ELP Grade 1 Pacing Guide Instructional Block 4 Part A
Recommended Time Frame: 3 Weeks
Start Date: 3/03/14 Estimated End Date: 3/21/14 Actual End Date:
What are the key concepts students should
CURRICULUM
understand?
MEASUREMENT AND DATA (MD)
Measure lengths indirectly and by iterating length units.
1.MD.2 Express the length of an object as a whole number of length units, by laying multiple
copies of a shorter object (the length unit) end to end; understand that the length measurement of
an object is the number of same-size length units that span it with no gaps or overlaps. Limit to
contexts where the object being measured is spanned by a whole number of length units with no
gaps or overlaps.
What strategies/skills will let us know students
understand?
GEOMETRY (G)
Reason with shapes and their attributes.
1.G.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus
non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess
defining attributes.
1.G.2 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
How will we know students understand?
the composite shape. (Students do not need to learn formal names such as “right rectangular
prism”.)
ADDITIONAL TOPICS
1(+) Congruence. Demonstrate the meaning of congruence through analysis of different
perspectives, orientations, and transformations of shape. Determine whether two polygons are
congruent by physically fitting one on top of the other. Students do not need to use formal names
for transformations.
1(+) Symmetry. Analyze the structure of shapes and how they can be decomposed or put together
using ideas of symmetry.
REVIEW STANDARDS: 1.OA.2
RELATED STANDARDS: 1.G.3
INSTRUCTION
Unit 3: Length and Shapes (16 days)
 Lessons 1-5: Length and Shapes
 Lessons 6-9: Estimate, Measure, and Make Line Plots
What will we do if they do not understand?


Congruence
Symmetry
ASSESSMENT
Before Instruction:
MX Unit 3 Test Form A or B (can be used as pre-assessment)
SLCSD ELP Grade 1 Interim Assessment 4 PRE
During Instruction (also informs Tier 2):
MX Use Ongoing Assessment Ideas from the margin of each lesson
Quick Quiz 1 and 2
Fluency Checks 7 and 8
Differentiated Instruction Cards
After Instruction:
Unit 3 Test (Activity Book Test, Form A, or Form B)
Performance Assessment: Length and Shapes, Setting Up the Table
ELP Grade 1 Pacing Guide Instructional Block 4 Part B
CURRICULUM
Recommended Time Frame: Weeks
Start Date: 3/17/14 Estimated End Date: 3/28/14 Actual End Date:
What are the key concepts students should
understand?
What strategies/skills will let us know students
understand?
REVIEW STANDARDS:
RELATED STANDARDS:
INSTRUCTION
ADDITIONAL TOPICS:
ASSESSMENT
Before Instruction:
How will we know students understand?
During Instruction (also informs Tier 2):
After Instruction:
What will we do if they do not understand?
ELP Grade 1 Pacing Guide Instructional Block 4 Part C
CURRICULUM
Recommended Time Frame: Weeks
Start Date: 3/31/14 Estimated End Date: 4/11/14 Actual End Date:
What are the key concepts students should
understand?
What strategies/skills will let us know students
understand?
REVIEW STANDARDS:
RELATED STANDARDS:
INSTRUCTION
ADDITIONAL TOPICS:
ASSESSMENT
Before Instruction:
How will we know students understand?
During Instruction (also informs Tier 2):
After Instruction:
SLCSD ELP Grade 1 Interim Assessment 4 POST
What will we do if they do not understand?