California Edition Grade 1 - PBworkseusddata.pbworks.com/f/1mod03.pdf · Math California Edition Grade 1 Module 3 − Revised Numbers to 100 - WORK IN PROGRESS - S D C S. Harcourt

Revised 10/28/03 87

SAN DIEGO CITY SCHOOLS

Instructional Module to Enhance the Teaching of

H A R C O U R T

Math

California Edition

Grade 1

Module 3 − Revised Numbers to 100

- WORK IN PROGRESS -

S

D

C

S

Harcourt Math – Grade 1 Module 3

Revised 10/28/03 88

Order of Units 2003-2004 School Year

TRADITIONAL CALENDAR

September

October

Module 1: Addition and Subtraction Concepts Unit 1, Chapters 1 - 4

26 days

October

November

Module 2: Addition and Subtraction Facts to 10 Unit 2, Chapters 5 - 8

25 days

November December

Module 3: Numbers to 100 Unit 3, Chapters 9 - 11

19 days

December January

Module 4: Addition and Subtraction to 12 Unit 3, Chapter 12-14

15 days

January

Module 5: Data and Graphing Unit 4, Chapter 15

4 days

January February

Module 6: Money Unit 4, Chapter 16 – 17

11 days

February March

Module 7: Time Unit 4, Chapters 19 - 19

11 days

March

Module 8: Patterns Unit 5, Chapters 22

4 days

March April

Module 9: Addition and Subtraction to 20 Unit 6, Chapters 26 - 28

20 days

April Module 10: Measurement Unit 5, Chapters 23 – 24

10 days

April

Module 11: Fractions Unit 5, Chapter 25

5 days

April May

Module 12: Addition and Subtraction With 2-Digit Numbers Unit 6, Chapters 29 - 30

15 days

May June

Module 13: Geometry Unit 5, Chapters 20 – 21

10 days


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GRADE 1 Order of Units

2003-2004 School Year YEAR ROUND CALENDAR

September October

Module 1: Addition and Subtraction Concepts Unit 1, Chapters 1 - 4

26 days

October

November

Module 2: Addition and Subtraction Facts to 10 Unit 2, Chapters 5 - 8

25 days

November December

Module 3: Numbers to 100 Unit 3, Chapters 9 - 11

19 days

December January February

Module 4: Addition and Subtraction to 12 Unit 3, Chapter 12-14

15 days

February

Module 5: Data and Graphing Unit 4, Chapter 15

4 days

February Module 6: Money Unit 4, Chapter 16 – 17

11 days

March Module 7: Time Unit 4, Chapters 19 - 19

11 days

March

Module 8: Patterns Unit 5, Chapters 22

4 days

April May

Module 9: Addition and Subtraction to 20 Unit 6, Chapters 26 - 28

20 days

May June

Module 10: Measurement Unit 5, Chapters 23 – 24

10 days

June

Module 11: Fractions Unit 5, Chapter 25

5 days

June Module 12: Addition and Subtraction With 2-Digit Numbers Unit 6, Chapters 29 - 30

15 days

July

Module 13: Geometry Unit 5, Chapters 20 – 21

10 days


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Harcourt Math – Grade 1

Module 3 Numbers to 100

19 Days

Key Mathematical Concepts:

• Identify groups from 10 to 100; to write the numbers as tens and ones and as standard numerals

• Compare numbers and use the symbols for less than, greater than and equal to

• Identify one less than, one more than and ten less than, ten more than a given number

• Identify ordinal position through tenth • Recognize and extend number patterns • Solve problems by using an appropriate strategy

Note: In this module students begin to count groups of ten. Adding groups of ten is a developmental milestone for young children even if they can add numbers smaller than ten because the unit for counting is changing. Children have been taught to touch only one object, say one, mean only one object. As the unit for counting changes, now children must almost negate what they have been taught for establishing one-to-one correspondence and touch one group of ten, say one, but mean ten ones as a group. Also, some students will have success with counting by rote by tens, but have not yet attached meaning to grouping/ counting by tens. Routines: Students will need many opportunities to develop meaning when counting by groups of ten. Try to incorporate a routine that gives students practice in counting groups of tens. Suggestions for routines are given for every lesson. However, routines should be selected based on the needs of individual classrooms. Some classes will benefit from the routines suggested; others might not. The concepts listed above might need to be previewed, reviewed or developed more fully with the use of routines throughout the day. This does not mean that you must always design new routines, but you may want to introduce new questions (especially if you do calendar routines): What would one more than _____be? One less? Ten more? Ten less? As students line up: Who is the first, second, third, etc. Is the answer you gave greater than ______? Or less than______? You said the answer was ____. How many groups of 10 would that be and

how many leftovers?


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Counting the Number of Days in School: Many teachers keep track of the number of days that students are in school. Using straws or sticks bundled together makes it difficult for students to see an actual group of ten. You may want to begin a new math routine by keeping track of the number of days students are in school by utilizing ten-frames. The ten frames can be placed next/near where you conduct any calendar activities. Each day, fill in another square on the ten frame and ask:

• How many days have we been in school? • How many ten frames or how many groups do you see? • How can we count them? (Pair the language together of ten frames with • groups of tens.) How could we write that? • What would the number be if we added one more group ten? Two more?

