Everyday Mathematics - ezds.neptune.k12.nj.us · The primary mission of the Neptune Township School...

NEPTUNE TOWNSHIP SCHOOL DISTRICT

Everyday Mathematics Curriculum

Grade 1


Office of the Superintendent

60 Neptune Blvd.

Neptune, NJ 07753-4836

June 26, 2019 Document C1#1

NEPTUNE TOWNSHIP BOARD OF EDUCATION

Dorothea L. Fernandez, President

Laura G. Granelli, Vice President

Brady M. Connaughton Nicole M. Green

Jerome H. Hubbard Jason A. Jones

Mark A. Matson Michelle A. Moss

Donna Puryear Antonio Lopez, Neptune City Rep.

SCHOOL DISTRICT ADMINISTRATION

Tami R. Crader, Ed.D.

Superintendent of Schools

Matthew Gristina, Ed.D.

Assistant Superintendent of Schools

Peter J. Leonard

Business Administrator/Board Secretary

Peter I. Bartlett

Assistant Business Administrator/Assistant Board Secretary

Sally A. Millaway, Ed.D.

Director for Curriculum, Instruction & Assessment

Kathleen M. Skelton

Director of Special Services

Heba Abdo, Ed.D.

Supervisor of STEM

Lakeda Demery-Alston

Supervisor of Humanities & ESL

Charles Kolinofsky

Supervisor of Data & Information

Kathleen M. Thomsen

Supervisor of Early Childhood Education

ELEMENTARY SCHOOL ADMINISTRATION

Principals

Lori B. Burns, Ed.D., Early Childhood Center

Joshua Loveland, Gables

James M. Nulle, Green Grove

Mark K. Alfone, Ed.D., Midtown Community

Janelle Williams, Shark River Hills

Jerard L. Terrell, Ed.D., Summerfield

MIDDLE SCHOOL ADMINISTRATION

Arlene M. Rogo, Ed.D., Principal

Thomas Decker, Vice Principal

Michael V. Smurro, Vice Principal

HIGH SCHOOL ADMINISTRATION

Jennifer C. Joseph, Principal

Titania M. Hawkins, Ed.D., Vice Principal

Kevin McCarthy, Vice Principal

James H. Whitson, Vice Principal

Richard Arnao, Administrator for Athletic & Co-Curricular Activities

DEPARTMENT CHAIRPERSONS

Kelly Baldino

Juan Beltran

Dawn Reinhardt

Nicole Sanyigo

Tara L. Stephenson

Karen Watt

Hillary L. Wilkins


MATHEMATICS

GRADE 1

CURRICULUM

Table of Contents

Acknowledgements ..................................................................................................... i

District Mission Statement ......................................................................................... ii

District Educational Outcome Goals ......................................................................... iii

Course Description .................................................................................................... iv

Curriculum

Unit Title Page

Pacing Guide .............................................................................................................. 1

Unit 1: Counting ......................................................................................................... 4

Unit 2: Introducing Addition .................................................................................... 13

Unit 3: Number Stories ............................................................................................. 22

Unit 4: Length and Addition Facts ........................................................................... 30

Unit 5: Place Value and Comparisons ...................................................................... 39

Unit 6: Addition Fact Strategies ............................................................................... 48

Unit 7: Subtraction Fact Strategies and Attributes of Shapes .................................. 57

Unit 8: Geometry ...................................................................................................... 65

Unit 9: 2-Digit Addition and Subtraction and Review ............................................. 74

Accommodations and Modifications ........................................................................ 83


Everyday Mathematics

Grade 1

Acknowledgements

The Grade 1 Mathematics curriculum was revised for use by the Neptune Township Elementary

Schools by the Curriculum Steering Committee, inclusive of Dawn Reinhardt, Department

Chairperson, Heba Abdo, Ed.D., Supervisor of STEM, and Sally A. Millaway, Ed.D., Director

for Curriculum, Instruction and Assessment.

This curriculum represents the shift in instruction to the New Jersey Student Learning Standards

for Mathematics and the increased rigor that those standards bring to the teaching and learning

of mathematics. It is our hope that this curriculum will serve as a valuable resource for the staff

members who teach this course and that they will continue to make recommendations for

improvement to the document.

i


DISTRICT MISSION STATEMENT

The primary mission of the Neptune Township School District is to prepare students

for a life-long learning process in a complex and diverse world. It is with high

expectations that our schools foster:

• A strong foundation in academic and modern technologies.

• A positive and varied approach to teaching and learning.

• An emphasis on critical thinking skills and problem-solving techniques.

• A respect for and an appreciation of our world, its resources, and its people.

• A sense of responsibility, good citizenship, and accountability.

• An involvement by the parents and the community in the learning process.

ii

Neptune Township School District

Educational Outcome Goals

The students in the Neptune Township schools will become life-long learners and will:

Become fluent readers, writers, speakers, listeners, and viewers with comprehension

and critical thinking skills.

Acquire the mathematical skills, understandings, and attitudes that are needed to be

successful in their careers and everyday life.

Understand fundamental scientific principles, develop critical thinking skills, and

demonstrate safe practices, skepticism, and open-mindedness when collecting,

analyzing, and interpreting information.

Become technologically literate.

Demonstrate proficiency in all New Jersey Student Learning Standards (NJSLS).

Develop the ability to understand their world and to have an appreciation for the

heritage of America with a high degree of literacy in civics, history, economics and

geography.

Develop a respect for different cultures and demonstrate trustworthiness,

responsibility, fairness, caring, and citizenship.

Become culturally literate by being aware of the historical, societal, and multicultural

aspects and implications of the arts.

Demonstrate skills in decision-making, goal setting, and effective communication,

with a focus on character development.

Understand and practice the skills of family living, health, wellness and safety for their

physical, mental, emotional, and social development.

Develop consumer, family, and life skills necessary to be a functioning member of

society.

Develop the ability to be creative, inventive decision-makers with skills in

communicating ideas, thoughts and feelings.

Develop career awareness and essential technical and workplace readiness skills,

which are significant to many aspects of life and work.

iii

4

Unit 1 Plan

Counting

Suggested Time

Frame

20 days including “Flex Days”

Overview / Rationale of Unit

In this unit, children work in an active, collaborative environment to learn both mathematics

content and mathematical practices. Children’s learning will focus on three clusters of the NJ

Student Learning Standards for Math (NJSLS-M) which include adding and subtracting within 20,

extending the counting sequence, and representing and interpreting data. Students will also utilize

the Mathematical Practice of using appropriate mathematics tools strategically with an attention to

precision.

Key Topics in this unit will include:

Counting

Number Grids

Subitizing

Comparing Numbers

Building toward Fact Fluency

Number Stories

Collecting and Analyzing Data from Counts

Explorations

Stage 1 – Desired Results

Established Goals: New Jersey Student Learning Standards for Mathematics (NJSLS-M)

1.OA.1: Use addition and subtraction within 20 to solve word problems involving situations of

adding to, taking from, putting together, taking apart, and comparing, with unknowns in all

positions, e.g., by using objects, drawings, and equations with a symbol for the unknown

number to represent the problem.

1.OA.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.NBT.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.3: Compare two two-digit numbers based on meanings of the tens and ones digits,

recording the results of comparisons with the symbols >, =, and <.

5

Essential Questions:

How do you use counting and

numbers everyday?

How can we count numbers from a

variety of starting points?

Why do we use tally marks?

What is a number story?

Enduring Understandings: Students will understand that…

Numbers are used in a variety of ways in

everyday life, such as to count things, to

identify locations, and to compare groups.

Rote and skip counting can begin anywhere

on the number line.

Tally marks are a representation of data.

Number stories involve numbers and one

or more explicit or implicit questions.

Knowledge: Students will know…

Quick Looks decompose numbers in

preparation for adding and subtracting within

20.

The number line is used to count and compare

numbers.

Appropriate mathematical tools are used for

estimating, reasoning and counting

collections.

The number line is used for solving number

stories, comparing and ordering numbers.

Tally marks are used to represent data and

practice counting.

The proper use of math manipulatives

through explorations.

Number stories are strategies for problem

solving.

Number grids are mathematical tools used to

prepare for adding and subtracting large

numbers.

Skills: Students will be able to…

Solve simple stories involving addition

and subtraction within 10.

Find a new number by counting up and

back a number of spaces from a given

number less than 20 on a number grid or

number line.

Use addition and subtraction within 10 to

solve simple number stories.

Count up by 1s on a number grid or

number line starting at any number less

than 100 and count a number of objects

less than 20, including tally marks.

Tell which of two numbers less than 15 is

larger, using a number line if necessary.

Read the number of data points in each

category of a tally chart.

6

In this unit plan, the following 21st Century Life and Careers skills are addressed:

Check ALL that apply –

21st Century Themes

Indicate whether these skills are:

● E – encouraged

● T – taught

● A – assessed

Career Ready Practices

9.1 Personal Financial Literacy E CRP1. Act as a responsible and

contributing citizen and employee.

Income and Careers TA CRP2. Apply appropriate academic

and technical skills.

X Money Management T CRP3. Attend to personal health and

financial well-being.

Credit and Debt Management ETA CRP4. Communicate clearly and

effectively and with reason.

Planning, Saving, and Investing CRP5. Consider the environmental,

social and economic impacts of

decisions.

Becoming a Critical Consumer CRP6. Demonstrate creativity and

innovation.

Civic Financial Responsibility CRP7. Employ valid and reliable

research strategies.

Insuring and Protecting ETA CRP8. Utilize critical thinking to

make sense of problems and persevere

in solving them.

9.2 Career Awareness, Exploration,

and Preparation

CRP9. Model integrity, ethical

leadership and effective management.

X Career Awareness CRP10. Plan education and career

paths aligned to personal goals.

Career Exploration E CRP11. Use technology to enhance

productivity.

Career Preparation CRP12. Work productively in teams

while using cultural global

competence.

Interdisciplinary Connections

Other standards covered:

NJ Learning Standards for English Language Arts: NJSLSA.R7. Integrate and evaluate content

presented in diverse media and formats, including visually and quantitatively, as well as in

words.

7

Student Resources

Math Centers and

Games:

Games in Everyday Mathematics are an essential tool for

practicing skills and developing strategic thinking.

1-2; 1-6: Monster Squeeze (Comparing numbers)

1-3, 1-5; 1-7: Penny-Dice (Counting)

1-5, 1-9, 1-10; 1-11: Bunny Hop (Counting)

1-6, 1-8; 1-11: Top-It (Comparing numbers)

1-8: Rock, Paper, Scissors (Recording data with tally marks)

1-8: Rock, Paper, Scissors, Pencil (Recording data with tally

marks)

1-11: Rolling for 50 (Using the number grid)

Math Centers, through Explorations, in Everyday Mathematics

will concentrate on independent or small group activities

that will focus on concept development, manipulatives, data

collection, problem solving, games and skill reviews.

1-9: Exploring Math Materials (Pattern blocks, base-10blocks

and geo-boards in preparation for reasoning about shapes

and their attributes.)

