First Grade Mathematics – 2nd Six Weeks
West-Orange Cove ISD
Lesson began on
Week 5 1st 6
weeks and
continues 1st
week of 2nd 6
weeks
October 1 - 5
(2nd 6 weeks )
4 instructional
days
+ 1 day for topic
assessment
Learning Standards
1.1 The student uses mathematical processes to acquire and demonstrate
mathematical understanding.


1.2 The student applies mathematical process standards to represent and
compare whole numbers

1.3 The student applies mathematical process standards to develop and
use strategies for whole number addition and subtraction computations in
order to solve problems.

1.5 The student applies mathematical process standards to identify and
apply number patterns within properties of numbers and operations in
order to describe relationships



Learning
Standards
Processes
When possible, students will apply mathematics to problems arising in everyday life, society, and the
workplace.
Students will 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.
Students will select appropriate tools such as real objects, manipulatives, algorithms, paper and pencil, and
technology and techniques such as mental math, estimation, [and] number sense, and generalization and
abstraction to solve problems.
Students will effectively communicate mathematical ideas, reasoning, and their implications using multiple
representations such as symbols, diagrams, graphs, computer programs, and language.
Students will use mathematical relationships to generate solutions and make connections and predictions.
Students will analyze mathematical relationships to connect and communicate mathematical ideas.
Students will display, explain, or justify mathematical ideas and arguments using precise mathematical
language in written or oral communication.
Instruction
Resources
On the first day of October, dismantle the September calendar.
Respond to various directions for removing numbers from a
calendar; for example, remove the number before 10, the
number that is 5 and 3 more, all the sundays, etc.
enVision Math -Topic 3 TE Lessons 3-1
through 3-7.

The daily routine consists of Calendar, counting, additionsubtraction, patterns, problem solving, Learning Tubs
(Math Stations), small group instruction with the teacher,
Vocabulary and journal reflection/writing,
 Calendar – Refer to 1st week routines
 Counting to 50 on the number line or alternate one day
on the number line and then on the 100 chart.
Literature Connection:
Addition Annie by David Gisler
Ten Frame - Teaching Tool 5 from
Teaching Tool Masters Topic 1-20
Part Part Mat – Teaching Tool 3 from
Teaching Tool Masters Topic 1-20
Technology: Pearson enVision link for
animated introduction – copy and paste
this link:
https://www.pearsonsuccessnet.com/
enVision eTools

Continue to provide practice - Compose and
Decompose the numbers 1 – 10 using the Ten Frame
mat.
Math Stations
Five Frame/Ten Frame –
Students will practice
composing and
decomposing numbers 1 10
Domino – Students will
practice making number
sentences using dominoes
or using Domino Sums 1-6
Teaching Tool 13.
Dice – Provide a variety of
dice, if available. Allow
students to use dice to make
number sentences and then
create a word problem
using those numbers.
http://www.internet4classrooms.co
m/skills-1st-mathbuilders.htm
Number Line – Students
explore the number line and
solve addition problems
using the number line.
Also, you may allow
students to use
http://www.funbrain.com/linejump
http://www.funbrain.co
m/linejump/index.html
http://www.fun4thebrain.com/addi
tion.html
Refer to week 2 for more details related to 100 chart.
2012 - 2013
Assessment
Formal or informal
Students will be
able to recognize
and solve problems
in addition
situations using the
five frame, ten
frame, number line,
or any other tools
available
West-Orange Cove ISD






First Grade Mathematics – 2nd Six Weeks
Number Pattern
2 4 6 8 10 ____
What will come next in the pattern?
How do you know?
Problem of the Day – Teacher Resource Masters (use
Read and Understand, Plan, Solve, and Look Back
and Check).
Introduce Concept and Vocabulary
Stations
o Teacher – Small Group
o Students in learning stations
VocabularyRoutine – Frayer Model (The
recommended word/words for Frayer Model is in bold
letters in the key vocabulary)
o Monday – Introduce the word and place word
in the middle
o Monday and Tuesday – Provide opportunities
to experience the word, use word in context,
read books, use manipulatives
o Wednesday – Have students provide the
definition and characteristics. Write on
Frayer Model
o Thursday – Have students provide examples
(synonyms) and non-examples (antonyms).
Journal reflection
Key Vocabulary:
Topic 3: part, whole, add, plus (+), sum, equals (=), addition
sentence, join, order, addend
/index.html
When starting a new concept, students
take home the “Home-School
Connection” letter to parents from the
enVision Math Texas student
consumable book. Using the HomeSchool Connection letters introduces
parents/guardians the concept the
students are learning and encourages
active parental support of mathematics.
2012 - 2013
To practice using the
number line
Math Facts: Crack the
Mystery Pasta Code
Center Activities Topic 3
– Teacher Resource
Masters
Interventions/Extensions
Based on student needs
Each lesson has
differentiated instruction
activities and homework
based on the understanding
of the concept by the
students. The teacher will
use the student work on the
Quick Check to prescribe
differentiated instruction.
Also…..
Use TE Meeting Individual
Needs 49G and 49H to
differentiate instruction for
ELL, Special Needs, Below
Level and Advanced
students.
Tier 2 – Students work in
small groups or with peer
tutors to complete assigned
tasks
Product/Project
Journal Entry
Various reflections
showing learning at
Math Stations –
Students will
illustrate shapes,
numbers, colors,
sorting rule with
which they explored
in the various
stations.
Students will show
a Part Part addition
model using own
pictures
Students will use
magazines/catalogs
to cut out various
items. Then,
students will write
out the word
problem and
addition sentence
Math Concept
Board – continue
adding to the
concept board.
Review vocabulary
added previously.
First Grade Mathematics – 2nd Six Weeks
West-Orange Cove ISD
1.3A
use concrete
and pictorial
models to
determine the
sum of a
multiple of 10
and a one-digit
number in
problems up
to 99.
Addition: Sums to 10

Use concrete objects to model addition problem
situations with sums to 10 and write the
corresponding number sentence.
Use tools such as the Part/Part/Whole mat and concrete
objects such as counters to model addition problem
situations.
Part
Part
Whole
Example:
Payton had 2 teddy bears, her sister gave her 3 more.
How many teddy bears does Payton have all together?
Model by placing 2 teddy-bear counters in one “part” of
the Part/Part/Whole mat and 3 teddy bears counters in
the other “part” of the Part/Part/Whole mat.
.
Move the “parts” to the whole section since the question
asks to find the number of teddy bears she has all
together.
Remind the students that Payton started with 2 bears and
her sister gave her 3 bears. She ended up with a total of
5 bears.
Model for the students how to write the number sentence.
Number Sentence: 2+3=5 or 3+2=5.
2012 - 2013
First Grade Mathematics – 2nd Six Weeks
West-Orange Cove ISD

