document-metadata | |
subject | MATH |
grade | 4 |
unit | 1 |
topic | A |
lesson | 1 |
description | SWBAT bundle ones, tens, and hundreds as well as model three-digit numbers using units of hundreds, tens, and/or ones. |
lesson-standard | 2.NBT.A.1 |
lesson-mathematical-practice | |
relationship-to-eny-1-0 | This lesson is a prerequisite lesson composed of Grade 2 activities and does not currently exist in ENY 1.0 Grade 4. |
title | Bundle ones, tens, and hundreds as well as model three-digit numbers using units of hundreds, tens, and/or ones. |
teaser | |
cc-attribution | This work is based on an original work of Great Minds and licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. UnboundEd is not affiliated with the copyright holder of this work. |
activity-metadata | |
section-title | Opening |
activity-type | Fluency Activity |
activity-title | Skip-Count by Tens: Up and Down Crossing 100 |
activity-source | ENY-G2-M3-L1-F#4 |
activity-materials | |
activity-standard | 2.NBT.A.2 |
activity-mathematical-practice | |
activity-time | 2 |
activity-priority | 2 |
activity-metacognition | This Fluency Activity gets students thinking about units of 10 by having students count by 10. The activity prepares students for the Concept Development on bundling units into 10 to compose new units. |
activity-guidance | While this is a good activator for the Concept Development, if there is a time constraint, you should prioritize the second Fluency Activity over this one. |
activity-content-development-notes |
[source]
T: Let’s skip-count by tens starting at 60.
T: Ready? (Rhythmically point up until a change is desired. Show a closed hand and then point down. Continue, mixing it up.)
S: 60, 70, 80, 90, 100, 110, 120, 130, 140. (Switch direction.) 130, 120, 110, 100, 90. (Switch direction.) 100, 110, 120, 130, 140, 150, 160, 170, 180, 190, 200, 210, 220. (Switch direction.) 210, 200, 190, 180.
[expand] |
NOTES ON MULTIPLE MEANS OF ENGAGEMENT As often as possible, create opportunities for every student to respond every time. The vignettes throughout the entire module facilitate this by continuously demonstrating varied response patterns and materials including choral response, partner talk, personal white boards, and individual tools like meter strips. Response patterns built on 100% student participation have powerful effects on student engagement and lesson pacing. Choral response allows English language learners to listen to correct pronunciation and language structure while practicing with the support of peer voices. Choral response that incorporates chanting, like the counting activities presented to the left, allows struggling students and those with auditory processing difficulty to be supported by the group as they pick up on language and patterns. Wait time is an important component of choral response. It provides children with an opportunity to independently process the question and formulate an answer before speaking. This is a useful scaffold for English language learners and struggling students. Wait time is built into many vignettes where the dialogue says, “Pause,” or when the teacher asks students to wait for a signal to respond. |
activity-metadata | |
section-title | Opening |
activity-type | Fluency Activity |
activity-title | Unit Form Counting from 398 to 405 |
activity-source | ENY-G2-M3-L6-F#2 |
activity-materials | ENY-G2-M3-L4-T#1 |
activity-standard | 2.NBT.A.3 |
activity-mathematical-practice | MP.6 |
activity-time | 3 |
activity-priority | 1 |
activity-metacognition | To prepare for the Concept Development on bundling units into 10 to compose new units, students practice unit form counting which gets them thinking about units of hundreds, tens, and ones. |
activity-guidance | |
activity-content-development-notes |
Materials: (T) Hide Zero Cards Template
[smp: MP.6]
T: Today we’re going to practice unit form counting. This
time we’ll include hundreds! The unit form way to say 324 is 3 hundreds 2 tens 4 ones. (Pull the cards apart to show the 300, 20, and 4.)
[position: right] |
T: Try this number. (Show 398. Signal.)
S: 3 hundreds 9 tens 8 ones.
T: (Pull cards apart.) That’s right!
T: Let’s count on from 398 the unit form way. (Display 399–405 with Hide Zero cards as students count.)
