Mathematics Grade 1 Curriculum Guide
Transcript of Mathematics Grade 1 Curriculum Guide
MOUNT VERNON CITY SCHOOL DISTRICT
Mathematics Grade 1
Curriculum Guide
THIS HANDBOOK IS FOR THE IMPLEMENTATION OF THE GRADE 1
MATHEMATICS CURRICULUM IN MOUNT VERNON CITY SCHOOL
DISTRICT (MVCSD).
2019-2020
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Mount Vernon City School District
Board of Education
Arlene Torres
President
Darcy Miller
Vice President
Board Trustees
Serigne Gningue
Micah J.B. McOwen
Warren Mitchell
Melissa Muñoz Patterson
Adriane Saunders
Wanda White
Israel Williams
Superintendent of Schools
Dr. Kenneth R. Hamilton
Deputy Superintendent
Dr. Jeff Gorman
Assistant Superintendent of Business
Ken Silver
Assistant Superintendent of Human Resources
Denise Gagne-Kurpiewski
Assistant Superintendent of School Improvement
Dr. Waveline Bennett-Conroy
Associate Superintendent for Curriculum and Instruction
Dr. Claytisha Walden
Administrator of Mathematics and Science (K-12)
Dr. Satish Jagnandan
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TABLE OF CONTENTS
I. COVER …..……………………………………....... 1
II. MVCSD BOARD OF EDUCATION …..……………………………………....... 2
III. TABLE OF CONTENTS …..……………………………………....... 3
IV. IMPORTANT DATES …..……………………………………....... 4
V. NYS GRADE 3 COMMON CORE LEARNING STANDARDS &
NYS NEXT GENERATION LEARNING STANDARDS ……………..5
VI. MVCSD GRADE 1 MATHEMATICS PACING GUIDE …………....16
VII. WORD WALL …………... 72
VIII. SETUP OF A MATHEMATICS CLASSROOM …………... 73
IX. GRADING POLICY …………... 74
X. CLASSROOM AESTHETICS …………... 75
XI. SYSTEMATIC DESIGN OF A MATHEMATICS LESSON …………... 76
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IMPORTANT DATES 2019-20
REPORT CARD
MARKING
PERIOD
MARKING PERIOD
BEGINS
INTERIM
PROGRESS
REPORTS
MARKING
PERIOD ENDS
MP 1 September 4, 2019 October 4, 2019 November 8, 2019
MP 2 November 12, 2019 December 13, 2019 January 31, 2020
MP 3 February 3, 2020 March 13, 2020 April 17, 2020
MP 4 April 27, 2020 May 21, 2020 June 26, 2020
The Parent Notification Policy states “Parent(s) / guardian(s) or adult students are
to be notified, in writing, at any time during a grading period when it is apparent -
that the student may fail or is performing unsatisfactorily in any course or grade
level. Parent(s) / guardian(s) are also to be notified, in writing, at any time during
the grading period when it becomes evident that the student's conduct or effort
grades are unsatisfactory.”
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Grade 1 Cluster Emphases for Instruction based on the New York
State P-12 Common Core Learning Standards for Mathematics
Cluster Emphases for Instruction
Cluster Emphasis Recommended Instructional
Time
Approximate Number of
Test Points
Major 65–75% 70–80%
Supporting 15–25% 10–20%
Additional 5–15% 5–10%
CCLS Standard Content
Emphasis
Operations & Algebraic Thinking
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.
Major
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.
Major
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.)
Major
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. Add and subtract within 20.
Major
1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Major
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).
Major
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.
Major
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 = _.
Major
Number & Operations in Base Ten
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.
Major
1.NBT.2 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).
Major
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 <.
Major
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CCLS Standard Content
Emphasis
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.
Major
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.
Major
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.
Major
Measurement & Data
1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a
third object.
Major
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.
Major
1.MD.3 Tell and write time in hours and half-hours using analog and digital clocks.
Recognize and identify coins, their names, and their value.
Additional
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.
Additional
Geometry
1.G.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided)
versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.
Supporting
1.G.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-
circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular
prisms, right circular cones, and right circular cylinders) to create a composite shape,
and compose new shapes from the composite shape.
Supporting
1.G.3 Partition circles and rectangles into two and four equal shares, describe the shares
using the words halves, fourths, and quarters, and use the phrases half of, fourth of,
and quarter of. Describe the whole as two of, or four of the shares. Understand for
these examples that decomposing into more equal shares creates smaller shares.
