1st Grade Mx Nov 09

2,992 views

Published on

Published in: Technology, Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
2,992
On SlideShare
0
From Embeds
0
Number of Embeds
13
Actions
Shares
0
Downloads
13
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide
  • Teacher Background Unit 1Intro. Partner Trains 1:5 pg 30Intro. Ordinal Words 1:7 pg 41Intro Stair Step 1-10 1:8 pg 46Visualize a 5- Group & Extras 1:15 pg 89Doubles and Even and Odds 1:16 pg 93
  • Teacher Background Unit 2 pg 115JDrawing Proof Pictures with Addition (partners and total) 2:1 pg 116Equations 2:3 pg 130Equal and Not Equal Sign 2:3 128Writing Equations 2:3 pg 129Counting On 2:5 pg 141Introduce Nickel Strip 2:7 pg 154Intro. Red Count-On Cards - Unknown Totals 2:9 pg 166Intro. To Subtraction Notation 2:11 pg 178-179Intro. Subtraction Equations and drawings 2:12 pg 184Intro. Vertical Form 2:15 pg 202
  • Teacher Background Unit 3Introduce Math Mountains (unknown total) 3:1 pg 216Introduce Math Mountains (unknown partner) 3:1 pg 217Introduce Unknown Partner Equations 3:3 pg 230Introduce Yellow Count-On Cards 3:4 pg 236Introduce Orange Count-On Cards 3:8 pg 261
  • Teacher Background Unit 4Decade Numbers and Tens 4:1 pg 307Demonstration Secret Code Card 4:2 pg 312Demo Quick Method for drawing tens and ones 4:3 pg 319Make a ten 4:5 pg 330Introduce Number Path 4:8 pg 3502-Digit Number Counting On Strategy 4:13 pg 377
  • Teacher Background Unit 5Intro Dime Strip 5:1 pg 400Introduce One Hundred Pennies 5:2 pg 407Creating 100 Grid 5:6 pg 430Child –Generated Methods 5:11 pg 460-461Introduce Purple Make-a-Ten Cards 5:11 pg 462Introduce make a Ten Strategy to Subtract 5:12 pg 469Intro. Blue Make a Ten Cards 5:12 pg 470
  • Teacher Background Unit 6Introduce Simple Picture Graphs 6:1 pg 498Model Comparative Statement 6:5 pg 523Find Unknown Quantities That is More 6:8 pg 541 (See Teacher Note pg 546)Find Unknown Quantities That is Less 6:8 pg 541Introduce Inch 6:10 pg 552
  • Teacher Background Unit 7Doubles 7:1 pg 602Doubles Plus One 7:2 pg 610Finding Halves 7:3 pg 615Introduce Digital Clocks 7:10 pg 661
  • Teacher Background Unit 8Connect Drawings w/ Coins 8:1 pg 700 Grouping to Make a New Ten 8:3 pg 712
  • 1st Grade Mx Nov 09

    1. 1. 1st Grade Math Expressions<br />Tools & Strategies<br />Units 1-5<br />Laura Chambless<br />SCC RESA<br />chambless.laura@sccresa.org<br />Entrance Card <br /><ul><li> What I liked best about Math Expressions.
