1 Grade Math Lesson Plans Day 1: Topic of The Week: Number Sense (Unit 1)

1st Grade Math Lesson Plans
Day 1
Topic of the Week: Number Sense (Unit 1)
Number of
Title Example/Description
Topic Minutes Materials
 Class Number  Lead campers in counting by 1s, 2s, 5s, and 10s to 100 from 0 and other
Grid starting points while stopping at various points.
 Calendar  Review month, day of week, date and year. Campers should also note
how many Mondays in the month of July. Ask questions relevant to
Routines Counting 10 “Today is…”, “Yesterday was…”, and “Tomorrow will be…”
 Count and stop at specified number, campers then must say the number
that would follow
 Please feel free to add any other Routines necessary to meet the needs
of the campers
Campers identify numerals and amounts from 1 to 10.
 Level D, Teacher’s Please refer to p.2C and p. 2-3 of the Teacher’s Manual for lesson directions.
manual page 2C, 2- Note: Assessment opportunities are throughout the lesson and not confined to
3 after the “Reflect” portion of lesson…
 Dot Set Cards (1-
10), p. B1 Warm up:
Week 1 Lesson 1 “Concept Building”
 Number Cards (1-
Number
50 10), p. B2
Worlds Constructing Whole Engage:
Numbers  Catch the Teacher, “Skill Building” and “Using Student Pages”
pp. B34-35
 Concentration, p. Reflect:
B36 “Extended Response” and “Real-World Application”
 Student workbook
pp. 2-3 Assess: see Note above
“Informal Assessment” You may use a class list to document your observations of
campers.
1
Navigating through Read pages 13-15.
Problem Solving and Follow as directed on pages 13-14, Engage
Reasoning in Grade 1,
Problem
Counting 30 pp. 13-15, “Creature
Solving
Feature”
 See materials
listed on p. 13
2
Day 2
Number of
 Class Number Grid  Lead campers in counting by 1s, 2s, 5s, and 10s to 100 from 0 and
 Calendar other starting points while stopping at various points.
 Review month, day of week, date and year. Campers should also note
 Count and stop at specified number, campers then must say the
number that would follow
of the campers
Campers visualize and construct numbers from 1to 10, using a ten frame.
Please refer to p.4C and p. 4-5 of the Teacher’s Manual for lesson directions.
Note: Assessment opportunities are throughout the lesson and not confined to
after the “Reflect” portion of lesson…
 Level D, Teacher’s
manual page 4A, 4-5 Warm up:
 Ten Frames
Number
Worlds Constructing Whole
50  Counters Engage:
Numbers  Student workbook pp. “Strategy Building”, “Skill Building” and “Using Student Pages”
4-5
Reflect:
“Extended Response” and “Real-World Application”
Assess: see Note above

“Informal Assessment” You may use a class list to document your observations
of campers.
Problem Problem Solving and Follow as directed on page 14, Explore
Counting 30
Solving Reasoning in Grade
1, pp. 13-15,
3
“Creature Feature”
 See materials
listed on p. 13
4
Day 3
Topic Number of
Minutes Materials
 Class Number Grid  Lead campers in counting by 1s, 2s, 5s, and 10s to 100 from 0
 Calendar and other starting points while stopping at various points.
 Review month, day of week, date and year. Campers should
also note how many Mondays in the month of July. Ask
questions relevant to “Today is…”, “Yesterday was…”, and
Routines Counting 10
“Tomorrow will be…”
 Please feel free to add any other Routines necessary to meet
the needs of the campers
Campers quickly visualize the number shown on a ten frame and how
many more are needed to make a given number.
Please refer to p.6A and p. 6-7 of the Teacher’s Manual for lesson
directions. Note: Assessment opportunities are throughout the lesson
 Level D, Teacher’s manual and not confined to after the “Reflect” portion of lesson…
page 6A, 6-7
 Index cards Warm up:
Week 1 Lesson 3
“Concept Building”
Number
50  Ten Frames
Worlds Constructing Whole  Counters (two different Engage:
Numbers colors) “Skill Building”, “Strategy Building”, and “Using Student Pages”
 Student workbook pp. 6-7
Reflect:

