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 in the missing numbers.
For this problem, I created a Notebook file with a number chart that goes up to 50. It is missing several numbers. If you do not have a SMARTBoard, you can use the PDF file. You could also have the students solve the problem by drawing a picture on paper or the board or using manipulatives.I have one student come up to write in each missing number. I remind students to check their 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 solved the problem (Mathematical Practice 3: Construct viable arguments and critique the reasoning of others).
I put a large 100 Chart on the front board. I have the students close their eyes while I cover a number with a sticky note. I then have the students look at the chart and raise their hand if they think they know the missing number. I repeat this game several times.
I tell students that we will be practicing the numbers on a Numbers to 100 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.
Fill in the missing numbers.
We work through the first row of missing numbers together. I reread the directions and allow the students to complete the rest on their own. I walk around and make sure that students are correctly filling in the missing numbers. 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 learned about the numbers to 100. Tomorrow we don't have math because it is Graduation Day!"