Q1 Performance Assessment Give students a bag of regular and irregular shapes, with two strips of paper stating regular shapes and irregular shapes.

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1 Content: Math Unit: Shapes and Solids (2-d and 3-d figures) Days to teach: 27 TEKS Guiding Questions/ 1.6 Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties. The student is expected to: 1.6(A) classify and sort regular and irregular twodimensional shapes based on attributes using informal geometric language; Use informal and formal language to describe the attributes of 2-D shapes. Explain your reasoning when sorting 2-D shapes Q1 Performance Assessment Give students a bag of regular and irregular shapes, with two strips of paper stating regular shapes and irregular shapes. Have the students sort the shapes on their desk into these two groups. Q2 Continue from question ONE Regular Irregular Attributes Circle Corner Curve Vertex Flat Rectangle Round Shapes Side Sort Square Straight Triangle Two dimensional rhombus Hexagon Investigate ways to create 2-D figures using pipe cleaners to model. Students sort a variety of shapes by attributes. Give each student a regular or irregular shape, have the students sort by playing a game of 2 corners. Discuss/justify. 2d shapes Venn diagram Geoboards TPT- Riddle Me This Mentoring Minds TE pg. 236 Anchor Chart (Regular and Irregular) Choose two figures; one regular shape and one irregular shape. Justify to a partner why your shapes are regular or irregular. ELPS : 1C, 1E, 2E, 3E, 3H, 4D, 4F, 5B 1

2 Content: Math Unit: Shapes and Solids (2-d and 3-d figures) Days to teach: 27 TEKS Guiding Questions/ 1.6(B)distinguish between attributes that define a twodimensional or three-dimensional figure and attributes that do not define the shape; Communicate properties that do or do not define a given shape (2-D or 3-D) How could you describe this shape to someone that could not see it? Q1 Box the figure with 4 sides, circle the threedimensional figure. Draw an X on the figure with 3 vertices. Q2 Look at the cube. Write 2 attributes of a cube. 2-dimensional (2-d) 3-dimensional (3-d) Attribute properties Model how to distinguish the difference between twodimensional or threedimensional figures. Partner Talk-2-D and 3- D attributes Have students use concrete models and explain attributes as they touch attribute. 2 D figures 3 D figures TPT Plane and Solid Shape Attribute Chart 1.6(C) create twodimensional figures, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons; Students will select an appropriate tool to create 2-D figures What shape did you create? How do you know? Q1- Create one two-dimensional figure and label. Q2 Create these shapes: Square Circle Triangle 2-d Circle Triangle Rectangle Square Rhombus Hexagon Do Think Aloud to create the different twodimensional figures. TSW create the twodimensional figures. Take multiple twodimensional shapes to create an object. Explain to partner. Geoboards Pattern blocks or 2-d shape models 2

3 Content: Math Unit: Shapes and Solids (2-d and 3-d figures) Days to teach: 27 TEKS Guiding Questions/ 1.6(D) identify two- dimensional shapes, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons and describe their attributes using formal geometric language; When shown the following shapes, the kids should name them: triangles, circles, rectangles, squares (special rectangles), rhombuses, and hexagons. Identify real-life examples. Use formal language (corners/vertices, sides, 2-d) to describe each shape. Q1 Complete the Table. Q2 Performance Assessment Give each student a bag of circles, triangles, rectangles, squares, rhombuses, and hexagons. Have them identify 1 circle, 2 triangles, 3 rectangles, 1 square, 2 rhombuses, and 1 hexagon, and create a picture using these shapes. Shape Name Circle Triangle Rectangle Draw the Shape Sides Vertices Shapes Circle Triangles Rectangles Squares Special rectangles Rhombus Hexagon 2-d Attribute Sides Corners Vertices Investigate how shapes can be combined to create a new shape. Use (pattern blocks, tangrams) to model and combine 2-D figures to create a new shape. Students trace their new shape onto paper and create a picture. Small Group Sort 2-D shapes into groups based on edges and vertices. Patterns blocks Geoboards Tcharts Venn diagrams Mentoring Minds TE pg. 272 Shape Scavenger Hunts Brain pop jr. Plane Shapes Square Rhombus Hexagon 3

