Julia Coston

Place Value Lesson Plan

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

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 the constant movement and interaction with the lesson and other, the students
should stay engaged in the learning.
III. Anticipatory Set
a. Before we get started on today’s lesson, I am going to create a group of ten. Now
I have got these popsicle sticks and I’m going to show you how I can make this
group of ten. I will show them how I put ten individual popsicle sticks together to
make a group of ten, then move on. While making a group of ten with popsicle
sticks was fun, I really want to make a group of ten, with you guys’ help! Is
anyone willing to help me? I will have my ten volunteers come to the front of the
room to help make my group of ten. This is great! Now I have one group of ten!
Can you all link arms so I can see that my group of ten is attached like my
popsicle sticks were? Now I wonder…Is there enough people still sitting down to
make another group of ten? I will let the students count and answer accordingly.
Exactly! I have eight extra students. Can my eight extra students stand at their
desk and shake around? My nine extra students are shaking around because there
are not enough of them to group together to make another group of ten. They are
just nine floating children. Each one by themselves. Thank you, you all were great
a group of ten and floaters. Everyone can sit back down in their seats.
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. My 5 goes into a column called the ones place because I have five ones or
5 cubes, but my 1 cannot just mean one because if I add my 1 cube with my 5 cubes, I
don’t get fifteen, I get six and that doesn’t seem right does it? 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.

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 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: Now we will start our stations, but I have a few new stations
I want to explain to you before we get started. Station number 1 is me and we will be
practicing more of what we just did as a class over where you work on station one. You will
need your dry erase marker if you are with me. Station 2 is called word problem puzzle. You

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will read the word problem, and with your partner, try to figure out what the answer is.
When you think you know, you have to find the number puzzle piece that fits with the word
problem. Then move on to the next one. Station 3 is called spin and build. You will have two
spinning wheels with numbers on it. You are to spin both to find out what number you land
on. One spin wheel is the ones place and the other is the tens place. Then you are to show
that number using the tens and ones mat, and then write the equation, like we just did one the
bottom using a marker. You and your partner will take turns. The last new station is called
place value art. You will be coloring a picture of a butterfly, but the color you must color the
number depends on the rods and cubes shown on the card. So, if I have this card and I see
that it shows seven cubes and says draw it yellow, I know to color the number seven yellow.
You will do this until you finish the butterfly or until it is time to move to the next station.
Make sure you and your partner have crayons.
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 that has already been created or obtained by Ms. Lloyd my
cooperating teacher. She wants to make sure that they are building off of what they are
consistently having to use in math.
a. Station 1: Spin and Build! – My first graders will be working in pairs to play
spin and build. At this station the students will have a game board that has a
section for the “tens” place and for the “ones” place, with a section at the bottom
that uses addition to show what number they created using base ten blocks. The
students will also have two spinning wheels with the numbers 1 to 9 on them. One
spinner is for the “tens” place, the other is for the “ones”. They are to spin both to
know what number they will be creating using the longs and the units. Then they
are to write the equation and that number at the bottom where it says what number
it is. There partner can help them if they get stuck or confused, but they are to take
turns practicing making the numbers themselves.
b. Station 2: With Ms. C! – I will have four students with me at a time and we will
be working on creating numbers using the tens’ and ones’ place and sometimes the
hundreds’ place, if I feel a group of students is ready for that place value. I will
have my own set of base ten blocks to use and I will have the students bring over
their white board marker. I will be using dry-erase marker sleeves to put the place
value charts in, that way the students can draw on it. I want to continue to practice
what we had been doing as a whole group but break it down or build it up more to
see where students are. I will start every group off with the number 19 and see if
together we can show the number 19 using base ten blocks and by writing 10 plus
9 equals 19. If that comes naturally for one group, we will try a number in the 20’s
to see if we can start working with two groups of ten and maybe even larger if
that’s successful. If the students struggle with making showing how 19 works. I
will go back down to why we show ten as a group of ten instead of just showing
ten cubes, and I will use the game “race for a flat”, using a die, to demonstrate.
c. Station 3: iPads! – During the regular math time the students have math review
that they continue to do on their iPads. Each activity has a review of recent math
material they have done in class and continues to challenge them on those as well.

