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Grouping with Tens Lesson

Friday, March 2nd, 2018

Mathematics
Grouping with Tens

Standards
Number and Operations in Base Ten
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.
CCSS.Math.Content.1.NBT.C Use place value understanding and properties of operations to add and subtract.
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.

Objective/Goals
1. Students will be able to quickly identify groups of ten in order to strengthen regrouping skills (education.com).
2. Students should be able to understand how to make number sentences using a ten frame and understand how to manipulate numbers by themselves.

Procedures
1. Introduction/Motivation (7 minutes)
1. Extend the Counting sequence
1. Count to 120, starting at any number less than 120. Read or write the numbers on the board in sequence. After awhile, children should catch on
eventually.
2. Explain to students that many subtraction and addition problems can be made easier by dealing with groups of ten.
3. Introduce what a ten frame is and how it is used (mathcoachscorner.com)
4.
2. Instruction/Modeling (20 minutes)
1. A 10 can be thought of as a bundle of ten ones — called a "ten."

?- If I have 17 ones, how many "tens" can be made?-1 with 7 leftover


1. 1. Direct the students to use the ten frames and hand out the box of conversation hearts to each student ( They cannot eat them. If they eat them, they
have some sort of discipline).
2. With your ten frame, show how numbers can be shown and made.

?- If I have 2 full ten frames (picture) what number would that represent?
1. 1. Instruct that a full ten frame are considered a group of 10 and the extra counters (candies) are ones. Understand that the two digits of a two-digit
number represent amounts of tens and ones.
1. Ex. Show a picture of 1 full ten frame and 3 on the other counters (candies). 10+3=13
2. Have the students see if they can make any numbers with their ten frames. Have individual students come to the overhead projector and show the
other students how they made their number. Talk through with them to give the students watching a fuller understanding of how the student is
demonstrating their number.
2. 1. Show that you can make addition/subtraction sentences with the ten frames.
1. Ex. 1 full ten frame and 6 counters (candies) outside of the frame + 2 counters (candies) = 1 ten frame and 8 extra counters (candies), 18.

?- With the ten frames and counters that you are given, whats the biggest addition sentence that you can make?
1. 1. 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. Subtraction is a harder concept for them to understand, show that subtraction is the same as take-away with the colored counters and ten
frames.

?- When I take away 4 from 2 full ten frames what number am I going to have in all? 20-4=16
1. 1. They can eat the conversation hearts now. :)
2. Group Work (10 minutes)
1. Have them get into their assigned math groups and work on Counting Tens and Ones Wksht.
1. Walk around and make sure they are getting the concept and doing the worksheet correctly.
1. Don't give them answers directly. Have them work through with their ten frames and counters
2. Go over the worksheet on the overhead. Ask students questions and make sure they understand the worksheets.
3. Individual Learning (8 minutes)
1. Have them go back to their individual seats. Hand out the Base ten and Place value worksheets to work on individually. Any work they don't finish in
this time is homework.

Counting-Tens-and-Ones--up-tp-20-.pdf
Base-Ten-and-Place-Value---up-to-20-.pdf
Base-Ten-and-Place-Value.pdf

Homework
This should be a simple worksheet for the students to complete at home on their own time. If they didn't finish the Base Ten and Place Value Worksheets,
these are homework as well.
Daisy-Dinos-Numbers.pdf

Supplies/Preparation
Conversation Hearts (These are cleaner than skittles or m&m's, but anything that size can work)
Ten Frames
These should be printed on laminated construction paper-maybe colored to make it individual for each student.
Worksheets
Overhead Projector

Resources
https://www.education.com/lesson-plan/10-again/
http://www.sde.idaho.gov/academic/shared/math/ICS-Mathematics.pdf
http://www.mathcoachscorner.com/2015/10/using-ten-frames-to-understand-numbers-from-11-20/

Reflection