Author:
DAWNE COKER
Subject:
Mathematics
Material Type:
Activity/Lab, Lesson, Lesson Plan
Level:
Lower Primary
Tags:
  • Add
  • Cl7Lesson
  • Cluster 7
  • Compose
  • Count
  • Counting
  • Decompose
  • Numbers
  • Place Value
  • Subtract
  • Teen
  • Unit 7
  • License:
    Creative Commons Attribution
    Language:
    English
    Media Formats:
    Downloadable docs

    Education Standards

    T4T Mystery Number

    T4T Mystery Number

    Overview

    This resource is from Tools4NCTeachers.

    Students will identify and record mystery numbers with partners.  They will organize quantities of objects into ten ones and some extra ones, developing an understanding of how ten ones and some extra ones can be combined to make a total.  Further, students will tell how two quantities are the same and different (example: One group of seventeen ones verses a group of ten ones in a ten frame and seven ones on the outside of the frame.)

     

    Here is an excerpt from this lesson.  To view the entire, fully-formatted lesson and support materials, click the attachment.

     

    Mystery Number

     

     

    Students will identify and record mystery numbers with partners.  They will organize quantities of objects into ten ones and some extra ones, developing an understanding of how ten ones and some extra ones can be combined to make a total.  Further, students will tell how two quantities are the same and different (example: One group of seventeen ones verses a group of ten ones in a ten frame and seven ones on the outside of the frame.)

     

                                                                          

    Common Core Standard:

    Build foundation for place value.

    K.NBT.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones by:

    • Using objects or drawings.
    • Recording each composition or decomposition by a drawing or expression.
    • Understanding that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

     

      Additional/Supporting Standard(s):

    Know number names and the counting sequence.

    K.CC.2 Count forward beginning from a given number within the known sequence, instead of having to begin at 1.

    Count to tell the number of objects.

    K.CC.4 Understand the relationship between numbers and quantities.

    • When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object (one-to-one correspondence).
    • Recognize that the last number named tells the number of objects counted regardless of their arrangement (cardinality).
    • State the number of objects in a group, of up to 5 objects, without counting the objects (perceptual subitizing).

    K.CC.5 Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.

     

    Standards for Mathematical Practice:

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

    1. Model with mathematics.
    2. Use appropriate tools strategically.
    3. Attend to precision.
    4. Look for and make use of structure.

     

    Student Outcomes:

      • I can organize a quantity of objects into ten ones and some extra ones.
      • I can understand how ten ones and some extra ones can be combined to make a total.
      • I can count on from a starting point of ten to determine how many there are all together in a group.
      • I can describe how teen numbers are composed of ten ones and extra ones.
      • I can compare tell how two quantities are the same and different (example: One group of seventeen ones verses a group of ten ones in a ten frame and seven ones on the outside of the frame.)

     

    Materials:

      • Basket at each table with ten frames, baskets of manipulatives (bears, beans, buttons, etc.) and string large enough to ring a group of ten manipulatives
      • Number cards for students to use as “mystery number.”

     

    Advance Preparation: Material Preparation:

      • Each table should have a basket with multiple ten frames, baskets of manipulatives and strings for students to choose from when creating number representations (all materials have been introduced in previous lessons).
      • Place a number face down at table spots for each pair of students (paper can be a different color to show difference from number cards)

     

    Directions:

    1. Gather students at the carpet.
    2. Teacher instructs students there is a mystery number at their table. They are to partner up, identify their number, count out the corresponding quantity of manipulatives, and use the tools at their table to represent each number in a variety of ways.
    3. Students are assigned partners and then move to tables. Students work with their partner to identify their given mystery number and then count out the corresponding number of manipulatives (example: This is the first way that students could represent the given quantity—a group of 17 ones).
    4. Once students have shown one way to demonstrate the quantity, have students count out a second group of the same quantity of manipulatives (first quantity is left out in order to compare to second quantity). This time students should use a different strategy/structure to model the same quantity.
      1. Teacher note: While students are working, teacher should monitor for at least three different representations of thinking
        1. Quantities counted by ones
        2. Quantities created using ten ones and extra ones (with the tens frame)
        3. Quantities created using ten ones and extra ones (with the ringing strategy)
    5. After a few minutes have students stop work. They should then look at their two models and describe to their partner what they did. While describing their models, students should identify the likenesses and differences between the two representations.
      1. Teacher note: While students are creating quantities, the teacher is circulating and making note of students’ abilities and strategies.
      2. While observing, identify pairs who can share when the class is brought back together. Decide the order for pairs to share with the group based on use of strategies.
    6. Bring students all back together to the carpet and use pairs to model the 3 ways to represent a teacher chosen quantity (I could create 15 as 15 ones, 10 ones on the tens frame and 5 off, 10 ones inside the ring and 5 outside the ring, etc.)

     

    1. Facilitate a conversation using questions below for students to identify how the representations of the quantities are the alike and how they are different.
    2. Student pairs are then given a new mystery number and return to work tables. Students are responsible this round for creating the number using all three strategies. (Students can also use paper or math notebooks to record their answers and methods.)
      1. Teacher note: While students are creating quantities, the teacher is circulating and making note of students’ abilities and strategies.
      2. While observing, identify pairs who can share when the class is brought back together. Decide the order for pairs to share with the group based on use of strategies.
    3. Students clean up materials and are brought back together. Pre-select three students to draw a different representation on the board showing the same quantity. Teacher will use questions below to facilitate as students discuss how the drawings and strategies are alike and different.

     

     

    Questions to Pose:

    Before:

      • What ways can we use to create quantities of various numbers?
      • How would you show    ?

    During:

      • Tell me about the strategy you choose.
      • How is yours the same or different from your partners?
      • What other strategy can you use next?

    After:

      • How are the drawings/representations alike?
      • How are the drawings/representations different?
      • Does the quantity change when the representation looks different? (conservation of number)

    Possible Misconceptions/Suggestions:

     

    Possible Misconceptions

    Suggestions

    If students place more than ten objects inside the ring

    • Return to the use of a ten frame to continue practicing organizing a group of ten ones to confirm an understanding of the quantity of the collection.
    • On an individual basis revisit the importance of identifying groups of ten ones while counting larger sets of objects—practice with student as needed

    When students do not include all objects that are outside the ring in their count. (example: There are four ones outside the ring. Teacher asks, “How many are outside the ring?” Student replies two. )

    • Help students to group manipulatives outside of the ring together to encourage students to count all manipulatives outside of the ring.

     

    Special Notes:

      • Extension: Students can write in notebook how quantity representations are alike and different in their math notebooks.
      • This task may require multiple exposures in order to facilitate complete understanding.
      • To link to NC.K.CC.5 and answer “how many?” students can place manipulatives in a line, rectangular array or a circle. Students can compare and contrast the various organizational methods.

     

    Solutions:

      • Students should be able to identify teen numbers as a group of ten ones and some extra ones using a variety of representations.