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Great Meadows Regional

Mathematics CurriculumFirst Grade

CURRICULUM GUIDEApproved

August 22, 2017

Mr. David C. Mango, SuperintendentMrs. Debra Grigoletti, Director of Curriculum & Instruction

Developed by:Colleen Schubert

Jennifer Daly

This curriculum may be modified through varying techniques, strategies and materials, as per an individual student’s

Individualized Education Plan (IEP).

Approved by the Great Meadows Regional Board of Educationat the regular meeting held on August 22, 2017

andAligned with the New Jersey Common Core Standards and New

Jersey Student Learning Standards


Table of Contents

Component PagePhilosophy and Rationale 3

Mission Statement 3

Scope and Sequence 3

Units:

1. Addition and Subtraction Concepts

7

2. Addition and Subtraction Strategies

11

3. Addition and Subtraction Relationships

15

4. Count, Model, and Compare Numbers

18

5. Two-Digit Addition and Subtraction

21

6. Measurement and Data 24

7. Three-Dimensional and Two-Dimensional Geometry

28

NJ Content Standards Link 31

21st Century Skills Link 32


Philosophy and Rationale

For students to build critical thinking and problem solving skills in mathematics, they must develop an understanding of addition and subtraction that includes strategies for solving problems; an understanding of whole number relationships, including place value and its representation; an understanding of measurement and time to engage in real-world solutions; and an understanding of attributes to compose and decompose geometric shapes. An effective standards-based environment will push students to explore multiple strategies, use appropriate tools, and pursue the application of a range of skills in daily life.

Mission Statement

The Great Meadows Regional School District will provide quality educational opportunities that ensure the individual success of all students within a safe and supportive environment and to build lifelong learners who will meet society’s challenges into and beyond the 21st century. To that end, it is anticipated that all students will achieve the New Jersey Student Learning Standards at all grade levels.

Scope and Sequence

Unit 1: Addition and Subtraction ConceptsLesson Skills and Strategies

● Chapter 1● Use pictures to add to● Model adding to● Model putting together● Model addition● Add zero● Add in any order● Put together numbers to ten● Addition to ten

● Chapter 2● Use pictures to show taking from● Model taking from● Model taking apart● Model subtraction and problem solving● Use pictures and subtraction to compare● Subtract to compare● Subtract all or zero● Take apart numbers


● Subtraction from ten or less

Vocabulary● Chapter 1

● Add, addends, addition sentence, is equal to =, order, plus +, sum, zero

● Chapter 2 ○ Compare, difference, fewer, minus -, more, subtract, subtraction sentence

Time Allotment: 30 to 35 school days

Unit 2: Addition and Subtraction StrategiesLesson Skills and Strategies

● Chapter 3● Add in any order● Count on● Add doubles● Use doubles to add● Doubles plus 1 and minus 1● Practice the strategies● Add 10 and more● Make a 10 to add● Use make a 10 to add● Hands on: Add 3 numbers● Add 3 numbers● Use addition strategies

● Chapter 4● Count back● Hands on: Think addition to subtract● Think addition to subtract● Use 10 to subtract● Break apart to subtract● Use subtraction strategies


● Count on, doubles, doubles plus 1, doubles minus 1, make a tenVocabulary

● Chapter 4● Count back


Unit 3: Addition and Subtraction RelationshipsLesson Skills and Strategies


● Chapter 5● Problem Solving: Add or Subtract?● Record related facts● Identify related facts● Use addition to check subtraction● Unknown numbers● Use related facts● Choose an operation● Ways to make numbers to 20● Equal and not equal● Facts practice to 20


● Related facts, add, subtract


Unit 4: Count, Model, and Compare NumbersLesson Skills and Strategies

● Chapter 6● Count by ones to 120● Count by tens to 120● Understand tens and ones● Make ten and ones● Hands on: Tens● Tens and ones to 50● Tens and ones to 100● Show numbers in different ways● Model, read, and write numbers from 100-110

● Model, read, and write numbers from 111-120● Chapter 7● Greater than >● Less than <● Use symbols to compare● Compare numbers● 10 less, 10 more


● digits, ones, ten, hundred● Chapter 7

● is greater than >, is less than <, is equal to =



Unit 5: Two Digit Addition and SubtractionLesson Skills and Strategies

● Chapter 8● Add and subtract within 20● Add tens● Subtract tens● Use a hundred chart to add● Use models to add● Make ten to add● Use place value to add● Addition word problems● Related addition and subtraction


