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Bridges Grade 1 Quick-Start Guide 0418 © The Math Learning Center 1

QUICK-START GUIDEThis guide will help you unpack and organize your materials, and lists a few first steps you can use to prepare to teach. You can find more tips and ideas at the Bridges Educator Site: bridges.mathlearningcenter.org.

What’s in the boxes

The Bridges classroom kit comes packed in four boxes—Boxes 1 and 2 contain materials for Bridges, and Boxes 3 and 4 contain materials for Number Corner. Each box has a package contents sheet you can use to check off items as you unpack.

What you’ll need

There are many good ways to organize your materials. Begin with the recommendations here, and refine your system throughout the school year to better meet the unique circumstances of your classroom.

Before unpacking and organizing, you’ll want to have the following materials on hand:

❚ Box or drawer for Bridges mats, game boards, cards, and spinners

❚ Box or drawer for Number Corner materials (calendar markers, cards, spinners, and display items)

❚ Six containers large enough to hold 8 ½” × 11” game boards (for Work Place materials)

❚ Box or basket to hold zip-top bags of coins, dice, game markers, bean counters, and spinner overlays

❚ Six tubs, one each for pattern blocks*, Unifix cubes*, Polydrons, geoboards, and each type of dominoes

❚ Additional quart-size zip-top bags and baskets, drawers, or boxes for your other materials*

* Required but not included in the kit (RNI). You can find a complete list of classroom materials at the Bridges Educator Site.

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BOX 1 BRIDGES PRINTED MATERIALS

Bridges materials

Printed Game & Activity Components

This box also contains work mats, game boards, cards, and spinners that students will use to play partner games and explore math activities. Keep these materials in their labeled bags. You’ll need access to them throughout the year; they do not need to be accessible to students.

12

3

4

1 Game boards2 Card decks

3 Spinners4 Display cards

Teachers Guides

Your Teachers Guides are divided into eight units, each of which includes a unit introduction, 20 lessons, and the ancillary pages you’ll need to teach them. The Assessment Guide is also included in this box.

The Teachers Guides and Assessment Guide are also available at the Bridges Educator Site: bridges.mathlearningcenter.org.

Tabbed dividers are included for each unit and module of the program and for each section of the Assessment Guide.

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BOX 2 BRIDGES MANIPULATIVESBox 2 of your kit contains the math manipulatives, pocket charts, and game items needed only in Bridges activities and lessons.

Everything in its place ❚ Store the large number rack in a convenient place. You’ll use it for the first time in Unit 1.

❚ Store polydrons in one plastic tub, geoboards in another tub, and the dominoes in two more tubs.

❚ Store the portion cups with your classroom supplies.

❚ Keep the Domino Addition book with your Teachers Guides for use with specific lessons.

❚ Store these items in a basket or small box: • Plastic coins (sort the coins by type, and put back into the plastic bags)

• Game markers and bean counters (put in zip-top bags or small lidded containers)

• Spinner overlays

• Dice (dotted 1–6, numbered 1–6, and numbered 0–5)

You’ll add a few more items to these containers when you unpack your Number Corner materials.

1 2 3

4

56 7

8

9

10

1 Geoboards and geobands

2 Portion cups3 Demonstration

number rack

4 Polydron squares and triangles

5 Student number rack kits6 Plastic coins7 Dice8 Double-six dominoes

9 Bean counters10 Game markers11 Spinner overlays12 Domino Addition book 13 Double-nine dominoes

1112

Schools may purchase additional student number rack kits from MLC as needed (item #RRNRS10). Consider sending your students on to Grade 2 with their own number racks so they can reuse them next year.

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Number Corner materials

Printed Number Corner Components

You’ll need access to these materials throughout the year. Keep these items, in their labeled bags, where you can easily retrieve them as needed. Some items will be used in Bridges lessons as well as in Number Corner activities.

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23 4 5

6

1 Calendar markers2 Display cards3 Calendar display cards and titles

4 Number line cards and slides5 Work mats6 Number Corner display charts

7 Ten-Frame Dot Cards8 Hour/half-hour display cards9 Spinners

Teachers Guides

The Number Corner Teachers Guides are divided into three volumes, each of which contains three months of instruction with their ancillary pages. The Number Corner section of the Assessment Guide is also included in this box. Tabbed dividers are included for each volume.

Word Resource Cards

You’ll use these cards to enhance your students’ math vocabulary development in context through the year. Use the alphabetical tabs to sort the cards, and store the box of cards in your bookcase or cabinet.

BOX 1 NUMBER CORNER PRINTED MATERIALS

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8 9

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BOX 2 NUMBER CORNER MANIPULATIVESNumber Corner Box 2 contains math manipulatives and pocket charts for Number Corner activities. You’ll use some of these materials in Bridges lessons as well.

Everything in its place ❚ Add the geoboards, plastic coins, spinner overlay, and dice to those unpacked from the Bridges kit.

❚ Store the geoblocks in a small tub or box.

❚ Store the craft sticks, adding machine tape, and mystery container with your classroom supplies.

❚ Post the three pocket charts in your Number Corner display area.

❚ Post the Magic Wall in your Number Corner display area and store the magnetic tiles nearby.

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3

4

5 67

8

9 10

1 Calendar Collector pocket chart

2 Calendar Grid pocket chart

3 Magic Wall4 Adding machine tape

5 Geoblocks6 Number Line

pocket chart7 Craft sticks8 Geoboards and

geobands

9 Mystery container10 Plastic coins 11 Magnetic tiles12 Dice13 Spinner overlay

11 12 13

Note: Your Number Corner boxes contain a guide similar to this one, intended for classrooms where Bridges is not the primary curriculum. You may discard that smaller guide, as this one contains all the information you’ll need to get started with both Bridges and Number Corner.

