grade 1 sample

TEA CHER EDITION

Published by

AnsMar Publishers, Inc.

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TEA CHER EDITION

TEXAS VERSIONTEKS Aligned—STAAR Ready

GRADE 1 SAMPLE

Thanks for requesting a sample of our new Texas Teacher Editions. We welcome the opportunity to partner with you in building successful math students.

This booklet is a sample Texas Teacher Edition for Grade 1 (Table of Contents and first 10 lessons). As other grade level samples become available, you will be able to download them from our website: www.excelmath.com/downloads/state_stdsTX.html

Here are some highlights of our new Texas Teacher Editions:1. The Table of Contents will indicate Lessons that go further than TEKS concepts. There is a star

next to lessons that are “an advanced Excel Math concept that goes beyond TEKS for Grade 1.” With this information, teachers can choose to teach the concept or skip it.

2. For each Lesson Plan (each day) we are changing the “Lesson Objective” to “TEKS Lesson Objective” (see Lesson #1). On most days we also have an Activity for the students to complete. Where activities are not directly related to the TEKS, we will add a star after the activity and/or label it Optional. The Activity Objective on those days will look like this (from Lesson #95):

TEKS Lesson ObjectiveStudents will tell and write time on the hour and half hour using analog and digital clocks.

Optional Calendar ActivityStudents will learn about days, weeks, months and years and will name the twelve months of the year in order. (The calendar has been removed from the TEKS but according to the unpacking document can still be used to count forward and backward to the day, tally days, discuss more or less in a number, and use manipulatives or draw a pictorial model showing how many days in school.)--

3. Within Guided Practice when a non TEKS concept is one of the practice problems we will indicate it with the star again.

4. On Test Days (see Test #8) we indicate with a star any non TEKS concepts being assessed.

We are in the very early stages of creating these Texas Teacher Editions. When each one is released, we will have an announcement on our website. Our goal is to have as many grades ready by the fall 2014 as possible (focusing on grades 1-5 first, and then grades K and 6). The student sheets are now ready to ship.

In the meantime, you can find updates plus additional downloads on our website (manipulatives, Mental Math, placement tests in English and Spanish, and lots more): www.excelmath.com/tools.html

Please give us a call at 1-866-866-7026 (between 8:30 - 4:00 Monday through Friday West Coast time)if you have questions about these new Excel Math Texas Editions.

Cordially,

The Excel Math Team

www.excelmath.com i.5 © 2014 AnsMar Publishers, Inc.

The Texas Mathematical Processes are integrated into Excel Math lessons. Below are some examples of how we include these Processes into the tasks and activities your students will complete throughout the year.

Mathematical Processes1 . Apply mathematics to problems in everyday life, society and the workplace . Mathematically proficient students model real-life mathematical situations with a number sentence or a number computation, and check to make sure that their computation accurately matches the problem context. First Grade students use concrete manipulatives and pictorial representations to further explain the computation. Students also use tools such as tables to collect information, analyze results, make conclusions, and review them to see if their conclusions make sense.2 . Use a problem-solving model that incorporates analyzing given information, formulating a strategy, finding and justifying a solution, and evaluating the problem-solving process and the reasonableness of the solution. Students examine problems and tasks, can make sense of the meaning of the task and find an entry point or a way to start the task. First Graders are willing to try other approaches when solving a task. They eventually become fluent with mental math and place value to recognize number relationships. They ask themselves, “Does this make sense?”3 . Select tools & techniques, including real objects, paper and pencil, manipulatives, mental math, estimation and number sense to solve problems . In First Grade, students have access to a variety of concrete tools (clock patterns, spinner wheels, ten frames, exchange boards, number lines, rulers) and technological tools such as virtual manipulatives, calculators, Timed Basic Fact Practice, etc. They recognize that multiple tools can be used for the same problem. A student in the counting stage may choose ones or tens pieces to solve a problem, while a student who understands parts of numbers may use ten frames to decompose numbers.4 . Communicate mathematical ideas, reasoning, and their implications using multiple representations including symbols, diagrams, graphs and language. First Grade students learn to communicate clearly, using grade-level vocabulary accurately. Students are willing to share their ideas with others, consider the ideas of others and question those ideas that don’t make sense.5 . Create and use representations to organize, record and communicate mathematical ideas . Mathematically proficient First Grade students recognize that a number represents a specific quantity. They use numbers and symbols to represent a problem, explain thinking and justify a response. When solving addition word problems first grade students may use a making ten strategy, skip counting, counting on, or doubles +/- 1 or 2 strategy to find the solution. They evaluate their results and decide if the results make sense.6 . Analyze mathematical relationships to connect and communicate mathematical ideas . Mathematically proficient First Grade students begin to look for regularity in problem structures when solving mathematical tasks. For example, when adding three one-digit numbers by making tens or using doubles, students begin future tasks by looking for ways to use those same strategies. When solving 6 + 7 + 4 or adding coins, a student may think, “I know that 6 and 4 equal 10, and then I add 7 more. That makes 17.”7 . Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication. In First Grade, mathematically proficient students give precise explanations and reasoning regarding their process of finding solutions. During discussions about problem-solving strategies, students constructively critique the strategies and reasoning of their classmates. While measuring an object, students make sure there are no gaps or overlaps as they place each unit end to end to measure the object’s length precisely.

