Lesson # 1 of 3 Grade Level: 1st Grade

Central Focus Add and subtract within 100 using base ten knowledge

1.NBT.4 Add within 100, including adding a two-digit number and a one-digit
number, and adding a two-digit number and a multiple of 10, using concrete
models or drawings and strategies based on place value, properties of
Standard operations, and/or the relationship between addition and subtraction; relate the
strategy to a written method and explain the reasoning used. Understand that
in adding two-digit numbers, one adds tens and tens, ones and ones; and
sometimes it is necessary to compose a ten.
Learning SWBAT add two double digit addends together using ten to count on from a
Objective given number with linking cubes.
Linking cubes (base ten blocks), explore problem, GP, IP, Chart paper,
Materials
differentiated IP, color coded 100’s chart

The purpose of learning how to add by counting on from a given number by ten is
to help students solve and recognize the friendliness of the base ten number
Purpose
system. This will ensure that that they can add higher quantities of numbers more
easily.
Instruction Hook: Launch the explore problem to the group that is a real life problem that the
class community faces. Then prepare the group by having them take out their
linking cubes.

Students work independently on the problem for 7 minutes. While the students are
working, circulate the group looking for two specific strategies-counting on from a
given number by ten, as well as, counting by ones using linking cubes (see below
for reference).

When circulating, ask how the student solved? If the student solved counting by
ones, ask- is there a faster way to count? This will tap into students prior
knowledge from their place value unit (take notice of students that do not have
access to solving using the strategy). While circulating look for two students that
have clear work and can articulate how they solved.

After conferring, ask two students to share out to the group (Counting by ones and
counting by tens). Have students think about how the two strategies are similar or
different. Showcase the student that solved counting by one’s first. Next, have the
class analyze and assess the students method of solving by participating in a turn
and talk.
 Then, ask the second student to share how they solved. Again, have the class
analyze and assess this students solving by participating in a turn and talk. (If no
students solves using counting on from using ten, the teacher will then
demonstrate the strategy)

Have class engage in a discussion on how the two strategies are similarities and
different. Support their understanding by asking which strategy is a faster way of
solving? Chart conclusions drawn on chart paper. From this list students should be
able to identify next steps for their own practice.

At this point, students should be draw a conjecture around how counting on by

tens is faster than counting on by ones. Teacher should use this conjecture to
guide the lesson forward.

Group Practice: Name another real life issue that the students face in their
community. Launch the math problem.

Solve this math problem using direct modeling, ensuring that they understand that
they will be using counting on from by ten to make adding more efficient.

Guiding question for direct modeling instruction:

 What do we know?
 What are we trying to find?
 What is our plan to solve?
 What tool should we use?
 What strategy should we use? Why?

Continue to have students justify why using counting on from ten more effective
than counting by ones.

Steps in solving:
1. Write number sentence that matches the problem to represent a plan to
solve.
2. Take out linking cubes to represent the first addends- 10, 20, 30, 31, 32, 33,
34, 35
3. Take out five tens.
4. Start with 35, count on by ten. 35- 45,55,65,75,85.

After modeling, class should reflect on the conjecture they formulated earlier- this
will be the driving force in their independent practice.
Independent Practice: Students will independently work on a series of word
problems in their independent practice. The students will utilized the learned
strategy in their work.
Learning Task
The teacher will pull a small group of students to the back table that needs support
in counting on and using base ten to solve.
Closing Students will be brought back together shown two different solving techniques
used by two different first graders in another class. Students will discuss which
strategy is more effective and why. Students will then concluded why or why not
they plan to incorporate this strategy into their mathematician tool box.
 Informal assessments:
Turn and talk- Will assess students ability to recognize the different count styles-
ones and tens. Within their turn and talks, they should be naming why counting by
Assessments tens is more effective than counting by ones (faster).
Independent practice- students will work on a series of different word problems
and use their knowledge of counting on from a given number by ten

Teacher will pull a small group of students to the back table that needs support in
counting on and using base ten to solve. Teacher will use a differentiated
worksheet adding one set of ten verse many groups of ten. Teacher will also
provide a color coded 100’s chart as a visual aid when adding.
Differentiation
Teacher will differentiate for gifted learners by having them check their working
using an additional tool, like a number line or pictures. Additionally, teacher will
hold learners accountable for labeling their equation to represent their story,
labeling the units in their answer, and investing in the problems.

Academic Counting on from a given number

Language Counting by ten

Explore Problem:
Ms. Soto as 33 notebooks for her first grade
students. Ms. Soto realizes that she doesn’t
have enough and buys 20 more. How many
notebooks does first grade have now?
GP:
SBCCS’s lunch monitors made 35 lunches.
They then made 50 more. How many lunches
did the monitors make in total for SBCCS?
Name: _______________________________

Independent practice :

1. Mohamed has 46 playing cards. He goes to the store and buys 20 more. How many playing cards does
he have now?

2. Aaliyah has 67 hair ties. Her mom gives her 30 more. How many hair ties does she have total?

3. Bangaly has 23 sonic coloring sheets. Ms. Soto gave him 40 more. How many coloring sheets does
Bangaly have now?

4. Natasha loves to collect easers. She has 12 easers so far. She then went to the store and bought 30 more.
How many easers does Natasha have in her collection?

Name: _______________________________ Small Group

Independent practice :
1. Mohamed has 46 playing cards. He goes to the store and buys 10 more. How many playing cards does
he have now?

2. Aaliyah has 67 hair ties. Her mom gives her 10 more. How many hair ties does she have total?

3. Bangaly has 23 sonic coloring sheets. Ms. Soto gave him 10 more. How many coloring sheets does
Bangaly have now?

4. Natasha loves to collect easers. She has 12 easers so far. She then went to the store and bought 20 more.
How many easers does Natasha have in her collection?