Calculate moving

The teacher has pre-printed and laminated the cards from Appendix 9 – Energizing exercise

The teacher says:

-    We're going to play a game. I will tell you riddles and I will pull out one of my cards  which have symbols for squatting, jumping and spinning. The answer to the riddle will determine the number of moves.

-    How many units are obtained if I subtract 1 unit from 1 ten?

-    How many tens are obtained if 5 units are added to 5 units?

-    How many units do you get if you add 5 more units to 5 units?

-    How many units are obtained if I subtract 10 units from 1 ten?

A Rhythm Game

The class is divided into three groups. The instruction for the first group is to use clapping, the second to stomp with their feet, and the third to use hip tapping. The teacher sets a rhythm by explaining that when there is a pause, he/she will signal with a pointer in front of the mouth for silence. Different rhythms can be played by alternating the three groups under the "conduct" of the teacher. Onomatopoeic words can also be used, for example: clap, clap, thump, thump, bang, bang.

 In the worksheet Appendix 7, 4 lines of different rhythms are indicated. Some or all of them can be performed on teacher’s decision.

Students will:

● know and give examples of the quantitative value of numbers from 1 to 10;

● understand the quantitative value of ten; ● know that one ten is equal to ten units and that ten units is equal to one ten;

● understand the formation of the ten; ● improve their skills to compare numbers;

● practice addition and subtraction up to 10.

1. Update of basic knowledge: Necessary materials: a table type as explained in step 1 and a pen for each group.
2. Presentation: Appendix 1 – an interactive board; a projector.
3. Working with the whole class: Appendix 2 – Presentation
4. Working in a group with manipulatives: Appendix 5 -  Worksheet for group work with manipulatives;  tens block for each group; 10 unit free elements for each group.
5.  Independent work: Appendix 6  – Worksheet for independent work
6. Relaxing exercise: Appendix 7
7. Reflection: Appendix 8
8. Energizing exercise: Appendix 9
9. Homework: Appendix 10.

We already know the numbers from 1 to 10. Now it is interesting to understand what a ten is and what is the difference between a unit and a ten. Today we will learn how the ten is formed, and then how it helps us to write down and calculate numbers more easily.

Rhythmic exercises

Working examples

Group work

Presentation

Discussion-based learning

Co-teaching of general education and resource teacher

Mother tongue

Physical education

The resource teacher: produces together with the general education teacher the worksheets, the didactic materials and the overall preparation of the lesson; prepares the steps for co-teaching (supplementary teaching) with the general education teacher during the lesson; supports the work and participation of SEN students during the lesson; participates in group work, partnering all students and supporting the participation and work of SEN students; develops an adapted version of the worksheets, if necessary, and supports the completion of the tasks of the SEN student/students. In case they have difficulties to understand the instructions, reads the task instructions with the SEN students.

unit, tens, place of units and tens in the two-digit number

1. Update of basic knowledge – group work

The teacher says: We will start the lesson with dividing the class into three groups. The teacher groups the students into 3 groups - a group of 3 students, a second group of 5 students and a third - of 10 students. The task of each group is to count how many students there are in their own group and in the groups of the others and write down the number of students in each group on a sheet.

  The results are presented to everyone, the numbers are compared. Students answer questions:

- How many individual students does the first group consist of?

- How many individual students does the second group consist of?

- How many individual students does the third group consist of?

- Which group has the fewest students?

- Which group has the most students?

- Who is the group in the middle?  

A record of the comparison is made on the board: 3 < 5 < 10.

Time: 5 minutes.

2. Setting the topic and presentation

The teacher says:

- We see that in the group with the most students we have 10 students. That's quite a large number of individual students. A group of 10 separate units forms a ten. We say that the sum of 10 units is one ten.

- Now we will see what the difference between a unit and a ten, how to form and write a ten.

The next step is the presentation in Appendix 1 - Presentation. During the presentation, the teacher explains simultaneously with the visualization of the different slides.

- And now we already know the numbers from 1 to 10.

Slide 1 - We can easily see that the pencils are 10.

Slide 2 - One pencil is one unit. Then 10 pencils are equal to ten units.

