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Grouping
Hundreds, Tens, Ones: Representational Level
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Teaching Plans on this topic: Concrete
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Phase
1
Initial
Acquisition of Skill
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Phase
2
Practice
Strategies
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PHASE 1: Initial Acquisition of Skill
Teach Skill with Authentic Context
Description: Links are made to the concrete experiences and the contexts used at the concrete level.
Build Meaningful Student Connections
Purpose: To help students make meaningful connections between what they know about grouping and counting objects by tens and using drawings to count and group by ten.
* The following description is an example of how you might implement this instructional strategy for learning Objective 1.
Learning Objectives 1: Given a number,
draw and count groups of ten
Materials:
Teacher -
Description:
1) L ink to students' prior knowledge of counting
and grouping by tens using objects.
For Example:
Boys and girls, we have been working on grouping by tens. Tell me, what we used to help us group and count these cubes? Right, a ten frame. We have been using these ten frames to help us group things like the unifix cubes into groups of ten.
2) I dentify the skill students will learn: given a number, draw and count groups of ten.
Today we are going to learn how to make and count groups of tens by using drawings.
3) P rovide rationale/meaning for grouping by tens using drawings.
For Example:
When we group things by tens, it helps us count. When we use drawings, we can count all sorts of numbers and we don’t have to use things like our cubes. Let’s learn how to draw to make our groups of ten.
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Provide Explicit Teacher Modeling
Purpose: to provide students a clear teacher model of how to use and drawings that represent objects to count groups of ten.
Learning Objective 1: Given a number, draw and count groups of ten.
Materials:
Teacher -
- Visual platform that all students can clearly see to display concrete objects and to draw representations of them (e.g. floor or table with poster paper; chalkboard/dry-erase board.)
- Twenty discrete counting objects (e.g. unifix cubes, counting chips, etc. *Magnetic strips can be attached to objects to display on a chalkboard or dry-erase board.)
- Appropriate surface for both placing concrete objects and for drawing.
- Marker/pen/chalk for writing & drawing.
Description:
A. Break down the skill of grouping by tens by drawing.
1) Identify number
2) Draw the number by making tallies or dots.
3) Count groups of ten tallies/dots and circle them.
4) Count number of groups.
5) Say number of “tens.”
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Scaffold Instruction
Purpose: to provide students an opportunity to build their initial understanding of how to draw and count groups of ten and to provide you the opportunity to evaluate your students’ level of understanding after you have initially modeled this skill.
*Scaffolding at the representational/drawing level of instruction should occur using the same process as scaffolding instruction at the concrete level of instruction (See the description of Scaffolding Instruction for “Learning Objective 1: Given a set of concrete objects, make groups of ten.” in the Concrete Level Instructional Plan). The steps used during Explicit Teacher Modeling should be used as structure for scaffolding your instruction.
Materials:
- Dependent on the skill (See materials listed for the specific skill under Explicit Teacher Modeling).
Description:
1. Scaffold instruction using a high level of teacher direction/support (*Dependent on the needs of your students, you may want to continue to associate concrete materials with drawings at this level as described under Explicit Teacher Modeling.) *Move to the next phase of scaffolding only when students demonstrate understanding and ability to respond accurately to your prompts.
2. Scaffold instruction using a medium level of teacher direction/support (*If you associated concrete materials with drawings while scaffolding using a high level of teacher direction/support, then do not include concrete materials during this phase of scaffolding). *Move to the next phase of scaffolding only when students demonstrate understanding and ability to respond accurately to your prompts.
3. Scaffold instruction using a low level of teacher direction/support (*Students should actually draw as you prompt during this phase of Scaffolding Instruction.). *Move students to independent practice of the skill only after they demonstrate the ability to perform the skill with limited prompting from you.
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Videos
Learning Objective 1: view Clip 1, Clip 2, Clip 3, Clip 4
Given a number, draw and count groups of ten.
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