Display the class number line (0–130) where students can see and reach it with a pointer.
Attach a desk number line (0–40) to each student's desk to use throughout the year.
Display the Math Practices page where all students can see it.
Prepare as many trains of connecting cubes as there are students in your class. See Materials Preparation in Lesson 4.
Have the following tools readily available for the Daily Practice and Problems items in this unit.
- You and your students will need:
10 connecting cubes
desk number line
- You will also need:
connecting cubes
class number line
pennies
beans
| LESSON | SESSIONS | DESCRIPTION | SUPPLIES |
|---|---|---|---|
LESSON 1Look around You and Count |
1 | Students count objects in this Adventure Book poem while exploring their own classroom and school. They compare quantities using the terms more and less. |
|
LESSON 2Counting On |
1–2 | Students use and discuss different counting strategies by counting objects in a toy store, in someone's pockets, and at home. |
|
LESSON 3Train Game |
1 | Students build a train of ten cubes by taking turns adding one, two, or three cubes. Whoever finishes the train by placing the tenth cube wins the game. Students practice using a counting-on strategy. |
|
LESSON 4
Counting on the |
2–3 | Students locate numbers on a number line and use number lines in counting activities. Students make connections between points on a number line and the corresponding number of connecting cubes. They practice reading and writing numbers. |
|
LESSON 5More or Less |
2 | Students compare and order the number of connecting cubes in their trains from Lesson 4. Then they compare the length of six links with the lengths of classroom objects. |
|
LESSON 6Weather 1: Eye on the Sky |
1 | This lesson is an introduction to an ongoing investigation where students collect and record sky condition data in a table for a month. Data collection should start on the first day of the month and continue throughout the month. At the end of the month, students will transfer the information to a graph so that they can analyze and discuss the data. The process will be repeated later in the school year, allowing them to compare and contrast the two findings. A gap of three months between the two data collections is recommended. October and February are ideal. |
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