Math: Grade 1 Instructional Cycle - Moreno Valley Unified School ...

Math: Grade 1 

Instructional Cycle 

1 

TABLE OF CONTENTS 

Introduction 

Page 

The What, Why, Who, When, and How 2 

The Instructional Cycle: A Puzzle Piece Graphic of Linked Instruction 5 

The Power Standards 6-7 

A Year-at-a-Glance (identifying the current instructional cycle and testing schedule) 9 

The Instructional Cycle’s Curriculum Overview for the Year 10-11 

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TABLE OF CONTENTS 

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TE = Teacher’s Edition 

PR = Printable Resources (Pouch or OAF = 

Algebra & Functions 

E = Students’s Edition 

SNP = SuccessNet Premium 

MG = Measurement & Geometry 

UA = Universal Access 

NS = Number Sense 

SDP = Statistics, Data, Probability 

MVUSD Professional Development Dept. Scope & Sequence_Math_1_mpuckett_08012012-D3 1

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Instructional Cycle Math: Grade 1 

THE WHAT, WHO, WHY, AND HOW 

“What” is a Scope & Sequence 

Under No Child Left Behind, the Moreno Valley Unified School District (MVUSD) has been identified as a program 

improvement district. This means we need to change our instructional practices to improve student achievement. 

Consequently, the District is providing all of our teachers with a comprehensive Scope & Sequence curriculum, 

developed by teachers for teachers. 

A Scope & Sequence describes the depth and breadth of a particular curriculum. The Scope details the content 

standards in each of the core curricular areas. Additionally, the MVUSD has specified which content standards are 

power standards—those standards needing to be emphasized and taught in greater depth for essential skills 

mastery. The Sequence is aligned to the District’s assessment schedule, building toward student mastery of the 

specified content standards, culminating in the District’s students taking the California Standards Test (CST). 

Using current educational research, the District has divided the school year into four, distinct Instructional Cycles. 

The MVUSD Scope & Sequence is designed around these four, calendar-based Instructional Cycles. Each cycle 

includes days for teaching, assessing learning, diagnosing performance gaps, and reteaching or enriching key 

concepts. 

“Who” will use the Scope & Sequence 

This Scope & Sequence will be used by teachers, administrators, instructional assistants, and staff—working 

collaboratively to provide excellent instruction to the students of Moreno Valley. 

It is to be a living, breathing set of documents. The Scope & Sequence will be released one Instructional Cycle at a 

time, incorporating real-time feedback and practical revisions to each release—designed by teachers, revised by 

teachers, and used by teachers. 

The Professional Learning Communities (PLC) at each site will find the Scope & Sequence a helpful tool in their 

collaborative discussions—providing teachers a vehicle for planning daily lessons, reflective of best practices. 

“Why” use a Scope & Sequence 

Teachers will want to use Scope & Sequence materials to save time, to learn best practices, to foster 

collaboration with other educators, and to achieve better student-learning results. 

The MVUSD Scope & Sequence materials are carefully designed to provide a coordinated look at (1) standards, 

(2) instructional materials—including specific textbook references and multiple, differentiated instruction ideas, 

(3) additional strategies and resources, as well as (4) sample CST test questions. 

Also, teachers will find plenty of “white space” on the pages of the Scope & Sequence where they can note their own 

classroom ideas and success stories for: 

a. future reference in their instructional planning, 

b. future revisions of the Scope & Sequence materials, 

c. their ongoing subject-matter/grade-level PLC collaborations, 

d. yearly teacher/principal conferences, and 

e. continuing parent/teacher communications. 













1 

THE WHAT, WHO, WHY, AND HOW CONTINUED… 

Furthermore, by implementing the MVUSD Scope & Sequence, teachers will have immediate support in providing 

real-time intervention for struggling students including English Language Learners (ELL) and students with 

special needs. Conversely, by using the instructional framework of the MVUSD Scope & Sequence, teachers will 

have more opportunity to focus on higher-level questioning strategies and enrichment activities that develop 

students’ critical thinking, deeper intellectual inquiry processes, and curricular-based performance activities. 

“How” will teachers use this Scope & Sequence 

Teachers will use the Scope & Sequence in a sequential manner within each Instructional Cycle. Teachers should 

use the most effective strategies and resources available for meeting the objectives within each lesson. 

