##
* *Reflection: Discourse and Questioning
Number Puzzles - Section 4: Independent Practice

This lesson allowed for some very extensive discussion about where numbers belong. Number puzzles can be very difficult for young children because they push them to not just say: "What number goes in the blank?", but rather, "What number goes in this space and why does it have to go there?" This is why I did the number puzzles in partners. Students often disagreed with each other and had to decide who was right and WHY he/she was right. This was a great process to see, as it really hits on the Common Core standards for mathematical practice. A couple that immediately come to mind are:

**Look for and make use of structure:**Students have to think through what the patterns on the chart are and then decide which patterns lend themselves to helping them complete the task.**Construct viable arguments and critique the reasoning of others:**Because there is a lot of discussion involved in completing this task in partners, students have to be able to explain his/her own thinking and think critically about another person's argument.

A quick dialogue of students is listed below. I feel like these students embodied how I wanted them to discuss their work, and I ended up using it for an exemplar with the whole class.

Me: How are you figuring out where the pieces go?

K: This one goes here because it has 1 at the top.

Me: How will figure out what piece to put down next?

A: 7 goes here.

Me: Why?

A: Because I counted 1, 2, 3, 4, 5, 6, 7

Me: Which piece do you need to choose? (Students look through pieces until they find one with 7 and then figure out how the piece fits with the others)

Me: How are you sure that piece is correct?

K: You can count it and it is right. See? 1, 2, 3, 4, 5, 6, 7, 8, 9, 10.

*Not just WHAT, but WHY*

*Discourse and Questioning: Not just WHAT, but WHY*

# Number Puzzles

Lesson 6 of 13

## Objective: SWBAT apply their understanding of patterns on the hundreds chart and the counting sequence to create a number chart.

*59 minutes*

#### Setting Up the Lesson

*9 min*

**Review: **

Yesterday we played Missing Number game to help us practice numbers to 100. Today we will think about those numbers again, but we are going to rebuild a broken number chart! Let's sing our Count to 100 song to get our brains ready to use these numbers.

*See link to go to the youtube version of Count to 100!*

**Connect**

*We are going to be using big numbers in our story problems one day so we need to get really good at counting them in order. This will help us have a number line in our brains that we can use anywhere we go! *

**Objective** :

Your thinking job today is: How can I use what I know about a 100s chart to help me rebuild a number chart?

*expand content*

#### Opening Discussion

*15 min*

I'll set up lesson engagement: "Last night, I made this big hundreds chart for us to use later this year. It was going to look great! But when I came in this morning, someone had cut up all of my hundreds charts! Every one of them! I need your help to put these number charts back together, but we will have to use what we know about counting and how the number chart works to do so."

I'll show the Promethean Board hundreds chart (See attached resource!).

“Look at all these pieces! Can I just put them wherever I want? Why not? What number has to be first? What number has to be last?”

I will do a think aloud for first piece to get students used to the academic language they need to use to be able to explain their thinking. “I know this one has to go first in the sequence because it has the number 1 at the top. I’ll move it up to the very top of the board because I know hundreds charts start at 1.” (Students say the numbers chorally that the teacher placed)

Guiding Questions as students help me put the hundreds chart back together:

Throughout these questions, I'll push students to use academic vocabulary, a key component of the CCSS shift. Some of the vocabulary to emphasize is: 1 more, 1 less, after, before, column, row

- What numbers do we already have?

What number comes after this number? What number is 1 more? - Why does this puzzle piece have to go there? What do you know that makes you sure?
- How do we write the next number in the sequence?

When 100s chart is complete, we will count the numbers chorally and check to make sure the numbers are correctly placed.

*expand content*

#### Game Rules and Practice

*15 min*

I will explain the expectations for the partner activity, and model how to do each part.

This is a partner activity so students have an opportunity to discuss their reasoning, a crucial part of their mastery of the Common Core.

