Name:

Date: Tuesday October 16, 2018

Title of Learning Experience: Introduction to Base 10
Learning Experience Number: #1 Length of Learning Experience: 35 mins

Curriculum Area: Place Value Curriculum Plan: Place Value Unit

Core Competencies

◻ Critical Thinking (Analyze and critique; Question and investigate; Develop and design)

Understand - Big Idea

Develop a number sense using place value to compare numbers and to order numbers.

What is place value?

Know/Do/Value - Learning Standards (Curricular Competencies and Content)

Students will begin to understand how to represent place value through using base 10 blocks.

Student Friendly Intended Learning Target Assessment Strategies

“I can name each base 10 block and understand its Formative: Fist of 4 at the end of the lesson
value”

Accommodations and Extensions

Support:
- D: use 100 bead abacus
- During the “I do” portion, partner students who have a weaker understanding the concepts with those
that have a stronger understanding
- I would do my best to group students according to their learning styles as well as those who have a
stronger understanding with those for whom experience stretches in this area.

Extension:
- Add hundreds and thousands place value

Flexible Learning Context

First Peoples Principles of Learning: #7: Learning involves patience and time

Materials and Technologies/Resources/Pre Class Preparation

● Base 10 blocks
● 100 bead abacus
● Mini whiteboards
● Whiteboard markers
● Dice
● Worksheets and clear sheets
● Doc camera
● Chart paper
 ● Prepared Learning Centres with appropriate manipulatives ready to go.

Learning Progression

Introduction: Engage/Explore [5 mins]

1. Anticipatory Set: “Wow you already know this, but how do you know?”
Gather students at the carpet. Write the number 25 on the chart paper at the carpet and ask students what
number is written on the paper. Ask them how they know that the number is a 25 and not 250.

“What number do I have written on the paper?” (25). “How do you know that the number is 25 and not 250?”
“Wow, I am so lucky. I have such a smart class. We already know that numbers have a value, but today we are
going to learn that they also have a place”

2. Share the learning goal with students. Write the learning goal on the chart paper.

“Everyone in the class knew that when I write a 2 and a 5 on the paper together its value is 25.Today in Math we
are learning about place value. To help us understand place value we will be using base 10 blocks. Our goal for
today is: I can name each base 10 block and understand its value.”

I love the introduction and would follow this example loosely and in
my own Mrs. Kropp way. 😊 (That is, I would not necessarily
follow the script exactly. I love to use storybooks whenever I can.
The book “A Fair Bear Share” by Stuart J. Murphy is
recommended for teaching place value in the blog “Lucky Little
Learners.” )

Disclosure: Explain [10 mins]

1. At the circle ask the students to count by ones up to approximately 25. Then have the students
count by tens until 100 and clap.

“To learn about the ones place let’s count together by ones. Great! Next let’s count and clap by tens.

2. This is a great Think-Pair-Share activity that I would also use to introduce the base ten blocks and
allow students to think about their value:
Grab base 10 materials from behind the chart paper and pass out 1 unit and 1 rod to each student
at the carpet. Have students play with the materials and talk to a partner about what they could be
named.

“Here I have some materials to help us with today’s lessons. I will pass one of each to every student who is
quietly waiting. When I say go, turn to the person closest to you and think about what names these materials
might have. Talk about what you notice.

3. Bring back the classes’ attention and ask what names they came up for the materials. Afterward
introduce the names that mathematicians have given these materials. Introduce units, rods, ones,
and tens.

“What were some of the possible names that you discussed with your partner for… (holding up a unit). Great
ideas and insights! To better understand place value we must first learn the vocab that goes with each piece. For
mathematicians it is very important to learn the correct names.

- (smallest piece) is called a unit and it represents one. Similar to when we count by ones.
- the stick) is called a rod and it represents 10. The tens place. Similar to when we count by tens. This is
the 20 part, of the number 25. It symbolizes that 25 has 2 groups of tens in the number.

Turn to your elbow partner and compare the unit and the rod to each other. What do you notice? (the rod is 10x
as large as the unit).

Let’s practicing naming the vocab. Hold up a unit. Hold up a rod. Hold up the object that’s value is ten. Hold up
the value that is one.”

4. “I Do”: Using the base 10 blocks think aloud and demonstrate how to show the number 25. Then
18. First using 18 units, then realizing you can make 1 group of ten and be left with 8 remaining.

