T4T Changing Numbers (Lesson 2 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, Ten Frames, 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 communication.
· Ask: What does the word communication mean to you?
· Allow students to respond with their ideas. If you want you can record them.
· Say: Mathematicians communicate their ideas and strategies with one another.
· Explain: Many times mathematicians need to work together to solve problems.
- Introduce the
task.
· Read the task to students: There are 2 children in the park. Then 6 more children come to the park. How many students are now in the park?
· Provide students with counters and ten frames to work on the task. Give students 3-5 minutes to work on the task with partners.
· Ask students:
o What strategies did you use to solve the task?
o How do you know your answer is correct?
o If we were going to draw a picture about how we solved the problem, what would our picture look like?
o Students may say:
“I drew 2 circles and then drew 6 more circles.”
“I wrote the numbers 1, 2 and then the numbers 3, 4, 5, 6, 7, 8.”
· Read the follow up task. There are 8 children in the park. Then 2 of them go home. How many children are now in the park?
· Provide students with counters and ten frames to work on the task. Give students 3-5 minutes to work on the task with partners.
· Ask students:
o What strategies did you use to solve the task?
o How do you know your answer is correct?
o If we were going to draw a picture about how we solved the problem what would our picture look like?
o Students may say:
“I drew 8 children and then crossed 2 of them out.”
“I wrote the numbers 1 to 8, then I crossed out 8 and 7.”
· As you conclude this phase say: It is important that mathematicians communicate to others about the strategies that they use.
Explore
- Introduce Changing Numbers 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 set of number cards, a ten frame, and counters.
· Directions:
A student draws a number and builds that number on the ten frame. Example: A 4 on the card means 4 counters on the ten frame.
The partner then draws another card and then has to change the picture to match the new card. Example: A 7 on the card means you would add counters to the picture to get 7.
On the recording sheet the students fill in the chart. Example: Start number: 4, New number: 7. Change: I added 3 more.
Partners then talk to each other. We started with __. We changed it to __ by ______ .
The game continues.
- Playing Changing Numbers
· Allow students 10-12 minutes to work on the activity.
Observation |
Questions to Ask |
Students clear off the ten frame and build the new number from 0. |
· How can we change our picture without having to start over with a blank ten frame every time? · Can we count the counters that are already on the ten frame? |
Students are not able to accurately count objects. |
· How can we organize our counters to help us count them accurately? · Will moving the counters after we count them help us? If needed, you could provide a number line to students and have them use that instead of ten frame to provide more support. |
Discuss:
5. Bring students together to discuss their strategies on the changing numbers activity.