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# Kimberly Nobili

## Place Value Lesson Plan

Goal
Students will review and extend their knowledge of place value and their ability to
represent two-digit numbers.
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.
Objectives

Students will understand that the digits in a two-digit number represent 10s and
ones

## Students will represent two-digit numbers in a variety of ways (a bundle of 10

ones, ten and a one, two, three, etc.
Materials
Prepare enough for each pair of students:

## Thin straws and rubber bands or pockets to bundle them

Math manipulatives, i.e. unix cubes, cereal pieces (i.e. cheerios), counting chips

## Place Value Hand outs

Lesson Introduction (5 minutes)
Tell students that today they are going to be mathematicians. Mathematicians use
numbers to help us understand the world. Numbers are symbols tell us how many of
something we have. As a class, brainstorm a list of things that we have amounts of (i.e.
I have 3 books).
Mini-Lesson: Number Draw (8 minutes)

Kimberly Nobili
Place Value Lesson Plan

Tell students that there are enough numbers to go on forever, so we have to find ways
to use numbers to show bigger and bigger quantities. Count out 0-9 of an item (unix
cubes, cereal pieces, etc) and ask what happens when we get to 10. Draw a picture to
show or represent your number. Ask students who to do next and model increasing the
number of ones until you get to twenty. Then, model how to identify tens and ones in
more difficult numbers (39, 82, 45) and draw various numbers.
Small Group Practice: Build It! (10 minutes)
Give students a stack of number cards. Have students turn the cards face down and
pull one number card at a time. After they pull a card, each person builds the number
they see using math manipulatives as fast as they can. Circulate to correct student
misunderstandings and provide support. As an extension, students can write each
number and draw a representation of how they built it (i.e. write 42 and draw 4 stacks of
10 Cheerios and 2 single Cheerios).
Regroup and Transition (5 minutes)
students to the next game, Number Race.
Small Group Practice: Number Race (10 minutes)
Provide students with various materials to create numbers. To play the game, students
roll two dice. One die is the tens and one die is the ones. They write the number theyve
created, and then they compare numbers. The student who writes the largest number
gets the point. If they both write the biggest number (i.e. if they roll a 2 and a 4 and both
write 42, then they both get a point). Circulate to correct student misunderstandings and
provide support. Differentiate this game by providing three die and having students write
numbers that include hundreds, tens, and ones.
Center Rotations (15 minutes)
Transition students back to the rug. Explain the directions for center work. Students will
work through two of the three number centers.
1.

Number Draw: Students will show ways to visualize and draw each number.

2.

3.

Number Race

## Students spend 7-8 minutes per center.

Math Talk (5 minutes)

Kimberly Nobili
Place Value Lesson Plan

After students have completed three rounds of centers, have them come back to the
rug. Ask students to share out:

## What happens as numbers or amounts get larger?

What was the easiest way for them to see each number?
Extension Activities
Use these number games to revisit this concept throughout the year.

## Im Thinking Of Sitting in a circle, tell students that youre thinking of a number

with six tens and seven ones. Students raise their hand or give a hand signal when
they think they know. If the student gives the correct number they can choose the
next number for students to guess.

Number Simon Says: Provide students with counting chips or another math
manipulative. Tell student that Simon is going to tell them what numbers to show
using tens and ones. But, if Simon doesnt say to make a number, they shouldnt
make it. Tell students which numbers to make by prompting them with Simon Says.
If students make a number when Simon hasnt said to they can sit out a round.