November 28-30. Tens & Ones Understanding Ten-Twenty. Students will work on ordering numbers using number cards, and cubes. They will pick 4 cards from their box and order them from least to greatest and build towers to match the number. (1, 2, 3)
Students will work on ordering numbers using number cards, and cubes. They will pick 4 cards from their box and order them from least to greatest and build towers to match the number. (1, 2, 3)
Count 10. Students will have to count a variety of objects in baggies. They will have to write which ones are 10, and which ones, have less or more. (4, 5, 6)
1.01 Develop number sense for whole numbers through 30.Connect model, number word (orally), and number, using a variety of representations.
Count objects in a set.
Compare and order sets and numbers.
Estimate quantities fewer than or equal to 10.
Recognize equivalence in sets and numbers 1-10.
1.02 Share equally (divide) between two people; explain.1.03 Solve problems and share solutions to problems in small groups.
K.CC.3. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
1.01 Develop number sense for whole numbers through 99. Connect the model, number word, and number using a variety of representations.
Use efficient strategies to count the number of objects in a set.
Read and write numbers.
Compare and order sets and numbers.
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.3. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
Students will usebase ten blocks to build two digit numbers, then add two mumbers together in groups of four.
1.01 Develop number sense for whole numbers through 999
2.NBT.1. Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:
2.NBT.3. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
2.NBT.5. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
What Do I Do?
=1Questions for Data Collector
Directions: Record answers here for each problem to turn in.
-What is the value of the number in Column 1? ___________
-What is the value of the number in Column 2? ___________
-How many one’s are in this number? ______
-How many ten’s are in this number? ________
-How would we write this number in Expanded form? ________________________
Place First Number Here
Place Second Number Here
Add, and put answers here.
Draw picture to represent ten rods and one's cubes used to make numbers.
Group Members: _______,_______,_______,_______
Ping Pong Ball
Math 4.01 Collect, organize, analyze, and display data (including circle graphs and tables) to solve problems.
Science 2.01 Observe and describe the properties of soil:
Color., Texture., Capacity to hold water.
Competency Goal 3: The learner will make observations and use appropriate technology to build an understanding of the earth/moon/sun system.
4.01 Collect, organize, analyze, and display data (including line graphs and bar graphs to solve problems.4.02 Describe the distribution of data using median, range and mode.
1.03 Develop flexibility in solving problems by selecting strategies and using mental computation, estimation, calculators or computers, and paper and pencil.
1.01 Develop number sense for rational numbers 0.001 through 999,999
5.NBT.6. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
5.NBT.7. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
Students will explore multiple towers and will use this exploring time to see how to find the multiple for large numbers as a whole class.