Unit Pacing

Next Generation State Standards (Priority Standards Highlighted)

Key Topics

Learning Targets

K.CC.A.1- Count to 100 by ones and tens.

K.OA.A.2- Add and subtract within 10.

K.G.B.4- Analyze, compare, and sort two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts, and other attributes.

K.OA.A.3- Decompose numbers less than or equal to 10 into pairs in more than one way.

Record each decomposition with a drawing or an equation.

K.CC.B.5- Given a number from 1-20, count out that many objects.

Academic Vocabulary: counting, addition, ten frames, number bonds, number lines

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I can help build classroom community through learning math routines and procedures

I can collaborate with my peers and engage in mathematical discussions.

I can review math skills from kindergarten.

Content Vocabulary: add, problem, equation, sum

Mathematical Practices and Processes: 

Review mathematical concepts from kindergarten to help build mathematical habits by building basic foundational skills in math. These skills include understanding what it means to solve an addition equations and using different tools to solve problems.

Number Routines and Engagement Routines:

“How can you count the _______?”

“Are there more _______ than _______?”

“Let’s count...”

“How many...”

“How can we solve...”

Students will practice counting from 1-20, writing numbers from 1-20, and practice addition equations using a variety of mathematical strategies. 

Assessments

Portrait of a Graduate

Social and Emotional Learning

Required: N/A

Optional:

Critical Thinker: Students analyze and use information thoughtfully by asking questions and changing their thinking. 

(Lesson 1-1)

Innovative Problem-Solver: Students evaluate real life problems and how to work together.  

(Lesson 1-3)

Effective Communicator: Students listen actively to their partners, to make pertinent comments, and to ask questions, as needed, to clarify information.

(Lesson 1-4)

3A.1b. Create, understand, and practice shared classroom expectations that support the well-being of self and others. 

3C.1a. Identify ways they can help their classroom community. 

2D.1b. Communicate needs and wants clearly with peers and trusted adults, and practice approaches to navigating conflicts with adult support. 

2A.1b. Use listening skills to identify the feelings and perspectives of others

Unit Pacing

Next Generation State Standards (Priority Standards Highlighted)

Key Topics

Learning Targets

NY-1. NBT1- Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

Academic Vocabulary: count, ones, pattern, tens, column, number chart, row, number line, how many

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I can identify patterns when counting to 100. 

I can describe patterns on a number chart. 

I can identify patterns on a number line when counting to 120. 

I can use patterns to read and write numbers to 120. 

I can count many objects and show how much with a written number. 

Content Vocabulary: describe, order, always, discuss, explain. Locate, begin, organize 

Mathematical Practices and Processes:

• Students will draw on their understanding of counting numbers to 100 and extend this understanding to 120. They will notice that numbers greater than 100 follow the same pattern as numbers less than 100. 

Number Routines and Engagement Routines: 

• Let’s count
• Break apart
• Would You rather?
• Find the pattern/make a pattern

Assessments

Portrait of a Graduate

Social and Emotional Learning

Required: Unit 2 Assessment 

Optional: Unit 2 Probe

Critical Thinker: Students analyze and use information thoughtfully by asking questions and changing their thinking.

3A.1b. Create, understand, and practice shared classroom expectations that support the well-being of self and others. 

(Lesson 2-2)

Innovative Problem-Solver: Students evaluate real life problems and how to work together.  

(Lesson 2-4)

Effective Communicator: Students listen actively to their partners, to make pertinent comments, and to ask questions, as needed, to clarify information.

(Lesson 2-5)

3C.1a. Identify ways they can help their classroom community. 

2D.1b. Communicate needs and wants clearly with peers and trusted adults, and practice approaches to navigating conflicts with adult support. 