Unit 1 Key Vocabulary:

base 10- blocks

Explorations

skip counting

collect dada

geo-board

slate

compare

number grid

solve

corner

number line

tallies

count

number story

tally chart

count back

pattern blocks

toolkit

count up

Pattern-Block Template

vertex (vertices)

data

Quick Looks

estimate

side

Supporting Text pages

8

Teacher Resources

Texts: Literature Connection:

1-1: Missing Math, by Loreen Leedy (Introduction to Mathematics)

1-2: Rock It, Sock It, Number Line, by Bill Martin (Investigating the Number Line)

1-3: Mouse Shapes, by Helen Stole Walsh (Tools for Doing Math)

1-4: Anno’s Counting Book, by Mitsumasa Anno (Counting Strategies)

1-5: The Water Hole, by Graeme Base (1 More 1 Less)

1-6: Alfie the Alligator, by Sandy Turley (Comparing Numbers)

1-7: Tally O’Malley, by Stuart Murphy & Cynthia Jabar (Organizing Data)

1-8: Tally Cat Keeps Track, by Trudy & Andrew Harris (Organizing Data)

1-9: Color Zoo, by Lois Ehlert (Exploring Math Materials)

1-10: How Many Snails, by Paul Giganti & Donald Crews (Number Stories)

1-11: Curious George Learns to Count from 1 to 100, by H. A. Rey (Counting)

Supplemental Workbooks:

Websites:

Count, read, and write numbers to 100

Smart First Graders Counting to 100

http://www.smartfirstgraders.com/counting-to-100.html

Counting Fish Math Center

http://www.teacherspayteachers.com/Product/Counting-fish-math-center-1-20-201404

Counting Bats

http://www.teacherspayteachers.com/Product/Counting-Bats-Activity-173401

Education.com Counting Worksheets

http://www.education.com/worksheets/first-grade/counting-place-value/

Soft Schools Counting Games and Worksheets

http://www.softschools.com/grades/1st_grade/math/

Counting by 10s with Flip-Flop Activity

http://www.teacherspayteachers.com/Product/Counting-by-10s-with-Flip-Flops-215250

Interactive: Use Counters to Show Numbers

https://www-

k6.thinkcentral.com/content/hsp/math/hspmath/na/common/itools_pri_9780547584973_/cou

nters.html

Count by 2’s, 5’s, and 10’s

Skip Counting (Cat in the Hat theme)

http://www.teacherspayteachers.com/Product/Skip-Counting-2s-5s-and-10s-210462

Skip Counting Freebie

http://www.teacherspayteachers.com/Product/Skip-Counting-Freebie-190739

Skip Counting Study Sheet

http://www.teacherspayteachers.com/Product/Skip-Counting-Study-Sheet-Updated-92723

http://www.smartfirstgraders.com/counting-to-100.html

http://www.teacherspayteachers.com/Product/Counting-fish-math-center-1-20-201404

http://www.teacherspayteachers.com/Product/Counting-Bats-Activity-173401

http://www.education.com/worksheets/first-grade/counting-place-value/

http://www.softschools.com/grades/1st_grade/math/

http://www.teacherspayteachers.com/Product/Counting-by-10s-with-Flip-Flops-215250

https://www-k6.thinkcentral.com/content/hsp/math/hspmath/na/common/itools_pri_9780547584973_/counters.html



http://www.teacherspayteachers.com/Product/Skip-Counting-2s-5s-and-10s-210462

http://www.teacherspayteachers.com/Product/Skip-Counting-Freebie-190739

http://www.teacherspayteachers.com/Product/Skip-Counting-Study-Sheet-Updated-92723

9

Math Dynamics Skip Counting Activities

http://www.mathdynamics.com/skip_counting.htm

Interactive: Sheppard Software Skip Counting

http://www.sheppardsoftware.com/mathgames/earlymath/Fruit_shoot_SkipCount.htm

Interactive: Number Line Counting

https://www-

k6.thinkcentral.com/content/hsp/math/hspmath/na/common/itools_pri_9780547584973_/nu

mberlines.html

Show 1 more, 1 less, 10 more, and 10 less One More on the 10 Frame

http://www.k-5mathteachingresources.com/support-files/onemoreonthe10frame.pdf

One More / One Less Scoop

http://www.k-5mathteachingresources.com/support-files/onemoreonelessscoop.pdf

Mental Madness

http://www.teacherspayteachers.com/Product/10-More-10-Less-1-More-1-Less-Mental-

Madness-Presidents-Day-208097

Comparing Numbers 10 Less 10 More

http://www.teacherspayteachers.com/Product/Comparing-Numbers-10-less-10-more-1-less-1-

more-203994

Count tally marks

ABC Teach Tally Mark Worksheet: http://www.abcteach.com/free/t/tallymarks2.pdf

Tally Monster

http://www.teacherspayteachers.com/Product/Tally-Monster-FREEBIE-195337

Tally Birds

http://www.teacherspayteachers.com/Product/Tally-Birds-counting-by-5s-0-50-178092

Don’t Tally Your Chicks Before They Hatch

http://www.teacherspayteachers.com/Product/Dont-Tally-Your-Chicks-Before-They-Hatch-

227563

Collecting Data and Creating Tally Charts

http://www.teacherspayteachers.com/Product/Collecting-Data-and-Creating-Tally-Charts-

198589

Read simple graphs

Bar Graphs to 20: http://www.teacherspayteachers.com/Product/Bar-Graphs-to-20-30883

My Graphing Book

http://www.teacherspayteachers.com/Product/My-Graphing-Book-193159

Graphing Booklet: http://www.teacherspayteachers.com/Product/Graphing-Booklet-71575

M&M Graphing Activities

http://www.teacherspayteachers.com/Product/MM-Graphing-Activities-190624

http://www.mathdynamics.com/skip_counting.htm

http://www.sheppardsoftware.com/mathgames/earlymath/Fruit_shoot_SkipCount.htm

https://www-k6.thinkcentral.com/content/hsp/math/hspmath/na/common/itools_pri_9780547584973_/numberlines.html



http://www.k-5mathteachingresources.com/support-files/onemoreonthe10frame.pdf

http://www.k-5mathteachingresources.com/support-files/onemoreonelessscoop.pdf

http://www.teacherspayteachers.com/Product/10-More-10-Less-1-More-1-Less-Mental-Madness-Presidents-Day-208097

http://www.teacherspayteachers.com/Product/10-More-10-Less-1-More-1-Less-Mental-Madness-Presidents-Day-208097

http://www.teacherspayteachers.com/Product/Comparing-Numbers-10-less-10-more-1-less-1-more-203994

http://www.teacherspayteachers.com/Product/Comparing-Numbers-10-less-10-more-1-less-1-more-203994

http://www.abcteach.com/free/t/tallymarks2.pdf

http://www.abcteach.com/free/t/tallymarks2.pdf

http://www.teacherspayteachers.com/Product/Tally-Monster-FREEBIE-195337

http://www.teacherspayteachers.com/Product/Tally-Birds-counting-by-5s-0-50-178092

http://www.teacherspayteachers.com/Product/Dont-Tally-Your-Chicks-Before-They-Hatch-227563

http://www.teacherspayteachers.com/Product/Dont-Tally-Your-Chicks-Before-They-Hatch-227563

http://www.teacherspayteachers.com/Product/Collecting-Data-and-Creating-Tally-Charts-198589

http://www.teacherspayteachers.com/Product/Collecting-Data-and-Creating-Tally-Charts-198589

http://www.teacherspayteachers.com/Product/Bar-Graphs-to-20-30883

http://www.teacherspayteachers.com/Product/My-Graphing-Book-193159

http://www.teacherspayteachers.com/Product/Graphing-Booklet-71575

http://www.teacherspayteachers.com/Product/MM-Graphing-Activities-190624

http://www.turtlediary.com/grade-1-games/math-games/graph-and-tally.html

10

Number Grid Counting

Hundred Board: http://www.mathwire.com/100board/hb2.html

More Hundred Board Activities: http://www.mathwire.com/100board/hb2.html

Stage 2 – Assessment Evidence

Formative Assessments:

Assessment Check-In

Informal Observations

Mental Math and Reflexes

Math Journals

Home Links

Exit Slips/Slates Assessments

Self-Assessments

Games

Questioning

Summative Assessments:

End of Unit Assessments

Benchmark Assessments

Tests

Quizzes

Student Work Products

Stage 3 – Learning Plan

Instructional

Strategies

Descriptions

Suggested Learning

Activities Daily Routines

Discuss Numbers and Shapes in the Classroom

Estimating and Counting Collection of Objects

Introducing Quick Looks

Introducing Skip Counting

Exploring the Tool Kits

Using the Pattern-Block Template

Making Estimates

Solving the Open Response Problem

Introducing Slates as Classroom Tools

Telling 1-More/1–Less Stories

Comparing and Ordering Numbers

Counting from 1-20

Introducing Tally Marks

Organizing and Representing Categorical Data

Organizing and Representing Data in a Tally Chart

Exploring with Pattern Blocks, Base-10 Blocks, and Geo-boards

Telling and Sharing Simple Number Stories

Number Grid Counting

http://www.mathwire.com/100board/hb2.html

http://www.mathwire.com/100board/hb2.html

11

Technology Integration

__X__8.1 Educational Technology:

All students will use digital tools to access, manage, evaluate, and synthesize information in order

to solve problems individually and collaborate and create and communicate knowledge.

- Student Websites

- Teacher Websites

- SMART board

____8.2 Technology Integration, Engineering, Design and Computational Thinking -

Programming All students will develop an understanding of the nature and impact of technology, engineering,

technological design, computational thinking and the designed world as they relate to the

individual, global society, and the environment.

INTEGRATED SOCIAL AND EMOTIONAL LEARNING COMPETENCIES

12

The following social and emotional competencies are integrated in this curriculum document:

Self-Awareness

_____Recognize one’s own feelings and thoughts

_____Recognize the impact of one’s feelings and thoughts on one’s own behavior

_____Recognize one’s personal traits, strengths and limitations

_____Recognize the importance of self-confidence in handling daily tasks and challenges

Self-Management __x__Understand and practice strategies for managing one’s own emotions, thoughts and

behaviors

__x__Recognize the skills needed to establish and achieve personal and educational goals

__x__Identify and apply ways to persevere or overcome barriers through alternative

methods to achieve one’s goals

Social Awareness

__x__Recognize and identify the thoughts, feelings, and perspectives of others

_____Demonstrate an awareness of the differences among individuals, groups, and

others’ cultural backgrounds

_____Demonstrate an understanding of the need for mutual respect when viewpoints

differ

_____Demonstrate an awareness of the expectations for social interactions in a variety of

setting

Responsible Decision Making

__x__Develop, implement and model effective problem solving and critical thinking

skills

_____Identify the consequences associated with one’s action in order to make

constructive choices

_____Evaluate personal, ethical, safety and civic impact of decisions

Relationship Skills

_____Establish and maintain healthy relationships

__x__Utilize positive communication and social skills to interact effectively with others

_____Identify ways to resist inappropriate social pressure

_____Demonstrate the ability to present and resolve interpersonal conflicts in

constructive ways

_____Identify who, when, where, or how to seek help for oneself or others when needed

13

Unit 2 Plan

Introducing Addition

Suggested Time

Frame


Overview/ Rationale of Unit

Introducing Addition

In this unit, children work with addition and use it to model and solve number stories. Children’s

learning focuses on three clusters of the NJ Student Learning Standards for Math (NJSLS-M),

which are representing and solving problems involving addition and subtraction, working with

addition and subtraction equations, and adding and subtracting within 20. Children will also

focus on in–depth work with two of the Mathematical Practices, reasoning abstractly and

quantitatively and modeling with mathematics.

Key topics in this unit will include:

Strategies for Solving Addition and Subtraction Problems

Calculators

Number Stories and Number Models


Established Goals: New Jersey Student Learning Standards for Mathematics (NJSLS)





1.OA.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.OA.4: Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8

by finding the number that makes10 when added to 8.

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







1.OA.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.OA.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 = _.

14





1.MD.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.


What is addition and how is it used?

How can addition problems be solved?

How can addition sentences be written?


Addition is a mathematical operation that

represents the total amount of objects

together in a collection. It is used to model

real world situations.

Addition problems are solved by the use of

number lines, number grids, tens and ones,

counters as well as other manipulatives.

Addition sentences are written using a +

symbol. They are written horizontal and

vertical.


The counting-on-strategy and the turn-around

rule for addition.

By decomposing numbers within 10 prepares

for adding and subtracting within 10.

Pairs of numbers that add to 10.

Through explorations, data can be collected

using a tally chart.

All the ways to make a sum of 10 by solving

an open end response problem.

Quick Looks with ten frames and the game,

High Roller, can be used as an addition

strategy for counting on.

Unit Boxes are used to label objects as they

count.

Change-to-more/less diagrams help them

solve number stories.

Number models are used to support their

work with addition and subtraction.

The strategy to find unknown numbers in

addition and subtraction number models.


Solve and interpret number models for

change-to-more/less stories within 10.

Observe that adding the same two numbers

in a different order results in the same sum.

Use a counting strategy to find the sum of

tow numbers.

Add and subtract within 10, including

finding pairs of numbers that add to 10.

Represent number stories using number

models that include a symbol for the

unknown value.

Count and represent a number of objects

less than 20 with a written numeral.

Answer simple questions about a tally

chart.

15



21st Century Themes



● T – taught

● A – assessed












decisions.


innovation.





in solving them.


and Preparation






productivity.



competence.





words.

16

Student Resources

Math Centers and

Games:



2-1, 1-3; 2-6: Roll and Total ( Counting on to find sums)

2-1; 2-8: Monster Squeeze (Comparing numbers)

2-2, 2-3; 2-10: Ten Frame Top-It (Comparing numbers

represented on ten frames)

2-3, 2-4, 2-6; 2-9: Penny Plate (Finding parts of numbers that

add to 10)

2-4; 2-9: Subtraction Bingo (Finding differences)

2-4: Rock, Paper, Scissors (Recording data with tally marks)

2-6: High Roller (Adding numbers)

2-6: Top-It (Comparing numbers)

2-7: Bunny Hop (Counting)

2-8; 2-11: Rolling for 50 (Using the number grid)





2-4: Exploring Subtraction, Pairs of Numbers that Add to 10,

and Data (Children will play Subtraction Bingo, find pairs

of numbers that add to 10 and collect data using a tally

chart.)


add

number model

sum

change-to-less diagram

number sentence

table

change-to-more diagram

order

ten frame

count on

parts of numbers that add to

10

total

difference

pattern

turn-around-rule

equation

plus

unit

is equal to

represent

unit box

Math Boxes

strategy

unknown

Minus

subtract


17

Teacher Resources


2-1: The Mission of Addition, by Brian P. Clearly & Brian Gable (Counting On Strategy)

2-2: Ten for Me, by Barbara Mariconda (Decomposing Numbers within 10)

2-3: Ten Friends, by Bruce Goldstone & Heather Cahoon (Decomposing Numbers within 10)

2-4: Mission Addition; Subtraction Action, by Loreen Leedy (Addition/Subtraction)

2-5: Ten Apples up on Top, by Dr. Seuss (Open Response: Compliments of 10)

2-6: I Can Add Up, by Ray Gibson (Counting On)

2-7: Olivia Counts, by Ian Falconer (Labeling Counts)

2-11: How Many Snails, by Paul Giganti & Donald Crews (Finding unknown numbers in

Addition/Subtraction)


Websites:

Add and subtract numbers up to 20 using drawings or blocks for help.

