Base ten and unit blocks

Author:GiovanniEscobar
Datecreated:10/08/20164:38PMEDTDatemodified:11/08/20163:36PMEDT

VITALINFORMATION
Total Number of Students 24 Students

Area(s) Students Live In Students live around the city of Oakland

Free/Reduced Lunch All students qualify for free, reduced lunch

Ethnicity of Students All students are Latino/ Hispanic descent.

English Language Learners All students are English Language Learners.

Andy:

Writing : Beginning Speaking: Early Intermediate Reading: Beginning

Aneudy:

Writing : Beginning Speaking: Beginning Reading: Beginning

Ahtiziri:

Writing : Beginning Speaking: Beginning Reading: Beginning

Ana:

Writing : Beginning Speaking: Beginning Reading: Beginning

Carlos:

Writing : Beginning Speaking: Beginning Reading: Beginning

Eddy:

Writing : Beginning Speaking: Beginning Reading: Beginning

Diana:

Writing : Beginning Speaking: Beginning Reading: Beginning

Widman:

Writing : Beginning Speaking: Early Intermediate Reading: Beginning

Karla:

Writing : Beginning Speaking: Beginning Reading: Beginning

Sophia:

Writing : Beginning Speaking: Beginning Reading: Beginning

Emily:

Writing : Beginning Speaking: Beginning Reading: Beginning

Ricky:

Writing : Beginning Speaking: Beginning Reading: Beginning

Merilyn:

Writing : Beginning Speaking: Beginning Reading: Beginning

Brandon:

Writing : Beginning Speaking: Beginning Reading: Beginning

Adilene:

Writing : Beginning Speaking: Beginning Reading: Beginning

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 Brissa:

Writing : Beginning Speaking: Beginning Reading: Beginning

Jose:

Writing : Beginning Speaking: Beginning Reading: Beginning

Kevin

Writing : Beginning Speaking: Beginning Reading: Beginning

Policarpo :

Writing : Beginning Speaking: Beginning Reading: Beginning

Emmanuel:

Writing : Beginning Speaking: Beginning Reading: Beginning

Alexia:

Writing : Beginning Speaking: Beginning Reading: Beginning

Students with Special Needs Policarpo

Speech Impairment- can't speak clearly in English or in his own native language
Cannot read
Very low at writing (Note to teacher: needs lots of support when writing. Use teacher aid when possible.)
Trouble with math (can count from 1-10)

Subject(s) Mathematics

Topic or Unit of Study Base Ten and Units

Grade/Level Grade 1

Comments

KEYCONCEPTS&STANDARDS
Big Idea & Essential Students will understand the place value of ones and tens using blocks as support systems. Students will also be able to group
Questions these objects in tens and ones to compose and write different equations. ( i.e 30+4= 34)

Learning Outcome(s)
Students will utilize base tens blocks and units to compose a given number.
Students will group objects in ones and tens.
Students will form equations using ones and tens.

Summary The lesson will focus on working with base ones and tens in order to understand that a combination of both is equal to a
specific number. Along with this understanding, students will come to understand that an equation using both base values
can also be used to compose and write an equation. The teacher will first model a few examples and write a few equations
before allowing students to practice with partners. Students will then practice their skill on their own.

Standards CA- California K-12 Academic Content Standards

Subject: Mathematics
Grade: Grade OneBy the end of grade one, students understand and use the concept of ones and tens in the place value number system. Students add
and subtract small numbers with ease. They measure with simple units and locate objects in space. They describe data and analyze and solve simple
problems.
Area: Number Sense
Sub-Strand 1.0: Students understand and use numbers up to 100:
Standard 1.4: Count and group object in ones and tens (e.g., three groups of 10 and 4 equals 34, or 30 + 4).

Comments

ASSESSMENTS
Assessment/Rubrics Informal Observation #1: While the students whisper to eachother the correct number to the base ten blocks and ones, the
teacher will circulate to hear conversations. The thumbs up/down to a specific answer will give the teacher feedback about

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 student understanding.

Informal Observation 2: The teacher will circulate around the room as students play the game "Magical Card" to determine
student understanding.

Student Work: The work that students do independently and complete, will be used as evidence to determine if students
understood the standards/goals of the day.

