2016/2017
1st Quarter Elementary Mathematics
Curriculum Guide
Grade 1 Page 1 of 47 1st Grade Year at a Glance Duration Quarter 1 Quarter 2 8/15/16 – 10/14/16 44 Days 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 Quarter 3 10/31/16 – 12/22/16 35 Days 1/9/17 – 1/26/17 12 Days 3/27/17 – 1/27/17 – 3/16/17 4/18/17 15 Days 34 Days Module 2: Module 3: Module 4: Ordering and Place Value, Introduction to Place Value Through Comparing Length Comparison, Addition and Measurements as Addition and Subtraction Within Numbers Subtraction to 40
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”) Operations and Algebraic Thinking 1.OA.1.1 Measurement and Data 1.MD.1.1 1.MD.1.a 1.MD.3.4 Quarter 4 Operations and Algebraic Thinking 1.OA.1.1 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 4/19/17 – 6/2/17 31 Days Module 5: Identifying, Composing, and Partitioning Shapes Module 6: Place Value, Comparison, Addition and Subtraction to 100 Measureme
nt and Data
1.MD.2.3 Geometry 1.G.1.1 1.G.1.2 1.G.1.3 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 47 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 47 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 11/16/16 1 day Performance Task 1.OA.1.1 End of Module 2 12/5/16 12/20/16 1 day Performance Task 1.MD.1.a End of Module Assessment 3 1/17/17 1/25/17 1 day Performance Task 1.NBT.2.2 Mid‐Module Assessment 4 2/6/17 2/15/17 1 day 2/27/17 3/7/17 3/15/17 2 3 Performance Task 1.NBT.3.4 Performance Task 1.NBT.2.2d Performance Task Page 4 of 47 1.NBT.3.4 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 47 August
Notes
Mon
Tues
1st Grade Wed
Thu
Fri
1
2 3 4 5 8
9 10 11 12 PRE‐PLANNING WEEK
15
Day 1
Ritual and
Routines
Notes
16
Day 2
MP 1
17
Day 3
MP 2
18
Day 4
MP 3
19
Day 5
MP4
25
Day 9
MP 6
26
Day 10
MP 7
I-ready testing
window begins on this
day. There are two
days allotted as “flex”
for accommodating
testing days.
22
Day 6 MP 5
29
Day 11
MP 8
23
Day 7
I-Ready
Diagnostic
30
Day 12
Mod 1
Lesson 1
24
Day 8
I-Ready
Diagnostic
31
ERD
Day 13
Mod 1
Lesson 2
*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 47 September
Notes
Mon
Tues
1st Grade Wed
Thu
Fri
1
Day 14
Mod 1
Lesson 3
2
Day 15
Mod 1
Lesson 4
Schools Closed
6
Day 16
Mod 1
Lesson 5
7
Day 17
Mod 1
Lesson 6
8
Day 18
Mod 1
Lesson 7
9
Day 19
Mod 1
Lesson 8
12
Day 20
Mod 1
Lesson 9
13
Day 21
Mod 1
Lesson 10
14
ERD Day 22
Mod 1
Lesson 11
15
Day 23
Mod 1
Lesson 12
16
Day 24
Mod 1
Lesson 13
19
Day 25
Mod 1
Lesson 14
20
Day 26
Mod 1
Lesson 15
21
Day 27
Module 1
Lesson 16
22
Day 28
Mod 1
Lesson 17
23
Day 29
Mod 1
Lesson 18
26
Day 30
Mod 1
Lesson 19
27
Day 31
Mod 1
Lesson 20
28
ERD
Day 32
Mod 1
Lesson 21
29
Day 33
Mod 1
Lesson 22
30
Day 34
Mod 1
Lesson 23
5
Notes
*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 47 October
Notes
Mon
3
Day 35
Mid-Module 1
Assessment
Topics A - F
10
Day 40
Mod 1
Lesson 28
17
Day 45
Mod 1
Lesson 33
Tues
4
Day 36
Review and
Remediate
previous
taught
standards
11
Day 41
Mod 1
Lesson 29
1st Grade
Wed
Thu
Fri
5
Day 37
Mod 1
Lesson 25
6
Day 38
Mod 1
Lesson 26
7
Day 39
Mod 1
Lesson 27
12
ERD
Day 42
Mod 1
Lesson 30
13
Day 43
Mod 1
Lesson 31
14
Day 44
Mod 1
Lesson 32
Notes
Quarter 1 Ends
18
Day 46
Mod 1
Lesson 34
19
Day 47
Mod 1
Lesson 35
20
Day 48
Mod 1
Lesson 36
21
25
Day 50
Mod 1
Lesson 38
26
ERD
Day 51
Mod 1
Lesson 39
27
Day 52
End of Module
1 Assessment
28
Day 53
Review and
Remediate
previous taught
standards
Planning Day
Quarter 2 Begins
24
Day 49
Mod 1
Lesson 37
31
Day 54
Mod 2
Lesson 1
*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 47 Quarter 1‐ Module 1 DUVAL COUNTY PUBLIC SCHOOLS
Math Curriculum Lesson Guide
Course: Unit # Dates/Pacing: Grade 1 Math Module 1: Sums and Differences to Ten 8/15/16 – 10/14/16, 44 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.OA.2.3 Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) Cognitive Complexity: Level: 2 Basic Application of Skills & Concepts 1.OA.2.4 Understand subtraction as an unknown‐addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Cognitive Complexity: Level: 2 Basic Application of Skills & Concepts 1.OA.3.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). MAFS Cognitive Complexity: Level: 1 Recall 1.OA.3.6 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 6 + 6 + 1 = 12 + 1 = 13). Cognitive Complexity: Level: 2 Basic Application of Skills & Concepts 1.OA.4.7 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. Cognitive Complexity: Level: 2 Basic Application of Skills & Concepts 1.OA.4.8 Determine the unknown whole number in an addition or subtraction equation relating to 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 = . Cognitive Complexity: Level: 2 Basic Application of Skills & Concepts Page 9 of 47 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 them to investigate mathematical concepts. They select tools that help them solve and/or illustrate solutions to a problem. 5. Use appropriate tools They recognize that multiple tools can be used for the same problem‐ depending on the strategy used. For example, a child strategically 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. 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 6. Attend to precision. 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 Page 10 of 47 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. 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 11 of 47 Teacher Academic Language New or Recently Introduced Terms  Count on (count up from one addend to the total)  Track (use different objects to track the count on from one addend to the total)  Expression (e.g., 2 + 1 or 5 – 3)  Addend (one of the numbers being added)  Doubles (e.g., 3 + 3 or 4 + 4)  Doubles plus 1 (e.g., 3 + 4 or 4 + 5) Familiar Terms and Symbols1 
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Part (e.g., “What is the unknown part? 3 + ___ = 8”) Total and whole (use interchangeably instead of sum; e.g., “What is the total when we add 3 and 5?”) Label (using letters or words on a math drawing to indicate the referents from the story’s context) Addition, equal, and subtraction signs Equation and number sentence (used interchangeably throughout the module) Number bond (graphic showing part–part–whole) Equal sign (=) 5‐groups (as pictured in the dot cards below), 2 rows of 5 1
These are terms and symbols students have used or seen previously. Page 12 of 47 Sums and Differences to Ten OVERVIEW In this first module of Grade 1, students make significant progress towards fluency with addition and subtraction of numbers to 10 (1.OA.3.6) as they are presented with opportunities intended to advance them from counting all to counting on, which leads many students then to decomposing and composing addends and total amounts. In Kindergarten, students achieved fluency with addition and subtraction facts to 5. This means they can decompose 5 into 4 and 1, 3 and 2, and 5 and 0. They can do this without counting all. They perceive the 3 and 2 embedded within the 5. Topic A continues the work of developing this ability with all the numbers within 10 in put together situations (1.OA.1.1), with a special focus on the numbers 6, 7, 8 and 9, since recognizing how much a number needs to make 10 is part of the Kindergarten standards (K.OA.1.4) and easier for most children. Students decompose numbers into two sets, or conceptually subitize, in Lessons 1 and 2 and record their decompositions as number bonds. T: How many dots do you see? S: 8! T: What two parts do you see? S: I see 5 and 3. T: Did you need to count all the dots? S: No! I could see the top row was a full five, so I just said 6, 7, 8. In Lesson 3, students see and describe 1 more as + 1. They use the structure of the first addend rather than its cardinality, just as the student speaking in the above vignette used the five. The number is a unit to which they can add one, or count on by one, without recounting. All three lessons in Topic A prepare students to solve addition problems by counting on rather than counting all (1.OA.3.5). Topic B continues the process of having the students compose and decompose. They describe put together situations (pictured to the right) with number bonds and count on from the first part to totals of 6, 7, 8, 9, and 10 (1.OA.1.1, 1.OA.3.5). As they represent all the partners of a number, they reflect and see the decompositions, “Look at all these ways to make 8! I can see connections between them.” Page 13 of 47 Through dialogue, they engage in seeing both the composition invited by the put together situation, and the decomposition invited by the number bonds. Expressions are another way to model both the stories and the bonds, the compositions and the decompositions (1.OA.1.1). In Topic C, students interpret the meaning of addition from adding to with result unknown or putting together with result unknown story problems by drawing their own pictures and generating solution equations. Advancing beyond the Kindergarten word problem types, students next solve add to with change unknown problems such as, “Ben has 5 pencils. He got some more from his mother. Now, he has 9 pencils. How many pencils did Ben get from his mother?” These problems set the foundation early in the module for relating addition to subtraction in Topic G (1.OA.2.4).2 In Topic D, students work outside the context of stories for three days, to further their understanding of and skill with