Archive for category: 1st Grade

Lesson Title:Estimating Numbers for First Graders

Lesson Objective: Students will understand the concept of estimation and be able to use it to make educated guesses about quantities.

Materials:

Small objects (such as buttons, beans, or blocks)

Estimation worksheets

Chart paper

Markers

Small cups or containers

Introduction (5 minutes):

1. Begin the lesson by introducing the concept of estimation. Explain to students that estimation is a way of making an educated guess about a quantity.
2. Show the students a small container filled with buttons, beans or blocks and ask them to make an estimate of how many objects are in the container.
3. Have the students share their estimates and then count the objects to see how close their estimates were.
4. Write the estimation statement “The container has about 20 objects” on the chart paper and have the students explain what it means.

Direct Instruction (15 minutes):

1. Pass out small cups or containers filled with small objects to each student.
2. Have the students estimate the number of objects in their cups and then count them to check their estimates.
3. Call on a few students to share their estimates and the actual number of objects in their cups.
4. Write the estimation statement on the chart paper and have the students help solve them.
5. Review the concept of estimation and the importance of making educated guesses.

Guided Practice (20 minutes):

1. Pass out the estimation worksheets to each student.
2. Have the students work with their partners to complete the estimation problems on the worksheets using the small objects and cups provided.
3. Circulate around the room to assist and check for understanding.
4. Encourage the students to use estimation strategies, such as grouping the objects into smaller piles and counting them.

Independent Practice (10 minutes):

1. Have the students complete a few more estimation problems on their own.
2. Provide extra support and assistance as needed.

Closure (5 minutes):

1. Review the key concepts of estimation with the students.
2. Have a few students share their solutions to an estimation problem.
3. Remind the students that estimation is an important math skill and will be used in many areas of their lives.

Assessment: Observe students during independent practice, check the estimation worksheets and informally assess students’ understanding of the estimation concept using verbal questions. Also check if students are able to make educated guesses, use estimation strategies and use the small objects to solve the problems.

Lesson Title:Developing Spatial Sense for First Graders

Lesson Objective: Students will understand the concept of spatial sense and be able to use it to recognize and describe relative positions of objects in space.

Materials:

Manipulatives (such as blocks, pattern blocks, or linking cubes)

Spatial sense worksheets

Chart paper

Markers

Introduction (5 minutes):

1. Begin the lesson by reviewing the concept of shapes and their properties.
2. Use manipulatives to create different shapes and patterns and have the students identify them.
3. Introduce the concept of spatial sense by asking the students to describe the position of the shapes and patterns in relation to each other.
4. Write the words “above”, “below”, “beside”, “in front of” and “behind” on the chart paper and have the students point to an example of each in the room.

Direct Instruction (15 minutes):

1. Pass out the manipulatives to each student. 2. Have the students work with partners to create different patterns and structures using the manipulatives.
3. Call on a few students to share their patterns and structures and have the class describe the relative positions of the objects using the words from the chart paper.
4. Write the spatial sense statements on the chart paper and have the students help identify the relative positions of the objects.
5. Review the concept of spatial sense and the importance of recognizing and describing relative positions of objects in space.

Guided Practice (20 minutes):

1. Pass out the spatial sense worksheets to each student.
2. Have the students work with their partners to complete the worksheets by identifying the relative positions of objects in pictures.
3. Circulate around the room to assist and check for understanding.
4. Encourage the students to use the manipulatives to help them visualize the problem.

Independent Practice (10 minutes):

1. Have the students complete a few more problems on their own using the manipulatives and spatial sense worksheets.
2. Provide extra support and assistance as needed.

Closure (5 minutes):

1. Review the key concepts of spatial sense with the students.
2. Have a few students share their solutions to a spatial sense problem.
3. Remind the students that developing spatial sense is an important math skill and will be used in many areas of their lives.

Assessment: Observe students during independent practice, check the spatial sense worksheets and informally assess students’ understanding of the spatial sense concept using verbal questions. Also check if students are able to recognize and describe relative positions of objects in space

Lesson Title:Measuring with Non-Standard Units

Lesson Objective: Students will be able to accurately measure length and width using non-standard units (such as paperclips or blocks) and understand the concept of measurement.

Materials: -Rulers -Blocks or paperclips -Measuring worksheets -Pictures of objects for students to measure

Introduction (5 minutes): Begin by asking the students if they know what measurement is and what we use it for. Show them different objects and ask them to guess how long or wide they think the object is. Introduce the concept of measurement and that there are different units we can use to measure things.

