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 Page 1
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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
Page 1
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
Gifted/Talented Services Minneapolis Public Schools
Mathematics Grade 1 – Quarter 1 Extension Projects with Investigations
• 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.
Gifted/Talented Services Minneapolis Public Schools
Mathematics Grade 1 – Quarter 1 Extension Projects with Investigations
Page 3
Name:
Shapes
Which shape do you like?
Shape Tally
circle
triangle
rectangle
trapezoid
hexagon
square Gifted/Talented Services Minneapolis Public Schools
Mathematics Grade 1 – Quarter 1 Extension Projects with Investigations
Page 4
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
Gifted/Talented Services Minneapolis Public Schools
Mathematics Grade 1 – Quarter 1 Extension Projects with Investigations
Page 5
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
Gifted/Talented Services Minneapolis Public Schools
Mathematics Grade 1 – Quarter 1 Extension Projects with Investigations
Page 6
Name:
What’s in My Classroom?
Things in My Classroom
(words and pictures) Gifted/Talented Services Minneapolis Public Schools
Mathematics Grade 1 – Quarter 1 Extension Projects with Investigations
Page 7
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
Gifted/Talented Services Minneapolis Public Schools
Mathematics Grade 1 – Quarter 1 Extension Projects with Investigations
Page 8
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
Mathematics Grade 1 – Quarter 1 Extension Projects with Investigations
Page 9
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
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.
1.1.2.1
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
Gifted/Talented Services Minneapolis Public Schools
Mathematics Grade 1 – Quarter 2 Extension Projects with Investigations
Page 10
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.
Gifted/Talented Services Minneapolis Public Schools
Mathematics Grade 1 – Quarter 2 Extension Projects with Investigations
Page 11
Name:
Making 15
How many ways can you make 15Write the equation and draw the pictures to go with it.
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Mathematics Grade 1 – Quarter 2 Extension Projects with Investigations
Page 15
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!
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Mathematics Grade 1 – Quarter 2 Extension Projects with Investigations
Page 16
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)
Gifted/Talented Services Minneapolis Public Schools
Mathematics Grade 1 – Quarter 2 Extension Projects with Investigations
Page 17
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
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.
1.1.2.1
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
• 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!
Gifted/Talented Services Minneapolis Public Schools
Mathematics Grade 1 – Quarter 3 Extension Projects with Investigations
Gifted/Talented Services Minneapolis Public Schools
Mathematics Grade 1 – Quarter 3 Extension Projects with Investigations
Page 20
Gifted/Talented Services Minneapolis Public Schools
Mathematics Grade 1 – Quarter 3 Extension Projects with Investigations
Page 21
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
Mathematics Grade 1 – Quarter 3 Extension Projects with Investigations
Page 22
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?
Gifted/Talented Services Minneapolis Public Schools
Mathematics Grade 1 – Quarter 3 Extension Projects with Investigations
Page 23
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. 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?
Gifted/Talented Services Minneapolis Public Schools
Mathematics Grade 1 – Quarter 3 Extension Projects with Investigations
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
Mathematics Grade 1 – Quarter 3 Extension Projects with Investigations
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
Geometry and Measurement
Describe characteristics of two- and three dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres.
1.3.1.1
Geometry and Measurement
Identify pennies, nickels and dimes and find the value of a group of these coins, up to one dollar.
1.3.2.3
Geometry and Measurement
Tell time to the hour and half-hour 1.3.2.2
Gifted/Talented Services Minneapolis Public Schools
Mathematics Grade 1 – Quarter 4 Extension Projects with Investigations
Page 26
Grade 3 Quarter 3
Project Purpose: Number Sense and
Geometry and Measurement
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
Gifted/Talented Services Minneapolis Public Schools
Mathematics Grade 1 – Quarter 4 Extension Projects with Investigations
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
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Mathematics Grade 1 – Quarter 4 Extension Projects with Investigations
Page 28
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!