“Informal Assessment” You may use a class list to document your
observations of campers.
5
Navigating through Problem Read pages 13-15.
Solving and Reasoning in Follow as directed on pages 14-15, Extend and Discussion
Problem Grade 1, pp. 13-15, “Creature
Counting 30
Solving Feature”
 See materials listed on p.
13
6
Day 4
Number of
that would follow
of the campers
Campers count on from ten to construct numbers 11-20.
 Level D, Teacher’s Please refer to p.8A and p. 8-9 of the Teacher’s Manual for lesson directions.
manual page 8A, 8- Note: Assessment opportunities are throughout the lesson and not confined to
9 after the “Reflect” portion of lesson…
 Concentration to
20, pp. B37-38 Warm up:
Week 1 Lesson 4  Dot Set Cards (1- “Concept Building”
Number 10), p. B1
50
Worlds Constructing Whole  Dot Set 10 Cards, Engage:
Numbers p. B4 “Skill Building” and “Using Student Pages”
 Number Cards (1-
20), pp. B2-B3 Reflect:
 Student workbook “Extended Response” and “Real-World Application”
pp. 8-9
“Informal Assessment” You may use a class list to document your observations of
campers.
7
8
Day 5
Number of
that would follow
of the campers
Campers review skills learned this week and complete the weekly assessment.
manual page 10A, Please refer to p.10A and p. 10-11 of the Teacher’s Manual for lesson directions.
10-11 Warm up:
 Review materials “Concept Building”
Week 1 Lesson 5 will be selected
Number from those used in Engage and Reflect:
50
Worlds Constructing Whole previous activities “Skill Building”
Numbers  Student workbook “Using Student Pages” – Guide campers through these pages observing areas in
pp. 10-11 need of clarification and/or reteaching.
 Assessment pp. 24-
25 Assess:
“Formal Assessment” – campers should complete the Weekly Assessment
independently.
9
10
Day 6
(Note: Lessons are from Week 3 of Level D)
Number of
that would follow
of the campers.
 More or Less by Introduce the Book: read the title and author
Stuart J. Murphy  Tell students the genre is Math Fiction Information book about
comparing
 numbers.
 Encourage students to listen and participate throughout the reading of
the book as the main character, Eddie, compares numbers.
 Be sure to read rules of the “Let Eddie Guess Your Age Dunk Tank” on
p. 7 to motivate kids to see what will happen in the story.
Read Aloud Comparing numbers 15
 After reading the first age challenge on p. 7, talk about the questions
Eddie asked. Ask students what questions/strategies they would use to
find the person’s age if they were Eddie. (Discuss how important it is to
ask the right questions to come up with the correct answer.)
 Have students orally discuss how they would solve the problem and
continue reading to confirm predictions/strategies.
 As each “age challenge” is read in the story, pause before giving
Eddie’s
 solution to encourage children to create their own questions and
solutions.
11
 Discuss how each of Eddie’s questions helped him to find the correct
solution throughout the story.
Campers compare two amounts, and identify which is bigger or smaller. They
also use the quantity of 10 to estimate amounts.
Please refer to p.22C and p. 22-23 of the Teacher’s Manual for lesson directions.
 Level D, Teacher’s Note: Assessment opportunities are throughout the lesson and not confined to
manual page 22C, after the “Reflect” portion of lesson…
22-23
Level D  Counters (2-sided Warm up:
Week 3 Lesson 1 colored) “Concept Building”
Number
Worlds
50  Paper plates
Whole Number  Plastic sandwich Engage:
Relationships bags “Skill Building” and “Using Student Pages”
pp. 22-23 Reflect:
Assess:
“Informal Assessment” – see Note above
12
Day 7
Number of
that would follow
of the campers
 More or Less by  Complete the “Secret Number” activity on p. 33 of More or Less with
Read Aloud Comparing
15 Stuart J. Murphy campers.
activity Numbers
 Paper and pencil
Campers order a series of amounts and compare numbers up to 20.
manual page 24A, Please refer to p.24A and p. 24-25 of the Teacher’s Manual for lesson directions.
24-25 Note: Assessment opportunities are throughout the lesson and not confined to
 Feed the Animals, after the “Reflect” portion of lesson…
p. B45
Level D  Zoo Pictures, p. B7 Warm up:
Number
50  Number Cards (11-
Worlds 20), p. B3
Whole Number Engage:
Relationships  Student workbook “Skill Building” and “Using Student Pages”
pp. 24-25
 Counters Reflect:
 Plastic sandwich “Extended Response” and “Real-World Application”
bags
Assess:
13
14
Day 8
Number of
that would follow
of the campers
Campers use numbers to compare group of objects and say whether there are
enough, too much, or too few.
Please refer to p.26A, 26-27 of the Teacher’s Manual for lesson directions.
 Level D, Teacher’s after the “Reflect” portion of lesson…
manual page 26A,
