Unit+3+Investigation+1

Week One
//Learning Target:// //I can add more than 2 numbers efficiently and accurately by looking for number combinations I know. //
 * __Monday__**

Mini-lesson
Use lesson 1.1 on page 31 of the book. (in small groups if possible) Be sure to use language of parts (//some// of the cubes) and the whole (//all// of the cubes). Use large part-part-whole mats to model.

Work time
Story problems with 3 addends. worksheet: [|Unit3 Inv1 Ses1.doc]

Talk about subtraction. Can I change the order of a subtraction problem and have it be the same? Try this one: Jake has 10 cubes. He dropped 3 of them. How many cubes does he have left? Model it with part-part-whole mat: which are the whole (all the cubes) and which is the part (some of the cubes). Get the answer, write the equation. Now try it the other way. Can we do 3 - 10 and get the same total? Why not?!
 * Sharing**: Use the conversation on p. 35, “Does Order Matter?”


 * __Tuesday__**

Mini-lesson
Learning targets:
 * //I can add more than 2 numbers efficiently and accurately by looking for number combinations I know. //

Introduce number strings as outlined on p. 39 in Inv. 1.2. (in small groups if possible) Make a connection to using "second grade strategies" instead of first-grade strategies.

Work time
Number strings practice Number string problems:
 * for most students: [|numberstringsbeginning.doc]
 * [|numberstringspractice1.doc]
 * for advanced students: [|numberstrings1B.doc]

Math enrichment group
 * § Practice basic facts they have; do not add Near Doubles yet
 * § Practice easy number strings
 * § Choose other activities from the list of enrichment activities (especially tens and ones activities)

__**Sharing**__ See write-up here, but also concentrate on distance from landmark numbers and teens, not just adding tens. Use the small number lines and the hundreds charts so each pair has one, and each pair should have digis or base ten blocks. Each group of 4 has:
 * 1) hundreds chart
 * 2) number line
 * 3) clear markers (counters)
 * 4) digis
 * 5) base ten blocks
 * 6) white board


 * § Have one student find a number and mark it
 * § Another student makes the same number with digi blocks
 * § Another student makes the same number with base ten blocks
 * § Another student finds the number on a hundreds chart and marks it with a little frog
 * § Another student has a white board and writes the equations and work on it
 * § Give an equation out loud. Have students say, before they move, which direction they are going (depending on if it is addition or subtraction).
 * § Students solve the equation with the tool they are assigned to, and then each student announces his/her answer. Compare answers and work.
 * § Focus especially on ten plus something to practice the teens.
 * § Ask questions related to landmark numbers: “How far are you from 10? How many steps are you from 20?” especially for advanced students
 * § Students rotate jobs in the center.

Mini-lesson
Introduce Beat the Calculator (Session 1.3)

Same learning targets as Tuesday
 * Work time**

Number string practice / Beat the Calculator

for most students:
 * [|numberstrings1.doc]
 * [|numberstrings3.doc]
 * [|numberstrings4.doc]

For advanced students: [|numberstrings2.doc] [|numberstrings2b.doc]

__**Thursday**__
Learning targets:
 * Mini-Lesson**
 * //I can add number strings efficiently and accurately.//
 * //I can solve basic facts automatically.//

Place value review:

In small groups, do some tens and ones practice. Ask them to identify how many tens and ones there are in a few numbers; give them some double-digit addition problems to solve. (Do this in homogeneous groups so you can do different levels of difficulty) Struggling group: Have them count out a collection of digis and, once they know the total, guess how many groups of ten and how many extras they will have. Then have them put them in groups of ten and identify how many groups of ten and how many extras there are in a number, and write the numbers on white boards. Other groups: Give a double-digit addition problem without re-grouping. Ask them to solve it with white boards. They may use digis or not, as they choose. Problems: 24 + 32; 43 + 31; 25 + 42

Some students continue with centers from earlier in the week. Others learn to play Beat the Calculator and do it in addition to the other centers.
 * Work Time**

__Friday__
Learning Targets:
 * Mini-Lesson**
 * I can solve ten-plus facts automatically.
 * I can solve basic facts automatically.

Make a class chart of ten-pluses (teens). Notice patterns. Use Ten Frames.



Continue Centers as before:
 * Work time**
 * enrichment group
 * number line in hallway
 * Start to introduce landmark numbers and have students count how far away they are from landmark numbers on the number line
 * number strings
 * basic facts
 * For advanced kids:
 * Harder basic facts (subtraction) minusdoublescards.doc
 * minustencards.doc
 * minusmake10.doc
 * beat the calculator

Monday
Learning Targets:
 * Mini-lesson:**
 * I can automatically add 10 to a number.
 * I can add number strings efficiently and accurately by looking for the friendly numbers.
 * I can say how far away a number is from a landmark number.

Begin with number string practice. Put up a number string and ask what they will look for first. Make a chart of what kinds of friendly numbers to look for.

7 + 4 + 3

(Look for make-tens) Remind them to ALWAYS look for tens first.

6 + 2 + 6 + 2 =

(Look for doubles / tens)

6 + 3 + 7 + 4 + 2 =

(Look for make-tens and then add two)

7 + 3 + 1 =

(Look for make-tens and then plus ones)

3 + 2 + 10 =

(near doubles)

Reiterate that they should not just add the first two numbers and then the next two numbers and then put them together. They need to look for the FASTEST way to solve the problem.

Centers:
 * Work Time**
 * Introduce / continue Beat the Calculator p. 48
 * Number strings (use student math book Unit 3 page 4-5 and Unit 3 pages 11-14 if necessary)
 * Use number line in the hall to either continue to practice adding / subtracting ten to a number, or to begin to teach Close to 20 p. 53
 * Adaptation for Close to 20: teach it with the whole group playing together. Choose cards together, find totals together, keep track of points together. Students may have individual number lines in front of them in addition to the big number line.
 * Another adaptation for Close to 20: for lower students, play it by choosing only 2 cards and trying to get close to 10.

All students work in pairs to practice basic facts for the last 10 minutes. Tell them there will be more basic facts quizes and they will be trying to do more problems in a minute.
 * Sharing:**

Tuesday
Learning Targets:
 * Mini-Lesson:**
 * I can automatically add 10 to a number.
 * I can add number strings efficiently and accurately by looking for the friendly numbers.
 * I can say how far away a number is from a landmark number.

Do some tens and ones practice. Give students a number, have them guess how many tens and ones it will have, then make it with digis or base tens.

same centers as yesterday
 * Work Time**

Basic facts practice / quiz Students fill out graph of how many problems they did in a minute. basic facts graph.doc
 * Sharing**

Wednesday
Learning Targets:
 * Mini-Lesson:**
 * I can automatically add 10 to a number.
 * I can add number strings efficiently and accurately by looking for the friendly numbers.
 * I can say how far away a number is from a landmark number.

Do some plus-tens pratice as a group. Give students problems, have them solve them mentally. Record the problems on the board so they can see what happens when you add ten to a number.

ie. 13 + 10 23 + 10 33 + 10 43 + 10 etc.

Do in small groups. Some groups can do addition and subtraction, others can just make numbers.

centers:
 * Work time**
 * Close to 20
 * Beat the calculator (brain vs. calculator, or do brain vs. brain for really high kids who won't get upset)
 * Enrichment / basic facts / number line for low group
 * more easy number strings: numberstringsbeginning2.doc

number strings assessment from book
 * Sharing:**

Thursday
Learning Targets:
 * Mini-lesson**
 * I can automatically add 10 to a number.
 * I can add number strings efficiently and accurately by looking for the friendly numbers.
 * I can say how far away a number is from a landmark number.

Big group: go over their number strings assessment.

Share that there are 2 big mistakes people made.
 * 1) going too fast and not double-checking
 * 2) not looking for the number combinations they really know

Put up some number strings from the test and ask what combinations they would look for first. Have strong kids who did well on the test explain what they did.

Review the anchor chart and what kinds of friendly numbers to look for. Stop them if they are looking for combinations they have to count on their fingers.

Give back assessments and have them write on the back the one thing they need to practice for homework. (They will have another test Friday to see if they do better.)

Then they go to work on Close to 20.

Meanwhile, small (lower) group is doing a few easy number strings and plus-one facts.

centers:
 * Work time**
 * Close to 20
 * Enrichment / basic facts / number line / trading game for low group

basic facts timed test / graph results (teach how)
 * Sharing**
 * skip ones you don't know fast (don't try to figure them out)