Grade 1 Mathematics Curriculum Guide

Transcription

1 Table Contents Grade 1 Module 6 Time Frame: About 35 Days Place Value, Comparison, Addition and Subtraction to 100 Topic A: Comparison Word Problems (2 Days) The lessons in Topic A serve as an introduction to comparison problem types. Topic B: Numbers to 120 (7 Days) By the end of Topic B, students will be able to: o Names/writes tens and ones within a two digit number up to 100. o Can recognize that a two digit number such as 67 is a combination of 6 tens and 7 ones. o Identify 10 more, 10 less, 1 more, and 1 less than a two digit number within 100. o Use the symbols >, =, and < to compare quantities and numerals to 100. o Can write numbers as tens and ones. o Count, write and represent numbers to 120. Topic C: Addition to 100 Using Place Value Understanding (8 Days) By the end of Topic C, students will be able to: o Add and subtract multiples of 10 from multiples of 10 to 100 (e.g ). o Add a multiple of 10 to any two digit number within 100 (e.g ). o Add two digit numbers when the ones have a sum less than 10 (e.g ). o Add a two digit number to a one digit number when it is necessary to regroup in the ones (e.g ). Topic D: Varied Place Value Strategies for Addition to 100 (2 Days) By the end of Topic D, students will be able to: o Add a pair of two digit numbers such as 36+57, in more than one way, explaining the similarities and differences. o Chose and explain preferred strategies for adding two digit numbers. Topic E: Coins and Their Values (5 Days) By the end of Topic E, students will be able to: o Identify pennies, nickels, and dimes by their image, name, or value. o Count on using pennies from any single coin. Topic F: Varied Problem Types Within 20 (3 Days) By the end of Topic F, students will be able to: o Solve compare with bigger or smaller unknown problems within 20 o Share their strategies with peers Topic G: Culminating Experiences (3 Days) By the end of Topic G, students will be able to: o Celebrate progress in fluency with addition and subtraction. Module 6: Place Value, Comparison, Addition and Subtraction to 100 CPSD 8/31/2016 Page 1

2 CPSD Stage 1 Learning Goals Stage 1: Desired Results Transfer Goals Students will be able to independently use their learning to Move flexibly between and within addition and subtraction strategies to solve a variety of problem situations. Accurately and efficiently apply understanding of whole number relationships and place value Meaning Goals UNDERSTANDINGS ESSENTIAL QUESTIONS Students will understand that What is the difference between place and value? Given two quantities, one is greater than, less How are the ones and tens related? than, or equal to the other. What is the difference between place and value? Two digit numbers are made up of tens and How can I use mental math when adding larger numbers? ones. How can symbols be used to communicate number Ten is a bundle of ten ones called a ten. relationships? Place value strategies help add and subtract. What does <, >, = mean? Symbols can be used to represent number How do a variety of strategies help us add and subtract? relationships. How do I find 10 more or 10 less without having to count? Addition and subtraction are related. When adding two digit numbers, one adds tens and tens, and ones and ones and that sometimes it is necessary to compose a ten. Acquisition Goals Students will know Students will be skilled at The counting sequence to 120. Counting to 120, starting at any number less than 120. Place value concepts of tens and ones. Explaining the reasoning used to solve a problem. The two digits of a two digit number represent amounts of ten and ones. The numbers refer to tens and zero ones. The meaning of the symbols <,>,=. How to find 10 more or 10 less without having to count. Strategies to use to complete addition within 100. Strategies to complete subtraction of multiples of 10 to 100. Vocabulary: Compare, Equal, Greater than, Less than, Tape diagram. Using place value structure to compare numbers. Using the symbols <, >, = to record comparisons. Using comparative language to compare numbers. Mentally adding or subtracting 10 from a two digit number without having to count. Explaining why a written or mental strategy works. Subtracting multiples of ten from another multiple of ten from Module 6: Place Value, Comparison, Addition and Subtraction to 100 CPSD 8/31/2016 Page 2

