Number+1+Investigation+4

Learning Targets:
 * I can visualize what is happening in a story problem so I can determine the operation. That means I can figure out if I need to add or subtract.

Follow Session 4.1, p. 139.

[|Unit 1 Inv. 4.1]

Mini-lesson:
As described on page 139

Work Time:
Solve story problems. Push for evidence that they visualized.

Sharing:
addition strategies (see page 141) Be sure to include a number line strategy and talk about taking jumps on the number line. This is on the end-of-unit assessment.

Mini-lesson:
Learning targets:
 * I can add numbers efficiently by looking for the friendly numbers.

Follow the lesson in the book. Modifications below:

Put cubes at the tables and have kids take as many as they have pockets and make a tower.

Bring towers to the rug. Go down the class list and have everyone say how many they have. In the middle of the rug, have a mat to put towers of 1 on, a mat for towers of 2, a mat for towers of 3, etc. Have kids put their towers on the right mats. Look for combinations that equal ten on the class list. As you do that, if you see a 6 and a 4 on the class list, take a tower of 6 and a tower of 4 from the mats on the rug.

Could also write their totals on cards, and look for cards that equal ten -- less concrete.

Mini-lesson:
Learning targets:
 * I can visualize what is happening in a story problem so I can determine the operation. That means I can figure out if I need to add or subtract.
 * I can show how I solved a story problem on paper so that someone else can understand what I did.

Use Monday's mini-lesson and have students solve a subtraction story problem on the rug. Have them visualize it and ask if they will have more than 16 or less than 16 (for example), and have them identify the operation (as outlined in lesson 4.3)

Ask students to share some strategies, and model how to record them on paper, reminding them to show how they really solved the problem, and asking them to evaluate how efficient different strategies are.

Encourage students to use mental strategies or their fingers. Build excitement about finding different, efficient ways to solve problems. As students share their strategies, model how to show them on paper. Remind them that their learning target is to show how they //really// solved the problem on paper -- as if someone were looking into their brain to see what they did.

Work time:
students work on story problems at their seats

[|Unit 1 Inv4 2]

Sharing:
Follow the lesson on p. 152 in lesson 4.3

Mini-lesson
Learning targets:
 * I can visualize what is happening in a story problem so I can determine the operation. That means I can figure out if I need to add or subtract.
 * I can show how I solved a story problem on paper so that someone else can understand what I did.
 * I can follow the YA problem-solving process.
 * I can solve word problems using second grade strategies.

Begin with modeling how to use the problem-solving process. Go through an interactive problem and have students solve it with you, modeling each step of the problem-solving process. Focus especially on visualizing in order to decide whether to add or subtract. Students can write + / - on their paper and circle which operation they are using.

Stress the idea of using second grade strategies. If they are counting all, push them toward the number line. No lessons on digi blocks yet to everyone, but if kids are good at the number line, introduce digis for addition.

Work time
Students solve story problems

[|Unit 1 Inv4 4.doc]

Sharing
As students share strategies, talk about the whole and the parts of the problem. Show the whole and the parts in a number of ways (2 groups, using the number line, etc.)

Mini-lesson
Learning targets:
 * I can visualize what is happening in a story problem so I can determine the operation. That means I can figure out if I need to add or subtract.
 * I can show how I solved a story problem on paper so that someone else can understand what I did.
 * I can follow the YA problem-solving process.
 * I can solve word problems using second grade strategies.

Model how to carefully double-check your work. (Do the problem again in a different way, or re-count each part of the problem.)

Work time
solving story problems

Sharing
Add to charts of strategies for addition and subtraction problems. Use p. 161 for points to include.

Mini-lesson
Learning targets:
 * I can double a number.

Use the lesson on page 163 in Session 4.6.

Work time:
Have students solve some doubling problems, provided by teachers (as opposed to writing their own). Give them index cards with totals on the them -- they get to decide what went in the pot, and how many came out, and show their work.

__**Day Seven**__: Session 4.7
Learning Target: I can double a number Teach Double It (use 1 or 2 dice; write equations in the box) [|doubleit.doc] Play Double It in pairs Doubles Arrays story problems Clocks practice (time to the hour and a “little bit after” each hour, to get practice with which way the clock moves)
 * Mini-lesson:**
 * Work Time:**
 * Sharing:**

__**Day Eight**__: Session 4.8
Learning Targets: I can double a number.
 * Mini-lesson:**

Centers:
 * Work time:**
 * magic pot problems (introduce doubles arrays paper as a way to solve doubling problems)
 * [|doublingpotproblems.doc]
 * challenge problems: [|doublingpotproblems challenge.doc]
 * Double It
 * Doubles arrays
 * story problems

=__Day Nine__: Review for final assessment=

Small groups:


 * writing answer statements practice
 * counting coins practice
 * tens and ones practice?
 * problem solving process practice
 * how many more?

=__Days 10-11__=

End of unit assessment

Talk about test-taking strategies:

re-reading underlining important parts to remember double checking