We moved into measurement, this week. We discussed how in the old days before rulers were invented, people used to use their body parts to measure objects. This kids couldn’t believe this was true and brought up a very big problem… our feet and fingers are different sizes! We realized that when we use a common unit – like a paperclip – we all get the same results. To test this theory, we used paperclips to measure various things in our math book and around the room.
We also introduced the word “length” and talked about how to line up measurement tools properly to get the most accurate measurement. We compared lengths of objects from shortest to longest and longest to shortest (1, 2, 3).
During our math time this week we studied some familiar shapes: rectangles, squares, triangles and circles. We learned that every shape has special attributes that are always true!!
We also learned that shapes can be divided into equal parts. When a shape is broken into two equal parts we call these halves. When a shape is broken into four equal parts we call these fourths. It’s important to understand halves and fourths especially when we are trying to share something (like a pizza, cookie, or granola bar) equally.
Later in the week we began exploring with 3-dimensional shapes! We touched on the following shapes…
We learned about the attributes of each of these shapes. We also briefly discussed how these 3-D shapes compare to the 2-D shapes. For example: the 3-D sphere is just like a 2-D circle and the 3-D rectangular prism is just like a 2-D rectangle. We combined different shapes together to create new shapes and also tried to break large shapes apart into smaller ones.
This week, our mathematicians reviewed the two different kinds of clocks that we use in everyday life that are called an “analog” clock or a “digital” clock. We discussed that the shorter hand always points to the hours and the longer hand always points the minutes.
We spent lots of time reviewing and practicing drawing the time on an analog clock and on a digital clock! The hardest part for the kids is to remember that when it is a half hour, the hour hand is half way past that hour (they often read it as the next hour ahead instead of the hour it is half past).
This week our mathematicians reviewed for and took our Unit 6 test. This is one of our most challenging units of the year and our first graders performed very well. Look for your child’s math test to come home next week!
On Wednesday, we begin studying clocks. Our first graders learned that the two different kinds of clocks that we use in everyday life are called an “analog” clock or a “digital” clock. We discussed that the shorter hand always points to the hours and the longer hand always points the minutes. We can’t wait to learn more about telling time next week!
This week, we practiced graphing and comparison bar stories all week! We will complete our assessment of Unit 6 early next week. From there, we move into telling time and some work with geometry.
This week, we transitioned to solving comparison stories. Our first graders learned a new strategy called: COMPARISON BARS. Comparison bars are a visual tool for solving stories in which two amounts are compared and the difference (magic number) is either known or unknown. Check out the examples below:
Thank you (ahead of time) for helping your child on his or her homework pages this week. Be sure to check their work. This new strategy is tricky and sometimes our first graders are unsure about where the known information should go. (If the magic number or the difference is known, the information always goes inside the oval.) We will review more comparison stories next week and then we will wrap up Unit 6 with an assessment.
We began our Unit 6 in math this past week. Our first grade mathematicians are now sorting, organizing, and comparing data. What a blast!!
To start things off, we learned how to take random data and record it on a chart or graph. Crossing out each object as we add it to our graph helps us to be accurate in our representation.
After graphing the information, we were able to notice many things about the data we were studying. Which group had the most? Which group had the fewest? How many in all? And, we were also able to make comparisons – how many more or how many fewer. To compare our data, we drew matching pairs and then circled the magic number.
The magic number represents the difference between the two groups being compared. No matter if we are comparing how many more or how many fewer – the number is always the same (that’s why it’s magic!).
We can’t wait to learn more!
During our math time this week, we spent time studying our 120 number grid. We noticed patterns in the ones place and tens place going across the grid and down the grid. We also used our number grid to find 10 more and 10 less than a number.
While our number grid can be very helpful, it’s not our only tool for adding ten more and ten less. We can also use our ten sticks find the answer when adding and subtracting tens or adding and subtracting just the tens place or ones place.
We will continue using our strategies next week to add and subtract two digit numbers!
We learned how to use the partners of 100 to solve equations that totaled 100. The partners of 100 are very similar to the partners of 10; however, we are working with tens instead of ones. This strategy came in handy for solving some of our two-digit equations as well.
We also used our understanding of the relationship between addition and subtraction to solve equations. This strategy helped us to quickly find the missing partner in an addition equation once we solved the subtraction equation.
During our math time this week, we continued to solve missing partner and missing total stories. We also stretched our thinking by using the Make a Ten strategy to solve equations and math stories with three addends or partners. After we looked for two partners that could make a ten, we found that adding the third partner to ten was a snap!
We are starting to work on counting and writing numbers up to 120. To help your first grader practice this skill, have him/her start at any 2 digit number and then count out loud to 120. This could be a great activity to do together in the car. As an extra challenge, you can even have your child write the numerals up to 120!