Engage NY, 1st Grade Math, Module 6, I Can Statements and Much More
Cindy Saucer
4.3k Followers
Grade Levels
1st
Subjects
Resource Type
Standards
CCSS1.MD.B.3
CCSS1.NBT.A.1
CCSS1.NBT.B.2
CCSS1.NBT.B.3
CCSS1.NBT.C.4
Formats Included
- PDF
Pages
71 pages
Cindy Saucer
4.3k Followers
Description
These are supplemental materials that go with Engage NY, 1st Grade Math Curriculum, Module 6. This package includes all that you will need for your Math Word Wall and Math Journal.
Included are:
Math Journal Application Stories for Module 6
Terminology used in Module 6
Standards covered in Module 6
I Can Statements for Module 6
Daily Targets - objectives which are kid friendly
Practice Standards used in Module 6
Included are:
Math Journal Application Stories for Module 6
Terminology used in Module 6
Standards covered in Module 6
I Can Statements for Module 6
Daily Targets - objectives which are kid friendly
Practice Standards used in Module 6
Total Pages
71 pages
Answer Key
N/A
Teaching Duration
2 months
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Standards
to see state-specific standards (only available in the US).
CCSS1.MD.B.3
Tell and write time in hours and half-hours using analog and digital clocks.
CCSS1.NBT.A.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.
CCSS1.NBT.B.2
Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
CCSS1.NBT.B.3
Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
CCSS1.NBT.C.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 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.
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