Standards for Mathematical Processes Grade 1 Excel Math


Lesson & Activity Conceptsby lesson number & page number

# Pg Lesson Concept Activity Concept

1 2 Using the numerals 0 to 9

2 4 Selecting the correct numeral for a given set Grouping and counting similar items

3 6 Writing the correct numeral for a given set Creating numerals out of common materials

4 8 Writing the numerals 1 through 9 Grouping and counting items based on varying data

5 10 Filling in missing numbers when counting by 1 (0 - 9)

E1 12 Exercise 1 Using numbers in different ways

6 14 Learning the concept of 10 Recognizing, describing and creating patterns of shapes

7 16 Matching a set with an equal number of items Creating shapes with string

8 18 Identifying circles, squares, triangles and rectangles Using colors and shapes to represent patterns of shapes

9 20 Identifying circles, squares, triangles and rectangles Using colors and shapes to represent patterns of shapes

10 22 Filling in missing numbers when counting down

T1 24 Test 1 Recognizing numerals 1 through 9

11 26 Selecting the set with the most items Determining the higher value in a pair of numerals 0 to 9

12 28 Selecting the set with the fewest items Determining the lesser value in a pair of numerals 0 to 9

13 30 Learning the concept of 11 Comparing longer and shorter

14 32 Adding 2 numbers with a sum less than 6 Comparing heavier and lighter; recording results on a chart

15 34 Adding 2 numbers with a sum less than 6

E2 36 Exercise 2 Finding and writing numbers

16 38 Learning the concept of 12 Making a selection based on observation of clues

17 40 Filling in missing nos. counting up or down, crossing 10 Comparing & sorting common objects using various criteria

18 42 Adding 2 numbers with a sum less than 10 Practicing addition facts

19 44 Filling in missing numbers counting up crossing 10 Modeling activity and sound patterns using shapes and colors

20 46 Identifying comparison and position word pairs

T2 48 Test 2 Solving addition problems; coloring numbered sections

21 50 Learning the concepts of 13 and 14 Filling a container using multiple smaller containers

22 52 Learning the addition facts of 10 Observing and recreating patterns using visual memory

23 54 Recognizing & adding pennies; using cents symbol Modeling patterns of movement

24 56 Learning the concepts of 15 and 16 Measuring objects using non-standard units

25 58 Completing a pattern of shapes

E3 60 Exercise 3 Identifying geometric figures & positions; adding horizontally

26 62 Telling time on a clock by the hour Comparing figures and grouping them into sets

27 64 Telling time by the hour Recognizing numeral equivalents; adding numbers

28 66 Identifying a set that has 1 more than a given set Identifying a point’s location using the words inside & outside

29 68 Recognizing and adding nickels Estimating quantities in a container

30 70 Subtracting 2 numbers with a minuend less than 6

T3 72 Test 3 Coloring shapes and completing patterns

31 74 Subtracting 2 numbers with a minuend less than 6 Practicing subtraction facts

32 76 Adding 3 numbers with a sum less than 10 Measuring and comparing various dimensions


Lesson & Activity Conceptsby page number

33 78 Learning the concept of 17, 18 and 19 Practicing regrouping

34 80 Identifying a set that has 1 less item than a given set Identifying shared characteristics of members of a set

35 82 Learning the addition facts of 11

Q1 84 1st Quarter Test

36 86 Filling in missing numbers counting up or down Giving and following directions using location terms

37 88 Subtracting 2 numbers with a minuend less than 8 Identifying similarities and differences between like objects

38 90 Adding and subtracting 2 numbers horizontally Identifying vertical, diagonal and horizontal objects

39 92 Adding and subtracting 2 numbers horizontally Sorting items by weight; learning terms heavier, lighter, same

40 94 Filling in missing numbers in the middle of a series

E4 96 Exercise 4 Using words to describe shapes and numbers

41 98 Learning the addition facts of 12 Estimating quantities; using tally marks to count

42 100 Counting up to 29 Measuring and comparing temperatures

43 102 Adding 2 numbers starting with the larger number Weighing an object using non-standard units

44 104 Subtracting 2 one-digit nos. with a minuend less than 10 Putting events into order

45 106 Writing number sentences using addition

T4 108 Test 4 Recognizing and counting irregular shapes

46 110 Recognizing words zero, one, two, three, four & five Representing numbers in multiple ways

47 112 Recognizing the words six, seven, eight, nine and ten Representing numbers with movement

48 114 Adding one- and two-digit nos. with a sum less than 20 Filling containers using smaller containers of different sizes

49 116 Adding one- and two-digit nos. with a sum less than 20 Finding multiple geometric shapes in one complex figure

50 118 Measuring length with non-standard units

E5 120 Exercise 5 Measuring shapes with rulers; defining a good measuring tool

51 122 Recognizing and adding dimes Observing and recreating patterns using visual memory

52 124 Selecting the number with the greatest value Determining which of two containers has the greater volume

53 126 Selecting the number with the least value Determining which of four objects weighs the least

54 128 Learning the addition facts of 13 Discovering all the possible combinations of items

55 130 Continuing to learn addition facts

T5 132 Test 5 Using probability words in sentences

56 134 Measuring a line segment to the nearest inch Combining shapes to form new geometric shapes

57 136 Writing number sentences using subtraction Fitting simple shapes over a complex shape

58 138 Learning the subtraction facts up through 10 Practicing addition and subtraction facts using listening skills

59 140 Recognizing and writing ordinals first through third Creating patterns using animal shapes

60 142 Selecting the correct operation

E6 144 Exercise 6 Identifying math words

61 146 Counting up to 39 Creating triangles and other shapes from rectangular pieces

62 148 Telling time by the half hour Solving logic problems

63 150 Grouping by ten when counting Weighing various objects

64 152 Adding 3 one-digit numbers with a sum greater than 10 Creating geometric shapes by moving lines



65 154 Drawing, sorting and comparing geometric shapes

T6 156 Test 6 Drawing round and triangular shapes

66 158 Writing number sentences from addition word problems Determining probability by rolling dice

67 160 Writing number sentences from subtraction word problems Completing a probability chart

68 162 Adding quarters; using dollar symbol & decimal point Identifying and comparing coins

69 164 Grouping by tens when counting over 19 Balancing a scale by moving weights from one side to the other

