Energized for Excellence Academy Inc.

1st Grade Mathematics

Level II
Week 12 – November 30 – December 4, 2020

Unit: 6 Place Value-Numbers to 99 Monday, November 30, 2020

Students Will Be Able to: (SWBAT

TEKS Objective
*Use objects, pictures, and expanded and standard forms to represent numbers
MATH.1.2C Use objects, pictures, and expanded and
up to 120. [Numbers to 99]
standard forms to represent numbers up to 120.
*Generate a number that is greater than or less than a given whole number up
[Numbers to 99] MATH. 1.2D Generate a number
to 120.
that is greater than or less than a given whole
*Use place value to compare whole numbers up to 120 using comparative
number up to 120. MATH.1.2E Use place value to
language.
compare whole numbers up to 120 using
*Order whole numbers up to 120 using place value and open number lines.
comparative language. MATH.1.2F Order whole
*Represent the comparison of two numbers to 100 using the symbols >, <, =.
numbers up to 120 using place value and open
*Use relationships to determine the number that is 10 more and 10 less than a
number lines. MATH.1.2G Represent the comparison
given number up to 120.
of two numbers to 100 using the symbols >, <, =.
MATH.1.5C Use relationships to determine the
number that is 10 more and 10 less than a given
number up to 120.
ELPS C.1e Internalize new basic and academic language by using and reusing it in meaningful
Language Objective (ELPS) ways in speaking and writing activities that build concept and language attainment;
ELPS C.2e Use visual, contextual, and linguistic support to enhance and confirm understanding of
increasingly complex and elaborated spoken language.
Academic Vocabulary compose • expanded form • decompose • place value • digit • standard
**Visit www.lead4ward.com for academic vocabulary located form
underResources:
Texas Go Math G 1 Texas Go Math Online Book (HUB)
Think Up Grade 1 Think Up Online Book (HUB)
Khan Academy Quizzes Microsoft Teams Nearpod
Materials: pencils * crayons. * math board. * hundred chart. * place value chart
AGENDA AGENDA
 Energized for Excellence Academy Inc.
1st Grade Mathematics
Level II
Week 12 – November 30 – December 4, 2020
Warm Up Spiral Review (10 min.) Warm Up: Show the symbol by using the numbers: 28 82
**Includes time for scholars to complete Do Now and teacher Greater Than: Larger than another amount or value
review. Teacher is moving around room facilitating.

Hook: Attention Getter (1-2 min.) Performance Task:

**Should prepare students to learn the new material by giving Teacher draws a number line on the board and discusses with students.
them a reason to pay attention to the material and get them
interested. Should lead into the I Do.
I Do/Direct Instruction (10-15 min.) I Do
**Includes time for teacher to give explicit instruction on Teacher provides 2 numbers, have students see differences between the numbers and
content (including vocabulary) as well as model skills, check for compare them by using the academic vocabulary. Teacher places the numbers on the open
understanding, and give students opportunities to talk. number line by asking questions to the students.
Students are sitting up, listening, taking notes and tracking the
speaker.

We Do/Guided Practice (10 min.) We Do:

**Includes time for teacher to guide students using T: have students draw the number line on their notebook and compare 2 numbers. Teacher
his/her questioning skills, check for understanding and guides them while they are placing the numbers on the number line.
give students opportunities to turn and talk. Students
are responding to teacher in complete sentences and
answering “why”.
You Do: Students show the numbers that teacher provides on the number line.
**Includes time for students to complete TEKS based activity
independently. Voice level is 0. Teacher is moving around room
facilitating or intervening with struggling students at small
group table.

Online Activities (30 minutes minimum) Imagine Math

Instructional Video: Math On The Spot and Nearpod

Exit Ticket/Evaluation (10 min.) Exit Ticket: students show the numbers on the open number line 11 73 22 58
**Includes STAAR-like questions and/or open-ended responses
to questions using STAAR stems.

TELPAS Writing Prompt Describe a strategy you use to determine if two set of objects is more, less or
 Energized for Excellence Academy Inc.
1st Grade Mathematics
Level II
Week 12 – November 30 – December 4, 2020
same.

Unit: 6 Place Value-Numbers to 99 Tuesday, December 1, 2020

Students Will Be Able to: (SWBAT.

