Shelby County Schools’ mathematics instructional maps are ...



IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination2025. By 2025,80% of our students will graduate from high school college or career ready90% of students will graduate on time100% of our students who graduate college or career ready will enroll in a post-secondary opportunityIn order to achieve these ambitious goals, we must collectively work to provide our students with high quality, college and career ready aligned instruction. The Tennessee State Standards provide a common set of expectations for what students will know and be able to do at the end of a grade. College and career readiness is rooted in the knowledge and skills students need to succeed in post-secondary study or careers. The TN State Standards represent three fundamental shifts in mathematics instruction: focus, coherence and rigor. 457200223012000228600350520The Standards for Mathematical Practice describe varieties of expertise, habits of minds and productive dispositions that mathematics educators at all levels should seek to develop in their students. These practices rest on important National Council of Teachers of Mathematics (NCTM) “processes and proficiencies” with longstanding importance in mathematics education. Throughout the year, students should continue to develop proficiency with the eight Standards for Mathematical Practice.This curriculum map is designed to help teachers make effective decisions about what mathematical content to teach so that, ultimately our students, can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their practice so that it is in alignment with the three mathematics instructional shifts. The TN Mathematics StandardsThe Tennessee Mathematics Standards: can access the Tennessee State standards, which are featured throughout this curriculum map and represent college and career ready learning at reach respective grade level.Mathematical Practice StandardsMathematical Practice Standards can access the Mathematical Practice Standards, which are featured throughout this curriculum map. This link contains more a more detailed explanation of each practice along with implications for instructions.Throughout this curriculum map, you will see resources as well as links to tasks that will support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around the content standards and mathematical practice standards that teachers should consistently access:Purpose of Mathematics Curriculum MapsThis map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The map is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides suggested sequencing, pacing, time frames, and aligned resources. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.The map is meant to support effective planning and instruction to rigorous standards. It is not meant to replace teacher planning, prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task,, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgment aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas. Additional Instructional SupportShelby County Schools adopted our current math textbooks for grades K-5 in 2010-2011. ?The textbook adoption process at that time followed the requirements set forth by the Tennessee Department of Education and took into consideration all texts approved by the TDOE as appropriate. ?We now have new standards, therefore, the textbook(s) have been vetted using the Instructional Materials Evaluation Tool (IMET). This tool was developed in partnership with Achieve, the Council of Chief State Officers (CCSSO) and the Council of Great City Schools. The review revealed some gaps in the content, scope, sequencing, and rigor (including the balance of conceptual knowledge development and application of these concepts), of our current materials.?The additional materials purposefully address the identified gaps in alignment to meet the expectations of the CCR standards and related instructional shifts while still incorporating the current materials to which schools have access. ?Materials selected for inclusion in the Curriculum Maps, both those from the textbooks and external/supplemental resources (e.g., EngageNY), have been evaluated by