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Module 1Counting & Data with PopsiclesOverview� e � rst module in Grade 1 is designed to jump-start students’ mathematical thinking while orienting them to the routines, manipulatives, and work patterns they will encounter through-out the school year. Much of the content revolves around counting and organizing Popsicle sticks. Students practice counting forward and backward by 1s, 2s, and 5s on the number line and then explore simple counting patterns on a hundreds grid. � ey also express personal preferences as data on a chart and discuss patterns in the data.

Planner

Session & Work Places P&I WP A HC

Session 1 Popsicle Pattern Chart, Part 1This session starts with a counting-by-2s warm-up activity. Then students construct paper twin-pops, arrrange them in rows (adding one more in each successive row), and make observations about the patterns they see. Finally, the teacher introduces the � rst three Work Places.

Work Places Introduced In each of the Work Places introduced in this session, students explore the materials in an open-ended way.1A 1A Uni� x Cubes1B Pattern Blocks1C Dominoes

Session 2 Popsicle GraphStudents warm up with a counting-by-5s activity. Then each colors a paper Popsicle to indicate his or her favorite � avor and adds it to a class graph. The teacher leads the class in a discussion about the graph, and students record some of their responses on whiteboards.

Session 3 Popsicle PartyStudents practice counting forward and backward by 1s and 2s, then solve two problems: determine whether there are enough twin-pops in a basket for each student to get one, and � gure out how many Popsicle sticks there are. After dis-cussing their solutions with the class, the teacher introduces two new Work Places.

Work Places Introduced In each of the Work Places introduced in this session, students explore the materials in an open-ended way.1D Polydrons1E Geoboards & Bands

Session 4 Tally-Ho!Students use the number line to count forward and backward by 5s, and then learn to group and count tally marks by 5s. Next, in the game of Flash and Build, the teacher brie� y displays tally mark cards and asks students to build and discuss what they see on each card.

Session 5 Popsicle Pattern Chart, Part 2Students have a chance to review comments they made about the patterns on the Popsicle Chart. Teacher and students work together to circle and color multiples of 2 on a hundreds grid and discuss the newly discovered patterns.

P&I – Problems & Investigations, WP – Work Place, A – Assessment, HC – Home Connection

Unit 1

Module 1

1 © The Math Learning Center | mathlearningcenter.orgBridges in Mathematics Grade 1 Teachers Guide

Unit 1

to teachTake a little time to assemble your Teachers Guides and Assessment Guide. Place each unit of Bridges and volume of Number Corner in the appropriate three-ring binder, and insert the tabbed dividers in the appropriate locations. Add the Number Corner portion of the Assessment Guide to the Assessment Guide binder that came in your Bridges Box 1.

Keep your Bridges Unit 1, Number Corner Volume 1, and Assessment Guide binders handy for the beginning of the school year. Store the other binders in your bookcase or cabinet.

Set aside some time to read the Program Introduction for both Bridges and Number Corner. These grade-level overviews, located at the beginning of the Unit 1 and Volume 1 binders, further introduce the components and structure of the program.

Introducing Bridges in MathematicsGrade 1Welcome to Bridges in MathematicsBridges in Mathematics, second edition, is a comprehensive K–5 mathematics curriculum that equips teachers to fully implement the Common Core State Standards for Mathematics in a manner that is rigorous, coherent, engaging, and accessible to all learners. � e curriculum focuses on developing students’ deep understandings of mathematical concepts, pro� ciency with key skills, and ability to solve complex and novel problems. Bridges blends direct instruc-tion, structured investigation, and open exploration. � e program taps into the intelligence strengths of all students by presenting material that is as linguistically, visually, and kinestheti-cally rich as it is mathematically powerful.

Bridges ActivitiesA Bridges classroom features a combination of whole-group, small-group, and independent activities that are problem centered. First graders engage in three major kinds of activities: Problems & Investigations, Work Places, and Assessments.

Problems & InvestigationsProblems & Investigations are whole-group activities that also incorporate periods of

independent and partner work. � ey o� en begin with a problem posed by the teacher, followed by time for students to think independently, work for a period of time, and talk in pairs before reconvening to share and compare strategies and solutions as a whole class.

1000 10 20 30 40 50 60 70 80 90

100 1 2 3 4 5 6 7 8 9

“One hundred, ninety, eighty, seventy...”

“Ten, nine, eight, seven...”

count back4 ... 5, 6, 7

5 ... 6, 7, 8

4 + 3 count on

Work PlacesWork Places are engaging, developmentally appropriate math stations that o� er ongo-

ing practice with key skills. Many Work Places are partner games, but some are independent activities or more open-ended partner work. Work Places are always introduced and practiced as a whole class, a� er which students have opportunities to repeat the Work Place over a period of weeks. Work Places include suggestions that enable the teacher to di� erentiate each activity to address students’ needs for additional support or challenge.

Topics Covered in This Introduction

Bridges ActivitiesProblems & InvestigationsWork PlacesAssessmentsNumber Corner

Mathematical EmphasisContentPracticesModels

DominoesTen-FramesNumber RackBundles & SticksNumber Line

Teacher MaterialsTeachers Guide

Unit Introductions Module IntroductionsSessions (Daily Lesson Plans)Ancillary Pages

Assessment GuideResources for Support & InterventionAnswer Keys

Student MaterialsBridges Student BookHome ConnectionsSpanish-Language Materials

Additional MaterialsTechnologyVocabularyLiterature Connections

© The Math Learning Center | mathlearningcenter.orgBridges in Mathematics Grade 1 Teachers Guide

Introducing Grade 1Number CornerWelcome to Number Corner! Number Corner, second edition, is a program of skills practice as well as ongoing encounters with broader mathematical concepts. Extensively revised to address the Common Core State Standards for Mathematics, Number Corner features daily 20-minute workouts that introduce, reinforce, and extend skills and concepts related to the critical areas of study at each grade level. Number Corner is an essential component of the Bridges in Mathematics curriculum, but it can be used to complement any K–5 curriculum, providing students and teachers with opportunities to apply Common Core skills in new settings and real-world contexts.