Ten less? Ten frames, introduced in Module 2, provide a clearer model for counting groups of ten. You will need to Xerox 19 ten frames to keep track of the total number of days in school. You will also need to dedicate enough space on a wall or bulletin board to display the ten frames so that they can be easiler seen by students when you count. You will also want labels to designate areas for the ONES, TENS, HUNDREDS. The frames will need to placed in an area on the board that students can easily see. The hundreds chart is also a great tool to help students think and visualize groups of ten and adding on to groups of ten. Another idea is to connect what students know about dimes. Although working with money ( specifically dimes) is not introduced by Harcourt until much later, you might preview the value of dimes and begin a routine where students are utilizing their ideas about units of ten in a context of the real world.

Chapter 9: Building Numbers to 100 Lesson: 9.1: Tens Lesson: 9.2: Tens and Ones to 20 Lesson: 9.3: Tens and Ones to 50 Lesson: 9.4: Tens and Ones to 100 Lesson: 9.5: Expand Numbers Lesson: 9.6: Problem Solving: Make Reasonable Estimates

Chapter 10: Comparing and Ordering Numbers Lesson: 10.1: Greater Than Lesson: 10.2: Less Than Lesson: 10.3: Use >, <, or = Lesson: 10.4: Before, After, or Between Lesson: 10.5: 1 Less, 1 More Lesson: 10.6: 10 Less, 10 More

Chapter 11: Number Patterns Lesson: 11.1: Ordinal Numbers Lesson: 11.2: Patterns on a Hundred

Chart Lesson: 11.3: Skip Count by 2s, 5s, and

10s Lesson: 11.4: Problem Solving: Find a

Pattern

Module 3 Assessment Day 17 Independent Work Stations 18 Independent Work Stations 19 Independent Work Stations NOTE: These three days may be used at any time during Module 3. Use them at a time you feel is the best opportunity to formally assess.


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Module 3: Numbers to 100

19 Days

Day 1 Lesson 9.1

Day 2 Lesson 9.2

Day 3 Lesson 9.3

Day 4 Lesson 9.4

Day 5 Lesson 9.5

Day 6 Lesson 9.6

Day 7 Lesson 10.1

Day 8 Lesson 10.2

Day 9 Lesson 10.3

Day 10 Lesson 10.4

Day 11 Lesson 10.5

Day 12 Lesson 10.6

Day 13 Lesson 11.1

Day 14 Lesson 11.2

Day 15 Lesson 11.3

Day 16 Lesson 11.4

Day 17* Assessment

Day 18* Assessment

Day 19* Assessment

NOTE: Days 17, 18 and 19 may be used at any time during Module 3. Use them at a time you feel is the best opportunity to formally assess.


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DAY 1

Chapter 9: Building Numbers to 100 LESSON 9.1 TE pg. 127A

LESSON FOCUS: Tens CALIFORNIA STANDARD:

Number Sense 1.4 Count and group objects in ones and tens.

PURPOSE OF LESSON:

To model groups of 10; to count by tens; to write the numbers

ROUTINE: TE pg.127 TE pg.127A

Suggestion: Daily Routine: TE pg.127A Or: P.O.D.: TE pg. 127A • Continue to keep the Number Line and Hundred Chart visible

to students to use as a tool for solving problems. • Continue questioning each day: − How did you think about the problem to come up with that

answer? − Did anyone think about it another way? − Do you agree or disagree with this response? − What was your strategy? − Explain how you got your answer.

LAUNCH: Class number grid For each small group 20 connecting cubes

Getting Started: • Model Counting to Ten: TE, pg. 127A (Begin by counting by

tens using class number grid.)

EXPLORE: For each small group 10 craft sticks, 109 dried beans, paper plates for white glue, construction paper

Alternative Teaching Strategy: Beans and Sticks: TE, pg. 128A • Put students in groups of 4 or 5 to create 10 sticks with 100

beans as a group rather than per student. • After groups complete ten sticks of ten beans, make sure each

group has 9 more single beans as well. Ask groups to show you various 2-digit numbers using their tens and ones. For example, say: Show me 21 using tens and ones. How do you know you have 21 beans? Do this a number of times.

• Next, give each group a piece of construction paper and a 2- digit number like 67 or 34. Ask them to use their sticks of ten and single beans to show the number. Groups glue the sticks and beans to the construction paper, then write the number on the construction paper.

Students share work and discuss their process. Display bean numbers on the wall.

PRACTICE: TE pg.127-128 Workbook pg.127-128

As time allows: Teach and Practice: TE, pg.127-128; Workbook, pg.127-128 Ask questions such as, “How do you know that tens equal 40?”


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SUMMARIZE: Revisit with students the lesson’s objective by connecting the

following discussion to the purpose of the lesson. Discuss and Write: What strategies could we use to count 30 cubes? ( By 1s, 2s, 5s, and now 10s). • You might want to have students explain their thinking by

demonstration with manipulatives since some students can rote count by tens, but might not fully understand how to group by tens.

