Math: Grade 1 Instructional Cycle - Moreno Valley Unified School ...
Math: Grade 1 Instructional Cycle - Moreno Valley Unified School ...
Math: Grade 1 Instructional Cycle - Moreno Valley Unified School ...
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<strong>Math</strong>: <strong>Grade</strong> 1<br />
<strong>Instructional</strong> <strong>Cycle</strong><br />
1<br />
TABLE OF CONTENTS<br />
Introduction<br />
Page<br />
The What, Why, Who, When, and How 2<br />
The <strong>Instructional</strong> <strong>Cycle</strong>: A Puzzle Piece Graphic of Linked Instruction 5<br />
The Power Standards 6-7<br />
A Year-at-a-Glance (identifying the current instructional cycle and testing schedule) 9<br />
The <strong>Instructional</strong> <strong>Cycle</strong>’s Curriculum Overview for the Year 10-11<br />
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TE = Teacher’s Edition<br />
PR = Printable Resources (Pouch or OAF =<br />
Algebra & Functions<br />
E = Students’s Edition<br />
SNP = SuccessNet Premium<br />
MG = Measurement & Geometry<br />
UA = Universal Access<br />
NS = Number Sense<br />
SDP = Statistics, Data, Probability<br />
MVUSD Professional Development Dept. Scope & Sequence_<strong>Math</strong>_1_mpuckett_08012012-D3 1
1<br />
<strong>Instructional</strong> <strong>Cycle</strong> <strong>Math</strong>: <strong>Grade</strong> 1<br />
THE WHAT, WHO, WHY, AND HOW<br />
“What” is a Scope & Sequence<br />
Under No Child Left Behind, the <strong>Moreno</strong> <strong>Valley</strong> <strong>Unified</strong> <strong>School</strong> District (MVUSD) has been identified as a program<br />
improvement district. This means we need to change our instructional practices to improve student achievement.<br />
Consequently, the District is providing all of our teachers with a comprehensive Scope & Sequence curriculum,<br />
developed by teachers for teachers.<br />
A Scope & Sequence describes the depth and breadth of a particular curriculum. The Scope details the content<br />
standards in each of the core curricular areas. Additionally, the MVUSD has specified which content standards are<br />
power standards—those standards needing to be emphasized and taught in greater depth for essential skills<br />
mastery. The Sequence is aligned to the District’s assessment schedule, building toward student mastery of the<br />
specified content standards, culminating in the District’s students taking the California Standards Test (CST).<br />
Using current educational research, the District has divided the school year into four, distinct <strong>Instructional</strong> <strong>Cycle</strong>s.<br />
The MVUSD Scope & Sequence is designed around these four, calendar-based <strong>Instructional</strong> <strong>Cycle</strong>s. Each cycle<br />
includes days for teaching, assessing learning, diagnosing performance gaps, and reteaching or enriching key<br />
concepts.<br />
“Who” will use the Scope & Sequence<br />
This Scope & Sequence will be used by teachers, administrators, instructional assistants, and staff—working<br />
collaboratively to provide excellent instruction to the students of <strong>Moreno</strong> <strong>Valley</strong>.<br />
It is to be a living, breathing set of documents. The Scope & Sequence will be released one <strong>Instructional</strong> <strong>Cycle</strong> at a<br />
time, incorporating real-time feedback and practical revisions to each release—designed by teachers, revised by<br />
teachers, and used by teachers.<br />
The Professional Learning Communities (PLC) at each site will find the Scope & Sequence a helpful tool in their<br />
collaborative discussions—providing teachers a vehicle for planning daily lessons, reflective of best practices.<br />
“Why” use a Scope & Sequence<br />
Teachers will want to use Scope & Sequence materials to save time, to learn best practices, to foster<br />
collaboration with other educators, and to achieve better student-learning results.<br />
The MVUSD Scope & Sequence materials are carefully designed to provide a coordinated look at (1) standards,<br />
(2) instructional materials—including specific textbook references and multiple, differentiated instruction ideas,<br />
(3) additional strategies and resources, as well as (4) sample CST test questions.<br />
Also, teachers will find plenty of “white space” on the pages of the Scope & Sequence where they can note their own<br />
classroom ideas and success stories for:<br />
a. future reference in their instructional planning,<br />
b. future revisions of the Scope & Sequence materials,<br />
c. their ongoing subject-matter/grade-level PLC collaborations,<br />
d. yearly teacher/principal conferences, and<br />
e. continuing parent/teacher communications.<br />
TE = Teacher’s Edition<br />
PR = Printable Resources (Pouch or OAF =<br />
Algebra & Functions<br />
E = Students’s Edition<br />
SNP = SuccessNet Premium<br />
MG = Measurement & Geometry<br />
UA = Universal Access<br />
NS = Number Sense<br />
SDP = Statistics, Data, Probability<br />
MVUSD Professional Development Dept. Scope & Sequence_<strong>Math</strong>_1_mpuckett_08012012-D3 2
<strong>Math</strong>: <strong>Grade</strong> 1<br />
<strong>Instructional</strong> <strong>Cycle</strong><br />
1<br />
THE WHAT, WHO, WHY, AND HOW CONTINUED…<br />
Furthermore, by implementing the MVUSD Scope & Sequence, teachers will have immediate support in providing<br />
real-time intervention for struggling students including English Language Learners (ELL) and students with<br />
special needs. Conversely, by using the instructional framework of the MVUSD Scope & Sequence, teachers will<br />
have more opportunity to focus on higher-level questioning strategies and enrichment activities that develop<br />
students’ critical thinking, deeper intellectual inquiry processes, and curricular-based performance activities.<br />
“How” will teachers use this Scope & Sequence<br />
Teachers will use the Scope & Sequence in a sequential manner within each <strong>Instructional</strong> <strong>Cycle</strong>. Teachers should<br />
use the most effective strategies and resources available for meeting the objectives within each lesson.<br />
To use the Scope & Sequence, it is helpful to note the structure of this document. Please take a moment to become<br />
familiar with it. Of particular significance is the color-coding of the <strong>Instructional</strong> <strong>Cycle</strong>s. As the <strong>Instructional</strong><br />
<strong>Cycle</strong>s progress through the year, the blue color tones intensify, representing the increased depth of learning.<br />
The top corner of each page contains the corresponding puzzle icon, the number (1, 2, 3, or 4) of the <strong>Instructional</strong><br />
