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Understanding (s)/goals
Students will understand that:
Essential Question(s):
For the following three
questions, 28 can be replaced
with any number up to and
including 100
Student objectives:
Students will know
That the digit in the tens place represents how many groups of ten
would be needed to model a number, and the digit in the ones place
represents how many ones would be needed to model a number.
That ten more or ten less than a given number will change the digit in
the tens place only.
That adding or subtracting a multiple of ten will not change the digit in
the ones place of a number.
Mentally, how to determine ten more or ten less than any given
number under 100
Count to 120
Demonstrate ten more and ten less on a number line, ten frame,
hundred chart, and with tens and ones (manipulatives and pictures)
Mentally determine ten more or ten less than a given number under
100.
Stage 2 Assessment Evidence
Performance Task(s):
Other Evidence:
Pre-assessment
In small, heterogeneous-ability
Teacher observation of
Students then have to explain
individual contributions to
their reasoning.
performance tasks.
The teacher will gather students on the carpet and ask who would like
to take a guess at how many pockets there are in the room. Decide as
a class to figure out this problem by allowing each student to place a
connector cube in a tub for each pocket that they are wearing. The
teacher will model this with his or her own outfit. After all students
have placed their cubes in the tub, the teacher will ask students to
think about how the class should go about counting such a large
number of cubes. Start by counting by ones. The teacher will
(purposefully but carefully) spill the contents onto the carpet and
sloppily count the cubes, purposefully losing count. The teacher will
ask students to think of some things that might make the counting
more efficient, or easier. The teacher will then ask the class to think of
some ways that would be easier to count than by ones and try these
until grouping by tens is suggested. At the conclusion, ask students
what worked well and what did not. W, H, E1
After counting along and moving with Let's Get Fit | Counting to 100
by 1's | Kids Songs | Jack Hartmann (http://www.youtube.com/watch?
v=0TgLtF3PMOc) students will work individually while sitting at their
table groups to count out an assigned two-digit number (for example,
47) of colored bears (or another commercial math manipulative) from
the large tub containing many of the manipulatives. While students
count out the assigned amount, the teacher will circulate among desks
to note any grouping strategies that students use while counting.
Teacher will allow students two minutes to play, as is recommended for
this age (with students reminded of their expectations for utilizing
manipulatives). Once all students have gathered their amount, discuss
the following questions: What worked well when counting that many
bears? What did not work well? Did anyone group their bears? How did
you group them? How did you arrange them? W, H, E1
References
Hartman, J. (May 7, 2014). Lets Get Fit | Counting to 100 by 1s | Kids Songs |
Jack
Hartmann. YouTube. Retrieved from http://www.youtube.com/watch?
v=0TgLtF3PMOc.
Name: ________________
Bag of
How many?
Example:
Number word
thirty-four
34
Groups of ten:
Leftovers:
Groups of ten:
Leftovers:
Groups of ten:
Leftovers:
Groups of ten:
Leftovers:
Name: ____________________
11
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25
30
31
40
41
50
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60
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70
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81
91
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100
Reflection