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Everyday Math Common Core Pacing Guide – Grade 1 Assessments in RED

Unit 1 Establishing Routines Day Lesson Title/Objective Focus CCSS Guiding Questions

Opening Day

Day 1 1.1

Daily RoutinesTo introduce the count-the-days-of-school and job-management routines.Merge

Getting Started: Mental Math and Reflexes [1.NBT.1]Part 1: Introduces routines to develop understanding of the counting sequence. [1.NBT.1]Part 3: Readiness [1.NBT.1]

SMP2, 4, 5;1.NBT.1

How can you use the number line to help find the number of days we’ve been in school?

Describe another tool and how you could use it to count the days in school.

What other ways can you use the number line? Why is it helpful to use a tool for counting?

1.2

Investigating the Number LineTo introduce number-line routines; and to provide practice counting up on the number line.

Getting Started: Mental Math and Reflexes [1.NBT.1]Part 1: Focuses on the game Monster Squeeze, which helps to develop the concept of number comparisons; and introduces strategies to count up to a number. Playing Monster Squeezeprepares children to compare numbers in Lesson 1-6.Part 3: Enrichment [1.NBT.1]

SMP1–5;1.NBT.1

Tell about a classmate’s strategy for solving the problem that is different from your own.

Why is it important to understand how another person solved a problem?

What can you do if you don’t understand how someone else solved the problem?

Day 2 1.3

Tools for Doing MathematicsTo introduce and provide practice using mathematical tools for drawing and counting.

Part 1: Introduces the tool kit so that children become familiar with its content; and introduces the Penny-Dice Game. Familiarization with the toolkit prepares children for future lessons in Grade 1.Part 2:Game: Monster Squeeze [1.NBT.3]

SMP2, 5

What kinds of things could you do using the Pattern Block Template?

How do you think you might use the Pattern Block Template correctly?

When might you use a tool to solve a problem?

Day 3 1.4

Number-Writing PracticeTo introduce and provide practice with a slate routine; and to provide practice writing the numbers 1 and 2.

Part 1: Introduces slates as a tool, Math Journal 1, and writing the numbers 1 and 2. [1.NBT.1]Part 2:Game: Penny-Dice Game [1.NBT.1, 1.NBT.3, 1.OA.6]

SMP2, 4–6;1.NBT.1

Why do you need to be able to write numbers? How should you write a 1 so that you and others can read it?

How should you write a 2 so that you and others can read it? Why is it important that you can read the numbers you

write? Why is it important that others can read the numbers you

write?

Day 4 FLEX DAY


Day 5 1.5

One More, One LessTo provide practice finding the number that is 1 more or 1 less than a given number.

Part 1: Introduces basic addition and subtraction number stories and the game Bunny Hop. [1.OA.1, 1.OA.6]Part 2:Game: Penny-Dice Game [1.NBT.1, 1.NBT.3, 1.OA.6] Writing the Numbers 1 and 2: [1.NBT.1]

SMP1, 2, 4–6;1.OA.1, 1.OA.6,1.NBT.1

How do you know whether to move forward or backward on the number line to solve each problem?

What information in the problem is important? What can you do if you don’t understand a problem?


Day 6 1.6

Comparing NumbersTo provide practice comparing pairs of numbers.

Part 1: Focuses on comparing and ordering numbers; and introduces the game Top-It. [1.NBT.3]Part 2:Game: Monster Squeeze [1.NBT.3]Part 3: Extra Practice: Penny-Dice Game [1.NBT.1]

SMP1, 2, 5;1.NBT.3

Explain how you know which is the larger number. How could you explain to a friend the meaning of the

number 12 (or another number)?

Day 7 1.7

Recording Tally CountsTo introduce tally marks for data representation.

Part 1: Introduces counting tally marks and making a tally chart. [1.MD.4]Part 2:Game: Top-It [1.NBT.3]Writing the Numbers 3 and 4: [1.NBT.1]

SMP2, 4;1.NBT.1, 1.MD.4

What does each tally in the tally chart represent? What questions can you answer using the information in this

tally chart? For what other purpose could you use a tally chart? Why is it useful to put the information (data) in a tally

chart?

Day 8 FLEX DAY

Day 9 1.8

Investigating Equally LikelyOutcomesTo provide experiences with equal-chance events.

Part 1: Focuses on using tally marks to organize and represent data; and answers questions about the data. [1.MD.4]Part 2:Writing the Numbers 3 and 4: [1.NBT.1]Part 3: Enrichment: Rock, Paper, Scissors [1.MD.4]

SMP2–4, 8;1.NBT.1, 1.MD.4

What do you notice about the total number of times each number was rolled?

Is there a pattern in the number of times each number was rolled? Describe the pattern.

Use the pattern to create a rule about which number will come up more often when you roll a die. Describe your rule.

Flex Day DELETE



Day 10 1.9

The CalendarTo introduce the calendar as a device for keeping track of the days in a month.

Part 1: Introduces the parts of a calendar. Familiarization with the calendar prepares children for future activities in Grade 1.Part 2:Writing the Numbers 5 and 6: [1.NBT.1] Home Link: [1.NBT.1]

SMP4, 5;1.NBT.1

When have you send someone use a calendar? Describe how they used it.

What can we find out by looking at this month’s calendar?Now that you know how to use a calendar, how could it be helpful in your everyday life?

Day 11 1.10

Working in Small GroupsTo discuss and provide practice with rules for working in small groups.

MERGE

Getting Started: Mental Math and Reflexes [1.OA.6]Part 1: Introduces expectations for small groups and has children practice by playing Top-It. Understanding the rules and expectations for small groups prepares children for future small-group activities in Grade 1.Part 2:Game: Monster Squeeze [1.NBT.3] Writing the Numbers 5 and 6: [1.NBT.1]Home Link: [1.NBT.1]

SMP2, 5;1.OA.6, 1.NBT.1

How do you decide which number is largest? What can you do if you don’t know which number is largest? What do you picture in your mind when you think about

the number 13 (or another number)? How can you use this picture to help you compare numbers?

1.11

EXPLORATIONS: Exploring MathMaterialsTo introduce Explorations with manipulative materials.

Part 1: Introduces expectations for Explorations; and introduces pattern blocks, base-10 blocks, and geoboards.Introduction to various manipulatives prepares children for future work with these manipulatives in Grade 1.Part 2:Game: Top-It [1.NBT.3]

SMP5

How can you use pattern blocks as tools to do math? Base-10 blocks? geoboards?

How do you think you might use pattern blocks correctly? Base-10 blocks? Geoboards?

When might you use a tool to solve a problem?

Day 12 1.12

Weather and Temperature RoutinesTo introduce the routines for recording the day’s weather and approximate temperature; and to teach how a thermometer works.

Getting Started: Mental Math and Reflexes [1.NBT.1]Part 1: Focuses on organizing and representing data about the weather and temperature. [1.MD.4]Part 2:Game: Bunny Hop [1.NBT.1, 1.OA.5]

SMP2, 4–6;1.NBT.1, 1.MD.4

What can you tell about the temperature when reading the thermometer to the nearest 10 degrees?

In what situations is it important to tell an exact temperature? When is an estimate okay?

Day 13 Flex Day



Day 14 1.13

Number StoriesTo provide practice telling and solving number stories.

Part 1: Focuses on telling, sharing, and solving simple number stories. [1.OA.1, 1.OA.6]Part 2:Game: Penny-Dice Game [1.NBT.1, 1.NBT.3, 1.OA.6] Writing Numbers: [1.NBT.1]Home Link: [1.OA.1]

SMP1–5;1.OA.1, 1.OA.6,1.NBT.1

How can you check whether your solution makes sense? What can you do if your answer doesn’t make sense? If you answer is different from someone else’s, how can

you determine which answer is correct?

