MATH TERM 3 2024 MATH IN USE

MATHS IN USE

THIRD TERM 2024

FIRST GRADE

Start

How would you plan your picnic budget, being conscious of healthy food and being responsible for consumption?

weeks

RUBRIC

general information

ASSESSMENT

5- 6-7 ADDITION

CHALLENGE

8 ordinal numbers

9 PROJECT CLOSING

1-2 numbers to 500

3-4subtraction

learning outcomes

COMPETENCES

MATH RUbric

SUPERIOR

BAJO

ALTO

BASICO

Use the positional features of the Decimal Number System (SND) to establish relationships between quantities and compare numbers.

The student compares, reads, writes, and orders numbers in the Decimal Number system to solve and propose word problems.

The student usually compares, reads, writes, and orders numbers in the Decimal Number system to propose word problems.

The student sometimes identifies, reads, writes, and positions numbers in the Decimal Number System, to propose word problems, however, it is important to reinforce the numbers comparison process.

The student struggles to identify, read, write and position numbers in the Decimal Number System, that is why it is important to reinforce the problem-solving process.

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MATH RUbric

SUPERIOR

BAJO

ALTO

BASICO

Uses different strategies to count, solve basic math operations (addition and subtraction) to solve word problems.

The student permanently can formulate and apply strategies for solving word problems in a concrete, iconic and symbolic way which involves the addition and subtraction of numbers up to 3 digits using the composition and decomposition of numbers.

The student usually formulates and applies strategies for solving word problems in concrete, iconic and symbolic way that involves the addition and subtraction of numbers up to 3 digits using the composition and decomposition of numbers.

The student sometimes can formulate and apply strategies to solve word problems in a concrete and iconic way that involves the addition and subtraction of numbers up to 3 digits using the composition and decomposition of numbers. However, it is important to reinforce the development of solutions in a symbolic way.

The student sometimes can formulate and apply strategies to solve word problems in a concrete way that involves addition and subtraction of numbers up to 3 digits, using the composition and decomposition of numbers. However, it is important to reinforce the development of solutions in an iconic and symbolic way.

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SUPERIOR

BAJO

ALTO

BASICO

MATH RUbric

The student understands the difference between measurement, ordinal and cardinal numbers and uses concrete material to establish order among objects. 

The student understands the difference between measurement, ordinal and cardinal numbers and uses concrete material to establish order among objects, but it is hard to name or differentiate bigger numbers. 

The student struggles to understand and use ordinal numbers to indicate the position of an object in reference to a starting point.

Identifies and applies the uses of ordinal numbers when solving word problems in familiar, economic or playful contexts. 

The student understands the difference between measuremThe student understands and employs, measurement, ordinal and cardinal numbers and uses the concrete and pictorial representation to establish order among elements. 

Numbers to 500

Watch the video. Sing and practice numbers. Can you count to 500?

4

1

2

3

5

Check on your math booklet.You will find excellent activities to practice! 47-51

Take out your Math notebook. Write the date and the title: CHALLENGE Listen to your teacher and try to write the numbers she says.

Take out your Math notebook: Date: Numbers to 500 100: one hundred 110: one hundred and ten 200: two hundred 245: two hundred forty-five 300: three hundred 391: three hundred ninety one 400: four hundred 439: Four hundred thirty-nine 500: five hundred Challenge: Can you write the following numbers? 234 427 369

board game

Subtraction without regrouping

notes

video

Manipulatives

magig board

Activty

BOOKLET

Take your place value chart and your manipulatives (ones, tens and hundreds) subtract the equations given by your teacher following these steps. Subtraction equation: 15- 4= ? Step 1 Place the numbers in the place value chart. Step 2 Subtract the ones. Step 3 Subtract the tens. so, 15 - 4 = 12

Grab your Place Value chart and markers. Place the subtraction equation in the place value chart. First, write the number in the corresponding place value, then solve the subtraction. Step 1 Draw the equation in the place value chart. 36 - 12 = ? Step 2 Use one of the startegies you have learnt before such as counting on, counting back among others to do the subtraction equation. First, subtract the ones. Step 2 Then, subtract tens. so, 36 - 12 = 24

Date: ____________________ Subtracting without regrouping. Step 1 Draw the equation in the place value chart. 36 - 12 = Step 2 First, subtract the ones. Step 3 Then, subtract tens. so, 36 - 12 = 24

1. Take your math notebook. 2. Do the subtraction equations without regrouping. 3. Paste the sheet in your notebook.

Open your math booklet and work on pages: 35-38

Addition with Regrouping

Adding ones

Making tens

Adding tens and hundreds

Take notes

Addition stories

More practice

Teacher, remember to assign the proposed activities. You'll find them on Teams

1

2

3

Let's play

Use your manipulatives.

