work with addition and subtraction equations - tps home curriculum... · web view1.oa.a.1- use...

Unit Title: 1st Grade Math Unit 1Grade Level: 1

Timeframe: Marking Period 1

Unit Focus and Essential Questions

Unit Focus Represent and solve problems involving addition and subtraction Understand and apply properties of operations and the relationship between addition and subtraction Add and subtract within 10 Work with addition and subtraction equations Extend the counting sequence

Essential QuestionsHow do you add numbers?How do you subtract numbers?How do you use strategies to add numbers?What strategies can you use to subtract?What is meant by equality in mathematics?What are the different models of and models for addition and subtraction?What are efficient methods for finding sums and differences?How can we determine an unknown number in an equation?How do we read and write numbers?What do two digit numbers represent?How can I count to 100 orally?How do I read numbers up to 100?How can I use place value?

New Jersey Student Learning Standards

Standards/Cumulative Progress Indicators (Taught and Assessed): 1.OA.A.1*1.OA.B.3*1.OA.B.41.OA.C.51.OA.D.7*1.OA.D.8*1.NBT.A.1*

Key: Green = Major Clusters; Blue = Supporting; Yellow = Additional Clusters

1

Standard/SWBAT and Pacing Student Strategies Formative Assessment

Activities and Resources Reflection

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. *(benchmarked)

(The first marking period’s learning goal is Add and subtract within 10)

Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment

Number Talk Refer to Number Talks by Sherry Parrish

Direct Instruction Option 1 – Module 1 Topic A; Lesson 1

https://www.engageny.org/ccls-math/1oa1

CentersTeacher Center – The teacher works in a small group with 1-4 students.

https://docs.google.com/viewerng/viewer?url=http://achievethecore.org/content/upload/Grade%25201%2520YouCubed%2520Tasks%2520-%2520Add.Subtract%2520Fluency%2520FINAL.pdf

Task- How many are hiding?

Standards Based Problems Center –

http://www.k-5mathteachingresources.com/1st-grade-number-activities.html (See tasks for 1.OA.1)

Individual Center – Students work on their individual skill that they need based on their data.

http://achievethecore.org/page/940/dice-addition-1

Quarterly Assessment Question 1- How many

Illustrative Mathhttps://

www.illustrativemathematics.org/

content-standards/1/OA/

A/1/tasks/2

EngageNYModule 1 Topic A; Lesson 1 (Day 1)


Illustrative Math- Day 1https://www.illustrativemathematics.org/

content-standards/1/OA/A/1/tasks/2

Additional Resources

MyMath www.connected.mcgraw-hill.com

Teacher login page for all online resources available for My Math

www.mhmymath.com Homepage for My Math

Note: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best match the standard taught and best prepare students for

the assessment.Lesson 1.1 (11-16)Lesson 1.2 (17-22)Lesson 1.3 (23-28)Lesson 1.6 (43-48)

Lesson 2.1 (109-114)Lesson 2.2 (115-120)

2

http://www.mhmymath.com/

http://www.connected.mcgraw-hill.com/

https://www.illustrativemathematics.org/content-standards/1/OA/A/1/tasks/2








http://www.k-5mathteachingresources.com/1st-grade-number-activities.html







question.

ObjectivesSWBAT

Add and subtract within 10 using manipulatives.

Add and subtract within 10 by writing number sentences.

Orally explain how they added two numbers up to 10.

Manipulative Center –

https://docs.google.com/viewerng/viewer?url=http://achievethecore.org/content/upload/Grade%25201%2520YouCubed%2520Tasks%2520-%2520Add.Subtract%2520Fluency%2520FINAL.pdf (Task- Snap)

Interdisciplinary Center –

Leveled Reader- Healthful Snacks (Found in MY Learning Stations)

Review Classwork

Exit Ticket

Lesson 2.3 (121-126)Lesson 2.6 (141-146)Lesson 2.7 (147-152)Lesson 3.6 (243-248)Lesson 3.8 (255-260)Lesson 4.4 (299-304)

ELL Modifications

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 1CCSS:1.OA.1WIDA ELDS: 3ListeningSpeaking

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.

Demonstrate understanding of math problems read orally by drawing pictures to depict the action of the problem.

Explain orally the solutions to word problems involving addition and subtraction within 20, using Fact Family Triangles, online videos, and Connecting Cubes.

VU: Add, addition fact, sum, subtract, subtraction fact, difference, related facts

LFC: Present tense, interrogative sentences

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives

Demonstrate understanding of math problems read orally by drawing pictures to depict the action of the problem; then explain orally the solution using L1 text and/or support and/or

Demonstrate understanding of math problems read orally by drawing pictures to depict the action of the problem; then explain orally the solution using L1 text and/or support and/or use selected technical vocabulary in phrases and

Demonstrate understanding of math problems read orally by drawing pictures to depict the action of the problem; then explain orally the solution using key, technical vocabulary in a series of simple sentences.

Demonstrate understanding of math problems read orally by drawing pictures to depict the action of the problem; then explain orally the solution using key, technical vocabulary in expanded sentences.

Demonstrate understanding of math problems read orally by drawing pictures to depict the action of the problem; then explain orally the solution using technical vocabulary in multiple sentences.

3

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/L1Supports.pdf




http://www.state.nj.us/education/modelcurriculum/math/ellscaffolding/ConnectingCubes.pdf

http://www.state.nj.us/education/modelcurriculum/math/ellscaffolding/FactFamilyTriangles.pdf





draw the solutions and use selected technical words.

short sentences with drawings.

Learning Supports

Word/Picture WallFact Family TrianglesConnecting CubesSmall group/triadsL1 text and/or support

Word/Picture WallFact Family TrianglesConnecting CubesSmall group/triadsL1 text and/or support

Word/Picture WallFact Family TrianglesConnecting CubesSmall group/triads

Fact Family TrianglesConnecting CubesSmall group/triads

Fact Family Triangles



ObjectivesSWBAT




P. 100; 102

Direct Instruction

Option 2 – Slides 7-15, 84-88 https://njctl.org/courses/math/1st-grade/addition-to-20/






Individual Center – Students work on their


Illustrative Math

https://www.illustrativem

athematics.org/content-

standards/1/OA/A/1/tasks/163



Illustrative Math- Day 2


4













https://njctl.org/courses/math/1st-grade/addition-to-20/



http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/InteractionSupports/InTriadsOrSmallGroups.pdf






http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/ClassroomDisplays/Wordpicturewall.pdf














individual skill that they need based on their data.






