Math Boxes
Objectives To introduce My Reference Book; and to introduce
the
t Math Boxes routine.
www.everydaymathonline.com
ePresentations
eToolkit
Algorithms
Practice
EM Facts
Workshop
Game™
Teaching the Lesson
Key Concepts and Skills
• Explore money equivalencies. [Measurement and Reference Frames Goal 4]
• Explore analog and digital time pieces. [Measurement and Reference Frames Goal 6]
Key Activities
Children are introduced to My Reference
Book. They are introduced to the Math
Boxes routine and complete the first Math
Box page.
Key Vocabulary
My Reference Book Table of Contents Math Boxes
Family
Letters
Assessment
Management
Common
Core State
Standards
Ongoing Learning & Practice
1 2
4 3
Playing Penny Plate
Math Masters, p. 468
My Reference Book, pp. 146 and 147
per partnership: plate, cup, or other
container ; 20 tool-kit pennies
Children practice naming parts of
a whole.
Ongoing Assessment:
Informing Instruction See page 44.
Ongoing Assessment:
Recognizing Student Achievement
Curriculum
Focal Points
Interactive
Teacher’s
Lesson Guide
Differentiation Options
READINESS
Playing Two-Fisted Penny Addition
10 or more pennies
Children practice naming parts of a whole
using concrete models.
EXTRA PRACTICE
Minute Math +
Minute Math®+, pp. 9, 23, 32, and 33
Children solve problems with complements
of 10 and 2-, 3-, and 4-digit numbers.
Use Math Masters, page 468. [Operations and Computation Goal 1]
Materials
Math Journal 1, p. 7
My Reference Book
slate
Advance Preparation
For Penny Plate in Part 2, obtain paper plates or other open-top, opaque containers. During the game, children
will turn the containers upside down and arrange as many as 20 pennies on the containers’ bottoms. Make sure
the bottom of each container is wide and sturdy enough to hold the pennies.
Teacher’s Reference Manual, Grades 1–3 pp. 11, 12, 16
42
Unit 1
Numbers and Routines
042_EMCS_T_TLG1_U01_L06_550524.indd 42
2/8/11 9:39 AM
Getting Started
Mental Math and Reflexes
Math Message
On slates,
Spend a few minutes
looking through your My
Reference Book. Be ready to share
something you found interesting. Think
about how this book can be helpful
to you.
Write all the 1-digit numbers. How many are there? 10
Write two 2-digit numbers. Circle the larger one.
Write two 3-digit numbers. Circle the digit in the ones place and put an X on the
digit in the hundreds place.
1 Teaching the Lesson
Math Message Follow-Up
NOTE Some children may benefit from doing
WHOLE-CLASS
ACTIVITY
the Readiness activity before you begin Part 1
of the lesson. See the Readiness activity in
Part 3 for details.
(My Reference Book)
Have children briefly share some interesting things that they
found. Discuss ways in which My Reference Book can be helpful.
With the class, look up the Table of Money Equivalencies in
My Reference Book. Ask children simple questions regarding
money equivalences. For example, ask: How many pennies in a
dime? 10 How many nickels in a dime? 2 How many nickels in a
quarter? 5
Interactive whiteboard-ready
ePresentations are available at
www.everydaymathonline.com to
help you teach the lesson.
Discuss the sections of My Reference Book.
The Table of Contents may be used to find information about a
particular topic. The Table of Contents also gives the page number
of the first page of a topic.
Use the Table of Contents to look up information on clocks on
pages 78 and 79. Discuss the information in My Reference Book
regarding clocks. Be sure to allow the children enough time to
explore the clock section.
Explain to the children that in today’s lesson they will see how
My Reference Book can be helpful to them as they work in their
Math Journals.
Student Page
Date
Time
LESSON
Math Boxes
16
䉬
1. Fill in the missing numbers.
37
a. 36,
11
b.
Introducing Math Boxes
WHOLE-CLASS
DISCUSSION
(Math Journal 1, p. 7)
Ask children to name activities that people practice. Sample
answers: Dancing, singing, playing a musical instrument, speaking
a foreign language, playing basketball and other sports, and so on
39
, 12, 13,
14
90
c. 89,
d.
, 38,
, 91,
2. Circle the tens digit.
437
Circle the ones digit.
18
92
Circle the hundreds digit.
146 , 147, 148 , 149, 150
3. How likely is it that our class
will go on a field trip today?
Circle. Answers vary.
206
10
4. Today is
,
(month)
(day)
.
(year)
certain
The date 1 week from today will
likely
be
unlikely
Answers vary.
.
impossible
5. Fill in the circle next to the
6. Write two even and two odd
numbers. Answers
name of the shape.
A
triangle
B
rectangle
vary.
even
even
C pentagon
odd
54
odd
97
Math Journal 1, p. 7
Lesson 1 6
EM3cuG2TLG1_043-045_U01L06.indd 43
43
11/10/10 6:50 PM
Student Page
Games
Penny Plate
Materials ❑ 10 pennies
❑ 1 small plastic plate
Players
2
Skill
Sum-equals-ten facts
Object of the game To get 5 points.
Directions
1. Player 1:
• Turns the plate upside-down.