Level D 26-27 Warm up:
Number  Party, p. B47
50
Worlds
Whole Number  Party BLM, p. B8 Engage:
pp. 26-27
Reflect:
Assess:
15
16
Day 9
Number of
that would follow
of the campers.
Math Read Aloud Complete “Who am I?” riddles (Also called “Secret Number”)
More or Less • Write out clues for a specific number. For example: “Greater than
Activity direction 50; less than 60; even number; sum of digits is 6, etc.”)
sheet (for the • Give students first two clues and have him or her write down all the
teacher) titled “Who possible number.
Am I Riddles” • One by one, give the other clues. Have children cross out numbers
that are no longer possible until they find the secret number.
• Have students explain WHY they crossed out each number.
Read Aloud Comparing • Check to be sure the number fits ALL of the clues given.
25
activitiy Numbers Here is a possible riddle:
Secret Number: 52
Clues:
1) I am greater than 50. ( >50 can also be written on board as a clue)
2) I am less than 60. ( <60 can also be written on board as a clue)
(Students should write 51, 52, 53, 54, 55, 56, 57, 58, 59 on their papers
explainingWHY these numbers fit the clues.)
3) Continue with the following clues: I am an even number.
(Students should cross out 51, 53, 55, 57, 59 explaining WHY!)
17
4) Continue with final clue: The sum of my digits is 9.
(Some discussion may need to occur around the vocabulary “sum” and
“digit.”
Students should add up 5+2 = 7 (cross off), 5+4 = 9 (Fits all the clues!),
5+6=11
(cross off), 5+8=13 (cross off).
5) Students should be able to explain each step and why they kept or
crossed of their numbers.
6) Have campers complete other questions on the Who Am I? Riddles
handout.
• For more advanced students, have them create their OWN secret
number/clues for a
partner or the class to solve.
Campers correctly use the signs <, >, and = to relate two numbers.
Please refer to p.28A and p. 28-29 of the Teacher’s Manual for lesson directions.
manual page 28A, Warm up:
Level D pp. 28-29 “Concept Building”
Week 3 Lesson 4
Number  Construction paper
50
Worlds
Whole Number  Markers Engage:
pp. 28-29
Reflect:
Assess:
18
Day 10
Number of
that would follow
of the campers
Please refer to p.30A, pp. 30-31 of the Teacher’s Manual for lesson directions.
 Level D, Teacher’s Warm up:
manual page 30A, “Concept Building”
30-31
 Review materials Engage and Reflect:
Level D
will be selected “Skill Building”
Week 3 Lesson 5
Number from those used in “Using Student Pages” – Guide campers through these pages observing areas in
50
Worlds previous activities need of clarification and/or re-teaching.
Whole Number
Relationships  Student workbook
pp. 30-31 Assess:
 Assessment pages “Formal Assessment” – campers should complete the Weekly Assessment
28-29 independently.
19
20
Day 11
Number of
that would follow
of the campers
Campers coordinate movement along tens and ones on the Neighborhood Number
 Level D, Teacher’s Line to arrive at a target number.
manual page 32C,
pp. 32-33 Please refer to p.32C, pp. 32-33 of the Teacher’s Manual for lesson directions.
 Making a Note: Assessment opportunities are throughout the lesson and not confined to
Cityscape, p. B48 after the “Reflect” portion of lesson…
 Rosemary in the
City, p. B49 Warm up:
Level D
 Neighborhood “Concept Building”
Number Week 4 Lesson 1
50 Number Line
Worlds
Tens and Ones  Ten and One Cube Engage:
 Monster Cards, p. “Strategy Building” and “Using Student Pages”
B9
 Rosemary’s Shoes, Reflect:
p. B5 “Extended Response” and “Real-World Application”
 Student workbook Assess:
pp. 32-33 “Informal Assessment” – see Note above
21
Problem Solving Follow as directed on pages 10-11, Engage
and Reasoning in
Problem
Counting 20-30 Grade 1, pp. 10-12,
Solving
“Fit the Facts”
 See materials
listed on p. 10
22
Day 12
Number of
of the campers
Campers determine the value of digits in double-digit numbers.
manual page 34A, 34- Please refer to pp.34A, 34-35 of the Teacher’s Manual for lesson directions.
35 Note: Assessment opportunities are throughout the lesson and not confined to
 Room Service after the “Reflect” portion of lesson…
Delivery Slips, p.
B10 Warm up:
Level D  Introduction to the “Concept Building”
Number Week 4 Lesson 2 Hotel, p. B51
50
Worlds Engage:
Tens and Ones
 Hotel Room Service, “Skill Building” and “Using Student Pages”
p. B53
 Hotel Game Board Reflect:
 Pawns “Extended Response” and “Real-World Application”
 Student workbook pp.
34-35 Assess:
23
Problem Solving and Follow as directed on page 11, Explore
Reasoning in Grade
Problem
Counting 20-30 1, pp. 10-12, “Fit the
Solving
Facts”
 See materials
listed on p. 10
24
Day 13
Number of
Campers model double-digit numbers as tens and ones.
Please refer to p.36A, 36-37 of the Teacher’s Manual for lesson