2A.1b. Use listening skills to identify the feelings and perspectives of others

Unit Pacing

Next Generation State Standards (Priority Standards Highlighted)

Key Topics

Learning Targets

3

NY-1. NBT.2- Understand that the two digits of a two-digit number represent amounts of ten and ones. NY-1. NBT.2a- Understand 10 can be thought of as a bundle of ten ones, called a “ten”.

NY-1. NBT.2b- Understand the numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. NY-1. NBT.2c- Understand the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).

NY-1. NBT.3- Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparison, with the symbols >, =, and <.

Academic Vocabulary: group of ten, teen number, compare, equal to (=), greater than (>), less than (<)

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I can understand that teen numbers are composed of a ten and some ones. 

I can explain that ones can be grouped as one ten. 

I can represent 2-digit numbers with some tens and some ones. I can use place value to show 2digit numbers.  

I can represent 2-digit numbers in different ways.

I can compare 2-digit numbers. I can use number lines to compare 2-digit numbers.

I compare numbers using the <, > and = symbols.

Content Vocabulary: organize, pattern, discuss, model begin, explain, observe, locate, relationship, participate, symbol

Mathematical Practices and Processes: 

• Students will learn how to make number 11-19 and that 10 can be thought of as a group of 10, 1’s.
• Students will use connecting cubes to organize large numbers. 

Number Routines and Engagement Routines:

• Let’s count
• Break apart
• Would You rather?
• Find the pattern/make a pattern

Assessments

Portrait of a Graduate

Social and Emotional Learning

Required: Unit 3 Assessment 

Optional: Unit 3 Probe

Critical Thinker: Students analyze and use information thoughtfully by asking questions and changing their thinking.

(Lesson 3-2)

Innovative Problem-Solver: Students evaluate real life problems and how to work together.  

(Lesson 3-4)

Effective Communicator: Students listen actively to their partners, to make pertinent comments, and to ask questions, as needed, to clarify information.

(Lesson 3-5)

3A.1b. Create, understand, and practice shared classroom expectations that support the well-being of self and others. 

3C.1a. Identify ways they can help their classroom community. 

2D.1b. Communicate needs and wants clearly with peers and trusted adults, and practice approaches to navigating conflicts with adult support. 

2A.1b. Use listening skills to identify the feelings and perspectives of others

Unit Pacing

Next Generation State Standards (Priority Standards Highlighted)

Key Topics

Learning Targets

NY-1.OA.2-Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20. NY-1.OA.3-Apply properties of operations as strategies to add and subtract.

NY-1.OA.5-Relate counting to addition and subtraction.

NY-1.OA-6a-Add and subtract within 20. Use strategies such as counting on, making ten, decomposing a number leading to a ten, using the relationship between addition and subtraction, creating equivalent but easier known sums. NY-1.OA-6b-Fluently add and subtract within 10.

NY-1.OA-7-Understand the meaning of the equal sign and determine if equations involving addition and subtraction are true or false.

NY-1.OA-8-Determine the unknown whole number in an addition or subtraction equation with the unknown in all positions. 

Academic vocabulary: combined, explain, strategies, useful, compare, decide, represent

-I can explain why addition is a more efficient way of determining a total than counting

-I can count on to add with a total up to

20

-I can use a number line to add

-I can use doubles to add numbers with a total up to 20

-I can explain how doubles help me solve near doubles problems -I can use ten frames to add

-I can use a strategy to add

-I can explain which strategy I used to add

-I can add numbers in any order

-I can explain why numbers can be added in any order

-I can add three numbers

-I can find the unknown number in an addition equation

-I can decide whether two amounts are equal

-I can explain the meaning of the equal sign

Content vocabulary:  add, addend, sum, doubles, number bond, unknown, equations

Mathematical Practices and Processes:  Use modeling to help students move from less abstract to more abstract models of addition

Number Routines and Engagement Routines:  

• Let’s count
• Break apart
• Would You rather?
• Find the pattern/make a pattern
• Bingo 
• Matching
• Board Games

-I can determine whether an addition equation is true or false

Assessments

Portrait of a Graduate

Social and Emotional Learning

Required: Unit 4 Assessment

Optional:  Unit 4 performance assessment

Critical Thinker: Students analyze and use information thoughtfully by asking questions and changing their thinking.

