MOTP: Domain 1 K-5 Math Blue, Marking Period 1 Dates:
September 13
th, 2021 – October 29
th, 2021
Subject:MATH
Grades:
K-5
Level:BLUE
Instructional Focus
Students will use advanced literacy and technological skills to become readers and writers across a culturally responsive curriculum by generalizing information and communicating knowledge learned in all subjects.
Alignment to technology for the marking period:
Recalling and Understanding Technology
Recalling and Explaining ideas and concepts with technology.
Unit Instructional Focus Establishing Academic Goals Highlights of Major Work
(from Achieve the Core) K-2: Addition and subtraction – concepts, skills, and problem solving; place value.
3-5: Multiplication and division of whole numbers and fractions – concepts, skills, and problem solving.
Chancellor’s Instructional Principles • Ensure high expectations and rigorous instruction for every single student grounded in an asset-based mindset.
• Develop and strengthen a welcoming and affirming school environment.
• Implement inclusive curricula and assessments that center student voice and collaboration.
Culturally Responsive Sustaining understandings
We as a school community:
are inclusive minded, and asset focused.
commit to understanding culture.
identify and critically examine power structures.
act as agents of social change.
reflect, honor and value various identity perspectives.
build alliances across difference to erase discrimination.
engage in critical conversations.
practice mutual respect for different life experiences.
Enduring Understanding
Numbers play an important role in the world around us.
There are many ways to represent a number.
Number sense develops through experience.
Operations create relationships between numbers.
Real world situations can be represented symbolically.
There can be different strategies to solve a problem, some more effective than others.
The ability to solve problems is the heart of mathematics.
Essential Questions
How can I use numbers in my everyday life?
How can I engage in real world experiences to further develop my number sense?
How can I know which mathematical operation to use?
How can I know where to begin when solving a problem?
How can I ask for help when I need assistance in solving a problem?
How can interests developed through mathematics lead to future career choices?
MOTP: Domain 1 K-5 Math Blue, Marking Period 1 Culminating Task
(Including DOK terms in bold)
Conducting Mathematical Calculations
In this 5-week unit, referencing The Multiple Means Learning (MML) approach and using Preferred Mode of Communication (PMC), students will evidence using real world applications of numeration by:
• Identifying numbers and quantities. (NBT)
• Arranging numbers in sequence. (OA)
• Recognizing math symbols. (NBT)
• Representing math relationships in words, diagrams, or symbols. (CC, OA)
• Solving problems involving numbers less than 20. (OA, NBT)
• Comparing numbers in real world scenarios. (OA, NBT)
Culminating Task Ideas: (These are suggestions for how to display the culminating task. They may also serve as a springboard for you to come up with your own idea).
• Picture evidence of students completing the project based culminating task.
• Math journal of artifacts/tasks/Pear Decks completed throughout the unit.
• Real world applications of skills learned
• In classroom demonstration of mastery of skills (e.g., quizzes, tests, performance tasks)
• Check lists of skills learned
Unit Themes To be created within color bands during teacher team meetings.
Key Executive Functions
Skills that students use to organize and act on information will be addressed throughout the unit:
1. Impulse Control – helps students think before acting.
2. Emotional Control – helps students keep their feelings in check.
3. Flexible Thinking – allows students to adjust to the unexpected.
4. Working Memory – helps students keep key information in mind.
5. Self-Monitoring – allows students to evaluate how they are doing.
6. Planning and Prioritizing – helps students decide on a goal and a plan to meet it.
7. Task Initiation – helps students take action and get started.
8. Organization – lets students keep track of things physically and mentally.
Duration of Unit 28 teaching days
What to Include in Student Portfolio Please refer to the portfolio checklist Common Core
Standards Addressed Across Grades
K.CC.1, K.CC.4, K.CC.6, K.CC.7, K.OA.3, K.NBT.1, RI.K.1, RI.K.10, W.K.2, SL.K.4, L.K.1, RF.K.3 1.OA.6, 1.OA.3, 1.NBT.3, RI.1.1, RI.1.10, W.1.2, SL.1.4, L.1.1, RF.1.3
2.OA.2, 2.OA.3, 2.NBT.4, RI.2.1, RI.2.10, W.2.2, SL.2.4, L.2.1, RF.2.3 3.OA.1, 3.OA.7, 3.NBT.2, RI.K.3, RI.3.10, W.3.2, SL.3.4, L.3.1, RF.3.3 4.OA.4, 4.NBT.2, RI.4.1, RI.4.10, W.4.2, SL.4.4, L.4.1, RF.4.3
5.OA.3, RI.5.1, RI.5.10, W.5.2, SL.5.4, L.5.1, RF.5.3 Integration of
NYS Next Generation Learning Standards
Math:
• Construct viable arguments and critique the reasoning of others.
• Reason abstractly and quantitatively.
• Model with mathematics
• Use appropriate tools strategically Hallmarks of Advanced literacy
Instruction
Hallmark 1: Work with a variety of texts that feature big ideas and rich content.
Hallmark 2: Talk/discuss to build language and knowledge.
Hallmark 3: Use extended writing as a platform to build language and knowledge.
Hallmark 4: Study a small set of high-utility vocabulary words needed to master language and content.
Hallmark 5: Use schoolwide protocols to support reading, writing, speaking and listening.
MOTP: Domain 1 K-5 Math Blue, Marking Period 1 Learning Standards for
Career Development
•
Standard 3a – Universal Foundation Skills: Students will demonstrate mastery of the foundation skills and competencies essential for success in the workplace.Key Terms/Vocabulary
addition, subtraction, order, sequence, zero, plus, minus, equal, place value, before, after, one, ten, hundred, greater than, less than, equal to, more, less, bigger, smaller, number line
Additional Math Vocabulary Words:
Assessments to Be Used
Checkpoint assessments at the end of each task bullet SANDI
SANDI FAST (K-2) Rethink data IXL data
READY Math practice and Problem Solving Happy Numbers data
End of unit test/culminating task
Math Foundational Skills Continuum (MFSC) Workstation data
Self-assessments Peer assessments
Daily homework assignments Pear Decks
Materials/Core Curriculum areas addressing standards for this unit
Units of Study Rethink IXLREADY Math Happy Numbers
Teacher made materials Pear Deck
Classroom libraries MyOn
Internet
Sensory materials
Virtual Platforms/Resources Google Classroom
Google Meet
Google Docs/Slides/Forms Google Jamboard
Zoom Pear Deck Near Pod Kahoot FlipGrid
IXL (where appropriate) ENL Consideration ENL teacher develops activities that reinforce Foundational/Language Skills
Speech Consideration Speech providers collaborate with teacher in developing activities that help students explore word relationships in accordance to the P352X Collaborative Speech Model
Key Student Learning Objectives (Demonstrating Knowledge of
Students)
FOR YOUR USE—IDENTIFYING SPECIFIC STUDENT SKILLS THAT YOU WISH TO ADDRESS
MOTP: Domain 1 K-5 Math Blue, Marking Period 1
MATH TEACHING POINTS
MATH (CC, OA, NBT) I can identify numbers 0-10.
(e.g. selecting a specified number from a set using math number cards from the Rethink Curriculum)
I can identify numbers 0-20.
(e.g. selecting a specified number from a set using math number cards from the Rethink Curriculum)
I can understand the meaning of zero.
(zero is understood that there Is nothing left.)
I can use objects and pictures to represent numbers (0-10) (e.g., counting using pictures of favorite T.V. show character, and or favorite math manipulative)
I can use objects, pictures, and ten-frames to represent numbers (0-20).
(e.g., counting using pictures of favorite T.V. show character, and or favorite math
manipulative) I can represent groups of
objects with number name and written numerals from 0- 20.
I can show numbers in different ways (e.g., with different objects, drawings, etc.)