Scarecrow Addition to 20

http://www.teacherspayteachers.com/Product/Scarecrow-Addition-to-20

Springtime Fact Family Task Cards for Addition and Subtraction

http://www.teacherspayteachers.com/Product/Springtime-Fact-Family-Task-Cards-addition-and-

subtraction

Making 20 – Composing and Decomposing Numbers

http://www.teacherspayteachers.com/Product/Making-20-Composing-and-Decomposing-

Numbers

Number Line Subtraction

http://www.teacherspayteachers.com/Product/Number-Line-Subtraction-K-1

Addition – Subtraction Mix-Up Worksheets

http://www.softschools.com/math/worksheets/addition_subtraction_mix.jsp

Math Games: http://www.playkidsgames.com/mathGames.htm

Minus Mission

http://www.mathplayground.com/ASB_MinusMission.html

Alien Addition: http://www.mathplayground.com/ASB_AlienAddition.html

Counters

https://www-

k6.thinkcentral.com/content/hsp/math/hspmath/na/common/itools_pri_9780547584973_/cou

nters.html

More Addition/Subtraction

1st Grade Addition Problems

http://www.k-5mathteachingresources.com/support-files/1st-gd-addition-problems.pdf

1st Grade Subtraction Problems

http://www.k-5mathteachingresources.com/support-files/1st-gd-subtraction-problems.pdf

Add to Change

http://www.teacherspayteachers.com/Product/Scarecrow-Addition-to-20

http://www.teacherspayteachers.com/Product/Springtime-Fact-Family-Task-Cards-addition-and-subtraction

http://www.teacherspayteachers.com/Product/Springtime-Fact-Family-Task-Cards-addition-and-subtraction

http://www.teacherspayteachers.com/Product/Making-20-Composing-and-Decomposing-Numbers

http://www.teacherspayteachers.com/Product/Making-20-Composing-and-Decomposing-Numbers

http://www.teacherspayteachers.com/Product/Number-Line-Subtraction-K-1

http://www.softschools.com/math/worksheets/addition_subtraction_mix.jsp

http://www.playkidsgames.com/mathGames.htm

http://www.mathplayground.com/ASB_MinusMission.html

http://www.mathplayground.com/ASB_AlienAddition.html




http://www.k-5mathteachingresources.com/support-files/1st-gd-addition-problems.pdf

http://www.k-5mathteachingresources.com/support-files/1st-gd-subtraction-problems.pdf

18

http://www.k-5mathteachingresources.com/support-files/add-to-change-unknown-problems-to-

20.pdf

Add to Start

http://www.k-5mathteachingresources.com/support-files/add-to-start-unknown-problems-to-

20.pdf

Take From

http://www.k-5mathteachingresources.com/support-files/take-from-change-unknown-problems-

to-20.pdf)

Double Decker Bus

http://www.k-5mathteachingresources.com/support-files/double-deckerbus.pdf

Making Apple Ten Packs

http://www.k-5mathteachingresources.com/support-files/makingappletenpacks.pdf

Addition 25

http://www.mathwire.com/whohas/whaddition25.pdf

Number Bonds

Number Bonds to 10

http://mathszone.co.uk/number-facts/number-bonds-to-10/

Teaching Number Bonds

http://mathcoachscorner.blogspot.com/2013/07/teaching-number-bonds.html

Mental Math Number Bonds

http://www.amblesideprimary.com/ambleweb/mentalmaths/numberbond.html

Ten Frames and Dot Card Activities

http://elementary-math-resources.wiki.inghamisd.org/file/view/Dot Card and Ten Frame

Package w Activities.pdf/382729118/Dot Card and Ten Frame Package w Activities.pdf

Number Stories

Addition Word Problems with Sums to 10:

http://www.ixl.com/math/grade-1/addition-word-problems-sums-to-10

Word Problems – Write the Addition Sentence

http://www.ixl.com/math/grade-1/word-problems-write-the-addition-sentence

Addition Sentences with Sums to 10

http://www.ixl.com/math/grade-1/addition-sentences-sums-to-10

Worksheets:

Videos:

http://www.k-5mathteachingresources.com/support-files/add-to-change-unknown-problems-to-20.pdf

http://www.k-5mathteachingresources.com/support-files/add-to-change-unknown-problems-to-20.pdf

http://www.k-5mathteachingresources.com/support-files/add-to-start-unknown-problems-to-20.pdf

http://www.k-5mathteachingresources.com/support-files/add-to-start-unknown-problems-to-20.pdf

http://www.k-5mathteachingresources.com/support-files/take-from-change-unknown-problems-to-20.pdf

http://www.k-5mathteachingresources.com/support-files/take-from-change-unknown-problems-to-20.pdf

http://www.k-5mathteachingresources.com/support-files/double-deckerbus.pdf

http://www.k-5mathteachingresources.com/support-files/makingappletenpacks.pdf

http://www.mathwire.com/whohas/whaddition25.pdf

http://mathszone.co.uk/number-facts/number-bonds-to-10/

http://mathcoachscorner.blogspot.com/2013/07/teaching-number-bonds.html

http://www.amblesideprimary.com/ambleweb/mentalmaths/numberbond.html

http://elementary-math-resources.wiki.inghamisd.org/file/view/Dot%20Card%20and%20Ten%20Frame%20Package%20w%20Activities.pdf/382729118/Dot%20Card%20and%20Ten%20Frame%20Package%20w%20Activities.pdf

http://elementary-math-resources.wiki.inghamisd.org/file/view/Dot%20Card%20and%20Ten%20Frame%20Package%20w%20Activities.pdf/382729118/Dot%20Card%20and%20Ten%20Frame%20Package%20w%20Activities.pdf

http://www.ixl.com/math/grade-1/addition-word-problems-sums-to-10

http://www.ixl.com/math/grade-1/word-problems-write-the-addition-sentence

http://www.ixl.com/math/grade-1/addition-sentences-sums-to-10

19



Assessment Check-In



Math Journals

Home Links


Self-Assessments

Games

Questioning




Tests

Quizzes



Instructional

Strategies

Descriptions

Suggested Learning


Introducing the Turn-Around Rule

Introducing Two-Fisted Penny Addition

Introducing Math Box Routine

Introducing Subtraction

Explorations (Subtraction Bingo, Picking 10 Apples; Counting Our

Classroom)

Open Response (Finding the Missing Day; Solving the Open Response

Problem)

Introducing Quick Looks with Ten Frames

Labeling Numbers with Units

Introducing Unit Boxes

Introducing Change-to-More Diagrams

Solving Mystery Penny Drops

Introducing Change-to-Less Diagrams

Solving Mystery Cup Problems

Introducing Addition Number Models

Introducing Subtraction Number Models

Modeling and Finding Unknowns l n Number Models

20





- Student Websites

- Teacher Websites

- SMART board/Promethean Board





21

INTEGRATED SOCIAL AND EMOTIONAL LEARNING COMPETENCIES The following social and emotional competencies are integrated in this curriculum document:

Self-Awareness






behaviors




Social Awareness





differ


setting



skills




Relationship Skills


_____Utilize positive communication and social skills to interact effectively with others



constructive ways


22

Unit 3 Plan

Number Stories

Suggested Time

Frame



In this unit, children continue to use addition and subtraction to model and solve number stories.

They also connect counting to addition and subtraction. Children’s learning focuses on five

clusters of the NJ Student Learning Standards for Math (NJSLS-M) including: representing and

solving problems involving addition and subtraction, understanding and applying properties of

operations, the relationship between addition and subtraction, working with addition and

subtraction equations, adding and subtracting within 20, and extending the counting sequence.

Children will also focus on in–depth work with two of the Mathematical Practices: making sense

of problems and persevere in solving them and looking for and making use of structure.


Modeling Number Stories

Exploring Larger Counts, Pairs, and Lengths

Relating Counting to Addition and Subtraction








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.














23



1.MD.1: Order three objects by length; compare the lengths of two objects indirectly by using

a third object.


How can you write an addition/ subtraction

sentence to show a story about joining and

separating?

How can drawing a picture help you solve

problems and help you check if your answers

make sense?

How are addition and subtraction related?


Joining and separating parts to and from a

whole is one interpretation of addition and

subtraction.

Information in a problem can often be

shown using a diagram and used to solve

the problem.

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.


Diagrams and number models are used to

represent and solve parts-and-total situations.

The strategies represented with number

stories and number models in order to solve

them.

Through explorations, the significance of

counting, matching pairs, and ordering by

length.

Number stories can be made with pictures and

a number model to represent a situation.

Counting up and back on the number line is a

tool used for adding and subtracting.

Number grids are mathematical tools used to

count and identify patterns in the counts.

Frames and Arrows are diagrams used to

solve problems that involve counting,

addition and subtraction.

Calculators are used to practice skip counting

from any number.


Solve parts-and-total number stories

within 10.

Explain what the turn-around rule means.

Count on a number line or number grid to

solve addition and subtraction problems.

Add and subtract on the number line to

solve simple number stories and extend

number patterns.

Find the unknown number of hops

between tow numbers.

Use skip counting to add and subtract on

the number line and extend number

patterns within 100.

Compare the value of two numbers less

than 20.

Identify the shortest and longest out of 2

or 3 objects.

24



21st Century Themes



● T – taught

● A – assessed












decisions.


innovation.





in solving them.


and Preparation



X Career Awareness CRP10. Plan education and career paths

aligned to personal goals.


productivity.


while using cultural global competence.





words.

25

Student Resources

Math Centers and

Games:



3-1: Domino Top-It (Finding and comparing sums)

3-2; 3-5: Roll and Total (Counting on to find sums)


3-3: Penny Dice (Counting)

3-6: Subtraction Bingo (Finding differences)

3-6: Bunny Hop (Counting)

3-6; 3-11: Rolling for 50 (Using the number grid)

3-7: Penny Plate (Finding pairs of numbers that end in 10)





3-3: Exploring Counting, Matching Pairs and Ordering by

Length (Children will count a large collection of objects. They

informally explore doubles facts and direct length comparison).


arrow rule

Math Message

program

column

parts-and-total-diagram

row

Frames and Arrows


Teacher Resources


3-1: Twelve Ways to Get to Eleven, by Eve Merriam (Parts-and-Total Number Stories)

3-2: Each Orange Has 8 Slices, by Paul Giganti & Donald Crews (Number Stories)

3-4: Each Orange Has 8 Slices, by Paul Giganti & Donald Crews (Number Stories)

3-5: Two Ways to Count to Ten, by Ruby Dee & Susan Meddaugh (Open Response:

Compliments of 10)



3-8: 2, 4, Skip Count Some More, by Thomas K. Heather Adamson (Number Patterns)

3-9: Mission Addition/Subtraction Action, by Loreen Leedy (Counting Applications)

3-10: Mission Addition/Subtraction Action, by Loreen Leedy (Addition/Subtraction)

26


Websites:

Parts and Total Number Stories

Parts and Total

https://docs.google.com/file/d/0B-

A9qMIF_l6UMzc5NzFkY2ItMjA3MS00NTQzLWE0OGEtY2RlMDE0OTY5MzNm/edit?p

li=1

Part-Part-Whole Template

https://docs.google.com/file/d/0B-

A9qMIF_l6UZGIyOTM3YjAtYjgzMi00YjZmLWE2YWEtNjFjMzEzZWFmY2Vl/edit?pli=

1

Addition Thinking Blocks

http://www.mathplayground.com/tb_addition/thinking_blocks_addition_subtraction.html

Part-Whole Models: http://www.thinkingblocks.com/mathplayground/TB_AS/tb_as1.html

