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* *Reflection: Developing a Conceptual Understanding
Concepts of 10 Bakery - Section 4: Independent Practice

*Supporting Group A through Drama!*

*Developing a Conceptual Understanding: Supporting Group A through Drama!*

# Concepts of 10 Bakery

Lesson 6 of 10

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

#### Setting Up the Learning

*5 min*

**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?*

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#### Opening Discussion

*10 min*

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?

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**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?

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#### Independent Practice

*15 min*

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.*

#### Resources

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#### Closing

*5 min*

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

*expand content*

Thanks for another great lesson! However, I am not able to find the picture attachment of the anchor chart used in the closing of the lesson. Thanks!

| 2 years ago | Reply##### Similar Lessons

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- UNIT 1: Creating a Culture of Math
- UNIT 2: Count to 100 Every Day!
- UNIT 3: 10: A First Grader's Best Friend
- UNIT 4: Charting and Analyzing Data
- UNIT 5: Inch by Inch, Paperclip by Paperclip
- UNIT 6: Properties of Addition and Subtraction
- UNIT 7: Shapes and Blocks
- UNIT 8: Understanding Equality
- UNIT 9: Adding and Subtracting: Base Ten
- UNIT 10: Solving 3 Addend Problems
- UNIT 11: Missing Parts: Unknowns in All Positions
- UNIT 12: Parts of a Whole
- UNIT 13: Tick Tock, Tick Tock
- UNIT 14: Time is Money: Hitting all the MD Standards
- UNIT 15: Base 10 Bonanza
- UNIT 16: What the WHAT?! Teaching Challenging Story Problems

- LESSON 1: Don't Let Pigeon Drive The Bus: Concepts of 10 and Some More
- LESSON 2: Loading the Bus: Decomposing Teen Numbers
- LESSON 3: Numbers in the Teens
- LESSON 4: M&M Tens
- LESSON 5: M&M Ten Frames
- LESSON 6: Concepts of 10 Bakery
- LESSON 7: Understanding Ten Rods
- LESSON 8: Sticker Shop
- LESSON 9: Sticker Stories
- LESSON 10: Happy Birthday Little Bear