district staff to ensure that they meet the IMET criteria.How to Use the MapsOverviewAn overview is provided for each quarter. The information given is intended to aid teachers, coaches and administrators develop an understanding of the content the students will learn in the quarter, how the content addresses prior knowledge and future learning, and may provide specific examples of student work.Tennessee State StandardsTN State Standards are located in the left column. Each content standard is identified as the following: Major Work, Supporting Content or Additional Content.; a key can be found at the bottom of the map. The major work of the grade should comprise 65-85% of your instructional time. Supporting Content are standards the supports student’s learning of the major work. Therefore, you will see supporting and additional standards taught in conjunction with major work It is the teachers' responsibility to examine the standards and skills needed in order to ensure student mastery of the indicated standard. ContentTeachers are expected to carefully craft weekly and daily learning objectives/ based on their knowledge of TEM Teach 1. In addition, teachers should include related best practices based upon the TN State Standards, related shifts, and knowledge of students from a variety of sources (e.g., student work samples, MAP, performance in the major work of the grade) . Support for the development of these lesson objectives can be found under the column titled content. The enduring understandings will help clarify the “big picture” of the standard. The essential questions break that picture down into smaller questions and the learning targets/objectives provide specific outcomes for that standard(s). Best practices tell us that clearly communicating and making objectives measureable leads to greater student mastery.Instructional ResourcesDistrict and web-based resources have been provided in the Instructional Resources column. At the end of each module you will find instructional/performance tasks, i-Ready lessons and additional resources that align with the standards in that module. The additional resources provided are supplementary and should be used as needed for content support and differentiation. Vocabulary and FluencyThe inclusion of vocabulary serves as a resource for teacher planning, and for building a common language across K-12 mathematics. One of the goals for CCSS is to create a common language, and the expectation is that teachers will embed this language throughout their daily lessons. In order to aid your planning we have included a list of fluency activities for each lesson. It is expected that fluency practice will be a part of your daily instruction. (Note: Fluency practice is NOT intended to be speed drills, but rather an intentional sequence to support student automaticity. Conceptual understanding MUST underpin the work of fluency.)Grade 1 Quarter 1 OverviewModule 1: Sums and Differences to 10Overview In this first module of Grade 1, students make significant progress towards fluency with addition and subtraction of numbers to 10 (1.OA.6) as they are presented with opportunities intended to advance them from counting all to counting on, which leads many students then to decomposing and composing addends and total amounts. In Kindergarten, students achieved fluency with addition and subtraction facts to 5. This means they can decompose 5 into 4 and 1, 3 and 2, and 5 and 0. They can do this without counting all. They perceive the 3 and 2 embedded within the 5. Topic A continues the work of developing this ability with all the numbers within 10 in put together situations (1.OA.1), with a special focus on the numbers 6, 7, 8, and 9, since recognizing how much a number needs to make 10 is part of the Kindergarten standards (K.OA.4) and easier for most children. Students decompose numbers into two sets, or conceptually subitize, in Lessons 1 and 2, and record their decompositions as number bonds.284099066040T:How many dots do you see?S:8.T:What two parts do you see?6547485120650S:I see 5 and 3. T:Did you need to count all the dots?S:No! I could see the top row was a full five, so I just said 6, 7, 8.In Lesson 3, students see and describe 1 