Monday One-to-one Correspondence

Mathematics

Mrs. Kuzmenko

Use one-to-one correspondence to count objects up to 100. Students will learn to count objects in small sets reciting the number sequence accurately while maintaining one-to-one correspondence . Students will develop coordination essential to learning one-to-one correspondence. Understand one-to-one correspondence.
1.M.1.1.2 Read, write, compare, and order whole numbers to 100.

Worksheet, number cards, objects (e.g. cubes), writing utensils, color pencils or crayons

10 min - Discuss the meaning and importance of one-to-one correspondence. Provide examples of using one-to-one 15 min -Counting and body movements- students count aloud the number of movements as they are made e.g. clap, hop, nod. Teacher gives students a number and students make that many movements. 15 min -Worksheet- students draw objects to represent numbers given.

Have student randomly choose a number card, then ask student to place the number of objects corresponding to that number card. 10 min Give students a hand out to count various object in their home e.g count stairs while stepping them, count moving objects.

Tuesday Compare Numbers

Mathematics

Mrs. Kuzmenko

Compare and order whole numbers up to 100 by understanding the concepts of greater than, less than, and equality. Students will learn to compare and order numbers, understanding what it means for a number to be greater than, or less than. They will learn to put numbers in order, understanding how they compare to each other. 1.M.1.1.2 Read, write, compare, and order whole numbers to 100. 1.M.3.1.3 Compare numbers to 99 using vocabulary (less than, greater than, equal to, more, less, same, fewer). Worksheets: Greater or Less, Number Mix-up Fix-up, number cards

15 min - Introduce the concept of comparing whole numbers by doing a class activity where students take turns placing numbers next to other number in the correct order. Use terms: greater than, less than, between, just after, just before... 10 min - Once the children are comfortable putting numbers in order, introduce ordering numbers on the number line by having students place numbers in the correct spot on the number line. 15 min - Students individually complete worksheet

10 min

Place or write two numbers on the board and ask individual students to determine what equality symbol is needed between them. Also place a number and ask students what number comes after, before and so on Worksheet: Number Mix-up Fix-up

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Wednesday

Mathematics Ordinal Numbers

Mrs. Kuzmenko

Match ordinal numbers with an ordered set of up to ten items. Identify first, second, and third by name. Students will engage in activity that will help them practice ordinal numbers in an active way. Students will understand associating an object with its ordinal number position.
1.M.1.1.1 Demonstrate knowledge of our numeration system by counting forward by ones and tens to 100, by counting backward by ones from 20, and by counting with ordinal numbers. 1.M.1.2.1 Use objects, pictures, and symbols to add up to 10 and subtract from up to 9.

Train Station Activity, Independent worksheet, Unifix Cubes, Ten Cubes in a Box Worksheet, crayons, pencils, container for cubes,

20 min - Introduce ordinal numbers by doing the Train Station Acivity. Have students help set up. 20 min - Ten Cubes in a Box Worksheet- Start the worksheet as a class, depending on the students' strengths have them continue working either with the teacher, individually or in pairs

Provide students with an ordinal position quiz where students match the ordinal number to the color, having the colors in an order. 10 min Independent worksheet- Ordinal Number mix ups & fix ups

Set A1 Number & Operations: Ordinal Numbers

Set A8 H Activity 1
ACTIVITY

The Train Station

Overview
Here are two short exercises that can be used to introduce and reinforce ordinal numbers. Plan to conduct them on two separate days.

Youll need
H 1 piece of 6" x 9" construction paper in each of the following colors: red, orange, yellow, green, blue, purple, brown, black, pink, and gray H ten 3" x 5" index cards (see Advance Preparation) H ten student chairs (see Advance Preparation) H helper jar containing a popsicle stick for each child with his/her name on it H On the Stairs, by Julie Hofstrand Larios (optional) H Henry the Fourth, by Stuart J. Murphy (optional)

Skills & Concepts

H match the ordinal numbers rst, second, third, etc. with an ordered set to at least 10 H use ordinals to identify position in a sequence

First 1st Second 2nd Third 3rd

Advance Preparation Have children help you line up 10 chairs, one behind another in a line running parallel to your discussion area. Label each of the index cards with an ordinal number, from rst (1st) to tenth (10th), and save them for the second part of the activity.

