Math 1st Grade Math 1st Grade

The Bruins I.C.E. School

Lesson 1: Addition & Subtraction Word Problems Lesson 2: Extend the Counting Sequence Lesson 3: Extend the Counting Sequence Lesson 4: Understand Place Value Lesson 5: Represent and Interpret Data Worksheets Included: Bruins Jersey Card Master Player/Number Graph Worksheet Number Sentence Stories Before and After Worksheet Number line Fill-in Worksheet Place Value Worksheet

Please see each lesson for frameworks applied to that lesson

Math 1st Grade

Lesson 1: Addition & Subtraction Word Problems Concept/Topic to Teach: Students solve Bruins story problems by creating number sentences to match the stories. Standards Addressed: Common Core Standard Operations and Algebraic Thinking 1.0A Represent and solve problems involving addition and subtraction

• 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.

• 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.

General Goal(s) – Expected Outcome: Students will demonstrate their ability to create number sentences to match the stories, and show their mathematical understanding.

Specific Objectives: The teacher will model solving a few problems together, and then the students will work independently solving their story problems.

Required Materials: Crayons / Construction paper OR Pencil/paper Boston Bruins Roster Introduction

• Ask students what they know about hockey and the Bruins o Terminology

� shots on goal, saves, assists � penalty minutes

o Concept of the game o Uniforms o Review the players’ names

Math 1st Grade

• Discuss the use of representations (pictures) and number sentences as a means to show

mathematical thinking

Modeling/Explanation:

• Discuss and review the different ways to solve story problems o Representation, tables, number sentences, etc. o Guide discussion towards number sentences

• Discuss and review the language used in the story problems • Practice a story problem as a whole group activity • Check for understanding • Keep the group example visible

Independent Practice

• Once the students understand, they work independently Differentiated Instruction:

Adaptations (For Students with Learning Disabilities)

• Struggling students can work with a partner • Receive assistance from the teacher • Simplify some of the stories • Reduce the number of steps • Have the modeled example visible

Extensions (For Gifted Students)

• Increase the complexity of the problem o Number of steps

• Work with larger numbers • Combine stories together

Check for Understanding

• Walk around and monitor student progress o Review answers with students

Closure/Wrap-Up

• Review student work as a whole group • Share answers and discuss mathematical thinking

Evaluation

• Observation • Use as a formal assessment

Math 1st Grade

Lesson 2: Extend the Counting Sequence

Concept/Topic to Teach: Students use their Bruins Jersey Cards to show numerical understanding by counting on Standards Addressed: Common Core Standard Numbers and Operations in Base Ten 1.NBT Extend the counting sequence

• 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.

General Goal(s) – Expected Outcome Students will show their understanding of number sequence and counting on

Specific Objectives: Students will show their understanding of counting on by writing down the numbers that immediately precede and follow their number. Required Materials:

• Boston Bruins Roster • Bruins Jersey Cards on construction paper or cardstock • Crayons/ Markers

o Black and yellow • Pencil • Before and After Worksheet

Introduction

• Ask students what they know about hockey and the Bruins • Students color their Bruins Jersey Cards

o Write the number in the center of the jersey � If desired, students can write the Bruins name

o Cut out o Use retired numbers if necessary for smaller numbers

� Create a personal jersey for numbers that are not used by the Bruins • Discuss vocabulary

o Before and After

Math 1st Grade

Modeling/Explanation

• A student comes forward with their jersey cards and picks one • Students discuss their thinking of what comes before and after

o With a partner o Whole group at a table

• Teacher leads the discussion while reviewing the language of before and after Independent Practice

• Students pick a card from their Bruins Jersey pile • Teacher decides how the students can work

o Independently o With a partner o Groups of 4

Differentiated Instruction: Adaptations (For Students with Learning Disabilities)

• Provide a 100 grid number chart • Alter the activity

o Whole group activity o Partners share a card – one team

Extensions (For Gifted Students)

• Students can write the numbers that precede and follow in different increments o 2s, 5s, 10s, 20s, etc.

• Pick three cards at a time and place them sequentially • You can add the challenge of stating whether their numbers are odd or even

Check for Understanding

• As students work, monitor and correct as needed o Review answers with students

Closure/Wrap-Up

• Review student work as a whole group • Share answers and discuss mathematical thinking

Evaluation

• Observation • Use as a formal assessment

Math 1st Grade

Lesson 3: Extend the Counting Sequence Concept/Topic to Teach: Standards Addressed: Common Core Standard Numbers and Operations in Base Ten 1.NBT Extend the counting sequence

• 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.

