Relevance/Connections It is critical that the Standards for Mathematical Practices are incorporated in ALL lesson activities throughout the unit as appropriate. It is not the expectation that all eight Mathematical Practices will be evident in every lesson. The Standards for Mathematical Practices make an excellent framework on which to plan your instruction. Look for the infusion of the Mathematical Practices throughout this unit. Student Outcomes The student will: Represent two-digit numbers using base ten manipulatives, pictures, symbols, and/or objects. Identify and explain the value of a digit in the different positions within a number. Understand that the position of a number affects its value. Prior Knowledge Needed to Demonstrate and understanding of counting on. Support This Learning Demonstrate some understanding of grouping objects. Demonstrate one to one correspondence. Demonstrate an understanding that 10 ones is equal to one ten. Method for determining student Grasp the concept of bundling groups of ten. readiness for the lesson Materials A Fair Bear Share by Stuart J. Murphy counters such as beans, connecting cubes, bears, or paper clips, or pennies and dimes (If virtual manipulatives are available through the use of an Interactive white board, these should be offered as well) a way to record a number, such as dry erase boards and dry erase markers, or pencil and paper board or chart paper Resource Sheet 1: Two Ten Frames (one per student) Document camera or overhead projector (optional) Chart paper to create a 3-column chart as a class (see activity 1 for example) manipulative that can be snapped together, such as connecting cubes or snap cubes Resource Sheet 2:Tens/Ones Work Mat Resource Sheet 3: Tens and Ones Exit Slip Index card to use as an exit ticket
Relevance/Connections It is critical that the Standards for Mathematical Practices are incorporated in ALL lesson activities throughout the unit as appropriate. It is not the expectation that all eight Mathematical Practices will be evident in every lesson. The Standards for Mathematical Practices make an excellent framework on which to plan your instruction. Look for the infusion of the Mathematical Practices throughout this unit. Student Outcomes The student will: Represent two-digit numbers using base ten manipulatives, pictures, symbols, and/or objects. Identify and explain the value of a digit in the different positions within a number. Understand that the position of a number affects its value. Prior Knowledge Needed to Support This Learning Demonstrate and understanding of counting on. Demonstrate some understanding of grouping objects. Demonstrate one to one correspondence. Demonstrate an understanding that 10 ones is equal to one ten. Method for determining student readiness for the lesson Grasp the concept of bundling groups of ten. Materials A Fair Bear Share by Stuart J. Murphy counters such as beans, connecting cubes, bears, or paper clips, or pennies and dimes (If virtual manipulatives are available through the use of an Interactive white board, these should be offered as well) a way to record a number, such as dry erase boards and dry erase markers, or pencil and paper board or chart paper Resource Sheet 1: Two Ten Frames (one per student) Document camera or overhead projector (optional) Chart paper to create a 3-column chart as a class (see activity 1 for example) manipulative that can be snapped together, such as connecting cubes or snap cubes Resource Sheet 2:Tens/Ones Work Mat Resource Sheet 3: Tens and Ones Exit Slip Index card to use as an exit ticket