Math - Accomack County Public Schools

Accomack County Schools Curriculum Guide

First Grade Mathematics

Accomack County Public Schools

Elementary Mathematics

First Grade

Curriculum Guide



1.1 The student will a) count from 0 to 100 and write the corresponding numerals; and b) group a collection of up to 100 objects into tens and ones and write the corresponding numeral to develop an understanding of place value.

UNDERSTANDING THE STANDARD

(Background Information for Instructor Use

Only)

ESSENTIAL UNDERSTANDINGS



There are three developmental levels of counting:

– rote sequence;

– one-to-one correspondence; and

– the cardinality of numbers.

All students should



Associate oral number names with the correct numeral and set of objects.



Counting involves two separate skills: verbalizing the list of standard number words in order (“one, two, three,

 ”) and connecting this sequence with the items in the set being counted, using oneto-one correspondence. Association of number



Understand that 1 and 10 are special units of numbers (e.g., 10 is 10 ones, but it is also 1 ten).



Understand the ten-to-one relationship of words with collections of objects is achieved by ones and tens (10 ones equals 1 ten). moving, touching, or pointing to objects as the number words are spoken.



The last number stated represents the number of objects in the set. This is known as the cardinality



Understand that numbers are written to show how many tens and how many ones are in the number. of the set.



Rote counting is a prerequisite skill for the understanding of addition, subtraction, and the ten-to-one concept of place value.



Articulating the characteristics of each numeral when writing numbers has been found to reduce the amount of time it takes to learn to write



 numerals.



Understand that groups of tens and ones can be used to tell how many.



The number system is based on a pattern of tens where each place has ten times the value of the

ESSENTIAL KNOWLEDGE AND SKILLS

The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to



Count by rote from 0 to 100, using the correct name for each numeral.



Use the correct oral counting sequence to tell how many objects are in a set.



Write numerals correctly.



Write each numeral from 0 to 100.



Read two-digit numbers when shown a numeral, a Base-10 model of the number, or a pictorial representation of the number.



Identify the place value (ones, tens) of each digit in a twodigit numeral (e.g., The place value of the 2 in the number

23 is tens. The value of the 2 in the number 23 is 20).



Group a collection of objects into sets of tens and ones.

Write the numeral that corresponds to the total number of objects in a given collection of objects that have been grouped into sets of tens and ones.



1.1 The student will a) count from 0 to 100 and write the corresponding numerals; and b) group a collection of up to 100 objects into tens and ones and write the corresponding numeral to develop an understanding of place value.



Only) place to its right. This is known as the ten-to-one concept of place value.



Opportunities to experience the relationships among tens and ones through hands-on experiences with manipulatives are essential to developing the ten-to-one place value concept of our number system and to understanding the value of each digit in a two-digit number. Ten-toone trading activities with manipulatives on place value mats provide excellent experiences for developing the understanding of the places in the

Base-10 system.



Models that clearly illustrate the relationships among tens and ones are physically proportional

(e.g., the tens piece is ten times larger than the ones piece).



Providing students with opportunities to model two-digit numbers expressed with groups of ones and tens will help students understand the ideas of trading, regrouping, and equality.



Recording the numeral when using physical and pictorial models leads to an understanding that the position of each digit in a numeral determines the size of the group it represents.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE AND SKILLS

1



Standard 1.1a Continued

Teacher Resources:

Text : SBG Mathematics 1999

Chapter – Lesson , page 6.11, p. 185-186

Test : Saxon Math Second Edition

Lesson 2, 3, 4, 5, 8, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19-111

Manipulatives: counters, 100 chart, numberlines

Aims (Counting): Fall Into Math and Science “Weather Wear” pgs. 22-24; “Apples A Peel To Me” pg.

25-32; “Don’t Leaf Out the Vegetables” pg. 46-48; “Spinning Ghosts” pg. 49-50; “An Eye Full of Color” pg. 5-10; “You Can Count on Us” pg. 1-4; Glide Into Winter With Math and Science “Electric Breakfast

1” pg. 29-31; “Electric Breakfast 11” pg. 32-34; “All Aboard the Chow Express” pg. 58-67; “Do You

Have A Snoot for Fruit?” pg. 58-67; Spring Into Math and Science “Floating Fruit” pg. 46-49; “Flowers” pg. 84-86; Primarily Physics “I Love Color” pg. 56-58

Aims (Writing): Glide Into Winter With Math and Science “Polar Bear Pie,” pg. 19-21; “Valentine

Candy Count,” pg. 35-41; “You Are All Heart,” pg. 42-44; Spring Into Math and Science “Animal

Crackers,” pg. 42-45; Primarily Plants “The Seed Within,” pg. 26-29; Primarily Physics “Eggs-ful of

Sound,” pg. 22-24; Primarily Bears “The Jar that Likes to Keep You Guessing,” pg. 77-82

Technology: www.computerlabkids.com

, www.apples4teachers.com/math.html

, www.lovetoknow.com/top10/kids_math.html

, www.hbschool.com

, www.quia.com

, http://illuminations.ntcm.org/activitydetail.aspx?id=75 , Education City

Virginia Department of Education Training Modules: Patterns, Functions, & Algebra- Section 2

Activity 4A “Grid Pictures on the Hundred Chart” ; Section 4 Activity 3 “Build the Rule”

Children’s Literature (Counting) : Ten Black Dots by Donald Crews, One Sun Rises by Wendy

Hartmann, 12 Ways to Get to 11 by Eve Merriam, When Sheep Cannot Sleep, The Counting Book by

Satashi Kitamwa, Counting Sheep by John Archambault, One Crow by James Aylesworth, Names, Sets and Numbers by Jeanne Bendick, How Many Bugs in a Box by David Carter, Fish Eyes, A Book You

Can Count On by Lois Ehlert, The Ants Go Marching by Bernice Freschet, Each Orange Had 8 Slices by

Paul Giganti Jr., Count Your Way Through the Arab World by Jim Haskins, Nina Duck Nine by Sarah

Hayes, More Than One by Tana Hoban, 1 Hunter by Pat Hutchins, 17 Kings and 42 Elephants by

Margaret Mahy, The Hundred-Penny Box by Sharon Mathis, When One Cat Woke Up by Judy Astley,

One Old Oxford Ox by Nicola Bayley, Count-A-Saurus by Nancy Blumenthal, Number Ideas through

Pictures by Mannis Charosh, Mojo Means One: the Swahili Counting Book by M. Feelings, Roll Over by

Mordicai, Gerstein, How Many Feet in the Bed? By D.J. Hamm, Count and See by Tana Hoban, Dirty

Dozen Dogs by William Hooks, Swimmy by Leo Lionni, Bunches and Bunches of Bunnies by Louise

Mathews, Five Little Monkeys Sitting in a Tree by Eileen Cristelow, How Many Snails? by Paul Giganti

Jr., Monster Math by Grace Maccarone , The Crayola Counting Book by Rozanne Lanczak Williams, The

Crayon Counting Book by Pam Munoz Ryan & Jerry Pallotta, The Icky Bug Book by Jerry Pallotta, The

Cheerios counting Book by Barbara McGrath, Let’s Count it Out Jesse Bear by Nancy White Carlstrom



Children’s Literature (Writing) : Anno’s Counting Book by Mitsumasa Anno; Anno’s Counting House by Mitsumasa Anno; Bring Me What I Ask by Stacey Kaopuiki, Count on Your Fingers African Style by

Claudia Zaslavsky, How Many? From 0 to 20 by Fiona Pragoff; Hippos Go Berserk  By Sandra

Boynton, Lucy and Tom’s 1,2,3 by Shirley Hughes, One Cow Moo Moo  By David Bennett, One Magic

Box by Roger & Mariko Chouinard, One, Two, Buckle My Shoe by Rowan Barnes-Murphy, One, Two,

Three to the Zoo by Eric Carle, One Yellow Lion by Matthew Van Fleet, Out for the Count by Kathryn

Cave, Sea Squares by Joy N. Hulme, Ten, Nine, Eight by Molly Bang, 1 is No Fun But 20 is Plenty by

Tise-Margret Vogel, Ten Black Dots by Donald Crews, One Sun Rises by Wendy Hartman, 12 Ways to

Get 11 by Eve Merriam, Frog and Toad Are Friends by Arnold Lobel

Instructional Vignette: (Alternate Teaching Strategies) for counting to 100:

 Have students make sets of manipulatives for a given amount between ten and one hundred and write the numeral representative of the amount.

 Give each pair of children a paper bag and a bowl of beans. Ask the children to pass the bag and place one to five beans in the bag until a bell is rung. At that point, instruct the students to record the number of beans he/she estimates in the bag. The students then empty the contents of the bag, spilling the beans and count to see whose guess is closest to be correct.

 Instruct small groups of three to four students to pass a paper or small chalkboard around the table with each student writing the next number in proper sequence until a specific number is reached.

The first group to complete the task is the winner.

 Play number Bingo.

 “What does 100 Look Like?” Ask partners to describe and create a set of 100.

 Plan a parade and start and stop the music while students march and clap. Have the children count their claps orally as they march.

 Roll and color/Roll and Write – see instructions below

Instructional Vignette: (Alternate Teaching Strategies) for writing numerals to 100.

 Place shaving cream on every child's desk. Call out a number for the students to write with their finger in the cream. Write the number on the board so the students can check their work. The students need only to rub the surface of their desk to erase their work and be ready to write again.

 Give students number cards to arrange in the proper order. Allow students to spread out on the

1


First Grade Mathematics floor and work with a partner when necessary.

 Have students write missing numbers on a hundreds chart.

