Teacher:
Ms Sara
Date: period 2
26th-30th Jan, 2019
Grade: 1
Class: All
Subject: Math
Lesson: Module 4
Lesson 2: Use the place value chart to record
tens and ones within a two-digit number.
Standards reference:
1. NBT.2ab Understand (2) that the two digits of a two-digit number represent amounts
of tens and ones. Understand the following as special cases: a. 10 can be thought of
as a bundle of ten ones—called a “ten.” b. The numbers from 11 to 19 are composed of
a ten and one, two, three, four, five, six, seven, eight, or nine ones.
Learning objective/s (WALT):
Students will extend?? (2) the place value chart to record tens and ones within a two
digit number.
Key words:
Literacy: reading word problem, counting to track the change
Differentiated learning outcomes (WILF):
All: Students will describe (2) numbers to show the place value as tens and ones.
Most: Students will demonstrate (3) the place value chart to write tens and ones.
Some: Students will break down (4) numbers to determine tens and ones.
IEP/ SEN: Identify (2) tens and ones by using real objects.
GNT: Construct (6) a place value chart and break apart addends to make tens and
ones.
Ten
Ones
Bundle
Place value
Digit
Addend
SCF:
Critical thinking, creativity, teamwork, citizenship
STEM activities:
Link(s) to previous lesson or unit:
Counting numbers, number bonds, adding and subtracting.
AFL- Opening question: (2 minutes):
Mezna has 6 packages with 10 boxes of juice for her party. How many boxes does she have altogether?
How many tens and ones are there? (Individual Work: on whiteboards.) Pre-inquiry
Core: Gr.(10 min)
1st Activity: Roll a Number
Students work in groups to roll a dice, draw the number, and write the place value of
each 2-digit number and its expanded form. (KS: All Write Round Robin)
Differentiation
Green: High achievers will break down (4) numbers to determine tens and ones by writing them and
completing the statement. (Eureka Book p.30) individual work
Orange: Average achievers will demonstrate (3) the place value chart to write tens and ones. (worksheet)
Teacher’s Focus Group
Red: (SEN) Low achievers will describe (2) numbers to show the place value as tens and ones by matching
the picture to the place value chart that shows the correct number of tens and ones.
(Eureka Book p.31) TA’s Focus Group
Extension: (Eureka Book pages 5 &6)
Plenary (5 minutes): (Individual Work: on whiteboards.) Post-inquiry
Teacher shows students 2 problems to be solved:
1. How many tens and how many ones are in the number 92? What amount is greater—9 tens or 2
ones? Explain your thinking. Use your cubes and your place value chart.
2. Dirham notes as 4 tens and 9 coins. How many do I need to make it 50?
(2 min) Teacher moves around and checks for understanding.
Assessment Strategies:
Whiteboard AFL concept and hinge questions. Students will then share their answers with their partners.
Teacher gives positive and accurate feedback and supports when needed.
Open Ended Questions:
If I have 9 tens and 8 ones, how much do I have in all?
How many tens are in 3 hundred?
Homework: - Succeed Module 4 lesson 2 page 32-33
Relevance to Everyday Life and UAE National Identity Themes:
The UAE Currency: Link throughout the lesson.
Emirati families like shopping.
Resources:
Smartboard, whiteboard, markers, copybooks, PowerPoint Presentation, and real objects in the class.
Learning Environment:
Welcoming, creative, engaging, exciting as students work independently, in pairs, and groups.
ICT: Smart board- IPad
Reflection:
WWW (What went well):
EBI: (Even better if):
HOD’s
Signature
Date