1st Grade Math Planning
January 31, 2019
Share Regan Tunstall's Guided Math Professional Development
- Take aways?
- Materials to order?
- What will you implement this year? Next year?
- What can we share with Kindergarten math teachers?
IReady Smore: What do you think of the new games? How will you implement?
IReady Diagnostics
- Dig into Data
- Celebrations? Setbacks? Surprises?
- Intervention/Tutorial Plans
EDC: The February Planning Guide is at the bottom of the SMORE
- Sentence Stems must be posted.
- Quality Questions: Post the discussion questions near the calendar.
- Any materials needed?
- 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?
CGI Task Cards for Addition and Subtraction
- Go to common-math-1st grade
Great website for your SmartBoards for work mats and manipulatives!
Search for activities in Flocabulary and Nearpod
Unit 7: Addition and Subtraction to 20 test is January 24th. How did it go? We will not need to enter into DMAC.
- concrete and pictorial models to determine sum of a multiple of 10 and a one-digit number up to 99. Use base ten blocks and expanded notation. Have students act out word stories. Use the place value language to go with it. 20 + 7 is 2 groups of tens and 7 ones, or 2 tens and 7 ones.
- Joining and separating type problems (CGI). Share sheet with examples.
- Compose 10 with two or more addends with and without concrete objects. Can be single or double digit numbers.
- Practice combinations of 10. 7+3= 10; 10= 7+3
- Addition strategies: Make ten with a model and number lines, doubles, count on, doubles plus one etc.
- Subtraction strategies: Think Addition/Count up to, Make ten with models and number lines, count back.
- Students not only have to solve word problems that are provided for them, but they also have to create their own story problems when given a number sentence.
- Require students to act out, draw and write number sentences.
- Students need to understand that an equation needs to "balance" with equal quantities on both sides and be able to determine if the equation is true or false.
- "Explain Why" type of questions are a great way to check for misconceptions and to build higher level reasoning.
- Sara's videos on her class website from last year.
Brace Map for place value for numbers 11-20 activity.
Unit 8: Length Test is February 8th. Preview test if available.
- Small groups should still be based on numeracy concepts.
- Measurement tools should be aligned back to back, from one end to the other.
- " No gaps or overlaps."
- Non-standard units ( paper clips, snap cubes, index cards, unit cubes, color tiles )
- Inchworms and Activity Sets
- Ask students to predict how long they think the object will be. Change the unit and ask if it will take more or less? The longer the units of measure, the fewer units of measure are needed and the shorter the units of measure, the more units are needed.
- The lengths of objects will not always be exact. They will measure to the nearest whole number. "About how many units long is _______?"
- Students need to record with a number and a unit and/or put in a complete sentence.
- The ________ is # ______ long.
- How does this blend with your science measurement TEKS?
Unit 9: Numbers to 40 Test is February 25th .
- 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.
- Do you have the 1-120 Number Charts? Distribute chart and blank template.