Bridgewater College Teacher Education Program Lesson Plan Name_____Rachel Monteleone____________

Date: Title of Lesson:

1/12/17 Tens and Ones: Place Value
Subject Area(s): Grade Level(s):
Math 1st grade
VA SOL:
1.1 The student will

a) count from 0 to 100 and write the corresponding numerals; and

b) group a collection of up to 100 objects into tens and ones and write the corresponding numeral to develop an
understanding of place value.
Content Objective(s):
The student will be able to write, draw, and create a number using tens and ones in order to deepen their understanding
of place value.

IEP Goal/Objective:
The student will be able to write, draw, and create a number using tens and ones in order to deepen their understanding
of place value.

Accommodations/
Differentiation
Assessment (based on objectives):
Students will create a foldable to write and draw a number using tens and ones. Students will create
the same number using base ten blocks. Students will match a picture of base ten blocks with a
standard number.

Materials:
Pencil
Glue
Scissors
Construction paper (one for each student)
Place Value Foldable cutouts sheet (one for each student)
Place Value Ice Cream Cards
Base ten blocks (one for every student)
Tens and Ones chart
Penguin Place Value worksheet
Integration of technology:
One student will create a foldable under the document camera to model for the entire class.

Alternative Plan:
If technology fails, the teacher will model the creation of the foldable by holding it up and walking
around the classroom.

If extra time remains, the teacher will pass out the Penguin Place Value Worksheet for students to
complete.
*** see picture below
Accommodations/ Time
Differentiation Planned
Anticipatory Set (Hook & Agenda):

Teacher will say:

Class, Class. Raise your hand if you like ice cream. What is your favorite flavor? Well today we are
going to be making ice cream cones using place value!
Access/Review Prior Knowledge: Have a visual of a
ten and a one,
Teacher will lead a class discussion, asking students, What is place value? Why do we use place either a picture or
value? a manipulative.

Explain that one ten is made up of ten cubes and that's why it is called a ten.

Teaching Process & Modeling, Guided Practice/Checking for Understanding, and Independent
Practice

As a whole class, the teacher will instruct students step by step on how to create their very own place Student #1 will 35-40
value foldable. While creating the foldable, one student will be creating their foldable under the create their minutes
document camera to model for the class. foldable under
the document
Each student will receive a piece of construction paper, a place value foldable sheet, and two of the camera to model
same place value ice cream cards. Students will be instructed to fold the construction paper in half, for the class.
hamburger style. Then the teacher will instruct students to cut out the pieces (one piece at a time) of
the place value foldable found on the place value foldable sheet. After each piece is cut out, students
will glue them to their foldable. As the teacher models, the students will cut two lines into their
foldable to create three flaps. As a class we will label the foldable using a pencil.
After a few
Title Place Value moments,
Flap 1 Tens teacher will write
Flap 2 Ones the words on the
Flap 3 My Number board for a spell
check.
*** see picture of foldable below
Constantly check
The teacher will get one place value ice cream card to model what the students will be doing to fill in with student # 2
their foldable. making sure that
the student is
The teacher will then instruct students to look at their place value ice cream card (either one because with the group
they both are the same). On the card is a number. Students will create their number using base ten and focused.
blocks and a tens and ones chart. They will raise their hand calling the teacher over to check.
Students will then continue by filling in their foldable using the same number.

Under the first flap, students will write, I have __ tens.

Under the second flap, students will write, I have __ ones.
Under the third flap, students will write, My number is __.

Once students have finished filling in their foldable, the teacher will explain that one of their friends Teacher will pair
has the same number as them. Students will either have a scoop of ice cream or an ice cream cone. certain students
The ice cream scoop will have a number represented by base ten blocks and the cone will have a together when 15
standard number written on it. It is important to make sure students take both of their cards with necessary to minutes
them because each student will give one to their partner so that they have a whole ice cream cone. prevent an
When the teacher says go, they need to walk around the classroom until they find the person with explosive
the matching number. grouping.

*** see picture of place value ice cream cards below Teacher will also
assign models/
Once students have found their partner, they will stand together quietly and give a thumbs up in the representations
air so that the teacher know that they are ready for the next directions. Each group will share what of numbers
they wrote in their foldable with their partner (They should both have the same thing written). based on ability
level.
Students will then return to their seat.
At their seats, students will glue the whole ice cream cone to the back of their foldable. After they
finish gluing, the teacher will model how student will draw their tens and ones in their foldable. Then
students will open their foldable and draw the correct amount of tens under the first flap and the
correct amount of ones under the second flap (according to the number on their ice cream cone).
Closure:
3minutes
Students will raise their hand to share what they have learned and written in their foldable with the
whole class.

Declarative Statement Summary: 2 minutes

Student will then be given a statement that they will glue onto the back of their foldable.

Together as a class we will read the statement.

Today I found my ice cream partner and together we created a place value ice cream cone using
tens and ones.

Have students place foldable in book bag.

Place Value Foldable - Place Value Foldable.jpg

Penguin Place Value Worksheet - ..\Documents\EDUC\EDUC 380\Penguin Place Value.pdf
Place Value Ice Cream Cards - Place Value Ice-Creams.pdf