Professional Documents
Culture Documents
DATE: 2-14-19
Standards:
CCSS.MATH.CONTENT.1.NBT.A.1
Count to 120, starting at any number less than 120. In this range, read and write numerals and
represent a number of objects with a written numeral.
CCSS.MATH.CONTENT.1.NBT.B.2.B
Understand that the two digits of a two-digit number represent amounts of tens and ones.
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).
CCSS.MATH.CONTENT.1.NBT.B.2.C
Understand that the two digits of a two-digit number represent amounts of tens and ones.
The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six,
seven, eight, or nine ones.
I can statement or other way of communicating to students the goal of the lesson:
I can count by 10’s from numbers within 1 to 100.
How this lesson relates to previous lessons and/or DATA (why are you teaching this?):
This is a review/building off one of our previous Go Math lessons that we taught a few weeks
ago before all of our snow days. I felt that students did not have a good understanding of
counting by 10’s off the decade because they did not have a good understanding of place value
and how the 100’s chart was set up. This activity will allow them to practice moving fluidly
through the 100’s chart by a combination of adding/ subtracting numbers 1-9 and
adding/subtracting groups of 10.
Steps/Procedure: (Second Semester: Please make it evident where you are (1)building
prerequisite skills, (2)supporting steady progress, and/or (3)extending learning)
The way you are all going to come up with this mystery number is by
following my steps. We are going to use counters to keep track how you are
moving within the hundreds chart. For example, if my instruction is to start
on number 13 you will place your counter there. If I ask you to add 2, you
will move your counter forward 2. Now I am on number 15. If I ask you to
add 10, you will add 10 by moving down the column. We don’t move
forward or back because we are not adding any ones, we are only adding 10s.
Notice how the 10’s place is getting bigger. There may be multiple steps so it
is important that you are listening very carefully to the instructions. Are there
any questions? Also, while you’re working today you and I are going to
compete. If you as a class get to the number I’m thinking of on the first try, I
will give you a tally. If you have more than me by the end I will give the
class a star so make sure you’re paying attention!
20 min Start the Task
You will be using your own hundreds chart today but it is important that you
keep these nice because we will be reusing them. You don’t need your
pencils for this so it should stay in your clip the whole time. Because it is
Valentines day, instead of counters I have valentine’s chocolates for you to
use. I will be giving you 3 of them each but it is important that you do not eat
them until we have used them after one of our turns. You may eat it only
AFTER the turn. If I see you misusing the chocolate, I will take it and give
you a boring plastic counter instead. Can I have the class helper please come
up to help me pass out 100s charts. Pick a helper to help you. I will pass out
the chocolates as they do that.
Alright class leave your chocolates on your chart and give me a thumbs up
when you’re done. (Formatively assess students). Alright hands up if you
would like to share your answer. Thumbs up if you agree. Alright let’s see
what this number will look like. The number is 18. Class how many tens are
there. “one” how many ones are there “eight” so this represents 18.
Repeat two more times and tell students they will get progressively harder.
Academic/Social/Linguistic Supports for individual students. Part of this MUST include your
plan for SPECIFIC STUDENTS (you can name them here or put an initial):
Special Ed/504 Accommodations: RR has a cochlear implant. I will be using the classroom
microphone to ensue that he is able to hear everything clearly.
ELLs:
I am not using academic language for students who are ELL. I will also have instructions
printed for students to see during the activity.
Tier 2 Interventions:
Fe, Ul, Dy, Ad, Mi, all have sticker charts for behavior. This targets certain behaviors such as
raising a quiet hand, staying in their seat, and following the teacher’s instructions. These
behavior charts help to keep students on task who may be prone to getting out of their seat or
blurting out during a lesson.
Tier 3 Interventions:
RT will be given an alternative assignment. RT is not at the instructional level of other
students and this activity would be in the frustrational level. I am giving her a 100’s chart with
blanks for her to practice filling the missing numbers. This will help her practice writing her
basic numbers 0-9 and also be more familiar with the 100s chart itself.
Assessment (How you know they understood your goal, include DATA):
I am going to formatively assess students after each problem. I will go around and check
student work to see if they are on the right track. Students will also say if they agree or
disagree with each other.