70 166 Learning the addition facts of 14; counting up to 49

Q2 168 2nd Quarter Test

71 170 Recognizing addition & subtraction fact families to 9 Using various tools to measure volume

72 172 Counting up to 59 Using family relationships to group people into sets

73 174 Gathering information with tally charts Modeling fact families

74 176 Learning the subtraction facts of 11; counting to 69 Demonstrating positional words

75 178 Sorting geometric figures by common attributes

E7 180 Exercise 7 Describing shapes in words; drawing shapes from descriptions

76 182 Recognizing the days of the week Arranging a series of events in a logical order

77 184 Obtaining numerical information from word problems Finding a location based on verbal directions

78 186 Using number lines to solve addition problems Creating repeating patterns using pictures

79 188 Using number lines to solve subtraction problems Explaining how to get from one point to another on a map

80 190 Selecting a number that is less than a given number

T7 192 Test 7 Measuring objects drawn to scale; recording heights in a table

81 194 Selecting a number greater than a given number Studying different coin designs

82 196 Recognizing eleven, twelve and thirteen; counting to 99 Representing numbers in multiple ways

83 198 Measuring a line segment to the nearest centimeter Studying different coins

84 200 Learning the addition facts of 15, 16, 17 and 18 Creating coin designs

85 202 Solving word problems using addition

E8 204 Exercise 8 Writing word problems from pictures

86 206 Recognizing numbers represented by tens and ones Creating mirror images of complex shapes

87 208 Reading scales measuring volume, temp. and weight Identifying, describing and creating patterns

88 210 Learning the subtraction facts of 12 Creating different shapes by adding lines to a drawing

89 212 Calculating value of a number shown as a sum or difference Moving objects in a logical manner

90 214 Recognizing a number series counting by 1, 5 or 10

T8 216 Test 8 Identifying geometric figures and number series counting up

91 218 Putting 3 numbers in order from least to greatest Working with non-standard measurement units

92 220 Writing a number sentence from a number line Modeling word problems involving numbers

93 222 Learning the subtraction facts of 13 Finding minor differences between similar images

94 224 Recognizing words fourteen, fifteen, twenty, thirty, forty Partitioning circles and rectangles into two and four equal shares

95 226 Telling and writing time to the hour and half hour

E9 228 Exercise 9 Writing days, seasons, months and holidays




96 230 Adding a two-digit number and a one-digit number Identifying possible combinations

97 232 Adding 2 two-digit numbers Creating shapes by removing lines from a drawing

98 234 Recognizing sixteen, seventeen, eighteen, nineteen Comparing two 2-digit numbers based on the tens and ones digits

99 236 Adding 4 one-digit numbers with a sum less than 20 Organizing, representing and interpreting data in up to 3 categories

100 238 Solving word problems using subtraction

T9 240 Test 9 Completing a maze and identifying shapes

101 242 Solving word problems using addition & subtraction Creating similar shapes using colored pattern blocks

102 244 Filling in missing numbers when counting by 10 Comparing numbers gathered from a survey; using tally chart

103 246 Filling in missing addends in a number sentence Changing the appearance of a shape by moving lines

104 248 Filling in missing addends in a number sentence Sorting similar objects and recording differences between them

105 250 Observing change & determining the order of events

Q3 252 3rd Quarter Test

106 254 Learning the subtraction facts of 14 and 15 Comparing and ranking two 2-digit numbers

107 256 Learning parts of a fraction & filling in the denominator Changing the appearance of a shape by moving lines

108 258 Filling in the denominator of a fraction Identifying all possible orders

109 260 Recognizing the words fifty and sixty Overlaying small pattern blocks onto complex shapes

110 262 Subtracting a 1-digit number from a 2-digit number

E10 264 Exercise 10 Identifying math symbols

111 266 Subtracting 2 two-digit numbers Exchanging ones and tens

112 268 Filling in missing numbers when counting by 5 Creating shapes by moving lines on a drawing

113 270 Recognizing the words seventy, eighty and ninety Identifying items by process of elimination

114 272 Adding 4 one-digit numbers with sum greater than 19 Writing number words to match the correct numerals

115 274 Interpreting information given in picture graphs

T10 276 Test 10 Drawing numerals with straight lines

116 278 Learning the subtraction facts of 16, 17 and 18 Giving directions to get from one point to another on a map

117 280 Filling in missing subtrahends in a number sentence Calculating sums and differences for pairs of numbers

118 282 Recognizing any number word less than 100 Adding numbers and moving game pieces based on calculations

119 284 Filling in the numerator of a fraction Overlaying small pattern blocks onto complex shapes

120 286 Gathering information to put into graphs

E11 288 Exercise 11 Writing weather facts, quantitative and qualitative

121 290 Recognizing symbols < less than, > greater than and = Creating shapes by removing lines from a drawing

122 292 Adding 2 two-digit numbers horizontally Drawing lines of symmetry on letters

123 294 Subtracting 2 two-digit numbers horizontally Combining numbers to form true number sentences

124 296 Recognizing a number series counting by even twos Creating animal figures using pattern blocks

125 298 Reasoning using overlapping figures

T11 300 Test 11 Writing times shown on a clock; matching times with activities

126 302 Calculating a number 1 more or 1 less than a given number Finding basic shapes within complex figures

127 304 Recognizing basic fact families with sums of 10 & greater Subtracting repeatedly from 90 to zero




NOTE: We sometimes find it necessary to change problems or answers in the Excel Math Lessons. Changes and corrections are posted on the PRODUCT UPDATES page of our website.

