MATH Unit - “Number Sense” Outcomes: N1.1 Say the number sequence, 0 to 100, by:

A. 1s forward and backward between any two given numbers B. 2s to 20, forward starting at 0 C. 5s and 10s to 100, forward starting at 0.

Lessons:

1. SET: Counting rap (on anchor chart)

Count Around the Circle

• We will make a circle around one of the rows of desks o We will count using variances (by 1s, 2s, 5s, 10s, etc. with prompting as

the students need it with the harder skip counting) o Each student gets their turn to count and “shine” while all other are

awaiting their turn and are counting in their heads o If someone cannot answer with their number, we will leave 5 seconds of

wait time. After that I will ask the student if they would like some help from their friends. If they respond, “yes” we will respond with the number chorally

o To differentiate for my kinesthetic learners, I will ask them to do a different movement when it’s their turn (jump, jump and clap, spin etc.)

o I will make it more challenging by using a differing starting point (may do this after we have already had some practice through) ex. Starting at 7 instead of 0

DEVELOPMENT: Counting centres • Clip on the number black

o There are popsicle sticks with numbers written on them with sharpie marker

o There are numbers missing on these sticks o There are matching clothes pins that line up with the missing numbers,

but students must search for the right one o Some are counting by 1s, 5s, 10s, 2s

• Skip counting lacing plates o https://www.bloglovin.com/blogs/living-life-intentionally-3194912/skip-

counting-lacing-plates-4562618804 • Roll on

o Students roll two dice in the little containers and then write down the two numbers into place value (downloaded worksheet from TPT unit package to accompany)

o Students write down the three numbers that follow the one that they rolled • I Can Count (cut and paste)

o Students cut and paste the numbers and fill them into the blanks on the sheet (downloaded worksheet from TPT unit package to accompany)

2.

SET: Counting Rap

DEVELOPMENT:

• Number of the day (if haven’t done already)

• We will use the laminated hundreds chart and whiteboard markers to draw/mark out how and which numbers we are actually skipping when we skip count

o 1s, 2s, 5s, 10s o I will use the paint application on the computer to model the action of

“skipping” with the students so that they can follow along and draw on their own page

• Counting brain break: o https://youtu.be/0TgLtF3PMOc (by 1s) o https://youtu.be/amxVL9KUmq8 (by 5s) o https://youtu.be/Rd5DBkP9avw (by 10s) o https://youtu.be/OCxvNtrcDIs (by 2s)

• We will use the laminated hundreds chart and bingo chips to put our chips on the numbers we are counting (put a chip on 2, then 4, then 6 when skip counting by 2s etc.)

• The students will play “a game” with a partner using the hundreds chart o The students will take turns counting o Each time the student gets a turn, they say a number and put their token

on that number o The students go back and forth taking turns counting o Once they are finished one round, they will move on to the next round

(counting by 1s, then by 2s, then by 5s, then by 10s) o During this game, I will be pre-assessing students on their counting skills

• Hundreds chart scramble o I will give each student 5 numbers (some may get 4) o The students have to work together to arrange their numbers into a

hundreds chart o I will be taking anecdotal notes during this time as my formative

assessment 3.Counting by twos

SET: • Counting video: https://youtu.be/wcxaDBbOR5U • Counting Song: https://youtu.be/8wwydguSKOU • Introduce the lesson with a warm-up question.

o Tell students that the principal is taking a poll to find out how many students are in the first grade. She needs to know how many students are in our class.

o Ask someone to volunteer to count the number of students in the classroom.

o A student is most likely to count by ones to accomplish this task. o Ask her if she knows of a faster way to count than by ones. o If the students do not say “counting by twos,” then suggest that you try

counting by twos as a class. o Once you have counted by twos as a group, ask the students which

method was faster: counting by ones or by twos. • Ask students to name other situations in which they have heard people counting

by twos. o For example, have they heard people counting by twos during class field

trips?

o Explain that students can count by twos in their own lives as well, e.g. when they are counting how many coins or how many toys they have.

