p1-26-Gr1-ON-Number_frontmatter

Number and Financial Literacy Front Matter Content Page Contents 1 2 Math Place Components for the Number and Financial Literacy Kit 4 8 Number Overview 9 13 Getting Started 14 20 Embedding Number Throughout the School Day Social-Emotional Learning Skills and Positive Attitudes Toward Math Read Aloud: The Dot Let’s Talk About Math Lesson



Contents 2 Math Place Components for the Number and Financial Literacy Kit 4 Number Overview 8 Getting Started 9 Embedding Number Throughout the School Day 13 Social-Emotional Learning Skills and Positive Attitudes Toward Math 27 1: Counting and Quantity (Part 1) 106 Introduction to the Addition and Subtraction Units 112 2: Addition and Subtraction to 10 194 3: Counting and Quantity (Part 2) 279 4: Addition and Subtraction to 50 393 5: Financial Literacy 428 6: Equal Sharing and Equal Grouping 472 References

Math Place Components for the Number and Financial Literacy Kit Read Aloud Texts Five Read Aloud texts are included to set a whole-class focus for learning and to provide realistic contexts for the math and help students to connect with it. Big Book The Number and Financial Literacy big book (a digital version and 8 little book copies) is used to develop spatial reasoning and to create context for the math. It can also be used to develop and reinforce mental math skills (see “Mental Math Using Visuals,” pages 361–366). Math Little Books Two math little books (8 copies of each) are used in guided math lessons with small groups for focused and differentiated instruction tailored to the needs of the students. They also offer opportunities to observe and assess students as they verbalize what they visualize, and apply math concepts in problem-solving situations. 2 Number and Financial Literacy

Teacher’s Guide A Teacher’s Guide supports teachers in building students’ conceptual understanding of math by providing hands-on learning experiences, using a variety of concrete materials and tools. This allows students to apply all of the mathematical processes as they solve problems. • Lessons include an About the Math section, which incorporates recent research to explain math concepts and why they are so critical to students’ current and future learning. • Detailed three-part lesson plans include rich problems and many opportunities for collaborative learning, communication of ideas, independent problem solving, and practice. The consolidating prompts and discussions are designed to connect students’ mathematical thinking and bring clarity to key mathematical concepts. • The three-part lessons offer suggestions on how to differentiate the learning to meet the specific needs of all students. • Activities develop automaticity of number facts and mental math strategies based on conceptual understanding. The many ‘visualization’ activities support and develop spatial reasoning skills. • Lessons support assessment by offering suggestions on how to assess through observations, conversations, and products. There are also ‘Teacher Look-Fors’ to further support assessment and evaluation, and to serve as a guide for co-constructing success criteria with your students. • Further Practice and Reinforcement activities offer students the opportunity to practise newly acquired skills. • Math Talks provide support for posing comments and questions that promote interactive talk. • Blackline Masters (BLMs), such as dot configurations and graphic organizers, are included in the book of Reproducibles and can easily be used to prepare for lessons. All BLMs are also available digitally on the Teacher’s Website. Teacher’s Website A variety of online projectable and printable resources are available to support instruction and students’ problem solving. Also included are modifiable Home Connections letters and Observational Assessment Tracking Sheets. Overview Guide A digital Overview Guide provides support for teaching all six strands of Math Place, Grade One. The guide offers background information, including the role of problem solving and spatial reasoning in mathematics, and ideas for building social-emotional learning skills. Assessment and differentiation strategies to meet the needs of all students are also included. The Overview Guide also outlines and explains the various high-impact instructional approaches used in the resource. 3

Number Overview What Is Number Sense? John Van de Walle cites Hilde Howden’s definition of number sense as being the best. Howden describes number sense as a “good intuition about numbers and their relationships. It develops gradually as a result of exploring numbers, visualizing them in a variety of contexts, and relating them in ways that are not limited by traditional algorithms” (Van de Walle & Lovin, 2006, p. 42). Students need flexible, intuitive thinking with numbers, both in the early years and in later grades, as they deal with larger quantities and more complex concepts. Number sense is the foundation for all mathematical understanding and permeates all strands. Including Algebra in Number This resource also deals with the concepts of algebra that grade one students investigate, which include creating sets that are greater than, less than, or equal to a given set, investigating equality, and identifying quantities that can change and quantities that remain the same. Since number sense is about number relationships, understanding equality and inequality is critical. This is especially true as students create equations to match their concrete representations of addition and subtraction. Research indicates that many students in grades one to six have misconceptions of what the equal sign represents, assuming it means “the answer is,” rather than indicating a balance on either side of the equation (Carpenter, Loef Franke, & Levin, 2003, p. 9). Integrating algebra throughout the grade one Number and Financial Literacy resource is intended to help students start off with the correct interpretation of the equal sign and internalize its meaning as they continue in their future math education. While the mathematical modelling process falls within the Algebra strand of the curriculum, it is embedded throughout the lessons in Math Place, including those for the Number strand, since problem solving forms the foundation of all mathematical learning. Students move through the process of mathematical modelling as they create and adapt models to solve real-life problems, make decisions, or deepen their understanding of math concepts. They use critical and creative thinking and apply social-emotional learning skills and the mathematical processes as they develop, test, and refine the model. This is a fluid, iterative process, in which students move back and forth, and return to the components as they refine their model. The four components of the mathematical modelling process are: • understanding the problem, • analysing the situation, • creating a model, and • analysing and assessing the model. 4 Number and Financial Literacy

