Incorporating Virtual Games into the Number and Operations Units within the First Grade Investigations Curriculum

Incorporating Virtual Games into the Number and Operations Units within the First Grade Investigations Curriculum Number Sense and Theory Summer 2009...
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Incorporating Virtual Games into the Number and Operations Units within the First Grade Investigations Curriculum

Number Sense and Theory Summer 2009 Stacie Parkos [email protected] Carmen Garrigan [email protected]

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Executive Summary of Virtual Manipulative Games This project is a collection of lessons and activities using virtual games to build number sense and are designed to supplement the number and operation units in the Investigations curriculum for First Grade. In our school, classroom teachers are responsible for planning the instruction their students will experience while in the computer lab as we do not have a technology teacher. The focus and emphasis of our students’ technology experience concentrates on the areas of math and reading. We have designed the lessons and games to align with the Minnesota K-12 Academic Standards in Mathematics under the Number and Operations strand. The game links used in this project were created in June 2009.

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Minnesota First Grade Academic Standards in Mathematics Number and Operation Standards addressed in our Project:

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Sample Minnesota Comprehensive Assessment Questions (3rd Grade)

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Table of Contents Investigations Unit 1: How Many of Each? ……………………………………………………….10 Spinner……………………………………………………………………………………………………………….11 Numberlines……………………………………………………………………………………………………….13 Seahorse………………………………………………………………………………………………………….…15 Number Gym………………………………………………………………………………………………………16 Spooky Sequence……………………………………………………………………………………………….18 Addition Mice and Pizza……………………………………………………………………………………..19 Investigations Unit 3: Solving Story Problems……………………………………………………21 The Little Animal- Count Hoot Addition………………………………………………………………22 Rabbit Takeaway………………………………………………………………………………………………..24 Post a Letter……………………………………………………………………………………………………….26 Number Track…………………………………………………………………………………………………….27 Mend the Number Square………………………………………………………………………………….28 Investigations Unit 6: Number Games and Crayon Puzzles……………………….………30 Illuminations Ten Frame…………………………………………………………………………………….31 Save the Whale- Bonds of Ten……………………………………………………………………………33 Alien Addition…………………………………………………………………………………………………….35 Sum Sense- Single Digit Subtraction……………………………………………………………………37 Minus Mission…………………………………………………………………………………………………….39 Investigations Unit 8: Twos, Fives, and Tens………………………………………….………….41 Count Along to 100!................................................................................................42 Give the Dog a Bone…………………………………………………………………………………………..44 Arrow Cards- Building Numbers………………………………………………………………………….46 Spooky Sequence……………………………………………………………………………………………….47 Splat Square……………………………………………………………………………………………………….49 Base 10……………………………………………………………………………………………………………….51

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Investigations Unit 1: How Many of Each? Addition, Subtraction, and the Number System 1

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Spinner http://media.emgames.com/emgames/demosite/playdemo.html?activity=M1A042&activitytype=dcr

Standards: 1.1.1.2: Read, write and represent whole numbers up to 120. Representations may include numerals, addition and subtraction, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base ten blocks. 1.1.1.3: Count, with and without objects, forward and backward from any given number up to 120. Investigations Connection: Unit 1 Investigation 1.4- Collect 20 Together Objective: Students will develop strategies for accurately counting and matching numbers 1-10. Launch: The teacher will remind the students about the lesson where they played the game Collect 20. Facilitate a brief group discussion on how they had to roll the dice, count the dots and try to get to 20. Explore: The teacher will demonstrate how to play the game. The computer will give individual directions to each student. The student will click on the spinner and move their game piece the corresponding number of squares when they have placed their piece the student will click on ‘OK’. If they land on the correct square it will light up, if not it will say ‘you landed on the wrong square, try again’. If they have 2 incorrect responses in a row the computer will say ‘here is where you should have gone’ and moves the piece for them. Share: How did you know where to move your game piece? What happened when you landed on the right space? What happened when you landed on the wrong one? Can you show me? What activity did we do in the classroom that was 11

like this game? What number would you have to spin to move the furthest? Would you rather spin a 2 or an 8? A 3 or a 4? Summarize: In this lesson we focused on identifying numbers and counting 1-10. The goal for the end of the school year is to have students build their number sense to 120.

