Unit Length (32 Wks)  Unit / Skills  Instructional Strategies  Resources  Assessments  Formative/Summative (F/S)

Ongoing through out year  Problem Solving  Solve for an unknown in any position (OA.1, 4)
 Use multiple math models to represent and solve problems (OA.1, 2)
 Write and compare equations and expressions (OA.3, NBT.3)
  Direct Instruction
 Work Places
 Math Talk
  number racks
 5,10, 20 frames
 Unifix cubes
 Bar models
  Homework (F)
 Quizzes (Checkpoints) (F)
 Teacher Made Assessment (S)

56 weeks  Unit 1  Explore math manipulatives (OA.1,2)
 Develop number sense (OA.5, NBT.1, NBT.2a,NBT.2b,NBT.2c,NBT.5)
 Collect and organize data to recognize patterns (MD.4)
Develop number combinations to 10 and reinforce number combinations of 5 (OA.6)  Recognize number relationships (fact families, part/part/whole) (OA.1, OA.2) (OA.3, OA.4)
 Use mathematical models (OA.1, OA.2)
 Measure with nonstandard units (MD.1, MD.2)
 Subitize quantities and add 1 and subtract 1
 Explain our math thinking (MP)

 Routine building
 Exploring and communicating about numbers
 Develop visual imagery
 Differentiate up to 20 or down to 5 as needed and appropriate
 Subitize flashing
 Work Places
 Math Talk

 math manipulatives of: geoboards, pattern blocks, links, polydrons, dominoes
 number racks
 5 and 10 frames
 popsicle sticks, unifix cubes, heel to toe steps

 Homework (F)
 Quizzes (Checkpoints) (F)
 Teacher Made Assessment (S)

56 weeks  Unit 2  Write equations (OA.1, OA.2, OA.8)
 Write inequalities statements (OA.7)
 Add and subtract single digit numbers (OA.1, OA.6)
 Use a variety of strategies to add and subtract including: (OA.5, OA.6)
 Counting on and counting back
 Combining small groups of numbers within larger numbers (subitizing)
 Building from known facts
 Using double facts
 Counting by 5 and 10’s
 Using the commutative property
 Use and generate fact families
 Improve our efficiency by counting groups using 5’s(_____) and 10’s (NBT2.a)
 View the equal sign as a way to indicate that two expressions are of equal value (OA.7, OA.8)
 Explain our math thinking(MP)


 dominoes
 dot cards
 number racks
 double flap cards (for addition and subtraction relationship)
 doubles flap cards
 number rack
 nickels, dimes, pennies

 Homework (F)
 Quizzes (Checkpoints) (F)
 Teacher Made Assessment (S)

56 weeks  Unit 3  Develop fluency of key number facts and fact strategies for singledigit addition and subtraction (doubles, near doubles, and sums of 10) (OA.6)
 Subtract to compare (the difference model of subtraction) (OA.5, OA.6)
 Use the fact family relationships to solve addition and subtraction problems (OA.6)
 Use symbols to compare (NBT.3)
 Use the number rack to:
 recognize number combinations to 10
 subitize
 find the sum of two numbers
 compare to find the difference (OA.5, OA.6)
 Recognize and build numbers from 11 to 20 (using 10 and some more) (NBT.2a, NBT.2b)
 Build place value understanding by using the make 10 strategy to solve combinations to 20 (0A.6)
 Write and compare equations and expressions (NBT.3)
 Explain our math thinking (MP)



 Homework (F)
 Quizzes (Checkpoints) (F)
 Teacher Made Assessment (S)

56 weeks  Unit 6  Explain our math thinking (MP)
 Add and subtract to to 20 (OA.1, OA.2)
 Continue to develop fluency with addition and subtraction facts to 10 (OA.1, OA.6)
 Continue to develop strategies for working with facts to 20 (OA.6, OA.7, OA.8)
 Write and solve equations that involve unknowns in all positions (OA.3, OA.4, OA.8)
 Determine whether addition and subtraction equations are true or false(OA.7)

 Interactive problem solving
 Math Talk
 Work Places

 Number Rack
 Double Flap Dot Cards

 Homework (F)
 Quizzes (Checkpoints) (F)
 Teacher Made Assessment (S)

56 weeks  Unit 4  Use an open number line as a model and a tool (MP)
 Locate and identify numbers on an open number line (NBT.1)
 Model addition and subtraction on an open number line (OA.6)
 Determine missing numbers on an open number line within the range of 0120
 Make interval jumps of 1’s, 5’s and 10’s on an open number on and off the decade
 Explain our math thinking (MP)
   lifesized open number line and number cards
  Homework (F)
 Quizzes (Checkpoints) (F)
 Teacher Made Assessment (S)

45 weeks  Unit 5  Identify, describe, construct, draw, compare, compose and sort 2D and 3D shapes (G.1, G.2)
 Identify 2D shapes (triangle, trapezoid, squares, rhombuses rectangles and hexagons) (G.1)
 Compare and distinguish defining attributes (sides, corners/vertices, right angles, straight lines, closed shape, parallel lines) from nondefining attributes (shape, size, color) (G.1)
 Identify 3D shapes (cubes, rectangular prism, cones, cylinders, sphere, triangular prism, pyramids) (G.2)
 Compare and distinguish and sort defining attributes (faces, edges, vertices, flat and curved surfaces, roll, slide) from nondefining attributes (shape, size, color) (G.1)
 Use nets to compose and decompose cubes and square pyramids (G.2)
 Identify, name, describe squares (G.1)
 Build 3dimensional shapes with specific defining attributes. (G.2)
 Explore fractions including halves and fourths/quarters (use half of, fourth of and quarter of) (G.3)
 Explain our math thinking (MP)



 Homework (F)
 Quizzes (Checkpoints) (F)
 Teacher Made Assessment (S)
