Understanding Tens and Ones Unit of Study: Counting and Modeling Numbers to 120 Global Concept Guide: 2 or 4

Content Development Throughout this Unit of Study, we will begin to explore the properties of our base ten system. Students will begin to conceptually understand that we can view ten ones as a unit that we call a ten. To cement this idea, students should model with tools daily. The ability to view numbers flexibly starts with a firm understanding of tens and ones. Our precision of language (SMP 6) is a model for our students. We must be cognizant that we are not always just saying “17,” but also referring to it as “1 ten and 7 ones” or “10 ones and 7 more ones.”

Content Development Different ways to represent tens and ones will appear throughout this year and years to come. As the class explores ways to represent numbers, create an anchor chart that will document the following ways:

Day 1 As we dig into place value, Day 1 will introduce students to the idea that we can have ten and some more. Snap cubes, ten frames, and other proportional objects will allow students to compose and decompose groups of ten. Providing students with pregrouped items, such as the tens rod of the base tens blocks, before they conceptually understand making a group of ten can confuse students. Base ten blocks will be introduced in the last part of the unit if ready. Secret Code Cards can help students connect the snap cube representation to the expanded form of the number. 1 0 5

Day 2 Day 2 will continue to work on decomposing teen numbers as well as beginning to build trains of ten to compose decade numbers. Throughout the lesson, allow students to build the “ten” with manipulatives and draw a quick model. Students may not know the most efficient way to draw a quick model for their cubes. Look for a student example of a model or, if none are available, model the drawing for your students. Quick Model

Day 3 Day 3 will build on the previous days by now building up to 100. Listen and Draw will begin with snap cubes and introduce students to pregrouped base ten blocks. Facilitate a discussion with class about how the model with base ten blocks compares to previous models. (Anticipated response: base ten rod cannot be taken apart.) If a student is struggling with base ten blocks, it may be appropriate to have them move back to the groupable items used in previous lessons to strengthen their understanding.

Day 4 Day 4 summarizes the learning objectives from this GCG by referring to all representations and provides opportunities for differentiation based on needs. Select the tasks from Lesson 6.7 that will meet your learning goal best. Students will begin to see multiple tools that will represent tens and one. Students should be able to name tools such as: quick pictures, snap cubes, ten frames and base ten blocks. However, they should be the ones to decide which is appropriate for them to use. (SMP 5) Ensure that anchor chart include all representations and is referred to in upcoming lessons.

Enrich/Reteach/Intervention Go Math Lesson 6.3 TE p 251 – Extend the Math GO Math Lesson 6.3 TE p 249B – Enrich Activity Tens and One Game Reteach GO Math Lesson 6.4 TE p 253B – Tier 2 Activity Intervention/Small Group Dice Game