more as + 1. They use the structure of the first addend rather than its cardinality, just as the student speaking in the above vignette used the five. The number is a unit to which they can add one, or count on by one, without recounting. All three lessons in Topic A prepare students to solve addition problems by counting on rather than counting all (1.OA.5). Topic B continues the process of having the students compose and decompose. They describe put together situations (pictured to the right) with number bonds and count on from the first part to totals of 6, 7, 8, 9, and 10 (1.OA.1, 1.OA.5). As they represent all the partners of a number, they reflect and see the decompositions, “Look at all these ways to make 8. I can see connections between them.” Through dialogue, they engage in seeing both the composition invited by the put together situation and the decomposition invited by the number bonds. Expressions are another way to model both the stories and the bonds, the compositions and the decompositions (1.OA.1). In Topic C, students interpret the meaning of addition from adding to with result unknown or putting together with result unknown story problems by drawing their own pictures and generating solution equations. Advancing beyond the Kindergarten word problem types, students next solve add to with change unknown problems such as, “Ben has 5 pencils. He got some more from his mother. Now, he has 9 pencils. How many pencils did Ben get from his mother?” These problems set the foundation early in the module for relating addition to subtraction in Topic G 754380085852000(1.OA.4).In Topic D, students work outside the context of stories for three days to further their understanding of and skill with counting on using 5-group cards. The first addend is represented with a numeral card, symbolizing the structure to count on from. The number to be added is represented using the dot side of the 5-group card. Students count on from the first addend. They learn to replace counting the dots by tracking the count on their fingers to find the solution (1.OA.5). In Lesson 16, they solve problems such as 4 + ___ = 7 by tracking the number of counts as they say, “5, 6, 7” (1.OA.8). In Topic E, in the context of addition to 10, students expand their knowledge of two basic ideas of mathematics: equality and the commutativity of addition (1.OA.3 and 1.OA.7). The lesson on the equal sign precedes the lessons on commutativity in order to allow students to later construct true number sentences such as 4 + 3 = 3 + 4 without misunderstanding the equal sign to mean that the numbers are the same. Students apply their new generalization about the position of the addends to count on from the larger number. For example, “I can count on 2 from 7 when I solve 2 + 7.”715137020891500Like Topic E, Topic F leads students to make more generalizations that support their deepening understanding of addition within 10. They learn to recognize doubles and doubles plus 1. They analyze the addition chart for repeated reasoning and structures (such as 5-groups, plus ones, doubles, sums equal to 10, etc.) that can help them to better understand relationships and connections between different addition facts.6629400388620“Ben had 5 crackers. He got some more. Now he has 7. How many crackers did Ben get?”00“Ben had 5 crackers. He got some more. Now he has 7. How many crackers did Ben get?”Following the Mid-Module Assessment, Topic G relates addition to subtraction. Since Module 4 in Kindergarten, students have been very familiar with subtraction as “take away.” During Fluency Practice in the lessons in Topics A through F, students have had opportunities to remember their Kindergarten work with subtraction. Therefore, Topic G starts immediately with the concept of subtraction as a missing addend, just as Grade 3 students learn division as a missing factor in a multiplication problem. Having already worked with add to with change unknown problems earlier in the module, students revisit this familiar problem type, reinterpreting it as subtraction (1.OA.1, 1.OA.4). The topic then uses the strategies of counting with both 5-group cards and the number path to solve subtraction problems (1.OA.5, 1.OA.6).Topic H is analogous to Topic C. Students interpret the meaning of subtraction as they solve different problem types involving subtraction (1.OA.1). Throughout Module 1, rather than using formal drawings or tape diagrams, students are encouraged to make math drawings that flow from their understanding of the stories. They engage in dialogue to relate their drawings to number sentences and explain the meaning of the subtraction ic I follows a week of intensive work with story problems to work on a more abstract level by visiting methods for subtraction involving special cases, subtracting 0 and 1, subtracting the whole number, and subtracting one less than the whole number. These two lessons are followed by three lessons in which students use familiar decompositions (5-groups and partners of 10) to conceptualize subtraction as finding a missing part (1.OA.6). Finally, in Topic J, students analyze the addition chart for repeated reasoning and structures that support their journey towards fluency with subtraction within 10. The module closes with a lesson wherein students create sets of related addition and subtraction facts and use dialogue to explain their found connections (e.g., 7 = 4 + 3, 7 – 4 = 3, 4 + 3 = 3 + 4, 4 = 7 – 3, etc.). They began the module with very basic counting on and end the module both with the skill to count on and significant movement towards the goal of fluency, achieved as the second addend does not need to be counted or can be counted very quickly. Please note that the assessments should be read aloud to Grade 1 students.Focus Grade Level StandardType of RigorFoundational Standards1.OA.A.1Conceptual Understanding, Procedural Skills & FluencyK.OA.A.1, K.OA.A.21.OA.B.3ApplicationK.OA.A.1, K.OA.A.21.OA.B.4Conceptual UnderstandingK.OA.A.1, K.OA.A.21.OA.C.6Procedural Skill & FluencyK.OA.A.1, K.OA.A.2, K.OA.A.3, K.OA.A.4, K.OA.A.4, K.OA.A,5, 1.OA.B.4, 1.OA.B.51.OA.D.7Conceptual UnderstandingIntroductory Concept1.OA.D.8Conceptual Understanding1.OA.D.704279900Fluency NCTM PositionProcedural fluency is a critical component of mathematical proficiency. Procedural fluency is the ability to apply procedures accurately, efficiently, and flexibly; to transfer procedures to different problems and contexts; to build or modify procedures from other procedures; and to recognize when one strategy or procedure is more appropriate to apply than another. To develop procedural fluency, students need experience in integrating concepts and procedures and building on familiar procedures as they create their own informal strategies and procedures. Students need opportunities to justify both informal strategies and commonly used procedures mathematically, to support and justify their choices of appropriate procedures, and to strengthen their understanding and skill through distributed practice.Fluency is designed to promote automaticity by engaging students in daily practice. Automaticity is critical so that students avoid using lower-level skills when they are addressing higher-level problems. The automaticity prepares students with the computational foundation to enable deep understanding in flexible ways. Therefore, it is recommended that students participate in fluency practice daily using the resources provided in the curriculum maps. Special care should be taken so that it is not seen as punitive for students that might need more time to master fluency.The fluency standard for 1st grade listed below should be incorporated throughout your instruction over the course of the school year. The engageny lessons include fluency exercises that can be used in conjunction with building conceptual understanding. 1.OA.C.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)Note: Fluency is only one of the three required aspects of rigor. Each of these components have equal importance in a mathematics curriculum. References: STATE STANDARDSCONTENTINSTRUCTIONAL RESOURCESVOCABULARY/FLUENCYModule 1: Sums and Differences to 10 (Allow approximately 9 weeks for instruction, review and assessment)Domain: Operations and Algebraic ThinkingCluster: Represent and solve problems involving addition and subtraction. 