Fun with Numbers! A 1 st Grade Number Sense Unit. Lindsi Shanahan- Kelliher Elementary

Transcription

1 Fun with Numbers! A 1 st Grade Number Sense Unit Lindsi Shanahan- Kelliher Elementary lshanahan@kelliher.k12.mn.us

2 Executive Summary This unit is designed to build number sense through a variety of games and activities. The unit aligns with the Minnesota K-12 Academic Standards under the Number and Operation Strand for First Grade. The standards specifically built into this unit are; *Count, compare and represent whole numbers up to 120, with an emphasis on groups of tens and ones. * Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. * Read, writhe and represent whole numbers up to 120. Representations may include numerals, addition and subtraction, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. * Find a number that is 10 more or 10 less than a given number. * Compare and order whole numbers up to 120. * Use a variety of models and strategies to solved addition and subtraction problems in real-world and mathematical contexts. * Read, Write and represent whole numbers between 10 and 100 in terms of tens and ones. * Compose and decompose numbers up to 12 with an emphasis on making ten.

3 Table of Contents Lessons Day 1 Page 4 Day 2.. Page 5 Day 3.. Page 7 Day 4 Page 9 Day 5. Page 11 Day 6. Page 13 Day 7. Page 18 Day 8. Page 28 Day 9. Page 32 Day 10.. Page 35 Day 11 Page 37 Day 12.. Page 44 Day 13.. Page 49 Day 14.. Page 51 Day 15.. Page 52 Appendix Pre-test. Page 53 Post-test.. Page 55

4 Day 1-Pre-test MN Academic Standards , , , , , Objective- To assess the students on their beginning knowledge of number sense, using Base Ten blocks, finding numbers that are 10 more or less than a given number and representing numbers in multiple ways. Materials- Pre-test Launch- Today we are going to start a new unit but I need to know what you already know. Explore- Give the assessment. Share- Ask the students turn in their assessment, have them explain one of their answers to you. Summarize- Over the next couple of weeks we are going to be looking at all of the number problems in this packet.

5 Day 2- Longs and Cubes Exploration MN Academic Standard- Number and Operation Objective- The students will explore creating numbers using base ten blocks. Materials- Place value mat, longs, cubes, number sticks Launch- Pass out the place value mat, several longs and cubes to each student. Ask if anyone knows what it is that was just handed out. Discuss what they are called and what they are used for. Allow for a few minutes to play with them. Explore- Today we are going to look at ways to make numbers using the longs and cubes. Give several single digit numbers and discuss what the students did to get the number. Then have the students lay a long on their mat and see how many cubes equal a long. Discuss the results. Give several 2-digit numbers and discuss how the students got their answer. Talk about the different ways of making the number. Then with their neighbor they need to pick a number stick from the cup and make that number. When everyone is finished discuss, repeat as long as there is time. Share- Have each pair share the number stick they drew and how they made their number. Count it up as a class. Summarize- Today we showed how to make numbers using longs and cubes. Discuss that there was more than one way that students got the answer to the same number.

6 Hundreds Tens Ones

7 Day 3- Longs and Cubes Continued MN Academic Standard- Number and Operation , Objective- Students will continue to work with representing numbers as longs and cubes. Materials- Place value mats, longs, cubes, number generator (see Appendix) Launch- Using the longs and cubes, who can show me how to make the number. Give several numbers to practice on. Discuss the different ways students got the same number and how many are in the tens box and how many are in the ones box. Explore- Today you are going to work with a partner to make some more numbers with your longs and cubes. Discuss how the number generator has a strip of numbers and when moved up and down a different number shows up in the window. Point out that the tens column is called the tens place and the ones column is called the ones place. Practice looking finding the digit in the ones and tens place as a group. With a partner have one partner make a number with the number generator, and the other partner has to create it using longs and cubes. Each group needs to record the number, and draw a picture of the longs and cubes used on the recording sheet. Then circle the digit in the tens place and underline the digit in the ones place. Share- Have each group share one number they looked at and how they created that number with the longs and cubes. Count each up as a class to reinforce counting. Look at how many are in the tens box and how many are in the ones box. Pick a couple of examples to find the different ways to make that same number. Summarize- Today we practiced making a lot of different numbers using the longs and cubes and we looked a several ways to make the same number.

8 Number Generator Names Number Longs and Cubes

9 Day 4-Roll a Number Adapted from: on June 20, 2012 MN Academic Standards , Objective- Students will continue to work with representing numbers as longs and cubes. Materials- Roll a Number Record Sheet, 2 number dice, longs, cubes, Place Value Mat Launch- Today we are going to play a game that uses what we have learned in the past 2 days about making numbers with longs and cubes. Hand out the dice, and the Record Sheet. Explore- You and a partner are going to take turns rolling the dice. The number on one of the 2 dice will be the first digit of your number and the other will be the second digit. For example, you roll a 1 and a 6, you get to decide if you want to make 16 or 61. (You can specify that they make the largest or smallest number for differentiation.) Write that number in the top of the box on the record sheet. Then draw the longs and cubes needed to make that number. Use the longs and cubes if you need to. Then circle the digit in the tens place and underline the digit in the ones place. Your partner needs to check your answer; if correct you get one point if incorrect you do not get any points. The player with the most points wins. Share- Have several students share one of the numbers they made and discuss the possible solutions. Summarize- Today we made a lot of different numbers with longs and cubes again, and again we found different ways to make the same number!

10 Roll a Number Name Partner s Name

11 Day 5- Rubber Ducky, Where are You? Lesson taken from- MN Academic Standards , , Objective- The students will practice counting objects and representing that number with pictures. Materials- 30 Rubber Ducky cut-outs with the numbers 1-30 written on the back, a white board and marker for each student Launch- Today we are going to take a little break from making numbers with longs and cubes. Hidden around the room are 30 rubber duck cut-outs, you are going to try and find as many of them as you can. Explore- You need to keep track of how many you find on your white board because we need to leave them in their hiding place so someone else can find them. There should be no talking because we don t want everyone else to know where we found the ducks. Once you think you have found them all go back to your seat and wait. DON T SHOW ANYONE HOW MANY YOU FOUND! When I say go you may start looking. Share- When everyone thinks they have found them all record the number found. And share how each student kept track of the ones they found. (dots, tally marks, pictures, numbers, etc) discuss if there are other ways to keep track. Each student then takes a turn to go and get 1 of the ducks they found. Flip the ducks over and place them in order on the board. Discuss which numbers are still missing and see if anyone knows where another one might still be hiding. When they are all back count them up and see who was the closest to finding them all.

12 Summarize- Today we looked at different ways to keep track of numbers of ducks. These strategies are just another way of representing numbers, just like with the longs and cubes that we have done the past few days.

13 Rubber Ducky 2010 National Council of Teachers of Mathematics http//illuminations.nctm org

14 Day 6-What Comes Next? MN Academic Standards Lesson cards taken from on June 20, 2012 Objective- The students will work on building their number sense by finding what number comes next. Materials- Place Value Cards, record sheet Launch- We have been looking at how to make numbers with longs, cubes, tally marks, dots, etc. For the next couple of days we are going to look at the numbers themselves and where they fit on the number line or on the hundred s chart. Explore- I have these animal cards with Share- Have students share what they did to find what number came next. (Number line, hundred s chart, counting out loud, etc.) Make a list of the ways and leave up for tomorrow. Was it easy to find the next number? Summarize- Wow! This is a lot of ways to find numbers. It looks like a lot of you used strategy.

