Kiley Buffington

1
st
grade
Math
Date for Implementation: 5/20/14
Regrouping
Whole Class

Standards:
CCSS.MATH.CONTENT.1.NBT.B.2.A: 10 can be thought of as a bundle of ten ones
called a "ten."
CCSS.MATH.CONTENT.1.NBT.4: Add within 100, including adding a two-digit
number and a one-digit number, and adding a two-digit number and a multiple of 10,
using concrete models or drawings and strategies based on place value, properties of
operations, and/or the relationship between addition and subtraction; relate the
strategy to a written method and explain the reasoning used. Understand that in
adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it
is necessary to compose a ten.
Content Objective/Learning Outcome: Students will be able to regroup when adding a
single-digit number to a two-digit number.
Language Objective/Language Learning Outcome: Given sentence frames, students
will be able to create a number sentence, using appropriate content vocabulary (regroup,
added).
Assessment:
Formative Assessment Tasks: I will ask questions during the lesson. I will ask students
to do partner talks to discuss, and I will monitor their understanding. I will provide
problems for students to attempt in their math journals and check for understanding.

Summative Assessment Task: Students will verbally create a number sentence using
numbers they rolled in the game. This will be used to assess understanding of
regrouping as well as proper addition strategies. I will walk around the carpet during
this time and listen to students discuss. In addition, students will take the cumulative
assessment at the end of the week.
Materials Needed: Promethean board with base-10 manipulatives, physical base-10
manipulatives, and dice
Differentiation: I will begin the lesson by simply building the number 12. This should tap
prior knowledge, as students have a lot of experience building numbers that have tens
and ones. During the game, I will pull a small group of students to the rug to work with
closely. Manipulatives (tens sticks and ones cubes) will be available for students to use.
Multiple strategies for solving the problems will be presented. Technology (promethean
board) will be utilized to present information to students. Early finishers will be allowed to
work on the hundreds chart puzzle pieces they started last week. Sentence frames will
be used to assist with language development. I will use partner talks, rephrasing, and
nonverbal responses to engage a variety of learners.
o I added _____ and ______ to get ______.
o I had to regroup.
o I did not have to regroup.

Instructional Sequence:
- Introduction
Build 12 using the base-10 blocks on promethean board.
o Use 12 ones cubes.
Ask, How many ones? WOW. THATS A LOT OF ONES TO DRAG INTO
PLACE!!
Ask students how I make speed up the process.
o Think-pair-share
Model for students what it looks like to group 10 ones together and replace it with 1
tens stick.
Ask the following questions during this process:
o Can I make a ten out of ones?
o How many tens?
o How many ones are left over?
o How many cubes in all? Remember the ten stick has 10 cubes.
o Did we change the number?
NO! We just traded 10 ones for 1 tens stick!
- Body
Say, Mathematicians have a fancy word for trade. The word is regroup.
o Have students repeat the word, regroup.
o Display TPR (total physical response) for regroup
o Students display TPR.
Write regroup = trade 10 ones for 1 ten on the board.
Partner talk: what does regroup mean?
Share out.
Work on 2 problems together on the board (build).
o 29 + 6 (yes, regrouping)
o 45 + 4 (no, not regrouping)
Allow students to try 2 problems in their math journals.
o 47+5
o 22+6
Ask students to come up and build these problems and explain their strategy.
Ask the class, Did you have to regroup? and Why?

Launch/Model game
o Roll both dice (tens die and ones die) and add together (27 + 1 = 28)
o Roll one side again (6)
o Add 28 + 6 = 34
o Students write the number sentences in their math journals.
o Tell your partner whether or not you regrouped.
Allow students to play with partner
Pull students who need extra assistance to the carpet to play with.

- Conclusion
Bring students back to the rug.
Provide the sentence frames:
o I added _____ and ______ to get ______.
o I had to regroup.
o I did not have to regroup.
Read and have students repeat the sentence frames. Model the sentence frames.
Students find one of the rolls from the game that was recorded in their math journal
and they verbally create a number sentence.
o Think-pair-share.