Work with addition and subtraction equations - TPS Home



Unit Title: 1st Grade Math Unit 1Grade Level: 1Timeframe: Marking Period 1Unit Focus and Essential QuestionsUnit FocusRepresent and solve problems involving addition and subtractionUnderstand and apply properties of operations and the relationship between addition and subtractionAdd and subtract within 10Work with addition and subtraction equationsExtend the counting sequenceEssential QuestionsHow do you add numbers?How do you subtract numbers?How do you use strategies to add numbers?What strategies can you use to subtract?What is meant by equality in mathematics?What are the different models of and models for addition and subtraction?What are efficient methods for finding sums and differences?How can we determine an unknown number in an equation?How do we read and write numbers?What do two digit numbers represent?How can I count to 100 orally?How do I read numbers up to 100?How can I use place value?New Jersey Student Learning StandardsStandards/Cumulative Progress Indicators (Taught and Assessed): 1.OA.A.1*1.OA.B.3*1.OA.B.41.OA.C.51.OA.D.7*1.OA.D.8*1.NBT.A.1*Key: Green = Major Clusters; Blue = Supporting; Yellow = Additional ClustersStandard/SWBAT and PacingStudent Strategies Formative AssessmentActivities and ResourcesReflection1.OA.A.1- Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. *(benchmarked)(The first marking period’s learning goal is Add and subtract within 10)Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.ObjectivesSWBAT Add and subtract within 10 using manipulatives.Add and subtract within 10 by writing number sentences.Orally explain how they added two numbers up to 10.Number Talk Refer to Number Talks by Sherry ParrishDirect Instruction Option 1 – Module 1 Topic A; Lesson 1 CentersTeacher Center – The teacher works in a small group with 1-4 students. How many are hiding?Standards Based Problems Center – (See tasks for 1.OA.1)Individual Center – Students work on their individual skill that they need based on their data. Center – (Task- Snap)Interdisciplinary Center – Leveled Reader- Healthful Snacks (Found in MY Learning Stations)Review ClassworkExit TicketQuarterly Assessment Question 1- How many Illustrative Math 1 Topic A; Lesson 1 (Day 1) Illustrative Math- Day 1 ResourcesMyMath connected.mcgraw- Teacher login page for all online resources available for My Math Homepage for My MathNote: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best match the standard taught and best prepare students for the assessment.Lesson 1.1 (11-16)Lesson 1.2 (17-22)Lesson 1.3 (23-28)Lesson 1.6 (43-48)Lesson 2.1 (109-114)Lesson 2.2 (115-120)Lesson 2.3 (121-126)Lesson 2.6 (141-146)Lesson 2.7 (147-152)Lesson 3.6 (243-248)Lesson 3.8 (255-260)Lesson 4.4 (299-304)ELL Modifications Student Learning Objective (SLO)Language ObjectiveLanguage NeededSLO: 1CCSS:1.OA.1WIDA ELDS: 3ListeningSpeakingUse addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing with unknowns in all positions. Demonstrate understanding of math problems read orally by drawing pictures to depict the action of the problem. Explain orally the solutions to word problems involving addition and subtraction within 20, using Fact Family Triangles, online videos, and Connecting Cubes.VU: Add, addition fact, sum, subtract, subtraction fact, difference, related factsLFC: Present tense, interrogative sentencesLC: Varies by ELP levelELP 1ELP 2ELP 3ELP 4ELP 5Language Objectives Demonstrate understanding of math problems read orally by drawing pictures to depict the action of the problem; then explain orally the solution using L1 text and/or support and/or draw the solutions and use selected technical words.Demonstrate understanding of math problems read orally by drawing pictures to depict the action of the problem; then explain orally the solution using L1 text and/or support and/or use selected technical vocabulary in phrases and short sentences with drawings.Demonstrate understanding of math problems read orally by drawing pictures to depict the action of the problem; then explain orally the solution using key, technical vocabulary in a series of simple sentences.Demonstrate understanding of math problems read orally by drawing pictures to depict the action of the problem; then explain orally the solution using key, technical vocabulary in expanded sentences.Demonstrate understanding of math problems read orally by drawing pictures to depict the action of the problem; then explain orally the solution using technical vocabulary in multiple sentences.Learning SupportsWord/Picture WallFact Family TrianglesConnecting CubesSmall group/triadsL1 text and/or supportWord/Picture WallFact Family TrianglesConnecting CubesSmall group/triadsL1 text and/or support Word/Picture WallFact Family TrianglesConnecting CubesSmall group/triadsFact Family TrianglesConnecting CubesSmall group/triadsFact Family Triangles1.OA.A.1- Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. *(benchmarked)(The first marking period’s learning goal is Add and subtract within 10)ObjectivesSWBAT Add and subtract within 10 using manipulatives.Add and subtract within 10 by writing number sentences.Orally explain how they added two numbers up to 10.Number Talk Refer to Number Talks by Sherry ParrishP. 100; 102Direct Instruction Option 2 – Slides 7-15, 84-88 Center – The teacher works in a small group with 1-4 students. How many are hiding?Standards Based Problems Center – (See tasks for 1.OA.1)Individual Center – Students work on their individual skill that they need based on their data. Center – (Task- Snap)Interdisciplinary Center – Leveled Reader- Healthful Snacks (Found in MY Learning Stations)Review ClassworkExit TicketQuarterly Assessment Question 1- How many Illustrative Math 1 Topic A; Lesson 2 (Day 2) Math- Day 2 Modifications: See day 11.OA.A.1- Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. *(benchmarked)(The first marking period’s learning goal is Add and subtract within 10)ObjectivesSWBAT Add and subtract within 10 using manipulatives.Add and subtract within 10 by writing number sentences.Orally explain how they added two numbers up to 10.Number Talk Refer to Number Talks by Sherry ParrishP. 104; 106Direct Instruction Option 2- Center – The teacher works in a small group with 1-4 students. How many are hiding?Standards Based Problems Center – (See tasks for 1.OA.1)Individual Center – Students work on their individual skill that they need based on their data. Center – (Task- Snap)Interdisciplinary Center – Leveled Reader- Healthful Snacks (Found in MY Learning Stations)Review ClassworkExit TicketELL Modifications: See day 1Quarterly Assessment Question 1- How many Achieve the Core Coherence Map [See All Tasks]Achieve the Core Coherence MapDay 3 [See All Tasks]1.OA.A.1- Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. *(benchmarked)(The first marking period’s learning goal is Add and subtract within 10)ObjectivesSWBAT Add and subtract within 10 using manipulatives.Add and subtract within 10 by writing number sentences.Orally explain how they added two numbers up to 10.Number Talk Refer to Number Talks by Sherry ParrishP. 104; 106Direct Instruction Option 3 – Center – The teacher works in a small group with 1-4 students. How many are hiding?Standards Based Problems Center – (See tasks for 1.OA.1)Individual Center – Students work on their individual skill that they need based on their data. Center – (Task- Snap)Interdisciplinary Center – Leveled Reader- Healthful Snacks (Found in MY Learning Stations)Review ClassworkExit TicketELL Modifications: See day 1Quarterly Assessment Question 1- How many Math Labs(Day 4) (See all tasks)Math Labs(Day 4) (See all tasks)1.OA.A.1- Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. *(benchmarked)(The first marking period’s learning goal is Add and subtract within 10)ObjectivesSWBAT Add and subtract within 10 using manipulatives.Add and subtract within 10 by writing number sentences.Orally explain how they added two numbers up to 10.Number Talk Refer to Number Talks by Sherry ParrishP. 105; 106Direct Instruction Option 3 – Center – The teacher works in a small group with 1-4 students. How many are hiding?Standards Based Problems Center – (See tasks for 1.OA.1)Individual Center – Students work on their individual skill that they need based on their data. Center – (Task- Snap)Interdisciplinary Center – Leveled Reader- Healthful Snacks (Found in MY Learning Stations)Review ClassworkExit TicketELL Modifications: See day 1Quarterly Assessment Question 1- How many Common Core Sheets(Day 5) Core Sheets(Day 5) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. *(benchmarked)(The first marking period’s learning goal is Add and subtract within 10)ObjectivesSWBAT Add and subtract within 10 using manipulatives.Add and subtract within 10 by writing number sentences.Orally explain how they added two numbers up to 10.Number Talk Refer to Number Talks by Sherry ParrishDirect Instruction Option 1 – Module 1 Topic A; Lesson 2 Center – The teacher works in a small group with 1-4 students. How many are hiding?Standards Based Problems Center – (See tasks for 1.OA.1)Individual Center – Students work on their individual skill that they need based on their data. Center – (Task- Snap)Interdisciplinary Center – Leveled Reader- Healthful Snacks (Found in MY Learning Stations)Review ClassworkExit TicketELL Modifications: See day 1Quarterly Assessment Question 1- How many Common Core Sheets(Day 6) 1 Topic A; Lesson 2 Core Sheets(Day 6) Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) (Students need not use formal terms for these properties) *(benchmarked)(The first marking period’s learning goal is Apply properties of operations(commutative property) as strategies to add and subtract within 10)Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.ObjectivesSWBATUse objects to add zero.Solve/write addition sentences using zero.Orally explain how many is zero? Number TalkRefer to Number Talks by Sherry ParrishDirect Instruction-Option 1- Module 1 Topic E; Lesson 19 Center – The teacher works in a small group with 1-4 students. all tasksStandards Based Problems Center – Students will work in small groups Center – Students work on their individual skill that they need based on their data. Center – Center – Leveled Reader- Healthful Snacks (Found in MY Learning Stations)Review ClassworkExit TicketQuarterly Assessment Question 2- Flip the Number Cube Illustrative Math 1 Topic E; Lesson 19 (Day 1) MathDay 1 ResourcesMyMath connected.mcgraw- Teacher login page for all online resources available for My Math Homepage for My MathNote: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best match the standard taught and best prepare students for the assessment.Lesson 1.4 (29-34)Lesson 2.4 (127-132)Lesson 3.8 (255-260)Lesson 3.9 (261-266) 1.OA.B.3- Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) (Students need not use formal terms for these properties) *(benchmarked)(The first marking period’s learning goal is Apply properties of operations(commutative property) as strategies to add and subtract within 10)Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.ObjectivesSWBATUse objects to add zero.Solve/write addition sentences using zero.Orally explain how many is zero? Number TalkRefer to Number Talks by Sherry ParrishDirect Instruction-Option 1-, Module 1 Topic E; Lesson 20 Center – The teacher works in a small group with 1-4 students. all tasksStandards Based Problems Center – Students will work in small groups Center – Students work on their individual skill that they need based on their data. Center – Center – Leveled Reader- Healthful Snacks (Found in MY Learning Stations)Review ClassworkExit TicketQuarterly Assessment Question 2- Flip the Number Cube Common Core Sheets(Day 2) 2Module 1 Topic E; Lesson 20 Core Sheets(Day 2) ModificationsStudent Learning Objective (SLO)Language ObjectiveLanguage NeededSLO: 5CCSS:1.OA.3 WIDA ELDS: 3SpeakingWritingApply properties of operations to add or subtract whole numbers within 20 (Commutative & Associative properties of addition). Explain orally and in writing the properties of operations to find sums or differences within 20 using two-colored Connecting Cubes.VU: Sum, difference, add, subtract, order LFC: Present tense, connectorsLC: Varies by ELP levelELP 1ELP 2ELP 3ELP 4ELP 5Language Objectives Explain orally and in writing the properties of operations to find sums or differences within 20 using L1 and/or drawing the properties of numbers to find sums or differences within 20.Explain orally and in writing the properties of operations to find sums or differences within 20 using L1 and/or phrases and short sentences with Illustrations/diagrams/drawings.Explain orally and in writing the properties of operations to find sums or differences within 20 using key vocabulary in a series of simple sentences.Explain orally and in writing the properties of operations to find sums or differences within 20 using key vocabulary in expanded and some complex sentences.Explain orally and in writing the properties of operations to find sums or differences within 20 using precise vocabularyin multiple, complex sentences.Learning SupportsWord/Picture WallNumber LineConnecting CubesNative language supportWord/Picture WallNumber LineConnecting CubesNative language supportWord/Picture WallNumber LineConnecting CubesNumber LineConnecting Cubes1.OA.B.3- Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) (Students need not use formal terms for these properties) *(benchmarked)(The first marking period’s learning goal is Apply properties of operations(commutative property) as strategies to add and subtract within 10)Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.ObjectivesSWBATUse objects to add zero.Solve/write addition sentences using zero.Orally explain how many is zero? Number TalksRefer to Number Talks by Sherry ParrishDirect Instruction-Option 2- CentersTeacher Center – The teacher works in a small group with 1-4 students. all tasksStandards Based Problems Center – Students will work in small groups Center – Students work on their individual skill that they need based on their data. Center – Center – Leveled Reader- Healthful Snacks (Found in MY Learning Stations)Review ClassworkExit TicketELL Modifications: See Day 1Quarterly Assessment Question 2- Flip the Number Cube Achieve the Core Coherence Map (See all tasks)Achieve the Core Coherence MapDay 3 (See all tasks)1.OA.B.3- Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) (Students need not use formal terms for these properties) *(benchmarked)(The first marking period’s learning goal is Apply properties of operations(commutative property) as strategies to add and subtract within 10)Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.ObjectivesSWBATUse objects to add zero.Solve/write addition sentences using zero.Orally explain how many is zero? Number TalkRefer to Number Talks by Sherry ParrishDirect Instruction-Option 3- Center – The teacher works in a small group with 1-4 students. all tasksStandards Based Problems Center – Students will work in small groups Center – Students work on their individual skill that they need based on their data. Center – Center – Leveled Reader- Healthful Snacks (Found in MY Learning Stations)Review ClassworkExit TicketELL Modifications: See Day 1Quarterly Assessment Question 2- Flip the Number Cube Math Labs(Day 4) (See all tasks)Achieve the Core Coherence MapDay 4 (See all tasks)1.OA.B.3- Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) (Students need not use formal terms for these properties) *(benchmarked)(The first marking period’s learning goal is Apply properties of operations(commutative property) as strategies to add and subtract within 10)Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.ObjectivesSWBATUse objects to add zero.Solve/write addition sentences using zero.Orally explain how many is zero? Number TalkRefer to Number Talks by Sherry ParrishDirect Instruction-Option 3- Center – The teacher works in a small group with 1-4 students. all tasksStandards Based Problems Center – Students will work in small groups Center – Students work on their individual skill that they need based on their data. Center – Center – Leveled Reader- Healthful Snacks (Found in MY Learning Stations)Review ClassworkExit TicketELL Modifications: See Day 1Quarterly Assessment Question 2- Flip the Number Cube Common Core Sheets(Day 5) Core Sheets(Day 5) Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) (Students need not use formal terms for these properties) *(benchmarked)(The first marking period’s learning goal is Apply properties of operations(commutative property) as strategies to add and subtract within 10)Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.ObjectivesSWBATUse objects to add zero.Solve/write addition sentences using zero.Orally explain how many is zero? Number TalkRefer to Number Talks by Sherry ParrishDirect Instruction-Option 1- Module 1 Topic F; Lesson 22 Center – The teacher works in a small group with 1-4 students. all tasksStandards Based Problems Center – Students will work in small groups Center – Students work on their individual skill that they need based on their data. Center – Center – Leveled Reader- Healthful Snacks (Found in MY Learning Stations)Review ClassworkExit TicketELL Modifications: See Day 1Quarterly Assessment Question 2- Flip the Number Cube Common Core Sheets(Day 6) 1 Topic F; Lesson 22 Core Sheets(Day 6). Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8(The first marking period’s learning goal is Solve subtraction problems within 10, by representing subtraction as an unknown added problem and finding the unknown addend)Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.ObjectivesSWBATUsing connecting cubes you will understand related facts to add and subtract.Write you r own related fact problems.Orally explain the process you used to solve the problems.Number TalkRefer to Number Talks by Sherry ParrishDirect Instruction-Option 1- Module 1 Topic G; Lesson 25 Center- Task Caveman Subtraction Standards Based Center- Center- Task Dice Addition 1Manipulative Center- Center-Leveled Reader- Finding Fish (Found in MY Learning Stations)Review ClassworkExit TicketQuarterly Assessment Question 3- Unknown AddendsCommon Core Sheets(Day 1) 1Module 1 Topic G; Lesson 25 (Day 1) Core Sheets(Day 1) ResourcesMyMath connected.mcgraw- Teacher login page for all online resources available for My Math Homepage for My MathNote: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best match the standard taught and best prepare students for the assessment.Lesson 2.2- (115-120)Lesson 4.6 (314-318)Lesson 4.8 (325-330)ELL ModificationsStudent Learning Objective (SLO)Language ObjectiveLanguage NeededSLO: 6CCSS: 1.OA.4WIDA ELDS: 3WritingSpeakingSolve subtraction problems using unknown addends (within 20).Explain orally and in writing how to add to solve subtraction problems with unknown addends, using Ten-Frames and Counters.VU: Addend, difference LFC: Present tenseLC: Varies by ELP levelELP 1ELP 2ELP 3ELP 4ELP 5Language Objectives Explain orally and in writing how to solve subtraction problems with unknown addends using L1 and/or drawing how to add in order to find differences within 20.Explain orally and in writing how to add in order to solve subtraction problems with unknown addends using L1 and/or selected technical vocabulary in phrases and short sentences with Illustrations/diagrams/drawings.Explain orally and in writing how to add in order to solve subtraction problems with unknown addends using key, technical vocabulary in simple sentences.Explain orally and in writing how to add in order to solve subtraction problems with unknown addends using key vocabulary in expanded sentences.Explain orally and in writing how to add in order to solve subtraction problems with unknown addends using technical vocabulary in complex sentences.Learning SupportsWord/Picture WallTen-FramesCountersSmall group/ triadsNative language supportWord/Picture WallTen-FramesCountersSmall group/ triadsNative language supportWord/Picture WallTen-FramesCountersSmall group/ triadsTen-FramesCountersSmall group/ triads1.OA.B.4. Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8(The first marking period’s learning goal is Solve subtraction problems within 10, by representing subtraction as an unknown added problem and finding the unknown addend)Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.ObjectivesSWBATUsing connecting cubes you will understand related facts to add and subtract.Write you r own related fact problems.Orally explain the process you used to solve the problems.Number TalkRefer to Number Talks by Sherry ParrishDirect Instruction-Option 2- Slides 7-13 Center- Task Caveman Subtraction Standards Based Center- Center- Task Dice Addition 1Manipulative Center- Center-Leveled Reader- Finding Fish (Found in MY Learning Stations)Review ClassworkExit TicketELL Modifications: See Day 1Quarterly Assessment Question 3- Unknown Addends Math Labs(Day 2) (See all tasks)Math Labs(Day 2) (See all tasks)1.OA.B.4. Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8(The first marking period’s learning goal is Solve subtraction problems within 10, by representing subtraction as an unknown added problem and finding the unknown addend)Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.ObjectivesSWBATUsing connecting cubes you will understand related facts to add and subtract.Write you r own related fact problems.Orally explain the process you used to solve the problems.Number TalkRefer to Number Talks by Sherry ParrishDirect Instruction-Option 3- Center- Task Caveman Subtraction Standards Based Center- Center- Task Dice Addition 1Manipulative Center- Center-Leveled Reader- Finding Fish (Found in MY Learning Stations)Review ClassworkExit TicketELL Modifications: See Day 1Quarterly Assessment Question 3- Unknown Addends Illustrative MathDay 3 MathDay 3 Assessment Question 3- Unknown Addends1.OA.B.4. Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8(The first marking period’s learning goal is Solve subtraction problems within 10, by representing subtraction as an unknown added problem and finding the unknown addend)Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.ObjectivesSWBATUsing connecting cubes you will understand related facts to add and subtract.Write you r own related fact problems.Orally explain the process you used to solve the problems.Number TalkRefer to Number Talks by Sherry ParrishDirect Instruction-Option 1- Module 1 Topic H; Lesson 30 Center- Task Caveman Subtraction Standards Based Center- Center- Task Dice Addition 1Manipulative Center- Center-Leveled Reader- Finding Fish (Found in MY Learning Stations)Review ClassworkExit TicketELL Modifications: See Day 1Quarterly Assessment Question 3- Unknown Addends Achieve the Core Coherence MapDay 4(See all tasks)EngageNYDay 4Module 1 Topic H; Lesson 30 the Core Coherence MapDay 4(See all tasks)1.OA.B.4. Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8(The first marking period’s learning goal is Solve subtraction problems within 10, by representing subtraction as an unknown added problem and finding the unknown addend)Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.ObjectivesSWBATUsing connecting cubes you will understand related facts to add and subtract.Write you r own related fact problems.Orally explain the process you used to solve the problems.Number TalkRefer to Number Talks by Sherry ParrishDirect Instruction-Option 1-, Module 1 Topic H; Lesson 31 Center- Task Caveman Subtraction Standards Based Center- Center- Task Dice Addition 1Manipulative Center- Center-Leveled Reader- Finding Fish (Found in MY Learning Stations)Review ClassworkExit TicketELL Modifications: See Day 1Quarterly Assessment Question 3- Unknown Addends Common Core Sheets(Day 5) 5Module 1 Topic H; Lesson 31 Core Sheets(Day 5). Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8(The first marking period’s learning goal is Solve subtraction problems within 10, by representing subtraction as an unknown added problem and finding the unknown addend)Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.ObjectivesSWBATUsing connecting cubes you will understand related facts to add and subtract.Write you r own related fact problems.Orally explain the process you used to solve the problems.Number TalkRefer to Number Talks by Sherry ParrishDirect Instruction-Option 1- Module 1 Topic H; Lesson 32 Center- Task Caveman Subtraction Standards Based Center- Center- Task Dice Addition 1Manipulative Center- Center-Leveled Reader- Finding Fish (Found in MY Learning Stations)Review ClassworkExit TicketELL Modifications: See Day 1Quarterly Assessment Question 3- Unknown Addends Math Labs(Day 6) (See all tasks)EngageNYDay 6Module 1 Topic H; Lesson 32 Math Labs(Day 6) (See all tasks)1.OA.C.5. Relate counting to addition and subtraction (e.g., by counting 2 to add 2).