Notes

Day 1 - Teacher Made Lesson

Warm Up

Warm-up (10-15 min):
● Give Formative Assessment (independent, at desks, allow 10-15 minutes and then cut them off, tell them they do not have to go in order) --attached resource below
● Teacher walk around and record observations (look for evidence of decomposing numbers, showing work on open number line)

Launch

Launch (5 min):
● Count Around the Circle adding tens (start with a number between 1-9, record vertically) - (carpet, perimeter, sitting)
○ Ask, “What do you notice? What are noticing? Turn & Talk with someone close to you about what you are noticing.” Have students share out.
○ Ask for what mathematicians call the digit ‘here’ and ‘here’…if no student can figure it out, go ahead and give the tens and ones a name
○ Ask, “Do we think this pattern/noticing will happen each time? Why?

Workshop

Explore- Activity 1 (20 min):
This will be more whole-class exploring, which is not the typical workshop norm- that's okay today.
● Students stand and gather around a table to explore the Base 10 Blocks (see what they already know about them) and discuss how represent ones, tens (don’t show hundreds yet)
● Count out 4 ones
● Count out 3 tens
● Ask, “How many ones do I have on the table? How many 10s rods do I have on the table? Then discuss how 3 tens & 4 ones = 30 + 4 = 34…practice building other numbers as a class and always have students state the amount (i.e. 4 tens + 2 ones = 40 + 2 = 42) Consider writing thone on the board for one problem.
● Give every child ONE 10s rod, return to sit on the perimeter of the carpet
● Have a child choose a number between 1 and 9 and put that number of base 10 blocks in the center of the carpet. Do Count Around the circle and ask students to put their tens rod in the middle as they say their number, representing the 10 that they’re adding.
● Remind them to lightly toss them in
● Pause after a few tens have been added to DOUBLE CHECK what we have in the middle
○ i.e. “If we have 75, does that mean we have 5 ones and 7 tens?”
○ Go back and be recording this conversation on the charted numbers by doing the ‘decomposing’ stems with the tens & ones underneath
● Pause again after you go over 100
● Ask, “What changes (physically) every time we count around the circle?” Students should SEE the tens increasing each time as students add their rod to the center
● “What never changed?” Show that no one has touched the loose ones this entire time!
● Do this with multiple numbers until all the students have added their tens rods, if needed

Optional (for students/classes that appear ready for larger numbers)
● STUDENTS STAND: Pull out the 100s flat, ask, “What do you know about one of these?”
● “Make a prediction about how many loose ones they glued together to make a flat? How many tens rods?”
○ Model making a flat with 10 tens rods.
○ Ask, “How can we count these tens rods in a very efficient way to do it quickly?”
● Go back to a hundreds number on your chart. Ask a volunteer to build the number with the remaining blocks (if possible, don’t give him enough tens rods to build it)
● Agree or disagree with what he built? TURN & TALK to tell why you agree of disagree.
● CHART & DISCUSS: (this is just an example) 105 = 1 hundred + 5 loose ones –AND- 10 tens + 5 loose ones
● “Are they equal? Do they look the same? But are they equal?”
● CHART: 10 tens = 1 hundred (maybe on a sentence strip to keep on the math wall)

Explore- Activity 2 (10-15 min):
● Discuss “decomposing” (what it means, connect it to the work just done, how mathematicians can represent numbers decomposed, etc.)
*ADD to math vocabulary chart:
-Decomposing: break a number down by place value (add some examples)
● Name some numbers and ask students to help decompose them- teacher records on chart paper to model
● Students return to desks with whiteboards/markers (or just paper if that’s all that’s available?) and call out numbers and students decompose them…can do Kagan structure or not with this activity for ways to share out

Congress

Congress (5-10 min):
● Return to carpet, sitting on perimeter, and discuss with students the big ideas from the day (Encourage students to share about these things based on guiding questions)
○ place value: tens, ones
○ why pattern is occurring during count around the circle
○ decomposing numbers

Exit Slip: Decomposing (see attached)

Resources and activities

formative assessment

Decomposing Exit Slip.docx