COMMON CORE STATE STANDARD
NBT.1-Number and Operations in Base Ten: Count 1-120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
BIG IDEA
Students will transfer dot patterns to ten frames to see how they are similar.
Standards of Mathematical Practice
□Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
□Construct viable arguments and critique the reasoning of others.
Model with mathematics.
□Use appropriate tools strategically.
Attend to precision.
□Look for and make use of structure.
□Look for and express regularity in repeated reasoning. / Informal Assessments
□Math journal
□Cruising clipboard
□Foldable
□Checklist
□Exit ticket
□Response Boards
Class discussion
□Other: ______
PREPARING FOR THE ACTIVITY / MATERIALS
□Have your dot cards ready to use.
□Have one ten frame per student.
□In the second part of the lesson, students will be playing a game. Copy and cut the game. Each pair will need one set of game cards. You might want to copy them on cardstock and laminate them so they can be used again in small groups or centers. /
  • Ten frame
  • Blocks/counters
  • Dot patterns cards
  • Matching game (1 game per pair)

VOCABULARY
  • subitize

SETTING THE STAGE
Procedures
  1. Read/show the problem to the students. Look at this dot pattern. How could you show it in another way? (have students share ideas, pictures, number, tally marks, etc.)
  2. Say, I wonder if we could show this number in a ten frame. Show them a ten frame. How do you think we could do that? (we could put 7 dots in the ten frame).
  3. Ask: what similarities do you see between the ten frame and the dot pattern? (they have the same amount/number). Do you think that it would be important to automatically recognize how many are in a ten frame? Why/why not?
  4. Tell students that today we will start by transferring what we see on the dot patterns to a ten frame.
  5. Hand out one ten frame and 10 counters/blocks to each student.
  6. Show one dot pattern, from yesterday’s deck. Ask: how can you make this on your ten frame? (students will then show you) What number is represented on the dot card? What number is represented in the ten frame? They don’t look the same but you’re telling me they are the same number. Why?
  7. Repeat this process with all dot cards.
/ Guiding Questions
  • How can automatically recognizing an amount on a ten frame help you as a mathematician?
  • Why do we use dot patterns and ten frames?

EXPLORE THE CONCEPT
Procedures
  1. Bring students to the carpet to explain the next activity. Tell them they will be playing a game with a partner. They will have a deck of cards. Students place all cards face down. One student turns over two cards. In order to get a match, they must find a dot card and a ten frame with the same amount on it. If they get a match, they go again. If they do not get a match, it is the next player’s turn. The person with the most matches at the end of the game wins.
/ Guiding Questions
  • The dot pattern and ten frame do not look the same, why is that a match?

REFLECTION
Procedures
1.After playing the game, bring student to the carpet for reflection. Ask: how are dot patterns and ten frames similar?
2.Have them turn to a partner and explain to them why it is important to automatically recognize amounts and how it can help them. After they share with their partner, have partners share out what was said. / Guiding Questions
  • How will you use what you have learned today and yesterday to help you with math?

Word problem

Look at this dot pattern. How could you show it in another way?

Grade 1Unit 1: Block 5