Suggested pacing weeks 1-2 weeks
Teacher Tips :
This is an opportunity for students to graph and solve data problems.
Students need to be able to correctly transfer given information into a graph, and answer questions about the graph.
Incorporate coins (sort coins & graph, skip count by 5 and 10). MiP Module 12 and list of ideas
⊡Students will analyze and compare data points provided in a graph and ask and answer questions based on the information given.
I can ask and answer questions regarding information found in a graph with up to three categories, (total data points, quantity in each category and how many more/less). (1.MD.4)
I can compare data in each category and identify which category has more or less. (1.MD.4)
I can explain my thinking and critique the reasoning of others. (1.MD.4) (SMP3)
∎ Major Content ⊡ Supporting Content 🌕 Additional Content
Vocabulary cards in Spanish and English
chart title compare tally label survey organize sort data picture graph
1st grade number talk guide printable & 1st grade number talks
Choose which strategy students need to practice. You may find that they need many, so start with one for a week or so, then move onto another. You are looking for efficient strategies, not mastery of all strategies. Students may find they prefer one strategy over another or change strategies for different problems. The goal is that they are flexibly using efficient strategies and are able to reason about numbers to fluently compute.
Addition Strategies
Doubles/near equations
Break apart by place value add ones to multiples of ten
Subtraction Strategies
count up/think addition wholes are multiples of ten
I can represent data with up to three categories. (1.MD.4)
I can identify the number of items in each category on a graph. (1.MD.4)
I can create models to show my mathematical knowledge. (1.MD.4) (SMP4)
I can ask and answer questions regarding information found in a graph with up to three categories, (total data points, quantity in each category and how many more/less). (1.MD.4)
I can compare data in each category and identify which category has more or less. (1.MD.4)
I can explain my thinking and critique the reasoning of others. (1.MD.4) (SMP3)
Ready Teacher Toolbox Lesson 13: Collect and Compare Data-Sessions 1-5
Assessment Tasks 1.MD.4 Frayer Model Assessment Proficiency Rubrics 1.MD.4
Math in Practice: 1.MD.4 - Module 13 Math in Practice lesson slides and Essential Question Guide MIP Resource folder
Open Middle tasks Nearpod Math lessons
Prior knowledge/Just in Time support & Enrichment RTTB Lesson 13 Data Collecting in Action
“Closure in a lesson does not mean to pack up and move on. Rather, it is a cognitive activity that helps students focus on what was learned and whether it made sense and had meaning.” How the Brain Learns Mathematics (2007) P. 104
There are many ways to wrap up and reflect the day's activities but this step is often overlooked or rushed. Purposely plan and allow time for students to have closure each day (even if it means setting a timer or daily alarm so you don't run out of time).
Ideas for closure activities
K.MD.3: Fast Food Freddie Candy Confusion Piles of Tiles Scoops of Buttons
Nearpod Math lessons
These are activities to give students mixed, spaced practice based on the big ideas for 1st grade math.
These resource sheets are intended to reinforce procedures and concepts. They should not be used as a source of direct instruction or whole-group practice. Please select pages carefully based on your students' needs.
You may have students work on these with a partner, independently with an answer key to self-check (tip: use sheet protectors), or as a journal response. It is not necessary to have students complete a page every day- the intent is to have opportunities to spiral concepts for mixed practice, not do "busy" work.