Veronica Herrero-Velarde

October 27, 2019

Fall/Spring 2019-2020

Mathematics, 1st Grade

Textbook:

“Mathematics: The Path to Success!” Vol. 1

Houston Baptist University

Dr. Busiek

EDUC 4301

Resources: HISD 2019-2020 Pacing Guide, SBISD 2019-2020 Academic Calendar

Online Resources: Differ Kinder, Suns and Second Grade,

Teaching to the Test Taker, Teaching this Way, Smile and Learn, Stuart J. Murphy Books!, Math Games
Goals

• The student will use mathematical processes to acquire and demonstrate mathematical understanding.

• The student will apply mathematical process standards to represent and compare whole numbers, the relative position and magnitude

of whole numbers, and relationships within the numeration system related to place value.

• The student will apply mathematical process standards to develop and use strategies for whole number addition and subtraction

computations in order to solve problems.

• The student will apply mathematical process standards to identify coins, their values, and the relationships among them in order to

recognize the need for monetary transactions.

• The student will apply mathematical process standards to identify and apply number patterns within properties of numbers and

operations in order to describe relationships.

• The student will apply mathematical process standards to analyze attributes of two-dimensional shapes and three-dimensional solids

to develop generalizations about their properties.

• The student will apply mathematical process standards to select and use units to describe length and time.

• The student will apply mathematical process standards to organize data to make it useful for interpreting information and solving

problems.

• The student will apply mathematical process standards to manage one's financial resources effectively for lifetime financial security.
Summary

In this course, students are expected to become proficient in an overview of basic mathematical skills. The main focus is on

understanding and applying place value, solving problems that include addition and subtraction, and composing and decomposing

shapes and solids. This course includes exploring numbers and patterns, in which students will learn about comparing numbers in

relation to other numbers and to the place value system. Students will learn strategies for representing numbers and understanding

patterns. In addition, this course includes understanding addition and subtraction, extending their use to using them together to solve

problems. Students will also learn basic-fact strategies, including counting on and back. Students will learn about geometry and

fractions, including two-dimensional and three-dimensional shapes, which they will be able to identify, name, and describe. Money

skills are part of this course, and students will gain an understanding of financial resources, coins, and making transactions. This

course also includes time and probability, as well as measurement. Overall, students will gain problem-solving and critical thinking

skills to apply to their daily lives.

§111.3. Mathematics, Grade 1, Adopted 2012.

(a) Introduction.

(1) The desire to achieve educational excellence is the driving force behind the Texas essential knowledge
and skills for mathematics, guided by the college and career readiness standards. By embedding statistics,
probability, and finance, while focusing on computational thinking, mathematical fluency, and solid
understanding, Texas will lead the way in mathematics education and prepare all Texas students for the
challenges they will face in the 21st century.

(2) The process standards describe ways in which students are expected to engage in the content. The
placement of the process standards at the beginning of the knowledge and skills listed for each grade
and course is intentional. The process standards weave the other knowledge and skills together so that
students may be successful problem solvers and use mathematics efficiently and effectively in daily
life. The process standards are integrated at every grade level and course. When possible, students
will apply mathematics to problems arising in everyday life, society, and the workplace. Students will
use a problem-solving model that incorporates analyzing given information, formulating a plan or
strategy, determining a solution, justifying the solution, and evaluating the problem-solving process
and the reasonableness of the solution. Students will select appropriate tools such as real objects,
manipulatives, algorithms, paper and pencil, and technology and techniques such as mental math,
estimation, number sense, and generalization and abstraction to solve problems. Students will
effectively communicate mathematical ideas, reasoning, and their implications using multiple
representations such as symbols, diagrams, graphs, computer programs, and language. Students will
use mathematical relationships to generate solutions and make connections and predictions. Students
will analyze mathematical relationships to connect and communicate mathematical ideas. Students
will display, explain, or justify mathematical ideas and arguments using precise mathematical
language in written or oral communication.

(3) For students to become fluent in mathematics, students must develop a robust sense of number.
The National Research Council's report, "Adding It Up," defines procedural fluency as "skill in
carrying out procedures flexibly, accurately, efficiently, and appropriately." As students develop
procedural fluency, they must also realize that true problem solving may take time, effort, and
perseverance. Students in Grade 1 are expected to perform their work without the use of calculators.

(4) The primary focal areas in Grade 1 are understanding and applying place value, solving problems
involving addition and subtraction, and composing and decomposing two-dimensional shapes and
three-dimensional solids.

(A) Students use relationships within the numeration system to understand the sequential
order of the counting numbers and their relative magnitude.

(B) Students extend their use of addition and subtraction beyond the actions of joining and
separating to include comparing and combining. Students use properties of operations and the
relationship between addition and subtraction to solve problems. By comparing a variety of
solution strategies, students use efficient, accurate, and generalizable methods to perform
operations.

(C) Students use basic shapes and spatial reasoning to model objects in their environment
and construct more complex shapes. Students are able to identify, name, and describe basic
two-dimensional shapes and three-dimensional solids.
 (5) Statements that contain the word "including" reference content that must be mastered, while those
containing the phrase "such as" are intended as possible illustrative examples.

(b) Knowledge and skills.