To use the Scope & Sequence, it is helpful to note the structure of this document. Please take a moment to become 

familiar with it. Of particular significance is the color-coding of the Instructional Cycles. As the Instructional 

Cycles progress through the year, the blue color tones intensify, representing the increased depth of learning. 

The top corner of each page contains the corresponding puzzle icon, the number (1, 2, 3, or 4) of the Instructional 

Cycle for the materials contained on that particular page, the subject area, and grade level. The bottom of each 

page has a footer, which includes key acronyms referenced throughout the document. 

The introduction of the Scope & Sequence contains some important and helpful information. First, Page 5 displays 

the Instructional Cycle puzzle graphic, used to distinguish each Instructional Cycle and its respective materials. 

Second, beginning on Page 6, the Power Standards are listed and color-coded, indicating in which Instructional 

Cycle they will be assessed. Third, the Year-at-a-Glance is a critical study page. The Curriculum Overview 

completes the introduction and provides the key focus areas to be taught, the number of days available to teach 

the materials, and a list of the corresponding powers standards. 

Teachers should use the MVUSD Scope & Sequence to provide differentiated instruction to the various subgroups 

within the context of this Scope & Sequence. For instance, while the rate—at which material is taught in a higher 

level course—could be potentially accelerated, the completion of each Instructional Cycle should still 

maintain the timeframe given in the Scope & Sequence. Instead of completing the material faster and moving-on 

to the next concept, teachers should provide enrichment activities that explore concepts at a higher cognitive level 

and in greater depth to enhance student learning. 

Please Note: 

While power standards have been identified to provide students a critical academic foundation, the opportunity 

to transition to the next grade level, and ultimately the skills needed to succeed in a global society … 

“Identifying power standards does not relieve teachers of the responsibility for 

teaching all the standards in the grade level or curricular area that they have been 

assigned to teach. What is necessary is to make the important distinction-which 

standards are critical for student success, and which other ones can be given less 

emphasis, taught and assessed as they relate to the concepts and skills within the 

identified Power Standards.” 

Ainsworth, 2003 

Ultimately, the structure of the MVUSD Scope & Sequence documents aims to be user-friendly, accessible, helpful, 

and usable on a daily basis. We hope you enjoy this process and look forward to your feedback. 











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THE INSTRUCTIONAL CYCLE AT MVUSD 


1 

Instructional 

Cycle 

4 



1 



3 



2 











1 


POWER STANDARDS BY INSTRUCTIONAL CYCLE 

Power Standards 


Number Sense 1 2 3 4 

1.2 Compare and order whole numbers to 100 by using the symbols for less than, equal 

to, or greater than (). 

1.3 Represent equivalent forms of the same number through the use of physical 

models, diagrams, and number expressions (to 20) (e.g., 8 may be represented as 4 

+ 4, 5 + 3, 2 + 2 + 2 + 2, 10 -2, 11 -3). 

1.5 Identify and know the value of coins and show different combinations of coins that 

equal the same value. 

2.2 Use the inverse relationship between addition and subtraction to solve problems x x x 

2.3 Identify one more than, one less than, 10 more than, and 10 less than a given 

number. 

2.4 Count by 2s, 5s, and 10s to 100. x 

2.5 Show the meaning of addition (putting together, increasing) and subtraction (taking 

away, comparing, finding the difference). 

2.6 Solve addition and subtraction problems with one-and two-digit numbers (e.g., 5 + 

58 = __). 

x 

x 

x 

x 

x 

x 

x 

x 

x 

x 













1 

POWER STANDARDS BY INSTRUCTIONAL CYCLE 

Power Standards 


Algebra and Functions 1 2 3 4 

1.1 Write and solve number sentences from problem situations that express 

relationships involving addition and subtraction. 

Measurement and Geometry 1 2 3 4 

1.2 Tell time to the nearest half hour and relate time to events (e.g., before/after, 

shorter/longer). 

2.2 Classify familiar plane and solid objects by common attributes, such as color, 

position, shape, size, roundness, or number of corners, and explain which 

attributes are being used for classification. 

2.4 Arrange and describe objects in space by proximity, position, and direction (e.g., 

near, far, below, above, up, down, behind, in front of, next to, left or right of). 

