T4T Two-Digit Numbers with Ten Frames (Lesson 2)
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NC Mathematics Standard:
Understand place value.
NC.1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones.
• Unitize by making a ten from a collection of ten ones.
• Model the numbers from 11 to 19 as composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
• Demonstrate that the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens, with 0 ones.
Extend and recognize patterns in the counting sequence.
NC.1.NBT.1 Count to 150, starting at any number less than 150.
Understand place value.
NC.1.NBT.3 Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
Standards for Mathematical Practice:
3. Construct viable arguments and critique the reasoning of others.
6. Attend to precision.
7. Look for make use of structure.
● I can represent two-digit numbers.
● I can compare two-digit numbers.
What words or phrases do I expect students to talk about during this lesson?
Less, more, ones, tens
● number cards (0-9), ten frame cards, ten frames, counters, 100 boards for support (optional)
● Gather materials
1. Two-Digit Numbers with Ten Frames (10 minutes)
Call on a student to pick a number card from a stack of 0-9 number cards (attached). The number generated will be the number of ones in your number. The student should fill a ten frame with the number that is generated.
The student should then pick another card to represent the number of tens. For each ten, the student should grab a complete ten frame card (attached). Name the number represented.
Repeat this a few times with different students.
2. Two-Digit Compare with Ten Frames (15-20 minutes)
· Students will play with partners.
· Provide each student with a set of ten frame cards, a ten frame, and counters.
· Students will select 2 number cards. They will use those 2 digits to make a two-digit number and then use the ten frame cards to represent tens and counters to represent ones on a blank ten frame.
· Students will write down the numbers in their math journals.
· Whoever has the highest number wins a point.
As you observe, ask students:
· How many tens do we have?
· How many ones do we have?
· How many do we have on all the ten frames?
If students are struggling, encourage them to skip count by 10s before adding on the 1s. A hundred board may be a useful tool to have them work with.
Discuss (10 minutes)
3. Bring the class together to discuss the game. Suggested questions:
· What happened during the game?
· What strategy did you use to find your number?
· How does the game help you with place value?
If time permits, have two students play a round in front of the class and ask:
· What strategy did they use to find your number?
· How do we know which number is larger?
· Does the number of tens or the number of ones determine which number is larger?