Social Studies Grade 8 s11

Mathematics – Grade 1 Unit of Study: Numbers to 12

First Grading Period – Weeks 1 and 2 ( 7 Days) CURRICULUM OVERVIEW Big Idea Unit Rationale

The students will understand that numbers can be used for different purposes, and  The student will recognized patterned arrangements and numbers without counting. numbers can be classified and represented in different ways. Doing mathematics  The student will recognize two-part spatial patterns of numbers. involves a variety of processes including problem solving, reasoning, communicating,  The student will use objects to act out the actions in problems. connecting and presenting. TEKS TEKS Specificity - Intended Outcome 1.1. Numbers, operations and quantitative Reasoning. The student uses whole numbers to describe and compare quantities. ” I CAN” statements highlighted in yellow and italicized should be displayed for 1.1(D) Read and write numbers to 99 to describe sets of concrete objects. students.

s 1.5 Patterns, relationships, and algebraic thinking. The student recognizes t

p patterns in numbers and operations. I can:

e 1.5(B) Find patterns in numbers including odd and even numbers.  Read and write numbers to 12 using counters. (1.1D) c

n  Find patterns in numbers to 10 using counters.(1.5B) o C

1.11 Underlying processes and mathematical tools. The student applies Grade 1 mathematics to solve problems connected to everyday experiences and activities ” I CAN” statements highlighted in yellow and italicized should be displayed for in and outside of school. The student is expected to: students. 1.11(C) Select or develop an appropriate problem-solving plan or strategy s l

l including drawing a picture, looking for a pattern, systematic guessing and I can: i

k checking, or acting it out in order to solve a problem.  Use objects and manipulatives to solve problems. (1.11D) S 1.11(D) Use tools such as real objects, manipulatives, and technology to solve  Use objects to act out the actions in problems. (1.11D) s

s problems. .  Explain my thinking using manipulatives. (1.13) e

c 1.13. Underlying processes and mathematical tools. The students uses logical  Choose a problem solving plan using various strategies (1.11C) o reasoning. r

P 1.13 The student is expected to justify his or her thinking using objects, words, pictures, numbers, and technology.

Evidence of Learning 80% of the time students will demonstrate on paper or use models to show that they can: 1. read and write numbers to 12 using counters. 2. find patterns in numbers to 10 using counters. 3. use objects and manipulatives to write, draw, and tell about their thinking. 4. act out to solve problems.

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. First Grading Period – Weeks1 and 2 ( 7 Days) CURRICULUM GUIDE Essential Questions Essential Pre-requisite Skills  How can you find how many are in a set?  Using sets of concrete objects to represent quantities given in verbal or written  How can numbers from 6 to 10 be represented as 5 and some more? form (through 20) (K1.B)  How can the numbers 10, 11, and 12 be represented as sets of 10 and 0, 1  Using numbers to describe3 how many objects are in a set (through 20) using or 2 more? verbal and symbolic descriptions (K1.C)  How can the number of objects arranged in a pattern be named without  Select or develop an appropriate problem-solving strategy including drawing counting? pictures, looking for a pattern, systematic guessing and checking, of acting it out  How can you use a pattern to find a number of objects without counting? in order to solve a problem (K.13C)  How can you use objects, manipulatives, and technology to solve problems?  Use tools such as real objects and technology to solve problems (K.13 D) The Teaching and Learning Plan Instructional Model & Teacher Directions So students can… The teacher will…

Review What You Know: Topic 1 Topic Opener pp. 1-2 in the Teacher’s Edition Day 1 through Day 6 Note: The purpose of this activity is to diagnose students' readiness by assessing prerequisite content. Refer to Diagnosis Step 1: Problem Solving and Intervention Guide on pp. 81 to address individual students' needs. Problem Solving Task Day 1 through Day 6  Compare and order whole numbers up to 99 Step 1: Problem Solving: Begin each day with problem solving. (less than, greater than, or equal to) using sets of concrete objects and pictorial models. (1.1A) Problem Solving Task  Select or develop an appropriate problem solving plan or strategy including drawing a Problem of the Day 1-6 – Days 1-5 picture order to solve a problem. (1.11C)  Justify thinking using objects, words, pictures, Note: Choose one problem to use with the Problem Solving Checklist(make this a link) over the course of the unit. numbers and technology. (1.13) The focus of this week’s Problem Solving Checklistwill be drawing a picture.

Day 1 – Topic 1 Day 1 Step 2: – Interactive Learning - Show vocabulary cards and have lesson materials available for students (see Step 2 : Interactive Learning Lesson Overview) Lesson 1.1  Read numbers 0-5. (1.1D) Lesson 1.1: pp. 68B Write numbers 0-5. (1.1D)  Review numbers 0-5 with students by writing numbers on board. Have students name numbers as teacher points to  the numbers. Ask students guiding questions to help them identify and count sets up to 5.  Match counters to the numbers 0-5. (1.1D)  Have students work in pairs to count sets up to 5. Pose a problem such as: How can you use your counters to show  Describe sets of objects using numbers 0-5. 3? Have students represent the number 3 using counters. (1.1D)  Have students show the numbers 0-5 using counters, and match counters to numerals.  Extend: Write a number 0-5 on the board and have them show that number on their fingers.

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Step 3: -Visual Learning and Practice: Animate the Visual Learning Bridge by using the Visual Learning Animations Step 3: -Visual Learning and Practice: CD. Lesson 1.1 Lesson 1.1: pp. 68-70  Use concrete sets to read, write and describe  Use the Visual Learning bridge model to show students how to read and write numbers 0 through 5. numbers from 0 through 5. (1.1D)  Guided Practice: Have the students draw the counters to show a given number. Students will demonstrate their understanding by using different sets of objects to show the numbers 0-5. The error intervention can be used throughout the visual learning and practice portion of this assignment.

Step 4: Differentiate/Assessment Step 4: Differentiate/Assessment Lesson 1.1 Lesson 1.1: Use quick check 1-1 and on-going teacher observation.  Tell how many objects are in a set. (1.1D)  Write numbers 0-5, correctly. (1.1D) Homework Home School Connection Master pp. 1 & Leveled Homework. pp. 22-24

Note: To determine student classification level refer to the Differentiation section below.

Day 2- Topic 1 Day 2 Step 2: – Interactive Learning- Show vocabulary cards and have lesson materials available for students (see Step 2: – Interactive Learning Lesson Overview) Lesson 1.2  Use the “five frame” strategy to show Lesson 1.2: pp. 7 numbers 6 through 10 as a group or 5 and  Have students use the strategy “five frame and some more” to represent numbers from 6 through 10. some more. (1.1D)  Give students 10 counters and have them use the strategy “five frame and some more” to show given numbers.  Write numbers 6 through 10 correctly.  Ask students to write numbers 7, 8, 9 10 on the line beside the “five frame” to show the number 5 and some more. (1.1D)  Extend: Have students describe 10 using 2 groups of five.

Step 3: -Visual Learning and Practice: Lesson 1.2 Step 3: -Visual Learning and Practice: Animate the Visual Learning Bridge by using the Visual Learning Animations  Read and write numbers 6 through 10. CD. (1.1D) Lesson 1.2: pp. 72-73  Show sets of numbers using a five frame  Use the Visual Learning Bridge to model how to show and write the numbers 6 through 10. and counters. (1.1D)  Have students model each number with a five frame and counters.  Describe sets of numbers using a five frame  Guide students so that they see numbers as 5 and some more. and counters. (1.1D)  Guided Practice: Have students use a five frame to help them write numbers 6 through 10. Students should recognize that each numbers is five plus some more. Have students draw sets between 6 and 10 objects. The error intervention can be used throughout the visual learning and practice portion of this assignment.

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Step 4: Differentiate/Assessment Step 4: Differentiate/Assessment Lesson 1.2: Use quick check 1-2 and on-going teacher observation. Lesson 1.2  Tell how many objects are in a set. (1.1D)  Write numbers correctly. (1.1D)

Homework Leveled Homework. pp. 28-30

Day 3 – Topic 1 Day 3 Step 2: – Interactive Learning - Show vocabulary cards and have lesson materials available for students (see Step 2: – Interactive Learning Lesson Overview) Lesson 1.3  Use a ten frame to show numbers 10 and Lesson 1.3: pp. 11 11as a group of 10 and 0, 1, or 2 more  Have students work with a partner to show how to use the five frame to write the number 7. Have students explain their (1.1D) thinking.  Write numbers 10, 11, and 12 correctly.  Model how students can use a ten frame to write numbers such as 11 and 12. Ask students to tell how the five frame is  Use a ten frame to describe the numbers different from the ten frame. 10, 11, and 12.  Give students 12 counters and have them use the ten frame to show given numbers.  Ask students to write numbers 10, 11, and 12 on the line beside the frame.  Extend: Have students describe 12 as two sets of five and 2 more.

Step 3: -Visual Learning and Practice: Animate the Visual Learning Bridge by using the Visual Learning Animations Step 3: -Visual Learning and Practice: CD. Lesson 1.3 Lesson 1.3: pp. 12-13  Read and write numbers 10, 11 and 12.  Use the Visual Learning Bridge to model how to show and write the numbers 10, 11, and 12. (1.1D)  Have students model each number with a ten frame and 0, 1, or 2 more using counters.  Show sets of numbers using a ten frame  Guide students so that they see numbers as 10 and plus 0, 1, or 2 more. plus 0, 1 or 2 more using counters. (1.1D)  Guided Practice: Have students use a ten frame to help them write numbers 10, 11 or 12. Students should recognize that each number is ten plus 0, 1, or 2 more. Have students draw sets of 10, 11 or 12. The error intervention can be used throughout the visual learning and practice portion of this assignment.

Step 4: Differentiate/Assessment Step 4: Differentiate/Assessment Lesson 1.3: Use quick check 1-3 and on-going teacher observation. Lesson 1.3 Use objects to show numbers as sets of 10 Homework plus 0, 1 or 2 more. (1.1D) Leveled Homework. pp. 34-36 Draw two sets of objects to show 12. (1.1D)

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Day 4 – Topic 1 Day 4 Step 2: – Interactive Learning - Show vocabulary cards and have lesson materials available for students (see Step 2: – Interactive Learning Lesson Overview) Lesson 1.4 Use spatial reasoning to estimate large Lesson 1.4: pp. 15 quantities. (1.5B)  On board or projector draw two arrangements of 5 dots. Explain to students that they will learn how to name the Use concrete objects to find and create number of objects in a pattern without counting. patterns in numbers.(1.5B)  Give students 9 counters. Have students create a pattern with the counters. Have students describe their patterns by working in pairs.  Have students create patterns for numbers on the workmat using counters and draw patterns for numbers 5, 7, 8, and 9.

Step 3: -Visual Learning and Practice: Animate the Visual Learning Bridge by using the Visual Learning Animations Step 3: -Visual Learning and Practice: CD. Lesson 1.4 Lesson 1.4: pp. 76-77  Use counters to create patterns for  Use the Visual Learning Bridge to demonstrate using a pattern to see numbers. Model how numbers look when numbers. (1.5B) arranged in patterns and in random unorganized groups.  Use patterns to name large number  Guided Practice: Students will look and patterns to find numbers and write numbers. Explain that some groups go quantities, without counting. (1.5B) across or down (column or rows). The error intervention can be used throughout the visual learning and practice  Writing in journals explaining how to use portion of this assignment. Use exercise 16 as a journal entry for students. patterns to show number quantities. (1.5B)

Step 4: Differentiate/Assessment Step 4: Differentiate/Assessment Lesson 1.4: Use quick check 1-4 and on-going teacher observation. Lesson 1.4  Name the numbers of objects found in a Homework pattern without counting. (1.5B) Leveled Homework. pp. 40-42  Find patterns in numbers. 1.5B)

Day 5 – Topic 1 Day 5 Step 2: – Interactive Learning - Show vocabulary cards and have lesson materials available for students (see Step 2: – Interactive Learning Lesson Overview) Lesson 1.5  Name and show two-part spatial patterns of Lesson 1.5: pp. 19 numbers. (1.5B)  Explain that students will use two patterns to find the number of objects without counting.  Arrange counters on a workmat to match  Give each student a set of counters and have them make two patterns. Use a Two-Part Pattern Card to model how patterns. (1.5B) to create patterns out of numbers.  Name a number of objects without counting,  Have students draw two-part patterns to show numbers 4 and 5. using patterns. (1.5B)  Extend: In pairs, have one student flash a dot pattern card for three seconds. Have second child identify the number. Have students alternate roles. SAISD © 2008-09 – First Grading Period Mathematics Grade 1- Initial Release Aug 08, V1 Page 5 of 59

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Step 3: -Visual Learning and Practice: Animate the Visual Learning Bridge by using the Visual Learning Animations Step 3: -Visual Learning and Practice: CD.  Use counters to create one part patterns Lesson 1.5: pp. 19 and two part patterns for numbers. (1.5B)  Use the Visual Learning Bridge to model finding patterns for numbers that are broken into two parts.  Use arranged patterns to name large  Show students patterns that were previously taught. Remind students that they should find how many are on both number quantities without counting. (1.5B) sides.  Name large number quantities without  Guided Practice: Have students look at patterns and write the number that tells how many. Encourage students to counting. (1.5B) make one part patterns and two-part patterns. Students may use counters to help them create new patterns.  Write in journals to tell how number patterns  Use exercise 14 as a journal entry. Drawing should reflect student’s understanding of patterns in numbers. are used to count large quantities. (1.5B)

Step 4: Differentiate/Assessment Step 4: Differentiate/Assessment Lesson 1.5 Lesson 1.5: Use quick check 1-5 and on-going teacher observation. Use patterns to express totals. (1.5B) Explain how two patterns can be put together Homework to equal a whole. (1.5B) Leveled Homework. pp. 46-48

Day 6 – Topic 1 Day 6 Step 2: – Interactive Learning - Show vocabulary cards and have lesson materials available for students (see Step 2: – Interactive Learning Lesson Overview) Lesson 1.6 Use a problem solving plan to solve problems Lesson 1.6: pp. 23 (1.11C)  Students will use objects to solve problems. Use tools such as objects, manipulatives and  Give counters to pairs and present the problem. Have students use counters and work together in groups to solve the technology to solve problems (1.11D) given problem. Allow students to share their solutions and strategies with the whole class.  Extend: Have students model problems using counters.