Statistics, Data Analysis, and Probability 1 2 3 4 

2.1 Describe, extend, and explain ways to get to a next element in simple repeating 

patterns (e.g., rhythmic, numeric, color, and shape). 

x 

x 

x 

x 

x 

x 

x x x 











1 


TEACHER NOTES … 











MVUSD Instructional Cycle/Assessment Calendar 2012-2013 

July 2012 

M T W T F 

2 3 4 5 6 

9 10 11 12 13 

16 17 18 19 20 

23 24 25 26 27 

30 31 

August 2012 

M T W T F 

1 2 3 

6 7 8 9 10 

13 14 15 16 17 

20 21 22 23 24 

27 28 29 30 31 

2012-13 

September 2012 

M T W T F 

3 4 5 6 7 

10 11 12 13 14 

17 18 19 20 21 

24 25 26 27 28 

October 2012 

M T W T F 

1 2 3 4 5 

8 9 10 11 12 

15 16 17 18 19 

22 23 24 25 26 

29 30 31 

January 2013 

M T W T F 

1 2 3 4 

7 8 9 10 11 

14 15 16 17 18 

21 22 23 24 25 

28 29 30 31 

November 2012 

M T W T F 

1 2 

5 6 7 8 9 

12 13 14 15 16 

19 20 21 22 23 

26 27 28 29 30 

February 2013 

M T W T F 

1 

4 5 6 7 8 

11 12 13 14 15 

18 19 20 21 22 

25 26 27 28 

December 2012 

M T W T F 

3 4 5 6 7 

10 11 12 13 14 

17 18 19 20 21 

24 25 26 27 28 

31 

March 2013 

M T W T F 

1 

4 5 6 7 8 

11 12 13 14 15 

18 19 20 21 22 

25 26 27 28 29 

April 2013 

M T W T F 

1 2 3 4 5 

8 9 10 11 12 

15 16 17 18 19 

22 23 24 25 26 

29 30 

NOTES 

IMPORTANT DATES* 

Aug 15 

Oct 4 

Oct 5 

Oct 5-12 

Nov 9 

Dec 14 

Dec 17-21 

Dec 21 

Dec 17-18 

Dec 19-21 

Mar 5 

Mar 8 

Mar 11-15 

May 6-23 

May 31 

Jun 4-6 

Jun 4-6 

Jun 7 

First Day of School 

Last Day to Scan Assessment 1 

MS: Parent Conferences 

Cycle 1: Reteach Week 

ES: Parent Conferences 


ES/MS Cycle 2: Reteach Week 

ES/MS: Minimum Day 

HS Cycle 2: Reteach Week 

HS: Final Exams 

Gr 4/7: STAR Writing Sample 


Cycle 3: Reteach Week 

STAR TESTING 

ES/MS: Minimum day 

HS: Seniors’ Graduation 

HS: Gr 9-11 Final Exams 

ES/MS Last Day: Minimum Day 

n 

May 2013 

M T W T F 

1 2 3 

6 7 8 9 10 

13 14 15 16 17 

20 21 22 23 24 

27 28 29 30 31 

VARIABLE DATES 

ES: Trimester 

10/31, 3/1 

MS: Trimester 

11/2, 3/1 

HS: Quarters 

10/12, 

12/21, 

3/22 

June 2013 

M T W T F 

3 4 5 6 7 

10 11 12 13 14 

17 18 19 20 21 

24 25 26 27 28 

KEY 

Instructional Cycles Aligned With Their Respective 

Assessment/Tests 


Cycle 1 Assessment 

Cycle 1 








Reteach 

Week 


Cycle 4 Blueprint 

(Optional ) 

