My class loves counting chains. We have used them numerous times for counting by ones to certain numbers. Today, we will use a counting chain to count by tens to 120. We will do it numerous times so everyone gets a turn. Check out the video of my class completing their counting chain.
Print the Organized Data Charts and copy for each student.
Organizing data on a chart is a problem solving process that even our youngest children need to begin using and grow more comfortable with. My students have been practicing counting sets of tens, but are not fluent at it yet. I want them to keep practicing identifying with tens to further their skills in place value and get them ready for second grade (1.NBT.B.2c).
I designed the data charts to give them a way to organize what they know about tens and once the chart is complete, they can find the answer to the stated problem. If a student begins to struggle or is not sure where to start I will encourage them to start at the very top. What number do we have if we have 1 ten? (10) What number is 2 tens? (20) They should begin to see the pattern that they are counting by tens or building decade numbers by tens. I filled in some of the answers to help scaffold them and allow them to see if they are on the right track on the first chart. We will do the first chart together; then the following charts will be their independent practice.
My students are working hard to solve their problems. Because students have different entry points into their understanding of tens at this point, some students may still need the concrete support of base ten blocks, snap cubes, or the virtual tools we have been working with on the Smart Board to build each set of ten on the chart (MP1). These are fine to use if the support is necessary.
These charts were designed to increase in complexity. Chart #3 is the most difficult. I introduced using chart #1 to solve a word problem in the whole group section. Now, I will help them get started on chart #2 and then walk the room to check for understanding. When I see success, I will allow them to go on to chart #3 completely on their own. I know that I will have some students who need extra support on chart #3, but I will allow them time to complete it on their own and process what the question is saying.
This will be the hardest part ... waiting ... I know I will have several students come up with the wrong answer because the word problem is not just asking them, "how many tens?" It is asking for a difference. It will be very important to pay close attention to the wording of the question for this chart. They must problem solve to reach the answer and think abstractly in their mind or do some computation along the side of their chart or on the back to solve this successfully.
To end our lesson I am going to allow my students to BLURT! some answers to some sets of tens questions. BLURT! is great board game you can purchase, but I stole the idea and adapted it. Anytime you just want to allow your students the freedom to call out an answer and not have constraints of standing or raising their hand, you can call it the game of BLURT!