**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.
Elementary Teacher/ Teacherpreneur
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