Math

Math Skills we are currently learning and reviewing throughout the year:

It is important to continue to review math facts through addition and subtraction 0-20 so your child can find the sum/difference in 0-3 seconds.

Skills we will focus on in the fourth quarter in the following order:
We will begin learning fractions.  (parts of a whole)
We will count money. dollar bill, quarters, dimes, nickels, pennies  (start with the largest dollar or coin and count on)
We will tell time to the hour and half hour.
We will measure in feet, inches, and centimeters.
We will recognize 2 dimensional and 3 dimensional shapes.

Practice math facts so your child can answer all addition and subtractions facts with numbers 0-20 in 3 seconds or less.

Place Value:  understanding a number based on 10's and 1's ("I have __ in my ones place, I have ___ in my tens place. My whole number is?"  Also focus on the ones place first in case you have a group of ten to move over to the tens place.  I will extend problems by focusing on place value into the hundreds and thousands if your child is ready.

Greater than, less than:  comparing two numbers with the symbols >, < or =.  We say the bigger side is open to the larger number and the tip is pointing to the smaller number.

Continue to Review: Find the missing addend:  7 + ___ = 10 (can subtract to find the missing addend or count on the with numbers known)  answer is 3.

Your child must be able to add and subract numbers 0-20 fluently.  (three seconds or less)

We discussed families, and compared them to number families.  No one else belongs there in the same way.  Ex. 7, 3, 10
7 + 3 = 10,   3 + 7 = 10,    10 - 7 = 3,    10 - 3 = 7 (this is a fact familiy)

We will also focus on subtraction facts.  Please review basic addition and subtraction with your child.  Have she/he use a problem solving strategy to her/his work.  

If you have not already, ask your child about the doubles rap.  It is a song to help remember the doubles facts 0 + 0 = 0 through 10 +10 = 20.  We have discussed how you can add one more to make doubles plus one and find the answer by focusing on the doubles and simply adding one more to the answer.  Ex.  7 + 8 = ____ to solve it, add 7 + 7 = 14 add one more 7 + 8 = 15

Your child is familiar with that strategy.  I will introduce doubles + 2 this week.  It is the same strategy, simply add 2 to the doubles anwer insead of one. (you can also double the higher number and subtract one for doubles - 1) 
7 + 9 = _____  (ways to solve it) 7 + 7 = 14 (add two to make 16) or 9 + 9 = 18 (subtract 2 to make 16) 

We will continue to add and subtract numbers through 20 and beyond if your child is ready. Throughout the next few weeks, we will add and subtract through fact families.  We will use numerous problem solving strategies for both addition and subtraction.

We will also skip count by 5's and 10's.  We are putting numbers in order from least to greatest and largest to smallest.  Each activity will be exctended or modified to meed the needs of your child.

We are solving math word problems through problem solving strategies.  We are currently focusing on the the problem solving strategies of "draw a simple picture" and "using manipulatives" ask your child to show you these at home.  
We will continue to practice these strategies as well as focus more on addition through a numberline.  The number one priority is understanding the procedures how to add and subtract and then we focus on fluency.  

Adding and subtracting fluenly with flashcards means to find the correct answer in three or less seconds.

First grade math will focus on addition, subtraction and number recognition.  During calendar, we will discuss time, money, place value, along with many other daily skills.  Calendar is a great introduction to these skills, and we will focus on each one in more detail later this year.

I want to encourage students to use numerous problem solving strategies, when solving a math problem.  The problem solving strategies that I will encourage students to use this year are: draw a simple picture, counting on, counting back, number lines, tally marks, manipulatives, look for a pattern and logical reasoning.  I will oftentimes have students "stand up, step back and share." This provides an opportunity for peer learning.  Students are able to model their strategies with their peers, and they see how one problem can be solved in numerous ways.  This method is fun, engaging and rewarding to all students.

This can be difficult to implement as a parent or adult.  We generally have our preference or a method we were taught.  Please try to step back, and encourage your child to solve the problem through his/her chosen strategy, even if the solution is incorrect.  I encourage the phrase, "We are not making mistakes, we are exploring and learning!"  If your child does not find the correct answer, allow him/her to explain their thinking process, and then discuss how they could have completed it differently.  If you notice your child continues to use the same problem solving strategy, encourage him/her to explore a different one.   I will post specific examples of these problem solving strategies as we use them in class.