Windsor Spring Elementary

Grade/Subject: 1st Grade

Math
Teachers: Mrs. Britt, Mrs. Miller, Mrs. Starling-Scruggs, Ms. Whitehorne
Title: Unit 4: Sorting, Comparing, and Ordering

Big Idea(s):

By the conclusion of this unit, students should be

able to demonstrate the following competencies:
Sort shapes into groups made up of members sharing the same
attributes.
Compare shapes based on attributes.
Find and name shapes in the environment.
Use shapes to create representations of items in the environment.
Compose and decompose shapes.
Create shapes, both 2 and 3 dimensional.
Divide a collection of objects into equal parts (halves, fourths).
Divide wholes into equal parts (halves, fourths).
Locate where a number lives on a number line and tell who its
neighbors are.
Locate where a fraction (halves, fourths) lives on a number line.

Dates: Jan. 26-30, 2015

Unit Standards

MCC.1.MD.1 Order three objects by length; compare the lengths of

two objects indirectly by using a third object.
MCC.1.MD.2 Express the length of an object as a whole number of
length units, by laying multiple copies of a shorter object (the length
unit) end to end; understand that the length measurement of an
object is the number of same-size length units that span it with no
gaps or overlaps. Limit to contexts where the object being measured
is spanned by a whole number of length units with no gaps or
overlaps.
MCC.1.MD.3 Tell and write time in hours and half-hours using analog
and digital clocks.
MCC.1.MD.4 Organize, represent, and interpret data with up to three
categories; ask and answer questions about the total number of data
points, how many in each category, and how many more or less are in
one category than in another.
SELECTED TERMS AND SYMBOLS

Analog Compare Data Digital Estimate Graph Hands (clock) Hour Length Minute Sorting rule

Enduring Understandings:
Telling time to the hour and half hour using
analog and digital clocks.
Objects may be compared according to
length.
Objects may be used to determine length,
but must correspond with a standard unit of
measurement.
Tools may be created to measure length.
Organize and represent data collected from
measurement.
Ask and answer questions related to
measurement data.

Windsor Spring Elementary

Essential Questions:

How can we measure the length of an object?

What can we use to measure objects?
How can we tell which of two objects is longer than the other?
How can we order a group of objects by their length?
How does using an object help us when measuring another object?
Why are the measurements of classmates different?
Why would an estimate be helpful when measuring?
When is an estimate good enough? When should I measure instead of using an estimate?
How can we compare the length of a set of objects?
How are objects used to measure other objects?
How are measuring units selected?
How do measurements help compare objects?
Why is telling time important?
How do you use time in your daily life?
How can we measure time?
What does the hour hand on a clock tell us?
Why is it important to know the difference between the two hands?
Why do we need to be able to tell time?
How do we show our thinking with pictures and words?
How does time impact my day?

What does the minute hand on a clock tell us?

What do I know about time?
Why do people collect data?
Are there different ways to display data?
What can we learn from our data?

Skills/Concepts to maintain:

Counting to 100
Sorting
Write and represent numbers through 20
Comparing sets of objects (equal to, longer than, shorter than)
One to one correspondence
Equivalence
Basic geometric shapes
Modeling addition and subtraction
Estimating using 5 and 10 as a benchmark
Measurement: comparing and ordering two or more objects

Calendar Time: (8:20 8:40)

January:
Calendar: analyze patterns using positional words
Clock: how many minutes in hour/half hour, count by fives and ones
Coin Counter: value of penny, nickel, and dime and solve problems with them
Counting Tape and Ten Grid: use number patterns to do mental math
Daily Depositor: model place value, match quantities with numbers
Graph: collect/record weather data on picture graph, interpret data
Number Talks: (8:20-8:40)
Counting All/ Counting On with Double Ten Frames
Doubles near doubles (page 107-11)

Stage Two: Assessment Evidence

Performance Tasks/Projects:

Culminating Task: Measurement Olympics

Other assessments:

Windsor Spring Elementary

FALS Assessments: Unit 4 http://ccgpsmathematicsk5.wikispaces.com/file/view/1st_grade_measurement.pdf/480464676/1

st_grade_measurement.pdf
Summative Assessment: Unit 4 http://ccgpsmathematicsk5.wikispaces.com/file/view/First%20Grd%20Unit
%204%20assess.pdf/437811038/First%20Grd%20Unit
%204%20assess.pdf
Envisions Assessments

Stage Three: Learning Plan

Be very specific in explaining and describing activities/performance in which students will complete
Best Practices
Procedure
Instructional Strategies

Modeling and
Demonstrations

Unit 4 Frameworks: Task 10

MONDAY

1.