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Numberlines http://www.amblesideprimary.com/ambleweb/mentalmaths/numberlines.html

Standards: 1.1.1.2: Read, write and represent whole numbers up to 120. Representations may include numerals, addition and subtraction, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base ten blocks. 1.1.1.3: Count, with and without objects, forward and backward from any given number up to 120. 1.1.1.6: Use words to describe the relative size of numbers. Investigations Connection: Unit 1 Investigation 2.1- Ordering Numbers Start With/Get To Objective: Students will develop strategies for accurately counting and develop an understanding of the magnitude and position of numbers 1-10. Launch: The teacher will remind the students about the lessons and daily routine of the Start With/Get To activity. Facilitate a brief group discussion on the use of the number line as a counting tool. Explore: The teacher will demonstrate how to play the game. Students will play this game with their learning partner. They will take turns covering a number on the number line with a colored card of their choice. Their partner will get three chances to get the correct hidden number. After each guess the partner will offer a clue about the hidden number by using words such as after, before, less, and more. Share: How did you know what number your partner was covering? What strategy did you use? Was there anything in this room that could help you find 13

the number? What numbers were easy to find on the number line? What numbers were hard to find? If it was easy for you, how could you make it harder? What numbers did you see at the beginning/middle/end of the number line? What clues did you give your partner? What clues did your partner give to you? Were some clues more helpful than others? What were some of your clues? If __ was hidden what clue might you give? How does Start With/Get To help you think of the hidden number? Summarize: In this lesson we focused on identifying and describing the numbers 1-10 on a number line. The goal for the end of the school year is to have students build their number sense to 120.

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Seahorse http://www.playkidsgames.com/games/seahorse/seahorse.htm

Standards: 1.1.1.2: Read, write and represent whole numbers up to 120. Representations may include numerals, addition and subtraction, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base ten blocks. 1.1.1.3: Count, with and without objects, forward and backward from any given number up to 120. Investigations Connection: Unit 1 Investigation 2.3- Counting What’s in a Mystery Box Objective: Students will develop strategies for accurately counting and matching numbers 1-10. Launch: The teacher will remind the students about the lesson working with Mystery Boxes. Facilitate a brief group discussion on how they had to count each object and find out how many objects there were and record the number. Explore: The teacher will demonstrate how to play the game. The students will count the number of seahorses on the board and click on the seahorse with the correct number trapped in the net and set them free. Share: How did you know which seahorse to pick? What happened when you picked the right one? What happened when you picked the wrong one? Can you show me? Did working with the Mystery Boxes help you play this game? Summarize: In this lesson we focused on identifying and matching the numbers 110. The goal for the end of the school year is to have students build their number sense to 120. 15

Number Gym http://www.numbergym.co.uk/bbswf/ng_bondBuilder1.html

Standards: 1.1.1.2: Read, write and represent whole numbers up to 120. Representations may include numerals, addition and subtraction, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base ten blocks. Investigations Connection: Unit 1 Investigation 2.6- Quick Images Objective: Students will develop strategies for accurately counting and combining numbers 1-10. Launch: The teacher will remind the students about the lessons and daily routine of the Quick Images activity. Facilitate a brief group discussion on finding the sum of dots. Explore: The teacher will demonstrate how to play the game. The student chooses a set of cards from the drop down box and clicks on ‘go’. The student will use a strategy to combine the dots on the card and click, drag and drop the dot card on the corresponding number. The game will ‘ding’ if they have made the correct choice or make a different sound if they have not. They have as much time as they need to place 20 cards. Share: How did you know what number to choose? What strategy did you use? Was there anything in this room that could help you find the number? Were there some numbers that were easier to find then others? Why are some easier than others? What numbers were hard to find? What did you do if you got it wrong? How does this remind you of the Quick Images activity from our classroom?

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Summarize: In this lesson we focused on combining dots, identifying the corresponding numbers and matching them to the card with equivalent number of dots 1-10. The goal for the end of the school year is to have students build their number sense to 120.