3 Grade 1 Common Core State Standards Checklist by Module This grade level chart provides an at a glance view of when each standard is addressed. Shaded boxes indicate standards assessed in Module 6. Note that standards included in major clusters are followed by an asterisk (*). Please refer to the Curriculum Overview of A Story of Units for a curriculum map and detailed grade level descriptions including a summary of the year, a rationale of the module sequence, and a standards alignment chart. 1.OA 1.NBT 1.MD 1.G CCSS GRADE 1 MODULES * X X X X X 2* X 3* X X 4* X X 5* X 6* X X 7* X 8* X 1* X X 2a* X X X 2b* X 2c* X X 3* X X 4* X X 5* X X 6* X X 1* X 2* X 3 X X 4 X 1 X 2 X 3 X Module 6: Place Value, Comparison, Addition and Subtraction to 100 CPSD 8/31/2016 Page 3

4 EngageNY Recommended Materials by Lesson NOTE: Below is the list of materials recommended by EngageNY. Teachers may substitute other items as needed. Lesson Materials (T) 4 ten sticks and 2 charts with today s story problems (S) Personal math toolkit with 4 ten sticks, Core 1 Fluency Practice Sets, personal white boards, and 1 die per pair of students (T) Chart with yesterday s tape diagram, and Problem 1, chart with today s story Problems 2 and 3, and 4 2 ten sticks (S) Core Fluency Practice Sets from Lesson 1, personal white boards, die per pair, and personal math toolkit with 4 ten sticks (T) Hide Zero cards (from G1 M1 Lesson 38 and G1 M3 Lesson 2), and chart paper (S) Core Fluency 3 Sprint from G1 M5 Lesson 1, 1 pack of numeral cards 0 10 per set of partners (from G1 M1 Lesson 36), 4 ten sticks from personal math toolkit, and personal white board with place value chart template inserted (T) Rekenrek, chart paper with a place value chart, and Hide Zero cards (S) Core Fluency Sprint 4 (G1 M5 Lesson 1), personal white board with place value chart template inserted (from G1 M6 Lesson 3), and numeral cards (from G1 M1 Lesson 36) (T) 4 dimes, 10 pennies, can, 2 pieces of chart paper with two pairs of place value charts as shown (S) Core 5 Fluency Practice Sets from G1 M6 Lesson 1, 1 pack of numeral cards 0 10 (from G1 M1 Lesson 36) per pair, and personal white boards with place value chart template from G1 M6 Lesson 3 inserted (T) 10 dimes, 10 pennies, can, chart paper, comparison cards, and tape (S) Core Fluency Practice Sets from 6 G1 M6 Lesson 1, place value chart template (from G1 M6 Lesson 2) inserted into personal white boards, and comparison cards (T) Vertical counting sequence template, and Hide Zero cards (from G1 M6 Lesson 4) (S) Core Fluency 7 Sprint from G1 M5 Lesson 1, Hide Zero cards (optional),and personal white boards (T) Vertical hundreds chart, 100 bead Rekenrek and 20 bead Rekenrek, and place value chart (S) Core 8 Fluency Sprint (G1 M5 Lesson 1), place value chart, and personal white board (T) 12 ten sticks of linking cubes (ideally 6 red and 6 white ten sticks), and 10 additional loose linking cubes 9 (S) +1, 1, +10, 10 Sprint and personal white board (T) 100 bead Rekenrek, chart paper, and 10 dimes (S) Core Fluency Practice Sets from G1 M6 Lesson 1, 10 personal white boards with Race to the Top insert, 2 dice per pair of students, triple number bond/number sentence template, and 5 dimes (T) 10 dimes, 10 pennies, can, and the 100 bead Rekenrek (S) Core Fluency Practice Sets from 11 G1 M6 Lesson 1 12 (T) Chart paper (S) Core Fluency Sprint from G1 M5 Lesson 1, personal white boards, and 1 die per pair 13 (T) Chart paper (S) Core Fluency Sprint (G1 M5 Lesson 1)and personal white boards 14 (T) Chart paper (S) Core Fluency Practice Sets from G1 M6 Lesson 1, personal white boards, die per pair 15 (T) 10 ten sticks (5 red, 5 yellow) (S) Core Fluency Practice Sets from G1 M6 Lesson 1, 5 ten sticks, personal white board, and place value chart (from G1 M6 Lesson 3) 16 (T) 4 dimes, 10 pennies, can, chart paper (S) Core Fluency Sprint from G1 M5 Lesson 1, and personal white boards with the recording tens and ones template inserted 17 (T) Chart paper (S) Core Fluency Sprint (G1 M5 Lesson 1), personal white board with recording tens and ones template from G1 M6 Lesson 16 (op onal), and numeral cards 18 (T) Student work samples (template at end of lesson) (S) Pair of dice, personal white board, and Pattern Sheet List A or B 19 (S) Core Fluency Practice Sets from G1 M6 Lesson 1 and personal white board Module 6: Place Value, Comparison, Addition and Subtraction to 100 CPSD 8/31/2016 Page 4