    2. 2. A challenge I am facing is …</li></li></ul><li>Agenda<br />Introduction<br />Read Entrance Cards<br /> Materials<br />Daily Routine Practice and Questions<br />Assessments<br />Overview of Units 1-4<br />Pacing Guide<br />
    3. 3. Materials<br />Note TE xvii <br />This page will let you know the Math Expressions materials and what to use if they did not come in your kit or where to make the copies<br />Only the * indicates what is unique<br />The rest of the manipulative contents are not specific to the program<br />3<br />
    4. 4. Daily Routines <br />Done at calendar time<br />Tools<br />120 Chart<br />Finger Flashes<br />Money Flip Chart<br />Bottom of Money Flip Chart (Do we have a ten yet?)<br />Secret Code Cards<br />Number Path<br />Plan for First 90 Days of School<br />Pg. xxiii<br />
    5. 5. Using the 120 Poster<br />Student Leader 1 draws a new circle<br />Previous total 26: <br />I am adding 3. So, 26 plus 3 is 29. Do I have a new 10? –no<br />29 = 20 + 9<br /> Previous total 29<br />I am adding 3. So, 29 plus 3 is (circling the numbers) 30, 31, 32. Do I have a new ten? Yes! So I am going to erase all of the circles on these 20’s and cap the new 10 at the bottom<br />32 = 30 + 2<br />The focus is on the answer, the decade number, and ones <br />5<br />
    6. 6. 120 Poster Continued<br />Count to the New Total<br />Less than 50<br />Student Leader 1 leads the class and points to each number to reach the new total<br />After 50 - Finger Flashes<br />Student Leader 1 moves the pointer down each column by tens and ones <br />Children do the finger flashes in unison<br />10, 20, 30, 40, 50 freeze 51, 52<br />Focus remains on the answer, decade numbers, and ones<br />6<br />
    7. 7. Using the Money Flip Chart<br />Student Leader 2 removes 3 sticky note representing the addition of 3 penny<br /> Previous total 26 pennies<br />I am adding 3 pennies. Will I make a new 10? – no. 26 plus 3 is 29<br />Removing the sticky note and putting it in the rectangles at the bottom of the Money Flip Chart<br />We now have 9 ones so I’ll erase the 6 and write a 9<br />10 plus 10 plus 9<br />That’s 2 tens and 9 ones equals 29<br />The focus is on anchors of ten, ones, and the answer<br />The ten rectangles reinforces the anchor of 10 visually<br />7<br />
    8. 8. Money Flip Chart Continued<br />New Ten<br />Previous total 29 pennies<br />I am adding 3 pennies. Will I make a new 10? – Yes!<br />So I’ll flip over the cover on the next column so we can see the pennies.<br />29 plus 1 is 30 (take off last sticky note). I have a new ten so I’ll write it below. <br />So, 29 plus 3 is 30, 31, 32 (touching as saying- leave finger on 32)<br />I need to cover the rest of the pennies. How many do I need to cover? 8<br />Write 2 below the 30 column<br />Write 10 + 10 + 10 + 2 = 32<br />The focus is on anchors of ten, ones, and the answer<br />8<br />
    9. 9. Money Flip Chart Continued<br />If you end on a decade number<br />Next Day Student Leader 2<br />Flip over the next column of pennies and cover all the ten pennies with sticky notes with all children<br />Continue the routine – previous total 30 add 3<br />The focus is on anchors of tens, ones, and the answer<br />9<br />
    10. 10. Money Flip Chart Continued<br />Numbers over 100<br />The dollar bill cover is flipped to show dollar bills to the left of the coin strips<br />100 + 10 + 10 + 4 = 124<br />10<br />
    11. 11. Number Path<br />Number Path: Drawing circles and lines<br />Add same number as money & 120 poster. Circle number being added. Draw a line when 10’s are made. Leave it on display.<br />This part discontinued when the total exceeds 100.<br />Show Addition Two Ways<br />Vertical form <br />Proof Drawings (5-group like the back of secret code cards)<br />Erase old drawing and leave new total below (ready for next day).<br />Numbers over 100- Quick Hundreds (squares) are also used.<br />Focus is bridging the abstract representation to the pictorial representation<br />