 Play “Secret Number”. Give clues for students to identify a secret number. Examples might include: “The secret number comes before 65. The secret number comes after 79.”

 Begin counting, pause, and have the students count on.



Fill Ziplock baggies with finger paint or gel, etc. and seal. Have students practice forming numbers.

Additional Vocabulary:

Numeral— A symbol used to represent a number.

Standard 1.1b


Text : SBG Mathematics 1999

Chapter / Lesson, page SBG text does not correlate with Virginia SOL 1.2

Text : Saxon Math Second Edition

Lesson 53, 84, 85

Manipulatives: counters, 100 chart, numberlines

Aims: Primarily Bears “The Jar that Keeps You Guessing”




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Children’s Literature : Ten Go Hopping by Viv Allbright, Two Hundred Rabbits by Lonzo Anderson and

Adrienne Adams, Ten for Dinner by Jo Ellen Bogart, Ten Black Dots by Don Crews, Two Hundred Dresses by Eleanor Estes, Millions of Cats by Wanda Gag, The 500 Hats of Bartholomew Cubbins by T.S. Geisel

(Dr. Suess), Ten Apples Up on Top by Theo Le Sing, Two Ways to Count to Ten by Dee, Too Many

Tamales by Gary Soto, One Hundred Hungry Ants by Ellinoz Princzes, 17 Kings and 42 Elephants by

Margaret Mahy, One Hundred is a Family by Pam Munoz Ryan, Cherrios Counting Book by Barbara

Barbierl, Bat Jamboree by Kathi Appalt, How Much is a Million? By David Schwartz, If You Made a

Million by David Schwartz, A Million Fish More or Less by Patricia C. McKissack, The 100 th Day of

2



School by Angela Shelf Medearis

Instructional Vignette: (Alternate Teaching Strategies)

 Fill an Order – Separate the class into three groups, with each group having a boss.

The boss gives each worker an order, such as 99 is ___tens and ___ones. The student has to complete the order and put the correct number of unifix cubes in a baggie to fill the order. When completed, the child takes the order back to the boss. If correct, the student receives another order. If incorrect, he is referred to the teacher for help.

 Use place value mats (divided into tens and ones) to group base ten pieces, unifix cubes, straws, etc.

 Use Dixie cups to group beans, macaroni noodles, etc into groups of ten.

 Arrange a random set of manipulatives on a desk. Give students a long piece of yarn to circle the manipulatives into sets of ten without moving the manipulatives.

 Provide students with a poster sectioned off like a parking lot. Each section on the lot is filled with a number. Invite students to match cut out cars that have a number written as tens and ones to the proper number on the lot. The car with 2 tens and 9 ones should be parked in the spot 29.




Place Value – the value of a place of a digit in a number

Digit – any one of these ten symbols: 1,2,3,4,5,6,7,8,9

3



Roll and Color It! (1.1a)

Roll and Write It! (1.1a)

4 in a Row

Filled 100s board

Blank 100s board

Colored pencil

2 crayons-1 color per player

2 digits cube 0-9

Roll and Color It!

This game uses a complete 100s board. Player 1 rolls both cubes and makes a 2 digit number (78 or 87) and then find it on the 100s board. Call out the number and color it with your crayon. Then the other player takes a turn. The object is to color in the 100s board together.

Roll and Write It!

Roll and write is played the same way but on an empty 100s board. With each roll a player records the number on the 100s board. The goal is to complete the 100s board together.

The game can also be played as a strategy game. It is called 4 in a row. The object is to color or write in 2 numbers in a row. The game can be played again and again on the same board collecting as many 4’s as possible.

4



Roll and Color It!

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70

71 72 73 74 75 76 77 78 79 80

81 82 83 84 85 86 87 88 89 90

91 92 93 94 95 96 97 98 99 100

5



Roll and Write It!

1 2 3 4 5 6 7 8 9 10

100

6



1.2 The student will count forward by ones, twos, fives, and tens to 100 and backward by ones from 30.



Only)



The patterns developed as a result of skip counting are precursors for recognizing numeric patterns, functional relationships, and concepts underlying money, time telling, and multiplication. Powerful models for developing these concepts include counters, number line, hundred chart, and calculators.



Skip counting by twos supports the development of the concept of even numbers.



Skip counting by fives lays the foundation for reading a clock effectively and telling time to the nearest five minutes, counting money, and developing the multiplication facts for five.



Skip counting by tens is a precursor for use of place value, addition, counting money, and multiplying by multiples of 10.



Counting backward by rote lays the foundation for subtraction. Students should count backward beginning with 30, 29, 28, … through …3, 2, 1, 0.



Calculators can be used to reinforce skip counting.


All students should The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to



Understand that collections of objects can be grouped and skip counting can be used to count the collection.



Understand that collections of objects can be grouped and skip counting can be used to count the collection.



Describe patterns in counting by ones (both forward and backward) and skip counting and use those patterns to predict the next number in the counting sequence.



Describe patterns in counting by ones (both forward and backward) and skip counting and use those patterns to predict the next number in the counting sequence.

7



Standard 1.2 Continued


Text: SBG Mathematics 1999

Chapter /Lesson, page 6.12, p. 187-188, SBG text does not correlate with Virginia SOL 1.3Se


Lesson 34, 46, 47, 54, 70, 90, 98

Manipulatives: counters, 100 chart, calculators, number lines, cubes, pennies, nickels, dimes

Aims: Glide Into Winter “You Are All Heart” Mathematics Their Way: “Two-Handed-Take-Away,” p.346; “Eyes”, p. 328-329; “Stars,” p. 330




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Children’s Literature : All My Shoes Comes In Twos by Mary Ann Hoberman, How Many Twos? By

Judy Hindley, One, Two, One Pour  By Bruce McMillan, Two Ways to Count to Ten by Rudy Dee, What

Comes in 2’s, 3’s, & 4’s by Suzanne Aker, Reese’s Pieces Counting by 5’s by Jerry Pallotta and Rob

Bolster, Artic Fives Arrive by Elinor Pinczes

Virginia Department of Education Training Modules: Patterns, Functions, & Algebra—Section 2

Activity 4c “Patterning on the Hundred Chart”




Allow students to work with a partner to explore skip counting with manipulatives. Each team should make sets of 2s, 5s, and 10s. Give students large sentence strips to write the numbers for skip counting by 2s, 5s, and 10s.

 Give each child a hundred chart and ask them to color numerals that represent number patterns when counting by two, fives, and tens.

 Have students draw pairs of anything and write the counting pattern by 2s underneath. Examples might include socks, mittens, shoes, eyes, and hands.

 Group students in a circle with one child in the middle. The student in the middle tosses a ball to different students as the class counts by 2’s, 5’s, and 10’s to 100.



Have students give each other high- fives with one hand to skip count by fives. Then students can use both hands to skip count by tens.

8




Multiples

Correspondence

Skip counting—A set of numbers arranged in a specific order or pattern.

Released Test Items:

9



1.3 The student will identify the parts of a set and/or region that represent fractions for halves, thirds, and fourths and write the fractions.



Only)



A fraction is a way of representing part of a whole set or a whole region.



In a set fraction model, students need opportunities to make fair shares. For example, when sharing a set of 12 markers with three friends, each person would have one-third of the whole set. Also, each element of the set, no matter its size, is considered to be an equal share of the whole.



In a region/area fraction model, a whole is broken into equal-size parts and reassembled into one whole.



The words denominator and numerator are not required at this grade, but the concepts of part and whole are required for understanding of a fraction.



At this level, students are expected to first understand the part-whole relationship (e.g., three out of four equal parts) before being expected to recognize or use symbolic representations for fractions (e.g., Ошибка!

, Ошибка!

, or

Ошибка!

).



Students should have opportunities to make connections and comparisons among fraction representations by connecting concrete or pictorial representations with spoken representations (e.g., “one-half,” “one out of two


All students should



Understand that a fraction represents a part of a whole.



Understand that fractional parts are equal shares of a whole.



Understand that the fraction name ( half , third , fourth ) tells the number of equal parts in the whole.





Represent a whole to show it having two equal parts and

1 2 identify one-half ( ), and two halves ( ).

2 2



Represent a whole to show it having three equal parts and identify one-third (

1

3

), two-thirds (

2

3

) and three-thirds (

3

3

).



Represent a whole to show it having four equal parts and

1 2 identify one-fourth ( ), two-fourths ( ), three-fourths (

4 4

3 4

) and four-fourths ( ).

4 4



Identify and model halves, thirds, and fourths of a whole, using the set model (e.g., connecting cubes and counters), and region/area models (e.g., pie pieces, pattern blocks, geoboards, paper folding, and drawings).



Name and write fractions represented by drawings or concrete materials for halves, thirds, and fourths.



Represent a given fraction using concrete materials, pictures, and symbols for halves, thirds, and fourths. For example, write the symbol for one-fourth, and represent it with concrete materials and pictures.

10



1.3 The student will identify the parts of a set and/or region that represent fractions for halves, thirds, and fourths and write the fractions.



Only) equal parts, ”or “two-thirds,” “two out of three equal parts,” and “one half is more than one fourth of the same whole”).



Informal, integrated experiences with fractions at this level will help students develop a foundation for deeper learning at later grades. Understanding the language of fractions (e.g., thirds means

“three equal parts of a whole”) furthers this development.


11






Chapter / Lesson, page 5.10 p. 147-148; 5.11 p. 149-150; 5.12 p. 151-152; 5.13 . 153-154; 5.14 p. 155-156;

5.15 p 157-158


Manipulatives : pie pieces, pattern blocks, geo boards, paper foldables, drawings, counters, unifix cubes




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Children’s Literature : Eating Fractions; Fraction Action by L. Leedy, Hershey’s Milk

Chocolate Candy Bar Fractions Book by Jerry Pallota,


 Make a pizza – Give each child a paper plate. Have them color it to make it look like a pizza. Have them cut their pizza into halves, thirds or fourths and write the unit fraction on each piece.

 Apple Fractions – see the Enhanced Scope and Sequence

 Ben Franklin’s Kite – see the Enhances Scope and Sequence

 Folding Fractions- Practice folding paper into each of the fractions, write the unit fraction on each piece.

 Spill the Chips – give each child a bag with two sided colored chips. Spill the chips and practice identifying the fractional part of the set.

 Fraction War- students will play in partners and will need unit cards, 1/2., 1/3 and 1/4.

At the same time each student will lay down a card and the student who has the biggest fraction wins the cards. If the students flip the same fraction, they will lay down another card until one student wins. The student who wins all the cards wins.

12




Fraction - A way to describe a part of a whole or a part of a group by using equal parts.

Set

Whole

Unit Fraction

Half, Third, Fourth

Fractional Parts

Region

13



1.4 The student, given a familiar problem situation involving magnitude, will a) select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a threedigit numeral (e.g., 5, 50, 500); and b) explain the reasonableness of the choice.



Only)



Magnitude refers to the size of a set.



Exploring ways to estimate the number of objects in a set, based on appearance, (e.g., clustering, grouping, comparing) enhances the development of number sense.



To estimate means to find a number that is close to the exact amount. When asking for an estimate, teachers might ask, “ about how much?” or “ about how many?” or “Is this about 10 or about 50?”



Students should be provided opportunities to estimate a quantity, given a benchmark of 10 and/or 100 objects.


All students should



Develop an understanding of the order of magnitude (size) of whole numbers and use this knowledge to estimate quantities.





Select a reasonable order of magnitude for a given set from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, and 500 jelly beans in jars) in a familiar problem situation.



Given a familiar problem situation involving magnitude, explain why a particular estimate was chosen as the most reasonable from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral.

14






Chapter – Lesson, page 6.2, p. 168, 6.4, p. 172, 6.5, p. 174

E6-6


Lesson Lessons in text did not correlate with Virginia Standard of Learning 1.7

Manipulatives: Guessing jars, jelly beans, rice, pictures




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Children’s Literature : The 500 Hats of Bartholomew Cubbins by Dr. Seuss, How Much is a Million? by

David Schwartz, Millions of Cats by Wanda Gag, Counting on Frank by Rod Clement, Betcha by Stuart

Murphy, Jellybean Contest by Kathy Darling


 Show the students a box of 64 crayons. Ask them to predict whether it has 6, 60, or 600 crayons. Next show them a package of cookies and ask if it has 3, 30, or 300 cookies inside. Actually count each set of objects and discuss which estimate was closest to the actual number of items.

 Using a guessing jar, place objects in the jar and ask each student to estimate how many are in the jar.

Chart the response and then count how many are in the jar. Compare their responses and ask the children to explain how or why they estimated as they did.



Let children take turns collecting sets of items and having other children guess how many are in the set. Have the child give choices to the child guessing from a one-digit number, a two-digit number, and a three-digit number.

Additional Vocabulary: magnitude - Comparative size. estimate - Guess how many. reasonable set numeral quantities

15



1.5 The student will recall basic addition facts with sums to 18 or less and the corresponding subtraction facts.


(Background Information for Instructor Use Only)



Associate the terms addition , adding , and sum with the concept of joining or combining.



Associate the terms subtraction , subtracting , minus , and difference with the process of taking away or separating (i.e., removing a set of objects from the given set of objects, finding the difference between two numbers, or comparing two numbers).



Provide practice in the use and selection of strategies. Encourage students to develop efficient strategies. Examples of strategies for developing the basic addition and subtraction facts include

 counting back;

 “one-more-than,” “two-more-than” facts;

 “one-less-than,” “two-less-than” facts;

 “doubles” to recall addition facts (e.g., 2 + 2 =__; o 3 + 3 =__);

 “near doubles” [e.g., 3 + 4 = (3 + 3) + 1 = __];

 “make-ten” facts (e.g., at least one addend of 8 or

9);

 “think addition for subtraction” (e.g., for 9 – 5 =

__, think “5 and what number makes 9?”);

 use of the commutative property, without naming the property (e.g., 4 +3 is the same as 3 + 4);

 use of related facts (e.g., 4 + 3 = 7 , 3 + 4 = 7, 7 – 4

= 3, and 7 – 3 = 4);

 use of the additive identity property (e.g., 4 + 0 =

4), without naming the property but saying, “When you add zero to a number, you always get the


All students should



Develop an understanding of the addition and subtraction relationship.



Develop addition and subtraction strategies for fact recall.



Develop fluency with basic number combinations for addition and subtraction.









Identify + as a symbol for addition, – as a symbol for subtraction, and = as a symbol for equality.

Recall and state orally the basic addition facts for sums with two addends to 18 or less and the corresponding subtraction facts.

Recall and write the basic addition facts for sums to 18 or less and the corresponding subtraction facts, when addition or subtraction problems are presented in either horizontal or vertical written format.

16


First Grade Mathematics original number.”; and

 use patterns to make sums (e.g., 0 + 5 = 5, o 1 + 4 = 5, 2 + 3 = 5, etc.).



Manipulatives should be used to develop an understanding of addition and subtraction facts.

Automaticity of facts can be achieved through constant practice which may include games, handson activities, flash cards, and paper and pencil.



Students should first master facts to 10 and then master facts to 18.

17



SOL 1.5 Continued:



Big Books: The Bug Book, Miss Terry’s Toy Store, Behind the Door

Chapter / Lesson , page 2.1, p. 37-38, 2.2, p. 39-40, 2.3, p. 41-42, 2.4, p. 43-44, 2.5, p. 45-46, 2.6, p. 47-

48, 2.7, p. 49-50, 2.10, p. 55-56, 2.11, p. 57-58, 2.12, p. 61-62, 63-65, 3.2, p. 69-70, 3.3, p. 71-72, 3.4, p. 73-

74, 3.5, p. 75-76, 3.6, p. 77-78, 3.7, p. 79-80, 3.8, p. 81-82, 3.9, p. 83-84, 3.10, p. 85-86, 3.11, p. 87-91, 8.1, p. 227-228, 8.2, p.229-230; 8.3, p. 231-232, 8.4, p. 233-234, 8.5, p. 235-236; 8.7, p. 239-240; 8.8, p. 241-

242; 247; 4.1, p. 97-98; 4.2 p. 99-100; 4.3 p. 101-102; 4.4 p. 103-104; 4.5 p. 105-106; 4.6 p. 107-108; 4.8 p.

111-112; 4.9, p. 113-114; 4.10, p. 115-116; 4.11, p. 117-118; 4.12, p. 119-120; 123-125

Text: Saxon Math Second Edition

Lesson 30, 32, 34, 36, 37, 41, 44, 45, 49, 58, 59, 61, 68, 69

Aims: Glide Into Math and Science “Electric Breakfast,” pg. 29-31; “Do You Have A Snoot For Fruit?” pg.

58-67; Spring Into Math and Science “Floating Fruit,” pg. 46-49; “What do You Think Will Float?,” pg. 50-

52; Critters “Fishful Thinking,” pg. 89-90; “Under Cover,” pg. 100-104; Primarily Bears “Gummy Bears,” pg. 59-64; “M & M Math,” pg. 65-68




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, Renaissance Place

Children’s Literature : Zin! Zin! Zin! A Violin by Lloyd Moss, Ten Flashing Fireflies by Philemon Stung,

Over in the Meadow by Ezra J. Keats, A Cake for Barney by Joyce Dunbar, Addition Annie by David

Gisler, All of Our Noses Are Here by Alvin Schwartz, Annie’s Pet by Barbara Brenner, Five Little Monkeys

Jumping on the Bed by Eileen Christelow, Let’s Find Out About Addition by David Whiney, Mouse Count by Ellen Stoll Walsh, Mission Addition by Loreen Leedy, Hey  Get Our Train by John Burningham,

Anansi the Spider by Gerald McDermott, Where Jamaica Go? By Dale Gottlieb Domino Addition by

Lynette Long

Virginia Department of Education Training Modules: Patterns, Functions and Algebra—Section 3,

Activity 4 “Open Sentences,” ; Section 4, Activity 2 “Fun with Function Machines”

18




 Demonstrate to children how to use a number line to add and subtract. Explain that to add, count ahead. To subtract, count back.

 Use number cards to practice quick recall of addition/subtraction facts.

 More or Less Game – Give each child a game board, ten sided dice, spinner and chips.

Each child rolls the dice, then spins the spinner. Depending on that they spin, they either put a chip on a number that is more, less, one more, one less, etc. You will have to create the spinner to your specifications.

 Take Ten! – Give each student a bag with 9 red and 9 blue unifix cubs. Each child pulls out a handful and links them together. They then write the addition sentence that is made with the cubes they pulled out. They then write a corresponding subtraction fact. This game can also be played with two colored bean counters.

 Fact Family House – see Enhanced Scope and Sequence (you could also do this activity with flowers)

 Pyramid Ten – This game is from “Partner Games” , which is part of the Everyday

Calendar Math (Great Source) kit.

 Counters In A Cup – Students play this game with a partner. Give each student a cup with some counters in it. One person takes the cup and the other person has a sheet of paper. The student with the cup hides some of the counters under the cup and leaves some out. The other student fills in a chart like the one below. The object is to work on missing addends by having the student figure out how many counters are hidden under the cup.

In

12

Out

 Addition Connect 4 – See below for game board and instructions


Addition

Addends

Plus

Sum

Subtraction

Different

Minus

Equality

Horizontal vertical

19



1.6 The student will create and solve one-step story and picture problems using basic addition facts with sums to 18 or less and the corresponding subtraction facts.



Only)



The problem solving process is enhanced when students

– create their own story problems; and

– model word problems, using manipulatives, representations, or number sentences/equations.



Students should experience a variety of problem types related to addition and subtraction, including

– join and separate problems (action involved); join (for example: Sam had 8 pennies. Tom gave him 3 more. How many pennies does Sam have now? separate (for example: Sam had 11 pennies. He gave 3 to Tom. How many pennies does Sam have now?)

– part-part-whole problems (no action involved); missing part (for example:

There are 8 marbles. Five are shown.

How many are missing?)

– classification problems (for example:

Jane had 12 hats. Only 3 of the hats are blue. How many are not blue?)

– comparison problems (for example: Bill is 7 years old. Alice is 4 years old. How much younger is Alice than Bill?).


All students should



Understand various meanings of addition and subtraction in a variety of situations.



Understand that creating and solving problems involves the use of addition and/or subtraction.





Interpret and solve oral or written story and picture problems involving one-step solutions, using basic addition and subtraction facts (sums to18 or less and the corresponding subtraction facts).



Identify a correct number sentence to solve an oral or written story and picture problem, selecting from among basic addition and subtraction facts.

20






Chapter / Lesson, page 2.9, p. 53-54, 3.9, p. 83-85, Extension, p. 93, 2.12, p. 59-60; 3.1 p. 67-68; 4.7 p.

109-110; 4.13 p. 121-122; 8.9 p. 243-244

Test : Saxon Math Second Edition

Lesson 12, 15, 25, 33

Manipulatives: See SOL 1.5




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, Renaissance Place

Children’s Literature : Frog and Toad Are Friends by Lobel, One Gorilla by Morozimi, Rooster’s Off to

See the World by Eric Carle, The Day Jimmy’s Boa Ate the Wash by Trinka Hakes Noble, Maebella’s

Suitcase by Tricia Tusa, Where Jamaica Go? By Dale Gottlieb, Five Little Monkeys Sitting in a Tree by

Eileen Christelow, Knots on a Counting Rope by Martin & Archambault

Virginia Department of Education Training Modules: Patterns, Functions & Algebra—Section 4,

Activity 3 “Build the Rule”


 Ask students to select a stated number of counters out of a bag and write an addition or subtraction story problem for that number of counters in their Math journal. Exchange problems for a partner to solve.

 Invite each child to select a card containing an addition statement. Direct the children to look for magazine pictures that represent countable objects that correspond to the addition statement that they have chosen. Ask the children to glue these objects onto paper. When this is completed encourage the children to trade their picture with a partner. The partner will write the number sentence that corresponds to the picture.



Act out an addition story problem.

 With each activity, have students prove their answer and check for understanding through this.


Solution—The answer to a problem, sometimes including the method used to solve it.

Number Sentences

Solution

21



1.7 The student will a) identify the number of pennies equivalent to a nickel, a dime, and a quarter; and b) determine the value of a collection of pennies, nickels, and dimes whose total value is 100 cents or less.



Only)



Many experiences with coins help students develop an understanding of money, such as

– drawing pennies to show the value of a given coin (e.g., a nickel, a dime, or a quarter);

– playing store and purchasing classroom objects, using play money (pennies);

– representing the value of a nickel, a dime, and a quarter, using pennies; and

– trading the equivalent value of pennies for a nickel, a dime, and a quarter, using play money.



Counting money help students gain an awareness of consumer skills and the use of money in everyday life.



A variety of classroom experiences in which students manipulate physical models of money and count forward to determine the value of a collection of coins are important activities to ensure competence with counting money.



Establishing a one-to-one correspondence between the number names and the items in a set of coins (pennies, nickels, or dimes) is essential for an accurate count.



The last number stated represents the value of a collection of coins being counted. This is known as the cardinality of the set.


All students should



Develop an understanding of exchanging the appropriate number of pennies for a nickel, a dime, or a quarter.



Develop an understanding of place value by skip counting a collection of coins by ones, fives, and tens.





Identify the value of a nickel, a dime, and a quarter in terms of pennies.



Recognize the characteristics of pennies, nickels, and dimes (e.g., color, size).



Count by ones to determine the value of a collection of pennies whose total value is 100 cents or less.



Count by fives to determine the value of a collection of nickels whose total value is 100 cents or less.



Count by tens to determine the value of a collection of dimes whose total value is 100 cents or less.



Count by ones, fives, and tens to determine the value of a collection of pennies and nickels, pennies and dimes, and nickels and dimes whose total value is 100 cents or less.



Count by ones, fives, and tens to determine the value of a collection of pennies, nickels, and dimes whose total value is 100 cents or less.

22



SOL 1.7 Continued



Big Books - Silly Sam

Chapter / Lesson, page 7.1, p. 199-200, 7.2, p. 201-202, 7.3, p. 203-204, 7.4, p. 205-206, 7.5, p. 207-208,

7.6, p. 209-210, 7.7, p. 211-212, 7.8, p. 213-214, 7.9, p. 215-216, 7.10, p. 217-218, p. 221-223

Manipulatives: coins, cash register, objects to “buy”




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, Renaissance Place

Children’s Literature : A Chair for My Mother by Vera Williams, Alexander, Who Used to be Rich Last

Sunday by Judith Viorst, Arthur’s Funny Money by Lillian Hoban, Don’t Count Your Chicks by Parin D’

Aulair, Ingri and Edgar, Parin D’Aulair, If You Made a Million by David Schwartz, Money (An

Eyewittness Book) by Joe Gibb, The Go –Around Dollar by Barbara Adams Johnson, The Hundred Penny

Box by Sharon Mathis, The Kids’ Money Book by Neal Godfrey, The Purse by Kathy Cople, Trouble With

Money by Stan and Jan Berenstein, $1.00 Word Riddle Book by Marilyn Burns, 26 Letters and 99 Cents by

Tana Hoban, Paddy’s Pay Day by Alexandria Day, Sheep in a Shop by Nancy Shaw, The Day the Gang Got

Rich by William Kotzwinkle, Benny’s Pennies by Pat Brisson, Jelly Beans for Sale by Bruce McMillan,

Yard Sale by James Stevenson, Pigs will be Pigs by Amy Axelrod




Ask children to draw a picture of something they would like to purchase and label the object with a price.

Direct the child's partner to “pay” for the object with monies from a bank of pennies, nickels, or dimes.

 Invite children to grab a handful of coins and separate the money into piles by coins. Direct the students to count the coins and record the total amount of money for each pile on paper.

 Encourage children to draw coins, count the amounts and label the totals next to the drawings.


Value

23

1.8



The student will tell time to the half-hour, using analog and digital clocks.



Only)



Many experiences using clocks help students develop an understanding of the telling of time to the half-hour, including

– identifying the parts of an analog clock

(minute and hour hands);

– demonstrating a given time to the half-hour, using a model clock;

– writing correct digital time to the half-hour; and

– relating time on the half-hour to daily routines and school schedules (e.g., the times of TV programs, bedtime, resource time, lunch time, recess time).


All students should



Understand how to tell time to the half-hour, using an analog and digital clock.



Understand the concepts of a.m., p.m., minutes, and hours.



Understand that there are sixty minutes in an hour.





Tell time shown on an analog clock to the half-hour.



Tell time shown on a digital clock to the half-hour.



Match a written time to the time shown on a digital and analog clock to the half-hour.

24






Chapter / Lesson, page 9.6, p. 261-262, 9.7, p. 263-264, 9.9, p. 267-268


Lesson 48, 57, 87

Aims: Primarily Bears, “Melt an Ice Cube”; Glide Into Winter, “Polar Bear Pie”

Manipluatives: clocks (digital and analog)




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, Renaissance Place

Children’s Literature : Do You Know What Time It Is? by Roz Abisch, Teddy on Time by Pellowski, The

Boy Who Was Always Late by John Burningham, The Grouchy Ladybug by Eric Carle, Time for School,

Nathan  by Lulu Delacre, What Time is it, Jeanne-Marie? by Francoise, Brendan’s Best-Timed Birthday by

Debra Gould, The Guy Who Was Five Minutes Late by Bill Grossman, Clocks and More Clocks by Pat

Hutchins, The Man Who Tried To Save Time by Phyllis Krasilovsky, Around the Clock with Harriet by

Betsy Maestro, Mr. Cuckoo’s Clock Shop by Arnold Shapiro, How I Spent My Summer Vacation by Mark

Teague, Imogene’s Antlers by David Small, Morning, Noon, and Nigh: Poems to Fill Your Day by Sharon

Taberski, Tuesday by David Weisner


 Use a large clock to model set times. Direct children to make that same time on their individual clocks. Ask for volunteers to tell the time. Explain that the person called upon with the correct answer is allowed to choose the next time for everyone to make on their clock.

 Set an alarm clock to ring during the day at each half-hour. When the alarm rings, have children stop what they are doing and tell the time. Record the time and the activity the students are working on at that moment.

 Have students select five of their favorite TV programs. Use the Saturday paper to find the times that the programs are shown. Ask the students to show starting and ending times of their programs on their individual clocks.



Have children write a story about their favorite time of day and why in their journal.


Half hour— 30 minutes.

Half past— 30 minutes after the hour.

Analog

Digital

25



1.9 The student will use nonstandard units to measure length, weight/mass, and volume.



Only)



The process of measurement involves selecting a unit of measure, comparing the unit to the object to be measured, counting the number of times the unit is used to measure the object, and arriving at an approximate total number of units.