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 This is a station that my teacher does and is not one that I made for this
lesson specifically. The activities to choose from are:
i. Fact Fluency
ii. Numbers
iii. Math
d. Station 4: Place Value Art! – The students will be creating a colorful butterfly
out of numbers. They will get a blank butterfly sheet with numbers from one to a
hundred on it. There are tasks cards that use rods and cubes that the students will
get. Each card has a number on it using either only cubes or both rods and cubes.
The students working in partners need to figure out what number is on the card
and then the card will say to color that number yellow, pink, or some other color.
The students have to get through all the cards in order complete the picture of the
butterfly.
e. Station 5: Word Problem Puzzle! – The students will be reviewing math word
problems and how to figure out equations and answers using addition and
subtraction word problems. For this station, there will be multiple puzzle pieces
that have a word problem and picture on the piece. The students have to read the
problem and try to figure out what the answer it. When they think they have the
answer. The student must then find the other puzzle piece with the correct answer
on it. The student will know whether they got the answer right or not, when they
see if the puzzle piece fits with the other one. Then they go on to the next word
problem. This is also a station that my teacher has and is not one that I made
for this lesson specifically.

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 need someone to
come up and demonstrate how we use the rods and cubes to show a number on the
place value chart. Who would like to come up to the document camera and help
me? I will pick a student I know has a better grasp on the concept. Okay now pick
a number between 11 and 19, but do not tell anyone in the room what it is. Just
show us the number using the rods and cubes and place them on the board. I will
give the student a few second to pick a number and represent it for everyone else.
Great! Now everyone look at what has been put on the board. Can anyone tell me
what that number is, and we will have the student up at the board tell you if it is
right or not. I will call on a 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

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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.

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objective(s)? For those who did not, why not?
a. The groups were divided by math skill level and I would say the first group I
had struggled the most and every other group of students pretty much got it. I
had a way of explaining the concept and learning that they did not quite
understand and I think because they were my first group, I couldn’t think of
significantly better ways to approach the concept which made them struggle. I
changed my approach for the next group and that did make a difference.
2. What were my strengths and weaknesses?
a. My strengths are that I have now found my teacher voice and am able to project
to the class. I also am able to switch up how I teach if I see that how I am
approaching the lesson is not working for the students. I have learned how to be
more excited and less monotone when teaching as well. My weaknesses are that
I still need to be better at being in the moment. I am so focused on the lesson
that I if something happens in the classroom, like a child getting hurt I am still
hesitant on how to respond. I also need to work on giving the students more
time to process their thoughts when I ask a question.
3. How should I alter this lesson?
a. I would try and give more time to the stations so I ca have more time with the
small groups of students. You can really see where they are at and what they
know and don’t know in a smaller group and I feel it helps a whole lot more.
4. How would I pace it differently?
a. I feel like I started the lesson off fairly slow which took away from other time. I
would go quicker through the anticipatory set and whole group instruction to get
more time in the rotation time and review of lesson.
5. Were all students actively participating? If not, why not?
a. Every student was actively participating and excited to. Near the end of the
lesson the students were struggling a bit to pay attention, but I think that is just
because we had been doing math for such a long time. I think all the students
were participating because it was something new that they had never done, they
had a new teacher, and I tried to make the material as fun as possible. They
enjoyed the activities even if they were hard.
6. What adjustments did I make to reach varied learning styles and ability levels?
a. When I was with the smaller groups I realized that the approach I had was not
reaching them well. They were using hands-on material, they were able to
express their thoughts, but something wasn’t clicking. I tried to be more in
depth about how ones and tens worked and showed them the process of the
transition. That helped a lot. I think some students were okay with seeing what I
was doing and replicating that to understand, but others needed me to tell and
show them the whole process.

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7. Did using the popsicle sticks and using the students to help identify the what one group
of ten signifies, help them with the idea of the tens and ones place and how they work?
a. Yes I think it did and they had fun doing it, but I also think that the whole group
learning process helped a lot more than that. The popsicle sticks and human
rods and cubes was a nice foundation, but more learning happened when they
were able to use their own rods and cubes.
8. Was the small group time with me beneficial and did it help to clarify what students
still needed?
a. The small group time was the best decision I have made. Being able to sit with a
group of like five students and be more intentional about what they learned and
what they still need to learn was great. I could see the students catching on to
the concept better, and I was finding ways that best suit their type of learning. I
was able to focus more on them as a learning student when they were not with
the whole class and could see where they were struggling.
9. Would I use these stations again in a lesson on place value? Why or why not?
a. Yes I would. The activity stations fit in perfectly with my group time with the
students and really helped them practice what they are learning. Making errors
in the activities was fine because it was part of the learning process. I wanted to
see what they remembered from being with me, what they fully understood, and
how well they can learn more with a partner.

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