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A 4 Final
A 4 Final
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.
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
floor squares,
ten frames
pencil box,
& ENERGY!
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)
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.
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.
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
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)
-
This will be done before class based on how they were doing
in math the few days before.
They will color in the table on the sheet of the number they
created. (between 10-19)
Students who finish early will be allowed to play this game on the
computer. http://illuminations.nctm.org/activitydetail.aspx?id=75
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.
Formal:
1. Working with teacher at center 3.
2. Day 2 & 3 when students work with me individually.
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)