Subject: Place Value st 04/25/2017 Place Value FunSubject: Place Value Grade Level: 1st Teacher: Ms....

Lesson Plan Input------Process-------Output

Subject: Place Value

Grade Level: 1st Teacher: Ms. Baker Date: 04/25/2017

Place Value Fun EDUC 405 Math Methods and Materials

1st Grade Math

April 25, 2017




Unit Rationale:

This unit plan is provided for the purpose of providing the North Dakota state standards, goals,

objectives, procedures, and assessments for the week. The value of this unit is presented in

working with place value. In the following unit plan, you will find a five-day lesson plan format

consisting of materials and sources for the activities and assessments provided. This unit

provides a step-by-step approach for the teacher and students.

Goals:

The overall goals for this unit will consist of having students recall and recognize the given

information. The students will build their knowledge as each day goes by. The students will be

able to have an understanding of children’s literature, Flipchart technology, Writing, Science,

and Culture/Art over the course of this unit. The teacher will allow time for students to examine

the different concepts and provide opportunities for students to assemble their knowledge.

Objectives:

Identify the place values from a two-digit number

Categorize the tens place and the ones place

Select the appropriate answer using Flip Chart technology

Apply the greater than >, less than, and equal to = symbols to a set of problems.

Construct an explanatory piece of writing in the math journals

Solve addition problems with a two-digit number and a one-digit number.

Identify ways to solve a problem.

Recognize place value when adding a two-digit number and a one-digit number.

Create their own art piece using the concept of place value.

Extensions of lessons across the curriculum:

This unit plan will provide lessons including children’s literature, flipchart technology, writing,

science, and culture/art. The students will be encouraged to participate in all of the daily

activities. This unit plan will focus on strengthening their technology and writing skills.




Accommodations:

Accommodations will be made for students on 504’s and IEPs. The classroom will be very

inclusive to all students. The teacher will make appropriate changes based on the students’

needs and learning styles.

Assessment:

The students will be assessed in a variety of ways. The types of assessment focused in this unit

plan consist of: exit slips, Flipchart activity questions, writing explanatory pieces, and open

discussions. This unit plan consists of both formative and summative pieces of assessment.




State Standards:

Math:

1.NBT.2-Demonstrate understanding that the two digits of a two-digit number represent

amounts of tens and ones

1.NBT.3- Compare two-digit numbers based on meanings of the tens and ones digits,

recording the results of comparisons with the symbols, >, =, <

1.NBT.4-Demonstrate understanding of place value when adding two-digit numbers with 100.

A. Add a two-digit number and a one-digit number

Technology:

K-5.MLT.2- Select with guidance, the appropriate technology to accomplish a goal.

Writing:

W.2- Write informative/explanatory texts.

A. Name a topic

B. Supply some facts about the topic.

C. Provide some sense of closure

Science: History and Nature Science

1.8.1- Identify ways (e.g., create things, ask questions, figure things out) that everybody can

do science.

Art: Standard 1: Visual Art Media, Techniques, and Processes

4.1.5: Know the different visual art media, techniques, and processes are used to

communicate ideas, experience and stories.

Reading Standards for Literature/Fiction K-2:

RL.1-Ask and answer questions about key/supporting details in a text before, during, and

after reading.




Learning Objectives

Day 1

Students will be able to:

Identify the place values from a two-digit number.

ND Standards/Benchmarks Math:

1.NBT.2-Demonstrate understanding that the two digits of a

two-digit number represent amounts of tens and ones.

Reading:

RL.1-Ask and answer questions about key/supporting details

in a text before, during, and after reading.

Materials/Resources/Equip. Base Ten Blocks

Place Value Memory Game

Active Inspire

Introduction/Modeling Anticipatory Set 10 minutes

The teacher will begin by explaining what the students will be learning today.

The teacher will begin by reading a book. - Best Counting Book Ever - The teacher will ask questions about the book. - What did you learn about the book? - Can we use base ten blocks to help count?

The teacher will hand out base ten blocks prior to the start of class. - The students will only need the tens and ones blocks

Each table will have their own set of base ten blocks.

The teacher will then ask the students: Do you know what place value is? - Wait approximately 10 seconds for a response.

The teacher will give the definition of place value - Place value is: The value of where the digit is in the

number.

