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Grade: 1

Unit/Content: Designs with Pattern Blocks

Standards addressed:

Domain: Geometry

Cluster: Reason with shapes and their attributes

Strand: Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and

quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right

circular cylinders) to create a composite shape, and compose new shapes from the composite shape.

Unit Objectives/Outcomes: The student will create and understand patterns.

Materials Needed:

Pattern blocks

Math Meeting: Weather, date, days in school and place value, months of the year and how many.

What is the 3rd month in the year, the, 5th, and the sixth. Count to 100 and jog in place.

Procedures:

We are going to practice our Doubles Rap. Stand up and make sure you are singing along.

**Go over math fact cards as a class.

Now were going to do some practice on our math fact sheet. See how many you get right on your own. Give the

students a couple minutes to work then go over the sheet together. 31B on the back is part of your homework. The

more you practice the easier they will get and the faster you will get them done.

Today we are going to use pattern blocks to cover a design. You want to make sure that everything fits within the

lines and that there are no gaps or spaces in between. You want it to fit perfectly over the design. Its kind of like a

puzzle. You have to find pieces that will fit to make a shape or design.

After you cover each design, count how many blocks you used to cover each design on the line next to the shape.

Did we all use the same number of pattern blocks? Why do you think? Which design was easiest to cover and which

was hardest? Why?

You will need your pencils and a pouch. We are going to work on guided practice 31A.

Blooms Taxonomy (check those which apply):

_x_Knowledge _x_ Comprehension _x_Application _x_Analysis ___Synthesis ___Evaluation

Multiple Intelligences (check those which apply):

___Verbal/Linguistic

_x_Mathematical/Logical

___Interpersonal

___Intrapersonal

_x_Visual/Spatial

___Naturalist

_x_Musical/Rhythmical,

___Bodily/Kinesthetic

Assessments:

Check in class work for comprehension and mistakes. Look for common errors.

Assign pg 31B fact sheet and 31B worksheet for homework.

Class discussion- do the students understand as you progress through the lesson? Are they participating? Are they

making observations? Can they identify a pattern?

Subject: Math

Grade: 1

Unit/Content: Ordering Numbers to 20

Standards addressed:

Domain: Operations and Algebraic Thinking

Cluster: Add and Subtract within 20

Strand: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

Domain: Operations and Algebraic Thinking

Cluster: Add and Subtract within 20

Strand: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies

such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g.,

13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 =

12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the

known equivalent 6 + 6 + 1 = 12 + 1 = 13).

Unit Objectives:

The students will add 1 to a number.

The students will add fluently using doubles facts.

Materials Needed:

Worksheets, Fact cards

Math Meeting: Weather, date, days in school and place value, months of the year and how many.

What is the 3rd month in the year, the, 5th, and the sixth. Count from 1 to 20 and then from 20 to 1.

Procedures:

We are going to practice our Doubles Rap. Stand up and make sure you are singing along.

**Go over math fact cards as a class.

Now were going to do some practice on our math fact sheet. See how many you get right on your own. Give the

students a couple minutes to work then go over the sheet together. 32B on the back is part of your homework. The

more you practice the easier they will get and the faster you will get them done.

**Write the numbers from 1-20 on the board.

If I gave you the addition sentence 2+1=? What would the answer be? When I look at my number sequence what

number comes after 2? My answer was 3 for both. Lets try 5+1=? What is the answer? And what is the number right

after 5? Does anyone see a pattern when I add 1?

Lets try another one. What is 7+1=?

**Ask for volunteers to come up and solve a few problems.

Who knows the answer for these: 12+1, 17+1, 9+1, 19+1, 11+1

-Guided practice 32A

Blooms Taxonomy (check those which apply):

_x_Knowledge _x_ Comprehension _x_Application _x_Analysis ___Synthesis ___Evaluation

Multiple Intelligences (check those which apply):

___Verbal/Linguistic

_x_Mathematical/Logical

___Interpersonal

___Intrapersonal

Assessments:

_x_Visual/Spatial

___Naturalist

_x_Musical/Rhythmical,

___Bodily/Kinesthetic

Subject: Math

Grade: 1

Unit/Content: Writing Some, Some Went Away Subtraction Sentences

Standards addressed:

Domain: Operations and Algebraic Thinking

Cluster: Add and Subtract within 20

Strand: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

Domain: Operations and Algebraic Thinking

Cluster: Add and Subtract within 20

Strand: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies

such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g.,

13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 =

12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the

known equivalent 6 + 6 + 1 = 12 + 1 = 13).

Unit Objectives/Outcomes:

Students will use some, some went away problems to create subtraction sentences.

Materials Needed:

Worksheets, Fact cards

Math Meeting: Weather, date, days in school and place value, months of the year and how many.

What is the 3rd month in the year, the, 5th, and the sixth. Count from 1 to 20 and then from 20 to 1.

Procedures:

We are going to practice our Doubles Rap. Stand up and make sure you are singing along.

**Go over math fact cards as a class.

Now were going to do some practice on our math fact sheet. See how many you get right on your own. Give the

students a couple minutes to work and then correct them as a class using crayon. 33B on the back is part of your

homework. The more you practice the easier they will get and the faster you will get them done.

We have practiced both some, some more and some, some went away. We have learned how to write some, some

more by using a plus sign. Now we are going to learn how to write a some, some went away number sentence. Does

anyone know what type of sign we would use?

Lets start with a story problem. I had 4 students on my bus. At the bus stop, one student got off. How many students

were still on the bus?

**Have students come up to help demonstrate problem.

What happened first? Next? What are we trying to figure out?

I would write that like this we started with 4 so I would write 4-1 because minus shows that some went away and we

know that one went away when they got off the bus. So, 4-1= how many were left3 students were left on the bus.

Now lets draw a picture to show our problem. **Use a similar story and model how to set up a subtraction

sentence. Then have students write the sentence.

**Have students create a some, some went away story using pictures. Have them then write a subtraction sentence

to show what happened in their story. Have them label their answer. Choose 3 or 4 students to share.

-Guided practice 33A

_x_Knowledge _x_ Comprehension _x_Application _x_Analysis ___Synthesis ___Evaluation

Multiple Intelligences (check those which apply):

___Verbal/Linguistic

_x_Mathematical/Logical

___Interpersonal

___Intrapersonal

Assessments:

_x_Visual/Spatial

___Naturalist

_x_Musical/Rhythmical,

___Bodily/Kinesthetic

Subject: Math

Grade: 1

Unit/Content: Counting Backward from 10 to 1 and Adding 1 to a number

Standards addressed:

Domain: Operations and Algebraic Thinking

Cluster: Add and Subtract within 20

Strand: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

Domain: Operations and Algebraic Thinking

Cluster: Add and Subtract within 20

Strand: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies

such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g.,

13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 =

12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the

known equivalent 6 + 6 + 1 = 12 + 1 = 13).

Unit Objectives/Outcomes:

The students will count backward and forward by subtracting or adding one.

Materials Needed:

Worksheets, Fact cards

Math Meeting: Weather, date, days in school and place value, months of the year and how many.

What is the 3rd month in the year, the, 5th, and the sixth. Count from 1 to 20 and then from 20 to 1.

Procedures:

We are going to practice our Doubles Rap. Stand up and make sure you are singing along.

**Go over math fact cards as a class.

Now were going to do some practice on our math fact sheet. See how many you get right on your own. Give the

students a couple minutes to work then go over the sheet together. 34B on the back is part of your homework. The

more you practice the easier they will get and the faster you will get them done.

**Split class into two groups: on/above level and below level.

Have below level group work with counters. Have them start with 10 and have them count how many there are and

write that number. What happens when you take one away? Write the number. Continue down to 1. (Emert, Anee,

Lilly) Is this a some, some more or some, some went away? When we count backwards, its like subtracting one.

Each time you count backwards you take away one.

On level/above group---have them work with counters as well but start with 20. Have them take one away. What

number is that? Write it down. Have them do 3 more using counters. Ask if they see a pattern and what it is. How do

they think they would write out the rest without using counters all the way down to 1? When you count backwards

are you adding or subtracting? How do you know?

**As a whole class review adding one to a number.

When we counted backwards did our number get higher or lower?

Now we are going to count forward : 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 and so on. When I count this way are my number

getting bigger or smaller?

Who can tell me what the number after 8 is? What about 8+1=?

So when we add by one how do we know what the answer will be?

**Have volunteers some up to solve a few examples.

Blooms Taxonomy (check those which apply):

_x_Knowledge _x_ Comprehension _x_Application _x_Analysis ___Synthesis ___Evaluation

Multiple Intelligences (check those which apply):

___Verbal/Linguistic

_x_Mathematical/Logical

___Interpersonal

___Intrapersonal

Assessments:

_x_Visual/Spatial

___Naturalist

_x_Musical/Rhythmical,

___Bodily/Kinesthetic

Subject: Math

Grade: 1

Unit/Content: Assessments and Identifying Morning, Afternoon, Evening, and Night

Standards addressed:

Domain: Operations and Algebraic Thinking

Cluster: Add and Subtract within 20

Strand: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

Domain: Mathematical Practice

Cluster: Construct viable arguments and critique the reasoning of others.

Strand: Mathematically proficient students make sense of quantities and their relationships in problem

situations.

Unit Objectives/Outcomes:

The students will identify parts of the day.

The students will add and subtract within 20 using doubles facts.

Materials Needed:

Worksheets, Fact cards

Math Meeting: Weather, date, days in school and place value, months of the year and how many.

What is the 3rd month in the year, the, 5th, and the sixth. Count from 1 to 20 and then from 20 to 1.

Procedures:

**Do a quick review with the math fact flashcards then pass out math fact test.

Have students who finish early work on Worksheet Fact Homework 35. They have to correct the wrong answers on

the paper.

What do we call the time of day when we wake up? ---morning

What do we call the time around lunchtime? ---afternoon

We are going to learn a couple more descriptive words or describing words that will help us talk about the time of

day.

Evening is the time of day when most people have dinner. It is right around when the sun is setting.

Night refers to when it is dark outside and later in the day. You go to bed at night.

We are going to draw some pictures showing what you do during each time of day. On the back of your paper write

a sentence about your favorite time of day.

My favorite time of day is _________________ because_____________________.

Have the students share an activity that they drew and have their classmates guess which quadrant they put it in.

-Guided written practice 35A&B

Blooms Taxonomy (check those which apply):

_x_Knowledge _x_ Comprehension _x_Application _x_Analysis ___Synthesis ___Evaluation

Multiple Intelligences (check those which apply):

___Verbal/Linguistic

_x_Mathematical/Logical

___Interpersonal

___Intrapersonal

Assessments:

_x_Visual/Spatial

___Naturalist

_x_Musical/Rhythmical,

___Bodily/Kinesthetic

Name______________________________________________________

Morning

Afternoon

Night

Evening

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