● Add, addends, addition sentence, is equal to =, order, plus +, sum, zero, Compare, difference, fewer, minus -, more, subtract, subtraction sentence, tens, ones


Unit 6: Measurement and DataLesson Skills and Strategies

● Chapter 9● Order objects by length● Indirect measurement● Measure length using nonstandard units● Make a nonstandard measuring tool● Measure and compare● Time to the hour● Time to the half hour● Tell time to the hour and half hour using analog and digital clocks● Use the hour hand to draw and write times on analog and digital clocks

● Chapter 10● Read picture graphs● Make picture graphs● Read bar graphs● Make bar graphs● Read tally charts● Make tally charts● Represent data


● Longest, shortest, hour hand, half hour, hour, minute hand, minutes


● Chapter 10 ● Picture graph, bar graph, tally chart, tally mark


Unit 7: Three-Dimensional and Two-Dimensional GeometryLesson Skills and Strategies

● Chapter 11● Identify and describe three-dimensional shapes● Combine three-dimensional shapes● Make new three-dimensional shapes● Take apart three-dimensional shapes● Identify two-dimensional shapes on three-dimensional shapes

● Chapter 12● Sort two-dimensional shapes● Describe two-dimensional shapes● Combine two-dimensional shapes● Combine more shapes● Make new two-dimensional shapes● Find shapes in shapes● Decompose two-dimensional shapes into parts● Identify Equal and unequal parts● Halves (2 equal shares)● Fourths (4 equal shares)


● Cone, cube, curved surface, cylinder, flat surface, rectangular prism, sphere

● Chapter 12● Circles, rectangles, sides, square, triangles, vertices, hexagon, trapezoid,

equal parts, equal shares, unequal parts, unequal shares, half of, halves, fourth of, fourths, quarter of, quarters


Stage 1: Desired ResultsUnit : 1

Topic: Addition and Subtraction Concepts

Content Standards1.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

1.OA.B.3Apply properties of operations as strategies to add and subtract.

1.OA.C.6Add 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)

1.OA.D.8Determine the unknown whole number in an addition or subtraction equation relating three whole numbers.

Essential Questions● How do pictures show adding to?● How do you model adding to a group?● How do you model putting together?● How do you solve addition problems by making a model?● What happens when you add zero to a number?● Why can you add addends in any order?● How can you show all the ways to make a number?● Why are some addition facts easy to add?● How can you show taking from with pictures?● How do you model taking from a group?● How do you model taking apart?● How do you solve subtraction problems by making a model?● How can you use pictures to compare and subtract?● How can you use models to compare and subtract?● What happens when you subtract zero from a number?● How can you show all of the ways to take apart a number?● Why are some subtraction facts easy to subtract?

Enduring Understandings● Drawing a picture acts as a representation of a number and/or part of an

operation.


● Making a model acts as a representation of a number and/or part of an operation.● Subtracting zero from a number does not change the difference.● Versatile mathematical thinkers apply numerous strategies to solve problems

using addition and subtraction.

Knowledge and Skills (SWBAT embedded course proficiencies)Students will be able to:

● Use pictures to “add to” and find sums.● Use concrete objects to solve “adding to” addition problems.● Use concrete objects to solve “putting together” addition problems.● Solve adding to and putting together situations using the strategy make a model.● Understand and apply the additive identity property for addition.● Explore the commutative property of addition.● Model and record all the ways to put together numbers within ten.● Build fluency for addition within ten.● Use pictures to show “taking from” and find differences.● Use concrete objects to solve “taking from” subtraction problems.● Use concrete objects to solve “taking apart” subtraction problems.● Solve “taking from” and “taking apart” subtraction problems.● Compare pictorial groups to understand subtraction. ● Model and compare groups to show the meaning of subtraction. ● Identify how many are left when subtracting all or 0. ● Model and record all the ways to take apart numbers within 10. ● Build fluency for subtraction within 10

Stage 2: Evidence of Understanding, Learning Objectives and Expectations Benchmarks (embedded student proficiencies)Assessment Methods (formative, summative, other evidence and/or student self- assessment)

● Chapters 1 and 2 summative assessments● Math games for fluency (Scoot!, Around the Room) as formative assessments● Teacher observation ● Teacher created lesson checks● Mid-chapter checkpoint assessment● Homework and practice pages as formative assessments

Stage 3: Learning Plan

Students will be engaged through large and small group discussion allowing students to revise, rethink, and refine their understanding of topics covered. Students


will be challenged and engaged through applicable real life problems and projects. Integrating the Standards for Mathematical Practice (MP1-8) will support student development of topics and skillsets.

