Grade 4 Module 1 - Pacing Suggestions from Engage NY

**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/

​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.

​Grade 4 Module 2 - Pacing Suggestions from Engage NY

**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/

​Although composed of just five lessons, Module 2 has great importance in the Grade 4 sequence of modules. Module 2, along with Module 1, is paramount in setting the foundation for developing fluency with the manipulation of place value units, a skill upon which Module 3 greatly depends. Teachers who have taught Module 2 prior to Module 3 have reportedly moved through Module 3 more efficiently than colleagues who have omitted it. Module 2 also sets the foundation for work with fractions and mixed numbers in Module 5. Therefore, it is not recommended to omit any lessons from Module 2.

To help with the pacing of Module 3’s Topic A, consider replacing the Convert Units fluencies in Module 2, Lessons 13, with area and perimeter fluencies. Also, consider incorporating Problem 1 from Module 3, Lesson 1, into the fluency component of Module 2, Lessons 4 and 5.
 
Grade 4 Module 3 - Pacing Suggestions from Engage NY
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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/
​
Within this module, if pacing is a challenge, consider the following omissions. In Lesson 1, omit Problems 1 and 4 of the Concept Development. Problem 1 could have been embedded into Module 2. Problem 4 can be used for a center activity. In Lesson 8, omit the drawing of models in Problems 2 and 4 of the Concept Development and in Problem 2 of the Problem Set. Instead, have students think about and visualize what they would draw. Omit Lesson 10 because the objective for Lesson 10 is the same as that for Lesson 9. Omit Lesson 19, and instead, embed discussions of interpreting remainders into other division lessons. Omit Lesson 21 because students solve division problems using the area model in Lesson 20. Using the area model to solve division problems with remainders is not specified in the Progressions documents. Omit Lesson 31, and instead, embed analysis of division situations throughout later lessons. Omit Lesson 33, and embed into Lesson 30 the discussion of the connection between division using the area model and division using the algorithm.
Look ahead to the Pacing Suggestions for Module 4. Consider partnering with the art teacher to teach Module 4’s Topic A simultaneously with Module 3.
 
Grade 4 Module 4 - Pacing Suggestions from Engage NY

**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/

​The placement of Module 4 in A Story of Units was determined based on the New York State Education Department Pre-Post Math Standards document, which placed 4.NF.5–7 outside the testing window and 4.MD.5 inside the testing window. This is not in alignment with PARCC’s Content Emphases Clusters (http://www.parcconline.org/mcf/mathematics/content-emphases-cluster-0), which reverses those priorities, labeling 4.NF.5–7 as Major Clusters and 4.MD.5 as an Additional Cluster, the status of lowest priority.

Those from outside New York State may want to teach Module 4 after Module 6 and truncate the lessons using the Preparing a Lesson protocol (see the Module Overview, just before the Assessment Overview).

This would change the order of the modules to the following: Modules 1, 2, 3, 5, 6, 4, and 7.

Those from New York State might apply the following suggestions and truncate Module 4’s lessons using the Preparing a Lesson protocol. Topic A could be taught simultaneously with Module 3 during an art class. Topics B and C could be taught directly following Module 3, prior to Module 5, since they offer excellent scaffolding for the fraction work of Module 5. Topic D could be taught simultaneously with Module 5, 6, or 7 during an art class when students are served well with hands-on, rigorous experiences.

Keep in mind that Topics B and C of this module are foundational to Grade 7’s missing angle problems.
 
Grade 4 Module 5 - Pacing Suggestions from Engage NY

**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/

​For Module 5, consider the following modifications and omissions. Study the objectives and the sequence of problems within Lessons 1, 2, and 3, and then consolidate the three lessons. Omit Lesson 4. Instead, in Lesson 5, embed the contrast of the decomposition of a fraction using the tape diagram versus using the area model. Note that the area model’s cross hatches are used to transition to multiplying to generate equivalent fractions, add related fractions in Lessons 20 and 21, add decimals in Module 6, add/subtract all fractions in Grade 5’s Module 3, and multiply a fraction by a fraction in Grade 5’s Module 4. Omit Lesson 29, and embed estimation within many problems throughout the module and curriculum. Omit Lesson 40, and embed line plot problems in social studies or science. Be aware, however, that there is a line plot question on the End-of-Module Assessment.
 
