Eureka employs a 3 part strategy to solve word problems which students will use on the application problems. The 3 part strategy is Read, Draw, Write - or RDW.
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**Note: These suggestions are not my own. They have been taken directly from the material available on the Engage NY website. Please visit them for additional information: https://www.engageny.org/ Grade 4 Module 1 If pacing is a challenge, consider omitting Lesson 17 since multi-step problems are taught in Lesson 18. Instead, embed problems from Lesson 17 into Module 2 or 3 as extensions. Since multi-step problems are taught in Lesson 18, Lesson 19 could also be omitted. **Note: These suggestions are not my own. They have been taken directly from the material available on the Engage NY website. Please visit them for additional information: https://www.engageny.org/ Grade 3 Module 1
If pacing is a challenge, consider the following modifications and omissions. Consolidate Lessons 12 and 13, both of which are division lessons sharing the same objective. Include units of 2 and units of 3 in the consolidated lesson. Omit Lessons 15 and 19. Lesson 15 uses the tape diagram to provide a new perspective on the commutative property, a concept students have studied since Lesson 7. Lesson 19 introduces the significant complexity of the distributive property with division. The concepts from both lessons are reinforced within Module 3. **Note: These suggestions are not my own. They have been taken directly from the material available on the Engage NY website. Please visit them for additional information: https://www.engageny.org/ Kindergarten Module 1
Consider consolidating Lessons 1 and 2 if students are competent in recognizing and discussing subtle differences in the attributes of objects. Lessons 12, 13, 15, 18, 20, 22, 24, and 26 include numeral formation along with counting and cardinality concepts. In prioritizing a focus within each lesson (e.g., if reducing the instructional time for numeral writing), take care not to inadvertently omit the teaching of math concepts within the same lesson (e.g., cardinality, conservation, and counting in varied configurations). **Note: These suggestions are not my own. They have been taken directly from the material available on the Engage NY website. Please visit them for additional information: https://www.engageny.org/ Grade 2 - Module 1
It is not recommended to modify or omit any lessons in Module 1. The concepts learned in this module serve as the foundation for all other lessons in Grade 2. **Note: These suggestions are not my own. They have been taken directly from the material available on the Engage NY website. Please visit them for additional information: https://www.engageny.org/ Grade 1 Module 1 - Pacing Suggestions from Engage NY
If pacing is a challenge, consider consolidating Lessons 22 and 23 into one lesson and omitting the Problem Sets. Instead, have students create their own flashcards for +0 and +1 facts for Lesson 22 and +2 facts for Lesson 23. Students can mix up their flashcards and order them (e.g., 2 columns for Lesson 22 and 3 columns for Lesson 23), thinking of the answers as they go, or they can quiz each other. Consider consolidating Topics G and H by using the following sequence of lessons. Day 1: Lesson 25—Add to with change unknown math stories related to subtraction. Day 2: Lesson 30—Add to with change unknown math stories related to subtraction. Day 3: Consolidate Lessons 28 and 29—Take from and take apart math stories. Day 4: Lesson 31—Take from with change unknown math stories. Day 5: Lesson 32—Put together/take apart with addend unknown math stories. If the above sequence is used, teach Lessons 26 and 27 at the beginning of Topic I (Lessons 33–37) where the number path is used as a strategy for decomposition. These changes will provide time to focus on the concept of subtraction through word problems before the lessons on strategies for decomposition. Consider omitting the Problem Sets from Lessons 38 and 39. Instead, have students create their own flashcards for related subtraction facts to be used in the same manner as the addition flashcards mentioned above. |
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