Place Value lesson 2

Grade

 

1st Grade

 

Topic Selected

 

Place Value: Shading in the correct number of base 10 blocks to match two digit numbers.

 

Curriculum Standard Addressed

 

1NBT.2 Understanding that the two digits of a two digit number represent amounts of tens and ones.

KS K-2 Physical Education Standard 5: The student exhibits responsible personal and social behavior that respects self and others in physical activity settings.

Benchmark 1: The student will exhibit self-discipline, respect for others and the learning environment, as well as appropriate levels of sportsmanship.

a) The student follows instructions in games and activities.

(b) The student demonstrates self-discipline and responsibility while actively participating in group, individual, and partner activities.

(c)The student resolves conflicts with others in socially acceptable ways.

 

 

Lesson Objectives

 

2.2.1-1 The student will be able to identify tens and ones place value with 80% accuracy.

2.2.1-5 The student will be able to evaluate and write how much each digit is worth in two digit numbers with 80% accuracy.

2.2.1-3 Students will demonstrate knowledge by shading in the blocks that represent the number with 80% accuracy

 

Connection to Student Background Knowledge

 

Students already know how to count by 1s and 10s. They have learned to represent numbers using base 10 blocks, to decompose numbers when given their base 10 model. They’re also familiar with evaluating the value of each digit in two digit numbers.

 

Assessment for lesson objectives

 

Informal: observation, class participation and practice sheet

 

Model(s) of instruction used

 

SMARTboard, Student Centered

 

Level of Understanding (e.g. Bloom’s Taxonomy)

 

Knowledge, Application, Comprehension and Evaluation

 

Differentiated Instruction

 

Musical-Rhythmic: Students will listen to and watch a video about place value.

Visual/Spatial: Two digit numbers will be projected onto smartboard for students to reference during Direct Instruction and during Independent Practice. Students will also use base-10 blocks to model each number.

Logical/Mathematical: Students will translate numbers to visual model and then solve for their true value.

Kinesthetic-Bodily: Students will go to the smartboard to manipulate base 10 blocks.

Technology Use

 

A video of Mr. R’s Place Value song from Youtube to engage students and the SMARTboard to practice place value.

 

Community Resources

 

Smartpals, base 10 blocks, smartboard & projector

 

Materials

 

Smartpals, base 10 blocks( 3 longs and 9 cubes for each student), dry erasers and dry erase markers

 

Instruction (verbatum)

 

Pre-Reading (15 minutes)

Play Youtube Place Value song as students walk in from Recess.

 Carpet activity: Activating Prior Knowledge

Have a volunteer go to the board to start the review: Show a long on the projector and ask the student to show how it is written and how much it’s worth. Show a cube, and have the student show how to write it and how much it’s worth. Have that same student call on volunteers for the following questions (remind student to call on different student each time to give everyone a chance to share): what is a digit? What do we count by when we count cubes? What do we count by when we count longs? How many cubes do we need to be able to exchange for a long? (Class gives a round of applause to volunteer)

Tell students that today we are going to finish our lesson from yesterday and then move on to a new topic. Put the first problem on the board and have students talk with their partner about the steps in solving the problem. Then pull a name to go to the board to solve it for the class. Have students give a 10 finger-woo or another class cheer to the student volunteer. (Guide discussion on any problem that students seem to struggle with.) Ask for questions on finding the value of the ones or tens place before moving on.

Now, tell students that our new topic is learning to shade in base 10 blocks to match a given number. Remind students about Center games where they decomposed the number when shown the block. Draw the similarity and model the first example.

During Reading (15 minutes)

 Put up the second problem and have students talk to their partner about how many tens and ones need to be shaded in to match the number. Have students write it down on their smartpals. Call on someone from a partnership that demonstrated good discussion about the problem to go up and solve it. Continue to preview a problem and have students discussed it with their partners before pulling a name to go up and demonstrate.

Hand out the practice sheet (1 copy to team A &B. Be sure that both partners put their names at the top). Explain to students how they will complete the worksheet. Have students work together to complete one sheet per partnership. Partners should help each other, taking turns on every other problem. One partner solve, the other shade it in, vice versa. (Have listening Center set up with 2 computers in case students finish this activity early. On each computer should be a different game ranging in difficulty level. Students that finish their worksheet early and had it checked for accuracy will work together to play each game)

Post-Reading (10 minutes)

Split class into 4 teams. Give each team 3 long cards, 9 cube cards and a dry erase board. Teams are spread around the room with a designated spot marked “tens” and “ones”. Announce a number and ask each team to build the number. Team must discuss with each other and then go to their tens/ones place mats to display their answers. Then ask the remaining group members to tell the value of either the ones or tens place. (Groups can use their assigned classroom supplies to help them). Give points for building the number correctly and points for accurately telling the value of the digit.