(The first marking period’s learning goal is Count on to add and count backwards to subtract to solve addition and subtraction problems within 10)Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.ObjectivesSWBATUsing cubes students will count back by 1, 2, or 3 to subtract.Use a number line to count back to subtract.Orally explain how you solved the subtraction problem.Number TalkRefer to Number Talks by Sherry ParrishDirect Instruction-Option 1- Module 1 Topic A; Lesson 3 Center- My Goodie Bag Standards Based Center- Center- Center- Center-Leveled Reader- Rock Collections (Found in MY Learning Stations)Review ClassworkExit TicketQuarterly Assessment Question 4- Counting Forward and BackwardCommon Core Sheets(Day 1) 1 Topic A; Lesson 3 (Day 1) Core Sheets(Day 1) ResourcesMyMath connected.mcgraw- Teacher login page for all online resources available for My Math Homepage for My MathNote: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best match the standard taught and best prepare students for the assessment.Lesson 3.1 (211-216)Lesson 3.2 (217-222)Lesson 3.3 (223-228)Lesson 4.1 (281-286)Lesson 4.2 (287-292) Homepage for My MathNote: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best match the standard taught and best prepare students for the assessment.Lesson 3.1 (211-216), Lesson 3.2 (217-222) (Day 4)Lesson 3.3 (223-228) (Day 5)ELL Modifications Student Learning Objective (SLO)Language ObjectiveLanguage NeededSLO: 2CCSS: 1.OA.5WIDA ELDS: 3WritingSpeakingListeningCount forward or backwards from any number within 20 to solve addition & subtraction problems. Write and orally count forward or backward from 0-20 to solve addition and subtraction problems using a word wall, Number Line, Hundreds Chart and Illustrations/diagrams/drawings.*Pronunciation is also important, i.e., thirteen, not thirty; fourteen, not forty, etc.VU: Number words0-20, add, subtract,sum, difference, plus, minus, equals,altogetherLFC: Present tense,comparativesLC: Varies by ELP levelELP 1ELP 2ELP 3ELP 4ELP 5Language Objectives Write and orally count forward or backward from 0-20 in L1 and/or use gestures, pictures, and selected illustrated single words to solve addition and subtraction problems.Write and orally count forward or backward from 0-20 in L1 or use phrases and short sentences with illustrations to solve addition and subtraction problems.Write and orally count forward or backward from 0-20 to solve addition and subtraction problems using key vocabulary in a series of simple sentences.Write and orally count forward or backward from 0-20 to solve addition and subtraction problems using key vocabulary in expanded and some complex sentences.Write and orally count forward or backward from 0-20 to solve addition and subtraction problems using precise vocabulary in multiple, complex sentences.Learning SupportsWord/Picture WallNumber LineHundreds ChartIllustrations/diagrams/drawingsNative language supportWord/Picture WallNumber LineHundreds ChartIllustrations/diagrams/drawingsNative language supportWord/Picture WallNumber LineHundreds ChartWord/Picture Wall1.OA.C.5. Relate counting to addition and subtraction (e.g., by counting 2 to add 2).(The first marking period’s learning goal is Count on to add and count backwards to subtract to solve addition and subtraction problems within 10)Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.ObjectivesSWBATUsing cubes students will count back by 1, 2, or 3 to subtract.Use a number line to count back to subtract.Orally explain how you solved the subtraction problem.Number TalkRefer to Number Talks by Sherry ParrishDirect Instruction-Option 3- Slides 158-163 Center- My Goodie Bag Standards Based Center- Center- Center- Center-Leveled Reader- Rock Collections (Found in MY Learning Stations)Review ClassworkExit TicketELL Modifications: See Day 1Quarterly Assessment Question 4- Counting Forward and Backward Illustrative MathDay 2 MathDay 2. Relate counting to addition and subtraction (e.g., by counting 2 to add 2).(The first marking period’s learning goal is Count on to add and count backwards to subtract to solve addition and subtraction problems within 10)Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.ObjectivesSWBATUsing cubes students will count back by 1, 2, or 3 to subtract.Use a number line to count back to subtract.Orally explain how you solved the subtraction problem.Number TalkRefer to Number Talks by Sherry ParrishDirect Instruction-Option 1- Module 1 Topic D; Lesson 14 Center- My Goodie Bag Standards Based Center- Center- Center- Center-Leveled Reader- Rock Collections (Found in MY Learning Stations)Review ClassworkExit TicketELL Modifications: See Day 1Quarterly Assessment Question 4- Counting Forward and Backward Achieve the Core Coherence Map (See all tasks)EngageNYModule 1 Topic D; Lesson 14 (Day 3) the Core Coherence MapDay 3 (See all tasks)1.OA.C.5. Relate counting to addition and subtraction (e.g., by counting 2 to add 2).(The first marking period’s learning goal is Count on to add and count backwards to subtract to solve addition and subtraction problems within 10)Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.ObjectivesSWBATUsing cubes students will count back by 1, 2, or 3 to subtract.Use a number line to count back to subtract.Orally explain how you solved the subtraction problem.Number TalkRefer to Number Talks by Sherry ParrishDirect Instruction-Option 1-, Module 1 Topic D; Lesson 15 Center- My Goodie Bag Standards Based Center- Center- Center- Center-Leveled Reader- Rock Collections (Found in MY Learning Stations)Review ClassworkExit TicketELL Modifications: See Day 1Quarterly Assessment Question 4- Counting Forward and Backward Math Labs(Day 4) (See all tasks)EngageNYModule 1 Topic D; Lesson 15 (Day 4) Labs(Day 4) (See all tasks)1.OA.C.5. Relate counting to addition and subtraction (e.g., by counting 2 to add 2).(The first marking period’s learning goal is Count on to add and count backwards to subtract to solve addition and subtraction problems within 10)Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.ObjectivesSWBATUsing cubes students will count back by 1, 2, or 3 to subtract.Use a number line to count back to subtract.Orally explain how you solved the subtraction problem.Number TalkRefer to Number Talks by Sherry ParrishDirect InstructionOption 2- Center- My Goodie Bag Standards Based Center- Center- Center- Center-Leveled Reader- Rock Collections (Found in MY Learning Stations)Review ClassworkExit TicketELL Modifications: See Day 1Quarterly Assessment Question 4- Counting Forward and Backward Illustrative MathDay 5 MathDay 5. Relate counting to addition and subtraction (e.g., by counting 2 to add 2).(The first marking period’s learning goal is Count on to add and count backwards to subtract to solve addition and subtraction problems within 10)Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.ObjectivesSWBATUsing cubes students will count back by 1, 2, or 3 to subtract.Use a number line to count back to subtract.Orally explain how you solved the subtraction problem.Number TalkRefer to Number Talks by Sherry ParrishDirect Instruction-Option 4- My MathLesson 4.1 (281-286), Lesson 4.2 (287-292) (Day 6)CentersTeacher Center- My Goodie Bag Standards Based Center- Center- Center- Center-Leveled Reader- Rock Collections (Found in MY Learning Stations)Review ClassworkExit TicketELL Modifications: See Day 1Quarterly Assessment Question 4- Counting Forward and Backward Common Core Sheets(Day 6) Core Sheets(Day 6) connected.mcgraw- Teacher login page for all online resources available for My Math Lesson 4.1 (281-286), Lesson 4.2 (287-292) (Day 6)1.OA.D.7. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. Learning Goal 5:?Determine if addition and subtraction equations,?within 10,?are true or false.Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.ObjectivesSWBAT i. Define the meaning of the equal sign.ii. Explain the meaning of the equal sign.iii. Solve equations involving addition and subtraction.iv. Compare both sides of the equal sign. v. Determine if equation involving addition, within 10, is true or false.v. Determine if equation involving subtraction, within 10, is true or false. vi. Develop your own true or false equation involving addition or subtraction within 10. Number Talk Refer to Number Talks by Sherry ParrishP. 44 - 48P. 106Number Talks Strategy-Addition: Counting All/Counting On: Number SentencesNumber Talks Website First Grade Number Talks at the top of the page.Scroll down to find Counting All/Counting On Click on Counting All Counting On Number Sentences to access PowerPoint SlidesDirect Instruction Option 1 – Module 1 Topic E; Lesson 17 (Day 1) activities and resourcesCentersTeacher Center – The teacher works in a small group with 1-4 students. The teacher should repeat the student friendly objective with the small group of students. Working with whiteboards or paper the teacher can create equations for which students should have to solve and determine if they are true or false. Eventually students can begin developing their own and participate as the “teacher” when presenting their problems to the group. Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. For this standard students will be using two sets of true and false cards different from the cards given in the actual quarterly assessment. The cards will have both two and three term equations. See question number 5 from 1st grade Unit 1 quarterly benchmark. Individual Center – Students work on the individual skill that they need based on their pre-test data. Achieve the Core Coherence Map should be used to guide remediation. [Achieve the Core coherence map is perfect for the individual centers and identifying task based on student areas of needs (as per each standard).The following link: be used to create number sentence sheets with dot images. Students can choose or be given a packet of number images and write an equation for the images if they are equal. This center activity is supported through the use of number talks and subitizing. Manipulative Center – Students work on solving problems using manipulatives. Using connecting cubes student can model equations to check if they are true or false. 3+2 = 1+4 can be modeled with two sets of different color cubes and if true the set of 3 and 2 will equal the same amount of the set of 1 and 4. This will work with both addition and subtraction. Two color counters can be used as well. Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Healthful Snacks should be implemented in the interdisciplinary center. It connects math with both language arts and science. Review ClassworkExit TicketQuarterly Assessment Question #5Common Core Sheets(Day 1) 1 Topic E; Lesson 17 (Day 1) ResourcesMyMath connected.mcgraw- Teacher login page for all online resources available for My Math Homepage for My MathNote: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best match the standard taught and best prepare students for the assessment.Lesson 1.13 (87-92) Lesson 2.14 (191-196)ELL ModificationsStudent Learning Objective (SLO)Language ObjectiveLanguage NeededSLO: 3CCSS:1.OA.7WIDA ELDS: 3ListeningReading Demonstrate understanding of the equal sign by determining if an equation is true or false. Demonstrate understanding of equations and the concepts of true/false by sorting equations presented visually using drawings and teacher Prompts. VU: Equal, equal sign, equation, not equal, true, falseLFC: Present tenseLC: Varies by ELP levelELP 1ELP 2ELP 3ELP 4ELP 5Language Objectives Demonstrate understanding of several complex equations stated orally in L1 text and/or support by writing the correct numbers and mathematical symbols and/or numbers and symbols stated orally. Then demonstrate understanding of true and false by sorting equations presented visually.Demonstrate understanding of several complex equations stated orally in L1 text and/or support by writing the correct numbers and mathematical symbols and/or simple equations or numbers stated orally. Then demonstrate understanding of true and false by sorting equations presented visually.Demonstrate understanding of several simple equations stated orally by writing the correct numbers and mathematical symbols. Then demonstrate understanding of true and false by sorting equations presented visually.Demonstrate understanding of several complex and some simple equations stated orally by writing the correct numbers and mathematical symbols. Then demonstrate understanding of true and false by sorting equations presented visually.Demonstrate understanding of several complex equations stated orally by writing the correct numbers and mathematical symbols. Then demonstrate understanding of true and false by sorting equations presented visually.Learning SupportsTeacher Prompts Word/Picture WallChoice questionsL1 text and/or support Teacher Modeling Teacher Prompts Word/Picture WallChoice questionsL1 text and/or support Teacher ModelingTeacher Prompts Word/Picture WallChoice questionsTeacher Prompts Choice questionsTeacher Prompts1.OA.D.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. Learning Goal 5:?Determine if addition and subtraction equations,?within 10,?are true or false.Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.ObjectivesSWBAT i. Define the meaning of the equal sign.ii. Explain the meaning of the equal sign.iii. Solve equations involving addition and subtraction.iv. Compare both sides of the equal sign. v. Determine if equation involving addition, within 10, is true or false.v. Determine if equation involving subtraction, within 10, is true or false. vi. Develop your own true or false equation involving addition or subtraction within 10. Number Talk Refer to Number Talks by Sherry ParrishP. 44 - 48P. 111Number Talks Strategy-Doubles/Near Doubles: Number SentencesNumber Talks Website First Grade Number Talks at the top of the page.Scroll down to find Doubles/Near Doubles Click on Doubles Near Double Number Sentences to access PowerPoint SlidesDirect Instruction Option 1 – Module 1 Topic E; Lesson 18 (Day 2) activities and resourcesCentersTeacher Center – The teacher works in a small group with 1-4 students. The teacher should repeat the student friendly objective with the small group of students. Working with whiteboards or paper the teacher can create equations for which students should have to solve and determine if they are true or false. Eventually students can begin developing their own and participate as the “teacher” when presenting their problems to the group. Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. For this standard students will be using two sets of true and false cards different from the cards given in the actual quarterly assessment. The cards will have both two and three term equations. See question number 5 from 1st grade Unit 1 quarterly benchmark. Individual Center – Students work on the individual skill that they need based on their pre-test data. Achieve the Core Coherence Map should be used to guide remediation. [Achieve the Core coherence map is perfect for the individual centers and identifying task based on student areas of needs (as per each standard).The following link: be used to create number sentence sheets with dot images. Students can choose or be given a packet of number images and write an equation for the images if they are equal. This center activity is supported through the use of number talks and subitizing. Manipulative Center – Students work on solving problems using manipulatives. Using connecting cubes student can model equations to check if they are true or false. 3+2 = 1+4 can be modeled with two sets of different color cubes and if true the set of 3 and 2 will equal the same amount of the set of 1 and 4. This will work with both addition and subtraction. Two color counters can be used as well. Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Healthful Snacks should be implemented in the interdisciplinary center. It connects math with both language arts and science. Review ClassworkExit TicketELL Modifications: See Day 1Quarterly Assessment Question #5Math Labs(Day 2) 1 Topic E; Lesson 18 (Day 2) Labs(Day 2) ResourcesMyMath connected.mcgraw- Teacher login page for all online resources available for My Math Homepage for My MathNote: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best match the standard taught and best prepare students for the assessment.Lesson 1.13 (87-92) Lesson 2.14 (191-196)1.OA.D.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. Learning Goal 5:?Determine if addition and subtraction equations,?within 10,?are true or false.Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.ObjectivesSWBAT i. Define the meaning of the equal sign.ii. Explain the meaning of the equal sign.iii. Solve equations involving addition and subtraction.iv. Compare both sides of the equal sign. v. Determine if equation involving addition, within 10, is true or false.v. Determine if equation involving subtraction, within 10, is true or false. vi. Develop your own true or false equation involving addition or subtraction within 10. Number Talk Refer to Number Talks by Sherry ParrishP. 44 - 48P. 117Number Talks Strategy-Addition: Making Tens Number SentencesNumber Talks Website First Grade Number Talks at the top of the page.Scroll down to find Making Tens Click on Making Tens Number Sentences to access PowerPoint SlidesDirect Instruction Option 1 – Module 1 Topic E; Lesson 19 (Day 3) activities and resourcesCentersTeacher Center – The teacher works in a small group with 1-4 students. The teacher should repeat the student friendly objective with the small group of students. Working with whiteboards or paper the teacher can create equations for which students should have to solve and determine if they are true or false. Eventually students can begin developing their own and participate as the “teacher” when presenting their problems to the group. Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. For this standard students will be using two sets of true and false cards different from the cards given in the actual quarterly assessment. The cards will have both two and three term equations. See question number 5 from 1st grade Unit 1 quarterly benchmark. Individual Center – Students work on the individual skill that they need based on their pre-test data. Achieve the Core Coherence Map should be used to guide remediation. [Achieve the Core coherence map is perfect for the individual centers and identifying task based on student areas of needs (as per each standard).The following link: be used to create number sentence sheets with dot images. Students can choose or be given a packet of number images and write an equation for the images if they are equal. This center activity is supported through the use of number talks and subitizing. Manipulative Center – Students work on solving problems using manipulatives. Using connecting cubes student can model equations to check if they are true or false. 3+2 = 1+4 can be modeled with two sets of different color cubes and if true the set of 3 and 2 will equal the same amount of the set of 1 and 4. This will work with both addition and subtraction. Two color counters can be used as well. Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Healthful Snacks should be implemented in the interdisciplinary center. It connects math with both language arts and science. Review ClassworkExit TicketELL Modifications: See Day 1Quarterly Assessment Question #5Math Labs(Day 3) 1 Topic E; Lesson 19 (Day 3) ResourcesMyMath connected.mcgraw- Teacher login page for all online resources available for My Math Homepage for My MathNote: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best match the standard taught and best prepare students for the assessment.Lesson 1.13 (87-92) Lesson 2.14 (191-196)1.OA.D.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. Learning Goal 5:?Determine if addition and subtraction equations,?within 10,?are true or false.Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.ObjectivesSWBAT i. Define the meaning of the equal sign.ii. Explain the meaning of the equal sign.iii. Solve equations involving addition and subtraction.iv. Compare both sides of the equal sign. v. Determine if equation involving addition, within 10, is true or false.v. Determine if equation involving subtraction, within 10, is true or false. vi. Develop your own true or false equation involving addition or subtraction within 10. Number Talk Refer to Number Talks by Sherry ParrishP. 44 - 48P. 118Number Talks Strategy-Addition: Making Landmark or Friendly NumbersNumber Talks Website First Grade Number Talks at the top of the page.Scroll down to find Landmark or Friendly Numbers Click on Making Landmark or Friendly Numbers to access PowerPoint SlidesDirect Instruction Option 1 – Module 1 Topic E; Lesson 20 (Day 4) activities and resourcesCentersTeacher Center – The teacher works in a small group with 1-4 students. The teacher should repeat the student friendly objective with the small group of students. Working with whiteboards or paper the teacher can create equations for which students should have to solve and determine if they are true or false. Eventually students can begin developing their own and participate as the “teacher” when presenting their problems to the group. Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. For this standard students will be using two sets of true and false cards different from the cards given in the actual quarterly assessment. The cards will have both two and three term equations. See question number 5 from 1st grade Unit 1 quarterly benchmark. Individual Center – Students work on the individual skill that they need based on their pre-test data. Achieve the Core Coherence Map should be used to guide remediation. [Achieve the Core coherence map is perfect for the individual centers and identifying task based on student areas of needs (as per each standard).The following link: be used to create number sentence sheets with dot images. Students can choose or be given a packet of number images and write an equation for the images if they are equal. This center activity is supported through the use of number talks and subitizing. Manipulative Center – Students work on solving problems using manipulatives. Using connecting cubes student can model equations to check if they are true or false. 3+2 = 1+4 can be modeled with two sets of different color cubes and if true the set of 3 and 2 will equal the same amount of the set of 1 and 4. This will work with both addition and subtraction. Two color counters can be used as well. Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Healthful Snacks should be implemented in the interdisciplinary center. It connects math with both language arts and science. Review ClassworkExit TicketELL Modifications: See Day 1Quarterly Assessment Question #5Common Core Sheets(Day 4) 1 Topic E; Lesson 20 (Day 4) Core Sheets(Day 4) ResourcesMyMath connected.mcgraw- Teacher login page for all online resources available for My Math Homepage for My MathNote: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best match the standard taught and best prepare students for the assessment.Lesson 1.13 (87-92) Lesson 2.14 (191-196)1.OA.D.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. Learning Goal 5:?Determine if addition and subtraction equations,?within 10,?are true or false.Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.ObjectivesSWBAT i. Define the meaning of the equal sign.ii. Explain the meaning of the equal sign.iii. Solve equations involving addition and subtraction.iv. Compare both sides of the equal sign. v. Determine if equation involving addition, within 10, is true or false.v. Determine if equation involving subtraction, within 10, is true or false. vi. Develop your own true or false equation involving addition or subtraction within 10. Number Talk Refer to Number Talks by Sherry ParrishP. 