Finding The Closest Ten
1 1. The Hook: Previewing place value skills using Splash Math
Ss will start with a preview of skills by using Splash Math. T needs to have account and already loaded their students information on this site.
After assessing their place value skills, the T will be able to begin the lesson on the closest ten.
Students please log in to the Splash Math website and begin your assignment on place value.
2 T Instruction/Guided Practice: Songs, Patterns, Number Lines and Hundred Charts
The Teacher will pass out various Hundred charts to students and will ask them to listen to various counting songs. T will ask Ss what patterns they notice. T will then list the different patterns that are seen. When Ss recognize that the last column of hundred chart are numbers in the tens (ending in zero) the T will have Ss color code this column.
T will then ask Ss to point to various numbers and ask Ss to tell the T which ten it is closest to on the chart. T will do various examples with Students.
T will also introduce Ss to an additional strategy: the use of number lines. Using the SmartBoard, the T will also show how students can create a number line and find the closest ten using it. T will also use PPT with various numbers and will ask Ss to tell what two tens the different numbers fall between.
After several examples, Ss will be asked to share answers to various problems that ask for the closest ten of different two digit numbers (2nd Grade Pearson Math 2008 Edition, lesson 3-6 pages 95-96).
Ss will need to listen to counting songs and then color code hundred chart based on T directions. Ss will also need to locate various numbers on the chart and indicate which ten a number is closest to on the chart.
Ss watch teacher created PowerPoint and will look for the various tens that each number falls between. Ss will mark the numbers and the closest tens on their papers (which coincides with the PPT).
Ss will complete a worksheet with the teacher that allows them to practice finding the closest ten using stategies discussed (hundred chart/number lines).
3 Independent Practice: Partner Work/Strategy Creation
T assigns math partners and has them complete math pages associated with lesson (2nd Grade Pearson Math 2008 Edition, lesson 3-6 pages 95-96). Partners work together to find the closest ten using their hundred charts and/or number lines (student created). T circulates around the room and checks for understanding.
Ss work with their partner and on math independent practice page 3-6. Partners help each other using their hundred chart and/or number line.
Ss can also work together on Ipads and utilize the MathBoard app in order to create their own hundred charts or number lines.
4 Closing: Journals and Homework
T will ask Ss to please pull out their math journals and complete an entry on today's lesson. Students can then use padlet to post their WILT (What I learned today) for today's lesson. T sets up Padlet on class computers and assists Ss as needed to create post using Padlet. T reviews their WILTS to check for lesson connections.
T assigns homework for 3-6.
Ss complete their journal entry using math journals. Then Ss will post their WILT using the Padlet Website on classroom and T assistance .
Ss complete homework assignment on 3-6.
Key Standards Supported
Number And Operations In Base Ten
Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
10 can be thought of as a bundle of ten ones — called a “ten.” b.
The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine 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).
Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:
100 can be thought of as a bundle of ten tens — called a “hundred.”
The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).
Count within 1000; skip-count by 5s, 10s, and 100s.
Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.
Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
Add up to four two-digit numbers using strategies based on place value and properties of operations.
Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.
Explain why addition and subtraction strategies work, using place value and the properties of operations.3