Premature use of instruments or formulas leaves children without the understanding necessary for solving measurement problems.



When children’s initial explorations of length, weight/mass, and volume involve the use of nonstandard units, they develop some understanding about the need for standard measurement units for length, weight/mass, and volume especially when they communicate about these measures.


All students should



Understand that measurement involves comparing an attribute of an object to the same attribute of the unit of measurement (e.g., the length of a cube measures the length of a book.

The weight/mass of the cube measures the weight/mass of the book. The volume of the cube measures the volume of a book).



Understand how to measure length, weight/mass, and volume using various nonstandard units of measurement.




Measure the length of objects, using various nonstandard units (e.g., connecting cubes, paper clips, erasers).



Measure the weight/mass of objects, using a balance scale with various nonstandard units (e.g., paper clips, bean bags, cubes).



Measure the volume of objects, using various nonstandard units (e.g., connecting cubes, blocks, rice, water).

26






Chapter / Lesson, page 10.2, p. 283-284


Lesson 35

Aims: Fall Into Math and Science “How Tall Are You?” pg. 11-17; “A Weight We Go” pg. 18-21; “Fall

Leafs Me Happy” pg. 37-41; Glide Into Winter With Math and Science “How Does Your Corn Pop?” pg. 5-

10; “Whoa-That’s Heavy” pg. 71-71; Spring Into Math and Science “Feet Findings” pg. 38-41; Primarily

Plants “Inside A Seed” pg. 2-4; “It’s in the Bag” pg. 13-25; “Observing Bulbs” pg. 35-39; Bats Incredible

“Spread Your Wings”

Manipulatives: connecting cubes, blocks, water, rice, balance scales, different sized containers




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, Renaissance Place

Children’s Literature : Bigger and Smaller by Robert Froman, How Big is a Foot? by Rolf Myller, Inch by

Inch by Leo Lionni, Is It Larger? Is It Smaller? by Tana Hoban, Long, Short, High, Low, Thin, Wide by

James Fey, Measurement: Fun, Facts, and Activities by Caroline Arnold, Reading the Numbers, and Sizes

Encountered in Everyday Life by Mary Blocksma, Ten Beads Tall by Pam Adams, The Inch Boy by Junko

Morimoto, Blue Sea by Robert Kalan.


 Help children form a chain of five paper clips. Ask children to determine whether an object looks longer than the length of the paper clip chain and estimate how many clips longer the object is. Have children use paper clips to measure the object and then record their measurements as “about -paper clips long.” Ask children which object was the shortest and which was the longest.

 Use manipulatives to demonstrate weight equivalencies on a balance scales.

 How many crayons will it take to equal a chalkboard eraser?

 Invite children to use string to measure various objects in the classroom and compare the lengths.

 Have children estimate and then weigh various objects in the classroom.


Length - The distance along a line or figure from one point to another.

Measure - A comparison to some other known unit, or to find the measure of something.

Nonstandard units - Units other than customary or metric units used for measurement.

Weight - A measure of how heavy an object is.

Mass

27

Volume

Length

Measure

Weight

Non-standard units

Balance scale

Released Test Items:



28



1.10 The student will compare, using the concepts of more, less, and equivalent, a) the volumes of two given containers; and b) the weight/mass of two objects, using a balance scale .



Only)



Estimation is a commonly used strategy to compare the volumes of two containers.



Determining the volume of a container by counting the number of nonstandard units (e.g., a spoonful, or scoopful of concrete material, such as jelly beans, sand, water, or rice) that can be held by the container is a precursor to comparing volumes.



A variety of activities that focus on directly comparing the volume of objects leads to an understanding of volume.



The level of difficulty in measuring volume can be increased by varying and mixing the sizes of the containers (e.g., using short, wide containers as well as tall, narrow containers).



Weight and mass are different. Mass is the amount of matter in an object. Weight is determined by the pull of gravity on the mass of an object.

The mass of an object remains the same regardless of its location. The weight of an object changes dependent on the gravitational pull at its location. In everyday life, most people are actually interested in determining an object’s mass, although they use


All students should



Understand how to fill containers with objects to determine their volume and compare the volumes of two containers.



Understand that a balance scale can be used to compare the weights of two objects using the terms more, less, or equivalent.





Compare the volumes of two containers to determine if the volume of one is more, less, or equivalent to the other, using nonstandard units of measure (e.g., a spoonful or scoopful).



Compare the volumes of two containers to determine if the volume of one is more, less, or equivalent to the other by pouring the contents of one container into the other.



Compare the weight/mass of two objects, using the terms lighter, heavier , or the same , using a balance scale. The pan containing less weight/mass will rise and the pan containing more weight/mass will fall. If the objects are of equivalent weight/mass, the two pans will balance.

29





 the term weight (e.g., “How much does it weigh?” versus “What is its mass?”).

Balance scales are instruments used for comparing weight/mass. A balance scale usually has a beam that is supported in the center. On each side of the beam are two identical trays. When the trays hold equal weights, the beam is level, and the scale is

“balanced.”

Physically measuring the weights of objects, using a balance scale, helps students develop an intuitive idea of what it means to say something is “lighter,” “heavier,” or “the same.”

Experience estimating the weights of two objects (one in each hand) using the terms lighter, heavier, or the same promotes an understanding of the concept of balance.



30

SOL 1.10a Continued





Chapter / Lesson, page 10.8, p. 295-296


Manipulatives: balance scale, containers, jelly beans, sand, water, rice




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 Give the children a small container and cup measure. Have them use water, sand, rice, or unpopped popcorn to determine whether the container holds less than, more than, or about the same as one cup.

 Experiment with various sizes and shapes of containers to determine which two hold about the same amount of beans/sand. Ask students to predict which two containers will hold about the same amount before they begin.

 Direct children to observe five containers, choosing one to be the standard. Using the standard container, ask students to fill the other containers with sand, salt, water, flour, rice, or popcorn.

Discuss which containers hold more or less than the selected standard container.



Give students three to four different size containers and ask them to predict which container will hold the most and which container will hold the least. Encourage children to check their predictions by filling each container with the same “scoop” for measure. Remind the children that all containers should be filled with the same item when testing for predictions.


Estimate - A number close to an exact amount, an estimate tells about how much or about how many.

Volume - The number of cubic units of space a solid figure takes up.

Mass

Weight

Estimation

Equivalent

Lighter heavier

31



Standard 1.10b Continued



Chapter / Lesson, page 10.5, p. 289-290, 10.6, p. 291-292, 10.7, p. 293-294


Lesson 29

Manipulatives: See SOL 1.10a

Aims: Primarily Bears, Book 1 “Teddy Bears and Oranges”; Glide Into Winter “Whoa-That’s Heavy”




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 Have each child demonstrate balancing two objects on a balance scale.

Ask each child to verbalize: The__weighs more than the___.

 Collect an assortment of classroom objects and ask children to compare their weights using a balance scale. Estimate the weights of the objects and then weigh the actual object.

 Journal writing—Encourage children to draw a balance scale to show the comparison of weight of two objects. Ask the children to label each object and write a sentence about it.



Invite the children to make critters out of their lunch milk cartons using scraps of art supplies.

Weigh the critters to see which one is the heaviest


Balance scale— A tool used for comparing the mass or weight of objects.

32



1.11 The student will use calendar language appropriately (e.g., names of the months, today, yesterday, next week, last week).



Only)




Practical situations are appropriate to develop a sense of the interval of time between events (e.g.,

Boy Scout meetings occur every week on

Monday: there is a week between meetings).



The calendar is a way to represent units of time

(e.g., days, weeks, and months).



All students should



Understand how to use a calendar as a way to measure time.



Using a calendar develops the concept of day as a

24-hour period rather than a period of time from sunrise to sunset.





Read a calendar to locate a given day or date.



Identify the months of the year.



Identify the seven days in a week.



Determine the days/dates before and after a given day/date

(e.g., yesterday, today, tomorrow).



Determine the date that is a specific number of days or weeks in the past or in the future from a given date, using a calendar.



Identify specific dates (e.g., the third Monday in a given month).

33






Pgs. 265, 266, P9-8, R9-8, E9-8

Manipulatives: calendar, months, days of the week, monthly calendars




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Children’s Literature: Cookie’s Week by Cindy Ward, The Very Hungry Caterpillar by Eric Carle,

Today Is Monday by Eric Carle, Chicken Soup With Rice by Maurice Sendak, Someday Is Not A Day

Of The Week by Denise Brennan-Nelson


 This SOL should be integrated into your daily Math Meeting time. Remember to look at the Essential Knowledge for the specific skills the students should master.

 It’s A Date – Take an old calendar, cut it apart and laminate it. Give each child a calendar. Have them investigate the calendar and answer questions about it. (It’s A

Date and It’s A Date Book)


Calendar

Today

Yesterday

Next week

Last week

Represents

Units of time

34

1.12



The student will identify and trace, describe, and sort plane geometric figures (triangle, square, rectangle, and circle) according to number of sides, vertices, and right angles.



Only)



A plane geometric figure is any twodimensional closed figure. Circles and polygons are examples of plane geometric figures.



The van Hiele theory of geometric understanding describes how students learn geometry and provides a framework for structuring student experiences that should lead to conceptual growth and understanding.

– Level 0: Pre-recognition.

Geometric figures are not recognized. For example, students cannot differentiate between three-sided and four-sided polygons.

– Level 1: Visualization.

Geometric figures are recognized as entities, without any awareness of parts of figures or relationships between components of a figure. Students should recognize and name figures and distinguish a given figure from others that look somewhat the same (e.g., “I know it’s a rectangle because it looks like a door, and I know that a door is a rectangle”).

