Mount Laurel Mathematics Curriculum Grade 1 Unit 1: How Many of Each? (Counting up to 30, Composing numbers up to 20) (Establishing Routines)

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1 Unit 1: How Many of Each? (Counting up to 30, Composing numbers up to 20) (Establishing Routines) Enduring Understanding(s): Addition and Subtraction are used in situations involving adding to, taking from, putting together, taking apart, and comparing. Stage 1: Determine the Desired Results Essential Question(s): How do you compare numbers? How do number sentences model situations? Students will know: When to use addition and subtraction. Properties of addition and subtraction. Meaning of the equal sign. Students will be able to: Represent and solve problems involving addition and subtraction. 1.OA.1. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 1 1.OA.2. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand and apply properties of operations and the relationship between addition and subtraction. 1.OA.3. Apply properties of operations as strategies to add and subtract. 2 Examples: If = 11 is known, then = 11 is also known. (Commutative property of addition.) To add , the second two numbers can be added to make a ten, so = =

2 12. (Associative property of addition.) Add and subtract within OA.6. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., = = = 14); decomposing a number leading to a ten (e.g., 13 4 = = 10 1 = 9); using the relationship between addition and subtraction (e.g., knowing that = 12, one knows 12 8 = 4); and creating equivalent but easier or known sums (e.g., adding by creating the known equivalent = = 13). Work with addition and subtraction equations. 1.OA.7. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 1, = 2 + 5, = OA.8. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 +? = 11, 5 = _ 3, = _. Extend the counting sequence. 1.NBT.1. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand place value. 1.NBT.3. Compare two two-digit numbers based on meanings of the

3 tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Interdisciplinary Connections: SL.1.1Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.1.A Follow agreed-upon norms for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). SL.1.1.B Build on others' talk in conversations by responding to the comments of others through multiple exchanges. Integration of 21 st Century Themes and Skills: CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP6. Demonstrate creativity and innovation. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. SL.1.1.C Ask questions to clear up any confusion about the topics and texts under discussion. SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. SL.1.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. Stage 2: Assessment Evidence

4 Performance Task: Teacher Generated Mount Laurel Mathematics Curriculum Other Forms of Assessment: Observing Students at Work Assessment Activities Stage 3: Learning Plan Learning Activities: Investigations 1, Sessions 1-4 Investigations 2, Sessions 1-7 Add new session 2.5 A (1.0A.6) Investigations 3, Sessions 1-7 Investigations 4, Sessions 1-7 Modifications Note: Throughout the Investigations lessons are sections outlining how to differentiate activities to support the needs of a range of learners. Investigations utilizes the following strategies: Special Education: Adapt the Learning Stituation Adapt the Problem Adapt a material Clarify the Problem Vary the Problem Scaffold a Solution Extend Thinking Suggest a Tool English Language Learners (ELLs): Model Thinking Aloud Partner Talk Provide Vocabulary Support Provide Sentence Stems Repeat and Clarify Provide a Sequence Provide Opportunities for Practice Allow Varied Responses Students at Risk of School Failure: TIME Mentor Program Build a relationship Allow flexible due dates Employ strategies from Classroom Instruction that Works Create the Opportunity to Learn strategies Build lessons around student interests Gifted Students: Use Flexible grouping Give Independent projects Differentiate product assignments Offer student choice Use multiple intelligence options Provide opportunities to research (Individual/Group) Focus on Habits of Mind

5 Focus on Webb s Depth of Knowledge - Emphasis on Level 4 Core Instructional Materials: Pearson Investigations 2 nd Edition Newsela.com for leveled texts Technology/Equipment: ACTIV Board, LCD projector, sound system, CDs, DVDs, videos, internet, ipod, Pearson Investigations math tools & manipulatives, Chrome Books