shelby county schools’ mathematics instructional … 1st 2016-17 draft.docx · web viewcurriculum...

Major Content Supporting Content Additional Content

Curriculum and Instruction – Office of Mathematics Quarter 2 Grade: 1

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

Shelby County Schools 2016/2017Revised 6/17/16

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In order to achieve these ambitious goals, we must collectively work to provide our students with high quality, college and career ready 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 readiness is 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.


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Focus

The TN Mathematics Content Standards call for a greater focus over fewer topics. Rather than racing to cover topics in a mile-wide, inch-deep curriculum, the Standards require us to significantly narrow and deepen the way time and energy is spent in the math classroom. We focus deeply on the major work of each grade so that students can gain strong foundations: solid conceptual understanding, a high degree of procedural skill and fluency, and the ability to apply the math they know to solve problems inside and outside the math classroom. For grades K–8, each grade's time spent in instruction must meet or exceed the following percentages for the major work of the grade. 85% or more time spent in instruction in each grade Kindergarten, 1, and 2 align exclusively to the major work of the grade. 75% or more time spent in instruction in each grade 3, 4, and 5 align exclusively to the major work of the grade. Supporting Content - informaiont that supports the understanding and implementation of the major work of the grade.Additional Content - content that does not explicitly connect to the major work of the grade yet it is required for proficiency.

Coherence

Thinking across grades:The Standards are designed around coherent progressions from grade to grade. Learning is carefully connected across grades so that students can build new understanding on to foundations built in previous years. Each standard is not a new event, but an extension of previous learning. Linking to major topics:Instead of allowing additional or supporting topics to detract from the focus of the grade, these concepts serve the grade level focus. For example, instead of data displays as an end in themselves, they are an opportunity to do grade-level word problems.

Rigor

Conceptual understanding: The Standards call for conceptual understanding of key concepts, such as place value and ratios. Students must be able to access concepts from a number of perspectives so that they are able to see math as more than a set of mnemonics or discrete procedures. Procedural skill and fluency: The Standards call for speed and accuracy in calculation. Students are given opportunities to practice core functions such as single-digit multiplication so that they have access to more complex concepts and procedures.Application: The Standards call for students to use math flexibly for applications in problem-solving contexts. In content areas outside of math, particularly science, students are given the opportunity to use math to make meaning of and access content.

It is important to understand that the shifts require us to pursue each component of rigor with EQUAL intensity.




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The TN 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


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



learning at reach respective grade level.Mathematical Practice Standards

Mathematical Practice Standardshttps://drive.google.com/file/d/0B926oAMrdzI4RUpMd1pGdEJTYkE/view

Teachers can access the Mathematical Practice Standards, which are featured throughout this curriculum map. This link contains more a more detailed explanation of each practice along with implications for instructions.

The Standards for Mathematical Practice describe varieties of expertise, habits of minds and productive dispositions that mathematics educators at all levels should seek to develop in their students. These practices rest on important National Council of Teachers of Mathematics (NCTM) “processes and proficiencies” with


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https://drive.google.com/file/d/0B926oAMrdzI4RUpMd1pGdEJTYkE/view



longstanding importance in mathematics education. Throughout the year, students should continue to develop proficiency with the eight Standards for Mathematical Practice.

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 practice so that it is in alignment with the three mathematics instructional shifts.


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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 content standards and mathematical practice standards that teachers should consistently access:


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Purpose of Mathematics Curriculum MapsThis map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The map is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides suggested sequencing, pacing, time frames, and aligned resources. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers


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will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.

The map is meant to support effective planning and instruction to rigorous standards. It is not meant to replace teacher planning, prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task,, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgment aligned to our shared vision of effective


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instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas.

Additional Instructional SupportShelby County Schools adopted our current math textbooks for grades K-5 in 2010-2011. The textbook adoption process at that time followed the requirements set forth by the Tennessee Department of Education and took into consideration all texts approved by the TDOE as appropriate. We now have new standards, therefore, the textbook(s) have been vetted using the Instructional Materials Evaluation Tool (IMET). This tool was developed in partnership with Achieve, the Council


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of Chief State Officers (CCSSO) and the Council of Great City Schools. The review revealed some gaps in the content, scope, sequencing, and rigor (including the balance of conceptual knowledge development and application of these concepts), of our current materials. The additional materials purposefully address the identified gaps in alignment to meet the expectations of the CCR standards and related instructional shifts while still incorporating the current materials to which schools have access. Materials selected for inclusion in the Curriculum Maps, both those from the textbooks and external/supplemental resources (e.g., EngageNY), have been evaluated by district staff to ensure that they meet the IMET criteria.


