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Lesson Plan Template

  • Grade

  • Subject

  • Section

First

Math

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  • Competency

Place value (1)

  • Aligned Standards

Number and Operations in Base Ten

  • Strand

1.NBT.C.4

  • Vocabulary

  • Tens: Groups of ten units
  • Ones: Single units
  • Regroup: To exchange smaller place value units for a larger place value unit (e.g., 10 ones for 1 ten)

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Regroup Tens and Ones

Prerequisite Skill

Regroup Tens and Ones to Make a Number)

Materials and Preparation

  • Base-ten blocks (tens rods and ones units)
  • Whiteboard and markers
  • TeachTastic Worksheet Pack for regrouping tens and ones
  • Interactive whiteboard or projector (optional)

Learning Objectives

  • Students will identify tens and ones in a number.
  • Students will regroup ones into tens when adding numbers.
  • Students will accurately add numbers by regrouping tens and ones.

Introduction

Begin the lesson by discussing place value and its importance in arithmetic. Use a place value chart to demonstrate how numbers are grouped into tens and ones. Introduce the sample problem: "8 tens + 10 ones." Ask students how they might regroup the ones into tens.

Explicit Instruction/Teacher modeling

Explain that when we have more than 9 ones, we need to regroup them into tens. Using the sample problem, demonstrate:

  • 8 tens + 10 ones can be regrouped as 9 tens (since 10 ones equal 1 ten) + 0 ones.
  • Write the regrouped form on the board: 8 tens + 10 ones = 9 tens + 0 ones.

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Guided Practice

Provide students with base-ten blocks or place value manipulatives. Work through several problems together, such as:

  • 5 tens + 15 ones
  • 7 tens + 12 ones Encourage students to physically regroup the ones into tens using the manipulatives. Use the TeachTastic Worksheet Pack to guide practice problems.

Independent Practice

Distribute the independent practice worksheets from the TeachTastic Worksheet Pack. Students will complete problems on their own, such as:

  • 6 tens + 14 ones
  • 4 tens + 11 ones Circulate the room to provide assistance as needed and ensure students are correctly regrouping.

Differentiation

Support

  • Offer additional practice with manipulatives for students who need it.
  • Provide step-by-step written guides for the regrouping process.
  • Pair students who are struggling with a peer tutor for additional support.

Step-by-Step Guide for Regrouping Process

  1. Identify the Problem:

    • Look at the addition problem that needs regrouping. For example: 8 tens+10 ones8 \text{ tens} + 10 \text{ ones}.

  2. Count the Ones:

    • Determine the number of ones in the problem. In this case, we have 10 ones.

  3. Regroup the Ones:

    • If there are 10 or more ones, regroup by converting 10 ones into 1 ten. Write down the number of extra ones you have after forming the new ten.
    • 10 ones=1 ten+0 ones10 \text{ ones} = 1 \text{ ten} + 0 \text{ ones}.

  4. Add the New Ten to the Existing Tens:

    • Add the new ten formed to the existing tens.
    • Here, we originally had 8 tens. Adding the new ten gives us: 8 tens+1 ten=9 tens8 \text{ tens} + 1 \text{ ten} = 9 \text{ tens}.

  5. Write the Regrouped Number:

    • Combine the tens and the remaining ones to write the final regrouped number.
    • So, 8 tens+10 ones=9 tens+0 ones8 \text{ tens} + 10 \text{ ones} = 9 \text{ tens} + 0 \text{ ones}.

Extension

  • Provide more challenging problems involving larger numbers.
  • Incorporate regrouping into multi-step word problems.
  • Challenge students to explain the regrouping process to a partner.

Assessment

Use the assessment worksheets from the TeachTastic Worksheet Pack to evaluate students' mastery of regrouping tens and ones. Include a mix of problems that require regrouping and ones that do not to ensure comprehensive understanding.

Review and closing

Summarize the key points of the lesson, emphasizing the importance of regrouping in addition. Address any common misconceptions and answer any student questions. Encourage students to share their thoughts on the lesson and any challenges they faced.

Misconceptions

  • Students may think they can only regroup when they have exactly 10 ones.
    • Clarify that regrouping can happen with any number greater than 9.
  • Students may forget to add the regrouped ten to the tens place.
    • Emphasize the importance of updating both the tens and ones places.
  • Students may confuse the tens and ones places during regrouping.
    • Consistently use a place value chart to help students visualize the correct places.
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