Thursday, October 16, 2014

Addictive Game for Practicing Combinations for Ten

I'm linking up with Meg at The Teacher Studio and other great math bloggers this week for the Loved that Lesson linky.  Be sure to check out the other posts!

My lesson is not so much a lesson as it is a game.  I pull small intervention groups for grades 1-5, and I have been playing this game with all of my groups!  They absolutely love it.

So, a lesson actually preceded the game.  My first graders were working on Friends of Ten, or the pairs of numbers that have a sum of ten.  This is such a critical skill for fact and computational fluency, and it is actually listed in the CCSS as a Kindergarten standard.  We created the anchor chart you see by using two-color counters on a ten frame.  We put out ten red counters and I asked the students how many yellows we would need to put on our ten frame to make ten.  Zero.  We added 10 and 0 to our chart and wrote the equation, 10 + 0 = 10.  We cleared the board and put out nine red counters. How many yellows to make 10? The students put out one yellow counter to show that it would take one more to make ten.  We added 9 and 1 to the anchor chart.  We continued this process until we had all the "friends".  I drew the "rainbow" to show the connections in the equations.  Lots of oohs and ahs.  First graders are easily amused.  :)
The practice game that followed is called Seven Up by the program we use (Do the Math), not to be confused with the game you play by moving around the room and pressing down thumbs.   All you need to play is an ordinary deck of cards.  Before beginning, take out the face cards (jacks, queens, and kings).  Aces will be used as ones.  To play, lay out seven cards face up.  I feel a bit like a blackjack dealer when we play!  The game is played cooperatively, that is, students don't play against each other and there is no winner. Students are looking for pairs of numbers that make ten.  If they see one, they show me a silent thumb to the chest.  I call on a student and they say the equation and take the cards.  The ten is used by itself, but the students must say 10 + 0 = 10.  Replace the cards that were taken with two more from the deck, always leaving seven cards facing up. Continue finding pairs, taking them off, and replacing them.  If there are no pairs for ten in the seven cards showing, lay down another seven cards on top of the others.  Now when students take off two cards, the cards underneath will be revealed, so you don't need to replace them with new cards.  I hope that makes sense.
While this is a Kindergarten skill, I have found that all of my students need the practice, and my 4th and 5th graders like to play it as much as my 1st and 2nd graders.

If you are looking for another engaging way to practice tens, check out my Make a Ten Bingo game!

Wednesday, October 15, 2014

Take it Past 100

The CCSS and our new Texas TEKS require that students count to 120, rather than 100.  I've been waiting for the teacher supply companies to catch up and create a 120 pocket chart, and it looks like they finally have.  Here's a link to one of them on Amazon.  Mine is on the way!

Some people ask why 120 instead of 100.  I think I can illustrate with an example from working with my 2nd graders today.  We were exploring 10s on a hundred grid (think blank hundred chart).  I quickly showed them the blank chart, turned it facedown, and asked how many squares they thought were in one row.  I got responses of 10, 5, 10, and 11.  I turned the blank chart back over and we verified each row had 10 squares. Then I asked how many rows they thought were on the chart, once again hiding the chart.  All four students responded 10.  We turned it back over and verified our estimate. Then I asked how many squares they thought were on the chart.  I got responses of 100, 1000, 1000, and 100.  I turned it back over and we talked about what the addition sentence would look like (10 + 10 + 10 + 10 + 10 + 10 + 10 + 10 + 10 + 10 = ____) to find the total number of squares.  Then we skip counted by 10s to verify that 10 tens would equal 100.  On a whim (a lot of my teaching is on a whim...), I ran my finger along the imaginary next row and asked what would come next counting by tens.  I got very puzzled looks and responses of 101, 1000. 111, and shrugged shoulders.  Okay...

I decided to proceed with an equation.  I said, "Well, if we had one more row that would be ten more, right?"  Yes.  "Okay, so it would be 100 + 10." (I wrote this on my easel).  Now I saw a few lightbulbs and got a chorus of 110!  So what would come next?  Still a group of very unsure faces.  "Okay, so it would be 110 + 10, right?" and I wrote down the equation 110 + 10 = ___.  Oh!  120!  Then we went back to the hundred frame and skip counted by 10s from 10 to 120.  I pointed out that we start skip counting by saying 10, 20, and after we reach 100, we see that repeat when we count 110, 120.  They ate it up--I should have had a magician's cape on!

Bottom line, students need to see that the patterns continue after 100.  If you want to extend your current pocket chart (or the one you're going to buy!) on out to 1000, check out this blog post for a free set of cards that will fit your pocket chart.
If you want to provide your kiddos  more explorations to 1000, check out my To 100 and Beyond product.

Tuesday, October 14, 2014

Fact Practice Your Students Will Love!

Kids are competitive.  Heck, adults are competitive.  Add a little competition to your fact practice activities and you're sure to have a hit on your hands.  I first posted a Valentine's version of this little game in 2013, but I wanted a "theme neutral" version to use with my kiddos, so here it is.  I call it Move 1, because you move one of the addends (or factors) each time.  There's strategy involved, so you're also helping students develop critical thinking skills.

Click here to grab your freebie.  Then just sit back and enjoy watching your kids' fluency develop!

Looking for more multiplication games?  Check out my There's Nothing Alien About Multiplication unit.

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