Use concrete objects to create addition problem
situations with sums to 10 and write the
corresponding number sentence.
Use tools such as a Part/Part/Whole mat and concrete
objects such as counters to create addition problem
situations.
Part
Part
Whole
Example:
Provide the students with 10 two- colored counters.
Prompt the students to use the 10 two-colored counters
to create an addition problem situation and write the
corresponding number sentence.
Example of an addition problem: “Makenzie had 6
pencils, and her friend gave her 4 more. How many
pencils does Makenzie have in all?”
Possible Answer:
The students place 6 two-colored counters in one “part”
of the Part/Part/Whole mat and 4 two-colored counters in
the other “part” of the Part/Part/Whole mat.
2012 - 2013
West-Orange Cove ISD
First Grade Mathematics – 2nd Six Weeks
Since the question asks to find the number of pencils she
had in all, the students will then move the “parts” to the
“whole” section.
The students write the number sentence that matches the
problem.
Answer: 6 + 4 = 10
1.1B
use a problemsolving model
that
incorporates
analyzing
given
information,
formulating a
plan or
strategy,
determining a
solution,
justifying the
solution, and
evaluating the
problemsolving
process and
the
reasonablenes
s of the
solution.
Using the Problem Solving Model with Joining and
Separating Sets
Example:
Kevin had some pieces of bubble gum. His friend gave
him 3 more pieces of bubble gum. Now Kevin has a total
of 7 pieces of bubble gum. How many pieces of bubble
gum did Kevin have to start with?
Read and Understand the Problem:
 Ask students to restate the problem.
 Ask, “What are we trying to find out?”
Possible Answer: “Kevin had some gum, but we don’t
know how much. His friend gave him 3 more pieces.
Now he has 7 pieces of bubble gum.”
Making a Plan:
 Ask the students, “Are we joining sets or
separating sets?”
 Ask the students, “What is the important
information in this problem?”
2012 - 2013
West-Orange Cove ISD
First Grade Mathematics – 2nd Six Weeks
Possible Answer: “We can find out which number plus 3
is equal to 7 since we know 7 is the total and his friend
gave him 3 pieces.”
Solve:
 Ask the students, “How are you going to solve
the problem?”
 Remind the students that they can draw a
picture, act out the problem, look for a pattern,
and/or use guess and check.
Possible Answer:
“I am going to get out 7 counters and take out 3 of the
counters to represent the pieces of bubble gum that
Kevin’s friend gave him. I am going to count what is left
and that is what Kevin started with.”
Look Back and Check:
 Ask the students, “Is it reasonable to get a smaller
number than the numbers in the problem if we are
joining sets?” Prompt the students to explain their
thinking.
 Ask the students, “Is it reasonable to get a larger
number than the numbers in the problem if we are
separating sets?” Prompt the students to explain
their thinking.
Possible Answer: “I know I did this correctly because 3 +
4 is equal to 7.”
Prompt the students to record in a math journal,
notebook, or on a piece of paper their thoughts and
explanations of the problems that are modeled. Prompt
the students to write (words, pictures, or teacher
dictation) an explanation of how they solved the problem.
2012 - 2013
First Grade Mathematics – 2nd Six Weeks
West-Orange Cove ISD
Example:
Kevin’s
Friend
1
2
3
4
Possible Explanation: “I drew 7 circles to show the 7
pieces of bubble gum Kevin had. I put 3 pieces in one
box that said, “Kevin’s Friend.” The number of circles left
is 4. Kevin had 4 pieces of bubble gum to start with.
I checked my answer by using the addition sentence 3 +
4 = 7.”
2012 - 2013
First Grade Mathematics – 2nd Six Weeks
West-Orange Cove ISD
1.3B
use objects
and pictorial
models to
solve word
problems
involving
joining,
separating,
and comparing
sets within 20
and unknowns
as any one of
the terms in
the problem
such as 2 + 4 =
[ ]; 3 + [ ] = 7;
and 5 = [ ] - 3.
Applying Addition Facts: Sums to 10

Use concrete models to apply basic addition facts
to sums of 10.
Example:
Give the students a problem such as
5 + 4 = ? and prompt the students to use counters to
solve the problem.
Answer: 5 + 4 = 9
 Use pictorial models to apply basic addition facts
to sums of 10.
1.1C
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.
Example:
8
+
2
=
10
2012 - 2013
First Grade Mathematics – 2nd Six Weeks
West-Orange Cove ISD
Week 2 and 3
October 8 –
October 19
Learning Standards
1.1 The student uses mathematical processes to acquire and demonstrate
mathematical understanding.
9 instructional
days
+1 days to
complete
assessment
1.2 The student applies mathematical process standards to represent and
compare whole numbers



1.3 The student applies mathematical process standards to develop and
use strategies for whole number addition and subtraction computations in
order to solve problems.

1.5 The student applies mathematical process standards to identify and
apply number patterns within properties of numbers and operations in
order to describe relationships



Learning
Standards
Instruction
By this time, classroom routines and norms have been
established. It is very important to keep students accountable
to these routines. If necessary, review procedures and
expectations of how to work collaboratively.
Teach students the daily routine. The daily routine consists of
Calendar, counting, addition-subtraction, patterns, problem
solving, Learning Tubs (Math Stations), small group
instruction with the teacher, Vocabulary and journal
reflection/writing,

