Week of April 9th
This week in Math we will be continuing our study of 2-d geometry. We will focus on how to use a variety of shapes to make pictures. For example, I can add a triangle on top of a square to make a house. Also, students will learn how to look at a picture and determine how many of each shape has been used to create the new shape or picture. We will take our shape picture quiz on Thursday of this week. On Friday, we will begin to introduce 3D shapes. Students will learn how to identify three-dimensional figures based on characteristics such as how many faces and bases it has. We will be learning about the following 3D shapes: cubes, right rectangular prisms, right circular cones, and cylinders.
Standard we're focusing on this week:
MGSE1.G.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) to create a composite shape, and compose new shapes from the composite shape.
Standard we're focusing on this week:
MGSE1.G.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) to create a composite shape, and compose new shapes from the composite shape.
Week of March 19th
This week we are kicking off our new math unit, which is all about geometry. Our focus this week will be on learning how to describe 2D shapes using different attributes (something ALL____ have) and characteristics(color, size, shading). On Monday we will learn that all shapes are closed figures. On Tuesday we will learn that shapes can be sorted by the number of sides and number of vertices (corners) it has. For example, all pentagons have 5 sides and 5 vertices and all triangles have 3 sides and 3 vertices. On Wednesday we will begin comparing 2D shapes using attributes to see how they are alike and different. On Thursday we will learn that color, size, and shading don't matter when describing shapes, that these are just characteristics. On Friday we will learn that we can sort shapes in lots of different ways using characteristics like size, shape, and color. We will practice using a large group of shapes in various sizes, shapes, and colors and sorting them into groups. For example, grouping all the blue shapes together.
Standards we're focusing on this week:
MGSE1.G.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.
Suggested activities for at-home practice:
-Have your child go on a shape scavenger hunt around the house. Have them create a list of everyday items that are examples of the shapes we're learning about in class (triangle, square, rectangle, trapezoid, rhombus, etc.). You can even go one step further and ask them to use attributes to explain how they know the object is that shape, like "I know it's a square because it has 4 sides that are all the same length and 4 vertices.
Standards we're focusing on this week:
MGSE1.G.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.
Suggested activities for at-home practice:
-Have your child go on a shape scavenger hunt around the house. Have them create a list of everyday items that are examples of the shapes we're learning about in class (triangle, square, rectangle, trapezoid, rhombus, etc.). You can even go one step further and ask them to use attributes to explain how they know the object is that shape, like "I know it's a square because it has 4 sides that are all the same length and 4 vertices.
Week of March 5th
While this week is a short week for us, we will begin learning how to count coins using dimes and pennies. When we count coins, we always start by counting the largest value first (dimes) and then count on using the smaller coins (pennies). This directly connects to the work we've been doing with place value, counting the 10s first, then the 1s. A great way to practice this skill at home is to have your child count the change that's in your pocket. We will also be learning how to make a trade using pennies and trading them in for dimes. Even though there are more pennies than dimes, a dime is worth more.
Standards we're focusing on this week:
MGSE1.NBT.7 Identify dimes, and understand ten pennies can be thought of as a dime.
Standards we're focusing on this week:
MGSE1.NBT.7 Identify dimes, and understand ten pennies can be thought of as a dime.
Week of FebruARY 26TH
This week in Math, we will be focusing on how to solve 2-digit addition and subtraction problems. On Monday, we will introduce the traditional method of adding and subtracting, where students will line up each number, begin adding/subtracting with the digit in the ones place, then moving over to do the same with the tens place. We will not be using regrouping (carrying over, borrowing) in this unit. Throughout the rest of the week, we will focus on solving addition and subtraction word problems. We will review the CUBES method to help us break down the problem and arrive at the answer step-by-step.
C= CIRCLE the numbers
U= UNDERLINE the question
B= BOX the key words
E= Write the EQUATION
S= SOLVE
Special Note: Since we will be relying on basic math facts as we solve 2-digit problems, it is extremely important to be practicing addition and subtraction facts to 20 at home with your child on a regular basis to help develop fluency with these facts.
Standards we're focusing on this week:
MGSE1.NBT.4 Add within 100, including adding a two-digit number and a one-digit number and adding a two-digit number and a multiple of ten (e.g., 24 + 9, 13 + 10, 27 + 40), using concrete models or drawings and strategies based on place value, properties of operations, and/or relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
MGSE1.NBT.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range of 10-90.