Students in the primary grades can be guided through the process, making them aware of their own thinking and ways of organizing, and channelling their approaches to solving problems. Coding concepts, which are also included in the Algebra strand of the curriculum, are also embedded throughout the other strands in Math Place. Students learn coding concepts without the use of a computer, which develops the logical thinking necessary for reading and creating codes for a computer. For example, in Number, the counting principles and the properties of operations can be reinforced as students investigate how the order of a series of instructions can affect the desired outcome. What Is Financial Literacy? Financial literacy is a critical life-long skill. The related concepts and skills strongly connect to other strands in the math curriculum, particularly the Number strand, and so this resource includes both the Number strand and the Financial Literacy strand. The goal is for students to acquire the “skills and knowledge to take responsibility for managing their personal financial well- being with confidence, competence” to make decisions (Ontario Ministry of Education, 2020, p. 38). In the primary grades, students develop an understanding of the value of coins and bills and how to represent these values. A Balanced Approach Balanced instruction is necessary for students to acquire all aspects of number. Students can investigate the math through problem solving and then develop conceptual understanding through meaningful math talk and consolidation. They also need to acquire basic skills and proficiency with the operations so they develop automatic recall of calculations. Practice plays a key role so students internalize the skills and can independently apply them in new situations. By using concrete objects and visuals, and discussing their ideas during math talks, students develop mental math strategies that help them visualize the concepts and recall various facts and calculations. This balanced approach aligns with Indigenous teaching that emphasizes “experiential learning, modeling, collaborative activity and teaching for meaning” (Beatty & Blair, 2015, p. 5). Conceptual Understanding Students need to investigate the math in problem-solving situations, but they also require meaningful teacher-guided discussions and direct instruction to make sense of the math and make connections between other mathematical ideas that they have learned. These experiences lead to conceptual understanding, rather than memorizing rules and procedures without understanding what they represent. Students can then apply this understanding when confronted with new mathematical ideas and can extend their learning. This foundational understanding forms the basis for all number sense and concepts in other strands. 5

Gaining Automaticity with Operations and Number Facts Many experts, such as Cathy Fosnot, John Van de Walle, Marian Small, Alex Lawson, and Doug Clements, have written about learning calculations by applying strategies based on number relationships, rather than on memorization. In their works, they describe their rationale for this approach, the common strategies that students often acquire, as well as some supporting activities and games. For greater detail in these areas, you can refer to any of these resources. Alex Lawson states that, “over time and with much experience and focused practice, children’s addition and subtraction calculations to 20 will become automatic” (Lawson, 2016, p. 21). She adds that this is not accomplished by memorizing isolated facts, but by working with various strategies and focusing on the relationships among the numbers. Clements adds that practice should be distributed over time and occur in a context of “making sense of the situation and the number relationships” (Clements & Sarama, 2009, p. 83). He further stresses that using multiple strategies helps to build number sense. The focus is on learning and applying several strategies to internalize number facts. Over time, we also want students to be able to select the strategy that is most appropriate for them and the types of problems they are solving. This takes a great amount of time and practice, beginning in grade one and continuing in the grades to follow. Developing Mental Math Strategies By representing the operations with concrete objects and visuals, and discussing their findings in math talks, students create a visual that is internalized as a mental image that can later be retrieved for solving new problems. At this point, it is valuable to nurture the development of mental strategies so students can gain more proficiency with calculations without using paper and pencil. Once students can automatically recall some calculations, they can use them to derive new calculations that are related in some way. For example, if 3 + 3 is known, then 3 + 4 can be derived knowing that 4 is 1 more than 3. Math Talks There are numerous Math Talks linked to the lessons in Number and Financial Literacy which support the understanding of math concepts through purposeful discussion, help to reinforce and extend the learning, and offer opportunities for further investigation. (For more on Math Talks, see the Overview Guide.) In order to maximize student participation and active listening, you can strategically integrate the following ‘math talk moves’ into all discussions. (Adapted from Chapin, O’Connor, & Canavan Anderson, 2009) 6 Number and Financial Literacy

Math Talk Moves Example Talk Move Description Wait Time Teacher waits after posing a question before – Wait at least 10 seconds after posing a calling on a student so all students can think. question. – If a student has trouble expressing, say “Take your time.” Repeating Teacher asks students to repeat or restate what “Who can say what said in their own another student has said so more people hear words?” the idea. It encourages active listening. Revoicing Teacher restates a student’s idea to clarify and “So you are saying…. Is that what you were emphasize and then asks if the restatement is saying?” correct. This can be especially helpful for ELLs. Adding On Teacher encourages students to expand upon a “Can someone add on to what proposed idea. It encourages students to listen just said?” to peers. Reasoning Teacher asks students to respond to other “Who agrees? Who disagrees?” students’ comments by contributing and “You agree/disagree because justifying their own ideas. (sentence starter) .” Social-Emotional Learning Skills and Positive Attitudes in Mathematics Math Place offers many opportunities to build and reinforce social-emotional skills, beginning with three introductory lessons that set the context for nurturing and developing the important skills and attitudes in students. The three lessons are “Read Aloud: The Dot” (p. 14 of this guide), “Let’s Talk About Math” (p. 20 of this guide), and “Thinking Like a Mathematician” (see the Overview Guide). These lessons can be used at the beginning of the year to develop the criteria for building social-emotional skills. The pertinent messages can be regularly reinforced throughout the year using the prompts and suggestions that are embedded in many of the Number and Financial Literacy lessons. For interview prompts and questions to build social-emotional skills and positive attitudes, see the Overview Guide or the Teacher’s Website. 7

