EALR 1.1.
Core Content: Whole number relationships (Numbers, Operations)
“Students continue to work
with whole numbers to quantify objects. They consider how numbers relate to one
another. As they expand the set of numbers they work with, students start to
develop critical concepts of ones and tens that introduce them to place value
in our base ten number system. An understanding of how ones and tens relate to
each other allows students to begin adding and subtracting two-digit numbers,
where thinking of ten ones as one ten and vice versa is routine. Some students
will be ready to work with numbers larger than those identified in the
Expectations and should be given every opportunity to do so.”
1. Creativity and Innovation
This lesson uses NET 1.a, 1.c, 1.d
Teacher NET
1. Facilitate and Inspire Student Learning and Creativity
This lesson uses NET 1.a, 1.b, 1.c, 1.d
2. Design and Develop Digital Age Learning Experiences
This lesson uses NET 2.a, 2.d
Objectives:
1.
I can learn a new game that teaches me the skill of counting to ten
2.
I can create multiple combinations of two numbers to add up to ten
3.
I can practice adding dots on dice with a partner
4.
I can practice my skill of adding and subtracting numbers to equal ten
1.
I will ask a student to come up and play a demonstration game with me.
2.
I will ask the student that I’m playing with to choose one of the two colors,
and explain that I will use the cubes of the other color.
“April
chose blue, so I’ll use the yellow cubes.”
3.
I will then demonstrate the first turn by rolling the dice.
“We
take turns rolling the two dice. What numbers did I roll?... I rolled 5 and a
4. So, how many cubes do I take? How do you know?
4.
I will make a stack of nine yellow cubes.
5.
I will show the progress of the game on a piece of chart paper on the document
camera by drawing a tower of nine yellow cubes.
“I
used my cubes to make a tower nine cubes high. How many more cubes do we need
to make a tower of ten?”
6. I
will encourage students to count on their fingers or try to visualize the
situation if they find it helpful.
Note: If you roll a 5 and a
6 or two 6’s on the first turn, put the cubes together to make a tower, you
should snap off so that you have only ten in the tower.
7.
Next, I will have my student partner roll the dice
“April
rolled a 3 and a 2. How many blue cubes does she take?”
8.
I will show the student how to put one cube on top of the tower of 9 yellow
cubes to make a complete tower of ten. Then start a new tower with the
remaining four cubes.
“Now
we’ve finished one of our three towers of ten. We’ve also started a tower of
four. How many more do we need to finish that tower?”
9.
I will continue playing with the student until we have completed the three
towers.
10.
I will explain the last step of the game to the students which is to find the
number of cubes of each color in each tower. I will choose one tower to start
with, and count aloud as students count the number of each color with me.
11.
Students will record their combinations on paper and then as a class we will record all combinations on Excel which will be projected on the board. I will allow students to come up to the computer and input their own information.
Tech Benefit:
Students will see on Excel all the different combinations that they can make to equal ten. Once we start adding larger numbers, students will begin to see patterns. We will use this excel program for many future lessons that look at combinations of two numbers.