Review Classwork

Exit TicketELL Modifications: See day 1



P. 104; 106

Direct Instruction Option 2-https://njctl.org/courses/math/1st-grade/subtraction-to-20/



Achieve the Core Coherence Map

http://achievethecore.org/coherence-map/#1/5/33/33 [See

All Tasks]

Achieve the Core Coherence MapDay 3

http://achievethecore.org/coherence-map/#1/5/33/33 [See All Tasks]

5

http://achievethecore.org/coherence-map/#1/5/33/33





https://njctl.org/courses/math/1st-grade/subtraction-to-20/

https://njctl.org/courses/math/1st-grade/subtraction-to-20/







ObjectivesSWBAT














Review Classwork

Exit Ticket

ELL Modifications: See day 11.OA.A.1- Use addition and subtraction within


P. 104; 106

Quarterly Assessment

Math Labs(Day 4)

6












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. *(benchmarked)


ObjectivesSWBAT




Direct Instruction

Option 3 –

https://learnzillion.com/lesson_plans/4013-7-subtraction-using-counting-on-and-counting-back-c









https://docs.google.com/viewerng/viewer?url=http://achievethecore.org/content/upload/Grade%25201%2520YouCubed%2520Tasks%2520-%2520Add.Subtract

Question 1- How many

Math Labs(Day 4)http://

www.raftbayarea.org/idea-grid?

stdid=761067 (See all tasks)

http://www.raftbayarea.org/idea-grid?stdid=761067 (See all tasks)

7

http://www.raftbayarea.org/idea-grid?stdid=761067


















%2520Fluency%2520FINAL.pdf (Task- Snap)



Review Classwork

Exit Ticket

ELL Modifications: See day 11.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. *(benchmarked)


ObjectivesSWBAT




P. 105; 106

Direct Instruction

Option 3 –








Common Core Sheets(Day 5)http://

www.commoncoresheets.com/

SortedByGrade.php?Sorted=1oa1

Common Core Sheets(Day 5)

http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1oa1

8























Review Classwork

Exit Ticket

ELL Modifications: See day 11.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. *(benchmarked)

(The first marking period’s


Direct Instruction

Option 1 – Module 1 Topic A; Lesson 2https://www.engageny.org/ccls-math/1oa1







EngageNY

Module 1 Topic A; Lesson 2https://www.engageny.org/ccls-math/1oa1



9
















learning goal is Add and subtract within 10)

ObjectivesSWBAT













Review Classwork

Exit Ticket

ELL Modifications: See day 11.OA.B.3- Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 +

Number TalkRefer to Number Talks by Sherry Parrish

Direct Instruction-Option 1- Module 1 Topic E; Lesson 19https://www.engageny.org/ccls-math/1oa3

Centers

Quarterly Assessment Question 2- Flip the Number Cube

Illustrative Math

EngageNYModule 1 Topic E; Lesson 19 (Day 1)


Illustrative MathDay 1

10











6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) (Students need not use formal terms for these properties) *(benchmarked)

(The first marking period’s learning goal is Apply properties of operations(commutative property) as strategies to add and subtract within 10)

Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.

Objectives

SWBATUse objects to add zero.

Solve/write addition sentences using zero.

Orally explain how

Teacher Center – The teacher works in a small group with 1-4 students.

https://hcpss.instructure.com/courses/9414/pages/1-dot-oa-dot-c-6-centers-and-independent-tasks

See all tasks

Standards Based Problems Center – Students will work in small groups

http://www.k-5mathteachingresources.com/support-files/turn-around-dominoes.pdf


https://www.illustrativemathematics.org/content-standards/1/OA/B/3/tasks/1219



http://www.k-5mathteachingresources.com/support-files/turn-around-trains.pdf



Review Classwork

Exit Ticket



standards/tasks/1219

https://www.illustrativemathematics.org/content-standards/tasks/1219






the assessment.Lesson 1.4 (29-34)

Lesson 2.4 (127-132)Lesson 3.8 (255-260)Lesson 3.9 (261-266)

11



















many is zero?

1.OA.B.3- Apply properties of operations as strategies to add and subtract. 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.) (Students need not use formal terms for these properties) *(benchmarked)




Direct Instruction-Option 1-, Module 1 Topic E; Lesson 20https://www.engageny.org/ccls-math/1oa3

Centers



See all tasks













EngageNYDay 2

Module 1 Topic E; Lesson 20https://www.engageny.org/ccls-math/1oa3



12



















Objectives



Orally explain how many is zero?


Review Classwork

Exit Ticket

ELL Modifications


SLO: 5CCSS:1.OA.3 WIDA ELDS: 3SpeakingWriting

Apply properties of operations to add or subtract whole numbers within 20 (Commutative & Associative properties of addition).

Explain orally and in writing the properties of operations to find sums or differences within 20 using two-colored Connecting Cubes.

VU: Sum, difference, add, subtract, order

LFC: Present tense, connectors



Explain orally and in writing the properties of operations to find sums or differences within 20 using L1 and/or drawing the properties of numbers to find sums or differences within 20.

Explain orally and in writing the properties of operations to find sums or differences within 20 using L1 and/or phrases and short sentences with Illustrations/diagrams/drawings.

Explain orally and in writing the properties of operations to find sums or differences within 20 using key vocabulary in a series of simple sentences.

Explain orally and in writing the properties of operations to find sums or differences within 20 using key vocabulary in expanded and some complex sentences.

Explain orally and in writing the properties of operations to find sums or differences within 20 using precise vocabularyin multiple, complex sentences.

