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First Grade Unit 1: Numbers Have Meaning (redirected from First Grade Unit 1 - Numbers Have Meaning)

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1st Grade Unit 1: Numbers Have Meaning

Unit Driving Question

Why are numbers important?

Essential Questions

How can we understand numbers while exploring quantity?
How do we recognize numbers?
What are meaningful ways to show numbers?
How can we organize numbers?

Big Ideas

The number of items in small groups (quantity) can be identified by seeing patterns and structure.
The number of items in a set (quantity) can be identified and communicated with numerals and graphs.
Sets of objects can be compared by looking at real items, graphs, concrete representations, and numerals.

Technology Resources

The following apps, websites, and smartboard lessons can be used throughout the unit, as needed, during small groups, lessons, to reinforce standards. They are also useful for students who may need reinforcement, remediation, or differentiation.

Graphing

Number order

Counting forward and backwards

Ten Frame Game

Sorting/matching numbers

Addition and subitizing

Place value (3 digit game)

Place value (partion)

Multiple free manipulatives and can be accessed by apps or website

Launch Task

1 Lesson

Snap Cube Bags: Give a group of students a paper bag with a handful of snap cubes and a piece of paper. Ask students how can they sort the cubes after they open their bag? After sorting the cubes, have students draw and color a picture of the cubes they sorted in a way that makes sense to them. Allow students to work together in groups and share their results with the class. Save data collected on paper to be revisited during the big idea about organizing data.

Big Ideas for Development Lessons

3-4 Weeks (approximately 1-2 weeks per big idea)

Big Idea 1: The number of items in small groups (quantity) can be identified by seeing patterns and structures.

OAS-M: 1.D.1.1, 1.D.1.2 , 1.D.1.3, 1.A.1.1*, 1.N.1.1*

Collaborative Engagement

Exploring Quantity - Provide each student with 10 counters and a piece of paper or paper plate as a mat. Hold up a number card for about 5 seconds and say, “Show how you can make the number using the counters on your plate. How many counters did you use? What did the representation you made look like?” “Compare yours with your neighbors, how are they the same and how are they different?” Spend time discussing the configuration of the pattern and how many counters are on the plate. Then show the number and ways to represent it so students can self-check. Do this with new numbers as time allows. If modifications are needed, students can choose from premade plates. They can match the dot plates using different configurations of the same number. This game can also be made into a flash game and added to a station, moved to a small group for extra practice, or revisited during whole group time. This can later lead to the opposite and you hold up the dots on a plate for a few seconds and they can write the the number that represents the dots.

(adapted from Elementary and Middle School Mathematics Teaching Developmentally, Van De Walle, Karp, Bay-Williams)

Key Resources

Visualizing Numbers to 10 by quickly showing dot patterns to students.
Build and Roll: Students will need Unifix cubes and dice. Using their own mat, they take turns and roll dice. Then build the number with Unifix cubes placing it on the number on the mat.
Ten Frame Memory Match: This is a traditional memory game with cards to match and subitize. This lesson could be used later as an extension to build 10.
This link contains a variety of subitizing and ten frame lessons.
Ice Cream Graph: Graph students’ favorite flavor of ice cream.

Big Idea Formative Assessment

Exit slip, checklist during small groups, student response boards during whole group lessons. An example of an exit slip might be: use a sticky note to complete a pattern that the teacher wrote on the board or make your own ab pattern. Teacher Tip: Keeping a checklist of students who can identify patterns, graph with ease, subitize 0-10 or 10-20, etc. allows teacher to easily see who has mastered a task and who might need more time or remediation.

Evidence of Understanding

Use representations to describe whole numbers to 100.
Subitize groups of numbers, seeing objects in pairs, fives and identifying various ten-frames and ten-frames plus.
Organize, represent, and interpret data in up to three categories.
Use patterns when counting forward and backward in mathematical contexts.

Big Idea 2: The number of items in a set (quantity) can be identified and communicated with numerals and graphs.

