Multiples of 10
Second Grade
Math, ESL
Help students gain confidence in recognizing multiples of 10 as they critique a flawed response. Use as a standalone scaffolded EL support lesson or prior to teaching Big Spenders.
Objectives
Objectives
Academic
Students will be able to add and subtract 10 from multiples of 10.
Language
Students will be able to critique a flawed response in relation to adding and subtracting multiples of 10 with
academic vocabulary using discussion cards and partnerships for support.
Materials and preparation
Vocabulary
Class set of the Hundreds Chart
Teacher copy of the Vocabulary Cards
Glossary (optional)
Teacher copy of the Teach Background
Knowledge Template
Teacher copy of the Write Student-Facing
Language Objectives Reference
Personal whiteboards and whiteboard markers
Base-ten blocks for each partnership (ten
groups of ten to equal 100).
TIER 2
critique: to explain your opinion of the good and bad
parts of something
multiple: the result of repeatedly adding, or
multiplying, a number by an integer
TIER 3
mental math: solving a math problem in your head
addition: combining two or more amounts
subtraction: taking an amount away from another
amount
integer: a whole number, or a negative number, no
fractions or decimals
Attachments
Hundreds Chart (PDF)
Vocabulary Cards: Multiples of 10 (PDF)
Glossary: Multiples of 10 (PDF)
Teach Background Knowledge Template (PDF)
Write Student-Facing Language Objectives Reference (PDF)
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Math language routine
Critique a Flawed Response
Introduction (8 minutes)
Gather the students together in a comfortable area.
Pass out personal whiteboards and markers to each student.
Write 10, 20, 30, 40, 50, 60, 70, 80, 90, 100 on the whiteboard.
Next to the numbers, write the following question and sentence frame:
How many more is 20 than 10? (20 is ____ more than 10.)
Ask a student volunteer to read the question and sentence frame aloud.
Encourage students to turn and talk to an elbow partner to figure out the answer. Instruct each student to
record their answer on their personal whiteboard.
Allow a few students to share out their answers. Explain to the students that all of the numbers written on
the whiteboard are multiples of 10. Elaborate that this means that 10 combined with 10 equals 20, 10
combined with 10 combined with 10 equals 30, and so on. Write down 10 + 10 = 20, 10 + 10 + 10 =
30, etc., to support student understanding. Clarify that 20 is 10 more than 10.
Project the Hundreds Chart on the whiteboard and circle the multiples of 10 in the far right column on the
chart. Explain to the students that a hundreds chart is one of the tools that can be used to add and
subtract multiples of 10. Continue by explaining that some students may also use mental math to add
and subtract multiples of 10 if they feel very comfortable with multiples of 10. Clarify that mental math is
when you figure out the problem in your head, without using other tools.
Get out base-ten blocks and show students ten groups of ten (the long rectangles). Count by 10 up to 100
using the base-ten blocks, and explain that base-ten blocks are another tool that can be used to add and
subtract multiples of 10.
Instruct students to put on their "mathematician hats" because they are going to use their knowledge of
multiples of 10 to figure out if you solved a problem correctly today!
Explicit Instruction/Teacher modeling (8 minutes)
Tell the students that before you get to the activity, you want them to understand some important
vocabulary words.
Review the Vocabulary Cards with students, explicitly defining the words using the student-friendly
definitions. Refer to the visual representations to support student understanding.
Clarify any confusion about the vocabulary words, especially the mathematical concepts of integer and
multiple. Provide real-world context and examples when necessary. Next, allow students a few minutes
to explain the definitions in their own words to elbow partners.
Provide sentence frames to support students in sharing their ideas, for example:
The word ____ means ____.
An example of ____ is ____.
Allow a few partnerships to share their ideas with the class and jot down any key words, phrases,
sentences, or visuals they use to refer back to throughout the lesson.
Guided Practice (10 minutes)
Put students in partnerships and pass out copies of the Hundreds Chart to each student, along with baseten blocks (ten groups of ten to equal one hundred). Provide students with access to whiteboards and
whiteboard markers as well.
Create a word bank on the whiteboard with the following number names and corresponding base-ten
numbers next to each number name (ten-10, twenty-20, thirty-30, fifty-50, sixty-60, eighty-80, ninety-90,
one hundred-100). Read the number names in the word bank and encourage students to utilize the word
bank to read the sentences throughout the lesson.
Write the following sentences on the whiteboard:
Fifty is ten more than thirty.