Step 3: -Visual Learning and Practice: Animate the Visual Learning Bridge by using the Visual Learning Animations Step 3: -Visual Learning and Practice: CD. Lesson 1.6 Lesson 1.6: pp. 24-25 Use a problem solving plan to solve problems  Use the Visual Learning Bridge to model how to use counters to help solve problems. (1.11C)  Have students use counters to solve problems then draw a picture of the counters Use tools such as objects, manipulatives and  Guided Practice: Students will use counters as models for stamps, in a problem solving situation. Read the story to technology to solve problems (1.11D) students. Ask students to use tools, such as five/ten frame, and counters to solve the problem.

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Step 4: Differentiate/Assessment Step 4: Differentiate/Assessment Lesson 1.6: Use quick check 1-6 and on-going teacher observation. Lesson 1.6 Use counters to model objects in problems. Homework (1.11D) Leveled Homework. pp. 52-54 Read and write numbers through 12 (1.1D)

Day 7 – Topic 1 Day 7 Step 4: Differentiate/Assessment Demonstrate an understanding of concepts Assess: presented in Topic 1: Numbers to 12 Note: Within the 90 minutes, students will complete the Topic 1 test. Students may work in stations for remainder of class, through TAKS formatted and free response following test. The teacher should quickly review Topic 1 test and engage students in reteaching and reviewing. The teacher questions. should also use data to establish targeted interventions for the Tier 2 and Tier 3 students.

End of unit assessment choices for Topic 1: Numbers to 12 are found on pp. 27D of the Topic 1 Teacher’s Edition and pp. 75-80 of the Teacher Resource Masters.

Note: Vocabulary Cards can be used during instruction accompanied by manipulatives as well as used as a homework Resources extension. Vocabulary: Resources for Instruction: Review Vocabulary  zero  cero  one  uno  two  dos Textbook: enVision Math Texas Grade 1  three  tres  four  cuatro  five  cinco Topic One Numbers to 12  six  seis  seven  siete  eight  ocho Other Resources  nine  nueve  ten  diez  eleven  once  Problem Solving Checklist(make this a link)  twelve  doce  number  número  Elementary Framework (make this a link)  Probing Questions  Weekly Problem: 1-6  Visual Learning Animations CD  eTools Electronic Manipulatives

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Evidence of Learning College-Readiness i.e., Differentiation Interims/TAKS/Benchmarks Anticipated Skills for SAT/ACT/College Board/Career/Life Note: Differentiated instructional levels can be based on the following 5th Grade 2006 TAKS Release Test options: (February) – Item # 38  Option 1: The Topic Opener “Review What You Know” Pre-Assessment TEK 5.1B  Option 2: On-going informal assessment (observation, student products, presentations, etc.)  Option 3: Quick-Check Masters as described in the Close/Assess and Differentiate section of each lesson

What do you do for students who are struggling? Day 1/Lesson 1.1  Counting Towers (1.1D) pp.6B Day 2/Lesson 1.2  Cube Rows (1.1 D) pp. 10B Day 3/Lesson 1.3  Children’s Groups (1.1D) pp. 14B Day 4/Lesson 1.4  Patten Flash Cards (1.5B) pp. 15B Day 5/Lesson 1.5  Counter Patterns (1.5B) pp. 22B Day 6/Lesson 1.6  Modeling Crayons (1.11D) pp. 26B

What do you do for students who master the learning quickly? Day 1/Lesson 1.1  Math in Motion (1.1D) pp.6B Day 2/Lesson 1.2  9 to 0 Path (1.1D) pp. 10B Day 3/Lesson 1.3  Use a Ten Frame (1.1D) pp. 14B Day /4Lesson 1.4  Look and See (1.5B) pp. 15B Day 5/Lesson 1.5  Try Together (1.5B) pp. 22B Day 6/Lesson 1.6  Modeling Stones (1.11D) pp. 26B

Meeting Individual Needs, TE pp. 1G-1H Day 1/Lesson 1.1  ELL: How Many? (1.1D)) Day 2/Lesson 1.2  Special Needs: Number Match (1.1D)  Below Level: Tactile Numbers (1.1D)  Advanced: Missing Dots (1.5B) SAISD © 2008-09 – First Grading Period Mathematics Grade 1- Initial Release Aug 08, V1 Page 8 of 59

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Evidence of Learning Formative Mini Assessment TAKS Benchmarks College-Readiness Anticipated Skills for SAT/ACT/College Board

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Mathematics – Grade 1 Unit of Study: Comparing and Ordering numbers

First Grading Period – Weeks 2 and 3 (5 days) CURRICULUM OVERVIEW Big Idea Unit Rationale  The student will compare two numbers, using numbers 1 to 12, to develop an The Student will understand that numbers, expressions, measures, and objects can be understanding of absolute size numbers. compared and related to other numbers, expressions, measures and objects in  The student will compare and order three numbers, using numbers 1 to 12 to reinforce different ways. Doing mathematics involves a variety of processes including problem number sense. solving, reasoning, communicating, connecting, and representing.  The student will order numbers to 12, using a number line.  The student will use objects and the problem solving strategy “acting it out” to ordering numbers to solve story problems. TEKS TEKS Specificity - Intended Outcome 1.1 Number, operation, and quantitative reasoning. The student uses whole numbers to describe and compare quantities. ” I CAN” statements highlighted in yellow and italicized should be displayed for students. s

t 1.1A compare and order whole numbers up to 99 (less than, greater than, or equal p

e to) using sets of concrete objects and pictorial models. I can: c 1.1D read and write numbers to 99 to describe sets of concrete objects.  Compare two numbers, using number 1 to 12 .(1.1A) n

o  Compare and order three numbers, using numbers 1 to 12. (1.1A) C  Order numbers, using numbers 1 to 12, using a number line. (1.1A)  Use the strategy “acting it out” to arrange numbers in order from least to greatest and from greatest to least (1.11C). 1.11 Underlying processes and mathematical tools. The student applies Grade 1 mathematics to solve problems connected to everyday experiences and activities ” I CAN” statements highlighted in yellow and italicized should be displayed for in and outside of school. The student is expected to: students.

1.11C select or develop an appropriate problem-solving plan or strategy, including I can: s l

l drawing a picture, looking for a pattern, systematic guessing and checking, acting it i  Draw a picture to solve a problem (1.11C)

k out, making a table, working a simpler problem, or working backwards to solve a

S  Act out a problem to find the answer. (1.11C) problem. s

s 1.12 Underlying processes and mathematical tools. The student communicates e

c about Grade 1 mathematics using informal language.

o 1.12A explain and record observations using objects, words, pictures, numbers, r

P and technology. 1.12B relate informal language to mathematical language and symbols 1.13 Underlying processes and mathematical tools. The student uses logical reasoning. The student is expected to justify his or her thinking using objects, words, pictures, numbers, and technology. Evidence of Learning 80% of the time students will demonstrate on paper or use models to show that they can: 1. Compare two numbers, using the numbers 1 to 12. 2. Compare and three numbers, using the numbers 1 to 12. 3. Order numbers to 12 using a number line. 4. Draw a picture or “act it out” to solve story problems.

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. First Grading Period – Weeks 2 and 3 (5 days) CURRICULUM GUIDE Essential Questions Essential Pre-requisite Skills  How can the terms greater than and less than express the relationship K.1 Number, Operation, and quantitive reasoning. The student uses numbers to name between two different numbers? quantities. The student is expected to  How can a group of three numbers be ordered?  Use one-to-one correspondence and language such as more than, same number as, or two  How can you use a number line to tell if a number comes before, after or less than to describe relative sizes of sets of concrete objects (TEKS K.1 A) between other numbers?  Use sets of concrete objects to represent quantities given in verbal or written form  How can drawing a picture help you solve a story problem? (K.1 B)  When would you “act out” a story problem to find the answer?  Use numbers to describe how many objects are in a set using verbal and symbolic descriptions. (K1.C)  Use language such as before or after to describe relative position in a sequence of events or objects (K.2A)

The Teaching and Learning Plan Instructional Model & Teacher Directions So students can… The teacher will…

Review What You Know: Topic 2 Topic Opener Day 1 through Day 4 pp. 29 in the Teacher’s Edition Step 1: Problem Solving Note: The purpose of this activity is to diagnose students' readiness by assessing prerequisite content. Refer to Diagnosis and Intervention Guide on pp. 29 to address individual students' needs.  Count and compare numbers. (1.1A)

Day 1 through Day 4  Explain how given quantities can represent the Step 1: Problem Solving: Begin each day with problem solving. same number(1.12A)

 Introduce problem of the day pp. 31A  Point out and explain format  Ask problem question

Note: Choose one problem to use with the Problem Solving Checklist(make this a link) over the course of the unit. The focus of this week’s Problem Solving Checklist will be looking for a pattern.

Day 1 – Topic 2 - Show vocabulary cards and have lesson materials available for students (see Lesson Day 1 Overview) Step 2:- Interactive Learning Lesson 2.1: pp.31 Step 2: – Interactive Learning  Build towers and explain how they are Lesson 2.1: pp. 31 alike/different. (1.1A)  Have students show two unequal cube towers, by building towers using connecting cubes.  Count objects and explain how they are  Ask students to explain how the towers are alike; how they are different. Read vocabulary cards to whole alike/different. (1.1A) group. Ask student to compare the towers by using a vocabulary word (see end of unit for vocabulary list)  Explain why equal towers have equal numbers.  Draw objects on board or overhead projector. Call on students to name quantities. Write numerals next to (1.1A) each drawing. Ask students to explain each drawing, using vocabulary words (see pp.31 for activity).  Use words such as more, fewer, least, greatest,  Extend: Have students build equal size towers. Ask: “Which tower has more cubes?” to tell how numbers and sets of objects are alike/different. (1.12B)

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Step 3: -Visual Learning and Practice: Animate the Visual Learning Bridge by using the Visual Learning Step 3:- Visual Learning and Practice: Animations CD. Lesson 2.1: pp. 32, 33, 34 Lesson 2.1: pp. 32. 33 and 34.  Make cube towers and comparing them to each  Use visual learning bridge to show ways to compare two groups. other. (1.1A)  Ask students to tell how the two groups are alike/different.  Explain how two groups compare to each other  Guided Practice: Model quantities using drawings and cubes. Place drawings/cubes on overhead. Ask using lesson vocabulary less than, fewer, students to work with a partner to tell about the quantities. Give student points each time they use words such greater than, more (1.1A) as fewer, less, more, greatest. Have students complete p. 35, Independent Practice.

Step 4: Differentiate/Assessment Step 4: Differentiate/Assessment Lesson 2.1: pp. 34 A B Lesson 2.1: pp. 34 A B  Use Quick Check 2-1 and on-gong teacher observation.  Draw sets of objects greater than 9. (1.1A)

Homework Home School Connection Master pp. 22-24 Teacher Resource Master & Leveled Homework Day 2 Day 2 Step 2: – Interactive Learning - Show vocabulary cards and have lesson materials available for students (see Step 2: – Interactive Learning Lesson Overview) Lesson 2.2  Use connecting cubes to order numbers from Lesson2.2: pp. 35 least to greatest. (1.1A)  Give each group of 4 a set of 3 number cards and cubes for counting. Have students match cubes to  Explain number order using words such as least, numerals on card. Then, ask students to put cards in order from least to greatest. Have students explain how greatest, between. (1.12A) they used the cubes and number cards to order 3 numbers.  Order towers from greatest to least. (1.12A)  Use connecting cubes to build and show towers arranged in order from least to greatest. Use vocabulary cards to label the order of the tower. Place vocabulary cards under the cubes. Read vocabulary cards for students, each time they are used.  Use lesson vocabulary least, greatest, between to explain number position. Extend: Ask:”How else can numbers be ordered?”

Step 3: -Visual Learning and Practice: Animate the Visual Learning Bridge by using the Visual Learning Step 3: -Visual Learning and Practice: Animations CD. Lesson 2.2 pp. 36,37 Lesson 2.2: pp. 36,37  Arrange 3 cube towers in order. (1.1A)  Use Visual Learning Bridge to model how students can compare 3 number towers.  Use lesson vocabulary least, greatest ,between  Model how to put the number towers in order from least to greatest, using overhead. Make towers and to describe the order of towers. (1.12A) arrange on overhead projector. Guided practice: Tell students that when towers are in order from shortest to tallest they are in order from least to greatest. Give each pair a set of number cards (to 12). Have students use the cards to build towers. Have students arrange towers based on teacher directions (i.e. Put the towers in order from least to greatest). Hold up vocabulary cards each time words are used with the directions.

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Step 4: Differentiate/Assessment Lesson 2.2: pp 38 A Step 4: Differentiate/Assessment  Use Quick Check 2-2 and on going teacher observation Lesson 2.2 pp. 38 A  Correctly order numbers 8,9,10,11 using Homework number cards and cubes. (1.1A) Home School Connection pp.29 Teacher Resource Master & Leveled Homework Note: To determine student classification level refer to the Differentiation section below.