� e term Number Corner refers not only to the program as a whole but also to the physical bul-letin board display. � e display is the center of learning activities and the heart of a math-rich classroom environment. We strongly encourage leaving the display up in the room (rather than tucking it in an interactive whiteboard), so students can make use of the models throughout the day. � e teacher and students add new pieces to the display each day, which o� er starting points for discussions, problem solving, and short written exercises.

Over the course of any given month, � rst graders predict and post new markers in the Calendar Grid pocket chart; count and record on a hundreds grid the number of days they’ve been in school; and add cubes, sticks, shapes, or coins to the month’s collection. Many days also feature a counting or computation activity—o� en a game—focused around the ten-frame, double ten-frame, hundreds grid, or the number line. Math becomes less abstract as students work with concrete and accessible models related to reading, writing, and comparing numbers to 120; counting in groups of tens and ones; developing and using e� cient strategies to solve single- and double-digit addition and subtraction problems; measuring length in non-standard units and telling time; and investigating shapes and fractions.

Many teachers use the quick-paced Number Corner workouts as a warm-up for their daily math time. Others incorporate a workout into their morning routine or as a whole-group time to gather, review, and re� ect at the end of the day. � e lively sessions feature creative, original activities that build from � ve predictable routines. Games and challenges are designed to engage young learners as they develop numerical literacy and pro� ciency. � e rigor, focus and coher-ence in each workout promote conceptual understanding and procedural � uency.

We hope you’ll enjoy guiding your students through Number Corner. We believe you’ll � nd that with daily, long-term opportunities to work and play with numbers and concepts, their growth in mathematical thinking, con� dence, and enthusiasm will soar.

© The Math Learning Center | mathlearningcenter.orgNumber Corner Grade 1 Teachers Guide i

Read the Bridges Unit 1 Introduction. Each unit’s introduction describes the mathematical content of the unit—models, concepts, and strategies students will work with in each unit.

Next, check out the Unit 1, Module 1 introduction. Each module’s introduction includes charts and lists you can use to prepare materials ahead of time.

Look over the first few lessons of Module 1. Take note of the Work Places that you’ll introduce during the first few days of school—three in Session 1 and two more in Session 3. Much of the first week of Bridges will be dedicated to establishing Work Place routines.

Unit 1 Numbers All Around UsOverviewAs an entry point to the study of mathematics in � rst grade, Unit 1 works to establish classroom standards around exploring and communicating about numbers. Its mathematical focus is the development of number sense and number combinations (with emphasis on combinations to 10). � e unit introduces important mathematical models, including the number rack and � ve- and ten-frames, and students are expected to become pro� cient using strategies that emerge from these models.

Planner

Module Day Session & Work Places Introduced P&I WP A HC

Module 1 Counting & Data with PopsiclesThe � rst module in Grade 1 is designed to jump-start students’ mathematical thinking while orienting them to the routines, manipulatives, work patterns, and mathe-matical norms they will encounter throughout the school year. Much of the content revolves around counting and organizing Popsicle sticks. Students practice counting (forward and backward) by 1s, 2s, and 5s with craft sticks, tallies, the number line, and the hundreds grid. Finally, they express personal preferences as data on a chart and discuss patterns in the data.

1 Session 1 Popsicle Pattern Chart, Part 1Work Place 1A Uni� x CubesWork Place 1B Pattern BlocksWork Place 1C Dominoes

2 Session 2 Popsicle Graph

3 Session 3 Popsicle PartyWork Place 1D PolydronsWork Place 1E Geoboards & Bands

4 Session 4 Tally-Ho!

5 Session 5 Popsicle Pattern Chart, Part 2

Module 2 Meet the Number RackThe sessions in this module are designed to solidify stu-dents’ number sense to 10. Students encounter number combinations for 5 and 10 in contexts that develop familiarity with fact families and also elicit higher forms of mathematical thinking and problem solving. The module introduces two essential mathematical models—the ten-frame and number rack—that help students visualize numbers, number relationships, and number combina-tions. They also promote development of strategies that eventually lead to mastery of basic addition and subtrac-tion facts. The last session includes a quick assessment.

6 Session 1 Show Me on the Number Rack

7 Session 2 Making Five & Ten

8 Session 3 Ten-Frame Flashes

9 Session 4 Introducing Work Place 1F Flip & WriteWork Place 1F Flip & Write

10 Session 5 Quick Count CheckpointWork Place 1G Ten & More

Module 3 Part-Part-Whole to TenIn this module students engage in “quick look” activities intended to help them subitize quantities to 10. Students also explore part-part-whole relationships with numbers to 20. These explorations include work with equations in which an unknown variable might be in any one of three positions. The last session introduces length measure-ment with nonstandard units.

11 Session 1 Two Parts, One Whole

12 Session 2 Show Me the Numbers

13 Session 3 Introducing Work Place 1H Which Coin Will Win?

Work Place 1H Which Coin Will Win?

14 Session 4 Quick! Look!

15 Session 5 Measuring with Popsicle Sticks

Module 4 Adding & Subtracting to Ten with the Number RackThe number rack explorations in this module involve part-part-whole relationships, particularly missing addend and subtraction problems. Students also engage in “quick look” activities intended to help them subitize quantities to 20, and they add 1 and subtract 1 from those quantities. Finally, students revisit use of nonstandard units (Popsicle sticks, Uni� x cubes, heel-to-toe steps) to measure the lengths of various objects and distances. The � nal session features a post-unit assessment.