5 20 (T) 10 dimes, 15 pennies, and 3 nickels (plastic or real) (S) Core Fluency Sprint from G1 M5 Lesson 1, 5 dimes, 15 pennies, 3 nickels (plastic or real); (optional) spinner template, paper clip, and pencil 21 (T) 4 quarters, 5 dimes, 5 nickels, 25 pennies (plastic or real), and chart paper (S) Core Fluency Sprint (G1 M5 Lesson 1), 1 quarter, 3 dimes, 3 nickels, 15 pennies (plastic or real), and 1 six sided die per pair (T) 5 10 different quarters (e.g., various commemorative quarters), 5 dimes, 5 nickels (possibly with 22 different images), 20 pennies, and 1 dollar coin if available (real or plastic) (S) Core Fluency Practice Sets from G1 M6 Lesson 1, 1 quarter, 2 5 dimes, 3 5 nickels, pennies (real or plastic), 1 six sided die, spinner template (G1 M6 Lesson 20), paper clip, pencil per pair, and personal white boards 23 (T) 1 quarter, 3 5 dimes, 2 4 nickels, and 15 pennies (plastic or real) (S) Core Fluency Practice Sets from G1 M6 Lesson 1, 1 quarter, 3 5 dimes, 2 5 nickels, 25 pennies (plastic or real), 1 six sided die per pair 24 (T) 12 dimes, 10 pennies (plastic or real) (S) Core Fluency Sprint from G1 M5 Lesson 1, 12 dimes, 10 pennies (plastic or real), and personal white board 25 (T) Chart paper (S) Core Fluency Sprint (G1 M5 Lesson 1) and personal white board 26 (T/S) Personal white boards with time template (S) Core Fluency Practice Sets from G1 M6 Lesson 1 (T) Two dimensional shape flashcards, three dimensional objects used in G1 M5 Lesson 3, and chart 27 paper (S) Core Fluency Practice Sets from G1 M6 Lesson 1, and personal white boards with shapes template (T) Organizational chart for center assignments (example in text) (S) Count Dots Sprint, 5 group cards 28 (from G1 M1 Lesson 5), numeral cards (from G1 M1 Lesson 36), personal white board, Target Practice template, Race to the Top template, die, and 1 pack of numeral cards 0 10 (from G1 M1 Lesson 36) 29 (S) Number Bond Dash: 10, various fluency activities for center work (T) White folder (S) White pocket folders, crayons, colored pencils or markers, 2 envelopes, 2 sets of 30 numeral cards 0 10, Sprint (Sides A and B), die, and pennies Module 6: Place Value, Comparison, Addition and Subtraction to 100 CPSD 8/31/2016 Page 5

