First Grade Mathematics Math Routines
Sample Math Block Schedule:
- Daily Routine
- Whole Group Instruction
- Teacher Modeling
- Guided Practice
- Small Group Work
- Guided Math Instruction
- Guided Practice
- Math Centers/Stations
- Partner Work
- Independent Practice
In First Grade, Daily Routines are used at the beginning of the class period, typically in whole group. Teachers use daily routines to build number sense and mathematical discourse.Calendar -
The calendar routine consists of adding the date each day and reviewing the name of the day, the month and any special days. It is important to introduce and emphasize which day a month ends and the next one starts. Also, students learn how to use the matrix that is the framework for the calendar. It is important to talk about special events on the calendar as well as individual student routines, lessons and events.
- Nearpod Daily Calendar Routine (example beginning in March) After accessing sign in to Nearpod via Google. Then tap on "Show In My Library" to be able to edit and share live with your students.
The question of the day is a routine that allows students to talk about data on an ongoing basis. Students can pose and answer questions, understand how data changes, see different ways that data is represented, and think about how data is used in real life.Number of the Day -
Each day students begin the day with their Number of the Day packet. This is a great review from kindergarten. The students are writing the number, the number word, deciding if a number is even or odd, using place value, using coins, and writing one more and one less. It gradually gets harder as the numbers get bigger. For the number line, we write in sharpie the number they start with. For example, I write 0 if we are one numbers 1-10. Once you get the ball rolling they are independently working on building their number sense!
Number Talks are designed to support proficiency with grade level fluency standards. The goal of Number Talks is for students to compute accurately, efficiently, and flexibly. This includes fluency with single-digit combinations in addition, subtraction, multiplication and division as well as procedural fluency with two or multi digit numbers. In addition to developing efficient computation strategies, Number Talks encourages students to make sense of mathematics, be able to communicate mathematically, and reason and prove solutions.
The key components of successful Number Talks: • A safe and accepting classroom environment and mathematical community • Classroom discussions 1. Teacher provides the problem. 2. Teacher provides students opportunity to solve problem mentally. 3. Students show a visual cue when they are ready with a solution. Students signal if they have solved it in more than one way too. (Quiet form of acknowledgement allows time for students to think, while the process continues to challenge those that are already have an answer) 4. Teacher calls for answers. S/he collects all answers- correct and incorrect and records answers. 5. Students share strategies and justifications with peers. • The teacher’s role as a “facilitator, questioner, listener, and learner” • Use of mental math to increase efficiency and knowledge of number relationships • Purposeful computation problems that support mathematical goals in number and operations
- Number Talks YAG - First Grade
- Number Talks Strategies - First Grade
- Number Talks Reproducibles
- Number Talks - First Grade
- Number Talks - Video (Example of 2nd grade classroom)
- Number Talks - Video (Example of 3rd grade classroom)
- Number Talks Quick Start Guide
The problem of the day is a time for students to engage with rigorous tasks that involve problem-solving and learning new strategies. It is possible that one problem may take a few days to explore as students journey through the problem-solving process.
- Strategy: Read It, Draw It, Solve It
- K-2 Problem Solving Process