Card of
Please wait while your changes are saved
Copy and paste the code below into your LMS or other online platform to embed this page.
Copy and paste the code below into your LMS or other online platform to embed this page.
This should give an overview of the lesson, including vocabulary and any special materials needed for the lesson. We recommend keeping it to 1-2 paragraphs.
Send this LZ Code to students, colleagues, or parents and have them type it into the LearnZillion search box.
Select classes or students to assign to:
You don't have any classes yet. Start managing your classes.
There are no students in this class! Add students now.
You have no students not in classes!
There are no students in this class! Add students now.
You have no students not in classes!
You haven't set up your roster yet! Start managing your students on LearnZillion.
When the assignment is ready, students will see it under their 'My Assignments' tab.
When the assignment is ready, students will see it under their 'My Assignments' tab. You can track their progress here.
Note: if you add students to a class after assigning, you will have to re-assign to them or that class
Lesson objective: Count a collection two different ways.
Students bring prior knowledge of rote counting within 50 from K.CC.A.1. This prior knowledge is extended to counting within 100 by ones and tens as students practice counting larger collections of objects by ones and by tens. A conceptual challenge students may encounter is when counting by tens, we only say the decade numbers (such as 10, 20, 30, etc.) but each represents a quantity of ten more than the previous number said.
The concept is developed through work with counters and ten frames, which organize the objects into the structure of ten.
This work helps students deepen their understanding of number because in our base-ten number system, ones are organized in tens and multiples of ten. Our written numerals and most of our spoken numbers reflect this organization. As students develop their understanding of the sequence of ones, they also begin to make sense of how our written and spoken numbers are structured.
Students engage in Mathematical Practice 7 (Look for and make use of structure) as they notice that they can use the structure of ten to organize for counting. If each new set of counters has ten in it, it is more efficient to count the total number of objects by tens.
Key vocabulary:
Special materials needed: