1st Grade Math Power Pix CA

First Grade Power Pix Math, copyright 2009, Chris Biffle and Jay Vanderfin
Chris Biffle Jay Vanderfin WholeBrainTeachng.com

2
Introduction First Grade Power Pix Math Overview First Grade Power Pix Math Reference list First Grade Math Power Pix Signs Copyright and Contact Information
4 6 18 57 95
All rights reserved. Copies of this document may be reproduced for use by individual teachers. However, no portion of this document may be sold, or offered for sale, without the written permission of the authors.
A significiant quantity of brain research demonstrates that we learn best by seeing, saying, hearing and doing. When we see information, we employ the visual cortex near the rear of the brain; when we say and hear information, the language centers, Brocas area and Wernickes area in the brains left hemisphere are active. When we engage in a physical learning activity we employ the motor cortex, our most reliable memory storage area, located in a band across the top, center of the brain. Not every learning activity, however, employs all four learning modes. In fact, the most common teaching model, the instructor talking and students listening, is judged by contemporary brain science as the most inefficient way for the brain to acquire new information. Put bluntly, the longer we talk, the more students we lose. What we need in education, from kindergarten through college, are teaching materials and pedagogical styles that are designed for whole brain instruction. Since 1999, I and my teaching colleagues have been developing and classroom testing brain friendly learning modules. We want our students to see, say, hear and do we want them to experience the joy and power of learning with their whole brains. Power Pix, as you will see, employ all four learning modes, and are designed to solve a very practical problem, how to teach the state standards in language arts and math (this edition is designed for the California State Standards but can be used by teachers in any state.) In 1999, my former student Jay Vanderfin and I began to search for a way to make learning more engaging. I had some success in my college courses using diagrams to teach complex philosophical topics; Jay was seeking an entertaining technique for teaching the California State Standards to his kindergarteners.
4
In addition to philosophy, I had also taught art history; I was astonished at my students ability to attach the correct titles and painters to hundreds of paintings. My classes could process and retain huge quantities of visual information but had significant trouble remembering five or ten dates of important historical events. However, when I created a series of memory gestures to accompany the dates, their learning improved dramatically. As I related these experiences to Jay, we both became convinced that the solution to the serious problem of teaching California State Standards had to reside in some combination of visual, auditory, oral and physical learning. And so we set forth on a remarkable journey. We were looking for something that we had never seen before, a multi-modal pedagoguey that teachers could apply to any educational core concept. As we experimented with solutions and researched methods of learning, we eventually learned to call our approach a whole brain learning method. We were delighted to see how the visual cortex, auditory cortex, sensory motor cortex, even the amygdala (which processes pleasure and pain) and limbic system (the seat of emotions) were involved in the system we were creating. Jay and I, and our colleague, Chris Rekstad, a fourth grade teacher at Valley Elementary in Yucaipa, gave countless seminars to Southern California teachers, showing rough drafts of our approach ... and we were astonished at the enthusiastic reception we received. We gave away samples of our materials by the box load, over 10,000 pages, to teachers who were eager to try our strategies. Over the last five years, weve had a tremendous amount of constructive feedback and have carefully honed and classroom tested the materials you are about to investigate.
First Grade Power Pix Math Overview

This booklet is devoted to 40 math concepts for First Gradeers. The concepts are (in alphabetical order): Math
1 less than, 1 more than, 10 less than, 10 more than, 1s place, 10s place, 100s place, addition, addition sign, bar graph, circle, cone, counting by 2s, counting by 5s, counting by 10s, cube, dime, equals sign, estimate, expanded form, foot and 12 inches, half hour, hour, unit rule, penny, pounds and ounces, quarter, sign, tally marks, triangle
less than/more than, minute, nickel, nonstandard rectangle, sphere, square, subtraction, subtraction
Virtually every first grade teacher in the country mentions some or all these concepts. If you put yourself in the shoes of a youngster new to school, many of these terms would be no more familiar than oddities of Shakespearean English are to adult readers. Hamlet says, Who would fardels bear when he could his quietus make with a bare bodkin? If Hamlets meaning is unclear to you, then imagine a first graders confusion when the teacher says, Every fraction has a numerator and a denominator. Our classroom tested materials, called Power Pix, enormously simplify the task of teaching these, and many other, core concepts. Power Pix are pictures used to represent and teach California State Standards. Each Power Pix should be printed on a sheet of computer paper. The picture represents the California State Standard; teaching resources for each Power Pix are in the Power Pix Reference List in this manual. Teachers hold up the Power Pix in the front of
6
their classroom and teach the concept and related memory gesture. After students have repeated the concept and practiced the gesture, the Power Pix is placed on a classroom wall for frequent review. Typically, students can master over 100 Power Pix in a year! Power Pix are an entertaining, effective way for students to acquire large quantities of core knowledge. On the following pagea are a sample Pix and its reference list information
Sample: Power Pix for author

California State Standard (Reading 3.2) Picture representing standard Key word in standard (for ease of reading by students, syllables are color coded) Gesture for key word: (Pretend as if you are writing in the air.) Blue border identifies language arts; red border identifies math. Prompt question: What is an author? Answer: An author writes the words of a book, story or poem. Grade Level: First Grade
Sample: Power Pix Reference for author . author Question: What is an author? Answer: An author writes the words of a book, story or poem. Gesture: Pretend as if you were writing in the air. California State First Grade Standard: Reading 3.2: Describe the roles of authors and illustrators and their contributions to print materials. Teaching suggestion: Hold up books and describe the tasks of an author. Play Yes/No Way! with questions like the following: 1. Does this have an author? (Hold books and also non-author materials, like chalk, erasers, etc.) 2. Does every book have an author? 3. Is this the author gesture? (Make various gestures.) Quick Test: Play Cutie with statements like the following: 1. Authors write books. 2. A girl or a boy could be an author. 3. Authors write poems. Critical Thinking: Play Compare/Contrast with author and other Power Pix. Review: Ask your students to review with each other the question, answer and gestures for author and other Power Pix. (For more information on all the above, see the introduction to this manual.)
Power Pix employ all four of the brains learning modes: --Visual (visual cortex): students learn by looking at a picture representing a concept. --Auditory (Wernickes area): students hear the definition of the concept. --Verbal (Brocas area): students say the definition of the concept to themselves and their classmates. --Kinesthetic (motor cortex): students practice a memory gesture associated with the concept. In addition, Power Pix can be used to develop critical thinking skills which bring together the frontal cortex (reasoning), the hippocampus (memory formation) and the language centers (Wernickes area and Brocas area): --Paraphrasing: after learning the definition of a concept by rote, students can paraphrase the definition by explaining it to their neighbors. --Comparison/Contrast: students can talk and write about similarities and differences among Power Pix. --Connective Thinking: students can talk and write about connections between the concepts and their experience outside the classroom. Finally, Power Pix are ideally suited for collaborative learning. Looking at Pix placed on the wall, students review what they have learned in teams of two. One student asks the question represented by the picture, What is an author?; the other student gives the answer, An author writes the words of a book, story or poem. When the
10
first student has finished reviewing all the Pix, the students switch roles. The questioner becomes the answerer; the answerer becomes the questioner.
Four Steps for Teaching First Grade Power Pix

We believe the best way to teach Power Pix is to use a graduated program like the following: Step One: Show your students the picture and teach them the concept (for example, author) and the gesture from the Power Pix Reference List (writing in the air with an imaginary pencil). Put the Power Pix on the wall; review the concept and gesture frequently for at least a week. Step Two: When your class has mastered the concept and gesture, use the Power Pix Reference List to teach them the question (What is an author?) and the answer (An author writes the words of a book, story or poem). For additional learning aids, see the Teaching Suggestion for each Power Pix in the Power Pix Reference List. Step Three: After several weeks of reviewing the concept, gesture, question and answer, youre ready to assess your students understanding. The Power Pix Reference List contains two simple assessment games designed for each Power Pix, Yes/No Way! and Cutie.
11
Yes/No Way!
This game provides a rapid evaluation of your students understanding without using a pencil and paper test! Simply ask your class questions about a Power Pix that can be answered Yes, or No Way! The Power Pix Reference List contains at least three Yes/No Way! questions for each Pix. Here are the Yes/No Way! questions for the author Power Pix above. 1. Does this have an author? (Hold up books and also non-author materials, like chalk, erasers, etc.) 2. Does every book have an author? 3. Is this the author gesture? (Make various gestures.) Ask your class these and other questions about the Power Pix. Tell your students to answer the questions in chorus, either Yes!, or No Way!. Students should be encouraged to pump their fist vigorously when saying Yes!, or shake one finger in emphatic negation (as if exclaiming No! No! No!) when saying No Way! As students respond in chorus, you can quickly determine how many in your class understood the Power Pix concept.
Cutie
Yes/No Way! is a rapid meaasure of all your students understanding of a Power Pix. Cutie evaluates the understanding of individual students. Cutie is a quick test, abbreviated QT and thus pronounced Cutie. When you say Cutie!, your students respond Cutie! and close their eyes. Next, you make statements about the Power Pix concept that are either true or false. When the statement is true, students, still with their eyes
12
closed, raise their hands. When the statement is false, they keep their hands down. Cutie is a remarkably powerful assessment of individual understanding which, like Yes/No Way!, does not require a pencil/paper test. You can tell simply by looking at the show of hands how many of your students understood the Power Pix lesson. The Power Pix Reference List contains at least three Cutie statements for each Pix. Here are the Cutie statements for the author Power Pix above. 1. Authors write books. 2. A girl or a boy could be an author. 3. Authors write poems. Step Four: When your students have mastered the concept, the gesture, question, answer, and successfully passed the assessments, have them play Compare/Contrast and then engage in the Review activities described below.
Compare/Contrast
Describing similarities and differences between core concepts is an important, higher order thinking activity that should be practiced at every level of instruciton. After the Power Pix concept is understood, students should talk to each other about the similarities and differences they see between one concept and others they have learned. When students explain comparisons to each other, they should lace their fingers together; when they describe differences they should bump their closed fists together. These visual cues reinforce, and make entertaining, comparing (fingers laced together) and contrasting (fists bumping each other.)
13
For a sample demonstration of this comparison and contrast activity, see a video of Jay Vanderfin and his fourth graders at: WholeBrainTeaching.com
Review
Students should be encouraged to frequently rehearse the questions, answers and gestures for the Power Pix they have learned. This review can take a variety of formats: One student makes a Power Pix gesture; his/her partner states the appropriate Power Pix Question and Answer. One student asks a Power Pix Question; his/her partner states the Power Pix Answer. The teacher makes a Power Pix gesture and students give the Answer and/or the Question. The teacher states a Power Pix Question and/or Answer and the students make the appropriate Power Pix gesture. During a timed trial (typically one minute) students work individually or in teams to state as many Power Pix Questions and/or Answers and/or Gestures as possible.
Note that in a procedure like steps we have outlined, your students move from relatively simpler tasks, linking a word, picture and gesture to more intellectually complex tasks, inventing
14
their own comparisions and contrasts that create new associations in information theyve learned. If you follow our suggestions, lower order thinking skills involving the speech, motor and visual centers of the brain lay the foundation for higher order thinking skills involving memory and the prefrontal cortex. Youll find students amaze themselves, and you, at the amount of information they are able to retain and organize. What are Power Pix? Whole brain learning at its most efficient!
Additional Suggestions
Because Power Pix are the foundation of what students need to know in elementary school, they should be incorporated into as many parts of the curriculum as possible. As you will see, Power Pix can be used in very brief lessons (often no more than one minute) to not only teach core concepts but also to reinforce other important areas of instruction. As you teach each Power Pix, place it on the wall. Whenever you wish, use this wall for a convenient and rapid review of any or all the material you have covered. Point at various Pix and ask, What is this? Students chorus in complete sentences, That is a (author, period, uppercase letter, etc.) Point at various Pix and say, Name this Pix and make the gesture!
15
Point at various Pix and say, Name it! What is the question?! What is the gesture?! What is the answer?! Tell your students, Turn to your neighbor, take turns pointing to the Pix and, as quickly as you can, say the question each picture represents. Make the gesture for a Pix, for example, writing in the air. Your students mirror your gesture and then say in chorus what the gesture represents, That is an author! As part of quiet time stand in front of the Pix wall, point at each Pix, silently make the gesture. Your students silently mirror your gestures. If you are wondering why your students should be spending so much time, in so many ways, involved with Power Pix, the answer is simple. Power Pix are nothing but visual representations of core knowledge. Millions of dollars of grants and countless hours of research have been spent in identifying the fundamental components of a students k-6 education. The more familiar your students are with Power Pix and their interconnections with the major areas of your curriculum, the more successful they will be in your class and in the rest of their school experience.
16
(alphabetical order)
17
1 less than rule Question: What is the 1 less than rule? Answer: To subtract 1 from a number, subtract 1 from the 1s place. Gesture: Wave 1 finger and then point down. California State First Grade Math Standard: Number Sense 2.3: Identify one more than, one less than, 10 more than, and 10 less than a given number. Teaching Suggestion: (Teach the 1 more than rule, 1 less than rule, 10 more than rule and 10 less than rule together.) While your students are involved in individual or group projects, write numbers on the board. Then use these numbers and a number line, and show students how decreasing the number in the 1s place, subtracts 1 from a number. Play Yes/No Way! with one or more questions like the following: 1. Is 10 one less than nine? 2. Is six one less than seven? 3. Is this the 1 less than rule gesture? (Make various gestures.) 4. To subtract 1 from a number, do we subtract 1 from the 1s place? 5. Is this the 1 less than rule Power Pix? (Point at various Power Pix.) Quick Test: Play Cutie with statements like the following: 1. Four is one less than five. 2. To subtract 1 from a number, subtract 1 from the 1s place. 3. Three is one less than four. Critical Thinking: Play Together/Apart with the 1 less than rule and other Power Pix. Review: Ask your students to review with each other the question, answer and gestures for the 1 less than rule and other Power Pix. (For more information on all the above, see the introduction to this manual.) 1 more than rule Question: What is the 1 more than rule? Answer: To add 1 more to a number, add 1 to the 1s place. Gesture: Wave 1 finger and then point up.
18
California State First Grade Math Standard: Number Sense 2.3: Identify one more than, one less than, 10 more than, and 10 less than a given number. Teaching Suggestion: (Teach the 1 more than rule, 1 less than rule, 10 more than rule and 10 less than rule together.) While your students are involved in individual or group projects, write numbers on the board. Then use these numbers and a number line, and show students how increasing the number in the 1s place, adds 1 to a number. Play Yes/No Way! with one or more questions like the following: 1. Is 10, one more than nine? 2. Is five, one more than three? 3. Is this the 1 more than rule gesture? (Make various gestures.) 4. To add 1 more to a number, do we add 1 to the 1s place? 5. Is this the 1 more than rule Power Pix? (Point at various Power Pix.) Quick Test: Play Cutie with statements like the following: 1. Eleven is one more than 15. 2. To add 1 more to a number add 1 to the 10s place. 3. Three is one more than four. Critical Thinking: Play Together/Apart with the 1 more than rule and other Power Pix. Review: Ask your students to review with each other the question, answer and gestures for the 1 more than rule and other Power Pix. (For more information on all the above, see the introduction to this manual.) 10 less than rule Question: What is the 10 less than rule? Answer: To subtract 10 from a number, subtract 10 from the 10s place. Gesture: Wave 10 fingers and then point down. California State First Grade Math Standard: Number Sense 2.3: Identify one more than, one less than, 10 more than, and 10 less than a given number. Teaching Suggestion: (Teach the 1 more than rule, 1 less than rule, 10 more than rule and 10 less than rule together.) While your students are involved in individual or group projects, Write numbers on the
19
board. Then, use these numbers and a number line to show students how decreasing the number in the 10s place, subtracts 10 from a number. Play Yes/No Way! with one or more questions like the following: *** rephrase questions below? 1. Is five, 10 less than 20? 2. Is five, 10 less than 15? 3. Is this the 10 less than rule gesture? (Make various gestures.) 4. To subtract 10 from a number, do we subtract 10 from the 10s place? 5. Is this the 10 less than rule Power Pix? (Point at various Power Pix.) Quick Test: Play Cutie with statements like the following: 1. Fifteen is 10 less than five. 2. To subtract 10 from a number, subtract 10 from the 10s place. 3. Twenty is 10 less than 30. Critical Thinking: Play Together/Apart with the 10 less than rule and other Power Pix. Review: Ask your students to review with each other the question, answer and gestures for the 10 less than rule and other Power Pix. (For more information on all the above, see the introduction to this manual.) 10 more than rule Question: What is the 10 more than rule? Answer: To add 10 more to a number, add 10 to the 10s place. Gesture: Wave 10 fingers and then point up. California State First Grade Math Standard: Number Sense 2.3: Identify one more than, one less than, 10 more than, and 10 less than a given number. Teaching Suggestion: (Teach the 1 more than rule, 1 less than rule, 10 more than rule and 10 less than rule together.) While your students are involved in individual or group projects, write numbers on the board. Then use these numbers and a number line, and show students how increasing the number in the 10s place, adds 10 to a number. Play Yes/No Way! with one or more questions like the following: 1. Is 20, ten more than ten? 2. Is five, ten more than 10?
20
3. Is this the 10 more than rule gesture? (Make various gestures.) 4. To add 10 more to a number, do we add 10 to the 10s place? 5. Is this the 10 more than rule Power Pix? (Point at various Power Pix.) Quick Test: Play Cutie with statements like the following: 1. Fifteen is 10 more than five. 2. To add 10 more to a number, add 10 to the 10s place. 3. Twenty is 10 more than 10. Critical Thinking: Play Together/Apart with the 10 more than rule and other Power Pix. Review: Ask your students to review with each other the question, answer and gestures for the 10 more than rule and other Power Pix. (For more information on all the above, see the introduction to this manual.) 1s place Question: What is the 1s place? Answer: The first number on the right is the 1s place. Gesture: Hold up four fingers on one hand. With the other hand, grab the first finger on the right and wiggle it. California State First Grade Math Standard: Number Sense 1.1: Count, read, and write whole numbers to 100. (The concept of knowing place value is included here, though it is not mentioned in the First Grade Standards.) Teaching Suggestion: (Teach 1s place, 10s place, 100s place, and 1000s place together.) While your students are involved in individual or group tasks, write a list of numbers on the board and explain the concept of the 1s place. Play Yes/No Way! with one or more questions like the following: 1. Is this the 1s place? (Point at various numbers on the board.) 2. Is the 1s place the first number on the right? 3. Is this the 1s place gesture? (Make various gestures.) 4. Is the 1s place the first number on the left? 5. Is this the 1s place Power Pix? (Point at various Power Pix.) Quick Test: Play Cutie with statements like the following:
21
1. In the number 21, the number 2 is in the 1s place. 2. In the number 9, the 9 is in the 1s place. 3. The 1s place is the first number on the right. Critical Thinking: Play Together/Apart with the 1s place and other Power Pix. Review: Ask your students to review with each other the question, answer and gestures for the 1s place and other Power Pix. (For more information on all the above, see the introduction to this manual.)
10s place Question: What is the 10s place? Answer: The second number from the right is the 10s place. Gesture: Hold up four fingers on one hand. With the other hand, grab the second finger from the right and wiggle it. California State First Grade Math Standard: Number Sense 1.1: Count, read, and write whole numbers to 100. (The concept of knowing place value is included here, though it is not mentioned in the First Grade Standards.) Teaching Suggestion: (Teach 1s place, 10s place, 100s place, and 1000s place together.) While your students are involved in individual or group tasks, write a list of numbers on the board and explain the concept of the 10s place. Play Yes/No Way! with one or more questions like the following: 1. Is this the 10s place? (Point at various numbers on the board.) 2. Is the 10s place the first number on the right? 3. Is this the 10s place gesture? (Make various gestures.) 4. Is the 10s place the second number from the left? 5. Is this the 10s place Power Pix? (Point at various Power Pix.) Quick Test: Play Cutie with statements like the following: 1. In the number 42, the number 4 is in the 10s place. 2. In the number 34, the 4 is in the 10s place. 3. The 10s place is the second number from the right.
22
Critical Thinking: Play Together/Apart with the 10s place and other Power Pix. Review: Ask your students to review with each other the question, answer and gestures for the 10s place and other Power Pix. (For more information on all the above, see the introduction to this manual.) 100s place Question: What is the 100s place? Answer: The third number from the right is the 100s place. Gesture: Hold up four fingers on one hand. With the other hand, grab the third finger from the right and wiggle it. California State First Grade Math Standard: Number Sense 1.1: Count, read, and write whole numbers to 100. (The concept of knowing place value is included here, though it is not mentioned in the First Grade Standards.) Teaching Suggestion: (Teach 1s place, 10s place, 100s place, and 1000s place together.) While your students are involved in individual or group tasks, write a list of numbers on the board and explain the concept of the 100s place. Play Yes/No Way! with one or more questions like the following: 1. Is this the 100s place? (Point at various numbers on the board.) 2. Is the 100s place the third number from the right? 3. Is this the 100s place gesture? (Make various gestures.) 4. Is the 100s place the first number from the right? 5. Is this the 100s place Power Pix? (Point at various Power Pix.) Quick Test: Play Cutie with statements like the following: 1. In the number 321, the number 3 is in the 100s place. 2. In the number 431, the number 3 is in the 100s place. 3. The 100s place is the third number from the right. Critical Thinking: Play Together/Apart with the 100s place and other Power Pix. Review: Ask your students to review with each other the question, answer and gestures for the 100s place and other Power Pix. (For more information on all the above, see the introduction to this manual.)
23