Calendar activities
What is the name of the month? How do you
know? (based on pictures, weather outside or reading
the words, if able)
Find out the day of the week. Discover which day
is today (this is a good opportunity to review with
students before and after.
Count to find out the date
Discover the next picture or color for the pattern.
Counting tape – Continue the counting tape (growing
number line). Record each day of school by adding to
the growing number line. Use construction paper or
other colored paper with 10 different colors to write
the numbers 1-10. Once your reach 11-20, 21-30, and
so on, the same number in the ones place should
2012 - 2013
Processes
When possible, students will apply mathematics to problems arising in everyday life, society, and the
workplace.
Students will 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.
Students will select appropriate tools such as real objects, manipulatives, algorithms, paper and pencil, and
technology and techniques such as mental math, estimation, [and] number sense, and generalization and
abstraction to solve problems.
Students will effectively communicate mathematical ideas, reasoning, and their implications using multiple
representations such as symbols, diagrams, graphs, computer programs, and language.
Students will use mathematical relationships to generate solutions and make connections and predictions.
Students will analyze mathematical relationships to connect and communicate mathematical ideas.
Students will display, explain, or justify mathematical ideas and arguments using precise mathematical
language in written or oral communication.
Resources
enVision Math -Topic 4 TE Lessons 4-1
through 4-8.
Ten Frame and Double Ten FrameTeaching Tool 5 and 6 from Teaching
Tool Masters Topic 1-20.
Teaching Tool 16 – Number Cards 0-11
Teaching Tool 1 - Part Part Whole
Connecting cubes
Literature Connection:
Twenty is Too Many by Kate Duke
Technology: Pearson enVision link for
animated introduction – copy and paste
this link:
https://www.pearsonsuccessnet.com/
Math Stations
Use Game “How Many
Cats and Dogs” on
students’ workbook P82 to
provide students with an
opportunity to practice
prerequisite skills.
Concentration Match
Addition Sentences Activity
– create part of an addition
sentence on one card and
the result on a different
card. Students take turns to
complete the number
sentence by matching both
sides cards
enVision eTools
Measurement – Provide
standard and nonstandard
tools for students to
measure various items in
the classroom
http://www.internet4classrooms.com/ski
lls-1st-mathbuilders.htm
Choose the skill you want to practice
Center Activities Topic 4–
Teacher Resource
Masters
Assessment
Formal or informal
Students will be
able to
 Show two sets
of objects to
represent parts
of a number.
 Identify the
minus sign as a
way to
represent
subtraction or
take away.
 Tell and act out
stories about
separating to
find how many
are left.
 Compare two
groups to find
the difference.
 Explain that an
addition
sentence has a
related
subtraction
West-Orange Cove ISD
First Grade Mathematics – 2nd Six Weeks
match in colors. If you already have a number line,
place the numbers above or below those numbers.
After students discover the number and the color in
which it should be placed, practice counting to 80 or
more if your students are ready; then, continue adding
10 numbers to the count. During counting, select a
student who will point to the numbers while everyone
else helps count. You may vary the way students
count and count to 100 when skip counting by 5s or
10s. Later on students will skip count by 2s and 3s.
Daily Depositor – Continue the daily depositor by
adding one straw or craft stick. Do this activity for
every day of school in order to teach students the
concept of place value and practice addition. Students
count straws or craft sticks into bundles of 10. Place a
rubber band around each group of ten
2012 - 2013
http://www.abc.net.au/countusin/games/
game8.htm
Subtraction game
When starting a new concept, students
take home the “Home-School
Connection” letter to parents from the
enVision Math Texas student
consumable book. Using the HomeSchool Connection letters introduces
parents/guardians the concept the
students are learning and encourages
active parental support of mathematics.
sentence that
uses the same
numbers
Interventions/Extensions
Based on student needs
Product/Project
Each lesson has
differentiated instruction
activities and homework
based on the understanding
of the concept by the
students. The teacher will
use the student work on the
Quick Check to prescribe
differentiated instruction.
Also…..
Birthday Baskets, Lines, or Train– Place each
child’s name on a basket based on his or her birthday.
You will do this throughout the week. In the course of
the 2nd six weeks, the students will continue to
compare 2 baskets at the time. At the beginning of
each month, if someone is having a birthday, make
sure to place the child’s name on the date to begin
working on “How many more days for __________’s
birthday? “ “On which day of the week is
___________’s birthday? “
Dice - Use large dice if available. Select two students,
each roll one dice, then students create an addition
number sentence. If available, students will work
individually or in partners with dry erase markers to
write down the number sentence.
1+4=5
Then students are able to create a word problem using
those numbers. For example, “My friend has 1 bird
and 4 more flew in; there are 5 birds total.”
Use TE Meeting Individual
Needs 81G and 81H to
differentiate instruction for
ELL, Special Needs, Below
Level and Advanced
students.
Tier 2 – Students work in
small groups or with peer
tutors to complete assigned
tasks. When working with
peer tutors, pair High with
Medium or Medium with
Low; students who have an
academic gap too large will
get frustrated.
Journal Entry
Measurements
Math Stations –
Students will
illustrate number
sentences and
reflections related to
concepts explored in
the various stations.
Math Concept
Board – using
vocabulary,
pictures, and
knowledge
West-Orange Cove ISD
First Grade Mathematics – 2nd Six Weeks
Weather Graph – Discuss the weather with the
children. Share with the children that this will be a
class job for two children to take the thermometer
outside or to the window (if appropriate) everyday and
to observe, then report back to the class about the
weather. Keep track of the weather by using tally
marks in the appropriate weather symbol. Compare
two types of weather at a time by asking “How many
more days are sunny than cloudy?” How many days
less is rainy than partly cloudy?”
.

Counting to 80 on the number line or alternate one day
on the number line and then on the 100 chart.
If not done so already, use Teaching Tool 21. Make
the 100 chart poster size. Use highlighter tape of
different colors or use different color highlighter on
the 5s and 10s; then laminate. Before showing your
100 chart, distribute blank charts to the class. Allow
time for the class to find and discuss patterns. Have
groups present. When groups discover the 5s and 10s
patterns; then, show your chart.

Compose and Decompose the numbers 1 – 10 during
the first 2 weeks using the Ten Frame mat or use the
Five Frame to meet students’ needs. If students need
more practice compose and decompose the numbers 15. Each student should have one mat (make copies
and laminate). Note: later, students will use the double
ten frame. You may want to copy the ten frame and
the double ten frame on one sheet and then laminate.

Growing Pattern +1. * ** *** **** ?
2012 - 2013
First Grade Mathematics – 2nd Six Weeks
West-Orange Cove ISD

Problem of the Day – Teacher Resource Masters (use
Read and Understand, Plan, Solve, and Look Back
and Check).

Introduce Concept and Vocabulary

Stations
o Teacher – Small Group
o Students in learning stations
VocabularyRoutine – Frayer Model (The
recommended word/words for Frayer Model is in bold
letters in the key vocabulary)
o Monday – Introduce the word and place word
in the middle
o Monday and Tuesday – Provide opportunities
to experience the word, use word in context,
read books, use manipulatives
o Wednesday – Have students provide the
definition and characteristics. Write on
Frayer Model
o Thursday – Have students provide examples
(synonyms) and non-examples (antonyms).