counting on using 5‐group cards. The first addend is represented with a numeral card, symbolizing the structure to count on from. The number to be added is represented using the dot side of the 5‐group card. Students count on from the first addend. They learn to replace counting the dots by tracking the count on their fingers to find the solution (1.OA.3.5). In Lesson 16, they solve problems such as 4 + ___ = 7 by tracking the number of counts as they say, “5, 6, 7” (1.OA.4.8). In Topic E, in the context of addition to 10, students expand their knowledge of two basic ideas of mathematics: equality and the commutativity of addition (1.OA.2.3 and 1.OA.4.7). The lesson on the equal sign precedes the lessons on commutativity in order to allow students to later construct true number sentences such as 4 + 3 = 3 + 4 without misunderstanding the equal sign to mean that the numbers are the same. Students apply their new generalization about the position of the addends to count on from the larger number. For example, “I can count on 2 from 7 when I solve 2 + 7!” Like Topic E, Topic F leads students to make more generalizations that support their deepening understanding of addition within 10. They learn to recognize doubles and doubles plus 1. They analyze the addition chart for repeated reasoning and structures (such as 5‐groups, plus ones, doubles, sums equal to 10, etc.) that can help them to better understand relationships and connections between different addition facts. Following the Mid‐Module Assessment, Topic G relates addition to subtraction. Since Module 4 in Kindergarten, students have been very familiar with subtraction as “take away.” During Fluency Practice in the lessons in Topics A through F, students have had opportunities to remember their Kindergarten work with subtraction. Therefore, Topic G starts immediately with the concept of subtraction as a missing addend, just as Grade 3 students learn division as a missing factor in a multiplication problem. “Ben had 5 crackers. He got some more. Now he has 7. How many crackers did Ben get?” Having already worked with add to with change unknown problems earlier in the module, students revisit this familiar problem type, reinterpreting it as subtraction (1.OA.1.1, 1.OA.2.4). The topic then uses the strategies of counting with both 5‐group cards and the number path to solve subtraction problems (1.OA.3.5, 1.OA.3.6). Topic H is analogous to Topic C. Students interpret the meaning of subtraction as they solve different problem types involving subtraction (1.OA.1.1). Throughout Module 1, rather than using formal drawings or tape diagrams, students are encouraged to make math drawings that flow from their understanding of the stories. They engage in dialogue to relate their drawings to number sentences and explain the meaning of the subtraction symbol. Topic I follows a week of intensive work with story problems to work on a more abstract level by visiting methods for subtraction involving special cases, subtracting 0 and 1, subtracting the whole number, and subtracting one less than the whole number. These two lessons are followed by three lessons in 2 For an analysis of addition and subtraction word problem types used in Grades K–2, please refer to the Counting and Cardinality Progression, pages 7 and 9, and the Standards, page 88. Page 14 of 47 which students use familiar decompositions (5‐groups and partners of 10) to conceptualize subtraction as finding a missing part (1.OA.3.6). Finally, in Topic J, students analyze the addition chart for repeated reasoning and structures that support their journey towards fluency with subtraction within 10. The module closes with a lesson wherein students create sets of related addition and subtraction facts and use dialogue to explain their found connections (e.g., 7 = 4 + 3, 7 – 4 = 3, 4 + 3 = 3 + 4, 4 = 7 – 3, etc.). They began the module with very basic counting on, and end the module both with the skill to count on and significant movement towards the goal of fluency, achieved as the second addend does not need to be counted or can be counted very quickly. Please note that the assessments should be read aloud to Grade 1 students. Page 15 of 47 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: T: S: T: S: 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? (Energetically, rapid‐fire call the first answer.) Yes! (Energetically, rapid‐fire call the second answer.) 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. 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. Page 16 of 47 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 partners 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. 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. 
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What do I see? Can I draw something? What conclusions can I make from my drawing? Page 17 of 47 Module Specific Notes: Please see Module Materials list and individual lesson material notes for substitution ideas for materials. (Anytime a student material is highlighted and has an “*” this material needs to be saved for future use.)
Resources 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: https://www.engageny.org/content/k‐12‐
mathematics  Building Addition Fluency using 10 Frames Link: https://www.engageny.org/content/k‐
12‐mathematics Module Materials 
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Personal white boards (one per student) (can be substituted for sheet protectors) Counters (at least 20 per student) Two‐color counters (10 per partner set) (can be substituted for two different colored cubes) Linking cubes (at least 20 per student) Stopwatch or timer Rekenreks (can use pipe cleaners and beads to create – 1 per student) Lesson templates in module Fluency templates in module Egg cartons (can be substituted for ten frames) Chart paper Scissors Glue sticks Sticky notes Crayons, colored pencils, and/or markers Mystery box Paper bags marked with question marks Picture cards in module Opaque Containers (1 per partner set) Pennies (7 per student) Bear counters (can be substituted with other manipulatives)
Books of different sizes Dice (1 per partner set) Dice with 6 replaced with 0 (1 per partner set) Additional Aligned Activities EnvisionMATH Center Activities: Topic 1 – 1.1* Try Together Topic 1 – 1.3* Cover Three Topic 1 – 1.4* Helping Hands Topic 2 – 2.3* Play a Game Topic 2 – 2.4* Play a Game Topic 4 – 4.4* Cover Three (Enrichment) Topic 4: 4.2** ‐ Math In Motion (Enrichment) Topic 4: 4.4** ‐ Cover Three (Enrichment) Topic 5: 5.1* and 5.2** Play a Game Math Investigations Center Activities: Unit 1 Session 2.5A – Plus or Minus 1 BINGO Unit 1 Session 3.2 – Five‐in‐a‐Row Unit 1 Session 3.4 – Roll and Record (record equation on recording sheet to reinforce Commutative property) Unit 1 Session 4.3 – Heads and Tails Unit 3 Session 1.2 – Missing Parts (Counters in a Cup and How Many am I Hiding?) Unit Session 3.2 – Subtraction Games (Roll and Record: Subtraction and Five‐in‐a‐Row Subtraction) MI: Unit 6 Session 1.6 – Tens Go Fish Page 18 of 47 Standards Topics and Objectives 1.OA.1.1 1.OA.3.5 1.OA.1.1 1.OA.3.5 1.OA.3.6 1.OA.1.1 1.OA.3.6 1.OA.3.5 1.OA.3.5 1.OA.4.8 1.OA.3.6 A Embedded Numbers and Decompositions Lesson 1: Analyze and describe embedded numbers (to 10) using 5‐groups and number bonds. Lesson 2: Reason about embedded numbers in varied configurations using number bonds. Lesson 3: See and describe numbers of objects using 1 more. B Counting On from Embedded Numbers Lessons 4–5: Represent put together situations with number bonds. Count on from one number or part and generate all addition expressions for each total. Lessons 6–7: Represent put together situations with number bonds. Count on from one number or part and generate all expressions for each total. Lesson 8: Represent all the number pairs of 10 as number bonds from a given scenario, and generate all expressions equal to 10. C Addition Word Problems Lesson 9: Solve add to with result unknown and put together with result unknown situations by drawing, writing equations, and making statements of the solution. Lesson 10: Solve put together situations with result unknown by drawing and using 5‐group cards. Lesson 11: Solve add to with change unknown situations as a context for counting on by drawing, writing equations, and making statements of the solution. Lesson 12: Solve add to with change unknown situations using 5‐group cards. Lesson 13: Tell put together with result unknown, add to with result unknown, and add to with change unknown stories from equations. D Strategies for Counting On Lessons 14–15: Count on up to 3 more using numeral and 5‐group cards and fingers to track the change. Lesson 16: Count on to find the unknown part in missing addend equations. Page 19 of 47 1.OA.2.3 1.OA.4.7 E The Commutative Property of Addition and the Equal Sign Lessons 17–18: Understand the meaning of the equal sign by pairing equivalent expressions and constructing true number sentences. Lesson 19: Represent the same story scenario when addends are repositioned. Lesson 20: Apply the commutative property to count on from a larger addend. 1.OA.2.3 1.OA.3.6 F Development of Addition Fluency Within 10 Lesson 21: Visualize and solve doubles and doubles plus 1 with 5‐group cards. Lesson 22: Look for and make use of repeated reasoning on the addition chart by solving and analyzing problems with common addends. Lesson 23: Look for and make use of structure on the addition chart by looking for and coloring problems with the same total. Lesson 24: Practice to build fluency with facts to 10. This lesson is omitted from curriculum guide due to additional practice lesson. Mid‐Module Assessment: Topics A–F 1.OA.1.1 1.OA.2.4 1.OA.3.5 G Subtraction as an Unknown Addend Problem Lesson 25: Solve add to situations with change unknown using addition and relating it to subtraction. Lessons 26–27: Count on using the number path to find an unknown part. 1.OA.1.1 1.OA.2.4 1.OA.3.5 1.OA.4.8 H Subtraction Word Problems Lesson 28: Solve take from situations with result unknown. Lesson 29: Solve take apart situations with an unknown addend. Lesson 30: Solve add to situations with change unknown by relating addition and subtraction. Lesson 31: Solve take from situations with change unknown. Lesson 32: Solve put together/take apart situations with an unknown addend. Page 20 of 47 Topic A: Embedded Numbers and Decomposition
