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Scope of lesson plan:Lessons 1-5Teacher name:Grade:1Subject: mathPeriod(s) this lesson will be taught: MONDAYEngageNY module #/ lesson # / lesson titleModule 1 / Lesson 1: Analyze and describe embedded numbers (to 10) using 5-groups and number bonds.Long-term Targets:(Common Core standards addressed)1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).Supporting target(s)(These are daily targets. What will students know and be able to do as a result of this lesson?)Daily Objective: Analyze and describe embedded numbers (to 10) using 5-groups and number bonds.Agenda(Activities / Tasks)1. OpeningA. Fluency Practice (16 minutes) 2. Work Time (37 minutes)A. Application Problem B. Concept Development 3. Closing and Assessment (7 minutes)A. Student Debrief B. Exit ticketResources/ Materials:(What texts, digital resources, & materials will be used in this lesson?)(S) 5-group dots Sprint(T) 1 egg carton cut to 10 slots (S) 1 egg carton cut to 10 slots for each student, bag with 9 beads (or other fun classroom objects), personal white boards with number bond template, personal white boards marker and eraserWorksheetsExit ticket.Relevance/Rationale:(How do the strategies employed meet students’ needs?)Fluency 1: Visually recognizing (perceptually subitizing) sets of objects, particularly fingers, allows students to move toward seeing two sets of objects together (conceptually subitizing), thus preparing them for the fluency objective of Grade 1.Fluency 2: Visually recognizing two sets of objects together (conceptually subitizing) provides students with a foundation for counting on as they solve addition problems.Application Problem: This problem serves as a lead-up to the concept development of seeing the quantity of 5, and another number.TUESDAYEngageNY module #/ lesson # / lesson titleModule 1 / Lesson 2: Reason about embedded numbers in varied configurations using number bondsLong-term Targets:(Common Core standards addressed)1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).Supporting target(s)(These are daily targets. What will students know and be able to do as a result of this lesson?)Daily Objective : Reason about embedded numbers in varied configurations using number bondsAgenda(Activities / Tasks)1. OpeningA. Fluency Practice (12 minutes) 2. Work Time (38 minutes)A. Application Problem B. Concept Development 3. Closing and Assessment (10 minutes)A. Student Debrief B. Exit ticketResources/ Materials:(What texts, digital resources, & materials will be used in this lesson?)(T) Stopwatch or timer (S) Sprint: Number Bond Dash: 5 (Save a master for use in later lessons), marker to correct work(T) Dot cards of 6–9 (S) Dot cards of 6–9, personal white boards, white board markers, white board erasersWorksheetsExit ticket.Relevance/Rationale:(How do the strategies employed meet students’ needs?)Fluency 1: Counting from left to right with their fingers allows students an organized way to use their most readily-available tool: their fingers! This type of counting also mimics the number path, used in later lessons.Fluency 2: This activity addresses the core fluency objective for Grade 1 of adding and subtracting within 10.Fluency 3: The Number Bond Dash is a new routine, used throughout the year. By using the same system, students focus on the mathematics, rather than figuring out the sprint.Application Problem: This problem is designed as a bridge from the previous lesson, which focused on seeing and counting on from 5. Students again work with 5 and another number to encourage this counting on.WEDNESDAYEngageNY module #/ lesson # / lesson titleModule 1 / Lesson 3: See and describe numbers of objects using 1 more within 5-group configurations.Long-term Targets:(Common Core standards addressed)1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).Supporting target(s)(These are daily targets. What will students know and be able to do as a result of this lesson?)Daily Objective: See and describe numbers of objects using 1 more within 5-group configurations.Agenda(Activities / Tasks)1. OpeningA. Fluency Practice (10 minutes) 2. Work Time (44 minutes)A. Application Problem B. Concept Development 3. Closing and Assessment (6 minutes)A. Student Debrief B. Exit ticketResources/ Materials:(What texts, digital resources, & materials will be used in this lesson?)