4 Content: Math Unit: Shapes and Solids (2-d and 3-d figures) Days to teach: 27 TEKS Guiding Questions/ 1.6(E) identify threedimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes), and triangular prisms, and describe their attributes using formal geometric language; When shown each solid, the kids will name them: cones, spheres, cylinders, rectangular prisms, cubes, triangular prisms. Identify real-life examples. Use formal language to describe the attributes of 3-D shapes (face, edge, vertex, curved surface, 3d). Q1 Give each student a set of 3- Dimensional Shapes Shape Name Sphere Cone Cylinder Rectangular Prism Cube Triangular Prism Faces Edges Vertices Q2 Look at the solid figures below. 3d Solid Sphere Cone Cylinder Attribute Cube Curved surface Face Rectangular prism Triangular prism Vertex Vertices Edge Model using a geometric grab bag. Describe geometric shapes (without looking) using appropriate language -- sides, edges, or vertices the correct shape Small Group Sort 3-D shapes into groups based on edges, sides, and vertices. Students can use 3-D figures to sort by attributes such as roll, stack, and slide. 3d shapes Mentoring Minds pg. 284 Math monsters-3d shapes Safarimontage Brainpop jr. Solid Shapes Lakeshore- Geometric Shapes Tub 3d scavenger hunt TPT I have who has Describe the attributes. 4

5 Content: Math Unit: Shapes and Solids (2-d and 3-d figures) Days to teach: 27 TEKS Guiding Questions/ 1.6(F) compose two-dimensional shapes by joining two, three, or four figures to produce a target shape in more than one way if possible; Create a new 2-D figure using more than one shape How can you use these shapes to make a new figure? How many different ways can you make this shape? Q1 Performance Assessment Use triangles to make a rectangle. Q2 - Performance Assessment Use pattern blocks to create a hexagon. Shapes Circle Triangles Rectangles Squares Special rectangles Rhombus Hexagon 2-d Attribute Sides Corners Vertices Ask: how can you create different shapes using pattern blocks? TSW explore and compose given shapes using pattern blocks. Small groups - investigate how many ways they can make the hexagon pattern block shape using other pattern blocks. Pattern blocks Hands-On Standards Pg ; ;

6 Unit: Addition/Subtraction to 20 Days to teach: Number and operations. The student applies mathematical process standards to develop and use strategies for whole number addition and subtraction computations in order to solve problems. The student is expected to: 1.3(B) use objects Differentiate between Q1 The pet store had 12 puppies. Join Guide in matching Mentoring Minds TE and pictorial joining, separating, and Only 5 puppies were left at the end of Unknown pictorial models to pg. 82 models to solve comparing strategies. the day. How many puppies were Separate number sentences. word problems Compare Mentoring Minds pg. sold? involving joining, Use a problem solving Addends Demonstrate using separating, and comparing sets within 20 and unknowns as any one of the terms in the problem such as = [ ]; 3 + [ ] = 7; and model to determine the appropriate strategy to solve a word problem. Solve for the missing part of the equation (within 20). How can you use objects Sum Difference Subtrahend Minuend Part-partwhole Number sentence two colored counters and ten frames to create addition and subtraction number sentences to 20. Give the students a word problem with Counters Unifix cubes Stickers Flipchart Water friends 5 = [ ] - 3; and pictures to help you unknowns. Ask the (Introduce solve a word problem? Choose the correct number sentence students to use unknowns not to solve the problem. objects or pictorial just finding the sum and difference. We will teach further in What clues help you determine whether to join, separate, or compare? 12 - = 5 models to solve the unknowns. the 4 th six weeks.) = What happens to the quantity when you join or separate? 12 - = 12 Q2 Meg took candy to Ann s party. She had 18 pieces of candy. When Meg got to the party, she only had 8 pieces. How many pieces of candy did Meg lose? 6