C= CIRCLE the numbers
U= UNDERLINE the question
B= BOX the key words
E= Write the EQUATION
S= SOLVE
Special Note: Since we will be relying on basic math facts as we solve 2-digit problems, it is extremely important to be practicing addition and subtraction facts to 20 at home with your child on a regular basis to help develop fluency with these facts.
Standards we're focusing on this week:
MGSE1.NBT.4 Add within 100, including adding a two-digit number and a one-digit number and adding a two-digit number and a multiple of ten (e.g., 24 + 9, 13 + 10, 27 + 40), using concrete models or drawings and strategies based on place value, properties of operations, and/or relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
MGSE1.NBT.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range of 10-90.
Week of February 20th
This week in Math, we will be learning how to find 10 more/less and 1 more/less for a given number. Students will learn that we can use a hundreds chart to do this by looking up, down, left, and right. When we want to find 10 more/less than a given number, we look up to find 10 more and down to find 10 less. If we want to know what 1 more/less is, all we have to do is look left or right on the hundreds chart. At the end of the week, we will be using this knowledge to help us begin solving 2-digit addition and subtraction problems. We will first learn that 10 more/less problems can be written like 40 + 10 = 50 or 70 - 10= 60. We will also be modeling this using Base 10 blocks.
Standards we're focusing on this week:
MGSE1.NBT.4 Add within 100, including adding a two-digit number and a one-digit number and adding a two-digit number and a multiple of ten (e.g., 24 + 9, 13 + 10, 27 + 40), using concrete models or drawings and strategies based on place value, properties of operations, and/or relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
MGSE1.NBT.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range of 10-90.
Standards we're focusing on this week:
MGSE1.NBT.4 Add within 100, including adding a two-digit number and a one-digit number and adding a two-digit number and a multiple of ten (e.g., 24 + 9, 13 + 10, 27 + 40), using concrete models or drawings and strategies based on place value, properties of operations, and/or relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
MGSE1.NBT.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range of 10-90.
Week of February 12th
On Monday, we will review how we can use Base 10 blocks to model a 2-digit number. Students should be ablle to identify how many tens and ones make up a given number. Throughout the rest of the week, we will being learning how to compare 2-digit numbers using the <, =, > symbols. We will learn that we always look to the tens place first when comparing numbers, then to the ones place if they have the same amount of tens. Students will be comparing with number form (Ex.: 45 > 38), as well as word form (5 tens < 53).
Standards we're focusing on this week:
MGSE1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones.
MGSE1.NBT.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
Standards we're focusing on this week:
MGSE1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones.
MGSE1.NBT.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
Week of February 5th
This week we will be wrapping up Unit 4 and reviewing for our test on Thursday. Study guides went home last week in Thursday folders. Going over the study guide is a great way to help your child prepare for the test, as it includes the standards that have been taught in class, examples of what students should know, and sample questions like they will see on the test. On Friday, we will begin Unit 5, which is all about deepening our understanding of Base 10 numbers. Before diving into new content, we will spend the end of the week reviewing how to count Base 10 blocks and how to use them to model numbers.
Standards we're focusing on this week:
MGSE1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
MGSE1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones.
Standards we're focusing on this week:
MGSE1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
MGSE1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones.
Week of January 29th
This week in Math, students will be learning how to tell time to the hour and half hour using both analog and digital clocks. We begin the week with a review of the parts of a clock. Students will learn that a clock has a face, and hour hand, and a minute hand. The hour hand is the short hand on the clock and the minute is the long hand. We will also review how to tell time to the hour, where the hour hand points to one of the large numbers on the clock and the minute hand points to the 12. When we look at an analog clock, we look to the little hand first. Which number is it on or has it passed? That's the hour. Then, we look at the big hand to tell the minutes. On an analog clock, when the minute hand is on the 6, we say "thirty". That is shown with a :30 on a digital clock. At the end of the week, we will revisit tally charts and how data is collected and displayed in a table. While we've covered this topic before, we will use tally charts to show data related to time.
*Our Unit 4 test will be on Thursday, February 8th. Please be on the lookout for a study guide to come home in your child's Thursday Folder this week.*
Standards we're focusing on this week:
MGSE1.MD.3 Tell and write time in hours and half-hours using analog and digital clocks.
