1st Grade Math Planning
December 4, 2018
SLO Tracking in December
Write a problem to use to track the goals for this month. Must be updated by December 21st.
Kinder: Joey has 5 pieces of candy. How many more pieces of candy does he need to have 8?
1st: (within 20)
Joey has 9 pieces of candy. How many more pieces of candy does he need to have 17? Can you show me another way to solve this problems? (such as counting on, using fingers, drawing a picture, make a ten, using a double etc) We do not give any manipulatives.
All students will begin taking the growth monitors Dec 6th-12th.
EDC: The December 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?
- 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?
- Sentence Stems: Add and print from SENTeacher
CGI Task Cards for Addition and Subtraction
- Go to common-math-1st grade
Math Learning Center Apps
- https://www.smore.com/48w6g
- Spend some time watching the videos and practice using the math learning apps that may be beneficial for your students. Such as Basic Number Pieces, Number Frames, Number Racks, Number Lines, Geoboards.
- Discuss with the team how you can implement these and use them in the classroom.
- Would they be helpful in small group? Workstations? For independent work?
- Could parents benefit from learning about these apps to help their students at home be more concrete?
- Which app do you like the best and why?
Math Learning Centers Ideas
Using number frames for whole group partner work rather than always passing out manipulatives
Using number pieces in small and whole group for place value.
Creating icreate projects with them for see saw, explain everything etc.
Unit 6: Numbers to 20 test is December 14th.
- Spatial Reasoning: Must be able to recognize domino patterns, finger patterns, and ten frames up to 10
- Comparing Sets of Objects: May use matching strategies, counting strategies, or equal share to determine greater, less or equal. Refer to page 4 in the curriculum documents and read Students 1, 2, and 3 to get samples.
- Compose and decompose up to 120 in many different ways. "Rename Game", number bonds are also great for this
- Use objects and pictures for expanded, written, and standard forms to 120
- Use comparative language and post in the room for sentence stems. _____ is greater than ______, _______ is less than _______. Encourage students to use both statements for the same pair of numbers. :) Use symbols last.
- Open number lines-
- Good reasoning example on the top of page 7.
- Add multiples of 10 with one-digit numbers up to 99.
- Fluent in forwards and backwards through 120.
- 10 more/ 10 less- use ten frames, hundred charts, number lines
Telling TIme
Unit 7: Addition and Subtraction to 20 test is January 25th.
- 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.