Number, Operation, and Quantitative Reasoning
Patterns, Relationships, and Algebraic Thinking
Measurement
Underlying Processes and Mathematical Tools
20 days: 1 – 1 ½ hours per day
1.1 Use whole numbers to describe and compare quantities.
1.5 Recognize patterns in numbers and operations.
1.7 Directly compare the attributes of temperature. Use time to describe and compare situations.
1.8 Understand that time and temperature can be measured.
1.11 Apply Grade 1 mathematics to solve problems connected to everyday experiences and activities in and outside of school.
1.12 Communicate about Grade 1 mathematics using informal language.
1.13 Use logical reasoning.
TEKS / TAKS Obj. / Instructional Scope / Possible Resources - GT=Game Time; CC=Cross Curricular /
Instruction / Assessment / KISD Suggested Resources /
1.1D
Read and write numbers to 99 to describe sets of concrete objects. / 1 / Reading Numbers 0 – 99
§ Use sets of concrete objects to represent quantities from
0 – 99.
Example:
85
Ask the students, “What is the number of counters that are in the set?”
Answer: Eighty-five counters
Writing Numbers 0 – 99
§ Given a set of concrete objects, write the corresponding number.
Example:
Ask students, “How would you write the numeral that describes the number of counters that are in the set?”
Answer: 88 / TEKS Clarifying Activities:
http://oxygen.dana.utexas.edu/dcsite/mathtoolkit/instruction/activities/1.php
Math Their Way Newsletter: http://www.center.edu/NEWSLETTER/newsletter.shtml
K-2 Assessments: http://www.tea.state.tx.us/math/diagnostic/k2Assessments.htm
Illuminations: http://illuminations.nctm.org/
Macmillan Texas Mathematics:
8-1; 13-1; 13-4; 13-5
Daily Activities
TERC: Building Number Sense, Investigation 3
Math Their Way – 1.1D
http://www.bbc.co.uk/schools/numbertime/games/mend.shtml
http://www.learningbox.com/Base10/BaseTen.html
1.1A
Compare and order whole numbers up to 99 (less than, greater than, or equal to) using sets of concrete objects and pictorial models.
1.11D
Use tools such as real objects, manipulatives, and technology to solve problems. / 1
6 / Comparing Whole Numbers to 99
§ Given sets of concrete objects, compare whole numbers and describe the sets using vocabulary such as less than/fewer than, greater than/more than, or equal to.
Example:
90
Set A
73
Set B
Ask the students, “How does the number of counters in Set A compare to the number of counters in Set B?”
Answer: Set A is greater than Set B.
Set B is less than set A.
§ Use pictorial models to compare whole numbers and describe the sets using vocabulary such as less than/fewer than, greater than/more than, or equal to.
Example:
84
Set A /
70
Set B
Ask the students, “How does the number of apples in Set A compare to the number of apples in Set B?”
Answer: Set A is greater than Set B.
Set B is less than set A.
Ordering Whole Numbers 0 – 99
§ Use sets of concrete objects to order whole numbers.
Example:
83
Set A /
64
Set B /
67
Set C
Ask the students, “How can you put the numbers in order from least to greatest and/or greatest to least?”
Answer: Least to greatest 64 – 67 – 83
Greatest to least 83 – 67 – 64
§ Use pictorial models to compare whole numbers.
Example:
80
Set A /
76
Set B /
61
Set C
Ask the students, “How can you put the numbers in order from least to greatest and/or greatest to least?”
Answer: Least to greatest 61 – 76 – 80
Greatest to least 80 – 76 – 61 / Macmillan Texas Mathematics:
1-8; GT1; 1-9; 5-4; GT8; 8-4; 13-7; 13-8
TERC: Mathematical Thinking at Grade 1, Investigation 2
Math Their Way – 1.1A
Developing Number Concepts – 1.1A
1.1B
Create sets of tens and ones using concrete objects to describe, compare, and order whole numbers. / 1 / Describing Sets of Tens and Ones
0 – 99
§ Create sets of tens and ones using concrete objects to describe whole numbers.
Example:
/
Ask the students, “Which number is represented by this set of tens and ones?”
Answer: 94
Example:
Ask the students, “How can you represent 97 using tens and ones?”
Answer:
/
Comparing Sets of Tens and Ones
0 – 99
§ Create sets of tens and ones using concrete objects to compare whole numbers.
Example:
Ask the students to compare sets of concrete objects that represent tens and ones.
