Number+6,+Investigation+3

Day 1 (Thursday)
Learning targets:
 * I can make big jumps of 5, 10, or multiples of 5 and 10 on the hundreds chart and number line.

Lesson 3.1

Play Get to 100 forward or backward. Stronger students go up to 100 and then come back down; other students can just go forward.

recording sheet: [|getto100.doc]

When students double check, if they are adding, they can look for friendly numbers to add (as described in the book). If they are subtracting, they will have to double-check just by going through the process a second time.

Variations: Some students play as described in the book. Another group plays with just one dice. (only add 5, 10, 15, or 20 each roll) Another group plays with a 1-6 die and a die that only has 10 on it. They roll one then the other. Maybe play with the huge hundreds chart and take steps on the hundreds chart. (For those who don't have plus-tens down yet.)
 * Lowest group variation: roll a 1-6 die and a die with only 10s on it. Talk about the total. Use the huge hundreds chart. Roles can include:
 * write equations on white board
 * move on the huge hundreds chart
 * follow along on individual hundreds charts
 * make the numbers with digis
 * follow along on the number line

Day 2 (Monday)
Learning targets:
 * I can make big jumps of 5, 10, or multiples of 5 and 10 on the hundreds chart and number line.


 * Mini-lesson:**
 * Start with some mental math problems that add multiples of 5s or 10s to numbers. Have students share how they solved with a partner and ask their partner to report back what they thought. (The partner may need scrap paper to record their thinking.)
 * Revisit learning target.
 * OR play a round and talk about strategies.


 * Work time:**

play Get to 100.


 * Sharing:**

Write down with your partner what you learned today about adding 5s, 10s, 15s, and 20s. (or adding ten to a number) Share a few. What connections can we make to how we solve story problems or other things you've learned?

OR

Play some games like Buzz for skip counting,

Day 3 (Tuesday)
Learning targets:
 * I can solve addition, subtraction, and missing part problems efficiently by taking big jumps on the number line or using landmark numbers.
 * I can solve problems using a number of different efficient strategies.


 * Mini-lesson:**

Revisit Carousel. Students are assigned an addition problem, and they use one piece of paper with 4 sections to solve the problem in 4 ways. Remind them that each solution should give them the same answer.

Remind them of the learning target and of being able to take big jumps and use what they learned from Get to 100 to solve problems.

This is their job today: to use something they learned from Get to 100 to solve problems efficiently by taking big jumps on the number line, on the hundreds chart, and adding tens and ones.


 * Work time:**

Carousel, as in Inv. 2.


 * Sharing:**

Leave a good 20 minutes for sharing. Students share with a partner a way they solved their problem that uses something they also did in Get to 100. Their partner must understand it well enough to explain it to someone else.

Pick people to share how they partner solved the problem.

Day 4 (Wednesday)
More work on the Carousel and on how to solve problems in 1 of 2 ways: break BOTH numbers apart (tens and ones), or leave one number the same and break the other one apart.

Day 5 (Thursday)
Again, Carousel, practice leaving one number the same and adding the other in parts.

Day 6 (Friday)
Short math lesson: practice with "balancing equations."

[|balancing equations.doc]

[|balancing equations with problems.doc]

Day 7 (Monday)
Learning targets:
 * I can add coins.
 * I can find the difference between an amount of money and a total.
 * I can break a number into parts so I can add and subtract it efficiently.

Review money. Ask students to hold up coins that equal 1 cent, 5 cents, 10 cents, 25 cents.
 * Mini-lesson:**

Give students some coins to count -- they must tell you the total. (have cups prepped ahead of time, tailored in terms of difficulty level.)

Teach Collect a dollar

Collect a dollar / spend a dollar (Some may play Collect 25 cents instead)
 * Work time:**

Come back to balancing equations with solving problems. (From Day 6)
 * Sharing:**

Day 8 (Tuesday)
Session 3.4

Learning targets:
 * I can subtract by taking big jumps on a hundreds chart.
 * I can subtract using landmark numbers.