Domino Addition: http://illuminations.nctm.org/Unit.aspx?id=6141

Domino Facts Template: http://www.mathwire.com/templates/dominofacts.pdf

Frames and Arrows

http://www.superteacherworksheets.com/addition/addition-arrows_TWMWM.pdf

Number Story Strategies

Printable Worksheet Number Stories

http://www.bbc.co.uk/schools/numbertime/print/number_stories/

Addition Word Problems

http://www.mathworksheets4kids.com/word-problems/addition/single-digit.pdf

Subtraction Word Problems

http://www.mathworksheets4kids.com/word-problems/subtraction/single-digit.pdf

Generic Word Problems for Grade 1

Bean Bags: http://www.kidzone.ws/math/wp/t_math.asp?gr1-beanbags.asp

Buckets: http://www.kidzone.ws/math/wp/t_math.asp?gr1-buckets.asp

Dog Bones: http://www.kidzone.ws/math/wp/t_math.asp?gr1-dogbones.asp

Time for School (picture sentences): http://www.kidzone.ws/math/gr1-wordproblems.htm

In-Out Boxes: Addition/Subtraction

In-Out Addition: http://www.mathworksheets4kids.com/in-out/add-easy1.pdf

More In-Out Addition: http://www.mathworksheets4kids.com/in-out/add-easy2.pdf

In-Out Subtraction: http://www.mathworksheets4kids.com/in-out/sub-easy.pdf

More In-Out Subtractions http://www.mathworksheets4kids.com/in-out/sub-medium.pdf

Counting on the Number Line

Missing Numerals

http://www.mathworksheets4kids.com/number-lines/numerals-whole.pdf

https://docs.google.com/file/d/0B-A9qMIF_l6UMzc5NzFkY2ItMjA3MS00NTQzLWE0OGEtY2RlMDE0OTY5MzNm/edit?pli=1



https://docs.google.com/file/d/0B-A9qMIF_l6UZGIyOTM3YjAtYjgzMi00YjZmLWE2YWEtNjFjMzEzZWFmY2Vl/edit?pli=1



http://www.mathplayground.com/tb_addition/thinking_blocks_addition_subtraction.html

http://www.thinkingblocks.com/mathplayground/TB_AS/tb_as1.html

http://illuminations.nctm.org/Unit.aspx?id=6141

http://www.mathwire.com/templates/dominofacts.pdf

http://www.superteacherworksheets.com/addition/addition-arrows_TWMWM.pdf

http://www.bbc.co.uk/schools/numbertime/print/number_stories/

http://www.mathworksheets4kids.com/word-problems/addition/single-digit.pdf

http://www.mathworksheets4kids.com/word-problems/subtraction/single-digit.pdf

http://www.kidzone.ws/math/wp/t_math.asp?gr1-beanbags.asp

http://www.kidzone.ws/math/wp/t_math.asp?gr1-buckets.asp

http://www.kidzone.ws/math/wp/t_math.asp?gr1-dogbones.asp

http://www.kidzone.ws/math/gr1-wordproblems.htm

http://www.mathworksheets4kids.com/in-out/add-easy1.pdf

http://www.mathworksheets4kids.com/in-out/add-easy2.pdf

http://www.mathworksheets4kids.com/in-out/sub-easy.pdf

http://www.mathworksheets4kids.com/in-out/sub-medium.pdf

http://www.mathworksheets4kids.com/number-lines/numerals-whole.pdf

27

Line Jumper

http://www.funbrain.com/cgi-

bin/nl.cgi?A1=c&A2=0&A3=3&A4=%5b3%5d%5b2%5d%5b1%5d%5b1%5d&A11=1&A1

2=1

Grade 1 Online Supplement

http://bridges1.mathlearningcenter.org/media/Bridges_Gr1_OnlineSupplement/B1SUP-

A3_AddSubNumLn_0709.pdf

Exploring Larger Counts

Math Worksheet 4 Kids: http://www.mathworksheets4kids.com/addition.html

Math Worksheet Wizard: http://mathworksheetwizard.com/grade1/grade1arithmetic.html

Buzzing About Adding 3 Numbers

http://www.teacherspayteachers.com/Product/Buzzing-About-Adding-3-Numbers-Roll-and-

Cover-Free-223969

Adding 3 Numbers: http://www.education.com/worksheet/article/add-adding-numbers/

Math Drills: http://www.math-drills.com/

Worksheets:

Videos:



Assessment Check-In



Math Journals

Home Links


Self-Assessments

Games

Questioning




Tests

Quizzes


http://www.funbrain.com/cgi-bin/nl.cgi?A1=c&A2=0&A3=3&A4=%5b3%5d%5b2%5d%5b1%5d%5b1%5d&A11=1&A12=1



http://bridges1.mathlearningcenter.org/media/Bridges_Gr1_OnlineSupplement/B1SUP-A3_AddSubNumLn_0709.pdf

http://bridges1.mathlearningcenter.org/media/Bridges_Gr1_OnlineSupplement/B1SUP-A3_AddSubNumLn_0709.pdf

http://www.mathworksheets4kids.com/addition.html

http://mathworksheetwizard.com/grade1/grade1arithmetic.html

http://www.teacherspayteachers.com/Product/Buzzing-About-Adding-3-Numbers-Roll-and-Cover-Free-223969

http://www.teacherspayteachers.com/Product/Buzzing-About-Adding-3-Numbers-Roll-and-Cover-Free-223969

http://www.education.com/worksheet/article/add-adding-numbers/

http://www.math-drills.com/

28


Instructional

Strategies

Descriptions

Suggested Learning


Introducing Parts-and-Total Diagrams

Introducing Domino Addition

Solving Carnival Stories

Writing Carnival Number Stories

Reviewing Counting Strategies

Explorations (Counting Large Numbers of Pennies, Matching Pairs

and Ordering Objects by Length)

Open Response (Representing a Number Story; Solving the Open

Response Problem)

Review Skip Counting on Number Lines

Counting Hops Up and Back on the Number Line

Introducing Addition/Subtraction on the Number Line

Adding and Subtracting on the Number Line

Solving Number Sentences with Number Lines

Skip Counting on a Number Grid

Using Number-Grid Counting to Add and Subtract

Introducing the Math Message Routine

Introducing Frames-and-Arrows

Solving Frames-and-Arrows Problems

Modeling and Finding Unknowns l n Number Models

Finding the Arrow Rules

Finding Rules in Frames-and-Arrows Problems

Programming Calculators/Counting Up from Any Number





- Student Websites

- Teacher Websites






29

INTEGRATED SOCIAL AND EMOTIONAL LEARNING COMPETENCIES

The following social and emotional competencies are integrated in this curriculum document:

Self-Awareness






behaviors




Social Awareness





differ


setting



skills




Relationship Skills





constructive ways


30

Unit 4 Plan

Length and Addition Facts

Suggested Time

Frame



Length and Addition Facts

In this unit, children will measure lengths using nonstandard units and begin working on addition-

fact fluency. Children’s learning focuses on six clusters of the NJ Student Learning Standards for

Math (NJSLS-M): understanding and applying properties of operations, the relationship between

addition and subtraction, adding and subtracting within 20, using place value, properties of

operations to add and subtract, measuring lengths indirectly and by iterating length units, and

representing and interpreting data. Children will also focus on in–depth work with two of the

Mathematical Practices which are: Make sense of problems and persevere in solving them and

model with mathematics.


Length

Bar Graphs

Addition Facts

Applying Properties of Operations

Finding 10 More or 10 Less



1..OA.1: Use addition and subtraction within 20 to solve word problems involving situations of




1.OA.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.









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).

31



1.NBT.2: Understand that the two digits of a two-digit number represent amounts of tens and

ones.

1.NBT.5: Given a two-digit number, mentally find 10 more or 10 less than the number, without

having to count; explain the reasoning used.

1.MD.1: Order three objects by length; compare the lengths of two objects indirectly by using a

third object.

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


more or less are in one category than in another.

32


How can you compare and then order concrete

objects according to length?

How can you estimate and measure length with

nonstandard units?

How are bar graphs used?


Measurement is a process of comparing

units to the object being measured.

Some problems can be solved by reasoning

about conditions in the problems.

Bar graphs use bars of varying lengths to

represent and compare different categories

of data


Length is a measurable attribute.

The basics of measurement using nonstandard

units of length.

Through explorations, the significance of

collecting data, specific attributes of shapes,

and counting using 10-base blocks.

Bar graphs use bars of varying lengths to

represent and compare different categories of

data.

Double facts are the sums of numbers 0

through 10 added to themselves.

Strategies for finding combinations of 10 to

help them add and subtract within 20.

Properties of operation and other strategies to

add three numbers

Numbers that are 10 more and 10 less than a

given number to support their work toward

using place-value understanding to add and

subtract.


Solve and write number models for number

stories within 10.

Solve number stories with three addends by

first finding a combination of 10 or a

double from two of the addends.

Recognize that a fact and its turn-around

fact have the same sum and add three

numbers by first finding a combination of

10 or a double from two of the addends.

Find and record facts within 10, including

combinations of 10 and doubles facts.

Use a number grid to find 10 more or 10

less than a number.

Directly order three objects by length.

Measure the length of an object with

multiple paper clips or pencils.

Answer questions about the total number of

data points in one or several categories of a

tally chart or bar graph.

33



21st Century Themes



● T – taught

● A – assessed












decisions.


innovation.





in solving them.


and Preparation






productivity.



competence.





words.

34

Student Resources

Math Centers and

Games:



4-2, 4-7; 4-9: Domino Top-It (Finding and comparing sums)

4-7: Roll and Record Doubles (Finding addition doubles)


4-9; 4-10: Fishing for 10 (Making combination of 10)

4-11: What’s Your Way? (Finding 10 more or 10 less than a

number)





4-4: Exploring Data, Shapes and Base-10 Blocks (Children

collect data and display it on a tally chart. They create

shapes with specified attributes using rubber bands on geo-

boards, as well as build with and count base-10 blocks).

Unit 4 Key Vocabulary: addition fact

double ten frame

label

bar graph

edge

length

combination of ten

estimate

long

cube

flat

measure

doubles

helper fact

title


35

Teacher Resources


4-1: How Long or How Wide? by Brian P. Cleary & Brian Gable (Measurement)

4-2: Length, by, Henry Arthur Pluckrose (Measurement)

4-3: Beanstalk, the Measure of a Giant, by Ann McCallum & James Balkovek (Measurement)

4-4: Duck! Rabbit! by, Amy Krouse Rosenthal (Open Response: Presenting Arguments)

4-6: Who’s Got Spots, by Linda Williams Aber & Gioia Fiammenghi (Representing Data)

4-7: Double Ducks, by Stewart J. Murphy & Valerie Petrone (Introducing Doubles)

4-8: Two Ways to Count to Ten, by Ruby Dee & Susan Meddaugh (Compliments of 10)

4-9: Ten for Me, by Barbara Mariconda (Compliments of 10)

4-10: Math for all Seasons, by Greg Tang (Adding)

4-11: More or Less, by Stuart j. Murphy (More or Less Than)


Websites:

Measure objects with standard and nonstandard units.

First Grade Measurement: http://www.education.com/activity/first-grade/measurement/

Measurement Fun: http://fun-n-first.blogspot.com/2011/11/measurement-fun.html

Marshmallow Measurement

http:/www.teacherspayteacherw.com/Product/Marshmallow-Measurement

Gummy Worm Stretch

http://www.teacherspayteachers.com/Product/Measurement-Gummy-Worm-Stretch

Length Mass Volume: http://jmathpage.com/JIMSMeasurementlengthmassvolume.html

Possible Activities

Measuring With Sticks

http://www.k-5mathteachingresources.com/support-files/measuringwithsticks.pdf

Measuring Shoes

http://www.k-5mathteachingresources.com/support-files/measuringshoes.pdf

Measuring With Cubes

http://www.k-5mathteachingresources.com/support-files/measuringwithcubes.pdf

Ordering Cuisenaire Rods

http://www.k-5mathteachingresources.com/support-files/ordering-cuisenaire-rods.pdf

More Addition/Subtraction

Simple Addition Worksheets

http://www.kidslearningstation.com/math/simple-addition-worksheets.asp

Number Bonds: http://www.kidslearningstation.com/math/number-bonds/1st-grade/

Subtraction Worksheets:

http://www.kidslearningstation.com/math/subtraction-worksheets.asp

More Bar Graphs

Graphing: http://www.education.com/worksheets/first-grade/graphing-data/

http://www.education.com/activity/first-grade/measurement/

http://fun-n-first.blogspot.com/2011/11/measurement-fun.html

http://www.teacherspayteachers.com/Product/Marshmalowl-Measurement-FREE

http://www.teacherspayteachers.com/Product/Measurement-Gummy-Worm-Stretch

http://jmathpage.com/JIMSMeasurementlengthmassvolume.html

http://www.k-5mathteachingresources.com/support-files/measuringwithsticks.pdf

http://www.k-5mathteachingresources.com/support-files/measuringshoes.pdf

http://www.k-5mathteachingresources.com/support-files/measuringwithcubes.pdf

http://www.k-5mathteachingresources.com/support-files/ordering-cuisenaire-rods.pdf

http://www.kidslearningstation.com/math/simple-addition-worksheets.asp

http://www.kidslearningstation.com/math/number-bonds/1st-grade/

http://www.kidslearningstation.com/math/subtraction-worksheets.asp

http://www.education.com/worksheets/first-grade/graphing-data/

36

Place Value: http://www.kidzsheets.com/2012/12/First-Grade-Placevalue.html

Math Worksheets: http://www.math-salamanders.com/first-grade-math-worksheets.html

Applying Properties of Operation

Teach R Kids: http://www.teachrkids.com/

A+ Math: http://www.aplusmath.com/Worksheets/

Worksheets and Exercises

http://www.adaptedmind.com/First-Grade-Math-Worksheets-And-Exercises.html

Adding Three Numbers

Grade 1 Worksheets: http://www.helpingwithmath.com/by_grade/gr1_worksheets.htm

Adding 3 Numbers

http://www.123teachwithme.com/2012/03/math-strategy-for-adding-3-numbers- and.html

Doubles

Addition Doubles Game

http://www.teacherspayteachers.com/Product/FREE-Addition-Doubles-Concept-Center-Game-

85382

Worksheets: Measurement

Paper Clips: http://www.mathworksheets4kids.com/length/paper-clips1.pdf

Estimation: http://www.mathworksheets4kids.com/length/estimation-large.png

Paper Clips 2: http://www.mathworksheets4kids.com/length/paper-clips2.pdf

Measurement: http://www.kidslearningstation.com/measurement/

Videos:



Assessment Check-In



Math Journals

Home Links


Self-Assessments

Games

Questioning




Tests

Quizzes


http://www.kidzsheets.com/2012/12/First-Grade-Placevalue.html

http://www.math-salamanders.com/first-grade-math-worksheets.html

http://www.teachrkids.com/

http://www.aplusmath.com/Worksheets/

http://www.adaptedmind.com/First-Grade-Math-Worksheets-And-Exercises.html

http://www.helpingwithmath.com/by_grade/gr1_worksheets.htm

http://www.123teachwithme.com/2012/03/math-strategy-for-adding-3-numbers-%20%20and.html

http://www.teacherspayteachers.com/Product/FREE-Addition-Doubles-Concept-Center-Game-85382

http://www.teacherspayteachers.com/Product/FREE-Addition-Doubles-Concept-Center-Game-85382

http://www.mathworksheets4kids.com/length/paper-clips1.pdf

http://www.mathworksheets4kids.com/length/estimation-large.png

http://www.mathworksheets4kids.com/length/paper-clips2.pdf

http://www.kidslearningstation.com/measurement/

37


Instructional

Strategies

Descriptions

Suggested Learning


Math Messages

Introducing Length and Length Comparison

Estimating and Measuring Length

Estimating and Measuring with a Pencil

Comparing Length Indirectly

Open Response (Share strategies and discuss the meaning of

arguments, Measure a Marker; Solving the Open Response Problem)

Explorations (Surveying the Class, Geo-board Shapes with Defining

Attributes; Building with Base-10 Blocks )

Making a Tally Chart

Building a Super Hero Bar Graph to Interpret Data

Introducing Addition Doubles


Fact Strategy Review

Introducing and Reviewing Combinations of 10

Complete Facts Inventory Record, Part 1


Adding Sets of School Supplies/Creating School Supply Number

Stories

Finding “Ten Friends”





- Student Websites

- Teacher Websites






38


Self-Awareness






behaviors




Social Awareness





differ


setting



skills




Relationship Skills





constructive ways


39

Unit 5 Plan

Place Value and Comparisons

Suggested Time

Frame



In this unit, children investigate place-value concepts for tens and ones. They use place value to

compare and add 2-digit numbers. They also explore path measurement. Children’s learning

focuses on five clusters of the NJ Student Learning Standards for Math (NJSLS-M): adding and

subtracting within 20, understanding place value, using place value understanding and properties of

operations to add and subtract, and measuring lengths indirectly and by iterating length units.

Children will also focus on in–depth work with two of the Mathematical Practices which are:

Reason abstractly and quantitatively and attend to precision.


Place Value

Comparing

Relation Symbols

Measurement

Adding Larger Numbers











1.OA.4: Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8

by finding the number that makes 10 when added to 8.





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).


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.

40






1.NBT.2 a, b; c: Understand that the two digits of a two-digit number represent amounts of tens

and ones. Understand the following as special cases: (a) 10 can be thought of as a bundle of

ten ones — called a "ten." (b) The numbers from 11 to 19 are composed of a ten and one,

two, three, four, five, six, seven, eight, or nine ones. (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.4: Add 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.6: Subtract 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.MD.1: Order three objects by length; compare the lengths of two objects indirectly by using a

third object.



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.

41


How can numbers be expressed, ordered,

and compared?

How does knowing place value help add and

subtract whole numbers accurately?

How are place value patterns repeated in large

numbers?


Place value can be used to compare and

order numbers both, verbally and

symbolically.

Place value concepts provide a convenient

way to compose and decompose numbers

to facilitate addition and subtraction

computations.

Place value is based on groups of ten.


Place value is a system that gives a digit a

value according to its position or place in a

number.

Base-10 blocks and calculators can be used to

support place-value understanding.

The relationship between tens and ones by

exchanging pennies and dimes.

The relation symbols for less than, greater than

and equal to.

Number scrolls can be used to strengthen

number sense, counting ability and grasp of

the order and place value of numbers.

Different units can be used to measure length.

Through explorations, the relationship

between tens and ones.

Number models with relation symbols are used

to represent and solve number stories.

Strategies for solving comparison number

stories.

A variety of strategies can be used to add and

subtract 2-digit numbers.


Understand that a difference can found with

both subtraction and addition.

Explain the meaning of the equal sign and

identify true and false number sentences

containing addition and subtraction facts

within 10.

Identify the two-digit number represented

by base-10 blocks.

Use >, = and < to record comparisons of

numbers.

Add a two-digit number using tools.

Find the difference between two-digit

multiples of ten using tools.

Measure a path with base-10 cubes.

42



21st Century Themes



● T – taught

● A – assessed












decisions.


innovation.





in solving them.


and Preparation






productivity.



competence.





words.

43

Student Resources

Math Centers and

Games:



4-2, 4-7; 4-9: Domino Top-It (Finding and comparing sums)

4-7: Roll and Record Doubles (Finding addition doubles)


4-9; 4-10: Fishing for 10 (Making combination of 10)

4-11: What’s Your Way? (Finding 10 more or 10 less than a

number)





4-4: Exploring Data, Shapes and Base-10 Blocks (Children

collect data and display it on a tally chart. They create shapes

with specified attributes using rubber bands on geo-boards, as

well as build with and count base-10 blocks).

Key Vocabulary:

addition fact

double ten frame

label

bar graph

edge

length

combination of ten

estimate

long

cube

flat

measure

doubles

helper fact

title


44

Teacher Resources


5-1: What’s the Place Value?, by Little World Math Concepts (Place Value)

5-2: A Place for Zero, by Angeline Sparanga LoPresti (Place Value)

5-3: The Warlord’s Beads, by Virginia Pilegard & Nicolas Debon (Place Value)

5-4: Alfie the Alligator, by Sandy Turley (Greater Than, Less Than, Equal To)

5-5: Equal Shmequal, by Virginia Kroll (The Equal Sign)

5-6: Penguin Place Value, by Kathleen Stone (Counting and Place Value))

5-7: Measuring Penny, by Loreen Leedy (Measuring Nonstandard Units)

5-9: More or Less, by Stuart J. Murphy & David T, Wenzel (Comparison Counting)

5-10: Jut Enough Carrots, by Stuart J. Murphy & Frank Remkiewicz (Comparison

Number Stories)

5-11: Our Family Reunion, by Suzanne Barchers (Two-Digit Addition/Subtraction)


Websites:

Place Value

Place Value PowerPoint

http://mrstsfirstgradeclass-jill.blogspot.com/2012/11/quick-images-place-value-powerpoint.html

Place Value Arrow Game: http://www.ictgames.com/arrowcards.html

Shark Numbers Game: http://www.ictgames.com/sharknumbers.html

Compare numbers using <, >, and =

Greater Than Less Than with Mr. Alligator

http://www.teacherspayteachers.com/Product/Greater-Than-Less-Than-with-Mr-Alligator-

163071

Greater Than or Less Than?

http://www.teacherspayteachers.com/Product/Greater-Than-or-Less-Than-207381

Soft Schools Worksheet Generator

http://www.softschools.com/math/worksheets/lessthan_greater.jsp

Dad’s Worksheets

http://www.dadsworksheets.com/v1/Worksheets/Greater%20Than%20and%20Less%20Than.ht

ml

ABCya: http://www.abcya.com/comparing_number_values.htm

First Grade Interactive Math Skills Builders

http://www.internet4classrooms.com/skill_builders/adding_math_first_1st_grade.htm

Place Value and Number Concepts

http://www.montgomeryschoolsmd.org/uploadedFiles/schools/knollses/webresources/grade1/Pla

ce%20Value%20web%20sites.pdf

Possible Activities:

Build a Train: http://www.k-5mathteachingresources.com/support-files/build-a-train.pdf

http://mrstsfirstgradeclass-jill.blogspot.com/2012/11/quick-images-place-value-powerpoint.html

http://www.ictgames.com/arrowcards.html

http://www.ictgames.com/sharknumbers.html

http://www.teacherspayteachers.com/Product/Greater-Than-Less-Than-with-Mr-Alligator-163071

http://www.teacherspayteachers.com/Product/Greater-Than-Less-Than-with-Mr-Alligator-163071

http://www.teacherspayteachers.com/Product/Greater-Than-or-Less-Than-207381

http://www.softschools.com/math/worksheets/lessthan_greater.jsp

http://www.dadsworksheets.com/v1/Worksheets/Greater%20Than%20and%20Less%20Than.html

http://www.dadsworksheets.com/v1/Worksheets/Greater%20Than%20and%20Less%20Than.html

http://www.abcya.com/comparing_number_values.htm

http://www.internet4classrooms.com/skill_builders/adding_math_first_1st_grade.htm

http://www.montgomeryschoolsmd.org/uploadedFiles/schools/knollses/webresources/grade1/Place%20Value%20web%20sites.pdf

http://www.montgomeryschoolsmd.org/uploadedFiles/schools/knollses/webresources/grade1/Place%20Value%20web%20sites.pdf

http://www.k-5mathteachingresources.com/support-files/build-a-train.pdf

45

Teens on the Ten Frame

http://www.k-5mathteachingresources.com/support-files/teens-on-the-ten-frame.pdf

Teens on the Ten Frame Book 1

http://www.k-5mathteachingresources.com/support-files/teens-on-ten-frame-book1.pdf

Teens on the Ten Frame Book 2


Tens and Ones with Unifix Cubes

http://www.k-5mathteachingresources.com/support-files/tensandoneswithunifixcubes.pdf

Make 10 Bundles: http://www.k-5mathteachingresources.com/support-

files/make10bundles.pdf

My Double Ten Frame Riddle

http://www.k-5mathteachingresources.com/support-files/mydoubletenframeriddle.pdf

Tens and Ones Game

http://www.k-5mathteachingresources.com/support-files/tensandonesgame.pdf

Representing Two Digit Numbers with Base 10 Blocks

http://www.k-5mathteachingresources.com/support-

files/representing2digitnumberswithbase10.pdf

Base Ten Concentration (2 digits)

http://www.k-5mathteachingresources.com/support-files/2digitbase10concentration.pdf

Worksheets:

Videos:



Assessment Check-In



Math Journals

Home Links


Self-Assessments

Games

Questioning




Tests

Quizzes


http://www.k-5mathteachingresources.com/support-files/teens-on-the-ten-frame.pdf



http://www.k-5mathteachingresources.com/support-files/tensandoneswithunifixcubes.pdf

http://www.k-5mathteachingresources.com/support-files/make10bundles.pdf

http://www.k-5mathteachingresources.com/support-files/make10bundles.pdf

http://www.k-5mathteachingresources.com/support-files/mydoubletenframeriddle.pdf

http://www.k-5mathteachingresources.com/support-files/tensandonesgame.pdf

http://www.k-5mathteachingresources.com/support-files/representing2digitnumberswithbase10.pdf

http://www.k-5mathteachingresources.com/support-files/representing2digitnumberswithbase10.pdf

http://www.k-5mathteachingresources.com/support-files/2digitbase10concentration.pdf

46


Instructional

Strategies

Descriptions

Suggested Learning


Math Messages

Introducing Length and Length Comparison

Estimating and Measuring Length

Estimating and Measuring with a Pencil

Comparing Length Indirectly

Open Response (Share strategies and discuss the meaning of

arguments, Measure a Marker; Solving the Open Response Problem)

Explorations (Surveying the Class, Geo-board Shapes with Defining

Attributes; Building with Base-10 Blocks )

Making a Tally Chart

Building a Super Hero Bar Graph to Interpret Data

Introducing Addition Doubles


Fact Strategy Review

Introducing and Reviewing Combinations of 10

Complete Facts Inventory Record, Part 1


Adding Sets of School Supplies/Creating School Supply Number

Stories

Finding “Ten Friends”





- Student Websites

- Teacher Websites






47


Self-Awareness






behaviors




Social Awareness





differ


setting



skills




Relationship Skills





constructive ways


48

Unit 6 Plan

Addition Fact Strategies

Suggested Time

Frame

16 including “Flex Days”


In the unit, children work toward fluency with addition facts. They will also explore telling time

and solving number stories. Children’s learning will focus on four areas of the New Jersey Student

Learning Standards for Math (NJSLS-M) including: how to represent and solve problems involving

addition and subtraction within 20, understanding place value and how to use place value,

properties of operations to add and subtract, and how to tell and write time. They will also explore

3 Mathematical Practices: how to construct a viable argument for problem solving, critiquing the

reasoning of others, and express regularity in repeated reasoning.