Day 3 – Topic 2 Day 3 Step 2: – Interactive Learning - Show vocabulary cards and have lesson materials available for students (see Step 2: – Interactive Learning Lesson Overview) Lesson 2.3  Order given numbers from least to greatest Lesson 2.3: pp 39 (1.1A)  Give each student a set of connecting cubes. Ask students to build 3 cube towers. Call on students to  Use a number line to locate numbers. (1.1A) describe their towers. Give students “points” when they correctly use vocabulary words. Reward the  Locate numbers 3 and 4 on a number line and whole class by allowing the students to build towers (5min). knowledge to order numbers least to greatest. explain the number location using before, after,  Use number cards and number line to discuss number relationships using vocabulary before, after. and between. (1.12A)  Extend: Have students locate numbers between2 and 5, using a number line card (make ahead of time using index cards), using numbers 0 – 10. Have partners share answers. Model your thinking by repeating the activity on the board, showing how to select the correct numbers. Make sure to use correct vocabulary: before, after, between.

Step 3: -Visual Learning and Practice: Animate the Visual Learning Bridge by using the Visual Learning Step 3: -Visual Learning and Practice: Animations CD. Lesson 2.3 pp.40 - 41 Lesson 2.3: pp. 40 - 41  Explain how points on a number line represent a definite number position (1.1A)  Use the visual learning bridge to help students decide if a number is before, after, or between other numbers  Use a number line to compare and order on a number line. numbers. (1.1A)  Guided practice pp. 40 – Have students use a number line to place numbers in correct number position.

Step 4: Differentiate/Assessment Lesson 2.3: pp. 42 A Step 4: Differentiate/Assessment  Use quick check master 2-3 pp.33 Lesson2.3  Use number clues to order numbers. (1.1A) Homework Home School Connection Master pp.35 Teacher Resource Master & Leveled Homework

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Day 4- Topic 2 Day 4 Step 2: – Interactive Learning - Show vocabulary cards and have lesson materials available for students (see Step 2: – Interactive Learning Lesson Overview) Lesson 2.4 pp.43  Act out a problem to find a solution (1.11C) Lesson 2.4: pp. 43  Use towers with connecting cubes to correctly  Read story problem to students. (see Pose a Problem, p. 43). Have students draw pictures to retell the order numbers from least to greatest. (1.1A) story. Call of various students to retell the story.  Order 8,1,10, 5 from greatest to least using  Select students to physically act out story problem (pp.43). Ask: “How can you tell who has the least? Which connecting cubes. (1.1A) group has the least balloons?” Allow students to work in pairs to solve the problem.  Read problem 2 (Small Group Interaction). Allow students to work in pairs to solve problem 2 using connecting cubes  Extend: Ask students to order 8,1,10 5 from greatest to least, using connecting cubes or number cards. .

Step 3: -Visual Learning and Practice: Animate the Visual Learning Bridge by using the Visual Learning Step 3: -Visual Learning and Practice: Animations CD. Lesson 2.4 pp. 43-45 Lesson 2.4: pp. 43-46  Use objects to act out problem situations,  Use Visual Learning Bridge to model how students can act out a story to find a reasonable answer. involving ordering and comparing numbers to 12.  Ask students to explain what connecting towers show. (1.11C)  Make 2 towers for the class to see. Model how to order the towers from least to greatest by comparing  Label connecting towers correctly, using towers. Be sure to think “out loud” so students can hear your thinking strategies. vocabulary words. (1.1A)  Guided Practice: Use cubes to act out least to greatest. Stack 5 connecting cubes, 2 connecting cubes, and  Order towers from least to greatest and greatest 8 connecting cubes, for the whole class to see. Ask: “ Are these stacks in order from least to greatest?” Hold to least. (1.1A). up vocabulary cards). Have students draw pictures of stacks, in correct order. Monitor each student by walking around the room to check for understanding.  Have students complete Independent Practice p.45 (You will need to read the problems for students).

Step 4: Differentiate/Assessment Step 4: Differentiate/Assessment Lesson 2.4: pp. 46 A Lesson 2.4  Use Quick Check Master 2-4 and on going teacher observation to determine students’ level of understanding.  Arrange number cards and cubes in order  Provide each student with a Master sheet (see pp T2.p.39). Read the problems to the whole group. Have from greatest to least and from least to students write the answers on their paper. Quickly assess, by walking around the classroom, keeping track of greatest. (1.1A) problems students are not answering correctly. Assign differentiated activities based on student results.  Writing numbers correctly (1.1D)  Order numbers in problem solving situations (1.11B) Homework Home School Connection pp.41. Teacher resource Master & Leveled Homework.

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Day 5 – Topic 2 Day 5 Assess: Assess Note: Within the 90 minutes, students will complete the Topic 2 test. Students may work in stations for  Use a number line to identify 6, 7, 8, 9. (1.1A) remainder of class, following test. The teacher should quickly review Topic 2 test and engage students in  Identify 6,7,8,9. (1.1D) reteaching and reviewing. The teacher should also use data to establish targeted interventions for the Tier 2  Order 3 numbers from least to greatest and and Tier 3 students. explain (justify) answer. (1.1A), (1.13)  Have students complete Topic 2 Test pp. 46 – 47(Student textbook). Read each item for the whole group. Allow students time to solve and record answers. Continue reading test items until all students have completed Topic 2 test.  Allow students to use connecting cubes to act out problems on Topic 2 test, as needed.  Explain Test – Taking tips pp. 47A (optional)

Note: Vocabulary Cards can be used during instruction accompanied by manipulatives as well as used as a homework Resources for Instruction: extension. Vocabulary: Textbook: enVision Math Texas Grade 4 Review Vocabulary Topic 2 Comparing and ordering numbers  Order  ordenar  Sections 2.1 – 2.4  Compare  comparar  Math Background for Teachers pp. 29 C D  Next  siguiente  Meeting Individual Needs pp. 29 E F  The Language of Math pp. 29 G H New Vocabulary  Topic Opener pp. 29-30.  more  más  fewer  menos Other Resources  greater than  mayor que  Problem Solving Checklist(make this a link)  less than  menor que  Elementary Framework (make this a link)  least  menor  Probing Questions  greatest  mayor  Visual Learning Animations  between  entre  eTools Electronic Manipulatives  before  antes  after  después

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Evidence of Learning Differentiation Interims/TAKS/Benchmarks College-Readiness i.e., Anticipated Skills for SAT/ACT/College Board/Career/Life Note: Differentiated instructional levels can be 5th Grade 2006 TAKS Release Test (February) - Item based on the following options: #11 TEK 5.1A  Option 1: The Topic Opener “Review What You Know” Pre-Assessment  Option 2: On-going informal assessment (observation, student products, presentations, etc.)  Option 3: Quick-Check Masters as described in the Close/Assess and Differentiate section of each lesson

What do you do for students who are struggling? Day 1/Lesson 2.1 Spoons and Bowls pp.34B Day 2/Lesson 2.2 Cards in Order pp.38B Day 3/Lesson 2.3 Secrets pp.42 B Day 4/Lesson 2.4 Arranging Cubes pp.46 B What do you do for students who master the learning quickly? Day 1/Lesson 2.1Try Together pp. 34 B Day 2/Lesson 2.2 Four corners pp.38B Day 3/Lesson 2.3Cover the Path pp. 42 B Day /4Lesson 2.4 Arranging boxes pp.46B

Meeting Individual Needs, TE pp. 29E-29F Day 3 Lesson 2.3  EEL: Before and After TEKS 1.1A Day 1 Lesson 2.1  Special Needs: Comparing Beans TEKS 1.1A Day 3 Lesson 2.3  Below Level: Floor number line TEKS 1.1A Day 2 Lesson 2.2  Advanced least to greatest TEKES 1.1A

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Mathematics – Grade 1 Unit of Study: Understanding Addition First Grading Period – Weeks 4 and 5 (8 days) CURRICULUM OVERVIEW Big Idea Unit Rationale  Students will recognize parts of a number as a strategy for addition. The students will understand that there are multiple interpretations of addition and  Students will recognize parts of the number 8. that it is related to other operations. For a given set of numbers there are  Students will recognize parts of the number 9. relationships that are always true called properties, and these are the rules that  Students will write addition number sentences to find the whole, given two parts. govern arithmetic. Finally they will understand that doing mathematics involves a  Students will write addition sentences to solve stories about joining. variety of processes including problem solving, reasoning, communicating,  Students will learn to add in any order. connecting and representing.  Students will use objects to solve story problems.

TEKS TEKS Specificity - Intended Outcome 1.3 Number, operation, and quantitative reasoning. The student recognizes and solves problems in addition and subtraction situations: ” I CAN” statements highlighted in yellow and italicized should be displayed for 1.3 (A) model and create addition and subtraction problem situations with students. s t concrete objects and write corresponding number sentences. p

e I can: c

n  Use counters, connecting cubes, and pictures to show addition problems. o

C  Use objects to write an addition number sentences about joining groups

1.11 Underlying processes and mathematical tools. The student applies I can: Grade 1 mathematics to solve problems connected to everyday experiences and  Use objects to solve addition problems s

l activities in and outside of school.  Use symbols, such as addition number sentences, to describe part-part-whole l i

k story problems. S

1.11(D) use tools such as real objects, manipulatives, and technology to solve s

s problems. e c

o 1.12 Underlyint processes and mathematical tools. The student r P

communicates about Grade 1 mathematics using informal language. 1.12(B) relate informational language to mathematical language and symbols.

Evidence of Learning

80% of the time students will demonstrate on paper or use models to show that they can: 1. use counters, connecting cubes or pictures to show parts of numbers up to 9. 2. write addition number sentences involving joining groups up to 9. 3. use objects to solve addition problems.

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. First Grading Period – Weeks 4 and 5 (8 days) CURRICULUM GUIDE Essential Questions Essential Pre-requisite Skills  How can the numbers 6 and 7 be described by their parts?  model and create addition ad subtraction problems in real situations with  How can numbers be broken into parts of a whole? concrete objects (K.4)  How can the number 9 be described in terms of its parts?  use tools such as real objects, manipulatives, and technology to solve  How can addition number sentences be used to show the parts and the whole? problems(K.13D)  How can stories about joining be represented by pictorial models and addition  use sets of concrete objects to represent quantities given in verbal or written sentences? form (through 20) (K.1B)  Does changing the order of the addends change the sum?  How can real objects and physical actions be used to model mathematical ideas? The Teaching and Learning Plan Instructional Model & Teacher Directions So students can… The teacher will…

Review What You Know: Topic 3 Topic Opener Day 1 through Day 7 pp. 49 in the Teacher’s Edition Step 1: Problem Solving Note: The purpose of this activity is to diagnose students' readiness by assessing prerequisite content. Refer to Diagnosis and Intervention Guide on pp. 66 to address individual students' needs.  Problem Solving Task

Day 1 through Day 7 Step 1: Problem Solving: Begin each day with problem solving.

Problem Solving Task

Note: Choose one problem to use with the Problem Solving Checklist(make this a link) over the course of the unit. The focus of this week’s Problem Solving Checklist will be Look for a Pattern.

Day 1 – Topic 3 Day 1 Step 2: – Interactive Learning - Show vocabulary cards and have lesson materials available for students Step 2 : Interactive Learning (see Lesson Overview) Lesson 3.1 pp.51  use concrete and pictorial models to represent the Lesson 3.1: pp. 51 parts of 6 and 7 (1.3A)  Introduce inside circle and outside circle by drawing and labeling the circle on board.  Tell students that you are going to show them how to make numbers from their parts by using counters inside plate/circle and counters outside plate/circle.  Model part and whole by dropping counters on paper plate. Ask: “ How many landed inside the circle? Outside the circle? Have students write their responses in their journals by drawing a model and writing the numerals.  Have student pairs use paper plate and counters to model counting inside the circle and outside the circle. Have students draw and write their results.

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Step 3: -Visual Learning and Practice: Animate the Visual Learning Bridge by using the Visual Learning Step 3: -Visual Learning and Practice Animations CD. Lesson 3.1 Lesson 3.1: pp. 52-54  use concrete and pictorial models to represent the  Use the Visual Learning bridge model to show how two parts can make up the single numbers 6 and 7 parts of 6 and 7 (1.3A)  Introduce the problem for this section by asking: “How many crabs are in all?” Have students write the correct numerals on paper or in journal, to practice writing numerals.  Have students use pictorial representation to tell and write how many crabs are inside and outside the cave.  Guided Practice: Determine whether students understand how parts can make up single numbers. The error intervention described for exercise 3 can be used throughout the visual learning and practice portion of this assignment. Have students complete Practice 52 with the teacher modeling how to write the numerals. Make sure that the numerals are visible on walls for students to see as they practice writing.

Step 4: Differentiate/Assessment Step 4: Differentiate/Assessment Lesson 3.1: pp. 54A-54B Lesson 3.1  Draw pictures to show part/whole (1.3A)  Write a number sentence to represent the sum of 6 Homework and 7. (1.3A) Home School Connection Master pp. 25 Teacher Resource Master & Leveled Homework

Day 2 – Topic 3 Day 2 Step 2: – Interactive Learning - Show vocabulary cards and have lesson materials available for students Step 2: – Interactive Learning (see Lesson Overview) Lesson 3.2  use concrete and pictorial models to represent the Lesson 3.2: pp. 55 parts of 8 (1.3A)  Have students count balloons to get whole number.  Have students explore and think about how the two sided red and yellow counters can be used to represent parts.  Have students break a whole group of balloons into parts by placing one of the two sided red and yellow Step 3: -Visual Learning and Practice: Animate the Visual counters on each balloon. Learning Bridge by using the Visual Learning Animations  Have students work with a partner to discover the different pairs of numbers that make combinations of CD. 8. Lesson 3.2 Step 3: -Visual Learning and Practice: Animate the Visual Learning Bridge by using the Visual Learning  use concrete and pictorial models to represent the Animations CD. parts of 8 (1.3A) Lesson 3.2: pp.56-58  Use the Visual Learning bridge model to show how two parts can make up 8.  Introduce the section problem by asking: “How many balloons are in all?”  Explain that sets are made up of parts by introducing the part-part-whole diagram Step 4: Differentiate/Assessment  Have students use pictorial representations to find the parts of 8 Lesson 3.2  draw pictures to solve addition problems with a sum Step 4: Differentiate/Assessment of 8 (1.3A) Lesson 3.2: pp.58A  write the numbers that represent the parts of 8 (1.3A)

Homework Leveled Homework Note: To determine student classification level refer to the Differentiation section below.