Teach Unroll a Square recording sheet: [|unrollasquarerecordingsheet.doc] directions: [|UNRollasquaredirections.doc]

Centers: Unroll a Square Collect a dollar / spend a dollar


 * Sharing**

Balancing equations and solving problems with them. (Finish from yesterday.)

Day 9 (Thursday)
Learning Targets: I can make 100 in many different ways.

Challenge: in order to do problems about spending money, we have to be able to break 100 cents apart.
 * Mini-lesson:**

In order to do that, we have to think of all the ways to make 100 that we can. That's your challenge for today.


 * Work Time:**

Choose a tool to make 100 out of: digi blocks, coins, base ten blocks, hundreds chart, or no tools.

[|penny strips make 100.doc]


 * Sharing:**

Share ways you made 100, sort them, see how many ways to make 100 you can.

Day 10 (Friday)
Keep making 100 in different ways. List as many ways as you can. Share more ways; challenge kids to make new ways that we have not found yet.

Day 11 (Monday)
Learning target:
 * I can subtract coins. This means I can make trades in order to make change.


 * Mini-lesson:**

Reminder that we got stuck last week trying to solve $1.00 minus 9 cents. Together, try to solve $1.00 minus ten cents. First use digis. Then base ten blocks. Then coins. Students stay on the rug and work on it together. When someone shares, everyone does the same thing with them. (Ie. as they explain, everyone follows along with their own manipulatives.)

Students use what we did to solve $1.00 minus 10 cents to solve $1.00 minus 9 cents.
 * Work time:**

Share strategies. Make some math-to-math connections: how did you use one problem to help you solve the other problem?
 * Sharing:**

Day 12 (Tuesday)
Learning targets:
 * I can subtract from 100.
 * I can make trades in order to subtract.

Play the trading game backward as a group.
 * Mini-lesson:**

Play the Trading Game backward in pairs.
 * Work time:**

How is the Trading Game backwards like Spend a dollar? or What kinds of trades do you have to make in order to play the Trading Game backwards?
 * Sharing:**

Day 13 (Monday)
Learning target:
 * I can subtract by making trades from tens to ones.

Play the trading game backwards from 90 to 0, using digi blocks. In small groups (2 or 3 groups) Introduce the landmark number model for subtracting


 * Sharing**:

What did you discover? What connections can you make? Make an anchor chart with connections listed (web)

Day 14 (Tuesday)
Learning target:
 * I can subtract by making trades from tens to ones.

Play the trading game backwards from 90 to 0, using digi blocks or base ten blocks. In pairs? Continue to use the landmark number model as an example.


 * Sharing**:

What did you discover? What connections can you make between digis and base ten blocks? Make an anchor chart with connections listed (web)

Day 15 (Wednesday)
Learning target:
 * I can subtract coins. This means I can make trades in order to make change.

Play spend a dollar using only dimes and pennies. In pairs?


 * Sharing**:

What did you discover? What connections can you make between the games we've been playing? Make an anchor chart with connections listed (web)

Day 16 (Thursday)
More spend a dollar?

Introduce worksheet with landmark numbers.

More landmark number practice.

Lesson 3.5 Collect a Dollar / Spend a Dollar

Choices: Collect a Dollar / Spend a Dollar Unroll a square


 * Sharing:**

You are playing Collect $1. You have 47 cents. You roll 15 cents. What coins do you take? How much do you have?

You are playing Get to 100. You are on 47. You roll a 15. Where do you land? How do you get there?

What connections can you make between these two games?

Day 10 (Thursday)
Choice Time: Get to 100 forward or backward? Collect a Dollar / Spend a Dollar Unroll a Square


 * Sharing:**

Connections: Write on the board 2 problems.

You are playing Spend a Dollar. You have 4 dimes and 3 pennies left. You roll 13. How much money do you have left?

You are playing Unroll a Square. You have 43 cubes left. You roll 13. How many cubes do you have left?"

Ask pairs to share connections they have between the two games.

Other stuff: Start with a quick missing part assessment: missingpartassessment2ways.doc