correctionkey=d lesson 7.7 hands on • model and count 16 ... · on each counter as you count....

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LESSON AT A GLANCE

397A Chapter 7

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Hands On • Model and Count 16 and 17

LESSON 7.7

Progress to AlgebraIf Children Ask“Why do we say sixteen instead of ten-six?” “Where did the name eleven come from?” These logical questions show that children are thinking of teen numbers as sets of 10 ones and more ones.

You might respond that for a long time people called 16 “six and ten” and 17 “seven and ten.” People liked that idea because it told what the number meant. Later they shortened the names—like nicknames—to six-teen and seven-teen. In today’s Spanish, dieciseis says “ten and six” very directly, and diecisiete means “ten and seven.”

The names eleven and twelve are very, very old. The word eleven comes from the Old English word endleofan and twelve comes from the Old English word twelfe.

Learning ObjectiveUse objects to decompose the numbers 16 and 17 into ten ones and some further ones.

Language ObjectiveTeams of children prepare to explain how to use objects to show 16 and 17 as ten ones and some more ones.

MaterialsMathBoard, two-color counters

F C R Rigor:Level 1: Understand Concepts....................Share and Show ( Checked Items)Level 2: Procedural Skills and Fluency.......On Your Own, Practice and HomeworkLevel 3: Applications..................................Think Smarter and Go Deeper

F C R For more about how GO Math! fosters Coherence within the Content Standards and Mathematical Progressions for this chapter, see page 357J.

FOCUS COHERENCE RIGOR

F C R Focus:Common Core State Standards

K.NBT.A.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decompo-sition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, fi ve, six, seven, eight, or nine ones.

Also K.CC.B.4b, K.CC.B.4c, K.CC.B.5

MATHEMATICAL PRACTICES (See Mathematical Practices in GO Math! in the Planning Guide for full text.)MP2 Reason abstractly and quantitatively.MP3 Construct viable arguments and critique the reasoning of others.MP7 Look for and make use of structure.

F C R Coherence:Standards Across the GradesGrade KK.NBT.A.1

After1.NBT.A.11.NBT.B.2

Progressto Algebra

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ENGAGE1

How can you use objects to show 16 and

17 as ten ones and some more ones?

Daily RoutinesCommon Core

Lesson 7.7 397B

with the Interactive Student Edition

Essential QuestionHow can you use objects to show 16 and 17 as ten ones and some more ones?

Making ConnectionsAsk children to tell what they know about 15.

• You and a partner each hold up the fingers on one hand. How many fingers is that? 10 How do you know? Possible answers: It is two groups of 5. It is the same number as I can put in a ten frame.

• Now one of you holds up the fingers on another hand. How do you know that’s 15 fingers in all? Possible answer: I know that ten and five more is 15.

• What is another way we could show 15? Possible answer: I can use counters that show ten and five more. How many would there be have if we added one more to 15? 16

Learning ActivityHelp children think about 17 as “15 and 2 more.”

• How many dandelions are in the first group? 10

• How many dandelions does Scout see altogether? 15 and 2 more

• What is Scout trying to figure out? the number that shows 15 and 2 more

Literacy and MathematicsChoose one or more of the following activities.

• Have children work together to come up with a short story about finding a flower patch. Write the story on the board.

• Ask children to draw flowers with different numbers of petals. Then, ask them to count the petals on each flower.

Summertime Math

Literature ConnectionFrom the Grab-and-Go™ Differentiated Centers Kit

Children read the book and count and compare objects up to 15.

Vocabulary BuilderSixteen, SeventeenMaterials Numeral Cards (16–23) (see eTeacher Resources)

Have 15 children raise one hand. If one more child raises a hand, how many hands will that be? 16 Have another child raise a hand, and lead children in counting the hands to 16. Sixteen is a set of 10 ones and how many more ones? Help 10 hand-raising children form a set of 10 ones, then count the remaining children. 6 Show the numeral card for 16 and help children read it.Repeat the process for the number 17.

Problem of the Day 7.7Number of the Day What number is one greater than 8?

What number is one greater than 11?

What number is one greater than 14? 9; 12; 15

Lead children in counting 1 to 15. Discuss with children how to find the number that is one greater than another number. Imagine the number and think of one more. Say the next counting number.

Vocabulary sixteen, seventeen

Interactive Student EditionMultimedia Glossary e

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Chapter 7 • Lesson 7 three hundred ninety-seven 397

DIRECTIONS Use counters to show the number 16. Add more to show the number 17. Draw the counters. Tell a friend what you know about these numbers.

Model and Count 16 and 17Essential Question How can you use objects to show 16 and 17 as ten ones and some more ones? Number and Operations in Base

Ten—K.NBT.A.1 Also K.CC.B.4b, K.CC.B.4c, K.CC.B.5

MATHEMATICAL PRACTICESMP2, MP3, MP7

Lesson 7.7HANDS ON

Check children’s work.

