Grade 1

Grade 1 Task

Grade 1 Task- Not enough information

At 2017 Mathodology Fall Institute participants worked on a task from think!Mathematics which required them to use the given shapes to make a composite figure. Figure C posed a problem for many.  Is it possible?  Participants worked and worked and did not find a way to solve the problem with the given shapes.  The teacher allowed the task to move on without closure for a purpose.  When students work to become confident problem solvers we want them stating, “Figure C is not possible with the given shapes.  I would need an additional… to complete this shape.”  We have built perseverance and another way to assess them.  Do they know what to ask?  “I need two more pieces of one shape.”

When we do not provide immediate closure, we allow students to continue to explore.  Many participants emailed after the institute because they would not quit until they figured it out.  Below are a few of the pictures they sent.

Try giving a task where there is not enough information and see how your students handle it.  Will they be confident to state this is not possible, and know what to ask?

Great perseverance by participants who refused to give up?

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Addition Within 10

Addition Within 10

A journal entry from a grade 1 student. This student can draw it, write an equation, and give a number bond for the given task.

How might you further assess this student?

Give two questions you can ask this student to extend the thinking that is recorded here?

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Math War

Math War

Who has the largest number? Students use cards to compare different representations of a number.

Number cards from mathodology coming soon!

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Journaling Number Bonds

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Journaling Rote Counting

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Journaling in Grade 1 Number

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Sarah Schaefer

 Sarah Schaefer - Student Work

Counting Activities should include matching objects to pictures and different representation of a number.
Games like “Go Fish”, “Concentration”, and “War”, where student have to make a match are great ways to practice the early stages or recognizing numbers and counting.

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Sarah Schaefer Copy

 Sarah Schaefer - Student Work

Can you assess this student from looking at the different ways of thinking? Is there anything as teachers, we need to address?

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