Differentiation will be provided through written, visual, auditory, and hands-on activities to meet all learning styles. We will use various learning centers, differentiated lesson materials, and Go Math! Grab-and-Go resources including modified worksheets for individual needs. Students will be provided with individualized instruction as needed. Introduction of new vocabulary will help students express their ideas, opinions, and feelings. These activities allow students to participate in collaborative conversations with diverse partners and adults in small and large groups.

Students will deepen learning through activities such as Smartboard lessons (Go Math! created and teacher created), mathematical games, use of classroom computers, computer mathematics programs, educational songs and video clips from YouTube and Brain POP Jr., manipulatives such as counters, magnetic numbers, and school website links to online educational games. Related read alouds will engage students and provide a cross curricular learning experience (Examples: The Class Party, Math Club, Join Us, Busy Bugs, Milk for Sale)

In this Unit, the students will practice the 21st Century Skills of Communication and Collaboration, Critical Thinking and Problem Solving, as well as Creativity and Innovation. We will also focus on Life and Career Skills by supporting students’ interactions with peers and teachers throughout their school day and by assigning students real life mathematical problems to solve. Unit performance tasks build on these skillsets. We will integrate digital tools through use of the Smartboard and classroom computers.

Time Allotment

30-35 school days

ResourcesHoughton-Mifflin Go Math! mathematics series for first grade (Chapter 1 and 2 student book and teacher editions)

Supplementary Resources:Go Math! Curriculum Materials such as:Mathematics Readers, Smartboard Interactive Lessons, Grab-and-Go, Family Connections, Teacher Websites, Chapter Resources (Reteach and Enrich)Supplemental texts, Brain Pop, Jr., related read alouds

DifferentiationWhole Group Instruction, Small Group Instruction, One-on-one Instruction, Hands-on manipulatives (counters, connecting cubes), Math Centers, Mathematics Readers, Starfall, ABCYA, ABC Mouse, PBS Kids, Flashcards, Scholastic Core Clicks, Learning Games, Multi-Sensory explorations, In-Class Support, Think Central (Dashboard), Smartboard (Smart Exchange), Go Math! Chapter Resources



Topic: Addition and Subtraction Strategies

Content Standards1.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.

1.OA.A.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

1.OA.B.3 Apply properties of operations as strategies to add and subtract.

1.OA.B.4Understand subtraction as an unknown-addend problem.

1.OA.C.5Relate counting to addition and subtraction (e.g., by counting on 2 to add 2)

1.OA.C.6Add 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).

Essential Questions


● What happens if you change the order of the addends when you add?● How do you count on one, two, or three?● What are doubles facts?● How can you use doubles to help you add?● How can you use what you know about doubles to find other sums?● What strategies can you use to solve addition fact problems?● How can you use a ten frame to add ten and some more?● How do you use the make a ten strategy to add?● How can you make a ten to help you add?● How can you add three addends?● How can you group numbers to add three addends?● How do you solve addition word problems by drawing a picture?● How can you count back one, two, or three?● How can you use an addition fact to find the answer to a subtraction fact?● How can you use addition to help you find the answer to a subtraction fact?● How can you make a ten to help you subtract?● How do you break apart a number to subtract?● How can acting out a problem help you solve the problem?

Enduring Understandings● Subtraction means separating two or more.● A subtraction answer is called a difference. ● Addition means joining or putting together two or more numbers. ● An addition answer is called a sum.● Addition and subtraction is facilitated by making groups of 10.● Versatile mathematical thinkers apply numerous strategies to solve problems

using addition and subtraction.