Instructions for The Train Station: Part 1 1. Gather children to your discussion area and seat them on the oor so they can see the row of 10 chairs you have arranged. Explain that this is a pretend train station where some of them will sit to wait for the train. Each child who sits in the line will need a ticket to get on the train, and you have 10 tickets. Hold up the 10 pieces of colored paper, and explain that you will pull sticks out of your helper jar to choose the children who will sit in line. Reassure your students that everyone will have a turn to go to the train station, but maybe not today. 2. Pull a stick out of your jar, and invite that student to come get a ticket from you before taking his/her place in the rst chair. As you do so, introduce and reinforce the word rst Teacher Okay, Im going to pull the rst stick out of the jar. Here it is. Whose name is on this stick? Thats right its Charlie! Charlie, come get a ticket from me and go to rst chair in the station. You get to be rst. 3. Continue pulling sticks out of your jar and sending children to the train station, each with a different colored ticket in hand. Keep up a running dialog with your class to model and reinforce the language of ordinal numbers, rst through tenth.

The Math Learning Center

Bridges in Mathematics Grade 1 Supplement A8.1

Set A1 Number & Operations: Ordinal Numbers

Activity 1 The Train Station (cont.)

Teacher Here comes the next stick. This person will get to sit in the second chair, right behind Charlie. Whose name is on this stick? Brianna? Okay, Brianna, come get your ticket and sit in line behind Charlie. Boys and girls, who is sitting rst in line? Students Charlie! Charlie is rst in line. He has a blue ticket. I hope I get the purple ticket. Teacher What about Brianna? What place does she have in the line? Students Shes after Charlie. Charlie is one. Brianna is two. Teacher Yes, Charlie is rst in line, and Brianna is second. Im about to pull a stick to nd out who gets to be third in our line. 4. When ten children are seated at the train station, walk behind them and point to each as you and the class name their position in line: rst, second, third, fourth, fth, sixth, seventh, eighth, ninth, and tenth. Then have the students in line hold up their tickets so everyone can see them. Ask the students in the audience to identify the ticket color of each person in line as you call out their positions. Teacher What color ticket does the rst person in line have? Students Blue! Teacher What color ticket does the second person in line have? Students White! She has the white ticket! 5. After you have gone through the line in order from rst to tenth, ask students to identify the color of the ticket the seventh person is holding; the third person, the ninth person, and so on. 6. Finally, call out a color, such as red, and work with input from students to identify the position of the person holding the red ticket. Repeat with another color or two. Then choose a student from the audience to be the train conductor. Have the children at the train station move out of their chairs, line up in order, and le past the conductor onto the train (back into the discussion area), handing him/her their tickets at they le past. Recite the ordinal numbers with the class as the conductor takes their tickets: rst, second, third, fourth, fth, and so on.

The Train Station: Part 2

1. Repeat Part 1, steps 14. Mix the tickets so that you give out the colors in a different order, and choose children to sit in line at the train station who havent yet had a turn. 2. Then show your set of labeled index cards to the class. Read the ordinal number on each card aloud with the students. Next, mix the cards well and distribute them to the children in the audience. If there arent enough cards to go around, ask some of the students to share their cards with partners so everyone has a card to examine.

A8.2 Bridges in Mathematics Grade 1 Supplement

The Math Learning Center

Set A1 Number & Operations: Ordinal Numbers

Activity 1 The Train Station (cont.)

