindergarten experiences with direct length comparison to the new leaning of indirect comparison whereby the length of one object is used to compare the lengths of two other objects (1.MD.1). Students will use the vocabulary – longer than, shorter than. It is suggested that centimeter cubes are used and laid alongside the length of an object so students learn that the total number of cubes laid end to end with no gaps or overlaps represents the length of that object (1.MD.2). In Topic 14 students will explore the usefulness of measuring with similar units. Students measure the same objects using two different non-standard units simultaneously to measure one object and answer the question, “Why do we measure with same-sized length units?” (1.MD.2). This topic closes with Engageny Topic


24 of 110



C Lesson 9. The students solve compare with difference unknown problems. Students use standard units to answer such questions as, “How much longer is the pencil than the marker?” (1.OA.1).

Topic 18 and Topic D in Engageny engages students in activities as they represent and interpret data (1.MD.4). They collect data about their classmates and sort that information into three categories. Using same-sized pictures on squares, students represent this sorted data so that it can be easily compared and described. Students interpret information presented in the graphs by first determining the number of data points in a given category, e.g., “How many students like carrots the best?” Then, students combine categories, e.g., “How many total students like carrots or broccoli


25 of 110



the best?” The module closes with students asking and answering varied questions about data sets, such as, “How many students were polled in all?” (put together with result unknown) and, “How many more students preferred broccoli to string beans?” (compare with difference unknown) (1.OA.1). Their work with units representing data points is an application of the students’ earlier work with length as they observe that each square can be lightly interpreted as a length unit, which helps them analyze the data.

Students have explored part-whole relationships and the relationship between addition and subtraction. In Topic 8, 19 and Engageny module 5 students consider part-whole relationships through a geometric lens. Students continue their learning from Kindergarten, identifying the defining


26 of 110



parts, or attributes sorting, analyzing, comparing, and creating various two- and three-dimensional shapes and objects (1.G.1). New shape names are added to students’ repertoire, including trapezoid, rhombus, cone, and rectangular prism.

During Topic 19 and Engageny module 5 Topic C, students relate geometric figures to equal parts and name the parts as halves and fourths (or quarters) (1.G.3). For example, student now see that a rectangle can be partitioned into two equal triangles (whole to part) and that the same triangles


27 of 110



can be recomposed to form the original rectangle (part to whole). Students see that as they creat more parts, decomposing the shares from halves to fourths, the parts get smaller.

The Quarter closes with Engageny Topic D, in which students apply their understanding of halves (1.G.3) to tell time to the hour and half hour (1.MD.3). Students construct simple clocks and begin to understand the hour hand, then the minute hand, and them both together. Throughout each lesson, students read both digital and analog clocks to tell time.


28 of 110



Throughout Quarter 3, students continue daily fluency with addition and subtraction, preparing for Quarter 4, where they will add within 100 and ensure their mastery of the grade-level fluency goal of sums and difference within 10.

Focus Grade Level Standards (Note: Related Foundational Standards are noted in parenthesis after standard)


29 of 110



Cluster 1.OA.A Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, 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

1.OA.A.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. (K.OA.A2)


30 of 110

http://www.corestandards.org/Math/Content/1/OA.1



1.OA.A.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. (1.OA.C.6, 1.OA.A.1, 1.OA.D.8)

Cluster 1.OA.B Understand and apply properties of operations and the relationship between addition and subtraction. 1.OA.B.3 Apply properties of operations as strategies to add and subtract.2 Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known.

(Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) (K.OA.A.2)


31 of 110

http://www.corestandards.org/Math/Content/1/OA/#CCSS.Math.Content.1.OA.B.3

http://www.corestandards.org/Math/Content/1/OA/A/2/



1.0A.B.4 Understand subtraction as an unknown-addend problem. (K.OA.A.2)

Cluster 1.OA.C Add and subtract within 20 1.OA.C.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). (Introductory Concept) 1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making

ten, decomposing a number leading to a ten, using the relationship between addition and subtraction, and creating equivalent but easier or known


32 of 110

http://www.corestandards.org/Math/Content/1/OA/#CCSS.Math.Content.1.OA.B.C.6





sums. (1.OA.A.2, 1.OA.B.4, 1.OA.C.5, K.OA.A.2, K.OA.A.3, K.OA.A.4, K.OA.A.5)

Cluster 1.OA.D work with addition and subtraction 1.OA.D.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example,

which of the following equations are true and which are false? 6 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. (Introductory Concept) 1.0A.D.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the

unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ - 3, 6 + 6 =…. (1.OA.D.7)


33 of 110

http://www.corestandards.org/Math/Content/1/OA/#CCSS.Math.Content.1.OA.D.8




Cluster 1.MD.A Measure lengths indirectly and by iterating length units 1.MD.A.1 Order three objects by length; compare the lengths of two objects. (K.MD.A.2) 1.MD.A.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to

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


34 of 110

http://www.corestandards.org/Math/Content/1/MD/#CCSS.Math.Content.1.MD.A.2




Cluster: 1.MD.C – Tell and write time. MD.B.3 Tell and write time in hours and half- hours using analog and digital clocks. (Introductory Concept)

Cluster: 1.MD.C – Represent and interpret data

1.MD.C.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. (K.OA.A.2, K.CC.C.6, K.MD.A.2, K.MD.B.3,


35 of 110

http://www.corestandards.org/Math/Content/1/MD/#CCSS.Math.Content.1.MD.C.4

http://www.corestandards.org/Math/Content/1/MD/#CCSS.Math.Content.1.MD.B.3



1.OA.A.1, 1.OA.A.2)

Cluster 1.G.A – Reason with shapes and their attributes 1.G.A.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. (K.G.A.1, K.G.A.2, K.G.A.3, K.G.B.4)


36 of 110

http://www.corestandards.org/Math/Content/1/G/#CCSS.Math.Content.1.G.A.1



1.G.A.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. (K.G.A.2, K.G.B.6)

1.G.A.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. (K.G.B.6, 1.G.A.2)


37 of 110


http://www.corestandards.org/Math/Content/1/G/A/2/



Foundational StandardsCounting and CardinalityCluster K.CC.C Know number names and the count sequence. K.CC.C.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using the matching and counting strategies. (Include groups with up to ten objects.)


