ELP Grade 1 Pacing Guide Instructional Block 1 Part A
Recommended Time Frame: 2 Weeks
Start Date: 8/26/13 Estimated End Date:9/06/13 Actual End Date:
What are the key concepts students should
CURRICULUM
understand?
NUMBER AND OPERATIONS IN BASE TEN (NBT)
Extend the counting sequence.
1.NBT.1 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.
Understand place value.
1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones.
Understand the following as special cases:
What strategies/skills will let us know students
a. 10 can be thought of as a bundle of ten ones — called a “ten.”
understand?
b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six,
seven, eight, or nine ones.
c. 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).
1.NBT.3 Compare two two-digit numbers based on meanings of the tens and ones digits,
recording the results of comparisons with the symbols >, =, and <.
Use place value understanding and properties of operations to add and subtract.
1.NBT.4 Add within 100, including adding a two-digit number and a one-digit number, and
adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies How will we know students understand?
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 to compose a ten.
1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without
having to count; explain the reasoning used.
REVIEW STANDARDS:1.OA.1, 1.OA.6
RELATED STANDARDS: 1.OA.3, 1.OA.5, 1.OA.8, 2.NBT.1-4, 2.NBT.8
INSTRUCTION
MX 2013 Grade 1 Unit 4: Place Value Concepts (24 days)
 Lessons 1-6: Tens and Teens
 Lessons 7-12: Place Value to 100
 Lessons 13-18: Addition Strategies
ASSESSMENT
What will we do if they do not understand?
Before Instruction:
MX Unit 4 Test Form A or B (can be used as pre-assessment)
SLCSD ELP Grade 1 Interim Assessment 1 PRE
During Instruction (also informs Tier 2):
MX Use Ongoing Assessment Ideas from the margin of each lesson
Quick Quiz 1, 2, and 3
Fluency Checks 8, 9, and 10
Differentiated Instruction Cards
After Instruction:
Unit 4 Test (Activity Book Test, Form A, or Form B)
Performance Assessment: Place Value Concepts, Snack Time
ELP Grade 1 Pacing Guide Instructional Block 1 Part B
Recommended Time Frame: 2 Weeks
Start Date: 9/09/13 Estimated End Date:9/20/13 Actual End Date:
What are the key concepts students should
CURRICULUM
understand?
OPERATIONS AND ALGEBRAIC THINKING
Represent and solve problems involving addition and subtraction.
1 (+) 2.OA.1 Use addition and subtraction within 20 100 to solve one- and two-step word
problems involving situations of adding to, taking from, putting together, taking apart, and
comparing with unknowns in all positions, e.g., by using drawings and equations with a symbol
for the unknown number to represent the problem. See Glossary, Table 1.
Understand and apply properties of operations and the relationship between addition and
What strategies/skills will let us know students
subtraction.
1.OA.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by understand?
finding the number that makes 10 when added to 8.
Add and subtract within 20.
1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
Work with addition and subtraction equations.
1.OA.8 Determine the unknown whole number in an addition or subtraction equation relating
three whole numbers. For example, determine the unknown number that makes the equation true
in each of the equations 8 + ? = 11, 5 = � – 3, 6 + 6 = �.
How will we know students understand?
NUMBER AND OPERATIONS IN BASE TEN
Use place value understanding and properties of operations to add and subtract.
1.NBT.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90
(positive or zero differences), 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.
REVIEW STANDARDS: 1.OA.1, 1.OA.2, 1.OA.6, 1.NBT.1, 1.NBT.2, 1.NBT.4, 1.NBT.5
RELATED STANDARDS: 1.OA.3, 1.OA.7, 2.OA.2, 2.NBT.5, 2.NBT.8
INSTRUCTION
MX 2013 Grade 1, Unit 5: Place Value Situations
 Lessons 1-6: Teen Solution Methods
 Lessons 7-11: Find Patterns and Relationships
ASSESSMENT
What will we do if they do not understand?
Before Instruction:
MX Unit 5 Test Form A or B (can be used as pre-assessment)
During Instruction (also informs Tier 2):
MX Use Ongoing Assessment Ideas from the margin of each lesson
Quick Quiz 1 and 2
Fluency Checks 11 and 12
Differentiated Instruction Cards
After Instruction:
Unit 5 Test (Activity Book Test, Form A, or Form B)
Performance Assessment: Place Value Situations, Beach Day
ELP Grade 1 Pacing Guide Instructional Block 1 Part C
Recommended Time Frame: 2 ½ Weeks
Start Date: 9/23/13 Estimated End Date:10/11/13 Actual End Date:
What are the key concepts students should
CURRICULUM
understand?
OPERATIONS AND ALGEBRAIC THINKING
Represent and solve problems involving addition and subtraction.
1 (+) 2.OA.1 Use addition and subtraction within 20 100 to solve one and two-step word
problems involving situations of adding to, taking from, putting together, taking apart, and
comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol
for the unknown number to represent the problem. See Glossary, Table 1.
MEASUREMENT AND DATA
Represent and interpret data.
1(+)
R 2.MD.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set
with up to four categories. Solve simple put together, take-apart, and compare problems using
information presented in a bar graph. See Glossary, Table 1.
REVIEW STANDARDS: 1.OA.1, 1.OA.6, 1.MD.4
RELATED STANDARDS: 2.OA.2
INSTRUCTION
MX 2013 Grade 1, Unit 6: Comparisons and Data (15 days)
 Lessons 1-5: Represent and Compare Data
 Lessons 6-9: Compare Problem Types
 (1+) 2.MD.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data
set with up to four categories. Solve simple put together, take-apart, and compare problems
using information presented in a bar graph. See Glossary, Table 1.
ASSESSMENT
Before Instruction:
MX Unit 6 Test Form A or B (can be used as pre-assessment)
During Instruction (also informs Tier 2):
MX Use Ongoing Assessment Ideas from the margin of each lesson
Quick Quiz 1 and 2
Fluency Checks 13 and 14
Differentiated Instruction Cards
After Instruction:
What strategies/skills will let us know students
understand?
How will we know students understand?
What will we do if they do not understand?
Unit 6 Test (Activity Book Test, Form A, or Form B)
Performance Assessment: Comparisons and Data, Sort and Compare
SLCSD ELP Grade 1 Interim Assessment 1 POST