Direct Instruction (10 minutes): Using the rulers, demonstrate how to measure length and width. Show students how to line up the object they are measuring with the beginning of the ruler and how to read the measurement. Explain that we will be using non-standard units (blocks or paperclips) to measure objects in the classroom.

Guided Practice (15 minutes): Have students work in pairs to measure different objects in the classroom using the non-standard units. Circulate around the room to assist and check for understanding.

Independent Practice (15 minutes): Give students a worksheet with pictures of objects and have them measure and record the length and width using non-standard units.

Closure (5 minutes): Review what students have learned about measurement and the different units that can be used. Ask a few students to share their measurements from the independent practice worksheet.

Assessment: Observe students during independent practice, and check their worksheets for accuracy.

Note: The time and activities can be adjusted as per your requirement and class size.

Lesson Title:Understanding Coins and Their Values

Lesson Objective: Students will be able to identify and count various coins, understand their values and make simple money-related calculations.

Materials: -Real coins (pennies, nickels, dimes, and quarters) -Coin matching worksheets -Coin counting worksheets -Coin sorting trays

Introduction (5 minutes): Begin by asking the students if they know what money is and what we use it for. Show them some real coins and ask them if they know what the coins are and their values. Introduce the concept of money and the different types of coins we use.

Direct Instruction (10 minutes): Using the real coins, demonstrate how to identify and count each coin. Show students the front and back of the coins and explain the different features on each coin. Explain the value of each coin, and how to count different combinations of coins to make a certain amount.

Guided Practice (15 minutes): Have students work in pairs to sort and count different combinations of coins using coin sorting trays. Circulate around the room to assist and check for understanding.

Independent Practice (15 minutes): Give students a worksheet with pictures of coins and have them match the coins to their correct names and values. Then have them complete simple coin counting problems.

Closure (5 minutes): Review what students have learned about coins and their values. Ask a few students to share their answers from the independent practice worksheet.

Assessment: Observe students during independent practice, and check their worksheets for accuracy.

Note: The time and activities can be adjusted as per your requirement and class size. You can also include additional activities like making simple purchase with the coins or adding more types of money like dollar bills.

Lesson Title:”Understanding Subtraction”

Lesson Objective: Students will be able to understand the concept of subtraction and use subtraction to solve problems involving taking away.

Materials needed:

Subtraction flashcards (or subtraction problems written on index cards)

Unifix cubes or other manipulatives (one set for each student)

Whiteboard and markers

“Subtraction” worksheet (attached)

Introduction (5 minutes): Begin the lesson by reviewing the concept of addition and the related vocabulary (e.g. “more,” “sum,” “total”). Then introduce the concept of subtraction and the related vocabulary (e.g. “less,” “difference,” “remainder”). Use the whiteboard to write the equation “7 – 3 = ?” and ask the students what the answer is. Write the equation “10 – 5 = ?” and ask the students what the answer is. Explain that subtraction is the opposite of addition and it is used to find out how many are left when some are taken away.

Direct Instruction (10 minutes): Using the flashcards or index cards, model how to solve subtraction problems. Show the students a flashcard with the problem “7 – 3 = ?” and use manipulatives (e.g. Unifix cubes) to physically take away 3 from 7. Write the answer, “4,” on the whiteboard. Repeat this process with different problems, and ask the students to give the answer before filling it in.

Guided Practice (15 minutes): Give each student a set of manipulatives and a subtraction problem written on an index card. Have the students work with a partner to solve the problem using manipulatives. Walk around the room and provide support and guidance as needed.

Independent Practice (20 minutes): Distribute the “Subtraction” worksheet to each student. The worksheet includes a variety of subtraction problems that can be solved using manipulatives. Review the instructions with the students and give them time to complete the worksheet independently.

Closure (5 minutes): Ask the students to share one problem they solved on the worksheet and how they used manipulatives to solve it. Remind the students that subtraction is the opposite of addition and it is used to find out how many are left when some are taken away.

Assessment:

Observation of students during guided and independent practice

Completion of “Subtraction” worksheet

Student ability to explain how they used manipulatives to solve a subtraction problem

Note: This is a basic lesson plan, it is important to adjust the duration of each part according to the class dynamics and the student’s learning pace. Also, it is important to keep in mind that for first graders it is important to use manipulatives and visual aids to help them understand the concept, as well as to keep the numbers small and manageable.