##
* *Reflection: High Expectations
Down on the Farm: Base 10 Problems - Section 5: Independent Practice

Common Core has a huge emphasis on writing throughout the curriculum. As a result, even in the first month of first grade, I try to get my students to write down their explanations for how they solve problems.

As all first grade teachers know, it can be pulling teeth to get students to write down detailed explanations! This lesson is a great example of that. When I looked through the student work, I saw a wide range of explanations.

I attached 2 examples here. Both need improvement, but the one labeled "Better Explanation" is right where she should be for this point in the year. She explained how she counted and loosely connected that to how she found her answer. My push for her tomorrow is going to be, "I'm confused why you counted by 10s. Can you include that in your writing?" Later I would also want her to explain what told her she needed 3 extra ones.

For the limited explanation sample, this student did a first grade classic, "I knew it in my brain" and "It was so easy". My push for this student is going to be: "What did you do in your brain to figure out your answer?" or "I want you to write down how I could use my brain to figure it out. Tell me what to do first, second and third."

These consistent, little pushes will help them be able to write full explanations by the middle of first grade.

*High Expectations: Range of Written Explanations*

# Down on the Farm: Base 10 Problems

Lesson 12 of 13

## Objective: SWBAT apply their understanding of place value to help them solve story problems.

#### Setting Up the Learning

*7 min*

**Review: **

We have been working on counting and tens and ones and thinking about how we build different numbers. Today we are going to use what we have been learning to solve story problems. These problems are all about chickens so let’s start our time with a fun chicken counting song!

(Go to this link for the Harry Kindergarten youtube song!)

* *

**Connect**

*We are going to be using big numbers in our story problems one day so we need to understand how to break these numbers into groups. Using those groups will help us as we figure out how to add and subtract these groups later in the year.*

* *

**Objective** :

Your thinking job today is: How can I solve story problems using what I know about 10s and 1s?

*expand content*

#### Opening Discussion

*10 min*

To set student engagement, I'll start by saying: "We are going to be working in the chicken coop, where the chickens have been laying lots of eggs! It is our job to figure out how many eggs they have laid so we can take them to the market."

**See attached video for the WHY behind this problem choice!**

"While you read the problem, I want you to think about what happened in this problem so you can tell a partner."

**The chicken has 5 nests. Each nest has 10 eggs in it.**

**The chicken has 1 extra egg.**

**How many eggs does the chicken have?**

After reading 2 times, students can turn to a partner and retell the story problem.

**Guiding Questions (after students partner talk):**

- What is going on with this problem?
- What does the chicken have?
- What do we know about the nests? How many eggs are in the nests?
- Do we only have the eggs in the nest? No! We have 1 extra egg that couldn’t fit in the nest.
- What are we trying to figure out?

*Student copy of the problem, along with 5 circles for "nests" is attached! I included "nests" to give students a mental image of the problem. This scaffold allows for much needed concrete modeling in 1st grade!*

*expand content*

While students work independently on the problem, I'll work with students or small groups based on the strategies they are using.

*For a list of possible strategies and "push" questions for each level of thinking, see attached document.*

I’ll choose 2 strategies to share, one that is more concrete and uses base 10 blocks and one that just uses the tens and ones to help him/her solve.

Guiding Questions during Strategy Share:

- How did they count the eggs? Why did they group count them by 10s?
- Why didn’t they count the extra 1 by 10s?
- How did this person “just know” there were 51? What did they use to help them figure it out? What about the number 51 helped them?

#### Resources

*expand content*

#### Independent Practice

*15 min*

Students solve story problems. To help support students at all levels of understanding, I created different problems for each student group.

**Group A: Intervention**

Students are solving problems on the decade only.

**Group B: Right on track**

Students solve problems similar to the opening discussion problem. Students work with numbers that have tens and ones.

**Group C: Extension**

Students are decomposing a number into tens and ones (much more difficult!)

#### Resources

*expand content*

Wonderful lesson.....loved the differentiation for independent work! Thanks for sharing!

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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
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- 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: Missing Numbers to 50
- LESSON 2: Counting Strips
- LESSON 3: One Less!
- LESSON 4: One More/One Less Hop
- LESSON 5: Missing Numbers
- LESSON 6: Number Puzzles
- LESSON 7: Counting Collections
- LESSON 8: Counting Collections: 100 Objects
- LESSON 9: Constructing Tens and Ones
- LESSON 10: Building Tens at the Lego Factory
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- LESSON 12: Down on the Farm: Base 10 Problems
- LESSON 13: WANTED: Runaway Number