##
* *Reflection: Student Ownership
Pick Your Ten - Section 2: Station Time

As I was checking in with each student, I would ask students (who had errors on their recording sheets) to discuss how they got their answer. If they couldn't figure out their mistake, I would ask them to use the ten frame cards to try the problem again. When they were finished, I would ask them to call me back over and show me what they found out.

This allowed them to correct their errors on their own. Most of the errors were when students were adding/subtracting multiples of ten to/from numbers above 100.

# Pick Your Ten

Lesson 8 of 9

## Objective: SWBAT accurately count groups of tens and ones. SWBAT accurately add multiples of ten and subtract multiples of ten from a given number.

### Thomas Young

## Big Idea: Score this party a 10! Students will join in a 10 celebration as they choose from their favorite unit activities .

*65 minutes*

### Thomas Young

#### Warm Up

*5 min*

I start by having the students face me on the carpet. I want each student to sit where they can see me and I can see them.

*"We are going to do more fast fingers today. Remember, this is a game where I will say a number and you will show me that number with your fingers. If I say 21, you would flash ten twice and then one more finger. Let's try a few together."*

I am purposeful with whom I call on, this way I can be specific on checking for understanding.

There is a video of this activity in the section resource.

In this activity, the students are meeting the CCSS because they are demonstrating an understanding that the two digits of a two-digit number represent amounts of tens and ones (CCSS.MATH.CONTENT.1.NBT.B.2).

It is important that the speed at which the game is played is emphasized. You want students to think about quickly adding or subtracting a 10. You don't want them counting on by 1s.

#### Resources

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#### Station Time

*45 min*

Students will be able to choose from any of the following activities. I want to spend one last day allowing the students to work with the concepts from this unit before the end of the unit assessment. Each of these activities has a link that will give you a full description of the activity and the resources needed. I recommend that you have enough copies of each recording sheet to allow student sot pick and choose during the station time.

**+10 or -10**: In this activity, the students are "adding 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." They are also "subtracting multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90, using concrete models and/or strategies based on place value" (CCSS.MATH.CONTENT.1.NBT.C.4 & CCSS.MATH.CONTENT.1.NBT.C.6)**How Many On My Plate? (Addition)**: In this activity, the students are "adding 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." They are also "subtracting multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90, using concrete models and/or strategies based on place value" (CCSS.MATH.CONTENT.1.NBT.C.4 & CCSS.MATH.CONTENT.1.NBT.C.6)**How Many On My Plate? (Subtraction)**: Students are "subtracting multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90," and they are "using concrete models and strategies based on place value to explain their reasoning" (CCSS.MATH.CONTENT.1.NBT.C.6).**Roll A Number**: In this case the students are meeting the CCSS goal of "adding within 100, including adding or subtracting a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models and strategies based on place value concepts. They are relating the strategy to a written method and explain their reasoning." Some students will "mentally finding 10 more or 10 less than the number, without having to count and can explain the reasoning they used." (CCSS.MATH.CONTENT.1.NBT.C.4 CCSS.MATH.CONTENT.1.NBT.C.5 & CCSS.MATH.CONTENT.1.NBT.C.6)

As students are participating in these activities, you should make sure that you touch base with students who you know are needing extra with the concepts and also check in with all students to see who they are processing the math. In the section resource, there is a video that models a conversation that I had with a student. This student makes a great connection and elaborates on how he knew 115 + 20 =135.

#### Resources

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#### Lesson Wrap Up

*10 min*

I want to end the lesson with an activity that allows students to demonstrate their understanding and ability to add or subtract multiples of ten to/from a two digit number. I am adding a spinner that has +10 through +30 and -10 through -30 to the Drop Sticks activity.

"You are going to work with a partner a play Drop Sticks. However, today I am going to add a little change in the way the activity works. You will drop the sticks and count the total. I want you to count them as they fall. Don't sort them by 10's and 1's. Then state your total. Your partner will then spin the spinner and you will have to add or subtract that much to your amount and say the new amount. Then you switch roles."

There is a video in the section resource of this activity.

#### Resources

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#### Continued Practice

*5 min*

I will ask the students to meet me on the carpet and hand out their sheet for today's Mad Minute exercise. This routine was introduced in a previous lesson. Please check out the link to get a full overview of this routine.

I want to really focus on fact fluency and build upon the students ability to solve within ten fluently (CCSS.MATH.CONTENT.1.OA.C.6). I am going to use the Mad Minute Routine. This is a very "old school" routine, but I truly feel students need practice in performing task for fluency in a timed fashion. Students need to obtain fact fluency in order to have success with multiplicative reasoning. Students who don't gain this addition fact fluency by the end of 2nd grade tend to struggle with the multiplicative reasoning in third. Having this fluency also allows them to work on more complex tasks because the have the fact recall to focus on the higher level concepts.

*expand content*

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- UNIT 1: Counting Quantities
- UNIT 2: Working with Numbers, Operations, and Story Problems
- UNIT 3: Counting & Comparing
- UNIT 4: Blending
- UNIT 5: Building Numbers
- UNIT 6: Shapes Within Shapes
- UNIT 7: Data and Analysis
- UNIT 8: Non Standard Measuring
- UNIT 9: Shapes Within Shapes
- UNIT 10: Working with Numbers, Operations, and Story Problems
- UNIT 11: The Number 10 and the Addition and Subtraction Concept
- UNIT 12: The Ten Concept: Counting On and Off the Decade and Knowing 10 More/ 10 Less
- UNIT 13: Fraction Action Lessons
- UNIT 14: Counting by Groups
- UNIT 15: Complements of 10 and 20
- UNIT 16: Money!
- UNIT 17: Shapes, Blocks, and Attributes
- UNIT 18: Reviewing Data Collecting and Graphing

- LESSON 1: How Many Dots?
- LESSON 2: How Many Dots? Day 2
- LESSON 3: Using the Number Grid to Add or Subtract Ten
- LESSON 4: Adding and Subtracting Multiples of Ten
- LESSON 5: Mid Unit Check In
- LESSON 6: How Many On My Plate? (Addition)
- LESSON 7: How Many On My Plate? (Subtraction)
- LESSON 8: Pick Your Ten
- LESSON 9: End Of Unit Assessment