First Grade- Go Math!- Chapter 8- Lesson Plans
Highly Effective Teaching with MrsLefko
162 Followers
Grade Levels
1st
Subjects
Resource Type
Standards
CCSS1.NBT.C.4
CCSS1.NBT.C.6
CCSS1.OA.C.6
Formats Included
- Word Document File
Pages
20
Highly Effective Teaching with MrsLefko
162 Followers
Description
UPDATED for the 2015 version of Go Math!
As a Common Core Fellow for the NYCDOE, and as a facilitator for a Go Math! Implementation course for lead teachers, I have a thorough understanding of the Common Core State Standards, Standards for Mathematical Practice, and the key shifts. My lesson plans are intricately planned with all of these essential components in mind. I look at the Go Math! recommendations and make strategic adjustments to ensure that all are given appropriate weight, while also adding scaffolds. They have the appropriate level of scaffolds and rigor for students in any school, and any classroom setting, as they are intended for my class that contains about 40% students with special needs, 60% general education students, and multiple English Language Learners. The lessons plans will download in Word so they can be edited to your liking. Search my store for the corresponding Smart Board lessons.
Danielson Framework Alignment:
1a: Demonstrating Knowledge of Content and Pedagogy
1e: Designing Coherent Instruction
This document contains detailed plans for the 9 lessons in this chapter, along with a plan for Show What You Know, the chapter test, and performance task.
As a Common Core Fellow for the NYCDOE, and as a facilitator for a Go Math! Implementation course for lead teachers, I have a thorough understanding of the Common Core State Standards, Standards for Mathematical Practice, and the key shifts. My lesson plans are intricately planned with all of these essential components in mind. I look at the Go Math! recommendations and make strategic adjustments to ensure that all are given appropriate weight, while also adding scaffolds. They have the appropriate level of scaffolds and rigor for students in any school, and any classroom setting, as they are intended for my class that contains about 40% students with special needs, 60% general education students, and multiple English Language Learners. The lessons plans will download in Word so they can be edited to your liking. Search my store for the corresponding Smart Board lessons.
Danielson Framework Alignment:
1a: Demonstrating Knowledge of Content and Pedagogy
1e: Designing Coherent Instruction
This document contains detailed plans for the 9 lessons in this chapter, along with a plan for Show What You Know, the chapter test, and performance task.
Total Pages
20
Answer Key
Does not apply
Teaching Duration
3 Weeks
Last updated Mar 21st, 2017
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Standards
to see state-specific standards (only available in the US).
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.
CCSS1.NBT.C.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.
CCSS1.OA.C.6
Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
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