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* *Reflection: Intervention and Extension
From Tens to Nines - Section 2: Lesson Centers

When I looked at student work after the lesson ended today, I was able to identify the student who understood that adding 10 to a number or subtracting 10 from a number was accomplished by manipulating the digit in the 10s place. Most of these students also understood and could verbalize that adding or subtracting 9 would give me an answer only 1 away from adding or subtracting 10.

I also found a group of students who still did not see that adding 10 could be accomplished by manipulating the digit in the 10s place.

These students also did not grasp the relationship of the 10s to the 9s. Even using a 10's frame, these students would clear the frame to start all over when they subtracted 9 from a number. They did not see the difference between the result as being the same as the difference between the 9 and the 10. Several subtracted 9 from 27 and got the answer of 17, so they also did not recognize that while the ones digit stays the same when working with tens, it changes when working with 9s.

This is a group that still needs practice with manipulating tens and then nines and verbalizing the relationship.

This makes moving forward difficult for these students, but for those who are ready, repeating this process would be meaningless. For me as a teacher, I am already thinking about differentiation, but I also need to structure my lessons to move forward, while staying put. It sounds like an impossible task, but one that I need to now keep forefront in my mind while I plan my next steps.

*Providing Reinforcement*

*Intervention and Extension: Providing Reinforcement*

# From Tens to Nines

Lesson 12 of 18

## Objective: SWBAT add or subtract nine from a number less than 50 by first adding or subtracting ten and then changing the answer by one.

#### Warm Up

*15 min*

I begin each day by trying to connect to prior knowledge. This helps by building new information upon already acquired knowledge and/or skills.

I begin with a few quick *doubles* and *partners of ten* problems on the board. I ask students to complete these problems in their math journals. I ask for volunteers to explain how they found the answers to the problems. The other students listen to their peer's explanation, look at their own work in their math journals, and correct their own work as needed By watching what one student did, the other students gain new ideas that may help them in the future.

Next, I pose a few mental math problems adding 10 to a single digit number. This is a form of skip counting by 10 as we can continue to add 10 to each successive answer. (NBT A2) I use student responses to help me assess what information students have retained from the previous lesson.

I tell students that now that we have warmed up their math brains, we are ready to work in small groups. I tell them that today we will be visiting 4 centers. They may find different things to do at each center so they should look for their name next to the directions for each center. The reason for this is to provide appropriate experiences for all students. I set up opportunities that are appropriate for each learner. I don't want students to be overwhelmed, or bored because there is only one set of options. We review what good center behavior would look like. We talk about staying on task, following directions, being respectful of others at the center, helping others but not giving them the answers and only seeking adult help if no one at the center can figure out what to do.

I give only a brief explanation of each center before dividing students up. (I make sure that students who will be doing similar work are in the same group so they can help one another.)

1. Subtracting ten and nine from a number and recording the number sentences. One group will use larger numbers in the double digits and hundreds, one group will use numbers to 20 and use base 10 blocks for support.

2. Building a number and then adding 10 more. Using base ten blocks the first student will build a 2 digit number and say what it is. The second student must add a ten and tell what the new number is. The partner numbers will be recorded so that different numbers are used each time.

3. Word problem pages adding and subtracting 10 and 9 from numbers, one within 20, the other within 100.

4. Adding and subtracting 10 and 9 on the hundred's chart - coloring patterns.

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#### Lesson Centers

*40 min*

The centers were briefly introduced during the Warm Ups of the lesson. I divide up the students into 4 homogeneous groups. (The reason for homogeneous groups is because I want to be able to provide the groups with work appropriate for the differing understandings.)

The students spend 10 minutes at each center and then I ring a bell and ask students to move to their next center.

After students have visited all 4 centers I have them return to their desks. I ask them to tell me somethings they know about adding 9 or 10 to a number, or subtracting 9 or 10 from a number. I make a chart of some strategies students suggest. The chart will be posted in the room for students to reference in future lessons.

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- UNIT 1: What and Where is Math?
- UNIT 2: Adding and Subtracting the Basics
- UNIT 3: Sensible Numbers
- UNIT 4: Sensible Numbers
- UNIT 5: Everything In Its Place
- UNIT 6: Everything in Its Place
- UNIT 7: Place Value
- UNIT 8: Numbers Have Patterns
- UNIT 9: Fractions
- UNIT 10: Money
- UNIT 11: The Numbers Are Getting Bigger
- UNIT 12: More Complex Numbers and Operations
- UNIT 13: Area, Perimeter and More Measurement
- UNIT 14: Length
- UNIT 15: Geometry
- UNIT 16: Getting Ready to Multiply
- UNIT 17: Getting Better at Addition and Subtraction
- UNIT 18: Strategies That Work

- LESSON 1: Let Me Count The Ways to Get An Answer
- LESSON 2: Who Makes Mistakes
- LESSON 3: Counting Up to Solve Problems
- LESSON 4: Counting Backwards Works Too
- LESSON 5: Counting Bugs
- LESSON 6: Taking Apart the Problem
- LESSON 7: Getting Bigger and Smaller
- LESSON 8: Double It
- LESSON 9: Doubles Plus or Minus One
- LESSON 10: Evens and Odds
- LESSON 11: Plus Ten Minus Ten
- LESSON 12: From Tens to Nines
- LESSON 13: Equal Amounts
- LESSON 14: Understanding Subtraction
- LESSON 15: Skip Counting with 5s, 10s and 100s
- LESSON 16: Balancing Equations and Counting Backwards
- LESSON 17: Counting with Tens and Hundreds
- LESSON 18: Assessment