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First Grade Unit 3 - Numbers Can Be Used in Many Ways

Page history last edited by Gena Barnhill 10 months, 3 weeks ago

1st Grade Unit 3: Numbers Can Be Used in Many Ways

Unit Driving Question

What are some real world ways we use numbers?

Essential Questions

How can we use and organize numbers to solve problems?
What does it mean to be equal?
How can we solve problems with numbers and mathematical tools?
What are some useful ways to think about numbers in mathematical situations?

Big Ideas

Numbers can be used to solve real world problems.
Numbers can be expressed in a variety of ways.
Numbers can be expressed as equivalent (equal).

Technology Resources

The following apps, websites, and smartboard lessons can be used throughout the unit, as needed, during small groups, lessons, to reinforce standards. They are also useful for students who may need reinforcement, remediation, or differentiation.

http://www.abcya.com/comparing_number_values.htm- greater than, less than, equal

https://www.nctm.org/Classroom-Resources/Illuminations/Interactives/Ten-Frame/- Adding Ten Frame

http://www.abcya.com/addition.htm- addition with manipulatives

http://www.fisme.science.uu.nl/toepassingen/03373/- addition and subitizing

https://www.arcademics.com/games/jet-ski- addition

https://www.nctm.org/Classroom-Resources/Illuminations/Interactives/Oktas-Rescue/- addition

http://www.bbc.co.uk/schools/numbertime/games/dartboard.shtml- addition, doubles

http://www.ictgames.com/bridgedoubles.html- addition, doubles

http://www.ictgames.com/saveTheWhale/index.html- adding to 10

http://www.primarygames.com/math/mathlines/ -addition

https://fun4thebrain.com/addition/alienmunchadd.html -addition

http://www.fuelthebrain.com/games/number-line/?method=search&sID=195&keyword=number%20line- numberline

https://www.ixl.com/math/grade-1/number-l - numberline

http://ictgames.com/numberlineJumpMaker/index.html- Number line jump maker

https://www.visnos.com/demos/addition-subtraction-facts + and - with numberline

http://www.abcya.com/subtraction_game.htm- subtraction

http://www.abcya.com/math_stack.htm -subtraction

http://www.coolmath-games.com/0-number-twins- ways to make 10

https://www.mathlearningcenter.org/resources/apps - Multiple manipulatives free and can be accessed by apps or website

Launch Task

1 Lesson

How can you show numbers? Give small groups of students paper (butcher paper works well) with a number 1-10 on it. Ask each group to think of all the ways they can make the number. You may have to model for some groups. They will bring the papers back to share with the whole group once they are done. For example, they may show 5 as tally marks, a full five-frame, the top row of a ten-frame, an equation such as 4+1, the number five, the word five, patterned 5, dot cube 5, or 5 of any item , such as circles, etc...

Big Ideas for Development Lessons

3 Weeks (approximately 1 week per big idea)

Big Idea 1: Numbers can be used to solve real world problems.

OAS-M: 1.N.1.1, 1.N.2.1, 1.N.1.3, 1.N.1.8

Collaborative Engagement

Bunk Bed Problem- From a given number, students determine how many children are on the top bunk and how many are on the bottom bunk.

http://www.k-5mathteachingresources.com/support-files/bunk-bed-problem.pdf

Key Resources

Mouse Count- Read the book Mouse Count by Ellen Stoll Walsh. Students will find combinations to make 10 using mice and a jar.
At the Park- Word problems using children at a park theme. As students work with concrete materials to solve problems, they should begin to record their problem and then the solution in an equation. For example, if Mike sees 5 beetles and Sally sees 6 butterflies, how many insects did they catch all together? A student might write one of these equations to represent the problem: 5+6 = ?, 6+5=?, ?=5+6, ?=6+5
Build it in Parts- Provide students with one material such as Unifix cubes or color tiles. Ask students, “How many different combinations can for a given number can you make using only two parts?” Use a context that will be familiar to students or even literature. For example, ask how many different combinations 6 hats can you wear after reading the book Caps for Sale. (Slobodkina, 1938) (i.e., 3 red caps and 3 blue caps, 4 red and 2 blue, etc.) Each combination can be modeled using cubes or tiles and students can communicate the number sentences to match with partners. Students should be encouraged to try multiple combinations up to 20 using two parts.

adapted from Elementary and Middle School Mathematics Teaching Developmentally, Van De Walle, Karp, Bay-Williams

Big Idea Formative Assessment

Use concrete representations to describe whole numbers using place value in terms of 10s and 1s.