Read What time is it Mr.

Crocodile or a similar
book.
2. Review the differences
between AM and PM.
3. Tell students that we are
going to collect data
about bed times and
wake up times.
4. Distribute the Time
Survey to each student
and have them fill it out.
Each student will leave
their survey on their
desk.

Windsor Spring Elementary

Differentiated Small Groups

Below-Level
Brianna
Alicia
ZaNiyah
Raquez
Khristina
On-Level
Cameron
David
Mekari
Serenity
Brett
Jordan
Dameon
Frances
TyShiya
Jessie
Advanced
Xiomara
Victoria
Jada
Tyriek

1. Students will walk around the room to collect data from other students.
They will use a census sheet for both wake times and bed times.
2. After students have collected their data, provide time for them to tally
and analyze their data.
3. When students are finished analyzing and organizing their data, they will
answer the questions related to their data.

Independent Centers
Math Facts
At Your Seat
Hands On
Closing: Standards Review / Essential Questions Review / Clearing up misconceptions / Students sharing knowledge
Homework:

TUESDAY

Modeling and
Demonstrations
Envisions 13-1
Whole Group Mini-Lesson:
2. Connect to prior
knowledge: Why do
people use clocks? If
there were no clocks,
how could you tell what
time it is, or what part of
the day it is?
3. Hold up a demonstration
clock. Ask: How many
numbers are there? How
many hands are there?
How are the hands
different? How do you
think the numbers and
the hands show the
time?
4. Explain that there are 60
minutes in an hour.
Explain that the short
hand is the hour hand,
which shows what hour it
is, and that the long
hand is the minute hand,
which shows how many
minutes after the hour it
is.
5. Model setting the clock
to 2 oclock. Ask: What
is the hour hand pointing
to? What is the minute
hand pointing to? When
the minute hand is on
the 12, you say oclock.
What time does the clock
show.

Windsor Spring Elementary

Differentiated Small Groups

Use a geared demonstration clock to demonstrate for children how the hour
hand and minute hand rotate around the clock. Start at 2 oclock and move the
minute hand slowly through the hour. Ask: What did the hour hand do? What did
the minute hand do?
Brianna
2. Write the following times on the board: 7:00, 3:00, 6:00, 12:00, 1:00, 9:00, and
Alicia
11:00. Have children work in pairs. One child selects a time and writes it in on
ZaNiyah
Item 1 on page 415. The partner draws the hands on the clock in Item 1 to show
Khristina
the same time. Children take turns repeating the activity to complete numbers 24.
3. Observe as children complete the guided practice, providing help if necessary.
1. Use a geared demonstration clock to demonstrate for children how the hour
On-Level
hand and minute hand rotate around the clock. Start at 2 oclock and move the
minute hand slowly through the hour. Ask: What did the hour hand do? What did
the minute hand do?
Cameron
David
2. Write the following times on the board: 7:00, 3:00, 6:00, 12:00, 1:00, 9:00, and
Mekari
Serenity
11:00. Have children work in pairs. One child selects a time and writes it in on
Brett
Jordan
Item 1 on page 415. The partner draws the hands on the clock in Item 1 to show
Dameon
Frances
the same time. Children take turns repeating the activity to complete numbers 2TyShiya
Jessie
4.
3. Observe as children complete the guided practice, providing help if necessary.
Advanced
1. Use a geared demonstration clock to demonstrate for children how the hour
hand and minute hand rotate around the clock. Start at 2 oclock and move the
minute hand slowly through the hour. Ask: What did the hour hand do? What did
the minute hand do?
2. Write the following times on the board: 7:00, 3:00, 6:00, 12:00, 1:00, 9:00, and
Xiomara
11:00. Have children work in pairs. One child selects a time and writes it in on
Victoria
Item 1 on page 415. The partner draws the hands on the clock in Item 1 to show
Jada
the same time. Children take turns repeating the activity to complete numbers 2Tyriek
4.
3. Observe as children complete the guided practice, providing help if necessary.
4. If there is enough time, have students complete the enrichment activity for this
lesson.
Independent Centers
Math Facts
www.ixl.com or www.firstinmath.com
At Your Seat
Independent Practice 13-1 and/or WB Practice 13-1
Hands On
Judy Clocks
Closing: Standards Review / Essential Questions Review / Clearing up misconceptions / Students sharing knowledge
Below-Level

1.

