Bridges Grade 1 Advice for Unit 3, Sessions 11-21

We left off after discussing the first 10 sessions of Unit 3 last month. You’ll probably have 18-20 teaching days this month. In my “most behind” year teaching first grade I had just started Unit 3, and was able to cover Sessions 2-19 in January. I really turned on the gas that month! I did 18 sessions in 20 days, taking two days with two of the sessions. If you are behind, you need to do the same thing! You need to be ready to start the penguin unit early in February. If you are significantly behind and did the crab and sea star story problems, skipping the lobster problems is a possibility. In Getting Started it points out that if you are really far behind in Unit Three you can leave out sessions 8-10, for you will visit this concept again in later units. Remember, you can call me for nonjudgmental advice at any time if you find yourself behind.

 

If you are in a state with a Bridges Supplement, be sure to consult the equivalent unit planner to be sure you don’t miss any sessions specific to your state standards. 

 

Here are two lobster student-created problems Both are very straightforward, and are derived from Picture Problem 5, which uses 5 lobsters. So these two students upped the ante a bit, hopefully as many of yours will too. When you are doing Picture Problem 4, which is a “half as many” problem, you may want to act out a similar problem with people first. This can be an elusive concept for first graders!

 

Notice I used clip art lobsters. This can save students a lot of time, and allow them to make problems with much greater numbers than if they had to draw or cut them out. To be accurate, you could run them off on olive green, greenish brown, orange, or bright blue paper. The first two are the most common colors of American lobsters. Many of your children will be capable of posing a problem and writing it by now. I always set out lined writing paper and told the children to write a draft of their problem themselves. I would proofread them so I could type them later, and then had the children glue this draft onto the back of their problem.

 

Don’t spend days solving the story problems. Sort them into types, solve 1 or 2 of each type, and do the rest on later days. Try doing 1 or 2 with your opening, having a buddy class come and solve them, or post them on a bulletin board with slips of paper and a can to put answers in.

 

Session 14, 20¢ or Bust! is a wonderful game. This will prepare your children to play blackjack. (Just kidding.) Unlike the directions in the book, I choose the first transparent card, putting it down on the overhead with the cover-up card. It is easier to model the procedure than trying to explain it.

 

The only comment on Sessions 17 & 18, An Hour or Bust! is to continually remind students that we begin coloring from the twelve, going clockwise. This insight comes from my observations at Work Places. Kids seemed to have no problem with the clockwise part, but some would start coloring at random points on the clock!

Rather than talk about Whales Have Two Flukes, Sessions 19-21, I have included a photo. I included a very insightful observation from one student.

 

The Student Practice Book has six pages that can be during these sessions, including several Challenge sections. See pages 31-36.

Lastly, somehow try to find time to squeeze in the assessments on the blue pages. Make a list of your children in order of “most worried about” to “everything is great” and do them in that order. Interview 1 has to be done in random order, but there is no reason Interview 2 cannot be done in small or large groups if you are pressed for time. You won’t get the same insights as to counting, but you will have some sense of who’s on track and who’s lost.