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EXPLORE2K.NBT.A.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, fi ve, six, seven, eight, or nine ones.

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DIRECTIONS 1–2. The number shows how many basketballs in all. The Red team has 10 basketballs. Draw them. How many basketballs does the Blue team have? Draw them. 3. Draw different numbers of basketballs to show 16.

Basketball Count

Lesson 7.7Enrich

Children should draw 6 basketballs.

Children should draw 7 basketballs.


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7-18 EnrichChapter Resources© Houghton Mifflin Harcourt Publishing Company

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Model and Count 16 and 17

DIRECTIONS 1. How many counters are in the top ten frame? Draw a dot on each counter as you count. Trace the counters in the ten frame below to show 16. Trace the number. 2. How many counters are in the top ten frame? Draw a dot on each counter as you count. Draw counters in the ten frame below to show 17. Write the number.

Lesson 7.7Reteach

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7-17 ReteachChapter Resources© Houghton Mifflin Harcourt Publishing Company

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Progressto Algebra

397 Chapter 7

Enrich 7.7Reteach 7.7

Listen and DrawMaterials two-color countersRead aloud this problem as children listen.

Ann has 16 peaches on Monday. On Tuesday she has 17 peaches. How can you show the numbers of peaches Ann has?

Give children 16 counters and ask them to fi ll the top ten frame.• How many counters fi ll the top ten

frame? 10

• How many counters are left? 6 Put the counters that are left in the bottom ten frame. Start in the fi rst row of the frame.

Count the counters together.Continue to model the number 17.MP2 Reason abstractly and quantitatively.• How many more counters do you need to

add to show 17? one more Why? because 17 is one greater than 16

• What can you tell me about 17? Possible answers: It is one greater than 16; it is three less than 20; it is two greater than 15.

Reread the blue problem. Have children draw to show the 17 counters.MP7 Look for and make use of structure.• How did you show the 16 peaches Ann has?

How did you show the 17 peaches Ann has? I showed 16 as one fi lled ten frame and 6 ones. I showed 17 as one more one than 16.

• Tell what you know about the numbers.• Use 16 counters to model two sets with

the same number of counters. How many counters are in each set? 8

ELL Strategy: Illustrate Understanding

Children demonstrate prior knowledge by drawing rather than by using language.Fold a piece of paper in half. Write 16 in the left column. In the right column, have children draw the corresponding number of circles.Ask children specifi c questions about their drawings so they can point or give short answers. For example, Show me 16 circles. Child points to the column with circles. How many circles are in this column? 16 Repeat with other numbers from 14 to 17.

LESSON 7.7

HandsOn


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398 three hundred ninety-eight

DIRECTIONS 1. Count and tell how many. Trace the number. 2. Place counters in the ten frames to show the number 16. Draw the counters. 3. Look at the counters you drew in the ten frames. How many ones are in the top ten frame? Trace the number. How many ones are in the bottom ten frame? Write the number.

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COMMON ERRORS

Advanced Learners

Lesson 7.7 398

a child misses the checked exercise(s)

Differentiate Instruction with • Reteach 7.7

• Personal Math Trainer K.NBT.A.1

• RtI Tier 1 Activity (online)

Share and Show • Look at Exercise 1. What number and word

do you see? 16, sixteen

MP2 Reason abstractly and quantitatively.• How can you find out how many peaches

there are? Possible answer: I know that there are 10 peaches in the first two rows, and I count six more; 10 ones and 6 ones is 16.

Give directions for tracing the number 16.• Look at Exercise 2. How can you show

the number 16 with counters? I can put 10 counters in the top ten frame to model 10 ones, and six counters in the bottom ten frame to model 6 ones. Count the counters. Draw the counters.

Guide children through Exercise 3.• How many ones are in the top ten frame?

10 Trace the number.• How many ones are in the bottom frame? 6

Write the number. MP3 Construct viable arguments and critique the reasoning of others. Have children explain how they know how many ones are in each ten frame.Use the checked exercise(s) for Quick Check.

Error Children may miscount.

Example In Exercise 1, children count 15 peaches instead of 16.Springboard to Learning Have children circle the first 10 peaches. Then have chil-dren count the remaining peaches, making a dot on each. Children should note that there are six peaches outside the circle, not five. Then recount the peaches together.

Materials two-color counters

Hand each child 17 counters and paper.Write 16 and 17 on the board. How many more ones than 10 ones is 16? six more How many more ones than 10 ones is 17? seven more Lead children in the chant, 10 ones and 6 ones (clap) 16; 10 ones and 7 ones (clap) 17!Have children place 10 counters on their paper and draw a circle around them. Ask children to add counters outside the circle to show 16, and then 17.If you have 10 seashells and you want to collect 17, how many more seashells would you need? How do you know? 7; because 17 is 10 ones and seven more

KinestheticIndividual / Partners

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Chapter 7 • Lesson 7 three hundred ninety-nine 399


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399 Chapter 7

More Practice• Look at Exercise 4. What number and word

do you see? 17, seventeen

• How many plums are there? 17

Give directions for tracing the number 17.• Look at Exercise 5. How can you show the

number 17 with counters? I can put 10 counters in the top ten frame and seven in the bottom frame.