44 - 48P. 106Number Talks Strategy-Addition: Counting All/Counting On: Number SentencesNumber Talks Website First Grade Number Talks at the top of the page.Scroll down to find Counting All/Counting On Click on Counting All Counting On Number Sentences to access PowerPoint SlidesDirect Instruction Option 4 – My MathLesson 1.13 (87-92) (Day 5)See activities and resourcesCentersTeacher Center – The teacher works in a small group with 1-4 students. The teacher should repeat the student friendly objective with the small group of students. Working with whiteboards or paper the teacher can create equations for which students should have to solve and determine if they are true or false. Eventually students can begin developing their own and participate as the “teacher” when presenting their problems to the group. Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. For this standard students will be using two sets of true and false cards different from the cards given in the actual quarterly assessment. The cards will have both two and three term equations. See question number 5 from 1st grade Unit 1 quarterly benchmark. Individual Center – Students work on the individual skill that they need based on their pre-test data. Achieve the Core Coherence Map should be used to guide remediation. [Achieve the Core coherence map is perfect for the individual centers and identifying task based on student areas of needs (as per each standard).The following link: be used to create number sentence sheets with dot images. Students can choose or be given a packet of number images and write an equation for the images if they are equal. This center activity is supported through the use of number talks and subitizing. Manipulative Center – Students work on solving problems using manipulatives. Using connecting cubes student can model equations to check if they are true or false. 3+2 = 1+4 can be modeled with two sets of different color cubes and if true the set of 3 and 2 will equal the same amount of the set of 1 and 4. This will work with both addition and subtraction. Two color counters can be used as well. Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Healthful Snacks should be implemented in the interdisciplinary center. It connects math with both language arts and science. Review ClassworkExit TicketELL Modifications: See Day 1Quarterly Assessment Question #5Common Core Sheets(Day 5) Teacher login page for all online resources available for My Math Homepage for My MathNote: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best match the standard taught and best prepare students for the assessment.Lesson 1.13 (87-92) (Day 5)Additional ResourcesMyMath connected.mcgraw- Teacher login page for all online resources available for My Math Homepage for My MathNote: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best match the standard taught and best prepare students for the assessment.Lesson 2.14 (191-196)1.OA.D.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. Learning Goal 5:?Determine if addition and subtraction equations,?within 10,?are true or false.Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.ObjectivesSWBAT i. Define the meaning of the equal sign.ii. Explain the meaning of the equal sign.iii. Solve equations involving addition and subtraction.iv. Compare both sides of the equal sign. v. Determine if equation involving addition, within 10, is true or false.v. Determine if equation involving subtraction, within 10, is true or false. vi. Develop your own true or false equation involving addition or subtraction within 10. Number Talk Refer to Number Talks by Sherry ParrishP. 44 - 48P. 111Number Talks Strategy-Doubles/Near Doubles: Number SentencesNumber Talks Website First Grade Number Talks at the top of the page.Scroll down to find Doubles/Near Doubles Click on Doubles Near Double Number Sentences to access PowerPoint SlidesDirect Instruction Option 4 – My MathLesson 2.14 (191-196) (Day 6)See activities and resourcesCentersTeacher Center – The teacher works in a small group with 1-4 students. The teacher should repeat the student friendly objective with the small group of students. Working with whiteboards or paper the teacher can create equations for which students should have to solve and determine if they are true or false. Eventually students can begin developing their own and participate as the “teacher” when presenting their problems to the group. Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. For this standard students will be using two sets of true and false cards different from the cards given in the actual quarterly assessment. The cards will have both two and three term equations. See question number 5 from 1st grade Unit 1 quarterly benchmark. Individual Center – Students work on the individual skill that they need based on their pre-test data. Achieve the Core Coherence Map should be used to guide remediation. [Achieve the Core coherence map is perfect for the individual centers and identifying task based on student areas of needs (as per each standard).The following link: be used to create number sentence sheets with dot images. Students can choose or be given a packet of number images and write an equation for the images if they are equal. This center activity is supported through the use of number talks and subitizing. Manipulative Center – Students work on solving problems using manipulatives. Using connecting cubes student can model equations to check if they are true or false. 3+2 = 1+4 can be modeled with two sets of different color cubes and if true the set of 3 and 2 will equal the same amount of the set of 1 and 4. This will work with both addition and subtraction. Two color counters can be used as well. Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Healthful Snacks should be implemented in the interdisciplinary center. It connects math with both language arts and science. Review ClassworkExit TicketELL Modifications: See Day 1Quarterly Assessment Question #5Common Core Sheets(Day 6) connected.mcgraw- Teacher login page for all online resources available for My Math Homepage for My MathNote: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best match the standard taught and best prepare students for the assessment.Lesson 2.14 (191-196) (Day 6)Additional ResourcesMyMath connected.mcgraw- Teacher login page for all online resources available for My Math Homepage for My MathNote: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best match the standard taught and best prepare students for the assessment.Lesson 1.13 (87-92)1.OA.D.8. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ - 3, 6 + 6 = _. *(benchmarked)Learning Goal 6: Solve addition and subtraction equations,?within 10, by finding the missing whole number in any position.Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question. ObjectivesSWBAT i. Define an unknown number.ii. Explain how to find an unknown number.iii. Identify an unknown number.iv. Analyze the parts of an equation with an unknown. v. Determine an unknown whole number in an addition or subtraction equation. vi. Make up your own unknown number equation with addition or subtraction. Number Talk Refer to Number Talks by Sherry ParrishP. 44 - 48P. 118Number Talks Strategy-Addition: Making Landmark or Friendly NumbersNumber Talks Website First Grade Number Talks at the top of the page.Scroll down to find Landmark or Friendly Numbers Click on Making Landmark or Friendly Numbers to access PowerPoint SlidesDirect Instruction Option 1 – Module 1 Topic D; Lesson 14, Module 1 Topic D; Lesson 15 (Day 1) activities and resourcesCentersTeacher Center – The teacher works in a small group with 1-4 students. The teacher should repeat the student friendly objective with the small group of students. Working with whiteboards or paper the teacher can create equations for which students should have to solve and determine the unknown value. Problems should be setup with a blank line or question mark representing the unknown number. Eventually students can begin developing their own and participate as the “teacher” when presenting their problems to the group. Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Students will work with Missing Whole Equation sheets with a deck of cards. Students should be paired and work together in selecting cards from the playing card deck, writing their chosen numbers on the equation sheet in the appropriate space, and determining the unknown number. See question number 6 from 1st grade Unit 1 quarterly benchmark. Individual Center – Students work on the individual skill that they need based on their pre-test data. The following link provides a number of practice worksheets for individual student centers based on standard 1.OA.8: Center – Students work on solving problems using manipulatives. Using work mat 3 titled Part-Part-Whole from the My Math series text book and two color counters student solve for unknowns. Students can also use a computer with the following link for virtual manipulatives. Once on the page select grade level and background work mat Part-Part-Whole and the manipulatives are two-color counters: link is also a resource that can be found in the My Math resource webpage with teacher username and password. Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Rock Collections should be implemented in the interdisciplinary center. It connects math with both language arts and science. Review ClassworkExit TicketQuarterly Assessment Question #6Achieve the Core Coherence Map (Day 1) [See All Tasks]EngageNYModule 1 Topic D; Lessons 14 and 15 (Day 1) Additional ResourcesMyMath connected.mcgraw- Teacher login page for all online resources available for My Math Homepage for My MathNote: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best match the standard taught and best prepare students for the assessment.Lesson 1.12 (81-86) Lesson 4.6 (313-318) Lesson 4.8 (325-330)ELL ModificationsStudent Learning Objective (SLO)Language ObjectiveLanguage NeededSLO: 4CCSS:1.OA.8WIDA ELDS: 3SpeakingListeningWritingSolve addition or subtraction equations by finding the missing whole number in any position.Follow oral directions to complete a math problem. Identify orally and in writing the missing number in an addition or subtraction equation, using Fact Family Triangles Number Line and word walls.VU: Equation, equal sign, missing, missing number, deck of cards,LFC: Present tense, present progressive tenseLC: Varies by ELP levelELP 1ELP 2ELP 3ELP 4ELP 5Language Objectives Follow multi-step oral directions to complete a math problem in L1 text and/or support and/or follow step-by-step oral directions with Teacher Modeling and manipulatives. Then identify orally and in writing the missing number in an addition or subtraction equation.Follow multi-step oral directions to complete a math problem in L1 text and/or support and/or follow step-by-step oral directions with Teacher Modeling. Then identify orally and in writing the missing number in an addition or subtraction equation.Follow two-step oral directions to complete a math problem. Then identify orally and in writing the missing number in an addition or subtraction equation.Follow multi-step oral directions to complete a math problem. Then identify orally and in writing the missing number in an addition or subtraction equation.Follow multi-step oral directions to complete a math problem. Then identify orally and in writing the missing number in an addition or subtraction equation.Learning SupportsTeacher ModelingWord/Picture WallFact Family TrianglesL1 text and/or support Number LinePlaying cardsTeacher ModelingWord/Picture WallFact Family Triangles L1 text and/or support Number Line Playing cardsTeacher ModelingWord/Picture WallFact Family TrianglesPlaying cardsTeacher ModelingFact Family TrianglesPlaying cardsFact Family TrianglesPlaying cards1.OA.D.8. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ - 3, 6 + 6 = _. *(benchmarked)Learning Goal 6: Solve addition and subtraction equations,?within 10, by finding the missing whole number in any position.Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question. ObjectivesSWBAT i. Define an unknown number.ii. Explain how to find an unknown number.iii. Identify an unknown number.iv. Analyze the parts of an equation with an unknown. v. Determine an unknown whole number in an addition or subtraction equation. vi. Make up your own unknown number equation with addition or subtraction. Number Talk Refer to Number Talks by Sherry ParrishP. 