– Level 2: Analysis. Properties are perceived, but are isolated and unrelated.

Students should recognize and name properties of geometric figures (e.g., “I know it’s a rectangle because it is closed; it has four sides and four right angles, and opposite sides are parallel.”).


All students should



Develop strategies to sort and/or group plane geometric figures and refine the vocabulary used to explain their strategies.




Describe a circle.



Trace triangles, squares, rectangles, and circles.



Describe triangles, squares, and rectangles by the number of sides, vertices, and right angles.



Sort plane geometric figures into appropriate subsets

(categories) based on characteristics (number of sides, vertices, angles, curved, etc.).



Identify the name of the geometric figure when given information about the number of sides, vertices, and right angles.

35



Students should have experiences with various plane geometric polygons.

– Triangles could be equilateral, right, obtuse, acute, etc.

–

Quadrilaterals could be rectangles, squares, trapezoids, rhombi, etc.



A vertex is the point at which two line segments, lines, or rays meet to form an angle.



A polygon is a plane geometric figure which

– has sides that are line segments;

– is simple (its sides do not cross);

– is closed; and

– is two-dimensional (lies in a plane).



A triangle is a polygon with three angles and three sides.



A quadrilateral is a polygon with four sides.



A rectangle is a quadrilateral with four right angles.



A square is a rectangle with four sides of equal length.



A circle is a closed curve with all points in one plane and the same distance from a fixed point

(the center).



Transformations (translations, reflections, and rotation) can be used to change the location of objects



Presentation of triangles, rectangles, and squares should be made in a variety of spatial orientations so that students do not develop the common misconception that triangles, rectangles, and squares must have one side parallel to the bottom of the page on which they are printed.



36





Text:

SBG Mathematics 1999

Big Book Stitching Stories

Chapter / Lesson, page 5.3, p. 133-134, 5.4, p. 135-136


Lesson 6, 13, 24

Aims: Fall Into Math and Science “You Drive Me Crackers,” pg. 61-68; “Shape Up”, pg. 69-72

Manipulatives: pattern blocks, geo boards




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Children’s Literature : A Kiss is Round by Blossom Budney, Beginning to Learn About Shapes by

Richard Allen, Finding Out About Shapes by Mae Freeman, Shapes to Show by Karen Gundersheimer,

The Tangram Magician by Lisa and Lee Ernst, The Village of Round and Square Houses by A. Grifalconi,

Are You a Square? by E. Kessler and L. Kessler, Circles, Triangles, and Squares by Tana Hoban, Shapes by

Richard Allington, The Parade of Shapes by Sylvia Tester, Triangles, Squares, Circle by William Wegman,

Shapes, Shapes, Shapes by Tana Hoban, The Shapes Game by Paul Rogers and Sian Tucker, The Greedy

Triangle by Marilyn Burns, The Cricket in Times Squares by George Selden, The Village of Round and

Square Houses by Ann Grifalconi.

Virginia Department of Education Training Modules: Geometry—Section 1 “The van Hiele Levels of

Geometry Understanding” activity; Section 1 “Quadrilaterals and their Properties” activity; Section 1

“Quadrilateral Sort” activity; Section 1 “What’s My Rule” activity; Section 1 “Quadrilateral Sorting

Laboratory”; Section 1 “Quadrilaterals and their Properties Through LOGO” activity; Section 2 “Human

Circle” activity; Section 2 “Geoboard Triangles and Quadrilaterals” activity; Section 3 “Square It” activity;

Section 3 “Pick Up the Sticks” activity; Section 3 “Make Your Own Tangrams” activity; Section 3

“Symmetry & Right Angles in Quadrilaterals” activity; Section 3 “Origami: Making a Square” activity;

Section 3 “Origami: Making a Heart” activity;

Section 4 “Sums of Angles of a Triangle” activity; Section 4 “Do Congruent Triangles Tessellate?” activity; Section 5 “Dominoes & Triominoes” activity; Section 5 “Tetrominoes” activity; Section 5

“Pentominoes” activity; Section 5 “Areas with Pentominoes” activity; Section 5 “Hexominoes” activity;

Section 5 “Perimeters with Hexominoes” activity


 Provide students with a pattern block or attribute block outline puzzle. Direct the child to use any combination of blocks to fill in the picture. Help the children to discover a

37


First Grade Mathematics relationship between the sides and corners of the adjoining blocks and the completion of the outline picture.

 Ask children to draw shapes such as squares, rectangles and circles in the air and on the chalkboard with their fingers. Encourage the children to then use their pencils and draw these shapes on paper. Finally, help children to transfer their acquired knowledge by creating shapes on geo-boards with rubber bands.

 Give students attribute blocks. Read riddles that describe a particular shape. Ask the students to determine the shape and share their choice with a partner as well as their reasoning.

 Create shapes by connecting dots on paper.

 Ask children to work with a partner. Model for students that one child will point to a face on a solid and the other child will then predict the shape that would be made by tracing that face. Tell children to check their prediction by tracing the face. Repeat this activity until all children have drawn a circle, a triangle, a square, and a rectangle. When children have drawn each shape, they identify the shapes by name.

 Shape Monsters: Create some shape monsters. Create two dice. One has body parts (eyes, nose, mouth, arms, legs, body). One has shapes (triangle, circle, square, rectangle). Give each child a monster and pair them up to play the game. The child rolls the two dice. If their monster has the combination they rolled (ie: square eyes) they trace/color that on their monster. The first child to color their whole monster wins.

Additional Vocabulary: triangle - A polygon with three sides and three angles. rectangle - A quadrilateral with two pairs of congruent, parallel sides and four right angles. square - A parallelogram with four congruent sides and four right angles. circle - A plane figure with all points the same distance from a fixed point called the center.

Figure

Plane figure

Vertices

Right angle sides

38



1.13 The student will construct, model, and describe objects in the environment as geometric shapes (triangle, rectangle, square, and circle) and explain the reasonableness of each choice.



Only)



Representations of circles, squares, rectangles, and triangles can be found in the students’ environment at school and at home. Students should have opportunities to identify/classify things in their environment by the type of figure those things represent.



A common misconception students have when a figure such as a square is rotated is they will frequently refer to the rotated square as a diamond. Clarification needs to be ongoing — i.e., a square is a square regardless of its location in space; there is no such geometric figure as a diamond.



Building geometric and spatial capabilities

fosters enthusiasm for mathematics while

providing a context to develop spatial sense.



Polygons can be constructed using other polygons (e.g., six equilateral triangles can be used to construct a hexagon, a triangle can be added to a rectangle to create a pentagon, etc.).


All students should



Understand that geometric figures are integral parts of the environment.



Use familiarity with the figure, structure, and location to develop spatial reasoning.




Construct plane geometric figures.



Identify models of representations of circles, squares, rectangles, and triangles in the environment at school and home and tell why they represent those figures.



Describe representations of circles, squares, rectangles, and triangles in the environment and explain the reasonableness of the choice.

39





Texts: SBG Mathematics 1999 & Saxon Math Second Edition

Lessons in text did not correlate with Virginia Standard of Learning 1.17

Aims: Fall Into Math and Science “You Drive Me Crackers,” pg. 61-68; “Shape Up,” pg. 69-72; “Shape

Town”

Manipulatives: See SOL 1.12




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Children’s Literature : Dots, Spots, Speckles and Stripes by Tana Hoban, Patchwork Quilt by Valerie

Flournoy, Round & Round & Round by Tana Hoban, The Village of Round and Square Houses by Anne

Grifalconi, Take Off With Shapes by Sally Hewitt, The Shape Game by Paul Rogers, Grandfather Tang’s

Story by Ann Tompert

Virginia Department of Education Training Modules: Geometry—Section 2 “Shape Hunt” activity


 Divide a piece of paper into fourths. Label the sections with square, circle, triange and rectangle. Have the students search the room for objects that they can draw under each shape. After filling in the paper, have them share why the said each object was a

 certain shape (justify with number of sides, vertices and right angles).

Additional Vocabulary: triangle - A polygon with three sides and three angles. rectangle - A quadrilateral with two pairs of congruent, parallel sides and four right angles. square - A parallelogram with four congruent sides and four right angles. circle - A plane figure with all points the same distance from a fixed point called the center.

Figure

Plane figure

Vertices

Right angle sides

40



1.14 The student will investigate, identify, and describe various forms of data collection (e.g., recording daily temperature, lunch count, attendance, favorite ice cream), using tables, picture graphs, and object graphs.



Only)

 Students’ questions about the physical world can often be answered by collecting data and observing the results.



Data are information collected about people or things. The primary purpose of collecting data is to answer questions.



After generating questions, students decide what information is needed and how it can be collected.



The collection of the data often leads to new questions to be investigated.



The entire process broadens children’s views of mathematics and its usefulness.



Data collection could involve voting, informal surveys, tallying, and charts.



Surveys, which are data-collecting tools that list choices, should have a limited number of questions at the primary grades.



Tallying is a method for gathering information.

Tally marks are used to show how often something happens or occurs. Each tally mark represents one occurrence. Tally marks are clustered into groups of five, with four vertical marks representing the first four occurrences and the fifth mark crossing the first four on a diagonal to represent the fifth occurrence.


All students should



Understand how data can be collected and presented in an organized manner.



Understand that data gathered and analyzed from observations and surveys can have an impact on our everyday lives.





Investigate various forms of data collection, including counting and tallying, informal surveys, observations, and voting.



Identify and describe various forms of data collection in practical situations (e.g., recording daily temperature, lunch count, attendance, and favorite ice cream.)

