Start the class with a few rounds of Start At, Stop At. This game was introduced in the previous day's lesson. Start with the number one and then choose a number card form the number card basket to act as your stop at number (the number you are counting up to). I want to keep using 1 as the starting number and modeling the 1:1 correspondence on the number line. You want students to realize that the number line is a tool that can be used for counting, finding numbers, and comparing where numbers are in relationship to each others (future learning) CCSS.Math.Practice.MP5. I like to use this opportunity to introduce the idea (very informally) of adding on the number line to the students. The students are relating counting to addition (CCSS.Math.Content.1.OA.C.5).
Advance Preparation: Create 8 collection boxes by placing different items (buttons, rocks, counters, etc.) in them. A few of the boxes should have 10-15 items, a few should have 16-20, a few with 20-25, and at least one with 30-35. Label the boxes 1-8 or a-h.
I start this section by bringing over the whole collection of mystery boxes and explain that each box has a collection of something inside it. I explain that they will work with a partner to count how many objects are inside the box. There job will be to count together (CCSS.Math.Practice.MP1) and to keep it a SECRET from the other teams. I want to encourage this idea of secrecy to create a sense of mystery around the whole activity. It also keeps groups from shouting out answers to groups who haven't counted the collection. I further explain that each student will have to make a representation (CCSS.Math.Practice.MP4) of how many items they counted in each box (using collection box handout).
Since this is the first time I am asking the students to record their work, you should elicit ideas of how to find the correct way to write a number, if a student is unsure of how to do it (i.e. number line, calendar, etc.CCSS.Math.Practice.MP5). I will also remind them that we are trying to be accurate with our counts and reinforce the idea of double checking their work. I want to emphasize this idea as much as possible. My modeling and discussion of this is crucial in adding the value and importance of this (CCSS.Math.Practice.MP2).
*I will have the students turn in their data sheets and save them for the lesson that is in two days from now (entitled Heading Back) http://www.cc.betterlesson.com/lesson/500869/heading-back
CCSS.Math.Practice.MP1: Students will use strategies to count all of the pieces. You might see them grouping by 2,s, 5,s, 10,s or just lining them up in a row and counting.
I then move to the center time portion of the lesson. I inform the students that today they have two centers and that they must get to both of them today.
Collection Boxes: The students must count at least one box or may do more than one of they chose. I make sure to have enough copies of the Collection Box sheet, so that kids can keep going if they choose.
Building Towers: This was the activity introduced in the previous lesson. I remind the students to let me know when they have built all of their towers. This way I can check for quantities in each tower and if the students are ordering them from least to greatest (CCSS.Math.Content.1.NBT.A.1). Remind the students that after you check them, they can unsnap them and put the labeled (1-12) cubes back in the bag. This way it will be ready for someone else.
As Students Work: I will be walking around and checking in with pairs as they are engaged with their center activity choice. I will be observing (informal notes) the accuracy with counting, how results are being recorded, and can the students identify and record the correct number for a given quantity?
I gather the students back in front of the smart board and place one of the complete sets of towers, that a student created during center time, under the document camera (in random order). I let them know that this is a complete set of towers that (Student name) made. I need your help putting them in order, which tower would be first (remind them that the towers must go least to greatest). As students respond, make sure they explain why they are choosing the specific tower.
Once this is finished, I tell the students that I am going to have them close their eyes and then I will take a tower away (pushing the remaining together). They will then open their eyes and try to figure out which one was removed. You can also add a challenge to this by subtracting more than one tower or tow consecutive towers (CCSS.Math.Practice.MP7).
Have students color in the tower sheet (found in this section's resources) and then turn it upside down. See what they notice.
*If time, continue to practice writing the numerals. 0, 1, 2, & 3. Again, I want to take a few minutes each day to eliminate reversals. After I have introduced all of them, I hold the students accountable for the correct formation..