First Grade Math: Math Made Fun! The Bundle!

First Grade Math: Math Made Fun! The Bundle!
First Grade Math: Math Made Fun! The Bundle!
First Grade Math: Math Made Fun! The Bundle!
First Grade Math: Math Made Fun! The Bundle!
First Grade Math: Math Made Fun! The Bundle!
First Grade Math: Math Made Fun! The Bundle!
First Grade Math: Math Made Fun! The Bundle!
First Grade Math: Math Made Fun! The Bundle!
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$108.00
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$135.00
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    Final Assessment, Posters and More
    • Bundle Description
    • Standards

    First Grade Math Curriculum! Math Centers and NO PREP Practice pages!

    There are 9 Units in the First Grade Math Curriculum. If you choose to purchase the units individually, you will spend $15 a unit or $135 total! Grab the BUNDLE at a DISCOUNTED PRICE!

    ***SEE UNIT 1 IN ACTION HERE

    ***SEE UNIT 2 IN ACTION HERE

    ***SEE UNIT 3 IN ACTION HERE

    ***SEE UNIT 4 IN ACTION HERE

    ***SEE UNIT 5 IN ACTION HERE

    ***SEE UNIT 6 IN ACTION HERE

    ***SEE UNIT 7 IN ACTION HERE

    ***SEE UNIT 8 IN ACTION HERE

    I am beyond THRILLED today to share with you a brand new First Grade Math Curriculum that is designed to make math FUN, hands-on and engaging for First Grade students! If you are looking to get away from the boring box curriculum or even just supplement your current math curriculum, THIS is the First Grade Math curriculum for you! You can use the units as a whole math curriculum or as a supplement to any classroom or homeschool math instruction. They can be seamlessly implemented into any math curriculum!

    How are the Units Designed?

    Each unit is composed of 3 parts: the pre-assessment, lessons, and the post-assessment.

    What is included in each unit?

    ✅a scope for each unit

    ✅daily lesson plans that offer differentiation for on-level, below level and above level students

    ✅pre-assessments for each unit

    ✅post assessments for each unit

    ✅assessment trackers to group students into appropriate groups

    ✅hands-on math centers for each unit

    ✅NO PREP practice and activity pages for each unit

    Part 1: Pre-Assessment:

    The unit pre-assessment gives an opportunity to assess prior knowledge. Use this assessment to guide your teaching throughout the unit.

    Part 2: Lessons:

    Each lesson is broken up into 5 easy-to-follow parts.

    Objective- What students should be able to do by the end of the lesson.

    Review- A quick warm-up that has students practice previous skills that will be used in this lesson.

    Hook- A fun intro to get students engaged.

    Mini Lesson- Teach, model, and discuss the new skill in today’s lesson.

    Practice- Each practice section lists three types of activities that pair well with this lesson.

    Center(s)-New center(s) to be introduced with this lesson

    Activity Page(s)- These pages require some basic materials such as scissors, glue, or dice.

    Practice Page(s)- These only require a pencil and crayons! They are great for seatwork, homework, or work on the go.

    *Differentiation-Each lesson includes scaffold and extension ideas to meet the needs of students at all levels.

    Part 3: Post-assessment

    The unit post-assessment gives an opportunity to measure what your students have learned.

    First Grade Curriculum Units:

    Unit 1: Numbers up to 120

    Lesson 1.1: Students will be able to count, order, and identify number words for numbers 1-20.

    Lesson 1.2 Students will be able to count, order, and identify number words for numbers 1-30.

    Lesson 1.3 Students will Lesson 1.1be able to count, order, and identify number words for numbers 25-50 (day 1).

    Lesson 1.4 Students will be able to count, order, and identify number words for numbers 25-50 (day 2).

    Lesson 1.5 Students will be able to skip count within 40.

    Lesson 1.6 Students will be able to count, order, and identify number words for numbers 50-75 (day 1).

    Lesson 1.7 Students will be able to count, order, and identify number words for numbers 50-75 (day 2).

    Lesson 1.8 Students will be able to count, order, and identify number words for numbers 75-100 (day 1).

    Lesson 1.9 Students will be able to count, order, and identify number words for numbers 75-100 (day 2).

    Lesson 1.10 Students will be able to skip count within 80.

    Lesson 1.11 Students will be able to count, order, and identify number words for numbers 100-120 (day 1).

    Lesson 1.12 Students will be able to count, order, and identify number words for numbers 100-120 (day 2).

    Lesson 1.13 Students will be able to count, order, and identify number words for numbers 1-120 (day 1).