S: 3 hundreds 9 tens 9 ones, 4 hundreds, 4 hundreds 1 one, 4 hundreds 2 ones, 4 hundreds 3 ones, 4 hundreds 4 ones, 4 hundreds 5 ones.
[end smp]
[materials]
[Page Break]
activity-metadata | |
section-title | New Instruction |
activity-type | Concept Development |
activity-title | Concept Development |
activity-source | ENY-G2-M3-L1-CD |
activity-materials | |
activity-standard | |
activity-mathematical-practice | |
activity-time | 30 |
activity-priority | 1 |
activity-metacognition | This Concept Development reaches back to important Grade 2 understandings with the goal of preparing students for grade-level lessons, beginning with Lesson 2, that develop the understanding that relationships between place value units are multiplicative (e.g., 1 hundred is 10 times as great as 1 ten). In this lesson, students count concrete objects (straws or sticks) by bundling them into groups of 10 (10 ones, 10 tens, and eventually 10 hundreds) to support more efficient counting. Students come to understand that each bundle is composed of 10 smaller units (e.g., 1 hundred is composed of 10 tens). |
activity-guidance | |
activity-content-development-notes |
[source]
Materials: (T) Box of 1,000 straws or sticks
Students are seated in a U shape or circle on the carpet. Quite dramatically empty the contents of the box onto the carpet.
T: Let’s count these straws! About how many do you think there might be? Discuss your ideas with your partner.
T: Let’s see how many there really are.
T: How can we count them in a way that is fast and accurate, or efficient, so that we can get to recess on time?
S: We could split them up into piles and share the work. By twos! By fives! By tens. By ones.
T: There are some very clear ideas. Discuss with your partner which method would be the most efficient, counting by ones, twos, fives, or tens.
T: I hear most groups agreeing that counting by tens is the most efficient. Why is it more efficient to count by units of ten than units of two?
S: Because there will be more units of two, it will take longer. The tens are the biggest so there are fewer of them to confuse us when we count.
T: Are you ready to get going? Let’s count 10 straws and then wrap them in a rubber band to make a new unit of ten. I will put a pile of straws and rubber bands in front of each group of 3 students.
S: (Work for about 8 minutes to finish bundling all the straws.)
T: Let’s make even larger units: Hundreds. It takes 10 tens to make a hundred. Count with me.
S. (Place a ten before each count.) 1 ten, 2 tens, 3 tens, 4 tens, 5 tens, 6 tens, 7 tens, 8 tens, 9 tens, 10 tens.
T: What is the value of 10 tens?
S: 1 hundred.
T: How many straws equal 1 ten?
S: 10 straws.
T: Now, let’s count the number of straws in 10 tens or 1 hundred.
S: (Repeat the process.) 10, 20, 30, 40, 50, 60, 70, 80, 90, 100.
T: So, how many straws are in 10 tens?
S: 100 straws.
T: What is another way to say 10 tens?
S: 1 hundred.
T: As a group, bundle 10 tens to make 1 hundred. Put the tens and ones you have left over to one side.
S: (Work.)
T: Tell your neighboring group how many of each unit—ones, tens, and hundreds—you have. The single straws are units of one.
S: We have 1 hundred, 6 tens, and 4 ones.
T: Let’s make the single straws into as many tens as we can. How many extra ones does your group have?
S: 3.
T: Students, what do we need to add to 3 ones to make 10 ones? (Pause.)
S: 7 ones.
T: Which group has 7 ones? (Or, can we combine 2 groups’ straws to get 7 ones?)
Pass them to Group 1.
Repeat the make ten process with all the extra ones.
T: Now that we have made as many units of ten as possible, let’s make more units of one hundred.
T: Group 2, how many tens do you have that are not bundled as 1 hundred?
S: 6 tens.
