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Grade 1 Strategic Accelerated Learning Plan for the 2021-2022 School Year
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K-12 Next Generation Standards
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Bank of Testable Items by StandardMajor Cluster Standards***For School Year 2022/2023, New Standards Added to 1st Grade
NY-1.MD.3a Tell and write ti me in hours and half-ho urs using analog and digital clocks. Develop an understanding of common ter m s , s uch as , but no t limited to, o’clock and half past.
NY-1.MD.3b Recognize and identify coins (penny, nickel, dime and quarter) and their value and use the cent symbol (¢) appropriately.
NY-1.MD.3c Count a mixed collection of coins of dimes and pennies and determine the cent value (not to exceed 100 cents). Students should relate the value of coins (pennies and dimes) to place value concepts seen in the grade one standards from the Number and Operations in Base Ten domain.
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Zearn Foundational GuidanceSupporting Standards
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RCSD Standards Continum (Vertical Alignment)Additional Standards
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RCSD Grade 1 Full Year Overview
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10 Week Standard Based Planning Document (Quarter 1)10 Week Standard Based Planning Document (Quarter 2)10 Week Standard Based Planning Document (Quarter 3)
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Unit TitleStandards CodeNext Generation Math Standards (Crosswalk)Instructional DaysTopic / Lesson KEY Lessons shaded gray have slides linked in weekly plansTopicNotes from the Writer
Notes from the reviewer
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September 8 - November 12
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RCSD Module 1
Unit Overview		NY-1.OA.1Use addition and subtraction within 20 to solve
one-step word problems involving situations of adding to,
taking from, putting together, taking apart, and/or
comparing, with unknowns in all positions.		This module suggests 37 instructional days plus 3 "flex days". The purpose of “flex days” embedded within each module is to allow students a deeper dive with mathematics.Week 1 9/8-9/10L/1
Prioritize building relationships with students and rituals/routines		Topic: A Embedded Numbers and Decompositions.If pacing is a challenge, consider consolidating Lessons 22 and 23 into one lesson and
omitting the Problem Sets. Instead, have students create their own flashcards for +0
and +1 facts for Lesson 22 and +2 facts for Lesson 23. Students can mix up their
flashcards and order them (e.g., 2 columns for Lesson 22 and 3 columns for Lesson 23),
thinking of the answers as they go, or they can quiz each other.
Consider consolidating Topics G and H by using the following sequence of lessons.
Day 1: Lesson 25—Add to with change unknown math stories related to subtraction.
Day 2: Lesson 30—Add to with change unknown math stories related to subtraction.
Day 3: Consolidate Lessons 28 and 29—Take from and take apart math stories.
Day 4: Lesson 31—Take from with change unknown math stories.
Day 5: Lesson 32—Put together/take apart with addend unknown math stories.
If the above sequence is used, teach Lessons 26 and 27 at the beginning of Topic I (Lessons 33–37) where the
number path is used as a strategy for decomposition. These changes will provide time to focus on the
concept of subtraction through word problems before the lessons on strategies for decomposition.
Consider omitting the Problem Sets from Lessons 38 and 39. Instead, have students create their own
flashcards for related subtraction facts to be used in the same manner as the addition flashcards mentioned
above.		I think we should have the plan set up in the order suggested of 25, 30,28, 29, 31, 32- it is a good progression of thinking for studnents. Module assessments may take 2 days for the kids at the beginning of the year- but they could take the review day and use it for testing if need be. 2 FLEX days in this first module is important cause the beginning of the year is crazy adn the added 2 days for review should help with keeping pace.
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NY-1.OA.3Apply properties of operations as strategies to
add and subtract.		Week 2
9/13-9/17		L/2L/3L/4L/5
Extension/
Optional		L/6Topic: B Counting On from Embedded Numbers
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NY-1.OA.4Understand subtraction as an unknownaddend problem within 20.Week 3
9/20-9/24		L/7L/8L/9
Optional/
Extension		L/10L/11Topic: C Addition Word Problems
Are we considering a CFA somewhere around the end of this unit for next year?
