Mathematical Tools as Learner Supports for Grade 1 Kay Stickels November 30, 2017

Pick Pocket You and your table have until the end of the song I am about to play to come up with as many of the following items as you can. Give your table a point for the number of items you have. You are only able to receive one point for each of the items listed and you are not allowed to leave the room.

Unifix Cubes Base Ten Blocks Place Value Disk Grid Paper Place Value Tools Unifix Cubes Base Ten Blocks Place Value Disk Grid Paper

Tiered Instruction Group A: Materials: 3 paper plates, unifix cubes, and number cards 10-30. Task: Create a specific set of objects based on quantity. Turn over a card and make a set of objects to show how many. Keep going until you have made 3 different sets. Which set has the most? Which set has the least?

Tiered Instruction Group B: Materials: 6 paper plates, unifix cubes, and number cards 10-30.. Task: Create a specific set of objects based on quantity. Turn over a card and make a set of objects to show how many. Keep going until you have made 6 different sets. Put the sets in order. How did you determine which set to place first? Which set has the most? Which set has the least?

Tiered Instruction Group C: Materials: 7 paper plates, unifix cubes, and number cards 10-30. Task: Create a specific set of objects based on quantity. Turn over a card and make a set of objects to show how many. Keep going until you have made 6 different sets. Put the sets in order. As teachers complete the task ask, Which sets are missing? Create one of the missing sets and show where it belongs.

It’s In the Bag Materials: Recording Sheet It’s in the Bag Card set Brown paper bag

At a Glance Open your Math in Practice book at random. Do a quick scan of the page you opened to. What do you see of interest? Mark the page with a sticky note. Repeat 3 to 4 times to get an initial sense of what is contained in your Math in Practice book. Be prepared to share an example with the group that particularly interests you and tell why. Distribute ten-frames to teachers and then Direct teachers to pages 142 and 149 in the grade 1 book and pages 46 and 139 in the kindergarten book. Instruct teachers to explore one of the lessons using a ten frame. How does the ten frame enhance the understanding for students? What other manipulative might you use to help students build their understanding through the activity you explored?

Make It True Base Ten Blocks – Place Value Disk

Hidden Values

At a Glance Take out your Math in Practice book. Turn to page 4 in the Introduction of the book. Please read pages 4 -7. As a table create a list of the key structures of this book with drawing only – No Words – just symbols and drawings on chart paper. The chart paper should reflect the overall main elements this book provides for teachers.

In Order Cards Materials: In Order Cards – cut apart cards and shuffle well. You will only need one set cards for 2 players. Directions: Shuffle cards and deal 5 cards to each team and place the rest of the deck face down in a pile. Teams order their 5 cards from greatest to least, then each team will draw 5 additional cards without looking at them. Once both teams have their cards, the game starts. The first team to add the 5 newly drawn cards to their order line up correctly wins that round. Return all cards to the deck and shuffle well. Repeat the process for two additional rounds. The team that wins two out of the three wins the game.

Classifying Numbers Materials: 2 Venn Loops or 1 large Venn diagram drawn on desk or chart paper Sorting Number Cards 1 deck of Classifying Numbers Labels Tokens or counters Instructional Procedures This game is designed for a small group that is facilitated by the teacher. Divide the small group into two teams. The teacher selects two card labels from the Classifying Number deck; one for each ring. The teacher then shuffles the Sorting Number Cards and deals 5 cards to each team. Teams lay out their cards face up in front of them. Team 1 will begin the play by selecting a number card and placing it within the Venn that matches the label(s) or outside the Venn. They must justify their selection. If Team 2 disagrees with the placement and explains why, they are able to steal Team 1’s token. Play continues until each team’s number cards have been placed. The team with the most tokens wins the game.

Off the Charts Materials: 100 chart 1 game piece per player 1 decahedra die Blank die (mark a + or – on each of the six faces) Off the Charts Recording Sheet Instructional Procedures: Player 1 and 2 will roll the decahedra die twice to determine their starting point on the game board (100 chart). On the third turn Player 1 will roll the decahedra die to move forward on the 100s chart, then he or she will roll the + or – die to see if they will add 10 or subtract 10 from the number they are on. They will record their move on their recording sheet as a number sentence. For example if their game piece is on 11 and they are to move plus 10 they would record 11 + 10 = 21 on their recording sheet. Then, Player 2 takes their turn rolling the decahedra die to move forward on the 100s chart and then rolling the + or – die to determine which way they will move their game piece ten. After each roll players will record their move on their recording sheet. This process is repeated until one of the players gets to or past 100.

Three Minute Pause Take 3 minutes to summarize or clarify with a partner or small group what mathematical skills this activity supports and how you might use it in your class.

Like Mine Materials: Like Mine Game Board Like Mine Cards 20 craft sticks labeled: Tens – Ones Shipping envelope Like Mine Recording Sheet Instructional Procedures: Shuffle Like Mine Cards and place the deck of cards face down. Players take turns. On each turn, take the top card from the deck and draw a craft stick from the envelope. Look for a number on the game board with the digit on the card that represents the place value on the craft stick. Mark out the number with an X. This number cannot be used again. For example, if your Like Mine card has the number 24 and you drew a craft stick that is labeled “ones” you would look for a number on the game board that has a 4 in the ones place. Record the number on the card you drew and the value of your craft stick on your recording sheet. Then, if you are able to mark out a number on the game board, record that number. Play continues for 8 rounds. The player with the most mark outs wins.

Make Ten Students will use playing cards to create sums of ten. Somewhat like solitary. Students will use a deck of cards with the tens, face cards, and jokers removed. They will shuffle the deck and place the top four cards on the Make Ten mat. Partner Pairs will try to create a sum of ten from two or more of the cards on the mat. Once they find a match they will record the cards used and then replace the vacant boxes with new cards. If a sum of ten does not present itself with the cards on the mat – students can reshuffle and lay four new cards out.

Fluency Swap Meet In your Math in Practice book use a sticky note to tag (3) activities you could use to build fluency with your kindergarten or first grade students. Please stand and gather (3) clean sticky notes and your book. Explain to participants that you will play music and while the music is playing they will walk about the room. When the music stops they will find three people that are within arms reach and form a group. In the group you will share one of the activities you found with your group members, then they will share one of theirs. Mark the activities with one of your sticky notes so that you will be able to find them later.

Activating Background Knowledge Activate the “aha” feeling we get after we learn something important. If students do not have the personal background to recognize a connection to the context, we must work to create the context. Research shows this is not a luxury to be considered only if time allows (Wormeli 2009), very little goes into long-term memory if it’s not attached to something already in storage. If we want students to move new ideas and skills into long-term memory – not merely to repeat it for a test and then forget it – then one of our best strategies is to create background knowledge (Sousa, 2001 pg.46).

Math Fables Materials: Sorting circles Unifix cubes Recording Sheet Allow students to practice decomposing the various combinations to make ten as they view the book Math Fables. Extension: Students will draw a card from the deck and use unifix cubes to create different combinations of that sum using two groups. They can check their work using the book.

Thinking Logs I really feel good about the way…. I wish I could….. The best part of this session was…