Grade 1 Pacing Guide: Q1 Mathematics

Q2 Guide

Q3 Guide

Q4 Guide

Overview

Week 1 - 9/4

Week 2 - 9/10

Week 3 - 9/17

Week 4 - 9/24

Week 5 - 10/1

Week 6 - 10/9

Week 7 - 10/15

Week 8 - 10/22

Week 9 - 10/29

Module 1: Sums and Differences to 10

In this first module of Grade 1, students make significant progress towards fluency with addition and subtraction of numbers to 10 (1.OA.6) as they are presented with opportunities intended to advance them from counting all to counting on, which leads many students then to decomposing and composing addends and total amounts.

Topic A: Embedded Numbers and Decompositions

Topic B: Counting On from Embedded Numbers

Topic C: Addition Word Problems

Topic D: Strategies for Counting On

Topic E: The Commutative Property of Addition and the Equal Sign

Topic F: Development of Addition Fluency Within 10

Topic G: Subtraction as an Unknown Addend Problem

Topic H: Subtraction Word Problems

Topic I: Decomposition Strategies for Subtraction

Topic J: Development of Subtraction Fluency Within 10

Advanced Preparation:

Consider creating a system for organizing student materials (i.e. bins/tubs per table group or bins/pouches per individual)

Personal White Boards

    *Materials Needed for Personal White Boards-per student

  • 1 heavy duty clear sheet protector
  •  1 piece of stiff red tag board 11" × 8 ¼"
  •  1 piece of stiff white tag board 11" × 8 ¼"
  •  1 3" × 3" piece of dark synthetic cloth for an eraser (e.g., felt)
  •  1 low odor blue dry erase marker, fine point

Templates such as place value charts, number bond mats, hundreds boards, number lines and more are included in the relevant lesson and will be used throughout the Module as inserts for the personal white board.

Additional templates for use by students are included in the relevant lessons.  Consider creating the templates on card stock and possibly laminating for durability.

  • Number bonds
  • Giant Number Path
  • Addition chart
  • Rekenrek
  • Rekenrek Bracelet
    •  *Materials Needed for Rekenrek Bracelets-per student
    •  Pipe cleaners
    •  10 beads (5 of one color, 5 of another color)
  • Counters
  • Stopwatch or Timer
  • Multicolored linking cubes
  • Two Colored Counters

*Recommendations for lesson omissions are blue. Read the notes associated with the omitted lesson in order to ensure smooth transitions from lesson to lesson.

Module 1

Topic A

Assessment

BOY MAP Opens 9/14 (MAP testing optional in first grade)

Standards Addressed:

Topic A

1.OA.1

1.OA.5

Notes

Lesson 1

Prior to the start of the lesson create personal white boards for each student (materials needed and directions included in Module 1 Overview).  Gather 1 egg carton cut to 10 slots for teacher and each student-use a fun ten frame template as an alternative, and a bag with 9 beads (or other fun classroom objects) for each student for use in this lesson. During the Concept Development, encourage students who are touching and counting, rather than seeing the embedded numbers, to recognize quantities of at least 2 or 3.

Lesson 2

The Number Bond Dash is a new routine that will be used throughout Module 1. Consider teaching the routine explicitly by stating the instructions and context prior to administering the Dash.  During the concept development encourage students to see smaller subsets of numbers 'hiding' in larger numbers.  Ask, "Did you count all of the dots, or did you count on from a part you saw?" during the Debrief to get students talking/thinking about how seeing embedded numbers helped to find the totals.

Module 1

Topic A

Topic B

Standards Addressed:

Topic A

1.OA.1

1.OA.5

Assessment

Biweekly #1

*Lesson 7 Exit Ticket

Topic B

1.OA.1

1.OA.5

1.OA.6

Notes

Lesson 3

Emphasize representing and recognizing numbers as groups of 5 during the Concept Development, mirroring the language in the directions of the Problem Set.  This organization allows students to quickly see the subset of 5.

