Unit Title: 1st Grade Math Unit 4
Grade Level: 1
Timeframe: Marking Period 4
Unit Focus and Essential Questions
Unit Focus
  • 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
Essential Questions
Name the attributes of a given two-dimensional shape?
Can you build and draw shapes when given their defining attributes?
How do you create composite shapes using two-dimensional shapes or three dimensional shapes and compose new shapes from composite shapes?
Can you partition circles and rectangles into two or four equal shares?
Can you describe equally partitioned circles and rectangles using halves, fourths, and quarters using half of, fourth of, and quarter of?
What does it mean to share an attribute of a shape?
What questions can be answered using addition and/or subtraction?
How do I know where to begin when solving a problem?
What are efficient methods for finding sums and differences?
How do I know which mathematical operation to use?
What are different ways to count?
Why do I need mathematical operations?
How does using the base ten system make it easier for me to count?
How do I determine the most efficient way to represent a number (pictorial, symbolic, with objects) for a given situation?
In what ways can items be grouped to make exchanges for unit(s) of higher value?
New Jersey Student Learning Standards
Standards/Cumulative Progress Indicators (Taught and Assessed):
  • 1.G.A.1
  • 1.G.A.2
  • 1.G.A.3
  • 1.OA.A.1*
  • 1.OA.C.6*
  • 1.NBT.A.1*
  • 1.NBT.C.4*
Key: Green = Major Clusters; Blue = Supporting; Yellow = Additional Clusters
Standard/SWBAT and Pacing / Student Strategies / Formative Assessment / Activities and Resources / Reflection
  • 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.
Learning Goal 1: Name the attributes of a given two-dimensional shape (square, triangle, rectangle, regular hexagon), distinguishing between defining and non-defining attributes.
Learning Goal 2: Build and draw shapes when given defining attributes.
Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.
Objectives
SWBAT:
i. Name attributes that define two-dimensional shapes (square, triangle, rectangle, regular hexagon).
ii. Name attributes that do not two-dimensional shapes.
iii. Build and draw shapes when given defining attributes. / Number Talk
Refer to Number Talks by Sherry Parrish
  • P. 44 - 48
  • P. 117
Number Talks Strategy-Addition: Making Tens Number Sentences
Number Talks Website

Select First Grade Number Talks at the top of the page.
Scroll down to find Making Tens
Click on Making Tens Number Sentences to access PowerPoint Slides
Direct Instruction-
Option 1-Module 5 Topic A; Lesson 1

ELL Instruction:
Demonstrate comprehension of oral directions by drawing and building shapes described using a partner.
Explain orally the steps required to draw and build shapes based upon defining attributes, using a Template, Pattern Blocks and a partner.
Centers
Teacher Center- The teacher works in a small group with 1-4 students.

See all tasks
Standards Based-

Individual Center – Students work on their individual skill that they need based on data.

Manipulative Center –

Interdisciplinary Center-
Real World Problem Solving-Leveled Reader: Shapes in Nature
Review Classwork
Exit Ticket / Quarterly Assessment Question 1 / EngageNY
Module 5 Topic A; Lesson 1

