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First Grade 1st Week of the Fifth Six Weeks Warm-Up/Counting Activities Problem Solving Monday Aubree went to the store with her mother to pick up a few things. They bought Name all the numbers between: 54 and 60, dishwashing soap, milk, bran flakes, some cheese, and some bananas. How much did 66 and 67, they spend on liquids? How much did they spend on solids? 87 and 91, etc. (You may want to use a number line) Math Extension B Investigation 2: Solids and Liquids Module Tuesday How many pinto beans can you grab in your hands? Do it to find out and record your I will count and leave out a number. Tell me what the number is. number here.______ Will you be able to grab more, fewer, or the same number of Repeat the number sequence. lima beans? Why do you think so? How many lima beans can you grab in one hand? Stamp your foot when you say the missing number. Do it to find out, and record the number here.______ 51, 52, 54, 55, (53) 51, 52, 53/stamp, 54, 55) 60, 62, 63, 64 (61) 60, 61/stamp, 62, 63, 64) 77, 78, 79, 81 (80) (77, 78, 79, 80/stamp, 81) Wednesday Shelby wanted to make a new kind of soda. She tested many ways of putting the I have a tub of pennies. solids and liquids together. Here is what she thought made the best-tasting soda. (80 play or real pennies) Let’s count the pennies together to find how many groups of 5 Water 2 ounces we can make: 1, 2, 3, 4, 5: Sugar 4 spoons 1, 2, 3, 4, 5… After we find all the groups of 5, let’s count the number of groups we have Flavoring 3 spoons vanilla made: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Count by fives to find out how many pennies we 2 spoons strawberry have: 5, 10, 15, …80. Coloring 5 drops of blue 3 drops of red She wanted to make a larger portion of soda, using 8 ounces of water. How much of each solid and liquid listed above should she use? She wants her 8 ounces soda to taste just like her 2-ounce test. Math Extension B Investigation 4: Solids and Liquids Module Thursday Sally and Jorge planted beans in their garden. They thought it would be interesting to Today we are going to count to find out how many pennies we have in this jar. (Have compare the length of the stems that grew and the number of leaves that were on each 50-100 pennies in the jar. Pour out the pennies. ) Count along with me as I drop each stem. They made a table of their observations. Can you find the number pattern in the penny back into the jar: 1, 2, 3, 4, 5… lists? Predict which numbers will come next. Math Extension B Investigation 1: New Plants Module Friday Joe found a potato. He saw four nodes on it. He cut it into four parts and planted Stand in lines. them. Stems and leaves grew from each potato part. Underground, each potato part Stamp your feet and count by tens to 200. When you reach 200, raise your arms and grew five new potatoes. How many potatoes did Joe grow in all? turn to your right. (90 degrees) Repeat at least 3 more times. Math Extension A Investigation 3: New Plants Module (10/stamp, 20/stamp…1000/raise arms and turn right) 1 Concept Lessons 5.1 Day Content/Activities of the Student Expectations Resources/Materials Assessments Calendar Activities Week TEKS 1.1 B Concept: Place Value (Concept Level) Teacher observations: Straw Count Create sets of tens and ones using concrete Base 10 Counting *Children make the connection Number Line objects to describe, compare, and order whole See Script: Base Ten Counting for Week from the Silly Counting Game th 5.1. Detailed counting script in 4 6 Day Sequence numbers. *Children can regroup Yesterday, Today and weeks. TEKS 1.1D Day 1(Base ten counting)Concept Level *Children can verbalize the Tomorrow Read and write numbers to 99 to describe sets Count using the bell to indicate the process Monthly Calendar of concrete objects. addition of one bean. Today there will be *How comfortable and accurate Odd and Even Chart no recording. is the student when counting. Tally Count Materials: *Are mistakes self corrected, do . Place Value Boards-PVB (blue & white Commercial Calendar they start over, or do they keep boards) counting. Birthday Cake Graph Overhead of PVB Tooth Graph Overhead of star card Temperature Graph Star Worksheet NL p. 43 Weather Graph Uncolored beans and cups Suggested questions to ask: Right Hand *Do you recognize the pattern? Weekly Assessment: Odd/even *What do you do if you don’t have enough *Give the children an equation, Money ones to remove? have them solve the problem 2-D figures *What is your story for these numbers? using manipulatives of their 3-D figures Monday *Why do you need to subtract? choice. Fractions *Have the children count to 1 ten *How do you know when to add? 9 ones, nineteen (19) using manipulatives and recording using the PV counting procedure. *Read a number (43) have the students build the number then use the flips to represent the number. Do 4-6 different numbers. *Measure the area of a shape with 2 different manipulatives and record the amounts of each measurement. When counting always use the PV counting procedure. TAKS Objective 1 2 TEKS 1.9B Graphing Teacher observations: Use organized data to construct real-object *Children can explain why we Are you going to wear a costume on graphs, picture graphs, and bar-type graphs. graph. Thursday for Charro Days? TEKS 1.10 A Suggested questions to ask: Draw conclusions and answer questions using *Children can discuss the *How many children in each group? elements of the graph. information organized in real-object graphs, picture graphs, and bar-type graphs. *How many children wear_____? How do *Children can compare you know? information on the graph. *How many more children wear ____ *Children can initiate the steps in costume than ____ costume? graphing *How many less children wear _____ costume than ____ costume? *What do you see on the graph? *What does the graph tell you? * What is the most worn/least worn costume? *What was the result from the other grade level? Concept: Place Value (Connecting Level) See script: Base Ten Counting Week 1 for Teacher observations: TEKS 1.1 B Day 2 *Children make the connection Tuesday Use the same process for counting from the Silly Counting Game Create sets of tens and ones using concrete Materials: *Children can regroup objects to describe, compare, and order whole *Place Value Boards-PVB (blue & white *Children can make stories numbers. boards) TEKS 1.1D *Children can verbalize the *Overhead of PVB Read and write numbers to 99 to describe sets process *Overhead of star card of concrete objects. *Star Worksheet NL p. 43 *How comfortable and accurate *Uncolored beans and cups is the student when counting. *Flips *Are mistakes self corrected, do Suggested questions to ask: they start over, or do they keep *Do you recognize the pattern? counting. *What do you do if you don’t have enough ones to remove? *What is your story for these numbers? *Why do you need to subtract? * How do you know when to add? Objective 1 & 5 3 TEKS 1.1B Tubbing: Number/Place Value Teacher observations: Create sets of tens and ones using concrete Replace Unifix Cubes and Toothpicks *Number relationships objects to describe, compare, and order whole workstations (Number) and add How *Design reflects a number numbers. Many Groups and Area(Place pattern. TEKS 1.1D Value)workstations. *Children can relate a story with Read and write numbers to 99 to describe sets Introduce the new Tubs. a number sentence. of concrete objects. Recording Worksheets (for later use): *Verbal descriptions TEKS 1.3A How Many Groups: NL p. 42 *Spontaneous verbalization to Create addition and subtraction problem Area NL p. 41 peers. situations with concrete objects and write Suggested questions to ask: *Verbalization in response to corresponding number sentences. *How many ways can you make this questions. TEKS 1.3B number? *Working preference. Use concrete and pictorial models to apply *Can you tell me a story about this basic addition and subtraction facts (up to 9 + *Involvement-needs help or self grouping of manipulatives? directed 9 = 18 and 18 – 9 = 9). *Where does your pattern begin to TEKS 1.5D *Enjoyment-continuously repeat? unsatisfied with results or Use patterns to develop strategies to solve *Can you see a number pattern? basic addition and basic subtraction problems. appears to be satisfied. *How would you describe your pattern? TEKS 1.5E *About how many groups of 10 can you *Attention span-stays with a Identify patterns in related addition and find? material a short time or a long Wednesday subtraction sentences (fact families for sums *How many groups of 10 did you find? time to 18) such as 2 + 3 = 5, 3 + 2 = 5, 5 – 2 = 3, *About how many _____ will cover shape and 5 – 3 = 2. _____? TEKS1.7D Compare and order the area of two or more two-dimensional surfaces (from covers the most to covers the least). Teacher observations: Measurement: Area *Can student explain the TEKS 1.7D Compare and order the area of two or more Choose a 2-D shape. Estimate how many measurement process? two-dimensional surfaces (from covers the ______(a manipulative) will cover the *Is the estimate close to the most to covers the least). surface of the shape. Next cover the exact amount? shape with the manipulative and count *Does the recorded amount how many ___were used using the PV match the counted (PV) amount? method. Making groups of 10’s and 1’s. Record using NL blackline p.41. Now, using another manipulative, estimate, cover the shape, count, and record. Compare the differences in the amounts necessary for each measurement of area. Suggested questions to ask: TAKS Objectives 1, 2, & 4 *What manipulatives did you use? *Was the measurement different? *Why was the measurement different? 4 TEKS 1.1 B Concept: Place Value (Symbolic Level) Teacher observations: Create sets of tens and ones using concrete Teacher models the recording while *Students recognize the pattern. objects to describe, compare, and order whole students count. See script: Base Ten Counting Week 1 *Students are ready for the numbers. regrouping in either +/-. for Day 3 TEKS 1.1D Use the same process of counting, *Students can verbalize the Read and write numbers to 99 to describe sets recording, and looking for patterns. regrouping of concrete objects. Materials: *How comfortable and accurate *Place Value Boards-PVB (blue & white is the student when counting. boards) *Are mistakes self corrected, do *Overhead of PVB they start over, or do they keep *Overhead of star card counting. *Star Worksheet NL p. 43 *Uncolored beans and cups *Flips *Recording strips NL blackline p. 47 (prepare ahead of time, glue 2 strips together) Suggested questions to ask: *Do you recognize the pattern? Thursday *What do you do if you don’t have enough ones to remove? *What is your story for these numbers? *Why do you need to subtract? * How do you know when to add? TEKS 1.9A Sorting Level Children sort materials, the teacher Teacher observations: Collect and sort data. records one sort (child’s choice) on a card *Motivation that will be used in Level 4 and discusses *Language used the sort with the children. Ask the children to sort their materials at least 3 different *Names of shapes ways. Add new materials to be sorted. *Able to compare shapes Materials: Treasure Boxes, 2-D & 3-D shapes Suggested questions to ask: *How did you sort these materials? *Can you sort these materials in another way? TAKS Objectives 1 & 5 *How are your sorting materials different? 5 TEKS 1.1B Tubbing: Number/Place Value Teacher observations: Create sets of tens and ones using concrete Remove 2 more numbers workstations- *Number relationships objects to describe, compare, and order whole Wooden Cubes and Stringing Beads. Add *Design reflects a number numbers. How Much Will It Hold and Length and pattern. TEKS 1.1D Width (Place Value) *Children can relate a story with Read and write numbers to 99 to describe sets Recording Worksheets (for later use): a number sentence. of concrete objects. How Many Will It Hold and Length and *Verbal descriptions TEKS 1.3A Width: NL p. 41 *Spontaneous verbalization to Create addition and subtraction problem Suggested questions to ask: peers. situations with concrete objects and write *How many ways can you make this *Verbalization in response to corresponding number sentences. number? questions. TEKS 1.3B *Can you tell me a story about this *Working preference. Use concrete and pictorial models to apply grouping of manipulatives? basic addition and subtraction facts (up to 9 + *Where does your pattern begin to *Involvement-needs help or self 9 = 18 and 18 – 9 = 9). repeat? directed TEKS 1.5D *Can you see a number pattern? *Enjoyment-continuously Use patterns to develop strategies to solve *How would you describe your pattern? unsatisfied with results or basic addition and basic subtraction problems. *About how many _____ will this appears to be satisfied. TEKS 1.5E container____ hold? *Attention span-stays with a Identify patterns in related addition and *About how many _____ long/wide is this material a short time or a long subtraction sentences (fact families for sums ______? time Friday to 18) such as 2 + 3 = 5, 3 + 2 = 5, 5 – 2 = 3, and 5 – 3 = 2. TEKS 1.7B Compare and order two or more concrete objects according to length (from longest to shortest). TEKS1.7D Compare and order the area of two or more two-dimensional surfaces (from covers the Numeral Writing most to covers the least). (writing center activity not a math Teacher observations: TEKS1.7E activity) *Children are making the correct Independent Activities strokes. Compare and order two or more containers Those children who are still having trouble *They are focused on the task. according to capacity (from holds the most to using the correct strokes when writing *They are using the language- holds the least). numbers need direct instruction using sky Purple-Green. Numeral Writing writing and verbalizing the strokes. TEKS 1.1D Numeral Sequences Continued from Numeral NL Ch.6 p. 6.7 Blackline p.10 Writing Read and write numbers to 99 to describe sets Use 10 number cubes. Shake and roll, Numeral Sequences of concrete objects. arrange the number cubes is a numerical NL p. 6.7 Blackline 10 TEKS 1.10B *These are more than sequence and record. Roll again, find a Identify events as certain or impossible such handwriting activities the children sequence, if the sequence is already as drawing a red crayon from a bag of green are looking for patterns, recorded make a tally mark, if not record crayons. probability, and sequencing of the sequence, and continue playing. How many different sequences can you find? numbers. TAKS Objectives: 1, 2, 4, & 5 What sequence shows up the most? 6 Vocabulary Number-add, subtract, take away, more, less, equals, 2 and 3 makes 5 (example), number sentence, place value, tens, ones, regroup, sequence Pattern- before, after, next, pattern, extend, duplicate, represent, record, element, repeating, even, odd, increasing pattern, decreasing pattern, numeral pattern, rule, stem, repeating part Measurement- more, same, less, equal, compare, fewer, greater than, least, less than, larger, smaller, duration, more time, less time, area, larger, smaller, greater area, less area Sorting- group, alike, like groups, different, not alike, same, fewer, property, attribute, describe, classify, size, color, texture, shape, trapezoid, triangle, rhombus, hexagon, orientation, rigid, flexible, transparent, translucent, opaque, rough, smooth, soft, hard, grooves, straight, curved, wavy Estimation- range, greater than, less than Geometry- shape, square, trapezoid, triangle, rhombus, hexagon, symmetry, cube, prism, cone, edge, face, pyramid 7 Important note to teachers: As you teach these lessons, be very aware of your students’ abilities. If they are not ready to move from the Concept Level to the Connecting Level or from the Connecting Level to the Symbolic Level, work with the children at their level. This is differentiating the instruction for the various levels of understanding in your room. All work, no matter what level, is done with manipulatives first. That doesn’t mean that all students are ready for the connecting or symbolic levels. Children need practice in the Base Ten counting activities. You can use Workstation (tubbing) time for that extra help. Vocabulary used in the Script and Materials PVB-Place Value Board (Blue/White Board) LPVB-Large Place Value Board (made by the teacher NL p. 11.23) PVAB-Place Value Addition Board NL Blackline p. 39 Star card-NL Blackline p. 43. Recording strips-MTW Blackline p. 60 Blank Matrix-NL Blackline p. 45 Bob’s Ditto-NL Blackline p. 38 Script for Base Ten Counting (Week 1 of the 5th six weeks 5.1) The counting process is very similar to the Crazy Counting Game. Place a star card (NL blackline master p. 43) on the white side of the Blue/White PVB. This will help those children who are having trouble. Explain that there are 2 rows of 5 stars. If a row of stars is covered, that is 5. Practice putting beans on the star card. Put 6 beans on the card, the full row is 5 and one more makes 6. Help the children see it is an easy way to keep track when counting to 10. When the card is full the child has 10- Say, “Pick them up, put them in a cup, and move them over. Touch and Read.” The only difference in the script used is: instead of saying “Oh, Oh, Oh, Oh, Ten, Ten,” Say “A Ten, A Ten, Pick the beans up, put them in a cup, and slide them over. Touch and Read.” We want to be sure that the children know that it is one ten that is being moved over. Sometimes when we say “Oh, Oh, Ten, Ten” it sounds like ten tens, which it is not. 8 Day 1 Base 10 Counting (Concept Level) Monday of week 5.1 Materials: Blue/White PVB with a star card Beans and portion cups/Unifix Cubes/or any other concrete material used for counting (not the BASE 10 BLOCKS) Today there will be no recording and we will not use the flips until Day 2. Use the bell to indicate when to add or remove a bean. Read the board, “Zero Tens, Zero Ones. Ding, add one bean, touch and read, Zero tens, one 1.” Continue in this manner until you get to 3 tens, zero ones. Now begin subtracting one bean at a time. If you need to, refer to the script for the 4th six weeks. If you feel the children are not ready to go on to the connecting level, continue counting in this manner (concept level). Day 2 Base Ten counting (Connecting Level) Tuesday of week 5.1 Materials: Blue/White PVB with a star card Beans and portion cups/Unifix Cubes Flips The children who had trouble counting on Monday will stay in the Concept Level. The children who are ready will work at the Connecting Level. Today, count (using the flips) to 37 (three tens, seven ones). After reaching 3 tens, 7 ones (37) ask if there is another way of saying three tens, seven ones. They should reply thirty-seven (37). Next, count backwards removing 1 bean at a time. As the students read the PVB-3 tens, 6 ones they will also say thirty-six (36). They will continue reading the PVB by tens and ones and the number until they reach “0”. Don’t move children to a level that is too difficult for them. Make sure you are asking probing questions about what they are working on; this way you will know about their level of understanding. Don’t move children to the next level until they demonstrate that they are ready. You may have some children still working at the Concept Level while others are at the Connecting Level. 