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You are on page 1of 5

Learning Lab

February 20, 2018

Math Expressions

Unit 5 Lesson 10

Objectives

1.NBT.B.2: Understand that the two digits of a two-digit number

represent amounts of tens and ones. Understand the following as

I can draw a two-digit number with

special cases:

tens and ones.

1.NBT.B.2.C: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to

one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).

1.NBT.C.4: Add within 100, including adding a two-digit number and I can add within 100 including adding

a multiple of 10, using concrete models or drawings and strategies two digit numbers and a multiple of 10

based on place value, properties of operations, and/or the using drawings and strategies based on

relationship between addition and subtraction... place value.

of 10 in the range 10-90, using concrete models or drawings and I can subtract within 100 including

strategies based on place value, properties of operations, and/or the multiples of ten using drawings and

relationship between addition and subtraction; relate the strategy to a strategies based on place value.

written method and explain the reasoning used.

Instruction

Unit 5, Lesson 10: Add and Subtract Multiples of 10 (467-476)

Additional Materials: Students have their own Number Grid. These grids will be used

throughout the unit. Students are encouraged to use them as a strategy too.

● Review 10-Partners

○ Students review partners of 10. Partners are written on the board as equations.

○ Teacher tells students there are also partners of 100. These are made up of

10-groups.

○ Together, whole group uses pencil to “break apart” 100 to show 90 and 10.

○ Whole group repeats above actions.

○ How are the 10-partners and 100-partners similar and different? Can we take

these math mountains and write equations? Can we draw ten sticks and ones?

How else can we show this relationship?

○ Whole group repeats above actions with other partners of 10 and 100.

○ Students may suggest 0 as a partner. If they do not, this concept should be

visited. (100 = 100 +/- 0)

○ Several 100-partner problems are solved on the board with unknown numbers

in all positions.

○ Students will solve both on their individual whiteboards and on the classroom

whiteboard.

○ Math talk around this concept.

● Use Math Mountains to Add and Subtract

○ Provide students with math mountain and two matching equations. Prompt

students to solve the equations using the math mountain.

○ Math Talk around concept.

■ How can we use this Math Mountain to subtract?

■ How can we check if the answer is correct?

■ Can someone summarize what we’ve just done?

○ Students solve various subtraction equations with decade numbers.

○ Student led Math Talk around concept.

○ Concept revisited with multiple equations

○ What is the same about these equations? What does zero mean? Why do they

all equation 70?

○ Students are given pairs of equations to solve at the board or individually:

○ Students may use any method they feel comfortable using. Some may include:

○ Students get out math books and turn to page 163.

○ Whole group completes problems 1, 3, 5, 11, 15 together.

○ Math Talk around concept.

○ Student math page 164 to be completed tomorrow.

Small Group

● Lalia

● Natalia

● Alana

● Marshall

As whole group breaks into partnerships to work on their math page, a small group will meet

at the table.

These students were selected to be at the group table for extra teaching time. These students

will benefit from continued math talk about the concept.

Assignment:

○ Students work with their partners to complete the math page.

○ Students are encouraged to use their Math Talk to discuss adding or

subtracting multiples of 10.

● No Write Zone

○ Students will take their math books to the No Write Zone to check their

answers.

○ The No Write Zone is a place in the classroom where students can check their

work. This “zone” shows both the answer and the strategy (drawing). Students

cannot take a pencil to the No Write Zone. Students can get a sticker for correct

work. If a student gets something incorrect, they have to go back and fix their

work. The goal is that they will see the correct answer and drawing, but “hold

it” in their brain as they walk back to their seats to correct their mistake.

Early Finishers:

Once students have completed their workbook page and checked it at the No Write Zone,

they can complete one or more of the following activities:

● Xtra Math

● Quilt Cards

● Math Books

These activities can be done independently or with a partner depending on the specified

directions.

Assessment

Students can self-assess their understanding of the big idea through their math talk with

their partners and the completion of their math activity page at the No Write Zone.

Teacher can observe student understanding during whole group instruction and small group

time.

Helpful Hints

introductory to first graders.

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