Unit 1:  Ready for Math

Time Frame:  35 Days

 

 

 

Math > T - 1 > Unit 1

 

Unit Description

This is the first unit of the Transitional First Grade mathematics curriculum. This unit introduces T-1 students to some of the mathematical materials and strategies, they will be using this year and establish routines as they explore patterns, shapes, counting, measuring, collecting, sorting, and building numbers.  This unit is designed to help you get to know and to assess your students’ mathematical understanding and to help you establish a mathematical community in your classroom.  Throughout the unit students are encouraged to share their strategies, work cooperatively, use materials, and communicate both orally and on paper about how they are solving problems.

 

Enduring Understandings

·         Listening to others helps me learn.

·         Listening to others makes learning fun.

 

Essential Questions

·         How can listening help me learn?

·         How can listening make my learning more fun?

 

GLEs: 1, 2, 3, 4, 5, 6, 12, 14, 15, 16, 18, 26, 27, 31, 32, 33, 34

 

Students will know…

·          Problem solving involves many strategies.

·          There are many materials/tools to help in problem solving.

·          Communicating mathematical thinking helps us gain deeper understanding.

 

 

Students will be able to…

·            Begin to use mathematical materials and tools to solve problems

·            Begin to describe, compare, and find relationships among geometric shapes

·            Begin to count and keep track of a set of up to about 10 objects

·            Begin to order a set of numbers up to about 10

·            Begin to compare two quantities up to about 10 and identify which quantity is more and which is less

·            Begin to have a strategy for combining two or more single digit numbers

·            When combining two quantities...Begin to count all from 1, count on from one number, use numerical reasoning

·            Begin to record solutions to problems using pictures, numbers, and words

·            Begin to find and record more than one solution to a “How Many of Each?” kind of problem

·            Begin to describe, create, and extend patterns

·            Begin to classify patterns as the same or different by identifying the repeating unit within each pattern

·            Begin to collect and record data

·            Begin to categorize data in ways that communicate clearly to others

·            Begin to create a representation for a set of data that clearly communicates what a survey is about

·            Begin to make sense of survey results and present those results to others

 

Assessments

·       Performance Task

·       Performance Task Rubric

·       Performance Task Sneaky Shape Journal Cover