Unit+3+Investigation+3

**__Tuesday__**

 * Mini-lesson:**

Learning Targets:
 * I can say if a number is odd or even. This means I can figure out if a number can be divided into partners or teams.

Introduce partners and teams using the mini-lesson in Inv. 3, Session 1, p. 125.

//__Next year: spend one day on partners and one day on teams (or half and half) -- don't mix them.__//


 * Work time:**

Students work on partners and teams:

partners and teams worksheets: [|partnersteamsv2.doc]

//Students who need to re-take the part-part-whole assessment from last week may do so at this time.//


 * Sharing:**

Work on a Partner and Teams anchor chart, filling in for each number together. (from 7 -20). Start chart of what we know about odd and even numbers.

__Wednesday__

 * Mini-lesson:**

Learning Targets:
 * I can say if a number is odd or even. This means I can figure out if a number can be divided into partners or teams.
 * I can explain my mathematical ideas clearly in words and pictures.
 * I can explain what odd and even numbers are.

Continue chart of what we know about odd and even numbers.


 * Work time**

In small groups, work on questions about odd and even numbers. Introduce a question, discuss it in the group, share ideas and evidence, then have students write about their thinking. Questions about odd and even: [|oddandeven.doc]

Start with Question 1: How can you tell if a number is odd or even? Students may refer to the class chart.

Question 2: Can you ever have 3 kids left over if you are making 2 teams? Why or why not?
 * Act this one out: Divide your group into 2 teams. Ask if we could have 3 kids left over. Talk about why. Help students explain and draw their evidence. They don't have to write complete sentences!

Question 3: Can you ever have 4 kids left over if you are making partners? Why?
 * Act this out as well, talk about why, and have students show thinking on paper.

Question 4: The numbers that make two equal teams also can make partners. Why?
 * Try this out with a few numbers, and make partners and teams with them. Talk about why this is true. Kids explain on paper. (Not everyone will get to this one.)

Thursday

 * Mini-lesson:**

Learning Targets:
 * I can say if a number is odd or even. This means I can figure out if a number can be divided into partners or teams.
 * I can explain my mathematical ideas clearly in words and pictures.
 * I can explain what odd and even numbers are.
 * I can count by twos fluently. That means I can count by twos quickly and automatically.
 * I can efficiently find out how many things there are in groups of two.


 * Work time:**

Odd or even assessment. Easier version is on page 2. [|oddandevenassessment.doc]

//Support for lower kids: use the language of teams or partners with the assessment if that helps. Re-word the questions for them orally to ask if each number can make partners or teams.//

Work on the How Many Legs problem when they finish.

How many holes (problems about buttons)?
 * Buttons and Crackers problems, basic (for 2s and 5s):
 * buttons1.doc
 * Buttons and Crackers problems, advanced (for 2s and 5s):
 * Buttons1B.doc


 * Sharing**

Use the discussion on page 140-141 to discuss How Many Holes.

Friday

 * Mini-lesson:**

Connect how many holes to how many legs, or eyes, or hands, in a group.

Introduce a problem about how many fingers. (Counting by tens)


 * Work time: [|Unit3Session4.doc]**


 * Sharing:**

Create a chart of counting by tens.

Monday

 * Mini-lesson:**

Learning Targets:
 * I can count coins, including pennies, dimes, nickels, and quarters.

Introduce Collect 50 cents / Collect 25 cents / Collect $1.00 to the class. (Different students play to different totals.)


 * Work Time:**


 * Re-visit odd and even with students who did not do well on the assessment.
 * Students who are retaking the part-part-whole assessment should finish it, then do problems about crackers.
 * Everyone else plays Collect 50 cents (or to a different total)


 * Sharing:**

Talk about making trades. If you were going to the bank, what trades could you make for a nickel? A dime? A quarter?

Tuesday

 * Mini-Lesson:**

Learning Targets:
 * I can efficiently figure out how many things there are in groups of 2, 5, or 10.
 * I can count by twos, fives, and tens automatically.

Make a chart for how many fingers there are in a group of students.

IE: 1 student = 10 fingers 2 students = 20 fingers 3 students = 40 fingers

etc. Ask what patterns they see. Do it for a bit, then ask them to be able to figure out what it would be for more students (bigger numbers)

Then introduce the crackers and problems about crackers.


 * Work Time:**


 * Problems about crackers (counting by 5s) [|crackers problems.doc]
 * Collect 50 cents


 * Sharing:**

Make a chart for number of crackers / number of holes to go with the other class charts. Again ask for patterns they notice.

Wednesday

 * Mini-lesson:**

Learning Targets:
 * I can efficiently figure out how many things there are in groups of 2, 5, or 10.
 * I can count by twos, fives, and tens automatically.
 * I can count coins and make trades.

Introduce Counting By Groups.


 * Work time:**

Centers:
 * Counting by groups
 * Counting by groups: [|countingbygroups.doc]
 * small frames for counting: [|smallfive frames.doc]
 * problems about 2s, 5s, and 10s
 * Collect 50 cents
 * Odd / even group for a few students who need it


 * Sharing:**

Counting by 10s, 5s, and 1s. Talk about making trades with money.

Thursday
Learning Targets:
 * I can efficiently figure out how many things there are in groups of 2, 5, or 10.
 * I can count by twos, fives, and tens automatically.
 * I can count coins and make trades.


 * Work time:**

Centers:
 * Counting by groups
 * problems about 2s, 5s, and 10s
 * Collect 50 cents

Friday
End of unit assessment / review