Professional Documents
Culture Documents
Daily Lesson Overview
Daily Lesson Overview
Daily Lesson Overview
CorrectionKey=A Correcti
I M P L E M E N TAT I O N A N D P
LANNING GUIDE Go Math! Overview
GO Math! lessons are designed to fully facilitate conceptual development, as
students work from introduction to mastery of each content standard listed in
the Common Core. Throughout the lessons, students will use manipulatives,
GUIDE
www.hmhschool.com
1 • PG
EDITION
during instruction, so they are prepared to transition from concept or skills
5/15/13 4:23 PM
1 2
ENGAGE 3 4
Found at the beginning of each lesson, the purpose of the Engage section is to provide
an opportunity for the teacher to establish a common conceptual foundation before
approaching the lesson content. Here, students recall and apply prior knowledge and use
prerequisite skills to participate in a short discussion or to complete a short activity.
The instruction is scaffolded and guided in a way that encourages students to apply
Mathematical Practices as they solve a new type of problem, or a familiar problem in a
Listen and Draw c
new way. It is very important that students continually apply Mathematical Practices as
Read theand
they learn new concepts. Students will encounter unfamiliar following
abstract problem
problems aloud.
for
which they have the content knowledge to solve, andThere are 3toladybugs
the ability effectivelyon a leaf. 2 more
apply
Mathematical Practices will be essential to successfullyladybugs jointhose
approaching them. How many ladybugs
problems.
are there?
The problems in this section are typically contextual. Teachers can use the scaffolding in
• What do
the Student Edition and Teacher Edition to guide instruction. Theyou know? 3 ladybugs,
contextualization 2 more ladybugs
of the
problems also allow teachers to use students prior real-world
• What do experience
you need as to
much asout?
find prior how many
mathematical experience as they think about how to approach the problem.
ladybugs there are
© Houghton Mifflin Harcourt Publishing Company
Program Overview
ladybugs
are actively recording on the the leaf? I can draw two more ladybugs on the leaf.
Lesson 1.1
the problem. There are 3 ladybugs on a leaf. the problem?
Explain.
MATHEMATICAL
Student Edition page. Tell children that their drawings do not have Chapter 1 13
thirteen 14 fourteen
• How many ladybugs are on the leaf now? 5 Standards Practice 2.1
1.1 Reteach 1.1
addition and subtraction. Common Core
show adding to? Have children write the sum on their page.
through the example, Then have children say the solution in a
Name
Lesson Check
TEST
PREP
Name
COMMON CORE STANDA
L
R
By communicating their
4 6 8 9
2. l l l l Draw circles around the animals added to the
group. Write how many.
Spiral Review
understanding
Draw to show adding to. of essential
(CC.1.OA.1)
1.
2. How many goats are there? (Lesson 1.1)
3 dogs and 2 more dogs 5
— dogs 2 goats and 4 more goats — goats
3. 2 6 8 10
Children should draw 5 ladybugs problem. There are 2 rabbits. 5 rabbits join
4. How many ducks are there? (Lesson 1.1)
3 fi sh and 1 more fi sh 4
—
2.
5 ladybugs
© Houghton Mifflin Harcourt Publishing Company
—
Math Talk: Possible answer: I drew 3 ladybugs
and then 2 more ladybugs joining them. There
are 5 ladybugs.
Overview NYC3
How does your
FOR THE TEACHER • Read the following
problem. Have children draw a picture to show
drawing show 4 bees and 4 more bees
the problem. There are 3 ladybugs on a leaf. the problem? MATHEMATICAL
2 more ladybugs join them. How many Explain. PRACTICES
1_MNYCEIG221970_OVOV.indd 3
ladybugs are there? 5/17/13 9:25 AM
Go Math! Overview
1 2 3 4
PRACTICE
Instruction is complete, and students are ready to practice what they have learned.
Teachers can assess student understanding of lesson content through Share and Show.
Intended as guided practice, this part of the lesson begins with a bridge problem (Exercise 1).
The bridge problem connects to the models used in the lesson, and provides scaffolding to help
students as they begin to formalize recording. Give students a minute to work through the
bridge problem, before discussing the problem and its solution.