3. Explain that in a minute, each cardholder is going to get up and deliver their card to the correct person at the train station. Before anyone gets up, however, give everyone a few moments to read their card carefully and think about which person they will give it to. 4. Ask the students at the train station to hold up their tickets so everyone can see them clearly. Explain that you are going to give the children in the audience a chance to practice before they deliver the cards to their owners. Tell them you are going to call out the color of one of the tickets. The child or children holding the index card that identies which person at the train station has that color ticket will stand up and read their card to the group. Teacher Lets give it a try. Blue! Which person in the train station is holding the blue ticket? Eloise? Where is Eloise sitting in line at the station? Is she rst, second, third? You think shes sitting sixth in line? Lets check! First, second, third, fourth, fth, sixth. Youre right, Eloise is sixth in line. So which people in the audience get to stand up and read us their card? Right! Luis and Mark. 5. Call the ticket colors in order, from rst to tenth, as students stand and read their index cards to the group. Then have the cardholders sit down. Now call the ticket colors in mixed order as students stand and read their index cards. Then have the cardholders sit down again. Finally, call the ticket colors in mixed order, and have the cardholders deliver the cards to the children sitting in the station. Ask these students to each hold up their ticket and their ordinal number card. Walk behind the line and point to each student in turn as the class reads the ordinal numbers, from rst to tenth. Extensions Repeat these exercises as time allows on other days. Reinforce ordinal numbers through the school day (e.g., when you dismiss children to stand in line, when you give a series of instructions, and so on) Read On the Stairs, by Julie Hofstrand Larios, Henry the Fourth, by Stuart J. Murphy, or other picture books that teach ordinal numbers.

The Math Learning Center

Bridges in Mathematics Grade 1 Supplement A8.3

Set A1 Number & Operations: Ordinal Numbers

Set A8 H Activity 2
ACTIVITY

Ten Cubes in a Box

Overview
Pulling colored cubes from a sock box provides the context for this activity about ordinal numbers.

Youll need
H Cubes in a Box Record Sheet (page A8.7, run a class set, and 1 copy on a transparency) H Unix cubes H probability container from your Bridges kit H overhead pens in as many colors as you have H crayons and pencils

Skills & Concepts

H match the ordinal numbers rst, second, third, etc. with an ordered set to at least 10 H use ordinals to identify position in a sequence

Instructions for Ten Cubes in a Box 1. Gather children to your discussion circle and tell them that you are going to do some more work with ordinal numbers, such as rst, second, third, and so on. Then show them your probability container and the Unix cubes. Work with their help to place one Unix cube in each of the ten colors (red, orange, yellow, green, light blue, dark blue, maroon, white, black, and brown) into the container. 2. Give the container a good shake and explain that you are going to pull out the cubes one by one and snap them together to into a train. Which color will you pull out rst? Second? Third? Is there any way to tell for sure? Will you pull a pink cube out of the container? Why not? Will you pull a green cube out of the container? How do they know? 3. After a bit of discussion, explain that the children will each keep a record of this experiment. Ask them to return to their desks and get out their crayons and pencils, as helpers distribute copies of the Cubes in a Box record sheet. Place your transparency on display and ask children to examine it with you.
Set A1 Number & Operations: Ordinal Numbers Blackline Run a class set and 1 copy on a transparency.

NAME

DATE

Cubes in a Box Record Sheet

1st First

2nd 3rd Second Third

4th Fourth

5th Fifth

6th Sixth

7th 8th Seventh Eighth

9th Ninth

10th Tenth

What do the labels under the cubes at the top of the page say? Point to and read each ordinal number as 1 Red is ________________________ in line. students do so on their sheets. Then them to each place their nger on the rst cube in the line; the 2 Black isask ________________________ in line. 3 Yellow is ________________________ line. so on. third cube in the line; the seventh cube in the line; in and
4
Green is ________________________ in line.

Use what you know about the cubes you colored above to complete the statements below.

4. Shake the probability container again, and pull the rst cube out for all the students to see. What 5 Brown is ________________________ in line. 6 The rst (1st) cube in line is the color ___________________________. color is it? If you are working with a document camera, set the cube into position on your sheet. If you
7 8 9 10
The third (3rd) cube in line is the color ___________________________. The sixth (6th) cube in line is the color ___________________________. Draw a star above the ninth cube in line. Mark an X above the fourth cube in line.

The Math Learning Center

Bridges in Mathematics Grade 1 Supplement A8.5

Set A1 Number & Operations: Ordinal Numbers

Activity 2 Ten Cubes in a Box (cont.)

are working on an overhead, color in the rst cube on the transparency (or label the rst cube with the colors initial if you dont have a matching pen). Then ask students to color in the rst cube on their sheet with the correct color. 5. Repeat step 4 until there are no cubes left in the container. Here are some questions you might ask as you go: Which color is rst (second, third, fourth, fth, etc.) in line? Which color do you think we will pull out of the container next? Are there any colors we will NOT pull out? How do you know? What place in line is the _______ cube? Which cube is in line before the ________ cube? Which cube is in line before the _______ cube? 6. Complete the rest of the record sheet with your class. (Depending on the strengths and needs of your students, you might assign some of them to work independently or in pairs, while the rest work with you.)
Set A1 Number & Operations: Ordinal Numbers Blackline Run a class set and 1 copy on a transparency.

NAME

DATE

Cubes in a Box Record Sheet

1st First

2nd 3rd Second Third

4th Fourth

5th Fifth

6th Sixth

7th 8th Seventh Eighth

9th Ninth

10th Tenth

Use what you know about the cubes you colored above to complete the statements below.

1 2 3 4 5 6 7 8 9

Red is ________________________ in line. Black is ________________________ in line. Yellow is ________________________ in line. Green is ________________________ in line. Brown is ________________________ in line. The rst (1st) cube in line is the color ___________________________. The third (3rd) cube in line is the color ___________________________. The sixth (6th) cube in line is the color ___________________________. Draw a star above the ninth cube in line. Mark an X above the fourth cube in line.

10

Extension Ten Cubes in a Box can be offered to children as a Work Place. To do this, set up 6 probability containers with 10 cubes each, one cube of every color. Place the containers, along with extra copies of the record sheet, crayons, and pencils, in a tub and add the activity to your current set of Work Places. Remind children to make sure all 10 cubes are in the container before they start, and to give the container a good shake before they start pulling out cubes. Will their record sheets turn out the same way every time? Why not?
A8.6 Bridges in Mathematics Grade 1 Supplement The Math Learning Center

Set A1 Number & Operations: Ordinal Numbers Blackline Run a class set and 1 copy on a transparency.

NAME

DATE

Cubes in a Box Record Sheet

1st First

2nd 3rd Second Third

4th Fourth

5th Fifth

6th Sixth

7th 8th Seventh Eighth

9th Ninth

10th Tenth

Use what you know about the cubes you colored above to complete the statements below.

1 2 3 4 5 6 7 8 9

Red is ________________________ in line. Black is ________________________ in line. Yellow is ________________________ in line. Green is ________________________ in line. Brown is ________________________ in line. The rst (1st) cube in line is the color ___________________________. The third (3rd) cube in line is the color ___________________________. The sixth (6th) cube in line is the color ___________________________. Draw a star above the ninth cube in line. Mark an X above the fourth cube in line.

10

The Math Learning Center

Bridges in Mathematics Grade 1 Supplement A8.7

Thursday Count Numbers

Mathematics

Mrs. Kuzmenko

Count forward and backward by ones and count forward by tens from any number less than 100. Students will practice counting forward and backward on a number chart. Using money students will learn to count by ones and tens. 1.M.1.1.1 Demonstrate knowledge of our numeration system by counting forward by ones and tens to 100, by counting backward by ones from 20, and by counting with ordinal numbers. Paper, pencils, crayons, hundreds charts, money coins (pennies and dimes),

20 min - Create a Bug Counting Book as a class. Practice counting the bugs forward and backward. 15 min - Hundreds charts- Have students work in pairs. One student covers several numbers on the chart and the other student figures out what numbers go in those spots. Also have students count backward from a hundred, with covered numbers. 10 min - Class Activity Counting money- have students count pennies and dimes. Giving each student a money bag, ask students to count out various amounts. Count by ones and tens.

Ask the class to count forward and backward and by tens from various spots on the number chart. 5 min

Send Hundreds chart home for students to continue practicing. Attach instructions for parents to help their child increase how many numbers they cover, until many of them are covered and they are able to count forward and backward.

The Icky Bug Counting Book

A Lesson for First Graders
by Vicki Bachman From Online Newsletter Issue Number 16, Winter 20042005

The end of the school year is both an exhilarating and a challenging time. Unless youre in a year-round school, everyone is getting excited about the summer vacation ahead. Gettingand holdingthe childrens attention requires planning, flexibility, and energy. A balance of novelty, familiar routines, and physical activitycustomized to your class and personal preferencescan help keep learning experiences in the classroom moving along smoothly. This activity, based on Jerry Pallottas book The Icky Bug Counting Book (Charlesbridge, 1992), is most suitable for warm weather. The brightly illustrated nonfiction book provides information about a wide array of insects and is especially useful for helping extend work with larger numbers. The lesson is excerpted from Vicki Bachmans First-Grade Math: A Month-to-Month Guide (Math Solutions Publications, 2003). As is typical with counting books, the number of different kinds of insects in The Icky Bug Counting Book progresses from one page to the next. Of particular interest in this book is that the numbers extend to 26, introducing twenty-six different insects. Also of interest is that the book starts with zero. Mathematically speaking, zero isnt included in the set of counting numbers. (Counting numbers, also called natural numbers, include one, two, three, four, and so on.) However, zero still answers the question How many? and its important for children to become familiar with zero and comfortable with thinking about zero as a number. The book is a useful tool for supporting this learning. As explained in the directions below, The Icky Bug Counting Book is a wonderful springboard for engaging children in an insect walk to learn about the insects in your area and then in making pages for their own class counting book about insects. The extensions suggest additional ideas for class-made books. Instructions 1. Read The Icky Bug Counting Book aloud to the class. 2. Take a walk around the school with your class. If magnifying glasses are available, have the children bring them. Periodically encourage the children to search for insects. Speculate together about the types of insects that typically live in your environment and nearby. 3. When you get back to the classroom, help your students create a list of familiar insects. 4. Use the book or other resources (such as library books or Internet pictures) to assist the children in making simple number drawings of the insects on the list (e.g., 1 praying mantis, 11 moths, 12 ants). Some insects, such as ladybugs and ants, are relatively easy for most children to draw. Otherssuch as crickets and walking sticksmay be harder to draw but may also lead to whimsical depictions that the children will enjoy.

150 Gate 5 Road, Suite 101 Sausalito, CA 94965 www.mathsolutions.com (800) 868-9092 Copyright 2004 Marilyn Burns Education Associates. All rights reserved.

The Icky Bug Counting Book, continued

Figure 2. Tobias drew 11 moths.

150 Gate 5 Road, Suite 101 Sausalito, CA 94965 www.mathsolutions.com (800) 868-9092 Copyright 2004 Marilyn Burns Education Associates. All rights reserved.

The Icky Bug Counting Book, continued

Figure 3. Irina drew 12 ants.

5. When the children have finished their number/insect drawings, collect them and make a class book. Share the book with visitors. Extensions Have students use their number/insect drawings to create a number-fact book. For instance, they could use 10 different insects and make a 110 book: 1 praying mantis, 2 ladybugs, 3 beetles, 4 butterflies, and so on. Each page could also include one true interesting fact about that particular insect. Create an insect number book that not only counts insects but also includes numerical information about other details, such as number of legs, on each page.

150 Gate 5 Road, Suite 101 Sausalito, CA 94965 www.mathsolutions.com (800) 868-9092 Copyright 2004 Marilyn Burns Education Associates. All rights reserved.

! !

