SWBAT represent a quantity using ten frames.
SWBAT articulate how many tens are in a given number.

Students pretend that ten frames are trays of 10 cookies each as they work to fill orders at a bakery!

5 minutes

**Review**

*Yesterday we used ten frames to help us think about how many tens we were making. Let's do a count by 10s song to help get our brains ready for today's work!*

**Connect**

*We use tens to help us make numbers. Ten is our best friend and we can use it to make bigger quantities!*

**Objective**

*Your thinking job today is: How many tens are in a number and how do I show it with ten frames?*

10 minutes

Today we are going to work at a bakery, filling orders of cookies. We have special trays at this bakery that hold 10 cookies, just like our ten frames hold 10 cubes.

**Present problem: ****We have 30 cookies to put on trays. Each tray can hold 10 cookies. How many trays of 10 do we need?**

**Guiding Questions:**

These questions help students learn how to work through a problem, this aligns to CCSS Mathematical Practice standard, "Make sense of and persevere through problems".

- What is happening in this problem?
- Partner Talk: What do we need to do to solve this problem?
- What tools could we use to help us think through this problem?

20 minutes

**Student Work Time:**

As students work, I float and take note of the strategies students are using. Some of the possible strategies are (from lowest to highest):

- Students count out 30 cubes. Students then take the cubes and put them into groups of 10.
- Students make groups of 10 from the beginning and count the groups by 10 until they make 30.
- Students use a counting strategy. 10, 20, 30, so 3 tens.
- Students “just know” 3 because they know 30 is 3 tens. Push these students to explain how they could prove it.

**Share Time:**

I'll choose 2 student strategies to share with the class. We will create an anchor chart of how these 2 students solved the problem that other students can refer back to during their independent work time.

**Guiding Questions:**

- How many trays of ten did we make?
- How could we use tens to help us count these cubes? If we counted by 1s, would we get the same amount?
- Why can we count these by 10s?
- How many tens is that? Why do we say 3 tens instead of 30 tens? What do we have 30 of? 30 tens or 30 cookies?

15 minutes

Directions:

1. Draw an order card.

2. Cut out the ten frames needed to fill that order.

3. Write how many tens.

**Group A: Intervention**

For these students, I will have them build the number out of cubes each time on ten frames. This concrete exposure is necessary for them to understand the picture.

**Group B: Right on Track**

I'll push these students to represent the number with the picture, without needing to take out the cubes to represent it.

**Group C: Extension**

I'll give these students larger numbers to see if they can generalize their understanding of groups of tens.

*See Cookie Cards and Recording Sheet.docx for independent practice.*

5 minutes

Watch this video to see how I close out this lesson. You can find the quick images I use here.