I start this part of the lesson by asking the kids to sit in front of the classroom number line.
"Today we are going to change up our Start At/Stop At routine. We are going to use the numbers between 60 & 100." Instead of pulling numbers out of an envelope, I am going to ask you to give me a number between 60 & 100. Who can give me a number between 60 & 100? Who could give me another number between 60 & 100?. I will put a green dot on the first number given and a red dot on the 2nd number."
You should put a green dot on one stick it note and a red dot on the other. These will be used to focus on where to start and stop. You can also practice counting back by placing the green dot on the larger of the two numbers given.
I will ask a student to point to each number as we count as a whole group. I will continue this process as time allows. In this case students are counting up to and back from 100, starting at any number (CCSS.Math.Content.1.NBT.A.1). This routine is the process in which I can ensure that the students are continuously working toward this standard.
The students will jump right into station time today. They will have the choice of starting with either of the two activities but must get to both of them before the station time ends. The reason being, that you will lead a discussion at the end of station time that involves their answers to the Fruit Mystery Questions.
**Note: The Fruit Mystery problems were started in a previous lesson. These should the ones that students work on first. If they finish, they can then start on the others. I have included both sets of problems in the section resource.
"One of your choices for station time to day is Fruit Mysteries. You will continue to work on the problems you started the other day. If you finish, you can work on the second set of Fruit Mystery problems. However, it is important that you finish the first set by the end of station time today. We will be using your answers for part of our discussion after station time. Remember, when you are solving these problems, make sure to underline the clues and check your answers to make sure they fit."
The students are meeting the CCSS math practice standard 2 by using quantitative reasoning and "creating a representation of the problem, considering the units involved, attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. (CCSS.MATH.PRACTICE.MP2)."
"Your other station time activity is Twenty/Twenty. I want to play a another quick game to model how to play."
**Go here for a description of the game and how to set it up. I also have a video showing how to play the game in the resources.
CCSS expects that first graders are adding within 20 and demonstrating fluency for addition within 10. Today's stations encourage students to use the strategies named in this standard (counting on, making ten, and creating equivalent but easier or known sums). (CCSS.MATH.CONTENT.1.OA.C.6).
I gather the students back to the carpet and ask them to all face the easel. I want to lead a discussion about finding a solution that fits several clues. I also want students to look at different strategies for finding all of the possible combinations. As the students sit, I hand them the Fruit Mystery Problems (the first set) that they solved during station time.
"I would like to know how you solved one of today's problems. I have 7 apples and bananas. I have more bananas. How many of each could I have? I would like you to share how you solved this problem."
I then call on two different students. I want to be intentional with this and call on two students who have found all of the combinations. However, I want to call on one who used a guess and check method and one who used an organizational strategy. I will call on them in that order and write their responses not he whiteboard easel.
"I noticed that many of you found all of the combinations for this problem. I am going to ask two people to share the combinations that they found. Both students are correct with their answers but went about it a little differently. Once I write their answers not he board, I want you to try and describe how each approach is different."
There is a video of one child's response in the section resource. I am hoping that the students will see the organization and how they started with 6+1 and worked their way down to 4 +3.
I have the students finish today's lesson with the Mad Minute Routine. This routine was described, in depth, in a previous lesson. Please review this description to gain an understanding of how and why I am using this routine.