Learning Supports

Word/Picture WallNumber LineConnecting CubesNative language support

Word/Picture WallNumber LineConnecting CubesNative language support

Word/Picture WallNumber LineConnecting Cubes

Number LineConnecting Cubes

1.OA.B.3- Apply properties of operations as strategies to add and

Number TalksRefer to Number Talks by Sherry Parrish

Direct Instruction-

Quarterly Assessment Question 2- Flip


http://achievethecore.org/coherence-map/

13



http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/ClassroomDisplays/NumberLines.pdf




http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/NativeLanguageSupports/Nativelanguagesupport.pdf









http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/Visualizations/IllustrationsDiagramsDrawings.pdf



subtract. 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.) (Students need not use formal terms for these properties) *(benchmarked)



Objectives


Option 2-https://njctl.org/courses/math/1stgrade/addition-to-20/

Centers



See all tasks










the Number Cube



#1/5/37/37 (See all tasks)


14
















https://njctl.org/courses/math/1stgrade/addition-to-20/

https://njctl.org/courses/math/1stgrade/addition-to-20/



Review Classwork

Exit Ticket

ELL Modifications: See Day 1



Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will


Direct Instruction-Option 3-

https://learnzillion.com/lesson_plans/3628-8-using-known-facts-to-add-three-addends-fp

Centers



See all tasks





https://www.illustrativemathematics.org/






http://achievethecore.org/coherence-map/#1/5/37/37 (See all tasks)

15

















backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.

Objectives




content-standards/1/OA/B/3/tasks/2104





Review Classwork

Exit TicketELL Modifications: See Day 1


(The first marking period’s learning goal is Apply properties of operations(commutative


Direct Instruction-

Option 3-

https://learnzillion.com/lesson_plans/3625-7-understand-the-associative-property-when-using-3-addends-c

Centers



See all tasks

Standards Based Problems Center – Students







16















property) as strategies to add and subtract within 10)Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.

Objectives




will work in small groups









Review Classwork

Exit TicketELL Modifications: See Day 1

1.OA.B.3- Apply properties of operations as strategies to add and subtract. 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.)


Direct Instruction-Option 1- Module 1 Topic F; Lesson 22https://www.engageny.org/ccls-math/1oa3

Centers


https://hcpss.instructure.com/courses/9414/pages/1-dot-oa-dot-c-6-centers-and-





EngageNY

Module 1 Topic F; Lesson 22https://www.engageny.org/ccls-math/1oa3



17


















(Students need not use formal terms for these properties) *(benchmarked)



Objectives




independent-tasks

See all tasks










Review Classwork

Exit Ticket


1.OA.B.4. Understand subtraction as an unknown-addend problem.


Direct Instruction-

Quarterly Assessment Question 3-

EngageNYDay 1

Module 1 Topic G; Lesson 25 (Day 1)https://www.engageny.org/ccls-math/1oa4

18











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

(The first marking period’s learning goal is Solve subtraction problems within 10, by representing subtraction as an unknown added problem and finding the unknown addend)


Objectives

SWBAT

Using connecting cubes you will understand related facts to add and subtract.

Write you r own related fact problems.

Orally explain the process you used to solve the problems.

Option 1- Module 1 Topic G; Lesson 25https://www.engageny.org/ccls-math/1oa4

CentersTeacher Center-

http://achievethecore.org/coherence-map/#1/5/38/38See Task Caveman Subtraction

Standards Based Center-

http://www.k-5mathteachingresources.com/support-files/subtract-from-10.pdf

Individual Center-

http://achievethecore.org/coherence-map/#1/5/38/489See Task Dice Addition 1

Manipulative Center-

https://njctl.org/courses/math/1st-grade/subtraction-to-20/attachments/unit-3-subtraction-to-20/

Interdisciplinary Center-

Leveled Reader- Finding Fish (Found in MY Learning Stations)

Review Classwork

Exit Ticket

Unknown Addends











the assessment.Lesson 2.2- (115-120)Lesson 4.6 (314-318)Lesson 4.8 (325-330)

19


















ELL Modifications


SLO: 6CCSS: 1.OA.4WIDA ELDS: 3WritingSpeaking

Solve subtraction problems using unknown addends (within 20).

Explain orally and in writing how to add to solve subtraction problems with unknown addends, using Ten-Frames and Counters.

VU: Addend, difference

LFC: Present tense



Explain orally and in writing how to solve subtraction problems with unknown addends using L1 and/or drawing how to add in order to find differences within 20.

Explain orally and in writing how to add in order to solve subtraction problems with unknown addends using L1 and/or selected technical vocabulary in phrases and short sentences with Illustrations/diagrams/drawings.

Explain orally and in writing how to add in order to solve subtraction problems with unknown addends using key, technical vocabulary in simple sentences.

Explain orally and in writing how to add in order to solve subtraction problems with unknown addends using key vocabulary in expanded sentences.

Explain orally and in writing how to add in order to solve subtraction problems with unknown addends using technical vocabulary in complex sentences.

Learning Supports

Word/Picture WallTen-FramesCountersSmall group/ triadsNative language support

Word/Picture WallTen-FramesCountersSmall group/ triadsNative language support

Word/Picture WallTen-FramesCountersSmall group/ triads

Ten-FramesCountersSmall group/ triads

1.OA.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

(The first marking period’s learning goal is Solve subtraction problems within


Direct Instruction-

Option 2- Slides 7-13https://njctl.org/courses/math/1st-grade/subtraction-to-20/attachments/subtraction-to-20-with-classwork-and-homework-part-1-2/



Quarterly Assessment Question 3- Unknown Addends



stdid=761067 (See

Math Labs(Day 2)


20







https://njctl.org/courses/math/1st-grade/subtraction-to-20/attachments/subtraction-to-20-with-classwork-and-homework-part-1-2/




http://www.state.nj.us/education/modelcurriculum/math/ellscaffolding/Counters.pdf

http://www.state.nj.us/education/modelcurriculum/math/ellscaffolding/Tenframe.pdf




















10, by representing subtraction as an unknown added problem and finding the unknown addend)


Objectives

SWBAT




#1/5/38/38See Task Caveman Subtraction



Individual Center-






Review Classwork

Exit Ticket


all tasks)



Direct Instruction-

Option 3- https://learnzillion.com/lesson_plans/3381

Centers


Illustrative Math


https://www.illustrativemathematics.org/


21


https://learnzillion.com/lesson_plans/3381











Objectives

SWBAT




Teacher Center-




Individual Center-






Review Classwork

Exit Ticket


Day 3https://

www.illustrativemathematics.org/

content-standards/tasks/

1234

content-standards/tasks/1234

1.OA.B.4. Understand subtraction as an



EngageNYDay 4

22














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



Objectives

SWBAT



Orally explain the process you used to

Direct Instruction-Option 1- Module 1 Topic H; Lesson 30






Individual Center-






Review Classwork

Exit Ticket


Question 3- Unknown Addends


Day 4http://

achievethecore.org/coherence-map/

#1/5/38/38(See all tasks)

Module 1 Topic H; Lesson 30https://www.engageny.org/ccls-math/1oa4



(See all tasks)

23

















solve the problems.


