Nolder Center Yourself In Math - Core Knowledge Foundation...Lesson Two: Mesopotamia – Math Centers A. Daily Objectives 1. Concept Objective a. First grade math standards will be

2007 Core Knowledge® National Conference, Grade 1, “Center” Yourself in Math 1

“Center” Yourself in Math Grade Level or Special Area: 1st Grade Written by: Linda Nolder, Carol Blaschke, Jane Hollingsworth, Lori Armstrong, Susan Ulrich, Sherra McClelland & Joan Krausmann; Northern Hills Elementary Length of Unit: 19 Lessons I. ABSTRACT

A. Measure a snake……Count the stars….Crack the egg….spin the dreidel…sail the oceans….all the mathematical way! In this unit, children are able to practice their math skills independently in various math centers. Take your pick from a great collection of thematic math activities. These activities go hand in hand with the topics found in the Core Science and History/Geography sequence.

II. OVERVIEW

A. Concept Objectives 1. First grade math standards will be explored, practiced, and reinforced.

B. Content from the Core Knowledge Sequence 1. Recognize patterns and predict the extension of a pattern 2. Recognize and write numbers 0-100 3. Count from 0 – 100 by ones; twos; fives; tens 4. Use tallies 5. Identify ordinal position, 1st to 10th. 6. Recognize place value: ones, tens, and hundreds. 7. Identify more and less; counting how many more or less. 8. Recognize fractions as part of a shoe: ½, 1/3, ¼. 9. Create and interpret simple pictorial graphs and bar graphs. 10. Identify and recognize relative value of penny, nickel, dime, quarter. 11. Know the meaning of the plus (+) sign. 12. Know what a “sum” is. 13. Know addition facts to 12. 14. Add in any order. 15. Know how to write addition problems horizontally and vertically. 16. Know that when you add 3 numbers, you get the same sum regardless of grouping of addends. 17. Know the relation between addition and subtraction; understand subtraction as “taking away.” 18. Know the meaning of a minus sign. 19. Know what a “difference” is 20. Know subtraction facts to 12 21. Solve basic one-step story and picture problems. 22. Compare weights of objects using a balance scale. 23. Measure weight in non-standard units and in pounds. 24. Measure length using non-standard units. 25. Estimate and measure capacity in cups. 26. Identify quart, gallon. 27. Associate temperature in degrees Fahrenheit with weather. 28. Read a clock face and tell time to the half-hour. 29. Identify top, bottom, and middle. 30. Know and use terms of orientation and relative position. 31. Identify and draw basic plane figures; square, rectangle, triangle, circle.

C. Skill Objectives These objectives are from the Math Texas Essential Knowledge & Skills


1. (1.1A) The student will compare and order whole numbers up to 99 using sets of concrete objects and pictorial models. 2. (1.1B) The student will create sets of tens and ones using concrete objects to describe, compare, and order whole numbers. 3. (1.1C) The student will identify individual coins by name and value and describe relationships among them. 4. (1.1D) The student will read and write numbers to 99 to describe sets of concrete objects. 5. (1.2A) The student will separate a whole into two, three, or four equal parts and use appropriate language to describe the parts such as three out of four equal parts. 6. (1.3A) The student will model and create addition and subtraction problem situations with concrete objects and write corresponding number sentences. 7. (1.3B) The student will use concrete and pictorial models to apply basic addition and subtraction facts. 8. (1.4A) The student will identify, describe, and extend concrete and pictorial patterns to make predictions and solve problems. 9. (1.4B) The student will use patterns to skip count by tow, fives, and tens. 10. (1.5B) The student will compare and order whole numbers using place value 11. (1.5D) The student will use patterns to develop strategies to solve basic addition and basic subtraction problems. 12. (1.5E) The student will identify patterns in related addition and subtraction sentences (fact families for sums to 18). 13. (1.6A) The student will describe and identify two-dimensional geometric figures, including circles, triangles, rectangles, and squares. 14. (1.7A) The student will measure length, capacity, and weight of objects using nonstandard units. 15. (1.7B) The student will describe the relationship between the size of the unit an the number of units needed in a measurement. 16. (1.7E) The student will compare and order two or more containers according to capacity. 17. (1.7F) The student will compare and order two or more objects according to weight/mass. 18. (1.7G) The student will compare and order two or more objects according to relative temperature. 19. (1.8B) The student will read time to the hour and half-hour using analog and digital clocks 20. (1.9A) The student will collect and sort data. 21. (1.9B) The student will use organized data to construct real-object graphs, picture graphs, and bar-type graphs. 22. (1.10A) The student will draw conclusions and answer questions using information organized in real-object graphs, picture graphs, and bar-type graphs 23. (1.11C) The student will select or develop an appropriate problem-solving plan or strategy including drawing a picture, looking for a pattern, systematic guessing and checking, or acting it out in order to solve a problem. 24. (1.11D) The student will use tools such as real objects, manipulatives, and technology to solve problems. 25. (1.12B) The student will explain and record observations using objects, words, pictures, numbers, and technology.

III. BACKGROUND KNOWLEDGE A. For Teachers


1. Hirsch, Jr., E.D. What Your First Grader Needs to Know 2. Hirsch, Jr. E.D., Wright, Souzanne A. Core Knowledge Teacher Handbook 3. Texas State Math Standards

B. For Students 1. Texas Kindergarten Math Standards 2. Texas First Grade Math Sandards

IV. RESOURCES

V. LESSONS Lesson One: Maps/Globes - Math Centers A. Daily Objectives

1. Concept Objective a. First grade math standards will be explored, practiced, and reinforced.

2. Lesson Content a. Recognize patterns and predict the extension of a pattern b. Identify more and less

3. Skill Objective a. The student will identify, describe, and extend concrete and pictorial patterns to make predictions and solve problems – 1.4A

B. Materials 1. Continental Pattern Cards (Appendix A-1, A-2, A-3) 2. Long strip of paper (sentence strips) 3. Continental War Cards (Appendix B-1, B-2, B-3)

C. Key Vocabulary 1. pattern – a series of objects in a particular order 2. repeating pattern – a pattern that continues over and over 3. sequence - what comes next 4. continents - (Asia, Africa, Europe, North & South America, Antarctica, Australia

D. Procedures/Activities 1. Activity One – Continental Patterns

a. The students will use the continental pattern cards to create a pattern. (Appendix A-1, A-2, A-3) b. Students may choose 2 to 3 continents to use. c. Students will glue their pattern onto the strip of paper. d. Students will make the pattern sequence at least 3 times.