(Day 1)
MyMath

Teacher login page for all online resources available for My Math

Homepage for My Math
Note: These pages are used as references.They are not meant to be taught page by page. The pages used are those that best match the standard taught and best prepare students for the assessment.
Lesson 9.1 (591-596)
Lesson 9.2 (597-602)
Lesson 9.3 (603-608)
Lesson 9.4 (609-614)
Lesson 10.1 (667-672)
Lesson 10.2 (673-678)
Lesson 10.3 (681-686)
ELL Modifications / Student Learning Objective (SLO) / Language Objective / Language Needed
SLO: 4
CCSS:
1.G.1
WIDA ELDS: 3
Speaking
Writing / Name the attributes of a given two-dimensional shape (square, triangle, rectangle, regular hexagon) distinguishing between defining and non-defining attributes. / Describe orally and in writing the defining and non-defining attributes of 2-dimensional shapes, using Pattern Blocks. / VU: Defining/
non-defining attribute, square, triangle,
rectangle, hexagon,
sides, corners, vertices
LFC: Present tense, adjectives
LC: Varies by ELP level
ELP 1 / ELP 2 / ELP 3 / ELP 4 / ELP 5
Language Objectives / Describe orally and in writing the defining and non-defining attributes of 2-dimensional shapes using L1 and/or drawings and selected, illustrated single words. / Describe orally and in writing the defining and non-defining attributes of 2-dimensional shapes using L1, drawings, or selected technical vocabulary in phrases. / Describe orally and in writing the defining and non-defining attributes of 2-dimensional shapes using key, technical vocabulary in simple sentences. / Describe orally and in writing the defining and non-defining attributes of 2-dimensional shapes using key, technical vocabulary in expanded sentences. / Describe orally and in writing the defining and non-defining attributes
of 2-dimensional shapes
using technical
vocabulary in complex sentences.
Learning Supports / Word/Picture Wall
Pattern Blocks
Small group/ triads
L1 support / Word/Picture Wall
Pattern Blocks
Small group/ triads
L1 support / Word/Picture Wall
Pattern Blocks
Small group/ triads / Pattern Blocks
ELL Modifications / Student Learning Objective (SLO) / Language Objective / Language Needed
SLO: 5
CCSS:
1.G.1
WIDA ELDS: 3
Speaking
Listening / Draw and build shapes when given defining attributes (e.g., 3 sides, 4 sides, 3 corners, 4 corners). / Demonstrate comprehension of oral directions by drawing and building shapes described using a partner.
Explain orally the steps required to draw and build shapes based upon defining attributes, using a Template, Pattern Blocks and a partner. / VU: Attribute, square, triangle, rectangle, hexagon, sides,
corners, vertices
LFC: Present tense, conditional tense, sequence words
LC: Varies by ELP level
ELP 1 / ELP 2 / ELP 3 / ELP 4 / ELP 5
Language Objectives / Working in pairs, demonstrate comprehension of oral directions and explain orally how to draw and build shapes using L1 and/or drawings and selected, illustrated single words. / Working in pairs, demonstrate comprehension of oral directions and explain orally how to draw and build shapes using L1, drawings, or selected technical vocabulary in phrases. / Working in pairs, demonstrate comprehension of oral directions and explain orally how to draw and build shapes using key, technical vocabulary in simple sentences. / Working in pairs, demonstrate comprehension of oral directions and explain orally how to draw and build shapes using key, technical vocabulary in expanded sentences. / Working in pairs, demonstrate comprehension of oral directions and explain orally how to draw
and build shapes using technical vocabulary in complex sentences.
Learning Supports / Word/Picture Wall
Template
Pattern Blocks
L1 support / Word/Picture Wall
Template
Pattern Blocks
L1 support / Word/Picture Wall
Template
Pattern Blocks / Template
Pattern Blocks
  • 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.
Learning Goal 1: Name the attributes of a given two-dimensional shape (square, triangle, rectangle, regular hexagon), distinguishing between defining and non-defining attributes.
Learning Goal 2: Build and draw shapes when given defining attributes.
Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.
Objectives
SWBAT:
i. Name attributes that define two-dimensional shapes (square, triangle, rectangle, regular hexagon).
ii. Name attributes that do not two-dimensional shapes.
iii. Build and draw shapes when given defining attributes. / Number Talk
Refer to Number Talks by Sherry Parrish
  • P. 44 - 48
  • P. 118
Number Talks Strategy-Addition: Making Landmark or Friendly Numbers
Number Talks Website

Select First Grade Number Talks at the top of the page.
Scroll down to find Landmark or Friendly Numbers
Click on Making Landmark or Friendly Numbers to access PowerPoint Slides
Direct Instruction-
Option 1-Module 5 Topic A; Lesson 1

ELL Instruction:
Demonstrate comprehension of oral directions by drawing and building shapes described using a partner.
Explain orally the steps required to draw and build shapes based upon defining attributes, using a Template, Pattern Blocks and a partner.
Centers
Teacher Center- The teacher works in a small group with 1-4 students.