(Lesson 4-6)

Innovative Problem-Solver: Students evaluate real life problems and how to work together.  

(Lesson 4-4)

Effective Communicator: Students listen actively to their partners, to make pertinent comments, and to ask questions, as needed, to clarify information.

(Lesson 4-8)

3A.1b. Create, understand, and practice shared classroom expectations that support the well-being of self and others. 

3C.1a. Identify ways they can help their classroom community. 

2D.1b. Communicate needs and wants clearly with peers and trusted adults, and practice approaches to navigating conflicts with adult support. 

2A.1b. Use listening skills to identify the feelings and perspectives of others

Unit Pacing

Next Generation State Standards (Priority Standards Highlighted)

Key Topics

Learning Targets

NY-1.OA4- Understand subtraction as an unknown-addend problem within 20.

NY-1.OA5- Relate counting to addition and subtraction.

NY-1. OA6a- Add and subtract within 20. Use strategies such as: Counting on, making ten, decomposing a number leading to a ten, using the relationship between addition and subtraction, and creating equivalent but easier or known sums. NY-1. OA6b- Fluently add and subtract within 10.

NY-1. OA7- Understanding the meaning of the equal sign and determine if equations involving addition and subtraction are true or false.

NY-1. OA8- Determine the unknown whole number in an addition or subtraction equation with the unknown in all positions.

Academic Vocabulary:  difference, subtract, total, unknown addend, fact family, fact triangle, related facts

*I can understand (Explain) that subtraction is a more efficient way of determining a difference. 

• I can count back on a number line to solve a subtraction equation.  * I can start with the change number (subtrahend) and count on to the total (minuend). 
• I can use the make a 10 strategy to solve subtraction equations within 20.   * I can use near doubles and doubles to solve subtraction equations within 20.        * I can choose an efficient strategy to solve an equation.     
• I can use addition to subtract. * I can make fact families relating the three numbers unknown value in a subtraction equation. 
• I can determine whether a subtraction equation is true or false.             

Content Vocabulary: appears, represent, describe, different, share, observe, remove, explain, inform, present

Mathematical Practices and Processes: 

Students will use like strategies (count back, count on, make a 10, and fact families) to subtract within 20.

Number Routines and Engagement Routines:

• Let’s count
• Break apart
• Would You rather?
• Find the pattern/make a pattern
• Bingo 
• Matching
• Board Games

Assessments

Portrait of a Graduate

Social and Emotional Learning

Required: Unit 5 Assessment 

Optional: Unit 5 Probe 

Critical Thinker: Students analyze and use information thoughtfully by asking questions and changing their thinking.

(Lesson 5-1)

Innovative Problem-Solver: Students evaluate real life problems and how to work together.  

(Lesson 5-5)

Effective Communicator: Students listen actively to their partners, to make pertinent comments, and to ask questions, as needed, to clarify information.

(Lesson 5-6)

3A.1b. Create, understand, and practice shared classroom expectations that support the well-being of self and others. 

3C.1a. Identify ways they can help their classroom community. 

2D.1b. Communicate needs and wants clearly with peers and trusted adults, and practice approaches to navigating conflicts with adult support. 

2A.1b. Use listening skills to identify the feelings and perspectives of others

Unit Pacing

Next Generation State Standards (Priority Standards Highlighted)

Key Topics

Learning Targets

NY-1. G1- Distinguish between defining attributes versus non-defining attributes for a wide variety of shapes. Build and/or draw shapes to possess defining attributes.

NY-1. G2- Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape and compose new shapes from the composite shape.

