Developing A Positive Math Culture Week 1 Grade 1

Developing a Positive Math Culture Week 1: 1st Grade
Big Idea
Math classroom culture is established through routines, math practices, and norms designed
to be used throughout the summer school.
Objectives
Students reflect on personal math strengths.

Students identify and practice norms for math learning.
Students learn/review math strategies.
Students understand math talks and group work feedback
Students learn classroom procedures, use of supplies, manipulatives, behavior
expectations in centersm with partners and when using math journals
Unit Description
This week long unit sets the tone for the math culture in summer school in terms of
how we do math and what math we do. The lessons in this unit help teachers to:
● Establish math class rules.

● Share teacher and student expectations.
● Begin math routines including: Math Talks, Use of Manipulatives, Math Notebooks,
Center usage, Finding a Partner, Partner Math Play (turn taking, Rock-paper-
scissors).
● Use protocols to support mental math and discourse.
The lessons in this unit help establish how math is done by helping students to:
● Solve problems in a group.
● Share mathematical thinking.
● Focus on listening for understanding
MN State Standards and Benchmarks
STANDARD 1.1.2
Use a variety of models and strategies to solve addition and subtraction problems in real-
world and mathematical contexts.
Support
BENCHMARK: 1.1.2.1 Represent Addition & Subtraction Use words, pictures, objects, length-
based models (connecting cubes), numerals and number lines to model and solve addition
and subtraction problems in part-part-total, adding to, taking away from and comparing
situations.
Bridge
BENCHMARK: 2.1.2.4 Addition & Subtraction Strategies for Multi-digit Numbers
Use mental strategies and algorithms based on knowledge of place value and equality to add
and subtract two-digit numbers. Strategies may include decomposition, expanded notation,
and partial sums and differences.
Week 1 Overview
Day 1 Day 2 Day 3 Day 4
Math Culture Looks forward Preserves; Ask Allows mistakes; Take Risks
(embed it to the next Questions Learns from their
throughout your challenge; mistakes and tries
math block) Practices math again
Calendar Math Introduce Calendar, practice Calendar, practice Calendar, practice

(15 minutes) Calendar, telling time, telling time, telling time,
practice telling Number of the Number of the day Number of the day
time, day (Circle Map or (Circle Map or
Number of the (Circle Map or Number Collection Number Collection
day Number Box) Box)
(Circle Map or Collection Box)
Number
Collection Box)
Math Activity Crazy 20 Crazy 20 Crazy 50 Crazy 100

(5 minutes) (counting by 1s) (counting by 2s) (counting by 10s) (counting by 10s)
Math Talk Introduce Math Adding on by Making a ten

(10 minutes) Talks 100 chart groups of ten (with 2 and 3
Patterns and skip ie. addends)
counting 23 + 10 ie.
75 + 20 3+7
33 + 30 5+5
2+3+5
(Use a class size
Hundreds Chart)
Task Entry Apprentice Expert Milestone
Lesson Introduce Math Introduce Math Answers are Work in small groups
Description norms and Talks. important, but they to identify and
Math are not the math. explore ways to
Launch Lesson: 5- Notebooks. make numbers and
10 mins Students work Identify and Identify and their equivalents to
with Math explore ways to explore ways to 100
Explore: 5-10 mins Manipulatives. make numbers make numbers and
and their their equivalents to
Journal: Identify and equivalents to 20 50 Revisit math
simultaneously to explore ways to norms/cultures with
take notes or make make numbers students.
circle maps
to 10
Wrap Up: 5 mins
Learning Explore connecting cubes, number lines, playing boards, Number charts,
Stations/ Partner counters, Base Ten blocks, Dice, Coins and pattern blocks. Students should
Game Materials rotate through these stations to practice use after modeling has been done by an
adult. Focus is on establishing station rules, sharing materials, how to transition
to and from the math station, and how to clean up. Also use this time to
informally observe students to determine baseline (i.e. counting, one to one
correspondence, etc.)
Partner Games/ PG # (Partner Game and Game #)--Refer to PG Manual or game board uploads
Activities Partner Games
(20+ minutes)
Race to 100 or Race to a Dollar (Using Base Ten Blocks or Coins (pennies &
Discuss how to dimes) (#s to 100)
be a good partner
in playing games. Top It (#1-10, greater than, less than)
Model and Addition Top It (adding 2 numbers 1-10)

practice Rock
Paper Scissors or Subtraction Top It (Subtracting 2 numbers 1-10)
another way to
determine who Four Together (Addition to 12)
will start.
Addition Crossout (Addition to 12)
Model each game
(Math Talk, Math Boc Tin (1-12) (2 dot dice) (Addition to 12)
Strategies and
Math Thinking) Boc Tin (3-18) (3 dot dice) (Adding 3 numbers to 18)
first and then
allow time for Close to 10, Close to 20, Close to 30, Close to 100
practice.
How Many More? (Missing addend numbers 1-10)
Sssssimple Sums (Addition to 12--part, part, whole)
Sums and their doubles (Addition to 12--Part, part, whole, doubles)
Tens Go Fish (Making a ten)
Turn over 10 (or 5, 6, 7,8,9) (Making a 10 or other number)
Rolling for 100! (Numbers to 100)
Bump (Addition to 12)

PG #2 5, 10, 15, 20, 25 (Counting by 5s to 50)
PG #5 Make the Sum (Addition)
PG #6 Fill up Ten and then again to 30 (Addition to 30)
PG #13 Fill up Tens to Take Away (Addition and subtraction)
PG #15 Doubles and Doubles +1 Concentration
PG #17 Teen Number Concentration
PG #18 Race for a Dollar (Coins up to $1.00)
PG #20 Lu Lu (play using ten grids up to 100)
Resources See Lesson See Lesson Plans See Lesson Plans See Lesson Plans
Plans below below below below
Unit Design
Units are developed with a combination of rich tasks and lessons series. The tasks are
both formative and summative assessments of student learning. The tasks are designed
to address four central questions:
Entry Task: What do you already know?

Apprentice Task: What sense are you making of what you are learning?
Expert Task: How can you apply what you have learned so far to a new
situation?
Milestone Task: Did you learn what was expected of you from this unit?
Day 1
Description Introduce Math Norms and Math Journals. Students work in 3 centers
with manipulatives.
Potential ● Possible misconceptions related to use of manipulatives:

Misconceptions ● Students may not understand how base 10 blocks model place
value and show numbers to 100
● Not knowing how to use other shapes to recreate or create
another shape. Ie. 2 trapezoids can form a hexagon. 3
rhombuses can also form a hexagon. Etc.
● Playing cards are used to play the math games presented in
class. If using a standard deck of cards the Ace = 1
● Students may see manipulatives as toys, rather than tools to lead
to mathematical understandings.
● Students may not use Math Talk when actively engaged in Math
activities
Resources Materials:
●Class set of base 10 blocks
●Pattern Blocks
●Pattern Block pictures (optional)
●Playing cards (#s 1-10) (Partner Games decks or standard Playing
Cards)
●Math Journal (spiral notebook)
●Pencils
● Large paper (18 X 12) to create circle maps (How/when/why do we
use Math Daily)
● Large Paper (Butcher Paper--To make Circle Map for 20)
● Small (flash card size) papers for students to show 20
Teacher created math norms poster
Preparation:
● Setup the three centers and/or Partner Games ahead of class.
● Make sure to have all resources (manipulatives, game boards,
recording sheets, notebooks) ready and available as you introduce each
station or math game.
● Create math class norms anchor chart ahead of class.
Task: Entry Brainstorm areas where students use math.