MGSE1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
Dinnertime Questions:
-What does the hour hand on a clock tell us?
-Why do we need to be able to tell time?
-What does the minute hand on a clock tell us?
Suggested Activities for At-Home Practice:
-Practice telling time to the hour and half hour using analog and digital clocks. If you have digital clocks at your house, ask your child where the hands would point on an analog clock to show the same time. If you have an analog clock, ask your child to show you what the time would look like if it were on a digital clock.
-iReady and Redbird provide personalized practice for your child and are available through Launchpad.
*Our Unit 4 test will be on Thursday, February 8th. Please be on the lookout for a study guide to come home in your child's Thursday Folder this week.*
Standards we're focusing on this week:
MGSE1.MD.3 Tell and write time in hours and half-hours using analog and digital clocks.
MGSE1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
Dinnertime Questions:
-What does the hour hand on a clock tell us?
-Why do we need to be able to tell time?
-What does the minute hand on a clock tell us?
Suggested Activities for At-Home Practice:
-Practice telling time to the hour and half hour using analog and digital clocks. If you have digital clocks at your house, ask your child where the hands would point on an analog clock to show the same time. If you have an analog clock, ask your child to show you what the time would look like if it were on a digital clock.
-iReady and Redbird provide personalized practice for your child and are available through Launchpad.
Week of January 9th
This week in Math, we are beginning our next unit (Unit 4) on Measurement and Telling Time. Throughout the unit, students will learn strategies to measure objects using nonstandard units like paper clips, cubes, etc. to determine a length. We are not using rulers to measure in this unit. For telling time, students will learn how to tell time to the half hour using both an analog and a digital clock.
In our mini-lessons, we will learn what kinds of units can be used for nonstandard, the terms longer, shorter, and the same as, and how to use nonstandard units to measure an object. When measuring, we make sure that we only use one type of unit to measure length. In other words, we can't measure the length of an object using paperclips and pencils, we have to pick only one of them to use. Also, the units should touch each other end-to-end and leave no gaps to make sure that we have an accurate measurement.
Standards we're focusing on this week:
MGSE1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object.
MGSE1.MD.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps.
In our mini-lessons, we will learn what kinds of units can be used for nonstandard, the terms longer, shorter, and the same as, and how to use nonstandard units to measure an object. When measuring, we make sure that we only use one type of unit to measure length. In other words, we can't measure the length of an object using paperclips and pencils, we have to pick only one of them to use. Also, the units should touch each other end-to-end and leave no gaps to make sure that we have an accurate measurement.
Standards we're focusing on this week:
MGSE1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object.
MGSE1.MD.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps.
Week of December 11th
This week in Math will mark the end of our work in Unit 3. The beginning of the week we will do a review of finding the missing number in a given equation, then we will turn our focus to balancing equations at the end of the week. When balancing equations, students will need to be able to determine if the expression on both sides of the equal sign is the same. For example, in the problem 1+5=4+2, both sides of the equals sign are the same, so the equations would be balanced. They should also be able to know when both sides of the equal sign are not the same, or unbalanced. For example, in the equation 18-7=9+4, one side equals 11 while the other is equal to 13. Next Monday and Tuesday, students will take the post-test over unit content.
**It is extremely important that students spend time at home practicing addition and subtraction facts to 20 to help set them up for success throughout the unit. Using flashcards is a great way to practice these facts, and there are a few games listed in previous blog updates that can be helpful, as well.**
Standards we're focusing on this week:
MGSE1.OA.1. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
MGSE1.OA.3. Apply properties of operations as strategies to add and subtract.2 Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)
MGSE1.OA.4. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8.
MGSE1.OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. The equal sign describes a special relationship between two quantities. In the case of a true equation, the quantities are the same.
**It is extremely important that students spend time at home practicing addition and subtraction facts to 20 to help set them up for success throughout the unit. Using flashcards is a great way to practice these facts, and there are a few games listed in previous blog updates that can be helpful, as well.**
Standards we're focusing on this week:
MGSE1.OA.1. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
MGSE1.OA.3. Apply properties of operations as strategies to add and subtract.2 Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)
MGSE1.OA.4. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8.
MGSE1.OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. The equal sign describes a special relationship between two quantities. In the case of a true equation, the quantities are the same.
