math resources
Throughout the year we will post anchor charts and examples of student work to showcase what we are currently learning. We hope that you will be able to use these charts and examples of student work to reinforce our daily learning in your own home.
We have just started our unit on partitioning shapes. Students are expected to partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.
DOUBLE DIGIT ADDITION
We are currently working on double digit addition. In first grade, students are expected to add a two digit number to a decade number (10, 20, 20, 40, 50, 60, 70, 80, 90). They are also expected to add a two digit number to a one-digit number with regrouping. The anchor chart below shows the two types of double digit addition and two different ways to solve each type.
COMPARISON WORD PROBLEMS
We learned about four new word problem types. When solving word problems, students need to read very slowly and carefully to be sure they are understanding what the problem has told them, what is missing and what strategy would make sense to solve the problem. All of these word problem types are very similar, so focusing on what they know and what the question is asking is very important. Please see below for an example of each work problem type and ways to solve.
EQUALITY
Students will be learning about equality. They should understand that equal means
"the same value as," and NOT the same number. Students will work to identify if an equation/number sentence is showing equality and proving their thinking. They will also work on balancing equations by filling in missing numbers to make an equation show equality.
"the same value as," and NOT the same number. Students will work to identify if an equation/number sentence is showing equality and proving their thinking. They will also work on balancing equations by filling in missing numbers to make an equation show equality.
Here is an example of what we are working on in class for equality. Students needed to determine if the equation was equal by solving for the value of each side. They then needed to add the correct symbol and sort the equations by equal and not equal. Notice how this student showed his thinking when solving for the value.
Fact Families
Students will use three numbers that can be added or subtracted together. Fact families help develop and build the relationships between addition and subtraction.
Subtraction Fluency Strategies
Using a number line or ten frame students can represent subtraction strategies to show number relationships.
Addition FLuency Strategies
These strategies are all about being able to add numbers quickly and accurately. Some of these strategies require memorization (doubles facts and partners that make ten). The strategy of 1 more and 2 more than is based on the fact that kids should be able to count very easily at this point and should know the next number and next two numbers without having to use their fingers. The "make a ten" strategy is less obviously fluent, whereas some kids can decompose and share to make a ten in their heads and some will need to draw out double ten frames or use a number bond, which is completely acceptable!
Shapes
Students learned the about 2D and 3D shapes and how to define the shapes by their attributes. They also know what non-defining attributes of shapes are and can identify that these attributes do not define a shape. (For example: A triangle has 3 sides, but not every triangle is green.)
Defining attributes: number of sides, number of corners (vertices), number of angles
Non-Defining Attributes: color, size, pattern, orientation
Defining attributes: number of sides, number of corners (vertices), number of angles
Non-Defining Attributes: color, size, pattern, orientation
Telling Time
In first grade, students learn to tell time to the hour and half-hour. Students should be able to read the time on a digital and analog clock to the hour and half-hour. They should also be able to draw the hands on an analog clock to show the time to the hour or half-hour.
Important Pieces:
-The minute hand is the longer hand.
-The hour hand is the shorter hand.
-When the minute hand is on the 12 it means "o'clock" and zero minutes have passed
-When the minute hand is on the 6 it means 30 minutes have passed.
-When the minute hand is on the 6 and 30 minutes have passed, the hour hand is now half way to the next number or hour. This should be shown when they are drawing the hands on the analog clocks.
Important Pieces:
-The minute hand is the longer hand.
-The hour hand is the shorter hand.
-When the minute hand is on the 12 it means "o'clock" and zero minutes have passed
-When the minute hand is on the 6 it means 30 minutes have passed.
-When the minute hand is on the 6 and 30 minutes have passed, the hour hand is now half way to the next number or hour. This should be shown when they are drawing the hands on the analog clocks.
addition with three addends
related facts
comparing numbers
place value
make a ten strategy for addition
Subtraction
Here are a variety of strategies that can be used to solve different types of subtraction equations and word problems. We have NOT taught ALL of these strategies yet, but we will eventually go over each of these strategies. Use these charts to reference when your child mentions a new strategy.
Here is a closer look at the strategies used for solving the two different subtraction equations...
Addition
Here are a variety of strategies that can be used to solve different types of addition equations and word problems. We have NOT taught ALL of these strategies yet, but we will eventually go over each of these strategies. Use these charts to reference when your child mentions a new strategy.
Here is a closer look at the strategies used for solving the two different addition equations (missing addend and missing total)...