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How to Use the Maps

OverviewAn overview is provided for each quarter. The information given is intended to aid teachers, coaches and administrators develop an understanding of the content the students will learn in the quarter, how the content addresses prior knowledge and future learning, and may provide specific examples of student work.


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Tennessee State StandardsTN State Standards are located in the left column. Each content standard is identified as the following: Major Work, Supporting Content or Additional Content.; a key can be found at the bottom of the map. The major work of the grade should comprise 65-85% of your instructional time. Supporting Content are standards the supports student’s learning of the major work. Therefore, you will see supporting and additional standards taught in conjunction with major work It is the teachers' responsibility to examine the standards and skills needed in order to ensure student mastery of the indicated standard.

Content


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Teachers are expected to carefully craft weekly and daily learning objectives/ based on their knowledge of TEM Teach 1. In addition, teachers should include related best practices based upon the TN State Standards, related shifts, and knowledge of students from a variety of sources (e.g., student work samples, MAP, performance in the major work of the grade) . Support for the development of these lesson objectives can be found under the column titled content. The enduring understandings will help clarify the “big picture” of the standard. The essential questions break that picture down into smaller questions and the learning targets/objectives provide specific outcomes for that standard(s). Best practices tell us that clearly communicating and making objectives measureable leads to greater student mastery.

Instructional ResourcesShelby County Schools 2016/2017

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District and web-based resources have been provided in the Instructional Resources column. At the end of each module you will find instructional/performance tasks, i-Ready lessons and additional resources that align with the standards in that module. The additional resources provided are supplementary and should be used as needed for content support and differentiation.

Vocabulary and FluencyThe inclusion of vocabulary serves as a resource for teacher planning, and for building a common language across K-12 mathematics. One of the goals for CCSS is to create a common language, and the expectation is that teachers will embed this language throughout their daily lessons.


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In order to aid your planning we have included a list of fluency activities for each lesson. It is expected that fluency practice will be a part of your daily instruction. (Note: Fluency practice is NOT intended to be speed drills, but rather an intentional sequence to support student automaticity. Conceptual understanding MUST underpin the work of fluency.)

Grade 1 Quarter 2 Overview

Module 2: Introduction to Place Value Through Addition and Subtraction Within 20TN Task Arc: Adding to Situational Tasks


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http://www.edutoolbox.org/exchange/list/aiarc

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



Overview

Module 2 serves as a bridge from problem solving within 10 to work within 100 as students begin to solve addition and subtraction problems involving teen numbers (1.NBT.2ab). In Module 1, students were encouraged to move beyond the Level 1 strategy of counting all to the more efficient counting on. Now, they go beyond


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Level 3: Decompose an addend to compose Level 2: Count onLevel 1: Count all



Level 2 to learn Level 3 decomposition and composition strategies, informally called make ten or take from ten. 1


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Though many students may continue to count on as their primary means of adding and subtracting, the larger purpose of composing and decomposing ten is to lay the foundation for the role of place value units in addition and subtraction. Meanwhile, from the beginning of the year, fluency activities have focused on the three prerequisite skills for the Level 3 decomposition and composition methods:

1. Partners to ten (K.OA.4).


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2. Decompositions for all numbers within 10 (K.OA.3).3. Representations of teen numbers as 10 + n (K.NBT.1 and 1.NBT.2b). For example, students practice counting the Say Ten way (i.e., ten 1, ten 2, …) from

Kindergarten on.

To introduce students to the make ten strategy, in Topic A 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

1See Progressions Document, “Counting and Cardinality: Operations and Algebraic Thinking,” p. 6. Shelby County Schools 2016/2017Revised 6/17/16

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they have in all?”). 9 + 6 = 9 + (1 + 5) = (9 + 1) + 5 = 10 + 5 = 15 (1.OA.3). Between the intensive work with addends of 8 and 9 is a lesson exploring commutativity so that students realize they can compose ten from the larger addend.


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Throughout Topic A, students also count on to add. Students begin by modeling the situations with concrete materials, move to representations of 5-groups, and progress to modeling with number bonds. The representations and models make the connection between the two strategies clear. For example, using the 5-groups


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pictured above, students can simply count on from 9 to 15, tracking the number of counts on their fingers just as they did in Module 1. They repeatedly compare and contrast counting on with making ten, seeing that the latter is a convenient shortcut. Many start to make the important move from counting on, a Level 2 strategy, to make ten, a Level 3 strategy, persuaded by confidence in their increasing skill and the joy of the shortcut. This is a critical step in building flexible part–whole thinking whereby students see numbers as parts and wholes rather than as discrete counts or one part and some ones. Five-groups soon begin to be thought of as ten-frames, focusing on the usefulness of trying to group 10 when possible. This empowers students in later modules and future grade levels to compose and decompose place value units and work adeptly with the four operations. For example, in Grade 1, this is applied in later modules to solve problems such as 18 + 6, 27 + 9, 36 + 6, 49 + 7 (1.OA.3).


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To introduce students to the take from ten strategy, Topic B opens with questions such as, “Mary has two plates of cookies, one with 10 and one with 2. At the party, 9 cookies were eaten from the plate with 10 cookies. How many cookies were left after the party?” 10 – 9 = 1 and 1 + 2 = 3. Students then reinterpret the story to see its solution can also be written as 12 – 9.


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Level 2: Count on Level 3: Decompose ten and compose with the ones



Students relate counting on and subtraction as pictured above. Notice the model is identical, but the thinking is very different.

S: To solve 12 – 9, I count on from 9 to 12, niiiine, 10, 11, 12, three counts. To solve 12 – 9, I make 12 into 10 and 2 and subtract 9 from ten. 1 + 2 = 3.

Students practice a pattern of action, take from ten and add the ones, as they face different contexts in word problems (MP.8) (e.g., “Maria has 12 snowballs. She Shelby County Schools 2016/2017

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threw 8 of them. How many does she have left?”). (1.OA.3). This is important foundational work for decomposing in the context of subtraction problem solving in Grade 2 (e.g., “Hmmm. 32 – 17, do I take 7 ones from 2 ones or from a ten?”). Grade 1 students begin using horizontal linear models of 5-groups or ten-frames to begin the transition toward a unit of ten, as shown in the above image.

Topic C presents students with opportunities to solve varied add to with change unknown, take from with change unknown, put together with addend unknown, and take apart with addend unknown word problems. These situations give ample time for exploring strategies for finding an unknown. The module so far has focused on counting on and subtracting by decomposing and composing (1.OA.1). These lessons open up the possibilities to include other Level 3 strategies (e.g., 12 – 3 =


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12 – 2 – 1).2 Teachers can include or adjust such strategy use dependent on whether they feel it enhances understanding or rather undermines or overwhelms. The topic closes with a lesson to further solidify student understanding of the equal sign as it has been applied throughout the module. Students match equivalent expressions to construct true number sentences and explain their reasoning using words, pictures, and numbers (e.g., 12 – 7 = 3 + 2, 10 + 5 = 9 + 6) ( 1.OA.7).

Focus Grade Level Standard Type of Rigor Foundational Standards1.OA.A.1 Conceptual Understanding, Procedural Skills & Fluency K.OA.A.1, K.OA.A.21.OA.A.2 Conceptual Understanding, Procedural Skills & Fluency K.OA.A.2, 1.OA.C.6, 1.OA.A.1, 1.OA.A.D.81.OA.B.3 Application K.OA.A.1, K.OA.A.21.OA.B.4 Conceptual Understanding, Procedural Skill & Fluency K.OA.A.1, K.OA.A.2


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1.OA.C.6 Procedural Skill & Fluency K.OA.A.1, K.OA.A.2, K.OA.A.3, K.OA.A.4, K.OA.A.4, K.OA.A,5, 1.OA.B.4, 1.OA.B.5

1.NBT.B.2 Conceptual Understanding K.CC.A.1, K.OA.A.3, K.NBT.A.1, 1.NBT.A.1

In Topic D, after all the work with 10, the module culminates with naming a ten (1.NBT.2a). Familiar representations of teen numbers, such as two 5-groups, the Rekenrek, and 10 fingers, are all renamed as a ten and some ones (1.NBT2b), rather than 10 ones and some more ones (K.NBT.1). The ten is shifting to being one unit, a structure from which students can compose and decompose teen numbers (1.NBT.2b, MP.7). This significant step forward sets the stage for understanding all the numbers within 100 as composed of a number of units of ten and some ones (1.NBT.2b). The horizontal linear 5-group modeling of 10 is moved to a vertical representation in preparation for this next stage, in Module 4, as shown in the image on the right. This topic’s work is done while solving both abstract equations and


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contextualized word problems.


