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6514465-470535Revision DateApril 20, 202000Revision DateApril 20, 2020Department of Curriculum & InstructionFirst Grade Math Unit1-5 Counting Number patternsTime Frame11/16-11/20Big IdeasCounting and place-value patterns can be seen on a hundred chart. Skip counting can be used to find the total number of objects in a collection of equal groups. Essential QuestionsWhat patterns can be seen on a hundreds chart? How can skip counting be used to find the total number of objects in a collection of equal groups? How can identifying elements that repeat in a predictable way be used to solve some problems? TEKS / Student ExpectationsSkillsConcepts(Supporting TEKs)1.5(A) recite numbers forward and backward from any given number between 1 and 120 1.5(B) skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set ReciteSkip countNumbers forward and backward from any given number between 1 and 120 Twos, fives, and tens to determine the total number of objects up to 120 in a set (Process Skill) TEKS 1.1(A) apply mathematics to problems arising in everyday life, society, and the workplace 1.1(B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution 1.1(C) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems 1.1(D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate; 1.1(E) create and use representations to organize, record, and communicate mathematical ideas 1.1(F) analyze mathematical relationships to connect and communicate mathematical ideas 1.1(G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication. ApplyUseSelect Communicate Create Analyze Display Explain Justify Mathematics to problems arising in everyday life, society, and the workplace Problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem- solving process and the reasonableness of the solution Tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems Mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate; Representations to organize, record, and communicate mathematical ideas Mathematical relationships to connect and communicate mathematical ideas Mathematical ideas and arguments using precise mathematical language in written or oral communication. Tier I Instructional Strategies – Classroom Instruction for All Students658050516954500 Pearson Envision 7Recite numbers: INCLUDEPICTURE "/var/folders/04/ftvt6k4x25nfvfcz22ynp5nr0000gn/T/com.microsoft.Word/WebArchiveCopyPasteTempFiles/page3image16162736" \* MERGEFORMATINET Hundreds chart ideasKhan academy videoMath monster number lineRows ○ ?The ones digit changes from 1-9 in each row. ○ ?The tens digit remains the same from numbers with a ones digit 1-9 ○ ?In every tenth number, the ones digit changes to zero and the tenth digit changes by 1. Columns ○ The ones digit remains the same and the tens digit increases by 1 Number sense is critical■ When students count forward and backward, they are laying the foundation to future addition and subtraction problems. ○ Strategy to quickly spiral review Have two jars, each with numbers 1-100 (or 120). Label these jars Count From (or Start) and Count To (or Stop) Each day choose one number from each jar. Locate the numbers on a 120 chart, practice counting Question Stems ?“Are we going to count forwards or backward? Are the numbers going to increase or decrease? Can you think of an addition/subtraction equation to model what we did on the hundreds chart? Can you model it on a number line? Can you use skip counting strategies? From Math Coach’s Corner, “Many mental math strategies rely on students being able to “jump” tens. For example, 10 more than 28 is 38. The fancy math term for this skill is counting by 10s off the decade. In other words, not just counting 10, 20, 30, 40, etc., but also counting 17, 27, 37, 47, etc. Students should be able to count off the decade from any number fluently. Don’t, however, forget about the concrete–>representational–>abstract (CRA) sequence of instruction. While the goal is to be able to count by 10s off the decade, which is rote counting, we also want students to understand the concept. A great way to introduce counting off the decades is to build a number, for example, 27, using base-10 blocks. Then continue to add rods as students count by 10s. So they see why counting by 10s off the decade works. Why the ones stay the same, and only the tens change. Tie this in with the hundred chart. A great way to practice counting by 10s off the decade is using one of my favorite routines from Number Sense Routines by Jessica Shumway. The routine is called Count Around the Circle, but it works perfectly when kids are in line, too, like when they’re lining up for recess, waiting in line for the restroom, etc. You start with a number, say 14, and proceed around the circle counting by tens. So the first child would say 24, then the next would say 34, etc. When you get around the circle, you can start back around counting backward by tens! I like it better than choral counting, because each child knows they are going to participate. You will want to have supports, like a hundred chart, for students who might struggle.” Counting off the decadeProblem Solving Use counters and/or illustrations Create/use a table to organize information ○ Students will also need exposure to creating and using tables to help problem solve real-life situations■ Example- There 6 baskets of apples. Each basket contains 5 apples. How can you use skip counting to determine the number of apples in all? How many apples would there be if there were 8 baskets? ● Question Stems: ○ ?“What information are you supposed to find?’ ○ ?What information from the story is helpful/necessary to solve the problem?” ○ ?Can you create a table to display information in an organized way?” ○ ?“What is the pattern?” ○ ?“Can you use the table to extend the pattern?” ○ ?“Is your answer reasonable?” Critical Writing PromptImagine you have a large group of pennies that need to be counted. Would you count them by 2s, 5s, and 10s? Justify your answer. Would it be reasonable for someone to count them differently? Explain. Describe a real-life problem situation that you would best be solved by creating a table and using skip counting patterns.Strategies for Struggling Students (S3)Use a 5 Frame or 10 Frame for skip counting objects by 5 and 10. ?Instead of a hundreds chart, use a number line with benchmark numbers or only containing skip counting patterns. 66571284762500?Practice unscrambling skip counting patterns ?Provide multiple opportunities to practice with manipulatives INCLUDEPICTURE "/var/folders/04/ftvt6k4x25nfvfcz22ynp5nr0000gn/T/com.microsoft.Word/WebArchiveCopyPasteTempFiles/page5image16099072" \* MERGEFORMATINET Bottle cap skip countingCounting by 10 hopscotch INCLUDEPICTURE "/var/folders/04/ftvt6k4x25nfvfcz22ynp5nr0000gn/T/com.microsoft.Word/WebArchiveCopyPasteTempFiles/page9image16180576" \* MERGEFORMATINET Vocabulary Counting Natural Numbers DigitForward/BackwardRecite Skip Counting Increment Multiple of 10 Ones Place Tens Place Sample STAAR or STAAR-Like Assessment Items *The following sample questions are one of many ways to assess the TEKS student expectation. Unit Assessment (click link to download) Resources*The suggested resources are one of many ways to address the TEKS student expectation. TEA Stations and Small Group Activities Grade 1 Kindergarten TEA vertical alignment chart ................
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