The next few exercise are skill based, and are important both as practice and as a diagnostic
tool. There are two checked items in this section, which represent the lesson concepts students
should have mastered. Have students complete this section on their own. Students who
did not answer the checked items correctly because of a conceptual misunderstanding may
require additional instructional support. The Quick Check box in the Teacher Edition provides
suggestions for Differentiated Instruction, to help all of your students master the lesson
concepts and skills.
Own Your Own exercises can be completed in class or at home. Although these exercises are
intended for independent practice, you may choose to work through some problems as a class.
You can make these decisions based on the depth of understanding among your students, as
well as the types of problem-solving skills your students need to further develop.
Before students fully engage themselves in the independent practice, you may want to prompt
a quick class discussion around the topic in Go Deeper. This is yet another opportunity for
students to apply the lesson concept in a new way, so they can deepen their understanding.
MATHEMATICAL
PRACTICES Model • Reason • Make Sense
Name
the problem?
3 5
l l
— worms and — more worms 9 worms TAKE HOME ACTIVITY • Have your
toys to show 3 animals. Then add to
Ask how many animals there are. Re
animals with totals up to 10.
COMMON CORE
Chapter 1 • Lesson 1 fi fteen 15 16 sixteen
PROFESSIONAL
DEVELOPMENT Math Talk in Action Untitled-5521 15 3/18/2011 3:09:44 AM Untitled-5521 16
f fe
PROFESSIONAL
DEVELOPMENT Math Talk in Action Di
1_MNYCEIG221970_OVOV.indd 4
Discuss with children using pictures to find how many in Exercise 4. Tony: I counted all the ladybugs in both pictures. 5/17/13 9:28 AM
1, 2, 3, 4, 5, 6, 7 ladybugs.
Teacher: Look at the ladybugs in Exercise 4. How are the Dif
DO NOT EDIT--Changes must be made through “File info”
CorrectionKey=A
Program Overview
2 3 4 SUMMARIZE
This section brings closure to the lesson and provides an objective review of the concept
presented in the lesson. Based on how you organize your class time, you may choose to
Summarize before students go home and complete homework, or you may choose to
Summarize at the beginning of the next class, before beginning the next lesson.
Pose the Essential Question to the class. Students who have a deep understanding of the
lesson concept will be able to answer this question accurately and concisely using appropriate
math vocabulary, and will be able to justify their responses.
Have students record their understanding of the lesson concept by answering the Math
Journal question. You can have students save their Math Journal entries for their portfolios.
MATHEMATICAL
PRACTICES Model • Reason • Make Sense
d 4 more butterflies 6
— butterflies
Test Prep Coach
Test Prep Coach helps teachers to identify
common errors that children can make.
In Exercise 7, if children selected:
• 3, they subtracted the numbers.
6. There are 3 red birds. Some blue birds • 5, they did not understand the concept.
join them. How many blue birds are there? • 8, they added the numbers incorrectly.
d 3 more ladybugs 7
— ladybugs 2 blue birds.
There are —
ay to show 9 worms.
4 SUMMARIZE MATHEMATICAL
PRACTICES
and — more worms 9 worms TAKE HOME ACTIVITY • Have your child use stuffed animals or other
toys to show 3 animals. Then add to the group showing 2 more animals.
Math Journal
Ask how many animals there are. Repeat for other combinations of
animals with totals up to 10. Use pictures and numbers to show 4 dogs
and 1 more dog. Then write how many dogs
fi fteen 15 16 sixteen
FOR MORE PRACTICE:
Standards Practice Book, pp. P3–P4
there are.
Lesson 1.1 16
Overview NYC5
Untitled-505 16 5/9/2011 11:13:38 PM
I M P L E M E N TAT I O N A N D P
LANNING GUIDE Go Math! Enhanced Lesson
Overview
NEW YORK CITY
IMPLEMENTATION AND PLANNING
As described in the Overview, GO Math! lessons are designed to fully facilitate conceptual
development. The teaching suggestions and scripting in the following lesson provides
GUIDE
an enhanced step-by-step guide to teaching Common Core concepts and skills while
integrating the Common Core’s mathematical practices.
1562670
www.hmhschool.com
1 • PG
EDITION
Throughout the lessons, the teaching suggestions in the Teacher Edition and in the
accompanying Roadmaps will offer a consistent approach to instruction. Through these
5/15/13 4:23 PM
1 2
ENGAGE 3 4
The purpose of the Engage section is to provide an opportunity for you to establish a common
conceptual foundation before approaching the lesson content. Here, your students will recall
and apply prior knowledge and use prerequisite skills to participate in a short activity.