Academic Vocabulary: 2-dimensional (2-D) shape, attribute, closed, defining attribute, side, vertex, 3dimensional (3-D) shape, apex, base, edge, face, rectangular prism

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I can describe defining attributes of 2-dimensional shapes.             

I can describe attributes that do not define shapes. 

I can draw 2-dimensional shapes given defining and non-defining shapes.

I can put together 2-dimensional shapes to create a composite shape.

I can create a new 2-dimensional composite shape from an existing composite shape.

I can describe attributes that define and do not define solids.

I can put together solids to create a composite solid shape. I can create a new solid composite shape from an existing solid composite shape.            

Content Vocabulary: describe, order, always, discuss, explain, locate, begin, organize 

Mathematical Practices and Processes: 

Number Routines and Engagement Routines:

• Let’s count
• Break apart
• Would You rather?
• Find the pattern/make a pattern

Assessments

Portrait of a Graduate

Social and Emotional Learning

Required: Unit 6 Assessment 

Optional: Unit 6 Probe

Critical Thinker: Students analyze and use information thoughtfully by asking questions and changing their thinking.

(Lesson 6-2)

Innovative Problem-Solver: Students evaluate real life problems and how to work together.  

(Lesson 6-5)

Effective Communicator: Students listen actively to their partners, to make pertinent comments, and to ask questions, as needed, to clarify information.

(Lesson 6-6)

3A.1b. Create, understand, and practice shared classroom expectations that support the well-being of self and others. 

3C.1a. Identify ways they can help their classroom community. 

2D.1b. Communicate needs and wants clearly with peers and trusted adults, and practice approaches to navigating conflicts with adult support. 

2A.1b. Use listening skills to identify the feelings and perspectives of others

Unit Pacing

Next Generation State Standards (Priority Standards Highlighted)

Key Topics

Learning Targets

NY-1. OA1- Use addition and subtraction within 20 to solve one step word problems involving situations of adding to, taking from, putting together, taking apart, and/or comparing, with unknowns in all positions.

NY-1. OA2- Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20.

Academic Vocabulary: word problem, part, whole

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I can represent an add to situation with an equation when the two addends are known.

I can represent and add to a situation with an equation when the first or second addend is unknown.

I can represent a put together situation with an equation when the two addends are known.

I can represent a put together situation with an equation when both addends are unknown or when one addend is unknown. I can represent an addition situation with an equation when there are three addends.

I can represent and solve various addition problems.

Content Vocabulary: affect, observation, describe, explore, discuss, information, begin, describe, explain, organize, compare, identify, discuss, select

Mathematical Practices and Processes: Students will make connections between words and numbers in the problem and equation that matches the story in the problem. 

Number Routines and Engagement Routines:

• Let’s count
• Break apart
• Would You rather?
• Find the pattern/make a pattern

Assessments

Portrait of a Graduate

Social and Emotional Learning

Required: Unit 7 Assessment 

Optional: Unit 7 Probe

Critical Thinker: Students analyze and use information thoughtfully by asking questions and changing their thinking.

(Lesson 7-1)

Innovative Problem-Solver: Students evaluate real life problems and how to work together.  

(Lesson 7-2)

Effective Communicator: Students listen actively to their partners, to make pertinent comments, and to ask questions, as needed, to clarify information.

(Lesson 7-6)

3A.1b. Create, understand, and practice shared classroom expectations that support the well-being of self and others. 

3C.1a. Identify ways they can help their classroom community. 

2D.1b. Communicate needs and wants clearly with peers and trusted adults, and practice approaches to navigating conflicts with adult support. 

2A.1b. Use listening skills to identify the feelings and perspectives of others

Unit Pacing

Next Generation State Standards (Priority Standards Highlighted)

Key Topics

Learning Targets

NY-1.OA1- Use addition and subtraction within 20 to solve one step word problems involving situations of adding to, taking from, putting together, taking apart, and/or comparing, with unknowns in all positions.