Key Topics will include:

Clocks and Time

Number Stories

Using “Helper” Facts to Add

Equivalence

Place Value




adding to, taking from, putting together, taking apart, comparing, with unknowns in all



1.OA.3: Apply properties of operations as strategies to add and subtract, such as the

commutative and associative properties of addition


10. Use strategies such as counting on, making 10, decomposing a number leading to a 10,

using the relationship between addition and subtraction, and creating equivalent but easier

or known sums.


addition and subtraction are true or false

1.NBT.2: Understand that the 2 digits of a 2 digit number represent amounts of tens and ones.

Understand the following as special cases:

10 can be thought of as a bundle of ten ones- called a “ten”

The numbers from 11-19 are composed of a ten and one, two, three, four, five, six, seven,

eight, or nine ones

The numbers 10,2 0, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven,

eight, or nine tens (and 0 ones)

49

1.NBT.3: Compare 2 digit numbers based on meanings of the tens and ones digits, recording

the results of the comparisons with the symbols <, >, and =

1.NBT.4: Add within 100, including adding a 2 digit number and a 1 digit number, and adding

a 2 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


Understand that in adding 2 digit numbers, one adds tens and tens, ones and ones; and

sometimes it is necessary to compose a ten.

1.NBT.6: Subtract multiples of ten in the range 10-90 from multiples of ten in the range 10-90




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

1.G.1: Distinguish between defining attributes versus non-defining attributes; build and draw

shapes to possess defining attributes

50


How can you balance both sides of an

equals sign?

How can a number be represented by

other than a numeral?

How do you tell time to the hour?


You can use properties of operations

and various tools and strategies to

insure equality on both sides of the

equals sign

Numerals can be represented in a

variety of ways

Hands of a clock are used to represent

time at different points during a day


Time to the hour using an hour hand only

clock

Properties of Operations to solve number

stories with 2 or 3 addends through

various tools and strategies

Determine the validity of number

sentences

Near Doubles Strategy can be used to

solve addition facts within 20 using

words, pictures and symbols

Making 10 Strategy for adding and

subtracting within 20

My Reference Book can be used to find

mathematical strategies and information

for problem solving

Directions for solving multistep number

stories with solutions and revisions

Place value riddles can be solved using

base 10 blocks

Place value can be used to make

exchanges between pennies, dimes and

dollars


Apply the Commutative and

Associative Properties of Addition to

solve problems

Use doubles facts and combinations of

ten to help them solve other addition

and subtraction facts within 20

Find equivalent names for numbers

Tell the value of each digit in a 2 digit

number

Add within 100 using tools

Subtract 2 digit multiples of 10 from

other 2 digit multiples of 10 using tools

Tell time to the hour on an hour hand

only analog clock

51



21st Century Themes



● T – taught

● A – assessed












decisions.


innovation.





in solving them.


and Preparation






productivity.



competence.





words.

52

Student Resources

Math Centers and

Games:


practicing skill and developing strategic thinking.

6.2- Stop and Go – adding and subtracting 2 digit numbers

6.3 and 6.4 -Roll and Record Doubles- finding addition doubles

6.3- Addition Top It- solving addition facts and using relation

symbols

6.5 - Domino Top It- finding and comparing sums

6.6 and 6.10- Fishing for 10- making combinations of 10

6.6- Ten Frame Top It- comparing numbers represented in ten

frames

6.7- The Difference Game- reinforcing subtraction facts

6.10- The Digit Game (3 digit numbers)- comparing numbers

based on place value

6.11- Penny-Dime-Dollar Exchange- making place value

exchanges

6.11- Penny-Dime Exchange- exchanging ones for tens

6.11- Base 10 Exchange- exchanging ones for tens


will focus on independent or small group activities that will

focus on concept development, manipulatives, data


Explorations 6.3

True and False Number Sentences

Adding with Egg Cartons

Geoboard Shapes with non-defining attributes

Key Vocabulary:

analog clock

hour hand

My Reference Book

equivalent names

name-collection box

flat

hundreds place

making 10

near doubles


53

Teacher Resources


6.7-Seaweed Soup- DK First Encyclopedia

The Clock Struck One: A Time Telling Tale-Trudy Harris

Telling Time with Big Mama Cat- Dan Harper

It’s About Time!- Stuart Murphy

What’s the Place Value?- Shirley Duke

A Place for Zero- Angeline LoPresti

Double Play: Monkeying Around with Addition by Betsy Franco

Doubles at the Circus: Adding Doubles 2-20- Tiffany Brodskey

Hershey Kisses: Subtraction Book- Jerry Pallotta

Ten Red Apples- Pat Hutchins

Ten Black Dots- Donald Crews

Subtraction Action- Loreen Leady

It’s Subtraction- MW Penn

One Less Fish- Kim Michelle Toft

Addition Annie- David Gisler

The Mission of Addition- Brian Cleary


Websites:

Free Math Games www.turtlediary.com or www.abcya.com

Worksheets:

Videos:

Simple Addition Video (use slates/communicators)

https://www.youtube.com/watch?feature=player_embedded&v=tMtBCETEhvU

Place Value Song https://www.youtube.com/watch?feature=player_embedded&v=5W47G-h7myY

Curriculum Resources:

“Addition Fun” Center Activity

http://www.amazon.com/Double-Play-Monkeying-Around-Addition/dp/1582463840/ref=sr_1_2?ie=UTF8&qid=1406252471&sr=8-2&keywords=adding+doubles

http://www.amazon.com/Betsy-Franco/e/B000APEH7W/ref=sr_ntt_srch_lnk_2?qid=1406252471&sr=8-2

http://www.free-training-tutorial.com/place-value-games.html?gclid=CIbTgIqp378CFWuCMgodBHwAHQ

http://www.abcya.com/

https://www.youtube.com/watch?feature=player_embedded&v=tMtBCETEhvU

https://www.youtube.com/watch?feature=player_embedded&v=5W47G-h7myY

http://media-cache-ak0.pinimg.com/originals/60/9e/7d/609e7dea5155728b1ebfd2ef2d2fcd72.jpg

54

Number Sentence Chains

Life Size 100s Grid- students can work in small groups to create the grid or

portions of the grid- time students to create a “race”.

Hula Hoop Time to Hour

Making 10 Rainbow

Number Line Jump

Place Value Houses: Read- The True Story of the Three Little Pigs by Jon Scieszka. After they

listened to the story, they went back to their seats to make pig houses out of the base-ten

blocks. They got to pick their own number and create a pig house for their number. They

had to write the number using digits and using words.

http://media-cache-ak0.pinimg.com/originals/85/c9/d7/85c9d7d29c21ed158db185054fffc810.jpg

http://adayinbcasfirstgrade.blogspot.com/2012/10/100s-chart-math-fun.html

http://www.firstgradewow.blogspot.ca/search/label/telling%20time

http://first-grade-garden.blogspot.com/

http://fun2homeschool.blogspot.com/2012/07/number-line-jumping.html

http://2.bp.blogspot.com/-hqm0PwXAiik/ToUcPgm-JII/AAAAAAAAAFc/EqIpzUAEB4E/s1600/Picture+591.jpg

http://3.bp.blogspot.com/-7BDz_uui0Mo/ToUc87ByYkI/AAAAAAAAAFg/-4wqyudOkbw/s1600/Picture+585.jpg

http://2.bp.blogspot.com/-qsC6u4oCiKI/ToUdhYU0HRI/AAAAAAAAAFk/dubWvKhRWzU/s1600/Picture+582.jpg

55



Assessment Check-In



Math Journals

Home Links


Self-Assessments

Games

Questioning




Tests

Quizzes



Instructional

Strategies

Descriptions

Suggested Learning

Activities Exploring hours and reading hour hand only clocks

Interpreting and solving animal number stories

Developing Near Doubles Strategy

Representing Facts Strategies

Develop Making 10 Strategy

Exploring My Reference Book

Making sense of and solving a mathematical problem

Illustrate equivalence and introduce name collection boxes

Base 10 Block Riddles

Place Value Exchanges





- Student Websites

- Teacher Websites






56


Self-Awareness






behaviors




Social Awareness





differ


setting



skills




Relationship Skills





constructive ways


57

Unit 7 Plan

Subtraction Fact Strategies and Attributes of Shapes

Suggested Time

Frame



In the unit, children explore the relationship between addition and subtraction, compare different

subtraction strategies and continue to work on fact fluency. They also explore the defining and

non-defining attributes of 2-dimensional shapes and continue their work telling time to the

nearest hour using analog and digital clocks.

Children will explore five key areas of the NJ Student Learning Standards for Mathematics

(NJSLS-M) including understanding and applying properties of operations and the relationship

between addition and subtraction, adding and subtracting within 20, working with addition and

subtraction equations, telling and writing time, and reasoning with shapes and their attributes.

They will also work deeply with the Mathematical Practices of looking for and making use of

structure and looking for and expressing regularity within repeated reasoning.


Fact Families

Subtraction for Fact Strategies

Attributes of Shapes

Digital Clocks





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

1.OA.5: Relate counting to addition and subtraction



using the relationship between addition and subtraction, and creating equivalent but easier or

known sums.

1.OA.8: Determine the unknown whole number in an addition or subtraction equation relating 3

whole numbers




58


What makes shapes different from each other?

What are strategies to find the unknown

number in addition and subtraction equations?

How do you use the relationship between

addition and subtraction?


Shapes have attributes that determine how

they can be classified

Mathematical problems can be solved

using more than one technique, strategy or

tool.

We develop the relationship between

addition and subtraction by modeling and

discussing a variety of phenomena from the

world around us.


Fact Families

Fact Triangles

Think-Addition Strategy (doubles and

combinations of 10 facts)

Counting Up and Back Strategies


Explorations (attribute rules, +/- facts, dividing

shapes equally)

Defining and Non-Defining Attributes of 2-

dimensional shapes

Finding unknowns through “What’s My

Rule?”

Solving problems in real world situations

Digital Clocks


Use the Turn Around Rule to generate fact

families

Think addition to find the difference

between 2 numbers

Think addition, counting up and counting

back strategies to solve subtraction facts

Find an unknown rule relating 2 numbers

and describe that relationship with a

number sentence

Show time to the hour on an analog with

both the hour and minute hands

Name defining attributes of 2-dimensional

shapes

59



21st Century Themes



● T – taught

● A – assessed












decisions.


innovation.





in solving them.


and Preparation



X Career Awareness CRP10. Plan education and career paths

aligned to personal goals.


productivity.


while using cultural global competence.





words.