Combine Lessons 4 & 5

Lessons 4 & 5 share an objective and focus standards 1.OA.1 and 1.OA.5 and have been combined as a pacing consideration.  Complete the first example in Lesson 4 Concept Development using students to represent the decomposition of 6.  Guide students to look for and make use of structure, MP.7, by noticing the part to whole relationship.  Continue with Lesson 4 Problem Set as guided practice.  Assign the Lesson 5 Problem Set as independent work and Lesson 5 Exit Ticket.

Combine Lessons 6 & 7

Lessons 6 & 7 share an objective and focus standards 1.OA.1 and 1.OA.5 and have been combined as a pacing consideration.  Either manipulative, 5-Dot cards (lesson 6) or linking cubes (lesson 7) could be used to guide students through finding ways to make 8 and 9.  Consider using the T/S dialogue outlined in Lesson 7 Concept Development with the picture cards from both lessons to lead students into to discovering ways to make 8 and 9.  Continue to guide students to look for and make use of structure, MP.7, by noticing the part to whole relationship.  Assign lesson 7 Problem Set.  *Use the Exit Ticket to assess student's ability to represent put together situations in a number bond without having pictoral support.

Lesson 8

Prior to the start of the lesson create Rekenrek bracelets with 10 beads, using pipe cleaner and 5 beads of 1 color and 5 of another for each student.  Collect and store bracelets for use in lessons later in the Module.

Module 1

Topic C

Standards Addressed:

Topic C

1.OA.1

1.OA.6

1.OA.5

Notes

Lesson 9

The T/S dialogue in the Concept Development highlights MP.2, reason abstractly and quantitatively.   Consider incorporating questions to help students describe how their pictures represent the numbers in the story.  Ask, "Does your drawing show the two parts of our story clearly?", "Turn and talk to your partner about what each number tells about the story."

Lesson 10

Students use their 5-group cards and their personal white boards to model and solve story problems.  Use of the numeral and dot cards helps students to visualize the count on strategy. Circulate as students are telling their story problems and solving using 5-group cards. Guide and encourage students to use math vocabulary in discussion.

Lesson 11

Prior to the start of this lesson create a Mystery Box (shoe box or other box with a question mark on it) for use during storytelling.  Questions that prompt students to share strategies that they used to solve for the mystery number, and that ensure that students understand what each number represents in the story address MP.2, which is highlighted in this lesson.

Lesson 12

As in the previous lesson, students are solving add to with change unknown number stories.  Emphasize the unknown in the number sentence and number bond as being the change.

Module 1

Topic C

Topic D

Topic E

Standards Addressed:

Topic C

1.OA.1

1.OA.6

1.OA.5

Assessment

Biweekly #2

*Lesson 16 Exit Ticket

Topic D

1.OA.5

1.OA.8

1.OA.6

Topic E

1.OA.3

1.OA.7

Notes

Lesson 13

Students tell and solve put together with result unknown, add to with result unknown, and add to with change unknown stories from equations.  Choose students who made up math stories that highlight each of type of addition scenario to share their stories.  Model the different types as they are being presented.

Combine Lessons 14 & 15

Lessons 14 & 15 share an objective and focus standard 1.OA.5 and have been combined as a pacing consideration.  Follow the T/S dialogue in the Concept Development from Lesson 14, being sure to ask questions that allow students to think about the strategy of counting on to solve addition equations.  Assign Problem Set from Lesson 15. If time allows, teach students the partner game detailed in Lesson 15.  Assign either Exit Ticket.

Lesson 16

As in the previous lesson, ask questions that help students talk through the count on strategy.  This lesson includes a suggested sequence of problems for students to solve the unknown part in missing addend equations.  Engage students in an exploration of what they notice about the resulting patterns to help them develop fluency. *Use this Exit Ticket as the biweekly to assess student's ability to identity and utilize a strategy for counting on.