(1) Mathematical process standards. The student uses mathematical processes to acquire and
demonstrate mathematical understanding. The student is expected to:

(A) apply mathematics to problems arising in everyday life, society, and the workplace;

(B) use a problem-solving model that incorporates analyzing given information, formulating
a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-
solving process and the reasonableness of the solution;

(C) select tools, including real objects, manipulatives, paper and pencil, and technology as
appropriate, and techniques, including mental math, estimation, and number sense as
appropriate, to solve problems;

(D) communicate mathematical ideas, reasoning, and their implications using multiple
representations, including symbols, diagrams, graphs, and language as appropriate;

(E) create and use representations to organize, record, and communicate mathematical ideas;

(F) analyze mathematical relationships to connect and communicate mathematical ideas; and

(G) display, explain, and justify mathematical ideas and arguments using precise
mathematical language in written or oral communication.

(2) Number and operations. The student applies mathematical process standards to represent and
compare whole numbers, the relative position and magnitude of whole numbers, and relationships
within the numeration system related to place value. The student is expected to:

(A) recognize instantly the quantity of structured arrangements;

(B) use concrete and pictorial models to compose and decompose numbers up to 120 in more
than one way as so many hundreds, so many tens, and so many ones;

(C) use objects, pictures, and expanded and standard forms to represent numbers up to 120;

(D) generate a number that is greater than or less than a given whole number up to 120;

(E) use place value to compare whole numbers up to 120 using comparative language;

(F) order whole numbers up to 120 using place value and open number lines; and

(G) represent the comparison of two numbers to 100 using the symbols >, <, or =.
(3) Number and operations. The student applies mathematical process standards to develop and use
strategies for whole number addition and subtraction computations in order to solve problems. The
student is expected to:

(A) use concrete and pictorial models to determine the sum of a multiple of 10 and a one-digit
number in problems up to 99;

(B) use objects and pictorial models to solve word problems involving joining, separating, and
comparing sets within 20 and unknowns as any one of the terms in the problem such as 2 + 4 = [
]; 3 + [ ] = 7; and 5 = [ ] - 3;

(C) compose 10 with two or more addends with and without concrete objects;

(D) apply basic fact strategies to add and subtract within 20, including making 10 and
decomposing a number leading to a 10;

(E) explain strategies used to solve addition and subtraction problems up to 20 using spoken
words, objects, pictorial models, and number sentences; and

(F) generate and solve problem situations when given a number sentence involving addition or
subtraction of numbers within 20.

(4) Number and operations. The student applies mathematical process standards to identify coins,
their values, and the relationships among them in order to recognize the need for monetary
transactions. The student is expected to:

A) identify U.S. coins, including pennies, nickels, dimes, and quarters, by value and describe the
relationships among them;

(B) write a number with the cent symbol to describe the value of a coin; and

C) use relationships to count by twos, fives, and tens to determine the value of a collection of
pennies, nickels, and/or dimes.

(5) Algebraic reasoning. The student applies mathematical process standards to identify and apply
number patterns within properties of numbers and operations in order to describe relationships. The
student is expected to:

(A) recite numbers forward and backward from any given number between 1 and 120;

(B) skip count by twos, fives, and tens to determine the total number of objects up to 120 in a
set;

(C) use relationships to determine the number that is 10 more and 10 less than a given
number up to 120;

(D) represent word problems involving addition and subtraction of whole numbers up to 20
using concrete and pictorial models and number sentences;
 (E) understand that the equal sign represents a relationship where expressions on each side of
the equal sign represent the same value(s);

(F) determine the unknown whole number in an addition or subtraction equation when the
unknown may be any one of the three or four terms in the equation; and

(G) apply properties of operations to add and subtract two or three numbers.

(6) Geometry and measurement. The student applies mathematical process standards to analyze
attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about
their properties. The student is expected to:

(A) classify and sort regular and irregular two-dimensional shapes based on attributes using
informal geometric language;

(B) distinguish between attributes that define a two-dimensional or three-dimensional figure

and attributes that do not define the shape;

(C) create two-dimensional figures, including circles, triangles, rectangles, and squares, as
special rectangles, rhombuses, and hexagons;

(D) identify two-dimensional shapes, including circles, triangles, rectangles, and squares, as
special rectangles, rhombuses, and hexagons and describe their attributes using formal
geometric language;

(E) identify three-dimensional solids, including spheres, cones, cylinders, rectangular prisms
(including cubes), and triangular prisms, and describe their attributes using formal geometric
language;

(F) compose two-dimensional shapes by joining two, three, or four figures to produce a
target shape in more than one way if possible;

(G) partition two-dimensional figures into two and four fair shares or equal parts and
describe the parts using words; and

(H) identify examples and non-examples of halves and fourths.

(7) Geometry and measurement. The student applies mathematical process standards to select and
use units to describe length and time. The student is expected to:

(A) use measuring tools to measure the length of objects to reinforce the continuous nature
of linear measurement;

(B) illustrate that the length of an object is the number of same-size units of length that,
when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other;

(C) measure the same object/distance with units of two different lengths and describe how
and why the measurements differ;
 (D) describe a length to the nearest whole unit using a number and a unit; and

(E) tell time to the hour and half hour using analog and digital clocks.

(8) Data analysis. The student applies mathematical process standards to organize data to make it
useful for interpreting information and solving problems. The student is expected to:

(A) collect, sort, and organize data in up to three categories using models/representations such as
tally marks or T-charts;

(B) use data to create picture and bar-type graphs; and

(C) draw conclusions and generate and answer questions using information from picture and bar-type
graphs.

(9) Personal financial literacy. The student applies mathematical process standards to manage one's
financial resources effectively for lifetime financial security. The student is expected to:

(A) define money earned as income;

(B) identify income as a means of obtaining goods and services, oftentimes making choices between
wants and needs;

(C) distinguish between spending and saving; and

(D) consider charitable giving.

 Texas Essential Knowledge and Skills
for Mathematics
Grade 1

1 Number, operation, and a. learn and apply basic addition

quantitative reasoning. The student facts (sums to 18) using concrete
uses whole numbers to describe and models
compare quantities.
A.compare and order whole
4 Patterns, relationships, and
numbers up to 99 (less than, greater algebraic thinking. The student uses
than, or equal to) using sets of patterns to make predictions.
concrete objects and pictorial A.identify, describe, and extend
models concrete and pictorial patterns in
order to make predictions and solve
B. create sets of tens and ones using
concrete objects to describe, problems
compare, and order whole numbers B. use patterns to skip count by twos,
C. use words and numbers to fives, and tens
describe the values of individual
coins such as penny, nickel, dime, 5 Patterns, relationships, and
and quarter and their relationships algebraic thinking. The student
recognizes patterns in numbers and
D.read and write numbers to 99 to
operations.
describe sets of concrete objects
A.find patterns in numbers, including
2 Number, operation, and odd and even
quantitative reasoning. The student B. compare and order whole
uses pairs of whole numbers to describe numbers using place value
fractional parts of whole objects or sets
C. identify patterns in related addition
of objects.
and subtraction sentences (fact
A.share a whole by separating it into families for sums to 1 8)
equal parts and use appropriate
language to describe the parts such
as three out of four equal parts
6 Geometry and spatial reasoning.
The student uses attributes to identify,
B. use appropriate language to compare, and contrast shapes and solids
describe part of a set such as three A.describe and identify objects in
out of the eight crayons are red order to sort them according to a
given attribute using informal
3 Number, operation, and language
quantitative reasoning. The student
recognizes and solves problems in B. identify circles, triangles, and
addition and subtraction situations. rectangles, including squares, and
describe the shape of balls, boxes,
A.model and create addition and cans, and cones
subtraction problem situations with
concrete objects and write C. combine geometric shapes to
corresponding number sentences make new geometric shapes using
concrete models
7 Measurement. The student uses 11 Underlying processes a d
nonstandard units to describe length, mat~ematical tools. The stud:nt
weight, and capacity. applies Grade 1 mathematics to solve
probl~ms connected to everyday
A.estimate and measure length,
experiences and activities in and outside
capacity, and weight of objects using
of school.
nonstandard units
~.ide_ntify mathematics in everyday
B. describe the relationship between
s1tuat1ons
the size of the unit and the number
of units needed in a measurement B. use a problem-solving model, with
guidance as needed, that
8 Measurement. The student
incorporates understanding the
problem, making a plan, carrying out
understands that time and temperature
the plan, and evaluating the solution
can be measured.
for reasonableness
A.recognize temperatures such as a
C.select or develop an appropriate
hot day or a cold day
problem-solving strategy including
B. describe time on a clock using drawing a picture, looking for a
hours and half hours pattern, systematic guessing and
C.order three or more events by checking, or acting it out in order to
how much time they take solve a problem
D. use tools such as real objects,
9 Probability and statistics. The manipulatives, and technology to
student displays data in an organized solve problems
form.
A.collect and sort data 12 Underlying processes and
mathematical tools. The student
B. use organized data to construct communicates about Grade 1
real object graphs, picture graphs, mathematics using informal language.
and bar-type graphs
A.explain and record observations
using objects, words, pictures,
10 Probability and statistics. The numbers, and technology
student uses information from organized
data. B. relate informal language to
mathematical language and symbols
A.draw conclusions and answer
questions using information
organized in real-object graphs, 13 Underlying processes and
picture graphs, and bar-type graphs mathematical tools. The student uses
logical reasoning to make sense of his
B. identify events as certain or or her world.
impossible such as drawing a red
crayon from a bag of green crayons The student is expected 10 reason
and support his or her thinking using
objects, words, pictures, numbers,
and technology.
Statement of Fit

In the previous year, kindergarten, students were required to have an understanding and sense of numbers. The main focus for

students was to understand counting and cardinality, understand addition as joining and subtraction as separating, and compare objects

by measurable attributes. They should know number names and the counting sequence and should be able to apply the principles of

counting to make the connection between numbers and quantities. They should also be able to use meanings of numbers to create

strategies for solving problems and responding to practical situations involving addition and subtraction. Students should know how to

identify characteristics of objects that can be measured and directly compare objects according to these measurable attributes.

This year, in first grade, students are expected to become proficient in an overview of basic mathematical skills. The main

focus is on understanding and applying place value, solving problems that include addition and subtraction, and composing and

decomposing shapes and solids. This course includes exploring numbers and patterns, in which students will learn about comparing

numbers in relation to other numbers and to the place value system. Students will learn strategies for representing numbers and

understanding patterns. In addition, this course includes understanding addition and subtraction, extending their use to using them

together to solve problems. Students will also learn basic-fact strategies, including counting on and back. Students will learn about

geometry and fractions, including two-dimensional and three-dimensional shapes, which they will be able to identify, name, and

describe. Money skills are part of this course, and students will gain an understanding of financial resources, coins, and making

transactions. This course also includes time and probability, as well as measurement. Overall, students will gain problem-solving and

critical thinking skills to apply to their daily lives.

 Next year, in second grade, students will be making comparisons within the base-10 place value system, solving problems with

addition and subtraction within 1,000, and building foundations for multiplication. Students will have ideas of counting in units and

multiples of thousands, hundreds, tens, and ones and will grasp number relationships in order to demonstrate them in various ways.

