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# Give Me Five!

Lesson 4 of 8

## Objective: SWBAT count and combine things that come in groups of 5 and 10. SWBAT identify the 5:1 relationship.

### Thomas Young

## Big Idea: Give me 5! Why do we call it that? Today your students will explore exactly why and determine the number of 5s within a given group.

*70 minutes*

### Thomas Young

#### Warm Up

*10 min*

The students will sit in from of the Smart Board. I will have a number grid displayed. I will start with asking them to count by tens and then do the same with 5's. I am starting with tens because it is familiar and it is a focus from a previous unit.

**"I would like you to take a look at the number grid. If I was going to start at 0 and count by 10s, what number would I say first?"**

I then touch that number on the number grid. If you are using Smart software, you can just touch the number, and it will turn a different color. This offers as a great visual for students to see the patterns that form. In this case students are adding ten to a tens number each time (CCSS.MATH.CONTENT.1.NBT.C.5).

*"What number would come next?"*

I continue to do this through 100. Once all of the numbers are highlighted, we count by 1s to 100 and then down from 100. I then repeat the same procedure with counting by 5s. Counting by 5s is not a first grade CCSS expectation. However, I am introducing it to allow an easier introduction to nickels with money (later in the year) and to also see if students can see the 2:1 relationship with 10 & 5 (CCSS.MATH.CONTENT.2.NBT.A.2).

#### Resources

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Advanced Preparation: You will need a copy of Finding Fingers for each student.

*"If I asked you to give me 5, what would you do? Why do you think we call this giving 5? You're correct, there are 5 fingers on a hand. When I give some one five, I am slapping them 5 fingers. What do you think it would be called if I slapped someone 5, two times?"*

I listen to a few ideas and then focus on the idea of it being ten because 5+5=10.

*"Yes, it would be called ten because 5 fingers + 5 fingers = 10 fingers. What can we say about each time another high five is added?"*

*"Today you are going to work on problems that involve hands and fingers. I want you to listen to the problem as I read it aloud. I don't want you to shout out any answers but just start thinking about what s going to happen in this problem."*

I then read the problem and ask the students to go find a spot where they can work on solving the problem.

As students are working, you should circulate and note on how students are:

- Solving the problem - Are they using objects, drawings, fingers, or adding mentally?
- Recording their thinking - Does their written work clearly demonstrate how they solved the problem?

I have included 4 examples of student work. Each strategy meets the standard. However, each one represents a different understanding of the concept:

- Used the Number 5 and Counted By 5.pdf
- Counted by 5s Four Times.pdf
- Drew A Picture but Grouped and Counted by 10.pdf
- Created Picture WIth Intervention.pdf

I have also included two additional sheets of tasks. The adapted sheet, Finding Fingers Adapted, asks the students to find the total fingers for ten and twenty hands. This activity allows the opportunity for students to connect their finding for ten hands to the total number of fingers for twenty hands. The How Many Hands offers an introduction into dividing a large number into groups of 5. Again, both of these tasks are above the 1st grade standard and are meant to push students who are ready for the challenge.

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#### Lesson Wrap Up

*20 min*

Advanced Preparation: You will need to create a poster of a t-table. The poster (Lesson Image) will have the headings Hands on one side and Fingers on the other side. You will us this poster as during the discussion in this section. There is a photo example of this poster in the section resource.

**"I would like to talk about the number of fingers for different number of hands. Let's say there is 1 hand, how many fingers would that be? What about 2 hands? Three hands? Now I want you to look how you solved for 4 hands (students should use their recording sheets from the previous section). How did you solve for this?"**

Students will share who they solved for form hands. Some students will count by 1s, 5s, or 10s and some might do some of each. After discussing these strategies, pose the following:

*"How many fingers would there be for 6 hands?"*

They can solve this anyway they need to, using pencils, paper, mentally, etc. As they share their solutions for this, I will ask them to fill in how many fingers there would be for 5 hands. I will continue this through 10 hands.

This discussion allows students the opportunity to listen to and critique the reasoning/thinking of their peers and use repeated reasoning with the multiple additions of 5 (CCSS.MATH.PRACTICE.MP3 & CCSS.MATH.PRACTICE.MP8).

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#### Continued Practice

*5 min*

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.

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#### POP

*5 min*

Explain to the students that they are going to play another round of Popcorn. Remember, it is a counting game where you start with a number (pre-determined) and you count up until you get to the last number (pre-determined). Ask them to stand up in a circle. Tell the students that they are each a kernel of popcorn and ask them what happens when you heat up a kernel of popcorn? That's right, it POPS! Explain that today we will count by 5s. We will start with the number 5 and count to 100 by 5s. I will say 5 first. Then the person next to me will say 10, and then the next person 15 . . .until 100. After 100, instead of saying 105, you will say POP and sit down. The game will continue with the very next person starting the count all over again. The game continues until there is only one person left standing. That person finishes the game by repeating the entire count sequence.

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- UNIT 1: Counting Quantities
- UNIT 2: Working with Numbers, Operations, and Story Problems
- UNIT 3: Counting & Comparing
- UNIT 4: Blending
- UNIT 5: Building Numbers
- UNIT 6: Shapes Within Shapes
- UNIT 7: Data and Analysis
- UNIT 8: Non Standard Measuring
- UNIT 9: Shapes Within Shapes
- UNIT 10: Working with Numbers, Operations, and Story Problems
- UNIT 11: The Number 10 and the Addition and Subtraction Concept
- UNIT 12: The Ten Concept: Counting On and Off the Decade and Knowing 10 More/ 10 Less
- UNIT 13: Fraction Action Lessons
- UNIT 14: Counting by Groups
- UNIT 15: Complements of 10 and 20
- UNIT 16: Money!
- UNIT 17: Shapes, Blocks, and Attributes
- UNIT 18: Reviewing Data Collecting and Graphing