T-TESS Lesson Plan
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School
Grand Canyon University *
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Course
104
Subject
Mathematics
Date
Feb 20, 2024
Type
docx
Pages
2
Uploaded by ChancellorPrairieDog399
MCMEANS T-TESS
LESSON PLAN – MATH TEKS 1.2C – Unit 6
Use objects, pictures, and expanded and standard forms to represent numbers to 99
LEARNING TARGET:
The students will extend their knowledge of the base-10 number system by using objects and manipulatives to form multiple groups of tens and ones up to 99. Students compose and decompose numbers through 99 as a sum of so many tens and so many ones using concrete objects (proportional objects such as base-10 blocks, pictorial models (base-10 representations with place value charts, and numerical representations (expanded form and standard form). ASSESSMENT [Formal]:
Students will demonstrate mathematical understandings and processes by completing an activity with a math story in which they will be led to write a number in standard form, expanded form and pictorial. Additionally, they will decompose that number using Base10 rods and units which
will show their understanding of place value.
Overarching Understandings and Questions
I will use these questions at varying times during my math lessons to apply mathematics to life and increase the students’ depth of knowledge.
Numeracy requires the ability to work flexibly with quantities in order to recognize, reason, and solve situations of varying contexts in everyday life, society, and the workplace.
o
What are some examples of numeracy in everyday life, society, and the workplace?
Materials:
Math Robot anchor chart, Base10 kits, devices, Place Value flip chart, whiteboard
Vocabulary:
Standard Form, Expanded Form, Place Value, Pictorial Form
Focused Instruction:
I will begin by stating the learning objective. I will use recall from our daily morning counting & number work to begin the lesson. I will state, “A number can be represented in many ways. Each morning we write our daily number in many ways: standard, expanded, pictorial, base10, ten frame and we look at it on the 120’s chart.”
“Today we are going to write any given number in several ways.”
I will demonstrate, using the math robot, how to write a number in 4 ways – describing the “way” before I write it.
At this point, I want to ask how this applies to daily life. “
What are some examples of numeracy in everyday life, society, and the workplace?”
Guided Instruction:
I will have students engage in a couple of examples of numbers. I call on them by drawing their name from my bucket with their name sticks in it. They will give a number and then they will take turns filling in the math robot using 4 ways to write the number selected which will be projected on the board.
Collaborative Instruction:
I will restate the learning target at this time. Students will divide into their groups and use their math robots to work together to write the number I give them in 4 ways.
Independent Instruction:
I will restate the learning target once again, especially since they will be using manipulatives. Students will be given Robot and Base10 kits and they will use their place value bot to create the
number I give them. Exit ticket/assessment via Seesaw:
Jim, Pam
, and Ann went on a rock hunt. At the end of their hunt, they each counted the number of rocks they had collected.
1.
Ann had collected 56 rocks. Using the Place Value Bot. a.
Write the number of rocks Ann collected using expanded form.
b.
Use concrete objects to represent one way 56 could be decomposed into tens and ones.
c.
Draw a pictorial model to represent a different way 56 could be decomposed into tens and ones.
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