## Take Time for Tens Act One Lesson Transcript - Section 6: Lesson Transcript

*Take Time for Tens Act One Lesson Transcript*

*Take Time for Tens Act One Lesson Transcript*

# Take Time for Tens: Act One

Lesson 1 of 5

## Objective: SWBAT use place blocks and friendly tens to make adding multiple two digit numbers a breeze! They will use precise language to describe their thinking. UPDATED 8/10/15.

## Big Idea: Students must have a solid understanding of 2 digit addition w/regrouping before moving on to 3 digit addition!

*62 minutes*

#### Why?

*1 min*

An understanding of place value and the ability to manipulate numbers to make ten and multiples of ten is critical to success in 3rd grade. If students haven't mastered these skills, or even if they have , this time will be well spent.

*expand content*

#### Guided Practice

*23 min*

This is a quick review of regrouping in 2 digit addition using place value cubes. I suggest not having students write out any of the numbers during the guided practice because this allows them to dedicate more of their focus on manipulating the cubes/values. Prior to the lesson, I prepare a class set of bags with 20 tens (longs) and 30 ones in each. If you don't have a class set of cubes, do what I did and borrow from colleagues. It's worth the effort to create a set for each child!

This tactile experience with regrouping is good for students. Content is learned differently when there is an associated physical action!

Students always want to build towers and designs with the cubes. How do I manage this? I find that it’s worthwhile to acknowledge that they are, in fact, children and I give them 8 minutes to play with the blocks prior to teaching. It makes them happy. The 8 minutes spent in creative play is a tiny price to pay for engagement afterwards. After 8 minutes, the blocks turned back into tools!

I work through 5 different examples with the students, and walk the room after each step in the process to ensure that students are practicing all the steps. This is a solid, brief review even for students who have previously mastered this skill.

56 + 28 = 43 + 97 = 35 + 19 = 64 + 87 = 29 + 89 =

#### Resources

*expand content*

#### Independent Practice

*34 min*

The one-to-one assessment provides helpful information for differentiation. I developed this checklist and notes page based on what I was observing my students do prior to the 1-1 assessment. More often than not I take notes on regular paper, but when I can I like to create my own form because then I have a neat, clear record to review.

The one-to-one assessment consists of two-digit addition problems, in which I ask students to combine the ones place into tens using place value blocks. I ask them questions as they work through the problem if I need further clarification on why they make certain choices.

I create a variety of regrouping problems to test different skills. Depending on their individual needs, students work on some of the following: regrouping to an even ten, regrouping with more than 10 total, sums of less than 100, sums of more than 100, 3 addends. I also put in few problems to encourage them to be flexible thinkers. I want to see if they would **not** regroup when it was unnecessary.

If you would like to have your students record their answers on a paper, I've included Take Time for Tens - Independent Practice in the resources.

Please note that students do not always need to complete all of the problems on the pages. The criteria for success should be tied more to quality than quantity.

*expand content*

The one-to-one assessment provides helpful information for differentiation. I developed this checklist and notes page based on what I was observing my students do prior to the 1-1 assessment. More often than not I take notes on regular paper, but when I can I like to create my own form because then I have a neat, clear record to review.

The one-to-one assessment consists of two-digit addition problems, in which I ask students to combine the ones place into tens using place value blocks. I ask them questions as they work through the problem if I need further clarification on why they make certain choices.

*expand content*

I ask students to think for a moment about which of the strategies they used in today's lesson was the most helpful to them and why. They share their thinking with a partner, and I circulate to encourage precision of language in describing the strategy and also to listen for any misconceptions.

*expand content*

I have found that there are situation where I am asked to provide a printable version of this lesson. Here is a lesson transcript containing all the section narratives. The resources are linked, but will still need to be downloaded.

*expand content*

##### Similar Lessons

###### Rounding to Check Accuracy

*Favorites(42)*

*Resources(9)*

Environment: Suburban

###### Multi-Digit Subtraction

*Favorites(10)*

*Resources(9)*

Environment: Urban

###### Place Value to Thousands

*Favorites(23)*

*Resources(10)*

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)