Nolder Center Yourself In Math - Core Knowledge Foundation
"Center" Yourself in Math
Grade Level or Special Area: 1st Grade Written by: Linda Nolder, Carol Blaschke, Jane Hollingsworth, Lori Armstrong, Susan Ulrich, Sherra McClelland & Joan Krausmann; Northern Hills Elementary Length of Unit: 19 Lessons
I. ABSTRACT A. Measure a snake......Count the stars....Crack the egg....spin the dreidel...sail the
oceans....all the mathematical way! In this unit, children are able to practice their math skills independently in various math centers. Take your pick from a great collection of thematic math activities. These activities go hand in hand with the topics found in the Core Science and History/Geography sequence.
II. OVERVIEW A. Concept Objectives
1. First grade math standards will be explored, practiced, and reinforced.
B. Content from the Core Knowledge Sequence
1. Recognize patterns and predict the extension of a pattern 2. Recognize and write numbers 0-100 3. Count from 0 ? 100 by ones; twos; fives; tens 4. Use tallies 5. Identify ordinal position, 1st to 10th. 6. Recognize place value: ones, tens, and hundreds. 7. Identify more and less; counting how many more or less. 8. Recognize fractions as part of a shoe: ?, 1/3, ?. 9. Create and interpret simple pictorial graphs and bar graphs. 10. Identify and recognize relative value of penny, nickel, dime, quarter. 11. Know the meaning of the plus (+) sign. 12. Know what a "sum" is. 13. Know addition facts to 12. 14. Add in any order. 15. Know how to write addition problems horizontally and vertically. 16. Know that when you add 3 numbers, you get the same sum regardless of grouping of addends. 17. Know the relation between addition and subtraction; understand subtraction as "taking away." 18. Know the meaning of a minus sign. 19. Know what a "difference" is 20. Know subtraction facts to 12 21. Solve basic one-step story and picture problems. 22. Compare weights of objects using a balance scale. 23. Measure weight in non-standard units and in pounds. 24. Measure length using non-standard units. 25. Estimate and measure capacity in cups. 26. Identify quart, gallon. 27. Associate temperature in degrees Fahrenheit with weather. 28. Read a clock face and tell time to the half-hour. 29. Identify top, bottom, and middle. 30. Know and use terms of orientation and relative position. 31. Identify and draw basic plane figures; square, rectangle, triangle, circle.
C. Skill Objectives These objectives are from the Math Texas Essential Knowledge & Skills
2007 Core Knowledge? National Conference, Grade 1, "Center" Yourself in Math
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1. (1.1A) The student will compare and order whole numbers up to 99 using sets of concrete objects and pictorial models. 2. (1.1B) The student will create sets of tens and ones using concrete objects to describe, compare, and order whole numbers. 3. (1.1C) The student will identify individual coins by name and value and describe relationships among them. 4. (1.1D) The student will read and write numbers to 99 to describe sets of concrete objects. 5. (1.2A) The student will separate a whole into two, three, or four equal parts and use appropriate language to describe the parts such as three out of four equal parts. 6. (1.3A) The student will model and create addition and subtraction problem situations with concrete objects and write corresponding number sentences. 7. (1.3B) The student will use concrete and pictorial models to apply basic addition and subtraction facts. 8. (1.4A) The student will identify, describe, and extend concrete and pictorial patterns to make predictions and solve problems. 9. (1.4B) The student will use patterns to skip count by tow, fives, and tens. 10. (1.5B) The student will compare and order whole numbers using place value 11. (1.5D) The student will use patterns to develop strategies to solve basic addition and basic subtraction problems. 12. (1.5E) The student will identify patterns in related addition and subtraction sentences (fact families for sums to 18). 13. (1.6A) The student will describe and identify two-dimensional geometric figures, including circles, triangles, rectangles, and squares. 14. (1.7A) The student will measure length, capacity, and weight of objects using nonstandard units. 15. (1.7B) The student will describe the relationship between the size of the unit an the number of units needed in a measurement. 16. (1.7E) The student will compare and order two or more containers according to capacity. 17. (1.7F) The student will compare and order two or more objects according to weight/mass. 18. (1.7G) The student will compare and order two or more objects according to relative temperature. 19. (1.8B) The student will read time to the hour and half-hour using analog and digital clocks 20. (1.9A) The student will collect and sort data. 21. (1.9B) The student will use organized data to construct real-object graphs, picture graphs, and bar-type graphs. 22. (1.10A) The student will draw conclusions and answer questions using information organized in real-object graphs, picture graphs, and bar-type graphs 23. (1.11C) The student will select or develop an appropriate problem-solving plan or strategy including drawing a picture, looking for a pattern, systematic guessing and checking, or acting it out in order to solve a problem. 24. (1.11D) The student will use tools such as real objects, manipulatives, and technology to solve problems. 25. (1.12B) The student will explain and record observations using objects, words, pictures, numbers, and technology.
III. BACKGROUND KNOWLEDGE A. For Teachers
2007 Core Knowledge? National Conference, Grade 1, "Center" Yourself in Math
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1. Hirsch, Jr., E.D. What Your First Grader Needs to Know 2. Hirsch, Jr. E.D., Wright, Souzanne A. Core Knowledge Teacher Handbook 3. Texas State Math Standards
B. For Students 1. Texas Kindergarten Math Standards 2. Texas First Grade Math Sandards
IV. RESOURCES
V. LESSONS Lesson One: Maps/Globes - Math Centers A. Daily Objectives
1. Concept Objective
a. First grade math standards will be explored, practiced, and reinforced.
