Melissa Quidor

ELD 375
Dr. Bulgar
3 March 2015
Math Lesson #1
Grade and Topic:
1st grade Mathematics: Understanding place value
Rationale and Resources:
Common Core State Standards:
CCSS.MATH.CONTENT.1.NBT.B.2
Understand place value
Understand that the two digits of a two-digit number represent amounts of tens and ones.
Understand the following as special cases:
o CCSS.MATH.CONTENT.1.NBT.B.2.A
10 can be thought of as a bundle of ten ones called a "ten."
o CCSS.MATH.CONTENT.1.NBT.B.2.B
The numbers from 11 to 19 are composed of a ten and one, two, three, four, five,
six, seven, eight, or nine ones.
o CCSS.MATH.CONTENT.1.NBT.B.2.C
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).
Rationale:
The purpose of this lesson is to teach students about place value. The goal of the lesson
is to get students to recognize that two digit numbers can be represented by groups of 10 and
ones left over. They will discover this by using manipulatives show how they can break up two
digit numbers and represent them in a different way. This fits in with the 1st grade standards on
Number and Operations in Base Ten.
For this lesson all of the activities and problems I have planned were my own ideas. I
discussed the topic with my cooperation teacher in depth before writing this lesson plan and she
gave me some ideas on how to phrase things when I was talking about them with the students
based on terms they use frequently in their mathematics studies. For example, she suggested for
me to use the phrase, groups of 10 and some left over when teaching this lesson as that is how
the students have heard about the topic before.
I did use my textbook from ELD 375, Elementary and Middle School Mathematics, as a
resource in terms of how I will have the students use manipulatives to figure out how to
represent numbers as groups of 10 with some ones left over. In chapter 11 of the book the
authors write concerning the topic of place value in first grade, Most importantly; they begin to
think about groups of 10 objects as a unit (192). This statement really helped drive my
instruction as I focused a lot within my plan about making sure students understand that 10 ones
can be represented as a single 10 frame unit. The authors also said, we want to help them see
that making groupings of tens and leftovers is a way of counting that same quantity (193). This
idea is what my whole lesson is about and from reading about it in my textbook, I was able to
understand the topic more in depth and that will help me teach it more effectively to my students.
Objective:
SWBAT read, write, and show two-digit numbers as groups of 10 and some left over using
manipulatives.

Materials:
White board and markers
Unifix Cubes
Paper and pencils
Lesson Design Elements:
Engagement/Anticipatory Set:
o I will call the students to the carpet and have them sit while I am standing at the
white board.
o I will write a two digit number on the board (28) and can say to students,
I will then give students times to turn and talk to their partner on the rug. I
will circulate the carpet to listen in on groups to hear what they are
discussing about the number. This turn and talk activity acts as a preassessment for students so I know what they already know about place
value. By finding out what their prior knowledge is on the topic, I will be
able to steer the rest of the lesson in the proper direction.
o After students participate in their turn and talk activity and we have shared what
they discussed about the number 28 I will have the students break down the
number 28 and talk about what the number represents.
We will then discuss the idea of place value and the tens and ones place.
By asking this question, I will be reviewing basic place value with the
students by going over what the tens column and ones column mean and
how these different parts of the numbers represent different things (Ex. 28
2= tens 8=ones)
Mentor: After dissecting the number 28 together to review the parts of the number, I will
introduce the topic of representing the 2 digit number as groups of 10 with some left over.
o Then I will introduce the Unifix cubes and ask if the students have any ideas
about how we can use the cubes to represent what we just drew on the board. I
will then use student prompts to depict this number with the Unifix cubes.
Guided Practice: As a class, we will begin to work with math manipulatives. I will send
the students back to their seats and give each student some Unifix cubes.
o I will then give the students different numbers (10,12,21, etc) by writing the
number on the white board. I will give them a little bit of time to break up the 2
digit number into groups of 10 with ones left over.
As we complete each problem, I will have students share their answers to
gage student understanding.
o After completing the previously stated numbers, I will give students a challenge
problem and have them work with the partner across from them to figure out how
to represent the number 38 as groups of tens with some ones left over.
After students have been given a few minutes to work on this, have them
share their answers.
o If higher level students gain an understanding of this concept quickly, I can give
them a piece of paper with a large number on it and ask them to pictorially
represent the number on their paper. This will challenge them and ensure I can
make sure all individuals understand the topic.

