1st Grade EOY Math Planning
May 3, 2018
Don't Count Down the Days! Make EACH Day Count!
EDC - Plan: create sentence stems using SENSteacher
- September/October Sentence Stems must be posted. "That is the same as _____plus _____. The ___ on the clock means ____ groups of 5.
- Quality Questions: How are the yellow shapes alike/different? When you look at the number ____ how do you know how many tens there are? Ones? I have ___, how many more to make ____.
- Sentence Stems: That is the same as ____ plus ____. _____ + ______= _____ + ______
- Quality Questions: How are the shapes different/alike/similar? How many more minutes until we get to? Should we count by 1, 5 or 10s on the clock? Why? Week 2: Will always have the same color piece? What day came between ____ and ____ on the calendar? Week 3: What kind of things can you do in ______ minutes? Can you write a number sentence to match these cards? What happens when we add 1 to any number? What would happen if we add zero? How many more days have been _____ than _____? Week 4: How many more days until the next group of ten? What do we do with the ten? Why? How many days would it need to rain to equal the cloudy days?
- November Quality Questions: How are the green calendar pieces alike? Different? What number did we put up 3 days after Day 4? We have 4 and 3. Who has a story where we add all the counters? A ___ and ___ equals how many cents? I have ____, how many more to make ____? What number is greater than ____, but less than ___? This is the 2nd day of the week, how many more days are left in the week?
- Sentence Stems: Add and print from SENTeacher
- December Quality Questions: Where do you think the birthdays will appear on the calendar? Half-birthdays? What do you notice about all of these shapes? How many more days until day ____? How can the Ten Grids help us know that? If today's number is ___, what number is on the square that we put up 10 days ago? Can you tell me a comparing story about the counters you see? I am thinking of a number with a 7 in the tens place, what could it be? What are some things you can do for about an hour? What would be something that would be hard to do for a whole hour?
- January- Quality Questions: If you add 10 to today's number, what is today's number? How many more days until Day 100? What happens to our hour hand as the minute hand moves around the clock? What does a "double" mean?
- Sentence Stems: Add and print from SENTeacher
- February- Quality Questions: How large to you think our depositor number will get this month? What does a quarter look like? How many days have we been in school? How many more until the 100th day? What do you What number do you think will come after 100? How many minute are in an hour? Half-hour? What do we need to add to 5 to get _____? What coins could we use to show ____ cents?
- March- Quality Questions: How many months until your birthday arrives? How are the numbers after Day 100 like the numbers before 100? How many different ways can you make today's date in coins? How many more days until day ___? What strategy did you use to help you? Is 112 or 121 greater and how do you know? I am thinking of a number and it has a ____ in the tens place. What could it be? I am thinking of a number and it has a ____ in the ones place. What could it be? What do you notice about the bears? How many days have we been in school since day ___? What number is greater than _____ but less than _____?
- April- Quality Questions: I see a month with ____ more birthdays than those in ________. What month could this be? I see 2 months that have ____ birthdays in all. What could the 2 months be? How much would we have if we subtracted 10 from today's number? 100? Added 10? Added 100? Can you count on from 30? now from 130, what do you notice?
- May- Who has the first birthday in May? Who has the second? How many days do we wait between these two birthdays? How many days until the next birthday? How many days of school have we had since day 150? How much would we have if we took off 3 groups of ten? What to I add to 5 to get ____? What is the largest numeral you can make with 6, 1 and 8? Smallest? Can you make one in between?
splat number talks
Maze number charts
Addition stories
Subtraction stories
Subtracting using number bonds
Math DCA is Thursday, May 3rd. We will start testing on the 2nd. Time to bubble in documents.
- We will not cover the walls.
Unit 11: Picture and Bar Graphs Dig into DMAC.
- Do you need the large graph chart paper? Or the manilla one-inch graph paper?
- Grab and Graph Activity with color tiles and charts. Students answer the questions below: Which color had the most? The least? How many more ____are there than ___? What's the difference between the ____ and ____. How many tiles are there in all? How many red and blue ones are there together? Are there any two colors that have the same? How many red would we have if we doubled it? Had twice as much? How many more yellow ones do we need to make a ten?
- students collect, sort and organize data in up to three categories using models/representations such as T-charts and/or tally marks
- data collection takes place in response to a question. Do you prefer chocolate, vanilla, or strawberry ice cream?
- students can each have a cube and build a bar graph
- students use the organized data to create a picture or bar graph
- need to practice both types in horizontal and vertical forms
- identify the parts of the graph and make sure the title and lable their models
- students make a connection by collecting their own data
- students can conduct a survey with 3 categories and ask their classmates such as; Do you prefer going to the beach, the pool, or the water park?
- can use a tree map to show the types of graphs
- the bars may be partitioned into sections so that they can count by ones
- instruction should lead students to create their own questions from the data they collected
- represent the same data on the two types of graphs
- do we still have the graphing with pictures activity from last year?
- do you have graphing pocket charts?
Unit 12: Numbers to 120 Test is May 11th. Distribute testing materials.
- Share your plans for the EOY for math.
- Use the Glow in the Dark Geometry Sticks( Bedtime math stories)
Numbers to 120:
- 1.2B- use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so many hundreds, so many tens, and so many ones.
- 1.2C- use objects, pictures, and expanded and standard forms to represent numbers up to 120
- 1.2D- generate a number that is greater than or less than a given whole number up to 120
- 1.2E- use place value to compare whole numbers up to 120 using comparative language
- 1.2F- order whole numbers up to 120 using place value and open number lines
- 1.5A-recite numbers forward and backward from any given number between 1 and 120
- 1.5B- skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set
- 1.2G- represent the comparison of two numbers to 100 using the symbols
- 1.3A- use concrete and pictorial models to determine the sum of a multiple of 10 and a one-digit number in problems up to 99
Last 2 Weeks of School
- whole group: word problems
- small group: develop addition and subtraction
Cut apart 100 board activities
- share
Data Sheets
Update:
DreamBox
MIF tests
DMAC- Look at TEacher Dashboard
Update:
- MIF tests
- DCAs
- DreamBox
- Istation
Padlet vs Schoology
End of Year Padlet to showcase this year!
https://padlet.com/amy_hemmer/tmp7fv3m2e9z
Password is 1MATH