addition Question: What is addition? Answer: Addition is putting together. (If you prefer a definition that is more complete, use Addition is putting numbers or things together. The definition we have used, Addition is putting together makes a clear contrast to our definition of subtraction, Subtracting is taking away.) Gesture: Start with your hands wide apart. Then, hold up two fingers on one hand and three fingers on the other hand. Finally, bring your two hands together so that you are showing your students a group of five fingers. California State First Grade Math Standard: Number Sense 2.5: Show the meaning of addition (putting together, increasing) and subtraction (taking away, comparing, finding the difference). Teaching Suggestion: (Teach addition and subtraction together.) While your students are involved in individual or group projects, write simple addition and subtraction problems on the board. Use these problems and groups of objects to teach students the concept of addition. Point out that adding with numbers always involves a plus sign. Play Yes/No Way! with one or more questions like the following: 1. Is this an addition problem? (Point at various problems on the board.) 2. Is this the addition picture? (Point at various Power Pix; include the addition Power Pix occasionally.) 3. Is this the addition gesture? (Make various gestures; include addition occasionally.) 4. Is four plus six addition? (Use other examples, including subtraction, Is 9 minus 3 addition?) 5. Do we always use a plus sign in addition? Quick Test: Play Cutie with statements like the following: 1. Two plus two is an addition problem. 2. Three take away two is an addition problem. 3. Addition is putting numbers or objects together. Critical Thinking: Play Together/Apart with addition and other Power Pix. Review: Ask your students to review with each other the question, answer and gestures for addition and other Power Pix. (For more information on all the above, see the introduction to this manual.)
24
addition sign Question: What is the addition sign? Answer: The addition sign is the plus sign. Gesture: Cross your forearms in a plus sign. California State First Grade Math Standard: Number Sense 2.5: Show the meaning of addition (putting together, increasing) and subtraction (taking away, comparing, finding the difference). Teaching Suggestion: (Teach the addition sign and subtraction sign together.) While your students are involved in individual or group projects, write simple addition and subtraction problems on the board. Use these problems and groups of objects to teach students the difference between the addition sign and the subtraction sign. Point out that adding with numbers always involves a plus sign; subtracting with numbers always involves a minus sign. Play Yes/No Way! with one or more questions like the following: 1. Is this an addition sign? (Point at various problems on the board.) 2. Is this the addition picture? (Point at various Power Pix; include the addition sign Power Pix occasionally.) 3. Is this the addition sign gesture? (Make various gestures; include addition occasionally.) 4. Is four plus six addition? (Use other examples, including subtraction, Is 9 minus 3 addition?) 5. Do we always use a plus sign in addition? Quick Test: Play Cutie with statements like the following: 1. The addition sign is the plus sign. 2. The plus sign is the same as the minus sign. 3. Addition is putting numbers or objects together. Critical Thinking: Play Together/Apart with the addition sign and other Power Pix. Review: Ask your students to review with each other the question, answer and gestures for the addition sign and other Power Pix. (For more information on all the above, see the introduction to this manual.) bar graph Question: What is a bar graph? Answer: A bar graph compares numbers using bars.
25
Gesture: Put your two forearms straight up, one higher than the other, as if they were unequal bars on a bar graph. California State First Grade Math Standard: Statistics, Data Analysis and Probability 1.2: Represent and compare data (e.g., largest, smallest, most often, least often) by using pictures, bar graphs, tally charts, and picture graphs. Teaching Suggestion: Show students examples of bar graphs and explain that the height of the bar represents the size of a number. Play Yes/No Way! with one or more questions like the following: 1. Is this number larger than this one? (Pointing at various bars on a bar graph.) 2. Does this bar mean _____ ? (Point at graphs, and ask students about the amount various bars represent.) 3. Is this the bar graph gesture? (Make various gestures.) 4. Is this amount less than this amount? (Ask students to compare two bars on a bar graph.) 5. Is this the bar graph Power Pix? (Point at various Power Pix.) Quick Test: Play Cutie with statements like the following: 1. Bars on a bar graph stand for numbers. 2. On a bar graph, a tall bar represents a small number. 3. On a bar graph, a short bar represents a small number. Critical Thinking: Play Together/Apart with bar graph and other Power Pix. Review: Ask your students to review with each other the question, answer and gestures for bar graph and other Power Pix. (For more information on all the above, see the introduction to this manual.) circle Question: What is a circle? Answer: A circle is a perfectly round shape. Gesture: Using the thumb and forefinger of two hands, make a circle. California State First Grade Math Standard: Measurement and Geometry 2.1: Identify, describe, and compare triangles, rectangles, squares, and circles, including the faces of three-dimensional objects. Teaching Suggestion: Show students examples of circles and explain their similarities (each one is round, has no corners or straight lines, etc.) Play Yes/No Way! with one or more questions like the following:
26
1. Is this a circle? (Hold up a variety of objects.) 2. Is this the circle picture? (Point at various Power Pix; include the circle Power Pix occasionally.) 3. Is this the circle gesture? (Make various gestures; include the circle gesture occasionally.) 4. Is a square a circle? Quick Test: Play Cutie with statements like the following: 1. A circle is made from four straight lines. 2. A circle is a round shape. 3. A circle has four corners. Critical Thinking: Play Together/Apart with circle and other Power Pix. Review: Ask your students to review with each other the question, answer and gestures for circle and other Power Pix. (For more information on all the above, see the introduction to this manual.) cone Question: What is a cone? Answer: A cone has a circle on one end and a point on the other. Gesture: Put an imaginary party hat (a cone) on your head and smile. California State First Grade Math Standard: Measurement and Geometry 2.1: Identify, describe, and compare triangles, rectangles, squares, and circles, including the faces of three-dimensional objects. (Cone is not presented as part of first grade standards, though it is included in kindergarten standards.) Teaching Suggestion: Show students examples of cones and explain their similarities (a circle at one end and a point at the other). Play Yes/No Way! with one or more questions like the following: 1. Is this a cone? (Hold up a variety of objects.) 2. Is this the cone picture? (Point at various Power Pix; include the cone Power Pix occasionally.) 3. Is this the cone gesture? (Make various gestures; include the cone gesture occasionally.) 4. Does a cone have a circle on each end? 5. Is an ice cream cone a cone? Quick Test: Play Cutie with statements like the following: 1. A cone has a circle on one end.
27
2. A cone has a point on one end. 3. A can of soda is a cone. Critical Thinking: Play Together/Apart with cone and other Power Pix. Review: Ask your students to review with each other the question, answer and gestures for cone and other Power Pix. (For more information on all the above, see the introduction to this manual.) counting by 2s Question: What is counting by 2s? Answer: Counting by 2s is 2, 4, 6, 8, 10 and so on. Gesture: Hold up 2, 4, 6, 8, and 10 fingers California State First Grade Math Standard: Number Sense 2.4: Count by 2s, 5s, and 10s to 100. Teaching Suggestion: While your students are involved in individual or group tasks, write lists of numbers on the board. Some lists are counting by 1s, 2s, 5s, 10s and other lists contain random numbers. Explain the concept of counting by 2s. Play Yes/No Way! with one or more questions like the following: 1. Is this counting by 2s? (Point at various lists.) 2. Is 2, 4, 6, 8 counting by 2s? 3. Is this the counting by 2s gesture? (Make various gestures.) 4. Is 1, 2, 3, 4, counting by 2s? 5. Is this the counting by 2s Power Pix? (Point at various Power Pix.) Quick Test: Play Cutie with statements like the following: 1. Counting by 2s is 9, 7, 18. 2. Counting by 2s is 10, 9, 8, 7. 3. Counting by 2s is 2, 4, 6, 8. Critical Thinking: Play Together/Apart with counting by 2s and other Power Pix. Review: Ask your students to review with each other the question, answer and gestures for counting by 2s and other Power Pix. (For more information on all the above, see the introduction to this manual.)
28