I can order, compare and skip count numbers up to 20.
(Either in my head, verbally, using AAC device etc.)
I can tell what comes before a number from 0-20.
(verbalize/count up using an AAC device, point to the number cards, etc.)
I can tell what comes after a number from 0-20.
(verbalize/count up using an AAC device, point to the number cards, etc.) I can sequence numbers to
50. (e.g., verbally, using sequence cards, by writing the numbers in order, etc.)
I can identify place value:
ones and tens.
(e.g., Using different colored dry erase markers to color code each value)
I can understand that 10 ones make one ten.
(e.g., Using math unifix blocks and base 10 rods)
I can read math symbols, including greater than, less than, equal to (>, <, and =).
I can solve addition problems within 20 using a variety of strategies (without regrouping or borrowing).
I can solve subtraction problems within 20 using a variety of strategies (without regrouping or borrowing).
I can understand that
changing the arrangement of a group of objects does NOT change the total amount of objects.
I can identify the set with most from a group of objects.
(e.g., take picture of student indicating the set with more from two or more groups of math manipulatives.)
I can identify the set with the least from a group of objects.
(e.g., take picture of student indicating the set with less from two groups of math
manipulatives.)
I can make equal groups.
(e.g., Students will
compare/create groups of objects using math
manipulatives) I can use the number line to
show which number is bigger or smaller.
(e.g., point/verbalize/use AAC device to indicate the numeral)
I can compare objects and people, including their characteristics, in the real world.
(e.g., compare the number of students wearing black shoes vs blue shoes. Indicate which color is greater.)
I can recognize the names of and identify the different types of coins (Penny, nickel, dime, quarter)
I can assess my work and the work of my peers.
(using teacher created self- assessment sheet or checklist /peer-assessment sheet or checklist)
I can present my work to teachers and peers.
(e.g., stand in front of my classroom and show my peers what I learned)
LITERACY ALIGNMENT Create a math word wall Draw and write math symbols Number stories
Listening
Discussion techniques Following directions Vocabulary building
Self-assessment Peer-assessment Writing
Conversation Internet skills
Using graphic organizers
Reading
Speaking and listening Group discussion
Asking and answering questions Turn-taking
Conversation Please note: Make sure that you know each
student’s PMC and MML so that teaching points can be adjusted to best meet student needs
PMC = Preferred Mode of Communication MML = Multiple Means Learning
MOTP: Domain 1 K-5 Math Blue, Marking Period 1 MATH FOUNDATIONAL SKILLS
Refer to Math Foundational Skills Continuum (MFSC) for daily reinforcement of skills with emphasis on the Number and Operations strand.
RETHINK ALIGNMENT
Answering questions during a lesson – about an object, picture, topic Answering choice questions
Adding Single Digits Using Objects Subtracting Single Digits Using Objects Identifying quantity
Identifying More or Less and Least or Most Labeling Same and Different
Labels Mathematical symbols Matches Mathematical Symbols Matching numbers to quantity Sequencing numbers
Counting Objects from a set Writing numbers based on quantity
MOTP: Domain 1 K-5 Math Blue, Marking Period 1
Pacing Calendar for the Instructional Unit
Break down DOK terms weekly to ensure that ALL DOK terms are addressed with rigorous activities by end of unit Assessments of each DOK term should be conducted to determine comprehension and next steps
More than one DOK term can be addressed in a given week
Pacing Calendar can be adapted as needed to meet your students’ specific needs
DOK terms Monday Tuesday Wednesday Thursday Friday
Week 1 Identifying numbers
and quantities.
Week 2 Arranging numbers in
sequence.
Week 3 Recognizing math
symbols.
Week 4 Representing math relationships in words, diagrams, or symbols.
Week 5 Solving problems involving numbers less
than 20 and Comparing numbers
in real world scenarios.
MOTP: Domain 1 K-5 Math Blue, Marking Period 1
MATH SCORING RUBRIC