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# Word - Virginia Department of Education

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Word - Virginia Department of Education

Number and Number Sense

Number and Number Sense Module Grade 1

Hundred Chart Puzzle

Reporting Category Number and Number Sense

Topic Count and write numerals to 100

Primary SOL 1.1 The student will

a) count from 0 to 100 and write the

corresponding numerals.

Related SOL 1.19, 1.21

Materials:

; Hundred chart

; Hundred Chart recording sheet

; Pencils

Vocabulary

more, less, counting up, counting back, counting words, numerals

Student/Teacher Actions (what students and teachers should be doing to facilitate learning)

1. Review the number patterns on the Hundred chart that you have been discussing with

students. Ask, “What patterns do you see on the chart?” Point to a row and ask what

students notice. Point to a column and ask what students notice. “What else do you

see?”

2. Explain that you will be giving students a part of the Hundred chart that has been cut

out from the whole.

3. Students need to decide what numbers could go on the puzzle piece cut from the chart.

4. Ask students to explain how they decided which numbers to put on the puzzle piece.

5. Have small groups/sets of partners share their Hundred chart piece with another group.

“What do you notice about the other group’s puzzle piece? Do the numbers on the

piece make sense? Why or why not?”

6. Pull the groups together to discuss several of the puzzle pieces. “What number did the

group put first? How did you figure out what number to write next? Do the numbers on

the puzzle piece make sense? Why or why not?”

Assessment

; Questions:

o What patterns do you see on the Hundred chart?

o What do you notice about the rows?

o What do you notice about the columns?

o How did you decide what numbers to place on the Hundred chart?

o What number did you choose first?

Virginia Department of Education ? 2012 1

Number and Number Sense Module Grade 1

o How did you figure out which number to write next?

o Do the numbers on the puzzle piece make sense? Why or why not?

Variations:

; Give a more abstract puzzle piece to students in need of more challenge (e.g., 3 x 3

puzzle piece, puzzle piece that resembles a staircase).

; Give students one number to place on the puzzle piece and have them deduce the other

numbers.

; Record the thinking of those students who have difficulty expressing themselves on

paper.

; Copy a Hundred chart with pre-written numbers on cardstock and laminate. Cut the

Hundred chart into pieces and have students put the pieces together like a puzzle.

; Cover numbers on a Hundred chart and have students decide which numbers are

missing and write them on the chart.

Virginia Department of Education ? 2012 2

Number and Number Sense Module Grade 1

Name ________________________

Hundred Chart Puzzle

Here is a piece of a Hundred chart. Fill in the missing numbers that could go on the puzzle piece.

How did you know which numbers to put on the chart? Why did you place those numbers on the chart?

Virginia Department of Education ? 2012 3

Number and Number Sense Module Grade 1

Bears in Caves

Reporting Category Number and Number Sense

Topic Count and write numerals to 100

Primary SOL 1.1 The student will

a) count from 0 to 100 and write the

corresponding numerals. Related SOL 1.8, 1.9

Materials:

; Bear counters

; Plastic bowls/cups (caves)

; Recording sheet

; Pencils

Vocabulary: total, part, missing, counting on, counting back, equal, all

Student/Teacher Actions (what students and teachers should be doing to facilitate learning)

1. Tell students which number they will be working on during the activity and have them

brainstorm things that they know about that number. For example, the number “8”

could tell how many legs a spider has or how many tentacles are on an octopus.

2. Record their ideas on chart paper/board to begin the conversation about the number

being discussed.

3. Have the partners count the number of bears they will be working with during the

lesson, and let them know that this number indicates how many bears they will have in

all.

4. Each set of partners should get a plastic bowl/cup to represent the bear cave.

5. Explain that students will take turns with their partner hiding some of the bears in the

cave (under the bowl/cup) and leaving the rest outside the cave.

6. Students will figure out how many bears are hiding in the cave, given the total number

of bears and the number of bears outside the cave.

7. Students will continue taking turns hiding bears in the cave until they have found

different combinations for the total number.

8. Pull the students back together for a whole-class discussion of the different

combinations they found for the number, and the strategies they used to decide how

many bears were hiding inside the cave.

9. List all the different combinations on chart paper/board, and discuss what the students

notice.

Virginia Department of Education ? 2012 4

Number and Number Sense Module Grade 1

Assessment

; Questions

o If ____ bears are outside the cave, how many are inside the cave? How do

you know?

o How did you determine how many bears were inside the cave?

o Do you notice any patterns with the different combinations you found?

Variations:

; Use numbers that meet individual student needs.

; Struggling students can uncover the bears inside the cave if they are having difficulty

figuring out the unknown part.

; Have students write a number sentence to show how they determined the missing part.

Virginia Department of Education ? 2012 5

Number and Number Sense Module Grade 1

Name ________________________

Bears in Caves

There are _____ bears in all. Write how many bears are outside the cave. Write how many bears are inside the

cave.

Outside Inside Total Bears

Virginia Department of Education ? 2012 6

Number and Number Sense Module Grade 1

Cube Connections

Reporting Category Number and Number Sense

Topic Count and write numerals to 100

Primary SOL 1.1 The student will

a) count from 0 to 100 and write the

corresponding numerals.

Related SOL K.5, 1.18, 1.19

Materials

; Cubes

; Recording sheets

; Crayons/pencils

Vocabulary

make, build, add, and, plus, equal, total

Student/Teacher Actions (what students and teachers should be doing to facilitate learning)

1. Explain to students that they will be connecting cubes to create a given number, such as

10, and finding ways to make that number with the cubes. (The recording sheets for this

activity are to be completed as students discuss a given numbernot all in one lesson.)

2. Each partner group needs to select two colors of cubes to use to make the given

number.

3. After students have selected the colors, ask them to determine how to build the given

number using the two colors of cubes.

4. Show students how to record a picture of what they made, as well as the numbers that

represent the quantities of cubes used. (Record the same color first for each cube

combination.)

5. Have students continue working to build the given number in different ways and record

the solutions on the sheet.

6. Gather students together as a class to discuss the different ways they made the given

number.

7. Record their ideas with numbers and pictures on chart paper or the board, and ask them

what they notice about the shared ideas.

Assessment

; Questions:

o How did you make ____?

o How do you know that ____ and ____ make ____?

o What patterns do you see?

o Are there other ways to make ____?

Virginia Department of Education ? 2012 7

Number and Number Sense Module Grade 1

o How do you know we have found all the different ways to make _____? Variations:

Use smaller or larger numbers, depending on needs of the students. ;

; Have students write number sentences using the “+” and “=” signs on the recording

sheets.

Virginia Department of Education ? 2012 8

Number and Number Sense Module Grade 1

Name __________________________

Cube Connections

4

______ and ______ is 4

_____ and _____ is 4 _____ and _____ is 4

_____ and _____ is 4 _____ and _____ is 4

Virginia Department of Education ? 2012 9

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