OAS-M: 1.D.1.1, 1.D.1.2 , 1.D.1.3 , 1.N.1.1*, 1.N.1.2*

Collaborative Engagement

Using data collected from Snap Cube Bags Launch Task, students will work with original partners or groups to make a bar graph representing how many from each color they have. Students will share results with classmates and ask each other questions that can be answered using the data represented.

Key Resources

Lemonade Graphing Activity: In this activity, students will complete a graph and discuss the findings.
Hungry Caterpillar Ten Frame Activity: In this activity, students will use Unifix cubes to model the story and discuss the finding.
Roll and Build: Students will need Unifix cubes and dice. Using their own mat, they take turns and roll dice. Then build the number with the Unifix cubes placing it on the number on the mat.

Big Idea Formative Assessment

Show a student a card with 5-9 dots in a row so they can be easily counted. Ask the student to count the dots, if they are correct then ask “How many dots are on the card?”. Some students may need to count again but as they begin to grasp the meaning of counting they will not need to recount. Ask them to then give you the number of counters on the dot card. Watch for students that do not attach meaning to the quantity and those who use counting as a tool: Does the child not count but instead take out counters and make a similar pattern? Will the student recount? Does the student place the counters in a one-to-one correspondence with the dots? Can the student show that there are the same number of dots as counters? Does the student just count the dots and retrieve the correct number of counters? As students show competence with patterned sets, move to using random dot patterns.

Evidence of Understanding

Draw conclusions and answer questions by interpreting data on a graph and discuss parts of the graph.
Represent numbers on a graph as data.
Subitize, which is being able to quickly recognize numbers without counting.
Counting using one-to-one correspondence.
Construct and deconstruct groups in a set to connect meaning while developing number sense.

Big Idea 3: Sets of objects can be compared by looking at real items, graphs, concrete representations, and numerals.

OAS-M: 1.D.1.1, 1.D.1.2 , 1.D.1.3 , 1.N.1.2*, 1.N.1.3, 1.N.1.8

Collaborative Engagement

Goodie Bags: Identify the number of items in bags using sticky notes.

Key Resources

One is a Snail and Ten is a Crab: In this activity students model two digit numbers.
Number Medley: All students make the same number on their ten-frames. Hold up a random number card 0-10. Change the ten-frame to show the new number. This activity can be continued and later moved to a station for students to practice on their own. Teachers should watch as students build the numbers using their ten-frame. Some will take everything off to build the new number, some will know what the number looks like, some will know how to adjust numbers by adding on or taking off only what is required, and some will subitize the rows. Ask students how they decided to change their ten-frames, and draw attention to other strategies.
Picture Graphs to Bar Graphs: Determine a question that lends itself to pre-set categories and is of interest to students such as, favorite fruit, sport, or color, etc. Ask students to draw a picture of the item on a Post-it note, then place the post-it in a “row” on poster board, wall, or construction paper so that there is little space between each one. Invite students to make observations about their picture graph. Discuss how they might make a bar graph to illustrate their data. Discuss how they can look at how long the bar is and make observations. Teacher might ask “What can we tell about our class when we look at this graph?

Big Idea Formative Assessment

The teacher should observe as the student creates a graph with labels, represents numbers correctly, interprets the data, and shares with classmates their findings. The teacher can then assess if students understand or need remediation in a small group/one-on-one setting. The graph may consist of a question that the student chooses and tallies their classmates to collect data.

Evidence of Understanding

Use tally marks, pictures, and manipulatives to record data and represent quantity of items in a set.
Students can interpret and make comparisons in data after looking at a graph.
Draw conclusions using graphs.
Use concrete representations to describe whole numbers between 10-100.

Unit Closure

1 Week (includes time for probes, re-engagement, and assessment)

Unit Re-Engagement-Students needing remediation can continue making simple graphs and journal about their graphs, some examples might be favorite candy, favorite sport, or favorite color. Teacher Tip: They should be able to explain what the graph tells and why they selected that type of graph to illustrate the data. As you evaluate students responses, it is important not to focus undue attention on the skills of constructing a graph, but instead to focus on whether they choose an appropriate representation and have provided a good rationale for its selection that connects back to their questions.

OKMath Framework Introduction

1st Grade Introduction