Students will be able to identify situations in which addition and subtraction are useful to solve problems and will develop a variety of

strategies to use efficient, accurate, and generalizable methods to add and subtract. Students will also be able to use the relationship

between skip counting and equal groups of objects to represent the addition or subtraction of equivalent sets to build the foundation

for multiplication and division.

This subject relates to other subjects the students are currently taking in that math involves articulating thoughts in sentences to

provide reasoning for problem-solving strategies, which is a skill that transfers over to language arts, especially, although all subjects

require the ability to explain reasoning. Word problems in math require the ability to read. Math is used heavily in science, specifically

when it comes to measurement and weight. In social studies, math is used to interpret charts, graphs, and maps that can be found in

textbooks. The skills that students will learn this year will serve as the foundation for building up those skills next year in math as well

as in other subjects. For example, this year, students are learning how to solve addition and subtraction problems, but next year,

students will have to take that a step further and solve problems with addition and subtraction within 1,000.
Rationale

Math is an important and foundational subject for students to learn and study in school. Math helps students sharpen parts of

their brain, such as the section responsible for visual attention and decision-making, due to the cognitive skills involved. Math also

allows students to grow in their problem-solving skills. It guides students through reasoning and analyzing when they are presented

with problems. In addition, math is essential for many career paths and in living in the world day to day.

Math is used in everyday life and is essential in paying bills, measuring objects, estimating taxes, weighing fruits at the grocery

store, baking cookies, and planning out the distance of a trip. These are just a few of the many times that we will need various math

skills in order to accomplish something.

By studying math in school, students will be better suited to be economists, actuaries, financial analysts, computer research

scientists, mathematicians, teachers, accountants, engineers, or statisticians. Of course, these are not the only jobs involving math.

Construction workers, chemists, architects, bakers, doctors, and astronauts all need math for their work, too. Math can be found in

almost any job, even if on a basic level.

Math will help students in future schooling, including college or important tests, in that it is building the foundation for future

success, important skills, and a mind geared toward learning. What is taught in first grade math paves the way for the upper level math

that will be taught in high school or college; without it, it cannot be done. Math also encourages critical thinking in students that will

help them in all other subjects. Lastly, math trains the brain to be open to various learning and exposes students to different ways of

thinking, which is a needed skill no matter how old one is.

