3rd Quarter 2016/2017 Elementary Mathematics Curriculum Guide Grade 1 Page 1 of 60 1st Grade Year at a Glance Duration Quarter 1 8/15/16 – 10/14/16 44 Days Quarter 2 10/17/16‐ 10/28/16 9 Days Math Florida Standards Modules Module 1: Sums and Differences to Ten Operations and Algebraic Thinking 1.OA.1.1 1.OA.2.3 1.OA.2.4 1.OA.3.5 1.OA.3.6 1.OA.4.7 1.OA.4.8 10/31/16 – 12/22/16 35 Days Quarter 3 1/5/17 – 1/10/17 4 days Module 2: Introduction to Place Value Through Addition and Subtraction Within 20 Operations and Algebraic Thinking 1.OA.1.2 1.OA.2.3 1.OA.2.4 1.OA.3.6 1.NBT.2.2 (cover “a” and “b”) Quarter 4 1/11/17 – 1/30/17 12 Days 1/31/17 – 3/16/17 33 Days 3/27/17 – 4/18/17 16 Days 4/19/17 – 6/2/17 31 Days Module 3: Ordering and Comparing Length Measurements as Numbers Module 4: Place Value, Comparison, Addition and Subtraction to 40 Module 5: Identifying, Composing, and Partitioning Shapes Module 6: Place Value, Comparison, Addition and Subtraction to 100 Operations and Algebraic Thinking 1.OA.1.1 Measurement and Data 1.MD.1.1 1.MD.1.a 1.MD.3.4 Operations Measurement and Algebraic and Data Thinking 1.MD.2.3 1.OA.1.1 Geometry Number and 1.G.1.1 Operations in 1.G.1.2 Base Ten 1.G.1.3 1.NBT.1.1 1.NBT.2.2 1.NBT.2.3 1.NBT.3.4 1.NBT.3.5 1.NBT.3.6 Number and Operations in Base Ten 1.NBT.1.1 1.NBT.2.2 1.NBT.2.3 1.NBT.3.4 1.NBT.3.5 1.NBT.3.6 Measurement and Data 1.MD.2.a Page 2 of 60 Elementary Mathematics 1st Grade Testing Calendar Required (The following assessments have been scheduled for you in your grade level curriculum guides. Please note: these assessments are required to be administered within the testing window provided. Please refer to the Optional Testing calendar for additional assessments that have been developed for you to administer should you choose to. Required assessments are subject to change. Please refer to the district testing calendar for testing window and details) Quarter Assessment Approximate Testing Dates Duration 1 i‐Ready Fall 8/17 – 8/31 2 days 2 i‐Ready Winter 12/5 – 12/16 2 days 3 N/A 4 i‐Ready Spring 5/1 – 5/12 2 days Page 3 of 60 Elementary Mathematics 1st Grade Testing Calendar Optional (The following assessments have been developed and scheduled in your grade level Curriculum Guides. Please note: these assessments are optional, should you choose to administer them. Please refer to the required assessment calendar for required testing for your grade level) Quarter Assessment Approximate Testing Dates Duration 1 Performance Task 1.OA.1.1 Performance Task 1.OA.4.7 Mid‐Module 1 9/14/16 9/23/16 10/3/16 1 day Performance Task 1.OA.2.4 End of Module Assessment 1 10/12/16 10/27/16 1 day Performance Task 1.OA.3.6 Mid‐Module 2 11/14/16 11/22/16 1 day Performance Task 1.OA.1.1 End of Module 2 12/13/16 1/6/17 1 day Performance Task 1.MD.1.a End of Module Assessment 3 1/18/17 1/26/17 1 day 2/7/17 2/16/17 1 day 2/27/17 3/7/17 3/15/17 2 3 Performance Task 1.NBT.2.2 Mid‐Module Assessment 4 Performance Task 1.NBT.3.4 Performance Task 1.NBT.2.2d Performance Task 1.NBT.3.4 Page 4 of 60 4 End of Module Assessment 4 3/16/17 1 day Performance Task 1.G.1.3 Performance Task 1.MD.2.3 End of Module Assessment 5 4/7/17 4/13/17 4/17/17 1 day Performance Task 1.OA.1.1 Performance Task 1.NBT.3.4 Mid‐Module Assessment 6 4/19/17 5/9/17 5/15/17 1 day Performance Task 1.OA.1 End‐Module Assessment 6 5/25/17 5/30/17 1 day Page 5 of 60 January Notes Mon Tues 1st Grade Wed 6 Day 86 Mod 2 Lesson 29 11 ERD Day 89 Mod 3 Lesson 1 18 Day 93 CPALMS Lesson 2 25 ERD Day 98 Mod 3 Lesson 12 19 Day 94 CPALMS Lesson 3 26 Day 99 End of Module 3 Assessment 20 Day 95 Mod 3 Lesson 10 3 4 Schools Closed Schools Closed Schools Closed 9 Day 87 End of Module 2 Assessment 10 Day 88 Review and Remediate previous taught standards 17 Day 92 CPALMS Lesson 1 School Closed 23 Day 96 Mod 3 Lesson 11 24 Day 97 Mod 3 Lesson 12 30 Day 101 Review and Remediate previous taught standards 31 Day 102 Mod 4 Lesson 1 Fri 5 Day 85 Review and Remediate previous taught standards 12 Day 90 Mod 3 Lesson 2 2 16 Thu Notes 13 Day 91 Mod 3 Lesson 2 27 Day 100 Review and Remediate previous taught standards *Please Note: This calendar was developed with recommendations from the CG. Teachers may not be on the exact day, based on class needs. Page 6 of 60 February Notes Mon Tues 1st Grade Wed 2 Day 104 Mod 4 Lesson 3 3 Day 105 Mod 4 Lesson 4 9 Day 109 Mod 4 Lesson 8 10 Day 110 Mod 4 Lesson 9 16 Day 114 Mid-Module 4 Assessment 23 Day 118 Mod 4 Lesson 15 17 Day 115 Review and Remediate previous taught standards 24 Day 119 Mod 4 Lesson 16 7 Day 107 Mod 4 Lesson 6 13 Day 111 Mod 4 Lesson 10 14 Day 112 Mod 4 Lesson 11 8 ERD Day 108 Mod 4 Lesson 7 15 Day 113 Mod 4 Lesson 11 21 Day 116 Schools Closed Mod 4 Lesson 13 22 ERD Day 117 Mod 4 Lesson 14 27 Day 120 Mod 4 Lesson 17 Fri 1 Day 103 Mod 4 Lesson 2 6 Day 106 Mod 4 Lesson 5 20 Thu Notes 28 Day 121 Mod 4 Lesson 18 *Please Note: This calendar was developed with recommendations from the CG. Teachers may not be on the exact day, based on class needs. Page 7 of 60 March Notes Mon Tues 1st Grade Wed Thu Fri 1 Day 122 Mod 4 Lesson 19 2 Day 123 Mod 4 Lesson 20 3 Day 124 Mod 4 Lesson 21 6 Day 125 Mod 4 Lesson 22 7 Day 126 Mod 4 Lesson 23 8 ERD Day 127 Mod 4 Lesson 24 9 Day 128 Mod 4 Lesson 25 10 Day 129 Mod 4 Lesson 26 13 Day 130 Mod 4 Lesson 27 14 Day 131 Mod 4 Lesson 28 15 Day 132 Mod 4 Lesson 29 16 Day 133 End of Module 4 Assessment 17 Planning Day 20 21 22 23 24 Notes Quarter 3 Ends Schools Closed Schools Closed Schools Closed Schools Closed Schools Closed 27 Day 134 Review and Remediate previous taught standards 28 Day 135 Mod 5 Lesson 1 29 ERD 30 Day 136 Day 137 Mod 5 Mod 5 Lesson 2 Lesson 3 31 Day 138 Mod 5 Lesson 4 Quarter 4 Begins *Please Note: This calendar was developed with recommendations from the CG. Teachers may not be on the exact day, based on class needs. Page 8 of 60 Module 2 Continued Topic D: Varied Problems with Decompositions of Teen Numbers as 1 Ten and Some Ones Varied Problems with Decompositions of Teen Numbers as 1 Ten and Some Ones Topic D closes the module with students renaming ten as a unit: a ten (1.NBT.2.2). This is the very first time students are introduced to this language of ten as a unit, so this is exciting! The unit of ten is the foundation for our whole number system wherein all units are composed of ten of the adjacent unit on the place value chart. In Lesson 26, students revisit representations of 10 ones that they have worked with in the past. They rename their Rekenrek bracelet, the ten‐frame, the fingers on two hands, and two 55 ‐groups as 11 ten. They connect teen numbers to the unit form (e.g., 11 ten and 11 one, 11 ten and 22 ones), and represent the numbers with Hide Zero cards. They now analyze the digit 11 in the tens place as representing both 10 ones and 11 unit of ten, further setting the foundation for later work with place value in Module 44. Students use their very own Magic Counting Sticks (i.e., their fingers) to help them to compose 11 ten. By bundling 11 ten, students realize that some ones are left over which clarifies the meaning of the ones unit (1.NBT.2.2). In Lesson 27, students solve both abstract and contextualized result‐unknown problems (1.OA.1.1). The lesson takes them through a progression from problems with teens decomposed or composed using 11 ten and some ones to problems wherein they find the hidden ten (e.g., 88 + 66 or 12– 55 ). In Lesson 28 , students solve familiar problems such as, “Maria had 88 snowballs on the ground and 55 in her arms. How many snowballs did Maria have?” As students write their solutions, they break apart an addend to make a ten with another addend and write two equations leading to the solution (see the bond and equations to the right). This movement forward in their ability to record the two steps allows them to own the structure of the ten they have been using for the entire module, on a new level (MP.7). Topic D closes with Lesson 29, where students solve add to with change unknown and take apart/put together with addend unknown problems. As in Lesson 28, students write both equations leading to the solution as they take from the ten (see bond and equation to the top right). Page 9 of 60 Approx. Date: 1/5/2017 Day: 85 OBJ: Students will solve subtraction problems using ten as a unit, and write two‐step solutions. EQ: How can I solve subtraction problems using ten as a unit, and write two‐step word solutions? Approx. Date: 1/6/2016 Day: 86 OBJ: Students will show mastery of standards introduced in Module 1 Topics A‐J. EQ: How can I use strategies I’ve learned to help me Notes: as a mathematician? Ten Module 2 Target Ones Topic D 1.OA.1.1 Number sentence Lesson 29: Subtraction Problems with Two‐Step Solutions 1.NBT.2.2a Equation 1.NBT.2.2b Materials for Lesson: Embedded Fluency: 1.NBT.3.5 T – 5‐group column cards (Lesson 27 Fluency Template) T – Hide Zero cards (Lesson 18 Fluency Template 1) Fluency T – Subtract 9 flashcards (Lesson 17 Fluency Template) T – Subtract 8 flashcards (Lesson 20 Fluency Template) Mathematical Practices T – Subtract 7 and 6 flashcards (Fluency Template) MP7 Concept Development: MP8 T – Hide Zero cards (Lesson 18 Fluency Template 1) S – Personal white board Notes: Omit Happy Counting by Fives activity. Counting by 5’s exceeds the content limit. During the next three lessons (Lessons 27‐29) when decomposing a number students may only see the ‘10’ when numbers are next to each other, work to get students to see the two numbers that make 10, no matter the location. Target Module 2 End of Module 1.OA.1.1 End of Module 2 Assessment Assessment 1.NBT.2.2a 1.NBT.2.2b Page 10 of 60 Approx. Date: 1/9/2017 Day 87 OBJ: Students will gain mastery of Module 1 Topic A‐C standards. EQ: How can I use the strategies I’ve learned to help me as a mathematician? Target 1.OA.1.1 1.OA.3.6 1.NBT.2.2a 1.NBT.2.2b Embedded Fluency Mathematical Practices Equation Addend Sum Difference Place Value Tens Ones Teen Numbers FLEX DAY Use this time to review and remediate previously taught standards based on data. The recommendation is to use district supported materials. Notes: Approx. Date: 1/10/2017 Day 88 OBJ: Students will gain mastery of Module 1 Topic A‐C standards. EQ: How can I use the strategies I’ve learned to help me as a mathematician? Target 1.OA.1.1 1.OA.3.6 1.NBT.2.2a 1.NBT.2.2b Embedded Fluency Mathematical Practices Equation Addend Sum Difference Place Value Tens Ones Teen Numbers FLEX DAY Use this time to review and remediate previously taught standards based on data. The recommendation is to use district supported materials. Notes: Page 11 of 60 Quarter 3 Module 3 Course: DUVAL COUNTY PUBLIC SCHOOLS Math Curriculum Lesson Guide Unit # Dates/Pacing: Grade 1 Math Module 3: Ordering and Comparing Length Measurements as Numbers 1/11/17 – 1/30/17, 12 days MAFS 1.OA.1.1 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. (Students are not required to independently ready the word problem.) Cognitive Complexity: Level: 2 Basic Application of Skills & Concepts 1.MD.3.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Cognitive Complexity: Level: 3 Strategic Thinking & Complex Reasoning 1.MD.1.