Jersey City

FOUNDATIONS Teacher Guide Lesson Plan Groups of Ten 1. 2. 3. 4 . Ring groups of ten.Write the numbers in the blanks. ________ ________ tens ones _________ 10 ones is the same as… …1 ten. ________ ________ tens ones _________ ________ ________ tens ones _________ ________ ________ tens ones _________ 5. Explain the pattern with the base ten blocks. 44 ©MathTeachersPress, Inc.All rights reserved. 14 1 4 17 1 7 12 1 2 20 2 0 answers will vary A1 Lesson Plans 44 Write the answer under the word “same” on the chalkboard. period of time, ask how the blocks are alike. (smooth, have 8 points, 6 sides, slide, stack, same color, solids, all made of little cubes) At first, many students will think the blocks are all made of squares; explain that there are squares on the sides of the blocks, but they are made up of cubes. Ask how the blocks are different. (different size, length, weight) one of each size in front of you. We call the smallest block the “ones” or “units” block. What is the relationship or pattern between the ones block and the other block? block.) or “long” block. Read the example together. Use base ten blocks to show that 10 ones lined up are the same as one ten. Look at problem 1. Match one block to each picture of a block. Do you have 10 or more blocks? 10 ones for one ten. What blocks do you have now? ten and 4 ones) groups of 10? “tens.” How many leftover ones blocks are there? Write 4 in the blank above the word “ones.” What is another name for 1 ten 4 ones? blank below the other numbers. Have students complete the page on their own. Toss to 10 Ga blocks are placed in a pile between the players, and each player has 1 tens block. Each player throws the die, removes the number of ones from the pile, and places them next to their tens block. The first player to get exactly their tens block is the winner. (If a player has 9 ones and throws a 3, the player loses that turn. The player must throw 1 to get exactly 10.) Objective: To explore base ten blocks. To develop an understanding that 10 ones have the same value as one ten. Materials: Base ten blocks (ones and tens) Exploring and Discovering Patterns Each pair of students should have 25 ones blocks and 10 tens blocks. We are going to begin using base ten blocks. See what you can discover about your blocks. Allow an exploratory period. Students might make buildings, roads and parking ramps. Have them share some of their discoveries. Encourage students to look for patterns. These blocks are very important because of the pattern used to make them. We can find important patterns if we ask ourselves how these blocks are all the same and how they are different. Write 2 columns on the board: How are the blocks the same? How are the blocks different? Explore with your blocks and talk to your partner about ways the blocks are alike or the same. Think of a way to record what you find. You can draw a picture or write a word. What is a way the blocks are the same? (e.g., same material) SOLUTION Jersey City piloted the Moving with Math FOUNDATIONS program at three schools because it met all their criteria. At the end of the year the Special Education Department, principals from the district and the Moving with Math team gathered to discuss results and Moving with Math was asked to teach a lesson to actual students from the district. Picture a third grade boy leaning back in his chair with his arms folded sitting at a table with other third grade students. We put base ten blocks on the table and they began to explore. Using a strategy recommended by Marzano, we asked them to tell us how the blocks were alike and different and made a chart. Together we discovered the special pattern key to number sense, “It always takes 10 of the smaller blocks to make one of the next larger.” Armed with our new concrete discovery, we moved to the student activity books where they saw representational pictures of their base ten blocks and abstract representations of the concept. We worked the first problem together and the students began to solve the remaining problems on their own. When asked to turn to the next page, the boy who had earlier been disinterested and unengaged did not want to turn to the page until he finished all the problems on the first! The group of principals who had been watching were excited by what they saw and they chose to expand the program across the whole district. FORMATIVE ASSESSMENT EXPLICIT & SYSTEMATIC CRA INSTRUCTION PROGRESS MONITORING Picture a third grade boy leaning back in his chair with his arms folded sitting at a table with other third grade students. We put base ten blocks on the table and they began to explore. Using a strategy recommended by Marzano, we asked them to tell us how the blocks were alike and different and made a chart. Together we discovered the special pattern key to number sense, “It always takes 10 of the smaller blocks to make one of the next larger.” Armed with our new concrete discovery, we moved to the student activity books where they saw representational pictures of their base ten blocks and abstract representations of the concept. We worked the first problem together and the students began to solve the remaining problems on their own. When asked to turn to the next page, the boy who had earlier been disinterested and unengaged did not want to turn to the page until he finished all the problems on the first! Student Activity Page Now find other ways they are alike. After a How many different sizes do you have? (2) Put (It takes 10 ones blocks to make the next We will name the next size of block the “tens” (yes) Trade (1 Ring groups of 10 blocks. How many (1) Write 1 in the blank above the word (4) (14) Write 14 in the me Each pair should have a 6-sided die, 20 ones blocks, and 2 tens blocks. The ones 10 ones lined up next to Don’t miss the best part of the story on the back page! 3