operations and algebraic thinking (oa) number and ... · 2a • materials from session 1.2, p. 35...

Common Core

I N V E S T I G AT I O N 1

Number of TilesDay Session Common Core Adaptation Common Core Standards

1 1.1 Six Tiles in All MP2, MP4, MP7K.CC.1, K.CC.4.a, K.CC.4.b, K.CC.4.c, K.OA.1, K.OA.3, K.OA.5

2 1.2 Toss the Chips MP2, MP4, MP5, MP7K.CC.3, K.OA.1, K.OA.3, K.OA.5, K.MD.3

SESSION FOLLOW-UPHomework

Family Letter: Make copies of C8–C9, Family Letter, as a replacement for M3–M4, Family Letter.

3 1.3A Counting on the Number Line

See p. CC35. MP4, MP7K.CC.1, K.CC.2

4 1.3 Arrangements of Five Through Ten Tiles

MP2, MP4, MP5K.OA.1, K.OA.3, K.OA.4, K.OA.5

5 1.4 Counting Jar MP2, MP4, MP7K.CC.1, K.CC.2, K.CC.4.a, K.CC.4.b, K.CC.4.c, K.CC.5, K.OA.1, K.OA.3, K.OA.4, K.OA.5

CLASSrOOm rOUTINESAttendance: What If We Start With…?

In addition to Attendance: What If We Start With...?, spend the last few minutes doing Counting on the Number Line (see Session 1.3A, page CC36). Start with 3 and count to 30. Use, or have volunteers use, a pointer or finger to keep track of the numbers as you count.

6 1.5 Racing Bears MP2, MP7K.CC.1, K.CC.4.a, K.CC.4.b, K.CC.4.c, K.CC.5, K.OA.3, K.OA.4

7 1.6 Arranging Five Tiles MP2, MP4, MP7K.CC.1, K.CC.4.a, K.CC.4.b, K.CC.4.c, K.CC.5, K.OA.3, K.0A.4, K.OA.5, K.MD.3

8 1.7 Arranging Eight Tiles MP2, MP4K.CC.1, K.CC.4.a, K.CC.4.b, K.CC.4.c, K.CC.5, K.OA.3, K.OA.4, K.OA.5

mathematical Practices (MP)

Domains• Counting and Cardinality (CC)• Operations and Algebraic Thinking (OA)• Number and Operations in Base Ten (NBT)•Measurement and Data (MD)

How Many Do You Have?

Unit 6

Instructional Plan CC31

INV12_TEK_U06.indd 31 6/13/11 8:23 AM


Counting and MeasuringDay Session Common Core Adaptation Common Core Standards

9 2.1 Collecting 15 Together MP1, MP2, MP3, MP7K.CC.1, K.CC.4.a, K.CC.4.b, K.CC.4.c, K.CC.5, K.OA.1

10 2.2 Inventory Bags MP1, MP2, MP4K.CC.1, K.CC.2, K.CC.4.a, K.CC.4.b, K.CC.4.c, K.CC.5, K.OA.1

ClASSrOOm rOuTINESAttendance: Comparing Groups

In addition to Attendance: Comparing Groups, spend the last few minutes doing Counting on the Number Line (see Session 1.3A, page CC36). Start with 7 and count to 30.

11 2.3 Measuring Ourselves MP1, MP5, MP6, MP7K.CC.1, K.CC.4.a, K.CC.4.b, K.CC.4.c, K.CC.5, K.MD.1, K.MD.3

12 2.4 Do We Have to Count Them All?

MP3, MP4, MP8K.CC.1, K.CC.4.a, K.CC.4.b, K.CC.4.c, K.CC.5, K.OA.1, K.MD.1

13 2.5 How Did You Count? MP3, MP7, MP8K.CC.1, K.CC.4.a, K.CC.4.b, K.CC.4.c, K.CC.5, K.MD.1

14 2.6 Representing an Inventory

MP2, MP3, MP5, MP6K.CC.1, K.CC.2, K.CC.3, K.CC.4.a, K.CC.4.b, K.CC.4.c, K.CC.5, K.MD.1

ClASSrOOm rOuTINESAttendance: Counting Forward and Backward

In addition to Attendance: Counting Forward and Backward, spend the last few minutes doing Counting on the Number Line (see Session 1.3A, page CC36). Start with 11 and count to 30.

CC32 uNIT 6 How many Do You Have?

INV12_TEK_U06.indd 32 6/3/11 11:49 AM


How Many in All?Day Session Common Core Adaptation Common Core Standards

15 3.1 Roll and Record 3 MP2, MP6, MP7K.CC.3, K.OA.1, K.OA.2, K.OA.5, K.MD.3

16 3.2 Double Compare MP2, MP3, MP7K.CC.1, K.CC.3, K.CC.4.a, K.CC.4.b, K.CC.4.c, K.CC.5, K.CC.6, K.CC.7, K.OA.1, K.OA.5

17 3.3 Modeling Story Problems MP4, MP6K.CC.1, K.CC.3, K.CC.4.a, K.CC.4.b, K.CC.4.c, K.CC.5, K.CC.6, K.CC.7, K.OA.1, K.OA.2, K.OA.5

18 3.4 Build and Remove MP2, MP4K.CC.1, K.CC.2, K.CC.4.a, K.CC.4.b, K.CC.4.c, K.CC.5, K.CC.6, K.CC.7, K.OA.1, K.OA.2, K.OA.5

ClASSrOOm rOuTINESAttendance: Counting Forward and Backward

In addition to Attendance: Counting Forward and Backward, spend the last few minutes doing Counting on the Number Line (see Session 1.3A, page CC36). Start with 5 and count to 50.

19 3.5 How Many Balls? MP4, MP7, MP8K.CC.1, K.CC.3, K.CC.4.a, K.CC.4.b, K.CC.4.c, K.CC.5, K.CC.7, K.OA.1, K.OA.2, K.OA.5, K.MD.3

20 3.6 How Do You Show the One That Is Gone?

