shelby county schools’ mathematics instructional maps are ... gr math 2nd qtr 20… · web...

Subject to revision Major Content Supporting Content Additional Content

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Introduction

In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination2025. By 2025,

80% of our students will graduate from high school college or career ready 90% of students will graduate on time

Shelby County Schools 2015/2016Revised 9/21/15

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100% of our students who graduate college or career ready will enroll in a post-secondary opportunity

In order to achieve these ambitious goals, we must collectively work to provide our students with high quality, College and Career Ready standards-aligned instruction. The Tennessee State Standards provide a common set of expectations for what students will know and be able to do at the end of a grade. College and Career Ready Standards are rooted in the knowledge and skills students need to succeed in post-secondary study or careers. The TN State Standards represent three fundamental shifts in mathematics instruction: focus, coherence and rigor.


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While the academic standards establish desired learning outcomes, the curriculum provides instructional planning designed to help students reach these outcomes. Educators will use this guide and the standards as a roadmap for curriculum and instruction. The sequence of learning is strategically positioned so that necessary foundational skills are spiraled in order to facilitate student mastery of the standards.

These standards emphasize thinking, problem-solving and creativity through next generation assessments that go beyond multiple-choice tests to increase college and career readiness among Tennessee students. In addition, assessment blueprints


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(http://www.tn.gov/education/article/tnready-blueprints) have been designed to show educators a summary of what will be assessed in each grade, including the approximate number of items that will address each standard. Blueprints also detail which standards will be assessed on Part I of TNReady and which will be assessed on Part II.

Our collective goal is to ensure our students graduate ready for college and career. The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important


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http://www.tn.gov/education/article/tnready-blueprints


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“processes and proficiencies” with longstanding importance in mathematics education. The first of these are the NCTM process standards of problem solving, reasoning and proof, communication, representation and connections.


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The second are the strands of mathematical proficiency specified in the National Research Council’s report Adding It Up: adaptive reasoning, strategic competence, conceptual understanding (comprehension of mathematical concepts, operations and relations) procedural fluency (skill in carrying out procedures flexibly, accurately, efficiently and appropriately), and productive disposition (habitual inclination to see mathematics and sensible,


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Make sense of problems and persevere in solving them

Reason abstractly and quatitatively

Construct viable arguments and

crituqe the reasoning of

others

Model with mathematics

Use appropriate tools

strategically

Attend to precision

Look for and make use of

structure

Look for and express

regularity in repeated reasoning


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useful and worthwhile, coupled with a belief in diligence and one’s own efficacy). Throughout the year, students should continue to develop proficiency with the eight Standards for Mathematical Practice.

How to Use the Mathematic Curriculum Maps


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This curriculum map is designed to help teachers make effective decisions about what mathematical content to teach so that, ultimately our students, can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment with the three College and Career Ready shifts, as described above, in instruction for Mathematics.

Throughout this curriculum map, you will see resources as well as links to tasks that will support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around the standards and teaching practices that teachers should consistently access:


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The TNCore Mathematics StandardsThe Tennessee Mathematics Standards:https://www.tn.gov/education/article/mathematics-standards

Teachers can access the Tennessee State standards, which are featured throughout this curriculum map and represent college and career ready learning at reach respective grade level.

Mathematical Teaching Practiceshttps://mathprojectsjournal.files.wordpress.com/ NCTM – Mathematics Teaching Practices


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https://mathprojectsjournal.files.wordpress.com/2015/05/nctm-teaching-practices.pdf

https://www.tn.gov/education/article/mathematics-standards

https://www.tn.gov/education/article/mathematics-standards


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2015/05/nctm-teaching-practices.pdf


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https://mathprojectsjournal.files.wordpress.com/2015/05/nctm-teaching-practices.pdf


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Curriculum Maps:

Locate the TDOE Standards in the left column. Analyze the language of the standards and match each standard to a learning target in the second column.

Each standard is identified as the following: Major Work, Supporting Content or Additional content. In any single grade, students and teachers should spend the majority of their time on the major work of the grade. Consult your enVision Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction.


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Plan your weekly and daily objectives, using the learning target statements to help. Best practices tell us that making objectives measureable increases student mastery.

Include daily fluency practice. Study the suggested performance assessments (tasks) and match them to your objectives. Review the CLIP Connections found in the right hand column. Make plans to address the Academic Vocabulary in your instruction. Examine the other standards and skills you will need to address in order to ensure mastery of the indicated standard.


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Using your enVision TE and other resources cited in the curriculum map, plan your week using the SCS lesson plan template. Remember to include differentiated activities to address the needs of all students.

Grade 1: Quarter 2


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Topic 6: AdditionTopic 7: SubtractionTopic 11: Tens and OnesTopic 12: Comparing and Ordering NumbersTopic 16: Addition


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Overview

Topic 6 continues the work of developing this ability with all the numbers within 10 in put together situations (1.OA.1), with a special focus on the numbers 6, 7, 8 and 9, since recognizing how much a number needs to make 10 is part of the Kindergarten standards (K.OA.4) and easier for most children.


