34 | Unit 1 Introduction to mathematics How do people use numbers? CONTENT Do you know these numbers? When do you use these numbers? The woman and the girl: The boy: • measures his speed > 3 miles in 16 minutes • compares his time to Ken and Carlos > Me: 16 minutes f irst > Ken: 17 minutes second > Carlos: 18 minutes third Cardinal numbers 0 zero 1 one 2 two 3 three 4 four 5 fi ve 6 six 7 seven 8 eight 9 nine 10 ten 11 eleven 12 twelve 13 thirteen 14 fourteen 15 f ifteen 16 sixteen 17 seventeen 18 eighteen 19 nineteen 20 twenty • count the eggs > 1, 2, 3 eggs • measure the water > 1 cup of water CONNECT TO Mathematics Readings Grammar Languages Language Arts Math Science Social Studies Electives Writing 34 thirty-four | Unit 1 When do you see and use math? ? ESSENTIAL QUESTION DIFFERENTIATED INSTRUCTION Scaffold Name the themes depicted in the two pictures (cooking, running a race). Mimic measuring and pouring liquid into a cup, as though cooking. Say the numbers aloud: I need 2 eggs. 1, 2. Next pretend to run. Look around and act out running faster. Look at a watch and then write down a time on the board: 3 miles in 16 minutes. Say: We use numbers every day. Have students count chorally again from 0–20. Adjust and reduce the counting to 10, instead of 20, and proceed with the next 10 later. Invite students to share about math in their home language with another student who shares the same home language. Amplify Like the themes depicted in each of the two pictures (cooking, running a race), have students think of more everyday examples that use counting, measuring, or comparing. Challenge students to count higher than 20. Ask them to identify patterns in the numbers (e.g., 13–19 all end in -teen). Challenge students to count by 5s or 10s until they reach one hundred. Gauge how high they know the numbers in English. Culture note Some students may come from backgrounds that use the metric system so they may think about the race in kilometers (3 miles = 4.8 kilometers). Instructional Routine: Vocabulary p. Txxv Instructional Routine: Reading p. Txxi This content section focuses on introducing students to math subjects and topics, along with vocabulary needed to access mathematical concepts. Essential question: When do you see and use math? • Ask students to answer the essential question. Offer prompts as needed (e.g., to buy something, to count something, to travel, to build something, etc.). • Recognize math in everyday life Say: Mathematics (math) is the study of numbers. We use math to count, compare, measure, and see relationships and properties. Introduction to mathematics Academic vocabulary Work with students to define arithmetic, number, count, measure, compare, solve, quantity, addition, subtraction, multiplication, division, algebra, and geometry and add them to the academic word wall. How do people use numbers? • Have students view the pictures and say what they see in each. Then read about each one aloud. • Based on how students answered the essential question, have them explain how numbers are used (e.g., to buy something: compare prices, figure out how much items will cost, etc.). Do you know these numbers? • Use math language to count Write or project the numbers. Say each one and have the class repeat. • Have the class count chorally with you from 0–20. Count off four students. Say: 1, 2, 3, 4. I use numbers to count how many students will work in a group. EXPLORE AND LEARN UNIT 1 / CONNECT TO MATHEMATICS f irst f ive f ifteen Languages Arts Science Social Studies Electives Writing thirty-four | 64
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