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MateMáticas Grado 1 – Unidad 1
Estimados Padres, Aquí le presentamos lo que su hijo/a está aprendiendo en el Grado 1, Unidad 1, junto con algunas formas puntualizadas de cómo usted puede ayudar. Espere boletines adicionales con más unidades.
álGebra, Patrones y funcionesLos estudiantes tienen que: • Reconocer, describir y extender patrones que se repiten.
Ejemplos:
Continúe el patrón. Dibuje las cuatro siguientes formas.
relaciones y coMPutación de los núMeros Los estudiantes tienen que:
• Contar, usando distintas estrategias, para identificar el número de objetos en un grupo.
• Identificar números que son uno más que, uno menos que, y entre dos números.
• Leer, escribir y comparar números hasta 100, usando estrategias para contar.
• Sumar y restar números usando estrategias para contar.
Ejemplos:
1.
2. Lin tiene 8
Dear Parents, Here is what your child is learning in Grade 1, Unit 1 along with some specific ways you can help. Look for additional newsletters for upcoming units.
ALGEBRA, PATTERNS, AND FUNCTIONS Students need to:
Recognize, describe and extend repeating patterns. Example: Continue the pattern. Draw the next four shapes.
__ __ __ __
NUMBER RELATIONSHIPS AND COMPUTATION Students need to
Count, using a variety of strategies, to identify the number of objects in a set.Identify numbers that are one more than, one less than, and between two numbers. Read, write, and compare numbers to 100 using counting strategies.Add and subtract numbers using counting strategies.
Examples:1.
a. Sam has ______stars.
b. Matt has one less star than Sam. How many stars does Matt have?
c. Sally has 8 stars. Who has more stars, Sally or Sam?
Here are Sam’s stars:
2. Lin has 8 s . Lin has 3 more s than Sue.
a. How many s does Sue have?
b. Use words, pictures, or numbers to show how you know.
Sample responses:a. 5 .
b.
For additional activities, visit www.ed.gov/pubs/parents/Math
GRADE 1 MATHEMATICS-Unit 1
Sample response:
Sample responses: a. 11 b. 10 c. Sam
WAYSPARENTS CAN HELP
Show your child a pattern such as red, red, white, red, red, white, red, red, white. Ask your child to describe the repeating part of the pattern (“This pattern is a red, red, white pattern.”). Ask your child to make the same type of pattern with sounds (snap, snap, clap) and movements (hop, hop, skip).
Practice counting objects in different ways. Given a set of 30 objects, ask your child to group and count the objects by 1s, 2s, 5s, and 10s.
Encourage your child to add by counting on from a set. If shown a group of 3 buttons and a group of 2 buttons, your child first counts the group of 3 buttons. He/she then continues counting while moving the group of 2 buttons, one at a time, to the group of 3 saying “4, 5”.
Make up “one more” and “one less (fewer)” stories using counters such as pennies. For example, Juan has 5 pennies. Carol has 1 more penny than Juan. How many pennies does Carol have?
Write the numerals 0-5 on separate sheets of paper. Choose 2 numerals. Ask your child to place the correct number of buttons below each numeral and then combine the buttons. Ask, “How many buttons are there when we combine all the buttons together?” Choose two different numerals and repeat.
Lin tiene 3
Dear Parents, Here is what your child is learning in Grade 1, Unit 1 along with some specific ways you can help. Look for additional newsletters for upcoming units.
ALGEBRA, PATTERNS, AND FUNCTIONS Students need to:
Recognize, describe and extend repeating patterns. Example: Continue the pattern. Draw the next four shapes.
__ __ __ __
NUMBER RELATIONSHIPS AND COMPUTATION Students need to
Count, using a variety of strategies, to identify the number of objects in a set.Identify numbers that are one more than, one less than, and between two numbers. Read, write, and compare numbers to 100 using counting strategies.Add and subtract numbers using counting strategies.