Day 15

1.14 Progress Check 1To assess children’s progress on mathematical content through the end of Unit 1.

Part 1: Checks children’s progress at the end of Unit 1.Oral/Slate: 1. [1.NBT.1] 2. [1.OA.5] 3. [1.NBT.1] 4. [1.NBT.1]

Day 16


Part 1: Checks children’s progress at the end of Unit 1.Written: 1. [1.NBT.1] 2. [1.OA.5] 3. [1.NBT.1] 4. [1.NBT.1] 5. [1.NBT.1] 6. [1.NBT.3] Open Response [1.NBT.1]

Day 17 FLEX DAY (Review Assessment)

Unit 2 Everyday Uses of Numbers Day Lesson Title/Objective Focus CCSS Guiding Questions

Day 18 2.1

Number GridsTo provide practice counting up and back on the number grid.

Getting Started: Mental Math and Reflexes [1.NBT.1]Part 1: Introduces the game Rolling for 50 and counting on a number grid. [1.OA.5, 1.OA.6, 1.NBT.1, 1.NBT.4]Part 2:Game: Top-It [1.NBT.3]

SMP1, 5;1.OA.5, 1.OA.6,

1.NBT.1, 1.NBT.4

What do you notice about the number grid? How are the number line and the number grid the same?

How are they different? Why is it important to be able to see counting in different

ways?



Day 19 2.2

Numbers All AroundTo guide exploration of the uses of numbers; and to introduce the parts of telephone numbers.

Getting Started: Mental Math and Reflexes [1.NBT.1]Part 1: Focuses on reading and writing numbers that are found in personal information, including telephone numbers.Part 2:Reviewing Facts Within 5: [1.OA.6] Writing the Numbers 7 and 8: [1.NBT.1]Home Link: [1.NBT.1]

SMP3, 4, 6–8;

1.OA.6, 1.NBT.1

What strategy did you use to add (or subtract) 0? What strategy did you use to add (or subtract) 1?

When might you use the counting-on strategy? Why are strategies (shortcuts) helpful for solving

problems?

Day 20 2.3

Complements of 10To guide exploration of the complements of 10; to introduce ten frames; and to introduce the Math Boxes routine.

Getting Started: Mental Math and Reflexes [1.OA.6]Part 1: Introduces Two-Fisted Penny Addition, Ten Frames, the game Ten-Frame Top-It, and the Math Boxes Routine. [1.OA.6]Math Boxes: [2-3↔2-5]; 1– 4 [1.NBT.1]Part 2:Practicing Writing the Numbers 7 and 8: [1.NBT.1] Home Link: [1.OA.6, 1.NBT.1]

SMP2, 5, 7;

1.OA.6, 1.NBT.1

What can you tell about the number 5 (or another number) by looking at the ten frame?

What do you notice about all of the numbers larger than 5?

What can you learn about numbers when you show them on a ten frame?

Why do you think we use a ten frame instead of a frame with a different number of spaces?

Day 21 2.4

Unit Label for NumbersTo introduce the need for unit labels for numbers; and to introduce calculators

Part 1: Focuses on the writing numbers with unit designations; and introduces calculators. Introducing unit designations and calculators prepares children for future lessons in Grade 1.Part 2:Writing the Numbers 9 and 0: [1.NBT.1]Math Boxes: [2-4↔2-6]; 1, 4 [1.NBT.1]; 2 [Foundation]; 3 [1.OA.6]Home Link: [1.NBT.1]

SMP2, 4–6;

1.NBT.1

When should you label a number? How do you choose a label for a number? Why is it important to label the numbers you use?

What might happen if you don’t label a number? Why is it important for others to understand your

mathematical ideas?

Day 22 FLEX DAY

DAY 23 2.5

Analog ClocksTo introduce the analog clock.

Getting Started: Mental Math and Reflexes [1.NBT.1]Part 1: Focuses on the parts of an analog clock and how to estimate time to the hour on an analog clock. [1.MD.3]Part 2:Game: Rolling for 50 [1.NBT.1, 1.OA.5]Math Boxes: [2-5↔2-3]; 1– 4 [1.NBT.1] Home Link: [1.NBT.1]

SMP4–6;1.NBT.1, 1.NBT.31.MD.3

When is it okay to tell the time to the closest hour? When might you need to tell the time to the closest minute? To the closest second?

How do you decide what words to use to tell the time? Why is it important to describe the time clearly

(precisely)?


Flex Day DELETE


DAY 24 2.6

Telling Time to the HourTo introduce the division of the day into A.M. and P.M. times; to provide practice telling time to the hour; and to develop a sense of duration of a minute.

Getting Started: Mental Math and Reflexes [1.OA.1]; Home Link Follow-Up [1.NBT.1]Part 1: Focuses on telling and writing time to the nearest hour. [1.MD.3]Part 2:Practicing Writing the Numbers 0-9: [1.NBT.1]Math Boxes: [2-6↔2-4]; 1, 4 [1.NBT.1]; 2 [Foundation]; 3 [1.OA.6]Home Link: [1.MD.3]

SMP1, 2, 4–6;1.OA.1, 1.NBT.1,1.NBT.41.MD.3

In what situations do you see other people telling time?

How will knowing how to tell time be useful in your everyday life?

DAY 25 2.7

EXPLORATIONS: Exploring Lengths, Straightedges, and DominoesTo provide experiences comparing lengths of objects; to provide practice drawing straight lines with a straightedge; and to develop familiarity with dominoes.

MERGE

Getting Started: Mental Math and Reflexes [1.OA.1]Part 1: Provides experience with comparing the size of objects in relation to the ruler, as well as other explorations. [1.MD.1]Part 2:Game: Rolling for 50 [1.OA.5, 1.NBT.1]Math Boxes: [2-7↔2-9]; 1 [1.MD.3]; 2 [1.OA.5]; 3 [1.NBT.3]; 4 [Maintain]Home Link: [1.NBT.1]

SMP1, 2, 4, 5, 7;

1.OA.1, 1.NBT.1,1.MD.1

How did you help yourself remember the length of the ruler?

Why is it helpful to be able to estimate length? In this activity, you estimated length before you

measured. How could you check your measurement after you measure with a ruler?

Why is it important to check your measurements? What happens if you don’t give clear directions?

2.7

EXPLORATIONS: Exploring Lengths, Straightedges, and DominoesTo provide experiences comparing lengths of objects; to provide practice drawing straight lines with a straightedge; and to develop familiarity with dominoes.

Getting Started: Mental Math and Reflexes [1.OA.1]Part 1: Provides experience with comparing the size of objects in relation to the ruler, as well as other explorations. [1.MD.1]Part 2:Game: Rolling for 50 [1.OA.5, 1.NBT.1]Math Boxes: [2-7↔2-9]; 1 [1.MD.3]; 2 [1.OA.5]; 3 [1.NBT.3]; 4 [Maintain]Home Link: [1.NBT.1]

SMP1, 2, 4, 5, 7;

1.OA.1, 1.NBT.1,1.MD.1

How did you help yourself remember the length of the ruler?

Why is it helpful to be able to estimate length? In this activity, you estimated length before you

measured. How could you check your measurement after you measure with a ruler?

Why is it important to check your measurements? What happens if you don’t give clear directions?


DAY 26 2.8

PenniesTo introduce pennies and cents notation; to provide practice recording numbers of pennies; and to reinforce comparing numbers.

Getting Started: Mental Math and Reflexes [1.OA.1]Part 1: Focuses on introducing the penny in preparation for playing Penny Grab and Penny Plate later in this lesson.Part 2:Game: Penny Plate [1.OA.6]Math Boxes: [2-8↔2-10↔2-12]; 1 [1.OA.5]; 2, 3 [Foundation]; 4 [1.NBT.1]

SMP2, 4, 7;1.OA.1, 1.OA.6

1.NBT.31.NBT.4

Name some things that can be bought for 1 penny. Name some things that can be bought for 10 pennies. Name some things that can be bought for 100 pennies.

How can knowing what coins are worth help you in your daily life?

DAY 27 Flex Day


DAY 28 2.9

NickelsTo introduce nickels; and to provide practice exchanging pennies for nickels.

Part 1: Focuses on introducing the nickel in preparation for playing Penny-Nickel Exchange in Lesson 2-10.Part 2:Math Boxes: [2-9↔2-7]; 1 [1.MD.3]; 2 [1.OA.5]; 3 [1.NBT.3]; 4 [Maintain]

SMP1–5, 71.NBT.11.OA.5

When might you need to pay for something using only pennies or using only nickels and pennies?

Why is it important to be able to solve a problem in more than one way?

How can solving a problem in more than one way help you find the best strategy for you?

DAY 29 2.10

Counting Pennies and NickelsTo provide practice finding the values of combinations of nickels and pennies.

Part 1: Focuses on counting the number of coins in preparation for working with money in Grade 1.Part 2:Game: Penny-Nickel Exchange [Foundation]Math Boxes: [2-10↔2-8↔2-12]; 1 [1.OA.5];2, 3 [Foundation]; 4 [1.NBT.1]

SMP6, 71.NBT.4

Why is it easier to count the nickels before the pennies? How would your counting change if you counted the pennies first?

What pattern do you use to count the nickels? How does the pattern change when you begin to count the pennies?

Name another way patterns are useful in solving problems.

DAY 30 2.11 Number ModelsTo introduce number models for change-to-more situations.

Part 1: Introduces children to addition number stories by using the Penny-Drop Addition activity; and introducesnumber models. [1.OA.1, 1.OA.5, 1.OA.6, 1.OA.7, 1.NBT.1]Part 2:Making a Class Tally Chart: [1.MD.4]Math Boxes: [2-11↔2-13]; 1 [Foundation]; 2 [1.MD.3]; 3 [1.MD.4]; 4 [1.NBT.1]Part 3: Enrichment:

SMP2, 4;1.OA.1, 1.OA.5,1.OA.6, 1.OA.7,

1.NBT.1, 1.MD.41.MD.3

How did we write a number model to show the pennies I dropped in the container?

How did we know what numbers and symbols to use? How can writing a number model help you solve a

problem?


Nickel-Penny Grab [Foundation]DAY 31 Flex Day


DAY 32 2.12

Subtraction Number ModelsTo broaden experiences with extending number models to include change-to-less situations.

Part 1: Introduces children to subtraction number stories using change-to-less diagrams. [1.OA.1, 1.OA.6]Part 2:Game: High Roller [1.OA.5, 1.OA.6, 1.NBT.3]Math Boxes: [2-12↔2-8↔2-10]; 1 [1.OA.5];2, 3 [Foundation]; 4 [1.NBT.1]

SMP2, 4;1.OA.1, 1.OA.6

In the number model 8 – 6 = 2, what do the numbers 8, 6, and 2 mean? What do the symbols – and = mean?

Why is it important to know what the numbers and symbols in number models mean?

DAY 33 2.13

Number StoriesTo provide practice making up and solving number stories; to review counting money; and to provide opportunities to find the sum of three1-digit-numbers.

EXTEND 2 DAYS

Getting Started: Mental Math and Reflexes [1.NBT.1]Part 1: Focuses on practicing the skills learned in Lessons 2-11 and 2-12 to develop a strong background in addition and subtraction number stories. [1.OA.1, 1.OA.2, 1.OA.3, 1.OA.4, 1.OA.5, 1.OA.6, 1.NBT.4]Part 2:Game: Coin Top-It [1.NBT.3]Math Boxes: [2-13↔2-11]; 1 [Foundation]; 2 [1.MD.3]; 3 [1.MD.4]; 4 [1.NBT.1]

SMP1–6;1.OA.1, 1.OA.2,1.OA.3, 1.OA.4,1.OA.5, 1.OA.6,

1.NBT.1, 1.NBT.4

Share your strategy for solving the problem. Explain why your strategy works. Why is it important to be able to explain how you solved a

math problem?

DAY 34

DAY 35


EXTEND 2 DAYS DUE TO ASSESSMENT

Part 1: Checks children’s progress at the end of Unit 2.Oral/Slate 1. [1.NBT.1] 2. [1.MD.3] 3. [1.OA.5] 4. [1.OA.1]Part 2:Math Boxes: [2-14↔Unit 3]; 1, 2, 4 [1.NBT.1]; 3 [Foundation]

DAY 36


Unit 3 Visual Patterns, Number Patterns, and Counting Day Lesson Title/Objective Focus CCSS Guiding Questions

DAY 37 3.1

Visual PatternsTo guide the exploration and extension of visual patterns.

Part 1: Focuses on introducing the concept of patterns in preparation for working with patterns in Grade 1.Part 2: Game: Before and After [1.NBT.1]Math Boxes: [3-1↔3-3]; 1 [1.NBT.3]; 2 [1.MD.3]; 3 [Foundation]; 4 [Maintain]

SMP3, 4, 6, 7

How do you figure out what comes next in a pattern? What is a pattern? Name some different kinds of patterns. What did you do to figure out your partner’s pattern? What might you do if you don’t understand your partner’s pattern?

DAY 38 3.2

Even and Odd Number PatternsTo guide exploration of even and odd number patterns.

Part 1: Introduces the pattern of even and odd numbers in the counting sequence in preparation for further work with even and odd numbers in Grade 1.Part 2: Game: Penny-Nickel Exchange [Foundation]Math Boxes: [3-2↔3-4]; 1–2 [Foundation]; 3 [1.OA.6]; 4 [1.NBT.1, 1.NBT.5]

SMP2–8

What does it mean to be the “odd person out”? Tell about a time when you had to make pairs or groups and discovered

having an odd number. What patterns can help you decide whether a number is even or odd? Do you think that 1 is an even number or an odd number? Why? What

about 0? How can the patterns we found help you?

DAY 39 3.3

Number Grid PatternsTo guide exploration of skip-counting patterns on the number grid.

Part 1: Focuses on introducing skip-counting patterns on a number grid in preparation for Lesson 3-10.Part 2:Math Boxes: [3-3↔3-1]; 1 [1.NBT.3]; 2 [1.MD.3]; 3 [Foundation]; 4 [Maintain]

SMP2–8

How can you find the numbers in the 5s count without actually counting? How might knowing this pattern help you get better at skip counting by 5s? How is the number grid helpful for understanding skip counting by 5s? How could you describe the 2s pattern on the number grid to someone who

couldn’t see it? How might the number grid better help you understand counting?

DAY 40 3.4

EXPLORATIONS: Exploring Number Patterns, Shapes, and PatternsTo guide exploration of even and odd numbers; covering shapes with pattern blocks; and creating and continuing repeating patterns.

MAKE 1 DAY

Part 1: Focuses on continuing development of the understanding of patterns in preparation for further work with patterns in Grade 1. [1.G.2]Part 2:Game: Before and After [1.NBT.1]Math Boxes: [3-4↔3-2]; 1–2 [Foundation]; 3 [1.OA.6]; 4 [1.NBT.1, 1.NBT.5] SMP3, 5–7;

1.G.21.OA.5

What do you notice about the dots on dominos with even numbers? With Odd numbers?

Why is there always a dot in the middle of an odd number of dots? How did you use the pattern blocks to make your pattern? What other words might you use to help you describe patterns?

3.4 EXPLORATIONS Part 1: Focuses on continuing development of SMP3, 5–7; What do you notice about the dots on dominos with even numbers? With


(continued): To guide exploration of even and odd numbers; covering shapes with pattern blocks; and creating and continuing repeating patterns.

DELETE

the understanding of patterns in preparation for further work with patterns in Grade 1. [1.G.2]Part 2: Game: Before and After [1.NBT.1]Math Boxes: [3-4↔3-2]; 1–2 [Foundation]; 3 [1.OA.6]; 4 [1.NBT.1, 1.NBT.5] 1.G.2

Odd numbers? Why is there always a dot in the middle of an odd number of dots? How did you use the pattern blocks to make your pattern? What other words might you use to help you describe patterns?