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In Topic 3 , students were encouraged to move beyond the Level 1 strategy of counting all to the more efficient counting on. Now, they go beyond


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Level 3: Decompose an addend to compose Level 2: Count onLevel 1: Count all


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Level 2 to learn Level 3 decomposition and composition strategies, informally called make ten or take from ten.1


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Though many students may continue to count on as their primary means of adding and subtracting, the larger purpose of composing and decomposing ten is to lay the foundation for the role of place value units in addition and subtraction. Meanwhile, from the beginning of the year, fluency activities have focused on the three prerequisite skills for the Level 3 decomposition and composition methods:

1. Partners to ten (K.OA.4).2. Decompositions for all numbers within 10 (K.OA.3).3. Representations of teen numbers as 10 + n (K.NBT.1 and 1.NBT.2b). For example, students practice counting the Say Ten way (i.e., ten 1,


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ten 2…) from Kindergarten on.

Throughout Topic 6, students also count on to add. Students begin by modeling the situations with concrete materials, move to representations of 5-groups, and progress to modeling with ten frames. The representations and models make the connection between the two strategies clear. They repeatedly compare and contrast counting on with making ten, seeing that the latter is a convenient shortcut. Many start to make the important move from counting on, a Level 2 strategy, to make ten, a Level 3 strategy, persuaded by confidence in their increasing skill and the joy of the shortcut. This is a critical step in building flexible part–whole thinking whereby students see numbers as parts and wholes rather than as discrete counts or one part and some ones. Five-groups soon begin to be thought of as ten-frames, focusing on the usefulness of trying to group 10 when possible. This 1 See Progressions Document "Counting and Cardinality: Operations and Algebraic Thinking," p. 6. Shelby County Schools 2015/2016

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empowers students in later modules and future grade levels to compose and decompose place value units and work adeptly with the four operations. For example, in Grade 1, this is applied in later modules to solve problems such as 18 + 6, 27 + 9, 36 + 6, 49 + 7, etc. (1.OA.3).

Topic 7 connects additions and subtraction. Students will use strategies gained with addition such as doubles, fact families and using ten frames to relate addition and subtraction (1.OA.B.3, 1.OA.B.4). Subtraction facts can be figured out by thinking of a related addition fact. To be able to use this strategy students must have mastered basic addition facts (1.OA.C.6). As students continue through Topic 7, it is important that they see the connection with addition and apply the properties of operation to add and subtract (1.OA.B.3).


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Topic 11 continues the work with addition and subtraction and makes a connection to place value (1.NBT.2). Students will engage in different ways to show tens and ones. The way you say a number, such as forty-six, is also connected to the grouping by tens concept. When you count by tens and ones, you say the numbers of groups and singles separately: “four tens and size ones.” In the same way the symbols that you use for writing numbers coordinate with the grouping by tens concept. Counting by groups and singles matches the left-to-right manner in which numbers are written (1.NBT.2).

In Topic 12, students compare and order number based on their previous learning of place value. They will use place value models and number lines to see the number relationships and determine their order (1.NBT.B.3). The students will understand how to order 3 numbers and how it can be


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related to comparing numbers.


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Focus Grade Level Standards (Note: Related Foundational Standards are noted in parenthesis after standard)

Cluster 1.OA.A Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, 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


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http://www.corestandards.org/Math/Content/1/OA/#CCSS.Math.Content.1.OA.B.3

http://www.corestandards.org/Math/Content/1/OA/A/2/


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1.OA.A.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (1.OA.C.6, 1.OA.A.1, A.OA.D.8)

Cluster 1.OA.B Understand and apply properties of operations and the relationship between addition and subtraction. 1.OA.B.3 Apply properties of operations as strategies to add and subtract.2 Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known.

(Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) (K.OA.A.2)


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http://www.corestandards.org/Math/Content/1/OA/#CCSS.Math.Content.1.OA.B.C.6




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1.0A.B.4 Understand subtraction as an unknown-addend problem. (K.OA.A.2)

Cluster 1.OA.C Add and subtract within 20 1.OA.C.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). (Introductory Concept) 1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making

ten, decomposing a number leading to a ten, using the relationship between addition and subtraction, and creating equivalent but easier or known


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http://www.corestandards.org/Math/Content/1/OA/#CCSS.Math.Content.1.OA.D.8



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sums. (1.OA.A.2, 1.OA.B.4, 1.OA.C.5, K.OA.A.2, K.OA.A.3, K.OA.A.4, K.OA.A.5)

Cluster 1.OA.D work with addition and subtraction 1.OA.D.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example,

which of the following equations are true and which are false? 6 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. (Introductory Concept) 1.0A.D.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the

unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ - 3, 6 + 6 =…. (1.OA.D.7)


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http://www.corestandards.org/Math/Content/1/NBT/#CCSS.Math.Content.1.NBT.A.1


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Cluster 1.NBT.A Extend the counting sequence 1.NBT.A.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a

written numeral. (K.CC.A.1)

Cluster 1.NBT.B Understand Place Value


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http://www.corestandards.org/Math/Content/1/NBT/#CCSS.Math.Content.1.NBT.B.2





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

1.NBT.B.2.a . 10 can be thought of as a bundle of ten ones-called a “ten”. 1.NBT.B.2.b . The numbers 11 to 19 are composed of a ten and some more (one, two, three, four, five, six, seven, eight, or nine) ones. 1.NBT.B.2.c . The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).

