“Compare the Sums” is an interactive game that promotes:
mental addition strategies
fluency in math facts (doubles, 10 and, ways to make 10)
Number Cards 0-10
Compare the Sums is a two player game. It can be played verbally using mental math, or with paper to jot down each rounds scores.
1) Each player draws three cards.
2) Players have to use mental strategies to add up the 3 addends to find their sum.
3) Players compare their sum and decide who has the greater sum.
4) Players continue playing several rounds (as a modification, you can record how many more each player had in each round, and count up all the rounds scores at the end)
Printable Number Cards
Follow this link for printable number cards. It doesn’t have to be printed in color, but it is helpful to make 2-3 copies to form a complete deck.
You can use the blank card as a “free pass” if you want to play a version where if you get the blank card, you can choose the number you want.
December was such an exciting month in the classroom; our bean seed plants sprouted, fiction stories were published, and vacation plans were buzzing in the room.
In December, as a class we began practicing slowing down when reading to deepen our comprehension. During a class read aloud, students learned to stop and share things they noticed and wondered. These stop and shares allowed students to recap any important events that occurred in a story as well as pose some questions when they were confused or curious.
In the book “After the Fall,” Humpty Dumpty faces his fear of climbing the high wall once again after being cracked to pieces. Here are the stop and share notes that notes the different types of thinking kids are doing during a read aloud story.
In December, first graders looked back on their writing collection, and chose their favorite fiction story to edit, revise, and publish. Once the fiction stories were completely published, they found their place in our class library in a bin labelled “Written by Class 1-308.”
Here are some of the captivating fiction stories in our classroom:
As we move on, first graders will look closely at the non-fiction texts as inspiration for their own non-fiction writing pieces. They will get a chance to write about a topic they know very well, seeds, as well as think about a procedure they know well and are able to teach others about. These procedural how-to books will help kids to think about an author’s purpose and important questions like “What is important for the reader to know?” and “Why would someone reach for this book that you’re writing?”
This month in math, we worked on our problem solving skills. Students were presented with a wide range of real-life problems that addressed situations of combining, taking apart, finding the missing part, as well as compensation. This problem-solving unit was an opportunity for students to slow down when approaching a problem to understand what is happening, what are they trying to figure out, and how can they use the information they know.
As first graders became more and more comfortable tackling these problems, they began creating their own real-life situations. They also further developed their mathematical reasoning skills during class discussions with phrases like:
“We know _____, so we can figure it out by ______.”
“I used a different strategy but I agree with that solution.”
“I found a different solution. Instead, you can _______.”
We have also been working on using our known-facts to solve more difficult addition problems. Using math tools as well as classroom visuals, students are beginning to quickly connect their known facts to similar problems.
When presented with the problem:
students are noticing, “7+8 is kind of the like the double, 7+7, so it won’t be 14, but one more which is 15.”
They are also beginning to use compensation with numbers, like in the problem:
students are saying, “If you take 1 from the 9, and give it to the 7, then it will be 8+8, which I know is 16.”
Next month, we will be working closely with the rekenrek tool to further strengthen their addition skills within 20. The rekenrek tool shows 20 beads, with 10 on the top and 10 on the bottom. It highlight the 5 and 10 structure within our number system as well as provides a visual reference for all the complex number work that is happening mentally.
In December, after much waiting and anticipation, the kidney bean seeds the kids planted finally sprouted. We monitored their growth closely and journaled any changes every few days.
Here are some wonderings about the bean seeds:
“How come some grow faster than others?”
“How do I know if it is getting enough water?”
“What will happen later? How will they change?”
Some noticing they shared were:
“The seed hangs from the stem and then later they fall off into the soil.”
“It starts with two big leaves.”
“They grow really fast and tall- just a few weeks.”
“If it grows too tall and the stem isn’t strong, the plant will break and fall.”
In the next few weeks, we will be wrapping up our seed study. The kids will complete their final journal entries as well as get a chance to bring their bean seed plants back home. They will also reflect on what they would like to teach someone else about bean seeds and contribute a piece of their writing to a class book all about kidney bean plants. Some topics being covered in our class book are:
- How do you plant a kidney bean seed?
- How do the plants look?
- What do the plants need?
- How to grow a healthy plant.
- Diagram of a kidney bean seed / plant
The game “Add It Up” helps mathematicians fluently add numbers within 20.