MP3, MP4, MP8K.CC.7, K.OA.1, K.OA.2, K.OA.5

21 3.7 How Many Blocks? MP4, MP7, MP8K.CC.3, K.CC.7, K.OA.1, K.OA.2, K.OA.5

Instructional Plan CC33

INV12_TEK_U06.indd 33 6/13/11 8:23 AM


How Many of Each?Day Session Common Core Adaptation Common Core Standards

22 4.1 Five Crayons in All MP2, MP3, MP4K.CC.1–2, K.CC.4.a–c, K.OA .1–3, K.OA.5

ClASSrOOm rOuTINESAttendance: How Many Have Counted?

In addition to Attendance: How Many Have Counted?, spend the last few minutes doing Counting on the Number Line (see Session 1.3A, p. CC36). Start with 12 and count to 50.

23 4.2 Combinations of Six MP2, MP3, MP7K.OA.1, K.OA.3–5, K.MD.3

24 4.3 Total of Six MP3, MP4K.OA.1, K.OA.3–5

25 4.4 Six Crayons in All MP2, MP3, MP4, MP7K.OA.1–5

26 4.5 More Combinations of Six and End-of-Unit Assessment

MP2, MP3K.CC.1–2, K.CC.4.a–c, K.OA.1–5

ClASSrOOm rOuTINESAttendance: Comparing Groups

In addition to Attendance: Comparing Groups, spend the last few minutes doing Counting on the Number Line (see Session 1.3A, p. CC36). Start with 16 and count to 50.

27 4.6 End-of-Unit Assessment and Combinations of Six

MP2, MP3, MP4, MP7K.OA.1, K.OA.3–5, K.MD.3

I N V E S T I G AT I O N 5A

Teen NumbersDay Session Common Core Adaptation Common Core Standards

28 5A.1 Teddy Bear Picnic See p. CC38. MP1, MP2, MP7K.CC.1–2, K.OA.5

29 5A.2 How Many to 10? See p. CC42. MP1, MP2K.CC.1–3, K.CC.4.a–c, K.OA.1, K.OA.3–4

30 5A.3 The Teen Numbers See p. CC47. MP1, MP2K.CC.1–3, K.CC.4.a–c, K. NBT.1

31 5A.4 Roll and Record: Teen Numbers

See p. CC51. MP1, MP2, MP5K.CC.1–3, K.CC.4.a–c, K.OA.3–4, K.NBT.1

32 5A.5 Teen Numbers See p. CC55. MP1, MP2, MP5K.CC.1–3, K.CC.4.a–c, K.OA.3–5, K.NBT.1

CC34 uNIT 6 How many Do You Have?

INV12_TEK_U06.indd 34 7/7/11 12:12 PM

s e s s i o n 1 . 3 A

Classroom RoutinesPatterns on the Pocket Chart: Wraparound Patterns Arrange an ABC repeating pattern on the first two rows of the pocket chart, using 14 or more square tiles (red, yellow, green, blue). Cover the eighth through the last square tile with Question Mark Cards. Follow the basic Patterns activity. Students hold up the square tile that they think is under each Question Mark Card.

Today’s Plan Materials

Counting on the Number LineMath Focus Points

Practicingtherotecountingsequence,from1to30

Usingthenumberlineasatoolforcounting

Decomposingnumbersindifferentways

Usingnumbers,and/oradditionnotation,todescribearrangementsofobjectsandtorecordhowmany

AcTiviTy

Introducing Counting on the Number Line 10–15 Min clAss

•Classnumberline;pointer(optional)

MATH WoRKsHoP

More Combinations of Six2A Toss the Chips2b Six Tiles in All

15–25 Min

2A •MaterialsfromSession1.2,p.352b •MaterialsfromSession1.1,p.28

DiscUssion

Checking In5 Min clAss

session FolloW-UP

Practice •Student Math Handbook Flip Chart,pp.27–28

session 1.3A counting on the number line cc35

INV12_TEK_U06_S1.3A.indd 35 6/23/11 4:13 PM

1 Activity 2 Math Workshop 3 Discussion 4 Session Follow-Up

A C T I V I T Y

Introducing Counting on the Number Line

ClASS10–15 MIn

Begin by counting around the circle to take attendance.

So, there are [18] students here today. Let’s count again. This time, I’m going to keep track of the numbers we say on the number line.

Use a pointer or your finger to point to each number as students say it.

As you can see, the number line is another tool we can use for counting.

Ask students to count around the circle one more time. Again, keep track of the numbers on the number line, or ask a student volunteer to point. This time, pause after some number of students have counted.

Ask how many students have counted so far, and how they know.

We stopped with [Abby]. [Abby] said 8. If we keep counting, what number will the next person say? How could the number line help us answer that question?

Continue the count from the number where you paused, rather than from 1. Pause another time or two to ask how many students have counted. Again, highlight how the number line can help them know what number the next student should say when the counting continues.

End the activity by counting on the number line a few more times without connecting it to taking attendance.

Now let’s count to 30, but we’re not going to start at 1. We’re going to start at 5.

Ask a volunteer to find 5 on the number line. As a class, count from 5 to 30, keeping track of the numbers on the number line. Some students may hesitate when the count doesn’t start with 1 but will likely join in given the momentum of the whole class counting together and the support of the number line.

Repeat as time permits, counting from 10 to 30 and then from 15 to 30.

CC36 InVeSTIgATIon 1 number of Tiles

INV12_TEK_U06_S1.3A.indd 36 6/13/11 8:31 AM


M At h W o r k S h o p

More Combinations of Six15-25 Min

Explain that two activities are available during Math Workshop. Remind students what each activity entails, what materials are required, and where they are located.

2A Toss the Chips pAirS inDiviDUAlS

For complete information on this activity, see Session 1.2, page 36.

2B Six Tiles in All inDiviDUAlS

For complete details on this activity, see Session 1.1, pages 31–32.

D i S c U S S i o n

Checking InclASS5 Min

Take this opportunity to discuss any issues that you noticed while observing students at work. The topic might be a common error or misconception you would like students to discuss (e.g., reading 21 as twelve) or a logical or management issue (e.g., playing a game with a partner).

S E S S i o n F o l l o W - U p

Practice Student Math Handbook Flip Chart: Use the Student

Math Handbook Flip Chart pages 27–28 to reinforce concepts from today’s session. See page 191 in the back of Unit 6.

