Math Lesson 6.

Teacher: Cory Thomas

Subject: Math
Grade Level: 1
I. Content and Standards:
CCSS.MATH.CONTENT.1.NBT.B.2
Understand that the two digits of a two-digit number represent amounts of tens and ones.
Understand the following as special cases:
CCSS.MATH.CONTENT.1.NBT.B.2.A
10 can be thought of as a bundle of ten ones — called a "ten."
CCSS.MATH.CONTENT.1.NBT.B.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.
CCSS.MATH.CONTENT.1.NBT.B.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).

II. Prerequisites: Number combinations to totals of 10. part-part-whole to 10, doubles to 20.
Compose and decompose numbers from 11 to 19 into ten ones and some further ones
using objects or drawings, and record each composition or decomposition by a drawing
or equation. Commented [CT1]: 1a, Knowledge of Content and
Pedagogy, pre-requisite relationships
III. Instructional Objectives:
1. Students will know tens and ones place value and be able to evaluate numbers to
100 and sketch the grouping of objects to create representations.
2. Students will know tens and ones place value and be able to explain how they
grouped objects to represent numbers to 100. Commented [CT2]: 1c, Setting Instructional Outcomes

IV. Instructional Procedures: Commented [CT3]: 1a, Knowledge of Content and

Pedagogy, content-related pedagogy
Opening:
Last week, Mrs. Rauch told us about a special number. She said it was the most
important number. Does anyone remember? Why? Tens make higher numbers easier to
count and take apart. One of the skills we want to develop is how to quickly count by
10’s. We already know how to count by ones, right? Ask for an example. We are going to
do a little warm up this whole week and it’s going to be counting by 10’s. Lead group
counting by 10’s using a pointer and the 120 chart.

Have a few cube trains and single cubes at the front of the room. Write the following
numbers on the board (one at a time). Ask for students who want to help show the
numbers using the cubes. Move from zero ones to some ones as shown.
20 >>> 21 30 >> 36 40 >>> 49 Commented [CT4]: 1a, Knowledge of Content and
Pedagogy, content-related pedagogy
What we just did here is an example of what we have been exploring over the last
several days. We grouped cubes into sets of 10’s and 1’s to represent a number. Our
goal for today is to continue grouping objects to show numbers up to 100 as 10’s and 1’s. Commented [CT5]: 1c, Setting Instructional Outcomes
Lesson Activities: Commented [CT6]: 1e, Designing Coherent Instruction
Listen and Draw:
1. Ask students to draw quick pic representations on their papers for the following
numbers. Walk around to see student drawings. Ask for help from students to come Commented [CT7]: 1f, Designing Student Assessments
to board and draw.
25 50 52
2. After each, ask them to explain their drawing by asking. Why is that a good model for
this problem? How many 10’s? How many 1’s?
3. After all, ask whole group if the 5 means the same thing in each of the numbers?
Which is different? How is it different? Can you use the drawing to explain the
differences?
4. To extend this concept for everyone and to also help lower students connect this
drawing to earlier representations, go back and also show a T-chart with tens and
ones as another way of representing the numbers. Commented [CT8]: 1a, 1b, Knowledge of Content and
Pedagogy & Demonstrating Knowledge of Students
Model and Draw:
5. Read the problem. Ask students to students to think-pair-share with their partners Commented [CT9]: 1f, Designing Student Assessment
and draw quick pictures to show that 100 is just after 99. Walk around to see student
drawings. Ask what “just after” means at the top of the page. Add 1 or count on 1. Commented [CT10]: 1f, Designing Student Assessment
6. Ask how many rods to draw for 99. Ask how many circles. Ask if you can just draw
them anywhere and start doing that. (Children should respond no and that they
should be kept neat and orderly, preferable in rows of 5, for easy counting later.)
Erase and redraw them neatly.
7. Ask how the models changed when we drew 100. Ask for multiple representations so
that we show 9 tens and 10 ones and 10 tens. Ask students to explain the
differences in the drawing. Ask if it’s still the same number. Also, show how you can
draw a red circle around the ten ones, cross it out and exchange it for a group of ten.

Share and Show:

8. Ask students to try #1-2 as a think-pair-share with their partner. Walk around to listen
to conversations and see drawings to check for understanding. Review #1-2 as a Commented [CT11]: 1f, Designing Student Assessment
group and ask students to explain as they come to the board with their partners.
Example: I know my rods are tens so I am going to draw my rods first as I count by
tens. I know my cubes are ones and I am going to draw those as I count by ones.
9. Have students return to their seats and do #3-4 to check for understanding. Walk
around and check / approve students to move on. Commented [CT12]: 1f, Designing Student Assessment
10. Students who need reteach should meet back on the carpet to work through a few
On Your Own problems in a guided fashion. Commented [CT13]: 1b, Demonstrating Knowledge of
a. Optional support: show also the T-chart with tens and ones. Students
On Your Own & Math Journal
11. #5-9 Independent work. Ask students to leave their independent work on desks to be
checked and ask them to work on math journal. Circulate to check on a selection of
answers (6, 8, 9). Commented [CT14]: 1f, Designing Student Assessment
12. Math Journal: Use words and pictures to show 59 and 95.
Commented [CT15]: 1f, Designing Student Assessment
13. Early finishers may start on next section.
 HOT Problems & Problem Solving
14. #10-11 Draw a T-chart with tens and ones and show them how to exchange 10
circles for 1 rod (by circling 2 rows). Then count by tens, then ones to find the
answer.
15. #12-14 shared problems with student input. With each problem, ask What is the
problem asking us to do? What do we know? Quick pictures and T-charts are both
acceptable answers for these.
a. For #13, ask for students to do a quick write on their whiteboards to show
How could we change our model if we added one more one? Group our ones
into one group of 10.
Closing:
16. #15 independent on their white boards and ask them to hold up answers. (Record Commented [CT16]: 1f, Designing Student Assessment
who picked anything other than 86).
17. Pair up students for Roll It, Make It, Expand It and have them work on this for the rest
of class. Collect work.
18. Assign Practice Page as homework.

V. Materials and Equipment:

Smart Board / White Board
Math Cubes
120 Chart
Online Text
Math Journals and Prompts
Roll It, Make It, Expand It Worksheet Commented [CT17]: 1e, Designing Coherent Instruction

VI. Assessment/Evaluation:
Formative assessment will be done as teacher walks around and checks drawings,
listens to conversations during think-pair-share, individual answers to quick writes, and
use of optional support techniques as described. Student work will be evaluated using
correct responses to Lesson Check, On Your Own, and math journals, with 1 or more Commented [CT18]: 1f, Designing Student Assessments=
incorrect requiring reteach. Wrong answers on the closing activity will also be utilized to
identify students for small group or tier 2 small group instruction. Practice Page Commented [CT19]: 1c, Setting Instructional Outcomes
homework. Challenge Homework for four.
Commented [CT20]: 1b, Demonstrating Knowledge of
students Students
VII. Accommodations / Modifications:
Commented [CT21]: 1c, Setting Instructional Outcomes,
 Preferred seating for Title I and hearing impaired.
opportunities for differentiation
 Title I para to assist / guide (as needed) Title I designated students.
 ELL vocabulary review before lesson: digit, ones, ten, hundred
 Reteach in small group for students who struggled during Lesson Checks / On Your
Own. Provide reteach sheet for home.
 Tier 2: Break down quick pick strategy on T-charts first, then use the tens/ones T-
chart with math cubes if still struggling.

VIII. Technology:
N/A
IX. Self-Assessment
The teacher should reflect on the depth and accuracy of the student conversations and
respond by adapting the lesson accordingly with more, or less explanation in large group.
Teacher should also evaluate answers to questioning to check for understanding.
Teacher should note biggest areas of misunderstanding to review for subsequent lessons
and for reteach / tier 2.