HOMEWORK:

Suggestion: Family Involvement Activities: pg.FA37 or Challenge Master 9.1


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DAY 2

Chapter 9: Building Numbers to 100 LESSON 9.2 TE pg.129A

LESSON FOCUS: Tens and Ones to 20 CALIFORNIA STANDARD:


PURPOSE OF LESSON:

To identify groups from 10 to 20; to write the numbers as tens and ones and as standard numerals

ROUTINE: Class number grid

Suggestion: Model Counting by 10s using the class number grid: (You may choose to practice this routine for the next several days) • First start 0,10,20, etc. pointing as you count. Ask students to

join in counting. • Then start with 5. Then 6. Then 9. Ask, “What is my finger doing each time I count by tens?” “How can we use the number grid to help us count by tens starting from any number?” “When we look at numbers going down on the number grid, what patterns do you notice?” Note: Continue counting by 10s using the number grid starting at different numbers each day during routines. • Discuss patterns students notice. • As they become more comfortable, introduce counting

backwards by tens as well. • Then you may start to ask them to use the number grid to add

and subtract ten from any number. LAUNCH: Intervention Strategies and Activities Pg. IS110 Materials; 10 lunch bags of connecting cubes (bags containing 10 -20 cubes) 20 connecting cubes, paper, pencil for whole group. Tens and ones recording sheet. You may use Workmat #3 (Teacher’s Resource Book p. TR115).

Skill 18: Intervention Strategies and Activites, Alternative Teaching Strategy pg. IS110. Model this activity for students.


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EXPLORE:

Students work independently on Skill 18 Alternative Teaching Strategy. • To suit the needs of different abilities, you may put students in

homogeneous groups and vary the amount of cubes in bags depending on instructional levels.

• For example, one group may have a variety of bags containing from 10 to 35 cubes. One group may have bags containing from 10 to 20 cubes. Another may have bags containing 1 to 11 cubes.

PRACTICE: TE and Workbook Pg. 129-130

As time allows: Teach and Practice: TE, pg. 129-130; Workbook, pg. 129-130Ask questions such as, “How do you know that 1 ten and 3 ones equals 13?”

SUMMARIZE: Revisit with students the lesson’s objective by connecting the following discussion to the purpose of the lesson. Discuss: Using tens and/or ones, how many ways can we make 17? (one ten, seven ones; seventeen ones)

HOMEWORK: Suggestion: Problem Solving Master 9.2


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DAY 3 Chapter 9: Building Numbers to 100

LESSON 9.3 TE pg.131A

LESSON FOCUS: Tens and Ones to 50 CALIFORNIA STANDARD:


PURPOSE OF LESSON:

To write numbers from 10 to 50 as tens and ones and as standard numerals


Suggestion: Continue the routine introduced yesterday: Practice counting by 10s using the class number grid.

LAUNCH: Intervention Strategies and Activities Pg. IS110

Reintroduce Skill 18: Intervention Strategies and Activites, Alternative Teaching Strategy pg. IS110. • Today, expand this activity by asking students to write the

numbers on paper. • Model for students how to create their own charts (see

example below) to record their numbers. You may ask students to fold a blank piece of paper in half then in half again so that 4 columns are created.

EXAMPLE: Tens Ones = Number 1 7 = 17 2 3 = 23

EXPLORE: Lunch bags with cubes from yesterday’s lesson. Blank piece of paper for each student.

Students work independently recording numbers for Skill 18.

PRACTICE: TE and Workbook pg. 131-132

As time allows: Teach and Practice: TE, pg. 131-132; Workbook, pg. 131-132 Continue questioning students as to their understanding rather than rote rules.

SUMMARIZE: Connecting cubes

Revisit with students the lesson’s objective by connecting the following discussion to the purpose of the lesson. Discuss: Show students a group of 3 trains of ten and 1 single cube. Ask: “How many tens? How many ones? What is the number or How many cubes all together?” (31) Next show one train of ten and 3 individual cubes. (13) • Repeat the questions. Challenge: How are 31 and 13 alike and how are 31 and 13 different?

HOMEWORK: Suggestion: Family Involvement Activities: pg. FA40


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LESSON 9.4 TE pg.133A LESSON FOCUS: Tens and Ones to 100 CALIFORNIA STANDARD:


PURPOSE OF LESSON:

To count groups of objects; to write numbers to 100 as tens and ones and as standard numerals


Suggestion: Continue Counting by 10s using the class number grid and ten frames showing the number of days in school or P.O.D.: TE, pg. 133A

LAUNCH: Base-10 blocks

• Introduce Base-Ten Blocks to students. You may want to discuss some of the following:

• Ask students to count the individual cubes they see on a ten-rod.

• Demonstrate that a ten-rod represents the same thing as the connecting cube train of ten they are accustomed to working with. The individual cubes are like the individual connecting cubes.

• Ask students to build a ten-rod using the cubes and line it up next to an existing ten-rod.

• Show how to use the ten-rods to count by tens. Model Early Finishers, Activity: TE pg. 134A

EXPLORE: One Hundred chart cut into 100 squares and placed in an envelope. 20 Hundred charts. For partners, 10 base-ten rods and 10 cubes.