Please let us know if you find an incorrect CheckAnswer or have other questions. www.excelmath.com/downloads/updates.html



128 306 Identifying shapes within a group of figures Identifying coins by their size and characteristics

129 308 Calculating a number 10 more or less than a given number Creating tile designs using pattern blocks

130 310 Counting past 100 and using written numerals

E12 312 Exercise 12 Graphing information in different ways

131 314 Adding & subtracting within 20 to solve word problems Matching numbers that are 1 apart & those that are 10 apart

132 316 Adding & subtracting within 20 to solve word problems Recognize and write ordinal numbers

133 318 Relating counting to addition, counting by twos Creating shapes by removing lines from a drawing

134 320 Subtracting multiples of 10 from 10-90 using models Interpret and compare data using a tally chart

135 322 Identifying & drawing lines, sides, angles, and vertices

T12 324 Test 12 Reasoning from evidence and sequence of events

136 326 Adding within 100; adding 2- and 1-digit nos. horizontally Comparing weights; creating and analyzing graphs

137 328 Mentally subtracting 10 from a 2-digit number Sorting capital letters according to curved and straight lines

138 330 Telling time to the hour & half hour; opt. to 5 minutes Estimating the amount of time activities will take

139 332 Applying properties of operations to addition; opt. coins Arranging a sequence of events in pictorial form

140 334Partitioning shapes into two & four equal shares; opt. recognizing flips, slides and turns

Q4 336 4th Quarter Test

141 338 Filling in a missing number on one side of a no. sentence Creating a tally chart and virtual picture chart

142 340 Adding 3 one-digit numbers horizontally Determining the best type of chart to display information

143 342Telling time on the hour and half hour; estimating how much time events take; identifying least or most time Sorting clocks according to the times they show

144 344 Filling in missing numbers when counting up by twos Calculating maximum number of coins to give change

145 346 Following directions to get to a location

YE1 348 Year End Test I

146 350 Adding a 2-digit & 1-digit number on a number line Solving and rewriting logic puzzles so that the answer is true

147 352 Adding a 2-digit & 1-digit number on a number line Classifying images by their characteristics

148 354 Filling in the numerator & denominator of a fraction Drawing geometric shapes from a verbal description

149 356 Adding 3 one-digit numbers with sum greater than 19 Solving and rewriting logic puzzles so that the answer is true

150 358 Recognizing and naming solid shapes

YE2 360 Year End Test II

151 362 Identifying solid shapes Solving logic puzzles by trial and error

152 364 Telling time to the half hour; opt. by 5 minutes Creating similar shapes using colored pattern blocks

153 366 Telling time to the half hour; opt. lines of symmetry Creating shapes by removing lines from a drawing

154 368 Partioning shapes into halves & fourths; opt. money Completing a pattern of shapes

155 370 Partitioning circles & rectangles into fractional parts


Texas Edition1st Grade Lesson Plans

#1 - #10 and Answer Keys

1

2

Lesson 1

TEKS Lesson ObjectiveStudents will use objects, pictures and standard forms to represent numbers up to 9.

Students will read and write numerals 0 - 9 and will represent a number of objects with a written numeral.

PreparationFor the entire class: Put cards up in the front of the room showing the numerals 0 – 9 in order. Each card should also have pictures of various items.

Lesson PlanStart with counting activities. Ask seven students to come to the front of the room. Ask another student to come forward and walk along the line of students, giving each one a “high five” hand clap as they count along with the rest of the class.

We want students to connect numbers with physical objects, so it is important for them to say the numeral and touch each student at the same time.

When they have finished counting, draw the numeral on the board and have the class say the word with you. Repeat this process several times with different numbers of students, books, crayons, pencils, blocks, etc. Include zero.

Move to the number cards in the front of the room. Have the students point to each numeral and trace it in the air with their index finger.

Distribute the Student Lesson Sheets.

For each problem on the front and back of the lesson, have the students practice counting the pictures. As they say the total number aloud, have them trace the numeral with their finger. Do each problem together with the class.

If these exercises come easily to your class, move on to Lesson 2 or 3.

Activity ObjectiveMany lessons are accompanied by activities. The activities usually do NOT teach the same concept that is being taught on the lesson sheets. They may reinforce a lesson or concept taught a few days before, or teach something that is not easily communicated with pencil and paper work.

PreparationActivities normally involve students moving out of their seats, or creating things from raw materials. They give students a chance to experience another learning mode. You may be asked to have some materials ready or to use a manipulative page from the section in the back of this Teacher Edition.

Activity PlanYou will be given instructions for implementing the activities, but we do not provide a script with the words you should say.

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© Copyright 2007-2014 AnsMar Publishers, Inc.www.excelmath.com 1001

NameLesson 1 DateUsing the numerals 0 to 9For each group of pictures, count the items, say the number word and trace the numeral.


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Lesson 2

TEKS Lesson ObjectiveStudents will recognize instantly the quantity of structured arrangements.

Students will select the correct numeral for a given set of pictures.

PreparationFor each student:• MakeacopyofNumberCards0–9

(master on page M2). Save the number cards for future use.

• 9counterssuch as books, paper clips, bottles, beans, cubes, etc.

Lesson PlanSince printed numerals can look different from hand-drawn numerals, the Lesson Sheet shows several different ways that the numeral can appear. Discuss this subject with the class and explain how you would like them to write each numeral.

Walk around the room, alternating saying “Show me the numeral 8” or “Show me 8 counters”. When you have used each number in both questions, distribute the Lesson Sheets.

Once you have gone over the different ways the numerals can appear, ask students to do the rest of the lesson. In each example they should count the objects pictured, then circle the correct numeral from the three choices given. Do the first 2 or 3 with them. Then ask them to do the rest on their own.

Guided Practice Use the Guided Practice portion of your math lesson to ask students to “explain their ideas.” Texas Knowledge and Skills (TEKS) stress the importance of having students “display, explain, or justify mathematical ideas and arguments.” Asking

students to show and explain their work will help you to determine the students’ depth of understanding and will give you a chance to clear up any misconceptions.