9 Day 3 and Day 4 (Thursday 5.1) (Monday 5.2) This lesson will be used for 3 times: Days 3, 4 and 9 Base Ten Counting (Symbolic) Thursday of week 5.1 and Monday of Week 5.2, Thursday of Week 5.3 Materials: Blue/White PVB with a star card Beans and portion cups/Unifix Cubes Flips Recording paper NL blackline master p. 47 For Thursday (5.3) materials: Larger bowl for all 10, 10’s Card that is programmed with 100 Teacher will model the recording up to 1 ten, 5 ones (15) as the children count using manipulatives, flips, and PVBS. Today the children will work in pairs while they count and record. Children will have their PV recording strip which has been previously prepared. (Glue 2 strips together the day before, it takes too long to have the children do it.) Start counting with the children (teacher will be recording on chart paper at the front of the class), ask the children where to write the 1(Response should be: “in the box on the right side of the paper”). The children will record along with the teacher while they are counting. The teacher will continue counting and recording with the children up to 1 ten, 5 ones. The children continue working in pairs up to 3 tens, 6 ones; while the teacher monitors. You may need to work with the children who are struggling. This is a very critical time for the children who are having trouble. You can build up their confidence by working in a small group and using probing questions. Allow time for the children to build back to zero, and find and circle the patterns being made. Children will share what they learned at the end of the period. This conversation is important for the COMPLETE understanding of PLACE VALUE. Week 5.2 Tuesday and Thursday (Concept Days) Days 5 and 6 Use a blank 100’s chart. The teacher models the activity with the class. Children may need more time before they can do the activity on their own. This will be done with a group. Make 2 large, class size matrices for the teacher when modeling and 1 for each group of 4 students. After you work on them with the children they need to be left up for the children to finish. Don’t worry if you do not finish on these 2 days, the children can work on them at another time. Go back and talk about the charts and look for more patterns as the children work on them. Leave the matrices the children are working on posted in the room so they can work on them when they have time. Encourage children to compare their work. 10 Day 5 To get the children started in this activity, the teacher will complete 1½ rows of the matrix. The teacher will ask if the children see any patterns that can be used to complete the rest to the matrix. The teacher will record the children’s responses. Each group will have their own matrix that they will fill in and continue working on until it is complete. This will take more than one class period. This can be worked on at tubbing time. Day 6 Counting sequence from 100 on a 10X10 matrix. The teacher starts the students off by completing 1½ rows of the matrix (from 100 to 85). Use the same process as day 5. You may have several groups working at different levels at one time in your room. If you have children who are working on Base Ten Counting and others working on the Transition Activities, they are both working on addition and subtraction just at different levels. You will see children exhibiting success at all levels because they are working at their cognitive level. 11 Script for Base Ten Transition Activities Concept Level For Week 3 of the 5th six weeks Days 7(Monday), 8(Tuesday) Day 9(Thursday) Base Ten Counting (Symbolic Level) We will work through all three Levels of Abstraction with the Transition Activities-Concept, Connecting, and Symbolic Levels. Days 7, 8, Materials: Subtraction Materials: Addition Place Value boards (blue & white boards) PVB Large PVB for Addition NL p. 39 (1 per student) Overhead of PVB directions for making NL p. 11.23 Overhead of star card Beans and portion cups or other counting Star Worksheet NL p. 43 manipulatives beans and portion cups or other counting manipulatives Number Cube numbered 4-9 Small Numeral Cards Teachers: When you are teaching addition and subtraction tell a story with each problem. Write the problem frame on the board so that the children can tell a story for their sets of numbers. Story Frame for Subtraction: Bobby has 24 (number go in this blank) hot wheels (the item go in the second blank) in his collection. He gave his brother 7 hot wheels. How many hot wheels does Bobby have left? Story Frame for Addition: Maria picked 21 (number of beans in the first handful) flowers (item) from her grandmother’s garden. Her brother picked 32 (number of beans in the second handful) flowers (item) from his mother’s garden. How many flowers do they both have together? 12 We will begin with subtraction. Place a star card on the ones side of the place value board (PVB) (blue and white board). If you are working with the whole group use an overhead of the blue & white PVB and star card. If you are working with small groupings use the Blue & White PVB and star card like the students. Take a handful of beans and put them on the ones side of the PVB. Count the beans onto the star card, when the stars are covered say, “We have a ten, pick the beans up, put them in a cup, and slide them over. Touch and Read. One ten, no ones.” Continue placing the beans on the star card (counting to 10) putting the beans in a cup sliding them over to the tens side of the PVB and TOUCHING AND READING the number until all of the beans have been counted. After all of the beans have been counted READ as tens and ones AND also in the number (thirty-one). Roll the Number Cube. Place the numeral card representing number rolled on the ones side of the PVB. At this point, have the children make up an oral story problem to fit the numbers on the PVB (see the story frame for subtraction). If there are enough beans to remove from the ones place, place the beans on the numeral card and take them off the PVB. Touch and Read. If there are not enough beans….Ask the children what do they need to do in order to subtract from the ones place. At this point they children should say, “Pick up a ten, slide it over, dump it out” and using two star cards (they need a second star card), count how many ones they have now. Ask, “Do you have enough ones to remove____ (what ever the number is)?” Place the beans on the numeral card and remove the card and the beans from the PVB. Touch and Read. Have the children work in pairs and work 3 to 4 more problems. The children need to make up a story to match the numbers they are working with. Walk around to make sure everyone understands the process of subtraction and can make a story to fit their numbers. We will do subtraction and addition in the same day. Now we are going to do double digit addition. We will use the PV Addition Board-PVAB (NL p. 39 make one per student). It would be best to make the Large Place Value Addition Board-LPVAB. The instructions are in the Newsletter on page 11.23. Say, “We are now going to do double digit addition. Put the Blue & White PVB away and get the PVAB out. You will see a place to build the first number at the top, a second number in the middle and the answer at the bottom of the PVAB. We will start by taking a handful of beans and putting them in the ones box at the top. Now you will count groups of tens using the X’s (like the stars) just as we did when we began the subtraction problems. Count, touch, and read (in tens & ones and numbers). Take another handful of beans for the second number. Use the same process.” 13 When you have the two numbers made on the PVB you can begin to add. “Where do we begin?” Students’ response, “In the ones place.” If you get a group of ten in the ones place, don’t move them over to the tens place until you have all of the ones counted. (There will be 2 star cards on the ones side.) Then move the group of tens to the top of the tens column. Bring down the ones to the answer space. Now bring all of the tens down to the answer area counting the tens. Touch and Read (tens & ones and number). The children need to make a story for each of the problems. The children will work in pairs to do 3 to 4 more problems as you walk around the room checking on the students’ understanding of two digit addition. Script for Connecting Level of the Place Value Transition Activities Week 5.4 Days 10(Monday), 11(Tuesday), and 12(Thursday) Materials: Manipulatives and cups PVB (Blue and White) LPVB Numeral Cards (NL Blackline p.22) PVAB (NL Blackline p. 39) In the Connecting Level, the children will use 2 PVAB’s (NL Blackline p. 39)---(One for the manipulatives and the other for the numeral cards to represent the numbers) and small numeral cards (NL Blackline p.22). Using the numeral cards to represent the 10’s and 1’s, place them in the correct place on the PVAB after counting the manipulatives into groups of 10. Read the first number of the Addition or Subtraction problem, first the manipulatives then the numeral cards. They should represent the same number. In addition do the second number the same way, read both numbers; in Subtraction the second number (the number being subtracted) is made by rolling the number cube. A numeral card represents the number on the PVB and the PVAB. If you need to regroup, place a new card over the old one on the PVB. Make sure the number cards match the manipulatives. When the ones number changes because of regrouping, cards need to change also to read the same as the manipulatives. When the tens number changes because of regrouping, cards need to change also to read the same as the manipulatives. 14 Script for the Symbolic Level of the Place Value Transition Activities Week 5.5 days 13(Monday), 14(Tuesday), 15 (Thursday) Week 5.6 Days 16(Monday), 17(Tuesday), 18(Thursday) Materials: Bob’s Ditto (NL Blackline p.38) Manipulatives and cups PVB (Blue & White) Numeral Cards for Subtraction & Addition LPVB (NL Blackline p. 11.23-this has to be made) at least 1 for every 2 students Get your handful of manipulatives and count them out in groups of 10. When all materials are counted and manipulatives are where they belong (tens on the tens side, ones on the ones side, record on Bob’s ditto the number that was built. Every time you change the manupulatives, you have to record the change on Bob’s ditto by crossing out the original number and writing the new number above. 15 Differentiation of the Curriculum Tubbing: Number/Place Value TEKS 1.1B Create sets of tens and ones using concrete objects to describe, compare, and order whole numbers. TEKS 1.1D Read and write numbers to 99 to describe sets of concrete objects. TEKS 1.3A Create addition and subtraction problem situations with concrete objects and write Graphing Activities corresponding number sentences. TEKS 1.3B Tuesday Use concrete and pictorial models to apply basic addition and subtraction facts (up to TEKS 1.9B Estimation Jar Use organized data to construct real-object 9 + 9 = 18 and 18 – 9 = 9). TEKS 1.5D Weekly graphs, picture graphs, and bar-type graphs. Use patterns to develop strategies to solve basic addition and basic subtraction TEKS 1.7A TEKS 1.10 A problems. Estimate and measure. Draw conclusions and answer questions using information TEKS 1.5E organized in real-object graphs, picture graphs, and bar-type Identify patterns in related addition and subtraction sentences (fact families for sums graphs. to 18) such as 2 + 3 = 5, 3 + 2 = 5, 5 – 2 = 3, and 5 – 3 = 2. TEKS1.7B Compare and order two or more concrete objects according to length (from longest to shortest). TEKS1.7D Compare and order the area of two or more two-dimensional surfaces (from covers the most to covers the least). TEKS1.7E Compare and order two or more containers according to capacity (from holds the most to holds the least). Place the jar where all Are you going to wear a costume on Thursday for Charro Wednesday Friday children can see it. As a Days? Note: Length and Width- Remove 2 Number Remove 2 more Number review use middle sized Suggested questions to ask: children can chose Workstations: Unifix Workstations: Wooden objects. Give the students *How many children in each group? items in the room to Cubes and Toothpicks cubes and Stringing a range before they begin *How many children wear_____ costume? How do you measure with a ADD 2 Place Value Tubs: Beads. ADD 2 Place to make estimates. know? manipulative How Many Groups and Value Tubs: How Many For estimation activities 1) the jar should have a base *How many more children wear _____ costume than ____ ? of their choice. Area Will It Hold and Length Recording Worksheets (to and Width. line that does not move, 2) *How many less children wear _____ costume than ____? be used later): Recording Worksheets (to the size of the objects *What do you see on the graph? How Many Groups: NL p. be used later): used should be getting *What does the graph tell you? 42 How Many Will It Hold and smaller, and 3) the * What was the most favorite/least favorite? Area NL p. 41 Length and Width: NL p. children need to be given *What was the result from the other grade level? 41 a range of how many Teacher observations: objects are in the jar. *Children can explain why we graph. *Children can discuss the elements of the graph. *Children can compare information on the graph. *Children can initiate the steps in graphing. 16 Journal: 10 minutes Have students write 3 things they learned this week and provide teacher feedback about the lesson. Using beans, cups and PVB’s, compare the amount of manipulatives needed to cover the area of a shape. Using a different manipulative each time on the same shape. ___________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________ 17 First Grade 2nd Week of the Fifth Six Weeks 5.2 Warm-Up/Counting Activities Problem Solving Monday Pretend that your class has an old ivy plant that is growing too big! If every student in Students may need to refer to your class number line. What number comes between 53 your class makes a new plant from an old stem, how many plants would you have? and 55? 62 and 63? 74 and 78? 88 and 92? If your class sells all the new plants for a quarter each, how much money would your class have? Math Extension B Investigation 3: New Plant Module Tuesday Jeremy wanted to plant some bulbs in a barrel. He needed to plant them in the fall so Repeat the number I say. they would bloom in the spring. He went to the nursery and bought five tulip bulbs and Say the number that is one more and hammer your fists. six daffodil bulbs. In the Spring, all of the bulbs grew except for one tulip and one 69: (69, 70/hammer) daffodil. How many bulbs did Jeremy have blooming in the spring? 89: (89, 90/hammer) 99: (99, (100/hammer) Math Extensions A Investigation 4: New Plants Module 78: (78, 79/hammer) 86: (86, 87/hammer) Wednesday Garlic bulbs grow in a bunch called a head. A head of garlic can be split into six little Repeat the number I say. bulbs. Each little bulb can grow into a plant. When the winter plant is grown, garlic Say the number that is one less and touch your toes. flowers under the ground. Rebecca had one head of garlic. She planted each of the 52 (52, 51/touch toes) bulbs and soon had flowers blooming in her garden. She wanted more plants 88 (88, 87/touch toes) blooming in her garden next year. She dug up the garlic heads after the plants died so 98 (98, 97/touch toes) she would save the bulbs. How many bulbs do you think she will be able to plant next 59 (59, 58/touch toes) year? Math Extension B Investigation 4: New Plants Module Thursday Your class started a rock store. Everything is made from rocks! Ian comes to buy Use numeral 1-35 cards. (one number for each child in the class) some rocks. He has this much money in his pocket. What can he buy? Pass one out to each child. Use with student sheet No. 17. “As we count to (?) come forward when we name your number and get in line.” Math Extension B Investigation 2: Pebbles, Sand and Silt Module Friday You and your friends want to make clay bricks at home. Each person needs 2 cups of Count with me by 3’s as I drop 3 pennies at a time into the can: 3, 6, 9, 12, and 15. Do clay. How many cups of clay will you need? Use with student sheet No. 18. it again! Math Extension A Investigation 3: Pebbles, Sand, and Silt Module 18 Concept Lessons Day Content/Activities Of the Student Expectations Resources/Materials Assessments Calendar Activities Week TEKS 1.1 B Concept: Place Value Teacher observations: Straw Count Create sets of tens and ones using concrete Repeat Day 3. *Students recognize the pattern. Number Line objects to describe, compare, and order whole See script for Day 3. Use the same process of counting, recording, and *Students are ready for the Day Sequence numbers. regrouping in either +/-. Yesterday, Today and looking for patterns. For those children TEKS 1.1D who need more practice counting groups *Students can verbalize the Tomorrow Read and write numbers to 99 to describe sets of ten, redo days 2. regrouping Monthly Calendar of concrete objects. Materials: *How comfortable and accurate Odd and Even Chart Place Value boards-PVB (blue & white is the student when counting. Tally Count boards) *Are mistakes self corrected, do Overhead of PVB they start over, or do they keep Commercial Calendar Overhead of star card counting. Birthday Cake Graph Star Worksheet NL p. 43 Tooth Graph Uncolored beans and cups Temperature Graph Flips Weather Graph Recording strips NL blackline p. 47(prepare ahead of time, glue 2 strips Weekly Assessment: Right Hand together) *Give the students 1 or 2 Odd/even Monday Suggested questions to ask: equation cards (NL Blackline Money *Do you recognize the pattern? p.23-34). Have them draw a 2-D figures *What do you do if you don’t have enough picture to represent the equation. 