EL Support Lesson
Add a Ten!
Students will add multiples of 10 to two-digit numbers within 100.
Students will be able to describe the steps to add multiples of 10 to two-digit numbers within 100 using drawings of ten and one dollar bills.
- Tell students, "I have four 10 dollar bills and two one dollar bills. The principal has two 10 dollar bills and four one dollar bills." Ask students, "Who has more money, me or the principal?"
- Instruct students to turn and talk to a partner to discuss.
- Invite students to share how they know who has more money. List ideas, such as drawing a picture or comparing the amount of tens and ones in the two numbers, on the board.
- Write the answer, "Since 42 is more than 24, the teacher has more money." on the board. Have students repeat the answer after you.
Explicit Instruction/Teacher modeling(5 minutes)
- Ask students if they would rather have one dollar or 10 dollars. Show them examples of fake one and 10 dollar bills.
- Display the sentence stem, "I would rather have ____ because ____." Choose students to share ideas such as 10 is more than one, or you could buy something more expensive with 10 dollars.
- Create a T-chart, and label the left side "$1," and the right side "$10." Review how to read and write the dollar symbol. Brainstorm items that cost about one dollar, such as a small bouncy ball or a box of crayons. List these items providing a visual such as a sketch if possible.
- Brainstorm items that cost about 10 dollars, such as a book or a large stuffed animal and list these items on the right.
- Point out that you could buy one small bouncy ball with one dollar, or 10 small bouncy balls with 10 dollars since they cost one dollar each.
- Display the sentence frame, "If I had $1 I would buy ____, but if I had $10, I would buy ____." Allow students to share ideas with a partner.
Guided Practice(10 minutes)
- Place a play 10 dollar bill on the document camera or on the rug where students can see it. Add and subtract 10 dollar bills to the pile as students call out multiples of 10 chorally (10, 20, 30, 20, 30, 40).
- Next, display four play one dollar bills. Add and subtract 10 dollar bills to the four one dollar bills, and have students call out the total amounts (four, 14, 24, 14, 24, 34, 44).
- Write the number 14 on the board, and tell students that the number has one 10 and four ones. Have them repeat, "One 10 and four ones, fourteen."
- Write $10 inside a rectangle to represent a 10 dollar bill. Draw $1 inside four rectangles to represent the one dollar bills. Represent other two-digit quanities with drawings of 10 and one dollar bills.
- Distribute whiteboards and markers to students.
- Call out an amount of money between one and 100 dollars, and have students draw both 10 and one dollar bills on their whiteboard to represent the quantities.
- Display the sentence frame, "There are ____ ten/s and ____ one/s." Model naming the amount as tens and ones.
- Partner students to name the numbers as they draw 10 and one dollar bills on their whiteboards. Partner A will name the amount as tens and ones, and Partner B will say the standard name for the number. Instruct students to switch roles half way through the activity.
Group work time(10 minutes)
- Distibute the Add Tens Worksheet.
- Tell students to solve the problems, and show their thinking by drawing 10 and one dollar bills.
- Diplay the steps to solve the problems: 1) Draw the first part as 10 and one dollar bills. 2) Draw the second part as 10 and one dollar bills. 3) Count the total number of tens and ones to solve the problems.
- Read the problems chorally as a class. Pantomine the activities, such as babysitting (cradle an imaginary baby), raking leaves, and weeding the garden. Solve the first problem as a class to review the steps for sketching one and 10 dollar bills.
- As student finish, allow them to write their own word problems that require solving for 10 more on the back of the paper.
Additional EL adaptations
- Complete the worksheet in a teacher-led small group.
- Remind students that we say, "I have 10 dollars," but "She has 10 dollars." Overexaggerate and enunciate the endings in the words have and has so that students clearly hear the difference.
- Display a hundreds chart for reference as students calculate multiples of 10 more than a given number.
- Circulate as students complete the worksheet and observe that they are able to draw an accurate number of 10 and one dollar bills, and add the amounts.
- Check that students are not counting by ones to add multiples of 10. If students are counting by ones to solve the problems, allow additional practice grouping 10 ones as a 10.
Review and closing(5 minutes)
- Address any common errors on the worksheet with students.
- Invite students to share other strategies for solving problems that require adding multiples of 10. Review other strategies students may have used such as jumping on a number line, using a hundreds chart, or sketching base-ten blocks.