# 1 materials Objective Teaching the Lesson

```Objective
To guide children as they count and look for patterns
on the calculator.
1
materials
Teaching the Lesson
Key Activities
Children count by 10s. They count using a calculator and explore number patterns that result
from counts.
ⵧ Math Journal 1, p. 14
ⵧ calculator
ⵧ slate
Key Concepts and Skills
• Count by 6s, 7s, and 4s on the calculator.
[Number and Numeration Goal 1]
• Identify the ones digit in numbers.
[Number and Numeration Goal 2]
• Identify patterns in counts and use the patterns to answer questions.
[Patterns, Functions, and Algebra Goal 1]
2
Ongoing Learning & Practice
Children find equivalent names for numbers by solving Broken Calculator problems.
Children practice and maintain skills through Math Boxes.
materials
ⵧ Math Journal 1, pp. 15 and 16
ⵧ calculator
Ongoing Assessment: Recognizing Student Achievement Use journal page 16.
[Operations and Computation Goal 2]
3
materials
Differentiation Options
Children practice counting by 2s, 5s,
and 10s.
ENRICHMENT
Children solve calculator counting problems.
ⵧ Teaching Master (Math Masters,
p. 14)
ⵧ Teaching Aid Master (Math Masters,
p. 416; optional)
ⵧ calculator
Technology
Assessment Management System
Math Boxes, Problem 3
See the iTLG.
Lesson 1 10
䉬
61
Getting Started
Mental Math and Reflexes
Math Message
Children do problems like the following on their slates:
Count by 10s. Count as high
as you can in 1 minute.
Write the number you reach.
Write 52. Circle the digit in the 10s place.
Write 83. Circle the digit in the 1s place.
Write 50. Circle the digit in the 1s place.
Write 120. Circle the digit in the 10s place. Put an X on the digit in the 1s place.
Write 143. Circle the digit in the 10s place. Put an X on the digit in the 1s place.
Write 209. Circle the digit in the 10s place. Put an X on the digit in the 1s place.
Write 1,002. Circle the digit in the 10s place. Put an X on the digit in the 1s place.
Write 2,341. Circle the digit in the 100s place. Put an X on the digit in the 1s place.
Write 5,720. Circle the digit in the 10s place. Put an X on the digit in the 100s place.
1 Teaching the Lesson
NOTE Some children may benefit from
doing the Readiness activity before you
begin Part 1 of the lesson. See the
Readiness activity in Part 3 for details.
䉴 Math Message Follow-Up
WHOLE-CLASS
ACTIVITY
Count together by 10s up to 200.
䉴 Counting with a Calculator
WHOLE-CLASS
ACTIVITY
(Math Journal 1, p. 14)
Remind children that when they want to count using a calculator,
they need to program it. The program needs five steps: To clear
the calculator memory, set a number to count by, set to count up
or count down, and set a starting number. Finally, it needs to be
instructed to count.
Student Page
Date
LESSON
1 10
䉬
Time
Counting with a Calculator
Have children practice counting by 1s on their calculators.
1. Count by 7s on your calculator. Write the numbers.
7,
14
,
21
,
28
,
35
,
42
49
,
What number is added each time you press
?
7
2. Count by 6s on your calculator. Write the numbers.
Circle the 1s digit in each number.
6,
12
,
18
,
24
,
30
,
36 , 4 2 , 4 8 , 54
,
60
6
What number is added each time you press
?
What pattern do you see in the 1s digits?
6, 2, 8, 4, 0
3. Count by 4s on your calculator. Write the numbers.
Circle the 1s digit in each number.
What number is added each time you press
32 , 36 , 40
? 4
What pattern do you see in the 1s digits?
4, 8, 2, 6, 0
4,
8
,
12
,
16
,
20
,
24
,
28
,
Try This
4. Jim counted on the calculator. He wrote these numbers: 3, 5, 7, 9, 11.
What keys did he press? Sample answers:
=
3
+
=
=
2
=
(TI-108)
(Casio SL-450)
Math Journal 1, p. 14
62
Unit 1 Numbers and Routines
Tell children that they are going to count by some uncommon
skips in their counting today. Have them turn to journal page 14.
Give children a few minutes to do the first problem. Check to see
that everyone understands what to do. Children then complete
the page.
When most of the children have finished, briefly discuss the
answers and any patterns they found.
Ask why you might choose not to use the calculator to count by 2s,
5s, or 10s. It’s faster to do those counts without the calculator.
Student Page
Date
ELL
Time
LESSON
Broken Calculator
1 10
䉬
1. Show 8.
Count by 2s to 24. Write the counts on the board and circle the 1s digits.
The circled digits are 2, 4, 6, 8, 0, 2, 4, 6, 8, 0, 2, 4.
A U D I T O R Y
䉬
15 15
40 10
3. Show 15.
2
K I N E S T H E T I C
20 10
44
0
6
Broken key is
.
Show several ways:
26
91
Now write the digits 0, 2, 4, 6, and 8 evenly spaced around a pentagon. The
circled digits repeat the same pattern as the digits around the pentagon.
8
2. Show 30.
Broken key is
.
Show several ways:
4. Show 26.
Broken key is
.
Show several ways:
Broken key is
.
Show several ways:
11 4
16 1
4
䉬
T A C T I L E
䉬
11 11 4
30 4
20 5 1
771
V I S U A L
Show
.
Broken key is
.
Show several ways:
Show
.
Broken key is
.
Show several ways:
2 Ongoing Learning & Practice
Math Journal 1, p. 15
䉴 Solving Broken Calculator
INDEPENDENT
ACTIVITY
Problems
(Math Journal 1, p. 15)
Children have an opportunity to solve and pose equivalent name
problems using their calculators. See Solving Broken Calculator
Problems in Lesson 1-9.
䉴 Math Boxes 1 10
INDEPENDENT
ACTIVITY
䉬
(Math Journal 1, p. 16)
Mixed Practice Math Boxes in this lesson are linked
with Math Boxes in Lessons 1-8 and 1-12. The skills in
Problems 5 and 6 preview Unit 2 content.
Writing/Reasoning Have children draw, write, or
verbalize their answers to the following: For Problem 3,
show 35¢ with the fewest number of coins. Explain how
you know that you found the fewest number of coins. Sample
answer: ‰Í I used the coins that are worth the most.
Student Page
Date
Time
LESSON
Math Boxes
1 10
䉬
1. Fill in the missing numbers.
2. Write these numbers in order.
40
23
81
67
69 70
68
23
3. Show two ways to make 35¢.
Ongoing Assessment:
Recognizing Student Achievement
Math Boxes
Problem 3

Use Math Boxes, Problem 3 to assess children’s progress toward calculating
coin values. Children are making adequate progress if they can correctly
complete the problem. Some children may be able to add coin symbols to this
amount to make a dollar.

‰Í
ÍÍÍÂ
88 89
5. Fill in the
missing frames.
60
70
120 110 100
10
80
90
40
,
81
4. Write even or odd.
20
even
5
odd
17
odd
33
odd
97
6. Solve.
Rule
[Operations and Computation Goal 2]
50
,
98
9
5
2
5
6
5
14
7
11
8
5
5
7
5
5
13
12
10
Unit
Math Journal 1, p. 16
Lesson 1 10
䉬
63
Teaching Master
Name
Date
LESSON
Time
3 Differentiation Options
Calculator Counting
1 10
䉬
2. Choose a “count by” number.
3. Enter the key sequence to start your count and press
the
key three times.
䉴 Counting by 2s, 5s, and 10s
4. Show your partner the calculator.
5. Slowly press the
key four times while your partner
writes the display numbers on the lines.
SMALL-GROUP
ACTIVITY
5–15 Min
To provide experience with counting, have children do rhythmic
counts. Try to correlate rhythmic counting with movement when
chanting 2s, 5s, and 10s. For example:
7. Switch turns.
1.
Guess
2.
Guess
3.
●
1, 2 (clap), 3, 4 (clap), ...
●
1, 2, 3, 4, 5 (touch toes), 6, 7, 8, 9, 10 (touch toes), ...
●
1, 2, 3, 4, 5, 6, 7, 8, 9, 10 (jumping jack), ...
Guess
4.
ENRICHMENT
Guess
䉴 Solving Calculator-Count
PARTNER
ACTIVITY
5–15 Min
Problems
Math Masters, p. 14
(Math Masters, pp. 14 and 416)
Thermometer
Thermometer
F
140
F
140
130
130
120
red
100
100
orange
yellow
green
50
Water
Freezes
blue
10
30
0
Before beginning Lesson 1-12, assemble the Class Thermometer
Poster ˚F so the thermometer is full length.
Cut a long strip of red ribbon or crepe paper to represent the
“mercury” in the thermometer tube. (The liquid is often called
mercury, but may be something else.) Cut a slit in the thermometer
bulb and pull the ribbon or crepe paper through the slit. Tape it
at the top to hold it in place. Place a container beneath the poster
to hold the excess ribbon or crepe paper. (Celsius temperatures
will be introduced in Unit 4 using the Class Thermometer Poster
(˚F/˚C).)
20
20
purple
10
0
0
10
10
white
20
30
30
40
40
Class Thermometers
64
20
40
40
Water
Freezes
20
30
60
60
10
70
Room
Temperature
Room
Temperature
30
90
80
80
50
40
Body
Temperature
Body
Temperature
70
50
110
110
90
120
C
60
To apply children’s understanding of calculator counts, have
children start counts on the calculator for their partners to guess.
Partners record numbers and guess the “count by” number.
Children may use the number grid, such as on Math Masters, page
416, to help solve the problem.
Unit 1 Numbers and Routines
10
Note When you use the Everyday Mathematics posters with English language
learners, you should display either the English version only or both the English
and Spanish versions simultaneously.
20
30
40
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