Journal reflection
Key Vocabulary:
Topic 4: Subtraction, difference, missing part, subtraction
sentence, minus sign, equal sign, compare
2012 - 2013
First Grade Mathematics – 2nd Six Weeks
West-Orange Cove ISD
Subtraction: Difference from 10
1.3B
use objects
and pictorial
models to
solve word
problems
involving
joining,
separating,
and comparing
sets within 20
and unknowns
as any one of
the terms in
the problem
such as 2 + 4 =
[ ]; 3 + [ ] = 7;
and 5 = [ ] - 3

Use concrete objects to model subtraction
problems and write the corresponding number
sentence.
Use tools such as a Part/Part/Whole mat and concrete
objects such as counters to model separating or
comparing sets.
Part
Part
Whole
Example:
Monika had 7 ants in her ant farm. If
5 of the ants got out of her ant farm, how many ants
would Monika have left in her ant farm?
Model placing 7 counters in the “whole” part of the mat.
Place 5 of the counters on a “part” of the part-part-whole
chart.
2012 - 2013
First Grade Mathematics – 2nd Six Weeks
West-Orange Cove ISD
Explain that the remaining counters represent the number
of ants remaining from the “whole” and the number of
ants that are left in Monika’s ant farm. Move the
remaining ants to the other “part” of the Part/Part/Whole
mat.
Remind the students that Monika started with 7 ants, and
then 5 of the ants left the ant farm. She now has
2 ants in her ant farm.
Model for the students how to write the corresponding
number sentence.
Number Sentence: 7 – 5 = 2

Use concrete objects to create subtraction
problem situations with differences from 10 and
write the corresponding number sentence.
Use tools such as a Part/Part/Whole mat and concrete
objects such as counters to create subtraction problems.
Part
Part
Whole
Example: Provide the students with
8 linking cubes. Prompt the students to use the 8 linking
cubes to create a subtraction problem situation and write
the corresponding number sentence.
2012 - 2013
West-Orange Cove ISD
First Grade Mathematics – 2nd Six Weeks
Example:
“Natalie had 8 seashells in a sand pail. She gave 3 of the
seashells to her sister. How many seashells does Natalie
have left in her sand pail?”
The student places 8 linking cubes in the “whole” part of
the Part/Part/Whole mat.
Then the student places 3 of the linking cubes in one
“part” of the Part/Part/Whole mat. The 5 linking cubes
remaining in the “whole” section of the mat represent the
5 seashells that Natalie has left in her sand pail.
The student writes the number sentence that matches the
problem.
Answer: 8 – 3 = 5
2012 - 2013
West-Orange Cove ISD
First Grade Mathematics – 2nd Six Weeks
Using the Problem Solving Model with Joining and
Separating Sets
1.1B
Use a
problemsolving model
that
incorporates
analyzing
given
information,
formulating a
plan or
strategy,
determining a
solution,
justifying the
solution, and
evaluating the
problemsolving
process and
the
reasonablenes
s of the
solution.
Example:
Kevin had some pieces of bubble gum. His friend gave
him 3 more pieces of bubble gum. Now Kevin has a total
of 7 pieces of bubble gum. How many pieces of bubble
gum did Kevin have to start with?
Read and Understand the Problem:
 Ask students to restate the problem.
 Ask, “What are we trying to find out?”
Possible Answer: “Kevin had some gum, but we don’t
know how much. His friend gave him 3 more pieces.
Now he has 7 pieces of bubble gum.”
Making a Plan:
 Ask the students, “Are we joining sets or
separating sets?”
 Ask the students, “What is the important
information in this problem?”
Possible Answer: “We can find out which number plus 3
is equal to 7 since we know 7 is the total and his friend
gave him 3 pieces.”
Solve:
 Ask the students, “How are you going to solve
the problem?”
 Remind the students that they can draw a
picture, act out the problem, look for a pattern,
and/or use guess and check.
Possible Answer:
“I am going to get out 7 counters and take out 3 of the
counters to represent the pieces of bubble gum that
Kevin’s friend gave him. I am going to count what is left
and that is what Kevin started with.”
2012 - 2013
First Grade Mathematics – 2nd Six Weeks
West-Orange Cove ISD
1.1D
Communicate
mathematical
ideas,
reasoning, and
their
implications
using multiple
representation
s, including
symbols,
diagrams,
graphs, and
language as
appropriate
Look Back and Check:
 Ask the students, “Is it reasonable to get a smaller
number than the numbers in the problem if we are
joining sets?” Prompt the students to explain their
thinking.
 Ask the students, “Is it reasonable to get a larger
number than the numbers in the problem if we are
separating sets?” Prompt the students to explain
their thinking.
Possible Answer: “I know I did this correctly because 3 +
4 is equal to 7.”
Prompt the students to record in a math journal,
notebook, or on a piece of paper their thoughts and
explanations of the problems that are modeled. Prompt
the students to write (words, pictures, or teacher
dictation) an explanation of how they solved the problem.
Example:
Kevin’s
Friend
1
2
3
4
Possible Explanation: “I drew 7 circles to show the 7
pieces of bubble gum Kevin had. I put 3 pieces in one
box that said, “Kevin’s Friend.” The number of circles left
is 4. Kevin had 4 pieces of bubble gum to start with.
I checked my answer by using the addition sentence 3 +
4 = 7.”
2012 - 2013
First Grade Mathematics – 2nd Six Weeks
West-Orange Cove ISD
1.1C
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
Applying Subtraction Facts: differences from 10

Use concrete models to apply basic subtraction
facts with differences from 10.
Example:
Give the students a problem such as
7 - 3 = ? and prompt the students to use counters to
solve the problem.
Answer: 7 – 3 = 4
2012 - 2013
First Grade Mathematics – 2nd Six Weeks
West-Orange Cove ISD
Week 4
October 22 –
October 26
Learning Standards
1.1 The student uses mathematical processes to acquire and demonstrate
mathematical understanding.
4 instructional
days
+1 days to
complete
assessment
1.2 The student applies mathematical process standards to represent and
compare whole numbers



1.3 The student applies mathematical process standards to develop and
use strategies for whole number addition and subtraction computations in
order to solve problems.

1.5 The student applies mathematical process standards to identify and
apply number patterns within properties of numbers and operations in
order to describe relationships



Learning
Standards
Instruction
Teach students the daily routine. The daily routine consists of
Calendar, counting, addition-subtraction, patterns, problem
solving, Learning Tubs (Math Stations), small group
instruction with the teacher, Vocabulary and journal
reflection/writing,

Calendar activities – Refer to 1st Week

Counting to 100 on the number line or alternate one
day on the number line and then on the 100 chart.
Processes
When possible, students will apply mathematics to problems arising in everyday life, society, and the
workplace.
Students will 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.
Students will select appropriate tools such as real objects, manipulatives, algorithms, paper and pencil, and
technology and techniques such as mental math, estimation, [and] number sense, and generalization and
abstraction to solve problems.
Students will effectively communicate mathematical ideas, reasoning, and their implications using multiple
representations such as symbols, diagrams, graphs, computer programs, and language.
Students will use mathematical relationships to generate solutions and make connections and predictions.
Students will analyze mathematical relationships to connect and communicate mathematical ideas.
Students will display, explain, or justify mathematical ideas and arguments using precise mathematical
language in written or oral communication.
Resources
Math Stations
enVision Math -Topic 5 TE Lessons 5-1
through 5-5.
Concentration Match using
enlarged ten-frames and
numbers 0-10. Students
take turns to match the
correct ten-frame with the
number
Ten Frame and Double Ten FrameTeaching Tool 5 and 6 from Teaching
Tool Masters Topic 1-20.
Mini Ten-Frames Teaching Tool 7
Teaching Tool 16 – Number Cards 0-11
Literature Connection:
Math for All Seasons by Greg Tang
and/or Leaping Lizards by Stuart
Murphy
If not done so already, use Teaching Tool 21. Make
the 100 chart poster size. Use highlighter tape of
different colors or use different color highlighter on
the 5s and 10s; then laminate. Alternate days counting
by 5s and 10s.