Grade 4 Module 6 - Pacing Suggestions from Engage NY

​**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/

​In Module 6, students explore decimal numbers for the first time by means of the decimal numbers’ relationship to decimal fractions. Module 6 builds directly from Module 5 and is foundational to students’ Grade 5 work with decimal operations. Therefore, it is not recommended to omit any lessons from Module 6.
 
Grade 4 Module 7 - Pacing Suggestions from Engage NY

**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/

​Module 7 affords students the opportunity to use all that they have learned throughout Grade 4 as they first relate multiplication to the conversion of measurement units and then explore multiple strategies for solving measurement problems involving unit conversion. Module 7 ends with practice of the major skills ​and concepts of the grade as well as the preparation of a take-home summer folder. Therefore, it is not recommended to omit any lessons from Module 7. 

Grade 3 ​Module 1 - Pacing Suggestions from Engage NY

​**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/
​
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.

​Grade 3 ​Module 2 - Pacing Suggestions from Engage NY

**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/

​If pacing is a challenge, consider the following modifications and omissions.
​
Omit Lesson 1. Prior to Lesson 2, use a stopwatch to time different activities such as lining up or moving to the meeting area of the classroom. Discuss the continuity of time. Reduce Lesson 2 by replacing the Minute Counting fluency with an activity in which students draw and label 14-centimeter number lines with tick marks at every centimeter in preparation for the Concept Development component of the lesson.

Omit Lesson 4, the first of two consecutive problem solving lessons involving time. Take note of the word problem analysis it provides, and consider embedding that work into the delivery of Lesson 5.

Consolidate Lessons 15 and 16. Within the lesson that results, include some problems that require regrouping once to add and some problems that require regrouping twice.

Consolidate Lessons 18 and 19. Within the lesson that results, include some problems that require regrouping once to subtract and some problems that require regrouping twice.

Omit Lesson 20. While it engages students in a study of estimation and provides practice with reasoning about the relationships between quantities, the lesson does not present new skills.
 
Grade 3 Module 3 - Pacing Suggestions from Engage NY
 
**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/
​
If pacing is a challenge, consider the following modifications and omissions.

Omit Lessons 6 and 10. Both lessons involve using the distributive property with multiplication and division, a recurring objective in Module 3. Within later distributive property lessons, incorporate units of 6 and 7.

Omit Lesson 11, a problem solving lesson involving multiplication and division. Lesson 11 shares an objective with Lesson 15 and is also similar to Lesson 7.
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Omit Lesson 13. Study its essential understandings, and embed them into the delivery of Lesson 14’s Concept Development. Modify Lesson 14 by omitting Part 1 of the Concept Development, a part which relies on the foundation of Lesson 13.
 
Grade 3 Module 4 - Pacing Suggestions from Engage NY

​**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/

​​If pacing is a challenge, consider the following modifications and omissions.

Consolidate Lessons 2 and 3, both of which involve measuring and comparing area. From Lesson 3, omit the use of square centimeter tiles and the Application Problem. Have students establish square inches as units, and then tile with them as a strategy to measure area.

Consider omitting Lesson 9, which reviews previously learned skills. If omitting, be sure that students are ready to transition toward more complex practice.
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Omit Lessons 15 and 16. These lessons guide students through a project involving floor plans. Skip the application of area that these lessons provide.
 
Grade 3 ​Module 5 - Pacing Suggestions from Engage NY

​**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/

​If pacing is a challenge, consider the following modifications and omissions.
Omit Lesson 3. Lesson 3’s objective is similar to Lesson 2’s. The difference is a shift from concrete to pictorial. Students will have exposure to extensive pictorial practice throughout the module.

Omit Lesson 4. Although Lesson 4 is an exploratory lesson that affords students the opportunity to synthesize their learning, no new material is presented.