Session 1.3A counting on the number line cc37

INV12_TEK_U06_S1.3A.indd 37 6/3/11 12:11 PM

s e s s i o n 5 A . 1

Classroom RoutinesAttendance: Counting on the Number Line Follow your daily Attendance routine. Then, do Counting on the Number Line. Start with 21 and count to 60. Use, or have volunteers use, a pointer or finger to keep track of the numbers as you count.

Teddy Bear PicnicMath Focus Points

Adding and subtracting within 5

Finding how many are left after 1, 2, or 3 is subtracted from a set

Using numbers to record how many

Today’s Plan MaterialsAcTiviTy

Introducing Teddy Bear Picnic10 Min clAss

• Student Activity Book, p. 70A orc11, Teddy Bear Picnic Gameboard Make copies. (as needed) • c10, Teddy Bear Picnic Cards Copy on

cardstock and cut apart to make one deck. (1 deck per pair)• Teddy bear counters (2 per pair); connecting

cubes (as needed)

MATH WoRKsHoP

Adding and Subtracting Within 52A Teddy Bear Picnic2b Build and Remove

15–30 Min

2A • Materials from Activity 1

• c12, Assessment checklist: Add and subtract Within 5 Make copies. (3–4 per class)

2b • Materials from Session 3.4, p. 115

DiscUssion


session FolloW-UP

Practice • Student Activity Book, p. 70B orc13, How Many cars? Make copies. (as needed)

cc38 invesTiGATion 5A Teen numbers

INV12_TEK_U06_S5A.1.indd 38 6/13/11 8:39 AM

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DateName51,T Unit Title To ComeHow Many Do You Have?

DateNameHow Many Do You Have?

Teddy Bear Picnic Gameboard

INV12_SEGK_U6.indd 1 5/4/11 5:15 PM

C10 © Pearson Education, Inc., or its affiliates. All Rights Reserved. KUnit 6 Session 5A.1


Teddy Bear Picnic Cards

1 ∙ 1 1 ∙ 2 1 ∙ 3 1 ∙ 4

2 ∙ 2 2 ∙ 3 5 ∙ 1 5 ∙ 2

5 ∙ 3 5 ∙ 4 4 ∙ 1 4 ∙ 2

4 ∙ 3 3 ∙ 2 3 ∙ 1 2 ∙ 1

INV12_BLMGK_U6.indd 10 5/4/11 4:21 PM

A C T I V I T Y

Introducing Teddy Bear PicnicClAss10 MIn

We’re going to learn a new game today, Teddy Bear Picnic.

Explain that each pair needs a deck of Teddy Bear Picnic Cards (C10), a gameboard (Student Activity Book page 70A or C11), and two game pieces such as teddy bears in different colors. Ask a student volunteer to play a sample game with you, or play a game against the class.

The goal of the game is to get your bear from home to the teddy bear picnic. These cards tell you how far you can move your game piece each time it is your turn. I’m going to go first. I turn over the top card. It says [2 + 2]. What do you think that means about how far I can move?

Discuss strategies for solving the problem and for working together. Partners need to check each other’s work and agree on the answer.

So, I can move my teddy bear [4] spaces. Now, it’s my partner’s turn. [Turn over the next card.] [Hugo]’s card says [3 – 2]. What does that mean?

Make sure that students understand the notation—that they are to figure out how many are left if 2 are taken away from 3. Allow partners a minute to talk about how they would figure this out. Have cubes available to help students solve the problem.

How did you solve this problem? How many spaces can [Hugo] move?

Students might say:

“He can move up 3 spots and then move back 2.”

“3 take away 2 is 1. He can move 1 space.”

Play another round or two, until students understand the game. Explain that partners can decide when the game is over. Some will want to play until the first person reaches the teddy bear picnic; others will play until all players reach it.

1 Activity 2 Math Workshop 3 Discussion 4 session Follow-Up

▲ Resource Masters, C10

▲ student Activity Book, Unit 6, p. 70A;Resource Masters, C11

session 5A.1 Teddy Bear Picnic CC39



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INV12_BLMGK_U6.indd 12 6/1/11 8:06 AM

Teaching Note1 AdditionandSubtractionWithin5

Both of these games provide an opportunity to observe students’ ability to fluently add and/or subtract within 5. Use Assessment Checklist: Add and Subtract Within 5 (C12) to keep track of your observations and students’ progress. Some teachers keep track of the facts students know; others track only the facts that cause them trouble. You can use C12 to record information about four students, or to keep track of your observations of one student four different times over the year. Students who need more practice with these facts should spend more time playing these games, using concrete materials, as needed.

M AT h W o r k s h o p

Adding and Subtracting Within 515–30 MiN

Explain that the following two activities are available during Math Workshop. Remind students what each activity entails, what materials are required, and where they are located. 1

2A Teddy Bear Picnic pAirs

Each pair needs a deck of Teddy Bear Picnic Cards (C10), a gameboard (Student Activity Book page 70A or C11), and two different game pieces (e.g., two different-color teddy bears). Cubes should be available for students to use in solving the problems, as needed.

Players take turns. On his or her turn, a player turns over the top card, solves the problem, and moves that many spaces on the gameboard. The goal is to get to the teddy bear picnic.

oNgoiNg AssessMeNT: obser ving student s at Work

Studentsaddandsubtractwithin5.

• Canstudentsinterpretthenotationonthecardstofigureouttheproblemstheyaretosolve?

• Howdostudentsadd/subtractwithin5? Dotheyworkmentally?Counton/back?Countall,ontheirfingersorwith cubes?

DiffereNTiATioN: suppor ting the range of Lear ner s

Helpstudentswhoarestrugglingtoaccuratelysolvetheproblemsonthecardsbyhavingthemdirectlymodeltheproblemswithcubes.Encouragestudentstodescribeeachproblemtotheirpartners:“2+2meanstwoandtwomore.It’slikehaving2cubesand2morecubes,andyouhavetofigureouthowmanycubesin all.”

Talkwithstudentswhoyouthinknolongerneedto“countall”tosolvetheproblems.Forexample,whentheyturnoveracardthatinvolvesaddingorsubtracting1,remindthemofOne More, One Fewer,andchallengethemtoseeiftheycansolvetheproblemwithout cubes.

2B Build and Remove pAirs

For complete details on this activity, see Session 3.4, page 116.