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object. Cognitive Complexity: Level: 2 Basic Application of Skills & Concepts 1.MD.1.1a Understand how to use a ruler to measure length to the nearest inch. a. Recognize that the ruler is a tool that can be used to measure the attribute of length. b. Understand the importance of the zero point and end point and that the length measure is the span between two points. c. Recognize that the units marked on ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Cognitive Complexity: Level: 2 Basic Application of Skills & Concepts Page 12 of 60 Standards for Mathematical Practices 1st Grade Mathematically proficient students in First Grade continue to develop the ability to focus attention, test hypotheses, take reasonable risks, remain flexible, try alternatives, exhibit self‐regulation, and persevere (Copley, 2010). As the teacher uses thoughtful questioning and provides opportunities for students to share thinking, First Grade students become conscious of 1. Make sense of problems what they know and how they solve problems. They make sense of task‐type problems, find an entry point or a way to begin and persevere in solving them. the task, and are willing to try other approaches when solving the task. They ask themselves, “Does this make sense?” First Grade students’ conceptual understanding builds from their experiences in Kindergarten as they continue to rely on concrete manipulatives and pictorial representations to solve a problem, eventually becoming fluent and flexible with mental math as a result of these experiences. Mathematically proficient students in First Grade recognize that a number represents a specific quantity. They use numbers and symbols to represent a problem, explain thinking, and justify a response. For example, when solving the problem: “There are 60 children on the playground. Some children line up. There are 20 children still on the playground. How many children 2. Reason abstractly and lined up?” first grade students may write 20 + 40 = 60 to indicate a Think‐Addition strategy. Other students may illustrate a quantitatively. counting‐on by tens strategy by writing 20 + 10 + 10 + 10 + 10 = 60. The numbers and equations written illustrate the students’ thinking and the strategies used, rather than how to simply compute, and how the story is decontextualized as it is represented abstractly with symbols. Mathematically proficient students in First Grade continue to develop their ability to clearly express, explain, organize and consolidate their math thinking using both verbal and written representations. Their understanding of grade appropriate 3. Construct viable arguments vocabulary helps them to construct viable arguments about mathematics. For example, when justifying why a particular shape and critique the reasoning of isn’t a square, a first grade student may hold up a picture of a rectangle, pointing to the various parts, and reason, “It can’t be a others. square because, even though it has 4 sides and 4 angles, the sides aren’t all the same size.” In a classroom where risk‐taking and varying perspectives are encouraged, mathematically proficient students are willing and eager to share their ideas with others, consider other ideas proposed by classmates, and question ideas that don’t seem to make sense. Mathematically proficient students in First Grade model real‐life mathematical situations with a number sentence or an equation, and check to make sure that their equation accurately matches the problem context. They also use tools, such as 4. Model with mathematics. tables, to help collect information, analyze results, make conclusions, and review their conclusions to see if the results make sense and revising as needed. Mathematically proficient students in First Grade have access to a variety of concrete (e.g. 3‐dimensional solids, ten frames, number balances, number lines) and technological tools (e.g., virtual manipulatives, calculators, interactive websites) and use 5. Use appropriate tools them to investigate mathematical concepts. They select tools that help them solve and/or illustrate solutions to a problem. strategically They recognize that multiple tools can be used for the same problem‐ depending on the strategy used. For example, a child who is in the counting stage may choose connecting cubes to solve a problem. While, a student who understands parts of number, may solve the same problem using ten‐frames to decompose numbers rather than using individual connecting cubes. Page 13 of 60 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. As the teacher provides numerous opportunities for students to use educational materials, first grade students’ conceptual understanding and higher‐order thinking skills are developed. Mathematically proficient students in First Grade attend to precision in their communication, calculations, and measurements. They are able to describe their actions and strategies clearly, using grade‐level appropriate vocabulary accurately. Their explanations and reasoning regarding their process of finding a solution becomes more precise. In varying types of mathematical tasks, first grade students pay attention to details as they work. For example, as students’ ability to attend to position and direction develops, they begin to notice reversals of numerals and self‐correct when appropriate. When measuring an object, students check to make sure that there are not any gaps or overlaps as they carefully place each unit end to end to measure the object (iterating length units). Mathematically proficient first grade students understand the symbols they use (=, >, 3, a proficient student who is able to attend to precision states, “Four is more than 3” rather than “The alligator eats the four. It’s bigger.” Mathematically proficient students in First Grade carefully look for patterns and structures in the number system and other areas of mathematics. For example, while solving addition problems using a number balance, students recognize that regardless whether you put the 7 on a peg first and then the 4, or the 4 on first and then the 7, they both equal 11 (commutative property). When decomposing two‐digit numbers, students realize that the number of tens they have constructed ‘happens’ to coincide with the digit in the tens place. When exploring geometric properties, first graders recognize that certain attributes are critical (number of sides, angles), while other properties are not (size, color, orientation). Mathematically proficient students in First Grade begin to look for regularity in problem structures when solving mathematical tasks. For example, when adding three one‐digit numbers and by making tens or using doubles, students engage in future tasks looking for opportunities to employ those same strategies. Thus, when solving 8+7+2, a student may say, “I know that 8 and 2 equal 10 and then I add 7 more. That makes 17. It helps to see if I can make a 10 out of 2 numbers when I start.” Further, students use repeated reasoning while solving a task with multiple correct answers. For example, in the task “There are 12 crayons in the box. Some are red and some are blue. How many of each could there be?” First Grade students realize that the 12 crayons could include 6 of each color (6+6 = 12), 7 of one color and 5 of another (7+5 = 12), etc. In essence, students repeatedly find numbers that add up to 12. Page 14 of 60 New or Recently Introduced Terms Teacher Academic Language Inch (standard length unit within the customary system) Inch ruler (measurement tool using length units of inches) Data (collected information) Endpoint (the end of an object, referenced when aligning for measurement purposes) Height (measurement of vertical distance of an object) Length unit (measuring the length of an object with equal‐sized units) Poll (survey) Table or graph (organized charts visually representing data) Familiar Terms and Symbols Less than Longer than/taller than More than Shorter than Tally marks RDW or Read, Draw, Write (a Number Sentence and a Statement) Mathematicians and teachers suggest a simple process applicable to all grades: 1) Read. 2) Draw and label. 3) Write a number sentence (equation). 4) Write a word sentence (statement). The more students participate in reasoning through problems with a systematic approach, the more they internalize those behaviors and thought processes. What do I see? Can I draw something? What conclusions can I make from my drawing? Page 15 of 60 Ordering and Comparing Length Measurements as Numbers OVERVIEW Grade 1 Module 3 opens in Topic A by extending students’ Kindergarten experiences with direct length comparison to the new learning of indirect comparison whereby the length of one object is used to compare the lengths of two other objects (1.MD.1.1). “My string is longer than your book. Your book is longer than my pencil. That means my string is longer than my pencil!” Students use the same transitivity, or indirect comparison, to compare short distances within the classroom in order to find the shortest path to their classroom door, which is helpful to know for lining up and for emergencies. Students place one endpoint of a length of string at their desks and then extend the string towards the door to see if it will reach. After using the same piece of string from two students’ desks, they make statements such as, “Maya’s path is shorter than the string. Bailey’s path is longer than the string. That means Bailey’s path to the door is longer than Maya’s path.” Topic D closes the module as students represent and interpret data (1.MD.3.4). They collect data about their classmates and sort that information into three categories. Using same‐sized pictures on squares, students represent this sorted data so that it can be easily compared and described. Students interpret information presented in the graphs by first determining the number of data points in a given category, e.g., “How many students like carrots the best?” Then, students combine categories, e.g., “How many total students like carrots or broccoli the best?” The module closes with students asking and answering varied questions about data sets, such as, “How many students were polled in all?” (put together with result unknown) and, “How many more students preferred broccoli to string beans?” (compare with difference unknown) (1.OA.1.1). Their work with units representing data points is an application of the students’ earlier work with length as they observe that each square can be lightly interpreted as a length unit, which helps them analyze the data. Page 16 of 60 Suggested Methods of Instructional Delivery Directions for Administration of Sprints Sprints are designed to develop fluency. They should be fun, adrenaline‐rich activities that intentionally build energy and excitement. A fast pace is essential. During Sprint administration, teachers assume the role of athletic coaches. A rousing routine fuels students’ motivation to do their personal best. Student recognition of increasing success is critical, and so every improvement is celebrated. One Sprint has two parts with closely related problems on each. Students complete the two parts of the Sprint in quick succession with the goal of improving on the second part, even if only by one more. With practice, the following routine takes about 9 minutes. Sprint A Pass Sprint A out quickly, face down on student desks with instructions to not look at the problems until the signal is given. (Some Sprints include words. If necessary, prior to starting the Sprint, quickly review the words so that reading difficulty does not slow students down.) T: You will have 60 seconds to do as many problems as you can. I do not expect you to finish all of them. Just do as many as you can, your personal best. (If some students are likely to finish before time is up, assign a number to count by on the back.) T: Take your mark! Get set! THINK! Students immediately turn papers over and work furiously to finish as many problems as they can in 60 seconds. Time precisely. T: Stop! Circle the last problem you did. I will read just the answers. If you got it right, call out “Yes!” If you made a mistake, circle it. Ready? T: (Energetically, rapid‐fire call the first answer.) S: Yes! T: (Energetically, rapid‐fire call the second answer.) S: Yes! Repeat to the end of Sprint A or until no student has a correct answer. If needed, read the count‐by answers in the same way you read Sprint answers. Each number counted‐by on the back is considered a correct answer. T: Fantastic! Now, write the number you got correct at the top of your page. This is your personal goal for Sprint B. T: How many of you got one right? (All hands should go up.) T: Keep your hand up until I say the number that is one more than the number you got correct. So, if you got 14 correct, when I say 15, your hand goes down. Ready? T: (Continue quickly.) How many got two