3-D figures ones to remove? *Using Treasure Boxes have the Fractions *What is your story for these numbers? children get 10 pieces of treasure. Have them put the *Why do you need to subtract? materials in 2 equal groups or * How do you know when to add? give your partner half. Response: I gave my partner 5 because 5 is half of 10 or 6 because 6 is half of 12. *Count to 26 and back to 0 using the Place Value process using manipulatives and recording the results. TAKS Objective 1 19 TEKS 1.9B Graphing Teacher observations: Use organized data to construct real-object Did you go to the Charro Days parades? *Children can explain why we graphs, picture graphs, and bar-type graphs. Which ones? Children’s, Night, and/or graph. TEKS 1.10 A Afternoon Parades Draw conclusions and answer questions using *Children can discuss the Tally which parades the children went to. elements of the graph. information organized in real-object graphs, They could have gone to all 3 parades of picture graphs, and bar-type graphs. *Children can compare none. This is a 4 column graph. Use the information on the graph. floor graph, have the children put their names in the columns representing the *Children can initiate the steps in parades attended or not attended column. graphing Suggested questions to ask: *How many children in each group? *How many more children went to _____ parade than _____? *How many children went to___ parade? How do you know? *How many more children went to _____ parade than ____? *How many less children went _____ parade than ____? *What do you see on the graph? *What does the graph tell you? Tuesday * What was the most attended/least attended? *Why are the numbers bigger than normal? *What was the result from the other grade level? Concept: Place Value (Connecting Level)(Teacher is doing the initial writing.) TEKS 1.1 B Counting Sequence on a 10X10 matrix Teacher observations: Create sets of tens and ones using concrete Complete about 1 ½ rows before asking *Children discover patterns objects to describe, compare, and order whole the children if they see any patterns numbers. *Children can regroup developing. Have the children complete TEKS 1.1D *Children can extend patterns their matrices in groups. Read and write numbers to 99 to describe sets NL Ch.11p.11.15 *Children can verbalize the of concrete objects Materials: process *Large (Class size) 10X10 Matrix (Blank *How comfortable and accurate 100’s Chart (make several and laminate) is the student when counting. Suggested questions to ask: *Are mistakes self corrected, do *What should we write in this column? they start over, or do they keep *What will come next? counting. Objective 1, 2, & 5 *How do you know? 20 TEKS 1.1B Tubbing: Number/Place Value Teacher observations: Create sets of tens and ones using concrete Add Rolling Tens and Ones in Place *Number relationships objects to describe, compare, and order whole Value; Remove Treasure Boxes in *Design reflects a number numbers. Number. Introduce new workstation. pattern. TEKS 1.1D Student rolls the number cubes, makes *Children can relate a story with Read and write numbers to 99 to describe sets the number on the PV board. Second a number sentence. of concrete objects. student rolls More/Less cube then rolls the *Verbal descriptions TEKS 1.3A number cubes, makes the number that is *Spontaneous verbalization to Create addition and subtraction problem either larger or smaller than the first. peers. situations with concrete objects and write Compare the numbers. *Verbalization in response to corresponding number sentences. Materials: questions. TEKS 1.3B 2 PV Boards, Beans. Portion Cups, *Working preference. Use concrete and pictorial models to apply Numeral Cubes(0-5,4-9), More/Less Cube basic addition and subtraction facts (up to 9 + *Involvement-needs help or self Suggested questions to ask: directed 9 = 18 and 18 – 9 = 9). *How many ways can you make this TEKS 1.5C *Enjoyment-continuously number? unsatisfied with results or Compare and order whole numbers using place value. *Can you tell me a story about this appears to be satisfied. TEKS 1.5D number? *Attention span-stays with a Use patterns to develop strategies to solve *Where does your pattern begin to material a short time or a long basic addition and basic subtraction problems. repeat? time TEKS 1.5E *Can you see a number pattern? Wednesday *How would you describe your pattern? *Understanding of Base 10 Identify patterns in related addition and *Can compare 2 numbers subtraction sentences (fact families for sums *About how many groups of 10 can you to 18) such as 2 + 3 = 5, 3 + 2 = 5, 5 – 2 = 3, find? and 5 – 3 = 2. *How many groups of 10 did you find? *About how many _____ will cover shape TEKS 1.7B _____? Compare and order two or more concrete *Which number is greater/less? Why? objects according to length (from longest to shortest). TEKS1.7D Measurement: Capacity Using 2 different labeled containers and Teacher observations: Compare and order the area of two or more two-dimensional surfaces (from covers the manipulatives decide which container will *Student accurately counts the most to covers the least). hold more or less than the other. Estimate units (manipulatives) used. TEKS1.7E how many scoops will fill the container. *Student used tools correctly. Compare and order two or more containers Materials: *How good was the estimate? according to capacity (from holds the most to *Different sizes of Containers labeled *Does the student choose to holds the least). *Material to measure (rice, beans, etc.) record? Measurement *Recording sheets (use when students *Explains the measurement TEKS1.7E are ready): NL p. 11/12 process. Compare and order two or more containers Suggested questions: according to capacity (from holds the most to *How many scoops did it take to fill holds the least). container___? *How many more/less will take to fill TAKS Objectives 1, 2, & 4 container____? 21 TEKS 1.1 B Concept: Place Value (Connecting Teacher observations: Create sets of tens and ones using concrete Level) Counting Sequence *Students recognize the pattern. objects to describe, compare, and order whole The teacher will model counting from 100. on a 10X10 matrix *Students are ready for the numbers. regrouping in either +/-. Complete about 1½ rows counting from TEKS 1.1D 100(record the 100 in the first cell at the *Students can verbalize the Read and write numbers to 99 to describe sets top left hand corner). Then ask children if regrouping of concrete objects. they see any patterns developing. *How comfortable and accurate NL Ch.11p.11.15 is the student when counting. Materials: *Are mistakes self corrected, do *Large (Class size) 10X10 Matrix (Blank they start over, or do they keep 100’s Chart (make several and laminate) counting. Suggested questions to ask: *What should we write in this column? *What will come next? *How do you know? Thursday Sorting Level-Level 4 Distribute the cards you have been making in the previous weeks. Teacher observations: TEKS 1.9A Children will sort materials according to *Motivation Collect and sort data. the category on the card. Class discussion *Language used about the categories. Ask the children to *Names of shapes sort their materials at least 2 more ways. *Able to compare shapes Materials: Treasure Boxes, 2-D & 3-D *Creative categories for sorting— shapes, need to add different sorting away from the usual. materials Suggested questions to ask: *How did you sort these materials? *Can you sort these materials in another way? *How are your sorting materials different? TAKS Objectives 1 & 5 22 TEKS 1.1B Tubbing: Number/Place Value Teacher observations: Create sets of tens and ones using concrete Work with the workstations that are *Number relationships objects to describe, compare, and order whole already out. 5 Number Tubs and 5 Place *Design reflects a number numbers. Value Tubs pattern. TEKS 1.1D Suggested questions to ask: *Children can relate a story with Read and write numbers to 99 to describe sets *How many ways can you make this a number sentence. of concrete objects. number? *Verbal descriptions TEKS 1.3A *Can you tell me a story about this *Spontaneous verbalization to Create addition and subtraction problem number? peers. situations with concrete objects and write *Where does your pattern begin to *Verbalization in response to corresponding number sentences. repeat? questions. TEKS 1.3B *Can you see a number pattern? *How would you describe your pattern? *Working preference. Use concrete and pictorial models to apply basic addition and subtraction facts (up to 9 + *About how many groups of 10 can you *Involvement-needs help or self 9 = 18 and 18 – 9 = 9). find? directed TEKS 1.5D *How many groups of 10 did you find? *Enjoyment-continuously Use patterns to develop strategies to solve *About how many _____ will cover shape unsatisfied with results or basic addition and basic subtraction problems. _____? appears to be satisfied. TEKS 1.5E *Which number is greater/less? Why? *Attention span-stays with a Identify patterns in related addition and material a short time or a long subtraction sentences (fact families for sums time to 18) such as 2 + 3 = 5, 3 + 2 = 5, 5 – 2 = 3, *Understanding of Base 10 and 5 – 3 = 2. *Can compare 2 numbers TEKS 1.7B Friday Compare and order two or more concrete objects according to length (from longest to shortest). TEKS1.7D Compare and order the area of two or more Numeral Writing two-dimensional surfaces (from covers the (writing center activity not a math Teacher observations: most to covers the least). activity) *Children are making the correct TEKS1.7E Independent Activities strokes. Compare and order two or more containers Those children who are still having trouble *They are focused on the task. according to capacity (from holds the most to using the correct strokes when writing *They are using the language- holds the least). numbers need direct instruction using sky Purple-Green. writing and verbalizing the strokes. Numeral Sequences Continued from Numeral Numeral Writing Writing NL Ch.6 p. 6.7 Blackline p.10 TEKS 1.1D *These are more than Use 10 number cubes. Shake and roll, Read and write numbers to 99 to describe sets arrange the number cubes is a numerical handwriting activities the children of concrete objects. sequence and record. Roll again, find a are looking for patterns, TEKS 1.10B sequence, if the sequence is already probability, and sequencing of Identify events as certain or impossible such recorded make a tally mark, if not record numbers. as drawing a red crayon from a bag of green the sequence, and continue playing. How crayons. many different sequences can you find? TAKS Objectives: 1, 2, 4, & 5 What sequence shows up the most? 23 Vocabulary Number-add, subtract, take away, more, less, equals, 2 and 3 makes 5 (example), number sentence, place value, tens, ones, regroup, sequence Pattern- before, after, next, pattern, extend, duplicate, represent, record, element, repeating, even, odd, increasing pattern, decreasing pattern, numeral pattern, rule, stem, repeating part Measurement- more, same, less, equal, compare, fewer, greater than, least, less than, larger, smaller, duration, more time, less time, area, larger, smaller, greater area, less area, capacity, scoop, full, level Sorting- group, alike, like groups, different, not alike, same, fewer, property, attribute, describe, classify, size, color, texture, shape, trapezoid, triangle, rhombus, hexagon, orientation, rigid, flexible, transparent, translucent, opaque, rough, smooth, soft, hard, grooves, straight, curved, wavy Estimation- range, greater than, less than Geometry- shape, square, trapezoid, triangle, rhombus, hexagon, symmetry, cube, prism, cone, edge, face, pyramid 24 Differentiation of the Curriculum Tubbing: Number/Place Value TEKS 1.1B Create sets of tens and ones using concrete objects to describe, compare, and order whole numbers. TEKS 1.1D Read and write numbers to 99 to describe sets of concrete objects. TEKS 1.3A Create addition and subtraction problem situations with concrete objects and write corresponding number sentences. TEKS 1.3B Use concrete and pictorial models to apply basic addition and subtraction facts (up to 9 + 9 = 18 and 18 – 9 = 9). TEKS 1.5D Use patterns to develop strategies to solve basic addition and basic subtraction problems. TEKS 1.5E Estimation Jar Identify patterns in related addition and subtraction sentences (fact Graphing Activities families for sums to 18) such as 2 + 3 = 5, 3 + 2 = 5, 5 – 2 = 3, and 5 Weekly TEKS 1.7A Tuesday – 3 = 2. TEKS 1.9B Estimate and measure. TEKS1.7B Use organized data to construct real-object Compare and order two or more concrete objects according to length graphs, picture graphs, and bar-type graphs. (from longest to shortest). TEKS 1.10 A TEKS1.7D Draw conclusions and answer questions using information Compare and order the area of two or more two-dimensional organized in real-object graphs, picture graphs, and bar-type surfaces (from covers the most to covers the least). graphs. TEKS1.7E Compare and order two or more containers according to capacity (from holds the most to holds the least). 25 Place the jar where all children can see Did you go to the Charro Days parades? Which ones? it. Use middle sized objects. Give the Children’s, Night, and/or Afternoon Parades Wednesday Friday students a range before they begin to Tally which parades the children went to. They could have make estimates. gone to all 3 parades of none. This is a 4 column graph. Use Add Rolling Tens and Ones Work with the workstations For estimation activities 1) the jar the floor graph, have the children put their names in the in Place Value; Remove that are already out. 5 Number should have a base line that does not columns representing the parades attended or the not Treasure Boxes in Number. Tubs and 5 Place Value Tubs move, 2) the size of the objects used attended column. Introduce new workstation. should be getting smaller, and 3) the Suggested questions to ask: children need to be given a range of *How many children in each group? Materials: how many objects are in the jar. *How many more children went to _____ parade than _____? *2 number cubes(0-5/49) *How many children went to___ parade? How do you know? *more/less cube *How many more children went to _____ parade than ____? *PVB’s *How many less children went _____ parade than ____? *Beans and potion cups st *What do you see on the graph? 1 student rolls both cubes, makes a number with beans *What does the graph tell you? and cups on the PVB. * What was the most attended/least attended? nd *Why are the numbers bigger than normal? 2 student rolls the *What was the result from the other grade level? more/less cube and then rolls number cubes. Student Teacher observations: builds a number that is *Children can explain why we graph. either more or less than the *Children can discuss the elements of the graph. st number the 1 student built. *Children can compare information on the graph. Compare both numbers *Children can initiate the steps in graphing explaining which number is more or less and why. 26 Journal : 10 minutes Have students write 3 things they learned this week and provide teacher feedback about the lesson. Find out how many scoops of a manipulative will fill a container. Estimate, count and record. ____________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________ 27 First Grade 3rd Week of the Fifth Six Weeks 5.3 Warm-Up/Counting Activities Problem Solving Monday Ginny and Harry are building a wall with bricks. Each row will have six bricks when Ask nine children to line up at the drinking fountain (or other area). they are done. The wall is four rows tall. How many bricks will they need to finish Who is first in line to get a drink? Who will be last to drink? Who is second? Third? each row? Fifth? Fourth? Say the position words as each one takes a drink. (First, second, third, fourth, fifth, Use with student sheet No. 19. sixth, seventh, eighth, ninth). Math Extension A Investigation 3: Pebbles, Sand and Silt Module Tuesday Jay, Peter, Carol, Sally, and Mark are all in first grade. Their class went on a rock Count by fives to 55 as you touch your head, shoulders, waist, knees, and toes. hunt. If each of the boys found five rocks, how many rocks did the boys bring back to (5/head, 10/shoulders, 15/waist, 20/knees, 25/toes, 30/head, 35/shoulders, 40/waist, class? 