6 CPSD Stage 2 Module 6 Assessments Standards 1.OA.A.1 1.NBT.A.1 1.NBT.B.2a 1.NBT.B.2c 1.NBT.B.3 1.NBT.C.5 1.NBT.C.4 1.NBT.C.6 1.NBT.C.4 Module Topics & Lesson Sequence Topic A Comparison Word Problems Topic B Numbers to 120 Topic C Addition to 100 Using Place Value Understanding Topic D Varied Place Value Strategies for Addition to 100 Available Assessments Lessons 1 2 Exit Tickets Lessons 3 9 Exit Tickets Lessons Exit Tickets Lesson Exit Tickets Cluster Assessment 1.NBT.C Use Place Value Understanding and Properties of Operations to Add and Subtract. 1.OA.A.1 1.NBT.A.1 1.NBT.B.2 1.NBT.B.3 1.NBT.C.4 1.NBT.C.5 1.NBT.C.6 Mid Module Assessment: Administer After Topic D 1.MD.B.3 1.OA.A.1 Topic E Coins and Their Values Topic F Varied Problem Types Within 20 Lessons Exit Tickets Lessons Exit Tickets All Standards End Of Module Assessment: Administer After Topic F End of Year Assessment (P:Drive/Teaching and Learning/Mathematics/Elem End of Year Assessments) Topic G Culminating Experiences Lessons Cluster Assessments available on the P:Drive for 1.NBT.A, B, C and 1.MD.B and 1.OA.A Module 6: Place Value, Comparison, Addition and Subtraction to 100 CPSD 8/31/2016 Page 6

7 Topic A: Comparison Word Problems CPSD Stage 2: Evidence of Learning Topic A: Stage 2 Evidence of Learning Evaluative Criteria 1.OA.A Represent and solve problems involving addition and subtraction 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. (See CCLS Glossary, Table 1.) Available Assessment Evidence PERFORMANCE TASK(S) & Other Assessments: Module 6: Lesson 1 Exit Ticket Module 6: Lesson 2 Exit Ticket Module 6: Place Value, Comparison, Addition and Subtraction to 100 CPSD 8/31/2016 Page 7

8 Topic A: Comparison Word Problems CPSD Stage 3: Instructional Sequence and Additional Resources Topic A: Stage 3 Learning Activities Engage NY Lessons Objective 1: Solve compare with difference unknown problem types. (Lesson 1) Objective 2: Solve compare with bigger or smaller unknown problem types. (Lesson 2) A Teaching Sequence Towards Mastery of Comparison Word Problems Additional Resources by Lesson Bridges Set B1 Activity 1 Introducing Double Flap Dot Cards Bridges Set B1 Activity 2 Double Flap Picture Cards Bridges Set B1 Activity 3 Double Flap Number Cards Unit 3 Task 1 Developing Meaning by using Story Problems: Result Unknown Task 12 Atlanta Zoo Task 4 Wheel Shop No Matching Lesson Found Module 6: Place Value, Comparison, Addition and Subtraction to 100 CPSD 8/31/2016 Page 8

9 Topic B: Numbers to 120 CPSD Stage 2: Evidence of Learning Topic B: Stage 2 Evidence of Learning Evaluative Criteria 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.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: a. 10 can be thought of as a bundle of ten ones called a ten. 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 meaning of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Available Assessment Evidence PERFORMANCE TASK(S) & Other Assessments: Module 6: Lesson 3 Exit Ticket Module 6: Lesson 4 Exit Ticket Module 6: Lesson 5 Exit Ticket Module 6: Lesson 6 Exit Ticket Module 6: Lesson 7 Exit Ticket Module 6: Lesson 8 Exit Ticket Module 6: Lesson 9 Exit Ticket 1.NBT.C Use place value understanding and properties of operations to add and subtract. 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. Module 6: Place Value, Comparison, Addition and Subtraction to 100 CPSD 8/31/2016 Page 9