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Fluency NCTM Position

Procedural fluency is a critical component of mathematical proficiency. Procedural fluency is the ability to apply procedures accurately, efficiently, and flexibly; to


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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

Fluency is designed to promote automaticity by engaging students in daily practice. Automaticity is critical so that students avoid using 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 using the resources provided in the curriculum maps. Special care should be taken


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



so that it is not seen as punitive for students that might need more time to master fluency.

The fluency standard for 1st grade listed below should be incorporated throughout your instruction over the course of the school year. The engage ny lessons include fluency exercises that can be used in conjunction with building conceptual understanding.

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


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http://achievethecore.org/

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

http://www.corestandards.org/

https://www.engageny.org/



Note: Fluency is only one of the three required aspects of rigor. Each of these components have equal importance in a mathematics curriculum.

References:

https://www.engageny.org/ http://www.corestandards.org/ http://www.nctm.org/ http://achievethecore.org/


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT VOCABULARY/FLUENCY

Introduction to Place Value Through Addition and Subtraction Within 20 (Allow 8 weeks for instruction, review and assessment)

Domain: Operations and Algebraic ThinkingCluster: Represent and solve problems involving addition and subtraction.

Enduring Understandings Three numbers can be grouped and

added in any order.

Engage ny Module 2: Introduction to Place Value Through Addition and Subtraction

Vocabulary:A ten, ones

Familiar Terms:Shelby County Schools 2016/2017

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https://www.engageny.org/resource/grade-1-mathematics-module-2-topic-lesson-3



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



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




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

Different strategies can be used for adding and subtracting numbers.

Problems can be solved by counting all, counting on from a quantity, counting on form the largest set, or using derived facts when solving for the whole amount or the missing part of the whole.

Topic A: Counting On or Making Ten to Solve Result Unknown and Total Unknown ProblemsLesson 1Lesson 2Lesson 3

5-groups, add, equals, number bonds, partners to ten, subtract, teen numbers

Fluency Practice: Please see engageny full module download for suggested fluency pacing and activities.


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



TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT VOCABULARY/FLUENCYsymbol for the unknown number to represent the problem.

Mapping devices and tools can help you gain a sense of the quantities involved, to notice increases and decreases, and consider doing and undoing related to addition and subtraction

A quantity in a set can be moved to the other set and the sets can be combined,

Lesson 4Lesson 5Lesson 6Lesson 7Lesson 8Lesson 9

Lesson 1: Sparkle Say Ten and Regular Way Take Out Equal Number Pairs For TenLesson 2: Take out 1: Number Bonds 5-Group Flash: Partners to Ten Say Ten Conversion


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT VOCABULARY/FLUENCYwith a symbol for the unknown number to represent the problem.

Cluster: Understand and apply properties of operations and the relationship between addition and subtraction.

but the whole amount will remain the same because no additional items for added or taken away.

Two quantities can be combined in any order and the whole quantity will remain the same.

Addition and subtraction are inverse

Lesson 10Lesson 11

Mid Module Assessment

enVision Resource: (enVision may be used

Lesson 3: Take Out 1 Break Apart 10 Add Partners of Ten FirstLesson 4: Happy Counting the Say Ten Way Sprint: Add Three NumbersLesson 5: Partners to Ten


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



TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT VOCABULARY/FLUENCY 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.)

operations because two or more quantities can come together and then the whole amount of objects can be taken apart, but the composition of the whole quantity remains the same

Essential Questions How can you add three numbers?

to support the needs of your students, but should not be used independently of the mathematics curriculum)

Topic 1616-7 Adding Three Numbers

Add Partners of Ten First Take Out TwoLesson 6: Happy Counting by Twos Take Out 2: Number Bonds Decompose Addition Sentences

into Three Parts


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





1.0A.B.4 Understand subtraction as an unknown-addend problem.

Cluster: Add and subtract within 20.

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

How can numbers be shown in different ways?

How does knowing parts of a whole help with addition?

How can you find a missing part of a whole when you know the other part?