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Day 3- Topic 3 Day 3 Step 2: – Interactive Learning - Show vocabulary cards and have lesson materials available for students Step 2: – Interactive Learning (see Lesson Overview) Lesson 3.3  Use concrete and pictorial models to represent the Lesson 3.3: pp. 59 parts of 9(1.3A)  Tell students that they are going to learn how to find parts for 9.  Use the part-part-whole workmat to show that the  Draw a part-part-whole bar diagram on board and write 6 for one part and 9 for whole. parts make the set/whole up to 9 (1.3A)  Have students discover what number will complete the part-part-whole diagram.  Ask: “How can I show parts using counters?”  Have students use the two sided yellow and red counters to make combinations of 9.  Have students place one of the two sided yellow and red counters on each of the 9 drum pictures, using Workmat 59.  Ask: “ How many red drums did you show? Yellow? What does the number 9 above the Workmat show? Accept answers in a whole group setting.

Step 3: -Visual Learning and Practice: Animate the Visual Learning Bridge by using the Visual Learning Step 3: -Visual Learning and Practice: Animations CD. Lesson 3.3 Lesson 3.3: pp. 60-62  Use concrete and pictorial models to represent the  Use the Visual Learning bridge model to show how two parts can make up combinations of 9 parts of 9 (1.3A)  Ask students, “ What can you tell about the drums?”  Use the part-part-whole workmat to show that the  Remind students that the whole is made up of parts using the part-part-whole diagram. Draw examples parts make the set/whole, up to 9 (1.3A) on the board as you explain the concept to the whole group.  Check for understanding by having partners use counters to show different parts of 9. Have student pairs draw examples in their journal.  Have students complete Independent Practice p.61. Make sure to read problems to students.

Step 4: Differentiate/Assessment Step 4: Differentiate/Assessment Lesson 3.3 Lesson 3.3: pp. 62A  Draw pictures to solve addition problems with a sum  Use the Quick Check Assessment Master #43 and the rubric to differentiate instructional assignments. of 9 (1.3A)  Write the numbers that represent the parts of 9 (1.3A)

Homework Leveled Homework

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Day 4 – Topic 3 Day 4 Step 2: – Interactive Learning – Show vocabulary cards and have lesson materials available for students Step 2: – Interactive Learning (see Lesson Overview) Lesson 3.4 Lesson 3.4: pp. 63  Model and create addition number sentences using  model and create addition problem situations with the using cubes and brown bag. concrete objects. (1.3A)  write corresponding number sentences on board or overhead for students to see. Ask: “Can I use  Use models to write corresponding addition number addition to find the total number of cubes?” Encourage students to answer in a whole group setting. sentences. (1.3A)  have students count out 9 red cubes and 9 blue cubes and place them in a bag  have students take out a handful of cubes and write (in journal) an addition number sentence to find the number of cubes that they took out in all.  using their work mat on pp 63, have students work in pairs, taking out a handful of cubes and writing an addition number sentence to find the number of cubes that they took out in all. Monitor student work by walking around observing student work.

Step 3: -Visual Learning and Practice: Animate the Visual Learning Bridge by using the Visual Learning Step 3: -Visual Learning and Practice: Animate the Visual Animations CD. Lesson 3.4 Lesson 3.4: pp. 64-66  Model and create addition number sentences using concrete objects.  Use concrete objects to write an addition number  Write corresponding addition number sentences on board or overhead. Model the problem using Kenny. sentence that represents the part-part-whole  Ask: “How many red and blue cubes did Kenny picked?” Point out that when adding numbers, you are situation. (1.3A) joining the two parts.  Explain that the sum is the number of cubes in all. Hold up vocabulary card to show words “in all”.  Write an addition sentence to represent the part-part-whole diagram. Model another example and have students write the addition sentence in their journal. Have student pairs practice writing sentences that teacher models, using cubes and overhead projector.

Step 4: Differentiate/Assessment Step 4: Differentiate/Assessment Lesson 3.4: pp. 66A-66B Lesson 3.4  Use the Quick Check Assessment Master and the rubric to differentiate instructional assignments.  Solve a word problem by completing an addition sentence and a part-part-whole diagram. (1.12B)

Note: To determine student classification level refer to the Differentiation section below. Day 5 – Topic 3 Day 5 Step 2: – Interactive Learning - Show vocabulary cards and have lesson materials available for students Step 2: – Interactive Learning (see Lesson Overview) Lesson 3.5  Use pictorial representations and cubes to represent Lesson 3.5: pp. 67 addition sentences. (1.3A)  Model and create addition number sentences using concrete objects.  Write an addition sentence to represent their pictorial  Write corresponding addition sentences next to objects to model for students. Use overhead projector. and concrete models. (1.3A)  Model the joining of groups by placing paper clips on overhead projector. Make sure to model your thinking out loud, so that students can better grasp the concept of joining. Ask: “What happens when I join the paper clips?”

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.  Use cubes to model the joining of groups using the story problem provided in this section.  Model using vocabulary words more and join to explain the combining of two sets. Make sure that these vocabulary cards are visible to all students.

Step 3: -Visual Learning and Practice: Animate the Visual Learning Bridge by using the Visual Learning Step 3: -Visual Learning and Practice: Animate the Visual Animations CD. Learning Bridge by using the Visual Learning Animations Lesson 3.5: pp. 68-70 CD.  model and create addition problem situations with concrete objects and write corresponding number Lesson 3.5 sentences.  Solve a story problem using pictorial representations  have students tell which group represents the 5 train cars and which represents 2 train cars. to write and solve an addition number sentence (1.3A)  have students identify the parts of an addition sentence to find the sum.  have students solve a problem situation through the joining of two groups to find the sum. Step 4: Differentiate/Assessment Lesson 3.5 Step 4: Differentiate/Assessment  Use numbers and symbols to write an addition Lesson 3.5: pp. 70A-70B number sentence in order to solve problems involving  Use the Quick Check Assessment Master and the rubric to differentiate instructional assignments. joining two groups (1.3A)

Homework Leveled Homework Note: To determine student classification level refer to the Differentiation section below. Day 6 – Topic 3 Day 6 Step 2: – Interactive Learning - Show vocabulary cards and have lesson materials available for students Step 2: – Interactive Learning (see Lesson Overview) Lesson 3.6  Use cube trains to explore the commutative property Lesson 3.6: pp. 71 of addition (1.3A)  have students explore the commutative property of addition. Note: since this is not a first grade TEK,  Write addition sentences that correspond to the cube have students explore in groups, using objects. Model the property, then have groups show examples. It trains. (1.3A) is not necessary to have students name the property; but, more important to have students identify the concept.  act out problem situations to demonstrate that the same numbers added in a different order equal the same sum (addition family facts). Call on student groups to act out given problems for whole group.  explain to the students that each part in an addition number sentence is called an addend. Make sure that students use this term correctly when describing addition.  have students manipulate cube trains to explore the commutative property of addition.

Step 3: -Visual Learning and Practice: Animate the Visual Step 3: -Visual Learning and Practice: Animate the Visual Learning Bridge by using the Visual Learning Learning Bridge by using the Visual Learning Animations Animations CD. CD. Lesson 3.6: pp. 72-74 Lesson 3.6  Color a picture of the cube trains to represent a  explain that addends are two parts of an addition number sentence that can be added in any order. change in the order of the addends (1.3A) Write a number sentence on board/overhead while explaining the concept to students.  Write two addition number sentences using the same  use cube trains to model the commutative property of addition. Have students make cube trains along addends.(1.3A) with teacher.

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.  have the class read addition sentences together to compare how the sentences are alike and different. Write responses on a Venn Diagram chart. Draw chart on board or overhead projector for whole class viewing.

Guided Practice  have students color the picture of the cube train to represent a change in the order of the addends. Step 4: Differentiate/Assessment Step 4: Differentiate/Assessment Lesson 3.6 Lesson 3.6: pp. 74A-74B solve a problem situation by adding the same addends in  Use the Quick Check Assessment Master and the rubric to differentiate instructional assignments. a different order to discover that the sum will remain the same (1.3A) Homework Leveled Homework

Note: To determine student classification level refer to the Differentiation section below. Day 7 – Topic 3 Day 7 Step 2: – Interactive Learning - Show vocabulary cards and have lesson materials available for students Step 2: – Interactive Learning (see Lesson Overview) Lesson 3.7  act out and write solutions to the problem situation Lesson 3.7: pp. 75A (1.11C)  have students tell about things that they separate into groups.  use masking tape to form two squares large enough to fit 8 students.  play music while 8 students walk in a large circle around the two squares. When the music stops, students will jump into the closest square.  have students record the results ( number of students in squares) on their work mats pp.75

Step 3: -Visual Learning and Practice: Animate the Visual Learning Bridge by using the Visual Learning Animations CD. Step 3: -Visual Learning and Practice: Lesson 3.7: pp. 76-78 Lesson 3.7  use real objects (counters or cubes) to solve problem  use counters and a part-part-whole mat to solve a problem situation. situations. (1.11D)

Step 4: Differentiate/Assessment Step 4: Differentiate/Assessment Lesson 3.7: pp. 78A Lesson 3.7  Use the Quick Check Assessment Master and the rubric to differentiate instructional assignments.  use objects or draw a picture to solve a problem situation (1.11D), (1.11C)  Write two addition number sentences to show a solution. (1.3A) Homework Leveled Homework

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Day 8 – Topic 3 Day 8 Assess: Assess Note: Within the 90 minutes, students will complete the Topic 3 test. Students may work in stations for remainder  Use concrete objects and pictorial models to of class, following test. The teacher should quickly review Topic 3 test and engage students in reteaching and change the order of addends to solve addition reviewing. The teacher should also use data to establish targeted interventions for the Tier 2 and Tier 3 students. problems. (1.11D)  Have students complete Topic 3 Test (Student textbook). Read each item for the whole group. Allow students time to solve and record answers. Continue reading test items until all students have completed Topic 3 test.  Allow students to use connecting cubes to act out problems on Topic 3 test, as needed.  Explain Test – Taking tips (optional)

Note: Vocabulary Cards can be used during instruction accompanied by manipulatives as well as used as a Resources for Instruction: homework extension. Textbook: enVision Math Texas Grade 1 Vocabulary: Topic 3 Understanding Addition Review Vocabulary  Sections 3.1-3.7  more  más  Math Background for Teachers pp. 49E-49F  fewer  menos  Meeting Individual Needs pp. 49G-H  set  conjunto  The Language of Math pp. 49I-J  number  número  Topic Opener pp. 49-50

New Vocabulary  double  doble  addition  su Other Resources  in all  en total  add  sumar sentence ma o total  Problem Solving Checklist(make this a link)  unir  inside  dentro  plus(+)  más  join  Elementary Framework (make this a link) (+)  má  outside  fuera  sum  more  Probing Questions  suma s  parte  order  Visual Learning Animations CD  part  equals (=) o total  ord  todo addend  eTools Electronic Manipulatives  whole  es  en igual a (=)  su mando

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Evidence of Learning College-Readiness i.e., Differentiation Interims/TAKS/Benchmarks Anticipated Skills for SAT/ACT/College Board/Career/Life Note: Differentiated instructional levels can be 5th Grade 2006 TAKS Release Test (February) based on the following options: Item # 32  Option 1: The Topic Opener “Review TEK 5.14C What You Know” Pre-Assessment  Option 2: On-going informal assessment (observation, student products, presentations, etc.)  Option 3: Quick-Check Masters as described in the Close/Assess and Differentiate section of each lesson

What do you do for students who are struggling? Day 1/Lesson 3.1 Counting Children (1.3A) pp 54B Day 2/Lesson 3.2 Combining Objects (1.3A) pp58B Day 3/Lesson 3.3 9 Children in All (1.3A) pp. 2B Day 4/Lesson 3.4 Making Connections (1.3A) pp. 66B Day 5/Lesson 3.5 Join Together (1.3A) pp. 70B Day 6/Lesson 3.6 Turn the Worm (1.3A) pp. 74B Day 7/Lesson 3.7 Splitting Counters (1.3A) pp. 78B

What do you do for students who master the learning quickly? Day 1/Lesson 3.1 Try Together (1.3A) pp 54B Day 2/Lesson 3.2 Cover the Path (1.3A)pp58B Day 3/Lesson 3.3 Cover Three (1.3A) pp. 62B Day 4/Lesson 3.4 Helping Hands (1.3A) pp.66B Day 5/Lesson 3.5 Four Corners (1.3A) pp. 70B Day 6/Lesson 3.6 Match and Cover (1.3A) pp. 74B Day 7/Lesson 3.7 Helping Hands (1.3A) pp. 78B

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Meeting Individual Needs, TE pp. 49G-49H  ELL-talk through and demonstrate addition situations linking verbal language to symbolic language (1.3A)  Special Needs-will use hands-on strategies to make connections to what students hear or read and the meaning of mathematic words (1.3A)  Below Level-review number names  Advance-have students use math webs to write addition problems with the sums of 8

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Mathematics – Grade 1 Unit of Study: Understanding Subtraction

First Grading Period – Weeks 5 and 6 (9 Days) CURRICULUM OVERVIEW Big Idea Unit Rationale  The student will solve problems by finding the missing part when one part is known to The students will understand there are multiple interpretations of addition, subtraction, recognize that numbers sentences can have many possible interpretations. multiplication, and division of rational numbers and each operation is related to other  The student will write and solve subtraction number sentences to develop the concept operations. The students will understand doing mathematics involves a variety of of missing parts and comparing quantities. processes including problem solving, reasoning, communicating, connecting and  The student will act out and solve subtraction story problems to develop a variety of representing. processes to help find solutions.

