This lesson focuses on 1.NBT.2: understanding that the digits in a 2-digit number represent tens and ones. In previous lessons, students have worked with concrete materials (popsicle sticks and linking cubes) to explore this concept. In this lesson, students are moving to using pictures/drawings to represent the number of tens and ones in a number greater than 10. This lesson illustrates many Core Action indicators, and is a strong example of Core Action 2.
Representing Tens and Ones (Catalano)Download
1B: The teacher relates the lesson's fluency component to the students' prior knowledge and work with tens and ones.
3B: The teacher connects and develops the students' informal language to precise mathematical language. She introduces the vocabulary words "digit," "tens," and "ones". The teacher reminds students of the work they have already done with place value and connects it to the new vocabulary introduced in this lesson.
2B: The teacher provides the students with ample work and practice with grade level place value problems and exercises. The students draw "quick pics" to represent the tens and ones in the numbers that the teacher gives them.
2C, 2E: The teacher strengthens her students' understanding of place value using a variety of representations and solution methods including pictorial (using bundles or straws and single straws), "quick pics" where students are drawing their place value representations, and the game in which the students showed the place values of two digit number using their bodies. The teacher summarizes the lesson with references to the students' work and their discussion to reinforce the focus of the lesson.