Today's Problem of the Day:
Match the numbers to the correct group. Which group has more?
For this problem, the students are matching numbers to sets of objects and comparing the numbers. On the Notebook file, the students can just drag the numbers into the correct box. If you do not have a SMARTBoard, you can use the PDF file. You could also have the students solve the problem by using manipulatives and number cards.
I have one student come up and work on this problem. I remind student to check his or her work when they are finished and have the class tell if they agree or disagree by showing a thumbs up or thumbs down. I am also looking for students to explain how they can check their work. (Mathematical Practice 3: Construct viable arguments and critique the reasoning of others).
I have the students sit on the perimeter of the carpet. I put several shapes in the middle of the carpet.
The principal is going to get us some more attribute blocks, but she needs to know how many of each shape we already have. How can we figure it out?
I have students come and help me sort the blocks. If the students organize them into piles (which they mostly likely will) I ask, "Can we put them another way to make them easier to count and see which one has more?" I have students help me organize it to look more like a graph. Check it out here. We count each shape and record the information on the board.
I call up students to drag off a block and color in the square beneath it. I tell students that they are going to be sorting and organizing some of their own objects and showing it on a Sorting and Graphing Shapes worksheet.
You are going to be doing this paper together. When you get back to your seat, you need to get out a pencil and put your name on your paper. When your name is on your paper hold your pencil in the air, that will let me know that you are ready to start.
I use the procedures outlined here on the Paper Procedures.
Count the shapes. Then color in the graph.
The first thing the directions tell you to do is count the shapes. Let's count them together and put a little mark on each one as we count so we know which ones we used. Then we need to color inthat many boxes. Let's also write the number at the end.
We do the paper together since this is the first experience that students have with graphing When we are finished, we discuss what we can learn from looking at the graph. For example, how many of each shape, which shape has more, which shape has less, etc.
I walk around and make sure that students are correctly sorting and coloring their graphs. When we fnished, I tell the students that they can put their paper in the basket and get their center.
The centers for this week are:
I quickly circulate to make sure students are engaged and do not have any questions about how to complete the centers. I pull three groups during centers and work with them depending on the time they need (5 - 10 minutes).
Today I am focusing on teen numbers with all of the groups. Based on the end of unit assessment for teen numbers and report card assessments that I am currently working on, I have found that my students are still struggling with teen numbers. They have caught on to graphing quickly, so I feel that it is important to use this small group time to practice identifying teen numbers and counting groups of up to 20 objects. I group the students by ability level based on the assessments I mentioned above, but I do the same activity with all three groups. I start with teen number flashcards. I then give each student a number card and the student counts out that number of objects. Finally, I say a teen number and have each student write it on their white board.
Prior to clean up, I check in with each table to see how the centers are going. I turn on Tidy Up by Dr. Jean. Students clean up and return to their seats. This is a paid resource, but there are many free examples of transition songs easily found in a web search. Another transition I have been using lately during clean up has been counting down from 20 slowly. The students like to count backwards with me as they clean up and I can lengthen or reduce the clean up time based on how students are doing and how much time we have.
To close, I put a student's paper on the document camera a project it on the SMART Board. I have that student explain their work. I ask another student to share what s/he learned from "reading" the graph. I mention positive things noticed during centers as well as something that needs to be better next time.
I review what we did during our whole group lesson. "Today we learned to sort and organize information on a graph. Tomorrow, we are going to continue to collect data and make graphs."