## Tubing Tens Student Page - Section 2: Guided Practice

# Tubing Tens - Cool Off with an Imaginary River Adventure

Lesson 1 of 11

## Objective: Students will write skip counting patterns and a simple story multiplication problems in which 10 is a factor. Lesson updated 7/24/15.

#### Opener

*5 min*

I open this lesson by telling students we are working on stories...multiplication stories, that is, in which ten is a factor. Together we count by tens. After that "brain warm up", I call on students to give me the products of the ten facts, out of order.

I point out that they don't need to use their fingers, or even count by tens to get to their answer, as multiples of ten have the other factor in their name (except for twenty). Nine - ninety, and so on.

Today, students will be counting up using the other factor (two through nine) in the equation and use pictures to help them skip count by these numbers. They can easily check their answer by flipping (commutative) the problem around.

*expand content*

#### Guided Practice

*40 min*

Our adventure into facts with tens begins with some travel, as I show the students Tubing Tens: River Adventure and Basic Multiplication Activity. This is a Powerpoint in which people are tubing in different rivers across the United States.

For each example, students write the multiplication equation, skip count together, and (optional) write a short story sentence or draw a picture to represent the equation.

The students will use this page as a reference when they create their own version of a tubing story tomorrow.

If you would like to avoid having students draw out the tubes, the extra support resource here can be used. It eliminates drawing the tubes, but the students are still drawing the objects. Another more heavily scaffolded version has the objects inserted as well.

*expand content*

#### Wrap-up

*5 min*

Following our shared river adventure, I bring students back to restate what today's objective was, by having the students tell it to each other.

Then, ask them to count by 10's to 100, forwards and backwards. Using their papers, pick a few other numbers to assist them, students next skip count by other numbers (e.g., 3, 4, and 7). This is an important step, and there are many ways throughout the day that students can practice skip counting these numbers that are less frequently taught and practiced.

Remind students tomorrow that they will be creating their own Tubing Tens story.

*expand content*

For homework, I have students write and solve 3 simple story problem in which ten is a factor.

*expand content*

*Responding to Rebecca Charvoz*

Rebecca,

If you were viewing the PowerPoint directly off the CC Better Lesson site, it only shows the slide previews up until the 25th slide. ** In order to view all 37 slides, the PowerPoint needs to be downloaded.** The button for this is on the immediate right when one is viewing any resource on the CCBL site. So, the final three rivers are in the PowerPoint (phew!) but cannot be viewed unless the resource is downloaded.

*Responding to Rebecca Charvoz*

Rebecca,

I really appreciate the specific feedback! Thanks so much for taking the time. I will go into the lesson soon to fix the issue w/the final four rivers. I'm glad you let me know!

Best wishes,

Jennifer

| 3 years ago | Reply

Jennifer,

I just went on this river adventure with my students! What a wonderful way to teach ten as a factor.

My students were engaged and focused. I used the scaffolded graphic sheet of tubes and supplies. I had my students do the "count by" or skip counting and write the number under each tube as they went. Then I asked them "since it is difficult for us to count by sixes, is there another way to solve 10 x 6? then we counted by tens instead. Seeing the tubes of six shirts in each tube was necessary for my third graders to visualize the actual story (10 girls, 6 shirts.) But then they used what they know about the factor of ten and simply counted by ten , six times.

I did have a problem viewing the last four rivers on your power point though. Not sure if I was doing something wrong. I just cut off the last 4 rivers on the graphic organizers. Turns out the length of my time was perfect for only the first six rivers anyway!

I am excited to view your other lessons on this site!

Thanks for sharing your creative ideas!

Rebecca

Sandpoint, Idaho

| 3 years ago | Reply*expand comments*

##### Similar Lessons

###### Naming Arrays

*Favorites(16)*

*Resources(16)*

Environment: Suburban

###### Multiplication Models and Structure

*Favorites(5)*

*Resources(15)*

Environment: Urban

Environment: Urban

- UNIT 1: 1st Week: Getting to Know Each Other Through Graphs
- UNIT 2: Addition and Subtraction
- UNIT 3: Multiplication
- UNIT 4: Introduction to Basic Division
- UNIT 5: Division in Context
- UNIT 6: Time
- UNIT 7: Rounding
- UNIT 8: Place Value Practice
- UNIT 9: Fractions
- UNIT 10: Math and Me: Nutrition, Health and More
- UNIT 11: Geometry in Architecture
- UNIT 12: Time Cycle 2
- UNIT 13: Patterns in Math
- UNIT 14: Area and Perimeter
- UNIT 15: Solving Mult-Step Word Problems Using the Four Operations
- UNIT 16: Musical Fractions
- UNIT 17: Volcanoes (Data Collection, Graphs, Addition & Subtraction)

- LESSON 1: Tubing Tens - Cool Off with an Imaginary River Adventure
- LESSON 2: Tubing Tens - Create a Story
- LESSON 3: African Amphibians - Review Multiplying by Ones & Twos While Learning Fun Facts About Frogs
- LESSON 4: Open Number Lines - Just the Basics
- LESSON 5: Open Number Line - Decomposed Factors
- LESSON 6: Swimming Swamp Monkeys - Using an Open Number Line to Solve Word Problems
- LESSON 7: Commutative - Concrete Representations
- LESSON 8: Fun with Four: Decomposing to Known Factors of 1, 2, and 5
- LESSON 9: Counting Clams - A Tidal Flat Adventure
- LESSON 10: Monster Math
- LESSON 11: The Video Game Model of Adding