Grade 1 Mathematics Weeks 29–30: Teacher Guide and Answers
Suggested pacing: review 5 minutes, model 10 minutes, guided practice 10 minutes, independent work 10 minutes, feedback 5 minutes. Adapt to student needs.
Week 29: Length and measurement
Day 141: Length and measurement
Example: A strip is 17 cubes long. Another is 9 cubes long. How many cubes longer is the first? Answer: 8. Measure with equal-size units and subtract.
Practice 1: A strip is 19 cubes long. Another is 11 cubes long. How many cubes longer is the first? Answer: 8.
Practice 2: A strip is 20 cubes long. Another is 9 cubes long. How many cubes longer is the first? Answer: 11.
Practice 3: A strip is 17 cubes long. Another is 10 cubes long. How many cubes longer is the first? Answer: 7.
Practice 4: A strip is 18 cubes long. Another is 11 cubes long. How many cubes longer is the first? Answer: 7.
Ask the learner to explain the strategy. Use a new problem for independent checking rather than copying the model.
Day 142: Length and measurement
Example: A strip is 18 cubes long. Another is 10 cubes long. How many cubes longer is the first? Answer: 8. Measure with equal-size units and subtract.
Practice 1: A strip is 20 cubes long. Another is 9 cubes long. How many cubes longer is the first? Answer: 11.
Practice 2: A strip is 17 cubes long. Another is 10 cubes long. How many cubes longer is the first? Answer: 7.
Practice 3: A strip is 18 cubes long. Another is 11 cubes long. How many cubes longer is the first? Answer: 7.
Practice 4: A strip is 19 cubes long. Another is 9 cubes long. How many cubes longer is the first? Answer: 10.
Ask the learner to explain the strategy. Use a new problem for independent checking rather than copying the model.
Day 143: Length and measurement
Example: A strip is 19 cubes long. Another is 11 cubes long. How many cubes longer is the first? Answer: 8. Measure with equal-size units and subtract.
Practice 1: A strip is 17 cubes long. Another is 10 cubes long. How many cubes longer is the first? Answer: 7.
Practice 2: A strip is 18 cubes long. Another is 11 cubes long. How many cubes longer is the first? Answer: 7.
Practice 3: A strip is 19 cubes long. Another is 9 cubes long. How many cubes longer is the first? Answer: 10.
Practice 4: A strip is 20 cubes long. Another is 10 cubes long. How many cubes longer is the first? Answer: 10.
Ask the learner to explain the strategy. Use a new problem for independent checking rather than copying the model.
Day 144: Length and measurement
Example: A strip is 20 cubes long. Another is 9 cubes long. How many cubes longer is the first? Answer: 11. Measure with equal-size units and subtract.
Practice 1: A strip is 18 cubes long. Another is 11 cubes long. How many cubes longer is the first? Answer: 7.
Practice 2: A strip is 19 cubes long. Another is 9 cubes long. How many cubes longer is the first? Answer: 10.
Practice 3: A strip is 20 cubes long. Another is 10 cubes long. How many cubes longer is the first? Answer: 10.
Practice 4: A strip is 17 cubes long. Another is 11 cubes long. How many cubes longer is the first? Answer: 6.
Ask the learner to explain the strategy. Use a new problem for independent checking rather than copying the model.
Day 145: Length and measurement
Example: A strip is 17 cubes long. Another is 10 cubes long. How many cubes longer is the first? Answer: 7. Measure with equal-size units and subtract.
Practice 1: A strip is 19 cubes long. Another is 9 cubes long. How many cubes longer is the first? Answer: 10.
Practice 2: A strip is 20 cubes long. Another is 10 cubes long. How many cubes longer is the first? Answer: 10.
Practice 3: A strip is 17 cubes long. Another is 11 cubes long. How many cubes longer is the first? Answer: 6.
Practice 4: A strip is 18 cubes long. Another is 9 cubes long. How many cubes longer is the first? Answer: 9.
Ask the learner to explain the strategy. Use a new problem for independent checking rather than copying the model.
Week 30: Time to hour and half-hour
Day 146: Time to hour and half-hour
Example: Write 4:00 in words. Answer: 4 o’clock. Minute hand at 12.
Practice 1: Write 6:00 in words. Answer: 6 o’clock.
Practice 2: Write 7:30 in words. Answer: half past 7.
Practice 3: Write 4:00 in words. Answer: 4 o’clock.
Practice 4: Write 5:30 in words. Answer: half past 5.
Ask the learner to explain the strategy. Use a new problem for independent checking rather than copying the model.
Day 147: Time to hour and half-hour
Example: Write 5:30 in words. Answer: half past 5. Minute hand at 6.
Practice 1: Write 7:30 in words. Answer: half past 7.
Practice 2: Write 4:00 in words. Answer: 4 o’clock.
Practice 3: Write 5:30 in words. Answer: half past 5.
Practice 4: Write 6:00 in words. Answer: 6 o’clock.
Ask the learner to explain the strategy. Use a new problem for independent checking rather than copying the model.
Day 148: Time to hour and half-hour
Example: Write 6:00 in words. Answer: 6 o’clock. Minute hand at 12.
Practice 1: Write 4:00 in words. Answer: 4 o’clock.
Practice 2: Write 5:30 in words. Answer: half past 5.
Practice 3: Write 6:00 in words. Answer: 6 o’clock.
Practice 4: Write 7:30 in words. Answer: half past 7.
Ask the learner to explain the strategy. Use a new problem for independent checking rather than copying the model.
Day 149: Time to hour and half-hour
Example: Write 7:30 in words. Answer: half past 7. Minute hand at 6.
Practice 1: Write 5:30 in words. Answer: half past 5.
Practice 2: Write 6:00 in words. Answer: 6 o’clock.
Practice 3: Write 7:30 in words. Answer: half past 7.
Practice 4: Write 4:00 in words. Answer: 4 o’clock.
Ask the learner to explain the strategy. Use a new problem for independent checking rather than copying the model.
Day 150: Time to hour and half-hour
Example: Write 4:00 in words. Answer: 4 o’clock. Minute hand at 12.
Practice 1: Write 6:00 in words. Answer: 6 o’clock.
Practice 2: Write 7:30 in words. Answer: half past 7.
Practice 3: Write 4:00 in words. Answer: 4 o’clock.
Practice 4: Write 5:30 in words. Answer: half past 5.
Ask the learner to explain the strategy. Use a new problem for independent checking rather than copying the model.
Assessment and progression
Use unfamiliar parallel questions to assess transfer. Record accuracy, strategy explanation, and independent work separately. Revisit skills that need reteaching. This material is locally developed, not a certification of full Alabama mathematics standards alignment.