FirstGradeMath

===//This page documents my work on designing a first-grade math curriculum that emphasizes ten-centered thinking, clear communication of problem-solving strategies, the mastery of basic facts, and development of the language of math, all rooted in physical experiences that make the math real.//===

[|Scope and Sequence]: Outline of the revised TERC //Investigations// curriculum for first grade, with suggested changes and additions.

__**10-11 School Year**__
=__07-08 Draft Math Outline__= September: How many of Each? (Number) October-November: Solving Story Problems (Number) December: What Would You Rather Be? (Data) January: Color, Shape, and Number Patterns (Patterns) February-March: Number Games and Crayon Puzzles (Number) March-April: Twos, Fives, and Tens (Number) April-May: Fish Lengths and Animal Jumps (Measurement) May: Making Shapes and Designing Quilts (2D Geometry) May-June: Blocks and Boxes (3D Geometry)

Notes for 07-08:
 * more on money
 * more on time
 * teach to double-check! Practice finding errors in problems, how do you double-check your work, how do you make sure/prove your answer is correct
 * more on basic facts
 * tell mathematical stories with no question and have students say what they know from the story
 * use stories, equations, and physical models as 3 "languages" for the operations. Translate from one to the other, or give one and have them come up with the other 2
 * use the number line from the beginning as another model for each kind of addition and subtraction problem? (check with Pat)
 * for subtraction, always write corresponding addition equation (not necessary for addition)
 * use "think addition" model for subtraction more than "take-away" -- have both parts there, but separated
 * When doing double-digit addition and subtraction, lead them less to the use of base ten blocks -- see what other strategies they can come up with.
 * work on subtraction as not just "take-away" - how to build this understanding?
 * introduce re-grouping problems before or with or soon after non-regrouping problems
 * for measurement, have them measure with their own rulers and then with the actual unit used to make the ruler to see if there are differences

Math Activities by Strand (Fall 2006)
 * Number / Operations
 * Patterns / Algebra
 * Geometry
 * Measurement
 * Data / Statistics

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Fall 2006
Math Enrichment Plan September06 October06 November06 December06

Winter 2007
January07 February07 March07

April07 May07 June07