# T4T What is Math? (Lesson 1 of 6)

Lesson excerpt:

NC Mathematics Standards:

Extend and recognize patterns in the counting sequence.

NC.1.NBT.7 Read and write numerals, and represent a number of objects with a written numeral, to 100 20.

NC.1.NBT.1 Count to 150, starting at any number less than 150.

Standards for Mathematical Practice:

1.  Make sense of problems and persevere in solving them.

4.  Model with mathematics.

6.  Attend to precision.

Student Outcomes:

●     I can work with a partner to solve math problems.

●     I can count on from a given number within 100.

●     I can explain the process of solving a problem to my teacher and classmates.

Math Language:

·         Count, count on, next, ones, ten

Materials:

●     Bags (paper), Cube bags activity sheet, Twenty board, Multi-link (pop) cubes, Number cards, Pattern blocks, Two-color counters

●     Gather materials

●     Prepare 15 cube bags. Each bag should have between 1 and 20 cubes in it.

Launch:

1. Introduce the word mathematician.

·         Say: Mathematicians solve problems.  During our daily math time, we will be mathematicians and solve problems with objects, shapes, and numbers.

·         Explain: Many times mathematicians need to work together to solve problems.

·         Read the task to students:  There are 4 children in the park. Three more students come to the park. If Sonya gives each student a number, what numbers will Sonya give the 3 students who showed up? Use your twenty board and counters to prove your answer.

·         Provide students with 3-5 minutes to work on the task. Students should work in partners to find the next 3 numbers (5, 6, 7).

·         Write the following so students can see it: 4, ___, ___, ____

o   What numbers go in the blanks?

o   How did you find out the next 3 numbers?

·         Pose the follow up task. There are 8 children in the cafeteria. Four more students come in. If Stefan gives each student a number what numbers will Stefan give the 4 children who came in? Use your twenty board and counters to prove your answer.

·         Provide students with 3-5 minutes to work on the task. Students should work in partners to find the next 4 numbers (9, 10, 11, 12).

·         Write the following so students can see it: 8, __, __, __, __

o   What numbers go in the blanks?

o   How did you find out the next 4 numbers?

o   What happened after 8 on the twenty board?

Explore

1. Introduce the Cube Bags to students.

·         Have a student come to the front of the class to model the activity with you.

·         You and your partner are going to have a cube bag. You are going to look at your bag and estimate how many cubes are in the bag. All of the bags have less than 20 cubes.

·         On your recording sheet you are going to write the letter of your bag and your estimate.

·         Then we are going to empty the bag and count how many cubes we have.

·         Model how to count the cubes and record the number on the recording sheet.

1. Counting the Cube Bags

·         Allow students 10-12 minutes to work on the activity.

·         Make sure you have established a system for students to return a bag and grab a new bag after they are done estimating and counting.

Discuss:

5.      Bring students together to discuss their strategies on the cube bag activity.