First Grade Love
All Things First Grade Math!
Unit 1 and 10-
This unit bundles student expectations that address interpreting, representing, explaining, generating, and solving addition and subtraction situations as well as applying basic
fact strategies and properties of operations to solve addition and subtraction problems using the data from picture graphs and bar-type graphs. Students will also explore collecting, sorting, and organizing data in up to three categories using picture graphs and bar-type graphs. Students will examine the data and draw conclusions to find sums and differences. They will also generate and answer questions regarding the data represented in the graphs.
Prior to this unit, in Unit 05, students represented and solved contextual or real-world problem situations involving sums and minuends up to 20 using spoken words, objects, pictorial models, and number sentences. Students also explored, applied, and explained properties of operations and strategies used to solve addition and subtraction problems up to 20.
During this unit, students use data represented in bar-type and picture graphs to represent, generate, and solve problem situations involving sums and minuends up to 20 using spoken words, objects, pictorial models, and number sentences. They explore and explain a variety of strategies to solve one-step problems involving addition, subtraction, and comparison of the data. While demonstrating various strategies, students explore and apply properties of operations. Students are expected to use a number sentence with the unknown in any position to represent the situation. Students solve the problem and are expected to explain that the equal sign represents a relationship where expressions on each side of the equal sign represent the same value(s). Through the use of continued experiences with addition and subtraction situations, students begin to recognize basic fact relationships, which are essential for developing computational fluency. Thorough understanding of analyzing data and using the problem-solving process in addition and subtraction situations involving sums and minuends up to 20 is critical in setting the foundation for students’ success in mathematics as they progress through future grade levels.
After this unit, in Unit 15, students will review the relationship between addition and subtraction. Repeated exposure to real-world addition and subtraction situations up to 20
further develops students’ understanding of the problem-solving process and solution strategies, including application of basic fact strategies.
In Grade 2, students will transition from bar-type graphs to bar graphs and from picture graphs to pictographs. Students will generate and solve one-step word problems based
on the information in bar graphs and pictographs.
Have a Graph Talk...
Daily Survey Question
Anchor chart
Graph Journal
Concrete Progression
Due to unit and state testing, we often rush students to the abstract form of understanding before they are ready. Students have to learn by doing and that means using manipulatives 50% of daily instructional time. And smart boards, apps and the book are not manipulatives...they are tools! Now, I am not saying you cannot use these great resources, I am just reminding you that a manipulative is something the kids are handling and learning from. Think of \knowledge in these stages
Using-This is the time when there is no algorithm-just the materials (counters, beans, cubes) Looks like-lots of questioning that leads to student discovery. Kids are talking and “playing”.
Modeling-In this stage, the students have the materials and the teacher is modeling the procedure while using manipulatives. The students are still not writing the procedures/algorithm. Instead they are seeing patterns and predicting.
Materials & Procedures-Here students are copying procedures you are modeling and beginning to try problems on their own. They still have materials and you are watching to see who is using them for necessity vs. comfort or out of habit.
No Materials-This is where students understand the concept and can generalize their problem solving. They may not get to this during the unit-remember mastery may not come until the end of the year. “But on a test…?”-If you have truly covered the concept concretely, students will know they can draw a picture to solve. That is why it is important to transition from concrete to pictorial throughout the unit! In one lesson I may fluctuate between concrete materials and pictorial representations. Another day I may try to go from pictorial to abstract and back to concrete in small groups.
THIS APPLIES FOR GRAPHING AS WELL! STUDENTS SHOULD BE COLLECTING THE DATA AND CREATING GRAPHS.
Graphing Boxes
Pictograph in Pic Collage Kids
Haiku Deck Bar Graph
Something to think about...
"A lack of fact fluency can be crippling for emerging mathematicians. Students who don’t understand number relationships struggle to use mathematics to solve problems, because they are using all of their mental energy on basic facts. A strategy based approach for learning facts leads to automaticity while at the same time it helps students understand how numbers are related. But instruction needs to go hand-in-hand with practice to build speed and fluency." -Donna Boucher
Jacque Prater
Email: jacque.prater@wylieisd.net
Phone: 972-429-3071
Facebook: https://www.facebook.com/jacque.cope
Twitter: @jkprater13