Mathematics

By the end of 1st grade, students should be able to do the following:
• Develop understanding of addition, subtraction, and strategies for addition and subtraction within 20;
• Develop understanding of whole number relationship and place value, including grouping in tens and ones;
• Develop understanding of linear measurement and measuring lengths;
• Tell and write time; and
• Solve problems using attributes of shapes and by putting together and taking apart shapes.

 

What instructional strategies will you use to teach students?

What is Guided Math?

Guided Math is similar to Guided Reading in that the teacher puts the students into small groups and the students work on specific standards being taught in centers around the room. Students are placed in groups and taught the standards of the curriculum.  Differentiation is achieved as students are in different groups and instruction is changed to hit the needs of the student.

 

WHAT DOES GUIDED MATH LOOK LIKE?

Math instruction for Guided Math will be 1 hour.

Day 1- Pretest, mini lesson on topic and  go over centers.

Day 2- Centers

Day 3- Centers

Day 4- Centers

Day 5- Post Test, review of a center, go over problem solving, whole group mini lessons

 

DIFFERENTIATION

Groups are made based on how kids did on their pretest.  This is differentiation at its best. Work on the concepts with the kids who struggled and extend and hit high order thinking skills for the kids who got it. Your groups will change weekly as your standards change.

 

DAILY  CENTERS

1) With Teacher (small group instruction)- This is where I will do direct instruction on the concept, model it, and allow for the students to practice with guidance.

2) Journaling/Problem Solving- Student will solve word problems in their math journal.

3) Skill and Drill- This will be a review center where students will practice standards from previous weeks. 

4) Fast Facts- This will be a center where students will practice fluency with addition and subtraction facts.

 

WHAT ARE THE BENEFITS OF GUIDED MATH?

–        Gives children with the chance to develop their own strategies for solving problems.

–        Supports differentiated instruction.

–        Fosters self-reliance and the understanding that there is more than one way to solve problems.

–        Allow students the opportunity to teach and assist each other to clarify their thinking and share ideas.

–        Fosters student articulation about a problem.

–        It gives the teacher time to observe and assess student needs.

–        Fosters cooperation.

What will students learn during the 1st 9 weeks?

1st Quarter
GCPS Unit 1 (GA Units 1, 2)	GCPS Unit 2 (GA Unit 3)
Base Ten Numbers	Shapes and Fractions
10. NBT.1 count to 120, starting at any number less than 120.  In this range, read and write numerals and represent a number of objects with a written numeral   21. NBT.PRE exchange equivalent quantities of coins by making fair trades involving combinations of pennies, nickels, dimes, and quarters and count out a combination needed to purchase items less than a dollar (not assessed, different components can be taught throughout the year)   25. MD.4 organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another *	27.G.1 distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes   28. G.2 compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape and to compose new shapes from the composite shape. Students do not need to learn formal names such as “right rectangular prism.”   29. G.3 partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares   25. MD.4 organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another