Cluster 1.NBT.C Use place value to add and subtract.


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http://www.corestandards.org/Math/Content/1/NBT/C/6




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1.NBT.C.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. (K.CC.C.7)

1.NBT.C.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. (1.NBT.B.2)

1.NBT.C.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90, using concrete models or drawings and strategies


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http://www.corestandards.org/Math/Content/K/CC/#CCSS.Math.Content.K.CC.A.1


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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.NBT.B.2)

Foundational Standards

K.CC.A.1 Count to 100 by ones and tensShelby County Schools 2015/2016

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http://www.corestandards.org/Math/Content/K/NBT/A/1/

http://www.corestandards.org/Math/Content/K/OA/A/2/

http://www.corestandards.org/Math/Content/K/CC/C/7/


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K.CC.C.7 Compare two numbers between 1and 10 presented as written numerals. K.OA.A.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the

problem. K.NBT.A.1 Compose and decompose numbers from 11 to 19 into tens ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18=10+8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.


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http://www.corestandards.org/Math/Content/1/OA/#CCSS.Math.Content.1.OA.A


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1.OA.A.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

1.OA.B.3 Apply properties of operations as strategies to add and subtract.2 Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)

1.0A.B.4 Understand subtraction as an unknown-addend problem.


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1.NBT.B.2. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: 1.NBT.B.2.a. 10 can be thought of as a bundle of ten ones-called a “ten”. 1.NBT.B.2.b. The numbers 11 to 19 are composed of a ten and some more (one, two, three, four, five, six, seven, eight, or nine) ones. 1.NBT.B.2.c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones)

Fluency PracticeShelby County Schools 2015/2016

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NCTM Position

Procedural fluency is a critical component of mathematical proficiency. Procedural fluency is the ability to apply procedures accurately, efficiently, and flexibly; to transfer procedures to different problems and contexts; to build or modify procedures from other procedures; and to recognize when one strategy or procedure is more appropriate to apply than another. To develop procedural fluency, students need experience in integrating concepts and procedures and building on familiar procedures as they create their own informal strategies and procedures. Students need opportunities to justify both informal strategies and commonly used procedures mathematically, to support and justify their choices of appropriate procedures, and to


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strengthen their understanding and skill through distributed practice.

Fluency is designed to promote automaticity by engaging students in practice in ways that get their adrenaline flowing. Automaticity is critical so that students avoid using up too many of their attention resources with lower-level skills when they are addressing higher-level problems. The automaticity prepares students with the computational foundation to enable deep understanding in flexible ways. Therefore it is recommended that students participate in fluency practice daily. It should be high-paced and energetic, celebrating improvement and focusing on recognizing patterns and connections within the material. Special care should be taken so that it is not seen as punitive for students that might need more time to master


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fluency.

Standards for Mathematical Practice


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The eight Standards for Mathematical Practice are an important component of the mathematics standards for each grade and course, K-12. The Standards for Mathematical Practice describe the varieties of expertise, habits of minds, and productive dispositions that educators seek to develop in all students.

Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others.


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Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning.


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https://www.pearsonsuccessnet.com/snpapp/iText/getTeacherHomepage.do?newServiceId=6000&newPageId=10100

https://www.engageny.org/resource/grade-2-mathematics


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Resources: https://www.engageny.org/resource/grade-2-mathematics

https://www.pearsonsuccessnet.com/snpapp/iText/getTeacherHomepage.do?newServiceId=6000&newPageId=10100


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http://www.nctm.org/Standards-and-Positions/Position-Statements/Procedural-Fluency-in-Mathematics/


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http://www.nctm.org/Standards-and-Positions/Position-Statements/Procedural-Fluency-in-Mathematics/


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TN State Standards Essential Understandings Content & Tasks CLIP Connections

Topic 6: Addition(Allow 2 weeks for instruction, review and assessment)

Cluster 1.OA.B Understand and apply properties of operations and the

Enduring Understandings The number relationships of 0, “1 more

enVision Topic 6: Adding Numbers to 126-1 Adding with 0, 1, and 2

Academic VocabularyCounting on, doubles, near doubles, facts,


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http://tncore.org/sites/www/Uploads/MathTasks_9.13/Grade%201-%20Happy%20Birthday%20Austin.pdf

https://www.engageny.org/resource/grade-1-mathematics-module-1




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TN State Standards Essential Understandings Content & Tasks CLIP Connectionsrelationship between addition and subtraction.