Supporting
= Standards recommended for greater emphasis
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MATHEMATICS GRADE 1 PACING GUIDE
This guide using enVisionmath 2.0 © 2016 was created to provide teachers with a time frame to complete the Grade 1 New York State
Mathematics Curriculum. Although pacing will vary somewhat in response to variations in school calendars, needs of students, your
school's years of experience with the curriculum, and other local factors, following the suggested pacing and sequence will ensure that
students benefit from the way mathematical ideas are introduced, developed, and revisited across the year.
Required Fluency: 1.OA.6 Add and subtract within 10.
Major Clusters – areas of intensive focus, where
students need fluent understanding and
application of the core concepts
(approximately 70%).
Supporting Clusters – rethinking and linking areas
where some material is covered, but in a way that
applies core understandings (approximately 20%).
Additional Clusters – expose students to other
subjects, though at a distinct, level of depth and
intensity (approximately 10%).
enVisionmath2.0
Grade 1 Topics
CCLS NYS Next Gen Topic
Pacing
Dates
1 – SOLVE ADDITION AND SUBTRACTION PROBLEMS TO 10
1. Solve Problems: Add To 1.OA.A.1, MP.1, MP.2, MP.4, MP.6
2. Solve Problems: Put Together 1.OA.A.1, MP.1, MP.2, MP.4,
MP.6
3. Solve Problems: Both Addends Unknown 1.OA.A.1, MP.2,
MP.3, MP.4, MP.7, MP.8
4. Solve Problems: Take From 1.OA.A.1, MP.2, MP.4, MP.5
5. Solve Problems: Compare Situations 1.OA.A.1, MP.2, MP.4,
MP.5
6. Continue to Solve Problems: Compare Situations 1.OA.A.1,
MP.1, MP.2, MP.4
7. Practice Solving Problems: Add To 1.OA.A.1, MP.1, MP.4
8. Solve Problems: Put Together/Take Apart 1.OA.D.8, 1.OA.A.1,
MP.1, MP.3, MP.4, MP.5
9. MATH PRACTICES AND PROBLEM SOLVING Construct
Arguments MP.3, Also MP.1, MP.2, 1.OA.A.1
1.OA.1
1.OA.8
NY.1.OA.1
NY.1.OA.8
17 days Sept. 5 to
Sept. 27
17
18
19
20
enVisionmath2.0
Grade 1 Topics
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Dates
2 – FLUENTLY ADD AND SUBTRACT WITHIN 10
1. Count On to Add 1.OA.C.5, 1.OA.C.6, MP.2, MP.4, MP.5,
MP.8
2. Doubles 1.OA.C.5, 1.OA.C .6, MP.1, MP.2, MP.3, MP.4, MP.8
3. Near Doubles 1.OA.C.5, 1.OA.C.6, MP.2, MP.3, MP.4, MP.8
4. Facts with 5 on a Ten-Frame 1.OA.C.6, MP.3, MP.4, MP.7
5. Add in Any Order 1.OA.B.3, MP.2, MP.3, MP.4, MP.7
6. Count Back to Subtract 1.OA.C.5, 1.OA.C.6, MP.2, MP.4,
MP.7
7. Think Addition to Subtract 1.OA.B.4, 1.OA.C.6, 1.OA.D.8,
MP.2, MP.4, MP.5, MP.7
8. Continue to Think Addition to Subtract 1.OA.B.4, 1.OA.C.6,
1.OA.D.8, MP.2, MP.3, MP.8
9. Solve Word Problems with Facts to 10 1.OA.A.1, MP.1, MP.2,
MP.4, MP.6
10. MATH PRACTICES AND PROBLEM SOLVING Look For
and Use Structure MP.7, Also MP.2, MP.4, MP.8, 1.OA.B.3,
1.OA.C.6
1.OA.1
1.OA.3
1.OA.4
1.OA.5
1.OA.6
1.OA.8
NY.1.OA.1
NY.1.OA.3
NY.1.OA.4
NY.1.OA.5
NY.1.OA.6
NY.1.OA.8
16 days Oct. 1 to
Oct. 25
21
22
