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Eureka Math

1st Grade

Module 4

Lesson 3

At the request of elementary teachers, a team of Bethel & Sumner educators met as a committee to create Eureka slideshow presentations. These presentations are not meant as a script, nor are they required to be used. Please customize as needed. Thank you to the many educators who contributed to this project!

Directions for customizing presentations are available on the next slide.

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Customize this Slideshow

Reflecting your Teaching Style and Learning Needs of Your Students

When the Google Slides presentation is opened, it will look like Screen A.
Click on the “pop-out” button in the upper right hand corner to change the view.
The view now looks like Screen B.
Within Google Slides (not Chrome), choose FILE.
Choose MAKE A COPY and rename your presentation.
Google Slides will open your renamed presentation.
It is now editable & housed in MY DRIVE.

Screen A

“pop-out”

Screen B

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Icons

Read, Draw, Write

Learning Target

Think Pair Share

Individual

Partner

Whole Class

Small Group Time

Small Group

Personal White Board

Problem Set

Manipulatives Needed

Fluency

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Materials Needed

(S) Core Addition Fluency Review Sheet, toolkit of cubes from Lesson 1

(T) 10 pennies and 2 dimes, Hide Zero cards (Lesson 2 Template 1), toolkit of cubes from Lesson 1

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I can name a two-digit number as a ten and some ones or all ones.

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Application Problem

Sue is writing the number 34 on a place value chart.

She cannot remember if she has 4 tens and 3 ones or 3 tens and 4 ones.

Use a place value chart to show how many tens and ones are in 34.

Use a drawing and words to explain this to Sue.

We will talk more about this during our debrief.

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Core Addition Fluency Review

Core Addition Fluency Review (5 minutes) THREE MINUTES FOR KIDS TO COMPLETE!

Materials: (S) Core Addition Fluency Review

Note: This addition review sheet contains the majority of addition facts within 10 (excluding some +0 and +1 facts), which are part of the required core fluency for Grade 1. Students are likely to do well with this activity at this point in the year. If not, repeat some addition fluency activities from Module 1, and use this activity as an assessment tool to monitor progress.

Students complete as many problems as they can in three minutes. Choose a counting sequence for early finishers to practice on the back of their papers, such as counting by ones from 46 or counting by tens from 3. When time runs out, read the answers aloud so students can correct their work. Encourage students to remember how many they completed so they can try to improve their scores on future Core Addition Fluency Reviews.

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Dime Exchange

I’m going to put down some coins.

You are going to tell me what coins you see and then we’ll count by tens to see how much money we have.

Then we’ll exchange 1 dime for some pennies and count again.

Then we’ll count backwards. Let’s go!

Dime Exchange (4 minutes)

Materials: (T) 20 pennies and 2 dimes

Note: This activity provides students practice with recognizing pennies and dimes and identifying their values. This fluency activity is necessary to prepare students to utilize coins as abstract representations of tens and ones in Lesson 6.

T: (Lay out 2 dimes.) What coins do you see?

S: 2 dimes.

T: Let’s count by tens to see how much money I have. (Students count aloud.) I want to exchange 1 dime for some pennies. What is the correct number of pennies?

S: 10 pennies.

T: (Replace a dime with 10 pennies in 5-group formation.) How much money do I have now?

S: 20 cents.

T: You’re right! I still have 20 cents. Count backward with me.

S: (Count from 20 cents to 10 cents, removing 1 penny at a time.)

Change the other dime for a penny, and students count from 10 cents to 0 cents.

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Magic Counting Sticks

You are going to work in partners.

I’m going to show you a number.

Partner A is going to use their “Magic Counting Sticks” to show me how many tens are in my number.

Partner B is going to use their “Magic Counting Sticks” to show me how many ones are in my number.

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Concept Development

Show me your magic counting sticks.

Wriggle them in the air.

Now, show me 1 ten.

Show me 10 ones.

How can we show 34 using our magic counting sticks?

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Concept Development

Let’s hear your ideas!

Do I need more than one person?

How many?

Let’s try it!

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Concept Development

How many tens and ones make up 34?

How many ones is the number 34 made of?

Did you hear anyone say that we had just 4 ones.

What do you think about that?

How many ones make up 34?

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Concept Development

How many ones is the same as 3 tens 4 ones?

Let’s count to check. How should we count?

