Math Message and Number Sequences

Transcription

1 Math Message and Number Sequences Objectives To introduce the Math Message routine; and to review number sequences and number lines. epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters Assessment Management Common Core State Standards Curriculum Focal Points Interactive Teacher s Lesson Guide Teaching the Lesson Ongoing Learning & Practice Differentiation Options Key Concepts and Skills Count on by ones. [Number and Numeration Goal 1] Read and write numbers to 10s, 100s, and 1,000s. [Number and Numeration Goal 2] Compare and order numbers on a number line. [Number and Numeration Goal 7] Key Activities Children are introduced to the Math Message routine and share ideas about mathematics. They complete and extend number sequences and number lines. Informing Instruction See page 20. Recognizing Student Achievement Use journal page 1. [Number and Numeration Goal 7] Key Vocabulary Math Message number line Materials Math Journal 1, p. 1 Math Masters, p. 2 (optional) Class Data Pad (optional) Class Number Line index cards 3 cups labeled ONES, TENS, and HUNDREDS (optional) straws (optional) Home Link Family Letter Math Masters, pp. 3 6 Children take home the Home Link Family Letter introducing Everyday Mathematics and Unit 1. READINESS Playing Number-Line Squeeze Math Masters, p counters Children explore comparing and ordering numbers. ENRICHMENT Counting with Roman Numerals Class Data Pad (optional) Class Number Line stick-on notes Children use Roman numerals to further explore ordering numbers. ELL SUPPORT Discussing the Mathematics All Around Bulletin Board Children discuss the Mathematics All Around bulletin board. Advance Preparation Start a Mathematics All Around bulletin board. Post items that show a variety of numbers and shapes for example, advertisements with quantities and prices, schedules that list times, and pictures of designs and structures. Teacher s Reference Manual, Grades 1 3 pp. 12, 57, 58, Unit 1 Numbers and Routines

2 Getting Started Mathematical Practices SMP1, SMP2, SMP4, SMP6, SMP7 Content Standards 2.NBT.1, 2.NBT.1a, 2.NBT.2, 2.NBT.3, 2.MD.6 Bold SMP = Guiding Questions at everydaymathonline.com Bold = Focus of lesson Mental Math and Reflexes Count on by 2s, 5s, and 10s. Count back by 2s, 5s, and 10s. Do stop-and-start counting. Have a group of children begin counting at a number you name; stop them; point at another group to continue where the count left off. If appropriate, try 3-digit counting, such as counting on by 2s starting at 150. Math Message With a partner, talk about what mathematics is. Look for items in the classroom that have to do with mathematics. Be prepared to share what you find. 1 Teaching the Lesson Math Message Follow-Up DISCUSSION NOTE Readiness activities help children gain prerequisite skills so that they can be successful in the lesson. Some children may benefit from doing the Readiness activity before you begin Part 1 of the lesson. See the Readiness activity in Part 3 for details. Point out the Math Message. Tell children that every day they will complete a Math Message before the math lesson begins. Ask children to share their ideas about mathematics and what items they see in the classroom that have to do with mathematics. In addition to numbers, encourage children to look for other mathematical items, such as shapes, patterns, and mathematical tools. Record the children s ideas on the Class Data Pad. (See margin.) Call children s attention to the Mathematics All Around bulletin board for other things to add to the data pad. As the year progresses, add ideas they suggest. Number of School Days Routine Tell children that the class is going to mark school days on the Class Number Line. Discuss and decide where to mark today on the number line. If today is the first day of school, the number 1 would be marked. Have a child write the number name for 1 on the board. one Ask questions such as the following: What number names the day before the first day of school? 0 What number names the day before the day before the first day of school? 1 What are numbers less than 0 called? Negative numbers Help a volunteer write the date and number name of the school day on an index card, also noting special events for the day. Examples might include Field trip to the zoo or Anna s birthday. Attach the index card to the number line at the number representing the day in question. You may want to add this task to the Class Job Chart. Have children describe other ways in which number lines can be used. Number lines are often used as scales for measuring things. The axes on a graph resemble number lines. Ask children to think of objects that remind them of number lines. Ruler, thermometer, measuring cup, weighing scale, radio dial Interactive whiteboard-ready epresentations are available at to help you teach the lesson. Counting Measuring Distances and Lengths Measuring Amounts Buying Things Knowing Shapes and Patterns Solving Problems Number Grid Number Line The Class Data Pad can be used to list children s ideas about mathematics. NOTE Remember to reserve time every day to complete the number-line (Number of School Days), attendance, calendar, temperature, and weather daily routines. See Daily Routines on page xxxv of this book and Teacher s Reference Manual, pages Lesson

3 Adjusting the Activity Set up ONES, TENS, and HUNDREDS cups. Have children put a straw in the ONES cup to designate Day 1. Then add a straw each day. On Day 10, take the 10 straws out of the ONES cup, bundle them, and put them in the TENS cup, and so on. On Day 100, take the 10 bundles out of the TENS cup, bundle them, and put them in the HUNDREDS cup. AUDITORY KINESTHETIC TACTILE VISUAL Writing Numbers in Sequence Algebraic Thinking To support English language learners, write the word sequence on the board and discuss the meaning. Write a partial sequence of numbers on the board. For example: 63,,,, 67,,... Ask children to copy the sequence and fill in the blanks. 1. Have a volunteer name the missing numbers. 64, 65, 66, Ask whether anyone can explain the meaning of the ellipsis the three dots at the end. The dots show that the sequence goes on. 3. Ask children to write the next few numbers in the sequence. Pose problems like the following: 42, 43,,,,... 44, 45, , 311,,,, , 313, , 728,,,, , 730, 731 ELL Reviewing Number Sequences Starting with 1,000 Informing Instruction Watch for children who have difficulty ordering numbers greater than 100. Suggest that if the beginning digits of the numbers are the same, they can order the numbers based on the last two digits. For example, with 310, 311, 312, children cover the digit 3 in the hundreds place and look at 10, 11, 12. Write 1,000 on the board. Ask a volunteer to write the number that comes next while the class says the number in unison. Remind children not to say and when reading large whole numbers. The number 1,001 is read one thousand one, not one thousand and one. The word and is used to indicate the decimal point when reading numbers. Introducing the Journal (Math Journal 1) DISCUSSION Distribute Math Journal 1 and have children write their names on the back cover. Briefly discuss how the journals will be used and stored. Take a tour of the journal. Ask questions, such as the following: What information is in the table of contents? What information is inside the front cover? What should be recorded at the top of every journal page? 20 Unit 1 Numbers and Routines