41



SOL 1.14



Chapter / Lesson, page 1.5, p. 9-10, 1.15, p. 29-30, 8.6, p. 237-238, 9.11, p. 271-272


Lesson 5, 7, 10, 19, 38, 40, 65, 82, 118

Aims: Glide Into Winter With Math and Science “Do You Have a Snoot for Fruit”, pg. 58-67; “Valentine

Candy Count,” pg. 35-41; “Electric Breakfast I” 29-31; “Electric Breakfast II”, pg. 32-34; “Mighty

Mittens,” pg. 25-28; “How Does Your Corn Pop?,” pg. 5-10;

“Whoa—That’s Heavy  ”, pg. 71-73; Spring Into Math and Science “Feet Findings,” pg. 38-41;

Fall Into Math and Science “Apples A Peel To Me”; “Going Nuts”; “Bunches of Lunches,”

Magazine Volume 5 Issue 2

Manipulatives: chart paper, pictures for graphs




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Children’s Literature : Anno’s Math Games II by Mitsumasa Anno, Anno’s Math Games III by

Mitsumasa Anno, Caps for Sale by Esphyr Slobodkina, Elephant Buttons by Veno, The M & M Counting

Book by Barbara Barbiari McGrath, Frog and Toad Are Friends by Arnold Lobel, In the Tall, Tall Grass by

Denise Fleming

Virginia Department of Education Training Modules: Probability and Statistics—Section 1, Activity 1

“Sandwich Problem”; Section 1, Activity 2 “Why is Probability and Statistics Important?”; Section 1,

Activity 3 “The Big Ideas of Probability and Statistics”; Section 1, Activity 4 “What are the Goals of the

Institute?”; Section 1, Activity 1 “Collecting Data: Count the Ways”; Section 2, Activity 2 “Random

Sampling”


 Record daily temperature and weather. Help students to compare the information shown and record tow sentences about what they discover.

 Encourage students to survey their classmates to determine preferences for things such as food, flavors of ice cream, shoes, clothing and toys. Help children record their preferences in a picture or object graph and write at least two sentences about what they discover. Examples might include:  More boys in our class are wearing tennis shoes than girls.



42



 Have the children draw a picture on an index card to show how they came to school. Ask the children to create a graph by sorting the information and attaching the cards to a large piece of paper.

Additional Vocabulary: data - Information especially numerical information. tally - A method of gathering information. tally marks - Marks made to keep track of things being counted.

Picto(picture)graph

Object graph

Table

Survey

43



1.15 The student will interpret information displayed in a picture or object graph, using the vocabulary more, less, fewer, greater

than, less than, and equal to.



Only)



Statistics is used to describe and interpret with numbers the world around us; it is a tool for problem solving.

 Students’ questions about everyday life can often be answered by collecting and interpreting data.



Organized data provides a clearer picture for interpretation. Data may be described in object graphs and picture graphs.



Picture graphs are graphs that use pictures to show and compare information.



Object graphs are graphs that use concrete materials to represent the categorical data that are collected (e.g., cubes stacked by the month, with one cube representing the birthday month of each student).



Interpretation of the data could lead to additional questions to be investigated.


All students should



Understand that picture graphs use pictures to represent and compare data while object graphs use concrete objects to represent and compare data.



Understand that data can be analyzed and interpreted, using the terms more , less , fewer , greater than , less than , and equal to .





Compare one category to another in a graph, indicating which has more or which has less, or which is equal to.



Interpret information displayed in object graphs and picture graphs, using the words more , less , fewer , greater than , less than , and equal to .



Find answers to questions, using graphs (e.g., “Which category has more?”, “How many more?”, and “How many in all?”).

44





Text: Silver Burdett Ginn 1999

1.15, p. 29-30; 8.6, p. 237-238

Aims: Glide Into Winter With Math and Science “Do You Have A Snoot for Fruit,” pg. 58-67; “Valentine

Candy Count,” pg. 35-41; “Electric Breakfast I,” pg. 29-31; “Electric Breakfast II,” pg. 32-34; “Mighty

Mittens,” pg. 25-28; “How Does Your Corn Pop?,” pg. 5-10; “Polar Bear Pie,” pg. 19-21; “Goober Peas,” pg. 22-24; “You Are All Heart,” pg. 42-44; Fall Into Math and Science “How Tall Are You?,” pg. 11-17;

“A Weigh We Go,” pg. 18-21; “Fall Leafs Me Happy,” pg. 37-41; “You Can Count On Us,” pg. 1-4; “An

Eye for Color,” pg. 5-10

Manipulatives: chart paper, pictures for graphs




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, Renaissance Place

Children’s Literature : Anno’s Hat Tricks by Mitsumasa Anno, Guess Who My Favorite Person Is by

Byrd Baylor, Alligator Shoes by Arthur Dorros, The Button Box by Margarette Reid, What Will The

Weather Be Like Today? by Paul Rodgers, Who’s Hat is That? by Ron Roy, Whose Shoes are These? by

Ron Roy, Lemonade for Sale by Stuart Murphy, Tiger Math Learning to Graph from a Baby Tiger by Ann

Whitehead Nagda and Cindy Bickel

Virginia Department of Education Training Modules: Probability and Statistics—Section 1, activity 1

“Sandwich Problem”; Section 1, activity 2 “Why is Probability and Statistics Important?”; Section 1, activity 3 “The Big Ideas of Probability and Statistics”; Section 1, activity 4 “What are the Goals of the

Institute?”; Section 1, activity 5 “Sixth Grade Mystery Data”; Section 1, activity 6 “Posing Questions” ;

Section 2, activity 5 “What’s Missing”; Section 2, activity 5 “What’s Missing”; Section 2, activity 6

“Object Graphs and Picture Graphs”; Section 3, activity 7 “Graph Detective”; Section 4, activity 5

“Graphical Interpretations”; Section 4, activity 6B “Matching Game: Graphs, Data, Summary”; Section 4, activity 8 “Draw the Graph Game”


 Pass out snack bags of M & Ms. Ask the students to open the bags and sort the candies into sets according to color. Tell the children to line their candies in rows according to the colors to indicate which child has more, less or equal amounts of the same color. Allow the students to eat the candy after a class discussion and the writing of two sentences that describe what the children discover.

 Use attributes such as eye color to create pictorial graphs. Ask the students to draw a picture of their eyes and color them correctly. Direct the students to glue the picture of their eyes to a large piece of paper complete with columns or rows. Help the children to read the pictorial graph to determine which eye color is prevalent. Which eye color is the least prevalent among members of the class. Are any eye colors represented equally?

45



 Ask each child to color a Post-It Note ice cream shape to represent their favorite flavor of ice cream.

Direct the students to then place their note on a teacher made grid. Repeat the activity with story characters.

 Allow students to cut out pictures in magazines, group the pictures and then graph the pictures on their own to make a pictorial graph. Have students describe their graph to a partner.

Additional Vocabulary: data - Information especially numerical information. tally - A method of gathering information. tally marks - Marks made to keep track of things being counted.

Picto(picture)graph

Object graph

Table

Survey

More

Less

Fewer

Greater than

Less than

Equal to

46



1.16 The student will sort and classify concrete objects according to one or more attributes, including color, size, shape, and thickness.



Only)



Sorting, classifying, and ordering objects facilitate work with patterns, geometric shapes, and data.



To classify is to arrange or organize a set of materials according to a category or attribute (a quality or characteristic).



General similarities and differences among items are easily observed by primary students, who can begin to focus on more than one attribute at a time. During the primary grades, the teacher’s task is to move students toward a more sophisticated understanding of classification in which two or more attributes connect or differentiate sets, such as those found in nature

(e.g., leaves with different colors and different shapes).


All students should



Understand the same set of objects can be sorted and classified in different ways.





Sort and classify objects into appropriate subsets

(categories) based on one or two attributes, such as size, shape, color, or thickness.

47





Text: Silver Burdett Ginn (1999)

Aims: Fall Into Math and Science “You Can Count On Us,” pg. 1-4; “An Eye for Color,” pg. 5-10; “Weather

Wear,” pg. 22-24; “Apples A Peel to Me,” pg. 46-49; “Flowers,” pg. 84-86; “Shape Up”; Primarily Bears

“Gummy Bears,” pg. 59-64; “M & M Math,” pg. 65-68

Manipulatives: foam attribute blocks, buttons, other objects to sort




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Children’s Literature : A House for Hermit Crab by Eric Carle, Another, Another, and More by Marion

Walter, Each Peach, Pear, Plum by Ahlberg, The Patchwork Quilt by Valerie Flourney, The Turnabout, Think

About, Look About Book by Duncan Gardner, The Mirror Puzzle Book by Marion Walter, Frog and Toad by

Arnold Lobel, Sorting by Peter Patilla, Mixing and Matching by Nicola Tuxworth

Virginia Department of Education Training Modules: Geometry—Section 2 “What’s In the Box?” activity; Section 2 “Missing Pieces” activity; Section 2 “What’s My Rule” activity; Section 2 “Twenty

Questions Game” activity; Section 2 “Who Am I?” activity; Section 2 “Differences-Trains & Games” activity; Section 2 “Hidden Number Patterns”; Section 2 “Attribute Networks” activity


 Provide students with a variety of manipulatives to sort and classify. Put these items in a center for the students to use during their free center time. Provide guided practice on sorting and classifying during the Every Day Counts activities. Begin with having the student sort by a single attribute such as size, shape or color. When this skill has been mastered, then add an additional attribute. Increase the difficulty as each level is mastered.