Share ideas (turn and talks, whole group discussion)
Short Lesson Introduce Norms and Math Practice standards.
Focus norm is: “Answers are important, but they are not the math.”
In student notebooks and using Base Ten blocks, identify and

explore ways to make numbers and their equivalents to 10.
Put the base ten blocks on a Place Value Mat or on a large number
bond mat. Randomly pick a number from 1-10 or have a child offer a
suggestion. Each student will show that total/whole space on a number
bond mat. Then have them independently decide on how to break that
number into 2 parts and move the ones blocks. Ask kids to share their
thinking and ways to make different numbers. You could record list style
in the Math journal OR make a circle map for each number made. ie. 8
in the center circle. In the outer circle...8 +0, 4 + 4, 8 +1...etc. Repeat a
few times with other numbers to 10.
Learning Set up expectations for classroom routines, working with others, and use
Station Practice of manipulatives/tools. Students will practice using a variety of tools to
support mathematical understanding. Students and you will reflect on
the math, the norms, and the routines.
Set up Three Math Centers daily:

1) base 10 blocks and two digit number cards (you can make these with
index cards or print out a list of the numbers kids will form using base
ten blocks)
2) pattern blocks and pattern block pictures or instructions for how to

use the pattern blocks during the 10 mins.
3) Playing cards to play “Top It” to practice taking turns, using Math Talk
and recognizing greater and lesser numbers.
Decide how to make three groups of students (one for each center).
Decide how they will rotate through the centers. Each center should last
only 10 minutes.
As students participate in the activity at their tables, make note of how
they are following the norms.
Summarize
Leave enough time for cleanup.
Give clear and concise directions for this routine.
Debrief the notes from the centers and emphasize the positive
behaviors.
Gather students on the rug and have a brief discussion about this
prompt: What helps you be the best math learner possible?
Notes:
Possible misconceptions related to use of manipulatives:
● Students may not understand how base 10 blocks to model place
value.
● Students may struggle finding all the combinations of pattern block to
form hexagons and to record them accurately. OR struggle to make the
given pictures with Pattern Blocks and the given mats
● Students may see manipulatives as toys, rather than tools to lead to
mathematical Understandings.

Debrief the notes from the stations and emphasize the positive
behaviors and math talk/thinking heard.
Day 2
Description Continue talking about Math Norms and use of Math Journals. Students
work in another 3 centers with manipulatives.
Potential Possible misconceptions related to use of manipulatives:

Misconceptions ● Students may see manipulatives as toys, rather than tools to lead
to mathematical understandings.
● Students may not use Math Talk when actively engaged in Math
activities
Resources ● Math Journal
● pencils
● Hundreds Chart
● Large paper (18 X 12) to create circle maps (How/when/why do we use
Math Daily)
● Refer to each Partner Game or Math Game for possible materials list
Preparation:
Math Talk Pass out 100 charts. Turn and Talk to students about patterns, skip
counting. Have them glue chart in their math journal.
100 chart
Task: Using a math journal, students will generate ideas on where/when/how

Apprentice they use math in daily life. Students will be given protected thinking time
to begin this task. Later, all students and teacher will work together to
share individual ideas, discuss and create circle maps with all of the ideas
generated.
Display circle maps in the classroom during the 4 weeks of Summer

School.
Short Lesson Present math class norms poster and briefly discuss it (you will return to
them throughout the week). Review previous day’s norm. Remind
students that yesterday they focused on:“Answers are important, but they
are not the math.”
Introduce the day’s Focus norm: “Errors are gifts that promote
discussion.”
Ask students to turn to a partner and discuss what it

means to them. Make a comment about not having to erase mistakes, but
rather that it’s okay to cross out and redo.Review Norms and Math
Practice standards.
In student notebooks and using Base Ten blocks, identify and

Put the base ten blocks on a Place Value Mat or on a large number bond
mat. Randomly pick a number from 10 - 20 or have a child offer a
in the center circle. In the outer circle...8 +10, 14 + 4, 18 +0...etc.
Repeat a few times with other numbers 10 - 20.
On a new anchor chart, draw a three column chart with this title:
What does math class LOOK LIKE, SOUND LIKE, and FEEL LIKE?
Solicit a few examples from students about how a productive math class
would look, sound, and feel. Write them on sticky notes for the anchor
chart.
Final independent task:

Each child comes up with several ways to make 20 (addition, subtraction,
words, models, etc.) Child shares 2 ways and add to large class circle
map for 20
Display circle map in classroom
Learning Review expectations for classroom routines, working with others, and
Station/Partner use of manipulatives/tools. Students will practice using a variety of tools
Game Practice to support mathematical understanding. Students and you will reflect on
the math, the norms, and the routines daily.
Set up Three Math Centers daily: (See list of Partner Games and other
Math Games Partner Games
1) Partner Game
2) Partner Game
3) Partner Game
Decide how to make three groups of students (one for each center).
Decide how they will rotate through the centers. Each center should last
only 10 minutes.
As students participate in the activity at their tables, make note of how
they are following the norms.
Summarize
Debrief the notes from the centers and emphasize the positive behaviors.
Gather students on the rug and have a brief discussion about this prompt:
What helps you be the best math learner possible?
Notes:
Possible misconceptions related to use of manipulatives:
● Students may not understand how to rotate through centers
● Students may see manipulatives as toys, rather than tools to lead to
mathematical Understandings
●Students may be playing games silently vs. using Math Talk and
expressing Math Thinking while playing games with partners

Debrief the notes from the stations and emphasize the positive behaviors
and math talk/thinking heard.
Day 3
Description Continue talking about Math Norms and use of Math Journals. Students
work in another 3 centers with manipulatives.
Students will play various math games to develop their sportsmanship

and Math skills
Potential Students may make calculation errors. Students may not know all their
Misconceptions basic addition facts instantly.

● pencils
● Hundreds Chart (review and math talk time)
use Math Daily)
Preparation:
Partner Games
Task: Final independent task:

(done after Each child comes up with several ways to make 50 (addition,
lesson) subtraction, words, models, tally marks, etc.) Child shares 2 or more
ways and adds to large class circle map for 50
Lesson Plan In student notebooks and using Base Ten blocks, identify and
explore ways to make numbers and their equivalents t0 50.
bond mat. Randomly pick a number from 20 - 50 or have a child offer a

Each child comes up with several ways to make 50 (addition,
subtraction, words, models, tally marks, tens/ones, etc.) Child records
on small (flash card size) papers and shares 2 or more ways and add to
large class circle map for 50
Learning On a new anchor chart, draw a three column chart with this title:
Station/Partner What does math class LOOK LIKE, SOUND LIKE, and FEEL LIKE?
Game Practice Solicit a few examples from students about how a productive math class
would look, sound, and feel. Write them on sticky notes for the anchor
chart.
Review norms for math class.

Go over each one and describe it briefly. Remind students that they
already focused on: “Answers are important, but they are not the math”
and “Errors are gifts that promote discussion.”
Focus norm: Today’s focus is “Talk about each other's thinking.”

Ask students to turn to a partner and discuss what this means to them.
Introduce games as a learning opportunity. Talk about competition

and good gamesmanship. Ask: When is it fun to play with another
person?” Turn to partner and discuss.
PLAY GAME: Addition Top It - Addition Top It

Talk about competition. What do you do when you have a
disagreement?
One option for cutting down on competitiveness is to break a long game
into many rounds. Another is to use “Paper, Rocks, Scissors.”
Then, teach another game from the provided folder. Allow time for
play and self-reflection on their sportsmanship.
Day 4
Description Work independently and in small groups to discuss math problems.
Revisit math norms and math culture with students.
Students will play various math games to develop their sportsmanship
and Math skills
Potential Students may make calculation errors. Students may not know all their
Misconceptions basic addition facts instantly.

