First Grade Content Preview
Unit 08
Energizers (5 min)
Below you will find a new spin on some energizers you may have already used in your classroom. Feel free to continue to use the other energizers listed in Unit 01 by clicking here: http://bit.ly/2evd1Dc.
Virtual number dice: double dice. One partner sits with back to the online dice. The other student makes a two digit number of the dice rolled and tells the partner how many tens, how many ones. The partner then responds with the number in standard form.
http://www.curriculumbits.com/prodimages/details/maths/mat0005.html
Opening (5-10 min)
Which one Doesn't Belong: See the activity listed under "Suggested Activities" labeled Which one Doesn't Belong. Have students display the poster for the class and the class decides which one doesn't belong. Students could even practice justifying by writing in a journal.
This is slightly different than the website "which one doesn't belong" because there is one answer as opposed to multiple answers.
Number of the Day (as seen in unit 06) : As students have built capacity with larger numbers, students can interact with numbers by highlighting the number of the day. This can be extended to ask students to create a story problem about the number of the day. For an example class poster click here:
https://docs.google.com/file/d/0BxoORa3TsCocS2lUek9Hd1MxTG8/edit
Optional Unit 08 Activities
Interactive Numberlines
MATERIALS NEEDED:
- Painter’s Tape
- Benchmark Numbers printed on card stock or index cards
- Ziplock bag to store Student Numbers
- Student Numbers printed on card stock or written on post-it notes
How to Create an Interactive Number Line:
1 – Use a long strip of painter’s tape to form a vertical number line on the wall
2 – Use smaller strips to create hash marks for benchmark numbers
3 – Place benchmark numbers next to each of the hash marks using number cards or sticky notes
Number lines help bridge gaps for students to better understand numbers that come before or after a given number and requires students to put random numbers back into the correct sequence. Vertical Number lines help “see” the numbers increasing or decreasing.
Student differentiation comes into play when you allow specific groups of students who are experiencing difficulty to focus only on their area of need. Consider tailoring the student number cards for specific groups or having multiple number lines around the room for various groups.
Click here for more information: https://mrelementarymath.com/using-interactive-number-lines/
Combinations to 120 with beaded number strings
Use the beaded number lines to compose and decompose numbers.
Give students a number: ex. 74. Ask the students to decompose that number in two ways using their beaded number strings. Ex: 60 and 14 ones, 6 tens and 14 ones. Another way could be 7 tens and 4 ones, another way 6 tens, 8 ones, and 6 ones. Encourage students to count by tens by sliding the groups of tens across the string and then sliding the beads one by one to build the numbers. Extend this so students practice this activity on an open number line.
This can also be helpful in placing numbers on the open number line. You can tape down the same size string on a table, students put where they think the number will go on the number line, then use the beaded number line to see how close they are to the actual placement.
To extend the beaded number lines to 120, have students join with a partner and use a clothespin to clip the bead 120 to work within the number set. This also helps students to understand that numbers don't stop at 120 but continue infinitely.
Number Puzzles Representations and Comparing
Use this puzzle template.
https://docs.google.com/document/d/15Gp59D7gxDTUDBTG8b2tD_GTr-lYVT1t-gc-wBWMmSk/edit?usp=sharing
- Let students select a number to 120 (or give student numbers and differentiate for students). Students then create the number four different ways: an open number line, number strip, base ten pictorial representation, and then a free choice.
- Have students compare their puzzle pieces with a partner or a group PRIOR to cutting them out. Which is greater? Which is less? How do you know?
- Students cut out the puzzle pieces.
- Place four different student pieces in one gallon ziploc bag and you have an activity/station for others to try to put together
- Have students order the puzzles from least to greatest or greatest to least, justifying why they placed them in the order they did.
Which one Doesn't Belong
In this activity,
- Give each student a number to represent on their construction paper.
- Students fold their paper into fourths.
- Students build the number with pictorial base ten blocks, pictorial place value disks, in standard form, expanded form, with number strips or an open number line. They only pick THREE.
- In the fourth space, the students will use the ONE representation that they did not use yet and create a DIFFERENT number on their poster.
- On the back the student writes a sentence: "________ doesn't belong because ______" and justifies why that one doesn't belong.
- Posters can be used daily with partners or they can be hung around the room and scoot around justifying to a partner why one doesn't belong.
Number War
Each student takes a number card (numbers 0-120).
Students then roll a di to see how they will represent the number card they have drawn.
- base ten blocks
- place value discs
- number strip
- open number line
- base ten blocks pictorial representation
- place value discs pictorial representation.
The partners/group then can all make that number using the same representation and compare the numbers using comparative language and justification.
For groups that can compare with multiple representations, have each students roll the di to see how they are to represent their own number.
Literature Connection:
1. Guided Math
https://drive.google.com/open?id=1mdHpbPq8PnM40JMA8AFAvl9U43nClot0coDXCuw_ohs
2. Technology
If you were not able to attend the assign focus webinar with Dreambox, look for the recorded version on the content site in the top section.
3. Review/Preview:
Place a bowl full of pennies in the middle of the table. Have students use a ladle to scoop out some pennies to put on a paper plate. Students then practice counting the pennies by placing them in groups of two's and skip counting to determine the amount in the collection. Partners check by placing the pennies in groups of two on a hundreds chart to see if the values match.
Fluency:
- Tic Tac Toe Numbers game (as seen in the unit 07 smore under suggested activities)
- Representing numbers: Have students draw two playing cards to create a two digit number (if necessary, place all black suited cards in one pile to represent tens and all red suits for ones). Students then create the number using an open number line and number strips(as seen in unit 07 smore).
Closing (5 min): Relate back to learning and language objectives
- Class Journal
- Personal journal
- Partner talks
- Self assessment