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NY-1.OA.5Relate counting to addition and subtraction.Week 4
9/27-10/1		L/12L/13L/14Extends from lesson 14 - Extension
L/15		L/16Topic: D Strategies for Counting On
Topic E: The Commutative Property of Addition and the Equal Sign
PErformance level indicators in the top left are for grade 5
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NY-1.OA.6aAdd and subtract within 20. Use strategies such as: counting on; making ten;decomposing a number leading to a ten;
using the relationship between addition and subtraction; and creating equivalent but easier or known sums.		Week 5
10/4-10/8		L/17L/18L/19L/20Flex Day to Dive DeepTopic E: The Commutative Property of Addition and the Equal Sign Topic F: Development of Addition Fluency Within 10I agree with the recommended order of 25, 30, 28, 29, 31, 32. I also think 2 days will be needed for assessments and having flex days for this module is necessary. Many students will need the time on this module to make up for lost instruction in Kindergarten.
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NY-1.OA.6bFluently add and subtract within 10.Week 6
10/11-10/15		No SchoolL/21L/22Optional Extension
L/23		L/24Topic F: Development of Addition Fluency Within 10
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NY-1.OA.7Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.Week 7
10/18-10/22		L/25L/30L/28
Optional/
Extension
L/29L/31Topic: G: Subtraction as an Unknown Addend Problem
Topic H: Subtraction Word Problems
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NY-1.OA.8Determine the unknown whole number in an addition or
subtraction equation with the unknown in all positions.		Week 8
10/25-10/29		L/32L/26L/27L/33L/34
Optional/
Extension		Topic: H: Subtraction Word Problems
Topic I: Decomposition Strategies for Subtraction
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Week 9
11/1-11/5		L/35Conference DayL/36L/371/2 Day Topic: I Decomposition Strategies for Subtraction
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Week 10 11/8-11/12Flex Day to Dive DeepFlex Day to Dive DeepModule AssessmentNo SchoolModule AssessmentTopic: J Development of Subtraction Fluency Within 10
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November 15-January 14
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RCSD Grade 1
Module 2 Overview

Introduction to Place Value Through Addition and Subtraction Within 20		NY-1.OA.1Use addition and subtraction within 20 to solve
one-step word problems involving situations of adding to,
taking from, putting together, taking apart, and/or
comparing, with unknowns in all positions.		This module suggests 28 instructional days plus 6 "flex days". The purpose of “flex days” embedded within each module is to allow students a deeper dive with mathematics.Week 11
11/15-11/19		L/1L/2L/3L/4Flex Day to Dive DeepTopic: A Counting On or Making Ten to Solve Result Unknown and Total Unknown
Problems
If pacing is a challenge, embed conversations about efficiency and strategy comparison throughout Module 2.
Application Problems and Student Debriefs can provide opportunities to share and compare students’ varied
strategies. This allows omission of four lessons: 5, 9, 11, and 21. In Lesson 16, consider focusing on the
finger work to practice the take from ten strategy rather than focusing on relating counting on to making ten
and taking from ten. Consider omitting Lesson 24 if Application Problems are completed daily and if students
have completed Lessons 22 and 23, which also focus on solving word problems. Note that it may be useful to
extend Lessons 10, 19, 20, or 25 to provide extra practice as students develop their understanding of making
ten, taking from ten, and the meaning of the equal sign.		What is meant by Begin Module 3 in the list- like if the students all did well, go ahead and start the next module? Just confirming. Glad to see all the lessons are able to be inlcuded in order to get a thorough understanding and practice with all the skills. I see 3 FLEX days and 2 review days but I worry that we have front loaded these and the later part of the year may get out of sync with pacing.
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NY-1.OA.2Solve word problems that call for addition of
three whole numbers whose sum is less than or equal to 20.		Week 12
11/22-11/26		Flex Day to Dive DeepFlex Day to Dive DeepNo SchoolNo SchoolNo SchoolTopic: A Counting On or Making Ten to Solve Result Unknown and Total Unknown
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NY-1.OA.3Apply properties of operations as strategies to
add and subtract.		Week 13
11/29-12/3		L/6L/7L/8L/10Flex Day to Dive DeepTopic: A Counting On or Making Ten to Solve Result Unknown and Total Unknown
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NY-1.OA.4Understand subtraction as an unknownaddend problem within 20.Week 14
12/6-12/10		L/12L/13L/14L/151/2 Day-Flex DayTopic: B Counting On or Taking from Ten to Solve Result Unknown and Total Unknown ProblemsI think that it will be beneficial to have the flex days early on as well as the option to omit Lessons 5, 9, 11 and 21. The students currently in Kindergarten are struggling with Making 10 so I think they may need the extra time in this module.
