Grade 1 Pacing Guide: Q2 Mathematics

Overview

Week 1 - 11/5

Weeks 2/3 - 11/13

Week 4 - 11/26

Week 5 - 12/3

Week 6 - 12/10

Week 7 - 12/17

Week 8 - 1/7

Week 9 - 1/14

Week 10 - 1/22

Week 11 - 1/28

Module 2: Introduction to Place Value Through Addition and Subtraction Within 20

Students go beyond the Level 2 strategies of counting on and counting back as they learn Level 3 strategies informally called ""make ten"" or ""take from ten.""

Topic A: Counting On or Making Ten to Solve Result Unknown and Total Unknown Problems

Topic B: Counting On or Taking from Ten to Solve Result Unknown and Total Unknown Problems

Topic C: Strategies for Solving Change or Addend Unknown Problems

Topic D: Varied Problems with Decompositions of Teen Numbers as 1 Ten and Some Ones

Advanced Preparation:

Pattern Blocks

Linking Cubes

Number bonds

Number path

Rekenrek

Rekenrek Bracelet (from Module 1)

Rekenrek Beads (9 per student)

Module 3: Ordering and Comparing Length Measurements as Numbers

This module begins by extending students’ kindergarten experiences with direct length comparison to indirect comparison (using the length of one object to compare the lengths of two other objects). Length units are introduced and students explore the usefulness of measuring with similar units. The module closes with students representing and interpreting data.

Topic A: Indirect Comparison in Length Measurement

Topic B: Standard Length Units

Topic C: Non-Standard and Standard Length Units

Topic D: Data Interpretation

Advanced Preparation:

-Rekenrek

-Items for measurement comparison

-T) Folder, new crayon, pencil, dry erase marker, jumbo glue stick, 2 feet of string, various classroom objects shorter and longer than the teacher’s foot, small & large paper clips-

(S) 5 strips of paper of varying lengths, 1 foot of string, centimeter cubes

-Centimeter Rulers

-Jumbo Craft Sticks

Weekly Overview

Module 2 embeds conversations about efficiency and strategy comparison. Application Problems and Student Debriefs can provide opportunities to share and compare students’ varied strategies.

Lesson 1

Solving problems with three addends is introduced in order to provide a context for the making 10 strategy. During the Problem Set, make note of students who use the making 10 strategy to solve and those who do not. Then prioritize ""What new way or strategy to add did we learn today? Why is 10 such a friendly number? "" from the Student Debrief to encourage students to begin to see making 10 as an effective strategy.

Lesson 2

The Application Problem applies the Lesson 1 objective of adding three addends, two of which make ten. Make note of students who use the strategy to solve. Invite students to share their solution strategies adding in a row, counting the set or counting on, and finally making 10 and make the connection to the day's lesson. MP.7, look for and make use of structure, is highlighted during the Concept Development. Support students' understanding of the commutative property- arranging their addends to show partners of 10, regardless of their place in the number sentence or story will yield the same result. "

Standards Addressed:

1.OA.1, 1.OA.2, 1.OA.3, 1.OA.6

Weekly Overview

Lesson 3

The fluency activities offer additional practice with recognizing partners to 10 which will be beneficial for the work done later in the lesson. During the Concept Development, help students to see the connection between the concrete model using the linking cubes and the pictoral representation with the 5-groups as they use making a ten when one addend is 9. Encourage students to organize their drawing using 5-groups so that they can easily identify the new 10+ fact. Ask, ""What new strategy did we use today to solve math problems? How is it more efficient than counting on to add?"" from the Student Debrief to reflect on the effectiveness of the strategy.

Lesson 4

Make note of students who apply the make 10 strategy from Lesson 3 as they solve the Application Problem. MP.4, model with mathematics, is highlighted in the Concept Development. Similar to lesson 3, reinforce the connection between the concrete model using the linking cubes and the pictoral representation with the 5-groups. Save the Problem Sets from this lesson through Lesson 6 as they provide comparisons for students when they begin making 10 when one addend is 8.

Lesson 5 Omit

Lesson 5 has been omitted as a pacing consideration. The objective is embedded in previous lessons.

