# Extra Resources

## 1st Grade Math is Setting the Foundation for Future Learning!!!

Laying a strong foundation: First graders learn about money, time, and measurements -- and that's not all. Here you will find anchor charts, videos, games, and websites that can assist your classroom teaching instruction with your students.

## Topic 11

Here you have the link to log into our enVision Math book. Our book has many resources. It also has an introductory video(known as visual learning) for every lesson. (After log in, go to programs, select book, tools, ACTIVe book, choose your lesson, and finally visual learning).

## iPad Apps Available for Extra Practice

App: Splash Math - Grades 1-5

App: Money & Change Game HD Lite

Apps can be found in iTunes Store

## Fun, Instructional Videos

Below you will find links to educational videos that may reinforce what students have learned. Videos may have been viewed in class but can also be viewed at home.

## Daily Counting Videos

These videos are a great routine to start or wrap up your math lessons. They focus on counting to 100, counting down from 20, and counting by 2s, 5s, and 10s.

Coin Value Song- Pennies, Nickels, Dimes, Quarters!
"Coins!" by ABCmouse.com
"Penny You're The One" Penny Counting Song (Money Math)
"Nickelish" Coin-Counting Nickel Song (Skip Counting by 5s)
Coin-Counting Song: Dime and Dime Again
Quarterrific: A Coin-Counting Song

With the help of two friends, students learn that money has value and comes in many denominations (from a penny to a \$100 bill). Students will go inside one of our country's mints to discover how coins are made. Lastly, they will learn that every country has its own unique money and see some of the currencies used in different countries today.

## TEKS Covered in Topic 11

By the end of this topic, students will have covered the following TEKS:

1.3 (D) apply basic fact strategies toad and subtract within 20,including making 10 and decomposing a number leading to a 10.

1.4 (A) identify U. S. coins, including pennies, nickels,dimes, and quarters, by value and describe the relationships among them.

(B) write a number with the cent symbol to describe the value of a coin

(C) Use relationships to count by twos, fives, and tens to determine the value of a collection of pennies, nickels, and/or dimes.

1.5 (B) skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set

## TEKS Gap

Math TEKS were updated for the 2014-2015 school year. The following TEKS address gaps from the old TEKS to the new TEKS:

New TEK 1.4B: Write a number with the cent symbol to describe the value of a coin

New TEK 1.4C: Use relationships to count by twos, fives, and tens to determine the value of a collection of pennies, nickels, and/or dimes

## Math Process Standards

The Math Process Standards will be incorporated into instruction throughout the school year:

(1) The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:

(A) apply mathematics to problems arising in everyday life, society, and the workplace;

(B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;

(C) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;

(D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;

(E) create and use representations to organize, record, and communicate mathematical ideas;

(F) analyze mathematical relationships to connect and communicate mathematical ideas; and

(G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.