Math Numbers Grade 1 Lessons

Grade 1
Numbers
Math
Title: Estimation
Date: Day 1 (Monday, October 5, 2015)
Year Level: Grade 1-2
Overall Time Frame: 1 hour
Big Idea: Numbers are all around us and are essential to mathematics.
Integration with Other Subjects: Art, LA (read aloud)
Anticipated Challenges:

- Students may play with the food. Set up clear expectations for the cereal before
handing it out.

- have pre-organized baggies of materials for the students to use to avoid fights for
materials.

- There will be transitions within the lesson. Ensure that you clearly set out the
expectation prior to moveing.
Diverse Learner Needs:

Low: Use colour coded
sheets to distinguish
between grade groups.
Medium: Have pre-organized

sheets for students to fill
out, complete with photos of
the cereals they are using.
High: Allow students to move

around the objects they are
counting so that they are more
easily able to manipulate them.
Medium: Repeat movements/

transition if students do not
adhere to the expectations
that are set out. Repeat as
many times as necessary.
High: Have them stay after

class and discuss the decisions
made and if they were good
ones. Inform them that if the
behaviour is not corrected,
mentor teacher or principal will
be included.
Behaviour Modifications:

Low: Clearly explain the
expectations for movement
and how to complete the
project prior to beginning.
Key Learning Goal(s) / Criteria:

- For students to understand the basics of how to estimate.

- I can estimate the amount of objects in a given set.

- I can compare two sets of numbers.
Specific Learning Outcomes/Learning Strategy: Think-Pair-Share

Grade 1:

- Estimate quantities to 10 by using referents (O6)

- Compare sets containing up to 20 elements. (O5)

Grade 2:

- Estimate quantities to 100 by using referents (O6)
- Compare and order numbers up to 100. (O5)
Grade 1
Numbers
Math
Resources and Materials:

- Object Lessons: Teaching Math Through the Visual Arts, K-5, Holtzman & Susholtz (p.
31, 183)

- Missing Math: A Number Mystery; Leedy

- pixabay.com

- 2-3 Baggies with various items in them (with 20 or fewer items)

- Mini-whiteboards for each student with a 100-chart on it.

- Sample page with 10 pieces of each cereal glued together to give students a referent
to use while estimating the material they may need.

- Cereal (Cheerios, Froot Loops, Chex, Honeycomb, Lucky Charms

- Construction paper in sizes 9x12 (g 2s) and 9x6(g 1s) in blue, brown, green and black.

- Pictures of landscapes, city-scapes, and sea-scapes.

- Handout to record estimations. (green paper)

- Anecdotal assessment sheet.

- Students: pencil
Relevant Background Knowledge to Teach Lesson:

- Teacher: Whats a referent? (refer to previous knowledge)

- Students: Understanding of how to count.
Assessment:

- What success looks like: have a sample of what 10 of each cereal type looks like.

- Self reflection; have students reflect with how well they estimated during activities.

- Formative assessment: walk around the room as the students are completing their
artwork. Have them tell you how/why they estimated the amount of materials they
would need. (this is the first class they will have on this topic, this feedback will
allow you to see where there are going into the concept.)
Lesson:

Introduction: (10 minutes)

- Gather the students at the back reading corner. Remind students how we transition to
the carpet and go through the expectations. If the student do not follow the
expectations, have them return to their seats and try it again.

- Begin by asking students Where do we see numbers? And have the students consider
this question as you read the book, Missing Math: A Number Mystery, written by Loreen
Leedy. (There will be many examples where we see numbers in the book for students to
think about.)

- As you read the book, point out some of the pictures and ask students what they see
that involves numbers.

- After you have read the book, ask students what are some things that require numbers.
(sports, math, street names, puzzles, clocks, money, recipes, etc.)

- After a discussion on numbers, turn back to the page with the calendar and estimation.
Point out that estimating is making a good guess. Ask students how they would be able
to make a good guess about what month/day it is?
Grade 1
Numbers
Math
- Bring out the baggies of items and have students make an estimate as to how many they
think are in the bag. Have them record their estimates on their mini-whiteboard by
circling the number they think is in the baggie.

- Count the number of items in the baggie and have the students do a self-reflection
about how close their estimations were.

- Repeat this for the other baggies. Encourage the students to use the previous baggies
as a referent to help them estimate the amounts in the new baggies. Ask students if
they think there are more or less in the baggies than the last one.

- Have the students do a Think-Pair-Share with the person sitting next to them and
explain why/how they estimated the number of objects.

- Have students return to their seats.

Lesson: (45 minutes)

- After the students have returned to their seats, write the words Skyscape, Cityscape
and Landscape on the whiteboard. Have the students see what smaller words they could
see in the bigger word. (sky, city, land).

- Show students pictures of skyscapes, cityscapes and landscapes on the smart board.
Have the students point out things that they see in the photos. Record their observation
on the whiteboard under the appropriate heading.

- Once you have gone through all of the photos, explain that the students will be creating
their own -scapes. Have the students choose some of the objects that they
brainstormed for the type of -scape they want to create. They will have to draw these
objects onto construction paper, then estimate how many cereal pieces they will need to
cover their objects/picture.

- Grade 1s choose 2 objects, Grade 2s choose 3.

- Handout construction paper for each students (grade 1s get the smaller sheet as they
dont estimate to the same amount), and their estimating planning sheet. Have students
draw their objects on their page, large enough that they take up a good portion of
their -scape.

- After drawing their pictures, students will use your sample with the sets of 10 of each
cereal type to estimate how many pieces of cereal they will need to cover their
picture/objects.

- Once students have drawn their objects onto their sheet and estimated how many pieces
of cereal they will need to cover their photo/objects, they are to show you their picture
and estimation sheet and you will hand them their cereal supplies.

- Students will arrange the cereal onto their sheet to cover their picture/objects. Once
they have filled in their page, they will raise their hands and you will go around and
take photos of their creations. By not glueing the pieces down, the students will be able
to manipulate them making it easier to count how many of each type of cereal they
used.

- After you take a picture of their creations, have the students count how many cereal
pieces they actually used to cover their photo and write this number in the correct
place on the planning sheet.

- Have discussions with the students as they are filling out their planning sheets to see
how they choose their estimations as well as how they determined how many pieces
they used all together.
Grade 1
Numbers
Math
Closure:

- Self reflection; have students reflect with how well they estimated how many cereal
pieces they would need to complete their picture.
Reflections and Next Steps:
Grade 1
Numbers
Math
Title: The Number 6; Subitize

Date: Day 2 (Tuesday, October 6, 2015)
Year Level: Grade 1
Overall Time Frame: 30 minutes
Integration with Other Subjects: LA (Read Aloud)

- Have pre-organized baggies of materials for the students to use to avoid fights for
materials.

expectation prior to moving.





be included.


- For students to understand what 6 is, how to show 6 (counters/blocks/etc), write it,
and find examples of 6 in the classroom and their life.

- I can show and describe numbers to 10.

- I can recognize numbers at a glance.

- I can tell the number that is one or two more or less than another number.
Specific Learning Outcomes/Learning Strategy:

- Represent and describe numbers to 20, concretely, pictorially and symbolically. (O4)

- Subitize (recognize at a glance) and name familiar arrangements of 1 to 10 objects or
dots.

- Demonstrate the number, up to 20, that is: 1 more, 2 more, 1 less, 2 less. (O8) Learning
Strategy:
Grade 1
Numbers
Math

- Math Success, Grade 1; Jean Roberts

- 1-6 Flashcards (Number and dots)

- One Wide Side: A Bedtime Lullaby; Deborah Wiles

- Counters, blocks

- Mini-whiteboards with guide lines

- Numeral 6 cards and = cards.

- Worksheet

- Game Materials

- Teacher: Understand what Subitize is.

- Students: Counting the numbers before 6.
Assessment:

- I can recognize six in my life.

- Gather Evidence: Worksheet, observations, conversations (record notes where
applicable), Exit Slip (Create something)

- Teacher Feedback: Encourage students are they are working. Congratulate students on
finding the sets of 6 in the classroom.
Lesson:

** Grade 2s will be finishing the estimation worksheet for their cereal-scape during this
portion of the class. Once they finish, they may practice a math game they have
already learned.

- Prior to class: ensure that there are at least some sets of 6 items around the room;
-
(books, pencils, etc.)

Review topics weve already discussed; (counting to 20, skip counting by 2s to 10,
formation of numbers 1-5, comparing numbers)

Read: One Wide Side: A Bedtime Lullaby by Deborah Wiles. Stop at each page and
encourage a different student to count the objects on the page.

After reading, tell students that we will be talking about the number 6. Hand out
Number Bags and encourage students to play with the items in the bag. Have them
share what they discover in the bags and how it is connected to the number 6.

Encourage students to do a walk around the class and find sets of 6. Remind them
before they begin moving that they need to use quiet voices and steps since the grade
2s are busy working on other things. Give students a couple of minutes to wander the
classroom looking for 6 either the number or sets.

Gather the students back at the back corner and have them share some of the
examples of 6 that they found.

Have students think about where in they life they see the number 6. (pets, house/street
number, cousins, etc) (record these connections to use a reference for the book)

Song: I can sing a song six!

Show students the flashcard for sets of 6.

Practice clapping 6, clap 5, then pause and clap one more.
Grade 1
Numbers
Math
- Give each student 6 counters. Have them arrange them like our flashcard.

- Show the students the number six and explain how to create it. Have the students write
the 6 with their fingers in the air. They can trace 6 on the floor

- Have students pair up with their neighbour and hand out a handful of blocks to each
pair with an 6 card and = card.

- Have students work together to make equations with the blocks and numeral cards.
-
Ensure that you remind both students to count the number of blocks before making it
equal 6.

Explain the Number 6 worksheet and have students begin to work on it. We will work on
this worksheet together.

Explain and demonstrate the game that the children will be playing once they complete
the math estimation worksheet. Remind students what games expectations are.

- Roll and Cover: Student are given a game board and a D6. Students roll the die and
cover what ever number shows on their die. Try to cover all of the numbers. Students
may colour their game board when they are done.

Once finished the lesson, the students may return to their desk and continue to work on
the cereal-scape estimations from the previous day.

If any student seems unsure during the lesson, coach them more one-on-one (or in small
groups) during the remaining class time. If class is over, take them aside briefly during
recess to talk about the concepts and help them then. Be sure not to take their entire
recess, as the students still need fresh air and to run around.
Closure:

- Encourage students to think of how they can connect 6 to their life. Send home a
note with parents to help their child connect 6 to their life, give an example from
your own life.

- Create Something: Hand out colour-coded pages to the students and have them put
their name on it. Taking the pages somewhere in the back of the room, have students
create 6 with counters/blocks/etc. Look at their creations during recess.
Grade 1
Numbers
Math

Date: Day 3 (Wednesday, October 7, 2015)
Year Level: Grade 1

materials.






be included.







dots.

- Demonstrate the number, up to 20, that is: 1 more, 2 more, 1 less, 2 less. (O8)

Learning Strategy:
Grade 1
Numbers
Math


- Seven Blind Mice; Ed Young


- Counters, blocks



- Worksheet

- Game Materials


Assessment:

- I can see 7 in my life.

applicable), Exit Slip (Snowball)


- Peer Feedback: Students will discuss creations of 7 with their peers.
Lesson:

** Grade 2s will be finishing worksheet from the previous day or playing a math game
related to yesterdays learning.

-

formation of numbers 1-6, comparing numbers, talk about the previous days closure and
have students tell you ways they found to connect 6 to their life)

Read: Seven Blind Mice by Ed Young. Have the students practice counting to 7 for each
page. Before you turn each page, have the students make a prediction about what the
mice have found. Avoid showing the students the pictures which more clearly show that
it is an elephant; only how the coloured pages with the mices predictions.

share what they discover in the bags and how it is connected to the number 7. If there
is enough for every student, have each student share one thing from the bag and
explain how it shows us 7.


Gather the students at the back corner and have them share some of the examples of 7
that they found.
Grade 1
Numbers
Math
- Have students think about where in they life they see the number 7. (pets, house/street
-
number, cousins, etc; Heloise, Lincoln 7 letters in their name) (record these connections
to use a reference for the book)

Show the students the number seven and explain how to create it. Have the students
write the 7 with their fingers in the air. They can trace 7 on the floor

Pass out mini-whiteboards with printing guide lines. Have them practice writing 7 on
their whiteboard.

the math worksheet. Remind students what games expectations are.

- Spin and Cover: Student are given a game board and a spinner with a paperclip.
Students use the paperclip and a pencil to make the arrow of their spinner. Students
cover cover whatever number shows on their spinner. Try to cover all of the numbers.
Students may colour their game board when they are done.

Explain the Number 7 worksheet and have students begin to work on it. Students will
continue to work on this for the rest of class. Once this sheet is completed they will be
able to play the game.