TEKS Objective
*Use objects, pictures, and expanded and standard forms to represent
MATH.1.2C Use objects, pictures, and expanded and
numbers up to 120. [Numbers to 99]
standard forms to represent numbers up to 120.
*Generate a number that is greater than or less than a given whole number up
[Numbers to 99] MATH. 1.2D Generate a number that
to 120.
is greater than or less than a given whole number up to
*Use place value to compare whole numbers up to 120 using comparative
120. MATH.1.2E Use place value to compare whole
language.
numbers up to 120 using comparative language.
*Order whole numbers up to 120 using place value and open number lines.
MATH.1.2F Order whole numbers up to 120 using place
*Represent the comparison of two numbers to 100 using the symbols >, <, =.
value and open number lines. MATH.1.2G Represent
*Use relationships to determine the number that is 10 more and 10 less than a
the comparison of two numbers to 100 using the
given number up to 120.
symbols >, <, =. MATH.1.5C Use relationships to
determine the number that is 10 more and 10 less than
a given number up to 120.
ELPS C.1eInternalize new basic and academic language by using and reusing it in meaningful
Language Objective (ELPS) ways in speaking and writing activities that build concept and language attainment;
ELPS C.2eUse visual, contextual, and linguistic support to enhance and confirm understanding
of increasingly complex and elaborated spoken language
Academic Vocabulary greater than * less than * equal to * 10 less * 10 more *greatest to least *
**Visit www.lead4ward.com for academic vocabulary located least to greatest * open number line * inequality
underResources:
Texas Go Math G 1 Texas Go Math Online Book (HUB)
Think Up Grade 1 Think Up Online Book (HUB)
Khan Academy Quizzes Microsoft Teams Nearpod
Materials: ● * pencils * crayons. * math board. * hundred chart. * place value chart
 Energized for Excellence Academy Inc.
1st Grade Mathematics
Level II
Week 12 – November 30 – December 4, 2020
AGENDA AGENDA
Do Now: Spiral Review (5-7 min.)
**Includes time for scholars to complete Do Now and teacher Do Now:How can you show a number as ten and ones?
review. Teacher is moving around room facilitating.

Hook: Attention Getter (1-2 min.) Ask students to compose and decompose numbers in more than way as so tens and ones.
**Should prepare students to learn the new material by giving
them a reason to pay attention to the material and get them
interested. Should lead into the I Do.

I Do/Direct Instruction (11-13 min.) I Do: Provide students with base-ten blocks and show them how to build numbers to 50
**Includes time for teacher to give explicit instruction on content using the base-ten blocks and place value chart.
(including vocabulary) as well as model skills, check for
understanding, and give students opportunities to talk. Students
are sitting up, listening, taking notes and tracking the speaker.

We Do/Guided Practice (7-10 min.) We Do: Have children write about how to model
**Includes time for teacher to guide students using his/her tens and ones.
questioning skills, check for understanding and give students
opportunities to turn and talk. Students are responding to teacher
in complete sentences and answering “why”.
You Do/Independent Practice (15-20 min.) You Do:
**Includes time for students to complete TEKS based activity Problem Solving: The 2 in 28 is 2 tens. How do you
independently. Voice level is 0. Teacher is moving around room know how many ones there are? Explain your
facilitating or intervening with struggling students at small group
table.
answer

Online Activities (30 minutes minimum) Imagine Math

Instructional Videos: Math On The Spot and Nearpod
Exit Ticket/Evaluation (5 min.) Exit Ticket: Why do you think we count to 10?
**Includes STAAR-like questions and/or open-ended responses to
questions using STAAR stems.
Homework: Homework: How can you use concrete models to find
**Students need practice time to sharpen their skills. Homework a number that is 10 more or 10 less than a given
should be given, collected, checked and return to students at least
 Energized for Excellence Academy Inc.
1st Grade Mathematics
Level II
Week 12 – November 30 – December 4, 2020
3 days per week. number?

TELPAS Writing Prompt Describe a strategy you use to determine if two set of objects is more, less or
same.