23
24
25
enVisionmath2.0
Grade 1 Topics
CCLS NYS Next Gen Topic
Pacing
Dates
3 – ADDITION FACTS TO 20: USE STRATEGIES
1. Count On to Add 1.OA.C.5, MP.2, MP.4
2. Count On to Add Using an Open Number Line 1.OA.C.5,
MP.3, MP.4, MP.5
3. Doubles 1.OA.C.5, 1.OA.C.6, MP.1, MP.3, MP.4, MP.8
4. Doubles Plus 1 1.OA.C.5, 1.OA.C.6, MP.1, MP.2, MP.6
5. Doubles Plus 2 1.OA.C.5, 1.OA.C.6, MP.2, MP.3, MP.4, MP.6
6. Make 10 to Add 1.OA.C.6, MP.3, MP.4, MP.8
7. Continue to Make 10 to Add 1.OA.C.6, MP.3 MP.5, MP.7
8. Explain Addition Strategies 1.OA.C.6, MP.1, MP.3, MP.5, MP.8
9. Solve Addition Word Problems with Facts to 20 1.OA.A.1,
MP.1, MP.2, MP.3, MP.4
10. MATH PRACTICES AND PROBLEM SOLVING Critique
Reasoning MP.3, Also MP.2, MP.4, 1.OA.A.1, 1.OA.B.3,
1.OA.C.6
1.OA.1
1.OA.5
1.OA.6
NY.1.OA.1
NY.1.OA.5
NY.1.OA.6
16 days Oct. 28 to
Nov. 20
26
27
28
29
30
enVisionmath2.0
Grade 1 Topics
CCLS NYS Next Gen Topic
Pacing
Dates
4 – SUBTRACTION FACTS TO 20: USE STRATEGIES
1. Count to Subtract. 1.OA.C.5, MP.1, MP.2, MP.4, MP.5
2. Make 10 to Subtract 1.OA.B.4, 1.OA.C.5, 1.OA.C.6, MP.1,
MP.2, MP.3, MP.7
3. Continue to Make 10 to Subtract 1.OA.C.6, MP.1, MP.3, MP.7
4. Fact Families 1.OA.B.4, 1.OA.C.6, MP.4, MP.7, MP.8
5. Use Addition to Subtract 1.OA.B.4, 1.OA.C.6, MP.1, MP.2,
MP.4, MP.5, MP.8
6. Continue to Use Addition to Subtract 1.OA.B.4, 1.OA.C.6,
MP.2, MP.4, MP.8
7. Explain Subtraction Strategies 1.OA.B.4, 1.OA.C.5, 1.OA.C.6,
MP.1, MP.3, MP.5, MP.8
8. Solve Word Problems with Facts to 20 1.OA.A.1, MP.1, MP.2,
MP.6
9. MATH PRACTICES AND PROBLEM SOLVING Reasoning
MP.2, Also MP.1, MP.3, MP.4, MP.6, 1.OA.A.1
1.OA.1
1.OA.4
1.OA.5
1.OA.6
NY.1.OA.1
NY.1.OA.4
NY.1.OA.5
NY.1.OA.6
13 days Nov. 21 to
Dec. 11
31
32
33
34
enVisionmath2.0
Grade 1 Topics
CCLS NYS Next Gen Topic
Pacing
Dates
5 – WORK WITH ADDITION AND SUBTRACTION EQUATIONS
1. Find the Unknown Numbers 1.OA.D.8, MP.1, MP.2, MP.3,
MP.5
2. True or False Equations 1.OA.D.7, MP.2, MP.4, MP.6, MP.8
3. Make True Equations 1.OA.D.7, 1.OA.D.8, MP.2, MP.6, MP.7,
MP.8
4. Word Problems with Three Addends 1.OA.A.2, 1.OA.B.3,
MP.2, MP.3, MP.4, MP.8
5. Add Three Numbers 1.OA.B.3, 1.OA.A.2, MP.2, MP.3, MP.4,
MP.7
6. Solve Addition and Subtraction Word Problems 1.OA.A.1,
MP.1, MP.4, MP.6
7. MATH PRACTICES AND PROBLEM SOLVING Precision
MP.6, Also MP.3, MP.7, 1.OA.D.7, 1.OA.D.8
1.OA.1
1.OA.2
1.OA.3
1.OA.7
1.OA.8
NY.1.OA.1
NY.1.OA.2
NY.1.OA.3
NY.1.OA.7
NY.1.OA.8
12 days Dec. 12 to
Jan. 10
35
36
37
38
enVisionmath2.0
Grade 1 Topics
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Pacing
Dates
6 – REPRESENT AND INTERPRET DATA
1. Organize Data into Three Categories 1.MD.C.4, 1.OA.A.1,
MP.1, MP.4, MP.6
2. Collect and Represent Data 1.MD.C.4, 1.OA.A.1, MP.2, MP.3,
MP.4, MP.6
3. Interpret Data 1.MD.C.4, 1.OA.A.1, MP.1, MP.4, MP.6, MP.8
4. Continue to Interpret Data 1.MD.C.4, 1.OA.A.1, MP.2, MP.5,
MP.7
5. MATH PRACTICES AND PROBLEM SOLVING Make