The Access Prior Knowledge activity using base-10 blocks will typically takes less than 5
minutes. The intent is to focus your students’ attention on place value concepts and skills.
You can use evidence of students’ understanding to decide how deeply to discuss the concept
presented here – the chapter-opening Show What You Know quiz will assist in determining if
and for how long you will need to spend on this activity.
1 2 3 AND
TEACH 4 TALK
Teach and Talk contains the core instruction for the lesson, in which conceptual development
is key. Here, students are expected to represent, record, solve, and explain as they build an
understanding of the lesson concept.
The instruction in the Teacher Edition is scaffolded and guided in a way that encourages
students explore base 10 relationships. The initial questioning is designed to help ground
students in a familiar number system – time. It is your choice to engage students in approach.
However, the approach has the value of allowing for students to apply Mathematical Practices
as they solve this next step in understanding number relationships.
Read the problem with the class. Then give students a few minutes to think about how they
will progress toward a solution. This enables students to immediately invest themselves in the
problem-solving process.
As it is very important that students continually apply Mathematical Practices as they learn
new concepts, questioning steeped in the practices helps to deepen conceptual understanding.
These questions found in the Teacher Edition wrap and in the Roadmap for this lesson will
allow you to seamlessly build in the practices.
Program Overview
You can use the questions in the Teacher Edition to help students think critically about
the base-10 model they are using. Students will apply Mathematical Practices as they
communicate why the models are appropriate. Make sure students are actively recording
on the Student Edition page.
Once students have worked through the example and the Value of a Digit activity, they
can engage in a short discussion around Math Talk question. Supporting the use of this
activity are additional questions and scaffolding designed to draw out student thinking.
By communicating their understanding of this essential concept, you can gauge student
knowledge and their understanding.
As you transition to instruction that is less scaffolded, you may find it helpful to reference
the COMMON ERRORS box shown in your Teacher Edition. This provides a quick and
immediate intervention opportunity for students who are making errors that are typically
DO NOT EDIT--Changes must be made through “File info”
to a certain concept or skill.
CorrectionKey=A
Lesson 1.8
Essential Question Why are some addition facts • How do you show the equal sign when you
easy to add? add down? I show it with the line above the sum.
• Does the symbol for addition change if you
show the addends going across or up and
1 ENGAGE down? No, the plus sign is used for addition problems
whether the addends go across or up and down.
Assess Prior Knowledge Ask children Now read the following story aloud. Have
questions like the following one. Then have children draw a picture in the bottom
them come to the board to show examples. workspace and complete the addition
Discuss their responses. sentence two ways.
• If you know 4 1 3 5 7, what other fact do Christy has 3 stickers. Mike gives her 2 more
you know? Explain. Possible answer: 3 1 4 5 7; stickers. How many stickers does Christy have
I know that I can change the order of the addends and now?
get the same sum. • Do you have to draw stickers when you
draw the problem, or can you draw
GO something like circles or squares? I can draw
2 TEACH and TALK
iTools
Online
anything to stand for the addends in the story.
Use Math Talk to focus on children’s
c Listen and Draw understanding of adding in different ways.
Materials crayons • Look at the problem about Christy’s
Read the following problem aloud. stickers. What are the addends in the
There are 2 children in line for the slide. number sentence that goes across? 3 and 2
4 more children get in line. How many children • What are the addends in the number
are in line for the slide? sentence that goes up and down? 3 and 2
Have children draw a picture showing this Emphasize that when the same numbers
problem in the top workspace of their page. are added, they will get the same sum. The
© Houghton Mifflin Harcourt Publishing Company
Before completing the vertical and horizontal way the addends are written in the number
addition facts, ask children the following sentence does not change the sum.
questions.
• What did you draw for the picture? Possible
answers: 2 circles and 4 circles; a slide with 2 children
and 4 more children in line; 2 red lines and 4 blue lines.
Point out that children can feel free to use
anything they want to represent the parts
of the problem. Be sure that children hear
each others’ answers to the question of what
Chapter 1 1
Overview NYC7
1 2 3 4
PRACTICE
Instruction is complete, and students are ready to practice what they have learned.