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19 Day 7- Shiver Me Timbers MN Academic Standards Lesson taken from- Richling on June 20, 2012 Objective- The students will continue to work on building their number sense by finding the missing number in a sequence. Materials- Pirate Ship Number Cards, Pirate Number Cards, Record Sheet Launch- Today we are going to continue looking at where the numbers fit on the number line or in the hundred s chart. Explore- I have these cards that have pirate ships on them. The pirate ships are missing the pirate and you need to find the right pirate for the ships. The ships have numbers on them and then there is a blank spot on the card. You need to find the pirate that has the correct number on him/her to fill in the blank. (Show an example) When you have them all in the right place there is a record sheet for you to fill in with the missing numbers. Share- Have students share how they figured out what number was missing. (Counting out loud, figured it out in their head, looking at the number line or hundred s chart, etc.) Did anyone have a different way? (Add to yesterday s list if there are any.) Summarize- There was a lot of different ways that everyone figured out which number was missing. Does any one way look better than another?

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29 Day 8- Number Books MN Academic Standards , , , Objective- The students will work on representing numbers in various ways by creating a number book. (The students will continue to work on these books throughout the remainder of the unit.) Materials- Number Book (fill in numbers that are appropriate for the class, or differentiate them for different ability levels.) Launch- The last week and a half we have been looking at ways to represent a number, now we are going to put that knowledge into a book. Explore- Go through the first page as a class, if the students seem ready to do the next number on their own have them go ahead, if not do another page together. Share- When everyone has completed a page have several students share what they wrote and discuss any differences. Summarize- We worked really hard today looking at numbers in different ways. We will do a page or two a day for the next few days.

30 My Numbers Book By

31 Word Form- Tally Marks- Place Value- Addition- Subtraction- Greater Than/ Less Than Money-

32 Day 9-10 More, 10 Less MN Academic Standards Activity taken from- www. Petersons-pad.blogspot.com on June 20, 2012 Objective- The students will practice finding the number that his 10 more and 10 less than a given number. Materials- Bag of numbers (the numbers can be differentiated based on student ability), record sheet, Number Book Launch- Give a few minutes to complete a Number Book page. Today we are going to be finding numbers that are 10 more than a given number or 10 less than a given number. Explore- You and your partner are going to get a bag with numbers and a record sheet. You need to pull out a number, write it down on your sheet and then find the number that is 10 more and the number that is 10 less than the number you pulled out. Write those numbers on your record sheet as well. Share- When the students have completed the sheet have them share how they found what was 10 more and 10 less than the number. Discuss the different strategies and list them on the board for tomorrow. Summarize- We have found several ways to find the number that is 10 more and 10 less. Tomorrow we are going to continue looking at those numbers.

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35 Day More, 10 Less Continued MN Academic Standards Objective- The students will continue to work on finding numbers that are 10 more and 10 less than a given number. Materials- 10 More, 10 Less Rocket worksheet, Number Book Launch- Give a few minutes to complete a Number Book page. Yesterday we worked with a partner to find numbers that were 10 more or 10 less than the number we pulled out of the bag. Today I have a sheet for you to do on your own. Explore- On the top of the page you need to draw a line from the rocket to the star that is 10 more than the number on the rocket. At the bottom of the page you need to draw a line from the rocket to the alien space ship that is 10 less than the number on the rocket ship. Share- When the page in complete have students share how they found the answers and if they did something different than yesterday. Summarize- If they have not pointed out that looking above or below on the hundreds chart is a quick way to find that number. If they are ready for it point out that the digit in the tens place is going up or down by one with the numbers they found.