Sense and Persevere MP.1, Also MP.2, MP.3, MP.4, MP.6,
1.MD.C.4, 1.OA.A.1
1.OA.1
1.OA.2
1.OA.3
1.OA.7
1.OA.8
NY.1.OA.1
NY.1.OA.2
NY.1.OA.3
NY.1.OA.7
NY.1.OA.8
8 days Jan. 13 to
Jan. 22
39
40
41
enVisionmath2.0
Grade 1 Topics
CCLS NYS Next Gen Topic
Pacing
Dates
7 – EXTEND THE COUNTING SEQUENCE
1. Count by 10s to 120 1.NBT.B.2c, 1.NBT.A.1, MP.4, MP.7, MP.8
2. Count by 1s to 120 1.NBT.A.1, MP.2, MP.6, MP.7
3. Count on a Number Chart to 120 1.NBT.A.1, MP.3, MP.5,
MP.7
4. Count by 1s or 10s to 120 1.NBT.A.1, MP.5, MP.7, MP.8
5. Count on an Open Number Line 1.NBT.A.1, MP.4, MP.5, MP.7
6. Count and Write Numerals 1.NBT.A.1, MP.1, MP.2, MP.6,
MP.8
7. MATH PRACTICES AND PROBLEM SOLVING Repeated
Reasoning MP.8, Also MP.1, MP.2, MP.7, 1.NBT.A.1
1.NBT.1
1.NBT.2
NY.1.NBT.1
NY.1.NBT.2
12 days Jan. 23 to
Feb. 7
42
43
44
45
enVisionmath2.0
Grade 1 Topics
CCLS NYS Next Gen Topic
Pacing
Dates
8 – UNDERSTAND PLACE VALUE
1. Make Numbers 11 to 19 1.NBT.B.2b, 1.NBT.B.2a, MP.4, MP.5,
MP.7, MP.8
2. Numbers Made with Tens 1.NBT.B.2a, 1.NBT.B.2c, MP.2,
MP.3, MP.6, MP.8
3. Count with Groups of Tens and Leftovers 1.NBT.B.2, MP.1,
MP.4, MP.5, MP.8
4. Tens and Ones 1.NBT.B.2, MP.2, MP.4, MP.7, MP.8
5. Continue with Tens and Ones 1.NBT.B.2, MP.2, MP.4, MP.5,
MP.8
6. MATH PRACTICES AND PROBLEM SOLVING Look For
and Use Structure MP.7, Also MP.2, MP.3, 1.NBT.B.2
1.NBT.2 NY.1.NBT.2 10 days Feb. 10 to
Feb. 28
46
47
48
enVisionmath2.0
Grade 1 Topics
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Pacing
Dates
9 – COMPARE TWO-DIGIT NUMBERS
1. 1 More, 1 Less; 10 More, 10 Less 1.NBT.B.3, 1.NBT.C.5, MP.2,
MP.5, MP.6, MP.8
2. Make Numbers on a Hundred Chart 1.NBT.C.5, MP.3, MP.5,
MP.7
3. Compare Numbers 1.NBT.B.3, MP.1, MP.2, MP.4, MP.6
4. Compare Numbers with Symbols (>, <, =) 1.NBT.B.3, MP.2,
MP.3, MP.6
5. Compare Numbers on a Number Line 1.NBT.B.3, MP.1, MP.2,
MP.4, MP.5
6. MATH PRACTICES AND PROBLEM SOLVING Make
Sense and Persevere MP.1, Also MP.2, MP.3, 1.NBT.B.3
1.NBT.3
1.NBT.5
NY.1.NBT.3
NY.1.NBT.5
10 days Mar. 2 to
Mar. 13
49
50
51
enVisionmath2.0
Grade 1 Topics
CCLS NYS Next Gen Topic
Pacing
Dates
10 – USE MODELS AND STRATEGIES TO ADD TENS AND
ONES
1. Add Tens Using Models 1.NBT.C.4, MP.1, MP.2, MP.4, MP.8
2. Mental Math: Ten More Than a Number 1.NBT.C.5, MP.2,
MP.3, MP.4, MP.7
3. Add Tens and Ones Using a Hundred Chart 1.NBT.C.4, MP.4,
MP.5, MP.7
4. Add Tens and Ones Using an Open Number 1.NBT.C.4, MP.2,
MP.4, MP.6
5. Add Tens and Ones Using Models 1.NBT.C.4, MP.3, MP.4,
MP.7
6. Make a Ten to Add 1.NBT.C.4, MP.2, MP.4, MP.5, MP.6
7. Add Using Place Value 1.NBT.C.4, MP.1, MP.2, MP.3, MP.4
8. Practice Adding Using Strategies 1.NBT.C.4, 1.NBT.C.5, MP.2,
MP.3, MP.4, MP.5
9. MATH PRACTICES AND PROBLEM SOLVING Model with
Math MP.4, Also MP.2, MP.3, MP.5, 1.NBT.C.4
1.NBT.4
1.NBT.5
NY.1.NBT.4
NY.1.NBT.5
13 days Mar. 16 to
Apr. 1
52
53
54
enVisionmath2.0
Grade 1 Topics
CCLS NYS Next Gen Topic
Pacing
Dates
