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1 | Math Expressions and Utah State Core Standards Alignment | |||||||||||||||||||

2 | First Grade – Math Expressions | |||||||||||||||||||

3 | Unit 1: Content and Pacing Guide | Big Ideas | Lessons | Core Standards: Major work, Supporting, Additional | Comments | Vocabulary | Lesson Focus: I can | Select an appropriate Check for Understanding -- Modify as needed | Instructional Routines and Math Language Routines | |||||||||||

4 | Partners and Number Patterns Through 10: Pre-Assessment (SLO) 1 day; Unit 1: 9 lessons (3 and 5 may take 2 days); Quick Quizzes and Strategy Checks -- 2 days; Unit Assessments -- 2 days; Total days -- 16 days | Numbers Through Ten | 1.1 Discuss Numbers 1-10 | OA.5 | This is a review of kindergarten concepts. The stair steps need to be cut out by an adult prior to the lesson; the foam stair steps are available for use in the Math Expressions manipulative kit, or use unifx cubes. Puzzled Penguin is introduced during this lesson. A puzzled penguine image can be found on page T3 if you would like to create a stick puppet. It can also be found on page M83 of the Teacher Resource Book (TRB) | more, less, 5-group | I can represent numbers 1-10. | Explain how to use stair steps to show 6 as a 5-group and extra ones. Draw circles to show 8 as a 5-group and extra ones. use words to describe your drawing. | Notice and Wonder | |||||||||||

5 | 1.2 Visualize Numbers as a 5-Group and Ones | OA.1, OA.5 | Circle drawings and 5 groups are introduced in K. Number cards found on page 9-10 of the student activity will be used in future lessons. Prepare these prior to the lesson, or prepare other sets of cards to be used in future lessons. The cards can found found in the Teacher Resource Book, as well as the Math Expressions Manipulative Kits. | plus, plus sign, equal sign, equation (sequence) | I can visualize and represent numbers 1-10. | Show numbers 6 through 10 as 5-groups and extra ones. Use pictures and words to show 9 as a 5-group and extra ones. | ||||||||||||||

6 | Patterns with Partners Through 10 | 1.3 Partners of 2 Through 5 | OA.1, OA.3, OA.5, OA.6, OA.8 | (2 days) Break apart, circle drawings, and Math mountain were introduced in K but should be reviewed. | partner, total, circle drawing, break-apart, add, subtract, pattern, Math Mountain | I can add and subtract within 5. | Make circle drawings for all the partners of 5. Write the partners of 5 in a list. Describe a pattern you see. | |||||||||||||

7 | 1.4 Partners of 6 | OA.1, OA.3, OA.5, OA.6, OA.8 | Partner trains are a new representation. Finding doubles will set students up for using addition and subtraction strategies in the future. You may want to use two color counters to help students complete page 21 of the student workbook. | doubles, partner train | I can add and subtract within 6. | Write all the partners of 6. Which partners of 6 show a double? Explain. | ||||||||||||||

8 | 1.5 Partners of 7 | OA.1, OA.3, OA.5, OA.6, OA.8 | (2 days) Students are expected to be fluent with addition and subtraction facts to five in K. Using unifix cubes with two different color groups to represent partners as a break-apart, will be beneficial for students and modeling partners of 7 in a concrete way. Switched partners are referring to the action of switching the partners. Students do not need to use the term "Commutative Property" but they do need to understand the idea of this property and recognize how the Commutative Property can be used in addition because the addends are "like things". | switch the partners, difference | I can add and subtract within 7. | Explain the pattern you see when you switch the partners for 7. Draw and write one set of 7-partners. Then draw and write the switched 7-partners. Compare the two drawings. | ||||||||||||||

9 | 1.6 Partners of 8 | OA.1, OA.3, OA.5, OA.6, OA.8 | Partners through 10 are introduced in K. Lessons 5-10 are a review of these concepts. | I can add and subtract within 8. | Draw Math Mountains to show the partners for 8 and the switched partners. Suppose you have 8 apples and two plates. You put some of the apples on one plate and the rest of the apples on the other plate. Draw a pictures to show how many apples you might put on each plate. Write the 8 partners. | |||||||||||||||

10 | 1.7 Partners of 9 | OA.1, OA.3, OA.5, OA.6, OA.8 | I can add and subtract within 9. | Write all of the partners of 9 and the switched partners. Draw a picture to show a set of partners for 9. Then draw the switched partners. Write to compare your drawings. | ||||||||||||||||

11 | 1.8 Partners of 10 | OA.1, OA.3, OA.5, OA.6, OA.8 | I can add and subtract within 10. | Write the partners of ten and the switched partners. Write or draw a partner story for the partners of 10, 6 +4. Explain your story. | ||||||||||||||||

12 | 1.9 Focus on Mathematical Practices | OA.3, OA.5, OA.6 | There is an additional in-depth inquiry task entitled "Math Music" that would be a nice companion to the marching band lesson. This can be found on-line in the personal math trainer. | I can solve problems with partners of 10 or less. | Write a set of partners of 10. Then draw a picture about the partners of 10 you wrote. Tell the story your picture shows. | |||||||||||||||

13 | Assessments | |||||||||||||||||||

14 | Partners and Number Patterns Through 10 | Lessons | Check for Understandings: Select from suggested check for understandings found on the last activity for the lesson in the student book or on the math writing prompt. Select the best method for checking for understanding; e.g. whole group response on a math board, turning a paper in to be reviewed, digital response on the personal math trainer. | |||||||||||||||||

15 | Big Ideas | OA.1, OA.5, | Quick Quiz and Strategy Check: Recommended after lesson 2 (Pages 13 and 14) | |||||||||||||||||

16 | OA.1, OA.3, OA.5, OA.6, OA.8 | Quick Quiz and Strategy Check: Recommended after lesson 9 (Pages 33 and 34) | ||||||||||||||||||

17 | Unit | OA.1, OA.3, OA.5, OA.6, OA.8 | Required: JSD Modified Unit Test -- Administer directly on MasteryConnect or print and enter scores on MasteryConnect using the Performance Grader. Optional: Review Test, Performance Task (Plant Flowers and Color Plates) | 1 or 2, 3, 4, 5, 6, (8, 9 or 10), 11, (12, 13, or 14), 15, 16 | ||||||||||||||||

18 | Intervention and Digital Resources | See pages 78-79 for reteaching suggestions and resources. | ||||||||||||||||||

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