10 Topic B: Numbers to 120 CPSD Stage 3: Instructional Sequence and Additional Resources Topic B: Stage 3 Learning Activities A Teaching Sequence Towards Mastery of Numbers to 120 Engage NY Lessons Additional Resources by Lesson Objective 1: Use the place value chart Bridges Set A5 Activity 2 Button Boxes to record and name tens and ones within a two digit number up to 100. Unit 5 Task 3 (Lesson 3) Objective 2: Write and interpret twodigit numbers to 100 as addition sentences that combine tens and ones. (Lesson 4) Objective 3: Identify 10 more, 10 less, 1 more, and 1 less than 1 two digit number within 100. (Lesson 5) Objective 4: Use the symbols >, =, and < to compare quantities and numerals to 100.(Lesson 6) Objective 5: Count and write numbers to 120. Use Hide Zero cards to relate numbers 0 to 20 to 100 to 120. (Lesson 7) Objective 6: Count to 120 in unit form using only tens and ones. Represent numbers to 120 as tens and ones on the place value chart. (Lesson 8) Objective 7: Represent up to 120 objects with a written numeral. (Lesson 9) Unit 2 Task 11 Dropping Tens Unit 5 Task 2 Building Towers of 10 Unit 2 Task 13 Drop It, Web It, Graph It! Unit 1 Task 11 Oh No 99 Chart! Unit 2 Task 8 Number Hotel No Matching Lesson Found No Matching Lesson Found No Matching Lesson Found No Matching Lesson Found Module 6: Place Value, Comparison, Addition and Subtraction to 100 CPSD 8/31/2016 Page 10

11 Topic C: Addition to 100 Using Place Value Understanding CPSD Stage 2: Evidence of Learning Topic C: Stage 2 Evidence of Learning Evaluative Criteria 1.NBT.C Use place value understanding and properties of operations to add and subtract. 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. 1.NBT.C.6 Subtract multiples of 10 in the range from multiples of 10 in the range (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.. Available Assessment Evidence PERFORMANCE TASK(S) & Other Assessments: Module 6: Lesson 11 Exit Ticket Module 6: Lesson 12 Exit Ticket Module 6: Lesson 13 Exit Ticket Module 6: Lesson 14 Exit Ticket Module 6: Lesson 15 Exit Ticket Module 6: Lesson 16 Exit Ticket Module 6: Lesson 17 Exit Ticket Module 6: Place Value, Comparison, Addition and Subtraction to 100 CPSD 8/31/2016 Page 11

12 Topic C: Addition to 100 Using Place Value Understanding CPSD Stage 3: Instructional Sequence and Additional Resources Topic C: Stage 3 Learning Activities A Teaching Sequence Towards Mastery of Addition to 100 Using Place Value Engage NY Lessons Objective 1: Add and subtract multiples of 10 from multiples of 10 to 100, including dimes. (Lesson 10) Objective 2: Add a multiple of 10 to any two digit number within 100. (Lesson 11) Objective 3: Add a pair of two digit numbers when the ones digits have a sum less than or equal to 10. (Lesson 12) Objective 4: Add a pair of two digit numbers when the ones digits have a sum greater than 10 using decomposition. (Lessons 13 14) Objective 5: Add a pair of two digit numbers when the ones digits have a sum greater than 10 with drawing. Record the total below. (Lesson 15) Objective 6: Add a pair of two digit numbers when the ones digits have a sum greater than 10 with drawing. Record the new ten below. (Lessons 16 17) Topic D: Varied Place Value Strategies for Addition to 100 CPSD Stage 2: Evidence of Learning Topic D: Stage 2 Evidence of Learning Evaluative Criteria 1.NBT.C Use place value understanding and properties of operations to add and subtract. 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. Available Assessment Evidence PERFORMANCE TASK(S) & Other Assessments: Module 6: Lesson 18 Exit Ticket Module 6: Lesson 19 Exit Ticket Module 6: Place Value, Comparison, Addition and Subtraction to 100 CPSD 8/31/2016 Page 12

13 Topic D: Varied Place Value Strategies for Addition to 100 CPSD Stage 3: Instructional Sequence Topic D: Stage 3 Learning Activities A Teaching Sequence Towards Mastery of Varied Place Value Strategies for Addition to 100 Engage NY Lessons Objective 1: Add a pair of two digit numbers with varied sums in the ones, and compare the results of different recording methods. (Lesson 18) Objective 2: Solve and share peer strategies for adding two digit numbers with varied sums. (Lesson 19) Topic E: Coins and Their Values CPSD Stage 2: Evidence of Learning Topic E: Stage 2 Evidence of Learning Evaluative Criteria 1.MD.B Tell and write time. 1.MD.B.3 Tell and write time in hours and half hours using analog and digital clocks. *Recognize and identify coins, their names, and their values.* *This portion of the materials in EngageNY is not a 1 st grade standard. It is about exposing 1 st grade students to the material to help them be more successful in 2 nd grade. It is not about mastering this skill.* Available Assessment Evidence PERFORMANCE TASK(S) & Other Assessments: Module 6: Lesson 20 Exit Ticket Module 6: Lesson 21 Exit Ticket Module 6: Lesson 22 Exit Ticket Module 6: Lesson 23 Exit Ticket Module 6: Lesson 24 Exit Ticket Module 6: Place Value, Comparison, Addition and Subtraction to 100 CPSD 8/31/2016 Page 13

