Tessa Frissora - Weekly Journal Entry #7 Week of March 17 21, 2014 TERC Investigations: Unit 8 - Tens Session 3.

.1: Games About Combinations of Ten Objectives: Developing fluency with the 2-addend combinations of 10 Solving a problem in which the total and one part are known Using addition notation (+,=) to record

How does the task meet these objectives? By playing Make 10 students will gain fluency with combinations of 10. The fast pace of the game will challenge students to add mentally and memorize facts to determine what numbers can be combined to make the number 10. The more they play and practice the game, the better they will know combinations by heart (such as 8+2=10). When they are taking their turn they will need to think through the process (and may even use cubes to count out the numbers); when their partner is taking a turn they will still be benefiting from the repetition of seeing the combinations. What are three critical things to convey in the mini lesson? 1. Students need to check their selections to confirm they are correct (so they dont adjust to fluency with incorrect number combinations) 2. Once a combination has been found and checked, record the combination on your worksheet using the + sign and = sign. Put up a sample of a problem where you reverse the = and + sign and ask students to correct it and explain why it is not the same thing. 3. The rules for the game and the need to be supportive, respectful partners and work like mathematicians. During conferences: I will be looking to see that students are counting out the combinations with cubes if needed and checking their work with their partners. I anticipate that some students will select the easy ones they know by heart rather than challenge themselves. If a student selects 5+5 and 4+6 I would push them to think through tougher combinations such as 7+3. I would also ask them to explain why 5+5 is easy and understand the connection of adding and subtracting 1 to get from 5+5 to 4+6. Additionally, I would challenge students to reverse the problems. For example if a student picks 7 first and then 3, I would challenge them to determine what other number they would need if they picked 3 first.

Session 3.2: Roll Tens Objectives: Adding single-digit numbers Organizing objects to count them more efficiently Counting by 10s

How does the task meet these objectives? By playing Roll Tens students will be forced to add the numbers rolled on the dice together without necessarily realizing it. If they roll a 6 and a 5, when they count out 6 and 5 cubes and lay them on their mat, they will see it completes an entire row (knowing a row equals 10) plus 1 extra. They will start to gain familiarity with the concept of counting by tens by seeing each row as it fills up and being able to realize how many rows it takes to fill their mat to the 30 point and then the 50 point. In filling their rows they will see that three rows of ten is what gets them to thirty. They will then also begin to see the pattern of combining their cubes into rows of 10 to best count them. What are three critical things to convey in the mini lesson? 1. Each row that fills the mat will be a group of 10 once your row of cubes reaches the end of your mat you can know it is 10 cubes without having to count them out. 2. Count how many rows of ten it takes to make 20, then 30, then 40, etc. What is the pattern they notice with each row thats being added? What is a quicker way we could count the total number of cubes we have on our mat, rather than counting them 1 by 1? 3. The rules for the game and the need to be supportive, respectful partners and work like mathematicians. During conferences: I will be looking to see that students are grouping their cubes in rows of tens while adding the roll of their dice. I anticipate some students will continue to count each cube in the row once it has reached a full row of ten. I will ask students to think about what they already know each row totals. I will also push them to count how many rows they have and what that means for how many cubes they have total, making the connection that for each row, you add ten to the total. I will also ask students what are some different combinations they might remember from yesterday about ways to break up their row of 10 (i.e. 4+6, etc.).

Session 3.3: Ten Plus Objectives: Adding single-digit numbers Thinking about numbers up to 20 in terms of how they relate to 10 Determining equivalent expressions for a given expression (i.e. 7=8 = 10+__)

How does the task meet these objectives? In adding the numbers presented on their cards students will continue to improve their fluency in adding single digit numbers. Using cubes, they will count the total number and gain familiarity with basic addition facts such as 6+6. When they are asked to record the cards on their worksheet, students will be forced to think about how the addition equation relates to the number 10. When students determine that 6+6 equals 12, they will need to locate what other equation on the sheet equals 12 (10+2). As they work through this with their cubes, they can move the needed number of cubes to their other row to make a complete row of ten (like yesterdays lesson). When they combine their two sets of cubes to equal ten and the given number of extra they will see a visual representation of 10 + 2 being equivalent to 12. What are three critical things to convey in the mini lesson? 1. Once cards have been flipped and the numbers are counted out with cubes, students are NOT recording the equation created by the cards. 2. The two stacks of cubes created based on the cards can be combined to make a row of ten, plus some extra cubes. 3. Every card combination can also be expressed as 10 + __. During conferences: I will be looking to ensure students are actually physically combining their two stacks of cubes to make one row of ten and then __ extra cubes. I think some students will still continue to count out each row starting at 1. I will ask them to think about what number we started with (e.g. 6) and think about counting up from 6 (how many more are we adding?). Additionally, I would challenge students think once your stacks of cubes are combined to make a row of ten, how many more cubes would it take to make two rows of ten? How do we know??