5E Lesson Plan

Teacher(s):  Paige Rose
Date: January 28, 2019
Subject  / grade level: Mathematics / Kindergarten
Materials: Base Ten Blocks, bubble gum cards

State Standards: Number and operations in Base Ten-1.NBT

Lesson objective(s):
 Students will be able to understand that the two digits of a two-digit number represents amounts of tens and ones.
 Students will be able to create a number using groups of tens and ones.

Differentiation/Accommodation strategies to meet diverse learner needs:

 Ed, Edd, and Eddy are still struggling with single digit counting. They will get to use the ones cubes in the base ten blocks and
work with those to create single digit numbers.
 Some students may need to start with smaller two-digit numbers (10-20) before going to higher numbers (21-99)

ENGAGEMENT
 I will capture the classes attention by saying "Today we will be working at a bubble gum factory! This bubble gum factory sells
there gum in packs with groups of 10 pieces and extra ones the are individuals.".
 Questions students might be asking themselves:
- What is a pack?
- What are extra ones?
- What will we be doing at the bubble gum factory?

EXPLORATION
 Students will be pulling bubble gum factory cards. on the cards there is a round piece of bubble gum with a two digit number. This
bubble gum card will tell the order the student needs to fill. Students will build the order using base ten blocks, and record how
many packs of 10 it took to fill the order and how many extra ones.
 I'll explain the materials, knowing that students do not always understand base ten blocks.
 We will do a few sample cards as a class to grasp the understanding.
-example. “I need 34 pieces of gum. I need them in groups of 10 and extra ones. How can you make my order?”
 Students will go to there seats and practice manipulating base ten blocks alone and completing orders on cards. Students should
be starting to catch on to the concept from manipulating the cubes.
 conceptual questions:
-  How can I create a number using tens and ones?
- How are you going to build this order?
- What is this problem asking us to do?

EXPLANATION
 Some students will be starting to use the saying “ I need 3 tens and 4 ones” while others might be getting close and counting by
10’s or still struggling with the concept.
 Questions/ techniques:
- Tell students “ how many groups of ten did it take?” ”How many extra did you need?” to get them in the habit of using
that structure.
- Remind students that the 10 rod has 10 cubes and that it’s okay to count by tens.
 5E Lesson Plan

- I will be watching for students who grasp the concept that can look at 34 and know the 3 means 3 tens and the 4
means 4 ones, as well as looking at those in the middle and those who seem lost.

 Thinking questions:
- How did we solve that there were going to be 3 groups of ten and 4 extra ones?
- Did we all use the same strategies? If not what was different or what did we learn?
- Why do we write the number 34 with a 3 and 4? What are those numbers telling us?
- How might this look in a ten frame?

ELABORATION
 Students will develop a more sophisticated understanding of the concept by manipulating cubes to decompose numbers into
groups of tens and ones and connecting those numbers to the digits of the number itself.
 Vocabulary:
- Pack
- Group
- Base ten/ base ten block
- Double digit
 How is this knowledge applied in our daily lives? Stores everywhere order in bulk whether its in a case, individually or in groups of
10 like we just did. Companies constantly deal with orders and maybe they needed an order of 34 shirts but the shirts came in
packs of 10 for one price and buying them individually was another price so they had to order the 4 extra shirts separately to go
with the 3 packs of 10.

EVALUATION
 Students demonstrate that they have achieved the lesson objective when they are able to successfully decompose a two-digit
number into groups of 10’s and 1’s, and when they understand what digits in the number mean.