Adapt your lesson to the needs of your class. If your students are having difficulty with a concept, take time to practice that concept or reteach it before moving on to the next lesson. Since we constantly review previously taught concepts in Guided Practice, you do not need to look for total mastery for the whole class before moving on to other concepts.

Activity ObjectiveStudents will classify and sort pictures based on attributes and will count similar items.

PreparationFor each student: Numbers and Pictures I (master on page M47)

Activity PlanAsk your students to cut off the strip of digits first and set the strip aside.

Show the class how to cut along the longest lines first and then cut off each picture.

Ask the students to group like pictures together. They should count the items in each stack and put the numeral on top of the appropriate stack.

They will have 1 snowman, 2 cars, 3 cats, 4 elephants, 5 kites, 6 boats and 7 dogs.

Cutpiecesofcoloredpaperinfourths.Giveeach student 7 pieces of the paper. Ask them to glue each group of pictures to a piece of paper along with the appropriate digit.

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NameLesson 2 DateSelecting the correct numeral for a given set For each set of items, circle the correct number.

Sometimes numerals are writtenin different ways. The meaning of the numerals stays the same.

or

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TEKS Lesson ObjectiveStudents will recognize instantly the quantity of structured arrangements.

Students will write the correct numerals for a given set.

PreparationNo special preparation is required.

Lesson PlanWalk around the room and say different numerals. Students should trace the shape of the numeral on the desk with a finger.

Let your students spend more time counting objects and tracing numerals if they are unable to write the numerals 0 – 9. (Although the TEKS Standards ask children to learn cardinal numbers instead of ordinals, some schools and districts have decided to continue teaching ordinals.)

Simply stated, cardinal numbers represent a value that you can add or subtract from (one, two three), while ordinal numbers represent a position in a sequence (first, second, third).

Number theory is something that students must experience - understanding that numbers are more than just a series of words designating order.

Distribute the Lesson Sheets. Have the students trace each numeral and then write each one twice more in the space provided. You are looking for quality, not speed. The students should count the objects in each box and then write the number in the space provided.

Homework The Homework letter on the student lesson sheet should be signed by a parent or

guardian and returned to you. A homework letter in Spanish is included on page i.16 of this Teacher Edition.

One purpose of Homework in first grade is to teach the students responsibility. Give students a Lesson Sheet at the end of the day and ask them to return with it the next morning after having completed it at home.

Guided Practice When they flip their papers over to work on Guided Practice, point to the numerals in the upper right hand corner. Since you probably have some students who still write numerals incorrectly, these have been provided as a guide.

Show the class that some problems on the Guided Practice portion of their Lesson Sheet are the same ones they did the day before. They count objects, then circle the correct numeral instead of writing it.

Each day they will be given problems on the Lesson Sheets that review previously introduced skills.

Activity ObjectiveStudents will create numerals out of common materials.

PreparationFor the entire class: materials (clay, string, paint, chenille wire, etc.) that students can form into the shape of numerals

Activity PlanAsk students to create each numeral with a piece of string or clay. Alternatively you can have them finger paint each numeral or draw it in sand. You want them to physically create each numeral’s shape.

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NameLesson 3 DateWriting the correct numeral for a given setTrace each numeral and then write each numeral twice more.

Write the number of items in each group.

Dear Parents,

You can help your child by getting involved with homework. You may not always have time to help, but just showing an interest may really motivate your child.

Homework is available four nights a week, and will be located on the lesson sheet where this letter appears. Whenever you have the time, please ask to see your child's paper and look over their work.

With your assistance, I look forward to a successful year in mathematics. Please contact me if you need any clarification of our math program.

Sincerely,

I have read this letter and I will do my best to help at home.

________________________________Parent's signature5

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Lesson 4


Students will recognize instantly the quantity of structured arrangements.

Students will continue to read and write numerals 0 - 9 and will represent a number of objects with a written numeral.

PreparationFor the entire class: write the numerals0 – 9 on the board

For each student: NumeralCards0–9fromLesson 2 (master on page M2)

Lesson PlanArrange the students in pairs. Give each pair a set of number cards. Have them turn over the cards and draw the number shown in the air or on their desks. Ask one of each pair to lay his/her head down on the desk and not look at the board.

Point to one of the numerals on the board. Ask the second student of each pair to draw that numeral on the back of the student whose head is down.

The student whose head is down may now raise his head and hold up the number card showing the numeral that was drawn on his back. Do this several times, with the students trading places.

Distribute the Lesson Sheets. Have the students trace each numeral and then write each one two more times in the space provided. Ask the students to try for quality, not speed.

They should then complete the problems on the front and then the back portion of the Lesson Sheet.

Activity ObjectiveStudents will group and count items based on varying criteria.

PreparationFor each student: Numbers and Pictures II (master on page M48)

Activity PlanAsk your students to cut off the strip of digits first and set the strip aside.

Show them how to cut along the longest lines first and then cut off each picture.

Ask them to group the pictures. They should count the items in each stack and put the numeral on top of the appropriate stack. They should have 2 cars, 3 dogs, 4 cats, 5 boats, 6 houses and 8 trees.

Ask students if they can sort the pictures based on other criteria, for example:•animalvs.notananimal•livingvs.notliving(thiswouldaddthe trees to the cats and dogs)•stationaryvs.moving(dogs,cats,carsand boats in one group, with houses and trees in another)•thingsassociatedwithwatervs.land

Ask your students to suggest some grouping criteria of their own.

For this kind of sorting it is not necessary to count the number in each group, but they should identify which pictures belong in each group.

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NameLesson 4 Date HomeworkWriting the numerals 1 through 9Trace each numeral and then write each numeral twice more.


