Hicks Math Times

1st Grade

December 8, 2015

Please continue to refer to the EDC manual for clarification on the elements.

December 8, 2015

Instruction with Numbers to 20 continues!

Please remember to focus on the vocabulary. Students need sentence attend to be able to use this vocabulary. Some sentence attend include:

__is ___more than ___

__is ___less than ___

These seem to be the most difficult for students. Daily experience with these is crucial.

November 9, 2015

November 6, 2015

Here are some great things happening in your grade level. You are currently in the Geometry Unit . As I mentioned before, have fun with this unit while keeping in mind the standards.

October 26, 2015

As we finish up the subtraction unit, please remember that addition and subtraction to 10 continues until December. Our goal is have more and more students fluent with their facts to 10 by the end of the grading period.

We will continue with geometry. Please refer to your TEKS and various other resources for more background on what this looks like in first grade.

Here's also the link to the explanation of the plans.


October 22, 2015

I just wanted to share in the excitement!! This morning. I reread the EDC manual.

Please take a moment to read over the elements in the month of November. The most important elements to cover for November will be:

  • Calendar/Geometry
  • Counting tape/Ten grids
  • Number builder (combos of 7)
  • Daily depositor (w/numbers to 30)
  • Coins
  • Clock
  • Graph (if you didn't do it in Oct.)
Remember that you do not have to discuss every element every day. Choose 3-4 elements per day to discuss. The rest you can update. With the 10 minutes allowed for EDC, you do not have time to discuss all of the elements. Please let me know if I can help in any way.

October 20, 2015

Math small groups are an essential part of your math block. Just like in reading, students come into your classroom at different levels. During your small groups you can stretch those students that are already getting your whole group instruction, and you can also help support those students that are struggling. This is a time when you can address individual needs and really find out what each student is thinking. Putting it all together is not easy.

Please let me know in what ways I can support you with small groups.

  • I can help you plan for your groups
  • I can come into your classroom and teach your groups
We will sit together to first plan the groups and then I will come in to teach the groups for you. We will debrief and I will help you continue the plans.

If you're interested please contact me through email.

If you would like to bring this topic up in a future PLC, just request it. I have modeled teaching a group at PLCs before too.


When students are trying to figure out subtraction problems, please give them many opportunities to use unifix cubes to figure these out. I know that we have discussed this a few times before, but I cannot stress how important this is for students. If they don't have access to unifix cubes or some material like ten frames or rekenreks that provides visual support, they will resort to using their fingers. I'll discuss using fingers at another time because it's ok to use them, but there are efficient and not so efficient ways to use them.

So now that they have the unifix cubes, how do they use them??

Well, if the student is solving 9-6. I want them to break off 9 by taking 1 cube off of the ten. Then they would take 6 because they recognize that there are 6 (5 and 1) inside that 9. Then they will quickly see and say "3."

I have seen students that are using the cubes but are not using them efficiently. They are breaking off one cube at a time to build 9. Then they count one by one (1-6) and finally see and say, "3." We want students to begin to "chunk" the numbers. What this means is that they start seeing numbers inside other numbers. The result is that they will see numbers in parts and not one, one, one, one....

Many times, I stop them, take or cover the cubes, and ask, "what do you already know?"

"What does the 9 look like?"

This will lead them to just break 9 by taking one off the 10 or see that 5 and 4 is 9.

Then with me holding the 9, I ask, "so if you have to take 6, what does 6 look like?" Hopefully they describe it by saying 5 and 1. Then I allow them to take the 6 (5 and 1) and simply see the left over part is 3!

Our questioning and use of manipulatives can help students with their thinking and move them to the next level or critical learning phase.


October 7, 2015

It's October already and we are off to a great start. Here are some pictures for you to see the wonderful things your team is doing.

Also, be on the lookout for the upcoming chapter we will be reading on addition and subtraction.

September 21, 2015

Thanks to those of you that made your comments on the first part of our reading.

Here are a few things that are happening in your grade level.


I was very impressed with your instruction of Number Bonds so far. I was also checking out everyone's EDC wall. I saw great things and I want to share them. When you go into each other's classrooms don't hesitate to check out what they have done. 9/15/15

Our Chapter Study!

We will be reading a few chapters from this book throughout the year. I will send you the chapter through a google doc next week so that we can start reading it. There will also be a way for us to comment on the reading.




Please make sure you read more about each EDC element.

You should have the following up on your wall:

~Calendar ~Number builder ~Counting Tape & Ten Grids ~Clock ~Birthday Graph

Please read pg. 17-31 of your EDC Manual to fully understand each element.

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Book Study Coming Soon!!

I know all of you can't wait to start growing and refining your math knowledge, especially in the areas of structuring numbers and addition and subtraction.

This Friday I'll send you more information on the book we will be reading this year.

Jessica Alvear-Moreno

Math Specialist/Math Intervention

Hicks Elementary