1.7 C Relationship between size and number of units to measure

1.7  The student selects and uses nonstandard units to describe length.
K	1	2
K.10A Compare and order two or three concrete objects according to length (longer, shorter than, or the same)	1.7C describe the relationship between the size of the unit and the number of units needed to measure the length of an object.	2.9A Identify concrete models that approximate standard units of length and use them to measure lenght.
describe the relationship between the size of the unit and the number of units needed to measure the lenght of an object. describe- measure-

Activities:

• Use a copy of Michael Jordan's hand and have students create their own handprint to measure objects.  Compare measurements.  Which took more? Their hand of Michael's? 
• Over emphasize that the smaller the unit used to measure, the more units you will need and vice versa
• Good opportunity for graphing (student hand vs Michael's hand)

Anchor Activities:

• Use linker cubes (smaller unit) and large paper clips (big unit), to measure their desk, book, or folder. Over emphasize that the smaller the unit used to measure, the more units you will need and vice versa.

Possible Assessment Questions:

1.7B Compare Objects According to Length

1.7  The student selects and uses nonstandard units to describe length.
K	1	2
K.10A Compare and order two or three concrete objects according to length (longer, shorter than, or the same)	1.7B compare and order two or more concrete objects according to length (from longest to shortest)	2.9A Identify concrete models that approximate standard units of length and use them to measure lenght.
compare two or more concrete objects according to length (longest to shortest) order two or more concrete objects according to length (longest to shortes) compare- order-

Activities:

• Have students order objects from shortest to longest and longest to shortest.  Suggestions on objects: belt, ruler, shoe, book, pencil, pen, crayon, pointer, straw, spoon, ...
• Good opportunity for graphing
• After students measure, have them write the number on a sticky note place the objects in order of length.  Make sure students notice that the smaller number goes with the shorter object and vice versa.
• Use different length of strings (yarn) and have students measure using linker cubes or paper clips.  Then they write the number of units it took to measure on a sticky note.  After, the students place the numbers and yarn in order from least to greatest or greatest to least.

Anchor Activities:

• Use linker cubes, paper clips, sides of color tiles to measure the items mentioned above and then place in order from shortest to longest.  The measurement will be the students' proof as to why he/she placed in a particular order.

Possible Assessment Questions:

1.7 A Estimate and Measure Length

1.7  The student selects and uses nonstandard units to describe length.
K	1	2
K.10A Compare and order two or three concrete objects according to length (longer, shorter than, or the same)	1.7A estimate and measure length using nonstandard units such as paper clips or sides of color tiles.	2.9A Identify concrete models that approximate standard units of length and use them to measure lenght.
estimate length using nonstandard units such as paperclips estimate length using nonstandard units such as sides of color tiles measure length using nonstandard units such as paper clips measure length using nonstandard units such as sides of color tiles estimate- measure-

Activities:

• Race student's heel to toe across the room, see who finishes first (The teacher or the student?)
• Introduce estimation with an "estimation jar".  You can place balls, crayons, erasors, and have students that are demonstrating good behavior (following the rules) estimate.  Then on Friday or every other Friday you will empty the jar and count the object in groups of 10.  Then you order the numbers that the students estimated from least to greates and find out who guessed - estimated the best.

Anchor Activities:

• Use linker cubes, paper clips, sides of color tiles to measure length of desk, length of book, length of carper, etc.

Possible Assessment Questions:

1.3 Operations

1.3  the student recognizes and solves problems in addition and subtraction situations
K	1	2
K.4 model and create addition (joining) and subtraction (separating) problems in real situations with concrete objects	1.3a  model and create addition and subtraction problem situations with concrete objects and write corresponding number sentences (up to combinations of 10-continuous standard)	2.3a  recall and apply basic addition facts to18
model addition problem situations with concrete objects              subtraction create addition problem situations with concrete objects              subtraction write corresponding number sentences model—to plan, construct, or fashion according to a model                  to make conform to a chosen standard create—to cause to come into being, as something unique that would not naturally evolve or that is not made by ordinary process

Activities:

• Model with storyboards first using vocabulary "join and separate"
• Use class number line to demonstrate that joining two numbers makes a number grow and separating makes the number smaller
• Kim Sutton cd and digit cards--student listens to the number that is called and touches the number that is 1 more (+1)  later will say "3 plus 1 equals 4"
• Decomposing numbers to 10
• Part Part Whole Chart - you could use the animal plates from Wal Mart, use the ears as the part and the face as the whole

Anchor Activities:

• 10 Buddies
• 10 buddy go fish
• Dominoe addition -
• DOminoe Fact Family

Possible Test Questions:

1.5 B Odd and Even

 

1.5 the student recognizes patterns in numbers and operations
K	1	2
K.5 identify, extend, and create patterns of sounds, physical movement, and concrete objects.	1.5B find patterns in numbers, including odd and even (continuous standard – concept level) 1st 9 weeks - single digits 2nd 9 weeks - double digits	2.5B Use patterns in place value to compare and order whole numbers through 999.
Find patterns in numbers including odd Find patterns in numbers including even. Find: to locate, attain, or obtain by search or effort to discover or ascertain through observation, experience, or study

Activities:

• Have students "punch the numbers" when counting.  When they don't have 2 hands out, the number is odd.
• Line up students, pair boys and girls and make "dancing partners", when you don't have a dancing partner that number represents odd.
• Draw a number and represent odd and even using snap cubes to make pairs.

Anchor Activities:

• Moodle Activities (Moodle, C&I, Mathematics, CISD Math Resources, Anchor Activites 1 & 2 grade)  Busy Bees Odd/Even Numbers & even and odd practice activities pdf
• Kim Sutton - All Aboard The Algebra Express
• Picturing Odds and Even pg. 172
• Computing Odds and Evens pg. 174
• Powerful Numbers 1-100 Booklets - pg. 201 
• rule:  odd numbers
• rule:  even numbers

Possible Test Questions:

1.5A Skip Countng

 

1.5 the student recognizes patterns in numbers and operations
K	1	2
K.5 identify, extend, and create patterns of sounds, physical movement, and concrete objects.	1.5A use patterns to skip count by twos, fives, and tens (continuous standard) 1st 9 Weeks - 10's 2nd 9 Weeks - 5's 3rd 9 Weeks - 2's	2.5A Find patterns in numbers such as in hundreds charts.
Use patterns to skip count by tens. Use: to employ for some purpose; put into service; make use of

Activities:

• Identify patterns on a hundreds chart (calendar, shared, individual)
• Song "10's Lift Off":  from greatest to least (100 - 10)  and from least to greatest (10 - 100)
• Count estimation items by grouping them into 10's
• 100 Chart Mania - packet from Math Cadre

Anchor Activities:

• Kim Sutton - All Aboard The Algebra Express
• Colors for Kim's Number Line pg. 189  
• multiples of 2 - red
• multiples of 5 - yellow
• multiples of 10 - blue
• Powerful Numbers Booklets pg. 201
• rule:  multiples of 2
• rule: multiples of 5
• rule: multiples of 10

Possible Test Questions:

1.6A 2-D Figures

1st Grade Circle Map

 

1.6 The student uses attributes to identify two and three dimensional geometric figures. The student compares and contrasts two and three dimensional geometric figures or both.
K	1	2
K.8A Describe and identify an object by its attributes using informal language. K8B Compare two objects based on their attributes. K.9C Describe, identify, and compare circles, triangles, rectangles, and squares (a special type of rectangle)	1.6A describe and identify two dimensional geometric figures, including circles, triangles, rectangles, and squares (a special type of rectangle); (continuous standard – two dimensional at this time)	2.7A Describe attributes (number of vertices, faces, edges, sides) of 2D and 3D figures such as circles, polygons, spheres, cones, cylinders, prisms and pyramids.
Describe two dimensional geometric figures, including circles. Describe two dimensional geometric figures, including triangles. Describe two dimensional geometric figures, including rectangles. Describe two dimensional geometric figures, including squares. Identify two dimensional geometric figures, including circles. Identify two dimensional geometric figures, including triangles. Identify two dimensional geometric figures, including rectangles. Identify two dimensional geometric figures, including squares. Describe: to give an account of in words; to tell in words what something or someone is like Identify: to recognize or establish as being a particular person or thing; verify the identity of

Activities:

• Guess My Shape: Using four index cards students draw four 2D shapes and take turns aksing about the shapes
• Attribute Train: randomly hadn out different shapes, the students can "join " the train by having a common attribute to the person before them (kinesthetic activity)
• Using magazines, cut out pictures of real world objects that have that shape
• Use geo-boards, string, rubberbands, toothpicks, marshmallows, etc. create different shapes

Anchor Activities:


Possible Test Questions:

1.10 A Graphs

 

1.10 The student uses information from organized data.
K	1	2
K12.B Use information from a graph of real objects or pictures in order to answer questions	1.10A Draw conclusions and answer questions using information organized in real-object graphs, picture graphs, and bar-type graphs.	2.11B Draw conclusions and answer questions based on picture graphs and bar-type graphs
Draw conclusions and answer questions using information organized in real-object graphs Draw conclusions and answer questions using information organized in picture graphs Draw conclusions and answer questions using information organized in bar-type graphs Draw: to frame or formulate Answer: to speak or write in response to: reply to

Activities:

• Daily Graph: Teacher provides a question and students pick an answer fromt he graph by placing a card with their name on it.
• Questions:
• How many students like  _____ ?
• How many students like ______  and _____ ?
• How many more students like ______ then  ______ ?
• Have students aks the questions from the graph.  
• Change one of the students response and have a discussion as to what happens to the information represented. 

Anchor Activities:



Possible Test Questions: