Grade 1/Chapter 6: Count and Model Numbers
- EngageNY Math Studio: 1.NBT
- Splat Numbers
- Dog Bone Number Grid
- K-5 Math Teaching Resources
- Numeracy Online Resources
Thoughts on Lessons:
- Tools: place value mat, number grid, Ten frame (full sheet small), number line
- Models: Pictorial-base ten, Number Bond
- Strategies: Skip counting by multiples of 10
- Lesson 6.1: Great activity for a center. Using grid paper strips where one number is complete, have students completed the missing amounts. Go backwards and forwards. See the Advanced Learners activity as a possible small-group task. It is important for students to discuss how they knew what was coming up next or before.
- Prior to lesson 6.2 it will be important for students to be able to visualize what is happening in the counting sequence. Since students have had experience with ten frames…this could be a useful tool to show students concretely what is happening when we move from 3 to 13 to 23. The ten-frames could be small and pre-made and used in addition to the number grid.
- Lesson 6.2: Look at Enrich 6.2 and have students create games mats like this one. For this lesson use a similar structure as lesson 6.1 for engaging students. Look at page 340 and the number grid puzzles…this is a good center activity. See: K- 5 Teaching Resources Missing Number Grids Activity. Look at problem #16, page 340. This idea can be extended into a small-group center and created by students.
- Lesson 6.3: A few days prior to this lesson…do a quick formative assessment to see which students already have mastered the skill of seeing a teen number as a 10 plus some more. Then for the lesson focus on writing amounts in unit form (17 is 1 ten 7 ones or 17 ones) and writing using addition/expanded form. So you could have students build amounts, then other students could write the amounts in other ways. You could extend the idea by using ten-frame images with higher amounts.
- Lesson 6.4/6.5: This is a good way to introduce the idea of making a quick sketch or quick images. After the students have made tried out some quick images…look at the riddle ideas in Advanced Learners to extend thinking. It is important that students make quick images here also. When creating larger amounts, connect back to the ten-frame.
- Prior to lesson 6.6 and 6.7. it is important for student to make bundles of 10 into 1 bundle and have experiences counting those bundles. They could also count ten-frame sets, Unifix cubes and bundled straws or craft sticks. Introduce the place value mat using these tools.
- Lesson 6.6/6.7: Merge the ideas of these lessons and build with higher amounts on Day 1. Conduct a guided group where you show students how to make quick images of what was represented with base-ten blocks. On Day 2 use these students to teach others how to make quick images with higher amounts. It is also important to write the amounts in multiple ways, i.e. unit form and expanded form. See the Advanced Learner in lesson 6.7 for more number riddles.
- Lesson 6.8: Make this into a problem solving exploration where students work collaboratively and use materials to act out and justify their thinking. Use the problem in the Advanced Learners. If you are going to use the problem that Go Math recommends to start the lesson, then have concrete materials for students to use and act out the situation with. While this lesson is presented as a problem solving lesson, your focus needs to be on representing amounts in different ways. The lesson calls for 2 ways, but if you group students into groups of 3 or 4 then you can represent the numbers in up to 4 ways. For example, 34 can be presented as 30 + 4 or 20 + 14 or 10 + 24. Students can use concrete materials to show the different amounts on place value mats.
- Lesson 6.9/6.10: If you are running short on time then this is lesson that I would revisit at a later date. The important idea her is that 10 tens will bring you to 100 and we are re-bundling 10 tens to now make 1 hundred. Avoid saying 100 and 1 to mean 101. It is present in that fashion in the book, but this lead to confusion with decimal notation later on. It is also important for student to count out these amounts and determine faster ways of counting and organizing amounts.