1 Activity 2 Math Workshop 3 Discussion 4 session follow-Up

▲ resource Masters, C12

CC40 iNvesTigATioN 5A Teen Numbers

INV12_TEK_U06_S5A.1.indd 40 6/23/11 4:11 PM

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DateNameHow Many Do You Have? Practice

How Many Cars? Read the problem. Show your work.

Jack was playing with toy cars.

He found 5 cars in his toy chest. He found 3 more cars in his room.

How many cars did Jack find?

note Students practice solving addition story problems.

INV12_SEGK_U6.indd 2 6/1/11 8:43 AM

▲ Student Activity Book, Unit 6, p. 70B;Resource Masters, C13

D I S C U S S I O N

Checking InClASS5 MIN

Take this opportunity to discuss any issues that you noticed while observing students at work. The topic might be a common error or misconception you would like students to discuss (e.g., adding the two numbers when the card presents a subtraction problem) or a logistical or management issue (e.g., playing a game with a partner).

S E S S I O N F O l l O W - U P

Practice Practice: For reinforcement of this unit’s content, have

students complete Student Activity Book page 70B or C13.


Session 5A.1 Teddy Bear Picnic CC41


s e s s i o n 5 A . 2


How Many to 10?Math Focus Points

Decomposing numbers in different ways

Solving a problem in which the total (10) and one part are known

Using addition notation to record

Activity

Introducing How Many to 10?10 Min clAss

• Student Activity Book, p. 70C orc15, How Many to 10? Recording sheet Make copies. (as needed)• c14, ten-Frame cards Copy on cardstock and

cut 4 copies apart to make one deck. (1 deck per pair) • Drawing materials in two colors (crayons,

markers, or colored pencils)

MAtH WoRKsHoP

Complements of 102A How Many to 10?2b Teddy Bear Picnic2c Toss 10 Chips

15–30 Min

2A • Student Activity Book, p. 70D orC17, How Many to 10? Recording sheet 2 Make copies. (as needed; optional)

• c16, ten-Frame board Make copies and cut out each ten-frame. (as needed; optional)

• Materials from Activity 1 • Pennies or counters (optional) • Primary Number Cards (as needed; optional)2b • Materials from Session 5A.1, p. CC382c • Materials from Session 1.2, p. 35

DiscUssion


session FolloW-UP

Practice • Student Math Handbook Flip Chart, pp. 10–11

today’s Plan Materials

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Unit 6 Session 5A.2

How Many to 10? Recording Sheet

+ = 10 + = 10

+ = 10 + = 10

+ = 10 + = 10

+ = 10 + = 10




Ten-Frame Cards


A C T I V I T Y

Introducing How Many to 10?ClAss10 MIn

We’re going to learn a new game today called, How Many to 10?

Explain that each pair needs a deck of Ten-Frame Cards (C14), and that each student needs a recording sheet (Student Activity Book page 70C or C15). Show students the Ten-Frame Cards and review what they know about them (e.g., 10 squares in all, 5 in each row). Explain the rules of the game as you demonstrate how to play.

Let’s play, How Many to 10?. First, turn over the top card. [Turn over the top card.] What number did I get? How do you know?

Discuss students’ ideas, which might include counting by 1s, counting on or back from 5 or 10, or combining the number of dots in each row (if the number is greater than 5).

I turned over a [6]. Now, my partner and I take our recording sheets and use one color to color the dots in [6] squares. [Demonstrate.] We will also fill in the first blank with the number [6]. [Demonstrate.]

I colored a red dot in [6] squares because the Ten-Frame Card showed [6] dots. The game is called How Many to 10? What do you think I need to do now? That’s right, I need to figure out how many more I would need to have 10. Think for a minute, and then talk to a partner. How many dots would I need to make 10 altogether?

Discuss students’ strategies, which might include counting the empty squares, or counting on from [6] or back from 10.

Once my partner and I agree on how many we need to get to 10, we choose a different color, and then color dots in the remaining squares. [Demonstrate coloring a blue dot in each of the remaining squares.] Next, we each record that on our recording sheets. What numbers do you think I should write on these blanks?

6 + 4 = 10

Talk through the equation with students, and discuss how it represents the ten-frame you colored in.



▲ student Activity Book, Unit 6, p. 70C;Resource Masters, C15

session 5A.2 How Many to 10? CC43


What does the [6] represent in our picture? And what does the [4] represent? What about the symbols (+, =)?

Discuss and summarize students’ ideas.

This equation says that [6] plus [4] equals 10. [Six] red dots plus [4] blue dots makes 10 dots altogether.

Model another example or two, as needed, until students are clear on how to play the game.

M At h W o r k s h o p

Complements of 1015–30 Min

Explain that the following three activities are available during Math Workshop. Remind students what each activity entails, what materials are required, and where they are located.

2A How Many to 10? pAirs

Each pair needs a deck of Ten-Frame Cards (C14) and coloring materials in two colors. Each student needs a recording sheet (Student Activity Book page 70C or C15).

One player turns over the top card. Players decide how many dots are showing, and then they each color dots on their own recording sheet. Then, players figure out how many dots are needed to get to 10. Each student colors the dots and records the equation on his or her own sheet.

ongoing AssessMent: obser ving student s at Work

Students find complements of 10—when given a one-digit number, they figure out how many are needed to make 10.

• How do students determine the number shown on the Ten-Frame Card? Do they count by 1s? By groups? Do they reason about the number’s distance from 5 or 10 (e.g., “A full row is 5, so this must be 4.”)? Do they combine the number of dots in each row?

• How do students determine the number needed to get to 10? Do they “just know” the combination? Count on from the initial number? Count the empty spaces?

• Can students accurately record their work?


CC44 investigAtion 5A teen numbers


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How Many to 10? Recording Sheet 2




Ten-Frame Board


Differentiation: Suppor ting the range of Lear ner s

Ask students who need more practice with counting to play in a small group with you. Give each student a Ten-Frame Board (C16) and a set of pennies or counters. After turning over the top card, ask each student to make the same arrangement as on the card. As you did in the introduction, ask students to explain how they know how many there are. Model strategies that involve knowing that the top row has 5 squares or counting on from 5. Then ask students to record, and support them in connecting the numbers and notation to the quantities and actions they represent.

Students who are easily solving these problems can be given a recording sheet without recording templates (Student Activity Book page 70D or C17) or can try playing with Primary Number Cards (which do not allow counting the empty squares).

