Overview Allie Berryman

Problem Solving:
 Lesson 1: How does our number system work?
 Lesson 2: How can I determine the total number of objects?
 Lesson 3: What does it mean to count on from a number?
 Lesson 4: How can I break down a number to create a sum?
 Lesson 5: How can I describe two numbers to compare the two?

Objectives:
 Lesson 1: Students will be able to count objects one by one.
 Lesson 2: Students will be able to see how many items in a group by
counting on from the first number.
 Lesson 3: Students will be able to count on using small numbers and
objects.
 Lesson 4: Students will be able to combine numbers to make a sum.
 Lesson 5: Students will be able to compare the number of objects in 2
groups, using the words more than, less than, or about the same.

Literature: In lesson 4 students will read the book Ten Black Dots, by Donald
Crews and will use strategies to combine different numbers to equal a sum.

Enrichment:
 Lesson 1: Students will extend their counting a greater number of objects
and adding to their table.
 Lesson 2: Students will be given a larger number of objects to work with
and count as a whole.
 Lesson 3: Students will explain patters in the number system to those who
don’t understand and will also play the game to 21.
 Lesson 4: Students will need to expand their thinking and find multiple
strategies for breaking numbers apart.
 Lesson 5: The students will work with larger numbers to compare and
decide which and greater or less than. The students will need to complete the
column in the chart for how much bigger.

Remediation:
 Lesson 1: Students will be able to work with a student of higher ability to
ask questions from and gain knowledge.
  Lesson 2: Students will be given a smaller amount of objects to count as a
whole.
 Lesson 3: Students will be able to work with manipulatives to solve
problems.
 Lesson 4: Students will be able to work with manipulatives to solve
problems.
 Lesson 5: Students will begin to work with smaller numbers.

Manipulatives: The students will be given snap cubes to count with in the lessons.

Technology: The smartboard will be used throughout the lessons to show

problems and student work.

Evaluation:
Lesson 1: Worksheet
Lesson 2: Worksheet
Lesson 3: Journal: Draw and write about the ways you can add up to 20 using your
cubes to make a train.
Lesson 4: Worksheet
Lesson 5: Worksheet
 Lesson 1

Big Idea: Understand that they can count by ones when counting objects.

I Can: I can count objects one by one.

Launch: Introduce Problem

- Good Morning friends! Today we are going to start with math and learn about counting things
around you. For the whole group response ask students to raise their hands if they have ever counted
things in their room, around the classroom, or anywhere at home. Great! So this may be practice for
some of you. Today we are going to start with a practice problem to get us started with counting. I will
place a number of cubes on the overhead. You will decide if there are more or less than 10 cubes. If
you think there are more stand up, if you think there are less stay sitting. Now place 12 cubes on the
overhead for the students to count and wait to see what each student decides. Ask a child who is
standing to explain why. “I stood up because when you first laid out the blocks I noticed there were a
lot, so then I counted them and counted 12 in all.” Great that is a great strategy to use. Now count on a
student who is sitting and ask them to explain why. “I stayed sitting because when I counted them in all I
only counted 8.” Okay, we need to make sure that when we are looking at the cubes we count all of
them to make sure we are right! Now for the think, pair, share have the students turn to their neighbor
and discuss what the directions were and what the big idea was for this lesson.

- You all will be working with a partner to count a number of objects on a couple worksheets. You will
need to follow the directions and write your answers in the table.

- Explore: Work in partners to solve the problem

- The students will now go back and work with their partners to work on the 3 pages to count the
objects. Have the students make sure they are counting each object correctly.

- Individual Accountability: Each student will be counting the items separately and discussing together
what they got as their answer.

- Group Goal: Finding out the correct amount of objects in each picture shown on the board.

- Clarifying: What are we counting? How many objects are there in all?

- Eliciting: How did you get your answer? What strategy did you use to solve this problem?

- Extending: What are we doing when we count all of these objects together? What does each item
represent in the picture?

- Assessment: The student can count each item by ones, the student is counting the objects alone and
then coming together as a group and discussing the answer.