Getting Started The order of the Number and Financial Literacy units and lessons follows a general developmental trajectory of how students tend to acquire knowledge and skills. The order can be altered to suit your existing program; however, the lessons designed for earlier in the year should precede those designed for later in the year. Below is an overview of the included units and suggested timing during the school year. Unit Description 1 Counting and Quantity (Part 1) 2 Addition and Subtraction to 10 3 Counting and Quantity (Part 2) 4 Addition and Subtraction to 50 5 Financial Literacy 6 Equal Sharing and Equal Grouping (any time of year) • There are two Counting and Quantity units: one designed for earlier in the year, and one that expands upon these concepts for later in the year. • There are two units on Addition and Subtraction, one for earlier in the year for numbers to 10, and one for later in the year for numbers to 50. It is beneficial to use these after the related Counting and Quantity units, which lay much of the groundwork for understanding operations since they delve into number relationships. Embedded in each unit are Math Talks and activities for developing and reinforcing mental math strategies for addition and subtraction. • Counting and Quantity (Part 1) and Addition and Subtraction to 10 can be taught in the fall months and interspersed with units from other strands (e.g., Spatial Sense, Algebra, etc.). • Counting and Quantity (Part 2) and Addition and Subtraction to 50 can be taught in the winter/spring, interspersed with other strands. • The Financial Literacy and Equal Sharing and Equal Grouping units can be used at any time throughout the year, although it is best if students have had some exposure to counting and quantity first. The Financial Literacy unit can naturally follow Counting and Quantity units since they all involve similar knowledge and skills, such as understanding number relationships and being able to skip count groups of like quantities. You will also need to consider how to intersperse the Number and Financial Literacy units with units from other strands. Teachers often collaborate with partners and use their professional judgment when planning out their math schedule for the year, taking into account how the strands may support each other. For example, counting and reading graphs in the Data strand share many common concepts and skills. It may be beneficial to offer them in close succession. 8 Number and Financial Literacy

Embedding Number Throughout the School Day Since math plays an integral role in our lives, it makes sense to take advantage of its role in everyday routines at school. Bringing math experiences into real- life contexts will deepen students’ understanding of concepts in a meaningful way. There are many ways to embed number sense concepts in daily routines. There are also quick 5–10 minute activities that can be carried out while the class waits in line to go somewhere, when there is five minutes at the end of a period, or when students need a quick break. Several are described below. Classroom Number Line Number lines are powerful tools, yet they are often underused. Displaying a large number line up to 100 in the classroom allows for incidental reference during discussions or while students are problem solving. • Progressively count the number of days in school up to the hundredth day and beyond. Each day, a mark can be put under the new number and students can count from zero to reach it. As the numbers get larger, students may decide to skip count in various ways to reach that number. Ask questions such as, “What number is 4 more or 3 less than today?” • Use the number line for skip counting. Students can visually see the numbers that are being skipped over in uniform ‘hops’ and can quickly reason why counting by bigger numbers gets to larger quantities faster. • Put a handprint on all of the multiples of 5 so students have a visual of how much they are adding each time they say a number in the counting sequence. • Choose two numbers on the number line and have students estimate how far apart they are. Have them apply a strategy for counting the distance. For example, moving from 33 to 67, students may make jumps to 43, 53, 63, while counting “10, 20, 30” and then use four individual jumps, counting “31, 32, 33, 34” to reach 67. Hundreds or Fifties Chart Display a large hundreds or fifties chart in the classroom at all times so it can be used as a reference when discussions about numbers incidentally arise, or as a tool for planned activities throughout the day. • Practise counting, starting from a variety of different numbers. For example, ask students to start at 13 and count by 5s. Ask what patterns they notice in the numbers that make up this counting sequence. • Pick a secret number. Have students ask questions that can only evoke yes and no answers to figure out the secret number, such as “Is the number greater than 7?” or “Is the number odd?” Students can also take the lead by taking turns selecting the secret number and answering questions. 9

• Have students compare the magnitude of numbers using the hundreds or fifties chart as a reference. For example, ask them how much greater 47 is than 21. Ask how the patterns in the chart help to find the difference. • Discuss how the patterns in the hundreds or fifties chart and the number line are linked so students can make connections between the two representations. • If you are using a hundreds or fifties pocket chart with removable numbers, consider rearranging the numbers so zero is at the lower left and the numbers increase from the bottom. This can help students understand the increase in numbers as they move up the chart (gfletchy.com). Calendars Calendar activities can stimulate mathematical thinking around concepts such as odd and even numbers, the counting sequence, and number patterns. Such activities also tie to the Spatial Sense strand expectation that grade one students can “read the date on a calendar, and use a calendar to identify days, weeks, months, holidays, and seasons.” The key is to limit the amount of time on the activities so all students are engaged and actively participating. Vary some of the activities from month to month to keep the activities interesting. For example, one month focus on odd and even numbers, while in another month focus on the number patterns that identify weeks and different days of the week. Calendar activities do not need to be daily routines and can be used periodically throughout the year. Here are some of the ways that calendars can reinforce Number strand math concepts. • Introduce ordinal numbers that are often used to describe days on the calendar. For example, ask which day is fourteenth in the month, or ask how they would describe today in ordinal terms (e.g., Wednesday is the second day after Monday). • Like a hundreds or fifties chart, the calendar reveals the counting sequence, but in rows of seven rather than rows of ten. Ask students to predict which day is two days before today, or which day will follow the nineteenth day of the month. Reinforce ‘counting on’ by asking which day will be five days after today. • To reinforce number patterns, ask what number next Monday will be if this Monday is the first of the month. Have students find all of the Fridays and have them find out how many days are in between each one. Have students count by 2s, marking each number that is spoken. Discuss the pattern that emerges and how it is different from the ‘counting by 2s’ pattern that emerges on the hundreds or fifties chart. • Draw attention to composing and decomposing numbers by having students visualize a quantity represented by the number of the day. For example, if it is the twenty-first, students may visualize two towers of ten snap cubes and one extra, or two filled ten frames and one extra counter. Students can also build the number of the day by bundling craft sticks. This helps them understand what the numerals in the tens column represent in two-digit numbers. 10 Number and Financial Literacy

