Reflection: Developing a Conceptual Understanding 10, 20, 100 Day 1 - Section 1: Warm Up


As you can see in the video, I specifically sought out students to show me a number with their hands.  These are students that I didn't feel were fluently able to model a number with their hands. The last student had a hard time remembering the number and remembering to stop counting by tens when she got to a certain point.  

It is important to touch base with students, when doing whole group exercises, to make sure that they are understanding the concept and not just echoing the answer.  I want to make sure that students understand that a 2 digit number is made up of groups of ten and some ones and connect it to the way the number is written to represent these groups.

Students who can fluently represent these numbers demonstrate an understanding of place value and the groups of tens and ones.  This knowledge will help them fluently add and eventually multiply (in 3rd grade) numbers.


  Checking For Understanding
  Developing a Conceptual Understanding: Checking For Understanding
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10, 20, 100 Day 1

Unit 15: Complements of 10 and 20
Lesson 2 of 5

Objective: SWBAT identify the complements for the numbers 10, 20, and or 100.

Big Idea: Students will use dice to roll a number and then find the complement to make 10, 20 or 100.

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3 teachers like this lesson
Math, Place Value, Number Sense and Operations, 1st Grade, complements of 10, complements of 20
  65 minutes
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