Place Value Practice

Anna Trucco
First grade- Math

Common Core Standards:

CCSS.Math.Content.K.NBT.A.1 Compose and decompose numbers from 11 to 19 into ten ones and further ones.
CCSS.Math.Content.1.NBT.B.2 Understand that two digits of a two-digit number represent amounts of tens and ones,
including the following cases: (2a) 10 can be a bundle of ten ones, and (2b) 11 to 19 can be composed of a ten and one
through nine ones.

Lesson Summary:
I will break the students into groups.
Students will understand that a two digit number has numbers to represent ones and tens.
Students will need to represent a two-digit number in a variety of ways using different objects such as sticks
and candy.
Estimated Duration:
The estimated time of this activity will be two 70 min. class periods. Each child will be doing the same thing
each day, just in small groups.

Commentary:
My approach to this lesson is that we have been talking about two digit numbers all week and I would like to
use this activity as a final recap of what they have learned. It should be fun for them since they get to sue
candy and or cereal pieces. I think my only challenge will be keeping them on talk throughout the 50 minutes
each day.

Instructional Procedures:
I will begin by taking the students back to their seats. They will be coming from their recess period so I will
give them some time to sit down and read for 10 minutes. After they are done reading I will start telling them
about he activity. I will begin by asking them some simple questions for about 5 minutes and ask them what
they remember about place values, the ones and tens digits. After I am finished with that I will split them into
their groups. There will be 4 people in each group. After they are with their groups I will move them down to
the carpet where we will be for about 10 minutes. During this time I will go through the lesson with them and
run through an example with them. I will then ask for questions and if there are none I will move the kids back
to their seats. The next 5 minutes I will spend passing out the materials needed for this activity. Once the kids
are all set they will spend the next 30 minutes to allow them to start playing the game. They will have 2 dice
and when they roll them they will have tot make that number with the sticks and cheerios. For example: if they
roll a 4 and a 2 they will have 4 sticks and 2 cheerios to make 42. The sticks are the tens place and the cheerios
are the ones place. During this time that they are playing I will be walking around and making sure the kids
have an idea of the lesson and are getting the hang of things. The last 10 minutes I will have them clean up and
I will ask them questions of what they thought about the activity. On day two I will go through the same
procedure except I wont take the time to bring them to the carpet to give direction. I will just run through the
activity while theyre sitting in their seats with their groups and then they will get started. While they are doing
the activity I will be walking around with a chart with their names I will go up to each kid and have them roll
the die 3 different times then make that number. This will let me know what students get it and what students
could use some more work. I will stop tem 10 minutes early after I get done assessing each student and I will
ask them how they liked the activity and what they wish would have been different.

Day 1:
First 10 minutes: come into class and sit in seats and read
5 minutes: I will talk about activity and ask them questions to get their mind thinking of place value and re
fresh their memory.
Put them into groups (4 to a group)
10 minutes: move down to carpet and go over the lesson and run through an example. Ask questions after you
give directions to clarify anything.
5 minutes: go back to seats and pass out all materials
30 minutes: do activity and float around the room and make sure kids are understanding
10 minutes: clean up and get feed back from the kids

Day 2:
10 minutes: sit in seats ad read after coming from recess
10 minutes: get into groups and refresh memory of how to do things
40 minutes: do the activity while walking around to each child individually and asses their knowledge of place
values. Have them roll the dice 3 different times and after each time have them make the number using the
pieces.
10 minutes: clean up and ask them how they like the activity and what they learned from it

Pre-Assessment:
My pre assessment was done prior to this activity. I had the kids do a worksheet over place values to see what
they knew and I did a few problems with me. This let me know the amount of knowledge they had on the
subject.
Scoring Guidelines:
The way I plan to score is if the child gets at least 2 of the 3 correct them they got it. If they only got
one or fewer then I will give them a / instead of a check mark in saying they need further practice prior
to the assessment

Post-Assessment:
My post assessment will be a couple days after having some homework involving place values and I will
verbally tell a student a number and have them show me the number using place values. Using the same
materials in the lesson previous.

Scoring Guidelines:
At this point after all the extra practice I have given them I will give them a pass/fail grade. Passing will be 2
or more correct out of the 3 times and failing will be 1 or fewer correct.

Differentiated Instructional Support

Describe how instruction can be differentiated (changed or altered) to meet the needs of gifted or accelerated
students: The instructions can be altered by allowing kids with learning disabilities to do this with the help of
a teacher o even allow them to do this using some sort of technology that will aid them through the process.
Discuss additional activities you could do to meet the needs of students who might be struggling with the
material: They could do activities through an I pad or even have them make a fun poster at home using

different foods like uncooked pasta or candies to get their attention more and help them better understand

Extension
http://www.webmath.com/k8round.html
This website allows the student to practice place values with any number they choose.

Homework Options and Home Connections

I will ask the parents to work on problems with their child of a few papers I send home with them. Also over
the weekend I can have them make a poster of 5 different numbers and showing their place values using
different foods. I will then hang them up around the room

Interdisciplinary Connections
They can use this is science when figuring out equations and knowing their place values. Also with money at
home.

Materials and Resources:

For teachers

I pad
Smart board
Poster boards for at home homework to give students
Glue
Markers

For students

Popsicle sticks
Cheerios
Dice

Themselves

Key Vocabulary
Place Value

Additional Notes