38 of 110

http://www.corestandards.org/Math/Content/K/CC/C/6/



Operations and Algebraic ThinkingCluster: K.OA.A Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. K.OA.A.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. K.OA.A.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5=2+3 and 5=4+1).


39 of 110

http://www.corestandards.org/Math/Content/K/OA/A/3/




K.OA.A.4For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. K.OA.A.5 Fluently add and subtract within 5.

MeasurementCluster: K.MD.A Describe and compare measurable K.MD.A.2 Directly compare two objects with a measurable attribute in common, to see which object has “more of”/”less of” the attribute, and


40 of 110

http://www.corestandards.org/Math/Content/K/MD/A/2/





describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.

Cluster: K.MD.B Classify objects and count the number of objects. K.MD.B.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. (Limit category

counts to be less than or equal to 10).

Geometry (3-D Shapes)Shelby County Schools 2015/2016

Revised 12/15/1541 of 110

http://www.corestandards.org/Math/Content/K/MD/#CCSS.Math.Content.K.MD.B.3



Cluster K.G.A Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes) K.G.A.1 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as

above, below, beside, in front of, behind, and next to. K.G.A.3 Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).

Cluster K.G.B Analyze, compare, and compose shapes.


42 of 110

http://www.corestandards.org/Math/Content/K/G/A/3/

http://www.corestandards.org/Math/Content/K/CC/#CCSS.Math.Content.K.CC.A.2



K.G.B.4 Analyze and compare two-and three-dimensional shapes in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/”corners”) and other attributes (e.g., having sides of equal length).

K.G.B.6 Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?”

Fluency Practice

NCTM PositionShelby County Schools 2015/2016

Revised 12/15/1543 of 110

http://www.corestandards.org/Math/Content/K/G/B/6/

http://www.corestandards.org/Math/Content/K/G/B/4/



Procedural fluency is a critical component of mathematical proficiency. Procedural fluency is the ability to apply procedures accurately, efficiently, and flexibly; to transfer procedures to different problems and contexts; to build or modify procedures from other procedures; and to recognize when one strategy or procedure is more appropriate to apply than another. To develop procedural fluency, students need experience in integrating concepts and procedures and building on familiar procedures as they create their own informal strategies and procedures. Students need opportunities to justify both informal strategies and commonly used procedures mathematically, to support and justify their choices of appropriate procedures, and to strengthen their understanding and skill through distributed practice.


44 of 110



Fluency is designed to promote automaticity by engaging students in practice in ways that get their adrenaline flowing. Automaticity is critical so that students avoid using up too many of their attention resources with lower-level skills when they are addressing higher-level problems. The automaticity prepares students with the computational foundation to enable deep understanding in flexible ways. Therefore it is recommended that students participate in fluency practice daily. It should be high-paced and energetic, celebrating improvement and focusing on recognizing patterns and connections within the material. Special care should be taken so that it is not seen as punitive for students that might need more time to master fluency.


45 of 110



Standards for Mathematical Practice

The eight Standards for Mathematical Practice are an important component of the mathematics standards for each grade and course, K-12. The Standards for Mathematical Practice describe the varieties of expertise, habits of minds, and productive dispositions that educators seek to develop in all students.

Make sense of problems and persevere in solving them.


46 of 110



Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning


47 of 110



Resources: https://www.engageny.org/resource/grade-2-mathematics

https://www.pearsonsuccessnet.com/snpapp/iText/getTeacherHomepage.do?newServiceId=6000&newPageId=10100

http://www.nctm.org/Standards-and-Positions/Position-Statements/Procedural-Fluency-in-Mathematics/


48 of 110

http://www.nctm.org/Standards-and-Positions/Position-Statements/Procedural-Fluency-in-Mathematics/

https://www.pearsonsuccessnet.com/snpapp/iText/getTeacherHomepage.do?newServiceId=6000&newPageId=10100

https://www.engageny.org/resource/grade-2-mathematics




49 of 110



TN State Standards Essential Understandings Content & Tasks CLIP Connections

Topic 16: Addition and Arc Lesson(Allow 1 weeks for instruction, review and assessment– continued from Q2)

Cluster: 1.OA.A – Represent and solve problems involving addition and subtraction

1.OA.A.1. Use addition and subtraction within 20 to solve word problems involving

Enduring Understandings1. Addition facts involving 9 can be changed to an equivalent fact with 10.2. Sometimes the answer to one problem/question is needed to find the answer

enVision Topic 16: Addition Facts to 18

16-5 Making 1- to Add 916-7 Adding 3 numbers

Academic VocabularyCommutative property, make a ten, addend, sum


50 of 110




TN State Standards Essential Understandings Content & Tasks CLIP Connectionssituations 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.

1.OA.A.2 Solve word problems that call for addition of three whole numbers whose sum is

to another problem/question. (1.OA.D.8)3. Three numbers can be grouped and added in any order.

Essential Questions1. How can you identify and complete doubles facts?2. What strategies can be used to find the

Tasks to incorporate with lesson 16-7:Task 1: Three Collections - Adding to Situational Tasks and/orTask 2: Buying Fruit – Adding to Situational Tasks

16-8A Word Problems with Three Addends

Tasks: The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable. This may include pictorial representations in some First Grade settings.


