WEBVTT 00:00:00.000 --> 00:00:03.220 Finding tasks for the littles that are challenging 00:00:03.220 --> 00:00:06.360 enough but also engaging enough can be difficult. 00:00:06.580 --> 00:00:09.039 So today I'm going to share with you five tasks 00:00:09.039 --> 00:00:19.879 specifically for first grade standards. and welcome 00:00:19.879 --> 00:00:23.019 to Making Number Sense Make Sense, a podcast 00:00:23.019 --> 00:00:25.679 for elementary teachers, specifically early elementary 00:00:25.679 --> 00:00:28.679 teachers, looking to really make an impact in 00:00:28.679 --> 00:00:30.940 the number sense of their students. The first 00:00:30.940 --> 00:00:32.820 task I'm going to share with you today is called 00:00:32.820 --> 00:00:35.939 code breakers. So this one is kind of like a 00:00:35.939 --> 00:00:38.759 puzzle that they have to figure out, and when 00:00:38.759 --> 00:00:41.939 they figure out the values of each item, then 00:00:41.939 --> 00:00:44.359 they figure out the code word. In this one, they 00:00:44.359 --> 00:00:48.219 might have two of the same item. So let's say 00:00:48.219 --> 00:00:51.000 it's a sun. So they might have a sun plus sun 00:00:51.000 --> 00:00:53.679 equals two. So then they have to figure out, 00:00:53.679 --> 00:00:57.240 well, how many could each sun be worth if the 00:00:57.240 --> 00:01:00.740 total value is two? And so then from there, they'll 00:01:00.740 --> 00:01:03.979 be like, okay, I know the sun is worth one. And 00:01:03.979 --> 00:01:07.439 then the next line might be a sun and a popsicle. 00:01:07.920 --> 00:01:10.879 And the answer for the sun and the popsicle would 00:01:10.879 --> 00:01:13.400 be five. So then they have to figure out, well, 00:01:13.439 --> 00:01:17.219 if I know that the sun is one, how many is the 00:01:17.219 --> 00:01:19.739 popsicle? And they go on from there, finding 00:01:19.739 --> 00:01:22.760 the value of each of these symbols. And by the 00:01:22.760 --> 00:01:25.560 end, they'll see that the symbols have a corresponding 00:01:25.560 --> 00:01:30.219 numerical and letter value. And they'll use that 00:01:30.219 --> 00:01:33.140 information to figure out what the secret code 00:01:33.140 --> 00:01:37.459 word is at the bottom of the page. Now this has 00:01:37.459 --> 00:01:41.060 a version that only goes to 10 to start off with 00:01:41.060 --> 00:01:42.719 something maybe you want to try at the beginning 00:01:42.719 --> 00:01:45.819 of the year if you're just working with values 00:01:45.819 --> 00:01:48.379 within 10. But if your students are ready, you 00:01:48.379 --> 00:01:51.060 could give them the values within 20 to build 00:01:51.060 --> 00:01:54.319 up to that first grade standard. The next task 00:01:54.319 --> 00:01:57.219 is a measuring task. And in this task, there 00:01:57.219 --> 00:02:01.579 is a cube queen and a popsicle stick king who 00:02:01.579 --> 00:02:04.540 are renovating a room in their castle. So for 00:02:04.540 --> 00:02:07.150 this activity, There are several things that 00:02:07.150 --> 00:02:09.370 your students have to measure and they would 00:02:09.370 --> 00:02:12.330 have to figure out how many cubes long is whatever 00:02:12.330 --> 00:02:15.469 the item is or how many popsicle sticks, however 00:02:15.469 --> 00:02:18.590 long this item is. Now those would not be done 00:02:18.590 --> 00:02:20.750 on the same day. So you might have cubes one 00:02:20.750 --> 00:02:23.389 day and popsicle sticks the next day because 00:02:23.389 --> 00:02:25.430 what we're really getting at is them laying multiple 00:02:25.430 --> 00:02:28.819 copies of the same item. to measure something. 00:02:29.060 --> 00:02:32.379 The next task is a graphing and data task. And 00:02:32.379 --> 00:02:35.180 the scene for this one is that a group of friends 00:02:35.180 --> 00:02:37.740 have gone to a carnival and they voted on the 00:02:37.740 --> 00:02:39.639 various things they want to do. So what rides 00:02:39.639 --> 00:02:41.620 they want to go on, what games they want, what 00:02:41.620 --> 00:02:44.000 snacks they want. In each data set, they have 00:02:44.000 --> 00:02:47.219 to figure out how many votes were for each item. 00:02:47.319 --> 00:02:50.639 So for example, maybe they had popcorn and funnel 00:02:50.639 --> 00:02:53.740 cakes or whatever it was for snacks and they 00:02:53.740 --> 00:02:56.580 have to figure out who wanted which one. So they 00:02:56.580 --> 00:02:58.919 have to count them, graph them, and then answer 00:02:58.919 --> 00:03:02.020 some questions about the choices that this group 00:03:02.020 --> 00:03:05.550 of friends made. The next task is for composing 00:03:05.550 --> 00:03:08.650 shapes or composite shapes. So students need 00:03:08.650 --> 00:03:11.430 to figure out how to make various things with 00:03:11.430 --> 00:03:14.050 pattern blocks. Each thin slice is something 00:03:14.050 --> 00:03:16.289 that's a little bit more complex to make and 00:03:16.289 --> 00:03:18.389 they have to figure out how to make these things. 00:03:19.400 --> 00:03:21.699 Something I love about a simple task related 00:03:21.699 --> 00:03:24.479 challenge is they feel kind of like they're leveling 00:03:24.479 --> 00:03:27.460 up when they get to the next item. The last task 00:03:27.460 --> 00:03:29.300 I'm going to talk about today is working with 00:03:29.300 --> 00:03:33.620 numbers to 120. And so this task is called the 00:03:33.620 --> 00:03:36.740 hundreds chart thief. So the premise of this 00:03:36.740 --> 00:03:39.599 task is there is a thief who has stolen numbers 00:03:39.599 --> 00:03:43.000 off of the hundreds chart. And these numbers 00:03:43.000 --> 00:03:46.460 come in a specific. pattern. So using the numbers 00:03:46.460 --> 00:03:48.919 that are still left, they can figure out which 00:03:48.919 --> 00:03:51.199 ones are missing. And the way that it gets more 00:03:51.199 --> 00:03:53.680 challenging is even though the patterns are the 00:03:53.680 --> 00:03:56.979 same, the amount of numbers that are given to 00:03:56.979 --> 00:03:59.159 them are less. So they really have to consider 00:03:59.159 --> 00:04:02.000 where do these numbers go in the hundreds chart 00:04:02.000 --> 00:04:04.659 and how can they fill in the missing numbers. 00:04:05.680 --> 00:04:08.800 Each of these tasks starts with some task launch 00:04:08.800 --> 00:04:12.680 slides, has the thin slicing built in, and some 00:04:12.680 --> 00:04:14.719 kind of check your understanding piece, whether 00:04:14.719 --> 00:04:17.660 that be additional problems or the opportunity 00:04:17.660 --> 00:04:21.180 to kind of take notes to really build in that 00:04:21.180 --> 00:04:23.639 consolidation and reflection piece that can be 00:04:23.639 --> 00:04:26.579 really tricky to keep. These tasks will be linked 00:04:26.579 --> 00:04:29.199 in the show notes, and if you want to try a building 00:04:29.199 --> 00:04:31.959 thinking classroom style task for free, you can 00:04:31.959 --> 00:04:33.379 also get that at the link below.