(The first marking period’s learning goal is Solve subtraction problems within 10, by representing subtraction as an unknown added problem and finding the unknown addend)Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.

Objectives

SWBAT


Write you r own related


Direct Instruction-Option 1-, Module 1 Topic H; Lesson 31






Individual Center-






Review Classwork

Exit Ticket






EngageNYDay 5




24

















fact problems.





Objectives

SWBAT

Using connecting cubes you will understand


Direct Instruction-Option 1- Module 1 Topic H; Lesson 32






Individual Center-






Review Classwork

Exit Ticket





EngageNYDay 6


Math Labs(Day 6)


25

















related facts to add and subtract.




1.OA.C.5. Relate counting to addition and subtraction (e.g., by counting 2 to add 2).

(The first marking period’s learning goal is Count on to add and count backwards to subtract to solve addition and subtraction problems within 10)


Objectives

SWBATUsing cubes students will count back by 1, 2, or 3 to subtract.


Direct Instruction-Option 1- Module 1 Topic A; Lesson 3https://www.engageny.org/ccls-math/1oa5

CentersTeacher Center-http://achievethecore.org/coherence-map/#1/5/39/466Task- My Goodie Bag


http://www.k5mathteachingresources.com/support-files/subtract-from-10.pdf

Individual Center-

http://www.k-5mathteachingresources.com/support-files/show-one-more.pdf

http://www.k-5mathteachingresources.com/support-files/show-one-less.pdf


https://njctl.org/courses/math/1st-grade/subtraction-to-20/attachments/fact-family-domino-grab/


Quarterly Assessment Question 4- Counting Forward and Backward













the assessment.Lesson 3.1 (211-216)Lesson 3.2 (217-222)Lesson 3.3 (223-228)Lesson 4.1 (281-286)Lesson 4.2 (287-292)

26





















Use a number line to count back to subtract.

Orally explain how you solved the subtraction problem.

Leveled Reader- Rock Collections (Found in MY Learning Stations)

Review Classwork

Exit Ticket



the assessment.Lesson 3.1 (211-216), Lesson 3.2 (217-222)

(Day 4)Lesson 3.3 (223-228) (Day 5)

ELL Modifications


SLO: 2CCSS: 1.OA.5WIDA ELDS: 3WritingSpeakingListening

Count forward or backwards from any number within 20 to solve addition & subtraction problems.

Write and orally count forward or backward from 0-20 to solve addition and subtraction problems using a word wall, Number Line, Hundreds Chart and Illustrations/diagrams/drawings.

*Pronunciation is also important, i.e., thirteen, not thirty; fourteen, not forty, etc.

VU: Number words0-20, add, subtract,sum, difference, plus, minus, equals,altogetherLFC: Present tense,comparativesLC: Varies by ELP level


Write and orally count forward or backward from 0-20 in L1 and/or use gestures, pictures, and selected illustrated single words to solve addition and subtraction problems.

Write and orally count forward or backward from 0-20 in L1 or use phrases and short sentences with illustrations to solve addition and subtraction problems.

Write and orally count forward or backward from 0-20 to solve addition and subtraction problems using key vocabulary in a series of simple sentences.

Write and orally count forward or backward from 0-20 to solve addition and subtraction problems using key vocabulary in expanded and some complex sentences.

Write and orally count forward or backward from 0-20 to solve addition and subtraction problems using precise vocabulary in multiple, complex sentences.

Learning Supports

Word/Picture WallNumber LineHundreds ChartIllustrations/diagrams/drawingsNative language support

Word/Picture WallNumber LineHundreds ChartIllustrations/diagrams/drawingsNative language support

Word/Picture WallNumber LineHundreds Chart

Word/Picture Wall

27


http://www.state.nj.us/education/modelcurriculum/math/ellscaffolding/HundredsChart.pdf






















Objectives





Direct Instruction-

Option 3- Slides 158-163https://njctl.org/courses/math/1st-grade/addition-to-20/




Individual Center-







Review Classwork

Exit Ticket






standards/1/OA/C/5/tasks/1150


https://www.illustrativemathematics.org/content-standards/1/OA/C/5/tasks/1150

1.OA.C.5. Relate Number Talk Quarterly EngageNY

28



















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



Objectives




Refer to Number Talks by Sherry Parrish

Direct Instruction-Option 1- Module 1 Topic D; Lesson 14





Individual Center-







Review Classwork

Exit Ticket


Assessment Question 4-

Counting Forward and Backward




Module 1 Topic D; Lesson 14 (Day 3)https://www.engageny.org/ccls-math/1oa5


http://achievethecore.org/coherence-map/#1/5/39/39 (See all tasks)

1.OA.C.5. Relate counting to addition and subtraction (e.g., by


Quarterly Assessment Question 4-

EngageNY

Module 1 Topic D; Lesson 15 (Day 4)

29



















counting 2 to add 2).(The first marking period’s learning goal is Count on to add and count backwards to subtract to solve addition and subtraction problems within 10)


Objectives




Direct Instruction-Option 1-, Module 1 Topic D; Lesson 15





Individual Center-







Review Classwork

Exit Ticket


Counting Forward and Backward





Math Labs(Day 4)



(The first marking period’s


Direct InstructionOption 2-




30





















learning goal is Count on to add and count backwards to subtract to solve addition and subtraction problems within 10)


Objectives




http://achievethecore.org/page/612/the-very-hungry-caterpillar




Individual Center-







Review Classwork

Exit Ticket





standards/1/OA/C/5/tasks/1150


(The first marking period’s learning goal is Count on to


Direct Instruction-

Option 4- My Math




MyMath 31



















add and count backwards to subtract to solve addition and subtraction problems within 10)


Objectives




Lesson 4.1 (281-286), Lesson 4.2 (287-292) (Day 6)




Individual Center-







Review Classwork

Exit Ticket





www.connected.mcgraw-hill.com Teacher login page for all online resources

available for My Math

Lesson 4.1 (281-286), Lesson 4.2 (287-292) (Day 6)

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


P. 44 - 48 P. 106

Number Talks Strategy-Addition: Counting All/Counting On: Number Sentences

Quarterly Assessment Question #5




MyMath

32

















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.

