“Interactive Math Conversations” In First Grade

(Daily Activities organized in a SMART Notebook)

Page and Description

  1. Title Page
  2. Teacher’s Notes (from original document)
  3. Student Lunch Choice

a.Students graph their lunch choice as they enter

b.Class discusses the graph using suggested vocabulary: more, less, fewer, greater than, less than, equal to, how many in all

c.Can convert choices to tally tables

  1. Daily Story Problem

a.Students record ideas/work in a math journal; selected strategies are then shared with group

b.Provides an opportunity for presentation of various problem types: join, separate, part/part/whole, and compare

  1. The Class Calendar

a.Today is . . .

b.Tomorrow will be . . . , Yesterday was . . .

c.Red diagonal slash indicates day has passed

d.Last week (in the past); what was the date one week ago?

e.Next week (in the future); what will the date be in one week?

f.Find ______; what day of the week is it?

g.How many days until a particular school event?

h.Symbols for school events, holidays, etc. Students volunteer information to be added to the “Class Calendar”

i.If today is Day 8 and we have PE on Day 10, on what day will we have PE?

  1. Odd/Even

a.Odd numbers circled in blue, even numbers circled in red on calendar

b.Odd/Even Tower (discussed as “partners going to the dance”)

c.On odd days, boys line up first; on even days, girls line up first

  1. Days of Week/Months of Year
  2. Ten Frames

a.Identify the given number

b.One more than, one less than

c.How far from . . . ? How many more than . . . ?

d.What is ten more than then number? Ten less than the number?

e.Fact families with facts to 10, then 20

  1. Build A Number With Coins/Base Ten (earlier in year)

a.Count coins (dimes, nickels, pennies) and base ten blocks equivalent to the numerical calendar date

b.Trading coins as applicable provides an opportunity to model various coin combinations for equivalent amounts

  1. Build A Number With Coins (as year progresses)

a.Count coins (dimes, nickels, pennies) equivalent to ten-frame number

b.What is the value of the group if we add or take away a dime? A nickel? A penny?

  1. Mystery Number on an Open Number Line

a.The number is between ___ and ____ and is located at the question mark. What could it be?

b.How many more to . . . ? How far from . . . ?

  1. Build A Number With Base Ten Blocks

a.Build the number with rods and units

b.Model the abstract (numbers) in the place value tens/ones chart

c.What is ten more? Ten less?

  1. Days In School Place Value (earlier in year)

a.Build it with Base-Ten Blocks

b.Write in word form

c.Write in expanded form

  1. Days in School Place Value (as year progresses)
  2. What’s The Temperature?
  3. Link to the Weather Channel to determine the temperature
  4. Move the mercury to the correct temperature and use appropriate vocabulary: hot, warm, cool, cold
  1. More and Less (earlier in year) using random number generator
  2. One More/One Less
  3. Ten More/Ten Less
  1. Hundred Number Chart Puzzle (as year progresses)
  2. One More/One Less
  3. Ten More/Ten Less
  4. Numbers located at diagonals

18., 19., and 20. Lesson Notes (from original document – page numbers do not convey)