    Lesson 1.14 Students will be able to count, order, and identify number words for numbers 1-120 (day 2).

    Unit 2: Addition

    Lesson 2.1 Students will be able to match equations to pictures and add within 5.

    Lesson 2.2 Students will be able to add within 7.

    Lesson 2.3 Students will be able to add within 8.

    Lesson 2.4 Students will be able to add within 9.

    Lesson 2.5 Students will be able to add within 10.

    Lesson 2.6 Students will be able to identify true and false equations within 10.

    Lesson 2.7 Students will be able to identify equivalent equations within 10.

    Lesson 2.8 Students will be able to find missing addends within 10.

    Lesson 2.9 Students will be able to solve addition word problems within 10.

    Lesson 2.10 Students will be able to add within 11.

    Lesson 2.11 Students will be able to add within 12.

    Lesson 2.12 Students will be able to define and apply the commutative property of addition.

    Lesson 2.13 Students will be able to practice double facts within 12.

    Lesson 2.14 Students will be able to add within 13.

    Lesson 2.15 Students will be able to add within 14.

    Lesson 2.16 Students will be able to add within 15.

    Unit 3: Subtraction

    Lesson 3.1 Students will be able to determine if equations need an addition or subtraction sign.

    Lesson 3.2 Students will be able to use manipulatives to solve subtraction equations within 10.

    Lesson 3.3 Students will be able draw pictures to solve subtraction equations and subtraction word problems within 10.

    Lesson 3.4 Students will be able to use a number line to solve subtraction equations within 10.

    Lesson 3.5 Students will be able to use number bonds to solve subtraction equations within 10.

    Lesson 3.6 Students will be able to identify true and false subtraction equations within 10.

    Lesson 3.7 Students will be able to balance equations within 10 (day 1).

    Lesson 3.8 Students will be able to balance equations within 10 (day 2).

    Lesson 3.9 Students will be able to create fact families (day 1).

    Lesson 3.10 Students will be able to create fact families (day 2).

    Lesson 3.11 Students will be able to solve subtraction equations within 15.

    Lesson 3.12 Students will be able to use a number line to solve subtraction equations within 20.

    Lesson 3.13 Students will be able to use number bonds to solve subtraction equations within 20.

    Lesson 3.14 Students will be able to make a 10 to solve subtraction equations.

    Unit 4: Place Value

    Lesson 4.1 Students will be able to identify the tens place and ones place.

    Lesson 4.2 Students will be able to count, build, and write numbers 10-19 in base ten.

    Lesson 4.3 Students will be able to use base ten knowledge to count and write how many within 100 (day 1).

    Lesson 4.4 Students will be able to use base ten knowledge to count and write how many within 100 (day 2).

    Lesson 4.5 Students will be able to represent numbers within 100 in base ten (day 1).

    Lesson 4.6 Students will be able to represent numbers within 100 in base ten (day 2).

    Lesson 4.7 Students will be able to identify the tens and ones in numbers within 100.

    Lesson 4.8 Students will be able to use expanded form to represent numbers within 100 (day 1).

    Lesson 4.9 Students will be able to use expanded form to represent numbers within 100 (day 2).

    Lesson 4.10 Students will be able to represent numbers within 100 multiple ways (day 1).

    Lesson 4.11 Students will be able to represent numbers within 100 multiple ways (day 2).

    Lesson 4.12 Students will be able to use knowledge of place value to compare numbers within 100 (day 1).

    Lesson 4.13 Students will be able to use knowledge of place value to compare numbers within 100 (day 2).

    Lesson 4.14 Students will be able to use knowledge of place value to add ten.

    Lesson 4.15 Students will be able to use knowledge of place value to add a multiple of ten.

    Lesson 4.16 Students will be able to use knowledge of place value to subtract a multiple of ten.

    Lesson 4.17 Students will be able to identify the number that is ten less or ten more than a given number.

    Lesson 4.18 Students will be able to add within 100 (day 1).

    Lesson 4.19 Students will be able to add within 100 (day 2).

    Lesson 4.20 Students will be able to add within 100 (day 3).

    Lesson 4.21 Students will be able to review and build fluency for base ten within 100.

    Lesson 4.22 Students will be able to review using base ten knowledge to add, subtract, and compare numbers within 100.

    Unit 5: Geometry and Fractions

    Lesson 5.1 Students will be able to identify, discuss, and create 2D shapes.

    Lesson 5.2 Students will be able to identify defining and non-defining attributes of 2D shapes.

    Lesson 5.3 Students will be able to use 2D shapes to create new 2D shapes (day 1).

    Lesson 5.4 Students will be able to use 2D shapes to create new 2D shapes (day 2).

