Lesson - Part 1

lesson - part 1

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The lesson began with a warm-up activity called "Rename that Number". The target number 34 is written on the board and the students are asked to rename that number in as many ways as possible in their math message book. The focus of the next warm-up, "Quick Look with the Ten Frames", was to focus on structured student talk. Students were given a 2 second quick look at 3 ten frames and asked to determine that number (23) mentally. Using sentence frames, students shared with their partner what number they saw and how they saw it. A variety of ways were discussed as a whole group after everyone had a chance to share with their partner.

lesson - part 1

1st Grade Math - Base Ten Menu
Liz O'Neill, M.H. Tobias Elementary School, Jefferson Elementary School District, Daly City, California

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00:26 Omar. Can you share for us what you did?

00:31 5...plus 5, plus 5, plus 5, plus 5, plus 5, plus 2, plus 2.

00:39 Wow. Let's see how many addends you have. 1,2,3,4,5,6,7,8.

00:48 Let's double-check this. 5, 10,

00:52 15, 20, 25, 30, 32, 34.

01:01 Isabella. What do we have?

01:03 Um, 30, plus 4.

01:06 30 plus 4. Do we agree that 30 plus 4 is 34?

01:10 Yes.

01:11 All right. High five in the air for Izzy.

01:15 Isabelle! What do you have for us?

01:18 40?

01:19 40.

01:20 Minus 6 equals 34.

01:28 Okay. So we could say 40 minus 6 equals 34, or I could even say 40 minus 6 because I'm renaming that number. It's like a name collection box.

01:38 Oh! So when you started at 40 and you counted back... where did you end up? Awesome. High five in the air to Isabelle.

01:46 Eric. What did you tell me?

01:48 Three tens, and four ones. Let's count by tens and ones to make sure we do come up with 34.

01:56 10, 20, 30, 31, 32, 33, 34.

02:04 Very nice. Okay. High five in the air to everybody.

02:08 All right. So we are going to be doing a number talk! And we're going to be using our base ten... our ten frame again. The ten frame.

02:19 And...who can remind me, why do we call a ten frame a ten frame?

02:25 Kaylani?

02:26 There's ten blocks

02:28 There's ten blocks or ten...ten squares. Very good.

02:31 And when you see that frame with 10 squares, do you even have to count the squares, or do you just know there's 10 already?

02:37 There's ten already.

02:38 Absolutely.

02:42 Okay. Give me a private thumbs up when you have a number in your head. Private thumbs up.

02:50 You ready?

02:57 Our question will be:

03:00 What number did you see? I saw the number, blank. How did you see it?

03:10 And here again "I saw" or "I counted" blank. Either way is okay.

03:16 Get to our partner, let's remind ourselves real quick of our "Four L's." And... here we go.

03:25 One. Look at your partner. Lean toward your partner. Lower your voice. Listen attentively.

03:37 Tap your shoulder partner. The person with the shortest hair, ask the questions first.

03:45 What number did you see?

03:47 I saw ten on top, ten in the middle, and three on the bottom.

03:52 I saw 23 dots. Ten on the top, ten in the middle, and three on the bottom.

04:01 I heard some really great thinking going on over here, and I was very pleased with every partner group-- you were all doing exactly what I asked you to do.

04:09 But what I want to do is get some different ideas, so that we can hear different ways that we came up with our number.

04:15 What number did you see?

04:18 I saw 23.

04:19 Okay. Okay, so, "I saw the number..." Beautiful.

04:26 And... how did you see it?

04:28 I'm going to count by 2's, 2...

04:32 4,6,8, 10, 12, 14, 16, 18, 20, 22, 23.

04:44 All right, Kaylani. Now here's the tough part, because we have a lot of 2's there. I need you to give me a number model to match that.

04:55 Oh, let's have Kaylani do it! This is her turn!

04:59 Okay. Hang on a second. You know what? I'm gonna lose track.

05:02 You know what we're gonna do here? We're gonna do a little, to help us out, we're going to count how many 2's we have,

05:08 How many partners we have, so we can keep track here, or else I'm going to totally lose track. Because m y brain cannot keep track of all that.

05:14 Let's count how many partner groups we have. 1, 2, 3, okay.

05:18 Now let's count, and doublecheck to make sure we agree with this. 2,4,6,8, 10.

05:25 What number did you see?

05:27 I saw 23 dots.

05:29 Ooh. I saw the number..

05:31 I saw the number 23.

05:33 Okay. And how did you see it?

05:36 I saw 10 on the top, and 10 in the middle, and 3 on the bottom.

05:42 Okay! And remember how you told me that. How did you describe that for me when you saw this 10 on the top.

05:46 What did you call that?

05:48 Two 10's. 3.

05:50 Oh! So you saw two tens and three ones. Okay. Two tens, and three ones.

06:03 Can you make a number model for me? What would we say for two tens? What would we call that? What number would we say?

06:10 20?

06:11 20.

06:13 Plus...three. Equals 23.

06:19 What number did you see?

06:20 I saw the number 23.

06:23 How did you see 23?

06:25 I saw ten on the top, ten in the middle, and three on the bottom.

06:30 Okay. So you saw 10 on the top, 10 in the middle, and 3 on the bottom.

06:37 10 on top, and 10 in middle, and ...

06:44 3 on bottom.

06:45 And... did I spell that right? Yes. And 3 on bottom.

06:52 Give me a number model, please.

06:54 10 plus 10 plus 3 equals 23.

07:03 Okay. Let's double check on that. 10, 20, 23. 23. Okay.

07:11 Katherine, do you still see 40? Or, what number do you see now, Katherine.

07:15 I see the number 23.

07:17 Okay, so you're good? You see 23 now? You're good? All right. If Katherine's good, it's all good.

I feel it's important to maintain an environment where students feel safe and confident trying a variety of strategies to solve a problem. You will see in the clip that a student makes an error, but feels comfortable taking the time to correct it. Self- correction empowers students.

First graders love to talk, and I believe their learning is greatly enhanced when they are an active part of the process. Talking with each other with the use of sentence frames keeps them on task. It's much easier for them to stay focused on "academic talk" when there is a structure to their talk.