Lesson: Adding 10, Subtracting 10 Subject Area: Math

I. Standard:

II. Objective/Benchmark: The students will practice telling time to the hour and half hour. *I can tell time to the hour and half hour when looking an a clock. The students will write the correct time showing on a clock to the hour and half hour. * I can write the time with numbers when I look at a clock III. Anticipatory Set: Have the students come and sit in the meeting area ready to learn. Tell the students that today for math we are going to be working with adding 10 and subtracting 10 by using a 100s chart. Remind children of how we used base 10 blocks yesterday to add 10 and take away 10. Show adding 10 to a number with the blocks ad with the 100s chart. Have the students make observations of they can use the 100s chart to add or subtract 10. IV. Input: Have the students come and sit in the meeting place ready to learn. Tell them that today we are going to working with adding 10 and taking away 10 using the 100s chart. Remind children of how we used base 10 blocks yesterday to add 10 and take away 10. Show adding 10 to a number with the blocks ad with the 100s chart. Have the students make observations of they can use the 100s chart to add or subtract 10. Bring up the 100s splat chart. Have the splat chart painted with the number 2,3,5,6,7,8,10,11,16,20,51,60,61,62,69,70,72,78,79,80,81,82,83,84,87,89,92,94,9 5,97,98,99,100 blue numbers 12,14,17,21,22,23,25,27,28,29,30,33,34,35,36,37,40,41,42,43,45,47,48,49,50,52, 54,55,56,57,58,63,64,65,67,74,76,77,85,86 red TTW read through the attached directions to filling in the rest of the chart. (M) TTW demonstrate what to do to fill in the empty number boxes. EX color the number that is 10 more than 63 blue while the teacher paints the box blue

(GP) Then the teachers will read the next direction and have one student come up to the smart board to fill in the next box (CFU) As the students come up to the board have the students turn and tell each other the answer before the student at the board colors in the box repeat this until all of the boxes are filled in and the picture is reveled. (IP) If time allows give each student their own hundreds Have the students color different directions to color boxes on their chart. Ex. Color the number that is 10 more than 43 green Ex. Color the number that is 10 less than 15 purple While students are following these directions walk around and check for understanding by seeing if the students are coloring in the correct numbers (C) TTW when done giving directions, the teacher will compare students work and wrap up by asking a few students how to add 10 or take away 10 from a given number using the 100s chart

Thinking Levels: Remembering: How did we add 10 or take away 10 with the base 10 blocks yesterday? Understanding: Turn and tell your partner the correct answer Applying: Color in the correct number Analyzing: What patterns do you see with the numbers chart Evaluating: What connections can you make between the base 10 blocks and the 100s chart Creating: Create a picture by following the given directions Learning Styles and/or Accommodations: Learning Styles: o Kinesthetic-TSW come up to the board to color the correct number o Auditory- TSW listen to their partner tell the answer o Visual-TSW see the 100s chart on the smartboard o Verbal-TSW verbally answer to their partner the correct answer for each statement o Intrapersonal: TSW turn and talk to their partner While students are creating their own numbers chart by following the given directions, the teacher can walk around providing support for the students who are struggling. Turn and talk helps the students hear the answer and see the answer, while also helping them become confident in their answer. Materials: SMART board 100s chart base 10 blocks

http://www.primarygames.co.uk/pg2/splat/splatsq100.html

Methods: Turn and talk Discuss the connections between base 10 blocks and 100s chart Come up to the board to help finish the picture Create own picture by following directions V. Modeling: See task analysis VI. Checking for Understanding: See task analysis VII. Guided Practice: See task analysis VIII. Independent Practice: See task analysis IX. Closure: See task analysis X. Assessment: The students will be assessed at the end of the week with the district wide assessment on adding and subtracting 10 XI. Resources: http://www.primarygames.co.uk/pg2/splat/splatsq100.html

1. Color the number that is 10 less than 54 red 2. Color the number that is 10 more than 81 blue 3. Color the number that is 10 more than 78 blue 4. Color the number that is 10 less than 100 blue 5. Color the number that is 10 less than 14 blue 6. Color the number that is 10 more than 65 red 7. Color the number that is 10 more than 73 red 8. Color the number that is 10 less than 81 blue 9. Color the nuber that is 10 less than 23 red 10. Color the number that is 10 less than 11 blue 11. Color the number is 10 more than 8 red 12. Color the number that is 10 more than 36 red 13. Color the number that is 10 less than 41 red 14. Color the number that is 10 more than 14 red 15. Color the number that is 10 more than 56 red 16. Color the number that is 10 less than 78 red 17. Color the number that is 10 more than 83 blue 18. Color the number that is 10 less than 19 blue 19. Color the number that is 10 more than 83 red 20. Color the number that is 10 more than 63 red 21. Color the number that is 10 less than 22 red 22. Color the number that is 10 less than 69 red 23. Color the number that is 10 more than 96 blue 24. Color the number that is 10 less than 25 blue 25. Color the number that is 10 less than 48 red 26. Color the number that is 10 more than 29 red 27. Color the number that is 10 more than 9 red