## Sunday, March 1, 2015

### A Study of Properties

Our amazing 1st graders are on their way to becoming experts at Addition and Subtraction. They are learning to make their thinking flexible in order to show their fluency with number operations.
subtract...
add and subtract to balance an equation...
balance an equation with more than one equal sign...
And they can do all of this with the confidence to tell us how!

This unit focuses on the Associative and Commutative Property.

Here are two experts to explain these properties to you:

The students can show their work using equations:

They can use dominos to get started:

Number lines help us solve the tricker equations:

For our test on Friday, March 6th, your child should be able to solve the following types of problems:

Also, to show our operations fluency, some classes have experimented with number puzzles. These puzzles ask you to think in one more, one less, 10 more and 10 less.

Listen to this expert solve a number puzzle for you:

We look forward to another impressive week in math!
- Mrs. Bright, Miss Christensen, Miss Gianakakos and Miss Steimel

Standards Covered:
1.OA.B3
Apply properties of operations as strategies to add and subtract.2 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.C6
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.)

## Monday, February 23, 2015

First graders at Mcdole worked diligently in math to add two and three addends in word problems. (1.OA.1 and 1.OA.2) They even got to add money! Students solved problems that involved a menu of items to buy.

To help practice this skill, the students in Miss Gianakakos' math class opened their own restaurants! In small groups, students created their very own restaurants. They worked together to give their restaurant a name and create a menu with 5 items and their prices. The groups used the PicCollage app to create their menu together.

Students then invited their first grade friends from other math classes to come to their restaurant openings. Students ordered food and both the restaurant owners and the customers calculated the totals for their orders. They not only got to practice their math skills, but they also experienced real life situations. Way to go 1st graders!

Check back soon to see what we're up to this unit!

-Mrs. Bright, Miss Christensen, Miss Gianakakos and Miss Steimel

## Tuesday, February 3, 2015

Hello families,

We have been working hard on our math skills so far in 2015 despite all of our snowy and busy days.

We are currently working on a unit that is focusing on solving word problems, including those with a missing addend and some with three addends as well.

This week we are focusing on some menu-type problems, where students are told what items were ordered and use a menu to find the amounts that they need to add. We are also focusing on writing the answer using the number and the units. (For example: 1+10+4=15....15 cookies).

Because of the snow day on Monday of this week we will be having homework instead of Web Wednesday tomorrow. Here is an updated homework calendar for the remainder of this unit:

Here are some pictures of  us working to master these skills:

 Creating menus to use for word problems.

 Solving word problems with 3 addends.

Have a great rest of your week!

Mrs. Bright, Miss Christensen, Miss Gianakakos, and Miss Steimel

## Thursday, December 4, 2014

### Addition and Subtraction Equations and Missing Numbers in Equations

The next few weeks, we will be learning about equations and missing numbers.   These are the standards we will be covering this December:

1.0A.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 or false?  6 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.

1.0A.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 + _ - 3, 6 + 6 = _.

Equations

 We are getting good at writing equations!

 Here are some important math terms to know when writing equations.
We have been reviewing terminology, remembering that a number sentence with an equal sign is an equation.  An equation is true when both sides are equal.
For example, is the equation 5 + 2 = 4 + 3 true?  Why?

First, we need to solve each side to determine if the sides are the same.  We can use manipulatives, draw cubes, or use ten frames, to name a few strategies, to solve each side.

We determine that the equation is true because 7 = 7.

Another way we can look at equations being true or false is by thinking of them as a balance (or scale).  Think of the way a teeter totter works.  In order for both sides to be level, the numbers on each side of the center ( = sign) have to be the same.   Just like an equation, a balance has to be equal on both sides.

 This is a picture of a balance used in math class to show whether equations are true or false.   Like in lessons past, we always want to be thinking of why?  We want to be able to PROVE IT or explain our thinking as to why something is true or false.  This equation is true because both sides are equal to 6.

 Is this equation TRUE or FALSE?

 Drawing a ten frame to solve each side, helps us determine that this equation is FALSE.   Why?  Each side of the equation is a different number.

 This equation is TRUE.  The numbers on both sides of the equal sign are the same (7).
 Here is another way we can practice balancing equations.

 This equation is FALSE.  By drawing a picture, we can see that one side does not equal the other.

Missing Numbers

We are also learning to find the missing number to make equations true.
For example, 7 + _ = 12.
How can we find the answer?  We may know that math fact, but if we don't, we can solve it in several ways.   We might start with 7 and then count on to 12.  We would then find that we've counted up 5.
-We can always use the number line to get started thinking.
-We can also draw it, or use ten frames to count.
-We will find that the missing number is 5.

