1. Welcome to 1 st Grade Math

2. In first grade, we are building a foundation for math. To have a solid foundation, students need to have a good understanding of numbers. They need to know what is 1 more, 1 less, 2 more, 2 less, 10 more, 10 less, what number bonds make up that number, what does this number look like on a ten-frame, etc.

3. Instead of covering many concepts an inch deep and a mile wide, we now cover less but in much more depth. We Cover 4 Domains: Operations and Algebraic Reasoning Numbers in Base Ten Geometry Data and Measurement

4. Terms 1 and 2 focuses on Operations and Algebraic Reasoning Students will model strategies for adding and subtracting using objects and compare situations to understand the operations of addition and subtraction Add to 2 + 3 = ? Take From 5 – 2 = ? Put Together/Take Apart 3 + ? = 5 and 5 – 3 = ?

5. Gone are the days of counting on our fingers or just telling students how to solve addition and subtraction problems.

6. Video

7. Instead students will use games and manipulatives to explore, learn, develop and understand strategies. Dice Bears Abacuses Unifix Cubes Tape Diagrams Ten-Frames

8. Strategies used for solving addition Number Bonds 1-10 Commutative Property Associative Property +1 +2 Doubles Doubles + 1 It takes a 10 to make a teen Inverse Relationships

9. Explain Explain Explain I won’t be telling students how to solve a problem, instead, students will use games and manipulatives and explain how and what they did. Through observation I can ask questions or make comments like: I noticed you… How did you do that? How do you know that? Can you do it another way? Did anyone do it a different way?

10. +0123456789 00123456789 112345678910 223456789 11 33456789101112 445678910111213 5567891011121314 66789101112131415 778910111213141516 8891011121314151617 99101112131415161718 Addition Chart

11. +0123456789 00123456789 112345678910 223456789 11 33456789101112 445678910111213 5567891011121314 66789101112131415 778910111213141516 8891011121314151617 99101112131415161718 Identity Property 0

12. +0123456789 00123456789 112345678910 223456789 11 33456789101112 445678910111213 5567891011121314 66789101112131415 778910111213141516 8891011121314151617 910111213141516171819 Adding 1 and 2

13. +0123456789 00123456789 112345678910 223456789 11 33456789101112 445678910111213 5567891011121314 66789101112131415 778910111213141516 8891011121314151617 99101112131415161718 Doubles

14. +0123456789 00123456789 112345678910 223456789 11 33456789101112 445678910111213 5567891011121314 66789101112131415 778910111213141516 8891011121314151617 99101112131415161718 Doubles +1

15. +0123456789 00123456789 112345678910 223456789 11 33456789101112 445678910111213 5567891011121314 66789101112131415 778910111213141516 8891011121314151617 99101112131415161718 Make a 10 facts

16. +0123456789 00123456789 112345678910 223456789 11 33456789101112 445678910111213 5567891011121314 66789101112131415 778910111213141516 8891011121314151617 99101112131415161718 In betweens make a double

17. +0123456789 00123456789 112345678910 223456789 11 33456789101112 445678910111213 5567891011121314 66789101112131415 778910111213141516 8891011121314151617 99101112131415161718 All Strategies Combined

18. The Power of Strategies We’ve only discussed six ideas or strategies adding 0 adding 1 or 2 doubles doubles +1 make a 10 in-betweens Yet these 6 strategies cover 94 of the 100 addition facts in the addition chart! The remaining 6 facts are really only 3 facts and their turnarounds.

19. Word Problems or Tasks Word problems will be used to get students thinking about which operations to use. Key words “altogether” “in all” “left” should be avoided so students are left to come up with a strategy to solve the problem. I went to visit Mrs. Fen’s farm last week. On Monday, I found 1 egg. On Tuesday, I found 2 eggs. On Wednesday, I found 3 eggs. On Thursday, I found 4 eggs. On Friday, I found 5 eggs. How many eggs did I find last week? Students will then work together to solve the problem using whatever they want, pictures, manipulatives, or computations.

20. Terms 1 and 2 at a glance

21. Week 1-Shapes Understanding compose and decompose Composing and decomposing shapes

22. Week 2-Exploring numbers 6, 7, 8 and 9 Finding all the combinations * Understanding part/part/whole Understanding anchor numbers 5 and 10 * Subitizing cards *

23. Weeks 3 and 4-Exploring the Number 10 Finding all the combinations to 10 Number bonds “+” and “=“ Data Day-comparing more and less

24. Weeks 5, 6, and 7- Exploring numbers 6, 7, 8, and 9 again Number bonds 2 more/2 less Understanding inverse relationship Addition and subtraction are related part/part/whole

25. Week 8-Number Line Using a number line Adding moves up the number line Subtracting moves back Counting on Say “5” count on to 10

26. Week 9-Teen Numbers Develop a sense of numbers 11-20 Grouping tens and extras 10 and some ones 19 is 10 + 9 more 1 more/1 less 2 more/2 less

27. Term 2

28. Week 1-Doubles

29. Week 2-Doubles + 1 Introduce adding 3 numbers Comparing 4 + 5 with unifix cubes * Writing it as 4 + 4 + 1 = 9 Recognizing equations with doubles + 1 4 + 56 + 7 4 + 3

30. Week 3-Commutative Property Does a total change if we switch the addends? Song “Commutative property-when we’re adding switch the addends it doesn’t matter the sum stays the same” Dominoes

31. Week 4 and 5-inverse relationships Week 4-numbers 1-6 Week 5- numbers 7-10 Knowing their number bonds is key to this strategy To do subtraction-think addition 7 – 3 = Think…. ? + 3 = 7

32. Week 6 and 8-Missing Addends Writing Subtraction Problems Understanding subtraction is taking a part away from the total How to make an equation equal = means “the same” Is 4 = 5? What can be done to make 4 and 5 “the same”? 4 = 5 - 1 1 + 4 = 5

33. Solve for Missing Addends Games to help Bear Cave Game * Guess your number * Solving Word Problems with missing addends

34. Week 7-Measurement Ordering and comparing objects Shortest to Longest Tallest to shortest Nonstandard measuring Pigs Ladybugs Our feet Accurate measuring

35. Week 9-Making 10’s Strategy Strategy of how to make a 10 to find a solution for equations involving and 8 or 9. 8 + 6 = _______ Take 2 from the 6 to make the 8 a ten then add the 4. 9 + 7 = _______ Make the 9 a 10 by taking 1 from the 7 then add the 6.

36. **Important Note** Students will learn that the = sign can be found at the beginning of the equation or at the end. ____ = 5 + 5 or 5 + 5 = _____ Problems on their practice pages will be done both ways.

37. Questions????