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EDEL 441 1 O.

DuRant Teacher: Oleva DuRant Unit Name: Number and Operations in Base Ten Lesson Title: Introducing Numbers Greater than 10 Grade Level: 2nd Grade Standards CCSS: Math NBT B.5: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Objective(s) The student will be able categorize twodigit numbers under 20 as tens and ones. Assessment Students will complete WorkSpace page 42. They will need to correctly complete the worksheet in its entirety.

SC Standards: 2-2.8: Generate addition and subtraction strategies to find missing addends and subtrahends in number combinations (through 20). The student will be able to use the ten-frame strategy to identify the value of each digit in the two-digit numbers to 20. Students will answer questions throughout the lesson and will have to justify their answers.

Materials and Resources: 1. WorkSpace (p. 42) Worksheet - enough copies for each student 2. Do the Math Addition and Subtraction Teachers Edition 3. Pencils enough for each student 4. Students Math Journals 5. Interactive Whiteboard with Do the Math software Lesson Introduction You guys have been working with the numbers that make up 10. We have added 2 numbers to make ten, and we have also subtracted numbers from 10. Since you guys did so well, we are now going to start with numbers through 20.

EDEL 441 2 O.DuRant Procedure 1. Have students take out their math journals. Have them write down Lesson 21 at the top of their page and put the date. 2. Call the different tables of students to come sit in front of the Whiteboard with their math journals. 3. You will need to turn to page 100, in the Do the Math Teacher book. (Use this as a guide). 4. Verbally review how they were able to work with numbers 010. Introduce them to how place value can help them with larger numbers 5. Use the Whiteboard tools and pull up the ten-frame. Add the counters to the ten-frame and have the students count with you as you place the counters in each square until you get to 10. 6. Then show them how one full ten-frame is the same as 1 ten and 0 ones. 7. Give another example of your choice (as long as it is a two digit number between 10-20). (Make sure students are recording the info as we go) 8. Call on a student to have them draw the two-digit number using the ten-frame and counter tools on the Whiteboard. 9. Then ask the students if they can write how many tens and ones that number will make. (Example. 14 is 1 ten and 4 ones.) 10. Remind them that a full tenframe of counters is worth 10

EDEL 441 3 O.DuRant and that the other ten frame is not full and resembles the ones. Have them come up with an equation to match that twodigit number (example: 14 can be written as 10 (full ten-frame) + 4 (4 counters left in second ten frame) = 14). 11. Continue with a few more examples. Make sure to have the students to explain their solution/reasoning. (**Make sure you use the proper vocabulary throughout the whole group lesson. (Place value, tens, ones, addition, ten-frame, etc.) Lesson Closure After giving examples, review the tenframe strategy they can use to find the answers. Call them back to their seats and allow them to complete their worksheet on their own.

Differentiation Differentiation (A) Students will work with play money and categorize the different denominations as tens and ones. Students will create a story using place value and base ten. What intelligences are met? Kinesthetic Visual What level of Blooms is expected? Create (role-play) What intelligences are met? Verbal/Linguistic Spatial What level of Blooms is expected? Create Apply (write)

Differentiation (B)

EDEL 441 4 O.DuRant