2. Activity Two – Continental War a. The teacher will make 3 sets of each page of Continental War cards (Appendix B-1, B-2, B-3). The cards will be cut apart into a deck. b. Each student gets half the deck. c. The cards are placed face down in front of the student. d. Both students turn over the top card. If the number is larger, the student will say “Continents”. The student with the larger number takes both cards. e. If the students turn over the same card, they just turn over the next card to determine the higher number.

E. Assessment/Evaluation Activity One – Continental Patterns


Students will share their pattern strips and identify the pattern. Students will tell whether they have and AB or ABC pattern or if they have an extended pattern such as an AAB, AABBC, etc. Activity Two – Continental War Students will partner check themselves as they play. The game is over when both students have turned over all their cards. The winner is the one with the most number of cards.

Lesson Two: Mesopotamia – Math Centers A. Daily Objectives


2. Lesson Content a. Recognize and write numbers 0-40 b. Count from 0-40 by ones; fives; tens c. Use tallies to make numbers 1-40

3. Skill Objectives a. The student will read and write numbers to 40 to describe sets of concrete objects. – 1.1D b. The student will use patterns to skip count by fives and tens. - 1.4B c. The student will compare and order whole numbers up to 99 using sets of concrete objects and pictorial models. – 1.1A

B. Materials 1. toothpicks 2. glue 3. Tally Mark Recording Sheet (Appendix C) 4. tally chart

5. Four different sized plastic containers labeled A, B, C, D. Containers should be small enough to accommodate 1-20 unifix cubes

6. Unifix cubes 7. Mesopotamia Estimating/Counting recording sheet (Appendix D)

C. Key Vocabulary 1. tally mark - a line representing one object or numeral 2. estimate – to make a guess as to how many

D. Procedures/Activities 1. Activity One – Hammurabi’s Tally Marks

a. The teacher will explain the tally chart and how the fives always “cross over” when making tally marks. b. Students will be given the Tally Mark Recording Sheet (Appendix C) and a small Ziploc bag of toothpicks. c. Students will group toothpicks by fives to make the given number on the worksheet. d. Students will glue the toothpicks as tallies to the worksheet.

2. Activity Two – Mesopotamia Estimating/Counting to 20 a. The student picks a container and guesses how many cubes will fill the container. The student records his estimate on his recording sheet. (Appendix D) b. The student fills the container with cubes. He/she then empties out the container and counts the cubes. The student records how many objects it took to fill the container. c. The student repeats the activity with the other 3 containers.

E. Assessment/Evaluation


Activity One – Hammurabi’s Tally Marks The teacher will check that the student has glued the toothpicks onto the worksheet correctly.

Activity Two – Mesopotamia Estimating/Counting to 20 The student will count cubes correctly.

Lesson Three: Egypt – Math Centers A. Daily Objectives


2. Lesson Content a. Recognize and write numbers 0 – 100. b. Recognize place value: ones, tens. c. Know addition facts to 12 d. Add in any order e. Know how to write addition problems horizontally and vertically.

3. Skill Objectives a. The student will compare and order whole numbers up to 99 using sets of concrete objects and pictorial models. -1.1A b. The student will read and write numbers to 99 to describe sets of concrete objects. 1.1D c. The student will compare and order whole numbers using place value – 1.5B d. (1.3A) The student will model and create addition and subtraction problem situations with concrete objects and write corresponding number sentences. 1.3A e. The student will use concrete and pictorial models to apply basic addition and subtraction facts. -1.3B

B. Materials 1. set of pyramid playing cards for each player {Cards need to be run front to back with pyramid on one side and numerals on the other}(Appendix E-1, E-2, E-3) 2. pocket chart for each player (8X12 sheet of construction paper, cut in half, fold

over lower half to make a pocket flap 3. hundred chart (Appendix F) 4. different colored crayon for each player 5. How Many of Each recording sheet (Appendix G) 6. mummy and pyramid manipulative sheet (Appendix H-1, H-2)

C. Key Vocabulary) 1. pyramid – a huge tomb built in Egypt for the pharaohs 2. addition number sentence – using #’s and symbols in a written number fact 3. sum – solution to an addition number sentence

D. Procedures/Activities 1. Activity One – Pyramids a. Each player has their own set of playing cards and a pocket chart. b. Each player lays their cards face down so that the pyramids are showing. Mix

them up so the cards are not in sequential order. c. Each student chooses 2 cards from their own set to make a 2-digit number and places them face down in the pocket chart. d. When all players are ready, turn the pocket chart cards over and read the number that you made. e. Compare your number to your partner’s and call out which is the greater number. f. Each player uses their crayon to color their number on the hundreds chart.


Draw a circle around the winning number in each play. g. Play ten times or more to complete a game.

2. Activity Two – 12 Mummies and Pyramids a. Students use a recording sheet and manipulative sheet. b. Students will show a way to get 12 Mummies and Pyramids by cutting and gluing a combination of the mummies and pyramids from the manipulative sheet to the recording sheet. c. They will write an addition number sentence that represents the picture.

E. Assessment/Evaluation Activity One – Pyramids The student can use the hundred chart to assess the greatest number in each play. The teacher can use the student’s record keeping to evaluate understanding. Activity Two – Mummies and Pyramids Students will count their total of mummies & pyramids in all to check if it is 12. They will also check hat their number sentence contain the numbers of the pictures shown and they will check to see that the sum is correct. Teachers will check student-recording sheet for accuracy.

Lesson Four: Three Religions – Math Centers A. Daily Objectives


2. Lesson Content a. Create and interpret simple pictorial graphs and bar graphs. b. Know the meaning of the plus (+) sign. c. Know what a “sum” is. d. Know how to write addition problems horizontally and vertically. e. Know that when you add 3 numbers, you get the same sum regardless of grouping of addends. f. Solve basic one-step story and picture problems.

