Pennsauken Public Schools
Pennsauken School District
Curriculum Guide
Grade 1 Mathematics
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Pennsauken Public Schools
Content Area: Mathematics
Course Title: 1st Grade Math
Grade Level: 1
Unit 1: Topics 1-4
Topic 1: Solve Addition/Subtraction Problems to 10
Topic 2: Fluently Add and Subtract Within 10
Topic 3: Addition facts to 20: Use Strategies
Topic 4: Fluently Add Within 100
11 weeks
Unit 2: Topics 5-8
Topic 5: Work with Addition /Subtraction Equations
Topic 6: Represent and Interpret Data
Topic 7: Extend the Counting Sequence
Topic 8: Understand Place Value
8 weeks
Unit 3: Topics 9-15
Topic 9: Compare Two-Digit Numbers
Topic 10: Use Models and Strategies to Add Tens/Ones
Topic 11: Use Models and Strategies to Subtract Tens
Topic 12: Measure Lengths
Topic 13: Time
Topic 14: Reason With shapes & Attributes
Topic 15: Equal Shares of Circles and Rectangles
14 weeks
Date Created:
July 2015
Board Approved on:
August 2016
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Pennsauken Public Schools
First Grade Mathematics Pacing Guide for 2016-2017
Topic Number
1
Title
Instructional Period
Number of Days
Readiness Testing(Placement Test)
Sept 6-7, 2016
2
Solve Addition and Subtraction Problems to 10
Sep 8-23, 2016
12
Sep 26, 2016
1
Sept 27-Oct 17, 2016
12
Benchmark - Topic 2 Assessment
Oct 18, 2016
1
Addition facts to 20: Use Strategies
Oct 19-Nov 4, 2016
13
Benchmark - Topic 3 Assessment
Nov 7-9, 2016
2
Nov 14-Dec 2, 2016
13
Dec 5-6, 2016
2
Dec 7-Dec 20, 2016
10
Dec 21-22, 2016
2
Jan 2-Jan 12, 2017
8
Jan 13, 2017
1
Jan 17-Jan 30, 2017
10
Jan 31, 2017
1
Understand Place Value
Feb 1-13, 2017
9
On-Line Benchmark Assessment
Feb 14-15, 2017
2
Feb 16-Mar 2, 2017
9
Benchmark - Topic 9 Assessment
March 3, 2017
1
Use Models and Strategies to Add Tens and Ones
Mar 6-21, 2017
12
Benchmark - Topic 10 Assessment
March 22, 2017
1
Mar 23 - Apr 11, 2017
11
April 12-13, 2017
2
Apr 19-May 1, 2017
9
May 2, 2017
1
Benchmark - Topic 1 Assessment
2
3
4
1-4
5
Fluently Add and Subtract Within 10
Subtraction facts to 20
On-line Benchmark Assessment
Work with Addition and Subtraction Equations
Benchmark - Topic 5 Assessment
6
Represent and Interpret Data
Benchmark - Topic 6 Assessment
7
Extend the Counting Sequence
Benchmark - Topic 7 Assessment
8
1-8
9
10
11
Compare Two-Digit Numbers
Use Models and Strategies to Subtract Tens
Benchmark - Topic 11 Assessment
12
Measure Lengths
Benchmark - Topic 12 Assessment
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13
Time
Benchmark - Topic 13 Assessment
14
Reason With shapes and Their Attributes
Benchmark - Topic 14 Assessment
15
1-15
Equal Shares of Circles and Rectangles
On-Line Benchmark Assessment
May 3-10, 2017
6
May 11, 2017
1
May 12-May 31
12
Jun 1, 2017
1
June 2-9, 2017
6
June 12-14
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Pennsauken Public Schools
Content Area: Mathematics
Grade Cluster:
1st
Course Description
This course is a required 1st grade mathematics course for all students. The students will be instructed for 60-80
minutes daily throughout the year.
In Grade 1, instructional time focuses on four critical areas: (1) developing understanding of addition, subtraction,
and strategies for addition and subtraction within 20; (2) developing understanding of whole number relationships
and place value, including grouping in tens and ones; (3) developing understanding of linear measurement and
measuring lengths as iterating length units; and (4) reasoning about attributes of, and composing and decomposing
geometric shapes.
