grade 1 extension projects - elementary math -...

Mathematics Grade 1

Extension Projects with Investigations

2009

These projects are optional and are meant to be a springboard for ideas to enhance the Investigations curriculum. Use them to help your students apply what they have learned each quarter and to expand their math skills. This is

just the beginning of this process.

Numbers & Operation

• Count, compare and represent whole numbers up to 120, with an emphasis on groups of tens and ones.

• Use a variety of models and strategies to solve addition and subtraction problems in real world and mathematical contexts.

Algebra

• Recognize and create patterns; use rules to describe patterns. • Use number sentences involving addition and subtraction basic

facts to represent and solve real-world and mathematical problems; create real-world situations corresponding to number sentences.

Geometry & Measurement

• Describe characteristics of basic shapes. Use basic shapes to compose and decompose other objects in various contexts.

• Use basic concepts of measurement in real-world and mathematical situations involving length, time and money.

Gifted/Talented Services Minneapolis Public Schools

Mathematics Grade 1 Extension Projects with Investigations

Grade 1 Quarter 1 Project

Unit 1 Unit 2 (Investigations 1 and 2)

How Many of Each? Making Shapes and Designing Quilts

Strand MN Benchmark (2007) Benchmark # Number

&Operation Count, with and without objects, forward and backward from any given number up to 120. (Q1: back from 21)

1.1.1.3

Number &Operation

Count, with and without objects, forward and backward from any given number up to 120. (Q1: up to 21) 1.1.1.3

Number &Operation

Compare and order whole numbers up to 100. (Q1: up to 19)

1.1.1.5

Number &Operation

Use words, pictures, objects, length-based models, numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations.

1.3.1.2

Number &Operation

Compose and decompose numbers up to 12 with an emphasis on making ten. (Q1: up to 8)

1.3.1.1

Geometry &Measurement

Compose and decompose two- and three dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. (Q1: 2D figures)

1.1.2.1

Geometry &Measurement

Describe characteristics of two-and three dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. (Q1: 2D figures)

1.1.2.2

Website for number sense games: http://www.asij.ac.jp/elementary/gr1web/mathgames.htm Website for shape games: http://www.gamequarium.com/shapes.html


Mathematics Grade 1 – Quarter 1 Extension Projects with Investigations

http://www.asij.ac.jp/elementary/gr1web/mathgames.htm�

http://www.gamequarium.com/shapes.html�

Grade 1 Quarter 1

Project Purpose: Number Sense and Geometry

and Measurement

Ask, Record, and Graph It! Students will:

• Collect data by asking 15 people which shape they like the best. • Use tally marks to keep track of the information. • Transfer that information to a graph.



Name:

Shapes

Which shape do you like?

Shape Tally

circle

triangle

rectangle

trapezoid

hexagon

square Gifted/Talented Services Minneapolis Public Schools


Name: “Which Shape Do You Like?” Graph

Color in the graph to go with your tallies.

Shapes People Like

circle

triangle rectangle trapezoid hexagon square



Name:

What’s in Your Classroom? Students will:

• Collect data by looking around their classroom. • Make a list of things they can count. • Count how many of each item there is. • Use tally marks to keep track of the information. • Transfer that information to a graph.

Make a list of things in your classroom that you can count. (Examples: chairs, desks, tables, windows, lights, posters, people etc.)

Things I can count Tally



Name:

What’s in My Classroom?

Things in My Classroom

(words and pictures) Gifted/Talented Services Minneapolis Public Schools


Name:

How Many Letters In Your Name? Students will:

• Collect data by counting the letters in 10 people’s names. (They can use family, classmates, friends, teachers, famous people etc.)

• Make a list of ten people and count the letters in each name. • Transfer that information to a graph. The graph will be in rank order from

least number of letters to most.

Name ____________________Letters in a Name

Data:

Name Number of Letters



Name:

Letters in a Name Graph

Put the numbers from your table in order from smallest to largest. Color in the graph

____ ____ ____ ____ ____ ____ ____ ____ ____ ___

Shortest Longest name name Gifted/Talented Services Minneapolis Public Schools


Grade 1 Quarter 2 Project

Units 2 (Investigation 3) Unit 3 Unit 4

Solving Story Problems What Would You Rather Be?

