Using the established routine for Quick Flashes, show the image of the 3 and 4 dot cards at the same time. Ask the students to determine the total number of dots. Repeat with the second arrangement of 3 and 4 dot cards and compare the arrangement. The students are making sense of the dot quantities and their relationships (CCSS.Math.Practice.MP2). The students are making use of structure by noticing that the quantity is the same and that the arrangement doesn't matter (CCSS.Math.Practice.MP7).
Advanced Preparation: Create a chart size copy of the game board posted in the resource section below. You will use this to teach the game. The object of this game is to cover 5 spaces in a vertical, horizontal, or diagonal line of 5.
I will start this part of the lesson by having the students sit in front of the white board with the Connect 5 game board displayed for the instructions. This way everyone will be able to see the board. I will also use big foam dice for the same visual reason. I roll the two dice and ask "what numbers I rolled?" Once they are identified, I ask how many dots there are? I then add the idea of getting the sum of the two numbers. I take a minute to explain this term. Once I am given an answer, I ask "how do you know?" The student are persevere in explaining their approach to solving the problems (CCSS.Math.Practice.MP1). Once you agree on the sum, ask a child to find the sum on the board and mark it with an x (marker for demonstration, the students will use chips during their game play). Play a few more rounds until you feel everyone has the idea.
*If students say 2+5=7, ask what 5+2=. It is a great way to start exposing the students to the idea of the commutative property of addition CCSS.Math.Practice.MP7.
*Students can only cover one number on a turn.
*If they roll a sum that is no longer available, they should roll again.
***As I am demonstrating the game. I draw the dot patterns that I rolled for each turn. When a student gives the sum, I write the equation over the dot pattern. This way their is an connection to the action and equation.
MP1: I want students to explain their approach to solving the problem. By having them explain their thinking and identifying their approach, the students are monitoring their thinking by checking their answer as they explain it to the group.
MP7: By asking if 5+2 is the same as 2+5 and having them prove it, exposes the students to the idea that the order of addends doesn't matter in addition.
The students have three choices during this time. For game play, make enough copies of the game board (in section resources) for each pair of students. They will also need a die and bingo chips to cover the board.
1. Connect 5: Explained in previous section
2. Double Me with Dot Cards: Introduced in a previous lesson: http://www.cc.betterlesson.com/my/lesson/501452/combine-and-compare
3. Double Me with Number Cards: Introduced in a previous lesson http://www.cc.betterlesson.com/my/lesson/501452/combine-and-compare
Continue building upon the story problem routine that was introduced in the previous lesson. However, I am now going to add the routine by modeling ways to record students' strategies on paper. The recording of equations is a great example of modeling with mathematics (CCSS.Math.Practice.MP4). Students are using addition or subtraction (within 20) to solve story problems (CCSS.Math.Content.1.OA.A.1).
The routine is as follows:
2. Retell story after they have heard it
3. Decide if end result will be more or less than amount started with
4. Students share strategies for solving with manipulatives
5. Model methods of recording strategies on paper
Create two problems to tell today. Have one have two addends and the other should have three addends. Be creative with the stories and have them relate to the interest of your class.