You can assess student understanding of lesson content through Share and Show. Intended
as guided practice, this part of the lesson begins with a bridge problem (Exercise 1). The
bridge problem connects to the base-10 block models used in the lesson, and provides
scaffolding to help students answer the question. Give students a minute to work through
the bridge problem, before discussing the problem and its solution.
The next few exercise are skill based, and are important both as practice and as a diagnostic
tool. There are two checked items in this section (items 5 and 7), which represent the lesson
concepts students should have mastered. Students who did not answer the checked items
correctly because of a conceptual misunderstanding may require additional instructional
support. The Quick Check box in the Teacher Edition provides suggestions for Differentiated
Instruction, to help all of your students master the lesson concepts and skills.
DO NOT EDIT--Changes must be made through “File info”
CorrectionKey=A
Own Your Own exercises can be completed
in class or at home. Although these
exercises are intended for independent Model and Draw
MATHEMATICAL
PRACTICES
3
Chapter 1 3
Program Overview
1 2 3 4 SUMMARIZE
This section brings closure to the lesson and provides an objective review of the concept
presented in the lesson. Based on how you organize your class time, you may choose
to Summarize before students go home and complete homework, or you may choose
to Summarize at the beginning of the next class, before beginning the next lesson.
Depending on your class and your lesson goals, you may choose to assign the Essential
Question or the Math Journal. Or you might decide to assign both.
As a class-concluding activity you can assign the Essential Question. Note that this is
the same Essential Question provided in the Student Edition. Those who have a deep
understanding of the lesson concept will be able to answer this question accurately and
concisely using appropriate math vocabulary, and will be able to justify their responses.
You can also have students record their understanding of the lesson concept by answering
the Math Journal question. You can have students save their Math Journal entries for their
CorrectionKey=A portfolios.
DO NOT EDIT--Changes must be made through “File info” DO NOT EDIT--Changes must be made through “File info”
CorrectionKey=A
If children answered Exercises 3 and 4 To extend their thinking, have children look For Exercise 24, children find each sum and
correctly, assign Exercises 5–23. back at Exercises 5–22 and determine whether color the picture according to the sums. Essential Question
Encourage children to work independently, each answer is reasonable. For each situation
below, have children explain how they would Problem Why are some addition facts easy to add?
but offer guidance if necessary. Possible answer: when addition facts have 0 as an addend,
know that their answer is wrong. Exercise 25 requires children to use higher
Tell children that when they are adding two I know the sum is the other number. If I know the sum of
• You got a sum of 10 for Exercise 6? The sum order thinking skills. The word or is inclusive one addition fact and I see another addition fact with the
numbers, they should start with the first one of the yellow and purple flowers. So, have
and then add the second to find the sum. should be smaller than 10 because you are adding only same addends in a different order, I know the sums are
two 2s. 10 seems too big. children add the numbers of purple and the same.
• What is the word used for the numbers you yellow flowers they colored in Exercise 24.
are adding? addends • You got a sum of 4 for Exercise 7? When add-
ing 0, the sum should be the number added to zero, so • In Exercise 24, what was the sum for Math Journal
• What is the word used for the number you it should be 3. flowers that you colored yellow? 7
get as an answer? sum Explain how knowing 1 1 7 helps you find
• You got a sum of 8 for Exercise 10? The sum • What was the sum for flowers that you the sum for 7 1 1.
• Look at Exercise 5. Would you get the same should be the number just after 8 because you are colored purple? 9
sum if the addends were written across? adding 1. 8 is not the right answers because you are Make sure that children do not use the
Yes; the answer would still be 3. starting with 8 and adding one more to it. numbers 7 and 9 as addends. Remind them
Explain that to answer Exercise 23, children Explain Exercise 23 requires children to that they should count the number of flowers
can write their answer on paper, or they can analyze the addition problem and identify with the sums of 7 and 9—the flowers that
state it orally. They may even draw a picture the error. Evaluating answers helps children they colored yellow or purple.
to show how Sam could find the sum. develop the skill of recognizing when an • In Exercise 25, should you add or subtract?
answer is reasonable. Then children use their add
knowledge of an experience with addition to
• What symbol goes in the second circle?
explain how Sam could find the correct sum.
equal sign
Chapter 1 5 Chapter 1 7
Overview NYC9