16-5 Making a 10 to Add 916-6 Making a 10 to Add 8

Lesson 7: Add to Nine Friendly Fact Go Around: Make it

Equal Take Out 2: Addition SentencesLesson 8: Partners to Ten Add Partners of Ten First


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT VOCABULARY/FLUENCYsubtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or

How are addition and subtraction related?

What are helpful addition strategies? How can you think of 10 to solve an

addition or subtraction problem.

Take Out 2Lesson 9: Decompose Addition Sentences

into Three Parts Cold Call: Break Apart Numbers Make it EqualLesson 10: 1,2, and 3 Less


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT VOCABULARY/FLUENCYknown sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13)

Domain: Numbers and Operations Base TenCluster: Understand Place Value

1.NBT.B.2. Understand that the two digits

Objectives/Learning Targets Lesson 1: I can solve word

problems with three addends, two of which make a ten. (1.OA.A1, 1.OA.A.2, 1.OA.C.6)

Lesson 2: I can use the associative and commutative properties to make

Decomposing Addition Sentences Happy Counting by ThreeLesson 11: Sprint: Adding Across Ten Rekenrek: Ten Less


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http://www.corestandards.org/Math/Content/1/NBT/#CCSS.Math.Content.1.NBT.B.2



TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT VOCABULARY/FLUENCYof a two-digit number represent amounts of tens and ones. Understand the following as special cases:

1.NBT.B.2.a . 10 can be thought of as a bundle of ten ones-called a “ten”.

1.NBT.B.2.b . The numbers 11 to 19 are

a ten with three addends. (1.OA.A1, 1.OA.B.3, 1.OA.C.6)

Lesson 3-4: I can make ten when one addend is 9. (1.OA.A1, 1.OA.B.3, 1.OA.C.6)

Lesson 5: I can compare efficiency of counting on and making ten when


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT VOCABULARY/FLUENCYcomposed of a ten and some more (one, two, three, four, five, six, seven, eight, or nine) ones.

one addend is 9. (1.OA.A1, 1.OA.C.6)

Lesson 6: I can use the commutative property to make 10. (1.OA.B.3)

Lesson 7-8: I can make ten when one addend is 8. (1.OA.C.6)


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Lesson 9: I can compare efficiency of counting on and making ten when one addend is 8. (1.OA.C.6)

Lesson 10: I can solve problems with addends of 7, 8, and 9. (1.OA.B.3, 1.OA.C.6)

Lesson 11: I can share and critique


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





peer solution strategies for put together with total unknown word problems. (1.OA.A1, 1.OA.A.2, 1.OA.B.3, 1.OA.C.6)

Objectives/Learning Targets Lesson 12-13: I can solve word problems

Topic B: Counting on or Taking fro Ten to Solve Result Unknown and Total Unknown

Fluency Practice: Please see engageny full module download for suggested fluency


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https://www.engageny.org/resource/grade-1-mathematics-module-2-topic-b-lesson-16










with subtraction of 9 from 10. (1.OA.A1, 1.OA.A.2, 1.OA.B.4, 1.OA.C.6)

Lesson 14-15: I can model subtraction of 9 from teen numbers. (1.OA.B.3, 1.OA.B.4, 1.OA.C.6)

Lesson 16: I can relate counting on to make ten and taking form ten. (1.OA.B.4,

ProblemsLesson 12Lesson 13Lesson 14Lesson 15Lesson 16

pacing and activities.

Lesson 12: Rewrite Expressions as 10+ Sentences

5-Group Flash: Partners to Ten Teen Number Bonds


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1.OA.C.6) Lesson 17-18: I can model subtraction of 8

from teen numbers. (1.OA.B.3, 1.OA.B.4, 1.OA.C.6)

Lesson 19: I can compare efficiency of counting on and taking from ten. (1.OA.B.3, 1.OA.B.4, 1.OA.C.6)

Lesson 17Lesson 18Lesson 19Lesson 20Lesson 21

Lesson 13: 2,3,5 Less Subtraction Cards 5-Group Flash: Take from TenLesson 14: 5-Group Flash: Partners to Ten Sprint: Subtraction Within 10Lesson 15: 5-Group Flash: 5 Less and 4 Less


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Lesson 20: I can subtract 7, 8, and 9 from teen numbers. (1.OA.B.3, 1.OA.B.4, 1.OA.C.6)