● Understand and apply the Commutative Property of Addition for sums within 20● Use count on 1, 2, or 3 as a strategy to find sums within 20● Use doubles as a strategy to solve addition facts with sums within 20● Use doubles to create equivalent but easier sums● Use doubles plus 1 and doubles minus 1 as strategies to find sums within 20● Use the strategies count on, doubles, doubles plus 1, and doubles minus 1 to

practice addition facts within 20● Use a ten frame to add 10 and an addend less than 10● Use make a ten as a strategy to find sums within 20● Use numbers to show how to use the make a ten strategy to add● Use the Associative Property of Addition to add three addends● Understand and apply the Associative Property or Commutative Property of

Addition to add three addends


● Solve adding to and putting together situations using the strategy draw a picture● Use count back 1, 2, or 3 as a strategy to subtract● Recall addition facts to subtract numbers within 20● Use addition as a strategy to subtract numbers within 20● Use make a 10 as a strategy to subtract● Subtract by breaking apart to make a ten● Solve subtraction problem situations using the strategy act it out


● Chapters 3 and 4 summative assessments● Math games for fact fluency (Scoot!, Around the Room) as formative

assessments● Teacher observation ● Teacher created lesson checks● Mid-chapter checkpoint assessment● Homework and practice pages as formative assessments


Students will be engaged through large and small group discussion allowing students to revise, rethink, and refine their understanding of topics covered. Students will be challenged and engaged through applicable real life problems and projects. Integrating the Standards for Mathematical Practice (MP1-8) will support student development of topics and skillsets.


Students will deepen learning through activities such as Smartboard lessons (Go Math! created and teacher created), use of classroom computers, computer mathematics programs, educational songs and video clips from YouTube and Brain POP Jr., manipulatives such as counters, beads, string, magnetic numbers, and school website links to educational games. Related read alouds will engage students and provide a cross curricular learning experience (Examples: Join Us, Doubles Fun on the Farm, Funny Bunny Hats)


In this Unit, the students will practice the 21st Century Skills of Communication and Collaboration, Critical Thinking and Problem Solving, as well as Creativity and Innovation. We will also focus on Life and Career Skills by supporting students’ interactions with peers and teachers throughout their school day and by assigning students real life mathematical problems to solve. Unit performance tasks build on these skillsets. We will integrate digital tools through use of the Smartboard and classroom computers.

Time Allotment

35-40 school days



DifferentiationWhole Group Instruction, Small Group Instruction, One-on-one Instruction, Hands-on manipulatives (counters, connecting cubes, beads, string), Math Centers, Mathematics Readers, Starfall, ABCYA, ABC Mouse, PBS Kids, Flashcards, Scholastic Core Clicks, Learning Games, Multi-Sensory explorations, In-Class Support, Think Central (Dashboard), Smartboard (Smart Exchange), Go Math! Chapter Resources


Topic: Addition and Subtraction Relationships (Chapter 5)

Content Standards1.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

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)

1.OA.D.7Understand 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.OA.D.8Determine the unknown whole number in an addition or subtraction equation relating three whole numbers.

Essential Questions● How can making a model help you solve a problem?● How do related facts help you find missing numbers?● How do you know if addition and subtraction facts are related?● How can you use addition to check subtraction?● How can you use a related fact to find an unknown number?● How do you choose when to add and when to subtract to solve a problem?● How can you add and subtract in different ways to make the same number?● How can you decide if a number sentence is true or false?● How can addition and subtraction strategies help you find sums and differences?

Enduring Understandings● Subtraction has an inverse relationship with addition. ● Knowing the solution to an equation helps with knowing additional related

equations. ● Addition and subtraction strategies are useful to solve problems efficiently.



● Solve addition and subtraction problem situations using the strategy make a model.

● Record related facts within 20. ● Identify related addition and subtraction facts within 20. ● Apply the inverse relationship of addition and subtraction. ● Use related facts to determine unknown numbers. ● Use a related fact to subtract. ● Choose an operation and strategy to solve an addition or subtraction word

problem. ● Represent equivalent forms of numbers using sums and differences within 20.● Determine if an equation is true or false. ● Add and subtract facts within 20 and demonstrate fluency for addition and

subtraction within 10.


● Chapters 5 summative assessment● Math games for fact fluency (Scoot!, Around the Room) as formative






Students will deepen learning through activities such as Smartboard lessons (Go Math! created and teacher created), use of classroom computers, computer mathematics programs, educational songs and video clips from YouTube and Brain POP Jr., manipulatives such as counters, magnetic numbers, and school website links to educational games.Related read alouds will engage students and provide a cross curricular learning experience (Examples: Picture Puzzles, Juggling)

In this Unit, the students will practice the 21st Century Skills of Communication and Collaboration, Critical Thinking and Problem Solving, as well as Creativity and Innovation. We will also focus on Life and Career Skills by supporting students’ interactions with peers and teachers throughout their school day and by assigning students real life mathematical problems to solve. Unit performance tasks will build on these skillsets. We will integrate digital tools through use of the smartboard and classroom computers.