60

Student Resources

Math Centers and

Games:



7.3- Beat the Calculator- using mental addition

7.2 and 7.4- Subtraction Bingo- subtracting facts

7.3 and 7.6- Salute!- adding and subtracting facts

7.3- Top It with Subtraction- subtracting facts using relation

symbols

7.3- Roll and Record Doubles- adding doubles facts

7.4- Shaker Addition Top It- adding facts

7.4- The Difference Game- subtracting facts

7.5- Stop and Go- adding and subtracting 2 digit numbers

7.6 and 7.7- Attribute Train- comparing attributes

7.7- Penny-Dime-Dollar Exchange- making place value

exchanges

7.8- What’s Your Way?- finding 10 more and 10 less than an

number

7.10- Tric Trac- adding facts

7.11- Time Match- telling time





Explorations 7.6

Attribute Train

Dividing Shapes

Recording Salute!


attribute

Fact Triangle

rule

clockwise

function machine

subtraction fact

closed

minute hand

think addition

defining attribute

non-defining attribute

vertex

Digital clock

open

“What’s My Rule?”

fact family

polygon


61

Teacher Resources


7.5-Windows, Rings and Grapes: A Look at Different Shapes- Brian Cleary

It’s a Shape!- MW Penn

Elevator Magic, Level 2- Stuart Murphy

The Action of Subtraction- Brian Clearly

Scooby Doo- A Subtraction Mystery: The Case of the Disappearing Donuts- Mark Weakland

Using Subtraction at the Park- Tracey Steffora

Subtracting with Sebastian Pig and Friends on a Camping Trip- Jill Anderson

Adding with Sebastian Pig and Friends at the Circus- Jill Anderson

What’s the Difference: An Endangered Animal Subtraction Story- Suzanne Slade

What’s New at the Zoo: An Animal Adding Adventure- Suzanne Slade

Mouse Shapes- Ellen Stoll Walsh

Shapes (Time for Kids- Non-Fiction Reader)- Dona Rice

Circus Shapes: Recognizing Shapes- Stuart Murphy

Skippyjon Jones Shape Up- Judy Schachner

Ship Shapes- Stella Blackstone


Websites:

Free Math Games www.turtlediary.com or www.abcya.com

Internet 4 Classrooms- NJ Student Learning Standards for Math (NJSLS-M) Math Games http://www.internet4classrooms.com/common_core/add_subtract_within_20_demonstrating_flu

ency_operations_algebraic_thinking_first_1st_grade_math_mathematics.htm

NJ Student Learning Standards for Math (NJSLS-M) Math Activities by Standard:

http://mrnussbaum.com/library

French Fry Fact Families Center https://docs.google.com/file/d/0B5IdTFmeJafVNmtJUkhfRThUc3lUNGpodDJOWFRuZw/edit?pli=

1

Worksheets:

Videos:


Decompose It Four Corners- use index cards numbered 5-20. Students are each given an

addition sentence on another index card and must find the correct corner. Can be played over

and over. Great practice activity that gets kids moving

Hula Hoop Time to Hour

Edible 2and 3D Shapes

http://www.free-training-tutorial.com/place-value-games.html?gclid=CIbTgIqp378CFWuCMgodBHwAHQ

http://www.abcya.com/

http://www.internet4classrooms.com/common_core/add_subtract_within_20_demonstrating_fluency_operations_algebraic_thinking_first_1st_grade_math_mathematics.htm

http://www.internet4classrooms.com/common_core/add_subtract_within_20_demonstrating_fluency_operations_algebraic_thinking_first_1st_grade_math_mathematics.htm

http://mrnussbaum.com/library

https://docs.google.com/file/d/0B5IdTFmeJafVNmtJUkhfRThUc3lUNGpodDJOWFRuZw/edit?pli=1

https://docs.google.com/file/d/0B5IdTFmeJafVNmtJUkhfRThUc3lUNGpodDJOWFRuZw/edit?pli=1


http://kinderteacher-kindergartenlife.blogspot.com/2011/09/momma-always-said-never-play-with-your.html

62

Small Group Shapes Anchor Chart

Math Writing Prompts (TOM Venger connection) i.e. “a circle can be a…”

Shape Man- students use shapes to create a robot, then use a graph to record

how many of each shape were used

Fact Family Butterfly

Fact Family Puzzles- I put the craft sticks and number pins that kids will need

to build one fact family in a large Ziploc bag. Kids then act as detectives to figure out what fact

family they can build using these components.

Paper Plate Clocks- Grab two paper plates, count every 4 to 5 notches (indentions

in the plate) and make your cuts. Write your hours numbers in between the cut notches. Then,

take your second plate and hold it underneath your “hour” plate. Make marks to indicate where

your number should be. Once, your plate is marked, choose another marker color and add your

numbers by your pencil marks. Stack your plates, hours on top and make a hole for your

fastener. Create colorful clock hands (matching hours and minutes), attach hands with your

fastener and presto - a time teller cheat and peek!

http://crisscrossapplesauce.typepad.com/.a/6a00e5511156308834016300e4cdd6970d-pi

http://crisscrossapplesauce.typepad.com/.a/6a00e55111563088340168e6f3d9ce970c-pi

http://crisscrossapplesauce.typepad.com/.a/6a00e5511156308834016761f263b3970b-pi

http://teacherideafactory.blogspot.com/2012/04/bugs-on-brain-math-packet-up-freebie.html

http://commoncoreconnectionusa.blogspot.com/

http://eisforexplore.blogspot.com/2012/05/time-teller-cheat-and-peek.html

63



Assessment Check-In



Math Journals

Home Links


Self-Assessments

Games

Questioning



Benchmark Assessment

Tests

Quizzes



Instructional

Strategies

Descriptions

Suggested Learning

Activities Addition/Subtraction Fact Families

Fact Triangles

Think Addition (subtract with doubles and combinations of 10)

Counting Up and Counting Back to subtract


Explorations

Defining and Non-Defining Attributes of Shapes

“What’s My Rule?” (function machines and finding inputs)

Open Response Problems- Revise, edit, set expectations

Introduce the minute hand and digital time





- Student Websites

- Teacher Websites






64


Self-Awareness






behaviors




Social Awareness





differ


setting



skills




Relationship Skills





constructive ways


65

Unit 8 Plan

Geometry

Suggested Time

Frame



In this unit children discuss the attributes of shapes, compose and decompose composite shapes,

and divide shapes into halves and fourths. Children also continue to practice telling and writing

time, work with bar graphs, and use their understanding of place value and properties of operations

to add and subtract larger numbers Children’s learning will focus on four clusters of the NJ

Student Learning Standards for Math (NJSLS-M): understanding of place value and properties of

operations to add and subtract, telling and writing time, representing and interpreting data, and

reasoning with shapes and their attributes. They will also use two Mathematical Practices deeply,

including constructing viable arguments and critiquing the reasoning of others with an attention to

precision.


Attributes of Shapes and Composite Shapes

Fractional Parts of Shapes

Time and Data

Adding and Subtracting 10





1.G.2: Compose 2-dimensional shapes( rectangles, squares, trapezoids, triangles, half circles

and quarter circles) or 3-dimensional shapes (cubes, rectangular prisms, cones, cylinders) to

create a composite shape and compose new shapes from the composite shape

1.G.3: Partition circles and rectangles into 2 and 4 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


1.MD.4: Organize, represent and interpret data with up to 3 categories: ask and answer


more or less are in one category than in another

1.NBT.5: Given a 2 digit number, mentally find 10 more or 10 less than the number, without

having to count: explain the reasoning used

66


How do charts and graphs help me organize

my thinking?

How does using 10 as a benchmark number

help us add or subtract?

What makes shapes different from each

other?


Charts and graphs organize data which can

be used for interpretation and

understanding of the data collected.

Many math strategies use 10 as a

benchmark number which can be used as

an aid for fluent mental math.

Attributes define the characteristics of

shapes and can be used to categorize and

analyze different shape types.


Building shapes with defining attributes

Halves and Fourths

Equal Shares- Paper Squares

Combining 2-Dimensional Shapes

3-Dimensional shapes

Explorations- composition of shapes and

addition fact strategies

Time to the Half Hour

Data- bar graphs

Number Grid Puzzles

Mentally Finding 10 more and 10 less


Solve addition and subtraction facts within

10

Apply place value understanding to solve

number grid puzzles

Mentally find 10 more or 10 less than a 2

digit number

Tell time to the half hour on digital and

analog clocks

Represent and answer questions about data

in bar graphs and tally charts

Name defining attributes of 2 and 3

dimensional shapes

Make composite shapes from 2-

dimensional shapes

Partition shapes into2 and 4 equal shares

and name the shares

67



21st Century Themes



● T – taught

● A – assessed






X Money Management T CRP3. Attend to personal health

and financial well-being.





decisions.


innovation.




make sense of problems and

persevere in solving them.


and Preparation






productivity.



competence.





words.

68

Student Resources

Math Centers and

Games:



8.1 and 8.6- I Spy- describing and identifying shapes

8.3, 8.8 and 8.9- Time Match- telling time

8.5 and 8.10- Make My Design- creating composite shapes

8.7- Addition Top It- solving addition facts and using relation

symbols

8.8- Penny-Dime-Dollar Exchange- exchanging ones for tens

and tens for hundreds

8.10- Before and After- finding numbers that are 1 less or 1

more than a given number





Explorations 8.7

Making new shapes with 5 squares

Building with 3-Dimensional Shapes

Sorting by Strategies


composite

half

surface

edge

half-hour

vertex

equal shares

half-past

whole

face

number grid puzzle

fourth

quarter


69

Teacher Resources


8.1-Round is a Moon Cake- Roseanne Thong

8.2-Rabbit and Hare Divide an Apple- Harriet Ziefert

8.2-The Little Mouse, the Red Ripe Strawberry, and the Big Hungry Bear- Audrey Wood

8.3- Picture Pie: A Circle Drawing Book- Ed Emberley

Dinosaur Shapes- Paul Strickland

City Shapes- Daniel Jacobs

Captain Invincible and the Space Shapes- Stuart Murphy

Telling Time- Jules Older


Websites:

Freebie- Math Houses, Worksheets and Posters

http://www.teacherspayteachers.com/Product/Freebie-Math-Houses-Posters-Worksheets-322368

Fraction Circles Video Clip

https://www.youtube.com/watch?feature=player_embedded&v=puV6DI4HjwQ

Worksheets:

Videos:


Hula Hoop Time to Hour and Half Hour

Edible 2and 3D Shapes

3Dimensional Shape People

Paper Plate Clocks- Grab two paper plates, count every 4 to 5 notches

(indentions in the plate) and make your cuts. Write your hours numbers in between the cut

notches. Then, take your second plate and hold it underneath your “hour” plate. Make marks to

http://www.teacherspayteachers.com/Product/Freebie-Math-Houses-Posters-Worksheets-322368

https://www.youtube.com/watch?feature=player_embedded&v=puV6DI4HjwQ


http://kinderteacher-kindergartenlife.blogspot.com/2011/09/momma-always-said-never-play-with-your.html

http://eisforexplore.blogspot.com/2012/05/time-teller-cheat-and-peek.html

70

indicate where your number should be. Once, your plate is marked, choose another marker color

and add your numbers by your pencil marks. Stack your plates, hours on top and make a hole for

your fastener. Create colorful clock hands (matching hours and minutes), attach hands with your

fastener and presto - a time teller cheat and peek!

3D Shapes Anchor Chart

Fraction Art- Have students use circles cut into halves and fourths to create a

mosaic of their own design.

Number Grid Puzzle- great number sense practice for struggling learners

before you cover or remove part of the number grid- just cut an EDM grid into puzzle pieces and

have students piece together

Eye Color Graph- can be completed using any type of data collection chart

Lego Graphing- students use Lego pieces to represent data on a bar graph

71



Assessment Check-In



Math Journals

Home Links


Self-Assessments

Games

Questioning




Tests

Quizzes



Instructional

Strategies

Descriptions

Suggested Learning

Activities Constructing straw polygons

Partitioning pancakes and crackers in halves plus naming shares

Discussing the size of a whole, partitioning into halves and fourths and

comparing sizes of shares

Model equal shares, solve open response problem through engagement

and revision

Composing new shapes from circles and triangles plus composing new

shapes from composite shapes

Define, describe and combine 3-dimensional shapes

Explorations

Time to the half hour on analog and digital clocks

Review tally charts and bar graphs

Review place value using a number grid, number grid puzzles

Adding and subtracting 10 mentally, digit detectives

72





- Student Websites

- Teacher Websites

- SMART board





73


Self-Awareness






behaviors




Social Awareness





differ


setting



skills




Relationship Skills





constructive ways


74

Unit 9 Plan

2-Digit Addition and Subtraction and Review

Suggested Time

Frame



In this unit, children focus on adding and subtracting with 2 digit numbers. Children’s learning

will focus on four clusters of the NJ Student Learning Standards for Math (NJSLS-M):

representing and solving problems involving addition and subtraction, understanding place value

as a tool to add and subtract through the properties of operations, measuring lengths indirectly

plus iterating length units, and the ability to reason with shapes and their attributes. They will

also work deeply with the Mathematical Practices of making sense of problems and the

persistence to solve them and using appropriate math tools strategically.


Adding and Subtracting within 100



1.G.1; Distinguish between defining attributes versus non-defining attributes; build and draw


1.G.2: Compose 2-dimensional shapes( rectangles, squares, trapezoids, triangles, half circles

and quarter circles) or 3-dimensional shapes (cubes, rectangular prisms, cones, cylinders) to

create a composite shape and compose new shapes from the composite shape

1.G.3: Partition circles and rectangles into 2 and 4 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



measurement of an object is the number of same size length units that span it with no gaps or

overlaps

1.OA.1: Use addition and subtraction within 20 to solve problems involving situations of adding

to, taking from, putting together, taking apart, and comparing with unknowns in all positions

ex.- by using objects, drawings and equations with a symbol for the unknown number to

represent the problem

1.OA.2: Solve word problems that call for addition of 3 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



75



using the relationship between addition and subtraction, and creating equivalent but easier or

known sums.



1.NBT.2: Understand that the 2 digits of a 2 digit number represent amounts of tens and ones.

