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Unit 1.0

Introduction

Big Idea: Throughout this unit students reflect on personal math strengths, identify and practice norms for math learning, learn classroom procedures, and establish routines for the use of supplies and manipulatives. Teachers get to know their students as mathematicians, focusing on their strengths.

Less is more	Depth vs. breadth	Relationships over everything
Access for all, especially emerging bilinguals & students with disabilities

Unless otherwise noted, SFUSD Math Core Curriculum is licensed under the Creative Commons Attribution 4.0 International License

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Teacher-facing pages are green

Student-facing pages are white

notes for teachers are in the speaker notes

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Unit objectives:

Establish math class Math Norms .S. .C. (see below).
Students learn math and virtual routines and procedures.
Students work toward being part of an equitable classroom community.
Students gain familiarity with math manipulatives.
.Teachers get to know their students as mathematicians, focusing on their strengths.

We can show math ideas in different ways.	Mistakes help us grow.	We talk to each other about math.	In math we think, build, draw and talk.	We ask questions to help us learn.

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Lesson 1: Scavenger Hunt

Norm: We can show math ideas in different ways.

Lesson 2: Number of the Day

Norm: In math we think, build, and draw.

Lesson 3: Math Talk

Norm: We talk to each other about math.

Lesson 4: Math Tools

Norm: I ask questions to help me learn.

Lesson 5: Skip Counting

Norm: Mistakes are gifts that help us grow.

Lessons* and Norms

*5 lessons to be taught over 10 days

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	Norma	Preguntas
	Haz uso de múltiples estrategias y múltiples representaciones.	¿Quién lo hizo de otra manera?
	Hablemos de lo que cada uno piensa.	¿Estás de acuerdo o en desacuerdo? ¿Por qué? ¿Qué preguntas tienes para ellos?
	Haz preguntas hasta que las ideas tengan sentido.	¿Por qué funcionó eso? ¿Por qué no funcionó eso?
	Los errores son regalos que promueven el debate.	¿Cómo obtuvo esa respuesta? ¿Qué nos ayuda a ver sobre el problema?
	Las respuestas son importantes pero no representan las Matemáticas.	¿Puedes decirnos de dónde sacaste eso? ¿Cómo te diste cuenta de eso?

Preguntas que ayudan a enfatizar diferentes normas matemáticas:

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Daily Routine: Number of Days in School

Objective: To build one-to-one correspondence, lay the foundation for an understanding of place value, and give students a concrete sense of the magnitude of numbers up to 180 and their relationship to the passage of time.

See the Number of Days in School (Spanish) slides for a description of how to incorporate this routine into your lessons.

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Synchronous and Asynchronous Teaching Options:

Launch	Explore	Summarize
Whole group or small group Zoom meeting	Work on paper / take turns sharing on Zoom meeting	Select student responses to share/discuss on whole group Zoom meeting
Record using slides on Screencastify/ Loom Example Embed recording link into assignment instructions	Seesaw Draw on template or take photo of work Record voice description Can view and comment on each other’s work Jamboard Whole class board or 1 page per student	Record narrative of selected student work on slides with Screencastify/Loom Students respond to reflection question on Seesaw/Google Classroom (example) Post selected student work on Seesaw “Blog” Students comment on each other’s work Respond to reflection question.

Synchro-

nous (live)

Asynchronous (time-delayed)

Seesaw remote learning guide for educators

Seesaw resources for families

Guidance on Selecting student response to feature during the discussions.

Involves choosing particular students to present their work because of the mathematical responses. These responses need not be chosen solely because they are correct, but rather because they emphasize different approaches to the problem. In fact, it may be advantageous to choose responses showing partial understandings to connect students current conceptions to new learnings. This choice can highlight a variety of responses or strategies for a task, or it can show a progression from simple to complex representation. Make sure over time that all students feel they are authors of mathematical ideas.

For more information see: http://www.sfusdmath.org/5-practices-for-orchestrating-productive-math-discussions.html

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Two Sample Teaching Plans:

Launch: Monday, Asynchronous

Record narrative using slides on Screencastify
Embed recording link into Seesaw assignment instructions

Explore: Monday, Hybrid

Students record responses on Seesaw Template
Support some students to do so in live small group

Summarize: Tuesday, Synchronous

Discuss selected responses from Seesaw in whole group Zoom

Launch: Monday, Synchronous

Introduce activity in whole group Zoom

Explore: Monday, Asynchronous

Students record responses on Seesaw Template
Students respond to classmates’ work (tips for responding)

Summarize: Tuesday, Asynchronous

Record narrative of selected student work on slides with Screencastify
Students respond to reflection question on Seesaw (embed your recorded link in assignment)

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Lección 1:

Búsqueda de tesoros

Podemos mostrar ideas matemáticas de diferentes maneras.

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¡Bienvenidos a las matemáticas del 1º grado!

INICIAR
1

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Hoy mostraremos nuestras ideas matemáticas de diferentes maneras a medida que buscamos diferentes cosas.

INICIAR
1

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Piensa en algo que puedas encontrar en tu casa o vecindario que sea ...

Cuéntale a alguien más tus ideas.

INICIAR
1

"Puedo encontrar un _________ rojo"

ROJO

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INICIAR
1

Aquí hay algunas cosas que son rojas:

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