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.Cluster: Understand and apply properties of operations and the relationship between addition and subtraction. 1.OA.B.3 Apply properties of operations as strategies to add and subtract.2 Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) 1.0A.B.4 Understand subtraction as an unknown-addend problem. Cluster: Add and subtract within 20. 1.OA.C.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)Cluster: work with addition and subtraction equations. 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. 1.0A.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 = _. Enduring UnderstandingsCounting tells us how many are in a set.Numbers are all around us.We could not exist without numbers.Numbers can be broken into parts of the whole in different ways.Two number can be added in any order.A missing part of a whole can be found when the whole and the other part are known.Addition and subtraction have an inverse relationship. The inverse relationship between addition and subtraction can be used to find subtraction facts; every subtraction fact has a related addition fact.The number 10 can be broken in parts of the whole in different ways.Essential QuestionsHow do we use numbers everyday?Where do you see numbers?How can numbers be shown in different ways?How does knowing parts of whole help with addition/subtraction?How can you use joining parts to show an addition sentence?How can you find a missing part of a whole when you know the other part?How can you write a subtraction sentence to write a story about subtraction?How are addition and subtraction related?How can 10 be broken up in parts of a whole? Objectives/Learning Targets Lesson 1: I can analyze and describe embedded numbers (to 10) using 5-groups and number bonds. (1.OA.A.1, 1.OA.C.5)Lesson 2: I can reason about embedded numbers in varied configurations using number bonds. (1.OA.A.1, 1.OA.C.5)Lesson 3: I can see and describe numbers of objects using 1 more within 5-group configurations. (1.OA.A.1, 1.OA.C.5)Teachers should begin the year with grade level appropriate standards and content. Instruction may be differentiated to meet student needs in core, Tier 1 instruction and additional support may be provided in tiered, supplemental intervention. Allow the first two days to develop classroom math routines and habits that will contribute to student’s future success in mathematics. Please refer to the First Week Lesson Guide for suggestions/example of Number Talks, Quick Writes, Accountable Talk Moves/Stems, and Mathematical Discussions/Math Messages, which are designed to allow students to develop expertise with the eight Mathematical Practices early in the school year.Engageny Module 1: Sums and Differences to 10Topic A: Embedded Numbers and DecompositionsLesson 1Lesson 2Lesson 3enVision Resource: (enVision may be used to support the needs of your students but should not be used independently.)Topic 11-2 6 to 101-3 10,11, and 12Vocabulary – Module 1Count on, track, expression, addend, doubles, doubles plus 1Familiar terms and symbols:Part, total, whole, label, addition, equal, and subtraction signs, equation and number sentence, number bond, equal sign, 5-GroupsFluency Practice: Lesson 1: Math Finger Flash Sprint: Counting DotsLesson 2: Finger Counting from Left to RightShow Me Your Fingers: Partners to 5 and 5 MoreNumber Bond DashLesson 3: Happy Counting by Ones Within 10 5-Group Flash Number Bond Dash Objectives/Learning Targets Lesson 4-5: I can 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. (1.OA.A.1, 1.OA.C.5, 1.OA.C.6)Lesson 6-7: I can represent put together situations with number bonds. Count on from one embedded number or part to totals of 8 and 9, and generate all expressions for each total. (1.OA.A.1, 1.OA.C.5, 1.OA.C.6)Lesson 8: I can represent all the number pairs of 10 as number bonds from a given scenario, and generate all expressions equal to 10. (1.OA.A.1, 1.OA.C.5, 1.OA.C.6)Topic B: Counting On from Embedded NumbersLesson 4Lesson 5Lesson 6Lesson 7Lesson 8enVision Resource: (enVision may be used to support the needs of your students but should not be used independently.)Topic 3 (Note: The following lessons should be used as remediation as needed. These lessons help students understand the decompositions of the