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Slide 1: Math Photography Grade 1
Slide 2: Sam has planted 50 seeds. He has spent $1.00 for all 50 seeds. How much did he pay for each seed?
Slide 3: Hint:  Think about using tally mark to help with counting.  If your having trouble take out your 100 chart.
Slide 4: Alex has 7 boxes. Each box has 10 plants in it. How many plants are all together?
Slide 5: Hint:  Draw a picture to represent each box.  If your having trouble think about using a ten frame.
Slide 6: Dana has 17garlic plants. She gives 9 to Lyn. How many garlic plants are left?
Slide 7: Hint:   Draw a picture. Use counters to help solve the equation.
Slide 8: Dean has 12 rows. He adds 5 more rows. How many rows does he have in all?
Slide 9: Hint  Think about adding on.  Draw a diagram.
Slide 10: M1N1. Students will estimate, model, compare, order, and represent whole numbers up to 100. a. Represent numbers up to 100 using a variety of models, diagrams, and number sentences. Represent numbers larger than 10 in terms of tens and ones using manipulatives and pictures. b. Correctly count and represent the number of objects in a set using numerals. d. Understand the magnitude and order of numbers up to 100 by making ordered sequences and representing them on a number line. M1N3. Students will add and subtract numbers less than 100, as well as understand and use the inverse relationship between addition and subtraction. a. Identify one more than, one less than, 10 more than, and 10 less than a given number. b. Skip-count by 2s, 5s, and 10s, forward and backwards; to and from numbers up to 100. c. Compose/decompose numbers up to 10 (e. g. 3+5=8, 8=5+2+1). d. Understand a variety of situations to which subtraction may apply: taking away from a set, comparing two sets, and determining how many more or how many less. e. Understand addition and subtraction number combinations using strategies such as counting on, counting back, doubles and making tens. f. Know the single-digit addition facts to 18 and corresponding subtraction facts with understanding and fluency. (Use strategies such as relating to facts already known, applying the commutative property, and grouping facts into families.) h. Solve and create word problems involving addition and subtraction to 100 without regrouping. Use words, pictures and concrete models to interpret story problems and reflect the combining of sets as addition and taking away or comparing elements of sets as subtraction. Georgia Performance Standards: Grade:1 M1N4. Students will count collections of up to 100 objects by dividing them into equal parts and represent the results using words, pictures, or diagrams. a. Use informal strategies to share objects equally between two to five people. b. Build number patterns, including concepts of even and odd, using various concrete representations. (Examples of concrete representations include a hundreds chart, ten grid frame, place value chart, number line, counters, or other objects.) M1P1. Students will solve problems (using appropriate technology). a. Build new mathematical knowledge through problem solving. e. Exchange equivalent quantities of coins by making fair trades involving combinations of pennies, nickels, dimes, and quarters up to one dollar; count out a combination of coins needed to purchase items up to one dollar M1P4. Students will make connections among mathematical ideas and to other disciplines. a. Recognize and use connections among mathematical ideas. b. Understand how mathematical ideas interconnect and build on one another to produce a coherent whole. c. Recognize and apply mathematics in contexts outside of mathematics. M1P5. Students will represent mathematics in multiple ways. a. Create and use representations to organize, record, and communicate.
Slide 11: Answer key: 1. 1. 2. 3. 2¢ 70 8 17
Slide 12: Assessment Index Card Assessment( line side) • At the end of the lesson: Asking students to complete sentences that best fits them about today's lesson. Students will fill in the words need help to complete the cloze sentence. – – – I always ____________. I sometimes ____________. I never ______________. (Blank side) • Writing a exit problem at the end of each lesson for all students to complete. The exist question will be answered by using a pictorial. At the end of each unit . The teacher can see what student might need reteaching. Finally a book can be created for the end of the year by using all completed index cards. • • • • Create situations in the lesson to connection with daily activities and inviting students‘ to make predictions and to explain why. Making notes when students are able to make reasonable predictions and use correct reasoning skills. Listening in on their conversations and asking questions will help me know if the student is getting a good sense of the meanings of the lesson. Observe