Free 1st Grade 1.3A Use Concrete And Pictorial Models To Determine The Sum Of A Multiple Of Ten And One-Digit Number In Problems Up To 99 Lesson Plan (Math)

Topic: Addition

Objectives & Outcomes

• Students will be able to use concrete and pictorial models to determine the sum of a multiple of ten and one-digit number in problems up to 99.

Materials

• Concrete or pictorial models for adding one-digit numbers
• Non-standard manipulatives (such as unifix cubes or dice) for adding multi-digit numbers
• Pencils and paper for recording

Warm-up

• Begin by asking students if they can name any multiples of ten, such as "twentieth" and "thirtieth." Write their responses on the board.
• Next, ask students if they can name any one-digit numbers, such as "one" and "nine." Again, write their responses on the board.
• Now, ask students if they can name any two-digit numbers, such as "nineteen" and "twenty-nine." Again, write their responses on the board.
• Finally, ask students if they can name any three-digit numbers, such as "one hundred" and "one hundred and ninety-nine." Again, write their responses on the board.
• Ask students if they notice a pattern in the numbers they have named. Encourage them to share their observations with the class.

Direct Instruction

• Explain to students that multiples of ten are numbers that are divisible by ten without leaving a remainder. For example, "twenty" is a multiple of ten because it is divisible by ten without leaving a remainder (20 ÷ 10 = 2, with no remainder).
• Next, explain to students that one-digit numbers are numbers that have only one digit. For example, "one" is a one-digit number because it has only one digit (1).
• Explain to students that two-digit numbers are numbers that have two digits. For example, "nineteen" is a two-digit number because it has two digits (1 and 9).
• Explain to students that three-digit numbers are numbers that have three digits. For example, "one hundred" is a three-digit number because it has three digits (1, 0, and 0).
• Next, introduce the concept of place value to students. Explain that the digits in a number represent how many units, tens, hundreds, and so on, there are in the number. For example, in the number "one hundred," the "1" represents one hundred units, the "0" represents zero tens, and the "0" represents zero hundreds.
• Ask students to consider the multiples of ten and one-digit numbers that they named in the warm-up activity. Ask them to determine how many units, tens, hundreds, and so on, are in each number. Write the results on the board. For example, in the number "twenty," there are two units (20), no tens (0), and no hundreds (0).
• Next, introduce the concept of addition to students. Explain that when we add two numbers, we are adding the units, tens, hundreds, and so on, together. For example, when we add "twenty" and "one," we are adding together the units (20 + 1 = 21), the tens (0 + 0 = 0), and the hundreds (0 + 0 = 0).
• Ask students to consider the multiples of ten and one-digit numbers that they named in the warm-up activity again. Ask them to determine how many units, tens, hundreds, and so on, are in each number. Then, have them add together the corresponding units, tens, hundreds, and so on, of each number. Write the results on the board. For example, when we add "twenty" and "one hundred," we are adding together the units (20 + 100 = 120), the tens (0 + 0 = 0), and the hundreds (0 + 0 = 0).
• Next, introduce the concept of subtraction to students. Explain that when we subtract one number from another, we are subtracting the units, tens, hundreds, and so on, from each other. For example, when we subtract "

Guided Practice

• Provide students with a set of multiples of ten and one-digit numbers. Ask them to determine how many units, tens, hundreds, and so on, are in each number. Then, have them add together the corresponding units, tens, hundreds, and so on, of each number.
• Next, provide students with a set of multiples of ten and one-digit numbers. Ask them to determine how many units, tens, hundreds, and so on, are in each number. Then, have them subtract the corresponding units, tens, hundreds, and so on, of each number.
• Assessment
• Provide students with a set of multiples of ten and one-digit numbers. Ask them to determine how many units, tens, hundreds, and so on, are in each number. Then, have them add together the corresponding units, tens, hundreds, and so on, of each number.
• Provide students with a set of multiples of ten and one-digit numbers. Ask them to determine how many units, tens, hundreds, and so on, are in each number. Then, have them subtract the corresponding units, tens, hundreds, and so on, of each number.

Independent Practice

• Provide students with a set of multiples of ten and one-digit numbers. Ask them to determine how many units, tens, hundreds, and so on, are in each number. Then, have them add together the corresponding units, tens, hundreds, and so on, of each number.
• Provide students with a set of multiples of ten and one-digit numbers. Ask them to determine how many units, tens, hundreds, and so on, are in each number. Then, have them subtract the corresponding units, tens, hundreds, and so on, of each number.
• Assessment
• Provide students with a set of multiples of ten and one-digit numbers. Ask them to determine how many units, tens, hundreds, and so on, are in each number. Then, have them add together the corresponding units, tens, hundreds, and so on, of each number.
• Provide students with a set of multiples of ten and one-digit numbers. Ask them to determine how many units, tens, hundreds, and so on, are in each number. Then, have them subtract the corresponding units, tens, hundreds, and so on, of each number.

Closure

• Ask students to share their answers to the addition and subtraction problems and explain how they determined the correct answers.
• Review the key concepts of adding and subtracting multiples of ten and one-digit numbers.
• Encourage students to continue practicing these skills by using their own resources at home.

Assessment:

• Observe students during the guided and independent practice activities to assess their understanding of the concepts.
• Have students complete a worksheet or other written assessment that includes adding and subtracting multiples of ten and one-digit numbers.