*worksheet attached for explore below*

Summarize: Teacher guided discussion

- Bring the students back together as a class to discuss. Welcome back! As I was walking around I was
watching everybody counting the objects and everybody was doing a wonderful job. We are now
going to go over how you guys counted each item.

- For the whole group response ask the students to put a finger on their nose if they were able to get all
3 finished and count all of the items. I see a lot of you with your fingers on your noses, which means
you were able to do what was assigned and you followed directions. I will leave these pictures
projected on the board and we are going to discuss as a class how to figure out how many objects are
in each picture. Starting with the windows, could Emma and Jacob come up here and show us the
strategy that you used to count the windows. “So we both used the same way to count the windows.
We noticed that there were 2 windows on one side, and 2 windows on the other side so that means that
there were 4 windows in all.” That’s great, do you guys know what you used to count the objects? “Yes
we used addition, because 2 and 2 make 4.” Great job, so one way to count is to see how many there
are on both sides and add them together, just like they did.

- Now does anybody have another strategy they would like to share about how they counted the
windows? Emma and Jake? “We counted each window individually like 1, 2, 3, and 4. There were 4
windows in all. Okay, so that is another strategy we can use to count objects, just like we talked about
earlier. For the think, pair, share have the students turn to someone near them and think about what
we talked about during the launch that could describe what this strategy is called. Call on a student who
thinks they know, “the strategy is called counting by ones.” Yes! Exactly, so Jenni and Kyle counted by
ones to count each of the windows and get the total amount at the end.

- End this lesson by repeating what the big idea was again, to be able to count objects by counting by
ones. Today we learned different ways to count objects. Can anybody tell me what the first strategy
was that we talked about? “If both sides are equal you can count one side and the other side and use
addition to get the total amount.” And the other strategy? “You can count the objects one by one to get
the total amount.” Great job everyone, I thought we learned a lot of stuff today!

Accommodations

- Enrichment: What are you going to do to stretch the thinking of the students who are already
understand? I will have the enrichment students expand their thinking by counting a greater number of
objects around the room then add that to their chart. They might be counting to 50 if they are able to.
- Remediation: What are you going to do to help those who struggle? Students will be able to work with
an enrichment student who will be able to help them and explain to them what they are missing and
answering any questions.

Evaluation: Individual assignment

- Give students a worksheet to take home and work on. The students will need to find objects in their
homes and write or draw what the objects are and how many they can find in all.

Solve each problem using either way we talked about during class. I gave you room on the side to
draw and show your work, please use up that space and show your work. There are different difficulty
problems. DO AS MUCH AS YOU CAN and come back to class tomorrow and we will go over this
worksheet.

Name: _________________________________
Directions: Count the objects. If you finish, find objects around the room to count and write them in the
empty spaces provided below.

Object Number

Windows

Desks

Containers

Jars

Books

Balls

Lesson 2

Big Idea: Understand that they can identify a small number of objects by counting on.
I can: I can see how many items in a group by counting on from the first number.

Launch: Introduce problem

- Good morning, friends! Today we are going to learn a little bit more about counting. Who can tell me
what we learned about yesterday about counting? I am going to let you talk with your neighbors and
discuss. For the think, pair, share have the students turn to their neighbors and talk about yesterday’s
lesson and what we learned. Abby could you tell us? “Yesterday we learned about counting each object
in a picture and telling how many there were in all.” Yes great! So today, we are going to continue on
counting.

- We are going to do a thing called counting collections. I am going to give each group a baggie with a
number of objects in a baggie, for example cubes, blocks, or chips. You can use any strategy that you
can think of to count the number of objects in all, but you need to make sure you are writing down
your work on the paper. Each group can decide how they are going to count their objects, for example
one partner will count the objects all together and then the second partner counts them to see if they
got the same number. You will need to work together to count. For the whole group response, ask the
students to raise their hand if they understand the directions. Okay you may now all go back and I will
begin handing out the baggies.

Explore: Work in partners to solve the problem

- The students will now go back and work with their partner and count their objects in the baggie. They
will each write their own answer, but discuss as a whole first. There will be 2 people in each group.