Overarching Understanding(s) for the Course
Operations and Algebraic Thinking
● Represent and solve problems involving addition and subtraction.
● Understand and apply properties of operations and the relationship between addition and subtraction.
● Add and subtract within 20.
● Work with addition and subtraction equations.
Number and Operations in Base Ten
● Extend the counting sequence.
● Understand place value.
● Use place value understanding and properties of operations to add and subtract.
Measurement and Data
● Measure lengths indirectly and by iterating length units.
● Tell and write time
● Represent and interpret data
Geometry
● Reason with shapes and their attributes.
21st Century Theme(s), Interdisciplinary Opportunities
● 21st Century Themes
o Global Awareness
o Learning from and working collaboratively with individuals representing diverse cultures, religions
and lifestyles in a spirit of mutual respect and open dialogue in personal, work and community
contexts (Topics 1 - 15)
o Understanding other nations and cultures, including the use of non-English languages (Topic 13,
14)
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o Environmental Literacy
o Demonstrate knowledge and understanding of the environment and the circumstances and
conditions affecting it, particularly as relates to air, climate, land, food, energy, water and
ecosystems (Topic 13, 12, )
o Investigate and analyze environmental issues, and make accurate conclusions about effective
solutions (Topics 6, 10,)
● Learning and Innovation Skills
Creativity and Innovations
o Think Creatively, Work Creatively with Others and Implement Innovations (Topics 4, 9, 10)
Critical Thinking and Problem Solving
o Reason Effectively, Use Systems Thinking, Make Judgements and Decisions, Solve Problems
(Topics 5, 7, 8, 10, 11, 12, 14)
o Communication and Collaboration
o Communicate Clearly, Collaborate with Others (Topics 1, 2, 5, 7, 8, 11, 12, 14, 15)
● Life and Career Skills
o Initiative and Self-Direction
o Manage goals and time, work independently, be self-directed learners (Topics 1-15)
o Social and Cross Cultural Skills
o Interact effectively with others, work effectively in diverse teams (Topics 1- 15)
● Productivity and Accountability
o Manage projects, produce results
● Leadership and Responsibility
o Guide and lead others, be responsible to others
Technology Standards
Technology is integrated in each Topic of the enVisions 2016 Common Core resource book.
Information Literacy
● Access and Evaluate Information (Student e-book, Center games, Today’s Challenge, Visual Learning
Animation Plus, Animated Glossary, Math Tools, Another Look Homework Video, Interactive Math Story,
My Word Cards)
● Use and Manage Information
ICT (Information, Communications and Technology) Literacy
● Apply technology effectively (Center games, Math Tools, Student e-book)
Desired Results
Unit:
Unit Name: Topics 1- 4
1
Topic 1: Solve Addition and Subtraction Problems to 10
Topic 2: Fluently Add and Subtract Within 10
Topic 3: Addition facts to 20: Use Strategies
Topic 4: Fluently Add Within 100
New Jersey Core Curriculum State Standards:
Operations & Algebraic Thinking
● Represent and solve problems involving addition and subtraction
○ 1.OA.A1. 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
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represent the problem
● Understand and apply properties of operations and the relationship between addition and subtraction art,
and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a
symbol for the unknown number to represent the problem
○ 1.OA.B3. Apply properties of operations as strategies to add and subtract.2 Examples: If 8 + 3 = 11
is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the
second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property
of addition.)
○ 1.OA.B4.Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by
finding the number that makes 10 when added to 8. Add and subtract within 20
● Add and subtract within 20
○ 1.OA.5. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
○ 1.OA.6. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10.
Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing
a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between
addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating
equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1
= 12 + 1 = 13).
● Work with addition and subtraction equations
○ 1.OA.7. Understand the meaning of the equal sign, and determine if equations involving addition
and subtraction are true or false. For example, which of the following equations are true and which
are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4+1 = 5 + 2.
○ 1.OA.8. Determine the unknown whole number in an addition or subtraction equation relating three
whole numbers. For example, determine the unknown number that makes the equation true in each
of the equations 8 + ? = 11, 5 = _ – 3, 6+ 6 = _.
Essential Question(s)
● Topic 1: What are ways to think about addition and subtraction?
● Topic 2: What strategies can you use while adding and subtracting?
● Topic 3: What strategies can you use for adding to 20?