DAY 41 FLEX DAY (CAN BE PROJECT 3 PUMPKIN MATH)


DAY 42 3.5

Counting on the Number LineTo review basic number-line concepts; and to provide practice counting on the number line.

Part 1: Focuses on counting on the number line in preparation for work with adding and subtracting on the number line in Lesson 3-6.Part 2:Game: Coin Top-It [1.NBT.3]Math Boxes: [3-5↔3-7]; 1 [1.MD.4]; 2–4 [1.NBT.1]

SMP2, 5–81.NBT.41.OA.5

How do counts by 2s look different from the counts by 5s on the number line? How do counts by 5s look different from counts by 10s on the number line?

How can a number line help us see patterns in counts? What did you notice when we started at 0 and hopped 3 hops

first and then 7 hops compared to when we started at 3 and hopped 7 hops?

Why do you think we landed on 10 both times?

DAY 43 3.6

Adding and Subtracting on theNumber LineTo introduce addition and subtraction on the number line.

Getting Started: Mental Math and Reflexes [1.OA.1]Part 1: Focuses on providing opportunities to practice addition and subtraction skills using the number line. [1.OA.1, 1.OA.5, 1.OA.6, 1.NBT.1]Part 2:Identifying True and False Number Models: [1.OA.7]Math Boxes: [3-6↔3-8]; 1, 3 [1.NBT.1]; 2 [Maintain]; 4 [1.MD.1]Home Link: [1.OA.6]

SMP1–6;1.OA.1, 1.OA.5,1.OA.6, 1.OA.7,1.OA.8

1.NBT.1

How do you know where to start on the number line? How do you know how many hops to take?

What mistakes might you make when adding on the number line?

How do you know whether to hop forward or back on the number line? What clues did you hear in the number story?

What clues might you use to help understand new problems?

Pumpkin Math (Project 3)MOVE TO DAY 41 COMBINE TO 1 DAY


Pumpkin Math (Project 3)

Flex Day DELETE

DAY 44 3.7

Telling Time to the Half-HourTo review basic concepts of telling time; and to provide practice telling time to the hour and half- hour.

Part 1: Introduces children to telling time to the nearest half- hour. [1.MD.3]Part 2:Game: Penny-Nickel Exchange [Foundation]Math Boxes: [3-7↔3-5]; 1 [1.MD.4]; 2 [1.NBT.1]; 3, 4 [1.OA.6]Home Link: [1.MD.3]

SMP4–6;1.MD.31.MD.41.NBT.1

Why do we use words like almost __, between __ and __, and a little after __ to tell time?

When might it be important to know the exact time?

How does the hour hand help you read a time to the half-hour? How does the minute hand help you?

Why is it important to be able to read a clock?


DAY 45 3.8

Introduction to the Frames-and- Arrows RoutineTo introduce the Frames-and-Arrows routine.

Part 1: Provides an introduction to the Frames-and-Arrows routine. [1.OA.5, 1.OA.8]Part 2:Practicing Telling Time: [1.MD.3]Math Boxes: [3-8↔3-6]; 1, 3 [1.NBT.1]; 2 [Maintain]; 4 [1.MD.1]Home Link: [1.OA.5, 1.OA.8]

SMP1–3, 5, 7, 8;

1.OA.5, 1.OA.8,1.MD.3

How can you check whether you filled in the missing frames correctly?

How does the rule help you check your answers? How do the filled-in frames help you?

Explain to your partner how you solved one of the frames-and-arrows problems and how you know you solved the problem correctly.

How can you get better at explaining to others what you did and why you did it?

DAY 46

FLEX DAY END OF FIRST MARKING PERIOD


DAY 47 3.9

More Frames-and-Arrows ProblemsTo introduce Frames-and-Arrows problems in which the “arrow rule” is missing.

Part 1: Provides practice with Frames-and-Arrows problems and has children fill in the blank frames and missing arrow rules. [1.OA.5, 1.OA.6, 1.OA.8, 1.NBT.5]Part 2:Practicing adding on the Number Grid: [1.NBT.4]Math Boxes: [3-9↔3-11]; 1 [1.OA.3, 1.OA.6, 1.OA.5]; 2 [1.MD.3]; 3 [1.NBT.1, 1.NBT.4, 1.OA.8]; 4 [1.NBT.1] Home Link: [1.OA.5, 1.OA.8]

SMP1, 2, 5, 7, 8;

1.OA.5, 1.OA.6,1.OA.8, 1.NBT.4,1.NBT.5

How did you use the numbers in the frames to figure out the rule?

Could you figure out the rule if you were only given one filled-in frame? Why or why not?

Name some different ways to write the rule for Problem 2. Do all of the rules you wrote mean the same thing?

What do the arrows stand for in the Frames-and-Arrows problems?

DAY 48 3.10

Counting with a CalculatorTo introduce counting up and back on the calculator.

Part 1: Focuses on using calculators to practice counting by numbers. [1.OA.5]Part 2:Game: Penny-Nickel Exchange [Foundation] Finding Sums of Three Numbers: [1.OA.2, 1.OA.3]Math Boxes: [3-10↔3-13]; 1 [Foundation]; 2, 4 [1.OA.6]; 3 [1.NBT.1]

SMP1, 3, 5–8;1.OA.2, 1.OA.3,1.OA.5

1.NBT.1

How is counting on the calculator like a Frames-and-Arrows problem? How is it different?

What part of counting on a calculator is like the Frames-and-Arrows “rule”?

What can you do to figure out whether you programmed your calculator correctly?

Why might you need to check the answers you found on your calculator?

Flex Day DELETE


DAY 49 3.11

DimesTo introduce the dime; to introduce dollars-and- cents notation; and to provide practice exchanging pennies, nickels, and dimes.

Getting Started: Mental Math and Reflexes [1.OA.1]Part 1: Focuses on introducing the dime and exchanging coins in preparation for Lesson 3-12.Part 2:Game: Coin Top-It [1.NBT.3]Math Boxes: [3-11↔3-9]; 1 [1.OA.5, 1.OA.6]; 2 [1.MD.3]; 3 [1.OA.8]; 4 [1.NBT.1, 1.NBT.5] Writing/Reasoning: [1.OA.8]

SMP1–4, 6, 7;1.OA.1

1.NBT.2A

Why is it important to include the $ symbol and the decimal point when writing money amounts?

What might happen if you put the decimal point in the wrong place?

Why is it possible to show the same amount of money in different ways?

When might it be helpful to use different sets of coins for the same amount of money?


DAY 50 3.12

Counting Dimes, Nickels, and PenniesTo provide practice finding the values of collections of dimes, nickels, and pennies.

Getting Started: Mental Math and Reflexes [1.OA.1]Part 1: Focuses on counting the number of coins in preparation for more work with money in Grade 1.Part 2:Game: Coin-Dice [Foundation]Math Boxes: [3-12↔3-14]; 1 [1.OA.5]; 2 [1.MD.3]; 3 [Foundation]; 4 [1.OA.6]

SMP1–4, 6, 7;1.OA.11.OA.4

What patterns do you use to count each of these coins separately?

Why is it helpful to count all of the dimes before counting the nickels? Why is it helpful to count all of the nickels before counting the pennies?

What can you do to help yourself count the coins accurately? What does it mean to be accurate?

DAY 51 FLEX DAY

DAY 52 3.13

Data DayTo introduce line plots.

Getting Started: Mental Math and Reflexes [1.OA.1]Part 1: Focuses on using a line plot to organize data. Children then interpret the data. [1.MD.4]Part 2:Game: Dime-Nickel-Penny Grab [Foundation]Math Boxes: [3-13↔3-10]; 1 [Foundation]; 2, 4 [1.OA.6]; 3 [1.NBT.1]Home Link: [1.MD.4]

SMP1–4;1.OA.1, 1.OA.61.MD.4

Can you tell how many siblings the greatest number of children in our class has without counting? How? *

How many siblings do you think most first graders in our school have? How did you figure that out? How did our class line plot help you make your prediction?