correct? Three? Four? Five? (Continue until all hands are down.) If the class needs more practice with Sprint A, continue with the optional routine presented below. Page 17 of 60 T: I’ll give you one minute to do more problems on this half of the Sprint. If you finish, stand behind your chair. As students work, the student who scored highest on Sprint A might pass out Sprint B. T: Stop! I will read just the answers. If you got it right, call out “Yes!” If you made a mistake, circle it. Ready? (Read the answers to the first half again as students stand. Movement To keep the energy and fun going, always do a stretch or a movement game in between Sprints A and B. For example, the class might do jumping jacks while skip‐counting by 5 for about 1 minute. Feeling invigorated, students take their seats for Sprint B, ready to make every effort to complete more problems this time. Sprint B Pass Sprint B out quickly, face down on student desks with instructions to not look at the problems until the signal is given. (Repeat the procedure for Sprint A up through the show of hands for how many right.) T: Stand up if you got more correct on the second Sprint than on the first. S: (Stand.) T: Keep standing until I say the number that tells how many more you got right on Sprint B. If you got three more right on Sprint B than you did on Sprint A, when I say three, you sit down. Ready? (Call out numbers starting with one. Students sit as the number by which they improved is called. Celebrate the students who improved most with a cheer.) T: Well done! Now, take a moment to go back and correct your mistakes. Think about what patterns you noticed in today’s Sprint. T: How did the patterns help you get better at solving the problems? T: Rally Robin your thinking with your partner for 1 minute. Go! Rally Robin is a style of sharing in which partner’s trade information back and forth, one statement at a time per person, for about 1 minute. This is an especially valuable part of the routine for students who benefit from their friends’ support to identify patterns and try new strategies. Students may take Sprints home. Page 18 of 60 Module Specific Notes: Lessons 4‐9 are omitted in this module because these lessons are outside the content limits and are addressed in second grade with MAFS.2.MD.1.1. The first grade standard addresses understanding how to use a ruler to measure length to the nearest inch. Note: Please continue to administer the fluency practice for the days that utilize CPALMS lessons. Digital Rekenrek: http://www.ictgames.com/brillant_beadstring_with_colour.html Resources Module Materials Professional Development Videos: Math Studio Talk: Common Core Instruction for 1.OA Link: https://www.engageny.org/resource/math ‐studio‐talk‐common‐core‐instruction‐1oa Coherence Across the Grades with Number Towers, Number Paths, and Number Bonds (1.OA) Link: 100‐bead Rekenrek supplies for comparing lengths: folders, new crayon, pencil, dry erase marker, jumbo glue stick longer than and shorter than sentences frames (Template) personal white boards 5 strips of paper (of varying lengths) per pair various classroom objects for comparing lengths Additional Aligned Activities Math investigations: Unit 5: Fish Lengths and Animal Jumps Activity: Measure Keepers Materials: SAB pages 5‐6, Resource Masters: M27, Fish Set 1: Perch M10‐M14, Fish Set 2: Mackerel M15‐M20, Fish Set 3: M21‐M26 Page 19 of 60 Topics and Objectives 1.MD.1.1 A Indirect Comparison in Length Measurement Lesson 1: Compare length directly and align endpoints. Lesson 2: Compare length using indirect comparison by finding objects longer than, shorter than, and equal in length to a third object. Lesson 3: Order three lengths using indirect comparison. B Lessons 4‐9 are omitted in this module because these lessons are outside the content limits and are addressed in second grade with and C MAFS.2.MD.1.1. The first grade standard addresses understanding how to use a ruler to measure length to the nearest inch. CPALMS Lesson 1‐2: Use a ruler to measure length to the nearest inch. CPALMS Lesson 3: Use the commutative property to make ten. 1.OA.1.1 1.MD.3.4 D Data Interpretation Lessons 10–11: Collect, sort, and organize data, then ask and answer questions about the number of data points. Lessons 12–13: Ask and answer varied word problem types about a data set with three categories. End of Module Assessment Topics A/D Page 20 of 60 Topic A: Indirect Comparison in Length Measurement The module opens in Topic A by extending students’ Kindergarten experiences with direct length measurement to indirect measurement whereby the length of one object is used to compare that of two other objects (1.MD.1.1). Students explore direct comparison in Lesson 1, comparing the length of two objects by paying close attention to the endpoints of each to ensure accurate comparisons. Students draw on their Kindergarten experiences as they use longer than and shorter than as they compare. In Lesson 2, students begin to use indirect comparison (or transitivity) as they compare each item to one consistent item, such as a piece of string or a strip of construction paper of a specific length. Items are then compared to each other through indirect comparison. For instance, if the crayon is shorter than the paper strip, and the pencil is longer than the paper strip, we can say that the crayon is also shorter than the pencil. As a way to prove their conclusions from indirect comparisons, students use direct comparison to verify their claims. Lesson 3 extends the use of indirect comparison to compare distances between objects that cannot be moved next to each other for direct comparison. Students use the same transitive process to compare short distances within the classroom in order to find the shortest path to their classroom door, which is helpful to know for lining up and for emergencies. After measuring each path from their desks to the door with the same piece of string, students are able to make statements, such as “Maya’s path is shorter than the string. Bailey’s path is longer than the string. That means Bailey’s path to the door is longer than Maya’s path.” Using grid lines on classroom floor tiles and on provided maps of city blocks, students compare distances of various paths. Date/ Day of the school year Approx. Date: 1/11/2017 Day: 89 Math Florida Standards/ Mathematical Practice OBJ: Target Students will compare 1.MD.1.1 length directly and align endpoints. Embedded EQ: Fluency How can I compare length directly and align Mathematical Practices endpoints? MP6 MP5 Objective/ Essential Question Academic Language compare length endpoint longer shorter taller Lesson Assessment / Performance Tasks Module 3 Topic A Lesson 1: Compare Length Directly and Aligning Endpoints Lesson Materials: Fluency: S‐ Subtracting Ones from Teen Numbers Sprint T Concept Development: T‐100‐bead Rekenrek, supplies for comparing lengths: folders, new crayon, pencil, dry erase marker, jumbo glue stick, longer than and shorter than sentences frames (Template) S – personal white boards S‐ 5 strips of paper (of varying lengths) per pair, various classroom object Notes: Teachers can substitute other classroom materials to compare lengths Page 21 of 60 Approx. Date: 1/12/2017 Day: 90 OBJ: Students will compare length using indirect comparison by finding objects longer than, shorter than, and equal in length to a third object. EQ: How can I compare the length of two objects by using a third object? When introducing this lesson students may struggle with unit/ruler placement when measuring objects. It is recommended for teachers to reinforce measuring an object from endpoint to endpoint. Target 1.MD.1.1 Embedded Fluency Mathematical Practices MP7 MP5 MP6 Compare Length Longer Shorter Equal Height Module 3 Topic A Lesson 2: Compare Length Using Indirect Comparison Lesson Materials: Fluency: T – Hide Zero cards with 0‐9 and 10,20,30, 40 (Fluency Template 1) S‐ Numeral cards 0‐10 (Fluency template 2), counters (if needed). Concept Development: T‐2 foot of string, scissors, and various classroom objects for measuring length, S‐ personal white boards with indirect comparison statements (Template), 9 cm long strips of paper S‐various classroom objects shorter and longer than the teacher’s foot Notes: It is recommended that the application problem be embedded in the concept development for Lesson 2 as students will have independent practice of this concept when completing their Lesson 2 problem set and Lesson 3 application problem. Please note paper clips are used as a visual when practicing measurement in the iReady database. It is recommended for teachers to use paperclips in lieu of string during this lesson. Approx. Date: 1/13/2017 Day: 91 OBJ: Students will order three lengths using indirect comparison. EQ: How can I order three lengths using indirect comparison? Target 1.MD.1.1 Embedded Fluency Mathematical Practices MP6 MP5 MP7 Longer than Shorter than Equal Module 3 Topic A Lesson 3: Order Three Lengths Using Indirect Comparison Lesson Materials: Fluency: S‐ Adding and Subtracting Teen Numbers and Ones Sprint Concept Development: T – 20‐ bead or 100‐bead Rekenrek, masking tape (two colors if possible), piece of string or yarn approximately 6‐10 feet long, projector, city block grid (Template) Page 22 of 60 S‐Personal white boards with city blocks grid (Template) Notes: Omit Fluency practice: Beep Counting by twos and fives is outside the content limits. It is recommended that the application problem is completed as a “We Do” as students may have difficulty of visualizing indirect comparisons of the objects presented in the word problem. Teachers may want to use the actual materials when completing this problem. During concept development if students have difficulty tracing and counting the distance of the paths, guide them to write numbers on the lines of the paths as they count. Date/ Day of the school year Approx. Date: 1/17/2017 Day: 92 Objective/ Essential Question OBJ: Students will use a ruler to measure length to the nearest inch. EQ: How will I use a ruler to measure length to the nearest inch? Math Florida Standards/ Mathematical Practice Target 1.MD.1.a Embedded Fluency Mathematical Practices MP5 MP6 Academic Language Inch Compare Measure Nearest Lesson Assessment / Performance Tasks Module 3 CPALMS Lesson 1: Inch By Inch http://www.cpalms.org/Public/PreviewResourceLesson/Previ ew/72932 Attachments Needed: http://www.cpalms.org/uploads/Resources/final/729 32/Document/27172/Line%20Measurement%20Activ ity.pdf http://www.cpalms.org/uploads/Resources/final/729 32/Document/27174/CPALMS%20formative%20chec klist%20measurement.pdf Lesson Materials: T – 6 pre‐measured (1‐12 inches) pieces of tape placed around the room before instruction begins, S – personal white board, ruler (with same consistency), copies of the assessment, connecting cubes, unsharpened pencils, copy of the checklist, textbook (for measuring), Line Measurement Recording Sheet, Bubble Tape bubble gum (enough that each student has 2 inches), 2 identical items from classroom per group to measure (i.e math workbook, folder ) Page 23 of 60 Approx. Date: 1/18/2017 Day: 93 Notes: Use Module 3 Lesson 4 fluency practice If teacher administers the formative assessment, he/she should use standard units of measure (inches) instead of non‐standard units of measure. OBJ: Use as Performance Task: Target Module 3 Nearest Inch Inch by Inch Summative 1.MD.1.a CPALMS Lesson 2: Inch By Inch Students will use a ruler Longer to measure length to http://www.cpalms.org/Public/PreviewResourceLesson/Preview Assessment Shorter the nearest inch. /72932 CPALMS 1.MD.1.a Embedded Compare EQ: Attachments Needed: Fluency How will I use a ruler to http://www.cpalms.org/uploads/Resources/final/72932 measure length to the /Document/27172/Line%20Measurement%20Activity.p Mathematical nearest inch? df Practices http://www.cpalms.org/uploads/Resources/final/72932 MP5 /Document/27174/CPALMS%20formative%20checklist MP6 %20measurement.pdf Lesson Materials: T – 6 pre‐measured (1‐12 inches) pieces of tape placed around the room before instruction begins, S – personal white board, ruler (with same consistency), copies of the assessment, linking cubes, unsharpened pencils, copy of the checklist, textbook (for measuring), Line Measurement Recording Sheet, Bubble Tape bubble gum (enough that each student has 2 inches), 2 identical items from classroom per group to measure (i.e math workbook, folder) Notes: Use Module 3 Lesson 5 fluency practice If Application Problem is used, replace centimeters with inches Page 24 of 60 Approx. Date: 1/19/2017 Day: 94 OBJ: Students will use the commutative property to make ten. EQ: How can I use the commutative property to make ten? Target 1.MD.1.a Embedded Fluency Mathematical Practices MP6 MP5 Commutative property Measure Inches Nearest Module 3 CPALMS Lesson 3: Measuring with Inches http://www.cpalms.org/Public/PreviewResourceLesson/Preview /72798 Word Document Attachment available Lesson Materials: T – butcher paper or construction paper, ruler with inches (labeled 0‐12), pencil S – personal white boards, crayons, colored pencils, markers, composition notebook, eraser, ruler with inches (labeled 0‐12), scissors, linking cubes, Measuring with Inches‐Independent Practice worksheet Notes: In the script, “Measuring with Inches” is an introductory lesson. This lesson should instead be used as an extension, because the ruler has already been introduced in previous lessons. Use module 3 Lesson 6 fluency practice Omit Speed Writing by twos activity. It is outside the content limits If Application problem is used, replace centimeters with inches Page 25 of 60 Topic D: Data Interpretation Topic D closes the module as students organize, represent, and interpret personally relevant data in Lesson 10 (1.MD.3.4). As students work as a class to collect, sort, and organize data into a graph, they find great purpose and excitement. They begin to answer, and then ask questions about, the number of data points in a given category and in two categories. Lesson 11 allows students to take a more independent role in the collecting, sorting, organizing, and representing phases involved in graphing. They work on their own to ask and answer questions about the data set. This work prepares them for the comparison work of the last two lessons. In Lesson 12, students interpret information presented in graphs by exploring compare with difference unknown problems. They begin with visualizing these problems in their easily accessible “equalizing” contexts by answering questions such as, “How many more students would Category A need in order to have the same amount as Category B?” Students use their understanding of comparing lengths from Topics A, B, and C to now compare the responses in three categories. Lesson 13 continues this exploration with students again interpreting data sets to ask and answer varied word problems including “How many students were polled in all?” and “How many more students are in Category C than in Category A?” (1.OA.1.1). Throughout Topic D, students also apply their learning from earlier in the module as they begin to notice the connection between length units and data points on a graph. Math Florida Date/ Objective/ Standards/ Academic Assessment / Day of the Lesson Essential Question Mathematical Language Performance Tasks school year Practice Approx. Module 3 Tally marks OBJ: Target Date: Topic D Organize Students will be able to 1.MD.3.4 1/20/2017 Lesson 10: Ask and Answer Questions Using Data Collect collect, sort, and 1.OA.1.1 Sort organize data, then ask Day: 95 Lesson Materials: Table and answer questions Embedded Fluency: about the number of data points. Fluency T – Enlarge hide zero cards (Lesson 2 Fluency 1.OA.2.5 Template 1) EQ: 1.OA.3.6 S – 1 die per pair How can I collect, sort 1.NBT.3.5 S – Personal white board and organize data? Concept Development: Mathematical T – 3 pieces of chart paper Practices S – 1 jumbo craft stick MP1 S – Marker MP6 S – Personal white board MP7 Notes: Omit Fluency Practice: Happy Counting (counting by 2s and 5s) exceed content limits. On lesson, see Notes on Multiple Means of Representation It is recommended that during the concept development teachers spend additional time introducing the academic vocabulary as it is the first time the first time the students are being introduced to these words in the context of math. (collecting, organize, sorting, data, and table) Page 26 of 60 Approx. Date: 1/23/2017 Day: 96 OBJ: Students will be able to collect, sort, and organize data, then ask and answer questions about the number of data points. EQ: How can I collect, sort, and organize data? During the concept development teachers do not need to use craft sticks as a material when teaching tally marks. Target 1.MD.3.4 1.OA.1.1 Embedded Fluency 1.OA.3.6 Mathematical Practices MP1 MP3 Collecting Organizing Sort Data Table Module 3 Topic D Lesson 11: Ask and Answer Questions Using Data Lesson Materials: Fluency: S – Subtraction within 20 sprint Concept Development T – Chart paper with a table entitles. Favorite Rainy Day Activities with Activity and Number of Students on the top line T – Class List S – Clipboard S‐ Class List – with first names in alphabetically order Notes: On lesson, see Notes on Multiple Means of Engagement for literature connection Approx. Date: 1/24/2017 Day: 97 OBJ: Ask and answer varied word problem types about a data set with three categories. EQ: How can I ask and answer questions based on data? Target 1.MD.3.4 1.OA.1.1 Embedded Fluency 1.OA.3.5 1.OA.3.6 Mathematical Practices MP7 Graph More Total Fewer Module 3 Topic D Lesson 12: Ask and Answer Questions about Data Lesson Materials: Fluency: T – 20‐bead Rekenrek S – Numeral cards 0‐10 (Lesson 2 Fluency Template 2) S – Counters (if needed) S – Personal white board Concept Development T – Chart with a three‐column vertical graph entitled Our Favorite Fruits T – Chart from Lesson 10 S – Personal White board Page 27 of 60 Approx. Date: 1/25/2016 Day: 98 OBJ: Ask and answer varied word problem types about a data set with three categories. EQ: How can I ask and answer questions based on data? S – Sticky Notes Notes: Teachers can provide precut squares for students to use during Problem Set (#1 – 2). Exit ticket also requires precut squares for students. Do not reference Chart with Measuring Rules since Lesson 7 was omitted. Target Compare Module 3 1.MD.3.4 Difference Topic D Lesson 13: Ask and Answer Questions about Data 1.OA.1.1 Unknown Poll Embedded Lesson Materials: Fluency: Fluency 1.NBT.2.2 T – Hide Zero Cards (Lesson 2 Fluency Template 1.NBT.3.4 1) 1.OA.1.2 S – 3 dice pair S – Personal white board Mathematical S – Add three number sprint Practices Concept Development: MP2 T – Graph entitled Favorite Things to at the beach S – Personal white board Notes: The topic of the chart was changed from the teacher edition. Page 28 of 60 Approx. Date: 1/26/2017 Day: 99 OBJ: Students will show mastery of standards introduced in Module 3 Topics A‐D. Approx. Date: 1/27/2017 Day: 100 EQ: How can I use strategies I’ve learned to help me as a mathematician? OBJ: Students will show mastery of standards introduced in Module 1 Topics A‐D. EQ: How can I use strategies I’ve learned to help me as a mathematician? Target 1.MD.3.4 1.OA.1.1 1.MD.1.1 Module 3 End of Module Assessment Topics A and D. End of Module Assessment Module 3 Topics A and D. Module 3 FLEX Day Use this time to review and remediate previously taught standards based on data. The recommendation is to use district supported materials. Review End of Module Assessment: Topics A‐D Notes: Target 1.MD.3.4 1.OA.1.1 1.MD.1.1 Notes: Page 29 of 60 Quarter 3 Module 4 DUVAL COUNTY PUBLIC SCHOOLS Math Curriculum Lesson Guide Course: Unit # Dates/Pacing: Grade 1 Math Module 4: Place Value, Comparison, Addition and Subtraction to 40. 1/31/17 – 3/16/17 (33 days) 1.OA.1.1 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. (Students are not required to independently ready the word problem.) Cognitive Complexity: Level: 2 Basic Application of Skills & Concepts 1.NBT.1.1 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. Cognitive Complexity: Level: 1 Recall 1.NBT.2.2 Understand that the two digits of a two‐digit number represent amounts of tens and ones. a. 10 can be thought of as a bundle of ten ones — called a “ten.” b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). d. Decompose two‐digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Cognitive Complexity: Level: 2 Basic Application of Skills & Concepts MAFS 1.NBT.2.3 Compare two two‐digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with symbols >, =, <. Cognitive Complexity: Level: 2 Basic Application of Skills & Concepts 1.NBT.3.4 Add within 100 including adding a two‐digit number and a one‐digit number, and adding a two‐digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two‐digit numbers, one adds tens and tens, and ones and ones; and sometimes it is necessary to compose a ten. Cognitive Complexity: Level: 2 Basic Application of Skills & Concepts 1.NBT.3.5 Given a two‐digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Cognitive Complexity: Level: 2 Basic Application of Skills & Concepts 1.NBT.3.6 Subtract multiples of 10 in the range 10‐90 from multiplies of 10 in the range 10‐90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and /or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Cognitive Complexity: Level: 2 Basic Application of Skills & Concepts Page 30 of 60 New or Recently Introduced Terms > (greater than) < (less than) Place value (quantity represented by a digit in a particular place within a number) Teacher Academic Language Familiar Terms and Symbols1 = (equal) Numerals Ones Tens RDW or Read, Draw, Write (a Number Sentence and a Statement) Mathematicians and teachers suggest a simple process applicable to all grades: 1) Read. 2) Draw and label. 3) Write a number sentence (equation). 4) Write a word sentence (statement). The more students participate in reasoning through problems with a systematic approach, the more they internalize those behaviors and thought processes. What do I see? Can I draw something? What conclusions can I make from my drawing? 1 These are terms and symbols students have used or seen previously. Page 31 of 60 Place Value, Comparison, Additions and Subtraction to 40 OVERVIEW Module 4 builds upon Module 2’s work with place value within 20, now focusing on the role of place value in the addition and subtraction of numbers to 40. The module opens with Topic A, where students study, organize, and manipulate numbers within 40. Having worked with creating a ten and some ones in Module 2, students now recognize multiple tens and ones. Students use fingers, linking cubes, dimes, and pennies to represent numbers to 40 in various ways— from all ones to tens and ones (1.NBT.2.2). They use a place value chart to organize units. The topic closes with the identification of 1 more, 1 less, 10 more, and 10 less as students learn to add or subtract like units (1.NBT.3.5). In Topic B, students compare quantities and begin using the symbols for greater than (>) and less than (<) (1.NBT.2.3). Students demonstrate their understanding of place value when they recognize that 18 is less than 21 since 2 tens already have a greater value than 1 ten 8 ones. To support understanding, the first lesson in the topic focuses on identifying the greater or lesser amount. With this understanding, students label each of the quantities being compared and compare from left to right. Finally, students are introduced to the mathematical symbols using the story of the alligator whose hungry mouth always opens toward the greater number. The abstract symbols are introduced after the conceptual foundation has been laid. Topic C focuses on addition and subtraction of tens (1.NBT.3.4, 1.NBT.3.6). Having used concrete models in Topic A to represent 10 more and 10 less, students now recognize that just as 3 + 1 = 4, 3 tens + 1 ten = 4 tens. With this understanding, students