Math Planning Template
Grade November 14 -18
1st
Monday 11/14
TEKS
Instructional strategy
Teacher Behavior
Formative Assessment
Student
Outcome
Day 59
Unit 3 Session 4.2 p. 144
Tuesday 11/15
1.7D
Day 60
Unit 3 Session 4.3 p. 148
1.1D
Students will compare and order the area of two or more
2-dimensional surfaces.
Classroom Routine: Start
RTI Target 2
With/Get To: Counting Backward
Students will read and write numbers to 99 to describe sets of concrete
objects.
Classroom Routine: Quick
Continue RTI Target 2 as
Images-Squares
necessary
Assessment: Covering and
Counting, pg 144 Learning Target
2
Whole Class 40 min

Introduce using other
materials to measure the
size of our feet.

Some students may need
the 20 frame to organize
their counting

RTI Learning Target 2 (use
the rubric on the district
website to score students
counting activity)
Counting to Higher Numbers
Activity: Counting Strips
Whole Class 30 min

Start at 1 and get to the
highest number you can,
count together until most
students are not counting
anymore.

Tape adding machine tape
to board and model writing
your name at the top and
demonstrate counting
vertically from 1 – 32, one
number under another.

Discuss 12: 21 or 13: 31,
what do the numbers look
like?

Students complete their
own counting strips.
Discussion: Counting Larger
Amounts
Whole Class 20 min

Discuss challenges to
counting larger numbers

Strategies may come up in
the discussion if the
following strategies are not
mentioned add them:
double checking, counting
as you put objects on or
take off the outline,
touching each item as you
count, use groups.
Daily Practice/Homework:
SAB pg. 40
Chart paper to record
RTI Learning Target 2 Rubric from
district website
RM 40
Discussion
Whole Class 10 min


Discuss writing the sequence
of numbers as high as
students know.
Discuss patterns students
notice in the sequence of 1100
Math Workshop
Individuals/Pairs 20 min

Counting Strips

Assessment: Covering and
Counting: RTI Target 2
Daily Practice/Homework:
SAB p. 41
Adding machine tape
RTI Learning Target 2 Rubric from
district website
Wednesday 11/16
Thursday 11/17
Friday 11/18
Day 61
Unit 3 Session 4.4 pg 153
1.1D
Students will read and write numbers to 99 to describe
sets of concrete objects.
Day 62
Unit 3 Session 4.5 pg 157
1.5C
Students will compare and order whole numbers using place
value.
Day 63
Unit 3 Session 4.6 pg 161
1.5C
Students will compare and order whole numbers using
place value.
Classroom Routine: Morning
Meeting: Time of Day
Classroom Routine: Quick
Images-Squares
Classroom Routine: Start
With/Get To: Counting
Backward
More Counting
Discussion: Counting Strips
Whole Class 10 min

Discuss patterns
students notice in the
sequence of 1-100
Math Workshop
20 min

Counting Strips

Assessment: Covering
and Counting: RTI
Target 2
Discussion: Penny Data about
Our Feet
Whole Class 15 min

Was it easier to measure
your feet with square
tiles, pennies or beans?
Why?

Focus discussion on the
relationship between the
size of an object and the
number of the objects it
takes to cover a shape.
Continue RTI
Target 2 as
necessary
Counting to 100
Activity: Counting to 100
Making a 100 Chart

Show students the 1-100
horizontal counting strip
you made.

The counting strip goes
across rather than down

Count together to
determine we have 100
numbers.

Cut strip into smaller
strips with 10 numbers
on each strip. Count and
post the first 3 rows. Ask
what would come next?
(31)

Continue counting and
cutting until 60, ask for
observations, then
complete.

Make comparisons to the
100 chart.
Math Workshop
Pairs 30 min

Counting to 100 on the
number line.

Counting Strips

Assessment: Covering
and Counting: RTI
Target 2
Daily Practice/Homework:
SAB pg. 42
Daily Practice/Homework:
SAB pg. 45
Adding machine tape
RTI Learning Target 2 Rubric from
district website
Read Math Note: Representations of
the Number System p. 158
Adding Machine Tape
Assessment Checklist M39
Prepared 1-100 horizontal counting
strip
Missing Numbers
Activity: Introducing Missing
Numbers
Whole Class 20 min


Remove 5 numbers from
the first 2 rows of the 100
chart, point to an empty
slot and have students
offer ideas for why they
think a certain number will
fill the slot. Discuss
strategies offered by
students.
Explain Missing
Numbers Game: Using
pennies, counters or cubes
one student covers 5
numbers while the other
players close their eyes.
The two other players then
look at the 100 chart and
record on SAB 46 the
numbers they think are
missing. Students share.
Math Workshop:

Missing Numbers

Counting to 100 on the
Number line
Activity: Revisiting Missing
Numbers Whole Class 10 min

Play Missing Numbers
as a whole class
Daily Practice/Homework:
SAB pg. 47-48
Read Math Note: Teen Numbers
p. 162
RM 42-44