Grouping Hundreds, Tens, Ones: Representational Level

More Teaching Plans on this topic: Concrete

PHASE 2: Practice Strategies

Purpose: to provide students practice opportunities to express their understanding of how to group and count tens by drawing.

Learning Objective 1: Given a number, draw and count groups of ten.

Instructional Game

Materials:

• Small game boards (similar to candy land) with colored cards and tokens
• Spinners with 9 spaces (1 tens –9 tens) written on it.
• Small chalkboard or white board and chalk or markers
• Answer sheet in envelope

Description:

Activity:

Students can play this game in pairs or small groups. Each group will have a game board with tokens and a group of cards., small chalkboard, chalk, and two spinners. The first child will draw a colored game board card. Before he can move, he will spin the spinner and draw the group of tens on the chalkboard. If the group of tens is drawn correctly, then the child may move to his/her token to the next space on the game board that corresponds to the card that he/she drew. If the group of tens is not drawn correctly, the child can not move forward.. The children are to take turns until they have completed the game board path.

Instructional Game Steps:

1) Introduce game.

2) Distribute materials.

3) Provide directions for game, what you will do, what students will do, and reinforce any behavioral expectations for the game.

4) Provide time for students to ask questions.

5) Model how to play the game:

a. Draw a card.
b. Spin the spinner. Take the chalkboard and draw a corresponding group of tens on the chalkboard.
c. Have a partner(s) check the answer.
d. Move to the appropriate spot on the game board.
e. Give corrective feedback to your partner
f. Take turns.
g. Make sure not to peek at the answers before drawing.
h. Signal the teacher if there are questions.
i. Signal the teacher that the game is completed.

6) Play one practice round so students can apply what you have modeled. Provide specific feedback/answer any additional questions as needed.

7) Monitor students as they practice by circulating the room, providing ample amounts of positive reinforcement as students play, providing specific corrective feedback/ re-modeling skill as needed.

8) Play game.

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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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