Lesson 21: I can share and critique peer solution strategies for take from with result unknown and take apart with addend unknown word problems from the teens.

enVision Resource: (enVision may be used to support the needs of your students, but should not be used independently of the mathematics curriculum)

Make it Equal: Subtraction Expressions

Lesson 16: Subtract 9 5 and 4 Less Happy Counting by Twos: Odd

Numbers


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(1.OA.A1, 1.OA.A.2, 1.OA.B.3, 1.OA.B.4, 1.OA.C.6)

Topic 1717-2 Fact Families17-3 Using Addition to Subtract17-4 Subtraction Facts

Lesson 17: Subtract 9 Sprint: Subtract 9Lesson 18: Cold Call: Subtract 9 Hide Zero Number Sentences Number PathLesson 19: Subtract 9 and 8 and Relate to


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Addition Say Ten Counting Get to 10Lesson 20: Number Path: Get to 10 Sprint: Subtract 8Lesson 21: Subtraction with Hide Zero Cards


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https://www.engageny.org/resource/grade-1-mathematics-module-2-topic-c-lesson-24



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

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




Sprint: Subtract 7,8,9

Objectives/Learning Targets Lesson 22: I can solve put together/take

apart with addend unknown word problems, and relate counting on to the take from ten strategy. (1.OA.A.1, 1.OA.B.4, 1.OA.C.6)

Topic C: Strategies for Solving Change or Addend Unknown ProblemsLesson 22Lesson 23Lesson 24

Fluency Practice: Please see engageny full module download for suggested fluency pacing and activities.

Lesson 22: Subtraction with Hide Zero Cards


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Lesson 23: I can solve add to with change unknown problems, relating varied addition and subtraction strategies. (1.OA.A.1, 1.OA.B.4, 1.OA.C.6)

Lesson 24: I can strategize to solve take from with change unknown problems. (1.OA.A.1, 1.OA.B.4, 1.OA.C.6)

Lesson 25

enVision Resource: (enVision may be used to support the needs of your students, but should not be used independently of the mathematics curriculum)

Count by Fives Sprint: Missing Addend Within 10Lesson 23: Subtraction with Partners Spring: Missing addend Within 10Lesson 24: Count by Fives Sprint: Missing Subtrahends


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




Lesson 25: I can strategize and apply understanding of the equal sign to solve equivalent expressions. (1.OA.A.1, 1.OA.B.4, 1.OA.C.6)

Topic 1717-5 Draw a Picture and Write a Number

Sentence (use the vocabulary equation instead of number sentence)

Within 10Lesson 25: Make it Equal: Addition

Expressions

Objectives/Learning Targets Topic D: Varied Problems with Fluency Practice: Please see engageny full module download for suggested fluency


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https://www.engageny.org/resource/grade-1-mathematics-module-2-topic-d-lesson-29









Lesson 26: I can identify 1 ten as a unit by renaming representations of 10. (1.OA.A.1, 1.OA.C.6, 1.NBT.A.2a, 1.NBT.A.2b)

Lesson 27: I can solve addition and subtraction problems decomposing and composing teen numbers as 1 ten and

Decompositions of Teen Numbers as 1 Ten and Some OnesLesson 26Lesson 27Lesson 28Lesson 29

pacing and activities.

Lesson 26: Addition with Partners Happy Counting by Fives 10 More/10 LessLesson 27: Say Ten: 5-Group Column


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some ones. (1.OA.A.1, 1.OA.C.6, 1.NBT.A.2a, 1.NBT.A.2b)

Lesson 28: I can solve addition problems using ten as a unit, and write two-step solutions. (1.OA.A.1, 1.OA.C.6, 1.NBT.A.2a, 1.NBT.A.2b)

Lesson 29: I can solve subtraction

End of Module Assessment

enVision Resource: (enVision may be used to support the needs of your students, but should not be used independently of the

Sprint: 10 More and 10 Less Magic Counting SticksLesson 28: Magic Counting Sticks Sprint: Adding by Decomposing

Teen NumbersLesson 29: Say Ten: 5-Group Column


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problems using ten as a unit, and write two-step solutions. (1.OA.A.1, 1.OA.C.6, 1.NBT.A.2a, 1.NBT.A.2b)

mathematics curriculum)Topic 1010-1 Making numbers 11 to 20Topic 1111-1 Counting with Groups of 10 and leftovers11-2 Numbers Made with Tens