TEKS TEKS Specificity - Intended Outcome 1.3 Numbers, operations and quantitative Reasoning. The student recognizes and solves problems in addition and subtraction situations. ” I CAN” statements highlighted in yellow and italicized should be displayed for students. 1.3(A) model and create addition and subtraction problem situations with concrete s t objects and write corresponding number sentences. I can: p

e  Use objects to solve subtraction problems by finding the missing part. (1.3A) c

n  Write and solve subtractions number sentences using concrete objects. (1.3A) o

C  Write a subtraction number sentence and find the difference. (1.3A)  Use objects to make (create) subtraction problems.

1.11 Underlying processes and mathematical tools. The student applies Grade 1 mathematics to solve problems connected to everyday experiences and activities ” I CAN” statements highlighted in yellow and italicized should be displayed for in and outside of school. The student is expected to: students. s l

l 1.11(C) select or develop an appropriate problem-solving plan or strategy including I can: i

k drawing a picture, looking for a pattern, systematic guessing and checking, or  use objects and manipulatives to solve subtraction problems.(1.11D) S acting it out in order to solve a problem.  Use objects to act out the actions in problems. (1.11C) s

s 1.11(D) use tools such as real objects, manipulatives, and technology to solve  Write/draw or tell to show my thinking. (1.13) e

c problems. o

r 1.13 Underlying processes and mathematical tools. The student uses logical P reasoning. The student is expected to justify his or her thinking using objects, words, pictures, numbers, and technology.

Evidence of Learning 80% of the time students will demonstrate on paper or use models to show that they can: 1. Use concrete objects to solve subtractions problems. 2. Use concrete objects to find the missing part of a subtraction number sentence. 3. Create and solve subtraction number sentences. 4. Use concrete objects to represent two parts and a whole and write related addition and subtraction facts. (fact families) 5. Use objects and manipulatives to write, draw, and tell about their thinking.

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. First Grading Period – Weeks 5 and 6 (9 Days) CURRICULUM GUIDE Essential Questions Essential Pre-requisite Skills  How can you find a missing part of 6, 7, 8, and 9 when the other  Model and create addition and subtraction problems in real situations with concrete objects. part is known? (K.4)  How can you write a number sentence to show subtraction?  Select or develop an appropriate problem-solving strategy including drawing pictures,  How can you write a subtraction sentence to represent a story looking for a pattern, systematic guessing and checking, of acting it out in order to solve a about separating? problem (K.13C)  How can subtraction be used to compare two groups?  Use tools such as real objects and technology to solve problems (K.13 D)  How are addition and subtraction related? The Teaching and Learning Plan Instructional Model & Teacher Directions So students can… The teacher will… Review What You Know: Topic 4 Topic Opener Day 1 through Day 8 pp. 81 in the Teacher’s Edition Step 1: Problem Solving Note: The purpose of this activity is to diagnose students' readiness by assessing prerequisite content. Refer to Diagnosis and Intervention Guide on pp. 81 to address individual students' needs. Problem Solving Task  Compare and order whole numbers Day 1 through Day 8 up to 99 (less than, greater than, or Step 1: Problem Solving: Begin each day with problem solving. equal to) using sets of concrete objects and pictorial models. (1.1C) Problem Solving Task  Select or develop and appropriate problem solving plan or strategy Problem of the Day 4-1 – Days 1-4 including drawing a picture in order to Problem of the Day 4-4 – Days 5-8 solve a problem. (1.11C)  Justify thinking using objects, words, Note: Choose one problem to use with the Problem Solving Checklist(make this a link) over the course of the unit. The pictures, numbers and technology. focus of this week’s Problem Solving Checklist will be drawing a picture. (1.13)  Apply basic facts. (1.3B)

Day 1 – Topic 4 Day 1 Step 2: – Interactive Learning - Show vocabulary cards and have lesson materials available for students (see Lesson Step 2 : Interactive Learning Overview) Lesson 4.1 Solve a subtraction problem by finding the Lesson: 4.1: pp. 83-86 missing part using concrete objects.  Model subtraction situations that begin with a whole and a part that they know. Demonstrate to students how they can find (1.3A) the missing part Work with a partner to find the missing part  Introduce finding solutions for subtraction situations by using what they know to find the missing part. . for the whole number 6 when the other  Have students find the missing part of the whole when they know one part. part and the whole is given . (1.3A)  Have students record the whole, the part they know and the missing part. Justifying their thinking using words,  Have students draw or use counters to help them find the missing part. pictures and numbers. (1.13)  Have students work with a partner to write the whole, the part they know and the missing part.  Extend: Model a subtraction problem situation and how students determine what the missing part is.  NOTE: Provide students with copies of Teaching Tool, pp. 83

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Step 3: -Visual Learning and Practice: Animate the Visual Learning Bridge by using the Visual Learning Animations CD. Step 3: -Visual Learning and Practice: Lesson 4.1: pp. 68-70 Lesson 4.1  Use the Visual Learning bridge to model how to find the missing part of a whole when one part is known. Find the missing part when they know the  Introduce vocabulary word “missing part” and how it relates to the lesson. one part and the whole. (1.3A)  Give students opportunity to solve using inverse operations. Use concrete objects to find missing parts  Guided Practice: Determine whether students understand finding the missing part by having them draw in the missing and justify understanding of vocabulary. part in each of the problems 1-8 when the whole and a part is known. The error intervention described for exercise 2 can (1.13) be used throughout the visual learning and practice portion of this assignment.

Step 4: Differentiate/Assessment Step 4: Differentiate/Assessment Lesson 4.1: pp. 86A Lesson 4.1  Use the Quick Check Assessment Master and the rubric to differentiate instructional assignments.  Solve to find the missing part when they know the whole and one part. (1.3A)

Homework Home School Connection Master pp. 81 Leveled Homework. pp. 30-32

Day 2 – Topic 4 Day 2 Step 2: – Interactive Learning - Show vocabulary cards and have lesson materials available for students (see Lesson Step 2: – Interactive Learning Overview) Lesson 4.2  Use counters to help them find the Lesson 4.2: pp. 72B missing part of 8 when one part is  Have students find the missing part of 8 when one part is known. Model on board/overhear projector for whole class known. (1.3A) interaction.  Act out subtraction situations with  Have students work in pairs. Have students take turns finding the missing part of the whole (8) when one part is known. partner and draw or use concrete  Have students share their findings and list part on the board and label them. objects to find the missing part. (1.3A)  Justify their answers by using words, pictures or tell about their thinking. (1.13)

Step 3: -Visual Learning and Practice: Animate the Visual Learning Bridge by using the Visual Learning Animations CD. Step 3: -Visual Learning and Practice: Lesson 4.2: pp. 87- 90 Lesson 4.2  Use the Visual Learning Bridge to show how to find the missing part when one part of the whole is known. Find the missing part when given one part  Explain to students that the missing part can never be greater than the whole. and the whole. (1.3A)  Guided Practice: Determine whether students understand finding the missing part by having them use counters and draw, a pictured to determine if their answer matches what is uncovered. The error intervention can be used throughout the visual learning and practice portion of this assignment.

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Step 4: Differentiate/Assessment Step 4: Differentiate/Assessment  Lesson 4.2: Use the Quick Check Assessment Master and the rubric to differentiate instructional assignments. Lesson 4.2  Draw two sets of numbers to represent parts of 8. (1.3A) Homework  Correctly write numbers for given Leveled Homework. pp. 36-38 subtraction problems. (1.3A)

Note: To determine student classification level refer to the Differentiation section below. Day 3 – Topic 4 Day 3 Step 2: – Interactive Learning - Show vocabulary cards and have lesson materials available for students (see Lesson Step 2: – Interactive Learning Overview) Lesson 4.3  Use counters and workmats to solve Lesson 4.3: pp. 91-94 subtraction situations using the whole  Explain to students that they will find the missing parts of 9. and known part. (1.3 A)  Have students draw (in journal) 4 dogs in a yard. Explain how they can use the part they know (4 dogs) and the whole (9  Draw and write numbers to complete dogs) to find the missing part. part/part/whole problems. (1.3A)  Have students tell ways they can find out the missing part.  Have students use counters and work mats to help them find the missing part of 9. Have students draw the number of missing dogs, in their journal, to complete the problem.  Extend: Students will use the whole and known part to solve a subtraction situation. Students will explain how they solved the problem and justify their reasoning.

Step 3: -Visual Learning and Practice: Animate the Visual Learning Bridge by using 92-93 Step 3: -Visual Learning and Practice:  Use the Visual Learning Bridge to model part-part whole model of subtraction as one way to find the missing part. Lesson 4.3  Guided Practice: Determine if students understand the part-part-whole model of subtraction by having them name a part  use the part-part whole model of of 9 and then use counters to find the missing part. Make sure students understand that the part they know and the subtraction to find two parts that equal missing part together equal the whole. 9. (1.3A)  Use exercise 9 as a journal entry for students. Ask them to use the part-part whole model of subtraction to find the two  Count the part they know then use parts that equal 9. The error intervention can be used throughout the visual learning and practice portion of this counters to find the missing part. (1.3 assignment. A)  Write in journals to show how they use they whole and they part they know to find the missing part. (1.3A)

Step 4: Differentiate/Assessment Step 4: Differentiate/Assessment  Lesson 4.3: Use the Quick Check Assessment Master and the rubric to differentiate instructional assignments. Lesson 4.3 use concrete objects to drawing two sets to represent 9. Homework match numbers and drawing and write Leveled Homework. pp.42-45 numbers correctly.

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Day 4 – Topic 4 Day 4 Step 2: – Interactive Learning - Show vocabulary cards and have lesson materials available for students (see Lesson Step 2: – Interactive Learning Overview) Lesson 4.4 Use counters to help write subtraction Lesson 4.4: pp. 95 number sentences that correspond with  Use counters and overhead projector to show students how to break apart a whole and write a subtraction number the subtraction situation. (1.3A) sentence to express this action. Use appropriate math language to read  Introduce how to take a part away from a whole and how to find the missing part. Introduce new vocabulary: subtract, aloud the subtraction numbers difference, subtraction sentence, minus sign, and equal sign. sentences they created. (1.13)  Have students use counters to model representations of the subtraction situation described to them by explaining that Create subtraction number sentences, subtraction uses a minus sign. using objects. (1.3A)  Have students write corresponding subtraction number sentences, in journal, to match models that the teacher shows on the overhead projector.  Extend: Model a subtraction problem situation and have students write a corresponding subtraction number sentence.

Step 3: -Visual Learning and Practice: Animate the Visual Learning Bridge by using the Visual Learning Animations CD. Step 3: -Visual Learning and Practice: Lesson 4.4: pp. 96-97 Animate the Visual Learning Bridge by using  Use the Visual Learning Bridge to demonstrate using the missing part of a whole as one interpretation of subtraction. the Visual Learning Animations CD.  Explain that you can use this information to help you write a subtraction sentence. Lesson 4.4  Explain that the total number of cubes minus the number of cubes they see equals the missing number or difference. (Use  Use counters to model and draw a vocabulary card) representation of a subtraction  Have student pairs use cubes to model their work as they explain each step they use. situation. (1.3A)  Guided Practice: Have students use cubes to model subtraction representations and write corresponding subtraction  Use cubes to create subtraction sentences. Remind students to count all the cubes after they draw the missing part to make sure the total number equals situations and write corresponding the number at the top. The error intervention can be used throughout the visual learning and practice portion of this number sentences. (1.3A) assignment.  Justify their answers by using words, pictures or tell about their thinking. (1.13)

Step 4: Differentiate/Assessment Step 4: Differentiate/Assessment  Lesson 4.4: Use the Quick Check Assessment Master and the rubric to differentiate instructional assignments. Lesson 4.4  Use cubes to model representations of subtraction sentences. (1.3A) Homework  Creating subtraction situations and Home School Connection Master pp. 48 Teacher Resource Master & Leveled Homework. writing sentences to accurately represent the story/picture. (1.3A) Note: To determine student classification level refer to the Differentiation section below..

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Day 5 = Topic 4 Day 5 Step 2: – Interactive Learning - Show vocabulary cards and have lesson materials available for students (see Lesson Step 2: – Interactive Learning Overview) Lesson 4.5  Create subtraction story problems Lesson 4.5: pp. 98B about separating. (1.3A)  Show students how to use connecting cubes and separating as another way to subtract. Read the story provided in this  Write subtraction number sentences to section and allow children to use cubes and work mats to solve the problem. correspond to the story problem. (1.3A)  Guided Practice: Guide students to use cubes to show a whole and then take some away. Have students write a  Use connecting cubes to solve subtraction number sentence, to match each situation. Model for students using objects on the overhead projector. problems. (1.3A)  Have students work in pairs to create separating stories and write subtraction number sentences to go with the story. Allow the students to illustrate their stories on construction paper. Have students share stories with the whole group.  Extend: Have students use connecting cubes to model a new story about separating.

