I will start today's lesson with a storytelling routine. I will write the equation 10-8= on the board (Warm Up Problems.png).
"I would like you to look at the equation that I have written on the board. I want you to think of a story that would match this equation. Once you have one, I will ask people to share ether ideas and then we will look at different ways to solve each story."
After we do the 10-8=2 equation, I then write the 10-2=__ and repeat the process. I want to see if anyone sees the connection between the two equations and uses the information front he first to easily solve the second. In other words, some kids will use known facts but I want to make sure they can see the relationship connection between the to problems.
"We are going to revisit the Number Tape Activity that we did earlier in the year. I know a lot of you enjoyed this activity and I wanted to bring it back. Remember, you will start with one number and then continue to fill in the next number in the sequence. You will be writing the numbers vertically. After you fill your strip up, you should check in with me so that I can look at your work.."
I will not make each student start at 1. I will choose a starting number for each child based on their needs. One student will be asked to start at 11 because she has reverted back to reversing her teen numbers. the majority will start around 90, so that I can see the century transition. Two of my students will start at 990. This way I can see who they are progressing with writing 4 digit numbers and the transition from 999 to 1,000.
The CCS expect that students can count to 120, starting at any number less than 120 and 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 supports students with their counting within, and in some cases beyond, this range.
The students can choose between three different activities today.
1. Number Tapes: This activity was just explained in the previous section of this lesson.
2. Adding it Up: For a full explanation of this activity and the materials needed, click on the link. This activity asks students to make use of the structure of the number grid. They are making use of the vertical pattern of the tens column and the repeated number of the ones row (in the vertical alignment) (CCSS.MATH.PRACTICE.MP7).
3. Cover Up: For a full explanation of this activity and the materials needed, click on the link. In this situation, the students are applying the math that they know to solve addition situations (CCSS.MATH.PRACTICE.MP4).
*Note: Students can spend some time with the number tapes and then take a break and work on another activity. Students really enjoy the Number Tape activity and will want to spend a lot of time on this. You may need to encourage them to get to at least two of the activities during the station time.
Advanced Preparation: You will need to make a chart or a visual representation of the tapes that are in Looking At Tapes.
The goal of this conversation os to make sure that students are looking at the numbers on the tape. In general, students will quickly see a tape and just start counting on. I wan to focus on the idea of checking the tape and noticing if the numbers are counting up or counting down.
"Lets look at the first tape. What do you notice about the first three numbers? What would the fourth number be? How do you know?"
I continue this discussion for the rest of this tape and for the other two tapes.
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.