● Topic 4: What strategies can you use while subtracting?
Instructional Outcomes (Student Learning Objectives - SLOs) - measurable
Topic 1: Solve Addition and Subtraction Problems to 10
The student will:
● Solve addition problems involving situations of adding one part to another part (1-1)
● Solve addition problems involving situations of putting two parts together. (1-2)
● Solve addition word problems by breaking apart a total number of objects. (1-3)
● Solve subtraction problems involving taking from a group. (1-4)
● Solve subtraction problems that involve comparing to find how many more objects are in one group than
another group. (1-5)
● Solve subtraction problems that involve comparing to find how many fewer objects are in one group than
another group. (1-6)
● Solve addition problems by finding a missing addend. (1-7)
● Solve problems involving putting together or taking apart. (1-8)
● Construct math arguments in order to solve addition and subtraction problems. (1-9)
Topic 2: Fluently Add and Subtract Within 10
The student will:
● Add by counting on from a number (2-1)
● Use doubles to solve problems. (2-2)
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● Solve problems using near doubles facts (2-3)
● Use a ten-frame to solve addition facts with 5 and 10. (2-4)
● Use the same addends to write two different equations with the same sum. (2-5)
● Count back to solve subtraction problems. (2-6)
● Use addition facts to 10 to solve subtraction problems. (2-7)
● Use addition facts to 10 to solve subtraction problems. (2-8)
● Solve word problems by drawing pictures and writing equations. (2-9)
● Use structure and identify patterns in order to solve problems. (2-10)
Topic 3: Addition facts to 20: Use Strategies
The student will:
● Count on to add using an number line. (3-1)
● Count on to add using an open number line. (3-2)
● Memorize doubles facts. (3-3)
● Use doubles facts to solve doubles-plus-one facts. (3-4)
● Use doubles facts to solve doubles-plus-two facts. (3-5)
● Make 10 to add numbers to 20. (3-6)
● Make 10 to add numbers to 20. (3-7)
● Solve addition problems using different strategies. (3-8)
● Solve different types of addition word problems. (3-9)
● Critique the reasoning of others by using known information about addition and subtraction. (3-10)
Topic 4: Fluently Add Within 100
The student will:
● Use a number line to subtract by counting on or counting back. (4-1)
● Make subtraction easier by making 10 to subtract. (4-2)
● Count on to subtract using 10 as a landmark. (4-3)
● Make addition and subtraction facts using the same three numbers. (4-4)
● Use addition facts to find subtraction facts. (4-5)
● Use addition facts to find subtraction facts. (4-6)
● Explain strategies used to solve subtraction problems. (4-7)
● Solve different types of addition and subtraction problems with unknowns in different positions. (4-8)
● Use reasoning to write ans solve number stories. (4-9)
Assessment Evidence
Performance Task(s)
● Topic 1 Performance Assessment p.73-74 in Volume 1 Student Book
● Topic 2 Performance Assessment p.149-150 in Volume 1 Student Book
● Topic 3 Performance Assessment p. 225-226 in Volume 1 Student Book
● Topic 4 Performance Assessment p. 295-296 in Volume 1 Student Book
Other Evidence (Formative, Summative, Benchmark Assessments, Project-Based Learning Experiences)
● (F) Questions in the Visual Learning Animation Plus
● (F) Questions to use with the Visual Learning Bridge
● (F) Do You Understand? Show Me!
● (F) Guided Practice
● (F) Quick Checks
● (S) Topic 1 Assessment pages 69-74 in Volume 1 Student Book
● (S) Topic 2 Assessment pages 145-150 in Volume 1 Student Book
● (S) Topic 3 Assessment pages 221-226 in Volume 1 Student Book
● (S) Topic 4 Assessment pages 291-296 in Volume 1 Student Book
● (S) After Topics 1-4 Cumulative/Benchmark Topic via Scantron
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●
●
●
●
(PBL) Topic 1 Parents and Babies: Lesson Opener, Lessons 1.6 and 1.8
(PBL) Topic 2 Protect Yourself: Lesson Opener, Lessons 2.2 and 2.9
(PBL) Topic 3 What do they eat?: Lesson Opener, Lessons 3.2 and 3.10
(PBL) Topic 4 Pattern of Day and Night: Lesson Opener, Lessons 4.1 and 4.9
Learning Plan
Differentiation of Activities, Assessments, and Multiple Resources,
for high achieving, grade level, struggling students, and special needs/ELL
enVisions 2.0 Common Core 2016 will be used as the basic resource.