- Individual Accountability: The students will be able to count the number of objects themselves. One
partner will count and the other will check the counting.

- Group Goal: Figure out the correct number objects in the baggie.

- Clarifying: What are we counting? How many are there in all?

- Eliciting: How did you get your answer? What strategy did you use to solve this problem?

- Extending: How many does each object represent? What are we doing each time we count on from the
first number?

- Assessment: The student can correctly count the number of objects when they are shown and also
when they are added each time. They have the ability to count objects and identify the number of a
small groups objects without counting.

Summarize: Teacher guided discussion

- Welcome back friends! I thought that our activity in groups went very well. Now we are going to
discuss what we did to figure out our answers. For the whole group response, raise your hand if you
were able to count all of the objects you were given. Now I want Derek’s group to go to the board and
draw and show us how they did theirs without talking or telling any other friends what they did. Then
I want Darien’s group to go up and do the same thing. While the other friends are sitting and waiting
for them to finish up at the board tell them to talk quietly about the they are doing at the board and try
to figure out their strategy so they can tell the rest of the class how they did it. Once they are finished
call a student up who thinks they know how Derek’s group solved the first problem. Abby you look like
you know how Derek’s group did the first one, could you come and explain it for us? “Derek’s group
wrote that they had pennies in their baggie. They first placed out all of their objects in a plate then they
took off each penny one by one until they were all off of the plate. They counted one-by-one and got a
total of 24 pennies. Great, that looks exactly like what they have written down on the board! Now
Noah, could you come up here and explain what Darien’s group did on the board? “Darien’s group had
checkers so they laid out all of them and took groups of 5 and counted on by 5’s, like 5, 10, 15, 20 and
then had 2 extra so they added 20 and 2 and got 22. Yes! That is right and looks like we now have 2
strategies we can use to solve these problems.

- End this lesson by repeating what the big idea was again, identify a small number of objects by
counting on. Today we learned how to count in a variety of ways. For the think, pair, share portion ask
the students what the 2 strategies were that we learned today. Abby says, “Today one strategy was
counting one-by-one and the other was counting by fives.” Great, I would advise you guys for the
homework to show how you got to the answer on the paper so that I know that you understand it.
Great job everyone!

Accommodations

- Enrichment: What are you going to do to stretch the thinking of the students who are already
understand? The students will be given a larger number of objects to count.

- Remediation: What are you going to do to help those who struggle? These students will be given a
smaller amount of objects to work with and count as a whole, and work their way up to bigger numbers.

Evaluation: Individual assignment

- Give students a worksheet to take home and work on. They will be counting at the toy store and
writing down the number of objects in the box.

Solve each problem using either way we talked about during class. I gave you room on the side to
draw and show your work, please use up that space and show your work. There are different difficulty
problems. DO AS MUCH AS YOU CAN and come back to class tomorrow and we will go over this
worksheet.

*worksheet attached below*

Name: _____________________________________

Directions: Count the objects in front of you and record your numbers in the table.

Objects How many?

Cotton balls

Coins

Chips

Cubes
 Lesson 3

Big Idea: Understand that we can use patters to help count objects.

I can: I can count on using small numbers and objects.

Launch: Introduce Problem

- Hello friends! Today is going to be a fun day because we will be playing a fun game during our lesson
while also learning! Who’s ready to get started? For the whole group response, the teacher will tell the
students that they are looking for students who are sitting quietly with their hands in their laps to begin
the lesson. So today we are going to do some more counting, but we are going to add a game to it. I
will get to explain the game a little bit later. Right now we are going to review what we talked about
yesterday in our lesson. For the think, pair, share, ask the students to talk with a person close to them
about what we have talked about the past couple lessons. Jane could you tell us? ”We learned different
ways to count, we can count by ones or we can count by skip counting.” Great! Thank you.

- Now we are going to talk about the game we will be playing in partners. I will give each group 10
cubes. Our goal is to connect all 10 cubes together, but you and your partner are playing against each
other. The students will be taking turns adding one, two, or three cubes. Whoever places the 10 th cube
on the train finishes the train and wins the game. It may be tricky to start with, so we will play one
together!

- Who wants to be player 2? Jack? Okay thanks! I will start with one. Jack says, “I will add 1, and put 2
under player 2.” Okay now I am going to add 3, so I am going to write 3, 4, and 5. Who wants to tell
me what player 2 should do? Keisha? Keisha says, “6 and 7. So I am going to write a 6 and a 7 under
player 2.” Okay now that we are at 7 and I think about what I can do, I am going to add 3 more, 8, 9,
and 10. So I added the 10th cube so I won.

Player 1 ______ wins Player 2 ______ wins

1 2
3,4,5 6,7
8,9,10

- Does everybody get what I just did? Discuss again what the big idea is that we understand that we can
use patterns to count objects. If nobody has any questions you may all go back to your seat with your
partner and I will begin handing out 10 cubes to each group. I also left a line on the sheet that you can
keep track of how many wins each player gets.

Explore: Work in partners to solve the problem

- The students will now go back and play the train game with their partner and compete against each
other to try and connect the 10 th cube.

- Individual Accountability: Each child is adding the correct number of cubes to the train and will count
the number of cubes each round to see how many more they need to get to 10.

- Group Goal: The students will be working together to attach 10 cubes each time and are able to add
the correct number of cubes.
- Clarifying: What are we counting? What is the magic number we are trying to get to each round?

- Eliciting: How did you get your answer? What strategy did you use to solve this problem?

- Extending: How many does each cube represent? What are we doing each time we count on from the
first number?

- Assessment: The child has the ability to count on from a given number. The child can also practice
mental computation and logical thinking as they choose the best number to add. They will begin to look
for strategies to win the game, developing their problem-solving skills.

Summarize: Teacher guided discussion

- Okay welcome back everybody! For the think, pair, share portion ask the children to discuss with one
other person about how they thought the overall activity went. In a minute call them back to discuss
what we thought went good and not so good. Could one person tell me something that they thought
went well? ”We thought that we played the game well with each other.

- Now I want to discuss how you all played the game, which strategies did you use, and so on? Can I
have a group volunteer and show us using your cubes how you and your partner played the game so
the rest of the class can see. Ryan and Hannah come on up. “Hannah and I started the game by
deciding who was going to go first, so we played rock, paper, and scissors. I went first and attached 3
cubes to start. Then it was Hannah’s turn so she added 3 cubes as well, and in between each round we
would count together how many cubes were on the train. So then I added 1 more cube and Hannah
added 2 more cubes. So then we counted the cubes on the train and there was 9. So then I was up next
and I only had to add one more cube because 10 comes after 9 and I won.” Okay, thank you Ryan and
Hannah for sharing that with us. That is a great example of one way that we could play the game. Did
anybody else play it a different way? Kate and Brittany you guys can show the class. “So Kate and I
started out the game by me going first this game and then Kate could go first so we are just taking turns.
Each of us for the first 3 rounds only added 1 cube each. So we had a total of 6, but we just counted in
our heads after each round, not as a group. Then I added 2 because I thought that would be close to 10
but it was only 8, so then I think Kate counted in her head that 8 and then 2 more cubes would make 10,
so then she won that game.” Okay, so we just heard a few strategies that we could use to play this
game. Can anybody tell me a strategy that they heard about from our other friend’s explanation that
would teach us how to win the game? Tracy says, “You could use addition to see how many cubes there
are left to add after each round to add up to 10.” Great! So the goal of the game is to get to 10, so one
way would be using addition. Any other ways? Vince says, “You could use the counting on strategy and
after each round count on from that number to see how far away you are from connecting 10 cubes.
Yes, that is what I was looking for. The whole idea that we are learning is counting on, so that way
might be the easiest for some of you. Is there a strategy that any of you found for winning the game?
Like if you got to a certain number you knew you could win the game? Jenna? “I noticed when we
were playing the game that if you landed on the number 7 you will lose because the other person can
just add 3, 8,9,10 and win the game.” Awesome I am glad you noticed that!

- For the whole group response, tell the children to raise your hand if you played it Ryan and Hannah’s
way, and touch your nose if you played it Kate and Brittany’s way. So I see that we had a lot of success
playing this game and I hope you all had fun doing it. We will now discuss what the big idea of today’s
lesson was, the big idea was to understand that we can use patterns to count small objects.” Great,
does anybody have any questions? Great job today!

Accommodations

-Enrichment: What are you going to do to stretch the thinking of the students who are already
understand? The students will explain patters in the number system to those who don’t understand.
These students could play the game to 21.

- Remediation: What are you going to do to help those who struggle? Students will be able to work with
manipulatives to solve problems.

Evaluation: Individual Assignment

- For the homework assignment tonight, they children will be doing some writing and showing how they
can connect 12 cubes by themselves. In their journal, they will be drawing a picture of ways that they
can add groups of cubes to make a train, just like they did in the explore section, but this time with 12
cubes. They will be able to add groups of 4, 3, 2, or 1 to their train each round, but must show their work
each time.

- Attached below will be a journal page to draw and write. After the child is done drawing they need to
write 2-3 sentences on what they did in the picture above.
Name: __________________________________

Directions: Add 1, 2, or 3 cubes at a time taking turns with each partner. Whoever adds the 10 th cube
wins. Play as many times that you have time for. At the top, tally the amount of wins each player has as
well. The top is an example, for you to look at.

Player 1 ______ wins Player 2 ______ wins

1 2

3,4,5 6,7

8,9,10
 Lesson 4

Big Idea: Understand that they can combine multiple numbers to make a sum.

I can: I can combine numbers to make a sum.

Launch: Introduce Problem

- Good morning friends! Today we are going to continue with our math lessons about counting and we
are going to be reading a book today. Our big idea today is to understand that we can combine
multiple numbers to equal a sum of 10. Show the students the cover of the book and ask them what
number appears on the front cover of, Ten Black Dots, by Donald Crews. Read the story to the class to
familiarize them with the sequential pattern of the numbers 1 to 10. When reading the story aloud,
count the number of black dots on each page and ask the students to count with you. What can we do
with 10 black dots to find the different ways of combining 2 or more numbers to get the sum of 10?
Abby could you tell us? Abby says, “We can take 2 or more numbers that equal 10 and that means we
get a sum of 10.” Great!

- Now today we are going to be doing a fun activity to go along with what we just talked about in our
book. For the think, pair, share ask the students to turn to their neighbor and talk about how this book
can be used as an activity that we will be doing in a couple minutes. For our activity today you will be
working in groups of 2. Each group of students will receive one bag containing 10 black dots and two
blank ladybugs. You guys will place the black dots in different combinations onto the two blank
ladybugs to collectively equal 10. We will now do a practice problem, in case anybody is confused. Can
anybody give me a number 1-10? “3!” Okay so I will now place 3 dots on the first ladybug. For the
whole group response, ask the students to think for a second and then raise their hands with the
number on their fingers with the missing number. When you think you have the answer to 3 + __ = 10
place that number in the air so I can see. Correct, I see a lot of 7’s in the air so 3 + 7 = 10.

- Discuss again what the big idea was, to understand that there are many ways to make a number, you
can combine many numbers to equal a sum of 10.Does anybody have any questions? You may now go
back to your seats and wait until I come around and give everyone a bag with dots and then you may
begin, remember that you need to write down the number sentences that you come up with so we
can talk about them when we meet again.

Explore: Work in partners to solve the problem

- The students will now go back to their seats and begin making ways to create a sum of 15. Students are
at tables communicating about the different combinations of 2 or more numbers needed to get the sum
of 15.

- Individual Accountability: The students will create their own number sentence and share it with their
partner. They will each record all of the ways they combined 2 or more numbers to create a sum of 15
on individual sheets,

- Group Goal: Each group will try to come up with every way possible to create a sum of 15.

- Clarifying: What number are we trying to equal to each time? Which two numbers did you use first?

- Eliciting: How did you get your answer? What strategy did you use to solve this problem?
- Extending: What are we doing each time we get 2 numbers to 15?

- Assessment: The students can work in their groups to identify, record, and communicate the various
ways to use two numbers to equal a sum of 15. Collect the student’s recording papers to what they did.

