How can we use counting in our everyday life? How can numbers be represented? What is an efficient strategy for counting teen numbers? MATERIALS Numerals, Pictures, playing cards GROUPING Whole group, small group, partner, individual TASK DESCRIPTION, DEVELOPMENT, AND DISCUSSION Concentration/Memory: Shuffle the cards and lay them face down in a pattern. Let students decide the pattern but they need to be able to explain their pattern. On each turn, a player turns over two cards (one at a time). If the amount represented on each card matches the player keeps the cards. If a match is made the player gets another turn. When a player turns over two cards that do not match, those cards are then turned face down again and it becomes the next player’s turn. Each pair matched is worth one point. When all possible cards have been matched, the player with the most points wins.(SMP1,2,3,6,7,8) Squeeze: Cards are placed face down in a stack on the table. The first player takes two cards and places them face up on the table with a space between them and in order from smallest to largest. The second player does the same. Then, they turn up the top card in the pile. If this card squeezes between the two cards, that player gets a point. If Player 1 has and and “12” “15” Player 2 has and and a is flipped over, only Player 1 gets a point because “14” “19” “13” “13” fits between their numbers. Keep score on a ten-frame. First player to 10 wins.(SMP 1,2,3,6,7) The subitizing activities listed in can also be included and played with the Got Dots: Got Dots Numeral, Picture, Word Cards.(SMP1-7) Suggested questions used to engage students: How do you know that you counted correctly? How many dots did you see? How do you know? What way did you see the dots grouped together? How many dots are 8 from 5? How many dots would you need to make 10? (anchoring 5&10) TEACHER REFLECTION QUESTIONS Are students able to correctly identify numerals 11-20? Are students able to count counters using one to one correspondence?
How can we use counting in our everyday life? How can numbers be represented? What is an efficient strategy for counting teen numbers? MATERIALS Numerals, Pictures, playing cards GROUPING Whole group, small group, partner, individual TASK DESCRIPTION, DEVELOPMENT, AND DISCUSSION Concentration/Memory: Shuffle the cards and lay them face down in a pattern. Let students decide the pattern but they need to be able to explain their pattern. On each turn, a player turns over two cards (one at a time). If the amount represented on each card matches the player keeps the cards. If a match is made the player gets another turn. When a player turns over two cards that do not match, those cards are then turned face down again and it becomes the next player’s turn. Each pair matched is worth one point. When all possible cards have been matched, the player with the most points wins.(SMP1,2,3,6,7,8) Squeeze: Cards are placed face down in a stack on the table. The first player takes two cards and places them face up on the table with a space between them and in order from smallest to largest. The second player does the same. Then, they turn up the top card in the pile. If this card squeezes between the two cards, that player gets a point. If Player 1 has “12” and “15” and Player 2 has “14” and “19” and a “13” is flipped over, only Player 1 gets a point because “13” fits between their numbers. Keep score on a ten-frame. First player to 10 wins.(SMP 1,2,3,6,7) Got Dots: The subitizing activities listed in Got Dots can also be included and played with the Numeral, Picture, Word Cards.(SMP1-7) Suggested questions used to engage students: How do you know that you counted correctly? How many dots did you see? How do you know? What way did you see the dots grouped together? How many dots are 8 from 5? How many dots would you need to make 10? (anchoring 5&10) TEACHER REFLECTION QUESTIONS Are students able to correctly identify numerals 11-20? Are students able to count counters using one to one correspondence?
CCGPS_Math_K_Unit3Framework.docx