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Spooky Sequence http://resources.oswego.org/games/spookyseq/spookyseq.html

Standards: 1.1.1.5: Compare and order whole numbers up to 120. Investigations Connection: Unit 1 Investigation 2.7- Ordering Numbers Objective: Students will develop strategies for accurately ordering numbers 1-10. Launch: The teacher will remind the students about the Start With/Get To activity where they are working with numbers in order. Facilitate a brief group discussion on how they know which number comes before and after when ordering numbers on a number line. Explore: The teacher will demonstrate how to play the game. Ghosts with numbers will float on the screen. One ghost will be missing a number and the student will choose from a list of numbers 0-9 by clicking the correct number and then enter. If it is correct the computer screen will read ‘well done’ and they will get another problem, if not the computer will say ‘try again’. After 10 problems the screen will show how many mistakes were made. Share: How did you know which number to choose? What happened when you chose the right number? What happened when you the wrong one? Can you show me? How could playing Start With/Get To help you play this game? What could you use to help you find the missing number? Summarize: In this lesson we focused on ordering whole numbers 1-10. The goal for the end of the school year is to have students build their number sense to 120.

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Addition Mice and Pizza http://www.fun4ththey’ve beebrain.com/addition/pizzaAdd.html

Standards: 1.1.2.1: Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Investigations Connection: Unit 1 Investigation 4.1- Seven Peas & Carrots Objective: Students will develop strategies for accurately adding and matching the number sentence to the correct sum. Launch: The teacher will remind the students about the lessons working with addition (Five in a Row & Roll and Record). Facilitate a brief group discussion on strategies they used to solve the addition problems in class. Explore: The teacher will demonstrate how to play the game after choosing the numbers the students should work with. The students will solve the addition sentence (using manipulatives if needed), click and drag the pizza to the table with the correct sum. If they are correct the mice will start eating the pizza. If the answer is incorrect the pizza will go back to the counter and the answer they chose will have an X on it meaning it is no longer available as a choice. After 20 problems the student is able to make their own pizza. Share: How did you know which table to bring the pizza? What strategies did you use to solve the addition sentences? What could you use to help you? What happened when you picked the right table? What happened when you picked the wrong one? Can you show me? How could we make the game harder? How could we make the game easier? What activity did we do in the classroom that was like this game? How did working with peas and carrots help you play this game? What 19

are some number sentences you saw? Let’s make a list and compare it with the list of our peas and carrots combinations. What do you think will we notice? Summarize: In this lesson we focused on addition and identifying sums up to 7. The goal for the end of the school year is to have students build their number sense by composing and decomposing numbers up to 12.

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Investigations Unit 3: Solving Story Problems Addition, Subtraction, and the Number System 2

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The Little Animals- Count Hoot Addition http://www.bbc.co.uk/schools/laac/numbers/ch1.shtml

Standards: 1.1.2.1: Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part total, adding to, taking away from and comparing situations. 1.1.2.2: Compose and decompose numbers up to 12 with an emphasis on making ten. Investigations Connection: Unit #3 Investigation 1.2- Missing Parts How Many Am I Hiding? & Counters in a Cup Objective: The students will solve addition number sentences that include a missing addend. Launch: The teacher will remind the students about the addition games and activities that have been played in the classroom. Facilitate a brief group discussion on the strategies to solve addition problems with missing addends. Explore: The teacher will demonstrate how to play the game. Notice the number sentence that the ladybugs are trying to create. What number is missing to make the sum? The answer choices are displayed on four different ladybugs below the number sentence. Once the answer has been determined, click on the corresponding choice. If the answer chosen is correct, the owl will state ‘good’, and the ladybug will be collected in a jar to keep score. If the answer chosen is incorrect, another try is offered. If the second answer choice is still incorrect, a new problem is presented. There are three levels of play. Once a round is completed, the option is to repeat that same level is offered as well as advancing to the next level. Manipulatives will be available. 22

Share: What did you need to find out? What information did you have? Which answers were easier to determine the missing part? Harder? What strategies did you use to solve the missing part addition number sentences? Did any manipulatives help you find the missing part? How could we change the game to make it easier? Harder? What happened when you choose the right missing part? What happened when you choose the wrong number sentence? What were some of the number sentences that you solved? Summarize: In this lesson we focused on finding missing addends in addition number sentences. The goal for the end of the school year is to have the students use a variety of models and strategies to solve addition problems.