General Goal(s) – Expected Outcome

• Students will show their understanding of number sequence and counting on and counting back

Specific Objectives:

• Students will show their understanding of counting on and counting back by writing down on a number line the numbers that immediately precede and follow their number

Required Materials:

• Boston Bruins Roster • Bruins Jersey Cards on construction paper or cardstock • Crayons/ Markers

o Black and yellow • Pencil • Number line Worksheets

o Number starts at the left (counting on only) o Number in the middle (counting on and back)

Introduction

• Ask students what they know about hockey and the Bruins • Students color their Bruins Jersey Cards

o Write the number in the center of the jersey o Cut out

• Discuss a number line o What it tells us and how it can be used

Math 1st Grade Modeling/Explanation

• A student comes forward with their jersey cards and picks one • Students discuss their thinking of what number can we write down before and after our number on

the number line o With a partner o Whole group at a table

• Teacher leads the discussion while reviewing the language of before and after • Teacher models how to fill in the number line worksheet

Independent Practice

• Teacher decides how the students can work o Independently o With a partner o Groups of 4

• Students pick a card from their Bruins Jersey pile

Differentiated Instruction: Adaptations (For Students with Learning Disabilities)

• Provide a 100 grid number chart • Alter the worksheet – less numbers to fill in on the number line • Alter the activity

o Whole group activity o Partners share a card – one team

Extensions (For Gifted Students)

• Students can write the numbers that precede and follow in different increments o 2s, 5s, 10s, 20s, etc.

• Pick several cards at a time, place them sequentially, write numbers down on number line

Check for Understanding

• As students work, monitor and correct as needed o Review answers with students

Closure/Wrap-Up

• Review student work as a whole group • Share answers and discuss mathematical thinking

Evaluation

• Observation or as a formal assessment

Math 1st Grade

Lesson 4: Understanding Place Value Concept/Topic to Teach:

• Students use their Bruins Jersey Cards, hockey sticks, and pucks to show how many tens and ones are in a number.

Standards Addressed: Common Core Standard Numbers and Operations in Base Ten 1.NBT Understand place value

• Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:

o 10 can be thought of as a bundle of ten ones — called a “ten.” o The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six,

seven, eight, or nine ones. o 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). General Goal(s) – Expected Outcome:

• Students will use hockey sticks and pucks to demonstrate their understanding of place value (tens and ones).

Specific Objectives:

• Students demonstrate their mathematical understanding that a two digit number represents a value of tens and ones.

Required Materials:

• Boston Bruins Roster • Bruins Jersey Cards on construction paper or cardstock • Crayons/ Markers

o Black and yellow • Hockey sticks and pucks on construction paper or cardstock • Pencil • Jersey Place Value Worksheet

Math 1st Grade

Introduction

• Ask students what they know about hockey and the Bruins • Students color their Bruins Jersey Cards

o Write the number in the center of the jersey and then cut it out. • Students cut out the hockey sticks and pucks • Discuss place value

o Example: “Ten ones are grouped together to become one group of ten.” Modeling/Explanation

• Teacher reviews grouping ten pucks (ones) together to make a hockey stick (ten) o A puck equals one o Hockey stick equals 10 pucks

• Teacher picks a Bruins Jersey card • Students make suggestions as to how the sticks and pucks can be used to make a representation

of the jersey number • Teacher leads the activity by picking a few jersey numbers. Students can work

o Independently o With a partner o Whole group at a table (no more than 4)

• Teacher models how to fill in the Place Value worksheet Independent Practice

• Teacher hands out the Place Value Worksheet • Teacher decides how the students can work

o independently o With a partner o Groups of 4

• Students pick six cards from their Bruins Jersey pile and fill in the worksheet

Differentiated Instruction: Adaptations (For Students with Learning Disabilities)

• Provide a 100 grid number chart • Alter the worksheet – less jerseys to fill in • Alter the activity

o Whole group activity o Partners share a Jersey card – one team

Math 1st Grade Extensions (For Gifted Students)

• Students can pick two (or more) cards, combine their numbers, record the new values

Check for Understanding

• As students work, monitor and correct as needed o Students can review each other’s worksheet

Closure/Wrap-Up

• Review student work as a whole group • Share answers and discuss mathematical thinking

Evaluation

• Observation or as a formal assessment

Math 1st Grade

Lesson 5: Representation and Interpretation of Data Concept/Topic to Teach: Students interpret and graph different Bruins’ data. Standards Addressed: Common Core Standard Measurement and Data 1.MD Represent and interpret data

• Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

General Goal(s) – Expected Outcome

• Students will understand that graphing is a visual representation of sorting.