Do you think a line plot was a good way to show the data? Why or why not?

DAY 53 3.14

Domino AdditionTo explore domino-dot patterns; and to provide practice for all of the basic addition facts.

Part 1: Focuses on providing additional practice solving addition problems with the use of dominoes and playing Domino Top-It. [1.OA.1, 1.OA.6]Part 2:Game: High Roller [1.OA.5, 1.OA.6, 1.NBT.3]Math Boxes: [3-14↔3-12]; 1 [1.OA.5]; 2 [1.MD.3];3 [Foundation]; 4 [1.OA.6] Home Link: [1.OA.6]

SMP1, 2, 6–8;1.OA.1, 1.OA.6

Why is there a dot in the middle of the odd numbered dominoes but not the even numbered dominoes?

How could you use this pattern to easily sort dominoes into sets with even and odd numbers of dots?

What does the number in the “total” box mean? What do the numbers in the “part” boxes mean?

How are Parts-and-Total diagrams and dominos similar? How are they different?

Flex Day DELETE



DAY 54


Part 1: Checks children’s progress at the end of Unit 3.Oral/Slate 2. [1.OA.5] 3. [1.NBT.4, 1.OA.2, 1.OA.6] Part 2:Math Boxes: [3-15↔Unit 4]; 1 [Maintain]; 2 [1.MD.1]; 3 [1.NBT.1, 1.NBT.5]; 4 [1.NBT.1]

DAY 55


Part 1: Checks children’s progress at the end of Unit 3.Written 1. [1.OA.6] 2. [1.OA.1] 3. [1.NBT.1] 4. [1.OA.6] 5. [1.NBT.4, 1.OA.6] 7. [1.NBT.1] 8. [1.MD.3] 9. [1.MD.3]Part 2:Math Boxes: [3-15↔Unit 4]; 1 [Maintain]; 2 [1.MD.1]; 3 [1.NBT.1, 1.NBT.5]; 4 [1.NBT.1]

DAY 56 Flex Day (FRIDAY BEFORE CONFERENCES/THANKSGIVING WEEK)Unit 4 Measurement and Basic Facts

Day Lesson Title/Objective Focus CCSS Guiding Questions

DAY 57 4.1

Math Message and Reading aThermometerTo introduce the Math Message routine; to review thermometers; and to introduce reading temperatures to the nearest two degrees.

Part 1: Introduces children to the Math Message routine and reviews thermometer.Part 2:Game: Domino Top-It [1.OA.3, 1.OA.6, 1.NBT.3]Math Boxes: [4-1↔4-3]; 1 [Maintain]; 2 [1.OA.8]; 3 [Foundation]; 4 [1.OA.6, 1.NBT.3]

SMP4–71.NBT.11.OA.5

How did you use yesterday’s temperature to predict today’s temperature?

Why is it important to check the answers we find using tools?

When have you or someone else used a thermometer in your life?

What else could you use a thermometer to measure besides the temperature outside?


Unit 4 Measurement and Basic Facts Day Lesson Title/Objective Focus CCSS Guiding Questions

DAY 58 4.2

Nonstandard Linear MeasuresTo provide practice measuring and comparing lengths using nonstandard units.

EXTEND 2 DAYS

Part 1: Provides practice measuring objects as a whole number of length units. [1.MD.1, 1.MD.2]Part 2:Using 6 and 7 Pennies In Two-Fisted Penny Addition: [1.OA.6]Practicing Subtraction on a Number Grid: [1.NBT.4]Math Boxes: [4-2↔4-4]; 1 [Maintain]; 2 [Foundation]; 3, 4 [1.NBT.1]Home Link: [1.MD.2]

SMP1, 3–7;

1.OA.6, 1.NBT.4,1.MD.1, 1.MD.2

Would you use arm spans to measure a book? Why or why not? Would you use digits to measure the playground? Why or why not?

Why do we use different tools to measure things of different lengths?

Are you exactly the same height as the things you found? Why do we use words like about, almost, a little more than,

and a little less than to report measurements we made with our bodies?

DAY 59 4.2

DAY 60 FLEX DAY

DAY 61 4.3

Personal “Foot” and Standard FootTo provide practice measuring with a nonstandard unit and with the standard foot; and to facilitate understanding of the need for standard units.

Getting Started: Mental Math and Reflexes [1.OA.1]Part 1: Provides practice measuring by using standard and nonstandard units. [1.MD.2]Part 2:Game: Coin-Dice [Foundation]Math Boxes: [4-3↔4-1]; 1 [Maintain]; 2 [1.NBT.1, 1.OA.5, 1.OA.8]; 3 [Foundation]; 4 [1.OA.6, 1.NBT.3]

SMP1–6;1.OA.1, 1.OA.51.OA.61.MD.2

Why do we need to say “Jamir’s (or another name) feet” instead of just “feet” when reporting our measurements?

Why might different people have different measurements for the same object?

How can you make sure you are using your foot-long foot accurately?

How are the foot-long foot and the cutout of your foot different?

DAY 62 4.4

The InchTo introduce the inch as a standard unit of length; and to provide practice measuring to the nearest inch.

Part 1: Introduces the inch and provides practice measuring objects in inches. [1.MD.1, 1.MD.2]Part 2:Game: Time Match [1.MD.3]Math Boxes: [4-4↔4-2]; 1 [Maintain]; 2 [Foundation]; 3 [1.OA.8]; 4 [1.NBT.1] Home Link: [1.MD.2]

SMP1, 4–7;

1.MD.1, 1.MD.2,1.MD.3

What connections can you make between the 1-inch squares, the 12-inch ruler, and the foot-long foot?

Which tool(s) helps you understand what an inch is? A foot? Why?

Explain how you measure something to the nearest inch. What mistakes might you make when measuring to the

nearest inch?

Flex Day DELETE

DAY 63 4.5 The 6-Inch Ruler Part 1: Provides practice estimating and SMP5, 6; Why would you want to estimate the length of something before


To provide practice estimating and measuring the lengths of objects in inches.

measuring in inches. [1.MD.2]Part 2: Game: Domino Top-It [1.OA.3, 1.OA.6, 1.NBT.3]Math Boxes: [4-5↔4-7]; 1 [1.MD.2]; 2 [1.MD.4]; 3 [1NBT.1]; 4 [1.OA.6] Writing/Reasoning: [1.MD.4] Home Link: [1.MD.2]Part 3: Enrichment [1.MD.4]

1.MD.2, 1.MD.41.NBT.31.OA.6

measuring it with a tool? What might you do to get better at estimating length? How might you measure something that is longer than the six-inch

ruler? How do you know if you have measured something correctly?

Unit 4 Measurement and Basic Facts Day Lesson Title/Objective Focus

DAY 64 4.6

Measuring with a Tape MeasureTo provide practice using a tape measure to measure curved and flat objects in inches.

Getting Started: Mental Math and Reflexes [1.OA.1]Part 1: Provides practice measuring objects using a tape measure. [1.MD.2]Part 2: Practicing Finding Totals: [1.OA.6]Math Boxes: [4-6↔4-8]; 1 [1.MD.2]; 2, 4 [Foundation]; 3 [1.OA.5, 1.OA.6]

SMP1, 4–6;1.OA.1, 1.OA.41.OA.6,1.MD.2

When have you seen someone use a tape measure in your life? When might you use a tape measure in your daily life? What are the advantages of using a tape measure? What are the disadvantages? Why is it helpful to know when and how to use different

measuring tools?

DAY 65 4.7

EXPLORATIONS: Exploring Data, Shapes, and Base-10 BlocksTo measure children’s heights; to provide experiences making a bar graph; to guide the exploration of 2-dimensional shapes; and to develop familiarity with base-10 blocks.