Academic Vocabulary: review 

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I can represent a take from situation with an equation when the difference is unknown.

I can represent a take from situation with an equation when either the change or the total is unknown.

I can represent a take apart situation with an equation when the total is unknown.

I can represent a take apart situation with an equation when both parts are unknown.

I can represent a take apart situation with an equation when one part is unknown.

I can represent and solve various subtraction problems.

*Students represent and solve various subtraction and addition problems.

Content Vocabulary: related, represent, describe, explore, discuss, explain, decide

Mathematical Practices and Processes: Students will develop concepts of subtraction within 20 through the context of take from and take apart. 

Number Routines and Engagement Routines:

• Let’s count
• Break apart
• Would You rather?
• Find the pattern/make a pattern

Assessments

Portrait of a Graduate

Social and Emotional Learning

Required: Unit 8 Assessment 

Optional: Unit 8 Probe

Critical Thinker: Students analyze and use information thoughtfully by asking questions and changing their thinking.

(Lesson 8-3)

Innovative Problem-Solver: Students evaluate real life problems and how to work together. 

(Lesson 8-1)

Effective Communicator: Students listen actively to their partners, to make pertinent comments, and to ask questions, as needed, to clarify information.

(Lesson 8-6)

3A.1b. Create, understand, and practice shared classroom expectations that support the well-being of self and others. 

3C.1a. Identify ways they can help their classroom community. 

2D.1b. Communicate needs and wants clearly with peers and trusted adults, and practice approaches to navigating conflicts with adult support. 

2A.1b. Use listening skills to identify the feelings and perspectives of others

Unit Pacing

Next Generation State Standards (Priority Standards Highlighted)

Key Topics

Learning Targets

NY-1.NBT4- Add within 100,

including 

-a two-digit number and a one-digit number,

-a two-digit number and a multiple of 10.

Use concrete models or drawings and strategies based on place value, properties of operations, and/or the relationships between addition and subtractions.

Understand that in adding two-digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. Relate the strategy to a written representation and explain the reasoning used. 

NY-1.NBT5- Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

Academic Vocabulary: 2-digit number, digit, open number line, regroup 

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I can use mental math to find 10 more of a given 2-digit number and explain their reasoning.

I can use place value to add 2digit numbers and a multiple of 10.

I can use place value and counting on to add 2 digit and 1digit numbers without regrouping. I can use decomposition and place value to add 2 digit and 2digit numbers.

I can use an open number line to add 2 digit and 2-digit numbers without regrouping.

I can use an open number line to add 2 digit and 1-digit numbers with regrouping.

I can use regrouping to add 2 digit and 1-digit numbers. 

I can use regrouping to 2 digit and 2-digit numbers.

Content Vocabulary: mental, pattern, change, explain, break apart, explore, explain, tool, describe, notice, strategies

Mathematical Practices and Processes: Students use representations to count by tens and by ones. 

Number Routines and Engagement Routines:

• Let’s count
• Break apart
• Would You rather?
• Find the pattern/make a pattern

Assessments

Portrait of a Graduate

Social and Emotional Learning

Required: Unit 9 Assessment 

Optional: Unit 9 Probe

Critical Thinker: Students analyze and use information thoughtfully by asking questions and changing their thinking.

(Lesson 9-2)

Innovative Problem-Solver: Students evaluate real life problems and how to work together.  

(Lesson 9-4)

Effective Communicator: Students listen actively to their partners, to make pertinent comments, and to ask questions, as needed, to clarify information.

(Lesson 9-1)

3A.1b. Create, understand, and practice shared classroom expectations that support the well-being of self and others. 

3C.1a. Identify ways they can help their classroom community. 

2D.1b. Communicate needs and wants clearly with peers and trusted adults, and practice approaches to navigating conflicts with adult support. 