16 Session 1 Number Rack Detectives

17 Session 2 Introducing Work Place 1I Measuring with Uni� x Cubes

Work Place 1I Measuring with Uni� x Cubes

18 Session 3 How Long Is the Jump Rope?

19 Session 4 Quick! Look! Plus One, Minus One

20 Session 5 Unit 1 Group Assessment

P&I – Problems & Investigations, WP – Work Place, A – Assessment, HC – Home Connection

Unit 1

i © The Math Learning Center | mathlearningcenter.orgBridges in Mathematics Grade 1 Teachers Guide

Bridges Unit 1

Session 1Popsicle Pattern Chart, Part 1SummaryThis session starts with a counting-by-2s warm-up activity. Then students construct twin-pop (double-stick) paper Popsicles, arrange them in rows (adding one more in each successive row), and make observations about the patterns they see. Afterward, the teacher introduces the � rst three Work Places, which give students time to freely explore Uni� x cubes, pattern blocks, and dominoes.

Skills & Concepts• Recognize, describe, extend, and create number patterns (supports 1.OA)• Count by 2s to 20 (supports 1.NBT)• Look for and make use of structure (1.MP.7)• Look for and express regularity in repeated reasoning (1.MP.8)

Materials

Copies Kit Materials Classroom Materials

Problems & Investigations Popsicle Pattern Chart, Part 1

TM T1–T2 Hundreds GridTM T3 The Popsicle Chant

• craft sticks, 2 per student plus 2 for the teacher

• 5" × 5" squares of construction paper in red, orange, yellow, green, and purple, 5 or 6 of each color, plus a few extra

• scissors, class set• glue, class set• two 5' lengths of 3'

wide butcher paper (see Preparation)

• yardstick or other pointer

Work Places Introducing Work Places 1A Uni� x Cubes, 1B Pattern Blocks, 1C Dominoes

TM T4–T6Work Place Bin & Area LabelsTM T7–T8Work Place Guide & Instructions 1A Uni� x CubesTM T9–T10Work Place Guide & Instructions 1B Pattern BlocksTM T11–T16Pattern Block Paper ShapesTM T17–T18Work Place Guide & Instructions 1C Dominoes

Work Places in Use

1A Uni� x Cubes (introduced in this session)1B Pattern Blocks (introduced in this session)1C Dominoes (introduced in this session)

HC – Home Connection, SB – Student Book, TM – Teacher Master Copy instructions are located at the top of each teacher master.

Unit 1

Module 1

Session 1

Vocabulary An asterisk [*] identi� es those terms for which Word Resource Cards are available.

add*additionpattern*

3 © The Math Learning Center | mathlearningcenter.orgBridges in Mathematics Grade 1 Teachers Guide

Unit 1 Module 1

1


Bridges Unit 1 AssessmentsNumbers All Around UsOverviewUnit 1 works to establish the kinds of classroom norms, expectations, and models that promote mathematical thinking, perseverance in solving problems, lively communication, and a willing-ness to take risks. � e activities in the unit help � rst graders develop strong understandings of addition and subtraction. Many of the sessions highlight combinations of 5 and 10, using these as anchor points in helping students develop e� ective strategies for solving basic addition facts. Many of the unit activities also deal with whole number relationships and place value. As students estimate and count quantities; build their own number racks; measure length in non-standard units; and work with pennies, nickels, and dimes; they count by 1s, 2s, 5s, and 10s, and group objects into sets of 10s and 1s.

� ere are two written assessments in Unit 1, a counting checkpoint at the end of Module 2 and a unit assessment at the end of Module 4. In addition to these, nine Work Places introduced over the course of the unit o� er teachers frequent opportunities to observe students’ skills in authentic settings.

Detailed instructions for preparing and conducting these assessments can be found in the Unit 1 Bridges Teachers Guide. Teachers can use the materials listed in the chart below, and found in the pages that follow, to inform instructional decisions. � ese materials include an answer key and scoring guide for each of the written assessments. You’ll also � nd a Work Place Di� erentiation Chart for consolidating your observations of students’ CCSS math skills along with any instructional plans you make to address them. In addition, the Assessment Guide Overview contains a Math Practices Observation Chart for tracking how students apply the CCSS mathematical practices.

Observational Assessments

Work Places 1A–1I Materials Description

Module 1, Sessions 1 & 3Module 2, Session 4Module 3, Session 3Module 4, Session 2

AG 4 Unit 1 Work Place Di� erentiation Chart

Teachers have ongoing opportunities during Work Places in Unit 1 to observe students as they engage in games and activities that involve counting, addition, spatial problem solving, shapes, money, measurement, and data. Guides that accompany each Work Place advise teachers about spe-ci� c behaviors and skills to look for, and suggest appropriate on-the-spot intervention (support or challenge).

Written Assessments

Materials Description

Quick Count Checkpoint Module 2, Session 5

AG 5 Answer Key AG 6 Scoring Guide

The Quick Count Checkpoint is designed to assess students’ ability to subitize (quickly recognize) and reproduce quantities to 10. In this assessment, students are brie� y shown a quantity on the demonstration number rack and then asked to replicate the quantity by drawing dots on a blank ten-frame. This is repeated with � ve di� erent quantities.

Unit 1 Group Assessment Module 4, Session 5

AG 7 Unit 1 Group Assessment Record SheetAG 8 Answer KeyAG 9 Scoring Guide

The Unit 1 Group Assessment is scheduled at the end of the unit and conducted with groups of no more than six students while others go to Work Places. It is designed to allow the teacher to gauge the students’ abilities to build com-binations of 5 and 10 on a number rack, quickly recognize quantities without counting each object (subitize), count by 1s and 10s (unitize), and read and write numbers to 60.

