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 be able to count on from a random number and be able to show the value of the number where they stopped counting with number 0-20.
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
handout
class discussion
PREPARING FOR THE ACTIVITY / MATERIALS
□Gather materials and make copies of the recording sheet and exhibit independent activity.
□Count the recording sheet front and back to allow for more times playing the game.
□Make sure you have cut out the number cards and have written the word problem on chart paper or have it ready to project. /
  • Cups
  • Counters
  • Dice
  • Number cards (1-7)
  • Recording sheet
  • Word problem
  • White boards and markers
  • Penguin pictures
  • Lion pictures
  • Exhibit independent activity

VOCABULARY
  • Count on
  • Total
  • Value

SETTING THE STAGE
Procedures
1.Explain the game “Real Counting On” to students. In this game students will work in pairs. Each group needs a cup, 13 counters, number cards 1-7), a dice, and a recording sheet. The first player turns over a number card and puts that many counters in the cup. They put the card next to the cup as a reminder of how many counters are in the cup. The second player rolls the die and places that many counters next to the cup. Together they decide how many counters there are in all. After, they record what they did on the record sheet.
2.Give pairs 10 minutes to play the game at their seats.
3.After 10 minutes, bring students back to the carpet and ask, how did you figure out how many total counters you had? (we counted them) Ask, did you have to count all of the counters or was there a faster way to do it? (some students may have figured out that they can count on. For example if they had 7 in the cup and rolled a 3, they could say 7, 8, 9, 10 and find the total number of counters they had was 10.
4.Practice doing this with 2 examples, using the game.
5.Send students back to their seat, with their partner, to play again for 10 minutes.
6.After the time is up, bring them back to the carpet. Ask, how did you find the total amount of counters you had? Did you do anything differently when you played the game this time? (we counted on, we started at the number already in the cup and counted from there) / Guiding Questions
  • How did you decide to start solving the problem?
  • Why did you decide to solve it in that way?
Is there another way you could solve the problem?
EXPLORE THE CONCEPT
Procedures
7.Tell students that we are now going to look a problem. Read/show the following problem to the students: As the zoo keeper you must visit all of the exhibits. You have already been to 5 exhibits but still need to visit the remaining exhibits you see in the picture below. How many exhibits will you visit today?
8.Ask: How do you think we can solve this problem? (We can count). How would you go about counting the exhibits to find out how many you will visit? (start at 5 and count the rest)
9.Have students try to solve the problem. Then they can quickly talk with a partner about how they solved the problem. Have partners share out with the class to share how they solved the problem.
10.Ask, what connections can you make between the “Real counting on” game and solving the word problem? (we had to count on, counting on made it easier to solve)
11.Ask: Why would we want to count on? (It is faster.)
12.Bring students to the carpet. Hand out white boards and markers. Show the picture of the penguins. Say, “These are penguins are new to the zoo. We already have 7 penguins but we need to figure out how many penguins we have at the zoo now. I wonder what we could do to figure out how many penguins we have now.” (Count on). Count on together-13 total penguins.
13.Ask: Why did you decide that we should count on? (We needed to figure out how many penguins there were at the zoo total). Why didn’t you start counting from the first penguin or the beginning? (It is faster to count on).
14.Ask: Can you think of a way we could show how many total penguins there are at the zoo on your white boards? (Yes). How could you do that? (Draw a picture). What kind of picture would be easy for us all to draw to represent or show how many penguins are at the zoo? (Circles, squares, etc.)
15.Have students show how many total penguins are at the zoo by representing the number with a picture.
16.Review that a number always has an attached value to it. Say, “When you drew the 13 circles you are really showing what the value of 13 is.”
17.Practice with another picture of the new lions that are at the zoo. Show the picture of the lions. Say, “These are lions are new to the zoo. We already have 9 lions but we need to figure out how many lions we have at the zoo now. I wonder what we could do to figure out how many lions we have now.” (Count on). Count on together-16 total lions.
18.Ask: Why did you decide that we should count on? (We needed to figure out how many lions there were at the zoo total). Why didn’t you start counting from the first lion or the beginning? (It is faster to count on).
19.Ask: How can we show that there are 16 total lions on our white boards? (draw a picture) Have students draw a picture to represent the 16 total lions.
20.Tell students that they now are going to practice doing this on their own. Explain that they will get a sheet that shows the new exhibits at the zoo. Tell them that there are already 8 exhibits and the pictures represent the new exhibits that are going to be added to the zoo. They must figure out how many total exhibits there are now at the zoo. They should write the digit to show how many total exhibits there are and then draw a picture to show the total amount of exhibits at the zoo. / Guiding Questions
  • Why is it important to understand the value of a number?
  • How can counting on help you?
  • Why would you draw a picture to show a number?

REFLECTION
Procedures
1.After students are finished with their independent activity, bring them back to the carpet to share their work.
2.Select a student to share how they completed their work.
3.Ask: Did anyone solve their problem in a different way? (have additional students share how they completed their work)
4.Have students turn and talk to a partner to tell them something they learned about numbers today. Select students to share out what their partner said they learned. / Guiding Questions
  • How can counting on help you?
  • Why is it important to be able to understand the actual value of a number?

Word problem

As the zoo keeper you must visit all of the exhibits to check on the animals. You have already been to 5 exhibits, but still need to visit the remaining exhibits you see in the picture below. How many exhibits will you visit today?

Old Penguins….

New Penguins…

Old Lions…

9

New Lions…

Number Cards for “Real Counting On” Game (each group will need 1 set of number cards 1-7)

1 / 2 / 3 / 4 / 5
6 / 7
1 / 2 / 3 / 4 / 5
6 / 7

“Real Counting On” recording sheet

Counters in cup… / Counters on the side… / Total number of counters

Name ______Date ______

How many exhibits there already are at the zoo…
8 / Exhibits that will be added to the zoo…

Write the total number of zoo exhibits on the line below.
______/ Draw a picture to show how many total exhibits there are at the zoo.

Grade 1Unit 1: Block 2