45/knees, 50/toes, 55/head) Math Extension B Investigation 4: Pebbles, Sand and Silt Module Wednesday Who am I? I will say a number. Repeat the number and say the next three numbers in sequence. I have 23 ones and 4 tens. 13 (13, 14, 15, 16) Who am I? 34 (35, 36, 37, 38) 63 59 ( 59, 60, 61,62) I have 30 ones and 3 hundreds. Who am I? 83 ( 83, 84, 85, 86) 330 I have 4 hundreds, 12 tens, and 6 tens. Who am I? 526 Thursday Who am I? Form a circle. I wonder how many fingers we have in our room. Hold up both hands and spread your I am 45. I have 25 ones. How many tens do I have? fingers. Each of us has how many fingers? (10) 2 I will walk around the circle as we count by tens. When I tap your head, put your hands I have 13 tens, 2 hundreds, and 21 ones. down. 351 (10/tap, 20/tap, 30/tap…) I am 341. I have 22 tens. How many hundreds do I have? 1 Friday Who am I? Let’s count how many trains I have (show 10 trains, each made with 10 unifix cubes): 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. I f you put 3 more tens with me, I would be 115. Who am I? Now let’s count the cubes as I break them off and drop them in the bucket: 1, 2, 3, 4, 5, 85 6, 7, 8, 9, 10 (pause to get another train), 11, 12, 13, 14, 15, 16, 17, 18, 19, 20 (pause to I have 17 ones. I am between 40 and 50. How many tens do I have? get another train), 21, 22, 23, 24, 25…100. 3 tens + 17 ones I have 17 ones. I am between 40 and 50. Who am I? 47 28 Concept Lessons Day Concept/Activities Of the Student Expectations Resources/Materials Assessments Calendar Activities Week TEKS 1.1 B Concept: Place Value (Concept Level) Teacher observations: Straw Count Create sets of tens and ones using concrete See Script: Base Ten Transition Activities *Children make the connection Number Line objects to describe, compare, and order whole for Week 3. from the Silly Counting Game Day 7 Day Sequence numbers. *Children can regroup Yesterday, Today and Always begin with subtraction. TEKS 1.1D Model the subtraction procedure with the *Children can make stories Tomorrow Read and write numbers to 99 to describe sets children, then let them work in pairs *Children can verbalize the Monthly Calendar of concrete objects. practicing with 2 -3 more problems. Walk process Odd and Even Chart TEKS 1.3A around making sure the students Tally Count Model and create addition and subtraction understand the process. Next model the problem situations with concrete objects and addition, let the children work in pairs Commercial Calendar write corresponding number sentences. practicing 2-3 more problems. Birthday Cake Graph TEKS 1.3B Materials: Tooth Graph Place Value Boards-PVB (blue & white Temperature Graph Use concrete and pictorial models to apply boards) basic addition and subtraction facts (up to 9 + Weather Graph Overhead of PVB 9 = 18 and 18 – 9 = 9). Weekly Assessment: Right Hand Overhead of star card Star Worksheet NL p. 43 *Using number cubes get 2 Odd/even Monday numbers. Make a story with the Uncolored beans and cups Money Number Cube numbered 4-9 two numbers and write an 2-D figures Small Numeral Cards equation the goes with the story. 3-D figures Large PVB for addition NL p. 39 *Give each child a blank 10X10 Directions for making NL p.11.23 matrix. Have the students fill out Fractions Suggested questions to ask: the 100’s chart. Give them a *Do you recognize the pattern? specified amount of time. Check to see how much they could do *What do you do if you don’t have enough in that amount of time. They can ones to remove? finish the chart later. *What is your story for these numbers? *Give the students 2 numbers to *Why do you need to subtract? build and add and another 2 *How do you know when to add? numbers to subtract. Using manipulatives. TAKS Objective 1 29 TEKS 1.9B Graphing Teacher observations: Use organized data to construct real-object How many different charms do we find in *Children can explain why we graphs, picture graphs, and bar-type graphs. Lucky Charms cereal? graph. TEKS 1.10 A Draw conclusions and answer questions using Use Lucky Charms Cereal *Children can discuss the information organized in real-object graphs, Give each group of 4 students a cup of elements of the graph. picture graphs, and bar-type graphs. cereal. Have the children sort the cereal *Children can compare and separate the charms into groups, information on the graph. name the charms found. Children may eat *Children can initiate the steps in the cereal not the charms. Each group graphing reports their data. Then the children need to decide how to graph the combined data. Suggested questions to ask: *How many charms in each group? *How many more ___charms than __charms? *How many ___charms did we find? How do you know? *How many more ___charms than __charms? *How many less ___charms than __charms? Tuesday *What do you see on the graph? *What does the graph tell you? * What was the charm found most/least? TEKS 1.1 B Concept: Place Value (Concept level) Follow the script: Base Ten Transition Create sets of tens and ones using concrete Teacher observations: Activities for Week 3. objects to describe, compare, and order whole *Children make the connection Practice subtraction and then addition. numbers. from the Silly Counting Game Do 3 to 4 problems for each operation. TEKS 1.1D The students need to practice what they *Children can regroup Read and write numbers to 99 to describe sets learned on Monday. Check for *Children can make stories of concrete objects. understanding. *Children can verbalize the TEKS 1.3A Suggested questions to ask: process Model and create addition and subtraction *Do you recognize the pattern? problem situations with concrete objects and *What do you do if you don’t have enough write corresponding number sentences. ones to remove? TEKS 1.3B *What is your story for these numbers? Use concrete and pictorial models to apply *Why do you need to subtract? basic addition and subtraction facts (up to 9 + * How do you know when to add? 9 = 18 and 18 – 9 = 9). TAKS Objectives 1 & 5 30 TEKS 1.1B Tubbing: Number/Place Value Teacher observations: Create sets of tens and ones using concrete Add Base 10 workstation in Place Value; *Number relationships objects to describe, compare, and order whole Remove Stamps in Number. Introduce the *Design reflects a number numbers. new workstation. pattern. TEKS 1.1D This workstation is the same as the *Children can relate a story with Read and write numbers to 99 to describe sets concept lesson for this week. Addition and a number sentence. of concrete objects. Subtraction in Base 10. More details on *Verbal descriptions TEKS 1.3A Tubbing page. *Spontaneous verbalization to Create addition and subtraction problem Materials: peers. situations with concrete objects and write PV Boards, Beans. Portion Cups, *Verbalization in response to corresponding number sentences. Numeral Cubes (4-9), Numeral cards for questions. TEKS 1.3B subtraction. *Working preference. Use concrete and pictorial models to apply Suggested questions to ask: basic addition and subtraction facts (up to 9 + *Involvement-needs help or self *How many ways can you make this directed 9 = 18 and 18 – 9 = 9). number? TEKS 1.5C *Enjoyment-continuously Compare and order whole numbers using *Can you tell me a story about this unsatisfied with results or place value. number? appears to be satisfied. TEKS 1.5D *Where does your pattern begin to *Attention span-stays with a Use patterns to develop strategies to solve repeat? material a short time or a long basic addition and basic subtraction problems. *Can you see a number pattern? time TEKS 1.5E *How would you describe your pattern? Wednesday *About how many groups of 10 can you *Understanding of Base 10 Identify patterns in related addition and *Can compare 2 numbers subtraction sentences (fact families for sums find? to 18) such as 2 + 3 = 5, 3 + 2 = 5, 5 – 2 = 3, *How many groups of 10 did you find? and 5 – 3 = 2. *About how many _____ will cover shape _____? TEKS 1.7B *Which number is greater/less? Why? Compare and order two or more concrete objects according to length (from longest to shortest). TEKS1.7D Teacher observations: Compare and order the area of two or more Measurement: Capacity *Student accurately counts the two-dimensional surfaces (from covers the Using 2 different labeled containers and units (manipulatives) used. most to covers the least). manipulatives decide which container will *Student used tools correctly. TEKS1.7E hold more or less than the other. Estimate *How good was the estimate? Compare and order two or more containers how many scoops will fill the container. according to capacity (from holds the most to *Does the student choose to Materials: record? holds the least). *Different sizes of Containers labeled *Explains the measurement Measurement *Material to measure (rice, beans, etc.) process. TEKS1.7E *Recording sheets NL p. 11/12 Compare and order two or more containers Suggested questions: according to capacity (from holds the most to *How many scoops did it take to fill holds the least). container___? *How many more/less will take to fill TAKS Objectives 1, 2, & 4 container____? 31 TEKS 1.1 B Concept: Place Value (Symbolic Level) Teacher observations: Create sets of tens and ones using concrete See Script: For Day 9-Base Ten Counting *Students recognize the pattern. objects to describe, compare, and order whole Procedures for Week 5.1. Work with counting using Base 10 *Students are ready for the numbers. regrouping in either +/-. procedures from Day 3. Have the children TEKS 1.1D count to 100 using PVB (blue/white board, *Students can verbalize the Read and write numbers to 99 to describe sets flips, recording strips, counting regrouping of concrete objects. manipulatives, a card that says 100, a *Children make the connection TEKS 1.3A larger bowl for all 10, 10’s.) Now count from the Silly Counting Game Model and create addition and subtraction backwards (subtraction). *Children can regroup problem situations with concrete objects and Look for patterns when they finish, share *Children can make stories write corresponding number sentences. the patterns found. Compare to the 10X10 *Children can verbalize the TEKS 1.3B matrix done last week. process Materials: Use concrete and pictorial models to apply *PVB basic addition and subtraction facts (up to 9 + *Counting manipulatives 9 = 18 and 18 – 9 = 9). *Portion cups *recording strips(5) *Flips *Card programmed with 100 Thursday *Larger bowl for the 10 groups of 10 Suggested questions to ask: *Do you recognize the pattern? *What do you do if you don’t have enough ones to remove? *What is your story for these numbers? *Why do you need to subtract? *How do you know when to add? Sorting Level-Level 4 Distribute category cards made in TEKS 1.9A previous weeks. Children will sort Teacher observations: materials according to the category on the *Motivation Collect and sort data. card. Discuss the sort with the children. *Language used Ask the children to sort their materials at *Names of shapes least 2 more ways. Materials: Treasure Boxes, 2-D & 3-D *Able to compare shapes shapes, Add different materials to the Treasure Boxes Suggested questions to ask: *How did you sort these materials? *Can you sort these materials in another way? TAKS Objectives 1 & 5 *How are your sorting materials different? 32 TEKS 1.1B Tubbing: Number/Place Value Teacher observations: Create sets of tens and ones using concrete objects There are 6 Place Value *Number relationships to describe, compare, and order whole numbers. Workstations and 4 Number Workstations *Design reflects a number pattern. TEKS 1.1D Suggested questions to ask: *Children can relate a story with a *How many ways can you make this number? number sentence. Read and write numbers to 99 to describe sets of concrete objects. *Can you tell me a story about this number? *Verbal descriptions TEKS 1.3A *Where does your pattern begin to repeat? *Spontaneous verbalization to peers. Create addition and subtraction problem situations *Can you see a number pattern? *Verbalization in response to with concrete objects and write corresponding *How would you describe your pattern? questions. number sentences. *About how many groups of 10 can you find? *Working preference. TEKS 1.3B *How many groups of 10 did you find? Use concrete and pictorial models to apply basic *About how many _____ will cover shape *Involvement-needs help or self addition and subtraction facts (up to 9 + 9 = 18 and _____? directed 18 – 9 = 9). *Which number is greater/less? Why? *Enjoyment-continuously unsatisfied TEKS 1.5C with results or appears to be Compare and order whole numbers using place satisfied. value. *Attention span-stays with a material TEKS 1.5D a short time or a long time Use patterns to develop strategies to solve basic *Understanding of Base 10 addition and basic subtraction problems. *Can compare 2 numbers TEKS 1.5E Identify patterns in related addition and subtraction Numeral Writing sentences (fact families for sums to 18) such as 2 + (writing center activity not a math activity) 3 = 5, 3 + 2 = 5, 5 – 2 = 3, and 5 – 3 = 2. Independent Activities TEKS 1.7B Those children who are still having trouble using the correct strokes when writing numbers Friday Compare and order two or more concrete objects need direct instruction using sky writing and according to length (from longest to shortest). TEKS1.7D verbalizing the strokes. Numeral Sequences Teacher observations: Compare and order the area of two or more two- dimensional surfaces (from covers the most to NL Ch.6 p. 6.7 Blackline p.10 *Children are making the correct covers the least). Use 10 number cubes. Shake and roll, arrange strokes. the number cubes is a numerical sequence and TEKS1.7E *They are focused on the task. record. Roll again, find a sequence, if the Compare and order two or more containers sequence is already recorded make a tally *They are using the language-Purple- according to capacity (from holds the most to holds mark, if not record the sequence, and continue Green. the least). playing. How many different sequences can Continued from Numeral Writing TEKS 1.1D(Numeral Writing) you find? What sequence shows up the most? *These are more than handwriting Read and write numbers to 99 to describe sets of Children can work on Numeral Dice Toss. activities the children are looking for concrete objects. patterns, probability, and sequencing of numbers. TEKS 1.10B Identify events as certain or impossible such as drawing a red crayon from a bag of green crayons. TAKS Objectives 1, 2, 4, & 5 33 Vocabulary Number-add, subtract, take away, more, less, equals, 2 and 3 makes 5 (example), number sentence, place value, tens, ones, regroup, sequence Pattern- before, after, next, pattern, extend, duplicate, represent, record, element, repeating, even, odd, increasing pattern, decreasing pattern, numeral pattern, rule, stem, repeating part Measurement- more, same, less, equal, compare, fewer, greater than, least, less than, larger, smaller, duration, more time, less time, area, larger, smaller, greater area, less area, capacity, scoops, full, level Sorting- group, alike, like groups, different, not alike, same, fewer, property, attribute, describe, classify, size, color, texture, shape, trapezoid, triangle, rhombus, hexagon, orientation, rigid, flexible, transparent, translucent, opaque, rough, smooth, soft, hard, grooves, straight, curved, wavy Estimation- range, greater than, less than Geometry- shape, square, trapezoid, triangle, rhombus, hexagon, symmetry, cube, prism, cone, edge, face, pyramid 34 Differentiation of the Curriculum Tubbing: number/Place Value TEKS 1.1B Create sets of tens and ones using concrete objects to describe, compare, and order whole numbers. TEKS 1.1D Read and write numbers to 99 to describe sets of concrete objects. TEKS 1.3A Create addition and subtraction problem situations with concrete objects and write corresponding number sentences. TEKS 1.3B Use concrete and pictorial models to apply basic addition and subtraction facts (up to 9 + 9 = 18 and 18 – 9 = 9). TEKS 1.5D Use patterns to develop strategies to solve basic addition and basic subtraction problems. TEKS 1.5E Identify patterns in related addition and subtraction sentences (fact families for sums Graphing Activities to 18) such as 2 + 3 = 5, 3 + 2 = 5, 5 – 2 = 3, and 5 – 3 = 2. Tuesday TEKS1.7B Estimation Jar TEKS 1.9B Compare and order two or more concrete objects according to length (from longest to Use organized data to construct real-object shortest). Weekly graphs, picture graphs, and bar-type graphs. TEKS1.7D TEKS 1.7A TEKS 1.10 A Compare and order the area of two or more two-dimensional surfaces (from covers Estimate and measure. Draw conclusions and answer questions using information the most to covers the least). organized in real-object graphs, picture graphs, and bar-type TEKS1.7E graphs. Compare and order two or more containers according to capacity (from holds the most to holds the least). 35 Place the jar where all How many different charms do we find in Lucky Charms Wednesday Friday children can see it. As a cereal? review use middle sized Use Lucky Charms Cereal objects. Give the students Give each group of 4 students a cup of cereal. Have the Add Base 10 Tub in Place Value; Now there are 6 Place value Tubs a range Remove Stamps in Number. and 4 Number Tubs. children sort the cereal and separate the charms into before they begin to make groups, name the charms found. Children may eat the Introduce the new workstation. estimates. cereal not the charms. Each group reports their data. Then Children can subtract or add. A For estimation activities 1) the children need to decide how to graph the combined number cube (4-9 written on the the jar should have a base data. faces) is used for subtraction line that does not move, 2) Suggested questions to ask: In addition the child will build 2 the size of the objects *How many charms in each group? numbers by taking a handful of used should be getting *How many more ___charms than __charms? beans. (2 handfuls of beans, smaller, and 3) the children need to be given *How many ___charms did we find? How do you know? but not at the same time). *How many more ___charms than __charms? a range of how many Place the beans in the ones objects are in the jar. *How many less ___charms than __charms? place on the PVB and count *What do you see on the graph? groups of 10, moving the *What does the graph tell you? groups of ten to the ten side of * What was the charm found most/least? the PVB. First one number then Teacher observations: the other. Have the children *Children can explain why we graph. make up a story with the *Children can discuss the elements of the graph. numbers used. Now add the numbers, first the ones then the *Children can compare information on the graph. tens. In subtraction, build the *Children can initiate the steps in graphing first number by counting a handful of beans in groups of 10. Roll the number cube to get the number to subtract. Journal: 10 minutes Have students write 3 things they learned this week and provide teacher feedback about the lesson. 