I start each math lesson with a Problem of the Day. I use the procedures outlined here on Problem of the Day Procedures.
Today's Problem of the Day:
Write the missing numbers.
For this problem, I give the student a number line with some missing numbers. On the Notebook file, the students can just drag the numbers into the empty boxes. If you do not have a SMARTBoard, you can use the PDF file. You could also have the students solve the problem on a regular board or cover numbers on a number line.
I have one student come up and work on this problem. I remind student to check his or her work when they are finished and have the class tell if they agree or disagree by showing a thumbs up or thumbs down. I am also looking for students to explain how they can check their work. (Mathematical Practice 3: Construct viable arguments and critique the reasoning of others).
I have all of the students hold up their hands. I ask the students how many fingers they have. We practice counting fingers by 10s. We also count how many toes the students would have!
I tell students that we will be practicing on a Count by 10s Review Worksheet.
We are going to work on this paper together. When you get to your seat, you need to get out a pencil and put your name on your paper. When your name is on your paper hold your pencil in the air, that will let me know that you are ready to start.
I use the procedures outlined here on the Paper Procedures.
Count the fingers. Fill in the missing numbers.
We work through this paper together. When students are finished with their paper, they can put it in the basket and get their center.
I am not pulling groups this week because of end of the year assessments and activities.
Prior to clean up, I check in with each table to see how the centers are going. I have been using counting down from 20 slowly instead of a clean up song. Counting backwards is as critical as counting up. Students need to be able to know the number that comes before, as well as after, any given number (w/i 10, w/i 20, etc.). Counting back is a critical strategy for subtraction.
The students like to count backwards with me as they clean up and I can lengthen or reduce the clean up time based on how students are doing and how much time we have.
To close, I put a student's paper on the document camera a project it on the SMART Board and have that student explain their work. I mention positive things noticed during centers as well as something that needs to be better next time.
I review what we did during our whole group lesson. "Today we practiced counting by 10's. Tomorrow we are looking at all of the numbers up to 100."