Learning Goal 5: Determine if addition and subtraction equations, within 10, are true or false.


ObjectivesSWBAT

i. Define the meaning of the equal sign.

ii. Explain the meaning of the equal sign.

iii. Solve equations involving addition and subtraction.

iv. Compare both sides of the equal sign.

Number Talks Website

https://elementarynumbertalks.wordpress.com/

Select First Grade Number Talks at the top of the page.

Scroll down to find Counting All/Counting On

Click on Counting All Counting On Number Sentences to access PowerPoint Slides

Direct Instruction Option 1 – Module 1 Topic E; Lesson 17 (Day 1)https://www.engageny.org/ccls-math/1oa7

See activities and resources

CentersTeacher Center – The teacher works in a small group with 1-4 students. The teacher should repeat the student friendly objective with the small group of students. Working with whiteboards or paper the teacher can create equations for which students should have to solve and determine if they are true or false. Eventually students can begin developing their own and participate as the “teacher” when presenting their problems to the group.

Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. For this standard students will be using two sets of true and false cards different from the cards given in the actual quarterly assessment. The cards will have both two and three term equations. See question number 5 from 1st grade Unit 1 quarterly benchmark.

Individual Center – Students work on the individual skill that they need based on their



www.connected.mcgraw-hill.com Teacher login page for all online resources

available for My Math


Note: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best

match the standard taught and best prepare students for the assessment.

Lesson 1.13 (87-92) Lesson 2.14 (191-196)

33








v. Determine if equation involving addition, within 10, is true or false.

v. Determine if equation involving subtraction, within 10, is true or false.

vi. Develop your own true or false equation involving addition or subtraction within 10.

pre-test data. Achieve the Core Coherence Map should be used to guide remediation. [Achieve the Core coherence map is perfect for the individual centers and identifying task based on student areas of needs (as per each standard).

The following link: https://www.illustrativemathematics.org/content-standards/1/OA/D/7/tasks/475

Can be used to create number sentence sheets with dot images. Students can choose or be given a packet of number images and write an equation for the images if they are equal. This center activity is supported through the use of number talks and subitizing.

Manipulative Center – Students work on solving problems using manipulatives. Using connecting cubes student can model equations to check if they are true or false. 3+2 = 1+4 can be modeled with two sets of different color cubes and if true the set of 3 and 2 will equal the same amount of the set of 1 and 4. This will work with both addition and subtraction. Two color counters can be used as well.

Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Healthful Snacks should be implemented in the interdisciplinary center. It connects math with both language arts and science.

Review Classwork

Exit Ticket

ELL Modifications


34

https://www.illustrativemathematics.org/content-standards/1/OA/D/7/tasks/475


SLO: 3CCSS:1.OA.7WIDA ELDS: 3ListeningReading

Demonstrate understanding of the equal sign by determining if an equation is true or false.

Demonstrate understanding of equations and the concepts of true/false by sorting equations presented visually using drawings and teacher Prompts.

VU: Equal, equal sign, equation, not equal, true, false

LFC: Present tense

LC: Varies by ELP levelELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Demonstrate understanding of several complex equations stated orally in L1 text and/or support by writing the correct numbers and mathematical symbols and/or numbers and symbols stated orally. Then demonstrate understanding of true and false by sorting equations presented visually.

Demonstrate understanding of several complex equations stated orally in L1 text and/or support by writing the correct numbers and mathematical symbols and/or simple equations or numbers stated orally. Then demonstrate understanding of true and false by sorting equations presented visually.

Demonstrate understanding of several simple equations stated orally by writing the correct numbers and mathematical symbols. Then demonstrate understanding of true and false by sorting equations presented visually.

Demonstrate understanding of several complex and some simple equations stated orally by writing the correct numbers and mathematical symbols. Then demonstrate understanding of true and false by sorting equations presented visually.

Demonstrate understanding of several complex equations stated orally by writing the correct numbers and mathematical symbols. Then demonstrate understanding of true and false by sorting equations presented visually.

Learning Supports

Teacher Prompts Word/Picture WallChoice questionsL1 text and/or support Teacher Modeling

Teacher Prompts Word/Picture WallChoice questionsL1 text and/or support Teacher Modeling

Teacher Prompts Word/Picture WallChoice questions

Teacher Prompts Choice questions

Teacher Prompts

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


P. 44 - 48 P. 111

Number Talks Strategy-Doubles/Near Doubles: Number Sentences


Math Labs



Math Labs(Day 2)

http://www.raftbayarea.org/readpdf?isid=31735



http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/InteractionSupports/Prompts.pdf

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/InteractionSupports/ChoiceQuestions.pdf





http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/InteractionSupports/TeacherModeling.pdf
















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.



ObjectivesSWBAT








Scroll down to find Doubles/Near Doubles

Click on Doubles Near Double Number Sentences to access PowerPoint Slides





Individual Center – Students work on the individual skill that they need based on their pre-test data. Achieve the Core Coherence Map

(Day 2)http://www.raftbayarea.org/readpdf?isid=317







Lesson 1.13 (87-92) Lesson 2.14 (191-196)

36











should be used to guide remediation. [Achieve the Core coherence map is perfect for the individual centers and identifying task based on student areas of needs (as per each standard).





Review Classwork

Exit Ticket


1.OA.D.7. Understand the meaning of the


P. 44 - 48



37



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.



ObjectivesSWBAT



iii. Solve equations involving addition and

P. 117

Number Talks Strategy-Addition: Making Tens Number Sentences




Scroll down to find Making Tens

Click on Making Tens Number Sentences to access PowerPoint Slides




Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. For this standard students will be using two sets of true and false cards different from the cards given in the actual quarterly assessment. The cards will have both two and three term equations. See question number 5

Question #5

Math Labs(Day 3)









Lesson 1.13 (87-92) Lesson 2.14 (191-196)

38









subtraction.





from 1st grade Unit 1 quarterly benchmark.