Combine Lessons 17 & 18

Lessons 17 & 18 share and objective and focus standard 1.OA.7.  Follow the T/S dialogue in the Concept Development from Lesson 17.  Provide students an opportunity to identify a true number sentence for a given incomplete equation (as shown in the first example of Lesson 18 Concept Development) prior to releasing students to work on the Lesson 17 Problem Set.  Assign Lesson 17 Exit Ticket.

Module 1

Topic E

Topic F

Standards Addressed:

Topic E

1.OA.3

1.OA.7

Assessment

BOY MAP Closes 10/5

Topic F

1.OA.3

1.OA.6

Notes

Lesson 19

The T/S dialogue in the Concept Development highlights, MP.7, look for and make use of structure.  Guide students in discovering that addends can be put in any order and the answer does not change-Commutative Property.  Ask, "Why does the total stay the same, even though you are adding in a different order?" from the Student Debrief to give students an opportunity to summarize their understanding of the Commutative Property.

Lesson 20

Prior to the start of this lesson, copy and cut out the expression cards (there are enough expression cards for 34 students) and multiple copies of the equal signs sheet to accommodate the number of students in the class.  When prompted to find "someone who has an expression card with a total equal to yours", students may find expressions that have different addends that result in the same total.  Consider modeling this process for students or circulating and supporting individual partnerships.

Lesson 21

If students struggle with subitizing, seeing small amounts without having to count, for numbers to 10, emphasize the visual aspect of doubles and doubles plus 1 with the 5-group cards.   MP.8, look for and express regularity in repeated reasoning, is highlighted in this lesson.  Guide students to make a generalization about how knowing doubles facts can help to solve doubles plus 1 facts.

Combine Lessons 22 & 23

Lessons 22 & 23 ask students to explore patterns on the addition chart within the context of familiar facts and share the focus standard 1.OA.6.   Consider combining Lessons 22 and 23 into one lesson and omitting the Problem Sets. Instead, have students create their own flashcards for +0 and +1 facts for Lesson 22 and +2 facts for Lesson 23. Students can mix up their flashcards and order them (e.g., 2 columns for Lesson 22 and 3 columns for Lesson 23), thinking of the answers as they go, or they can quiz each other.

Module 1

Topic F

Topic G

Standards Addressed:

Topic F

1.OA.3

1.OA.6

Assessment

Mid Module Assessment

Administer after Lesson 24

Biweekly #3

*Lesson 25 Exit Ticket

Topic G

1.OA.1

1.OA.4

1.OA.5

Standards Assessed:

Mid-Module Assessment

1.OA.1

1.OA.3

1.OA.5

1.OA.6

1.OA.7

1.OA.8

Notes

Lesson 24

Encourage students to explain how expressions are related to one another in addition to articulating what strategies they use to solve for the totals during the Concept Development and while circulating during the Problem Set.  Keep in mind that there are multiple ways that expressions can be related to one another as long as students are able to discuss the mathematical relationship between the two expressions.

Combine Topics G and H by using the following sequence of lessons:

Lesson 25

The T/S dialogue in the Concept Development highlights MP.8, look for and express regularity in repeated reasoning.  Encourage students to talk about what they notice as similar and different in the addition and subtraction number sentences and how the strategies counting on and addition and subtraction are related. *Use this Exit Ticket like a pre-assessment for solving add to with change unknown math stories with drawings, relating addition and subtraction.

Module 1

Topic H

Assessment

Q1 ANet Interim Window Open 10/14

Standards Addressed:

Topic H

1.OA.1

1.OA.4

1.OA.5

1.OA.8

Notes

Lesson 30

Students use simple math drawings and equations to represent the problem and solution.  During the T/S dialogue, allow students to share ways to solve add to with change unknown word problems using addition and subtraction.  Encourage students to offer answers to these Student Debrief questions, "How did the addition sentences help you solve today’s problems?" and "How did subtraction sentences help you solve today’s problems?" to continue to develop an understanding of the connection between addition and subtraction.