2A.1b. Use listening skills to identify the feelings and perspectives of others

Unit Pacing

Next Generation State Standards (Priority Standards Highlighted)

Key Topics

Learning Targets

NY-1.NBT5- Given a two-digit number, mentally find 10 more or 10 less the number, without having to count; explain the reasoning used. NY-1.NBT6- Subtract multiples of 10 from multiples of 10 in the range 10-

90 using

-concrete models or drawing; and -strategies based on place value, properties of operations, and/or relationship between addition and subtraction.

Academic Vocabulary: review 

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I can use mental math to find 10 less than a given 2-digit number and explain their reasoning. I can use place value to subtract a multiple of 10 from larger multiples of 10.

I can use a number chart and an open number line to subtract a multiple of 10 from a larger multiple of 10.

I can use a known addition equation to find the difference of a multiple of 10 from larger multiples of 10 and explain their reasoning. 

I can explain the strategies they used to determine the difference of a multiple of 10 from larger multiples of 10

Content Vocabulary: pattern, realize, relate, imply, information, packages, represent, column, decreasing, operation

Mathematical Practices and Processes: Students use models to count back by tens. 

Number Routines and Engagement Routines:

• Let’s count
• Break apart
• Would You rather?
• Find the pattern/make a pattern

Assessments

Portrait of a Graduate

Social and Emotional Learning

Required: Unit 11 Assessment 

Optional: Unit 11 Probe

Critical Thinker: Students analyze and use information thoughtfully by asking questions and changing their thinking.

(Lesson 11-3)

Innovative Problem-Solver: Students evaluate real life problems and how to work together.  

(Lesson 11-4)

Effective Communicator: Students listen actively to their partners, to make pertinent comments, and to ask questions, as needed, to clarify information.

(Lesson 11-5)

3A.1b. Create, understand, and practice shared classroom expectations that support the well-being of self and others. 

3C.1a. Identify ways they can help their classroom community. 

2D.1b. Communicate needs and wants clearly with peers and trusted adults, and practice approaches to navigating conflicts with adult support. 

2A.1b. Use listening skills to identify the feelings and perspectives of others

Unit Pacing

Next Generation State Standards (Priority Standards Highlighted)

Key Topics

Learning Targets

NY-1. MD1- Order three objects by length; compare the lengths of two objects indirectly by using a third object.

NY-1. MD2- Measure the length of an object using same-size “length units” placed end to end with no gaps or overlaps. Express the length of an object as a whole number of “length units.”

NY-1. MD3a- Tell and write time in hours and half-hours using analog and digital clocks. Develop an understanding of common terms, such as, but not limited to, o’clock and half past.

NY-1. MD4- Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

Academic Vocabulary:  length, longer, longest, shorter, shortest, measure, unit, analog/digital clock, hour, hour hand, minute, minute hand, o’clock, half hour, half past, data, tally chart, tally marks

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I can tell time using analog and digital clocks and write time to the half hour.

I can organize data with up to 3 categories.

I can organize data using a tally chart to record the total number of objects in each category.

I can organize data using a tally chart and interpret data by answering “how many” questions. I can solve problems involving comparisons by interpreting data.

Content Vocabulary: order, process, arrangement, purpose, accurate, challenging, overlap, alignment, arrangement, different, represent, similar

Mathematical Practices and Processes: Students will learn about measuring and comparing length, about telling time to the nearest hour and halfhour, and about collecting, organizing, representing, and displaying data. 

Number Routines and Engagement Routines:

• Let’s count
• Break apart
• Would You rather?
• Find the pattern/make a pattern

Assessments

Portrait of a Graduate

Social and Emotional Learning

Required: Unit 12 Assessment

Optional: Unit 12 Probe

Critical Thinker: Students analyze and use information thoughtfully by asking questions and changing their thinking.

(Lesson 12-2)

Innovative Problem-Solver: Students evaluate real life problems and how to work together.  

(Lesson 12-5)

Effective Communicator: Students listen actively to their partners, to make pertinent comments, and to ask questions, as needed, to clarify information.

