SWBAT identify and use patterns in sequencing numbers to 100 and beyond. SWBAT connect the relationship between the size of an object with the number of objects it takes to cover a shape.

Students continue adding to their number strips that they started yesterday. Students will continue to be assessed on their ability to count 40-60 objects. The session will end with the graphing of data collected by the students.

10 minutes

**ADVANCED PREPARATION: Print out a set of the Flash Cards for each student. You should write the sum on the back of each card. This will be beneficial for later use, as the students can try to solve the fact and then check their answer.

I start the class by having the students sit in front of the white board easel. I tell them that **"we are going to focus on a new set of facts called doubles facts. We will work on these so that they become as fluent as our tens facts."**

* "Let's look at the first one. What does 5+5=? What are some ways that people can figure this out?"* I will solicit ideas of counting on (using fingers), using a known fact, or just knowing it. I take a few answers and then show the students the back of the card.

I repeat this with a few more cards. I will use these at the end of the lesson too.

I am doing this to start building fluency with their doubles facts. This knowledge will help them solve other facts like 5+6. If they know 5+5=10 then 5+6=11 because it is just one more (known as doubles +1 facts).

It is expected that first grade students can "add and subtract within 20 by creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13) CCSS.Math.Content.1.OA.C.6." This activity is building the foundation for students to be able to build these type equations.

10 minutes

I will spend a few minutes going over ways that I will edit number tapes and what students should do when they run out of room.

I pull out a tape form the previous day. I then say, **"After yesterday's math class, I looked at all of the tapes that you filled out during class. I wanted to show you how to fix mistakes and when you need to check in with me. As you finish a length of tape, you must bring it to me to check in. If you are missing a number, I will draw an arrow and ask you to fill in the missing number. If you skip numbers we will cut out the missing section and insert it into the tape."**

I have included a photo of a tape with the arrow marking a mistake.

**"If you get to the end of your tape, I want you to come show me and I will check your work before you add a new section."**

It is expected that first grade students can "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 (CCSS.Math.Content.1.NBT.A.1)." This activity allows for continued development and growth toward this expectation.

20 minutes

The following three activities will be offered:

Covering A Foot With Pennies: I will ask that each student completes this activity before the center time is over. Each student must trace an outline of their shoe and then cover the area with pennies. The students covered the same area with different objects in a previous lesson. So this routine will not be new and can be quickly introduced. I will ask the students to write their name and amount of pennies needed to cover their foot outline on a stick it note. Then I will ask them to put the note on the poster that is hanging on the whiteboard. I will use this information for the Lesson Wrap Up.

Counting Tapes: The students will work on their counting strips that were introduced in a previous lesson and reviewed earlier in this lesson. As students are working and/or showing me their work, I want to enter into a discussion about what patterns they are seeing (i.e. the 1's, 10's, & 100's). I have included a video of a student filling out her tape.

Rote Counting: I will also use this time to have students count other sets of 40-60 objects. I will use the data from a past assessment to choose the students that need to work on this. *I only had one student who didn't demonstrate the 1:1 ability. I will call her over and have her count different mounts of beans. I will work on helping her with saying a number as she touches a bean and then moving it away from the pile.

15 minutes

I will call the students over to the whiteboard where they placed all of their penny data. I want to start by drawing their attention to all of the data. A this point it is scattered all over the poster in a disorganized way. * "I ask them who could we arrange this so that it would be easier to read the data and see who many pennies each person used."* See the section resource video titled, Graphing Penny Data. Once the data is organized, I asked them to make "I Notice" statements about the data. Again, this is something that I do each morning at our Morning Meeting and it will not be new to them. You may have to teach your class how to make these statements. There is also a picture of the final graph that was created. The Core Standards expect first graders to be able to "organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another (CCSS.Math.Content.1.MD.C.4)."

I will end the discussion with a comparison of the two graphs. The one from two lessons ago where the students covered their foot with inch tiles and today's graph (with pennies). *"I will ask them to look at the two sets of data. Why do you think their are only numbers in the teens & 20's when we used the tiles and numbers in the 40's and 50's when we used the pennies?"*

I will take a few ideas and have students explain their thoughts to their peers. The idea is that students will make the connection to the number of objects used is based on the size of the actual object being used to measure.

This area activity was added to the lesson as another way to count 40-50 objects and allowing me to assess their counting ability and rote sequence knowledge. It also easily lends itself to graphing. I like to incorporate graphing throughout my units instead of having one specific unit on it. I feel it is more beneficial and allows for continued practice throughout the year.

10 minutes

I have the students end the lesson by each taking a set of the "Doubles Flashcards" that were introduced at the start of the lesson. They can ask themselves the fact, solve it, and then check their answer by flipping the card over.