Melanie Cella

School of Education
The College of New Jersey

1. Title or Topic of the Lesson and Grade Level:

Using drawings to solve problems with tens and ones- 1st Grade
Time: 12:30-1:15

2. Lesson Essential Question(s): How can we use drawings to represent the amount of
tens and ones in a given number?

3. Standards: Number and Operations in Base Ten- 1.NBT

B. Understand place value.
2. Understand that the two digits of a two-digit number represent amounts of tens
and ones. Understand the following as special cases:
a. 10 can be thought of as a bundle of ten ones — called a “ten.”

4. A. Learning Objectives and Assessments:

Learning Objectives Assessments

Students will be able to distinguish
between the tens and ones digit by writing
the number of tens and ones in a given
chart.
Students will be able to illustrate a
representation of a given number by
drawing lines to represent tens and circles
to represent ones.
Students will be assessed through their
completion of a booklet of
differentiated questions. They will also
be assessed through their hands-on
activity of creating an ice cream cone to
show multiple ways to represent one
number.

5. Materials: tens and ones cubes, folder with tens and ones column worksheet tool, dry
erase markers, differentiated booklets, dry erase boards for teachers, ice cream cone cut
outs, iPads

6 . Pre-lesson assignments and/or prior knowledge: In the previous topic, students

learned to extend the counting series. They gained familiarity with the 120 number chart
while learning how to count on by tens and ones. From here, the students began the
current topic of understanding place value. The students began by making groups of ten
with single cubes. The students were successful at this, as it connected to activities in the
previous topic of counting on by tens. From here, they began counting groups of tens and
“leftovers” and, the next day, began identifying these leftovers as ones.
During this lesson, the students will need to use the tens and ones chart to complete their
work. They have prior exposure to this chart from identifying tens and ones in the
previous lesson. This may help students complete their drawings to represent tens and
ones.
This lesson will take place on a Wednesday after a four day weekend. Due to this, I will
spend a portion of the beginning of the lesson reviewing the previous strategies learned in
this topic.

7. Lesson Beginning (5 Minutes): Students will begin on the carpet. I will tell the
students that we are going to use our knowledge of tens and ones to draw pictures to
represent them. The students are placed in leveled groupings based on the results from
the pretest. I will remind the students of their groupings by pulling up the groupings
chart.
I will call the students one by one to get their pencils and dry erase markers and go to
their group. They will hop, take giant steps, or tip toe to their groups. Once in the
groupings, all of the students will begin with a review of the previous lessons. (further
explained under classroom management/ transitions)
Each teacher will begin by having their students use their cubes to create given numbers.
First, the teacher will use their tools to build a number. They will then ask the students,
“How did I assemble my blocks? How many tens do I have? How many ones do I have?
What number did I create?” From here, the teacher will prompt the students to build
numbers and identify the tens and ones. They will also give students the number of tens
and ones and ask them to build it and identify the number.
This activity will help serve as a review, as well as an informal assessment of who can
distinguish place values and produce models to represent numbers. As the groupings are
by levels, each group may move at their own pace, spending as much time on review as
necessary. It is critical that students grasp these components before moving on the the
new concept.

