First Grade Content Preview
Unit 12
Energizers (5 min)
Stop the clock: Drag the digital times to the analog clock. You can play as a whole class by projecting on your white board and numbering the digital clocks. Ask the students to read the first analog clock and ask the students which number of the digital clock matches the analog clock. Students can turn and justify to a partner their thinking. Keep track of the times and see if you as a class can improve time overall as you play throughout the unit. .
Opening: Working with Quarters and wholes-3Act Task
Optional Unit 12 Activities
Beaded Number line and Clocks!
Use the beaded number line to help tell time and understand 30 as half of 60.
Use a clothespin to clip after sixty beads.
Have students find half of sixty. Trace the beaded number line to the clothespin at 60 with a dry erase marker to make an open number line. Then show half of 60 with one hop, and the second half with the other hop. This will help make the connection between half of a number line and half of a clock.
Next, clip the knotted end of the beaded number line with the clothespin that is marked at 60. Now the beads are in a circle.
Guide students to show that each bead can be represented by minutes. Have the students find half of the circle of beads, again 30. Have students relate that half past one is the same as one thirty.
Partitioning with Play Dough
Partitioning Fractions with Play-doh
In small groups, give each student a ball of dough. Provide a rolling pin for them to roll their balls flat and some circle cookie cutters to cut out circles. (Markers can be used as rolling pins and plastic cups can be used as cookie cutters if necessary)
Have students cut one of their circles into two equal parts. Talk about how each of the 2 shares is a half and together they're called halves. Then have them cut their other circle into half.. and then half again. Let them know these are called fourths because there are four equal parts.
As students are looking at their halves and fourths side by side, ask them what they notice. Guide students to discuss how the more shares the circle is cut into, the smaller the shares get. Have them predict and test if this will always be true.
Connect to 1.6H: Cut a circle in two/four unequal parts and ask students if it's cut into halves/fourths to help them identify non-examples and justify their thinking.
Halves and Fourths Mini-Books
Halves book:https://goo.gl/1yfGPM
Fourths book: https://goo.gl/252nf4
Geoboard Partitioning
This can be done at a station as well with students coloring in the different fractional pieces using the grid paper below.
Geoboard paper can be found here: https://goo.gl/BND9RX
EXTENSIONS:
Literature Connection:
1. Guided Math
https://drive.google.com/open?id=1eqJIMcC-LNUipU4g6-uYYpzdN2Q6ffWZFodyirnIgWE
3. Review/Preview:
2D & 3D Sort
This can be done as a group or individually
Each group/student has box with a collection of items. (See below for box suggestions)
Examine the items and sort/group them how they see fit. Teacher may choose to have students label each group with how the objects were classified (i.e. objects that roll).
After groups finish sorting, they can write about how they sorted the shapes.
Once all groups have sorted and justified for teacher, groups will rotate to a new box and do steps 3-5 again.
Box Suggestions:
Box 1: Small ball, golf ball, cylinder geo-solid, tube of chapstick, coin, ice cream cone, cotton round, foil from yogurt, circle counter, circle die-cut, sphere geo-solid, cone geo-solid, poker chip, etc. (could sort by things that roll, shapes with a circle, 2D vs. 3D, or real-world vs. non real-world)
Box 2: Photograph, playing card, envelope, rectangular prism geo-solid, small mirror, rectangle die-cut, pink rubber school eraser, square pyramid, small square box, square die-cut, sticky note, square colored tile, etc. (could sort by 3D vs 3D, squares vs. rectangles, real-world vs non real-world, etc.)
Box 3: Triangle cut-outs (right, acute, obtuse), square pyramid geo-solid, green pattern block triangle, square die-cut, small square box, pack of sticky notes, cube geo-solid, etc (could sort by 2D vs. 3D, real-world vs. non real-world, squares vs. triangles, etc.)
Box 4: This box could be a mix of similar items in the other 3 boxes (it would be interesting to see the different ways that students decide to sort the items.)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.
- I love math (Group of students, One student walks around and plays a round with each student, then sits down and next student goes)
- Salute (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, draw, and write the number.
Closing:
- Class Share with predictable chart
- Class Journal
- Personal journal
- Partner talks
- Self assessment