Compose and Decompose the numbers 1 – 10 during
the first 2 weeks using the Ten Frame mat or use the
Five Frame to meet students’ needs. If students need
2012 - 2013
Technology: Pearson enVision link for
animated introduction – copy and paste
this link:
https://www.pearsonsuccessnet.com/
enVision eTools
http://illuminations.nctm.org/ActivityDe
tail.aspx?ID=75
Thinking about numbers using frames
of 10 can be a helpful way to learn basic
number facts. The four games that can
Students explore the
number ten with a partner
using connecting or linking
blocks. Each student
should have a 10
connecting blocks of
different colors. Students
exchange connecting
blocks one at a time and
write an addition or
subtraction sentence (i.e
9+1 = 10, 10-1 = 9)
Measurement – Provide
students with classroom
objects and a rocker
balance. Students will
compare weight of the
objects. Also, as an
extension and if students
are ready, use gram stackers
Assessment
Formal or informal
Students will be
able to
 Use the tenframe to show
and count
numbers to 10
 Use the tenframe to model
addition using 5
and 10 as
benchmarks.
 Show 10 as two
parts
West-Orange Cove ISD
First Grade Mathematics – 2nd Six Weeks
more practice compose and decompose the numbers 15. Each student should have one mat (make copies
and laminate). Note: later, students will use the double
ten frame. You may want to copy the ten frame and
the double ten frame on one sheet and then laminate.


Growing Pattern +2. * *** ***** ******** ?
Problem of the Day – Teacher Resource Masters (use
Read and Understand, Plan, Solve, and Look Back
and Check).

Introduce Concept and Vocabulary

Stations
o Teacher – Small Group
o Students in learning stations

VocabularyRoutine – Frayer Model (The
recommended word/words for Frayer Model is in bold
letters in the key vocabulary)
o Monday – Introduce the word and place word
in the middle
o Monday and Tuesday – Provide opportunities
to experience the word, use word in context,
read books, use manipulatives
o Wednesday – Have students provide the
definition and characteristics. Write on
Frayer Model
o Thursday – Have students provide examples
(synonyms) and non-examples (antonyms).
Journal reflection

Key Vocabulary:
Topic 5: Review vocabulary previously learned emphasizing
subtraction, addition, more than, less than in order to hold
students accountable from previous learning and to use
vocabulary learned as students describe numbers up to 10 using
the ten-frame.
be played with this applet help to
develop counting and addition skills.
http://www.k5mathteachingresources.com/tenframes.html
Use this website for more information
on ten-frames. Also, use the ten-frames
enlarged cards to build numerical
fluency. Students will use more and
less as they describe the numbers based
on the number 5; for example, the
number 7 can be thought of as 2 more
than 5.
When starting a new concept, students
take home the “Home-School
Connection” letter to parents from the
enVision Math Texas student
consumable book. Using the HomeSchool Connection letters introduces
parents/guardians the concept the
students are learning and encourages
active parental support of mathematics.
2012 - 2013
to find the correct mass of a
particular object
Center Activities Topic 5–
Teacher Resource
Masters
Product/Project
Interventions/Extensions
Based on student needs
Math Stations –
Students will
illustrate number
sentences and
reflections related to
concepts explored in
the various stations.
Each lesson has
differentiated instruction
activities and homework
based on the understanding
of the concept by the
students. The teacher will
use the student work on the
Quick Check to prescribe
differentiated instruction.
Also…..
Use TE Meeting Individual
Needs 117E and117F to
differentiate instruction for
ELL, Special Needs, Below
Level and Advanced
students.
Tier 2 – Students work in
small groups or with peer
tutors to complete assigned
tasks. When working with
peer tutors, pair High with
Medium or Medium with
Low; students who have an
academic gap too large will
get frustrated.
Journal Entry
Measurements
Math Concept
Board – using
vocabulary,
pictures, and
knowledge
First Grade Mathematics – 2nd Six Weeks
West-Orange Cove ISD
1.1C
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
Applying Subtraction Facts: differences from 10

Example:
Give the students a problem such as
7 - 3 = ? and prompt the students to use counters to
solve the problem.
Answer: 7 – 3 = 4

1.1 E
Create and use
representation
s to organize,
record, and
communicate
mathematical
ideas.
.
Use concrete models to apply basic subtraction
facts with differences from 10.
Use concrete objects to create subtraction
problem situations with differences from 10 and
write the corresponding number sentence.
Use tools such as a Part/Part/Whole mat and concrete
objects such as counters to create subtraction problems.
Part
Part
Whole
Example: Provide the students with
10 linking cubes. Prompt the students to use the 10
linking cubes to create a subtraction problem situation
and write the corresponding number sentence.
2012 - 2013
West-Orange Cove ISD
First Grade Mathematics – 2nd Six Weeks
Possible Answer:
“Manuel had 10 tennis balls in a basket. He threw 6
tennis balls over the fence. How many tennis balls does
Manuel have left in his basket?”
The student places 10 linking cubes in the “whole”
section of the Part/Part/Whole mat.
Then the student places 6 of the linking cubes in one
“part” of the Part/Part/Whole mat. The 4 linking cubes
remaining in the “whole” section of the Part/Part/Whole
mat represent the 4 tennis balls that Manuel has left.
The student writes the corresponding number sentence
that matches the problem.
Answer: 10 – 6 = 4
2012 - 2013
First Grade Mathematics – 2nd Six Weeks
West-Orange Cove ISD
1.2C
Compose 10
with two or
more addends
with and
without
concrete
objects.
1.2 D
Apply basic
fact strategies
to add and
subtract
within 20,
including
making 10 and
decomposing
a number
leading to a 10
Identify Patterns in Related Addition and Subtraction
Sentences