STAR Testing 

HS – Final Exams 

# Minimum Day Final Scan Deadline 

Non-Student 

Day 

Teacher Prep 

Days/ Orientation

1 


THE INSTRUCTIONAL CYCLE’S CURRICULUM OVERVIEW 

4 

1 

3 

2 

Cycle Power Standard Focus Curriculum Resources Pacing 

1 

NS 1.3 

Numbers to 12 can be Used, 

Classified, Represented & 

Explored in terms of 

Equivalence or Relationship in 

Comparing & Ordering 

Understanding Addition & 

Subtraction including 

Operation Meanings, 

Relationships, and Properties 

Topic 1: 1-1, 1-2, 1-3, 1-4, 1-5, 

1-6 

NS 1.2 Topic 2: 2-1, 2-2, 2-3, 2-4 

NS 1.3 / NS 2.5 

AF 1.1 

NS 1.3 / NS 2.5 

AF 1.1 

NS 1.3 

Five & Ten Relationships 

Numbers can be Represented & 

Manipulated Many Ways 

Topic 3: 3-1, 3-2, 3-3, 3-4, 

3-5, 3-6, 3-7 

Topic 4: 4-1, 4-2, 4-3, 4-4, 

4-5, 4-6, 4-7, 4-8 

Topic 5: 5-1, 5-2, 5-3, 5-4, 

5-5 

32 days 

Benchmark Assessment 1 Scan—Analyze Data—Plan 4 days 

Reteach Performance Gaps Based on Assessment 1 results 5 days 


2 

NS 1.3 / NS 2.3 

AF 1.1 

NS 2.2 / NS 2.3 

AF 1.1 

MG 2.2 

MG 2.4 

SDAP 2.1 

MG 1.2 

Addition and Subtraction 

Facts to 12 use relationships, 

equivalence, comparisons, 

inverse in learning & 

understanding basic facts. 

In Geometry, Objects can be 

Described, Analyzed, and 

Classified by their Attributes 

Some Situations with Numbers 

or Objects repeat in Predictable 

Ways Described as Patterns 

Time is Measurable and can be 

Quantified 

Topic 6: 6-1, 6-2, 6-3, 6-4, 

6-5, 6-6 

Topic 7: 7-1, 7-2, 7-3, 7-4, 7-5 

Topic 8: 8-1, 8-2, 8-3, 8-4, 

8-5, 8-6, 8-7, 8-8, 

8-9 

Topic 9: 9-1, 9-2, 9-3, 9-4 

Topic 10: 10-1, 10-2, 10-3, 

10-4, 10-5 

33 days 



NOTE: The bolded numbers denote lessons that teach the Power Standards 













1 

CONTINUED … 

3 


NS 2.4 

SDAP 2.1 

NS 1.2 

NS2.3 

MG 2.4 

NS 2.6 

Using Counting and Number 

Patterns to 100 to Explore 

Number Relationships & the 

Base Ten System 

Comparing and Ordering 

Numbers to 100 with an 

Emphasis on Relationships & 

Number Line Position 

Using Equivalence and 

Properties to Assist with 

Addition Facts to 20. 

Topic 11: 11-1, 11-2,11-3, 

11-4, 11-5, 11-6, 

11-7, 11-8, 11-9 

Topic 12: 12-1, 12-2, 12-3, 

12-4, 12-5, 12-6 

Topic 13: 13-1, 13-2, 13-3, 

13-4, 13-5, 13-6, 

13-7, 13-8, 13-9 

Topic 14: 14-1, 14-2, 14-3, 

14-4, 14-5, 14-6, 

14-7, 14-8 

32 days 




4 

NS 2.2 

Using Equivalence and Inverse 

Relationships to Assist with 

Subtraction Facts to 20 & 

continuing in Practicing 

Addition & Subtraction Facts 

Topic 15: 15-1, 15-2, 15-3, 

15-4, 15-5 

NS 2.2 Topic 16: 16-1, 16-2, 16-3, 

16-4 

NS 1.5 

NS 2.2 

NS 2.6 

SDAP 2.1 

Questions can be Answered by 

Collecting & Analyzing the 

Appropriate Data & Graphs 

Coins have different Values & 

can be Counted in Different 

Ways & have many Attributes 

(for Recognition) 

Some Attributes of Objects are 

Measurable & can be 

Quantified using Unit Amounts 

Understanding the Use of 

Different Algorithms in Adding 

& Subtracting with Tens & 

Ones 

Assessment—To Be Determined 

Topic 17: 17-1, 17-2, 17-3, 

17-4, 17-5, 17-6, 

17-7, 17-8 

Topic 18: 18-1, 18-2, 18-3, 

18-4, 18-5,18-6, 

18-7 

Topic 19: 19-1, 19-2, 19-3, 

19-4, 19-5, 19-6 

Topic 20: 20-1, 20-2, 20-3, 

20-4, 20-5, 20-6, 

20-7, 20-8, 20-9 

49 days

Math: Grade 1 Instructional Cycle - Moreno Valley Unified School ...

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