14 Topic E: Coins and Their Values CPSD Stage 3: Instructional Sequence Topic E: Stage 3 Learning Activities A Teaching Sequence Towards Mastery of Coins and Their Values Engage NY Lessons Objective 1: Identify pennies, nickels, and dimes by their image, name, or value. Decompose the values of nickels and dimes using pennies and nickels. (Lesson 20) Objective 2: Identify quarters by their image, name, or value. Decompose the value of a quarter using pennies, nickels, and dimes. (Lesson 21) Objective 3: Identify varied coins by their image, name, or value. Add one cent to the value of any coin. (Lesson 22) Objective 4: Count on using pennies from any single coin. (Lesson 23) Objective 5: Use dimes and pennies as representations of numbers to 120. (Lesson 24) 1.MD.B.3 Additional Resources by Standard *This portion of the materials in EngageNY is not a 1 st grade standard. It is about exposing 1 st grade students to the material to help them be more successful in 2 nd grade. It is not about mastering this skill.* Topic F: Varied Problem Types Within 20 CPSD Stage 2: Evidence of Learning Topic F: Stage 2 Evidence of Learning Evaluative Criteria 1.OA.A.1 Represent and solve problems involving addition and subtraction. 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. (See CCLS Glossary, Table 1.) Available Assessment Evidence PERFORMANCE TASK(S) & Other Assessments: Module 6: Lesson 25 Exit Ticket Module 6: Lesson 26 Exit Ticket Module 7: Lesson 27 Exit Ticket Module 6: Place Value, Comparison, Addition and Subtraction to 100 CPSD 8/31/2016 Page 14

15 Topic F: Varied Problem Types Within 20 CPSD Stage 3: Instructional Sequence Topic F: Stage 3 Learning Activities A Teaching Sequence Towards Mastery of Varied Problem Types Within 20 Engage NY Lessons Objective 1: Solve compare with bigger or smaller unknown problem types. (Lessons 25 26) Objective 2: Share and critique peer strategies for solving problems of varied types. (Lesson 27) Topic G: Culminating Experiences CPSD Stage 2: Evidence of Learning Topic G: Stage 2 Evidence of Learning Evaluative Criteria Available Assessment Evidence Topic G is a celebration of students learning over the course of the year. Standards and assessment are not applicable. Topic G: Culminating Experiences CPSD Stage 3: Instructional Sequence Topic G: Stage 3 Learning Activities Engage NY Lessons A Teaching Sequence Towards Mastery of Culminating Experiences Objective 1: Celebrate progress in fluency with adding and subtracting within 10 (and 20). Organize engaging summer practice. (Lessons 28 29) Objective 2: Create folder covers for work to be taken home illustrating the year s learning. (Lesson 30) Module 6: Place Value, Comparison, Addition and Subtraction to 100 CPSD 8/31/2016 Page 15

