Friday, November 18, 2011

Unit 6- Measurement

These cute activities all created by Kristen Walsky go along with Unit 6 in a festive way! The peppermints "measure-mints" can also go along with the activity.  Have students take turns tracing themselves on brown paper ( can design as gingerbread boys or girls) and then estimating and measuring their height with the peppermints.  You can also enlarge or reduce the size of the mints to further extend the activity.  I am thinking of even giving each group different size mints and then discussing the results. 

Peppermints.pdf -

This next activity is a holiday activity that practices math facts.  You can never practice math facts enough in first grade.

This is the recording sheet for the math fact activity:

Here is a skip counting/number pattern practice sheet: These would go with unit 7 (patterns), but I wanted to get them to you earlier since the month of December goes by so fast.

More holiday skip counting practice-



Thursday, November 17, 2011

Assessment, Assessment, Assessment!!

Sorry I did not get this posted last week, but three sick kids wore me out!

I made this assessment cheat sheet that may help you when it comes time to mark the report card.  This is just a draft so there may be changes for next marking period.  The left side of the table lists the report card comments and the right side contains the suggestions.  Please give me feedback! 


Solves problems using multiple strategies
*Not only assessed through CGI or problem solving. Most MTB assessments will have one or more of the mathematical processes areas marked. Check the assessment grid on the P:drive (elementary math folder)
*When discussing lessons or DPP’s as a whole group can students give you another way (strategy) to solve a problem.
Understands mathematical concepts: models the action or relationships in problems
*When students learn a concept can they transfer that knowledge to a new concept?  (ex. Hidden pockets to change unknown)
Communicates solutions through pictures, words, actions, or numbers.
*Can you students explain their thinking to you when asked? 
*Can they show their work on paper using pictures so you can understand their thinking without any question?
Demonstrates counting skills, including skip counting to 100
*skip counting to 100 by 1’s, 2’s, 5’s, and 10’s at least to 100.  If they are meeting all four areas they will score a 3.  You only need to assess students that are not proficient in those four areas.  If they only can count to 59 then have them start at 50 to begin counting.
Represents and writes numbers to 100
*Can assess whole group for this assessment.  I do not give a three if there are any number reversals.  If they can go to 100 then start at 101. 
Recognizes and orders numbers to 100, out of sequence
*I am making two QUICK whole group assessments that will fit in this standard.  I will also create a rubric to go with them.
*One will be a cut and glue assessment to put numbers out of sequence in order of least to greatest.
Solves addition problems using strategies (counting on, doubles +1)
*I am also creating a QUICK one on one assessment for you to see how your students solve addition problems.  They will solve after rolling two dice.  A checklist will be included along with a rubric.
Solves subtraction problems using strategies (counting back, backwards skip counting)
*See above when solving addition.
*this area not graded first trimester
Represents addition and subtraction problems with number sentences.
*Can use this with the addition problems where students record the number sentence after rolling two dice.
Identifies the attributes of 2-D and 3-D shapes
*The shape interview should have been done during unit 2 after the shape unit so this should be completed already.  You can double check the shape ID on those missed after unit 2.
*3-D shapes are not assessed until third trimester so a score of 3 should not be given. (I know!, but it should be changed with the next report card)
Demonstrates calendar skills
*This is a lengthy one!  I usually plan on assessing 2-3 each day during the whole month of November, February, and May. If students score a three then you do not need to assess them again because they are meeting the standard.
Uses non-standard units to measure length, area, and volume
*Not assessed first trimester

Creates, records, and interprets data in tables and graphs
*Could be assessed first trimester if you chose to do the data table, graph, and discussion independently instead of as a group.  Otherwise assess second and third trimester.
Copies, extends, describes, and creates simple geometric and number patterns.
*Not assessed first trimester
*Don’t forget number patterns!!  I will create a number pattern assessment and rubric for you to use for second trimester.

Thursday, November 3, 2011

Check This Out!

Hello Again!

I got the opportunity to go to the Math AddVantageMR class this past week and saw the best idea!  All you need are shoestrings, pony beads, brass rings, and some time to make them.  These laces have 100 beads on them in groups of ten of two alternating colors.  You can work on adding groups of ten, counting tens and leftovers (ones), and recognizing groups of five with these laces.  Here is a picture of the items you need.

I went to The Dollar Store and paid $2.00 for 2 packs of 8 pair (32 total laces).  They are of different lengths, but for $2 I can live with it.  For the beads I went to Walmart and bought the 2300 piece pack that has three different tints of each color.  Binder rings are at Walmart also.

Here is a picture of the final product:  The strings are in a line rather than tied in a circle. I just wanted to fit it all in one picture.

Tie a brass ring at the end the shoestring.  Each color bead you choose will need to have 5 of one tint of a color and five of another tint of that same color to make 10.  Then do the same with another color.  Once you get to 100 then tie the other brass ring on the loose end.

I thought I would try these in place of the 100 links needed in Unit 6.  Other quick activities would be to play a "show me" game where I pick a number and then can see if they are counting tens or ones.  Please share any other activities you use with these if you choose to make them. 

Tuesday, November 1, 2011

Unit 5 MTB Extension Activities

Oh my!  I am so sorry that the activities I originally sent for Unit 5 did not work.  Hopefully these activities are better.  I linked a web address that worked many times when I tried.  The directions are on the activities.  This link has four different activities that work on place value.  I did not have these activities originally, but once I got to my tenth attempt to link them unsuccessfully I gave up.  Just click on the link and it should come right up.

place_valuegame 2.pdf

10s Go Fish - This game is played just like "Go Fish." Instead of asking for a card to match your card, you have to ask for a card that would add with one of your cards to make a sum of 10. I introduced the game with out class 4th Grade buddies, but it was still really difficult. So I made up this little cheat sheet to show that combos that make 10. I laminated them to use again and again. 

Click here for the 10s Go Fish Cheat Sheet.

Race to Ten - This game needs the add or subtract spinner. The kids roll a die and spin the spinner. They add or subtract that many cubes to their board. They try to get exactly 10 cubes on the board. If they go over 10 they take a second board. (I tell them no more than 2 boards.)

Here are the number sense activities that I have for this week:

Race to Trace Addition -  Race to Trace is where the kids have to use 2 dice and add them up. If you want to kids to work on "counting on" use 1 numeral die and 1 dot die. Have them say the numeral first and then add on the dots.

Race to 20 or Race to 50 - The kids play these games using seasonal candies or any other object. You can do "Race to 20" early in the year and then move to "Race to 50" after January. The kids roll 1 die, count out that many candies in a pile and then add them to the board saying the numbers as they place them in the square.