##
* *Reflection: Checks for Understanding
Frijoles!-Exploring Ways to Make Ten - Section 4: Independent Practice and Informal Assessment

It was really fun for me to walk around and observe the students complete the independent practice session of this lesson. I was able to get a good handle on the level of understanding that the students have about making ten. For example, some students looked at the beans and counted either the red or white and used that information to figure out the other number. Some students did not even need to count, they could just look at the beans and say, 4 red and 6 red. Some students had difficulty counting the beans in a scatter pattern, needing to group them by color and others could quickly count the beans regardless of the pattern.

We focus a great deal of attention on formal assessment, but I don't believe that a single assessment I have administered has given the information that I walked around the room and recorded on my informal observation sheet. From this information, I can determine the level of understanding that my students have on several Common Core Standards.

*Frijoles!-Exploring Ways to Make Ten*

*Checks for Understanding: Frijoles!-Exploring Ways to Make Ten*

# Frijoles!-Exploring Ways to Make Ten

Lesson 7 of 12

## Objective: Students will be able to join groups in random configurations to make ten.

*45 minutes*

#### Opening

*10 min*

My students have been exploring folk tales. We have been reading several different versions of each folktale. We just read Goldilocks and the Three Bears. I use a version of the story with a Latino flavor called, Abuelo and the Three Bears to introduce this math lesson, available from Scholastic Books. Because of my immigrant population, I love reading this book that has many words in Spanish. The entire book is also available in Spanish. We will be using counting beans in the lesson, so this book is a fun way to introduce the "beans" as the bears in this version of the story eat frijoles (beans) instead of porridge.

I gather my students around my chair and read them the story. When we are done reading it, we take the time to compare the story to the original version of the story to Abuelo and the Three Bears. After we are done comparing, I ask the students, *How many of you like beans? * The students share their opinions. I tell the students, *Today, we are going to have some fun with beans in math today.* I get a few "eeeeewwwws", but the student's interest in the lesson has been piqued. We move over to the SMARTBoard for direct instruction.

#### Resources

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#### Direct Instruction

*15 min*

For this portion of the lesson, I use the Making Ten Beans SMARTBoard file. If you have a different type of interactive whiteboard, you can still use this lesson by opening the file in Smart Notebook Express. There is also a PDF you can use to recreate this part of the lesson.

I gather my students in front of the SMARTBoard. I have cards with each student's name on. These cards are used for selecting who will come up to the SMARTBoard.

I open the first slide (SMARTBoard Slide 1) with the lesson objective written in "student friendly" terms. There is a content objective and a language objective to help focus on vocabulary expansion for my English Learners (ELs) to be congruent with SIOP instructional techniques. I read these objectives aloud for my students.

*Content ObjectiveI can tell different ways to make ten.Language ObjectiveI can tell a friend a way to make ten.*

**Slide 2: ***We have made ten using a ten frame. Can we figure out different ways to make ten without a ten frame?*

**Slide 3: ***Let's use beans!! *I invite three students to come up to the SMARTBoard. One counts the red beans and records, one counts the white beans and records, and the last one counts how many in all.

**Slide 4-7: ** Continue as above.

**Slide 8:** It's is now Turn and Talk Time. This is an instructional strategy that helps to build the English skills of my EL students. Each student has a Turn and Talk partner. I ask them to hold hands with their partner and raise their hands in the air so I can quickly check that everyone has a partner. I ask the question, *My friend shook beans and came up with these different ways to make ten. Can you think of way that she didn't come up with? * The discussion begins and I can tell that some of the students are struggling. I give them a hint by saying, I don't see the number 4 up there? Could the number 4 be up there? What number would you need to go with it? This helps the students begin their discussion. When they are done talking, I call on some of the students to share their answers. I repeat the answers as a sentence, 10 and 0 is 10, to prove modeling for my EL students.

We now return to our seats for guided practice.

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#### Guided Practice

*10 min*

For this part of the lesson, you will need the Jumbo Bean Template. I run 10 copies of the bean on white construction paper. I then stack a piece of red construction paper behind the bean and I cut both pieces of paper at the same time. I glue the two pieces of construction paper together to make a two sided bean.

I gather the students into a circle and I tell them, *We are going to GENTLY toss ten beans into the circle and create number sentences that tell about them. * I demonstrate how to safely toss the beans into the circle. I tell them that everyone will get a chance to toss the beans into the circle. I pass the beans out and have the students toss the beans into the circle. We count the beans and figure out what is the number sentence that describes the beans (2 and 8 is 10). I have the students say each number sentence.

After we are done with the number sentence, the students give their beans to someone who has not had one. We repeat the process several times, giving the students lots of opportunity to compose number sentence. When we are done, I collect the beans and we prepare for independent practice.

#### Resources

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For this part of the lesson, you will need the Making Ten Beans Activity Sheet . You will also need red and white beans for the students to "toss". You can buy commercially made bean manipulatives or simply get some white beans and spread them out on a newspaper and spray one side of them red.

I distribute the recording sheet to the students and give each student 10 red and white beans. I tell the students, you will be tossing ten beans. I want you to color in your paper to show what the beans look like. If you toss the beans and get 5 red beans and 5 white beans, you will color in 5 red beans on your sheet and leave the other 5 white. You will then write a number sentence under the beans describing what you roll. If you rolled 5 red and 5 white, you would write, 5 and 5 is 10. Continue doing this until you have completed the worksheet.

The students begin working and I move about the room to observe their work. See video. I clarify the directions and help the students as needed. When the students are done, I check their work and have them say at least one of the number sentences aloud to continue to build language skills.

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- UNIT 1: Exploring Numbers 0-10
- UNIT 2: Working With Numbers 0-10
- UNIT 3: Exploring Numbers 11-20
- UNIT 4: Working with Numbers 11-20
- UNIT 5: Sorting, Graphing, and Patterning
- UNIT 6: Fun with Numbers 0-20 and Beyond
- UNIT 7: Geometry
- UNIT 8: Introduction to Addition and Subtraction

- LESSON 1: Farmer Fred-Identifying Quantities in Groups
- LESSON 2: Farm Fun-Joining Groups
- LESSON 3: In the Pen-Joining Groups in a Ten Frame
- LESSON 4: Ten in the Pen-Joining Groups in a Ten Frame
- LESSON 5: Dot the Dog-Making Ten with Domino Patterns
- LESSON 6: Where Are the Dots?-Making 10
- LESSON 7: Frijoles!-Exploring Ways to Make Ten
- LESSON 8: Farmer Fred's Fenceposts-The Plus and Equal Sign
- LESSON 9: Barnyard Banter-More Work with Addition
- LESSON 10: Addition in Bloom
- LESSON 11: Cinco de Mayo! Practice with Addition Equations
- LESSON 12: Where Did They Go-An Introduction to Subtraction