counting by 5s Question: What is counting by 5s? Answer: Counting by 5s is 5, 10, 15, 20 and so on. Gesture: Hold up five fingers over and over as you say, 5, 10, 15, 20. California State First Grade Math Standard: Number Sense 2.4: Count by 2s, 5s, and 10s to 100. Teaching Suggestion: While your students are involved in individual or group tasks, write lists of numbers on the board. Some lists are counting by 1s, 2s, 5s, 10s and other lists contain random numbers. Explain the concept of counting by 5s. Play Yes/No Way! with one or more questions like the following: 1. Is this counting by 5s? (Point at various lists.) 2. Is 2, 4, 6, 8 counting by 5s? 3. Is this the counting by 5s gesture? (Make various gestures.) 4. Is 5, 10, 15, 20 counting by 5s? 5. Is this the counting by 5s Power Pix? (Point at various Power Pix.) Quick Test: Play Cutie with statements like the following: 1. Counting by 5s is 1, 2, 3, 4. 2. Counting by 5s is 5, 10, 15, 20. 3. Counting by 5s is 3, 6, 9, 12. Critical Thinking: Play Together/Apart with counting by 5s and other Power Pix. Review: Ask your students to review with each other the question, answer and gestures for counting by 5s and other Power Pix. (For more information on all the above, see the introduction to this manual.) counting by 10s Question: What is counting by 10s? Answer: Counting by 10s is 10, 20, 30, 40 and so on. Gesture: Hold up 10 fingers over and over as you say, 10, 20, 30, 40. California State First Grade Math Standard: Number Sense 2.4: Count by 2s, 5s, and 10s to 100.
29
Teaching Suggestion: While your students are involved in individual or group tasks, write lists of numbers on the board. Some lists are counting by 1s, 2s, 5s, 10s and other lists contain random numbers. Explain the concept of counting by 10s. Play Yes/No Way! with one or more questions like the following: 1. Is this counting by 10s? (Point at various lists.) 2. Is 10, 20, 30, 40 counting by 10s? 3. Is this the counting by tens gesture? (Make various gestures.) 4. Is 5, 10, 15, 20 counting by 10s? 5. Is this the counting by tens Power Pix? (Point at various Power Pix.) Quick Test: Play Cutie with statements like the following: 1. Counting by 10s is 1, 2, 3, 4. 2. Counting by 10s is 5, 10, 15, 20. 3. Counting by 10s is 10, 20, 30, 40. Critical Thinking: Play Together/Apart with counting by 10s and other Power Pix. Review: Ask your students to review with each other the question, answer and gestures for counting by 10s and other Power Pix. (For more information on all the above, see the introduction to this manual.) cube Question: What is a cube? Answer: A cube is made of six squares! [sound excited] Gesture: With two hands, shape a cube in the air, as if you are holding top and bottom, side and side, front and back. California State Kindergarten Math Standard: Measurement and Geometry 2.1: Identify, describe, and compare triangles, rectangles, squares, and circles, including the faces of three-dimensional objects. (Cube is not mentioned in first grade standards, though it is included in kindergarten standards.) Teaching Suggestion: Show students examples of cubes and explain their similarities (all have six sides, every side is a square, no sides are rectangles, etc.) Play Yes/No Way! with one or more questions like the following: 1. Is this a cube? (Hold up a variety of objects.)
30
2. Is this the cube picture? (Point at various Power Pix; include the cube Power Pix occasionally.) 3. Is this the cube gesture? (Make various gestures; include the cube gesture occasionally.) 4. Is a book a cube? 5. Is an ice cube a cube? Quick Test: Play Cutie with statements like the following: 1. A cube is round. 2. A cube is made from squares. 3. A cube has corners. Critical Thinking: Play Together/Apart with cube and other Power Pix. Review: Ask your students to review with each other the question, answer and gestures for cube and other Power Pix. (For more information on all the above, see the introduction to this manual.) dime Question: What is a dime? Answer: A dime is 10 pennies. Gesture: Hold up one hand and pinch your thumb and finger together, as if holding a penny. Then, with the other hand, hold up five fingers once and then again (symbolizing that a dime is worth 10 pennies.) Students should count five as they hold up five fingers the first time and ten as they hold up five fingers the second time. California State First Grade Math Standard: Number Sense 1.5: Identify and know the value of coins and show different combinations of coins that equal the same value. Teaching Suggestion: (Teach penny, nickel, dime, quarter and dollar bill together.) Show students dimes and pictures of dimes. Explain that 5 pennies make a nickel, 10 pennies make a dime and that two nickels make a dime. Play Yes/No Way! with one or more questions like the following: 1. Is a dime worth 10 pennies? 2. Is 10 pennies worth a dime? 3. Is this the dime gesture? (Make various gestures.) 4. Is a nickel worth less than a dime?
31
5. Is this the dime Power Pix? (Point at various Power Pix.) Quick Test: Play Cutie with statements like the following: 1. A dime is the smallest value coin. 2. A dime is 10 pennies. 3. Five pennies make one dime. Critical Thinking: Play Together/Apart with dime and other Power Pix. Review: Ask your students to review with each other the question, answer and gestures for dime and other Power Pix. (For more information on all the above, see the introduction to this manual.) equals sign Question: What is the equals sign? Answer: The equals sign means the same as. Gesture: Make an equals sign by holding your forearms parallel to the ground in front of your body. California State First Grade Math Standard: Number Sense 1.2: Compare and order whole numbers to 100 by using the symbols for less than, equal to, or greater than (<, =, >). Teaching Suggestion: While your students are involved in individual or group projects, write groups of numbers on the board, some of which include the correct use of the equals sign. Explain the concept of equality and the equals sign. Play Yes/No Way! with one or more questions like the following: 1. Is this an equals sign? (Point at various symbols/numbers on the board, including correct examples of the equals sign.) 2. Is this the equals sign picture? (Point at various Power Pix; include the equals sign Power Pix occasionally.) 3. Is this the equals sign gesture? (Make various gestures; include the equals sign gesture occasionally.) Quick Test: Play Cutie with statements like the following: 1. The equals sign means one more than. 2. The equals sign means the same as. 3. Two plus two equals four. Critical Thinking: Play Together/Apart with the equals sign and other Power Pix.
32
Review: Ask your students to review with each other the question, answer and gestures for the equals sign and other Power Pix. (For more information on all the above, see the introduction to this manual.) estimate Question: What is an estimate? Answer: An estimate is a good guess. Gesture: Scratch your head as if you are thinking and say, hmmmm. California State First Grade Math Standard: Number Sense 3.1: Make reasonable estimates when comparing larger or smaller numbers. Teaching Suggestion: Ask students to make estimates about various things in the classroom: the number of books on a shelf, the number of pencils in a can, the distance in steps from a chair to the door, the number of pages in a book, etc. Explain the concept of estimating and the difference between good and bad estimates. Play Yes/No Way! with one or more questions like the following: 1. Is it an estimate, a guess, to say, this is a class? (Include other statements that are, and are not, estimates. For example, Is it an estimate, a guess, to say, your name Jose? ... Is it an estimate, a guess, to say, I think you weigh about 50 pounds?) 2. Is this the estimate picture? (Point at various Power Pix; include the estimate Power Pix occasionally.) 3. Is this the estimate gesture? (Make various gestures; include the estimate gesture occasionally.) 4. Is every estimate a good guess? 5. Is it a good estimate that there are two students in this class? Quick Test: Play Cutie with statements like the following: 1. All estimates are guesses. 2. All estimates are good guesses. 3. A bad estimate is that there are three books in this room. Critical Thinking: Play Together/Apart with estimate and other Power Pix. Review: Ask your students to review with each other the question, answer and gestures for estimate and other Power Pix. (For more information on all the above, see the introduction to this manual.)
33
expanded form Question: What is expanded form? Answer: Expanded form is writing a number in 1s and 10s. Gesture: Hold up two fingers on one hand. With the other hand wiggle the first finger to the right as you say 1s, then the next finger as you say 10s. California State First Grade Math Standard: Number Sense1.4: Count and group objects in ones and tens (e.g., three groups of 10 and one group of 4 equals 34, or 30 + 4). Teaching Suggestion: (Teach expanded form after teaching 1s place, 10s place, 100s place.) While your students are involved in individual or group tasks, write pairs of numbers on the board; one of the two numbers is in expanded form. For example, write 34 and 30 + 4. Explain the concept of expanded form to your students. Play Yes/No Way! with one or more questions like the following: 1. Is this number in expanded form? (Point at various numbers on the board.) 2. Is expanded form writing a number in 1s and 10s? 3. Is this the expanded form gesture? (Make various gestures.) 4. Is 20 + 4 the expanded form of 29? 5. Is this the expanded form Power Pix? (Point at various Power Pix.) Quick Test: Play Cutie with statements like the following: 1. The expanded form of 34 is 30 + 4. 2. The expanded form of 22 is 2 + 2. 3. Expanded form is writing a number in 1s and 10s. Critical Thinking: Play Together/Apart with expanded form and other Power Pix. Review: Ask your students to review with each other the question, answer and gestures for expanded form and other Power Pix. (For more information on all the above, see the introduction to this manual.) foot and 12 inches Question: What is a foot and 12 inches? Answer: A foot is made of 12 inches.