listed numbers but do not make a connection into addition and subtraction as required in the standards)3-1 Addition: Making 6 and 73-2 Addition: Making 83-3 Addition: Making 9Fluency Practice: Lesson 4: Happy Counting by Ones, 10-20 Sprint: 1 More with Dots and NumeralsLesson 5: Math Finger Flash Shake Those Disks: 6 Number Bond Dash: 6Lesson 6: Red Light/Green Light: Counting by Ones Target Practice: 6 and 7 Number Bond Dash: 6Lesson 7: Sparkle: The Say Ten Way Shake Those Disks: 8 Number Bond Dash: 8Lesson 8: Skip-Counting Squats Target Practice: 8 and 9 Number Bond Dash: 9Objectives/Learning Targets Lesson 9: I can solve add to with result unknown and put together with result unknown math stories by drawing, writing equations, and making statements of the solution. (1.OA.A.1, 1.OA.C.6)Lesson 10: I can solve put together with result unknown math stories by drawing using 5-group cards. (1.OA.A.1, 1.OA.C.6)Lesson 11: I can solve add to with change unknown math stories as a context for counting on by drawing, writing equations, and making statements of the solution. (1.OA.A.1, 1.OA.C.6)Lesson 12: I can solve add to with change unknown math stories using 5-group cards. (1.OA.A.1, 1.OA.C.6)Lesson 13: I can tell put together with results unknown, add to with result unknown, and add to with change unknown stories form equations. (1.OA.A.1, 1.OA.C.6)Topic C: Addition Word ProblemsLesson 9Lesson 10Lesson 11Lesson 12Lesson 13enVision Resource: (enVision may be used to support the needs of your students but should not be used independently.)Topic 33-4 Addition: Introducing Addition Number Sentences3-5 Addition: Stories about JoiningFluency Practice: Lesson 9: Sparkle: the Say Ten Way 5-Group Flash: Partners to 10 X-Ray Vision: Partners to 10 Number Bond Dash: 10Lesson 10: Happy Counting the Say 10 Way Cold Call: 1 More Target Practice: 5 and 6Lesson 11: Count on Cheers: 2 More Number Bond Dash: 6Lesson 12: Slam: Partners to 6 Number Bond Dash: 6Lesson 13: Count by Tens Ten and Tuck Memory: Partners to 10Objectives/Learning Targets Lesson 14-15: I can count on up to 3 more using numeral and 5-group cards and fingers to track the change (1.OA.C.5, 1.OA.C.6)Lesson 16: I can count on to find the unknown part in missing addend equations such as 6 + __= 9. Answer, “How many more to make 6,7,8,9, and 10?” (1.OA.C.5, 1.OA.D.8, 1.OA.C.6)Topic D: Strategies for Counting OnLesson 14Lesson 15Lesson 16enVision Resource: (enVision may be used to support the needs of your students but should not be used independently.)Topic 66-1 Number: Adding with 0, 1, 2Topic 5 (Note: If using lessons in Topic 5 relate the guided practice to an addition or subtraction equation – use as remediation as needed in small group instruction) 5-3 Number: Parts of 10 5-4 Number: Finding Missing Parts of 10Fluency Practice: Lesson 14: Skip-Counting Squats: Forwards and Backwards to 20 Counting on Cheers: 2 More Missing Part: Partners to 10Lesson 15: Take Out the Unit Add Decimals One Less UnitLesson 16: Shake Those Disks Count On Drums: 3 More 10 Bowling PinsObjectives/Learning Targets Lesson 17-18: I can understand the meaning of the equal sign by pairing equivalent expressions and constructing true number sentences. (1.OA.B.3, 1.OA.D.7)Lesson 19: I can represent the same story scenario with addends repositioned (the commutative property). (1.OA.B.3, 1.OA.D.7)Lesson 20: I can apply the commutative property to count on from a larger addend. (1.OA.B.3, 1.OA.D.7)Topic E: The Commutative Property of Addition and the Equal SignLesson 17Lesson 18Lesson 19Lesson 20enVision Resource: (enVision may be used to support the needs of your students but should not be used independently.)Topic 3(Note: These lessons are repeated here for use as remediation only)3-4 Addition: Introducing Addition Number Sentences3-6 Addition: Adding in Any OrderFluency Practice: Lesson 17: Penny Drop: 7 Number Bond Dash: 7Lesson 18: Red Light/ Green Light: Counting by Tens Missing Part: Make 7 Number Bond Dash: 7Lesson 19: 5-Group Addition Sprint: +1,2,3Lesson 20: Sparkle: Counting by Tens, Starting at 5 Linking Cube Partners: 10Objectives/Learning Targets Lesson 21: I can visualize and solve doubles and double plus 1 with 5-group cards. (1.OA.B.3, 