8. Instructional Plan: As the groups are on different levels, the teacher assigned to
each group may spend more time on needed areas. There is a day built in later in the unit
for students to revisit hands-on activities that they were unable to complete.
1. (5-7 Minutes Minutes) After the lesson beginning review, the teachers will
introduce the new concept. They will connect the new concept to the review. “We
have learned about tens and ones digits and will now need to use that knowledge
to create drawings to represent these numbers.”
They will use the last example from the review to show students how to draw a
representation of their number. When we have tens blocks, we will draw a straight
line to represent a tens block. When we have ones, we will draw a circle for each
one. The teacher will then show an example on their own whiteboard.
Then, the teachers will lead a guided practice. The teachers will draw a sketch on
a whiteboard and have the students identify the number of tens, ones, and the
number using their tens and ones chart.
Look at my picture. Identify the number of tens and ones. Indicate the number
represented.
Then, the teachers will switch and give students a number and they will need to
draw their own sketch.
How can you sketch a drawing to represent the number 23? Why did you arrange
your picture like this? How many tens are there? How many ones?
 2. (10 Minutes) The students will then be given differentiated booklets. The teacher
will read each question to the students. The group who needs less support may
work more independently, based on their achievement in the previous exercise
while the group that needs more intensive support may need to work together step
by step.
The booklets are created so that the students only need to focus on one question at
a time. Some students became overwhelmed when they saw a worksheet full of
questions and these booklets have shown to alleviate this anxiety. Also, I have
created the booklets so that each group receives some review questions that they
may need. The group that needs less support is given questions that require a
more in-depth understanding and higher level thinking. The group that needs
more support is given more review questions and questions closely related to the
topics essential outcomes.
3. (15 Minutes) Hands-on/ Ice Cream Cone Activity- After the booklet, I will tell
students that they will have an opportunity to use the skills they just gained to
create an ice cream cone craft. Students will be given a cut-out of an ice cream
cone. A completed project will have a number on the cone with a place to identify
the number of tens and ones and a layer of ice cream with a drawing. If time
allows, the students will use an iPad to take a picture of their project and explain
their work, reading their number, the number of tens and ones, and showing their
drawing.
Identify the number of tens in your number. Identify the number of ones. Why did
you arrange your drawing like this?
(The students will use these cones again for the next lesson, where they learn to
represent a number in multiple ways. Due to this, the numbers will not go above
59).

The following elements also need to be considered.

o Questions: (within procedure)

o Differentiation:
The students are placed in leveled groups to accommodate for learning
differences. The group that needs the most direct support may use their
manipulatives for longer than the group that works at a faster pace. Also, each of
the booklets are differentiated to provided the needed review and reinforcement to
those learners who may need it. I scaffolded the problems so that the students who
need it are given problems with some answers filled in before needing to
complete an entire problem independently.
If time allows, the students will use an iPad to take a picture of their project and
explain their work, reading their number, the number of tens and ones, and
showing their drawing

o Classroom Management/ Transitions:

 ▪ At the beginning of the lesson, I will ring our class bell to signal
that quiet time is over. Students know to clean up their materials
and move to the carpet to prepare for math.
Students are placed in groups based on the results of the pretest.
Materials including math tool folders, booklets, iPads, and the ice
cream cone activity materials are placed in each groups baskets.
Other materials including pencils and dry erase markers are located
at their assigned seats.
At the beginning of the lesson, I will remind students of their
groupings. Individually, I will call on students who are sitting
quietly to either hop, take giant steps, or tiptoe to their groups. The
students will get their pencils and dry erase markers before joining
their group. The teacher will hand out the folders, booklets, iPads,
and ice cream cone materials at each point in the lesson.
To manage student iPad use, I will hand each iPad to the students.
They will not take the iPads without their ice cream cones being
checked. The students are familiar with the Seesaw app and how to
record their voices over their pictures. When they are complete,
they will be asked to place the iPads in a pile on the table.
To close the lesson, I will again ring the class bell to gather their
attention. Students will be asked to place their booklets, folders,
pencils, and dry erase markers in their group basket. All iPads will
be on a pile for each group. They will then be asked to bring their
ice cream cone activity to the carpet while standing and place a
hand on their head to show they are ready.
To address problem behaviors, I will move around the group to
monitor students. I will give positive reinforcement when students
are on task and following directions. If students work ahead, I will
remind the whole group that we need to stay together so we can
learn together.
If the classroom becomes too loud, I will ring the bell to remind
students to use their indoor whisper voices so everyone can focus
on their work.
9. Closure:
(< 5 Minutes) To close the lesson, I will bring everyone back to the carpet with their ice
cream cone projects. I will ring the class bell and give step by step directions for cleaning
up.
Classroom Management/ Transitions: To manage this transition, I will ring the class bell
to gain student attention. I will ask everyone to place their booklets and folders in the
station basket. They will leave the iPads on the tables. They will need to place their dry
erase markers back in their team bucket and join us on the carpet. To show me they are
ready, I will ask them to stand on the carpet with both hands on their heads. I will then
tell them drawing representations of our numbers will help us to identify tens and ones. I
will then ask them to turn and talk to share their ice cream cones with a partner. I will
walk around to listen in on their conversations.