Targeted Content Standard(s): Student Friendly Learning ...ioer.ilsharedlearning.org/.../G1_U1_Lesson_2_Plan.pdf · Grade: 1 Lesson Title: 2-Digit Lengths Unit: Measurement, Counting

Grade: 1 Lesson Title: 2-Digit Lengths Unit: Measurement, Counting & Data (Lesson 2 of 3) Time Frame: 10 days Essential Question:

Why are numbers important?

When and how do we measure length?

Targeted Content Standard(s): Student Friendly Learning Targets 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.

I can…

Order and compare three objects by length. (1.MD.1)

Compare the length of two objects indirectly by using a third object. (1.MD.1)

Measure length of an object by laying multiple copies of a shorter object end to end. (1.MD.2)

Represent the length of an object as the total number of units represented by multiple copies of a shorter object laid end-to-end. (1.MD.2)

Apply & explain the importance of making sure that there are not any gaps or overlaps in order to get an accurate measurement. (1.MD.2)

Count within 120 starting at any number less than 120 (1.NBT.1)

Read and write any number within 120 (1.NBT.1)

When given a set of objects (within 120), represent the quantity with a written numeral (1.NBT.1)

Targeted Mathematical Practice(s): 1 Make sense of problems and persevere in solving them 2 Reason abstractly and quantitatively 3 Construct viable arguments and critique the reasoning of others 4 Model with mathematics 5 Use appropriate tools strategically 6 Attend to precision 7 Look for and make use of structure 8 Look for an express regularity in repeated reasoning

Supporting Content Standard(s): (optional) 1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object. 1.MD.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.

Purpose of the Lesson: Students develop understanding of the value of 2-digit numbers through counting and organizing objects.

Explanation of Rigor: (Fill in those that are appropriate.) Conceptual: Students

Procedural:

Application:

Vocabulary: Model Unit Measure Order Compare

Longer Shorter Fewer Greater

Equal Count Number Numeral

Evidence of Learning (Assessment): Pre-Assessment: Comparing Line Lengths (Lesson 1, Segment 1), Measuring and Ordering (Lesson 1, Segment 9) Formative Assessment(s): Counting to 120 (ongoing), Number Dictation (segment 3), Building Teen Numbers (segment 1) Summative Assessment: Building 2-Digit Lengths (segment 6), Measuring and Ordering (segment 7)




Self-Assessment:

Lesson Segments: 1. Building Teen Numbers 2. Color and Write Teen Numbers 3. Number Dictation 4. Roll and Write 2-Digit Numbers 5. Dot and Write 2-Digit Numbers 6. Building 2-Digit Lengths 7. Measure Objects with Tools (longer than 10 units)

Counting to 120 (Ongoing Assessment)




Lesson Procedures: Segment 1

Approximate Time Frame:

60 minutes

Lesson Format: Whole Group Small Group Independent

Modeled Guided Collaborative Assessment

Resources:

Let’s Count by Tana Hoban (or substitute another book)

Building Teen Numbers recording sheet

Counters

Number Cards

Focus:

Representing teen numbers with manipulatives, numerals, language and visuals.

Modalities Represented: Concrete/Manipulative Picture/Graph Table/Chart Symbolic Oral/Written Language Real-Life Situation

Math Practice Look For(s):

MP 2: Reason abstractly and quantitatively. Students see a “ten” rather than counting ten ones and can build teen numbers by beginning at ten then counting on.

MP 7 Look for and make use of structure. Students use the pattern of “tens” to build larger numbers.

Differentiation for Remediation: Some students may need additional support to count to ten by ones.

Differentiation for English Language Learners: Provide visual support for vocabulary terms “ten” and “one”.

Differentiation for Enrichment:

Potential Pitfall(s):

Students may lack the understanding that a “ten” is made up of 10 ones and may need to count each one individually instead of seeing a “ten.”

Independent Practice (Homework):

Teacher Prep: Make student copies of the Building Teen Numbers recording sheet onto 11 x 17 paper (these may be laminated). Copy, laminate and cut teen numbers deck.

Steps:

1. Read the book Let’s Count by Tana Hoban (or another counting story that addresses the teen numbers).

Teacher Notes/Reflections:

2. Give each student a Building Teen Numbers mat and counters. Hold up a Teen Number Card from the Teacher Deck.

3. While students are independently or working in small groups throughout this lesson, teacher will ask each student to count by ones as high as they can and will record student’s progress.




4. Whole Group: Students build teen numbers using counters.

Students who need to count all, start by filling the shaded boxes with counters.

Students who can count on fluently do not need to fill the shaded boxes. They add the counters onto the horizontal 20 frame to model the number. They can use the language of longer or shorter to compare the lengths with a neighbor.


5. Partners:

Choose a card from the teen number deck and build that number by adding on the appropriate number of counters.

Students who need to count all, start by filling the shaded boxes with counters.

Students who can count on fluently do not need to fill the shaded boxes. They add the counters onto the horizontal 20 frame to model the number. They can use the language of longer or shorter to compare the lengths with a neighbor.

6. Have student build the numbers horizontally the first time and then build them vertically the next day to show height. They can use the language of shorter or taller to compare their lengths with a partner.




Segment 2


30 minutes



Resources:

Color and Write and Building Teen Numbers recording sheet

Teen number deck

Colored pencils

Focus: Color and Write Teen Numbers



MP 2: Reason abstractly and quantitatively. Student recognizes and understands that the first ten on the twenty frame is a “ten” and does not need to count it each time.

MP 6 Attend to precision. Student consistently represents teen numbers without counting the first ten on the twenty frame.

MP 7 Look for and make use of structure. Students use the twenty frame to quickly model teen numbers.

Differentiation for Remediation: Some students may need additional support to count to ten by ones.

Differentiation for English Language Learners: Provide visual support for vocabulary terms “ten” and “one”.



Some students may still struggle with the anchor number of 10 and will continue to count the first ten of the twenty frame.


Teacher Prep: Make student copies of Building Teen Numbers – color and write recording sheet.

Steps:

1. Students may work with a partner or independently and picks a number card from the teen number deck.


2. Students color the boxes after the 10th box to model the teen number.

3. Students record the number above the last box colored.

4. Teachers may ask students to explain their recordings. (Example: Dennis says “I picked the card 15, started at ten and counted 5 more. I wrote 15 because ten and 5 ones equals 15.”)




Segment 3


20 minutes



Resources:

Number dictation recording sheet and observational checklist

Oral Counting Recording Sheet

Focus:

Assess students on listening and writing numbers



MP 2: Reason abstractly and quantitatively. Student can write the numerals said verbally.

MP 6 Attend to precision. Student accurately forms the numerals spoken verbally.

Differentiation for Remediation:

Differentiation for English Language Learners:




Teacher prep: Make copies of Number Dictation Recording sheet for each student.

Steps: 1. Independently or in small groups, teacher will read the following to

students: a. Place your finger on the Sun in this line write the numbers . . .

1. Teacher chooses 5 numbers from 0-10 and reads each number to students to write down.

b. Place your finger on the Heart in this line write the numbers . . . 2. Teacher chooses 5 numbers from 10-50 and reads each number

to students to write down. c. Place your finger on the Smiley Face in this line write the numbers . . .

3. Teacher chooses 5 numbers from 50-80 and reads each number to students to write down.

d. Place your finger on the Star in this line write the numbers . . . 4. Teacher chooses 5 numbers from 80-120 and reads each number

to students to write down. 2. Based on student results, retesting of Number Dictation should be done

throughout the rest of the year.





Segment 4


30 minutes



Resources:

1 die (10, 20 or 30 sided)

1 die (0-9)

Roll and Write –Two Digit Numbers recording sheet

Pencil

Focus:

Students will use dice to roll and write 2-Digit Numbers



MP 2: Reason abstractly and quantitatively. Students can write 2-digit numbers without representing them with manipulatives and understands that a “20” actually represents 2 tens.

MP 6 Attend to precision. Student combines the “tens” and the “ones” to accurately write the 2-digit number.

MP 7 Look for and make use of structure. Students use their understanding of tens and ones to write 2-digit numbers.

Differentiation for Remediation: Students may use base ten blocks to aid in place value understanding.

Differentiation for English Language Learners: Use picture cards to show decade numbers as groups of base ten blocks.

(ex: [ 20=two tens )



Students may not understand that the “tens” dice and the ones die represents the placement of the digits and that addition is not necessary. (ie. 20 and 4 is 24). Student may want to add the 20 and 4 using manipulatives and may require more work in understanding place value.


Teacher Prep: Make copies of the Roll and Write – Two Digit Numbers recording sheet.

Write 10, 20, 30, 10, 20, 30 on cubes to make dice.

Steps: 1. Independent:

Student rolls one 10, 20, 30 die and records the number in the first column.

Student rolls one 0-9 sided die and records the number in the second column.

Student writes the 2-digit number in the last column.





2. Partners

Each student rolls one 10, 20, 30 die and records the number in the first column.

Each student rolls one 0-9 die and records the number in the second column.

Each student writes the 2-digit number in the last column.

Students compare their numbers and the one with the greater number circles theirs.





Segment 5


30 minutes



Resources:

Dot and Write recording sheet

One decade die

One 0-9 die

Plastic sleeve

Dry erase markers

Focus: Students will use dice to model numbers by using dots and write 2-digit numbers using a hundreds board.



MP 2: Reason abstractly and quantitatively. Students use “tens” to model 2-digit numbers.