-We can also use related facts to find missing numbers.  If we know a fact family, it can help us find missing numbers.  For example, if the equation is 9 + _ = 15, we can think of another fact we know, like 15 - 9  = _.  This addition fact has the same numbers.   We can figure out that the missing number is 6.  The numbers 15, 9 and 6, can all be used to create a fact family:  2 addition problems and 2 subtraction problems ( 9 + 6 = 15, 6 + 9 = 15, 15- 6 = 9, 15 - 9 = 6).

REMEMBER to check out the "Web Wednesday" tab on this math blog, for online activities to do. This week's Wednesday assignment is about balancing equations.   Have fun!

Have a wonderful and warm week!

Mrs. Bright, Miss Christensen, Miss Gianakakos, and Miss Steimel

## Wednesday, October 22, 2014

### Missing Numbers and Base Ten

Over the past few weeks we have been working in our math classes on the following standards:

1.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.

1.NBT.2: Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
a. 10 can be thought of as a bundle of ten ones- called a "ten."
b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90, refer to one, two, three, four, five, six, seven, eight or nine, tens (and 0 ones).

The students have been  practicing filling in missing numbers on number lines and in a sequence. They have also been working on identifying numbers by looking at base ten blocks and drawing the corresponding base ten blocks for a number. Lastly, they are identifying how many tens and how many ones are in a number and how to group ones into sets of tens.

We are using some vocabulary words for base ten blocks that include calling a hundred a flat, calling a ten a long, and calling a one a cube. When students draw these they use a square to represent a flat, a straight vertical line to represent a long, and a dot to represent a cube.

Here are some examples of drawing base ten blocks:

Some of the classrooms have also been working on the vocabulary standard form, word form, and expanded form. Here are some examples of what these words mean:

The students have been working hard to grasp all of these concepts and will have a unit test this week on Thursday and Friday (10/23 and 10/24).

Students will not be switching math classrooms on Wednesdays and therefore will not come home with homework on this day (unless it is a shortened week), however we will be having math next Wednesday because of Halloween on Friday. In addition, we will not be sending home math homework on Fridays.

Have a great rest of your week! :)

Mrs. Bright, Miss Christensen, Miss Gianakakos, and Miss Steimel

## Thursday, September 25, 2014

### McDole Math - Beginning of the Year

Welcome to the 1st blog post of the new year! All 1st graders at McDole Elementary have been working hard at becoming strong mathematicians.

We started the year by improving upon our number sense knowledge from Kindergarten. I think it is pretty safe to say that we are 10 frame experts.

While improving on our Kindergarten skills, the students were challenged to prove their knowledge by using a "Prove it" strategy. Here are some examples of how they like to prove their knowledge:

2 of our students chose to prove their knowledge using their voices. Check out their ScreenChomp:

10 Frames allow us to explore numbers in many ways. We also use them to show many different ways to make 10.

When talking about addition and subtraction, we often reference our favorite math mascots, Gus and Linus.

Gus loves to give you things and bring people together. Linus loves to take things away.

Being able to put numbers in order and find missing numbers are valuable skills in 1st grade. We love to play a game called, "Mystery Number". Check out the Mystery Number learning video:

Pattern counting is also a big deal during math. This skill will help when we talk about coins, time, mental addition and subtraction and place value. 1st graders will become experts in counting by 2's, 5's and 10's.
Counting by 10's is our favorite:

Lastly, math isn't all about numbers. We spend a lot of time on vocabulary as well.

Thanks for checking in.
Stay tuned for more from the amazing mathematicians of McDole Elementary.

Secure Skill Check-Up: At this point in the year, students should be secure in the following skills:
• Complete and Discuss 10 Frames up to the number 20
• Read and Write numbers 1-30 fluently
• Understand and discuss the addition and subtraction symbol
• Independently create a numberline up to 30

## Monday, March 17, 2014

### Masters of Measurement!

We have been measuring up a storm here in 1st grade and we got to use many different measurement tools, even our body parts!

First graders used non-standard and standard units of measurement to measure objects around the room. Here we are practicing our measuring skills:

Using our body parts to measure. Everyone's measurements are different!

We used cubes to measure how long a gorilla's hand and our hand are.

We learned about the inch and measured objects with a ruler.

We helped our math buddies measure with tape measures too!

We compared heights!

We have a test tomorrow!

Be sure to practice missing addends at home.
1.0A.4 Understand subtraction as an unknown addend problem (what number makes 10 when added to 8) 1.0A.8 Determine the unknown whole number in an addition or subtraction equation

Also, practice comparing the lengths of 3 different objects.
1. MD.1 & .2 Order three objects by length, compare the length of two objects indirectly by using a third object (shortest to longest and longest to shortest)