For Exercise 6, have children count and trace or write how many counters they drew in each ten frame.• How many do you have if you have 10 ones

and 7 ones? 17

SMARTER

Have children suppose that they are planting fl owers in rows of fi ve or fewer.• How would your garden look with 17

fl owers? three rows of fi ve and one row of two

DEEPER

MP2 Reason abstractly and quantitatively. Ask: What number of fl owers would give only two full rows of fi ve and some more? 11, 12, 13, 14

Discuss how children found their answers. Children should determine that two full rows of fi ve is 10. To have less than another full row of fi ve, you can have only 1, 2, 3, or 4 more ones. That means 11, 12, 13, or 14 in all.

4 ELABORATE


WRITEWRITEMathMath

MATHEMATICAL PRACTICES COMMUNICA C

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= +16HOME ACTIVITY • Draw two ten frames on a sheet of paper. Have your child use small objects, such as buttons, pennies, or dried beans, to show the numbers 16 and 17.

DIRECTIONS 7. Chloe makes a necklace with 16 beads. She starts with the blue bead on the left. Circle to show the beads Chloe uses to make her necklace. 8. Are there more blue beads or more yellow beads in those 16 beads? Circle the color bead that has more. 9. Draw a set of 16 objects. If you circle 10 of the objects, how many more objects are there? Complete the addition sentence to match.


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EVALUATE5 Formative Assessment

Differentiated Centers Kit

DIFFERENTIATED INSTRUCTION INDEPENDENT ACTIVITIESD

Lesson 7.7 400

Children increase familiarity with numbers from 1–30 with repeated counting forward to move along the game path.

Children read the book and count and compare objects up to 15.

Children complete purple Activity Card 14 by showing and labeling sets of 15 and 16 objects.

GamesSweet and Sour Path

LiteratureSummertime Math

Activities15 and 16

Essential QuestionReflect Using the Language Objective Have teams of children prepare an explanation to answer the Essential Question.How can you use objects to show 16 and 17 as ten ones and some more ones? I can use counters to fill one ten frame and show six or seven more in another ten frame to show 16 or 17.

MATHEMATICAL PRACTICES

Read the problem for Exercise 7. Ask children to explain how they will solve the problem.• Count the first set of five blue beads and

the first set of five yellow beads. How many beads did you count in all? 10

MP2 Reason abstractly and quantitatively.• How many more beads than 10 do you

need to circle to make 16? 6Discuss with children how they might know without counting where the sixteenth bead is. Elicit that 6 is 5 ones and one more and that, after the set of 10 ones, they can circle the five blue beads and one yellow bead to make 6. MP8 Look for and express regularity in repeated reasoning.• Look at Exercise 8. Did you circle more blue

beads or more yellow beads? blue Circle the blue bead.

MP4 Model with mathematics. For Exercise 9, direct children to draw 16 objects and then circle 10 of them.MP2 Reason abstractly and quantitatively.• How many more than 10 are there? 6Have children complete the addition sentence to match.MP7 Look for and make use of structure.• How does the drawing help you write

the addition sentence? Possible answer: In the drawing, I see ten ones and six more so I know to write 16 = 10 + 6.

Math Journal Math

Have children explain their pictures and addition sentences to a partner.

Problem Solving • Applications

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Model and Count 16 and 17

Chapter 7 four hundred one 401


17seventeen

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Lesson 7.7Practice and Homework

COMMON CORE STANDARD—K.NBT.A.1 Work with numbers 11–19 to gain foundations for place value.


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401 Chapter 7

Practice and HomeworkUse the Practice and Homework pages to provide children with more practice of the concepts and skills presented in this lesson. Children master their understanding and begin using critical thinking skills as they complete the practice items.

Personal Math Trainer

FOR MORE PRACTICE GO TO THE

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402 four hundred two

DIRECTIONS 1. Count and tell how many. Trace the number. 2. Tell an addition word problem about the dogs. Write and trace to complete the addition sentence. 3. How many counters would you place in the five frame to show the number? Draw the counters.

Lesson Check (K.NBT.A.1)

Spiral Review (K.CC.B.4b, K.OA.A.1)

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Lesson 7.7 402

Continue concepts and skills practice with Lesson Check. Use Spiral Review to engage children in previously taught concepts and to promote content retention. Common Core standards are correlated to each section.

correctionkey=d lesson 7.7 hands on • model and count 16 ... · on each counter as you count....

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