The teacher will bring up the Active Inspire to demonstrate the ones and tens place values

Once on the Active Inspire, the teacher will write a single digit explaining that it goes in the ones place.

Any single digit 0-9 can be placed in the ones place. - Note that it is only the single digits.




Once this concept is learned, the teacher will begin by adding another digit, making it a two-digit number.

The teacher will explain that the first number is the tens place and the last digit is the ones place. - For example: 25. The two is in the tens place and the five

is in the ones place,

The teacher will then let the students know that with a two-digit number such as 25 means that there are two tens and five ones.

The teacher will can do this by drawing out a base ten block on the Active Inspire to show a better demonstration.

Guided Practice 10 minutes

The teacher will then have the students use their base ten blocks by demonstrating the correct place value for the given number.

For example: The teacher will write the number 25 on the board.

The students will demonstrate this by using 2 tens and 5 ones from the base ten blocks.

The teacher will write an assortment of numbers. – - Approximately 5 for students to get a good understanding.

The teacher will go around the tables to make sure students go it right.

Independent Practice 10 minutes

The students will begin a Tens and Ones place value worksheet.

The students are to complete this independently.

Once completed, the students are to hand their worksheets into the teacher and take out their library books until the rest of the class has completed their assignment.

The students can use their base ten blocks at their table to help complete this assignment.

Assessment 5 minutes

The teacher will give the students an exit slip with four questions they must answer.

The exit slip will consist of the base ten blocks and the students will have to write the number as the number of tens and the number of ones. - For example: 52 (5 Tens and 2 Ones)

Closure/Wrap Up 2 minutes

The students will put their base ten blocks back into the bags they came in and bring them to the back table.

Once that task is done, the students will gather their cards up, put them into a paper clip and bring them to the teacher.




Name______________________________________ Date_______________________










Learning Objectives

Day 2

The students will be able to:

Categorize the tens place and the ones place

Select the appropriate answer using Flip Chart technology

ND Standards/ Benchmarks

Math: 1.NBT.2-Demonstrate understanding that the two-digits of a two-digit number represent amounts of tens and ones, including:

A. 10 can be thought of as a bundle of ten ones-called a “ten” B. The numbers from 11-19 are composed of a ten and additional ones. C. Multiples of 10 up to 90 represent a number of tens and 0 ones.

Technology: K-5.MLT.2- Select with guidance, the appropriate technology to accomplish a goal.

Materials/Resources/Equip.

Paper

Pencils

Flip Chart

Unifex Cubes

Introduction/Modeling 5 Minutes

The teacher will have handed out the unifex cubes prior to the beginning of class

The teacher will then begin by greeting the classroom.

The teacher will begin by playing the YouTube Video for a brain break! - https://www.youtube.com/watch?v=uMuJxd2Gpxo&index=5&list=PLT

OTVP9HmWuS68GKSry80AGSZe6Tl46by

Once the video is over, the students will take their seats for instruction to begin.

Next she will do a reflection on prior knowledge. - What did we learn yesterday? - The teacher will write a two numbers on the board. (47 and 80) - The teacher will ask the students which number is in the ones places - The teacher will ask the students which number is in the tens place

The teacher will then bring up the promethean flipchart.

Guided Practice 10 Minutes

The teacher will begin by opening up the Flipchart and calling on students

using the sticks near the front of the room.

Each student will come up one by one and participate in selecting the

appropriate answer.

https://www.youtube.com/watch?v=uMuJxd2Gpxo&index=5&list=PLTOTVP9HmWuS68GKSry80AGSZe6Tl46by





The slides that will be used are 3,4,5,7 and 8.

- One of the slides may be hard to read. If so, skip that slide.

The next few slides will be for assessment. (10-16)

The students will take out a piece of paper and a pencil to write the

answers down.

Remind the students of the testing procedures.

- No talking

- No cheating

- Flip your papers over when you are done.

Independent Practice 10 Minutes

The students will set their unifex cubes aside to participate in the next activity.

The students will play a Place Value Memory Game

The students will be grouped into groups of two. (4 in each group)

The teacher will separate the students by half of the room.

The students will play the game until no cards are left.

Assessment 5 Minutes

Flipchart Activity Questions

Closure/Wrap Up 2 Minutes

The students will clean up their areas by bringing the unifex cubes to the back table and returning to their desks.