1.OA.B.3 Apply properties of operations as strategies to add and subtract.2 Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers

than”, and “2 more than” are the basis for addition facts with a 0, 1, and 2.

Doubles facts can be associated with memorable real world situations.

Basic addition facts that are near-doubles can be found using a related doubles fact.

6-2 Doubles6-3 Near Doubles6-4 Facts with 5 on a Ten-Frame6-5 Making 10 on a Ten-FrameIn addition please use the following lessons from Engage NYThe Commutative Property of Addition and the Equal Sign

fluency, sum, Ten-frame, make ten, strategy, zero, equation, number sentence, unknownaddition, add, commutative property, associative property

Task Bank (TNCore 1st Grade Task)Happy Birthday Austin!


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https://grade1commoncoremath.wikispaces.hcpss.org/Assessing+1.OA.6






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TN State Standards Essential Understandings Content & Tasks CLIP Connectionscan be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)

Cluster 1.OA.C Add and subtract within 20

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

Ten can be shown in two parts in different ways and represented using addition number sentences.

Information in a problem can often be shown using a diagram and used to solve the problem.

Mathematical operations are used in solving problems in which a new

(See Topic E Lessons 17-20 zip file)Development of Addition Fluency Within 10(See Topic F Lessons 21-24 zip file)

Mathematical Practices1. Make sense of problems and persevere in

solving them.6. Attend to precision.

https://grade1commoncoremath.wikispaces.hcpss.org/Assessing+1.OA.6(Quarter 1 tasks)

enVision Math Performance Assessment for Topic 6 (Alternate Assessments 167C)


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1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten, decomposing a number leading to a ten, using the relationship between addition and subtraction, and creating equivalent but

value is produced from one or more values.

Algebraic thinking involves choosing, combining, and applying effective strategies for answering quantitative questions.

Essential Questions

7. Look for and make use of structure.8. Look for and express regularity in repeated

reasoning.

Supplemental Engage NY Activitieshttps://www.engageny.org/resource/grade-1-mathematics-module-1

Explain Your ThinkingGuided Practice Masters:“Do you Understand?” (see daily lessons)

Reading Comprehension & Problem SolvingEnvision “The Language of Math” p.141 E-F


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http://biloxischools.schoolwires.net/Page/5262


http://www.caboces.org/iss/resources/school-library-system/common-core-workbooks





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TN State Standards Essential Understandings Content & Tasks CLIP Connectionseasier or known sums.

Cluster 1.OA.D work with addition and subtraction

1.OA.D.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true

What are helpful strategies for addition facts with 0, 1, and 2?

How can you identify and complete doubles facts?

How can you use a doubles fact to find the answer to a near-doubles fact?

How can you think of 10 to solve an addition problem with a 7, 8, or 9?

Fluency Resources:http://www.caboces.org/iss/resources/school-library-system/common-core-workbooks(See Grade 1 - Sprints – Grade 1 – Module 1)


Interactive Math StoryAddition at the Zoo (See TE p. 141G)

Additional Literature ConnectionsMore M&M Math, Jerry PallottaRoosters Off to See The World, Eric CarleAnimals on Board, Stuart Murphy


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http://maccss.ncdpi.wikispaces.net/1st+Grade+Instructional+Resources



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TN State Standards Essential Understandings Content & Tasks CLIP Connectionsor 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.

How can drawing a picture help you solve problems and help you check if your answers make sense?

In what ways can operations affect numbers?

How can different strategies be helpful when solving a problem?

http://maccss.ncdpi.wikispaces.net/1st+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)


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TN State Standards Essential Understandings Content & Tasks CLIP ConnectionsLearning Targets

I can show that adding zero to any number does not change the number. (1.OA.B.3)

I can show that changing the order of the addends (numbers) does not change the sum (answer). (1.OA.B.3)


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TN State Standards Essential Understandings Content & Tasks CLIP Connections I can show when adding three

numbers in any order, the sum does not change. (1.OA.B.3)

I can use properties of operations to add and subtract. (1.OA.B.3)

I can add by counting all, counting on, and recognizing the +1 means the next number. (1.OA.C.5)


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TN State Standards Essential Understandings Content & Tasks CLIP Connections I can add and subtract within 10 with

ease. (1.OA.C.6) I can add and subtract within 20 by

counting on and making a ten. (1.OA.C.6)

I can explain that the equal sign (=) means “same as.” (1.OA.D.7)

I can compare the value of both


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TN State Standards Essential Understandings Content & Tasks CLIP Connectionssides of an equation and determine whether it is true or false. (1.OA.D.7)

Fluency Practice Daily

Topic 7: Subtraction

(Allow 2 weeks for instruction, review and assessment)


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http://tncore.org/sites/www/Uploads/MathTasks_9.13/1stGradeTaskArc2.pdf



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Cluster 1.OA.B Understand and apply properties of operations and the relationship between addition and subtraction.