Playing this game often should help first graders strengthen their fluency by reinforcing known facts (5+5), doubles (7 + 7), and challenge them to find strategies to solve more difficult problems like 5 + 7, where they may use the “making 10 strategy,” for example: I know 5 + 5 is 10, and 7 is 5 + 2, so I’ll add back the 2 I left onto 10, so 5 + 7 = 12.
2 dice (or for increased difficulty, a deck of number cards labelled 0-10 [you can also make them at home!])
Paper and pencil (optional)
- Roll 2 dice or draw 2 cards
- Solve for the sum of the two numbers
- Writing down the number sentence on paper may help visual learners & help develop number formation
- Simply playing without writing will encourage quick, mental math
“The Greatest Number” is a hands-on math game that promotes:
- understanding of magnitude (less than, greater than)
- place value
- the order of numbers from 0-1000
- correlation between digits and place value
“The Greatest Number” game board (may be inserted into a sheet protector to re-use)
Pencil / dry erase marker
Numbers cards (0-9)
1) Draw 3 cards and display on table.
2) Choose 2 cards and rearrange their order to create the greatest possible number.
3) Record the 3 cards you drew and the greatest 2 digit number possible.
QUESTIONS TO ASK DURING GAME PLAY
Which 2 dice will you use? Why?
Is that the greatest number you can make?
How come you put ____ here instead of there?
Can you talk me through every round?
What is the greatest number you made out of all the turns?
What is the name of the number you made?
3) The game is complete when they have rolled all rounds and found the greatest number in all the rounds.
*If your first grader feels ready, you can try the more difficult version using 4 cards to create a 3-digit number- found here.
“Doubles Troubles” is an interactive game that promotes:
fluency of doubles facts
Doubles Troubles Game Board (may be inserted into a sheet protector to re-use)
Pencil / dry erase marker
First Edition – one number die
Second Edition- cards numbered from 0-10
“Doubles Troubles” can be played taking turns or independently.
1) Roll a number die or draw a card from the deck.
2) Double the number.
3) Find the number on the game board and circle.
4) Continue until entire board is filled.
Doubles Troubles Game Boards
November was an extremely exciting month as our class dived into new study subjects and invited 7 classmates into our community! The kids were warm and welcoming to our new classmates and the transition has been smooth and easy!
In November, first grade readers looked closely at non-fiction texts. As the class read more and more non-fiction texts, kids noticed recurring features and tried to figure out purpose of these texts.
Here are some noticings from first grade readers:
- “A table of contents shows you which sections are on which page.”
- “Photographs are taken with a camera and show you what things really look like.”
- “Illustrations are used for things you might not see like echolocation.”
- “A life cycle goes in a circle and shows you how things grow.”
- “A glossary tells you what the words mean.”
- “An index has words you can learn about and their page numbers.”
First graders have also been consistently reading independently every day in the classroom for up to 17 minutes! During this time, first graders have a chance to read from a choice of fiction or non-fiction books that they book-shopped for. Sometimes, we may also end independent reading with a share. During our non-fiction unit, several students got a chance to share a non-fiction book they read and some features they noticed.
When reading non-fiction texts at home, you can preview a book by asking “What do you already know about the topic? and What do you hope to learn about?”
You can also use the features like the table of contents and index to reread a specific section that is of high interest to your first grader.
In November, we began writing fiction stories. First graders began with creating an interesting and unique character- whether that was a monster, superhero, or magical creature. Then, they thought about where the story would take place, the setting. Next, first graders brainstormed what type of problem or situation could happen to their character, and how their character may react to that situation. First graders began thinking of what their character might say or how they may act. Then, when first graders felt done with their first fiction story, they continued writing! Many students wanted to create a series, where “book two” featured the same character, while others wanted to begin new stories with brand new characters, settings, and situations. Here is a sneak peak at some of the exciting fiction stories!
After publishing our non-fiction stories, we will move onto informational non-fiction writing, as well as writing how-to books.
This month in math, we used a set of 30 different shapes to explore attributes of 2-dimensional shapes. These sets were organized by three colors: blue, red, and yellow, five shapes: square, hexagon, rectangle, circle, triangle, and two sizes: small and big. Using this set, first graders brainstormed efficient ways to organize all 30 as well as started noticing the differences and similarities between shapes.
In a game called “Guess the Missing Piece,” one partner hid a piece while the other partner used questions to collect clues and make an educated guess about which piece was missing. At first, first graders asked questions like “Is it a big blue triangle” but then quickly realized that if they asked more general questions such as “Is it blue?,” they could gather more information as well as eliminate several pieces from the set, rather than one piece at a time.
After this shapes and attributes unit, we will move onto problem solving and using known math facts to solve addition problems.
