Math lesson plan · 1st grade (Year 2 in England) · 45 minutes
Count in tens from any number
Number sense
CCSS 1.NBT.C.5England: Y1 Number and place valueEngland: Y2 Number and place value
Objective and success criteria
Students will: Count in tens from any number.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Count to 100 by ones and tens; Tens and ones
Leads to: Skip count by 5s, 10s and 100s from any number
Materials: Place value chart, Base-ten blocks or a number line, Mini whiteboards and pens, Printed student sheet (below).
Warm-up · 5 min
- Quick retrieval from earlier learning (Count to 100 by ones and tens; Tens and ones). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Count by tens. What is missing? 60, __, 80, 90, 100 → 70Prompt: Each number is 10 more than the one before.
- Count by tens. What is missing? 40, 50, 60, __, 80 → 70Prompt: Each number is 10 more than the one before.
- Count by tens. What is missing? 40, __, 60, 70, 80 → 50Prompt: Each number is 10 more than the one before.
Hook · 5 min
- Show a number in the news or a price tag and ask what each digit is worth.
- Share the objective: Count in tens from any number. Read the success criteria together.
I do: model it · 10 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: Count on in tens: 17, 27, 37, __, 57
- Step 1: 37 + 10 = 47
- Step 2: 47
- Answer: 47
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 10 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Count on in tens: 4, 14, __, 34, 44 → 24Prompt: The ones digit stays the same each time.
- Count back in tens: 63, 53, 43, 33, __ → 23Prompt: Counting back in tens, the tens digit goes down by one.
You do: independent practice · 10 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 5 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Count on in tens: 3, 13, 23, 33, __ → 43Prompt: The ones digit stays the same each time.
- Count back in tens: 92, __, 72, 62, 52 → 82Prompt: Counting back in tens, the tens digit goes down by one.
Watch out for
- Reading 1,045 as one thousand four hundred five: point to each place and say its value.
- Thinking a longer number is always bigger, even with decimals (0.45 vs 0.5).
Support and stretch
Support
- Review first: Count to 100 by ones and tens.
- Use concrete materials: place value chart.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Move on to: Skip count by 5s, 10s and 100s from any number.
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/math/grade-1.
Free lesson plan from eurekami.com/lesson-plan-builder