Read-One is a Snail, Ten is a Crab by April Pulley Sayre and Jeff Sayre, 2003 before lesson.

Counting- Teacher will need to prepare several Ziplock bags with base ten blocks, rods, and cubes. In each bag, put a different amount of base ten blocks representing numbers such as 15, 19, 5, etc. (If school does not have base ten blocks, then teacher can make rods using string and 10 beads. The bags would contain 10-strings of beads and some loose beads.) Have each bagged marked/labeled A, B, C etc.

Recording Sheet: (1 sheet per partner. Both students will put their names at the top.)

Baggie	Rods	Cubes	___ Tens ___ Ones	Total
A
B
C
D

After reading and discussing book, pose the following task: “I dropped these bags and now they are out of order. I cannot remember how many I put in each bag. Please help me by figuring out how many are in each bag.”

Working in pairs, students will be given a baggie and spill the contents onto their desk. They will try to figure out how many total cubes or beads are in the baggie. Once the partners agree on the number, they record their answer on the recording sheet. When student partners finish with a baggie, they trade with another set of students until they have completed all the baggies or until time's up.

(Note: This may take more than one day.)

The teacher will facilitate whole class discussion so students discuss their findings and compare answers.

Teacher questions:

“Do you agree?” "Why or why not?”

“How did you find your answer?”

"Can we have two different answers for the same baggie?” "Why or why not?”

Instructional Notes for Teachers

Students struggling with larger numbers can be given baggies that contain smaller numbers.
The goal would be for students to recognize the quantity of tens and ones without counting individual ones.
Students may need to be reminded about rode and cubes.
This skill is a building block for many other skills.

Extending the lesson-Same number, different form.

Before class begins place around the room:

several baggies containing rods and cubes

word cards

number cards

tens and ones cards

For example: a baggie may contain 1 rod and 4 cubes. (use baggies from previous day)

On -- word card have written, fourteen

number card shows the number 14

tens and ones card shows 1 ten and 4 ones

Students, with their partners, try to find the matching cards for the baggies given to them.

Teacher pulls class together to discuss the cards. (Students should begin recognizing that the baggie and cards all name the same number.)

Instructional Notes for Teachers:

Place Value is a building block for many skills.
It is a three step process; picture, expanded notation, and standardized notation.
Ask the value questions: How many ones, tens, and hundreds?
Reinforce “____ groups of _______” visually.
Repeat over and over the important visuals using place value mats, manipulatives, and number cards.

Evidence of Understanding

Use a variety of ways to construct and deconstruct quantities up to 20.
Recognize numbers to 20 without counting.
Use a variety of strategies and tools to solve number problems.
Use and understand symbols in number problems.
Use structure to solve number problems.
Understand equal sign to mean the same as.

Big Idea 2: Numbers can be expressed in a variety of ways.

OAS-M: 1.N.1.1, 1.N.2.1, 1.N.1.6, 1.D.1.1, 1.D.1.2, 1.D.1.3

Collaborative Engagement

Read - More or Less, Comparing Numbers by Stuart Murphy before lesson.

Vocabulary- Identify the pattern in the story (counting by 10s and 1s). Discuss how a 100s chart will help find 10 more or 10 less. Identify how the numbers get larger as we go down the chart and smaller as we go up. Identify the numbers move from left to right and begin again.

Counting - Use a 100s chart to highlight as a whole group, small groups, and individually. Highlight 10’s row, etc. Use counters to cover the numbers on the chart, play “I have, who has” with numbers 10 more and 10 less. As students practice more they will no longer need the 100s chart.

Using Complete Sentences - Choose students to explain how we find 10 more and 10 less. Allow students to write, draw, or share with partners using correct vocabulary how they found 10 more or 10 less.

*Can revisit Data Collection using idea below*

Complete a Graph Using Data - Create your own graph using skip counting by 10, example, how many fingers in my family? Using pictures to make a graph students will count by 10s, and be able to explain in complete sentences the results. What else could we graph? Allow students to practice during stations with graph patterns and sticky notes. Students should be able

to count by 10s and recognize each box will stand for a 10.

Wrapping It Up -http://betterlesson.com/lesson/577282/10-more-and-10-less

https://www.teachervision.com/math/lesson-plan/48937.html

Key Resources

Number Squares Part 3: Using a number grid students will add ten more and look for patterns when adding 10.
Five-Frame and Ten-Frame Tell-About: Explain that only one counter is permitted in each section of the Five-Frame. Have children show three on their five-frame. Ask them, “What can you tell us about 3 from looking at your five-frame?” After hearing from several children, try other numbers from 0-5. Children may initially prace their counters on the five-frame in any manner. For example, with four counters, a child may place two on each end and say, “It has a space in the middle,” or “it’s two and two.” There are no wrong answers with the initial placements. When a five-frame has been used for about a week or so, move to a ten-frame and numbers 6-10. Introduce the concept of filling the top row first, starting on the left, the same way they read.
Ten More: Game with counters, dice and game board. Students add 10 and get four counters in a row to win

Big Idea Formative Assessment

Double Decker Bus - Show numbers using ten-frames and counters

Evidence of Understanding

Use a variety of strategies and tools to solve addition and subtraction problems.
Recognize numbers to 20 without counting.
Recognize 10 more and 10 less without counting using mathematical tools such as number grids and ten frames.
Understand equal sign to mean the same as.
Use a variety of ways to construct and deconstruct quantities.
Organize, represent, and interpret data in up to three categories.

Big Idea 3: Numbers can be expressed as equivalent (equal).

OAS-M: 1.N.1.1, 1.N.2.1, 1.N.1.6, 1.N.1.7, 1.N.1.9

Collaborative Engagement

A great hands-on way to introduce this concept is actually a pan or bucket balance:

Start by having students build two equations that both equal five using counters. For example, 2 green linking cubes and 3 red linking cubes for the first equation and 1 yellow cube and 4 blue cubes for the second equation.
Put the linking cubes from the first equation on one side of the balance and the cubes from the other equation on the other side of the balance. You can even put a sticky note with an equal sign on the base of the balance.
Try this with other equations (“I wonder if this would work for combinations for 6?”). Be sure to model some statements that will not be equal, too.
When your students are ready to practice, use a mat and some equation cards they can use to explore different equations and determine if they are equal or unequal. Notice that you still want to have manipulatives to connect the concrete learning with the abstract equations. The students will basically just take two cards, place them on either side of the equal sign on the mat, build the number, and determine if the equation is equal or unequal.
Students can record their work in their math journal, and if they also draw a picture to represent their equation, you are bringing in representation. (We will use this as an assessment at the end of this big idea.)

Key Resources

Equality Number Sentences: Compare number sentences for equality.
Up and Down the Number Line: Create a large number line on the floor of your classroom, or display one in front of the room. (Make sure your line starts with a zero and has arrows at each end of the line.) Use a stuffed animal for hopping, or if the number line is large enough, ask a student to walk the number line. Pose a variety of problem situations and talk about the movement required for each. Start with a context that requires moving a distance, such as the frog hopping away from the lily pad. This emphasizes the spaces (units of length) on the number line and is a wonderful mental image for thinking about the meaning of addition and subtraction and the purpose of the equal sign.

adapted from Elementary and Middle School Mathematics Teaching Developmentally, Van De Walle, Karp, Bay-Williams

Big Idea Formative Assessment

Use the balance pan activity from the collaborative engagement to assess students understanding of equality. When your students are ready for the assessment they can, use the mat and some equation cards they can use to explore different equations and determine if they are equal or unequal. Notice that you still want to have manipulatives to connect the concrete learning with the abstract equations. The students will basically just take two cards, place them on either side of the equal sign on the mat, build the number, and determine if the equation is equal or unequal. Students can record their work in their math journal, and if they also draw a picture to represent their equation, you are bringing in representation.

https://docs.google.com/document/d/1XRnCePnnGR4QE4RgSWtk32ORUcn6EsRrNSeX4fbF2zc/edit

Evidence of Understanding

Use a variety of strategies and tools to solve real world addition and subtraction problems.
Recognize numbers to 20 without counting.
Understand equal sign to mean the same as.
Be able to compare and order whole numbers up to 100.