Week of December 4th
In Math this week, our focus will be on fact families and solving missing number problems. For fact families, students will review that we can create a family of facts, 2 addition problems and 2 subtraction problems, that use the same 3 numbers. Most of this week, we will be working on how to find a missing number in an addition or subtraction problem. If an equation has a missing number (i.e. 3 + ___ = 12 or ___ - 6 = 15), we have 5 strategies that we can use to help us figure out what's missing:
1. Count up from the known smaller number to the larger known number.
2. Count back from the larger number down to the smaller number.
3. Use fact families and switch the numbers around to help solve.
4. Addition- Draw a picture of how many you have. Keep drawing until you get what you need.
5. Subtraction- Draw a picture of the larger number. Cross out the smaller number.
As we progress through this unit, it is very important that students are developing a fluency with addition and subtraction facts to 20. Any additional practice with flashcards, etc. at home would be a huge help!
Standards we're focusing on this week:
MGSE1.OA.1. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
MGSE1.OA.3. Apply properties of operations as strategies to add and subtract.2 Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)
1. Count up from the known smaller number to the larger known number.
2. Count back from the larger number down to the smaller number.
3. Use fact families and switch the numbers around to help solve.
4. Addition- Draw a picture of how many you have. Keep drawing until you get what you need.
5. Subtraction- Draw a picture of the larger number. Cross out the smaller number.
As we progress through this unit, it is very important that students are developing a fluency with addition and subtraction facts to 20. Any additional practice with flashcards, etc. at home would be a huge help!
Standards we're focusing on this week:
MGSE1.OA.1. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
MGSE1.OA.3. Apply properties of operations as strategies to add and subtract.2 Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)
wEEK OF nOVEMBER 27TH
This week in Math we will be turning our focus to subtraction facts within 20. Students will learn that we can use many of the same strategies that helped us add to help us subtract (i.e. number line, using our fingers, and drawing pictures). On Monday, we will introduce how we can count backwards on a number line to solve a subtraction problem-all you have to do is put your finger on the first number, hop backwards, and where you land is your answer. For example, if we are solving 9-5=____, you would start at the 9, hop back 5, and land on the 4 for the answer. On Tuesday, students will learn how to cross out pictures to solve a subtraction problem. On Wednesday and Thursday, we will use the CUBES strategy taught before the Thanksgiving break to help us break down and solve subtraction word problems. At the end of the week, we will introduce fact families to help relate addition and subtraction. In a fact family there are 3 numbers. These 3 numbers work together to solve equations. They can make two addition problems and two subtraction problems- all using the same 3 numbers! (Ex: 4+3=7, 3+4=7, 7-4=3, 7-3=4)
Standards we're focusing on this week:
MGSE1.OA.5. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
MGSE1.OA.6 Add and subtract within 20. a. 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). b. Fluently add and subtract within 10.
Suggested activities for at-home practice:
- Redbird Math or iReady Math for personalized practice
-Subtraction flashcards or fact practice (0-20)
-Addition fact practice for review
-Math Match online game (subtraction) www.abcya.com/math_match.htm
Standards we're focusing on this week:
MGSE1.OA.5. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
MGSE1.OA.6 Add and subtract within 20. a. 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). b. Fluently add and subtract within 10.
Suggested activities for at-home practice:
- Redbird Math or iReady Math for personalized practice
-Subtraction flashcards or fact practice (0-20)
-Addition fact practice for review
-Math Match online game (subtraction) www.abcya.com/math_match.htm
Week of November 13th
This week in Math we will be continue building our understanding of addition, including counting on with tally marks, solving problems with 3 addends (Ex: 3 + 4 + 7), and we will begin to learn strategies to help us solve word problems. When using tally marks to solve addition problems, we will learn that we make tallies for the first number in blue, then add on more tallies in red instead of making two separate sets of bundles and having to count all of the tallies one-by-one. When we solve addition word problems, students will learn to use the CUBES strategy to break down the problem:
C= CIRCLE the numbers
U= UNDERLINE the question
B= BOX the key words
E= Write the EQUATION
S= SOLVE
When we come back from Thanksgiving Break, we will start on subtraction.