36 10 more or 10 less Draw a line to add 10 to each number on the rocket Draw a line to subtract 10 from each number on the rocket DK Publishing [2010]

37 Day 11- I Have, Who Has MN Academic Standards , , Activity taken from- on June 20, 2012 Objective- The students will use their knowledge of counting and using longs and cubes to play a game. Materials- I Have, Who Has cards, Number Book, longs and cubes (if needed) Launch- Give a few minutes to complete a Number Book page. Today we are going to play a game with counting longs and cubes. It s been a few days since we have done anything with longs and cubes, can anyone remind me what we do with them? Who can show me how me make the number? Explore- Once a couple of examples have been worked through. Begin the game. Each student gets a card, the player with the card that says I have the first card begins and then says Who has 5 longs and 4 cubes? The student who has the card that says, I have 54, Who has 3 longs, and 2 cubes? and the game continues until all the cards have been found. Share- How did you find the number on your card? Did anyone get messed up because they made the number a different way with their longs and cubes? Summarize- Today we practiced making a lot of different numbers to check if it matched our card.

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44 Day 12- Place Value Animals MN Academic Standards , Activity taken from- on June 20, 2012 Objective- The students will continue to practice using a given group of longs and cubes to find the number. Materials- Number Book, Place Value Animal Cards, Recording sheet, longs and cubes if needed Launch- Give a few minutes to complete a Number Book page. Explore- Each of you has been given a couple of cards with longs and cubes on them. Some of you have the same cards and some of you have different cards. On your record sheet you need to copy the longs and cubes in the first box then count them up and write down the number. Then circle the digit in the tens place and underline the digit in the ones place. Share- When everyone is finished have the students find the other students who had the same cards as them. Have the compare answers and tell each other how they got their answers. Summarize- Everyone is getting very good at using longs and cubes to find the number. Is it getting easier?

45 Animal Place Value Name Longs and Cubes Number

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49 Day 13- How Many Ways? MN Academic Standards , Lesson adapted from Navigating through Number and Operations in Prekindergarten- Grade 2, National Council of Teachers of Mathematics, 2004 Objective- The students will use their knowledge of making numbers with longs and cubes to come up with as many ways as they can to make a given number. Materials- Number Book, longs and cubes, record sheet Launch- Give a few minutes to complete a Number Book page. For the last couple of weeks we have been coming up with ways to represent a number using longs and cubes. Every time we have done that we have come up with one way on our own but our classmates may have come up with a different way. Today you are going to work with a partner to see how many ways you can come up with to represent one number. Explore- Give each group a number and a record sheet, see how many different ways you can make your number using longs and cubes. Once you have found a way write it down and circle it then try to find a different way. Share- When everyone is done have each pair share with the class what their number was and the ways they found to represent that number. Point out if there are any more. Summarize- There are many different ways to represent the same number using longs and cubes. It does not matter which way you do it, you get the same number.

50 How Many Ways? Names

51 Day 14-Review-Guess My Number MN Academic Standards , , , , , Objective- To review the number sense topics that have been explored in the past 3 weeks. Materials- Number Book, longs and cubes if needed, a whiteboard and marker for each student Launch- Give a few minutes to complete a Number Book page. Explore- Pick a number and give a clue about your number (it has longs and cubes, it is 10 less than or 10 more than, etc) Continue with several numbers, then have a few students pick the number and give the clues. Have the students write the number on their whiteboard. Share- Have students share how they figured out the number based on the clues. Summarize- We have done so much with numbers and tomorrow is our last day for this unit so we are going to take a test and see how much you can do.

52 Day 15- Post-test MN Academic Standards , , , , , Objective- To assess the students on their ending knowledge of number sense, using Base Ten blocks, finding numbers that are 10 more or less than a given number and representing numbers in multiple ways. Materials- Post-test Launch- Today we are going to see how much we learned in the last 3 weeks about numbers. Explore- Give the assessment. Share- As the students turn in their test, have them explain an answer to you. Summarize- Wow, we have explored a lot with numbers!

53 Number Sense Pre-test Name Find the missing number What number does the longs and cubes represent? 6. 7.

54 8. In the box write the number that is 10 more In the box write the number that is 10 less

55 Number Sense Post-test Name Find the missing number What number does the longs and cubes represent? 6. 7.

56 8. In the box write the number that is 10 more In the box write the number that is 10 less