Understanding Tens and Ones
A- Summary of Lesson:
1. Content Standard:
o 1.NBT.B.2 : Understand that the two digits of a two-digit number represent
amounts of tens and ones. Understand the following as special cases:
1. 10 can be thought of a bundle of ten ones- called a “ten”
2. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three,
four, five, six, seven, eight, or nine tens (and 0 ones).
(Georgia Department of Education, 2021)
2. Grade Level:
o First Grade
3. Objectives:
o Represent two-digit numbers as tens and ones
o Decompose a two-digit number as some tens and some ones in multiple ways
o Model a two-digit number in multiple ways
4. The strategy I will use is a spin-off of the gradual release of control.
o First, I’ll pull students whole group to the front of the room all together on the
meeting carpet. Here, I will present a starter where students will all explain or
show how to show the number 14 as one ten and some ones to review a
previous lesson they have collectively mastered. This will get their brains working
in the direction of tens and ones for the lesson beginning this day.
o Next, I’ll present the class with a new problem by telling them to guess how many
cubes (32) I have in a bag I will hold up for them to stare at for about ten or
fifteen seconds. During this time, I will cover the new academic vocabulary and
translate it into Spanish for the ELL students.
(Vocabulary- digit, place value, ones, tens)
o Then, I’ll send the students back to their seats and tell them to record how many
cubes they guess are in the bag.
o Next, I will hand each student a bag of the same number (32) of cubes and tell
them to count the number of cubes to see if their guess was correct. After
counting, they should record the number of cubes they have in tens and some
ones as we have learned in the previous lesson. This portion of the solving will
be independent.
o Then, they can turn and chat about their strategy for solving it the way they did.
During this time, students are able to change their strategies if they are
introduced to one that seems more convenient or they better understand. Some
students may have 32 ones. Some may have 3 tens and 2 ones. Some may
have 2 tens and 12 ones. Others may have 1 ten and 22 ones. Answer should
vary.
o Next, as I walk around the room observing the students’ engagement about their
strategies, I will (discreetly) choose two or three students’ strategies to be shared
(by the students themselves) with the class. The whole class will come together
at the front of the room again just near the white board and T.V. where the
presenters will explain their strategies.
o The next day, I will review the initial strategies presented by the students.
o Then, if any of the strategies they used do not match a sensible or common
strategy, I will model a strategy that I would use to solve the problem. My way of
modeling it would be the 3 tens and 2 ones way.
o If a student DID use a sensible or convenient strategy to present to the class, I
will NOT model a new way. I would use this strategy to build upon with explicit
instruction as to how to practice the best strategy.
o
The following day(s), students will review the practiced strategy from the prior
lesson and then also be encouraged to use any strategy that makes the most
sense to how they think, personally.
5.
Assessment:
o The front side of the assessment will be 8 problems. Each problem will be a twodigit number in numerals with the directions, “Show the number __ using tens
and ones two different ways.”
o The back side will be 8 more problems. The first four problems will be illustrations
with tens and ones (making a number consisting of two digits - 56) with the
directions, “Write the number these tens and ones represent.” (The illustrations of
tens and ones will be various possibilities of 56 using tens and ones. For
example, 5 tens and 6 ones, 3 tens and 26 ones, 1 ten and 46 ones.) The last
four problems will be the same type of problem but using a different two-digit
number (73).
B- Reflection Log:
1. Prerequisites:
o Count to 100 by ones
o Count to 100 by tens
o Understand teen numbers
o Represent 10 ones as one ten
2. Two Characteristics of Students
o Multiple students in this class have problems controlling their bodies’ high levels
of energy. They are constantly getting out of seats, fidgeting with something, or
distracting others. It is important to consider students who have a hard time
controlling their bodies’ high levels of energy because it makes them lose focus.
This also makes it difficult to teach a full lesson without interruptions to instruction
or distractions for other students in the class, so by considering this set of
student needs, I am ensuring all students are able to receive the necessary
instruction and understanding of the standard.
o Multiple students in this class are ELL. This is important to consider because
these students often need Spanish versions of new vocabulary related to the
content being taught.
3. Two Learning Needs
o The students who need help controlling their bodies’ energy need ways to direct
their extra energy without missing instruction and practice while not distracting
the other students during instruction and practice. This is important to consider
because these students are likely to distract other students in the class.
o The ELL students (all Spanish speaking) need a concrete way to understand the
concept in their native language, and then a way to transfer (translate) that
understanding into the English language. This is important because ELL students
need the same opportunity to hear and understand the concept in their own
language as non-ELL students.
4. Why I chose these instructional strategies
o For this class specifically, I chose to use manipulatives and talking with friends to
compare strategies to keep their focus as narrowed as possible to the content
being covered. This will help the student needs of the ones who have a hard time
controlling their physical energy. If they are able to talk it out with one another
and show their strategies with the manipulatives, their minds are able to switch
back and forth from listening to my guidance in short bursts, then self-propelled
learning in short bursts. Also, having students move to and from different places
in the room so often will keep aid in the same thing.
o
For the ELL students, I have to know, understand, and use Spanish a few times
for them to understand what is expected, then I am usually able to transfer their
understanding to the English language of what is expected. This will help
students who are ELL better understand the content being taught opposed to
leaving them guessing what I am saying, asking, or expecting them to do. It is
also CRUCIAL in my class’ experience for vocabulary acquisition for many of the
ELL students.