Getting Started: Mental Math and Reflexes [1.OA.1]Part 1: Provides experience with collecting and organizing data, as well as other explorations. [1.MD.2, 1.MD.4]Part 2: Using 8 and 9 Pennies in Two-Fisted Penny Addition: [1.OA.6]Math Boxes: [4-7↔4-5]; 1 [1.MD.2]; 2 [1.MD.4];3 [1.NBT.1]; 4 [1.OA.3, 1.OA.6] Home Link: [1.OA.6]

SMP1–6, 8;1.OA.1, 1.OA.6,1.MD.2, 1.MD.4

How can we check our estimates of how many feet tall most first graders in our class are? What might we do first?

What can you do if you aren’t sure how to solve a problem on your own?

What question can you ask that can be answered using this graph? * What other questions can you ask that compare the data in one

column with data in another column? * How does the tallest bar show a “typical” height for the class? Name another time when we might make a bar graph.

Flex Day DELETE

DAY 66 4.8

Telling Time on the Quarter-HourTo review telling time on the hour and half-hour;and to introduce telling time on the quarter-hour.

Part 1: Focuses on telling time to the quarter-hour. [1.MD.3]Part 2:Game: Dime-Nickel-Penny Grab [Foundation] Using 10, 11, and 12 Pennies in Two-Fisted Penny Addition: [1.OA.6]Math Boxes: [4-8↔4-6]; 1 [1.MD.2]; 2, 4 [Foundation]; 3 [1.OA.5, 1.OA.6] Home Link: [1.MD.3]

SMP1, 5–7;

1.OA.6, 1.MD.3

How does the minute hand help you tell time more precisely (or exactly)?

What does it mean to be precise (or exact)? What does a quarter of an hour mean? Name some other times where you have used or heard the

word quarter. What does it mean in those situations?

DAY 67 4.9 TimelinesTo facilitate the

Getting Started: Mental Math and Reflexes [1.OA.1]Part 1: Focuses on introducing children to the

SMP1, 2, 4–6;

How is a timeline like a number line? How is it different?


investigation of timelines. concept of a timeline and its relationship to the number line.Part 2:Practicing Telling Time: [1.MD.3]Math Boxes: [4-9↔4-11]; 1 [Foundation]; 2 [1.MD.3]; 3 [1.OA.4, 1.OA.5]; 4 [1.OA.6]

1.OA.1, 1.MD.21.MD.3

What do the pictures on your timeline represent? When might you use a timeline?


DAY 68 4.10

Number ScrollsTo introduce scrolls; and to provide opportunities to make a number scroll for numbers to 100 and beyond.

Part 1: Provides practice writing numerals on scrolls to represent numbers in the hundreds. [1.NBT.1]Part 2:Game: Time Match with Quarter Hours [1.MD.3]Math Boxes: [4-10↔4-12]; 1, 3 [Foundation]; 2 [1.OA.5,1.OA.8, 1.NBT.1]; 4 [1.OA.6] Home Link: [1.NBT.1]

SMP2, 3, 5–8;

1.NBT.1, 1.MD.3

How do you know which is the largest number? The smallest?

What is the meaning of the number you picked? What patterns did you use to figure out where to write

numbers on the number grid? How might these patterns help you check your work?

DAY 69 4.11

Introducing Fact PowerTo introduce addition facts, fact power, turn- around facts, and doubles facts; and to practice adding and subtracting 10.

MAKE 1 DAY

Part 1: Focuses on the importance of quick recall of addition facts and provides an introduction of turn-around facts.[1.OA.3, 1.OA.4, 1.OA.6, 1.OA.8]Part 2:Game: High Roller [1.OA.5, 1.OA.6, 1.NBT.3]Math Boxes: [4-11↔4-9]; 1 [1.MD.2]; 2 [Foundation]; 3 [1.OA.4, 1.OA.5]; 4 [1.OA.6] Home Link: [1.OA.3, 1.OA.6]

SMP2, 4–8;

1.OA.3, 1.OA.4,1.OA.6, 1.OA.81.MD.3

Why might someone call using turn-around facts a shortcut? How might knowing your turn-around facts help you

build fact power? What is the pattern of the sums in each row? Each column? * What would come next in each row of the table? What would come next in each column of the table?

4.11

Introducing Fact PowerTo introduce addition facts, fact power, turn- around facts, and doubles facts; and to practice adding and subtracting 10.

Part 1: Focuses on the importance of quick recall of addition facts and provides an introduction of turn-around facts.[1.OA.3, 1.OA.4, 1.OA.6, 1.OA.8]Part 2:Game: High Roller [1.OA.5, 1.OA.6, 1.NBT.3]Math Boxes: [4-11↔4-9]; 1 [1.MD.2]; 2 [Foundation]; 3 [1.OA.4, 1.OA.5]; 4 [1.OA.6]Home Link: [1.OA.3, 1.OA.6]

SMP2, 4–8;

1.OA.3, 1.OA.4,1.OA.6, 1.OA.8

Why might someone call using turn-around facts a shortcut? How might knowing your turn-around facts help you

build fact power? What is the pattern of the sums in each row? Each column? * What would come next in each row of the table? What would come next in each column of the table?

Project 1 and Flex Day


DELETE (MOVED TO DAY 73) Project 1 and Flex DayDELETE (MOVED TO DAY 73)


DAY 70 4.12

Good Fact Habits and Making TenTo provide practice with addition facts; and to introduce and provide practice with the making- ten addition strategy

MAKE 1 DAY .

Part 1: Focuses on the making-ten strategy to quickly add within 20, and introduces Shaker Addition Top-It [1.OA.3, 1.OA.6, 1.OA.8]Part 2:Game: Penny Plate [1.OA.6]Labeling True and False Number Models: [1.OA.7]Math Boxes: [4-12↔4-10]; 1, 3 Foundation]; 2 [1.OA.8]; 4 [1.OA.6]Home Link: [1.OA.6]

SMP1–3, 5–8;1.OA.3, 1.OA.6,

1.OA.7, 1.OA.8

How does the filled ten-frame show 8 + 4 = 12? Which counters show the 8? Which show the 4? Which show

the 12? How might you use these facts to find a shortcut for solving

+9 facts? How does this shortcut change for a +8 fact? What other shortcuts do you know how to use in math?

4.12

Good Fact Habits and Making TenTo provide practice with addition facts; and to introduce and provide practice with the making- ten addition strategy.

Part 1: Focuses on the making-ten strategy to quickly add within 20, and introduces Shaker Addition Top-It [1.OA.3, 1.OA.6, 1.OA.8]Part 2:Game: Penny Plate [1.OA.6]Labeling True and False Number Models: [1.OA.7]Math Boxes: [4-12↔4-10]; 1, 3 [Foundation]; 2 [1.OA.8]; 4 [1.OA.6]Home Link: [1.OA.6]

SMP1–3, 5–8;1.OA.3, 1.OA.6,

1.OA.7, 1.OA.8

How does the filled ten-frame show 8 + 4 = 12? Which counters show the 8? Which show the 4? Which show

the 12? How might you use these facts to find a shortcut for solving

+9 facts? How does this shortcut change for a +8 fact? What other shortcuts do you know how to use in math?

DAY 71 4.13 Progress Check 4To assess children’s progress on mathematical content through the end of Unit 4.

EXTEND 2 DAYS

Part 1: Checks children’s progress at the end of Unit 4.Oral/Slate 3. [1.OA.1, 1.OA.6] 4. [1.OA.5]Written: 1. [1.OA.1] 2. [1.NBT.1, 1.NBT.6] 5. [1.NBT.1, 1.OA.5] 6. [1.OA.1] 10. [1.OA.6, 1.OA.8] Open Response [1.MD.2]Part 2:


Math Boxes: [4-13↔Unit 5]; 1, 3, 4 [1.OA.6]; 2 [Foundation]

DAY 72 PROGRESS CHECK 4

DAY 73 FLEX DAY/PROJECT 1 (LAST DAY BEFORE WINTER BREAK)

Unit 5 Place Value, Number Stories, and Basic Facts Day Lesso

n Title/Objective Focus CCSS Guiding Questions

Day 74 5.1

Place Value: Tens and OnesTo provide experiences with place-value concepts for tens and ones.

