## Cover Up.docx - Section 2: Introducing Cover Up

# Cover Up

Lesson 6 of 8

## Objective: SWBAT use number grid patterns to determine the covered numbers. SWBAT record any number from 1-170.

### Thomas Young

## Big Idea: Yesterday we added it up and today we cover it up. Students will work in pairs as they cover random numbers on a number grid and ask their partner to figure out which numbers are Covered Up!

*65 minutes*

### Thomas Young

#### Warm Up

*10 min*

I have the students face the Smart Board as I project three different dot arrangements. I will ask them to look at the arrangements and mentally calculate who many dots are there in all.

**"I am going to flash a set of dots on the Smart Board. I am only going to flash them for a few seconds. Your job is to determine how many dots you see and to be able to explain your thinking. I will then ask for people to share ether strategy."**

I will first flash 3 sets of 2 dots.

I will then flash 3 sets of 3 dots.

I will finish with 2 sets of 5 and one set of 2 dots.

**NOTE: the dot cards are set up like dice dot patterns.**

I have included two videos: Seeing Dots and Sharing Strategies & Seeing 12. They each share different ways of how students could solve the dot patterns.

In this situation, the students are making sense of quantities and their relationships. They are bringing in two or more complementary abilities to bear on these problems that involve quantitative relationships. They are using the ability to *decontextualize* a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own by mentally adding dots and using the associative property of addition (CCSS.MATH.PRACTICE.MP2).

*expand content*

#### Introducing Cover Up

*10 min*

Advanced Preparation: You will need to make copies of the 1-170 Number Grid and the Cover Up documents.

**"We are going to revisit a game that we played earlier in the year. However, today we are going to work with a greater range of numbers. Instead of playing with 1-100, we will be using the numbers between 1-170. Let's play a quick round together."**

There is a video, Introducing Cover Up, that captures the above mentioned demonstration.

CCSS expect first graders to be able to count up to and write the numbers between 1-120 (CCSS.MATH.CONTENT.1.NBT.A.1). This game goes above this range, but my students are secure with the 1-120 range. You can adjust to your class' need.

*expand content*

#### Station Time

*40 min*

I tell students they will have a choice of two activities today and most will get to both games. It doesn't matter if they do because both games are focusing on the same concepts.

1. You can choose to play "*Cover Up*." This is the game that I just introduced. You will place this game with a partner. This activity asks students to make use of the structure of the number grid. They are making use of the vertical pattern of the tens column and the repeated number of the ones row (in the vertical alignment) (CCSS.MATH.PRACTICE.MP7).

2. Your other choice is "Adding It Up." This game was introduced in a previous lesson. To get a full description of the activity and the materials needed, click on the link.

#### Resources

*expand content*

#### Continued Practice

*5 min*

I will ask the students to meet me on the carpet and hand out their sheet for today's Mad Minute exercise. This routine was introduced in a previous lesson. Please check out the link to get a full overview of this routine.

I want to really focus on fact fluency and build upon the students ability to solve within ten fluently (CCSS.MATH.CONTENT.1.OA.C.6). I am going to use the Mad Minute Routine. This is a very "old school" routine, but I truly feel students need practice in performing task for fluency in a timed fashion. Students need to obtain fact fluency in order to have success with multiplicative reasoning. Students who don't gain this addition fact fluency by the end of 2nd grade tend to struggle with the multiplicative reasoning in third. Having this fluency also allows them to work on more complex tasks because the have the fact recall to focus on the higher level concepts.

*expand content*

##### Similar Lessons

###### Identify Related Facts - Day 1 of 2

*Favorites(27)*

*Resources(12)*

Environment: Urban

###### Crayon Box Combinations

*Favorites(6)*

*Resources(15)*

Environment: Urban

###### Domino Addition: Understanding the Part/Part/Whole Relationship

*Favorites(20)*

*Resources(20)*

Environment: Rural

- UNIT 1: Counting Quantities
- UNIT 2: Working with Numbers, Operations, and Story Problems
- UNIT 3: Counting & Comparing
- UNIT 4: Blending
- UNIT 5: Building Numbers
- UNIT 6: Shapes Within Shapes
- UNIT 7: Data and Analysis
- UNIT 8: Non Standard Measuring
- UNIT 9: Shapes Within Shapes
- UNIT 10: Working with Numbers, Operations, and Story Problems
- UNIT 11: The Number 10 and the Addition and Subtraction Concept
- UNIT 12: The Ten Concept: Counting On and Off the Decade and Knowing 10 More/ 10 Less
- UNIT 13: Fraction Action Lessons
- UNIT 14: Counting by Groups
- UNIT 15: Complements of 10 and 20
- UNIT 16: Money!
- UNIT 17: Shapes, Blocks, and Attributes
- UNIT 18: Reviewing Data Collecting and Graphing