Learning Objectives

Day 3

The students will:

Apply the greater than >, less than, and equal to = symbols to a set of problems.

Construct an explanatory piece of writing in the math journals.


Math: 1.NBT.3- Compare two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols, >, =, < Writing: W.2- Write informative/explanatory texts. A. Name a topic B. Supply some facts about the topic. C. Provide some sense of closure


Math Journals

Pencils

Base ten blocks

Active Inspire

Introduction/Modeling (7 minutes)

The teacher will begin by greeting the classroom. - Good Afternoon students!

The teacher will begin by asking the students what they have learned in the past couple of days. - What concept have we been learning? - Today we are going to learn about comparing numbers using place

value!

The teacher will begin by playing a short Youtube Video. - https://www.youtube.com/watch?v=rLZbniMGAVA

The teacher will hand out the Base Ten Blocks for the next activity to begin.

Guided Practice (10 Minutes)

The teacher will use the Active Inspire to draw out her base ten blocks.

The students will participate in the activity using their base ten blocks.

The teacher will draw out two different numbers.

- For example: 12 and 5.

- The teacher will draw the base ten blocks for each of the numbers

leaving enough space in the middle to draw the correct symbol.

The teacher will explain the concept of greater than, less than, and equal

to.

The teacher will explain that 12 is greater than > 5.

The teacher will do this nine times. Three times for each of the symbols.

Independent Practice The teacher will then have the students complete a worksheet.

https://www.youtube.com/watch?v=rLZbniMGAVA




(10 Minutes) The students can use their base ten blocks and work quietly at their tables.

The students can also ask either the teacher or the student sitting next to them for help.

Once completed, the students can hand in their worksheets in the “Assignment Bin”.

Once the students have handed their assignments in, they can take out their library books and read until all the students have finished.

Assessment (10 Minutes)

The students will take out the “Math Journals.”

In their Math Journals, they are to write an explanatory piece about Place Value.

They are to: 1. Name the topic. “Place Value” 2. Write facts about the topic. - Examples: Place Value consists of ones, tens, and hundreds. - The symbols that can be used for place value are <, >, and =. 3. The students will close with two statements. - What have you learned? - What would you like to learn tomorrow?

Closure/Wrap Up (2 Minutes)

The students will clean up their areas by bringing the base ten blocks to the back table and return to their desks.







Learning Objectives

Day 4

The students will be able to:

Solve addition problems with a two-digit number and a one-digit number.

Identify ways to solve a problem.


Math: 1.NBT.4-Demonstrate understanding of place value when adding two-digit numbers with 100. A. Add a two-digit number and a one-digit number Science: History and Nature Science 1.8.1- Identify ways (e.g., create things, ask questions, figure things out) that everybody can do science.


Unifex Cubes

Pencils

Paper

Base Ten Blocks

Introduction/Modeling (7 Minutes)

The teacher will begin by greeting the class. - Good afternoon students.

The teacher will hand out the unifex cubes to the students.

The teacher will begin by explaining the new concept for the day. - Today we are going to learn a new concept. Today we will be learning

how to add a two-digit number to a one-digit number using the unifex cubes. We will also be incorporating science into our math lesson. We will be identifying ways that everybody can do science.

The teacher will begin by playing a short Youtube video: - https://www.youtube.com/watch?v=24ZVly-n6G8&t=19s


The teacher will begin by holding up to sets of unifex cubes. (one set has

10 cubes).

The teacher will then grab three more single cubes.

The teacher will explain that 20+3=23.

The teacher will continue to do this five more times using a variety of

numbers

The teacher will use one two-digit number and one one-digit number.

- For example: 25+8=33

- For example: 85+9=94

Independent Practice (10 Minutes)

The students will begin by creating their own problems using their unifex cubes and writing how they solved that problem on a sheet of paper.

The students can work with their partners at their table to ask questions among one another.

https://www.youtube.com/watch?v=24ZVly-n6G8&t=19s




The students at the table can also figure out how to solve one another’s

problems.

The teacher will also provide the base-ten blocks for students to use those as well.


The teacher will bring the students back together for an open discussion.

The teacher will ask the students what they learning about asking and figuring out how to solve specific problems. - What was scientific about today’s lesson? - What are some ways everyone can do science?


The students will clean up their areas by bringing back their unifex cubes to the back of the room.