AG – Assessment Guide

AGUnit 1

1 © The Math Learning Center | mathlearningcenter.orgBridges in Mathematics Grade 1 Assessment Guide

Read the Bridges Assessment Guide Introduction. This document includes information about observational, formative, and summative assessment in Bridges and Number Corner. It also includes an assessment map and charts you can use for reporting to families.

Take a look at the Bridges Unit 1 Assessments section of the Assessment Guide. Here you’ll find summary and scoring information about the assessment opportunities embedded in Unit 1. The first checkpoint assessment is in Unit 1, Module 2, Session 5.

Near the end of September, you’ll conduct the Baseline Assessment. The Number Corner Assessments section of the Assessment Guide includes a skills chart for Number Corner assessments as well as answer keys and scoring guides.

Bridges Assessment Guide

IntroductionAlthough the role of assessment has become a complex and sometimes charged topic, the daily reality of assessment in the classroom remains both simple and profound. � e fact of the matter is that assessment and good teaching go hand in hand. To teach e� ectively, we must be students of our students, continually observing, listening, and probing to determine how they are responding to our instruction. We can’t teach well unless we know what our students already know, are in the process of learning, and need to know. Moreover, our students can’t learn as e� ectively as they might unless they understand the short-term and long-term goals of instruc-tion and have as much of a stake in their own learning as we do.

As a student-centered curriculum solidly rooted in problem solving, Bridges in Mathematics is � lled with assessment opportunities. Consider the fact that many, if not most, of the sessions open with a question or prompt: a chart, a visual display, a problem, or even a new game board. Students are asked to share comments and observations, � rst in pairs and then as a whole class. � is gives the teacher an opportunity to take the group’s measure and conduct the day’s instruction with a feel for the students in the room. While the strategy may be subtle, it re� ects a radically di� erent approach to instruction—one in which assessment takes the lead.

� e Bridges in Mathematics curriculum features a host of informal and formal assessments woven throughout the Bridges units and Number Corner workouts. � ese range from tips to help teachers elicit student thinking to individual and small group interviews and formal paper-and-pencil tasks. � e assessments themselves, along with all the needed materials, teacher masters, and instructions, reside in the Bridges and Number Corner Teachers Guides. � e material in this Bridges Assessment Guide—answer keys, scoring guides, intervention and sup-port suggestions, and tips for engaging students and their families in goal setting and progress monitoring—provides the tools teachers need to process and use the results of the assessments to guide instructional decisions.

Assessment Overview

Section 1: Standards & Assessments

Summarizes the Common Core State standards for � rst grade, provides a description of the types of assessments in Bridges and Number Corner, and features a complete list of all the assessments o� ered in Bridges Grade 1.

Section 2: Assessing Math Content

Takes a deeper look at the types of assessment tasks o� ered in Bridges Grade 1, and o� ers an assessment map that shows exactly where and when each Grade 1 Common Core standard is assessed and targeted for mastery.

Section 3: Assessing Math Practices

Pro� les the CCSS Mathematical Practices in terms of � rst grade behaviors, and o� ers sugges-tions for assessing the practices through the year.

Section 4: Assessment as a Learning Opportunity

Describes ways in which the teacher can involve students in taking ownership of their own learning and monitoring their own progress toward mastering targeted skills, concepts, behav-iors, and attitudes.

Section 5: Using the Results of Assessment to Inform Di� erentiation & Intervention

Details the connection between Bridges and Response to Intervention (RtI), and explains the scoring guides provided in the Bridges Unit Assessments and Number Corner Assessments parts of this guide.

Assessment should be more than

merely a test at the end of instruction

to see how students perform under

special conditions; rather it should be an integral part of

instruction that informs and guides

teachers as they make instructional

decisions.» NCTM

i © The Math Learning Center | mathlearningcenter.orgBridges in Mathematics Grade 1 Assessment Guide

Assessment Guide

Grade 1Number Corner AssessmentsOverviewNumber Corner provides 15–20 minutes of fast-paced, engaging instruction daily. New pieces are added to a number-rich bulletin board display each day, providing starting points for discus-sions, problem solving, and short written exercises. Over the course of any given month, � rst graders predict and post new markers in the Calendar Grid pocket chart; count and record on a hundreds grid the number of days they’ve been in school; and add cubes, sticks, shapes, or coins to the month’s collection. Many days also feature a counting or computation activity—o� en a game—focused around the ten-frame, double ten-frame, hundreds grid, or the number line.

� ere are � ve assessments in Number Corner. Each one includes an individual interview and a written assessment of skills. � e � rst is a baseline assessment designed to help teachers ascertain incoming � rst graders’ math skills. � e other four—Number Corner Checkups 1, 2, 3, and 4—are administered at two- or three-month intervals. � ese periodic assessments re� ect the Common Core Critical Areas of Focus; check for conceptual understanding, procedural � uency, and application of coherent and rigorous standards; and are intended to provide a snapshot of each student’s skills near the end of each quarter of the school year.

Detailed instructions about how to prepare for and conduct these assessments can be found in the Number Corner Teachers Guide. � e materials listed in the chart below, and found in the pages that follow, provide teachers with some of the tools they need to use the results of the assessments to inform instructional decisions. � ese materials include copies of the student response sheets, answer keys, and scoring guides.

T10Number Corner Grade 1 Teacher Masters © The Math Learning Center | mathlearningcenter.org

October | Assessment class set, plus 1 copy for display

Number Corner Checkup 1 Interview Response SheetMaterials Common Core State Standards Correlation

• Piece of 6" × 9" or larger construction paper • 10 Uni� x cubes in one color

1 1.OA.5 OR 1.OA.62 1.OA.5 OR 1.OA.6, 1.OA.83 1.OA.5 OR 1.OA.6

1 Show the student a group of 5 Uni� x cubes. Say, "I have 5 cubes. I am going to cover them with this screen and put 3 more cubes under the screen." Slide 3 more cubes under the construction paper screen as the student watches. Say, "How many are there under the screen now?"Student adds 3 to a screened quantity of 5. Circle student's response below.

