1st Grade Math Instructional Focus Units



Instructional Focus UnitsEstimated TimeFocus 1Foundations for Addition and Subtraction within 206 WeeksFocus 2Reason with 2D Shapes and their Attributes: Foundations for Fractions3 WeeksFocus 3Addition and Subtraction within 206 WeeksFocus 4Understanding the Relationship between Addition and Subtraction 2 WeeksFocus 5Represent and Interpret Data 1 WeeksFocus 6Connecting Measurement to Number3 WeeksFocus 7Working toward Fluency for Addition and Subtraction within 205 WeeksFocus 8Exploring Patterns: Foundations for Algebra3 WeeksFocus 9Adding and Subtracting 1 and 2 digit numbers5 WeeksFocus 10Reason with 3D Shapes and their Attributes2 WeeksFocus 11Connecting Place Value and Measurement2 Weeks590550-63500***Based on the standards, not all lessons within the resource may be needed to meet the needs of your students. Focus 1 Foundations for Addition and Subtraction within 20In this focus, students will build on the strategies and problem types in which they are familiar with from Kindergarten, extending the number range to 20. Standards1.OA.A.11.OA.A.21.OA.B.31.OA.C.51.OA.C.61.OA.D.71.NBT.A.11.NBT.B.3Estimated Time6 WEEKSPrinciple ResourceIDS Unit 1 Including Common Core additional session 2.5A and adaptations (page CC1)Additional Resource-Developing Number Concepts Book 2-Differentiation and Intervention Guide, Unit 1;-Teaching Student-Centered Mathematics: Chapter 7-Fosnot Games for Early Number SenseMath Routines: Incorporate these routines in addition to IDS Classroom Routines according to your population:-Fosnot Mini-lessons for Early Addition and Subtraction -Number Talks by Sherry Parrish -Solving problems using the common core problem typesNotesIn this unit, students are introduced to the mathematical tools, processes, and ways of working that will be the foundation of math class this year. As part of this work, students are introduced to several yearlong classroom routines that offer regular practice with counting (NBT standards), developing visual images of quantities (NBT standards), collecting and analyzing data (MD standards), and working with time and sequence (MD standards). 1. OA.6 Add and subtract within 20, demonstrate fluency for addition and subtraction within 10. This standard is strongly connected to all the standards in this domain. It focuses on students being able to fluently add and subtract numbers to 10 and having experiences adding and subtracting within 20. Expectations for 1st grade are addition and subtraction within 10 1.MD.C.4 practice- 10 Minute Math sessions 1.3 and 4.7Focus 2 – Reason with 2D Shapes and their Attributes: Foundations for FractionsIn this focus, students define and classify shapes based on attributes – e.g. orientation, size, and number of sides.Students build and draw 2D shapes to possess defining attributes. Students compose and decompose figures to support their understanding of part-whole relationships.Standards1.G.A.11.G.A.2Estimated Time3 WEEKSPrinciple ResourceIDS Unit 2 including Common Core adaptations (pages CC8 and CC9)Exclude sessions 3.1, 3.2, and 3.3Additional Resource-IDS Shape Software-Teaching Student - Centered Mathematics: Activity 7.1 page 194, Activity 7.2 page 195, Activity 7.4 page 197, Activity 7.6 page 207, Activity 7.7 pages 207 - 208, Activity 7.18 page 217, Activity 7.19 page 218 -IDS Differentiation and Intervention Guide -Teacher-Created Fraction MaterialsMath RoutinesIncorporate these routines in addition to IDS Classroom Routines:- Number Talks by Sherry Parrish-Fosnot Mini-lessons for Early Addition and Subtraction- solving problems using the Common Core problem types.-Telling time to hour and half hourNotesStudents need to explore various examples in different ways so that their experiences with shapes are not limited to single examples (e.g. if a student has only worked with equilateral triangles, it may be difficult for them to develop more general understandings of triangles).Be sure that the Shapes software has been downloaded onto computers (contact your Ed. Tech for assistance) 1. OA.6 Add and subtract within 20, demonstrate fluency for addition and subtraction within 10. This standard is strongly connected to all the standards in this domain. It focuses on students being able to fluently add and subtract numbers to 10 and having experiences adding and subtracting within 20. Expectations for 1st grade are addition and subtraction within 10 1.NBT.A.1 practice- 10 Minute Math sessions 1.1, 1.2, 1.4, all of