 Resources/
Dates Time Title Objectives TEKS
Textbook pgs.
TSW: 1A, D • Worksheet P1-1, P1-2, P1-3, P1-4, P1-5,
• Identify and show sets 1-5. 9B P1-6, P1-7
• Write numbers 1-5. 11A-C • Student Page 1-14
• Identify number patterns. 12A-B • Counters
• Identify and write zero. • Connecting cubes
• Make and interpret a pictograph. • Workmat
• Identify and illustrate sets of 6-9. • Tally mats
• Write numbers 6-9; identify number • Student journal
patterns. • Math Storybook: Fun at the Fair
• Teams With Same, More, Fewer (p. 1)
• Paper lunch bags
• Markers/crayons
• 1, 2, 3 to the Zoo: A Counting Book by Eric
8/15-8/23
Exploring Numbers Carle
Unit 1 7 days
and Patterns • Connecting cubes
• Index cards
• Gummed stars or stickers
• Glue
• Magazines
• Scissors
• Play pennies
• Drawing paper
• Colored chalk
• Paper-plate clown face
• Chart paper
• Egg cartons
• Pasta pieces
• ELMO
Review/Extend/ TSW: 1A, D • Worksheet R1-1, R1-2, R1-3, R1-4, R1-5,
8/26 1 day Reteach/Formative • Identify and show sets 1-5. 9B R1-6, R1-7
Assessment • Write numbers 1-5. 11A-C
 • Identify number patterns. 12A-B • Worksheet E1-1, E1-2, E1-3, E1-4, E1-5,
• Identify and write zero. E1-6, E1-7
• Make and interpret a pictograph. • ELMO
• Identify and illustrate sets of 6-9.
• Write numbers 6-9; identify number
patterns.
TSW: 1A, D • Worksheet P1-8, P1-9, P1-10, P1-11
• Identify numbers 10-12. 11A-C • Student Page 15-22
• Read and write numbers 10-12. 12A-B • Connecting cubes
• Use words, numbers, and objects to 13 • Counters
show 1-12. • Student journal
• Identify numbers as greater than or • Markers
less than given numbers. • Glue
• Calculators
• Construction paper
• Ruler
Exploring Numbers
8/27-8/30 4 days • Small objects for collages
and Patterns
• Paper rectangles
• Drinking cups
• Newspapers
• Colored sand
• Paper
• Pencils
• 1, 2, 3 to the Zoo: A Counting Book by Eric
Carle
• Balance scale
• ELMO
 9/2
LABOR DAY
STUDENT/STAFF HOLIDAY
TSW: 1A • Worksheet P1-12
• Put numbers 0-12 in order. 5B • Student Page 23-24
• Identify numbers that come before, 12A-B • Calculators
Exploring Numbers
9/3 1 day after, and between given numbers. • Student journal
and Patterns
• Activity: Making a Human Number Line
(p. 23)
• ELMO
TSW: 1A, D • Worksheet R1-8, R1-9, R1-10, R1-11, R1-
• Identify numbers 10-12. 5B 12
• Read and write numbers 10-12. 9B • Worksheet E1-8, E1-9, E1-10, E1-11, E1-
• Use words, numbers, and objects to 11A-C 12
Review/Extend/
show 1-12. 12A-B • ELMO
9/4 1 day Reteach/Formative
• Identify numbers as greater than or 13
Assessment
less than given numbers.
• Put numbers 0-12 in order.
• Identify numbers that come before,
after, and between given numbers.
TSW: 1A • Worksheet P1-13, P1-14, P1-15
• Identify and continue patterns. 4A • Student Page 25-30
• Identify ordinal numbers to tenth. 9A-B • Pattern blocks
10A • American flag
Exploring Numbers
9/5-9/9 3 days 11A-D • Connecting cubes
and Patterns
13 • Potato stamps, sponge stamps
• Tempera paints
• Shallow pans
• Paper (lined, blank, chart)
 • Crayons
• Student journal
• Index cards with first through tenth on
them
• Blank index cards
• Marker
• Noise-making objects (bell, whistle, etc.)
• Play coins
• ELMO
TSW: 1A • Worksheet R1-13, R1-14, R1-15
• Identify and continue patterns. 4A • Worksheet E1-13, E1-14, E1-15
Review/Extend/
• Identify ordinal numbers to tenth. 9A-B • Checkpoint Page 31
9/10 1 day Reteach/Formative
10A • Extra Practice Page 32
Assessment
11A-D • Extension Page 35
13 • ELMO
TSW: 1A, D • Chapter Test Page 33
• Test on ability to count and identify 4A • Performance Assessment Page 34
numbers to 12, to identify numbers as 5B
Summative greater or less than given numbers, 9A-B
9/11 1 day
Assessment and to use bar graphs. 10A
11A-D
12A-B
13
TSW: 3B • Worksheet P2-1, P2-2, P2-3, P2-4
• Use counters to solve addition 11A-D • Student Page 37-44
problems. 12A-B • Books
• Use pictures to solve addition • Counters
9/12-9/17 Understanding problems. • Workmat
4 days
Unit 2 Addition • Write and solve addition sentences. • Math Storybook: The Bug Book
• Beans
• Red paper
• Crayons
• Student journal
 • Activity: Adding With a Finger Game (p.
37)
• Bowl
• Egg carton sections
• Pipe cleaners
• Activity: Acting Out Stories (p. 41)
• Connecting cubes
• Zin! Zin! Zin! a Violin by Lloyd Moss
• Activity: Acting Out Addition Sentences
(p. 43)
• ELMO
TSW: 3B • Worksheet R2-1, R2-2, R2-3, R2-4
• Use counters to solve addition 11A-D • Worksheet E2-1, E2-2, E2-3, E2-4
problems. 12A-B • Lock Activities (Differ Kinder)
• Use pictures to solve addition • Locks
problems. • Keys
Review/Extend/
• Write and solve addition sentences. • Key chain with addition statements
9/18 1 day Reteach/Formative
• One More Ice Cube (Differ Kinder)
Assessment
• Tongs
• Dry erase marker
• Fake ice cubes
• Workmat
• ELMO
TSW: 3A-B • Worksheet P2-5, P2-6, P2-7, P2-8
• Show sums to 6 in a variety of ways. 5A • Student Page: 45-52
• Show sums to 8 in a variety of ways. 9A • Books
• Write addition sentences using 12A-B • Counters
Understanding horizontal and vertical forms. • Crayons
9/19-9/24 4 days
Addition • Student journal
• Activities: Counting Patterns and Role-
Playing Addition Stories (p. 45)
• Pencils
• String
 • Cardboard
• Beads
• Hole punch
• Activity: Counting Patterns for 7 and 8 (p.
47)
• Oversize domino model
• Math Storybook: The Bug Book
• Index cards
• Paper clips
• Workmats
• Connecting cubes
• Paper
• How Many How Many How Many by Rick
Walton
• ELMO
TSW: 3A-B • Worksheet R2-5, R2-6, R2-7, R2-8
Review/Extend/ • Show sums to 6 in a variety of ways. 5A • Worksheet E2-5, E2-6, E2-7, E2-8
9/25 1 day Reteach/Formative • Show sums to 8 in a variety of ways. 9A • ELMO
Assessment • Write addition sentences using 12A-B
horizontal and vertical forms.
TSW: 3B • Worksheet P2-9, P2-10, P2-11, P2-12
• Use the Act It Out strategy to solve 11A-D • Student Page 53-61
addition problems. 12A-B • Connecting cubes
• Solve addition problems with an 13 • Workmat
addend of zero. • Counters
• Use data from a picture to solve • Addition sentence strips
Understanding
9/26-10/1 4 days problems. • Construction paper
Addition
• Scissors
• Glue
• Student journal
• Buttons
• Paper
• Crayons
 • Paper cup
• Real or play coins
• Math Storybook: The Bug Book
• Activity: Using Pictures to Answer
Questions (p. 59)
• Checkpoint: Page 61
• Extension Page 65
• ELMO
TSW: 3A-B • Chapter Test Page 63
• Test on ability to write and solve 5A • Performance Assessment Page 64
addition sentences to 8 and to use the 9A
Summative
10/2 1 day order and zero properties of addition. 11A-C
Assessment
11A-D
12A-B
13
TSW: 3A • Worksheet P3-1, P3-2, P3-3, P3-4
• Use counters to solve subtraction 11A-C • Student Page 67-74
problems. 12A-B • Paper
• Use pictures to solve subtraction 13 • Pencil
problems. • Counters
• Use mathematical symbols to write • Math Storybook: Miss Terry’s Toy Store
and solve subtraction sentences. • Workmat
• Chalk or masking tape
10/3-10/8 Understanding • Small toys
4 days
Unit 3 Subtraction • Student journal
• Deep Down Underground by Olivier
Dunrea
• Crayons/markers
• Posterboard
• Beanbags
• Pennies
• Shoeboxes
• Chairs
 • Recorded music
• Activity: Subtraction Hands (Teaching this
Way)
• Gloves filled with sand, tied with rubber
band
• Task cards with subtraction statements
• Dry erase markers
• White boards
• ELMO
TSW: 3A • Worksheet R3-1, R3-2, R3-3, R3-4
• Use counters to solve subtraction 11A-C • Worksheet E3-1, E3-2, E3-3, E3-4
Review/Extend/ problems. 12A-B • ELMO
10/9 1 day Reteach/Formative • Use pictures to solve subtraction 13
Assessment problems.
• Use mathematical symbols to write
and solve subtraction sentences.
TSW: 3A • Worksheet P3-5
• Use subtraction sentences to subtract 12A-B • Student Page 75-76
from 5 and 6. • Connecting cubes
Understanding
10/10 1 day • Counters
Subtraction
• Pennies
• Student journal
• ELMO