36 Complete the 100’s chart and circle 5 patterns. ____________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________ First Grade 37 4th Week of the Fifth Six Weeks 5.4 Warm-Up/Counting Activities Problem Solving Monday Who’s the Mystery Person? (Place approximately 105 cubes on a table.) Maria is 3 years old Today we are going to count to 108. Count cubes in groups of 2 until we have at least Margaret is 7 years old. 100. Count along with me as I push groups of 2 cubes to one side of the table. Count Frank is 11 years old the first cube softly and the second cube in a normal voice: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, Dad is 40 years old. 11, 12, …100, 101, 102, 103, 104, 105, 106, 107, 108. Mom is 38 years old. Grandpop is 60 years old. Guess the family member. I am older than Frank. I am younger than Grandpop. I am older than 38. Who am I? Dad Tuesday Who’s the Mystery Person? Use numeral cards 1-25 (one number for each child in your class). Pass out a numeral Maria is 3 years old card to each child. Ask two children to step forward and show their cards. “If you have Margaret is 7 years old. the biggest number, raise it up high.” Frank is 11 years old Continue asking different pairs of children to step forward. For variety, ask who has the Dad is 40 years old. smallest number Mom is 38 years old. Grandpop is 60 years old. Guess the family member. I am younger than Mom. I am older than 3. I am younger than 11. Who am I? Margaret Wednesday Who’s the Mystery Person? Line up one of each pattern block shape next to a tub. Maria is 3 years old Which pattern block shape is first in line to jump into the tub? Last? …etc. Margaret is 7 years old. nd rd th th th Frank is 11 years old Say each pattern block’s position name as I point. (First, 2 , 3 , 4 , 5 , 6 .) Dad is 40 years old. Mom is 38 years old. Grandpop is 60 years old. Guess the family member. I am older than 13. I am older than Mom. I am older than 41. Who am I? Grandpop 38 Thursday Who’s the Mystery Person? Use about 95 real or play pennies. Maria is 3 years old “I wonder how many pennies we have. Let’s count them. When we get ten, we’ll group Margaret is 7 years old. them into a cup. (1, 2, 3, 4,…10) Let’s put this group of ten in a cup. Now count on Frank is 11 years old from 10. Dad is 40 years old. (10, 11, 12, 13, 14…20) Another group of ten! Ten, twenty… (21, 22…) etc.” Mom is 38 years old. Grandpop is 60 years old. Guess the family member. I am younger than 40. I am older than Margaret. I am older than 10. Who am I? Frank Friday Have the students create their own. I will say a number. Who’s the Mystery Person? Repeat it and then say the number that is one more. Maria is 3 years old 29 (30, 31) Margaret is 7 years old. 39 (40, 41) Frank is 11 years old 59 (60, 61) Dad is 40 years old. 79 (80, 81) Mom is 38 years old. Grandpop is 60 years old. Guess the family member. I am older than______. I am younger than________. I am older than _____. Who am I? 39 Concept Lessons Day Content/Activities Of the Student Expectations Resources/Materials Assessments Calendar Activities Week TEKS 1.1 B Concept: Place Value (Connecting Teacher observations: Straw Count Create sets of tens and ones using concrete Level) *Children make the connection Number Line objects to describe, compare, and order whole See script: Base Ten Transition Activity from the Silly Counting Game for Week 5.4. Addition/Subtraction Day Sequence numbers. *Children can regroup Yesterday, Today and Materials(per person/group): TEKS 1.1D *Place Value Addition Board-PVAB (NL *Children can make stories Tomorrow Read and write numbers to 99 to describe sets Blackline p. 39) *Children can verbalize the Monthly Calendar of concrete objects. *PVB & star card process Odd and Even Chart TEKS 1.3A *Number Cube(4-9) Tally Count Model and create addition and subtraction *Large Place Value Board(NL problem situations with concrete objects and directions p.11.23)LPVB Commercial Calendar write corresponding number sentences. *Small numeral cards(NL p.22) Birthday Cake Graph *Blue/white Flips Weekly Assessment: Tooth Graph TEKS 1.3B Use the numeral cards on the PVAB. *Roll Number Cubes, using real Temperature Graph Use concrete and pictorial models to apply coins (pennies) count groups of Suggested questions to ask: basic addition and subtraction facts (up to 9 + 10 pennies, put them in portion Weather Graph 9 = 18 and 18 – 9 = 9). *Do you recognize the pattern? cups. Continue counting until all Right Hand *What do you do if you don’t have enough pennies are counted. Exchange Odd/even ones to remove? the 10 pennies for dimes. Read Money Monday *What is your story for these numbers? the amount. Do this several 2-D figures *Why do you need to subtract? times. NL Ch. 7 p. 7.25-7.26 *How do you know when to add? 3-D figures *How many ways can you make Fractions 25 cents? Use real coins. Record results with coin stamps or circles with amounts in the center. *Take a handful of pennies, estimate how many you have, then count (using groups of 10’s & portion cups. TAKS Objective 1 40 TEKS 1.9B Graphing Teacher observations: Use organized data to construct real-object What did you do over Spring Break? *Children can explain why we graphs, picture graphs, and bar-type graphs. Make a list of the things the students did graph. TEKS 1.10 A over Spring Break. Travel, go to the Draw conclusions and answer questions using *Children can discuss the beach, go swimming, etc. Use 3-4 elements of the graph. information organized in real-object graphs, different activities. picture graphs, and bar-type graphs. *Children can compare Suggested questions to ask: information on the graph. *How many children in each group? *How many more children did _____ than *Children can initiate the steps in _____? graphing *How many children did_____? How do you know? *How many more children did _____than ____? *How many less children did _____than ____? *What do you see on the graph? *What does the graph tell you? * What was the most favorite/least favorite? *What was the result from the other grade level? Tuesday Concept: Place Value(Connecting TEKS 1.1 B Level) Teacher observations: Create sets of tens and ones using concrete See script: Base Ten Transition Activity *Children make the connection objects to describe, compare, and order whole for Week 5.4. Addition/Subtraction from the Silly Counting Game numbers. Materials(per person/group): *Children can regroup TEKS 1.3A *Place Value Addition Board-PVAB (NL Blackline p. 39) *Children can make stories Model and create addition and subtraction *PVB & star card *Children can verbalize the problem situations with concrete objects and *Beans & potion cups process write corresponding number sentences. *Number Cube(4-9) TEKS 1.3B *Large Place Value Board-LPVAB (NL Use concrete and pictorial models to apply directions p.11.23) basic addition and subtraction facts (up to 9 + *Small numeral cards(NL p.22) 9 = 18 and 18 – 9 = 9). *Blue/white Flips Use the numeral cards on the PVAB Suggested questions to ask: *Do you recognize the pattern? *What do you do if you don’t have enough ones to remove? *What is your story for these numbers? *Why do you need to subtract? TAKS Objectives 1 & 5 *How do you know when to add? 41 TEKS 1.1B Tubbing: Number/Place Value Teacher observations: Create sets of tens and ones using concrete Add the Snack Store in Place Value *Number relationships objects to describe, compare, and order whole workstation; Remove The Geoboard *Design reflects a number numbers. Squares Number workstation. pattern. TEKS 1.1D There are 7 Place Value Tubs and 3 *Children can relate a story with Read and write numbers to 99 to describe sets Number Tubs. a number sentence. of concrete objects. Gather empty snack containers, price and *Verbal descriptions TEKS 1.3A label each container. Prices need to be *Spontaneous verbalization to Create addition and subtraction problem low so when 2 or 3 snacks are purchased peers. situations with concrete objects and write the total will be less than $1. *Verbalization in response to corresponding number sentences. Materials: questions. TEKS 1.3B *Snack containers-labeled & priced *Working preference. Use concrete and pictorial models to apply basic addition and subtraction facts (up to 9 + *10 dimes, 20 pennies per person *Involvement-needs help or self 9 = 18 and 18 – 9 = 9). *PVAB directed TEKS 1.5C Suggested questions to ask: *Enjoyment-continuously Compare and order whole numbers using *How many ways can you make this unsatisfied with results or place value. number? appears to be satisfied. TEKS 1.5D *Can you tell me a story about this *Attention span-stays with a Use patterns to develop strategies to solve number? material a short time or a long basic addition and basic subtraction problems. *Where does your pattern begin to time Wednesday TEKS 1.5E repeat? *Understanding of Base 10 Identify patterns in related addition and *Can you see a number pattern? *Can compare 2 numbers subtraction sentences (fact families for sums *How would you describe your pattern? to 18) such as 2 + 3 = 5, 3 + 2 = 5, 5 – 2 = 3, *About how many groups of 10 can you and 5 – 3 = 2. find? TEKS 1.7B *How many groups of 10 did you find? Compare and order two or more concrete *About how many _____ will cover shape objects according to length (from longest to _____? shortest). *Which number is greater/less? Why? TEKS1.7D Compare and order the area of two or more two-dimensional surfaces (from covers the Measurement: Mass most to covers the least). TEKS1.7E Using balances and a collection of other objects in the class room compare the Teacher observations: Compare and order two or more containers mass of the objects. Finding the object according to capacity (from holds the most to *Student accurately counts the with the most mass and the object with units (manipulatives) used. holds the least). the least mass. *Student used tools correctly. Materials: *How good was the estimate? Measurement *NL Blackline p. 11 TEKS 1.7F *Does the student choose to Suggested questions: record? Compare and order two or more objects according to weight/mass (from heaviest to *How many ___ did it take to balance the *Explains the measurement lightest). _____? process. *How many more/less will take to balance TAKS Objectives1, 2, & 5 the____? 42 TEKS 1.1 B Concept: Place Value(Connecting Teacher observations: Create sets of tens and ones using concrete Level) *Children make the connection objects to describe, compare, and order whole See script: Base Ten Transition Activities from the Silly Counting Game numbers. for Week 5.4. Addition/Subtraction Materials(per person/group): *Children can regroup TEKS 1.1D *Place Value Addition Board-PVAB (NL *Children can make stories Read and write numbers to 99 to describe sets Blackline p. 39) *Children can verbalize the of concrete objects. *PVB & star card process TEKS 1.3A *Beans & potion cups Model and create addition and subtraction *Number Cube(4-9) problem situations with concrete objects and *Large Place Value Addition Board- write corresponding number sentences. LPVAB- (NL directions p.11.23) TEKS 1.3B *Small numeral cards(NL p.22) *Blue/white Flips Use concrete and pictorial models to apply Use the numeral cards on the PVAB basic addition and subtraction facts (up to 9 + Suggested questions to ask: 9 = 18 and 18 – 9 = 9). *Do you recognize the pattern? *What do you do if you don’t have enough ones to remove? *What is your story for these numbers? Thursday *Why do you need to subtract? *How do you know when to add? TEKS 1.9A Sorting (Level 3) Teacher observations: Collect and sort data. Children could sort the hats being brought *Motivation in for next weeks graphing activity. *Language used Children sort materials, the teacher *Names of shapes records 1 of their sorts on a card that will *Able to compare shapes be used in Level 4. Discuss the sort with the children. Ask the children to sort their materials at least 3 different ways. Materials: Treasure Boxes, 2-D & 3-D shapes, bring in some different materials to sort. Suggested questions to ask: *How did you sort these materials? *Can you sort these materials in another way? *How are your sorting materials different? TAKS Objectives 1 & 5 43 TEKS 1.1B Tubbing: Number/Place Value Teacher observations: Create sets of tens and ones using concrete Add Toy Store, Place Value workstation; *Number relationships objects to describe, compare, and order whole Remove Geoboards, Number workstation. *Design reflects a number numbers. More details on Tubbing page. pattern. TEKS 1.1D There are 8 Place Value Tubs and 2 *Children can relate a story with Read and write numbers to 99 to describe sets Number Tubs a number sentence. of concrete objects. Suggested questions to ask: *Verbal descriptions TEKS 1.3A *How many ways can you make this *Spontaneous verbalization to Create addition and subtraction problem number? peers. situations with concrete objects and write *Can you tell me a story about this *Verbalization in response to corresponding number sentences. number? questions. TEKS 1.3B *Where does your pattern begin to *Working preference. Use concrete and pictorial models to apply repeat? basic addition and subtraction facts (up to 9 + *Involvement-needs help or self *Can you see a number pattern? directed 9 = 18 and 18 – 9 = 9). *How would you describe your pattern? TEKS 1.5C *Enjoyment-continuously *About how many groups of 10 can you unsatisfied with results or Compare and order whole numbers using find? place value. appears to be satisfied. *How many groups of 10 did you find? TEKS 1.5D *About how many _____ will cover shape *Attention span-stays with a Use patterns to develop strategies to solve _____? material a short time or a long basic addition and basic subtraction problems. *Which number is greater/less? Why? time TEKS 1.5E *Understanding of Base 10 Identify patterns in related addition and *Can compare 2 numbers subtraction sentences (fact families for sums to 18) such as 2 + 3 = 5, 3 + 2 = 5, 5 – 2 = 3, Friday and 5 – 3 = 2. TEKS 1.7B Compare and order two or more concrete Numeral Writing objects according to length (from longest to (writing center activity not a math shortest). activity) TEKS1.7D Independent Activities Teacher observations: Compare and order the area of two or more Those children who are still having trouble *Children are making the correct two-dimensional surfaces (from covers the using the correct strokes when writing strokes. most to covers the least). numbers need direct instruction using sky *They are focused on the task. TEKS1.7E writing and verbalizing the strokes. *They are using the language- Compare and order two or more containers Numeral Sequences Purple-Green. according to capacity (from holds the most to NL Ch.6 p. 6.7 Blackline p.10 Continued from Numeral holds the least). Use 10 number cubes. Shake and roll, Writing arrange the number cubes is a numerical TEKS 1.1D(Numeral Writing) *These are more than sequence and record. Roll again, find a Read and write numbers to 99 to describe sets handwriting activities the children sequence, if the sequence is already of concrete objects. are looking for patterns, recorded make a tally mark, if not, record probability, and sequencing of TEKS 1.10B the sequence and continue playing. How numbers. Identify events as certain or impossible such many different sequences can you find? as drawing a red crayon from a bag of green What sequence shows up the most? crayons. Numeral Dice Toss can also be used. TAKS Objectives 1, 2, 4, & 5 44 Vocabulary Number-add, subtract, take away, more, less, equals, 2 and 3 makes 5 (example), number sentence, place value, tens, ones, regroup, sequence Pattern- before, after, next, pattern, extend, duplicate, represent, record, element, repeating, even, odd, increasing pattern, decreasing pattern, numeral pattern, rule, stem, repeating part Measurement- more, same, less, equal, compare, fewer, greater than, least, less than, larger, smaller, duration, more time, less time, area, larger, smaller, greater area, less area, capacity, scoops, level, full Sorting- group, alike, like groups, different, not alike, same, fewer, property, attribute, describe, classify, size, color, texture, shape, trapezoid, triangle, rhombus, hexagon, orientation, rigid, flexible, transparent, translucent, opaque, rough, smooth, soft, hard, grooves, straight, curved, wavy Estimation- range, greater than, less than Geometry- shape, square, trapezoid, triangle, rhombus, hexagon, symmetry, cube, prism, cone, edge, face, pyramid 45 Differentiation of the Curriculum Tubbing: Number/Place Value TEKS 1.1B Create sets of tens and ones using concrete objects to describe, compare, and order whole numbers. TEKS 1.1D Read and write numbers to 99 to describe sets of concrete objects. TEKS 1.3A Create addition and subtraction problem situations with concrete objects and write corresponding number sentences. TEKS 1.3B Use concrete and pictorial models to apply basic addition and subtraction facts (up to 9 + 9 = 18 and 18 – 9 = 9). TEKS 1.5C Compare and order whole numbers using place value. TEKS 1.5D Use patterns to develop strategies to solve basic addition and basic subtraction Graphing Activities problems. Tuesday TEKS 1.5E Estimation Jar TEKS 1.9B Identify patterns in related addition and subtraction sentences (fact families for sums Use organized data to construct real-object to 18) such as 2 + 3 = 5, 3 + 2 = 5, 5 – 2 = 3, and 5 – 3 = 2. Weekly graphs, picture graphs, and bar-type graphs. TEKS 1.7B TEKS 1.7A TEKS 1.10 A Compare and order two or more concrete objects according to length (from longest to Estimate and measure. Draw conclusions and answer questions using information shortest). organized in real-object graphs, picture graphs, and bar-type TEKS1.7D graphs. Compare and order the area of two or more two-dimensional surfaces (from covers the most to covers the least). TEKS1.7E Compare and order two or more containers according to capacity (from holds the most to holds the least). 