MP 6 Attend to precision. Student combines the “tens” and the “ones” to accurately represent 2-digit numbers on a hundred board.

MP 7 Look for and make use of structure. Students use a hundreds board to demonstrate decades and ones.

Differentiation for Remediation: Students may need to model using base ten blocks and/or receive support to count by tens prior to recording dots.




Students may still have difficulty understanding that it is unnecessary to count a ten by ones and students may need more reinforcement of place value understanding.


Teacher Prep: Make copies of the Dot and Write recording sheet and place in plastic sleeves.

Steps:

1. Whole Group:

Roll one decade die and one 0-9 die.

Record the number rolled in the box labeled “Write Number” using a dry erase marker.

Model the number by recording dots on the decade boxes for the tens and the “ones” boxes for the remaining ones using dry erase markers.

Students hold up their completed board to show that they have modeled the number correctly.





2. Small group or Partners:

Roll one decade die and one 0-9 die.

Record the number rolled in the box labeled “Write Number” using a dry erase marker.

Model the number by recording dots on the decade boxes for the tens and the “ones” boxes for the remaining ones using dry erase markers.

Students compare their completed boards to show that they have modeled the number correctly.


3. Teacher should observe if students are recording the decade die by “ones” or by “tens”.




Segment 6


30 minutes



Resources:

Building 2-digit Lengths Recording Sheet

Tile squares

1 die (marked 10, 20, 30)

1 ten-sided die (0-9)

Focus: Building 2-Digit Lengths using tile squares and making comparisons using longer, shorter, and equal.



MP 2: Reason abstractly and quantitatively. Students interpret numbers and values using length.

MP 6 Attend to precision. Students accurately model tens and ones using square tiles to show length.

MP 7 Look for and make use of structure. Students use square tiles to represent place value.

Differentiation for Remediation: If needed, start only using the 10 die, then add new decade die as previous decade numbers are mastered.

Differentiation for English Language Learners: Provide picture support for terms “longer than”, “shorter than”, or “equal to”.

Differentiation for Enrichment: Some students may be able to use decade die (10 – 90).


Students may lack place value understanding and may not understand that 30 means 30 ones.


Teacher Prep: Teacher makes copies of Building 2-digit Lengths Recording sheet for students. May need to make one die marked 10, 20, 30 and one ten sided die marked 0-9.

Steps:

1. Students roll the 10, 20, 30 die and records on the Recording Sheet. Next student rolls 0-9 die and records it on Recording Sheet.

2. Students record 2-digit number.

3. Students lay that many tile squares end to end to show length and compares the length of their arm to the row of tiles and records the number as longer than, shorter than, or equal to the length of their arm.





Segment 7


60 minutes



Resources:

Measuring and Ordering Observational Checklist

3 Measuring and Ordering Student Recording Sheets

3 one-inch width construction paper strips in different colors with 3 different lengths (ie. 24, 32, 29 inches)

3 sections of tape on floor of different lengths and colors (ie red 28 in, yellow 17 in, blue 31 inches)

Focus:

Students Measure Objects with Tools (longer than 10 units)



MP 2: Reason abstractly and quantitatively. Students can analyze units and explain the reason why it takes more smaller units to measure an object than it does larger units.

MP 6 Attend to precision. Students use correct measurement techniques which include placing the tools end to end without any gaps.

MP 7 Look for and make use of structure. Students accurately measure and can make conjectures based on the understanding that the smaller the unit the more it will take to measure an object than a larger unit.

Differentiation for Remediation: Students may need reinforcement in proper measurement techniques.


Differentiation for Enrichment: Write to explain the connection between the size of the measurement unit and the number of units needed to measure an item.


Students may not understand the importance of measuring accurately or may need more practice in how to measure objects.


Teacher Prep: Lesson 6b 1. Station 1: Cut and tape together 3- one inch width

construction paper strips 24 inches, 32 inches, 29 inches long in different colors.

2. Station 2: Tape 3 sections of tape on the floor: For example, red- 28 inches yellow- 17 inches blue- 31 inches. Tape the





lines so that they are not parallel or beginning at the same point.

Steps:

1. Students will work through 3 stations: a. Ordering construction paper strips – Students

place the strips in order from shortest to longest or longest to shortest and record the colors next to the appropriate terms on the record sheet.

b. Measuring real-world objects – Students use color tiles and large paper clips to measure the lengths of 3 objects.

c. Ordering tape strips – Students measure the lengths of 3 sections of tape.

2. As students work through the stations, they record answers on the Student Recording Sheet while teacher circulates and make observations.

Documents

Targeted Content Standard(s): Student Friendly Learning ...ioer.ilsharedlearning.org/.../G1_U1_Lesson_2_Plan.pdf · Grade: 1 Lesson Title: 2-Digit Lengths Unit: Measurement, Counting