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Rabbit Takeaway http://www.sums.co.uk/playground/c1a/playground.htm

Standards: 1.1.2.1: Use words, pictures,, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part total, adding to, taking away from and comparing situations. Investigations Connection: Unit #3 Investigation 2.2- Solving Subtraction Story Problems Objective: Students will practice solving subtraction story problems from numbers up to 10. Launch: The teacher will remind the students about the subtraction games that have been played in the classroom (Roll & Record, Five in a Row, and various story problems) and the strategies that have been used by students to solve the problems. Facilitate a brief group discussion on how they will solve the subtraction story problem. Explore: The teacher will demonstrate how to play the game. There will be a given number of rabbits on the screen. The game will say ‘if_ ran away how many would be left?’ The student chooses the answer from a list of numbers from 1-10. The number of rabbits chosen by the student run away if the answer is correct. They can get a clue if they need one. The game will tell the students if they are correct and it will cross off the incorrect answer and tell them to try again if not. The number sentence displays on the screen when the problem is solved correctly. The students may use manipulatives. Share: How did you know which number to choose? What happened when you chose the right number? What happened when you chose the wrong one? Can you show me? What is an activity we did in the classroom that was like this game? 24

What could you use to help you find the missing number? What is a strategy you could use to help you solve the problem? Who used the same strategy? What was a story problem you read? Let’s record the number sentences we remember. Have we ever seen these number sentences before? Summarize: In this lesson we focused on subtracting whole numbers from 10. The goal for the end of the school year is to have students use a variety of models and strategies to solve subtraction problems.

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Post a Letter http://www.ictgames.com/postletter.html

Standards: 1.1.1.5: Compare and order whole numbers up to 120. Investigations Connection: Unit #3 Investigation 4.3- Counting to Higher Numbers Investigation 4.4- More Counting Errors on Counting Strips Objective: The students will be able to identify a 2 digit number and put it in the appropriate place. Launch: The teacher will remind the students of the classroom activities in which they counted to higher numbers and practiced writing them correctly. Facilitate a brief group discussion on strategies used to identify and write 2 digit numbers. Explore: The teacher will demonstrate how to play the game. The students will see an envelope that needs to be delivered and three doors with numbers on them. The computer will say a number and the envelope has to be delivered to the correct door. The envelope gets a red check mark on it if it is delivered correctly. If not the number is said again. Share: Did you think it was hard to find the correct number? If so, what was hard about it? Were some numbers easier to find than others? How could we use the activity Errors on a Counting Strip to help us with this game? Why does the order in place value matter? Summarize: In this lesson we focused on matching a spoken 2 digit number the numeral. The goal for the end of the school year is to have students identify, compare and order whole numbers up to 120.

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Number Track http://www.crickweb.co.uk/assets/resources/flash.php?&file=ntrack

Standards: 1.1.1.5: Compare and order whole numbers up to 120. Investigations Connection: Unit #3 Investigation 4.4-More Counting Errors on Counting Strips Objective: The students will be able to order numbers from 1-20. Launch: The teacher will remind the students of the classroom activities in which they counted and ordered numbers to 20. Facilitate a brief group discussion on strategies used to identify and write 2 digit numbers. Explore: The teacher will demonstrate how to play the game. The game can be adjusted to how many number tiles need to be placed on the track. The students click on a number and drag it to where they would like it placed in the track. If they place them correctly a boy will jump up and down as feedback. If the tiles are incorrectly placed, they will not stay in place but go back to the side. There are four levels of play to choose from. Share: Was it easy to decide what numbers went in which place? If not what made it hard? What did you notice about the different level of the game? What activity have we done in our classroom that could help us with this game? What could you have looked at to help you decide where to place the numbers? Summarize: The lesson focused on ordering numbers from 1-20. The goal for the end of the school year is to have students identify, compare and order whole numbers up to 120.

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Mend the Number Square http://www.bbc.co.uk/schools/numbertime/games/mend.shtml

Standards: 1.1.1.5: Compare and order whole numbers up to 120. Investigations Connection: Unit #3 Investigation 4.5- Counting to 100 Counting Strips Investigation 4.6 Missing Numbers 100’s Chart Objective: Students will demonstrate their knowledge of place value by placing the missing numbers on a 100’s chart. Launch: The teacher will remind the students about the activities using the 100’s chart and counting strips. Facilitate a brief group discussion on the placement and relationship of numbers on a 100’s chart. Explore: The teacher will demonstrate how to play the game. The student will view a 100’s chart that is missing 4 random numbers. The missing number choices are placed outside of the chart. The student will chose the appropriate number using strategies developed through classroom activities. They click on a number and drag it to the correct open box on the chart. Hints are offered. 100’s charts are available. Share: How did you know what number was missing on the chart? How did you decide what went there? What did you use to help you? Did anyone notice any patterns? Did anyone use the numbers in the rows to help them? What if this number __ was missing? How would I figure out what the number is?

