Meredith Green

Lesson Title: Place Value Tens and Ones Chart

Subject/Grade Level/Date: Math, 1st grade, 3/31/16
Time Requirement: 1 hour
Materials List: bags of tens and ones cubes, tens and ones chart,
dice of tens and ones, worksheet
Type of Lesson: Whole Class
Content Standards:
1.NBT.2
Understand that the two digits of a two-digit number represent
amounts of tens and ones.
ELP Standards:
II-LS-1, B-HI-5
Ask and respond to academic questions using complete sentences.
II-LS-2, B-HI-4
Initiate conversations using formal and informal socio-functional
communication in complete sentences.
Instructional Objective:
SW be able to label the tens and ones in a number by filling in a place
value chart.
Language Objective:
SW be able to communicate academic ideas about place value by
sharing ideas with a partner.
Active Instructional Plan:
1. Ask students about what we did yesterday and what they
realized about tens and ones.
2. Have students stand up and do our song. Use popsicle sticks to
choose a student explain to me what the song tells us.
3. Call students to the carpet and have them face the Promethean
Board.
4. Pull out my bag of tens and ones and review with the students
what this means and what it has to do with what we did with
objects yesterday. Show how if we have ten of the ones we

would have to put it in a cup (in our activity yesterday), but

instead they made it into a stick for us.
5. Show some tens and ones and ask students to tell me how many
I have and how they know. Connect it to the song that we sang.
6. Have students stand and hold hands to make a circle, then pass
around tens and ones bags and place value charts to each
person. Go over expectations and objective for today.
7. Tell students that we are going to practice building numbers with
these tens and ones. Call out numbers and tell students to build
it with their cubes. Maybe have some students come up and
show what they built on the Promethean Board.
8. Once students have a pretty good grasp of this, have students
pass their charts back and then pass their bags to me.
9. Have students look back up onto the Promethean board where I
show the worksheet. Choose a partner for me to come up and
demonstrate the game.
a. Students take turn rolling the tens and ones and then filling
in the chart, while the other person checks their work.
b. Be sure to demonstrate what being a good partner looks
like.
c. Have students help me fill in the answers.
10.
Choose partners and hand each partner the dice theyll
need and their worksheet.
11.
Once students have all had a chance to take several turns,
have students leave papers and dice on their desks and come
back to the carpet.
12.
Ask students to share what they learned, what they now
know about place value, and about how to fill in a place value
chart.
Anticipatory Set
I will connect back to
what we worked on
the previous day and
ask students what
they think the
connection is between
the blocks Im holding
and how we sorted
classroom objects the
day before.

Teacher Action
- Lead the song
- Lead the
discussion
reviewing the
sorting of the
day before
- Call out the
numbers and
observe
students
building the
numbers with
their tens and
ones cubes
- Choosing

Student Action
- Discussing
possible
connections
between
yesterdays
activity and
todays
- Building
numbers with
their tens and
ones cubes
- Use dice to build
more numbers
with a partner
and work

partners
Guiding the
discussion at
the end to tie
the game into
what we have
been practicing

together to fill in
place value
chart
Share what they
have learned so
far about place
value

Closure: At the end of the activity, I will call students back together to
share what they noticed on their place value charts, what they now
know about place value and tens and ones, and about how to build
numbers with the cubes.
Assessment/Evaluation: As the students are building numbers, I will
be able to use that as a kind of assessment to gauge whether they are
understanding the connection between numbers and the cubes they
are using.
As the students are working independently on the game, I will be able
to go around the room and listen into conversations and observe
student work to see how well students are grasping this concept.
The closure also will serve as an informal assessment of what we have
covered so far because it will show me the connections students are
making and, as they explain in their own words, how deeply they
understand the material.
Modification/Differentiation: Students will be paired based on their
understanding of the concepts those that have really understood it so
far with those that are still struggling so that the struggling one can be
supported and the understanding one will be challenged to explain
their thinking.
I will also, depending on the understanding level, pair ELL students
with Spanish speaking students as an added support if necessary.
The use of manipulatives and a game will help with ELL students and
with students that are struggling with the material because it is hands
on, more engaging, and has more visuals.