10/11
PROFESSIONAL DEVELOPMENT
STUDENT HOLIDAY
10/14
COLUMBUS DAY
STUDENT/STAFF HOLIDAY
TSW: 3A • Worksheet P3-6
• Use subtraction sentences to subtract 12A-B • Student Page 77-78
from 7 and 8. • Connecting cubes
• Counters
Understanding
10/15 1 day • Paper
Subtraction
• Pencils
• Crayons
• Student journal
• ELMO
TSW: 3A • Worksheet R3-5, R3-6
Review/Extend/ • Use subtraction sentences to subtract 12A-B • Worksheet E3-5, E3-6
10/16 1 day Reteach/Formative from 5 and 6. • ELMO
Assessment • Use subtraction sentences to subtract
from 7 and 8.
TSW: 3A • Worksheet P3-7, P3-8, P3-9, P3-10, P3-11
• Write number sentences to solve 11A-C • Student Page 79-88
problems. 12A-B • Counters
• Write subtraction sentences using 13 • Stickers or gummed stars
horizontal and vertical forms. • Paper
10/17- Understanding • Solve subtraction problems with zero. • Pencils
5 days
10/23 Subtraction • Decide whether to use addition or • Student journal
subtraction to solve problems. • Oversize domino with 6 dots and 1 dot
• Dominoes with sums to 8
• Math Storybook: Miss Terry’s Toy Store
• Index cards
• Buttons
 • Crayons
• Workmat
• Large paper clips
• Cards
• Jar
• Coins
• Cups
• ELMO
TSW: 3A • Worksheet R3-7, R3-8, R3-9, R3-10, R3-11
• Write number sentences to solve 11A-C • Worksheet E3-7, E3-8, E3-9, E3-10, E3-11
problems. 12A-B • Checkpoint Page 89
Review/Extend/
• Write subtraction sentences using 13 • Extra Practice Page 90
10/24 1 day Reteach/Formative
horizontal and vertical forms. • Extension Page 93
Assessment
• Solve subtraction problems with zero. • ELMO
• Decide whether to use addition or
subtraction to solve problems.
TSW: 3A • Chapter Test Page 91
Summative • Test on ability to use subtraction 11A-C • Performance Assessment Page 92
10/25 1 day
Assessment facts to 8 and to subtract zero. 12A-B
13
TSW: 3B • Worksheet P4-1, P4-2, P4-3, P4-4
• Count on 1 or 2 to add. 11A-C • Student Page 97-104
• Count on 1, 2, or 3 to add. 12A-B • Pencils
• Use number lines to count on 1, 2, or • Counters
3. • Cups or bowls
10/28- • Math Storybook: Let’s Go!
Introducing Basic-
10/31 4 days • Workmat
Fact Strategies
Unit 4 • Counters
• Let’s Count it Out, Jesse Bear by Nancy
White Carlstrom
• Student journal
• Connecting cubes
• Basket
 • Toy vehicles
• Crayons
• Chart paper
• Calculator
• Buttons
• 3 five-column cardboard charts
• Glue
• Classroom chairs
• Masking tape
• Number line 0-12 drawn on construction
paper
• Index cards
• ELMO
TSW: 3A-B • Worksheet R4-1, R4-2, R4-3, R4-4
• Identify and add doubles to sum 12. 11A-C • Worksheet E4-1, E4-2, E4-3, E4-4
• Identify and add doubles and near 12A-B • Worksheet P4-5, P4-6, P4-7
doubles to sum 12. • Student Page 105-110
• Make and use drawings to solve • Toy car and truck
problems. • Connecting cubes
• Construction paper
• Scissors
• Ink or paint
11/01- Review/Introducing
3 days • Student journal
11/05 Basic-Fact Strategies
• Activity: Adding Class Doubles (p. 105)
• Math Storybook: Let’s Go!
• Drawing paper
• Crayons/markers
• Activity: Clapping Doubles and Near
Doubles (p. 107)
• Counters
• Index cards
• ELMO
 TSW: 3A-B • Worksheet R4-5, R4-6, R4-7
• Identify and add doubles to sum 12. 11A-C • Worksheet E4-5, E4-6, E4-7
Review/Extend/
• Identify and add doubles and near 12A-B • ELMO
11/06 1 day Reteach/Formative
doubles to sum 12.
Assessment
• Make and use drawings to solve
problems.
TSW: 3A • Worksheet P4-8, P4-9, P4-10, P4-11, P4-
• Count back 1 and 2 from a given 5C 12, P4-13
number. 11A-C • Student Page 111-122
• Count back 1, 2, or 3 to subtract. 12A-B • Counters
• Identify and use doubles to subtract 13 • Paper cups
from 12 and less. • Math Storybook: Let’s Go!
• Identify fact families for numbers to • Workmat
12. • Index cards
• Choose addition or subtraction to • Student journal
solve problems. • Connecting cubes
• Masking tape
11/07- Introducing Basic- • Large number cards
6 days
11/14 Fact Strategies • Activity: Counting Back with a Fingerplay
(p. 113)
• Labeled containers
• Tape
• Beans
• Calculator
• Activity: Half the Class (p. 117)
• Pencils
• Dominoes
• Activity: Act-It-Out Fact Families (p. 119)
• Toy vehicles
• ELMO
 TSW: 3A • Worksheet R4-8, R4-9, R4-10, R4-11, R4-
• Count back 1 and 2 from a given 5C 12, R4-13
number. 11A-C • Worksheet E4-8, E4-9, E4-10, E4-11, E4-
• Count back 1, 2, or 3 to subtract. 12A-B 12, E4-13
Review/Extend/
• Identify and use doubles to subtract 13 • Checkpoint Page 123
11/15 1 day Reteach/Formative
from 12 and less. • Extra Practice 124
Assessment
• Identify fact families for numbers to • Extension Page 127
12. • ELMO
• Choose addition or subtraction to
solve problems.
TSW: 3A-B • Chapter Test Page 125
• Test on ability to use strategies to add 5C • Performance Assessment Page 126
Summative
11/18 1 day and subtract to 12. 11A-C
Assessment
12A-B
13
TSW: 6A-B • Worksheet P5-1, P5-2, P5-3, P5-4
• Identify and compare space shapes. 12A-B • Student Page 129-136
• Identify characteristics of space 13 • Ball
shapes. • Block
• Identify plane shapes that make up • Cereal box
space shapes. • Space shapes or sphere
• Identify characteristics of plane • Clay
shapes. • Small boxes
11/19-
Geometry and • Spheres, paper rolls, cones
11/22 4 days
Fractions • Straws, pipe cleaners
Unit 5
• Crayons/markers
• Glue
• Student journal
• Large box
• Drawing paper, chart paper
• Chalk
• Cube, sphere, cylinder, rectangular prism,
cone
 • Math Storybook: Stitching Stories
• Index cards
• Play pennies
• Plane shapes
• Music
• Pencil
• ELMO