[callout] |
NOTES ON MULTIPLE MEANS OF ENGAGEMENT: |
All through this module, students must pay attention to the units they are counting and use precise language to convey their knowledge. Hold them accountable: 6 tens + 4 tens is 10 tens. |
T: Students, at the signal, what do we need to add to 6 tens to make 10 tens? (Signal.)
S: 4 tens.
T: 6 tens plus 4 tens is?
S: 10 tens.
T: What is another way to say 10 tens?
S: 1 hundred.
T: How can you prove that 10 tens is the same as 100?
S: I could unbundle the hundred and count all the tens. I can skip-count by 10 and count how many times it takes to get to 100. When I skip-count on my fingers it takes all 10 to get to 100.
Repeat the make 1 hundred process, bundling all the tens as hundreds.
T: Now that we have made as many hundreds as possible, let’s make units of one thousand.
T: Think about the structure and pattern of numbers as we’ve moved from ones to tens to hundreds. Then talk with your partner: How many hundreds do you think make 1 thousand? Be ready to explain why.
S: When we count, the numbers always go 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 and then we get a new unit. There are 10 hundreds in 1 thousand because we always make one bigger group out of 10 smaller groups.
T: Yes, 10 of a smaller unit make 1 of the next largest unit. I like the way you used what you’ve learned about the structure of numbers to figure out something new.
T: So, how many hundreds are in 1 thousand? Give me a complete sentence.
S: 10 hundreds are in 1 thousand!
T: Group 3, how many hundreds do you have?
S: 2 hundreds.
T: Students, complete the sentence: 2 hundreds plus how many hundreds equals 10 hundreds? (Pause.)
S: 2 hundreds plus 8 hundreds equals 10 hundreds.
T: Hand all your hundreds over! (Bundle them up to make one thousand.)
T: Count the hundreds for me. I’ll listen.
S: 1 hundred, 2 hundreds, …
T: How many hundreds do we have here?
S: 10 hundreds!
T: Another name for 10 hundreds is 1 thousand, a new unit!
T: At the signal, what is the largest unit we worked with today? (Signal.)
S: 1 thousand!
T: The next largest?
S: 1 hundred!
T: The next?
S: 1 ten!
T: The smallest?
S: 1 one!
T: (Give each pair 1 straw, a bundle of 1 ten, and a bundle of 1 hundred.) Show and tell your partner our units in order from smallest to largest and largest to smallest.
T: How many different units did we work with today?
S: 4 units!
T: Tell me the unit names from smallest to largest.
S: Ones, tens, hundreds, and thousands.
activity-metadata | |
section-title | New Instruction |
activity-type | Problem Set |
activity-title | Problem Set |
activity-source | ENY-G2-M3-L1-PS |
activity-materials | ENY-G2-M3-L1-Student-PS |
activity-standard | |
activity-mathematical-practice | |
activity-time | 12 |
activity-priority | 1 |
activity-metacognition | This Problem Set gives students opportunities to practice drawing models of numbers up to the hundreds place, naming each place value, and saying the numbers aloud. |
activity-guidance | If you see your student struggle with the lesson, tell them to draw a formal place value chart from ones to one thousands for each of the problems. Although the Concept Development and the associated Problem Set only include numbers up to the hundreds place value, the one thousands place value will be used during the Student Debrief and during the following lessons, so it will be helpful for them to have the thousands place in mind right now. Additionally, if your students have difficulty drawing bundles of straws that differentiate hundreds, tens, and ones, tell them to draw place value disks. Place value disks are also used in the following lessons. |
activity-content-development-notes |
[source]
[position: right] |
Students should do their personal best to complete the Problem Set within the allotted 10 minutes. Some problems do not specify a method for solving. This is an intentional reduction of scaffolding that invokes MP.5, Use Appropriate Tools Strategically. Students should solve these problems using the RDW approach used for Application Problems.
For some classes, it may be appropriate to modify the assignment by specifying which problems students should work on first. With this option, let the purposeful sequencing of the Problem Set guide your selections so that problems continue to be scaffolded. Balance word problems with other problem types to ensure a range of practice. Consider assigning incomplete problems for homework or at another time during the day.
[Sample Student Problem]
T: We used straws to show units of hundreds, tens, and ones. Now, let’s draw models of these units.
T: (Draw a sample of each unit, as shown in the picture.)
T: Draw and label 4 hundreds. Whisper count as you draw.
S: (Whisper count and draw as you model.)
T: Whisper count, draw, and label 3 tens.
S: (Whisper count and draw.)
T: Now, whisper count, draw, and label 5 ones. If you don’t have enough room in the box, use your eraser and try again.
S: (Whisper count and draw.)
T: Tell me the number of each unit in order from largest to smallest.
S: 4 hundreds, 3 tens, 5 ones.
T: The name of that number is?
S: 435.
T: Yes.
T: In the next box down, draw and label 6 hundreds, 7 tens, 3 ones.
S: (Work.)
T: When I say, “Show me your work,” hold up your paper so I can see your independent effort.
Repeat the process with the following: 297 and 308.
[materials]
activity-metadata | |
section-title | Closing |
activity-type | Student Debrief |
activity-title | Student Debrief |
activity-source | ENY-G2-M3-L1-SD |
activity-materials | |
activity-standard | |
activity-mathematical-practice | |
activity-time | 10 |
activity-priority | 1 |
activity-metacognition | This debrief emphasizes the key learning that each larger unit is composed of 10 smaller units. It is important that students walk away from this debrief understanding how to bundle smaller units into larger units. |
activity-guidance | Prioritize the discussion questions that get at the core of this lesson and prepare students for Lesson 2:
|
activity-content-development-notes | Add to the discussion questions to ask students:
|
[source]
Lesson Objective: SWBAT bundle ones, tens, and hundreds as well as model three-digit numbers using units of hundreds, tens, and/or ones.
The Student Debrief is intended to invite reflection and active processing of the total lesson experience.
Invite students to review their solutions for the Problem Set. They should check work by comparing answers with a partner before going over answers as a class. Look for misconceptions or misunderstandings that can be addressed in the Student Debrief. Guide students in a conversation to debrief the Problem Set and process the lesson.
T: Bring your Problem Set to the carpet.
T: Let’s read our first number by units.
S: 4 hundreds, 3 tens, 5 ones.
T: How do we say 3 tens 5 ones?
S: Thirty-five.
T: We read this number as four hundred thirty-five. Say it for me.
S: Four hundred thirty-five.
T: What happens if I add 5 ones to this number? How many ones do I have now?
S: 10 ones.
T: So what can I do with these 10 ones?
S: Bundle them into a ten and move them to the tens place.
T: Bundle your tens and move them over. How many tens do we have now?
S: 4 tens.
T: How many hundreds, tens, and ones do we have in the new number? And how do we say it?
S: 4 hundreds, 4 tens, and 0 ones. The number is four hundred forty.
T: How do we say the next number down?
S: Six hundred seventy-three.
T: How many tens do I need to add to six hundred seventy-three to make a bundle of tens that I can move over to the hundreds place?
S: You need 3 more tens.
T: How do you know?
S: You have 7 tens, and I know that 7 and 3 make 10. So you need 3 more tens.
T: Great job. How many hundreds, tens, and ones do I have now? And how do I say this new number?
S: You have 7 hundreds, 0 tens, and 3 ones. The number is seven hundred three.
T: Excellent. Read the next numbers on your paper to your partner. (Allow time to do so.)
T: For the number 297, how many more tens would be necessary to compose the next unit, and what would that new number be?
S: You need 1 ten, and the new number would be 307.
T: For the number 308, how many more one would be necessary to compose the next unit, and what would that new number be?
S: You need 2 ones, and the new number would be 310.
T: Discuss with your partner three questions I will write on the board:
1. How many units of 1 are in 1 ten?
2. How many units of 10 are in 1 hundred?
3. How many units of 100 are in 1 thousand?
T: I hear a lot of intelligent answers. Show me what you know by completing your Exit Ticket. Return to your seat as soon as you have it. If you finish early, count by 10 on the back of your paper as high as you can go!
activity-metadata | |
section-title | Closing |
activity-type | Exit Ticket |
activity-title | Exit Ticket |
activity-source | ENY-G2-M3-L1-ET |
activity-materials | ENY-G2-M3-L1-Student-ET |
activity-standard | |
activity-mathematical-practice | |
activity-time | 3 |
activity-priority | 1 |
activity-metacognition | This Exit Ticket assesses students’ understanding of bundling 10 smaller units into a larger unit, understanding the size of the unit, and modeling a number in unit form with drawings and number name. |
activity-guidance | |
activity-content-development-notes |
After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help with assessing students’ understanding of the concepts that were presented in today’s lesson and planning more effectively for future lessons. The questions may be read aloud to the students.
[materials]
Name ______________________________________ Date ____________________
1. Draw lines to match and make each statement true.
[indent]10 tens = 1 thousand
[indent]10 hundreds = 1 ten
[indent]10 ones = 1 hundred
2. Circle the largest unit. Box the smallest.
[indent]4 tens 2 hundreds 9 ones
3. Draw models of each, and label the following number.
[indent]2 tens 7 ones 6 hundreds
activity-metadata | |
section-title | Homework |
activity-type | Homework |
activity-title | Homework |
activity-source | ENY-G2-M3-L1-HW |
activity-materials | ENY-G2-M3-L1-Student-HW |
activity-standard | |
activity-mathematical-practice | |
activity-time | |
activity-priority | |
activity-metacognition | This Homework set gives students the opportunity to bundle units into larger units and find the total number given a representation of groups of straws. |
activity-guidance | |
activity-content-development-notes |
[source]
[materials]
[Homework]
[Page Break]
foundational-metadata | |
subject | MATH |
grade | 4 |
unit | 1 |
topic | A |
lesson | 1 |
lesson-objective | SWBAT make a 10 and find the next 10: composition and decomposition of numbers and relating composition and decomposition to addition and subtraction. |
lesson-standard | 2.OA.B.2 |
[source]
activity-metadata | |
section-title | Foundational Skills |
activity-type | Fluency Activity |
activity-title | Happy Counting the Say Ten Way |
activity-source | ENY-G2-M1-L2-F#2 |
activity-materials | ENY-G2-M1-L1-F#2; ENY-G2-M3-L4-T#1 |
activity-standard | 2.OA.B.2 |
activity-mathematical-practice | |
activity-time | 10 |
activity-priority | 1 |
activity-metacognition | Foundational Skills Lesson 1 focuses on composing 10 and the next 10 which helps students establish fluency with addition and subtraction facts within 20. It also emphasizes relating decomposition of numbers using place value to addition. This Fluency Activity focuses on decomposing numbers into tens and ones and relating the decomposition to addition. Together, these skills support addition and subtraction using place value strategies. |
activity-guidance | |
activity-content-development-notes | Modify activity as seen in this initial template (pg 26). Use directions from ENY-G2-M1-L1 Happy Counting directions and Part 1 and Part 2 from ENY-G2-M1-L1 Happy Counting. Template is from ENY-G2-M3-L4. |
[source]
Materials: (T) Hide Zero Cards Template
Note: East Asian or Say Ten counting (e.g., 13 is said ten 3) matches the base ten structure of numbers. In contrast, the English language says the ten after the ones (e.g., four-teen). This makes fourteen easily confused with forty. Since Kindergarten, in A Story of Units, students have been counting the Say Ten way, a practice substantiated by research[1].
Part 1: Say Ten Counting with the Hide Zero Cards
[position: right] |
T: (Show 11 with the Hide Zero cards. Pull them apart to show the 10 and the 1. Repeat silently with 15 and 19.)
T: (Show 12 with Hide Zero cards.) Say the number the regular way?
S: 12.
T: (Pull cards apart.) The Say Ten way?
S: Ten 2.
T: (Show 13.) The Say Ten way?
S: Ten 3.
T: The regular way?
S: 13.
T: Let’s Say Ten count starting from 15 to 19.
S: Ten 5, ten 6, ten 7, ten 8, ten 9.
T: What comes after ten 9?
S: 2 tens.
T: That’s right. Continue counting to 25 using the Say Ten Way.
S: 2 tens 1, 2 tens 2, 2 tens 3, 2 tens 4, 2 tens 5.
T: Let’s start with a new number. (Use Hide Zero cards to show 47.)
T: How much do I have?
S: 47.
T: What is 47 the Say Ten way?
S: 4 tens 7.
For about 2 minutes, students count up and down within 100. Each 20 to 30 seconds, begin a new counting sequence starting from a larger decade. While moving up and down, cross over tens frequently (e.g., 38, 39, 40, 41, 40, 39 or 83, 82, 81, 80, 79, 78, 79, 80, 81) as this is more challenging, especially counting down.
Part 2: Happy Counting
[position: center] |
Note: When Happy Counting, make the motions emphatic so counting is sharp and crisp. As students improve, up the challenge by increasing the speed and the number of direction changes or by using higher numbers. Be careful not to mouth the numbers!
T: Now, let’s do some Happy Counting. Watch my thumb to know whether to count up or down. A thumb in the middle means pause. (Show signals as you explain.)
T: Let’s count by ones starting at ten 3. Ready? (Rhythmically point up or down depending on if you want students to count up or count down.)
S: Ten 3, ten 4, ten 5, ten 6, (pause) ten 5, ten 4, (pause) ten 5, ten 6, ten 7, ten 8, (pause) ten 7, (pause) ten 8, ten 9, 2 tens.
T: Follow my hand as we Happy Count. Watch my thumb.
T: Let’s start at 2 tens 8. (Stop before students start to lose enthusiasm, after about 1 minute.)
T: Excellent! Try it with your partner. Partner A, you are the teacher today. I’ll give you 30 seconds.
Ask students to share the number sentences for the following numbers.
T: Let’s share number sentences that break apart two-digit numbers into tens and ones. (Show 28 on the Rekenrek and with Hide Zero cards.) I say 2 tens 8, and you say 20 + 8 = 28. (Break apart Hide Zero cards to show 20 and 8.)
T: 2 tens 8.
S: 20 + 8 = 28.
T: (Write 20 + 8 = 28.)
T: 5 tens 3.
S: 50 + 3 = 53.
T: (Write 50 + 3 = 53.)
Use the following suggested sequence: 36, 19, 58, 77, 89, 90.
[materials]
[Page Break]
activity-metadata | |
section-title | Foundational Skills |
activity-type | Fluency Activity |
activity-title | Ten-Frame Flash |
activity-source | ENY-G2-M1-L1-F#1 |
activity-materials | ENY-G2-M1-L1-F-T#1; ENY-G2-M1-L1-F-T#2 |
activity-standard | 2.OA.B.2 |
activity-mathematical-practice | MP.8 |
activity-time | 5 |
activity-priority | 2 |
activity-metacognition | This fluency prepares students to identify partners of ten in the following activities. Students work to visually identify the combinations of ten using a ten-frame. |
activity-guidance | This is a priority 2 activity. If you do not have time to complete this activity during the Foundational Skills block, incorporate this activity as practice when you have free time throughout the day (e.g., during transition, during morning meeting, etc.) to help students build fluency with partners of ten to be used throughout this unit. |
activity-content-development-notes |
[source]
Materials: (T) Ten-frame cards Template, (T) 5-group column cards Template
Note: By alternating between ten-frame and 5-groups column cards, students develop flexible perception of numbers 6–10 in two parts, with one part as 5. This activity practices the core fluency objective from Grade 1, adding and subtracting within 10.
[smp: MP.8]
The teacher flashes a ten-frame card for 2–3 seconds and guides students to respond on a signal. Students then generate a number sentence to get to 10.
T: (Flash the 9 ten-frame card. Give the signal.)
S: 9.
T: How much does 9 need to make 10?
S: 1.
T: Say the addition number sentence to make 10, starting with 9.
S: 9 + 1 = 10.
T: (Continue to show the 9 card.) Tell me a related subtraction sentence starting with 10.
S: 10 – 1 = 9. 10 – 9= 1.
[end smp]
Continue the process, using both ten-frame cards and 5-group column cards in the following suggested sequence: 8, 2, 5, 7, 3, 6, 4, 10, and 0.
[materials]
[Page Break]
[Page Break]
[Template]
[Page Break]
activity-metadata | |
section-title | Foundational Skills |
activity-type | Fluency Activity |
activity-title | Target Practice: Within 10 |
activity-source | ENY-G2-M1-L2-F#4 |
activity-materials | ENY-G2-M1-L1-F-T#3 |
activity-standard | 2.OA.B.2 |
activity-mathematical-practice | |
activity-time | 7 |
activity-priority | 1 |
activity-metacognition | This activity should focus on finding pairs of ten. Finding pairs of ten (and other single-digit numbers) is important for building fact fluency and composition and decomposition strategies for addition and subtraction within 20 (2.OA.B.2). This skill supports students being able to efficiently apply the standard algorithm (4.NBT.B.4) toward the end of this unit. |
activity-guidance | |
activity-content-development-notes |
[source]
Materials: (S) Per set of partners: personal white board, (S) target practice Template, 1 numeral die
Note: Decomposition of single-digit numbers and 10 is a foundational skill for fluency with sums and differences to 20.
Assign Partner A and Partner B. Students write the target number, 10, in the circle at the top right of the target practice template.
Directions:
Adjust the target number as appropriate for each pair of students, focusing on totals of 6, 7, 8, 9, and 10.
[callout] |
NOTES ON MULTIPLE MEANS OF ACTION AND REPRESENTATION |
For students who have not yet mastered their pairs to ten, use fingers as models. Have students show the larger addend on their fingers and encourage them to look at their tucked fingers to determine the partner to make ten. |
[materials]
activity-metadata | |
section-title | Foundational Skills |
activity-type | Fluency Activity |
activity-title | Make the Next Ten |
activity-source | ENY-G2-M1-L2-F#5 |
activity-materials | |
activity-standard | 2.OA.B.2 |
activity-mathematical-practice | |
activity-time | 8 |
activity-priority | 1 |
activity-metacognition | This Fluency Activity focuses on making the connection between pairs of 10 and finding the next 10, which supports students with fluency with addition. |
activity-guidance | Be sure to make the connection between pairs of 10 and finding the next 10 explicit (e.g., how does knowing that 8 needs 2 to make ten help us know how to get from 28 to the next ten?). Relate finding the next 10 to an addition sentence. For example, have your students say the addition sentence for finding the next 10 for each number: 28 → 28 + 2 = 30. |
activity-content-development-notes | Modify to include the question from the Student Debrief to add one question: T: How does knowing that 8 needs 2 to make ten help us know how to get from 28 to the next ten? |
[source]
Note: This is a foundational skill for mastery of sums and differences to 20. If students do not know their partners to 10, do not advance to making multiples of ten.
T: I’ll say a number, and you tell me what it needs to make the next 10.
T: 8. Get ready.
S: 2.
T: 28.
S: 2.
T: 58.
S: 2.
Continue the process using the following possible sequence: 7, 27, 67, 87.
T: With your partner, take turns saying pairs to make 10, 20, 30, 40, 50, 60, 70, 80, 90, or 100. It’s your choice. Partner A, you will go first for now.
After about 30 seconds, have partners switch roles. Keep it fun and joyful!
T: How does knowing that 8 needs 2 to make ten help us know how to get from 28 to the next ten?
[1] Progressions for the Common Core State Standards: “K–5, Numbers and Operations in Base Ten” (pp. 5)