Happy Bus Driver
TEACHERS:Houston / SUBJECT:
Operations and Algebraic Thinking
STANDARD:
· K.0A.4. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation
OBJECTIVE (EXPLICIT):
· TSW identify a missing number, when provided with one number 1-9, to get a total of ten.
EVIDENCE OF MASTERY (MEASURABLE):
SUB-OBJECTIVES, SWBAT (SEQUENCED FROM BASIC TO COMPLEX):
KEY VOCABULARY: / MATERIALS:
Bus Ten Frame Mat for each partner team
6 colored cubes for player 1
6 colored cubes for player 2 in a different color
1 recording sheet per team
ENGAGE (MAKE CONTENT AND LEARNING RELEVANT TO REAL LIFE AND CONNECT TO STUDENT INTEREST)
TEACHER WILL / STUDENT WILL
BEFORE / · TTW begin the lesson by discussing the different ways students come and go from school.
· TTW explain that today the students will be playing a math game about students riding a bus.
· Tell the students a tale of a happy bus driver. “Once upon a time, there was a happy bus driver. He was the happiest bus driver ever! Do you know why he was the happiest bus driver ever? His bus was always full! His bus had ten seats. How many students would be on his bus?”
· TTW say, “Today, we are going to play a game using the happy bus driver’s bus. We will work with a partner to keep his bus full all of the time.”
· Have two students model how to play the game and record their answers. Player 1 rolls a 1-6 die and places a corresponding number of children (Unifix cubes) in the bus using one color. TSW record the number rolled on the worksheet provided. Player 2 will count out the number of children (Unifix cubes) needed to keep the bus full. Player 2 adds cubes in a second color to fill up the bus. TSW record the answer on the worksheet. Then the partners switch roles. / TSW make connections to prior knowledge discussing how they go to and from school.
· Examples:
“I ride the bus!”
“My mom drives me.”
“My older brother and I ride bikes.”
· Two students will model how to play the game. The rest of the class watches.
· Player 1 writes the first number to the equation.
Example: 5 + _ =10
Player 2 writes the second number needed for the equation. 5+5= 10
CO-TEACHING STRATEGY IF APPLICABLE
DURING / · TTW walk around the room to monitor partners.
TTW ask, “How many children are in the bus?”
“How many children have to be in the bus at all times?”
“How many more children do you need to place in the bus to fill it up?”
“How many children are in the bus when it’s full?”
“Does your number sentence match the number of cubes you have in the bus?”
“If your partner puts ___ children in the bus, how many more will you need to add?” / · TSW roll one die and add children to the bus. The second player will fill the bus the rest of the way. The partners will write a matching number sentence to equal ten. Repeat the process until the worksheet is complete.
CO-TEACHING STRATEGY IF APPLICABLE
AFTER / · TTW ask the class, “What did you discover during our activity today? How many different ways were you able to fill the bus to 10? Where else do we see things that come in groups of ten?”
· Ending question:
TTW have the students discuss the following scenarios:
“How many fingers do we have? If I hold up six fingers, how many would still be down?”
“How many toes do we have? If I painted three of my toenails, how many more would I still need to paint?” / · TSW use their worksheet to count all of the different ways they were able to write number sentences equaling 10.
· TSW name other things that come in sets of 10.
· TSW answer scenarios telling how many more items are required to reach ten.
CO-TEACHING STRATEGY IF APPLICABLE