Math Expressions - Quick Reference
Unit 1 (Lessons 1-18)
Lesson 1 * / Title: Introduce Number and Counting RoutinesNeed: Anno’s Counting Book (big book)
Counting Parade poster
Giant number cards 1-5
Smartboard file for unit 1
Activity 1: See math in real-world pictures (20 min)
· Read and Discuss Anno’s Counting Book
· Discuss groups of items and written numbers in the book
Activity 2: Quick practice routines (30 min)
· Oral counting 1-10 (use Number Parade poster ; explain there will be student leaders eventually)
· Show fingers 1-10 (demonstrate use of fingers when counting
· Giant number cards 1-5 (arrange cards in order; count and point, while also showing correct number of fingers; flip cards over so only dots displayed and count again, having kids display correct number of fingers)
· Creative movement and sounds (use animal pics on smartboard file to facilitate activity; point to animal and have students make noise or movement for that animal to show number stated)
Formative Assessment: May want to have students count groups of objects
1-5; demonstrate counting twice to double check
Home Activity: See family letter (Student Activity Book – p.1-2)
Lesson 2 / Title: Relate Objects and Numbers Through 5
Need: Student activity book, p. 3-4
Giant number cards 1-5
Counting Mats, number tiles, square inch tiles
Smartboard file for unit 1
Activity 1: Introduce counting mat activities for 1-5 (45 min)
· Model how to set up counting mat (number tiles at top and square inch tiles at bottom) and have students do so
· Make a number – pull down a number tile (kids do as well) and then put same number of tiles underneath
· Relate the visual quantity to sounds and fingers (animals, clapping, etc)
· Practice visual imagery – have kids look at the tiles they have displayed, close eyes, visualize (2-3 times)
· Describe arrangements (in a row, a tower, touching on the sides)
· Change arrangements – make a different arrangement of same number asking “Do you still have the same number? Why?”
· Count tiles – touch and count, push and count
· See partners of a number (using colors of tiles) – ex. For 3, I see 1 red and 2 blue; it has 1 and 2 for partners
Formative Assessment: Ask to make group of items for a number said (1-5)
Lesson 3 / Title: Draw Scenes of 2 and 3
Need: Anno’s Counting Book (big book)
Student Activity Book p.5-6
Activity 1: Discuss groups in terms of number (15 min)
· Read and discuss Anno’s Counting Book again
· What do you notice is happening on each page? (1 more in each group)
· Which number name tells you the number of items in the group? (the last number I said)
Activity 2: Draw scenes with groups of 2 and 3 (20 min)
· Decide what to draw as a group – create scene idea
· Model drawing background for the scene and then groups of 2
· All students draw own scene with groups of 2
· Discuss as a group, then turn paper over to draw new scene with groups of 3 (may finish groups of 3 scene for homework?)
Formative Assessment: Ask kids to discuss scenes with groups of 3; how do they know they have drawn groups of 3?
Lesson 4 / Title: Counting and Cardinality 1-5
Need: Scenes of 3 (previous lesson)
Giant number cards 1-5
Counting mats, number tiles, square inch tiles
Smartboard file for unit 1
Activity 1: Discuss scenes for 2 and 3 (10 min)
· Discuss how everyone will be drawing new scenes to add to their books
· Will get to share their different scenes at some point
· “Construct a viable argument” – How many ___ are in the scene? Let’s count together. There are 2 (or 3) ______.
· Make sure to discuss that position or size doesn’t matter/change how many
Activity 2: Counting Mat Activities for 1-5 (35 min)
· Focus: Look for structure in numbers
· Do this using the counting mat activity done in lesson2
Activity 3: Learning numbers through rhymes (5 min)
· Learn the rhyme “One, Two, Buckle My Shoe” – is on smartboard file
Formative Assessment: Ask kids to show a group of 4 tiles. Have them move tiles to make group look different. Do they still have 4?