Topic 1: Solve Addition and Subtraction Problems to 10
Topic 2: Fluently Add and Subtract Within 10
Topic 3: Addition facts to 20: Use Strategies
Topic 4: Fluently Add Within 100
Differentiation:
Ongoing Intervention: During a Lesson
● Prevent Misconceptions: During the Learning Bridge
● Error Intervention (If...Then…): During Guided Practice
● Reteaching Set: Before Independent Practice
● Learning Aids Online: In Practice Buddy during lesson practice
● Higher Order Thinking problems: In lesson practice
Strategic Intervention: At the End of a Lesson
● Intervention Activity: Teacher time with struggling students
● Reteach to Build Understanding: Guided reteaching
● Center Game: In the On-Level and Advanced Activity Centers
● Math and Science Activity: In the On-Level and Advanced Activity Center
● Problem-Solving Reading Activity: In the On-Level and Advanced Activity Center
● Digital Math Tools Activity: In the Technology Center
● Online Math Games: In the Technology Center
● Leveled Homework and Practice: Within differentiated assignments
● Learning Aids Online: In Practice Buddy during homework and practice
Intensive Intervention As needed ANYTIME
● Intervention Lesson: Two pages of guided instruction and practice
● Intervention Lesson Teacher Support: A plan for a short, teacher-guided lesson
● Visual Learning Animation Plus: For use anytime to refresh understanding
● Online Math Games: For use anytime for more reinforcement
● Learning Aids Online: In Practice Buddy for use anytime
● Fluency sub skills practice: For use anytime
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Desired Results
Unit:
2
Unit
Name:
Topics 5-8
Topic 5: Work with Addition and Subtraction Equations
Topic 6: Represent and Interpret Data
Topic 7: Extend the Counting Sequence
Topic 8: Understand Place Value
New Jersey Core Curriculum State Standards:
Operations & Algebraic Thinking
● Represent and solve problems involving addition and subtraction
○ 1.OA.A1. 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.
○ 1.OA.A2. Solve word problems that call for addition of three whole numbers whose sum is less
than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the
unknown number to represent the problem.
● Understand and apply properties of operations and the relationship between addition and subtraction art,
and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a
symbol for the unknown number to represent the problem
○ 1.OA.B3. Apply properties of operations as strategies to add and subtract.2 Examples: If 8 + 3 =
11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 +
4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative
property of addition.)
● Work with addition and subtraction equations
○ 1.OA.D7. Understand the meaning of the equal sign, and determine if equations involving
addition and subtraction are true or false. For example, which of the following equations are true
and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4+1 = 5 + 2.
○ 1.OA.D8. Determine the unknown whole number in an addition or subtraction equation relating
three whole numbers. For example, determine the unknown number that makes the equation true
in each of the equations 8 + ? = 11, 5 = _ – 3, 6 + 6 = _.
Number in Base Ten
● Understand place value
○ 1.NBT.2. Understand that the two digits of a two-digit number represent amounts of tens and
ones. Understand the following as special cases:
■ 10 can be thought of as a bundle of ten ones — called a “ten.”
■ The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six,
seven, eight, or nine ones.
■ 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).
Essential Question(s)
●
●
●
●
Topic 5: How can adding and subtracting help you solve or complete equations?
Topic 6: What are some ways that you can collect, show, and understand data?
Topic 7: How can you use what you already know about counting to count past 100?
Topic 8: How can you count and add using tens and ones?
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Instructional Outcomes (Student Learning Objectives - SLOs) - measurable
Topic 5: Work with Addition and Subtraction Equations
The student will:
● Find the unknown number in an equation. (5-1)
● Determine if addition and subtraction equations are true or false. (5-2)
● Find the missing numbers in equations to make them true. (5-3)
● Use different strategies to solve word problems with 3 addends. (5-4)
● Use different strategies to add three numbers. (5-5)
● Solve word problems involving comparisons. (5-6)
● Use precision to determine the missing number or symbol in an equation. (5-7)
Topic 6: Represent and Interpret Data
The student will:
● Organize data into categories. (6-1)
● Collect and organize information using a picture graph. (6-2)
● Interpret organized data. (6-3)
● Use a picture graph to interpret data. (6-4)
● Use perseverance to solve problems about sets of data. (6-5)
Topic 7: Extend the Counting Sequence
The student will:
● Count by 10’s to 120. (7-1)
● Count by 1’s to 120. (7-2)
● Count on a number chart to 120. (7-3)
● Find number patterns on a number chart. (7-4)
● Count to 120 using an open number line. (7-5)
● Write numerals to show how many objects are in a group. (7-6)
● Find better and faster ways to solve problems. (7-7)
Topic 8: Understand Place Value
The student will:
● Read and write numbers 11 to 19. (8-1)
● Show groups of 10 with connecting cubes. (8-2)
● Group tens to solve problems. (8-3)
● Count tens and ones to find a two-digit number. (8-4)
● Use drawings to solve problems with tens and ones. (8-5)
● Use tens and ones to make numbers in different ways. (8-6)
Assessment Evidence
Performance Task(s)
●
●
●
●
Topic 5 Performance Assessment p.347-348 in Volume 1 Student Book
Topic 6 Performance Assessment p.389-390 in Volume 1 Student Book
Topic 7 Performance Assessment p.443-444 in Volume 1 Student Book
Topic 8 Performance Assessment p.491-492 in Volume 1 Student Book
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Other Evidence (Formative, Summative, Benchmark Assessments, Project-Based Learning Experiences)
●
●
●
●
●
●
●
●
●
●
●
●
●
●
(F) Questions in the Visual Learning Animation Plus
(F) Questions to use with the Visual Learning Bridge
(F) Do You Understand? Show Me!
(F) Guided Practice
(F) Quick Checks
(S) Topic 5 Assessment pages 345-348 in Volume 1 Student Book
(S) Topic 6 Assessment pages 387-390 in Volume 1 Student Book
(S) Topic 7 Assessment pages 441-444 in Volume 1 Student Book
(S) Topic 8 Assessment pages 489-492 in Volume 2 Student Book
(S) After Topics 5-8 Cumulative/Benchmark Topic via Scantron
(PBL) Topic 5 Underwater Communication: Lesson Opener, Lessons 5.2 and 5.7
(PBL) Topic 6 Different Types of Phones: Lesson Opener, Lessons 6.4 and 6.5
(PBL) Topic 7 Parents and Babies?: Lesson Opener, Lessons 7.4 and 7.6
(PBL) Topic 8 Daylight Throughout the Year?: Lesson Opener, Lessons 8.3 and 8.5
Learning Plan
Differentiation of Activities, Assessments, and Multiple Resources,
for high achieving, grade level, struggling students, and special needs/ELL
enVisions 2.0 Common Core 2016 will be used as the basic resource.
Topic 5: Work with Addition and Subtraction Equations
Topic 6: Represent and Interpret Data
Topic 7: Extend the Counting Sequence
Topic 8: Understand Place Value
Differentiation:
Ongoing Intervention: During a Lesson
● Prevent Misconceptions: During the Learning Bridge
● Error Intervention (If...Then…): During Guided Practice
● Reteaching Set: Before Independent Practice
● Learning Aids Online: In Practice Buddy during lesson practice
● Higher Order Thinking problems: In lesson practice
Strategic Intervention: At the End of a Lesson
●
●
●
●
●
●
●
●
●
Intervention Activity: Teacher time with struggling students
Reteach to Build Understanding: Guided reteaching
Center Game: In the On-Level and Advanced Activity Centers
Math and Science Activity: In the On-Level and Advanced Activity Center
Problem-Solving Reading Activity: In the On-Level and Advanced Activity Center
Digital Math Tools Activity: In the Technology Center
Online Math Games: In the Technology Center
Leveled Homework and Practice: Within differentiated assignments
Learning Aids Online: In Practice Buddy during homework and practice
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Intensive Intervention As needed ANYTIME
●
●
●
●
●
●
Intervention Lesson: Two pages of guided instruction and practice
Intervention Lesson Teacher Support: A plan for a short, teacher-guided lesson
Visual Learning Animation Plus: For use anytime to refresh understanding
Online Math Games: For use anytime for more reinforcement
Learning Aids Online: In Practice Buddy for use anytime
Fluency sub skills practice: For use anytime
Desired Results
Unit:
3
Unit
Name:
Topics 9-12
Topic 9: Compare Two-Digit Numbers
Topic 10: Use Models and Strategies to Add Tens and Ones
Topic 11: Use Models and Strategies to Subtract Tens
Topic 12: Measure Lengths
New Jersey Core Curriculum State Standards:
Number in Base Ten
●
Understand place value.
