1.NBT.1. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
1.NBT.2. Understand that the two digits of a two-digit number represent amounts of tens and ones.
BIG IDEA
Students will work in cooperative groups to complete a class number book (1-20) that shows multiple representations of numbers.
Standards of Mathematical Practice
□Make sense of problems and persevere in solving them.
□Reason abstractly and quantitatively.
□Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
□Look for and make sure of structure.
□Look for and express regularity in repeated reasoning. / Informal Assessments
□Math journal
□Cruising clipboard
□Foldable
□Checklist
□Exit ticket
□Response Boards
Number book
□Other: ______
PREPARING FOR THE ACTIVITY / MATERIALS
□Make sure that you have gone over/developed expectations for group work with your students.
□Collect art supplies that can be used by your students while creating the book.
□Prepare a chart where you can capture the different ways students can represent numbers that can be used as a guide while they make their books. /
- Pages for the class book
- Art supplies
- Chart paper
VOCABULARY
- Represent
- Numbers
SETTING THE STAGE
Procedures
- Read the following problem to the students: The kindergartners in our school are just beginning to learn about numbers. We have learned so much about numbers 1-20. What ways can you think of that we could show them what we know about numbers that might help them understand numbers better? (students will share their ideas)
- Tell students that we will be working on completing a class number book today. This will be a book that we can read in our classroom, show to our families when they visit our room, or even show to other students to help them learn about numbers.
- Why is it important to represent numbers in different ways?
- How can you represent numbers?
EXPLORE THE CONCEPT
Procedures
- Tell students that we want to represent the numbers 1-20 in many different ways in our book. Ask: What ways have we learned so far this year that we can represent numbers?
- Create a chart of the ways the students think of to represent numbers. Be sure to include, numeral, number word, tally marks, ten frame, place value blocks, and pictures.
- Show students the number book page. Explain that they can represent their number in different ways on the page.
- Before splitting your class into groups, be sure to go over the expectations for group work and things that a good group does (takes turns, helps each other, etc.).
- Split your class into 4 groups. Each group will be responsible for 5 pages in the book. Hand out the pages to students and give them work time. (This is a time to be creative. Feel free to give them a variety of art materials to use such as markers, crayons, foam shapes, stickers, googly eyes, etc.)
- Group 1 does numbers 1-5, Group 2 does 6-10, Group 3 does 11-15, and Group 4 does 16-20.
- How did you choose to represent your numbers?
- How did you resolve any problems you had when working with your group?
REFLECTION
Procedures
- When groups are done, collect pages and bring students to the carpet.
- Randomly select pages and have the group that was responsible for that page explain how they decided to represent their number and why they did it that way.
- Compile all of the pages together in order to create the class number book.
- Why did you choose those representations for your number?
- How can reading this book help someone learn something new?
Number
______
(Write the numeral here)
Represent Number Here… / Find Another Way…And Another Way… / And Yet Another Way…
One More Way…. / Use the number in a sentence here…
Grade 1Unit 1: Block 18