46 Place the jar where all What did you do over Spring Break? Wednesday Friday children can see it. As a Make a list of the things the students did over Spring Break. review use middle sized Travel, go to the beach, go swimming, etc. objects. Give the students Suggested questions to ask: Add the Snack Store, Place value Add Toy Store, Place Value a range before they begin *How many children in each group? Tub; Remove Geoboard Squares, Workstation; Remove Geoboards, to make estimates. *How many more children did _____ than _____? Number Tub. Number Workstation. For estimation activities 1) 7 Place Value Workstations/3 *How many children did_____? How do you know? There are 8 Place Value Tubs, 2 the jar should have a base Number Workstations line that does not move, 2) *How many more children did _____than ____? Number Tubs Gather empty snack containers, the size of the objects *How many less children did _____than ____? Children will buy 2 items, build price and label each snack. Use used should be getting *What do you see on the graph? small low prices so when 2 or 3 the amount spent for each item smaller, and 3) the *What does the graph tell you? containers are purchased the total with real money if possible on children need to be given * What was the most favorite/least favorite? will be less than $1. the PVAB. a range of how many *What was the result from the other grade level? Children will buy 2 items, build Materials: objects are in the jar. Teacher observations: the amount spent for each item *Toys from $1 store-labeled & *Children can explain why we graph. with real money if possible on priced, placed in zip-lock baggies *Children can discuss the elements of the graph. the PVAB. *10 dimes, 20 pennies(for each *Children can compare information on the graph. Materials: child) *Children can initiate the steps in graphing *Snack containers-labeled & priced *Portion cups *10 dimes, 20 pennies(for each *PVAB child) When labeling the items, make *Portion cups sure the amounts when added will have a sum of less than $1. *PVAB When labeling the items, make sure the amounts when added will have a sum of less than $1. Remember Tubbing Work Stations are for 4 children only- no more than 4. 47 Journal : 10 minutes Have students write 3 things they learned this week and provide teacher feedback about the lesson. Count to 56 using the counting procedures, recording on the number strip, using flips, PVB, and beans & cups. ____________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________ 48 First Grade 5th Week of the Fifth Six Weeks 5.5 Warm-Up/Counting Activities Problem Solving Monday Solve the riddle. Sit in a circle. We are going to count by 5’s to find how many fingers there are in our class. As we go I see 4 boys. How many eyes do I see? around the circle, show 1 hand of 5 fingers and then show the other hand of 5 fingers. Everyone count with me: 5, 10, 15, 20… I see 3 horses. How many legs do I see? I see 6 birds. How many legs do I see? Tuesday Solve the riddle. Today we will count to 200! As we count, let’s pause after each group of 10. Take a deep breath: 1, 2, 3, 4, 5, 6, 7, I see 5 puppies. How many ears do I see? 8, 9, and 10 (pause), 11, 12, 13, 14, 15, 16, 17, 18, 19, 20 (pause)…101, 102, 103, 104, 105, 106, 107, 108, 109, and 110……200 I see 2 spiders. How many legs do I see? I see 8 ants. How many legs do I see? Wednesday Solve the riddle. Look at the counters in the jar. (Up to 100 counters). Let’s count the counters as I take them out of the jar and make I see 4 boys. How many fingers do I see? groups of three. Count the last counter in each group loudly: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12… I see 3 horses. How many eyes do I see? I see 6 girls. How many toes do I see? Thursday Solve the riddle. Today we are going to count the number of days there are in the spring months. Let’s use the March, April and May I see 4 boys. How many legs do I see? calendars: 1, 2, 3, …92. I see 3 geese. How many legs do I see? I see 6 chickens. How many legs do I see? Friday Solve the riddle. Use real nickels. If we have five nickels, how many cents do we have? Let’s count by fives to find out. I see 4 cows. How many eyes do I see? (5, 10, 15, 20,25) Do the same with: I see 3 fish. How many legs do I see? 8 nickels 9 nickels I see 6 eagles. How many wings do I see? 12 nickels 49 Concept Lessons Day Content/Activities Of the Student Expectations Resources/Materials Assessments Calendar Activities Week TEKS 1.1 B Concept: Place Value(Symbolic Level) Teacher observations: Straw Count Create sets of tens and ones using concrete See script: Symbolic Base Ten Transition *Children make the connection Number Line objects to describe, compare, and order whole Activities for Week 5.5. from the Silly Counting Game The Numeral Cards are very helpful for all Day Sequence numbers. *Children can regroup Yesterday, Today and children, but especially for those who are TEKS 1.1D struggling. *Children can make stories Tomorrow Read and write numbers to 99 to describe sets Materials: *Children can verbalize the Monthly Calendar of concrete objects. *Bob’s Ditto NL Backline p.38 process Odd and Even Chart TEKS 1.3A *Counting manipulatives & cups Tally Count Model and create addition and subtraction *LPVAB problem situations with concrete objects and *PVB Commercial Calendar write corresponding number sentences. *Numeral cards Birthday Cake Graph Count manipulatives, make groups of 10, Weekly Assessment: Tooth Graph TEKS 1.3B record the number on the addition or *Give the students a pattern Temperature Graph Use concrete and pictorial models to apply subtraction Bob’s Ditto. started and have them work on basic addition and subtraction facts (up to 9 + extending the pattern. Weather Graph Suggested questions to ask: 9 = 18 and 18 – 9 = 9). Right Hand *Do you recognize the pattern? *Make an equation book. Choose a number and write all of the Odd/even Monday *What do you do if you don’t have enough ones to remove? number combinations for that Money number. Use 2”X6” paper strips, 2-D figures *What is your story for these numbers? staple when the student is 3-D figures *Why do you need to subtract? finished. *How do you know when to add? Fractions *What coins could make up 15 cents? TAKS Objective 1 50 TEKS 1.9B Graphing Teacher observations: Use organized data to construct real-object What kind of hat do you have? *Children can explain why we graphs, picture graphs, and bar-type graphs. graph. TEKS 1.10 A Everyone brings a hat (an unusual hat) to Draw conclusions and answer questions using school (the week before)label with *Children can discuss the information organized in real-object graphs, student's name and store the hats so that elements of the graph. picture graphs, and bar-type graphs. you will have them. Sort the hats into *Children can compare categories. (This can also be a sorting information on the graph. activity.) Read Caps For Sale. *Children can initiate the steps in Suggested questions to ask: graphing *How many hats in each group? *How many more ___hats do we have than _____hats? *How many _____hats do we have? How do you know? *How many more _____hats do we have than ____hats? *How many less _____hats do we have than ____hats? *What do you see on the graph? *What does the graph tell you? Tuesday * What was the most common/least common? *What was the result from the other grade level? Teacher observations: TEKS 1.1 B Concept: Place Value(Symbolic Level) *Children make the connection Create sets of tens and ones using concrete See script: Symbolic Base Ten Transition from the Silly Counting Game objects to describe, compare, and order whole Activities for Week 5.5. *Children can regroup numbers. Materials: *Bob’s Ditto NL Backline p.38 *Children can make stories TEKS 1.3A *Counting manipulatives & cups *Children can verbalize the Model and create addition and subtraction process *LPVB problem situations with concrete objects and *PVB write corresponding number sentences. *Numeral cards TEKS 1.3B Count manipulatives, make groups of 10, Use concrete and pictorial models to apply record the number on the addition or basic addition and subtraction facts (up to 9 + subtraction Bob’s Ditto. 9 = 18 and 18 – 9 = 9). Suggested questions to ask: *Do you recognize the pattern? *What do you do if you don’t have enough ones to remove? TAKS Objectives 1 & 5 *What is your story for these numbers? *Why do you need to subtract? *How do you know when to add? 51 TEKS 1.1B Tubbing: Number/Place Value Teacher observations: Create sets of tens and ones using concrete Add Jewelry Store, Place Value Tub, *Number relationships objects to describe, compare, and order whole Remove Lima Beans, Number Tub. *Design reflects a number numbers. 9 Place Value Workstations/1 Number pattern. TEKS 1.1D Workstation. *Children can relate a story with Read and write numbers to 99 to describe sets When labeling the items, make sure the a number sentence. of concrete objects. amounts when added will have a sum of *Verbal descriptions TEKS 1.3A less than $1. *Spontaneous verbalization to Create addition and subtraction problem Children will buy 2 items and build the peers. situations with concrete objects and write amount spent for each item with real *Verbalization in response to corresponding number sentences. money if possible on the PVAB. questions. TEKS 1.3B Suggested questions to ask: *Working preference. Use concrete and pictorial models to apply *How many ways can you make this basic addition and subtraction facts (up to 9 + *Involvement-needs help or self number? directed 9 = 18 and 18 – 9 = 9). *Can you tell me a story about this TEKS 1.5C *Enjoyment-continuously number? unsatisfied with results or Compare and order whole numbers using *Where does your pattern begin to place value. appears to be satisfied. repeat? TEKS 1.5D *Can you see a number pattern? *Attention span-stays with a Use patterns to develop strategies to solve *How would you describe your pattern? material a short time or a long basic addition and basic subtraction problems. *About how many groups of 10 can you time TEKS 1.5E find? *Understanding of Base 10 Identify patterns in related addition and *How many groups of 10 did you find? *Can compare 2 numbers Wednesday subtraction sentences (fact families for sums *About how many _____ will cover shape to 18) such as 2 + 3 = 5, 3 + 2 = 5, 5 – 2 = 3, _____? and 5 – 3 = 2. *Which number is greater/less? Why? TEKS 1.7B Compare and order two or more concrete objects according to length (from longest to shortest). TEKS1.7D Compare and order the area of two or more two-dimensional surfaces (from covers the most to covers the least). Measurement: Mass TEKS1.7E Using balances and a collection of objects in the class room to compare mass. Teacher observations: Compare and order two or more containers Finding the object with the most mass and *Student accurately counts the according to capacity (from holds the most to the object with the least mass. units (manipulatives) used. holds the least). NL Ch.7 p. 7.15-7.16 *Student used tools correctly. *NL Blackline p. 11 *How good was the estimate? Measurement TEKS 1.7F Suggested questions: *Does the student choose to Compare and order two or more objects *How many ___ did it take to balance the record? according to weight/mass (from heaviest to _____? *Explains the measurement lightest). *How many more/less will take to balance process. the____? TAKS Objectives1, 2, & 5 52 TEKS 1.1 B Concept: Place Value(Symbolic Level) Teacher observations: Create sets of tens and ones using concrete See script: Symbolic Base Ten Transition * Children make the connection objects to describe, compare, and order whole Activities for Week 5.5. from the Silly Counting Game numbers. Materials: *Bob’s Ditto NL Backline p.38 *Children can regroup TEKS 1.1D *Counting manipulatives & cups *Children can make stories Read and write numbers to 99 to describe sets *LPAVB *Children can verbalize the of concrete objects. *PVB process TEKS 1.3A *Numeral cards Model and create addition and subtraction Count manipulatives, make groups of 10, problem situations with concrete objects and record the number on the addition or write corresponding number sentences. subtraction Bob’s Ditto. TEKS 1.3B Suggested questions to ask: Use concrete and pictorial models to apply *Do you recognize the pattern? basic addition and subtraction facts (up to 9 + *What do you do if you don’t have enough 9 = 18 and 18 – 9 = 9). ones to remove? *What is your story for these numbers? *Why do you need to subtract? *How do you know when to add? Thursday Sorting (Level 3) TEKS 1.9A Children sort materials, the teacher records each sort on a card that will be Teacher observations: Collect and sort data. used in Level 4 and discusses the sort *Motivation with the children. Ask the children to sort *Language used their materials at least 3 different ways. Materials: Treasure Boxes, 2-D & 3-D *Names of shapes shapes, add some different sorting *Able to compare shapes materials. Suggested questions to ask: *How did you sort these materials? *Can you sort these materials in another way? *How are your sorting materials different? TAKS Objectives 1 & 5 53 TEKS 1.1B Tubbing: Place Value Teacher observations: Create sets of tens and ones using concrete Add Menu Workstation, Place Value; *Number relationships objects to describe, compare, and order whole remove Pattern Blocks, Number Tub. *Design reflects a number numbers. 10 Place Value Tubs pattern. TEKS 1.1D Make menus showing food items prices *Children can relate a story with Read and write numbers to 99 to describe sets less than $1 when 2 items are added. a number sentence. of concrete objects. Children will buy 2 items and build the *Verbal descriptions TEKS 1.5C amount spent for each item with real *Spontaneous verbalization to Compare and order whole numbers using money if possible on the PVAB. peers. place value. Suggested questions to ask: *Verbalization in response to TEKS 1.7B *About how many groups of 10 can you questions. Compare and order two or more concrete find? *Working preference. objects according to length (from longest to *How many groups of 10 did you find? *About how many _____ will cover shape *Involvement-needs help or self shortest). directed TEKS1.7D _____? Compare and order the area of two or more *Which number is greater/less? Why? *Enjoyment-continuously two-dimensional surfaces (from covers the *How many scoops will fill container__? unsatisfied with results or most to covers the least). *How much does ___ and ___ cost? appears to be satisfied. TEKS1.7E *How much do you have when you *Attention span-stays with a subtract____? material a short time or a long Compare and order two or more containers *What is the sum of _____ and _____? time according to capacity (from holds the most to holds the least). *Understanding of Base 10 Friday *Can compare 2 numbers Numeral Writing (writing center activity not a math TEKS 1.1D activity) Teacher observations: Independent Activities *Children are making the correct Read and write numbers to 99 to describe sets Those children who are still having trouble strokes. of concrete objects. using the correct strokes when writing TEKS 1.10B *They are focused on the task. numbers need direct instruction using sky Identify events as certain or impossible such writing and verbalizing the strokes. *They are using the language- as drawing a red crayon from a bag of green Numeral Sequences/Equation Dice Toss Purple-Green. crayons. NL Blackline p.20(use 2 regular dice) Continued from Numeral NL Ch.6 p. 6.7 Blackline p.10 Writing Use 10 number cubes. Shake and roll, *These are more than arrange the number cubes is a numerical handwriting activities the children sequence and record. Roll again, find a are looking for patterns, sequence, if the sequence is already probability, and sequencing of recorded make a tally mark, if not record numbers. the sequence, and continue playing. How many different sequences can you find? What sequence shows up the most? TAKS Objectives 1, 2, 4, & 5 Vocabulary 54 Number-add, subtract, take away, more, less, equals, 2 and 3 makes 5 (example), number sentence, place value, tens, ones, regroup, sequence Pattern- before, after, next, pattern, extend, duplicate, represent, record, element, repeating, even, odd, increasing pattern, decreasing pattern, numeral pattern, rule, stem, repeating part Measurement- more, same, less, equal, compare, fewer, greater than, least, less than, larger, smaller, duration, more time, less time, area, larger, smaller, greater area, less area, capacity, full, scoops, level, mass, heavier, lighter Sorting- group, alike, like groups, different, not alike, same, fewer, property, attribute, describe, classify, size, color, texture, shape, trapezoid, triangle, rhombus, hexagon, orientation, rigid, flexible, transparent, translucent, opaque, rough, smooth, soft, hard, grooves, straight, curved, wavy Estimation- range, greater than, less than Geometry- shape, square, trapezoid, triangle, rhombus, hexagon, symmetry, cube, prism, cone, edge, face, pyramid 55 Differentiation of the Curriculum Tubbing: Number/Place Value TEKS 1.1B Create sets of tens and ones using concrete objects to describe, compare, and order whole numbers. TEKS 1.1D Read and write numbers to 99 to describe sets of concrete objects. TEKS 1.3A Create addition and subtraction problem situations with concrete objects and write corresponding number sentences. TEKS 1.3B Use concrete and pictorial models to apply basic addition and subtraction facts (up to 9 + 9 = 18 and 18 – 9 = 9). TEKS 1.5C Compare and order whole numbers using place value. TEKS 1.5D Use patterns to develop strategies to solve basic addition and basic subtraction Graphing Activities problems. Tuesday TEKS 1.5E Estimation Jar TEKS 1.9B Identify patterns in related addition and subtraction sentences (fact families for sums Use organized data to construct real-object to 18) such as 2 + 3 = 5, 3 + 2 = 5, 5 – 2 = 3, and 5 – 3 = 2. Weekly graphs, picture graphs, and bar-type graphs. TEKS 1.7B TEKS 1.7A TEKS 1.10 A Compare and order two or more concrete objects according to length (from longest to Estimate and measure. Draw conclusions and answer questions using information shortest). organized in real-object graphs, picture graphs, and bar-type TEKS1.7D graphs. Compare and order the area of two or more two-dimensional surfaces (from covers the most to covers the least). TEKS1.7E Compare and order two or more containers according to capacity (from holds the most to holds the least). 