First Grade Content Preview
Unit 05
Energizers (5 min)
Below you will find a new spin on some energizers you may have already used in your classroom. Feel free to continue to use the other energizers listed in Unit 01 by clicking here: http://bit.ly/2evd1Dc.
I love math: What's the difference between your number and 20? Find the sum, how many more to get to 20?
Virtual number dice: double dice, find the sum, how many more to get to 20?
http://www.curriculumbits.com/prodimages/details/maths/mat0005.htmlI was walking down the street: Use this for combinations to 20.
Example: I was walking down the street and I heard Gilbert say the answer was 20, what could have been the problem?
Opening (5-10 min)
Humpty Dumpty: https://gfletchy.com/humpty-dumpty/
Addition and subtraction within 20, how many eggs didn't break?
Math Mashup Challenge: (pictured below): More found at http://mashupmath.com/weekly-math-challenges/
Optional Unit 05 Activities
Story Mats and Story Problem Types
Story mats are any type of picture where students can act out the math problem on the mat. These mats were featured in Unit 02, with some additional mats added to theme the season. Click here for a google slide featuring pictures that could be printed and used with math stories. http://bit.ly/2f0mbnV
While students are using concrete, include also the representational and abstract, even if they still are in the concrete phase to act out the story problem. Keep in mind we don't focus on key words in story problems, but rather the action of what is taking place. For a list of different story problem types click here http://bit.ly/2wE8jax
Need examples of story problems? Click here for lengthy list of story problems to get you started and change numbers or children's names as needed to differentiate: https://drive.google.com/open?id=0BybLi_gTmQZbVlpLdHQxdGVtMzQ
Combinations to 20 with beaded number strings
Groups can create an anchor chart for ways to make 20. Put 20 in the middle and circle. Then, using the beaded number strings, put a clothespin after 20 so that students only work with the numbers up to 20. Have students create different combinations that will make 20 by sliding beads to the right and some to the left, never using more than 20. Students can also draw the pictorial model with the abstract number sentence. Students in the group can look for similarities (such as 18 + 2 and 2 + 18 use the same numbers but look different on the number beads. This leads them to the commutative property of addition that addends can be added in any order).
To extend, students can build the number 20 with three numbers.
The Adding Machine - A repeat activity from Unit 02
This was featured in Unit 02 but can be used again now that our number set has changed to 20! A great activity to put at a station especially if the kids are already familiar with it. If you didn't get a chance to make it in unit 02, try it now!
What you need: plastic solo cups in 2 colors. A box or container for your machine. Some card stock to match your cups, black foam board and a hot glue gun.
To make the machine:
1. Cut the bottoms out of the cups.
2. Glue the cups to the foam board. Put them on the side and angle them IN towards the center.
3. Cut out a plus sign and equals sign. (Just strips of card stock)
4. Glue the symbols on.
Students put 2 number cards in the machine. They place the cards under the cups. They put the correct number of Poms (or other manipulatives) into the cups and they come out in the machine. Then they count the number of Poms and write their equation!
Free number cards and recording charts available here: https://thekindergartensmorgasboard.com/2014/05/kindergarten-smorgasboard-adding.html
The Subtraction Machine
What you need: plastic solo cups, a cardboard box, cardstock
To make the machine:
- Cut a whole in the box big enough for both cups to stack and fit without falling through.
- Cut the bottom out ONE of the cups and stack them.
- Cut out a plus sign and equals sign. (Just strips of card stock)
- Glue the symbols on.
Students put 1 number card in the box. Next place the correct number of manipulatives next to the card. Students draw another card, read the number, and put it in the cup. Students then move that many from the box to the cup. Then they count the number of Poms remaining. Students then draw and write their equation!
Literature Connection:
_____ pumpkins in my wagon
I put in ______ more
I now have ________ pumpkins
More pumpkins than before.
But then ______ _________ pumpkins
fell out onto the ground.
I now have _____ pumpkins
Some are _______ and some are round.
Sample:
17 pumpkins in my wagon
I put in 3 more
I now have 20 pumpkins
More pumpkins than before
But then 12 small pumpkins
fell out onto the ground
I know have 8 pumpkins
Some are skinny and some are round.
1. Guided Math
https://drive.google.com/open?id=1RXFB0nqKI8_GncxxjD-Ojd15fUAmxVQYyrnliSmxj5w
3. Review/Preview:
- Open Number Lines - Have students place tent numbers on string (as detailed in Unit 04) comparing numbers to 20, or extending their thinking to explore numbers beyond 20 for students who have the concept. Couple this with the pictorial model where students will also draw a number line. The lines can already be created for the students and in page protectors (or binders) with a starting point of 0 and an ending point determined by you.
- Beaded number lines - If your class hasn't made them yet, now is a great time to do so! A shoe lace (sold in packs of 8, 16 laces, at the dollar store) and two colors of beads. Have students string the beads in sets of 10, then changing to the other color for the next set of 10. Make a string of 100. Even though the number set goes to 120, it allows for students to think in terms of base 10 by stopping at 100. Later we can use 2 strings to get to the number set 120.
- Beaded Number Strings: Use clothes pins with numbers written on the end. Students then find the numbers on the beaded number string and clip the clothes pin to that number bead. Then have students use comparative language to compare the numbers. (23 is less than 44. 23 < 44) . For an extension, students can compare three numbers.
Fluency:
- I love math: sum then how many more to get to 20? Write a triple part, part, whole
- Salute ( the difference between your number and 20 is _____)
- Make a rekenrek t0 20: Instructions found here (cardstock can also work instead of foam): http://www.mathcoachscorner.com/2013/06/diy-rekenreks-take-2/
Closing (5 min): Relate back to learning and language objectives
- Class Journal
- Personal journal
- Partner talks
- Self assessment