Lesson - Part 2

lesson - part 2

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The menu activity was "How Many are Hiding?" Student pairs were given a bag with 10 cubes, a paper plate, and the "How Many Are Hiding Recording Sheet". In addition, sentence frames were posted on the board so students could produce academic language using structured student talk and convince their partners with oral justification. One partner takes some of the cubes and "hides" them under the plate. The remaining is placed on the top. The second partner uses sentence frames to answer the questions "What number do you see?", "How many are hiding?", "How do you know __ are hiding"? In addition, the answers are recorded. Roles are then reversed. The partner game gives students practice in composing and decomposing numbers within ten.

lesson - part 2

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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00:00 We'll be playing the game "How Many Are Hiding?", otherwise sometimes known as Penny Plate.

00:08 But otherwise known as "What Number is Hiding?" How many are hiding?

00:12 You and your partner will have a bag with... how many cubes?

00:18 Ten!

00:19 Ten. And I'm going to ask you guys just to double-check, to make sure that everything got put away correctly. Before you start, make sure you have 10.

00:26 Because if you don't have 10, your problem is not going to... your number models will not come out right.

00:33 So we have our bags, we have our plates.

00:36 Who remembers? What do we do first? What do we do first?

00:41 Chloe?

00:42 Count it.

00:44 Count how many are in here, to make sure we have 10. Very good.

00:47 What do we do with our cubes? Amelie?

00:51 You put them in a pile, and grab some, and then take the rest, and put the others on top.

00:58 Very well said, perfectly said. You put them in a pile, you grab some. Do you look to see how many are in your hand?

01:03 No!

01:04 No. You hide the rest, on top. Then! Comes our sentence frames. We ask our partner...

01:14 What number do you see? I see the number blank. How many are hiding? Blah blah blah..

01:26 Blank, are hiding. And here's a question that I'm going to ask you to ask after that. That's not enough, oh no.

01:35 The next question will be, how do you know (blank) are hiding?

01:41 So let's just say that I have 5 on the bottom. This will be easy, because it will be a doubles factor.

01:47 So let's just say I see 5 on top. How many do I know... how many are hiding?

01:52 5!

01:53 5. So I would say, how do you know 5 are hiding? And you would answer, "I know 5 are hiding because..."

02:04 blank.

02:05 How would you know 5 are hiding? How would you know 5 are hiding? Eric?

02:10 Because 5 plus 5 equals 10.

02:15 Wow. How could you fill that in with a sentence frame for me?

02:17 I...know

02:22 5

02:23 5 are hiding because... 5 plus 5 equals 10.

02:34 Amazing! Very well done. Any questions?

02:37 All right, so I will give you your bags. The first thing you will do is count to make sure you have 10.

02:46 Practice our sentence frames without writing right now, just to make sure that we understand what to do.

02:52 So the person with the longest hair, you will grab some cubes, put them underneath your plate, and put the rest on top. Just do that right now.

03:05 Put the rest underneath.

03:07 Okay. Give me a thumbs-up when you've done that.

03:10 So partners! Ask the question.

03:15 What number is hiding?

03:18 Okay. And... answer! I think...

03:24 We'll have two gameboards! Two for the price of one!

03:27 How many do we have in all?

03:30 10.

03:31 10. Make sure to write that down. But what I am really going to be listening for today, is making sure you are pushing yourself, pushing your math brain,

03:42 And you are using the number frames, and that you are answering "I know (blank)".

03:47 For instance, Lynn, can I use your example, what I heard you do?

03:49 Yeah.

03:50 Lynn thought, said there were 3 hiding. She said "I know 3 are hiding because 7 plus 3 equals 10." Wonderful. Okay?

04:00 Do you have to use the exact same words as Lynn did? But I want to hear that you are using complete sentences and you're explaining how you know.

04:09 What number do you see?

04:14 I see the number...8.

04:18 Don't forget to write it down!

04:23 How do you know .... oh. How many are hiding?

04:31 2 are hiding.

04:37 Ah. How do you know 2 are hiding?

04:41 I know 2 are hiding because 8 plus 2 equals 10.

04:47 How many are hiding?

04:52 4 are hiding.

04:54 How do you know.... 4 are hiding?

05:00 I know 4 are hiding because 4 plus 6 equals 10.

05:07 How many are hiding?

05:11 7 are hiding.

05:13 How do you know 7 are hiding?

05:17 I know 7 are hiding because 3 plus 7 equals 10.

05:25 Okay. Okay.

05:32 I'll doublecheck. 1,2,3,4,5,6,7. Okay.

As I walk around the class, you may notice I remind students about tools they can use (such as their number line or a number grid) to help them solve their problems. I feel it was worth the time at the beginning of the year playing many games with these tools so students become familiar and comfortable using them throughout the year.