Learning Objectives

Day 5

The students will:

Recognize place value when adding a two-digit number and a one-digit number.

Create their own art piece using the concept of place value.


Math: 1.NBT.4-Demonstrate understanding of place value when adding two-digit numbers with 100. A. Add a two-digit number and a one-digit number Art: Standard 1: Visual Art Media, Techniques, and Processes 4.1.5: Know the different visual art media, techniques, and processes are used to communicate ideas, experience and stories.


Assorted construction paper

Glue

Scissors

Base ten blocks

Markers

Colored pencils

Introduction/Modeling (5 Minutes)

The students will begin by reviewing what they did the day before.

The teacher will begin by handing out the base ten blocks to help with the adding of a two-digit number and a one-digit number.

The teacher will do this with the class together.

The teacher will ask students to give an addition problem for the teacher to demonstrate to the classroom.

Each student will get the chance to give an addition problem. - If the students feel comfortable enough with addition, the teacher

may decide on whether or not to incorporate subtraction into the the equation.


The teacher will begin by explaining the art project for this lesson.

The teacher will demonstrate the art project by doing one for herself.

The art project for the day is to create your initial using base-ten blocks.

Independent Practice (10 Minutes)

The students will use their base ten blocks to create the first initial of their first name.

Once they have their figure of their initial in the base ten blocks, they will transfer that onto a piece of construction paper.

The students can use whatever colors of construction paper are available. There will be a variety.

The students will be called up by tables to grab their materials. - They can grab 2-3 sheets of construction paper - 1 glue stick




- Markers - Colored pencils - Scissors

Once the students have their materials they can begin their art piece.

The students will cut out pieces of paper the size of a single base ten block.

They will cut out however many is required to make their first initial.

Once they have them cut out, they are to glue them onto a piece of construction paper.

Once they have their initial glued onto their piece of construction paper, they are to write a sentence. - The sentence should say: My first initial is “S” (or whatever their initial

is), and it has 15 single base ten blocks (or however many is required for their initial). Which is 1 ten and 5 ones.


The teacher will hand out an exit slip with equations.

The exit slip will consist of three problems. 1. 30+9=39 2. 58+4=62 3. 74+3=77

The students will complete this exit slip and hand it in to the teacher.

The teacher will observe the classroom when they are creating their initials.


The students will clean up their areas and returning to their desks.

Once everything is cleaned up, they can line up for a bathroom break.




Name__________________________ Date______________________

Answer the following questions.

You may use your base ten blocks to help answer the

questions.

1. 30+9=

2. 58+4=

3. 74+3=







List of Sources:

Day 1: https://www.google.com/search?q=blue+base+ten+blocks&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjw2pas8brTAhWG6IMKHetoBHkQ_AUICSgC&biw=767&bih=691#tbm=isch&q=base+ten+blocks+that+demonstrate+46&imgrc=m8W5g91RnuRg8M:

https://www.google.com/search?q=base+ten+blocks+45&source=lnms&tbm=isch&sa=X&ved=0ahUKEwiIyZHf8brTAhUl7oMKHXw1AWoQ_AUICSgC&biw=767&bih=691#imgrc=uMaATDnyUG9QFM:

https://www.google.com/search?q=purple+and+green+base+ten+blocks&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjtm-fv8brTAhXIy4MKHYw1BW4Q_AUICSgC&biw=767&bih=691#imgrc=s3fhdNvSrD0k7M:

https://www.google.com/search?q=base+ten+blocks&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjyq8GD8rrTAhVl4oMKHc5SCWsQ_AUICCgB&biw=767&bih=691#tbm=isch&q=base+ten+blocks&chips=q:base%20ten%20blocks,g_3:clip%20art&imgrc=fGbpA_MbOYVe-M:

https://www.google.com/search?q=tens+and+ones+worksheet&source=lnms&tbm=isch&sa=X&ved=0ahUKEwj7-suG87rTAhWE7oMKHQWoAVsQ_AUICCgB&biw=767&bih=691#tbm=isch&q=place+value+worksheet&imgrc=f6fqKCTgF5Cn_M:

https://www.google.com/search?q=place+value&source=lnms&tbm=isch&sa=X&ved=0ahUKEwj6ufel-7rTAhUkzoMKHbyUB24Q_AUICCgB&biw=767&bih=691#imgrc=ABfcD88ULP8-8M: (Cover page)

Day 2:


https://prod.classflow.com/classflow/#!/planner/4fc04112ca3e452aa9d490af537a52c7

Day 3: https://www.youtube.com/watch?v=rLZbniMGAVA https://www.google.com/search?q=greater+than+worksheets&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjBmL_N9LrTAhUG6oMKHXewAm4Q_AUICCgB&biw=767&bih=691#imgrc=nenWgC_wNzZSrM: Day 4:


https://www.google.com/search?q=blue+base+ten+blocks&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjw2pas8brTAhWG6IMKHetoBHkQ_AUICSgC&biw=767&bih=691#tbm=isch&q=base+ten+blocks+that+demonstrate+46&imgrc=m8W5g91RnuRg8M



https://www.google.com/search?q=base+ten+blocks+45&source=lnms&tbm=isch&sa=X&ved=0ahUKEwiIyZHf8brTAhUl7oMKHXw1AWoQ_AUICSgC&biw=767&bih=691#imgrc=uMaATDnyUG9QFM

https://www.google.com/search?q=base+ten+blocks+45&source=lnms&tbm=isch&sa=X&ved=0ahUKEwiIyZHf8brTAhUl7oMKHXw1AWoQ_AUICSgC&biw=767&bih=691#imgrc=uMaATDnyUG9QFM

https://www.google.com/search?q=purple+and+green+base+ten+blocks&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjtm-fv8brTAhXIy4MKHYw1BW4Q_AUICSgC&biw=767&bih=691#imgrc=s3fhdNvSrD0k7M

https://www.google.com/search?q=purple+and+green+base+ten+blocks&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjtm-fv8brTAhXIy4MKHYw1BW4Q_AUICSgC&biw=767&bih=691#imgrc=s3fhdNvSrD0k7M

https://www.google.com/search?q=base+ten+blocks&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjyq8GD8rrTAhVl4oMKHc5SCWsQ_AUICCgB&biw=767&bih=691#tbm=isch&q=base+ten+blocks&chips=q:base%20ten%20blocks,g_3:clip%20art&imgrc=fGbpA_MbOYVe-M



https://www.google.com/search?q=tens+and+ones+worksheet&source=lnms&tbm=isch&sa=X&ved=0ahUKEwj7-suG87rTAhWE7oMKHQWoAVsQ_AUICCgB&biw=767&bih=691#tbm=isch&q=place+value+worksheet&imgrc=f6fqKCTgF5Cn_M



https://www.google.com/search?q=place+value&source=lnms&tbm=isch&sa=X&ved=0ahUKEwj6ufel-7rTAhUkzoMKHbyUB24Q_AUICCgB&biw=767&bih=691#imgrc=ABfcD88ULP8-8M

https://www.google.com/search?q=place+value&source=lnms&tbm=isch&sa=X&ved=0ahUKEwj6ufel-7rTAhUkzoMKHbyUB24Q_AUICCgB&biw=767&bih=691#imgrc=ABfcD88ULP8-8M


https://prod.classflow.com/classflow/#!/planner/4fc04112ca3e452aa9d490af537a52c7

https://www.youtube.com/watch?v=rLZbniMGAVA

https://www.google.com/search?q=greater+than+worksheets&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjBmL_N9LrTAhUG6oMKHXewAm4Q_AUICCgB&biw=767&bih=691#imgrc=nenWgC_wNzZSrM

https://www.google.com/search?q=greater+than+worksheets&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjBmL_N9LrTAhUG6oMKHXewAm4Q_AUICCgB&biw=767&bih=691#imgrc=nenWgC_wNzZSrM





List of materials:

Day 1:

Base Ten Blocks

Place Value Memory Game

Active Inspire

Day 2:

Paper

Pencils

Flip Chart

Unifex Cubes

Day 3:

Math Journals

Pencils

Base ten blocks

Active Inspire

Day 4:

Unifex Cubes

Pencils

Paper

Base Ten Blocks

Day 5:

Assorted construction paper

Glue

Scissors

Base ten blocks

Markers

Colored pencils

Date post:	06-Jun-2020
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Subject: Place Value st 04/25/2017 Place Value FunSubject: Place Value Grade Level: 1st Teacher: Ms....

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