Lesson 5 / Title: Counting and Cardinality Through 5
Need: Student Activity Book p. 3-4
Giant number cards 1-5
Counting mats, number tiles, square inch tiles
Smartboard file for unit 1
Activity 1: Counting mat activities for 1-5 (30 min)
· Focus: Look for structure in numbers
· Do this using the counting mat activity done in lesson 2
Activity 2: Draw scenes with groups of 4 and 5 (20 min)
· Decide what to draw as a group – create scene idea
· Model drawing background for the scene and then groups of 4
· All students draw own scene with groups of 4
· Discuss as a group, then turn paper over to draw new scene with groups of 5 (may finish groups of 5 scene for homework?)
Formative Assessment: Ask kids to draw a group of 4 items and then a different group of 4 items. Do they have the same number of items? How do you know?
Home Activity: Draw a scene with groups of 5
Lesson 6 / Title: Scenes and Visual Imagery
Need: Student Activity Book p. 7-8
Scenes from lessons 3 and 5
Puzzled Penguin puzzle
Activity 1: Discuss scenes for 4 and 5 (20 min)
· Share scenes with one another, explaining how they know they have that number of items in a group
· Discuss 0 with the kids – What do you know about 0? Is there a hippo in this scene? If not, we say there are zero hippos in the scene.
· Create visual images in head of different groups of items
Activity 2: Drawing and counting objects (20 min)
· Distribute activity books, page 7; relate to scenes kids have been drawing
· Discuss how to draw quick math pictures
· Introduce Puzzled Penguin. He really loves math, but sometimes he makes mistakes. Sometimes we will look at PP’s work to see if he’s made a mistake and to help him understand
· Student handbook p. 8 (do PP problem first, then rest on own)
Formative Assessment: Point to a box on p. 7 and ask how many are drawn there. Ask them to confirm number by counting objects.
Lesson 7 / Title: Introduce Adding and Subtracting
Need: Counting mats, number tiles 1-5, square-inch tiles
Activity 1: Counting mat activities and intro to adding and subtracting (30 min)
· Begin with the counting mat activity done in lesson 2
· Add step 9 – adding and subtracting
· Who knows what addition is? Let’s learn together by adding with our squares. Put 2 red squares. Now put out 1 blue square. Now we have 3 squares. We say addition like this – two and one are three
· Now pretend squares are birds (do a chirp for each tile)
· Continue on with other animal sounds or movements (totals less than or equal to 5)
· Move to subtracting - Who knows what subtracting or taking away is? It means taking numbers apart, like 2 take away 1 is 1. We have a number and we take part of it away.
· Let’s learn together by subtracting with our squares. Put 3 red squares. Now take away 1 square. We have 2 squares left. We say subtraction like this – three take away two is one.
· Practice with animal sounds, clapping
Activity 2: Learning numbers through rhymes (5 min)
· Review “One, Two, Buckle My Shoe”
Formative Assessment: Ask kids to use the square-inch tiles to show adding 3 and 1. Have use sounds to demonstrate the problem.
Home Activity: Add with drum beats
Lesson 8 * / Title: Identify Circles
Need: Student Activity Book p. 9-12 (includes circles)
2 colored counters
Activity 1: Describe circles (20 min)
· Break students into groups of 2 – give set of circles to each group (page in activity book)
· Draw circle on board – Does anyone know the name of this shape?
· Explain circles are flat and round
· Draw straight line on board – Circles do not have straight edges
· Discuss how circles are a flat shape; show objects that are no flat to compare
· Go on a circle hunt around the classroom
· Use positional words to describe items found (The clock above the lockers is a circle.)
Activity 2: Draw circles (20 min)
· Use Student Activity Book p.11-12
· Are these the same shape? Name? How are these circles the same? Different? What makes them circles? (round, flat) Draw a circle in the air.