44 - 48P. 106Number Talks Strategy-Addition: Counting All/Counting On: Number SentencesNumber Talks Website First Grade Number Talks at the top of the page.Scroll down to find Counting All/Counting On Click on Counting All Counting On Number Sentences to access PowerPoint SlidesDirect Instruction Option 1 – Module 1 Topic D; Lesson 16, Module 1 Topic H; Lesson 28 (Day 2) Center – The teacher works in a small group with 1-4 students. The teacher should repeat the student friendly objective with the small group of students. Working with whiteboards or paper the teacher can create equations for which students should have to solve and determine the unknown value. Problems should be setup with a blank line or question mark representing the unknown number. Eventually students can begin developing their own and participate as the “teacher” when presenting their problems to the group. Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Students will work with Missing Whole Equation sheets with a deck of cards. Students should be paired and work together in selecting cards from the playing card deck, writing their chosen numbers on the equation sheet in the appropriate space, and determining the unknown number. See question number 6 from 1st grade Unit 1 quarterly benchmark. Individual Center – Students work on the individual skill that they need based on their pre-test data. The following link provides a number of practice worksheets for individual student centers based on standard 1.OA.8: Center – Students work on solving problems using manipulatives. Using work mat 3 titled Part-Part-Whole from the My Math series text book and two color counters student solve for unknowns. Students can also use a computer with the following link for virtual manipulatives. Once on the page select grade level and background work mat Part-Part-Whole and the manipulatives are two-color counters: link is also a resource that can be found in the My Math resource webpage with teacher username and password. Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Rock Collections should be implemented in the interdisciplinary center. It connects math with both language arts and science. Review ClassworkExit TicketELL Modifications: See Day 1Quarterly Assessment Question #6Common Core Sheets(Day 2) 1 Topic D; Lesson 16 and Module 1 Topic H; Lesson 28 (Day 2) ResourcesMyMath connected.mcgraw- Teacher login page for all online resources available for My Math Homepage for My MathNote: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best match the standard taught and best prepare students for the assessment.Lesson 1.12 (81-86) Lesson 4.6 (313-318) Lesson 4.8 (325-330)1.OA.D.8. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ - 3, 6 + 6 = _. *(benchmarked)Learning Goal 6: Solve addition and subtraction equations,?within 10, by finding the missing whole number in any position.Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question. ObjectivesSWBAT i. Define an unknown number.ii. Explain how to find an unknown number.iii. Identify an unknown number.iv. Analyze the parts of an equation with an unknown. v. Determine an unknown whole number in an addition or subtraction equation. vi. Make up your own unknown number equation with addition or subtraction. Number Talk Refer to Number Talks by Sherry ParrishP. 44 - 48P. 111Number Talks Strategy-Doubles/Near Doubles: Number SentencesNumber Talks Website First Grade Number Talks at the top of the page.Scroll down to find Doubles/Near Doubles Click on Doubles Near Double Number Sentences to access PowerPoint SlidesDirect Instruction Option 3 – Learnzillion (Day 3) Center – The teacher works in a small group with 1-4 students. The teacher should repeat the student friendly objective with the small group of students. Working with whiteboards or paper the teacher can create equations for which students should have to solve and determine the unknown value. Problems should be setup with a blank line or question mark representing the unknown number. Eventually students can begin developing their own and participate as the “teacher” when presenting their problems to the group. Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Students will work with Missing Whole Equation sheets with a deck of cards. Students should be paired and work together in selecting cards from the playing card deck, writing their chosen numbers on the equation sheet in the appropriate space, and determining the unknown number. See question number 6 from 1st grade Unit 1 quarterly benchmark. Individual Center – Students work on the individual skill that they need based on their pre-test data. The following link provides a number of practice worksheets for individual student centers based on standard 1.OA.8: Center – Students work on solving problems using manipulatives. Using work mat 3 titled Part-Part-Whole from the My Math series text book and two color counters student solve for unknowns. Students can also use a computer with the following link for virtual manipulatives. Once on the page select grade level and background work mat Part-Part-Whole and the manipulatives are two-color counters: link is also a resource that can be found in the My Math resource webpage with teacher username and password. Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Rock Collections should be implemented in the interdisciplinary center. It connects math with both language arts and science. Review ClassworkExit TicketELL Modifications: See Day 1Quarterly Assessment Question #6Common Core Sheets(Day 3) ResourcesMyMath connected.mcgraw- Teacher login page for all online resources available for My Math Homepage for My MathNote: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best match the standard taught and best prepare students for the assessment.Lesson 1.12 (81-86) Lesson 4.6 (313-318) Lesson 4.8 (325-330)1.OA.D.8. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ - 3, 6 + 6 = _. *(benchmarked)Learning Goal 6: Solve addition and subtraction equations,?within 10, by finding the missing whole number in any position.Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question. ObjectivesSWBAT i. Define an unknown number.ii. Explain how to find an unknown number.iii. Identify an unknown number.iv. Analyze the parts of an equation with an unknown. v. Determine an unknown whole number in an addition or subtraction equation. vi. Make up your own unknown number equation with addition or subtraction. Number Talk Refer to Number Talks by Sherry ParrishP. 44 - 48P. 117Number Talks Strategy-Addition: Making Tens Number SentencesNumber Talks Website First Grade Number Talks at the top of the page.Scroll down to find Making Tens Click on Making Tens Number Sentences to access PowerPoint SlidesDirect Instruction Option 2 – Slides 101-117 (Day 4) 58-76 (Day 4) activities and resourcesCentersTeacher Center – The teacher works in a small group with 1-4 students. The teacher should repeat the student friendly objective with the small group of students. Working with whiteboards or paper the teacher can create equations for which students should have to solve and determine the unknown value. Problems should be setup with a blank line or question mark representing the unknown number. Eventually students can begin developing their own and participate as the “teacher” when presenting their problems to the group. Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Students will work with Missing Whole Equation sheets with a deck of cards. Students should be paired and work together in selecting cards from the playing card deck, writing their chosen numbers on the equation sheet in the appropriate space, and determining the unknown number. See question number 6 from 1st grade Unit 1 quarterly benchmark. Individual Center – Students work on the individual skill that they need based on their pre-test data. The following link provides a number of practice worksheets for individual student centers based on standard 1.OA.8: Center – Students work on solving problems using manipulatives. Using work mat 3 titled Part-Part-Whole from the My Math series text book and two color counters student solve for unknowns. Students can also use a computer with the following link for virtual manipulatives. Once on the page select grade level and background work mat Part-Part-Whole and the manipulatives are two-color counters: link is also a resource that can be found in the My Math resource webpage with teacher username and password. Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Rock Collections should be implemented in the interdisciplinary center. It connects math with both language arts and science. Review ClassworkExit TicketELL Modifications: See Day 1Quarterly Assessment Question #6Math Labs(Day 4) 101-117 (Day 4) 58-76 (Day 4) ResourcesMyMath connected.mcgraw- Teacher login page for all online resources available for My Math Homepage for My MathNote: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best match the standard taught and best prepare students for the assessment.Lesson 1.12 (81-86) Lesson 4.6 (313-318) Lesson 4.8 (325-330)1.OA.D.8. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ - 3, 6 + 6 = _. *(benchmarked)Learning Goal 6: Solve addition and subtraction equations,?within 10, by finding the missing whole number in any position.Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question. ObjectivesSWBAT i. Define an unknown number.ii. Explain how to find an unknown number.iii. Identify an unknown number.iv. Analyze the parts of an equation with an unknown. v. Determine an unknown whole number in an addition or subtraction equation. vi. Make up your own unknown number equation with addition or subtraction. Number Talk Refer to Number Talks by Sherry ParrishP. 44 - 48P. 118Number Talks Strategy-Addition: Making Landmark or Friendly NumbersNumber Talks Website First Grade Number Talks at the top of the page.Scroll down to find Landmark or Friendly Numbers Click on Making Landmark or Friendly Numbers to access PowerPoint SlidesDirect Instruction Option 4 – My MathLesson 1.12 (81-86) (Day 5) See activities and resourcesCentersTeacher Center – The teacher works in a small group with 1-4 students. The teacher should repeat the student friendly objective with the small group of students. Working with whiteboards or paper the teacher can create equations for which students should have to solve and determine the unknown value. Problems should be setup with a blank line or question mark representing the unknown number. Eventually students can begin developing their own and participate as the “teacher” when presenting their problems to the group. Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Students will work with Missing Whole Equation sheets with a deck of cards. Students should be paired and work together in selecting cards from the playing card deck, writing their chosen numbers on the equation sheet in the appropriate space, and determining the unknown number. See question number 6 from 1st grade Unit 1 quarterly benchmark. Individual Center – Students work on the individual skill that they need based on their pre-test data. The following link provides a number of practice worksheets for individual student centers based on standard 1.OA.8: Center – Students work on solving problems using manipulatives. Using work mat 3 titled Part-Part-Whole from the My Math series text book and two color counters student solve for unknowns. Students can also use a computer with the following link for virtual manipulatives. Once on the page select grade level and background work mat Part-Part-Whole and the manipulatives are two-color counters: link is also a resource that can be found in the My Math resource webpage with teacher username and password. Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Rock Collections should be implemented in the interdisciplinary center. It connects math with both language arts and science. Review ClassworkExit TicketELL Modifications: See Day 1Quarterly Assessment Question #6Common Core Sheets(Day 5) connected.mcgraw- Teacher login page for all online resources available for My Math Homepage for My MathNote: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best match the standard taught and best prepare students for the assessment.Lesson 1.12 (81-86) (Day 5) Additional ResourcesMyMath connected.mcgraw- Teacher login page for all online resources available for My Math Homepage for My MathNote: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best match the standard taught and best prepare students for the assessment.Lesson 4.6 (313-318) Lesson 4.8 (325-330)1.OA.D.8. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ - 3, 6 + 6 = _. *(benchmarked)Learning Goal 6: Solve addition and subtraction equations,?within 10, by finding the missing whole number in any position.Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question. ObjectivesSWBAT i. Define an unknown number.ii. Explain how to find an unknown number.iii. Identify an unknown number.iv. Analyze the parts of an equation with an unknown. v. Determine an unknown whole number in an addition or subtraction equation. vi. Make up your own unknown number equation with addition or subtraction. Number Talk Refer to Number Talks by Sherry ParrishP. 44 - 48P. 106Number Talks Strategy-Addition: Counting All/Counting On: Number SentencesNumber Talks Website First Grade Number Talks at the top of the page.Scroll down to find Counting All/Counting On Click on Counting All Counting On Number Sentences to access PowerPoint SlidesDirect Instruction Option 4 – My MathLesson 4.6 and 4.8 (313-330) (Day 6)See activities and resourcesCentersTeacher Center – The teacher works in a small group with 1-4 students. The teacher should repeat the student friendly objective with the small group of students. Working with whiteboards or paper the teacher can create equations for which students should have to solve and determine the unknown value. Problems should be setup with a blank line or question mark representing the unknown number. Eventually students can begin developing their own and participate as the “teacher” when presenting their problems to the group. Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Students will work with Missing Whole Equation sheets with a deck of cards. Students should be paired and work together in selecting cards from the playing card deck, writing their chosen numbers on the equation sheet in the appropriate space, and determining the unknown number. See question number 6 from 1st grade Unit 1 quarterly benchmark. Individual Center – Students work on the individual skill that they need based on their pre-test data. The following link provides a number of practice worksheets for individual student centers based on standard 1.OA.8: Center – Students work on solving problems using manipulatives. Using work mat 3 titled Part-Part-Whole from the My Math series text book and two color counters student solve for unknowns. Students can also use a computer with the following link for virtual manipulatives. Once on the page select grade level and background work mat Part-Part-Whole and the manipulatives are two-color counters: link is also a resource that can be found in the My Math resource webpage with teacher username and password. Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Rock Collections should be implemented in the interdisciplinary center. It connects math with both language arts and science. Review ClassworkExit TicketELL Modifications: See Day 1Quarterly Assessment Question #6Math Labs(Day 6) Teacher login page for all online resources available for My Math Homepage for My MathNote: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best match the standard taught and best prepare students for the assessment.Lesson 4.6 and 4.8 (313-330) (Day 6)Additional ResourcesMyMath connected.mcgraw- Teacher login page for all online resources available for My Math Homepage for My MathNote: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best match the standard taught and best prepare students for the assessment.Lesson 1.12 (81-86) 1.NBT.A.1. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral *(benchmarked)Learning Goal 7:?Count to 100 orally, read and write numerals, and write numerals to represent the number of objects?(up to 100).?i. Define one hundred?ii. Demonstrate the ability to count and write numbers up to 100.iii. Identify written numerals up to 100?iv. Compare numbers up to 100?v. Determine numbers after any number up to 100.vi. Compose a list of numbers up to 100.Number Talk Refer to Number Talks by Sherry ParrishP. 44 - 48P. 117Number Talks Strategy-Addition: Making Tens Number SentencesNumber Talks Website First Grade Number Talks at the top of the page.Scroll down to find Making Tens Click on Making Tens Number Sentences to access PowerPoint SlidesDirect Instruction Option 2 – Slides 1-10 (Day 1) activities and resourcesCentersTeacher Center – The teacher works in a small group with 1-4 students. With this standard students should practice with the teacher reading aloud numbers from 1 to 100. The use of a hundreds chart is ideal for reading together. The teacher can also use connecting cubes or counters and select a random amount to display and allow students to take turns in using the manipulatives to represent the amount being displayed. Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Using index cards numbered from 1-100 students can practice choosing a card and counting up to 100 as asked in question number 7a. Number line sheets should also be developed leaving blank spaces to be filled in similar but not the same as found in the quarterly benchmark assessment question number 7b. Individual Center – Students work on the individual skill that they need based on their pre-test data. A blank hundreds chart is useful in this center along with scaffolding using fives, tens, and twenties as numbers to be prefilled in on the number charts. Students can work with the goal of completing the entire chart and reading the chart aloud.Manipulative Center – Students work on solving problems using manipulatives. Students can use work mat 8 titled Hundreds, Tens, and Ones found in the My Math resources along with the tens blocks to show a number with the ones, tens, and hundreds place and write the number represented by the tens blocks. Students can also use a computer with the following link for virtual manipulatives. Once on the page select grade level and background work mat Hundreds, Tens, and Ones and the manipulatives are tens blocks: link is also a resource that can be found in the My Math resource webpage with teacher username and password.Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Look Again should be implemented in the interdisciplinary center. It connects math with both language arts and science. Review ClassworkExit TicketQuarterly Assessment Question #7A, #7B Common Core Sheets(Day 1) 1-10 (Day 1) ResourcesMyMath connected.mcgraw- Teacher login page for all online resources available for My Math Homepage for My MathNote: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best match the standard taught and best prepare students for the assessment.Lesson 5.3 (359-364) Lesson 5.9 (397-402) Lesson 5.12 (417-422) Lesson 5.13 (423-428) Lesson 5.14 (429-434)ELL ModificationsStudent Learning Objective (SLO)Language ObjectiveLanguage NeededSLO: 1CCSS:1.NBT.1WIDA ELDS: 3WritingSpeakingCount utilizing written or verbal numerals starting at any number less than 100.Write and orally count from a number other than zero between 0 and 100, using a word wall, Number Line and a Hundreds Chart.VU: Number words 0-100, order, sequence wordsLFC: Present tenseLC: Varies by ELP levelELP 1ELP 2ELP 3ELP 4ELP 5Language Objectives Write and orally count from a number other than zero using L1 and//or repeating numbers.Write and orally count from a number other than zero using L1 and/or selected numbers.Write and orally count from a number other than zero using key vocabulary in simple sentences.Write and orally count from a number other than zero using key, technical vocabulary in expanded sentences.Write and orally identify numbers using technical vocabulary in complex sentences.Learning SupportsWord/Picture WallNumber LineHundreds ChartNative language supportWord/Picture WallNumber LineHundreds ChartNative language supportNumber LineHundreds ChartNumber LineHundreds ChartHundreds Chart1.NBT.A.1. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral *(benchmarked)Learning Goal 7:?Count to 100 orally, read and write numerals, and write numerals to represent the number of objects?(up to 100).?i. Define one hundred?ii. Demonstrate the ability to count and write numbers up to 100.iii. Identify written numerals up to 100?iv. Compare numbers up to 100?v. Determine numbers after any number up to 100.vi. Compose a list of numbers up to 100.Number Talk Refer to Number Talks by Sherry ParrishP. 44 - 48P. 118Number Talks Strategy-Addition: Making Landmark or Friendly NumbersNumber Talks Website First Grade Number Talks at the top of the page.Scroll down to find Landmark or Friendly Numbers Click on Making Landmark or Friendly Numbers to access PowerPoint SlidesDirect Instruction Option 2 – Slides 26-43 (Day 2) activities and resourcesCentersTeacher Center – The teacher works in a small group with 1-4 students. With this standard students should practice with the teacher reading aloud numbers from 1 to 100. The use of a hundreds chart is ideal for reading together. The teacher can also use connecting cubes or counters and select a random amount to display and allow students to take turns in using the manipulatives to represent the amount being displayed. Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Using index cards numbered from 1-100 students can practice choosing a card and counting up to 100 as asked in question number 7a. Number line sheets should also be developed leaving blank spaces to be filled in similar but not the same as found in the quarterly benchmark assessment question number 7b. Individual Center – Students work on the individual skill that they need based on their pre-test data. A blank hundreds chart is useful in this center along with scaffolding using fives, tens, and twenties as numbers to be prefilled in on the number charts. Students can work with the goal of completing the entire chart and reading the chart aloud.Manipulative Center – Students work on solving problems using manipulatives. Students can use work mat 8 titled Hundreds, Tens, and Ones found in the My Math resources along with the tens blocks to show a number with the ones, tens, and hundreds place and write the number represented by the tens blocks. Students can also use a computer with the following link for virtual manipulatives. Once on the page select grade level and background work mat Hundreds, Tens, and Ones and the manipulatives are tens blocks: link is also a resource that can be found in the My Math resource webpage with teacher username and password.Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Look Again should be implemented in the interdisciplinary center. It connects math with both language arts and science. Review ClassworkExit TicketELL Instruction: See Day 1Quarterly Assessment Question #7A, #7B Common Core Sheets(Day 2) 26-43 (Day 2) ResourcesMyMath connected.mcgraw- Teacher login page for all online resources available for My Math Homepage for My MathNote: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best match the standard taught and best prepare students for the assessment.Lesson 5.3 (359-364) Lesson 5.9 (397-402) Lesson 5.12 (417-422) Lesson 5.13 (423-428) Lesson 5.14 (429-434)1.NBT.A.1. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral *(benchmarked)Learning Goal 7:?Count to 100 orally, read and write numerals, and write numerals to represent the number of objects?(up to 100).?i. Define one hundred?ii. Demonstrate the ability to count and write numbers up to 100.iii. Identify written numerals up to 100?iv. Compare numbers up to 100?v. Determine numbers after any number up to 100.vi. Compose a list of numbers up to 100.Number Talk Refer to Number Talks by Sherry ParrishP. 