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Summarize: In this lesson we focused on placing four missing numbers on a 100’s chart. This game is similar to Number Track because we were ordering numbers from least to greatest. The goal for the end of the school year is to have students identify, compare and order whole numbers up to 120.

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Investigations Unit 6: Number Games and Crayon Puzzles? Addition, Subtraction, and the Number System 3

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Illuminations Ten Frame- Fill Option http://illuminations.nctm.org/ActivityDetail.aspx?ID=75

Standards: 1.1.2.2: Compose and decompose numbers up to 12 with an emphasis on making ten. Investigations Connection: Unit #6 Investigation 1.2- Three Towers Investigation 1.4- Quick Images with Ten Frames Objective: The students identify and build a number of objects on a ten frame. They will also use the ten frame to solve addition problems. Launch: The teacher will remind the students of the classroom games that have focused on making ten and the activity Quick Images with Ten Frames. Facilitate a brief group discussion on what the games all had in common and which combinations they may see when working on making ten. Ask the students to be thinking of those combinations and the when playing this game. Explore: The teacher will demonstrate how to play the game. There are four options including; How Many: Identify how many items or empty squares there are. Build: Drag a certain number of items to the frame. Fill: Determine how many items are needed to fill the remaining squares. Add: Drag items to complete addition problems. Choosing Play All from the Games menu will randomize which of the four games is played. The items to be used can be chosen in the upper left corner: circles, bugs, stars, or apples. The Next button advances to the next problem. The Done button should be clicked when a student believes that she has correctly completed a frame. The number buttons at the bottom of the screen can be used to enter an answer, or the computer keyboard can be used. Share: How did playing Quick Images help you play this game? Was it harder to identify the number of items or build with items? Why? What strategy did you use to help you figure out your answers? Can you show me on the ten frame? 31

Summarize: In this lesson we focused on making ten. The goal for the end of the school year is to have the students compose and decompose numbers up to 12 with an emphasis on making ten.

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Save the Whale- Bonds of Ten http://www.ictgames.com/save_the_whale_v4.html

Standards: 1.1.2.2: Compose and decompose numbers up to 12 with an emphasis on making ten. Investigations Connection: Unit #6 Investigation 1.3- Make 10 Investigation 1.6- Tens Go Fish Investigation 1.7- Combinations of 10 Objective: The students will practice making combinations of 10. Launch: The teacher will remind the students of the classroom games that have focused on making ten. Facilitate a brief group discussion on what the games all had in common and which combinations they may see when working on making ten. Ask the students to be thinking of those combinations when playing this game. Explore: The teacher will demonstrate how to play the game. The whale wants to get free, but the only way he can get out is if the pipe is completed. In order to complete the pipe you have to make ten. Part of the pipe is there, the students need to choose the part of the pipe needed to make ten. They will click and drag on the correct part of the solution. If it is correct the whale will be free, if not the piece of pipe will not stay in place. Share: How did you know which part of the pipe would work? What strategies did you use to make ten? What could you use to help you? What happened when you picked the right pipe? What happened when you picked the wrong one? Can you show me? How could we make the game harder? How could we make the game easier? What activity did we do in the classroom that was like this game? How did playing Tens Go Fish in the classroom help you play this game? What are some 33

number sentences we could make? Let’s make a list and compare it with the list of our Tens Go Fish combinations. What do you think will we notice? Summarize: In this lesson we focused on making ten. This game is similar to Ten Frame game because we are adding to a part to make ten. The goal for the end of the school year is to have the students compose and decompose numbers up to 12 with an emphasis on making ten.

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Alien Addition http://www.arcademicskillbuilders.com/games/alien/alien.html

