Learning Targets/Objectives Topic C Lesson 7: I can measure the same objects from Topic B with different non- standard units simultaneously to see the need to measure with a consistent unit. (1.OA.1, 1. MD.2) Lesson 8: I can understand the need to use the same units when comparing measurements with others. (1.OA.1, 1. MD.2) Lesson 9: I can answer compare with difference unknown problems about lengths of two different objects measured in centimeters. (1.OA.1, 1. MD.2) Topic C Non-Standard and Standard Length Units Lesson 7 Lesson 8 Lesson 9 enVision Resources for Module 3: (enVision may be used to support the needs of your students, but should not be used independently.) 14-1 Comparing and Ordering Length 14-5 Centimeters Zearn: Mission 3 Lesson 7- Big and small Paper Clips Lesson 9- Size Compare Fluency Practice: Topic C Lesson 7- Beep Counting, Addition Strategies Review, Sprint: Addition Within 20 Lesson 8- Speed Writing, Race and Roll Addition, Cold Call: Addition and Subtraction Within 20 Lesson 9- Race and Roll Addition, Sprint: Addition Within 20, Number Sentence Swap Learning Targets/Objectives Topic D Lesson 10-11: I can collect, sort, and organize data, then ask and answer questions about the number of data points. (1.OA.1, 1. MD.4) Lesson 12-13: I can ask and answer varied word problem types about a data set with three categories. (1.OA.1, 1. MD.4) Topic D Data Interpretation Lesson 10-11 Lesson 12-13 End-of-Module Assessment enVision Resources for Module 3: (enVision may be used to support the needs of your students, but should not be used independently.) Fluency Practice: Topic D Lesson 10-11- Happy Counting, Race and Roll Subtraction, Subtraction Within 20, Sprint: Subtraction Within 20 Lesson 12-13- Addition with Cards, Get to 10 or 20, Subtraction with Partners, Hide Zero Number Sentences 1, Add Three Numbers, Sprint: Add Three Numbers
digits, recording the results of comparisons with the symbols >, =, and <. Domain: Numbers and Operations Base Ten Cluster: Use Place Value Understanding and Properties of Operations to add and subtract Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Topic A Lesson 1: I can compare the efficiency of counting by ones and counting by tens. (1.NBT.1, 1.NBT.2, 1.NBT.5) Lesson 2: I can use the place value chart to record and name tens and ones within a two-digit number. (1.NBT.1, 1.NBT.2, 1.NBT.5) Lesson 3: I can interpret two-digit numbers as either tens or some ones or as all ones. (1.NBT.1, 1.NBT.2, 1.NBT.5) Lesson 4: I can write and interpret two-digit numbers as addition sentences that combine tens and ones. (1.NBT.1, 1.NBT.2, 1.NBT.5) Lesson 5: I can identify 10 more, 10 less, 1 more, and 1less than a number. (1.NBT.1, 1.NBT.2, 1.NBT.5) Lesson 6: I can use dimes and pennies as representations of tens and ones. (1.NBT.1, 1.NBT.2, 1.NBT.5)
Lesson 22: I can write word problems of varied types. (1.OA.1) 16-4 Problem Solving: Two- Question Problems. Learning Targets/ Objectives Topic F Lesson 23: I can interpret numbers as tens and ones, including cases with more than 9 ones. (1.NBT.4, 1.NBT.2) Lesson 24-25: I can add a pair of two-digit numbers when the ones digits have a sum less than or equal to 10. (1.NBT.4, 1.NBT.2) Lesson 26-27: I can add a pair of two-digit numbers when the ones digits have a sum greater than 10. (1.NBT.4, 1.NBT.2) Lesson 28-29: I can add a pair of two-digit numbers with varied sums in the ones. (1.NBT.4, 1.NBT.2) Topic F Addition of Tens and Ones to a Two-Digit Number Lesson 23 Lesson 24-25 Lesson 26-27 Lesson 28-29 End-of-Module Assessment enVision Resource: (enVision may be used to support the needs of your students, but should not be used independently.) 20-3 Adding Ten to Two-Digit Numbers 20-4 Adding to a Two-Digit Numbers Module 4 Coordinating I-Ready Lessons: Joining Sets to Add Taking Away to Subtract Acting Out Addition and Subtraction Using a Number Line to Add and Subtract Addition Facts for 10 Addition Facts: Doubles Counting On to Add Counting Back to Subtract Subtraction in Separation Situations Subtraction in Part-Part-Whole Situations Subtraction in Comparison Situations Fluency Practice: Topic F Lesson 23- Grade 1 Core Fluency Differentiated Practice Sets, Count by 10 with Dimes, Tens and Ones Lesson 24-25- Grade 1 Core Fluency Differentiated Practice Sets, Number Bond Addition and Subtraction, Count by 10 or 1 with Dimes and Pennies, add Tens, Get to 10 or 20, Sprint: Targeting Core Fluency: Missing Addends for Sums of Ten(s), Take out 1 or 2 Lesson 26-27- Sprint: Targeting Core Fluency: Missing Addends for Sums of Ten(s), Grade 1 Core Fluency Differentiated Practice Sets, Race to the top, take out 1 or 2 Lesson 28-29- Grade 1 Core Fluency Differentiated Practice Sets, Coin Drop, Make 10, Addition Strategies Review