3. Skill Objectives a. The student will model and create addition and subtraction problem situations with concrete objects and write corresponding number sentences - 1.3a b. The student will use concrete and pictorial models to apply basic addition and subtraction facts - 1.3b c. The student will collect and sort data - 1.9a d. The student will use organized data to construct real-object graphs, picture graphs, and bar-type graphs - 1.9b

B. Materials 1. Dreidels (Appendix I) 2. M & M’s 3. Dreidel Graph (Appendix J) 4. Gimmel Takes All game rules (Appendix K) 5. Religion Manipulatives (Appendix L) 6. Story problems (teacher created)

C. Key Vocabulary 1. Dreidel – Jewish toy 2. Hay – “half” on the Dreidel game 3. Nun – “none” on the Dreidel game 4. Gimmel – “all” on the Dreidel game 5. Shin – “lose 1” on the Dreidel game


6. Star of David – symbol used for the Jewish faith 7. Crescent Moon – symbol used for the Moslem faith 8. Christian Cross – symbol used for the Christian faith

D. Procedures/Activities 1. Activity One – The Dreidel Game a. The students will make a Dreidel by cutting out a preprinted hard card (or you could

use a store purchased plastic or wooden Dreidel). They will fold and glue the tabs and then stick a pencil in the center to represent the center spinner of the Dreidel.(Appendix I)

b. The students will use their Dreidel to play the Gimmel Takes All Dreidel Game (Appendix K)

c. The students will record each spin on the Dreidel Graph (Appendix J) 2. Activity Two –Adding Symbols of Religion - Addition with 3 Addends a. The teacher will write 5 story problems using the Religious symbols. She will place

multiple copies of these in a bag. The students will draw from the bag 1 of 5 story problems.

b. They will use pictures of the religious symbols as manipulatives to help find the sum of the addition number sentence. (Appendix L)

c. Students will glue the story problem at the top of their page. d. Students will glue down the correct number of symbols in a 3-addend style problem e. Students will solve the story problem. E. Assessment/Evaluation Activity One – The Dreidel Game

Students need to count the number of objects and compare their numbers as to whom has the most, least, and same. The student with the most objects left after one round of spins is the winner.

Activity Two –Adding Symbols of Religion The teacher will have a sample board of the 5 story problems out. The answers will be

posted on the backs of each story problem. The students will self-check their work.

Lesson Five: Mexico – Math Centers A. Daily Objectives


2. Lesson Content a. Establish concepts of likeness and differences by sorting and classifying objects according to various attributes: function b. Know the meaning of the plus (+) sign. c. Know what a “sum” is. d. Know addition facts to 12. e. Add in any order f. Know the relation between addition and subtraction; understand subtraction as “taking away.” g. Know the meaning of a minus sign. h. Know what a “difference” is i. Know subtraction facts to 12 j. Identify and recognize relative value of penny, nickel, dime, quarter.

3. Skill Objectives a. The student will use patterns to develop strategies to solve basic addition and basic subtraction problems. -1.5D b. The student will identify patterns in related addition and subtraction sentences (fact families for sums to 18). -1.5E


c. The student will identify individual coins by name and value and describe relationships among them. -1.1C

B. Materials 1. Fact Family Poster (copy Appendix M to make houses) 2. Velcro numbers (Appendix N-1 & N-2) 3. velcro 4. Mi Casa es Su Casa Recording Sheet (Appendix O) 5. plastic eggs 6. laminated coins for each egg (Appendix Q) 7. Cascarone Cash Recording sheet (Appendix P) 8. teacher made or commercial money chart

C. Key Vocabulary 1. fact family – pattern of 2 addition number sentences and 2 subtraction sentences

using 3 numbers 2. subtraction number sentence – written subtraction fact 3. addition number sentence – written addition fact 4. sum – solution to an addition number sentence 5. difference – solution to a subtraction number sentence 6. quarter – coin with value of 25 cents 7. dime – coin with value of 10 cents 8. nickel – coin with value of 5 cents 9. penny – coin with value of 1 cent

D. Procedures/Activities 1. Activity One – Mi Casa es Su Casa a. Teacher will make poster with 4 Fact Family Houses as follows: 1. Make 4 copies of Appendix M 2. Cut out and attach to poster board along with title. This poster will look like the recording sheet Appendix “O” except you will leave space

under each house to attach the numbers to be used in filling in the number sentences. 3. Copy large and small numbers for manipulatives for the poster (Appendix N-1 & N-2). Use a different color card stock for each Fact Family’s numbers. Laminate, cut out, and attach Velcro to back and to the poster. The small numbers will attach below each house – the large numbers will be attached to the roof of each house.

b. The student will manipulate the numbers on each of the 4 Fact Family houses. Small numbers of the same color will be used to complete the number sentences that go with that Fact Family. c. After attaching all numbers in the Fact Family Number Sentences, students will complete the recording sheet with the same Fact Families.

2. Activity Two – Cascarone Cash a. Collect plastic colored eggs. b. Copy recording sheet (Appendix P) c. Copy coin page on gold card stock (Appendix Q) d. Cut out coins and chose combinations to go in each “cascarone” egg. e. Number each egg on the outside to go with recording sheet. Also put the cascarone number on the back of each coin to keep coins in the right eggs. f. Display eggs in center egg carton or festive basket. g. Students “crack” open each Cascarone Egg and count the coins inside. h. Students record each total amount on recording sheet. i. Replace coins in eggs and continue process with the rest of the eggs.


j. Students may refer to a money chart for value of each coin while completing center.

E. Assessment/Evaluation Activity One – Mi Casa es Su Casa Students may self-check work on Fact Family poster by looking for largest number on addition number sentences in the sum and in the first blank position on the subtraction number sentences. Colors should also match to large numbers at the top of each house. Teachers will assess by checking the student-recording sheet for accuracy.

Activity Two – Cascarone Cash Teacher will assess by checking student-recording sheet.

Lesson Six: Maya, Aztecs, & Incas – Math Centers A. Daily Objectives


4. Lesson Content a. Identify more and less; counting how many more or less b. Create and interpret simple pictorial graphs and bar graphs. c.. Know the meaning of the plus (+) sign d. Know what a sum is e. Know addition facts to 12 f. Know how to write addition problems horizontally and vertically. g. Count from 0 – 100 by ones; twos; fives; tens h. Measure length using non-standard units.

5. Skill Objectives a. The student will use concrete and pictorial models to apply basic addition and subtraction facts. – 1.3B b. The student will collect and sort data. – 1.9A c. The student will use organized data to construct real-object graphs, picture graphs, and bar-type graphs. – 1.9B d. The student will draw conclusions and answer questions using information organized in real-object graphs, picture graphs, and bar-type graphs. – 1.10A e. The student will measure length, capacity, and weight of objects using nonstandard units. – 1.7A f. The student will describe the relationship between the size of the unit and the number of units needed in a measurement. – 1.7 B g. The student will use tools such as real objects, manipulatives, and technology to solve problems. – 1.11D

B. Materials 1. Mayan Number Cubes – teacher made with Mayan & our numerals on each side

1-6 (Appendix R) 2. Mayan Math Graph (Appendix S) 3. teacher made snakes – 4 of various lengths labeled A, B, C, D 4. unifix cubes 5. Snakes recording page (Appendix T)

C. Key Vocabulary 1. predict – make a reasonable guess 2. graph – a tool used to keep track of data 3. nonstandard – not using a standard ruler 4. length – how long something is 5. longest – the most distance between two points.


6. shortest – the least distance between two points D. Procedures/Activities

1. Activity One – Mayan Math a. The students will predict and determine which numeral will be rolled most often. b. Before rolling the cube (Appendix R), students will write their prediction of which Mayan number will be rolled the most at the top of their page (Appendix S). c. The student will roll the number cube and color a space above the Mayan number that is rolled. d. After completing the graph, the student will write the number that was rolled most often at the bottom of the page. e. On the back side of the worksheet, students will roll the cube and make an addition number sentence. They will roll and write 4 number sentences using Mayan numbers and traditional numerals.

2. Activity Two – Snakes a. The students will measure the snakes with unifix cubes or some other nonstandard object. b. They will record on their paper (Appendix T), the number of cubes or objects used to measure the snakes from nose to tail. c. The student will order the snakes from longest to shortest and then record on their paper which snake is the longest.

E. Assessment/Evaluation Activity One – Mayan Math Students will peer check each other’s graphs. Activity Two – Snakes Students will look on the back of the teacher snakes to see which one has the word “longest” on it and self-check their paper.

Lesson Seven: Columbus/Conquistadors – Math Centers A.. Daily Objectives


2. Lesson Content a. Recognize and write numbers 0-100 b. Count from 0 – 100 by ones; twos; fives; tens c. Know the meaning of the plus (+) sign. d. Know what a “sum” is. e. Know how to write addition problems horizontally and vertically.

3. Skill Objectives a. The student will compare and order whole numbers up to 99 using sets of concrete objects and pictorial models. – 1.1A b. The student will model and create addition and subtraction problem situations with concrete objects and write corresponding number sentences. – 1.3A c. The student will use concrete and pictorial models to apply basic addition and subtraction facts. – 1.3B d. The student will use patterns to skip count by twos, fives, and tens. – 1.4B e. The student will use organized data to construct real-object graphs, picture graphs, and bar-type graphs. – 1.9B

B. Materials 1. construction paper ( blue for waves and colored for boats)


2. ship pattern 3. velcro 4. number chart to 100 5. book about Christopher Columbus 6. teacher made blue storyboards with brown island shape and waves all around 7. miniature addition to ten story cards (Appendix U) 8. prepared waves numbered 1-25, 26-50, 51-75, 76-100 with increments of 5

missing (run on blue card stock) (Appendix V) 9. boats (Appendix W) 10. pennies 11. treasure chest (Appendix X)

C. Key Vocabulary 1. Christopher Columbus – an early explorer 2. addition – combining sets 3. equals – total amount 4. solve – produce an answer

D. Procedures/Activities 1. Activity One – Voyage to New Land

a. Provide prepared blue strips with waves. (Appendix V) b. Provide prepared paper ships with numbers 5, 10, etc. to 100. (Appendix c. The teacher will demonstrate how to use the velcro to identify spots for missing numbers. d. The student will review number chart to 100 e. The student will browse through Christopher Columbus book to review facts about him. f. The student will then begin the counting board showing the voyage of Columbus by putting “ships” in order from old land to new land.

2. Activity Two – Land of Riches a. The teacher will provide the students with storyboard, pennies, and treasure chest recording sheet. (Appendix X) b. Students will chose 3 of the miniature addition to ten story problem cards. (Appendix U) c. Students will use the coins as manipulatives to help solve the “Help Columbus Search for Gold” story problems. d. Students will record their answers on their Treasure Chest recording sheet

E. Assessment/Evaluation Activity One – Voyage to New Land The student will turn and check the back of the wave board to see if their voyage was correct.

Activity Two – Land of Riches The student will turn and check the back of the story card to see if their “Search for Gold” was correct.

Lesson Eight: English Settlers (Jamestown & Thanksgiving) – Math Centers A. Daily Objectives


2. Lesson Content a. Solve basic one-step story and picture problems. b. Identify top, bottom, and middle.


c. Know and use terms of orientation and relative position. d. Identify and draw basic plane figures; square, rectangle, triangle, circle.

3. Skill Objectives a. The student will use concrete and pictorial models to apply basic addition and

subtraction facts.-1.3B b. The student will select or develop an appropriate problem-solving plan or strategy including drawing a picture, looking for a pattern, systematic guessing and checking, or acting it out in order to solve a problem.-1.11C

c. The student will describe and identify two-dimensional geometric figures, including circles, triangles, rectangles, and squares. -1.6A

B. Materials 1. Squanto story problem page (Appendix Y) 2. popcorn kernels for use as manipulatives 3. manila paper to solve, draw, & answer upon 4. Picture of Jamestown children picnicking (Appendix AA) 5. Directions to be read into tape (Appendix Z) 6. Tape recorded with directions of what the student will do on picture

C. Key Vocabulary 1. Squanto – Native American who helped in discovering America 2. Position Words: top, bottom, middle, on, under, over, in front, between, next to,

beside, around, far from, near, above, below, to the right of, to the left of 3. shapes: square, rectangle, triangle, circle

D. Procedures/Activities 1. Activity One – Squanto Helps the Settlers a. The students will read the 4 Squanto story problems. (Appendix Y) b. Students will divide their manila paper into 4 squares, one for each story

problem. c. Students will answer each story problem with a picture, a number sentence, and a complete sentence. d. Students may use popcorn as manipulatives if they need to.

