First Grade Content Preview
Unit 07
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.
I love math: students both throw out a number, find the sum of the number, then take turns counting ten more of the sum back and forth until the teacher calls a different command: one more, one less, ten less
Virtual Number Dice: roll 2 virtual dice and make a 2 digit number. One partner makes a number with the two dice, partner B says ten more, partner A says ten less, partner B says one less, partner A says one more.
Movement Activities: Roll 2 dice (or have a student say a number): Teacher calls out ten more, ten less, one more, one less while students perform movements as they count (hand fluffs, marches, toe touches, twists, imaginary rope climbs, jumping jacks, etc). This can also be done to practice counting by two's and fives.
Opening (5-10 min)
Graham Fletcher: 3-Act Lessons: https://gfletchy.com/3-act-lessons/
- The Pringle Ringle - How many Pringles did it take to make the Pringle Ringle?
- The Juggler - How many times will the juggler be able to bounce the ball off a body part until it hits the ground?
- Graham Cracker - How many crackers will fit inside the Graham Cracker box?
- Bright Idea - How many Skittles fit inside the light bulb?
- Snack Machine - How much did the Munchos cost?
Optional Unit 07 Activities
Open number line with beaded number strings
Use your beaded number lines (or create some if you haven't already) as a way to find the sum of a multiple of ten and a one digit number.
You can begin by having students use just the digits to model the number line, but quickly cycle in word problems (joining action result unknown and part-part-whole problems whole unknown, see FA 4 or 7 for sample problems or create your own).
Start by students labeling where 0 would be under the beaded number line.
Students count by tens to show the multiples of ten and underline that amount of beads. Students slide over the amount of beads for the ones place and underline that with a different color.
Then take the beaded number line away. Students use one large hop to represent the tens and label that amount on the number line.
Students then do the same with the ones.
Students then write the number sentence with the equals sign at the beginning or the end.
Tic Tac Toe Numbers
Tic Tac Toe: Students draw a tic-tac-toe board using a dry erase marker on a table. (You can also set up large tic tac toe boards around the room using painters tape on the floor. As students get to the abstract portion of this activity, they will not need a large space to play)
Concrete: (described as two players but can also be done as a small group activity) Students use place value chips to build a number greater than 20 in any section of the board. Player two then creates a number anywhere on the board as it would relate where the number is on the hundreds chart. For example if the number 27 was created in the bottom row, middle column, partner B could create the number 28 to the right, 26 to the left, or 17 above. You can make the goal 3 in a row to complete or how many times can the pair complete the board with different numbers. Ask the students questions like:
- What patterns exist when adding a multiple of 10 and a one-digit number?
- How are patterns within place values used to determine what number is placed next?
Pictorial: As students become fluent with the concrete game, they can begin drawing the pictorial models of the game with place value discs, base ten blocks, strip diagrams, or open number lines.
Abstract: As students progress they can play the game again using only the numbers in digit form.
Mix it All UP: Have the students play the entire game with no two representations alike touching.
Strip Diagrams & Open Number lines: Pictorial Models
To cycle the concrete, have students begin by drawing two cards to represent a two digit number (uno cards separated into two colors for each group or playing cards separated by color are both strategies for management in keeping the tens and ones clear). Students use base ten blocks to place the tens in a horizontal line touching end to end. Have the students then draw a rectangle around these base ten blocks. The same is done wit the ones, where the ones are end to end with the tens, again drawing a rectangle around the ones place. When the manipulatives are removed, students can write the number that is represented inside the rectangle (for example 60 in the long rectangle, 3 in the small rectangle. Under the strip diagram, students can write the number sentence 60 + 3 = 63. Once students have an understanding with how to make the strip diagrams, incorporate word problems that are Joining action result unknown and part-part-whole, whole unknown problems as a way to represent these numbers.
As students progress with the understanding of the tens being larger and the ones smaller, remove the use of the manipulatives and see if students can draw the strip diagram representation without the base ten blocks.
This same type of strip diagram pictorial model can be done using the beaded number line. Students would count the beads by tens to represent the tens place, count the ones needed to build the number, underline the beads used with one color for the tens and one color for the ones. Then remove the beaded number line to create the strips and label accordingly. This will help bridge into the same type of activity using the open number line pictorial model.
Snowball! (Also known on lead4ward as Think and Throw)
This activity is good as a follow up once students are more proficent in drawing strip diagrams and open number lines for number combinations.
1. Students draw a pictorial representation of a number to 99 using a strip diagram or open number line.
2. Students crumple response into a snowball and throw it at the teacher’s signal.
3. Students pick up and toss three more snowballs.
4. Students pick up a 4th snowball, form groups of 3-4, and share what the number sentence and number would be based on the model.
5. Play as many rounds as you would like!
Literature Connection:
1. Guided Math
https://drive.google.com/open?id=15KjiE37U4UYHisWYY3rf3rFwO-Ao0T1AfX8kKuO29Fo
3. Review/Preview:
Use any of the suggested activities from Unit 06 smore to prepare students for the same vocabulary and skills in the next unit as they expand to 120. Ideas included:
- Interactive Number Lines
- Which One Doesn't Belong
- Hundreds Charts Puzzles
- Comparing Towers
Fluency:
- Greater than/less than: students draw two cards and compare their numbers using the inequality symbol and a sentence stem ____ is greater/less than ________. The partners spin the greater than/less than spinner whatever the spinner says, the person that has greater or less gets to keep the cards. Have manipultives available for students that need to show the numbers using concrete examples.
Closing (5 min): Relate back to learning and language objectives
- Class Journal
- Personal journal
- Partner talks
- Self assessment