Late November, we had a chance to visit the GreenMarkert at the Oculus Plaza. First graders got a chance to learn about how farmers bring fruits and vegetables to local markets in New York as well as learn a bit about the growing process of several food plants.
Also, first graders had a chance to each plant a kidney bean in a pot. They have been observing carefully- hoping for the seed to grow roots and then a sprout. Many first graders have estimated around 9 days or 2-3 weeks for the seeds to sprout. Every few days we will be tracking the growth of our kidney bean seeds using journaling- which includes a detailed illustration as well as writing down any noticings or questions.
Soon, we will closely examine the life cycle of a bean seed.
“Guess My Number” is an interactive game that promotes:
understanding of magnitude (less than, greater than)
the order of numbers from 1-100.
Hundreds Chart (may be inserted into a sheet protector to re-use)
Pencil / dry erase marker / chips
1) Player 1 chooses a number between 1 and 100.
2) Player 2 asks questions to try and eliminate numbers off the hundreds chart.
Player 1 crosses out numbers in response to Player 2’s questions.
Is it greater than _____?
Is it less than _____?
Does the number have a ____ in it?
Does the number have a ____ in the ones place?
Does the number have a ____ in tens place?
Is it between the ____ and ____?
Is it an even number? Odd number?
3) The round is complete when all numbers have been eliminated except for Player 1’s chosen number.
(It’s highly suggested that first graders are Player 2 for awhile until switching to being Player 1)
Now that first graders are accustomed to our routines, the classroom space, and their peers, they have been working hard on sharing ideas, practicing new concepts, and reflecting on how to do their best. In class discussions, we have been using a model called “turn-and-talk” which allows students to turn to a peer and share their ideas. When we come together again, turn and talk partners have a chance to share their thinking with their class.
In October, many first graders were also assigned classroom jobs for the month. First graders have a chance to help out as well as practice being responsible- as many jobs involve taking care of the classroom or others.
Lately, first graders have been looking closely at fiction books. As they read, they are thinking about characters, the setting, the problem, and if there was a solution. They have also been working to retell fiction stories by segmenting the story into major events and using transition words like “First, then, next, and in the end.”
They have been using a fiction story share bookmark to guide their retells.
This month, first graders have also began bookshopping independently. Once a week, they visit our classroom library and choose 12 books that peak their interest, as well as feel just right in length and difficulty. Many first graders think aloud as they book shop- some things I often hear are:
“This book has some tricky words- but I can figure the words out.”
“I wanted to learn more about ______; I’m going to take this book.”
“I have a lot of fiction books, I’m going to look for some non-fiction books.”
First graders lately have been writing machines! We have been working to write independently and quietly for longer periods of time. Also, when a first grader needs help spelling a word or thinking of what to write next, they can always use the classroom tools as well as whisper to a friend for help.
Lately, we have been writing all about ourselves. We began by sharing interests, loves, likes, and hobbies- and wrote descriptive pieces about the things we cared about. Then, we moved onto longer writing pieces which focused on interested events that happened to us. Many first grader wrote about instances of getting hurt or lost, and others chose other important times like moving to a new place, or a special moment with a friend or family member.
We have been extending our writing by answering the key questions: who, when, where, and what. When a first grader is thinking of how to share more in their story, I may ask them “You told me you were at the park, but you didn’t tell me who went with you. Can you add that in?”
Here’s a sneak peek into a first grader’s writing folder!
This month, we have been exploring the idea of partners, pairs, and doubles.
We have been using the rekenrek, a math tool with 10 beads (5 red, 5 white) on top and 10 beads on the bottom. The rekenrek is a great tool to explore doubles as first graders pulled over some beads, and doubled the amount on the bottom section. They have also decided that some doubles are easier to solve, like 2+2=4, and then there are trickier doubles like 7+7 and 9+9, that take a bit more effort to solve for.
We will be working with the rekenrek and playing math games to help solidify our doubles facts. Once first graders can solve a doubles number sentence easily, then can use their knowledge of doubles to solve trickier problems, for example,
“I know 5+5= 10, so I can solve 5+6, which is just 1 more- 11.”
We have launched our seed study! We began by opening our big Halloween pumpkin and uncovered lots of seeds and goops. We discussed that people can plant seeds or eat them. Some things we will continue to think about and explore more are:
- What do I know about seeds?
- What do I want to learn about seeds?
- What has seeds? What does not?
- How do seeds grow?
- What do seeds need?
- How are some seeds different from others?
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