Operations And Algebraic Thinking Paper
CURRICULUM MAP
Course: First Grade Math Duration: 6 Weeks
UNIT TITLE: Operations and Algebraic Thinking
MATH STANDARDS: LITERACY STANDARDS:
1. (1.OA.1) Use addition and subtraction within 20 to solve word problems involving situations of adding to, take from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
3. (1.OA.3) Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 =11 is also known.
(Commutative property of addition.) To add 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)
5. (1.OA.5) Relate counting to addition and subtraction …show more content…
(1.OA.6) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making 10 (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 =4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 +1 = 12 + 1 = …show more content…
Materials List: Lunch bag for each student, linking cubes (20 for each student, 10 red and 10 blue), chart paper, math learning log, blue and red markers- As a class, come up with a student friendly statement explaining the commutative property; Encourage students to write the meaning of the commutative property and the combinations that they made in their math learning log
• Activity 8: Coin Flip; Materials List: pennies - students share different combinations of heads and tails with the class, as students report new combinations, have students write the numbers in the other number bonds, students explain how they will know when they have all of the combinations of heads and tails that make 5, students will tell a number story for each number bond they create
• Activity 9: Dominoes; Materials List: Dominoes, chart paper, two-sided colored chips- students use the chips to figure out all the ways to make the number six.
• Activity 10: Triangles, Materials List: Triangles, triangle flashcards, baggies- Guide students in creating their own triangle flash
Course: First Grade Math Duration: 6 Weeks
UNIT TITLE: Operations and Algebraic Thinking
MATH STANDARDS: LITERACY STANDARDS:
1. (1.OA.1) Use addition and subtraction within 20 to solve word problems involving situations of adding to, take from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
3. (1.OA.3) Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 =11 is also known.
(Commutative property of addition.) To add 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)
5. (1.OA.5) Relate counting to addition and subtraction …show more content…
(1.OA.6) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making 10 (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 =4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 +1 = 12 + 1 = …show more content…
Materials List: Lunch bag for each student, linking cubes (20 for each student, 10 red and 10 blue), chart paper, math learning log, blue and red markers- As a class, come up with a student friendly statement explaining the commutative property; Encourage students to write the meaning of the commutative property and the combinations that they made in their math learning log
• Activity 8: Coin Flip; Materials List: pennies - students share different combinations of heads and tails with the class, as students report new combinations, have students write the numbers in the other number bonds, students explain how they will know when they have all of the combinations of heads and tails that make 5, students will tell a number story for each number bond they create
• Activity 9: Dominoes; Materials List: Dominoes, chart paper, two-sided colored chips- students use the chips to figure out all the ways to make the number six.
• Activity 10: Triangles, Materials List: Triangles, triangle flashcards, baggies- Guide students in creating their own triangle flash