# Math Update

During our math time this week we continued to break apart larger numbers into smaller partners. We used whiteboards and markers, counters, stair steppers, and activities from our math workbook to visualize the partners, switch partners, and doubles partners for the numbers 8, 9, and 10. Challenging your first grader to write and show each set of partners in a variety of ways has helped to increase number sense and flexibility with these numbers.

We also continued to use our knowledge of partners and patterns to practice addition (+0, +1, +2) and subtraction (-0, -1, -2) facts. This week in particular, we practiced adding and subtracting doubles partners (1+1, 2-1, 2+2, 4-2, 3+3, 6-3, etc.), and discovered that a number minus itself equals 0 (8-8 = 0). Next week, we will take our Unit 1 math assessment and also pretest for Unit 2.

# Math Update

During our math time this week we continued to break apart larger numbers into smaller partners.  Specifically, we used whiteboards and markers, counters, stair steppers, and activities from our math workbook to visualize the partners, switch partners, and doubles partners for the numbers 8, 9, and 10.  Challenging your first grader to write and show each set of partners in a variety of ways has helped to increase their number sense and flexibility with these numbers.

We also continued to use our knowledge of partners and patterns to practice our addition (+0, +1, +2) and subtraction (-0, -1, -2) facts.  This week in particular, we practiced adding and subtracting doubles partners (1+1, 2-1, 2+2, 4-2, 3+3, 6-3, etc.), and discovered that a number minus itself equals 0 (8-8 = 0).  Next week, Tuesday or Wednesday, we will take our Unit 1 math assessment, and the following day we will pretest for Unit 2.

***Additionally, last Wednesday, all the Georgetown first graders took a computerized math assessment, which they will take three times this year, to help pinpoint specific math areas that need extra review.  The information from this assessment is essential in making sure that your child has all the support he or she needs to be right on grade level with their math skills.  If your child is struggling with a certain math concept or skill, I will be in touch to let you know of ways that we are working to strengthen these skills at school and to provide ideas for additional practice at home!***

# Math Update

This week we continued to practice breaking apart numbers to find partners!  We worked specifically with the numbers 6, 7 and 8 using our “little lambs” and “stair step tool” to help us find the smaller partners inside these bigger numbers.  As we worked through this exploration we made some new discoveries: equal partners and switch partners!!

Equal partners occur when both partners are the same (equal) number.  For the number 6, the equal partners are 3+3.  For the number 8, the equal partners are: 4+4.  We noticed that equal partners don’t always occur for every number – next week we will learn more about why this happens!

Later in the week, as we broke apart the number 7, we came across another interesting and new discovery: switch partners.  We realized that we can be super quick, but very thorough, mathematicians if we find one set of partners, such as 1+6, and then S-W-I-T-C-H the placement of the partners to quickly find another set: 6+1. Our first graders are becoming such experts at finding partners and switch partners with all this new knowledge.

In fact, by the end of the week we used our schema about partners to play a new math game: Melon Monster!!  To play this game we had little monsters (students) come up to secretly munch on a few melons (paper plates) in the front of our classroom.  When the monster finished eating he or she left the extra melons on the board so the rest of our class could use their super duper math skills to figure out how many melons that monster ate.

Make sure to ask your child if they’ve had a chance to be our hungry Melon Monster.  If they haven’t yet – no worries – we will be playing again next week! :)