Like other strong elementary math curricula used in classrooms today, Bridges in Mathematics is based on the following goals for students and teachers:
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Bridges MathStudents focus intensively on the four critical areas specified by the Common Core State Standards for Mathematics in Grade One:
Operations & Algebraic Thinking A. Represent and solve problems involving addition and subtraction. B. Understand and apply properties of operations and the relationship between addition and subtraction. C. Add and subtract within 20. D. Work with addition and subtraction equations. Number & Operations in Base Ten A. Extend the counting sequence. B. Understand place value. C. Use place value understanding and properties of operations to add and subtract. Measurement & Data A. Measure lengths indirectly and by iterating length units. B. Tell and write time. C. Represent and interpret data. Geometry A. Reason with shapes and their attributes. ------------------------------------------- Mathematical Practices (higher level/critical thinking skills) A. Make sense of problems and persevere in solving them. B. Reason abstractly and quantitatively. C. Construct viable arguments and critique the reasoning of others. D. Model with mathematics. E. Use appropriate tools strategically. F. Attend to precision. G. Look for and make use of structure. H. Look for and express regularity in repeated reasoning. |
Number CornerOver the course of any given month, first graders predict and post new markers in the Calendar Grid pocket chart; count and record on a hundreds grid the number of days they’ve been in school; and add cubes, sticks, shapes, or coins to the month’s collection. Many days also feature a counting or computation activity—often a game—focused around the ten-frame, double ten-frame, hundreds grid, or the number line. Math becomes less abstract as students work with concrete and accessible models related to reading, writing, and comparing numbers to 120; counting in groups of tens and ones; developing and using efficient strategies to solve single- and double-digit addition and subtraction problems; measuring length in non-standard units and telling time; and investigating shapes and fractions.
There are two focus areas in Number Corner: Calendar Grid & Calendar Collector Calendar Grid: Each month the Calendar Grid workout features a unique set of markers (a card for each day of the month). The markers create multiple patterns related to a particular concept or skill, such as solving for the unknown, decomposing and composing shapes into fractional parts, combinations to 5, 10, and 20, place value and telling time. Each day, a student helper reveals the new marker and adds it to the Calendar Grid pocket chart, gradually assembling a complete calendar for each month. Students develop algebraic thinking skills as they make predictions and generalizations about the markers. As the month progresses, students begin to look for and make use of structure in repeating, growing, and number patterns, and they work with the teacher to record these observations on the Calendar Grid Observations Chart. They also learn the names of the months and days of the week, their abbreviations, and how to say and write the date. Calendar Collector: Collections that promote deep understandings of estimation and counting, value, measurement, and data The Calendar Collector capitalizes on young children’s natural interest in collecting, counting, and organizing objects and information. Each month, students collect coins, shapes, cubes, sticks, and even increments of time to make sense of these real-world explorations. |
Websites for your Mathematician!https://www.khanacademy.org/math/k-8-grades/early-math
https://www.ixl.com/math/grade-1 www.math-play.com/1st-grade-math-games.html www.funbrain.com/FBSearch.php?Grade=1 Bridges Parent Letters
Welcome to First Grade Bridges
Parent Letter Unit 1 Parent Letter
Vocabulary for Bridges and Number Corner
Unit 2 Parent Letter
Unit 3 Parent Letter
Unit 4 Parent Letter
Unit 5 Parent Letter
Unit 6 Parent Letter
Unit 7 Parent Letter
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