Homework:
Teacher notes / lesson reflections:

WEDNESDAY

Modeling and
Demonstrations
Envisions 13-2
Whole Group Mini-Lesson:
1. Hold up the
demonstration clock.
Ask: Have you ever
seen a clock that shows
time a different way than
this clock? What did it
look like?
2. Set the clock to 3:00.
Draw a rectangle on the
board and write 3:00
inside. Explain: These
are both ways that clocks
display time. What time
does each clock say?
What is different about
the way the two clocks
show the time?
3. Explain what the colon
means when reading a
digital clock and what 00
means.

Differentiated Small Groups

Below-Level
Brianna
Alicia
ZaNiyah
Raquez
Khristina

1. Have children work in pairs. Distribute number cards 1-12 and an analog
clock face to each pair of children. The first child picks a random number
card and place it to the left of the dots. The second child displays the
time on their analog clock.
2. After the pairs discuss the time on both clocks to make sure they math,
they should record the time on both clocks on item 1.
3. Have them switch roles and repeat the activity to complete items 2-4.
4.

On-Level
Cameron
Mekari
Brett
Dameon
TyShiya

David
Serenity
Jordan
Frances
Jessie

4.
Advanced

Xiomara
Victoria
Jada
Tyriek

Observe as students complete the guided practice, providing help as necessary.

1. Have children work in pairs. Distribute number cards 1-12 and an analog
clock face to each pair of children. The first child picks a random number
card and place it to the left of the dots. The second child displays the
time on their analog clock.
2. After the pairs discuss the time on both clocks to make sure they math,
they should record the time on both clocks on item 1.
3. Have them switch roles and repeat the activity to complete items 2-4.
4.
5.

Observe as students complete the guided practice, providing help as necessary.

If there is enough time, have students complete the enrichment master for this
lesson.
Independent Centers
Math Facts
www.firstinmath.com or www.ixl.com
At Your Seat
13-2 Independent Practice and/or 13-2 WB Practice
Hands On
Judy Clocks
Closing: Standards Review / Essential Questions Review / Clearing up misconceptions / Students sharing knowledge
Homework:
Teacher notes / lesson reflections:

Windsor Spring Elementary

Observe as students complete the guided practice, providing help as necessary.

1. Have children work in pairs. Distribute number cards 1-12 and an analog
clock face to each pair of children. The first child picks a random number
card and place it to the left of the dots. The second child displays the
time on their analog clock.
2. After the pairs discuss the time on both clocks to make sure they math,
they should record the time on both clocks on item 1.
3. Have them switch roles and repeat the activity to complete items 2-4.

THURSDAY

Modeling and
Demonstrations

Envisions 13-3
Whole Group Mini-Lesson:
1. Ask: When you do
things at school, do they
always begin on the
hour? You know that 60
minute are in an hour.
How many minutes do
you think are in a half
hour?
2. Show the class a clock
with a vertical line drawn
through it dividing the
clock it in half. What
numbers does the line go
through? (12 and 6) If
you know that the
minute hand on 12
shows the hour, what
number is the minute
hand on when it moves
halfway around? Explain
to children that a half
hour is 30 minutes.
3. Distribute a paper clock
to each student. Have
children make a clock
they can use at their
desks.

Differentiated Small Groups

Below-Level
Brianna
Alicia
ZaNiyah
Raquez
Khristina

2.

3.

On-Level

Cameron
Mekari
Brett
Dameon
TyShiya

Serenity
David
Jordan
Frances
Jessie

1.

2.

3.
Advanced

Xiomara
Victoria
Jada
Tyriek

1.

2.

