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 READINESS 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 Adjusting the Activity 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 5. Make up your own. 6. Make up your own. Show . Broken key is . Show several ways: Show . Broken key is . Show several ways: Answers vary. Answers vary. 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. Start with the smallest number. 40 23 81 67 69 70 68 23 3. Show two ways to make 35¢. Ongoing Assessment: Recognizing Student Achievement Math Boxes Problem 3 夹 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. 夹 Sample answers: ‰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 1. Use your calculator. 2. Choose a “count by” number. 3. Enter the key sequence to start your count and press the READINESS 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. 6. Your partner then guesses your “count by” number. 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 Planning Ahead 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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