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CAS:

-1.1.1.a.ii

-1.1.1.b.i

-1.1.1.c.i

CCSS:

-1.NBT

-1.NBT.2

-1.NBT.2a

-1.NBT.1a

-2.NBT.1a

-2.NBT.4

-1.MP.4

-1.MP.7

These math standards are most important because they promote the knowledge of place value as well as the students ability to use that knowledge to count.

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My Lesson Plan:

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Bridges Lesson Plan:

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Engage NY Lesson Plan:

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Illuminations Lesson Plan:

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Basically Base Ten: Discovering Place Value Meaning Using Base Ten Blocks

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http://www.abcya.com/base_ten_bingo.htm

http://www.abcya.com/base_ten_fun.htm

http://www.abcya.com/place_value_hockey.htm

https://www.funbrain.com/games/place-value

https://www.education.com/game/place-value-blocks/

http://www.abcya.com/base_ten.htm

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Class will be conducted by a bilingual teacher. This will allow students to communicate in Spanish when they cannot articulate their needs or understanding in English.

Visuals and manipulative will allow students to work without having to rely only on communicative skills.

placed in groups to allow for support in both language and curriculum.

vocabulary will be introduced at the beginning of the lesson to help with language gaps.

Cultures will be incorporated during discussion when the students can  build on their own personal ways that they group things in everyday life.

Make sure that the setting of the classroom is inclusive and students feel safe.

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Misconceptions may include
Place value

not understanding that 10 bundles of ten is equal to 100

keep counting ones as tens

not understanding bundles correspond to the tens place and singles correspond to the ones place.

Misunderstanding estimation as an uneducated guess

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This lesson is the beginning of Unit Seven in the Bridges curriculum. No student is in the second or third tier of the RTI process. This means that while no one is being directly targeted and watched for potential movement to the Intensive level of the RTI, I will be observing all children for any odd or different behavior. Students will be able to experience practice and be put into a social situation that helps them develop their social and team work skills.

Sources for the students who do not understand the lesson can be found under technology supports.

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Students are asked to group sticks into bundles (groups of ten). Before being asked to start the activity students are asked to discuss what estimation is. They will also  discuss the grouping of bundles and the similarities that grouping in bundles of ten can have with counting by tens. Discourse will also happen in the groups themselves as they will be encouraged to work together. after the process is over, the students will then continue with whole class discourse to figure out what is the easiest and fastest way to count all the craft sticks. This will be manly student directed, with the teacher stepping in to allow students to continue on topic and dive deeper if they are only touching the surface of the lesson.

Number talk:
T: Today we are going to work on using bundles (groups of ten) and singles to help us count and figure out how many popsicle sticks are in this bag.
How so you think we can do this if we only have singles?
*give students time to think*
After the initial problem is presented students will then "take five" to think about how they would start the problem. Teacher will brainstorm and guide the discussion, letting the students support each other and come up with their strategies. Once a viable strategy is presented the task and instructions will be presented.

Higher-level Questions:

1. How is counting by tens related to counting bundles?

2. What would happen if I added 5 Popsicle sticks to your pile? What would you do differently? (when adding 5 makes another bundle)

3. How can you use your knowledge of counting by ten and working with groups of two to solve this problem?

4. Can you find a better way to solve the problem?

5. Can you see a pattern in the relationship between ones and tens? what about tens and hundreds? What evidence can you use for your pattern?

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Craft Sticks

Rubber bands

Containers

Index cards

Construction Paper

White board

Worksheet

Unit seven objectives.

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Formative, Summative, and Self-assessment Ideas

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Formative, Summative, and Self-assessment Ideas

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Formative:
The formative assessment for this lesson is hearing their input on the discussion about estimating. The second part of the formative assessment would then be the counting and making of the bundles and the accuracy of the number that they have as groups. While the task is being done, the teacher must go around and listen carefully tot he discussions in order to determine the understanding that students have.
Summative:
The summative assesment is the student worksheet that is completed at the end of the lesson. This worksheet shows the students and their individual understanding of place value and bundling.
Self-assessment:
The self assessment will be the final discussion in which students will give thumb indication of how close they personally where to their estimation of the amount of craft sticks in the bag.

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Struggling Learners:
For the struggling learners, they will be allowed to use resources if they are stuck. This includes allowing the students to use place values blocks to symbolize the  craft sticks if that is easier for them. They will also be placed in a group that allows them to seek help from peers.

Gifted Learners:
Gifted learners will be encouraged to find different ways that they are able to display the same number in bundles and singles. This is also allowing to build their place value knowledge. If students prefer doing this on the tablets they will be allowed to do so.