1.0A.B.4 Understand subtraction as an unknown-addend problem.

Enduring Understandings1. Addition and subtraction have an inverse

relationship.2. Mathematical operations are used in

solving problems in which a new value is produced from one or more values.

3. Algebraic thinking involves choosing, combining, and applying effective

enVision Topic 7: Subtraction Facts to 127-1 Subtracting with 0, 1, and 27-2 Thinking Addition7-3 Thinking Addition to 8 to Subtract7-4 Thinking Addition to 12 to SubtractenVision Math Transitioning to Common Core, Student Lesson 4-5A – Introducing Subtraction Expressions and Number

Academic VocabularyCounting back, difference, unknown, relationship, missing addend, subtraction, subtract, minus, doubles, whole, part, addition sentence, subtraction sentence, missing part, 0 less than, 1 less than, 2 less thanTask Bank (TNCore 1st Grade Task Arc)The Relationship Between Addition and


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http://tncore.org/sites/www/Uploads/MathTasks_9.13/1stGradeTaskArc2.pdf





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

1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and

strategies for answering quantitative questions.

Essential Questions1. Is there a related addition fact for every

subtraction fact?2. In what ways can operations affect

numbers?

SentencesIn addition please use the following lessons from Engage NYDecomposition Strategies for Subtraction(See Topic I Lessons 33-37 zip file)


Subtraction


Explain Your ThinkingGuided Practice Masters:“Do you Understand?” (see daily lessons)


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TN State Standards Essential Understandings Content & Tasks CLIP Connectionssubtraction within 10. Use strategies such as counting on; making ten, decomposing a number leading to a ten, using the relationship between addition and subtraction, and creating equivalent but easier or known sums.

3. How can different strategies be helpful when solving a problem?

Learning Targets I can add by counting all, counting on,

and recognizing that +1 means the next number in a counting sequence.

2. Reason abstractly and quantitatively6. Attend to precision.8. Look for and express regularity in repeated

reasoning.



Interactive Math StoryMarket Subtraction (See TE p 169G)


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TN State Standards Essential Understandings Content & Tasks CLIP Connections(1.OA.C.5)

I can subtract by counting back, counting up from, and recognizing that -1 means the number before in a counting sequence. (1.OA.C.5)

I can add and subtract within 20 with ease. (1.OA.C.6)

I can add and subtract within 20 using the

Development of Subtraction Fluency Within 10(See Topic J Lessons 38-39 zip file)

Fluency Resources:http://www.caboces.org/iss/resources/school-library-system/common-core-workbooks

Literature ConnectionsTurtles Splash Cathryn FalwellThe Hershey Kisses Subtraction Book Jerry

Pallotta


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MATHEMATICS

TN State Standards Essential Understandings Content & Tasks CLIP Connectionsrelationship between addition and subtraction facts. (1.OA.C.6)

I can add and subtract within 20 by using the relationship between addition and subtraction. (1.OA.C.6)


(See Grade 1 - Sprints – Grade 1 – Module 1)




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MATHEMATICS

TN State Standards Essential Understandings Content & Tasks CLIP Connections(Click on resource Building Conceptual Understanding and Fluency Through Games)

Topic 11: Tens and Ones(Allow 1.5 weeks for instruction, review and assessment)

Enduring Understandings enVision Topic 11: Tens and Ones Academic Vocabulary


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http://www.corestandards.org/Math/Content/1/NBT/#CCSS.Math.Content.1.NBT.A.1


MATHEMATICS

TN State Standards Essential Understandings Content & Tasks CLIP ConnectionsCluster 1.NBT.A Extend the counting

sequence

1.NBT.A.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

1. Numbers greater than ten can be named in more than one way and have the same value.

2. Numbers can be used to tell how many.3. Understanding place value can lead to

number sense and efficient strategies for computing numbers.

11-1 Counting With Groups of 10 and Leftovers

11-2 Numbers Made with Tens11-3 Tens and Ones11-4 Expanded Form11-5 Ways to Make Numbers


numeral, skip counting, tens, ones, value, label, Ten-frame, expanded form, bundle, compose, decompose, place value, left over

Explain Your ThinkingGuided Practice Masters:


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http://www.tncore.org/sites/www/Uploads/Math/1.NBT.2thru3ArcFINAL.pdf







MATHEMATICS

TN State Standards Essential Understandings Content & Tasks CLIP ConnectionsCluster 1.NBT.B Understand Place Value

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

1.NBT.B.2.a . 10 can be thought of as a

Essential Questions1. How can grouping numbers by tens help

us add?2. How many ways can you use tens and

ones to make the same number?3. How does a digit’s position affect its

value?

