Grouping Hundreds, Tens, Ones: Concrete Level

More Teaching Plans on this topic: Representational

PHASE 1: Initial Acquisition of Skill

Teach Skill with Authentic Context

Description: Bags of M & M’s and other food are used since children have experiences with counting out food to share.

Build Meaningful Student Connections

Purpose: To help students make meaningful connections between what they have experienced when sharing food and the concept of grouping objects into groups of ten.

* The following description is an example of how you might implement this instructional strategy for learning Objective 1. A similar process can be used for the other learning objectives in this plan.

Learning Objective 1: Given a set of concrete objects, make groups of ten.

Materials:

Teacher -

• Bag of M & M’s

Description:

1) L ink to students’ prior knowledge of counting out food to share

For Example:

Did you ever have a bag of candy and you wanted to share it with a friend? With two friends? Often we need to figure out how to share our things with others.

2) I dentify the skill students will learn: grouping by tens

For Example:

Today we are going to learn how to make groups of tens.

3) P rovide rationale/meaning for grouping by tens.

For Example:

When we group things by tens, it can help us when we share and count food like M & M’s.

 

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Provide Explicit Teacher Modeling

Purpose: to provide students a clear teacher model of how to group objects by tens.

Learning Objective 1: Group by tens using concrete objects.

Materials:

Teacher –

• Bag of 30 M & M’s,
• Ten frame (manufactured, or made from paper, meat trays)

Description:

A. Break down the skill of grouping by tens with concrete objecs

1) Identify number

2) Count number of objects by ones

3) Bundle objects in groups of ten. Count groups.

4) Say number using tens and ones.

Learning Objective 2: Count a set of objects by making groups of ten.

Materials:

Teacher –

• Bag of M & M’s
• Snack bag of pretzels
• Six ten frame trays
• Bag of beans

Description:

A. Break down the skill of count a group of concrete objects by making groups of tens using concrete objects.

1) Bundle objects into groups of ten. Count groups of ten.

2) Count individual objects not bundled.

3) Say number using tens and ones

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Scaffold Instruction

Purpose: to provide students an opportunity to build their initial understanding of how to make groups of tens using concrete objects and to provide you the opportunity to evaluate your students’ level of understanding after you have initially modeled the skill.

* The steps for scaffolding your instruction are the same for each concept that you have explicitly modeled. This teaching plan provides you a detailed example of scaffolding instruction for Learning Objective 1. A similar process can be used for other the learning objective in this plan. You should scaffold your instruction with each skill/concept you model.

Learning Objective 1: Given a set of concrete objects, make groups of ten.

Materials:

Teacher -

• Unifix cubes
• Counting bears
• Ten frames

Students -

• Bag of thirty beans/student
• Ten frames

Description:

1) Scaffold Using a High Level of Teacher Direction/Support

a. Choose one or two places in the problem solving sequence to invite student response. Have these choices in mind before you begin scaffolding instruction .

Identify number

Boys and girls, let’s review what we have learned. I have a bag of Unifix cubes. I am going to give a bag of Unifix cubes to each pair of students. I want to make sure that each person in a pair gets ten Unifix cubes to use. How many children are in a pair? Right two. Each bag has twenty-two Unifix cubes and I want to count the Unifix cubes in this bag to make sure there are enough so that each person gets ten. How many will each person get? Right – ten. How many Unifix cubes do I have? Right twenty-two. So I want to see how many groups of ten I can make from this bag of twenty-two. Do you think we will have enough Unifix cubes to make two groups of ten? Hmm, I don’t know; let’s count our Unifix cubes.

Count number of objects by ones to correspond to number

The first thing we are going to do is to count each of these cubes. One, two…twenty-two. There, I have twenty-two unifix cubes.

Bundle objects in groups of ten. Count groups.

How many cubes do I want to give each person? Right, ten. What can we use to help us find out how many groups of ten I have in this bag? Right, a ten frame. How many cubes do I put in each box on this tray? Right, one. Each of these trays will hold ten cubes. I am going to put one cube in each box. When the boxes are filled up, I know that I have made a group to ten. Show me with your fingers how many groups of ten you think we will make? Let’s count and see how many trays we can fill up. Help me count and fill up the first ten frame. What are we going to count to? Right, ten. One, two, … ten (Fill up one tray.). There is one group of ten. I am going to see if I can get another group of ten. Do you think I can? Help me count again. (One, two, three…ten.) I have made another group of ten... How many groups of ten have I made so far? Right! One, two groups of ten. Do you think I can make any more groups of ten? Well, let’s see. One, two. Nope I can’t make any more groups of ten.