Understand the following as special cases:

10 can be thought of as a bundle of ten ones- called a “ten”

The numbers from 11-19 are composed of a ten and one, two, three, four, five, six, seven,

eight, or nine ones

The numbers 10,2 0, 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.3: Compare two 2 digit numbers based on meanings of the tens and ones digits,

recording the results of comparisons with the symbols >, = and <

1.NBT.4: Add within 100, including adding a 2 digit number and a one digit number, and

adding a 2 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 2 digit numbers, one adds tens and tens, ones and ones; and

sometimes it is necessary to compose a ten

1.NBT.5: Given a 2 digit number, mentally find 10 more or 10 less than the number, without

having to count; explain the reasoning used

1.NBT.6: Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90




76


How can words be used to illustrate the

comparison of numbers?

What is a 3-dimensional figure?

How can you divide equally sharing to get

halves and fourths?

How can I use what I know about tens and

ones to add and subtract 2 digit numbers?


Vocabulary such as greater than, less than

or equal to can be used in comparison of

numbers

3-dimensional shapes have height, width

and depth like any object in the real world

Shapes can be divided, in a particular way,

to create equal shares in a variety of ways

There are different rules and strategies that

can be used when 2 digit numbers are

computed.


Measurement

2 Digit Number Stories

Explorations- equivalent names

Addition and Subtraction 2 Digit Numbers

Relations and Equivalence

Place Value

3-Dimensional Geometry

Equal Shares


Determine whether equations involving


Identify the number of tens and ones in a 2

digit number and the value of the digit

Use place value understanding to record

comparisons of 2 digit numbers using

relation symbols

Add within 100 and explain their strategies

Subtract multiples of 10 within 100 and

explain their strategies

Measure the length of an object with same

size units

Construct composite shapes from 2 and 3

dimensional shapes

Partition shapes into 2 or 4 equal shares,

describe the shares and understand that

making more equal shares result in smaller

shares

77



21st Century Themes



● T – taught

● A – assessed












decisions.


innovation.





in solving them.


and Preparation






productivity.



competence.





words.

78

Student Resources

Math Centers and

Games:



9.1 and 9.11- Beat the Calculator- using mental addition

9.2 and 9.7- Animal Weight Top It- adding 2 digit numbers

9.4 and 9.7- Tric Trac- adding within 10

9.5 and 9.6- Stop and Go- adding and subtracting 2 digit

numbers

9.8- Top It with School Store Cards- comparing numbers using

addition

9.9- The Digit Game- comparing 2 digit numbers based on

place value

9.10- Time Match- telling time

9.10- Make My Design- creating composite shapes

9.10- I Spy- describing and identifying shapes





Explorations 9.4

Equivalent Names for 12

Equal Shares- Garden Plan

Facts Inventory Record

Key Vocabulary: ruler


79

Teacher Resources


A Place for Zero- Angeline Sparagna

How Long or How Wide?- Brian Cleary

Give Me Half- Stuart Murphy

Animals on Board: Adding- Stuart Murphy

Mall Mania- Stuart Murphy

A Fraction’s Goal- Parts of a Whole- Brian Cleary

Measuring Penny- Loreen Leady

Olivia Measures Up- Maggie Testa

Comparing Numbers- MW Penn

More or Less: Comparing Numbers- Stuart Murphy

Little Number Stories: Subtraction- Rozanne Williams

Little Number Stories: Addition- Rozanne Williams


Websites:

Interactive Measurement Activities http://interactivesites.weebly.com/measurement.html

4 Ways to Write a Number

https://dl.dropboxusercontent.com/u/39678673/Place%20value%20practice%20sheet.pdf

http://www.nzmaths.co.nz/sites/default/files/Numeracy/2007matmas/Bk4/MM%204_11.pdf

Counting to 100: First Steps in Math – First graders will become fluent at counting to 100 in

many ways, including skip counting. All other math areas build upon this important skill.

www.smartfirstgraders.com

Worksheets:

Videos:


Place Value Dice Roll and Draw

Playdough Measuring Activity

Paper Chain Measuring- Students partner up and have to build the longest chain

they can with only one piece of construction paper

http://interactivesites.weebly.com/measurement.html

https://dl.dropboxusercontent.com/u/39678673/Place%20value%20practice%20sheet.pdf

http://www.nzmaths.co.nz/sites/default/files/Numeracy/2007matmas/Bk4/MM%204_11.pdf

http://www.smartfirstgraders.com/

http://room-mom101.blogspot.com/2012/06/teaching-place-value.html

http://totschool.shannons.org/?p=4158

http://pencilsglueandtyingshoes.blogspot.com/2012/02/length-of-links.html

80

Lego Comparisons

Recycled Bottle Cap Comparisons

Name Place Value- Give students place value blocks to make their name... have

them calculate the value of their name

Edible Place Value- Place Value-cheerios for ones, pretzel sticks for tens, Chex for

hundreds- can also use graham cracker squares for hundreds and mini marshmallows for ones



Assessment Check-In



Math Journals

Home Links


Self-Assessments

Games

Questioning




Tests

Quizzes


http://librarycenters.blogspot.com/p/math-centers.html

http://media-cache-ec0.pinimg.com/originals/29/ad/07/29ad07ad535bac45badfe9164c5a0b7d.jpg

http://stepintosecondgrade.blogspot.com/2013/09/more-mudge-and-place-value.html

http://room-mom101.blogspot.ca/2012/06/teaching-place-value.html

81


Instructional

Strategies

Descriptions

Suggested Learning

Activities Making and Measuring with Rulers

Solving School Store Number Stories- 2 Digit

Sharing Strategies to Solve Open Response Problems- Revise Work

Explorations

Adding and Finding Differences between 2 Digit Vending Machine

Prices

Adding, Subtracting and Creating Number Stories w/ Vending Machine

Prices

Creating and Solving Silly Animal Stories

Review Equivalence, Compare sums of prices

Review place value, make and solve Number Grid Puzzles

Review attributes of 3 Dimensional Shapes, Compose 3 Dimensional

Shapes

Partitioning squares and circles





- Student Websites

- Teacher Websites






82


Self-Awareness






behaviors




Social Awareness





differ


setting



skills




Relationship Skills





constructive ways


83

ACCOMMODATIONS AND MODIFICATIONS Below please find a list of suggestions for accommodations and modifications to meet the diverse needs of

our students. Teachers should consider this a resource and understand that they are not limited to the

recommendations included below.

An accommodation changes HOW a student learns; the change needed does not alter the grade-

level standard. A modification changes WHAT a student learns; the change alters the grade-

level expectation.

Special Education and 504 Plans All modifications and accommodations must be specific to each individual child’s IEP

(Individualized Educational Plan) or 504 Plan.

Pre-teach or preview vocabulary

Repeat or reword directions

Have students repeat directions

Use of small group instruction

Pair visual prompts with verbal presentations

Ask students to restate information, directions, and assignments

Repetition and time for additional practice

Model skills/techniques to be mastered

Extended time to complete task/assignment/work

Provide a copy of class notes

Strategic seating (with a purpose - eg. less distraction)

Flexible seating

Repetition and additional practice

Use of manipulatives

Use of assistive technology (as appropriate)

Assign a peer buddy

Emphasize key words or critical information by highlighting

Use of graphic organizers

Scaffold with prompts for sentence starters

Check for understanding with more frequency

Provide oral reminders and check student work during independent practice

Chunk the assignment - broken up into smaller units, work submitted in phases

Encourage student to proofread assignments and tests

Provide regular home/school communication

Teacher checks student planner

Provide student with clear expectations in writing and grading criteria for assignments

(rubrics)

84

Testing Accommodations:

Students should receive all testing accommodations for Benchmark assessments that they receive

for State testing.

Setting: Alternate setting for assessments, small groups, screens to block distractions

Presentation: large print, test readers, use of audio, fewer questions on each page

Response: answer verbally, use large block answer sheet, speech-to-text dictation, accept

short answers

Allow for retakes

Provide study guides

Use of reference aids such as glossary, multiplication tables, calculator

Choice of test format (multiple-choice, essay, true-false)

Alternate ways to evaluate (projects or oral presentations instead of written tests)

Open-book or open-note tests

English Language Learners: All modifications and accommodations should be specific to each individual child’s LEP level as

determined by the WIDA screening or ACCESS, utilizing the WIDA Can Do Descriptors.

Pre-teach or preview vocabulary

Repeat or reword directions

Have students repeat directions

Use of small group instruction

Scaffold language based on their Can Do Descriptors

Alter materials and requirements according to Can Do Descriptors

Adjust number of paragraphs or length of writing according to their Can Do Descriptor

TPR (Total Physical Response-Sheltered Instruction strategy) Demonstrate concepts

through multi sensory forms such as with body language, intonation


Repetition and additional practice

Model skills and techniques to be mastered

Native Language translation (peer, assistive technology, bilingual dictionary)

Emphasize key words or critical information by highlighting

Use of graphic organizers

Scaffold with prompts for sentence starters

Check for understanding with more frequency

Use of self-assessment rubrics

Increase one-on-one conferencing; frequent check ins

Use study guide to organize materials

Make vocabulary words available in a student created vocabulary notebook, vocabulary

bank, Word Wall, or vocabulary ring

Extended time

Select text complexity and tiered vocabulary according to Can Do Descriptors

Projects completed individually or with partners

Use online dictionary that includes images for words:

85

http://visual.merriamwebster.com/.

Use online translator to assist students with pronunciation:

http://www.reverso.net/text_translation.aspx?lang=EN.

Students at Risk of Failure:

Use of self-assessment rubrics for check-in


Ask students to restate information and/or directions

Opportunity for repetition and additional practice

Model skills/techniques to be mastered

Extended time

Provide copy of class notes

Strategic seating with a purpose

Provide students opportunity to make corrections and/or explain their answers

Support organizational skills

Check daily planner

Encourage student to proofread work

Assign a peer buddy

Build on students’ strengths based on Multiple Intelligences: Linguistic (verbal); Logical

(reasoning); Musical/Rhythmic; Intrapersonal Intelligence (understanding of self); Visual

Spatial Intelligence; Interpersonal Intelligence (the ability to interact with others

effectively); Kinesthetic (bodily); Naturalist Intelligence; and Learning Styles: Visual;

Auditory; Tactile; Kinesthetic; Verbal

High Achieving:

Extension Activities

Allow for student choice from a menu of differentiated outcomes; choices grouped by

complexity of thinking skills; variety of options enable students to work in the mode that

most interests them

Allow students to pursue independent projects based on their individual interests

Provide enrichment activities that include more complex material

Allow opportunities for peer collaboration and team-teaching

Set individual goals

Conduct research and provide presentation of appropriate topics

Provide students opportunity to design surveys to generate and analyze data to be used in

discussion

Allow students to move through the assignment at their own pace (as appropriate)

Strategies to Differentiate to Meet the Needs of a Diverse Learning Population Vocabulary Sorts-students engage with the vocabulary word by sorting into groups of

similar/different rather than memorizing definitions

http://visual.merriamwebster.com/

http://www.reverso.net/text_translation.aspx?lang=EN

86

Provide “Realia” (real life objects to relate to the five senses) and ask questions relating

to the senses

Role Play-students create or participate in role playing situations or Reader’s Theater

Moving Circle-an inside and outside circle partner and discuss, circles moves to new

partner (Refer to Kagan Differentiated Strategies)

Brainstorm Carousel-Large Post Its around the room, group moves in a carousel to music.

Group discusses topic and responses on paper. Groups rotate twice to see comments of

others. (Refer to Kagan Differentiated Strategies)

Gallery Walk-Objects, books, or student work is displayed. Students examine artifacts

and rotate.

Chunking-chunk reading, tests, questions, homework, etc to focus on particular elements.

Think Pair Share Write

Think Talk Write

Think Pair Share

Note-taking -can be done through words, pictures, phrases, and sentences depending on

level

KWL (Know, Want to Know, Learned)/KWHL(Know, What to Know, How Will I

Learn, learned)/KWLS (Know, Want to Know, Learned, Still Want to Know) /KWLQ

(Know, What to Know, Learned, Questions I Still Have) Charts

Corners Cooperative Learning Strategy:

http://cooperativelearningstrategies.pbworks.com/w/page/28234420/Corners.

Circle Map strategy- place the main topic in a small circle and add student ideas in a

bigger circle around the topic. Students may use their native language with peers to

brainstorm.

Flexible grouping -as a whole class, a small group, or with a partner, temporary groups

are created: http://www.teachhub.com/flexible-grouping-differentiated-instruction-

strategy.

Jigsaw Activities -cooperative learning in a group, each group member is responsible for

becoming an "expert" on one section of the assigned material and then "teaching" it to the

other members of the team: http://www.adlit.org/strategies/22371/.

http://cooperativelearningstrategies.pbworks.com/w/page/28234420/Corners

http://www.teachhub.com/flexible-grouping-differentiated-instruction-strategy

http://www.teachhub.com/flexible-grouping-differentiated-instruction-strategy

http://www.adlit.org/strategies/22371/


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