    12. 12. Secret Code Cards<br />Show New Total<br />30 (show 30 card) plus 2 (show 2 card).<br />Class responds- 30 plus 2 makes (puts 2 card over the 0) 32.<br />New Total 30 (decade number)<br />30 now show the 30 card<br />Class responds 3 tens make 30<br />Focus is on the abstract decade numbers and ones.<br />
    13. 13. Calendar Routine<br />Unit 1: Days of the Week<br />Unit 2: More and Less, Months of the Year<br />Unit 3: Using Ordinal Numbers, Number Partners<br />Unit 4: Introducing the Calendar, Partner Houses<br />Unit 5: Written Days of the Week, Mountains & Equations<br />Unit 6: Using Ordinal Numbers, Number Comparisons<br />Unit 7: Date and Time, Counting Nickels, Dimes & Nickels<br />Unit 8: Dimes, Nickels, Pennies, Beyond a Dollar, Telling Time<br />Unit 9: Change for a Dollar (Non-Essential Unit)<br />Unit 10: Counting with Quarters (Non-Essential Unit)<br />
    14. 14. Questions<br />
    15. 15. Based upon NCTM’s Principles and Standards for School Mathematics (2000)<br />“Fluency refers to having efficient, accurate, and generalizable methods (algorithms) for computing that are based on well-understood properties and number relationships.”<br />NCTM, 2000, p. 144<br />It is the immediate access to a strategy that will get a student to a correct answer, not the immediate access to the answer…which is automaticity!<br />What is Computational Fluency?<br />
    16. 16. Quick Practice<br />Unit 1<br />Counting from a Particular Number 1:4<br />Number Parade 1:1<br />Random Fingers 1:2<br />Random Number Cards 1:5<br />Five Crows in a Row 1:9<br />Number Parade 2 1:10<br />Random Number Cards- Both Sides 1:16<br />Unit 2<br />Number Patterns 2:1<br />Here’s the Score 2:2<br />Giant Number Cards 2:3<br />Above and Below 2:6<br />Left and Right 2:7<br />Up and Down 2:8<br />Counting-On Practice 2:11<br />Which is Less? 2:12<br />Before and After 2:15<br /><ul><li>Unit3
    17. 17. Teen Number Flashes 3:1
    18. 18. Counting-On Practice 2 3:4
    19. 19. Teen Cards 3:7
    20. 20. Counting-On Practice 3 3:8
    21. 21. Unit 4
    22. 22. Listen for Patterns 4:1
    23. 23. Counting by Tens with the 120 Poster 4:2
    24. 24. Name the Number 4:4
    25. 25. The Lions’ Den 4:5
    26. 26. Sticks and Circles 4:7
    27. 27. Flash Tens and Ones 4:8
    28. 28. Count to 100 4:11
    29. 29. One More Tiger 4:12
    30. 30. One Less Tiger 4:12</li></ul>Unit 5<br /><ul><li>Count to 100 5:1
    31. 31. Finger Coins 5:2
    32. 32. Jenny’s Pennies 5:3
    33. 33. The Beetle Rhyme 5:7
    34. 34. Count Backward 3 Numbers 5:8
    35. 35. Partner Pairs 5:11</li></li></ul><li>Unit Test<br />The teaching is much more robust than the assessment.<br />Please don’t skip activities and instruction just because they aren’t tested. <br />Children need to be exposed to these concepts frequently and over a long period of time before they truly begin to internalize them. <br />This internalization is the foundation for better understanding teen numbers and the addition and subtraction of single digit numbers.<br />17<br />
    36. 36. UNIT 1<br />Big Ideas<br />Numbers 0 through 5 and Shapes<br />Numbers 6 through 10<br />Number Relationships 1-10<br />
    37. 37. Teaching<br />Tools<br />Break-Apart Stick<br />Number Parade<br />Giant Number Cards<br />Stair Step 1-10<br /><ul><li>Strategies
    38. 38. Break-Aparts
    39. 39. Partners of a Number
    40. 40. Ten Partners
    41. 41. Visualize a 5-Group & Extras
    42. 42. Equal Partner</li></ul>Non-Essential Lessons<br />16 – Activity 2, 18<br />
    43. 43. Unit 2<br />Big Ideas<br />Represent Addition Stories<br />Solve Addition Equations<br />Solve Subtraction Equations<br />Equations Explorations<br />
    44. 44. Teaching<br /><ul><li> Strategies
    45. 45. Proof Drawings
    46. 46. Partners
