Lesson Plan Outline

EDU 262
Jacki Olson
Title/Subject/Grade: Understanding Place Value/Math/1st Grade
Standard(s):
(CCSS.Math.Content.1.NBT.B.2) Can understand that the two digit number
represent amounts of tens and ones. Understand the following as special cases:
A. 10 can be thought of as a bundle of ten ones (called a ten)
B. The numbers from 11-19 are composed of a ten and a one, two, three, four, five,
six, seven, eight, or nine ones.
C. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five,
six, seven, eight, nine tens. (& 0 ones)
Objective(s):
For this lesson, I will not be using Part C.
1. The student will recall that ten is a group of ten ones.
2. The student will interpret place value of tens and ones; and demonstrate this by
deciphering between the ones and tens place
3. Students will represent a number (0 29) and demonstrate how the number belongs in
groups of tens by using manipulatives to stack together. They are able to write out the
number.
4. Students are able to create numbers using ten frames.

Learning Target/Student Friendly objectives:

1. I can show that 10 ones equal the number 10.
2. I know the place values, ones and tens and can show where the tens place and ones
place is.
3. I can use blocks to create numbers 1-29 and see the numbers are the same as the
amount of blocks stacked together.
4. I know how to use and read a ten frame and can make numbers on it.

Purpose of Lesson: Through this lesson my students will learn place values of tens
and ones. It is important because place values will be used in future math, and in
the real world (such as buying toys and food). Learning the place values and
understanding that ten is a bundle is the foundation for math they will learn
in the grades ahead.
Anticipatory Set: (5 minutes)
I will start off by having my students help me count to the number ten. The
students will have to stand up with each one value they count, I will have them stomp
their feet like a T-Rex. When we get to a ten value, I will have my students jump onto
their square on the ground like a kangaroo. This will not only get my students involved,
but it will get them active and their blood flowing. (Behavioral)

NEED:
Unifex cubes,

worksheets

Pennies, nickels, dimes

small counting items

floor squares,

ten frames

pencil box,

& ENERGY!

Plan for Instruction:

Day 1: (Total Time: 35 minutes)
-

Dino Stomp, Kangaroo Jump Anticipatory Set (10 minutes)

Ask the students who appear to be struggling to show you an example
Once they understand that ten ones equals ten, and ten is like a set, I will move
on to bigger numbers.
They will count to 26, but differently this time. Instead of every one value
stomping, they will only stomp AFTER they get to 20. (21, 22, 23, 24, 25, 26)

Now that students have gone over the concept of tens being a complied of 10 ones, we
will move onto grouping items into bundles of ten.

Students will have a worksheet called Bundle the Sticks alone. (25 minutes)
I will have to explain worksheet and do examples on board.
Students will turn this into the homework bin so I may give feedback the next
day. (Information Processing Theory, Sensory)

Day 2: (25-30 minutes)

-

Lesson: Explain to students that each two digit number is made up of tens and ones. (3
minutes)

Board work (How many 10s & how many 1s are composed in each number) (7 Minutes)
Have examples on the board (0, 5, 9, 13, 17, 21, 26)
Pick students to come and write how many tens, how many ones on
the board.

___ tens, and ___ ones (is the template for the board)

Students will then be instructed to work on the worksheet at their desks, Writing Place
Values. (15 minutes)
Students who finish early may raise their hand, show me their work and put it in
the homework bin.

Do another worksheet; Who Am I?; Some may go to the computers and

play on the following website http://illuminations.nctm.org/activitydetail.aspx?id=75

While students are working, I will call them up individually to work with me. They will be
working on Place Value of the Underlined Digit (found online from softschools.com)
This will allow me to see where they are at with place values.

Day 3: Building Blocks (35-40 minutes)

-

Students will be learning to use unifex cubes (building blocks) to create sets of ten.
Have the number 14 on the board. (10 minutes)

Ask the students how many blocks you need to build this

Ask the students what to do when you get to 10 what to do with

the rest of the blocks? (Show them to NOT stack them to make a
column of 14, but to make TWO columns.)

10s are still a bundle! Just like what they learned yesterday.

Give students each a set of 20 unifex cubes and a worksheet. (25 minutes)
Students will need crayons or colored pencils.
Students will all make the number 17 with the class.
Teacher will go around and make sure they understand it.
Let the students try it independently. While they work call more students over to
work on the Place Value of the Underlined Digit (found online from
softschools.com) (Constructivist Learning Theory)

Day 4 (Review)
Centers: (social cognitive) (25 Minutes, 5 minutes each)
-

Go through each center with the students

Split the students into their center groups.

Their groups are composed student who understands the material, a student
who struggles and two moderate students.

This will be done before class based on how they were doing
in math the few days before.

Center 1: Unifex Cubes

Here the students will use the manipulative to create sets of 10.

Each student will be working together.

They will color in the table on the sheet of the number they
created. (between 10-19)

Center 2; Counting Tens with Blocks

Students will have ten tables and blocks.
Here they will have a number between 0-20. The students will work by
themselves and turn it into the homework bin when finished

Students who finish early will be allowed to play this game on the
computer. http://illuminations.nctm.org/activitydetail.aspx?id=75

Center 3; Circus Worksheet (from internet source)

Work together in groups, it is okay to ask me for help
Put in centers folder for checking after the centers are completed.
Center 4; Write Place Values Worksheets
Work with teacher, get instant feedback
Center 5; Who am I?
Two teams in the group. Goal is to guess what number is described on
the card. Teams get a point for having it right.

Day 5: (45-55 minutes)

Assessment:
-

I Know my Tens Assessment! (35-40 minutes)

Test will be handed to each student, along with a piece of paper containing a
number for question 5. This will ensure they do not cheat off of each other.
Once students finish they must bring the paper to the teacher and sit quietly at
their desk.

Who am I? (10 minutes)

When all the students are done with their test we will play Who Am I?
(Numbers 0-29)
Students will divide into two teams. (down the middle of the class)
I will give each team 60 seconds to figure out their number. If they do not figure it
out, the other team can steal it.

They receive a point of each number they figure out.

First team to 4 points wins.

Weekend Homework (2 minutes)(Discovery Learning)
Students will receive the Counting at Home! worksheet. I will go over how to do
it and give them a few examples.
They are expected to bring this in on Monday fully completed.

Assessment FOR learning (Formative):

Informal:
1.

See how the students are responding to the T-rex stomp and the Kangaroo hop.
a. For the students who are not understanding the ten places, I will have them show
me an example of a number 1-9. I will then proceed to work with them on
numbers 10-20.

2. Ask students during the lesson to see if they understand.

3. Have students come up to the board to write the numbers in the tens and ones place.
4. Record students have questions while working with me.
5. Playing Who Am I?

Formal:
1. Working with teacher at center 3.
2. Day 2 & 3 when students work with me individually.

3. Worksheets the students will be turning in at each station.

Differentiation Considerations (Accommodations):
For students who cannot jump, or stomp, they may sit in their seats and use their hands
as feet on their desks and raise their hands in the air for a jump. For the students who
understand it well, I will have them try to do bigger numbers. They can also help the students
who are struggling.

Conclusion/Closure: (Pulls lesson together, reinforces objectives, gives directions for next
steps.)
Students will do the summative assessment. Once they finish we will play Who Am I? to
make refreshing their memory before the weekend fun! I will send students home with an
assignment for counting their toys and things around the house.
Assessment OF learning (Summative):
(Attached)

Attach the following:

1. Content this will be included
2. Copy of handout(s) or worksheets, these are attatched
3. Assessments Assessment Plan, Blueprint, actual assessments, scoring keys, rubrics,
etc.