week+of+3.9.09

Monday
__Large group__ //Learning Target://
 * //I can count by twos fluently. This means I can count by twos quickly and automatically.//
 * //I can find an efficient way to figure out how many things there are in groups of twos.//

How many legs in our class? (Lesson 3.3) worksheet: [|Unit3Session3.doc]

Have class lists available for students to use if they would like. They should attach the list to their work if they use it.

At the end, share solutions and look for patterns. Strategies to touch on in sharing: • Counting by ones and drawing all • Counting by twos • Number combinations (doubles) – ie. 20 + 20 = 40 and 2 + 2 = 4 and 40 + 4 = 44

Push kids who are ready to use number combinations instead of counting by twos. Ask them to use more than one strategy.

Teach multiplication equations to kids who are ready (22 x 2 = 44).

__Small group__ Learning Target: Go over odd/even with kids who need it.
 * //I can figure out if a number is odd or even.//

Tuesday
__Large group:__ //Learning Target:// Do some counting by twos practice as a whole class. Have things out to count by 2s in the morning as kids come in.
 * //I can count by twos fluently. This means I can count by twos quickly and automatically.//
 * //I can find an efficient way to figure out how many things there are in groups of twos.//

Practice figuring out how many legs there are in the classroom right now. Talk about adding right legs to left legs in order to generate the equation (a double). Students work on more how many legs problems. [|Unit3Session3B.doc]

Sharing: Make a class chart of Number of Students and Number of Legs. Count by ones and by twos, and generate the doubles equations.

Thursday
__Large group__ //Learning Target:// One more day of twos. Practice counting by twos as well as solving using combinations. Some kids may still need to draw the people and the legs and count by twos. Encourage this so that they really understand what the problem is asking them to do.
 * //I can count by twos fluently. This means I can count by twos quickly and automatically.//
 * //I can find an efficient way to figure out how many things there are in groups of twos.//

Mini-lesson: Talk about the importance of visualizing what you are being asked to do, and drawing a picture if you need to. Don't push kids to just count by twos if they need to draw the legs/ people.

[|Unit3Session3Charder.doc]

Share: continue class chart of Number of people / number of legs and look for patterns.

__Small Group__
 * //I can count by twos fluently. This means I can count by twos quickly and automatically.//
 * //I can find an efficient way to figure out how many things there are in groups of twos.//

Solve more problems about twos. Make sure kids draw the people and the legs instead of just writing the numbers by twos. Many of them need to be more concrete about this still.

[|Unit3Session3Ceasy.doc]

Friday
__Large group__ Learning Target:
 * //I can count by twos and fives fluently. This means I can count by twos and fives quickly and automatically.//

Lesson 3.6 -- use introduction to counting bags.

Introduce objects to count by 2s, 5s, and 10s. Students should count objects all 3 ways to see if they get the same totals.

Small frames to use for counting: [|smallfive frames.doc] Worksheet for counting: [|countingbygroups.doc]