○ 1.NBT.3. Compare two two-digit numbers based on meanings of the tens and ones digits,
recording the results of comparisons with the symbols >, =, and <.
● Use place value understanding and properties of operations to add and subtract
○ 1.NBT.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, ones and ones; and
sometimes it is necessary to compose a ten.
○ 1.NBT.5. Given a two-digit number, mentally find 10 more or 10 less than the number, without
having to count; explain the reasoning used.
○ 1.NBT.6. Subtract multiples of 10 in the range 10-90 from multiples 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.
Measurement and Data
● Measure lengths indirectly and by iterating length units
○ 1.MD.A.1. Order three objects by length; compare the lengths of two objects indirectly by using
a third object.
○ 1.MD.A.2. Express the length of an object as a whole number of length units, by laying multiple
copies of a shorter object (the length unit) end to end; understand that the length measurement of
an object is the number of same-size length units that span it with no gaps or overlaps. Limit to
contexts where the object being measured is spanned by a whole number of length units with no
gaps or overlaps.
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Essential Question(s)
●
●
●
●
Topic 9: What are ways to compare numbers to 120?
Topic 10: What are ways to use tens and ones to add?
Topic 11: How can I use what I know about subtraction to subtract tens?
Topic 12: What are ways to measure how long an object is?
Instructional Outcomes (Student Learning Objectives - SLOs) - measurable
Topic 9: Compare Two-Digit Numbers
The student will:
● Find numbers that are more or less than a given number. (9-1)
● Use a hundred chart to find 1 more, 1 less, and 10 more, 10 less.(9-2)
● Use place-value blocks to compare two digit numbers. (9-3)
● Compare two numbers using a greater than, a less than, or an equal to sign. (9-4)
● Compare and write two-digit numbers that are greater than or less than other two-digit numbers. (9-5)
● Make sense of a problem and find the best way to solve it. (9-6)
Topic 10: Use Models and Strategies to Add Tens and Ones
The student will:
● Add two multiples of 10. (10-1)
● Use mental math to add tens to two-digit numbers.(10-2)
● Use a hundred chart to add tens and ones.(10-3)
● Use a number line to solve addition problems. (10-4)
● Solve addition problems by using blocks or drawings. (10-5)
● Make a ten to help solve addition problems. (10-6)
Topic 11: Use Models and Strategies to Subtract Tens
The student will:
● Use models to subtract tens. (11-1)
● Use a hundred chart to subtract a multiple of 10 from another multiple of 10. (11-2)
● Use an open number line to solve subtraction problems. (11-3)
● Use addition to subtract tens. (11-4)
● Use mental math to subtract ten from a two-digit number. (11-5)
● Use different strategies to subtract. (11-6)
Topic 12: Measure Lengths
The student will:
● Order objects by length. (12-1)
● Indirectly compare objects by length. (12-2)
● Use objects to measure length. (12-3)
● Use cubes and other units to compare lengths and heights of objects. (12-4)
● Choose an appropriate tool and use it to measure a given object. (12-5)
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Assessment Evidence
Performance Task(s)
● Topic 9 Performance Assessment p.539-540 in Volume 1 Student Book
● Topic 10 Performance Assessment p.605-606 in Volume 1 Student Book
● Topic 11 Performance Assessment p.659-660 in Volume 1 Student Book
● Topic 12 Performance Assessment p.703-704 in Volume 1 Student Book
Other Evidence (Formative, Summative, Benchmark Assessments, Project-Based Learning Experiences)
●
●
●
●
●
●
●
●
●
●
●
●
●
●
(F) Questions in the Visual Learning Animation Plus
(F) Questions to use with the Visual Learning Bridge
(F) Do You Understand? Show Me!
