Julia Coston

Place Value Lesson Plan – 1st Grade

LESSON RATIONALE
This lesson is important because it helps students understand the role of numbers and how they
interact with one another. Place value is necessary for students to understand because it helps
them navigate larger numbers and helps them grasp the knowledge that a number like 126 isn’t
just a 1, a 2, and a 6, but 100, plus 20, plus 6 creating the number 126.

READINESS
I.Goals/Objectives/Standard
a. Goal: For students to understand and demonstrate the tens place and the ones place
for numbers 1 to 20.
b. Objectives:
i. Students will be able to represent a given number in between 1 and 20 (or
higher) using base-ten blocks.
ii. Students will be able to explain what the tens place and the ones place
mean for a number.
c. Standard: 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).
II. Management Plan:
a. Time: 1 hour total
o 5 minutes: Anticipatory Set
o 15 minutes: Lesson/Guided Practice
o 32 minutes / 8 minutes at each station: Stations
o 6 minutes: Closure
b. Space: The classroom – we will be using the front of the room, their desks, and the
three big tables around the room.
c. Materials:
i. Popsicle sticks
ii. Base ten blocks
iii. Document Camera
iv. iPads, headphones
v. White boards, dry erase markers, eraser
vi. Place value art worksheet and cards that go with it
vii. Crayons
viii. Place value board to one hundred, dice, base ten blocks
ix. Spinner, Place value white board, base ten blocks
x. Math word problem puzzle
d. Behaviors: The students will be up and moving to a new activity every ten minutes
during this lesson. This will keep them from getting bored and fidgety throughout
the lesson. They will be working with their classmates, which will give them the
option of talking to one another, ask for help, and build from one another. From
 the constant movement and interaction with the lesson and other, the students
should stay engaged in the learning.
III. Anticipatory Set
a. I will show them how I put ten individual popsicle sticks together to make a group
of ten, then move on. I will have my ten volunteers come to the front of the room
to help make my group of ten, while letting the students at their seat give an
opinion on if I’m right or not.
IV.Purpose: I wanted to show you what one group of ten and what ones look like because I know
how important they are when doing math and understanding numbers. It is always good
to make sure we know how numbers work and what causes a number to be larger of
smaller, especially since we use them every day.