Individual Center – Students work on the individual skill that they need based on their pre-test data. Achieve the Core Coherence Map should be used to guide remediation. [Achieve the Core coherence map is perfect for the individual centers and identifying task based on student areas of needs (as per each standard).





Review Classwork

39



Exit Ticket


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




ObjectivesSWBAT

i. Define the meaning of


P. 44 - 48 P. 118

Number Talks Strategy-Addition: Making Landmark or Friendly Numbers




Scroll down to find Landmark or Friendly Numbers

Click on Making Landmark or Friendly Numbers to access PowerPoint Slides


















Lesson 1.13 (87-92) Lesson 2.14 (191-196)

40












the equal sign.












Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled

41



reader titled Healthful Snacks should be implemented in the interdisciplinary center. It connects math with both language arts and science.

Review Classwork

Exit Ticket





Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign


P. 44 - 48 P. 106







Direct Instruction Option 4 – My Math

Lesson 1.13 (87-92) (Day 5)


CentersTeacher Center – The teacher works in a small group with 1-4 students. The teacher should repeat the student friendly objective with the small group of students. Working with whiteboards or paper the teacher can create




MyMathwww.connected.mcgraw-hill.com





Lesson 1.13 (87-92) (Day 5)







42









each quarterly assessment question.

ObjectivesSWBAT








equations for which students should have to solve and determine if they are true or false. Eventually students can begin developing their own and participate as the “teacher” when presenting their problems to the group.





Manipulative Center – Students work on solving problems using manipulatives. Using connecting cubes student can model equations to check if they are true or false. 3+2 = 1+4 can be modeled with two sets of different color cubes and if true the set of 3 and 2 will equal the same amount of the set of 1 and 4. This will work

Lesson 2.14 (191-196)

43



with both addition and subtraction. Two color counters can be used as well.


Review Classwork

Exit Ticket





Pacing – In the first grade level meeting or professional development day, teachers will create a


P. 44 - 48 P. 111








Lesson 2.14 (191-196) (Day 6)










Lesson 2.14 (191-196) (Day 6)




www.mhmymath.com

44









pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.

ObjectivesSWBAT













Manipulative Center – Students work on solving

Homepage for My MathNote: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best


Lesson 1.13 (87-92)

45



problems using manipulatives. Using connecting cubes student can model equations to check if they are true or false. 3+2 = 1+4 can be modeled with two sets of different color cubes and if true the set of 3 and 2 will equal the same amount of the set of 1 and 4. This will work with both addition and subtraction. Two color counters can be used as well.


Review Classwork

Exit Ticket


1.OA.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 = _. *(benchmarked)

Learning Goal 6: Solve addition and subtraction equations, within 10, by finding the missing whole number in any position.


P. 44 - 48 P. 118









(Day 1)http://

achievethecore.org/coherence-map/

#1/5/45/45 [See All Tasks]

EngageNYModule 1 Topic D; Lessons 14 and 15 (Day 1)







match the standard taught and best

46










ObjectivesSWBAT

i. Define an unknown number.

ii. Explain how to find an unknown number.

iii. Identify an unknown number.

iv. Analyze the parts of an equation with an unknown. v. Determine an unknown whole number in an addition or subtraction equation. vi. Make up your own unknown number equation with addition or subtraction.

Direct Instruction Option 1 – Module 1 Topic D; Lesson 14, Module 1 Topic D; Lesson 15 (Day 1)https://www.engageny.org/ccls-math/1oa8


CentersTeacher Center – The teacher works in a small group with 1-4 students. The teacher should repeat the student friendly objective with the small group of students. Working with whiteboards or paper the teacher can create equations for which students should have to solve and determine the unknown value. Problems should be setup with a blank line or question mark representing the unknown number. Eventually students can begin developing their own and participate as the “teacher” when presenting their problems to the group.

Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Students will work with Missing Whole Equation sheets with a deck of cards. Students should be paired and work together in selecting cards from the playing card deck, writing their chosen numbers on the equation sheet in the appropriate space, and determining the unknown number. See question number 6 from 1st grade Unit 1 quarterly benchmark.

Individual Center – Students work on the individual skill that they need based on their pre-test data. The following link provides a number of practice worksheets for individual student centers based on standard 1.OA.8:


prepare students for the assessment.

Lesson 1.12 (81-86) Lesson 4.6 (313-318) Lesson 4.8 (325-330)

47




Manipulative Center – Students work on solving problems using manipulatives. Using work mat 3 titled Part-Part-Whole from the My Math series text book and two color counters student solve for unknowns.

Students can also use a computer with the following link for virtual manipulatives. Once on the page select grade level and background work mat Part-Part-Whole and the manipulatives are two-color counters:

http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.html

This link is also a resource that can be found in the My Math resource webpage with teacher username and password.

Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Rock Collections should be implemented in the interdisciplinary center. It connects math with both language arts and science.

Review Classwork

Exit Ticket

ELL Modifications


SLO: 4CCSS:1.OA.8WIDA ELDS: 3SpeakingListeningWriting

Solve addition or subtraction equations by finding the missing whole number in any position.

Follow oral directions to complete a math problem. Identify orally and in writing the missing number in an addition or subtraction equation, using Fact Family Triangles Number Line and word walls.

VU: Equation, equal sign, missing, missing number, deck of cards,

LFC: Present tense, present progressive tense

48

http://www.state.nj.us/education/modelcurriculum/math/ellscaffolding/NumberLine.pdf







Language Objectives

Follow multi-step oral directions to complete a math problem in L1 text and/or support and/or follow step-by-step oral directions with Teacher Modeling and manipulatives. Then identify orally and in writing the missing number in an addition or subtraction equation.

Follow multi-step oral directions to complete a math problem in L1 text and/or support and/or follow step-by-step oral directions with Teacher Modeling. Then identify orally and in writing the missing number in an addition or subtraction equation.

Follow two-step oral directions to complete a math problem. Then identify orally and in writing the missing number in an addition or subtraction equation.

Follow multi-step oral directions to complete a math problem. Then identify orally and in writing the missing number in an addition or subtraction equation.

Follow multi-step oral directions to complete a math problem. Then identify orally and in writing the missing number in an addition or subtraction equation.