In this first module of Grade 1, students make significant progress towards fluency with addition and subtraction of numbers to 10 (1.OA.3.6). They are presented with opportunities intended to advance them from counting all to counting on, which leads to decomposing and composing addends and total amounts. In Kindergarten, students achieved fluency with addition and subtraction facts to 5. This means they can decompose 5 into 4 and 1, 3 and 2, and 5 and 0. They can do this without counting all. They perceive the 3 and 2 embedded within the 5. Topic A continues the work of developing this ability with all the numbers within 10 input together situations, with a special focus on the numbers 6, 7, 8, and 9 in 5‐group configurations, since recognizing how much a number needs to make 10 is part of the Kindergarten standards (K.OA.1.4) and is easier for most children. Students decompose numbers into two visual sets, or conceptually subitize, and record their decompositions as number bonds. In Lesson 1, students use the 5‐group configuration, as this organization allows students to quickly see, or perceptually subitize, the subset of 5. Once they have identified that first subset of 5, they can perceptually subitize the other part: T: How many dots do you see? S: 8. T: What two parts do you see? S: I see 5 and 3. T: Did you need to count all the dots? S: No! I could see the top row was a full five, so I just saw the other part, which was 3. The teacher then guides students to count on from the five to determine the total. This process of conceptual subitizing, or breaking apart the total into two easily identifiable subsets, continues into Lesson 2, as students are presented with dots in varied configurations. As students discuss the different parts they each see within the total and the different ways they are able to break the total apart, they begin to understand that a given quantity can be decomposed in a variety of ways. In Lesson 3, students see and describe 1 more as + 1. They use the structure of the first addend rather than its cardinality: The number is a unit to which they can add one, or count on by one, without recounting. Students now stand on this first embedded number, which lays the foundation for the Level 2 strategy of counting on. Students engage in math discussions throughout the lessons as they share their ways of seeing the embedded numbers and thinking of 1 more (1.OA.3.5). Page 21 of 47 Date/ Day of the school year Approx. Date: 08/15/2016 Day: 1 Approx. Date: 08/16/2016 Day 2 Approx. Date: 08/17/2016 Day 3 Math Florida Standards/ Academic Assessment / Performance Lesson Mathematical Language Tasks Practice OBJ: Rituals and Routines Mathematical
Interactive Students will be Practices Journal  Interactive Journals able to describe and MP1 Sprints  Centers Concept practice the rituals MP2  Introduce Sprints Development and routines of the MP3  Accountable Talk Anchor Chart mathematics MP4  Manipulatives Mathematical classroom. MP5 Practice MP6 Accountable Talk EQ: MP7 Manipulatives How can I describe MP8 White Board and practice the CHAMPs rituals and routines Gradual Release of the mathematics Model classroom? Notes: During the 30‐minute differentiated center block, you may utilize the End of Year Kindergarten data, found in Performance Matters, to Review/Enrich previously taught standards. OBJ: Mathematical
Persevere
Mathematical Practice 1: “Keep Trying” Make sense of I can solve problems Practices Visualize problems and persevere in solving them. without giving up. MP1 RDW EQ: Lesson Materials: How can I solve (T) Mathematical Practices Posters (T) Anchor Chart: Problem Solving Process problems without (S) Interactive Journals giving up? (S) Journal pages for MP1 (S) Personal white boards (optional) Notes: During the 30‐minute differentiated center block, you may utilize the End of Year Kindergarten data, found in Performance Matters, to Review/Enrich previously taught standards. OBJ: Mathematical
Numbers
Mathematical Practice 2: “Think About Math” Reason I can think about Practices Symbols abstractly and quantitatively. numbers in many MP2 RDW ways. Materials: EQ: (T) Mathematical Practices Posters How can I think (T) Anchor Chart: MP 2, Think About Math (T) Anchor Chart: MP 1, Keep Trying: Problem Solving about numbers, Process (refer from previous lesson) symbols and Objective/ Essential Question Page 22 of 47 pictures to help me make sense of problems? Approx. Date: 08/18/2016 Day 4 Approx. Date: 08/19/2016 Day 5 Approx. Date: 08/22/2016 Day 6 (S) Interactive Journals (S) Journal pages for MP2 (S) Personal white boards (optional) Notes: During the 30‐minute differentiated center block, you may utilize the End of Year Kindergarten data, found in Performance Matters, to Review/Enrich previously taught standards. OBJ: Mathematical
Explain
Mathematical Practice 3: “Talk About Math” Construct I can explain my Practices Math vocabulary viable arguments and critique the reasoning of others. thinking and try to MP3 RDW understand Materials: someone else’s (T) Mathematical Practices Posters thinking. (T) Anchor Chart: MP 3, Talk About Math (S) Interactive Journals EQ: (S) Journal pages for MP3 How can I explain (S) Personal white boards (optional) my ideas using math vocabulary and try Notes: to understand what During the 30‐minute differentiated center block, you may utilize the End of Year Kindergarten data, found in Performance Matters, to other students Review/Enrich previously taught standards. think? OBJ: Mathematical
Model
Mathematical Practice 4: “Model Math” Model with I can show my work Practices Mathematics. in many ways. MP4 EQ: Materials: How can I show my (T) Mathematical Practices Posters work in more than (T) Anchor Chart: MP 4, Model Math one way? (S) Interactive Journals (S) Journal pages for MP4 (S) Personal white boards (optional) Notes: During the 30‐minute differentiated center block, you may utilize the End of Year Kindergarten data, found in Performance Matters, to Review/Enrich previously taught standards. OBJ: Mathematical
Math tools
Mathematical Practice 5:”Use Math Tools” Use appropriate I can use math tools Practices tools strategically. and explain why I MP5 chose them. Materials: EQ: (T) Mathematical Practices Posters How can I use tools (T) Anchor Chart: MP 5: Use Math Tools (S) Interactive Journals to help me solve (S) Journal pages for MP5 math problems? (S) Personal white boards (optional) Page 23 of 47 Approx. Date: 08/23/2016 Day 7 OBJ: Students will complete I‐ready Diagnostic. Approx. Date: 08/24/2016 Day 8 OBJ: Students will complete I‐ready Diagnostic. Approx. Date: 08/25/2016 Day 9 OBJ: I can work carefully and check my work. EQ: How can I use the correct symbols, units, and words to show my work in a clear and organized way? Notes: During the 30‐minute differentiated center block, you may utilize the End of Year Kindergarten data, found in Performance Matters, to Review/Enrich previously taught standards. Flex Day: I‐Ready Diagnostic Testing. This day is added as a I‐Ready Diagnostic Testing flex day to accommodate for I‐Ready testing. Please move this date to accommodate for the testing window and continue to move forward with the pacing of the curriculum guide as necessary. Recommendation: Curriculum Associates 2, 20 minutes sessions can occur during center rotations. For students who are not testing, use this time to review and remediate previous taught standards based on data. Flex Day: I‐Ready Diagnostic Testing. This day is added as a I‐Ready Diagnostic Testing flex day to accommodate for I‐Ready testing. Please move this date to accommodate for the testing window and continue to move forward with the pacing of the curriculum guide as necessary. Recommendation: Curriculum Associates 2, 20 minutes sessions can occur during center rotations. For students who are not testing, use this time to review and remediate previous taught standards based on data. Mathematical
Symbols
