Section2_1st+Grade_Mathematics

=Mathematics=

//Unit Lesson: Family//

 * Grade Level**: 1
 * Length of Lesson**: ~45 min

|| Materials & Resources** ||  || * Questionnaire sheet (homework) Activities & Tasks
 * **Objectives** ||  || Students will...
 * 1) Examine "How many people are in my family?"
 * 2) Work in pairs to compare the number of people in their family.
 * 3) Individually answer on questions involving number operation and data collected on his/her family.
 * 4) Create a graphical representation of data collected to communicate their findings. ||
 * **Standards** ||  || * M(N&O)–1–3 **Demonstrates conceptual understanding of** ** mathematical operations involving ** addition and subtraction of whole numbers (from 0 to 30) by solving problems involving joining actions, separating actions, part-part whole relationships, and comparison situations; and addition of multiple one-digit whole numbers.
 * M(DSP)–1–1 **Interprets a given representation created by the class** (models, tally charts, pictographs with one-to-one correspondence, and tables) to answer questions related to the data, or to analyze the data to formulate conclusions using words, diagrams, or verbal/scribed responses to express answers.
 * M(CCR)–2–1 ** Students will communicate their **** understanding of mathematics ** and be able to: Demonstrate mathematical communication through discussion, reading, writing, listening, and responding, individually and in groups/ Discuss, illustrate, and write about mathematical concepts and relationships/ Draw pictures and use objects to illustrate mathematical concepts.
 * M(CCR)–2–2 **Students will create and use representations to communicate mathematical ideas and to solve problems** and be able to: Create and use age level appropriate representations to organize, record, and communicate mathematical ideas/ Realize that any representation is subject to multiple interpretations ( e.g., drawings and graphs can be read in different ways).
 * **Instructional
 * In Class question sheet based on homework data (see below)
 * Chart paper with marker
 * Graphing Grid Paper
 * Crayons
 * Manipulatives (Counting blocks/bears)
 * Anecdotal Notes Sheet ||
 * **Instructional

Opening:

Development:

Closing:** ||  || 1. Students are given a questionnaire (see below) about their families to complete as homework (with the help of an adult) and bring back to class the next day. **BTS Standard 7.2** 2. Students have already gone over how all families are different. They will see that many families have different amounts of people with in them.

1. The teacher will introduce the class to his/her own family data, and write down this information on chart paper. Then the teacher will take an In Class question sheet and answer the questions working out number operation problems on the chart paper for students to see. **BTS Standard 2.3** 2. Now the teacher will demonstrate to the students how to use the information collected for both sets of questions (homework and in class) to makes a bar graph. He/she will draw our the both the Y and X axis. The teacher will decide what information to graph; for example, the teacher chooses to graph the different ages of the people in his/her family. The teacher will give the graph a title and label both of the axis. Then the teacher will label the increments for both of the axis and create bars representing the number of people per age group. **BTS Standard 2.3** 3. Pair up students and have them compare the answers from their questionnaires. Give students the In Class question sheet for them to answer; they will need to answer numbers 1-4 on their own, and #5 together. Teacher will assist students who need help. Provide students with counters if helpful to them. **BTS Standard 6.4, 6.6**, **& 6.7** 4. Once the students have answered all the questions on the sheet, they will need to create bar graphs representing: family of student 1 vs the family of student 2/ individually create a gender and age bar graph. They should have a total of 3 graphs. **BTS Standard 4.2**

1. Once students finish, with the last 15 minutes of the lesson, have pairs of students present their graphs and findings about their families to another pair of students. **BTS Standard 6.6 & 8.4** 2. Then after several minutes, come together as a class and have the students report out. Ask they "What was the same about your families? What was different?" Conclude the lesson with information about how all families are different, and how in the lesson, the class saw that families differ in number and size. **BTS Standard 4.2** || __Summative (formal)__: The teacher will use the In Class question sheet and bar graph to assess the students knowledge of how to work with number operations, and represent data into a bar graph. **BTS Standard 9.2** || Factors** ||  || 1. The lesson accommodates most learners by providing manipulatives for kinesthetic learners, visual representation of data for visual learners, and verbal communication for auditory learners. **BTS Standard 8.2** 2. The lesson is real-life based, so students are able to connect to the material easier because the information is about they families. **BTS Standard 4.2** 3. Working in pairs will help students with different learning needs because the students will be able to help one another out when working together. **BTS Standard 6.6** || Factors** ||  || 1. Students are paired up with another student to learn cooperation skills. **BTS Standard 6.6** 2. Desk will be arranged in a particular manner to ensure maximal work completion. **BTS Standard 6.3** 3. Materials will be located in an area of the classroom as to cause the least amount of disruption to other students working. **BTS Standard 6.3** 4. Teacher will use the "1, 2, 3, eyes on me" phrase to get the students attention during the lesson. **BTS Standard 6.1** ||
 * **Assessment** ||  || __Formative (informal)__: Teacher will assess students by observing them as they work in pairs and oral descriptions during the lesson. Anecdotal notes will be taken to help understand what actions to take to help particular students. **BTS Standard** **9.2 & 9.4**
 * **Learner
 * **Environmental


 * Homework**: Family Questionnaire
 * 1) How many people are in my whole family (extended family included)?
 * 2) How many of these people live with me at home?
 * 3) How many of these people are boys?
 * 4) How many of these people are ages 20 years old and under?
 * 5) How many of these people are ages 41 to 60 years old?


 * In Class work**: Questions based on Homework
 * 1) How many people in your family do not live with you at home?
 * 2) How many girls are in your family?
 * 3) How many people are ages 21 years old to 40?
 * 4) How many people are ages 61 and over?
 * 5) Who has more people in their entire family, you or your partner? And by how many more people?

Mary Seng

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