Strand MN Benchmark (2007) Benchmark #

Number & Operation

Count, with and without objects, forward and backward from any given number up to 120. (Q2: back from 65)

1.1.1.3

Number & Operation

Compare and order whole numbers up to 100. (Q2: up to 65) 1.1.1.5

Number & Operation

Count, with and without objects, forward and backward from any given number up to 120. (Q2: up to 65)

1.1.1.3

Number & Operation


1.1.2.1

Number & Operation

Compose and decompose numbers up to 12 with an emphasis on making ten. (Q2: up to 15)

1.1.2.2

Number & Operation

Read, write and represent whole numbers up to 120 (Q2: up to 65).

1.1.1.2

Number & Operation

Use counting and comparison skills to create and analyze bar graphs and tally charts

1.1.1.7

Number & Operation

Use counting and comparison skills to create and analyze bar graphs and tally charts

1.1.1.7

Algebra Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences.

1.2.2.1



Grade 1 Quarter 2

Project Purpose: Number Sense

Real World Word Problems

Project #1 – Making 15

Students will:

• Use their counting skills. • Create their own addition equations when 15 is the sum. • Illustrate their equations.

Project #2 – Blast Off!

Students will:

• Use their counting skills. • Count backwards from any number. • Create their own rockets. • Use the dice to write a number with tens and ones.



Name:

Making 15

How many ways can you make 15Write the equation and draw the pictures to go with it.

? Try it!

13 dogs + 2 cats = 15 animals

____ _____________+ ____ _______________ = ____ _________________

____ _____________+ ____ _______________ = ____ _________________



Name:

More Making 15 Problems

____ _____________+ ____ _______________ = ____ _________________

____ _____________+ ____ _______________ = ____ _________________

____ _____________+ ____ _______________ = ____ _________________



Blast Off!

Make your rocket blast off to outer space!

1. Get a partner or a group of three people. 2. The first person shakes two dice. Decide what number should go in

the first box and what number should go in the second box. 3. Count backwards4. Instead of saying “zero,” say, “Blast off!”

from that number.

5. After each blast off, you get to go to the next planet. 6. Play until you get back to the SUN.

Use this for your rocket, or make your own!

*Teachers: Enlarge the Blast Off planet table page to fit on 11 X 17 paper so students will have room to draw their own planets and rockets will fit.

Websites for counting backwards: • http://www.apples4theteacher.com/dot2dot.html • http://www.mathsyear2000.org/magnet/minus/space/index.html • http://fen.funbrain.com/cgi-bin/dots.cgi?A1=s&A2=4&A4=2&COBR=4 Gifted/Talented Services Minneapolis Public Schools


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Name(s)

BLAST OFF! • Put your rocket on the sun...we know it would burn up, but we’re just having fun

counting backwards! • Roll the dice. • Put one number in each box. • Count backwards from that number. • Say “Blast Off!” when you get to zero. • Move to the next planet. Go to Neptune and back to the sun.

You made it back to the sun!



Blast off! Draw a picture of each planet in the boxes. Then put your rocket in the Sun box. (Yes, you would burn up in real life, but this is pretend!) Move to each planet as you do your countdown.

The Sun

(the big fiery star in the middle of our solar system)

Mercury

(the hottest planet - orange)

Venus

(the cloudy yellow planet)

Earth

(where we live...brown, blue, and green)

Mars

(the red planet)

Jupiter

(the biggest planet that’s yellow, brown, red and white)

Saturn

(the yellow planet with rings)

Uranus

(the green planet that is on its side)

Neptune

(the blue planet that’s cold)



Grade 1 Quarter 3

Unit 5 (Investigation 1) Unit 6 Unit 7

Fish Lengths and Animal Jumps Number Games and Crayon Puzzles Color, Shapes, and Number Patterns

Strand MN Benchmark (2007) Benchmark # Geometry and Measurement

Measure the length of an object in terms of multiple copies of another object.

1.1.2.2

Number & Operation

Compose and decompose numbers up to 12 with an emphasis on making ten.

1.1.2.2

Number & Operation

Use words to describe the relative size of numbers.