6. Attend to precision.7. Look for and make use of structure.


Tens and Ones

“Do you Understand?” (see daily lessons)

Task Bank (TNCore 1st Grade Task Arc)Understanding Place Value



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MATHEMATICS

TN State Standards Essential Understandings Content & Tasks CLIP Connectionsbundle of ten ones-called a “ten”.

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

Learning Targets I can count to 120 starting from any

number. (1.NBT.A.1) I can read and write any number up to

120. (1.NBT.A.1) I can label a set of objects up to 120 with

a written numeral. (1.NBT.A.1) I can show numbers between 10 and 100

(See Topic A Lessons 1-6 zip file)



Interactive Math StoryTens and Ones at the Diner (See TE p. 301G)

Literature ConnectionsShelby County Schools 2015/2016

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MATHEMATICS



1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten, decomposing a number leading to a ten, using the

in groups of tens and ones. (1.NBT.B.2) I can explain the value of each digit in a

two-digit number (place value). (1.NBT.B.2)

I can represent 10 as ten ones. (1.NBT.B.2.a)

I can represent the numbers 11-19 as ten and some ones. (1.NBT.B.2.b)



A Fair Bear’s Share Stuart MurphyThe Reese’s Pieces Book Count by Tens Jerry Pallotta


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MATHEMATICS

TN State Standards Essential Understandings Content & Tasks CLIP Connectionsrelationship between addition and subtraction, and creating equivalent but easier or known sums.


Topic 12: Comparing & Ordering Numbers(Allow 2 weeks for instruction, review and assessment)

Enduring Understandings Comparing & Ordering Numbers to 100 Academic Vocabulary


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http://www.corestandards.org/Math/Content/1/NBT/B/3



MATHEMATICS

TN State Standards Essential Understandings Content & Tasks CLIP ConnectionsCluster 1.NBT.B Understand Place Value

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

1.NBT.B.3. Compare two two-digit numbers based on meanings of the tens

1. 1 more, 1 less, 10 more, 10 less express a relationship between two numbers.

2. Place value can be used to compare and order numbers.

3. Two-digit numbers that do not end in 5 are closer to either the previous or to the next multiple of 10.

4. The position words before, after, and

12-1 1 More, 1 Less, 10 More, 10 Less12-2 Making Numbers on a Hundreds Chart12-3 Comparing Numbers with >,<,=12-4 Ordering Numbers on a Hundreds

Chart12-6 Before, After, & Between12-7 Ordering 3 Numbers

more, less, greater than (>), less than (<), equal to (=), before, after, between, order, compare, multiple of 10, subtract



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http://tncore.org/sites/www/Uploads/MathTasks_9.13/The%20Necklace%20Task,%201st%20grade.pdf



MATHEMATICS

TN State Standards Essential Understandings Content & Tasks CLIP Connectionsand ones digits, recording the results of comparisons with the symbols >, =, & <.

Cluster 1.NBT.C Use place value to add and subtract.

1.NBT.C.4. Add within 100, including adding a two-digit number and a one-digit

between can be used to explain number relationships.

5. Ordering 3 or more numbers is similar to comparing 3 numbers because each number must be compared to each of the other numbers.

6. Generating a list of outcomes and organizing that list in a systematic way so

Mathematical Practices2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the

reasoning of others.6. Attend to precision.

Supplemental Engage NY Activities


Task Bank (TNCore 1st Grade Task)The Necklace

enVision Math Performance Assessment for Topic Twelve (Alternate Assessments 363C)


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MATHEMATICS

TN State Standards Essential Understandings Content & Tasks CLIP Connectionsnumber, 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

all outcomes are accounted for can solve some problems.

Essential Questions1. How is a number changed when its ones

digit is changed by 1 or its tens digit is changed by 1?

2. For any two-digit numbers, how can you


Comparison of Pairs of Two-Digit Numbers(See Topic B Lessons 7-10 zip file)Addition and Subtraction of Tens(See Topic C Lessons 11-12 zip file)Addition of Tens and Ones to a Two-Digit

Reading Comprehension & Problem SolvingenVision “The Language of Math” p.329 E-F

Interactive Math StoryThe Store Needs More (See TE p. 329G)


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http://firstgradeccssmresources.blogspot.com/p/second-quarter.html









MATHEMATICS

TN State Standards Essential Understandings Content & Tasks CLIP Connectionsnumbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

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

identify the greater number?3. How do you estimate the location of two-

digit numbers on the number line?4. How do ones digits help you decide what

number comes between two given numbers?

5. How is ordering three numbers similar to comparing two numbers?

Number(See Topic F Lessons 23-29 zip file)


Additional Literature ConnectionsMore or Less, Stuart MurphyOne Ways to Get 100, Jerry Pallotta

Additional resource for Quarter 2http://firstgradeccssmresources.blogspot.com/p/second-quarter.html


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MATHEMATICS


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

6. How does listing all the possible ways to do something help to solve a problem?

Learning Targets I can represent multiple sets of ten using

number names (2 tens is 20). (1.NBT.B.2.c)

I can determine when a two-digit number


http://maccss.ncdpi.wikispaces.net/1st+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through


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MATHEMATICS

TN State Standards Essential Understandings Content & Tasks CLIP Connectionsmethod and explain the reasoning used.


