##
* *Reflection: Discourse and Questioning
Start At/Stop At - Section 2: Introducing Start At/Stop At

**I had a great discussion with my students about the amount of numbers we would say if the stop at number was closer to the starting number. Some of the students understood that there would be less numbers between the two but couldn't articulate it. One girl was on the right track and with a little guidance was able to explain her thinking. I have included this video so you can see how to foster a conversation that pushes a students to communicate their ideas effectively to their peers.**

*Discourse and Questioning: Supporting Students as They Express Their Thinking*

# Start At/Stop At

Lesson 5 of 5

## Objective: SWBAT practice the rote counting sequence both forwards and backwards, from 1-30. SWBAT use a number line as a tool for counting. SWBAT count sets of objects up to 20.

### Thomas Young

## Big Idea: The students are introduced to the routine of starting at a number on the number line and counting to another number on the number line. The class continues to play and discuss 20 beans.

*65 minutes*

### Thomas Young

#### Warm-Up

*5 min*

Start with the kids sitting on the floor in a circle. Ask them how many kids are in our class. This number has been established int he previous lessons. Ask them to talk about ways we can count the kids while making sure we get everyone. Once you have counted, ask if everyone is here or not (answer will be based on your class)? If there are students absent, ask how many are missing and call for answers. When a child gives an answer, make sure you ask how he/she came up with their answer. If time, continue to focus on why it doesn't matter which student you start counting with, the number won't change because the group isn't changing size (**CCSS.Math.Practice.MP6**). This directly connects with MP6 because students are using the definition of the number not changing (16 meaning 16 students and not changing), and using that to support their thinking.

*expand content*

#### Introducing Start At/Stop At

*15 min*

***You need to have a number line hung up somewhere in your room. It is best to have one that goes from 0-100+. Also print off the number cards (1-30 start at stop at cards) and print them on ***card stock. *

Call the students attention to the number line and envelope you have with the number cards 1-30. Have the number 1 pulled out ahead of time as well as the number 20. Explain to the students that you will be introducing an activity called Start At/Stop At and that they will be using a math tool called a number line to help them count. Continue with "we will start with the number 1" and show them the number 1 card (place a stick it note, with the words "start with" on it, on the number 0. This way the students see the number 1 next to the words "start with)." Then hold up the number 20 card and explain that they will be stopping at this number. Place a stick it note, with the words "stop at," on the number 21. This way they will say 20 and stop. Ask the students how we could figure out what a number was if we didn't recognize it on the card? Look for answers like; count on the number line from a know number. **Here is a video of a child using the number line: Child Using the Number Line.**

Next, ask the class to start at the number 1 and count up to the number 20. Use a pointer and ask them to count with you. Continue this routine by picking two new numbers. Have the lower number be the start at number and the higher number be the stop at number. Practice this a few more times (CCSS.Math.Content.1.NBT.A.1).

Point of discussion: When the two stick it notes are placed, ask the class if they are going to say a lot of numbers or a few numbers. This will start to reinforce the idea that some numbers are much closer together than others (**CCSS.Math.Practice.MP4 & CCSS.Math.Practice.MP5)**. I feel this directly connects to MP4 & MP5 because they are modeling how to count each number as it is pointed to, and being able to demonstrate 1:1. The students are also using the number line as a tool and using it accurately to count forward from 1.

*expand content*

#### 20 Beans

*25 min*

Tell the students that everyone will play the game 20 Beans today. Review the rules and the materials that you will need for the game (25 beans and a 1-6 number cube). See below for review of game and resources that were used in a previous lesson. Inform the students that after everyone has played a few rounds today, we will gather and discuss the ways that teams are keeping track of how many beans they have. They need to be ready to talk about this, so thinking about it while playing should be reinforced.

Taken from Lesson entitled 20 Beans. You will take turns rolling the cube and taking that many beans (**CCSS.Math.Practice.MP5**). Keep rolling until you get at least 20 beans. Your team wins when you've collected at least 20 beans together.

*20 Frames can be given to students who you feel would benefit from the structure: 20 Frame and 20 Frame option 2.

**While you are observing the students**:

*Do the students have instant recognition of 1-6 number cube patterns?*

*How are students keeping track of the number of beans they have?*

*Are they accurate with their counting?*

*This video, 20beans with student explanation of counting on, is of two students playing 20 Beans. You will see that the girls is still at the counting all stage (which is appropriate for this time of year (September). The boys exhibits the strategy of counting on at the end of the clip. I wanted him to model this approach to the class as another example of counting the total number of beans.*

*expand content*

#### Session Wrap Up

*15 min*

Call the class to gather back in a circle on the floor or around an area where they can all see you play a sample game of 20 Beans. Discuss that you saw a variety of ways that students were keeping track of the number of beans they had. Tell them that you now want them to share how they were keeping track. As you start to play the game, call on students to count the beans. You should have noticed who was counting all each time, who was counting on, who was using a structure (rows of 5 or 10). This way all of the students see a variety of ways to keep track. Also model making mistakes and how to double check their counts and the importance of double checking their work.

At the end of the lesson, introduce the whole class to the 20 frame and how it can help you keep track. Make sure the students realize that there are 4 rows of 5 in a 20 frame (** CCSS.Math.Practice.MP6 & 7**). Then play one more game using the 20 frame. This will encourage some kids from moving on from starting at 1 each time.

*expand content*

#### Practice

*5 min*

Use lined or unlined paper to review the numerals that have been introduced so far (0, 1,2,& 3). If you feel it is necessary, quickly review each one before the students get to work. I like to use the blue and green numeral posters that are hanging in my room. See pictures of this in the resource section.

*expand content*

##### Similar Lessons

###### Counting by ones to 120

*Favorites(24)*

*Resources(13)*

Environment: Urban

###### Missing Numbers

*Favorites(15)*

*Resources(15)*

Environment: Urban

###### Kicking Off the Year With Counting

*Favorites(5)*

*Resources(12)*

Environment: Urban

- UNIT 1: Counting Quantities
- UNIT 2: Working with Numbers, Operations, and Story Problems
- UNIT 3: Counting & Comparing
- UNIT 4: Blending
- UNIT 5: Building Numbers
- UNIT 6: Shapes Within Shapes
- UNIT 7: Data and Analysis
- UNIT 8: Non Standard Measuring
- UNIT 9: Shapes Within Shapes
- UNIT 10: Working with Numbers, Operations, and Story Problems
- UNIT 11: The Number 10 and the Addition and Subtraction Concept
- UNIT 12: The Ten Concept: Counting On and Off the Decade and Knowing 10 More/ 10 Less
- UNIT 13: Fraction Action Lessons
- UNIT 14: Counting by Groups
- UNIT 15: Complements of 10 and 20
- UNIT 16: Money!
- UNIT 17: Shapes, Blocks, and Attributes
- UNIT 18: Reviewing Data Collecting and Graphing