2. Lesson Content
a. Recognize patterns and predict the extension of a pattern b. Identify more and less
3. Skill Objective
a. The student will identify, describe, and extend concrete and pictorial patterns to make predictions and solve problems ? 1.4A
B. Materials
1. Continental Pattern Cards (Appendix A-1, A-2, A-3) 2. Long strip of paper (sentence strips) 3. Continental War Cards (Appendix B-1, B-2, B-3)
C. Key Vocabulary 1. pattern ? a series of objects in a particular order 2. repeating pattern ? a pattern that continues over and over 3. sequence - what comes next 4. continents - (Asia, Africa, Europe, North & South America, Antarctica, Australia
D. Procedures/Activities 1. Activity One ? Continental Patterns
a. The students will use the continental pattern cards to create a pattern. (Appendix A-1, A-2, A-3) b. Students may choose 2 to 3 continents to use. c. Students will glue their pattern onto the strip of paper. d. Students will make the pattern sequence at least 3 times.
2. Activity Two ? Continental War
a. The teacher will make 3 sets of each page of Continental War cards (Appendix B-1, B-2, B-3). The cards will be cut apart into a deck. b. Each student gets half the deck. c. The cards are placed face down in front of the student. d. Both students turn over the top card. If the number is larger, the student will say "Continents". The student with the larger number takes both cards. e. If the students turn over the same card, they just turn over the next card to determine the higher number.
E. Assessment/Evaluation
Activity One ? Continental Patterns
2007 Core Knowledge? National Conference, Grade 1, "Center" Yourself in Math
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Students will share their pattern strips and identify the pattern. Students will tell whether they have and AB or ABC pattern or if they have an extended pattern such as an AAB, AABBC, etc. Activity Two ? Continental War Students will partner check themselves as they play. The game is over when both students have turned over all their cards. The winner is the one with the most number of cards.
Lesson Two: Mesopotamia ? Math Centers A. Daily Objectives
1. Concept Objective
a. First grade math standards will be explored, practiced, and reinforced.
2. Lesson Content
a. Recognize and write numbers 0-40 b. Count from 0-40 by ones; fives; tens c. Use tallies to make numbers 1-40
3. Skill Objectives
a. The student will read and write numbers to 40 to describe sets of concrete objects. ? 1.1D b. The student will use patterns to skip count by fives and tens. - 1.4B c. The student will compare and order whole numbers up to 99 using sets of concrete objects and pictorial models. ? 1.1A B. Materials 1. toothpicks 2. glue 3. Tally Mark Recording Sheet (Appendix C) 4. tally chart 5. Four different sized plastic containers labeled A, B, C, D. Containers should be small enough to accommodate 1-20 unifix cubes 6. Unifix cubes 7. Mesopotamia Estimating/Counting recording sheet (Appendix D) C. Key Vocabulary 1. tally mark - a line representing one object or numeral 2. estimate ? to make a guess as to how many D. Procedures/Activities 1. Activity One ? Hammurabi's Tally Marks a. The teacher will explain the tally chart and how the fives always "cross over" when making tally marks. b. Students will be given the Tally Mark Recording Sheet (Appendix C) and a small Ziploc bag of toothpicks. c. Students will group toothpicks by fives to make the given number on the worksheet. d. Students will glue the toothpicks as tallies to the worksheet. 2. Activity Two ? Mesopotamia Estimating/Counting to 20 a. The student picks a container and guesses how many cubes will fill the container. The student records his estimate on his recording sheet. (Appendix D) b. The student fills the container with cubes. He/she then empties out the container and counts the cubes. The student records how many objects it took to fill the container. c. The student repeats the activity with the other 3 containers. E. Assessment/Evaluation
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Activity One ? Hammurabi's Tally Marks The teacher will check that the student has glued the toothpicks onto the worksheet correctly. Activity Two ? Mesopotamia Estimating/Counting to 20 The student will count cubes correctly.
Lesson Three: Egypt ? Math Centers A. Daily Objectives
1. Concept Objective a. First grade math standards will be explored, practiced, and reinforced.
2. Lesson Content a. Recognize and write numbers 0 ? 100. b. Recognize place value: ones, tens. c. Know addition facts to 12 d. Add in any order e. Know how to write addition problems horizontally and vertically.
3. Skill Objectives a. The student will compare and order whole numbers up to 99 using sets of concrete objects and pictorial models. -1.1A b. The student will read and write numbers to 99 to describe sets of concrete objects. 1.1D c. The student will compare and order whole numbers using place value ? 1.5B d. (1.3A) The student will model and create addition and subtraction problem situations with concrete objects and write corresponding number sentences. 1.3A e. The student will use concrete and pictorial models to apply basic addition and subtraction facts. -1.3B
B. Materials 1. set of pyramid playing cards for each player {Cards need to be run front to back with pyramid on one side and numerals on the other}(Appendix E-1, E-2, E-3) 2. pocket chart for each player (8X12 sheet of construction paper, cut in half, fold over lower half to make a pocket flap 3. hundred chart (Appendix F) 4. different colored crayon for each player 5. How Many of Each recording sheet (Appendix G) 6. mummy and pyramid manipulative sheet (Appendix H-1, H-2)
C. Key Vocabulary) 1. pyramid ? a huge tomb built in Egypt for the pharaohs 2. addition number sentence ? using #'s and symbols in a written number fact 3. sum ? solution to an addition number sentence
D. Procedures/Activities 1. Activity One ? Pyramids a. Each player has their own set of playing cards and a pocket chart. b. Each player lays their cards face down so that the pyramids are showing. Mix them up so the cards are not in sequential order. c. Each student chooses 2 cards from their own set to make a 2-digit number and places them face down in the pocket chart. d. When all players are ready, turn the pocket chart cards over and read the number that you made. e. Compare your number to your partner's and call out which is the greater number. f. Each player uses their crayon to color their number on the hundreds chart.
2007 Core Knowledge? National Conference, Grade 1, "Center" Yourself in Math
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