Unit Title | Unit 1: Add and Subtract Within 10 | Timeframe | 40 Days |
Unit Summary | SWBAT represent and solve problems involving addition and subtraction through collaboration in small group activities and center work. They will communicate their understanding and creatively apply properties of operations and the relationship between addition and subtraction. They will use problem solving skills to add and subtract within 10 to solve problems, including word problems involving situations of adding to, taking from, putting together, taking apart and comparing with unknown in all positions. Students will be able to count, read and write numbers to 100. Students will relate extended counting sequences to addition and subtraction strategies. Throughout the unit, students will be introduced to and utilize critical thinking strategies to make sense of problems and to persevere in solving them. (CRP8) Explain the importance of addition and subtraction in the everyday world. (9.2.4.A.4) Students will communicate clearly and effectively their problem solving strategies and reasonings. (CRP4). Technology will be utilized to enhance student learning and productivity. (CRP11)
Topic 1- Solve Addition and Subtraction problems to 10 Topic 2- Develop fluency: addition and subtraction facts within 10 Topic 5-Work with addition and subtraction equations. Topic 7- Extend the counting sequence. |
Learning Targets |
Essential Questions
| Topic 1- What are ways to think about addition and subtraction? Topic 2- What Strategies can you use while adding and subtracting? Topic 5- How can adding and subtracting help you solve or complete equations? Topic 7- How can you use what you already know about counting to count past 100? |
Enduring Understandings | Students will understand: - Represent and solve problems involving addition and subtraction
- Understand and apply properties of operations and the relationship between addition and subtraction
- Add and subtract within 10
- Work with addition and subtraction equations
- Extend the counting sequence
|
Know
| By the end of this unit, students will know: - Symbol (unknowns) can be in any position.
- Knowing 4 + 3 means that 3 + 4 is also known (commutative property/fact families).
- When adding , the numbers need not be added in any particular order.
- Subtraction can be represented as an unknown-addend problem.
- Finding 9 minus 3 means solving ? + 3 = 9 or 3 + ? = 9 (fact families).
- Counting can be used to add and subtract.
- The meaning of the equal sign
- True and false statements
- The expression can be on the right side of the equal sign (e.g. 7 = 8 – 1).
- Both the left and right side of the equal sign may contain expressions (e.g. 5 + 2 = 1 + 4).
- Number names and the count sequence up to 100
|
Do | By the end of this unit, students will be able to: - Finding 9 minus 3 means solving ? + 3 = 9 or 3 + ? = 9 (fact families).
- Add, using objects and drawings, to solve word problems involving situations of adding to and putting together.
- Subtract, using objects and drawings, to solve world problems involving situations of taking from and taking apart.
- Add and subtract, within 10, using properties of operations as strategies (commutative property).
- Represent subtraction as an unknown addend problem.
- Solve subtraction problems, within 10, using unknown addends.
- Count on to add.
- Count back to subtract.
- Determine if addition equations are true or false.
- Determine if subtraction equations are true or false.
- Determine the unknown number that makes an equation true.
- Solve addition or subtraction equations by finding the missing whole number.
- Count orally by ones up to 100.
- Count up to 100 beginning at any number less than 100.
- Read numerals up to 100.
- Write numerals up to 100.
- Represent a number of objects up to 100 with a written number.
|
Evidence of Learning |
Formative | |
Summative/ Benchmark | - Topic Assessment
- Topic Performance Assessment
- MAP - Math Assessment
|
Alternative Assessments | Placement TestExamView Test Generator - Math and Science Project
- End of Year Assessment
- Benchmark Assessment
|
Learning Activities |
- Use addition and subtraction within 10 to solve problems, including word problems involving situations of adding to, taking from, putting together, taking apart, and comparing with unknowns in all positions.
- Apply properties of operations (commutative property) as strategies to add or subtract within 10.
- Solve subtraction problems, within 10, by representing subtraction as an unknown added problem and finding the unknown addend
- Count on to add and count backwards to subtract to solve addition and subtraction problems within 10.
- Determine if addition and subtraction equations, within 10, are true or false.
- Solve addition and subtraction equations, within 10, by finding the missing whole number in any position.
- Learning To Count to 100 orally, read and write numerals, and write numerals to represent the number of objects (up to 100).
|
Materials / Equipment / Resources |
Core Instructional Materials and Texts | enVisionmath 2.0 ( Hardcopy and electronic edition) - Teacher Edition
- Student Edition
- Math and Science Project
- Vocabulary Cards and Activities
- Fluency Practice Activity
- Digital Resources
Google Classroom Seesaw |
Equipment | Chromebooks Smartboards Math Centers |
Supplemental Resources | 1.OA.A.1 Sharing Markers 1.OA.B.3 Domino Addition 1.OA.B.4 Cave Game Subtraction 1.OA.D.7 Equality Number Sentences 1.OA.D.8 Kiri's Mathematics Match Game 1.NBT.A.1 Hundred Chart Digit Game
|
Standards |
Content Statement | Mathematical Practice Standards |
- 1.OA.A.1. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. *(benchmarked)
| MP.1 Make sense of problems and persevere in solving them. MP.2 Reason abstractly and quantitatively. MP.3 Construct viable arguments and critique the reasoning of others. MP.4 Model with mathematics. MP.5 Use appropriate tools strategically. MP.8 Look for and express regularity in repeated reasoning. |
- 1.OA.B.3. Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)
(Students need not use formal terms for these properties) *(benchmarked) | MP.2 Reason abstractly and quantitatively. MP.7 Look for and make use of structure. MP.8 Look for and express regularity in repeated reasoning. |
- 1.OA.B.4. Understand subtraction as an unknown-addend problem.
For example, subtract 10 - 8 by finding the number that makes 10 when added to 8 | MP.2 Reason abstractly and quantitatively. MP.7 Look for and make use of structure. MP.8 Look for and express regularity in repeated reasoning. |
- 1.OA.C.5. Relate counting to addition and subtraction (e.g., by counting 2 to add 2).
| MP.2 Reason abstractly and quantitatively. MP.7 Look for and make use of structure. |
- 1.OA.D.7. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.
