SWBAT organize data on a table by composing numbers.

Students get a chance to use tables when breaking a total quantity into its component parts.

5 minutes

I want to get them thinking about math and practicing their counting skills. So here is a chance to "kill two birds with one stone." I will have my students practice counting by 5's. I love to give them a visual to look at as we rote count, and a hundred number chart or your class number line would be perfect for this.

If you want to use technology to make this interactive, you can go here to access a great interactive 100 number chart. This interactive chart allows you to color or highlight certain numbers. I will open it up on my Smart Board and go through and have my students assist me in highlighting each number we land on for every 5th number. The good thing about a Smart Board is you can open your writing tools and use them to add in the 105, 110, 115, and 120 (which extends into the range that CCSS wants). Then we will go back and say the numbers we colored in.

10 minutes

My students have worked on many types of graphs this year and analyzed data. We have created bar graphs as we voted on our opinions in science and pictographs to represent choices made in social studies. Math concepts need constant review and practice for us to teach to the depth that common core expects. Graphs, tables and charts are math concepts that are extremely important to teach and use on a continuous basis. Students need to develop knowledge of organizing, reporting, and analyzing data. (1.MD.C.4). Students must be able to determine how many are in each category, what has more or less, and compare sets together. By using different types of graphs to record information, students begin to see that some graphs only work for certain data, graphs compare data in a visual way, and answers can be identified faster through the visual representation of numbers. Students have learned that numbers represent a quantity and use those symbols to relay information through graphs and data charts (MP2).

Today, I want them to practice placing data into a table. I also want to challenge them to remember how to decompose a total quantity, so this will act as our frame that we will work within. I will begin with opening the Group Form on my Smart Board (see the picture in the resources) and explain the following.

*Students, we will be completing this table today for our math lesson. Tables are used to show data and data is made up of numbers. We will have a problem to solve and use the table to show all of our answers that we came up with. (Watch the Introduction video in the resource section.)*

I will begin by reading the problem at the top and ask them to assist me in solving each idea that we come up with. Check out this video of my class helping me build our table data.

10 minutes

*Need: Print the Make their own table Worksheet and copy for each student.*

Students will become completely engaged when they see their worksheet involves shopping for Legos, Monster High Dolls, and Furbies. I designed this worksheet to peak their interest and try to give them a real life problem to solve.

Students must find different combinations of toys that add up to the total that mom buys. Then they fill in the table to show how the different combinations can be organized.

Completing this type of table supplies built in computation skills. They do not just record the data or color a bar, but they also figure how one number will affect the answer in the next column. You can watch some students working here. The common core standards want our students to become stronger problem-solvers. Deciphering how numbers relate and affects each other will build this skill.

5 minutes

I want my students to gain more practice in building a table. I created this 3-Category Table Worksheet for my students to practice tally marks and building a table of data. Students must be given multiple opportunities to practice new skills. This chart could be placed in a center, used for morning work, or completed as an assignment. After you make your decision, print the worksheet and then copy what you need for your chosen activity. You can view a picture of completed work and this picture presents tally mark errors. Even if something is placed into a center, check their work. I try to make sure that whatever is placed in my centers it is an opportunity for them to produce something that has to be turned in. This gives me a chance to see what they were doing and not just wasting time.

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