investigation 2, 3.1, 3.2, 3.4, 3.6, 4.1, and 4.5Focus 3 – Addition and Subtraction within 20In this focus, students extend their understanding from unit 1 to a larger number range. Students develop appropriate strategies to reason about and solve addition and subtraction problems. Students apply their understanding of the symbols while practicing their addition and subtraction strategies in different problem situations. Students relate their strategies for addition and subtraction to written methods and explain their reasoning.Standards1.OA.A.11.OA.A.21.OA.B.31.OA.B.41.OA.C.51.OA.C.61.OA.D.71.OA.D.81.NBT.A.11.NBT.B.3Estimated Time6 WEEKSPrinciple ResourceIDS Unit 3Include Common Core additional session 1.10A and adaptations (pages CC11, CC13, and CC14)Additional Resource-Developing Number Concepts Book 2- IDS Differentiation and Intervention Guide Unit 3Math RoutinesIncorporate these routines in addition to IDS Classroom Routines according to your population:-Fosnot Mini-lessons for Early Addition and Subtraction -Number Talks by Sherry Parrish -Solving problems using the common core problem typesNotes1. OA.6 Add and subtract within 20, demonstrate fluency for addition and subtraction within 10. This standard is strongly connected to all the standards in this domain. It focuses on students being able to fluently add and subtract numbers to 10 and having experiences adding and subtracting within 20. Expectations for 1st grade are addition and subtraction within 10 1.MD.C.4 practice- 10 Minute Math session 4.7Focus 4- Understanding the Relationship between Addition and SubtractionIn this focus, students are given opportunities to see subtraction as the opposite of addition in a different way than as reversing the action. Counting on strategies reinforce that subtraction can be viewed as an unknown addend problem, which emphasizes the relationship between subtraction and addition. Students will build an understanding of properties of operations through repeated experiences with addition and subtraction.Standards1.OA.A.11.OA.B.31.OA.B.41.OA.C.6Estimated Time2 WEEKSPrinciple ResourceFosnot- Double Decker BusAdditional ResourceDeveloping Number Concepts Book 2Math RoutinesNumber Talks by Sherry ParrishIn addition to Double Decker Bus mini-lessons, incorporate Number Talks and work on counting from any number by tens; solving problems using the Common Core problem typesNotes1. OA.6 Add and subtract within 20, demonstrate fluency for addition and subtraction within 10. This standard is strongly connected to all the standards in this domain. It focuses on students being able to fluently add and subtract numbers to 10 and having experiences adding and subtracting within 20. Expectations for 1st grade are addition and subtraction within 10 Focus 5-Represent and Interpret DataIn this focus, Students will design and carry out data investigations. Data provides an authentic context for students to develop appropriate strategies to reason about and solve addition and subtraction problems. Students are introduced to compare problem types. Data provides a context for students to make connections to addition and subtraction as they answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.Standards1.MD.B.31.MD.C.41.NBT.A.11.NBT.B.3Estimated Time1 WEEKPrinciple ResourceIDS Unit 4 Include Common Core additional session 3.4A and adaptations (pages CC20 and CC21)Exclude Investigation 1 (sessions 1.1-1.4) sessions 3.1, 3.2 and 3.3Additional ResourceNoneMath RoutinesIncorporate these routines in addition to IDS Classroom Routines- Number Talks by Sherry Parrish-solving problems using the Common Core problem typesNotesIntroduce comparing problems during this unit and continue throughout school year. Group data by 10s when appropriate. 1. OA.6 Add and subtract within 20, demonstrate fluency for addition and subtraction within 10. This standard is strongly connected to all the standards in this domain. It focuses on students being able to fluently add and subtract numbers to 10 and having experiences adding and subtracting within 20. Expectations for 1st grade are addition and subtraction within 10 1.G.A.1 practice – 10 Minute Math session 1.1Focus 6- Connecting Measurement to NumberIn this focus, students explore length comparisons both directly and indirectly. They will then extend this to indirect comparisons through the use of a third object. Students will measure with iterating length units (building up the length of an object with equal-sized units). Students