    Lesson 5.5 Students will be able to identify and create equal parts.

    Lesson 5.6 Students will be able to identify fourth and half fractional parts (day 1).

    Lesson 5.7 Students will be able to identify fourth and half fractional parts (day 2).

    Lesson 5.8 Students will be able to differentiate between 2D and 3D shapes and identify many 3D shapes.

    Lesson 5.9 Students will be able to identify, discuss, and create 3D shapes (day 1).

    Lesson 5.10 Students will be able to identify, discuss, and create 3D shapes (day 2).

    Lesson 5.11 Students will be able to compose 3D shapes and composite 3D shapes.

    Lesson 5.12 Students will be able to review and apply knowledge of 2D shapes, 3D shapes, and fractions.

    Unit 6: Measurement

    Lesson 6.1 Students will be able to compare the lengths of objects and order objects by length (day 1).

    Lesson 6.2 Students will be able to compare the lengths of objects and order objects by length (day 2).

    Lesson 6.3 Students will be able to compare the heights of objects and order objects by height.

    Lesson 6.4 Students will be able to identify ways to measure and apply rules of measurement.

    Lesson 6.5 Students will be able to use non-standard measurement to measure objects.

    Lesson 6.6 Students will be able to estimate and then measure (day 1).

    Lesson 6.7 Students will be able to estimate and then measure (day 2).

    Lesson 6.8 Students will be able to use measurements to compare objects.

    Lesson 6.9 Students will be able to review and practice measurement skills.

    Unit 7: Money

    Lesson 7.1 Students will be able to identify and count pennies and nickels.

    Lesson 7.2 Students will be able to count mixed groups of pennies and nickels.

    Lesson 7.3 Students will be able to identify and count dimes.

    Lesson 7.4 Students will be able to count mixed groups of pennies, nickels, and dimes.

    Lesson 7.5 Students will be able to identify and count quarters.

    Lesson 7.6 Students will be able to count mixed coins (day 1).

    Lesson 7.7 Students will be able to count mixed coins (day 2).

    Lesson 7.8 Students will be able to count mixed coins (day 3).

    Lesson 7.9 Students will be able to compare groups of coins and create change.

    Lesson 7.10 Students will be able to review and apply knowledge of coins.

    Unit 8: Time

    Lesson 8.1 Students will be able to tell time to the hour.

    Lesson 8.2 Students will be able to distinguish between time to the hour and time to the half hour.

    Lesson 8.3 Students will be able to tell time to the half hour (day 1).

    Lesson 8.4 Students will be able to tell time to the half hour (day 2).

    Lesson 8.5 Students will be able to tell time to the hour and half hour (day 1).

    Lesson 8.6 Students will be able to tell time to the hour and half hour (day 2).

    Lesson 8.7 Students will be able to apply knowledge of time to real world situations.

    Lesson 8.8 Students will be able to review telling time to the hour and half hour.

    Unit 9: Graphs and Data

    Lesson 9.1 Students will be able create, read, and analyze pictographs (day 1).

    Lesson 9.2 Students will be able create, read, and analyze pictographs (day 2).

    Lesson 9.3 Students will be able create, read, and analyze tally charts (day 1).

    Lesson 9.4 Students will be able create, read, and analyze tally charts (day 2).

    Lesson 9.5 Students will be able create, read, and analyze bar graphs (day 1).

    Lesson 9.6 Students will be able create, read, and analyze bar graphs (day 2).

    Lesson 9.7 Students will be able create, read, and analyze bar graphs (day 3).

    Lesson 9.8 Students will be able create, read, and analyze data tables.

    Lesson 9.9 Students will be use multiple formats to record and analyze data.

    Lesson 9.10 Students will be able to gather, format, and analyze data.

    Lesson 9.11 Students will be able to review and apply knowledge of data and graphing.

    ***Check out the PREVIEW to see the unit in detail and click on the links above to see each unit in action on the blog.

    If you have any questions regarding the bundle, please do not hesitate to contact me at themoffattgirls@gmail.com

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    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)/(𝑥 – 1) = 3. Noticing the regularity in the way terms cancel when expanding (𝑥 – 1)(𝑥 + 1), (𝑥 – 1)(𝑥² + 𝑥 + 1), and (𝑥 – 1)(𝑥³ + 𝑥² + 𝑥 + 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 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression 𝑥² + 9𝑥 + 14, older students can see the 14 as 2 × 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(𝑥 – 𝑦)² 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 𝑥 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
    1,934 pages
    Answer Key
    N/A
    Teaching Duration
    1 Year
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