Estimating and finding the difference of whole numbers Mathematics Instructional Plans (MIPs) help teachers align instruction with the Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom.

This remixed lesson from Illustrative Mathematics models how to get the same sum with different addends. It is also introduces students to the use of number lines in addition. https://goopenva.org/courses/2-md-frog-and-toad-on-the-number-line

This resource is a remix from Illustrative Mathematics https://tasks.illustrativemathematics.org/content-standards/tasks/1081. Suggested Modifications: It is imperative that students in their early ages of mathematics education be introduced to the idea of the number line that makes sense. In other words, they usually count the tick marks on the number line which leads to an inaccuracy in the algorithm. To help them better understand number lines, the suggestion is to introduce the idea number paths which is another way of looking at a number line. To help better facilitate the lesson, I have added a downloadable document student activity that can be used in cooperative learning groups to facilitate mathematical discourse. This activity also encourages literacy in the curriculum.   

Counting to 10, identifying numeralsMathematics Instructional Plans (MIPs) help teachers align instruction with the Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom.

This is a remix of Goody Bags from Illustrative Mathematics, https://tasks.illustrativemathematics.org/content-standards/tasks/1113.  This lesson is about about counting a set of objects and writing the number.  The purpose of this task is to give students practice counting 20 or fewer objects orally and writing the number that matches how many they count from each bag or bucket to support sol K.1a and K.1b.  Students will play Count the Room game with a partner.  I often have my students work with a partner because it encourages more engagement and increases individual achievement compared to students working alone.

As a teacher your goal is to provide practice using carefully selected strategies. Through encouragement you can provide experiences for students to develop efficient strategies. Use the following strategies to develop the basic addition and subtraction facts.  By the end of first grade, students should be able to count on to find the difference.  For the difference of 7 - 4, start with 4 and count on 5, 6, 7.  This shows that 7 - 4 = three.  Another strategy is to use related facts to find the difference.  If students use a related fact, 4 + ___ = 7, then they’ll know 7 – 4 = three.   Another strategy would be the near doubles strategy.  Using the same problem 7 - 4, add 4 + 4 to get 8 and then subtract 1 to get seven.By providing experiences to learn these strategies, students will develop number sense and understand how to compose and decompose numbers.  This in turn will help students to develop basic fact fluency and learn while having fun playing a game.

As a teacher your goal is to provide practice using carefully selected strategies. Through encouragement you can provide experiences for students to develop efficient strategies. Use the following strategies to develop the basic addition facts. By the end of first grade, students should be able to counting on to find the sum.  For the sum of 4 + 3, start with 4 and count on 5, 6, 7.  This shows that 4 + 3 = 7.  Another strategy is to use the near doubles strategy to find the sum.  Using the same problem 3 + 4, add 3 + 3 to get 6 and then add 1 more to get seven.  Or using the same problem 4 + 3, add 4 + 4 to get 8 and then subtract 1 to get seven.By providing experiences to learn these strategies, students will develop number sense and understand how to compose and decompose numbers.  This in turn will help students to develop basic fact fluency and learn while having fun playing a game.

There are three developmental levels of counting.  The first level and most basic is repeating the rote sequence of numbers.  The second or middle level is developing one-to-one correspondence.  The third or highest level is knowing the cardinality of numbers.  This game will help students to develop these 3 levels in a fun and engaging environment. 

Organizing and graphing data connects well with our math standards.  Students are constantly collecting data without even realizing it.  Often students will say “Raise your hand if you like Spiderman” or something similar.  By completing the activities contained in this lesson plan, students can take topics that they are interested in and collect more data to analyze.  The first activity gets students up and moving.  They can immediately see how their peers feel about a topic.  Using that data to create graphs will help students to better connect to the data and become invested in the results.   The lesson could be modified to support English Language Learners and students with disabilities by providing data sets with fewer responses and providing scaffolding for creating their graphs.  Question stems could also be provided to help students write questions about their graphs.  The lesson could be extended by providing students with the opportunity to use a graphing program to create their graphs digitally.

This video is part of the Learn and Grow with WHRO TV series. Watch Shantel Davis teach about creating pictographs.

This video is part of the Learn and Grow with WHRO TV series. Watch Xenia Clare teach about interpreting and analyzing data on a bar graph and pictograph.

Students will construct and analyze data from a Skittle bag in bar graphs.

This assessment should be used to determine the students’ ability to read and interpret data using pictographs and bar graphs. It should be utilized at the end of the graphing unit.

Analyzing data displayed in graphsMathematics Instructional Plans (MIPs) help teachers align instruction with the Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom.

Comparing and Ordering Numbers to 999Mathematics Instructional Plans (MIPs) help teachers align instruction with the Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom.

Counting and skip countingMathematics Instructional Plans (MIPs) help teachers align instruction with the Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom.

Counting and skip countingMathematics Instructional Plans (MIPs) help teachers align instruction with the Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom.

This resource is a remix from Illustrative Mathematics https://tasks.illustrativemathematics.org/content-standards/tasks/1086.Considering the original resource, there are a few suggestions added to the remix. Modification 1 - Instead of providing students one type of bean ( as originally stated), it would allow curiosity if students were provided with an assorted selection of beans/seeds like sunflower seed, carrot seed, peas and bean, along with which the unifix cubes can be color-coded for each bean/seed. This would benefit all types of learners as they will be able to visualize and build a concrete conceptual understanding of the content.  Modification 2 - This modification allows students to choose the unit of measure and provide them with different types of ruler ( mm, cm and inches), promoting mathematical discourse on customary and metric conversions as they engage in selecting the appropriate unit of measure. This allows students to identify the unit of measure in an active learning environment. As teachers incorporate these two modifications, it allows students to develop a growth mindset by understanding how mathematics and science go hand in hand, encouraging literacy within the curriculum.   

Determining patterns created by counting by twos, fives, and tens on hundreds chart Mathematics Instructional Plans (MIPs) help teachers align instruction with the Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom.