First Grade Content Preview
Unit 06
Energizers (5 min)
Below you will find a new spin on some energizers you may have already used in your classroom. Feel free to continue to use the other energizers listed in Unit 01 by clicking here: http://bit.ly/2evd1Dc.
Virtual number dice: double dice. One partner sits with back to the online dice. The other student makes a two digit number of the dice rolled and tells the partner how many tens, how many ones. The partner then responds with the number in standard form.
http://www.curriculumbits.com/prodimages/details/maths/mat0005.html
Opening (5-10 min)
Number of the Day: As students have built capacity with larger numbers, students can interact with numbers by highlighting the number of the day. This can be extended to ask students to create a story problem about the number of the day. For an example class poster click here:
https://docs.google.com/file/d/0BxoORa3TsCocS2lUek9Hd1MxTG8/edit
Optional Unit 06 Activities
Interactive Numberlines
MATERIALS NEEDED:
- Painter’s Tape
- Benchmark Numbers printed on card stock or index cards
- Ziplock bag to store Student Numbers
- Student Numbers printed on card stock or written on post-it notes
How to Create an Interactive Number Line:
1 – Use a long strip of painter’s tape to form a vertical number line on the wall
2 – Use smaller strips to create hash marks for benchmark numbers
3 – Place benchmark numbers next to each of the hash marks using number cards or sticky notes
Number lines help bridge gaps for students to better understand numbers that come before or after a given number and requires students to put random numbers back into the correct sequence. Vertical Number lines help “see” the numbers increasing or decreasing.
Student differentiation comes into play when you allow specific groups of students who are experiencing difficulty to focus only on their area of need. Consider tailoring the student number cards for specific groups or having multiple number lines around the room for various groups.
Click here for more information: https://mrelementarymath.com/using-interactive-number-lines/
Combinations to 99 with beaded number strings
Use the beaded number lines to build numbers. Encourage students to count by tens by sliding the groups of tens across the string and then sliding the beads one by one to build the numbers.
This can also be helpful in placing numbers on the open number line. You can tape down the same size string on a table, students put where they think the number will go on the number line, then use the beaded number line to see how close they are to the actual placement.
Hundreds chart and Number Puzzles
Give students a blank hundreds chart (to differentiate, a chart can be partially filled in). It may be helpful to have different colored options available.
Once students have completed their hundreds chart, they will create a puzzle. Tell the students they can't have more than 5 numbers touching horizontally or vertically in the hundreds chart and can not have less than 5 numbers total on a puzzle piece.
Once they have cut out all of their pieces, they must write their initials on the back of all of their pieces. The pieces go into a ziploc bag.
The puzzles can then be traded with a partner to try and solve or put at a station to solve. Students can keep track of the puzzles that they have completed.
For directions on how to make your own puzzles : https://www.playdoughtoplato.com/hundred-chart-puzzles-colorize/
Which one Doesn't Belong
In this activity,
- Give each student a number to represent on their construction paper.
- Students fold their paper into fourths.
- Students build the number with pictorial base ten blocks, pictorial place value disks, in standard form or expanded form. They only pick THREE.
- In the fourth space, the students will use the ONE representation that they did not use yet and create a DIFFERENT number on their poster.
- On the back the student writes a sentence: "________ doesn't belong because ______" and justifies why that one doesn't belong.
- Posters can be used daily with partners or they can be hung around the room and scoot around justifying to a partner why one doesn't belong.
Literature Connection:
1. Guided Math
https://drive.google.com/open?id=1pGuGVHU5UcxieEwWF0CUi0IhLtd5hEHdhLcBdM-ILcA
3. Review/Preview:
Fluency:
- I love math: sum then how many more to get to 20? Write a triple part, part, whole
- Salute ( the difference between your number and 20 is _____)
- Combinations to 20 practice on a rekenrek or with a beaded number line drawing the pictorial and abstract after completing concrete. How many combinations can you make?
Closing (5 min): Relate back to learning and language objectives
- Class Journal
- Personal journal
- Partner talks
- Self assessment