2B Teddy Bear Picnic PairS

For complete details on this activity, see Session 5A.1, page CC39.

2C Toss 10 Chips PairS

For complete details on this activity, see Session 1.2, page 36.

D i S C U S S i o n

Checking InCLaSS5 Min

Take this opportunity to discuss any issues that you noticed while observing students at work. The topic might be mathematical in nature, such as a strategy you would like all students to consider (e.g., using a row of 5 to reason about the number of dots on a Ten-Frame Card), a logistical issue (e.g., remembering to use two colors to record), or a management issue (e.g., playing a game with a partner).

1 activity 2 Math Workshop 3 Discussion 4 Session follow-Up

▲ resource Masters, C16

▲ Student activity Book, Unit 6, p. 70D;resource Masters, C17

Session 5a.2 How Many to 10? CC45



S E S S I O N F O L L O W - U P



CC46 INvEStIgAtION 5A teen Numbers


s e s s i o n 5 A . 3

Vocabularyteenteen numbers



The Teen NumbersMath Focus Points

Composing and decomposing the teen numbers into one ten and some number of ones

Using addition notation to record each composition and decomposition

AcTiViTy

Introducing Build It: Teen Numbers 10 Min clAss

• Student Activity Book, p. 70E orc20, Build It: Teen Numbers Recording sheet Make copies. (as needed)• c18, Teen number cards Copy on cardstock

and cut apart to make one deck. (1 deck per pair)• c19, Build It: Teen Numbers

Gameboard Copy on cardstock and cut apart gameboards. (1 gameboard per pair)

AcTiViTy

Build It: Teen Numbers10–25 Min PAiRs

• Materials from Activity 1

DiscUssion

Build It: Teen Numbers10 Min clAss

• Materials from Activity 1

session FolloW-UP


session 5A.3 The Teen numbers cc47




Build It: Teen Numbers Gameboard




Teen Number Cards

10 11 11 1212 13 13 1414 15 15 1616 17 17 1818 19 19 20


1 Activity 2 Activity 3 Discussion 4 Session Follow-Up

A C T I V I T Y

Introducing Build It: Teen Numbers

ClASS10 MIn

We’re going to learn a new game today, Build It: Teen Numbers.

Ask students to share what they know about the word teen. Show them the Teen Number Cards and use it as an opportunity to review what “teen numbers” means.

Explain that each pair of students needs a deck of Teen Number Cards (C18), and that each student needs a gameboard (C19) and a recording sheet (Student Activity Book page 70E or C20). Then, play a sample game to explain how to play.

The first thing you do in Build It: Teen Numbers is turn over the top card. [Turn over the top card.] What number did I get? How do you know?

Remind students of the places in the classroom where they can find the numbers and count to figure out the name of a number they don’t know.

I turned over a [16]. So, my partner and I would each draw dots to make the number [16] on our gameboards. How much of the first ten-frame do you think I need to fill in?

Note whether students know that you need to fill the whole ten-frame. Ask students who realize this to explain how they know.

Students might say:

“You need to fill all of that one because that’s 10 and 16 is more than 10.”

Continue drawing dots to fill the squares until you have [16] dots. Then explain how students will record their work.

Once you agree that you both have [16] dots on your gameboards, record your results on your own recording sheet.

Show students a recording sheet and ask what they notice. Make sure to discuss why the first ten-frame in each round already has 10 squares filled in and why the number 10 is in the equation.

For this problem, we each need to add dots so that the ten-frames are showing [16] in all.



CC48 InVeSTIgATIon 5A Teen numbers


© P

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Unit 6 Session 5A.3

Build It: Teen Numbers Recording Sheet

● ● ● ● ●

● ● ● ● ●

10 + =

● ● ● ● ●

● ● ● ● ●

10 + =

● ● ● ● ●

● ● ● ● ●

10 + =

● ● ● ● ●

● ● ● ● ●

10 + =



Ask students to help you figure out how many dots to draw in the second ten-frame. Some will refer to the dots on your gameboard. Others may count on from 10 or use what they know about the number [16] (e.g., that it’s 10 + 6 or 1 ten and 6 ones).

We need to finish the equation under the ten-frames.

Ask students to help you complete the equation. Use this as an opportunity to talk through how the equation represents the dots on your gameboard and the ten-frames that you’ve filled in on your recording sheet.

Do another example or two, as needed, until students understand how to play the game.

A C T I V I T Y

Build It: Teen NumbersPAIRS10–25 MIn

Pairs play Build It: Teen Numbers. Each pair needs a deck of Teen Number Cards (C18), and each student needs a gameboard (C19), and a recording sheet (Student Activity Book page 70E or C20).

One player turns over the top card. Each player draws that number of dots in the ten-frames on their gameboards. Once partners agree that they are both showing the correct number, they each record the dots on their own sheet.

OngOIng ASSeSSMenT: Obser ving Student s at Work

Students compose and decompose the teen numbers into one ten and some number of ones.

• How do students determine what number is on the Teen Number Card? Do they just know the name of the number? Do they count to it on the number line?

• How do students represent the number in two ten-frames? Do they “just know”? Do they fill the first ten-frame and then figure out how many should go in the second? Do they count from 1?

• Can students accurately record their work?

▲ Student Activity Book, Unit 6, p. 70eResource Masters, C20

Session 5A.3 The Teen numbers CC49



DiFFerentiAtion: Suppor ting the range of Lear ner s

If students don’t recognize the teen numerals, help them count on the number line to determine the name of the number on the card.

D i S C U S S i o n

Build It: Teen NumbersCLASS10 Min

Math Focus Points for Discussion Compose and decompose the teen numbers into one ten and

some number of ones

Spend the last 10 minutes playing a whole-class game of Build It: Teen Numbers. Involve many students by asking one to figure out the number you turn over, another to draw the dots on the gameboard, and another to record. Play and record at least four rounds. Then, ask students to look at your recording sheet.

We have recorded four rounds. Take a minute and look at our recording sheet. What do you notice? Think for a minute, and then talk to a partner.

Students will notice many things. Try to focus in on the fact that every number includes one full ten-frame, plus another (which may also be full). In other words, every number from 10 to 20 can be decomposed into one ten and some number of ones, or into 10 plus something.