11 – USE MODELS AND STRATEGIES TO SUBTRACT TENS
1. Subtract Tens Using Models 1.NBT.C.5, 1.NBT.C.6, MP.1,
MP.2, MP.6
2. Subtract Tens Using a Hundred Chart 1.NBT.C.5, 1.NBT.C.6,
MP.3, MP.5, MP.6, MP.8
3. Subtract Tens Using an Open Number Line 1.NBT.C.5,
1.NBT.C.6, MP.4, MP.5, MP.8
4. Use Addition to Subtract Tens 1.NBT.C.6, MP.2, MP.3, MP.4,
MP.7
5. Mental Math: Ten Less Than a Number 1.NBT.C.5, MP.1,
MP.2, MP.7
6. Use Strategies to Practice Subtraction 1.NBT.C.5, 1.NBT.C.6,
MP.3, MP4, MP.5
7. MATH PRACTICES AND PROBLEM SOLVING Model with
Math MP.4, Also MP.1, MP.5, 1.NBT.C.5, 1.NBT.C.6
1.NBT.5
1.NBT.6
NY.1.NBT.5
NY.1.NBT.6
11 days Apr. 2 to
Apr. 24
55
56
57
58
enVisionmath2.0
Grade 1 Topics
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Pacing
Dates
12 – MEASURE LENGTHS
1. Compare and Order by Length 1.MD.A.1, MP.2, MP.6, MP.8
2. Indirect Measurement. 1.MD.A.1, MP.1, MP.2, MP.5, MP.7
3. Use Units to Measure Length 1.MD.A.2, MP.4, MP.5
4. Continue to Measure Length 1.MD.A.1, 1.MD.A.2, MP.3, MP.4,
MP.6
5. MATH PRACTICES AND PROBLEM SOLVING Use
Appropriate Tools MP.5, Also MP.3, MP.8, 1.MD.A.2
1.MD.1
1.MD.2
NY.1.MD.1
NY.1.MD.2
8 days Apr. 27 to
May 6
59
60
61
enVisionmath2.0
Grade 1 Topics
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Pacing
Dates
13 – TIME
1. Understand the Hour and Minute Hands 1.MD.B.3, MP.1,
MP.5, MP.6, MP.7
2. Tell and Write Time to the Hour.1.MD.B.3, MP.2, MP.6, MP.7,
MP.8
3. Tell and Write Time to the Half Hour 1.MD.B.3, MP.2, MP.3,
MP.6, MP.7
4. MATH PRACTICES AND PROBLEM SOLVING Reasoning
MP.2, Also MP.3, MP.4, MP.8, 1.MD.B.3
1.MD.3 NY.1.MD.3 7 days May 7 to
May 15
62
63
64
enVisionmath2.0
Grade 1 Topics
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Pacing
Dates
14 – REASON WITH SHAPES AND THEIR ATTRIBUTES
1. Use Attributes to Define Two-Dimensional (2-D) Shapes
1.G.A.1, MP.6, MP.7, MP.8
2. Defining and Non-Defining Attributes of 2-D Shapes 1.G.A.1,
MP.3, MP.5, MP.8
3. Build and Draw 2-D Shapes by Attributes 1.G.A.1, MP.2, MP.4,
MP.5, MP.8
4. Compose 2-D Shapes 1.G.A.2, MP.1, MP.4, MP.7
5. Compose New 2-D Shapes from 2-D Shapes. 1.G.A.2, MP.1,
MP.2, MP.3, MP.4
6. Use Attributes to Define Three-Dimensional (3-D) Shapes
1.G.A.1, MP.2, MP.3, MP.8
7. Defining and Non-Defining Attributes of 3-D Shapes 1.G.A.1,
MP.3, MP.7, MP.8
8. Compose with 3-D Shapes 1.G.A.2, MP.1, MP.2, MP.6, MP.8
9. MATH PRACTICES AND PROBLEM SOLVING Make
Sense and Persevere MP.1, Also MP.2, MP.6, MP.8, 1.G.A.1,
1.G.A.2
1.G.1
1.G.2
NY.1.G.1
NY.1.G.2
11 days May 18 to
June 3
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66
67
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enVisionmath2.0
Grade 1 Topics
CCLS NYS Next Gen Topic
Pacing
Dates
15 – EQUAL SHARES OF CIRCLES AND RECTANGLE
1. Make Equal Shares 1.G.A.3, MP.1, MP.4, MP.6, MP.7
2. Make Halves and Fourths of Rectangles and Circles 1.G.A.3,
MP.2, MP.3, MP.6, MP.8
3. Understand Halves and Fourths 1.G.A.3, MP.2, MP.4, MP.5