7 Unit: Addition/Subtraction to 20 Days to teach: (D) apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10 Use knowledge of facts that make ten to help solve more difficult addition and subtraction problems. For example: is the same as (8 + 2) is the same as (13-3) -1 Teacher explicitly models these strategies: Make-Ten: Determine the larger number, then take from the smaller number to make ten. Then add the ten and however many is left. (i.e. 5+8 Determine that 8 is the larger number; take 2 from the 5 to make 10. What remains is 3, so 10+3 is 13.) Back Down Through Ten: Start with the minuend (the number being subtracted from). Take away enough to get down to ten. Q1 Pete had 19 brownies. His dad ate 11. How many are left? Draw a picture and write a number sentence to match. Q2 8 monkeys were sitting in a tree. 4 more monkeys swung into the tree. How many monkeys are in the tree now? Use cubes and ten frames to solve. Making 10 Strategy Addition Subtraction Sum Difference Decompose Count on Count back Near doubles Model making 10 and decomposing numbers leading to 10 when adding and subtracting above ten using a ten frame. Use ten frames and add and subtract. TSW explain to a partner how to solve addition and subtraction problems. Ten Frames Blank Ten Frame Template BrainpopJr. Doubles Hands On Standards Doubles strategy Pg Making 10 to Add and Subtract Pg Other basic strategies to teach during the year: doubles, doubles +1 (ex. 6+7), +10, +9 7

8 Unit: Addition/Subtraction to 20 Days to teach: (E) explain strategies used to solve addition and subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences; and 1.3(F) generate and solve problem situations when given a number sentence involving addition or subtraction of num bers within 20. Use strategies to solve addition and subtraction word problems Justify why a strategy is appropriate for solving a given problem Why did you choose this strategy to solve the problem? Is there another strategy that would have worked? Generate word problems from a given number sentence. Solve the problems. Q1 Use UPScheck and explain how to solve 17-8=? Draw a picture, use objects, and write a number sentence. Q1 Create and solve a problem to go with this number sentence: 10+4=_ Billy has pencils. He pencils to Sam. How many pencils do they have altogether? Q2 Create and solve a problem to go with this number sentence: 12-6= Ben has crayons. He crayons to Tom. How many crayons does Ben have left? UPSCheck Model Number line Part-partwhole model Addition Subtraction Number sentence Strategy Add Addition Subtract Subtraction Number sentence Minus Plus Sum Difference Demonstrate using ten frames, # lines, part-part-whole mats, and pictures. Small Group- use various strategies (draw a picture, use manipulatives with a part-part-whole mat or ten frames, and use a number line) to solve problems and write matching # sentences. Lead students in creating word problems from number sentences, using correct vocabulary for addition and subtraction. Students will interactively write problems when given a number sentence on board and in math journals. UPScheck mat TPT- My Little Book of Addition My Little Book of Subtraction Pinterest for solving math problems poster Counters Number sentence mat UPSC Mentoring Minds TE Pg. 118 Intro activity TPT Story Mats flipchart 8

9 Unit: Addition/Subtraction to 20 Days to teach: Algebraic reasoning. The student applies mathematical process standards to identify and apply number patterns within properties of numbers and operations in order to describe relationships. The student is expected to: 1.5(D) represent word problems involving addition Use a problem solving model to solve a word problem using objects, Q1 Lily makes 12 footprints in the sand. Addition Addend Differenc Demonstrate an addition and a subtraction Counters UPSC Story mat and subtraction of pictures, and number A wave washes away 4 footprints. e Equals problem with whole numbers up sentences. How many footprints are left? Equation manipulatives. TPT- 35 addition and to 20 using Minus subtraction word concrete and pictorial models and number sentences; How can I represent a word problem with concrete models and pictures? Number sentence Plus Subtract Subtractio Connect manipulatives to a pictorial model and then the number problems with bonus enrichment questions n sum sentence. Use the picture to write a number sentence. Q2 Ben has 8 stickers. He needs 15 stickers to win a prize. Draw a picture to show how many more stickers Ben needs. Use your picture to write a number sentence. Pairs of students use bags of manipulatives to create a problem. Students rotate and write number sentences for the problem created. Mentoring Minds pg. 125 Nifty Numbers game. Mentoring Minds TE pg. 188 Brainpop jr. Basic addition & subtraction 9