Unit: 6 Place Value-Numbers to 99 Wednesday, December 2, 2020

SWBAT:
TEKS Objective
*Use objects, pictures, and expanded and standard forms to represent
MATH.1.2C Use objects, pictures, and expanded and
numbers up to 120. [Numbers to 99]
standard forms to represent numbers up to 120.
*Generate a number that is greater than or less than a given whole number up
[Numbers to 99] MATH. 1.2D Generate a number that
to 120.
is greater than or less than a given whole number up to
*Use place value to compare whole numbers up to 120 using comparative
120. MATH.1.2E Use place value to compare whole
language.
numbers up to 120 using comparative language.
*Order whole numbers up to 120 using place value and open number lines.
MATH.1.2F Order whole numbers up to 120 using place
*Represent the comparison of two numbers to 100 using the symbols >, <, =.
value and open number lines. MATH.1.2G Represent
*Use relationships to determine the number that is 10 more and 10 less than a
the comparison of two numbers to 100 using the
given number up to 120.
symbols >, <, =. MATH.1.5C Use relationships to
determine the number that is 10 more and 10 less than
a given number up to 120.
Language Objective (ELPS) ELPS C.3b Expand and internalize initial English vocabulary by learning and
using high-frequency English words necessary for identifying and describing
people, places, and objects, by retelling simple stories and basic information
represented or supported by pictures, and by learning and using routine
language needed for classroom communication. ELPS C.2c Learn new language
structures, expressions, and basic and academic vocabulary heard during
classroom instruction and interactions. ELPS C.3d Speak using grade-level
content area vocabulary in context to internalize new English words and build
 Energized for Excellence Academy Inc.
1st Grade Mathematics
Level II
Week 12 – November 30 – December 4, 2020
academic language proficiency.
Academic Vocabulary
**Visit www.lead4ward.com for academic vocabulary located greater than * less than * equal to * 10 less * 10 more *greatest to least *
least to greatest * open number line * inequality
under Resources:
Texas Go Math G 1 Texas Go Math Online Book (HUB)
Think Up Grade 1 Think Up Online Book (HUB)
Khan Academy Quizzes Microsoft Teams Nearpod
Materials: ● * pencils * crayons. * math board. * hundred chart. * place value chart
* ten frames
AGENDA AGENDA
Do Now: Spiral Review (5-7 min.)
**Includes time for scholars to complete Do Now and teacher Do Now:
review. Teacher is moving around room facilitating. How can you use concrete objects (pictorial models) to create a number that is greater than
67? Less than?
Hook: Attention Getter (1-2 min.) Performance Task: Teacher provides students with a spinner to generate a
**Should prepare students to learn the new material by giving number and creates scenario and have student generate and represent
them a reason to pay attention to the material and get them
interested. Should lead into the I Do.
numbers to show a number greater than and a number less than the number
generated
I Do/Direct Instruction (11-13 min.)
**Includes time for teacher to give explicit instruction on content I Do: To generate a two-digit number, Teacher spins the spinner twice and
(including vocabulary) as well as model skills, check for uses the base ten blocks to represent the number generated.
understanding, and give students opportunities to talk. Students
are sitting up, listening, taking notes and tracking the speaker.

You Do/Independent Practice (15-20 min.) You Do: Students generate their own numbers to compare with the given
**Includes time for students to complete TEKS based activity number and show them with ten frame pictorial model on their notebooks
independently. Voice level is 0. Teacher is moving around room
facilitating or intervening with struggling students at small group
table.
 Energized for Excellence Academy Inc.
1st Grade Mathematics
Level II
Week 12 – November 30 – December 4, 2020
Online Activities (30 minutes minimum) Imagine Math
Instructional Videos: Math On The Spot and Nearpod

Exit Ticket/Evaluation (5 min.) Exit Ticket: Derrick has 66 baseball cards. Use a ten frame pictorial model to
**Includes STAAR-like questions and/or open-ended responses to represent a set of baseball cards that is less than Derrick’s set of baseball
questions using STAAR stems.
cards.
Homework:
**Students need practice time to sharpen their skills. Homework Homework: Emily has 57 dolls. Use a ten frame pictorial model to represent a set of
should be given, collected, checked and return to students at least dolls that is greater than Emily’s set of dolls.
3 days per week.

TELPAS Writing Prompt Describe a strategy you use to determine if two set of objects is more, less or
same.
 Energized for Excellence Academy Inc.
1st Grade Mathematics
Level II
Week 12 – November 30 – December 4, 2020