Step 3: -Visual Learning and Practice: Animate the Visual Learning Bridge by using the Visual Learning Animations CD. Step 3: -Visual Learning and Practice: Lesson 4.5: pp. 100-101 Lesson 4.5  Use the visual learning bridge to model subtraction sentences to describe stories about separating.  Create subtraction story problems  Remind students that the first number is the whole. about separating. (1.3A)  Guided Practice: Have students model the whole using connecting cubes and then physically separate one part. Have  Write subtraction number sentences to students write corresponding subtraction sentences to match the action. Students should write number sentences in correspond to the story problem. (1.3A) journal.  Use connecting cubes to solve  Have students explain how this problem is different from adding numbers. problems. (1.3A)  The error intervention can be used throughout the visual learning and practice portion of this assignment.

Step 4: Differentiate/Assessment Step 4: Differentiate/Assessment  Lesson 4.5: Use the Quick Check Assessment Master and the rubric to differentiate instructional assignments. Lesson 4.5 Students will match the picture to the numbers mentioned in the story. (1.3 A) Homework Students will write subtraction sentences Home School Connection Master pp. 54 Teacher Resource Master & Leveled Homework. that accurately represent the picture/problem. (1.3 A)

Day 6 – Topic 4 Day 6 Step 2: – Interactive Learning - Show vocabulary cards and have lesson materials available for students (see Lesson Step 2: – Interactive Learning Overview) Lesson 4.6 compare two quantities to find out how Lesson 4.6: pp. 103 much more/less one quantity is than  Model how to use connecting cubes in two groups and how to write subtraction sentences to compare the models. the other. (1.3A)  Read the story provided in this section to the students. Show two towers of cubes and ask: “Which has more?” Stand compare two quantities and write a cubes next to each other and let students choose. number sentence to show subtraction.  Explain that you can write a number sentence that shows how the towers compare. (1.3A)  Extend: Have students compare things in the classroom such as eraser or markers and write a subtraction sentence to correspond.

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Step 3: -Visual Learning and Practice: Animate the Visual Learning Bridge by using the Visual Learning Animations CD. Step 3: -Visual Learning and Practice: Lesson 4.6: pp. 104-105 Lesson 4.6  Use the visual learning bridge to model how to use stories to compare information.  compare two numbers to find out which  Have students use towers of cubes to show the story and then compare the towers. has more/less. (1.3A)  Guided Practice: Have students use connecting cube to create models of two groups and compare to find which has  write number sentences that compare more/less than the other. Have students work with a partner to complete Guided Practice sheet, using matching frogs. numbers and find the difference. (1.3A) Guide students to circle matching frogs in the first and second rows. Have students write corresponding subtraction numbers. The error intervention can be used throughout the visual learning and practice portion of this assignment.

Step 4: Differentiate/Assessment Step 4: Differentiate/Assessment Lesson 4.6 Lesson 4.6: write numbers sentence to compare two  Use the Quick Check Assessment Master and the rubric to differentiate instructional assignments. groups. (1.3A) write subtraction sentences that accurately represent the picture/problem. (1.3 A)

Homework Home School Connection Master pp. 60. Teacher Resource Master & Leveled Homework.

Day 7 – Topic 4 Day 7 Step 2: – Interactive Learning - Show vocabulary cards and have lesson materials available for students (see Lesson Step 2: – Interactive Learning Overview) Lesson 4.7 work with two parts and the whole to Lesson 4.7: pp. 107 create subtraction number sentences.  Introduce the part-part whole model on the board. Model how to write a subtraction number sentence using the part-part- (1.3A) whole mat. Have students show 4 counters on one side and 2 on the other and cover the side with two counters. write related addition and subtraction facts.  Have students complete the subtraction sentence 6-4=2. Have students cover the 4 and write another subtraction (1.3A) sentence.   Have students write a related addition sentence, using counters and the part – part – whole work mat.

Step 3: -Visual Learning and Practice: . Step 3: -Visual Learning and Practice: Animate the Visual Learning Bridge by using the Visual Learning Animations CD. Lesson 4.7 Lesson 4.7: pp. 108-109 work with two parts and the whole to  Use the visual learning bridge to model how addition and subtraction sentences are related. Ask students to identify the create number sentences. (1.3A) whole and the parts in a picture. Have them write a subtraction sentence to show the whole and the parts. write related addition and subtraction facts.  Guided Practice: Have students write a subtraction sentence for the model. Remind them they can cover up one part to  help them write the subtraction sentence. Have students use cubes to demonstrate the addition and subtraction (1.3A) sentences. Have students create another subtraction sentence and model it using cubes. Have students complete the Independent Practice sheet.

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Step 4: Differentiate/Assessment Step 4: Differentiate/Assessment Lesson 4.7: Lesson 4.7  Use the Quick Check Assessment Master and the rubric to differentiate instructional assignments. recognize that an addition sentence has a related subtraction sentence that use the same numbers. (1.3A) Homework create related sentences using the part- Home School Connection Master pp. 66 Teacher Resource Master & Leveled Homework. part-whole model. (1.3A)

Day 8 – Topic 4 Day 8 Step 2: – Interactive Learning - Show vocabulary cards and have lesson materials available for students (see Lesson Step 2: – Interactive Learning Overview) Lesson 4.8 use tools such as objects, manipulatives Lesson 4.8: p. 111 and technology to solve problems.  Have students use counters to model and solve subtraction story problems. Write the story provided in this section on (1.11D) the board and read aloud. Have students solve the problem by writing the correct number sentence. Allow students to recognize and solve problems in use counters to solve. subtraction. (1.3)  Guide students how to begin with the whole and then take away one part so that they can find the other part. Have students write a number sentence to match.

Step 3: -Visual Learning and Practice: Animate the Visual Learning Bridge by using the Visual Learning Animations CD. Step 3: -Visual Learning and Practice: Lesson 4.8: pp.112-113 Lesson 4.8  Use the visual learning bridge to model how to act out and solve subtraction story problems. Have students use use tools such as objects, manipulatives counters to help them act out the problem. and technology to solve problems.  Guided Practice: Have students use counters to act out story problems. Write a subtraction fact. Have students write (1.11D) a related addition fact. use models to solve problems in  Use exercise 11 as a journal entry. Check to see if students are able to write a number sentence to match the picture. subtraction. (1.3A)

Step 4: Differentiate/Assessment Lesson 4.8 Step 4: Differentiate/Assessment use a pictorial model to act out subtraction Lesson 4.8: Use Quick Check 4-8 and on-going teacher observation  sentence. (1.11C) use objects to solve subtraction story problems. (1.11D) Homework Home School Connection Master pp. 72 Teacher Resource Master & Leveled Homework.

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Day 9 – Topic 4 Day 9 Step 4: Differentiate/Assessment Demonstrate their understanding of Assess: concepts presented in Topics 4. Note: Within the 90 minutes, students will complete the Topic 4 test. Students may work in stations for remainder of class, following test. The teacher should quickly review Topic 4 test and engage students in reteaching and reviewing. The teacher should also use data to establish targeted interventions for the Tier 2 and Tier 3 students.  Have students complete Topic 4 Test (Student textbook). Read each item for the whole group. Allow students time to solve and record answers. Continue reading test items until all students have completed Topic 4 test.  Allow students to use counters to act out problems on Topic 4 test, as needed.  Explain Test – Taking tips (optional)

End of unit assessment choices for Topic 4: Understanding Subtraction , are found on pp.115 of the Topic 4 Teacher’s Edition and pp. 75-80 of the Teacher Resource Masters.

Note: Vocabulary Cards can be used during instruction accompanied by manipulatives as well as used as a homework extension. Vocabulary:

Review Vocabulary New Vocabulary  whole  todo  missing part  parte que falta  part  parte  subtract  restar  in all  en total  difference  diferencia  plus  más  subtraction sentence  Resta  equals  es igual a  minus sign  signo menos  equal sign  signo igual  compare  comparar

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Evidence of Learning College-Readiness i.e., Differentiation Interims/TAKS/Benchmarks Anticipated Skills for SAT/ACT/College Board/Career/Life Note: Differentiated instructional levels can be 5th Grade 2006 TAKS Release Test (February) based on the following options: Item # 18 TEK 5.11B  Option 1: The Topic Opener “Review What You Know” Pre-Assessment  Option 2: On-going informal assessment (observation, student products, presentations, etc.)  Option 3: Quick-Check Masters as described in the Close/Assess and Differentiate section of each lesson

What do you do for students who are struggling? Day 1/Lesson4.1  How Many Missing Part (1.3A), p.86B Day 2/Lesson 4.2  Hidden Counters (1.3A) pp. 90B Day 3/Lesson 4.3  How many cubes? (1.3A) pp. 94B Day 4/Lesson 4.4  Squares (1.3A) pp. 98B Day 5/Lesson 4.5  Eight Is Enough (1.3A) pp.102B Day 6/Lesson 4.6  What’s the Difference? (1.3A) pp. 106B Day 7/Lesson 4.7  Vanishing Counters (1.3A) pp. 110B Day 8/Lesson 4.8  Subtracting Children (1.3A) pp.114B Day 9/Lesson 4.9 Day 10/Lesson 4.10

What do you do for students who master the learning quickly? Day 1/Lesson4.1  How Many Missing Part (1.3A), p.86B Day 2/Lesson 4.2  Cover Nine (1.3A) pp. 90B Day 3/Lesson 4.3  Get Ten (1.3A) pp. 94B Day 4/Lesson 4.4  Win With Five (1.3A) pp. 98B

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Day 5/Lesson 4.5  Inside/Outside (1.3A) pp.102B Day 6/Lesson 4.6  What’s the Difference (1.3A) pp. 106B Day 7/Lesson 4.7  Helping Hands (1.3A) pp. 110B Day 8/Lesson 4.8  Listen and Learn (1.3A) pp.114B Day 9/Lesson 4.9 Day 10/Lesson 4.10

Meeting Individual Needs, TE pp. 81G-81H Day 5/Lesson 4.5  ELL: Build It Up (1.3A)  Special Needs: The Bus Driver (1.3A) Day 6/Lesson 4.6  Below: How Many More Children? (1.3A)  Advanced: Separating or Comparing? (1.3A)

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Mathematics – Grade 1 Unit of study: Five and Ten Relationships First Grading Period – Week 7 and 8 (6 Days) CURRICULUM OVERVIEW Big Idea Unit Rationale  Numbers to 10 can be represented on a ten-frame using 5 and 10 as Number Uses, Classification, and Representation: Numbers can be used for different benchmarks to understand the concept of ten in order to recognize numbers purposes, and numbers can be classified and represented in different ways. Operation, without having to stop their thought processes and resort to counting. Meaning, & Relationships: there are multiple interpretations of addition, subtraction,  Learn to recognize number on a ten-frame, noting the relationship of multiplication, and division of rational numbers and each operation is related to other those numbers to 5 and 10 as useful in thinking about the various operations. Doing mathematics involves a variety of processes including problem combinations of numbers solving, reasoning, communicating, connecting, and representing.  The number 10 can be broken into parts of the whole in different ways for readiness for understanding addition and subtraction through the use of part- part-whole representations of whole numbers.  A missing part of a whole can be found when the whole and the other parts are known is an important step in developing number sense.  TEKS TEKS Specificity - Intended Outcome TEKS1.1 Number, operation, and quantitative reasoning. The student uses whole numbers to describe and compare quantities. The student is expected to : ” I CAN” statements highlighted in yellow and italicized should be displayed 1.1A compare and order whole numbers up to 99(less than, greater than, or equal to) for students. using sets of concrete objects and pictorial models. TEKS 1.3 Number, operation, and quantitative reasoning. The student recognizes I can:

s and solves problems in addition and subtraction situations. t  Use models and objects to compare numbers (1.1A) p 1.3A model and create addition and subtraction problem situations with concrete e  Use counters and a ten-frame to model numbers up to 10 9 (1.1A) c objects and write corresponding number sentences. n  Use models and objects to arrange numbers in order. (1.1A) o TEKS1.5 Patterns, relationships, and algebraic thinking. The student recognizes

C  Show 10 as two parts, using objects, to write number sentences.(1.3A) patterns in numbers and operations. The student is expected to:  Use counters and part-part-whole mat to find missing parts of 10 to write TEKS 1.5D use patterns to develop strategies to solve basic addition and basic subtraction number sentences. (1.1A) subtraction problems.  Use a Ten Frame to find patterns that help me solve addition and subtraction problems. (1.5D)

TEKS 1.11 Underlying processes and mathematical tools. The student applies s

l Grade 1 mathematics to solve problems connected to everyday experiences and ” I CAN” statements highlighted in yellow and italicized should be displayed l i

k activities in and outside of school. The student is expected to: for students. S 1.11C Select or develop an appropriate problem-solving plan or strategy including s

s drawing a picture, guessing and checking, or acting it out in order to solve a problem. I can: e c

o  Make tables to solve problems to organize data and write a number r

P sentence.(1.11C)  Draw a picture or act out problems to find an answer. (1.11C) Evidence of Learning

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. 80% of the time students will demonstrate on paper or use models to show that they can: 1. Use counters and ten-frame to model numbers up to 10. 2. Learn to recognize numbers on a ten-frame, noting the relationship of those numbers to f and 10. 3. Show 10 as two parts. 4. Use counters and part-part-whole mat to find missing parts of 10. 5. Make tables to solve problems

First Grading Period – Weeks 7 and 8 (6 days) CURRICULUM GUIDE Essential Questions Essential Pre-requisite Skills  How can you represent numbers to10 in a ten-frame?  Use one-to-one correspondence and language such as more than, same number as, or two  How can you recognize numbers on a ten-frame? less than to describe relative sizes of sets of concrete objects.(K.1A)  How can the number 10 be represented in two parts?  Use sets of concrete objects to represent quantities given in verbal or written form. (K.1B)  How can a known part of 10 be used to find the missing part?  Use numbers to describe how many objects are in a set (through 20) using verbal and  How is making a table one way to organize information to solve a symbolic descriptions.(K.1C) problem?