Lesson 6

The Application Problem provides students with the chance to apply learning from Lessons 3 and 4. Circulate and make note of which addend students choose to make a 10 with and which addend they choose to break apart. During the Concept Development, guide students to think about the efficiency of adding on to the larger addend to make 10. Revisit the solution strategies from the Application Problem during the Student Debrief. *Use Lesson 5 Exit Ticket instead of Lesson 6 as the Biweekly to assess students understanding of the making 10 strategy.

Lesson 7

MP.7, look for and make use of structure, is highlighted in the Concept Development. Look for students to suggest the making 10 strategy as a way to solve addition sentences where one addend is 8. Suggest the strategy if students don't offer it on their own. Support students with recognizing the efficency of making 10 with 8, the larger addend just as they did in previous lessons when the addend was 9.

Lesson 8

The Application problem revisits the idea of making 10 when one addend is 8. Make note of how students utilize the making 10 strategy to solve the problem. Display the student Problem Set from Lesson 4 for comparing with today’s Problem Set during the Student Debrief.

Lesson 9 Omit

Lesson 9 has been omitted as a pacing consideration. The objective is embedded in previous lessons.

Lesson 10

During the Concept Development, encourage the accurate use of math vocabulary (expression, organize, join, break apart, and frame) as students describe their solution strategies to problems with addends of 7, 8, or 9. MP.8, look for and express regularity in repeated reasoning, is highlighted in the Concept Development during the Simple Strategies Game. Support students with recognizing the pattern of starting with a larger addend and taking from the other addend when using the making 10 strategy.

Lesson 11 Omit

Students share and critique peer solution strategies for put together with total unknown word problems. Consider completing the Application Problem or Concept Development as a Do Now or Problem of the Week.

Use the additional day this week to give Mid Module Assessment."

Standards Addressed:

1.OA.1, 1.OA.3, 1.OA.4, 1.OA.6, 1.OA.5, 1.OA.7

Assessment

Biweekly #2

*Lesson 16 Exit Ticket

Notes

Lesson 12

Students may default to subtracting from the total or may not suggest using the take from 10 strategy to solve the first problem in the Concept Development. The goal of this module is to encourage students to move into decomposition and composition strategies. Guide students as outlined in the teacher/student dialogue or invite students who did use the strategy to share before transitioning into the rest of the guided practice. Make note of students' progress with the strategy and consider customizing the problem set by labeling earlier problems as ""must do"" and later ones as ""try this"".

Lesson 13

Prioritize the 5 Group Flash:Take From Ten fluency activity as it makes the take from 10 subtraction strategy that students are learning easier. This lesson continues the work of lesson 12, solve word problems with subtraction of 9 from 10. Listen for the strategies students use during the Concept Development. Facilitate a conversation around the efficiency of the strategies they use and continue to encourage the take from 10 strategy.

Lessons 14 & 15 Combine

Lessons share an objective and focus standards and have been combined as a pacing consideration. Prioritize the Partners to Ten fluency activity from Lesson 15 as it revisits the take from 10 subtraction strategy and is referenced during the Concept Development for it's visual representation of 5-groups. Work through the first word problem from Lesson 14 Concept Development before continuing with Lesson 15 Concept Development. Consider assigning Lesson 14 Problem Set for students who need the visual support and Lesson 15 Problem Set for those who don't. Assign Lesson 15 Exit Ticket to all students.

Lesson 16

MP.4, model with mathematics, is highlighted in the Concept Development. Consider focusing on the finger work to practice the take from 10 strategy rather than focusing on relating counting on to making 10 and taking from 10. *Use Lesson 16 Exit Ticket as the Biweekly to assess students application of the the take from ten strategy.

Standards Addressed:

Topic B

1.OA.1

1.OA.3

1.OA.4

1.OA.6

1.OA.5

1.OA.7

Topic C

1.OA.1

1.OA.4

1.OA.6

1.OA.5

1.OA.7

1.OA.8

Notes

Lessons 17 &18 Combine

Lessons share an objective and focus standards and have been combined as a pacing consideration. Prioritize the Sprint: Subtract 9 as it reviews the take ten strategy when subtracting 9. Work through and discuss the Application Problem from Lesson 17. Invite students who recognize the application of the take from ten strategy to share their solution strategies then continue with the Concept Development from Lesson 18. Assign the Problem Set and Exit Ticket from lesson 18.

