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First Grade Unit 2:Patterns with Numbers (redirected from First Grade Unit 2- Patterns with Numbers)

Page history last edited by Gena Barnhill 10 months ago

 

1st Grade Unit 2: Patterns with Numbers 

Unit Driving Question 

How can we look for patterns in math?

 

Essential Questions 

1. How do we communicate about patterns?

2. How can we recognize patterns?

3. In what ways can we represent patterns?

4. How are patterns useful?

 

Big Ideas 

  1. Hundreds charts, number grids, and number lines are mathematical tools that display patterns with numbers. 
  2. Patterns with numbers can increase and decrease in predictable amounts. 
  3. Numbers can be compared using patterns. 
  4. Counting with coins follows a predictable pattern. 

 

 

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. 

 

http://www.ictgames.com/fairyfog5s_v2.html- Skip Counting

http://www.ictgames.com/saucerSorter.html- Skip Counting

http://www.crickweb.co.uk/ks2numeracy-calculation.html#ncmenu- comparing numbers

http://www.abcya.com/comparing_number_values_jr.htm- comparing numbers jr

http://www.abcya.com/comparing_number_values.htm - comparing numbers

http://www.sheppardsoftware.com/mathgames/earlymath/BalloonPopComparison.htm -Comparing Numbers

http://www.abcya.com/fuzz_bugs_patterns.htm- patterns

http://www.carstensstudios.com/mathdoodles/numberjump.htm- numberline jumping

http://www.doorwayonline.org.uk/number/oddandeven/- odd and even numbers

http://www.bbc.co.uk/schools/starship/maths/games/place_the_penguin/big_sound/full.shtml= place value

http://www.ictgames.com/sharkNumbers/sharkNumbers_v5.html- place value

http://www.ictgames.com/sharknumbers.html- place value

http://www.ictgames.com/partition.html- place value

http://www.softschools.com/math/place_value/games/place_value_counting_blocks_game/ -place value

http://www.coolmath-games.com/0-number-twins- ways to make 10

http://www.ictgames.com/mobilePage/archeryDoubles/index.html- doubles

http://www.abcya.com/counting_money.htm - money

https://www.ixl.com/math/grade-1/count-pennies-nickels-and-dimes- pennies, nickels, dimes

http://www.fuelthebrain.com/games/number-line/?method=search&sID=195&keyword=number%20line-

Numberlinehttps://www.ixl.com/math/grade-1/number-l - numberline

http://ictgames.com/numberlineJumpMaker/index.html- Number line jump maker

https://www.mathlearningcenter.org/resources/apps - Multiple manipulatives free and can be accessed by apps or website

 

Launch Task 

1 Lesson 

  • Bicycle Shop-Complete a patterning activity by predicting and modeling patterns with wheels. 

Big Ideas for Development Lessons 

4-5 Weeks (approximately 1-2 weeks per big idea) 

Big Idea 1: Hundreds charts, number grids, and number lines are mathematical tools that display patterns with numbers. 

OAS-M:  1.A.1.1*, 1.N.1.41.N.1.51.N.1.61.N.1.8

Collaborative Engagement 

 

  1. Using the book, How the Stars Fell into the Sky-This book is a retelling of a Navajo folktale explains how First Woman tried to write the laws of the land using stars in the sky, only to be thwarted by the trickster Coyote. She then tries to create a pattern from the chaos of the scattered stars. After reading the story, students put scattered numbers in order from 1-100 as a class. 

 

Key Resources

 

  1. Number Squares- (Part 1 only, other parts will be used in later units) Using the hundreds chart, class will discuss the sequence and pattern it follows.
  2.  Hundreds Chart Digit Game- Game where students use number cards to make a two digit number and then find and cover the matching number on the hundreds chart. 
  3.  Finding Neighbors on the Hundreds Chart - Students will find missing numbers and their neighbors on a hundreds chart.
  4.  Models with the Hundreds Chart - Model numbers found on the hundreds chart with base ten blocks.

 

Big Idea Formative Assessment 

 

  1. Use Finding Neighbors on the Hundreds Chart as a formative assessment after it is taught in whole group to check for understanding.  

Evidence of Understanding 

 

  • Identify label, and extend patterns with numbers.