use their concrete experience with length comparisons to support their understanding of number comparisons as well as compare problem types. Student’s partition shapes into equal shares. The focus is fair shares and equal area to support initial understandings of properties such as congruence and symmetry in area – not to discuss fractions. The terms “halves, fourths, and quarters” name the amount of area that is represented to describe the part – whole relationship. Fraction notation is first used in grade 3.Students identify the different parts of a clock, making connections between these parts and the time in hours and half-hours. They will extend their understanding by telling and writing time.Standards1.OA.A.11.MD.A.11.MD.A.21.MD.B.31.MD.C.41.G.A.21.G.A.31.NBT.A.11.NBT.B.3Estimated Time3 WEEKSPrinciple ResourceIDS Unit 5 Including Common Core additional sessions 1.5A, Investigation 3 (3A.1-3A.4) and adaptations (pages CC28-CC30)Exclude session 1.5 Additional Resource-Developing Number Concepts Book 2 -Teaching Student Centered Mathematics pp. 228-229-IDS Differentiation and Intervention Guide Unit 5-Fosnot Games for Early Number Sense -SFAW Volume 3, pp. 309A-313A-Teacher-Created Materials for TimeMath RoutinesIncorporate these routines in addition to IDS Classroom Routines according to your population:-Fosnot Mini-lessons for Early Addition and Subtraction -Number Talks by Sherry Parrish -Solving problems using the common core problem types NotesStudents build and expand upon the direct comparison that they learned in Kindergarten to compare and order three objects directly. Continue working with problem solving types add to, take from, put together and take apart. This is student’s first classroom experience telling and writing time to the hour and half-hour.1. OA.6 Add and subtract within 20, demonstrate fluency for addition and subtraction within 10. This standard is strongly connected to all the standards in this domain. It focuses on students being able to fluently add and subtract numbers to 10 and having experiences adding and subtracting within 20. Expectations for 1st grade are addition and subtraction within 10 Focus 7- Working toward Fluency for Addition and Subtraction within 20 In this focus, students continue to advance to more efficient strategies for addition and subtraction to 20. Students apply their conceptual understanding of addition, subtraction, and comparison to interpret and write expressions and equations. It is important for students to make sense of the symbols involved, as well as knowing when to use them.Students use their understanding to reason about whether or not equations are true or false. Students apply their understanding of the symbols while practicing their addition and subtraction strategies in different problem situations.Standards1.OA.A.11.OA.A.21.OA.B.31.OA.B.41.OA.C.51.OA.C.61.OA.D.71.OA.D.81.NBT.A.11.NBT.B.2a1.NBT.B.3Estimated Time5 WEEKSPrinciple ResourceIDS Unit 6Including Common Core Additional sessions 1.8A, 1.8B and 2.6A and adaptations (pages CC58-CC61)Additional ResourcePirate Math (problem types for explicit instruction as needed) -Teaching Number, p 128, 129, 216 -Games for Early Number Sense- IDS Differentiation and Intervention Guide-Developing Number Concepts Book 2 -Teacher-Created Materials for TimeMath Routines-Incorporate these routines in addition to IDS Classroom Routines: -Problem solving with Add To Change Unknown and Take From Change Unknown are used in this unit. Continue working on these. –Mini lessons for Early Addition and Subtraction-Number TalksNotes1. OA.6 Add and subtract within 20, demonstrate fluency for addition and subtraction within 10. This standard is strongly connected to all the standards in this domain. It focuses on students being able to fluently add and subtract numbers to 10 and having experiences adding and subtracting within 20. Expectations for 1st grade are addition and subtraction within 10 1.MD.B.3 practice – 10 Minute Math sessions 1.8A, 1.8B, and 2.6A1. MD.C.4 practice – 10 Minute Math sessions 1.2. 