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NY-1.OA.6aAdd and subtract within 20. Use strategies such as: counting on; making ten;decomposing a number leading to a ten;
using the relationship between addition and subtraction; and creating equivalent but easier or known sums.		Week 15
12/13-12/17		L/16L/17L/18Optional/
Extension
L/19		L/20Topic: B Counting On or Taking from Ten to Solve Result Unknown and Total Unknown Problems
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NY-1.OA.6bFluently add and subtract within 10.Week 16
12/20-12/24		Optional/
Extension
L/21		L/22L/23Flex Day to Dive DeepNo SchoolTopic: C Strategies for Solving Change or Addend Unknown Problems
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NY-1.NBT.2Understand that the two digits of a two-digit
number represent amounts of tens and ones		Week 17
1/3-1/7		Optional/
Extension
L/24		Optional/
Extensioon
L/25		L/26L/27L/28Topic: C Strategies for Solving Change or Addend Unknown Problems Topic: D Varied Problems with Decompositions of Teen Numbers as 1 Ten and Some
Ones
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Week 18
1/10-1/14		Optional/
Extension
L/29		Flex Day to Dive DeepFlex Day to Dive DeepModule AssessmentFlex Day to Dive DeepTopic: D Varied Problems with Decompositions of Teen Numbers as 1 Ten and Some
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January 17- February 4
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Grade 1
Module 3

Ordering and Comparing Length Measurements as Numbers		NY-1.OA.1Use 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.1This module suggests 13 instructional days.Week 19
1/17-1/21		No SchoolL/1L/2Extension
L/3		L/4Topic: A Indirect Comparison in Length MeasurementStudents need Module 3’s fluency before advancing to Module 4. In the event that there are critical pacing
issues, consider moving Topic D (Lessons 10–13, focusing on graphing and data interpretation) to another
time in the day (e.g., science, morning routine).
Note that Lessons 2, 4, 6, and 9 are the most essential lessons of Module 3. 		It will be important for teachers to keep pace in this module as there are no extra flex times for them to catch up. I agree that moving pieces of this to a different time of the day may help in keepiing pace. Also- are we thinking of doing a CFA in theis time span ?
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NY-1.MD.1Order three objects by length; compare the
lengths of two objects indirectly by using a third object.		Week 20
1/24-1/28		L/5L/6L/7Extension
L/8		L/9Topic: B Standard Length Units Topic: C Non-Standard and Standard Length Units
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NY-1.MD.2Measure the length of an object using samesize “length units” placed end to end with no gaps or
overlaps. Express the length of an object as a whole number of “length units.”		Week 21
1/31-2/4		L/10L/11L/12L/13Module AssessmentTopic: D Data InterpretationI agree with the recommendation to move Lessons 10-13 to another part of the day (but not omitting them). I also think that some of the fluency activities could be included in "morning work" or morning meeting as an additional practice so that students are prepared for Module 4.
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NY-1.MD.4Organize, 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.
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February 7- April 1
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RCSD Grade 1
Module 4 Overview

Place Value, Comparison, Addition and Subtraction to 40 		NY-1.OA.1Use 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.1This module suggests 29 instructional days plus 4 "flex days". The purpose of “flex days” embedded within each module is to allow students a deeper dive with mathematics.Week 22
2/7-2/11		L/1L/2L/3L/4Flex Day to Dive DeepTopic: A Tens and OnesThe work of this module is foundational to the Number and Operations in Base Ten domain of the Grade 1
standards. Therefore, it is not recommended to omit any lessons from Module 4		I totally agree- every lesson of this unit needs to be taught. Also, like that you included a couple of FLEX days to help keep pace and the 2 days for review that teachers can use with the assessments in order to either move up the test and use the other day to review concepts they struggled with or to do the review of skills prior to assessing.
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NY-1.NBT.1Count 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.		Week 23
2/14-2/18		L/5L/6L/7 and 8L/9Flex Day to Dive DeepTopic: A Tens and Ones Topic B: Comparison of Pairs of Two-Digit Numbers
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NY-1.NBT.2Understand that the two digits of a two-digit
number represent amounts of tens and ones.		Week 24
2/28-3/4		L/10L/11L/12Flex Day to Dive Deep1/2 Day-Mid Mod AssessmentTopic: C Addition and Subtraction of Tens
Combine 7 and 8- same objective and this allows for a flex day in week 1 for difficult concepts. Combine lessons 13 and 14 - same reason but it gives you an extra day to either deep dive or take an extra day for the assessment and review of skills.
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NY-1.NBT.3Compare two two-digit numbers based on
meanings of the tens and ones digits, recording the results of
comparisons with the symbols >, =, and <.		Week 25
3/7-3/11		L/13 and 14 L/15L/16Optional/
Extension
L/17		Flex Day to Dive DeepTopic: D Addition of Tens or Ones to a Two-Digit NumberI also agree with not omitting or consolidating any lessons in this module. Having the flex days will help teachers to keep pace and not skip over anything.
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NY-1.NBT.4Add within 100, including:
• a two-digit number and a one-digit number;
• a two-digit number and a multiple of 10.
Use concrete models or drawings and strategies based on place value,
properties of operations, and/or the relationship between addition and
subtraction.
Understand that in adding two-digit numbers, one adds tens and tens,
ones and ones, and sometimes it is necessary to compose a ten.
Relate the strategy to a written representation and explain the
reasoning used.		Week 26
3/14-3/18		L/18L/19L/20L/21Flex Day to Dive DeepTopic: E Varied Problem Types Within 20Lesson 22 can be either used as a deep dive to apply learning OR you can work on other skills that students need more time working on.
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NY-1.NBT.5Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.Week 27
3/21-3/25		L/23L/24L/25L/26Flex Day to Dive DeepTopic: F Addition of Tens and Ones to a Two-Digit Number
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NY-1.NBT.6 Subtract multiples of 10 from multiples of 10 in the range
10-90 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 used to a written representation and explain the
reasoning.		Week 28
3/28-4/1		L/27Optional/
Extension
L/28		Optional/
Extension
L/29		Flex Day to Dive DeepModule AssessmentTopic: F Addition of Tens and Ones to a Two-Digit Number
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April 4- May 6MTWTHF
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Grade 1
Module 5

Identifying, Composing and Partitioning Shapes		NY-1.MD.3a, NY-1.MD.3b, NY-1.MD.3cNY-1.MD.3a Tell and write time in hours and half-hours
using analog and digital clocks. Develop an
understanding of common terms, such as, but not
limited to, o’clock and half past.
NY-1.MD.3b Recognize and identify coins (penny, nickel,
dime, and quarter) and their value and use the cent symbol
(¢) appropriately.
NY-1.MD.3c Count a mixed collection of dimes and
pennies and determine the cent value (total not to exceed
100 cents).
e.g. 3 dimes and 4 pennies is the same as 3 tens and 4
ones, which is 34 cents ( 34 ¢ )		This module suggests 13 instructional days plus 4 "flex days". The purpose of “flex days” embedded within each module is to allow students a deeper dive with mathematics.Week 29
4/4-4/8		L/1L/2L/3L/4L/5Topic: A Attributes of Shapes
Topic: B Part–Whole Relationships Within Composite Shapes		The work of this module is foundational to the Geometry domain of the Grade 1 standards. Therefore, it is
not recommended to omit any lessons from Module 5. 		For a short unit , this one has a lot of FLEX days- 2 with 2 additional review days with teh assessment- but the last module has only 1 FLEX day and is much more extensive- maybe take a day or two and move it to the next module? Another thing to point out is the fact that lessons 9-12 set the initial stage for fraction concepts.
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NY-1. G.1 Distinguish between defining attributes versus non-defining attributes for a wide variety of shapes. Build and/or draw shapes to
possess defining attributes.		Week 30
4/11-4/15		1/2 Day Flex DayConference DayL/6L/7No SchoolTopic: B Part–Whole Relationships Within Composite Shapes
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NY-1.G.2Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or threedimensional 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.		Week 31
4/25-4/29		Flex Day to Dive DeepFlex Day to Dive DeepL/8L/9Flex Day to Dive DeepTopic: C Halves and Quarters of Rectangles and CirclesI also think that moving one of the flex days to Module 6 may be needed, but one of them is a half day and may not actually end up being utilized. I also agree that all lessons in this Module need to be taught without any lessons being consolidated.