11/25- THANKSGIVING BREAK

11/29
STUDENT/STAFF HOLIDAY
TSW: 6A-B • Worksheet R5-1, R5-2, R5-3, R5-4
• Identify and compare space shapes. 12A-B • Worksheet E5-1, E5-2, E5-3, E5-4
• Identify characteristics of space 13 • ELMO
Review/Extend/ shapes.
12/02 1 day
Reteach • Identify plane shapes that make up
space shapes.
• Identify characteristics of plane
shapes.
TSW: 4A • Worksheet P5-5, P5-6, P5-7, P5-8, P5-9
• Identify open and closed figures. 6A • Student Page 137-146
• Identify and complete a pattern. 6C • Pipe cleaners
• Identify shapes that have the same 11A-D • Counters
size and shape. 12A-B • Crayons
12/03- Geometry and
5 days • Combine shapes to construct new 13 • Paper
12/09 Fractions
shapes. • Pencil
• Use logical reasoning to solve • Student journal
problems. • Activity: Playing Cat and Mouse (p. 137)
• Colored paper and construction paper
• Plane shapes
 • Activity: Playing a Pattern Game (p. 139)
• Large triangle
• Red paper triangle and squares
• Rulers
• Posterboard
• Scissors
• Dot paper
• Tracing paper
• Paper rectangle
• Overhead projector/pattern blocks
• Bag
• Index cards
• Activity: Using the Process of Elimination
(p. 145)
• ELMO
TSW: 4A • Worksheet R5-5, R5-6, R5-7, R5-8, R5-9
• Identify open and closed figures. 6A • Worksheet E5-5, E5-6, E5-7, E5-8, E5-9
• Identify and complete a pattern. 6C • ELMO
Review/Extend/ • Identify shapes that have the same 11A-D
12/10 1 day Reteach/Formative size and shape. 12A-B
Assessment • Combine shapes to construct new 13
shapes.
• Use logical reasoning to solve
problems.
TSW: 2A-B • Worksheet P5-10, P5-11, P5-12, P5-13, P5-
• Make symmetrical figures. 11A-D 14, P5-15
• Identify equal and unequal parts of a 12A-B • Student Page 147-158
region. 13 • Pattern blocks
12/11- Geometry and
6 days • Identify and show halves of regions. • Paper (drawing, chart, grid, tracing,
12/18 Fractions
• Identify and show thirds and fourths construction)
of regions. • Crayons/markers/pencils
• Identify a fractional part of a group. • Mirror
• Math Storybook: Stitching Stories
 • Solve a problem involving fair • Large paper circles and squares
shares. • Scissors
• Student journal
• Paper circles
• Paper plates
• Ruler
• Paper rectangles
• Halves of cut-out shapes
• Posterboard
• Cards with shapes divided into halves,
thirds, or fourths
• Apples
• 2-color counters
• Index cards
• 2-colored objects
• Paint stirrers
• Tape
• Jars
• Water
• Snack foods
• Plates
• Ways to Represent Fractions Anchor Chart
(TeachingToTheTesttaker)
• Video: Fractions for Kids (Smile & Learn)
https://www.youtube.com/watch?v=Yw8azU
V_vW8
• ELMO
TSW: 2A-B • Worksheet R5-10, R5-11, R5-12, R5-13,
• Make symmetrical figures. 11A-D R5-14, R5-15
Review/Extend/
• Identify equal and unequal parts of a 12A-B • Worksheet E5-10, E5-11, E5-12, E5-13,
12/19 1 day Reteach/Formative
region. 13 E5-14, E5-15
Assessment
• Identify and show halves of regions. • Checkpoint Page 159
• Extra Practice Page 160
 • Identify and show thirds and fourths • Extension Page 163
of regions. • Subject Sampler Technology Activity
• Identify a fractional part of a group. https://veronicavelarde.weebly.com/subject
• Solve a problem involving fair -sampler.html
shares. • Devices
• Headphones
• Subject Sampler worksheet
• ELMO
TSW: 2A-B • Chapter Test Page 161
• Test on ability to identify geometric 4A • Performance Assessment Page 162
Summative shapes and their properties and to 6A-C
12/20 1 day find one half, one third, and one 11A-D
Assessment
fourth of a group. 12A-B
13