16 1.NBT.1 Count to 120 starting at any number less than 120 Math Connects Chapter 13: Lesson 13 9 Constructing Task Unit 2, Task2 Count it! Graph it! Scaffolding Task Unit 2, Task 5 Close, Far, and In Between Constructing Task Unit 2, Task 6 Finding Neighbors Constructing Task Unit 2, Task 10 Ten and Some More Additional Resources by Standard 1.NBT.2 Understand place value as tens and ones Bridges Set A5 Activity 2 Button Boxes Unit 5 Task 3 Unit 2 Task 11 Dropping Tens Unit 5 Task 2 Building Towers of 10 Math Connects Impact Unit H:Activity H 2 Making Sense of Problem Solving Level B, Lesson B.2, Time for Tea Math Connects Chapter 13: Lesson 13 4 Lesson 13 5 Lesson13 8 Lesson 13 9 Constructing Task Unit 5, Task5 Silly Symbols >, =, and < Scaffolding Task Unit 5, Task 9 What s Around Me Scaffolding Task Unit 5, Task 10 Different Paths, Same Destination Scaffolding Task Unit 5, Task 11 Number Destinations 1.NBT.3 Compare two digit numbers based on the value of the tens and ones Math Connects Impact Unit H:Activity H 2 Making Sense of Problem Solving Level B, Lesson B.2, Time for Tea Math Connects Chapter 13: Lesson 13 4 Lesson 13 5 Lesson13 8 Lesson 13 9 Constructing Task Unit 5, Task5 Silly Symbols >, =, and < Scaffolding Task Unit 5, Task 9 What s Around Me Scaffolding Task Unit 5, Task 10 Different Paths, Same Destination Scaffolding Task Unit 5, Task 11 Number Destinations Module 6: Place Value, Comparison, Addition and Subtraction to 100 CPSD 8/31/2016 Page 16

17 1.NBT.4 Add within 100 two digit and a one digit and a multiple of ten Making Sense of Problem Solving Level B, Lesson B.9, Who s the Closest? (Emphasize jumps of tens and then ones on number line; omit extension.) Van de Walle K 3 Chapter 5: Activities 5.4, 5.21, 5.23, 5.24, 5.26, 5.27 Constructing Task Unit 5, Task5 Silly Symbols >, =, and < Constructing Task Unit 5, Task 6 Hopping Around Scaffolding Task Unit 5, Task 9 What s Around Me Math Connects Chapter 15: Lesson 15 1 Lesson NBT.5 Mentally find ten more or ten less than a given number Unit 2 Task 13 Drop It, Web It, Graph It! Unit 1 Task 11 Oh No 99 Chart! Unit 2 Task 8 Number Hotel Math Connects Impact Unit H :Activity H 4 focus on +/ 10 on p. 83; p. 84 can be used to reinforce the domain of NBT Scaffolding Task Unit 5, Task 9 What s Around Me Scaffolding Task Unit 5, Task 10 Different Paths, Same Destination Scaffolding Task Unit 5, Task 11 Number Destinations North Carolina First Grade Exploring Two Digit Numbers 1.NBT.6 Subtract multiples of ten from multiplies of ten Math Connects Chapter 15:Lesson 15 1 Scaffolding Task Unit 5, Task 10 Different Paths, Same Destination Scaffolding Task Unit56, Task 11 Number Destinations 1.OA.1 Represent and solve problems involving addition and subtraction Bridges Set B1 Activity 1 Introducing Double Flap Dot Cards Bridges Set B1 Activity 2 Double Flap Picture Cards Bridges Set B1 Activity 3 Double Flap Number Cards Unit 3 Task 1 Developing Meaning by using Story Problems: Result Unknown, Task 12 Atlanta Zoo, Task 4 Wheel Shop Math Connects Chapters 2 and 3 Lessons 2 1 and 3 1 Lessons 2 5 and 3 5 Lessons 2 9 and 3 8 Module 6: Place Value, Comparison, Addition and Subtraction to 100 CPSD 8/31/2016 Page 17

18 Math Connects Impact Unit A Activity A 1 Activity A 2 Activity A 4 Unit B:Activity B 1 Unit G:Activity G 3 Math Connects Chapters 5 and 6 Lessons 5 3 and 6 2 Lessons 5 8 and 6 4 Chapter 13: Lesson 13 3 Intervention Resources Approved by the District Do The Math Addition with Sums to 100 Lessons Do The Math Subtraction with numbers to 100 Lessons Math Navigator Place Value & Comparing to 100 Lessons 5-18 Module 6: Place Value, Comparison, Addition and Subtraction to 100 CPSD 8/31/2016 Page 18