What is the best or most efficient way to count?

Let’s count by grouping the 10 ones. Start with Student A. How many ones are here?

Keep counting!

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Concept Development

Great. Let’s do some more.

I need three helpers.

Show me 27 ones.

If you are able to make a ten, clasp your hands.

S: 20 ones, 30 ones, 34 ones.

T: Great. Let’s do some more. (Call up three volunteers.) Show me 27 ones.

S: (Show individual fingers.)

T: If you are able to make a ten, clasp your hands.

S: (Two students clasp hands.)

T: 27 ones is the same as how many tens and ones?

S: 2 tens and 7 ones.

T: How many ones?

S: 27 ones!

Repeat the process using the following sequence: 37, 14, 24, 34, 13, 31, 10, and 40.

When students demonstrate a solid understanding with the finger work, move on to representing the numbers with Hide Zero cards.

T: (Show 24 using Hide Zero cards.) How many tens and ones make up 24?

S: 2 tens 4 ones.

T: How many ones are in 2 tens? (Pull apart 24 into 20 and 4.)

S: 20 ones.

T: How many extra ones are there?

S: 4 ones.

T: How many ones is the same as 2 tens and 4 ones?

S: 24 ones.

T: How many tens and ones is the same as 24 ones? (Put 24 back together.)

S: 2 tens 4 ones.

Repeat the process using the following sequence: 13, 23, 16, 26, 36, 29, 20, and 30 using Hide Zero cards. For the first two or three, have students work with a partner to represent the number with their linking cubes, first with as many tens as possible, and then decomposed into all ones. Support students in seeing that there are the same number of cubes and connecting this with the mathematical idea that, for instance, 1 ten 3 ones is the same amount as

13 ones.

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Concept Development

27 ones is the same as how many tens and ones?

Yes, 2 tens and 7 ones.

How many ones?

Yes, 27 ones.

Let’s keep going with some more numbers.

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Concept Development

Now we’re going to use Hide Zero cards to talk about tens and ones.

How many tens and ones make up 24?

Yes, 2 tens 4 ones.

Watch me pull the number apart. How many ones are in 2 tens.

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Concept Development

Yes, 20 ones.

How many extra ones are there?

Yes, 4 ones.

How many ones is the same as 2 tens and 4 ones?

Yes, 24 ones.

How many tens and ones is the same as 24 ones?

Yes, 2 tens 4 ones.

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Concept Development

Let’s do some more!

You are going to work with your partner to show the number with linking cubes.

You will show it first with as many tens as possible and then with just ones (that’s called decomposed or broken apart).

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Problem Set

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Problem Set

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Debrief

Share your solutions with your partner.

Look at Problem 6.

What is your solution?

How are both of these answers correct?

Student Debrief (10 minutes)

Lesson Objective: Interpret two-digit numbers as either tens and some ones or as all ones.

The Student Debrief is intended to invite reflection and active processing of the total lesson experience.

Invite students to review their solutions for the Problem Set. They should check work by comparing answers with a partner before going over answers as a class. Look for misconceptions or misunderstandings that can be addressed in the Debrief. Guide students in a conversation to debrief the Problem Set and process the lesson.

Any combination of the questions below may be used to lead the discussion.

􏰀Look at Problem 6. What is your solution? How are both of these answers correct?

􏰀Look at Problem 10. Explain how 4 tens is the same as 40 ones. You may use linking cubes or the

place value chart to support your thinking.

Look at Problem 12. What are the different ways we can make 29?

􏰀 Student A says 2 tens and 9 ones only has 9 ones. Do you agree? Why or why not? How can you help her understand her mistake?

􏰀 Look at your Application Problem. Share your work and explain your thinking with a partner. If we counted in all ones, how many ones are in 34?

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Debrief

Look at Problem 10.

Explain how 4 tens is the same as 40 ones.

You may use linking cubes or the place value chart to support your thinking.

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Debrief

Look at Problem 12.

What are the different ways we can make 29?

Student A says 2 tens and 9 ones only has 9 ones.

Do you agree? Why or why not?

How can you help her understand her mistake?

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Debrief

Look at your Application Problem.

Share your work and explain your thinking with a partner.

If we counted in all ones, how many ones are in 34?

What did you get really good at today?

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I can name a two-digit number as a ten and some ones or all ones.

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Exit Ticket