For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. | MP.2 Reason abstractly and quantitatively. MP.3 Construct viable arguments and critique the reasoning of others. MP.6 Attend to precision. MP.7 Look for and make use of structure. |
- 1.OA.D.8. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers.
For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ - 3, 6 + 6 = _. *(benchmarked) | MP.2 Reason abstractly and quantitatively. MP.6 Attend to precision. MP.7 Look for and make use of structure. |
- 1.NBT.A.1. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral *(benchmarked)
| MP.2 Reason abstractly and quantitatively. MP.7 Look for and make use of structure. MP.8 Look for and express regularity in repeated reasoning. |
21st Century Skills and Themes |
Interdisciplinary Connections | Career Ready Practices | 9.2 Career Awareness, Exploration, and Preparation |
- Science standards : 1-LS3-1, 1-LS1-1, 1LS1-2,
- NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
- NJSLSA.R2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
- NJSLSA.R3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
- NJSLSA.R7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
- NJSLSA.R.10. Read and comprehend complex literary and informational texts independently and proficiently with scaffolding as needed.
- RF.1.4. Read with sufficient accuracy and fluency to support comprehension. A. Read grade-level text with purpose and understanding. B. Read grade-level text orally with accuracy, appropriate rate, and expression. C. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
- NJSLSA.W1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
- NJSLSA.W3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
- NJSLSA.W4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- NJSLSA.W7. Conduct short as well as more sustained research projects, utilizing an inquiry based research process, based on focused questions, demonstrating understanding of the subject under investigation.
- NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
- NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
- NJSLSA.SL4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
- NJSLSA.SL6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
| DELETE OUT THOSE NOT APPLICABLE TO THIS UNIT - CRP1. Act as a responsible and contributing citizen and employee.
- CRP2. Apply appropriate academic and technical skills.
- CRP3. Attend to personal health and financial well-being.
- CRP4.Communicate clearly and effectively and with reason.
- CRP5.Consider the environmental, social and economic impacts of decisions.
- CRP6.Demonstrate creativity and innovation.
- CRP7.Employ valid and reliable research strategies.
- CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
- CRP9.Model integrity, ethical leadership and effective management.
- CRP10. Plan education and career paths aligned to personal goals.
- CRP11. Use technology to enhance productivity.
- CRP12.Work productively in teams while using cultural global competence.
| DELETE OUT THOSE NOT APPLICABLE TO THIS UNIT By the end of 4th grade, - 9.2.4.A.1 Identify reasons why people work, different types of work, and how work can help a person achieve personal and professional goals.
- 9.2.4.A.2 Identify various life roles and civic and work‐related activities in the school, home, and community.
- 9.2.4.A.3 Investigate both traditional and nontraditional careers and relate information to personal likes and dislikes.
- 9.2.4.A.4 Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success.
|
Technology Standards - 8.1 |
K-2 Grade |
A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations. |
- Understand and use technology systems.
| 8.1.2.A.1 Identify the basic features of a digital device and explain its purpose. |
- Select and use applications effectively and productively.
| 8.1.2.A.2. Create a document using a word processing application. |
8.1.2.A.3 Compare the common uses of at least two different digital applications and identify the advantages and disadvantages of using each. |
8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games, museums). |
8.1.2.A.5 Enter information into a spreadsheet and sort the information. |
8.1.2.A.6 Identify the structure and components of a database. |
8.1.2.A.7 Enter information into a database or spreadsheet and filter the information. |
B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology. |
- Apply existing knowledge to generate new ideas, products, or processes.
- Create original works as a means of personal or group expression.
| 8.1.2.B.1 Illustrate and communicate original ideas and stories using multiple digital tools and resources. |
C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. |
- Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
- Communicate information and ideas to multiple audiences using a variety of media and formats.
- Develop cultural understanding and global awareness by engaging with learners of other cultures.
- Contribute to project teams to produce original works or solve problems.
| 8.1.2.C.1 Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using various media formats such as online collaborative tools, and social media. |
D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. |
- Advocate and practice safe, legal, and responsible use of information and technology.
| 8.1.2.D.1 Develop an understanding of ownership of print and nonprint information. |
E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. |
- Plan strategies to guide inquiry.
- Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
- Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
| 8.1.2.E.1 Use digital tools and online resources to explore a problem or issue. |
F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. |
- Identify and define authentic problems and significant questions for investigation.
- Plan and manage activities to develop a solution or complete a project.
- Collect and analyze data to identify solutions and/or make informed decisions.
- Use multiple processes and diverse perspectives to explore alternative solutions.
| 8.1.2.F.1 Use geographic mapping tools to plan and solve problems. |
Unit Title | Unit 2: Add and Subtract Within 20 | Timeframe | 40 days |
Unit Summary | SWBAT represent and solve problems involving addition and subtraction through collaboration in small group activities and center work. They will communicate their understanding and creatively apply properties of operations and the relationship between addition and subtraction. They will use problem solving skills to add and subtraction within 20 using various strategies: counting on, making ten, composing, decomposing, relationship between addition and subtraction, and creating equivalent but easier or known sums. Students will relate extended counting sequences to addition and subtraction strategies. Throughout the unit, students will be introduced to and utilize critical thinking strategies to make sense of problems and to persevere in solving them. (CRP8) Students will explain the importance of addition and subtraction in the everyday world. (9.2.4.A.4) Students will employ valid and reliable research strategies while collecting, representing and interpreting data. (CRP7) Students will compose and decompose numbers to 20 to identify the value of the number in the tens and one place . They will use this knowledge to compare numbers and solve addition and subtraction problems. Students will communicate clearly and effectively their problem solving strategies and reasonings. (CRP4). Technology will be utilized to enhance student learning and productivity. (CRP11) Explain the importance of addition and subtraction in the everyday world. (9.2.4.A.4)
Topic 3- Addition Facts to 20: Use Strategies Topic 4- Subtraction Facts within 20: Use Strategies Topic 5-Work with addition and subtraction equations. Topic 6- Represent and interpret data Topic 7- Extend the counting sequence. Topic 8- Understand place value Topic 9- Compare 2 digit numbers |
Learning Targets |
Essential Questions
| Topic 3- What strategies can you use for adding to 20? Topic 4- What strategies can you use while subtracting? Topic 5- How can adding and subtracting help you solve or complete equations? Topic 6- What are some ways you can collect, show, and understand data? Topic 7- How can you use what you already know about counting to count past 100? Topic 8- How can you count and add using tens and one? Topic 9- What are ways to compare numbers to 120? |
Enduring Understandings | Students will understand: - Represent and solve problems involving addition and subtraction
- Work with addition and subtraction equations
- Understand and apply properties of operations and the relationship between addition and subtraction
- Add and subtract within 20
- Represent and interpret data
- Understand place value
- Extend the counting sequence
|
Know
| By the end of this unit, students will know: - Symbols can be used to represent unknown numbers.
- The symbol (unknowns) can be in any position.
- When adding, the numbers need not be added in order.
- To add 2 + 6 + 4, the second two numbers can be added first to make a ten. [e.g., 2 + 6 + 4 = 2 + 10 = 12 (Associative Property)]
- Different strategies can be used to add and subtract.
- Symbols can be used to represent unknown numbers.
- The symbol (unknowns) can be in any position.
- Numbers can be organized to represent data.
- Two digits represent amounts of tens and ones.
- 10 can be thought of as a bundle of ten ones — called a ten.
- Use place value understanding to compare two digit numbers.
- Comparing numbers using symbols.
- Number names and the count sequence up to 120.
|
Do | By the end of this unit, students will be able to: - Add, using drawings and equations, to solve word problems involving situations of adding to and putting together.
- Subtract, using drawings and equations, to solve world problems involving situations of taking from and taking apart.
- Determine if addition equations are true or false
- Determine if subtraction equations are true or false
- Determine the unknown number that makes an equation true.
- Solve addition or subtraction equations by finding the missing whole number.
- Add and subtract, within 20, using properties of operations as strategies. (Associative Property)
- Add and subtract within 20, using the following strategies:
- counting on;
- making ten;
- composing numbers;
- decomposing numbers leading to a ten;
- relationship between addition and subtraction, and
- creating equivalent but easier or known sums.
- Fluently add or subtract whole numbers within 20.
- Use objects and drawings to represent word problems that call for less than or equal to 20.
- Organize objects, representing data, in up to three categories.
- Represent data with objects, drawings, or numerals, in up to three categories.
- Ask and answer questions about:
- the total number of data points;
- the number of data points in each category, and
- how many more or less are in one category than in another.
- Compose numbers to 20
- Decompose numbers to 20.
- Identify the value of the number in the tens or ones place.
- Use the meaning of tens and ones digits to compare 2 two-digit numbers using >, =, and < symbols.
- Count orally by ones up to 120.
- Count up to 120 beginning at any number less than 120.
- Read numerals up to 120.
- Write numerals up to 120.
- Represent a number of objects up to 120 with a written number.
|
Evidence of Learning |
Formative | |
Summative/ Benchmark | - Topic Assessment
- Topic Performance Assessment
- MAP - Math Assessment
|
Alternative Assessments | Placement TestExamView Test Generator - Math and Science Project
- End of Year Assessment
- Benchmark Assessment
|
Learning Activities |
- Use addition and subtraction within 20 to solve problems, including word problems involving situations of adding to, taking from, putting together, taking apart, and comparing with unknowns in all positions.
- Determine if addition and subtraction equations, within 20, are true or false.
- Solve addition and subtraction equations, within 20, by finding the missing whole number in any position.
- Apply properties of operations as strategies (Associative Property) to add or subtract within 20.
- Solve addition word problems with three whole numbers with sums less than or equal to 20.
- Organize, represent, and interpret data with up to three categories, compare the number of data points among the categories, and find the total number of data points.
- Compose and decompose numbers to 20 to identify the value of the number in the tens and ones place.
- Use the meaning of tens and ones digits to record comparisons of 2 two-
digit numbers using >, =, and < symbols. - Count to 120 orally, read and write numerals, and write numerals to represent the number of objects (up to 120).
|
Materials / Equipment / Resources |
Core Instructional Materials and Texts | enVisionmath 2.0 ( Hardcopy and electronic edition) - Teacher Edition
- Student Edition
- Math and Science Project
- Vocabulary Cards and Activities
- Fluency Practice Activity
- Digital Resources
Google Classroom Seesaw |
Equipment | Chromebooks Smartboards Math Centers |
Supplemental Resources | 1.OA.A.1 School Supplies 1.OA.D.7 Valid Equalities? 1.OA.D.8 Find the Missing Number 1.OA.B.3 Doubles? 1.OA.C.6 $20 Dot Map 1.OA.A.2 Daisies in vases 1.NBT.B.2 Roll & Build 1.NBT.B.3 Ordering Numbers 1.NBT.A.1 Start/Stop Counting 2 |
Standards |
Content Statement | Mathematical Practice Standards |
- 1.OA.A.1. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. *(benchmarked)
| MP.1 Make sense of problems and persevere in solving them. MP.2 Reason abstractly and quantitatively. MP.3 Construct viable arguments and critique the reasoning of others. MP.4 Model with mathematics. MP.5 Use appropriate tools strategically. MP.8 Look for and express regularity in repeated reasoning. |
- 1.OA.D.7. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.
For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. *(benchmarked) | MP.2 Reason abstractly and quantitatively. MP.3 Construct viable arguments and critique the reasoning of others. MP.6 Attend to precision. MP.7 Look for and make use of structure. |
- 1.OA.D.8. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers.
For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ - 3, 6 + 6 = _. *(benchmarked) | MP.2 Reason abstractly and quantitatively. MP.6 Attend to precision. MP.7 Look for and make use of structure. |
- 1.OA.B.3. Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) (Students need not use formal terms for these properties) *(benchmarked)
| MP.2 Reason abstractly and quantitatively. MP.7 Look for and make use of structure. MP.8 Look for and express regularity in repeated reasoning. |
- 1.OA.C.6. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
*(benchmarked) |
MP.2 Reason abstractly and quantitatively. MP.7 Look for and make use of structure. MP.8 Look for and express regularity in repeated reasoning. |
- 1.OA.A.2. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem
| MP.1 Make sense of problems and persevere in solving them. MP.2 Reason abstractly and quantitatively. MP.3 Construct viable arguments and critique the reasoning of others. MP.4 Model with mathematics. MP.5 Use appropriate tools strategically. MP.8 Look for and express regularity in repeated reasoning. |
- 1.MD.C.4. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
| MP.2 Reason abstractly and quantitatively. MP.3 Construct viable arguments and critique the reasoning of others. MP.4 Model with mathematics. MP.5 Use appropriate tools strategically. MP.6 Attend to precision. |
- 1.NBT.B.2. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
1.NBT.B.2. a. 10 can be thought of as a bundle of ten ones — called a "ten." 1.NBT.B.2. b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. | MP.2 Reason abstractly and quantitatively. MP.7 Look for and make use of structure. MP.8 Look for and express regularity in repeated reasoning. |
- 1.NBT.B.3. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
| MP.2 Reason abstractly and quantitatively. MP.6 Attend to precision. MP.7 Look for and make use of structure. MP.8 Look for and express regularity in repeated reasoning. |
- 1.NBT.A.1. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral
*(benchmarked) | MP.2 Reason abstractly and quantitatively. MP.7 Look for and make use of structure. MP.8 Look for and express regularity in repeated reasoning. |
21st Century Skills and Themes |
Interdisciplinary Connections | Career Ready Practices | 9.2 Career Awareness, Exploration, and Preparation |
- Science standards : 1-LS1-2, 1-ESS1-1, K-2-ETS1-2, 1ESS1-2
- NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
- NJSLSA.R2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
- NJSLSA.R3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
- NJSLSA.R7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
- NJSLSA.R.10. Read and comprehend complex literary and informational texts independently and proficiently with scaffolding as needed.
- RF.1.4. Read with sufficient accuracy and fluency to support comprehension. A. Read grade-level text with purpose and understanding. B. Read grade-level text orally with accuracy, appropriate rate, and expression. C. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
- NJSLSA.W1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
- NJSLSA.W3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
- NJSLSA.W4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- NJSLSA.W7. Conduct short as well as more sustained research projects, utilizing an inquirybased research process, based on focused questions, demonstrating understanding of the subject under investigation.
- NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
- NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
- NJSLSA.SL4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
- NJSLSA.SL6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
| DELETE OUT THOSE NOT APPLICABLE TO THIS UNIT - CRP1. Act as a responsible and contributing citizen and employee.
- CRP2. Apply appropriate academic and technical skills.
- CRP3. Attend to personal health and financial well-being.
- CRP4.Communicate clearly and effectively and with reason.
- CRP5.Consider the environmental, social and economic impacts of decisions.
- CRP6.Demonstrate creativity and innovation.
- CRP7.Employ valid and reliable research strategies.
- CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
- CRP9.Model integrity, ethical leadership and effective management.
- CRP10. Plan education and career paths aligned to personal goals.
- CRP11. Use technology to enhance productivity.
- CRP12.Work productively in teams while using cultural global competence.
| DELETE OUT THOSE NOT APPLICABLE TO THIS UNIT By the end of 4th grade, - 9.2.4.A.1 Identify reasons why people work, different types of work, and how work can help a person achieve personal and professional goals.
- 9.2.4.A.2 Identify various life roles and civic and work‐related activities in the school, home, and community.
- 9.2.4.A.3 Investigate both traditional and nontraditional careers and relate information to personal likes and dislikes.
- 9.2.4.A.4 Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success.
|
Technology Standards - 8.1 |
K-2 Grade |
A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations. |
- Understand and use technology systems.
| 8.1.2.A.1 Identify the basic features of a digital device and explain its purpose. |
- Select and use applications effectively and productively.
| 8.1.2.A.2. Create a document using a word processing application. |
8.1.2.A.3 Compare the common uses of at least two different digital applications and identify the advantages and disadvantages of using each. |
8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games, museums). |
8.1.2.A.5 Enter information into a spreadsheet and sort the information. |
8.1.2.A.6 Identify the structure and components of a database. |
8.1.2.A.7 Enter information into a database or spreadsheet and filter the information. |
B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology. |
- Apply existing knowledge to generate new ideas, products, or processes.
- Create original works as a means of personal or group expression.
| 8.1.2.B.1 Illustrate and communicate original ideas and stories using multiple digital tools and resources. |
C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. |
- Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
- Communicate information and ideas to multiple audiences using a variety of media and formats.
- Develop cultural understanding and global awareness by engaging with learners of other cultures.
- Contribute to project teams to produce original works or solve problems.
| 8.1.2.C.1 Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using various media formats such as online collaborative tools, and social media. |
D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. |
- Advocate and practice safe, legal, and responsible use of information and technology.
| 8.1.2.D.1 Develop an understanding of ownership of print and nonprint information. |
E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. |
- Plan strategies to guide inquiry.
- Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
- Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
| 8.1.2.E.1 Use digital tools and online resources to explore a problem or issue. |
F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. |
- Identify and define authentic problems and significant questions for investigation.
- Plan and manage activities to develop a solution or complete a project.
- Collect and analyze data to identify solutions and/or make informed decisions.
