The format looks a lot better on the word document, when I copied and pasted it, the format

got messed
up. Whoever wants to make corrections, feel free and I’ll fix them in the word document too. -
Awesome, thank you!

Nicole Meyer
Christine O’Brien
Lauren Paz
Katherine Godinez

RATIONALE:
· We are teaching this lesson to teach the students how to count by tens to reach one hundred using
money using dimes, cookies and rote counting to reinforce the subject.
· Core Standards
o (2) Students develop, discuss, and use efficient, accurate, and generalizable methods to add within
100 and subtract multiples of 10. They compare whole numbers (at least to 100) to develop understanding
of and solve problems involving their relative sizes. They think of whole numbers between 10 and 100 in
terms of tens and ones (especially recognizing the numbers 11 to 19 as composed of a ten and some
ones). Through activities that build number sense, they understand the order of the counting numbers and
their relative magnitudes.
· This lesson is important because it teaches children how to count by tens using different forms of
money to reach 100, to make a dollar using dimes, and to make one hundred dollars using ten-dollar bills.
· This lesson benefits the entire curriculum because it teaches children how to make a certain amount
of money using dimes and ten-dollar bills. This lesson also teaches students how to count by tens to
reach one hundred. Knowing how to count by tens will help students get to know numbers better,
recognize patterns, and help children learn about multiplication and division.
· The source of this lesson is from Envisions math program, lesson 10-3.

OBJECTIVE:
· The mathematical goal of this lesson is to teach students how to skip count by tens to reach one
hundred.
· Students will be able to skip count by tens to reach one hundred as well as use dimes to count by tens
to reach a dollar, and to use ten-dollar bills to reach one hundred dollars.
● The objective states what the students will learn which is how to skip count my tens and the
rationale states the benefits the object will provide for the students which is knowledge of skip
counting, using different forms of money to skip count, recognize patterns and will help students
learn multiplication and division.

LESSON ELEMENTS:
· Introduction-
o We will introduce this lesson to the children by starting with a teach and model using a puzzle with
10 tiles that each say “10” so students grasp the concept of counting by tens to reach one hundred.
· Closing-
o Students will end with an independent practice using paper cookies with 10 chocolate chips to help
students skip count by tens. We will encourage the students to go home and think about other situations
in which they can reach a dollar using different coins such as pennies or nickels skip counting using the
coins worth.
· Grade Level-
o 1st grade, this lesson is appropriate for a first grader because they are learning about patterns and
they have acquired enough knowledge about numbers and patterns to advance to skip counting by tens.
· Parts of the Lesson-
o Teach and Model: Teacher will have a puzzle with 10 tiles that each say “10” on them. When the
teacher counts by tens, she will turn over a tile. When all the tiles are turned, the tiles will now say
“100.” Students are encouraged to count by 10s with the teacher as she counts them.
o Guided Practice: Teacher will have 10 “dimes” and will ask the students to count with her until she
gets to 100 cents, or $1. The class can practice this a few more times, counting to different price points;
for example, counting to eighty cents or fifty cents.
o Independent Practice: Students will be broken up into small groups. Each group will receive a small
baggie. Inside the baggie, there will be 2-10 paper cookies, each with 10 chocolate chips on them.
Students are to count how many cookies, in their groups, and report back to the teacher and count them
for her. Students will repeat this two times.
· Materials-
o Paper
o 10, “10” Tiles
o Dimes
o Plastic Bags
o Paper Cookies
o Envisions Worksheet Pamphlet
o Pencil
· Questions-
o During the lesson, I will ask questions to the groups and individual students about how they arrived
at their answer and what their thinking process was.
· Source-
o Envisions math program, lesson 10-3. We modified it to make it more hands on and interactive
between the students.
· Behavior Management-
o We want the students to work together in groups, so that means that the noise level may be a little
loud. To avoid a noisy environment, we will be sure to give explicit instructions about noise level and
make the directions very clear and take questions so that the students don’t call out during the lesson. If
students need help during the lesson, we will walk around and help them so that they don’t call out and
disrupt the other students working.
· Influences-
o How the students interact with one another will effect how the lesson proceeds. If children cannot
get along or they are fighting in their groups, then that will obviously disrupt the lesson. If a situation like
that occurs we will proceed by giving them a warning, and if the arguing continues, we will separate the
group.
o If a student or a group of students are struggling with the lesson while others are excelling, then we
may have to spend more time with those particular students so that they understand which would in turn
make the lesson go on longer then expected.
o We expect students to respond positively to directions, we will make sure that everyone understands
the directions before we proceed so that there are no misconceptions.
o The only misconception the students may struggle with is when they are counting with the money
because they may forget the money’s worth in which case they would use the wrong amount of coins to
reach a dollar.

DIFFERENTIATION:
· We understand that there are some students who will grasp the concept of the lesson fairly quickly so
we will give directions that indicate if a student or group finishes their work before another, then they
should create different amounts using the money. This will give us time to work with the students who
may need additional help while keeping the other students interest in the assignment by giving them a
harder task of making their own amounts of money.

ASSESSMENT:
· Students will return to their desk and complete an Envisions worksheet pamphlet. If they
successfully complete the pamphlet, then the objective was achieved and they understand how to skip
count by tens
· We will be looking to see if the students arrived at the right answer while working on their Envisions
worksheet pamphlet, and how they arrived at the right answer so we get a better understanding of the
student’s thinking process and where they are developmentally.

Objective: SWBAT count by tens up to 100.

Teach and Model: Teacher will have a puzzle with 10 tiles that each say “10” on them. When
the teacher counts by tens, she will turn over a tile. When all the tiles are turned, the tiles will
now say “100.” Students are encourage to count by 10s with the teacher as she counts them.

Guided Practice: Teacher will have 10 “dimes” and will ask the students to count with her until
she gets to 100 cents, or $1. The class can practice this a few more times, counting to different
price points; for example, counting to eighty cents or fifty cents.

Independent Practice: Students will be broken up into small groups. Each group will receive a
small baggie. Inside the baggie, there will be 2-10 paper cookies, each with 10 chocolate chips
on them. Students are to count how many cookies, in their groups, and report back to the
teacher and count them for her. Students will repeat this two times.
Assessment: Students will return to their desk and complete an enVisions worksheet pamphlet.
If they successfully complete the pamphlet, then the objective was achieved.