Math in Focus Long Term Plan

COURSE OVERVIEW & TIMING

This section is designed to help you see the flow of your units/topics across the entire school year.
Chapters

Chapter Length

Unit 1:

Numbers to 1,000

9 days

Unit 2:

Addition up to 1,000

6 days

Unit 3:

Subtraction up to 1,000

7 days

Unit 4:

Using Bar Models: Addition and Subtraction

9 days

Unit 5:

Multiplication and Division

7 days

Unit 6:

Multiplication Tables of 2, 5, and 10

11 days

Unit 7:

Metric Measurement of Length

8 days

Unit 8:

Mass

7 days

Unit 9:

Volume

5 days

Unit 10:

Mental Math and Estimation

10 days

Unit 11:

Money

8 days

Unit 12:

Fractions

5 days

Unit 13:

Customary Measurements of Length

8 days

Unit 14:

Time

7 days

Unit 15:

Multiplication Tables of 3 and 4

9 days

Unit 16:

Using Bar Models: Multiplication and Division

6 days

Unit 17:

Picture Graphs

6 days

Unit 18:

Lines and Surfaces

4 days

Unit 19:

Shapes and Patterns

7 days

Unit 1:
Unit 2:
Unit 3:
Unit 4:
Unit 11:
Unit 14:
Unit 5:
Unit 12:

Order of Chapter Units

Numbers to 1,000
Addition up to 1,000
Subtraction up to 1,000
Using Bar Models: Addition and Subtraction (Word
Problems)
Money
Time
Multiplication and Division
Fractions

Unit 10:
Unit 13:
Unit 7:
Unit 6:
Unit 15:
Unit 17:
Unit 8:
Unit 9:
Unit 18:
Unit 19:
Unit 16:

Mental Math and Estimation

Customary Measurements of Length
Metric Measurement of Length
Multiplication Tables of 2, 5, and 10
Multiplication Tables of 3 and 4
Picture Graphs
Mass
Volume
Lines and Surfaces
Shapes and Patterns
Using Bar Models: Multiplication and Division

OVERALL COURSE TIMING

This section is designed to help you compare the number of available instructional days/weeks to the
number of days/weeks you have accounted for in your Long Term Plan.

Total number of instructional weeks/days in school year:
Total number of instructional weeks/days for all units included in Long Term
Plan:

Course Length
XX days or weeks
XX days or weeks

*Note: Be sure to account for all instructional days in the school year, including those after end-of-year testing
(if any).

Daily Number Sense Practice

ALL YEAR

Math Chant

Think Hard and Work Hard

Skip-Counting
Chants and
Songs

10s, 2s, 5s, 3s, 4s, 6s

Skip-counting pattern on the board
Sing songs standing up or in a circle with clapping
Make pattern starting with a number other than 0

Math Facts
Time Tests

Folders with clear sleeves, interchange the facts each day!

Number
Chains

Finding a number from a series of steps

Mental Math

Mental math problem done full group silent signals to indicate their
answers/thinking right potential answers on board, show three ways to solve

Find Three
Ways

Im so excited for the problem of the day, just put your name and date at the top
(clap) name and date at the top (clap) Im so excited for the problem of the day,
HEY!

Students work independently on another problem for four minutes and then confer
with their group about how they solved the problem.
Three students are brought to the board to explain their thinking.

Math Facts
Games

Roll dice, find the sum

Have a starting number and then flip over cards to add to that number
Have number cards to add to that number
Make number bonds using cards

Homework
Review

Review answers, kids pair up and teach answers, present the problem to the class

Calendar

Today is
What month is it today? Spell the month
What is the day today? Figure it out based on the one before
What is todays day of the week? Whats tomorrow? What was yesterday?
What is the pattern? (Using shapes)

Days of School (Odd or Even)
Odd or Even On the first couple days of school demonstrate odd or even by
circling groups of 2 on the ten frame, even numbers are numbers that can be
divided into groups of 2, odd have an odd ball, show them with colors
How many days have we been in school? Add to the counting tape (every ten is a
different color), once you get to a ten, add it to the big counting tape

Ten Frame Days of School
Use ten frames to count the days of the school year
Tens and ones ten frames, sticky note pad to show the number above the tens and
ones place

Base Ten Blocks Days of School
Expanded form, written form

Time
The number of days of school corresponds to the number of minutes on the clock,
each day add another minute, clap on the fives then count by 1s
Show the time on another big clock

Time of the Day
Time of the day, What is it like outside? What would you be doing at 4 P.M. during
the day?

Weather
Weather (Compare weather in Phoenix to the weather in another part of the world)

Number Builder
Number builder (Making ten?), write the equation (New number each week?)

Math Word of the Day

Money
First counting by money (penny, dimes, nickels, etc)
Money, three ways to make the amount shown using coins using the number of
days in the school year, write the amount on the board, write out the equation

UNIT 0: First Grade Review

UNIT 0 LENGTH: 5-6 Weeks

UNIT 0 LEARNING GOALS

CCSS
Objectives

Extend the counting sequence.
CCSS.Math.Content.1.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.

Understand place value.
CCSS.Math.Content.1.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:
CCSS.Math.Content.1.NBT.B.2a 10 can be thought of as a bundle of ten
ones called a ten.
CCSS.Math.Content.1.NBT.B.2b The numbers from 11 to 19 are composed
of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
CCSS.Math.Content.1.NBT.B.2c The numbers 10, 20, 30, 40, 50, 60, 70, 80,
90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0
ones).
CCSS.Math.Content.1.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 <.

Use place value understanding and properties of operations to add and
subtract.
CCSS.Math.Content.1.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.
CCSS.Math.Content.1.NBT.C.5 Given a two-digit number, mentally find 10 more or
10 less than the number, without having to count; explain the reasoning used.
CCSS.Math.Content.1.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.