Closure:

your own life.

- Snowball Assessment: Hand out slips of colour-coded paper and have students draw
pictures of 7 objects and write their name. Have them crumple up the paper and toss
it in the air. Students will collect another paper from their grade-mate and see if the
answer is correct. Discuss with the creator why if the answer is wrong if it is.
Grade 1
Numbers
Math

Date: Day 4 (Thursday, October 8, 2015)
Year Level: Grade 1

materials.






be included.







dots.

Strategy:
Grade 1
Numbers
Math


- 8: An Animal Alphabet; Elisha Cooper


- Counters, Blocks



- Worksheet

- Game Materials


Assessment:

- I can find 8 in my life.

applicable), Exit Slip

Lesson:



- Review topics weve already discussed; (counting to 20, skip counting by 2s to 10,
-

Read: 8: An Animal Alphabet by Elisha Cooper. Explain to students that on every page
there are 8 of a certain type of animal. Have the students try to find the 8 of each
animal on each page.




Grade 1
Numbers
Math
- Show the students the number 8 and explain how to create it. Have the students write

- Pass out mini-whiteboards with printing guide lines. Have them practice writing 8 on
their whiteboard.

- Explain and demonstrate the game that the children will be playing once they complete

- Build a Turkey: Hand out mini-whiteboard, a marker and a D8. The students will create
turkeys using their dice. Each die roll allows them to draw another part of their
turkey. Students can only draw a part if they roll the correct number. For the items
the you need more than 1 (wing, eye, etc) students will need to roll that number
multiple times.

- 1: Head, 2: Wing (x2), 3: Eye (x2), 4: Beak, 5: Wattle, 6: Leg (x2), 7: Tail Feather (x8),
8: Neck

- Explain the Number 8 worksheet and have students begin to work on it. Students will

- If any student seems unsure during the lesson, coach them more one-on-one (or in small
Closure:

your own life.

- Exit slip: Hand out slips of paper with various groupings of objects. Have students
circle the set/s of 8.
Grade 1
Numbers
Math

Date: Day 5 (Friday, October 9, 2015)
Year Level: Grade 1

materials.






be included.







dots.


Learning Strategy:
Grade 1
Numbers
Math


- Hide and Seek; Janet Wong


- Counters, blocks



- Worksheet


Assessment:




- Peer Feedback: discussions between classmates on the sets of nine that they created.
Lesson:



-

Read: Hide and Seek by Janet Wong. This book doesnt explicitly point out that the
pages shows the number, have the students find the number through the objects on the
page.



Grade 1
Numbers
Math
- Show the students the number 9 and explain how to create it. Have the students write

- Pass out mini-whiteboards with printing guide lines. Have them practice writing 9 on
their whiteboard.


- Tenzi: Students are each given 9 dice. The object of the game is to have all of the
dice say the same number. Students can make their first roll then see what number
they have the most of and choose to try to roll 9 of that number. Students are
allowed to change their number throughout the game if they change their mind.
Students may work with partners and see who can get 9 numbers that are the same
first.


Closure:

your own life.

- Exit Slip: Have students draw sets of 9 items on a piece of paper. Share their sets
with their neighbours and have students have discussion on why they are a set or
nine or why they are not.
___________

Grade 1
Numbers
Math

Year Level: Grade 1

materials.






be included.







dots.

Strategy:
Grade 1
Numbers
Math


- Annos Counting Book; Mitsumasa Anno


- Counters, blocks



- Worksheet


Assessment:


applicable), Exit Slip (Chalkboard Splash)

Lesson:


-


Read: Annos Counting Book by Mitsumasa Anno. This is a wordless book. Have the
students count the number of objects on each page. Ask the students what different
sets of numbers they can find. End the book on 10.

Number Bags and encourage students to play with the items in the bag. Have them pair
up with their neighbour and share what they discover in the bags and how it is
connected to the number 10.

Have students think about where in they life they see the number 10. (pets, house/
street number, cousins, etc) (record these connections for reference to making the book)

Show the students the number 10 and explain how to create it. Have the students write

Pass out mini-whiteboards with printing guide lines. Have them practice writing 10 on
their whiteboard.
Grade 1
Numbers
Math

- Roll and Colour Number Grid: Hand students a grid with the numbers 1 to 10 randomly
dispersed on it and a D10. Students roll the dice. Whatever number they land on,
they count that many squares of that number and colour them in the appropriate
colour. For example, if students roll a 7, the find seven squares with the number 7 in it
and colour all 7 black.

- Explain the worksheet and have students begin to work on it. Students will continue to
work on this for the rest of class. Once this sheet is completed they will be able to play
the game.

Closure:

your own life.

- Have numerous students show 10 on the whiteboard at the same time either
symbolically or pictorially.
Grade 1
Numbers
Math
Title: Connections with Numbers Book

Overall Time Frame: 1 Hour
Integration with Other Subjects: Art, LA

materials.






be included.


- Students will be able to make connections to numbers in their own personal life.

Grade 1:

- I understand how to count sets.

- I can print letters clearly using lines as a guide.

- I use appropriate spacing between letters and words.

- I write using capitals, including the pronoun I, and periods.

Grade 2:

- I can tell the position of objects.

- I can write using my own ideas and others.

- I can assess gathered information and determine what to use.

- I write using complete sentences, proper size and spacing, capital letters and
punctuations.
Grade 1
Numbers
Math

Grade 1:

- Demonstrate an understanding of counting by: last number = how many, each set has
only 1 count, using parts or equal groups to count set. (O3)

- Math Competency: Connections

- LA: Generate and contribute ideas for individual or group oral, print and other media
texts

- LA: Print letters legibly from left to right, using lines on a page as a guide

- LA: Use appropriate spacing between letters in words and between words in sentences

- LA: Write simple statements, demonstrating awareness of capital letters and periods

- LA: Capitalize the first letter of names and the pronoun I in own writing

Grade 2:

- Describe order or relative position, using ordinal numbers, up to tenth.

- Math competency: Connections

- LA: use own and respond to others ideas to create oral, print and other media texts

- LA: examine gathered information to decide what information to share or omit

- LA: print legibly and efficiently, forming letters of consistent size and shape, and
spacing words appropriately

- LA: write complete sentences, using capital letters and periods

Learning Strategy:

- Emilys First 100 Days of School; Rosemary Wells

- Sample book of task; Connections to your own life.

- Writing handouts

- Previous connections students had made

- Small square of paper for students to decorate when complete

- Teacher: Have a book ready to show students the expectations of the assignment

- Students: How to connect numbers to our lives; examples of previous connections.
Assessment:

Grade 1:

- I can count and recognize numbers in my own life (O3, Competency: connections)

- I can use appropriate spacing between letters in words and between words in
sentence.

- I can write using capitals and periods.

- I know to capitalize the pronoun I.

Grade 2:

- I can recognize ordinal numbers in my own life. (O3, Competency: connections)

- I can use gathered information to create ideas. (LA:

- I can print with consistent size, shape and spacing. (LA:

- I can write in complete sentences using capital letters and periods. (LA:

Assessment will be of created book page based on rubric of the above outcomes.
Grade 1
Numbers
Math
Lesson:

- Review: skip counting (by 2s, 5s and 10s), numbers 1-10, ordinals numbers

- Read: Emilys First 100 Days of School by Rosemary Wells. Show students the book.
Students would have already heard the book during the first couple days of school.
Have the students pay attention to the connections that Emily makes to the days of
school and other numbers around her as you read. Do not really the entire book, it will
be suffice to only read up to the number 10.

- Explain to the class that you will be creating a class books together for each of the
grades. Their books will be about connecting numbers to our lives just like Emily did.

- Explain that the grade 1s will be connecting numbers to their lives and the grade 2s
will be connecting ordinals.

- Remind students that theyve already done this during their math classes during the
last couple of weeks by connecting the number we were learning about to their lives,
and that some of their parents even helped them.

- Show students a copy of a book you created about your life using connections to
numbers and ordinal numbers that you found. Before you begin reading, encourage the
students to think about what you connected your life to.

- Read both copies of the books. Have the students brainstorm different areas that we
can connect numbers to our lives. (grandparents, siblings, cousins, house number, street
number, counting objects in house, etc.) Write their suggestions on the SmartBoard.

- If the students are having trouble thinking of ways that they can connect the numbers
to their lives, point out the different comparisons you made in your book. Also have them
think about the connections that they already made to the numbers.

- After you have brainstormed various areas that we can connect the numbers to our
lives, show the Assessment Task outline on the SmartBoard so the students know what is
expected of them in the project. Read through both projects for the students.

- To chose numbers, write the numbers from 1-10 and 1st-10th on the board. Draw
students popsicle sticks and allow them to choose what number they want to work with.

- Hand out the writing pages and allow the students to begin working on their sentences.

- As the students are working, go around the room and discuss the connections that the
students are making. If the students are having problems thinking of connections, remind
them of the connections that they have already made to their lives. Bring out your
records of connections that the students made during the previous week.

- Students will continue to work on these until the end of class. Further class time will
be given the following day. Students will be expected to finish their pages by the end
of tomorrows class. Assess the pages that the students create, then bind them into a
book to show the students later in the unit.

- If students finish their page, and their picture is coloured, they can be given two
smaller cutouts which they will decorate with their number. These cutouts will be put
together to create the front and back cover of the book.
Closure:

- Have students share what some of the connections they have made to their number.
Grade 1
Numbers
Math
Title: Connections with Numbers Book; Continued

Overall Time Frame: 1 Hour
Integration with Other Subjects: Art, LA

materials.






be included.


- Students will be able to make connections to numbers in their own personal life.

Grade 1:


- I can print letters clearly using lines as a guide.

- I use appropriate spacing between letters and words.

- I write using capitals, including the pronoun I, and periods.

Grade 2:


- I can write using my own ideas and others.

- I can assess gathered information and determine what to use.

- I write using complete sentences, proper size & spacing, capital letters & punctuations.
Grade 1
Numbers
Math

- Demonstrate an understanding of counting by: last number = how many, each set has
only 1 count, using parts or equal groups to count set. (O3) (gr.1)

- Describe order or relative position, using ordinal numbers, up to tenth. (gr.2)

- Math competency: Connections

- LA: use own and respond to others ideas to create oral, print and other media texts

- LA: examine gathered information to decide what information to share or omit

- LA: print legibly and efficiently, forming letters of consistent size and shape, and
spacing words appropriately

- LA: check for capital letters, punctuation at the end of sentences and errors in
spelling

- LA: write complete sentences, using capital letters and periods

Learning Strategy:

- Sample book of task; Connections to your own life.

- Writing handouts

- Previous connections students had made

- Small square of paper for students to decorate when complete

- Teacher: Have a book ready to show students the expectations of the assignment

- Students: How to connect numbers to our lives; examples of previous connections.
Assessment:

Grade 1:

- I can count and recognize numbers in my own life (O3, Competency: connections)

- I can use appropriate spacing between letters in words and words in sentence.

- I can write using capitals and periods.

- I know to capitalize the pronoun I.

Grade 2:

- I can recognize ordinal numbers in my own life. (O3, Competency: connections)

- I can use gathered information to create ideas. (LA:

- I can print with consistent size, shape and spacing. (LA:

- I can write in complete sentences using capital letters and periods. (LA:

Assessment will be of book page that the students create based on rubric of outcomes.
Lesson:

- Review the assessment task the students were introduced to yesterday. Bring up the
assessment tasks and review that you will be creating a class books together for each
of the grades. Their books will be about connecting numbers to our lives.

- Explain that the grade 1s will be connecting numbers to their lives and the grade 2s
will be connecting ordinals.

- Remind students that theyve already done this during their math classes during the
last couple of weeks by connecting the number we were learning about to their lives,
and that some of their parents even helped them.
Grade 1
Numbers
Math
- Show students the copy of a book you created about your life using connections to
-
numbers and ordinal numbers that you found. Before you begin reading, encourage the
students to think about what you connected your life to.

Bring up the page on Notebook outlining their suggestions for things we can connect our
lives to.

Hand out the writing pages and allow the students to begin working on their sentences.

As the students are working, go around the room and discuss the connections that the
students are making. If the students are having problems thinking of connections, remind
them of the connections that they have already made to their lives. Bring out your
records of connections that the students made during the previous week.

Students will continue to work on these until the end of class. Further class time will
be given the following day. Students will be expected to finish their pages by the end
of tomorrows class. Assess the pages that the students create, then bind them into a
book to show the students later in the unit.

If students finish their page, and their picture is coloured, they can be given two
smaller cutout which they will decorate with their number. These cutouts will be put
together to create the front and back cover of the book.

Once these pages are decorated, they may practice some of the math games that weve
already learned.
Closure:


___________

Grade 1
Numbers
Math
Title: Balance & The Equal Sign

Year Level: Grade 1
Integration with Other Subjects:

materials.






be included.