Standards: 1.1.2.1: Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part total, adding to, taking away from and comparing situations. Investigations Connection: Unit #6 Investigation 2.3-Dot Addition Objective: Students will develop strategies for accurately counting and combining numbers 1-10. Launch: The teacher will remind the students about the Dot Addition activity. Facilitate a brief group discussion on the strategies to solve dot addition problems. Explore: The teacher will demonstrate how the play the game. Alien addition provides practice in addition of numbers. Invading spaceships with addition problems move down from the top of the screen toward a laser cannon on a platform at the bottom. Answers are placed in the cannon to equalize the invader with the correct answer. Hits and misses are recorded on the terrain at the bottom of the screen. Use the arrow keys to move your laser. To fire at a spaceship press the space bar or click the spaceship with your mouse. The teacher can adjust the range of numbers and the speed of the game. There are 9 levels of play to accommodate for varying abilities. Share: Which sums were easier to match to a number sentence? Harder? What strategies did you use to solve the addition number sentences? How could we change the game to make it easier? Harder? What happened when you choose 35

the right number sentence? What happened when you choose the wrong number sentence? What were some of the number sentences that you solved? What would be a better strategy, drawing or counting on? Why? Summarize: In this lesson we focused on matching sums to corresponding number sentences. The goal for the end of the school year is to have the students use a variety of models and strategies to solve addition problems.

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Sum Sense- Single Digit Subtraction http://resources.oswego.org/games/SumSense/sumsub.html

Standards: 1.1.2.1: Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part total, adding to, taking away from and comparing situations. Investigations Connection: Unit #6 Investigation 3.2 Subtraction Games: Five in a Row & Roll and Record Objective: Student will practice building subtraction sentences by placing cards in the correct position to make the sentence true. Launch: The teacher will remind the students of the classroom activities in which they practiced subtraction. Facilitate a brief group discussion on strategies used to solve subtraction problems. Explore: The teacher will demonstrate how to play the game. Drag and drop the number cards to make some “sense”. When you think the cards are in the correct place, press the “Next” button for another question. The goal is to answer eight questions in two minutes. If you get the cards in the correct order, the screen will say ‘Well Done!’ If not it will ask you to try again. The students will be encouraged to use manipulatives when needed. Share: Who can tell me some of the numbers that were on their cards? How did you know where to place them? Let’s record some of the sentences you got. What would have happened if you would have put the __ first? How could recording our number sentences from our subtraction games in the classroom help us with this game?

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Summarize: In this lesson we focused on placing three number cards in the correct order to make subtraction sentences. The goal for the end of the school year is to have the students use a variety of models and strategies to solve subtraction problems.

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Minus Mission http://www.arcademicskillbuilders.com/games/mission/mission.html

Standards: 1.1.2.1: Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part total, adding to, taking away from and comparing situations. Investigations Connection: Unit #6 Investigation 3.7- Strategies for Subtracting Objective: The students will practice subtraction problems by matching the subtraction problem with the correct answer. Launch: The teacher will remind the students about the subtraction games and activities that have been played in the classroom. Facilitate a brief group discussion on the strategies to solve subtraction problems. Explore: The teacher will demonstrate how to play the game. Minus Mission provides practice in subtraction with a creeping slime theme. Large green slime at the top of the screen drips blobs with subtraction problem toward a robot at the bottom. Answers are placed in the robot, and then the robot is activated to fire two laser beams to destroy the slime problem. If the slime reaches the robot range before being destroyed by the correct answer, the game ends. Use the arrow keys to move your laser. To fire at a slime blob, press the SPACEBAR, or click the slime blob with your mouse. Share: Which answers were easier to match to a number sentence? Harder? What strategies did you use to solve the subtraction number sentences? How could we change the game to make it easier? Harder? What happened when you choose the right number sentence? What happened when you choose the wrong

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number sentence? What were some of the number sentences that you solved? What would be a better strategy, drawing or counting back? Why? Summarize: In this lesson we focused on answers to corresponding subtraction number sentences. The goal for the end of the school year is to have the students use a variety of models and strategies to solve subtraction problems.

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Investigations Unit 8: Twos, Fives and Tens Addition, Subtraction, and the Number System 4

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Count Along to 100! http://www.harcourtschool.com/activity/count/index.html

Standards: 1.1.1.1: Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 1.1.1.3: Count, with or without objects, forward and backward from any given number up to 120. 1.1.1.4: Find a number that is 10 more or 10 less than a given number. 1.1.1.5: Compare and order whole numbers up to 120. Investigations Connection: Unit #8 Investigation 1.2-Revisiting the 100’s Chart Investigation 1.3-Counting to 100 and Beyond What’s Missing? & Missing Numbers Objective: Students will count to 100 and demonstrate their knowledge of place value by placing the missing numbers on a 100’s chart. Launch: The teacher will remind the students about the activities using the 100’s chart and counting strips. Facilitate a brief group discussion on the placement and relationship of numbers on a 100’s chart. Explore: The teacher will demonstrate how to play the game. We will start counting at 1, where the carrot is. We will count along the 100’s chart and type in the numbers that are missing using the key pad. After we have typed the number, we will push the enter key and continue counting. Share: How did you know what number was missing on the chart? How did you decide what went there? What did you use to help you? Did anyone notice any patterns? Did anyone use the numbers in the rows to help them? What if this number __ was missing? How would I figure out what the number is? 42

Summarize: In this lesson we focused on placing four missing numbers on a 100’s chart. The goal for the end of the school year is to have students identify, compare and order whole numbers up to 120.

