25.+Kendra+W.+-+Grade+1+and+5

from Math Makes Sense, Grade 1: Unit 2: Representing Numbers to 20 Outcome N1.4 Represent and describe whole numbers to 20 concretely, pictorially, and symbolically. [C, CN, V] a. Represent a whole number using a variety of manipulatives b. Read whole number words to 20. Place numeral cards 0 to 20 randomly on the floor facedown. Place number word cards zero to twenty on the floor. Have a volunteer choose a numeral card on the floor, say the number, and form a group of students totalling that number. A student from the group finds the number word card that matches the number of children in the group. Continue with other volunteers choosing a number and making a group. Note: The range of numbers you use depends on the number of students in the class. from Math Makes Sense, Grade 1: Unit 2: Representing Numbers to 20 Outcome N1.1 Say the number sequence, 0 to 100, by: · 1s forward and backward between any two given numbers · 2s to 20, forward starting at 0 · 5s and 10s to 100, forward starting at 0. a. Recite forward by 1s the number sequence between two whole numbers (0 to 100). c. Record a numeral (0 to 100) symbolically when it is presented orally. Tell the students they are going to practice counting to 20 by listening to pennies as they are dropped into a can. Ask the students to put their heads down, listening carefully as the pennies are dropped into the can. Have the students identify the number by raising the correct numeral card. Ask the students to raise their heads, take the pennies out of the can. As a whole class, count the pennies as they are dropped back into the can. from Math Makes Sense, Grade 5: Unit 1: Patterns and Equations Outcome P5.1 Represent, analyse, and apply patterns using mathematical language and notation. [C, CN, PS, R, V] Explain to students that for each number pattern they must: - Identify a pattern rule - Write the next 5 terms - What did you do to one term to get the next term? 3, 4, 6, 9, 13…  3, 4, 6, 7, 9…   1, 4, 3, 6, 5, 8…   1, 2, 5, 10, 17, 26…  Ask students to choose one pattern from above. Use counters to show the pattern and to check that the next 2 terms were correct. Now ask the students to make up similar patterns, and trade patterns with another student. Write the rule for the new pattern. Number Patterns and Pattern Rules 1. 3, 4, 6, 9, 13… 2. 3, 4, 6, 7, 9…  3. 1, 4, 3, 6, 5, 8…  4. 1, 2, 5, 10, 17, 26…  Create your own pattern, and switch with a partner. from Math Makes Sense, Grade 5: Unit 1: Patterns and Equations Outcome P5.1 Represent, analyse, and apply patterns using mathematical language and notation. [C, CN, PS, R, V]   f. Solve problems and make decisions based upon the mathematical analysis of a pattern and other contributing factors. Have students look at picture equation. Ask: - How many counters are in the bag? - How do you know? Have students share the strategies they used to find the number of counters. Ask: - What was different about the different strategies used? - How can you rewrite the picture equation using letter c as a variable? Explain to students that the equation can be written with both subtraction and addition. Allow students to solve the problem: Sam has $35. After he spent some money, Sam had $19 left. How much money did Sam spend? How many different ways can you solve the problem? Describe each strategy you used. Allow students to work on worksheet, discuss strategies to the problems. Solving Equations Involving Addition and Subtraction Worksheet For each problem write an equation and solve. We will discuss the different strategies used to solve the problems. 1. Sam has $35. After he spent some money, Sam had $19 left. How much money did Sam spend? How many different ways can you solve the problem? Describe each strategy you used. 2. Emma had $17 in notes and coins. Emma lost all her notes, and found she only had $2 left. How much did she have in notes? 3. Wendy washed 72 windows in an apartment building. She had 98 windows to wash altogether. How many more windows does Wendy have to wash still? Now try to create your own problem. Let your partner solve the problem. Assessment Tool for Activity #4 Solving Equations Involving Addition and Subtraction Student Name:_ Date:__ || ** Yes ** || ** Not Yet ** || ** Comments ** || || || || || || || || || || || || || || || || || || || || || || || || || || || || || || || || || Additional Comments:
 * Math Activity #1: Make It Match **
 * Curriculum Connection: **
 * Materials: **
 * Numeral Cards (0-20)
 * Word Cards (Zero-Twenty)
 * Variety of similar objects
 * Activity: **
 * Questions/Reflection: **
 * Choose four numbers and represent them in picture format.
 * How else could these numbers be represented?
 * Can you find a group of objects to represent the given number?
 * Adaptations/Extensions: **
 * Only use numbers 0 to 10
 * Extend numbers to 40
 * If working in small groups with students, allow them to use a manipulative to represent the number.
 * Allow students to form a group and then find the numeral card, and word card they represent.
 * Math Activity #2: Listen to the Pennies! **
 * Curriculum Connection: **
 * Materials: **
 * Set of number cards(0-20) for each student
 * 20 Pennies
 * A can
 * Activity: **
 * Questions/Reflection: **
 * How did you keep track of the pennies as they were being dropped?
 * Discuss different strategies each student used.
 * Adaptations/Extensions: **
 * Allow students to watch as the pennies are being dropped into the can, and then raise the correct numeral card.
 * Use word cards instead of numeral cards.
 * Increase the number of pennies being dropped into the can.
 * Math Activity #3: Number Patterns and Pattern Rules **
 * Curriculum Connection: **
 * 1) Create alternate representations, including concrete or pictorial models, charts, and mathematical expressions, for a given pattern (numeric or geometric).
 * 2) Predict subsequent elements (terms or values) in a pattern (with and without concrete materials or pictorial representations) and explain the reasoning including the assumptions being made.
 * Materials: **
 * Worksheet for each student
 * Counters
 * Pencils
 * Activity: **
 * Question/Reflection: **
 * How did you decide which rule to use for your pattern?
 * Adaptations/Extensions: **
 * Use patterns that increase at the same interval
 * Use patterns that increase and decrease
 * Activity #4: Solving Equations Involving Addition and Subtraction **
 * Curriculum Connection: **
 * Materials: **
 * Worksheet
 * Activity: **
 * Question/Reflection: **
 * Explain why you chose to use a specific strategy.
 * Adaptations/Extensions: **
 * Allow students to create their own problems to share with another student.
 * Create equations using only addition
 * Create equations using only subtraction
 * Create equations using both addition and subtraction
 * ** Criteria: **
 * Student can solve a one-step equation involving addition
 * Student can solve a one-step equation involving subtraction
 * Student can create an equation using a variable to represent a problem
 * Student can solve a problem by solving the equation
 * Student can create a problem using addition
 * Student can create a problem using subtraction
 * Student can create a problem using addition and subtraction
 * Student is able to explain multiple strategies used to solve problems