Mathematical Practice 6: “Check Your Work” Attend to Practices Units precision. MP6 Organize Materials: (T) Mathematical Practices Posters (T) Anchor Chart: MP 6: Check Your Work (S) Interactive Journals (S) Journal pages for MP6 (S) Personal white boards (optional) Notes: During the 30‐minute differentiated center block, you may utilize the End of Year Kindergarten data, found in Performance Matters, to Review/Enrich previously taught standards. Page 24 of 47 Approx. Date: 08/26/2016 Day 10 Approx. Date: 08/29/2016 Day 11 Approx. Date: 8/30/2016 Day: 12 OBJ: I can use what I know to solve new math problems. EQ: How can I find patterns and use them to help me solve problems? Mathematical
Practices MP7 Patterns
Mathematical Practice 7: “Look for Patterns” Look for and make use of structure. Materials: (T) Mathematical Practices Posters (T) Anchor Chart: MP 7: Look for Patterns (S) Interactive Journals (S) Journal pages for MP7 (S) Personal white boards (optional) Notes: During the 30‐minute differentiated center block, you may utilize the End of Year Kindergarten data, found in Performance Matters, to Review/Enrich previously taught standards. OBJ: Mathematical
Shortcuts
Mathematical Practice 8: “Look for Shortcuts” Look for and I can discover Practices Strategies express regularity in repeated reasoning. shortcuts so I can MP8 quickly solve problems. Materials: (T) Mathematical Practices Posters (T) Anchor Chart: MP 8: Look for Shortcuts EQ: (S) Interactive Journals What are the (S) Journal pages for MP8 different ways to (S) Student work sample solve a problem? (S) Personal white boards (optional) Notes: During the 30‐minute differentiated center block, you may utilize the End of Year Kindergarten data, found in Performance Matters, to Review/Enrich previously taught standards. OBJ: Number Bond
Module 1
Target Students will be Part Topic A 1.OA.1.1 able to analyze and 1.OA.3.5 Total Lesson 1: Analyze and Describe Embedded Numbers describe embedded Whole numbers (up to 10) Embedded Addition Sign using 5‐groups and Equal Sign Lesson Materials: number bonds Fluency: Fluency K.CC.1.2  S ‐ Sprint – Counting Dots EQ: K.CC.2.4 Concept Development: K.CC.2.5 How can I analyze  S ‐ Egg cartons (can be substituted for ten frames) and describe  S ‐ Counters numbers to 10 using Mathematical  S ‐ Personal white boards Practices 5‐groups and  S ‐ Number bond template* MP5 number bonds? MP7 Page 25 of 47 Notes:  See Overview for Video Link – Math Studio Talk: Common Core Instruction for 1.OA  Teacher emphasizes number placement in number bonds: part + part = whole  Teacher emphasizes the importance of recognizing the 5‐group configuration. When students use this organization they will be able to rapidly see the subset of 5. When they are able to identify the subset of 5, then they will be able to perceptually subtilize the other part. *Refer to topic overview for more information.  The lesson 1 template – this is a great resource to laminate and keep for future use as it will come up again. Approx. Date: 8/31/2016 Day: 13 OBJ: Students will be able to reason about embedded numbers in varied configurations using number bonds. EQ: How can I reason about numbers in different combinations using number bonds? Module 1
Target Number Bond
Part Topic A 1.OA.1.1 Total Lesson 2: Reason About Embedded Numbers 1.OA.3.5 Whole Equation Embedded Number Sentence Lesson Materials: Count On Fluency: Fluency Count All K.CC.1.2  T – stopwatch or timer Solution K.OA.1.5  S ‐ Sprint – Number Bond Dash Addition Sign K.OA.1.3  S ‐ Marker to correct work Equal Sign 1.OA.3.6 Concept Development:  S ‐ Dot Cards of 6‐9 (template)* Mathematical  S ‐ Personal white board Practices MP6 MP7 Notes:  Teacher emphasizes number placement in number bonds: part + part = whole  Student conversation/teacher questions might revolve around the different ways that a number can be decomposed into two parts  In this lesson ‘counting on’ is introduce as a strategy for addition. It’s important to emphasize starting with the larger part and counting on to the whole  Please note that the ‘counting on’ strategy is a used throughout the year, teachers should scaffold students’ progress through the stages (counting all ‐‐‐‐‐‐‐> counting on) as soon as is developmentally appropriate. Approx. Date: 9/1/2016 Day: 14 OBJ: Students will be able to see and describe numbers of objects using 1 more. EQ: Target 1.OA.1.1 1.OA.3.5 Embedded Fluency K.CC.1.1 K.CC.1.2 K.OA.1.4 Number Bond
Parts Total Number Sentence Equation Altogether Equal Sign Addition Sign Adding Module 1
Topic A Lesson 3: Using 1 More Lesson Materials: Fluency:  T – 5‐group cards  S – Rekenrek  S – Stopwatch or timer Page 26 of 47 How can I see and describe numbers of objects using 1 more than a number? K.OA.1.5 1.OA.3.6 Mathematical Practices MP6 MP7 
S – Number bond dash 5 (Lesson 2 fluency template)  S ‐ Marker to correct work Concept Development:  T ‐ Sentence frame 1 more (Template 1)  S ‐ 5‐group mat (Template 2)  S ‐ Bag with 9 linking cubes of the same color  S ‐ 1 linking cube of another color  S ‐ Personal white boards  S ‐ 1 More game cards (Template 3)* Notes:  ESOL support/Support strategy: have a prepared sentence frame with the language “1 more than ____ is ____ and ____ is 1 more than ____” to reference while teaching. To aid students in transitioning from concreate to abstract thinking.  It is recommended that teachers reinforce the strategy ‘counting on’ starting with the larger addend, without recounting. *Refer to the topic overview for more information. Topic B: Counting On From Embedded Numbers
Counting On from Embedded Numbers As students move into Topic B, they gain momentum with putting together, composing and decomposing, and counting on to determine the total. Students use both concrete and pictorial situations to describe all of the decompositions of 6, 7, 8, 9, and 10 (1.OA.3.5). Lesson 4 begins with six children posed at the front of the class. They will be put together in different ways to show the various combinations of 6, such as 2 boys and 4 girls and 3 wearing long sleeves and 3 wearing short sleeves. During this process, the put together situation will be highlighted, engaging students in counting on from one addend, or part, to find the total (1.OA.1.1, 1.OA.3.5). As students progress through the lesson, they come to see that 6 is constructed of several different decompositions, by using two‐
color counters and recording the decomposition in number bonds and as expressions (1.OA.1.1). They record each decomposition of 6 and reflect upon all of these number partners, “Look at all these ways to make 6! I can see connections between them!” Lessons 5, 6, 7, and 8 continue this same process of putting together, composing, and decomposing. In Lesson 5, students use an engaging drawing (pictured on the previous page) to find and show ways to make 7 with 2 groups. “I see 5 kids sitting and 2 kids standing. There are 7 kids altogether.” They use their 5‐group cards to represent the partners of 7, and they record the decompositions in number bonds and expressions. Page 27 of 47 Lesson 6 has students exploring and discussing the decompositions of 8 using their 5‐group cards, beginning with the numeral side first as a way to encourage counting on. In Lesson 7, students explore the partners of 9 using cubes to help them count on from the first addend. Finally, the topic ends with Lesson 8, where students make Rekenrek bracelets with 10 beads. These bracelets become tools for students to show all ways to make 10 (pictured below). Rekenrek bracelet with 5 white beads and 5 red beads. Each lesson in Topic B ends with students creating a shared chart representing all of the decompositions of each number: 6, 7, 8, 9, and 10. These charts provide a foundation for supporting understanding of addition and subtraction facts. Teachers keep the charts hanging in their classrooms and have students start portfolios. Both of these serve as references throughout the school year as students master these numerical combinations (1.OA.3.6). Page 28 of 47 Date/ Day of the school year Approx. Date: 9/2/2016 Day: 15 Objective/ Essential Question OBJ: Students will be able to represent put together situations with number bonds and count on from one number or part to total of 6 and 7, and generate all addition expressions for each total. EQ: How can I represent put together situations and count on from one number or part and generate addition expressions for each total? Math Florida Standards/ Mathematical Practice Target 1.OA.1.1 1.OA.3.5 1.OA.3.6 Embedded Fluency 1.OA.3.6 1.NBT.1.1 Mathematical Practices MP7 Academic Language Count On
Expression Number Sentence Equation Parts Altogether Total Addition Sign Equal Sign Adding Put Together Lesson Assessment / Performance Tasks Module 1
Topic B Lesson 4: Represent Put Together Situations Lesson Materials: Fluency:  S – Sprint: 1 More with Dots and Numerals  S – Rekenreks Concept Development:  T – Chart paper  S – Bags of 10 two‐color counters  S – 6 apples picture card (Template) Notes:  Lesson 4 and 5: If appropriate for the class, these two lessons could be combined.  Suggestion for visual representation (chart/journal entry): number bonds for combinations of 6 and 7. Page 29 of 47 Approx. Date: 9/6/2016 Day: 16 Approx. Date: 9/7/2016 Day: 17 OBJ: Students will be able to represent put together situations with number bonds and count on from one number or part to total of 6 and 7, and generate all addition expressions for each total. EQ: How can I represent put together situations and count on from one number or part and generate addition expressions for each total? OBJ: Students will be able to represent put together situations with number bonds and count on from one number or part to total of 8 and 9, and generate all addition expressions for each total. EQ: How can I represent put together situations and count on from one Target 1.OA.1.1 1.OA.3.5 1.OA.3.6 Embedded Fluency 1.OA.3.6 Mathematical Practices MP2 Number Bond
