Investigation+1

Day 1
//Small group, still struggling with tens and ones//

Learning Target: I can solve a story problem using tens and ones. I can say how many tens and ones there are in a number.

Worksheets, with regular and advanced problems: [|Unit6Session1.doc]

Begin with practice with tens and ones. Use digis and base ten blocks (let students choose? or alternate) Have them solve an addition problem: Jana was cooking vegetables! She used 23 peas and 26 beans. How many vegetables did she use altogether?
 * 1) I have 3 tens and 4 ones. How many digis do I have? and other similar questions
 * 2) I have 45 digis. How many groups of ten do I have? How many extras? and other similar questions

Use digis or base ten blocks for the problem. Show work on paper or white boards. Use Session 1.1 as a guide. Share strategies. Be sure students have some practice writing the problem like this: 20 + 3 + 20 + 6.

//Larger group, on grade-level and advanced//

Tuesday
//Small group, still struggling with tens and ones//: Danielle, Jana, Jakob, Parys, Lacretsha, Tyrece

Learning Target: I can solve a story problem using tens and ones. I can visualize a story problem so I know what I need to do to solve it.

1. Quick review of tens and ones in numbers (see above) 2. Give them a problem to solve together: Jana has 22 stickers. She gets 10 more. How many does she have now? Talk about what happens when you add ten to a number. Use hundreds charts and little frogs to hop ten. Give students a hundreds chart and let them practice adding ten and see where they end up. Let them try the same problems using base tens, digis, hundreds chart, number line, so they see it in many ways. 3. More story problems. Focus on what happens when you add 10s to a number. [|Unit6Session2simpler.doc]

//Big group//

Learning Target: I can add ten to a number efficiently. I can solve story problems using tens and ones. I can solve a story problem in the most efficient way possible.

Practice adding ten to a number quickly in the group. Check that everyone can do it. (Do some oral story problems on the rug where you are adding ten or multiples of ten. If they seem ready, take away ten or multiples of ten. Give students hundreds charts to use. Also make a big number line on the rug so they can count steps on it.)

Solve problems, with some mixing of addition and subtraction, and some adding and subtracting groups of tens with zero ones.

[|Unit6Session2.doc]

For sharing, talk about what happens when you subtract ten from a number. Model with digis and base ten blocks and hundreds chart and number line.

Do this activity at the beginning of class as much as you can:

Monday
//Small group://

Learning Target: I can add ten to a number efficiently.

//Large group://

Learning Target: I can add ten to a number efficiently and subtract ten from a number efficiently. I can visualize a story problem so I know what I need to do to solve it.

Begin class with everyone on the rug. Follow the steps above to practice adding / subtracting ten from a number. Do it twice with everyone, then send the big group off to solve story problems that add and subtract multiples of 10. Keep the small group on the rug to play the game a few more times before solving a story problem.

Large group should work on challenge problems from last week, or more easy problems if they need extra practice. Small group should do easier tens problems.

simpler problems: [|Unit6Session3simpler.doc]

harder problems: [|Unit6Session3harder.doc]

Share strategies at the end of class.

Tuesday
//Small group://

Learning Target: I can add and subtract groups of ten from a number efficiently.

//Large group://

Learning Target: I can add and subtract using tens and ones efficiently. I can visualize a story problem so I know what I need to do to solve it.

Same activity at the beginning of class with the number line and the place value mat. Add in hundreds chart. Send students to solve problems with tens and ones.

See lesson 1.3 for illustration of how to show the problem with colored cubes.

Problems: [|Unit6Session4harder.doc]

Share some strategies where they jumped on the number line as well as using tens / ones. Share solutions for the problem that is 23 + 37. Use the lesson in the book for an overview of sharing solutions (page 38).

Wednesday
Start with some sharing of solving 23 + 37 on the number line on the rug. Model how to show it on the number line and with tens and ones.

Problems for big group: [|Unit6Session5harder.doc]

Problems for lower students: [|Unit6Session5easier.doc]

End with sharing 64-23 on number line and with tens and ones.

Thursday
Share some subtraction strategies.

Ask everyone to show subtraction on a number line, or at least to try it.

Show how to break a number into its jumps of 10. For example, 43= 10 + 10 + 10 + 3, then you take the jumps.

Make sure they are writing +10 or -10 above their jumps, and the total on the number line where they land.

Continue to demonstrate problems on number line and with digi blocks and with hundreds chart.

Finish story problems.

At the end, play Guess My Number on the hundreds chart. (p.56)

Extra problems for today: [|Unit6Session6.doc]