(Lesson 12-6)

3A.1b. Create, understand, and practice shared classroom expectations that support the well-being of self and others. 

3C.1a. Identify ways they can help their classroom community. 

2D.1b. Communicate needs and wants clearly with peers and trusted adults, and practice approaches to navigating conflicts with adult support. 

2A.1b. Use listening skills to identify the feelings and perspectives of others

Unit Pacing

Next Generation State Standards (Priority Standards Highlighted)

Key Topics

Learning Targets

NY-1. MD3b- Recognize and identify coins (penny, nickel, dime, and quarter) and their value and use the cent symbol (c) appropriately. NY-1. MD3c- Count a mixed collection of dimes and pennies and determine the cent value (total not to exceed 100 cents).

Academic Vocabulary: Penny, nickel, dime, quarter, cent

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I can create recognize and identify coins (penny, nickel, dime and quarter) and their value and use the cent symbol appropriately.

I can count a mixed collection of dimes and pennies and determine the cent value (not to exceed 100 cents). 

Content Vocabulary: total, value

Mathematical Practices and Processes: Students will use coin manipulatives to identify and understand the value of coins independently and added together. 

Number Routines and Engagement Routines:

• Let’s count
• Break apart
• Would You rather?
• Find the pattern/make a pattern

Assessments

Portrait of a Graduate

Social and Emotional Learning

Required: Money Unit Assessment

Optional:

Critical Thinker: Students analyze and use information thoughtfully by asking questions and changing their thinking.

3A.1b. Create, understand, and practice shared classroom expectations that support the well-being of self and others. 

3C.1a. Identify ways they can help their classroom community. 

Innovative Problem-Solver: Students evaluate real life problems and how to work together.  

Effective Communicator: Students listen actively to their partners, to make pertinent comments, and to ask questions, as needed, to clarify information.

2D.1b. Communicate needs and wants clearly with peers and trusted adults, and practice approaches to navigating conflicts with adult support. 

2A.1b. Use listening skills to identify the feelings and perspectives of others

Unit Pacing

Next Generation State Standards (Priority Standards Highlighted)

Key Topics

Learning Targets

13

NY-1. G3- 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, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. 

Academic Vocabulary:  equal shares, whole, half(halves), half of, fourth, fourth of, quarter, quarter of

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I can identify equal shares of circles, rectangles and squares I can partition circles, rectangles and squares into 2 shares and identify the shares as halves or half of.

I can partition circles, rectangles and squares into 2 shares and identify the shares as fourths or fourth of or quarter of.

I can count the number of shares in an equally partitioned shape and describe the whole as 2 of or 4 of the shares.

I can partition identical shapes into halves and fourths to understand that more equal shares create smaller shares.

Content Vocabulary: compare, relate, different, explain

Mathematical Practices and Processes: Students will learn to determine if a two-dimensional shape has been partitioned into equal parts. 

Number Routines and Engagement Routines:

• Let’s count
• Break apart
• Would You rather?
• Find the pattern/make a pattern

Assessments

Portrait of a Graduate

Social and Emotional Learning

Required: Unit 13 Assessment

Optional: Unit 13 Probe

Critical Thinker: Students analyze and use information thoughtfully by asking questions and changing their thinking.

3A.1b. Create, understand, and practice shared classroom expectations that support the well-being of self and others. 

3C.1a. Identify ways they can help their classroom community. 

(Lesson 13-2)

Innovative Problem-Solver: Students evaluate real life problems and how to work together.  

(Lesson 13-3)

Effective Communicator: Students listen actively to their partners, to make pertinent comments, and to ask questions, as needed, to clarify information.

(Lesson 13-4)

2D.1b. Communicate needs and wants clearly with peers and trusted adults, and practice approaches to navigating conflicts with adult support. 

2A.1b. Use listening skills to identify the feelings and perspectives of others