34
Gesture: Hold up 10 fingers and then 2 fingers. Then hold your hands approximately a foot apart. California State First Grade Math Standard: Core Concept, but not part of California State Standards. Teaching Suggestion: Show students a foot ruler and explain that it is 12 inches long. Give students foot rulers and ask them to individually, or in teams, measure objects in class. Play Yes/No Way! with one or more questions like the following: 1. Are you more than a foot tall? 2. Are you less than an inch tall? 3. Is this the foot and 12 inches gesture? (Make various gestures.) 4. Is a foot longer than an inch? 5. Is this the foot and 12 inches Power Pix? (Point at various Power Pix.) Quick Test: Play Cutie with statements like the following: 1. A foot is made of 20 inches. 2. Twenty inches make a foot. 3. A foot is made of 12 inches. Critical Thinking: Play Together/Apart with the foot and 12 inches and other Power Pix. Review: Ask your students to review with each other the question, answer and gestures for foot and 12 inches and other Power Pix. (For more information on all the above, see the introduction to this manual.) half hour Question: What is a half hour? Answer: A half hour is 30 minutes. Gesture: Hold up 10 fingers three times, count aloud, 10, 20, 30 minutes is half an hour! California State First Grade Math Standard: Measurement and Geometry 1.2: Tell time to the nearest half hour and relate time to events (e.g., before/after, shorter/longer). Teaching Suggestion: (Teach minute, half hour and hour together) While your students are involved in individual or group tasks, write various times on the board: 6:30, 3:15, 2:45, 9:15, 8:30, etc. Using a clock with moveable hands, teach students the concept of a half hour. Point out that a half hour is 30 minutes. Play Yes/No Way! with one or more questions like the following:
35
1. Does this number show a half hour? (Point at various numbers on the board.) 2. Is a half hour longer than an hour? 3. Is this the half hour gesture? (Make various gestures.) 4. Is a half hour longer than a minute? 5. Is this the half hour Power Pix? (Point at various Power Pix.) Quick Test: Play Cutie with statements like the following: 1. A half hour is 30 minutes. 2. A half hour is longer than 10 minutes. 3. A half hour is 15 minutes. Critical Thinking: Play Together/Apart with half hour and other Power Pix. Review: Ask your students to review with each other the question, answer and gestures for half hour and other Power Pix. (For more information on all the above, see the introduction to this manual.) hour Question: What is an hour? Answer: An hour is 60 minutes. Gesture: Hold up 10 fingers six times, count aloud, 10, 20, 30, 40, 50, 60 minutes is an hour. California State First Grade Math Standard: Measurement and Geometry 1.2: Tell time to the nearest half hour and relate time to events (e.g., before/after, shorter/longer). Teaching Suggestion: (Teach minute, half hour and hour together.) While your students are involved in individual or group tasks, write various times on the board, 6:30, 3:15, 2:45, 9:15, 8:30, etc. Using a clock with moveable hands, teach students the concept of an hour. Point out that the first number indicates the hour. Play Yes/No Way! with one or more questions like the following: 1. Does this number show the hour? (Pointing at various numbers on the board.) 2. Is an hour longer than a day? 3. Is this the hour gesture? (Make various gestures.) 4. Is an hour longer than half an hour? 5. Is this the hour Power Pix? (Point at various Power Pix.)
36
Quick Test: Play Cutie with statements like the following: 1. An hour has 60 minutes. 2. 60 minutes is the same length of time as an hour. 3. If the time is 6:30, the 30 is the hour. Critical Thinking: Play Together/Apart with hour and other Power Pix. Review: Ask your students to review with each other the question, answer and gestures for hour and other Power Pix. (For more information on all the above, see the introduction to this manual.) less than/more than rule Question: What is the less than/more than rule? Answer: The less than/more than rule is: the arrow always points at the smaller number. Gesture: Make a V with two fingers on one hand, like the less than/more than symbol. With one finger on the other hand, indicate the point of the V and say less than. Then indicate the opening of the V and say more than. For additional clarity, make the same symbol with the other hand, so that the V points the opposite direction. Again, indicate the point of the V and say less than and the opening of the V and say more than. Students will understand the V can point to the left or the right. California State First Grade Math Standard: Number Sense 1.2: Compare and order whole numbers to 100 by using the symbols for less than, equal to, or greater than (<, =, >). Teaching Suggestion: While your students are involved in individual or group projects, write examples on the board of less than/more than relationships (10<15, 18>2.) Explain to students that the point on the V always indicates the smaller number. Play Yes/No Way! with one or more questions like the following: 1. Is this the less than/more than symbol? (Point at various symbols/numbers on the board.) 2. Does this say _____? (Fill in the blank, depending on the numbers you are pointing at. If youre pointing at, 22>13, you would ask, Does this say 22 is greater than 13? You could also ask, Does this say 22 is less than 13?) 3. Is this the less than/more than rule gesture? (Make various gestures.) 4. Is the less than/more than symbol the same as the equals sign? 5. Is this the less than/more than rule Power Pix? (Point at various Power Pix.)
37
Quick Test: Play Cutie with statements like the following: 1. Nineteen is less than twenty. 2. The less than/more than arrow always points at the smaller number. 3. The less than/more than arrow always points at the larger number. Critical Thinking: Play Together/Apart with the less than/more than rule and other Power Pix. Review: Ask your students to review with each other the question, answer and gestures for the less than/more than rule and other Power Pix. (For more information on all the above, see the introduction to this manual.) minute Question: What is a minute? Answer: A minute is 60 seconds. Gesture: Hold up 10 fingers six times, count aloud, 10, 20, 30, 40, 50, 60 seconds is a minute! California State First Grade Math Standard: Measurement and Geometry 1.2: Tell time to the nearest half hour and relate time to events (e.g., before/after, shorter/longer). Teaching Suggestion: (Teach minute, half hour and hour together.) While your students are involved in individual or group tasks, write various times on the board: 6:30, 3:15, 2:45, 9:15, 8:30, etc. Using a clock with moveable hands, teach students the concept of a minute. Explain that a minute has 60 seconds. Ask them to watch a clock with a minute hand and hold up their hands after 60 seconds. Point out that a half hour is 30 minutes. Play Yes/No Way! with one or more questions like the following: 1. Does this number show the minutes? (Point at various numbers on the board.) 2. Is a second shorter than a minute? 3. Is this the minute gesture? (Make various gestures.) 4. Is a minute longer than a second? 5. Is this the minute Power Pix? (Point at various Power Pix.) Quick Test: Play Cutie with statements like the following: 1. A minute is 60 seconds. 2. A minute is longer than a second. 3. A second is longer than a minute.
38