51 of 110

http://tncore.org/sites/www/Uploads/Aug_23/MATH/Gr1_guide_arc.pdf


http://www.corestandards.org/Math/Content/1/OA/A/2/



TN State Standards Essential Understandings Content & Tasks CLIP Connectionsless than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

Cluster 1.OA.B Understand and apply properties of operations and the relationship between addition and subtraction.

sums of doubles plus 2 facts?3. How can the answer to one problem be used as information needed to solve another problem?4. How can you add three numbers?5. How can a table help you organize information and find different solutions?

(Transitioning to Common Core)Task to in corporate with lesson 16-8A:Task 3: Order of Groups – Adding to Situational Tasks

Coordinating i-Ready Lessons: Addition Number Sentences Counting on to Solve Addition

Explain Your ThinkingGuided Practice Masters:“Do you Understand?” (see daily lessons)

Reading Comprehension & Problem Solving


52 of 110





1.OA.B.3 Apply properties of operations as strategies to add and subtract.2 Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of

Learning Targets I can master addition facts where the

addend is 9. (Lesson 16-5) (1.OA.A.1, 1.OA.C.6, 1.OA.D.8)

I can use the associative and commutative properties to add three numbers. (Lesson 16-7 and Task 1 and/or 2) (1.OA.A.2, 1.OA.B.3)

Problems Addition Facts Adding Three Numbers Adding Three or More Numbers Addition Facts: Doubles Plus one or

Minus One Addition Facts: Using Sums of 10 Acting out Addition and Subtraction

Envision “The Language of Math”p.479 E-f

Interactive Math StoryMonkey Doubles (See TE p.279 G-H)

Additional Literature ConnectionsTwo of Everything by Lily Toy Hong


53 of 110




TN State Standards Essential Understandings Content & Tasks CLIP Connectionsaddition.)

Cluster 1.OA.C: Add and subtract within 20.

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

(1.OA.C.6, 1.OA.D.8) I can solve word problems that call for

addition of three whole numbers whose sum is less than or equal to 20. (Lesson 16-8A and Task 3) (1.OA.A.2, 1.OA.B.3)

Fact Families Relating Addition and Subtraction

Facts Joining Sets to Add

Task BankAdding to Situational Tasks


54 of 110





TN State Standards Essential Understandings Content & Tasks CLIP Connectionsas counting on; making ten, decomposing a number leading to a ten, using the relationship between addition and subtraction, and creating equivalent but easier or known sums.

Cluster 1.OA.D Work with addition and subtraction

enVision Math Performance Assessment for Topic 16 (Alternate Assessments 513B)

Supplemental Engage NY Activitieshttps://www.engageny.org/resource/grade-1-mathematics-module-2-topic


55 of 110

https://www.engageny.org/resource/grade-1-mathematics-module-2-topic

https://www.engageny.org/resource/grade-1-mathematics-module-2-topic



TN State Standards Essential Understandings Content & Tasks CLIP Connections 1.OA.D.7 Understand the meaning of the

equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.

1.0A.D.8 Determine the unknown whole

Adding 3 AddendsGrade 1 Mathematics Module 2: Topic A Lessons 1-11 - Zip File of Word Documents (30.18 MB)


56 of 110

https://www.engageny.org/resource/grade-1-mathematics-module-2





TN State Standards Essential Understandings Content & Tasks CLIP Connectionsnumber in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ - 3, 6 + 6 = _..

Cluster 1.OA.C: Add and subtract within 20.

1.OA.C.6 Add and subtract within 20,

Fluency Practice Daily

It is recommended that students participate in

Fluency Resources:http://www.caboces.org/iss/resources/school-library-system/common-core-


57 of 110

http://www.caboces.org/iss/resources/school-library-system/common-core-workbooks





TN State Standards Essential Understandings Content & Tasks CLIP Connectionsdemonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten, decomposing a number leading to a ten, using the relationship between addition and subtraction, and creating equivalent but easier or known sums.

fluency practice daily. It should be high-paced and energetic, celebrating improvement and focusing on recognizing patterns and connections within the material.

Fluency lessons are part of all Engageny

Lessons. The resources provided to the right can be used to supplement the fluency to meet

workbooks(See Grade 1 - Sprints – Grade 1 – Module 2)

http://biloxischools.schoolwires.net/Page/5262

http://maccss.ncdpi.wikispaces.net/1st+Grade+Instructional+Resources


58 of 110








TN State Standards Essential Understandings Content & Tasks CLIP Connectionsthe individual needs of your students. (Click on resource Building Conceptual

Understanding and Fluency Through Games)

Topic 17: Subtraction(Allow 2 weeks for instruction, review and assessment)

Cluster: 1.OA.A – Represent and solve problems involving addition and

Enduring Understandings1. Addition and subtraction are related

Subtraction Facts to 1817-1 Using Related Facts

Academic Vocabularyfact family, related facts, unknown, Associative


59 of 110



TN State Standards Essential Understandings Content & Tasks CLIP Connectionssubtraction

1.OA.A.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

operations.2. Every addition fact has an inverse

subtraction fact.

Essential Questions1. What are related facts?2. How can you use addition to solve

subtraction?

Tasks to incorporate with lesson 17-1:Task 5: Collecting Stickers - Adding to Situational Tasks17-2 Fact FamiliesTasks to incorporate with lesson 17-2:Task 6: Bags of Candy - Adding to Situational Tasks17-3 Using Addition and Subtraction

Property, whole number, Commutative Property, sum, difference

Tasks: The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their


60 of 110






TN State Standards Essential Understandings Content & Tasks CLIP Connectionssymbol for the unknown number to represent the problem.