3.
Math Facts
At Your Seat
Hands On
Closing: Standards Review /
Homework:

Windsor Spring Elementary

1.

Show 4:00 on your demonstration clock. Ask: What time is this? Move the minute hand
as you say, When the minute hand travels halfway around the clock, notice that the
hour hand travels halfway between 4 and 5. Have the children show 4:30 on their
clocks. When the minute hand points to the 6, you say thirty. What time do you think
this is? You can also say that it is half past four.
Write different times to the half hour on the board. Have the children work in pairs.
One child pics a time from those listed on the board and records it in item 1. The
second child displays the time on his or her clock. After the pair agrees that the times
match, the first child records where the hands are for each item. Partners switch roles
and complete numbers 2 and 3.
Observe as students complete the guided practice, providing help as necessary.

Show 4:00 on your demonstration clock. Ask: What time is this? Move the minute
hand as you say, When the minute hand travels halfway around the clock,
notice that the hour hand travels halfway between 4 and 5. Have the children
show 4:30 on their clocks. When the minute hand points to the 6, you say thirty.
What time do you think this is? You can also say that it is half past four.
Write different times to the half hour on the board. Have the children work in
pairs. One child pics a time from those listed on the board and records it in item
1. The second child displays the time on his or her clock. After the pair agrees
that the times match, the first child records where the hands are for each item.
Partners switch roles and complete numbers 2 and 3.
Observe as students complete the guided practice, providing help as necessary.
Show 4:00 on your demonstration clock. Ask: What time is this? Move the minute
hand as you say, When the minute hand travels halfway around the clock,
notice that the hour hand travels halfway between 4 and 5. Have the children
show 4:30 on their clocks. When the minute hand points to the 6, you say thirty.
What time do you think this is? You can also say that it is half past four.
Write different times to the half hour on the board. Have the children work in
pairs. One child pics a time from those listed on the board and records it in item
1. The second child displays the time on his or her clock. After the pair agrees
that the times match, the first child records where the hands are for each item.
Partners switch roles and complete numbers 2 and 3.
Observe as students complete the guided practice, providing help as necessary.

Independent Centers
www.firstinmath.com or www.ixl.com
Independent Practice 13-3 and/or WB Practice 13-3
Judy Clocks
Essential Questions Review / Clearing up misconceptions / Students sharing knowledge

FRIDAY

Modeling and
Demonstrations
Envisions: 13-4
Whole Group Mini-Lesson:
1. Ask: When might you
need to know the time
something starts?
2. Display a schedule.
What do you notice
about this schedule?
3. Write Library and its
corresponding time on a
sentence strip. Tape it to
the board. Then write
5:30 and Dinner on
another sentence strip.
Write the remaining
activities on stenence
strips and tape them t
the board, making sure
the activities are not in
chronological order.
4. Work with children to
arrange the strips in
chronological order.
5. Have the students fill in
the rest of their schedule
with the activities. Once
they have completed
their schedules, gather
their attention for
discussion.
6. Have the students use
their schedules to solve
problems.

Below-Level
Brianna
Alicia
ZaNiyah
Raquez
On-Level
Cameron
David
Mekari
Serenity
Brett
Jordan
Dameon
Frances
TyShiya
Jessie
Advanced
Xiomara
Victoria
Jada
Tyriek
Math Facts
At Your Seat
Hands On
Closing: Standards Review /

1.

Differentiated Small Groups

Observe as students complete the guided practice, providing help if necessary.

1.

Observe as students complete the guided practice, providing help if necessary.

1.

Observe as students complete the guided practice, providing help if necessary.

Independent Centers
www.firstinmath.com or www.ixl.com
Independent Practice 13-4 and/or WB Practice 13-4
Schdules
Essential Questions Review / Clearing up misconceptions / Students sharing knowledge

Homework:

Teacher notes / lesson reflections:

Differentiated Instruction Groups Below

mCLASS/easyCBM/PARS Differentiated Groups
Data Driven:

Windsor Spring Elementary

Data Driven:

Data Driven:

Data Driven:

Strategic / Intensive
/Advanced
Will determine groups based on
DIBELS scores

Windsor Spring Elementary

Strategic / Intensive /
Advanced

Strategic
Advanced

Intensive

/ Strategic /
Advanced

Intensive