The Teaching and Learning Plan Instructional Model & Teacher Directions So students can… The teacher will… Review What You Know: Topic 5 Topic Opener pp.117-118 in the Teacher’s Edition Note: The purpose of this activity is to diagnose students' readiness by assessing prerequisite content. Refer to Diagnosis and Intervention Guide on pp.117 to address individual students' needs. Day 1 through Day 5 Day 1 through Day 5 Step 1: Problem Solving Step 1: Problem Solving: pp.119A Problem Solving Task  Describing objects using numbers Problem Solving Task  Writing a number sentence

Note: Choose one problem to use with the Problem Solving Checklist (make this a link) over the course of the unit. The focus of this week’s problem solving process will be looking for a pattern.

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Day 1 – Topic 5 Day 1 Step 2: – Interactive Learning - Show vocabulary cards and have lesson materials available for students (see Step 2 : Interactive Learning Lesson Overview) Lesson 5.1pp.119  use counters and work in pairs to solve Lesson 5.1 pp.119 addition and subtraction problems.(1.3A)  Write a number on board that is less than 10.  use a ten frame to find number patterns. (1.5D)  Draw a blank 10 frame on the board and have student represent the number on the 10 frame.  Model random numbers to 10 using number  Have students work in small groups ( 3 or 4 students per group) to model other numbers on the 10 frame. cards (1.1A)  Ask questions about how their number relates to 5 or 10. Example: How much more than 5 is your number?  Answer and discuss questions explaining how How much less than 10 is your number? their number relates to 5 or 10.(1.1A)

Step 3: -Visual Learning and Practice: Step 3: -Visual Learning and Practice: Animate the Visual Learning Bridge by using the Visual Learning Lesson 5.1 Animations CD.  Use a 10 frame to solve addition and Lesson 5.1: pp. 120,121-122 subtraction problems, with counters.(1.3A)  Use visual learning bridge to demonstrate correct use of 10 frame with counters.  draw pictures of counters in 10 frames to  Have students place counters in 10 frame to represent numbers 1-10 discover number patterns. (1.5D)  Have students draw counters on 10 frame to represent given numbers.

Step 4: Differentiate/Assessment Step 4: Differentiate/Assessment Lesson 5.1: pp. 122 Lesson 5.1  Use quick check master to assess student’s understanding of 10 frame given a specific number.  Find solutions to given quick check (1.1A)  Demonstrate competency in use of ten Homework frame in relation to the numbers 5 and 10. Leveled Homework (1.1A) Practice Master pp/122B

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Day 2 – Topic 5 Day 2 Step 2: – Interactive Learning - Show vocabulary cards and have lesson materials available for students (see Step 2: – Interactive Learning Lesson Overview) Lesson 5.2  work together to find answers (1.1A)  Lesson 5.2 pp.123  explain how numbers shown in 10 frame  Present students with ten frames showing specific numbers 5 -10 relate to the number 5. (1.1A)  Have students match filled 10 frames corresponding written number sentences as they relate to the number 5.

Step 3: -Visual Learning and Practice: Animate the Visual Learning Bridge by using the Visual Learning Step 3: -Visual Learning and Practice: Animations CD. Lesson 5.2 pp.124-125 Lesson 5.2: pp.124,125-126  Compare and order counters using ten  Using visual bridge explain how filled spaces in 10 frame represent numbers. frame.(1.1A)  Ask students to interpret 10 frames filled with different numbers of counters.  Write numbers to describe number of  Ask questions about how they know how to interpret 10 frames. Examples: what number does the 10 frame counters (1.1A) show? How can you use the number 5 or 10 to describe a given number?

Step 4: Differentiate/Assessment Step 4: Differentiate/Assessment Lesson 5.2: pp. 126A Lesson 5.2 p126A  Using quick check 5-2 P.126A and on going teacher observation.  Recognize numbers shown on a ten frame (1.1A)  Write numbers to describe number of counters(1.1A) Homework Leveled Homework pp.126B

Note: To determine what level a student should be classified as refer to the Differentiation section below.

Day 3 – Topic 5 Day 3 Step 2: – Interactive Learning - Show vocabulary cards and have lesson materials available for students (see Step 2: – Interactive Learning Lesson Overview) Lesson 5.3  Compare and order whole numbers using Lesson 5.3: pp. 127 concrete objects and pictorial models (1.1A)  Place counters on a Ten Frame and have student pairs describe and identify the numbers they make.  Direct students to physically act out parts of ten.  Read the problem provided in this section and have students solve using ten frame

Step 3: -Visual Learning and Practice: Animate the Visual Learning Bridge by using the Visual Learning Step 3: -Visual Learning and Practice: Animations CD. Lesson 5.3  Compare and order whole numbers using sets SAISD © 2008-09 – First Grading Period Mathematics Grade 1- Initial Release Aug 08, V1 Page 44 of 59

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Lesson 5.3: pp. 130A of concrete objects (1.1A)  Use visual learning bridge to show how a ten frame can be used to make a set of 10.  Remind students that a full ten frame always shows 10.  Use a ten frame to show 10 can be broken up into part-part

Step 4: Differentiate/Assessment Step 4: Differentiate/Assessment Lesson 5.3 Lesson 5.3: pp. 130A  Compare and order whole numbers using sets  Use quick check master 5-3 and on going teacher observation of concrete objects (1.1A)  Use patterns to develop strategies to solve Use Center activities for independent and level activities basic addition and subtraction problems(1.5D)

Note: To determine what level a student should be classified as refer to the Differentiation section below. Day 4 Day 4 – Topic 5 Step 2: – Interactive Learning Step 2: – Interactive Learning - Show vocabulary cards and have lesson materials available for students (see Lesson 5.4 Lesson Overview)  Model and create subtraction problem situations, using the Ten Frame (1.3A) Lesson 5.4: pp.131B  Have students show parts of 10 on a ten frame to find the missing part.  Have students work in pairs to find missing parts to understand part-part-whole model  Guided practice P.131 Have students complete the Guided Practice sheet while working in cooperative groups. Monitor student work by observing each group. Work with small groups to correct misunderstandings.

Step 3: -Visual Learning and Practice: Step 3: -Visual Learning and Practice: Animate the Visual Learning Bridge by using the Visual Learning Lesson 5.4 Animations CD.  Model and create subtraction problem Lesson 5.4: pp. 132-133 situations using the Ten Frame. (1.3A)  Use the visual learning bridge to find the missing part of 10 when the other part is known

Step 4: Differentiate/Assessment Step 4: Differentiate/Assessment Lesson 5.4: pp.134B Lesson 5.4  Use quick check 5-4 and on gong teacher observation.  Model and create subtraction problem situations using objects. (1.3A) Homework Leveled Homework

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Day 5 – Topic 5 Day 5 Step 2: – Interactive Learning - Show vocabulary cards and have lesson materials available for students (see Step 2: – Interactive Learning Lesson Overview) Lesson 5.5  Select or develop an appropriate problem Lesson 5.5: pp. 135 solving plan or strategy (1.11C) (1.5D)  Students will use counters to help them make a table that shows5 and 10 relationships.  Use models to solve addition and subtraction  Have students work in pairs to find different ways to make 10. problems. (1.3A)  Show part-part-whole model using table.

Step 3: -Visual Learning and Practice: Step 3: -Visual Learning and Practice: Animate the Visual Learning Bridge by using the Visual Learning Lesson 5.5 Animations CD.  Select or develop and appropriate problem Lesson 5.5: pp. 136-137 solving plan or strategy (1.11C)  Use Visual Learning Bridge to use tables to solve problems.  Use counters and table to make combinations of 10. Model use of counters at overhead projector.  Have students complete guided practice sheet, p136-137

Step 4: Differentiate/Assessment Step 4: Differentiate/Assessment Lesson 5.5 Lesson 5.5: pp. 138A  Select or develop an appropriate problem  Use Quick Check 5.5 and on going teacher observation solving plan or strategy including drawing a picture, looking for a pattern. (1.11C)

Day 6 – Topic 5 Assess Note: Within the 90 minutes, students will complete the Topic 5 test. Students may work in stations for remainder of class, following test. The teacher should quickly review Topic 5 test and engage students in reteaching and reviewing. The teacher should also use data to establish targeted interventions for the Tier 2 and Tier 3 students.  Have students complete Topic 5 Test (Student textbook). Read each item for the whole group. Allow students time to solve and record answers. Continue reading test items until all students have completed Topic 5 test.  Allow students to use counters to act out problems on Topic 5 test, as needed.  Explain Test – Taking tips (optional)

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Note: Vocabulary Cards can be used during instruction accompanied by manipulatives as well as used as a homework Resources for Instruction: extension. Vocabulary: enVision Math Texas Grade 1 Review Vocabulary Topic 5 Five and ten Relationships  more  más  Sections 5.1-5.5  part  parte  Math Background for Teachers pp. 117C-117D  missing part  parte que falta  Meeting Individual Needs pp. 117E-117F  in all  en total  The Language of Math pp. 117G  whole  todo  Topic Opener pp. 117

New Vocabulary Other Resources (None)  Problem Solving Process (make this a link)  Elementary Framework (make this a link)  Probing Questions  Visual Learning Animations CD  eTools Electronic Manipulatives

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Evidence of Learning College-Readiness i.e., Differentiation Interims/TAKS/Benchmarks Anticipated Skills for SAT/ACT/College Board/Career/Life Note: Differentiated instructional levels can be 2004 TAKS TEKS 4.3B, #42 5th Grade 2006 TAKS Release Test (February) based on the following options: Item # 26 TEK 5.14C  Option 1: The Topic Opener “Review What You Know” Pre-Assessment  Option 2: On-going informal assessment (observation, student products, presentations, etc.)  Option 3: Quick-Check Masters as described in the Close/Assess and Differentiate section of each lesson

What do you do for students who are struggling? Day 1/Lesson 5.1 Modeling 10 p.122 (1.1A) Day 2/Lesson 5.2 the meaning of more than P.126 (1.1A) Day 3/Lesson 5.3 What’s missing P130 (1.3A) Day 4/Lesson 5.5 What’s missing p.134 (1.3A) Day 5/Lesson 5.6 Grouping blocks p. 138B. (1.11C)

What do you do for students who master the learning quickly? Day 1/Lesson 5.1 ten frame talk p.122B (1.1A) Day 2/Lesson 5.2 Cover three p.126B (1.1A) Day 3/Lesson 5.3 Trace a space p.130B (1.3A) Day4/Lesson 5.4 See and look p134B (13A)

Day5 /Lesson 5.5 Play a game p138B (1.11C)

Meeting Individual Needs, TE pp. 117G

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Mathematics – Grade 1 Unit of study: Addition Facts to 12

First Grading Period – Weeks 8 and 9 (9 days) CURRICULUM OVERVIEW Big Idea Unit Rationale  Students will count on to add, starting with the greater number. The students will understand that there numbers, expressions, measures, and objects  Students will recognize doubles as a strategy for remembering sums. can be compared and related to other numbers, expressions, measures, and objects  Students will use doubles facts to learn near doubles facts. in different ways. Students will learn some strategies for basic facts using equivalence  Students will use a ten-frame to write addition facts with 5. to transform calculations into simpler ones. Finally they will understand that doing  Students will use two ten-frames to model addition facts. mathematics involves a variety of processes including problem solving, reasoning,  Students will draw pictures to solve addition story problems. communicating, connecting and representing. TEKS TEKS Specificity - Intended Outcome 1.3 Number, operation, and quantitative reasoning. The student recognizes and solves problems in addition and subtraction situations: ” I CAN” statements highlighted in yellow and italicized should be displayed for 1.3 (B) use concrete and pictorial models to apply basic addition and subtraction students.

s facts (up to 9+9=18 and 18-9=9). t

p I can:

e  use counters, connecting cubes, pictures, ten-frame to add sets of numbers to c

n 12. (1.3B) o  write an addition sentence about joining groups. (1.3B) C

1.11 Underlying processes and mathematical tools. The student applies Grade 1 mathematics to solve problems connected to everyday experiences and activities ” I CAN” statements highlighted in yellow and italicized should be displayed for in and outside of school. students. 1.11(C) select or develop an appropriate problem-solving plan or strategy including

s drawing a picture, looking for a pattern, systematic guessing and checking, or l l i acting it out in order to solve a problem

k I can: S

 use a pattern to help solve an addition problem. s s e c o r P

Evidence of Learning 80% of the time students will demonstrate on paper or use models to show that they can: 1. use object such as counters, connecting cubes, ten-frames or pictures to add sets of numbers to 12 2. write addition sentence about joining groups up to 12 3. use objects to solve addition problems

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. First Grading Period – Weeks 8 and 9 (9 Days) CURRICULUM GUIDE Essential Questions Essential Pre-requisite Skills  What are helpful strategies for addition facts with 0, 1, or 2?  model and create addition ad subtraction problems in real situations with concrete objects  How can you identify and complete doubles facts? (K.4)  How can you use a doubles fact to find the answer to a near-  use tools such as real objects, manipulatives, and technology to solve problems(K.13D) doubles fact?  use sets of concrete objects to represent quantities given in verbal or written form (through  How can a ten-frame help add numbers? 20) (K.1B)  How can you use the number 10 to solve an addition problem with a 7, 8, or 9?  How can drawing a picture help you solve problems and help you check if your answer makes sense?

