Activity 1 The Party · Grade 1 DRAFT Extension Task Resource Sheet Baltimore County Public Schools...
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Grade 1 DRAFT Extension Task Resource Sheet Baltimore County Public Schools Grade 1, Unit 6: Number Games and Crayon Puzzles January 2014 Activity 1 The Party You are having a party at your house. You invited 10 friends. You have 2 tables. How many ways can you arrange your 10 friends at the 2 tables? Record your combinations below.
Transcript of Activity 1 The Party · Grade 1 DRAFT Extension Task Resource Sheet Baltimore County Public Schools...
Grade 1 DRAFT Extension Task Resource Sheet
Baltimore County Public Schools Grade 1, Unit 6: Number Games and Crayon Puzzles Office of Mathematics PreK-12
January 2014
Activity 1
The Party
You are having a party at your house. You invited 10 friends. You
have 2 tables.
How many ways can you arrange your 10 friends at the 2 tables?
Record your combinations below.
Grade 1 DRAFT Extension Task Resource Sheet
Baltimore County Public Schools Grade 1, Unit 6: Number Games and Crayon Puzzles Office of Mathematics PreK-12
January 2014
Activity 2
Your mother bought another table for the party. Now you have 3
tables.
How many ways can you arrange your 10 friends at the 3 tables?
Record your combinations below.
Grade 1 DRAFT Extension Task Resource Sheet
Baltimore County Public Schools Grade 1, Unit 6: Number Games and Crayon Puzzles Office of Mathematics PreK-12
January 2014
Activity 3
Your friends Molly and Matt call to tell you they are now coming to
your party. You will now have 12 friends at your party.
How many ways can you arrange your 12 friends at the 3 tables?
Record your combinations below.
Activity 4
Grade 1 DRAFT Extension Task Resource Sheet
Baltimore County Public Schools Grade 1, Unit 6: Number Games and Crayon Puzzles Office of Mathematics PreK-12
January 2014
There are 12 people at your party. You have three different size
tables.
Find a way to put the guests at the tables so that the large table (A)
has the most guests and the small table (C) has the least number of
guests?
Find as many ways as you can to put the guests at the tables so that
the large table (A) has the most guests and the small table (C) has
the least number of guests?
Explain how you know you found all the combinations.
C
B A
Grade 1 DRAFT Extension Task Resource Sheet
Baltimore County Public Schools Grade 1, Unit 6: Number Games and Crayon Puzzles Office of Mathematics PreK-12
January 2014
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Grade 1 DRAFT Extension Task Resource Sheet
Baltimore County Public Schools Grade 1, Unit 6: Number Games and Crayon Puzzles Office of Mathematics PreK-12
January 2014
Grade 1 DRAFT Extension Task Resource Sheet
Baltimore County Public Schools Grade 1, Unit 6: Number Games and Crayon Puzzles Office of Mathematics PreK-12
January 2014
Resource Sheet 2
Grade 1 DRAFT Extension Task Resource Sheet
Baltimore County Public Schools Grade 1, Unit 6: Number Games and Crayon Puzzles Office of Mathematics PreK-12
January 2014
Resource Sheet 3
Resource Sheet 3
Grade 1 DRAFT Extension Task Resource Sheet
Baltimore County Public Schools Grade 1, Unit 6: Number Games and Crayon Puzzles Office of Mathematics PreK-12
January 2014
A
B
C
Resource Sheet 4
Grade 1 DRAFT Extension Task
Teacher Notes Page 1 of 4
Baltimore County Public Schools Grade 1, Unit 6: Number Games and Crayon Puzzles
Office of Mathematics PreK-12 January 2014
The Party
Overview: Students build upon the concepts of quantity, composition, decomposition, computation, comparisons, and problem
solving to answer questions and perform tasks based on a real world experience of planning a party. Students will find addition
combinations, and represent numbers in different ways. They will use drawings, words, and notation to show strategies and solutions.
Common Core State Standards Alignment:
1.OA.1: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting
together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a
symbol for the unknown number to represent the problem.
1.OA.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using
objects, drawings, and equations with a symbol for the unknown number to represent the problem.
1.OA.3: Apply properties of operations as strategies to add and subtract. (Students need not use formal terms for these properties.)
Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition) To add 2 + 6 + 4, the
second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10, which equals 12. (Associative property of addition.)
1.OA.6: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as
counting on, making ten (e.g. 8 + 6 = 8 + 2 + 4, which leads to 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4
= 13 – 3 – 1, which leads to 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12,
one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 +
6 + 1 = 12 + 1, which equals 13).