1.OA.C.6)Lesson 22: I can look for and make use of repeated reasoning on the addition chart by solving and analyzing problems with common addends. (1.OA.B.3, 1.OA.C.6)Lesson 23: I can look for and make use of structure on the addition chart by looking for and coloring problems with the same total. (1.OA.B.3, 1.OA.C.6)Lesson 24: I can practice to build fluency with facts to 10. (1.OA.B.3, 1.OA.C.6)Topic F: Development of Addition Fluency Within 10Lesson 21Lesson 22Lesson 23Lesson 24Mid Module AssessmentenVision Resource: (enVision may be used to support the needs of your students but should not be used independently.)Topic 66-2 Addition: Doubles6-3 Addition: Near Doubles6-4 Addition: Facts with 5 on a Ten-Frame6-5 Addition: Making 10 on a Ten FrameFluency Practice: Lesson 21: Stand on Even Numbers Target Practice: 8Lesson 22: Penny Drop: 8 Number Bond Dash: 1Lesson 23: Happy Counting by Twos Missing Part: 8 Number Bond Dash: 8Lesson 24: Partner Counting by Twos Cold Call: 2 More/ 2 Less Friendly Fact Go AroundObjectives/Learning Targets Lesson 25: I can solve add to with change unknown math stories with addition, and relate to subtraction. Model with materials and write corresponding number sentences. (1.OA.A.1, 1.OA.B.4, 1.OA.C.5)I can count on using the number path to find an unknown part. (Topic G: Lesson 26-27) (1.OA.A.1, 1.OA.B.4, 1.OA.C.5)Topic G: Subtraction as an Unknown Addend ProblemLesson 25Lesson 26Lesson 27enVision Resource: (enVision may be used to support the needs of your students but should not be used independently.)Topic 4(Note: If using lessons in Topic 4 relate the guided practice to an addition or subtraction equation – use as remediation as needed in small group instruction) 4-1 Subtraction: Finding Missing Parts of 6 and 74-2 Subtraction: Finding Missing Parts of 84-3 Subtraction: Finding Missing Parts of 94-4 Subtraction: Introducing Subtraction Number SentencesFluency Practice: Lesson 25: Race to the Top: Doubles X-Ray Vision: Partners to 9 Number Bond Dash: 9Lesson 26: Number Path Hop Partners to 9 Number Bond Dash: 9Lesson 27: Happy Counting by Twos Number Bond Roll Number Sentence SwapObjectives/Learning Targets Lesson 28: I can solve take from with results unknown math stories with math drawings, true number sentences, and statements using horizontal marks to cross off what is taken away. (1.OA.A.1, 1.OA.B.4, 1.OA.C.5, 1.OA.D.8)Lesson 29: I can solve take apart with addend unknown math stories with math drawings, equations, and statements circling the known part to find the unknown. (1.OA.A.1, 1.OA.B.4, 1.OA.C.5, 1.OA.D.8)Lesson 30: I can solve add to with change unknown math stories with drawings, relating addition to subtraction. (1.OA.A.1, 1.OA.B.4, 1.OA.C.5, 1.OA.D.8)Lesson 31: I can solve take from with change unknown math stories with drawings. (1.OA.A.1, 1.OA.B.4, 1.OA.C.5, 1.OA.D.8)Lesson 32 : I can solve put together/take apart with addend unknown math stories. (1.OA.A.1, 1.OA.B.4, 1.OA.C.5, 1.OA.D.8)Topic H: Subtraction Word ProblemsLesson 28Lesson 29Lesson 30Lesson 31Lesson 32enVision Resource: (enVision may be used to support the needs of your students but should not be used independently.)Topic 44-5 Subtraction: Stories about Separating4-7 Subtraction: Connecting Addition and SubtractionFluency Practice: Lesson 28: Beep Counting by Ones Cold Call: 1 Less Spring: 1 LessLesson 29: Stand on Even Numbers Cold Call: 2 Less Subtraction with CardsLesson 30: Happy Counting by Tens Math Hands Flash: Partners to 10 Number Bond Dash: 10Lesson 31: Beep Counting by Tens Penny Drop: Count on from 10 Number Bond Dash: 10Lesson 32: Happy Counting the Say Ten Way 5-Group Match: Partners to 10 Number Sentence Swap Objectives/Learning Targets Lesson 33: I can model 0 less and 1 less pictorially and as subtraction number sentences. (1.OA.C.5, 1.OA.C.6, 1.OA.B.4)Lesson 34: I can model n-n and n-(n-1) pictorially an das subtraction sentences. (1.OA.C.5, 1.OA.C.6, 1.OA.B.4)Lesson 35: I can relate subtraction facts involving fives and doubles to corresponding decompositions. (1.OA.C.5, 1.OA.C.6, 1.OA.B.4)Lesson 36: I can relate subtraction from 10 to corresponding decompositions. 1.OA.C.5, 1.OA.C.6, 1.OA.B.4)Lesson 37: I can relate subtraction from 9 to corresponding decompositions. 