The Teaching and Learning Plan Instructional Model & Teacher Directions So students can… The teacher will… Review What You Know: Topic 6 Topic Opener pp. 141 in the Teacher’s Edition Note: The purpose of this activity is to diagnose students' readiness by assessing prerequisite content. Refer to Diagnosis and Intervention Guide on pp. 66 to address individual students' needs.

Day 1 through Day 6 Day 1 through Day 6 Step 1: Problem Solving: Begin each day with problem solving. Step 1: Problem Solving

Problem Solving Task Problem Solving Task

Note: Choose one problem to use with the Problem Solving Checklist (make this a link) over the course of the unit. The focus of this week’s problem solving process will be looking for a pattern. Day 1 – Topic 6 Day 1 Step 2: – Interactive Learning - Show vocabulary cards and have lesson materials available for students Step 2 : Interactive Learning (see Lesson Overview) Lesson 6.1 pp.51  using concrete and pictorial models to apply basic Lesson 6.1: pp. 143 addition facts up to 12 (1.3B)  use number cards and counters to model how to add 0 more, 1 more, or 2 more  Have students play a game using number cards that are separated into two piles with one pile having 3-9 cards and the other 0-2 cards. Students will flip over the first pile and record the number and then flip a card from the other pile and record number. Students total the two cards and record their answers.  Observe students while they play the game and ask questions like What is 2 more than 7? What fact tells us 2 more than 7?

Step 3: -Visual Learning and Practice: Animate the Visual Learning Bridge by using the Visual Learning Step 3: -Visual Learning and Practice: Animate the Visual Animations CD. Learning Bridge by using the Visual Learning Animations Lesson 6.1: pp. 144-145 CD. Lesson 6.1  Use the Visual Learning bridge model to show how to add 0 more, 1 more, and 2 more.  use concrete and pictorial models to apply basic  Introduce the problem provided in this section by asking, “How do you know that this is a 1-more-than addition facts up to 12 (1.3B) SAISD © 2008-09 – First Grading Period Mathematics Grade 1- Initial Release Aug 08, V1 Page 51 of 59

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. fact?”  Have students use pictorial representation to add 1, 2, or 0 more to an addition number sentence.  Students solve addition sentence with 0, 1, or 2 addends.  Guided Practice: Determine whether students understand how parts can make up single numbers. The error intervention described for exercise 3 can be used throughout the visual learning and practice portion of this assignment.

Step 4: Differentiate/Assessment Lesson 6.1: pp. 146A-146B Step 4: Differentiate/Assessment Lesson 6.1  use concrete and pictorial models to understand the Homework number relationships of 0 more, 1 more, and 2 more Home School Connection Master pp. 25 Teacher Resource Master & Leveled Homework to addition facts (1.3B)

Day 2 – Topic 6 Day 2 Step 2: – Interactive Learning - Show vocabulary cards and have lesson materials available for students Step 2: – Interactive Learning (see Lesson Overview) Lesson 6.2  use concrete and pictorial models to represent Lesson 6.2: pp. 147 doubles facts up to 12 (13B)  Provide students counters to identify and complete doubles facts.  Put students in pairs and give each a set of number cards 1-6 and counters. Have one student pretend to be Fran and the other Jan. Each student turns over one of their number cards and together they record the addition sentence.  Discuss with students after the activity that the addition sentences that they wrote are doubles facts.

Step 3: -Visual Learning and Practice: Animate the Visual Learning Bridge by using the Visual Learning Step 3: -Visual Learning and Practice: Animations CD. Lesson 6.2 Lesson 6.2: pp.148-149  use concrete models to write addition sentences for  Use the Visual Learning bridge to show how students how to know when an addition sentence shows a doubles (1.3B) double.  Students will solve addition sentences for doubles.  Introduce the problem provided in this section by asking, “How do you know when an addition sentence (1.3B) shows a double?”  Explain the difference between sets of addends that are doubles and that are not doubles.  Have students use pictorial representations to write addition sentences for doubles.

Homework Step 4: Differentiate/Assessment Leveled Homework Lesson 6.2  use pictures to solve and write an addition sentence Note: To determine what level a student should be classified as refer to the Differentiation section below. for a doubles word problem. (1.3B)

Day 3 – Topic 6 Day 3 Step 2: – Interactive Learning - Show vocabulary cards and have lesson materials available for students Step 2: – Interactive Learning (see Lesson Overview) Lesson 6.3  use concrete models to write addition sentence for Lesson 6.3: pp. 151 near doubles (1.3B)

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.  Have students share double facts that they have learned from the previous lesson.  Have students use their work mats to solve near doubles (i.e. 5 and 6).  Have students work in pairs to complete items 1 and 2 on their work mats by using a number cube. Student rolls number cube once and records addend. Student adds 1 to the number rolled and records the other addend and then solves the addition sentence.

Step 3: -Visual Learning and Practice: Animate the Visual Learning Bridge by using the Visual Learning Step 3: -Visual Learning and Practice: Animate the Visual Animations CD. Learning Bridge by using the Visual Learning Animations Lesson 6.3: pp. 152-153 CD.  Use the Visual Learning bridge model to show how to add near doubles. Lesson 6.3  Introduce problem by asking, “What is a doubles fact and what do you think a near double is?”  use concrete models to write addition sentence for  Remind students that they will use a double to add a near double. near doubles (1.3B)

Step 4: Differentiate/Assessment Step 4: Differentiate/Assessment Lesson 3.3: pp. 154A Lesson 6.3  draw pictures to solve addition problems using near doubles (1.3B) Homework Leveled Homework

Day 4 – Topic 6 Day 4 Step 2: – Interactive Learning - Show vocabulary cards and have lesson materials available for students Step 2: – Interactive Learning (see Lesson Overview) Lesson 6.4  use concrete and pictorial models to apply basic Lesson 6.4: pp. 155 addition facts up to 9(1.3B)  model and create addition problem situations using fingers to represent ten-frame  write corresponding number sentences  have students hold up 7 fingers and teacher writes addition number sentence to represent students’ fingers 5+2=7  teacher draws ten-frame on board and covers the 5 top squares and 2 of the bottom squares to show Learning Bridge by using the Visual Learning Animations students how the ten-frame represents their ten fingers CD.  using counters students use ten-frame to complete addition facts of 6, 7, 8, and 9 Lesson 6.4

Step 3: -Visual Learning and Practice: Animate the Visual Learning Bridge by using the Visual Learning Step 3: -Visual Learning and Practice: Animations CD.  use concrete and pictorial models to apply basic Lesson 6.4: pp. 156-157 addition facts up to 10(1.3B)  Use the Visual Learning bridge to model the use of the ten-frame with addition facts that have 5  Introduce problem by asking, “How can you show 5 in the ten-frame?”  Students will use a ten-frame and counters to help them add facts where 5 is an addend and 10 is the sum

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Step 4: Differentiate/Assessment Lesson 6.4: pp. 158A-158B Step 4: Differentiate/Assessment Lesson 6.4 Homework  solve a addition word problem using a ten-frame. Leveled Homework (1.3B)

Day 5 – Topic 6 Day 5 Step 2: – Interactive Learning - Show vocabulary cards and have lesson materials available for students Step 2: – Interactive Learning (see Lesson Overview) Lesson 6.5  use ten-frame and counters to complete addition Lesson 6.5: pp. 159 sentences with sums of 10 or more (1.3B)  model and create addition number sentences using a ten-frame for addition facts of 10 and more  model and guide students to use ten-frame and counters to represent 8+4=11  Have students work with a partner using the ten-frame and counters to complete items 1, 2 and 3

Step 3: -Visual Learning and Practice: Animate the Visual Learning Bridge by using the Visual Learning Step 3: -Visual Learning and Practice: . Animations CD. Lesson 6.5 Lesson 6.5: pp. 160-161  use ten-frame and counters to learn how to make  Use the Visual Learning bridge to model the use of the ten-frame with addition facts that have 10 10. (1.3B)  Introduce problem by asking, “How could you use ten-frame to show 8+3=?”  Students will use a ten-frame and counters to help them learn how to make 10 to add Step 4: Differentiate/Assessment Step 4: Differentiate/Assessment Lesson 6.5  draw a picture, using the making 10 strategy, and Lesson 6.5: pp. 162A-162B write two addition sentences to solve a word problem. (1.3B) Homework Leveled Homework

Day 6 – Topic 6 Day 6 Step 2: – Interactive Learning - Show vocabulary cards and have lesson materials available for students Step 2: – Interactive Learning (see Lesson Overview) Lesson 6.6  select or develop an appropriate problem- Lesson 6.6: pp. 163 solving plan or strategy including drawing a  explain to the students that they will learn how to draw pictures to help them solve problems picture in order to solve a problem (1.11C)  write a problem on the board and model how drawing pictures can help solve the problem  have students work in partners and one tells a fish story while the other partner uses pictures to solve the problem

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Step 3: -Visual Learning and Practice: Animate the Visual Learning Bridge by using the Visual Learning Step 3: -Visual Learning and Practice: Animate the Visual Animations CD. Learning Bridge by using the Visual Learning Animations Lesson 6.6: pp. 164-165 CD. Lesson 6.6  Use the Visual Learning bridge to explain to students that they will solve addition story problems by  select or develop an appropriate problem- drawing pictures solving plan or strategy including drawing a  Students will read and understand story problem and use drawing pictures to solve the story problems. picture in order to solve a problem (1.11C)

Step 4: Differentiate/Assessment Step 4: Differentiate/Assessment Lesson 3.6: pp. 166A-166B Lesson 6.6 The students will solve a problem situation by drawing a Homework picture. (1.11C) Leveled Homework

Day 7 – Topic 6 9 weeks Review  Students work in centers and/or in small groups with teacher, using Differentiation Activities from Topics 1- 6 to review for the 9 weeks Formative Mini Assessment.

Day 8 – Assess Students complete Formative Mini Assessment (45 minutes). Remainder of time spent in math centers.

Day 9- Reteach and Spiral Review  Teacher uses data from Formative Mini Assessment to review concepts that more than 50% of students answered incorrectly. Teacher may also use some of the class time to work with small groups of students who did not demonstrate mastery on assessment.  Teacher should extend the time with math stations (centers) for advanced and on-level students.

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Note: Vocabulary Cards can be used during instruction accompanied by manipulatives as well as used as a Resources for Instruction: homework extension. Vocabulary: Textbook: enVision Math Texas Grade 1 Review Vocabulary Topic 6 Addition Facts to 12  Sections 6.1-6.6  more  mas  Math Background for Teachers pp. 141E-141F  in all  en total  Meeting Individual Needs pp. 141G-H  sum  suma  The Language of Math pp. 141I-J  addition sentence  suma o total  Topic Opener pp. 141-142  equals  es igual a  join  unir Other Resources New Vocabulary  Problem Solving Process (make this a link)  near doubles  casi dobles  Elementary Framework (make this a link)  double  dobles  Probing Questions  Visual Learning Animations CD  eTools Electronic Manipulatives

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Evidence of Learning College-Readiness i.e., Differentiation Interims/TAKS/Benchmarks Anticipated Skills for SAT/ACT/College Board/Career/Life Note: Differentiated instructional levels can be 1st Grade Readiness 1.3ATest #2 5th Grade 2006 TAKS Release Test (February) based on the following options: The student will reach into a tub of linking cubes and ‘grab’ one handful and Item # 24 TEK 5.15B  Option 1: The Topic Opener “Review place them on circle A. Then, the student will grab a second handful and What You Know” Pre-Assessment place them on circle B. Then the student will count and record the amount  Option 2: On-going informal on each circle and determine the total amount of cubes in both circles. assessment (observation, student Teacher may create larger circles on another paper if they feel it will benefit products, presentations, etc.) the student.  Option 3: Quick-Check Masters as described in the Close/Assess and Differentiate section of each lesson Circle A Circle B

What do you do for students who are struggling? Day 1/Lesson 3.1 Peas in the Pot (1.3B) pp 146B Day 2/Lesson 3.2 Double Up (1.3B) pp 150B Day 3/Lesson 3.3 Nearly Double (1.3B) pp. 154B Day 4/Lesson 3.4 Counter Flip (1.3B) pp. 158B Day 5/Lesson 3.5 Making Ten (1.3B) pp. 162B Day 6/Lesson 3.6 Picture This! (1.3B) pp. 166B Total on Circle A______Total on Circle B______What do you do for students who master the learning quickly? Day 1/Lesson 3.1 Four Corners (1.3B) pp Record the total amount of cubes on both circles. ______54B Day 2/Lesson 3.2 Math in Motion (1.3B) pp 150B Day 3/Lesson 3.3 Try Together (1.3B) pp. 154B Day 4/Lesson 3.4 Cover Three (1.3B) pp. 158B Day 5/Lesson 3.5 Helping Hands (1.3B) pp. 162B Day 6/Lesson 3.6 Look and See (1.3B) pp. 166B

Meeting Individual Needs, TE pp. 141G- 141H  ELL-help ELL connect the language of addition skills and concepts in this SAISD © 2008-09 – First Grading Period Mathematics Grade 1- Initial Release Aug 08, V1 Page 57 of 59

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. topic. Present materials using multiple represents (1.3B)  Special Needs-may require extra practice with concrete and visual materials. It is important to give them enough repetition to fully develop each concept before progressing to the next. (1.3B)  Below Level-will need reinforcement of ten with counters and a ten-frame (1.3B)  Advance-have students apply their ability to numbers to develop the concept of equivalent expressions (1.3B)

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.