• Invite six volunteers to take off their shoes and line them up in pairs in the front of the room.

o Ask students to count the shoes with you. Instead of counting one shoe at a time, explain that you will count by 2s.

o Use a pointer or yardstick to point to each pair as you lead the class in skip-counting by 2s. Say, “How many shoes are there? That’s right—12!”

o Have students retrieve their shoes. Call on 10 new volunteers to line up their shoes in pairs.

o Lead the class again in skip-counting by 2s. Say, “How many shoes are there? That’s right—20!”

o Challenge students with questions like the following. Encourage them to count by 2s to find the answers.

DEVELOPMENT: Explicit Instruction/Teacher Modeling

• Show a hundreds chart to the class that has every other square filled in with a number. Explain that the every other square is filled in because we are counting by twos. Mention that this is also known as skip counting.

o Take two counting bears at a time and count as you start writing in the multiples of two. For example, take two green ones and put them on the table saying "two," then two red ones saying "four," then two blue ones saying "six."

o Tell the students that they can use the counting bears if they need help when they try on their own, but to try to take two of the same color of each bear each time they put them down. This way, if they get lost in the counting, they can count by ones to find the number they were at and visually see the pairs of two represented.

Guided Practice/Interactive Modeling

• Ask the class to count together as you finish writing or circling the multiples of two in the chart through the number 20.

• Ask students to practice counting by twos aloud with you, starting with the number two.

o Go up to 20 so that they can get an example of what they will be doing with their own charts.

o Point to each number on your chart as you count. Independent Working Time

• Explain to the students that they are going to practice filling in their own hundreds charts by counting by twos so that it looks like the sample one that you have made.

• Ask the students to take their hundreds chart and try to fill in their charts, starting with the number two and counting by twos. (If the hundreds chart worksheet is blank, the students should write in the numbers themselves. If the hundreds chart is filled in, the students should start at the number two and circle each number as they count by twos).

• Walk around the room and help any students who are struggling. o When the students have finished, ask them to review their charts with a

partner to see whether their charts look the same.

o If there are differences, ask them to talk to their partner and try to agree on what numbers should be filled in.

o Ask students questions to help them grasp the concept as you walk around checking their work. For example: Why did your partner fill in a different number than you? How can you go back to a number that you know is right and go from there to find the next number?

Extend/Differentiation

• Enrichment: o If students demonstrate mastery or fill in their charts quickly, you can let

those students form a group at a station in pairs. You can give them each a new hundreds chart and ask them to have a partner time how long it takes for them to fill out the hundreds chart by themselves without any counting bears.

o They could also build a line of linking cubes counting by 2s (they build pairs of linking cubes and then link them together to count by 2s)

• Support: o Encourage struggling students to use the counting bears to figure out

what number comes next in the line. If they still struggle, you can give them a blank hundreds chart and let them count by ones first to fill out each space. Then ask them to highlight every other space starting with the number two, saying each number aloud as they go.

Review/Assessment

• Review each student's chart and evaluate whether the multiples of twos were correctly identified.

• Ask students to look at their charts and write about any patterns they noticed in their charts.

• Give an exit slip to each student and ask everyone to circle the number that explains how they feel about counting by twos, with 1 being sad and 5 being happy. This will give you a sense of how much more work needs to be done on counting by twos.

Review and Closing

• Ask the students to explain why we sometimes count by twos. • Ask students to give an example of when we might want to count by twos, such

as when we are trying to count to a larger number like 50. If we are only counting to a small number like 4, we don't need to skip count by twos.

• Ask students whether they think it is possible to skip count by higher numbers, such as 5 or 10.

6. How Many Seeds in a Pumpkin? SET:

• We will read the book “How Many Seeds in a Pumpkin?” o Using the KOBO app projected onto the screen o We will pause on certain parts of the story to chat about the math that the

students and teacher are using in the story DEVELOPMENT:

• We will then predict which has the most seeds

• We will then prepare to dig out the seeds o Laying out newspaper etc.

• We will then dig out the pumpkin seeds o We will take breaks to talk about how the pumpkin feels using our senses,

especially our sense of touch • We will talk about how many sticky hands we have in our class (counting by 2s) • We will count our own pumpkin seeds

o We will organize ourselves into three groups (pre-assigned - pods and adding the members of the extra pod to each club)

§ 1s club § 2s club § 5s club § 10s club

o When students have counted their seeds they will come and tell me their number and then they will prove their number by showing the other groups how they counted them

§ During this stage they can explain the strategy that they used • We will put our seeds into colanders (from foods lab) and rinse them off

EXTENSION:

• I will toast the seeds during lunch/recess and then we will eat them together at the end of the day

5. Counting by 5s

SET: • IamgoingtellmystudentsthattheyarejustthegreateststudentseversoIwant

togivethemallahighfiveo IwillsaythatwhileIamdoingitIwanttocountalloftheirfingerstosee

howmanyfingerswehaveinourclasso IwillpromptmystudentstotellmewhatmightbesomewaysthatI

coulddosoo Dependingonwhatthestudentssuggest,Iwilltrycountingthefingersby

1s,2s,5s,andmaybeevenby10s(witheachstudentholdingup2handsfor10s)

o Iwillaskthestudentswhichwaywasfaster?Promptingmetoexplainthereasoningforskipcounting

o Extensions:Studentscancountbyfivesbygivingeachotherhigh5s,andthendoingthesameby10susingbothhands

DEVELOPMENT:

• Countingby5svideo:https://youtu.be/uDSWMjtMff4• Studentswillcompletethe“Icancountto100by5s”worksheet

o https://www.teacherspayteachers.com/FreeDownload/Hands-on-Skip-Counting-by-5s-889816

• Discussion:o Whyisitsometimesbettertogroupthingsby5sinsteadofby10sor

100s?Whatarerealworldexamplesoftimesthisaregrouped,packaged,

orsoldinsetsof5?Whenyoureadaskipcountingchartby5s,isthereapatternthatyoucansee?Whenyouskipcountby5soutloud,istherearhythmthatyoucanhear?

• Eachstudentisgoingtocollectlinkingblocksofasimilarcolorandconnectthemintogroupsof5

o Eachpodwillconnecttheirlinkingblockstogetherandcountby5stofindouthowmanytheyhave

• Fillintheblanks-countingby5sworksheet• Countingrace

o “Wearegoingtohavearace.Eachtablegrouphasonepieceofpaper.WhenIsay“go”thefirstpersonwillwrite2,thenextwillwrite4,andsoonuntilyourtablegrouphaswrittenbytwo’sallthewayto100.”Whenplaying“PassthePaper”explainthatthepapershouldbepassedaroundsothateveryonegetsaturn

o Wewilldosofirstwiththecountingby5shundredscharttemplate,andthenwithoutatemplate

o Thefirsttablegroupthathassuccessfullyskipcountedallthewayto100letstheteacherknowtheyaredonebyputtingtheirpencilsdownandsittingquietly.

• “Whataresomereasonsitisimportanttoknowhowtoskipcount?”

CLOSURE:

• Candystoreo Askthestudentsiftheyhaveeverbought5centcandiesfrom711orany

otherconveniencestoreandhaveaquickdiscussiono Whenyouarebuyingthosecandies,howdoyouknowhowmuchmoney

youneedtobuythem?-discussiono Wewillplaycandystore,studentswillbringme5manipulatives(acting

ascandies)andtheywilltellmehowmuchmoneytheyowemeo *Mr.Gutekcanalsoactasasalesclerk

• Countingbooklet 6.Countingbytens SET:

• Countby10ssong:https://youtu.be/yQSdKlNvrmw• Countby10ssong:https://youtu.be/Ftati8iGQcs• Countingrap

DEVELOPMENT:

• Studentsusealaminated100chartandbingochipstocoverupeachmultipleof10aswecount

ThinkAloud:

• TodayIwanttoteachyouhowtoskipcountby10'sallthewayto100bylookingathowthenumbersfunction(howtheywork)!WatchandlistencarefullyasIskipcountusingthe100chart.(circleorturnoverthecards10,20,30,40,50,60,70,80,90and100)

• HmmI'mnoticingthatallofthenumbersIsaywhenIcountto100by10'sarefoundinthesamecolumnofthehundredschart.Doyounoticeanyotherconnectionsaboutthehowthesenumbersarealike?Whydoesthathappen?

NumberCards

• I'mgoingtogiveyouandyourpartneryourownsetofcardsforcountingallthewayto100by10's.Iwanttotofirstputtheminorderthanpracticecountingby10's!Rememberifyougetstuckjustcoverupthezerotolookatthefirstnumber.

Accommodations/Differentiation

• ForstrugglingstudentsIwouldcreateasetofflashcardswherethezeroisadifferentcolorthanthenumeralinthetensplaceorwhereyoucanfoldthezeropartofthecardtohelpstudentsfocusonsequencingbylookingatthetensplace.Couldalsohighlightthenumeralinthetensplacewithawhiteboardmarkerforlaminatedflashcards

CLOSURE:

IndependentWork • Studentswillfilloutthecountingby10smissingspacesworksheet(download

fromTPT)

7.DifferentiatedGroupsbasedonneeds WhileIamarrangingstudentsintogroupings-theywillbeworkingontheircountingbooklet.

• StudentsthatareProficient(3)o Names

§ Daniel§ Dharma§ Isaac§ Parker§ Violet§ Will

• Howmanywaysactivity(ORtheycanchoosetodotheirChallengeCountingBooklet)

o Promptthestudentsbyaskingthem“Howmanywayscanyoucountto(36orothernumber)?”

o Studentsrecordtheirworkonawhiteboardusingwhateverstrategiestheywouldlike

• Nexttheycanmoveontotheskipcountingpuzzles

• StudentsthatareAdequate(2)o Studentsneedingworkon2s

§ David*IfDavidisn’there,hecangowithWill§ Eric§ Logan*loganisalsoneedingworkwith5s-soheandhispartnercan

dothesameactivityusing5s§ Samson

• CalculatorActivity:o Iwillshowtheclasshowtochangethebeginning

numberbycontinuingtopresstheequalsign(Ex.8+2=,=,=,=).

o Iwillthenpairstudentswithapartner.o Onepartnerstatesthenewsumbeforetheother

partnerpressesthe=button.o Theytaketurnstryingtosaythenumbernextnumber

beforepressingthebutton.o Aftertheyaredonethis,theywilltransitionintothe

vocalrecallactivity• Vocalrecall

o First,thestudentswilleachuseawhiteboardmarkertocircletherowsthattheywillbeusingtocountby2sonalaminatedhundredschart

o Next,onestudentwillflipovertheirhundredschartwhiletheyarebeingquizzedbytheirpartner

o Theirpartnerwillaskthemtoskipcountby2sfrom0-100

o Whenthepartnermakesamistake-theotheronewillpressthesillybuttontotellthemthattheyneedtogobackandfixtheirmistake

o Theywilllookatthehundredschartwithassistancefromtheirpartnertoseewhichnumbertheymixedupandthentheywillcontinue

• StudentsthatareLimited-needingT&S(1)o Names

§ Deklen(needsmosthelpwith2s,5s)§ Avry(ALL)§ Reese(needsmosthelpwith2s,5s)§ Sadie(needsnewpre-assess)-Michael?§ Braelyn(needsmosthelpwith2s)§ Rachel(needsmosthelpwith2s,5s,10s)§ Amara(ALL)§ Ryder(needsmosthelpwith1sto100,2s,5s)§ Alexis(needsmosthelpwith1sto100,2s,5s)§ Xyra(needsmosthelpwith2s,5s,10s)

§ Dharma(needsmosthelpwith2s,5s)§ Taylor(needsmosthelpwith2s)

• Iwillbeworkingwiththisgroupofstudentsusingstrategiestorecognizethepatternsofskipcounting

o Pulloutthemanipulatives.Usesnapcubes,buttons,beans,oranyotherobjects

§ Besuretoaskguidingquestionssuchas:§ 1)Whatdoyounotice?§ 2)Howistheamountchanging?or§ 3)Ifyoucontinuedthispattern,whatwouldbe

thetotalnumberofobjectsinthe10th,11thor12thmodel?

• Ifsomestudentsmovepastthisstage-IwillwritenumbersdownalikeahundredschartbutthenleaveastickynoteonemptyspaceswhereIwantthestudentstofillinthenumberusingskipcountingskills(doonesetfor2s,onesetfor5s,etc.)

• Usinghundredsgridso Usehundredchartandclearcounterso Getthemtocountbyonesuptothefirstmultiple(2s,

5s,or10s).Soifcountingbytenshavethemcountbyonesuntiltheyreachtenandthenplacethefirstcounteronten.Thengetthemtocounttenmore,placeacounter.Theywillsoonseethepatternandwillprobablyjustbeabletoaddthecountertothenextnumberwithoutcountingteneachtime.

o Oncetheyarecomfortablewiththischangetheskipcountingnumber

• Buzz(alsoknownasBeep)o FirstIdecidesonastartingpointandendingpoint.For

example,startat1andfinishat100o Buzzonnumbersthataremultiplesof10.(orcan

changeitto2s,5s,etco Havethemstandinginacircle.o Beginbycountingaroundthecircleinones,butwhena

studentcomestothenumberthatisamultipleof10,theysay“buzz”instead.

o Forexample,acorrectsequencewouldbe,“1,2,3,4,5,6,7,8,9,BUZZ,11,12,13,14,15,16,17,18,19,BUZZ,21….”

o Tomakeitmorefun-wewillbeusingthesoundbuttons-sothepersonwillheadtothemiddleofthecircletopressthesoundbutton

• KinestheticNumberJumpingo Wewillconnectthefoamnumbermatstogetherand

practiceskipcountingwhilejumpingtotherelatednumber

• MeasuringTape&ClothesPinsskip!

o Studentswilluseaflexiblemeasuringtapeandclothespins

o Theywillpintheclothespinsontothenumbersthattheyareskipping

8. Centres Continued

SET: • Number of the day • Counting Rap

DEVELOPMENT: Counting centres

• Clip on the number black o There are popsicle sticks with numbers written on them with sharpie

marker o There are numbers missing on these sticks o There are matching clothes pins that line up with the missing numbers,

but students must search for the right one o Some are counting by 1s, 5s, 10s, 2s

• Skip counting lacing plates o https://www.bloglovin.com/blogs/living-life-intentionally-3194912/skip-

counting-lacing-plates-4562618804 • Roll on

o Students roll two dice in the little containers and then write down the two numbers into place value (downloaded worksheet from TPT unit package to accompany)

o Students write down the three numbers that follow the one that they rolled • I Can Count (cut and paste)

o Students cut and paste the numbers and fill them into the blanks on the sheet (downloaded worksheet from TPT unit package to accompany)

SET:

• CountingRap• Countingby5ssonghttps://youtu.be/EemjeA2Djjw• Countingby2ssonghttps://youtu.be/JyCr0IgbYcI(studentsfollowalongontheir

hundredschart)• Countingby10ssonghttps://youtu.be/Ftati8iGQcs

DEVELOPMENT: 1. Filloutemptyspacesfor5multiplesonhundredschart(*talkabout

similarities/patterns/trendsinnumbers)2. Filloutemptyspacesformultiplesof2onhundredschart(*talkabouttherows

thatarehighlighted-similarities/patterns/trendsinnumbers)3. Wholeclasshundredschartactivity4. Countingcentres• Cliponthenumberblack

o Therearepopsiclestickswithnumberswrittenonthemwithsharpiemarker

o Therearenumbersmissingonthesestickso Therearematchingclothespinsthatlineupwiththemissingnumbers,

butstudentsmustsearchfortherightoneo Somearecountingby1s,5s,10s,2s

• Skipcountinglacingplateso https://www.bloglovin.com/blogs/living-life-intentionally-3194912/skip-

counting-lacing-plates-4562618804• Rollon

o Studentsrolltwodiceinthelittlecontainersandthenwritedownthetwonumbersintoplacevalue(downloadedworksheetfromTPTunitpackagetoaccompany)

o Studentswritedownthethreenumbersthatfollowtheonethattheyrolled

• ICanCount(cutandpaste)o Studentscutandpastethenumbersandfillthemintotheblanksonthe

sheet(downloadedworksheetfromTPTunitpackagetoaccompany)• Workingone-on-onewiththosestudentsthatneedextrahelp(Deklen)• Assessment(anecdotalobservations)

N1.2 Recognize, at a glance, and name familiar arrangements of 1 to 10 objects, dots, and pictures. A. Look briefly at a familiar arrangement of objects or dots and identify the number represented without counting. B. Look briefly at a familiar arrangement and identify how many objects there are without counting. C. Identify the number represented by an arrangement of objects or dots on a ten frame.

Lessons: 1. SET: Watch the “Ten Frame Train” Video https://youtu.be/U7Yr5GEFSSw

• Encourage the students to shout out the numbers as they see them DEVELOPMENT: Use mini whiteboards for pre-assessment

• Flash objects onto the screen using the pictures from the slideshow: https://docs.google.com/presentation/d/1SmOvqNHQCRXdWDGCNJbk2xi5_qXNTAlQY_uFuqwneQY/edit?usp=sharing

• Ask students to quickly write down the number and hold up their whiteboard • Formative Assessment: Record students answers, recording who gets which

ones wrong DEVELOPMENT: Play the “I Have, Who Has” game

• I will separate the students into two groups, one of ten students, and one of twelve

• Each student will play the game with their group o One group has “I Have, Who Has Ten Frame” (document downloaded

from TPT) o Other group has “Number Identification Game” (document downloaded

from TPT) • After they have used their cards, they will build their number with loose parts on

their desk CLOSURE:

• We will play number bingo • I will use ten frame calling cards from 1-10 and numbers from 11-20 • “Dot Card and Ten Frames” document

2. Number Recognition SET: Anchor chart about ten frames at the carpet as a refresher. (Numbers on a ten frame) Centres:

• Ten Frame Snake o https://mindfull.files.wordpress.com/2010/03/ten-frame-10-snake.pdf o Students play the game board by taking turns rolling two dice o They each have a different color of token o The first person to find that number on the snake and put their token on it

gets to leave theirs on o The student with the most tokens on the spots on the snake wins

• Representing Numbers (Roll it, Write it, Draw it, Show it) o https://www.teacherspayteachers.com/FreeDownload/Representing-

Numbers-FREEBIE-1750815 o Students roll their own die o They write the die number, write the number, draw a picture to represent

the number, and then show it on a ten frame • Number Puzzles

o Students choose a puzzle to either work on independently, or with a partner/group

o One puzzle: https://www.teacherspayteachers.com/FreeDownload/1-10-Number-Puzzle-2347044

o Two Puzzle: o https://www.teacherspayteachers.com/FreeDownload/Pumpkin-Number-

Puzzle-1445815 o Third Puzzle: o https://www.teacherspayteachers.com/Product/Pumpkin-Number-

Puzzles-2795190 o Fourth Puzzle:

o https://www.teacherspayteachers.com/FreeDownload/Ten-Frame-Puzzle-2606765

• Ten Frame Mat Partner Game o Using the laminated ten frame mats (with hundred chart on the back) o One person will say a number and the other person will have to build it on

a ten frame (and the reverse - one person builds a number on the ten frame and the other says the number)

o Students can use buttons, squares, or other manipulatives 3. Number Recognition (continued)

• Number of the day (chosen and completed by the class servant for the day) • Count to 100 Song https://youtu.be/L9md4L2pAVQ • Lesson (centres) continues from last day

o If students are on the “Number Recognition” centre and are already finished the worksheet, get them to do the pumpkin ten frame worksheet http://cdn2.playdoughtoplato.com/wp-content/uploads/2015/09/Pumpkin-Ten-Frames.pdf

4. Number Recognition (continued)

• Count to 100 Song https://youtu.be/YbGk_7xiFJ0 • Count to 20 by 2s song https://youtu.be/JyCr0IgbYcI • Students will take time to finish their “Number Recognition” sheet from centres.

o While students are doing this, I will be assessing individual students on their ability to quickly identify #s on without counting

• Once they are finished that: o They can complete the booklet from Mr. Gutek (many of them are not yet

finished the last back page) o they can have free time at the math centre of their choice

• We will play ten frame/number bingo