PLAN FOR INSTRUCTION

V. Adaptations: One of the students is still learning his numbers and what they are, so I don’t
want to overwhelm him with counting and values that are going to be trickier for him to
learn. In the station with the coloring of the butterfly. I have cards that don’t use base ten
blocks but use just the numbers that are also shown on the butterfly. I will give him those to
use to help create his butterfly, so he is not confused on what the rods and cubes mean when
working without me. Also, during his time with Ms. C, I will have him count the cubes and
the cubes to make the rod, to help enforce for of the counting and number sense he doesn’t
have. This will help him when placing it in the tens and ones place with the others.
There are a few students in the class who tend to get tired and distracted easily. I made this
lesson, so the students were up and moving at least every ten minutes and have them working
in partners to keep them accountable for each other. I will place someone who might get
distracted with someone who is less prone to getting distracted to make sure that they are
always helping each other and doing their work.
VI.Lesson Presentation (Input/Output)
 When we think about numbers larger than nine, we have to think of them as put into two
different groups or places. To create a number like fifteen we have to use two numbers, a
1 and a 5. I will have a white board and I will put 15 at the top of my board. I will then
create two sections unlabeled to put my 1 and my 5, leaving room for my labels that I
will add later. I will add the ones label as I talk about the number 5 and I will add five
cubes to help represent that I have five ones. I will then add one cube to where my one is
to help them see that having only one cube over there, plus my five cubes on the other
side does not equal fifteen. Exactly, see my 1 in this (I point to the tens column that I have
not yet labeled) column 1 actually means ONE group of ten. Remember when I had some
of you came up and helped me make ONE group of ten? That is the same here. This rod
has ten cubes, like you were ten students, and they connected together to make ONE
group of ten. So, I need my ONE group of ten plus my 5 cubes to make 15. This is why the
column with my ONE group of ten is called the “tens” place because it will only every
have groups of ten in it.
 Now I want us to try this together. Please get out your white board and marker and copy
what I have done on my white board. I will then go around and pass out the rods and
cubes to each student as they make their tens and ones chart. Then I will go back to the
document camera to start with the next step. Now I am going to pick the number 11 as my
next number to show on the chart we just made. I will write the number eleven at the top
 of my white board. What I need to know is how many groups of ten I can make with the
number eleven. Can I make two groups of ten? Is the number eleven bigger than the
number 20? No, it’s not! Your right! So then, how many groups of ten can fit in the
number eleven. I will call on a student to answer. That’s right only ONE group of ten can
fit in eleven because eleven is bigger than 10 but NOT bigger than 20, so I will only put
ONE rod of ten cubes in my tens place. I will take one of rods and place it in the tens
place, then watching for the student to do the same. Now that I know I have ONE group
of ten, what is left over? What else do I need to add to ten to make eleven? I will give the
students a chance to think about it and then answer. That’s right! I only need ONE cube
to put in my ones place to make the number eleven. I will put the one cube in the ones
place so the students can copy me. Now that I know I need ONE rod of 10 and ONE cube
to make the number 11, I will do the same by adding it up. I will add my one ten plus my
one cube to equal eleven. As I say this, I will write 10 plus 1 equals 11 for the students to
see.
 Okay! Now erase the numbers, but leave the chart, and take off your rod and cube. I
want you to try and do this one on your own and then we will make sure it is correct
together. The number I want you to show me, using rods and cubes is 18. Write it at the
top of you white board and then show me 18. I will give the students about a minute to
work through that and I will walk around to see how they are doing. Then when most are
done, I will go over it with them. Okay! I see most of you are done, great! Now can
anybody tell me how many groups of ten I need to help make the number 18? Yes! I need
ONE group of ten! So, I will take one rod, and where do I put it? That’s right! In the
tens’ place. How about cubes? How many little cubes do I need to help make eighteen?
Awesome job! I need 8 cubes to help make eighteen. I got my 8 cubes, where should I put
them? Yes! In the ones’ place. Great! Now how do I show that I have made eighteen
using numbers? That’s right! I will add my one ten plus my eight to equal 18! Now that
we have practiced together. I want you to erase your white boards and put them back in
your desks.

VII. Check for understanding:

The students will be placed into four groups based on number sense ability and how well
they will work together. I will have stations set up for them so they can practice creating
numbers using base ten blocks, numbers, and the “tens” and the “ones” place separated. I
want to make sure the students can transfer the blocks to numbers and vice versa. Station 3
and 5 will be a review station.
a. Station 1: Spin and Build!
b. Station 3: iPads!
c. Station 4: Place Value Art!
d. Station 5: Word Problem Puzzle!

VIII. Review learning outcomes / Closure

a. I will call up a two or three students to the document camera to show the rest of
the first grade students a number between 11 and 19. I want to know how well
they caught on to the idea of what the “tens” place means and what the “ones”
place means and how to figure out a number using place value. I will give the
student a few seconds to pick a number and represent it for everyone else. I will
 call on a different student and have the student at the board answer yes or no if
they got it right. I might explain just a little if something between the interaction is
incorrect. Then I will do this same thing with one other student coming up to
demonstrate a number.

PLAN FOR ASSESSMENT

Formative: Each station I created is a form of formative assessment for me about how well the
students know the concept of place value and using the “tens” place and “ones” place to explain
how a number is the way it is. I will not be grading the work the students do at the station, that
work is for them, but I want them to practice using the “tens” and “ones” place so I can see how
far along each student is with using place value.
Every student in the class will come to my station, so I will be able to see a smaller portion of the
class and assess how well they are grasping place value in a small group setting, where I can give
input and further understanding.