add and subtract a multiple of 10 from another multiple of 10. The topic closes with the addition of multiples of 10 to numbers less than 40 (e.g., 12 + 30). In Topic D, students use familiar strategies to add two‐digit and single‐digit numbers within 40. Students apply the Level 2 strategy of counting on and use the Level 3 strategy of making ten, this time making the next ten (1.NBT.3.4). For instance, when adding 28 + 5, students break 5 into 2 and 3 so that 28 and 2 can make the next ten, which is 30, or 3 tens, and then add 3 to make 33. The topic closes with students sharing and critiquing peer strategies. In Topic E, students consider new ways to represent larger quantities when approaching put together/take apart with total or addend unknown and add to with result or change unknown word problems. Students begin labeling drawings with numerals and eventually move to tape diagrams to represent the problems pictorially (1.OA.1.1). Throughout this topic, students continue developing their skills with adding single‐digit and double‐digit numbers (introduced in Topic D) during fluency activities. The module closes with Topic F, focusing on adding like place value units as students add two‐digit numbers. The topic begins with interpreting two‐digit numbers in varied combinations of tens and ones (e.g., 34 = 34 ones = 3 tens 4 ones = 2 tens 14 ones = 1 ten 24 ones). This flexibility in representing a given number prepares students for addition with regrouping (e.g., 12 + 8 = 1 ten 10 ones = 2 tens or 18 + 16 = 2 tens 14 ones = 3 tens 4 ones). To close the module, students add pairs of numbers with varied sums in the ones place to support flexibility in thinking. Page 32 of 60 Module Specific Notes: Digital Rekenrek: http://www.ictgames.com/brillant_beadstring_with_colour.html Resources Professional Development Videos: Math Studio Talk: Common Core Instruction for 1.OA Link: https://www.engageny.org/resource/ma th‐studio‐talk‐common‐core‐instruction‐ 1oa Coherence Across the Grades with Number Towers, Number Paths, and Number Bonds (1.OA) Link: https://www.engageny.org/content/k‐ 12‐mathematics Math Studio Talk: Common Core Instruction for 1.NBT Link: https://www.engageny.org/resource/ma th‐studio‐talk‐common‐core‐instruction‐ 1nbt Building Addition Fluency using 10 Frames Link: https://www.engageny.org/content/k‐ 12‐mathematics Counting Exercises (1.NBT.2a, b, c) Link: https://www.engageny.org/content/k‐ 12‐mathematics Module Materials Personal white board 10 pennies and 4 dimes per student 4 ten‐sticks (40 linking cubes – 2 colors, 20 of each color) per student Resealable plastic bag per student Hide Zero cards (Template 1) Chart paper Fluency Templates Place value chart per student Numeral cards 0‐10 per partner set Rekenrek bracelets 5 white beads 5 red beads Double place value chart per student Variety of teacher examples for tens and ones (ex. 100‐bead Rekenrek, ten‐sticks and individual cubes, dimes and pennies) Coin and place value chart per student Enlarged dimes and pennies for display Large place value chart 5‐group cards set per student 1 die per student Student work samples (Template) Folder with Application Problems from Lessons 13– 18 and Problem Sets from Lessons 19–21 for use in Lesson 22 Addition and subtraction cards (Lesson 12 Template) Addition and subtraction cards set 2 (Lesson 17 Template) Addition and subtraction cards set 3 (Lesson 29 Template) Additional Aligned Activities enVisionMATH Center Activities: Topic 10: 10:1* and Look and See** Topic 10: 10:7 Listen and Learn* Topic 10: 10:11 Play a Game** Topic 11: 11:1* and Look and See** Topic 11: 11:2 Try Together** Topic 11: 11:3* Look and See Topic 11: 11:7 Helping Hands Topic 11: 11:9* and Look and See** Topic 12: 12:4 Listen and Learn Topic 14: 14:1 Cover Three** Math Investigations Activities: Unit 1 Session 3.1‐‐ Double Compare Unit 6 Session 3.1 – Five‐in‐A‐Row with 3 cards Unit 6 Session 3.2 ‐‐ Five‐in‐A‐Row Subtraction Unit 8 Session 3.2—Roll Tens Unit 8 Session 3.3‐‐ Tens Plus Page 33 of 60 Standards Topics and Objectives 1.NBT.1.1 1.NBT.2.2 1.NBT.3.5 A Tens and Ones Lesson 1: Compare the efficiency of counting by ones and counting by tens. 1.NBT.2.3 1.NBT.2.2 Lesson 2: Use the place value chart to record and name tens and ones within a two‐digit number. Lesson 3: Interpret two‐digit numbers as either tens and some ones or as all ones. Lesson 4: Write and interpret two‐digit numbers as addition sentences that combine tens and ones. Lesson 5: Identify 10 more, 10 less, 1 more, and 1 less than a two‐digit number. Lesson 6: Use dimes and pennies to represent tens and ones. B Comparison of Pairs of Two‐Digit Numbers Lesson 7: Compare two quantities, and identify the greater or lesser of the two given numerals. Lesson 8: Compare quantities and numerals from left to right. Lessons 9–10: Use symbols to compare quantities and numerals. 1.NBT.3.4 1.NBT.3.6 C Addition and Subtraction of Tens Lesson 11: Add and subtract tens from a multiple of 10. Lesson 12: 1.NBT.3.4 Add tens to a two‐digit number. Mid‐Module Assessment: Topics A–C D Addition of Tens or Ones to a Two‐Digit Number Lessons 13–14: Use counting on and the make ten strategy when adding across a ten. Lesson 15: Use single‐digit sums to support solutions to 40. Lessons 16–17: Add ones and ones or tens and tens. Lesson 18: Compare strategies for adding two‐digit numbers. Page 34 of 60 1.OA.1.1 E Varied Problem Types Within 20 Lesson 19: Use the tape diagram to solve put together/take apart with total unknown word problems. Use the tape diagram to solve add with result unknown word problems. Lessons 20–21: Use part–whole relationships to solve world problems. Lesson 22: 1.NBT.3.4 1.NBT.2.2d F Write word problems of varied types. Addition of Tens and Ones to a Two‐Digit Number Lesson 23: Interpret two‐digit numbers as tens and ones, including cases with more than 9 ones. Lessons 24–25: Add a pair of two‐digit numbers when the ones digits have a sum less than or equal to 10. Lessons 26–27: Add a pair of two‐digit numbers when the ones digits have a sum greater than 10. Lessons 28–29: Add two‐digit numbers. End‐of‐Module Assessment: Topics A–F Page 35 of 60 Topic A: Tens and Ones Module 4 builds on students’ work with teen numbers to now work within 40. Working within 40 helps students focus on the units, tens and ones, which can be easily modeled pictorially and concretely with these smaller numbers. The smaller numbers also allow students to count all while having an important experience with its inefficiency. Students’ innate ability to subitize to 4 keeps the numbers friendly when adding and subtracting tens for the first time and managing the new, complex task of considering both tens and ones when adding. Through their work within 40, students develop essential skills and concepts that generalize easily to numbers to 100 in Module 6. In Lesson 1, students are presented with a collection of 20 to 40 items. They discuss and decide how to count the items and then compare the efficiency of counting individual ones with counting tens and ones. Through this exploration, students come to understand the utility of ten as a unit, both as a method for counting and for efficiently recording a given number (1.NBT.1.1, 1.NBT.2.2). Students keep their own set of 40 linking cubes, organized as a kit of 4 ten‐sticks, to use as they progress through the module. In Lesson 2, students represent and decompose two‐digit numbers as tens and ones and record their findings on a place value chart, supported by the familiar Hide Zero cards. Students share thoughts such as, “The 3 in 34 stands for 3 tens. And, the 4 in 34 is just 4 ones!” Up to this point, students have worked with representations of ten where 10 ones are clearly visible (e.g., as two 5‐groups). While the digit 3 in 34 may appear less than the digit 4, its value is determined by its position. Use of the place value chart represents students’ first experience with this additional layer of abstraction. Lesson 3 allows students to explore two‐digit numbers as tens and ones, as well as just ones. Students use their fingers to represent bundled tens and unbundled ones by clasping and unclasping their fingers. For example, students model 34 with 3 students showing their hands clasped to make a ten and a fourth student showing 4 fingers to represent 4 ones. Taking student understanding of place value a step further, Lesson 4 asks students to decompose and compose two‐digit numbers as addition equations. Students develop an understanding that “34 is the same as 30 + 4” as they move between writing the number when given the equations and writing the equations when given a number. Throughout these lessons, students use concrete objects and/or drawings to support their understanding and explain their thinking. Topic A concludes with Lessons 5 and 6, where students use materials and drawings to find 10 more, 10 less, 1 more, and 1 less than a given number (1.NBT.3.5). In Lesson 5, students use the familiar linking cubes (organized into tens) and 5‐group columns. They engage in conversation about patterns they observe: “I see that 10 less than 34 is just 1 less ten, so it must be 24.” Students represent how the number changed using arrow notation, or the arrow way, as shown to the right. Lesson 6 then introduces the dime and penny as representations of ten and one, respectively.[1] Students make the connection between the familiar representations of tens and ones to the dime and the penny and work to find 10 more, 10 less, 1 more, and 1 less. Page 36 of 60 [1]Integrates the 1.MD.3 standard for dime and penny. This standard becomes a focal standard in Module 6, when all 4 coins have been introduced. Date/ Day of the school year Approx. Date: 1/30/2017 Day: 101 Objective/ Essential Question OBJ: Students will be able to compare the efficiency of counting by ones and counting by tens. EQ: How can I count by ones and tens? Math Florida Standards/ Mathematical Practice Target 1.NBT.1.1 1.NBT.2.2 1.NBT.3.5 Embedded Fluency 1.OA.3.6 1.NBT.2.2 1.NBT.3.5 Academic Language Compare Tens Ones Lesson FLEX Day Use this time to review and remediate previously taught standards based on data from Module 2. The recommendation is to use district supported materials. Module 4 builds upon Module 2’s work with place value within 20, now focusing on the role of place value in the addition and subtraction of numbers to 40.Based on your students’ data. The recommendation is to use the district provided materials. Assessment / Performance Tasks Page 37 of 60 Approx. Date: 1/31/2017 Day: 102 OBJ: Students will be able to compare the efficiency of counting by ones and counting by tens. EQ: How can I count by ones and tens? Target 1.NBT.1.1 1.NBT.2.2 1.NBT.3.5 Compare Tens Ones Embedded Fluency 1.OA.3.6 1.NBT.2.2 1.NBT.3.5 Mathematical Practices MP7 MP6 MP8 Module 4 Topic A Lesson 1: Counting by Ones and Tens Materials for this lesson: Fluency: T – 10 pennies T – 1 dime S – Personal white board S – break apart numbers (Fluency Template) S – 10 pennies and 1 dime per pair Concept Development: T – 40 linking cubes (2 colors, 20 of each) S – Resealable plastic bag with 40 linking cubes (2 colors, 20 of each) S – Personal white board Notes: Approx. Date: 2/1/2017 Day: 103 OBJ: Students will be able to use the place value chart to record and name tens and ones within a two‐digit number. EQ: How can I use the place value chart to If your students are unable to shift from counting by ones to counting by tens, it is recommended to spend extra time reinforcing the different counting patterns. When creating the number bond to show tens and ones, some students may want to place any combinations of the whole into the parts rather than the groups of 10 and the ones. Be sure to include examples of this strategy when completing the concept development. It is recommended for teachers to make linking cube bags ahead of time. Be sure to let students keep these bags as they will be used in future lessons. Keep math tool kits for individual students