First Grade Guided Math Bundle

First Grade Guided Math Bundle
First Grade Guided Math Bundle
First Grade Guided Math Bundle
First Grade Guided Math Bundle
First Grade Guided Math Bundle
First Grade Guided Math Bundle
First Grade Guided Math Bundle
First Grade Guided Math Bundle
File Type

Zip

(284 MB|800+)
Standards
11 Products in this Bundle
11 products
    Bonus
    1 file
    Guided Math First Grade Assessments
    Also included in:
    1. This is a bundle of Guided Math Bundles. Each grade level bundle contains 180 standards-aligned math mini-lessons and small group lessons with all accompanying materials. This bundle contains the Guided Math bundles for K-5. Previews and Further description can be found below with each of these l
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    2. This comprehensive STACK bundle equips teacher with all of the resources to run the guided math block! This resource is the ALL-IN-ONE Mega Bundle to run the Guided Math STACK structure in your classroom. It has all of the different bundles for the entire year for all of the components. You can also
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    • Bundle Description
    • Standards

    ***This bundle now contains the completely updated guided math units 1-9 download version**** You now get two FULL SETS of guided math Units 1-9 (the full year of lessons) and can choose the format that appeals most to you.

    This is the year's set of all 9 units bundled together for first grade guided math. If you want to try guided math and rotations but you aren't sure what to teach in whole group or small group, it's all here! Your lesson plans, activities, and printables are all ready to go!

    All 9 Units Cover the Math Standards for First Grade

    Common core and Texas Teks.

    Unit 1 uploaded

    Basic Number Representations and Relationships

    Unit 2 uploaded

    Add/Sub within 20

    Unit 3 complete and uploaded

    Add/Sub within 20 Continued (larger numbers/more difficult concepts)

    Unit 4 uploaded

    Place Value (Numbers to 50/120)

    Unit 5 complete and uploaded

    Geometry and Fractions

    Unit 6 uploaded

    Telling Time and Measurement

    Unit 7 uploaded

    Coins and Personal Financial Literacy

    Data and Graphing

    Unit 8 Uploaded

    Addition and Subtraction- review and prep for second grade

    (deepen understanding)

    Unit 9 Uploaded

    Place Value- review and prep for second grade

    (deepen understanding)

    Benchmark and end of year cumulative assessment included

    A unit pre-test has been added

    A unit post test has been updated

    The standards overview for every lesson has been added

    Each lesson within the units contains the following:

    Essential Question

    Lesson Objective

    Whole Group Lesson

    Discussion Questions

    Materials List

    Small Group Lesson with

    Remediation, On Level, and Enrichment suggestions

    Game Cards and Materials for whole group and small group lessons included.

    (mostly) Black and white format so you can easily copy and teach!

    (I like to use colored paper to add interest to games and game cards)

    End of Unit Assessment (Monthly Assessment)

    The large preview file shows you 6 lessons of unit 1, a pacing guide, and how we do warm up for unit 1.

    Thank You,

    Reagan Tunstall

    Tunstall's Teaching Tidbits

    Log in to see state-specific standards (only available in the US).
    Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (𝑦 – 2)/(π‘₯ – 1) = 3. Noticing the regularity in the way terms cancel when expanding (π‘₯ – 1)(π‘₯ + 1), (π‘₯ – 1)(π‘₯Β² + π‘₯ + 1), and (π‘₯ – 1)(π‘₯Β³ + π‘₯Β² + π‘₯ + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results.
    Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 Γ— 8 equals the well remembered 7 Γ— 5 + 7 Γ— 3, in preparation for learning about the distributive property. In the expression π‘₯Β² + 9π‘₯ + 14, older students can see the 14 as 2 Γ— 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(π‘₯ – 𝑦)Β² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers π‘₯ and 𝑦.
    Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.
    Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
    Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
    Total Pages
    800+
    Answer Key
    N/A
    Teaching Duration
    1 Year
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    Reagan Tunstall

    Reagan Tunstall

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