(F) Guided Practice
(F) Quick Checks
(S) Topic 9 Assessment pages 537-540 in Volume 1 Student Book
(S) Topic 10 Assessment pages 603-606 in Volume 1 Student Book
(S) Topic 11 Assessment pages 657-660 in Volume 1 Student Book
(S) Topic 12 Assessment pages 701-704 in Volume 2 Student Book
(S) After Topics 9-12 Cumulative/Benchmark Topic via Scantron
(PBL) Topic 9 Lights and Objects: Lesson Opener, Lessons 9.1 and 9.2
(PBL) Topic 10 Watch the Stars: Lesson Opener, Lessons 10.3 and 10.5
(PBL) Topic 11 Tools Solve Problems: Lesson Opener, Lessons 11.3 and 11.5
(PBL) Topic 12 Now You See me, Now You Don’t!: Lesson Opener, Lessons 12.1 and 12.3
Learning Plan
Differentiation of Activities, Assessments, and Multiple Resources,
for high achieving, grade level, struggling students, and special needs/ELL
enVisions 2.0 Common Core 2016 will be used as the basic resource.
Topic 9: Compare Two-Digit Numbers
Topic 10: Use Models and Strategies to Add Tens and Ones
Topic 11: Use Models and Strategies to Subtract Tens
Topic 12: Measure Lengths
Differentiation:
Ongoing Intervention: During a Lesson
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Prevent Misconceptions: During the Learning Bridge
Error Intervention (If...Then…): During Guided Practice
Reteaching Set: Before Independent Practice
Learning Aids Online: In Practice Buddy during lesson practice
Higher Order Thinking problems: In lesson practice
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Pennsauken Public Schools
Strategic Intervention: At the End of a Lesson
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Intervention Activity: Teacher time with struggling students
Reteach to Build Understanding: Guided reteaching
Center Game: In the On-Level and Advanced Activity Centers
Math and Science Activity: In the On-Level and Advanced Activity Center
Problem-Solving Reading Activity: In the On-Level and Advanced Activity Center
Digital Math Tools Activity: In the Technology Center
Online Math Games: In the Technology Center
Leveled Homework and Practice: Within differentiated assignments
Learning Aids Online: In Practice Buddy during homework and practice
Intensive Intervention As needed ANYTIME
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Intervention Lesson: Two pages of guided instruction and practice
Intervention Lesson Teacher Support: A plan for a short, teacher-guided lesson
Visual Learning Animation Plus: For use anytime to refresh understanding
Online Math Games: For use anytime for more reinforcement
Learning Aids Online: In Practice Buddy for use anytime
Fluency sub skills practice: For use anytime
Desired Results
Unit:
4
Unit
Name:
Topics 13-15
Topic 13: Time
Topic 14: Reason With shapes and Their Attributes
Topic 15: Equal Shares of Circles and Rectangles
New Jersey Core Curriculum State Standards:
Measurement and Data
Tell and Write Time
● 1.MD.B.3. Tell and write time in hours and half-hours using analog and digital clocks
Geometry
Reason with shapes and their attributes
● 1.G.A.1. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus nondefining attributes (e.g., color, orientation, overall size) ; build and draw shapes to possess defining
attributes.
● 1.G.A.2. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and
quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and
right circular cylinders) to create a composite shape, and compose new shapes from the composite
shape.
● 1.G.A.3. Partition circles and rectangles into two and four equal shares, describe the shares using the
words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the
whole as two of, or four of the shares. Understand for these examples that decomposing into more equal
shares creates smaller shares.
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Pennsauken Public Schools
Essential Question(s)
● Topic 13: What are different ways to tell time?
● Topic 14: How can you define shapes and compose new shapes?
● Topic 15: What are some different names for equal shares?