Time Allotment

20-25 school days

ResourcesHoughton-Mifflin Go Math! mathematics series for first grade (Chapter 5 student book and teacher edition)


DifferentiationWhole Group Instruction, Small Group Instruction, One-on-one Instruction, Hands-on manipulatives (counters, connecting cubes), Math Centers, Mathematics Readers, Starfall, ABCYA, ABC Mouse, PBS Kids, Flashcards, Scholastic Core Clicks, Learning Games, Multi-Sensory explorations, In-Class Support, Think Central (Dashboard), Smartboard (Smart Exchange), Go Math! Chapter Resources


Topic: Count, Model, and Compare Numbers

Content Standards


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.

1.NBT.B.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:

1.NBT.B.2.A 10 can be thought of as a bundle of ten ones — called a "ten."

1.NBT.B.2.B The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.

1.NBT.B.2.C The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).

1.NBT.B.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

1.NBT.C.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

Essential Questions● How can knowing a counting pattern help you count to 120?● How do numbers change as you count by tens to 120?● How can you use different ways to write a number as tens and ones?● How can you show a number as tens and ones?● How can you model and name groups of ten?● How can you group cubes to show a number as tens and ones?● How can you show numbers to 100 as tens and ones?● How can making a model help you show a number in different ways?● How can you model, read, and write numbers from 100 to 110?● How can you model, read, and write numbers from 110 to 120?● How can you compare two numbers to find which is greater?● How can you compare two numbers to find which is less?● How can you use symbols to show how numbers compare?● How can making a model help you compare numbers?● How can you identify numbers that are ten less or ten more than a number?

Enduring Understandings● Numbers can be used to tell how many. ● The Base Ten Numeration System helps to organize and understand larger

numbers.● There are patterns in numbers that help in adding to the ones and tens places.



● Count by ones to extend a counting sequence up to 120. ● Count by tens from any number to extend a counting sequence up to 120. ● Use models and write to represent equivalent forms of tens and ones. ● Use objects, pictures, and numbers to represent a ten and some ones. ● Use objects, pictures, and numbers to represent tens. ● Group objects to show numbers to 50 as tens and ones. ● Group objects to show numbers to 100 as tens and ones. ● Solve problems using the strategy make a model. ● Read and write numerals to represent a number of 100 to 110 objects. ● Read and write numerals to represent a number of 110 to 120 objects.● Model and compare two-digit numbers to determine which is greater. ● Model and compare two-digit numbers to determine which is less. ● Use symbols for is less than “<”, is greater than “>”, and is equal to “=” to

compare numbers. ● Solve problems using the strategy make a model. ● Identify numbers that are 10 less or 10 more than a given number.








Students will deepen learning through activities such as Smartboard lessons (Go Math! created and teacher created), use of classroom computers, computer mathematics programs, educational songs and video clips from YouTube and Brain POP Jr., manipulatives such as counters, magnetic numbers, base ten blocks, and school website links to educational games.Related read alouds will engage students and provide a cross curricular learning experience (Examples: Join Us, Strawberries, Name That Number)

In this Unit, the students will practice the 21st Century Skills of Communication and Collaboration, Critical Thinking and Problem Solving, as well as Creativity and Innovation. We will also focus on Life and Career Skills by supporting students’ interactions with peers and teachers throughout their school day and by assigning students real life mathematical problems to solve. Unit performance tasks will build on those skillsets. We will integrate digital tools through use of the Smartboard and classroom computers.

Time Allotment

30-35 school days



DifferentiationWhole Group Instruction, Small Group Instruction, One-on-one Instruction, Hands-on manipulatives (counters, connecting cubes, base ten blocks), Math Centers, Mathematics Readers, Starfall, ABCYA, ABC Mouse, PBS Kids, Flashcards, Scholastic Core Clicks, Learning Games, Multi-Sensory explorations, In-Class Support, Think Central (Dashboard), Smartboard (Smart Exchange), Go Math! Chapter Resources


Stage 1: Desired ResultsUnit : 5Topic: Two-Digit Addition and Subtraction

Content Standards1.NBT.C.4Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

1.NBT.C.6Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

1.OA.C.6Add 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)

Essential Questions● What strategies can you use to add and subtract?● How can you add tens?● How can you subtract tens?● How can you use a hundred chart to count on by ones and tens?● How can models help you add ones or tens to a two-digit number?● How can making a ten help you add a two-digit number and a one-digit number?● How can you model tens and ones to help you add two-digit numbers?● How can drawing a picture help you explain how to solve an addition problem?