2. Activity Two – Jamestown Position Picture a. The teacher will review position words with the students. b. The student will listen to the tape and record the objects in the correct positions on the Jamestown scene. (Appendix AA)

E. Assessment/Evaluation Activity One – Squanto Helps the Settlers The teacher will assess the student’s work. Activity Two – Jamestown Position Picture

The teacher will check the students’ answers to see if understanding of positions and shapes are correct.

Lesson Nine: Colonies to Independence – Math Centers A. Daily Objectives


2. Lesson Content a. Know what a “sum” is. b. Know addition facts to 12. c. Add in any order. d. Know how to write addition problems horizontally and vertically.


e. Know that when you add 3 numbers, you get the same sum regardless of grouping of addends. f. Know what a “difference” is g. Know subtraction facts to 12

3. Skill Objectives a. The student will model and create addition and subtraction problem situations with concrete objects and write corresponding number sentences.-1.3A b. The student will use concrete and pictorial models to apply basic addition and subtraction facts. -1.3B

B. Materials 1. laminated copies of 3 cornered hats (6) (Appendix BB) 2. real 3 cornered hat 3. recording sheet (Appendix CC) 4. mixture of red, white, and blue counting cubes

C. Key Vocabulary 1. addends – numbers used in adding 2. sum – solution to an addition number sentence 3. Addition Number sentence – written addition fact

D. Procedures/Activities 1. Activity One – Boston Bean Party

a. Teacher prepares counters by spray painting lima beans red on one side and blue on the opposite side. b. Students are given a number of beans to put in their cup. c. While taking turns with a partner, the student will toss their beans out and subtract the RED beans from that number. d. Students will write the subtraction number sentence on the sheet of paper. e. Partners continue until they have each tossed and recorded 6 subtraction number sentences. Beginning numbers may be changed for different students.

2. Activity Two – Let’s Add for the Red, White, & Blue a. Teacher will copy 3 Cornered Hats (Appendix BB), color hats red, white, and blue on the sides with numbers. Laminate and cut out and put in real 3 Cornered Hat. b. Student pulls a hat piece from the real hat. c. Student will copy the 3 numbers from the hat sides onto the number sentence blanks on the recording sheet (CC) and find the sum. d. Repeat with all 6 hat pieces.

E. Assessment/Evaluation Activity One – Boston Bean Party The student will be able to check their answers by counting the blue beans left. The teacher will assess the students’ work by checking number sentences that were recorded. Activity Two – Let’s Add for the Red, White, & Blue The student will check their work by using counting cubes of the same colors as the numbers they added. Teacher will assess by checking recording sheet.

Lesson Ten: Early Exploration of American West – Math Centers A. Daily Objectives 1. Concept Objective

a. First grade math standards will be explored, practiced, and reinforced. 2. Lesson Content


a. Measure length using non-standard units. b. Recognize place value: ones, tens, hundreds.

3. Skill Objectives a. The student will measure length, capacity, and weight of objects using nonstandard units - 1.7A b. The student will compare and order whole numbers using place value. – 1.5B

B. Materials 1. 4 pre-made laminated Expedition boards (Appendix DD) 2. Jumbo paper clips 3. unifix cubes 4 Map recording page (Appendix EE) 5. Odd/Even Wagon Train recording page (Appendix FF)

C. Key Vocabulary 1. expedition – a long journey where you discover new routes 2. odd – not able to match evenly 3. even – able to match with none left over

D. Procedures/Activities 1. Activity One - Expedition of America

a. The student will measure on teacher made US maps (Appendix DD) between points A & B, B & C, and etc. with both unifix cubes and jumbo paper clips.

b. The student will record his measurements on the Map recording sheet.(Appendix EE)

2. Activity Two – Covered Wagons a. The student will read the 2-digit numeral on the wheels of the wagons on the

covered wagon page. (Appendix FF) b. The student will place unifix cubes to match the numeral in the frame at the top of the page. c. The student will decide if the numeral is odd or even and write the word “ODD” or “EVEN” in the blank on the wagon.

E. Assessment/Evaluation Activity One – Expedition of America The teacher will assess the students’ measurements on their recording sheets. Activity Two – Covered Wagons The teacher will assess the student’s work.

Lesson Eleven: Habitats – Math Centers A. Daily Objectives


2. Lesson Content a. Recognize and write numbers 0-100 b. Recognize place value: ones, tens, and hundreds c. Know addition facts to 12 d. Know subtraction fact to 12

3. Skill Objectives a. The student will compare and order whole numbers up to 99 using sets of concrete objects and pictorial models. – 1.1A b. The student will use concrete and pictorial models to apply basic addition and subtraction facts. – 1.3B c. The student will compare and order whole numbers using place value.-1.5B

B. Materials


1. 5 habitat pictures ( 2 oceans, desert, polar, & forest) (Appendices, GG 1,2,3,4,5) 2. 6 polar bears, 6 snakes, & 6 sharks – all labeled with tens and ones (Appendix

HH) 3. library pockets 4. 9 fish cards - 3 with facts to 4, 3 with facts to 5, 3 with facts to 6 (Appendix II) 5. 9 bear cards - 3 with facts to 7, 3 with facts to 8, 3 with facts to 9(Appendix II)

C. Key Vocabulary 1. habitat – an environment where animals live 2. ocean – a large body of salt water found around a continent 3. desert – a large area of land with little water and lots of sand 4. polar – a large area of land usually covered with snow and ice 5. tens – set of 10 6. ones – singles 7. place value- the order of a number

D. Procedures/Activities 1. Activity One – Can you “Place” Where I Live? a. Provide prepared ocean habitat, labeled with numbers 30 to 35; polar habitat,

labeled with numbers 55-60; & desert habitat, labeled with numbers 79-84. Velcro should be attached above these spots. (Appendix GG-1,2,3) b. Provide prepared paper sharks with numbers 30 to 35, polar bears with numbers 55 to 60, and snakes with numbers 79-84. Velcro should be attached to the back of these animals. (Appendix-HH) c. The teacher will demonstrate to the students how to use Velcro to identify spots for missing animals with numbers. d. The student will read the tens and ones on each animal and place it in numerical order on the correct habitat.