See all tasks
Standards Based-

Individual Center – Students work on their individual skill that they need based on data.

Manipulative Center –

Interdisciplinary Center-
Real World Problem Solving-Leveled Reader: Shapes in Nature
Review Classwork
Exit Ticket
ELL Modifications: See Day 1 / Quarterly Assessment Question 1 / EngageNY
Module 5 Topic A; Lesson 1

(Day 2)
MyMath

Teacher login page for all online resources available for My Math

Homepage for My Math
Note: These pages are used as references.They are not meant to be taught page by page. The pages used are those that best match the standard taught and best prepare students for the assessment.
Lesson 9.1 (591-596)
Lesson 9.2 (597-602)
Lesson 9.3 (603-608)
Lesson 9.4 (609-614)
Lesson 10.1 (667-672)
Lesson 10.2 (673-678)
Lesson 10.3 (681-686)
  • 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.
Learning Goal 1: Name the attributes of a given two-dimensional shape (square, triangle, rectangle, regular hexagon), distinguishing between defining and non-defining attributes.
Learning Goal 2: Build and draw shapes when given defining attributes.
Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.
Objectives
SWBAT:
i. Name attributes that define two-dimensional shapes (square, triangle, rectangle, regular hexagon).
ii. Name attributes that do not two-dimensional shapes.
iii. Build and draw shapes when given defining attributes. / Number Talk
Refer to Number Talks by Sherry Parrish
  • P. 44 - 48
  • P. 106
Number Talks Strategy-Addition: Counting All/Counting On: Number Sentences
Number Talks Website

Select First Grade Number Talks at the top of the page.
Scroll down to find Counting All/Counting On
Click on Counting All Counting On Number Sentences to access PowerPoint Slides
Direct Instruction-
Option 1-Module 5 Topic A; Lesson 2

ELL Instruction:
Demonstrate comprehension of oral directions by drawing and building shapes described using a partner.
Explain orally the steps required to draw and build shapes based upon defining attributes, using a Template, Pattern Blocks and a partner.
Centers
Teacher Center- The teacher works in a small group with 1-4 students.

See all tasks
Standards Based-

Individual Center – Students work on their individual skill that they need based on data.

Manipulative Center –

Interdisciplinary Center-
Real World Problem Solving-Leveled Reader: Shapes in Nature
Review Classwork
Exit Ticket
ELL Modifications: See Day 1 / Quarterly Assessment Question 1 / EngageNY
Module 5 Topic A; Lesson 2

(Day 3)
MyMath

Teacher login page for all online resources available for My Math

Homepage for My Math
Note: These pages are used as references.They are not meant to be taught page by page. The pages used are those that best match the standard taught and best prepare students for the assessment.
Lesson 9.1 (591-596)
Lesson 9.2 (597-602)
Lesson 9.3 (603-608)
Lesson 9.4 (609-614)
Lesson 10.1 (667-672)
Lesson 10.2 (673-678)
Lesson 10.3 (681-686)
  • 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.
Learning Goal 1: Name the attributes of a given two-dimensional shape (square, triangle, rectangle, regular hexagon), distinguishing between defining and non-defining attributes.
Learning Goal 2: Build and draw shapes when given defining attributes.
Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.
Objectives
SWBAT:
i. Name attributes that define two-dimensional shapes (square, triangle, rectangle, regular hexagon).
ii. Name attributes that do not two-dimensional shapes.
iii. Build and draw shapes when given defining attributes. / Number Talk
Refer to Number Talks by Sherry Parrish
  • P. 44 - 48
  • P. 111
Number Talks Strategy-Doubles/Near Doubles: Number Sentences
Number Talks Website