Cluster 1.OA.B Understand and apply properties of operations and the relationship between addition and subtraction.

3. How can you identify and addition fact that can help you solve a subtraction problem?

Learning Targets

I can find the relationship between

Tasks to incorporate with lesson 17-3:Task 7: Boxes of Pencils - Adding to Situational Tasks17-4 Subtraction FactsTasks to incorporate with lesson 17-4:Task 8: Addition or Subtraction - Adding to Situational Tasks17-5 Problem Solving

peers and in a written format where applicable. This may include pictorial representations in some First Grade settings.

Explain Your ThinkingGuided Practice Masters:“Do You Understand?” (see daily lessons)


61 of 110





TN State Standards Essential Understandings Content & Tasks CLIP Connections 1.OA.B.3 Apply properties of operations as

strategies to add and subtract.2 Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)

addition and subtraction. (17-1, Task 5) (1.OA.A.1)

I can model addition and subtraction word problems, using objects, drawings and equations with unknown numbers in different positions. (17-1 , Task 5) (1.OA.A.1)

I can use a part part, whole model to find

Coordinating i-Ready Lessons: Subtraction Concepts: Comparison Using Length to Represent

Subtraction Subtraction Concepts: Separation Subtraction Concepts: Part-Part-

Whole

Reading Comprehension & Problem SolvingEnvision “The Language of Math ”p. 515 E-F

Interactive Math Story Robots at Work (See TE p.515 G-H)

Additional Literature ConnectionsShelby County Schools 2015/2016

Revised 12/15/1562 of 110

http://www.corestandards.org/Math/Content/1/OA.B.3



TN State Standards Essential Understandings Content & Tasks CLIP Connections 1.0A.B.4 Understand subtraction as an

unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8.

Cluster 1.OA.C: Add and subtract within 20 1.OA.C.5 Relate counting to addition and

subtraction (e.g., by counting on 2 to add 2).

addition and subtraction facts in a fact family. (17-2 , Task 6) (1.OA.A.1, 1.OA.B.3, 1.OA.C.6)

I can solve word problems with unknown numbers in different positions. (17-3, Task 7) (1.OA.A.1)

I can write an addition or subtraction equation when two out of three of the

Counting Back to Subtract 1,2 or 3 Subtraction Facts: Counting Back Subtraction Facts: Counting Up

Math Task Suggestion (TNCore 1st Grade Task)

Domino Addition, Lynette LongCats Add Up, Dianne OchiltreeSubtraction Action, Lorenn Leady


63 of 110


http://www.corestandards.org/Math/Content/1/OA.B.4




1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten, decomposing a number leading to a ten, using the relationship between addition and subtraction, and creating equivalent but

numbers in the equation are given. (17-3, Task 7) (1.OA.A.1, 1.OA.D.8)

I can use properties of operations to add and subtract. (17-4, Task 8) (1.OA.A.1, 1.OA.B.3, 1.OA.C.6)

I can give an example and explain how a subtraction equation can be rewritten an addition equation. (17-4, Task 8)

Ice Cube Trains

enVision Math Performance Assessment for Topic 17 (Alternate Assessments 51C)

Supplemental Engage NY Activities:https://www.engageny.org/resource/grade-1-mathematics-module-2


64 of 110



http://www.tncore.org/math/instructional_resources/grades/grade1.aspx

http://www.corestandards.org/Math/Content/1/OA.C.6



TN State Standards Essential Understandings Content & Tasks CLIP Connectionseasier or known sums

Cluster 1.OA.D Work with addition and subtraction

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

(1.OA.A.1, 1.OA.B.3, 1.OA.C.6) (1.OA.B.4)

I can model addition and subtraction word problems, using objects, drawings and equations with unknown numbers in different positions. (17-5 ) (1.OA.A.1)

Counting On or Making Ten to Solve Result Unknown and Total Unknown Problems(See Topic A Lessons 1-11 zip file)Counting On or Taking from Ten to Solve Result Unknown and Total Unknown Problems (See Topic B Lessons 12-21 zip file)Strategies for Solving Change or Addend


65 of 110








TN State Standards Essential Understandings Content & Tasks CLIP Connectionsequations are true and which are false? 6 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.

1.0A.D.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ - 3, 6 + 6 = _.

Unknown Problems(See Topic C Lessons 22-25 zip file)

Varied Problems with Decompositions to Teen Numbers as 1 Ten and Some ones(See Topic D Lessons 26-29 zip file)


66 of 110







TN State Standards Essential Understandings Content & Tasks CLIP ConnectionsCluster 1.OA.C: Add and subtract within 20.

1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten, decomposing a number leading to a ten, using the relationship between addition and


It is recommended that students participate in fluency practice daily. It should be high-paced and energetic, celebrating improvement and focusing on recognizing patterns and connections within the material.

Fluency Resources:http://www.caboces.org/iss/resources/school-library-system/common-core-workbooks(See Grade 1 - Sprints – Grade 1 – Module 2)



67 of 110









TN State Standards Essential Understandings Content & Tasks CLIP ConnectionsFluency lessons are part of all Engageny

Lessons. The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students.

http://maccss.ncdpi.wikispaces.net/1st+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)

Topic 14: Measuring Lengths


68 of 110






(Allow 1 ½ weeks for instruction, review and assessment)Cluster: 1.OA.A – Represent and solve

problems involving addition and subtraction

1.OA.A.1. Use addition and subtraction within 20 to solve word problems involving

Enduring Understandings1. Measurement is a process of comparing

units to the object being measured.2. Reasoning about conditions in the

problems can solve some problems.3. Different units can be used to measure

Measurement14-1 Comparing and Ordering by Length14-2 Using Units to Estimate and Measure

Length14-2A Indirect Measurement14-3 Using Reasoning

Academic Vocabularylength, measure, more, less, unit, compare, order, estimate

Tasks: The suggested tasks allow


69 of 110




TN State Standards Essential Understandings Content & Tasks CLIP Connectionssituations 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.

Cluster: 1.MD.A – Measure lengths

length.4. Objects can be compared and ordered by

size.

Essential Questions1. How can you compare and then order

concrete objects according to length?2. How can you estimate and measure

14-3A More measuring LengthEngage NY Activity:Topic C: Lesson 9

enVision Math Transitioning to Common Core, Student Lesson14-2A– Indirect Measurement14-3A– More Measuring Length

opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable. This may include pictorial representations in some First Grade settings.


70 of 110

https://www.engageny.org/resource/grade-1-mathematics-module-3-topic-c-lesson-9



TN State Standards Essential Understandings Content & Tasks CLIP Connectionsindirectly and by iterating length units.

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

1.MD.A.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the

length with nonstandard units?3. How does the length of the unit of

measure affect the number of units needed to measure an object’s length?

Learning Target I can recognize when an object is longer

or shorter than another object. (Lesson

Coordinating I-Ready Lesson Using Length to Represent

Subtraction Measuring Length in Inches with a

Ruler

Suggested Math Tasks:


Reading Comprehension & Problem SolvingEnvision “The Language of Math” (See TE p. 393E-F)


71 of 110





TN State Standards Essential Understandings Content & Tasks CLIP Connectionslength unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.

14-1) (1.MD.A.1) I can organize three objects by length in

order from shortest to longest. (Lesson 14-1) (1.MD.A.1)

I can compare the lengths of two objects by using a third object. (Lesson 14-2, 14-2A)(1.MD.A.1)

I can explain how to use a shorter object

http://commoncoretasks.ncdpi.wikispaces.net/1.MD.1-1.MD.2+Tasks

Supplemental Engage NY Activitieshttps://www.engageny.org/resource/grade-

Interactive Math StoryHelp Us Measure (See TE p.393 G-H)

Additional Literature ConnectionsBiggest, Strongest, Fastest, Steve JenkinsInch by Inch, Leo LionniInchworm and a Half, Elinor Pinczes


72 of 110







TN State Standards Essential Understandings Content & Tasks CLIP Connectionsto measure the length of a longer object by laying the smaller objects end-to end. (Lesson 14-2; 14-2A)(1.MD.A.2)

I can explain the length of an object as the whole number of length units. (Lesson 14-3; 14-3A)(1.MD.A.2)

I can answer compare with difference unknown problems about lengths of two

1-mathematics-module-3

Indirect Comparison in Length Measurement(See Topic A Lessons 1-3 zip file)Standard Length Units(See Topic B Lessons 4-6 zip file)Non-Standard and Standard Length Units(See Topic C Lessons 7-9 zip file)

How Big is a Foot, Rolf MyllerMeasuring Penny, Loreen Leedy


73 of 110







TN State Standards Essential Understandings Content & Tasks CLIP Connectionsdifferent objects measured with centimeter cubes. (Lesson Engageny Topic C: Lesson 9) (1.MD.2, 1.OA.1)

Cluster 1.OA.C: Add and subtract within 20

1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and

Fluency Practice DailyIt is recommended that students participate in fluency practice daily. It should be high-



74 of 110






TN State Standards Essential Understandings Content & Tasks CLIP Connectionssubtraction within 10. Use strategies such as counting on; making ten, decomposing a number leading to a ten, using the relationship between addition and subtraction, and creating equivalent but easier or known sums.

paced and energetic, celebrating improvement and focusing on recognizing patterns and connections within the material.







75 of 110









Topic 18: Graphing & Data(Allow 2 weeks for instruction, review and assessment)

Cluster: 1.OA.A – Represent and solve problems involving addition and subtraction

Enduring Understandings1. Different graphs should be used for

different data.2. Data displays describe and represent data

Data & Graphs - enVision18-2 Using Data from Picture Graphs

Engage NY Activity:

Academic Vocabularygraph, data, category, more, less, horizontal, vertical, picture graph, bar graph, tally graph, count, compare, shorter, longer


76 of 110



TN State Standards Essential Understandings Content & Tasks CLIP Connections 1.OA.A.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.

in alternative ways.

Essential Questions1. Which is the best graph to use?2. Why display data in different ways?

Learning Targets I can organize, represent, and interpret

Topic D: Lesson 10Topic D: Lesson 11

enVision18-5 Collecting Data Using Tally Marks

Engage NY Activity:Topic D: Lesson 12

Tasks: The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable. This may include pictorial representations in


77 of 110

https://www.engageny.org/resource/grade-1-mathematics-module-3-topic-d-lesson-12







Cluster: 1.MD.C – Represent and interpret data

1.MD.C.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

data with up to three categories using a picture graph.(Lesson 18-2) (1.MD.C.4)

I can collect, sort, and organize data, then ask and answer questions about the number of data points. (Topic D: Lesson 10,11) (1.MD.C.4)

I can record data using tally marks (Lesson: 18-5) (1.MD.C.4)

enVision18-6 Making Real Graphs18-7 Making Picture Graphs

Engage NY Activity:Topic D: Lesson 13

some First Grade settings.

enVision Math Performance Assessment for Topic 18 (Alternate Assessments 581C)



78 of 110


http://www.corestandards.org/Math/Content/1/MD/#CCSS.Math.Content.1.MD.C.4



TN State Standards Essential Understandings Content & Tasks CLIP Connectionscategory, and how many more or less are in one category than in another.

I can ask and answer varied word problem types about a data set with three categories. (Topic D: Lesson 12)

I can collect data and organize it into a graph. (Lesson 18-6) (1.MD.C.4)

I can organize and analyze data using a picture grapy. (Lesson 18-7) (1.MD.C.4)

I can tell how many in each category, and

Coordinating i-Ready Lessons: Picture Graphs

Math Task Suggestionshttps://grade1commoncoremath.wikispaces.hcpss.org/Assessing+1.MD.4

Reading Comprehension & Problem SolvingEnvision “The Language of Math” (See TE p. 539 E-F)

Interactive Math StorySports Graphs (See TE p.539 G-H)


79 of 110

https://grade1commoncoremath.wikispaces.hcpss.org/Assessing+1.MD.4





TN State Standards Essential Understandings Content & Tasks CLIP Connectionshow many more or less are in one category than in another. (1.MD.C.4)

I can ask and answer varied word problem types about a data set with three categories. (Topic D: Lesson 13) (1.MD.C.4, 1.OA.A.1)

Additional Literature ConnectionsThe Best Vacation Ever, Stuart MurphyLemonade For Sale, Stuart MurphyGraphs, Bonnie Bader


80 of 110





1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten, decomposing a number leading to a ten, using the


It is recommended that students participate in fluency practice daily. It should be high-paced and energetic, celebrating improvement and focusing on recognizing patterns and connections within the material.



81 of 110







TN State Standards Essential Understandings Content & Tasks CLIP Connectionsrelationship between addition and subtraction, and creating equivalent but easier or known sums.






82 of 110








Topic 8: Geometry(Allow 1 weeks for instruction, review and assessment)

Cluster 1.G.A – Reason with shapes and their attributes

1.G.A.1 Distinguish between defining

Enduring UnderstandingsSome everyday objects are close approximations to geometric solids.

Topic 8 Geometry8-1 Identifying Plane Shapes8-2 Properties of Plane Shapes8-3A Building with Shapes

Academic Vocabularyattributes, plane shapes, two-dimensional shapes, solid shapes, three-dimensional shapes, sides, faces, angles , corners,


83 of 110





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.

1.G.A.2 Compose two-dimensional

Essential Questions1. How are everyday objects similar to plane

shapes and geometric solids?2. What makes shapes different from one

another?3. How can I use shapes to build other

shapes?

Engage NY Activity:Topic A: Lesson 3 – Attributes of 3-Dimensional shapes. (Complete the fluency activity - Count by 10 or 1 with Dimes and Pennies with the lesson)Coordinating i-Ready Lessons:

Decomposing Two-Dimensional

vertices, flat surface, rectangles, squares, trapezoids, triangles, circles, half-circles, quarter-circles, cubes, right rectangular prisms, right circular cones, right circular cylinders

Explain Your Thinking


84 of 110

https://www.engageny.org/resource/grade-1-mathematics-module-3-topic-lesson-3

http://www.corestandards.org/Math/Content/1/G/A/2/




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.

Learning Targets I can distinguish the defining attributes of

shapes. (Lesson 8-1)(1.G.A.1) I can sort and identify shapes according

to their properties. (Lesson 8-2) (1.G.A.1)

Shapes Concepts of Fraction sin Two-

Dimensional Shapes Concepts of Area in Two-

Dimensional Shapes

Supplemental Engage NY Activitieshttps://www.engageny.org/resource/grade-

Envision Student Work PageGuided Practice:“Do you understand?”Problem Solving:Journal entry


85 of 110





I can create new shapes using two-dimensional shapes or three-dimensional shapes. (Lesson 8-3A, Topic A: Lesson 3) (1.G.A.2)

I can find and name three-dimensional shapes including cone and rectangular prism, based on defining attributes of

1-mathematics-module-5

Attributes of Shapes(See Topic A Lessons 1-3 zip file)

Part-Whole Relationships Within Composite Shapes(See Topic B Lessons 4-6 zip file)



86 of 110








faces and points. (Topic A: Lesson 3) (1.G.A.2) Suggested Tasks

http://commoncoretasks.ncdpi.wikispaces.net/1.G+Tasks

Reading Comprehension & Problem SolvingEnvision “The Language of Math” p.193 E-F

Literature Connections


87 of 110







Shape Space, Cathyrn FalwellEnvision Interactive Math Story p. 193 G-H

Additional Literature ConnectionsThe Greedy Triangle, Marilyn BurnsThe Shape of Things, Dayle Ann Dodds


88 of 110




When I Line Bends…a Shape Begins, Rhonda Gowler GreeneIf You Were a Quadrilateral, Molly BaisdellTwizzlers Shapes and Patterns, Jerry Pallotta

Additional resource for Quarter


89 of 110




http://firstgradeccssmresources.blogspot.com/p/third-quarter.html


90 of 110








1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten, decomposing a

Fluency Practice DailyIt is recommended that students participate in fluency practice daily. It should be high-paced and energetic, celebrating improvement and focusing on recognizing patterns and connections within the material.



91 of 110







TN State Standards Essential Understandings Content & Tasks CLIP Connectionsnumber leading to a ten, using the relationship between addition and subtraction, and creating equivalent but easier or known sums.






92 of 110








Topic 19: Fractional Parts(Allow 1 week for instruction, review and assessment)


1.G.A.3 Partition circles and rectangles

Enduring Understandings1. A region can be divided into equal sized

parts in different ways.2. Equal sized parts of a region have the

same area but not necessarily the same

Fractional Parts

Use enVision lessons OR Engageny lessons that follow

Academic Vocabularyequal parts, whole objects, part-whole relationship, fraction, one half, one fourth


93 of 110




TN State Standards Essential Understandings Content & Tasks CLIP Connectionsinto 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.

shape.3. Equal parts of a set have the same

number of objects in each part.Essential Questions1. How can a shape be divided into equal

parts?2. How can equal sized parts of a region be

the same area but not necessarily the

enVision19-1 Making Equal Parts19-2 Describing Equal Parts of Whole Objects19-3A Making Halves and Fourths of Rectangles and Circles(enVision Math Transitioning to Common Core, Student Lesson _



94 of 110



TN State Standards Essential Understandings Content & Tasks CLIP Connectionssame shape?