1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such

is greater than, less than, or equal to another two-digit number. (1.NBT.B.3)

I can record the comparison using the symbols <, >, and =. (1.NBT.B.3)

I can use concrete models or drawings to show a strategy based on place value or other strategies to add two-digit numbers and multiples of 10. (1.NBT.C.4)

Games)


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MATHEMATICS

TN State Standards Essential Understandings Content & Tasks CLIP Connectionsas counting on; making ten, decomposing a number leading to a ten, using the relationship between addition and subtraction, and creating equivalent but easier or known sums.

I can write down and explain the steps that I followed as I used concrete models or drawings to show how I added. (1.NBT.C.4)

I can mentally find 10 more for any two-digit number. (1.NBT.C.5)

I can mentally find 10 less for any two-digit number. (1.NBT.C.5)


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MATHEMATICS

TN State Standards Essential Understandings Content & Tasks CLIP Connections I can subtract a multiple of 10 from a

multiple of 10. (1.NBT.C.6) I can explain how my strategy for

subtracting by a multiple of ten is related to subtracting the tens digits. (1.NBT.C.6)

Fluency Practice DailyShelby County Schools 2015/2016

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MATHEMATICS


Topic 16: Addition and Arc Lesson(Allow 1 weeks for instruction – to be continued in Q3)

Cluster 1.OA.A Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking

Enduring Understandings1. Doubles facts can be associated with memorable real world situations. (1.OA.C.6)2. Basic addition facts that are near-doubles can be found using a related doubles fact.

Note: Bolded Lessons to be completed in Q2. Additional lessons will be continued to Q3.

enVision Topic 16 Addition Facts to 18

Academic VocabularyDoubles, doubles plus one,



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http://tncore.org/sites/www/Uploads/Aug_23/MATH/Gr1_guide_arc.pdf

http://www.corestandards.org/Math/Content/1/OA/A/2/


MATHEMATICS

TN State Standards Essential Understandings Content & Tasks CLIP Connectionsapart, comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem

1.OA.A.2 Solve word problems that call for addition of three whole numbers whose sum is

(1.OA.C.6)3. Sometimes the answer to one problem/question is needed to find the answer to another problem/question. (1.OA.D.8)4. Three numbers can be grouped and added in any order. (1.OA.A.2)5. Recording information in a table can help one understand and solve some problems.

16-1 Doubles16-2 Doubles Plus 116-4 Problem Solving16-5 Making 1- to Add 916-7 Adding 3 numbers16-8A Word Problems with Three Addends


Task Bank

Adding to Situational TasksenVision Math Performance Assessment for Topic 16 (Alternate Assessments 513B)


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MATHEMATICS

TN State Standards Essential Understandings Content & Tasks CLIP Connectionsless than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

Cluster 1.OA.B Understand and apply properties of operations and the relationship between addition and

Essential Questions1. How can you identify and complete doubles facts?2. What strategies can be used to find the sums of doubles plus 2 facts?3. How can the answer to one problem be used as information needed to solve another problem?


2. Reason abstractly and quantitatively4. Model with mathematics7. Look for and make use of structure8. Look for and express regularity in repeated reasoning.

Reading Comprehension & Problem SolvingEnvision “The Language of Math”p.479 E-f

Interactive Math StoryMonkey Doubles (See TE p.279 G-H)


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https://www.engageny.org/resource/grade-1-mathematics-module-2-topic

https://www.engageny.org/resource/grade-1-mathematics-module-2-topic



MATHEMATICS

TN State Standards Essential Understandings Content & Tasks CLIP Connectionssubtraction.

1.OA.B.3 Apply properties of operations as strategies to add and subtract.2 Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 =

4. How can you add three numbers?5. How can a table help you organize information and find different solutions?

Learning Targets I can use doubles as a strategy for

remembering addition facts with two like addends.

enVision Math Transitioning to Common Core, Student Lesson 16-A – Word Problems with Three Addends

Supplemental Engage NY Activitieshttps://www.engageny.org/resource/grade-1-mathematics-module-2-topic

Additional Literature ConnectionsTwo of Everything by Lily Toy Hong

Additional resource for Quarter 2http://firstgradeccssmresources.blogspot.com/p/second-quarter.html


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MATHEMATICS

TN State Standards Essential Understandings Content & Tasks CLIP Connections2 + 10 = 12. (Associative property of addition.)

1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten, decomposing a number leading to a ten, using the

I can master addition facts where the addends are 1 apart

I can solve two-questions problems by using the answer to the first question to answer the second question.

I can master addition facts where the addend is 9.