· Do activity pages and discuss as a group or in small groups
Activity 3: Add and subtract (30 min)
· Check for understanding of what addition means – group discussion
· Use 2 color counters (give to all students) – Let’s add with our circles
· Do several problems together using counters, using terminology “__ and __ are __” (through 5)
· Use animal sounds to illustrate problems (2 cows “moo-moo” and 1 cow “moo” are 3 cows “moo-moo-moo”)
· Check for understanding of what subtraction means, using same activities (2 color counters/animal sounds (through 5)
· Remember focus is to 5, but extend as needed for the group
Formative Assessment: Ask kids to describe a circle and how circles can be the same and different
Home Activity: Make a picture using circles (cut out)
Lesson 9 / Title: Introduce Comparing
Need: Student Activity Book p. 13 (includes comparing mat)
Number tiles (1-5), counting mats, square-inch tiles
Activity 1: Counting mat activities for numbers 1-5 and comparing (45 min)
· Give kids counting mat, 10 square-inch tiles, number tiles 1-5
· Counting mat activities:
o set up mat
o make a number
o relate visual quantity to fingers, sounds, motions
o practice visual imagery
o describe arrangements
o change arrangements
o copy the arrangement of another person
o see the partners of a number
o use sounds to add and subtract
· Give a comparing mat to everyone (fold in half so only one side viewed at a time)
o Discuss comparing mat – helps us to see info; we can read them quickly to compare things
o Turn mat so see letter A at bottom (vertical mat); What do you notice about it? What does it remind you of?
o Today we are going to compare the numbers 2 and 5 using this mat; pull down your number tiles for 2 and 5 and place them above the towers (model)
o Demonstrate how to show the number 2 using square-inch tiles with blue dots; notice how the number next to the last tile placed is the same as our number tile (2)
o Guide them in the same way to build the number 5 with red tiles (dots up)
o How can we check to make sure we built the correct number? Which tower is taller? Which number is more? Which is shorter? Which number is less? How do you know? Think of a title for the display on the mat (Number of Tiles)
o Now do the same with the horizontal comparing mat (use same numbers)
o Use vocab longer and shorter for comparing
Formative Assessment: Have students use comparing mats and materials to show and compare 1 and 3. Have them explain their displays in their own words.
Home Activity: Draw a scene with groups of 1-5
Lesson 10 * / Title: Identify Squares and Rectangles
Need: Student Activity Book p. 15-18 (includes squares and rectangles)
Circles, comparing mat, square-inch tiles, construction paper
Activity 1: Attributes of rectangles (15 min)
· Hold up rectangular piece of paper
o Does anyone know the name of this shape?
o Run finger across one side – This is called a side. How many sides does a rectangle have?
o Point to a corner – This is called a corner. How many corners does a rectangle have?
o Use objects around the room to demonstrate understanding of vocabulary side and corner
· Compare sides:
o Give each child a piece of paper
o Discuss what shape, how many sides, how many corners
o Fold paper (hamburger style) to see if opposite side are exactly the same; unfold and try the other way (hot dog)
· Recap what have learned about rectangles – opposite sides same length, 4 sides, 4 corners, still stay same shape even when moved/turned
Activity 2: Attributes of squares (15 min)
· Hold up square piece of paper
o Does anyone know the name of this shape?
o Run finger across one side - How many sides does a square have?
o Point to a corner – How many corners does a square have?
o How is a square different than a rectangle? (all sides are always the same length)
o Go on a hunt around the room for items that are square. Have kids use position words to describe what they found. Point out the differences in different squares found (color, size)
o Discuss how a square is a special rectangle and that all square are rectangles. Also explain that not all rectangles are squares.
· Compare sides:
o Give each pair a square piece of paper
o Fold top to bottom and then side to side to compare how sides are the same
o Then unfold and demonstrate how to fold on the diagonal to see if adjacent sides are also the same length
· Recap what have learned about squares – all sides same length or equal, 4 sides, 4 corners, is a special kind of rectangle; can be different sizes or colors too
Activity 3: Classify shapes (30 min)
· Give each pair a set of 7 rectangles, 4 circles, the comparing mat and square-inch tiles
· Display rectangle, square and circle and discuss attributes; talk about all of them being flat shapes
· Explain they will be sorting shapes, making 2 groups – Circles and Not Circles