Grouping Hundreds, Tens, Ones: Concrete Level

More Teaching Plans on this topic: Representational

PHASE 2: Practice Strategies

Receptive/Recognition Level

Purpose: to provide students with multiple practice opportunities to make groups of ten.

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

Structured Language Experience

Materials:

Teacher –

• Bell or timer to signal when to switch bins

Students –

• 3 containers (e.g. box tops) with groups of concrete objects placed on place value mats. Containers should be differentiated with a color or symbol, letter or number. Some groups in the containers should show groups of ten, some groups should only show groups of ones.

Description:

Activity:

Students will work at tables in groups of 3 children. Each child is assigned a container. Each child should look at his container and decide whether it shows groups of tens or not. When the teacher rings the bell the children at each table are to take turns telling the others at their table if their container shows groups of ten, and if so how many groups of ten. After each child at the table has shared his/her decision with his/her tablemates, the teacher will ask one child at each table to share his/her decisions with the entire class before signaling children to pass the containers around the table. Continue until every child has practiced with each container at the table.

Structured Language Experience Steps:

1.) Review directions for completing structured language experiences and relevant classroom rules.

2.) Model how to perform the skill(s) within the context of the activity before students begin the activity:

a. Look at the container
b. Decide if the objects are in groups of ten.

c. Wait for the teacher signal and then tell tablemates if the container shows groups of ten.

d. Take turns telling tablemates and provide feedback to tablemates

e. Signal teacher if there is a question about a tablemate’s decision

f. Rotate the containers around the table when the teacher signals.

g. Listen while children are sharing their responses with the whole class.

3.) Provide time for student questions.

4.) Signal students to begin.

5.) Monitor students as they work.

a. Circulate around the table and check on children’s responses throughout the activity. Provide positive reinforcement for both “trying hard,” responding appropriately, and for students using appropriate behavior.

b. Make sure that each child receives feedback on his/her decision. Provide corrective feedback and modeling as needed.

c. Provide closed choice questions (are these objects in groups of ten or not?) to help students who have difficulty with verbal expression label their containers.

d. Ask each child in the class to share his/her decision at least once with the entire class

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Expressive Level

Purpose: to provide students with multiple practice opportunities to count objects by making groups of ten.

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

Structured Cooperative Learning

Materials:

Teacher –

• Bell or timer
• Sample container and ten frames

Students –

• Several containers or envelopes. Each container will have counting objects (e.g. beans)
• Ten frames (can be made from index cards and then laminated).

Description:

Activity:

Students will work in teams of 4 students. Each team will count the items in each of their containers by grouping by tens. Because this activity requires space for the ten frames, it might be best to do this as a table or floor activity. The teacher will ring a bell to signal an end to the activity and at that time, ask individual students from each team to come to the front to show their solutions. Teams can get points for each correct answer.

Cooperative Learning Groups Steps:

1) Provide explicit directions for the cooperative group activity including what you will do, what students will do, and reinforce any behavioral expectations for the game.

2) Arrange students in cooperative groups. Groups should include students of varying skill levels.

3) Assign roles to individual group members and explain them:

a. Materials manager (gets the materials)

b. Turn –taker (makes sure that each student at the table gets a turn)
c. Reporter (raises his/her hand to let the teacher know when the group has completed the task.)
d. Encourager(s) (encourages each person as they are deciding)

4) Distribute materials.

5) Model one example of skill(s).

a. Select a container.
b. Count objects using ten frames.
c. Say number using tens and ones (if needed).
d. Make sure that the team agrees with the decision before the next student has a turn.

6) Review/model appropriate cooperative group behaviors and expectations.

a. Agree or disagree with a teammate’s decision
b. Listen while children are sharing their responses with the whole class.

7) Provide opportunity for students to ask questions.

8) Teacher monitors and provides specific corrective feedback & positive.

a. Circulate around the table and check on children’s responses.
b. Make sure that each child receives feedback on his/her decision.

c. Ask each child in the class to share his/her decisions at least once either with the entire class or individually with the teacher.
d. Provide corrective feedback to students as needed.

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