##
* *Reflection: Vertical Alignment
Connect 5 - Section 2: Introducing Connect 5

I wanted to reflect on one piece of the introduction to the game. The video in the previous section is the entire introduction piece. However, it is hard to see what I am writing on the whiteboard. The picture in this section's resources is a close up of the whiteboard easel.

I wanted the students to make a connection with combining the dots to writing an equation. By writing the dot patterns that were rolled, it was easy for most of them to connect their thinking to writing. It is important to model with equations as much as possible. As the year progresses, it will become an expectation of the students and this early exposure and connection are key in building a foundation for this (**CCSS.Math.Practice.MP4).**

On another note, during the introduction of the game, I emphasized the use of two counting strategies. One was counting all and the other was counting on from a number. It was important to point out that both of these strategies are feasible (CCSS.Math.Content.1.OA.C.6).

CCSS Connections:

MP4: With my help and the discussion of the whole group, the students are creating equations to match their thinking when combining two sets of dots.

1.OA.C.6: The students are using the strategies of counting all or counting on to solve addition problems. Explicit explanation of the strategies highlights this standard.

*Vertical Alignment: Reflection on Introduction to Connect 5*

# Connect 5

Lesson 2 of 7

## Objective: SWBAT connect number names and written numbers to the quantities they represent. SWBAT find the total of two or more quantities up to a total of 20 by counting all, counting on, or using number combinations. SWBAT compare two quantities up to 20 to see which is larger.

### Thomas Young

## Big Idea: You have heard of Connect Four, well this is one better. Students play a variation of bingo called Connect 5. During center time the students continue to focus on combining and comparing numbers.

#### Quick Flashes

*5 min*

Using the established routine for Quick Flashes, show the image of the 3 and 4 dot cards at the same time. Ask the students to determine the total number of dots. Repeat with the second arrangement of 3 and 4 dot cards and compare the arrangement. The students are making sense of the dot quantities and their relationships (**CCSS.Math.Practice.MP2). **The students are making use of structure by noticing that the quantity is the same and that the arrangement doesn't matter (** CCSS.Math.Practice.MP7**).

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#### Introducing Connect 5

*15 min*

Advanced Preparation: Create a chart size copy of the game board posted in the resource section below. You will use this to teach the game. The object of this game is to cover 5 spaces in a vertical, horizontal, or diagonal line of 5.

I will start this part of the lesson by having the students sit in front of the white board with the Connect 5 game board displayed for the instructions. This way everyone will be able to see the board. I will also use big foam dice for the same visual reason. I roll the two dice and ask "what numbers I rolled?" Once they are identified, I ask how many dots there are? I then add the idea of getting the sum of the two numbers. I take a minute to explain this term. Once I am given an answer, I ask "how do you know?" The student are persevere in explaining their approach to solving the problems (**CCSS.Math.Practice.MP1). ** Once you agree on the sum, ask a child to find the sum on the board and mark it with an x (marker for demonstration, the students will use chips during their game play). Play a few more rounds until you feel everyone has the idea.

Notes:

*If students say 2+5=7, ask what 5+2=. It is a great way to start exposing the students to the idea of the commutative property of addition **CCSS.Math.Practice.MP7.**

*Students can only cover one number on a turn.

*If they roll a sum that is no longer available, they should roll again.

***As I am demonstrating the game. I draw the dot patterns that I rolled for each turn. When a student gives the sum, I write the equation over the dot pattern. This way their is an connection to the action and equation.

CCSS Connections:

MP1: I want students to explain their approach to solving the problem. By having them explain their thinking and identifying their approach, the students are monitoring their thinking by checking their answer as they explain it to the group.

MP7: By asking if 5+2 is the same as 2+5 and having them prove it, exposes the students to the idea that the order of addends doesn't matter in addition.

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#### Center Time

*30 min*

The students have three choices during this time. For game play, make enough copies of the game board (in section resources) for each pair of students. They will also need a die and bingo chips to cover the board.

1. Connect 5: Explained in previous section

2. Double Me with Dot Cards: Introduced in a previous lesson: http://www.cc.betterlesson.com/my/lesson/501452/combine-and-compare

3. Double Me with Number Cards: Introduced in a previous lesson http://www.cc.betterlesson.com/my/lesson/501452/combine-and-compare

#### Resources

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#### Wrap Up

*15 min*

Continue building upon the story problem routine that was introduced in the previous lesson. However, I am now going to add the routine by modeling ways to record students' strategies on paper. The recording of equations is a great example of modeling with mathematics (**CCSS.Math.Practice.MP4). **Students are using addition or subtraction (within 20) to solve story problems (**CCSS.Math.Content.1.OA.A.1)**.

The routine is as follows:

1. Visualize

2. Retell story after they have heard it

3. Decide if end result will be more or less than amount started with

4. Students share strategies for solving with manipulatives

5. Model methods of recording strategies on paper

Create two problems to tell today. Have one have two addends and the other should have three addends. Be creative with the stories and have them relate to the interest of your class.

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- 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