Fifty people will be at Mila's birthday party.
Explain to the students that your friend, Mila, is having a birthday party. Mila invited thirty friends, and
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then ten family members decided they were going to come, too. Mila wants to figure out how many
people are going to be at the party in all.
Give students a minute to turn and talk to a partner, explaining what the problem is asking. Ask students
to think about if they need to add or subtract. Allow a student to share out their reasoning, and
encourage them to use their vocabulary cards to justify their answer.
Read the sentences aloud: "Fifty is ten more than thirty. Fifty people will be at Mila's birthday party."
Say, "In your partnerships, I want you to discuss whether or not I'm right about fifty being ten more than
thirty. You are going to critique my work. Turn and talk to a partner, explaining what the word critique
means (give wait time). Use the sentence frames on the board to help you as you discuss your answer
with your partner."
Write and orally share sentence stems and frames such as:
I agree that fifty is ten more than thirty because ____.
I disagree that fifty is ten more than thirty because ____. The answer should be ____ instead. I think
this because ____.
Rotate around the room and observe student work and discussions.
Allow pairs to share out their ideas and allow a few students to record their solutions on the board with
connecting visuals, words, and sentences. Encourage students to explain the tools they used to figure out
the problem (mental math, base-ten blocks, hundreds chart).
Group work time (10 minutes)
Provide students with another problem that needs to be solved, but this time make sure the operation
used is subtraction (e.g. I had one hundred dollars but I gave ten dollars to my brother. How much money
do I have left?) Have students identify the operation that needs to be used and encourage them to use
the vocabulary cards to justify their reasoning. Encourage students to paraphrase what the problem is
asking them to find prior to working in their partnerships.
Write two incorrect sentences on the whiteboard that relate to the problem, such as:
Eighty is ten less than one hundred.
I have eighty dollars.
Explain to the students that they will figure out if the sentences are right or wrong and explain their
reasoning. Reinforce that they will be critiquing your work again.
Write and orally share sentence frames such as:
I agree that eighty is ten less than one hundred because ____.
I disagree that eighty is ten less than one hundred because ____. The answer should be ____
instead. I think this because ____.
Rotate around the room and observe student work and discussions.
Allow pairs to share out their ideas and allow a few students to record their solutions on the board with
connecting visuals, words, and sentences. Encourage students to explain the tools they used to figure out
the problem (mental math, base-ten blocks, hundreds chart).
Additional EL adaptations
Beginning
Provide students with access to a bilingual dictionary with corresponding visuals.
Give students a partially filled out copy of the Glossary prior to the lesson with words in English and their
home language (L1).
Research a video that demonstrates counting by 10's in the student's home language and play it for the
class (if possible).
Allow students to share their closing remarks in their home language (L1).
Advanced
Encourage students to explain their ideas and thoughts throughout the lesson without referring to the
sentence stems/frames for support.
Ask students to explain what mental math means to the class in their own words.
Challenge students to think of one or two different types of mathematical problems they can solve using
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mental math, hundreds charts, and base-ten blocks.
Assessment
Rotate around and assess student understanding during group work.
Jot down your observations and refer to them as a formative assessment.
Review and closing (4 minutes)
Bring students together as a whole group. Write the following sentence supports on the board and have
students share their ideas with a partner:
A multiple of 10 is ____. I know this because ____.
A strategy I can use to add/subtract multiples of 10 is ____ (hundreds chart, mental math, base-ten
blocks).
I'm still wondering about ____.
Close the lesson by explaining that being able to fluently add and subtract multiples of 10 will help them
become better mathematicians.
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Name
Date
Hundreds Chart
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100
What patterns do you see?
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Vocabulary Cards
EL Support Lesson plan: Multiples of 10
critique
multiple
I think
that...
to explain your opinion of
the good and bad
parts of something
the result of repeatedly
adding, or multiplying,
a number by an integer
mental math
addition
3
+4
7
4
solving a math problem
in your head
2
6
combining two or
more amounts
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Vocabulary Cards
EL Support Lesson plan: Multiples of 10
subtraction
6
2
integer
4
taking an amount away
from another amount
a whole number, or a
negative number,
no fractions or decimals
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Glossary for EL Support Lesson PLAN:
Multiples of 10
Word
Definition
critique
to explain your opinion of
the good and bad parts
of something
multiple
the result of repeatedly
adding, or multiplying, a
number by an integer
Visual
I think
that...