<strong>Cycle</strong> for the materials contained on that particular page, the subject area, and grade level. The bottom of each<br />
page has a footer, which includes key acronyms referenced throughout the document.<br />
The introduction of the Scope & Sequence contains some important and helpful information. First, Page 5 displays<br />
the <strong>Instructional</strong> <strong>Cycle</strong> puzzle graphic, used to distinguish each <strong>Instructional</strong> <strong>Cycle</strong> and its respective materials.<br />
Second, beginning on Page 6, the Power Standards are listed and color-coded, indicating in which <strong>Instructional</strong><br />
<strong>Cycle</strong> they will be assessed. Third, the Year-at-a-Glance is a critical study page. The Curriculum Overview<br />
completes the introduction and provides the key focus areas to be taught, the number of days available to teach<br />
the materials, and a list of the corresponding powers standards.<br />
Teachers should use the MVUSD Scope & Sequence to provide differentiated instruction to the various subgroups<br />
within the context of this Scope & Sequence. For instance, while the rate—at which material is taught in a higher<br />
level course—could be potentially accelerated, the completion of each <strong>Instructional</strong> <strong>Cycle</strong> should still<br />
maintain the timeframe given in the Scope & Sequence. Instead of completing the material faster and moving-on<br />
to the next concept, teachers should provide enrichment activities that explore concepts at a higher cognitive level<br />
and in greater depth to enhance student learning.<br />
Please Note:<br />
While power standards have been identified to provide students a critical academic foundation, the opportunity<br />
to transition to the next grade level, and ultimately the skills needed to succeed in a global society …<br />
“Identifying power standards does not relieve teachers of the responsibility for<br />
teaching all the standards in the grade level or curricular area that they have been<br />
assigned to teach. What is necessary is to make the important distinction-which<br />
standards are critical for student success, and which other ones can be given less<br />
emphasis, taught and assessed as they relate to the concepts and skills within the<br />
identified Power Standards.”<br />
Ainsworth, 2003<br />
Ultimately, the structure of the MVUSD Scope & Sequence documents aims to be user-friendly, accessible, helpful,<br />
and usable on a daily basis. We hope you enjoy this process and look forward to your feedback.<br />
TE = Teacher’s Edition<br />
PR = Printable Resources (Pouch or OAF =<br />
Algebra & Functions<br />
E = Students’s Edition<br />
SNP = SuccessNet Premium<br />
MG = Measurement & Geometry<br />
UA = Universal Access<br />
NS = Number Sense<br />
SDP = Statistics, Data, Probability<br />
MVUSD Professional Development Dept. Scope & Sequence_<strong>Math</strong>_1_mpuckett_08012012-D3 3
1<br />
<strong>Instructional</strong> <strong>Cycle</strong> <strong>Math</strong>: <strong>Grade</strong> 1<br />
Page Left Intentionally Blank<br />
TE = Teacher’s Edition<br />
PR = Printable Resources (Pouch or OAF =<br />
Algebra & Functions<br />
E = Students’s Edition<br />
SNP = SuccessNet Premium<br />
MG = Measurement & Geometry<br />
UA = Universal Access<br />