Slide 3 - Ten units make one ten.

Slide 4 - The opposite is also true - 1 ten is equal to 10 units.

Slide 5 – Now let's see some examples. If we add another 5 units to 5 units, we will get 10 units or 1 ten.

Slide 6 – However, if we subtract 5 units from 10 units, we get 5 units.

Slide 7 – If we add 2 units to 5 units, we will get 7 units. Do we have a whole ten? No, we don't have a ten yet because we don't have 10 units.

Slide 8 – However, if we add 3 units to 7 units, we will get 10 units or one ten.

Slide 9 – However, if we subtract 3 units from a ten, we will have 7 units.

Slide 10 – Now, look at some examples. We will compare 5 units to 3 units plus 3 units. We get 5 units on one side and 6 units on the other side. 5 is less than 6. Therefore, 5 units is less than 6 units.

Slide 11 - We have 9 units minus 4 units that we need to compare to 2 units. We get 5 units. 5 is bigger than 2, therefore 5 units is more than 2 units.

Slide 12 – We will compare 3 units with 3 units. 3 is equal to 3. So, 3 units is equal to 3 units.

Slide 13 – Today we will focus on the difference between a unit and a ten, how to compare them, and how to add and subtract using them.

After the presentation, the teacher explains the way number 10 is written on the board:

- One ten is formed of ten free units.

In two-digit numbers, the tens digit is written in the first position and means the whole first ten, and the units digit is written in the second position and means how many units of the second ten are involved in the number. Such a two-digit number is the number 10.

Time: 10 minutes.

3. Working with the whole class

The teacher presents the content of Appendix 2 - Presentation.

The teacher says:

Slide 1: We're going to play a game. Let's recall how we compare numbers. The crocodile comes to help us. It always feeds on those animals that are an extra number.

Slide 2: A bigger than symbol tells us which of the two numbers we are comparing is the bigger one. The crocodile's open mouth points to this number.

Slide 3: The smaller than symbol refers to numbers that are less in number.

Slide 4: We use the equal to symbol when we have an equal number on both sides of the equation.

Slide 5: We will use the signs <, ˃ or = to solve several maths tasks.

For each slide from 6 to 11, the teacher invites a student who goes to the board, chooses a sign <, ˃ or = and, using a marker, writes it in the circle. If the board cannot be used to write on it with a marker, use Appendix 3 – symbols bigger than, less than, equal to and with the help of a double-sided tape, the student can attache the symbol of their choice to the circle on the corresponding slide.

Time - 5 minutes

4. Group work with manipulatives

This part of the lesson uses a decimal block and 10 free single units from the "Decimal Cube" set (Appendix 4 - photo of a decimal block with 10 single elements). 

The teacher says: I see you are doing very well. I will now divide the class and you’ll work in groups.   

The class is divided into several groups of 5 students each. The group receives a decimal block with ten unit cubes, a dice and Appendix 5 - Worksheet for group work with manipulatives. Students from each group take turns rolling the die and placing as many elements on the decimal block as the die shows. Then they add the number of units from the decimal block by 1, by 2, by 3 or by 4, depending on the group in which they are included. SEN students join the group that adds by 1, for example. Each participant, after taking his turn, records the result of the calculation in the table opposite to their name.

As an additional task, each participant can be given to compare his number with the student's numbers before and after him, for example 5 units is less than 7 units, but is more than 3 units.

Time – 5 minutes.

5. Individual work

Teacher says: You did great. Now let's see if you have understood everything and if you can handle it yourselves.

 Each student receives a worksheet Appendix 6 - Worksheet for individual work.

6. Homework

Students are given a copy of Appendix 10 - Homework.

The teacher says: - I see that you are very fast and doing excellently. You will get a sheet of paper for each of you to share what you found interesting and easy.

Students are given a printed copy of Appendix 8 - Reflection and they answer the questions individually.

 Time – 3 minutes

Appendix 1

Appendix 2

Appendix 3

Appendix 4

Appendix 5

Appendix 6

Appendix 7

Appendix 8

Appendix 9

Appendix 10