1.1.1.6

Number & Operation


1.1.2.1

Algebra

Use number sense and models of addition and subtraction, such as objects and number lines to identify the missing number in an equation. Such as 3+__=7, 2+4=___, or 5= ___ - 3

1.2.2.3

Website for using the hundreds chart: (There are MANY

ideas here).

http://letsplaymath.wordpress.com/2008/09/22/things-to-do-hundred-chart/



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Grade 1

Quarter 3

Project Purpose: Number Sense

Decompose Numbers

Pictures, Models Number Lines

Project #1 Decomposing numbers

Students will:

• Discover there are many ways to make a number. • Prove their findings • Use real objects (chips, cubes, blocks etc.) and transfer that information using pictures.

Example: How many ways can you

make 4 ?

2 + 2

3 + 1

1+1+1+1

2+1+1

4 + 0

How many ways can you make 5? 10? 15? 20? You can 2 or MORE

addends!



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Name

Decomposing

My number

I found _____ ways to make that number.



Project #2 Hundreds Chart

Students will:

• See patterns on the hundreds chart. • Use the hundreds chart to add and subtract. • Play Hundreds Chart Nim to increase fluency with number sense, adding, and

subtracting.

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70

71 72 73 74 78 76 77 78 79 80

81 82 83 84 85 86 87 88 89 90

91 92 93 94 95 96 97 98 99 100 Gifted/Talented Services Minneapolis Public Schools


Hundreds Chart

Name

Hundreds Patterns Addition

• Roll two dice. • Write the numbers. • Add them together.

+ ______ = ______ Put a cube on that number on the hundreds chart.

Add 10 to the first number. (2 is now 12, 5 is now 15, 18 is now 18) ______ + ______ = ______ Put a different color cube on that number on the

hundreds chart. Add 20 to the first number. (2 is now 22, 5 is now 25, 8 is now 28) ______ + ______ = ______ Put a different color cube on that number on the

hundreds chart. Add 30 to the first number. ______ + ______ = ______ Put a different color cube on that number on

the hundreds chart. Add 40 to the first number. ______ + ______ = ______ Put a different color cube on that number on the

hundreds chart.

Add 50 to the first number. ______ + ______ = ______ Put a different color cube on that

number on the hundreds chart.

Add 60 to the first number. ______ + ______ = ______ Put a different color cube on that

number on the hundreds chart. Add 70 to the first number. ______ + ______ = ______ Put a different color cube on that

number on the hundreds chart. Color the numbers with the cubes on your hundreds chart. What pattern do you see?



Name

Hundreds Patterns Subtraction

• Roll two dice. • Write the numbers. • Add them together.

- ______ = ______ Put a cube on that number on the

hundreds chart. Add 10 to the first number. (2 is now 12, 5 is now 15, 18 is now 18) ______ - ______ = ______ Put a different color cube on that

number on the hundreds chart. Add 20 to the first number. (2 is now 22, 5 is now 25, 8 is now 28) ______ - ______ = ______ Put a different color cube on that

number on the hundreds chart. Add 30 to the first number. ______ - ______ = ______ Put a different color cube on that





number on the hundreds chart. Color the numbers with the cubes on your hundreds chart. What pattern do you see?



Hundred Chart Game

Hundred Chart Nim...the Hundreds Chart Game

Source - 2007 November

http://letsplaymath.wordpress.com/2007/11/12/hundred-chart-nim

Math concepts: addition and subtraction within 100, logical strategy Number of players: 2 or 3 Equipment: printed hundred chart and tokens with which to mark numbers

Set Up Place the hundred chart and a small pile of tokens where both players can reach them.

How to Play 1. The first player chooses any number from 1 to 15 and places a token on that square of the hundred chart. 2. On each succeeding turn, the player adds either 5, 10, or 15 to the most recently marked number and places a new token on his sum. Play alternates until no more tokens can be placed. 3. The player who places the last legal token (on one of the squares from 96-100) wins the game.

Variations – these are GREAT! Try them. 1 — Allow players to add any number from 1 to 20 on each turn. The player who reaches 100 wins the game. 2 — Count Down: Start at 100 and subtract 5, 10, or 15 per turn. The player who reaches zero wins the game. 3 — Mental Math: Try the game (or either variation above) without a hundred chart, keeping track of the numbers in your head.

