November 28-30

Tens & OnesUnderstanding Ten-Twenty

Students will work on ordering numbers using number cards, and cubes. They will pick 4 cards from their box and order them from least to greatest and build towers to match the number. (1, 2, 3)

Count 10. Students will have to count a variety of objects in baggies. They will have to write which ones are 10, and which ones, have less or more. (4, 5, 6)

Objective

NCSCS1.01 Develop number sense for whole numbers through 30.Connect model, number word (orally), and number, using a variety of representations.Count objects in a set. Compare and order sets and numbers.Estimate quantities fewer than or equal to 10.Recognize equivalence in sets and numbers 1-10. 1.02 Share equally (divide) between two people; explain.1.03 Solve problems and share solutions to problems in small groups.

K.CC.4. Understand the relationship between numbers and quantities; connect counting to cardinality. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.Understand that each successive number name refers to a quantity that is one larger.

Common Core

K.CC.3. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

• Students will use snap blocks to build ten units that represent numbers ten through twenty in groups of four.

Number SenseCounting Numbers

• Students will build combinations using multi-colored blocks

• The students will have to write the combination and draw a picture in their journal.

Objective• Students will use snap blocks to build ten units that represent numbers ten

through twenty in groups of four.

NCSCS

Common Core1.NBT.1. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.1.NBT.3. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

1.01 Develop number sense for whole numbers through 99. Connect the model, number word, and number using a variety of representations.Use efficient strategies to count the number of objects in a set.Read and write numbers.Compare and order sets and numbers.

Base Ten• Students will be put into teams.• Team members will each be given a job. • Teams will draw a card that has a two digit

number. They will have to use base ten blocks to reprsent it visually, draw a picture, and write it out on a place value chart, then draw another card.

• After two cards are drawn they have to add the two numbers together.

100’s BoardCalculatorsJournals

Objective

NCSCS

Common Core

1.01 Develop number sense for whole numbers through 999

Students will usebase ten blocks to build two digit numbers, then add two mumbers together in groups of four.

2.NBT.1. Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:

2.NBT.3. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

2.NBT.5. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

1. At your station you will see a stack cards with two-digit numbers on them. 2. The captain will pick 1 number first from the pile.3. The creator will create the number using base ten blocks, then draw a picture of what

they created. 4. The Data Collector will need to ask questions to group members and record answers. 5. The Captain will the collect another number.6. The creator will represent number with base ten blocks & draw picture, and data collector

will write number in expanded form.7. The Mathematician will then take the two numbers and write them in expanded form and

add.

Questions for Data Collector-What is the value of the number in

Column 1? ___________-What is the value of the number in

Column 2? ___________-How many one’s are in this

number? ______-How many ten’s are in this number?

________-How would we write this number in

Expanded form? ________________________

Tens OnesPlace First

Number Here

Place Second Number Here

Add, and put answers here.

Directions: Record answers here for each problem to turn in.

Draw picture to represent ten rods and one's cubes used to make numbers.

=10 =1

Group Members: _______,_______,_______,_______

First number

Second number

Word Problems & Subtraction• Each group will receive a different clear bin filled with a

powdery substance, and a marble. (Dirt, Rice, Flour, etc.) The substance will represent the surface of different planets.

• A ruler will be sticking out of each bin which shows the students how far to drop their crater.

• The students will then need to drop their meteorite in order to create a crater. They will record their findings on a chart.

• Once they have traveled around to the different stations, they will then sit down at their tables and figure out the mode and range.

• Once completed, we will come back whole group and chart our results in a Venn diagram.

Rice Soil

SandCompare your results.

Ping Pong Ball Golf Ball

RockCompare your results.

Scientist’s Positions

• T- Read the directions, and make sure people are following the directions step by step.

• E- Keep track of data sheet, and record the data.

• A- Drop ball from ruler at experiment. • M- Fill in Venn Diagram after everything is

completed. Allow the other group members to contribute ideas.

Objective• Students will experiment using different objects to measure and

record the impact of a meteor on a surface area. Then they will to create a Venn diagram in groups of four.

NCSCSMath 4.01 Collect, organize, analyze, and display data (including circle graphs and tables) to solve problems.Science 2.01 Observe and describe the properties of soil:Color., Texture., Capacity to hold water.

Competency Goal 3: The learner will make observations and use appropriate technology to build an understanding of the earth/moon/sun system.

Data• Students will bring data from survey’s they

have taken. • We will review what charts are used for

what, , and then each group will have to choose which graph is the appropriate graph to use from the website CREATE A GRAPH in order to graph their data.

• When they are completed, they will print out a copy and present it to the class.

Objective• Students will select appropriate graph to put their data using

websites to create a report in groups of four.

NCSCS4.01 Collect, organize, analyze, and display data (including line graphs and bar graphs to solve problems.

4.02 Describe the distribution of data using median, range and mode.

Multiple Towers3.2 -3.3

• We will review strategy to use when multiplying to use multiple towers.

• We will work on review problems for multiple towers.

Focus• Using knowledge of multiples of ten to

solve division problems• Using and interpreting Notation that

represents division and relation division and multiplication notations. 170 divided by 15= ___ and ___ x 15= 170

• Interpret Story Problems using Multiple Towers Strategy Common Core

NCSCS• 1.01 Develop number sense for rational

numbers 0.001 through 999,9991.03 Develop flexibility in solving problems by selecting strategies and using mental computation, estimation, calculators or computers, and paper and pencil.

5.NBT.6. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.5.NBT.7. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

Students will explore multiple towers and will use this exploring time to see how to find the multiple for large numbers as a whole class.

Objective