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Unit 4, Lesson 22

Center Day 4

Grade 1

Warm-up

10 mins

True or False: Tens and Ones

Instructional Routines

True or False?

First time implementing?

Learn how to use instructional routines to facilitate problem-based learning!

Materials

None

Activity Narrative

The purpose of this True or False is to elicit insights students have about numbers being represented in different ways. The reasoning students do here deepens their understanding of how numbers can be composed and decomposed in different ways using tens and ones.

Launch

Display 1 statement.
“Give me a signal when you know whether the statement is true and can explain how you know.”
1 minute: quiet think time

Activity

Share and record answers and strategies.
Repeat with each statement.

Student Task Statement

Decide if each statement is true or false.
Be prepared to explain your reasoning.

Student Response

to access Student Response.

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Advancing Student Thinking

Are You Ready for More?

Activity Synthesis

“How can you determine whether each is true or false without finding the value of each side?”
If needed, ask “How can you use what you know about tens and ones to help you know if it is true or false?” (I can compare the number of tens first, then compare ones.)

Activity 1

15 mins

Introduce Mystery Number—2-Digit Numbers

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

First time implementing?

Learn how to use instructional routines to facilitate problem-based learning!

Materials

To Copy (from Blackline Masters)

Mystery Number Stage 1 Directions

Number Cards 0–10

Activity Narrative

The purpose of this activity is for students to learn a new center called Mystery Number. One student picks 2 cards and makes a two-digit number without showing their partner. They give clues about the mystery number based on the sentence starters and their partner guesses the mystery number. Students continue going back and forth giving clues and guessing the number until the mystery number is identified. Then students switch roles. Students earn 1 point for each clue they get to help them identify the mystery number. The player with the lowest score after 5 rounds wins.

Launch

Groups of 2
Give each group a set of cards and directions.
“We are going to learn a new center called Mystery Number. Remove the cards that show 10."
“On your turn, you will choose 2 number cards and make a 2-digit number without showing your partner. Give your partner a clue about your mystery number. You can use one of the sentence starters or make up your own clues. If your partner guesses your mystery number, switch roles. If they don’t guess the mystery number, give them another clue. Continue giving clues until they guess your number. You get 1 point for each clue you used to help you identify the mystery number. The person with the lowest score after 5 rounds wins.”

Activity

10 minutes: partner work time

Student Task Statement

None

Student Response

None

Advancing Student Thinking

Are You Ready for More?

Activity Synthesis

“Which clues made your partner’s number easiest to guess?”

Activity 2

25 mins

Centers: Choice Time

Standards Alignment

None

Building On

Addressing

Building Toward

Instructional Routines

None

First time implementing?

Learn how to use instructional routines to facilitate problem-based learning!

Materials

To Gather

Materials from previous centers

Activity Narrative

The purpose of this activity is for students to choose from activities that offer practice working with two-digit numbers. Students choose from any of the previously introduced stages of the listed centers. They are encouraged to choose the center that will be most helpful for them at this time.

Mystery Number
Get Your Numbers in Order
Greatest of Them All

Launch

Groups of 2
“We are going to choose from centers we have already learned.”
Display the student page.
“Think about what you would like to do first.”
30 seconds: quiet think time

Activity

Invite students to work at the center of their choice.
10 minutes: center work time
“Choose what you would like to do next.”
10 minutes: center work time

Student Task Statement

Choose a center.

Mystery Number

Get Your Numbers in Order

Greatest of Them All

Student Response

None

Advancing Student Thinking

Activity Synthesis

“How were the two centers you worked on alike? How were they different?”

Lesson Synthesis

“How did you and your partner work together during centers? What went well? What can we continue to work on?”

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Standards Alignment

Building On

Addressing

Building Toward

to access Student Response.

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Lesson 22

Center Day 4

Warm-up

True or False: Tens and Ones

Instructional Routines

First time implementing?

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Student Response

Advancing Student Thinking

Are You Ready for More?

Activity Synthesis

Activity 1

Introduce Mystery Number—2-Digit Numbers

Standards Alignment

1.NBT.B

Instructional Routines

First time implementing?

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Student Response

Advancing Student Thinking

Are You Ready for More?

Activity Synthesis

Activity 2

Centers: Choice Time

Standards Alignment

Instructional Routines

First time implementing?

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Student Response

Advancing Student Thinking

Activity Synthesis

Lesson Synthesis

Have a correction or suggestion?

Standards Alignment

1.NBT.B.2

Are You Ready for More?