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    4 Nine Weeks: Paci NG Big Ideas Essential Questions and Objectives Standards Unit Inclusion

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    api-235236994
    The document outlines a long-range plan for a 1st grade math unit lasting two weeks. During this unit, students will learn to break shapes into equal parts and identify those parts using fractional names like halves and quarters. They will be assessed before, during, and after the unit to measure their understanding of partitioning shapes equally. The goal is for students to achieve 80% accuracy in dividing shapes and relating fractional pieces to the whole.

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    4 Nine Weeks: Paci NG Big Ideas Essential Questions and Objectives Standards Unit Inclusion

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    api-235236994
    50 views3 pages
    The document outlines a long-range plan for a 1st grade math unit lasting two weeks. During this unit, students will learn to break shapes into equal parts and identify those parts using fractional names like halves and quarters. They will be assessed before, during, and after the unit to measure their understanding of partitioning shapes equally. The goal is for students to achieve 80% accuracy in dividing shapes and relating fractional pieces to the whole.

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    tws 2 lrp shapes

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    The document outlines a long-range plan for a 1st grade math unit lasting two weeks. During this unit, students will learn to break shapes into equal parts and identify those parts using fractional names like halves and quarters. They will be assessed before, during, and after the unit to measure their understanding of partitioning shapes equally. The goal is for students to achieve 80% accuracy in dividing shapes and relating fractional pieces to the whole.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    50 views3 pages

    4 Nine Weeks: Paci NG Big Ideas Essential Questions and Objectives Standards Unit Inclusion

    Uploaded by

    api-235236994
    The document outlines a long-range plan for a 1st grade math unit lasting two weeks. During this unit, students will learn to break shapes into equal parts and identify those parts using fractional names like halves and quarters. They will be assessed before, during, and after the unit to measure their understanding of partitioning shapes equally. The goal is for students to achieve 80% accuracy in dividing shapes and relating fractional pieces to the whole.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 3

    4th

    Paci
    ng

    15
    days

    Big Ideas
    Essential
    Questions and
    Objectives
    I can break a big
    shape into equal
    parts that have
    special names.
    (1.G.3)
    How can you break
    a shape into equal
    parts?
    What happens to
    the parts when you
    break up a shape?

    Paci
    ng

    10
    days

    Big Ideas
    Essential
    Questions and
    Objectives
    You can change the
    order of the
    numbers when you
    are adding and you
    will get the same
    answer. (1.OA.3)
    Why can you add
    numbers in any
    order?
    If you need to add
    more than two
    numbers, you can
    group them in any
    order. (1.OA.6)
    How do you add
    more than two

    Nine

    Weeks

    Standards

    Unit Inclusion

    1. G.3- Partition circles


    and rectangles into two
    and four equal shares,
    describe the shares using
    the words halves, fourths,
    and quarters; and use the
    phrases half-of, fourth-of,
    and quarter-of. Describe
    the whole as two-of, of
    four of the shares.
    Understand for these
    examples that
    decomposing into more
    equal shares creates
    smaller shares.

    Students will be identifying shape by names


    The students are also going to be able to
    name the sides and the vertices. Students
    will be able to divide the shapes in to pieces
    and identify the value of that piece to the
    entire shape with 80% accuracy. This will help
    with the start of fractions later on in higher
    grades.

    Standards

    Unit Inclusion

    1.OA.3- Apply properties


    of operations a strategies
    to add and subtract
    1. OA.2- Solve word
    problems that call for
    addition of three whole
    numbers whose sum is
    less than or equal to 20.
    1. OA.6- Add and subtract
    within 20 demonstrating
    fluency for additions and
    subtraction with in t10.
    Use strategies such as
    counting on; making ten;
    decomposing a number
    leading to a ten; using the
    relationship between

    digits?
    Equal signs mean
    that the problem is
    the same on both
    sides. (1.OA.7)
    What does an
    equal sign mean?

    addition and subtraction;


    and creating equivalent
    but easier to known sums.
    1. OA.7_ Understand the
    meaning of equal sign,
    and determine if
    equations involving
    addition and subtraction
    are true or false.
    1. OA.8- Determine the
    unknown whole number in
    an addition or subtraction
    equation relating to three
    whole numbers.

    Paci
    ng

    10
    days

    Big Ideas
    Essential
    Questions and
    Objectives
    I can use different
    ways to put
    numbers together
    to make a bigger
    number. (1.NBT.4)
    How can you add
    numbers with more
    than one digit?
    Subtraction is when
    you take a number
    away from another
    number. (1.NBT.6)
    How do you
    subtract?

    Standards

    1.NBT.4- Add with in 100,


    including adding a twodigit number and a onedigit number, and adding
    a two digit number and a
    multiple of ten, 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 a compose
    a ten.
    1.NBT.6- Subtract
    multiples of 10 in the
    range 10-90 from

    Unit Inclusion

    multiples of 10 in the
    range 10-90, 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.

    The highlighted parts of the Long range plan are where the unit will take place. The
    unit will last for two weeks. In those two weeks students will have both book work
    and hands on experiences with the shapes. Students will have one pre- assessment,
    multiple during assessments and a post assessments. The assessments will be
    given to see where the students start at and measure their growth at the end of the
    unit.

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