• Hides some of the pennies under the plate.
• Puts the remaining pennies on top of the plate.
Ask children: What would happen if people never practiced? Is
anyone familiar with the expression, “Practice makes perfect?”
What does this mean?
Explain that practice is necessary in mathematics, too. In
Everyday Mathematics, one of the ways to practice is by doing a
page of problems called Math Boxes.
Have children turn to journal page 7. Call children’s attention to
the My Reference Book icon in the Math Boxes. Discuss how this
icon tells them which page to go to in My Reference Book if they
need more information to complete the Math Boxes.
NOTE For practice estimating collections of objects, see
www.everydaymathonline.com.
Completing a Math Boxes Page
My Reference Book, p. 146
INDEPENDENT
ACTIVITY
(Math Journal 1, p. 7)
Mixed Practice Go over each problem so children
understand what to do. Children complete the journal
page independently or with a partner. When children
have finished, briefly discuss the answers.
2 Ongoing Learning & Practice
Playing Penny Plate
(Math Masters, p. 468; My Reference Book,
pp. 146 and 147)
PARTNER
ACTIVITY
PROBLEM
PR
PRO
P
RO
R
OBL
BLE
B
LE
L
LEM
EM
SO
S
SOLVING
OL
O
LV
LV
VIN
ING
Algebraic Thinking Have children read the rules for Penny Plate
on pages 146 and 147 in My Reference Book and play the game in
partnerships. Playing this game frequently will help develop
children’s automaticity with sum-equals-ten facts.
Ongoing Assessment: Informing Instruction
Watch for children who are having difficulty determining the number of pennies.
Suggest that they draw circles to represent all of the pennies. Then suggest that
the children use one of the strategies below to figure out how many pennies are
under the plate:
Children name the two parts of 10 shown here:
6 and 4.
Cross off one circle for each penny on top of the plate. Count the uncrossed
circles to find the number of pennies under the plate.
Use a second set of pennies as markers. Cover one circle for each penny on
top of the plate. Count the uncovered circles to find the number of pennies
under the plate.
44
Unit 1 Numbers and Routines
EM3cuG2TLG1_043-045_U01L06.indd 44
12/30/10 11:36 AM
Student Page
Games
Math Masters,
Ongoing Assessment:
page 468
Recognizing Student Achievement
2. Player 2:
• Counts the pennies on top of the plate.
• Figures out how many pennies are hidden
under the plate.
Use Math Masters, page 468 to assess children’s ability to solve sum-equalsten facts. Children are making adequate progress if they can name the number
of pennies under the plate without actually counting the pennies. Some children
may be able to write a number model that represents each round.
I see 6 pennies.
There are 10 pennies in all.
So there are 4 pennies
under the plate.
[Operations and Computation Goal 1]
3. If the number is correct, Player 2 gets a point.
3 Differentiation Options
4. Players trade roles and repeat Steps 1 and 2.
5. Each player keeps a tally of their points.
The first player to get 5 points is the winner.
PARTNER
ACTIVITY
READINESS
Playing Two-Fisted Penny
5–15 Min
Another Way to Play
Use a different number of pennies.
My Reference Book, p. 147
Addition
To explore finding sums to ten using a concrete model, have
children play Two-Fisted Penny Addition. Children count out
10 pennies and split them between their two hands. Help children
identify their left and right hands.
Call on several children to share amounts. For example:
My left hand has 1 penny and my right hand has 9 pennies.
My left hand has 3 pennies and my right hand has 7 pennies.
The various splits can be recorded on the board.
Repeat with other numbers of pennies. Partners can continue to
practice using different total numbers of pennies: 9, 12, 20, and
so on.
Game Master
Name
EXTRA PRACTICE
Minute Math+
SMALL-GROUP
ACTIVITY
Penny Plate Record Sheet
There are
There are
To offer children more experience with complements of 10, as well
as with 2-, 3-, and 4-digit numbers, see the following pages in
Minute Math+: pp. 9, 23, 32, and 33.
Time
1 2
4 3
Example:
Start with
5–15 Min
Date
10
6
4
pennies.
pennies on top.
pennies inside.
Round 1
Start with
pennies.
There are
pennies on top.
There are
pennies inside.
Round 2
Start with
pennies.
There are
pennies on top.
There are
pennies inside.
Round 3
Start with
pennies.
There are
pennies on top.
There are
pennies inside.
Math Masters, p. 468
EM3MM_G2_U01_001-024.indd 468
12/29/10 4:06 PM
Lesson 1 6
EM3cuG2TLG1_043-045_U01L06.indd 45
45
12/30/10 11:36 AM
Name
Date
Penny Plate Record Sheet
Time
1 2
4 3
Example:
Start with
There are
There are
10
6
4
pennies.
pennies on top.
pennies inside.
Round 1
Start with
pennies.
There are
pennies on top.
There are
pennies inside.
Round 2
Start with
pennies.
There are
pennies on top.
There are
pennies inside.
Start with
pennies.
There are
pennies on top.
There are
pennies inside.
Copyright © Wright Group/McGraw-Hill
Round 3
468
001-024_EMCS_B_MM_G2_U01_576949.indd 468
3/8/11 1:21 PM