- Use multiple processes and diverse perspectives to explore alternative solutions.
| 8.1.2.F.1 Use geographic mapping tools to plan and solve problems. |
Unit Title | Unit 3: Place Value, Measurement & Shapes | Timeframe | 40 days |
Unit Summary | SWBAT compose and decompose numbers to 90 into tens, identifying the value of the number in the tens and one place. Students will add a 2 digit number and 1 digit number, and a multiple of 10 using concrete models and drawings with a place value strategy or properties of operations; explain or show how the model relates to the strategy (sums within 100). Students will communicate ways to find 2 digit numbers, how to find 10 more or 10 less than the number without having to count. Students will subtract a multiple of 10 from a multiple of 10 using concrete models and drawings with a place value strategy or properties of operations. Students will communicate or creatively show how the model relates to the strategies. Students will collaborate and use critical thinking skills to order three objects by length and compare the lengths of 2 objects by using the third object. Students will tell time to the half hour using analog and digital clocks. They will use problem solving skills to add and subtraction within 20 using various strategies: counting on, making ten, composing, decomposing, relationship between addition and subtraction, and creating equivalent but easier or known sums. Students will communicate clearly and effectively their problem solving strategies and reasonings. (CRP4). Technology will be utilized to enhance student learning and productivity. (CRP11) Explain the importance of the skills in this unit and how they apply to the everyday world. (9.2.4.A.4)
Topic 9- Compare 2 digit numbers. Topic 10- Use models and strategies to add with tens and ones. Topic 11- Use models and strategies to subtract tens Topic 12- Measure lengths Topic 13- Time |
Learning Targets |
Essential Questions
| Topic 9- What are ways to compare numbers to 120? Topic 10- What are ways to use tens and ones to add? Topic 11- How can I use what I know about subtraction to subtract tens? Topic 12- What are ways to measure how long an object is? Topic 13- What are different ways to tell time? |
Enduring Understandings | Students will understand: - Understand place value
- Use place value understanding and properties of operations to add and subtract
- Measure lengths indirectly by iterating length units
- Tell and write time
- Add and subtract within 20
|
Know
| By the end of this unit, students will know: - Two digits represent amounts of tens and ones.
- The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
- In adding two-digit numbers, add tens with tens and ones with ones.
- In adding two-digit numbers, sometimes it is necessary to compose a ten.
- Objects can be compared and ordered based on length.
- The length measurement of an object is the number of same-size length units that span it with no gaps or overlaps.
- Time is represented on analog and on digital clocks.
- Analog clocks have hands that indicate the time in hours and minutes.
- Different strategies can be used to add and subtract .
|
Do | By the end of this unit, students will be able to: - Compose tens to make numbers up to 90.
- Decompose numbers up to 90, into tens.
- Identify the value of the number in the tens or ones place.
- Use concrete models and drawings with a strategy based on place value to add a two-digit number and a one-digit number.
- Use concrete models and drawings with properties of operations to add a two-digit number and a one-digit number.
- Use concrete models and drawings with a strategy based on place value to add a two-digit number and a multiple of 10.
- Use concrete models and drawings with properties of operations to add a two-digit number and a multiple of 10.
- Explain or show how the model relates to the strategy.
- Given a two-digit number, find 10 more than the number without counting.
- Given a two-digit number, find 10 less than the number without counting.
- Explain, given a two-digit number, how to find 10 more or ten less than the number without counting.
- Use concrete models and drawings with a strategy based on place value to subtract a multiple of 10 from a multiple of 10 (both
within the range 10-90). - Use concrete models and drawings with properties of operations to subtract a multiple of 10 from a multiple of 10 (both within the
range 10-90). - Explain or show how the model relates to the strategy.
- Compare the length of two objects.
- Compare the length of two objects by using a third object as a measuring tool.
- Order three objects by length.
- Lay multiple copies of a shorter object (the length unit) end to end.
- Use a shorter object to express the length of a longer object.
- Tell and write time in hours using analog and digital clocks.
- Tell and write time in half-hours using analog and digital clocks.
- Use the term o’clock in reporting time to the hour.
- Add and subtract within 20, using the following strategies:
- counting on;
- making ten;
- composing numbers;
- decomposing numbers;
- relationship between addition and subtraction, and
- creating equivalent but easier or known sums.
- Fluently add or subtract whole numbers within 20.
|
Evidence of Learning |
Formative | |
Summative/ Benchmark | - Topic Assessment
- Topic Performance Assessment
- MAP - Math Assessment
|
Alternative Assessments | Placement TestExamView Test Generator - Math and Science Project
- End of Year Assessment
- Benchmark Assessment
|
Learning Activities |
- Compose and decompose numbers to 90 into tens, identifying the value of the number in the tens and ones place.
- Add a 2-digit and a 1-digit number using concrete models and drawings with a place value strategy or properties of operations; explain or show how the model relates to the strategy (sums within 100).
- Add a 2-digit number and a multiple of 10, using concrete models and drawings with a place value strategy or properties of operations. Explain or show how the model relates to the strategy (sums within 100)
- Explain, given a two-digit number, how to find 10 more or ten less than the number without having to count.
- Learning Goal 5: Subtract a multiple of 10 from a multiple of 10 (both within the range 10-90) using concrete models and drawings with a place value strategy or properties of operations. Explain or show how the model relates to the strategy (sums within 100).
- Order three objects by length and compare the lengths of two objects by using the third object (e.g., if the crayon is shorter than the marker and the marker is shorter than the pencil then the crayon is shorter than the pencil).
- Order three objects by length and compare the lengths of two objects by using the third object (e.g., if the crayon is shorter than the marker and the marker is shorter than the pencil then the crayon is shorter than the pencil).
- Tell and write time to the half-hour using the term o’clock and using digital notation (include both analog and digital clocks)
- Add and subtract whole numbers within 20 using various strategies: counting on, making ten, composing, decomposing, relationship between addition and subtraction, creating equivalent but easier or known sums, etc
|
Materials / Equipment / Resources |
Core Instructional Materials and Texts | enVisionmath 2.0 ( Hardcopy and electronic edition) - Teacher Edition
- Student Edition
- Math and Science Project
- Vocabulary Cards and Activities
- Fluency Practice Activity
- Digital Resources
Google Classroom Seesaw |
Equipment | Chromebooks Smartboards Math Centers |
Supplemental Resources | 1.NBT.C.4 Ford and Logan Add 45+36 1.NBT.C.5 Number Square 1.MD.A.2 Measure Me! 1.MD.A.2 Measuring Blocks 1.MD.A.2 Growing Bean Plants 1.MD.B Making a clock 1.OA.C.6 Making a ten
|
Standards |
Content Statement | Mathematical Practice Standards |
- 1.NBT.B.2. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
1.NBT.B.2.c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). *(benchmarked) | MP.2 Reason abstractly and quantitatively. MP.7 Look for and make use of structure. MP.8 Look for and express regularity in repeated reasoning. |
- 1.NBT.C.4. Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models (e.g. base ten blocks) or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. *(benchmarked)
| MP.2 Reason abstractly and quantitatively. MP.3 Construct viable arguments and critique the reasoning of others. MP.4 Model with mathematics. MP.7 Look for and make use of structure. MP.8 Look for and express regularity in repeated reasoning. |
- 1.NBT.C.5. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
| MP.2 Reason abstractly and quantitatively. MP.3 Construct viable arguments and critique the reasoning of others. MP.7 Look for and make use of structure. |
- 1.NBT.C.6. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
| MP.2 Reason abstractly and quantitatively. MP.3 Construct viable arguments and critique the reasoning of others. MP.4 Model with mathematics. MP.5 Use appropriate tools strategically MP.7 Look for and make use of structure |
- 1.MD.A.1. Order three objects by length; compare the lengths of two objects indirectly by using a third object
| MP.6 Attend to precision. MP.7 Look for and make use of structure. |
- 1.MD.A.2. Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps.
Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. | MP.6 Attend to precision. MP.7 Look for and make use of structure. |
- 1.MD.B.3. Tell and write time in hours and half-hours using analog and digital clocks
| MP.6 Attend to precision. MP.7 Look for and make use of structure. |
- 1.OA.C.6. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). *(benchmarked)
| MP.2 Reason abstractly and quantitatively. MP.7 Look for and make use of structure. MP.8 Look for and express regularity in repeated reasoning. |
21st Century Skills and Themes |
Interdisciplinary Connections | Career Ready Practices | 9.2 Career Awareness, Exploration, and Preparation |
- Science standards: 1-PS4-3, 1-ESS1-1, K-2-ETS-1-2, 1-PS4-3, 1-PS4-1
- NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
- NJSLSA.R2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
- NJSLSA.R3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
- NJSLSA.R7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
- NJSLSA.R.10. Read and comprehend complex literary and informational texts independently and proficiently with scaffolding as needed.
- RF.1.4. Read with sufficient accuracy and fluency to support comprehension. A. Read grade-level text with purpose and understanding. B. Read grade-level text orally with accuracy, appropriate rate, and expression. C. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
- NJSLSA.W1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
- NJSLSA.W3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
- NJSLSA.W4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- NJSLSA.W7. Conduct short as well as more sustained research projects, utilizing an inquirybased research process, based on focused questions, demonstrating understanding of the subject under investigation.
- NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
- NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
- NJSLSA.SL4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
- NJSLSA.SL6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
| DELETE OUT THOSE NOT APPLICABLE TO THIS UNIT - CRP1. Act as a responsible and contributing citizen and employee.
- CRP2. Apply appropriate academic and technical skills.
- CRP3. Attend to personal health and financial well-being.
- CRP4.Communicate clearly and effectively and with reason.
- CRP5.Consider the environmental, social and economic impacts of decisions.
- CRP6.Demonstrate creativity and innovation.
- CRP7.Employ valid and reliable research strategies.
- CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
- CRP9.Model integrity, ethical leadership and effective management.
- CRP10. Plan education and career paths aligned to personal goals.
- CRP11. Use technology to enhance productivity.
- CRP12.Work productively in teams while using cultural global competence.
| DELETE OUT THOSE NOT APPLICABLE TO THIS UNIT By the end of 4th grade, - 9.2.4.A.1 Identify reasons why people work, different types of work, and how work can help a person achieve personal and professional goals.
- 9.2.4.A.2 Identify various life roles and civic and work‐related activities in the school, home, and community.
- 9.2.4.A.3 Investigate both traditional and nontraditional careers and relate information to personal likes and dislikes.
- 9.2.4.A.4 Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success.
|
Technology Standards - 8.1 |
K-2 Grade |
A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations. |
- Understand and use technology systems.
| 8.1.2.A.1 Identify the basic features of a digital device and explain its purpose. |
- Select and use applications effectively and productively.
| 8.1.2.A.2. Create a document using a word processing application. |
8.1.2.A.3 Compare the common uses of at least two different digital applications and identify the advantages and disadvantages of using each. |
8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games, museums). |
8.1.2.A.5 Enter information into a spreadsheet and sort the information. |
8.1.2.A.6 Identify the structure and components of a database. |
8.1.2.A.7 Enter information into a database or spreadsheet and filter the information. |
B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology. |
- Apply existing knowledge to generate new ideas, products, or processes.
- Create original works as a means of personal or group expression.
| 8.1.2.B.1 Illustrate and communicate original ideas and stories using multiple digital tools and resources. |
C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. |
- Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
- Communicate information and ideas to multiple audiences using a variety of media and formats.
- Develop cultural understanding and global awareness by engaging with learners of other cultures.
- Contribute to project teams to produce original works or solve problems.
| 8.1.2.C.1 Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using various media formats such as online collaborative tools, and social media. |
D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. |
- Advocate and practice safe, legal, and responsible use of information and technology.
| 8.1.2.D.1 Develop an understanding of ownership of print and nonprint information. |
E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. |
- Plan strategies to guide inquiry.
- Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
- Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
| 8.1.2.E.1 Use digital tools and online resources to explore a problem or issue. |
F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. |
- Identify and define authentic problems and significant questions for investigation.
- Plan and manage activities to develop a solution or complete a project.
- Collect and analyze data to identify solutions and/or make informed decisions.