Responds incorrectlyCounts all* to get the correct answer

Counts on from 5 (or 3) to get the correct answer

Makes use of a related fact (e.g., 3 + 3) or gives the correct answer automatically

2 Point to the screen under which you still have 8 cubes. Say, "How many more cubes do I need to get to 10?" If the student responded incorrectly to item 1, say instead, "� ere are 8 cubes under the screen. How many more do I need to get to 10?"Student determines how many more need to be added to a screened quantity of 8 to get a total of 10. Circle student's response below.


Counts on from 8 (or 2) to get the correct answer

Makes use of a related fact (e.g., 8 + 1) or gives the correct answer automatically

3 Place a row of 10 cubes on the table and ask the student to count them. � en cover the 10 cubes with the construction paper screen, and slide 3 of them out from under the screen for the student to see. Ask, "How many cubes are under the screen now?"Student subtracts 3 from a screened quantity of 10. Circle student's response below.


Counts back from 10 to get the correct answer

Makes use of a related fact (e.g., 10 – 5) or gives the correct answer automatically

* Counts all means that the student solves the problem using a strategy that involves counting every quantity by 1s, rather than counting on or counting back. For example, a student who counts all to solve problem 1 might count out 5 � ngers on one hand, 3 � ngers on the other, and then re-count all his � ngers by 1s to get 8 in all. A student who counts all to solve problem 3 might count all 10 of her � ngers one by one, then count 3 of those � ngers one by one, put them down, and re-count the remaining � ngers by 1s to get the answer, 7.

NAME | DATE

T12 © The Math Learning Center | mathlearningcenter.orgBridges in Mathematics Grade 1 Teacher Masters

Session 5 class set, plus 1 copy for display

Domino Addition Checkpoint, Part 1

1 Write and solve an addition combination to match each of the dominoes below.a

+ =

b

+

2 Draw dots on the dominoes below and solve the addition combinations.a

+ =3 4

b

+

6

2

3 For each pair of dominoes below:• Count and write how many dots there are on each domino.• Circle the domino that has more dots.• Write the correct sign (<, =, or >) in the oval to compare the number of dots.

a b

Unit 2 Module 2

NAME | DATE

1 © The Math Learning Center | mathlearningcenter.orgBridges in Mathematics Grade 1 Assessment Guide

September Daily PlannerDay Date Calendar Grid Calendar Collector Days in School Computational Fluency Number Line Assessment

1 Activity 1 Introducing the Calendar Grid & Date Chart (p. 8)

Activity 1 Introducing the Calendar Collector (p. 19)

Activity 1 Introducing the Days in School Chart (p. 26)

2 Activity 2 Starting Collections of Tallies, Sticks & Tiles (p. 9)

Update Update


Update Update Activity 1 Introducing the Number Line Pocket Chart (p. 40)Activity 2 Counting Forward & Backward Within Nine (p. 41)


Update Update Activity 2 Counting Forward & Backward Within Nine (p. 41)

5 Update only the calendar marker and model today.

Activity 2 Looking at the Weekly Collection Total (p. 20)

Update

6 Activity 3 Introducing the Calendar Grid Observations Chart (p. 12)

Update Update

7 Update the calendar marker, model and observations chart today and for the rest of the month.

Update Update Activity 1 Matching Double Ten-Frames & Combination Cards (p. 32)

8 Update Update Activity 2 Finding Five (p. 27) Activity 2 Counting Forward & Backward Within Nine (p. 41)

9 Activity 4 Ten & Some More (p. 14) Update Update Activity 2 Ten & More Match Game (p. 34)

10 Update Activity 2 Looking at the Weekly Collection Total (p. 20)

Update Activity 3 Introducing Decade Day (p. 42)

11 Update Update Activity 3 Finding the Two Fives in Ten (p. 28)

Activity 4 Counting Forward & Backward Within Nineteen (p. 44)

12 Update Update Update Baseline Assessment, Part 1 (p. 48)

13 Update Update Update Baseline Assessment, Part 2 (p. 50)

14 Update Update Update Activity 3 Writing Ten & More Equations (p. 35)

Activity 4 Counting Forward & Backward Within Nineteen (p. 44)

15 Update Activity 2 Looking at the Weekly Collection Total (p. 20)

Update

16 Update Activity 3 Ordering the Three Collections (p. 21)

Update

17 Update Activity 4 Introducing Writing Equations for the Days in School (p. 29)

Activity 4 Completing the Ten & More Dots Page (p. 36)

18 Update Activity 4 Estimating & Counting the Month’s Total Collection (p. 22)

Update Activity 4 Counting Forward & Backward Within Nineteen (p. 44)

19 Activity 5 Playing Ten & More Bingo (p. 15)

Update

20 Update Update Activity 5 Celebrating the Second Decade Day (p. 46)

Note On days when the Calendar Grid, Calendar Collector, and Days in School are not featured in an activity, the class will update them together. Update procedures are described at the beginning of each workout write-up. Calendar Grid – Share predictions about and post the day’s marker, say and write the date, update models, and update the Calendar Grid Observations Chart.Calendar Collector – Spin the spinner and add coins to the graph. Clear the graph at the beginning of each week.Days in School – Make an X on the grid, then count and record the number of days.

Number Corner Grade 1 Teachers Guide © The Math Learning Center | mathlearningcenter.org

September Sample Display Of the items shown below, some are ready-made and included in your kit; you’ll prepare others from classroom materials and the included teacher masters. Refer to the Preparation section in each workout for

details about preparing the items shown. The display layout shown � ts on a 10’ × 4’ bulletin board or on two 6’ × 4’ bulletin boards. A Number Corner header may be made from precut or handmade letters.