2. Activity Two – “Sum” Place to Live a. The teacher will provide habitat background for an ocean with 3 pockets

labeled 4, 5, & 6 and background for forest with pockets labeled 7, 8, & 9. (Appendix GG-4 & 5) b. The teacher will provide the fish and bear fact cards. (Appendix II) c. The student will solve the math fact and place the card in the correct answer pocket.

E. Assessment/Evaluation Activity One – Can you “Place” Where I Live? The students will turn and check the back of the habitat boards to see if their animals are

in the correct order. Activity Two – “Sum” Place to Live The student will check the back of the animal cards to see if their animals are in the correct pocket.

Lesson Twelve: Oceans - Math Centers A. Daily Objectives


2. Lesson Content a. Know addition facts to 12 b. Know how to write addition problems horizontally and vertically c. Solve basic one-step story and picture problems.

3. Skill Objectives


a. The student will model and create addition and subtraction problem situations with concrete objects and write corresponding number sentences. 1.3A b. The student will use concrete and pictorial models to apply basic addition and subtraction facts. 1.3B

B. Materials 1. large poster displaying a fish with “Fishy Fact” combinations on the back 2. “Fishy Fact” worksheet (Appendix JJ) 3. 12 cutout fish and 12 cutout crabs 4. bucket 5. large Octopus display matching worksheet 6. Octopus “problems” sheet (Appendix KK)

C. Key Vocabulary 1. fish – a creature that swims in water 2. ocean – large body of salt water 3. addition – putting 2 or more things together 4. equals – having the same 5. solve – to find the answer 6. octopus - ocean creature with 8 legs 7. answer – the response from a question

D. Procedures/Activities 1. Activity One – Fishy Facts a. The teacher will put cutouts of fish and crabs in a bucket. b. Each student will be provided a worksheet (Appendix JJ) with story problems

about 12 ocean animals. c. The students will pick animals out of the bucket to use as manipulatives to find the total of 12. d. Children will record 2 ways to make 12 on their recording sheet using pictures, numbers, and words.

2. Activity Two – Octopus Addition a. The student will take an Octopus worksheet. (Appendix KK) b. The student will use dots on legs of Octopus to combine sets. c. Students record answers to addition problems on Octopus worksheet.

E. Assessment/Evaluation Activity One – Fishy Facts The students will check for the possible combinations of 12 on the back of the “fishy

facts” poster to see if they are correct. The teacher will assess their recording sheet to see if they were able to show 12 with pictures, number, and words.

Activity Two - Octopus Addition The student will turn over the Octopus display to see if their answers are correct.

Lesson Thirteen: Human Body – Math Centers A. Daily Objectives


2. Lesson Content a. Read a clock face and tell time to the hour and half hour b. Measure length using non-standard units

3. Skill Objectives a. (1.12B) The student will explain and record observations using objects, words,


pictures, numbers, and technology.-1.12B b. The student will measure length, capacity, and weight of objects using nonstandard units. –1.7A c. The student will describe the relationship between the size of the unit an the number of units needed in a measurement. –1.7B d. The student will read time to the hour and half-hour using analog and digital clocks.-1.8B

B. Materials 1. unifix cubes 2. Linear Measure Recording Sheet (Appendix LL) 3. Skeleton Puzzle pieces (Appendix MM-1 & 2) 4. scissors 5. glue 6. clock for demonstration

C. Key Vocabulary 1. length – how long something is 2. measure – to determine the length, capacity, or weight of an object 3. o’clock – term used when the hands are on the hour 4. half hour – 30 minutes past the hour

D. Procedures/Activities 1. Activity One – Measurement

a. The student will measure given body parts using unifix cubes. b. The student will record their lengths on the recording sheet. (Appendix LL) c. The students will answer thoughtful questions on the recording sheet about their discoveries when measuring.

2. Activity Two – Body Systems a. The teacher will review hour and half hour times with the class using the large clock. b. The student will cut apart the skeleton puzzle pieces. (Appendix MM-1 & 2) c. The student will match the analog clock time with the digital time. d. The student will glue the matched pieces together to make the skeleton.

E. Assessment/Evaluation Activity One – Measurement The teacher will monitor the reasonableness of the answers given on the recording sheet. Activity Two – Body Systems

The teacher will check skeletons for correct bone placement. Lesson Fourteen: Germs – Math Centers A. Daily Objectives


2. Lesson Content a. Knows subtraction facts to 20 b. Knows how to write subtraction problems horizontally and vertically. c. Know addition facts to 12 d. Add in any order. e. Know how to write addition problems horizontally and vertically. f. Know subtraction facts to 12 g. Know how to write subtraction problems horizontally and vertically.


3. Skill Objectives a. The student will model and create addition and subtraction problem situations with concrete objects and write corresponding number sentences. – 1.3A b. The student will use concrete and pictorial models to apply basic addition and subtraction facts-1.3B c. The student will use patterns to develop strategies to solve basic addition and basic subtraction problems.-1.5D

B. Materials 1. laminated teacher made “Band-aid” game cards (Appendix NN-1,2,3,4) 2. Vis-à-vis markers or overhead markers 3. Germs Answer sheet (Appendix OO) 4. Hands/Germs Sheet (Appendix PP) 5. Problem Cards (Appendix QQ-1 & 2)

C. Key Vocabulary 1. number sentence - using numbers and symbols in a written number fact 2. subtraction – taking numbers away from another number 3. germs – microscopic disease-causing organism 4. dozen – a group of 12 5. half dozen – one of two equal parts of 12 6.

D. Procedures/Activities 1. Activity One - Band-Aid Game a. The student will use Vis-à-vis marker to “Chunk” dots to aid in counting the totals.

b. The student will record the number sentence, with the answer on the card (Appendix NN-1,2,3,4), using the Vis-à-vis marker.

2. Activity Two - Hands/Germs a. Make 3 copies of Hands/Germs sheet (Appendix PP) and laminate and cut apart.

b. Copy and laminate problem cards (Appendix QQ-1 & 2). c. Students read problems and use the manipulatives to solve. d. Students record their number sentences with the vis-à-vis marker

E. Assessment/Evaluation Activity One – Students check their computation with the answer sheet (Appendix OO) provided. Activity Two – The recorded number sentences enable the teacher to assess for understanding. Students can see the answers using the manipulatives provided.

