**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.
Elementary Teacher/ Teacherpreneur
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