Transcript Odd and Even Numbers

Recognizing the Counting
Sequence
Unit of Study: Strengthening Critical Area: Place Value
Global Concept Guide: 1 of 3
You may have noticed that Unit 15’s
GCG’s look different from the previous
units. Unit 15 was provided as a way
to strengthen student understanding
of the critical area place value. Your
student’s performance on the Units 6
& 7 Assessments and Performance
Tasks will be your guide for the
activities you select as you progress
through this unit.
Content Development
•1.NBT.5 builds on students’ work with tens and ones
and requires them to understand and apply the
concept of 10 by mentally adding ten more and ten
less than any number less than 100. This
understanding leads to future place value concepts. It
is critical for students to do this without counting.
Prior use of models such as base ten blocks, number
lines, and 100 charts helps facilitate understanding.
Ample experiences with ten frames will also help
students see the pattern involved when adding or
subtracting 10 and USE these patterns to solve such
problems.
Day 1
Essential Question: How can I use a hundred chart to solve ten
more or ten less?
Allow students to reinforce their current understanding with a
number chart on Day 1 using activities like the ones that follow:
 Hundreds Board Pictures Activity- Riddles that lead students to
create pictures on a Hundreds Chart. The activity provides clues
using the hundred chart- with each clue, students are creating
the letter H. The teacher can create additional riddles for
students use the hundreds chart to make a letter or symbol.
 Scrambled Hundreds Board- Cut apart a hundreds board and
have students put it back together. This file has multiple
scrambled hundreds boards.
 100 Chart Activities – Activity 10 – Use a 100 chart to find 10
more/10 less.
By the end of Day 1, students should be able to use a hundred
chart to solve ten more or ten less.
Day 2
Essential Question: How can I mentally find ten more or ten less?
Students should be able to use strategies learned during the course of the
year to mentally count 10 more and 10 less than a number. Have students
work together and monitor students’ responses.
 Ten More Ten Less Game: Students choose a number from a deck and
spin to state 10 more or 10 less than the number.
 Piggly Wiggly: Students will mentally solve ten more or ten less using
dimes. This document has 4 problem solving scenarios using money to
mentally solve. Prior to this task, the teacher may want to review the
value of a dime and counting by dimes. If needed, the teacher can create
more problem solving scenarios based off the provided ones.
 Ten Game: Students roll a dice to create a two digit number. Students
will spin a spinner to determine ten more or ten less. Then the student
is expected to mentally solve ten more or less then record the
appropriate equation.
 See the next slide for progress monitoring and exit ticket that can be
used on this day.
By the end of Day 2, students should be able to mentally solve ten more
or ten less from a given number.
Monitoring Progress- Day 2
 Gathering Data Through Observation
 Frequently move through the room observing partners as they practice
mentally counting 10 more or less. Listen to their discussions to gain
insight into their understanding and mastery. Jot down observations
(Classroom Observation log)to help plan interventions, adjustments to
lessons, or task modifications.
 Exit Tickets can be used to monitor progress each day. Take
opportunities to look at students responses and conference
with students about their thinking.
 Exit Ticket 1
 Exit Ticket 2