• Build the days throughout the month by progressively adding a counter to horizontal ten frames, putting one counter on the top row and the next counter underneath it on the following day. In this way, students can visually see the difference between odd and even numbers as they align in pairs. Quick 5–10 Minute Activities Physical Movement Activities • C ounting Movements: Have students do a movement for a certain number of times, such as hop on one foot 4 times, or clap your hands 1 more time than 7. • Simon Says: Students can play Simon Says using numbers in their descriptions. For example, “Simon Says turn around 2 times,” or “Simon Says hop less than 5 times.” • Groups in Motion: Have students walk around the room and then when you say a number, they get into groups of that size. This is also an excellent way of randomly making groups for an upcoming activity. • Sound Off: While students are lined up waiting to go somewhere, have them sound off using ordinal numbers (e.g., first, second, third). As they say their number, they crouch down. Then have them sound off from the back of the line, standing up as they say their number. • Sound Off Variation 1: Rather than use ordinal numbers, students count with cardinal numbers. Give them a starting point other than one. For example, the first person could be number 18 and students count on by 1s. They can then count backwards from the back of the line. • Sound Off Variation 2: Students count by 1s. Have every second person in the line speak their number and crouch down while the students in between only whisper their number and keep standing. Discuss the counting patterns that emerge (e.g., the students crouched down represent counting by 2s from zero, while the whisperers represent counting by 2s using the odd numbers). • Skip Counting Sound Off: Students decide what they want to count. For example, they may decide to count eyes so they count down the line by 2s, or they might count fingers on right hands and count by 5s as they hold up their hands. They can count backwards from the back of the line, putting their hands down with each count. • Line Up: Have students line up in different ways. For example, have them line up in pairs or in groups of three. Discuss why the created rows do not always line up evenly. • Physical Games: Students can play games like hopscotch outside in physical education class or at recess. Games • Guess My Number: Give clues, such as, “I’m thinking of a number that is more than 10 but less than 30. What might it be?” As more clues are progressively given, students will be able to narrow down the number. Students can refer to the classroom number line or a hundreds or fifties chart as they solve the problem. 11

• V isualize!: Have students visualize a number of objects such as 7 elephants or 7 grains of rice, and how much space they would take up in the classroom. Discuss how the number represents the same count, but can vary in how much space is occupied. • W hat Might My Number Be?: Choose a number for the day and print it on a piece of chart paper. Throughout the day, students can give meaning to the number by adding different representations of it on the chart. For example, if the number is 12, students may draw 12 dollars represented by a $10 bill and one toonie, one dozen eggs in a carton, 12 people in groups of three, or 12 erasers on a desk. Emphasize the concept that a number takes on meaning when a unit or description is added. • W hat’s the Problem?: Sort some students into two groups according to a secret rule. Have students guess what the rule is and then create a story about it, with a matching equation. For example, if students in one group have Velcro shoes and the students in the other group have laced shoes, the story could be, “There are 7 people with running shoes. People with laced shoes have to leave. How many people are left?” (7 – 4 = 3). Or it could be a comparing problem such as, “Seven people have running shoes. Four of those people have laced shoes. The rest have Velcro shoes. How many people have Velcro shoes?” (4 + = 7) • Bean Game: Students play in groups of two or more using seven flat-sided beans or peach pits that have been marked with paint or marker on one side only, and a shallow basket or paper plate. The object of the game is to toss and catch the beans, flipping them from plain-side up to marked-side up. Before play, students decide how many turns each player will take. Players alternate turns, but the scores for each turn are totalled. All seven beans are placed plain-side up on the bottom of the shallow basket. Holding the sides of the basket, the first player carefully tosses the beans up and catches them, trying to flip the beans over to the marked side during the toss. The player then counts the number of beans that landed marked-side up for his/her score. If any beans fall out of the basket, the player loses that turn and gets no score. After all players have taken the designated number of turns, players add the individual turn scores. The player with the highest total score wins. Toothpicks or corn kernels can be given to players as scoring pieces. Each player can count his/her pieces at the end of the game. [Cherokee (North Carolina & Oklahoma)] Adapted from: https://prod. wp.cdn.aws.wfu.edu/sites/88/2017/08/Fun-and-Games-Teachers-Guide.pdf • Sing Number Songs: There are many traditional counting songs, such as ‘Over in the Meadow,’ that are fun to sing and have accompanying actions. More songs can be found by searching ‘counting songs’ on the Internet. 12 Number and Financial Literacy

Social-Emotional Learning Skills and Positive Attitudes Toward Math Building social-emotional learning (SEL) skills and positive attitudes toward math is critical for students to succeed in their math learning. They are important in all areas of students’ lives, as these attitudes and skills form the foundation of learning in all subject areas, and they nurture persistence and a drive to keep learning new skills. As math is frequently viewed in a negative, unfavourable light, SEL skills and positive attitudes are especially important in this subject area. Mathematical learning cannot take place without simultaneously building SEL skills and positive attitudes. The Ontario math curriculum includes SEL skills as a stand-alone strand (Ontario Ministry of Education, 2020). These skills, along with the mathematical processes, are embedded within the other five curriculum strands, and are assessed and evaluated within these contexts. Math Place offers many opportunities to build and reinforce SEL skills and positive attitudes toward math, integrated throughout all the units. Many lessons provide specific suggestions for addressing SEL skills and positive attitudes within the context of the learning, and opportunities for their assessment and evaluation. The following three lessons can be used at the start of the year to establish the criteria for building these critical skills and attitudes: • “Read Aloud: The Dot” introduces the six SEL skills. The class can co-create an anchor chart highlighting the six skills and examples of each that can be referred to throughout the year for regular reinforcement. • “Let’s Talk About Math” can help students see the relevance of math and number sense in their lives, and can be used to introduce them to the Number and Financial Literacy strands. Discussions within the lesson nurture a curiosity about math with its mysteries and beauty, and spark motivation to learn more. • “Thinking Like A Mathematician” (provided in the Overview Guide) expands on SEL skills by focusing on how mathematicians think critically and creatively throughout the problem solving process. In this lesson, you can develop an anchor chart that, in conjunction with the lesson “Read Aloud: The Dot,” can enhance development of positive attitudes toward math. It is well worth the time and energy to invest in SEL skills and positive attitudes so students can flourish and succeed in math and develop the confidence to embrace math as an integral part of their lives. 13

