First Grade Content Preview
Unit 15
Energizers (5 min)
- Use this energizer to practice many different types of problems and thinking. The teacher says "I was walking down the street and Susana said the answer was 10, what could have been the problem?" This allows students to experiment with addition or subtraction. If students are only thinking addition, you can guide them with the starter by saying "I was walking down the street and Susana said the sum/difference was 10"
Create a collection of answers on a poster to point out different properties (without naming the properties) like commutative or identity as students as they offer them as a solution.
Opening:
Many students intuitively count back to solve subtraction problems. The problems on the following google slides is a way to teach the students a strategy of adding up or adjusting one number to create an easier problem.
https://docs.google.com/presentation/d/1cgl6qeuD7Nra45rrMTmlxYD_3hpbYglwL48vArLnVGs/edit?usp=sharing
Optional Unit 15 Activities
Unknown Number Kaboom!
Directions:
Decide who will go first. Play will continue clockwise after the first player starts.
Players will draw a popsicle stick from the cup.
Read the equation aloud
Determine the missing number by adding or subtracting
State the correct answer
If the player does all three items correctly, the player keeps the popsicle stick and it is the next player’s turn. If the player does not do all three items correctly, the popsicle stick is placed back into the cup and it is the next player’s turn.
If the player draws a KABOOM stick, the player must put ALL of his/her popsicle sticks back in the cup and then it is the next player’s turn.
Play continues until only KABOOM sticks are left in the cups. The winner is the person with the most sticks at the end of the game.
Pan Balance
Many times students thing the equal sign means to "find the answer" when really it indicates a balance between two sides of an equation.
Using an actual pan balance can help with the concrete understanding. You can set up the equation as normal and put the amount of linking cubes on one side of the pan balance, then the other side of the equation the amount of the known addend. For example: if the equation was 10=___ + 6: put 10 linking cubes on one side of the balance, then 6 in the other pan and students physically keep adding cubes until it balances, showing that 4 more cubes were needed.
Then , take them to the pictorial and abstract understanding by drawing the pictorial representation and the equation with the missing addend/subtrahend first, then with the addend/subtrahend in place.
A collection of Games to 20
- BYOB Game: Bring your own Board Game:
Have students bring in their own favorite board game from home. Use dice and these add and subtract spinners to have students solve number sentences before moving their piece: https://goo.gl/FYwysB - Basic Board Game: . Have students draw the pictorial representation on an open number line. Differentiation: for students that need manipulatives and pictorial representations, have them include this with their equation. For higher students, have them write an equation that gets the same sum using different numbers. Extension: Have students create their own board game with missing addends similar to the game they played:
Addition: https://goo.gl/hhessZ
Subtraction: https://goo.gl/6mRorz - Loop Cards: Whole group or in small group make a "train" of cards like donimoes
Addition: https://goo.gl/ZRDmhW
Subtraction:https://goo.gl/aXyR47 - Bingo within 20 :Addition https://goo.gl/XZAkdR
Subtraction : https://goo.gl/MCeVRP - Adding 3 sets Playdough mats (11-20): As an extension, after they use the play dough mats, have the students draw a pictorial representation of adding the numbers in a different order to see if they get the same sum. This will help them to practice the concept of the commutative property that numbers can be added in any order and the sum will remain the same. https://goo.gl/WL5Wo2
Literature Connection:
Safari Park: (Mathstart Level 3 (Steck-Vaughn)) Stuart J. Murphy
1. Guided Math
https://docs.google.com/presentation/d/10d_XCJ5A6hUCYa2OaOPHrjd_-0A16XkxZmJw0ViDTYs/edit#slide=id.p
3. Review/Preview:
Have students write about their year in math using any of the following sentence stems:
- One of my favorite math games I played was . .
- One math skill I can now do very well is . . .
- My favorite math thing I learned this year was . .
- In math, I now know how to . . .
Students can share their reflections as an opening each day!
Fluency:
- This is a great opportunity to use any of the activities listed in the previous content previews that your students need additional practice with.
- finding numbers on the beaded number line and the open number line.
- Salute with two cards (one more, one less than your number)
- Rolling dice (double, sum to 10, ten more, roll 2 and build a two digit number)
- Draw a card, build a number with manipulatives (place value discs, base ten blocks, beaded number lines), draw, and write the number.
Closing:
- Class Share with predictable chart
- Class Journal
- Personal journal
- Partner talks
- Self assessment