- Use multiple processes and diverse perspectives to explore alternative solutions.
| 8.1.2.F.1 Use geographic mapping tools to plan and solve problems. |
Unit Title | Unit 4: Reason with Shapes & Their Attributes | Timeframe | 40 days |
Unit Summary | SWBAT name, build and draw the attributes of a given 2 dimensional shape, distinguishing between defining and non-defining attributes. They will create a composite shape by composing 2 dimensional shapes for 3 dimensional shapes and compose new shapes from the composite shape. Students will identify and create equal shares using halves, fourths/quarters. Students will use addition and subtraction within 20 to solve problems, including word problems involving situations of adding to, taking from, putting together, taking apart, and comparing with unknowns in all positions. They will use problem solving skills to add and subtraction within 20 using various strategies: counting on, making ten, composing, decomposing, relationship between addition and subtraction, and creating equivalent but easier or known sums. Students will count to 120 orally, read and write numerals, and write numerals to represent the number of objects. Students will add a 2 digit number and 1 digit number, and a multiple of 10 using concrete models and drawings with a place value strategy or properties of operations; explain or show how the model relates to the strategy (sums within 100). Students will communicate clearly and effectively their problem solving strategies and reasonings. (CRP4). Technology will be utilized to enhance student learning and productivity. (CRP11) Explain the importance of the skills in this unit and how they apply to the everyday world. (9.2.4.A.4)
Topic 7- Extend the counting sequence. Topic 8- Understand place value Topic 10- Use models and strategies to add with tens and ones. Topic 11- Use models and strategies to subtract tens Topic 14- Reason with shapes and their attributes Topic 15- Equal shares of circles and rectangles
|
Learning Targets |
Essential Questions
| Topic 7- How can you use what you already know about counting to count past 100? Topic 8- How can you count and add using tens and one? Topic 10- What are ways to use tens and ones to add? Topic 11- How can I use what I know about subtraction to subtract tens? Topic 14- How can you define shapes and compose new shapes? Topic 15- What are some names for equal shares? |
Enduring Understandings | Students will understand: - Reason with shapes and their attributes
- Represent and solve problems involving addition and subtraction.
- Add and subtract within 20
- Extend the counting sequence
- Use place value understanding and properties of operations to add and subtract
|
Know
| By the end of this unit, students will know: - Defining attributes versus non defining attributes.
- Shapes can be composed from other shapes (e.g. trapezoids can be composed from triangles).
- New shapes can be composed from composite shapes.
- Shapes can be partitioned into equal parts or shares.
- Equal shares are named based on the number of shares that make the whole (e.g. halves, fourths, quarters).
- Shares can be described based on their relation to the whole (e.g half of, fourth of, quarter of).
- The whole can be described based on the number of shares.
- Decomposing a whole into more equal shares creates smaller shares.
- Symbols can be used to represent unknown numbers.
- The symbol (unknowns) can be in any position.
- Different strategies can be used to add and subtract.
- Number names and the count sequence up to 120.
- In adding two-digit numbers, add tens with tens and ones with ones.
- In adding two-digit numbers, sometimes it is necessary to compose a ten.
|
Do | By the end of this unit, students will be able to: - Name attributes that define two-dimensional shapes (square, triangle, rectangle, regular hexagon).
- Name attributes that do not two-dimensional shapes.
- Build and draw shapes when given defining attributes.
- Create a composite shape using two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and
quarter-circles). - Create a composite shape using three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular
cylinders). - Compose new shapes from the composite shapes.
- Partition circles and rectangles into two or four equal shares
- Distinguish equal shares from those that are not equal.
- Describe shares using the words halves, fourths, and quarters.
- Describe the relationship between the whole and the share using the phrases half of, fourth of, and quarter of.
- Describe the whole as two of, or four of the shares.
- Decompose a whole into a greater number of equal shares and identify the new shares as smaller.
- Add, using objects and drawings, to solve word problems involving situations of adding to and putting together.
- Subtract, using objects and drawings, to solve world problems involving situations of taking from and taking apart.
- Add and subtract within 20, using the following strategies:
- counting on;
- making ten;
- composing numbers;
- decomposing numbers;
- relationship between addition and subtraction, and
- creating equivalent but easier or known sums.
- Count orally by ones up to 120.
- Count up to 120 beginning at any number less than 120.
- Read numerals up to 120.
- Write numerals up to 120.
- Represent a number of objects up to 120 with a written number.
- Use concrete models and drawings with a strategy based on place value to add a two-digit number and a one-digit number.
- Use concrete models and drawings with properties of operations to add a two-digit number and a one-digit number.
- Use concrete models and drawings with a strategy based on place value to add a two-digit number and a multiple of 10.
- Use concrete models and drawings with properties of operations to add a two-digit number and a multiple of 10.
- Explain or show how the model relates to the strategy.
|
Evidence of Learning |
Formative | |
Summative/ Benchmark | - Topic Assessment
- Topic Performance Assessment
- MAP - Math Assessment
|
Alternative Assessments | Placement TestExamView Test Generator - Math and Science Project
- End of Year Assessment
- Benchmark Assessment
|
Learning Activities |
- Name the attributes of a given two-dimensional shape (square, triangle, rectangle, regular hexagon), distinguishing between defining and non-defining attributes.
- Build and draw shapes when given defining attributes.
- Create a composite shape by composing two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles and quarter circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders), and compose new shapes from the composite shape.
- Partition circles and rectangles into two or four equal shares, describing the shares using halves, fourths, and quarters and use the phrases half of, fourth of, and quarter of. Describe the whole circle (or rectangle) partitioned into two or four equal shares as two of, or four of the share
- Use addition and subtraction within 20 to solve problems, including word problems involving situations of adding to, taking from, putting together, taking apart, and comparing with unknowns in all position
- Add and subtract whole numbers within 20 using various strategies: counting on, making ten, composing, decomposing, relationship between addition and subtraction, creating equivalent but easier or known sums, etc.
- Count to 120 orally, read and write numerals, and write numerals to represent the number of objects (up to 120).
- Add a 2-digit and a 1-digit number using concrete models and drawings with a place value strategy or properties of operations; explain or show how the model relates to the strategy (sums within 100).