Number Line Pocket ChartExtra red and blue

cards can be kept in a zip-top bag pinned

to the board.

Classroom Number Line

By the end of the year, you will have 16 or 17 strips. Plan space for the line to continue around the room as needed. If possible,

keep the number line where students can

interact with it.

Date Chart, Days in School Chart, & Days in School Graph

The graph measures approximately 10” wide by 12” tall including its header and is constructed from copies of two teacher masters. The charts

are included in the Number Corner kit.

Calendar Grid Observations Chart

A piece of 24" × 36" chart paper works well. If you

laminate it before writing on it, you can reuse it in future

months.

Calendar Collector Pocket Chart & Data Collection Graph

Assemble the graph from copies of the included teacher masters, the included title cards, and a sentence strip for a heading. Pin

up a few plastic bags beside the graph to hold extra pieces. See the Preparation section of the

Calendar Collector workout for more details.

You’ll use similar elements for Calendar Collector displays in October and January.

Calendar Grid Pocket Chart

Remember to consult a calendar for the starting day of the

month and year. Include the label for the year at the top of

the chart. Magic Wall & Magnetic Tile

Word Resource CardsYou’ll post these during

Calendar Collector Activity 2.

Number Corner Grade 1 Teachers Guide © The Math Learning Center | mathlearningcenter.org

Check out the September Introduction. Each month’s introduction includes a list you can use to prepare materials ahead of time, as well as a summary of the month’s workouts.

Next, read the introduction to each Number Corner workout for information about the math content in this month’s activities, an overview of the Calendar Grid pattern, and more details about materials preparation.

You can use the Sample Display illustration to help set up your Number Corner display.

Use the Daily Planner and a copy of your school calendar to schedule your Number Corner instruction for the month.

September Calendar GridPlace Value ModelsOverviewEach day a student helper adds a marker to the Calendar Grid and leads the class in saying the date. Then the teacher records the date on the Date Chart. Next, students count the items shown on the marker to determine the number represented by the picture and build that number using three models: sticks & bundles, tally marks, and double ten-frames. Starting on the sixth day of instruction, the teacher works with students’ input to � ll in a Calendar Grid Observation Chart. On days devoted to discussing the Calendar Grid, students make observa-tions about the emerging patterns and predict future markers. They also play two games that provide practice identifying teen numbers using the double ten-frame and tally marks.

Skills & Concepts• Recognize, describe, and extend number patterns (supports 1.OA)• Read numerals within the range of 120 (1.NBT.1)• Demonstrate an understanding that 10 can be thought of as a bundle or group of 10 ones,

called a ten (1.NBT.2a)• Demonstrate an understanding that numbers from 11 to 19 are composed of a ten and

some more ones (1.NBT.2b)• Model with mathematics (1.MP.4)• Look for and make use of structure (1.MP.7)

Materials

Activities Day Copies Kit Materials Classroom Materials

Activity 1 Introducing the Calendar Grid & Date Chart

1 • Used in all September Calendar Grid activities: » Calendar Grid pocket chart » Math Models Calendar Markers

» Date Chart » Month, Day, and Year Cards

• water-based marker

Activity 2Starting Collections of Tallies, Sticks & Tiles

2, 3, 4 • 31 craft sticks (see Preparation)

• Magic Wall• magnetic colored tiles (blue

and red)

• three 6-inch pieces of pipe cleaner

• 2 zip-top quart-size bags• dry erase marker

Activity 3Introducing the Calendar Grid Observations Chart

6 • 2 sheets of lined chart paper (see Preparation)

• dry erase marker

Activity 4Ten & Some More

9 • Calendar Grid Observations Chart

• dry erase marker

Activity 5Playing Ten & More Bingo

19 NCSB 1*Ten & More Bingo

• Double Ten-Frame Pair-Wise Display Cards for 11–19

• train of 10 Uni� x cubes (class set plus a few extras)

TM – Teacher Master, NCSB – Number Corner Student BookCopy instructions are located at the top of each teacher master. * Run 1 copy of this page for display.


datedaydi� erentequal*equation*less than*more thanmonthobserveorderones*pattern*samesticks & bundlessum or total*tally marksten-frametens*weekyear

September

CG

© The Math Learning Center | mathlearningcenter.orgNumber Corner Grade 1 Teachers Guide 5

September Calendar Collector Fives & Ones with Nickels & PenniesOverviewStudents learn two poems to help identify the names and values of the nickel and penny. Each day, a helper spins a spinner that shows nickels and pennies and then adds to the col-lection by attaching paper coins to a two-row chart. At the end of each week, students make groups of 5 and 10 cents to count how much money they collected. At the end of the month, they compare and order the collections for the � rst three weeks of the month and then estimate and compute the total amount of money they accumulated.

Skills & Concepts• Count by 5s within 100 (supports 1.NBT)• Group and count objects by 5s and 10s (supports 1.NBT)• Order numerals within 120 (supports 1.NBT)• Determine the value of a collection of coins totaling less than $1.00 (supports 1.MD)• Organize, represent, and interpret data with up to three categories; ask and answer questions

about the total number of data points, how many in each category, and how many more or less are in one category than in another (1.MD.4)

• Attend to precision (1.MP.6)

Materials

Activities Day Copies Kit Materials Classroom Materials

Activity 1 Introducing the Calendar Collector

1 TM T1Paper PenniesTM T2 Paper NickelsTM T3 Penny PoemTM T4 Nickel PoemTM T5 Graphing Mat (see Preparation)

• Used in all September Calendar Collector activities: » Calendar Collector pocket chart

» Calendar Collector Display Cards

» Pennies & Nickels Spinner

» plastic coins (see Preparation)

