SWBAT group ones as a set of 10 and count by 10's to 120.

Perfect 10! I want my students to identify the relationship between ones and sets of ten. They need to identify that 10 is a set of 10 ones.

5 minutes

I will supply my students with a 120 number chart. If you do not have one, you can access a printable one here. I will pass out enough cheerios to every student to have one for every square. I will give my students time to arrange their Cheerios on their chart. Then I will have a discussion with my class:

*Students lets touch and count our Cheerios. One, two.... Whew! That wore me out. Did it take us a long time to count all those Cheerios? Is there a method we could use to make the counting faster? Could we group them together and count by the groups? *

I assume I will have some students mention we could group them by all different number sets, but I will guide them towards grouping them by 10's.

20 minutes

First graders become more proficient at math by using concrete objects or pictures to help them conceptualize and solve problems. This helps them make sense of problems and persevere in solving them. (MP1). This lesson began by having them use their prior knowledge of counting by 1's to transition to counting by 10's in this next step. CCSS provides a valuable standard for our first graders to assist them in the beginning stages of learning place value. Standard 1.NBT.B.2a wants them to see that 10 is just a bundle of 10 ones. This is an important skill to master because of its relevance for future understandings.

My goal for my students is to help them understand that, with place value, digits hold a position and only one digit can be in each position. So if I have the number 12; the 2 is the digit in the ones place and the 1 is the digit in the tens place. I also want them to understand that the 1 had to be bumped over to the tens place because there were enough ones to equal one bundle of ten. But before you jump into that with them, they must first conquer finding those bundles of ten and counting by 10's to our goal number for first grade: 120.

We will have completed our discussion during the Rev Them Up section to find the answer that we want to group our Cheerios together to make the counting faster. Now we will find those sets of 10 and count. I know they will be very worried about getting to eat the Cheerios. I will tell them before we begin the lesson that we will save the Cheerios for a special snack later today.

Lesson Narrative:

*Students count the top row; 1...10. Now that we know there are ten on that line, do we have to go back and count by 1's again or can we just say it is 10?* (Yes, it is 10.)

*Are all the rows the same? Do they all have 10 in them?* (Yes, each row is the same.)

*Let's start at number 10 and count on the next row to the end; 10, 11....20. So at the end of row one we had 10. How many did we have by the end of row 2?* (20)

*Wonderful, scoot your last Cheerio off of the last box in the last column. What numbers do you see going down?* (10, 20, 30, ... 120)

*Very nice, those are the numbers we say when we count by 10's because each row has 10 in it.*

*Now place your Cheerios back on those numbers. Does each row have 10 Cheerios? (yes) *

*Let's count our sets of Cheerios by 10's.*

*Now take your Cheerios and place them in your baggy.*

10 minutes

There are many products you can use to write numbers on such as sticky notes, shape notepads, or just word processed on plain paper. I will be writing the numbers 10-120 on some shape notepads and supplying sets of partners with their own numbers. Then I will pass out their worksheet that you can find in the resource section.

First, I will ask them to take their number cards and place them in order from least to greatest by 10's on the carpet.

Second, when they finish their order, they can begin completing their worksheet independently: Countby10s.pdf.

3 minutes

I have reached out to all my learning styles in my class. Though recent research (here) has debunked the idea that some students are strictly visual, auditory, or kinesthetic learners, it supports the notion that we have to teach via all of these channels to reach all of our learners, who integrate knowledge in all these different ways. Ordering their numbers and manipulating the Cheerios helps stimulate kinesthetic and visual pathways, and listening to each time we counted aloud our number sets with the Cheerios and the shape cards benefits auditory channels.

Now, I want to add one more piece to my lesson to enforce all three once more. YouTube has a great video here to give my students a chance to stand up, move around, see the numbers and count aloud. There are not too many resources available on the Internet yet to support the CCSS standard for our first graders to count all the way to 120. This is a more rigorous goal for first grade because in the past our expectations were only to go to 100. This video only goes to 100, but it will be very easy for me to have my class keep counting and fill in the next two missing numbers.

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