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NY-1. G.3Partition 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		Week 32
5/2-5/6		L/10L/11Flex Day to Dive DeepFlex Day to Dive DeepFlex Day or Teach L12 today & do L13 on MondayTopic: D Application of Halves to Tell Time
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Week 33
5/9-5/13		L/12Module Assessment1/2 Day Flex Day Conference DayFlex Day to Dive Deep
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May 9- June 23
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Grade 1
Module 6

Place Value, Comparison, Addition and Subtraction to 100 		NY-1.OA.1Use 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.1This module suggests 26 instructional days plus 2 "flex days". The purpose of “flex days” embedded within each module is to allow students a deeper dive with mathematics.Week 34
5/16-5/20		Flex Day or Review Module AssessmentL/1L/2Flex Day to Dive DeepFlex Day to Dive DeepTopic: A Comparison Word ProblemsNotes on Pacing for Differentiation
During Module 4, addition and subtraction work is limited to numbers within 40. In Module 6, students extend into numbers within 100. If students are readily able to apply their learning from Module 4 to Module 6, consider consolidating lessons in Topics A, B, and C (e.g., Lessons 3 and 4, Lessons 5 and 6, and Lessons 10 and 11). In Topic C, use each day’s Exit Ticket to determine whether the lessons that follow can be omitted or consolidated. Topic E, Coins and Their Values, might be modified, omitted, or embedded throughout the instructional day depending on the standards in the state implementing the curriculum.		I know we dropped off the last 3 lessons because they are fluency review. I also see that we have 27 lessons that we are trying to get covered in the last 2 months but only 1 FLEX day and one review day for flexibility around the assessments. I think it might be difficult to plan a module assessment for the 2nd to last day of school. Also, will there be a CFA sometime in here for end of the year check in?
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NY-1.NBT.1Count 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.		Week 35
5/23-5/27		L/3&4Flex Day or Split L3/L4 & do L3 MondayL/5&6Flex Day to Dive Deep or split L5 and L6Flex Day to Dive Deep
Topic: B Numbers to 120
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NY-1.NBT.2Understand that the two digits of a two-digit
number represent amounts of tens and ones.		Week 36
5/30-6/3		No SchoolFlex Day to Dive DeepL/7L/8Flex Day to Dive Deep
Topic: B Numbers to 120
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NY-1.NBT.3Compare two two-digit numbers based on
meanings of the tens and ones digits, recording the results of
comparisons with the symbols >, =, and <.		Week 37
6/6-6/10		L/9Flex Day to Dive DeepL/10&11L/12Flex Day to Dive DeepTopic: C Addition to 100 Using Place Value UnderstandingI think if possible, we should take one flex day and maybe the "assessment review" day from Module 5 in order to complete this module prior to the last week. If they are able to stay on pace, that last week can be used for any review needed from the entire year. I love the option to consolidate lessons in this Module, but I'm afraid that students will need as many days as possible on these skills
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NY-1.NBT.4Add within 100, including:
• a two-digit number and a one-digit number;
• a two-digit number and a multiple of 10.
Use concrete models or drawings and strategies based on place value,
properties of operations, and/or the relationship between addition and
subtraction.
Understand that in adding two-digit numbers, one adds tens and tens,
ones and ones, and sometimes it is necessary to compose a ten.
Relate the strategy to a written representation and explain the
reasoning used.		Week 38
6/13-6/17		CFA 3CFA 3 or flex day if not needed L15 or Flex Day to Dive DeepFlex Day to Dive DeepL16 or Flex Day to Dive DeepAdjustments have been made cutting out Topic D and E - we only included some of Topic C, however if you have time and don't need the flex days, continue to work into Module 6 to help students prepare for 2nd grade. We included extra Flex days to help teachers dive deeper into the math content and concepts and allow students to have a better understanding of the key standards within the last couple of modules with the time left in the year.
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NY-1.NBT.5Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.Week 39
6/20-6/23		No SchoolL17 or Flex Day to Dive DeepFlex Day to Dive DeepLast Day of School for StudentsNo School for StudentsThere is nothing linked for Performance Level Descriptors at the top of this document.
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NY-1.NBT.6 Subtract multiples of 10 from multiples of 10 in the range
10-90 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 used to a written representation and explain the
reasoning.
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NY-1.MD.3a, NY-1.MD.3b, NY-1.MD.3cNY-1.MD.3a Tell and write time in hours and half-hours
using analog and digital clocks. Develop an understanding of common terms, such as, but not
limited to, o’clock and half past.
NY-1.MD.3b Recognize and identify coins (penny, nickel, dime, and quarter) and their value and use the cent symbol
(¢) appropriately.
NY-1.MD.3c Count a mixed collection of dimes and pennies and determine the cent value (total not to exceed
100 cents). e.g. 3 dimes and 4 pennies is the same as 3 tens and 4
ones, which is 34 cents ( 34 ¢ )
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