ELP Grade 1 Pacing Guide Instructional Block 2 Part A
Recommended Time Frame: 3 Weeks
Start Date: 10/14/13 Estimated End Date:11/01/13 Actual End Date:
What are the key concepts students should
CURRICULUM
understand?
MEASUREMENT AND DATA
Measure lengths indirectly and by iterating length units.
1.MD.1 (part B) Compare the lengths of two objects indirectly by using a third object.
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
What strategies/skills will let us know students
gaps or overlaps.
understand?
Work with time and money.
1(+) 2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes, using
a.m. and p.m.
GEOMETRY
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
the composite shape. (Students do not need to learn formal names such as “right rectangular
prism”.)
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, or four of the shares. Understand for these examples that
decomposing into more equal shares creates smaller shares.
REVIEW STANDARDS: 1.MD.1.a, 1.MD.3
RELATED STANDARDS:
INSTRUCTION
MX 2013 Grade 1, Unit 7: Geometry, Measurement, and Equal Shares (23days)
 Lessons 1-5: Tell and Write Time
 (1+) 2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes,
How will we know students understand?
What will we do if they do not understand?
using a.m. and p.m.
 Lessons 6-11: Shapes and Equal Shares
 Lessons 12-14: Measure and Order by Length
*Transitivity Principle for Indirect Measurement
ASSESSMENT
Before Instruction:
MX Unit 7 Test Form A or B (can be used as pre-assessment)
SLCSD ELP Grade 1 Interim Assessment 2 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 15, 16, and 17
Differentiated Instruction Cards
After Instruction:
Unit 7 Test (Activity Book Test, Form A, or Form B)
Performance Assessment: Geometry, Measurement, and Equal Shares, Busy Bug’s Bedtime
ELP Grade 1 POST Interim Assessment Instructional Block 1
ELP Grade 1 Pacing Guide Instructional Block 2 Part B
Recommended Time Frame: 2 Weeks
Start Date: 11/04/13 Estimated End Date:11/15/13 Actual End Date:
What are the key concepts students should
CURRICULUM
understand?
OPERATIONS AND ALGEBRAIC THINKING
Work with addition and subtraction equations.
1.OA.7 Understand the meaning of the equal sign, and determine if equations involving addition
and subtraction are true or false. For example, which of the following equations are true and
which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
.
NUMBER AND OPERATIONS IN BASE TEN
Use place value understanding and properties of operations to add and subtract.
1(+) 2.NBT.5 Fluently add and subtract within 100 using strategies based on place value,
properties of operations, and/or the relationship between addition and subtraction.
ADDITIONAL TOPICS
(1+) Partners of 100. For any number 1 to 99, find the number that makes 100 when added to the
given number, e.g., by using objects or drawings, and record the answer with a drawing or
equation.
(1+) Equivalent Representations. Compose and decompose any number 1 to 100 using equivalent
representations, other than the minimum grouping (expanded form). For example, show 63 with
18 pieces.
REVIEW STANDARDS: 1.OA.5, 1.NBT.1, 1.NBT.2, 1.NBT.3, 1.NBT.4
RELATED STANDARDS: 2.NBT.2, 2.NBT.3, 2.NBT.8
INSTRUCTION
MX 2013 Grade 1 Unit 8: Two-Digit Addition (10 days)
 Lessons 1-6: Add 2-Digit Numbers
 Partners of 100
 Equivalent Representations
o RESOURCE: Van de Walle Activities
ASSESSMENT
Before Instruction:
MX Unit 8 Test Form A or B (can be used as pre-assessment)
During Instruction (also informs Tier 2):
What strategies/skills will let us know students
understand?
How will we know students understand?
What will we do if they do not understand?
MX Use Ongoing Assessment Ideas from the margin of each lesson
Quick Quiz 1
Fluency Check 18
Differentiated Instruction Cards
After Instruction:
Unit 8 Test (Activity Book Test, Form A, or Form B)
Performance Assessment: Place Value Situations, Picking Pears
ELP Grade 1 Pacing Guide Instructional Block 2 Part C
Recommended Time Frame: 4 ½ Weeks
Start Date: 11/18/13 Estimated End Date:12/20/13 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.
understand?
1.OA.3 Apply properties of operations as strategies to add and subtract. (Students need not use
formal terms for these properties.) Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also
known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be
added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)
Add and subtract within 20.
1 (+) 2.OA.2 Fluently add and subtract within 20 using mental strategies.
REVIEW STANDARDS: 1.OA.1, 1.OA.2, 1.OA.6, 1.NBT.1, 1.NBT.5
RELATED STANDARDS: 1.OA.4, 1.OA.7, 1.OA.8, 2.NBT.8
INSTRUCTION
MX 2013 Grade 2 Unit 1: Addition and Subtraction Within 20 (29 days)
 Lessons 1-9: Strategies for Addition and Subtraction
 Lesson 10-16: Addition and Subtraction Situations
 Lessons 17-21: More Complex Situations
ASSESSMENT
Before Instruction:
MX Unit 1 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, 2, and 3
Fluency Checks 1, 2, and 3
Differentiated Instruction Cards
How will we know students understand?
What will we do if they do not understand?
After Instruction:
Unit 1 Test (Activity Book Test, Form A, or Form B)
Performance Assessment: Addition and Subtraction Within 20, At the Pond
SLCSD ELP Grade 1 Interim Assessment 2 POST