56 Place the jar where all What kind of hat do you have? Wednesday Friday children can see it. As a Everyone brings a hat (an unusual hat) to school (the week review use middle sized before) label with the student's name and store the hats so objects. Give the students that you will have them. Sort the hats into categories. Tubbing: Number/Place Value Tubbing: Place Value a range Suggested questions to ask: Add Jewelry Store, Place Value Tub, Add Menu Workstation, Place Value; before they begin to make *How many children in each group? Remove Lima Beans, Number Tub. Remove Pattern Blocks, Number estimates. For estimation activities 1) *How many _____ hats? How do you know? 9 Place Value Workstations/1 Number Workstation. the jar should have a base *How many more _____ hats did we have than ____ hats? Workstation. 10 Place Value Tubs line that does not move, 2) *How many less ______ hats did we have than ____ hats? Materials: Materials: the size of the objects *What do you see on the graph? *Pieces of children’s jewelry labeled & *Menus with low prices for the items used should be getting priced, and in zip lock baggies. *What does the graph tell you? *10 dimes, 20 pennies(for each child smaller, and 3) the * What was the most common hat brought/least common hat *10 dimes, 20 pennies(for each child) *Portion cups children need to be given brought? *Portion cups *PVAB a range of how many *What was the result from the other grade level? *PVAB objects are in the jar. Make menus showing food items prices Teacher observations: Remember Tubbing Work Stations are less than $1 when 2 items are added. *Children can explain why we graph. for 4 children only-no more than 4. Children will buy 2 items and build the *Children can discuss the elements of the graph. amount spent for each item with real *Children can compare information on the graph. money if possible on the PVAB. *Children can initiate the steps in graphing When labeling the items, make sure the amounts when added will have a sum of less than $1. 57 Journal: 10 minutes Have students write 3 things they learned that day and provide teacher feedback about the lesson. Write a story about 15 birds in the tree and 16 birds sitting on the wire. Draw a picture, decide on the operation, work the problem out with manipulatives. ____________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________ 58 First Grade 6th Week of the Fifth Six Weeks 5.6 Warm-Up/Counting Activities Problem Solving Monday I will say a number. Repeat it and then say the number that is one less. There were 15 rocks in a bag. Then Sam added some more to the bag. Now there are 20 rocks in the bag. How many rocks did Sam put in the bag? 68 (68, 69) 89 (89, 90) 80 (81, 82) 96 (96, 97), etc. Tuesday There were 21 goldfish in an aquarium. Marlen added some more to the aquarium. Hold up one hand and spread your fingers. If your thumb is “first” in line, point to the Now there are 25 goldfish in the aquarium. How many goldfish did Marlen add to the finger that is last, (pinkie). Point to your third finger. (Middle). Etc. Now point to each aquarium? nd rd th th finger as we say the position words. (First, 2 , 3 , 4 , 5 ) Wednesday There are 9 butterflies on a leaf. Some butterflies flew away. Now there are 5 butterflies on a leaf. How many butterflies flew away? Use numeral cards 1-25 (one number for each child in your class.) Hand out one numeral card to each child. Ask any four children to step forward, hold up their number, and get in order from smallest to largest. Repeat with other groups of four children. Thursday There are 12 ants on the sidewalk. Some of the ants crawled into the grass. Now there 10 ants on the sidewalk. How many ants crawled in grass? Do jumping jacks as you count by tens to 200. Ten (arms up), 20 (arms down), 30 (arms up), 40 (arms down…90 (arms up), 100 (arms down.) Friday There are 6 ladybugs on a leaf. Some of the ladybugs flew away. Now there are 4 Count to 200 by ones, ladybugs on a leaf. How many ladybugs flew away? fives, tens. Which was fastest? slowest? 59 Concept Lessons Day Content/Activities Of the Student Expectations Resources/Materials Assessments Calendar Activities Week TEKS 1.1 B Concept: Place Value(Symbolic Level) Teacher observations: Straw Count Create sets of tens and ones using concrete See script: Base Ten Transition Activity *Children make the connection Number Line objects to describe, compare, and order whole for Week 5.6 Day 16. from the Silly Counting Game Materials: Day Sequence numbers. *Children can regroup Yesterday, Today and *Bob’s Ditto NL Backline p.38 TEKS 1.1D *Counting manipulatives & cups *Children can make stories Tomorrow Read and write numbers to 99 to describe sets *LPVAB *Children can verbalize the Monthly Calendar of concrete objects. *PVB process Odd and Even Chart TEKS 1.3A *Numeral cards Tally Count Model and create addition and subtraction Count manipulatives, make groups of 10, problem situations with concrete objects and record the number on the addition or Commercial Calendar write corresponding number sentences. subtraction Bob’s Ditto. Birthday Cake Graph TEKS 1.3B Suggested questions to ask: Tooth Graph Use concrete and pictorial models to apply *Do you recognize the pattern? Temperature Graph basic addition and subtraction facts (up to 9 + *What do you do if you don’t have enough Weather Graph 9 = 18 and 18 – 9 = 9). ones to remove? Right Hand *What is your story for these numbers? Odd/even *Why do you need to subtract? Money Monday *How do you know when to add? 2-D figures 3-D figures Weekly Assessment: Fractions *Have children count to 36 (adding and subtracting), record, and mark 3 patterns. *Which objects have more mass? Choose several objects for the students to test. Have them arrange them in order from more mass to less mass. *How many ways can you make 46 cents? TAKS Objective 1 60 TEKS 1.9B Graphing Teacher observations: Use organized data to construct real-object What Would Be Your Favorite Vacation *Children can explain why we graphs, picture graphs, and bar-type graphs. Spot? This is a wish vacation. graph. TEKS 1.10 A Draw conclusions and answer questions using The week before begin a discussion about *Children can discuss the information organized in real-object graphs, children’s most favorite place to go on a elements of the graph. picture graphs, and bar-type graphs. vacation. Bring brochures, pictures from *Children can compare magazines, drawings from children. information on the graph. Children could illustrate their vacation spot *Children can initiate the steps in and try to promote it. Have the children graphing vote on their 4 most favorite places to vacation. Suggested questions to ask: *How many children like each vacation spot? *How many more like ____than _____? *How many like_____? How do you know? *How many more like _____than ____? *How many less like _____than ____? *What do you see on the graph? *What does the graph tell you? * What was the most popular/least popular? Tuesday *What was the result from the other grade level? Concept: Place Value(Symbolic Level) TEKS 1.1 B See script: Base Ten Transition Activity for Week 5.6 Day 17. Teacher observations: Create sets of tens and ones using concrete Materials: *Children make the connection objects to describe, compare, and order whole *Bob’s Ditto NL Backline p.38 from the Silly Counting Game numbers. *Counting manipulatives & cups *Children can regroup TEKS 1.3A *LPVAB *Children can make stories Model and create addition and subtraction *PVB problem situations with concrete objects and *Numeral cards *Children can verbalize the write corresponding number sentences. Count manipulatives, make groups of 10, process TEKS 1.3B record the number on the addition or Use concrete and pictorial models to apply subtraction Bob’s Ditto. basic addition and subtraction facts (up to 9 + Suggested questions to ask: 9 = 18 and 18 – 9 = 9). *Do you recognize the pattern? *What do you do if you don’t have enough ones to remove? *What is your story for these numbers? TAKS Objectives 1 & 5 *Why do you need to subtract? *How do you know when to add? 61 TEKS 1.1B Tubbing: Place Value Teacher observations: Create sets of tens and ones using concrete All Workstations are Place Value. *Number relationships objects to describe, compare, and order whole Set up the shopping Workstations as *Design reflects a number numbers. Centers. Let the children draw to find out pattern. TEKS 1.1D which shopping center they are going to *Children can relate a story with Read and write numbers to 99 to describe sets work at. Everyone goes to their chosen a number sentence. of concrete objects. center and begins to work. The teacher *Verbal descriptions TEKS 1.5C will walk around checking on the student’s *Spontaneous verbalization to Compare and order whole numbers using understanding of adding with money. peers. place value. Suggested questions to ask: *Verbalization in response to TEKS 1.7B *About how many groups of 10 can you questions. find? Compare and order two or more concrete *How many groups of 10 did you find? *Working preference. objects according to length (from longest to *About how many _____ will cover shape *Involvement-needs help or self shortest). _____? directed TEKS1.7D *Which number is greater/less? Why? *Enjoyment-continuously Compare and order the area of two or more *How many scoops will fill container__? unsatisfied with results or two-dimensional surfaces (from covers the *How much does ___ and ___ cost? appears to be satisfied. most to covers the least). *How much do you have when you *Attention span-stays with a TEKS1.7E subtract____? material a short time or a long Compare and order two or more containers *What is the sum of _____ and _____? time according to capacity (from holds the most to *Understanding of Base 10 holds the least). Wednesday *Can compare 2 numbers Measurement: Temperature Introduce the thermometer. Ask the TEKS 1.7F children if they know what this Teacher observations: measurement tool is used for. Measure Compare and order two or more objects *Student used tools correctly. the temperature in the room and outside. according to weight/mass (from heaviest to *How good was the estimate? Discuss the difference in temperatures. lightest). You can get the daily temperature at: *Does the student choose to www.weather.com record? The children need to understand that *Explains the measurement temperature changes, temperature is process. measured in degrees, and temperature increases and decreases. Suggested questions: *Is it warmer today than yesterday? *Is it cooler today than yesterday? *What kind of day to you like? *Do you like a warm day or a cool day? *Why do you think today is cooler/warmer than yesterday? TAKS Objectives1, 2, & 5 62 TEKS 1.1 B Concept: Place Value(Symbolic Level) Teacher observations: Create sets of tens and ones using concrete See script: Base Ten Transition Activity *Children make the connection objects to describe, compare, and order whole for Week 5.6 Day 18. from the Silly Counting Game numbers. Materials: *Bob’s Ditto NL Backline p.38 *Children can regroup TEKS 1.1D *Counting manipulatives & cups *Children can make stories Read and write numbers to 99 to describe sets *LPVB *Children can verbalize the of concrete objects. *PVB process TEKS 1.3A *Numeral cards Model and create addition and subtraction Count manipulatives, make groups of 10, problem situations with concrete objects and record the number on the addition or write corresponding number sentences. subtraction Bob’s Ditto. TEKS 1.3B Suggested questions to ask: Use concrete and pictorial models to apply *Do you recognize the pattern? basic addition and subtraction facts (up to 9 + *What do you do if you don’t have enough 9 = 18 and 18 – 9 = 9). ones to remove? *What is your story for these numbers? *Why do you need to subtract? *How do you know when to add? Thursday Teacher observations: TEKS 1.9A Sorting (Level 3) Children sort materials, the teacher *Motivation Collect and sort data. records one sort on a card that will be *Language used used in Level 4 and discusses the sort *Names of shapes with the children. Ask the children to sort *Able to compare shapes their materials at least 3 different ways. Materials: Treasure Boxes, 2-D & 3-D shapes. Add new material to sort. Suggested questions to ask: *How did you sort these materials? *Can you sort these materials in another way? *How are your sorting materials different? TAKS Objectives 1 & 5 63 TEKS 1.1B Tubbing: Place Value Teacher observations: Create sets of tens and ones using concrete 10 Place Value Workstations *Number relationships objects to describe, compare, and order whole Four no more at each of the work stations. *Design reflects a number numbers. Suggested questions to ask: pattern. TEKS 1.1D *About how many groups of 10 can you *Children can relate a story with Read and write numbers to 99 to describe sets find? a number sentence. of concrete objects. *How many groups of 10 did you find? *Verbal descriptions TEKS 1.5C *About how many _____ will cover shape *Spontaneous verbalization to Compare and order whole numbers using _____? peers. place value. *Which number is greater/less? Why? *Verbalization in response to TEKS 1.7B *How many scoops will fill container__? questions. Compare and order two or more concrete *How much does ___ and ___ cost? *How much do you have when you *Working preference. objects according to length (from longest to *Involvement-needs help or self shortest). subtract____? *What is the sum of _____ and _____? directed TEKS1.7D Compare and order the area of two or more *Enjoyment-continuously two-dimensional surfaces (from covers the unsatisfied with results or most to covers the least). appears to be satisfied. TEKS1.7E *Attention span-stays with a material a short time or a long Compare and order two or more containers time according to capacity (from holds the most to holds the least). *Understanding of Base 10 *Can compare 2 numbers Friday Numeral Writing TEKS 1.1D (writing center activity not a math Teacher observations: activity) *Children are making the correct Read and write numbers to 99 to describe sets Independent Activities of concrete objects. strokes. Those children who are still having trouble TEKS 1.10B using the correct strokes when writing *They are focused on the task. Identify events as certain or impossible such numbers need direct instruction using sky *They are using the language- as drawing a red crayon from a bag of green writing and verbalizing the strokes. Purple-Green. crayons. Numeral Sequences/Equation Dice Toss Continued from Numeral NL Blackline p.20(use 2 regular dice) Writing NL Ch.6 p. 6.7 Blackline p.10 *These are more than Use 10 number cubes. Shake and roll, handwriting activities the children arrange the number cubes is a numerical are looking for patterns, sequence and record. Roll again, find a probability, and sequencing of sequence, if the sequence is already numbers. recorded make a tally mark, if not, record the sequence, and continue playing. How many different sequences can you find? What sequence shows up the most? TAKS Objectives 1, 2, 4, & 5 64 Vocabulary Number-add, subtract, take away, more, less, equals, 2 and 3 makes 5 (example), number sentence, place value, tens, ones, regroup Pattern- before, after, next, pattern, extend, duplicate, represent, record, element, repeating, even, odd, increasing pattern, decreasing pattern, numeral pattern, rule, stem, repeating part Measurement- more, same, less, equal, compare, fewer, greater than, least, less than, larger, smaller, duration, more time, less time, area, larger, smaller, greater area, less area, temperature, thermometer, capacity, full, degrees, hot, cold, cooler, warmer, increase. decrease Sorting- group, alike, like groups, different, not alike, same, fewer, property, attribute, describe, classify, size, color, texture, shape, trapezoid, triangle, rhombus, hexagon, orientation, rigid, flexible, transparent, translucent, opaque, rough, smooth, soft, hard, grooves, straight, curved, wavy Estimation- range, greater than, less than Geometry- shape, square, trapezoid, triangle, rhombus, hexagon, symmetry, cube, prism, cone, edge, face, pyramid 65 Differentiation of the Curriculum Tubbing: Number/Place Value TEKS 1.1B Create sets of tens and ones using concrete objects to describe, compare, and order Graphing Activities whole numbers. Tuesday TEKS 1.1D Estimation Jar TEKS 1.9B Read and write numbers to 99 to describe sets of concrete objects. Use organized data to construct real-object Weekly TEKS 1.5C graphs, picture graphs, and bar-type graphs. TEKS 1.7A Compare and order whole numbers using place value. TEKS 1.10 A Estimate and measure. .TEKS 1.7B Draw conclusions and answer questions using information Compare and order two or more