Read Aloud: The Dot Introduction to the Read Aloud The Read Aloud introduces the social-emotional learning skills that are important for students to develop as they become capable and confident learners who see math as an interesting, relevant, and creative subject. During the reading of the story, students apply their literacy strategies, such as making connections, inferring, and analysing, to connect with the feelings a young girl experiences as she takes on a new challenge in her life. After the reading, you can revisit the story and co-create an anchor chart of the six social-emotional learning skills that students will work on developing throughout the year, in their math class and in school in general. Co-creating the chart also initiates a discussion about students’ personal attitudes and levels of self-confidence in math, which helps nurture the belief that they can succeed in math with effort and patience. Language Oral Communication Curriculum Expectations • 1.3 identify a few listening comprehension strategies and use them before, during, and after listening in order to understand and clarify the meaning of oral texts, initially with support and direction • 1.4 demonstrate an understanding of the information and ideas in oral texts by retelling the story or restating the information, including the main idea • 1.5 use stated and implied information in oral texts, initially with support and direction, to make simple inferences and reasonable predictions • 1.6 extend understanding of oral texts by connecting the ideas in them to their own knowledge and experience; to other familiar texts, including print and visual texts; and to the world around them Math Social-Emotional Learning (SEL) Skills in Mathematics Curriculum and the Mathematical Processes Expectations • A1 apply, to the best of their ability, a variety of social-emotional learning skills to support their use of the mathematical processes and their learning in connection with expectations in the other five strands of the mathematics curriculum PMraotcheesmseast:ical Assessment Opportunities caPonrnodnbpleercomtvinisngog,l,vrinegfl,ercetainsgo,ning communicating Observations: Note each student’s ability to: – Make connections with the feelings of the girl in the story to their personal feelings about math and other subjects – Synthesize the message of the story 14 Number and Financial Literacy

Materials: Summary: Vishta is feeling frustrated because she can’t seem to create a picture in her art class. But, due to her teacher’s support and guidance, Vishta takes on Written and Illustrated by the task with a new-found interest and discovers that she can indeed be an artist Peter H. Reynolds by thinking creatively and not giving up. In the end, she inspires a boy to also Text Type: Fiction: believe in himself, giving him the motivation to try to be an artist too. Narrative – Realistic Story NOTE: Select the prompts that are most suitable for your students. Time: 20–30 minutes Before Reading Predicting/inferring Activating and Building On Prior Knowledge Making connections • Show the front cover of the book. Read the title and the name of the author. Analysing Explain that the title is in cursive writing. Print the title and show what it looks like. Ask what they think the story might be about. Ask how they think this little girl is feeling. Ask students what the girl is doing and whether she is enjoying it. • Ask students what tasks make them feel happy like the little girl. • Setting a Purpose: Say, “We will now read the story to find out what the girl is doing and why she looks so happy.” During Reading Inferring/predicting • Read the page that begins, “Art class was over ….” Ask how they think Vishta is Making connections Inferring/analysing feeling. Ask how upset and frustrated she appears to be in the picture. Is she a little upset or very upset? Ask why there are no other students in the class. Predicting Inferring/analysing • Ask whether they have ever felt like Vishta and what made them feel that way. Ask if they were as upset as Vishta appears to be. • Read the page, “Vashti’s teacher leaned ….” Ask what the teacher means when she says “a polar bear in a snow storm.” Ask why she should make this comment. Ask whether the teacher said it to hurt Vashti’s feelings. Ask what emotions the teacher may be feeling right now. • Have students turn and talk to a partner about what Vashti’s problem might be and why it is a problem. Discuss students’ responses as a class. • Ask students what the teacher might say to Vashti next and why they think so. • Read the page, “Her teacher smiled ….” Ask why the teacher is smiling. Ask what advice the teacher gives to Vashti and how this might help. • Ask how Vashti responds to the teacher’s advice. Ask what Vashti is feeling now and how her actions prove their thinking. 15

Inferring • Read the page, “Her teacher picked up ….” Ask why the teacher just said Activating prior knowledge/ “Hmmm” when she studied Vashti’s picture. Ask why the teacher wants Vashti making connections to sign the picture. Inferring • Ask students if they know why artists sign their artwork. Inform them that Inferring/predicting this is known as their signature. Ask whether they have ever signed a piece of Inferring/predicting/ their artwork and how they felt when they added their name. analysing • Read the page, “Vashti thought for a moment ….” Ask what Vashti thinks about what she can and can’t do. Ask why she decides to sign her picture. Ask students how they think Vashti is feeling now. • Read the page, “The next week, when Vashti ….” Ask why Vashti is surprised to see her picture hanging on the wall. Have students predict how Vashti might feel now about her picture. Ask why Vashti now sees her picture as “her dot.” Ask students how they think Vashti feels now and what she might do next. • Read the page, “Hmmph! …” Ask how Vashti is feeling now and what she might do next. Inferring/making • Ask why the author wants the reader to know that Vashti has never used her connections/analysing paint set before. Inferring/making connections • Read the page, “Vashti painted and painted ….” Ask how Vashti makes her dots different and more interesting. Ask how she may have discovered how to make a green dot. Ask students if they have ever mixed paints before and what they discovered. Ask how the dots are the same and how they are different. • Read the page, “If I can make little dots ….” Ask what Vashti changes in order to make big dots. Ask students what they have tried differently when painting or drawing pictures. Analysing • Ask students how they think Vashti is feeling now and why they think so. • Ask how Vashti can make a big dot without making a dot. Discuss how this is a creative approach to what she is trying to accomplish. Analysing • Have students turn and talk to a partner about what Vashti’s problem might Inferring/making be and why it is a problem. Discuss students’ responses as a class. connections • Read the page, “At the school art show ….” Have students study the dot Inferring/analysing pictures and turn and talk to a partner about which dot they find most interesting and why. Discuss their responses as a class. • Ask students how they think Vashti is feeling right now. Ask how they would feel if they were Vashti. Ask if they have felt like this and what the situation was. • Read the page, “Vashti noticed a little boy ….” Ask how Vashti feels when the little boy calls her a great artist. Ask what the boy is feeling right now. Ask why Vashti says, “I bet you can.” Inferring • Ask how Vashti’s message to the little boy is like the message her teacher gave Analysing her when she said she couldn’t draw. Inferring/predicting • Read the page, “Vashti smiled ….” Ask why the boy’s hand shook when he drew the line. Ask how he might be feeling. • Ask why Vashti smiled and what message this could give to the little boy. • Read the page, “Vashti stared at ….” Ask why Vashti stares at the picture for so long. Ask what Vashti is going to say next. 16 Number and Financial Literacy

