Lesson 2-10 Name-Collection Boxes

Brittany Mareth
Lesson Performance Objective:
Students will be able to write at least four different names for
any number given using a name-collection box.
Materials:
-Quick Look Cards (86,103,99)
-Individual White Boards, Markers, and Erasers
-Individual Math Journals
-Number cards for each partnership
-Paper for each student
-Smartboard
Anticipatory Set:
I will start of the lesson by having the students take a deep
breath and then letting it out. I will then discuss with the students that
we will be using lots of creative thinking today. Let the students know
that they will be able to use their imaginations when working on the
lesson by coming up with artistic ways to illustrate numbers.
Instruction:
The lesson will start by showing students three different quick
look cards on the smart board. Students will have about three seconds
to determine how many dots are in the two ten frames. After each card
a discussion will be held on how individual students came up with their
answer. Students will be asked to take out their white boards and come
up with as many different names for the number 8 as they possibly
can. Next, comes instruction for name collection boxes. I will show
students what a name collection box looks like and that the number is
shown in the left hand corner. Have volunteers come up to the board
and write different names that they came up with previously on their
whiteboard for the number eight in the name collection box. After there
have been a few examples I might give a few more that can be used
depending on how well the students grasp the concept. Students will
then turn to page 53 in their math journal and we will read and work
together on the name collection box activity. After going over the page
students will turn to page 38 and work on the name collection boxes
worksheet independently. After students are finished I will ask the
questions
-How are equivalent names for numbers the same and how are they
different? When done discussing I will demonstrate how to play Evens
and Odds and split the class up into partners using Popsicle sticks.

Students will record their answers on paper and we will then go over
how students knew if a number was even or odd. Students will then be
asked how they figured out which numbers to use in their number
models when recording their answers on paper?
Lastly, students will turn to page 39 and work independently on their
math journal boxes.
Check for Understanding:
I will check for understanding by observing each students white
board work when they are coming up with different names for the
number 8. As well as, before starting their independent work on page
38 in their math journal students will be asked to give a thumbs up or a
thumbs down to determine if they understand the concept or not.
Application/Guided Practice/Independent Practice:
After explaining the lesson the class will turn to page 53 in their
math journals. As a class we will read and collaborate together on the
name collection box. Students will then independently apply their
knowledge to page 38 in their journal.
Closure:
Pick up all papers from the evens and odds game. Discuss with
the class how they knew whether numbers were even or odd? How did
you figure out which numbers to use in your number models you wrote
on your papers? After the class has had discussion ask students to pick
up their materials from the game and turn to page 39 to work on math
boxes independently.
Assessment/Evaluation:
Name-Collection Boxes number 1 & 2 on page 38 will be turned
in to assess students understanding on name-collection boxes.