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TEKS Lesson ObjectiveStudents will read and write numerals from 0 – 9 and will represent a number of objects with a written numeral.

Students will recite numbers forward from any given number between 0 and 9.

Students will fill in the missing number in a series, counting by one from 0 – 9.

PreparationFortheentireclass:oneNumberCard0–9to each of 10 students (masters on page M2 and M4, or use a permanent marker to write large numerals on heavy dinner-size paper plates)

Lesson PlanStudentswithaNumberCardshouldputthecardfaceupontheirdesks.Callfourofthe students with sequential numerals to the front of the room, but do not call them in order. Ask students to hold the numbers in front of them.

Have another student come forward and arrange the students in the correct order. The class should be silent. When the ordering is finished, have the class evaluate the sorting by indicating thumbs up or thumbs down.

Then let the class say the numerals aloud to verify the order. Repeat this process 3 or 4 times. Next use problems #1 – 6 on Lesson 5 as examples, before distributing the Lesson Sheets.

Once the series has been arranged correctly, ask whoever has the next number to come forward. Let the student come up on their own while the rest of the class is silent. You may have 2 or 3 students come

up at once. They can stand behind each other. Next, write the series on the board, showing the blank, and have one of the students fill in the blank.

At this point distribute the Lesson Sheets and have the students complete #1 – 10 on their own. When they have finished, they go on to the back side of the Lesson Sheet.

At the bottom of the Lesson Sheet there is space to practice writing numerals 0 - 9. This can be done in class or as a part of their homework. Students should write each numeral over the dotted line.

Later we will omit the guide numerals. Students should be able to write in the missing ones. If they have trouble forming numerals, they can refer to the examples printed on the back of each Lesson Sheet, above the Guided Practice.

Have your students circle the object that is different in each box. Talk about the different attributes of each item and what makes the circled picture different. Then choose one box and let your students count the objects in that box and print the number in the right margin or in the box. (3)

Activity PlanEvery fifth Excel Math Lesson Sheet contains lesson plans that require extra space, such as graphing.

To avoid making the day too busy, there is no Activity or Homework on the 5th day. Instead, you present the lesson and then move to either a Test or a special Exercise. These appear on alternating weeks. If you wish, students can do the Guided Practice at home.

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( 1, 2, 3, 4 )

( 3, 4, 5, ___ )

( 4, 5, 6, ___ )

( 6, 7, 8, 9 ) ( 4, 5, 6, 7 )

( 2, 3, 4, ___ )

( 5, 6, 7, ___ )

( 1, 2, 3, ___ ) ( 6, 7, 8, ___ ) ( 6, 7, 8, ___ )

( 2, 3, 4, 5, ___ )

( 4, 5, 6, ___ )

( 0, 1, 2, ___ )

41 2

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NameLesson 5 DateFilling in missing numbers when counting by 1 (0 through 9) A number series can also

start from 0.Each number series is counting up.

Sometimes numbers are missing from a number series. Write in the number that is missing from each series.

Trace the numerals 0 to 9.

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Guided Practice 51 2 3

5 6

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8 9

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Exercise 1

TEKS Exercise 1This Excel Math curriculum provides a test after each 10 lessons—or every two weeks. In addition, there are quarterly and year-end tests.

In order to keep the pattern of lessons consistent in this Teacher Edition, and to give your students an occasional challenge, the “non-test” day on alternate weeks will have a special exercise.

This builds on the skills students have learned earlier in the year. In essence, this is a non-graded opportunity for students to use what they have learned.

You can use these pages at any time if you feel students need a break or reinforcement of a certain concept, or you may substitute one of the TEKS Activities in the back of this Teacher Edition.

The Exercises are designed to help teach your students valuable concepts that are not easily conveyed in the normal lesson format.

Exercise ObjectiveStudents will recite numbers forward and backward from any given number between 1 and 10.

Students will use numbers to count fingers and toes.

Exercise PreparationNo special preparation is required.

Exercise PlanCharactersareholdingupdifferentnumbers of fingers. Have students check the hands of the figures, and either draw or cross off fingers so they match the right number.

Because these are cartoon figures, it doesn’t matter how many fingers are on each hand as long as the total is correct.

The back of the page provides room for the students to trace around their feet and number their toes. You may want to have them work in pairs to do the footprint drawings.

13


Exercise 1 Date InstructionsUsing numbers in different ways

NameThe cartoon numbers are holding up their

fingers to show what number they are. Some are holding up the wrong number.

Use a bright color to draw in more fingers, or make an X on fingers if there are too many.

OK

OK

OK

Add one

Add one

OK

OKAdd twoAdd one

Cross off one


Exercise 1 InstructionsDraw a picture of your feet.

Put numbers 1 to 10 on your toes.

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Lesson 6

TEKS Lesson ObjectiveStudents will recite numbers forward and backward from any given number between 1 and 10.

Students will count the number of items in a set of 10.

Students will write the number 10.

PreparationFortheentireclass:0–10NumberCardsposted at the front of the room (masters on pages M2 and M4)

Lesson PlanHave ten students come to the front of the room. Have another student come up to count. The whole class should count aloud as the one student gently touches each of the other students. Repeat this using crayons, desks, pencils, books, etc.

Put a card up on the wall with “10” on it. It should go next to the cards that you put up for Lesson 1 (or put up 0-9 next to the 10). Have the class count to ten as a student points to the numbers.

Next group the students in pairs. One student puts their head down. Point to one of the numbers (0 – 10). Then have the other student draw that numeral on the back of the student whose head is down. The students who had their heads down would then clap together (without counting) to indicate the numeral that was drawn on their back. Do this several times, letting the partners trade places.

Distribute the Lesson Sheets. Go through problems #1 – #4 with the class, counting together up to ten.

Activity ObjectiveStudents will look for patterns and structures in the number system and other areas of mathematics.

