• Elementary Mathematics Grade 1 Unit 3

    Subject: Mathematics
    Timeline: 13 days
    Unit 3 Title: Counting by 1’s and 10’s, with Time

    Unit Overview: 
    This unit will give the opportunity for students to practice counting by ones and tens and the combinations of them.  Students will also compare combinations of ones and tens.   It will also give them the opportunity to understand telling time to the hour and ½ hour.   At the end of this unit, students will collect and use categorical data to answer questions.  Similar lessons will follow in each unit of study so that students are exposed and have practice with 1.MD.4.

    Unit Objectives:
    At the end of this unit, all students must be able to count by ones and tens and the combination of them.  They must be able to tell time to the hour and half-hour on analog and digital clocks.

    Focus Standards:
    PA.CCSS.Math.Content.CC.2.4.1.A.2  Tell and write time to the nearest half hour using both analog and digital clocks.  (1.MD.3)
    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.2.4.1.A.4 Represent and interpret data using tables/charts. (1.MD.4)
    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)

    Mathematical Practice Standards:   
    #1 Make sense of problems and persevere in solving them.  
    Mathematically proficient students start by explaining to themselves the meaning of a problem and look for an entry point to its solution.  They then plan a solution pathway rather than jumping into a solution attempt.  They monitor and evaluate their progress and change course, if needed.  Students might rely on using concrete objects or pictures to help conceptualize and solve a problem.  They then check their answers to problems using a different method, and continually ask themselves, “Does this make sense?”  These students can also understand the approaches of others to solving complex problems and identify correspondences between different approaches.
    #3 Construct viable arguments and critique the reasoning of others.  
    Mathematically proficient students understand and use states assumptions, definitions, and previously established results in constructing arguments.  They make a statement that they believe to be true but not yet proved and then build a progression of statements to explore its truth.  They justify their conclusions, communicate them to others and respond to the arguments of others.  Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions.  Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades.
    #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.   

    Concepts - Students will know:
    • To count by tens and ones
    • To tell time to the hour
    • To tell time to the half hour
    Competencies -Students will be able to:
    • Count by ones and tens and the combination of the two
    • Tell time to the hour
    • Tell time to the half hour 

    • Unit 3 Progress Check
    • Daily RSA

    Elements of Instruction:
    In Unit 2, students are given the opportunity to grasp the understanding of place value.  By focusing on counting dimes and pennies in this unit, students are applying what they learned about place value with money.  In unit 1, students gained understanding of number lines and number order to 20.  Students apply that meaning here with time, by learning that a clock is simply a circular number line and the digits on the clock represent measurement for time. 

    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:
    • Mental Math 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 three include:
    • Penny Grab
    • Penny-Dime Exchange
    • Penny-Dime Grab
    • Walking Around the Clock
    • Time Match