directions.
Note: Assessment opportunities are throughout the lesson and not
 Level D, Teacher’s manual confined to after the “Reflect” portion of lesson…
page 36A, 36-37
 Double-Digit Number Warm up:
Level D Composition, p. B55 “Concept Building”
Worlds
50  Number Cards (1-9), p. B2
Tens and Ones  Number Construction Mat, p. Engage:
B11 “Skill Building” and “Using Student Pages”
 Student workbook pp. 36-37
Reflect:
Assess:
25
Navigating through Problem Read pages 10-12.
Solving and Reasoning in Follow as directed on page 12, Extend and Discussion
Problem Grade 1, pp. 10-12, “Fit the
Counting 20-30
Solving Facts”
 See materials listed on p.
10
26
Day 14
Number of
that would follow
of the campers
Campers model double-digit numbers as tens and ones and trade ones for tens to
 Level D, Teacher’s solve addition problems.
manual page 38A,
38-39 Please refer to p.38A, 38-39 of the Teacher’s Manual for lesson directions.
 Building and Note: Assessment opportunities are throughout the lesson and not confined to
Trading Numbers, after the “Reflect” portion of lesson…
p. B57
Warm up:
Level D  Number Cards (1-
Number Week 4 Lesson 4 20), p. B2-B3
50
Worlds  Number Engage:
Tens and Ones Construction Mat, “Strategy Building” and “Using Student Pages”
p. B11
 Place-value Mat, p. Reflect:
B12 “Extended Response” and “Real-World Application”
pp. 38-39 Assess:
27
28
Day 15
Number of
that would follow
of the campers
 Level D, Teacher’s Warm up:
manual page 40A, “Concept Building”
40-41
 Review materials Engage and Reflect:
Level D will be selected “Skill Building”
Number Week 4 Lesson 5 from those used in “Using Student Pages” – Guide campers through these pages observing areas in
50
Worlds previous activities need of clarification and/or re-teaching.
Tens and Ones  Student workbook
pp. 40-41 Assess:
 Assessment pages “Formal Assessment” – campers should complete the Weekly Assessment
30-31 independently.
29
30
Day 16
Topic of the Week: Addition (Unit 3)
Number of
of the campers
The Mission of Please read the book The Mission of Addition to the campers. Tell the
Addition by Brian campers to be sure that they have their listening ears on because they will
Cleary complete a fun activity tomorrow based on the story.
Although there is a particular activity to go with each book that the
Read Aloud Addition 15
campers will engage in each week, please do not hesitate to ask students
questions during reading that will allow for comprehension and math
discussions, as well as small activities that can be implemented during the
reading of the book.
 Level D, Teacher’s Campers can identify patterns in an addition table and find addition facts for
manual page 32C, pp. addends of 0, 1, 2, 3, or 10.
32-33
 Addition Table, p. Please refer to p.32C, pp. 32-33 of the Teacher’s Manual for lesson directions.
Level D Note: Assessment opportunities are throughout the lesson and not confined to
B25
Number Week 4 Lesson 1 after the “Reflect” portion of lesson…
Worlds Mastering the Basic
50  An overhead
Facts transparency of the
addition table Warm up:
 Student workbook pp.
32-33 Engage:
31
“Skill Building”
“Using Student Pages”
Reflect:
Assess:
“Informal Assessment”
See Note above
32
Day 17
Number of
• Math Read Aloud Activity, • The activity will focus on what was happening in the book and
“The Mission of Addition” the campers will need to find out how many more to make 10
activity direction sheet or 20. Please refer to the directions on the Read Aloud The
Math Read
Addition 15 • Counters Mission of Addition activity sheet provided for the teachers for
Aloud
• Chart paper/ overhead/ complete instructions
Elmo
• Ten frames (optional)
Campers know doubles facts for addends p to 10.
 Level D, Teacher’s manual
page 34A, pp. 34-35 Please refer to p.34A, pp. 34-35 of the Teacher’s Manual for lesson
 Addition Table, p. B25 directions.
Level D
Note: Assessment opportunities are throughout the lesson and not
50
 Sheets of paper confined to after the “Reflect” portion of lesson…
Worlds Mastering the Basic  An overhead transparency of
Facts the addition table, B25
 Student workbook pp. 34-35 Warm up:
33
Engage:
Reflect:
Assess:
34
Day 18
Number of
that would follow
of the campers
Campers know near-doubles facts for addends up to 10.
 Addition Table after the “Reflect” portion of lesson…
Warm up:
manual page 36A,
Level D “Concept Building”
pp. 36-37
Week 4 Lesson 3
Number  Index cards
50 Engage:
Worlds
Mastering the Basic  An overhead “Skill Building”
Facts transparency of the “Using Student Pages”
addition tables
 Student workbook Reflect:
pp. 36-37 “Extended Response” and “Real-World Application”
Assess:
35
36
Day 19
Number of
that would follow
of the campers
Campers know near-doubles facts for addends up to 10.
 Addition Table Warm up:

Level D  Level D, Teacher’s “Concept Building”
Week 4 Lesson 4 manual page 38A,
Number
50 pp. 38-39 Engage:
Worlds
Mastering the Basic  Number Cubes “Skill Building”
Facts  Student workbook “Using Student Pages”
pp. 38-39
Reflect:
Assess:
37
38
Day 20
Number of
that would follow
of the campers
 Review materials Warm up:

selected from those “Concept Building”
Level D
used in previous
Week 4 Lesson 5
activities Engage and Reflect:
Number 50
 Student workbook “Skill Building”
Worlds Mastering the Basic
pp. 40-41 “Using Student Pages” – Guide campers through these pages observing areas in
Facts
 Assessment pp. 46- need of clarification and/or re-teaching.
47
Assess:
independently.
39
40
Day 21
Topic of the Week: Subtraction (Unit 4)
Number of
that would follow
of the campers
Shark Swimathon Please read the book Shark Swimathon to the campers. Tell the campers to
by Stuart Murphy be sure that they have their listening ears on because they will complete a
fun activity tomorrow based on the story. Although there is a particular
Read Aloud Subtraction 15 activity to go with each book that the campers will engage in each week,
please do not hesitate to ask students questions during reading that will
allow for comprehension and math discussions, as well as small activities
that can be implemented during the reading of the book.
Campers solve subtraction problems with differences up to 10.
• Level D, Teacher’s
manual page 32C, Please refer to p.32C, pp. 32-33 of the Teacher’s Manual for lesson directions.
Level D pp. 32-33 Note: Assessment opportunities are throughout the lesson and not confined to
Week 4 Lesson 1 • Counters, 10 per after the “Reflect” portion of lesson…
Number
50 camper
Worlds
Mastering the Basic • Brown bags, 1 per Warm up:
Facts camper “Concept Building”
• Student workbook
pp. 32-33 Engage:
41
Reflect:
Assess:
42
Day 22
Number of
that would follow
of the campers
Math Read Aloud The activity will focus on what was happening in the book and the campers
Activity, “Shark will be asked to focus on how many more are needed with a focus on
Read Aloud Subtraction 15 Swimathon” activity subtraction.
direction sheet Please refer to the directions on the Read Aloud Shark Swimathon activity
sheet, provided for the teachers, for complete instructions.
Campers will solve subtraction problems and related addition problems.
Please refer to p.32C, pp. 32-33 of the Teacher’s Manual for lesson directions.
 Level D Teacher’s Note: Assessment opportunities are throughout the lesson and not confined to
Manual, pp. 34A, after the “Reflect” portion of lesson…
Level D 34-35
Worlds
50  Math-link cubes, Warm up:
20 per student “Concept Building”
Mastering the Basic
Facts  Student workbook
pp. 34-35 Engage:
43
Reflect:
Assess:
44
Day 23
Number of
that would follow
of the campers
Campers will use doubles facts to solve subtraction problems.
Level D Warm up:

Week 4 Lesson 3  Level D Teacher’s “Concept Building”
Manual, pp. 36A,
Number 36-37
Mastering the Basic 50 Engage:
Worlds
Facts  Math-Link cubes “Skill Building”
 Student workbook “Using Student Pages”
pp. 36-37
Reflect:
Assess:
45
46
Day 24
Number of
that would follow
of the campers
Campers will use simple known facts to solve problems that involve greater
numbers.
Level D
Week 4 Lesson 4 Warm up:
 Level D Teacher’s
Number Manual, pp. 38A,
Mastering the Basic 50
Worlds 38-39
Facts Engage:
 Student workbook “Skill Building”
pp. 38-39 “Using Student Pages”
Reflect:
Assess:
47
48
Day 25
Number of
that would follow
of the campers
 Review materials Warm up:

Level D selected from those “Concept Building”
Week 4 Lesson 5 used in previous
Number activities Engage and Reflect:
50
Worlds Mastering the Basic  Student workbook “Skill Building”
Facts pp. 40-41 “Using Student Pages” – Guide campers through these pages observing areas in
 Assessment pp. 54- need of clarification and/or re-teaching.
55
Assess:
independently.
49
50

1 Grade Math Lesson Plans Day 1: Topic of The Week: Number Sense (Unit 1)

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1 Grade Math Lesson Plans Day 1: Topic of The Week: Number Sense (Unit 1)

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1st Grade Math Lesson Plans

Assess: see Note above

Assess: see Note above

Please refer to p.36A, 36-37 of the Teacher’s Manual for lesson

 Addition Table Warm up:

 Review materials Warm up:

Level D Warm up:

 Review materials Warm up:

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