Play Early Finishers Activity, TE pg. 134A, as a whole group. Teacher draws a number out of the envelope. Students work in pairs (or small groups if supplies are limited) to build the number with base-ten blocks and each student colors in the number on their own Hundred Chart.


As time allows: Teach and Practice: TE, pg. 133-134; Workbook, pg. 133-134Continue questioning students to determine understanding of concepts rather than rote memorization.

SUMMARIZE: Revisit with students the lesson’s objective by connecting the following discussion to the purpose of the lesson. Discuss: Show students 3 ten-rods and 8 single blocks. Ask: “How many tens? How many ones? What is the number or How many cubes all together?” (38) Next show 8 ten-rods and 3 individual blocks. (83) Repeat the questions. Challenge: Ask students to explain how 38 and 83 are alike and how are they different.



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DAY 5

Chapter 9: Building Numbers to 100 LESSON 9.5 TE pg. 135A

LESSON FOCUS: Expand Numbers CALIFORNIA STANDARD:


PURPOSE OF LESSON:

To write numbers to 100 as tens and ones and as standard numerals

ROUTINE: Class Number Grid Class Number Line Base-10 Blocks

Suggestion: Continue Counting by 10s using the class number grid and/or P.O.D.: Jayne has 30 pennies. Her mom gives her 2 more. How many pennies does Jayne have? • Solve this problem using whatever strategies that will be

helpful to you. • Share students’ strategies. Ask: What would the number sentence look like for this problem? How could the hundred chart help solve this problem? How could the number line help solve this problem? How could base ten blocks help solve this problem?

LAUNCH: Option: make overhead transparency of pg. FA 38

Introduce and Model Activity: Tens and Ones Game: Family Involvement Activities, pg. FA38

EXPLORE: For each pair, pg. FA 38, a game marker for each player, coin.

Students work in pairs on Tens and Ones Game: Family Involvement Activities, pg. FA38 • You may ask students to write the number of blocks in each

space. • Ask students to find the space with the largest number, the

smallest. PRACTICE: TE and Workbook pg. 135-136

As time allows: Teach and Practice: TE, pg. 135-136; Workbook, pg. 135-136Continue questioning students.

SUMMARIZE: Base-ten blocks

Revisit with students the lesson’s objective by connecting the following discussion to the purpose of the lesson. Discuss: Show 4 ten-rods and 5 cubes. Ask students to write the number you are showing in as many different ways as they can. (45, 4 tens, 5 ones, forty-five, 4 tens plus 5 ones, 40 + 5, 4 tens + 5; 3 tens and 15 ones; etc.)

HOMEWORK: Suggestion: Practice Master 9.5


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LESSON 9.6 TE pg. 137A

LESSON FOCUS: Problem Solving: Make Reasonable Estimates CALIFORNIA STANDARD:

Number Sense 3.1 Make reasonable estimates when comparing larger or smaller numbers.

PURPOSE OF LESSON:

To solve problems by using an appropriate skill such as make a reasonable estimate

ROUTINE: Suggestion: Mixed Review and Test Prep: TE, pg.138 or Daily Routine: TE, pg. 137A

LAUNCH: A variety of books to stack

Getting Started: Reading Support: TE, pg.137A • You may extend this activity by adding more books and asking

students to change their estimate. • Take books away, what should happen to our estimate? Challenge: Compare two stacks of different sized books. For example, a stack of about 7 dictionaries next to a stack of about 7 emergent readers will generate discussion about what clues we need to look for to make good estimates. [Note: Students who are only just developing in their understanding of number, will find this type of activity challenging. Notice which students must still count, count, count each item in a set to give an estimate and who are not troubled by wild guesses. These students have not yet internalized some fundamental concepts about number and will need additional practice (possibly at math center time or in a routine) to develop number sense more fully.] Introduce/model Alternative Teaching Strategy: TE pg. 138A

EXPLORE: For partners, Dot Card 1-12 (p. Teacher Resource Book, pg. 29-30), counters

Students work in pairs on Alternative Teaching Strategy: TE, pg.138A • Place the dot card for 5 face up. Place the remaining cards

face down in a pile. • Partners take turns drawing a card and estimating if the dots

on the card are more than 5 or fewer than 5. • Partners use counters to determine if their answers are

reasonable. • Play continues until all cards have been used.

PRACTICE: TE and Workbook pg. 137

As time allows, Teach and Practice: TE, pg. 137, Workbook, pg. 137

SUMMARIZE: Revisit with students the lesson’s objective by connecting the following discussion to the purpose of the lesson. “Discuss and Write”: TE pg.138

HOMEWORK: Suggestion: TE and Workbook pg. 138 Or Challenge Master 9.6


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DAY 7

Chapter 10: Comparing and Ordering Numbers LESSON 10.1 TE pg. 143A

LESSON FOCUS: Greater Than CALIFORNIA STANDARD:

Number Sense 1.2 Compare and order whole numbers to 100 by using the symbols for less than, equal to, or greater than.