Part Whole Count On Total Addition Expressions Number Sentence Equation Put Together Module 1
Topic B Lesson 5: Represent Put Together Situations Lesson Materials: Fluency:  T – Stopwatch or timer  S – Per set of partners: 6 two‐color counters  S – 1 shake those disks 6 board (Fluency Template 1)  S – Number bond dash 6 (Fluency Template 2)  S ‐ Marker to correct work Concept Development:  T – Chart paper  S – 5 group cards (Template 1)*  S – Scissors  S – Glue sticks  S – Blank paper Notes:  Lesson 4 and 5: If appropriate for the class, these two lessons could be combined.  Suggestion for visual representation (chart/journal entry): number bonds for combinations of 6 and 7.  Template 1: If possible each child needs a set of five group cards that will need to be needed for later lessons. Target 1.OA.1.1 1.OA.3.5 1.OA.3.6 Embedded Fluency 1.NBT.1.1 1.OA.3.6 Mathematical Practices MP7 MP8 Number Bond
Part Whole Count On Total Addition Expressions Number Sentence Equation Put Together Module 1
Topic B Lesson 6: Represent Put Together Situations Lesson Materials: Fluency:  T – Stopwatch or timer  S – Per set of partners: 7 counters and a die  S – Number bond dash 7 (Fluency Template)  S – Marker to correct work Concept Development:  T – 8 animals picture cards (Template 1)  T – Ways to make 8 (Template 3)  S – 5‐group cards 0‐8 (Lesson 5 Template 1)  S – Blank number sentence and number bond (Template 2)*  S – Personal white board Page 30 of 47 number or part and Notes: generate addition  Lesson 6 and 7: If appropriate for the class, these two lessons could be combined. expressions for each  Suggestion for visual representation (chart/journal entry): number bonds for combinations of 8 and 9. Possibly have a blank total? number bond poster for each number (8 – 9) to create with the students to include all number combinations of 8 and 9. Approx. Date: 9/8/2016 Day: 18 Approx. Date: 9/9/2016 Day: 19 OBJ: Students will be able to represent put together situations with number bonds and count on from one number or part to total of 8 and 9, and generate all addition expressions for each total. EQ: How can I represent put together situations and count on from one number or part and generate addition expressions for each total? OBJ: Students will be able to represent all the number pairs of 10 as number bonds from a given scenario, and generate all expressions equal to 10. EQ: Target 1.NBT.2.2a 1.OA.1.1 1.OA.3.5 1.OA.3.6 Embedded Fluency 1.NBT.2.2 1.OA.3.6 Mathematical Practices MP7 MP8 Number Bond
Part Whole Count On Total Addition Expressions Number Sentence Equation Put Together Module 1
Topic B Lesson 7: Represent Put Together Situations Lesson Materials: Fluency:  T – Stopwatch or timer  S – Per set of partners: 8 two‐color counters  S – Personal white board with Shake those disks 8 board (Fluency Template 1)  S – Number bond dash 8 (Fluency Template 2)  S – Marker to correct work Concept Development:  T – 9 books picture card (Template 1)  T – 5‐group cards (Lesson 5 Template 1)  T – Chart paper  S – Bags of 10 linking cubes (5 of each of 2 colors)  S – Personal white board  S – Number bond and expression (Template 2) Notes:  Lesson 6 and 7: If appropriate for the class, these two lessons could be combined.  Suggestion for visual representation (chart/journal entry): number bonds for combinations of 8 and 9. Possibly have a blank number bond poster for each number (8 – 9) to create with the students to include all number combinations of 8 and 9. Target 1.OA.1.1 1.OA.3.5 1.OA.3.6 Embedded Fluency 1.OA.3.6 Mathematical Practices MP7 Number Bond
Part Whole Count On Total Addition Expressions Number Sentence Equation Put Together Module 1
Topic B Lesson 8: Represent All Number Pairs of 10 Lesson Materials: Fluency:  T – Stopwatch or timer  S – Per set of partners: 9 counters, 1 die  S – Number bond dash 9 (Fluency Template)  S – Marker to correct work Concept Development:  T – Chart paper Page 31 of 47 How can I represent all the number pairs of 10 and write expressions for each? 


T – 10 children picture card (Template) T – Linking cubes in two colors (for debrief) S – Rekenreks: Pipe cleaners, ten beads (5 of one color and 5 of another color) Notes:  Omit Fluency Activity: Skip Counting Squats exceeds content limits. This is a skip counting activity, and does not align with counting on.  It is suggested that the rekenrek bracelets are made ahead of time. The rekenrek bracelet does not need to be red and white, it just need to be two distinguishable different colors.  Suggestion for visual representation (chart/journal entry): Have a blank number bond poster for all the combinations of 10, to fill in with the students during concept development. Topic C: Addition Word Problems
Addition Word Problems In Topic C, students develop a more robust understanding of addition word problems, moving beyond the Kindergarten problem types (K.OA.1.2) by reviewing put together with result unknown and add to with result unknown problems, and then moving to the more complex change unknown version of the earlier problem types. In Lesson 9, students solve both add to with result unknown and put together with result unknown problems with their classmates. The lesson begins with a cadre of students engaged in a dance party, and then a number of students join them—how fun! Students then record this action‐based problem as an equation, and move on to the put together with result unknown problem type, where they are faced with a set of students whose characteristics invite decomposition, much like in Topic B. Students end with a Student Debrief in which they explore the connections between these two problem types, ultimately understanding that they used the operation of addition to solve both problem types. Lesson 10 has students using 5‐group cards to solve put together with result unknown problems that are represented by stories stemming from pictures. The 5‐
group cards again make the expectation clear that students will be practicing counting on (Level 2 strategy), but may use the strategy of counting all (Level 1 strategy) if necessary. The introduction of the add to with change unknown problem type (1.OA.3.6) occurs in Lesson 11. This lesson allows students explorations with problems where the action, which represents the change, is unknown. For example, “Ben has 5 pencils. He got some more from his mother. Now, he has 9 pencils. How many pencils did Ben get from his mother?” Students physically add more to the starting quantity, counting on until they reach the total; for the first time in Module 1, students simply must use the valuable Level 2 strategy of counting on in order to determine the unknown part. Lesson 12 continues with solving add to with change unknown problems, as students use their 5‐group cards to count on to find the unknown change in quantity. Throughout these two lessons, students explore the symbol for the unknown (1.OA.1.1) as both a question mark and an open box. The topic ends with students creating their own put together with result unknown, add to with result unknown, and add to with change unknown problems from equations, and then having their peers solve them through drawings and discussions. These problems set the foundation early in the module for relating addition to subtraction in Topic G (1.OA.2.4).[1] [1] For an analysis of addition and subtraction word problem types used in Grades K–2 please refer to the Counting and Cardinality Progression, pages 7 and 9, and the Common Core State Standards, page 88. Page 32 of 47 Date/ Day of the school year Approx. Date: 9/12/2016 Day: 20 Approx. Date: 9/13/2016 Day: 21 Objective/ Essential Question OBJ: Students will be able to solve add to with result unknown and put together with result unknown situations by drawing, writing equations, and making statements of the solution. EQ: How can I solve add to and put together situations with result unknown using drawings and equations? OBJ: Students will be able to solve put together situations with result unknown by drawing and using 5‐group cards. EQ: How can I solve put together situations with result unknown? Math Florida Standards/ Mathematical Practice Target 1.OA.1.1 1.OA.3.6 Embedded 1.OA.3.5 1.NBT.2.2a Fluency 1.NBT.2.2 1.OA.3.6 Mathematical Practices MP2 Academic Language Number Sentence Ten Frame Add Total Number Bond Number Sentence Equation Equal Part Whole Lesson Assessment / Performance Tasks Module 1
Topic C Lesson 9: Add To and Put Together Lesson Materials: Fluency:  T/S – 5‐group cards (Lesson 5 Template 1)  T – 10 counters, opaque container  T – Stopwatch or timer  S – Number bond dash 10 (Fluency Template) Concept Development:  S – Marker to correct work  S – Personal white board  S – Number bond and two blank equations (Template)* Notes: Differentiation: Students who are moving towards mastery of abstract thinking may use a visual representation in place of a drawing. For example: number bonds, pictures without colors, counting on. Target 1.OA.1.1 1.OA.3.6 Embedded 1.OA.3.5 1.NBT.2.2a Fluency 1.NBT.2.2 1.OA.3.5 1.OA.3.6 Mathematical Practices MP2 MP6 Pattern