Lesson Fifteen: Matter – Math Centers A. Daily Objectives


2. Lesson Content a. Compare weights of objects using a balance scale b. Establish concepts of likeness and difference by sorting and classifying objects according to various attributes: size, shape, color, amount, function, etc. c. Create and interpret simple pictorial graphs and bar graphs.

3. Skill Objectives a. The student will compare and order two or more objects according to weight/mass. 1.7F b. The student will collect and sort data. – 1.9A


c. The student will use organized data to construct real-object graphs, picture graphs, and bar-type graphs. – 1.9B

B. Materials 1. rock 2. can of tuna 3. pencil 4. jar of glue 5. balloon filled with air 6. key 7. book 8. bottled (4oz.)(small) water 9. box of crayons 10. scissors 11. “Heaviest to Lightest” recording sheet (Appendix RR) 12. balance 13. 3 types of matter graph (Appendix SS) 14. teacher made matter graph with answer on it for checking

C. Key Vocabulary 1. solid – matter that keeps its shape 2. liquid – matter that flows to take the shape of its container 3. gas – matter that does not have shape of its own, such as air 4. matter – everything around us 5. compare – look at differences and likes of an item 6. order – putting things in a certain pattern 7. organize a list

E. Procedures/Activities 1. Activity One – Heaviest to Lightest

a. The teacher will review the 3 types of matter with the students. They will discuss why we don’t have many samples of gas. b. The students will choose 5 objects from the box to compare and order objects from heaviest to lightest. They may use hands or a balance. c. The students will record their findings on an organized list by drawing pictures, writing words, or both. (Appendix RR)

2. Activity Two – Which “Matter” am I? a. The student will take the items in the box and sort them by 3 categories: solid, liquid, and gas. b. The student will record their findings on the recording sheet with either words or pictures. (Appendix SS)

F. Assessment/Evaluation Activity One – Heaviest to Lightest Students will share their findings with class and discuss their conclusions. Activity Two – Which “Matter”am I? The student will check their paper compared to the teachers answer page.

Lesson Sixteen: Properties of Matter – Math Centers A. Daily Objectives


2. Lesson Content a. Associate temperature in degrees Fahrenheit with weather


b. Identify quart, gallon. 3. Skill Objectives

a. The student will compare and order two or more objects according to relative temperature. – 1.7G b. The student will compare and order two or more containers according to capacity. – 1.7E c. The student will measure length, capacity, and weight of objects using nonstandard units.-1.7A

B. Materials 1. thermometer sheet (Appendix TT) 2. strips of large manila paper – (1/3 length) 3. 1 cup measuring cup 4. open 1 quart container 5. open 1 gallon container 6. funnel 7. rice, corn kernels, or popped popcorn 8. paper to record measurement amounts for cups, quarts, & gallon

C. Key Vocabulary 1. thermometer – instrument used to measure temperature 2. coldest – the lowest in temperature 3. hottest – the highest in temperature 4. capacity – how much space something takes up 5. measurement – counting and using numbers to say how heavy or light, how big

or small, or how hot or cold something is. D. Procedures/Activities

1. Activity One – What’s it Like Outside? a. The student will cut out the thermometers (Appendix TT) and arrange them on a strip of paper in order from coldest to hottest. 2 Activity Two – How Much Do I Hold?

a. The student will fill the measuring cup with whatever substance you have chosen up to the line that marks “1 cup”. b. The student will pour the substance into the quart container. They will do this again and again until the quart container is full, counting how many cups they are adding. c. The student will record the number of cups needed to fill the quart on a sheet of paper. ( ________ cups = 1 quart) d. The student will pour the substance from the quart container into the gallon container (using funnel if necessary). Continue filling the quart container until the gallon container is full, counting how many quarts they are adding. e. The student will then record the number of quarts needed to fill the gallon container on a sheet of paper. (______ quarts = 1 gallon)

F. Assessment/Evaluation Activity One – What’s it Like Outside? The teacher will assess the student’s answers. Activity Two – How Much Do I Hold? Teacher will assess the student’s answers. Lesson Seventeen: Electricity – Math Centers A. Daily Objectives



2. Lesson Content a. Recognize fractions as part of a whole: ½, 1/3, ¼ b. Identify ordinal position, 1st to 10th

3. Skill Objectives a. The student will separate a whole into two, three, or four equal parts and use appropriate language to describe the parts such as three out of four equal parts. – 1.2A

B. Materials 1. light bulb recording sheet (Appendix UU) 2. Electrical instruments sheet (Appendix VV) 3. Teacher made answer key for electrical instruments

C. Key Vocabulary 1. half – 1 of 2 parts 2. third – 1 of 3 parts 3. fourth – 1 of 4 parts 4. ordinal numbers – numbers that tell position

D. Procedures/Activities 1. Activity One – How Much Light?

a. The student will follow the directions on the light bulb recording sheet as to how many light bulbs to color in each set of bulbs. (Appendix UU) b. The student will then record the number of light bulbs colored in the numerator position of the fraction and the total number of bulbs in the set in the denominator position of the fraction.

2. Activity Two – Where Do you Need Me? a. The student will need a strip of manila paper (large divided into 1/3 lengths) b. The student will arrange the instruments that use electricity (Appendix VV) in

order by their ordinal number and glue them on a strip of paper. G. Assessment/Evaluation

Activity One – How Much Light The student will self-check their answers with the teacher made sheet. Activity Two – Where Do you Need Me? Students will turn the answer board over and self check.