Consolidate Lessons 10 and 11, both of which have nearly identical objectives and provide practice comparing unit fractions pictorially. Within the lesson that results, incorporate a variety of models into practice.

Omit Lesson 13. Lesson 13 provides practice with concepts and skills taught in the three preceding lessons. Although this lesson deepens practice, no new material is presented.

Omit Lesson 19. Lesson 19, designated as an optional lesson in the teaching sequence, provides practice with concepts and skills taught in the five preceding lessons.

Omit Lesson 20, an equivalent fractions lesson. The seven subsequent lessons in Topic E provide practice that is more targeted toward specific understandings about equivalent fractions.

Consider omitting Lesson 25 since its content is embedded into the work of prior lessons. Ensure that students have practiced counting and labeling whole number fractions as part of their work with fractions on the number line.
 
Grade 3 ​Module 6 - Pacing Suggestions from Engage NY

​**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/

​If pacing is a challenge, consider the following modifications and omissions.
Omit Lesson 9, a problem solving lesson involving categorical and measurement data. Be sure to embed problem solving practice with both types of data into prior lessons.
 
Grade 3 ​Module 7 - Pacing Suggestions from Engage NY

**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/

​If pacing is a challenge, consider the following modifications and omissions.
Move Lessons 8 and 9 to art class or to another time of day. At this level, the use of tangrams is quite similar to that of Grade 2.

Omit Lesson 11. Tessellating helps students understand that perimeter is not just a property of shapes with straight sides. Lesson 16 revisits this idea.

Omit Lesson 22. This lesson culminates Topic D by having students record data collected from Lessons 20 and 21 on a line plot. Although it deepens understanding of concepts explored in earlier lessons, no new material is presented.

Consider omitting Lessons 24–27, which guide students through a multi-day art project involving perimeter and area. If omitting, simply skip this opportunity for application.
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Omit Lessons 31–34, which provide a review of important Grade 3 material including fluency and fractions. Be sure, however, to notice the resources for summer practice included in Lesson 34.

Kindergarten Module 1 - Pacing Suggestions from Engage NY

​**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/

​Consider consolidating Lessons 1 and 2 if students are competent in recognizing and discussing subtle differences in the attributes of objects.
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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).

​Kindergarten Module 2 - Pacing Suggestions from Engage NY

​**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/

​If pacing is a challenge, consider omitting Lessons 5 and 8. Instead, embed experiences with position words in other content areas and throughout the students’ day. It is not essential that students be introduced to position words through the context of shapes.
 
Kindergarten Module 3 - Pacing Suggestions from Engage NY

​**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/

​Consider omitting Lesson 7. In order to do so, offer the same as one more option to describe the comparison in Lessons 4–6. Be sure to include objects for comparison that yield descriptions of shorter than, longer than, and the same length as.
If students progress quickly in comparing weight by estimating, they may be ready to use the balance scale sooner, allowing for the consolidation of Lessons 8 and 9. To bridge their understanding, have students model the movement of the balance scale with their arms and hands.

Students might better grasp the concepts of volume and capacity if they observe first and explore afterwards. Consider consolidating Lessons 13–15 into a series of demonstrations with students engaged chorally, as recorders, and as acute observers (e.g., “Count the scoops as I fill the container”; “Record the number of scoops it took to fill the container”; and “Share with your partner about what happened to the water”). Students might then gain hands-on experience and explore the concept later (e.g., in centers, science). If pacing is a challenge and students study volume as part of science, consider omitting Lessons 14 and 15.

Sprints are introduced in the second half of this module through a gradual progression of preparation exercises. When consolidating or omitting lessons, take care to maintain the intended sequence of the Sprints as listed.

Consider omitting Lesson 16; although engaging and interesting, students may not need the introduction to area through informal comparison.
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Topic H serves as a culminating topic where students synthesize their knowledge of the attributes previously studied in this module. Because no new learning is introduced, these lessons might be omitted or moved to another time of day.
 
Kindergarten ​Module 4 - Pacing Suggestions from Engage NY

​**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/

​If pacing is a challenge and there is no additional adult support, consider consolidating the word problems in Lessons 16 and 17. Consider consolidating within Lessons 29, 30, 35, and 36 if students have developed automaticity in drawing and counting in 5-group formation.
 
