​Grade 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/

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.
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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
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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/

​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.