Standard: no standard (review idea from previous year that they will be building on

this year)
Objective: After reviewing what a name collection box is through the use of an
anchor chart, students will be able to complete their own name collection boxes.
Materials
1. Sticky notes
2. 3 large white sheets
3. Math journal
Instruction
Plan
I do
I will make an anchor chart
explaining number collection boxes.
It will include the definition of a
name collection box. Then, we will
write the characteristics. From there
we will make an example one and
one that is not correct.

Instruction
So today, we are going to be discussing
name collection boxes. Now some of you
may be familiar with this from last year while
others may not be so familiar. For that
reason, we are going to make an anchor
chart that will help us navigate our way
through this. So lets start with the definition
of name collection box. Its definition is a set
of equivalent (same) names for a number.
Who thinks they can understand what
this is saying?
Now lets move on to the characteristics of
it. Before we can do this, we need to make
sure we know what characteristics means.
Who can help explain what this word
means to them?
So now that this is clear lets work on
deciding what can be included in a name
collection box. Ill start us off. We can have
addition problems. We can have words.
What else can we have? (subtraction,
multiplication, division, tallies, money, base
ten, roman numerals, dozens, pictograph)
Now lets do an example one. Lets do one
for the number 6. Lets go down our order of
characteristics to fill out the box.
(subtraction, addition, words, multiplication,
division, tallies, money, base ten, roman
numerals, dozens, pictograph). Great!
Now lets make a non-example for the
number 6.

Task
Have the students head back to their
desk and open their math journals to
page 9. Students will each get a
sticky note with a number in word
form, equation form, tally form,
pictures with keys, or dot form. Only
ten students will have the right
numbers to put on the number 20
number collection box. The other
students will put their cards on the
16 number collection sheet or on the
empty trash sheet.

Now that we have reviewed what these are,

we are going to work on a math journal page
and we are going to play a game to help us
complete it. When I tell you to head to your
desk, I want you to get out a pencil and open
your math book to page 9. What page do
you open to?
If you are wearing green you can head
quietly back to your desk and get out your
materials. If youre wearing pink you can
head to your desk. The rest of you may now
head to your desk and get out your
materials.
Now if you look at the math journal, you will
see 4 name collection boxes. We are going to
tackle the first two together. In just a
moment, you are all going to get a sticky
note. This sticky note will have either a
number written out, a math problem, tallies,
dots, or pictograph. Your job is to figure out if
it belongs in the 20 math collection box, the
16 math collection box, or the trash math
collection box. (write those on the board)
The trash collection box means it neither
belongs in the 16 or the 20 box. I am going
to give you an example. So I receive a sticky
note that says 10+2. I am going to think to
myself, what is ten plus two. I can use my
fingers to help me, the number grid to help
me, or just do the math in my head. So I
have decided the answer is 12. The next
questions I ask myself are listed on the
board here. Does this belong in the 20, the
16, or the trash collection box. What do you
think class?
Now once the sticky notes are passed out,
we should remain quiet and wait for your
table to be called and you can put your
sticky note in the correct spot. Keep in mind,
there will only be 10 sticky notes in the 20
box (pass out sticky notes)
Get it, got it, good.

(Look over the sticky note placements) Now

lets refer to our math journal page. As we
go over each sticky note we can write it in
our 20 box. (go through sticky notes)
Great! Now lets move on to box collection
box 16.

We will move on to math boxes on

page 10. We will do the first one
together and the last two will be
done alone. Then, we will review the
last two together.

Now lets look at the next name collection

box in your math journal. Who would like
to read the directions? We need to figure
out what number belongs in the top corner
and we need to cross out the ones that dont
belong. Who has an idea on how we
could do this? Lets go through and decide
what each answer is. You can write the
answers in on your sheet as well so it helps
your mind stay organized. (assign table
groups problems to figure out)
Lets come back as a group. (go group by
group to get the answers) Now lets do the
last 2 together. Who thinks they know the
answer to half of 32? How did you
know? (show dot method). Who knows the
answer to this long equation? Try
splitting up the numbers and see if this
helps. (get answer)
As we look at our answers, what
numbers are most of the answers?
So what number do you think we should
put in the top corner?
What problems do we need to cross off
because they dont fit in with the 16
number collection?
Now that we have done two together I want
you to try the last 2 on your own.
Remember, use the anchor chart as help.
You can look under the characteristics to
help you think of different ways to write the
numbers. Raise your hands if you have any
questions. You may begin. (go over the first
collection box on the board once they have
completed)

Now we are going to do math boxes. I know

we have some math box wizzes so lets start
this party! You should circle numbers 2, 3,
and 6 on page 10. Lets do number one
together. Now, I want you to complete the
last two individually and we will come back
together as a group to go over them. (last
two done on the board)

End task
We will play name that number
which was introduced earlier in the
week. I will demonstrate with Mrs.
Eckhoff as my partner. They will get
split into their groups and play the
game. Later, at planner time, I will
assign them their home link.

(If time allows)We are going to end the day

playing name that number. Now this relates
great with what you learned because you are
figuring out different ways to add or subtract
numbers to get one number. I am going to
briefly model this for you on the smart board
because I know you have played this game
this week. We have 5 cards laying front of us
and a deck facing down next to us. I flip over
the top card and have to figure out how I can
use the five numbers to make this number.
Whatever cards I use to make the number
are the cards I keep. I am going to call off
partners with sticks. The first partner called
will get the deck. The second partner will
find a spot.
(Transition back to desks when out of time)
(If no time for game) Thank you students for
your great participation! So as a recap, we
learned and reviewed name collection boxes!
Now in the future, if you get confused
on number collections, where could you
look to help guide you?
Yes, you can look at that wonderful anchor
chart we created in the beginning of class.

Evaluation: They will get a home link that asks them to do name collection boxes. It
will be very similar to the ones in their math journals. I will look over how well the
students performed on this homework.