● How can you use a hundred chart to show the relationship between addition and subtraction?

● What different ways can you use to add and subtract?

Enduring Understandings● Two-digit numbers are composed of units of tens and ones.● Using the properties of place value can help in adding or subtracting larger

numbers. ● Regrouping with addition problems involves changing ones into tens


● Add and subtract within 20. ● Draw a model to add tens. ● Draw a model to subtract tens. ● Use a hundred chart to find sums. ● Use concrete models to add ones or tens to a two-digit number. ● Make a ten to add a two-digit number and a one-digit number. ● Use tens and ones to add two-digit numbers. ● Solve and explain two-digit addition word problems using the strategy draw a

picture. ● Add and subtract within 100.


● Chapter 8 summative assessment● Math games for fact fluency (Scoot!, Around the Room) as formative




Students will be engaged through large and small group discussion allowing students to revise, rethink, and refine their understanding of topics covered. Students will be challenged and engaged through applicable real life problems and projects (Example: Students will examine and present examples of two digit addition and subtraction in daily life. Explore such examples as comparing sport’s scores, buying several items in a store, etc.) Integrating the Standards for Mathematical Practice (MP1-8) will support student development of topics and skillsets.


Students will deepen learning through activities such as Smartboard lessons (Go Math! created and teacher created), mathematical games, use of classroom computers, computer mathematics programs, educational songs and video clips from YouTube and Brain POP Jr., manipulatives such as counters, magnetic numbers, and school website links to online educational games. Related read alouds will engage students and provide a cross curricular learning experience (Examples: Garden Party, It’s A Home Run, Party Plans)

In this Unit, the students will practice the 21st Century Skills of Communication and Collaboration, Critical Thinking and Problem Solving, as well as Creativity and Innovation to solve multi step addition and subtraction problems. We will also focus on Life and Career Skills by supporting students’ interactions with peers and teachers throughout their school day and by assigning students real life mathematical problems to solve. Unit performance tasks will build on those skillsets. We will also focus on the integration of digital tools through use of the Smartboard and classroom computers.

Time Allotment

20-25 school days

ResourcesHoughton-Mifflin Go Math! mathematics series for first grade (Chapter 8 student book and teacher edition)


Differentiation


Whole Group Instruction, Small Group Instruction, One-on-one Instruction, Hands-on manipulatives (tens and ones blocks, hundreds chart), Math Centers, Mathematics Readers, Starfall, ABCYA, ABC Mouse, PBS Kids, Flashcards, Scholastic Core Clicks, Learning Games, Multi-Sensory explorations, In-Class Support, Think Central (Dashboard), Smartboard (Smart Exchange), Go Math! Chapter Resources


Topic: Measurement and Represent Data

Content Standards1.MD.A.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object.

1.MD.A.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.

1.MD.B.3 Tell and write time in hours and half-hours using analog and digital clocks.

1.MD.C.4 Organize, represent, and interpret data with up to three categories; ask and 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.

Essential Questions● How do you order objects by length?● How can you compare lengths of three objects to put them in order?● How do you measure length using nonstandard units?● How do you use a nonstandard measuring tool to measure length?● How can acting it out help you solve measurement problems?● How do you tell time to the hour on a clock that has only an hour hand?● How do you tell time to the half hour on a clock that has only an hour hand?● How are the minute hand and hour hand different for time to the hour and time to

the half hour?● How do you know whether to draw and write time to the hour or half hour?● What do the pictures in a graph show?● How do you make a picture graph to answer a question?● How can you read a bar graph to find the number that a bar shows?● How does a bar graph help you compare information?


● How do you count the tallies on a tally chart?● Why is a tally chart a good way to show information that you have collected?● How can showing information in a graph help you solve problems?

