Audrey & Morgans 1st Grade Math Placement Lesson

Instructional Plan Purpose:

The purpose of this lesson plan is to help 1st graders understand number placement for ones and
tens. This is the foundation for learning how to add and subtract. Students who understand
number placement with ones and tens will conceptually understand the standard algorithm for
adding and subtracting. This lesson will consist of representing double digit numbers with
counting sticks of ten and ones. We will first show how ten little ones equal one tens stick. Then
we will give students five double digit numbers to represent with the counting sticks. Finally,
students will use symbols to determine what number is bigger.

1. 1st Grade Numbers & Operations in Base Ten- C.C.S.S.M. 2.NBT

Content Standard
o 2. Understand that the two digits of a two-digit number represent amounts
of tens and ones
Practise Standard
o Understand the following as special cases:
A. 10 can be thought of as a bundle of ten ones called a ten.
B. The numbers from 11 to 19 are composed of a ten and one, two,
three, four, five, six, seven, eight, or nine ones.
C. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two,
three, four, five, six, seven, eight, nine tens (and 0 ones).

2. Content Objectives:
1. Students will be able to comprehend ones and tens place value.
2. Students will be able to identify tens and one place values.
3. Students will be able to match a number to how it is represented with ones and
tens place sticks conceptually.

3. Previous Learning Experiences:

Students will be somewhat familiar with numbers already. They should be able to count
relatively close to 100.They have learned place value last week with instructor Scott, we are now
reviewing through matching games and a worksheet.

4. Grouping of Students for Instruction:

Students will be divided into groups at the start of the unit. This will allow students to work with
one another and get help if they need it. We will come together as a whole group with the entire
class at the end of the lesson to summarize and answer any questions. This is a great opportunity
for students get a chance to share what they learned or think about the lesson. This can be a good
experience for ELL students to hear information explained by another ELL student. Dividing the
class into small groups will also support language learners. This is less intimidating and they will
be able to work with a student whose first language is English and that can help them.

5. Physical Classroom Layout:

We would like to have 4-6 table groups of two. Tables will be in rows so students can easily
walk around. Each table would have their own bag of materials for the lesson.
6. Task Selection:
The math problems we will focus on will revolve around representing double digit numbers
conceptually with counting sticks on paper. We will show ten ones equal one counting stick.
This represents the ones place and the tens place. Next, we will give the students a worksheet to
match the picture with the number it represents. They will also identify the picture of sticks and
say what number it represents. This correlates with our objectives and standards by showing the
ones place and tens place. This can be done in teams of 2 to make sure everyone understands
what is being done. This is a worth woke task because students are going to be connecting their
previous knowledge of number counting and placement values of ones and tens to matching
pictures to number placement conceptually. This will help kids conceptually understand the
standard algorithm for adding and subtracting later on.

7. Before Phase:
We will connect to the student prior knowledge of what Scott taught about number placenet. We
can also look at the common core to see what they learned in the previous grade. Or we can also
ask the class what they remember learning by listing some topics off.

8. During Phase:
During this lesson we will give students time to work on their own. Each table will get a
worksheet to work on together. We want people to be in pairs of two so everyone can work on
the concepts and conceptually understand the process going on. We want students to work
together so we will monitor the class and mainly observe. We can answer questions but we are
focusing on letting the students figure things out on their own. We will not speak to the students
like they are kids since we are all college students, but we can tell the class how we would talk to
kids if they needed help. In order to make sure everyone understands our lesson we will go to
each table and see if they are grasping the concept and see how it can be helpful for kids. We can
recap on the concepts when people finish the 5 problems. Observations will be the main way we
find out what people are thinking.

9. After Phase:
After the lesson we will ask the class how they liked the lesson and if they would use it in their
classroom in the future. We can also talk about how we can make this activity easier or more
challenging. We will let people share their thinking and offer ways to improve our lesson if they
feel like things could have been done better, this can promote discussion, justify their thinking
and possibly challenge each other if there is a disagreement.

10. Anticipating Student Thinking:

Our lesson is understanding math number placement ones and tens. This is a one digit number or
a two digit number. We will have them work with two different worksheets to demonstrate their
understanding of number placement.

One problem kids might have with the worksheets would be thinking a tens place picture is a
ones place number. Another problem students might have with our worksheets can be that they
get confused with what number goes in what number placement box. Additionally, students may
not understand what the spinning wheel is used for.
11. Contingency Planning:
We can have students pair up and quiz each other on how to use the blocks to show a number. If
we have extra time, we can also see if anyone has questions and go over more problems.

12. Team Teaching Plan:

We will review what Scott taught last week about number placement. Our lesson is to help
students get familiarized with number placement. We can have students guess what number goes
next in the sequence. Then have two games the kids can play. One person can describe the first
game and someone else can describe the second game. We will both monitor the class to ensure
people are staying on task.

13. Instructional Materials, Resources, and Technology:

We will need the counting lego strips that we used in class last week.

14. Acknowledgements:
National Governors Association Center for Best Practices & Council of Chief State School
Officers. (2010). Common Core State Standards. Washington, DC: Authors.

http://www.crazyforfirstgrade.com/2015/11/place-value-practice.html