First Grade Math Lesson Plan

Week 20

1/19/2015 thru 1/23/2015

First Grade / Math
Performance Indicator / Concept / Key Understandings
Students will identify counting patterns to count to 120 forward and backward by ones, and forward by twos and fives. / Number Patterns 120 / How can knowing a counting pattern help you count forward and backward to 120? How can skip counting by twos and fives help to count objects in a set?
TEKS: 1.1C,D,F,G; 1.5A,B,C
Getting Ready for Instruction
Alignment of Resources:
Textbook Pages/Resources / Name of Resource / Name of Resource
Monday: No School / No School / No School
Tuesday: Lesson 10.1
Count Forward by Ones to 120
Sums of 10 Math Facts / Go Math Teacher’s Edition
Unit 3, Module 10 pg 363A / Go Math Student Edition (10.1)
RtI Tier 1 Lesson
Enrich
Grab-and-Go Centers Kits
Math on the Spot Video
Soar to Success Math
Wednesday: Lesson 10.2
Count Backward by Ones from 120
Sums of 10 Math Facts / Go Math Teacher’s Edition
Unit 3, Module 10 pg 369A / Student Edition (10.2)
RtI Tier 1 Lesson
Enrich
Grab-and-Go Centers
Math on the Spot Video (Online)
Soar to Success Math
Thursday: Lesson 10.3
Skip Count by Twos
Sums of 10 Math Facts / Go Math Teacher’s Edition
Unit 3, Module 10 pg 375A / Student Edition (10.3)
RtI Tier 1 Lesson
Enrich
Grab-and-Go Centers
Math on the Spot Video (Online)
Soar to Success Math
Friday: Lesson 10.4
Skip Count by Fives
Sums of 10 Math Facts Quiz / Go Math Teacher’s Edition
Unit 3, Module 10 pg 381A / Student Edition (10.4)
RtI Tier 1 Lesson
Enrich
Grab-and-Go Centers
Math on the Spot Video (Online)
Soar to Success Math
Homework Options:

1.  Sums of 10 Math Fact Practice Sheets (20 problems in 1 minute)

2.  Lesson 10.2: On page 373, complete problems 1 and 2 together, send the rest of front and back home for Homework.

CSCOPE LESSON Alternative Activity
Instructional Procedures / Notes for Teacher /
ENGAGE
Monday: No School
Tuesday: Invite students to tell you what they know about counting forward. How do numbers change when you count on? If you start on the number 12, what are the next 4 numbers counting forward? Have students model the lesson by using the counting chart.
Wednesday: Invite students to tell you what they know about counting backward. How can you use the terms less than or greater than to describe numbers when counting back? In which situations might someone count backward? Have students model the lesson by placing a counter on a 120-number chart and moving the counter to show the movements.
Thursday: Invite students to tell you what they know about counting. How can you find the total umber of items in a group? What can you tell me about patterns? You might have students work together to model making groups of two. Distribute groups of even numbers of counters. Have students work together to separate the group into smaller groups of two counters each.
Friday: Invite students to tell you what they know about skip counting by twos. Why do we call it skip counting? How do you skip count by twos to ten? You might have students model the lesson using counters. Give pairs of students a group of 25 counters, but do not tell them how many there are in the group. Have student work together to separate the counters into groups of 5. Have students count the number of groups they were able to make.
Sums of 10 Math Facts Quiz *DG / Use the Digital Lesson by accessing the Student e-Edition.
Materials:
MathBoard, Counting Chart (see eTeacher Resources), connecting cubes/counters
Vocabulary:
Skip count
EXPLORE
Monday: No School
Tuesday: Read a problem aloud. Direct students’ attention to the hundred chart on their page. What is the first number you see? What is the number right after 21? Is it less than or greater than 21? So will the unknown numbers be less than or greater than 21? What number will you write in the first square on the hundred chart? Count aloud with students from 1 to 21. Then have students fill in the numbers in the hundred chart. Discuss how each number in a hundred chart is one greater than the one before it.
Wednesday: Read a problem aloud. Direct the students’ attention to the chart on their page. What is the greatest number you see? What is the number right before 30? Is it less than or greater than 30? So will the unknown numbers be less than or greater than 10? What number will you write in the square to the left of 10? Count backward with students from 30 to 1. Then have students fill in the missing numbers in the chart. Discuss how each number is one less when counting backward.
Thursday: Read a problem aloud. Have students use connecting cubes to model the problem. How many connecting cubes do you need to model the problem? How will you group the connecting cubes to skip count by twos? What is the first number you start with when counting by twos? How many pairs of socks does Skylar have?
Friday: Read a problem aloud. Ask the following questions: How many fingers are there on one hand? What number comes first when skip counting by fives? How many fingers are there on ten hands? How many sets of 5 in 50?
Sums of 10 Math Facts Quiz *DG / Use Math Talk to focus on students’ understanding of counting forward and backward by ones, skip counting by twos.
EXPLAIN
Monday: No School
Tuesday: Have students look at the counting chart. Discuss how it is like a hundred chart. At what number does a hundred chart start? End? At what number does the counting chart start? End? Explain that the counting chart shows two more rows than a hundred chart. Tell students that once they count to 100, the counting sequence continues with 100 by using the digits 1 through 99. How is counting from 101 to 120 similar to counting from 1 to 20? Have students complete the exercises in the same way as in the model.
How can you use a counting chart to help you find the answer?
Wednesday: Work through the model with students. Have them trace the dashed numbers as they count backward. How do you know which number comes next when you count backward? Have students complete the exercises by counting backward from the given number.
Thursday: Work through the model with students. Explain that they will use skip counting by twos to count the acorns. How many acorns are in the first set? What number will you start with when counting by twos? What number comes next when skip counting by twos? How many acorns did you count? Encourage students to model each problem as they complete the exercises.
Friday: Work through the model with students. Explain that they will use skip counting by fives to count the candles. How many candles are in the first set? What number will you start with when counting by fives? What number comes next when skip counting by fives? How many candles did you count? Encourage students to model each problem as they complete the exercises.
Sums of 10 Math Facts Quiz *DG / Have the children complete the exercises on the MathBoard.
Use the checked exercises for a Quick Check to assess for Differentiated Instruction.
Have students compare and contrast the numerals 14 and 104. Point out that numbers in the hundreds have 3 digits.
Have student model the objects to be counted in sets of twos and explain that skip counting by twos is like counting on by two each time.
ELABORATE
Monday: No School
Tuesday: If students answered the checked exercises correctly, assign the exercises on page 365.
Wednesday: If the students answered the checked exercises correctly, assign the exercises on page 371. Students may have difficulty counting backward. Encourage them to locate the first number on their counting charts and work backward.
Thursday: If students answered the checked exercises correctly, assign the exercises on page 377.
Friday: If students answered the checked exercises, correctly, assign the exercises on page 383.
Sums of 10 Math Facts Quiz *DG / To extend thinking, ask this question: If you want to know what number is 4 more than 43, how an counting help you find out? If you want to know what number is 5 less than 68, how can counting backward help you find out?
EVALUATE
Monday: No School
Tuesday: Daily Assessment Task, pg 366. You may complete pgs 367/68 for extra practice.
Wednesday: Daily Assessment Task, pg 372. Complete Exercise 1 and 2 on pg 373 and assign the rest for Homework.
Thursday: Daily Assessment Task, pg 378. Complete pgs 379/80 for a Daily Grade
Friday: Daily Assessment Task, pg 384. You may complete pgs 385/86 for extra practice.
Sums of 10 Math Facts Quiz *DG / Daily Grades:
Math Fact Quiz (Friday)
Lesson 10.3 Homework and Practice (Thursday)
**Plans subject to change due to unforeseen changes in class schedules**

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