Teacher will use the educreations app to upload an image of a bubblegum machine. The teacher will add "dots" throughout the machine to represent bubblegum. Teacher will pose a question to students: Is there a way to count all this bubblegum quicker than counting by ones?
2 Direct Instruction
1. Teacher will model counting by ones using a gumball machine (via educreations) and tell students that today, they will learn another way to count, counting by 10’s.
2. Teacher will count 1 group of ten and circle the group, using an interactive pen.
3. Teacher will explain that 1 group of 10 equals 10 ones.
4. Teacher will use a place value mat to demonstrate the total number of gumballs, using sticks.
3 Guided Practice
1. Teacher will add more gumballs to the gumball machine (via educreations).
2. Teacher will determine if students can successfully create groups of 10 by using the interactive pen (to circle groups of 10).
3. Teacher will determine if students can correctly identify the place value of the two digit number using the place value mat and sticks.
4 Independent Practice
1. Students will pick a number.
2. Students must use their place value mat to identify the tens and the ones in that number.
3. Teacher will check students work and apply scaffolding when needed.
1. Students will hold up a “Plicker” card to answer questions about 2 digit numbers and their place value (ie: Hold up a 2 digit number. Ask students “how many ones are in this number?” How many tens are in this number?).
2. Teacher will analyze the results of the formative assessment to plan tomorrow’s lesson accordingly and provide differentiated instruction if needed.
Key Standards Supported
Number And Operations In Base Ten
|1.NBT: Extend The Counting Sequence.|
|1.NBT.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.|
|Understand Place Value.|
|1.NBT.2||Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:|
|1.NBT.2.a||10 can be thought of as a bundle of ten ones — called a “ten.” b.|
|1.NBT.2.b||The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.|
|1.NBT.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.3||Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.|
|Use Place Value Understanding And Properties Of Operations To Add And Subtract.|
|1.NBT.4||Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, 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 and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.|
|1.NBT.5||Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.|
|1.NBT.6||Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), 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 and explain the reasoning used.|