/ / / / / / / / /
95
Set A
/ / / / / / /
76
Set B
Ask the students, “How does the number of counters in Set A compare to the number of counters in Set B?”
Answer: 95 is greater than 76.
76 is less than 95.
Ordering Sets of Tens and Ones
0 – 99
§ Create sets of tens and ones using concrete objects to order whole numbers.
Example:
Ask the students to use sets of concrete objects that represent tens and ones to order whole numbers from least to greatest or greatest to least.
94
70
86
Ask the students, “How can you put these sets of marbles in order from least to greatest and/or greatest to least?”
Answer: Least to greatest 70-86-94
Greatest to least 94-86-70 / Macmillan Texas Mathematics:
8-1; 8-2; 13-1; 13-2; GT13;
13-4; 13-5; 13-7
Math Their Way – 1.1B
Developing Number Concepts – 1.1B
1.5C
Compare and order whole numbers using place value.
1.12B
Relate everyday language to mathematical language to symbols. / 2
6 / Use Place Value to Compare Whole Numbers 0 – 99
§ Use place value to compare whole numbers.
Example:
Use an instructional strategy, such as a place value chart, to compare whole numbers from 0-99.
Prompt the students to look at the greater place value (tens) to see which number has a greater value.
Tens / Ones
6 / 2
9 / 8
7 / 3
If the digits in the tens place are not the same, prompt the students to determine which number has a greater value.
Tens / Ones
6 / 2
9 / 8
7 / 3
Ask the students, “How do you know which number is the greatest?”
Answer: “The largest number is
98 because it has the greatest number of tens.”
Ask the students, “How do you know which number is the smallest?”
Answer: “The smallest number is
62 because it has the smallest number of tens.”
Use Place Value to Order Whole Numbers 0 – 99
§ Use place value to order whole numbers.
Example:
Prompt the students to look at the greatest place value (tens) to see which number has a greater value.
Tens / Ones
9 / 9
8 / 6
9 / 2
If the digits in the tens place are the same, prompt the students to look at the next largest place value (ones) to see which number has the greatest value.
Tens / Ones
9 / 9
8 / 6
9 / 2
Prompt the student to compare the digits in the ones place to determine which number has the greatest value.
Ask the students, “How can you put the numbers in order from least to greatest?”
Answer: 86-92-99
Ask the students, “How can you put the numbers in order from greatest to least?”
Answer: 99-92-86 / Macmillan Texas Mathematics:
8-4; GT8
Math Their Way – 1.1D
Macmillan Texas Mathematics:
2-1; 2-2; 2-3; 3-3; 3-6; 3-7; 7-3
1.7G
Compare and order two or more objects according to relative temperature (from hottest to coldest).
1.11A
Identify mathematics in everyday situations.
1.11C
Select or develop an appropriate problem-solving plan or strategy including drawing a picture, looking for a pattern, systemic guessing and checking, or acting it out in order to solve a problem. / 4
6
6 / Comparing Temperatures
§ Compare two or more objects according to relative temperature (from hottest to coldest).
Example:
/ /
Cup of Ice / Bowl of Warm Soup / Book
Prompt the students to feel the outside of each object.
Ask the student, “Which item is the hottest?”
Answer: Bowl of warm soup.
Ask the student, “Which item is the coldest?”
Answer: The cup of ice.
Ordering Temperatures
§ Order two or more objects according to relative temperature (from hottest to coldest).
Example:
Using pictures of the cup of ice, the bowl of warm soup and book.
/ /
Cup of Ice / Bowl of Warm Soup / Book
Ask the students to put the pictures in order from the hottest object to the coldest object. / Making Connections with Measurement, Grade 1, “Temperature.” / Making Connections with Measurement, Grade 1, “Temperature – Evaluate.”
Making Connections with Measurement, Grade 1, “Temperature – Selected Response Questions.”
1.8B
Read time to the hour and half –hour using analog and digital clocks.
1.12B
Relate everyday language to mathematical language and symbols. / 4
6 / Describing Time
§ Describe the time on a clock using hours.
§ Describe the time on a clock using hours and half hours.
Prompt the students to use clocks or models of clocks to represent times to the hour and half hour.
Example:
Prompt the students to describe the time shown on the clocks below.
Answer: 3:00
Answer: 3:00
Example:
Prompt the students to describe the time shown on the clock below.
Answer: 1:30
Answer: 1:30
Prompt the students to represent a specific time on a clock.
Example:
Ask the students to show you 4:30 on their clock or model of a clock.