Magic Counting Sticks Happy Counting by Fives


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11-3 Tens and Ones11-4 Expanded Form (Note the term expanded from is not form is not introduced at this time, however the conceptual understanding in this lesson aligns to standard – 2.NBT.B.2)

Tasks:


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https://www.illustrativemathematics.org/content-standards/1/OA/A/1/tasks/1152

http://www.edutoolbox.org/rasp/231?route=exchange/list/aitask

http://www.edutoolbox.org/rasp/790?route=exchange/list/aitask




Tn TasksGo Flip Commutaive Property Game (1.OA.B.3)Former Cason (1.OA.A.2, 1.OA.B.3)

Illustrative Math Tasks

Other:Use this guide as you prepare to teach a module for additional guidance in planning, pacing, and suggestions for omissions.Pacing and Preparation Guide (Omissions)


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https://www.illustrativemathematics.org/content-standards/1/OA/B/tasks/1214








20 Tickets (1.OA.A.1)Boys and Girls - Variation 1 (1.OA.A.1)Finding a Chair (1.OA.A.1)Daises In Vases (1.OA.A.2)The Very Hungary Caterpillar (1.OA.A.2, 1.OA.C.5, 1.NBT.B.2)


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https://learnzillion.com/lesson_plans/3888

https://www.illustrativemathematics.org/content-standards/1/NBT/B/2/tasks/987

https://www.illustrativemathematics.org/content-standards/1/OA/C/6/tasks/1169

https://www.illustrativemathematics.org/content-standards/1/OA/B/4/tasks/1234




Fact Families (1.OA.B.3, 1.OA.B.4)Cave Game Subtraction (1.OA.B.4)Making a 10 (1.OA.C.6)Roll and Build (1.NBT.A.2)

Additional Resources:


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Solving Candy Store Problems (1.OA.A.1)Counting Up and Counting Back on a Number Path (1.OA.A.1)Solving Many Kinds of Problems Using Addition and Subtraction (1..OA.A.1, 1.OA.A.6)Solving Word Problems Using Addition and


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Subtraction (1.OA.A.1, 1.OA.A.6)Understand We Can Add More Than 2 Numbers (1.OA.A.2, 1.OA.A.3)Understand the Commutative Property When Using 3 Addends (1.OA.A.2, 1.OA.B.3)Understand the Associative Property when


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Adding 3 Addends (1.OA.A.2, 1.OA.A.3)Using the Associative Property to Solve Word Problems with 3 Addends (1.OA.A.2, 1.OA.B.3)Solve Word Problems with 3 Addends (1.OA.A.2, 1.OA.A.3)Addition with 3 Addends (1.OA.A.2,


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1.OA.A.3)Class Party: Help Plan a Class Party Using the Associative Property of Addition (1.OA.A.2, 1.OA.A.3)Explore Related Addition and Subtraction EquationsFluently Add Numbers Within 20 by Making


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a 10 (1.OA.B.4, 1.OA.B.3)Explore the Commutative Property of Addition (1.OA.B.4, 1.OA.B.3)Choose the Best Strategy to Solve Addition and Subtraction Equations (1.OA.B.4, 1.OA.B.3)Understand That Subtraction Can be


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Thought of as an Unknown Addend Problem

I-Ready Lessons: Subtraction Concepts:

Comparison


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Subtraction Concepts: Separation Subtraction Concepts: Part-Part-

Whole Addition Number Sentences Addition Facts Adding Three Numbers


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Adding Three or More Numbers Counting Back to Subtract Addition Facts: Using Sums of 10 Addition and Subtraction Fact

Families Relating Addition and Subtraction


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Facts Grouping into Tens and Ones Regrouping Tens as Ones

TN Task Arc: Adding to Situational Tasks(Allow 1 week for instruction, review and assessment)

Domain: Operations and Algebraic Thinking Enduring Understandings Note: Prioritize completion of Module 2 over For Fluency Practice:Shelby County Schools 2016/2017

Revised 6/17/1671 of 82

http://maccss.ncdpi.wikispaces.net/file/view/Grade%201%20Games%20interactive-optimized.pdf/526446242/Grade%201%20Games%20interactive-optimized.pdf



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



Cluster: Represent and solve problems involving addition and subtraction.