3
+4
7
mental math
solving a math problem
in your head
addition
combining two or
more amounts
subtraction
taking an amount away
from another amount
integer
a whole number, or a
negative number, no
fractions or decimals
4
2
6
6
2
4
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Teach Background Knowledge
Lesson Topic:
Choose a topic from the main content
lesson that will help ELs understand the
main content lesson. Your non-ELs will
already have knowledge about this topic.
Total Lesson Time:
(20 - 30 minutes)
Student-Facing Language
Objective:
Example: I can learn new vocabulary
using pictures and sentence frames.
Student ELP Level(s):
Consider each student’s ELP level and
their academic strengths when choosing
scaffolds for the lesson.
Potential Scaffolds:
Choose some of these material supports
and instructional scaffolds based on each
EL’s individual strengths and needs.
Groupings (pairs, small-groups, a teacher-led group)
Word banks, word wall, and bilingual glossaries
Sentence frames, sentence stems, and paragraph frames
Home language materials
Reduced linguistic load, repetition, rephrasing and modeling
Practice new academic skills with familiar topics
Materials & Resources List
List the materials you’ll use in the lesson.
Key Vocabulary Words (5-8 words)
List the words with student-friendly
definitions in English. Provide
definitions in student’s home language
when appropriate.
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Introduction
Access EL’s prior knowledge about the
lesson topic with a brief comprehension
check.
Potential activities:
Creating captions for images
Opinionnaires
Carousel brainstorming
Conversations with sentence starters
Time estimate for Introduction
(3 - 5 minutes)
Explicit Instruction of
Background Knowledge
Model a learning activity that embeds
the teaching of academic language and
background knowledge.
Potential activities:
Lunch brunch discussion
Teacher-created, adjusted text and
questions
Brief videos or visuals
Text-based instruction
Home-language connections
Pre-teach a small number of
vocabulary words
Show real-world objects
Complete word family or bilingual
glossaries
Word walls or word bank creation
Time Estimate for Explicit Instruction
(4 - 6 minutes)
Guided Practice
Provide an opportunity for students (in
pairs or small groups) to practice the skill
or information taught during Explicit
Instruction, offering appropriate
scaffolds as needed.
Time Estimate for Guided Practice
(5 - 7 minutes)
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Formative Assessment
Ask students to show comprehension of
new background knowledge and
associated skills through an oral or
written task. Provide appropriate
scaffolds dependent on their ELP level.
Potential assessments:
Act out concepts
Hands on tasks
Drawings, models, or graphs
Graphic organizer completion
Captions of images
Reading response or content
area logs
Retellings
Role plays
Audio or video recordings
Oral interviews
Time estimate for Assessment
(5 - 7 minutes)
Review and Closing
Refer to the student objective and relate
information to future lessons. Allow
students to share thoughts about
whether they reached their objective
and/or mention lingering questions.
Provide sentence stems or frames for their
discussion.
Time estimate for Review and Closing
(3 - 5 minutes)
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Write Student-Facing Language Objectives
A teacher-facing language objective:
A student-facing language objective:
begins with “Students will be able to...”
is designed to raise students' self-awareness of and
promote their language development.
incorporates a language function, grammar structure, and
supports or scaffolds.
is intended to guide the teacher’s lesson planning
and instruction.
begins with “I can...”
is designed to raise students' self-awareness of and
promote their language development.
incorporates a language function, grammar structure, and
supports or scaffolds.
is easy to understand for students at all levels of
English proficiency.
Steps to convert a teacher-facing objective to a student-facing objective:
1.
2.
Replace “Students will be able to” with “I can.”
Simplify challenging words but maintain key vocabulary words you’ll address in the lesson.
Students will be able to describe a character with adjectives using graphic organizers.
Language
Function
Grammar
Structure
Support/
Scaffold
I can talk about a character with adjectives using graphic organizers.
Language
Function
Language Functions
locate
show
sort
tell
contrast
create
describe
ask questions
brainstorm
classify
identify
infer
interpret
collect
compare
Grammar
Structure
Support/
Scaffold
Supports/Scaffolds
Grammar Structures
nouns
modals
verb forms
conjunctions
sentence structure
pronouns
comparatives
adverbs
academic vocabulary
adjectives
phrases
prepositions
complex sentences
graphic organizers
teacher modeling
word banks/walls
sentence starters
strategic grouping
home language supports
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Reserved
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