Examples:1.
a. Sam has ______stars.
b. Matt has one less star than Sam. How many stars does Matt have?
c. Sally has 8 stars. Who has more stars, Sally or Sam?
Here are Sam’s stars:
2. Lin has 8 s . Lin has 3 more s than Sue.
a. How many s does Sue have?
b. Use words, pictures, or numbers to show how you know.
Sample responses:a. 5 .
b.
For additional activities, visit www.ed.gov/pubs/parents/Math
GRADE 1 MATHEMATICS-Unit 1
Sample response:
Sample responses: a. 11 b. 10 c. Sam
WAYSPARENTS CAN HELP
Show your child a pattern such as red, red, white, red, red, white, red, red, white. Ask your child to describe the repeating part of the pattern (“This pattern is a red, red, white pattern.”). Ask your child to make the same type of pattern with sounds (snap, snap, clap) and movements (hop, hop, skip).
Practice counting objects in different ways. Given a set of 30 objects, ask your child to group and count the objects by 1s, 2s, 5s, and 10s.
Encourage your child to add by counting on from a set. If shown a group of 3 buttons and a group of 2 buttons, your child first counts the group of 3 buttons. He/she then continues counting while moving the group of 2 buttons, one at a time, to the group of 3 saying “4, 5”.
Make up “one more” and “one less (fewer)” stories using counters such as pennies. For example, Juan has 5 pennies. Carol has 1 more penny than Juan. How many pennies does Carol have?
Write the numerals 0-5 on separate sheets of paper. Choose 2 numerals. Ask your child to place the correct number of buttons below each numeral and then combine the buttons. Ask, “How many buttons are there when we combine all the buttons together?” Choose two different numerals and repeat.
más que Sue.
a. ¿Cuántas
Dear Parents, Here is what your child is learning in Grade 1, Unit 1 along with some specific ways you can help. Look for additional newsletters for upcoming units.
ALGEBRA, PATTERNS, AND FUNCTIONS Students need to:
Recognize, describe and extend repeating patterns. Example: Continue the pattern. Draw the next four shapes.
__ __ __ __
NUMBER RELATIONSHIPS AND COMPUTATION Students need to
Count, using a variety of strategies, to identify the number of objects in a set.Identify numbers that are one more than, one less than, and between two numbers. Read, write, and compare numbers to 100 using counting strategies.Add and subtract numbers using counting strategies.
Examples:1.
a. Sam has ______stars.
b. Matt has one less star than Sam. How many stars does Matt have?
c. Sally has 8 stars. Who has more stars, Sally or Sam?
Here are Sam’s stars:
2. Lin has 8 s . Lin has 3 more s than Sue.
a. How many s does Sue have?
b. Use words, pictures, or numbers to show how you know.
Sample responses:a. 5 .
b.
For additional activities, visit www.ed.gov/pubs/parents/Math
GRADE 1 MATHEMATICS-Unit 1
Sample response:
Sample responses: a. 11 b. 10 c. Sam
WAYSPARENTS CAN HELP
Show your child a pattern such as red, red, white, red, red, white, red, red, white. Ask your child to describe the repeating part of the pattern (“This pattern is a red, red, white pattern.”). Ask your child to make the same type of pattern with sounds (snap, snap, clap) and movements (hop, hop, skip).
Practice counting objects in different ways. Given a set of 30 objects, ask your child to group and count the objects by 1s, 2s, 5s, and 10s.
Encourage your child to add by counting on from a set. If shown a group of 3 buttons and a group of 2 buttons, your child first counts the group of 3 buttons. He/she then continues counting while moving the group of 2 buttons, one at a time, to the group of 3 saying “4, 5”.
Make up “one more” and “one less (fewer)” stories using counters such as pennies. For example, Juan has 5 pennies. Carol has 1 more penny than Juan. How many pennies does Carol have?
