Transcript Odd and Even Numbers

Whole Numbers Between
10-100 as Tens and Ones
Unit of Study: Strengthening Critical Area: Place Value
Global Concept Guide: 2 of 3
You may have noticed that Unit 15’s
GCG’s look different from the previous
units. Unit 15 was provided as a way
to strengthen student understanding
of the critical area place value. Your
student’s performance on the Units 6
& 7 Assessments and Performance
Tasks will be your guide for the
activities you select as you progress
through this unit.
Content Development
 Students will also practice representing numbers flexibly
and with multiple representations.
 For example…. 52 can be represented as 5 tens 2 ones, 4 tens
12 ones, 3 tens 22 ones, 2 tens 32 ones, 1 ten 42 ones, and 0
tens 52 ones.
 It is critical students have ample experiences with thinking
flexibly about numbers. It serves as a foundation for future
place value standards and supports computational fluency.
Day 1
Essential Question: What are different ways I can represent the same
number?
 Each table will receive a chart paper. On the chart paper, students will
represent the number in one or two ways. Then the teams will rotate to
another table’s chart paper and record an additional one or two ways to
represent the number. The goal is for students to find different ways to
represent the same number and work with other students. After this
activity, the teachers should facilitate a discussion about multiple
representations for the number.
Day 1
Essential Question: What are different ways I can represent the same
number?
 Base Ten Blocks: Students will complete a game where one of the
students flip one of the provided cards. The card will display a base ten
block representation. Using the base ten representation, students could
draw the model, write the standard form, expanded form, word form,
and base ten language. Students can also compare their ways of
representing the provided number.
 Depending on the students’ needs in the class, the teacher can pull a
small group or complete the base ten blocks with a smaller grouper of
students.
 See Progress Monitoring Slide (slide 7) for possible exit ticket ideas.
By the end of Day 1, students should be able to represent a number in
different ways, such word form, expanded form, base ten
representations, standard form, pictorial models, base ten language, or
addition/subtraction number sentences.
Day 2
Essential Question: How can you model numbers using tens and ones?
 Allow opportunities for students to practice building and recognizing
representations of numbers. Emphasize the place value of tens and ones
within a number.
 Engage: I have…Who Has…: Students listen for their number through
statements of how many tens and ones. Each student will receive an I have
card and a Who has card. This way students are able to connect the number
and base ten representation.
 Concentration: Students will play a concentration game to match a number
with the base ten model. To extend this concentration game, have students
record another way to represent the number.
 Model and Show More than One Way: Students will draw two different base
ten models for a given number.
 See Progress Monitoring Slide (slide 7) for possible exit ticket ideas.
By the end of Day 2, students should be able to model numbers using tens and
ones. Students should be able to communicate the value of a number in
either the tens or ones.
Day 3
Essential Question: How can I show multiple ways to represent a number using
tens and ones?
 Students will think flexibly about numbers and represent the number using
more than one ways.
 What Number Am I?: Students will use clues (such as 1 ten and 28 ones) to
determine a number. Students will use their knowledge about place value and
understanding of different ways to represent tens and ones for a number. This
task could be used as a whole group,
 Different Ways Poster: Similar to Day 1, students can create a poster
representing all the different ways to model a given number in tens and ones.
Facilitate a discussion about how the base ten models show the given number.
This can be done as a whole group, small groups of students, or teacher directed
small group.
 Multiple Ways: Students choose a numeral card. Then the student will draw all
the base ten representations for the number. If needed, students can use base
ten blocks with a teacher directed small group. However, it is expected students
understand use the base ten model as it is the end of first grade.
 See Progress Monitoring Slide (slide 7) for possible exit ticket ideas.
By the end of Day 3, students should be able to represent a given number in
multiple ways using the base ten system.
Monitoring Progress
 Gathering Data Through Observation
 Frequently move through the room observing students as they
model various numbers. Listen to their discussions to gain insight
into their understanding and mastery. Jot down observations
(Classroom Observation log)to help plan interventions,
adjustments to lessons, or task modifications.
 Exit Tickets/ and hands-on tasks can be used to monitor
progress each day. Take opportunities to look at students
responses and conference with students about their
thinking.
 Task 1.NBT. 2a
 Task 1.NBT. 2c
 Exit Ticket 1