Artefact 2.

5B
Teaching plan created from an interview with a student

Lesson Title: Two - Digit Numbers

Learning intention/s:
The student will gain an understanding of teen digits.

e5: ENGAGE, EXPLORE

Lesson introduction (aligning-tuning in-motivating- ‘the hook’)
I will play a game of memory with Tom. There will be ten cards each having one digit either
10, 11 and 12 written on it. Another 10 cards will have dots on them. They will have nine to
thirteen dots each. The task is for the student to choose a digit and find its pair in dots.
Tom can you please choose a card from this pile. (Point to the pile with the digits). Now try
and find the card with the same number of dots on it (pointing to the second pile).
This will be repeated til Tom finds matching numbers and dots.
This is to solidify the idea of ten before working on teen numbers.

e5: EXPLORE, EXPLAIN, ELABORATE

Development/investigation
I will get Tom to solely focus on numbers between 10 and 19.
Tom could you please put 15 marbles in these ice-cube trays. (Each ice-cube tray will have 10 spots.)
Now Tom, could you please write the number 15.
How many groups of ten do you have? And how many single units?
Tom, can you please take out two marbles, how many are you left with? Can you write that as a
number?
How many groups of ten now? So nothing changed? How many single units?
Now Tom, if you added one more marble, how many would you have? Can you write that as a
number? How do you know that is the right number?

What have you noticed about these numbers? (If required, I would ask him about the ten marbles
that have not moved.)
In each number that you have written it has started with a 1. That demonstrates that there is 1 set
of 10 - just as the whole time there has been one set of ten marbles plus some more. We call that
the tens column and the ones. If a teen number has one ten how many tens do you think you will
have in a number in the twenties?

I would then take away the ice-cube trays. If I had 14 marbles and added two more how many
marbles would I have? This will help Tom begin to image the groups. On completion of Tom's answer
I would ask him to use the marbles to check.
I will continue to repeat this with different numbers to help Tom to start imaging the number I am
asking him.

If Tom is doing well I will provide an extension task and ask him to show 23 using marbles and see if
he can work out the pattern of 2 tens and a number of ones. I will repeat the above process with
numbers in the twenties. Trying to get Tom to work on his part-whole thinking.

Adjusting the lesson I can see Tom writing the digits either backwards eg/ 15 as 51 or using a zero
to write the number '105.' In this case I will have the numbers between 10 and 19 written out on
individual cards and ask Tom to point to the right card. Then I would ask, how do you know it is that
one? I will explain the difference between 15 and 51 and how they are said, (1 ten and 5 tens).