  • Use mathematical tools when counting with numbers using patterns.

  • Find a number that is 10 more or 10 less than a given number up to 100.

  • Use knowledge of number relationships to sequence numbers.

 

 

Big Idea 2: Patterns with numbers can increase and decrease in predictable amounts. 

OAS-M: 1.A.1.11.N.1.4, 1.N.1.8

Collaborative Engagement 

 

  1. Predict Down the Line- Provide students with a pattern to extend (e.g., ABC pattern made with colored linking cubes or pattern blocks, etc.). Before students begin to extend the pattern, have them predict exactly what elements (links, pattern blocks) will be in, say, the tenth position.  Students can make a prediction, then have them complete the pattern to check. Have students explain their patterns and how they repeat. You can differentiate this lesson by starting with a more basic AB pattern or by having different groups of students work on different types of patterns based on their readiness. Students should be able to provide a reason for their prediction that is supported with visuals. 

 

 

Key Resources 

 

  1. Ordering Numbers- Using number cards, students will put cards in order from least to greatest. 
  2. Growing Patterns- Students will see whiskers on cats  while working in groups. They will recognize, grow, and label  the patterns.
  3. Growing Patterns 2- Students will build turtles with pattern blocks while working in groups. They will recognize, grow, and label the patterns. 
  4. Growing Staircases- Students will explain and extend staircase patterns.  

  

Big Idea Formative Assessment 

 

  1. Students will make their own growing patterns as a formative assessment. Students could use pattern blocks or other manipulatives to demonstrate.

Evidence of Understanding

 

  • Identify, label, and extend patterns with numbers.

  • Use number patterns when counting forward and backward.

  • Use knowledge of number relationships to sequence numbers.

 

 

 

Big Idea 3: Numbers can be compared using patterns. 

OAS-M: 1.A.1.11.N.1.2 1.N.1.71.N.1.8, 1.N.1.9  

Collaborative Engagement 

 

  1. Where do I go?- Groups of students sequence groups of number cards in order. 

 

Key Resources 

 

  1. Ten Little Rabbits-After reading story and recognizing the patterns on quilts, students will design their own pattern.
  2. Comparing Numbers- Using spinners, students make a two digit number and compare them using  >, <, and = symbols.
  3. My Number is Greater- Using number cards, student build a number with base ten blocks and then compare them using symbols.

 

Big Idea Formative Assessment 

 

  1. My Number is Greater can then be used as a formative assessment after it is taught in class.

 

Evidence of Understanding  

 

  • Identify, label, and extend patterns with numbers.

  • Compare two numbers using symbols >,<,=.

  • Use representations to describe whole numbers between 10-100.

  • Order whole numbers based on patterns.

  • Use knowledge of number relationships to sequence numbers.

 

 

 

 

Big Idea 4: Counting with coins follows a predictable pattern. 

OAS-M: 1.N.1.11.N.4.11.N.4.21.N.4.3

Collaborative Engagement 

 

  1. Scrambled Eggs Game-Students put multiples of 5s and 10s in order. Add counting by 10’s to the above game as well. adapted from mathwire.com

 

Key Resources 

 

  1. Identifying coins and their values, The Story of Money- As you introduce each coin, use smartboard, anchor chart, board, etc. to tell the story behind each coin. Pass around real coins and have a class discussion on individual characteristics. Record information gathered to on a chart similar to the one below. Refer back to this as you add and discuss new coins.
  2. Coins- Using a number grid students count combinations of coins.
  3.  Start/Stop Counting II- Use skip counting, 5’s represent nickels, 10’s represent dimes, etc…

 

Big Idea Formative Assessment

 

  1. Use the cards from the Scrambled Egg Game to assess students.  

 

Evidence of Understanding 

 

  • Identify, label, and extend patterns with numbers.

  • Identify the coin and value and be able to count using patterns.  

  • Subitize groups of numbers, seeing objects in pairs, fives and tens.

 

 

 

Unit Closure

Ongoing

  • Unit Re-Engagement Coins for the Day: As part of morning routines, students add a penny to coin collection to represent each day and make exchanges when possible with nickels and dimes. First grade students can use coins to express the date.   

 

Introduction to the OKMath Framework

1st Grade Introduction

 

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