Students will recognize, describe and create patterns of sound and motion.


Activity PlanStart clapping and snapping a pattern, for example:

clap, snap, clap, snap, clap, snap ...

Tell the students to join in when they think they know the pattern. Some students may not be able to figure out the pattern. Do not single them out, but let them catch on in their own time.

Ask if any of the students can verbally describe the pattern. Then try a new pattern. Again, have them join in when they think they are able to figure out the pattern. Each time get the class to verbalize the basic pattern you are repeating.

After 3 or 4 patterns, ask the class for suggestions of movements they can make with their bodies when they clap or snap. For example, stand to clap and squat to snap. Try to get as many students as possible to make suggestions. You want them to learn that you are interested in their ideas.

After 3 or 4 times through a pattern with different body motions, change to a new pattern.

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NameLesson 6 Date HomeworkLearning the concept of 10



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( 1, 2, 3, ___ )

( 2, 3, 4, ___ )

( 6, 7, 8, ___ )

( 5, 6, 7, ___ )

678

456

678

123

Guided Practice 6

10 8 9

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Lesson 7


Students will recognize instantly the quantity of structured arrangements.

Students will match a set of dots with an equal number of items in a given set. Vocabulary: equal

PreparationFor each student: counters such as beans or cubes

You may want to print vocabulary word cards from the link on our website:www.excelmath.com/downloads/Glossary.html

Lesson PlanCall1–10studentstothefrontoftheroom. Do not mention how many there are. Tell the class to silently put on their desks the number of counters that is equal to the number of students at the front.

Do this 5 or 6 times. Write the word “equal” on the board. Go through Lesson Sheet problems #1 – #4 as follows:

1. Counttheobjectsinthegivenset.2. Write that number next to the set.3. Countthedotsineachgroup.4. Draw a circle around the set that is

equal in number to the given set.

Activity ObjectiveStudents will use string to create two-dimensional figures including circles, triangles, rectangles and squares, as special rectangles, rhombuses and hexagons.

Students will distinguish between defining attributes versus non-defining attributes and will build shapes to possess defining attributes.

PreparationFor each student: a piece of string about a foot long

Activity PlanDraw an oval on the board. Tell the students to copy the oval figure on their desktop using the string.

Next draw a circle and have them change their oval to a circle. Ask them what the difference is between the two shapes. Talk about attributes that are the same and different between the two shapes.

Repeat this procedure, going from:

Help your students distinguish between defining attributes (triangles are closed and three-sided) and nondefining attributes of shapes (such as color, orientation, overall size, placement on the table, board or paper, etc.).

A green triangle and a red triangle are both triangles. A green triangle and a green square are two different shapes.

open to closed

rectangle to square

square to triangle

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NameLesson 7 Date HomeworkMatching a set with an equal number of itemsWrite the number of items. Circle the choice with an equal number of dots.


equal

equal equal

The choice with 4 dots is circled. It matches the 4 pears. 6

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( 1, 2, 3, ___ ) ( 4, 5, 6, ___ )678

Guided Practice 7

equal

equal

equal

equal

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Lesson 8TEKS Lesson ObjectiveStudents will classify and sort regular and irregular two-dimensional shapes based on attributes using informal geometric language.

Students will identify defining attributes of a circle, triangle, rectangle and square.


Lesson PlanDraw several different sizes of circles, triangles, rectangles and squares on the board. Have the class describe attributes of each of the four types of figures using their own words. Do the square last. Ask, “Why is a square is a special type of rectangle?” (All four sides are the same length.)

Put on the board four pictures of the 4 shapes with their names written next to them or use the Grade 1 Projectable Lesson CDtoshowtheshapesonawallorboard.

When your students are asked to identify a rectangle, a square will not be one of the choices, even though a square is also a rectangle. When they define each of the shapes, be sure they say the figure is closed.

Help the students distinguish between defining attributes (rectangles are closed and four-sided) versus non-defining attributes (orientation and overall size).Have the students point to the figures that you have drawn on the board and draw them in the air with their fingers.

Group the students in pairs. One student lays his/her head down. Point to one of the four figures. Next have the other student draw that figure on the back of the student

whose head is down. The students who have their heads down are to guess which figure was drawn. Do this several times, with the students trading places.

Activity ObjectiveStudents will compose two-dimensional shapes by joining two, three or four figures to produce a target shape.

Students will use colors and shapes to define attributes of shapes, create a composite shape and compose new shapes from the composite shape.

PreparationFor each student: envelope, copy of the RGB Squares page (master on page M22), scissors, crayons or colored pencils

Activity PlanAsk the students to color the R squares - red, G - green, and B - blue on the RGB page. Show them how to cut the papers lengthwise and then cut off each square. They can cut some squares in half to form triangles.

Let the students combine their shapes to compose two-dimensional shapes such as rectangles, squares, trapezoids, triangles, creating composite shapes. They can also form new shapes from the composite shapes.

For example, they could combine the red squares to form a larger red square or combine the blue squares to form a long skinny rectangle. They could use 4 triangles to form a tall rectangle or combine 5 triangles to make a trapezoid. Talk about the attributes of each shape.

Give each student an envelope for storing the pieces. Use them in future lessons.

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B

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ANameLesson 8 Date Homework

Identifying circles, squares, triangles and rectanglesDescribe the shapes in each group.

rectangles

triangles

circles

squares


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( 3, 4, 5, ___ )

( 6, 7, 8, ___ )

( 1, 2, 3, ___ )

( 2, 3, 4, ___ )

Guided Practice 8

equal

equal

equal equal

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Lesson 9

TEKS Lesson ObjectiveStudents will identify and create two-dimensional shapes, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses and hexagons and will describe their attributes using formal geometric language.

Students will classify and sort regular and irregular two-dimensional shapes based on attributes using informal geometric language.