“I want to see if I can show the number 25 using units and rods. If there are is the number 5 in the ones place I
need to use 5 units. Hmm, how many rods will I need, I suppose 2 since I can make two groups of ten out of 25
and there is a 2 in the tens place. …. “Next I will make the number 18. I can count 18 units. Wow that it a lot of
units. I wonder if I can make a group of 10. I can! Maybe I will exchange 10 units for one rod. Now I am left with
1 rod and 8 units”

Practice: Extend [10 mins] I would allow more time for this section of the Learning Plan. Aiming for
15minutes of interaction with the Learning Stations.

I would combine the “We Do” and “You Do” exercises and have the students participate in the following
Learning Stations as time permits. I would definitely pre-teach each station and make sure to utilize any EA help I
might have in my class at the time while monitoring how the students progress with the stations:

Station A: Making Groups of 10: Students make stacks of 10 and count by 10s. The
goal is to show students that ten ones make one ten. 

Station B: Tens and Ones Mat: Students pick a number and then
lay out the base 10 blocks on the mat provided.

Station C: Roll and Draw Place Value: Students will roll the dice provided and draw out the
value in base ten blocks and write the number.-->

Station D: Spin and Build: Students spin the spinner and build the number using base
ten blocks or drawing them. (these play mats would be
laminated for multiple use)

Station E: Build and Compare: Students pick a card and build

the number using base 10 blocks or drawing a model. They
compare the numbers using greater than or less than. 

Station F: Train Build: Build the number you see on the card:

*As I observe the groups I would ask for volunteers to act as peer tutors as I see
understanding develop. I would also prepare more of the learning stations from
https://www.akteacherlife.com/place-value-math-centers/ to further my class’
understanding of Place Value. I think that with varied kinesthetic activities, combined
with movement around the room, the students would be engaged and excited to learn.
With more interaction with each other, the teacher, and the manipulatives the concept
of Place Value would be understood.

1. We do: Dismiss students to their desks, asking them to grab a baggy of base 10 blocks and a mini whiteboard and pen from the rainbow table
as they leave. Using the doc camera run through several base 10 scenarios with students as a group.

“When I call your name please grab one of each material at the rainbow chart. That includes a baggie of base 10 blocks, a mini whiteboard and a marker.”

2. Demonstrate on the whiteboard how to draw base 10 blocks. Dot for a unit and line for a rod. Ask students to now draw scenarios presented
on their mini whiteboards after building it.

“Here is how you can draw base 10 blocks pictorially. For a unit I make a dot on the board and for a rod I make a straight line. Now when answering questions
you can build with the blocks and write it down on your whiteboards.

3. Model the “you do” activity using the doc camera. Dismiss students by rows to grab new materials from the rainbow table.

“Please turn your attention to the projector screen. I am going to show you how to play this base 10 game. I will roll the dice to come up with two numbers. I will
write them down in these two squares and then make the number. Now I will draw it. To make it more interesting you can erase the numbers at the top and have a
friend guess which number you made and drew. When I call your row number please put away your mini whiteboard, grab a clear sheet, and a dice.

4. For the “you do” section have students practice showing place value using a clear sheet and a dice. They roll the dice twice to get a number
for the tens place and the ones place. Then then must make the number and show it with a picture. I will model the game using the doc
camera.
Extension: for students who have a strong understanding of the concept. Introduce the hundreds value.

Closure: Exit/Evaluate [5 mins]

1. Gather students’ attention, give them 1 minute to put away all their materials at the rainbow table
and gather at the carpet.
“1,2,3 eyes on me. (1,2 eyes on you). When I say go I want you to erase your whiteboards and clear sheets and
put away all of your materials on the rainbow table and come to the carpet. (tell sections of students go).

2. Gather students at the carpet for a circle. Have students share with a partner the new vocab that
they have learned. Review the vocabulary with the students using the base 10 blocks.

“Turn to a partner and tell them all of the new vocab that you have learned today. Great. If I am holding this
(unit) block is called a _____ and this (rod) is called a _____”.

3. Ask students if anyone can remember today’s learning goal.

“Can anyone remember today’s learning goal? Today’s learning goal is: I can name each base 10 block and
understand its value”

4. Review fist of four. Have students show the fist of four on their chest.

“Before ending today’s class, I want to get an understanding of where our class is at. We are going to do a fist of
four.
- 1 finger means: I don’t understand. I need help.
- 2 fingers mean: I think I’ve got it. I need a little help.
- 3 fingers mean: I got it!
 - 4 fingers mean: I got it and I can teach someone else.
This helps me know if we need more practice on today’s goal or if we are ready to move onto new learning. Place
your fist of four on your chest so that I may see.

Thank you for all your hard work today.”

I love this idea of self-evaluation and reflection for the students. I would use this as a quick check in:

Notes and Reflection: Gratitude and Future Hopes

❏ Collect student artifacts