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Matemáticas de 1er grado (2do trimestre)

En esta clase de 8 semanas de duración, cumpliremos con todos los estándares básicos comunes de matemáticas para el segundo trimestre del primer grado.

Madison Roberts

Puntuación media:

5.0

Número de reseñas:

(665)

Qué está incluido

16 reuniones en vivo

10 horas 40 minutos horas presenciales

Experiencia de clase

This is a continuation of 1st Grade Math (1st quarter). It is recommended that you take 1st quarter before taking this class. 

In this class I will be teaching the second quarter of 1st grade math. I will be using the common core standards.

***This class will only run if there are at least 2 students. 

In this class students are encouraged to ask questions and discuss and explain problems. Students will get many opportunities to participate in this class. My goal is to help my students love math.

Day 1: Solve add to with change unknown math stories with addition, and relate to subtraction.  Model with materials, and write corresponding number sentences. 
Day 2: Count on using the number path to find an unknown part. Solve take from with result unknown math stories with math drawings, true number sentences, and statements, using horizontal marks to cross off what is taken away. 
Day 3: Solve take apart with addend unknown math stories with math drawings, equations, and statements, circling the known part to find the unknown. 
Day 4: Solve add to with change unknown math stories with drawings, relating addition and subtraction. Solve take from with change unknown math stories with drawings. 
Day 5: Solve put together/take apart with addend unknown math stories. 
Day 6: Model n – n and n – (n – 1) pictorially and as subtraction sentences. 
Day 7: Relate subtraction facts involving fives and doubles to corresponding decompositions. 
Day 8: Relate subtraction from 10 to corresponding decompositions. Relate subtraction from 9 to corresponding decompositions. 
Day 9: Look for and make use of repeated reasoning and structure, using the addition chart to solve subtraction problems. 
Day 10: Analyze the addition chart to create sets of related addition and subtraction facts. 
Day 11: Solve word problems with three addends, two of which make ten.  
Day 12: Use the associative and commutative properties to make ten with three addends. 
Day 13: Make ten when one addend is 9. Compare efficiency of counting on and making ten when one addend is 9.
Day 14: Use the commutative property to make ten. 
Day 15: Solve problems with addends of 7, 8, and 9. 
Day 16: Share and critique peer solution strategies for put together with total unknown word problems

Metas de aprendizaje

Represent and solve problems involving addition and subtraction.
1.OA.1  Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking 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. Understand and apply properties of operations and the relationship between addition and subtraction. 

1.OA.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 

1.OA.3  Apply properties of operations as strategies to add and subtract. (Students need not use formal terms for these properties.) Examples:  If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known.  (Commutative property of addition.)  To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)  

1.OA.4 Understand subtraction as an unknown-addend problem.  For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Add and subtract within 20.
 
1.OA.5  Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 

1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10.  Use strategies such as counting on; making ten (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 = 13). Work with addition and subtraction equations. 

1.OA.7  Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.  For example, which of the following equations are true and which are false?  6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. 

1.OA.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers.  For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 =

Otros detalles

Lista de útiles escolares

Students will need paper and pencil or white board and marker for every class.

Recursos externos

Los estudiantes no necesitarán utilizar ninguna aplicación o sitio web más allá de las herramientas estándar de Outschool.

Madison Roberts

Se unió el March, 2020

5.0

665reseñas

Perfil

Experiencia y certificaciones del docente

Misuri Certificado de Docencia en Educación elemental

Hi, my name is Madison. I have a Bachelor's of Science Degree in Elementary Education with an emphasis in Social Science and Math. I have a 9 year old son and a 6 year old daughter. We love to play outside and create art with the things we find in nature.  I believe that children should have a passion for learning. So let's make things FUN and INTERESTING!