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Lesson excerpt:

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.

Additional/Supporting Standard:

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.

Student Outcomes:

●     I can represent two-digit numbers.

●     I can compare two-digit numbers.

Math Language:

What words or phrases do I expect students to talk about during this lesson?

            Less, more, ones, tens

Materials:

●     number cards (0-9), ten frame cards, ten frames, counters, 100 boards for support (optional)

Advance Preparation:

●     Gather materials

Launch

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.

Explore

2.  Two-Digit Compare with Ten Frames (15-20 minutes)

Directions:

·         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?