4. MATH PRACTICES AND PROBLEM SOLVING Model
with Math MP.4, Also MP.2, MP.3, 1.G.A.3
1.G.3 NY.1.G.3 7 days May 4 to June
12
GRADE 1
CUMULATIVE
EXAM 1-15
JUNE 12, 2019
Red – End of Topic Assessment Period
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70
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enVisionmath2.0
Grade 1 Topics
CCLS NYS Next Gen Topic
Pacing
Dates
16 – STEP UP TO GRADE 2
1. Even and Odd Numbers 2.OA.C.3, 2.OA.B.2
2. Use Arrays to Find Totals 2.OA.C.4, 2.OA.B.2
3. Add on a Hundred Chart 2.NBT.B.5, 2.NBT.B.9
4. Models to Add 2-Digit Numbers 2.NBT.B.5, 2.NBT.B.9
5. Subtract on a Hundred Chart 2.NBT.B.5, 2.NBT.B.9
6. Models to Subtract 2- and 1-Digit Number 2.NBT.B.5, 2.NBT.B.9
7. Tell Time to Five Minutes 2.MD.C.7, 2.NBT.A.2
8. Understand Hundreds 2.NBT.A.1a, 2.NBT.A.1b
9. Counting Hundreds, Tens, and Ones 2.NBT.A.1
10. Skip Count by 5, 10, and 100, to 1,000 2.NBT.A.2
2.OA.2
2.OA.3
2.OA.4
2.NBT.1
2.NBT.2
2.NBT.5
2.NBT.9
2.MD.7
NY.2.OA.2
NY.2.OA.3
NY.2.OA.4
NY.2.NBT.1
NY.2.NBT.2
NY.2.NBT.5
NY.2.NBT.9
NY.2.MD.7
10 days June 13 to
June 26
Teachers distribute enVisionmath 2.0 Volumes 1 & 2 to students. Enjoy the Summer!!!
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WORD WALLS ARE DESIGNED …
to promote group learning
support the teaching of important general
principles about words and how they work
Foster reading and writing in content area
Provide reference support for children during their reading and writing
Promote independence on the part of young students as they work with words
Provide a visual map to help children remember connections between words
and the characteristics that will help them form categories
Develop a growing core of words that become part of their vocabulary
Important Notice
A Mathematics Word Wall must be present in every mathematics classroom.
Math Word Wall
Create a math word
wall
Place math words on
your current word
wall but highlight
them in some way.
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SETUP OF THE MATHEMATICS CLASSROOM
I. Prerequisites for a Mathematics Classroom
Teacher Schedule
Class List
Seating Chart
Code of Conduct / Discipline
Grade Level Common Core Learning Standards (CCLS)
Updated Mathematics Student Work with Appropriate Rubrics
Mathematics Grading Policy
Mathematics Diagrams, Charts, Posters, etc.
Grade Level Number Line
Grade Level Mathematics Word Wall
Mathematics Portfolios
Mathematics Center with Manipulatives (Grades K - 12)
II. Updated Student Work
A section of the classroom must display recent student work. This can be of any
type of assessment, graphic organizer, and writing activity. Teacher feedback must
be included on student’s work.
III. Board Set-Up
Every day, teachers must display the Lesson # and Title, Objective(s), Common
Core Learning Standard(s), Opening Exercise and Homework. At the start of
the class, students are to immediately begin on the Fluency Activity.
