Penny Flip

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Objective

SWBAT find relationships among combinations of numbers of 10. Students will also model the action of addition problems with cubes, counters or drawings.

Big Idea

Flipping a coin is no longer just for the Super Bowl. The coin action is embedded in students learning of combinations for seven.

Lesson Author

Thomas Young

Waitsfield, VT

Grade Level

First grade

Subjects

Math

Number Sense and Operations

Operations

Standards

1.OA.A.1

Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

1.OA.C.6

Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

1.NBT.A.1

Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

MP2

Reason abstractly and quantitatively.

Warm Up

5 minutes

Have a student choose a number from the number card deck (1-30) and mark it on the number line. Then as a class start with the selected number and rote count back to the number one. This is the Start At, Stop At activity that was explained in lesson: http://www.cc.betterlesson.com/lesson/491895/start-at-stop-at

Explaining Coin Flips

15 minutes

I gather the students in a circle on the carpet and introduce them to the penny coin. I briefly discuss its value (value not needed for this activity) and the two sides of the coin. I mention the names heads and tails.

I then show the kids seven pennies and tell them that I have seven pennies that I am going to drop. I want to see how many are heads and how many are tails. After I drop them, I ask the kids how many of each? I then model how to fill out the recording sheet (located in section resource) the correct way. The students will be counting and then recording how many heads and tails they flipped (CCSS.Math.Content.1.NBT.A.1). I repeat this procedure a few more times to make sure that the students understand how to play. There is a video (Playing Coin Flip), in this sections resource, that demonstrates a student playing the game.

The goal of this game is that students start to develop the complements of seven and the relationship that the addends have with each other (CCSS.Math.Practice.MP2).

Center TIme

30 minutes

Reflection on Station Time Activities

Three Columns: Using One Column to figure out other .MOV

Demonstrates Use of Known Fact.MOV

Student Decomposing Number.MOV

Coin Flip: This activity was just introduced in the previous section. There is a video of kids playing the game in the resource section.

Three Columns: This activity was introduced in the lesson linked here: http://www.cc.betterlesson.com/lesson/513550/three-columns There is a video on the resource section of students playing this game.

Oral Story Problems

15 minutes

I now transition to Story Problems. I want to keep reviewing previous work and continue to build upon the idea that their is a routine to solving story problems. This continued practice will allow for deeper understanding and mastery but he children. I start this part of the lesson by reviewing the Story Problem routine. I refer to the anchor chart that is hung up in the classroom. An anchor chart is a visual reference that we made as a class to document the steps in solving a problem. There is a picture of this chart in the resources (entitled story problem process).