Combine Lessons 28 & 29

Lessons 28 & 29 share an objective of solving word problems with subtraction and focus standard 1.OA.1 and have been combined as a pacing consideration.  Guide students through solving take from with result unknown math stories from the suggested stories in Lesson 28 and take apart with addend unknown math stories from Lesson 29.  Focus on starting with the whole and crossing off to show the action of taking away with stories from Lesson 28.  Focus on circling the part that is known to help solve the unknown part with stories from Lesson 29. Assign either page 1 of the Problem Sets from both lessons or page 2 of the Problem Sets from both lessons as independent work.

Lesson 31

The T/S dialogue in the Concept Development highlights MP.6, attend to precision.  Encourage students to identify quantities in a clear manner in their simple drawings as well as in their oral explanations of solutions to take from with change unknown math stories.  During the Student Debrief, share some student drawings that have particular strengths and have students share what they notice and "What qualities make [the drawings] useful for solving math problems?".

Lesson 32

Students will likely use different strategies to solve put together/take apart with addend unknown math stories, including counting up, counting back, and writing addition or subtraction sentences.  During the Concept Development, ask students to analyze the efficiency of the strategy they chose.  During the Student Debrief, continue this discussion by prompting students to share responses to, "Was it easier for you to use an addition sentence or a subtraction sentence to solve today’s math stories? Why do you think that is?

Module 1

Topic G

Topic I

 

Standards Addressed:

Topic G

1.OA.1

1.OA.4

1.OA.5

 

Assessment

Q1 ANet Interim Window Open 10/14

Topic I

1.OA.5

1.OA.6

1.OA.4

Notes

Lesson 26

Students use the number path to count on to find an unknown part.  Encourage students to consider how they can use addition to solve subtraction equations.  Prompt students to this thinking, "When you see a subtraction problem, you can always add instead. Ask yourself, how can I turn this into an addition sentence?"

Lesson 27

Students continue counting on using the number path to find an unknown part.  During the T/S dialogue in the Concept Development, ask students to think about strategies they can use to solve subtraction equations, choosing to count on or count back on the number path and to decide which method is more efficient.

Lesson 33

Guide students in using the Rekenrek bracelet to model 0 less and 1 less subtraction situations.  The Student Debrief highlights MP.8, look for and express regularity in repeated reasoning.  The questions prompt students to discover generalizations about what happens whenever 0 or 1 are subtracted from a number.

Lesson 34

Students use the Rekenrek bracelet again in this lesson to model subtracting a number from itself and subtracting one less than the number  from itself.  MP.8, look for and express regularity in repeated reasoning, is highlighted in the T/S dialogue in the Concept Development.  Use questions to prompt students to discover and articulate generalizations about what happens whenever a number is subtracted from itself and when 1 less than the number is subtracted from the number.

Module 1

Topic I

 

Assessment

End of Module Assessment

Administer after Lesson 37

Standards Addressed:

Topic I

1.OA.5

1.OA.6

1.OA.4

 

Standards Assessed:

End of Module Assessment

1.OA.1

1.OA.3

1.OA.4

1.OA.5

1.OA.6

1.OA.7

1.OA.8

Notes

Lesson 35

The second part of the T/S dialogue during the Concept Development highlight's MP.7, look for and make use of structure.  As you circulate, if students are not proficient with recognizing doubles facts, consider encouraging students to visualize by showing doubles on their fingers.

Lesson 36

Students use Rekenrek bracelets to model decompositions of 10 and relate it to subtraction.  Emphasize moving beads in groups as opposed to counting individual beads.

Lesson 37

Similar to the previous lesson, students use Rekenrek bracelets to model decompositions of 9 and relate it to subtraction.  Support students with recognizing and articulating how using the decompositions of 10 help in identifying the decompositions of 9.

Omit Lessons 38 & 39

Students create their own flashcards for related subtraction facts to be used in the same manner as the addition flashcards created in Lessons 22 & 23.

Due to pacing there is only one day given for this End of Module assessment.