concrete objects according to length (from longest to organized in real-object graphs, picture graphs, and bar-type shortest). graphs. TEKS1.7D Compare and order the area of two or more two-dimensional surfaces (from covers the most to covers the least). TEKS1.7E Compare and order two or more containers according to capacity (from holds the most to holds the least). Place the jar where all What Would Be Your Favorite Vacation Spot? This is a wish Wednesday Friday children can see it. As a vacation. review use middle sized The week before begin a discussion about children’s most objects. Give the students favorite place to go on a vacation. Bring brochures, pictures All 10 Place Value All 10 Place Value a range from magazines, drawings from children. Children could Workstations are out. Workstations are out. before they begin to make illustrate their vacation spot and try to promote it. Have the estimates. children vote on their 4 most favorite places to vacation. For estimation activities 1) Suggested questions to ask: the jar should have a base *How many children like each vacation spot? line that does not move, 2) *How many more like ____than _____? the size of the objects used should be getting *How many like_____? How do you know? smaller, and 3) the *How many more like _____than ____? children need to be given *How many less like _____than ____? a range of how many *What do you see on the graph? objects are in the jar. *What does the graph tell you? * What was the most popular/least popular? *What was the result from the other grade level? Teacher observations: *Children can explain why we graph. *Children can discuss the elements of the graph. *Children can compare information on the graph. *Children can initiate the steps in graphing 66 Journal : 10 minutes Have students write 3 things they learned this week and provide teacher feedback about the lesson. What does it mean if the temperature goes down? What does it mean if the temperature goes up? What tool of measurement is used to measure the temperature? ____________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________ 67 Primer Grado 1 Semana, 5to Seis Semanas Actividad de cuenta diaria Problemas diarios de la historia Lunes Aubree fue al almacén con su mama a comprar algunas cosas. Compraron jabón Nombra todos los números entre: 54 y 60, 66 y 67, 87 y 91, etc. dishwashing, leche, escamas de salvado, un poco de queso, y algunos plátanos. ( Puedes utilizar una línea de número) ¿Cuánto gastaron en líquidos? ¿Cuánto gastaron en los sólidos? Investigación de la extensión B de la matemáticas 2: Sólidos y módulo de los líquidos Martes ¿Cuántos frijoles puedes detener en tus manos? Hazlo para descubrir y para Contaré y dejaré hacia fuera un número. Díme cuál es el número. registrar su número aquí.______ ¿Podrias detener más, menos, o el mismo número Repite la secuencia del número. con habas lima? ¿Por qué piensas tan? ¿Cuántas habas lima puedes detener en Estampa tu pie cuando digo el número que falta. 51, 52, 54, 55, (53) 51, 52, 53/stamp, 54, una mano? Házlo para descubrir, y registra el número aquí.______ 55) 60, 62, 63, 64 (61) 60, 61/stamp, 62, 63, 64) 77, 78, 79, 81 (80) (77, 78, 79, 80/stamp, 81) Miercoles Shelby deseó hacer una nueva clase de soda. Ella probó muchas maneras de poner Tengo una tina de pennies. los sólidos y los líquidos juntos. Aquí es lo que ella pensó: hecho la soda de la mejor- (Usa 80 o pennies verdaderos) Contemos los pennies juntos para encontrar cuántos grupos prueba. Agua 2 onzas Azúcar 4 cucharas Condimentación vainilla de 3 cucharas de 5 podemos hacer: 1, 2, 3, 4, 5: fresa de 2 cucharas Colorante 5 gotas del azul 3 gotas del rojo Ella deseó hacer una 1, 2, 3, 4, 5… Después de que encontremos todos los grupos de 5, contemos el número de porción más grande de soda, usando 8 onzas de agua. ¿Cuánto de cada sólido y grupos que hemos hecho: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Cuenta por cinco para descubrir líquido enumeró arriba debe ella utilizar? Ella quisiera que sus 8 onzas de soda cuántos pennies tenemos: 5, 10, 15,… 80. probaran apenas como su prueba de 2 onzas. Investigación 4 de la extensión B de la matemáticas: Sólidos y módulo de los líquidos Jueves Sally y Jorge plantaron frijoles en su jardín. Pensaron que sería interesante comparar Vamos hoy a contar para descubrir cuántos pennies tenemos en este tarro. (Ten 50-100 la longitud de los vástagos que crecieron y el número de las hojas que estaban en pennies en el tarro. Vierta hacia fuera los pennies. ) Cuenta junto con migo mientras que cada vástago. Hicieron una tabla de sus observaciones. ¿Puede usted encontrar el caigo cada penny nuevamente dentro del tarro: 1, 2, 3 , 4, 5… patrón del número en las listas? Prediga qué números vendra después. Investigación 1 de la extensión B de la matemáticas: Módulo nuevo de las plantas Viernes Joe encontró una papa. Él vio cuatro nodos en él. Él lo cortó en cuatro porciones y Soporta en líneas. las plantó. Los vástagos y las hojas crecieron de cada partición de la patata. Estampa tus pies y cuenta por diez a 200. Cuando alcanzas 200, levanta tus brazos y dé Subterránea, cada pieza de la papa produjo cinco papas nuevas. ¿Cuántas papas vuelta a la derecha. (90 grados) Repita por lo menos 3 veces mas. Joe creció en todos? Extensión de la matemáticas una investigación 3: Módulo nuevo (brazos 10/stamp, 20/stamp… 1000/raise y la derecha de la vuelta) de las plantas 68 Primer Grado 2 Semana, 5to Seis Semanas Actividad de cuenta diaria Problemas diarios de la historia Lunes ¡Finja que tu clase tiene una vieja planta de la hiedra que esté creciendo demasiado Los estudiantes pueden referir a su línea del número de la clase. ¿Qué número viene entre grande! ¿Si cada estudiante en tu clase hace una planta nueva de un viejo vástago, 53 y 55? ¿62 y 63? ¿74 y 78? ¿88 y 92? cuántas plantas usted tendría? ¿Si tu clase vende todas las plantas nuevas para un cuarto cada uno, cuánto dinero tendrían? Investigación 3 de la extensión B de la matemáticas: Módulo nuevo de la planta Martes Jeremy deseó plantar algunos bulbos en un barril. Él necesitó plantarlos en la caída Repite el número que digo. Di el número que es uno más y martille sus puños. así que florecerían en el resorte. Él fue al cuarto de niños y compró cinco bulbos del 69: (69, 70/hammer) 89: (89, 90/hammer) 99: (99, (100/hammer) 78: (78, 79/hammer) tulipán y seis bulbos del narciso. En el resorte, todos los bulbos crecieron a excepción 86: (86, 87/hammer) de un tulipán y de un narciso. ¿Cuántos bulbos Jeremy tiene floración en el resorte? Extensiones A de la matemáticas Investigación 4: Módulo nuevo de las plantas Miercoles Los bulbos del ajo crecen en un manojo llamado una cabeza. Un jefe del ajo se Repita el número que digo. puede partir en seis pequeños bulbos. Cada pequeño bulbo puede crecer en una Diga el número que es uno menos y toque tus dedos del pie. 52 (52, dedos del pie 51/touch) planta. Cuando se crece la planta del invierno, el ajo florece bajo tierra. Rebecca 88 (88, dedos del pie 87/touch) 98 (98, dedos del pie 97/touch) 59 (59, dedos del pie comía un jefe de ajo. Ella plantó cada uno de los bulbos y pronto tenía flores el 58/touch) florecer en su jardín. Ella deseó más plantas que florecían en su jardín el año próximo. Ella cavó encima de las cabezas del ajo después de que las plantas murieran así que ella ahorraría los bulbos. ¿Cuántos bulbos usted la piensa podrá plantar el año próximo? Investigación 4 de la extensión B de la matemáticas: Módulo nuevo de las plantas Jueves Tu clase comenzó un almacén de la roca. ¡Todo se hace de rocas! Ian viene comprar Utilice las tarjetas del número 1-35. (un número para cada niño en la clase) algunas rocas. Él tiene este mucho dinero en su bolsillo. ¿Qué puede comprar? Pase uno hacia fuera a cada niño. Uso con el No. de la hoja del estudiante. 17. ¿“Como contamos (?) venido adelante cuando nombramos tu número y conseguimos en Investigación 2 de la extensión B de la matemáticas: Módulo de los guijarros, de la línea.” arena y del légamo Viernes Tu y tus amigos desean hacer ladrillos de la arcilla en el país. Cada persona necesita Cuente con mí por 3 como caigo 3 peniques a la vez en la poder: 3, 6, 9, 12, y 15. ¡Hazlo 2 tazas de arcilla. ¿Cuántas tazas de arcilla usted necesitará? Uso con el No. de la otra vez! hoja del estudiante. 18. Extensión de la matemáticas una investigación 3: Guijarros, arena, y módulo del légamo 69 Primer Grado 3 Semana, 5to Seis Semanas Actividad de cuenta diaria Problemas diarios de la historia Lunes Ginny y Harry están construyendo una pared con los ladrillos. Cada fila tendrá seis Pide que nueve niños se alineen en la fuente que beben( o otra área). ladrillos cuando se hacen. La pared es cuatro filas altas. ¿Cómo muchos ladrillos ¿Quién es primer en la línea para conseguir una bebida? ¿Quién será el ultimo para necesitarán para terminar cada fila? beber? ¿Quién es segundo? ¿Tercer? ¿Quinto? ¿Cuarto? Uso con el No. de la hoja del estudiante. 19. Diga las palabras de la posición como cada uno toma una bebida. (Primero, segundo, tercer, Extensión de la matemáticas una investigación 3: Módulo de los guijarros, de la arena cuarto, quinto, sexto, séptimo, octavo, noveno). y del légamo Martes Jay, Peter, Carol, Sally, y Mark están en el primer grado. Su clase fueron en una Cuente por cinco a 55 mientras que tocas tu cabeza, hombros, cintura, rodillas, y dedos del caza de la roca. ¿Si cada uno de los muchachos encontró cinco rocas, cuántas rocas pie. trajeron de nuevo a clase? (5/head, 10/shoulders, 15/waist, 20/knees, 25/toes, 30/head, 35/shoulders, 40/waist, Investigación 4 de la extensión B de la matemáticas: Módulo de los guijarros, de la 45/knees, 50/toes, 55/head) arena y del légamo Miercoles ¿Quién son yo? Tengo 23 unos y 4 diez. ¿Quién son yo? 63 Tengo 30 unos y 3 Diré un número. Repita el número y diga los tres números siguientes en secuencia. centenares. ¿Quién son yo? 330 Tengo 4 centenares, 12 diez, y 6 diez. ¿Quién son 13 (13, 14, 15, 16) 34 (35, 36, 37, 38) 59 (59, 60, 61.62) 83 (83, 84, 85, 86) yo? 526 Jueves ¿Quién son yo? Soy 45. Tengo 25 unos. ¿Cuántos diez tengo? 2 Tengo 13 diez, 2 Forma un círculo. ¿Me pregunto cuántos dedos tenemos en nuestro circulo? Soporta ambas centenares, y 21 unos. 351 Soy 341. Tengo 22 diez. ¿Cuántos centenares tengo? manos y sepára los dedos. ¿Cada uno de nosotros tememos cuántos dedos? (10) Caminaré alrededor del círculo mientras que contamos por diez. Cuando golpeo ligeramente tu cabeza, pon tus manos abajo. (10/tap, 20/tap, 30/tap…) Viernes ¿Quién so yo? Si tu pones 3 más diez con mí, yo sería 115. ¿Quién so yo? 85 Tengo Contemos cuántos trenes tengo (Demuestra 10 entrena, cada uno hecho con 10 cubos del 17 unos. Estoy entre 40 y 50. ¿Cuántos diez tengo? 3 diez + 17 unos Tengo 17 unifix): 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. unos. Estoy entre 40 y 50. ¿Quiénes son yo? 47 Ahora contemos los cubos mientras los rompo apagado y los caigo en el cubo: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 (pausa para conseguir otro tren), 11, 12, 13, 14, 15, 16, 17, 18, 19, 20 (pausa para conseguir otro tren), 21, 22, 23, 24, 25… 100. 70 Primer Grado 4 Semana, 5to Seis Semanas Actividad de cuenta diaria Problemas diarios de la historia Lunes ¿Quién es la persona del misterio? Maria tiene 3 años Margaret es 7 años. Frank tiene (Lugar aproximadamente 105 cubos en una tabla.) Vamos hoy a contar a 108. Cuente los 11 años Papa tiene 40 años. Mama tiene 38 años. Grandpop tiene 60 años.Adivina el cubos en grupos de 2 hasta que tenemos por lo menos 100. Cuente junto con mí como miembro de la familia. Soy más viejo que Frank. Soy más joven que Grandpop. Soy empujo a grupos de 2 cubos a un lado de la tabla. Cuenta el primer cubo suavemente y el más viejo de 38. ¿Quién soy yo? Papá segundo cubo en una voz normal: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, … 100, 101, 102, 103, 104, 105, 106, 107, 108. Martes ¿Quién es la persona del misterio? Maria tiene 3 años Margaret tiene 7 años. Frank Utilica las tarjetas numéricas 1-25 (un número para cada niño en tu clase). Pase hacia fuera tiene 11 años. Papa tiene 40 años. Mama tiene 38 años. Grandpop tiene 60 años. una tarjeta numérica a cada niño. Invite a dos niños al paso adelante y demuestre tus Adivina el miembro de la familia. Soy más joven que mamá. Soy más viejo de 3. Soy tarjetas. “Si tienes el número más grande, levántelo encima de colmo.” más joven de 11. ¿Quién soy yo? Margaret Continúa invitando diversos pares de niños al paso adelante . , Pregunta quién tiene el número más pequeño. Miercoles ¿Quién es la persona del misterio? Maria tiene 3 años Margaret tiene 7 años. Frank Formación una de cada forma del bloque del patrón al lado de una tina. ¿Qué forma del tiene 11 años. Papa tiene 40 años. Mama tiene 38 años. Grandpop tiene 60 años. bloque del patrón es primera en la línea a saltar en la tina? ¿Último? … etc. Di el nombre de Adivian el miembro de la familia. Soy más viejo de 13. Soy más viejo que mamá. Soy nd rd th th th la posición de cada bloque del patrón como señalo. (Primero, 2 , 3 , 4 , 5 , 6 .) más viejo de 41. ¿Quién soy yo? Grandpop Jueves ¿Quién es la persona del misterio? Maria tiene 3 años. Margaret tiene 7 años.Frank Usa cerca de 95 pennies verdaderos o del juego. tiene 11 años. Papa tiene 40 años. Mama tiene 38 años. Grandpop tiene 60 años. “Me pregunto cuántos peniques tenemos. Contemos . Cuando conseguimos diez, los Adivian el miembro de la familia. Soy más joven de 40. Soy más viejo que Margaret. agruparemos en una taza. (1, 2, 3, 4,… 10) pongamos este grupo de diez en una taza. Ahora Soy más viejo de 10. ¿Quién soy yo? Frank cuenta encendido a partir del 10. (Diez..¡11, 12, 13, 14… 20) otros grupos de diez! Diez, veinte… (21, 22…) etc.” Viernes Haz que los estudiantes creen sus propios. ¿Quién es la persona del misterio? Diré un número. Repítalo y después di el número que es uno más. 29 (30, 31) Maria tiene 3 años. Margaret tiene 7 años. Frank tiene 11 años.Papa tiene 40 años. 39 (40, 41) 59 (60, 61) 79 (80, 81) Mama tiene 38 años. Grandpop tiene 60 años. Adivina el miembro de la familia. Soy más viejo que______. Soy uno mas que________ más joven. Soy más viejo que _____. ¿Quién son yo? 71 Primer Grado 5 Semana, 5to Seis Semanas Actividad de cuenta diaria Problemas diarios de la historia Lunes Soluciona la adivinanza. Veo a 4 muchachos. ¿Cuántos ojos veo? Veo 3 caballos. Siéntense en un círculo. Vamos a contar por 5 para encontrar cuántos dedos hay en nuestra ¿Cuántas piernas veo? Veo 6 pájaros. ¿Cuántas piernas veo? clase. Como circundamos el círculo, demuestre 1 mano de 5 dedos y después demuestre la otra mano de 5 dedos. Cada uno cuenta con mí: 5, 10, 15, 20… Martes Solucione la adivinanza. Veo 5 perritos. ¿Cuántos oídos veo? Veo 2 arañas. ¡Contaremos hoy a 200! ¿Cuántas piernas veo? Veo 8 hormigas. ¿Cuántas piernas veo? Como contamos, detengámosnos brevemente después de cada grupo de 10. Tome una respiración profunda: 1, 2, 3, 4, 5, 6, 7, 8, 9, y 10 (pausa), 11, 12, 13, 14, 15, 16, 17, 18, 19, 20 (pausa)… 101, 102, 103, 104, 105, 106, 107, 108, 109, y 110 ...... 200 Miercoles Solucione la adivianaza. Veo a 4 muchachos. ¿Cuántos dedos veo? Mira los contadores en el tarro. Veo 3 caballos. ¿Cuántos ojos veo? (Hasta 100 contadores). Contemos los contadores mientras los tomo del tarro y hago Veo a 6 muchachas. ¿Cuántos dedos del pie veo? grupos de tres. Cuenta el contador pasado en cada grupo en alta voz: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12… Jueves Solucione la adivinanza. Vamos hoy a contar el número de días hay somos en los meses de la primavera. Utilicemos Veo a 4 muchachos. ¿Cuántas piernas veo? marzo, abril, y mayo del calendario, : 1, 2, 3,… 92. Veo 3 gansos. ¿Cuántas piernas veo? Veo 6 pollos. ¿Cuántas piernas veo? Viernes Solucione la adivinanza. Utilica los níqueles verdaderos. ¿Si tenemos cinco níqueles, cuántos centavos tenemos? Veo 4 vacas. ¿Cuántos ojos veo? Contemos por fives para descubrir. (5, 10, 15, 20.25) Veo 3 pescados. ¿Cuántas piernas veo? Haz igual con: 8 níqueles 9 níqueles 12 níqueles Veo 6 águilas. ¿Cuántas alas veo? 72 Primer Grado 6 Semana, 5to Seis Semanas Actividad de cuenta diaria Problemas diarios de la historia Lunes Había 15 rocas en un bolso. Entonces Sam agregó maz al bolso. Ahora hay 20 rocas Diré un número. Repítalo y después di el número que es uno menos. 68 (68, 69) en el bolso. ¿Cuántas rocas puso Sam en el bolso? 89 (89, 90) 80 (81, 82) 96 (96, 97), etc. Martes Había 21 goldfish en un acuario. Marlen agregó algunos más al acuario. Ahora hay Levanta una mano y sepára los dedos. Si tu pulgar es “primer” en línea, punto al dedo que 25 goldfish en el acuario. ¿Cuántos goldfish agrego Marlen al acuario es pasado, (meñique). Punta a tu tercer dedo. (centro). etc. Ahora punto a cada dedo como nd rd th th decimos las palabras de la posición. (Primero, 2 , 3 , 4 , 5 ) Miercoles Hay 9 mariposas en una hoja. Algunas mariposas volaron lejos. Ahora hay 5 Utilica las tarjetas numéricas 1-25 (un número para cada niño en su clase.) Reparta una mariposas en una hoja. ¿Cuántas mariposas volaron lejos? tarjeta numérica a cada niño. Invita a cuatro niños que pasen adelante, levant tu número, y pon en orden del numero más pequeño al más grande. Repite con otros grupos de cuatro niños. Miercoles Hay 12 hormigas en la acera. Algunas de las hormigas se arrastraron en la hierba. Utilica las tarjetas numéricas 1-25 (un número para cada niño en su clase.) Reparta una Ahora allí 10 hormigas en la acera. ¿Cuántas hormigas se arrastraron en hierba? tarjeta numérica a cada niño. Invita a cuatro niños que pasen adelante, levant tu número, y pon en orden del numero más pequeño al más grande. Repite con otros grupos de cuatro niños. Viernes Hay 6 ladybugs en una hoja. Algunos de los ladybugs volaron lejos. Ahora hay 4 Cuenta a 200 por unas, cincos, diez. ¿Cuál es el más rápido? ¿el más lento? ladybugs en una hoja. ¿Cuántos ladybugs volaron lejos? 73

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