Comments Nim is a traditional folk game of uncertain origin (similar games are played in many places around the world). This version of Nim gives young children a chance to build fluency with double-digit arithmetic, an important foundation for their future study of mathematics. Gifted/Talented Services Minneapolis Public Schools


http://en.wikipedia.org/wiki/Nim�

Grade 1 Quarter 4

Unit 8 Unit 9

Unit 5 (Inv2) Twos, Fives, and Tens

Blocks and Boxes (Fish Lengths and Animal Jumps)

Strand MN Benchmark (2007) Benchmark # Number & Operation

Count, with and without objects, forward and backward from any given number up to 120.

1.1.1.3

Number & Operation

Compare and order whole numbers up to 100. 1.1.1.5

Number & Operation

Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s.

1.1.2.3

Number & Operation

Compose and decompose numbers up to 12 with an emphasis on making ten.

1.1.2.2

Number & Operation

Read, write and represent whole numbers up to 120. Representations may include numerals, addition and subtraction, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks.

1.1.1.2

Number & Operation

Use place value to describe whole numbers between 10 and 100 in terms of groups of tens and ones.

1.1.1.1

Number & Operation

Find a number that is 10 more or 10 less than a given number.

1.1.1.4

Algebra Use addition or subtraction basic facts to represent a given problem situation using a number sentence.

1.2.2.4

Algebra Determine if equations involving addition and subtraction are true.

1.2.2.2

Geometry and Measurement

Compose and decompose two- and three dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders.

1.3.1.2


Describe characteristics of two- and three dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres.

1.3.1.1


Identify pennies, nickels and dimes and find the value of a group of these coins, up to one dollar.

1.3.2.3


Tell time to the hour and half-hour 1.3.2.2



Grade 3 Quarter 3

Project Purpose: Number Sense and


Project #1 Count by 2, 5, 10

• Students will count by twos, using pictures. • Students will count by fives, using hands. • Students will count by tens, using dimes.

Project #1 Time

• Students will keep track of what they are doing every 30 minutes for two hours

(or a school day or a whole day).

Websites about counting by 2, 5, and 10: • http://members.learningplanet.com/act/count/free.asp • http://www.cleverisland.com/teachers/counting/story/6.asp

Websites about counting money: • http://www.apples4theteacher.com/java/counting/money.html

Websites about telling time: • http://www.primarygames.com/time/start.htm



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Name

Counting by Twos Look around you. Find things that come in pairs. Keep track of all the pairs by writing or drawing. Keep track of how many things you have. Count to 20 or 40 or 100!

Example:

2

4

6

8

10 Now it’s your turn!

2

4

6

8

10



Name Counting by Fives

Look at your hands. There are five fingers on each hand. Keep track of all the fingers by drawing one hand in each box. Count to 100!

5 10 15 20

Do the following problems.

65 – 20 = ____ 90 + 10 = ____ 85 – 15 = ____ 15 + 45 = ____ 75 – 30 = ____ 30 + 30 = ____ 50 – 25 = ____ 45 + 30 = ____ 95 – 40 = ____

Make up 3 problems of your own using numbers on the chart.



Name

Counting By Tens

Coins are worth different amounts. One dime = 10¢ Keep track of all the value by drawing one dime in each box. Count to $4.00! = 10¢

10

10¢

10

20¢

10

30¢

10

40¢

10



Name

Two Hours of Time

Keep track of what you are doing for a two hours. Set a timer for every 30 minutes and draw a picture of what you are doing when the timer goes off.

Time (analog) Use red for the hour hand and blue for the minute

hand. Time (digital)

What I’m doing (draw the picture and/or

write it down)

Start

:

:

:

:

:



Name Keeping Track of a Day

Keep track of what you are doing for a whole day. Set a timer for every 30 minutes and draw a picture of what you are doing when the timer goes off.

Time (analog) Use red for the hour hand and blue for the minute hand.

Time (digital) What I’m doing (draw the picture and/or write it down)

Start

:

:

:

:

:



:

:

:

:

:

:



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