3. How can equal parts of a set have the same number of objects in each part?

Learning TargetsenVision I can determine whether a shape is

divided into equal or unequal parts. (Lesson 19-1) (1.G.A.3)

OR

Engageny Lessons:Module 5: Topic C Halves and Quarters of Rectangles and Circles

Topic C: Lesson 7Topic C: Lesson 8


Reading Comprehension & Problem SolvingEnvision “The Language of Math”(See TE p. 583E-F)


95 of 110







TN State Standards Essential Understandings Content & Tasks CLIP Connections I can describe equal parts of a shape.

(Lesson 19-2) (1.G.A.3) I can describe the equal parts of a circle

and rectangle with words. (halves, fourths, and quarters). (Lesson: 19-3A)(1.G.A.3)

engageny

I can name and count shapes as parts of

Topic C: Lesson 9

Coordinating i-Ready Lessons: Fraction of a Whole: Halves and

Fourths Fraction Concepts: Part of a Whole

Math Task Suggestions

Literature ConnectionsEnvision Interactive Math Story p.583 G-H

Additional Literature ConnectionsThe Hershey’s Fraction Book, Jerry PallottaEating Fraction, Bruce McMillanGator Pie, Louise Matthews


96 of 110

http://www.engageny.org/resource/grade-1-mathematics-module-5-topic-c-lesson-9



TN State Standards Essential Understandings Content & Tasks CLIP Connectionsa whole, recognizing relative sizes of parts. (Topic C: Lesson 7) (1.G.A.3)

I can partition shapes and identify halves and quarters of circles and rectangles. (Topic C: Lesson 7 – 8)(1.G.A.3)


Whole-y Cow! Fractions Are Fun!, Taryn SoudersThe Doorbell Rang, Pat HutchinsRabbit and Hare Divide an Apple, Harriet Ziefert


1.OA.C.6 Add and subtract within 20,

Fluency Practice DailyIt is recommended that students participate in fluency practice daily. It should be high-

Fluency Resources:http://www.caboces.org/iss/resources/


97 of 110








TN State Standards Essential Understandings Content & Tasks CLIP Connectionsdemonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten, decomposing a number leading to a ten, using the relationship between addition and subtraction, and creating equivalent but easier or known sums.

paced and energetic, celebrating improvement and focusing on recognizing patterns and connections within the material.



school-library-system/common-core-workbooks(See Grade 1 - Sprints – Grade 1 – Module 2)


http://maccss.ncdpi.wikispaces.net/Shelby County Schools 2015/2016

Revised 12/15/1598 of 110








TN State Standards Essential Understandings Content & Tasks CLIP Connections1st+Grade+Instructional+Resources

Time: engageny Module 5 Topic D(Allow 1 week for instruction, review and assessment)

Cluster: 1.MD.C – Tell and write time. Enduring Understandings1. Minutes, hours, and days are units that

TimeUse the following Lessons from engageny:

Academic Vocabularyanalog clock, digital clock, hour, minutes, half


99 of 110




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


1.G.A.3 Partition circles and rectangles into two and four equal shares, describe

can be used to estimate and order time durations.

2. Measurement processes are used in everyday life to describe and quantify the world.

Essential Questions1. How can quarters and halves be used to

Module 5 – Topic D: Application of Halves to Tell Timehttps://www.engageny.org/resource/grade-1-mathematics-module-5Topic D: Lesson 10Topic D: Lesson 11Topic D: Lesson 12Topic D: Lesson 13

hour, time, hour hand, minute hand



100 of 110







https://www.engageny.org/resource/grade-1-mathematics-module-5-topic-d

https://www.engageny.org/resource/grade-1-mathematics-module-5-topic-d


http://www.corestandards.org/Math/Content/1/MD/#CCSS.Math.Content.1.MD.B.3



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.

describe a clock?2. What are some different ways to measure

time durations?

Learning Targets I can identify a digital and analog clock.

(Topic D: Lesson 10) (1.MD.B.3, 1.G.A.3)

Coordinated i-Ready Lessons: Measuring Time Fractions of a Whole: Halves and

Fourths Fractions Concepts: Part of a Whole

Literature ConnectionsBunny Day: Telling Time From Breakfast to Bedtime, Rick WaltonEnvision Interactive Math Story p. 451G-H

Additional Literature Connections


101 of 110



I can construct a paper clock by partitioning a circle and tell time to the hour. (Topic D: Lesson 10) (1.MD.B.3, 1.G.A.3)

I can tell time to the hour and half-hour with an analog clock and a digital clock. (Topic D: Lessons 11-13) (1.MD.B.3, 1.G.A.3)

Suggested Task:http://commoncoretasks.ncdpi.wikispaces.net/1.MD.3+Tasks

It’s About Time, Stuart MurphyThe Grouchy Ladybug, Eric CarleThe Clock Struck One, Trudy HarrisThis Book is About Time, Marilyn BurnsBats Around the Clock, Kathi AppeltClocks and More Clocks, Pat Hutchins


102 of 110

http://commoncoretasks.ncdpi.wikispaces.net/1.MD.3+Tasks





I can recognize halves within a circular clock face and tell time to the half hour. (Topic D: Lessons 11-13) (1.MD.B.3, 1.G.A.3)

Additional resource for Quarterhttp://

firstgradeccssmresources.blogspot.com/p/third-quarter.html


1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and

Fluency Practice DailyIt is recommended that students participate in fluency practice daily. It should be high-paced and energetic, celebrating improvement and focusing on recognizing patterns and



103 of 110









subtraction within 10. Use strategies such as counting on; making ten, decomposing a number leading to a ten, using the relationship between addition and subtraction, and creating equivalent but easier or known sums.

connections within the material.