Enduring Understandings● Measuring length is a way of determining and comparing size in relation to other

things in the world.● Time is a way of organizing and understanding when things occur in our daily

lives. ● Time is measured in hours and minutes and can be shown on different kinds of

clocks.● The hour hand tells the hour, and the minute hand tells the number of minutes

after the hour. ● Graphs are useful ways to organize data because they quickly show us a large

amount of information.


● Order objects by length. ● Use the Transitivity Principle to measure indirectly. ● Measure length using nonstandard units. ● Make a nonstandard measuring tool to measure length. ● Solve measurement problems using the strategy act it out. ● Write times to the hour and half hour shown on analog clocks. ● Tell times to the hour and half hour using analog and digital clocks. ● Use the hour hand to draw and write times on analog and digital clocks.● Analyze and compare data shown in a picture graph where each symbol

represents one. ● Make a picture graph where each symbol represents one and interpret

information. ● Analyze and compare data shown in a bar graph. ● Make a bar graph and interpret the information. ● Analyze and compare data shown in a tally chart. ● Make a tally chart and interpret the information. ● Solve problem situations using the strategy make a graph.






Students will be engaged through large and small group discussion allowing students to revise, rethink, and refine their understanding of topics covered. Students will be challenged and engaged through applicable real life problems and projects (Example: Students will come up with an idea for a survey and devise a method for data collection, students will select items to measure for length and time) Integrating the Standards for Mathematical Practice (MP1-8) will support student development of topics and skillsets.


Students will deepen learning through activities such as Smartboard lessons (Go Math! created and teacher created), mathematical games, use of classroom computers, computer mathematics programs, educational songs and video clips from YouTube and Brain POP Jr., manipulatives such as counters, magnetic numbers, and school website links to online educational games. Related read alouds will engage students and provide a cross curricular learning experience (Examples: The Dog Show, Treasure Hunts, Time to Play, Miss B.’s Class Makes Tables and Graphs). Students will also practice graphing skills and learn to interpret data through the use of daily weather graphs.

In this Unit, the students will practice the 21st Century Skills of Communication and Collaboration, Critical Thinking and Problem Solving, as well as Creativity and Innovation. We will also focus on Life and Career Skills of social and cross-cultural skills, productivity and accountability, and leadership and responsibility through exploring how time is a way of organizing and understanding when things occur in our daily lives. Unit performance tasks will build on those skillsets. We will integrate digital tools through use of the Smartboard and classroom computers.

Time Allotment

25-30 school days



Supplementary Resources:Go Math! Curriculum Materials such as:Mathematics Readers, Smartboard Interactive Lessons, Weather graphs, Grab-and-Go, Family Connections, Teacher Websites, Chapter Resources (Reteach and Enrich)Supplemental texts, Brain Pop, Jr., related read alouds

DifferentiationWhole Group Instruction, Small Group Instruction, One-on-one Instruction, Hands-on manipulatives (Judy clock, rulers, connecting cubes), Math Centers, Mathematics Readers, Starfall, ABCYA, ABC Mouse, PBS Kids, Flashcards, Scholastic Core Clicks, Learning Games, Multi-Sensory explorations, In-Class Support, Think Central (Dashboard), Smartboard (Smart Exchange), Go Math! Chapter Resources


Topic: Three-Dimensional and Two-Dimensional Geometry

Content Standards1.G.A.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.

1.G.A.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.1

1.G.A.3 Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares


Essential Questions● How can you identify and describe three-dimensional shapes?● How can you combine three-dimensional shapes to make new shapes?● How can you use a combined shape to build new shapes?● How can acting it out help you take apart combined shapes?● What two-dimensional shapes do you see on the flat surfaces of three-

dimensional shapes?● How can you use attributes to classify and sort two-dimensional shapes?● What attributes can you use to describe two-dimensional shapes?● How can you put two-dimensional shapes together to make new two-dimensional

shapes?● How can you combine two-dimensional shapes to make new shapes?● How can acting it out help you make new shapes from combined shapes?● How can you find shapes in other shapes?● How can you take apart two-dimensional shapes?● How can you identify equal and unequal parts in two-dimensional shapes?● How can a shape be separated into two equal shares?● How can a shape be separated into four equal shares?

Enduring Understandings● Shapes are all around our world, and can be put together or taken apart to form

other shapes. ● Objects can be sorted, described or built based on certain attributes.● Objects can be divided into unequal and equal shares.● Shapes can be partitioned in halves, quarters, or fourths, which creates smaller

shares of the whole.