I can use the associative and

Adding 3 AddendsGrade 1 Mathematics Module 2: Topic A Lessons 1-11 - Zip File of Word Documents (30.18 MB)

Fluency Resources:Shelby County Schools 2015/2016

Revised 9/21/1580 of 87








MATHEMATICS

TN State Standards Essential Understandings Content & Tasks CLIP Connectionsrelationship between addition and subtraction, and creating equivalent but easier or known sums.

Cluster 1.OA.D Work with addition and subtraction

1.0A.D.8 Determine the unknown whole

commutative properties to add three numbers.

I can solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20.


http://www.caboces.org/iss/resources/school-library-system/common-core-workbooks(See Grade 1 - Sprints – Grade 1 – Module 2)



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MATHEMATICS

TN State Standards Essential Understandings Content & Tasks CLIP Connectionsnumber 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 = _..



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MATHEMATICS


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http://lrt.ednet.ns.ca/PD/BLM/table_of_contents.htm#newblm

https://www.pearsonsuccessnet.com/snpapp/login/login.jsp?showLoginPage=true


MATHEMATICS

RESOURCE TOOLBOX

Textbook Resourcespearsonsuccessnet.com

Various math toolshttp://lrt.ednet.ns.ca/PD/BLM/

VideosEach standard is broken down and explained in detail. Video


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http://achievethecore.org/

http://www.tncore.org/math.aspx



http://www.henryanker.com/

http://media.pearsoncmg.com/curriculum/math/envision2012/cc_support/G1/enVisionMATH_G1.html


MATHEMATICS

enVision Common Core Addendum Lessons

Test Practicehttp://www.henryanker.com/

table_of_contents.htm#newblm

CCSS/PARCCWebsite with information and ideas regarding the Common Core and Tennessee.TN Corehttp://achievethecore.org/

and activities are given for eachstandard as well as lesson plans.


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http://firstgradeccssmresources.blogspot.com/p%20/fluency-to-ten.html

http://firstgradeccssmresources.blogspot.com/p%20/fluency-to-ten.html

http://firstgradeccssmresources.blogspot.com/p/first-quarter.html

http://mathville.com/grade1/

http://www.hbschool.com/activity/busy_bees/

http://instruction.aaps.k12.mi.us/EM_parent_hdbk/games.html

http://everydaymath.uchicago.edu/about/understanding-em/games/beat-the-calculator/

http://teacher.scholastic.com/products/paperbacks/marilynburns/pdfs/mbmath_grade1.pdf

http://teacher.scholastic.com/products/paperbacks/marilynburns/pdfs/mbmath_gradek.pdf

http://teacher.scholastic.com/products/paperbacks/marilynburns/pdfs/mbmath_gradek.pdf

http://www.lb65.org/UserFiles/Servers/Server_5564994/File/curriculum/listlists1-3.pdf

http://www.lb65.org/UserFiles/Servers/Server_5564994/File/curriculum/listlists1-3.pdf

http://teacheroftech.wikispaces.com/file/view/Math_Lit_Booklist.pdf/241226401/Math_Lit_Booklist.pdf

http://teacheroftech.wikispaces.com/file/view/Math_Lit_Booklist.pdf/241226401/Math_Lit_Booklist.pdf


MATHEMATICS

Children’s Literaturehttp://teacheroftech.wikispaces.com/file/view/Math_Lit_Booklist.pdf/241226401/Math_Lit_Booklist.pdfhttp://www.lb65.org/UserFiles/Servers/Server_5564994/File/curriculum/listlists1-3.pdfhttp://teacher.scholastic.com/products/paperbacks/marilynburns/pdfs/mbmath_gradek.pdfhttp://teacher.scholastic.com/products/paperbacks/

CalculatorEveryday Math Game “Beat the Calculator”Everday Math Game “Broken Calculator”Missing AddendsCounting and adding games

Selection of math games:

Additional SitesFirst Grade CCSSM Resource Blog: This blog has been created to easily find resources to use with each Topic and Standard for the First Grade Curriculum. Pages are divided into categories: Tools & Resources – Math Practices – First Quarter – Second Quarter – Third Quarter – Fourth Quarter.Help students demonstrate fluency for addition and subtraction to 10 using some of the suggestions on the Math Fact Fluency


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http://www.edugoodies.com/scs/

http://www.illustrativemathematics.org/standards/k

http://resources.oswego.org/games/

https://www.internet4classrooms.com/

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






MATHEMATICS

marilynburns/pdfs/mbmath_grade1.pdfhttp://teacher.scholastic.com/products/paperbacks/marilynburns/pdfs/mbmath_grade2.pdf

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

Grade level Games and other resourceshttps://www.internet4classrooms.com

Various math gameshttp://resources.oswego.org/games/

to TEN webpage

Activities, Tasks, Games:http://www.illustrativemathematics.org/standards/k

SCS Math (edugoodies)http://www.edugoodies.com/scs/


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http://www.cobbk12.org/sites/literacy/math/math.htm