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Give the Dog a Bone http://resources.oswego.org/games/DogBone/gamebone.html

Standards: 1.1.1.1: Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 1.1.1.3: Count, with and without objects, forward and backward from any given number up to 120. 1.1.1.4: Find a number that is 10 more or 10 less than a given number. 1.1.1.5: Compare and order whole numbers up to 120. Investigations Connection: Unit #8 Investigation 1.2- Revisiting the 100’s Chart Objective: Students will locate a given number on a blank 100’s chart. Launch: The teacher will remind students of their classroom games and activities using the 100’s chart. Facilitate a brief group discussion on strategies that can be used to locate numbers on the chart. Using a 100’s chart demonstrate the strategies suggested by the students. Explore: The teacher will demonstrate how to play the game. Each student will have access to a 100’s chart. The dog wants the students to help him find his bones. He is holding a card with a number on it. The students find the location of the number on the 100’s chart and click on the spot. If they are correct the number shows up, the dog barks and they get another number to find. If they are incorrect the number they chose will stay on the chart to help them locate the correct spot. The object of the game is to locate 10 hidden bones in 1 minute. Share: What numbers were easy to locate on the chart? What numbers were hard to find? Why is it that some are easier to find than others? Did you use any patterns to help you locate the numbers? What happened when you got it right? 44

Wrong? Did you use anything to help you? How is this game like the games we’ve played in the classroom using the 100’s chart? Summarize: The focus of this lesson was to locate given numbers on a blank 100’s chart. Playing Count Along to 100 helped us practice counting to 100 so we could help the dog find where his bone was hidden. The goal for the end of the year is for students to compare and order whole numbers up to 120 and use place value in terms of tens and ones.

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Arrow Cards- Building Numbers http://www.ictgames.com/arrowcards.html

Standards: 1.1.1.1: Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. Investigations Connection: Unit #8 Investigation 1.3- Counting to 100 and Beyond Counting Strips Objective: The student will be able to explore and demonstrate place value. Launch: The teacher will remind the students about the counting and writing number activities. Facilitate a brief group discussion on what the activities had in common and which numbers they may see when working on place value. Ask the students to be thinking of those activities when playing this game. Explore: The teacher will demonstrate how to play the game. The students will practice making 3 digit numbers by selecting available cards. After they have chosen three cards, (a card for the ones place, tens place and hundreds) they will click on the red button to see the number they created displayed. They should record the numbers on a piece of paper. Share: What were some of the numbers you created? Let’s make a list. What was the biggest number? Smallest? What would you choose if you wanted to make a really big number? Really small number? How did our work with counting strips help you create numbers? Summarize: This lesson focused on creating numbers using place value cards. The goal for the end of the year is for students to use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 46

Spooky Sequences http://resources.oswego.org/games

Standards: 1.1.1.1: Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 1.1.1.5: Compare and order whole numbers up to 120. 1.1.1.6: Use words to describe the relative size of numbers. Investigations Connection: Unit #8 Investigation 1.3- Counting to 100 and Beyond What’s Missing? Investigation 1.4- Counting Strips Objective: Students will develop strategies to compare and order numbers, with an emphasis on groups of tens and ones. Launch: The teacher will remind the students about the Start With/Get To and Counting Strips activities, and the What’s Missing? game where they are working with number order. Facilitate a brief group discussion on how they know which number comes before and after when ordering and locating numbers on a number line. Explore: The teacher will demonstrate how to play the game. One of the ghosts in the spooky sequence is missing a number. Click on the number buttons along the bottom of the main game screen to add a number to the ghost. Click ‘Enter’ to register your answer and, if correct, send the ghosts back to the haunted house. There are five spooky sequences to complete. Share: How did you know which number to choose? What could we use to help us determine the missing number? Could our counting strips help us? What happened when you chose the right number? What happened when you the wrong one? Can you show me? How could playing Start With/Get To help you 47

play this game? How are What’s Missing? and Spooky Sequences alike? What could you use to help you find the missing number? Summarize: In this lesson we focused on ordering whole numbers 1-99. The last time we played Spooky Sequences we only ordered numbers from 1-10. This time when we played the game we ordered the numbers from 1-99. The goal for the end of the school year is to have students build their number sense to 120.

