Jennifer Moon SOONER Elementary School, OKLAHOMA CITY, OK
1st Grade Math : Unit #2 - Building Counting Skills : Lesson #6

# Review Patterns to 10 and Counting Higher

Objective: SWBAT identify a number based on dot patterns and practice counting.
Standards: 1.NBT.A.1 MP2 MP4
Subject(s): Math
60 minutes
1 Whole Group Interaction - 15 minutes

The most basic skills I need my first graders to have are the abilities to count and one-to-one correspondence.  This knowledge is necessary for students to be able to use operations, algebraic thinking, and understand place value.

The school bell has rung and it is time to get my first graders working towards their goal of mastering all of the common core standards.  Here at the beginning of the school year I need them to be able to represent a group of objects with a written numeral. (1.NBT.A.1). This can be done by sharing models with them and asking them to create their own models that represent given numbers with accuracy. This supports MP 4 & 6 by asking them to supply their own spatial patterns with precision.

Go to the resource section and open up the Power Point slide show on your Smart Board.  If you do not have one, try to gather the kids around a central computer that they can all see the monitor. If this is not possible you will have to print the slide show and draw the patterns on the board or paper. Whatever you do, don't stress out! They will love it no matter how you have to present it.

The slide show is to review common spatial patterns for numbers 6-10.  It is designed for them to have several counting opportunities for each number.  Also, I designed it with some groupings using two different colors of dots. I will use this opportunity to be able to show how we can pick groups we recognize and count up. For example, saying 5 and then counting up 1 more. You can pick different children to count the different patterns or you can do it as a whole class.

They are going to enjoy the activity and feel very confident because this is building on their kindergarten common core standards to count to 100 and writing their numbers to 20. Now in first grade, the CCSS wants our students to master counting and writing to 120. (1.NBT.A.1). This is why the standards make sense; the standards are built on one another and are related.  This will allow for more in-depth teaching because we are not being spread thin with numerous skills to teach.

2 Independent Practice Part 1 - 10 minutes

There are two things I want my students practicing today.

First, I want them to construct some dot patterns for friends to discover and state the answer to.  I will pass out my red/yellow counters and a plain piece of paper.  Students will pick any number between 6-10 and create a dot pattern on their sheet.  The first round I will have them switch spaces with their neighbor and look at each others patterns and tell each other the answer. Then I will have them go back to their desk and change the pattern.  It can be a new pattern with the same number of counters or a new number and pattern.  I will count to five and allow students to walk around the room and select a friends desk to stop at.  They must be there by the time I say five.  I will walk around and ask them how many is in the pattern they see.  Then we will start over. I will do five rounds.

resources
3 Independent Practice Part 2 - 10 minutes

Second, we will clean up our counters and place them back in their group container.  Look at the resource section to see a picture of their supply container.  You can use any size bowl and prepare ahead of time by placing the quantity of counters you will need for each group, so no one will have to wonder around the room looking for supplies.  Next, I have already placed a number line in my classroom for everyone to see.  You can create your own or go here to get one pre-made by another awesome teacher. You can look at a picture of one already put together in the resource section.  You will see I have covered some numbers with post-it notes for an activity I had used to challenge my higher counters.  Today, I will cover 6 numbers and ask them to write on their paper what is under the post-it note.

Concrete Learners
Diverse Entry Points

You may have students in your room that are not ready to identify missing numbers on a number line. If the student is still struggling with counting or one-to-one correspondence, you may want to have objects for the student to count and identify what number is said compared to what number is missing. Also, it may help for that student to have a 120 chart in their hands to be able to point at the numbers and track to find what is missing. You can go here  for a 120 chart to print.

4 Closing - 5 minutes

I had my students work so hard today I want to close up this lesson with a little bit of fun. This video on YouTube is really popular.  I know my kids are going to like the beat. I like this video because Dr. Jean not only counts up, but also divides the counting into sets of 10.  After each set of ten she counts how many tens they have counted. This will help when I transition my students to counting by tens and place value discussions.