for future lessons. Target 1.NBT.1.1 1.NBT.2.2 1.NBT.3.5 Embedded Fluency Mathematical Practices MP7 Place value chart Tens Ones Module 4 Topic A Lesson 2: Record Tens and Ones Lesson Materials: Fluency: S – Core addition fluency review S – 10 pennies and 2 dimes for each pair Concept Development: T – Hide zero cards (Template 1) T –Chart paper Page 38 of 60 record and name tens and ones within a two‐digit number? Approx. Date: 2/2/2017 Day: 104 OBJ: Students will be able to interpret two digit numbers as tens and some ones or as all ones. EQ: How can I interpret two digit numbers? Approx. Date: 2/3/2017 Day: 105 OBJ: Students will be able to write and interpret two digit numbers as addition sentences that combine tens and ones. EQ: How can I combine tens and ones using addition sentences? S – 4 tens sticks from personal math toolkit (Lesson 1) S – Personal white board S – Place value chart (Template 2) Notes: During the student debrief it is recommended for teachers to spend time reviewing question 8 as there are multiple correct answers. For example, the place value chart can be completed as 3 tens and 10 ones or 4 tens and 0 ones. Target Tens Module 4 Topic A 1.NBT.1.1 Ones Lesson 3: Interpreting Two Digit Numbers 1.NBT.2.2 1.NBT.3.5 Embedded Lesson Materials: Fluency: Fluency T – 20 pennies 1.OA.3.6 T – 2 dimes 1.NBT.3.5 T – Hide zero cards (Lesson 2 Template 1) 1.NBT.2.2 S – Core addition fluency review Concept Development: Mathematical T – Hide zero cards (Lesson 2 Template 1) Practices T – Personal math toolkit of 4 ten‐sticks MP6 S – Personal math toolkit of 4 ten‐sticks Notes: During lesson 3 the application is completed first because the last fluency practice leads directly into the concept development. Target 1.NBT.1.1 1.NBT.2.2 1.NBT.3.5 Embedded Fluency 1.OA.3.6 1.NBT.2.2 1.NBT.3.5 Mathematical Practices MP6 Combine Tens Ones Digit Addition Sentence Module 4 Topic A Lesson 4: Combine Tens and Ones Using Addition Sentences Lesson Materials: Fluency: S – 1 pack of numeral cards 0‐10 per set partners (fluency template) S – 10 pennies and 2 dimes per pair Concept Development: T – 40 linking cubes T – Chart paper with a place value chart T – Hide zero cards (Lesson 2 Fluency Template) Page 39 of 60 MP7 Approx. Date: 2/6/2017 Day: 106 T – blank paper S – Personal math toolkit of 4 ten‐sticks S – Personal white board S – Place value chart (Lesson 2 Template 2) S – Numeral cards (Fluency Template) Notes: This lesson uses the number bond and the place value chart to illustrate place value as an addition number sentence and the commutative property of addition. . OBJ: More than Module 4 Target Students will be able Less Than Topic A 1.NBT.1.1 to identify 10 more, Compare Lesson 5: 10 More, 10 Less, 1 More, 1 Less 1.NBT.2.2 10 less, 1 more, and 1 1.NBT.3.5 less than a two‐digit Embedded number. Lesson Materials: Fluency: Fluency EQ: S – 10 more, 10 Less Review How can I identify 10 1.OA.3.6 Concept Development: more, 10 less, 1 more, T – 4 Rekenrek bracelets (see picture in TE) and 1 less than a two‐ Mathematical T – 5 additional red beads Practices digit number? T – 5 additional white beads MP6 T – 4 ten‐sticks T – 2 pieces of chart paper with two pairs of place value charts (see picture in TE) S – Personal math toolkit of 4 ten‐sticks of linking cubes S – Personal white board S – Double place value charts (template) Notes: During this lesson the “quick 10” visual representation of a number is being introduced to the students. Students need to be made aware that this strategy will be utilized throughout this module. During concept development it is recommended for teachers to model the last two options in the suggested sequence. Page 40 of 60 Approx. Date: 2/7/2017 Day: 107 OBJ: Students will be able to use dimes and pennies to represent tens and ones. EQ: How can I use dimes and pennies to represent tens and ones? Target 1.NBT.1.1 1.NBT.2.2 1.NBT.3.5 Embedded 1.MD.2.a Fluency 1.NBT.2.2 Mathematical Practices MP7 Representation More Than Quantities Module 4 Topic A Lesson 6: Representing Place Value with Dimes and Pennies Lesson Materials: Fluency: T – Variety of materials to show tens and ones T – 10 pennies and 4 dimes Concept Development: T – Personal math toolkit with 4 ten‐sticks of linking cubes T – 4 dimes and 10 pennies S – 4 dimes and 10 pennies S – Personal white board S – coin and place value charts (template) MAFS.1.NBT.2.2 Put Objects Into Bundles of Ten Note: This module only deals with two‐digit numbers within 40. Be sure to adjust the second problem. This links will direct you to “Instructions for Implementing the Task”. Be sure to refer to the instructions, rubric, accommodations and recommendations provided. Notes During the beginning of the concept development teachers may want to spend time introducing the dime and the penny and their values. Page 41 of 60 Topic B: Comparison of Pairs of Two‐Digit Numbers Comparison of Pairs of Two‐Digit Numbers Topic B begins with Lesson 7, where students identify the greater or lesser of two given numbers. They first work with concrete materials, whereby they build each quantity (1.NBT.2.2) and find the greater or lesser number through direct comparison. They progress to the more abstract comparison of numerals using their understanding of place value to identify the greater or lesser value. Students begin with comparing numbers such as 39 and 12, where the number of both units in the greater number is more than in the smaller number. They then compare numbers such as 18 and 40, where they must realize that the place of the 4 explains the greater value of 40. 4 tens is greater than 1 ten 8 ones. In Lesson 8, students continue to practice comparing, with the added layer of saying the comparison sentence from left to right. First, they order a group of numerals so that they are reading the set from least to greatest and then greatest to least, always reading from left to right. Then, as students compare two quantities or numerals, they place an L below the lesser quantity and a G below the greater quantity. When they read, they simply say the first numeral, the comparison word under the numeral, and then the second numeral. This prepares students for using the symbols in later lessons. The topic closes with Lessons 9 and 10, where students use the comparison symbols >, =, and < to compare pairs of two‐digit numbers (1.NBT.2.3). In Lesson 9, students focus on the quantity that is greater as they use the alligator analogy to eat and identify the amount that’s greater. Within this same lesson, students use the alligator analogy to then identify the amount that is less. Lastly, in Lesson 10, students write the appropriate mathematical symbol to compare two numerals and then apply their knowledge of reading from left to right. For example, 18 < 40 is read as “18 is less than 40.” Page 42 of 60 Date/ Day of the school year Approx. Date: 2/8/2017 Day: 108 Approx. Date: 2/9/2017 Day: 109 Objective/ Essential Question OBJ: Students will be able to compare two quantities, and identify the greater or lesser of the two given numerals. EQ: How can I compare two quantities? OBJ: Students will be able to compare quantities and numerals from left to right. EQ: How can I compare quantities and numerals from left to right? Math Florida Standards/ Mathematical Practice Target 1.NBT.2.3 Embedded 1.NBT.2.2 Fluency 1.NBT.3.5 Mathematical Practices MP7 Academic Language Greater Less than Compare Assessment / Performance Tasks Lesson Module 4 Topic B Lesson 7: Compare Two Quantities Lesson Materials: Fluency: S – Personal math toolkit (4 ten‐sticks, 4 dimes and 10 pennies) S – Personal white board S – large place value chart (Fluency Template) S ‐ +1, ‐1, +10, ‐10 Sprint Concept Development: T – Enlarged dimes and pennies for display T – Large place value chart (Fluency Template) S – 5‐group cards S – dimes and pennies from personal math toolkit Notes: In this lesson students are learning how to compare two numbers. Teachers should spend time reviewing the academic vocabulary associated with this (compare, least, greatest). Module 4 Target Add Topic B 1.NBT.2.3 Change Lesson 8: Compare Quantities and Numerals Unknown Embedded Compare Quantities 1.NBT.2.2 Numerals Lesson Materials: Fluency: Fluency 1.OA.3.6 S – 1 pack of numeral cards 0‐10 per set of 1.OA.3.5 partners (Lesson 4 Fluency Template) 1.NBT.2.3 S – Core subtraction Fluency Review Concept Development: Mathematical T/S – Comparison cards (template) Practices S – Personal white board MP7 S – Ten‐sticks and coins from personal math MP 8 toolkit Page 43 of 60 Notes: This lesson includes problems that require students to order numbers. Although, not included in the standard (1.NBT.2.3) these problems can be utilized as an extension/challenge. As students are moving to comparing numbers without the use of models it is recommended for teachers to have concrete models of the numbers available for students who need extra support. Approx. Date: 2/10/2017 Day: 110 Approx. Date: 2/13/2017 Day: 111 OBJ: Students will be able to use symbols to compare quantities and numerals. EQ: How I can compare quantities and numerals? OBJ: Students will be able to use symbols to compare quantities and numerals. EQ: How I can compare quantities and numerals? Target 1.NBT.2.3 Embedded 1.NBT.2.2 Fluency 1.OA.3.6 1.NBT.2.2 1.NBT.2.3 Mathematical Practices MP7 Greater than Less than Equal To Module 4 Topic B Lesson 9: Use >, =, or < to Compare Quantities and Numerals Lesson Materials: Fluency: T/S – Personal white board T/S – Place value chart (Lesson 2 Template 2) S – Core subtraction Fluency Review (Lesson 8 Subtraction Fluency Review) Concept Development: T – Double sided alligator card (template) T/S – comparison cards (Lesson 8 Template) S – Personal white board Notes: In this lesson students are learning how to compare two numbers using symbols. Teachers may want to have a premade anchor chart of the symbols (with and without alligator teeth) available in the classroom for students to refer back to. Target Greater Than Module 4 1.NBT.2.3 Less Than Topic B Equal To Lesson 10: Use >, =, or < to Compare Quantities and Numerals Embedded 1.NBT.2.2 Lesson Materials: Fluency Fluency: 1.NBT.2.3 T/S – Personal white board Mathematical T/S – Place value chart (Lesson 2 Template 2) Practices S – Number sequences within 40 MP7 Concept Development: T – Double‐sides alligator card (Lesson 9 Template) T/S – Comparison cards (Lesson 8 Template) Page 44 of 60 S – Eraser S – Personal white board Notes: During the concept development it is recommended for teachers to provide examples of comparing numbers using digits and place value units (45 vs. 4 tens 5 ones) Topic C: Addition and Subtraction of Tens Addition and Subtraction of Tens In Topic C, students continue from their previous work with 10 more and 10 less to extend the concept to adding and subtracting multiples of 10. In Lesson 11, students represent the addition of ten more with concrete objects and number bonds, first using the numeral and then writing as units of ten, as shown to the right. After creating such number bonds for several examples, students notice that only the unit has changed (e.g., 3 bananas + 1 banana = 4 bananas, just as 3 tens + 1 ten = 4 tens). As students explore, they see that this relationship is present, even when adding more than 1 ten. They come to realize that 2 tens + 2 tens = 4 tens, just as 2 + 2 = 4 (1.NBT.3.4). Students also explore this relationship with subtraction, seeing that 4 tens can be decomposed as 3 tens and 1 ten and that 4 tens – 3 tens = 1 ten, just as 4 – 3 = 1 (1.NBT.3.6). Students see that the arrow is used to show the addition or subtraction of an amount, regardless of whether the number is increasing (adding) or decreasing (subtracting). This provides an important foundation for applying strategies such as the make ten strategy, which is described in Topic D. In Lesson 12, students add multiples of 10 to two‐digit numbers that include both tens and ones. They recognize that, when tens are added to a number, the