Partner Rules:

- Each partner takes a turn putting down a puzzle piece.
- The other partner asks: “How are you sure?”
- The partner agrees or disagrees. (If you disagree, discuss how you know and figure out who is right!)
- Keep going until you finish your puzzle. When you finish, say the numbers together to make sure you had it right, then you can fill in your blank number chart to match your hundreds chart puzzle.

I will play a few rounds with students, modeling how to agree or disagree, which helps students communicate their ideas precisely (MP6).

**See attached video for some examples of how to help students explain their thinking!**

#### Resources

*expand content*

#### Independent Practice

*15 min*

Group A: Students do the easiest of the puzzles (Puzzle A). This puzzle has them focus on whole rows of the number chart. These students are thinking about the sequence of numbers. Students write the numbers on a blank number chart.

Group B: Students do Puzzle B, which is slightly more difficult. This has students focus on the different patterns of the columns and takes out middle chunks. Students write the numbers on a blank number chart.

Group C: Students work on numbers to 120 and do Puzzle C. Students write the numbers on a blank number chart.

#### Resources

*expand content*

#### Closing

*5 min*

Today’s thinking job was: How can I use what I know about counting to help me rebuild my number chart?

Partner talk: Show your partner your number chart. Check and give your partner a feedback about how they did on their chart.

*expand content*

*Responding to Amy Manville*

Thanks so much for sending it in PDF format! I really appreciate the lessons that you share with us!

Take care!

| 3 years ago | Reply*Responding to Amy Manville*

Hi Amy!

Thanks for reaching out! I'd be happy to email it to you, but it would still be in the flipchart format. Does your school use promethean software? We use promethean boards.

If you guys use smartboards, you can convert the file to a smart file. Go to this link to learn more: https://smarttech.com/us/Support/Browse+Support/Support+Documents/KB2/114274.aspx

I also am about to re-upload the file in pdf. You won't be able to move the pieces around obviously, but you will get the idea of what was on the file if you want to recreate it in your classroom!

Hope this helps! Happy teaching :)

Amanda

| 3 years ago | Reply

Hi, Amanda! I love this lesson...so thanks!!!

I am in charge of gathering math materials for my grade group, and everyone is impressed with your lessons.

The only thing that I could not access was the flip chart to introduce the puzzle. The file won't open. Would you

have any time to send the flip chart to me to print out?

Thanks,

Amy Manville

| 3 years ago | Reply*expand comments*

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- UNIT 1: Creating a Culture of Math
- UNIT 2: Count to 100 Every Day!
- UNIT 3: 10: A First Grader's Best Friend
- UNIT 4: Charting and Analyzing Data
- UNIT 5: Inch by Inch, Paperclip by Paperclip
- UNIT 6: Properties of Addition and Subtraction
- UNIT 7: Shapes and Blocks
- UNIT 8: Understanding Equality
- UNIT 9: Adding and Subtracting: Base Ten
- UNIT 10: Solving 3 Addend Problems
- UNIT 11: Missing Parts: Unknowns in All Positions
- UNIT 12: Parts of a Whole
- UNIT 13: Tick Tock, Tick Tock
- UNIT 14: Time is Money: Hitting all the MD Standards
- UNIT 15: Base 10 Bonanza
- UNIT 16: What the WHAT?! Teaching Challenging Story Problems

- LESSON 1: Missing Numbers to 50
- LESSON 2: Counting Strips
- LESSON 3: One Less!
- LESSON 4: One More/One Less Hop
- LESSON 5: Missing Numbers
- LESSON 6: Number Puzzles
- LESSON 7: Counting Collections
- LESSON 8: Counting Collections: 100 Objects
- LESSON 9: Constructing Tens and Ones
- LESSON 10: Building Tens at the Lego Factory
- LESSON 11: It's Elementary My Dear Watson
- LESSON 12: Down on the Farm: Base 10 Problems
- LESSON 13: WANTED: Runaway Number