NS = Number Sense<br />
SDP = Statistics, Data, Probability<br />
MVUSD Professional Development Dept. Scope & Sequence_<strong>Math</strong>_1_mpuckett_08012012-D3 4
<strong>Math</strong>: <strong>Grade</strong> 1<br />
THE INSTRUCTIONAL CYCLE AT MVUSD<br />
<strong>Instructional</strong> <strong>Cycle</strong><br />
1<br />
<strong>Instructional</strong><br />
<strong>Cycle</strong><br />
4<br />
<strong>Instructional</strong><br />
<strong>Cycle</strong><br />
1<br />
<strong>Instructional</strong><br />
<strong>Cycle</strong><br />
3<br />
<strong>Instructional</strong><br />
<strong>Cycle</strong><br />
2<br />
TE = Teacher’s Edition<br />
PR = Printable Resources (Pouch or OAF =<br />
Algebra & Functions<br />
E = Students’s Edition<br />
SNP = SuccessNet Premium<br />
MG = Measurement & Geometry<br />
UA = Universal Access<br />
NS = Number Sense<br />
SDP = Statistics, Data, Probability<br />
MVUSD Professional Development Dept. Scope & Sequence_<strong>Math</strong>_1_mpuckett_08012012-D3 5
1<br />
<strong>Instructional</strong> <strong>Cycle</strong> <strong>Math</strong>: <strong>Grade</strong> 1<br />
POWER STANDARDS BY INSTRUCTIONAL CYCLE<br />
Power Standards<br />
<strong>Instructional</strong> <strong>Cycle</strong><br />
Number Sense 1 2 3 4<br />
1.2 Compare and order whole numbers to 100 by using the symbols for less than, equal<br />
to, or greater than ().<br />
1.3 Represent equivalent forms of the same number through the use of physical<br />
models, diagrams, and number expressions (to 20) (e.g., 8 may be represented as 4<br />
+ 4, 5 + 3, 2 + 2 + 2 + 2, 10 -2, 11 -3).<br />
1.5 Identify and know the value of coins and show different combinations of coins that<br />
equal the same value.<br />
2.2 Use the inverse relationship between addition and subtraction to solve problems x x x<br />
2.3 Identify one more than, one less than, 10 more than, and 10 less than a given<br />
number.<br />
2.4 Count by 2s, 5s, and 10s to 100. x<br />
2.5 Show the meaning of addition (putting together, increasing) and subtraction (taking<br />
away, comparing, finding the difference).<br />
2.6 Solve addition and subtraction problems with one-and two-digit numbers (e.g., 5 +<br />
58 = __).<br />
x<br />
x<br />
x<br />
x<br />
x<br />
x<br />
x<br />
x<br />
x<br />
x<br />
TE = Teacher’s Edition<br />
PR = Printable Resources (Pouch or OAF =<br />
Algebra & Functions<br />
E = Students’s Edition<br />
SNP = SuccessNet Premium<br />
MG = Measurement & Geometry<br />
UA = Universal Access<br />
NS = Number Sense<br />
SDP = Statistics, Data, Probability<br />
MVUSD Professional Development Dept. Scope & Sequence_<strong>Math</strong>_1_mpuckett_08012012-D3 6
<strong>Math</strong>: <strong>Grade</strong> 1<br />
<strong>Instructional</strong> <strong>Cycle</strong><br />
1<br />
POWER STANDARDS BY INSTRUCTIONAL CYCLE<br />
Power Standards<br />
<strong>Instructional</strong> <strong>Cycle</strong><br />
Algebra and Functions 1 2 3 4<br />
1.1 Write and solve number sentences from problem situations that express<br />
relationships involving addition and subtraction.<br />
Measurement and Geometry 1 2 3 4<br />
1.2 Tell time to the nearest half hour and relate time to events (e.g., before/after,<br />
shorter/longer).<br />
2.2 Classify familiar plane and solid objects by common attributes, such as color,<br />