5. Why I chose the assessment
o I chose this form of assessment because I do not like to make all students use
the same strategy, I feel it is the best way. I want them to be able to choose a
strategy that works best for them. If they see the illustrations presented in various
ways but showing the same two-digit number, they are likely to better understand
the learning objective “decompose a two-digit number as some tens and some
ones in multiple ways” and likewise for the first part of the assessment where
they should show two-digit number two different ways using tens and ones
correlated with the learning objective “model a two-digit number in multiple
ways”.
C- Reflection Log focused on the outcome of the lesson and assessment
1. I observed all students engaged with the manipulatives at the beginning of the lesson,
especially. They were also engaged with each other when explaining their strategies to
classmates. They progressively were able to use the highest number of ten sticks
needed for each two-digit number and then count the remaining number of ones.
2. The assessment showed 16 out of the 19 students were able to answer all questions
correctly. This indicates that those 16 students were able to:
1. Represent two-digit numbers as tens and ones
2. Decompose a two-digit number as some tens and some ones in multiple ways
3. Model a two-digit number in multiple ways
It also showed 2 students were able to answer all questions except two correctly. Lastly,
it showed one student who was able to answer all questions on the back correctly, but all
questions on the front incorrectly, indicating that he understands the learning objective
“model a two-digit number in multiple ways” but does not understand “decompose a twodigit number as some tens and some ones in multiple ways.”
3) I believe a successful element of this lesson was having them physically engaged because it
helped control their focus and attention. I also believe a successful element of the lesson
was having the students see, understand, and demonstrate showing the two-digit numbers
in multiple ways with the manipulatives because it solidified their understanding that ten
ones can be traded for a group of ten (or a “ten stick”).
4) I believe not asking students to practice decomposing two-digit numbers as tens and ones
by having them draw tens and ones for a two-digit number I provided them hurt the students
who didn’t master the learning objective “decompose two-digit numbers as some tens and
some ones in multiple ways.” I also believe by not implementing additional avenues for
students to release extra energy somewhat hurt the class because I still found myself
pausing instruction to redirect the ones who still couldn’t sit still while I was instructing. I
could provide “preferred seating” in the form of a yoga ball or “feet bands” attached to the
bottom, front legs of their seats.
5) The next instructional steps for this lesson are to ask students to practice decomposing twodigit numbers as tens and ones by having them draw tens and ones for a two-digit number
which I provide. Also, I will provide preferred seating in the form of a yoga ball and “feet
bands” for students who have a hard time controlling their bodies’ energy.
A. By asking students to practice decomposing two-digit numbers as tens
and ones by having them draw tens and ones for a two-digit number
which I provide, students will better grasp and visualize the part of the
standard that says, “decompose a two-digit number as some tens and
some ones in multiple ways.” Also, by providing preferred seating in the
form of a yoga ball, it allowed them to manipulate and bounce within set
boundaries (by me). Also, by providing preferred seating in the form of
“feet bands”, it allows them to quietly manipulate something with their feet
while remaining seated. These preferred seating methods will help those
students needing it to get rid of extra energy without disrupting or
distracting the rest of the class.
D - Two Insights Relevant to Student Learning That Will Influence Future Teaching
Practices
1. I have learned that some students may understand being able to decompose two-digit
numbers as some tens and some ones, but that does not mean they automatically
understand how to model two-digit numbers with tens and ones.
2. I have also learned that some students may not always understand that when you count
ten ones, you can then trade it for a ten stick. I will use this insight to model more and
issue more student practice of this understanding.
E - Two methods of reflection that will be the most effective for future teaching
practices.
E.1 - One method of reflection I would use is to actively observe students practicing these math
concepts during independent practice by using a checklist of objectives as I walk around the
room and take note of students who seem to understand the concepts being taught.
E.1a. - This will be effective because it will help me remain cognizant of which students are in
need of remediation or being retaught these concepts versus which students need more
practice of presented concepts.
E.2 - Another reflection for future practices will be to use a peer observation from a veteran first
grade teacher. The teacher will observe and provide feedback of my instruction of content
presented.
E.2a. - By doing this, it will give me insight as to what an experienced teacher observed during
the lesson and be able to provide feedback as to why things were or were not understood by the
students.
F- Acknowledge sources, using APA formatted in-text citations and references
(Georgia Department of Education, 2021)
Works Cited
Georgia Department of Education. (2021, July). Georgia Standards of Excellence Grade Level
Curriculum Overview. Retrieved from GaDOE:
https://www.georgiastandards.org/georgia-standards/frameworks/1st-math-gradelevel-overview.pdf