PURPOSE OF LESSON:

To model and compare two-digit numbers to determine which is greater

ROUTINE: Suggestion: Quick Review: TE, pg.143 or Routines to build number sense and review concepts. For example, Number of the Day, Patterns in the Hundred Chart, Choral counting activities, Dot Cards, etc. (Make sure that the routines you select continue to support, develop, review, or preview the important key numerical/ computational understandings that first graders need to know. As students grow in their understanding of numbers, the routines should be changed to match their edge of understanding of number. )

LAUNCH: TE and Workbook pg.143, Base-ten blocks, Workmat 3 (p. TR115)

Getting Started: Which is Greater?: TE, pg.143A “Teach”: TE pg. 143, Workbook pg. 143 • Ask students to use ten trains and ones, the hundred chart,

number line or another tool to prove their answers are correct. • Be sure that students constantly explain HOW they know that

one amount is greater than the other. (Note: For many students this lesson will be the first time they use the > symbolism. • Make sure to use both the symbolic representation as well as

the linguistic explanation when completing this lesson to bridge students' understanding.

EXPLORE: For each student, Hundred Chart (p. TR31)

“Practice”: TE pg. 144, Workbook pg. 144. • As you confer with students, have them select one of the

problems and have them explain to you HOW they know that one amount is greater than the other.

• Have students use ten trains and ones to build each of the numbers as they complete the page.

As time allows, Alternative Teaching Strategy, TE pg. 144A

PRACTICE: For each student, Challenge 10.1

As time allows, Challenge Master 10.1

SUMMARIZE: Revisit with students the lesson’s objective by connecting the following discussion to the purpose of the lesson. “Discuss and Write:” TE pg. 144 As we compare 36 and 63, what are the important clues that help you know that 63 is greater (6 tens or 60 vs. 3 tens or 30).

HOMEWORK: Suggestion: Family Involvement Activities: pg. FA41 Or Problem Solving Master 10.1


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DAY 8


LESSON FOCUS: Less Than CALIFORNIA STANDARD:


PURPOSE OF LESSON:

To model and compare two-digit numbers to determine which is less

ROUTINE: Class number line and number grid

Suggestion: Quick Review: A Routine from the beginning of Module 3 or TE, pg.145 or P.O.D.: TE, pg. 145A • Ask students to share their strategies. “How could the number

line or the 100 chart help prove your answer?”

LAUNCH: Introduce and Model Alternative Teaching Strategy TE pg. 146A

EXPLORE: For partners a bucket( box, can, bag or bowl will work as well) and counters

Students work in pairs on Alternative Teaching Strategy TE pg. 146A. • To meet the needs of different abilities, create like-ability pairs. • Vary the size of the counters you give to each pair. For

example: Advanced learners may grab a handful of beans or pennies to create large amounts of numbers to compare. Other groups may grab handfuls of connecting cubes or some other counter larger than cubes such as walnuts to reduce the amount they are working with.

PRACTICE: TE and Workbook pg. 145-146 For each student- Base ten blocks or access to other math tools (100 chart, number line, etc)

As time allows, Teach and Practice: TE, pg. 145-146; Workbook, pg. 145-146 • Use ten trains and ones, the number line, hundred chart, or

other tool, to prove your answers are correct. • As you confer with students, be sure that they explain their

thinking. HOW do they know that one amount is less than the second amount?

SUMMARIZE: Revisit with students the lesson’s objective by connecting the following discussion to the purpose of the lesson. Discuss: When you and your partner were comparing handfuls, could you tell right away who had less? How could you tell? How did you prove who had the least? How did you count them?



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DAY 9

Chapter 10: Comparing and Ordering Numbers LESSON 10.3 TE pg. 10.3

LESSON FOCUS: Use Less than, Equal to, or Greater than CALIFORNIA STANDARD:


PURPOSE OF LESSON:

To model and compare two-digit numbers to determine which is less than, equal to, or greater than

ROUTINE: Suggestion: Quick Review: TE, pg.147 or P.O.D.: TE, pg. 147A Or other routines that provide practice in grouping and counting by tens

LAUNCH: TE and Workbook pg. 147, Base-10 blocks

“Teach” TE pg. 147, Workbook pg 147 • Review symbolic representations for greater/less than and

equals. Students easily confuse the symbols for greater than and less than.

• Reinforce that the arrow points to the smaller number for less than and that the open and points to the larger number for greater than.

EXPLORE: Practice: TE pg. 148; Workbook pg. 148 Work Stations: Choose one or more of the following suggestions to create independent work stations.

• Skill 18 “Grouping Tens and Ones” (Day 2): Intervention Strategies Book pg.IS110

• Early Finishers “Using Base-10 blocks to model numbers” (Day 4): TE pg. 134A

• Tens and Ones Game (Day 5): Family Involvement Book pg. FA38

• Alternative Teaching Strategy “Comparing Dot Cards” (Day 6): TE pg.138A

• Alternative Teaching Strategy “Comparing Handfuls” (Day 8): TE pg.

• Observe and confer and take Anecdotal Records. • As students work with numbers, ask them to show you how

they are counting. • Some questions to think about asking: How many would there

be if you counted them by 2's? 5's? or 10's? I noticed you counted_____ (e.g., 23). How many tens would that be? Would there be any left overs? Do you know? Can you count the objects by 2's?