Learning Supports

Teacher ModelingWord/Picture WallFact Family TrianglesL1 text and/or support Number LinePlaying cards

Teacher ModelingWord/Picture WallFact Family Triangles L1 text and/or support Number Line Playing cards

Teacher ModelingWord/Picture WallFact Family TrianglesPlaying cards

Teacher ModelingFact Family TrianglesPlaying cards

Fact Family TrianglesPlaying cards



Learning Goal 6: Solve addition and subtraction


P. 44 - 48 P. 106










EngageNYModule 1 Topic D; Lesson 16 and Module 1 Topic H;

Lesson 28 (Day 2)






49


































equations, within 10, by finding the missing whole number in any position.


ObjectivesSWBAT




iv. Analyze the parts of an equation with an unknown. v. Determine an unknown whole number in an addition or subtraction equation.


Direct Instruction Option 1 – Module 1 Topic D; Lesson 16, Module 1 Topic H; Lesson 28 (Day 2) https://www.engageny.org/ccls-math/1oa8




http://www.commoncoresheets.com/




50



vi. Make up your own unknown number equation with addition or subtraction.







Review Classwork

Exit Ticket



For example, determine the


P. 44 - 48 P. 111



Common Core Sheets

Learnzillion

https://learnzillion.com/resources/64472-1st-grade-math


51







unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ - 3, 6 + 6 = _. *(benchmarked)



ObjectivesSWBAT




iv. Analyze the parts of an






Direct Instruction

Option 3 – Learnzillion (Day 3)



Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Students will work with Missing Whole Equation sheets with a deck of cards. Students should be paired and work together in selecting cards from the playing card deck, writing their chosen numbers on the equation

(Day 3)http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1oa8







52









equation with an unknown. v. Determine an unknown whole number in an addition or subtraction equation. vi. Make up your own unknown number equation with addition or subtraction.

sheet in the appropriate space, and determining the unknown number. See question number 6 from 1st grade Unit 1 quarterly benchmark.








53






Review Classwork

Exit Ticket






Objectives


P. 44 - 48 P. 117







Direct Instruction

Option 2 – Slides 101-117 (Day 4)https://njctl.org/courses/math/1st-grade/addition-to-20/attachments/addition-to-20-with-classwork-and-homework-inserted-part-2/

Slides 58-76 (Day 4)https://njctl.org/courses/math/1st-grade/subtraction-to-20/attachments/subtraction-to-20-with-classwork-and-homework-part-2/


CentersTeacher Center – The teacher works in a small group with 1-4 students. The teacher should repeat the student friendly objective with the


Math Labs(Day 4)


NJCTLSlides 101-117 (Day 4)

https://njctl.org/courses/math/1st-grade/addition-to-20/attachments/addition-to-20-with-classwork-

and-homework-inserted-part-2/

Slides 58-76 (Day 4)https://njctl.org/courses/math/1st-grade/

subtraction-to-20/attachments/subtraction-to-20-with-classwork-and-homework-part-2/








54



https://njctl.org/courses/math/1st-grade/subtraction-to-20/attachments/subtraction-to-20-with-classwork-and-homework-part-2/



https://njctl.org/courses/math/1st-grade/addition-to-20/attachments/addition-to-20-with-classwork-and-homework-inserted-part-2/













SWBAT




iv. Analyze the parts of an equation with an unknown. v. Determine an unknown whole number in an addition or subtraction equation. vi. Make up your own unknown number equation with addition or subtraction.

small group of students. Working with whiteboards or paper the teacher can create equations for which students should have to solve and determine the unknown value. Problems should be setup with a blank line or question mark representing the unknown number. Eventually students can begin developing their own and participate as the “teacher” when presenting their problems to the group.





Students can also use a computer with the following link for virtual manipulatives. Once on the page select grade level and background work mat Part-Part-Whole and the

55



manipulatives are two-color counters:




Review Classwork

Exit Ticket




Learning Goal 6: Solve addition and subtraction equations, within 10, by finding the missing whole


P. 44 - 48 P. 118






Click on Making Landmark or Friendly Numbers










Lesson 1.12 (81-86) (Day 5)


56











number in any position.


ObjectivesSWBAT




iv. Analyze the parts of an equation with an unknown. v. Determine an unknown whole number in an addition or subtraction equation. vi. Make up your own unknown number equation with addition or

to access PowerPoint Slides


Lesson 1.12 (81-86) (Day 5)










Lesson 4.6 (313-318) Lesson 4.8 (325-330)

57



subtraction. http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1oa8






Review Classwork

Exit Ticket




P. 44 - 48 P. 106

Number Talks Strategy-Addition: Counting


Math Labs

MyMathwww.connected.mcgraw-hill.com


58










ObjectivesSWBAT




iv. Analyze the parts of an

All/Counting On: Number Sentences






Direct Instruction

Option 4 – My Math

Lesson 4.6 and 4.8 (313-330) (Day 6)See activities and resources


Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Students will work with Missing Whole Equation sheets with a deck of cards. Students should be paired and work together in selecting cards from the playing card deck,

(Day 6)http://www.raftbayarea.org/readpdf?isid=321




Lesson 4.6 and 4.8 (313-330) (Day 6)







Lesson 1.12 (81-86)

59








equation with an unknown. v. Determine an unknown whole number in an addition or subtraction equation. vi. Make up your own unknown number equation with addition or subtraction.

writing their chosen numbers on the equation sheet in the appropriate space, and determining the unknown number. See question number 6 from 1st grade Unit 1 quarterly benchmark.








60






Review Classwork

Exit Ticket


1.NBT.A.1. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral *(benchmarked)

Learning Goal 7: Count to 100 orally, read and write numerals, and write numerals to represent the number of objects (up to 100).

i. Define one hundred?

ii. Demonstrate the ability to count and write numbers up to 100.

iii. Identify written numerals up to 100?

iv. Compare numbers up to 100?

v. Determine numbers after any number up to 100.

vi. Compose a list of


P. 44 - 48 P. 117







Direct Instruction

Option 2 – Slides 1-10 (Day 1)https://njctl.org/courses/math/1st-grade/numbers-to-120/attachments/unit-1-numbers-to-120-with-classwork-and-homework-inserted/


CentersTeacher Center – The teacher works in a small group with 1-4 students. With this standard students should practice with the teacher reading aloud numbers from 1 to 100. The use of a hundreds chart is ideal for reading together. The teacher can also use connecting cubes or counters and select a random amount to display

Quarterly Assessment Question #7A, #7B



SortedByGrade.php?Sorted=1nbt1


https://njctl.org/courses/math/1st-grade/numbers-to-120/attachments/unit-1-numbers-to-120-with-

classwork-and-homework-inserted/







Lesson 5.3 (359-364) Lesson 5.9 (397-402) Lesson 5.12 (417-422) Lesson 5.13 (423-

428) Lesson 5.14 (429-434)

61



https://njctl.org/courses/math/1st-grade/numbers-to-120/attachments/unit-1-numbers-to-120-with-classwork-and-homework-inserted/



http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1nbt1







numbers up to 100. and allow students to take turns in using the manipulatives to represent the amount being displayed.

Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Using index cards numbered from 1-100 students can practice choosing a card and counting up to 100 as asked in question number 7a. Number line sheets should also be developed leaving blank spaces to be filled in similar but not the same as found in the quarterly benchmark assessment question number 7b.

Individual Center – Students work on the individual skill that they need based on their pre-test data. A blank hundreds chart is useful in this center along with scaffolding using fives, tens, and twenties as numbers to be prefilled in on the number charts. Students can work with the goal of completing the entire chart and reading the chart aloud.

Manipulative Center – Students work on solving problems using manipulatives. Students can use work mat 8 titled Hundreds, Tens, and Ones found in the My Math resources along with the tens blocks to show a number with the ones, tens, and hundreds place and write the number represented by the tens blocks.

Students can also use a computer with the following link for virtual manipulatives. Once on the page select grade level and background work mat Hundreds, Tens, and Ones and the manipulatives are tens blocks:

http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/

62



vmf/VMF-Interface.html


Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Look Again should be implemented in the interdisciplinary center. It connects math with both language arts and science.

Review Classwork

Exit Ticket

ELL Modifications


SLO: 1CCSS:1.NBT.1WIDA ELDS: 3WritingSpeaking

Count utilizing written or verbal numerals starting at any number less than 100.

Write and orally count from a number other than zero between 0 and 100, using a word wall, Number Line and a Hundreds Chart.

VU: Number words 0-100, order, sequence wordsLFC: Present tense


Language Objectives

Write and orally count from a number other than zero using L1 and//or repeating numbers.

Write and orally count from a number other than zero using L1 and/or selected numbers.

Write and orally count from a number other than zero using key vocabulary in simple sentences.

Write and orally count from a number other than zero using key, technical vocabulary in expanded sentences.

Write and orally identify numbers using technical vocabulary in complex sentences.

Learning Supports

Word/Picture WallNumber LineHundreds ChartNative language support

Word/Picture WallNumber LineHundreds ChartNative language support

Number LineHundreds Chart

Number LineHundreds Chart

Hundreds Chart

1.NBT.A.1. Count to 120, starting at any




63


















number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral *(benchmarked)







vi. Compose a list of numbers up to 100.

P. 44 - 48 P. 118







Direct Instruction

Option 2 – Slides 26-43 (Day 2) https://njctl.org/courses/math/1st-grade/numbers-to-120/attachments/unit-1-numbers-to-120-with-classwork-and-homework-inserted/


CentersTeacher Center – The teacher works in a small group with 1-4 students. With this standard students should practice with the teacher reading aloud numbers from 1 to 100. The use of a hundreds chart is ideal for reading together. The teacher can also use connecting cubes or counters and select a random amount to display and allow students to take turns in using the manipulatives to represent the amount being displayed.

Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure

Question #7A, #7B












428) Lesson 5.14 (429-434)

64














that standard. Using index cards numbered from 1-100 students can practice choosing a card and counting up to 100 as asked in question number 7a. Number line sheets should also be developed leaving blank spaces to be filled in similar but not the same as found in the quarterly benchmark assessment question number 7b.






Interdisciplinary Center – Students work on math problems that interconnect with another

65




subject. The real world problem solving leveled reader titled Look Again should be implemented in the interdisciplinary center. It connects math with both language arts and science.

Review Classwork

Exit Ticket

ELL Instruction: See Day 1








P. 44 - 48 P. 106







Direct Instruction



CentersTeacher Center – The teacher works in a small group with 1-4 students. With this standard


Math Labs(Day 3)












428) Lesson 5.14 (429-434)

66















students should practice with the teacher reading aloud numbers from 1 to 100. The use of a hundreds chart is ideal for reading together. The teacher can also use connecting cubes or counters and select a random amount to display and allow students to take turns in using the manipulatives to represent the amount being displayed.




Students can also use a computer with the following link for virtual manipulatives. Once on the page select grade level and background work mat Hundreds, Tens, and Ones and the

67

manipulatives are tens blocks:




Review Classwork

Exit Ticket






P. 44 - 48 P. 111







Direct Instruction


Math Labs(Day 4)










match the standard taught and best

68


















Option 2 – Slides 110-122 (Day 4) https://njctl.org/courses/math/1st-grade/numbers-to-120/attachments/unit-1-numbers-to-120-with-classwork-and-homework-inserted/





prepare students for the assessment.


428) Lesson 5.14 (429-434)

69









Review Classwork

Exit Ticket


1.NBT.A.1. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written


P. 44 - 48 P. 117



Common Core Sheets





70







numeral *(benchmarked)

















(Day 5)http://www.commoncoresheets.com/SortedByGrade.php?Sorted=1nbt1







428) Lesson 5.14 (429-434)

71
















Review Classwork

Exit Ticket

72














P. 44 - 48 P. 118







Direct Instruction

Option 3 – Learnzillion (Day 6)



CentersTeacher Center – The teacher works in a small group with 1-4 students. With this standard students should practice with the teacher reading aloud numbers from 1 to 100. The use of a hundreds chart is ideal for reading together. The teacher can also use connecting cubes or counters and select a random amount to display and allow students to take turns in using the manipulatives to represent the amount being


Math Labs(Day 6)


Learnzillion(Day 6)









428) Lesson 5.14 (429-434)

73












displayed.






This link is also a resource that can be found in

74




the My Math resource webpage with teacher username and password.


Review Classwork

Exit Ticket


75

work with addition and subtraction equations - tps home curriculum... · web view1.oa.a.1- use...

Documents