Knowledge and Skills (SWBAT embedded course proficiencies) Students will be able to:

● Identify and describe three-dimensional shapes according to defining attributes.● Compose a new shape by combining three-dimensional shapes. ● Use composite three-dimensional shapes to build new shapes. ● Identify three-dimensional shapes used to build a composite shape using the

strategy act it out. ● Identify two-dimensional shapes on three-dimensional shapes.● Use defining attributes to sort shapes. ● Describe attributes of two-dimensional shapes. ● Use objects to compose new two-dimensional shapes. ● Make new shapes from the composite two-dimensional shapes using the

strategy act it out. ● Decompose combined shapes into shapes. ● Decompose two-dimensional shapes into parts.


● Identify equal and unequal parts (or shares) into two-dimensional shapes.● Partition circles and rectangles into two and four equal shares.


● Chapters 11 and 12 summative assessments● Teacher observation ● Teacher created lesson checks● Mid-chapter checkpoint assessment● Homework and practice pages as formative assessments


Students will be engaged through large and small group discussion allowing students to revise, rethink, and refine their understanding of topics covered. Students will be challenged and engaged through applicable real life problems and projects. Students will be able to use photographs and drawings of familiar things and places to demonstrate geometry in their world. Integrating the Standards for Mathematical Practice (MP1-8) will support student development of topics and skillsets.


Students will deepen learning through activities such as Smartboard lessons (Go Math! created and teacher created), mathematical games, use of classroom computers, computer mathematics programs, educational songs and video clips from YouTube and Brain POP Jr., manipulatives such as counters, magnetic numbers, and school website links to online educational games. Related read alouds will engage students and provide a cross curricular learning experience (Examples: April’s First Word, Building a Mini-Park, Signs Shape Up)

In this Unit, the students will practice the 21st Century Skills of Communication and Collaboration, Critical Thinking and Problem Solving, as well as Creativity and Innovation. We will also focus on Life and Career Skills by supporting students’ interactions with peers and teachers throughout their school day and by assigning students real life mathematical problems to solve. Unit performance tasks will build on


those skillsets. Students will develop a global awareness through shape exploration with the intent of discovering how geometric shapes play a part in the world around us. We will integrate digital tools through use of the Smartboard and classroom computers.

Time Allotment

20-30 school days


Supplementary Resources:Go Math! Curriculum Materials such as:Mathematics Readers, Smartboard Interactive Lessons, Grab-and-Go, Family Connections, Teacher Websites, Chapter Resources (Reteach and Enrich)Supplemental texts, Brain Pop, Jr., related read alouds, tangrams, 3-D foam blocks

DifferentiationWhole Group Instruction, Small Group Instruction, One-on-one Instruction, Hands-on manipulatives (tangrams, foam blocks), Math Centers, Mathematics Readers, Starfall, ABCYA, ABC Mouse, PBS Kids, Flashcards, Scholastic Core Clicks, Learning Games, Multi-Sensory explorations, In-Class Support, Think Central (Dashboard), Smartboard (Smart Exchange), Go Math! Chapter Resources

New Jersey Student Learning Standards

http://www.state.nj.us/education/cccs/


Integration of 21 st Century Theme(s) The following websites are sources for the following 21st Century Themes and Skills: http://www.nj.gov/education/code/current/title6a/chap8.pdf http://www.p21.org/about-us/p21-framework .http://www.state.nj.us/education/cccs/standards/9/index.html

21st Century Interdisciplinary Themes (into core subjects)• Global Awareness• Financial, Economic, Business and Entrepreneurial Literacy• Civic Literacy• Health Literacy• Environmental Literacy

Learning and Innovation Skills• Creativity and Innovation• Critical Thinking and Problem Solving• Communication and Collaboration

Information, Media and Technology Skills• Information Literacy• Media Literacy• ICT (Information, Communications and Technology) Literacy

Life and Career Skills• Flexibility and Adaptability• Initiative and Self-Direction• Social and Cross-Cultural Skills• Productivity and Accountability• Leadership and Responsibility

Integration of Digital ToolsClassroom computers/laptopsTechnology Lab Other software programs

· Web viewAdd in any order. Put together numbers ... all positions, e.g., by using objects, ......

Documents

Transcript of · Web viewAdd in any order. Put together numbers ... all positions, e.g., by using objects, ......