Lesson 3

Spinning Sums

Est. Class Sessions: 2–3

Daily Practice and Problems

Teacher Notes
X

TIMS Bit

See Bit C for information on skip counting on the calculator. Discuss the results. How did students make their predictions? Did students use the results of C to help make their predictions? Were the predictions reasonable? Were the predictions close to the actual time? Why or why not?

One way to investigate the questions is to make a frequency distribution of all students' times for counting by fives and then by tens. What time occurred most often? Do the other times cluster around this bar?

I. More Calculator Counting

Take turns counting and timing with a partner.

  1. Predict how long it will take to count by fives to 100. Use a calculator to count by fives to 100. How long did it take?


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  2. Predict how long it will take to count by tens to 100. Use a calculator to count by tens to 100. How long did it take?


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