Write the numerals 0-5 on separate sheets of paper. Choose 2 numerals. Ask your child to place the correct number of buttons below each numeral and then combine the buttons. Ask, “How many buttons are there when we combine all the buttons together?” Choose two different numerals and repeat.
tiene Sue ?
b. Use palabras, dibujos o números para demostrar cómo usted lo sabe.
Ejemplo de respuestas:a. 5
b.
Para actividades adicionales, visite www.ed.gov/pubs/parents/Math
Maneras en que los Padres Pueden ayudar
• Muéstrele a su hijo/a un patrón como rojo, rojo, blanco, rojo, rojo, blanco, rojo, rojo, blanco. Pídale que describa la repetición del patrón (« Este patrón es rojo, rojo, blanco »). Pídale a su hijo/a que haga el mismo patrón con sonidos (chasquear los dedos, chasquear los dedos, aplaudir) y con movimientos (saltar, saltar, triscar).
• Practique contar objetos de distintas maneras. Con un grupo de 30 objetos, pídale a su hijo/a que agrupe y cuente los objetos por 1, 2, 5 y 10.
• Anime a su hijo/a que cuente de un grupo de objetos. Si se le muestra un grupo de 3 botones y un grupo de 2 botones, su hijo/a primero cuenta el grupo de 3 botones. Él/ella entonces continúa contando mientras mueve el grupo de 2 botones, uno a la vez, al grupo de 3, diciendo, «4,5».
• Invente cuentos de «uno más» y «uno menos» usando objetos como centavos. Por ejemplo, Juan tiene 5 centavos. Carol tiene 1 centavo más que Juan. ¿Cuántos centavos tiene Carol?
• Escriba los números 0-5 en distintas hojas de papel. Escoja 2 números. Pí-dale a su hijo/a que coloque el número correcto de botones debajo de cada número y que entonces combine los botones. Pregunte, «¿Cuántos botones hay cuando los combinamos todos?» Escoja dos números diferentes y repita.
Dear Parents, Here is what your child is learning in Grade 1, Unit 1 along with some specific ways you can help. Look for additional newsletters for upcoming units.
ALGEBRA, PATTERNS, AND FUNCTIONS Students need to:
Recognize, describe and extend repeating patterns. Example: Continue the pattern. Draw the next four shapes.
__ __ __ __
NUMBER RELATIONSHIPS AND COMPUTATION Students need to
Count, using a variety of strategies, to identify the number of objects in a set.Identify numbers that are one more than, one less than, and between two numbers. Read, write, and compare numbers to 100 using counting strategies.Add and subtract numbers using counting strategies.
Examples:1.
a. Sam has ______stars.
b. Matt has one less star than Sam. How many stars does Matt have?
c. Sally has 8 stars. Who has more stars, Sally or Sam?
Here are Sam’s stars:
2. Lin has 8 s . Lin has 3 more s than Sue.
a. How many s does Sue have?
b. Use words, pictures, or numbers to show how you know.
Sample responses:a. 5 .
b.
For additional activities, visit www.ed.gov/pubs/parents/Math
GRADE 1 MATHEMATICS-Unit 1
Sample response:
Sample responses: a. 11 b. 10 c. Sam
WAYSPARENTS CAN HELP
Show your child a pattern such as red, red, white, red, red, white, red, red, white. Ask your child to describe the repeating part of the pattern (“This pattern is a red, red, white pattern.”). Ask your child to make the same type of pattern with sounds (snap, snap, clap) and movements (hop, hop, skip).
Practice counting objects in different ways. Given a set of 30 objects, ask your child to group and count the objects by 1s, 2s, 5s, and 10s.
Encourage your child to add by counting on from a set. If shown a group of 3 buttons and a group of 2 buttons, your child first counts the group of 3 buttons. He/she then continues counting while moving the group of 2 buttons, one at a time, to the group of 3 saying “4, 5”.