Summarize: Teacher guided discussion

- Welcome back everybody, as I was walking around, I saw a lot of number sentences written down on
your recording paper. We will now get started talking about the different ways and strategies you all
used. For the whole group response, ask the students to raise their hand if they were able to come up
with 5 ways to create a sum of 15. I see lots of hands up, so that is awesome, you are all getting so
great at this. I now want you all have your recording papers on your laps and ready to discuss.

- Could Mia and Addie come up and write one way you combined 2 or 3 numbers on the board. “So we
first came up with 7 and 8 equals 15.” Max could you come up and show us how you used your dots on
your lady bug to come up with 7 and 8 equals 15? Max says, “So I had this one at the end of my
recording paper. I started with putting a number of dots on one ladybug and I chose 7. So then I counted
how many dots I had left and there were 8 dots left sitting on my desk so I put the other 8 on the other
ladybug. Then I counted how many dots I had in all and it made 15, so I wrote that 7 and 8 equals 15.”
Great idea! That is one way to make a sum of 15 and one strategy we could use. Did anybody else use
a different strategy with these two numbers, 7 and 8? Yes Zach could you come show us? Zach says,
“So I first started writing down on my paper ways that I thought would make 15 and then I could check
my answer using the ladybug and dots. I started by writing down a 7 on my paper, then I used my fingers
to count on from 7 and I added 8 fingers from 7 to get to 15. So then I put 7 dots on one ladybug and 8
dots on the other, and it came out to make a sum of 15.” Awesome that is just what I wanted to see.
Does anybody see any patters that happened on their recording papers? Jon says, “There are patterns
because 7 and 8 equals 15 and so does 8 and 7, and that works for all of the numbers.” Right! Thank you
Jon! When we add 2 numbers together it doesn’t matter what order we put them in, we will still come
out with the same answer. Also, what I want you all to remember is that multiple numbers can make
up a sum. For example, 5, 5, and 5 can make 15.

- Discuss again what the big idea was. For the think, pair, share ask the students to talk with their
partner about the big idea we discussed at the beginning. The big idea is to understand they we can
combine multiple numbers to create a sum. Does anybody have any questions? Great job today
everyone!

Accommodations

- Enrichment: What are you going to do to stretch the thinking of the students who are already
understand? Students will need to expand their thinking and find multiple strategies for breaking
numbers apart.

- Remediation: What are you going to do to help those who struggle? Students will be able to use
manipulatives to solve problems.

Evaluation: Individual Assignment

- For the homework assignment today the children will be doing this same activity but with different
numbers. They will each be getting a bag with dots and 2 ladybugs like we had during class. Instead of
15, this time they will be adding to 17. They need to record each number sentence they came up with
and they can also show their work how they got to their answer. Each child should set a goal for
themselves for how many they think they can get.
 Lesson 5

Big Idea: Understand the difference between numbers and be able to compare numbers.

I can: I can compare the number of objects in 2 groups, using the words more than, less than, or about
the same.

Launch: Introduce Problem

- Good morning friends and welcome back to another lesson! Today is going to be fun so let’s get
started. Today we are going to be talking about more or less. For the whole group discussion, put your
hands on your head if you know what these words mean. Can anybody tell me what these two words
mean? Kayla says, “More means having a greater number of things and less means having a smaller
amount of things.” Yes exactly. We are going to start out with a problem, you will be working with one
person next to you. I am going to walk around and you will be grabbing a handful of cubes from my
bucket and your partner will also. You will count the number of cubes you have and then switch
handfuls with your partner and count theirs. As a group you will then decide who has more cubes and
who has less cubes. Once you finish, raise your hand and I will come around with the bucket and you
can do it again!

My number My partner’s number How much bigger?

12 8

Circle the number that is bigger.

- Discuss the big idea of this lesson, understand the difference between numbers and be able to
compare numbers. For the think, pair, share the students will discuss the activity together with their
group and then share with the class the main ideas.

Explore: Work in partners to solve the problem

- The students will gather with their group to think of some strategies they are going to do to complete
their tasks. Their main goal is to decide who has the higher number and decide how much bigger than
their partners.