Standards we're focusing on this week:
MGSE1.OA.1. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
Suggested activities for at-home-practice:
-Redbird Math or iReady Math for personalized practice
-Online addition fact practice games= www.fun4thebrain.com/addition.html
-Addition flashcards (adding up to 20)
-Addition War using a deck of cards. Take out the aces and face cards before you play. Each player will turn over 2 cards and add them together. The player with the greatest sum wins the cards.
C= CIRCLE the numbers
U= UNDERLINE the question
B= BOX the key words
E= Write the EQUATION
S= SOLVE
When we come back from Thanksgiving Break, we will start on subtraction.
Standards we're focusing on this week:
MGSE1.OA.1. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
Suggested activities for at-home-practice:
-Redbird Math or iReady Math for personalized practice
-Online addition fact practice games= www.fun4thebrain.com/addition.html
-Addition flashcards (adding up to 20)
-Addition War using a deck of cards. Take out the aces and face cards before you play. Each player will turn over 2 cards and add them together. The player with the greatest sum wins the cards.
Week of November 6th
This week in Math we will be beginning Unit 3 work, which is all about addition and subtraction. Throughout the unit, students will be learning to relate addition and subtraction and begin to solve story problems. On Monday and Tuesday of this week, students will be taking the unit pre-assessment to assess for prior knowledge coming into the unit. After we finish up the pre-test, we will start learning about various strategies that we can use to solve addition problems. On Wednesday students will learn how to use their fingers to help them add two numbers together. We can use our fist to pound the first addend, then lift up our fingers to help us get to the sum. On Thursday, students will learn how to use a number line to help them add numbers together. We can start at the first number, hop along the number line, and then where we land is our answer. On Friday, students will learn how to use pictures as a strategy to help them add. Using this strategy is a visual way to help us see how we arrive at the sum.
Standards we're focusing on this week:
MGSE1.OA.1. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
MGSE1.OA.5. Relate counting to addition (e.g., by counting on 2 to add 2).
MGSE1.OA.6 Add within 20.
a. 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).
Suggested activities for at-home practice:
-Redbird or iReady Math for personalized practice
-Addition flashcards (adding up to 20)
-Addition War using a deck of cards. Take out the aces and face cards before you play. Each player will turn over 2 cards and add them together. The player with the greatest sum wins the cards.
Online Games
-Addition to 10 Game www.abcya.com/kindergarten_word_problems_add_to_10.htm
-Addition with Manipulatives game www.abcya.com/addition.htm
-Marble Drop Addition www.abcya.com/marble_drop_addition.htm
Standards we're focusing on this week:
MGSE1.OA.1. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
MGSE1.OA.5. Relate counting to addition (e.g., by counting on 2 to add 2).
MGSE1.OA.6 Add within 20.
a. 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).
Suggested activities for at-home practice:
-Redbird or iReady Math for personalized practice
-Addition flashcards (adding up to 20)
-Addition War using a deck of cards. Take out the aces and face cards before you play. Each player will turn over 2 cards and add them together. The player with the greatest sum wins the cards.
Online Games
-Addition to 10 Game www.abcya.com/kindergarten_word_problems_add_to_10.htm
-Addition with Manipulatives game www.abcya.com/addition.htm
-Marble Drop Addition www.abcya.com/marble_drop_addition.htm
WEEK OF October 30th
This week in Math students will be extending their thinking about base ten numbers through dimes and pennies (no nickels or quarters at this time). We will learn that pennies are worth one cent, while dimes are worth ten cents, and that we can make a trade when we get to 10 pennies. This idea builds on our understanding that numbers can be made up of tens and ones and how we can use Base 10 blocks to represent numbers. On Thursday and Friday, students will take the Unit 2 test, which covers all of the content we've learned throughout the unit. Study guides were sent home last week in Thursday folders. These are a wonderful tool to help students prepare for the test. Study guides include some sample questions to see what the test questions will be like.
Standard we're focusing on this week:
MGSE1.NBT.7 Identify dimes, and understand ten pennies can be thought of as a dime.
Suggested activities for at-home practice:
-Redbird Math for personalized practice (fcs.redbirdschools.com)
-iReady for personalized practice (log in through Launchpad)
-Have students count up the amount of dimes and pennies in your pocket/coin purse. Ask them if they can make a trade for a dime if there are more than ten pennies.
-Fruit Shoot online game (click on pennies, dimes, or dimes & pennies) www.sheppardsoftware.com/mathgames/earlymath/Fruit_Shoot_coins.htm
Standard we're focusing on this week:
MGSE1.NBT.7 Identify dimes, and understand ten pennies can be thought of as a dime.