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

Problems can be solved by counting all, counting on from a quantity, counting on form the largest set, or using derived facts when solving for the whole amount or the missing part of the whole.

Mapping devices and tools can help you gain a sense of the quantities involved,

Task Arc if needed

Click on the following link to access Task Arc:'Adding to' Situational Tasks: Solving for Unknowns in All Positions

If adjustment is needed for pacing, please consider the following:

Please see engageny full module download for suggested fluency pacing and activities.

Use the following for additional fluency activities:1st Grade Games


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



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 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.

to notice increases and decreases, and consider doing and undoing related to addition and subtraction

A quantity in a set can be moved to the other set and the sets can be combined, but the whole amount will remain the same because no additional items for added or taken away.

Two quantities can be combined in any

Use Task 3 and 8 to solidify understanding

For remediation and differentiation use the following tasks:Task 1,2,4,5 and 6


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Cluster: 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

order and the whole quantity will remain the same.

Addition and subtraction are inverse operations because two or more quantities can come together and then the whole amount of objects can be taken apart, but the composition of the whole quantity remains the same.


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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.)

1.0A.B.4 Understand subtraction as an unknown-addend problem.

Essential 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


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addend?


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https://support.nwea.org/khanrit

https://teach.mapnwea.org/assist/help_map/ApplicationHelp.htm#UsingTestResults/MAPReportsFinder.htm



RESOURCE TOOLBOXNWEA MAP Resources: https://teach.mapnwea.org/assist/help_map/ApplicationHelp.htm#UsingTestResults/MAPReportsFinder.htm - Sign in and Click the Learning Continuum Tab – this resources will help as you plan for intervention, and differentiating small group instruction on the skill you are currently teaching. (Four Ways to Impact Teaching with the Learning Continuum)


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http://elemmath.jordandistrict.org/mathematical-practices-by-standard/

https://www.illustrativemathematics.org/content-standards/1

http://www.mathplayground.com/math_manipulatives.html

http://nlvm.usu.edu/en/nav/grade_g_1.html

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

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

http://www.nctm.org/standards-and-positions/common-core-state-standards/teaching-and-learning-mathematics-with-the-common-core/

http://secc.sedl.org/common_core_videos/

http://www.learner.org/resources/series32.html

http://www.edutoolbox.org/

http://achievethecore.org/dashboard/300/search/1/2/0

http://tn.gov/education/article/mathematics-standards

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

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



https://support.nwea.org/khanrit - These Khan Academy lessons are aligned to RIT scores.

Textbook ResourcesenVision MathenVision Common Core Addendum Lessons

TN /CCSSTNReady Math StandardsAchieve the CoreTN Edutoolbox

VideosTeaching Math: A Video Library K-4SEDL: CCSS Online Video SeriesNCTM Common Core Videos

Children’s Literature Interactive Manipulatives Additional SitesShelby County Schools 2016/2017

Revised 6/17/1680 of 83

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

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

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

http://mathville.com/grade1/

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

https://learnzillion.com/resources/73932

http://www-k6.thinkcentral.com/content/hsp/math/hspmath/na/gr3-5/itools_intermediate_9780547274058_/launch.html

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://teacher.scholastic.com/products/paperbacks/marilynburns/pdfs/mbmath_grade2.pdf



Marilyn Burns Math Literature List KindergartenMarilyn Burns Math Literature List 1st GradeMarilyn Burns Math Literature List 2nd GradeList By Math Concept1-3 Literature List

Library of Virtual ManipulativesMath PlaygroundThink CentralLearnzillionMissing AddendsCounting and Adding Gameshttp://www.abcya.com/first_grade_computers.htm

Illustrative Mathematics 1st GradeMathematical Practices Posters


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http://www.cgcs.org/site/default.aspx?PageType=3&ModuleInstanceID=429&ViewID=7B97F7ED-8E5E-4120-848F-A8B4987D588F&RenderLoc=0&FlexDataID=740&PageID=366

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

http://www.onlinemathlearning.com/grade-1.html



http://resources.oswego.org/games/www.cobbk12.org/sites/literacy/math/math.htmhttp://www.onlinemathlearning.com/grade-1.html

OtherTN Early Grades Math ToolkitParent Roadmap: Supporting Your Child in First Grade MathematicsOther:


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shelby county schools’ mathematics instructional … 1st 2016-17 draft.docx · web viewcurriculum...

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