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Maths Blic 1, Spring 2019

Skapad 2019-01-16 23:47 i Kvarngärdesskolan Uppsala
I Favorit matematik 1B kommer du träna matematiska metoder, mönster och begrepp, lösa problem och resonera matematik.
Grundskola 1 Matematik
You will work with different kinds of problem solving, work and consolidate the mathematical methods and learn ways of expressing math concepts using words. You will also be given the opportunity to talk about maths in a small group and discuss together with your friends.

Innehåll

What are we going to learn? 

You will learn:

  • Natural numbers 0-100
  • Marking a number on the number line 0-20
  • Less, fewer, and same amount
  • Addition and subtraction
  • Less and larger numbers within 0-100
  • Odd and even numbers
  • Units and tens, change tens
  • Numbers 0-100
  • Geometrical patterns and tangram
  •  Perform and understand bar grahs.
  •  Number patterns.
  •  Math stories .
  •  Use mathematical expressions, ie more, less, as many as, kronor, less than, larger than, additon, subtraction, same as, equally, algebra
  •  Counting with money 0-20.
  •  Simple fractions
  •  Draw simple figures in a square grid.
     

You will develop your abiblity to:

  • Ability to analyse and find solutions of a task or a problem, see connections and plausibilities in a solution or differenses.
  • Ability to understand concepts, i e more, less, as many as, kronor, algebra, less than, more than, addition, subtraction, equally. 
  • Metacognitive ability, to reflect and choose strategies, try and redo.
  • Ability to communitcate; to speak, reason and communicate as well as formulate.
  • Ability to handle information, to structure and sort information. Be able to seperate facts and own thoughts, tell and take argument.

How will we learn this?

By:

  • Working laboratory.
  • Discuss, reason and consolidate mathematical concept
  • Practice in the book.
  • Problemsolving in groups as well as individual.

How can you show what you have learned:

By:

  • discussion in groups with my teacher there to listen.
  • individual and group work, with my teacher there to listen.
  • being active in class
  • in the diagnostic part , `"Vad har jag lärt mig" in the Math Book.

Kopplingar till läroplanen

  • Centralt innehåll
  • Naturliga tal och deras egenskaper samt hur talen kan delas upp och hur de kan användas för att ange antal och ordning
    Ma  1-3
  • Del av heltal och del av antal. Hur delarna kan benämnas och uttryckas som enkla bråk samt hur enkla bråk förhåller sig till naturliga tal.
    Ma  1-3
  • De fyra räknesättens egenskaper och samband samt användning i olika situationer.
    Ma  1-3
  • Centrala metoder för beräkningar med naturliga tal, vid huvudräkning och överslagsräkning samt vid beräkningar med skriftliga metoder och digitala verktyg. Metodernas användning i olika situationer.
    Ma  1-3
  • Rimlighetsbedömning i vardagliga situationer
    Ma  1-3
  • Matematiska likheter och likhetstecknets betydelse.
    Ma  1-3
  • Hur enkla mönster i talföljder och enkla geometriska mönster kan konstrueras, beskrivas och uttryckas
    Ma  1-3
  • Vanliga lägesord för att beskriva föremåls och objekts läge i rummet.
    Ma  1-3
  • Symmetri, till exempel i bilder och i naturen, och hur symmetri kan konstrueras.
    Ma  1-3
  • Slumpmässiga händelser i experiment och spel.
    Ma  1-3
  • Enkla tabeller och diagram och hur de kan användas för att sortera data och beskriva resultat från enkla undersökningar, såväl med som utan digitala verktyg.
    Ma  1-3
  • Olika proportionella samband, däribland dubbelt och hälften.
    Ma  1-3
  • Strategier för matematisk problemlösning i enkla situationer.
    Ma  1-3
  • Matematisk formulering av frågeställningar utifrån enkla vardagliga situationer.
    Ma  1-3
  • Kunskapskrav
  • Eleven kan lösa enkla problem i elevnära situationer genom att välja och använda någon strategi med viss anpassning till problemets karaktär.
    Ma   3
  • Eleven beskriver tillvägagångssätt och ger enkla omdömen om resultatens rimlighet.
    Ma   3
  • Eleven har grundläggande kunskaper om matematiska begrepp och visar det genom att använda dem i vanligt förekommande sammanhang på ett i huvudsak fungerande sätt.
    Ma   3
  • Eleven kan beskriva begreppens egenskaper med hjälp av symboler och konkret material eller bilder.
    Ma   3
  • Eleven kan även ge exempel på hur några begrepp relaterar till varandra.
    Ma   3
  • Eleven har grundläggande kunskaper om naturliga tal och kan visa det genom att beskriva tals inbördes relation samt genom att dela upp tal.
    Ma   3
  • Dessutom kan eleven använda grundläggande geometriska begrepp och vanliga lägesord för att beskriva geometriska objekts egenskaper, läge och inbördes relationer.
    Ma   3
  • Eleven kan välja och använda i huvudsak fungerande matematiska metoder med viss anpassning till sammanhanget för att göra enkla beräkningar med naturliga tal och lösa enkla rutinuppgifter med tillfredställande resultat.
    Ma   3
  • Eleven kan även avbilda och, utifrån instruktioner, konstruera enkla geometriska objekt.
    Ma   3
  • Eleven kan beskriva och samtala om tillvägagångssätt på ett i huvudsak fungerande sätt och använder då konkret material, bilder, symboler och andra matematiska uttrycksformer med viss anpassning till sammanhanget.
    Ma   3
  • Eleven kan föra och följa matematiska resonemang om val av metoder och räknesätt samt om resultats rimlighet, slumpmässiga händelser, geometriska mönster och mönster i talföljder genom att ställa och besvara frågor som i huvudsak hör till ämnet.
    Ma   3
  • Eleven kan hantera enkla matematiska likheter och använder då likhetstecknet på ett fungerande sätt.
    Ma   3

Matriser

Ma
Favorit matematik 1B

Level 1
Level 2
Level 3
Problem solving and Reasoning
- interpret oral and written information - Describe strategies and approaches - choice of strategies and methods - interpret results and draw conclusions - assessing reasonableness
You sometimes need help from a teacher to solve simple problems in pupil-oriented situations by choosing and using a strategy with some adaptation to the nature of the problem in tasks with: - the clock - Addition with tens - geometry and measurement You need help with describing approaches and strategies used. Provides simple explanation on how they got the answer.
You solve simple problems in pupil-oriented situations by choosing and using a strategy with some adaptation to the nature of the problem in tasks with: - the clock - Addition with tens - geometry and measurement Describes approaches, strategies used. Provides simple explanation on how they got the answer.
You solve more advanced problems in pupil-oriented situations by choosing and using a strategy with some adaptation to the nature of the problem in tasks with: - the clock - Addition with tens - geometry and measurement Describes approaches, strategies used in a developed way. Provides developed explanation on how they got the answer.
Concept
- understands and describes different concepts - uses different concepts - relationship between different concepts (practical or theoretical)
You have some basic knowledge of the mathematical concepts: half hour hourly minute ones tens half double sum difference different quadrilateral triangle circle point segment line centimeter angle side corner symmetry even odd. Shows it sometimes by using them in a generally functioning manner. Needs help to describe the characteristics of the concepts using symbols and concrete materials or images. Sometimes provides examples of how some concepts relate to each other.
Have basic knowledge of the mathematical concepts: half hour hourly minute ones tens half double sum difference different quadrilateral triangle circle point segment line centimeter angle side corner symmetry even odd. Shows it by using them in a generally functioning manner. Describe the characteristics of the concepts using symbols and concrete materials or images. Provides examples of how some concepts relate to each other.
.Have basic to advanced knowledge of the mathematical concepts: half hour hourly minute ones tens half double sum difference different quadrilateral triangle circle point segment line centimeter angle side corner symmetry even odd. Shows it by using them consistently in a functioning manner. Describe the characteristics of the concepts using symbols and concrete materials or images. Provides examples of how some concepts relate to each other.
Methods
- Choose the correct method - Perform calculations using different methods - development - use of aids
Needs help to select and use essentially functional mathematical methods with some adaptation to the context to make simple calculations with: - numbers 13-20 - the clock - problem solving and addition with tens - geometry and measurement - number sense and relationships Needs support to Solve simple routine tasks with satisfactory results. Needs support to use mental arithmetic to carry out calculations.
Selects and uses essentially functional mathematical methods with some adaptation to the context to make simple calculations with: - numbers 13-20 - the clock - problem solving and addition with tens - geometry and measurement - number sense and relationships Solves simple routine tasks with satisfactory results. Uses mental arithmetic to carry out calculations.
Selects and uses essentially functional mathematical methods with some adaptation to the context to make simple calculations with: - numbers 13-20 - the clock - problem solving and addition with tens - geometry and measurement - number sense and relationships Solves advanced tasks with satisfactory results. Uses mental arithmetic to carry out calculations.
Reasoning
- Asks and answers questions with mathematical content - follows and uses mathematical reasoning - motivates and argues in mathematical discussions
Needs support to develop and answer questions with mathematical content in data with - addition - subtraction - the clock - geometry and measurement -number sense and relationships Needs support to Use and follow mathematical reasoning and can sometimes explain about the choice of methods, computation and reasonableness of their answer. Needs support developing and answering questions that are mainly related to the topic.
Develops and answers questions with mathematical content in data with - addition - subtraction - the clock - geometry and measurement -number sense and relationships Uses and follows mathematical reasoning and can explain about the choice of methods, computation and reasonableness of their answer. Develops and answers questions that are mainly related to the topic.
Consistently develops and answers advanced questions with mathematical content in data with - addition - subtraction - the clock - geometry and measurement -number sense and relationships Uses and follows mathematical reasoning and can explain about the choice of methods, computation and reasonableness of their answer. Develops and answers questions that are related to the topic.
Communication
- describe and explain in writing and orally Use mathematical concepts and forms of expression
Needs support describing and discussing approaches and then uses concrete materials, images, symbols and other mathematical expressions with some adaptation to the context of tasks with: - addition - subtraction - the clock - geometry and measurement -number sense and relationships.
Describes and discusses approaches and then uses concrete materials, images, symbols and other mathematical expressions with some adaptation to the context of tasks with: - addition - subtraction - the clock - geometry and measurement -number sense and relationships.
Describes and discusses approaches and then uses concrete materials, images, symbols and other mathematical expressions with adaptation to the context of tasks in an advanced way with: - addition - subtraction - the clock - geometry and measurement -number sense and relationships.
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