T4T What is Math? (Lesson 1 of 6)
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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
Advance Preparation:
● Gather materials
● Prepare 15 cube bags. Each bag should have between 1 and 20 cubes in it.
Launch:
- 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.
- Introduce the
task.
· 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, ___, ___, ____
· Ask students:
o What numbers go in the blanks?
o How did you find out the next 3 numbers?
o How can the twenty board help you?
· 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, __, __, __, __
· Ask students:
o What numbers go in the blanks?
o How did you find out the next 4 numbers?
o How can the twenty board help you?
o What happened after 8 on the twenty board?
Explore
- 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.
- 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.
Observation |
Questions to Ask |
Students struggle estimating the number of cubes. |
· How many cubes do you think there are? · Do you think there are more than 10 or less than 10 cubes? Why do you think that? |
Students are not able to accurately count objects. |
· How can we organize our cubes to help us count them accurately? · Will moving the cubes after we count them help us? |
Discuss:
5. Bring students together to discuss their strategies on the cube bag activity.