Instructional strategies and learning tasks

Instructional Strategies and Learning Tasks

Anticipatory Set:
Activity Description/Teacher Student Actions
1. Teacher will let students know
that they will need a set of
connecting cubes along with their
worksheet, a white board and
expo marker with them at their
carpet spots (look at materials
section). Give students some time
to gather all the materials and sit
on their carpet spots showing that
they are all ready for the lesson to
begin.
2. Point to the list of math
vocabulary words on the wall
(tens, ones, tens trains, two-digit
number & place value mats) Go
over the words and the meaning
with students. With students’
help, draw out an example of each
word and show students that the
place value mats look like and
explain to students that they will
be working with these vocabulary
words and the mats today.
1. When teacher says “go” grab a set of
connecting cubes, white board and a
dry erase marker and sit on their
carpet spots ready to follow along
with teacher.
2. Students repeat after teacher each
vocabulary words and help teacher
draw out an example that matches
each vocabulary word on the board.
Presentation Procedures for New Information and/or Modeling:
Activity Description/Teacher Student Actions
1. (Show the number 23 on the
board) ask students “How can you
use your connecting cubes to
show the number 23? Can you
think of more than one way?”
then allow time for students to
work together. Walk around and
check on students prior
1. Work with a partner to make the
number 23 using connecting cubes.
Show work to teacher and answer
teacher questions.
2. Follow along and answer teacher

understanding and invite
volunteers to share their work
with the class.
2. Bring the class back together and
ask each group to count of 23
connecting cubes. Ask “These
cubes show the number 23. Can
you make a ten with these cubes?
[yes] Can you make two te ns?
[yes] What number do two tens
make? [20]”
3. Ask “You have 23 ones. Make as
many ten-trains as you can. How
many tens did you make?” Have
students follow you as you make 2
ten-trains and then write down
the number 2 sticks in the tens
column of your place value mats.
Ask “After we made these 2 ten
trains, how many ones do we
have left?” [3] And write down
the 3 dots in the ones column. Say
“You can put the number of tens
and ones together to make 23!”
questions with the whole class.
3.
Follow along with teacher and
connect the cubes together to make 2
ten trains with 3 ones left over. Write
out 2 (sticks-represent tens) in the
tens column and 3 (dots-represent
ones) in the ones column on their
place value mat.
Guided Practice:
Activity Description/Teacher Student Actions
1. Write out the next number (54).
2. Say “Let’s work together to find
how many tens and ones are in
the number 54. First, let’s build
out the number 54 using
connecting cubes” Have students
work with a partner to build the
number 54 with their connecting
cubes. Walk around and double
check as students are working,
making sure they are grouping
their ones into tens and have out
5 tens train and 4 single cubes.