ones remain the same. Students use the cubes within their kits of 4 ten‐sticks, as well as the more abstract manipulatives of dimes and pennies, to explore the concept. They represent their computation in familiar ways such as number bonds, quick ten drawings, arrow notation, and by using the place value chart to organize the quantities as tens and ones. Page 45 of 60 Date/ Day of the school year Objective/ Essential Question Approx. Date: 2/14/2017 Day: 112 OBJ: Students will be able to add and subtract tens from a multiple of ten. EQ: How can I add and subtract tens from a multiple of ten? Approx. Date: 2/15/2017 Day: 113 OBJ: Students will be able to add tens to a two‐ digit number. EQ: How can I add tens to a two‐digit number? Math Florida Standards/ Mathematical Practice Target 1.NBT.3.4 1.NBT.3.6 Embedded 1.OA.3.5 1.NBT.2.2a Fluency 1.NBT.2.3 1.OA.3.6 1.NBT.3.5 Mathematical Practices MP2 Notes: Target 1.NBT.3.4 1.NBT.3.6 Embedded 1.MD.2.a Fluency 1.NBT.2.2 1.NBT.2.3 1.NBT.3.5 1.MD.2.a 1.OA.3.6 Mathematical Practices MP7 MP8 Academic Language Lesson Number sentence Equation Number Bond Part Whole Add Subtract Tens Module 4 Topic C Lesson 11: Add and Subtract Tens From Multiple of Ten Lesson Materials: Fluency: S – personal white board Concept Development: T – Chart paper S – Personal white board S – Number bond/number sentence set (Template) Two‐digit number Tens Ones Place Value Chart Penny Dime Module 4 Topic C Lesson 12: Add Tens to a Two‐Digit Number Lesson Materials: Fluency: T – Enlarged pennies and dimes (Fluency Template) S – Related addition and subtraction within 10 sprint S – Personal white board Concept Development: T – 4 ten‐sticks T – Double place value chart drawn on chart paper T /S– 4 dimes and 10 pennies from personal math toolkit S – Personal white board S – Addition and subtraction cards (Template) Assessment / Performance Tasks Page 46 of 60 Notes This lesson is building upon and reinforcing skills taught in Lesson 5. Approx. Date: 2/16/2017 Day: 114 Approx. Date: 2/17/2017 Day: 115 OBJ: Students will show mastery of standards introduced in Module 4. EQ: How can I use strategies I’ve learned to help me as a mathematician? OBJ: Students will show mastery of standards introduced in Module 4. EQ: How can I use strategies I’ve learned to help me as a mathematician? Target 1.NBT.1.1 1.NBT.2.2 1.NBT.3.5 1.NBT.2.3 Module 4 Mid‐Module Assessment Module 4 Topics A‐C Mid‐Module Assessment Module 4 Topics A‐C Notes: Target 1.NBT.1.1 1.NBT.2.2 1.NBT.3.5 1.NBT.2.3 FLEX Day Use this time to review and remediate previously taught standards based on data. The recommendation is to use district supported materials. Notes: Base your selection of the optional lesson(s) on student data. This module only addresses numbers within 40. Be sure to make adjustments to match the instructional goals in this module. Page 47 of 60 Topic D: Addition of Tens or Ones to a Two‐Digit Number Addition of Tens or Ones to a Two‐Digit Number Topic D begins with students applying the Module 2 strategies of counting on and making ten to larger numbers, this time making a ten that is built on a structure of other tens. In Lesson 13, students use linking cubes as a concrete representation of the numbers, write a matching number sentence, and write the total in a place value chart. As they add cubes, students see that sometimes a new ten can be made, for example, 33 + 7 = 40, or 4 tens. In Lesson 14, students use arrow notation to reach the next ten, and then add the remaining amount when adding across ten. For example, when adding 28 + 6, students recognize that they started with 2 tens 8 ones and, after adding 6, had 3 tens 4 ones. Students also use the number bond notation from Module 2 to represent how they are breaking apart the second addend to make the ten (1.NBT.3.4). Lesson 15 provides the chance to notice the ways smaller addition problems can help with larger ones. Students add 8 + 4, 18 + 4, and 28 + 4 and notice that 8 + 4 is embedded in all three problems, which connects to their previous work in Topic C. Lessons 16, 17, and 18 focus on adding ones with ones or adding tens with tens. During Lesson 16, students recognize single‐digit addition facts as they solve 15 + 2, 25 + 2, and 35 + 2. When adding 33 + 4, students see that they are adding 4 ones to 3 ones, while the tens remain unchanged, to make 3 tens 7 ones or 37. When adding 12 + 20, students see that they are adding 2 tens to 1 ten to make 3 tens 2 ones or 32. In both cases, one unit remains unchanged. Students work at a more abstract level by using dimes and pennies to model each addend. For instance, students model 14 cents using 1 dime and 4 pennies, and add 2 additional dimes or 2 additional pennies. In Lesson 17, students continue working with addition of like units and making ten as a strategy for addition. They use quick tens and number bonds as methods for representing their work. During Lesson 18, students share and critique strategies for adding two‐digit numbers. They reexamine all of the strategies used thus far in the module, including arrow notation, quick tens, and number bonds. Projecting varying correct work samples, students compare for clarity, discussing questions such as the following: Which drawing best shows the tens? Which drawings make it easier to not count all? Which number sentence is easiest to relate to the drawing? What is a compliment you would like to give [the student]? What is a way that [the student] might improve his work? How are [Partner A’s] methods different from or the same as yours? Page 48 of 60 Date/ Day of the school year Approx. Date: 2/21/2017 Day: 116 Approx. Date: 2/22/2017 Day: 117 Objective/ Essential Question OBJ: Students will be able to use counting on and the make ten strategy when adding across a ten. EQ: What strategies can I use when adding across a ten? OBJ: Students will be able to use counting on and the make ten strategy when adding across a ten. EQ: What strategies can I use when adding across a ten? Math Florida Standards/ Mathematical Practice Target 1.NBT.3.4 Embedded Fluency 1.NBT.3.4 1.OA.3.6 Mathematical Practices Academic Language Counting On Make Ten Number Sentence Equation Number Bond Part Whole Lesson Assessment / Performance Tasks Module 4 Topic D Lesson 13: Adding Across a Ten Lesson Materials: Fluency: S – Addition and subtraction cards (Lesson 12 Template) S – 1 die for each set of partners S – Core addition fluency review (Lesson 2 core addition fluency review) Concept Development: T – Place Value chart drawn on chart paper T/S – 4 ten‐sticks from personal math toolkit S – Personal white board Notes: Application problems come before fluency practice in Topic D (each day there are three problems sequenced from simple to complex). Limit student work time to 5 minutes. Adding across a ten is used when making a new group of ten. Module 4 Target Counting On Topic D 1.NBT.3.4 Make Ten Number Sentence Lesson 14: Adding Across a Ten Equation Embedded Number Bond Part Lesson Materials: Fluency Whole Fluency: 1.NBT.3.4 1.OA.3.6 T – Rekenrek S – personal white boards Mathematical Concept Development: Practices T – 4 ten‐sticks MP5 T – chart paper MP7 S – 4 ten‐sticks from math tool kit S – Personal white board Notes: Page 49 of 60 Students are not expected to complete all 3 application problems but instead should do their best during the 5 minute time frame. During this lesson students will be introduced to the arrow way method of problem solving. This method gives students that are utilizing mental math a visual way of representing their thinking. Approx. Date: 2/23/2017 Day: 118 OBJ: Students will be able to use single‐digit sums to support solutions to 40. EQ: How can I use single‐ digit sums to support solutions to 40? Target 1.NBT.3.4 Embedded Fluency 1.OA.3.5 1.OA.3.6 1.NBT.3.4 Mathematical Practices MP7 MP8 Notes: Counting On Make Ten Number Sentence Equation Number Bond Part Whole Sum Module 4 Topic D Lesson 15: Use Single‐Digit Sums To Support Solutions to 40 Lesson Materials: Fluency: S – personal white boards Concept Development: T – 5 ten‐sticks (e.g., 4 red and 1 yellow) T – Chart paper S – 4 ten‐sticks from the math toolkit Approx. Date: 2/24/2017 Day: 119 OBJ: Students will be able to add ones and ones or tens and tens. EQ: How can I add ones and ones or tens and tens? Target 1.NBT.3.4 Embedded Fluency 1.NBT.3.4 1.NBT.2.2 Mathematical Practices MP6 MP7 Tens Ones Add Sum Number Bond Part Whole Number Sentence Equation Module 4 Topic D Lesson 16: Add Ones and Ones or Tens and Tens Lesson Materials: Fluency: T/S – Personal white board S – 1 die Concept Development: T – Chart paper T /S– 4 ten‐sticks, T/S – 4 dimes T/S – 10 pennies Notes: Page 50 of 60 Approx. Date: 2/27/2017 Day: 120 Approx. Date: 2/28/2017 Day: 121 OBJ: Students will be able to add ones and ones or tens and tens. EQ: How can I add ones and ones or tens and tens? OBJ: Students will be able to compare strategies for adding two‐digit numbers. EQ: How can I compare strategies for adding two‐digit numbers? Target 1.NBT.3.4 Embedded Fluency 1.OA.3.4 1.OA.3.6 1.NBT.3.4 Mathematical Practices MP5 Notes: Target 1.OA.3.5 1.OA.4.8 Embedded Fluency 1.OA.3.4 1.OA.3.6 1.NBT.3.4 Mathematical Practices MP3 Tens Ones Add Sum Number Bond Part Whole Number Sentence Equation Module 4 Topic D Lesson 17: Add Ones and Ones or Tens and Tens Lesson Materials: Fluency: S – Missing addends core addition fluency review S – Personal white board S – One die per student Concept Development: T – Chart paper T/S – Ten‐sticks from math toolkit S – Personal white board S – Addition and subtraction cards set 2 (Template) Add Sum Number Bond Part Whole Number Sentence Equation Module 4 Topic D Lesson 18: Compare Strategies for Adding Two‐Digit Numbers Lesson Materials: Fluency: S – Missing Addends core addition fluency review (Lesson 17 core addition fluency review) S – Personal white board S – Die S – Numeral cards 0‐10 Concept Development: T – Student work samples (template) S – Personal white board MAFS.1.NBT.3.4 Jumping Rope Note: This module only deals with two‐digit numbers within 40. Be sure to adjust the numbers in the problem to match this modules objectives. This links will direct you to “Instructions for Implementing the Task”. Be sure to refer to the instructions, rubric, accommodations and recommendations provided. Notes: Page 51 of 60 Topic E: Varied Problem Types Within 20 Varied Problem Types Within 20 As students begin working with larger numbers in word problems, representing each item and drawing it individually can become cumbersome. In previous work with problem types, the two parts have been almost exclusively single‐digit numbers. For example, students were adding 9 and 6 or subtracting 8 from 14 to solve. During Topic E, students begin to represent quantities in larger groupings while still visualizing the relationship between the numbers. For example, students may be adding a two‐digit number and a one‐digit number, such as 12 and 4, or subtracting a two‐digit number from a two‐digit number, such as 16 – 12, represented in the tape diagram to the right. In Lesson 19, students are presented with put together/take apart with total unknown and add to with result unknown word problems within 20 (1.OA.1.1). As they solve, they draw and box the two parts and then include the numeral label within the box, producing tape diagrams. This enables them to quickly identify where the quantity can be found within the drawing. Students begin adding a bracket as shown to identify the total. Lessons 20 and 21 allow students to explore number relationships as they solve put together/take apart with addend unknown and add to with change unknown word problems within 20. As they do so, they explore number relationships as they notice and discuss how the size of the boxes relate to the size of each part. For example, when adding 12 + 4, students notice that the part in their tape diagram that contains 12 is much longer than the part that contains 4. They also notice that, when adding 10 + 10, the