- To introduce the equal sign to students and the concept of equal/same.

- I can compare two sets of objects.

- I understand the conservation of number.

- Comparing sets containing up to 20 elements. (O5)

- Demonstrate an understanding of conservation of number. (O7)

Learning Strategy:
Grade 1
Numbers
Math


- Equal Smequal; Virginia Kroll

- Balance Scale (2)

- Blocks or objects

- Equal Sign Cards

- https://www.teacherspayteachers.com/Product/Addition-723418

- https://www.teacherspayteachers.com/Product/Fall-Mouse-Card-Matching-Game-forCounting-and-Cardinality-866215

- Teacher: What balance is, what makes things balance.

- Students: Counting to 10
Assessment:

- I understand what an equal sign is and what it means.

applicable), Exit Slip (2 Facts and a Fib)

- Teacher Feedback: Encourage students are they are working. Point out details that my
be missing in students work.

- Peer Feedback: working with classmates during experiments with balance scale.
Lesson:


- Review topics weve already discussed; (Skip counting by 2s to 10, 5s to 50, 10s to 100,
-

Read: Equal Smequal by Virginia Kroll. Prior to reading ask students if they know what it
means to be even. Have them pay attention to the different things that the animals
tried to do in order to be even. Have a discussion about what the kids think even is
based on the reading.

Hand each group of 3-4 a balance scale and some different blocks or items. Have the
students experiment with the balance scale. Have the students ask questions and try to
answer each others questions as they experiment with the scales.

Have the students balance their scales. Explain what balance means; the beam makes a
straight line. After, discuss what each group did to gain balance.

When the scale is balanced, hold an equal sign up to the scale and explain that the sign
means that it is equal, and equal means the same. The equal sign means that both sides
of the equation are the same and equal, which makes them balanced. (Explain that an
equation is a balanced number story with an equal sign.)

Create an equation and have the students tell you if it is balanced or not. If it is not
balanced, have the students tell you why it is not balanced and what you need to do to
make it balance. Do two or three examples.
Grade 1
Numbers
Math
- Give each child a card with an equal sign and have them create a balanced equation
with the blocks (using 1-10 blocks on each side). Have them share what they did.

- Have the students create another equation using the equal sign and blocks. Have a few
students explain their equation to the group.

- Have the students replace one side of the equation with a number card that represents
how many blocks are on the side of the equation. Repeat this a couple of times.

- Have students create another equation with the blocks, equal sign and one number card.
Have them describe their equation to the class. Have them replace the other side with
the blocks with a number card. Repeat this a couple of times.


- Balancing Act: Shuffle the number cards and put them in a pile face up on the left
side of the balance scale game board. Shuffle to decks of cards together and deal out
3 cards to each player. Players 1 lays down a playing card that matches the numeral
card on the balance scale. If they do not have a card, they pick up cards from the
card pile until they are able to play. The player may also play an action card (Jack:
Take the top numeral card and place it on the bottom, then continue your turn; Joker:
Select a player to pick up 2 cards, then continue your turn; Queen: Trade hands with
another player, then take your turn; or Pass, King: skip your turn) Action cards can
only be played once per players turn. See if you can get rid of all your cards. If the
playing card pile is out of cards, shuffle in the played cards.


Closure:

- 2 Facts and a Fib: write two truths on the board and one fib and have the students
tell which is the lie. Have them explain why it is a lie.
Grade 1
Numbers
Math
Title: The Plus Sign

Year Level: Grade 1

materials.






be included.


- To continue use of the equals sign and introduce students to the plus sign and adding
elements.



- I can add numbers with a sum to 5.

- Comparing sets containing up to 20 elements. (O5)


- Demonstrate an understanding of addition of numbers (O9)

Learning Strategy:
Grade 1
Numbers
Math


- Large and individual Cards labeled + , =, 1-4

- Blocks

- http://fungames4learning.blogspot.com.au/2015/05/math-games-makeover.html

- http://lifeovercs.com/free-addition-facts-game/

- Teacher: Understand balance and equal, understand addition.

- Students: Counting to 10.
Assessment:

- I understand what the plus sign is and what it means.

applicable), Laundry Day self-assessment


- Peer Feedback: Think-Pair-Share with their classmates.

- Self-Reflection: Laundry Day
Lesson:


-
formation of numbers 1-10, comparing numbers, equal sign, equation)

Use the students to create visual math problems. Have 8.5x11 pages labeled with =, +,
and the numbers from 1-5. Have four students sit on one side of the carpet in one line
and four students sit on the other side of the carpet, also in a line. Place the equal sign
in between the two sets of 4 students.

Explain to students that we created an equation out of the class. Have the students do a
Think-Pair-Share with their group about why it is a equation. Explain that being an
equation means it is balanced and with an equal sign. Read the equation out; 4=4

Split one of the groups up and place a plus between them. Explain that the symbol
means you add the groups together. Ask the students to do a Think-Pair-Share to see if
they think that it is still an equation. Why or why not? 4=3+1 or 4=2+2

Have the students move the plus sign around, or even add additional addition signs, and
see if the equation changes. For each change that is made, read out the new equations.

Gradually add in the numeral signs to the equation by including them in one side of the
equation (ie. the group of 4 holds up the paper labeled 4.

Hand blocks out to students and have them create equations like we did with the
students using the blocks. First as just one set on either side, then as one set on one
side and multiple sets on the other, then incorporating numbers. After each equation
that the students make, have them share them with the class and explain why it is an
equation.
Grade 1
Numbers
Math

- Chutes and Ladders: Students roll a D6 and move that many squares forward on the
game board. If they land on a slide, they move down to the square the slide ends on.
If they land on a ladder square, they can climb up the ladder. Who can make it to 100
first?


Closure:

- Laundry Day: Label the four corners with laundry detergent brands. Tide (drowning in
information), Gain (understanding basics but missing keep parts), Bold (fairly confident,
just missing details), Cheer (sure of success). Students go to the corner that best
represents their feelings on topic.
Grade 1
Numbers
Math
Title: The Equal and Plus Sign

Year Level: Grade 1

materials.






be included.


- To continue use of the plus sign.



Learning Strategy:



- Blocks

- https://www.pinterest.com/pin/381328293426879812/
Grade 1
Numbers
Math

- Teacher: Understand addition, balance/equality in regard to mathematics.

- Students: The equal sign, what it means to be balanced, how to count to 5.
Assessment:

- I understand what the equal and plus sign are and what they mean.



- Peer Feedback: Think-Pair-Share

- Self-Reflection: Thumbs up or to the side with how well students feel they have
mastered the concept.
Lesson:

** Grade 2s will practicing the partner numbers for 6. Using 6 of the double sided
counters, students will toss the counters on their desk and record on a sheet of blank
paper the different combinations of red and blue that land. Students will work on this
for 10 minutes which will be counted down by a timer on the smart board, recording
every combination that they get. Once finished that, students may grab a D6 and
practice their partners by rolling the die and determining what the partner number is.
They can refer to their sheet with their findings from earlier activity. Students will
try to determine what the partner is by memory; I rolled a 4, 4s partner is 2, rather
than I rolled a 4, 4-5-6, I added 2. We will be trying to get the partners solidified to
make their lesson afterwards more concrete.

formation of numbers 1-10, comparing numbers, equal sign, equation)

- Review that to be balanced means for both sides of the equal sign to have the same
-
amount of cubes. Explain that each side of the equal sign is like its own house,
everything on one side of the equal sign is in the same house.

Continue the concept from the day before. Using the unifix cubes, have the students
help you create an equation. Start by putting 1-5 unifix cubes into a pile on one side of
the equal sign (in the house). Ask a student how many cubes you would need to put on
the other side (in the house) in order for the equation to be balanced.

Replace one side of the cubes with a numeral which represents their number. Have a
student help you choose which numeral.

Ask if we still have a balanced equation, do we have the same number represented on
either side? Do we have the same number represented in each house?

Show the students the plus sign, explain that the plus sign tells us we need to add the
groups together, it makes it seem like one single group.

Have the students repeat what the plus sign does/means; add the groups together to
form a single group.
Grade 1
Numbers
Math
- Split up your pile of cubes and place the plus sign between the two groups. Explain that
even though there are multiple groups on the one side of the equal sign, everything on
that side is still in the same house, they may be in different rooms, but theyre still all
in the same house.

Have students help you read out the equation that you created. Ask if it is still
balanced, do we still have the same amount of blocks in each house?

Repeat this with another number. Begin with using a numeral between 1 and 5, place
this on one side of the equal sign (in one of the houses). Ask students how many cubes
you need in the other house to make the equation balanced/even? Place this many cubes
on the other side of the equal sign.

Split up your cubes into two groups and place the plus sign in the middle. Ask students
if the equation is still balance/even. Have them help you read out the equation.

Repeat again with the students working in groups to determine the answer. Tell students
that you have 4 cubes on one side of the equal side (in one house).

Have them place the numeral 4 in one of their houses. Ask them to balance their
equation (put 4 cubes in their other house).

Have them split up their cubes saying 3 cubes are in one room, how many cubes are in
the other room.

Ask students if they have made a balanced equation. Have each group read out their
equation to you.

Have students create their own equations using the same format; put a numeral card in
one side of the house, how do I balance it? Split the cubes between rooms and add the
plus sign. As students are working on this, go to each group and see how they are
understanding the concept.


- Addition Maze: Roll a D6 and move that many spaces on the game board. Answer the
question on the space you land on. If you get it right, grab a counter. How can make it
to the finish line first? Who can get the most counters?

Explain the worksheet and have students begin to work on it. Students will continue to
the game.

Closure:

Grade 1
Numbers
Math
Title: Adding to 5
Year Level: Grade 1

materials.






be included.


- To understand how to add numbers with sums to 5.

- I can add numbers with sums up to 5.

- Demonstrate an understanding of addition and subtraction of numbers (O9)

Learning Strategy:



- Blocks
Grade 1
Numbers
Math

- Teacher: Understanding of addition, subtraction and balance/equality in regards to
mathematics.

- Students: Understanding of addition, subtraction and balance/equality in regards to
mathematics.
Assessment:

- I can add numbers with sums to 5.



- Peer Feedback: working in pairs to create equations with blocks and numeral cards
Lesson:


formation of numbers 1-10, comparing numbers, equal sign, equation, addition sign)

- Create an equation ( [2] [+] __ [=] [5] ).

- Ask the students what we need to do to balance the equation. Have students share how
they knew with their neighbour. Have a student volunteer their neighbours answer.

- See if the students can rearrange the equation so that the sets remains constant but in
a different place and the equation stays balanced (3+2=5, 2+3=5, 5=3+2, 5=2+3). Explain
that it doesn't matter what order the numbers come in, the number stays the same, this
is called conservation of number.

- Have students work together to create equations with the blocks and the individual = ,
+ and number cards. Have one student create an equation with one number missing and
have their partner complete the equation using either blocks or the numeral cards.

- Go around to each group as they are doing this and observe what they are doing and
have conversations with them about what they are doing and why. Record these
observations.


- Dominos: Shuffle the Domino Cards together and deal 2 to each student. Lay one face
up on the playing mat and the rest in a pile face down to the side. Students take
turns adding a domino card from their hand that they can play on either end of the
exposed domino. If players cannot lay down a card, they pick up a new card and it is
the other player's turn. Try to use all of your domino cards.
Grade 1
Numbers
Math
the game.

Closure:

- Observational: walk around the room as the students are working and see how the
students are doing. Make notes where possible.
Grade 1
Numbers
Math
Title: Adding to 5 - SUB PLANS

Year Level: Grade 1

materials.






be included.


- To understand how to add numbers with sums to 5.

- I can subtract numbers from 10.

- Demonstrate an understanding of addition and subtraction of numbers (O9)

Learning Strategy:



- Blocks
Grade 1
Numbers
Math

mathematics.

mathematics.
Assessment:

- I can add number with sums to 5.



- Peer Feedback: Students will be working in groups to create and solve equations.
Lesson:


formation of numbers 1-10, comparing numbers, equal sign, equation, addition sign)

- Create an equation ( __ [+] [2] [=] [5] ).

- Ask the students what we need to do to balance the equation. Have students share how
they knew with their neighbour. Have a student volunteer their neighbours answer.

- See if the students can rearrange the blocks so that the sets remains constant but in a
different place and the equation stays balanced (3+2=5, 2+3=5, 5=3+2, 5=2+3). Explain
that it doesn't matter what order the numbers come in, the number stays the same, this
is called conservation of number.

Have students work together to create equations with the blocks and the individual = ,
+ and number cards. Have one student create an equation with one number missing and
have their partner complete the equation using either blocks or the numeral cards.

Go around to each group as they are doing this and observe what they are doing and
have conversations with them about what they are doing and why. Record these
observations.


- Capture 4: Using the Capture 4 Game Board and cards, students will draw a card from
the pile and determine the missing addend (Ten-Frames and counters may be used).
Once the missing part of the equation is determined, students find that number
anywhere on their game board and cover it with a counter, their partner must agree
that the number is correct. Try to get 4 in a row.

the game.
Grade 1
Numbers
Math
Closure:

- Exit Slip: Hand students colour coded sheets of paper with 3 equations written out,
but with some gaps and missing numbers. Have students fill in the blanks and solve
the equations.
___________

Grade 1
Numbers
Math
Title: Counting to 20
Year Level: Grade 1

materials.






be included.


- For students to understand the numbers from 1 to 20.

- I can say the numbers 1 to 20.

- Say the number sequence 1 to 20 [100] by 1s (between any two given numbers), 2s
(1-20) 5s and 10s (1-100)

Learning Strategy:
Grade 1
Numbers
Math


- When Sheep Cannot Sleep: The Counting Book; Satoshi Kitamura

- Baggies with unit blocks for numbers 11-19

- Whiteboards with marker

- Base 10 Blocks; rods and units

- Game materials

mathematics.

mathematics.
Assessment:

- I can say the numbers 1 to 20

applicable)


- Peer Feedback: Students will be working with one another discussing aspects of
lesson

- Self-Reflection: self reflection as part of Three-Minute-Pause
Lesson:

** Grade 2s will be finishing worksheet from the previous day then practicing the partner
numbers for 8. Using 8 of the double sided counters, students will toss the counters on
their desk and record on a sheet of blank paper the different combinations of red and
blue that land. Once students feel they understand the combinations, they may grab a
D8 and practice their partners by rolling the die and determining what the partner
number is. They can refer to their sheet with their findings from earlier activity.
Students will try to determine what the partner is by memory; I rolled a 4, 4s partner
is 4, rather than I rolled a 4, 4; 5-6-7-8, I added 4. We will be trying to get the
partners solidified to make their lesson afterwards more concrete.

formation of numbers 1-5, comparing numbers, equal sign, equation, plus sign)

- Read: When Sheep Cannot Sleep: The Counting book by Satoshi Kitamura. As you read
the story, have the student point out things that they notice on each page. Have them
count the different objects on each page. Can they find each number from 1 to 22?

- Create baggies for each of the numbers 11 to 19 out of unit blocks. Allow each child to
pick a baggie to count at their spot. (make note of any students who made a ten.

- Ask students if anyone lost track of where they were counting. Discuss with the
students the idea that sometimes counting large numbers is difficult because you look
track of the number. Have student first count a set of 10 and explain that it easier to
count large numbers by splitting them into sets of 10 and adding the sets of 10.
Grade 1
Numbers
Math
- Give each student a Tens/Ones Chart. Ask students if they know what 2-digits mean. (A
-
number with 2 different numbers which make it up) Explain that we use Tens/One
Charts to help us show bigger, 2-digit numbers.

Explain that there are two columns in the Tens/Ones Charts, and each with a heading.
Point out the two columns and explain that we show how many ones there are under
the Ones heading, and that below the Tens heading, we show how many sets of 10
are in a number.

Show students the rod and explain that the smaller pieces they have are called units
and are used to represent 1 and the sticks are called rods and represent a set of 10.

Have the students place their unit cubes in the Ones column and to separate a set of 10
out of the units. Explain that once we get 10 ones, we no longer have ones but we have
a set of 10. Ask students what they think we should do, (the Ones column only holds 1s
and the Tens column is where we put 10s.

Show the students that they regroup and trade their 10 units to get a rod (from the
Base 10 blocks). Have the students regroup and trade their 10 unit blocks for a rod.

Then show students how you read a Tens/Ones Chart to make it into a numeral. Ask
students how many rods they have on their chart, then write a 1 below it in the Tens
column. Ask students how many units they have on their chart, then write that number
in the Ones column. Ask students what number you created. Explain that the numbers
are made up of 1 ten, and however many ones. Show on yours and have the students
repeat with their own chart.

Take a Three-Minute-Pause to stop the lesson and ensure that all the students
understand what they are being taught. This may involve a self-reflection.

Have the students retrace their rod for 10 units and scramble up their units then swap
places with another students and count the sticks on their classmates chart. Repeat the
steps of creating 10 out of the units, trading it for a rod and creating the numeral. Have
the students share what their numeral is in terms of tens and ones.

Once the students have gone to the different number sets, point out two students
charts. Ask the class what one has more blocks on their Chart. Have the students turn
to their neighbour and explain how they know which is largest.

Pull the students back together and ask for a student to volunteer (or select a student)
to tell the class how they knew which was the biggest number. Explain that when we
look at two different numbers, we look at the number in the Tens place first and see
what is the bigger number. If the Tens are the same, they look at the ones.

Pick two other students charts and repeat this process.

Print a number from 11-19 on your white board and have the students share how they
are created in terms of number of 10s and ones.


- The Trading Game: Each student receives a game board, a baggie of coloured disks (20
of each colour) and a die. Students roll the die and take that many yellow disks and
place them in the yellow column of their chart. They roll the die again and grab the
coloured disks that they need. When the students reach 10 yellow disks, they trade
the 10 in for 1 blue disk. They continue to roll the die, trading 10 yellow for 1 blue, 10
blue for 1 red, 10 red for 1 green.

- Students can work with a pair if they would like.

Grade 1
Numbers
Math
- Students have to verbally describe what they are doing, I am trading my 10 yellow
disks for 1 blue disk.

Closure:

- Three-minute Pause: Teacher stops at any point during the lesson and takes three
minutes to review what has been said and ask clarifying questions.
Grade 1
Numbers
Math
Title: Counting to 20
Year Level: Grade 1

materials.






be included.




(1-20) 5s and 10s (1-100)

Learning Strategy:
Grade 1
Numbers
Math


- When Sheep Cannot Sleep: The Counting Book; Satoshi Kitamura




- Game materials

mathematics.

mathematics.
Assessment:


applicable)


lesson

- Self-Reflection: self reflection as part of Three-Minute-Pause
Lesson:

** Prior to beginning grade 1 lesson, explain the worksheet and game to the grade 2s.
Grade 2s will be finishing worksheet from the previous day then students will be
working with a partner on the partnerships for 7-10. Have them sort out a deck of
cards using the following cards; 4 jokers (count as 0; they should know this, but just
remind them), 1-7 Hearts, 1-8 Spades (Shovels), 1-9 Diamonds, 1-10 Clubs (Clovers).
Have them work with a partner to practice all of their partner numbers. Hearts are
partners of 7, Spades/Shovels are partners of 8, Diamonds are partners of 9 and
Clubs/Clovers are partners of 10.


- Explain to students that you will be talking about the same thing as the day before
because you noticed a lot of students seemed confused.

- Begin by bringing out a Tens/Ones chart and re-explain the chart to students; there are
two columns, in the first column we place our sets of 10. Pause and show students a
single stick and a set of 10. Ask students which of the two is a set of 10. Ask students
where you should put the set of 10.
Grade 1
Numbers
Math
- Point to the Ones column and explain that is where we put single objects. Again hold up
-
the two examples, the single and the set of 10. Ask students what one is a single
object? Where should it go?

Point out to students how we form numbers based on our objects. Place a set of 10 in
the Tens column and 4 ones in the one column. Go around to each student and ask them
what number you have represented in the chart. Have them first share how many 10s
and how many 1s, then have them put them together to form a single number.

Repeat this with another number using the stick manipulatives. Have each student tell
you what number youve represented and have them explain how they know.

Draw a picture using 10s an 1s on your board in the same style that the worksheet is in.
Draw a chart using the pictures rather than the words to help make this more visual.
Ask students to help you count how many 10s and how many 1s you have on the chart.
Have them look for the specific pictures. Record these numbers on the board to create
your numeral. Point out how we use the numbers to create our numeral.

Repeat this a couple of time with other numbers, then change the picture headings with
word headings. Have students now tell you have many 10s and how many 1s we have.
Record these numbers on the board to create your numeral.

Now do the same idea, but beginning with a numeral. Ask students how many 1s we have.
Explain that out 1s spot is always the far right number. Draw this number of sticks.

Ask students how many tens we have in our numeral. Explain that the 10s spot is always
the second number counting from the right.

Repeat this with multiple questions, asking each student to help you figure out the
answer.


- The Trading Game: Each student receives a game board, a baggie of coins (20 pennies,
10 dimes, 10 loonies and 10 $10 bills) and a die. Students roll the die and take that
many pennies and place them in the penny column of their chart. They roll the die
again and grab the pennies that they need. Students continue to roll the die and take
that many pennies, regardless of how many pennies they currently have. When the
students reach 10 pennies, they trade the 10 in for 1 dime. They continue to roll the
die, trading 10 pennies for 1 dime, 10 dimes for 1 loonie, 10 loonies for 1 $10 bill. Who
can end up with the most money?

work on this for the rest of class. If they run out of time during class, they will work
on it the following day during the Grade 1s lesson (prior to the grade 1 lesson, quickly
review the expectations for the worksheet and the game). Once this sheet is completed
they will begin to play the game.
Closure:

- Three-minute Pause: Teacher stops at any point during the lesson and takes three
minutes to review what has been said and ask clarifying questions.
Grade 1
Numbers
Math
Title: The Minus Sign

Year Level: Grade 1

- Have materials pre-organized for the students to avoid fights for materials.






be included.


- I understand what the minus sign is and what it means.

- Demonstrate an understanding of addition of numbers and their corresponding
subtraction facts. (O9)

Learning Strategy: Group-Pair-Solo


- Blocks/counters

- Whiteboards withZero Graphic

- Labeled sheets with -, = and the numbers 1-5

- Balance scale

- Math Games for Kids Using Special Dice; Currah and Felling
Grade 1
Numbers
Math

- Teacher: Combinations of 6, equal, addition, subtraction.

- Students: Able to count to 6, equal, addition, subtraction.
Assessment:

- I understand what the minus sign looks like and what it means.

applicable)


- Peer Feedback: Students work together to first create a subtraction equation involving
their group, then discussing it with the other group.
Lesson:

** Grade 2s will be finishing worksheet from the previous day then practicing the partner
numbers for 10. Using 10 of the double sided counters, students will toss the counters
on their desk and record on a sheet of blank paper the different combinations of red
and blue that land. Once students feel they understand the combinations, they may
grab a D10 and with a partner practice their 10-partners by rolling the die and
determining what the partner number is. They can refer to their sheet with their
findings from earlier activity. Students will try to determine what the partner is by
memory; I rolled a 4, 4s partner is 6, rather than I rolled a 4, 4; 5-6-7-8-9-10, I added
6. We will be trying to get the partners solidified to make their lesson afterwards more
concrete.

formation of numbers 1-5, comparing numbers, equal, plus sign and meaning)

- Review the plus sign. Ask students what we use the plus sign for (to put groups
-
together; to put objects into a group). Show students the minus sign, tell them that we
use the minus sign to take objects away from groups.

Use concrete examples using the students. Have 5 students stand up and face the
remaining students. Ask students who are wearing blue to sit down. How many left the
group? How many are still there. Show students how to make the example into an
equation using only pictures and numerals. Review what equation means and equality.

Explain that the answer is the amount that is left after the objects are taken away.

Show another example having different students stand in a group and asking students to
sit down based on some attribute. Have the students help you determine what the
subtraction sentence would be.

Have the kids work in small groups (3-4) to create another subtraction problem using
their group. Have them share this with the class and have the other group determine
the subtraction equation. Have the groups compare the sentences they created and
discuss any differences.

Ask students while you are showing examples if the answer that we are left with will
be larger or smaller than the number we began with. Have the students share their
reasonings.
Grade 1
Numbers
Math
- Using the balance scale, show the equation and explain how both sides of the equation
are equal. (if you do what the expression says, both sides will be equal).

- Do another example with the scale.


- Take it Away: Students play in partners. Each player takes 50 unifix cubes (5 sticks of
10), a D6, and something they can place the cubes into afterwards. Players roll their
die, then remove that many cubes from their pile and stick them into the container.
Players alternate turns, rolling their die and removing that amount of cubes. The first
person to have no cubes left is the winner. How many rolls does it take you to get rid
of all of your cubes? What if you start from 100? (10 sticks of 10)


Closure:

- Compare the plus and minus sign, what do they mean?
Grade 1
Numbers
Math
Title: Subtraction from 5 - sub plans

Year Level: Grade 1

materials.






be included.


- For students to understand the number 6 and what makes six.


- I can add numbers with sums up to 10 and know the corresponding subtraction.





Grade 1
Numbers
Math


- Circle Arrows

- Blocks/counters

- Labeled cards (=, -, 1-5)


- Teacher: Knowledge of subtraction.