Unit: 6 Place Value-Numbers to 99 Thursday, December 3, 2020

SWBAT:
TEKS Objective
*Use objects, pictures, and expanded and standard forms to represent
MATH.1.2C Use objects, pictures, and expanded and
numbers up to 120. [Numbers to 99]
standard forms to represent numbers up to 120.
*Generate a number that is greater than or less than a given whole number up
[Numbers to 99] MATH. 1.2D Generate a number that
to 120.
is greater than or less than a given whole number up to
*Use place value to compare whole numbers up to 120 using comparative
120. MATH.1.2E Use place value to compare whole
language.
numbers up to 120 using comparative language.
*Order whole numbers up to 120 using place value and open number lines.
MATH.1.2F Order whole numbers up to 120 using place
*Represent the comparison of two numbers to 100 using the symbols >, <, =.
value and open number lines. MATH.1.2G Represent
*Use relationships to determine the number that is 10 more and 10 less than a
the comparison of two numbers to 100 using the
given number up to 120.
symbols >, <, =. MATH.1.5C Use relationships to
determine the number that is 10 more and 10 less than
a given number up to 120.
Language Objective (ELPS) ELPS C.2c Learn new language structures, expressions, and basic and academic
vocabulary heard during classroom instruction and interactions. ELPS C.3d
Speak using grade-level content area vocabulary in context to internalize new
English words and build academic language proficiency.
Academic Vocabulary •
**Visit www.lead4ward.com for academic vocabulary located greater than * less than * equal to * 10 less * 10 more *greatest to least *
least to greatest * open number line * inequality
underResources:
Texas Go Math G 1 Texas Go Math Online Book (HUB)
 Energized for Excellence Academy Inc.
1st Grade Mathematics
Level II
Week 12 – November 30 – December 4, 2020
Think Up Grade 1 Think Up Online Book (HUB)
Khan Academy Quizzes Microsoft Teams Nearpod
AGENDA AGENDA
Do Now: Spiral Review (5-7 min.) Do Now: When comparing the two numbers, which place value will you look at first?
**Includes time for scholars to complete Do Now and teacher How do you decide which number is greater? How do you know?
review. Teacher is moving around room facilitating.
Hook: Attention Getter (1-2 min.) • Performance Task: Teacher reads the story Comparing Numbers! (available
**Should prepare students to learn the new material by giving on myOn). After the story, T asks students to turn and talk with a shoulder
them a reason to pay attention to the material and get them
interested. Should lead into the I Do.
partner to discuss strategies that they would use to tell if a number is greater
than the other number? Less than the other number?
I Do/Direct Instruction (11-13 min.) I Do:T provides students with manipulatives (e.g., Unifix cubes, craft sticks, straws,
**Includes time for teacher to give explicit instruction on content etc.), number cards up to 99, word and symbol word cards, and place value mat up to
(including vocabulary) as well as model skills, check for the tens place. T explains to students that they can also use symbols to compare
understanding, and give students opportunities to talk. Students numbers.
are sitting up, listening, taking notes and tracking the speaker.

We Do/Guided Practice (7-10 min.) We Do: To help students transition to using symbols for comparison, T labels each
**Includes time for teacher to guide students using his/her symbol with the corresponding word comparison.
questioning skills, check for understanding and give students Deanna and Kwanita have different amounts of colored jewels. Deanna has 67 colored
opportunities to turn and talk. Students are responding to teacher jewels and Kwanita has 77 colored jewels. Who has more? How do you know?
in complete sentences and answering “why”.
You Do/Independent Practice (15-20 min.) You Do: Britany and Bryan have different amounts of crayons. Brittany has 88 crayons and
**Includes time for students to complete TEKS based activity Bryan has 23 crayons. Who has more? How do you know?
independently. Voice level is 0. Teacher is moving around room
facilitating or intervening with struggling students at small group
table.
Online Activities (30 minutes minimum) Imagine Math
Instructional Videos: Math On The Spot/ Nearpod
Exit Ticket/Evaluation (5 min.) Exit Ticket:
**Includes STAAR-like questions and/or open-ended responses to
questions using STAAR stems.
Homework: Homework:
**Students need practice time to sharpen their skills. Homework
should be given, collected, checked and return to students at least
3 days per week.
 Energized for Excellence Academy Inc.
1st Grade Mathematics
Level II
Week 12 – November 30 – December 4, 2020

TELPAS Writing Prompt Describe a strategy you use to determine if two set of objects is more, less or
same.

Unit: 6 Place Value-Numbers to 99 Friday, December 4, 2020

SWBAT:
TEKS Objective
*Use objects, pictures, and expanded and standard forms to represent
MATH.1.2C Use objects, pictures, and expanded and
numbers up to 120. [Numbers to 99]
standard forms to represent numbers up to 120.
*Generate a number that is greater than or less than a given whole number up
[Numbers to 99] MATH. 1.2D Generate a number that
to 120.
is greater than or less than a given whole number up to
*Use place value to compare whole numbers up to 120 using comparative
120. MATH.1.2E Use place value to compare whole
language.
numbers up to 120 using comparative language.
*Order whole numbers up to 120 using place value and open number lines.
MATH.1.2F Order whole numbers up to 120 using place
*Represent the comparison of two numbers to 100 using the symbols >, <, =.
value and open number lines. MATH.1.2G Represent
*Use relationships to determine the number that is 10 more and 10 less than a
the comparison of two numbers to 100 using the
given number up to 120.
symbols >, <, =. MATH.1.5C Use relationships to
determine the number that is 10 more and 10 less than
a given number up to 120.
Language Objective (ELPS) ELPS C.2c Learn new language structures, expressions, and basic and academic
vocabulary heard during classroom instruction and interactions. ELPS C.3d
Speak using grade-level content area vocabulary in context to internalize new
English words and build academic language proficiency.
Academic Vocabulary greater than * less than * equal to * 10 less * 10 more *greatest to least *
**Visit www.lead4ward.com for academic vocabulary located least to greatest * open number line * inequality
 Energized for Excellence Academy Inc.
1st Grade Mathematics
Level II
Week 12 – November 30 – December 4, 2020
under Resources:
Texas Go Math G 1 Texas Go Math Online Book (HUB)
Think Up Grade 1 Think Up Online Book (HUB)
Khan Academy Quizzes Microsoft Teams Nearpod
AGENDA AGENDA
Do Now: Spiral Review (5-7 min.) Do Now: Can you point to where on the number line we should place the
**Includes time for scholars to complete Do Now and teacher number zero? How do you know? Can you point to where on the number line
review. Teacher is moving around room facilitating.
we should place the number 99? How do you know?
Hook: Attention Getter (1-2 min.) Performance Task: T tells students that they will be working on strategies to
**Should prepare students to learn the new material by giving help them order whole numbers using magnitude. T reminds students that the
them a reason to pay attention to the material and get them
interested. Should lead into the I Do.
word magnitude means the distance a number is from zero.T selects three
students to give a number between 0 and 100 and record their numbers on a
sticky note. It is also best practice to show the relationship between the
beaded number line to the 100’s chart. T explains to students that the beaded
number line is like stretching the 100’s chart into one long number line. T
identifies the numbers on the beaded number line and the 100’s chart to help
students see the relationship.
I Do/Direct Instruction (11-13 min.) I Do:
**Includes time for teacher to give explicit instruction on content
(including vocabulary) as well as model skills, check for
understanding, and give students opportunities to talk. Students
are sitting up, listening, taking notes and tracking the speaker.

We Do/Guided Practice (7-10 min.) We Do: T allows students to work in small groups or with partners. T has students write the
**Includes time for teacher to guide students using his/her three numbers on different sticky notes as shown in the image, then telsl students to locate
questioning skills, check for understanding and give students the bead that represents each number on the beaded number line. (Using for example, i. e.,
opportunities to turn and talk. Students are responding to teacher clothes pen, premade arrows, etc.) T tells students to record each number from left to right
in complete sentences and answering “why”. in the order they appear on the number line in their math journal. Repeat the activity with
other numbers
You Do/Independent Practice (15-20 min.)
**Includes time for students to complete TEKS based activity You Do: Students repeat the activity with other numbers.
independently. Voice level is 0. Teacher is moving around room
facilitating or intervening with struggling students at small group
 Energized for Excellence Academy Inc.
1st Grade Mathematics
Level II
Week 12 – November 30 – December 4, 2020
table.

Exit Ticket/Evaluation (5 min.) Exit Ticket: If this number line represents numbers 1 to 100, where is zero?
**Includes STAAR-like questions and/or open-ended responses to How do you know? Where is 100? How do you know? Place the number zero
questions using STAAR stems.
and 99 on the number line where they belong.
Homework: Homework: Record the numbers in order from least to greatest on a Place Value chart.
**Students need practice time to sharpen their skills. Homework 68 84 90
should be given, collected, checked and return to students at least
3 days per week.

TELPAS Writing Prompt Describe a strategy you use to determine if two set of objects is more, less or
same.
 Energized for Excellence Academy Inc.
1st Grade Mathematics
Level II
Week 12 – November 30 – December 4, 2020
Accommodations and Response to Intervention

● Review of directions
● Reteaching concepts
● Use of mnemonics and graphic organizers
● Have student restate information
● Provision of notes or outlines
● Concrete examples
● Small group instruction
● Use adaptive listening device
● Oral administration
● Extra time
● Calculation device

Gifted and Talented

● Writing Activity: Students create display boards that represent how to factor out composite numbers.
● Students should be provided with options (e.g., poster boards, card stock, bulletin boards, technology,
● etc.) to submit final work product.
● Writing activity: As an extension, assign students questions from the Working Backwards: Extension
● Problems (Doing and Undoing) file that is available in the unit resource folder. These questions are particularly good for advanced learners and those
students who are ready for a challenge. All students can benefit from writing and simplifying the numerical expressions that are included.
 Energized for Excellence Academy Inc.
1st Grade Mathematics
Level II
Week 12 – November 30 – December 4, 2020
 Energized for Excellence Academy Inc.
1st Grade Mathematics
Level II
Week 12 – November 30 – December 4, 2020