1st Grade Math
Week #31 Date 5/14- 5/18
Standard: 1.OA.C.6
M- (Green Day 15 minutes) Finish up story problems on half
T- (Red Day 30 minutes) No Group (Field Trip)
W- (Yellow Day 30 minutes)
Th- (Blue Day 15 minutes)
F- (Green Day 15 minutes)
Standard: 1.OA.C.6
M- (Green Day 15 minutes) Finish up story problems on half
T- (Red Day 30 minutes) No Group (Field Trip)
W- (Yellow Day 30 minutes)
Th- (Blue Day 15 minutes)
F- (Green Day 15 minutes)
Week #31 Date 5/7- 5/11
Standard: 1.OA.A.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 drawings and equations with a symbol for the unknown number to represent the problem
M- (Blue Day 15 minutes) Activity: Story problems: 1. MaKayla had 20 pet hamsters. Some hamsters ran away and then there were 8 hamsters. What is the difference of hamsters that she had verses hamsters that ran away? Use pictures, numbers and words to explain your reasoning. 2. Brady grew 16 pumpkins in his garden this summer. Then his dad came along and picked some of them without telling Brady! Then he only had 10 left. What is the difference of pumpkins that Brady grew verses how many he had left after his dad picked some? Use pictures, numbers and words to explain your reasoning. 3. Saebryn walked across the street to the library on Monday and he checked out 17 books and read them. On Tuesday he checked out 11 more. What is the difference in books that Saebryn checked out on Monday verses Tuesday? Use pictures, numbers and words to explain your reasoning.
T- (Green Day 15 minutes) Continue story problems today as well.
W- (Red Day 30 minutes) No Group Math Camp
Th- (Yellow Day 30 minutes) No Group Math Camp
F- (Blue Day 15 minutes) No Group Math Camp
Standard: 1.OA.A.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 drawings and equations with a symbol for the unknown number to represent the problem
M- (Blue Day 15 minutes) Activity: Story problems: 1. MaKayla had 20 pet hamsters. Some hamsters ran away and then there were 8 hamsters. What is the difference of hamsters that she had verses hamsters that ran away? Use pictures, numbers and words to explain your reasoning. 2. Brady grew 16 pumpkins in his garden this summer. Then his dad came along and picked some of them without telling Brady! Then he only had 10 left. What is the difference of pumpkins that Brady grew verses how many he had left after his dad picked some? Use pictures, numbers and words to explain your reasoning. 3. Saebryn walked across the street to the library on Monday and he checked out 17 books and read them. On Tuesday he checked out 11 more. What is the difference in books that Saebryn checked out on Monday verses Tuesday? Use pictures, numbers and words to explain your reasoning.
T- (Green Day 15 minutes) Continue story problems today as well.
W- (Red Day 30 minutes) No Group Math Camp
Th- (Yellow Day 30 minutes) No Group Math Camp
F- (Blue Day 15 minutes) No Group Math Camp
Week #30 Date 4/30- 5/4
Standard: 1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g. 8+6=8+2+4=10+4=14); decomposing a number leading to a ten (e.g., 13-4=13-3-1=10-1=9); using the relationship between addition and subtraction (e.g. knowing that 8+4=12, one knows 12-8=4); and creating equivalent but easier or known sums (e.g., adding 6+7 by creating the known equivalent 6+6+1 =12+1=13) 1.NBT.C.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
M- (Yellow Day 30 minutes) continue Four in a Row Subtraction
T- (Blue Day 15 minutes) Continue Four in a Row Subtraction
W- (Green Day 15 minutes) Four in a Row Subtraction (changed to 10-100)
Th- (Red Day 30 minutes) Kahoot Incentive Day. Bring treats.
F- (Yellow Day 30 minutes) No Mrs. Jerke
Standard: 1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g. 8+6=8+2+4=10+4=14); decomposing a number leading to a ten (e.g., 13-4=13-3-1=10-1=9); using the relationship between addition and subtraction (e.g. knowing that 8+4=12, one knows 12-8=4); and creating equivalent but easier or known sums (e.g., adding 6+7 by creating the known equivalent 6+6+1 =12+1=13) 1.NBT.C.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
M- (Yellow Day 30 minutes) continue Four in a Row Subtraction
T- (Blue Day 15 minutes) Continue Four in a Row Subtraction
W- (Green Day 15 minutes) Four in a Row Subtraction (changed to 10-100)
Th- (Red Day 30 minutes) Kahoot Incentive Day. Bring treats.
F- (Yellow Day 30 minutes) No Mrs. Jerke
Week #29 Date 4/23- 4/27
Standard: 1.NBT.C.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 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. 1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g. 8+6=8+2+4=10+4=14); decomposing a number leading to a ten (e.g., 13-4=13-3-1=10-1=9); using the relationship between addition and subtraction (e.g. knowing that 8+4=12, one knows 12-8=4); and creating equivalent but easier or known sums (e.g., adding 6+7 by creating the known equivalent 6+6+1 =12+1=13).
M- (Red Day 30 minutes) Adding a Multiple of Ten (version 1)
T- (Yellow Day 30 minutes) Continue Adding a Multiple of Ten
W- (Blue Day 15 minutes) Continue Adding a Multiple of Ten. For a challenge, add a multiple of 100.
Th- (Green Day 15 minutes) Adding a Multiple of Ten (last day)
F- (Red Day 30 minutes) Four in a Row Subtraction Find the difference between two numbers and complete the math talk sentence. The difference between _____ and _____ is _____. Add a 0 to the end of each number for a challenge.
Standard: 1.NBT.C.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 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. 1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g. 8+6=8+2+4=10+4=14); decomposing a number leading to a ten (e.g., 13-4=13-3-1=10-1=9); using the relationship between addition and subtraction (e.g. knowing that 8+4=12, one knows 12-8=4); and creating equivalent but easier or known sums (e.g., adding 6+7 by creating the known equivalent 6+6+1 =12+1=13).
M- (Red Day 30 minutes) Adding a Multiple of Ten (version 1)
T- (Yellow Day 30 minutes) Continue Adding a Multiple of Ten
W- (Blue Day 15 minutes) Continue Adding a Multiple of Ten. For a challenge, add a multiple of 100.
Th- (Green Day 15 minutes) Adding a Multiple of Ten (last day)
F- (Red Day 30 minutes) Four in a Row Subtraction Find the difference between two numbers and complete the math talk sentence. The difference between _____ and _____ is _____. Add a 0 to the end of each number for a challenge.
Week #28 Date 4/16- 4/20
Standard: 1.OA.A.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g. by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 1.NBT.C.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 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten.
M- (Red Day 30 minutes) No School
T- (Yellow Day 30 minutes) Board Game Day. Play Sum Swamp
W- (Blue Day 15 minutes) Finish Sum Swamp
Th- (Green Day 15 minutes) Practice odd and even numbers. Give students random numbers. Have them determine if they are odd or even by circling groups of 2. If there is one left over, then it's odd.
F- (Red Day 30 minutes) Make a T-chart. Put all of the odd numbers on one side and even on the other. See if there is a pattern. Try other random numbers. How do you know if a number is odd or even?
Standard: 1.OA.A.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g. by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 1.NBT.C.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 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten.
M- (Red Day 30 minutes) No School
T- (Yellow Day 30 minutes) Board Game Day. Play Sum Swamp
W- (Blue Day 15 minutes) Finish Sum Swamp
Th- (Green Day 15 minutes) Practice odd and even numbers. Give students random numbers. Have them determine if they are odd or even by circling groups of 2. If there is one left over, then it's odd.
F- (Red Day 30 minutes) Make a T-chart. Put all of the odd numbers on one side and even on the other. See if there is a pattern. Try other random numbers. How do you know if a number is odd or even?
Week #27 Date 4/9- 4/13
Standard: 1.OA.A.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g. by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 1.NBT.C.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 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten.
M- (Green Day 15 minutes)Subtract 10 Record a 2 digit # with 9 in the tens place on the last space on the number line. Subtract 10 from the first number and write it on the next line. Continue subtracting 10 until you run out of spaces. Use Unifix cubes if needed to show work.
T- (Red Day 30 minutes) Incentive Day. Play adding and subtracting 10's Kahoot and have treats.
W- (Yellow Day 30 minutes) Continue Subtract 10. Then play Lucky Six. Roll a die. If you roll a 1, you must add 20 to it. If you roll a 2 or 4, add 40. If you roll a 3 or 5, you must add 50 to it. If you roll a 6, you may choose a decade number 10-100 to add to it. Use the math talk sentence and cover the sum on your board. 4 in a row wins! (2 students absent)
Th- (Blue Day 15 minutes) Continue playing Lucky Six
F- (Green Day 15 minutes) Board Game Day - Sum Swamp
Standard: 1.OA.A.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g. by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 1.NBT.C.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 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten.
M- (Green Day 15 minutes)Subtract 10 Record a 2 digit # with 9 in the tens place on the last space on the number line. Subtract 10 from the first number and write it on the next line. Continue subtracting 10 until you run out of spaces. Use Unifix cubes if needed to show work.
T- (Red Day 30 minutes) Incentive Day. Play adding and subtracting 10's Kahoot and have treats.
W- (Yellow Day 30 minutes) Continue Subtract 10. Then play Lucky Six. Roll a die. If you roll a 1, you must add 20 to it. If you roll a 2 or 4, add 40. If you roll a 3 or 5, you must add 50 to it. If you roll a 6, you may choose a decade number 10-100 to add to it. Use the math talk sentence and cover the sum on your board. 4 in a row wins! (2 students absent)
Th- (Blue Day 15 minutes) Continue playing Lucky Six
F- (Green Day 15 minutes) Board Game Day - Sum Swamp
Week #26 Date 4/2- 4/6
Standard: 1.OA.A.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g. by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 1.NBT.C.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 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten.
M- No School
T- (Green Day 15 minutes) Finish story problems from last week
W- (Red Day 30 minutes) Sums-of-90. Working with a partner, build 9 towers of 10 using Unifix cubes. How many ways can you put your towers into 2 groups? 3 groups? or more? Use pictures, numbers and words to show your work.
Th- (Yellow Day 30 minutes) Continue Sums-of-90.
F- (Blue Day 15 minutes) Sums-of-90
Standard: 1.OA.A.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g. by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 1.NBT.C.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 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten.
M- No School
T- (Green Day 15 minutes) Finish story problems from last week
W- (Red Day 30 minutes) Sums-of-90. Working with a partner, build 9 towers of 10 using Unifix cubes. How many ways can you put your towers into 2 groups? 3 groups? or more? Use pictures, numbers and words to show your work.
Th- (Yellow Day 30 minutes) Continue Sums-of-90.
F- (Blue Day 15 minutes) Sums-of-90
Week #25 Date 3/26- 3/30
Standard: 1.OA.A.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g. by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
M- (Green Day 15 Minutes) Finish trading ones in for tens. How do you know who won the game? (look at the 10's place) Use 1's and 10's stamps to show who won.
T- (Red Day 30 minutes) Make 4 letter words or more and Play 4+ letter addends. Add the results. Group up the ones and trade them for 10's
W- (Yellow Day 30 minutes) Story problems with 2nd number unknown. Show how you know with pictures, words and numbers.
Th- (Blue Day 15 minutes) Write new dates for next week and continue work on story problems.
F- No school
Standard: 1.OA.A.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g. by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
M- (Green Day 15 Minutes) Finish trading ones in for tens. How do you know who won the game? (look at the 10's place) Use 1's and 10's stamps to show who won.
T- (Red Day 30 minutes) Make 4 letter words or more and Play 4+ letter addends. Add the results. Group up the ones and trade them for 10's
W- (Yellow Day 30 minutes) Story problems with 2nd number unknown. Show how you know with pictures, words and numbers.
Th- (Blue Day 15 minutes) Write new dates for next week and continue work on story problems.
F- No school
Week #24 Date 3/19- 3/23
Standard: 1.NBT.A.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. 1.NBT.B.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 1.OA.A.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g. by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
M- (Blue Day 15 Minutes) Comparing Numbers Using 2 spinners, students practice making two-digit numbers, decide which is greater, and write the appropriate comparison symbolically.
T- (Green Day 15 minutes) Continue Comparing Numbers.
W- (Red Day 30 minutes) Three Letter Addends. Using Scrabble Tiles solve the following: How many three letter words can you make using the letter tiles? Find the sum of each word by adding up the numbers on each tile. Example: dog: 2+1+2=5. Which word has the greatest sum? Which word has the smallest sum?
Th- (Yellow Day 30 minutes) Continue Three Letter Addends
F- (Blue Day 15 minutes) No Mrs. Jerke
Standard: 1.NBT.A.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. 1.NBT.B.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 1.OA.A.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g. by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
M- (Blue Day 15 Minutes) Comparing Numbers Using 2 spinners, students practice making two-digit numbers, decide which is greater, and write the appropriate comparison symbolically.
T- (Green Day 15 minutes) Continue Comparing Numbers.
W- (Red Day 30 minutes) Three Letter Addends. Using Scrabble Tiles solve the following: How many three letter words can you make using the letter tiles? Find the sum of each word by adding up the numbers on each tile. Example: dog: 2+1+2=5. Which word has the greatest sum? Which word has the smallest sum?
Th- (Yellow Day 30 minutes) Continue Three Letter Addends
F- (Blue Day 15 minutes) No Mrs. Jerke
Week #23 Date 3/12- 3/16
Standard:
M- (Blue Day 15 Minutes) No Mrs. Jerke
T- (Green Day 15 minutes) No Mrs. Jerke
W- (Red Day 30 minutes) No Mrs. Jerke
Th- (Yellow Day 30 minutes) No School
F- (Blue Day 15 minutes) No School
Standard:
M- (Blue Day 15 Minutes) No Mrs. Jerke
T- (Green Day 15 minutes) No Mrs. Jerke
W- (Red Day 30 minutes) No Mrs. Jerke
Th- (Yellow Day 30 minutes) No School
F- (Blue Day 15 minutes) No School
Week #22 Date 3/5- 3/9
Standard: 1.NBT.A.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. 1.NBT.B.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
M- (Blue Day 15 Minutes) Snow Day
T- (Green Day 15 minutes) Snow Day
W- (Red Day 30 minutes) Incentive Day. Play 1st Grade Math Review Kahoot
Th- (Yellow Day 30 minutes) Where Do I Go? Sort the 1-120 cards into sequential groups based on the number of students in your classroom. Give students 1-10 cards. Then 11-20 cards and so on to 120 until they have put them all in order.
F- (Blue Day 15 minutes) Continue Where Do I Go?
Standard: 1.NBT.A.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. 1.NBT.B.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
M- (Blue Day 15 Minutes) Snow Day
T- (Green Day 15 minutes) Snow Day
W- (Red Day 30 minutes) Incentive Day. Play 1st Grade Math Review Kahoot
Th- (Yellow Day 30 minutes) Where Do I Go? Sort the 1-120 cards into sequential groups based on the number of students in your classroom. Give students 1-10 cards. Then 11-20 cards and so on to 120 until they have put them all in order.
F- (Blue Day 15 minutes) Continue Where Do I Go?
Week #21 Date 2/26- 3/2
Standard: 1.OA.D.8 Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8+ ? =11, 5 = □ – 3, 6+6 = □
1.NBT.B.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
M- (Yellow Day 30 Minutes) Continue Find the Missing Number Sheet #2.
T- (Blue Day 15 minutes) New Student. Bunk Bed problem using 10 children.
W- (Green Day 15 minutes) Continue Bunk Bed problem with New student. SM- begin Illustrative Math problem: SM is given a list of numbers: 1 5 10 50 100 He wants to include the following numbers so all numbers will be listed in order from least (on the left) to greatest (on the right): 49,7,22,98, and 3 Where in the list should he put each of these numbers?
Th- (Red Day 30 minutes) Continue Math Task from yesterday.
F- (Yellow Day 30 minutes) Continue Math Task activity from yesterday.
Standard: 1.OA.D.8 Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8+ ? =11, 5 = □ – 3, 6+6 = □
1.NBT.B.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
M- (Yellow Day 30 Minutes) Continue Find the Missing Number Sheet #2.
T- (Blue Day 15 minutes) New Student. Bunk Bed problem using 10 children.
W- (Green Day 15 minutes) Continue Bunk Bed problem with New student. SM- begin Illustrative Math problem: SM is given a list of numbers: 1 5 10 50 100 He wants to include the following numbers so all numbers will be listed in order from least (on the left) to greatest (on the right): 49,7,22,98, and 3 Where in the list should he put each of these numbers?
Th- (Red Day 30 minutes) Continue Math Task from yesterday.
F- (Yellow Day 30 minutes) Continue Math Task activity from yesterday.
Week #20 Date 2/19- 2/23
Standard: 1.OA.D.8 Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8+ ? =11, 5 = □ – 3, 6+6 = □
M- No School
T- (Yellow Day 30 Minutes) Have student show me Prodogy (telling time to the hour and half hour).
W- (Blue Day 15 minutes) No Mrs. Jerke
Th- (Green Day 15 minutes) No Mrs. Jerke
F- (Red Day 30 minutes) Student absent (use this time to make up a RR lesson)
Standard: 1.OA.D.8 Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8+ ? =11, 5 = □ – 3, 6+6 = □
M- No School
T- (Yellow Day 30 Minutes) Have student show me Prodogy (telling time to the hour and half hour).
W- (Blue Day 15 minutes) No Mrs. Jerke
Th- (Green Day 15 minutes) No Mrs. Jerke
F- (Red Day 30 minutes) Student absent (use this time to make up a RR lesson)
Week #19 Date 2/12- 2/16
Standard: 1.OA.D.8 Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8+ ? =11, 5 = □ – 3, 6+6 = □.
1.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.
M- (Yellow Day 30 minutes) Find the Missing Number Sheet #1. Explore fact families.
T- (Blue Day 15 Minutes) Prodogy Math app. Check to see where he is at.
W- (Green Day 15 minutes) Zearn.com. Check to see where he is at.
Th- (Red Day 30 minutes) Which subtraction sentence goes with this addition sentence? 2+3=5 (5-3=2) Which addition sentence goes with this subtraction sentence? 10-3=7 (7+3=10)
F- No School
Standard: 1.OA.D.8 Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8+ ? =11, 5 = □ – 3, 6+6 = □.
1.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.
M- (Yellow Day 30 minutes) Find the Missing Number Sheet #1. Explore fact families.
T- (Blue Day 15 Minutes) Prodogy Math app. Check to see where he is at.
W- (Green Day 15 minutes) Zearn.com. Check to see where he is at.
Th- (Red Day 30 minutes) Which subtraction sentence goes with this addition sentence? 2+3=5 (5-3=2) Which addition sentence goes with this subtraction sentence? 10-3=7 (7+3=10)
F- No School
Week #18 Date 2/5- 2/9
Standard: 1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g. 8+6=8+2+4=10+4=14); decomposing a number leading to a ten (e.g., 13-4=13-3-1=10-1=9); using the relationship between addition and subtraction (e.g. knowing that 8+4=12, one knows 12-8=4); and creating equivalent but easier or known sums (e.g., adding 6+7 by creating the known equivalent 6+6+1 =12+1=13). Standard: 1.OA.D.8 Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8+ ? =11, 5 = □ – 3, 6+6 = □
M- (Red Day 30 minutes) no group
T- (Yellow Day 30 Minutes) Addition Strategy Sort: Doubles, Doubles +1, Doubles +2 and counting On.
W- (Blue Day 15 minutes) Arrow Math using the 100's chart. At what number do the arrows stop? Have students use cubes to get to the number then show the number sentence that goes with the arrows.
Th- (Green Day 15 minutes) Continue Arrow Math.
F- (Red Day 30 minutes) Find the missing number. Use sheet #1.
Standard: 1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g. 8+6=8+2+4=10+4=14); decomposing a number leading to a ten (e.g., 13-4=13-3-1=10-1=9); using the relationship between addition and subtraction (e.g. knowing that 8+4=12, one knows 12-8=4); and creating equivalent but easier or known sums (e.g., adding 6+7 by creating the known equivalent 6+6+1 =12+1=13). Standard: 1.OA.D.8 Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8+ ? =11, 5 = □ – 3, 6+6 = □
M- (Red Day 30 minutes) no group
T- (Yellow Day 30 Minutes) Addition Strategy Sort: Doubles, Doubles +1, Doubles +2 and counting On.
W- (Blue Day 15 minutes) Arrow Math using the 100's chart. At what number do the arrows stop? Have students use cubes to get to the number then show the number sentence that goes with the arrows.
Th- (Green Day 15 minutes) Continue Arrow Math.
F- (Red Day 30 minutes) Find the missing number. Use sheet #1.
Week #17 Date 1/29- 2/2
Standard: 1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g. 8+6=8+2+4=10+4=14); decomposing a number leading to a ten (e.g., 13-4=13-3-1=10-1=9); using the relationship between addition and subtraction (e.g. knowing that 8+4=12, one knows 12-8=4); and creating equivalent but easier or known sums (e.g., adding 6+7 by creating the known equivalent 6+6+1 =12+1=13).
1.OA.D.8 Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8+ ? =11, 5 = □ – 3, 6+6 = □
M- (Green Day 15 minutes) No Mrs. Jerke
T- (Red Day 30 Minutes) 100th day of school. How many number words can you write in 10 minutes?
W- (Yellow Day 30 minutes) Work on +10, +1, -10, -1 on the hundreds chart and then without the hundreds chart. Work within the 200's chart if students are ready.
Th- (Blue Day 15 minutes) Doubles + 2
F- (Green Day 15 minutes) No Mrs. Jerke
Standard: 1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g. 8+6=8+2+4=10+4=14); decomposing a number leading to a ten (e.g., 13-4=13-3-1=10-1=9); using the relationship between addition and subtraction (e.g. knowing that 8+4=12, one knows 12-8=4); and creating equivalent but easier or known sums (e.g., adding 6+7 by creating the known equivalent 6+6+1 =12+1=13).
1.OA.D.8 Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8+ ? =11, 5 = □ – 3, 6+6 = □
M- (Green Day 15 minutes) No Mrs. Jerke
T- (Red Day 30 Minutes) 100th day of school. How many number words can you write in 10 minutes?
W- (Yellow Day 30 minutes) Work on +10, +1, -10, -1 on the hundreds chart and then without the hundreds chart. Work within the 200's chart if students are ready.
Th- (Blue Day 15 minutes) Doubles + 2
F- (Green Day 15 minutes) No Mrs. Jerke
Week #16 Date 1/22- 1/27
Standard: 1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g. 8+6=8+2+4=10+4=14); decomposing a number leading to a ten (e.g., 13-4=13-3-1=10-1=9); using the relationship between addition and subtraction (e.g. knowing that 8+4=12, one knows 12-8=4); and creating equivalent but easier or known sums (e.g., adding 6+7 by creating the known equivalent 6+6+1 =12+1=13).
M- (Blue Day 15 minutes) Student Absent (snow)
T- (Green Day 15 Minutes) Doubles Plus One Towers. Use snap cubes to make two towers of the same size and color. Draw the towers then write doubles facts to represent the towers. Add a cube of a different color to the tower on the right and add this to your drawing. Write a doubles fact to represent the towers. How many different towers can you build and draw to represent doubles +1 facts?
W- (Red Day 30 minutes) Continue Doubles Plus One Towers
Th- (Yellow Day 30 minutes) Math Fact Sort. Working with a partner, place three header cards (More than 10, less than 10, = to 10) in a row and the other in a stack. Turn over a fact card and decide where it belongs. Keep taking turns until you have sorted all the cards.
F- (Blue Day 15 minutes) Work on +10, +1, -10, -1 on the hundreds chart and then without the hundreds chart.
Standard: 1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g. 8+6=8+2+4=10+4=14); decomposing a number leading to a ten (e.g., 13-4=13-3-1=10-1=9); using the relationship between addition and subtraction (e.g. knowing that 8+4=12, one knows 12-8=4); and creating equivalent but easier or known sums (e.g., adding 6+7 by creating the known equivalent 6+6+1 =12+1=13).
M- (Blue Day 15 minutes) Student Absent (snow)
T- (Green Day 15 Minutes) Doubles Plus One Towers. Use snap cubes to make two towers of the same size and color. Draw the towers then write doubles facts to represent the towers. Add a cube of a different color to the tower on the right and add this to your drawing. Write a doubles fact to represent the towers. How many different towers can you build and draw to represent doubles +1 facts?
W- (Red Day 30 minutes) Continue Doubles Plus One Towers
Th- (Yellow Day 30 minutes) Math Fact Sort. Working with a partner, place three header cards (More than 10, less than 10, = to 10) in a row and the other in a stack. Turn over a fact card and decide where it belongs. Keep taking turns until you have sorted all the cards.
F- (Blue Day 15 minutes) Work on +10, +1, -10, -1 on the hundreds chart and then without the hundreds chart.
Week #15 Date 1/15- 1/19
Standard: 1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g. 8+6=8+2+4=10+4=14); decomposing a number leading to a ten (e.g., 13-4=13-3-1=10-1=9); using the relationship between addition and subtraction (e.g. knowing that 8+4=12, one knows 12-8=4); and creating equivalent but easier or known sums (e.g., adding 6+7 by creating the known equivalent 6+6+1 =12+1=13).
M- No School
T- (Blue Day 15 minutes) Student absent, test for RR instead.
W- ((Green Day 15 Minutes) Create an addition train using blank domino cards.
Th- (Red Day 30 minutes) Continue to create a train.
F- (Yellow Day 30 minutes)
Standard: 1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g. 8+6=8+2+4=10+4=14); decomposing a number leading to a ten (e.g., 13-4=13-3-1=10-1=9); using the relationship between addition and subtraction (e.g. knowing that 8+4=12, one knows 12-8=4); and creating equivalent but easier or known sums (e.g., adding 6+7 by creating the known equivalent 6+6+1 =12+1=13).
M- No School
T- (Blue Day 15 minutes) Student absent, test for RR instead.
W- ((Green Day 15 Minutes) Create an addition train using blank domino cards.
Th- (Red Day 30 minutes) Continue to create a train.
F- (Yellow Day 30 minutes)
Week #14 Date 1/8- 1/12
Standard: Standard: 1.OA.D.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.
1.NBT.A.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.
M- (Yellow Day 30 minutes) Continue True False.
T- (Blue Day 15 minutes) One more day of True False with the equations changing to 7=7 or 5+1+2=4+4 etc.
W- ((Green Day 15 Minutes) Missing Number Grids
Th- (Red Day 30 minutes) Continue Missing Number Grids (rigor gets harder and harder) Write to 100. Fold the 100 chart in half and talk about 1/2 of 100.
F- (Yellow Day 30 minutes) Addition Train. Student will try to match a domino card to the end of the Start card. If a match is found the player adds the domino card to the train and completes the Math Talk sentence? The sum of _____ plus ______ is_______. It's the same as ______plus______.
Standard: Standard: 1.OA.D.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.
1.NBT.A.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.
M- (Yellow Day 30 minutes) Continue True False.
T- (Blue Day 15 minutes) One more day of True False with the equations changing to 7=7 or 5+1+2=4+4 etc.
W- ((Green Day 15 Minutes) Missing Number Grids
Th- (Red Day 30 minutes) Continue Missing Number Grids (rigor gets harder and harder) Write to 100. Fold the 100 chart in half and talk about 1/2 of 100.
F- (Yellow Day 30 minutes) Addition Train. Student will try to match a domino card to the end of the Start card. If a match is found the player adds the domino card to the train and completes the Math Talk sentence? The sum of _____ plus ______ is_______. It's the same as ______plus______.
Week #13 Date 1/1- 1/5
Standard: 1.OA.D.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
M- No School
T- No School
W- (Blue Day 15 minutes) Back to story problems using hundreds, tens and one manipulatives.
Th- (Green Day 15 minutes) True or False. Taking turns with a partner, draw a number sentence card and decide whether the equation is true or false. Place it on the board and use the dialog boxes to explain why you think the equation is True or False.
F- (Red Day 30 minutes) No Mrs. Jerke
Standard: 1.OA.D.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
M- No School
T- No School
W- (Blue Day 15 minutes) Back to story problems using hundreds, tens and one manipulatives.
Th- (Green Day 15 minutes) True or False. Taking turns with a partner, draw a number sentence card and decide whether the equation is true or false. Place it on the board and use the dialog boxes to explain why you think the equation is True or False.
F- (Red Day 30 minutes) No Mrs. Jerke
Week #12 Date 12/18- 12/21
Standard: 1.OA.A.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 drawings and equations with a symbol for the unknown number to represent the problem
M- (Blue Day 15 minutes) Story problems. Child chooses level of difficulty. Use Base 10 manipulatives to help.
T- (Green Day 15 minutes) Base 10 Kahoot and Christmas movie Kahoot
W- (Red Day 30 minutes) Continue Story problems or Play Race to 100 with dice and Place Value Blocks
Th- (Yellow Day 30 minutes) No group (Christmas activities in the classroom)
F- No School
Standard: 1.OA.A.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 drawings and equations with a symbol for the unknown number to represent the problem
M- (Blue Day 15 minutes) Story problems. Child chooses level of difficulty. Use Base 10 manipulatives to help.
T- (Green Day 15 minutes) Base 10 Kahoot and Christmas movie Kahoot
W- (Red Day 30 minutes) Continue Story problems or Play Race to 100 with dice and Place Value Blocks
Th- (Yellow Day 30 minutes) No group (Christmas activities in the classroom)
F- No School
Week #11 Date 12/11- 12/15
Standard: 1.OA.A.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 drawings and equations with a symbol for the unknown number to represent the problem
M- (Yellow Day 30 minutes) Activity: Take from Change Unknown. Solve the word problems with an equation using a symbol to represent the unknown number. Use objects or pictures to model the problem and find the solution.
T- (Blue Day 15 minutes) Continue the Activity from yesterday.
W- (Green Day 15 minutes) No group
Th- (Red Day 30 minutes) Continue Take from Change Unknown
F- (Yellow Day 30 minutes) Story problems. Child chooses level of difficulty. Use Base 10 blocks to help.
Standard: 1.OA.A.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 drawings and equations with a symbol for the unknown number to represent the problem
M- (Yellow Day 30 minutes) Activity: Take from Change Unknown. Solve the word problems with an equation using a symbol to represent the unknown number. Use objects or pictures to model the problem and find the solution.
T- (Blue Day 15 minutes) Continue the Activity from yesterday.
W- (Green Day 15 minutes) No group
Th- (Red Day 30 minutes) Continue Take from Change Unknown
F- (Yellow Day 30 minutes) Story problems. Child chooses level of difficulty. Use Base 10 blocks to help.
Week #11 Date 12/4- 12/8
No Group this week. Testing Kindergartners
No Group this week. Testing Kindergartners
Week #10 Date 11/27- 12/1
Standard: 1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g. 8+6=8+2+4=10+4=14); decomposing a number leading to a ten (e.g., 13-4=13-3-1=10-1=9); using the relationship between addition and subtraction (e.g. knowing that 8+4=12, one knows 12-8=4); and creating equivalent but easier or known sums (e.g., adding 6+7 by creating the known equivalent 6+6+1 =12+1=13).
1.OA.C.5 Add and Subtract within 20. Relate counting to addition and subtraction (e.g. by counting on 2 to add 2).
M- (Green Day 15 minutes) Begin work on Count-On-Three Activity.
T- (Red Day 30 minutes) Activity: Show One less. Roll your 20 die. Make a set of counters that is one less than the number you rolled. Use pictures, numbers and words to show your work. Record on a T-chart.
W- (Yellow Day 30 minutes) Same activity but show Two Less. Use a T-chart to record.
Th- (Blue Day 15 minutes) No Mrs. Jerke
F- (Green Day 15 minutes) No Group
Standard: 1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g. 8+6=8+2+4=10+4=14); decomposing a number leading to a ten (e.g., 13-4=13-3-1=10-1=9); using the relationship between addition and subtraction (e.g. knowing that 8+4=12, one knows 12-8=4); and creating equivalent but easier or known sums (e.g., adding 6+7 by creating the known equivalent 6+6+1 =12+1=13).
1.OA.C.5 Add and Subtract within 20. Relate counting to addition and subtraction (e.g. by counting on 2 to add 2).
M- (Green Day 15 minutes) Begin work on Count-On-Three Activity.
T- (Red Day 30 minutes) Activity: Show One less. Roll your 20 die. Make a set of counters that is one less than the number you rolled. Use pictures, numbers and words to show your work. Record on a T-chart.
W- (Yellow Day 30 minutes) Same activity but show Two Less. Use a T-chart to record.
Th- (Blue Day 15 minutes) No Mrs. Jerke
F- (Green Day 15 minutes) No Group
Week #9 Date 11/20- 11/24
Standard: 1.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.
1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g. 8+6=8+2+4=10+4=14); decomposing a number leading to a ten (e.g., 13-4=13-3-1=10-1=9); using the relationship between addition and subtraction (e.g. knowing that 8+4=12, one knows 12-8=4); and creating equivalent but easier or known sums (e.g., adding 6+7 by creating the known equivalent 6+6+1 =12+1=13).
M- (Red Day 30 minutes) Continue work on Domino addition.
T- (Yellow Day 30 minutes) Count-On-One Activity. Work with a partner to collect 10 counters each. Take turns to roll a die and count on one from the number rolled. Cover the number on the board with a counter. Read the sentence frame and write the addition fact. Keep playing until one player has all 10 counters on the board.
W- (Blue Day 15 minutes) Continue work on Count-On-Two Activity.
Th- No School Happy Thanksgiving!!!
M- No School
Standard: 1.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.
1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g. 8+6=8+2+4=10+4=14); decomposing a number leading to a ten (e.g., 13-4=13-3-1=10-1=9); using the relationship between addition and subtraction (e.g. knowing that 8+4=12, one knows 12-8=4); and creating equivalent but easier or known sums (e.g., adding 6+7 by creating the known equivalent 6+6+1 =12+1=13).
M- (Red Day 30 minutes) Continue work on Domino addition.
T- (Yellow Day 30 minutes) Count-On-One Activity. Work with a partner to collect 10 counters each. Take turns to roll a die and count on one from the number rolled. Cover the number on the board with a counter. Read the sentence frame and write the addition fact. Keep playing until one player has all 10 counters on the board.
W- (Blue Day 15 minutes) Continue work on Count-On-Two Activity.
Th- No School Happy Thanksgiving!!!
M- No School
Week #8 Date 11/13- 11/17
Standard: 1.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.
1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g. 8+6=8+2+4=10+4=14); decomposing a number leading to a ten (e.g., 13-4=13-3-1=10-1=9); using the relationship between addition and subtraction (e.g. knowing that 8+4=12, one knows 12-8=4); and creating equivalent but easier or known sums (e.g., adding 6+7 by creating the known equivalent 6+6+1 =12+1=13).
M- (Red Day 30 minutes) no Mrs. Jerke
T- (Yellow Day 30 minutes) no Mrs. Jerke
W- (Blue Day 15 minutes) Domino Addition. Putting a stack of number cards in front of students, have a student flip over a card. How many different dominoes can you find with this total number of dots? Record your work.