Use addition facts to solve subtraction problems.
Example:
Use concrete objects such as 3 red linking cubes and 7
blue linking cubes to create a train of linking cubes.
R
R
R
B
B
B
B
B
B
B
Prompt the students to represent the model using 2
addition sentences and 2 subtraction sentences.
Possible Answers:
Addition Sentences
3 + 7 = 10
7 + 3 = 10
Subtraction Sentences
10 – 3 = 7
10 – 7 = 3
Example:
Taylor had 6 baseballs. He gave some baseballs to his
friends. If he now has 2 baseballs left, how many
baseballs did he give to his friends?
2012 - 2013
First Grade Mathematics – 2nd Six Weeks
West-Orange Cove ISD
Possible Solution Strategy:
6- ? = 2
2+ ? = 6
6- 2
Answer: 4 baseballs
= ?
2012 - 2013
First Grade Mathematics – 2nd Six Weeks
West-Orange Cove ISD
Week 5
October 29 –
November 2
Learning Standards
1.1 The student uses mathematical processes to acquire and demonstrate
mathematical understanding.
4 instructional
days
+1 days to
complete
assessment
1.2 The student applies mathematical process standards to represent and
compare whole numbers



1.3 The student applies mathematical process standards to develop and
use strategies for whole number addition and subtraction computations in
order to solve problems.

1.5 The student applies mathematical process standards to identify and
apply number patterns within properties of numbers and operations in
order to describe relationships



Learning
Standards
2012 - 2013
Processes
When possible, students will apply mathematics to problems arising in everyday life, society, and the
workplace.
Students will 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.
Students will select appropriate tools such as real objects, manipulatives, algorithms, paper and pencil, and
technology and techniques such as mental math, estimation, [and] number sense, and generalization and
abstraction to solve problems.
Students will effectively communicate mathematical ideas, reasoning, and their implications using multiple
representations such as symbols, diagrams, graphs, computer programs, and language.
Students will use mathematical relationships to generate solutions and make connections and predictions.
Students will analyze mathematical relationships to connect and communicate mathematical ideas.
Students will display, explain, or justify mathematical ideas and arguments using precise mathematical
language in written or oral communication.
Instruction
Resources
Math Stations
On the first day of November, dismantle the Ocotber calendar.
Respond to various directions for removing numbers from a
calendar; for example, remove the number before 10, the
number that is 5 and 3 more, all the sundays, etc.
enVision Math -Topic 8 TE Lessons 8-1
through 8-4.
Pattern Slide game for
school or home. Students’
Edition P.194. children
have to look at each row of
shapes and identify the
pattern.
Continue reinforcing the teaching of the daily routine. The
daily routine consists of Calendar, counting, additionsubtraction, patterns, problem solving, Learning Tubs (Math
Stations), small group instruction with the teacher, Vocabulary
and journal reflection/writing,

Calendar activities – Refer to 1 Week

Counting to 100 on the number line or alternate one
day on the number line and then on the 100 chart.
st
Ten Frame and Double Ten FrameTeaching Tool 5 and 6 from Teaching
Tool Masters Topic 1-20.
Weather Picture to make real life
connection to the vocabulary of pattern.
Literature Connection:
Lots and Lots of Zebra Stripes: Patterns
in Nature by Stephen Swinburne
Technology: Pearson enVision link for
animated introduction – copy and paste
this link:
https://www.pearsonsuccessnet.com/
enVision eTools
http://www.primarygames.com/patterns/
question2.htm
If not done so already, use Teaching Tool 21. Make
the 100 chart poster size. In the next topic, Topic 9,
students will study skip counting as a type of number
pattern. Alternate counting by 5s and 10s.
http://nlvm.usu.edu/en/nav/frames_asid
_169_g_1_t_2.html
Virtual Pattern Blocks to model creating
patterns as students follow with their
100 Chart – Use Teaching
Tool 21. Students will
place a small counter on top
of each number as they
count and recognize the
number. At this time, it is
recommended that you have
the students highlight the 5s
with one color and the 10s
with a different color and
laminate. In partners,
students ask each other for
different numbers and
number patterns on the
chart.
Students participate in a
classroom or nature walk to
find and illustrate patterns
around us
Assessment
Formal or informal
Students will be
able to
 Identify and
describe a
repeating
pattern
 Identify the
pattern unit in a
pattern to
predict what
comes next
using shapes
and colors
 Find a pattern
to help solve a
problem
First Grade Mathematics – 2nd Six Weeks
West-Orange Cove ISD
manipulatives







Compose and Decompose the numbers 1 – 10 using
the ten-frame or the part part whole mat.
Growing Pattern
Problem of the Day – Teacher Resource Masters (use
Read and Understand, Plan, Solve, and Look Back
and Check).
Introduce Concept and Vocabulary
Stations
o Teacher – Small Group
o Students in learning stations
VocabularyRoutine – Frayer Model (The
recommended word/words for Frayer Model is in bold
letters in the key vocabulary)
o Monday – Introduce the word and place word
in the middle
o Monday and Tuesday – Provide opportunities
to experience the word, use word in context,
read books, use manipulatives
o Wednesday – Have students provide the
definition and characteristics. Write on
Frayer Model
o Thursday – Have students provide examples
(synonyms) and non-examples (antonyms).
Journal reflection
Key Vocabulary:
Topic 8: Pattern, repeats, predict
When starting a new concept, students
take home the “Home-School
Connection” letter to parents from the
enVision Math Texas student
consumable book. Using the HomeSchool Connection letters introduces
parents/guardians the concept the
students are learning and encourages
active parental support of mathematics.
2012 - 2013
Use various shapes and
classroom objects to create
own patterns
Center Activities Topic 8–
Teacher Resource
Masters
Product/Project
Journal Entry
Patterns
Interventions/Extensions
Based on student needs
Each lesson has
differentiated instruction
activities and homework
based on the understanding
of the concept by the
students. The teacher will
use the student work on the
Quick Check to prescribe
differentiated instruction.
Also…..
Use TE Meeting Individual
Needs 193E and193F to
differentiate instruction for
ELL, Special Needs, Below
Level and Advanced
students.
Tier 2 – Students work in
small groups or with peer
tutors to complete assigned
tasks. When working with
peer tutors, pair High with
Medium or Medium with
Low; students who have an
academic gap too large will
get frustrated.
Math Stations –
Students will
illustrate number
sentences and
reflections related to
concepts explored in
the various stations.
Students use
magazines to find
patterns in our
everyday life. Then
create a poster
showing patterns
around us.
Math Concept
Board – using
vocabulary,
pictures, and
knowledge
First Grade Mathematics – 2nd Six Weeks
West-Orange Cove ISD
1.4A
Identify,
describe, and
extend
concrete and
pictorial
patterns in
order to
make
predictions
and solve
problems.
Not included
in new TEKS
Identifying Patterns
 Identify patterns in pictorial representations or
sets of concrete objects in order to make
predictions or solve problems.
Example:
Show the students a set of pictures or a set of concrete
objects that create a pattern.
Possible Pattern:
Ask the students, “What pattern do the pictures/objects
make? How do you know?”
Possible Answer: “Butterfly, Butterfly, Flower, Butterfly,
Butterfly, Flower, Butterfly, Butterfly, Flower. The pictures
create an AABAABAAB pattern.”
Possible Pattern:
Ask the students, “How would you identify the pattern the
picture/objects make?”
Answer: “Each time 1 circle is added.”
2012 - 2013
First Grade Mathematics – 2nd Six Weeks
West-Orange Cove ISD
1.1F
Analyze
mathematical
relationships
to connect and
communicate
mathematical
ideas.
Extending Patterns

