Mathematics Patterns Relations and Functions Grade 1

Grade 1 In the Area of: Patterns, Relations, & Functions
1	Outcome (The student will...)	Instructional Strategies (The teacher may...)	Learning Activities (The student may...)	Assessment	Extension (The student will...)	Resources
	Sort, using a stated category (color, shape, size, thickness) by 2 or more attributes and state reasoning.	Junk Boxes Math Their Way. Teacher reads Alligator Shoes by Arthur Dorros.Students take off one shoe. With teacher direction, students analyze shoes for attitributes and then sort them accordingly. (Laced, non-laced; sneaker, slip-on, etc. )	Use attribute blocks for small group and independent sorting activities.	Demonstrate the ability to sort, and name the attributes used for sorting.	Teacher provides work cards in a Sorting Center. Students work on sorting, drawing objects and labeling their sorting plan.	- Alligator Shoes - Arthur Dorros. - Attribute blocks. - Buttons, shells, keys, milk bottle tops, bread tags, pictures, beans.
Grade 1 In the Area of: Patterns, Relations, & Functions
2	Outcome (The student will...)	Instructional Strategies (The teacher may...)	Learning Activities (The student may...)	Assessment	Extension (The student will...)	Resources
	Identify and manipulate 2 and 3 element patterns.	Teacher creates a pattern using overhead pattern or attribute blocks. Through use of guided questions, help students identify and describe pattern.	Any commercial or teacher-made pattern activity. Building Walls and What Comes Next		Create and descrdibe patterns using shells, buttons, milk bottle caps, etc.	Pattern Blocks Activities pp.4-5, K-6 Dale Seymour.
Grade 1 In the Area of: Patterns, Relations, & Functions
3	Outcome (The student will...)	Instructional Strategies (The teacher may...)	Learning Activities (The student may...)	Assessment	Extension (The student will...)	Resources
	Explain data using concrete materials.	Teacher directs students through making a people graph. Prepares floor with masking tape marks. Deals a deck of cards (containing only the numbers 2-9) Students line up with others that have the same numeral. Discussion ensues.Students repeat, this time lining up by suit.	Students work individually or in pairs to make stamp pad graphs.		Use Teddy Bear counters, toy cars, frogs, buttons or counters to represent data on graph paper.	- Stamps. - Stamp pad. - Graph paper. - Playing cards. - Masking tape.
Grade 1 In the Area of: Patterns, Relations, & Functions
4	Outcome (The student will...)	Instructional Strategies (The teacher may...)	Learning Activities (The student may...)	Assessment	Extension (The student will...)	Resources
	Interpret and create charts and graphs using collected data, comparisons, & predictions.	Direct students to change paper plate to be a copy of their face.	Face Graph activity in small groups, gather data and arrange on group record sheet. Teacher collates and helps students transfer data to bulletin board.		Activity is repeated with any number of open questions for investigation: birthdays, pets, siblings, TV favorites, etc.	- Cooperative Learning Activities for Math. - TCM, pp. 89-100.
Grade 1 In the Area of: Patterns, Relations, & Functions
5	Outcome (The student will...)	Instructional Strategies (The teacher may...)	Learning Activities (The student may...)	Assessment	Extension (The student will...)	Resources
	Identify and develop patterns involving numbers and explain reasoning.	- Use overhead to model thinking through number patterns. - Start with easy like 1,2,3... or 10, 20, 30... or 5,10,15,... - Teacher encourages students to ask "What is the rule?" "Follow the rule."	There's always room for one more. Students work in pairs, making sets of objects: First, students ask the question, "Is there room for one more?" The second student has the option of saying, "Yes," and telling how many that would be, or saying, "No, take away one." The first student remove one object from the set and states out loud how many objects there are. The students record their sets and either one more or one less. After 5 turns, they review their sets and fill in any missing numbers. For each set there should be one number to fill in.		Arrow Math Acitvity with hundreds board. Students get work cards with task such as: Start with 21, Follow the arrows: Where are you? means+1 means-1 means+10 means-10	- Concrete objects such as attribute blocks, buttons, shells, keyes, milk bottle tops, bread tags, beans. - Paper to record.
Grade 1 In the Area of: Patterns, Relations, & Functions
6	Outcome (The student will...)	Instructional Strategies (The teacher may...)	Learning Activities (The student may...)	Assessment	Extension (The student will...)	Resources
	Identify missing elements of patterns and sequences of numbers.	Use 10 by 10 grid and fill in numbers as students count to 10. In the following, teacher fills in three boxes and asks for volunteers to help fill in one of the other boxes in that row. As volunteer fills in the number, teacher probes for HOW they knew what number was missing? Modeling continues through the 20's, 30's.	Using the Cuisenaire rods, students work in pairs. Student Q arranges the rods in descending order &emdash; leaving out one or two rods. Student R must fill in the missing rods.Student R arranges the rods in ascending order &emdash; leaving out one or two rods. Student Q must fill in missing rods. These investigations are translated to 1"graph paper (minus the solutions) for other students to work on independently.		- Given a 10 by 10 grid, students create a puzzle stumper for their parents, classmates or to share with another class. - On the 10 by 10 grid, the students place numbers to create a perceivable, replicatable pattern.	- 10 x 10 overhead transparency. - Cuisenaire rods. - Graph paper. - Crayons.