Math BoxesOBJECTIVES To review place value; and to introducethe Math Boxes routine.

Getting Started

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Teaching the Lesson- Jt — — — — — -Children review addition facts. [Operations and Computation]

Children are introduced to the Math Boxes routine andcomplete the first Math Boxes page, [multiple strands]

f\ Math Journal 1, p. 7

n slate

~Jt Ongoing Learning & Practice•HI

Children play Penny Cup to practice naming parts of a whole.[Numeration; Operations and Computation]

Per partnership:

n Teaching Master (Math Masters, p. ^2• optional)

a cup, can, or other container; 20 tool-kit pennies

See Advance Preparation

Options for Individualizing

Reteaching Children practice naming parts of a whole bydoing Two-Fisted Penny Addition. [Numeration; Operations andComputation]

Extra Practice Children review addition facts and placevalue. [Numeration; Operations and Computation]

n 20 pennies

D Minute Math®, pp. 9, 23, 32, and 33

Additional InformationAdvance Preparation For Penny Cup in Part 2, obtain cups, cans, or other open-top, opaque containers. During the game,containers will be turned upside down and as many as 20 pennies will be stacked or piled on the containers' bottoms. Makesure the bottom of each container is wide and sturdy enough to hold the pennies.

Vocabulary • digit • Math Boxes

Mental Math and Reflexes• Name all the 1-digit numbers. 0,1, 2, ..., 9 How many are there? 10

• Name some 2-digit numbers and 3-digit numbers.

• Write a 3-digit number on the board, and have children name the digits in the ones, tens, and hundreds places.

Use exercises like the following:

• Write 38 on your slate. Circle the digit in the 10s place. 3 Put an X on the digit in the Is place. 8 Show your slate.

Continue as time allows. Vary the difficulty of the numbers to get a feel for the level of the class's place-value skills. Usenumbers in the thousands if children are able.

44 Unit 1 Numbers and Routines

Math Message2 + 2 = 4 3 + 3 = 6 4 + 4 = 2 + 3 = 5

1 + 3 = 4 2 + 4 = 6 3 + 5 = 8 1 + 4 = 5

3 + 4 = 7

5 + 2 = 74 + 5 = 9

6 + 3 = 9

t Teaching the Lesson

4- Math Message Follow-Up

WHOLE-CLASS ACTIVITY

Briefly review answers. Ask children how they canimprove their ability to give the answers to addition facts.Sample answer: Learn the facts and practice them.

+ Introducing Math Boxes

WHOLE-CLASS D I S C U S S I O N 1WMT

Ask children to name activities that people practice.Sample answers: Dancing, singing, playing a musicalinstrument, speaking a foreign language, basketball andother sports, and so on.

Ask children, What would happen if people neverpracticed? Is anyone familiar with the expression,"Practice makes perfect'"? What does this mean?

Explain that practice is necessary in mathematics, too. InEveryday Mathematics, one of the ways to practice is bydoing a page of problems called Math Boxes.

+ Completing a Math Boxes Page(Math Journal 1, p. 7)

INDEPENDENT ACTIVITY (j)

Mixed Review Go over each problem so thatchildren understand what to do. Childrencomplete the journal page independently orwith a partner.

When children have finished, briefly discussthe answers.

Math Boxes 1.7

1. Fill in the missing numbers.

3. Write the amount

ia, 20 ,22, 24

26 , 28

5. Write a 3-digit number.Read it to yourself.

6. Write these numbers in order.Start with the smallest number

Answers vary. 40 23 81

23 40 81

Lesson 1.7 45

Penny Cup Record Sheet

Example

We started with _20_ pennies.

We could see P pennies on top.

We figured there were / T pennies inside.

We counted JJjL pennies inside.

. pennies

Round 1

We started with .

We could seeon top.

We figured there werepennies inside.

We counted

Round 2

We started with .

We could see .on top.

We figured there were .pennies inside.

. pennies

pennies inside.

We figured there werepennies inside.

We figured there werepennies inside.

oooooooooOoo

Children name the two parts of 20 shown here: 6 and 14.

Ongoing Learning & Practice

+ Playing Penny Cup [Math Masters, p. 12)

PARTNER ACTIVITY

Each partnership has 20 pennies and a cup, can, or othercontainer. To play Penny Cup, Player 1 turns thecontainer upside down, hides some of the 20 penniesunder the cup, and puts the rest on top of the cup. Player2 counts the pennies on top and figures out, or guesses,how many are hidden under the cup. If the number iscorrect, Player 2 gets a point. Partners trade roles. Thefirst player to get 5 points wins.

Players keep a tally of their points.

NOTE: Math Masters, page 12 can be used to make agame record.

Another Way to Play

Each partnership is a team. Partners count out a totalnumber of pennies appropriate to their level of play.Player 1 grabs a bunch of pennies without countingthem, puts them under the cup, and puts the rest of thepennies on top of the cup. Players work together tofigure out, or guess, how many pennies are under thecup. If the number is correct, they get a team point. Theobject of the game is to improve the team total eachtime partners play.

Adjusting the Activity If children are having difficultydetermining the number of pennies, suggest that theydraw circles to represent all of the pennies. (If theyplay with 20 pennies, they draw 20 circles.) Thenchildren use one of the following strategies to helpfigure out how many pennies are under the cup:

> Cross off one circle for each penny on top of the cup.Count the uncrossed circles to find the number ofpennies under the cup.

> Use a second set of pennies as markers. Cover onecircle for each penny on top of the cup. Count theuncovered circles to find the number of penniesunder the cup.

You may wish to have more able children write anumber model to show how they solved the problem

46 Unit 1 Numbers and Routines

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Options for Individualizing

+ RETEACHING Playing Two-Fisted PennyAddition

PARTNER ACTIVITY M 5-15min

If children are having difficulty with the missing-partconcept in Penny Cup, they may need to practice namingparts of a whole.

Children count out 10 pennies and split them betweentheir two hands. Help children identify their left and righthands.

Call on several children to share amounts. For example:"My left hand has 1 penny, and my right hand has9 pennies," "... left hand 3 and right hand 7,""... left hand 4 and right hand 6," "... left hand 5 andright hand 5." The various splits can be recorded on theboard.

Repeat with other numbers of pennies. Partners cancontinue to practice using different total numbers ofpennies—9, 12, 20, and so on.

+ EXTRA PRACTICE Minute Math

SMALL-GROUP ACTIVITY MM 5-15min

To offer children more experience with complements of 10,as well as with 2-, 3-, and 4-digit numbers, see thefollowing pages in Minute Math:

Basic Routines: pp. 9 and 23

Counting: pp. 32 and 33

Lesson 1.7 47