IV. Spiraling Homework
Homework is used to reinforce daily learning objectives. The secondary purpose of
homework is to reinforce objectives learned earlier in the year. The assessments are cumulative, spiraling homework requires students to review coursework
throughout the year.
Student’s Name: School:
Teacher’s Name: Date:
Lesson # and Title:
Objective(s):
CCLS:
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GRADING POLICY
This course of study includes different components, each of which are assigned the following
percentages to comprise a final grade. I want you--the student--to understand that your grades
are not something that I give you, but rather, a reflection of the work that you give to me.
COMPONENTS OF OVERALL GRADE
LEVEL 1 (0-54%), LEVEL 2 (55-74%), LEVEL 3 (75-89%) AND LEVEL 4 (90-100%)
1. End of Topic / Year Assessments → 50%
2. Homework → 10%
3. Projects, Literacy Tasks, Presentations, Portfolios → 20%
4. Classwork / Class Participation → 20%
o Class participation will play a significant part in the determination of your grade.
Class participation will include the following: attendance, punctuality to class,
contributions to the instructional process, effort, contributions during small group
activities and attentiveness in class.
PERFORMANCE LEVEL DESCRIPTORS
Level 4 Student demonstrates an in-depth understanding of concepts, skills and processes
taught in this reporting period and exceeds the required performance
Level 3 Student consistently demonstrates an understanding of concepts, skills and processes
taught in this reporting period
Level 2 Student is beginning to demonstrate an understanding of concepts, skills and
processes taught during this reporting period
Level 1 Student does not yet demonstrate an understanding of concepts, skills and processes
taught in this reporting period and needs consistent support
NE Not evaluated at this time
IMPORTANT NOTICE
As per MVCSD Board Resolution 06-71, the Parent Notification Policy states “Parent(s) /
guardian(s) or adult students are to be notified, in writing, at any time during a grading period
when it is apparent - that the student may fail or is performing unsatisfactorily in any course or
grade level. Parent(s) / guardian(s) are also to be notified, in writing, at any time during the grading
period when it becomes evident that the student's conduct or effort grades are unsatisfactory.”
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CLASSROOM AESTHETICS
“PRINT–RICH” ENVIRONMENT CONDUCIVE TO LEARNING
TEACHER NAME: _________________________________________________________
COURSE / PERIOD: _________________________________________________________
ROOM: _________________________________________________________
CHECKLIST
YES NO
Teacher Schedule
Class List
Seating Chart
Code of Conduct / Discipline
Grade Level Mathematics CCLS
Mathematics Grading Policy
Mathematics Diagrams, Posters, Displays, etc.
Grade Level Number Line
Updated Student Work with Appropriate Rubrics
Updated Student Portfolios
Updated Grade Level Mathematics Word-Wall
Mathematics Centers with Manipulatives
Organization of Materials
Cleanliness
Principal Signature: _________________________________________ Date: ____________
Asst. Pri. Signature: _________________________________________ Date: ____________
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Grade 1 I can conduct purposeful,
coherent and standards-
based instruction to all
students every day (2
consecutive periods).
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6 COMPONENTS OF A MATHEMATICS LESSON (GRADE 1)
Lesson 1-1: Solve Problems: Add To
CCLS: 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.
Content Objective: I can solve addition problems involving situations of adding one part to another part.
Language Objective: I can evaluate addition problems involving situations of adding one part to another part.
1 – Fluency Practice - Whole Group (Teacher Directed, Student
Centered)
Accurate and efficient retrieval of basic math facts is critical to a
student’s success in mathematics.
Support the objective of the lesson and Visual Learning
2 – 3 minutes
Orally: 1 + 1, 2 + 1, 1 + 2, 2 + 3, 1 + 2, 3 + 2, 3 + 3, 3 + 1, 3
+ 2, 1 + 3, 2 + 3, 4 + 1, 4 + 2, 4 + 3, 4 + 4, 1 + 4, 2 + 4, 3 +
4, etc.
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2a – Guided Practice
Develop Visual Learning -
Whole Group (Teacher
Directed, Student Centered)
Use to illustrate the
math process or concept
one step at a time. This
will make the
mathematics explicit for
students. Use the
animation and
accompanying
interactivity to engage
your students in hands-
on learning that will
deepen their
understanding.
Do You Understand
Problem (Check for
Understanding – CFU)
7 – 10 minutes
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2b – Guided Practice - Whole Group (Teacher Directed, Student
Centered)
Use models to connect to the Visual Learning Bridge and to
demonstrate problem solving strategies
Problems must be similar to Independent Practice (Quick Check)
Problems.
