1st Grade Math Planning
February 14, 2019
Amy will share from the math lead meeting on Saturday.
- Use the new IReady information to dig into the data and games.
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
Thinking Map Templates
Unit 8: Length Test is February 8th. How did it go?
- 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?
Do you have:
- Numerical Fluency Activity Cards
- Splat digital game
- 120 charts
- Ten Frames
- Open Number LInes
Unit 9: Numbers to 40 Test is February 25th . Preview test.
- 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)
- 40 is 4 tens and 0 ones. What is another way to make 40?
- 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.
- Implement the "Rename Game" during calendar time.
- Instruction should be limited to problems with a multiple of ten for one addend. Such as 30 + 6, 50 + 8 etc.
Unit 10: Addition and Subtraction to 40 Test is April 4th
- Should we teach another concept whole group this unit since this unit will be taught in small groups? More time? Money? Shapes?
- determine the sum of a multiple of 10 and a one-digit number in problems up to 99. Use place value blocks and pictures first before extending this understanding to addition. Students must be able to draw out the picture.
- TEKS list to 20 for adding and subtracting.
- Students must create their own word problems.
- Must have experiences adding with 3 addends. (Lesson 5 ?)
- Use CGI type problems for joining, separating and comparing type problems.
- Practice problems with the operation on the left side of the equal sign. 13= 6+7
- Practice problems where the unknown could be any of the 3 or 4 terms in the equation.
- use place value charts side-by-side with vertical algorithm (CPA)
- remind students to organize nicely so that it looks like a vertical ten frame.
- What should your small groups look like for this unit? Whole group?