Weekly Plan 2018/2019 Academic Year

Subject: Grade level: Teacher(s): 1A Ms. Milica

1D Ms. Aine 1B Ms. Dawn
Math 1 Coordinator Ms. Elizabeth 1C Ms. Sarah
Overview for Term 2: Operations and Algebraic Thinking, Addition and Subtraction Concepts

Unit Focus (Theme) Big Idea: Represent and solve problems involving addition and subtraction.
Unit Assessments:
Essential Questions: How can you use symbols to show how numbers compare? Formative Assessments: participation, ability to work in groups
How can making a model help you compare numbers? Summative Assessments: Chapter test
How can you identify numbers that are 10 less or 10 more than a number? Performance Assessments: solving word problems

VOCABULARY: greater than, less than, equal to, symbols, fewer, more, multiplication, same

ELL Supports: Counters, building blocks, counting SEN Supports: Individual Math games, counters,
Term 2, Week 7, 17 – 21 February 2019
th st charts and TA to assists needed building blocks, counting chart and TA assists where
needed

Textbooks: Go Math on think central projected for students Low Achievers Support Strategies: Counters and G&T Support Strategies: Math games and/or
fewer questions. additional worksheets or work in notebooks.
Web resource: Think central

Whole Class Support Strategies: Counters, number lines, 10 frame, building blocks, dices, worksheets,
games and counting charts

Learning Standards: The Student will represent and solve problems involving addition and subtraction.

LESSON TOPICS Math Standards/Common Core Learning Outcomes STRATEGIES/METHODS

WEEK
7 1. Lesson 7.3 – Chapter 7 – Compare
Hands on – Numbers Operations and Algebraic Thinking Project Go Math on Think central, using Mega Math and Curious George as introduction
Algebra – Use Represent and solve problems involving addition and and/or consolidation of concept. Project Go Math student edition and let students solve
Symbols to L.O. Use symbols for is
subtraction. on the whiteboard, on their whiteboards and/or in their notebooks. Using counters,
Compare less than “”, and is equal
to “=” to compare 1. Use addition and subtraction within 20 to solve number lines and/or counting charts where necessary. Write the sums on the board.
numbers. word problems involving situations of adding to,
Sunday taking from, putting together, taking apart, and Warm up – Warm up – with the song https://www.youtube.com/watch?v=YhOf0H_gLP8
comparing, with unknowns in all positions, e.g., by
using objects, drawings, and equations with a Display the video https://www.youtube.com/watch?v=C7D8glOsoYg
 symbol for the unknown number to represent the
problem.
2. Solve word problems that call for addition of three
whole numbers whose sum is less than or equal to
20, e.g., by using objects, drawings, and equations
with a symbol for the unknown number to
represent the problem.
Number and Operations in Base Ten
Extend the counting sequence.
1. Count to 120, starting at any number less than 120.
In this range, read and write numerals and
represent a number of objects with a written
numeral.
Understand place value.
2. Understand that the two digits of a two-digit number
represent amounts of tens and ones. Understand
the following as special cases:
a. 10 can be thought of as a bundle of ten ones—called
a “ten.”
b. The numbers from 11 to 19 are composed of a ten
and one, two, three, four, five, six, seven, eight, or
nine ones.
Have children recall what they know about symbols < , >, and =.
Then have children use base-ten blocks to model the numbers. Show a number less than
36, a number equal to 36, and a number greater than 36. Have children use quick
pictures to represent the three numbers. Tell children to check that the numbers they
write make the comparison true. How did you find a number less than 36? How did you
find a number greater than 36? Could you have used other numbers to correctly
complete each comparison?
Repeat the same with 2 other numbers and then students will continue working on next
four exercise on page 412
Differentiated class activities:
H.A - Textbook page 415 - 416 - independently
M.A. -Textbook page 413 - independently
L.A – Reteach page 7-9 – teacher support
Pair work:
Early finisher – set the game on the carpet
Materials: index cards
Prepare index cards with several correct and incorrect comparisons, such as 75 > 76, 48
> 42, 89 > 91, 59 < 67, and 34 = 33. Give partners a set of index cards. Have children
look at the cards one by one. Partners decide if the comparison is true or false. If it is
false, they write to make it correct. Children continue until all the cards are used.

Website games: Think central - Interactive Students Edition, Mega Math, Animated
Math models.

2. Show what you Chapter 7 – Compare Warm up – Warm up – with the song https://www.youtube.com/watch?v=YhOf0H_gLP8
know Numbers Display the video https://www.youtube.com/watch?v=C7D8glOsoYg

L.O. Compare two Have children recall what they know about symbols < , >, and =.
numbers to find is it less
than, equal to or greater In order to recall students’ knowledge write few numbers on the white board and ask
than them to compare the given numbers and record it in their copy books. Then ask them to
think of some numbers and work out the answers in pairs.
Monday Pair work
Think pair share – one partner say one number, other partner say different number then
they compare which one is less, greater or equal.

Whole group activity:

Textbook page 414 – independently

Closure:
http://www.abcya.com/comparing_number_values_jr.htm - game

Website games: Think central - Interactive Students Edition, Mega Math, Animated
Math models.