Lesson 19

MP.4, model with mathematics, is highlighted as students use both the count on and make ten strategies. Ask, "Which strategy do you prefer, counting on or the take from ten strategy? Why?" from the Student Debreif to invite students to explain their thinking.

Lesson 20

Prioritize Number Path: Get to 10 as it reviews Lesson 19 and sets students up for additional practice relating couning on to make 10. As students work in partnerships during the Simple Strategies game circulate and encourage students to evaluate theirs and their partner's thinking. Similar to the previous lesson, encourage students to talk through which strategy, counting on or the take from 10, they prefer.

Lesson 21 Omit

Lesson omitted for pacing considerations. Consider completing the Application Problem or Concept Development as a Do Now or Problem of the Day.

Lesson 22

Prioritize Sprint: Missing Addend Within 10 fluency activity as it focuses on students’ ability to fluently add and subtract within 10 and prepares students for the problem types that are presented in the lesson. MP.2, reason abstractly and quantitatively, is highlighted in the Concept Development. Encourage students to create efficient math drawings with lines, circles, dots and labels and explain how their drawings match each math story.

Standards Addressed:

Topic C

1.OA.1

1.OA.4

1.OA.6

1.OA.5

1.OA.7

1.OA.8

Assessment

Biweekly #3

*Lesson 23 Exit Ticket

Topic D

1.OA.1

1.OA.6

1.NBT.2a

1.NBT.2b

1.NBT.5

Notes

Lesson 23

Prioritize Sprint: Missing Addend Within 10 fluency activity as it focuses on students’ ability to fluently add and subtract within 10 and prepares students for the problem types that are presented in the lesson. As students work through solving the word problems, encourage them to use their drawings to help them choose a strategy. *Use Lesson 23 Exit Ticket as the biweekly to assess students application of strategies to solve word problems.

Lesson 24 Omit

This lesson focuses on using various strategies such as counting on, counting back, taking from ten, or getting to ten to accurately solve word problems silimilar to Lessons 22 and 23 and has been omitted as a pacing conisderation.

Lesson 25

Prioritize Make It Equal: Addition Expressions fluency activity because it reinforces the meaning of the equal sign, which prepares students for the lesson. MP.2, reason quantitatively and abstractly, is highlighted as students talk with their partners and explain how the number stories resulted in two equal expressions.

Lesson 26

Students are introduced to the language of ten as a unit. MP.4, model with mathematics, is highighted in the Concept Development. Faciliatate students' understanding of ten as a unit by modeling teen numbers with fingers, drawings, and 5-group columns. Ask, "How are these different? How are they the same? How can the 5-group column help us see the ten better than with the 5-group row?" from the Student Debrief to get students to think about this new representation.

Lesson 27

Prioritize Say Ten: 5 Group Column or Magic Counting Fingers fluency activities as both review the concept of ten as a unit. Support students with using the make ten and take from ten strategies in conjunction with the hide-zero cards while solving addition and subtraction of teen numbers.

Module 2

Topic D

Assessment

End of Module Assessment

Administer after Lesson 29

Standards Addressed:

Topic D

1.OA.1

1.OA.6

1.NBT.2a

1.NBT.2b

1.NBT.5

Standards Assessed:

End of Module

1.OA.1

1.OA.2

1.OA.3

1.OA.4

1.OA.6

1.NBT.2a

1.NBT.2b

Notes

Lesson 28

Students may get confused about which numbers go where when writing their two number sentences. Emphasize the importance of the addition of the ten for the first number sentence. Some students may need number sentences more concretely framed out. Have an example of a completed problem where they can easily see it to reference if they get confused.

Lesson 29

This lesson provides additional practice having students write two number sentences to show taking away from the ten and adding the extra ones. As in lesson 28, support students by recording their strategies using mathematical number sentences. If students struggle, consider completing more problems for guided practice and customizing the Problem Set with "must do" and "try this" problems.

