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MATH Integrated Planning Outline Grade: 1st Unit: Number Patterns Dates: Days: Embedded Process Standards Main Standards/Skills CFU 0106.2.4 Skip count by twos, fives, and tens. CFU 0106.3.1 Find repeating patterns on the number line, addition table, and hundreds chart. CFU 0106.3.2 Determine a reasonable next term in a given sequence and describe the rule. CFU 0106.3.8 Determine whether a number is odd or even by pairing objects. GLE 0106.3.1 Identify, describe, and extend simple number patterns to develop strategies for adding and subtracting whole numbers. Best Practice Strategies/Activities 1. Daily Count – Utilizing a hundreds chart, the student students will be given a starting point and asked to skip count by a given number (i.e start at: 3, count by: 3). Students will color in each number that occurs in the sequence. Ask: Identify number patters, directional patterns, etc. 2. Daily Count Extended – Teacher will partially fill in hundreds chart, creating a skip-counting rule. The students will be asked to fill in the remainder of the chart and identify the rule. 3. Acting out evens/odds 4. National Library of Virtual Manipulatives!!! (online) 5. Drop and check - Each time a student leaves the classroom, he/she drops a cube into a bucket. At the end of the day (or at lunchtime and again at the end of the day), the students will sort and count the cubes. Naturally the students will begin counting by ones. Guide the students to group the cubes different ways to count more effectively. Grouping by tens is the fastest, easiest way to complete the Drop and Check activity. Have the students record the results in their math journals. When recording, have the students use both forms of expanded notation. For example: If the total cube count was 45, students would record 40+5, 4 tens + 5 ones. Compare from day to day. 6. Skip Counting Jumping Jacks – Students will skip count by doing jumping jacks. Skip-counting by 2’s: Student only move their arms or only move their legs. Skip-counting by 3’s: Students move both of their arms and one leg. Skip-counting by 4’s: Student move both arms and both legs. Higher Order Thinking Questions Assessment Questions 1. Describe the difference between two patterns 1. Identify the pattern and the rule. 2. Explain pattern in words 2. Identify the evens and odd on 100’s charts 3. What can you tell me about the missing numbers? 3. What number comes after…? 4. How do you know numbers are missing? Small Group Activities 1. Calendar Sequencing: a. High Level: Students are supplied with the months in a calendar year without the names of the months and asked to sequence the months in order. b. Mid Level: Students will be supplied with the months of the calendar year without the names of the months. Teacher will give the students the first month and the students will fill in the/sequence the remaining months. c. Low Level: Students will be supplied with the months of the calendar year with the names. The students will be asked to sequence the months in order. Technology/Materials/Manipulatives: 1. National Library of Virtual Manipulatives 2. Hundreds Chart 3. Journals 4. Cubes 5. Buckets Vocabulary Pattern Even Odd Sequence Whole number Skip count Solve Best Practice Strategies/Activities 1. Act out vocabulary terms 2. Matching terms with numeric representations 3. Explain term to their partner (Think/Pair/Share) Embedded Writing Activities 1. Responding in daily math journals – reflecting upon daily learning activities. 2. “Who stole the numbers?” – Numbers are missing from the hundreds chart. Students must fill in the numbers and explain how they arrived at their conclusions. Create your own story! 3. Compose a letter to families – Describe adventures in classroom or the concept that was discussed that day in their own words. Cross Curricular Standards (ELA, Science/Soc. Stud.) Best Practice Strategies/Activities 1. Social Studies 2. Language Arts Technology: Look up the population in various states. Then ask students to identify whether that number is even or odd. Writing: Students will explain their answers/solutions in their own words in their math journal. Reading: “Fox and Chick” By Cass Hollander; “A Place for Zero” By Angeline Sparagna