## Quick Flashes 1.notebook - Section 2: Introducing Quick Flashes

# Quick Flash

Lesson 6 of 7

## Objective: The students will be able to develop and analyze images for quantities up to 10. Students will also demonstrate their ability to count and draw a set of 20 objects and explain how they know it is 20.

### Thomas Young

## Big Idea: Now you see it, now you don't! It is not magic but the students' explanations can be magical. Students will be flashed a group of dots and have to identify how many were shown.

#### Warm Up

*5 min*

Like yesterday, I am going to have the students count back to 1. I remind the students that means the number that we draw (from the deck of 1-30 cards already created in previous lesson) will be the number we start with. Using the number line, mark the two numbers and then rote count as a class (CCSS.Math.Content.1.OA.C.5). I use a pointer to emphasize the one number for one touch on the line as we count back* ( CCSS.Math.Practice.MP7)*. I will continue to play this game as time allows.

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#### Introducing Quick Flashes

*20 min*

A quick flash is another warm up activity that I will use throughout the year. Quick Flashes can help students to develop understanding of quantity. Being able to conceptualize a number in a variety of ways will help students to use numbers flexibly, which is an important facet of number sense. Today I will focus on the process of quick flashes, and what their job is during the activity.

The students gather on the carpet and sit so that they can see the Smart Board. I tell them that we are going to do something called quick flashes today. We will be looking at some pictures of dots. We call this a quick flash because I will only show it to you for a short time (5 seconds). After that, I will cover the picture up and you will try to make a copy of the picture you saw. at this point, give out a pencil and a piece of paper to each child (I also use clipboards).

Then practice the first one together. I emphasize that the paper and pencil must be down while you flash the picture the first time. I want to make sure they look carefully at the dot arrangement. Then I flash the picture for 5 seconds, and then ask them to "draw what they saw." After students have completed their first attempts, let them know that you will flash the picture one more time. They can use this to check and/or revise. When they are done you display the image while you ask students to explain how they remembered what they saw. I will repeat this activity several more times, emphasizing both the routine and the student conversation of how they remembered the pattern (**CCSS.Math.Practice.MP2 & CCSS.Math.Practice.MP7**).

**You can adjust the amount of time you flash the images for your class. You don't want kids having enough time to simply copy it.

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This is an opportunity to gather a piece of Formative Assessment on your students ability to count to 20. You will need a copy of 20 Sheet for each child.

All of the students are still on the carpet (from the previous activity). I keep them here as I explain the assessment. This way I can quickly scan to make sure everyone is engaged with the explanation. I start the conversation by pointing out that we have been doing a lot of counting and focusing on how to keep track of items we count. ** "Today you are going to draw exactly 20 dots (point out that they have to be big enough to be seen). As you are doing this I want you to remember all of the things we have talked about when we are being careful counters. You must make sure that you have only 20 and you should double check your work"**(CCSS.Math.Content.1.OA.C.5, CCSS.Math.Content.1.OA.C.6, & CCSS.Math.Content.1.NBT.A.1).

As students are working observe if the students can draw exactly 20 and how they keep track of their count (i.e. do they start from one each time when they recount?, do they group?).

**AS STUDENTS FINISH: They can go right into center choices. The two options are previously played games and students will be able to transition to them on their own. This will allow you to continue to observe students work.

I use this information to make sure that each student has the 1:1 concept and ability to rote count to 20. If a student doesn't have this I want to make sure that child receives extensive intervention to master this concept.

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#### Center Time

*30 min*

The choices are Me and I have More Than. Here is the description again, incase you need the review.

1. *Me*: The goal of this game is to figure out which of the two cards has more dots. partners deal them out equally between the two players. The cards are kept face down. One person turns over their card and the other person person turns their first card as well. They should be placed so that both kids can see them. The person whose card has the greater number of dots says, "Me" and then **explains how he/she knows that it is more** (** CCSS.Math.Practice.MP7**) & (

**CCSS.Math.Practice.MP8**) . This is a very important step and needs to be reinforced. Then the person with the most can take both cards. I will model this a few times to make sure that the students are clear on all of the steps.

I then explain that if you both turn over the same card, then you must each draw a second card. The winner would get all 4 cards. The game is over when all of the cards are gone.

2. *I have More Than*: * I Have More Than* is simple. It is played the same way except with the number card deck and instead of dealing them all out, the students just take the top card off the deck. The student who has more dots, says I have more than you and explains his/her thinking.

**These two comparison games both relate to:**

**CCSS.Math.Practice.MP2:** The students are making sense of the two quantities and comparing their relationship.

**CCSS.Math.Practice.MP7:** By looking at the layout of the dots, students may quickly recognize that 7 is 5 and two more and compare that to 6 which is 5 and 1 more.

**CCSS.Math.Practice.MP8: **The students are instantly recognizing dot patterns and not needing to count each time.

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#### Practice

*10 min*

Introduce and practice the appropriate formation of the numerals 5 & 6. I want to continue working on correct numeral formations and making sure that students don't have reversed numbers.

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- UNIT 1: Counting Quantities
- UNIT 2: Working with Numbers, Operations, and Story Problems
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- UNIT 4: Blending
- UNIT 5: Building Numbers
- UNIT 6: Shapes Within Shapes
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- 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