# Extra Resources

## 1st Grade Math is Setting the Foundation for Future Learning!!!

Laying a strong foundation: First graders learn about money, time, and measurements -- and that's not all. Here you will find anchor charts, videos, games, and websites that can assist your classroom teaching instruction with your students.

## Topic 15

Here you have the link to log into our enVision Math book. Our book has many resources. It also has an introductory video(known as visual learning) for every lesson. (After log in, go to programs, select book, tools, ACTIVe book, choose your lesson, and finally visual learning).

## iPad Apps Available for Extra Practice

Apps can be found in iTunes Store

## Fun, Instructional Videos

Below you will find links to educational videos that may reinforce what students have learned. Videos may have been viewed in class but can also be viewed at home.

## Daily Counting Videos

These videos are a great routine to start or wrap up your math lessons. They focus on counting to 100, counting down from 20, and counting by 2s, 5s, and 10s.

This is Why I Graph

## Learning to Use Graphs

Colorful graphics make it easy to learn how graphs are used to organize information. This video will help students understand how to read a pictograph and how to build and interpret a bar graph.

## Discovering Math: Beginner: Statistics and Data Analysis

From simple graphs to sampling to determining what is common to a group, introduce young students to the basic concepts of statistics and data analysis. All content is tied to national standards and benchmarks.

## Math Monsters: Data Collection

The Monsters are enjoying a breakfast of pancakes and decide to open a pancake restaurant. They all make suggestions about what kind of pancakes to serve, but realize there are too many possibilities. They decide to conduct a survey to collect the data they need to make an informed menu selection. The Monsters go out into the neighborhood and ask what pancakes the local Monsters like best. They all take down the information but each one represents the data differently: one draws a picture for each pancake somebody names, one writes down the names of each pancake selected, and one uses tally marks. Next, the Monsters must figure out how to combine their various representations of data to determine which pancakes are the favorites of the most monsters. Our field trip takes us to the zoo where we see how data is collected from the various animal houses and used to order the weekly food supply for the animals.

## TEKS Covered in Topic 15

By the end of this topic, students will have covered the following TEKS:

1.8 (A) collect, sort, and organize data in up to three categories using models/representations such as tally marks or Tcharts

(B) use data to create picture and bar-type graphs..

(C) Draw conclusions and generate and answer questions using information from picture and bar-type graphs.

## TEKS Gap

Math TEKS were updated for the 2014-2015 school year. The following TEKS address gaps from the old TEKS to the new TEKS:

Collect, sort and organize data in up to three categories

## Math Process Standards

The Math Process Standards will be incorporated into instruction throughout the school year:

(1) The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:

(A) apply mathematics to problems arising in everyday life, society, and the workplace;

(B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;

(C) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;

(D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;

(E) create and use representations to organize, record, and communicate mathematical ideas;

(F) analyze mathematical relationships to connect and communicate mathematical ideas; and

(G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.