Nicole Meyer

Christine O’Brien
Lauren Paz
Katherine Godinez

RATIONALE:
·      We are teaching this lesson to teach the students how to count by tens to reach one hundred
using money using dimes, cookies and rote counting to reinforce the subject.
·      Core Standards
o   (2) Students develop, discuss, and use efficient, accurate, and generalizable methods to add
within 100 and subtract multiples of 10. They compare whole numbers (at least to 100) to
develop understanding of and solve problems involving their relative sizes. They think of whole
numbers between 10 and 100 in terms of tens and ones (especially recognizing the numbers 11 to
19 as composed of a ten and some ones). Through activities that build number sense, they
understand the order of the counting numbers and their relative magnitudes.
·      This lesson is important because it teaches children how to count by tens using different
forms of money to reach 100, to make a dollar using dimes, and to make one hundred dollars
using ten-dollar bills.  
·      This lesson benefits the entire curriculum because it teaches children how to make a certain
amount of money using dimes and ten-dollar bills.  This lesson also teaches students how to
count by tens to reach one hundred.  Knowing how to count by tens will help students get to
know numbers better, recognize patterns, and help children learn about multiplication and
division.
·      The source of this lesson is from Envisions math program, lesson 10-3.

OBJECTIVE:
·      The mathematical goal of this lesson is to teach students how to skip count by tens to reach
one hundred.
·      Students will be able to skip count by tens to reach one hundred as well as use dimes to
count by tens to reach a dollar, and to use ten-dollar bills to reach one hundred dollars.

 The objective states what the students will learn which is how to skip count my tens and
the rationale states the benefits the object will provide for the students which is
knowledge of skip counting, using different forms of money to skip count, recognize
patterns and will help students learn multiplication and division.  

LESSON ELEMENTS:
·      Introduction-
o   We will introduce this lesson to the children by starting with a teach and model using a puzzle
with 10 tiles that each say “10” so students grasp the concept of counting by tens to reach one
hundred.
·      Closing-
o   Students will end with an independent practice using paper cookies with 10 chocolate chips to
help students skip count by tens.  We will encourage the students to go home and think about
other situations in which they can reach a dollar using different coins such as pennies or nickels
skip counting using the coins worth.
·       Grade Level-
o   1st grade, this lesson is appropriate for a first grader because they are learning about patterns
and they have acquired enough knowledge about numbers and patterns to advance to skip
counting by tens.
·      Parts of the Lesson-
o   Teach and Model: Teacher will have a puzzle with 10 tiles that each say “10” on them. When
the teacher counts by tens, she will turn over a tile. When all the tiles are turned, the tiles will
now say  “100.” Students are encouraged to count by 10s with the teacher as she counts them.
o   Guided Practice: Teacher will have 10 “dimes” and will ask the students to count with her
until she gets to 100 cents, or $1. The class can practice this a few more times, counting to
different price points; for example, counting to eighty cents or fifty cents.
o   Independent Practice: Students will be broken up into small groups. Each group will receive a
small baggie. Inside the baggie, there will be 2-10 paper cookies, each with 10 chocolate chips
on them. Students are to count how many cookies, in their groups, and report back to the teacher
and count them for her. Students will repeat this two times.
·      Materials-
o   Paper
o   10, “10” Tiles
o   Dimes
o   Plastic Bags
o   Paper Cookies
o   Envisions Worksheet Pamphlet
o   Pencil
·      Questions-
o   During the lesson, I will ask questions to the groups and individual students about how they
arrived at their answer and what their thinking process was.
·      Source-
o   Envisions math program, lesson 10-3.  We modified it to make it more hands on and
interactive between the students.
·      Behavior Management-
o   We want the students to work together in groups, so that means that the noise level may be a
little loud.  To avoid a noisy environment, we will be sure to give explicit instructions about
noise level and make the directions very clear and take questions so that the students don’t call
out during the lesson.  If students need help during the lesson, we will walk around and help
them so that they don’t call out and disrupt the other students working.
·      Influences-
o   How the students interact with one another will effect how the lesson proceeds.  If children
cannot get along or they are fighting in their groups, then that will obviously disrupt the lesson.
If a situation like that occurs we will proceed by giving them a warning, and if the arguing
continues, we will separate the group.
o   If a student or a group of students are struggling with the lesson while others are excelling,
then we may have to spend more time with those particular students so that they understand
which would in turn make the lesson go on longer then expected.
o   We expect students to respond positively to directions, we will make sure that everyone
understands the directions before we proceed so that there are no misconceptions.
o   The only misconception the students may struggle with is when they are counting with the
money because they may forget the money’s worth in which case they would use the wrong
amount of coins to reach a dollar.

DIFFERENTIATION:
·      We understand that there are some students who will grasp the concept of the lesson fairly
quickly so we will give directions that indicate if a student or group finishes their work before
another, then they should create different amounts using the money.  This will give us time to
work with the students who may need additional help while keeping the other students interest in
the assignment by giving them a harder task of making their own amounts of money.

ASSESSMENT:
·      Students will return to their desk and complete an Envisions worksheet pamphlet. If they
successfully complete the pamphlet, then the objective was achieved and they understand how to
skip count by tens
·      We will be looking to see if the students arrived at the right answer while working on their
Envisions worksheet pamphlet, and how they arrived at the right answer so we get a better
understanding of the student’s thinking process and where they are developmentally.