Make up “one more” and “one less (fewer)” stories using counters such as pennies. For example, Juan has 5 pennies. Carol has 1 more penny than Juan. How many pennies does Carol have?
Write the numerals 0-5 on separate sheets of paper. Choose 2 numerals. Ask your child to place the correct number of buttons below each numeral and then combine the buttons. Ask, “How many buttons are there when we combine all the buttons together?” Choose two different numerals and repeat.
Dear Parents, Here is what your child is learning in Grade 1, Unit 1 along with some specific ways you can help. Look for additional newsletters for upcoming units.
ALGEBRA, PATTERNS, AND FUNCTIONS Students need to:
Recognize, describe and extend repeating patterns. Example: Continue the pattern. Draw the next four shapes.
__ __ __ __
NUMBER RELATIONSHIPS AND COMPUTATION Students need to
Count, using a variety of strategies, to identify the number of objects in a set.Identify numbers that are one more than, one less than, and between two numbers. Read, write, and compare numbers to 100 using counting strategies.Add and subtract numbers using counting strategies.
Examples:1.
a. Sam has ______stars.
b. Matt has one less star than Sam. How many stars does Matt have?
c. Sally has 8 stars. Who has more stars, Sally or Sam?
Here are Sam’s stars:
2. Lin has 8 s . Lin has 3 more s than Sue.
a. How many s does Sue have?
b. Use words, pictures, or numbers to show how you know.
Sample responses:a. 5 .
b.
For additional activities, visit www.ed.gov/pubs/parents/Math
GRADE 1 MATHEMATICS-Unit 1
Sample response:
Sample responses: a. 11 b. 10 c. Sam
WAYSPARENTS CAN HELP
Show your child a pattern such as red, red, white, red, red, white, red, red, white. Ask your child to describe the repeating part of the pattern (“This pattern is a red, red, white pattern.”). Ask your child to make the same type of pattern with sounds (snap, snap, clap) and movements (hop, hop, skip).
Practice counting objects in different ways. Given a set of 30 objects, ask your child to group and count the objects by 1s, 2s, 5s, and 10s.
Encourage your child to add by counting on from a set. If shown a group of 3 buttons and a group of 2 buttons, your child first counts the group of 3 buttons. He/she then continues counting while moving the group of 2 buttons, one at a time, to the group of 3 saying “4, 5”.
Make up “one more” and “one less (fewer)” stories using counters such as pennies. For example, Juan has 5 pennies. Carol has 1 more penny than Juan. How many pennies does Carol have?
Write the numerals 0-5 on separate sheets of paper. Choose 2 numerals. Ask your child to place the correct number of buttons below each numeral and then combine the buttons. Ask, “How many buttons are there when we combine all the buttons together?” Choose two different numerals and repeat.
Ejemplo de respuesta:
Dear Parents, Here is what your child is learning in Grade 1, Unit 1 along with some specific ways you can help. Look for additional newsletters for upcoming units.
ALGEBRA, PATTERNS, AND FUNCTIONS Students need to:
Recognize, describe and extend repeating patterns. Example: Continue the pattern. Draw the next four shapes.
__ __ __ __
NUMBER RELATIONSHIPS AND COMPUTATION Students need to
Count, using a variety of strategies, to identify the number of objects in a set.Identify numbers that are one more than, one less than, and between two numbers. Read, write, and compare numbers to 100 using counting strategies.Add and subtract numbers using counting strategies.
Examples:1.
a. Sam has ______stars.
b. Matt has one less star than Sam. How many stars does Matt have?
c. Sally has 8 stars. Who has more stars, Sally or Sam?
Here are Sam’s stars:
2. Lin has 8 s . Lin has 3 more s than Sue.
a. How many s does Sue have?
b. Use words, pictures, or numbers to show how you know.
Sample responses:a. 5 .
b.
For additional activities, visit www.ed.gov/pubs/parents/Math
GRADE 1 MATHEMATICS-Unit 1
Sample response:
Sample responses: a. 11 b. 10 c. Sam
WAYSPARENTS CAN HELP
Show your child a pattern such as red, red, white, red, red, white, red, red, white. Ask your child to describe the repeating part of the pattern (“This pattern is a red, red, white pattern.”). Ask your child to make the same type of pattern with sounds (snap, snap, clap) and movements (hop, hop, skip).
Practice counting objects in different ways. Given a set of 30 objects, ask your child to group and count the objects by 1s, 2s, 5s, and 10s.
Encourage your child to add by counting on from a set. If shown a group of 3 buttons and a group of 2 buttons, your child first counts the group of 3 buttons. He/she then continues counting while moving the group of 2 buttons, one at a time, to the group of 3 saying “4, 5”.
Make up “one more” and “one less (fewer)” stories using counters such as pennies. For example, Juan has 5 pennies. Carol has 1 more penny than Juan. How many pennies does Carol have?
Write the numerals 0-5 on separate sheets of paper. Choose 2 numerals. Ask your child to place the correct number of buttons below each numeral and then combine the buttons. Ask, “How many buttons are there when we combine all the buttons together?” Choose two different numerals and repeat.
Aquí están las estrellas de Sam:
a. Sam tiene ________ estrellas.
b. Matt tiene una estrella menos que Sam.¿Cuántas estrellas tiene Matt ?
c. Sally tiene 8 estrellas.¿Quién tiene más estrellas, Sally o Sam?
Ejemplo de respuestas:a. 11b. 10c. Sam
Dear Parents, Here is what your child is learning in Grade 1, Unit 1 along with some specific ways you can help. Look for additional newsletters for upcoming units.
ALGEBRA, PATTERNS, AND FUNCTIONS Students need to:
Recognize, describe and extend repeating patterns. Example: Continue the pattern. Draw the next four shapes.
__ __ __ __
NUMBER RELATIONSHIPS AND COMPUTATION Students need to
Count, using a variety of strategies, to identify the number of objects in a set.Identify numbers that are one more than, one less than, and between two numbers. Read, write, and compare numbers to 100 using counting strategies.Add and subtract numbers using counting strategies.
Examples:1.
a. Sam has ______stars.
b. Matt has one less star than Sam. How many stars does Matt have?
c. Sally has 8 stars. Who has more stars, Sally or Sam?
Here are Sam’s stars:
2. Lin has 8 s . Lin has 3 more s than Sue.
a. How many s does Sue have?
b. Use words, pictures, or numbers to show how you know.
Sample responses:a. 5 .
b.
For additional activities, visit www.ed.gov/pubs/parents/Math
GRADE 1 MATHEMATICS-Unit 1
Sample response:
Sample responses: a. 11 b. 10 c. Sam
WAYSPARENTS CAN HELP
Show your child a pattern such as red, red, white, red, red, white, red, red, white. Ask your child to describe the repeating part of the pattern (“This pattern is a red, red, white pattern.”). Ask your child to make the same type of pattern with sounds (snap, snap, clap) and movements (hop, hop, skip).
Practice counting objects in different ways. Given a set of 30 objects, ask your child to group and count the objects by 1s, 2s, 5s, and 10s.
Encourage your child to add by counting on from a set. If shown a group of 3 buttons and a group of 2 buttons, your child first counts the group of 3 buttons. He/she then continues counting while moving the group of 2 buttons, one at a time, to the group of 3 saying “4, 5”.
Make up “one more” and “one less (fewer)” stories using counters such as pennies. For example, Juan has 5 pennies. Carol has 1 more penny than Juan. How many pennies does Carol have?
Write the numerals 0-5 on separate sheets of paper. Choose 2 numerals. Ask your child to place the correct number of buttons below each numeral and then combine the buttons. Ask, “How many buttons are there when we combine all the buttons together?” Choose two different numerals and repeat.
Math Parent Newsletter Unit 1, Grade 1, Spanish