 
Kindergarten Module 5 - Pacing Suggestions from Engage NY

**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/

​If pacing is a challenge, consider the following modifications and omissions. Consider collaborating with a specialist teacher to have students build the Rekenrek from Lesson 10 (e.g., make a Rekenrek in art, practice counting in foreign language class), or plan an event to engage families in math activities such as these.

If writing numbers 21–100 overwhelms students, omit the Problem Sets in Lessons 15, 16, and 17. Instead, complete the verbal counting activities in the lessons that prepare them for numeral writing to 100 as required in Grade 1. This allows for the completion of these three lessons in just one or two days.

Lesson 19 is exploratory in nature and addresses some standards beyond the level of Kindergarten. It works well as an extension lesson if students are advancing quickly, but if pacing is a challenge, it could be omitted.


Kindergarten Module 6 - Pacing Suggestions from Engage NY

​**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/

​K.CC.4d is a NY specific standard, addressing ordinal numbers and relative position. Some states or districts might opt to include, omit, or replace this standard. Using ordinal words to describe a procedure is included in Lesson 1 and parts of Lesson 5, as well as the Application Problems in Lessons 4, 5, and 6. Consider omitting pertinent lessons partly or entirely. The fluency activity “If You’re Happy and You Know It” in Lesson 1 might be omitted as well, since it prepares students to work with that content.

Another aspect of the standard asks students to use ordinal numbers to describe relative position. If pacing is a challenge and the standard is not required, consider omitting Lesson 4 and the fluency activity “Finish Line” from Lesson 5.

Even in schools where teaching ordinal numbers and relative position is required, there are many possibilities for embedding the concept throughout the school day in practical applications (e.g., lining up for recess, lunch, or water). The concept might also appear as part of language arts or science where students use sequence vocabulary (e.g., the steps in making a cheese sandwich or the steps in the growth of a seed).​

Grade 2 - ​Module 1  Pacing Suggestions from Engage NY

​**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/

​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.
​Grade 2 Module 2 - Pacing Suggestions from Engage NY

**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/

​If pacing is a challenge, consider the following modifications and omissions. If students show conceptual understanding of iterated length units in Lesson 1, consider consolidating Lessons 2 and 3. If consolidated, students can apply the “mark and move forward” strategy to making a ruler.

Consider consolidating Lesson 4, which provides practice measuring the lengths of various objects using rulers and meter sticks, with Lesson 5, if a chart of benchmarks is created while measuring. Lesson 8 could be omitted unless students demonstrate a need to use the number line to solve addition and subtraction problems.
 
Grade 2 Module 3 - Pacing Suggestions from Engage NY

*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/

​If pacing is a challenge, consider the following modifications and omissions. Omit the Application Problem in Lesson 7 in order to give more time to practice the multiple segments in the Concept Development.

Reduce the Concept Development of Lesson 9 by omitting the empty number line. Instead, have students draw the bills used to count up from one amount to the next as was done in Lesson 3 but with bundles. If the empty number line is omitted in Lesson 9, then the component following the Problem Set of Lesson 13, “Estimating Numbers on the Empty Number Line,” should also be omitted along with related questions from the Debrief and Problem 2 of the Exit Ticket. Consider using the empty number line as an extension.

Omit Lesson 10, and use it instead as an extension for early finishers or as a center activity during a different time of day (e.g., RTI time, economics, morning work, or problem of the week).

Reduce Lesson 11 by omitting the use of Dienes blocks in the Concept Development. Distribute bills instead. Omit the discussion about the difference between modeling with the blocks and the bills. Have students only model with bills and place value disks in the Problem Set.
​
Omit, or move to morning work, the Application Problems in Lessons 12 and 14 to allow more time for the Concept Developments. Consolidate Lessons 17 and 18, or perhaps use Lesson 18 as an activity for centers to allow students continued practice comparing numbers when represented in different forms.