1.4, 1.7, 2.3, 3.1, and 3.8Focus 8 – Exploring Patterns: Foundations for AlgebraIn this focus, students briefly explore contexts and number sequences that involve a constant rate of increase. Students develop a more abstract understanding of place value, viewing two-digit numbers as tens and ones. This understanding of place value supports counting on and making ten strategies that students use to become more efficient in addition and subtraction situations. Students practice making groups of 10 to efficiently represent (written numerical work) and count objects. Students apply the structure of teen numbers to reason about larger quantities and their relative magnitude. Students practice counting and writing two-digit numbers. Standards1.OA.A.11.OA.A.21.OA.C.51.OA.C.61.OA.D.71.OA.D.81.NBT.A.11.NBT.B.31.MD.B.31.MD.C.4Estimated Time1 WEEK (Inv. 7)2 WEEKS (Fosnot – Organizing and Collecting)Principle ResourceIDS Unit 7 Investigation 2 ONLY and Common Core adaptations (pages CC80)ANDFosnot: Organizing and CollectingExclude Investigation 1 sessions 1.1-1.8Additional ResourcePirate Math, page 49, Activity 3; page 55, Activity 4; page 57, Activity 2; page 58, Activity 3- IDS Differentiation and Intervention Guide-Addition Number Talks-Developing Number Concepts: Book 1 -Developing Number Concepts: Book 2 -Games for Early Number Sense -Teaching Number pgs. 181-185Math RoutinesIn addition to IDS Classroom Routines, incorporate:-solving problems using the Common Core problem types -Telling Time to the hour and half hour-Number Talks - Sherry Parrish, pages 92 - 96 Notes Continue working with problem solving types add to, take from, put together and take apart.1. OA.6 Add and subtract within 20, demonstrate fluency for addition and subtraction within 10. This standard is strongly connected to all the standards in this domain. It focuses on students being able to fluently add and subtract numbers to 10 and having experiences adding and subtracting within 20. Expectations for 1st grade are addition and subtraction within 10 Focus 9-Adding and Subtracting 1 and 2 digit numbersIn this focus, students will count and write two-digit numbers by practicing making groups of tens to efficiently represent and count objects. Students build on their understanding of adding and subtracting within 20 to develop strategies for adding larger numbers. Students will use place value understanding and operations to add and subtract.Students continue working with compare problem types as they are relatively difficult for students to master.Standards1.OA.A.11.OA.A.21.OA.B.31.OA.C.51.OA.C.61.OA.D.71.OA.D.81.NBT.A.11.NBT.B.2a,b,c1.NBT.B.31.NBT.C.41.NBT.C.51.NBT.C.6Estimated Time5 WEEKSPrinciple ResourceIDS Unit 8 including Common Core additional sessions 1.3A, Investigation 4 (sessions 4A.1, 4A. 2, 4A.3, 4A.4, 4A.5) and adaptations (pages CC81-CC84) Exclude session 1.3Additional Resource-Developing Number Concepts: Book 2 -IDS Differentiation and Intervention Guide-Pirate Math, page 49, Activity 3; page 55, Activity 4; page 57, Activity 2; page 58, Activity 3Math RoutinesIn addition to IDS Classroom Routines, incorporate:-Number Talks pages 128-135-Mini-Lessons for Early Addition and Subtraction-solving problems using the Common Core problem types-telling time to the hour and half hourNotes1. OA.6 Add and subtract within 20, demonstrate fluency for addition and subtraction within 10. This standard is strongly connected to all the standards in this domain. It focuses on students being able to fluently add and subtract numbers to 10 and having experiences adding and subtracting within 20. Expectations for 1st grade are addition and subtraction within 10 1.MD.B.3 practice – 10 Minute Math session3.11.MD.C.4 practice – 10 Minute Math session 4A.5 Focus 10-Reason with 3D Shapes and their AttributesIn this focus, students will explore the relationship between 2D and 3D shapes. Students transition from using trial and error to applying their understanding of different attributes in order to draw and compose 3D shapes. Composing and decomposing 3D figures supports students’ understanding of part-whole relationships.Standards1.OA.A.11.OA.A.21.OA.C.61.OA.D.81.G.A.11.G.A.2Estimated Time2 WeeksPrinciple ResourceIDS Unit 9 including Common Core sessions 2.3A and adaptations (pages CC115-CC118)Exclude sessions 1.6, 1.7, 1.8,2.3, 2.4, 2.5, 2.6, and 2.7Additional Resource- The Super Source: K-2, Tangrams - pages 42, 50, 54, 58, 62, 70, 82, 86-The Super Source: 3-4, Pattern Blocks - pages 18, 22, 30, 34 (watch the verbiage on page 34)-IDS Differentiation and Intervention Guide, pages 99 – 101Math RoutinesIn addition to IDS Classroom Routines, incorporate:-solving problems using the Common Core problem types-telling time to hour and half hourNotes1. OA.6 Add and subtract within 20, demonstrate fluency for addition and subtraction within 10. This standard is strongly connected to all the standards in this domain. It focuses