position, shape, size, roundness, or number of corners, and explain which<br />
attributes are being used for classification.<br />
2.4 Arrange and describe objects in space by proximity, position, and direction (e.g.,<br />
near, far, below, above, up, down, behind, in front of, next to, left or right of).<br />
Statistics, Data Analysis, and Probability 1 2 3 4<br />
2.1 Describe, extend, and explain ways to get to a next element in simple repeating<br />
patterns (e.g., rhythmic, numeric, color, and shape).<br />
x<br />
x<br />
x<br />
x<br />
x<br />
x<br />
x x x<br />
TE = Teacher’s Edition<br />
PR = Printable Resources (Pouch or OAF =<br />
Algebra & Functions<br />
E = Students’s Edition<br />
SNP = SuccessNet Premium<br />
MG = Measurement & Geometry<br />
UA = Universal Access<br />
NS = Number Sense<br />
SDP = Statistics, Data, Probability<br />
MVUSD Professional Development Dept. Scope & Sequence_<strong>Math</strong>_1_mpuckett_08012012-D3 7
1<br />
<strong>Instructional</strong> <strong>Cycle</strong> <strong>Math</strong>: <strong>Grade</strong> 1<br />
TEACHER NOTES …<br />
TE = Teacher’s Edition<br />
PR = Printable Resources (Pouch or OAF =<br />
Algebra & Functions<br />
E = Students’s Edition<br />
SNP = SuccessNet Premium<br />
MG = Measurement & Geometry<br />
UA = Universal Access<br />
NS = Number Sense<br />
SDP = Statistics, Data, Probability<br />
MVUSD Professional Development Dept. Scope & Sequence_<strong>Math</strong>_1_mpuckett_08012012-D3 8
MVUSD <strong>Instructional</strong> <strong>Cycle</strong>/Assessment Calendar 2012-2013<br />
July 2012<br />
M T W T F<br />
2 3 4 5 6<br />
9 10 11 12 13<br />
16 17 18 19 20<br />
23 24 25 26 27<br />
30 31<br />
August 2012<br />
M T W T F<br />
1 2 3<br />
6 7 8 9 10<br />
13 14 15 16 17<br />
20 21 22 23 24<br />
27 28 29 30 31<br />
2012-13<br />
September 2012<br />
M T W T F<br />
3 4 5 6 7<br />
10 11 12 13 14<br />
17 18 19 20 21<br />
24 25 26 27 28<br />
October 2012<br />
M T W T F<br />
1 2 3 4 5<br />
8 9 10 11 12<br />
15 16 17 18 19<br />
22 23 24 25 26<br />
29 30 31<br />
January 2013<br />
M T W T F<br />
1 2 3 4<br />
7 8 9 10 11<br />
14 15 16 17 18<br />
21 22 23 24 25<br />
28 29 30 31<br />
November 2012<br />
M T W T F<br />
1 2<br />
5 6 7 8 9<br />
12 13 14 15 16<br />
19 20 21 22 23<br />
26 27 28 29 30<br />
February 2013<br />
M T W T F<br />
1<br />
4 5 6 7 8<br />
11 12 13 14 15<br />
18 19 20 21 22<br />
25 26 27 28<br />
December 2012<br />
M T W T F<br />
3 4 5 6 7<br />
10 11 12 13 14<br />
17 18 19 20 21<br />
24 25 26 27 28<br />
31<br />
March 2013<br />
M T W T F<br />
1<br />
4 5 6 7 8<br />
11 12 13 14 15<br />
18 19 20 21 22<br />
25 26 27 28 29<br />
April 2013<br />
M T W T F<br />
1 2 3 4 5<br />
8 9 10 11 12<br />
15 16 17 18 19<br />
22 23 24 25 26<br />
29 30<br />
NOTES<br />
IMPORTANT DATES*<br />
Aug 15<br />
Oct 4<br />
Oct 5<br />
Oct 5-12<br />
Nov 9<br />
Dec 14<br />
Dec 17-21<br />
Dec 21<br />
Dec 17-18<br />
Dec 19-21<br />
Mar 5<br />
Mar 8<br />
Mar 11-15<br />
May 6-23<br />
May 31<br />
Jun 4-6<br />
Jun 4-6<br />
Jun 7<br />
First Day of <strong>School</strong><br />
Last Day to Scan Assessment 1<br />
MS: Parent Conferences<br />
<strong>Cycle</strong> 1: Reteach Week<br />
ES: Parent Conferences<br />
Last Day to Scan Assessment 2<br />
ES/MS <strong>Cycle</strong> 2: Reteach Week<br />