12/23-1/3
CHRISTMAS BREAK
STUDENT/STAFF HOLIDAY
1/6
PROFESSIONAL DEVELOPMENT
STUDENT HOLIDAY
TSW: 1B • Worksheet P6-1, P6-2, P6-3, P6-4, P6-5,
• Count and write numbers to 19. 1D P6-6, P6-7
1/7-1/15 Patterns and Numbers
7 days • Count by tens through 90. 11A-C • Student Page 165-178
Unit 6 to 100
• Identify and write numbers to 50. 12A-B • Base-ten blocks
• Identify and write numbers to 100. 13 • Workmat
 • Write two-digit numbers. • Index cards or construction paper
• Show two-digit numbers in different • Tic-tac-toe grid
ways. • Counters
• Student journal
• Math Storybook: Too Many Birds!
• Beansticks and beans (red and black)
• Healthy snack foods
• Containers
• Number cube
• Play coins
• Paper coins
• ELMO
TSW: 1B • Worksheet R6-1, R6-2, R6-3, R6-4, R6-5,
• Count and write numbers to 19. 1D R6-6, R6-7
• Count by tens through 90. 11A-C • Worksheet E6-1, E6-2, E6-3, E6-4, E6-5,
Review/Extend/
• Identify and write numbers to 50. 12A-B E6-6, E6-7
1/16 1 day Reteach/Formative
• Identify and write numbers to 100. 13 • ELMO
Assessment
• Write two-digit numbers.
• Show two-digit numbers in different
ways.
TSW: 11A-D • Worksheet P6-8
• Use the guess-and-check strategy to 12A-B • Student Page 179-180
solve problems. • Workmat
• Counters
• Beans
Patterns and Numbers
1/17 1 day • Small paper cups
to 100
• Paper clips
• Student journal
• Activity: Guess and Check With Pictures
(p. 179)
• ELMO
 1/20
MLK, JR. DAY
STUDENT/STAFF HOLIDAY
TSW: 1A-B • Worksheet P6-9, P6-10, P6-11, P6-12,
• Identify numbers greater than and 4B P6-13
less than a given number. 5A-B • Student Page 181-190
• Identify numbers before, after, and 11A-C • Base-ten blocks
between given numbers. 12A-B • Beans and beansticks
• Recognize number patterns on a one- 13 • Index cards
hundred chart. • Student journal
• Use number patterns to skip count by • Workmats
twos, fives, and tens on the one- • Calculators
Patterns and Numbers hundred chart. • Math Storybook: Too Many Birds!
1/21-1/27 5 days
to 100 • Choose reasonable answers. • Crayons
• Common items
• Counters
• Two Ways to Count to Ten by Ruby Dee
• Numbers by John J. Reiss
• Chairs
• See-through container
• Jelly beans or marbles
• Old magazines
• ELMO
 • Identify numbers greater than and 1A-B • Worksheet R6-9, R6-10, R6-11, R6-12,
less than a given number. 4B R6-13
• Identify numbers before, after, and 5A-B • Worksheet E6-9, E6-10, E6-11, E6-12,
between given numbers. 11A-C E6-13
• Recognize number patterns on a one- 12A-B • Checkpoint Page 191
hundred chart. 13 • Extra Practice Page 192
• Use number patterns to skip count by • Extension Page 195
Review/Extend/
twos, fives, and tens on the one- • Activity: Place Value Donut
1/28 1 day Reteach/Formative
hundred chart. (SunsAndSecondGrade)
Assessment
• Choose reasonable answers. • Tens and ones cut-outs
• Donut cut-outs
• ELMO
• Game:
https://www.mathgames.com/skill/1.31-
counting-and-number-patterns-hundred-
chart
• Test on ability to write, compare, and 1A-B, • Chapter Test Page 193
order numbers to 100, to use place D • Performance Assessment Page 194
value to tens, and to skip count by 4B
Summative
1/29 1 day 2s, 5s, and 10s. 5A-B
Assessment 11A-D
12A-B
13

* This is where my textbook ended. It was Vol. 1 and only contained 6 out of 12 chapters. *
 2/17
PROFESSIONAL DEVELOPMENT
STUDENT HOLIDAY

3/16-3/20
SPRING BREAK
STUDENT/STAFF HOLIDAY
4/10
GOOD FRIDAY
STUDENT/STAFF HOLIDAY
4/13
(BAD WEATHER MAKEUP DAY)
STUDENT/STAFF HOLIDAY
5/25
MEMORIAL DAY
STUDENT/STAFF HOLIDAY

5/28
LAST DAY OF SCHOOL
EARLY DISMISSAL
5/29
(BAD WEATHER MAKEUP DAY)
TEACHER WORKDAY