 Use sorting trays to practice classifying objects into sets according to common attributes. Set one tray on each table and ask the children to sort the objects. Ask partners to share how and why they sorted them as they did. Ask them if there is any other way the objects could be sorted. Change the objects being sorted and repeat the activity.

 Pass out paper shapes and a large sheet of newsprint. Ask the students to sort the shapes by one attribute and glue them down. Have the children share which attribute they used to sort the shapes.

Additional Vocabulary: classify - To arrange or organize a set of materials according to a category or attribute. attribute

48



1.17 The student will recognize, describe, extend, and create a wide variety of growing and repeating patterns.



Only)



Patterns allow children to recognize order, generalize, and predict.



Patterning should include

– reproducing a given pattern, using manipulatives;

– recording a pattern with pictures or symbols;

– transferring a pattern into a different form or different representation (e.g., blue–blue– red to an AAB repeating pattern); and

– analyzing patterns in practical situations (e.g., calendar, seasons, days of the week).



The simplest types of patterns are repeating patterns. The part of the pattern that repeats is the core. The patterns can be oral, such as the refrain in “Old MacDonald’s Farm” (“e-i-e-i-o”), or physical with clapping and snapping patterns, or combinations of both, such as is found in songs like the “Hokey Pokey.” In each case, students need to identify the basic unit of the pattern and repeat it. Opportunities to create, recognize, describe, and extend repeating patterns are essential to the primary school experience.



Growing patterns are more difficult for students to understand than repeating patterns because not only must they determine what comes next, they must also begin the process of generalization.

Students need experiences with growing patterns in both arithmetic and geometric formats.


All students should



Understand that patterns are a way to recognize order, to organize their world, and to predict what comes next in an arrangement.



Recognize and state the core of a pattern.



Analyze how both repeating and growing patterns are generated.





Recognize the pattern in a given rhythmic, color, geometric figure, or numerical sequence.



Describe the pattern in a given rhythmic, color, geometric figure, or numerical sequence in terms of the core (the part of the sequence that repeats).



Extend a pattern, using manipulatives, geometric figures, numbers, or calculators.



Transfer a pattern from one form to another.



Create a repeating or growing pattern, using manipulatives, geometric figures, numbers, or calculators (e.g., the growing patterns 2, 3, 2, 4, 2, 5, 2, 6, 2,



).

49



Create an arithmetic number pattern. Sample numeric patterns include

– 6, 9, 12, 15, 18,



(growing pattern);

– 20, 18, 16, 14,



(growing pattern);

– 1, 2, 4, 7, 11, 16,



(growing pattern); and

– 1, 3, 5, 1, 3, 5, 1, 3, 5… (repeating pattern).



In geometric patterns, students must often recognize transformations of a figure, particularly rotation or reflection. Rotation is the result of turning a figure around a point or a vertex, and reflection is the result of flipping a figure over a line.



50





Text: SBG, 1999

1.3, p. 5-6; 1.7, p. 13-14; 1.13, p. 25-26; 5.6, p. 139-140

Aims: Fall Into Math and Science “Going Nuts”

Manipulatives: pattern blocks, unifix cubes, buttons, magnetic numbers/letters




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,

Education City, www.mathcats.com


Children’s Literature : A Friend is Someone Who Likes You by Joan Walsh Anglund,

Brown Bear, Brown Bear, What Do You See? by Eric Carle and Bill Martin, Jr., Drummer

Hoff by Barbara Emberley, Fortunately by Remy Charlip, If It Weren’t For You by Charlotte

Zolotow, Polar Bear, Polar Bear, What Do You See? by Eric Carle and Bill Martin, Jr.,

Someday by Charlotte Zolotow, The Very Busy Spider by Eric Carle, One Hundred is a

Family by Pam Manoz, Discovering Patterns by Andrew King, Mixing and Matching by

Nicola Tuxworth

Virginia Department of Education Training Modules:

Geometry—Section 3 “Partition the Square” activity

Patterns, Functions & Algebra—Section 1, activity 1 “Creating and Identifying Patterns

(Warm-up)”; Section 1, activity 2 “The Big Ideas of Algebra”; Section 1, activity 3 “Why is

Algebraic Thinking Important?”; Section 1, activity 4 “Libby (Warm Up) What’s In the

Box?”; Section 2, activity 1A “I Need a Necktie, Please  ” ; “Section 2, Activity 1B “Up, Up and Away  ”; Section 2, activity 2A “Tons of Tunnels”; Section 2, Activity 3A “The Jeweled

Snake”; Section 2, activity 4D “Odd and Even”; Section 2, activity 4G “Arrow Math’


 Ask students to create patterns of color, size or shape using stringing beads or linking cubes. Ask the children to determine what will come next in the pattern.

 Use unifix cubes to create trains of color patterns.

 Use songs and fingerplays such as Hand Jive, Over in the Meadow, Cat Goes Fiddle-I-

Fee to help students understand how to extend and repeat patterns.


51



Pattern— A way to recognize order. To predict what comes next in an arrangement.

Repeating pattern

Repeating part

Growing pattern

Geometric figure

Core of pattern

52



1.18 The student will demonstrate an understanding of equality through the use of the equal sign.



Only)



Equality can be shown by measuring with a balance scale or a number balance.



Manipulatives such as rods, connecting cubes, and counters can be used to model equations.



An expression is a representation of a quantity. It is made up of numbers, variables, and/or computational symbols. It does not have an equal sign (e.g., x + 3).



An equation is a mathematical statement that two expressions are the same. Equations are written with an equal sign .



Equations have expressions of equal value on both sides (e.g., 5 + 3 = 8, 8 = 5 + 3 and 4 + 3 = 9 - 2).



An equation can be represented using balance scales. There must be the same amount on each side of an equal sign (e.g., 5 + 3 = 3 + 5 ).



A common misunderstanding is that the equal sign always means the answer. The equal sign can represent an equality.



Equations should be shown in many different forms (e.g., 6 = 6, 4 + 2 = 6, 5 + 1 = 4 + 2,

6 = 4 + 2, 4 = 6 - 2).



Inequalities such as 5 < 4 + 3 are not equations.


All students should

 Understand that the equal sign means “is the same as” or “another name for” or “equal in value”.



Understand that equality represents a balance concept. Both sides of the equation balance because they are equal (they have the same value).





Identify the equality (=) symbol.



Recognize that the equations 4 + 2 = 2 + 4 and 6 + 1= 4 + 3 represent the relationship between two expressions of equal value.



Model an equation that represents the relationship of two expressions of equal value.



Identify equivalent values (e.g., 3 = 3, 4 + 3 = 8 - 1,

7 = 2 + 5, etc.).

53

Equations must have the equal sign.



It is important for children to understand that the expression 3 + 5 is another representation of eight.



The equal sign is used when two representations name the same number, 5 + 3 = 10 - 2. These two expressions in the equation represent the same number, eight.



Equations should be routinely modeled in conjunction with story problems.



Solving missing addend problems and stories helps with the understanding of equality and the equal sign (e.g., There are 4 red birds in the tree.

Some black birds fly to the tree. Now there are six birds in the tree. How many black birds flew to the tree? 4+__ =6)



54




Manipulatives: number balance scales, balance scale, objects to measure, containers




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Children’s Literature : Equal Schmequal by Virginia Kroll


 Domino Go Fish – give students dominos (or paper copies of dominos). Have them put them face down on the table. Students play the game in pairs. Each child picks two dominos. It they are equal, they record it on their paper and write the number sentence for each domino. If they are not equal, their turn is over and the next student goes.


Equal sign

Equality symbol

Balance concept

55

Math - Accomack County Public Schools

Accomack County Public Schools

Elementary Mathematics

First Grade

Curriculum Guide

Roll and Color It! (1.1a)

Roll and Write It! (1.1a)

4 in a Row

Filled 100s board

Blank 100s board

Colored pencil

2 crayons-1 color per player

2 digits cube 0-9

Roll and Color It!

This game uses a complete 100s board. Player 1 rolls both cubes and makes a 2 digit number (78 or 87) and then find it on the 100s board. Call out the number and color it with your crayon. Then the other player takes a turn. The object is to color in the 100s board together.

Roll and Write It!

Roll and write is played the same way but on an empty 100s board. With each roll a player records the number on the 100s board. The goal is to complete the 100s board together.

The game can also be played as a strategy game. It is called 4 in a row. The object is to color or write in 2 numbers in a row. The game can be played again and again on the same board collecting as many 4’s as possible.

Roll and Color It!

Roll and Write It!

Instructional Vignette: (Alternate Teaching Strategies)

Instructional Vignette: (Alternate Teaching Strategies)

Related documents

Products

Support

Math - Accomack County Public Schools

Accomack County Public Schools

Elementary Mathematics

First Grade

Curriculum Guide

Roll and Color It! (1.1a)

Roll and Write It! (1.1a)

4 in a Row

Filled 100s board

Blank 100s board

Colored pencil

2 crayons-1 color per player

2 digits cube 0-9

Roll and Color It!

This game uses a complete 100s board. Player 1 rolls both cubes and makes a 2 digit number (78 or 87) and then find it on the 100s board. Call out the number and color it with your crayon. Then the other player takes a turn. The object is to color in the 100s board together.

Roll and Write It!

Roll and write is played the same way but on an empty 100s board. With each roll a player records the number on the 100s board. The goal is to complete the 100s board together.

The game can also be played as a strategy game. It is called 4 in a row. The object is to color or write in 2 numbers in a row. The game can be played again and again on the same board collecting as many 4’s as possible.

Roll and Color It!

Roll and Write It!

Instructional Vignette: (Alternate Teaching Strategies)

Instructional Vignette: (Alternate Teaching Strategies)

Related documents

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