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LEARNING PROGRESSION
PREREQUISITE SKILL
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EXTENSION SKILL
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DURATION
- Introduction (5 minutes)
- Instruction (15 minutes)
- Guided Practice (15 minutes)
- Independent Practice (15 minutes)
- Exit Card Formative Assessment (5 minutes)
- Closure (5 minutes)
MATERIALS
- Base ten block models (ones, tens, and hundreds)
- Whiteboard and markers
- Number cards 1-10
VOCABULARY
- Count
- Ones
- Tens
- Hundreds
- Base ten block models
- How many there are
TEACHING RESOURCES
CENTERS & TASK CARDS
No Centers or Task Cards Available
IEP GOAL WORKBOOKS
No Goals Available
WORKSHEET PACKS
No Worksheet Packs Available
5 AND 1 INTERVENTIONS
No Interventions Available
GAMES
No Games Available
ACTIVITIES
No Activities Available
LESSON INSTRUCTION
INTRODUCTION
- Show the students the base ten block models and explain that they are a way to represent numbers visually.
- Ask the students if they have seen the blocks before and if they know what they are used for.
- Show them the number cards 1-10 and ask them to count them out loud.
INSTRUCTION
- Display the ones block and ask the students to count how many there are.
- Repeat with the tens and hundreds blocks.
- Show them the base ten block models representing the numbers 1 to 10 and have them count how many there are in each one.
- Demonstrate how to answer "how many there are" questions about the block models, using phrases like "There are 5 ones" or "There are 2 tens and 3 ones."
GUIDED PRACTICE
- Divide the students into small groups and provide each group with a set of number cards and base ten block models.
- Instruct the students to match each number card to the correct base ten block model and then count how many there are.
- Circulate around the room to provide support and guidance as needed.
INDEPENDENT PRACTICE
- Instruct students to work independently to draw base ten block models representing numbers from 1 to 10 and write the corresponding number next to each one.
- Monitor students' progress and provide support as needed.
HOMEWORK
- Assign students to count objects in their homes or neighborhoods.
- Encourage them to draw a model and label the items they find.
EXIT TICKET
- Provide each student with a whiteboard and marker.
- Show them a base ten block model and ask them to write the corresponding number and how many there are.
ASSESSMENT
- Formative assessments will be conducted during the lesson to monitor students' understanding of counting to 10 and identifying base ten block models.
- The exit ticket and progress monitoring assessments will be used to determine students' mastery of answering "how many there are" questions about base ten block models.
CLOSURE
- Review the base ten block models and how they are used to represent numbers visually.
- Ask the students to count to 10 by ones using the block models.
EXTENSION
- Students can practice counting to 20 using base ten block models.
- Students can use the block models to practice addition and subtraction.
- Students can work in pairs to quiz each other on "how many there are
INTERVENTION
- For students who struggle with counting, provide additional support and practice opportunities with counting games or manipulatives.
- For students who have difficulty identifying the base ten block models, provide additional visual aids and examples to help them understand the concept.
- For students who need more challenge, provide larger number cards and base ten block models to practice counting to 20 or higher.
VIDEOS
No Video Available
TEACHING TIPS
- Use a variety of manipulatives and visual aids to make the lesson more engaging.
- Incorporate formative assessments throughout the lesson to monitor student understanding.
- Provide extensions for students who need additional challenge.
STUDENT MISCONCEPTIONS
- Students may confuse the ones, tens, and hundreds blocks.
- Students may struggle with counting and skip numbers.
- Students may have difficulty answering "how many there are" questions about the block models.
STANDARD
Common Core Standard:
K.CC.A.1 Part 1 - Count to 10 by ones.
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