- Individual Accountability: Each person has their own paper and their own stack of cubes.

- Group Goal: Figure out which number is bigger and circle it on the chart.

- Clarifying: What number is bigger? How many cubes is the largest number?

- Eliciting: How are you deciding who has more? What strategy are you using?

- Extending: Will you be able to determine how much bigger one number from the other number is?

Assessment: The students can determine whose number is bigger and they circled the correct number.
The students were also able to determine how much bigger.
Summarize: Teacher guided discussion

- Have a couple groups share their numbers and how they decided which was bigger and how much
bigger. Anna could you show us your first row on the board and then please have a seat. Can anybody
tell me what Anna and her partner did? Jackson says, “Anna had 13 cubes and Leah had 8 cubes. So,
they decided which number was bigger and circled 13. Then for how much bigger, they counted on from
8 to 13 and got 5, so 13 is 5 more than 8.” Awesome thank you. Now James, could you come up to the
board and show what you did and I will have Kailey explain for you guys. Kailey says, “James had 17
cubes and Ryan had 6 cubes. So we know that 17 is obviously bigger than 6, so they circled 6. Then for
how much bigger, they took 6 away from 17 and counted down and got 11. So 17 is 11 more than 6.”
Okay, great you guys I think you all got the hang of it.

- Now I am going to discuss the activity we will be doing that will teach us more about more and less. I
have labeled pieces of paper with numbers labeled from 1-20, you will be blind drawing from a bucket
and will pick a piece of paper. The number on that paper is how many cubes you will be connecting to
make a tower. For example, if I drew the number 7, I would connect 7 cubes together. When the
towers are built you and your group will discuss together how to place yourselves in a single file line
from shortest tower to tallest tower. We will be doing this altogether as a class and working together.
Does anybody have any questions? Go ahead and get started once you have your number.

- Analyze how the students are doing and the strategies they are using.

- Welcome back friends, I thought that you all looked like you were having fun doing this activity. For
the whole group response, ask the students to put their thumbs up if they thought the activity went well
and thumbs down if they thought that the activity wasn’t that good. Okay I am glad that I got to see all
of your input.

- Now I want to talk about what strategies your group used to complete this activity. As I was walking
around I heard what some of you guys had to say, but I would like for the whole class to hear them.
Starting with Kyle, what were some strategies you used to figure out what order to put yourselves in,
or anything else you may have talked about? Kyles says, “We decided that when we each got a number
we were going to make our towers and then when we were finished with them we would line up in a
random order and then the people with the smaller numbers would go to the front and bigger numbers
go to the back. Then the front numbers would order themselves and the back would order themselves.
We had one person at the end go through and make sure we were all in order.” Okay great, so one way
is to start out in a random line and go from there. Can another group explain a different strategy they
used? Brady says, “I decided that we were going to start by making our towers. Then we wouldn’t get in
a line, we would just talk in a group and place the people in the line in order one by one. We think this
way was faster.” Okay thanks Brady. So another way we could do it was talk about the order in a
group before getting in line, that way the whole group can discuss together. Great job, I love all of the
ideas.

-The big idea that we learned about today was that we can understand the difference between
numbers and be able to compare the two. For the think, pair, share portion ask the students to think
about everything that we went over and learned throughout the week and I am going to have some
people share. Call them back after a few minutes and let them share about the main ideas of this week’s
lesson. Great ideas everyone! I think that it went very well today!
Accommodations

- Enrichment: What are you going to do to stretch the thinking of the students who are already
understand? The students will work with larger numbers to compare and decide which and greater or
less than. The students will need to complete the column, how much bigger.

- Remediation: What are you going to do to help those who struggle? Students will begin working with
smaller numbers and increase from there.

Evaluation: Individual Assignment

- The students will be given a worksheet to complete and bring back.

*worksheet attached below*

Name: _______________________________

Directions: Work with your partner and decide which number of cubes is higher. Write each partners
numbers in the chart and circle the biggest number. At the end, if you have time, work on the 3 rd column
and decide how much bigger the number is than the other in that row.

My number My partner’s number How much bigger?

12 8