Jennifer Scholl

September 18, 2014 9:00-10:00

A.

TITLE/TYPE OF LESSON Place Value with Chain links.

B.

CONTEXT OF LESSON
For the past week, students have been working with showing place value using different
materials. Yesterday they worked with beads and pipe cleaners; today they are using
chain links. Last unit, students were learning equal and unequal and they still need to
practice with it as we move into the next unit.

C.

LEARNING OBJECTIVES

D.

Understand what are the

broad generalizations the
students should begin to
develop? (These are typically
difficult to assess in one
lesson.)

Know what are the facts,

rules, specific data the
students will gain through this
lesson? (These knows must
be assessed in your lesson.)

Do what are the specific

thinking behaviors students
will be able to do through this
lesson? (These will also be
assessed in your lesson.)

The students will distinguish

the digits values based on
their place in a number.

The students will compare

place value using materials
that represent 10s and 1s.

The students will show place

value using different
materials.

The students will identify

equality based on what they
know of the numbers.

The students will solve

problems and decide if they
are equal or unequal.

ASSESSING LEARNING
Students will complete a worksheet to show how many pipe cleaners and beads they used
for each number, using the fewest number of pieces.
Students will complete a worksheet that shows is a problem is equal or unequal.
Teacher will observe students.

E.

RELATED VIRGINIA STANDARDS OF LEARNING (and NATIONAL STANDARDS

if required)
2.1 The student will
a) read, write, and identify the place value of each digit in a three-digit numeral,
using numeration models;

Jennifer Scholl
September 18, 2014 9:00-10:00

2.5 The student will recall addition facts with sums to 20 or less and the corresponding
subtraction facts.
2.22 The student will demonstrate an understanding of equality by recognizing that the
symbol = in an equation indicates equivalent quantities and the symbol indicates
that quantities are not equivalent.
F.

MATERIALS NEEDED
Pipe cleaners and beads
dice
chain links
number cards with holes
worksheet for equal and unequal
worksheet for pipe cleaners

G.

PROCEDURE
(Include a DETAILED description of each step. Write what you will SAY and DO.)

Set up the stations: the center will have colored dice, the pipe cleaners and beads,
and the worksheet; the desks will have the worksheets set up in the
groups bins; the circle will have the number cards and the chain
links ready.
I will introduce the center and seat work before starting the rotations
Center work: The students will work with a partner or in groups of 3 and get a
pair of colored dice, some pipe cleaners, some beads, and some
worksheets. They will roll the dice, one color is the 10s and the
other is the 1s. They will write the number on the worksheet.
Then they will show the number using pipe cleaners for the 10s
and beads for the 1s. After they have worked with their partners
and decide the correct way to show it with the least number of
pieces, they will write down how many pipe cleaners and beads
they used. Then they will repeat.
Seat work: Students will be given a worksheet based on their level to solve
problems and decide if they are equal or unequal.
Circle: Students will work with the teacher to show numbers and place values
with chain links. They will be given a number card and will need
to hang the chains either in 10s or 1s. The teacher will
demonstrate this first, with the students tell her what to do.
Depending on the level of ability, the students will then do this on

Jennifer Scholl
September 18, 2014 9:00-10:00

H.

their own, in partner groups, or continue with the teacher until they
are ready to move on to partner groups.
Each rotation will take 20 minutes, the teacher telling the students to switch at
9:20 and 9:40.
At 10:00, students will be asked to clean up, if they have not finished a worksheet,
they will complete it at a later time. They will then need to get
ready for mental math.

DIFFERENTIATION
Students have varied worksheets for their seat work, depending on their level of ability.
They will also have an opportunity to work with partners and manipulative to solve
problems. As students struggle, especially in circle work, the teacher will be there to help
them work with the chains in a different way.
If students finish the worksheet for seat work, they will go play a game with a partner on
equal and unequal that they have been playing all week. If there is no one to play with,
they will play the game by themselves.

I.

WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO
ABOUT IT? Think about this! It may help you avoid an embarrassing situation.
The students may not understand what they should be doing at a station. If this
happens they will be told to ask a friend. Because the directions will be given at the
beginning of the hour, with an opportunity to ask questions, they should all know what to
do. If no one in the group knows what to do, the can ask the teacher to give the
instructions one more time.
The students may not understand how to fill out the worksheet with the beads and
pipe cleaners. If they are not able to do it, but can still figure out how many of each they
use, they will be able to complete the activity without the worksheet.
The students do not participate in the partnership. The class has been working on
making strong choices, and their partner can tell them they are making weak choices. If
the student does not make better choices, he or she will complete the assignment later
during their own time, like at lunch or at recess.