Description

The charming read aloud book "One Is a Snail, Ten Is a Crab" provides inspiration for number sense and arithmetic based activities.

Levels

• Grades 1 through 4.

Preparation Time

30 minutes per Part.

Activity Time

4 lessons (approximately per lesson) for Part One. 7 lessons (approximately 55 minutes per lesson) for Part Two.

Topics

• de-composing numbers up to 100
• addition
• subtraction
• multiplication
• division
• number patterns
• properties of numbers
• writting numerical equations
• using objects to demonstrate relationships
• exploring the relationship between addition and subtraction
• exploring the relationship between multiplication and division
• understanding the meaning of remainders in division
• factors and multiples

Goals

• Students will develop strategies for adding and subtracting whole numbers using a variety of models.
• Students will improve their fluency with adding within 10 and 20.
• Students will generalize methods to add within 100 and work with multiples of ten.
• Students will be able to compare numbers and write numerical equations.
• Students will recognize odd or even numbers.
• Students will understand the meaning of an equal sign.
• Students will use a variety of strategies for adding and subtracting double digit numbers.
• Students will understand the relationship between multiple addition and multiplication.
• Students will be able to use the commutative and associative properties of addition and multiplication.
• Students will be able to write division equations given multiplication equations.
• Students will be able to find missing factors, addends, sums, or products given an equation with a variable.
• Students will be able to compare numbers using inequality symbols.
• Students will be able to divide a number by a single digit divisor.
• Students will be able to write numerical equations that use more than one operation.

Materials

• "One Is a Sail, Ten is a Crab" by April Pulley Sayre and Jeff Sayre (one or more copies)
• counters for each pair of students (pennies, buttons, blocks, etc. - up to 100)
• number cards - one per group of four students with numbers between 80 and 100 (or higher)
• large 100 chart for class
• small 100 chart for each student
• multiplication charts
• student activity sheets - "How Many Feet Are on the Beach?" - "50 Feet Are on the Beach" - "Mystery of the Missing Number" - "What Did Diego Count?"
• large sheets of manila paper or poster board
• markers, crayons, or colored pencils
• large chart paper
• glue or scotch tape
• sticky notes
• 3" x 5" index cards
• magnets (to use as counters for the board)
• clipboards (optional)
• large bowl or hat from which to draw cards (optional)
• chart with rules for a carousel activity

Related Concepts

• NCTM Illuminations website - Ten Frame (practice counting and adding by 10's
• NCTM Illuminations website - How Many Under the Shell? (explore addition and subtraction)
• NCTM Illuminations website - Grouping and Grazing (counting, adding, and subtracting by grouping cows)
• NCTM Illuminations website - Okta's Rescue (counting and subitizing by playing a game)
• NCTM Illuminations website - Concentration (match equivalent expressions)
• NCTM Illuminations website - Electronic Abacus (exploring an abacus model with groups of ten)
• NCTM Illuminations website -

Credits

Authors

National Common Core Standards

1.NBT.2	Represent any number up to 100 using tens and ones (42 is four tens and two ones, or three tens and twelve ones, or two tens and twenty-two ones).
1.NBT.4	Add within 100 using concrete models or drawings and strategies based on place value, and properties of addition and subtraction.
1.NBT.5	Given a two-digit number, mentally find 10 more or 10 less than the number.
1.OA.1	Use addition and subtraction within 20 to solve word problems (adding to, taking from, putting together, taking apart, comparing, unknowns, movement on a number line, distance between points on a number line).
1.OA.2	Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20 by using objects, drawings, and equations.
1.OA.3	Apply properties of operations as strategies to add and subtract (commutativity, associativity, identity property of zero).
1.OA.5	Relate counting to addition and subtraction (counting on / counting back / counting up strategies).
2.NBT.5	Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
2.OA.1	Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions.
2.OA.2	Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.
2.OA.3	Determine whether a group of objects has an odd or even number of members, and express even numbers as the sum of equal numbers.
3.OA.1	Interpret products of whole numbers as equal groups of objects.
3.OA.2	Interpret whole-number quotients as objects partitioned into equal shares.
3.OA.4	Determine the unknown whole number in a multiplication or division equation relating three whole numbers.
3.OA.5	Apply properties of operations as strategies to multiply and divide. (Commutative, associative, and distributive properties).
3.OA.6	Understand division as an unknown factor problem.
3.OA.8	Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown.
3.OA.9	Identify arithmetic patterns including patterns in the addition or multiplication table, and explain them using properties of operations.
4.NBT.2	Read, write, and compare multi-digit whole numbers using base-ten numerals, number names, and expanded form.
4.NBT.4	Fluently add and subtract multi-digit whole numbers using the standard algorithm.
4.OA.1	Interpret a multiplication equation as a comparison i.e. that 35 is 5 times as many as 7. Represent verbal statements of multiplicative comparisons as multiplication equations.

This work placed into the public domain by the Riverbend Community Math Center.