1st Grade Math Planning
March 22, 2018
DMR-Daily Math Review- how is it going?
- When should we start?
- What are your expectations?
- What will it look like and sound like in the beginning? By the end of school?
- Should they have manipulatives to solve? (cubes)
- Should me edit the documents or make our own?
- How many days a week?
- Skip the quiz?
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?
Unit 9: Numbers to 40- Test is Friday, March 2nd. How did we do? Dig into DMAC.
- Use concrete and pictorial models to compose and decompose numbers up to 120
- provide lots of experience with a variety of counters
- Unitizing- a group of ten ones is " a ten Standard form (24), word form (twenty-four), and expanded form (24=20+4)
- 37 the digit 3 represents the number of groups of ten and its value is 30
- comparing numbers- remember to use the inverse. 42 is greater than 26 and 26 is less than 42.
- Students must be able to explain. 42 is greater than 26 because the digit 4 in 42 means there are 4 tens which is a value of 40 and the 2 in 26 means 2 tens which is only 20.
- Order whole numbers up to 120 using place value and number lines. EDC counting tape is a good resource as well.
- Represent the comparison of two numbers to 100 using the symbols. <, > =. Share how to use the "dots" method.
- Must be able to use comparison vocabulary ( is more than, is less than, is the same amount as)
- determine the sum of a multiple of 10 and a one-digit number in problems up to 99
- Use relationships to determine the number that is 10 more and 10 less than a given number to 120. Ten frames, hundred charts and math racks work well with this.
- We need 120 charts. -Distribute charts
- 10+/ 10- game- have I shared this in the past?- Play game
Coins Test- Friday March 23rd
- Jones plans to pull the small group after our ILT meeting
Addition stories
Subtraction stories
Subtracting using number bonds
Kinder Triangle Post Its Activity
- kinder will use for ways to make 10
- possible use in 1st? Leave the triangle blank for all related facts with addition and subtraction?
Unit 10: Addition and Subtraction to 40. Test is April 10th. Revise test.
- Teach time and money for whole group and differentiate your small groups based on their needs. What will the low group be working on? Middle groups? High groups?
- What materials do you need for time and money?
- determine the sum of a multiple of 10 and a one-digit number in problems up to 99. Use place value blocks and pictures first before extending this understanding to addition. Students must be able to draw out the picture.
- TEKS list to 20 for adding and subtracting.
- Students must create their own word problems.
- Must have experiences adding with 3 addends. (Lesson 5 ?)
- Use CGI type problems for joining, separating and comparing type problems.
- Practice problems with the operation on the left side of the equal sign. 13= 6+7
- Practice problems where the unknown could be any of the 3 or 4 terms in the equation.
- use place value charts side-by-side with vertical algorithm (CPA)
- remind students to organize nicely so that it looks like a vertical ten frame.
- What should your small groups look like for this unit? Whole group?
Please bring an Ipad.
Check these out! Any possibilities for next year?
How to improve Mathematical Discourse?
- Turn and Talk
- Number Talk
- EDC
- Share posters and rubric
Technology competency Checkpoints in Schoology
FlipGrid-
Is it time to look back into this cool tool?