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Splat Square http://resources.oswego.org/games/SplatSquares/splatre100.html

Standards: 1.1.2.3: Recognize the relationship between counting and addition and subtraction. Skip counting by 2’s, 5’s, and 10’s. Investigations Connection: Unit #8 Investigation 2.1- How Many Hands? Investigation 2.4- How Many Fingers? Investigation 3.2- Roll Tens

Objective: Students will develop fluency and understanding of counting by 2’s, 5’s, and 10’s. They will become familiarized with the position of skip counting numbers on a 100’s chart. Launch: The teacher will remind students of their classroom games and activities where they have been counting groups of objects by 2’s, 5’s, and 10’s. Practice counting a group of objects by taking student suggestions for a counting strategy (1’s, 2’s, 5’s, or 10’s). Notice or recall where the skip counting numbers are on a 100’s chart. Explore: The teacher will demonstrate how to play the game. Students will each be viewing their own 100’s chart. The teacher suggests aloud to the group a counting situation, such as counting all the bodies in the room by 1’s. The group will count aloud all of the bodies. Each student will then ‘splat’ (on the 100’s chart) the numbers that were counted. The teacher will then pose another counting situation, such as counting all of the feet in the room by 2’s. The group will count aloud all of the feet. Each student will then ‘splat’ (on the 100’s chart) the numbers that were counted aloud by 2’s. The teacher suggests a counting 49

situation, such as counting all the fingers in the room by 10’s. The group will count aloud all of the fingers. Each student will then ‘splat’ (on the 100’s chart) the numbers that were counted. The student will then see all of the numbers that are said aloud while skip counting and then numbers that are skipped will remain hidden. Share: How many numbers did we skip when we counted by 1’s, 2’s, 10’s? How could we check to be sure our counts were accurate? Could we count bodies using another way other than by 1’s? Could we count feet using another way other than by 2’s? What if we knew that there were 20 bodies in the classroom and 5 more came in, could we use this 100’s chart to help us find the new total of bodies? What if we knew that there were 50 fingers in the room and 2 more children came in, could we use this 100’s chart to help us find the new total of fingers? How could this 100’s chart help us count groups? Summarize: This lesson focused on counting objects by groups and locating the skip counting numbers on a 100’s chart. Playing Mend the Number Square, Count Along to 100 and Give the Dog a Bone helped us discover the number patterns on a 100’s chart so we could easily play Splat Square by marking the patterns. The goal for the end of the year is to recognize the relationship between counting and addition.

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Base 10 http://www.learningbox.com/Base10/BaseTen.html

Standards: 1.1.1.1: Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 1.1.1.2: Read, write and represent whole numbers up to 120. Representations may include numerals, addition and subtraction, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base ten blocks. Investigations Connection: Unit #8 Investigation 3.4- Tens and Ones Objective: Students will read, then build and represent numbers using base 10 blocks. Launch: The teacher will remind students of their classroom games and activities using the base 10 blocks. Facilitate a brief group discussion on the values of the tens and ones base 10 blocks. Explore: The teacher will demonstrate how to play the game. The teacher will select the option to use the tens and ones base 10 blocks. An equation will appear, x=__. The student will read the number and then represent the number using the piles of tens and ones base 10 blocks on the mat. As base 10 values are added the sum on the mat is displayed in written form as well as tracked on a ruler. When the number is represented correctly a cheer sound is heard and hands start clapping, then a new number is presented to represent. Share: How did you determine what the number was that you represented? How would you build __? How many tens are in __? How do you know? How many ones are in __? How do you know? What numbers were easier to build? What

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numbers were more challenging? How does this relate to the tens and ones activities that we have been playing in the classroom? Summarize: This lesson focused on reading and representing numbers to 99 with base 10 blocks. Building numbers on the game Arrow Cards helped us learn place value so we could represent numbers with the base 10 blocks. The goal for the end of the year is to read and represent whole numbers up to 120.

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