● pencils
use Math Daily)
Preparation:
Math Talk Discuss how to make a 10 with two or three addends.
Task: Milestone Each child comes up with several ways to make 100 (addition,
subtraction, words, models, etc.) Child shares 2 or more ways and add
to large class circle map for 100
(After lesson)
Lesson Plan In student notebooks and using Base Ten blocks, identify and
bond mat. Randomly pick a number from 50 - 100 or have a child offer a

Each child comes up with several ways to make 100 (addition,
subtraction, words, models, tally marks, tens/ones, etc.) Child records
on small (flash card size) papers and shares 2 or more ways and add to
large class circle map for 100
This lesson helps you:

● Continue to establish math class procedures and norms.
● Begin to establish math routines including group problem solving.
● See students’ strengths and how they approach problems.
● Begin informal assessment of students’ math reasoning and
understanding.
This lesson helps students:

● Reflect on personal math strengths.
● Identify and practice norms for math learning.
● Learn classroom procedures, especially solving problems in groups.
Teach a game from the provided digital folder. Allow time for play
and self-reflection.
Learning Review norms for math class.

Station/Partner
Game Practice Remind students that games are a social and Math learning
opportunity. Talk about competition and good gamesmanship. Ask:
When is it fun to play with another person?” Turn to partner and
discuss. How can we decide who will go first?
PLAY GAME: Games

(Pick 1-2 games from Digital Folder)
Allow time for play and self-reflection on their sportsmanship

following each game

Developing A Positive Math Culture Week 1 Grade 1

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Developing a Positive Math Culture Week 1: 1st Grade

Students reflect on personal math strengths.

● Establish math class rules.

Calendar Math Introduce Calendar, practice Calendar, practice Calendar, practice

Math Activity Crazy 20 Crazy 20 Crazy 50 Crazy 100

Math Talk Introduce Math Adding on by Making a ten

Task Entry Apprentice Expert Milestone

Model and Addition Top It (adding 2 numbers 1-10)

Sssssimple Sums (Addition to 12--part, part, whole)

Sums and their doubles (Addition to 12--Part, part, whole, doubles)

Tens Go Fish (Making a ten)

Turn over 10 (or 5, 6, 7,8,9) (Making a 10 or other number)

Rolling for 100! (Numbers to 100)

Bump (Addition to 12)

PG #5 Make the Sum (Addition)

PG #6 Fill up Ten and then again to 30 (Addition to 30)

PG #13 Fill up Tens to Take Away (Addition and subtraction)

PG #15 Doubles and Doubles +1 Concentration

PG #17 Teen Number Concentration

PG #18 Race for a Dollar (Coins up to $1.00)

PG #20 Lu Lu (play using ten grids up to 100)

Entry Task: What do you already know?

Potential ● Possible misconceptions related to use of manipulatives:

Task: Entry Brainstorm areas where students use math.

Short Lesson Introduce Norms and Math Practice standards.

In student notebooks and using Base Ten blocks, identify and

Set up Three Math Centers daily:

2) pattern blocks and pattern block pictures or instructions for how to

Leave enough time for cleanup.

Potential Possible misconceptions related to use of manipulatives:

Task: Using a math journal, students will generate ideas on where/when/how

Display circle maps in the classroom during the 4 weeks of Summer

Ask students to turn to a partner and discuss what it

In student notebooks and using Base Ten blocks, identify and

Final independent task:

Display circle map in classroom

Leave enough time for cleanup.

Students will play various math games to develop their sportsmanship

Resources ● Math Journal

Task: Final independent task:

Display circle map in classroom

Final independent task:

Display circle map in classroom

Review norms for math class.

Focus norm: Today’s focus is “Talk about each other's thinking.”

Introduce games as a learning opportunity. Talk about competition

PLAY GAME: Addition Top It - Addition Top It

Resources ● Math Journal

Math Talk Discuss how to make a 10 with two or three addends.

Final independent task:

This lesson helps you:

This lesson helps students:

Learning Review norms for math class.

PLAY GAME: Games

Allow time for play and self-reflection on their sportsmanship

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