Students will continue to identify attributes of a circle, triangle, rectangle, and square and will distinguish between defining attributes and non-defining attributes.

Vocabulary: circle, triangle, rectangle, square

PreparationYou may want to print vocabulary word cards from the link on our website:www.excelmath.com/downloads/Glossary.html

Lesson PlanWrite the words on the board: circle, triangle, rectangle, and square. Have the class say each word several times.

Next draw several circles, squares, triangles and rectangles on the board. Point to each of the figures and then ask the class to tell you which of the 4 figures it is.

Chooseseveralstudentstocometotheboard and draw one of the figures as you name it.

Talk about the various attributes of each shape. Help the students distinguish between defining attributes (triangles are closed and three-sided) versus non-defining

attributes (orientation and overall size).

Activity ObjectiveStudents will create two-dimensional figures, including circles, triangles, rectangles and squares, as special rectangles, rhombuses and hexagons.

Students will use colors and shapes to create composite shapes.

PreparationFor each student: RGB squares from the previous activity (envelopes with shapes), Shapes pages (masters on pages M22 – M23), scissors, envelopes

Activity PlanLet the students cut out the squares, circles and triangles on the Shapes page, leaving them uncolored. Have them cut the circles in half.

Let the students combine their shapes to compose two-dimensional shapes such as rectangles, squares, trapezoids, circles and triangles, creating composite shapes. They can also form new shapes from the composite shapes.

For example they could combine the red squares to form a larger red square or combine the blue squares to form a long skinny rectangle. They could use 4 triangles to form a tall rectangle or combine 5 triangles to make a trapezoid. Talk about the attributes of each shape.

Give each student an envelope for storing the shapes pieces, if he doesn’t already have one. Make sure names are on the envelopes. Keep the shapes to use in future.

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( 3, 4, 5, ___ )

456

234

21

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NameLesson 9 Date HomeworkIdentifying circles, squares, triangles and rectanglesDraw a triangle. Draw a square. Draw a circle. Draw a rectangle.

For each group of figures, draw a circle around the correct figure.square

triangle

rectangle

circle


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( 4, 5, 6, ___ )

( ___ , 3, 4, 5 )

678

567

Guided Practice 9

circle

square

equal

equal

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Lesson 10

TEKS Lesson ObjectiveStudents will recite numbers forward and backward from any given number between 1 and 10.

Students will generate a number that is greater than or less than a given whole number up to 10.

Students will relate counting to addition and subtraction.

Students will fill in the missing number in a series counting down from 10 to 0.

PreparationForeachstudent:NumberCards0–9andNumberCards10–19(masters on page M2 and M4)

Lesson PlanGive each student a number between 0 and 10.Callfourstudentsholdingsequentialnumerals, but do not call them in order.

Ask a student to come forward and arrange the students in correct order. The class should be silent. When the student is finished, have the class evaluate using thumbs up or down. Ask the class to say the numbers aloud to verify the work.

The numbers are in order from lesser to greater value. Ask if the students can arrange the numbers from greater to lesser value.

Ask a student to come up and arrange the numerals/students in decreasing value. Again the class should be silent and give the thumbs up or down afterward.

Before you distribute the Lesson Sheets, work through problems #1 – #6. Write a series on the board with an underline drawn for the next numeral. Ask the student with the next number to come forward and fill in the blank.

Ask if the sequence is from greater value to lesser value (decreasing order) or from lesser to greater (increasing order).

Collectthenumbercardstobeusedagainin future lessons.

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( 4, 3, 2, 1 )

( 6, 5, 4, ___ )

( ___ 3, 4, 5 )

( 6, 5, 4, 3 ) ( 9, 8, 7, 6 )

( __, 7, 8, 9 )

( 8, 7, 6, ___ )

( 4, 3, 2, ___ ) ( 7, 6, 5, ___ ) ( 3, 2, 1, ___ )

( 9, 8, 7, ___ )

( 3, 4, 5, ___ )

( 10, 9, 8, ___ )

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NameLesson 10 DateFilling in missing numbers when counting down


A number series can alsostart from 10.Each number series is counting down.

Sometimes numbers are missing from a number series. Write in the number that is missing from each series.

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( 3, 4, 5, ___ )

( 4, 3, 2, ___ )( ___, 4, 5, 6 )

Guided Practice 10

rectangle

triangle

equal

equal

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Test 1

Test 1This test covers concepts that have been introduced on Lessons 1 – 7.

Make a copy of the Score Distribution and Error Analysis charts on pages i.18 - i.20 in the front of this Teacher Edition and online:www.excelmath.com/tools.html

Record each student’s identification number on the line that indicates the number of problems he or she missed. Use tally marks to record how many students missed each question.

The following table shows the concepts and lessons reviewed by each question.

Test 1 Concepts

This way of recording test results will help you if you need to show parents how their child is performing, without revealing the identity of students who scored higher or lower than their child.

Back of Test ObjectiveStudents will recognize and color numerals 1 through 9.

Back of Test StrategyRather than leave the back of the test pages blank, we provide an activity that students can perform after the test is over.

Have them go to this while others are finishing the test, or use it when there is extra time on the test days.

Q# Lesson Concept

1 2 Selecting correct numeral for a given set


3 3,4 Writing correct numeral for a given set




7 5 Filling in missing numbers counting by 1

8 7 Matching set with equal number of items


10 6 Correctnumeralforgivenset;concept10





15 6 Correctnumeralforgivenset;concept10

16 7 Matching set with equal number of items



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Back of Test 1 InstructionsRecognizing numerals 1 through 9 Color in each number according

to the list below.

1 = red

2 = blue

3 = yellow

4 = orange

5 = pink

6 = green

7 = purple

8 = brown

9 = black

grade 1 sample

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