- Students: Previous days knowledge of equal and subtraction.
Assessment:


- Gather Evidence: Worksheet, observations, conversations (record notes when possible)

Lesson:

** Prior to beginning grade 1 lesson, explain the worksheet and game to the grade 2s.
Grade 2s will be finishing worksheet from the previous day then they will work with a
partner on the partnerships for 7-10. Have them sort a deck of cards using the
following cards; 4 jokers (count as 0; they should know this, but just remind them), 1-7
Hearts, 1-8 Spades (Shovels), 1-9 Diamonds, and 1-10 Clubs (Clovers). Have them drill
their partner on the partnerships. Hearts are partners of 7, Spades/Shovels are
partners of 8, Diamonds are partners of 9 and Clubs/Clovers are partners of 10.

- Review the minus sign; have students tell you what it means. (Used to remove objects)

- Lay down two house pages with an equal sign between the two. The students have seen
the house before and know the houses means both sides of the equal sign are the same.
Have them review with you what the equal sign means (the same) and what each house
represents. If they do not remember > everything in the house is under one roof, even
if things are in different rooms (we used this concept when talking about addition,
anything in the house counted as one thing even if it was in another room. [2+3]=[5]
both houses had 5 altogether, we just had 2 in the kitchen and 3 in the bedroom.
Students seemed to understand this concept better than two sides of the equal sign. If
the houses are too confusing while transitioning to subtraction, just remove them.)

- Show students an equation (with numerals; 5-3=__). Ask students how many they think
we should begin with. Have them explain why they think that is what we should start
with. Go through a few students asking the same question and seeing what their
response is. If they are unsure when you ask, ask if they need a minute and ask
someone else and come back to them later. Hearing other students might help them
understand.

- After asking a few students, and theyve reached a consensus, put that many objects on
one side of the equal sign in a house.
Grade 1
Numbers
Math
- Draw their attention back to the equation you wrote on the board and ask how many
-
objects we need to remove from the house. Again go through a few students having
them explain how many they think we need to remove and to share their reasoning.

After you have asked a few students, demonstrate how to use the Circle Arrow to take
the agreed upon number of objects away. Verbally explain what you are doing. Explain
that this action/process is called Subtraction.

Ask how many objects are left. Where should you put the number in the equation?
Record the answer on the equation you made

Repeat this process again with another equation. (Only subtracting from the numbers
1-5)

Next, pair students up and give each pair their own Circle Arrow; working as a class,
have the students practice doing 4-1 using their own Circle Arrow with their partner;
first starting with 4, removing one item with the Circle Arrow, then determining how
many are left. Verbalize each action.

If time permits, write a series of expressions on the board; 3-2, 5-4, 4-1, 2-1, 5-3

Have the pairs work on the expressions together, verbalizing what they are doing. As
they are doing this, go to each group and have them explain what they are doing to
solve the expression. (there should hopefully be enough expressions on the board for
students to work through them while you are working with groups. If students seem to
be finished all of them, write a couple more on the board for them to work on until you
can come to them.


- Subtract-A-Graph: Students will need a spinner with 5 sections, a mini-whiteboard,
counters and Subtract-A-Graph board. Player 1 spins the spinner twice and subtracts
the smaller number from the larger number. Students will record their difference on
their chart game board with a checkmark. Their partner must agree with their
difference before recording it. Players alternate turns. The point of the game is to get
an entire column (10) filled in on their graph.

work on this for the rest of class. Once the sheet is completed they may play the game.
Closure:

- Mini-whiteboards: give each student a mini-white board and have the students create
and answer their own subtraction problem starting from 5.
Grade 1
Numbers
Math
Title: Subtraction from 5

Year Level: Grade 1

materials.






be included.







- I can use strategies to do math in my head.
Grade 1
Numbers
Math





- Describe and use mental math strategies for addition and subtraction facts to 10.
(O10)





Assessment:


applicable)


- Peer Feedback: Working with partners to solve subtraction problems.
Lesson:


formation of numbers 1-5, comparing numbers, equal, equation, plus, minus)

- Review the minus sign from the day before. Have students tell you what they remember
about it.

- Starting with 5 objects, use your Circle Arrow to remove 2 objects. Explain that this is
-
called Subtraction. Ask students how many are left? Have the students help you
create a subtraction sentence for the equation you just showed them.

Repeat this with 4-4.

Then have the students practice doing 2-1 using their own Circle Arrow, copying down
the equation that they are creating on a mini-whiteboard.

Repeat with 3-1.

Tell the students to place their Circle Arrow on the floor beside them. They should not
be touching it for the next part of the lesson. If students are having trouble keeping
their arrow down, take the arrows back and tell them they can use it again later after
they show you that they are ready to use the materials properly.
Grade 1
Numbers
Math
- Draw 5 objects on your whiteboard. Show them how we can use the same concept as
the Circle Arrow on paper by circling the object we are removing and drawing an arrow
away, then counting the ones left un-circled. (Cover the removed objects with your hand
to further show visually that these objects have been removed.

Practice with a couple of equations, having the students follow along with you and tell
you the steps that you need to take.


- Sub Track: Each student is given a mini-whiteboard and a spinner with 5 sections. On
their white-board they will write down the numbers 0-5. Students will spin their
spinner twice and subtract the lower number from the larger number. They will then
need to determine the difference between their numbers and cross this number off
on their board. Players continue to spin their spinner and determine the difference. If
at any point, their difference is already crossed out of their board, students receive a
strike (marked by an x on the bottom of their white board). Once students receive 3
strikes they start over. See if students can get all of their numbers crossed out
before they get 3 strikes.


Tell students they can use their Circle Arrow again, or hand them back if you had to
take them.

Have the students practice examples with a partner, discussing what they are doing out
loud to one another.

Finally, have the students practice some equations on their own using a list of equations
you post on the whiteboard. Go around to each student as they are doing these practice
and observe what they are doing. Have conversations with each student. Record
observations.

Once you have observed and had conversations with a student, you may dismiss them
back to their desk to work on the worksheet.

Closure:

- Observational/conversation: walk around the room and observe/talk with students
about what they are doing. Record notes.
Grade 1
Numbers
Math
Title: Addition and Subtraction with the Number 5

Date: Day 19 (Monday, November 2, 2015)
Year Level: Grade 1

materials.






be included.


- For students to understand the number 7 and what makes seven.





Grade 1
Numbers
Math





(O10)

Learning Strategy:


- mini-whiteboard with markers

- Blocks/counters


- Teacher: Equal, addition, subtraction.

- Students: Equal, addition, subtraction.
Assessment:

- I can add numbers to sums of 5, and subtract from 5.

applicable)


- Peer Feedback: Students hear other students explain how they solve the problems.
Lesson:



- Review with the students what it means to be equal. Talk about both sides of an
equation have to be equal.

- Review addition problems with the class. Have students tell you what a plus sign does.
(we are putting things together in the group).

- Hand each student 10 counters. Put some addition expressions on your mini-whiteboard
and have students create the equation with the counters. Have students share how they
solved the question with the class. Repeat for a few expressions.

- Do some questions orally and have students create the equation with the counters. Have
students share how they solved the question with the class. Repeat for a few
expressions.
Grade 1
Numbers
Math
- Review subtraction problems with the class. Have students tell you what a minus sign
does. (We take things away from the group).

- Put some subtraction expressions on your mini-whiteboard and have students create the
-
equation with the counters. Have students share how they solved the question with the
class. Repeat for a few expressions.

Do some questions orally and have students create the equation with the counters. Have
students share how they solved the question with the class. Repeat for a few
expressions.

Put both addition and subtraction question on your white board and point out to
students that we must be careful to look at what signs are being used. Point to
different questions and ask students if they should add or subtract. Ask them how they
know.


- Fill er Up: Students need 2 0-5 spinners and a Fill er Up game board. Students will
spin both spinners and chose to either add them together or subtract them. Based on
their decision, they will record either the sum or difference on their game board with
their equation. The first person to fill up their entire chart wins. (10 of each number)


Closure:

- Observational/conversation: walk around the room and observe/talk with students
about what they are doing. Record notes.
___________

Grade 1
Numbers
Math
Title: Addition and Subtraction with the Number 5

Date: Day 20 (Tuesday, November 3, 2015)
Year Level: Grade 1

materials.






be included.







Grade 1
Numbers
Math





(O10)

Learning Strategy:


- mini-whiteboard with markers

- Blocks/counters


- Teacher: Equal, addition, subtraction.

- Students: Equal, addition, subtraction.
Assessment:

- I can add numbers to sums of 5, and subtract from 5.

applicable)


- Peer Feedback: Students hear other students explain how they solve the problems.
Lesson:



- Review with the students what it means to be equal. Talk about both sides of an
equation have to be equal. Review the plus/addition sign and the minus/subtraction sign.
Have students tell you what each sign tells you to do; add more or subtract/take away.

- Hand each student 5 counters. Put multiple addition and subtraction expressions on your
whiteboard and have students create the equation with the counters.

- As students are doing this, go to each student and show them one of the question on
your mini whiteboard and have them tell you what they need to do with it (add or
subtract) and have them show you how to solve it. Have them do at least one addition
and one subtraction problem

- For those who are not working with you, have them try all of the questions on the
board. Have them think to themselves or in quiet whisper voices what each sign tells
them to do.
Grade 1
Numbers
Math
- After you have gone through each student, tell that students that you are going to try
to trick them. Ask different addition and subtraction questions mixed together and see if
the students are able to tell if it is an addition or subtraction question and can do the
correct operation.


- Fill er Up: Students need 2 0-5 spinners and a Fill er Up game board. Students will
spin both spinners and chose to either add them together or subtract them. Based on
their decision, they will record either the sum or difference on their game board with
their equation. The first person to fill up their entire chart wins. (10 of each number)

work on this for the rest of class.

Closure:

- Three-minute-Pause; stop the lesson at any point and do a quick self-reflection and
answer any questions the students may have on the concept.
Grade 1
Numbers
Math
Title: Combinations of 6; Number Stories

Date: Day 21 (Wednesday, November 4, 2015)
Year Level: Grade 1

- Have pre-organized bags of materials for students to use to avoid fights for materials.






be included.









Learning Strategy:
Grade 1
Numbers
Math


- Math Fables; Greg Tang

- Counters

- Mini-Whiteboards and markers


Assessment:

- I know the different combinations of 6.

applicable)


- Peer Feedback: Students will be working with each other and sharing their methods
for solving the problems.

- Self-Reflection:


- Review with students some of the concepts weve already talked about.

- Counting to 20 (including skip counting), subitize (with flashcards), comparing two sets,
the equal/plus/minus sign, what is an equation.

- Read: Math Fables by Greg Tang, focusing on the story about 6, Tools Gold. Before
-
reading, encourage the students to be thinking of the different pairs which create 6.
Discuss these pairs after the story.

After reading, give each student a bowl with 6 counters in it. Explain to the students
that they will shake and drop the counters onto the ground from about a foot (there is
no need to throw them in the air first) Once they have tossed them, they will put their
hands on their head and show they are ready for the next instruction.

Have each child share the different combinations that landed (how many red, how many
blue)

If any of the students did reverse groupings (ie. 2&4 and 4&2) draw attention to these
groupings and ask the students what they notice about them. (same number in each
group, just a different order).

Ask students what they notice about the total number of counters in each grouping. (It
never changes.) Explain that this is because you can group the counters in different
ways but it doesn't change the total amount. This is called conservation of number.
Explain that conservation is just a fancy way of saying that it doesn't change the
number. Ask if it matters what order the numbers come in? (no; conservation)

If all of the groups (0&6, 1&5, 2&4, 3&3) have not been created, allow the students to
drop the counters again; continue until all sets have been made.
Grade 1
Numbers
Math
- Draw attention to the reverse pairs again; ask again if it matters what order the
-
numbers come in; Show the students that there are really only 4 different groupings for
6; 6&0, 5&1, 4&2, 3&3 if we take off the duplicates

Take one of the examples that the students created and use it to show the 4 Stories
of 10 (ie. 0+6=6, 6+0=6, 6-0=6 and 6-6=0).

- Ask students to show where the largest number in the equation goes. (when we add,
we put things together and put it at the end, when we subtract we begin with the
largest number and take some away.

Have the students work with a partner beside them to create another 4 Story Family
with one of the groupings. Have some of the groups share what they put for their
stories.

Have the students create four fact families for the remaining grouping.

Ask the entire class to do 3+3 together. What do they notice about this story group
(there are only 2 stories, not 4)

the math worksheet.

- In/Out: Hand each students 6 rocks and a play mat. Students will drop the rock on
the play may and record the amount of beans that landed within the object. They
will determine how many beans landed outside of the object, then count the beans to
double check their answer.

Explain the Combinations of 6 worksheet and have students begin to work on it.
Students will continue to work on this while you teach the grade 2s their lesson. Once
this sheet is completed they will begin to play the game.
Closure:

- Team-Pair-Solo: Work on a problems first as a class, then as pairs, then individually.
Grade 1
Numbers
Math
Title: Addition with the Number 6

Date: Day 22 (Thursday, November 5, 2015)
Year Level: Grade 1

materials.






be included.