o If some students are not understanding the concept, I can use an inquiry based
approach and ask them questions that prompt them to be able to represent the
numbers with their manipulatives that will aid in their understanding.
Independent Application: To ensure that students understand the concept, I will then have
the students represent our class in groups of 10 and ones left over.
Closure: Have students show their understanding if this topic by having them pictorially
representing our class (23 students) as groups of 10 and some left over on a piece of
paper.
Assessment:
The students understanding of the topic will be assessed based on their ability to use
their manipulatives to show the different two digit numbers in groups of ten with ones
left over
Students understanding will be assessed by being about to get out of their seats and
organize themselves into 2 groups of ten with 3 students left over (23 students in class)
The students understanding will be assessed by their answers written on their paper
Differentiation:
The different types of learners that could be in this classroom will all be accommodated during
this lesson. For those who are struggling with the concept, peer support will be given when the
students are working in groups and teacher support will be given individually if needed. If there
are higher level students who understand the concept quickly, I will give them more examples to
work on in a different, less concrete way such as pictorially representing the numbers instead of
using manipulatives. I can also differentiate for learners in terms of the problems that I give
(some smaller numbers and some large numbers depending on understanding). Over the course
of the lesson, visual, hands-on, and auditory learners will all have a chance to succeed. By
talking about the topic at the carpet, using manipulatives at their seats, writing out answers to the
problems, and getting up and moving around to solve a problem, all kinds of learning styles are
being satisfied. There are also different levels of problems being used in terms of difficulty
which allows for all levels of students to flourish.
Other Considerations:
Something to consider when teaching this lesson is my classroom management tactics. There
will be a lot of independence in this lesson and it will be important for me to make sure all
students stay on task. This is especially the case when it comes to the use of the manipulatives as
they could become a distraction. I plan to give students explicit directions before giving them
the manipulatives in order to make sure they are paying attention and not playing with the tools.
I will also need to be aware of student understanding during this lesson. Because there is some
partner work and work with manipulatives, it may be possible for some students to not
understand the topic completely and look on to a partner to get their answer. By being aware of
my students I will be able to gage every students understanding.
Some questions I may ask students if they are struggling with the topic are (Example
number is 21): What number is in the tens column for this number? (answer: 2) So if you have 2
in the tens column, how many groups of tens are there in this number? (Answer: 2) And then
what number is in the ones column? (Answer:1) So if there is a 1 in the ones column, then how
many ones are left over? (Answer:1)
During the Anticipatory Set I may begin my instruction by saying, Boys and girls, what
can you tell me about this number? Lets turn and talk to our partner about the number 28. I will
give you a few minutes to discuss and then as you to share your ideas. By asking questions like

this I am having students think about the number and allowing the students to drive my
instruction based on their prior knowledge.
During the mentor portion of my lesson, I may ask questions such as, How many groups
of 10 are in the number 28? (Answer: 2) How many ones are left over then? (Answer: 8) Then
after the students answer these questions I may ask, Do we have any ideas about how we can
we show this in picture form? I will then work with students to decide that we can make 2
groups of 10 circles and 8 circles left over. I will draw this on the board so the students have a
visual.
Something that I plan to bring up to students is the concept that 10 ones can be
represented as a bundle. I may say, So 10 ones can be shown as one single bundle of 10. Every
time we have 10 ones, it is the same as 1 group of 10. This introduces the idea of a bundled
group of ten to the students which is an important part of the common core standard that this
lesson is connected to.