Number+2+Investigation+2

Investigation 2 (8 days)
(Week of 9/28/09)

Mini-lesson
Learning Targets:
 * //I can count collections of objects accurately.//
 * //I can compare two numbers. This means I can say which number is greater and which is less.//
 * //I can find the difference between two numbers. //

Get two volunteers to come forward. Make up a story about giving them each something they would really want (stickers, grapes, beautiful minerals from our rock collection.) Give one of them 3 cubes, and give the other 5. Write their names on the board and how many they each have.

"I gave Alex 3 crackers and I gave Nicole 5. Who has more?"

Draw the crackers on the board with one on top of the other so they can see them like a graph. At the same time, ask the two students to make towers out of their cubes.

"Right, Nicole has more crackers. Now, I want to know how many more crackers Nicole has than Alex. When I say, '//How many more// does she have //THAN// Alex,' what I want to know is: what's the difference between their two towers? How many more would Alex need to have the same number as Nicole? How many more would he need so it would be fair? Whenever anyone uses those words 'How many more...' and 'THAN,' they are asking 'what's the //difference// between two numbers.' "

Write THAN on the board so they can see that it is different from THEN.

Tell them that THEN is a transition word but THAN is a comparison word.

Ask them to talk to a partner about how they would find the difference. Share a few strategies. Put some emphasis on using cubes as tools if you need to, but that using cubes is usually not the most efficient way, so when you are ready, it is good to try to find other ways to find the difference.

Repeat the process of taking two volunteers and giving them a different quantity of something, then asking who has more, and how many more. Each time, ask them to repeat what "how many more than" means: it means "What's the difference?" or "how many would Alex need so it would be fair."

[|howmanymorethan.doc] [|howmanymorethan2.doc] [|howmanymorethan open ended.doc]

Work time:
Give students the worksheets. You may choose to start students at different levels of difficulty. Make cubes available for building towers. Look for students who compare quantities by counting up or writing equations instead of using cubes.

Sharing:
End with 10 minutes of sharing of ways to solve the problems. Choose one problem to focus on. Have someone share how to find the difference by using towers of cubes. Also make sure there are other strategies, such as counting up from the smaller number to the greater number, or using the hundreds chart or number line. Model how to show these strategies on paper. If no one uses tools such as the 100s chart or number line, ask them how they might use them as a tool.

Learning Targets:

 * I can count, read, and write numbers from 1 to over 100.
 * //I can count collections of objects accurately.//
 * //I can compare two numbers. This means I can say which number is greater and which is less.//
 * //I can find the difference between two numbers. //
 * I can say the names of the coins and their values. This means I can say how many pennies each coin is worth.

Introduce Counting Strips (Session 2.3) (small groups)

Work time:
Centers
 * How many more than problems
 * Counting Strips

Sharing:
Explore pennies and nickels and have students share what they notice about them. Work on a chart about coins. (See page 83) (small groups)

Mini-lesson:
Learning Targets:
 * I can count, read, and write numbers from 1 to over 100.
 * I can say the names of the coins and their values. This means I can say how many pennies each coin is worth.

Start by exploring dimes and quarters and writing what students observe and know on the class chart.

Work time:

 * How many more than problems
 * Counting Strips
 * Pull small counting groups

Sharing:
More on coins, or clock practice (setting clocks to the hour on the hour)

Mini-lesson:
Learning Targets:
 * I can count coins and make trades with coins.

Teach Collect 25 cents (Session 2.4) in small groups or half-groups. Be sure to teach how to write the cents symbol. When you model making trades, make sure to re-count the money after the trade to see if it really is the same total. If it's not a good trade, the total will be different. If it is a good trade, you'll have the same total. Be explicit about this.

Work time:
Everyone plays Collect 25 cents.
 * Students who are on grade-level play as described in the book.
 * Advanced students may try to reach $1.00.
 * Struggling students play with only dimes and pennies and make trades (ie. the Trading Game with pennies and dimes.) Or they just play the Trading Game with digi blocks if they are not ready for the abstractness of coins.

Have table tents of equivalencies or use the sheet in the teacher's guide.

End with a quiz on How Many More. [|howmanymorethanquiz.doc]

Grading the quiz: ✓- wrong answer ✓ right answer, counts all (draws all) ✓+ right answer, counts on

__Days Five - Six__: Session 2.5
How many pockets Follow plan in the book OR use some of the ideas in this link. This is a complicated lesson with so much going on that we have extended it to 2 days.

__Day One__: Session 2.6
Plus 1- or 2- Bingo -- basic facts

Mini-lesson
Learning Targets:
 * //I can automatically add one or two to a number.//

Teach the game.

Work Time:
Students play in pairs.

//Take notes on where students are so that next time we know who needs to play a harder game and who needs to play just plus-1 Bingo. Make adjustments to the game as necessary while they play; for example, some students should only play Plus-1 Bingo, and may need a ten-frame for modeling numbers.//

Sharing:
Practice coin values / names; count a collection of coins as a group.

__Day Two:__ (optional addition)
trading game -- place value

Mini-lesson
Learning Targets: model the game / play a few rounds as a group
 * I can identify how many groups of tens and extras there are in a number.

Work time:
Students play in pairs. Struggling students play as a group with a teacher leading the game. Advanced students try to get past 100.

Sharing:
Students practice making times to the hour on clocks.

__Wednesday__
choice time (Session 2.7)

Mini-lesson:
Learning Targets: Do Today's Number as a class (or in small groups). Use a larger number for more advanced students and a smaller number for struggling students if you do it in groups.
 * I can identify how many tens and ones there are in a number.
 * I can automatically add one or two to a number.

Work time:
Students play either game with their partner.

Sharing:
Practice making time to the hour on clocks.Type in the content of your page here.