• Note which students can count correctly, but who cannot group. Which students count with ease and accuracy? Which students count and move one object at a time, but count by groups? Do they know an answer without counting or do they just guess?


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PRACTICE: For each student, Reteach 10.3 or Challenge10.3

As time allows, Reteach 10.3 or Challenge 10.3

SUMMARIZE: Revisit with students the lesson’s objective by connecting the following discussion to the purpose of the lesson. Discuss: “Did you work at a station where you had to compare numbers to find out which was more and which was less? What did you do to find out which amount was greater and which amount was less? What are some other ways to tell if one number is greater than, less than. or equal to another number?” or “Discuss and Write” TE pg. 148 (and include “HOW do you know?”



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DAY 10


LESSON FOCUS: Before, After, or Between CALIFORNIA STANDARD:

Number Sense 2.3 Identify numbers that come just before, just after, or between given numbers.

PURPOSE OF LESSON:

To model and compare two-digit numbers to determine the number that comes just before, just after, or between other numbers

ROUTINE: Class number line and number grid

Suggestion: Quick Review: Routine from the introduction to Module 3 or TE, pg.149 or P.O.D.: TE, pg. 149A

LAUNCH: For teacher, Challenge 10.4 For each student, Hundred Chart(p.TR31), and blank piece of paper folded in thirds

Challenge 10.4: TE, pg. 150 Read problems to whole class: • I am a number that -

Is between 40 and 42. What number am I? Comes after 29 and before 31. What number am I? Is between 16 and 18. What number am I? Comes after 65 and before 67? What number am I?

• We are numbers that- Come after 23 and before 27. What numbers are we? Come after 28 and before 32. What numbers are we? Come after 50 and before 54. What numbers are we?

• Have individual hundred charts available to the students.

Students solve the problem and explain their thinking (some students may solve the problems with hundreds charts and others without the use of the hundred chart.).

• Share strategies. Introduce Early Finishers, TE pg. 150A. • Ask students to use a crayon to circle any 5 numbers on their

hundred chart. • After you show them how to fold their paper in thirds, instruct

them to write the 5 numbers they circled in crayon in the middle column of their paper.

• Finally, ask them to use a pencil to write the numbers that come before and after the number in crayon.

EXPLORE: Students work independently on Early Finishers, TE, pg. 150A Students can use hundred chart and/or build numbers with ten trains and ones.


As time allows, Teach and Practice: TE, pg. 149-150; Workbook, pg. 149-150


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SUMMARIZE: Revisit with students the lesson’s objective by connecting the

following discussion to the purpose of the lesson. Discuss: Look at the Problem Solving activity on page 150. What number would come next if you kept moving to the right? What number would come before the first number? How do you know? Or “Discuss and Write” TE pg. 150

HOMEWORK: Suggestion: Practice Master 10.4or or Teach and Practice, pg. 149-150 if not done in class


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DAY 11


LESSON FOCUS: 1 Less, 1 More CALIFORNIA STANDARD:


PURPOSE OF LESSON:

To model a series of two-digit numbers to determine one less and one more

ROUTINE: Class Number Grid and Number Line

Suggestion: P.O.D.: TE, pg. 151A or Getting Started: Vocabulary Development: TE, pg. 151A Suggested Modification: Instead of having children hold up pictures, ask ten children to stand in the front of the room. • Ask another child to come up and say, “Now there is one

more student.” • Repeat the process substituting one less.

LAUNCH: TE and Workbook pg 151, Base-10 blocks, Workmat 3 (p.TR115)

“Teach” TE and Workbook pg. 151, Guided Instruction. Modification of questions: How are 52 and 53 alike and how are they different? Which one is more than? How do you know? Which one is less than? How do you know? • Ask, how are 52, 53, and 54 alike? How are they different? Which one is the greatest? How do you know? Which one is the least? How do you know?

EXPLORE: For each student, Hundred Chart (p. TR31), crayons

Advanced Learners, TE pg. 152A Do activity as a whole class.

PRACTICE: TE and Workbook pg.152, Hundred Chart (p. TR31)

As time allows, TE, pg. 151; Workbook, pg. 151 Instruct students who need further support to continue using ten trains and ones, or base-ten blocks as well as the Number Line and/or Hundred Chart.

SUMMARIZE: Revisit with students the lesson’s objective by connecting the following discussion to the purpose of the lesson. Discuss and Write: TE, pg.152 Explain how you know.

HOMEWORK: Suggestion: Practice: TE, pg. 152, Workbook, pg. 152


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DAY 12

Chapter 10: Comparing and Ordering Numbers LESSON 10.6 TE pg.153A

LESSON FOCUS: 10 Less, 10 More CALIFORNIA STANDARD:


PURPOSE OF LESSON:

To model numbers that are 10 less and 10 more than a given number

ROUTINE: Class Number Grid. For each student, hundred chart, (p.TR31)

Suggestion: Mixed Review and Test Prep: TE, pg.154 or P.O.D.: TE, pg. 153A Ask, “What tools did you use to help you solve this problem?”

LAUNCH: Base-10 blocks, Workmat 3 ( p. TR115), hundred chart and ten trains and ones

• Give each student a hundred chart. Select a number. • Ask students: What is 10 more than the number? How do you

know? What is ten less than the number? How do you know? Do this with several numbers.