Count On Number Bond Part Whole Total Adding Put Together Module 1
Topic C Lesson 10: Solve Put Together Situations with Results Unknown Lesson Materials: Fluency:  S – Per set of partners: personal white boards,  Target practice (Fluency Template), 6 counters, 1 die* Concept Development:  T – 7 children picture card (Lesson 5 Template 2)  T/S – 10 children picture card (Lesson 8 Template): 1 for teacher and 1 per pair  S – 5‐group cards (Lesson 5 template 1)  S – Personal white boards  S – Number bond and two blank equations (Lesson 9 Template) Page 33 of 47 Approx. Date: 9/14/2016 Day: 22 Approx. Date: 9/15/2016 Day: 23 OBJ: Students will solve add to with change unknown situations as a context for counting on by drawing, writing equations, and making statements of the solution. EQ: How can I solve add to situations with change unknown using drawings and equations with solutions? Notes: Target 1.OA.1.1 1.OA.3.6 Embedded 1.OA.3.5 1.NBT.2.2a Fluency 1.OA.3.5 Mathematical Practices MP2 MP6 Add Change Unknown Counting On Number Sentence Equation Combination Decompose Module 1
Topic C Lesson 11: Add To Situations with Change Unknown Lesson Materials: Fluency:  T – Stopwatch or timer  S – Number bond dash 6 (Lesson 5 Fluency Template 2)  S – Marker to correct work Concept Development:  T – Mystery box  T – Counting bears (can be substitutes with other counters)  T – Enlarged blank number sentence and number bond (Lesson 6 Template 2)  T – Number sentence cards (Template)  T – Sticky notes labeled with question mark  S – Personal white boards  S – Yellow crayons  S – Per set of partners: paper bag with question marks MAFS.1.OA.1.1
Put Together/Take Apart (Addend Unknown) Word Problem This links to an assessment task page. Click on link under “Attachments”. Be sure to refer to the instructions and rubric provided. Note: Please use question 1. The other questions may be used at another time or for enrichment at this time of instruction. Notes: It is common for students to jump to adding the two given numbers. Review vocabulary associated with unknown ‐ ie ‘change unknown’ and ‘result unknown’ OBJ: Module 1
Target Add Students will be Topic C 1.OA.1.1 Change able to solve add to 1.OA.3.6 Lesson 12: Add To Situations with Change Unknown Unknown Number with change Sentence unknown situations Embedded Equation using 5‐group cards. 1.OA.3.5 Lesson Materials: Count On Fluency: Results EQ: Fluency  T ‐ Stopwatch or timer Total How can I solve add 1.OA.3.6  T/S – 5‐group cards (Lesson 5 Template 1) to situations with  S – Number bond dash 6 (Lesson 5 Fluency change unknown? Mathematical Template 2) Practices  S – Marker to correct work MP6 Concept Development: MP7  T – Mystery box Page 34 of 47 
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T – Counting bears or other counters T – Enlarged blank number sentence and number bond (Lesson 6 Template 2) S – Personal white board S – Blank number sentence and number bond (Lesson 6 Template 2) S – 5‐group cards including blank (Lesson 5 Template 1) S – Number sentence cards (Lesson 11 Template) S – Per set of partners: sticky notes labeled with question marks Notes:  It is common for students to jump to adding the two given numbers. Review vocabulary associated with unknown ‐ ie ‘change unknown’ and ‘result unknown’  For students who struggle with this: review number bonds: part + part = whole  To extended for students: use number bonds to demonstrate: whole – part = part Approx. Date: 9/16/2017 Day: 24 OBJ: Students will be able to tell put together situations with results unknown, and add to situations with results and change unknown. EQ: How can I tell put together and add to situations using equations? Target 1.OA.1.1 1.OA.3.6 Embedded 1.OA.3.5 Fluency 1.NBT.2.2 1.OA.3.6 1.OA.2.3 Mathematical Practices MP7 Put Together
Add Result Change Unknown Number Sentence Equation Number Bond Part Whole Module 1
Topic C Lesson 13: Tell Put Together with Results Unknown Lesson Materials: Fluency:  T – 5‐group cards (Lesson 5 Template 1)  S – Per group: 1 set of single‐sided 5‐group cards, q set of single‐sided numeral cards (Lesson 5 Template 1, single‐sided) Concept Development:  S – Number sentence cards (Lesson 11 Template) with sticky notes labeled with question marks per pair  S – Personal white board  S – Blank number sentence and number bond (Lesson 6 Template 2) Notes: This lesson is where the vocabulary of ‘result unknown’ and ‘change unknown’ will be put into action Page 35 of 47 Topic D: Strategies for Counting On
Strategies for Counting On Topic D affords students the opportunity to solve problems within the simplicity of equations, moving on from the context of story problems. Continuing on the momentum gained with counting on as it relates to addition in Topic C, students begin Topic D with tracking the number of counts on from a given number by using their fingers and 5‐
group cards (1.OA.3.5). In Lessons 14 and 15, students begin with an embedded quantity represented by both a picture and a numeral, and then tap pictures, tap the dots on their 5‐group cards, draw more, and, finally, replace these pictorial strategies to extending their fingers as an effective strategy for keeping track of the change. They apply these strategies to track changes of 0, 1, 2, and 3, thus limiting their use of tracking to quantities that will maintain efficiency. Students use these same strategies in Lesson 16, in both result unknown and the more complex change unknown equations, solving problems such as 4 + ___ = 7 as they say, “5, 6, 7” (1.OA.4.8).
Math Florida Date/ Objective/ Standards/ Academic Assessment / Performance Day of the Lesson Essential Question Mathematical Language Tasks school year Practice Approx. Count On
OBJ: Module 1
Target Date: Change Students will be Topic D 1.OA.3.5 9/19/2016 Number Bond able to count on up 1.OA.4.8 Lesson 14: Count on Up to 3 More Part to 3 more using Day: 25 Whole numeral and 5‐
Embedded Number group cards and Lesson Materials: 1.OA.3.6 Sentence fingers to track Fluency: Equation change. Fluency  S – 5‐group cards (Lesson 5 Template 1) Altogether 1.OA.3.5 Concept Development: Add EQ: 1.OA.3.6  T – Pictures of crayons and hot dogs (Template) Total How can I count on  S – 5‐group cards (Lesson 5 Template 1) and track change? Mathematical  S – Personal white board Practices MP7 Notes: Students will need to have a solid understanding of the equal sign and where it can placed in an equation. Page 36 of 47 Approx. Date: 9/20/2016 Day: 26 OBJ: Students will be able to count on up to 3 more using numeral and 5‐
group cards and fingers to track the change. EQ: How can I count on and track change? Count On
Module 1
Target Number Bond Topic D 1.OA.3.5 Part Lesson 15: Count on Up to 3 More 1.OA.4.8 Whole Number Embedded Sentence Lesson Materials: 1.OA.3.6 Equation Fluency: Efficient Fluency  S – Count on sprint Total 1.OA.3.5 Concept Development: Add  S – 5‐group cards (Lesson 5 Template 1) Mathematical  S – Number sentence cards (Lesson 11 Template) Practices per pair with sticky note covering the total MP7  S – Personal white boards Notes: Reinforce understanding of the equal sign and where it can placed in an equation. Approx. Date: 9/21/2016 Day: 27 OBJ: Students will be able to count on to find the unknown part in missing addend equations. EQ: How can I count on to find the unknown part in a missing addend equation? Target 1.OA.3.5 1.OA.4.8 Embedded 1.OA.3.6 Fluency 1.OA.3.6 1.NBT.1.1 Mathematical Practices MP7 Count On
Unknown Part Whole Addend Equation Number Sentence Total Module 1
Topic D Lesson 16: Count On To Find the Missing Part Lesson Materials: Fluency:  S – Per set of partners: 7 two‐color counters  S – Personal white boards  S – Shake those disks 7 board (Fluency Template) Concept Development:  T – 5‐group cards (Lesson 5 Template 1)  Mystery Box  T – Enlarged blank number sentence and number bond (Lesson 6 Template 2)  T – Blank number sentence and number bond (Lesson 6 Template 2)  T – Number sentence cards (Lesson 11 Template)  T – Sticky notes with question marks Notes: Students have the option of using the strategy of their choice. Have manipulatives readily available. Page 37 of 47 Topic E: The Commutative Property of Addition and the Equal Sign
The Commutative Property of Addition and the Equal Sign Topic E leads students to a very intentional understanding and application of the equal sign and the commutative property of addition (1.OA.2.3 and 1.OA.4.7). Lessons 17 and 18 ask students to use pictorial representations (pictures and 5‐groups) to write expressions and to demonstrate that they are equivalent by using the equal sign. This work with the equal sign precedes the lessons on commutativity in order to allow students to construct true number sentences such as 4 + 3 = 3 + 4 without misunderstanding the equal sign to mean that the numbers are the same. Students understand that when added together, two numbers make the same total, regardless of whether one of the numbers appears first or second in equations and expressions. The topic ends with Lesson 20, where students directly apply their understanding of commutativity by starting with the larger quantity and counting on (a Level 2 strategy) as a matter of efficiency, “I can count on 2 from 7 when I solve 2 + 7!”
Math Florida Date/ Objective/ Standards/ Academic Assessment / Day of the Lesson Essential Question Mathematical Language Performance Tasks school year Practice Approx. OBJ: Module 1
Target Equal
Date: Students will Topic E 1.OA.2.3 Equivalent 9/22/2016 understand the Lesson 17: Understand the Meaning of the Equal Sign 1.OA.4.7 Expressions meaning of the True Number Day: 28 equal sign by pairing Embedded Sentence equivalent Lesson Materials: Addend expressions and Fluency: Fluency Part constructing true 1.OA.3.6  T – 7 pennies Whole number sentences.  T – 1 container Mathematical Concept Development: EQ: Practices  S – Bags of 20 linking cubes (10 red and 10 yellow) How can I MP7  S – Personal white board demonstrate I understand what Notes: the equal sign Students may have difficulty understanding the meaning and the equal sign. You could use ‘is the same as’ interchangeably with ‘is means? equal to. Approx. Date: 9/23/2016 Day: 29 OBJ: Students will understand the meaning of the equal sign by pairing equivalent expressions and constructing true number sentences. Target 1.OA.2.3 1.OA.4.7 Embedded Fluency K.CC.1.2 1.OA.3.6 Mathematical Practices Equal
Equivalent Expressions True False Number Sentence Equation Number Bonds Addend Module 1
Topic E Lesson 18: Understand the Meaning of the Equal Sign Lesson Materials: Fluency:  T – Stopwatch or timer  S – 5‐group cards (0‐7 only) (Lesson 5 Template 1)  S – Number bond dash 7 (Lesson 6 Fluency Template)  S – Marker to correct work MAFS.1.OA.4.7
True or Not True This links to an assessment task page. Click on link under “Attachments”. Be sure to refer to the instructions and rubric provided. Page 38 of 47 EQ: MP1 How can I pair MP7 expressions to show equivalence? Concept Development:  S – 5‐group cards (all cards) (Lesson 5 Template 1)  S – Personal white board  S – True and false number sentence cards (Template)  S – Red and green markers per pair Notes: Students may have difficulty understanding the meaning and the equal sign. You could use ‘is the same as’ interchangeably with ‘is equal to’. Approx. Date: 9/26/2016 Day: 30 OBJ: Students will be able to represent the same story scenario when addends are repositioned. EQ: How can I use the commutative property to represent the same story? Approx. Date: 9/27/2016 Day: 31 OBJ: Students will be able to apply the commutative property to count on from a larger addend. EQ: How can I apply the commutative property to count on from a larger addend? Module 1
Target Addends
Topic E 1.OA.2.3 Total Lesson 19: Represent Story Problems 1.OA.4.7 Number Sentence Embedded Equation Part Lesson Materials: Whole Fluency: Fluency Number Bond 1.OA.3.6  T – 5‐group cards (1‐5 only) (Lesson 5 Template 1) True 1.OA.2.3  S – +1, 2, 3 Sprint Add Concept Development: Mathematical  S – Personal white boards Practices  S – Bags of 7 counters (4 red, 3 white) MP1 MP7 Notes: This lesson is an introduction to the commutative property, which will be used throughout the year. Commutative Module 1
Target Property Topic E 1.OA.2.3 Count On Lesson 20: Apply the Commutative Property 1.OA.4.7 Addend Number Embedded Sentence Lesson Materials: Equation Fluency: Fluency Number Bond K.CC.2.5  S – Per set of partners: 10 linking cubes (5 of one Part 1.OA.3.6 color, 5 of another color) Whole  S – Personal white boards Equal Mathematical Concept Development: Expression Practices  S – Expression cards (Template 1) Total MP1  S – Per set of partners: Equal signs (Template 2) MP7 Notes: Page 39 of 47 Topic F: Development of Addition Fluency Within 10
Development of Addition Fluency Within 10 Topic F continues with the theme of more efficient strategies coupled with deep understanding to solve addition problems within 10. In Lesson 21, students begin to internalize doubles and doubles plus 1 as they work with visual representations of these problems (1.OA.3.6).
As students almost take a mental picture of these doubles and doubles plus 1 dot configurations, they can call on these images to quickly assist them when faced with these problems in the future. Students explore patterns on the addition chart within the context of familiar facts in Lessons 22 and 23 (MP.7, MP.8). Lesson 22 focuses on having students look for common addends and discuss how those addends affect the total in systematic ways. For example, “I see 3 + 2 = 5, 4 + 2 = 6, 5 + 2 = 7, and 6 + 2 = 8. Even though we’re adding 2 each time and that stays the same, the totals are increasing by 1, because we’re adding a number that’s 1 more each time!” Building upon this, Lesson 23 has students using the facts they know, such as those from Topic B’s decomposition posters, to explore patterns in problems where the totals are the same. The topic closes with Lesson 24’s addition fact practice, where students actually get to practice their facts in an engaging, supportive environment with their peers (1.OA.3.6). Math Florida Date/ Objective/ Standards/ Academic Assessment / Performance Day of the Lesson Essential Question Mathematical Language Tasks school year Practice Approx. Number Bond
OBJ: Target Module 1
Date: Part Students will be 1.OA.2.3 Topic F 9/28/2016 Whole able to visualize and 1.OA.3.6 Lesson 21: Solve Doubles and Doubles Plus 1 Commutative solve doubles and Day: 32 Property doubles plus 1 with Embedded Count On 5‐group cards. Lesson Materials: Counting All Fluency Fluency: Number EQ: 1.OA.3.5  S – Per set of partners: personal white board Sentence How can visualizing 1.OA.3.6  S – Target practice (Lesson 10 Fluency Template) Equation help me figure out  S – 8 counters Add sums of doubles and Mathematical  S – 1 die Doubles doubles plus 1? Practices Concept Development: Doubles Plus 1 MP7  T – 5‐group cards (1‐6 only) (Lesson 5 Template 1) MP8  T – Addition chart (Template)*  T – Colored pencils (yellow, orange)  S – Personal white boards Notes:  Omit Stand on Even Numbers activity: Even numbers exceed content limits  Student Debrief: Omit discussion around odd and even numbers as it exceeds the content limits Page 40 of 47 Approx. Date: 9/29/2016 Day: 33 Approx. Date: 9/30/2016 Day: 34 OBJ: Students will look for and makes sense of repeated reasoning on the addition chart by solving and analyzing problems with common addends. EQ: How can I use patterns to solve addition problems with common addends? OBJ: Students will look for and make use of structure on the addition chart by looking for and coloring problems with the same total. EQ: How can I use patterns to solve addition problems with the same sum? Target 1.OA.1.1 1.OA.3.5 1.OA.3.6 Embedded Fluency 1.OA.3.5 1.OA.3.6 Mathematical Practices MP7 MP8 Addition Addend Number Bond Part Whole Number Sentence Equation Expression Count All Module 1
Topic F Lesson 22: Make Sense of Repeated Reasoning Lesson Materials: Fluency:  T – 8 pennies  T – 1 can  T – Stopwatch or timer  S – Number bond dash 8 (Lesson 7 Fluency Template 2)  S – Marker to correct work Concept Development:  T ‐ Addition chart with sums to 10 (Lesson 21 Template)  T – Cover paper Notes:  Omit Fluency Activity: Sparkle Counting by 2 exceeds content limits. This is a skip counting activity, and does not align with counting on.  Center Suggestion: Allow students to create a set of flashcards for “+ 0” and “+1” facts through 10. Teacher could extend through 20 to differentiate. Number Bond
Target Module 1
Part 1.OA.1.1 Topic F Whole 1.OA.3.5 Lesson 23: Look for Structure on Addition Chart Number 1.OA.3.6 Sentence Equation Embedded Lesson Materials: Sum Fluency: Total Fluency  T – Stopwatch or timer 1.OA.3.5 Addend  S – 5‐group cards (0‐8 only) (Lesson 5 Template 1) 1.OA.3.6 Equal  S – Number bond dash 8 (Lesson 7 Fluency Template 2) Mathematical  S – Marker to correct work Practices Concept Development: MP7  T – Addition chart with sums to ten to project or MP8 post (Lesson 21 Template)  T – Cover paper  T – Markers (three different colors)  S – Addition chart with sums to ten (Lesson 21 Template)  S – Pencils (three different colors) Page 41 of 47 Approx. Date: 10/3/2016 Day: 35 Approx. Date: 10/4/2016 Day: 36 OBJ: Students will show mastery of standards introduced in Module 1 Topics A‐
F. EQ: How can I use strategies I’ve learned to help me as a mathematician? OBJ: Students will gain mastery of Module 1 standards. EQ: How can I use the strategies I’ve learned to help me as a mathematician? Notes:  Omit Fluency Activity: Sparkle counting by 2 exceeds content limits. This is a skip counting activity, and does not align with counting on  Center Suggestion: Allow students to create a set of flashcards for “+2” “+3” facts. Teacher could extend through 20 to differentiate. Target Module 1
Mid‐Module Assessment 1.OA.1.1 Mid‐Module Assessment Module 1 Topics A‐F. Module 1 Topics A‐F. 1.OA.2.3 1.OA.3.5 1.OA.3.6 1.OA.4.7 1.OA.4.8 Target 1.OA.1.1 1.OA.2.3 1.OA.3.5 1.OA.3.6 1.OA.4.7 1.OA.4.8 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 42 of 47 Topic G: Subtraction as an Unknown Addend Problem
Subtraction as an Unknown Addend Problem Following the Mid‐Module Assessment, Topic G focuses on students understanding the meaning of subtraction as it relates to addition. In Lesson 25, students solve add to with change unknown problems as they did in Topic C using addition but now relate that work directly to the act of taking away (1.OA.2.4). The work of this lesson starts with students calling upon their knowledge from previous add to with change unknown problems and then applying it in the context of subtraction, using the addend to subtract from the total in order to find the missing addend or part (1.OA.1.1). In this opening lesson, students use objects to represent discrete counts, which serves as a bridge to the number path used in Lessons 26 and 27. Number bonds will continue to serve as a bridge between prior learning and this new learning. In these concluding lessons, students use the number path, as pictured to the right, in order to find one part, count on to the total, and determine the number of counts it took to get to that total from the part (1.OA.3.5). The teacher engages students in deep discussion about these strategies as they relate to the contextualized situations of story problems, ensuring that students build a solid conceptual understanding of why and how one utilizes counting on to solve subtraction.
