Build a Weather Number Model

Overview

Students use hands-on weather data to practice representing two-digit numbers with tens and ones and adding two amounts. Working as young scientists, they collect, organize, and explain data using base-ten materials, a simple table, and a visual model.

Learning intentions

Students will be able to:

• Represent two-digit quantities using tens and ones.
• Add two two-digit numbers using base-ten blocks or drawings.
• Follow a short, multistep data-collection procedure accurately.
• Connect a written number sentence to a table and a visual model.
• Use science and math words to explain their thinking.

Success criteria

• I can build a number with tens and ones.
• I can add two amounts and regroup 10 ones as 1 ten when needed.
• I can follow each step of the data procedure in order.
• I can explain how my number sentence matches my model and table.

Curriculum links

• Determine the meaning of symbols and domain-specific words in a scientific or technical context, including terms such as data, total, tens, and ones.
• Follow precisely a multistep procedure when collecting and recording information.
• Integrate quantitative information in words with information shown in a table, model, or drawing.
• Conduct a short, focused investigation by using collected data to answer a question.

Lesson structure (40 minutes)

1. 0–5 min · Weather-data hook. Teacher displays the opening weather-data mystery showing two containers of counters labeled “morning raindrops” and “afternoon raindrops,” then asks, “How many raindrops were recorded altogether?” Students make a quick estimate, turn and talk, and explain whether they would count by ones or groups of tens.

2. 5–11 min · Model tens and ones. Teacher uses linking cubes or base-ten blocks to model 34 as 3 groups of ten and 4 ones, then models the addition 34 + 28; teacher emphasizes that the plus sign means “put together,” the equal sign means “has the same value,” and 10 ones can be traded for 1 ten. Students build each number, combine the ones, regroup if needed, and describe what changed.

3. 11–15 min · Procedure briefing. Teacher opens the procedure and data-table slides and reads the four steps aloud: choose a data card, build the first amount, build the second amount, and record the total in the table. Teacher demonstrates how to check that the written equation, blocks, and table show the same information. Students repeat the steps with a partner and identify the safety and teamwork expectations for handling small blocks.

4. 15–28 min · Partner weather-data investigation. Teacher pairs the 12 students and gives each pair linking cubes or base-ten blocks, two-digit data cards, and the weather data addition sheet; teacher circulates, prompting students to build before writing and asking, “How many tens and ones do you have now?” Students draw two data cards, represent both amounts, combine them, regroup when necessary, and record the two addends, total, tens, and ones in the worksheet table. Each pair completes at least three examples, checking each answer with a partner.

5. 28–34 min · Compare visual representations. Teacher brings students together and displays the model-and-table discussion slides with one completed example from the investigation. Teacher asks, “Where do you see the tens in the table? Where do you see the regrouped ten in the model?” Students hold up or point to the matching blocks, number sentence, and table entry, then explain one connection using the frame: “The total is ___ because ___ tens and ___ ones make ___.”

6. 34–40 min · Independent check and share. Teacher displays the final challenge and reflection slide and asks students to solve 46 + 27 independently on the weather data addition sheet; teacher invites two students to show different models and uses the final minute for a whole-class response to “What helped you add accurately?” Students solve, draw or build a model, and share one strategy or check.

Resources

• the weather-data investigation slide deck
• the weather data addition sheet
• Linking cubes or base-ten blocks
• Two-digit weather-data cards prepared by the teacher
• Pencils and crayons
• Small trays or cups for organizing blocks
• Whiteboard and markers
• Optional document camera

Assessment

• During modeling, check whether students correctly identify the tens and ones in a two-digit number and understand the meanings of the plus and equal signs.
• During partner work, use a checklist to note whether students follow the procedure, build both addends, regroup accurately, and record a matching equation and total.
• Review the independent challenge for accurate addition and a model that shows the value of the total. Ask students who are not yet secure to rebuild the problem with blocks during the next small-group session.

Differentiation

• Support students who need concrete help by providing prebundled groups of ten, limiting early examples to totals below 100, and using the sentence frames “I have ___ tens and ___ ones” and “I regrouped ___ ones as ___ ten.”
• Pair students strategically: one partner builds and one records, then have them switch roles. Read all worksheet directions aloud and use enlarged visuals for students with reading, attention, or fine-motor needs.
• For multilingual learners, preview data, total, tens, ones, add, and regroup with gestures and labeled examples. Accept oral explanations, pointing, or drawing before expecting complete written sentences.
• Challenge students who are ready by asking them to find a second way to represent the same total, create a new weather-data addition problem, or explain why regrouping does not change the value.