S e S S i o n F o L L o W - U P



CC50 inveStigAtion 5A teen numbers


s e s s i o n 5 A . 4



Roll and Record: Teen NumbersMath Focus Points


Using numbers and addition notation to record

AcTiviTy

Introducing Roll and Record: Teen Numbers 10 Min clAss

• c21–c22, Roll and Record: Teen Numbers Recording Sheet Make copies and tape the two parts of each recording sheet together. (1 per pair)• Teen Number Cards (from Session 5A.3;

1 deck per pair)• Connecting cubes

MATH WoRKsHoP

Teen Numbers2A Roll and Record: Teen Numbers2b Build It: Teen Numbers2c How Many to 10?2D Teddy Bear Picnic

15–30 Min

2A • Materials from Activity 12b • Materials from Session 5A.3, p. CC472c • Materials from Session 5A.2, p. CC422D • Materials from Session 5A.1, p. CC38

DiscUssion


session FolloW-UP


session 5A.4 Roll and Record: Teen numbers cc51




Roll and Record: Teen Numbers Recording Sheet (page 2 of 2)

Tape

Her

e

10 + 6 10 + 7 10 + 8 10 + 9 10 + 10





10 + 0 10 + 1 10 + 2 10 + 3 10 + 4 10 + 5

INV12_BLMGK_U6.indd 21 6/1/11 8:09 AM▲ Resource Masters, C21



A C T I V I T Y

Introducing Roll and Record: Teen Numbers

ClASS10 MIn

We’re going to learn a new game called Roll and Record: Teen Numbers. It is just like Roll and Record except in this version, you play with cards instead of dot and number cubes.

Explain that each pair needs a deck of Teen Number Cards, and that each student needs 20 cubes and a recording sheet (C21–C22). Then, play a sample game to explain how to play.

The first thing you do in Roll and Record: Teen Numbers is turn over the top card. [Turn over the top card.] What number did I get? How do you know?

Remind students of the places in the classroom where they can find the numbers and count to figure out the name of a number they don’t know.

I turned over a [13]. My partner and I would each use cubes to build the number [13].

Count out and build a tower with [13] cubes.

Once you have built a tower with [13] cubes, you need to figure out where to record your work.

Show students the recording sheet.

All of the columns say 10 plus something. This first column says 10 + 0. The next one says 10 + 1. Your job is to figure out how to break the number [13] into 10 plus another number.

I’m going to take my tower, and I’m going to count 10 cubes. Then I’m going to break it into two parts—10 and [1, 2, 3]. So, [13] is the same as [10 + 3].

Show students how to record the number 13 in the 10 + 3 column. Do several more rounds of the game, until students are clear on how to play the game.

10 + 0 10 + 1 10 + 2 10 + 3 10 + 4 10 + 5 10 + 6 10 + 7 10 + 8 10 + 9 10 + 10

13 15 1613

CC52 InVeSTIgATIon 5A Teen numbers



M At h W o r k S h o p

Teen Numbers15–30 Min

Explain that the following four activities are available during Math Workshop. Remind students what each activity entails, what materials are required, and where they are located.

2A Roll and Record: Teen Numbers pAirS

Each pair needs a deck of Teen Number Cards, and each student needs 20 connecting cubes and a recording sheet (C21–C22).

One player turns over the top card. Players build a tower with that many cubes. They break that tower into two parts—10 and something. Finally, they figure out where to write that number on the recording sheet. Each student records on his or her own sheet.

ongoing A SSeSSMent: obser ving Student s at Work

Students compose and decompose the teen numbers into one ten and some number of ones.

• How do students determine what number is on the Teen Number Card? Do they just know the name of the number? Do they count to it on the number line?

• Can students accurately build a tower of cubes for a given teen number? Can they accurately break it into a ten and some number of ones?

• How do students figure out where to record? Can they accurately record the teen numbers?

DiFFerentiAtion: Suppor ting the range of Lear ner s

If students don’t recognize the teen numerals, help them count on the number line to determine the name of the number on the card.

2B Build It: Teen Numbers pAirS

For complete details on this activity, see Session 5A.3, pages CC48–CC49.

Session 5A.4 roll and record: teen numbers CC53



2C How Many to 10? PAirS


2D Teddy Bear Picnic PAirS


D i S C U S S i O N

Checking InClASS5 MiN

Take this opportunity to discuss any issues that you noticed while observing students at work. The topic might be a common error or misconception you would like students to discuss (e.g., reading 12 as twenty-one) or a logistical or management issue (e.g., playing a game with a partner).

S E S S i O N F O l l O W - U P



CC54 iNvEStigAtiON 5A teen Numbers


s e s s i o n 5 A . 5



Teen NumbersMath Focus Points


Adding and subtracting within 5

Solving a problem in which the total (10) and one part are known

Using numbers and addition notation to record

MATH WoRKsHoP

More Rolling, Building, and Counting1A Roll and Record: Teen Numbers1b Build It: Teen Numbers1C How Many to 10?1D Teddy Bear Picnic

20–30 Min

1A • Materials from Session 5A.4, p. CC511b • Materials from Session 5A.3, p. CC471C • Materials from Session 5A.2, p. CC421D • Materials from Session 5A.1, p. CC38

DisCUssion

Teen Numbers10–15 Min ClAss

• 1 set of Materials from Activity 1A

session FolloW-UP

Practice • Student Activity Book, p. 70F orC23, Teens with Ten-Frames Make copies. (as needed)

session 5A.5 Teen numbers CC55


1 Math Workshop 2 Discussion 3 Session Follow-Up

M at h W o r k S h o p

More Rolling, Building, and Counting

20–30 Min

Explain that the following four activities are available during Math Workshop. Remind students what each activity entails, what materials are required, and where they are located.

In preparation for the discussion at the end of this session, ask all students to play one round of Roll and Record: Teen Numbers.

1a Roll and Record: Teen Numbers pairS


DiFFerentiation: Suppor ting the range of Lear ner s

Some students may see the pattern of teen numbers independently. Encourage them to build the teen numbers in order from 11–20, using one color for each 10 and another color for the remaining ones. They can also record their work. If they are comfortable, have them share their work at the end of the discussion.

1B Build It: Teen Numbers pairS


1C How Many to 10? pairS


1D Teddy Bear Picnic pairS


CC56 inveStigation 5a teen numbers


15 = 10 + 5

12 = 10 + 2

17 = 10 + 7

11 = 10 + 1

19 = 10 + 9


D i S c U S S i o n

Teen NumbersclaSS10–15 Min

Math Focus Points for Discussion Composing and decomposing the teen numbers into one ten

and some number of ones

As a class, spend the last 10–15 minutes playing a game of Roll and Record: Teen Numbers. Involve many students by asking one to figure out the number you turn over, another to build it with cubes, another to break it into two parts, and another to record the number on the recording sheet.

At the end of each round, record the equation on the board.

[Jack] wrote 15 in the 10 + 5 column. So, I’m going to write 15 = 10 + 5 on the board.

Play several rounds, generating at least 4–5 of such equations.

We recorded five rounds. Take a minute and look at what I recorded on the board. What do you notice? Think for a minute and then talk to a partner.

Students will notice many things. Try to focus in on the fact that every number from 10 to 20 can be decomposed into one ten and some number of ones, or into 10 plus something.

After discussing students’ ideas, write an incomplete equation underneath the others on the board (e.g., 13 = 10 + ______) and see if students can use the pattern in the equations already listed to figure out the answer. Discuss their thoughts, and then use cubes to model and solve the problem. Repeat once or twice, as time permits.

Session 5a.5 Teen numbers cc57


© P

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DateNameHow Many Do You Have? Practice

Session 5A.5 Unit 6

Teens with Ten-FramesCount. Write the number.

1.

● ● ● ● ●

● ● ● ● ●

● ●

2.

● ● ● ● ●

● ● ● ● ●

● ● ● ● ●

● ● ●

Fill in the empty ten-frame.

3. 14

● ● ● ● ●

● ● ● ● ●

4. 16

● ● ● ● ●

● ● ● ● ●

note Students use double ten-frames to represent teen numbers.



S E S S I O N F O L L O W - U P

Practice Practice: For reinforcement of this unit’s content, have

students complete Student Activity Book page 70F or C23.

▲ Student Activity Book, Unit 6, p. 70F; Resource Masters, C23

CC58 INvEStIgAtION 5A teen Numbers


C8 © Pearson Education, Inc., or its affiliates. All Rights Reserved. KUnit 6 Session 1.2

(continued)

Name DateHow Many Do You Have? Family Letter

About the Mathematics in This Unit (page 1 of 2)

Dear Family,

Our class is starting a new unit in mathematics called How Many Do You Have?

The focus of this unit is on combinations, counting, and addition and subtraction.

Students find different ways to arrange and describe a set of tiles, record different

ways a set of two-color counters can land, figure out how many blue and red

crayons could be in a set of five crayons, play a card game in which they look for

combinations of cards that total six, and use double ten-frames to represent teen

numbers. All of these activities focus on the idea that one number can be broken up

in many ways: 6 is 3 and 3, or 5 and 1, or 2 and 2 and 2. Students also count sets of

up to 20 objects, and continue making sense of addition and subtraction through

story problems and games that ask them to combine or separate small amounts.

Throughout this unit, students will be working toward these goals:

Benchmarks/Goals examples

Write the numbers to 10. How many are red? How many are yellow?

redyellow

redredred

red

yellow

Red Yellow


C9 © Pearson Education, Inc., or its affiliates. All Rights Reserved. KUnit 6 Session 1.2

Name DateFamily LetterHow Many Do You Have?

Benchmarks/Goals examples

Count a set of up to 20 objects.

How many pennies are there?

Combine or separate two small quantities.

Jack had 3 blocks. Mia gave him 2 more. How many blocks did Jack have then?

Raul had 4 blocks. He gave 2 blocks to Mary. How many blocks does Raul have left?

In our math class, students engage in math problems and activities and discuss

the underlying concepts. They are asked to share their reasoning and solutions. It is

important that children solve math problems accurately in ways that make sense to

them. At home, encourage your child to explain his or her math thinking to you.

In the coming weeks, you will receive information about activities to do at home.

About the Mathematics in This Unit (page 2 of 2)




Teddy Bear Picnic Cards

1 ∙ 1 1 ∙ 2 1 ∙ 3 1 ∙ 4

2 ∙ 2 2 ∙ 3 5 ∙ 1 5 ∙ 2

5 ∙ 3 5 ∙ 4 4 ∙ 1 4 ∙ 2

4 ∙ 3 3 ∙ 2 3 ∙ 1 2 ∙ 1




Teddy Bear Picnic Gameboard



Ass

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list:

Add

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15

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– 4

5 –

15

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5 –

35

– 4

4 –

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4 –

34

– 1

4 –

24

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4 –

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24

– 3

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13

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1 +

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1 +

31

+ 4

1 +

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1 +

31

+ 4

1 +

11

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31

+ 4

1 +

11

+ 2

1 +

31

+ 4

2 +

22

+ 3

2 +

22

+ 3

2 +

22

+ 3

2 +

22

+ 3




How Many Cars? Read the problem. Show your work.

Jack was playing with toy cars.

He found 5 cars in his toy chest. He found 3 more cars in his room.

How many cars did Jack find?

NOTE Students practice solving addition story problems.

Practice




Ten-Frame Cards




How Many to 10? Recording Sheet

+ = 10 + = 10

+ = 10 + = 10

+ = 10 + = 10

+ = 10 + = 10




Ten-Frame Board




How Many to 10? Recording Sheet 2




Teen Number Cards

10 11 11 1212 13 13 1414 15 15 1616 17 17 1818 19 19 20




Build It: Teen Numbers Gameboard




Build It: Teen Numbers Recording Sheet

● ● ● ● ●

● ● ● ● ●

10 + =

● ● ● ● ●

● ● ● ● ●

10 + =

● ● ● ● ●

● ● ● ● ●

10 + =

● ● ● ● ●

● ● ● ● ●

10 + =





10 + 0 10 + 1 10 + 2 10 + 3 10 + 4 10 + 5





Tape

Her

e

10 + 6 10 + 7 10 + 8 10 + 9 10 + 10




NOTE Students use double ten-frames to represent teen numbers.

Teens with Ten-FramesCount. Write the number.

1.

● ● ● ● ●

● ● ● ● ●

● ●

2.

● ● ● ● ●

● ● ● ● ●

● ● ● ● ●

● ● ●

Fill in the empty ten-frame.

3. 14

● ● ● ● ●

● ● ● ● ●

4. 16

● ● ● ● ●

● ● ● ● ●

Practice


HOGAR

C8 © Pearson Education, Inc., or its affiliates. All Rights Reserved. K

Sobre las Matemáticas de esta unidad (página 1 de 2)

Estimada familia:

Nuestra clase está empezando una nueva unidad de Matemáticas llamada

¿Cuántos tienes? Esta unidad está enfocada en las combinaciones, el conteo y la suma

y resta. Los niños encuentran diferentes maneras de ordenar y describir un conjunto

de fichas cuadradas, anotan los diferentes resultados que se pueden obtener al lanzar

un conjunto de fichas de dos colores, determinan cuántos crayones azules y rojos

podrían formar un conjunto de cinco crayones, utilizan un juego de tarjetas en el que

buscan combinaciones de tarjetas que sean iguales a seis y usan marcos de 10 dobles

para representar números del trece al diecinueve. Todas estas actividades se centran

en la idea de que un número puede descomponerse de muchas maneras: 6 es 3 y 3, o

5 y 1, o 2 y 2 y 2. Los niños también cuentan conjuntos de hasta 20 objetos y

continúan familiarizándose con la suma y la resta mediante problemas-cuento y

juegos en los que combinan o separan cantidades pequeñas.

A lo largo de esta unidad, los niños trabajarán para lograr los siguientes objetivos:

PUNTOS DEREFERENCIA/OBJETIVOS

EJEMPLOS

Escribir los números hasta el 10.

¿Cuántas son rojas? ¿Cuántas son amarillas?

rojaamarilla

rojarojaroja

roja

amarilla

Roja Amarilla

Unidad 6 Sesión 1.2

(continúa)

Nombre Fecha¿Cuántos tienes? Carta a la familia

INV12_SP_BLMGK_U6.indd 8 7/21/11 8:01 AM

HOGAR

C9 © Pearson Education, Inc., or its affiliates. All Rights Reserved. KUnidad 6 Sesión 1.2

PUNTOS DEREFERENCIA/OBJETIVOS

EJEMPLOS

Contar un conjunto de hasta 20 objetos.

¿Cuántas monedas de 1¢ hay?

Combinar o separar dos cantidades pequeñas.

Jack tenía tres bloques. Carmen le dio dos más. ¿Cuántos bloques tiene Jack ahora?

Raúl tenía 4 bloques. Le dio 2 a Mary. ¿Cuántos bloques le quedan?

En nuestra clase de Matemáticas los niños participan en problemas y

actividades de matemáticas, y comentan los conceptos más importantes. Se les

pide que comenten sus razonamientos y soluciones. Es importante que los niños

resuelvan problemas de matemáticas con precisión y mediante métodos que

tengan sentido para ellos. En casa, anime a su hijo/a a que le explique su

razonamiento matemático.

En las próximas semanas recibirá información sobre las actividades para

hacer en casa.

Sobre las Matemáticas de esta unidad (página 2 de 2)

Nombre Fecha¿Cuántos tienes? Carta a la familia


C10 © Pearson Education, Inc., or its affiliates. All Rights Reserved. KUnidad 6 Sesión 5A.1

Tarjetas del Picnic de los osos

1 ∙ 1 1 ∙ 2 1 ∙ 3 1 ∙ 4

2 ∙ 2 2 ∙ 3 5 ∙ 1 5 ∙ 2

5 ∙ 3 5 ∙ 4 4 ∙ 1 4 ∙ 2

4 ∙ 3 3 ∙ 2 3 ∙ 1 2 ∙ 1

Nombre Fecha¿Cuántos tienes?



Picnic de los ososTablero de juego


INV12_SP_BLMGK_U6.indd 11 6/20/11 10:50 PM


List

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15

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5 –

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– 4

5 –

15

– 2

5 –

35

– 4

4 –

14

– 2

4 –

34

– 1

4 –

24

– 3

4 –

14

– 2

4 –

34

– 1

4 –

24

– 3

3 –

13

– 2

3 –

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1 +

31

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1 +

11

+ 2

1 +

31

+ 4

2 +

22

+ 3

2 +

22

+ 3

2 +

22

+ 3

2 +

22

+ 3




¿Cuántos carros tiene?Lee el problema. Muestra tu trabajo.

Jack está jugando con carros de juguete.

Tiene 5 carros en su caja de juguetes. Tiene 3 carros más en su cuarto.

¿Cuántos carros tiene Jack?

NOTA Los niños practican cómo resolver problemas-cuento sobre sumas.

Práctica



Tarjetas de marcos de 10




¿Cuántos para llegar a 10? Hoja de anotaciones

+ = 10 + = 10

+ = 10 + = 10

+ = 10 + = 10

+ = 10 + = 10




Tablero de marco de 10




¿Cuántos para llegar a 10? Hoja de anotaciones 2




Tarjetas de números del 13 al 19

10 11 11 1212 13 13 1414 15 15 1616 17 17 1818 19 19 20




Constrúyelo: Números del 13 al 19 Tablero de juego




Constrúyelo: Números del 13 al 19 Hoja de anotaciones

● ● ● ● ●

● ● ● ● ●

10 + =

● ● ● ● ●

● ● ● ● ●

10 + =

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10 + =

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10 + =




Lanzar y anotar: Números del 13 al 19 Hoja de anotaciones (página 1 de 2)

10 + 0 10 + 1 10 + 2 10 + 3 10 + 4 10 + 5




Lanzar y anotar: Números del 13 al 19 Hoja de anotaciones (página 2 de 2)

Suje

tar c

on c

inta

adhe

siva

aquí

10 + 6 10 + 7 10 + 8 10 + 9 10 + 10




Números del 13 al 19 con marcos de 10Cuenta. Escribe el número.

1.

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2.

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Rellena el marco de 10 que está en blanco.

3. 14

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4. 16

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NOTA Los niños usan marcos de diez dobles para representar los números del 13 al 19.

Nombre Fecha¿Cuántos tienes? Práctica


operations and algebraic thinking (oa) number and ... · 2a • materials from session 1.2, p. 35...

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