• Elementary Mathematics Grade 1 Unit 1

    Subject: Mathematics
    Timeline: 11 days
    Unit 1 Title: Numbers All Around

    Unit Overview: 
    This unit will give the opportunity for students to review from Kindergarten how to write numbers correctly, work with tally marks and identify the smaller and larger numbers.  The students will be introduced to before and after, utilizing the number grid and number line.  The importance of the compliments of ten, comparing numbers, and introduction to thermometers will also be introduced.

    Unit Objectives:
    At the end of this unit, all students must write, identify and compare all numbers to 10, know what numbers come before and after a number, count when beginning at a number other than 1.

    Focus Standards:
    PA.CCSS.Math.Content.CC.2.1.1.B.1  Extend the counting sequence to read and write numerals to represent objects. (1.NBT.1)
    PA.CCSS.Math.Content.CC.2.1.1.B.2  Use place value concepts to represent amounts of tens and ones and to compare two digit numbers. (1.NBT.2)
    PA.CCSS.Math.Content.CC.2.2.1.A.1  Represent and solve problems involving addition and subtraction within 20. (1.OA.5)

    Mathematical Practice Standards:
    #4 Model with mathematics.
    Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation.  Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
    #5 Use appropriate tools strategically.
    Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, or a calculator. Proficient students are sufficiently familiar with tools appropriate for their grade to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations.  
    #7 Look for and make use of structure.   

    Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have.  Later, students will see 7 * 8 equals the well-remembered 7 * 5 + 7 * 3, in preparation for learning about the distributive property. 

    Concepts - Students will know:
    • How to write numbers  to 10
    • How to compare numbers to 10
    • How to count numbers with different starting points
    • What number comes before
    • What number comes after
    Competencies -Students will be able to:
    • Write numbers to ten
    • Compare numbers to ten
    • Count numbers starting anywhere
    • State the number that comes before a given number
    • State the number that comes after a given number

    • Unit 1 Progress Check
    • Daily RSA

    Elements of Instruction:
    With the Kindergarten Common Core State Standards for Counting and Cardinality, students master the understanding of numbers to 20.  They can count, read, and write numbers from 0 to 20.  They can compare numbers between 1 and 10 and can count objects and understand that the last number name tells the number of objects counted.  Students entering first grade should also be fluent in counting forward from a given number other than 1.

    Each lesson has differentiation options for each portion of the lesson.  Additional differentiation options are listed with directions and student masters in the Teacher’s Guide to Games. 

    Interdisciplinary Connections:
    • Morning message and Math message routines.

    Additional Resources / Games:
    Students will play a variety of games that directly support the content of the lesson and the overall goals for the unit. Games for unit one include: 
    • Dice Race (Counting, reading and writing numbers)
    • Domino Concentration (counting, reading numerals)
    • Go Forward, Back Up (counting)
    • High Low (reading numbers, counting, comparing numbers)
    • Spin a Number (Counting and reading numbers 1-10)
    • Teen Frame (counting, representing and comparing numbers to 20)