Suggested activities for at-home practice:
-Redbird Math for personalized practice (fcs.redbirdschools.com)
-iReady for personalized practice (log in through Launchpad)
-Have students count up the amount of dimes and pennies in your pocket/coin purse. Ask them if they can make a trade for a dime if there are more than ten pennies.
-Fruit Shoot online game (click on pennies, dimes, or dimes & pennies) www.sheppardsoftware.com/mathgames/earlymath/Fruit_Shoot_coins.htm
Week of October 23rd
In Math this week, students will begin the week by reviewing the concept of close and far away numbers. At this point in our unit, students should be able to identify which number is closest to 0, 50, or 100 when they are given a set of numbers. At home, you can practice this skill by giving your child 3 numbers and asking them questions like, "Which two numbers are closest together?", "Which numbers are farthest apart?", "Which is closest to 0...50...100?". In the later part of the week, students will learn how to create a table to display data, using Base 10 blocks to represent a number of votes. For example, if a favorite color gets 23 votes, students would be able to show 23 using tens and ones Base 10 blocks in the table.
As we are winding down our work in Unit 2, we wanted to share our unit test date with you. Students will take the Unit 2 test on Thursday, November 2nd. Please be on the lookout for a study guide to come home in Thursday folders this week. Study guides are meant to show what the problems on the test are like and are a wonderful tool to help student prepare for the test.
Standards we're focusing on this week:
MGSE1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
MGSE1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
Suggested activities for at-home practice:
-Redbird Math for personalized practice fcs.redbirdschools.com/
As we are winding down our work in Unit 2, we wanted to share our unit test date with you. Students will take the Unit 2 test on Thursday, November 2nd. Please be on the lookout for a study guide to come home in Thursday folders this week. Study guides are meant to show what the problems on the test are like and are a wonderful tool to help student prepare for the test.
Standards we're focusing on this week:
MGSE1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
MGSE1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
Suggested activities for at-home practice:
-Redbird Math for personalized practice fcs.redbirdschools.com/
WEEK OF OCTOBER 16TH
In Math this week, students will learn how to compare numbers using tens and ones, order numbers from greatest to least, identify tens and one within a number, and begin to learn about close and far away numbers. On Monday, we will teach students that when we want to compare 2 numbers we should look first at the tens place for the larger number, then look next door to the ones place if both numbers have the same amount of tens. In the middle of the week, we will build on our understanding of comparing numbers using tens and ones to help us order a set of numbers from greatest to least. On Friday, we will introduce the concept of close and far away numbers. Students will learn how to figure out which number is closest to and farthest away from 0, 50, or 100.
Standards we're focusing on this week:
MGSE1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
MGSE1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: a. 10 can be thought of as a bundle of ten ones – called a “ten.” b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
MGSE1.NBT.3 Compare two two-digit numbers based on meanings of the tens and ones digits.
Suggested activities for at-home practice:
-Redbird Math for personalized practice (fcs.redbirdschools.com)
-Base 10 Number online games for review ( www.abcya.com/base_ten_fun.htm )
Standards we're focusing on this week:
MGSE1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
MGSE1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: a. 10 can be thought of as a bundle of ten ones – called a “ten.” b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
MGSE1.NBT.3 Compare two two-digit numbers based on meanings of the tens and ones digits.
Suggested activities for at-home practice:
-Redbird Math for personalized practice (fcs.redbirdschools.com)
-Base 10 Number online games for review ( www.abcya.com/base_ten_fun.htm )
WEEK OF OCTOBER 10th
This week in Math, students will explore the idea of place value, learning that numbers are made up of ones, tens, and even hundreds. We will begin our work by practicing how to represent a number using base 10 blocks, which was introduced in our last unit. Then we will learn how to look at a number to figure our what is in the tens place, ones place, and hundreds place. At the end of the week, students will learn that we can use base 10 blocks to help us add on. This skill will help us to understand that we can trade in a group of 10 ones for a ten.
Standards we're focusing on this week:
MGSE1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
MGSE1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: a. 10 can be thought of as a bundle of ten ones – called a “ten.” b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
"Dinnertime" Questions:
How can you represent a number using tens and ones?
How do we use base 10 blocks to show a number?
What is the tens place? Ones place? Hundreds place?
Suggested activities for at-home practice:
-Redbird Math program for personalized practice after your child's class has taken the pre-test at school
-Use dice or a deck of cards (without the 10s and face cards) to make a 2-digit number. Ask your child which digit is in the ones place and the tens place. If using dice, roll 2 dice to make the 2-digit number. If using a deck of cards, pull 2 cards to make a 2-digit number.
-Practice showing a number using base 10 blocks on paper. Give your child a number and have them show what it would look like using base 10 blocks.
Standards we're focusing on this week:
MGSE1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
MGSE1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: a. 10 can be thought of as a bundle of ten ones – called a “ten.” b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
"Dinnertime" Questions:
How can you represent a number using tens and ones?
How do we use base 10 blocks to show a number?
What is the tens place? Ones place? Hundreds place?
Suggested activities for at-home practice:
-Redbird Math program for personalized practice after your child's class has taken the pre-test at school
-Use dice or a deck of cards (without the 10s and face cards) to make a 2-digit number. Ask your child which digit is in the ones place and the tens place. If using dice, roll 2 dice to make the 2-digit number. If using a deck of cards, pull 2 cards to make a 2-digit number.
-Practice showing a number using base 10 blocks on paper. Give your child a number and have them show what it would look like using base 10 blocks.
Week of October 2nd
This week students will be introduced to the concept of number lines. On Monday, we will learn that we can use a number line to count by 1s, just like we do on a hundreds chart. Numbers on a number line get bigger as we count to the right and smaller as we count to the left. We will also teach that not every number line starts at the number 1. On Tuesday, we will learn that some number lines don't count by ones. Sometimes number lines can count by 2s, 5s, and even 10s. On Wednesday, students will put it all together using patterns to describe how we know where a number lies on the number line.
Standard we're focusing on this week:
MGSE1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. (With an emphasis on number lines)
"Dinnertime" Questions:
How can patterns help us understand numbers?
How are numbers alike and different?
How do we know where a number lies on the number line?
What strategies can we use to find a missing number?
Sample activities for at home practice:
-Practice counting to and from 120 by 1s, 5s, 10s
-Give your child two numbers and ask them how they are alike and different (i.e. 56 and 96; 23 and 27)
-Give your child a series of numbers on sticky notes, note cards, etc. and ask them to put them in order of how they would go on a number line
Standard we're focusing on this week:
MGSE1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. (With an emphasis on number lines)
"Dinnertime" Questions:
How can patterns help us understand numbers?
How are numbers alike and different?
How do we know where a number lies on the number line?
What strategies can we use to find a missing number?
Sample activities for at home practice:
-Practice counting to and from 120 by 1s, 5s, 10s
-Give your child two numbers and ask them how they are alike and different (i.e. 56 and 96; 23 and 27)
-Give your child a series of numbers on sticky notes, note cards, etc. and ask them to put them in order of how they would go on a number line
Week of September 25th
This week in Math we will be taking our Unit 1 Test as well as our Unit 2 Pre-assessment. Pre-assessments are used by the teachers to help form and plan for small group instruction throughout the unit. These pre-assessments are unscored and provide the teacher with information about what students already know prior to beginning a new unit. On Friday, we will be diving into our Unit 2 work, which is all about building base ten number sentence. In this unit, students will build on our last unit to develop an understanding of place value (tens and ones). Students will be asked to look for patterns on a hundreds chart (ten more, ten less; one more, one less), work with base ten blocks, place numbers on a number line, and also how ten pennies are equivalent to one dime.
Unit 2 Standards:
MGSE1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
MGSE1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
MGSE1.NBT.7 Identify dimes, and understand ten pennies can be thought of as a dime.
Unit 2 Standards:
MGSE1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
MGSE1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
MGSE1.NBT.7 Identify dimes, and understand ten pennies can be thought of as a dime.
Week of September 18th
In Math this week, students will continue working on our understanding of tally charts and how we can both represent data in a chart, as well as interpreting data presented in a tally chart. We will also spend time reviewing for our unit test both as a whole class and in small groups to ensure that all students are as prepared as possible for the test.