Th- (Green Day 15 minutes) Continue Domino Addition
F- (Red Day 30 minutes) No School
Standard: 1.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.
1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g. 8+6=8+2+4=10+4=14); decomposing a number leading to a ten (e.g., 13-4=13-3-1=10-1=9); using the relationship between addition and subtraction (e.g. knowing that 8+4=12, one knows 12-8=4); and creating equivalent but easier or known sums (e.g., adding 6+7 by creating the known equivalent 6+6+1 =12+1=13).
M- (Red Day 30 minutes) no Mrs. Jerke
T- (Yellow Day 30 minutes) no Mrs. Jerke
W- (Blue Day 15 minutes) Domino Addition. Putting a stack of number cards in front of students, have a student flip over a card. How many different dominoes can you find with this total number of dots? Record your work.
Th- (Green Day 15 minutes) Continue Domino Addition
F- (Red Day 30 minutes) No School
Week #7 Date 11/6- 11/10
Standard: 1.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.
1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g. 8+6=8+2+4=10+4=14); decomposing a number leading to a ten (e.g., 13-4=13-3-1=10-1=9); using the relationship between addition and subtraction (e.g. knowing that 8+4=12, one knows 12-8=4); and creating equivalent but easier or known sums (e.g., adding 6+7 by creating the known equivalent 6+6+1 =12+1=13).
M- (Green day 15 minutes) Continue Break Aparts using Unifix Cubes
T- (Red Day 30 minutes) Part Part Whole Activity Use Unifix Cubes if needed. Have some students start with a lower number and others start with a greater number. Use the talking card to share what you learned. Write the fact down in notebooks.
W- (Yellow Day 30 minutes) Continue Part Part Whole Activity
Th- (Blue Day 15 minutes) Cup game. Using 6 chips, student A places any amount from the 6 chips under a cup and leaves the remaining chips next to the cup. Student B has to figure out how many chips are hidden under the cup. Use this sentence frame: 6 equals _____ plus ______. (2 students absent)
F- (Green Day 15 minutes) Continue Cup game.
Standard: 1.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.
1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g. 8+6=8+2+4=10+4=14); decomposing a number leading to a ten (e.g., 13-4=13-3-1=10-1=9); using the relationship between addition and subtraction (e.g. knowing that 8+4=12, one knows 12-8=4); and creating equivalent but easier or known sums (e.g., adding 6+7 by creating the known equivalent 6+6+1 =12+1=13).
M- (Green day 15 minutes) Continue Break Aparts using Unifix Cubes
T- (Red Day 30 minutes) Part Part Whole Activity Use Unifix Cubes if needed. Have some students start with a lower number and others start with a greater number. Use the talking card to share what you learned. Write the fact down in notebooks.
W- (Yellow Day 30 minutes) Continue Part Part Whole Activity
Th- (Blue Day 15 minutes) Cup game. Using 6 chips, student A places any amount from the 6 chips under a cup and leaves the remaining chips next to the cup. Student B has to figure out how many chips are hidden under the cup. Use this sentence frame: 6 equals _____ plus ______. (2 students absent)
F- (Green Day 15 minutes) Continue Cup game.
Week #6 Date 10/30- 11/3
Standard: 1.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.
1.OA.A.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g. by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
M- (Blue day 15 minutes) New Student today. Introduce the new student to the Bunk Bed Activity as seen in week 1. Have student pick 5, 6 or 7. How many solutions can you find? Find 3 cards to make 12.
T- (Green day 15 minutes) Find 4 cards that make 20. How many solutions can you find? New student: Using the number 10 and the Bunk Bed Activity: Some are on top and some are on the bottom. How many ways can 10 children be on a bunk bed?
W- (Red Day 30 minutes) Finish up Find 4 cards to make 20 and the Bunk Bed Activity.
Th- (Yellow Day 30 minutes) Activity: Rooster's Off to See the World. Read the story Rooster's off to See the World. Solve the following question. How many animals in all went off to see the world? Use pictures, numbers or words to solve the problem.
F- (Blue Day 15 minutes) Break Aparts using Unifix Cubes
Standard: 1.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.
1.OA.A.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g. by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
M- (Blue day 15 minutes) New Student today. Introduce the new student to the Bunk Bed Activity as seen in week 1. Have student pick 5, 6 or 7. How many solutions can you find? Find 3 cards to make 12.
T- (Green day 15 minutes) Find 4 cards that make 20. How many solutions can you find? New student: Using the number 10 and the Bunk Bed Activity: Some are on top and some are on the bottom. How many ways can 10 children be on a bunk bed?
W- (Red Day 30 minutes) Finish up Find 4 cards to make 20 and the Bunk Bed Activity.
Th- (Yellow Day 30 minutes) Activity: Rooster's Off to See the World. Read the story Rooster's off to See the World. Solve the following question. How many animals in all went off to see the world? Use pictures, numbers or words to solve the problem.
F- (Blue Day 15 minutes) Break Aparts using Unifix Cubes
Week #5 Date 10/23- 10/27
Standard: 1.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.
M- (Yellow day 30 minutes) New Student? T-Three Letter Addends. How many three letter words can you make using Scrabble letter tiles? Find the sum of each word by adding up the numbers on each tile. Which word had the greatest sum? Which word has the smallest sum? For S- Listen to the story The Very Hungry Caterpillar and solve the following problem: How many pieces of fruit did the caterpillar eat before it became a butterfly? Use pictures, numbers or words to show how you solved the problem.
T- (Blue day 15 minutes) Teach students that when writing an equation, you can start with the sum first.
W- (Green Day 15 minutes) S-Explains The Very Hungry Caterpillar thinking using Explain Everything. Send to classroom teacher.
Th- (Red Day 30 minutes) New Activity: Find 3 Cards. Using playing cards Ace-9, find three cards that have the sum of 12. How many different ways can you make a sum of 12 using three cards? Record your work.
F- (Yellow Day 30 minutes) Continue Find 3 Cards activity.
Standard: 1.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.
M- (Yellow day 30 minutes) New Student? T-Three Letter Addends. How many three letter words can you make using Scrabble letter tiles? Find the sum of each word by adding up the numbers on each tile. Which word had the greatest sum? Which word has the smallest sum? For S- Listen to the story The Very Hungry Caterpillar and solve the following problem: How many pieces of fruit did the caterpillar eat before it became a butterfly? Use pictures, numbers or words to show how you solved the problem.
T- (Blue day 15 minutes) Teach students that when writing an equation, you can start with the sum first.
W- (Green Day 15 minutes) S-Explains The Very Hungry Caterpillar thinking using Explain Everything. Send to classroom teacher.
Th- (Red Day 30 minutes) New Activity: Find 3 Cards. Using playing cards Ace-9, find three cards that have the sum of 12. How many different ways can you make a sum of 12 using three cards? Record your work.
F- (Yellow Day 30 minutes) Continue Find 3 Cards activity.
Week #4 Date 10/16- 10/20
Standard: 1.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
M- (Red Day 30 minutes) Read One Duck Stuck and solve the following problem: How many animals did it take to rescue the duck that got stuck in the muck? Use pictures, numbers or words to show your thinking. Circle solutions in different colors to keep organized.
T- (Yellow Day 30 minutes) Continue activity from yesterday.
W- (Blue day 15 minutes) New Student. Bunk Bed Activity. Choose a number 5-10. Problem: Some children are on the top bunk and some are on the bottom. Write as many ways the children could be on the bed. Use numbers, word or pictures to show you know.
Th- (Green day 15 minutes) Continue Bunk Bed Activity.with T.
F- (Red Day 30 minutes) Bed Bunk Activity with T and One Duck Stuck with S.
Standard: 1.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
M- (Red Day 30 minutes) Read One Duck Stuck and solve the following problem: How many animals did it take to rescue the duck that got stuck in the muck? Use pictures, numbers or words to show your thinking. Circle solutions in different colors to keep organized.
T- (Yellow Day 30 minutes) Continue activity from yesterday.
W- (Blue day 15 minutes) New Student. Bunk Bed Activity. Choose a number 5-10. Problem: Some children are on the top bunk and some are on the bottom. Write as many ways the children could be on the bed. Use numbers, word or pictures to show you know.
Th- (Green day 15 minutes) Continue Bunk Bed Activity.with T.
F- (Red Day 30 minutes) Bed Bunk Activity with T and One Duck Stuck with S.
Week #3 Date 10/9- 10/13
Standard: 1.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
M- No School
T- (Red Day 30 minutes) Three Letter Addends. Using Scrabble Tiles solve the following: How many three letter words can you make using the letter tiles? Find the sum of each word by adding up the numbers on each tile. Example: dog: 2+1+2=5. Which word has the greatest sum? Which word has the smallest sum?
W- (Yellow Day 30 minutes) Continue Three Letter Addends
Th- (Blue day 15 minutes) no Mrs. Jerke
F- (Green day 15 minutes) no Mrs. Jerke
Standard: 1.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
M- No School
T- (Red Day 30 minutes) Three Letter Addends. Using Scrabble Tiles solve the following: How many three letter words can you make using the letter tiles? Find the sum of each word by adding up the numbers on each tile. Example: dog: 2+1+2=5. Which word has the greatest sum? Which word has the smallest sum?
W- (Yellow Day 30 minutes) Continue Three Letter Addends
Th- (Blue day 15 minutes) no Mrs. Jerke
F- (Green day 15 minutes) no Mrs. Jerke
Week #2 Date 10/2- 10/6
Standard: 1.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
M- (Green day 15 minutes) Discuss the Bunk Bed problem
T- (Red Day 30 minutes) No Mrs. Jerke
W- (Yellow Day 30 minutes) Double Decker bus problem. Choose a number 6-9. Same instructions as Bunk Bed Problem. Are you noticing any patters? Are there numbers sentences that are similar? How do you know?
Th- (Blue day 15 minutes) Begin Making Apple Ten Packs. The grocer wanted to make a pack of ten apples. How many different ways could the grocer make a pack with some red and some green apples? Use pictures, numbers or words to show your thinking.
F- (Green day 15 minutes) Continue Making Apples Ten Packs.
Standard: 1.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
M- (Green day 15 minutes) Discuss the Bunk Bed problem
T- (Red Day 30 minutes) No Mrs. Jerke
W- (Yellow Day 30 minutes) Double Decker bus problem. Choose a number 6-9. Same instructions as Bunk Bed Problem. Are you noticing any patters? Are there numbers sentences that are similar? How do you know?
Th- (Blue day 15 minutes) Begin Making Apple Ten Packs. The grocer wanted to make a pack of ten apples. How many different ways could the grocer make a pack with some red and some green apples? Use pictures, numbers or words to show your thinking.
F- (Green day 15 minutes) Continue Making Apples Ten Packs.
Week #1 Date 9/25- 9/29
Standard: 1.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
M-
T-
W-
Th- (Yellow Day 30 minutes)First Day. Show the Jo Boaler Growth Mindset Math video. Make a brain by crumpling up a piece of paper, smoothing it out and tracing the lines. The lines represent the brain connections as we learn and struggle.
F- (Blue day 15 minutes) Bunk Bed Activity. Choose a number 5-10. Problem: Some children are on the top bunk and some are on the bottom. Write as many ways the children could be on the bed. Use numbers, word or pictures to show you know.
Standard: 1.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
M-
T-
W-
Th- (Yellow Day 30 minutes)First Day. Show the Jo Boaler Growth Mindset Math video. Make a brain by crumpling up a piece of paper, smoothing it out and tracing the lines. The lines represent the brain connections as we learn and struggle.
F- (Blue day 15 minutes) Bunk Bed Activity. Choose a number 5-10. Problem: Some children are on the top bunk and some are on the bottom. Write as many ways the children could be on the bed. Use numbers, word or pictures to show you know.