Hundreds Chart
1 11 21 31 2 12 3 13 4 14 5 6 7 17 8 18 9 19 10 20 30 40 50 60 70 80 90

15 16

22 23 24 25 26 27 28 29 32 33 34 35 36 37 38 39

41 42 43 44 45 46 47 48 49 51 52 53 54 55 56 57 58 59

61 62 63 64 65 66 67 68 69 71 72 73 74 75 76 77 78 79

81 82 83 84 85 86 87 88 89

91 92 93 94 95 96 97 98 99 100
! ! ! ! ! ! !
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Friday

Mathematics Place Value

Mrs. Kuzmenko

Identify the place value of a digit in whole numbers to 100. Identify the value of digits up to the hundreds place. Students will understand place value of whole numbers up to 100. They will be able

1.M.1.1.3 Identify place value through 99. Place Value Activity Sheet, dice, Unifix cubes, construction paper, pre-cut items for students' initials activity, Spin game handouts, Quiz Worksheet

20 min -Roll, Make, Expand Activity 20 min -Students' Initials Acitivity 5 min - Have students present their initial, stating how many tens and ones it is made up of.

Place Value Quiz Worksheet- complete as many as they can 5 min Play the "Spin" games with someone at home and fill out the recording sheets

Fun place value dice math stations! 4 separate levels of the math station: - Students roll 2 dice to make a number (for example, if they roll a 5 and a 6, their number is 56), write the number in the box, draw it, then write how many tens/ones (5 tens, 6 ones) it has - Same but expanded form (i.e. 56 would be 50 + 6 = 56) instead of tens/ones - The above two activities combined - Roll 3 dice with the same method (if they rolled a 1, a 3, and a 2, their number would be 132), write the number in the box, d raw it, write how many hundreds/tens/ones, and then write it in expanded form.

Place Value With Students' Initials

Name:

Date:

Write place value of underlined digit

21

75

32

100

73

71

80

39

70

83

12

16

70

49

24

69

65

26

33

70

62

Spin to Make Tens

Use a pencil and paperclip to complete the spinner. On your turn, spin the spinner. Read the number aloud and then take that many cubes (ones). Remember once youve made a set of 10, you will begin a new set. First player to hit 30 (3 sets of 10) is the winner.

1 3 2 1
First Grade and Fabulous

2 3 1 3 2

Spin to Make Tens and Ones

Use a pencil and paperclip to complete the spinner. Spin the spinner. Read the number and then record that number on your recording sheet in the tens column. Then spin again for ones. Record that number in the ones column. Write the whole number.

1 9 8 7
First Grade and Fabulous

2 3 4 6 5

Name _____________________________________________________________ Tens and Ones Recording Sheet

Tens 1 2 3 4 5 *Challenge Box
What is the greatest two-digit number? What two-digit number is the least?
First Grade and Fabulous

Ones

Two-Digit Number 6 7 8 9 10

Tens

Ones

Two-Digit Number

Name __________________________________________________________________ Tens and Ones Recording Sheet

Tens 1 2 3 4 5 *Challenge Box
What is the greatest two-digit number? What two-digit number is the least?
First Grade and Fabulous

Ones

Whole Number

Expanded Notation

Sources Idaho Content Standards: http://www.sde.idaho.gov/site/content_standards/ Lesson Plan Template: http://freepdfdb.com/pdf/first-grade-lesson-plan-template-16352867.html Time4Learning.com: http://www.time4learning.com/Scope-Sequence/1st-math.shtml#LAF Worksheets: www.jumpstart.com http://bridges1.mathlearningcenter.org/media/Bridges_Gr1_OnlineSupplement/B1SUP A8_NumOrdNum_0310.pdf

Activities: www.teacherspayteachers.com http://mrstsfirstgradeclass-jill.blogspot.comc http://firstgradeandfabulous.blogspot.com http://www.education.vic.gov.au/school/teachers/teachingresources/discipline/maths/continu um/pages/onetoone.aspx?Redirect=1#a4 Train Station Activity http://bridges1.mathlearningcenter.org/media/Bridges_Gr1_OnlineSupplement/B1SUP A8_NumOrdNum_0310.pdf Bug Book http://www.mathsolutions.com/documents/0-941355-54-3_L2.pdf Counting Activities http://www.smartfirstgraders.com/counting-activities.html