I start today's lesson by having the students gather and face the Smart Board. Using the Quick Flash Dot Cards, I will flash three sets of three dots for two seconds. I will ask them to figure out how many dots there are and then share their strategy.
"I am going to flash a set of dots for a few seconds. Your job is to figure out how many dots there are in total. I will then ask people to come up and explain their thinking to the class. While students are sharing, I want you to compare it to your strategy and decide if it is the same or different."
I then repeat this process with 5, 3, & 2 dot cards and 3, 3, & 4 dot cards.
As students explain their thinking to the class, they are trying to communicate precisely to others. They are using clear definitions in discussion with others and in their own reasoning. They are stating how they found the total and their rationale for how they saw it (CCSS.MATH.PRACTICE.MP6)
Advanced Preparation: You will need to print the 10 and Some More and you will need a set of playing cards or ten frame cards (1-10 without face cards)
I will introduce this game by playing a sample game with a volunteer.
"I want to teach you a new game today. In order to play, you will need this game board and a deck of cards. This game is played with two players. The first player flips two cards from the deck. Let's say I turned over a 6 & 7. How many is that all together? How do you know? Let's write the equation on the board. Now I need to record this on the game board.
I don't see a 6+7 column. Using cubes, I want you to work with a partner and figure out where 6+7 could be recorded and also be ready to tell me why you think your reasoning is correct."
You are looking to see if students can make a combination of ten and some more because students are needing to find an equivalent 10 and some more total. Some students will build two towers and then pull from one to make a tower of ten and have some left. Other students will just know 6+4 is ten and then there are 3 left.
"I noticed that Emma built a tower of 13 because she knew 7+6=13. She then broke off ten and noticed there were three left. So 13 is 10+3. Emma would then record 7+6=13 on her recording sheet under the 10+3 column."
I will play three or four more practice rounds and then have the students go off and work on this activity. As I am modeling how to play, i am also recording on a 10 and Some More recording sheet, so that they can see who to fill it out.
NOTE: You may need to review the > sign before playing this game as it's an important piece of the game board. It is good to make sure everyone understands this symbol and what it represents on the game board.
This activity has the students using the Associative Property of Addition. If students were to add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12 (CCSS.MATH.CONTENT.1.OA.B.3).
Students play the game 10 and Some More. They will work with a partner on this activity. As students are working, you will want to circulate and notice:
I have included a Playing Ten and Some More clip of a student playing this game.
This activity asks the students to make sense of quantities and their relationships in problem situations. They are manipulating numbers to create a group of ten and then adding the remaining ones that were left (CCSS.MATH.PRACTICE.MP2).
Students are also recording their thinking by writing equations that are equivalent to 10 and some more. CCSS expects students to represent their thinking with mathematics (CCSS.MATH.PRACTICE.MP4).
I ask the students to gather back in a circle on the carpet. I give them each 20 cubes to use as a tool to aid in the discussion.
"I want to work on a few problems with you and ask you to explain how you figured out how to record different equations on the game board. Let's say we start with 8+6. How would you figure out which column to record this equation in. Who can explain their thinking? I have included a clip, Describing Solution for 10 and Some More, of a student's response."
I will repeat this sequence with a few more examples.
This discussion asks students to construct a viable argument and defend their thinking through discussion and dialogue (CCSS.MATH.PRACTICE.MP3).
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.