Specific Learning Outcomes:





- Describe & use mental math strategies for addition and subtraction facts to 10. (O10)
Grade 1
Numbers
Math


- Counters

- Mini-whiteboards and markers



Assessment:

- I can add using partners for 6.

- I know the different ways to add to get to 6.



- Peer Feedback: Snow Ball assessment, conversations with classmates.
Lesson:



- Review what we learned about the day before. See if students remember the
combinations. If they do not, allow them to create them again using the counters.

- Ask students if the order changes the total amount. Explain that this is called
Conservation of Number.

- Ask students how knowing the different combinations for 6 help us with addition. (if we
know the combinations, its easier to find the answer).

- Practice the combinations of 6 by doing a drill with them. Call out one number and
having the students call out the partner number. Have students leap-frog into the air
when they call the partner number.

- Explain that they just did addition by knowing that (ie 4 & 2) were partner numbers for
6.

- Have the students help you create the Four Stories for each combination to make the
connection between the combinations and addition.

- Ask students where the largest number is in each of the equations. Have them explain
why it is in this place (addition on its own because youre putting numbers together,
subtraction first because you are taking away from the total.)
Grade 1
Numbers
Math
- Give students other examples of addition to 6 such as 2+3. Ask if it is a combination of

6? Are the numbers in the equation close to a combination of 6? (yes, 3+3) How can we
use our knowledge on the combinations of 6 to help us add 2+3? Repeat this with other
equations.

the math worksheet.

- Addition Tic Tac Toe: Students will work with a partner. Alternating turns, one student
will roll a D4 and flip a coin. Their coin represents either 1 (Heads) or 2 (Tails).
Students will add their roll with their coin toss, then find that number on the TicTac-Toe game board. The point of the game is to get 3 in a row, going horizontally,
vertically or diagonally, while stopping their opponent from winning.

work on this while you teach the grade 2s their lesson. Once this sheet is completed
Closure:

- Snow ball: Hand out colour coded sheets and have students write their names on
them. Have the students write a combination of 8. Have students crumple the papers
up and throw them around the room. Students will collect a sheet of their grades
colour and solve the problem. Discuss the problem with the person who created it.
Grade 1
Numbers
Math
Title: Subtraction with the Number 6 - Sub Plans

Date: Day 23 (Friday, November 6, 2015)
Year Level: Grade 1

materials.






be included.


- For students to understand the number 8 and what makes eight.





Grade 1
Numbers
Math





(O10)

Learning Strategy:


- Counters




Assessment:

- I can subtract from 6 using known number combinations.




- Peer Feedback: Snow Ball assessment, conversations with classmates.
Lesson:



- Review what we learned about the days before. Have students share with you what the
partners for 6 are; 6&0, 5&1, 4&2, 3&3

- Point out that reverse groupings (2&4 and 4&2) are the same, they are just in a
different order. Ask if the order changes the total amount. Explain that this is called

- Ask students how knowing the different combinations for 6 help us with subtraction. (if
we know the combinations, its easier to subtract one number and know the difference).
Grade 1
Numbers
Math
- Practice the combinations of 6 by doing a drill with them. Call out an equation starting
with 6 and removing a number, have the students call out the partner number. Have
students leap-frog into the air when they call the partner number. (ie. Theres 6 apples,
___ takes 3

Explain that the students just did subtraction by knowing the partner numbers for 6.

Have the students help you create the Four Stories for each combination to make the
connection between the combinations and subtraction. Ask student what they realize
about the groupings, and how the combinations can help us with our subtraction.

Ask students where the largest number is in each of the equations. Have them explain

Give students other examples of subtraction from 6 such as 5-3. Ask if it is a
combination of 6? Are the numbers in the equation close to a combination of 6? (yes,
3&3) How can we use our knowledge on the combinations of 6 to help us subtract 3
from 5? Repeat this with other equations.

the math worksheet.

- Subtraction Shakedown: Working in partners, give each student 2 D6. Students roll
their dice together and subtracts their smaller number from their larger. Whoever
has the smallest difference wins a point. Students can keep track of their points on
either a piece of scrap paper or a whiteboard. If there is a tie for the lowest
difference, both students roll their dice again and determine their difference. See
who can get the most points by the end of the playing time.

Closure:

Grade 1
Numbers
Math

Date: Day 24 (Monday, November 9, 2015)
Year Level: Grade 1

materials.






be included.









Learning Strategy:
Grade 1
Numbers
Math



- Counters


- https://www.pinterest.com/pin/201817627029131490/


Assessment:


applicable)



- Self-Reflection: Three-Minute-Pause self-reflection



- Counting to 20 (including skip counting), the equal/plus/minus sign

- Give each student a cup with 7 counters in it. Explain to the students that they will
shake and drop the counters onto the ground from about a foot (there is no need to
throw them in the air first) Once they have tossed them, they will put their hands on
their head and show they are ready for the next instruction.

Have each child share the different combinations that landed (how many red, how many
blue)

If any of the students dropped reverse groupings (ie. 2&5 and 5&2) draw attention to
these groupings and ask the students what they notice about them. (same number in
each group, just a different order).

number. Ask if it matters what order the numbers come in? (no; conservation)

If all of the groups (0&7, 1&6, 2&5, 3&4) have not been created, allow the students to
drop the counters again; continue until all sets have been made.
Grade 1
Numbers
Math
- Draw attention to the reverse pairs again; ask again if it matters what order the
-
numbers come in; Show the students that there are really only 4 different groupings for
7; 7&0, 6&1, 5&2, 4&3 if we take off the duplicates

of 10 (ie. 0+7=7, 7+0=7, 7-0=7 and 7-7=0).

- Ask students where the largest number in the equation goes. (when we add, we put
things together and put it at the end, when we subtract we begin with the largest
number and take some away.

- Have individual students create the various stories and write where each number
goes.

the math worksheet.

- Super 7: Using the Super 7 Cards, have students one at a time draw a card and
determine the missing number needed for the equation to total 7. Students find that
number on the board and cover it with a counter.


Since the students are somewhat familiar with this concept from working on it with
combinations of 6, if you finish the lesson early, allow the students to go to their desks
to work on the worksheet. During this time, have individual students show you their
counting abilities (by 1s and 2s to 20) and subtilizing.
Closure:

- Three-minute Pause: Take a moment in your lesson to review what you have taught
and allow students to ask clarifying questions.
___________

Grade 1
Numbers
Math

Year Level: Grade 1

materials.






be included.









(O10)
Grade 1
Numbers
Math


- Counters




Assessment:




- Teacher Feedback: Encourage students as they are working. Point out details that my

- Peer Feedback: Self-reflection
Lesson:







7.

connection between the combinations and addition. Ask student what they realize about
the groupings, and how the combinations can help us with our addition.

Grade 1
Numbers
Math
the math worksheet.

- Roll and Flip: Players work with partners and receive 1 D4 and 2 deck of cards with
only the numbers 1 to 3 on them. Each player rolls their dice and flips over one card.
Players add their numbers and determine their sum. The player with the greatest
sum takes their players card. If the sums are the same, each player flips an addition
card and adds it to their sum. How many points can you gain in the game.


- If there is time remaining after both lessons have been taught, take students aside and
assess them on their counting by 1s, 2s and subitizing.
Closure:

- Self-Reflection: Thumbs up or to the side to show how the students feel with the
concept we learned today.
Grade 1
Numbers
Math
Title: Subtraction with the number 7 - sub plans

Year Level: Grade 1

materials.






be included.


- For students to understand the number 9 and what makes nine.





Grade 1
Numbers
Math





(O10)

Learning Strategy:


- Counters




Assessment:





- Peer Feedback: students will pair up with a classmate and explain todays concept to
them.
Lesson:



- Review what we learned about the days before. See if students are able to share what
the different combinations of 7 are. If students do not remember, allow them to use
seven counters and recreate these combinations by dropping the counters and recording
how many red and how many blue sides land.

- Ask if you need to include the reversal combinations. Ask students if the order changes
the total amount. Explain that this is called Conservation of Number.

Grade 1
Numbers
Math
with 7 and removing one number, have the students call out the partner number. Have
___ takes 3


connection between the combinations and subtraction.

Put the numbers for a 4 story combination on the whiteboard and have the students
create the 4 stories on their own white board. Have them explain why they did it how
they did; why is the biggest number where it is? (addition on its own because youre
putting numbers together, subtraction first because you are taking away from the total.)

the math worksheet.

- Subtraction Chutes and Ladders: Using a D6, students will roll the die and subtract
that amount from 7. Students will move the difference along their path on the Chutes
and Ladder board. If they land on a ladder, they travel up the ladder. If the square
they land on has a chute, they slide down to the bottom of the slide.

Closure:

- Have students pair up with a grade partner and have them take turns explaining the
concept that we learned today to their partner.
Grade 1
Numbers
Math

Year Level: Grade 1

materials.






be included.


- For students to understand the number 9 and what makes nine.







Learning Strategy:
Grade 1
Numbers
Math



- Counters


- Teacher: Combinations of 9 equal, addition, subtraction.

Assessment:


applicable)



- Self-Reflection: Laundry Day Self-Reflection




- Review combinations of 6 through 8

- After reading, give each student a bowl with 9 counters in it. Have the students drop
-
the counters from a short height. Record how many red and blue counters land.

If all of the groupings have not been created yet, have the students repeat this to
create the missing groupings.

group, just a different order)

number.

Show the students that there are really only 5 different groupings for 9; 9&0, 8&1,
7&2, 6&3, 5&4

Grade 1
Numbers
Math
- Continue to practice the 4 Stories with the students.

the math worksheet.

- Pyramid: Remove all of the 10-K cards from the deck, shuffle the remaining cards.
Deal the cards face down into a pyramid with one card at the tip, followed by 2 cards
in the next row, then 3, etc until your 6th row with 6 cards. Place the remaining
cards at the bottom of the pyramid face down. One at a time, flip the top card over
from the deck and see if you can find it's match to create 9. If the 9 is drawn, you
may just remove the card from either the deck or pyramid.

- Explain the Combinations of 9 worksheet and have students begin to work on it.
Closure:

- Self-Reflection of how well they are understanding concept.
Grade 1
Numbers
Math

Year Level: Grade 1
Integration with Other Subjects: LA (read aloud)

materials.



sheets/supplies for students
to fill out, complete with
photos if needed.



be included.


- For students to understand the number 10 and what makes ten.







Learning Strategy: Team-Pair-Solo
Grade 1
Numbers
Math


- Counters




Assessment:





Lesson:







8.

connection between the combinations and addition. Ask student what they realize about
the groupings, and how the combinations can help us with our addition.

Grade 1
Numbers
Math
the math worksheet.

- Fair Game Addition: Students will work in pairs and will need 4 D4 and a D6
between the two of them. Each player rolls 2 D4 and determines their sum. One
students rolls the D6. If the six lands on an odd number, the lowest sum wins, if it
lands on an even number, the highest sum wins. Students may keep track of their
points on either a scrap piece of paper of a whiteboard.

Closure:

- Before you dismiss students back to their desks to work, go over the concept of the 4
stories for the combinations of 8. Asks student how they think knowing the
combinations of 8 can help us with addition and subtraction? (this will be discussed more
in the following days of classes)

Grade 1
Numbers
Math
Title: Subtraction with the number 8

Year Level: Grade 1

materials.






be included.







Grade 1
Numbers
Math





(O10)

Learning Strategy:


- Counters




Assessment:





- Peer Feedback: students will pair up with a classmate and explain todays concept to
them.
Lesson:



- Review what we learned about the days before. Have students share these combinations.
Point out that reverse groupings (2&6 and 6&2) are the same, they are just in a

Grade 1
Numbers
Math
___ takes 3




Give students other examples of subtraction from 8. Ask if it is a combination that we
know? Is it close to a combination that we know? How can we use our knowledge of
combinations of to help us solve the problem?

Repeat this with other equations.

the math worksheet.

- Subtraction Snap: Students will work with a partner and will receive 1 D4 each. At
the same time, each player will roll their die. Players will subtract the smaller
number from the larger number. The first person who says the correct difference out
loud scores 1 point. In the event of a tie, no players score. Students may keep track
of their score either on a piece of scrap paper or a whiteboard.

Closure:

- Three-minute Pause: stop your lesson at any point and review what you have taught.
Ask questions to your students to ensure that they are understanding and allow them
to ask clarifying questions of you.
Grade 1
Numbers
Math

Year Level: Grade 1

materials.






be included.









Learning Strategy:
Grade 1
Numbers
Math



- Counters


- Teacher: Combinations of 9 equal, addition, subtraction.

Assessment:


applicable)



- Self-Reflection: Laundry Day Self-Reflection




- Read: Math Fables by Greg Tang, focusing on the story about 9, Antics. Before reading,
-
encourage the students to be thinking of the different pairs which create 9. Discuss
these pairs after the story.

