25-100 piece collection of dried beans Tongue depressors School glue Dot sticks (craft sticks/popsicle sticks) GROUPING Group/Individual/Partner TASK DESCRIPTION, DEVELOPMENT AND DISCUSSION Part I Gather the students together for a class discussion on ways to represent a number. Dump the collection of beans (Teacher Tip: use stickers or other items in place of beans) on the floor, and ask the students to count the beans. Have students share their method of counting the beans. Note: Having the students group items in groups of ten is the most efficient means to count the items. Continue However, this strategy needs to be found by the students and not prompted by the teacher. the discussion after the number of items on the floor is determined. Ask the students how this number could be represented. (Example: How can we represent the number 54?) Chart the students’ responses and ideas. Continue the class discussion until the students understand that when representing the number 54, there are five sets of ten and 4 ones left over. Note: Some students may say 4 sets of ten and 14 ones. Part II Show students how to make base-ten models by gluing ten beans on each tongue depressor to represent one group of ten. Have them work independently, to make the base-ten models until all the possible groups of ten beans are used. Comment: Bean sticks are an excellent way to connect unitizing to base-ten blocks and should be used interchangeably. Physical models for base-ten concepts helps students to develop the idea of “a ten” as both a single entity and as a set of 10 units. (Van de Walle, p. 127) Part III Comment: Prior to this activity, the teacher should make dot sticks to represent the base-ten model. To make dot sticks, place a set of ten dots on one side of the stick and one dot on the reverse side of the stick. This will allow students to represent both tens and ones. Gather students in a common area to introduce the dot sticks and to play Dropping Tens. Students will be given ten dot sticks each. The students will drop the ten sticks to see what combination of tens and ones are created. The students will then record the number created on their recording sheet. Please refer to the key at the bottom of the recording sheet to explain to students how to record their number. Part IV
25-100 piece collection of dried beans Tongue depressors School glue Dot sticks (craft sticks/popsicle sticks) GROUPING Group/Individual/Partner TASK DESCRIPTION, DEVELOPMENT AND DISCUSSION Part I Gather the students together for a class discussion on ways to represent a number. Dump the collection of beans (Teacher Tip: use stickers or other items in place of beans) on the floor, and ask the students to count the beans. Have students share their method of counting the beans. Note: Having the students group items in groups of ten is the most efficient means to count the items. However, this strategy needs to be found by the students and not prompted by the teacher. Continue the discussion after the number of items on the floor is determined. Ask the students how this number could be represented. (Example: How can we represent the number 54?) Chart the students’ responses and ideas. Continue the class discussion until the students understand that when representing the number 54, there are five sets of ten and 4 ones left over. Note: Some students may say 4 sets of ten and 14 ones. Part II Show students how to make base-ten models by gluing ten beans on each tongue depressor to represent one group of ten. Have them work independently, to make the base-ten models until all the possible groups of ten beans are used. Comment: Bean sticks are an excellent way to connect unitizing to base-ten blocks and should be used interchangeably. Physical models for base-ten concepts helps students to develop the idea of “a ten” as both a single entity and as a set of 10 units. (Van de Walle, p. 127) Part III Comment: Prior to this activity, the teacher should make dot sticks to represent the base-ten model. To make dot sticks, place a set of ten dots on one side of the stick and one dot on the reverse side of the stick. This will allow students to represent both tens and ones. Gather students in a common area to introduce the dot sticks and to play Dropping Tens. Students will be given ten dot sticks each. The students will drop the ten sticks to see what combination of tens and ones are created. The students will then record the number created on their recording sheet. Please refer to the key at the bottom of the recording sheet to explain to students how to record their number. Part IV
CCGPS_Math_1_Unit2Framework.docx