## Skip Count by 10s Notebook File - Section 2: Direct Instruction

# Valentines for My Friends: Count by 10s

Lesson 4 of 21

## Objective: Students will be able to count by 10s to 100.

*45 minutes*

#### Opening

*10 min*

For this portion of the lesson, you will need a copy of the book Valentines for My Friends. I print the book on a colored printer and laminate the pages for durability. The book can be bound with a comb, book rings or stapler. You will also need an erasable pen for the students to record answers in the book.

****The students have been rote counting by 10s for some time. This lesson will help the students make connections between the rote counting and actual counting. The students will need some coaching during the reading of the story. They will receive direct instruction on this concept in the next section of the lesson. *

I gather the students around my big chair. To help the students make connections to the text, I ask the students if they have ever given someone a special card or note. Most of the children raise their hands. I say to the students, *Today we are going to read a story about a boy who wants to give some special cards called Valentines to his friends* (This raises excitement in the room since we are very close to Valentine's Day). *I tell the students, The title of this book is Valentines for My Friends. Let's read it!*

**Page 1:** *I want to give my friends Valentines. I hope I have enough! Will you help me count them? *

**Page 2:** * There are 10 Valentines in every envelope. How many Valentines do I have here? *I invite a student to come up and count the Valentines and write in the number. I remind the student that there is 10 Valentines in the envelope.

**Page 3:** *I’m not sure that 10 is enough. Maybe I should do more. How many are here?* Another student is invited to come up. I coach the student on how to count by 10s to get the answer.

**Page 4:** *Wow…30! That’s a lot, but I think I want more. How many do I have now? *Another student comes up to count.

**Page 5:** *Hmmm….60. I am still not sure that’s enough. Can you count these? * A final student comes up and counts the Valentines.

**Page 6:** *Eighty! That should be enough! Happy Valentine's Day!*

**Page 7:** *Whoops!! Sorry about that! Could you maybe give us a box of candy next year instead? *

The students make a connection between this story and stories we have read that are included in other lessons on place value with the characters Bart and Becky.

We then move over to the SMART Board for direct instruction.

#### Resources

*expand content*

#### Direct Instruction

*15 min*

For this portion of the lesson, I use the Skip Count by 10s SMART Board 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 SMART Board. I have cards with each student's name on. These cards are used for selecting who will come up to the SMART Board.

I open the first slide (SMART Board 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 count to one hundred by tens.Language ObjectiveI can explain to a friend how to count by ten to one hundred using a hundred chart.*

*We then continue with the rest of the slides.*

**Slide 2:** *Do you remember our base ten blocks? We stacked up blocks until we had a tower of ten. *

**Slide 3:** *We can turn our tower on its side. Does it still have ten blocks? Yes, of course it does. *

**Slide 4:** *What if I turned ten towers on their side and stacked them up? What does it look like? That's right. It looks like it could be a hundred's chart. *

**Slide 5:** * So...each row of the hundred's chart has ten squares, just like our towers of blocks have. *

**Slide 6:** *I can count how many blocks there are. Each row has 10, so I can count by 10s to see how many there are. The hundred's chart can help me. *

**Slides 7****:** Counting by 10s can be very handy. When things are grouped by ten, I can count quickly. How many fingers are there?

**Slide 8:** How many flowers are there? Let's use the hundreds chart to figure it out.

**Slides 9:** How many pennies are there? Let's use the hundreds chart to figure it out.

**Slide 10:** *How many scoops of ice cream? Use the chart if you need it.*

**Slide 11:** It is now Turn and Talk time. My students get the opportunity to practice their math vocabulary. Every student in my class has a Turn and Talk partner. They hold hands with their partner and hold them up in the air so I can check to see that everyone has a partner. I then ask them the question, How many toes? How can the hundred's chart help you figure this out? The students start talking and when they are done with their discussion, I call on a student to share their answer with the class. The student tells the class that there are 80 toes. He explained that there are 8 groups of feet. They each has ten toes. So we can count by tens by going down the hundred chart.

We then move to our tables for guided practice.

*expand content*

#### Guided Practice

*10 min*

For guided practice, you will need the Counting Valentines Guided Practice. I print one set of the cards for every two students and laminate them before cutting them out.

I pair up the students and give each pair a set of cards. To avoid having one student control the work, I have them divide the cards between them so they each have five cards.

I say to the students, *We are going to practice skip counting. I want you to put your cards out in order. What number will you start with? That's right ten. What number will you end with? Yes, 100! You will need to fill in the numbers in between.*

The students start working to put the cards in order. I want the students to recognize a structure that they know well - counting by ones to 10, to apply to the structure of counting by tens (MP7). I have the students mix up the cards and put them in order several times. After a few times putting them in order, I have the students pick up the cards and put them bag in the zipper bags. We then move on to independent practice.

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For the independent practice section of this lesson, you will need copies of the Skip Counting Hearts activity sheet. I distribute copies of the sheet to the students and ask them to put their names on the top of their papers.

I tell the students that they are going to practice counting by 10s. *Cut across the bottom of the sheet. Arrange the numbers in skip counting by 10s order on your sheet. Do not glue them down. When you are done, raise your hand and I will come and check your work. After I check your work, you can glue the numbers down.*

The students begin working and I check on their progress and correct errors as needed. When the students complete their work, they put it in their mailbox.

#### Resources

*expand content*

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- LESSON 4: Valentines for My Friends: Count by 10s
- LESSON 5: The 100th Day: More Practice Skip Counting by 10s
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- LESSON 18: Avery's Aliens: Counting by 5s to Larger Numbers
- LESSON 19: Showin' What We Know: Unit Review (Day 1)
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