Comments

MATERIALSANDRESOURCES
Instructional Materials Paper with 6 sections (for independent work/team)
(Handouts, etc.)
Pencil

Magical Cards

Base ten block and units ( manipulatives )

Comments *Make sure that the units, the base ten blocks, and the magical cards are packed up in a zip lock bag for students.

IMPLEMENTATION
Sequence of Activities Hook: Whole Group instruction

Before the lesson begins, ask students--> "What are a few things that you have seen that come in groups?"

Provide the students with a few examples beforehand so they understand the question. Examples include:
Sodas (groups of 12 or 24 cans)
Hershey Chocolate Bar (pieces of 8)
Pizza (slices of 10) Access to Prior Knowledge
Give students a few seconds to think of a few examples and have a couple of students share out their answer with the
class.

Take out a base ten block and remind/tell the students that this is a group of ten and that we will be playing with these base
ten blocks for our math time together.

Tell students that will be workig with base ten blocks and go over the goals of the day:

Today we will form equations using blocks.

We will use blocks to represent a number.
We will categorize/group numbers in ones and tens.

Transition to lesson (Whole group)

Tell the students that we can combine the base ten blocks and the units to form numbers. (Adaptation-Manipulatives)
Show the students an example. (Example: grab two ten blocks and 2 units. Tell students that they equal 22)
Go through two more examples with the blocks.
Make sure that you are doing teacher-think alouds as you provide answers to your examples (Adaptation)
Have two additional examples using the base ten blocks and units and instead of giving the students the answer have
them whisper it to their partener
Pair share: What do you think is the magical number when I combine the blocks?
Give students enough time to whisper to eachother before picking out a student to share out their
answer.
Thumbs up/down if you agree. (Informal Assessment 1- Observation)
Tell students that we are now going to play a game using our magical numbers with our neighbor.
Bring a student up and demonstrate to the class how the game is played
Rules of the game
Magical Cards
Each group will get a few base ten blocks, ten units, and a small stack of "magical card" with
numbers.
Partner A will grab a card the first card from the magical stack and show it to Partner B.
Partner B will try to recreate the number using the blocks to compose the number.
Partners will rotate for about 6 rounds each.
After the rules have been exaplained to students, transition into partner work.

Transition to Pairs (Partner Work)

Note to self: As students work in the pairs, circulate to investigate for lesson comprehension among
students. (Informal Observation 2)
Once students have gone through their rounds or the timer has gone off, use the attention getter to regroup student
attention

Transition to desk (Independent Work)

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 Tell students: " now that you are all experts in playing with these magical numbers, you are going to work by
yourselves for about ten minutes while playing with the same cards.
Pass out the paper and pencil to each student
Tell students that this time they will need to draw (with pencil) the base ten and units for each magical card that they
get.
Do one example with the students so they understand the independent exercise. (Visual- ELL's)
Provide manipulatives to students who may need them (Adaptation/differentiation -manipulatives)
Transition students into their desk, put the timer on, and have students work independently.

Closure

Thumbs up/down if this work was easy for you.

Thank the students for doing a wonderful job and collect their work for assessment

Exit ticket: Independent work (Assessment- Student work)

Grouping Strategies Whole Group

Instruction will be delivered to the entire class while in the rug. The teacher will provide examples of the concepts and
will also guide students toward reaching an understanding of the new skill being taught.

Pair Work

Students will play a game in pairs to reinforce their understanding of the new concept they have learned. The
aspiration is for students to work together and learn from eachother.

Independent work

After the game, students will have ten minutes of independent work to immerse themsleves in the new concept.
Students will practice on their own.

Differentiated Instruction ***Note: Instruction will be give in Spanish to support student climate and overall goals of head teacher.

Manipulatives

Manipulatives will be provided to all students in order to help reinforce the lesson being taught. This will benefit students
who are more "hands on learners" who need the extra support

Visuals

While providing examples to the students in the begining of the lesson, the teacher will write down the answers to the
examples in order to help visual learners.

Teacher Think Aloud

The teacher will have a series of think alouds while solving and writing down equations for the students.

Comments

REFLECTIONS
Prior to Lesson
Post-Lesson
Comments

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