Extend patterns in pictorial representations or
sets of concrete objects in order to make
predictions or solve problems.
Example:
Show the students a set of pictures or a set of concrete
objects that create a pattern.
Possible Pattern:
**
** ? **
Ask the students, “Which object or picture comes next?”
Answer:
The arrow
Possible Pattern:
Ask the students, “What would the object or picture look
like if this pattern is continued?”
Answer:
2012 - 2013
First Grade Mathematics – 2nd Six Weeks
West-Orange Cove ISD
Example:
Show the students a set of pictures or a set of concrete
objects that create a pattern.
Possible Pattern:
XOTXOT?OT
Ask the students, “Which object or picture is missing from
this pattern?”
Answer: The X
2012 - 2013
First Grade Mathematics – 2nd Six Weeks
West-Orange Cove ISD
Describing Patterns

Describe patterns in pictorial representations or
sets of concrete objects in order to make
predictions or solve problems.
Example:
Show the students a set of pictures or a set of concrete
objects that create a pattern.
Possible Pattern:
Ask the students, “How can you describe the pattern that
we are making?”
Answer: “ABABAB or dog, bone, dog, bone, dog bone”
Possible Pattern:
Ask the students, “How can you describe the pattern that
we are making?”
Answer: “There are 2 triangles added each time.”
2012 - 2013
West-Orange Cove ISD
First Grade Mathematics – 2nd Six Weeks
Ten Frame
2012 - 2013
West-Orange Cove ISD
First Grade Mathematics – 2nd Six Weeks
2012 - 2013
First Grade Mathematics – 2nd Six Weeks
West-Orange Cove ISD
Student Rubric, Grades K-2
My answer is correct.
YES
I understand the problem.
I can solve the problem
correctly.
I can explain how I know my
answer is correct.
NO
2012 - 2013
First Grade Mathematics – 2nd Six Weeks
West-Orange Cove ISD
2012 - 2013
Mathematics Assessment Rubric, Grades K-2
Part a) Correct Solution
YES
Criteria
NO
3
2
1
Partial understanding of the
concepts and the problem
Limited or no understanding
of the concepts and the
problem
Part b)
Conceptual
Knowledge
Part c)
Procedural
Knowledge
Complete understanding of
the concepts and the
problem
Strategies are independently Strategies are implemented
implemented
with minimal assistance
Inappropriate strategy
selected requiring
redirection
Appropriate process
Appropriate process
Accurately applies skills
Applies skills with partial
accuracy
Well articulated and full
explanation of procedure
and strategy
Partial explanation of
procedure and strategy
Lacks explanation of
procedure and strategy
Uses all appropriate
mathematical vocabulary
Uses some mathematical
vocabulary
Uses little to no
mathematical vocabulary
Lack of process
Unable to apply skills with
accuracy
Part d)
Communication
West-Orange Cove ISD
First Grade Mathematics – 2nd Six Weeks
2012 - 2013
First Grade Mathematics – 2nd Six Weeks
West-Orange Cove ISD
2012 - 2013
Definición
Hechos/ Características
Ejemplos
No ejemplos
West-Orange Cove ISD
First Grade Mathematics – 2nd Six Weeks
2012 - 2013
Home – School Connection
Group It!: A Skip Counting Activity -
by Sally Ann Stanley
Counting by 2s, 5s, and 10s may not sound like much fun. But using “skip counting” with real objects you find or make at home is a
different story...it can be hours of entertainment. Because patterns are a foundation of mathematical reasoning, first graders need to spend
lots of time identifying and practicing them. Here's a hands-on activity to touch and move real stuff while building abstract
reasoning…paint, shoes, and coins in hand!
West-Orange Cove ISD
First Grade Mathematics – 2nd Six Weeks
2012 - 2013
What You Need:






pairs of shoes
washable paint (tempera or acrylic)
paper or plastic plate
paper (white, newspaper, or brown wrapping paper)
50+ pennies
table or any flat surface
What You Do:
1. Have your child gather as many pairs of shoes from the household as he can. Ask him to line them up in pairs on the floor. With your child,
count by 2s to find the total number of shoes. Then count each shoe again, counting by 1s. Ask your child if it’s quicker and easier to count by
2s or to count by 1s. Finish by counting again by 2s—the more practice the better. Roll out some paper and trace the shoes in pairs. Let your
child color the pairs.
2. Pour some paint in a sturdy paper or plastic plate. If it's too thick, don't hesitate to add some water to dilute it. Have your child put her hands,
palms down, in the paint and make handprints on a sheet of paper. Ask her to press down all four of her fingers and her thumb. In this part of
the activity, your child is making groups of five. Have her make as many handprints as she wants (at least 10). Count by 5s to find the total
number of fingers and thumbs shown.
3. Place a group of pennies on the table. Ask your child if it's faster to count the pennies by 1s, 2s, 5s, or 10s. Have him place the pennies in stacks
of 10. Help him count the pennies by 10s to find the total number. Simple? Yes. But a great introduction to skip counting, an important first
grade skill. So keep the paint and pennies handy. And look for everyday excuses to count in groups!
Sally is an experienced educator, with over 14 years of teaching experience. In addition to teaching, she has also created educational
materials, including ancillary, textbook, and test items, for Grades K-8 for major educational publishers.
© Copyright 2006-2011 Education.com All Rights Reserved.
http://www.education.com/activity/article/groupit_first/
West-Orange Cove ISD
First Grade Mathematics – 2nd Six Weeks
Weather Pattern
2012 - 2013
West-Orange Cove ISD
First Grade Mathematics – 2nd Six Weeks
2012 - 2013
Measuring Activities for First Grade
By Amy Kestly, eHow Contributor
updated June 30, 2011
Provide students with the necessary tools to understand measurement.
Hands-on activities allow students gain a physical understanding of the different kinds of measurement. For first graders, make it a priority
to discuss the various types of measurement. First grade students can begin to learn the variety of tools used to measure, how to compare
items of different size and weight, and understand time.
1. Weight
o
Provide objects of different weights for the students to compare, such as a thimble, book, crayon, cup and spoon. Discuss
how to use pounds and ounces to measure the weight of solid objects. Ask students to line up the objects in order of lightest
to heaviest. Have the students check for accuracy by measuring the objects with a digital or balance scale.
Help students gain an understanding of the actual weight of different objects. Ask students to use a balance scale, weight set
and provided objects. Instruct the students to select an object that weighs a particular weight, such as 1 lb., 5 oz.. To balance
the scale, they must place the correct weights on one side of the scale and place the object with the matching weight on the
other side
2. Distance and Height
o
Teach the class to compare distances by providing each student with a pencil, book and a 2-foot piece of string. Each item is
the same size for every student. Ask the students to measure the distance from one location in the classroom to another
location using the three different objects. For example, ask them to measure the distance from the teacher's desk to the
West-Orange Cove ISD
First Grade Mathematics – 2nd Six Weeks
2012 - 2013
classroom door. The students use the objects to determine the distance, such as 15 pencils, 10 books or two pieces of string.
Test the activity before performing in class to ensure all distances are whole numbers.
As an ongoing activity throughout the school year, measure each student's height once per month. Create a chart to hang in
the classroom with each student's name and a column for her height. Ask students to use superlative words to describe which
two students are the tallest and shortest. Create comparisons among students using "taller" and "shorter."
3. Liquids
o
Discuss how liquids take the shape of the container they are in, but the amount does not change as it moves from container to
container. Dye water using food coloring and select different containers, such as a water bottle, mixing bowl, milk jug and
plastic cup. Using a measuring cup, ask students to pour a given amount of liquid into all the containers and compare them.
Continue the activity by asking students to pour different amounts of liquid into each container. Ask the students to compare
and contrast how much liquid it takes to fill each container.
Review the different ways to measure liquids by providing students with utensils or containers that measure the following:
teaspoon, tablespoon, cup, liter, quart, gallon, pint and ounce. Divide the students into small groups of two or three and give
each group measuring utensils and a container of water. Provide a worksheet with the following questions and ask students to
convert the measurements using the utensils and water: How many teaspoons are in a cup? How many quarts are in a gallon?
How many cups are in a pint? How many ounces are in a cup? How many teaspoons are in a tablespoon? How many ounces
are in a liter?
4. Time
o
Help students gain an understanding of time by asking them to predict time intervals. Cover or remove any clocks in the
classroom. Have students raise their hand when they think 10, 15, 30 or 45 seconds have passed. Repeat the intervals until
students have a solid understanding of time intervals. Extend the activity by asking how much time will pass before the next
class, lunch, recess or the end of the school day. Set a timer and see how many students correctly guess the answer.
Practice telling time by reading digital and analog clocks. Have students create a timeline of a typical school day, listing
about five to eight events that take place during the day. Next to the event, have each student draw an analog and digital clock
with the correct time associated with each event.
Read more: Measuring Activities for First Grade | eHow.com http://www.ehow.com/info_8669763_measuring-activities-firstgrade.html#ixzz1YKqtOr7Z
West-Orange Cove ISD
First Grade Mathematics – 2nd Six Weeks
2012 - 2013
West-Orange Cove ISD
First Grade Mathematics – 2nd Six Weeks
2012 - 2013
Math Facts: Crack the Mystery Pasta Code
by Barbara Sweet
Trying to find another way to make practicing math facts fun? Here's a simple activity that gives your child the chance to break a "secret
code" (in pasta form) using only a few clues. Can she solve these math mysteries?
This game is a fun and easy way to practice addition and reinforce basic math concepts.
What You Need:







Large bowl
Variety of different pasta shapes (uncooked)
Laminated piece of tag board or cardstock inside of a sheet protector
Erasable marker
Small scoop
Paper napkins
Some blank paper and a pencil
West-Orange Cove ISD
First Grade Mathematics – 2nd Six Weeks
2012 - 2013
What You Do:
1. Fill the bowl with a variety of uncooked pasta shapes.
2. Attach a sample of each shape to the laminated piece of tag board. With the erasable marker, label the tag board “Pasta Values”.
3. Create a pasta code, assigning one numeric value to each different shape. For instance, if you have three different pasta shapes, the first shape
can have a value of 2; the second, a value of 4; and the third, a value of 6.
4. Once the game is set up, it's time to play. With the scoop, have your child scoop some of the pasta into a napkin.
5. Have her use the "Pasta Value" code to find out the total value of the pasta she has on her napkin. If she is not able to mentally calculate it,
give her a piece of paper and a pencil for her to write the problem out.
6. After a few rounds, change the value of the pasta to give her more puzzles to solve! As your child progresses, make the game harder by telling
her the total value and only one of the pasta values to see if she can figure out what the other values are.
Barbara Sweet has a Master's degree in Education and has taught Spanish in grades K-12, as well as a variety of undergraduate college
courses. She is also the mother of a nine-year-old son.
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http://www.education.com/activity/article/pasta-mystery-number/
West-Orange Cove ISD
2013
First Grade Mathematics – 2nd Six Weeks
2012 -
Money Activities on a Hundred Chart
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Lay 10 dimes on the hundred chart. What pattern do you see?
Lay 20 nickels, 4 quarters, or 2 half dollars. Describe the patterns.
(Example: 4 quarters – a quarter is placed on 25, 50, 75, and 100. The pattern is skip
counting by 25. There are 4 quarters in $1.00.)
Lay the following coins on the hundred chart and count their total value.
o 1 quarter, 1 dime, and 1 penny
o 2 quarters, 2 dimes, and 1 nickel
o 1 quarter, 3 nickels, and 2 pennies
o 4 dimes, 5 nickels, and 3 pennies
o Make up some more to try . . .
Lay coins on the hundred chart and skip count to show different ways to make 36¢.
o 1 quarter, 1 dime, 1 nickel, and 1 penny
o 7 nickels and 1 penny
o 3 dimes, 1 nickel, and 1 penny
o and so on . . .
Count change on the hundred chart.
Place a marker on 76. Explain that you have spent 76¢ at the store. You gave the cashier
$1. Lay coins (pennies and dimes) on the chart to help you count up to tell how much change
you will receive.
Lay a penny on 77, 78, 79, and 80. Lay a dime on 90 and 100.
Then count 77, 78, 79, 80, 90, $1.
Touch the dimes and pennies to count 10, 20, 21, 22, 23, 24 – I will get 24¢ back as change.
Baltimore County Public Schools
2004
Office of PreK-12 Mathematics
West-Orange Cove ISD
2013
First Grade Mathematics – 2nd Six Weeks
2012 -