Specific Objectives:

• They will input and interpret Bruins data in pre-made graphs. Required Materials:

• Crayons / Pencil • Boston Bruins Statistics • Boston Bruins Roster • Assorted Graph Worksheets

Introduction

• Discuss sorting and graphing • Discuss different hockey categories to graph

o Review statistical elements of the game o List possible graphing categories

• Review language: more than, less than, equal Modeling/Explanation

• Discuss different ways to sort • Discuss the various ways to create a graph

o Number of columns o Units of measure

� By 2s, 5s, 10s,etc. • Make a graph as a whole group activity • Teacher models how to fill the graph • Teacher hands out the graphing worksheet

Math 1st Grade

• Review worksheet language o Ensure all students can read the worksheet o Review hockey terminology

Independent Practice

• Teacher decides how the students can work o Independently o With a partner

• Students interpret or input data on graphing worksheets Differentiated Instruction:

Adaptations (For Students with Learning Disabilities)

• Alter the worksheet o Reduce the number of columns o Separate the columns and work each one individually

• Work with a partner Extensions (For Gifted Students)

Check for Understanding

• As students work, monitor and correct as needed Closure/Wrap-Up

• Review student work as a whole group • Share answers and discuss mathematical thinking

Evaluation

• Observation or as a formal assessment

Math 1st Grade Math 1st Grade

Bruins Number Sentence Stories: Zdeno Chara scores a goal in each period. How many goals does Zdeno Chara have in all? The Bruins score two goals in the first period. They beat the Rangers 6-3. How many goals did they get in the last two periods? Patrice Bergeron gets three assists and one goal against the Canucks. How many points does he have in all? In the Bruins game against the Blackhawks, Zdeno Chara gets two penalties (2 minutes each), and Bergeron gets a two-minute penalty for tripping. How many total penalty minutes do the players have in all? In the 2010 Playoffs, Mark Recchi has a total of six penalty minutes, Johnny Boychuk has a total of six penalty minutes, and Shawn Thornton has a total of six penalty minutes. How many penalty minutes in all? In the 2010 Playoffs, Mark Recchi has a total of six penalty minutes, Johnny Boychuk has a total of six penalty minutes, and Milan Lucic has a total of twelve penalty minutes. How many penalty minutes in all? In the 2010 Playoffs, Adam McQuaid has a total of four penalty minutes, Johnny Boychuk has a total of six penalty minutes, and Shawn Thornton has a total of six penalty minutes. How many penalty minutes in all? In the 2010 Playoffs, Mark Recchi has a total of six penalty minutes, Patrice Bergeron has a total of two penalty minutes, and Milan Lucic has a total of six penalty minutes. How many penalty minutes in all? The Zamboni usually cleans the ice in eighteen minutes. The new Zamboni driver is able to do it in thirteen minutes. How many less minutes does he take to do the ice? In the 2010 Playoffs, Brad Marchand has zero penalty minutes, Adam McQuaid has a total of six penalty minutes, and David Krejci has a total of two penalty minutes. How many penalty minutes in all?

Math 1st Grade

Bruins Number Sentence Stories (cont.): In the 2010 Playoffs, Andrew Ference has a total of eighteen penalty minutes and Tyler Seguin has a total of six penalty minutes. How many more penalty minutes does Andrew Ference have than Tyler Seguin? In the 2010 Playoffs, Gregory Campbell has a total of ten penalty minutes and Michael Ryder has a total of two penalty minutes. How many more penalty minutes does Gregory Campbell have than Michael Ryder? In the 2010 Playoffs, Milan Lucic has a total of nineteen penalty minutes and Brad Marchand has a total of sixteen penalty minutes. How many more penalty minutes does Milan Lucic have than Brad Marchand? For every Bruins' game, the trainer gives out 20 rolls of tape to use on their sticks. At the end of the game, there are 8 rolls of tape left. How many rolls of tape are used by the players? The Bruin's goal horn goes off after every Bruins' goal. The horn blows for 9 seconds. The Bruin's score 2 goals. How many seconds does the goal horn sound in all? There are 5 painted lines that go all the way across a hockey rink. There is 1 Red line (n the center of the ice), 2 Blue lines (that split the ice into thirds) and 2 Goal lines that are back near each hockey net. If you removed the two Blue lines from the ice, how many lines would be left? Zdeno Chara is 7 feet tall when he wears his skates. If he takes his skates off he is 6 feet 8 inches tall. How many inches do his skates raise him in height? During their last game the Bruin's coach has one hot dog after the first period, which cost $1.50. After the 2nd period he has some French Fries, which cost $1.25. After the game is over he has an ice cream cone, which cost $1.00. How much does the coach spend in total?

Math 1st Grade Math 1st Grade Name______________________ Date______________

Math 1st Grade Math 1st Grade Name___________________ Date_______________

Before Jersey Number After

0 1 2

________tens _______ones

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