College of Western Idaho Lesson Plan Template

Name Date
Inna Tsema October 10, 2020

Subject/Grade Topic
1st grade Place Value – Base Ten

The big idea(s) or essential question(s)

What is place value? How do you create a number using tens and ones?

State of Idaho and/or common core standards addressed

1.NBT.B.2

Understand that the two digits of a two-digit number represent amounts of tens
and ones.

a. 10 can be thought of as a bundle of ten ones – called a “ten”.

Objectives
(what the students will be able to do as a result of the lesson)

Students will be able to identify numbers in the tens place and create numbers
with groups of tens and ones.

TSWBAT

 Students will be able to create numbers with manipulatives in groups of

tens and ones.
 Students will understand the tens place value and that whatever digit is in
the tens place value tells us how many groups of ten there are.

Materials and/or technology Needed

Popsicle sticks, rubber bands, worksheet, pencils, jar of Legos.

Activities/procedures (include anticipated time for each)

Introduction/activator – 10 minutes

Start off a classroom discussion with holding up a jar of Legos and have
students guess how many Legos are in the jar. Take out some cups and count
the Legos, placing each group of ten in a separate cup (with students counting
with me). After counting, ask students how many cups I have and how many
extra Legos I have that are not in a cup.
Emphasize that there are ten Legos in each cup.
Write the number of Legos on the board, explaining that I have a certain
number of cups with ten Legos each that go in the tens place and the extra
Legos in the ones place.

Class activities Class activities

(what you/students will do) (why you will do them)

 I will show students how I group
together popsicle sticks and tie
them with a rubber band to
create a number with bundles of
tens and ones (5 min)
 I will give each group (3
students each) a container of
popsicle sticks and rubber bands
and state a number that each
group must create together.
Groups will create 2 different
numbers and I will check each
groups work. (10 min)
 I will model how they should
group together popsicle sticks to
create groups of ten and ones.
 Grouping objects in groups of
tens on their own helps the
students visualize place value.
Doing this as a group activity can
help those who have difficulty
grasping place value.
 Students will work individually on
a place value worksheet so that I
can see if they have grasped the
tens value concept.

 After students have worked

together creating groups of tens
and ones, give each student
place value worksheet. (to check
for understanding) (15 min)

Closure/reminders

 Remind students place value: where a digit is placed in a number matters.

The number of groups that have ten of something would be placed in tens
place value.
 Walk around room to see who is struggling with the worksheet and seat
them with those that understand or help them myself if I am able.

Assessment
(how you will know students met the objectives - include rubrics)

ñ
Worksheet:
Students answer questions on the worksheet correctly and worked together with
their groups, forming correct bundles of tens and ones.
Accommodations/differentiation

 To accommodate for a student with ADHD, create a space for the student
with less distractions and to be closer to the teacher. If student is still
unable to focus, have student model the place value questions with
manipulatives.

Reflection/evaluation
(after lesson is taught put your reflections here)

 Not all students will be able to understand place value as fast as others.
Emphasize what I want students to remember and emphasize it again and
again and on different days.