• clear tape• glue stick• sentence strip

(see Preparation)• marker• reusable adhesive putty (e.g.,

Blu-Tack, Sticky Tack, Poster Putty; see Preparation)

Activity 2Looking at the Weekly Collection Total

5, 10, 15

TM T1Paper PenniesTM T2 Paper NickelsTM T5 Graphing Mat (see Preparation)

• Word Resource Cards: greater than, less than, most, least, and equal

• two 3" × 5” index cards, cut in half, to use as label cards (see Preparation)

• marker• sticky notes• standard pocket chart

Activity 3Ordering the Three Collections

16 • label cards from Activity 2• chart paper or writing surface• standard pocket chart

Activity 4Estimating & Counting the Month’s Total Collection

18 • chart paper or writing surface• tray or shallow container• student whiteboards, pens,

and erasers

TM – Teacher Master, NCSB – Number Corner Student BookCopy instructions are located at the top of each teacher master.


coincollectiondata*di� erentequal*estimate*estimationfewergraphgreatergreater than*least*less than*more thanmost*nickel*penny*samesum or total*

September

CC


Number Corner September

Number CornerSeptemberOverview� e workouts in the � rst month of school focus on counting and recognizing numbers from 0 to 30, with a special emphasis on understanding that teen numbers are made of 1 ten and some more. Students use a wide variety of models this month that will help them work in groups of 2, 5, and 10. Students review the concept of unitizing; that is, thinking of 10 items as a single unit called a ten.

Activities

Workouts Day Activities D G SB

Calendar Grid Place Value ModelsEach day a student helper adds a marker to the Calendar Grid and leads the class in saying the date. The teacher records the date on the Date Chart. Then students count the items shown on the marker and build that number using three models: sticks & bundles, tally marks, and double ten-frames. In addition to making observations about emerging patterns, students play two games that provide practice identifying teen numbers.

1 1 Introducing the Calendar Grid & Date Chart

2, 3, 4 2 Starting Collections of Tallies, Sticks & Tiles

6 3 Introducing the Calendar Grid Observations Chart

9 4 Ten & Some More

19 5 Playing Ten & More Bingo

Calendar Collector Fives & Ones with Nickels & PenniesEach week the class generates a collection of pennies and nickels. At the end of each week, students make groups of 5 and 10 cents to count how much money they collected. At the end of the month, they compare and order the collections for the � rst three weeks of the month and then estimate and compute the total amount of money they accumulated.

1 1 Introducing the Calendar Collector

5, 10, 15 2 Looking at the Weekly Collection Total

16 3 Ordering the Three Collections

18 4 Estimating & Counting the Month’s Total Collection

Days in School Finding FiveStudents use a hundreds grid (a 10-by-10 grid of squares) to keep track of the days they have been in school. Each day, they � ll in another square, and the teacher helps them identify groups of 5 and 10 using special markings. Toward the end of this month and in subsequent months, students generate di� erent combinations of numbers that add up to the total shown on the hundreds grid.

1 1 Introducing the Days in School Chart

8 2 Finding Five

11 3 Finding the Two Fives in Ten

17 4 Introducing Writing Equations for the Days in School

Computational Fluency Adding Ten & MoreStudents use the double ten-frame to see teen num-bers as 1 ten and some more while playing matching games and writing equations to match the models.

7 1 Matching Double Ten-Frames & Combination Cards

9 2 Ten & More Match Game

14 3 Writing Ten & More Equations

17 4 Completing the Ten & More Dots Page

Number Line The First Two DecadesCounting forward and backward from 1 to 20 is the focus of this month’s Number Line workout. Students identify numbers that come before or after a given number within this range using the Number Line pocket chart. The class celebrates the � rst and second Decade Day by adding a new strip of 10 numbers to the Classroom Number Line.

3 1 Introducing the Number Line Pocket Chart

3, 4, 8 2 Counting Forward & Backward Within Nine

10 3 Introducing Decade Day

11, 14, 18 4 Counting Forward & Backward Within Nineteen

20 5 Celebrating the Second Decade Day

Assessment BaselineDuring the third week of Number Corner instruction, the teacher introduces a short interview that will be conducted individually with each student as time allows over the next few weeks. The following day, the teacher administers a one-page written assessment to the entire class, either all at once or in small groups of 4–6 students.

12 Baseline Assessment, Part 1 Introducing the Baseline Interview

13 Baseline Assessment, Part 2 Completing the Baseline Written Assessment

D – Discussion, G – Game, SB – Number Corner Student Book

September

Introduction


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the Bridges Educator Sitebridges.mathlearningcenter.org The Bridges Educator Site is your source for downloadable files for printing, digital display materials you can use with a projector or interactive whiteboard, implementation and preparation guidance, games and other resources you can use to extend and support your instruction, and tips from classroom teachers at the Bridges Blog.

Access to the Bridges Educator Site is included with the purchase of a Bridges or Number Corner kit. Your school or district account administrator can provide you with registration information. If you need more assistance getting started with the site, contact [email protected].

Curriculum tab

All of your curriculum materials are available in digital formats for viewing and download at the Curriculum section of the site. Here you’ll find answer keys, student materials in Spanish, and masters you can use to print replacement pieces such as game boards and calendar markers. Standards correlations and scope and sequence documents are available in the sidebar.

Resources tab

This curated collection of math apps, games, books, videos, and more is designed to help you enhance students’ learning. Display materials for use with projectors and interactive whiteboards are located here as well. You’ll also find Work Place sentence frames, Number Corner key questions in a keyring format, unit overviews you can share with families, and more.

Implementation tab

The Bridges Blog features tips and stories by Bridges classroom teachers at each grade level. In the PD Library you’ll find articles, presentations, and videos you can use independently or collaboratively to support your implementation. You’ll also find materials lists and downloadable assessment tools here, as well as resources for math coaches and Getting Started presentations.

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