Meredith Reed

Student Teaching- Design 39/Mrs. Robles

Title: 10 as a Benchmark Number

Time: 25 minutes (extension: 10- 15 min)
Materials:
- 18 copies of the 99 chart
- transparent counters (1 for each student)
- 18 copies of the sheet of problems
Standards:
1. MCC.2.OA.2 Fluently add and subtract within 20 using mental strategies. By end of
Grade 2, know from memory all sums of two one-digit numbers.
2. MCC.2.NBT.5 Fluently add and subtract within 100 using strategies based on place
value, properties of operations, and/or the relationship between addition and subtraction.

Learning Goal:
1. I will be able to add and subtract within 20 using mental strategies.
2. I will be able to fluently add and subtract within 100 using strategies based on the
relationship between addition and subtraction.
3. I will understand how a number is affected when I add 10 or subtract 10 from it.
4. I will understand how 10 can be used as a benchmark number when adding and
subtracting.

Mathematical Practices:
CCSS. Math.Practice MP5: Use appropriate tools strategically.
CCSS. Math Practice MP6: Attend to precision.

Intro: Number talk

Modeling:
Students will be at their tables in groups of 3 or 4. I will model how to play the “Different
Paths, Same Destination” the game on the document camera in the front of the classroom.
I tell the students there will be a starting number that the transparent counter is placed on.
Then I will read the steps on the sheet on problem 1. As I read each step (ex. Add 10 to
your number, and place your counter there) I will model the step with my counter and
have the students watch. I will model each step and show them where my transparent
counter ended at the end. I will tell them my ending number.

Shared Instruction:
On problems 2 and 3 on the sheet, I will have a student come up to the document camera
and move the counter with me. The student will help me move the counter when I read
each step out loud. The rest of the class will be watching and moving their counter as the
student in front moves their counter. I will ask the class what number the counter should
be on to check for understanding and to make sure they are following along.
Guided Instruction
Each student will have a 99 chart in front of them with a transparent counter. Students
will work with their partner to find an ending number for problems 4 and 5 on their
worksheet. I will walk around the room to check if students are following the steps to
find the end number. I will meet with several groups and have them show me how they
are following the steps. This will allow me to check for understanding.

Independent Practice:
Students will work individually to complete number 6 on their sheet using the 99 chart. I
will collect their worksheets at the end and make sure they have the correct end number
written down.

Extension (if extra time, depending on how students are doing)

Students will be given a number and they work with their table members to create steps
to get to the number. Students will learn the need to be precise and clear when giving
directions.
- I will model how to make a set of directions
- I will model the format:
o Statement
o Statement
o Question?
- I model with the number 25.
- I will give the students another number to write directions to.
- I walk around and provide individual attention to students to make sure they
are understanding.