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Group
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Lesson Content
What Standards (national
or state) relate to this
lesson?
Understand that the two digits of a two-digit number represent amounts of tens
and ones.
a. 10 can be thought of as a bundle of ten ones called a ten.
b. The numbers from 11 to 19 are composed of a ten and one, two, three, four,
five, six, seven, eight, or nine ones.
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).
d. Decompose two-digit numbers in multiple ways (e.g., 64 can be
decomposed into 6 tens and 4 ones or into 5 tens and 14 ones)
Essential Understanding
Rationale
How can you group cubes to show a number as tens and ones?
How can you manipulate a number to write it, model it, and show it in tens
and ones?
Students will be able to identify how many tens and ones are in a given
number
Students will be able to model how many tens and ones are in a given
number
Students will be able to represent numbers flexibly
Students will be able to use precision while explaining the concept of place
value
Its important to teach this lesson within the place value concept because
students need to know that 17 and 71 are not the same number. For example, the
majority of the class writes 14 as 41.
1. Based off of oral answers given during the video before the lesson.
2. Formative Assessment: 6.6 worksheet
3. Summative Assessment: Partner problems
Teaching Methods
Place value
Correct vocabulary: digit, ones, tens, hundreds, and place value
See and record numbers in different ways
Counting patterns (skip counting)
Correct vocabulary: place value, ones, tens, hundreds
1.
2.
3.
Step-by-Step Plan
Group
Size19
12:4
5
1:30
Lesson Implementation
Gradual release this process has worked well the past few weeks. It helps
us determine which students have an understanding of the concept and
which do not.
Partner work if the students are paired correctly, great ideas will be
produced.
Small groups it allows for more instructional time for the ones who do not
understand the concepts as quickly.
Students
1. Students will come to the carpet and sit on their carpet
Teacher
spot
2. A hook video will be shown to the students for the
Class
lesson via Think Central
3. The 6.6 worksheet will be displayed on the Elmo to page
261. The class will collectively solve how to display 23 in
Class
tens and ones using cubes and then discuss how they
Students
did so.
4. Page 262: Model and Draw and #1 will be done and
discussed as a class.
Small
5. Students will be told to go back to their desks and
groups
complete #2-#4 and then raise their hand to get it
checked off before moving on to page 263 and 264.
6. For students that have trouble, small groups will be
Group
Size19
Teacher
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
Think Central
Khan Academy
Fast Math
Group
Size19
How will you differentiate instruction for students who need additional
language support?
Accommodations (If
needed)
Materials
CD does not need to complete the 6.6 worksheet. He has already mastered the
content so he will login to Think Central or watch Khan Academy videos to enrich
his learning.
JB, EC, EN, AS, JI these students will need additional scaffolding to complete the
6.6 worksheet so theyll be pulled and placed in small groups.
6.6 worksheet
Partner worksheet
Elmo
Pencils
Students
Cubes