: 1st grade math lessons
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|1st grade math lessons|
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|1st grade math lessons|
|1st grade math lessons|
1st Grade Magnitude Math Lessons
Hi! It's Sarah from Learning is for Superstars! I hope you had a great Christmas and a wonderful break! It's been hard getting back into the swing of things . packing lunches, using an alarm clock, getting to bed early, getting 1st grade math lessons early, homework . But here we are!
Breakfast at tiffanys sleep mask first graders are learning about estimation when looking at a group of objects and then decide if there are 3, 30, or 300. Or perhaps there are 7, 70, or 700 M&Ms in the bag. Or perhaps 2, 20, or 200 pencils in the box.
|About how many snowmen are there?|
|About how many butterflies are there?|
We started by tcf woodbury hours this Smart Board activity I found on Smart Exchange. Do you know of Smart Exchange?? If not, it's free to join! Download Smart Board activities to use in your classroom. I love it!
Anyway . here's a glimpse into the activity, along with the link.
Then they are to explain their reasoning. My favorite story is a little boy who said he could watch movies for 20 hours . until a classmate looked at him and said "All day?!" Yep, they understand it now!
We finished up our first lesson with sorting these candy pictures by 2, 20, or 200. We made category headings in our math notebook and then the children cut, sorted, and glued them down under the headings. Click on the image to download your own!
We worked on making logical guesses on how many using these clip cards.
Then I pulled them out with a recording page for them to choose about how many there are in each bag.
These are in my magnitude pack. Click on the images or here to find it on TpT!
Jen, another Virginia teacher from An Adventure in Literacy, has created this fabulous Reasonable Magnitude unit, which I am using this week. Check out this great product on teaching magnitude!
This is a challenging unit to find resources on, so I hope that Jen and I have been able to help you out! See you back in February!
You can help your child build confidence as well as communication skills in mathematics by practicing newly acquired skills at home by encouraging opportunities to use math in everyday situations. Allow your child's math class-work or homework to guide you in determine the appropriate level of challenge.
While at home, invite your child to:
- help you count coins for rolling and taking to the bank
- reset clocks when the time changes in fall and spring
- mark dates of importance on a calendar
While shopping, allow your child to:
- compare prices on different brand items
- read food labels to compare servings per container
- estimate hoe many cartons of milk to buy
On car or bus trips, challenge your child to:
- find numbers 1 through 10 (or higher as the year goes on) in order
- find the numbers 10 through 1 in reverse order
- count how many red cars he/she sees in five minutes
Students have access to digital resources at home as well!
Password: RTSD network Password
The purpose of this document is to connect and sequence mathematical ideas to enable teachers to plan learning opportunities for students to amazon photos upload a coherent understanding of mathematics. Clusters and sequencing are designed to foster students’ meaning making of the connections among mathematical ideas and procedures. This meaning making occurs overtime. Therefore, the concepts are included in multiple clusters with increasing depth. They build across the year beginning with conceptual understanding and moving toward procedural fluency.
Each cluster includes a list of related content standards and a range of suggested duration. Standards indicate the mathematics expectations of students by the end of the school year. Standards are introduced and developed throughout the year, so the fact that a content standard is listed in a particular cluster does not indicate that it is to be mastered in the cluster.In some clusters, strikethroughs in the content standards denote the portion of the standard that will be taught later. In other clusters, the full standard appears, but suggestions about the intended focus are noted in the cluster descriptions. Because standards may be included in clusters long before mastery is expected, formative assessment is an essential tool for instructional planning and reporting student progress. This assessment naturally occurs as teachers elicit students’ mathematical thinking and reasoning while doing mathematics.
Particular Standards for Mathematical Practice are indicated for each cluster. The listed suggestions are a guide for teachers. While the practices listed may lend themselves particularly well to the cluster’s content, this does not imply that they are the only practices students will use. Students doing rich mathematical tasks will naturally engage in many mathematical practices as they do mathematics. During instruction teachers may observe and decide to highlight the other practices students are using beyond those listed in the cluster.
Each cluster includes a section called “What is the mathematics?” that describes the significant concepts and connections within the standards necessary for students to make sense of and use the mathematics. A second section called “Important Considerations”provides guidance based on student learning progressions as well as ideas and models for teaching within problem-solving situations. Problem-solving and mathematical reasoning define what it means to do mathematics. Rich tasks (including word problems) provide students with concrete contexts to use as they are introduced to new mathematics. Later, work within such tasks allows students to develop understanding and eventually to demonstrate mastery. Rich tasks with multiple entry and exit points allow for natural differentiation of instruction and are accessible for all students.
The initial cluster at each grade includes a focus on building mathematical community. Learning mathematics involves productive struggle during problem-solving and meaningful discourse as students share strategies and explain their thinking. This requires individual students to have a mathematical mindset, a belief that they can learn and do mathematics, so they will take risks when solving non-routine tasks. Collectively, students must share ideas publicly as they critique mathematical ideas with peers and teacher. A safe community where mistakes and struggles are valued as learning opportunities is essential. Mathematical norms about how students do and talk about mathematics need to be explicitly established in the same way that other routines and expectations are introduced at the beginning of a school year.
How do you feel about teaching math? I have to be honest and say that it’s not my favorite subject to teach. However, I think my problem is that I feel like I am constantly struggling to find ways to supplement our math curriculum while still keeping it fun and engaging. A couple of months ago, I started planning and organizing what I would want out of a math curriculum for 1st graders. I am actually really excited about teaching math now.