104 of 110









105 of 110



RESOURCE TOOLBOX

Textbook Resourcespearsonsuccessnet.comenVision Common Core Addendum Lessons

Interactive ManipulativesEveryday Math etoolshttp://www.everydaymath.com/EM_eToolkit_Demo/eTools_v1.html

VideosEach standard is broken down and explained in detail. Video and activities are given for eachstandard as well as lesson plans.


106 of 110

http://www.everydaymath.com/EM_eToolkit_Demo/eTools_v1.html

http://www.everydaymath.com/EM_eToolkit_Demo/eTools_v1.html

http://media.pearsoncmg.com/curriculum/math/envision2012/cc_support/G1/enVisionMATH_G1.html

https://www.pearsonsuccessnet.com/snpapp/login/login.jsp?showLoginPage=true



Test Practicehttp://www.henryanker.com/

CCSS/PARCCWebsite with information and ideas regarding the Common Core and Tennessee.TN Core

Various math toolshttp://lrt.ednet.ns.ca/PD/BLM/table_of_contents.htm#newblm

http://www.readtennessee.org/math/teachers/k-3_common_core_math_standards/first_grade.aspxCalendar Math demonstration:http://www.youtube.com/watch?v=o08FYKhFFY0Youtube search: addition songs, subtraction songs, counting songs.Save to site like Blendspace to show at school.


107 of 110

http://www.youtube.com/watch?v=o08FYKhFFY0

http://www.readtennessee.org/math/teachers/k-3_common_core_math_standards/first_grade.aspx

http://www.readtennessee.org/math/teachers/k-3_common_core_math_standards/first_grade.aspx

http://lrt.ednet.ns.ca/PD/BLM/table_of_contents.htm#newblm

http://lrt.ednet.ns.ca/PD/BLM/table_of_contents.htm#newblm

http://www.tncore.org/math.aspx

http://www.henryanker.com/



http://achievethecore.org/

Children’s Literaturehttp://teacheroftech.wikispaces.com/file/view/Math_Lit_Booklist.pdf/241226401/Math_Lit_Booklist.pdfhttp://www.lb65.org/UserFiles/Servers/Server_5564994/File/curriculum/listlists1-3.pdfhttp://teacher.scholastic.com/products/paperbacks/marilynburns/pdfs/mbmath_gradek.pdf

CalculatorEveryday Math Game “Beat the Calculator”Everday Math Game “Broken Calculator”Missing AddendsCounting and adding games

Additional SitesFirst Grade CCSSM Resource Blog: This blog has been created to easily find resources to use with each Topic and Standard for the First Grade Curriculum. Pages are divided into categories: Tools & Resources – Math Practices – First Quarter – Second Quarter – Third Quarter – Fourth Quarter.Help students demonstrate fluency for addition and subtraction


108 of 110

http://firstgradeccssmresources.blogspot.com/p/first-quarter.html

http://mathville.com/grade1/

http://www.hbschool.com/activity/busy_bees/

http://instruction.aaps.k12.mi.us/EM_parent_hdbk/games.html

http://everydaymath.uchicago.edu/about/understanding-em/games/beat-the-calculator/

http://teacher.scholastic.com/products/paperbacks/marilynburns/pdfs/mbmath_gradek.pdf

http://teacher.scholastic.com/products/paperbacks/marilynburns/pdfs/mbmath_gradek.pdf

http://www.lb65.org/UserFiles/Servers/Server_5564994/File/curriculum/listlists1-3.pdf

http://www.lb65.org/UserFiles/Servers/Server_5564994/File/curriculum/listlists1-3.pdf

http://teacheroftech.wikispaces.com/file/view/Math_Lit_Booklist.pdf/241226401/Math_Lit_Booklist.pdf

http://teacheroftech.wikispaces.com/file/view/Math_Lit_Booklist.pdf/241226401/Math_Lit_Booklist.pdf

http://achievethecore.org/



http://teacher.scholastic.com/products/paperbacks/marilynburns/pdfs/mbmath_grade1.pdfhttp://teacher.scholastic.com/products/paperbacks/marilynburns/pdfs/mbmath_grade2.pdfhttp://teacher.scholastic.com/products/paperbacks/marilynburns/pdfs/mbmath_grade3.pdf

Selection of math games:http://www.abcya.com/first_grade_computers.htm

Grade level Games and other resourceshttps://www.internet4classrooms.com

Various math games

to 10 using some of the suggestions on the Math Fact Fluency to TEN webpage

Activities, Tasks, Games:http://www.illustrativemathematics.org/standards/k

SCS Math Weebly


109 of 110

http://www.illustrativemathematics.org/standards/k

http://firstgradeccssmresources.blogspot.com/p%20/fluency-to-ten.html

http://firstgradeccssmresources.blogspot.com/p%20/fluency-to-ten.html

https://www.internet4classrooms.com/

http://www.abcya.com/first_grade_computers.htm

http://teacher.scholastic.com/products/paperbacks/marilynburns/pdfs/mbmath_grade3.pdf








http://resources.oswego.org/games/www.cobbk12.org/sites/literacy/math/math.htm

scsallthingsmath.weebly.com


110 of 110

http://scsallthingsmath.weebly.com/

http://www.cobbk12.org/sites/literacy/math/math.htm

http://resources.oswego.org/games/