Since we were off three days last week due to the storm, our Unit 1 test date has been moved to Monday, September 25th. We encourage you to read through the unit study guide that was sent home last week in Thursday folders for detailed information about what students have been learning in class throughout the unit. Also, the study guide provides some sample questions like the ones that students will see on their test. Solving these practice questions is a great way to help students prepare for the test. If you need another copy of the study guide, we have uploaded the file below.
Standards we are focusing on this week:
MGSE1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
MGSE1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
Since we were off three days last week due to the storm, our Unit 1 test date has been moved to Monday, September 25th. We encourage you to read through the unit study guide that was sent home last week in Thursday folders for detailed information about what students have been learning in class throughout the unit. Also, the study guide provides some sample questions like the ones that students will see on their test. Solving these practice questions is a great way to help students prepare for the test. If you need another copy of the study guide, we have uploaded the file below.
Standards we are focusing on this week:
MGSE1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
MGSE1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
unit_1_study_guide_letter-_gr._1.docx | |
File Size: | 64 kb |
File Type: | docx |
WEEK OF SEPTEMBER 11TH
This week in Math our focus will be on learning how to collect data and represent this information in a tally chart. Students will also learn how to interpret data that has been represented in a tally chart by asking and answering questions, such as "how many more?", "how many less?", and "how many in all?". Throughout the week, students will have lots of opportunities to practice collecting data from their classmates using surveys and representing that data in a chart using tally marks. We will also practice using addition and subtraction when asking and answering questions about tally charts.
Next week, students will take their first Unit Test over the content covered in class over the last month of school. Please be on the lookout for a unit study guide to come home this week in your child's Thursday folder with more detailed information. The test will consist of questions covering counting to 120, counting sets of objects/pictures, representing a number in different ways (ten frames, base ten blocks, tally marks), and using data (tally charts).
Standard we are focusing on this week:
MGSE1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
"Dinnertime" Questions:
How can tally marks help us organize our counting? (Review)
How can we collect data?
How can we get information from a tally chart?
How do we use tally marks to help us show our data in a table or chart?
Suggested activities for at-home practice:
-Practice counting to 120 and back. You can do this by ones, fives, tens, etc.
-Writing numbers, especially those between 100-120
-Have your child count a group of objects (toys, stickers, crayons, just about anything will work) and create groups of tens and ones
-Count a group of objects and show how to represent the number using tally marks
Next week, students will take their first Unit Test over the content covered in class over the last month of school. Please be on the lookout for a unit study guide to come home this week in your child's Thursday folder with more detailed information. The test will consist of questions covering counting to 120, counting sets of objects/pictures, representing a number in different ways (ten frames, base ten blocks, tally marks), and using data (tally charts).
Standard we are focusing on this week:
MGSE1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
"Dinnertime" Questions:
How can tally marks help us organize our counting? (Review)
How can we collect data?
How can we get information from a tally chart?
How do we use tally marks to help us show our data in a table or chart?
Suggested activities for at-home practice:
-Practice counting to 120 and back. You can do this by ones, fives, tens, etc.
-Writing numbers, especially those between 100-120
-Have your child count a group of objects (toys, stickers, crayons, just about anything will work) and create groups of tens and ones
-Count a group of objects and show how to represent the number using tally marks
Week of September 5th
This week we will be working on representing a number in different ways, specifically with ten frames, tally marks, word form, and base ten blocks. The goal for the week is for students to be able to show at least 2 ways to make a number. Even though we have moved on from simply counting to 120 and interacting with the 120 chart, it is important to continue to practice this skill at home.
Standard we are focusing on this week:
MGSE1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
"Dinnertime" Questions:
This section of the blog will contain a couple of talking points to discuss with your child to reinforce content learned in class.
How can I use a ten frame to represent a number? (Tuesday)
How can we represent a number using tens and ones? (Wednesday)
How can tally marks help us organize our counting? (Thursday)
How can tally marks represent a set? (Thursday)
How can I represent this number in more than one way? (Tuesday-Friday)
Standard we are focusing on this week:
MGSE1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
"Dinnertime" Questions:
This section of the blog will contain a couple of talking points to discuss with your child to reinforce content learned in class.
How can I use a ten frame to represent a number? (Tuesday)
How can we represent a number using tens and ones? (Wednesday)
How can tally marks help us organize our counting? (Thursday)
How can tally marks represent a set? (Thursday)
How can I represent this number in more than one way? (Tuesday-Friday)