I start by having the students face me on the carpet. I want each student to sit where they can see me and I can see them.
"We are going to do more fast fingers today. However, I am going to change it a bit today. I will flash some fingers to you. I want you to count the groups of tens and ones in your head. When you know the total, I want you to put your thumb on your chin. I will then ask for someone to state the total"
I am purposeful with whom I call on, this way I can be specific on checking for understanding.
There is a video of this activity in the section resource.
In this activity, the students are meeting the CCSS because they are demonstrating an understanding that the two digits of a two-digit number represent amounts of tens and ones (CCSS.MATH.CONTENT.1.NBT.B.2).
Note: It is important that students are adding these quickly in their head. This way you can see who can truly see it as groups of ten and ones and not trying to count on by ones from 10.
I introduce this activity now, but the students won't play it until after they complete the assessment tasks that are in the next section. Kids tend to finish the assessment tasks at different times and I want to go over this now so that students can start the activity as soon as they finish the assessment task.
"I want to introduce you to a new activity called Neighbor Numbers Roll. You will each need a recording sheet and a spinner (see section resource). You will write in a starting number (greater than ten) and and then spin the spinner. In the second column, you will write what you will do to the number (based on your spin). You will then write your new number in the third column and the equation in the fourth column."
I will model a few rounds for the students.
"Once you are finished with the assessment, you can play this game."
There is a video in the section resource of a student molding this activity.
This activity has the students reading and writing numbers through 120 and asks them to mentally add or subtract 10 or 1 from the number. It is expected that the students can explain their reasoning for the new total (CCSS.MATH.CONTENT.1.NBT.A.1 & CCSS.MATH.CONTENT.1.NBT.C.5).
I will end today's lesson with a student presenting how she set up her approach for an unknown addend story problem. This was a student that I was working 1:1 with during the assessment. At first she just wanted to start at one number and draw the hops (see photo in section resource). I stopped her and said, "think about what you know." She then set up her equation by writing the first number and the addition sign. She then added a box for the unknown and finished the equation with an equal sign and the answer (CCSS.MATH.PRACTICE.MP4). She was then able to quickly realize that it was ten.
I wanted her to present this approach to the class and have her peers see her rethinking. I also had two students model their strategies (of using known facts). It is important tow have more than one example, so that students don't feel this is the only way to solve a problem.
There is a video in the section's resource of the student and me presenting her approach to the class.
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.