Section 1



6514465-470535Revision DateApril 20, 202000Revision DateApril 20, 2020Department of Curriculum & InstructionFirst Grade Math Unit1-1 Number SenseTime Frame8/18-9/4Big IdeasStudents must develop a sense of number. Beyond 1:1 correspondence, students must be able to subitize. Number lines and number charts are ways to represent relationships between numbers. Essential QuestionsWhat relationships exist between numbers? How can you recognize a quantity without counting? How do number lines and number charts help understand numerical relationships? TEKS / Student ExpectationsSkillsConcepts(Readiness TEKs)1.2(C) use objects, pictures, and expanded and standard forms to represent numbers up to 120 (20) useobjects, pictures, and expanded and standard forms to represent numbers up to 120 (20) (Supporting TEKs)1.2(A) recognize instantly the quantity of structured arrangements 1.2(F) order whole numbers up to 120 (20)using place value and open number lines 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 Recognize Order Recite Skip-count Quantity of structured arrangementsWhole numbers up to 120 (20) using place value and open number lines Numbers 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 Students Pearson envisions (Chapter1, lessons 3.1, 3.2) Daily Number Routines At the beginning of the year it is critical that you start a daily number routine with you class. This activity is a wonderful time to: spiral review, quickly introduce TEKS that will be covered in depth later in the year, problem solve, and build a math community within your classroom. There is no “one size fits all” for this time. It’s completely customizable for your teaching style and students. The only “must haves” are that students are provided with opportunities for discussion and exposure to a variety of number sense concepts (hundreds chart, subitizing, number line, rekenrek, representing numbers, etc). TEK 1.5A ??Have 2 jars with number cards 1-120. Label one of the jars, “Count To” and the other “Count From”. Have a student pull a card from each jar. Start at the number pulled “Count From” and begin counting forward or backwards as needed until you reach the number from the “Count To” jar. Ideally give each student a personal hundreds cart so that they can follow along. ??(Resources) TEA Grade 1 p. 2 TEK 1.5B Note, that in Unit5, students will be required to skip count a total number of objects (73 cubes). In order to prepare students for this task, spiral review orally skip counting by 2s, 5s, and 10s. Provide students with 10 Frames and 100s Charts as needed. Daily Number Sense Routines Number Sense Blog with activities Number of the Day Subitizing 1.2A Subitizing allow students to move away from counting by ones to seeing numbers as chunks. It’s much quicker than counting items individually. It also leads to a student's understanding addition. K.2.D Recognize instantly the quantity of a small group of objects in organized and random arrangements 1.2.A Recognize instantly the quantity of structured arrangements ■ Perceptual subitizing- subitize small groups of single objects, typically up to 5 ■ Conceptual subitizing involves not only recognizing the subgroups, but also combining them together to compose a whole. ?“How Many do you see?’ ?“How do you know” ?“Did any one see it a different way?” ?After the students correctly subitize, hide the image. “ You’re right that is the number _____. I wish I had _____. How many more/less do I need?” 10 FrameSubitizing Steps ?Moving from Perceptual to Conceptual Subitizing ?“Fast Five”- a full row counted as five without counting each dot. ?Once they recognize that the full row is five, students can begin to count on. ?Full Row- 5,6,7,8 ?Once the students, instantly recognize a number that is “Fast Five” plus dots on the second row. Using the number 8 as an example: ?Discuss how 5 on the top and three on the bottom makes 8 ?Encourage students to look at the empty spaces and know that two empty spaces means 8. ?Discuss how 2 less than 10 means 8. ?Asking students how they know it’s 8. Responses indicates their level of understanding number sense. ?I counted all the dots. ?I said 5...6, 7, 8 ?I know that 5 and 3 is 8 ?If all the spaces were full it would be 10, but 2 are empty so it’s 8 Keep ten-frame flashcards on a ring, for easy access ?Later in the year this routine can be student-lead ?Flashcards can be utilized in independent Math Stations or with partners 10 Frame Number Matching Game (1-20)7537661000Pips (dots on dominoes or dice)Domino playing cards INCLUDEPICTURE "/var/folders/04/ftvt6k4x25nfvfcz22ynp5nr0000gn/T/com.microsoft.Word/WebArchiveCopyPasteTempFiles/page4image3560528" \* MERGEFORMATINET Building on conceptual subitizing with dominoes and counting onSubitizing the larger number and count on while touching the dots on the other side.This can be difficult for many students. Introduce in small groups so students can interact with the dominoes. so on the domino shown below, they touch the side with the six dots and say “6”, and then they touch each dot on the other side as they count on (7, 8, 9). After counting on and finding the sum, I then had them state 6 + 3 = 9.Rekenrek ?Using the Rekenrek- This pdf is a great resource for Rekenrek introduction and subitizing activities. ??Video Tutorial (1) ?Video Tutorial (2) ?Digital Rekenrek TEKS Introduction 4 (A) Students use relationships within the numeration system to understand the sequential order of the counting numbers and their relative magnitude. Sequential Order/CountingMissing Number Counting GameMath Monsters Video Counting and SymbolizingRelative Magnitude and Comparing Numbers 1-20*** Please note that the students are not using symbols to compare (< > =). The purpose of these lesson is to build on the vocabulary and number sense that students learned in Kindergarten.? Using a Double 10-Frame o “Show me_____”o “What number did you represent on your double 10 Frame? How do you know?”o “What number is one more/less that___?”o “How many more counters are needed to fill the bottom of the 10 Frame/ How do you know?’o How many more to get to 20? How do you know?”o Show me 15. How many full 10 Frames do you have? How many are on the bottom/unfilled 10 Frame?”10 frame war gameo In a small group, Arrange students into pairs. Prompt each student to represent a number of their choice on their Rekenreks o Ask each student:? “What number is represented?”? “How do you know?”? “How many slides do you use?’o Prompt the students to use words to describe the comparison of the two numbers. Display or provide sentence stems? ____ is more than _____? ____ is the same number as ____? ____ is less than ____o Questions? “How are the quantities ___ and ___ alike/different?’ How do you know?”? How many more/less is__ than ___?”Stations/CentersStations provide students the opportunity to practice skills that have introduced or taught in whole group or Guided Math lessons. Partnering students in stations allows them the opportunity to talk about their mathematical thinking, apply academic vocabulary, and hear how their peers think about math. When students visit math centers, the teacher has the opportunity to meet with Guided Math groups for small group instruction. Once stations are created and introduced, they can be spiraled back and utilized in any unit. Fluency- ?Matching activities (Rekenrek, dots, 10 Frame, etc) o Matching Game (1) o Matching Game (2) Recursive/Practice/Application- ?Students can practice counting on laminated hundreds charts, skip counting, or filing in hundreds charts o Hundreds Chart with Missing Numbers Hands On ??Laminate number cards 1-20. Students can practice representing the numbers on Rekenrek or with manipulatives on a double 10 frame. ??Students can use dot stickers, BINGO dobbers, or markers to represent numbers 1-20 on a double 10-Frame in their journals. o Double 10-Frame can either be laminated for repeated use, or teacher can minimize on the copy machine for journal entries.Exemplar- Tom has 43 marbles. Use counters and 10 frames to represent Tom’s marbles. How many 10 frames did you use? How many more marbles does Tom need to get to 50? To Critical Writing Prompts INCLUDEPICTURE "/var/folders/04/ftvt6k4x25nfvfcz22ynp5nr0000gn/T/com.microsoft.Word/WebArchiveCopyPasteTempFiles/page7image3169392" \* MERGEFORMATINET 1.Using the 10-Frame above, write a sentence (or draw and label a picture) explaining how you were able to subitize this number. (e.g. It is 7 because I saw the fast five on the top and counted two more. Or I saw that there were three missing spots, and 10 take away three is 7). 2. Your friend dropped 5 pennies on the floor. Draw and label a picture showing how the pennies might have been grouped together on the floor. Then write a sentence about how this would look like on a Rekenrek (e.g. I have 3 red and 2 white). Strategies for Struggling Students (S3)For struggling students, use smaller groups to focus on comprehension, analysis, and /or application of content.Kindergarten TEKs to review as needed.(2) Number and operations. The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system. The student is expected to:(A) count forward and backward to at least 20 with and without objects(B) read, write, and represent whole numbers from 0 to at least 20 with and without objects or pictures(C) count a set of objects up to at least 20 and demonstrate that the last number said tells the number of objects in the set regardless of their arrangement or order(E) generate a set using concrete and pictorial models that represents a number that is more than, less than, and equal to a given number up to 20 (F) generate a number that is one more than or one less than another number up to at least 20(G) compare sets of objects up to at least 20 in each set using comparative language(H) use comparative language to describe two numbers up to 20 presented as written numerals (I) compose and decompose numbers up to 10 with objects and pictures.Early Number Sense Intervention Lessons ?TEA Kindergarten Student Activities p. 2-82 1:1 Correspondence Activities Counting and Number Match Puzzle Roll and Collect Board Game Play-dough Mats VocabularyTen-FrameDouble 10 Frame SubitizingStructured arrangement PipsHundreds Chart Rekenrek (Math Rack) Relative Magnitude QuantityValue Counting OnNumber LineSample STAAR or STAAR-Like Assessment Items Link to unit assessmentResources*The suggested resources are one of many ways to address the TEKS student expectation. TEA Stations and Small Group Activities Grade 1 Kindergarten ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download