First Grade Mathematics
Pacing Companion 2015-2016
Quarter 2
This document was designed as a companion to the IPS pacing guide and includes an alignment to the Math Expressions text along with instructional notes by week.
Additional lessons and student practice suggestions may also be found in separate Resource Documents by Standard.
Unit: Operations and Simple Equations
Optional Text
Week
Standards
Instructional Notes
Resources
Week 10
Unit Assessment
1.CA.2
1.CA.3
Math Expressions:
Unit 2 Assessment
Instructional Notes:
Continue to use daily math components such as Every Day Counts Calendar Math and/or Math Expressions daily routines. Calendar Math concepts
for October-December include:

Place value; partners of 6, 7, and 8; addition and subtraction stories; group and count by ones, fives, and tens; number patterns

Value of and problem solving with penny and nickel

Minutes in an hour and half-hour, minute hand

Attributes of a rectangle, triangle, prisms, pyramids, and cones

Interpret graphs
Learning Targets for students

I can model addition and subtraction word problems using objects, drawings, and equations with unknown numbers in different
positions.

I can solve addition and subtraction word problems using objects, drawings, and equations.

I can solve word problems with unknown numbers in different positions (e.g., 6 + = 8, + 2 = 8, 6 + 2 = __).
Addition and subtraction are inverse operations. At this level it is not necessary to introduce the concept of inverse operations to children.
However, students should begin to develop an understanding of the connectedness of addition and subtraction.
Some students may have difficulty writing number sentences for stories. Have these students draw pictures to represent the stories before writing
a number sentence. You may wish to have students work in pairs to write and solve their own addition or subtraction problems. This will enable
students who have difficulty focusing or writing to work through the creating and solving process with support.
Additional Resources:
Number Relationships
Corrective Instruction: October 22 – 23
Recommended standards to assess for Operations and Simple Equations: 1.NS.1, 1.CA.1
Unit: Story Problem Strategies
Week 11
1.NS.6
1.CA.1
1.CA.2
Indianapolis Public Schools
Math Expressions:
Unit 3 Lessons 1 – 5
Math Background
TEp.215J
Instructional Notes:
In Unit 3 students work with written story problems of various types, explore addition and subtraction situations in which either the total or one of
the partners (addends) is unknown and learn to see both subtraction problems and problems with unknown addends as situations with an
unknown partner.
Quick Quiz 1
If using Math Expressions, Math Mountains are introduced to students. Math Mountains are used to show the relationships among the addends
(partners) and the sum (total). Math Mountains were introduced in Kindergarten. For further explanation, click the link below:
Eduplace - http://www.eduplace.com/math/mthexp/g1/mathbkg/pdf/mb_g1_u3.pdf
Unit 3: Mega Math Web
Practice
Yellow Count-On Cards: Students use these cards to practice addition with unknown totals, addition with unknown addends, and subtraction.
http://www.eduplace.com/math/mthexp/g1/visual/pdf/vs_g1_29.pdf
Curriculum and Instruction
First Grade Mathematics
Pacing Companion 2015-2016
Quarter 2
Unit: Story Problem Strategies (continued)
Week
Week 12
Standards
1.CA.1
1.CA.2
Optional Text
Resources
Math Expressions:
Unit 3 Lessons 7 – 10
Quick Quiz 2
Instructional Notes
Instructional Notes:
Structures of Story Problems: (Scroll down to the Grade 1 examples)
 JOIN http://www.cbv.ns.ca/consultants/uploads/MathConsultant/Join.pdf
 SEPARATE http://www.cbv.ns.ca/consultants/uploads/MathConsultant/Separate.pdf
 PART-PART-WHOLE http://www.cbv.ns.ca/consultants/uploads/MathConsultant/Part-Part%20Whole.pdf
The concepts of addition and subtraction will merge in many of your lessons. Addition and subtraction are very much connected. Students will
need to understand this foundation to be able to build meaning with upcoming algebra concepts and skills.
Spend time discussing the role of zero in addition and subtraction problems.
Orange Count-On Cards (Subtraction): http://www.eduplace.com/math/mthexp/g1/visual/pdf/vs_g1_41.pdf
Week 13
Week 14
Unit Assessment
1.CA.1
1.CA.2
1.CA.3
1.CA.1
1.CA.2
1.CA.3
Math Expressions:
Unit 3 Lessons 11 – 14
Quick Quiz 3
Math Expressions:
Unit 3 Lessons 15
Quick Quiz 4
Instructional Notes:
Math Mountains or a comparable visual model (such as number bonds) will provide a framework for students to see the relationships among the
numbers within an addition or subtraction problem.
Encourage students to label their answers to story problems.
Students will need continued practice and support to understand the role of the equal sign as a symbol of equality rather than an indicator that an
answer is next. Moving the equal sign to different, yet still correct, places within an equation can help support this process.
Instructional Notes:
Provide students with additional practice with JOIN, SEPARATE, and PART-PART-WHOLE problem types. Be sure to present examples in which the
unknown appears as the result (the most common example) as well as at the start or as the change. Click on the following link for more
information. http://achievethecore.org/content/upload/2.OA.A.1%20OneStep%20Addition%20and%20Subtraction%20Word%20Problems%20FINAL%20BRANDED.pdf
Unit 3 Assessment
Corrective Instruction: November 19 – 20
Recommended standards to assess for Story Problem Strategies: 1.CA.1, 1.CA.2
Unit: Basic Ten-Structured Concepts
Week 15
1.NS.1
1.NS.2
1.CA.1
1.CA.2
Math Expressions:
Unit 4 Lessons 1 – 3
Instructional Notes:
Children need many instructional experiences to develop their understanding of the (number) system, including how numbers are written…They
should recognize that the word ten may represent a single entity (1 ten) and, at the same time, 10 separate units (10 ones) and that these
representations are interchangeable. “Standards for Pre-K-2: Number and Operations.” Principles and Standards for School Mathematics. National
Council of Teachers of Mathematics, 2000. 81.
In English, teen and two-digit number words are complex and difficult to learn. In contrast, in some Asian languages the word for 13, for example,
translates into “ten three”. In the English system, teen and 2-digit number look like two single-digit numbers written beside each other; nothing
shows the ten value for the digit on the left. Young children need verbal and visual supports for understanding these number words and written
numbers, a process we begin in kindergarten. –Karen Fuson, Author Math Expressions
Thanksgiving Break: November 25-27
Indianapolis Public Schools
Curriculum and Instruction
First Grade Mathematics
Pacing Companion 2015-2016
Quarter 2
Unit: Basic Ten-Structured Concepts (continued)
Week
Week 16
Week 17
Week 18
Standards
1.NS.1
1.NS.2
1.CA.1
1.CA.2
Optional Text
Resources
Math Expressions:
Unit 4 Lessons 4 – 8
Instructional Notes
Instructional Notes:
Students’ work with teen numbers now is the foundation for regrouping with addition and subtraction later in 1st grade and in subsequent grade
levels. It is crucial that students completely understand place value and how this knowledge allows for trading equal amounts. Reciting the name of
each place (ones, tens, hundreds) is not sufficient to master the standards. Continue to practice Standard 1.NS.6 Show equivalent forms of whole
numbers as groups of tens and ones, and understand that the individual digits of a two-digit number represent amounts of tens and ones.
Quick Quiz 1
Green Make-a-Ten Cards http://www.eduplace.com/math/mthexp/g1/visual/pdf/vs_g1_49.pdf
1.NS.1
1.NS.2
1.CA.1
1.CA.2
Math Expressions:
Unit 4 Lessons 9 – 14
1.NS.1
1.NS.2
1.CA.1
1.CA.2
Math Expressions:
Unit 4 Lesson 15
Quick Quiz 2 and 3
Instructional Notes:
The lessons scheduled for this week contain several critical concepts that will be utilized and built throughout the students’ mathematical careers.
Be sure to present students with multiple representations as your continue to build the idea of the base-ten system and how it is used for addition
and subtraction. Avoid teaching each concept as simply a procedure to be memorized. Instead, focus on Process Standard 7 as you Look for and
make use of structure and Process Standard 8 Look for and express regularity in repeated reasoning.
Instructional Notes:
If you choose to use a paper/pencil assessment at this point, ensure that you also have had some time during the unit for performance assessment
opportunities for students. Misconceptions about the base ten system must be diagnosed early and often in order for students to use the
understanding in a meaningful way.
Unit 4 Assessment
Corrective Instruction: December 16 – 17
Indianapolis Public Schools
Recommended standards for Basic Ten-Structured Concepts: 1.NS.2, 1.NS.6
Curriculum and Instruction