Answer:
Show the students a digital clock or representation of a digital clock. Prompt the students to represent that time on their clock or model of a clock.
Example:
Answer:
Prompt the students to choose a pictorial representation that represents a specific time.
Example:
“Which clock shows 3:00?”
Clock A Clock B Clock C
Answer: Clock B / TAKS Mathematics Preparation Book: Grade 1, “Time Lesson.” / TAKS Mathematics Preparation Book: Grade 1, “Time Lesson – Evaluate.”
TAKS Mathematics Preparation Book: Grade 1, “Objective 4: Measurement Selected Response Questions.”
TAKS Mathematics Preparation Book: Grade 1, “Objective 6: Underlying Processes & Mathematical Tools Selected Response Questions.
1.8A
Order three or more events according to duration. / 4 / Ordering Events According to Time
§ Compare and order 3 or more events according to duration.
Example:
Describe events to the students or show them pictures of events.
Brush your Teeth /
Blink an Eye /
Read a Book
Prompt the students to put the events in order from the event that takes the least amount of time to the event that takes the most amount of time.
Answer: Blink an eye; brush your teeth, read a book.
Example:
Prompt the students to put the events in order from the event that takes the most amount of time to the event that takes the least amount of time.
Write your First Name /
Play a Game of Baseball /
Sing your Favorite Song
Answer: Play a game of baseball, sing your favorite song, and write your first name. / TAKS Mathematics Preparation Book: Grade 1, “Time Lesson.”
Number, Operation, and Quantitative Reasoning
Patterns, Relationships, and Algebraic Thinking
Measurement
Underlying Processes and Mathematical Tools
*Curriculum-Based Assessment 5
*For each student expectation (SE) that incorporates the use of a concrete model/object and/or a mathematical tool, students should be encouraged to use a concrete model/object and/or a mathematical tool to model items on the curriculum-based assessment (CBA).
Daily Activities
Daily problem solving will allow children to explore, to justify, and to validate their reasoning skills. The resource list below has many different types of problems that a teacher can choose from. Choosing problems that have relevance to children is an important factor in creating enthusiasm for problem solving. Often, the enthusiasm of the teacher translates into a positive disposition toward problem solving for children. If statements like “Now that’s an unusual problem. I wonder how we can find the answer,” are part of a teachers’ repertoire, children get the notion that problem solving is interesting and they are encouraged to use their own resources to find a path to the solution. Teachers should encourage children to share their strategies and accept many different paths to the same solution. The teacher can model this behavior by thinking aloud, using many of the same techniques used during a shared writing lesson. The two books listed below are excellent resources for the first semester:
Read It! Draw It! Solve It! Grade 1
Author: Elizabeth D. Miller
Read It! Draw It! Solve It! Grade K-3:
Problem Solving with Animal Themes
Daily Activities: Calendar Activities: Calendar activities provide essential opportunities to teach and reinforce mathematical skills. It is extremely important that the teacher read the following information:
• Math Their Way Newsletter, Chapter 4, pages 4.1-4.14. Duration: on-going. This newsletter is available on-line at: www.center.edu/NEWSLETTER/newsletter.shtml
•TERC: Mathematical Thinking in Kindergarten, Investigation 3
•TERC: Mathematical Thinking at Grade 1, About Classroom Routines.
TERC: Building Number Sense, Investigation 3
Activity1. The 100 Chart, TERC: Building Number Sense, Investigation 3, Sessions 1 & 2. Read What to Plan Ahead of Time in this Investigation.
Activity 2. Which Holds More?, TERC: Building Number Sense, Investigation 3, Sessions 3 & 4. Recommended duration: 2 class periods.
Activity 3. More Counting and Comparing, TERC: Building Number Sense, Investigation 3, Sessions 5, 6, and 7. Read What Went Wrong in this Investigation.
Math Their Way – 1.1D
Activity 1. Number at the Concept Level, Math Their Way (chapter 7), pages 164-213. This chapter includes many activities for stations.
Activity 2. Number at the Connecting Level, Math Their Way (chapter 8), pages 214-233. This chapter includes many activities for stations
Activity 3. Number at the Symbolic Level, Math Their Way (chapter 9), pages 234-251. This chapter includes many activities for stations.
TERC: Mathematical Thinking at Grade 1, Investigation 2
Activity 1. The Game of Compare, TERC: Mathematical Thinking at Grade 1, Investigation 2, Session 1. Read Session 1 Follow-up for a good home connection. Read Teacher Note: Double Compare: Strategies for Combining and Comparing.