1.OA.C.5, 1.OA.C.6, 1.OA.B.4)Topic I: Decomposition Strategies for SubtractionLesson 33Lesson 34Lesson 35Lesson 36Lesson 37enVision Resource: (enVision may be used to support the needs of your students but should not be used independently.)Topic 77-1 Subtraction: Subtraction with 0,1,2 7-2 Subtraction: Thinking Addition7-3 Subtraction: Thinking Addition to 8 to SubtractFluency Practice: Lesson 33: Rekenrek Counting Within 20 Sprint: Addition 1 Less, 0 LessLesson 34: 1 Less, 2 Less Sprint: n – 0, and n - 1 Lesson 35: Cold Call Sprint: n – n, n- (n-1)Lesson 36: Counting the Say Ten Way 5-Group Flash Number Bonds of TenLesson 37: Coral Counting: The Regular and Say Ten Way 5-Group Flash Sprint: Partners to 10Objectives/Learning Targets Lesson 38: I can look for and make use of repeated reasoning and structure, using the addition chart to solve subtraction problems. (1.OA.C.6)Lesson 39: I can analyze the addition chart to create sets of related addition and subtraction facts. (1.OA.C.6)Topic J: Development of Subtraction Fluency Within 10Lesson 38Lesson 39 HYPERLINK "" End of Module Assessment enVision Resource: (enVision may be used to support the needs of your students but should not be used independently.)Topic 77-4 Subtraction: Thinking Addition to 12 to SubtractFluency Practice: Lesson 38: Rekenrek: Teen Numbers Hide Zero Cards Subtraction With CardsLesson 39: Decompose Teen Numbers Sprint: Decomposing Teen Numbers Number Bond RollTasks:Aisha's Rule (1.OA.A.1, 1.OA.D.8)The Cubes Trains (1.OA.A.1, 1.OA.B.3)Task Arc: The Relationship Between Addition and SubtractionSchool Supplies (1.OA.A.1)At the Park (1.OA.A.1)Domino Addition (1.OA.B.3)Doubles? (1.OA.B.3)Cave Game Subtraction (1.OA.B.4)Making a Ten (1.OA.C.6)Valid Equalities (1.OA.D.7)Additional Resources:Using Data to Add and Subtract to 20Developing Addition and Subtraction StrategiesFirst Grade Lessons for Learning (North Carolina)The Crayon BoxSnapWhat is the Missing NumberI-Ready Lessons:Addition Number SentencesCounting On to Solve Addition ProblemsAddition FactsSubtraction Concepts: ComparisonSubtraction Concepts: SeparationCount Back to Subtract 1,2, or 3Addition and Subtraction Fact FamiliesRelating Addition and Subtraction FactsAddition Facts: Doubles Plus One or Minus One.Addition Facts: Using Sums of 10Counting on to AddCounting on to Solve ProblemsJoining Sets to AddOther:Use this guide as you prepare to teach a module for additional guidance in planning, pacing, and suggestions for omissions.Pacing and Preparation Guide (Omissions)RESOURCE TOOLBOXThe Resource Toolbox provides additional support for comprehension and mastery of grade-level skills and concepts. These resources were chosen as an accompaniment to modules taught within this quarter. ?Incorporated materials may assist educators with grouping, enrichment, remediation, and differentiation.?NWEA MAP Resources: - Sign in and Click the Learning Continuum Tab – this resources will help as you plan for intervention, and differentiating small group instruction on the skill you are currently teaching. (Four Ways to Impact Teaching with the Learning Continuum) - These Khan Academy lessons are aligned to RIT scores.Textbook ResourcesEngage NY/Eureka Math Teacher SupportenVision Math enVision Common Core Addendum LessonsTN /CCSSTNReady Math StandardsAchieve the CoreTN EdutoolboxVideosTeaching Math: A Video Library K-4SEDL: CCSS Online Video SeriesNCTM Common Core VideosChildren’s Literature Marilyn Burns Math Literature List 1st GradeMarilyn Burns Math Literature List 2nd GradeList By Math Concept1-3 Literature ListInteractive ManipulativesLibrary of Virtual ManipulativesMath PlaygroundThink CentralLearnzillionMissing AddendsCounting and Adding Games SitesIllustrative Mathematics 1st GradeMathematical Practices PostersOther Use this guide as you prepare to teach a module for additional guidance in planning, pacing, and suggestions for omissions.Pacing and Preparation Guide (Omissions)Homework Help: Grade 1 - Module 1: Sums and Differences to 10 TN Early Grades Math ToolkitParent Roadmap: Supporting Your Child in First Grade Mathematics ................
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