Lesson Eighteen: Astronomy – Math Centers A. Daily Objectives


2. Lesson Content a. Recognize and write numbers 0-100 b. Recognize place value: ones, tens, and hundreds.

3. Skill Objectives a. The student will create sets of tens and ones using concrete objects to describe, compare, and order whole numbers. – 1.1B b. The student will compare and order whole numbers using place value. – 1.5B c. The student will use concrete and pictorial models to apply basic addition and subtraction facts.- 1.3B d. The student will use tools such as real objects, manipulatives, and technology to solve problems. -1.11D

B. Materials 1. black construction paper – 18” X 12”


2. yellow stars large & small (either die cut or run from Appendix WW) 3. teacher made cards with various double digit numerals written on them 4. Shoot the Moon Gameboard (Appendix XX) 5. teacher made addition cards to 18 – answers on the back 6. counters or markers

C. Key Vocabulary 1. constellation – group of stars 2. double digit – numeral hat has 2 digits – tens & ones 3. place value – the value of the numeral determined by its place. 4. addends – numbers representing amounts that are added together to make a new amount; sum. 5. sum – the total amount you have when adding addends D. Procedures/Activities

1. Activity One – Constellations a. The student will pick a number card. b. On black paper, they will glue large stars to represent the tens and small stars to represent the ones of the number on their card. (Appendix WW) c. The student will draw lines with white crayon to connect the stars to create a constellation. d. Write numbers by tens on the large stars and numbers by ones on the small stars. 2. Activity Two – Shoot the Moon a. Play with a partner b. Using gameboard (Appendix XX), addition cards, and markers, the students

take turns picking a card with a number sentence. c. The student must give sum and then check answer by turning card over. (Can use manipulative to help solve if needed.) d. If the answer is correct, then the student places a marker on the first star on his side. e. The next student takes a turn. f. First student to the moon is the winner.

E. Assessment/Evaluation Activity One – Constellations

The teacher will check the students’ center work. Activity Two – Shoot the Moon The students will self-check their addition with the answers on the back as they play the game. Lesson Nineteen: The Earth – Math Centers A. Daily Objectives


2. Lesson Content a. Know addition facts to 12. b. Compare weights of objects using a balance scale. c. Measure weight in non-standard units and in pounds

3. Skill Objectives a. The student will model and create addition and subtraction problem situations with concrete objects and write corresponding number sentences. – 1.3A b. The student will use concrete and pictorial models to apply basic addition and subtraction facts. – 1.3B


c. The student will use patterns to develop strategies to solve basic addition and basic subtraction problems. 1.5D d. The student will measure length, capacity, and weight of objects using nonstandard units. – 1.7A e. The student will draw conclusions and answer questions using information organized in real-object graphs, picture graphs, and bar-type graphs. –1.10A

B Materials 1. ROCK-O gameboard (AppendixYY) 2. 2 dice 3. Counters (in at least 2 colors)(pebbles, cubes, two-colored disks, beans, etc.) 4. Game recording sheet (Appendix ZZ) 5. unifix cubes 6. balance scale 7. rocks (4) 8. Balance Rock recording sheet (Appendix AAA) C. Key Vocabulary 1. ROCK-O - word used when student receives 5 in a row on game 2. balance scale – device used to weigh things D. Procedures/Activities

1. Activity One – ROCK-O a. First player rolls the dice and finds the sum. b. The student then puts a marker on one of the squares on the ROCK-O

gameboard (Appendix YY) for the sum rolled. The student records the problem on the game record sheet. (Appendix ZZ) c. The second player rolls the dice and puts their marker on a square matching the sum rolled. The student records their problem on the game record sheet. d. Similar to BINGO, the object is to cover five squares in a row horizontally, vertically, or diagonally. e. You can only cover one square on each turn. The duplicate numbers on the board gives the player a choice. f. If the sum of the rolled dice is already covered, the player loses their turn. Winner of the game is the player with the most squares covered.

2. Activity Two - Balance Rock a. Label rocks as 1, 2, 3, 4. b. Students place rock 1 in the balance. Students count number of cubes needed

to balance the scale and record on the corresponding chart (Appendix AAA) c. Students balance the remainder of the rocks and record answer.

E. Assessment/Evaluation Activity One – ROCK-O The teacher will assess the computation skills recorded on the game record sheet. Activity Two – Balance Rock Students can determine which rock was the heaviest by their recordings.

VI. HANDOUTS/WORKSHEETS A. 1, 2 & 3: Continental Pattern Cards B. 1, 2, & 3: Continental War Cards C. Tally Mark Recording Sheet D. Mesopotamia Estimating/Counting recording sheet E. 1, 2, &3:Pyramid Playing Cards F. Hundred Board


G. How Many of Each Recording Sheet H. 1 & 2: Mummies and Pyramids I. Dreidel J. Dreidel Graph K. Gimmel Takes All Rules L. Religion Manipulatives M. Mi Casa es Su Casa Poster N. 1 & 2: Velcro numbers O. Mi Casa Es Su Casa Recording Sheet P Cascarone Cash Recording sheet Q. Cascarone Cash coins R. Mayan Number Cube S. Mayan Math Graph T. Snakes Recording Sheet U. Miniature addition to ten story cards V. prepared waves with increments of 5 W. boats X. treasure chest Y. Squanto story problems Z. Directions to read into tape AA. Jamestown Children BB. Three-cornered hats CC. Let’s Add for the Red, White, and Blue recording page DD. Expedition Board EE. Map Recording page FF. Covered Wagon Train GG. 1, 2, 3, 4, & 5: Habitat Pictures HH. bear, snakes, sharks page II. Fish and Bear Fact Cards JJ. Fish Fact KK. Octopus problems LL. Linear Measure Recording Sheet MM. 1 & 2: Skeleton Puzzle pieces NN. 1, 2, 3, & 4: Band-Aid game cards OO. Germs Answer Sheet PP. Hands/Germs sheet QQ. 1 & 2: Germs Story Problems RR. Heaviest to Lightest Recording sheet SS. Matter Graph TT. Thermometer Page UU. Light Bulb recording page VV. electrical instrument recording page WW. “Stars” page XX Shoot the Moon Game Board YY. ROCK-O Game Board ZZ Rock-O Game Record Sheet AAA. Balance Rock Recording Sheet VII. BIBLIOGRAPHY

H. Hirsch, Jr. E.D. What Your First Grader Needs to Know. New York: Bantam Doubleday Dell Publishing Group, Inc., 1991, ISBN 0-385-31026-9


I. Hirsch, Jr. E.D., Wright Souzanne A. Core Knowledge Teacher Handbook Series, Grade 1. Charlottesville, VA; Core Knowledge Foundation, 2004, ISBN 1-890517-70-4.







































































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Nolder Center Yourself In Math - Core Knowledge Foundation...Lesson Two: Mesopotamia – Math Centers A. Daily Objectives 1. Concept Objective a. First grade math standards will be