Math Lesson Plan #1: Place Value at Face Value

Lesson Objective(s):
I want the students to understand that there are only 10 digits/units (0-9) and units can be
combined into groups of 10. I want to introduce/develop the students understanding of
place-value.

District Outcome(s) and/or State/National Standard(s)

1.NS.2: Understand that 10 can be thought of as a group of ten ones — called a “ten."
Understand that the numbers from 11 to 19 are composed of a ten and one, two, three, four,
five, six, seven, eight, or nine ones. Understand that the numbers 10, 20, 30, 40, 50, 60, 70,
80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).

1.NS.6: Show equivalent forms of whole numbers as groups of tens and ones, and
understand that the individual digits of a two-digit number represent amounts of tens and
ones.

Lesson Prerequisites and pre-assessment of students:

What do your students need to know in order to engage in your lesson in a meaningful
way?​ Students need to know units 1-9, and how to count past 10 and up to 100.
What will you do / have you done to determine what they already know related to
your lesson?​ During our FAI I asked probing questions in order to determine the class’s
abilities in reading, writing, and counting numbers. My two focus students were able to
easily count to 120, could write units 1-9, and do simple counting problems. I determined
that the students struggled with understanding place-value so I decided to make this the
focus of my first lesson.

Materials:

● Tags to hang around our necks that say ones, tens, hundreds.
● Place value sheet
● Dry erase boards and markers
● Straws
● Rubberbands
● Place Value Book by David Adler
● Counters in case I need to gear up (50)

Launch (10 min.)

To engage the students I will read aloud “Place Value” by David Adler. This should
prepare the students for the topic of place value that I will teach. I will have the students sit
on the ground and one of the lead teachers will read to the students. As we progress
through the book I will ask for comprehension questions to the students while going
through the book to get their minds ready for math and continue to gage for understanding
and look for trouble areas that I might want to focus on more throughout our lesson.
Investigation (20min.)
I will begin by demonstrating how to draw a place value chart and how to bundle the straws
with rubber bands with example numbers. The students will be with a partner to group
straws into the appropriate spot on the place value char​t that I will provide. ​There will be
an example of one showing on the board like the Form 1 that I attached. I will call out a
number with it also showing on the board written out. The students will practice counting
and grouping to find ones and tens​ in small groups. Then the whole class w​ill join to make
a group of 4 and join straws to make ones, tens, and hundreds. Once the students finish
working out each set of numbers I will ask for volunteers to see what answer they reached.
Someone who is not proficient in this skill may have trouble when one of the place values
is 0. I want to reinforce the idea that when forming the number say, 64, it is not written as
604. The entire time the students are attempting to group straws the teacher will be walking
around and assisting students who are stuck. I may give hints such as,​ “I shouldn’t see any
straws in the tens column”.

Summarize (10 min.)

To review the lesson, I will have signs that say ones, tens, and hundreds. I will ask the
students if they are in the correct “home” position. I will first begin in the wrong order.
Then once we determine the actual “homes” for each place value I will hand out numbers
to the students. I will ask if the students with numbers 1,0, and 3 to form the number 103 in
front of the “homes”, or the other signs. Once I have given each student a chance to be a
number, I will have everyone go back to their seats so we can review and give positive
feedback of what the students did well.

Adaptations:
Gearing Up:​ If the lesson is too easy for the students, I will have the students begin
noticing the pattern on the 100’s chart. Each column goes up by ten. I will ask the
students about adding or subtracting 10 from those numbers appearing on the 100’s
chart.
Gearing Down:​ If the lesson is too difficult for the students we will focus only on
double digit place value of 50 and less. I will continue to elaborate on ones and tens
meaning.

Reference(s): ​Place Value​ by David Adler

​http://www.clipartbest.com/clipart-biyp6gjET

Indiana Department of Education. (2014, July 18). Retrieved from

http://www.doe.in.gov/sites/default/files/standards/mathematics/2014-07-18-math-g1-archit
ecturewith-front-matter_br.pdf
Form 1: I will provide the students with laminated place value charts shown here