(T) 5-group cards (the dot cards from the 1 More game in this lesson maybe used, as long as they have been enlarged on the copier)(T) Stopwatch or timer (S) Sprint: Number Bond Dash: 5 (master provided in Lesson 2 from G1–M1), marker to correct workWorksheetsExit ticketRelevance/Rationale:(How do the strategies employed meet students’ needs?)Fluency 1: Counting forward and backward by ones affords students review with this strategy, as it relates to addition and subtraction. It also directly relates to the current lesson objective.Fluency 2: This activity relates to the core fluency objective of Grade 1 of adding and subtracting within 10Fluency 3: Reviewing number bonds allows students to build and maintain fluency with addition and subtraction facts within 10 and gets them ready for the upcoming lesson.Application Problem: This problem is designed as a bridge to the previous lesson, which focused on reasoning about embedded numbers and finding various decompositions.THURSDAYEngageNY module #/ lesson # / lesson titleModule 1 / Lesson 4: Represent put together situations with number bonds. Count on from one embedded number or part to totals of 6 and 7 and generate all addition expressions for each total.Long-term Targets:(Common Core standards addressed)1.OA.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.1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).Supporting target(s)(These are daily targets. What will students know and be able to do as a result of this lesson?)Daily Objective: Represent put together situations with number bonds. Count on from one embedded number or part to totals of 6 and 7 and generate all addition expressions for each total.Agenda(Activities / Tasks)1. OpeningA. Fluency Practice (12 minutes) 2. Work Time (36 minutes)A. Application Problem B. Concept Development 3. Closing and Assessment (12 minutes)A. Student Debrief B. Exit ticketResources/ Materials:(What texts, digital resources, & materials will be used in this lesson?) (S) Sprint: 1 More (Dots and Numerals)(T) Chart to record decompositions of 6 (S) Bag of 10 two-color beans (painted white on one sideand red on the other), picture card with 6 applesWorksheetsExit ticketRelevance/Rationale:(How do the strategies employed meet students’ needs?)Fluency 1: This activity addresses the core fluency objective for Grade 1 of adding and subtracting within 10.Fluency 2: Counting forward and backward by ones affords students review with the counting sequence, and with counting as a strategy for adding and subtracting.Application Problem: This problem is designed as a bridge from the previous day’s lesson, which focused on 1 more. As students represent decompositions with drawings, students prepare for the current day’s concept development.FRIDAYEngageNY module #/ lesson # / lesson titleModule 1 / Lesson 5: Represent put together situations with number bonds. Count on from one embedded number or part to totals of 6 and 7 and generate all addition expressions for each total.Long-term Targets:(Common Core standards addressed)1.OA.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.1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).Supporting target(s)(These are daily targets. What will students know and be able to do as a result of this lesson?)Daily Objective: Represent put together situations with number bonds. Count on from one embedded number or part to totals of 6 and 7 and generate all addition expressions for each total.Agenda(Activities / Tasks)1. OpeningA. Fluency Practice (15 minutes) 2. Work Time (30 minutes)A. Application Problem B. Concept Development 3. Closing and Assessment (15 minutes)A. Student Debrief B. Exit ticketResources/ Materials:(What texts, digital resources, & materials will be used in this lesson?)(S) 6 two-color beans (disks or pennies are also acceptable) per set of partners, Shake Those Disks boards (in plastic sleeves, 1 board for each set of partners), dry erase markers and erasers(T) Stopwatch or timer (S) Sprint: Number Bond Dash: 6 (save a master for use in later lessons), marker to correct work(T) Number bond on the white board, markers, chart to record decompositions of 7 (S) 5-group cards, picture card with seven children in a classroom, scissors, glue stick, a sheet of blank paper for debriefWorksheetsExit ticketRelevance/Rationale:(How do the strategies employed meet students’ needs?)Fluency 1-2: This activity addresses the core fluency objective for Grade 1 of adding and subtracting within 10.Fluency 3: By using the same system, the Number Bond Dash, students focus on the mathematics, rather than figuring out the worksheet. Unlike most Number Bond Dashes, students will not have a chance to improve their scores on Day 2 during this round, as Topic B progresses through exploration of decompositions of 6, 7, 8, 9, and 10, giving students practice with a new number each day.Application Problem: This problem is designed as a bridge from the previous day’s focus on decompositions of 6, reminding students that they can break apart numbers in more than one way. ................
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