● Instructional Outcomes (Student Learning Objectives - SLOs) - measurable
Topic 13: Time
The student will:
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Tell time to the hour. (13-1)
Tell time to the hour using analog and digital clocks. (13-2)
Tell time to the half hour. (13-3)
Use reasoning to tell and write time. (13-4)
Topic 14: Reason With shapes and Their Attributes
The student will:
● Use attributes to match shapes. (14-1)
● Define 2-D shapes by their attributes. (14-2)
● Use materials to build and draw 2-D shapes.(14-3)
Topic 15: Equal Shares of Circles and Rectangles
The student will:
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Determine whether shapes are divided into equal shares. (15-1)
Divide shapes into 2 and 4 equal shares and use words to describe those shares. (15-2)
Understand that more equal shares of the same whole create smaller shares. (15-3)
Make a drawing or diagram to show a problem about equal shares. (15-4)
Assessment Evidence
Performance Task(s)
● Topic 13 Performance Assessment p.739-740 in Volume 1 Student Book
● Topic 14 Performance Assessment p.809-810 in Volume 1 Student Book
● Topic 15 Performance Assessment p.847-848 in Volume 1 Student Book
Other Evidence (Formative, Summative, Benchmark Assessments, Project-Based Learning Experiences)
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(F) Questions in the Visual Learning Animation Plus
(F) Questions to use with the Visual Learning Bridge
(F) Do You Understand? Show Me!
(F) Guided Practice
(F) Quick Checks
(S) Topic 13 Assessment pages 737-740 in Volume 1 Student Book
(S) Topic 14 Assessment pages 807-810 in Volume 1 Student Book
(S) Topic 15 Assessment pages 845-848 in Volume 1 Student Book
(S) After Topics 13-15 Cumulative/Benchmark Topic via Scantron
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Pennsauken Public Schools
● (PBL) Topic 13 The Sound of Vibration: Lesson Opener, Lessons 13.2 and 13.4
● (PBL) Topic 14 Use Shapes to Build: Lesson Opener, Lessons 14.1 and 14.4
● (PBL) Topic 15 Wheels and Shapes: Lesson Opener, Lessons 15.2 and 15.4
enVisions 2.0 Common Core 2016 will be used as the basic resource.
Topic 13: Time
Topic 14: Reason With shapes and Their Attributes
Topic 15: Equal Shares of Circles and Rectangles
Differentiation:
Ongoing Intervention: During a Lesson
●
●
●
●
●
Prevent Misconceptions: During the Learning Bridge
Error Intervention (If...Then…): During Guided Practice
Reteaching Set: Before Independent Practice
Learning Aids Online: In Practice Buddy during lesson practice
Higher Order Thinking problems: In lesson practice
Strategic Intervention: At the End of a Lesson
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●
●
●
●
●
●
●
●
Intervention Activity: Teacher time with struggling students
Reteach to Build Understanding: Guided reteaching
Center Game: In the On-Level and Advanced Activity Centers
Math and Science Activity: In the On-Level and Advanced Activity Center
Problem-Solving Reading Activity: In the On-Level and Advanced Activity Center
Digital Math Tools Activity: In the Technology Center
Online Math Games: In the Technology Center
Leveled Homework and Practice: Within differentiated assignments
Learning Aids Online: In Practice Buddy during homework and practice
Intensive Intervention As needed ANYTIME
●
●
●
●
●
●
Intervention Lesson: Two pages of guided instruction and practice
Intervention Lesson Teacher Support: A plan for a short, teacher-guided lesson
Visual Learning Animation Plus: For use anytime to refresh understanding
Online Math Games: For use anytime for more reinforcement
Learning Aids Online: In Practice Buddy for use anytime
Fluency sub skills practice: For use anytime
Board Approved Course Textbook enVision 2.0, Pearson 2016
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Pennsauken Public Schools
K-6 MATH SAMPLE LESSON FORMAT
LESSON SECTIONS
OPENING
● Daily Common Core Review
● Today’s Challenge
DEVELOP PROBLEM BASED
LEARNING
● Solve and Share
TEACHER LED INSTRUCTION
● Visual Learning Animation
● Do You Understanding? (show me
convince me)
● Guided Practice
● Independent Practice
ASSESS AND DIFFERENTIATE
● Quick check
● Intervention Activity
● Reteach to Build Understanding
● On-level and Advanced Centers
CLOSURE
● Exit Slip/Final check for
understanding
● Leveled homework/practice
● Another look homework video
WHOLE GROUP /SMALL
GROUP/INDIVIDUAL
TIME
5-8 minutes
individual
individual
15-20 minutes
small group
20-25 minutes
whole group
individual
whole group
individual
25-30 minutes
individual(teacher anecdotal notes from
independent practice
small group(based on data)
small group(based on data)
small group(based on data)
individual or whole group
5 minutes
individual-based on assessment data
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