two parts are the same size. During these lessons, students share their strategies for drawing when a part is unknown. For example, to solve the problem, “Maria has 15 playing cards in her hand. She has 8 black cards. If the rest are red, how many red cards does she have?” Some students may draw all 15 cards first, and then place a box around the 8 black cards Maria already has. Other students may draw the 8 black cards, and then count on as they draw to 15. Still other students may label 15 for the total, draw one part labeled 8, and then work toward identifying the missing part. Students continue to work on recognizing what kind of unknown they are looking for—a part or a total. During Lesson 22, students use their experiences and understanding to write their own word problems of varied types based on given tape diagrams. While the addition and subtraction within the problems for Topic E are within 20, fluency work continues to support students’ skill and understanding from Topics A through D using numbers to 40. This fluency work prepares them for the increased complexity of addition in the final topic—Topic F. Page 52 of 60 Date/ Day of the school year Objective/ Essential Question Approx. Date: 3/1/2017 Day: 122 OBJ: I can use the tape diagram to solve put together/take apart with total unknown word problems and add to with result unknown word problems. EQ: What strategies can I use to solve total unknown and result unknown word problems? Approx. Date: 3/2/2017 Day: 123 OBJ: Students will be able to use part‐whole relationships to solve word problems. EQ: How can I use part‐ whole relationships to solve word problems? Math Florida Standards/ Assessment / Academic Language Lesson Mathematical Performance Tasks Practice Unknown Target Module 4 Total 1.OA.1.1 Topic E Sum Lesson 19: Use Tape Diagrams To Solve Word Problems Tape Diagram Embedded Part Whole Fluency Lesson Materials: 1.OA.3.6 Number Sentence Fluency: 1.NBT.3.4 S – Analogous Addition Within 40 Sprint Concept Development: Mathematical T – Problem Set Practices MP4 MP7 MP8 Notes: During this lesson students will be introduced to the arrow way method of problem solving. This method gives students that are utilizing mental math a visual way of representing their thinking. Target 1.OA.1.1 Embedded Fluency 1.OA.3.5 1.OA.3.6 1.NBT.2.3 1.NBT.3.4 Mathematical Practices MP4 Tape Diagram Part Whole Sum Difference Number Sentence Equation Module 4 Topic E Lesson 20: Use Part‐Whole Relationships To Solve Word Problems Lesson Materials: Fluency: S – Personal white board S – Addition and subtraction card (Lesson 12 Template) S – Addition and subtraction cards set 2 (Lesson 17 template) Concept Development: S – Problem Set S – Highlighter Notes: Page 53 of 60 Approx. Date: 3/3/2017 Day: 124 OBJ: Students will be able to use part‐whole relationships to solve word problems. EQ: How can I use part‐ whole relationships to solve word problems? Target 1.OA.1.1 Embedded Fluency K.CC.3.7 1.OA.3.6 Mathematical Practices MP4 Notes: Tape Diagram Part Whole Sum Difference Number Sentence Equation Module 4 Topic E Lesson 21: Use Part‐Whole Relationships To Solve Word Problems Lesson Materials: Fluency: S – 1 die per set of partners S – Personal white board Concept Development: S – Problem set Approx. Date: 3/6/2017 Day: 125 OBJ: Students will be able to write word problems of varied types. EQ: How can I wrote word problems of varied types? Target 1.OA.1.1 Embedded Fluency K.CC.3.7 1.OA.3.6 Mathematical Practices MP2 Unknown Total Sum Difference Tape Diagram Part Whole Number Sentence Module 4 Topic E Lesson 22: Write Word Problems of Varied Types Lesson Materials: Fluency: S – 1 die per set of partners S – Related addition and subtraction within 10 and 20 sprint Concept Development: T – Chart paper S – Folder with application problems from Lessons 13‐18 and Problem sets from lessons 19‐21 S – Personal white board Notes: Page 54 of 60 Topic F: Addition of Tens and Ones to a Two‐Digit Number Addition of Tens and Ones to a Two‐Digit Number In Topic F, students begin adding like units within pairs of two‐digit numbers. Lesson 23 focuses on taking interpretations of two‐digit numbers a step further, having students interpret numbers such as 25 as 1 ten and 15 ones, as well as 2 tens and 5 ones and as 25 ones. Working with this concept supports student understanding in the next lessons when students add pairs such as 14 + 16 and initially make 2 tens and 10 ones. During Lessons 24 and 25, students interchangeably add sets of two‐digit numbers, where the ones digits produce a sum less than or equal to 10. For example, when adding 17 + 13, students decompose the second addend into 10 and 3. They then add 10 to 17, making 27, and then add the remaining ones. In Lesson 25, students also practice adding ones to the first addend and then adding the remaining ten. In Lessons 26 and 27, students add tens and ones when the ones digits have a sum greater than 10, such as 19 + 15. Students continue to decompose the second addend, alternating between adding on the ten first and making the next ten, as shown to the right. In Lesson 27, students solve the same problem using the varying strategies taught throughout the topic. Students continue to strengthen their use of Level 3 strategies for adding numbers to 40. Page 55 of 60 The module closes with Lessons 28 and 29, wherein students solve Problem Sets of varied types to support flexibility in thinking as they add any pair of two digits whose sum is within 40. In Lesson 29, students again share methods and representations for finding the sums. Date/ Day of the school year Approx. Date: 3/7/2017 Day: 126 Objective/ Essential Question OBJ: Students will be able to interpret two‐digit numbers as tens and ones, including cases with more than 9 ones. EQ: How can I interpret two‐digit numbers in different ways? Math Florida Standards/ Mathematical Practice Target 1.NBT.2.2d 1.NBT.3.4 Embedded Fluency Mathematical Practices Academic Language Place Value Tens Ones Part Whole Lesson Module 4 Topic F Lesson 23: Interpret Two‐Digit Numbers as Tens and Ones Lesson Materials: Fluency: T – 10 dimes T – 100 bead rekenrek S – Core Fluency Practice Sets Concept Development: T – Chart paper T – Place value chart (Lesson 2 Template 2) S – Personal white board S – Ten‐sticks from math toolkit Assessment / Performance Tasks MAFS.NBT.2.2d See Teacher Toolbox I‐ Ready Grade 1 Lesson 21 Lesson Quizzes Unit Review This provides specific additional practice addressing Part d of NBT.2.2 standard. Notes: Application problems come before fluency practice in Topic F. Fluency Practices is designed to preview or build skills for the day’s concept development. Page 56 of 60 Approx. Date: 3/8/2017 Day: 127 OBJ: Students will be able to add a pair of two‐ digit numbers when the ones digits have a sum less than or equal to 10. EQ: How can I add two‐ digit numbers when the ones digits have sum less than or equal to 10? Target 1.NBT.2.2 1.NBT.3.4 Embedded Fluency 1.OA.3.6 1.NBT.3.5 1.MD.2.a Mathematical Practices MP4 MP7 Tens Ones Number Sentence Equation Number Bond Part Whole Add Total Sum Module 4 Topic F Lesson 24: Add Two‐Digit Numbers (One Digits Sum 10) Lesson Materials: Fluency: T – 10 dimes and 10 pennies T – 100‐bead rekenrek S – Core fluency practice sets S – Personal white boards S – Die per pair of students Concept Development: T – 5 ten‐sticks (3 red and 2 yellow) T – Chart paper S – 4 ten‐sticks from math toolkit S – Personal white board Tens Ones Number Sentence Equation Number Bond Part Whole Add Total Sum Module 4 Topic F Lesson 25: Add Two‐Digit Numbers (One Digits Sum ≤ 10) Lesson Materials: Fluency: S – 1 dime and 10 pennies S ‐ Missing Addends for Sums of Ten(s) Sprint Concept Development: T – 5 ten‐sticks (4 red and 1 yellow) S – 4 ten‐sticks from math toolkit S – Personal white board Notes: Approx. Date: 3/9/2017 Day: 128 OBJ: Students will be able to add a pair of two‐ digit numbers when the ones digits have a sum less than or equal to 10. EQ: How can I add two‐ digit numbers when the ones digits have sum less than or equal to 10? Target 1.NBT.2.2 1.NBT.3.4 Embedded Fluency 1.OA.3.5 1.OA.3.6 Mathematical Practices MP5 Notes: The first 10 minutes of Lesson 25 should be used solidifying the skills taught In Lesson 24. Page 57 of 60 Approx. Date: 3/10/2017 Day: 129 Approx. Date: 3/13/2017 Day: 130 OBJ: Students will be able to add a pair of two‐ digit numbers when the ones digits have a sum greater than 10. EQ: How can I add two‐ digit numbers when the ones digits have sum greater than 10? Target 1.NBT.2.2 1.NBT.3.4 Embedded Fluency 1.OA.3.6 Mathematical Practices MP6 MP7 Module 4 Topic F Lesson 26: Add Two‐Digit Numbers (One Digits Sum > 10) Lesson Materials: Fluency: S – Missing Addends for Sums of Ten(s) Sprint (Lesson 25 Sprint Core Fluency) Concept Development: T – 5 ten‐sticks (3 red and 2 yellow) S – 4 ten‐sticks from math toolkit S – Personal white board Notes: Focus on place value strategies for solving addition. Students should use concrete models or drawings to demonstrate understanding. OBJ: Tens Target Module 4 Students will be able Ones 1.NBT.3.4 Topic F to add a pair of two‐ Number Sentence 1.NBT.2.2 Lesson 27: Add Two‐Digit Numbers (One Digits Sum > digit numbers when Equation 10) the ones digits have a Embedded Number Bond sum greater than 10. Part Fluency Whole Lesson Materials: 1.OA.3.5 EQ: Add Fluency: 1.OA.3.6 How can I add two‐ Total S – Core Fluency Practice Sets (Lesson 23 Core digit numbers when Sum Fluency Practice Sets) Mathematical the ones digits have S – Personal white board sum greater than 10? Practices S – Race to the Top (Fluency Template) MP5 Concept Development: MP7 S – 4 ten‐sticks from the math toolkit (optional) Notes: The first 10 minutes of Lesson 27 should be used solidifying the skills taught In Lesson 26. Page 58 of 60 Approx. Date: 3/14/2017 Day: 131 OBJ: Students will be able to add two‐digit numbers. EQ: How can I add two‐ digit numbers? Target Tens Module 4 Topic F 1.NBT.3.4 Ones Lesson 28: Add Two‐Digit Numbers 1.NBT.2.2 Number Sentence Equation Embedded Number Bond Lesson Materials: Part Fluency: Fluency Whole 1.OA.3.6 Add T – 4 dimes, 10 pennies, can 1.NBT.3.6 Total S – Core Fluency Practice Sets (Lesson 23 Core 1.MD.2.a Sum Fluency Practice Sets) Concept Development: Mathematical T – Chart paper Practices S – Personal white board MP5 S – 4 ten‐sticks from math toolkit (optional) Notes: The time allotted for Lesson 28’s Concept Development is set aside to consolidate and solidify the learning that has occurred in Lessons 24–27 Approx. Date: 3/15/2017 Day: 132 OBJ: Students will be able to add two‐digit numbers. EQ: How can I add two‐ digit numbers? Target 1.NBT.3.4 1.NBT.2.2 Embedded Fluency 1.OA.3.6 1.NBT.3.6 1.MD.2.a Mathematical Practices MP5 Tens Ones Number Sentence Equation Number Bond Part Whole Add Total Sum Module 4 Topic F Lesson 29: Add Two‐Digit Numbers Lesson Materials: Fluency: T – 4 dimes, 10 pennies S – Core Fluency Practice Sets (Lesson 23 Core Fluency Practice Sets) S – Race to the top (Fluency Template) S – Personal white board Concept Development: T – Chart paper S – Personal white board S ‐ 4 ten‐sticks from math toolkit (optional) S – Addition and subtraction cards set 3 (Template) MAFS.1.NBT.3.4 Muffins This links will direct you to “Instructions for Implementing the Task”. Be sure to refer to the instructions, rubric, accommodations and recommendations provided. Notes: Page 59 of 60 The time allotted for Lesson 28’s Concept Development is set aside to consolidate and solidify the learning that has occurred in Lessons 24–28 Approx. Date: 3/16/2017 Day: 133 OBJ: Students will show mastery of standards introduced in Module 4 Topics A‐F. EQ: How can I use strategies I’ve learned to help me as a mathematician? Target 1.NBT.3.4 1.OA.1.1 1.NBT.2.2 1.NBT.3.5 1.NBT.3.6 1.NBT.2.3 Module 4 End of Module Assessment Module 4 Topic A‐F End of Module Assessment Module 4 Topic A‐F Notes: Page 60 of 60
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