Tens

Ones

Roll the to get a number.

Put this number of ones on your Place value chart

4 to 5 players

4

5

6

The other players take turns to repeat steps 2 and 3

When you get 10 or more , exchange 10 of them for a

The first player to get 4 Tens is the winner.

Regrouping

You Regroup when you change 10 ones for 1 ten

Adding "ones" to a number with regrouping

Take out your manipulatives.How do you add to

37 + 6= ?

37= 3 tens 7 ones

Adding tens and hundreds

Take out your manipulatives.How do you add to

15 + 29= ?

15= 1 ten 5 ones29= 2 tens 9 ones

Use your manipulatives and Place Value chart to Add

2 4+ 8

3 7+ 6

1 9+ 2 8

4 2 5 + 3 9

3 5 3+ 1 5 8

__________

__________

__________

____________

__________

Take your math booklet. Work on pages 24 to 27 to practice addition in the place value chart.

Date:

Addition with Regrouping

Start adding the ones, then add the tens.

Team work

Individual practice

Addition Stories

1

2

3

ordinal numbers

1

3

4

2

1. Do you line up at the supermarket? How do you do it? How would you name each place in the line? TIME TO TALK! 2. Watch the video below and sing with me. 3. After watching the video, go outside. Practice the ordinal numbers with your classmates. Find a place in which you can all run around, then organize in a line, the first 10 are the winners, but just if they say their position correctly. https://www.youtube.com/watch?v=0CWWNzprEQ4

1. Grab your notebook, write down title and date, later paste the ordinal numbers' sheet 2. Later, draw 10 objects in the same line and follow the instructions below. Color the 2nd orange Color the 5th blue Color the 9th Yellow Color the 7th purple Color the 1st black 3. Answer the next questions: Which one is before the 7th? Which one is after the 1st? Which one is between 3rd and 5th? 4. Finally, complete the next worksheet:

To talk and use the ordinal number correctly, we can use the next words: Before After Between Let's watch the next video to understand better its uses.

Create 3 cards with the lettes a, b, and c.

a

b

c

Ready? it's time to practice, rise the card with the answer.

Game: Make groups of three. Take turns and roll the die. Do the subtraction you reach to keep the place, otherwise go back to the previos one. If you get a ladder go up, but if your get a snake go down. Have fun!

Take out your manipulatives and place value chart, or use these virtual manipulatives: Represent the following numbers:184 - 257 - 366 - 521 - 652 - 763 - 890 - 937

Assessment

Week 4: Numbers within 500 and subtraction without regrouping

Assessment

Week 8: Ordinal Numbers and addition with regrouping

1- Make groups of 3 students.2. Read the story. 3. Try to understand.4. Solve the problem together

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Imagine you are planning a picnic with your friends. You have $500 to spend on items like food and drinks. How would you plan your picnic budget, being conscious of healthy food and being responsible for consumption?

Project Details:

1. Budgeting and Addition: Students will choose picnic items (e.g., sandwiches, drinks, snacks, games) from a provided list, assigning costs to each item using numbers within 500.
2. Calculations: They will use addition to find the total cost of their selected items and subtract this from the $500 budget to determine how much money remains.
3. Presentation: Students will present their planned picnic budget, showing their selected items, their costs, and the remaining budget.

• This project encourages students to think about budgeting and responsible spending within a given limit ($500), promoting awareness of resource management and the importance of making conscious choices when it comes to consumption.
• Students will understand the value of budgeting resources effectively, aligning with the goal of sustainable consumption and production advocated by SDG 12.

1. Uses different strategies to count, solve basic math operations (addition and subtraction) to solve problems. 2.Use the positional features of the Decimal Number System (SND) to establish relationships between quantities and compare numbers.3. Identifies and applies the uses of ordinal numbers when solving word problems in familiar, economic or playful contexts.  4. The student shows constant interaction with the platform as well as the applicability of what has been learned on the platform. 5. Shows interest and commitment in the activities proposed.