After reading, give each student a baggie with 9 counters in it. Have the students come
up with different ways that they can arrange the 9 counters using only two separate
groups.

Have each child share what different groupings they made with their counters.
Encourage students who haven't shared yet to see if they could create groups that the
other students haven't created yet. (Encourage the students first that the one they did
create was a good grouping)

If all of the students have a different grouping (reverse groupings count as two
separate ones), show any groupings which have not been shown at all (ie. if 7&2 has
been created, you do not need to show 2&7, but if both 2&7 and 7&2 are created but
neither 5&4 or 4&5 has, show one of the combinations).

group, just a different order)
Grade 1
Numbers
Math
- Ask students what they notice about the total number of counters in each grouping. (It
number.

Show the students that there are really only 5 different groupings for 9; 9&0, 8&1,
7&2, 6&3, 5&4

of 10 (ie. 0+9=9, 9+0=9, 9-0=9 and 9-9=0).

- Ask students to show where the largest number in the equation goes. (when we add,
we put things together and put it at the end, when we subtract we begin with the
largest number and take some away.

Have the students work with a partner beside them to create another 4 Story Family
with one of the groupings. Have some of the groups share what they put for their
stories.

Have the students create four fact families for the remaining grouping.

the math worksheet.

- Pyramid: Remove all of the 10-K cards from the deck, shuffle the remaining cards.
Deal the cards face down into a pyramid with one card at the tip, followed by 2 cards
in the next row, then 3, etc until your 6th row with 6 cards. Place the remaining
cards at the bottom of the pyramid face down. One at a time, flip the top card over
from the deck and see if you can find it's match to create 9. If the 9 is drawn, you
may just remove the card from either the deck or pyramid.

Closure:

- Laundry Day: Label the four corners with laundry detergent. Tide (drowning in
information), Gain (understanding basics but missing keep parts), Bold (fairly confident,
just missing details), Cheer (sure of success). Students go to the corner that best
represents their feelings on topic.
___________

Grade 1
Numbers
Math

Year Level: Grade 1

materials.






be included.







Grade 1
Numbers
Math
Specific Learning Outcomes:





(O10)


- Counters




Assessment:





Lesson:







9.
Grade 1
Numbers
Math
- Have the students help you create the Four Stories for one of the combinations to make
the connection between the combinations and addition. Ask student what they realize
about the groupings, and how the combinations can help us with our addition.


the math worksheet.

- Your Board or Mine?: Students work in partners and each receive a game board, 1 D4
and a deck of cards with only the number 1-5. Shuffle the cards together and place
them in the middle of the playing board. Alternating turns, students roll their die and
flip over a card from the center. They may choose to cover the number on either
their board or their partners. If they play it on their partners board, their partner
cannot use this number during the game. Players attempt to create three in a row on
their own board in any direction.

Closure:

- Tell students that the following day we will be learning about using our combinations
to determine subtraction equations from 9.
Grade 1
Numbers
Math
Title: Subtraction with the Number 9 - SUB PLANS

Year Level: Grade 1

materials.






be included.







Grade 1
Numbers
Math





(O10)


- Counters




Assessment:



applicable), Exit Slip (Two Facts and a Fib)

Lesson:



- Review what we learned about the days before. Have students share these combinations.
Point out that reverse groupings (3&6 and 6&3) are the same, they are just in a


___ takes 3

- Explain that the students just did subtraction by knowing the partner numbers for 9.
Grade 1
Numbers
Math
-


Give students other examples of subtraction from 9. Ask if it is a combination that we
know? Is it close to a combination that we know? How can we use our knowledge of
combinations of to help us solve the problem?

Repeat this with other equations.

the math worksheet.

- What's the Question?: Students each receive 1 D8. Students roll their die, then figure
out what two numbers can be combined to create a subtraction equation with the
difference being what ever they rolled. They then cover these two numbers on their
board. For example, if the student rolls a 4, they may cover 9 and 5 (9-5=4), 8 and 4
(8-4=4) etc.

Closure:

- Two Facts and a Fib: Hand students colour coded sheets of paper and have them write
their name on it. On it, the must write two correct statements about todays lesson
and one false statement. Students may crumple up their paper and toss it throughout
the room. Students collect a page of their grade colour and determine which
statement is false. Have students discuss their answer with the creator.
Grade 1
Numbers
Math
Title: Counting to 30 - SUB PLANS

Year Level: Grade 1

materials.






be included.




(1-20) 5s and 10s (1-100)

Learning Strategy:
Grade 1
Numbers
Math





- Game materials

- Teachers Pay Teachers; Number Munchers, Christy Lamb

mathematics.

mathematics.
Assessment:




lesson
Lesson:



- READ:

- Create baggies for each of the numbers 21 to 29 out of unit blocks. Allow each child to
pick a baggie to count at their spot. (make note of any students who made a ten.

- Ask students if anyone lost track of where they were counting. Discuss with the
students the idea that sometimes counting large numbers is difficult because you lose
track of the number. Have student first count a set of 10 and explain that it easier to
count large numbers by splitting them into sets of 10 and adding the sets of 10.

- Give each student a Tens/Ones Chart. Review the Tens/Ones Chart (student would have
seen and worked with these earlier but may need a refresher). Ask what we use Tens/
One Charts for (to help us show bigger, 2-digit numbers). Point out the two columns
and explain that we show how many ones there are under the Ones heading, and that
below the Tens heading, we show how many sets of 10 are in a number.
Grade 1
Numbers
Math
- Show students the rods and units and have them explain what each represents

- Have the students place their unit cubes in the Ones column and to separate a set of 10
out of the units. Explain that once we get 10 ones, we no longer have ones but we have
a set of 10. Ask students what they think we should do, (again, they would have done
this in the past, but may have forgotten)

Show the students that they regroup and trade their 10 units to get a rod (from the
Base 10 blocks). Have the students regroup and trade their 10 unit blocks for a rod.

Remind students how you read a Tens/Ones Chart to make it into a numeral. Ask
students how many rods they have on their chart, then write the numeral below it in
the Tens column. Ask students how many units they have on their chart, then write that
number in the Ones column. Ask students what number you created. Explain what we
get that number (made up sets of tens and ones)

Take a Three-Minute-Pause to stop the lesson and ensure that all the students
understand what they are being taught. This may involve a self-reflection.

Have the students trade their rod for 10 units again and scramble up their units then
swap places with another students and count the sticks on their classmates chart.
Repeat the steps of creating 10 out of the units, trading it for a rod and creating the
numeral. Have the students share what their numeral is in terms of tens and ones.

Once the students have gone to the different number sets, point out two students
charts. Ask the class what one has more blocks on their Chart. Have the students turn
to their neighbour and explain how they know which is largest.

Pull the students back together and ask for a student to volunteer (or select a student)
to tell the class how they knew which was the biggest number. Explain that when we
look at two different numbers, we look at the number in the Tens place first and see
what is the bigger number. If the Tens are the same, they look at the ones.

Pick two other students charts and repeat this process.

Print a number from 21-29 on your white board and have the students share how they
are created in terms of number of 10s and ones.


- Number Munchers: Shuffle the cards and set in the middle of the table. Each player
will draw a card and read the number. If the player cannot read the number on the
card, place it in the bottom of the card pile. The game continues with each player
drawing a card. If a player draws a monster, they get to steal another players cards
but only if they can read the number. Sounds simple right? Just watch out for the
Number Munchers!!! If you happen to draw a Number Muncher, you have to put all
your cards back in the card pile! The player with the most cards in the end wins!!!


If any student seems unsure during the self reflection, coach them more one-on-one (or
in small groups) during the remaining class time. If class is over, take them aside briefly
during recess to talk about the concepts and help them then. Be sure not to take their
entire recess, as students still need fresh air and to run around.
Grade 1
Numbers
Math
Closure:

- Exit Slip: Have the number line for 1-30 typed on a colour coded sheet with missing
numbers. Have students fill in the missing numbers of the number line.
Grade 1
Numbers
Math
Title: Review of Unit; Math Centres

Integration with Other Subjects: Art (cutting, gluing, colouring)

materials.

- There will be a lot of movement within the class. Ensure that you clearly set out the
expectation prior to moving to ensure safety and smoothness.

- Pre-explain all the centres before allow students to move. Have instruction at each
center as well in case students forget.


photos if needed.



be included.

Resources:

- http://www.havefunteaching.com/worksheets/math-worksheets/

- Pinterest

- montgomeryschoolsmd.org

- pixabay.org

- Copies of the Math Center activities complete with materials needed and instructions.

- Math Center Passport.

- Pencils, Markers, Glue, crayons, (at the stations they are needed)
Grade 1
Numbers
Math

- To refresh the students on the outcomes and concepts that they have learned within
the unit.

Grade 1:

- I can skip count by 2s, 5s, and 10s.

- I an recognize numbers at a glance.


- I can compare two sets.

- I can estimate the amount of objects in a set.



Grade 2:

- I can say the numbers 1-49 and can skip count by 2s, 5s, and 10s.

- I can explain if a number is odd or even.

- I can tell the position of things.



- I can understand the meaning of place values for numbers up to 49.

- I can add numbers with 2-digits up to sums of 49 and know the corresponding
subtraction.

Grade 1:

- Say the number sequence 1 to 100 by 1s (between any two given numbers), 2s (1-20),
5s and 10s (1-100). (O1)

dots. (O2)

- Demonstrate and understanding of counting. (O3)


- Estimate Quantities to 20 by using referents. (O6)

- Identify the number, up to 20, that is 1 more, 1 less, 2 more, or 2 less. (O8)

- Demonstrate an understanding of addition of numbers with answers to 20, and their
corresponding subtraction facts. (O9)

Grade 2:

- Say the number sequence 0 to 100 by 2s, 5s, 10s (starting at multiples). (O1)

- Demonstrate if a number is even or odd. (O2)

- Describe order or relative position, using ordinal numbers (up to tenth). (O3)

- Compare and order numbers to 100. (O5)

- Estimate quantities to 100, using referents. (O6)

- Illustrate, concretely and pictorially, the meaning of place value for numerals to 100.
(O7)

- Demonstrate an understanding of addition (limited to 1- and 2-digit numerals) with
answers to 100 and the corresponding subtraction. (O9)

Learning Strategy: Learning stations; self-appointed learning/practicing
Grade 1
Numbers
Math
Assessment:

- Explain that the students will be practicing the skills that they learned in the unit at
various math centres.

- Walk around the centres as the students are moving around them and ask questions
of the students to see where their thinking is. Record anecdotal notes.

- Students are able to work in pairs and gather help from their classmates if they are
struggling with various tasks.

- As students are completing the centres, give feedback and assistance where needed
to help the students growth and learning.

- At the end of class, have students do self-reflections on their work in the centers.
Ask them to share things that they felt they did really well at and things they found
difficult.

- Teacher: an understanding of all the skills learned within unit, what the expectations
for the task are.

- Students: an understanding of all the skills that we learned, how to draw/cut out the
symbolic numbers.
Lesson:

- Prior to class, set up the various stations/centres for the students to work through.

- Put together the Math Centre Passport (a booklet with all of the activities the students
will be doing.)

- At the beginning of class, explain that we will be reviewing all of the topics that we
learned about in the math unit. Explain that the students will each be given a Passport
with various activities to do. they will need to visit each station at least once, but can go
to stations multiple times if they wanted to (just like you might visit the same place
multiple times).

- Explain what the students are to do at each of the stations. (also have instructions at
each station for those students who may forget).

- Go over expectation for the stations. Remind students that other classes are also
learning so we don't want to be a distraction for them so we need to stay quiet even
though were having fun.

- Remind students that they are able to ask their classmates for help if they need to and
are encouraged to discuss their work with others.

- Students are able to go to the stations in any order, so if there are a lot of students at
one station already, to go to another station first.

- Once all the games and expectations are explained, hand out the Math Centres
Passports and allow the students to begin to explore the different areas.

- As students are completing the centres, walk around and ask students about why/how
they are completing the tasks. Record anecdotal notes and take pictures of the students
work if possible.

- Be available to all students who would like further instruction to complete any of the
projects.
Grade 1
Numbers
Math
Stations:

Grade 1:

- Skip Counting Center: Students will create skip-counting paper chains counting by 2s, 5s
and 10s. They will then record their sequences in their passport.

- Spin and Colour Center: Students spin the spinner, then determine what number the
colour represents and colours that colour in on their picture.

- Comparing Sheet Center: The teach will pre arrange 10 baggies of various amounts.
Students will count the bags and answer the questions on their sheet.

- Estimating Center: Students will grab a handful of pom-poms and estimate how many
they grabbed. They will record this number in the first circle. Then they will count the
actual amount and record this number in the second circle.