44 - 48P. 106Number Talks Strategy-Addition: Counting All/Counting On: Number SentencesNumber Talks Website First Grade Number Talks at the top of the page.Scroll down to find Counting All/Counting On Click on Counting All Counting On Number Sentences to access PowerPoint SlidesDirect Instruction Option 2 – Slides 44-81 (Day 3) activities and resourcesCentersTeacher Center – The teacher works in a small group with 1-4 students. With this standard students should practice with the teacher reading aloud numbers from 1 to 100. The use of a hundreds chart is ideal for reading together. The teacher can also use connecting cubes or counters and select a random amount to display and allow students to take turns in using the manipulatives to represent the amount being displayed. Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Using index cards numbered from 1-100 students can practice choosing a card and counting up to 100 as asked in question number 7a. Number line sheets should also be developed leaving blank spaces to be filled in similar but not the same as found in the quarterly benchmark assessment question number 7b. Individual Center – Students work on the individual skill that they need based on their pre-test data. A blank hundreds chart is useful in this center along with scaffolding using fives, tens, and twenties as numbers to be prefilled in on the number charts. Students can work with the goal of completing the entire chart and reading the chart aloud.Manipulative Center – Students work on solving problems using manipulatives. Students can use work mat 8 titled Hundreds, Tens, and Ones found in the My Math resources along with the tens blocks to show a number with the ones, tens, and hundreds place and write the number represented by the tens blocks. Students can also use a computer with the following link for virtual manipulatives. Once on the page select grade level and background work mat Hundreds, Tens, and Ones and the manipulatives are tens blocks: link is also a resource that can be found in the My Math resource webpage with teacher username and password.Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Look Again should be implemented in the interdisciplinary center. It connects math with both language arts and science. Review ClassworkExit TicketELL Instruction: See Day 1Quarterly Assessment Question #7A, #7B Math Labs(Day 3) 44-81 (Day 3) ResourcesMyMath connected.mcgraw- Teacher login page for all online resources available for My Math Homepage for My MathNote: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best match the standard taught and best prepare students for the assessment.Lesson 5.3 (359-364) Lesson 5.9 (397-402) Lesson 5.12 (417-422) Lesson 5.13 (423-428) Lesson 5.14 (429-434) 1.NBT.A.1. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral *(benchmarked)Learning Goal 7:?Count to 100 orally, read and write numerals, and write numerals to represent the number of objects?(up to 100).?i. Define one hundred?ii. Demonstrate the ability to count and write numbers up to 100.iii. Identify written numerals up to 100?iv. Compare numbers up to 100?v. Determine numbers after any number up to 100.vi. Compose a list of numbers up to 100.Number Talk Refer to Number Talks by Sherry ParrishP. 44 - 48P. 111Number Talks Strategy-Doubles/Near Doubles: Number SentencesNumber Talks Website First Grade Number Talks at the top of the page.Scroll down to find Doubles/Near Doubles Click on Doubles Near Double Number Sentences to access PowerPoint SlidesDirect Instruction Option 2 – Slides 110-122 (Day 4) activities and resourcesCentersTeacher Center – The teacher works in a small group with 1-4 students. With this standard students should practice with the teacher reading aloud numbers from 1 to 100. The use of a hundreds chart is ideal for reading together. The teacher can also use connecting cubes or counters and select a random amount to display and allow students to take turns in using the manipulatives to represent the amount being displayed. Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Using index cards numbered from 1-100 students can practice choosing a card and counting up to 100 as asked in question number 7a. Number line sheets should also be developed leaving blank spaces to be filled in similar but not the same as found in the quarterly benchmark assessment question number 7b. Individual Center – Students work on the individual skill that they need based on their pre-test data. A blank hundreds chart is useful in this center along with scaffolding using fives, tens, and twenties as numbers to be prefilled in on the number charts. Students can work with the goal of completing the entire chart and reading the chart aloud.Manipulative Center – Students work on solving problems using manipulatives. Students can use work mat 8 titled Hundreds, Tens, and Ones found in the My Math resources along with the tens blocks to show a number with the ones, tens, and hundreds place and write the number represented by the tens blocks. Students can also use a computer with the following link for virtual manipulatives. Once on the page select grade level and background work mat Hundreds, Tens, and Ones and the manipulatives are tens blocks: link is also a resource that can be found in the My Math resource webpage with teacher username and password.Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Look Again should be implemented in the interdisciplinary center. It connects math with both language arts and science. Review ClassworkExit TicketELL Instruction: See Day 1Quarterly Assessment Question #7A, #7B Math Labs(Day 4) 110-122 (Day 4) ResourcesMyMath connected.mcgraw- Teacher login page for all online resources available for My Math Homepage for My MathNote: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best match the standard taught and best prepare students for the assessment.Lesson 5.3 (359-364) Lesson 5.9 (397-402) Lesson 5.12 (417-422) Lesson 5.13 (423-428) Lesson 5.14 (429-434)1.NBT.A.1. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral *(benchmarked)Learning Goal 7:?Count to 100 orally, read and write numerals, and write numerals to represent the number of objects?(up to 100).?i. Define one hundred?ii. Demonstrate the ability to count and write numbers up to 100.iii. Identify written numerals up to 100?iv. Compare numbers up to 100?v. Determine numbers after any number up to 100.vi. Compose a list of numbers up to 100.Number Talk Refer to Number Talks by Sherry ParrishP. 44 - 48P. 117Number Talks Strategy-Addition: Making Tens Number SentencesNumber Talks Website First Grade Number Talks at the top of the page.Scroll down to find Making Tens Click on Making Tens Number Sentences to access PowerPoint SlidesOption 2 – Slides 123-136 (Day 5) activities and resourcesCentersTeacher Center – The teacher works in a small group with 1-4 students. With this standard students should practice with the teacher reading aloud numbers from 1 to 100. The use of a hundreds chart is ideal for reading together. The teacher can also use connecting cubes or counters and select a random amount to display and allow students to take turns in using the manipulatives to represent the amount being displayed. Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Using index cards numbered from 1-100 students can practice choosing a card and counting up to 100 as asked in question number 7a. Number line sheets should also be developed leaving blank spaces to be filled in similar but not the same as found in the quarterly benchmark assessment question number 7b. Individual Center – Students work on the individual skill that they need based on their pre-test data. A blank hundreds chart is useful in this center along with scaffolding using fives, tens, and twenties as numbers to be prefilled in on the number charts. Students can work with the goal of completing the entire chart and reading the chart aloud.Manipulative Center – Students work on solving problems using manipulatives. Students can use work mat 8 titled Hundreds, Tens, and Ones found in the My Math resources along with the tens blocks to show a number with the ones, tens, and hundreds place and write the number represented by the tens blocks. Students can also use a computer with the following link for virtual manipulatives. Once on the page select grade level and background work mat Hundreds, Tens, and Ones and the manipulatives are tens blocks: link is also a resource that can be found in the My Math resource webpage with teacher username and password.Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Look Again should be implemented in the interdisciplinary center. It connects math with both language arts and science. Review ClassworkExit TicketELL Instruction: See Day 1Quarterly Assessment Question #7A, #7B Common Core Sheets(Day 5) 123-136 (Day 5) ResourcesMyMath connected.mcgraw- Teacher login page for all online resources available for My Math Homepage for My MathNote: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best match the standard taught and best prepare students for the assessment.Lesson 5.3 (359-364) Lesson 5.9 (397-402) Lesson 5.12 (417-422) Lesson 5.13 (423-428) Lesson 5.14 (429-434)1.NBT.A.1. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral *(benchmarked)Learning Goal 7:?Count to 100 orally, read and write numerals, and write numerals to represent the number of objects?(up to 100).?i. Define one hundred?ii. Demonstrate the ability to count and write numbers up to 100.iii. Identify written numerals up to 100?iv. Compare numbers up to 100?v. Determine numbers after any number up to 100.vi. Compose a list of numbers up to 100.Number Talk Refer to Number Talks by Sherry ParrishP. 44 - 48P. 118Number Talks Strategy-Addition: Making Landmark or Friendly NumbersNumber Talks Website First Grade Number Talks at the top of the page.Scroll down to find Landmark or Friendly Numbers Click on Making Landmark or Friendly Numbers to access PowerPoint SlidesDirect Instruction Option 3 – Learnzillion (Day 6) activities and resourcesCentersTeacher Center – The teacher works in a small group with 1-4 students. With this standard students should practice with the teacher reading aloud numbers from 1 to 100. The use of a hundreds chart is ideal for reading together. The teacher can also use connecting cubes or counters and select a random amount to display and allow students to take turns in using the manipulatives to represent the amount being displayed. Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Using index cards numbered from 1-100 students can practice choosing a card and counting up to 100 as asked in question number 7a. Number line sheets should also be developed leaving blank spaces to be filled in similar but not the same as found in the quarterly benchmark assessment question number 7b. Individual Center – Students work on the individual skill that they need based on their pre-test data. A blank hundreds chart is useful in this center along with scaffolding using fives, tens, and twenties as numbers to be prefilled in on the number charts. Students can work with the goal of completing the entire chart and reading the chart aloud.Manipulative Center – Students work on solving problems using manipulatives. Students can use work mat 8 titled Hundreds, Tens, and Ones found in the My Math resources along with the tens blocks to show a number with the ones, tens, and hundreds place and write the number represented by the tens blocks. Students can also use a computer with the following link for virtual manipulatives. Once on the page select grade level and background work mat Hundreds, Tens, and Ones and the manipulatives are tens blocks: link is also a resource that can be found in the My Math resource webpage with teacher username and password.Interdisciplinary Center – Students work on math problems that interconnect with another subject. The real world problem solving leveled reader titled Look Again should be implemented in the interdisciplinary center. It connects math with both language arts and science. Review ClassworkExit TicketELL Instruction: See Day 1Quarterly Assessment Question #7A, #7B Math Labs(Day 6)(Day 6) ResourcesMyMath connected.mcgraw- Teacher login page for all online resources available for My Math Homepage for My MathNote: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best match the standard taught and best prepare students for the assessment.Lesson 5.3 (359-364) Lesson 5.9 (397-402) Lesson 5.12 (417-422) Lesson 5.13 (423-428) Lesson 5.14 (429-434) ................
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