10 Unit: Addition/Subtraction to 20 Days to teach: 27 Resource/ 1.5(E) understand that the equal sign represents a relationship where expressions on each side of the equal sign represent the same value(s); Explain what the equal sign represents. The order of number sentences can vary. (5 = 2 + 3; 5 = 7-2) Equations can be on both sides of the equal sign. (ex. 4+7 = 13-2) What does the equal sign mean in a number sentence? Q1 Is this number sentence true? Explain your answer. Q2 Which is true? 15 = = = 13+5 Equal Value Number sentence Investigate using a balance and placing an equal number of cubes on each side. TSW use 2 colors of cubes to make as many possible combinations of a given #. Write number sentences to show they are all equal to the given #. Balance (The Meaning of the Equal Sign) TPT- Free Sorting True and False Equations - Addition and subtraction within 20 Penguin True False Equations 1.5(G) apply properties of operations to add and subtract two or three numbers. Use knowledge of strategies and commutative and associate properties to add and subtract two or three numbers. Why is the order of a number sentence important? Q1 Tom eats 7 cookies. Bob eats 4 cookies. Pat eats 8 cookies. Which shows one way to find how many cookies they boys eat? Add 7+4. Then subtract 8. The answer is 3. Subtract 4 from 7. Then add 8. The answer is 11. Add 7+4. Then add 8. The answer is 19. Teacher will model commutative and associative properties using different colors of cubes. TSW use 2 colors of cubes and combine them to find the sum. TSW write the 2 possible # sentences that match. (commutative property) Hands on Standards Pgs (can use cubes instead of Cuisenaire rods) 10

11 Unit: Graphs Days to teach: Data analysis. The student applies mathematical process standards to organize data to make it useful for interpreting information and solving problems. The student is expected to: 1.8(A) collect, sort, and organize data in up to three categories using models/ representations such as tally marks or T-charts; Collect and sort data (up to 3 sets) about everyday situations to answer a question. Q1 Performance Assessment Use tally marks to record data from 10 students about their favorite pets. Q2 Performance Assessment Use a t-chart to record the data from 10 students about their favorite season. Collect Sort Organize Data Categories T-chart Tally marks Model Representation Model surveying the class and collecting data using tally marks and a t-chart Calendar Make a representation to communicate the results of the data collected (tally marks, T-charts). Students should now be able to work in groups or pairs to do each step of the graphing process. Demonstrate with different colored cubes. TSW sort and record how many of each color. TSW work in pairs to survey classmates and organize data in a t- chart. Hands-On Standards Pg (addresses 1.8A and B) 11

12 Unit: Graphs Days to teach: (B) use data to create picture and bar-type graphs; and Make a representation to communicate the results of the data collected (picture or bar-type graphs real-object graphs moved to Kinder). Q1 Bar graph Picture graph Data Tally Key Symbol Category Column Row Title Use pre-created data of tally marks to model to students how to create a bar graph. Use pre-created data of tally marks to model to students how to create a picture graph. Small Group- Have students create graphs independently using the given data. Color tiles Post it notes Cubes Mentoring Minds pg. 373 Reading Rainbow Lemonade for Sale Mentoring Minds pg. 245 Shape Find Pinterest- Anchor Chart graphing Brainpop jr. Pictograph Tally charts and bar graphs Q2 Create a picture graph according to the data given. Hands-On Standards Pg

13 Unit: Graphs Days to teach: (C) draw conclusions and generate and answer questions using information from picture and bar-type graphs. Use appropriate language to make observations, ask, and answer questions using the graphs. What conclusions can you draw from the data? How do graphs help us to interpret data? Q1 Using the graph below, write a statement that is true from the data given. Conclusions Question Do Math Talk with sentence frames making statements and asking questions about a graph based on the data it provides. TSW generate questions to ask a partner about a graph. Calendar Can use any graph from a resource or from student-created graphs TSW compete in groups to write the most statements about a graph. Q2 Using the graph above, write a question that you could ask a friend about the graph. Provide the answer. 13

14 Unit: Ongoing TIME Math Days to teach: ongoing (about once a week) Every Day Ongoing: Time 1.7(E) tell time to the hour and half hour using analog and digital clocks. Determine time on the half- hour using digital and analog clocks. What time is it? How do you know? What time is it on this clock (show calendar flipchart clock time to half-hour)? Analog Digital Face Half hour Half past Hour Hour hand Minute hand O clock Time Model times on the calendar flipchart clock for the kids to read to the half hour. Calendar flipchart 14