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1st Grade  Project 4 weeks

Math Mashup: Time, Shapes & Sums

Cameron L
Updated
CCSS.Math.Content.1.OA.C.6
CCSS.Math.Content.1.MD.C.4
CCSS.Math.Content.1.OA.A.1
CCSS.Math.Content.1.OA.A.2
CCSS.Math.Content.1.OA.B.3
+ 5 more
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Purpose

Students investigate how math helps them solve real classroom and school problems by using addition and subtraction within 20, measurement, time, data, place value to 100, and shape and fair-share ideas in meaningful daily tasks. They work together to collect favorites data, build graphs and simple charts, solve story problems, plan routines, and create shape-based designs with support from a local artist, architect, or community builder. Across the project, students explain their thinking with drawings, equations, models, partner talk, and short audio or teacher-scribed reflections that connect math strategies to challenge, revision, and success. The work leads to a favorites-and-choices data gallery and a problem-solving celebration where students share how math helps them make smart choices and solve community-based problems.

Learning goals

Students will solve real classroom and school story problems within 20 using objects, drawings, equations, and strategies such as counting on, making 10, decomposing numbers, and using the relationship between addition and subtraction. Students will measure, compare, and tell time to help plan routines, and they will collect, organize, and interpret class data to 100 with ones, tens, picture graphs, and simple charts. Students will explore shapes and equal shares by creating fair-share designs and models with support from a local artist, architect, or community builder. Students will communicate their thinking with partners and visitors, reflect each week on one task, one strategy, and one revision, and use the feelings-and-learning chart to notice how they handle challenge and growth.

Standards
  • [Common Core] CCSS.Math.Content.1.OA.C.6 - Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
  • [Common Core] CCSS.Math.Content.1.MD.C.4 - Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
  • [Common Core] CCSS.Math.Content.1.OA.A.1 - Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
  • [Common Core] CCSS.Math.Content.1.OA.A.2 - Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
  • [Common Core] CCSS.Math.Content.1.OA.B.3 - Apply properties of operations as strategies to add and subtract.
Competencies
  • Critical Thinking & Problem Solving - Students consider a variety of innovative approaches to address and understand complex questions that are authentic and important to their communities.
  • Effective Communication - Students practice listening to understand, communicating with empathy, and share their learning through exhibiting, presenting and reflecting on their work.
  • Collaboration - Students co-design projects with peers, exercise shared-decision making, strengthen relational agency, resolve conflict, and assume leadership roles.
  • Academic Mindset - Students establish a sense of place, identity, and belonging to increase self-efficacy while engaging in critical reflection and action.
  • Self Directed Learning - Students use teacher and peer feedback and self-reflection to monitor and direct their own learning while building self knowledge both in and out of the classroom.

Products

Students will create a favorites-and-choices data gallery that includes picture graphs, simple charts, and class-count displays using ones and tens to 100. Throughout the project, they will also make drawings, equations, measurement records, simple time plans, and shape or fair-share models built with paper, blocks, or recycled materials, with guidance from a local artist, architect, or community builder. Each week, students will add a teacher-scribed or audio reflection naming one math task they completed, one strategy they tried, one revision for next time, and a sticky note on the feelings-and-learning chart about challenge and success. By the end, these products will support a Problem-Solving Celebration Path where students use their work to explain how they solved real classroom and school math problems.

Launch

Begin with a “Data Detectives Launch Lab” where students investigate a class question such as, “What should we add to our classroom choice time?” Students survey classmates about favorites, sort responses into up to three categories, count the totals with ones and tens to 100, and build a large picture graph together to decide which choice has more, less, or how many in all. Add a quick challenge where pairs solve simple classroom story problems from the data using drawings, equations, counting on, or making 10, then invite a local artist, architect, or community builder to show how shapes and fair shares can help design the final class choice display. Close with a sticky note on the feelings-and-learning chart so each child names one math idea they used and one way they handled a challenge.

Exhibition

Host a Problem-Solving Celebration Path where students guide families, classmates, and community partners through stations featuring their favorites-and-choices data gallery, picture graphs, simple charts, and shape or fair-share designs built with paper, blocks, or recycled materials. At each station, students explain how they used addition and subtraction within 20, place value to 100, measurement, or time to solve a real classroom problem, using drawings, equations, clocks, or tools as evidence. Include a listening station with short audio recordings or teacher-scribed reflections about one math task, one new strategy tried, and one challenge they worked through, connected to the feelings-and-learning chart. End with a partner share in which students tell visitors who helped them think through a challenge and how their work changed after critique and revision.

PQA Practice Standards Alignment

  • Supportive Environment: In the Data Detectives Launch Lab, students sort class favorites, count with ones and tens, and build picture graphs while the teacher names the math focus and models each step, demonstrating "Active Learning" and "Skill-Building." Students explain their choices with drawings, objects, equations, and short partner talk, and the graph gallery becomes a tangible product of their thinking.
  • Safe Environment: The daily feelings-and-learning chart and weekly teacher-scribed or audio reflections create a routine where students name one math idea, one challenge, and one way they handled frustration, demonstrating Creating Safe Spaces through a positive emotional climate and specific supports for psychological safety. Staff respond with calm redirection, warm language, and inclusive participation structures so every child can share mistakes, revisions, and successes without fear.
  • Interactive Environment: During small-group problem-solving stations and the final celebration path, students take turns as materials manager, explainer, checker, and greeter, demonstrating "Collaboration & Leadership" and "Adult Partners." The local artist, architect, or community builder works alongside students as they design shape-based and fair-share models, while partners practice listening, helping, and thanking one another.
  • Engaging Environment: In weekly critique and revision, students review one math task, name a strategy such as counting on or making 10, and decide what they will change next time, demonstrating "Planning Choice & Reflection" and "Learning Strategies." When students hit an error, staff guide them to self-correct with tools, drawings, and questions rather than giving answers, helping them connect success to persistence and strategy.
  • Engaging Environment: As students solve classroom story problems about time, measurement, equal shares, and data, the teacher asks them to compare strategies, predict outcomes, and explain how they know, demonstrating "Higher Order Thinking." Open-ended choices in materials, design ideas, and solution paths let students test different approaches and defend their reasoning during partner shares and the favorites-and-choices data gallery.