Consider using Lesson 21 as either a center activity or morning work.​
 
Grade 2 ​Module 4 - Pacing Suggestions from Engage NY

**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/

​If pacing is a challenge, consider the following modifications and omissions. Consider pacing more quickly the lessons that follow Topic A in Module 4 as students readily grasp renaming different hundreds, tens, and ones. Spend additional instructional minutes with word problems, unknowns in different places (e.g., 27 + ____ = 350 or 281 = ____ – 99), and mental math. Note that this same adjustment in pacing can also be made in looking ahead to the lessons that follow Topic A in Module 5.

Consider omitting Lessons 29 and 30. Instead, introduce the concept of “Totals Below” in Lesson 21. Continue to embed “Totals Below” in the Concept Development or in the Debrief of subsequent lessons.
 
Grade 2 Module 5 - Pacing Suggestions from Engage NY

**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/

​If pacing is a challenge, consider the following modifications. The lessons that follow Topic A in Module 5 could be paced more quickly as students readily grasp the concepts.
 
Grade 2 Module 6 - Pacing Suggestions from Engage NY
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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/

​If pacing is a challenge, consider consolidating Lessons 1 and 2. Omit Lessons 3, 8, and 11. Use Lesson 3’s Problem Set and Homework as a center activity for early finishers or for a future date when additional review homework is needed. Consider moving Lesson 16, which guides students through a tessellation project with 1-inch tiles, to art class.
 
Grade 2 Module 7 - Pacing Suggestions from Engage NY
​
**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/

​If pacing is a challenge, consider consolidating Lessons 1 and 2, Lessons 3 and 4, Lessons 11 and 12, and Lessons 14 and 15. Omit Lesson 26, or consolidate it with Lesson 25.

​Grade 1 Module 1 - Pacing Suggestions from Engage NY

**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/
​
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.
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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.

​Grade 1 ​Module 2 - Pacing Suggestions from Engage NY

**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/

​If pacing is a challenge, embed conversations about efficiency and strategy comparison throughout Module 2. Application Problems and Student Debriefs can provide opportunities to share and compare students’ varied strategies. This allows omission of four lessons: 5, 9, 11, and 21. In Lesson 16, consider focusing on the finger work to practice the take from ten strategy rather than focusing on relating counting on to making ten and taking from ten. Consider omitting Lesson 24 if Application Problems are completed daily and if students have completed Lessons 22 and 23, which also focus on solving word problems. Note that it may be useful to extend Lessons 10, 19, 20, or 25 to provide extra practice as students develop their understanding of making ten, taking from ten, and the meaning of the equal sign.
 
Grade 1 ​Module 3 - Pacing Suggestions from Engage NY

**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/

​Students need Module 3’s fluency before advancing to Module 4. In the event that there are critical pacing issues, consider moving Topic D (Lessons 10–13, focusing on graphing and data interpretation) to another time in the day (e.g., science, morning routine).
Note that Lessons 2, 4, 6, and 9 are the most essential lessons of Module 3.
 
Grade 1 Module 4 - Pacing Suggestions from Engage NY

**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/

​The work of this module is foundational to the Number and Operations in Base Ten domain of the Grade 1 standards. Therefore, it is not recommended to omit any lessons from Module 4.
 
Grade 1 Module 5 - Pacing Suggestions from Engage NY

**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/

​The work of this module is foundational to the Geometry domain of the Grade 1 standards. Therefore, it is not recommended to omit any lessons from Module 5.
 
Grade 1 Module 6  - Pacing Suggestions from Engage NY
​
**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/

​During Module 4, addition and subtraction work is limited to numbers within 40. In Module 6, students extend into numbers within 100. If students are readily able to apply their learning from Module 4 to Module 6, consider consolidating lessons in

Topics A, B, and C (e.g., Lessons 3 and 4, Lessons 5 and 6, and Lessons 10 and 11).

​In Topic C, use each day’s Exit Ticket to determine whether the lessons that follow can be omitted or consolidated.

Topic E, Coins and Their Values, might be modified, omitted, or embedded throughout the instructional day depending on the standards in the state implementing the curriculum.