Mathematics Curriculum Guide
Number Sense and Number Systems
Grade 1 In the Area of: Number Sense & Number Systems |
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| 1
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| Recognize, count, combine, identify, order, create, and compare numbers 0-50 | -Number Squeeze (Chicago Math) -Direct counting from 0-50 while pointing to numerals on large hundreds chart. Teacher models making a train of ten Unifix cubes.
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In groups of five, students each make a train of 10 Unifix
cubes. The group puts their individual trains into one long one. As each group counts from
1-50, one student from within the group puts counters over the numbers on a hundreds board
chart. Students then work individually or in groups completing a dot-to-dot picture that
involves numbers less than 50.
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Student correctly identifies sequence
in dot-to-dot picture.
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- Unifix Cubes at least 10 per student. - Hundreds Board Chart (large and individual size). - Counters. - Dot-to-Dot Picture.
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Grade 1 In the Area of: Number Sense & Number Systems
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| 2
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| Formulate strategies for addition and subtraction of whole numbers such as: counting (all and none,, more/ less, doubles, using ten frames. | Pose the question: "How big is my hand?" The class
is prompted to suggest ways to measure the teacher's hand. The next prompt "How many
cubes wide is my hand?" Students call out estimates while one student records on
large paper or chalkboard. Teacher traces hand on an overhead, then makes a train of
Unifix cubes as wide as the hand. A student volunteer then counts the cubes. Process is
repeated with other manipulatives as units of measure: attribute blocks, counters, base
ten units, buttons, etc. For each type of unit the students must estimate first, then
count.
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Students work in pairs to estimate the width of hands, feet,
books, and desks (as well as other objects as directed by the teacher). Students record
their estimates first and then actual counts. A chart can be shared with the whole class
identifying the objects measured, unit used to measure, estimate and the actual count.
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Record of both estimates and
counting.Discussion of shared responses.
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The student estimates how many Band-Aids the child uses in the poem BAND-AIDS by Shel Sliverstein(Where the Sidewalk Ends). Then manipulatives can be used to do an actual count phrase by phrase. A small group could make a life-size tracing of a child with band-aids placed according to the poem. | - Where the Sidewalk Ends. - Counters, Unifix cubes, base ten blocks for measuring. - Paper to record.
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Grade 1 In the Area of: Number Sense & Number Systems
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| 3
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| Count objects using ten frames, by 2's,
5's, and 10's.
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Introduce secret code number lines (2, 5, 10). Challenges students to find 2's (or 5's, 10's) on secret code number lines. | Work in pairs to make towers of unifix cubes 2's of same
color. Tape together number lines and count chorally as far as desired while marking the
numbers. Students describe patterns they see in towers.
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Describe other patterns from the secret code number line. | - Activity Math, pp. 9 and 55. - Unifix Cubes - various colors - Number lines.
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Grade 1 In the Area of: Number Sense & Number Systems
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| 4
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| - Demonstrate the concept of addition
and subtraction from situations in their surroundings including comparing combinations
with number lines, base ten materials, etc. - Addition and subtraction table. |
Have students build trains of unifix cubes, one color only,
various lengths. Students work in pairs, join trains to form addition facts. Discuss
different facts, the problems and answers.
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Number sentences for target numbers. Glue bean counters to illustrate. | Set up personal addition/subtraction table using 1/2" graph paper. | - Unifix Cubes, various colors - Graph paper 1/2" - Bean counters, glue - Workjobs I, II (Math Their Way) |
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Grade 1 In the Area of: Number Sense & Number Systems
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| 5
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| Develop numerical patterns
and problem solving activities using calculators.
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Model demonstration with overhead calculator.
Set up investigations with questions like "How can you use a calculator to add two
numbers?"
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Use calculator to solve problems from teacher prepared worksheet. Discuss answers and ways to ensure accuracy. | Independently investigate , share results. How can you change 30 into 40 without clearing the screen? | - Overhead calculator. - Teacher prepared worksheet. - Calculators for each student. |
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Grade 1 In the Area of: Number Sense & Number Systems
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| 6
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| Compare two sets to recognize patterns,
more/ less, odd/ evenness
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Uses overhead Cuisenaire Rods to develop number identify for
each color. How many units long is the red? the blue? etc. Longer is related to having
more units.
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Create an art design using pattern blocks. Recreate in two dimensions by drawing or tracing on paper. | - Overhead Cuisenaire Rods. - Cuisenaire Rods - 1 set for 2 students. |
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Grade 1 In the Area of: Number Sense & Number Systems
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| 7
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| State, add, subtract facts to 9.
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-Number fact triangles (Everyday Math). - Prepares a large chart with the Sheep rhyme. Duplicate a sheep pattern small enough that the student can comfortable arrange 10 sheep shapes on a desktop or work space. Students cut out sheep and use the manipulatives to act out the rhyme as it is recited. |
-Domino Math. |
Students who can should be encouraged to create their own
doubles rhyme, illustrate and share it with either a small or large group.
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- Chart paper, - Oak tag. - Sheep pattern. |
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Grade 1 In the Area of: Number Sense & Number Systems
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| 8
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| Identify symbols + - = > < using invented symbols and conventional symbols. Explain equals using concrete examples. | Use overhead and counters. Arrange 2 unequal sets. Ask
students which end of ice cream cones holds more. Draw symbols > < to show.
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Students, working in pairs, roll dice, write number sentences
to correspond with dice, adding appropriate signs.
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- Dice - Overhead - Counters - DMP Representing Equalizing Situations |
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Grade 1 In the Area of: Number Sense & Number Systems
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| 9
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| Formulate strategies for multiplication
and division of whole numbers 0-9 using concrete materials/ examples.
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DMP Grouping Situations: Overhead and strings to divide 6 counters into sets of 2. | Practice with egg cartons to divide sets of beans evenly by 2's, 3's, 4's, etc. | - Egg cartons - Beans - Counters - String - Overhead |
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Grade 1 In the Area of: Number Sense & Number Systems
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| 10
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| Skip count by 2's, 5's, and 10's and
count backwards
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-Frames and Arrows (Chicago Math). -Teacher gives each student a picture (from a coloring book is OK) and tracing paper. Students don't trace the picture but put dots in important places. Put the tracing paper aside. Teacher gives individual students cards representing multiples of 5. Students and teacher begin counting to 50 while teacher points to numbers on a large hundreds chart. When one of the numbers on a card is said, the student holding it stands. Activity is repeated with different students holding cards &emdash; the idea is to go faster. The activity can be repeated until each student has had a turn. |
Students work in pairs with play nickels, counters, a hundreds board. Class counts chorally from 1 to 5, placing a counter on each number. Teacher asks what value a nickle has. Students place a nickel on the five. Counting resumes 1 to 5 as counters are placed over 6 through 9. Another nickel covers 10. The counting continues until all the numbers 1-50 are covered with play nickels on the multiples of five. Class counts chorally, one nickel-5; two nickels-10; three nickels-15, etc. until 50 is reached. Now students place a nickel next to each dot on their tracing. Next to the nickel they must write a number (5, 10, 15, etc.) that the nickels covered. Students exchange pictures and complete their partner's drawings. | Student counts orally by 5's to at
least 50.
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Student makes a list of ways to tally or count by fives. | - Counters - Play nickels - Large and individual hundreds boards - Coloring books or other supply of simple pictures.
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Grade 1 In the Area of: Number Sense & Number Systems
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| 11
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| Formulate strategies to identify random
or familiar patterns in numbers.
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-Function Machine (In/out Tables) (Chicago
Math).Establish the rule. Make In/Out table to correspond. Demonstrates using concrete objects.
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Practice with teacher prepared In/Out tables and concrete objects (beans, counters, base ten units). | Alien Arithmetic Activity | - Chart paper. - Teacher prepared worksheets. - Small manipulatives. - Zounds!, p.85.
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Grade 1 In the Area of: Number Sense & Number Systems
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| 12
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| Recognize and model mathematical word problems and possible solutions using number phrases. | -DMP Number Sentences. -Teacher reads aloud The Story About Ping. Students and teacher problem solve how many ducks were in Ping's family. Ask what missing facts are needed to solve this program. Working in groups, students make up missing addends and create and imaginary family for Ping. |
Provide 18 fish-shaped crackers for each student. Working in
small groups the students take turns telling each other stories about diving in the
Yangtze River and catching fish. The teacher models three types of problem situations:
stories about fish left after Ping dives, stories about fish caught by both Ping and the
fishing birds, and then problems in which students must figure out how many more fish Ping
caught than the birds. After each student tells a story, the others record the
corresponding number sentence. After completing the session, students may eat their fish.
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- Number sentences correctly recorded. - Number sentences logical for story circumstances.
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- The Story About Ping by Marjorie Flack. - Fish-shaped crackers. - Writing paper.
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