Select First Grade Number Talks at the top of the page.
Scroll down to find Doubles/Near Doubles
Click on Doubles Near Double Number Sentences to access PowerPoint Slides
Direct Instruction-
Option 1-Module 5 Topic A; Lesson 2

ELL Instruction:
Demonstrate comprehension of oral directions by drawing and building shapes described using a partner.
Explain orally the steps required to draw and build shapes based upon defining attributes, using a Template, Pattern Blocks and a partner.
Centers
Teacher Center- The teacher works in a small group with 1-4 students.

See all tasks
Standards Based-

Individual Center – Students work on their individual skill that they need based on data.

Manipulative Center –

Interdisciplinary Center-
Real World Problem Solving-Leveled Reader: Shapes in Nature
Review Classwork
Exit Ticket
ELL Modifications: See Day 1 / Quarterly Assessment Question 1 / EngageNY
Module 5 Topic A; Lesson 2

(Day 4)
MyMath

Teacher login page for all online resources available for My Math

Homepage for My Math
Note: These pages are used as references.They are not meant to be taught page by page. The pages used are those that best match the standard taught and best prepare students for the assessment.
Lesson 9.1 (591-596)
Lesson 9.2 (597-602)
Lesson 9.3 (603-608)
Lesson 9.4 (609-614)
Lesson 10.1 (667-672)
Lesson 10.2 (673-678)
Lesson 10.3 (681-686)
  • 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.
Learning Goal 1: Name the attributes of a given two-dimensional shape (square, triangle, rectangle, regular hexagon), distinguishing between defining and non-defining attributes.
Learning Goal 2: Build and draw shapes when given defining attributes.
Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.
Objectives
SWBAT:
i. Name attributes that define two-dimensional shapes (square, triangle, rectangle, regular hexagon).
ii. Name attributes that do not two-dimensional shapes.
iii. Build and draw shapes when given defining attributes. / Number Talk
Refer to Number Talks by Sherry Parrish
  • P. 44 - 48
  • P. 117
Number Talks Strategy-Addition: Making Tens Number Sentences
Number Talks Website

Select First Grade Number Talks at the top of the page.
Scroll down to find Making Tens
Click on Making Tens Number Sentences to access PowerPoint Slides
Direct Instruction-
Option 1-Module 5 Topic A; Lesson 3

ELL Instruction:
Demonstrate comprehension of oral directions by drawing and building shapes described using a partner.
Explain orally the steps required to draw and build shapes based upon defining attributes, using a Template, Pattern Blocks and a partner.
Centers
Teacher Center- The teacher works in a small group with 1-4 students.

See all tasks
Standards Based-

Individual Center – Students work on their individual skill that they need based on data.

Manipulative Center –

Interdisciplinary Center-
Real World Problem Solving-Leveled Reader: Shapes in Nature
Review Classwork
Exit Ticket
ELL Modifications: See Day 1 / Quarterly Assessment Question 1 / EngageNY
Module 5 Topic A; Lesson 3

(Day 5)
MyMath

Teacher login page for all online resources available for My Math

Homepage for My Math
Note: These pages are used as references.They are not meant to be taught page by page. The pages used are those that best match the standard taught and best prepare students for the assessment.
Lesson 9.1 (591-596)
Lesson 9.2 (597-602)
Lesson 9.3 (603-608)
Lesson 9.4 (609-614)
Lesson 10.1 (667-672)
Lesson 10.2 (673-678)
Lesson 10.3 (681-686)
  • 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.
Learning Goal 1: Name the attributes of a given two-dimensional shape (square, triangle, rectangle, regular hexagon), distinguishing between defining and non-defining attributes.
Learning Goal 2: Build and draw shapes when given defining attributes.
Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.
Objectives
SWBAT: