The concept of 10 is incredibly important to students' future understanding of math. Students in this lesson use concrete models (which are incredibly important when students are first exposed to a concept) to show how we could create a number using 10s. This supports the CCSS emphasis on students having a deep conceptual understanding of mathematical concepts. This lesson also exposes students to the ten frame, and focuses on how we use it, which is aligned to MP5, Use appropriate tools strategically.
Yesterday we made groups of ten M&Ms into fun size bags. We had to see how many bags of ten we had in our larger number.
Groups of tens are very important in numbers. Mathematicians use the words, “tens” and “ones” to describe groups of ten and left overs. We can use ten frames to help us look at full tens.
Your thinking job today is: How can I use ten frames to help me break large numbers into groups of ten?
In this lesson, kids get acquainted with a mathematical tool they can use to represent 10, the ten frame. This is aligned to the Mathematical Practice standard, "Use appropriate tools strategically".
To help kids understand the ten frame, we will do a brief discussion on it to start out:
I'll then show kids how we can use the ten frame to make a group of 10. As I fill up ten frames, I'll ask some guiding questions:
I'll restates after discussion: I see that I have 20 candies. We have 2 groups of ten candies.
Now everyone is going to get 40 cubes that we will pretend are candies and some ten frames. Let’s read the problem together:
You have 40 M&Ms. You need to make fun size bags of 10 candies each. How many bags of M&Ms will you make?
I will have students work in partners to show 40. While students work, I'll look for the following strategies:
I'll choose 2 strategies to share.
1. Students count the cubes in their pre-made bags of 10, 20, 30, 40 or 50.
2. Students show how they can group the cubes into tens.
3. Students cut out the ten frames to represent how they did it.
4. Students write how many tens.
(Repeat as many times as they have time for)
Group A: Intervention
Goals for this group: Students do 30, 20 and 10 again to help them reinforce the concept of 10 with lower numbers. These students need to work on 1-1 counting to 30, so that will be their primary goal. Then they will group the number into tens with ten frames.
Group B: Right on Track
Goals for this group:Students are able to use the cubes to make the groups of tens, but start to make generalizations. For example, they might say, we did 30, so I know there are 3 bags of 10 in there.
Group C: Extension
Goals for this group: I want to push this group to start using counting strategies. In other words, they are able to count by tens to figure out how many tens will be in the number.
See attached documents for independent practice pages!