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Math Interactive Notebook First Grade with Scaffolded Note + Google Slides

Yvonne Crawford
5.4k Followers
Grade Levels
K - 2nd, Homeschool
Standards
Formats Included
  • Zip
Pages
458 pages
$39.95
$39.95
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Yvonne Crawford
5.4k Followers

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Description

Interactive Math Notebook for First Grade - 458 pages - answer keys included! Great for distance learning!

This huge bundle has everything you need for a full year of teaching 1st grade math:

  • A 232-page hands-on interactive math notebook including answer keys
  • 100 pages of scaffolded notes including answer keys
  • 86 pages of interactive printables including answer keys
  • 40 Google Slides of the interactive printables for online teaching or distance learning
  • Instructions for setting up your Google Slides

Interactive Math Notebook

This math notebook is completely hands-on and interactive. Each chapter includes:

  • A divider for the standard that is covered in the chapter
  • A hands-on activity for students to put in their math notebooks and use for skills practice and review
  • One or more printables you can use as assessments, additional skills practice, morning work, or homework
  • A page of graphics that your students can color, cut out, and paste into their math notebooks
  • Pictures of children using this notebook to give you and your students ideas about how to set up your own math notebooks

Scaffolded Notes

Included in this product are 100 pages of scaffolded notes (guided notes) and activities. Students will be more engaged in your lessons when using these notes to help guide their learning. Answer keys are provided.

Interactive Printables

These interactive printables can be used as homework, bell work, morning work, sub work, or for skills practice and reinforcement. Great for digital learning! Includes:

  • 40 interactive printables
  • 40 Google Slides of the interactive printables
  • A PDF of instructions for setting up your Google Slides
  • Answer keys

New to digital learning? I will gladly hold a 15-minute Zoom call to help you set up your Google Slides!

All Common Core State Standards (CCSS) for First Grade Mathematics are covered in this book.

First Grade Math Topics Covered

  1. Word Problems
  2. Word Problems with Three Numbers
  3. Fact Families
  4. The Relationship between Addition and Subtraction
  5. Adding and Subtracting by Counting
  6. Adding and Subtracting within 20
  7. Understanding the Equal Sign
  8. Unknown Values
  9. Counting to 120
  10. Place Value
  11. Comparing Two-digit Numbers
  12. Adding within 100
  13. Adding and Subtracting 10 From a Number
  14. Subtracting multiples of 10
  15. Comparing Lengths
  16. Expressing Lengths
  17. Telling Time
  18. Comparing Data
  19. Attributes of Shapes
  20. Creating Shapes
  21. Dividing Shapes

Check out my First Grade Interactive Notebook Bundle, including interactive notebooks for math, reading, writing, and grammar at a huge discount!

Other interactive notebooks for first grade:

Interactive math notebooks for other grade levels:

All graphics are originals and created by myself.

Thank you for visiting my store,

Yvonne Crawford

Total Pages
458 pages
Answer Key
Included
Teaching Duration
1 Year
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Standards

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.

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