Rationale

This lesson has been designed to further support students in their exploration of
counting and grouping. Students will be counting by tens, which will be an important
strategy when adding bigger numbers as well as for grouping items. In addition, students
will engage in an activity that will help both their classroom and their school
demonstrating the functional aspects of math. CCSS.MATH.CONTENT.1.NBT.B.2.A
10 can be thought of as a bundle of ten ones called a "ten."
CCSS.MATH.CONTENT.1.NBT.B.2.C The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90
refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). This lesson
will also encourage students to look for groups of ten in their everyday lives.
Objectives
1. Students will be able to demonstrate their understanding that a ten is made up of
ten singular units by correctly gluing ten Box Tops onto one ten sheet.
CCSS.MATH.CONTENT.1.NBT.B.2.A 10 can be thought of as a bundle of ten
ones called a "ten."
2. Students will be able to demonstrate their ability to count by tens, which are a
number of tens and 0 ones, by counting the total number of Box Tops.
CCSS.MATH.CONTENT.1.NBT.B.2.C The numbers 10, 20, 30, 40, 50, 60, 70,
80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0
ones).
Procedure

Students will be brought to the carpet for the mini-lesson

o Friends, please put away your snacks and head to the carpet once I call
your table. Green tableblue tablered tableand yellow table.
Once students are on the carpet facing the board, I will write the number ten on
the board. We will have a discussion about what we already know about the
number ten.
o Today our math lesson is going to deal a lot with the number ten. Please
turn and talk with a friend about what you already know about ten. Maybe
you will talk about the numbers around it, what the number ten looks like
compared to other numbers, etc. Go! 30 seconds
o 1, 2, 3, eyes on meI heard a lot of good ideas during those
conversations. Who would like to raise their hand and share with the class
what they know about the number ten? (I will write the students ideas
around the number ten on the board.)
If students need help with some ideas ten comes after nine and
before eleven (greater than and less than), ten is made up of two
numbers (one and zero), we can get ten by adding 5+5, 4+6, 3+7,
etc.
After some ideas have been shared, I will talk about how a ten is made up of ten
singular parts.

o I will model this with the link cubes students will count with me up to
ten to show that the ten singular objects make up one ten.
o Please count with me as a put the cubes together to make a ten.
We will then, talk about why this might be helpful
o Boys and girls, why might it be helpful for us to know that one ten is
made up of ten smaller parts or ten ones. Each cube is one part correct?
o Lead students toward the idea that when we know a ten is made up of
ten ones, we do not have to count each individual part, we can count by
tens. One ten is a group of ten items.
Before we begin to group items and count by tens we will use the number line
at the bottom of the whiteboard to count by tens.
o Model with the numbers 0-20
When I count by tens, just like when we did it with greater
than, less than, and addition, I am going to show the jump.
Turn and talk with a friend about what you notice when we
jumped to the next number.
Point out that when we count by tens we are jumping ten times
on the number line (show the jumps).
o I will call a few students to practice on the board
Ok B.B., using the strategy of counting by tens, start at the
number 20 and jump to the number 30. Show us what that would
look like using the marker.
Practice a few other times: 10-40, 50-60, 30-70, etc.
Friends, do you notice how we do not have to count every number
when we are moving to big numbers? We can count 10, 20,
30instead of 1, 2, 3 If you think that sounds pretty cool say
Oh yeah!
Introduce the activity of counting the Box Tops
o Have worksheet they will be gluing Box Tops on to model
o Boys and girls, today we are going to use what we know about counting
by tens to count the Box Tops you have all been bringing into school.
You are going to count out a group of ten Box Tops and then, you will
glue them onto this sheetdo you see how there are ten spaces for the
Box Tops? (Show the students quickly getting down on their level.) You
will all be getting these sheets so you will also see the ten spaces at your
tables. Someone remind me how many Box Tops should be on each
paper.
o Once we have finished, we will count by tens to see how many Box
Tops we have collected. If you run out of Box Tops on your table please
let one of the adults know and we will bring you more or if there are none
left you may put away your materials and play one of the math games.
o Friends, if you only have four Box Tops to put on a new sheet, what is
something you can do at your table to try to fill up that sheet of ten?
Maybe see if any of your friends at the table have any extra Box Tops?
That way we wont have a bunch of sheets with only four Box Tops on it.

We want as many sheets of ten or as many tens as possible. The adults

will try to help you out with this part, too.
Students will be dismissed to their tables, by table color, where they will receive
their sheets, glue sticks, and some Box Tops.
After the activity, we will regroup on the carpet to count the Box Tops together,
by tens.
o Awesome work today during the activity, friends. Lets use what we
know to count our Box Tops by tens. Each paper I hold up we will count
ten more until we get to the end. 10, 20, 30
If, at the end, there is a sheet with less than ten Box Tops we will talk about how
we can add those singles to our previously stated number of base ten.
o Example: 100oh, this one only has seven instead of ten, what should
we do?
Closure: I hope you all enjoyed this activity and saw that we can use what we
learn in math at school to help us do everyday things, such as counting our Box
Tops. I want to encourage you look for other ways you can count by tens when
you go home. See if you can find things that are already grouped in tens also.

Assessment

I will assess students understanding of a ten representing ten singular parts by

the number of Box Tops they correctly place on the sheet.
I will walk around the room during the activity to listen to students thought
processes as well as engage in some conversations to measure their level of
understanding of counting by tens.
Finally, I will assess their ability to count by tens during our final meeting on the
carpet for the lesson closure by their level of participation.

Other Considerations

White board
Link cube manipulatives
Number line on bottom of white board
Box Tops
Box Top counting papers
Glue sticks

Differentiation

For students who need assistance staying focused on the speaker, I will use the
eyes to eyes strategy involving a picture of eyes that can be shown to the
students.
For ELL students, I will use a lot of visuals with the manipulatives, the number
line on the board, and then, the worksheet with the Box Top. These visuals

combined with the words and tactile experience during the activity will aid these
students in achieving a thorough understanding of the concept being taught.
I will remind all students when coming to the carpet, to make a good choice with
whom they sit next to. Choose someone who you will not be distracted by. This
will encourage positive behaviors from all students, especially those who may be
easily distracted.
For students performing at a lower level, I will already have box tops grouped in
tens in Ziploc bags. This will keep these students moving throughout the lesson.
They will still be able to participate without having to count out box tops the
entire activity time. They will also still be able to count by tens with the rest of the
class during the closure.

Checklist (One completed for each students records)

___ Student recognizes that a ten is made up of ten singular parts.
___ Student correctly places ten Box Tops per sheet.
___ Student can count by tens with the rest of the class.