As of right now, I have two units completed and available in my Teachers Pay Teachers store. Unit 1 is all about Number Recognition and Counting and Unit 2 is about Base Ten and Place Value. Addition and Subtraction within 10 is coming next.
Thank you to ASTROBRIGHTS® Papers for partnering with me on this blog post. I received payment, trade, and or products from ASTROBRIGHTS® Papers in exchange for promoting. However, all opinions stated are my own and I only promote brands and products that I use and love. This post also contains affiliate links. I receive a small commission each time someone makes a purchase through one of my links.
Each unit includes 10 lessons for instruction along with many supplemental activities.
Each of the 10 lessons include:
• Math Chat – Math Discussion Questions
• Brain Warm Up
• Whole Group Mini-Lesson
• Small Group Practice
• Take Away Ticket – Perfect for checking for understanding.
After 5 lessons, you will find:
• School-Home Connection
• Additional Practice Pages
• Spiral Review
• Intervention Materials
• Interactive Notebook Activity
Each unit also includes a Unit Assessment.
★The Math Chats and Brain Warm Ups for each day are also in an included digital version that can be displayed on your classroom projector.
Since the two units I have available now are geared more towards the beginning of the school year, I wanted to share a FREEBIE with you that will eventually be available in a future math packet.
These Add and Clip cards make a great independent center activity for your students. Print them on colored cardstock or laminate for durability. I used Astrobrightspaper in Lunar Blue™ and Rocket Red™ for these cards, but you could use any of your favorite colors.
The students will add the equation. Then, they will place a clothespin onto the correct answer. If you want these to be self checking, place a small dot on the back where the correct answer would be.
Click HEREto download this FREEBIE.
Here are some more walmart black friday nov 25 2020 from Unit 1 and Unit 2. If you love the colors, this variety packetfrom Astrobrightsis a great option.
Be sure to follow my Teachers Pay Teachersstore to be updated when each unit is available.
Learning Objective: Count and write values of coins up to $1.00 using dollar sign, decimal, and cent symbol.
Prior Knowledge: Familiarity with addition with more than two addends
- Book: Jenny Found a Penny by Trudy 1st grade math lessons Quarters, Dimes, Nickels, Pennies (real or plastic)
- Math Journals or writing paper
- White board
Gather the students around you as you read Jenny Found a Penny so that they can interact while you read. The story is about a determined little girl who is saving money for a special purchase. There are sidebars on each page with realistic pictures 1st grade math lessons the coins for your students to add up as Jenny collects them. To assist in the addition 1st grade math lessons should use a white board to write the numeric amount of the coins time in grand rapids mi a vertical line and demonstrate how to add each time she finds another coin.
Questions about the book:
- What is the value of each coin?
- When Jenny goes to the store with her dollar how much more does she need?
- Jenny needs seven cents and she finds a dime. How much will she have left over? Can someone write the math problem on the board? 10-7=3
- What is a tax?
Journal Activity: Choose two coins and write about what you see on both sides of the coins. (See additional information below.)
Small group with the teacher (during the journal activity) provide a pile of coins (pennies, nickels, dimes and quarters only) and ask the students to perform citizensbank com down tasks:
- Which coin means one cent? What is 1st grade math lessons called?
- Which coin means five cents? What is it called?
- Which coin is called a quarter? How much is it worth?
- Which coin is called a dime? How much is it worth?
- Gather coins that make eight cents.
- Gather coins that make twenty-five cents.
You will always have a few students who want to know more about things! Here is some information about the coins:
Penny (cent): Picture of Abraham Lincoln the 16th How to get account number from sprint on one side, The Lincoln Memorial on the other side of most of the pennies.
Nickel: Picture of Thomas Jefferson the 3rd President on one side, his home Monticello in Virginia on the other side.
Dime: Picture of Franklin Roosevelt the 32nd President, the man who served the longest, on the other side a torch, oak branch and olive branch.
Quarter: Picture of George Washington the 1st President also known as “The Father of Our Country” and on the other side a bald eagle.
State Quarters: George Washington is on one side and the other side varies depending on the state.
Strategies for Teaching Math in Grades 1 through 3
Since the introduction of the common core, school districts across the nation have emphasized the importance of understanding the process over learning rote memorization to learn formulas and solve problems. Since kids no longer rely only on traditional memorization methods to learn math, the techniques we teach kids must give them the tools they need to understand math. Let us take a deeper look at some of the best practices for teaching math to early elementary kids using common core worksheets.
Grade 1: Techniques to Teach
In kindergarten, kids are working on basic math, like learning to count, and simple addition and subtraction using single numbers. First grade math is a huge step 1st grade math lessons in complexity, as kids are learning to count larger numbers, learning to solve equations, and adding to their vital math vocabulary.
As kids learn increasingly complex math concepts, the following strategies can help students increase their number sense:
One of the most important concepts to introduce to first graders is place value. Think of place value as a gateway to easily understanding large numbers. Once kids are able to understand a digit’s place or value in a number, they can learn the steps to adding and subtracting numbers larger than 10.
Kids are able to compare numbers from an extremely a moment of truth thank you for your service age, and are adept at being able to tell when they someone has more or less of something than them. In the first grade, kids take this a step further by learning “greater than”, “less than”, and “equal to”, which helps reinforce the relationship and value of numbers.
- Using Fact Families to Show Relationships
Fact families show kids how numbers are related to each other. When kids understand the association between numbers and the facts that unite them, they are able to see how addition and subtraction are related, and even how they can use addition to subtract, and vice versa.