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YOUR NAME: Maura Jones

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.

What you want your MT to be doing during the lesson:


Helping monitor student behavior.

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)

Time (in Steps:


Minutes):
Introduce the students to base 10 blocks.
5 min
“Yesterday was our 100’s day and we had to do a lot of moving with our
straws for calendar! Can someone raise a quiet hand and remind me how
many straws we had in the ones place before we had to move them? Great!
And how many groups of 10’s did we have before we had to move them to
the hundreds? I am going to show you another way that we represent
numbers like this because we can use any object, like straws, but there are
some special blocks that will help us with our math. Can anyone guess what
they think this would represent when we are thinking about numbers? (show
one base 10 block). Our very important number when we were talking about
our straws was TEN! Ten is a very important number in our math because
that's what we are always working within. When we get to 10, we are able to
move to the next place (or house). What is the place right next to the ones?
It’s the TENS place. So once I get to 10 I am able to do something very
special and represent it with one of these rods. You will see this represented
in your math book by a single line because it’s just like Legos and they all
stick together to form a straight line. This is one representation I will be
using today so we can look at some numbers within 100.”
5 min
Show example with 10’s blocks

“So what we’re going to do today is practice recognizing and building


numbers within the 100’s chart. Can I have the helper of the day pick one
person to help pass out hundreds charts. Once everyone has their chart, we
will begin. To get started I would like everyone to point to the number 13.
Can someone raise a quiet hand and tell me which number is in the tens
place. You may refer to the front of the room with our tens/ones houses to
help you. Yes it is 1! Because this is in the the TENS place, this means that I
have one group of tens. Here is my one ten. Alright how many ones do I
have? 3! So now I add 3 ones. This is a model to show that I have 13. We
can count the individual blocks to double check. We are going to use these
blocks to represent the answers that you are going to come up with as a class.
5-7 min
Introduce the Task

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.

1. Place your chocolate on number 2. (Students will land on 18)


i. Add 4
ii. Add 10
iii. Add 2

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.

2. Place your chocolate on number 15. (Students will land on 47)


i. Add 20
ii. Take away 2
iii. Add 10
iv. Add 4
3. Place your chocolate on number 55 (students will land on 86)
i. Take away 10
ii. Add 3
iii. Add 30
iv. Take away 2
v. Add 10
** If time allows, do Sparkle activity with students counting by 1’s, 10’s,
2’s, 5’s, both on and off the decade. **

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.

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