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Signature Assignment for EDEL 462

Analyzing and Comparing Numbers Based on Place
Value
Gianna Persico
Grade Level: First Grade
CCSS Math Standards:
1.NBT.2 Understand that the two digits of a two-digit
number represent amounts of tens and ones.
1.NBT.5 Given a two-digit number, mentally find 10
more or 10 less than the number, without having to
count; explain the reasoning used.
Standards for Mathematical Practice (MP):
MP 5: Use appropriate tools strategically
MP 7: Look for and make use of structure.
MP 8: Look for and express regularity in repeated
reasoning.
Student Learning Outcomes:
Students will analyze the 100 chart looking for
patterns and state orally at least two patterns that
they notice about tens and ones (DOK 4).
Students will compare and contrast numbers based
on meanings of tens and ones digits (DOK 2).
Student Readiness
In order for students to be ready for this lesson, they must first
have a solid foundation in number sense. Students must be able to
identify numbers on a number chart, and be able to compare numbers
within ten. In this lesson, students will be comparing numbers based
on tens and ones, so the foundation of number sense in one-digit
numbers is essential for this building block. In addition, students need
to have had experience in composing and decomposing numbers
greater than ten. Students should be able to create a number by
joining two numbers, including using ten and adding on a number less
than ten. Students will be analyzing and decomposing numbers greater
than 19, so a solid foundation of composing and decomposing numbers
is essential to student success.
Teaching Sequence
Introduce (Engage)
Activate prior knowledge

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o Prompt students to review how they can break down

numbers (by tens and ones).
o Ask student(s) to give examples of how to break down the
number on the board
Be sure the problem is understood
o Read the written objective and have students read along
with you.
o Have students repeat the objective
Establish clear expectations.
o Allow students to set expectations, asking students to
show a total physical response to different forms of
participation.
o Tell students that they will be looking for patterns in the
numbers on the hundreds grid to help us break down
numbers into tens and ones
o Ask students to choose a number on the hundreds grid and
represent that number in tens and ones
o The students will then pick a number that is one more, one
less, ten more, and ten less, and explain how they know
they have chosen the correct numbers
o Students will show their strategies for identifying the
number on their graphic organizer
Investigate (Explore and Explain)
Let go!
o Allow students time to identify their number, decompose
their number on their paper
o Then students will work with a partner to locate the
number that is one more or one less than the number they
started with
o They will consult their partner so that both partners agree
that the chosen number is one more/one less.
Notice students mathematical thinking.
o Students will share with their small group (4-5 students)
their chosen number and how they broke down that
number using tens and ones. They will then share the
numbers that are one less/one more and ten less/ten more.
o When sharing their identified numbers, students will
explain their thinking and show how they were able to
identify their chosen numbers either through a visual
representation of pictures, skip counting on the hundreds
grid, using base tens blocks, counting on, etc.
Provide appropriate support.
o The teacher will facilitate small group discussion and
explanation of strategies by using talk moves such as

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revoicing, and asking students to use multiple methods to

double-check their answers using a strategy their partners
used.
o Students will reason with their partners and give feedback
on using their strategies.
Provide worthwhile extensions.
o The teacher will allow students to give the primary number
to their partner and the partner will have to identify ten
more or ten less. The learner partner will then check their
answer with the expert partner and their roles will switch.
Summarize (Elaborate and Evaluate)
Promote a mathematical community of learners.
o In a whole group discussion setting, the teacher will prompt
students to share their strategies of decomposing the
numbers as well as locating numbers that were 1 more/less
or 10 more/less.
o The teacher will sequences responses in order from most
concrete to most abstract.
o Students will rephrase other strategies, and will engage in
turn-and-talk to respond to prompts from the teacher.
Students will elaborate on their thinking and will repeat the
justifications of their classmates.
Listen actively without evaluation.
o Students will respectfully engage in reasoning, explaining
how and when they agree with the findings of their
classmates.
Summarize main ideas and identify future problems.
o Students will generalize the steps used to categorize
numbers by tens and ones as well as identify numbers that
are one more/one less or ten more/ten less for future
problems.
o The teacher will record generalizations on anchor chart to
be hung and reviewed in later lessons.
o Students will repeat other students rules for identifying
said numbers.
o Students will co-write the ticket-out problems, where they
will choose a number on the hundreds grid, decompose it
based on tens and ones, and add and subtract ten.
o Students will evaluate their understanding and will repeat
the objective, noting that they have met or are on their
way to meeting the lessons objective.
Lesson Adaptations to Meet Student Needs

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Students should already be able to identify numbers to 100. They

should be able to count to 100, and should be able to recognize groups
of 10s.
For English Learners: Specific modifications for ELLs will include
previewing vocabulary words such as categorize, and anticipate.
These words could be introduced in a mini-lesson before beginning the
lesson. Other ELL modifications will include heterogeneous groupings
of students for small group discussion, writing and stating objective of
the lesson on the board, and providing manpulatives that allow for
concrete understanding of the units in ways other than using language.
For Students with Special Needs:
Modifications for students with Special Needs will include
having only one student talk at a time to maintain focus, using visual
aids, including the hundreds grid, allowing students to have their own
copy of the 100s gird, assisting in reading the objective written on the
board, providing frequent checks for understanding, having students
repeat instructions, and providing multiple opportunities to practice the
concept or skill.
Materials: 100 chart, pointer, chart paper, student work paper