Math Florida Date/ Objective/ Standards/ Academic Assessment / Performance Day of the Lesson Essential Question Mathematical Language Tasks school year Practice Approx. OBJ: Number Bond
Module 1
Target Date: Students will be Part Topic G 1.OA.1.1 10/5/2016 able to solve add to 1.OA.2.4 Whole Lesson 25: Solve for Change Unknown situations with Number 1.OA.3.5 Day: 37 change unknown Sentence using addition and Equation Lesson Materials: Embedded relating it to Addition Fluency: subtraction. Subtraction Fluency  T – 9 counters 1.OA.3.6  T – 1 container EQ:  T – Stopwatch or timer
How can I solve add Mathematical  S – Race to the Top (Fluency Template)
Practices to with change  S – crayons (or pencil) unknown situations MP8  S – 1 die (replace 6 with 0) per pair
with addition and  S – Number bond dash 9 (Lesson 8 Fluency relate to Template)
subtraction?  S – Marker to correct work
Concept Development:  T – 10 bear counters (can be substituted with other manipulatives)
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Approx. Date: 10/6/2016 Day: 38 Approx. Date: 10/7/2016 Day: 39 T – Number bond and number sentences (Template) S – Personal white board
S – Number bond and number sentences (Template)
Notes: Lesson 24 has been omitted from curriculum guide due to additional practice lesson. OBJ: Module 1
Target Count On
Unknown Students will be Topic G 1.OA.1.1 Part Whole able to count on Lesson 26: Find Unknown Part on Number Path 1.OA.2.4 Number Bond using the number 1.OA.3.5 Number path to find an Sentence unknown part. Lesson Materials: Embedded Addition Fluency: Subtraction EQ: Fluency  T – Stopwatch or timer Counting On How can I count on 1.OA.3.5  T/S – 5‐group cards (0–9) (Lesson 5 Template 1) Counting Back to find the unknown 1.OA.3.6  S– 5‐group cards (Lesson 5 Template 1) Efficient part? 1.OA.2.3  S – 1 counter Expression  S – Number bond dash 9 (Lesson 8 Fluency Difference Mathematical Template) Practices  S – Marker to correct work MP7 Concept Development:  T – Giant number path  S – Personal white board  S – Number path (Template)* Notes: It is recommended for teachers to emphasize when using the number path to count the number of jumps. OBJ: Module 1
Target Take from Students will be Topic G 1.OA.1.1 Result able to count on Lesson 27: Find Unknown Part on Number Path 1.OA.2.4 Unknown True using the number 1.OA.3.5 Number path to find an Lesson Materials: Sentences unknown part. Fluency: Embedded Equation  S – Dice (with 6 replaced by 0) Number Bond EQ: Fluency  S – Personal white board Part How can I count on 1.OA.3.6 Concept Development: Whole to find the unknown 1.OA.2.4  T – 2 number paths (projected or charted) Forward part?  S – Number path (Lesson 26 Template) Backward Mathematical  S – Personal white board Less Practices Subtraction MP7 Difference Page 44 of 47 Notes: Omit Fluency Activity: Sparkle counting by 2 exceeds content limits. This is a skip counting activity, and does not align with counting on Topic H: Subtraction Word Problems
Subtraction Word Problems With a smooth transition from Topic G, Topic H provides students with rich experiences connecting subtraction to their solid foundation of addition (1.OA.2.4), using various word problem types (1.OA.1.1). Lesson 28 begins with students solving action‐based take from with result unknown problems, as they start with a set of objects, then take some away, and finally end with a smaller set of objects. Students then work with simple math drawings and equations to represent these take from with result unknown stories and connect the act of crossing off to the symbol for subtraction. Then, Lesson 29 allows students to solve the relationship‐based take apart with result unknown problems, which are both connected to take from with result unknown problems and are the counterpart to the familiar put together with addend unknown problems from earlier topics. In both Lessons 28 and 29, students make varied statements to explain the remaining amount, e.g., “There were 4 bears left,” “Four bears stayed in the forest,” “Then, there were 4 bears all together.” This permits students to think and speak flexibly about the unknown, rather than associate specific key words with a particular operation. For example, all together does not always indicate addition. Lesson 30 furthers the connection between addition and subtraction as teachers have students discuss ways to solve add to with change unknown word problems, as they use simple math drawings and equations to represent the problem and solution. With the introduction of a whole new problem type in Lesson 31, students use drawings to solve take from with change unknown problems such as, “Ben had 7 pencils. He gave away some. Now, he has 5. How many pencils did he give away?” The topic ends with another new relationship problem—put together/take apart with addend unknown. Throughout Topic G, students discuss and apply their understanding of addition as it relates to subtraction and vice versa. Date/ Day of the school year Approx. Date: 10/10/2016 Day: 40 Objective/ Essential Question OBJ: Students will be able to solve take from situations with result unknown. EQ: How can I solve take from situations with result unknown? Math Florida Standards/ Mathematical Practice Target 1.OA.1.1 1.OA.2.4 Embedded 1.OA.3.5 1.OA.4.8 Fluency 1.NBT.1.1 1.OA.3.5 1.OA.3.6 Mathematical Practices MP7 Notes: Academic Language Take apart
Addend Unknown Equations Number Bond Part Whole Subtraction Number Sentence Difference Lesson Assessment / Performance Tasks Module 1
Topic H Lesson 28: Solve Take Away with Results Unknown Lesson Materials: Fluency:  S – 1 Less Sprint Concept Development:  S – Personal white boards Page 45 of 47 Approx. Date: 10/11/2016 Day: 41 OBJ: Students will be able to solve take apart situations with an unknown addend. EQ: How can I solve take apart situations with an unknown addend? Approx. Date: 10/12/2016 Day: 42 OBJ: Students will be able to solve add to situations with change unknown by relating addition and subtraction. EQ: How can I solve add to situations with change unknown by relating addition and subtraction? Module 1
Target Add
Topic H 1.OA.1.1 Unknown Lesson 29: Take Apart Math Stories 1.OA.2.4 Addition Subtraction Embedded Relate Lesson Materials: 1.OA.3.5 Number Bond Part Fluency: 1.OA.4.8 Whole  S – 1 set numeral side only 5‐group cards (Lesson 5 Number Fluency Template 1) per pair Sentence 1.OA.3.5  S – Counters (if needed) Equation 1.OA.3.6 Concept Development: Difference  Personal white boards Mathematical Practices MP7 Notes: Omit Fluency Practice: Stand on Even exceeds content limits Take from
Target Module 1
Change 1.OA.1.1 Topic H Unknown 1.OA.2.4 Lesson 30: Add To with Change Unknown Math Stories Number Bond Addition Embedded Subtraction 1.OA.3.5 Lesson Materials: Total 1.OA.4.8 Fluency: Minus  T – Stopwatch or timer Equation Fluency  S – Number bond dash 10 (Lesson 9 Fluency Number 1.NBT.1.1 Template) Sentence 1.NBT.3.5  S – Marker to correct work Difference 1.OA.2.4 Concept Development: K.OA.1.3  T – Books of different sizes 1.OA.3.6  S – Personal white board, number path (Lesson 26 Template) Mathematical  S – Yellow colored pencil or highlighter Practices MP7 Notes: MAFS.1.OA.2.4
Use Addition to Solve Subtraction This links to an assessment task page. Click on link under “Attachments”. Be sure to refer to the instructions and rubric provided Page 46 of 47 Approx. Date: 10/13/2016 Day: 43 Approx. Date: 10/14/2016 Day: 44 OBJ: Students will be able to solve take from situations with change unknown. EQ: How can I solve take from situations with change unknown? Target 1.OA.1.1 1.OA.2.4 Embedded 1.OA.3.5 1.OA.4.8 Fluency 1.NBT.2.5 1.OA.3.6 Mathematical Practices MP6 Put together
Take apart Addend Unknown Number Sentence Equation Subtraction Addition Counting Up Counting Back Sum Difference Module 1
Topic H Lesson 31: Solve Take Away with Change Unknown Lesson Materials: Fluency:  T – 15 pennies  T – 1 can  T – Stopwatch or timer  S – Number bond dash 10 (Lesson 9 Fluency Template)  S – Marker to correct work Concept Development:  T – Books of different sizes  S – Personal white boards  S – Yellow colored pencil Notes: Less
OBJ: Module 1
Target Number Students will be Topic H 1.OA.1.1 Sentence able to solve put Lesson 32: Solve Put Together and Take Apart 1.OA.2.4 Equation together/ take apart Subtraction situations with an Embedded Number Bonds Lesson Materials: unknown addend. 1.OA.3.5 Part Fluency: 1.OA.4.8 Whole EQ:  S – Per set of partners: (5‐group cards (0─10) with 1 Difference How can I solve put Fluency extra 5 card (Lesson 5 Template 1) together or take 1.OA.3.5 Concept Development: apart situations 1.OA.3.6  T – 10 white linking cubes with an unknown 1.OA.2.4  S – Personal white boards addend? Mathematical Practices MP6 Notes: Students may still need to use manipulatives as a strategy when solving math story problems. It is recommended to have manipulatives readily available. Page 47 of 47