on students being able to fluently add and subtract numbers to 10 and having experiences adding and subtracting within 20. Expectations for 1st grade are addition and subtraction within 10 1.NBT.B.3 practice – 10 Minute Math sessions 1.2 and 2.81.MD.B.3 practice – 10 Minute Math session 2.3A1.MD.C.4 practice – 10 Minute Math sessions 1.2 and 2.8Focus 11-Connecting Place Value and MeasurementIn this focus, students use the number line as a model for double digit addition strategies. Students gain understanding that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.Standards1.NBT.C.41.NBT.C.51.NBT.C.61.MD.A.11.MD.A.2Estimated Time2 WEEKSPrinciple ResourceFostnot - Measuring for The Art Show (Day 10 optional)Additional Resource-Teaching Number, page 181, lesson 8.4.1; page 182, lesson 8.4.2; page 182, lesson 8.4.3 and 8.4.4; page 183, lesson 8.4.5 and 8.4.6Math RoutinesIn addition to Measuring for the Art Show routine, incorporate:- Number Talks by Sherry Parrish-Mini-Lessons for Early Addition and Subtraction-Solving problems using the Common Core problem types-Telling time to the hour and half hourNotes1. OA.6 Add and subtract within 20, demonstrate fluency for addition and subtraction within 10. This standard is strongly connected to all the standards in this domain. It focuses on students being able to fluently add and subtract numbers to 10 and having experiences adding and subtracting within 20. Expectations for 1st grade are addition and subtraction within 10 Table 1: Common addition and subtraction situations.6Result UnknownChange UnknownStart UnknownAdd toTwo bunnies sat on the grass. Three more bunnies hopped there. How many bunnies are on the grass now?2 + 3 = ?Two bunnies were sitting on the grass. Some more bunnies hopped there. Then there were five bunnies. Howmany bunnies hopped over to the first two?2 + ? = 5Some bunnies were sitting on the grass. Three more bunnies hopped there. Then there were five bunnies. How many bunnies were on the grass before?? + 3 = 5Take fromFive apples were on the table. I ate two apples. How many apples are on the table now?5 – 2 = ?Five apples were on the table. I ate some apples. Then there were three apples. How many apples did I eat?5 – ? = 3Some apples were on the table. I ate two apples. Then there were three apples. How many apples were on the table before?? – 2 = 3Total UnknownAddend UnknownBoth Addends Unknown1Put Together / Take Apart2Three red apples and two green apples are on the table. How many apples are on the table?3 + 2 = ?Five apples are on the table. Three are red and the rest are green. How many apples are green?3 + ? = 5, 5 – 3 = ?Grandma has five flowers. How many can she put in her red vase and how many in her blue vase?5 = 0 + 5, 5 = 5 + 05 = 1 + 4, 5 = 4 + 15 = 2 + 3, 5 = 3 + 2Difference UnknownBigger UnknownSmaller UnknownCompare3(“How many more?” version):Lucy has two apples. Julie has five apples. How many more apples does Julie have than Lucy?(“How many fewer?” version):Lucy has two apples. Julie has five apples. How many fewer apples does Lucy have than Julie?2 + ? = 5, 5 – 2 = ?(Version with “more”):Julie has three more apples than Lucy. Lucy has two apples. How many apples does Julie have?(Version with “fewer”):Lucy has 3 fewer apples than Julie. Lucy has two apples. How many apples does Julie have?2 + 3 = ?, 3 + 2 = ?(Version with “more”):Julie has three more apples than Lucy. Julie has five apples. How many apples does Lucy have?(Version with “fewer”):Lucy has 3 fewer apples than Julie. Julie has five apples. How many apples does Lucy have?5 – 3 = ?, ? + 3 = 56Adapted from Box 2-4 of Mathematics Learning in Early Childhood, National Research Council (2009, pp. 32, 33).1These take apart situations can be used to show all the decompositions of a given number. The associated equations, which have the total on the left of the equal sign, help children understand that the = sign does not always mean makes or results in but always does mean is the same number as.2Either addend can be unknown, so there are three variations of these problem situations. Both Addends Unknown is a productive extension of this basic situation, especially for small numbers less than or equal to 10.3For the Bigger Unknown or Smaller Unknown situations, one version directs the correct operation (the version using more for the bigger unknown and using less for the smaller unknown). The other versions are more difficult. ................
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