Make 1 Day

Getting Started: Math Message [1.NBT.2a]Part 1: Focuses on understanding place value. [1.NBT.1, 1.NBT.2, 1.NBT.2a, 1.NBT.2b, 1.NBT.2c]Part 2: Game: Digit Game [1.NBT.2]Math Boxes: [5-1↔5-3]; 1 [1.NBT.2, 1.NBT.2a]; 2 [1.NBT.1, 1.OA.5, 1.OA.8]; 3 [1.OA.6]; 4 [1.NBT.1] Home Link: [1.NBT.2]Part 3: Readiness [1.NBT.1]; Enrichment and Extra Practice [1.NBT.2]

SMP1, 2, 5, 6;1.NBT.1, 1.NBT.2,

1.NBT.2a,1.NBT.2b,1.NBT.2c

What do these base-10 blocks (3 longs and 4 cubes) represent? * What do the 3 longs represent? What do the 4 cubes represent? How do longs and cubes help you understand what a number

means? How many ways can you show 35 using base-10 blocks? What are other ways to represent numbers besides using

base-10 blocks?

5.1

Place Value: Tens and OnesTo provide experiences with place-value concepts for tens and ones.

Getting Started: Math Message [1.NBT.2a]Part 1: Focuses on understanding place value. [1.NBT.1, 1.NBT.2, 1.NBT.2a, 1.NBT.2b, 1.NBT.2c]Part 2: Game: Digit Game [1.NBT.2]Math Boxes: [5-1↔5-3]; 1 [1.NBT.2, 1.NBT.2a]; 2 [1.NBT.1, 1.OA.5, 1.OA.8]; 3 [1.OA.6]; 4 [1.NBT.1] Home Link: [1.NBT.2]Part 3: Readiness [1.NBT.1]; Enrichment and Extra Practice [1.NBT.2]

SMP1, 2, 5, 6;1.NBT.1, 1.NBT.2,

1.NBT.2a,1.NBT.2b,1.NBT.2c

What do these base-10 blocks (3 longs and 4 cubes) represent? * What do the 3 longs represent? What do the 4 cubes represent? How do longs and cubes help you understand what a number

means? How many ways can you show 35 using base-10 blocks? What are other ways to represent numbers besides using

base-10 blocks?

Day 75 5.2

Place Value with CalculatorsTo provide experiences investigating place-value digit patterns.

Getting Started: Mental Math and Reflexes [1.NBT.2, 1.NBT.2b]Part 1: Focuses on using a calculator to further understanding of place value. [1.NBT.2, 1.NBT.2c]Part 2:Math Boxes: [5-2↔5-4]; 1 [1.NBT.2, 1.NBT.2a]; 2 [1.NBT.1]; 3 [1.OA.5, 1.NBT.4]; 4 [1.OA.1]

SMP2, 3, 5–7;1.NBT.2,

1.NBT.2b,1.NBT.2c1.OA.6

What happens to the digits in the tens place as you count by 10s? What do you think will happen when we pass 100? 200? How could you explain the 10s pattern to a friend? What does the 5 in 45 mean? What does the 5 in 54 mean? How

does the meaning of a number change depending on which place it is in?

What does “tens place” mean? What does “ones place” mean?

Day 76 5.3 Relations: Greater Than, Less Than, and Equal ToTo introduce the

Getting Started: Mental Math and Reflexes [1.NBT.3]Part 1: Focuses on introducing relation symbols to compare 2-digit numbers. [1.OA.7, 1.NBT.2, 1.NBT.2a, 1.NBT.3]Part 2: Game: Base-10 Exchange [1.NBT.2, 1.NBT.2a]Math Boxes: [5-3↔5-1]; 1 [1.NBT.2, 1.NBT.2a]; 2 [1.NBT.1, 1.OA.5, 1.OA.8]; 3 [1.OA.6]; 4 [1.NBT.1]

SMP1–3, 5, 6;1.OA.7, 1.NBT.2,

1.NBT.2a, 1.NBT.3

How did you decide who has more money? Why does your strategy work? Can anyone describe a way to tell < and > apart? * Which strategies for telling < and > symbols apart help you? Why? Why do we use the symbols >, <, and = when we do math?


relation symbols < and >.

Home Link: [1.NBT.3]Part 3: Enrichment [1.NBT.3] 1.NBT.5

Flex Day DELETE

Unit 5 Place Value, Number Stories, and Basic Facts Day Lesson Title/Objective Focus CCSS Guiding Questions

DAY 77 5.4

EXPLORATIONS: Exploring Area, Weight, and CountingTo develop the concept of area by counting units; to provide experience weighing objects with a pan balance; and to provide practice with rational counting.

MAKE 1 DAY

Part 1: Focuses on counting objects that are covering surfaces and counting coins to introduce area concepts and further develop counting skills.Part 2:Game: Digit Game [1.NBT.2]Math Boxes: [5-4↔5-2]; 1 [1.NBT.2]; 2 [1.NBT.1]; 3 [1.OA.5, 1.NBT.4]; 4 [1.OA.1]

SMP2, 5, 61.NBT.4

Did you need more of the larger units or more of the smaller units to cover the surface? Explain why. *

What does it mean to find the area of a surface? How can you figure out if two sets of objects have the

same weight? What did you do to make the sides of the pan balance

even?

5.4

EXPLORATIONS: Exploring Area, Weight, and CountingTo develop the concept of area by counting units; to provide experience weighing objects with a pan balance; and to practice rational counting.

Part 1: Focuses on counting objects that are covering surfaces and counting coins to introduce area concepts and further develop counting skills.Part 2:Game: Digit Game [1.NBT.2]Math Boxes: [5-4↔5-2]; 1 [1.NBT.2]; 2 [1.NBT.1]; 3 [1.OA.5, 1.NBT.4]; 4 [1.OA.1]

SMP2, 5, 61.NBT.4

Did you need more of the larger units or more of the smaller units to cover the surface? Explain why. *

What does it mean to find the area of a surface? How can you figure out if two sets of objects have the

same weight? What did you do to make the sides of the pan balance

even?

DAY 78 FLEX DAY



DAY 79 5.5

Animal WeightsTo introduce addition of 2-digit numbers.

Part 1: Focuses on using base-10 blocks to add 2-digit numbers. [1.OA.1, 1.OA.3, 1.OA.6, 1.NBT.2, 1.NBT.2a, 1.NBT.2b, 1.NBT.2c, 1.NBT.4]Part 2: Game: Shaker Addition Top-It [1.OA.3, 1.OA.6, 1.NBT.3]Math Boxes: [5-5↔5-7]; 1 [1.NBT.2]; 2 [1.OA.5, 1.OA.6]; 3 [1.MD.2]; 4 [1.OA.8] Home Link: [1.OA.6]Part 3: Enrichment: Animal Weight Top-It [1.NBT.3]

SMP1–6;1.OA.1, 1.OA.3,

1.OA.6, 1.NBT.2,1.NBT.2a,1.NBT.2b,1.NBT.2c, 1.NBT.41.MD.1

What could you do if you got stuck trying to solve this problem?

What makes a math problem hard? How did you add the weights of the koala and the fox (or

two other animals) using base-10 blocks? Why does your strategy work?

How might explaining your solution help you become a better problem solver?

DAY 80 5.6

More Than and Less Than Number StoriesTo provide practice with more than and less than number stories; and to provide experiences with writing number models for number stories.