Inferring/analysing • Read the page, “Sign it ….” Ask why Vashti asks the little boy to sign his Synthesizing picture. Ask how Vashti is feeling right now and why. Ask how the little boy might be feeling. • Ask students what they think the message of the story is. • Ask what lesson Vashti learned. • Ask students whether they think Vashti’s teacher was a good teacher and why they think so. After Reading • Co-create an anchor chart that identifies examples of the six social- emotional learning skills. Below are some prompts you might pose to highlight each specific skill. Regularly make connections to students’ emotions and experiences. Add some of these ideas to the anchor chart. 1. Identify and Manage Emotions: It is important for students to be able to identify their emotions by naming them and to realize the intensity of their emotions. Students can also understand the feelings of others and why they may be reacting to a situation in a certain way. – Discuss how Vashti feels at the beginning of the story and how intense her feelings are (e.g., she is very frustrated, not just a little bit; she is very angry because she stabs the paper to make the dot.) – Discuss how and why Vashti’s emotions change throughout the story. 2. Recognize Sources of Stress and Cope with Challenges: Students need to recognize what is causing them stress and then discover ways to cope with that stress. It is important to help students develop a repertoire of strategies throughout the year so they have constructive options when they are feeling overwhelmed. This helps them build personal resilience. – Discuss how Vashti overcomes her feelings of frustration (e.g., just taking the little step of making a dot, trying new things, experimenting, taking a break) 3. Maintain Positive Motivation and Perseverance: Students can learn to view their mistakes as learning opportunities by trying new approaches to a problem and also making adjustments when things don’t go as planned. By persevering through a task, students feel better about the situation and then feel a sense of accomplishment when they finally succeed. – Discuss how the teacher got Vashti to try doing something instead of just not trying at all. – Discuss what new techniques Vashti tried to make new dots. – Discuss how Vashti might have discovered that blue and yellow colours combined together make green. Talk about how some students may view accidentally dripping paint on their paper as being a mistake, but in Vashti’s case, she learned something new and used what she learned to create even more interesting dots. – Discuss with students why they think Vashti didn’t stop making dots after creating different colours of little dots. 17

– Discuss the time and patience it took for Vashti to try out different techniques and create all of her pictures for the art show. 4. Build Relationships and Communicate Effectively: Students can realize that they can learn by working with others. It is important for them to know how to work respectfully and cooperatively and to communicate with others, which includes listening attentively to others and understanding others’ perspectives. – Discuss the role that the teacher plays in helping Vashti learn (e.g., she listens to Vashti, understands how she feels, offers her encouragement by framing the picture, communicates respectfully to her). – Discuss the role that Vashti plays in helping and supporting the little boy. Discuss what Vashti learned from her teacher about how to interact with others. – Ask how they can work together in groups to solve problems. Add some of their ideas to the anchor chart. 5. Develop Self-Awareness and Sense of Identity: Students need to see themselves as capable math learners and reflect upon and understand what they did and what they can do to become more so. Students also need to take responsibility for their learning by self-assessing and making goals. It is also important to discuss how students see themselves as math learners and their sense of belonging to the classroom community. – Discuss what Vashti learned about herself throughout the story. Discuss what things made her understand how she was progressing (e.g., her teacher framing the picture, feedback from the people at the art show and the little boy, her own feelings about how she has changed in her drawing abilities). – Discuss how Vashti’s attitude toward art has changed throughout the story. – Discuss the effect that signing the picture had on Vashti’s feelings about the dot.(e.g., The dot was hers and she owned it, which inspired her to try harder and make her dots better.) 6. Think Critically and Creatively: To see math as relevant, students need to make connections between the math they do in school and their everyday lives. It is important that they see math as a process rather than about finding an answer, and for them to think critically about problems they are solving. Thinking creatively often leads to new ideas, which can help students view math as a wondrous and interesting subject to explore. – Discuss how art is important in the real world and that being creative and trying new things helps to understand and appreciate math more. – Discuss the creativity that Vashti shows throughout the story. – Discuss what Vashti learned throughout the whole process and how a single dot, combined with creativity, lead to the creation of several interesting and unique dots. 18 Number and Financial Literacy

• Post the anchor chart in the class and regularly refer to it throughout the year. There are suggestions throughout the resource on building and reinforcing these social-emotional learning skills within the contexts of the lessons and as they apply to the mathematical processes. This will help you monitor, assess, and evaluate students’ growth and development of social- emotional learning skills. Follow-Up Activity • Have students make a dot, line, or scribble on a piece of paper. Students can then create a picture by adding onto their simple drawing. Have them sign and hang their the pictures, and then have a gallery walk. Discuss with students how they felt throughout the process and what they learned. Refer to the anchor chart to highlight the social-emotional learning skills they exhibited throughout the lesson. 19

Let’s Talk About Math Math Number Curriculum Expectations • B1 demonstrate an understanding of numbers and make connections to the way numbers are used in everyday life PMraotcheesmseast:ical About the caPonrnodnbpleercomtvinisngog,l,vrinegfl,ercetainsgo,ning communicating In his writings, John Van de Walle cites Hilde Howden’s definition of number sense as being the best. Howden describes number sense as a Math Vocabulary: “good intuition about numbers and their relationships. It develops Pwdaceaiteoptmolxhyoersprpedpsrcarrlesosroaetvictorpnbiosenttnraectanfitustaoanettid.ibrothtroecelmuneyne,n,lssaimtt.tnisrnoafMtyaokrututoryoehhspodrtee.ncehuuWooetcnomtiehreeeienondgf gradually as a result of exploring numbers, visualizing them in a variety of contexts, and relating them in ways that are not limited by traditional algorithms” (Van de Walle & Lovin, 2006, p. 42). Numbers play an integral role in our lives. Even young children quickly recognize the existence of numbers as they visually analyse their surroundings. With age and experience, the numbers take on meaning as they are interpreted within their contexts and the units in which they are expressed. About the Lesson This lesson is made up of several Math Talks based on the pictures in “Go Figure” (pages 2–3 in the Number and Financial Literacy big book). The purpose of using visual images is to stimulate math talk, which can further evoke inquiry about mathematics and how it relates to students’ lives. If students can see this relevance in the activities they do at school, they are more likely to make connections, be curious about math, and value the time devoted to its study. Each picture, or set of pictures, can support a stand-alone math talk and investigation. The Math Talks can be used on progressive days, one Math Talk and partner investigation per day, to introduce how numbers play a role in students’ lives. They can be used throughout the year and tied into a relevant unit. Some pictures can also be revisited throughout the year, using a different math focus and prompts for the Math Talks. For example, when studying money, you may want to discuss why there is a price on the concert tickets. Through the discussion, a new investigation or problem may emerge. The Math Talks can also serve as a review of previously learned concepts to keep the concepts fresh in students’ minds. 20 Number and Financial Literacy

For each picture there are: • several possible prompts from which to pick and choose, depending on what concept you are working on or what your lesson is about, and • p ossible inquiries or problems for students to explore, since math talks also serve as natural springboards for carrying out investigations. Throughout the discussion, integrate the math talk moves described on page 7. For example, continually encourage students to expand upon their responses and explain their reasoning. Have students respectfully react and respond to what other students are saying so they become active listeners. Have students repeat or paraphrase what their peers have said. Ask questions such as “Do you agree?” or “Can anyone add onto what she said?” Have students turn and talk to a partner before sharing with the group. Provide wait time so students can reflect on what is being asked. Below is one way in which the math talks may be structured. Math Talk (10 minutes) Based on your area of study and learning goal, select some of the prompts or design your own questions to create the framework for your math talk. Rather than following the prompts prescriptively, let the students’ responses guide the flow of the discussion, keeping in mind the goal of the lesson. Partner Investigation (10 minutes) Have students work in partners to further explore one of the prompts or the sample inquiry problem provided. All students may work on the same inquiry, or some may work on different problems, depending on their interests and level of understanding. This is a good assessment opportunity to uncover what students know and what misconceptions they may have. Consolidation (10 minutes) Strategically choose some of the students’ findings or solutions to discuss as a class, and focus on how the math relates to their lives. Build and nurture growth mindsets by discussing how students’ feel about math and what they find interesting about it. By making connections and sparking curiosity throughout the discussion, students can develop a positive attitude toward math and be motivated to engage in and persevere at problem solving. 21

NOTE: Select the prompts that best meet the needs of your students. Materials: Number 15 on Door “Go Figure” (pages 2–3 • Why do we have numbers on doors? (e.g., so people have addresses to receive in the Number and Financial Literacy big mail and so people can find an exact location) book) Time: 20 minutes • What kinds of doors do we number? (e.g., house doors, apartment doors, per day (discussing 2–3 images hotel doors, classroom doors, doors in office buildings) each day) • What kind of door do you think this is? What are some clues that you see on the door to tell you this? • What might be the numbers of the doors on either side of this door? Why do you think so? • If there were 20 doors side by side, where would this door fit into the line? (e.g., in the middle; near the end) How do you know? • If there were 40 doors side by side, where would this door fit into the line? How do you know? • What other interesting things do you see on the door and what are their purposes? Possible Partner Investigation • Explore the doors in the school and take photos of them. How are they the same and how are they different? What helps a person find a certain classroom? Calendar • What is this chart called? Where have you seen something like this before? • Why do we have calendars? What can they tell us? • What month might this be? What months can this calendar NOT represent? How do you know? • How are the numbers on the calendar ordered? (e.g., they go from left to right to the end of a row of 7, and then one row under starting from left to right) • What day is two days before 17? Three days after 24? What day is one week after the fifth? • What day of the week would be the day before the first of this month? Prove it. • What day of the week will be the day after the 30th? Prove it. • What do you notice about the days lined up under each other? (e.g., they are all the same day of the week; they are all 7 days apart: 1, 8; 2, 9; 3, 10) • What is the same about all of the days in orange? Why do you think they are a different colour than the rest of the numbers? Possible Partner Investigation • Explore patterns that you see in the calendar. • How many even numbers are on a calendar? Is it the same every month? Why? 22 Number and Financial Literacy

Concert Tickets • What are these two items? What is a concert? Have you ever been to a concert? • Why do you need tickets to go to concerts? • What can you tell from reading the numbers on this ticket? • What is the cost of one ticket? How much would two tickets cost? • When is the concert? At what time? Could the day of the concert appear on the calendar to the left? Why or why not? • Where are the seats located? What row number do you think is on the second ticket? Why? Do you think these are good seats? Why? • If two other people were going with these two people to the concert, what might be the numbers on their tickets? Explain your thinking. (e.g., row 1 seats 13 and 14 or row 1 seats 17 and 18) • What is the bar code for? Where have you seen bar codes before? Possible Partner Investigation • Ask students and other staff members to bring in event tickets from home. Give each pair of students a mystery ticket to investigate. Ask them to be detectives and find out everything they can about the ticket. Pine Tree Rings and Pine Cone • Do you see any numbers in the picture? Why do you think it is on a page about numbers? The numbers may not be written but there are number patterns if you look closely. • This is what the inside of a pine tree trunk looks like. What patterns do you notice? What can we learn about a tree when we count the rings? About how old do you think this tree is? Let’s count some of the rings together. • What does this picture show? (the bottom of a pine cone) Why are pine cones important to pine trees? Do you see any patterns in the pine cone? The curved lines that they grow in are called spirals. We are going to count the spirals that the pine cone makes. If we count them this way (clockwise), we get 8 spirals. If we count the other way (counterclockwise), we get 13 of them. Many pine cones grow in this 8 and 13 pattern. Bring some pine cones in and we can check this out. Possible Partner Investigation • Have students go on a nature scavenger hunt and gather certain numbers of different items to represent the numbers 1–5 or 1–10. Have them arrange their nature number collection in any way they choose. Speed Sign • Where have you seen signs like this? • What is the purpose of this type of sign? • What does maximum mean? Why are these signs important? 23