4 Writing Numbers on Number Lines (Math Journal 1, p. 1; Math Masters, p. 2) PROBLEM SOLVING Algebraic Thinking Have children turn to journal page 1. Remind them to write the date and time at the top of the page. Show them where the current date will be displayed in the classroom. Have children fill in the missing numbers for the number lines. Review answers by counting in unison. Journal page 1 Problems Recognizing Student Achievement 1 and 2 Use journal page 1, Problems 1 and 2 to assess children s abilities to write and order numbers. Children are making adequate progress if they successfully complete Problems 1 and 2. Some children may be able to complete the number line sequences in the hundreds and thousands. [Number and Numeration Goal 7] Date LESSON Number Sequences Fill in the missing numbers Time ,027 1,028 1,029 1,030 1,031 1,032 1,033 1,034 Math Journal 1, p. 1 Student Page 2 Ongoing Learning & Practice Home Link Family Letter (Math Masters, pp. 3 6) Adjusting the Activity Use Math Masters, page 2 to create number lines that meet the needs of individual children. AUDITORY KINESTHETIC TACTILE VISUAL Home Connection Distribute copies of the beginning-ofthe-year Family Letter for children to take home LESSON Teaching Master Number Lines HOME LINK Home Link Masters Unit 1: Family Letter Introduction to Second Grade Everyday Mathematics Welcome to Second Grade Everyday Mathematics. It is a part of an elementary school mathematics curriculum developed by the University of Chicago School Mathematics Project. Several features of the program are described below to help familiarize you with the structure and expectations of Everyday Mathematics. A problem-solving approach based on everyday situations By making connections between their own knowledge and their experiences both in school and outside of school, children learn basic math skills in meaningful contexts so the mathematics becomes real. Frequent practice of basic skills Instead of practice presented in a single, tedious drill format, children practice basic skills in a variety of more engaging ways. Children will complete daily review exercises covering a variety of topics, find patterns on the number grid, work with addition and subtraction fact families in different formats, and play games that are specifically designed to develop basic skills. An instructional approach that revisits concepts regularly To improve the development of basic skills and concepts, children regularly revisit previously learned concepts and repeatedly practice skills encountered earlier. The lessons are designed to build on concepts and skills throughout the year instead of treating them as isolated bits of knowledge. A curriculum that explores mathematical content beyond basic arithmetic Mathematics standards around the world indicate that basic arithmetic skills are only the beginning of the mathematical knowledge children will need as they develop critical-thinking skills. In addition to basic arithmetic, Everyday Mathematics develops concepts and skills in the following topics number and numeration; operations and computation; data and chance; geometry; measurement and reference frames; and patterns, functions, and algebra Math Masters, p. 2 Math Masters, pp. 3 6 Lesson

5 Game Master Number-Line Squeeze Directions Materials Math Masters, p counters Players 2 or more Skill Compare and order numbers Object of the Game To guess a mystery number on the number line Directions 1. Place the counters on both ends of the number line Differentiation Options READINESS Playing Number-Line Squeeze (Math Masters, p. 464) SMALL-GROUP One player thinks of a mystery number on the number line. 3. The other players guess the mystery number. If the guess is too high, the first player moves the right counter over to cover the guess. If the guess is too low, the first player moves the left counter over to cover the guess. 4. Repeat Step 3 until the mystery number is guessed. 5. Switch roles and play again Math Masters, p. 464 To explore comparing and ordering numbers using a visual model, have children play Number-Line Squeeze. See Math Masters, page 464 for directions. ENRICHMENT Counting with Roman Numerals To further explore comparing and ordering numbers, introduce children to Roman numerals. Display a table of Roman numerals on the board or Class Data Pad. (See margin.) Discuss the patterns in the Roman numeral system. Use Roman numerals along with the routine of counting the number of school days. Roman numerals can be written on large stick-on notes and attached to the Class Number Line. Roman Numerals I = 1 XX = 20 (2 tens) II = 2 III = 3 XL = 40 (50 less 10) IV = 4 L = 50 V = 5 LX = 60 (50 plus 10) VI = 6 VII = 7 XC = 90 (100 less 10) VIII = 8 C = 100 IX = 9 CX = 110 (100 plus 10) X = 10 D = 500 M = 1, 000 ELL SUPPORT Discussing the Mathematics All Around Bulletin Board SMALL-GROUP To provide language support for understanding uses of numbers, have children look at the Mathematics All Around bulletin board. Ask them to describe some of the ways the numbers on the bulletin board are being used. Sample answers: An address on a door, a list of telephone numbers, how much something costs If several English language learners speak the same language, have them take a minute to discuss the bulletin board in their own language first and then share what they are able to in English. Planning Ahead Beginning in Lesson 1-2, children will need 20 pennies, 5 nickels, 10 dimes, and 4 quarters. Be prepared to distribute either real or play coins for children to add to their tool kits in Lesson 1-2. Consider sending a note to parents requesting real coins for their children to use in class. You may also wish to send home a note asking that children bring clean, old socks to school to use as slate erasers. Alternatively, have children use tissues or paper towels for this purpose. 22 Unit 1 Numbers and Routines