Problems must be similar to Independent Practice.
7 – 10 minutes
3 – Independent Practice – Individual
Now students will be ready to try some problems on
their own. Encourage them to apply the strategies they
have
Problems must be similar to Guided Practice.
NYS Problem from the Grade 3 Portfolio (If
Applicable)
12 – 15 minutes
Presentation Options
Teachers may choose to model a guided practice problem and then assign a similar independent practice problem for
students to complete.
Teacher may choose to model all the guided practice problems and then assign all the independent practice problems for
students to complete.
Teacher models new concept / strategy for Level 1 or 2 Problem.
Quick Check Problem - 1 point
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Teacher models new concept / strategy for Level 3 (multi-step
and/or word) Problem. [Use of QTIP, KNWS, STAR, etc.]
Quick Check Problem - 1 point
Quick Check Problem – 3 points
Students discuss their work and explain their thinking for the 3 Independent Practice Problems before transitioning to the I,
O, and A activities.
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4 – Assess and
Differentiate -
Cooperative Groups
(Student Interaction &
Engagement, Teacher
Facilitated)
Teacher provides
targeted reinforcement
of key understandings
and skills (Intervention
– I, O – On-Level,
Advanced – A
Activities)
I (0-3 points), O (4
points), and A (5
points) activities are
based on the
independent practice
(Quick Check).
12 – 15 minutes
0-3 Points on Quick Check
Problems
Intervention Activity
4 Points on Quick Check Problems
On-Level Activity
5 Points on Quick Check
Problems
Advanced Activity
Students discuss their work and explain their thinking in relationship to the objective - I can solve addition problems
involving situations of adding one part to another part. Students will use examples and non-example based on the guided
practice, independent practice and I, O, and A activities. Teacher asks questions to help students draw conclusions and
make references.
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5 – Exit Ticket / Closure - Individual
Solve & Share
Use Problem-Based Learning to engage students in an authentic, real-world task focused the mathematics of the lesson.
Determine if objective(s) were achieved
Students summarize what was learned
3 – 5 minutes
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6 – Homework /
Enrichment -
Individual
Lesson Specific - Data Driven Instruction
Teacher assigns level 1, 2, and 3 problems based on I,
O and A groupings.
Spiraled - Data Driven Instruction
Teacher assigns problems pertaining to standards
students struggled with in the past.
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Response to Intervention (RtI)
Model
A SMALL-GROUP (STATION) APPROACH TO TEACHING
MATH (EVERY OTHER DAY DURING THE RtI PERIOD)
Response to Intervention (RtI) Model
Station #1 - Intervention
Math Diagnosis and Intervention System 2.0
(MDIS)
Station #2 - On Level
Waterford
Station #3 - Advanced
Waterford
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Format Station 1 – Intervention (MDIS)
Students meet with teacher in small group
Students receive a 10 minute, whole-group mini-lesson then engage in
independent practice of concept using the Math Diagnosis and Intervention
System 2.0 (MDIS)
During last 5 minutes, teacher provides whole-group review, closing, and
possible preview of next lesson
Format Station 2 – On Level (Waterford)
Students meet in small group
Students review concepts then engage in independent practice of concept
Format Station 3 – Advanced (Waterford)
Students meet in small group
Students review concepts then engage in independent practice of concept
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Important Notice
All lessons must have Lesson # and Title with corresponding homework. For example, lesson #1-1 will correspond to
homework #1-1 and so on.
Writing assignments at the end of the lesson (closure) bring great benefits. Not only do they enhance students' general
writing ability, but they also increase both the understanding of content while learning the specific vocabulary of the
disciplines.
Spiraling Homework
o Homework is used to reinforce daily learning objectives. The secondary purpose of homework is to reinforce
objectives learned earlier in the year. The assessments are cumulative, spiraling homework requires students to
review coursework throughout the year.
Manipulative must be incorporated in all lessons. With students actively involved in manipulating materials, interest in
mathematics will be aroused. Using manipulative materials in teaching mathematics will help students learn:
a. to relate real world situations to mathematics symbolism.
b. to work together cooperatively in solving problems.
c. to discuss mathematical ideas and concepts.
d. to verbalize their mathematics thinking.
e. to make presentations in front of a large group.
f. that there are many different ways to solve problems.
g. that mathematics problems can be symbolized in many different ways.
h. that they can solve mathematics problems without just following teachers' directions.