• Ask children to build a number with ten trains and ones or base-ten blocks.

• Ask: What is 10 more than the number? How do you know? What is 10 less than the number? How do you know?

• Do this with several numbers. EXPLORE: TE pg. 154, base-ten blocks,workmat 3

Whole Group Activity: • Without duplicating, simply read the problems from Problem

Solving 10.6 TE pg.154 (bottom of page) aloud to students. • Ask students to use whatever tools they wish to solve the

problems (hundred chart, paper-pencil drawings or equations, base-10 blocks and workmats, or others)

PRACTICE: Hundred chart, base ten materials, and ten trains and ones TE and Workbook, pg. 154

“Practice”: TE pg. 154, Workbook pg. 154 • Students use hundred chart, base ten materials or ten trains

and ones for support.

SUMMARIZE: Revisit with students the lesson’s objective by connecting the following discussion to the purpose of the lesson. Discuss and Write: What strategies could you use to find 10 more than 15? 10 more than 26? 10 less than 20? Etc.

HOMEWORK: Suggestion: Family Involvement Activities: pg. FA 44


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DAY 13

Chapter 11: Number Patterns LESSON 11.1 TE pg. 159A

LESSON FOCUS: Ordinal Numbers CALIFORNIA STANDARD:

Number Sense 1.1 Count, read, and write whole numbers to 100.

PURPOSE OF LESSON:

To identify ordinal numbers to tenth

ROUTINE: Suggestion: P.O.D.: TE, pg. 159A or Getting Started: Model Ordinal Numbers: TE, pg. 159A (Bullet 1).

LAUNCH: For each student, at least ten strips of construction paper (use 2 to 3 colors), glue

Introduce and Model Early Finishers: TE, pg. 160A Suggestion: • Start by asking children to construct their own paper chain.

Instruct them to use a color pattern up to five links. • Trade chains with a partner to see if he/she is able to continue

the color pattern to 10. When both chains are complete. • Students practice writing ordinal numbers by labeling each link

first through tenth; i.e., first second third fourth red blue green red

EXPLORE: Students work individually and with partners on Early Finishers Activity: Constructing Paper Chains

PRACTICE: TE and Workbook pg.159-160

As time allows, Teach and Practice: TE, pg. 159-160; Workbook, pg. 159-160

SUMMARIZE: 10 objects to place in a row on display for the class.

Revisit with students the lesson’s objective by connecting the following discussion to the purpose of the lesson. “Discuss and Write”: TE, pg.160

HOMEWORK: Suggestion: Family Involvement Activities: pg. FA45 or Problem Solving Master 11.1


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DAY 14

Chapter 11: Number Patterns LESSON 11.2 TE pg. 161A

LESSON FOCUS: Patterns on a Hundred Chart CALIFORNIA STANDARD:

Statistics, Data Analysis, and Probability 2.1 Describe, extend, and explain ways to get to a next element in simple repeating patterns.

PURPOSE OF LESSON:

To count by twos, fives and tens to complete number patterns on a hundred chart

ROUTINE: Suggestion: Quick Review: TE, pg. 161 or P.O.D.: TE, pg. 161A Reminder: HOW DO YOU KNOW? WHAT WAS YOUR STRATEGY? HOW DID YOU THINK ABOUT IT?

LAUNCH: TE and Workbook pg. 161

“Teach”: TE pg. 161, Workbook pg. 161 Introduce and Model Advanced Learners: TE pg.162A

EXPLORE: For partners, Hundred Chart (p. TR31), Numeral Cards 1-9 (pp. TR36-37), crayons

Students work in pairs on Advanced Learners: TE, pg.162A

PRACTICE: TE and Workbook pg.162

As time allows, “Practice:” TE, pg. 162; Workbook, pg. 162

SUMMARIZE: Class Number Grid

Revisit with students the lesson’s objective by connecting the following discussion to the purpose of the lesson. Discuss and Write: TE, pg.162 Challenge: “The first child lost one penny. He now has 9 pennies. The other children still have 10 pennies each. Now, how many pennies are there in all? What strategies did you use? How could I use the number grid to help me count the pennies?” (9,19,29,39…Or, because only one child has one less coin, the total pennies is just one less) Answer: 89 pennies

HOMEWORK: Suggestion: Problem Solving Master 11.2 Or Practice, TE pg. 162 and Workbook pg. 162


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DAY 15

Chapter 11: Number Patterns LESSON 11.3 TE pg.163A

LESSON FOCUS: Skip Count by 2s, 5s, and 10s CALIFORNIA STANDARD:

Number Sense 2.4 Count by 2s, 5s and 10s to 100.

PURPOSE OF LESSON:

To skip count by twos, fives and tens

ROUTINE: Suggestion: Mixed Review and Test Prep: TE, pg. 164 Be sure to discuss strategies. (i.e., 8+3. I knew that 8+2 is 10 and I added one more to make 11. I counted up from 8 etc.) or P.O.D.: TE, pg. 163A What was your strategy for finding the missing number?