    47. 47. Counting On</li></ul>Tools<br />Number Patterns Chart<br />Nickel Strip<br />Red Count-On Cards<br />Math Board<br />7 – 5 = 2<br />3 + 1<br />Non-Essential Lesson<br />Quick Quiz 4<br />4<br />
    48. 48. Unit3<br />Big Ideas<br />Addition Stories with Unknown Partners<br />Subtraction Stories<br />Addition Stories with Unknown Totals<br />Mixed Practice with Different Unknowns<br />
    49. 49. Teaching<br />Tools<br />Math Mountains<br />Yellow Count-On Cards<br />Orange Count-On Cards<br /><ul><li>Strategies
    50. 50. Math Mountain
    51. 51. Known Partner
    52. 52. Unknown Partner
    53. 53. Counting On</li></ul>5<br />Non-Essential Lessons<br />15<br />Quick Quiz 4<br />3<br />
    54. 54. Unit 4<br />Big Ideas<br />Tens and Teens<br />Place Value to 100<br />Addition Strategies<br />
    55. 55. Teaching<br />Non-Essential <br />Quick Quiz 3<br />Tools<br />Secret Code Cards<br />MathBoard<br />Stair Steps Strips<br />Green Make-a-Ten Cards<br /><ul><li>Strategies
    56. 56. 10-Group
    57. 57. 10-stick
    58. 58. Ten-Sticks on Circles
    59. 59. Number Path
    60. 60. 2-Digit Counting On Strategies</li></ul>Making a Ten<br />Making a New Group of Ten<br />9 + 3 = <br />38 + 7 =<br />9<br />= 12<br />40 + 5 = 45<br />or<br />10 + 2 = 12<br />38 <br />40 + 5 = 45<br />
    61. 61. Unit 5<br />Big Ideas<br />Dimes and Pennies<br />Teen Solution Methods<br />
    62. 62. Teaching<br />Tools<br />Dime Strips<br />Dimes and Pennies<br />MathBoard<br />Break-Apart Stick<br />Purple Make-a-Ten Cards<br />Blue Make-a-Ten Cards<br /><ul><li>Strategies
    63. 63. 10-partner
    64. 64. 100-partner
    65. 65. Make a Ten Strategy to Subtract
    66. 66. Count All
    67. 67. Count On</li></ul>5<br />1<br />10<br />Non Essential Lessons<br />9, 15<br />
    68. 68. Call or email with any questions.<br />Laura Chambless<br />810-455-4005<br />chambless.laura@sccresa.org<br />www.protopage.com/lchambless<br />
    69. 69. March PD<br />Daily Routine<br />Unit 6<br />Money Routine<br />Calendar Routine<br />Number Comparison<br />Unit 7<br />Date and Time<br />Counting Nickels<br />Dimes for Nickels<br />Unit 8<br />Dimes, Nickels, and Pennies<br />Beyond a Dollar<br />Telling Time<br />
    70. 70. Unit 6<br />Big Ideas<br />Comparison with Graphs<br />Comparisons with Tables and Stories<br />Comparison with Measurement Units<br />Comparison with Shapes and Patterns<br />
    71. 71. Teaching<br />Tools<br />MathBoard 10 X 10<br />Grids<br />Stair Step Strips<br />Solid Shapes<br /><ul><li>Strategies
    72. 72. Introduce Simple Picture Graphs
    73. 73. Model Comparative Statement
    74. 74. Find Unknown Quantities More/Less
    75. 75. Measurement – Inch </li></ul>Non-Essential Lessons<br />12, 13, 14, and 16<br />Copy Picture from Pg. 546-547 More/Less<br />Copy Teacher Note Box pg 546<br />
    76. 76. Unit 7<br />Big Ideas<br />Halves and Doubles<br />Fourths, Halves, and Other Fractions<br />Simple Circle Graphs<br />Clocks and Calendars<br />
    77. 77. Teaching<br />Tools<br />MathBoards<br />Grid and Dot Array<br />Money<br />Time Poster/Demo Clock <br /><ul><li>Strategies
    78. 78. Doubles
    79. 79. Doubles Plus One
    80. 80. Finding Halves
    81. 81. Trial and Error
    82. 82. Variation
    83. 83. Dealing Method
    84. 84. Digital /Analog Clocks </li></ul>Non-Essential Lessons<br />4, 5, 6, 7, 8, 9, 14, 15<br />Quick Quiz 2, Quick Quiz 3, Quick Quiz 4<br />
    85. 85. Unit 8<br />Big Ideas<br />2-Digit Coin Combinations<br />2-Digit Addition (Non Essential) <br />
    86. 86. Teaching<br />Tools<br />Money<br /><ul><li>Strategies
    87. 87. Connect Drawings w/ Coins
    88. 88. Coins with Sticks and Circles
    89. 89. Group to make a New Ten</li></ul>Non-Essential Lessons<br />4-13<br />
    90. 90. Unit 9 & 10<br />Beyond 1st Grade GLCEs<br />
    91. 91. Call or email with any questions.<br />Laura Chambless<br />810-455-4005<br />chambless.laura@sccresa.org<br />www.protopage.com/lchambless<br />

    ×