Mathematical Emphasis

Investigation 1– Exploring Materials

* Exploring mathematic materials and

tools, such as pattern blocks,

interlocking cubes, geo-blocks, and

calculators

* Comparing and finding relationships

among geometric shapes

Investigation 2—Exploring Numbers

* Developing strategies for comparing

two quantities up to about 20

* Finding combinations of numbers

up to 10

* Representing solutions to mathematics

problems with pictures, numbers, and

words

Investigation 3—Patterns

* Describing pattern sequences

* Predicting what comes next in a

pattern sequence

* Constructing patterns from a variety

of materials

Investigation 4—Counting and Combining

* Counting and keeping tract of a set

of objects

* Extending and deepening under-

standing of comparing two quantities

* Using counting, patterns and other

strategies to help solve problems

* Extending and deepening under-

standing of number combinations

Investigation 5—Data About Our Class

* Inventing representations that show

what a survey was about

* Categorizing data in ways that communicate

clearly to others

* Representing the sizes of different groups

* Counting, combining, and comparing the

sizes of different groups

* Making sense of survey results and present

ing them to others

Tips for Helping at Home

•

Take time to learn some of the math

games we are playing with number

cards, dot cards, coins, and counters.

•

Look for addition and subtraction situa-

tions at home (numbers under 25 are

about right for many 1st graders).

•

Your child may work out the answers by

using counters such as pennies, buttons

or paper clips. Or, your child might draw

pictures, write down steps, or work men-

tally.

stuck. . .

•

What do you need to find out?

Student should be specific.

•

What information do you have?

•

What strategies are you going to

use?

•

Does that make sense?

•

How do you know?

•

How did you get answer?

•

Does your answer seem reasonable?

•

What else is there to do?

Websites

http://cms.everett.K12.wa.

us/math

http://mathforum.org/

students

http://www.rainforestmaths.

com/

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Games: The Importance of Playing More

Than Once

Games are used throughout the

Investigations

curriculum as a vehicle for engaging students in

important mathematical ideas.

The more students play the games the more op-

portunities they have to practice important skills

and to think and reason mathematically. The first

time or two that students play, they focus on

learning the rules. Once they have mastered the

rules, their interest turns to the mathematical con-

tent.

For example, when students play Double Com-

pare, they practice counting, combining, and

comparing quantities. Over time, they become

familiar with addition combinations through fre-

quent experience, rather than by rote memoriza-

tion.

For many students, repeated experiences lead

naturally to developing more efficient strategies

for combining numbers, to reasoning about num-

bers and number combinations, and to explore

relationships among number combinations.

Classroom Needs

•

Tubs or shoe boxes

•

Paper cups

•

Crayons or markers

•

Counters

•

Tongue depressors

•

Spring-clip clothespins

•

Glue

•

Colored pens

•

Stickers

•

Buttons

Vocabulary

•

Symmetrical—same on both sides

•

Compare—looking at two things and

see how they are alike and how they

are different

•

Solution—the final answer

•

Method—way in which a solution is

found

•

Representation—using pictures, num-

bers, and/or words to clearly show data

or how a problem is solved

Game

Compare

You will need a deck of Number

Cards 0—10

(remove the Wild Cards)

Players: 2

Object: Decide which of two num-

bers shows a larger number.

How to Play:

1. Mix the cards and deal them evenly to

each player. Place your stack of cards

face down in front of you.

2. At the same time, both of you turn over

the top card in your stack. Look at the

numbers. If your number is larger, you

say “Me!” If the two cards are the

same, turn over the next card.

3. Keep turning over cards. Each time,

say “Me!” if your number is larger.

4. The game is over when you have both

turned over all the cards in your stack.

Variations:

A. If you have the smaller number, you

say “Me!”

B. Play with three people. Look at all 3

numbers

C. Add the four wild cards to the deck. A

wild card can be made into any num-

ber.

Online Glossary

http://www.amathsdictionaryforkids.com/

Kliman, M. Investigations in Number, Data, and Space:

Mathematical Thinking at Grade 1. Dale Seymour Pub-

lications, 1998.

3 cups