LAUNCH: 30 books to stack in groups

Introduce Model Skip Counting: TE pg. 163A

EXPLORE: For partners or small groups, 3 paper bags with 10 to 100 cubes countable by ten

Students work in pairs or small groups counting the cubes in their bags by twos, fives and tens.

PRACTICE:

There are 20 students in our class. How many boy fingers are in the class? How man girl fingers are in the class? How many feet in the class? Prove your answers on paper.

SUMMARIZE: Revisit with students the lesson’s objective by connecting the following discussion to the purpose of the lesson. Discuss and Write: TE, pg.164 Ask: “ If you dumped your Piggy Bank full of pennies on your desk, what strategies would you use to count the pennies? Why?”



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DAY 16

Chapter 11: Number Patterns LESSON 11.4 TE pg.165A

LESSON FOCUS: Problem Solving: Find a Pattern CALIFORNIA STANDARD:

Statistics, Data Analysis, and Probability 2.1 Describe, extend, and explain ways to get to a next element in repeating patterns.

PURPOSE OF LESSON:

To use the problem solving strategy find a pattern

ROUTINE: Class Number Grid

Suggestion: Quick Review: TE, pg. 165 What was your strategy for determining the next number in the series? or P.O.D.: We are going to skip count by 2s starting at 1 and stopping at 39. • Point to 1 and 39 on the hundred chart as you say them. • Before we start, predict how many numbers we will say

aloud. (20) • Write student predictions on the board asking each one: • Explain how you came up with your answer. Did anyone think

about it a different way? Let’s skip count together from 1 to 39 to check our answer.

• Circle numbers on the number grid or write them down as you go. Then count the circled numbers to see how many you said.

• Go back to students’ predictions and discuss the different methods they used.

• Did student’s who predicted amounts to 20 use strategies that made sense? Why did those strategies work? For those students who did not predict amounts close to 20 ask, What about their strategies made sense and what didn’t make sense? Why didn’t they work?

• Go back to the numbers you circled as you skip counted and ask: What patterns do you see in these numbers? Are the numbers odd or even? How do you know?

LAUNCH: For each child, 1-Inch Grid paper (p.TR100), scissors,

Introduce and Model Alternative Teaching Strategy: TE pg.166A Show students how to cut apart their grid paper to make the squares. When squares are glued on the paper, they should look like this: etc.


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EXPLORE: For each child, crayons, glue, construction paper

Students work independently on Alternative Teaching Strategy: TE, pg.166A Suggestion: • Before you ask students to label their numbers “odd” or “even”

discuss the patterns they observe. Chart the patterns. • Remind students that a number is even if it is the sum of a

double. Ask: Which numbers do you think are even? How do you know?

• An odd number is a double (or an even number) plus or minus 1. This is illustrated with the glued squares. Which numbers are odd? How do you know?

PRACTICE: TE and Workbook pg.165-166

As time allows, Teach and Practice: TE, pg. 165-166; Workbook, pg. 165-166 The task could be enhanced as follows: • Select 3 numbers on Pg. 165. Explain how you know if each

number is odd or even. • Use pictures/words/numbers to explain your thinking. Pg. 166. • Add to each question, “How do you know?”

SUMMARIZE: Revisit with students the lesson’s objective by connecting the following discussion to the purpose of the lesson. Discuss and Write: TE, pg. 166

HOMEWORK: Suggestion: Reading Strategy 11.4: • Instruct students to use pennies as counters instead of

connecting cubes since they will be working at home. • Model how to count by pairing pennies into groups of 2. • Does each penny have a partner or is one left over?


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DAYS 17-19

Chapters 9-11 Assessment

Note: These three days may be used at any time during Module 3. Use them at a time

you feel is the best opportunity to formally assess.

LAUNCH: Review Activities and Guidelines for Independent Learning Stations

EXPLORE: Independent Learning Stations: Set up free choice centers for students to practice skills. Confer, Observe and Take Anecdotal Records Choose from: Module 3

• Skill 18 “Grouping Tens and Ones” (Day 2): Intervention Strategies Book pg.IS110

• Early Finishers “Using Base-10 blocks to model numbers” (Day 4): TE pg. 134A

• Tens and Ones Game (Day 5): Family Involvement Book pg. FA38

• Alternative Teaching Strategy “Comparing Dot Cards” (Day 6): TE pg.138A

• Alternative Teaching Strategy “Comparing Handfuls” (Day 8): TE pg. 146A

• Early Finishers “Before and After” (Day 10): TE pg. 150A

• Early Finishers “Constructing Paper Chains” (Day 13): TE pg. 160A

• Advanced Learners “Count by 10s…” (Day 14): TE pg. 162A

• Skip Counting Cubes in Bags (Day 15): TE pg.163A Module 2

• See Day 21 Module 1

• See Day 22 ASSESS: Assessment Guide Performance Assessment

Use this opportunity to assess individuals or small groups by whichever means you deem appropriate.

SUMMARIZE: Discuss: What activity did you choose today? Explain what you learned?

Documents

California Edition Grade 1 - PBworkseusddata.pbworks.com/f/1mod03.pdf · Math California Edition Grade 1 Module 3 − Revised Numbers to 100 - WORK IN PROGRESS - S D C S. Harcourt