ES/MS: Minimum Day<br />
HS <strong>Cycle</strong> 2: Reteach Week<br />
HS: Final Exams<br />
Gr 4/7: STAR Writing Sample<br />
Last Day to Scan Assessment 3<br />
<strong>Cycle</strong> 3: Reteach Week<br />
STAR TESTING<br />
ES/MS: Minimum day<br />
HS: Seniors’ Graduation<br />
HS: Gr 9-11 Final Exams<br />
ES/MS Last Day: Minimum Day<br />
n<br />
May 2013<br />
M T W T F<br />
1 2 3<br />
6 7 8 9 10<br />
13 14 15 16 17<br />
20 21 22 23 24<br />
27 28 29 30 31<br />
VARIABLE DATES<br />
ES: Trimester<br />
10/31, 3/1<br />
MS: Trimester<br />
11/2, 3/1<br />
HS: Quarters<br />
10/12,<br />
12/21,<br />
3/22<br />
June 2013<br />
M T W T F<br />
3 4 5 6 7<br />
10 11 12 13 14<br />
17 18 19 20 21<br />
24 25 26 27 28<br />
KEY<br />
<strong>Instructional</strong> <strong>Cycle</strong>s Aligned With Their Respective<br />
Assessment/Tests<br />
<strong>Instructional</strong><br />
<strong>Cycle</strong> 1 Assessment<br />
<strong>Cycle</strong> 1<br />
<strong>Instructional</strong><br />
<strong>Cycle</strong> 2 Assessment<br />
<strong>Cycle</strong> 2<br />
<strong>Instructional</strong><br />
<strong>Cycle</strong> 3<br />
<strong>Instructional</strong><br />
<strong>Cycle</strong> 4<br />
Reteach<br />
Week<br />
<strong>Cycle</strong> 3 Assessment<br />
<strong>Cycle</strong> 4 Blueprint<br />
(Optional )<br />
STAR Testing<br />
HS – Final Exams<br />
# Minimum Day Final Scan Deadline<br />
Non-Student<br />
Day<br />
Teacher Prep<br />
Days/ Orientation
1<br />
<strong>Instructional</strong> <strong>Cycle</strong> <strong>Math</strong>: <strong>Grade</strong> 1<br />
THE INSTRUCTIONAL CYCLE’S CURRICULUM OVERVIEW<br />
4<br />
1<br />
3<br />
2<br />
<strong>Cycle</strong> Power Standard Focus Curriculum Resources Pacing<br />
1<br />
NS 1.3<br />
Numbers to 12 can be Used,<br />
Classified, Represented &<br />
Explored in terms of<br />
Equivalence or Relationship in<br />
Comparing & Ordering<br />
Understanding Addition &<br />
Subtraction including<br />
Operation Meanings,<br />
Relationships, and Properties<br />
Topic 1: 1-1, 1-2, 1-3, 1-4, 1-5,<br />
1-6<br />
NS 1.2 Topic 2: 2-1, 2-2, 2-3, 2-4<br />
NS 1.3 / NS 2.5<br />
AF 1.1<br />
NS 1.3 / NS 2.5<br />
AF 1.1<br />
NS 1.3<br />
Five & Ten Relationships<br />
Numbers can be Represented &<br />
Manipulated Many Ways<br />
Topic 3: 3-1, 3-2, 3-3, 3-4,<br />
3-5, 3-6, 3-7<br />
Topic 4: 4-1, 4-2, 4-3, 4-4,<br />
4-5, 4-6, 4-7, 4-8<br />
Topic 5: 5-1, 5-2, 5-3, 5-4,<br />
5-5<br />
32 days<br />
Benchmark Assessment 1 Scan—Analyze Data—Plan 4 days<br />
Reteach Performance Gaps Based on Assessment 1 results 5 days<br />
<strong>Cycle</strong> Power Standard Focus Curriculum Resources Pacing<br />
2<br />
NS 1.3 / NS 2.3<br />
AF 1.1<br />
NS 2.2 / NS 2.3<br />
AF 1.1<br />
MG 2.2<br />
MG 2.4<br />
SDAP 2.1<br />
MG 1.2<br />
Addition and Subtraction<br />
Facts to 12 use relationships,<br />
equivalence, comparisons,<br />
inverse in learning &<br />
understanding basic facts.<br />
In Geometry, Objects can be<br />
Described, Analyzed, and<br />
Classified by their Attributes<br />
Some Situations with Numbers<br />
or Objects repeat in Predictable<br />
Ways Described as Patterns<br />
Time is Measurable and can be<br />
Quantified<br />
Topic 6: 6-1, 6-2, 6-3, 6-4,<br />
6-5, 6-6<br />
Topic 7: 7-1, 7-2, 7-3, 7-4, 7-5<br />
Topic 8: 8-1, 8-2, 8-3, 8-4,<br />