Standards for Mathematical Practices:
X 1. Make sense of problems and persevere in solving them.
X 2. Reason abstractly and quantitatively.
X 3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
X 6. Attend to precision.
X 7. Look for and make use of structure.
X 8. Look for and express regularity in repeated reasoning.
Grade 1 DRAFT Unit 1 Extension Task
Teacher Notes Page 2 of 4
Baltimore County Public Schools Grade 1, Unit 1: How Many of Each?
Office of Mathematics PreK-12 January 2014
Materials:
Extension Task Resource Sheets
Manipulatives (pennies, counters, connecting cubes, etc.)
Number lines
Ten frames
Scissors (optional)
Glue (optional)
Activity Teacher Notes Sample Questions Observing Students at Work
1 Have students complete the
activities sequentially.
Have Counters available for
students.
Have students work cooperatively.
Students may work in pairs or
groups.
Encourage students to use words,
numbers, and/or drawings in their
responses.
The teacher may read the prompts
to the students.
The students may act out the
problems.
Collect work samples and/or take
pictures of student work to include
in portfolios.
How did you organize your ideas?
How do you know you have found
all the combinations?
What operation did you use?
Can you use subtraction? Why or
why not?
Do students write equations?
Do students use manipulatives?
Do students use the commutative
property to find equivalent
combinations?
Do students keep track of their
combinations?
Do students demonstrate
persistence when finding
combinations?
Do students look for structure or
patterns to find combinations?
Do students use 0 as an addend?
2 Have counters available for
students.
Have students work cooperatively.
Students may work in pairs or
groups.
Encourage students to use words,
How did you organize your ideas?
How do you know you have found
all the combinations?
Can you use information from
Activity 1 to help you? How?
Do you have more combinations
Do students write equations?
Do students use manipulatives?
Do students use the commutative
property to find equivalent
combinations?
Do students keep track of their
Grade 1 DRAFT Extension Task
Teacher Notes Page 3 of 4
Baltimore County Public Schools Grade 1, Unit 6: Number Games and Crayon Puzzles
Office of Mathematics PreK-12 January 2014
numbers, and/or drawings in their
responses.
The teacher may read the prompts
to the students.
The students may act out the
problems.
Collect work samples and/or take
pictures of student work to include
in portfolios.
with 2 tables or 3 tables? Why? combinations?
Do students demonstrate
persistence when finding
combinations?
Do students look for structure or
patterns to find combinations?
Do students use 0 as an addend?
3 Have counters available for
students.
Have students work cooperatively.
Students may work in pairs or
groups.
Encourage students to use words,
numbers, and/or drawings in their
responses.
The teacher may read the prompts
to the students.
The students may act out the
problems.
Collect work samples and/or take
pictures of student work to include
in portfolios.
How did you organize your ideas?
How do you know you have found
all the combinations?
Can you use information from
Activity 1 and 2 to help you? How?
Can you use the same
combinations from Activity 1 and
2? Why or why not?
Do students write equations?
Do students use manipulatives?
Do students use the commutative
property to find equivalent
combinations?
Do students keep track of their
combinations?
Do students demonstrate
persistence when finding
combinations?
Do students look for structure or
patterns to find combinations?
Do students use 0 as an addend?
4 Have counters available for
students.
Have students work cooperatively.
Students may work in pairs or
groups.
Encourage students to use words,
numbers, and/or drawings in their
responses.
What strategy did you use to find
your answer?
What is the smallest number of
people that can be at table A?
Do students write equations?
Do students use manipulatives?
Do students use the commutative
property to find equivalent
combinations?
Do students keep track of their
combinations?
Do students demonstrate
Grade 1 DRAFT Unit 1 Extension Task
Teacher Notes Page 4 of 4
Baltimore County Public Schools Grade 1, Unit 1: How Many of Each?
Office of Mathematics PreK-12 January 2014
The teacher may read the prompts
to the students.
The students may act out the
problems.
Collect work samples and/or take
pictures of student work to include
in portfolios.
persistence when finding
combinations?
Do students look for structure or
patterns to find combinations?
Do students use 0 as an addend?
Assessment Checklist: The Party, Activities 1-4
Baltimore County Public Schools Grade 1, Unit 6: Number Games and Crayon Puzzles
Office of Mathematics PreK-12 Extension Task Checklist
January 2014
Student
Do students
write
equations?
Do students
use
manipulatives?
Do students
use the
commutative
property to
find
equivalent
combinations?
Do students
keep track of
their
combinations?
Do students
demonstrate
persistence
when finding
combinations?
Do students
look for
structure or
patterns to
find
combinations?
Do students use 0
as an addend?
