COMMON CORE STATE STANDARD
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
  1. 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)
  2. 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.
/ Guiding Questions
  • Why is it important to represent numbers in different ways?
  • How can you represent numbers?

EXPLORE THE CONCEPT
Procedures
  1. 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?
  2. 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.
  3. Show students the number book page. Explain that they can represent their number in different ways on the page.
  4. 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.).
  5. 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.)
  6. Group 1 does numbers 1-5, Group 2 does 6-10, Group 3 does 11-15, and Group 4 does 16-20.
/ Guiding Questions
  • How did you choose to represent your numbers?
  • How did you resolve any problems you had when working with your group?

REFLECTION
Procedures
  1. When groups are done, collect pages and bring students to the carpet.
  2. 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.
  3. Compile all of the pages together in order to create the class number book.
/ Guiding Questions
  • 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