Part 1: Focuses on using relation symbols to compare 2-digit numbers in number stories. [1.OA.1, 1.NBT.2, 1.NBT.3]Part 2:Math Boxes: [5-6↔5-8]; 1, 2 [Foundation]; 3 [1.MD.4]; 4 [1.OA.1]Home Link: [1.NBT.3]Part 3: Readiness and Enrichment [1.NBT.3]

SMP2–7;1.OA.1,

1.NBT.2,1.NBT.3

How do the numbers in the tens place help you decide which animal weighs more?

Why do you only need to look at the ones place if the tens place is the same?

How does this number model match the number story? How can numbers and symbols be used to tell

stories?

Flex Day DELETE

DAY 81 5.7

Comparison Number StoriesTo introduce number stories that involve finding differences.

Part 1: Focuses on using comparison strategies to number stories and introducing the Difference Game. [1.OA.1, 1.OA.4, 1.OA.6, 1.NBT.3]Part 2:Math Boxes: [5-7↔5-5]; 1 [1.NBT.2]; 2 [1.OA.5, 1.OA.6]; 3 [1.MD.2]; 4 [1.OA.8] Home Link: [1.OA.6]

SMP1–4, 6;1.OA.1, 1.OA.4,1.OA.6, 1.NBT.3

In the number model 12 – 7 = 5 (or another number model) what does the 12 stand for? the 7? the 5?

Why can you represent this number story by writing 12 – 7 = ? or by writing 7 + ? = 12?

When you compare two sets of pennies, why do you call the number of extra pennies the “difference?”

What are other words we use when we talk about subtraction?

DAY 82 5.8 Solving Number StoriesTo provide practice making up and solving a variety of number stories involving relations, addition, and subtraction.

Getting Started: Mental Math and Reflexes [1.NBT.2]Part 1: Provides additional practice solving number stories involving 2-digit numbers. [1.OA.1, 1.OA.3, 1.OA.4, 1.OA.8, 1.NBT.2, 1.NBT.4]Part 2:Math Boxes: [5-8↔5-6]; 1, 2 [Foundation]; 3 [1.MD.4]; 4 [1.OA.1]

SMP1–6;1.OA.1, 1.OA.3,1.OA.4, 1.OA.8,

1.NBT.2, 1.NBT.4

How is the comparison diagram like comparing sets of pennies?

Why might you want to use a diagram instead of pennies to represent this problem?

What can you do to make sense of a number story? What could you do if you don’t understand what a

problem is asking you to do?


Home Link: [1.OA.1]

DAY 83

FLEX DAY(END OF 2ND MARKING PERIOD)

Unit 5 Place Value, Number Stories, and Basic FactsDay Lesson Title/Objective Focus CCSS Guiding Questions

DAY 84 5.9

Dice SumsTo provide experiences with sums generated by rolling pairs of dice.

Getting Started: Math Message [1.OA.6]Part 1: Focuses on finding dice sums, collecting data, and answering data questions. [1.OA.6, 1.MD.4]Part 2:Game: Base-10 Exchange [1.NBT.2, 1.NBT.2a]Math Boxes: [5-9↔5-11↔5-13]; 1 [1.NBT.3]; 2–4 [Foundation] Home Link: [1.OA.6]

SMP1–8;1.OA.6,

1.NBT.2,1.NBT.2a,

1.MD.31.MD.4

How are these problems like the Two-Fisted Penny Addition activity with 7 pennies? *

How else could you show that these sums are all 7? Imagine we played a game. In the game, we roll two dice. If a

7 comes up, the teacher wins. If a 2 or a 12 comes up the class wins. Is the game fair?*

Explain why or why not. Use the data you collected about sums to explain your answer.

What can you do to explain your ideas better in math?

Flex Day DELETE

DAY 85 5.10 Facts Using DoublesTo provide opportunities for children to explore and practice doubles-plus-1 and doubles-plus-2 facts, as well as review strategies for solving other addition facts.

Getting Started: Mental Math and Reflexes [1.OA.1]Part 1: Focuses on learning addition strategies to quickly add within 20. [1.OA.6, 1.OA.7. 1.OA.8]Part 2:Math Boxes: [5-10↔5-12]; 1 [Foundation]; 2 [1.OA.6]; 3 [Maintain]; 4 [1.NBT.1] Home Link: [1.OA.6]

SMP1–4, 6–8;1.NBT.61.OA.1, 1.OA.41.OA.6,

1.OA.7, 1.OA.8

What do all doubles facts have in common?* How could you use doubles facts to help you solve other

facts? How might a doubles-fact help you solve a doubles-plus-1

fact? Why might we call the doubles-plus-one and –two facts

shortcuts?


Part 3: Extra Practice: Domino Top-It [1.NBT.3]

DAY 86 5.11

Fact Strategy ReviewTo review various addition fact strategies; and to provide practice with addition facts with sums to20.

Getting Started: Math Message [1.OA.3]Part 1: Focuses on reviewing known addition strategies to quickly add within 20; introduces Beat the Calculator. [1.OA.3, 1.OA.6, 1.OA.8]Part 2:Game: Penny Plate [1.OA.6]Math Boxes: [5-11↔5-9↔5-13]; 1 [1.NBT.3];2–4 [Foundation] Home Link: [1.OA.3]

SMP5–8;1.OA.3, 1.OA.6,1.OA.8

What if we had a new student who didn’t know about turn-around facts? Can you explain how they work? *

Why does [using turn-around facts] make learning the facts easier? *

What tools could the Brain use to beat the calculator? How do you decide when to use a calculator to solve a

math problem and when to use your brain?

DAY 87 FLEX DAY


DAY 88 5.12

“What’s My Rule?”To introduce the “What’s My Rule?” routine.

Getting Started: Mental Math and Reflexes [1.OA.3]Part 1: Introduces the “What’s My Rule?” routine to practice addition and subtraction skills. [1.OA.8]Part 2:Practicing Solving “What’s My Rule?” Problems: [1.OA.8] Math Boxes: [5-12↔5-10]; 1 [Foundation]; 2 [1.OA.6]; 3 [Maintain]; 4 [1.NBT.1]Home Link: [1.OA.8]

SMP1–4, 6-8;1.OA.3, 1.OA.8

What clues tell you if the rule is addition, subtraction, or something else?

What patterns could you look for to help you figure out the rule?

How might you check whether your rule makes sense? Why is it important to check your answers?

Flex Day DELETE

DAY 89 5.13

Applying RulesTo provide experiences with finding the output for given rules and input numbers.

Getting Started: Mental Math and Reflexes [1.OA.3]Part 1: Provides additional practice with addition and subtraction skills. [1.OA.8]Part 2:Game: Penny-Nickel-Dime Exchange [Foundation]Math Boxes: [5-13↔5-11↔5-13]; 1 [1.NBT.3]; 2–4 [Foundation] Home Link: [1.OA.8]

SMP2, 6–8;1.OA.3, 1.OA.8

1.NBT.31.NBT.4

What might happen to the “out” numbers if you change the rule?

How might you explain a function machine to a friend who has never seen one?

Name some different ways to write the rule “Add 2” (or another rule) using numbers, symbols, words.

DAY 90 5.14 Progress Check 5To assess children’s

Part 1: Checks children’s progress at the end of Unit 5.


progress on mathematical content through the end of Unit 5.

EXTEND 2 DAYS

Oral/Slate 1. [1.OA.6] 2. [1.NBT.4, 1.OA.6] 3. [1.NBT.4, 1.NBT.6]Part 2:Math Boxes: [5-14↔Unit 6]; 1 [1.OA.1, 1.OA.2]; 2 [Foundation]; 3 [1.OA.8]; 4 [1.NBT.1]

DAY 915.14 PROGRESS

CHECK 5

DAY 92 FLEX DAY (END OF VOLUME 1)

vol1... · web viewlesson. title/objective. focus. ccss. guiding questions. ... 1.7. recording...

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