Module 3

Topic A

Assessment

Q1 ANet Interim Window Open 10/14

Standards Addressed:

Topic A

1.MD.1

Topic B

1.MD.1

1.MD.2

Notes

Students need Module 3’s fluency before advancing to Module 4.

Lesson 1

Encourage students use of academic language while comparing the length of two objects using shorter than, longer than, and endpoint. Support students' accuracy with measuring by paying close attention to the endpoints of each item.

Lesson 2

MP.7, look for and make use of structure, is highlighted in the Concept Development. Support students' use of indirect comparison as they compare items to a piece of string. Prepare a 9 cm paper strip, pipe cleaner, or twist tie instead of a string for students to measure each picture in the Problem Set.

Lesson 3

Prior to the start of this lesson, choose a spot in the middle of the classroom that diagonally faces the door and create two paths to the door using different colored masking tape for each path on the floor. MP.7, look for and make use of structure, is highlighted again in this lesson as students use indirect comparison to compare distances.

Lesson 4

Centimeter cubes are introduced as a length unit. MP.3, construct viable arguments and critique the reasoning of others, is highlighted as you talk with students about accurately measuring with the centimeter cubes. Guide students to recognize that the units are all the same size and must be placed at the endpoint of the object with no overlaps or gaps between cubes for accurate measuring.

Standards Addressed:

Topic B

1.MD.1

1.MD.2

Assessment

Q1 ANet Interim Window Open 10/14

Topic C

1.OA.1

1.MD.2

Notes

Lesson 5

Facilitate students understanding of the meaning of the numbers on the ruler as describing the number of centimeter length units by lining centimeter cubes alongside a ruler. Ask, "Why do you think people all over the world use centimeters as a length unit? Why is it important that we all use the same length unit, like centimeters?" during the Student Debrief to invite students to think about measurement within real world contexts.

Lesson 6

Reinforce the rules for measuring accurately as students measure and compare sets of three items using centimeter cubes. Identifying the difference while comparing centimeter cubes sets students up for work done in Lesson 9 with difference unknown problems. Make note of students' progress to prepare for scaffolding during that lesson.

Lesson 7

MP.3, construct viable arguments and critique the reasoning of others, is highlighted in the Concept Development as students measure objects using length units of different sizes. Facilitate students' understanding of why it is so important to use the same-sized length unit when measuring.

Standards Addressed:

Topic C

1.OA.1

1.MD.2

Topic D

1.OA.1

1.MD.4

Notes

Lesson 8

MP.6, attend to precision, is highlighted in the Concept Development. After reviewing the rules for measuring accurately, encourage students to discuss the need for being precise in sharing which length unit was used to measure.

Lesson 9

Make note of students' successes and challenges as they work through the Application Problem. MP.2, reason abstractly and quantitatively, is highlighted during the Concept Development as students explore the comparison of centimeter cubes. Focus students' understanding on comparing the concrete cubes rather than the numerical representations of the measurements.

Lesson 10

Use and encourage the use of the words collecting, organizing, sorting, data and table as students work as a class to collect, sort, and organize data into a table. Invite students to answer, and then ask questions about the generated tables.

Assessment

End of Module Assessment

Administer after Lesson 13

Standards Addressed:

Topic D

1.OA.1

1.MD.4

Standards Assessed:

End of Module

1.OA.1

1.MD.1

1.MD.2

1.MD.4

Notes

Lesson 11

MP.3, construct viable arguments and critique the reasoning of others, is highlighted in the Concept Development as students discuss how to collect and organize data into a table. Similar to lesson 10, invite students to ask and answer questions about the data set.

Lesson 12

As students work during the Application Problem, circulate and notice how students are representing the data. Encourage them to line up their shapes and focus on organization. During the Concept Development, remind students to use their understanding of comparing lengths from previous lessons to compare the responses in three categories on the vertical graph. Consider modeling writing a number sentence to show solutions for compare with difference unknown problems and put together with total unknown problems before asking students to do this on their own.

Lesson 13

This lesson continues supporting students' understanding of the compare with difference unknown problem types using number sentences as they interpret the given data. If students struggled in the previous lesson, consider completing a portion of the Problem Set as guided practice, being sure to talk through creating a number sentence to show comparisons.

Use the additional day this week to give End of Module Assessment.