- Use addition and subtraction
- Add a 2-digit number and a multiple of 10, using concrete models and drawings with a place value strategy or properties of operations. Explain or show how the model relates to the strategy (sums within 100).
|
Materials / Equipment / Resources |
Core Instructional Materials and Texts | enVisionmath 2.0 ( Hardcopy and electronic edition) - Teacher Edition
- Student Edition
- Math and Science Project
- Vocabulary Cards and Activities
- Fluency Practice Activity
- Digital Resources
Google Classroom Seesaw |
Equipment | Chromebooks Smartboards Math Centers |
Supplemental Resources | 1.G.A.1 All vs. Only some 1.G.A.1 3-D Shape Sort 1.G.A.2 Make Your Own Puzzle 1.G.A.2 Overlapping Rectangles 1.G.A.3 Equal Shares 1.OA.A.1 Twenty Tickets 1.NBT.A.1 Where Do I Go? |
Standards |
Content Statement | Mathematical Practice Standards |
- 1.G.A.1. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.
| MP.3 Construct viable arguments and critique the reasoning of others. MP.4 Model with mathematics. MP.7 Look for and make use of structure.
|
- 1.G.A.2. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.
| MP.4 Model with mathematics. MP.7 Look for and make use of structure. |
- 1.G.A.3. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares
| MP.2 Reason abstractly and quantitatively. MP.3 Construct viable arguments and critique the reasoning of others. MP.6 Attend to precision. MP.4 Model with mathematics. MP.7 Look for and make use of structure. |
- 1.OA.A.1. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. *(benchmarked)
| MP.1 Make sense of problems and persevere in solving them. MP.2 Reason abstractly and quantitatively. MP.3 Construct viable arguments and critique the reasoning of others. MP.4 Model with mathematics. MP.5 Use appropriate tools strategically. MP.8 Look for and express regularity in repeated reasoning. |
- 1.OA.C.6. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13) *(benchmarked)
| MP.2 Reason abstractly and quantitatively. MP.7 Look for and make use of structure. MP.8 Look for and express regularity in repeated reasoning. |
- 1.NBT.A.1. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. *(benchmarked)
| MP.2 Reason abstractly and quantitatively. MP.7 Look for and make use of structure. MP.8 Look for and express regularity in repeated reasoning. |
- 1.NBT.C.4. Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models (e.g. base ten blocks) or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. *(benchmarked)
| MP.2 Reason abstractly and quantitatively. MP.3 Construct viable arguments and critique the reasoning of others. MP.4 Model with mathematics. MP.7 Look for and make use of structure. MP.8 Look for and express regularity in repeated reasoning.
|
21st Century Skills and Themes |
Interdisciplinary Connections | Career Ready Practices | 9.2 Career Awareness, Exploration, and Preparation |
- Science standards: 1-LS1-2, 1-ESS1-2, 1-ESS1-1, K-2-ETS1-2
- NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
- NJSLSA.R2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
- NJSLSA.R3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
- NJSLSA.R7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
- NJSLSA.R.10. Read and comprehend complex literary and informational texts independently and proficiently with scaffolding as needed.
- RF.1.4. Read with sufficient accuracy and fluency to support comprehension. A. Read grade-level text with purpose and understanding. B. Read grade-level text orally with accuracy, appropriate rate, and expression. C. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
- NJSLSA.W1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
- NJSLSA.W3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
- NJSLSA.W4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- NJSLSA.W7. Conduct short as well as more sustained research projects, utilizing an inquirybased research process, based on focused questions, demonstrating understanding of the subject under investigation.
- NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
- NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
- NJSLSA.SL4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
- NJSLSA.SL6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
| DELETE OUT THOSE NOT APPLICABLE TO THIS UNIT - CRP1. Act as a responsible and contributing citizen and employee.
- CRP2. Apply appropriate academic and technical skills.
- CRP3. Attend to personal health and financial well-being.
- CRP4.Communicate clearly and effectively and with reason.
- CRP5.Consider the environmental, social and economic impacts of decisions.
- CRP6.Demonstrate creativity and innovation.
- CRP7.Employ valid and reliable research strategies.
- CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
- CRP9.Model integrity, ethical leadership and effective management.
- CRP10. Plan education and career paths aligned to personal goals.
- CRP11. Use technology to enhance productivity.
- CRP12.Work productively in teams while using cultural global competence.
| DELETE OUT THOSE NOT APPLICABLE TO THIS UNIT By the end of 4th grade, - 9.2.4.A.1 Identify reasons why people work, different types of work, and how work can help a person achieve personal and professional goals.
- 9.2.4.A.2 Identify various life roles and civic and work‐related activities in the school, home, and community.
- 9.2.4.A.3 Investigate both traditional and nontraditional careers and relate information to personal likes and dislikes.
- 9.2.4.A.4 Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success.
|
Technology Standards - 8.1 |
K-2 Grade |
A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations. |
- Understand and use technology systems.
| 8.1.2.A.1 Identify the basic features of a digital device and explain its purpose. |
- Select and use applications effectively and productively.
| 8.1.2.A.2. Create a document using a word processing application. |
8.1.2.A.3 Compare the common uses of at least two different digital applications and identify the advantages and disadvantages of using each. |
8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games, museums). |
8.1.2.A.5 Enter information into a spreadsheet and sort the information. |
8.1.2.A.6 Identify the structure and components of a database. |
8.1.2.A.7 Enter information into a database or spreadsheet and filter the information. |
B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology. |
- Apply existing knowledge to generate new ideas, products, or processes.
- Create original works as a means of personal or group expression.
| 8.1.2.B.1 Illustrate and communicate original ideas and stories using multiple digital tools and resources. |
C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. |
- Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
- Communicate information and ideas to multiple audiences using a variety of media and formats.
- Develop cultural understanding and global awareness by engaging with learners of other cultures.
- Contribute to project teams to produce original works or solve problems.
| 8.1.2.C.1 Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using various media formats such as online collaborative tools, and social media. |
D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. |
- Advocate and practice safe, legal, and responsible use of information and technology.
| 8.1.2.D.1 Develop an understanding of ownership of print and nonprint information. |
E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. |
- Plan strategies to guide inquiry.
- Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
- Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
| 8.1.2.E.1 Use digital tools and online resources to explore a problem or issue. |
F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. |
- Identify and define authentic problems and significant questions for investigation.
- Plan and manage activities to develop a solution or complete a project.
- Collect and analyze data to identify solutions and/or make informed decisions.
- Use multiple processes and diverse perspectives to explore alternative solutions.
| 8.1.2.F.1 Use geographic mapping tools to plan and solve problems. |