Say number using tens (and ones, if there are “left overs.”)

Let’s see. I have two groups of ten. I wonder how much is two groups of ten? Well, I am going to count by tens and see- ten, twenty. Two groups of ten is twenty, plus one, two, more is twenty-two. So, ten, twenty plus two more is twenty -one, and twenty-two. I had twenty-two cubes and made two groups of ten. Each person will be able to have ten cubes.
b. Maintain a high level of teacher direction/support for another example if students demonstrate misunderstanding/non-understanding; move to a medium level of teacher direction/support if students respond appropriately to the selected questions/prompts.

2) Scaffold Using a Medium Level of Teacher Direction/Support

a. Choose several more places in the problem solving sequence to invite student responses. Have these choices in mind before you begin scaffolding instruction.

Identify number

You are doing so well, that this time I want you to give me even more help. Let’s see, this time I have a bag of forty-five counting bears. I want to see how many groups of ten I can make from these forty-five bears. Tell me again, how many bears do I have? Right, forty-five. How many groups of ten do you think we can make? Well, let’s see.

Count number of objects by ones to correspond to number

The first thing we are going to do is to count the bears by ones. Help me while I count them. One, two…forty-five. Well, we know we have forty-five bears.

Bundle objects in groups of ten. Count groups.

I wonder what I can use to make groups of ten? Right, a ten frame. Show me how many cubes do I put in each box on this tray? Right, one. Show me how many bears in all will go in each ten tray? Right ten. ____ and _____, help me count and fill up the first ten frame. What are we going to count to? Right, ten. One, two, … ten (Fill up one tray.). There is one group of ten. I am going to see if we can get another group of ten. Do you think I can? _____ and _____, help me fill up this tray. (One, two, three…ten.) We have made another group of ten... How many groups of ten have we made so far? Right! One, two groups of ten. Do you think we can make any more groups of ten? Well, let’s see, ____ and _____ will you help me fill up another frame? Now how many ten frames do I have filled up? Right, three. Can I fill up anymore? I think so too. Yes, look, I filled up one more. We have filled up four ten frames.

Say number using tens (and ones, if there are “left overs.”

Let’s see. How many groups of ten do we have? Right four. How much is four groups of ten? _______. count by tens and see- ten, twenty, thirty, forty. Four groups of ten is forty. Plus one, two, three, four, five more is forty-five . So, ten, twenty, thirty, forty, plus one, two, three, four, five is forty five.

b. Maintain a medium level of teacher direction/support for another example if students demonstrate misunderstanding/non-understanding; move to a low level of teacher direction/support if students respond appropriately to the selected questions/prompts.

3) Scaffold Using a Low Level of Teacher Direction/Support

a. When students demonstrate increased competence, do not model the process. Ask students questions and encourage them to provide all responses. Direct students to replicate the process at their desks as you work together.

Identify number

Now I am going to have each of you work some problems. Each of you has a bag of thirty beans. I want you to tell me how many groups of ten you will have in this bag of beans. Boys and girls, how many beans do you have? How many groups of ten do you think you can make? Well, let’s see.

Count number of objects by ones to correspond to number

What is the first thing you are going to do? Right, everyone needs to count the beans.

Bundle objects in groups of ten. Count groups.

Now what do you need to do? Right, use your ten frames to make groups of ten. How many trays did you fill up? Good, everyone filled up three trays.

Say number using tens (and ones, if there are “left overs.”)

Let’s see. How many groups of ten do you have? Right, three. How much is three groups of ten? You all are sharp today! Three groups of ten is thirty. You made three groups of ten from your thirty beans.

b. When you are confident students understand, ask individual students to direct the problem solving process or have the class direct you: Students ask questions and you and the students respond/perform the skill.

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Videos

Learning Objective 1: view  Clip 1, Clip 2, Clip 3, Clip 4
Group by tens using concrete objects.

Learning Objective 2: view  Clip 1, Clip 2, Clip 3
Count a set of objects by making groups of ten.

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