• What does the 30 represent? (If students don’t know, tell them it means kilometres per hour and ask them what this means.) • What other numbers have you seen on signs like this? Why do you think the numbers differ from place to place? • What is different about this sign than the signs in your neighbourhood? What might the symbols mean? What language might this be? (The language on the speed sign is Inuktitut.) Where might this sign be found? Possible Partner Investigation • Find other signs in and around the school that have numbers. Students can take pictures of them and then reflect on their purpose and what the numbers mean. Scoreboard • What sport might this sign be used for? How do you know? (If students are not familiar with baseball, you may wish to explain how the game works and even act it out in the classroom.) • How many teams are playing? How do you know? • What numbers would go under the ‘Home’ and ‘Guest’ headings? (the scores of the game for each team) What numbers could they be? • W hat does ‘inning’ mean? What numbers could go in this box? (It could be numbers to 9 to represent a regular baseball game or larger numbers like 10, 11, or 12 to represent extra innings.) What number is not likely? (e.g., 100) Why? • What do ‘Ball,’ ‘Strike,’ and ‘Out’ mean? What numbers could go beside each of them? What numbers can’t go beside each of them? (e.g., no more than 4 balls, no more than 3 strikes, no more than 3 outs) • Why is it important to have a scoreboard like this at the game? Who looks at this scoreboard during the game? Possible Partner Investigation • What other games have scoreboards? • How else are numbers used in sports? In other games? • What is a game that you play? How do you know who is winning? Team Shirts • Who are these people and why are they all dressed the same? • Do you have a uniform with a number on it? How do you feel when you wear the uniform? • Do you like your number? Why or why not? • What sport might they be playing? Why do you think so? • Why do they have numbers on their backs? Do the numbers tell them how much something is? What do the numbers mean? 24 Number and Financial Literacy

• What numbers do you see? What numbers can’t you see? What might those numbers be? (e.g., the shirts on the sides could be 1, 9, 10, 11) What can’t those numbers be? (e.g., the numbers that we can see on the players) • If there were five more players on this team, what might their numbers be? Why do you think so? • Why can’t players on the same team wear the same numbers? • Why do sports teams use numbers on the players’ backs instead of their names? Possible Partner Investigation • If you could choose a number for your team shirt what would it be? Why? Draw what your shirt would look like. Licence Plates • What are these three signs and where do you see them? • Does your family have a plate like one of these? Which one is it similar to? • Why do vehicles have licence plates? • Where are these plates from? Where are these places on a map of Canada? • What is the same about all of the licence plates? (e.g., they are all Canadian, they are all blue and white, they all have numbers and letters, they all say where they are from, they all have a saying on them, two of them have a sticker) • What is different about all of the plates? (e.g., the shape, the number of letters and numbers, some start with numbers and some start with letters) • Can two vehicles from the same province or territory have the same licence plate? Why or why not? • Do the numbers on the license plates tell us how much something is? How do you know? • Show some pictures of personalized licence plates. Ask students what they might mean and who may want a plate like that. Possible Partner Investigation • Licence plates are made up of different combinations of letters and numbers. How might another licence from each place look, by using these as a model? (e.g., students can vary one of the letters or numbers but use the same of each) Why do you think there are so many combinations? • Design your own licence plate. Building Social-Emotional Learning Skills: Critical and Creative Thinking: • A positive attitude in math begins with curiosity and the desire to learn more, thereby motivating students to persist through new challenges and enjoy them. It is also important for students to make connections between math and their everyday lives, to make their learning in school personally relevant. Pose the following prompt: 25

– What do you wonder about math after looking at these pictures? What more do you want to learn? • Have students walk around the school and yard and take photos of places and things that have numbers on them, or have interesting patterns to count or figure out. Make a ‘Math Is All Around Us’ bulletin board with the photos. Add to them as students discover math in other subject areas, such as science. The photos can spark investigations that can be explored throughout the year. Materials: Further Practice BLM 1: All About Me • Number Scavenger Hunt: − Take students on a tour of the school and have them find numbers in the building. They can record the numbers and you can discuss what purpose the numbers serve in their various locations. − Have a scavenger hunt in the classroom. Students need to find things that count to numbers 1–10 (e.g., 1 clock, 2 shoes, 3 computers, etc.). • Independent Activity in Math Journals: Pose one of the following prompts: − Use pictures, words, and/or numbers to show what math is. − U se pictures, words, and/or numbers to show where numbers are in your life. − U se pictures, words, and/or numbers to explain where you might see the quantities of 5, 10, and 12 in your life. − What is your favourite number? Why? Show your favourite number using pictures, words, and numbers. Scribe any other verbal explanations that students may have. • All About Me in Numbers: − Discuss how students use numbers to describe themselves, such as their ages or the number of people in their families. − Show students BLM 1 and read through the pages together. Explain that they will fill in the numbers that apply to them in the various sentences. They can then draw accompanying pictures. − If desired, the four sections on each BLM page can be cut out and used to make a small book, All About Me. − Students can meet with other classmates and share their books. Extension • Begin collecting pictures that can initiate discussions about math. The images can reflect any ways that math concepts are embedded into students’ lives. Ideas include interesting shapes in the environment; patterns or symmetry in nature; or arrays of fruits and vegetables in a store or plants growing in a garden. Include photos of your students around the school or on field trips that reflect that math in their lives. The more students pay attention, the more math they will see. 26 Number and Financial Literacy