8-5, 8-6, 8-7, 8-8,<br />
8-9<br />
Topic 9: 9-1, 9-2, 9-3, 9-4<br />
Topic 10: 10-1, 10-2, 10-3,<br />
10-4, 10-5<br />
33 days<br />
Benchmark Assessment 2 Scan—Analyze Data—Plan 5 days<br />
Reteach Performance Gaps Based on Assessment 2 results 5 days<br />
NOTE: The bolded numbers denote lessons that teach the Power Standards<br />
TE = Teacher’s Edition<br />
PR = Printable Resources (Pouch or OAF =<br />
Algebra & Functions<br />
E = Students’s Edition<br />
SNP = SuccessNet Premium<br />
MG = Measurement & Geometry<br />
UA = Universal Access<br />
NS = Number Sense<br />
SDP = Statistics, Data, Probability<br />
MVUSD Professional Development Dept. Scope & Sequence_<strong>Math</strong>_1_mpuckett_08012012-D3 10
<strong>Math</strong>: <strong>Grade</strong> 1<br />
<strong>Instructional</strong> <strong>Cycle</strong><br />
1<br />
CONTINUED …<br />
3<br />
<strong>Cycle</strong> Power Standard Focus Curriculum Resources Pacing<br />
NS 2.4<br />
SDAP 2.1<br />
NS 1.2<br />
NS2.3<br />
MG 2.4<br />
NS 2.6<br />
Using Counting and Number<br />
Patterns to 100 to Explore<br />
Number Relationships & the<br />
Base Ten System<br />
Comparing and Ordering<br />
Numbers to 100 with an<br />
Emphasis on Relationships &<br />
Number Line Position<br />
Using Equivalence and<br />
Properties to Assist with<br />
Addition Facts to 20.<br />
Topic 11: 11-1, 11-2,11-3,<br />
11-4, 11-5, 11-6,<br />
11-7, 11-8, 11-9<br />
Topic 12: 12-1, 12-2, 12-3,<br />
12-4, 12-5, 12-6<br />
Topic 13: 13-1, 13-2, 13-3,<br />
13-4, 13-5, 13-6,<br />
13-7, 13-8, 13-9<br />
Topic 14: 14-1, 14-2, 14-3,<br />
14-4, 14-5, 14-6,<br />
14-7, 14-8<br />
32 days<br />
Benchmark Assessment 3 Scan—Analyze Data—Plan 5 days<br />
Reteach Performance Gaps Based on Assessment 3 results 5 days<br />
<strong>Cycle</strong> Power Standard Focus Curriculum Resources Pacing<br />
4<br />
NS 2.2<br />
Using Equivalence and Inverse<br />
Relationships to Assist with<br />
Subtraction Facts to 20 &<br />
continuing in Practicing<br />
Addition & Subtraction Facts<br />
Topic 15: 15-1, 15-2, 15-3,<br />
15-4, 15-5<br />
NS 2.2 Topic 16: 16-1, 16-2, 16-3,<br />
16-4<br />
NS 1.5<br />
NS 2.2<br />
NS 2.6<br />
SDAP 2.1<br />
Questions can be Answered by<br />
Collecting & Analyzing the<br />
Appropriate Data & Graphs<br />
Coins have different Values &<br />
can be Counted in Different<br />
Ways & have many Attributes<br />
(for Recognition)<br />
Some Attributes of Objects are<br />
Measurable & can be<br />
Quantified using Unit Amounts<br />
Understanding the Use of<br />
Different Algorithms in Adding<br />
& Subtracting with Tens &<br />
Ones<br />
Assessment—To Be Determined<br />
Topic 17: 17-1, 17-2, 17-3,<br />
17-4, 17-5, 17-6,<br />
17-7, 17-8<br />
Topic 18: 18-1, 18-2, 18-3,<br />
18-4, 18-5,18-6,<br />
18-7<br />
Topic 19: 19-1, 19-2, 19-3,<br />
19-4, 19-5, 19-6<br />
Topic 20: 20-1, 20-2, 20-3,<br />
20-4, 20-5, 20-6,<br />
20-7, 20-8, 20-9<br />
49 days<br />
TE = Teacher’s Edition<br />
PR = Printable Resources (Pouch or OAF =<br />
Algebra & Functions<br />
E = Students’s Edition<br />
SNP = SuccessNet Premium<br />
MG = Measurement & Geometry<br />
UA = Universal Access<br />
NS = Number Sense<br />
SDP = Statistics, Data, Probability<br />
MVUSD Professional Development Dept. Scope & Sequence_<strong>Math</strong>_1_mpuckett_08012012-D3 11