Mathematics 1 - Module 2 Day 16


Calendar Time

Time recommended: 10 minutes

Proceed with Calendar Time activities as usual.

Focus for Today


PhotoDisc, Inc.

Vocabulary (spoken only)

equal take away another name
value operation shapes
addition more than flap
subtraction name one half
vertical other names counting forward
horizontal numbers counting backward
plus

Materials Required



Today, observe whether your student understands number stories and number sentences. Is the student able to do the following?

Comment on your observations later in Day 16: Learning Log.



Developing the Concept

Use the following script to guide your instruction.


People can have more than 1 name.

What are some of your other names? Discuss how a person could be called a mother, a wife, a sister, a daughter, an aunt, a niece, or a friend.

Numbers can have more than 1 name, too.

Another name for the number 3 is 4 - 1.

Think of some other names for the number 3.

Begin by printing the number 3 at the top of a piece of paper.

Below the number 3, print 4 - 1.


Below 4 - 1, print other names for the number 3.

The student can print addition as well as subtraction names.


Applying the Concept

Number Names Booklet

Take out four other pieces of unlined paper. At the top of each, print one of these numbers: 1, 2, 4, and 5.

On the appropriate sheet of paper, have the student print other names for the numbers 1, 2, 4, and 5.

Again, the student can print addition and subtraction names.






Monitor progress to see that the student is doing the activity correctly. The child may find it helpful to use counters. Help if necessary.



Have the student place the pages in order and make a cover page similar to the one shown below.


Place the cover page on top of the number pages. Add a back page. Staple all together to make a booklet.


Have your student share the booklet with family and friends.




Ask the student to print the abbreviated form of the module and day numbers, M2D16, on the back of the booklet. Place the booklet in the Student Folder.


Enrichment (optional)

Cover-Ups

Gather the following materials:

Step 1: Help the student make cover-up booklets, similar to the one that follows. You could make shapes other than dots. Use the flap to cover one half of the shapes.



Step 2: With the flap closed, hold a cover-up booklet in front of the student. Tell a number story, using the shapes as characters. For example, there were 4 cookies on the plate when I went outside. When I came back in, there were only 2 cookies left. How many cookies are missing?

Step 3: Ask what information the student knows and what the student is trying to find out. On a strip of unlined paper, help print a missing-part sentence for the cover-up booklet. The missing-part sentence could be as follows.



Step 4: Ask the student how to find the number of covered shapes. The child might suggest counting forward from the visible number of shapes or counting backward from the total number. Help to print a take-away sentence similar to the following.


Step 5: Ask the following questions about the missing-part sentence and the take-away sentence:

What is the same about the two sentences? (The numbers two and four are used. The word equals is used.)
How are the sentences different? (The first sentence is about an addition situation. The second sentence is about a subtraction situation.)

What number tells how many shapes in all? (4)

What number tells how many in each half of the number sentence? (2)

Step 6: Repeat steps 1 to 5 with three or four other cover-up booklets.





Turn to Mathematics Assignment Booklet 2B, and follow the directions to do the assignment for Day 16.