- More and Less Center: Students will roll a 10-sided die to get a number between 1 and
10. They will record this number in the star and then determine the number that is 1
greater, 2 greater, 1 less and 2 less.

- Addition Ice Cream Center: Students will build Ice Cream Cones by matching the ice
cream scoop equation which matches the cone. They will record these numbers in their
passport and write a corresponding subtraction sentence.

Grade 2:

- Skip Counting Center: Students create a skip-counting paper chain counting by 2s
starting at 1. They then roll a 10-sided die, then count by 10s starting at whatever
number they rolled. They will have to write the numbers they use on their chain, then
record both chain sequences in their passport.

- Odd or Even Center: Students will sort the cards onto either the even or odd mat. They
will then use these piles to help them answer their passport sheet.

- Ordinal Numbers Center: There will be two series set up, the first will be a series of
objects (such as a ball, stapler, etc, labeled) which the students will write above the
correct position in their passport. The other series will be with cards showing pictures
of toys, which the students must record the position of each toy on the bottom half of
the paper.

- Comparing Center: The teach will pre arrange 10 baggies of various amounts. Students
will count the bags and answer the questions on their sheet.

- Estimating Center: Students will grab a handful of pom-poms and estimate how many
they grabbed. They will record this number in the first circle. Then they will count the
actual amount and record this number in the second circle.

- Addition Ice Cream Center: Students will build Ice Cream Cones by matching the ice
cream scoop equation which matches the cone. They will record these numbers in their
passport and write a corresponding subtraction sentence.
Closure:

- At the end of class, gather the students on the reading corner foam and ask the
students to do self-reflections on their work for the days. Have some students share
what they thought they did really well at, and some things they found difficult.
Grade 1
Numbers
Math
Title: I Saw the Figure In Gold Math Final Assessment

Integration with Other Subjects: Art

- have pre-organized baggies of materials for the students to use to avoid fights for
materials.


photos if needed.



be included.


- To apply multiple skills that the students learned within the unit to make an art
project that we can then display in the classroom/hallway.

Grade 1:





Grade 2:



- I understand the meaning of place values for numbers up to 49.

- I know what happens when you add or subtract zero to any number, and can explain
why.

- I can add numbers with 2-digits up to 49 and know the corresponding subtractions.
Grade 1
Numbers
Math

Grade 1:

- Demonstrate an understanding of counting. (O3)



- Demonstrate an understanding of addition of numbers with answers to 20 and their

- Competency: connections.

Grade 2:

- Demonstrate if a number is odd or even. (O2)


- Illustrate, concretely and pictorially, the meaning of place values for numerals to 100.
(O7)

- Demonstrate and explain the effect of adding zero to, or subtracting zero from, any
number. (O8)

- Demonstrate and understanding of addition with answers to 100 and the corresponding
subtraction. (O10)

- Competency: connections.

Learning Strategy:


- Sparkly Paper

- Graphic Organizer

- Assessment Task Outlines

- Rubric

- Teacher: Knowledge of Assessment Task, understanding of concepts learned in unit

- Students: Understanding of concepts learned during unit.
Assessment:

Grade 1:





Grade 2:



- I understand the meaning of place values for numbers up to 49.

- I know what happens when you add or subtract zero to any number, and can explain
why.

- I can add numbers with 2-digits up to 49 and know the corresponding subtractions.

- Assessment will be on their created project based on created rubric.
Grade 1
Numbers
Math
Lesson:

- Review: skip counting (by 2s, 5s and 10s), numbers 1-10, ordinals numbers

- Explain to the class that you will be creating an art project using the skills we learned
in math. Show examples of your project so kids can see what they will be creating.

- Explain that grade 1s will be focusing on numbers between 1 and 10, and the grade 2s
will be using 2-digit numbers between 11 and 49.

- Point out that there are 8 sections in the background of the photos and explain that
each student will be using the skills that they learned in math to complete the 8
sections of the project

- Grade 1: 1. Connection to Life, 2. 1 or 2 More, 3. 1 or 2 Less, 4. Picture, 5/6. 2 Addition
problems with sum of number, 7/8. 2 Subtraction problems with difference of their
number.

- Grade 2: 1. Odd or Even, 2. Place Value picture, 3. Adding 0, 4. Subtracting 0, 5/6. 2
Addition problems with a sum of your number. 7/8. 2 subtraction problems with a
difference of your number.

- Show the Assessment Task outline on the SmartBoard so the students know what is
expected of them in the project. Read through both projects for the students.

- Once going through the expectations for the project and all students have shown that
they understand what they are to be doing, allow students to draw numbers. Have
numbers written on pieces of paper and put in a hat/container. Draw students name with
popsicle sticks to determine what order they will get to choose their number.

- For grade 2s, have two hats/containers, on with the numbers 1-9, the other with the
numbers 10, 20, 30 and 40. Each student will chose one number out of each hat and
add them to get their number. All slips of paper can go back into the hat.

- Students will be working on a graphic organizer to create their problems.

- As the students are working, go around to individual students and have them explain
what some of their creations are for their project. Have them talk though why their
example works for their number (explain why their addition or subtraction problems
equal their number, explain the concept of adding or subtracting 0, etc) Record notes on
these interactions

- Students will continue to work on these until the end of class. If further class time is
required, students can work on this project during the afternoon Ketchup Class, or be
given either time the following math class the following week.

- During Art class later in the afternoon, students will be working on painting the
background of their project and cutting out their chosen letter.

- During the following math class next week (when their backgrounds are dry), students
will transfer the problems they created on the graphic organizer onto their painted
background.

- Projects are expected to be by the end of the following Mondays class.

- If students finish their graphic organizer or transferring their information from the
graphic organizer onto their background before the end of class, they may practice one
of the math games theyve learned during the unit or catch up on any other materials
they need to finish.
Grade 1
Numbers
Math
Closure:

- Assessment will be based on a checklist of whether or not the students included all
that was required of them and if the equations/answers they created equal the
number they have chosen.
Title: Thursday Afternoon One-On-One Assessment Classes

Date: Every Thursday Afternoon
Integration with Other Subjects: None

- have pre-organized baggies containing the games for the students to use to avoid fights
for materials. Ensure that all materials needed to play and instructions are included in
the games.


- Remind students that games are to be quiet as other students are working on other
things.
Grade 1
Numbers
Math


photos if needed.



be included.


- Mini-Whiteboard

- General review sheets. (this sheet will have each concept area of math included.
Assessment will require students to do 1 or more of these areas in a given assessment
time.)

- Markers

- Anecdotal note taking sheet.

- Game envelopes complete with all materials needed to play the game and instructions.
Grade 1
Numbers
Math

- To see where the students are in the various mathematical concepts which are being
taught.

Grade 1:

- I can say the numbers one to 30.








- I can add numbers with sums to 10 and know the corresponding subtraction.


Grade 2:





- I can compare two sets of numbers.


- I understand what happens when you add or subtract zero from any number and can
explain why.

- I can add numbers with 1- and 2-digits with sums up to 49 and know the
corresponding subtractions.


Grade 1:

- Say the number sequence 1 to 100 by: 1s (between any two given numbers), 2s (1-20),
5s and 10s (1-100). (O1)

dots. (O2)

- Demonstrate an understanding of counting: last number = how many, each set has
only one count, using parts or equal groups to count set. (O3)



- Estimate quantities to 20 by using referents. (O6)


- Identity the number, up to 20, that is a more, 2 more, 1 less or 2 less. (O8)

- Demonstrate an understanding of addition of number with answers to 20 and their

- Describe and use mental mathematics strategies for addition and subtraction facts to
18. (O10)

Grade 1
Numbers
Math
Grade 2:

- Say the number sequence 0-100 by 2s, 5s, 10 (starting point at multiples), 2s (at 1),
10s (at 1 through 9). (O1)

- Demonstrate if a number (up to 100) is even or odd. (O2)

- Describe order or relative position, using ordinal numbers (up to tenth). (O3)

- Represent and describe numbers to 100, concretely, pictorially, and symbolically. (O4)

- Compare and order numbers by to 100. (O5)

- Estimate quantities to 100, using referents. (O6)

- Illustrate, concretely and pictorially, the meaning of place value for numerals to 100.
(O7)

- Demonstrate and explain the effect of adding zero to, or subtraction zero from, any
number. (O8)

- Demonstrate an understanding of addition (limited to 1- and 2-digit numerals) with
answer to 100 and the corresponding subtraction. (O9)

- Apply mental mathematics strategies for addition and subtraction facts to 100. (O10)

Learning Strategy: Brainstorming; learning through games.
Assessment:

- Explain to students that the role of teachers is to check up on their students and see
where they are in the areas they are learning.

- Pull students aside one-by-one and have conversations with them about various
aspects of the unit we are working on. Record notes on each interaction with
students.

- Have the students preform a self-reflection after preforming the various tasks asked
of them to see where they see themselves and their abilities to complete the
concepts learned.

- Teacher: an understanding of all the skills learned within unit, what the expectations
for the task are.

- Students: an understanding of all the skills that we learned
Lesson:

First Thursday Lesson:

- You will need to explain what Thursdays afternoon class with look like.

- Brainstorm with students what they think their role is as a student (what do they need
to do as students).

- Ask what they think is the teachers role in the classroom.

- If it is not suggested, inform them that one of the roles of a teacher is to see how
students are doing.

- Read: Daniel Visits the Doctor

- Once finished reading, make the comparison that just like a doctor checks your body
and makes sure everything is working properly, a teacher has to check up on your mind
and make sure that you are understanding everything properly and see where you are
at on the skills we are working with.
Grade 1
Numbers
Math
- Explain that during Thursdays class, the students will be able to play math games to
practice the math skills weve learned in class. (the games will be ones already taught
during the units lessons).

- Students are free to practice any skill they want (ie. play any of the games that we've
learned) but are reminded what math games in the classroom look like (quiet voices so
those who are working on other things can concentrate)

- While students are playing the games, the teacher will take students aside one at a
time and assess them on the skills we've learned in math class thus far. These
assessments can focus on a general review of all the topics, or specifically assess a
newer skill to see where students are with the concept.

- The teacher will make anecdotal notes on each of the students they assess.

Subsequent Thursdays Classes:

- Remind students that the teachers role is to check-up on the students and so the
teacher will be pulling students one and a time to see where there are at.

- Students are told that they are to practice the math skills that weve learned by playing
the various math games available.

- Remind students the math games expectations (quiet voices so others can concentrate
too)

- While students are playing the games, the teacher will take students aside one at a
time and assess them on the skills we've learned in math class thus far. These
assessments can focus on a general review of all the topics, or specifically assess a
newer skill to see where students are with the concept.

- The teacher will make anecdotal notes on each of the students they assess.
Closure:

- Have students tidy up the math games by ensuring all pieces of the games are in tact.
If any supplies need to be replenished, they should inform the teacher.

- At the end of each one-on-one assessment, have the students do a self-reflection of
their confidence in their skills in various areas.

- Get feedback from the students as to where they feel they are struggling.

Math Numbers Grade 1 Lessons

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Grade 1

Medium: Have pre-organized

High: Allow students to move

Medium: Repeat movements/

High: Have them stay after

Key Learning Goal(s) / Criteria:

Resources and Materials:

Title: The Number 6; Subitize

Medium: Have pre-organized

High: Allow students to move

Medium: Repeat movements/

High: Have them stay after

Key Learning Goal(s) / Criteria:

Resources and Materials:

(books, pencils, etc.)

Title: The Number 7; Subitize

Medium: Have pre-organized

High: Allow students to move

Medium: Repeat movements/

High: Have them stay after

Key Learning Goal(s) / Criteria:

Resources and Materials:

(books, pencils, etc.)

Title: The Number 8; Subitize

Medium: Have pre-organized

High: Allow students to move

Medium: Repeat movements/

High: Have them stay after

Key Learning Goal(s) / Criteria:

Resources and Materials:

Title: The Number 9; Subitize

Medium: Have pre-organized

High: Allow students to move

Medium: Repeat movements/

High: Have them stay after

Key Learning Goal(s) / Criteria:

Resources and Materials:

Title: The Number 10; Subitize

Medium: Have pre-organized

High: Allow students to move

Medium: Repeat movements/

High: Have them stay after

Key Learning Goal(s) / Criteria:

Resources and Materials:

(books, pencils, etc.)

Title: Connections with Numbers Book

Medium: Have pre-organized

High: Allow students to move

Medium: Repeat movements/

High: Have them stay after

Key Learning Goal(s) / Criteria:

Specific Learning Outcomes/Learning Strategy:

Title: Connections with Numbers Book; Continued

Medium: Have pre-organized

High: Allow students to move

Medium: Repeat movements/

High: Have them stay after

Key Learning Goal(s) / Criteria:

Specific Learning Outcomes/Learning Strategy:

Reflections and Next Steps:

Title: Balance & The Equal Sign

Medium: Have pre-organized