Critical Thinking: Play Together/Apart with minute and other Power Pix. Review: Ask your students to review with each other the question, answer and gestures for minute and other Power Pix. (For more information on all the above, see the introduction to this manual.) nickel Question: What is a nickel? Answer: A nickel is five pennies. Gesture: Hold up one hand and pinch your thumb and finger together, as if holding a penny. Then, with the other hand, hold up five fingers (symbolizing that a nickel is worth 5 pennies). Students should say five as they hold up five fingers. California State First Grade Math Standard: Number Sense 1.5: Identify and know the value of coins and show different combinations of coins that equal the same value. Teaching Suggestion: (Teach penny, nickel, dime, quarter and dollar bill together.) Show students nickels and pictures of nickels. Explain that 5 pennies make a nickel and that two nickels make a dime. Play Yes/No Way! with one or more questions like the following: 1. Are there any coins worth more than a nickel? 2. Are there any coins worth less than a nickel? 3. Is this the nickel gesture? (Make various gestures.) 4. Is a nickel five pennies? 5. Is this the nickel Power Pix? (Point at various Power Pix.) Quick Test: Play Cutie with statements like the following: 1. A nickel is the smallest value coin. 2. Two nickels make one penny. 3. Five pennies make one nickel. Critical Thinking: Play Together/Apart with nickel and other Power Pix. Review: Ask your students to review with each other the question, answer and gestures for nickel and other Power Pix. (For more information on all the above, see the introduction to this manual.)
39
nonstandard unit rule Question: What is the nonstandard unit rule? Answer: The nonstandard unit rule is: the smaller the unit, the more it takes to measure something large. Gesture: Pinch your fingers together to make a very small unit and then pretend like you are measuring your other arm with this unit. Next, use your palm, making a larger unit, and measure the same arm. California State First Grade Math Standard: Measurement and Geometry 1.1: Compare the length, weight, and volume of two or more objects by using direct comparison or a nonstandard unit. Teaching Suggestion: Use paperclips, pieces of paper, erasers or other objects to measure various objects in the class. Ask students to estimate how many of the nonstandard units will be involved in the measurement. Play Yes/No Way! with one or more questions like the following: 1. Is your desk more than five paperclips long? 2. Is your desk more than 50 pencils long? 3. Is this the nonstandard unit rule gesture? (Make various gestures.) 4. Are you less than five erasers tall? 5. Is this the nonstandard unit rule Power Pix? (Point at various Power Pix.) Quick Test: Play Cutie with statements like the following: 1. My desk is more than two erasers tall. 2. It would take more than five erasers to measure the length of our blackboard. 3. It would take more than 10 pennies to fill a cup. Critical Thinking: Play Together/Apart with the nonstandard unit rule and other Power Pix. Review: Ask your students to review with each other the question, answer and gestures for the nonstandard unit rule and other Power Pix. (For more information on all the above, see the introduction to this manual.) penny Question: What is a penny? Answer: A penny is one cent. Gesture: Hold up one hand and pinch your thumb and finger together, as if holding a penny.
40
California State First Grade Math Standard: Number Sense 1.5: Identify and know the value of coins and show different combinations of coins that equal the same value. Teaching Suggestion: (Teach penny, nickel, dime, quarter and dollar bill together.) Show students pennies and pictures of pennies. Explain that 5 pennies make a nickel. Play Yes/No Way! with one or more questions like the following: 1. Are there any coins worth more than a penny? 2. Are there any coins worth less than a penny? 3. Is this the penny gesture? (Make various gestures.) 4. Is a nickel five pennies? 5. Is this the penny Power Pix? (Point at various Power Pix.) Quick Test: Play Cutie with statements like the following: 1. A penny is the smallest value coin. 2. Two pennies make one nickel. 3. Five nickels make one penny. Critical Thinking: Play Together/Apart with penny and other Power Pix. Review: Ask your students to review with each other the question, answer and gestures for penny and other Power Pix. (For more information on all the above, see the introduction to this manual.) pounds and ounces Question: What are pounds and ounces? Answer: A pound is 16 ounces. Gesture: Put one hand on top of the other at belt level and slightly bounce your hands up and down as if carrying something. California State First Grade Math Standard: Core concept but not mentioned in State Standards. Teaching Suggestion: Explain the concept of pounds to your students and that lbs is an abbreviation for pounds and oz is an abbreviation for ounces. Use a scale and let students guess how many pounds various objects weigh ... including themselves! Play Yes/No Way! with one or more questions like the following: 1. Does a desk weigh more than 5 pounds?
41
2. Does a pound weigh more than an ounce? 3. Is this the pounds and ounces gesture? (Make various gestures.) 4. Is a pound 16 ounces? 5. Is this the pounds and ounces Power Pix? (Point at various Power Pix.) Quick Test: Play Cutie with statements like the following: 1. A basketball weighs less than 100 pounds. 2. You weigh more than one ounce. 3. A pound is 16 ounces Critical Thinking: Play Together/Apart with pounds and ounces and other Power Pix. Review: Ask your students to review with each other the question, answer and gestures for the pounds and ounces and other Power Pix. (For more information on all the above, see the introduction to this manual.) quarter Question: What is a quarter? Answer: A quarter is 25 pennies. Gesture: 5 California State Second Grade Math Standard: Number Sense 1.5: Identify and know the value of coins and show different combinations of coins that equal the same value. Teaching Suggestion: (Teach penny, nickel, dime, quarter and dollar bill together.) Show students quarters and pictures of quarters. Explain that 25 pennies make a quarter, 5 nickels make a quarter and so forth. Play Yes/No Way! with one or more questions like the following: 1. Is a quarter worth 10 pennies? 2. Is a quarter worth 25 pennies? 3. Is this the quarter gesture? (Make various gesture.) 4. Is a quarter worth less than a dime? 5. Is this the quarter Power Pix? (Point at various Power Pix.) Quick Test: Play Cutie with statements like the following: 1. A quarter is worth 25 nickels.
42
2. A quarter is worth 25 pennies. 3. Five dimes make one quarter. Critical Thinking: Play Together/Apart with quarter and other Power Pix. Review: Ask your students to review with each other the question, answer and gestures for quarter and other Power Pix. (For more information on all the above, see the introduction to this manual.) rectangle Question: What is a rectangle? Answer: A rectangle has four sides. Gesture: With one finger, draw an imaginary rectangle in the air. (Make the top and bottom lines very long and the end lines very short, to distinguish rectangles from squares.) California State First Grade Math Standard: Measurement and Geometry 2.1: Identify, describe, and compare triangles, rectangles, squares, and circles, including the faces of three-dimensional objects. Teaching Suggestion: Show students examples of rectangles and explain their similarities (all have four sides, all have four corners, etc.) Distinguish between rectangles and squares (the latter having four equal sides). Play Yes/No Way! with one or more questions like the following: 1. Is this a rectangle? (Hold up a variety of objects.) 2. Is this the rectangle picture? (Point at various Power Pix; include the rectangle Power Pix occasionally.) 3. Is this the rectangle gesture? (Make various gestures; include the rectangle gesture occasionally.) 4. Is a triangle a rectangle? 5. Is a ball a rectangle? Quick Test: Play Cutie with statements like the following: 1. A rectangle is made from four straight lines. 2. A rectangle is a square. 3. A rectangle has four sides. Critical Thinking: Play Together/Apart with rectangle and other Power Pix. Review: Ask your students to review with each other the question, answer and gestures for rectangle and other Power Pix.
43
(For more information on all the above, see the introduction to this manual.) sphere Question: What is a sphere? Answer: A sphere is like a ball. Gesture: With one hand, pretend as if you are bouncing a ball on the floor. California State Kindergarten Math Standard: Measurement and Geometry 2.1: Identify, describe, and compare triangles, rectangles, squares, and circles, including the faces of three-dimensional objects. (Sphere is not included in first grade standards, though it is included in kindergarten standards.) Teaching Suggestion: Show students examples of spheres and explain their similarities (all are round, can roll in any direction unlike a cylinder, etc.) Also, point out that some spheres are not balls, for example, a globe. Play Yes/No Way! with one or more questions like the following: 1. Is this a sphere? (Hold up a variety of objects.) 2. Is this the sphere picture? (Point at various Power Pix; include the sphere Power Pix occasionally.) 3. Is this the sphere gesture? (Make various gestures; include the sphere gesture occasionally.) 4. Do spheres have corners? 5. Are all spheres blue? Quick Test: Play Cutie with statements like the following: 1. A sphere is round. 2. A sphere is like a ball. 3. A basketball is a sphere. Critical Thinking: Play Together/Apart with sphere and other Power Pix. Review: Ask your students to review with each other the question, answer and gestures for sphere and other Power Pix. (For more information on all the above, see the introduction to this manual.) square Question:
44
What is a square?
Answer: A square has four equal sides. (Emphasize equal as you say the answer, to distinguish squares from rectangles.) Gesture: With one finger, draw an imaginary square in the air. California State Kindergarten Math Standard: Measurement and Geometry 2.1: Identify, describe, and compare triangles, rectangles, squares, and circles, including the faces of three-dimensional objects. Teaching Suggestion: Show students examples of squares and explain their similarities (all have four equal sides, all have four corners, etc.) Play Yes/No Way! with one or more questions like the following: 1. Is this a square? (Hold up a variety of objects.) 2. Is this the square picture? (Point at various Power Pix; include the square Power Pix occasionally.) 3. Is this the square gesture? (Make various gestures; include the square gesture occasionally.) 4. Is a square round? 5. Is a triangle a square? Quick Test: Play Cutie with statements like the following: 1. A square is made from four straight lines. 2. A square has four equal sides. 3. A square has three corners. Critical Thinking: Play Together/Apart with square and other Power Pix. Review: Ask your students to review with each other the question, answer and gestures for square and other Power Pix. (For more information on all the above, see the introduction to this manual.) subtraction Question: What is subtraction? Answer: Subtraction is taking away. Gesture: Hold up two fingers on one hand next to three fingers on the other hand. Then move the hand with three fingers away, symbolizing taking away. California State First Grade Math Standard: Number Sense 2.5: Show the meaning of addition (putting together, increasing) and subtraction (taking away, comparing, finding the difference).
45
Teaching Suggestion: (Teach addition and subtraction together.) While your students are involved in individual or group projects, write simple addition and subtraction problems on the board. Using these problems and groups of objects and numbers, teach students the concept of subtracting. Point out that subtracting numbers with numbers always involves a minus sign. Play Yes/No Way! with one or more questions like the following: 1. Is this a subtraction problem? (Point at various problems on the board.) 2. Is this the subtraction picture? (Point at various Power Pix; include the subtraction Power Pix occasionally.) 3. Is this the subtraction gesture? (Make various gestures; include the subtraction occasionally.) 4. Is subtraction taking away? 5. Do we always use a minus sign in subtraction? Quick Test: Play Cutie with statements like the following: 1. Three minus one is a subtraction problem. 2. Three take away two is an subtraction problem. 3. Subtraction is taking away. Critical Thinking: Play Together/Apart with subtraction and other Power Pix. Review: Ask your students to review with each other the question, answer and gestures for subtraction and other Power Pix. (For more information on all the above, see the introduction to this manual.) subtraction sign Question: What is the subtraction sign? Answer: The subtraction sign is the minus sign. Gesture: Hold up one forearm and make a minus sign. California State First Grade Math Standard: Number Sense 2.5: Show the meaning of addition (putting together, increasing) and subtraction (taking away, comparing, finding the difference). Teaching Suggestion: (Teach the addition sign and the subtraction sign together.) While your students are involved in individual or group projects, write simple addition and subtraction problems on the board. Using these problems and groups of objects and numbers, teach students the concept of subtracting. Point out that
46
subtracting with numbers always involves a minus sign. Play Yes/No Way! with one or more questions like the following: 1. Is this the subtraction sign? (Point at various problems on the board.) 2. Is this the subtraction sign picture? (Point at various Power Pix; include the subtraction Power Pix occasionally.) 3. Is this the subtraction sign gesture? (Make various gestures; include the subtraction occasionally.) 4. Is subtraction taking away? 5. Do we always use a minus sign in subtraction? Quick Test: Play Cutie with statements like the following: 1. The subtraction sign is the minus sign. 2. The subtraction sign is different than the minus sign. 3. Three minus one is a subtraction problem. 4. Three take away two is an subtraction problem. 5. Subtraction is taking away. Critical Thinking: Play Together/Apart with the subtraction sign and other Power Pix. Review: Ask your students to review with each other the question, answer and gestures for the subtraction sign and other Power Pix. (For more information on all the above, see the introduction to this manual.) tally marks Question: What are tally marks? Answer: Tally marks are marks in groups of five. Gesture: Hold up four fingers on one hand and then cross them with one finger from the other hand, symbolizing four tally marks crossed by a fifth mark. California State First Grade Math Standard: Statistics, Data Analysis and Probability 1.2: Represent and compare data (e.g., largest, smallest, most often, least often) by using pictures, bar graphs, tally charts, and picture graphs.
47
Teaching Suggestion: (Teach tally marks and counting by 5s together.) Show students examples of tally marks and contrast them with groups of numbers and random collections of lines. Play Yes/No Way! with one or more questions like the following: 1. Are these tally marks? (Pointing at various numbers and marks on the board.) 2. Do these tally marks equal ___? (Point at various groups of tally marks and ask students how many marks are in each group.) 3. Is this the tally mark gesture? (Make various gestures.) 4. Does the crossed line stand for the fifth tally mark? 5. Is this the tally mark Power Pix? (Point at various Power Pix.) Quick Test: Play Cutie with statements like the following: 1. Tally marks are a way of counting by five. 2. Two complete groups of tally marks equal 10. 3. Tally marks are a way of counting by 2s. Critical Thinking: Play Together/Apart with tally marks and other Power Pix. Review: Ask your students to review with each other the question, answer and gestures for tally marks and other Power Pix. (For more information on all the above, see the introduction to this manual.) triangle Question: What is a triangle? Answer: A triangle has three straight sides. Gesture: Bringing together the thumb and forefinger of both hands, make one triangle. California State First Grade Math Standard: Measurement and Geometry 2.1: Identify, describe, and compare triangles, rectangles, squares, and circles, including the faces of three-dimensional objects. Teaching Suggestion: Show students examples of triangles and explain their similarities (all have three sides, all have three corners, etc.) Play Yes/No Way! with one or more questions like the following: 1. Is this a triangle? (Hold up a variety of objects.) 2. Is this the triangle picture? (Point at various Power Pix; include the triangle Power Pix occasionally.) 3. Is this the triangle gesture? (Make various gestures; include the triangle gesture occasionally.)
48
4. Is a triangle a circle? 5. Does a triangle have three corners? Quick Test: Play Cutie with statements like the following: 1. A triangle is made from four straight lines. 2. A triangle is made from three straight lines. 3. A triangle has three sides. Critical Thinking: Play Together/Apart with triangle and other Power Pix. Review: Ask your students to review with each other the question, answer and gestures for triangle and other Power Pix. (For more information on all the above, see the introduction to this manual.)
If youd like more information about Power Pix, or would like to schedule a Power Pix demonstration at your school, contact Chris Biffle at: Cbiffle@AOL.com
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
Copyright and Contact Information

First Grade Math Power Pix is the sole property of its authors, Chris Biffle and Jay Vanderfin. Individual copies of this document may be reproduced by teachers for classroom use. However, no portion of this document may be reproduced, sold or offered for sale without the written permission of the authors.
For more information, contact: Chris Biffle Co-Founder, Whole Brain Teaching CBiffle@AOL.com More great education products including thousands of pages of free downloads, videos, and forum discussions are available at
WholeBrainTeaching.com
88

1st Grade Math Power Pix CA

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

1st Grade Math Power Pix CA

Uploaded by

Copyright:

Available Formats

First Grade Power Pix Math, copyright 2009, Chris Biffle and Jay Vanderfin

Chris Biffle Jay Vanderfin WholeBrainTeachng.com

First Grade Power Pix Math Overview

Sample: Power Pix for author

Four Steps for Teaching First Grade Power Pix

Copyright and Contact Information

You might also like