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I can count and write to 120.
I can build 2D and 3D composite shapes.

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CCSS.MATH.CONTENT.1.NBT.A.1
Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

CCSS.MATH.CONTENT.1.G.A.1
Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.(SUPPORTED)

CCSS.MATH.CONTENT.1.G.A.2
Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.

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give students 5-10 minutes to clean up before the discussion and give them a warning signal a few minutes before the end of their work session to alert them that a transition is about to occur.
remember counting is...
rote counting, one to one correspondence, keeping track, conservation, connecting number to quantities, and counting by groups.

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write the numbers or have students write the numbers to reinforce how the number is writt

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Do as many as time allows and try to fit in others or review through the investigation.

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Attributes/Identification of Basic Shapes Interactive - Teach, Assess, Analyze with the Largest K-12 Resource Catalog

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Interactive: Attributes/Identification of Basic Shapes by MrNussbaum free

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- count using number lines forward and backwards
- count around the class

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Pull a number from the basket to start with then decide as a class a number to get to then count

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counting
count
number line

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number
cubes
blocks

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clothespins

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MWI1
MWI2

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Activiy 1: Start with one & numberline
- do the number line activity in the class and possibly leave it up during the unit.
- do the start with one together one the board to how them how to read the questions and understand the vocabulary. Refer to the word wall.
Activity 2: Math workshop and Math tools : ground work and rules for the manipulatives and how to treat them.
3: Explore the Math Tools:
Let the students use the connecting cubes, geoblocks, pattern blocks, and power polygons. The students need to be familar with the tools and the names of each.

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What is the routine?
How do you use the tools effectively?
How do we manage the tools and put them away properly?
What are the attributes? How can we describe the shapes.

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create anchor charts for students who are not familiar with words pertaining to size, color and shape.

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use happynumbers.com

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review MWI if needed

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Start with/ get to: start with 1 together as a class to practice.

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Observations

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make sense of problems and persevere through.
working individually and in groups. Learning to use resources around the room to help us solve the problems.

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use appropriate tools strategically.
Exploring the materials and how to treat them.

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Look for and make use of structure. noticing that the pattern blocks can be combined to create other shapes.

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Walking around and observing students using the manipulatives
- asking follow up questions
Daily Practice worksheet in order to see if the lesson was understood or if the lesson needs to be revisited or which sections need to be revisited.

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Why do we count?
Are we going to count up or down? Why?
Can you find our starting number on the number line? Where is our get to number? which number is more/greater

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Attend to precision. This is done by describing the shapes they used. Wanting them to use the language to explain their ideas

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Introducing Math Workshop and Math Tools

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Introducing Math Workshop and Math Tools

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What is the name of each type of manipulatives?
What is Math Workshop

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How do students use manipulatives during math workshop?