3. Lesson 7.4 – Chapter 7 – Compare Warm up – with the song https://www.youtube.com/watch?v=YhOf0H_gLP8

Problem Solving – Numbers Display the video https://www.youtube.com/watch?v=C7D8glOsoYg
Compare
Numbers L.O. - Solve problems Project textbook page 417 on the whiteboard. Have children look at the pictured number
using the strategy make a cards. Read the following problem aloud to the class. Cassidy has these number cards.
model She gives away the cards with numbers less than 49 or greater than 53. Which number
 cards does Cassidy have now? Work through the Problem Solving graphic organizer with
Tuesday the class. Ask the following questions to lead children through the solution process. •
What do you know? What do you need to find? How can you solve the problem?
Encourage children to use mental math strategies to compare numbers. For example,
children may compare each number to 49 and 53. Have children trace the Xs on the
number cards and name the two numbers that are left. Ask: Why are there two numbers
that are not crossed out?

Students will continue working on the next two exercise on page 418.
Differentiated class activities:
H.A - Textbook page 419 - 420 - independently
M.A. -Textbook page 421 – 422 - independently
L.A – Reteach page 7-11 – teacher support

Pair work:
Early finisher – set the game on the carpet

Materials: Numeral Cards 50–99 (see Teacher Resources Books)

Give partners six Numeral Cards, such as 72, 73, 75, 76, 79, and 80. Have partners work
together to write greater than and less than clues that describe two or three numbers.
Ask each pair to trade clues and Numeral Cards with another pair. Have children read
the clues, determine the numbers described, and write the numbers. Invite children to
check each other’s work

Website games: Think central - Interactive Students Edition, Mega Math, Animated
Math models.

4. Lesson 7.5 – Chapter 7 – Compare Warm up – with the song https://www.youtube.com/watch?v=YhOf0H_gLP8

Hands on –10 Numbers Display the video https://www.youtube.com/watch?v=C7D8glOsoYg
Less, 10 More
L.O. Identify numbers that Point out the box of markers at the top of the workspace. Make sure children know that
are 10 less or 10 more there are 10 markers in the box. Project textbook page 423 on the whiteboard then read
than a given number the following problem aloud. Tony has 2 boxes of markers and 2 more markers. Pat has
10 fewer markers than Tony. Jan has 10 more markers than Tony. How many markers
Wednesday does each child have? Ask:
How can you use a model to find the number of markers Pat has? How many markers
does Jan have? Explain.
Explain to children that they can use mental math to find 10 less and 10 more. Point out
that mental math is a quicker way of solving a problem than writing or modeling it. When
you find 10 less or 10 more than a number, what happens to the number of ones? It
stays the same.
Explain that because the tens digit only changes by 1, children can find 10 less or 10
more mentally by subtracting or adding 1 to the number of tens.

Students will continue working on next eight exercise on page 424.

Differentiated class activities:
H.A - Textbook page 425 - 426 - independently
M.A. -Textbook page 427 – 428 - independently
L.A – Reteach page 7-13 – teacher support

Pair work:
Early finisher – set the game on the carpet
 Materials: Numeral Cards 10–90 (see Teacher Resources Book)
Shuffle the Numeral Cards and distribute them face down in equal piles. Working with his
or her own pile of cards, each child turns over a card, writes the number, and circles it.
To the left of the circled number, the child writes the number that is 10 less. To the right
of the circled number, the child writes the number that is 10 more.

Website games: Think central - Interactive Students Edition, Mega Math, Animated
Math models.

5. Test/Review Chapter 7 – Compare Warm up – with the song https://www.youtube.com/watch?v=YhOf0H_gLP8

Chapter Numbers Display the video https://www.youtube.com/watch?v=C7D8glOsoYg

L.O. Review Review with students some examples of number comparison by giving them a number
then they find number that is 1 less, 1 more, 10 less, and 10 more than the given number
Thursday etc. Invite students to work out the answers. Encourage them to use their hundred charts
to find the number or to draw tens and ones. They can use base ten blocks too.
Whole class activity:
Textbook page 429 - 432 - independently
Display on the white board page 429 - 432. Read each question aloud. Let whole class
work out the answers on the provided worksheet.

Website games: Think central - Interactive Students Edition, Mega Math, Animated
Math models.

Teaching and Learning Strategies (e.g. 21st Century Skills)

1. Project the textbook and practice math vocabulary. Give each Cross-Cutting Concepts: Can connect the animals and plants in the Math problems to Science.
student a chance to solve problems on the whiteboard so you can
check for understanding.
My Identity: Can identify which animals are found in UAE, can connect to morals and values, sharing, giving to those less fortunate etc.
2. Allow students to use counters, building blocks, whiteboards etc to
practice subtraction strategies.

3. Use online games on think central to make it fun and

interactive.

Unit Vocabulary
greater than, less
than, equal to,
symbols, fewer, more,
multiplication, same

Teacher’s Reflective Notes based on Benchmark, MAP, TIMSS and Ongoing Internal Assessment Data for Enrichment

Focus:
Focus based on Internal Assessments Data: