Rochester College

Lesson Plan Template

8/27/15

Lesson Title
Place value and base 10

Teacher Candidate Name

Kylee Wright-Alexander

Date
10-20-15

Lesson Summary
The students will learn how to compose and decompose numbers into groups of tens and ones. They will
also understand how a number is made up of groups of 10s and 1s. They will see and demonstrate how
to represent it in written form, as well as in diagrams.
Subject Area
Mathematics
Grade Level
Kindergarten
Higher Order Thinking Skills (Revised Blooms)
Remembering- Students will have to use their prior knowledge about numbers and recall
the order of them.
Understanding-Students will understand how base 10 works with numbers and can
complete problems dealing with it.
Applying- Students can apply what they learned and carry it out in other math examples
Analyzing- Students can implement this make up when they encounter other numbers
Evaluating- Students will be able to justify their answers by showing how its digits can be
broken down by place value
Creating- Students will have a new way of viewing numbers
Approximate Time Needed for Lesson
1 Class period. Approx. 1 hour
Common Core Standards and/or State of Michigan GLCEs and/or HSCEs
GLCE
N.ME.00.06 Understand the numbers 1 to 30 as having one, or two, or three groups of
ten and some ones. Also count by tens with objects in ten-groups to 100.
N.MR.00.08 Describe and make drawings to represent situations/stories involving putting
together and taking apart for totals up to 10; use finger and object counting.

Common Core
CCSS.MATH.CONTENT.K.NBT.A.1
Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by
using objects or drawings, and record each composition or decomposition by a drawing or equation (such
as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five,
six, seven, eight, or nine ones.
Student Objectives/Learning Outcomes
Students will be able to separate a number less than 100 into groups of tens (longs) and ones (units) and
also how to compose them. They will understand how to using drawings and diagrams to decipher what
digit of a number is in what place value.
Curriculum-Framing Questions
Essential Question
How can we use the knowledge of how numbers are composed
to further our understanding of math?
Unit Questions

How many units compose a long?

What does a unit equal?
How can we use base 10 pieces to represent numbers?

Content Questions

How do you show a number larger than 10 using 10s and 1s?
How do you count by 10s?

What is the difference between the tens and ones place value?

Assessment Summary
The students success will be measured informally based on how they do in class and if they seem to be
retaining the information presented to them when we do the group activities. They will be graded on the
worksheets as a formal assessment. They will use this information later in the year when they do more
complex activities.

Lesson Timeline
Start of the Lesson
Counting
number warm up activity
Place value
activity

Mid-Lesson Activities
.
Presentation/lesson
Base 10 block
activity with chart
Counting block
worksheet

End of Lesson Activities

Assign
homework-Abacus
worksheet

Prerequisite Skills
The ability to count to 100
Number names
Recognize numbers up to 100
Instructional Procedures
I will start the lesson with a warm up review activity. I start off the counting to 100 and after I arrive at the
number 10, they will go around the room and complete the rest of the number set up to 50 one by one.
We will next begin working on the place value chart together as a class, we will continue it later when we
get a better grasp on the concept. Then I will present the class with a smartboard lesson on the topic. It
will be a small age appropriate lecture where I demonstrate how we do the standard that I am conveying
to them. After the lecture, we will use the manipulatives and get out the base 10 blocks. The class will
now finish the place value chart (I will give the numbers to be put in the initial blank spots) with the help of
the manipulative kits (blocks and sorting mat). We will close the lesson as a class with the counting block
activity, we will only complete as many problems as it seems fitting for the class. Then there will be a
small homework sheet for them to complete with parents and return with the next day.
Accommodations for Differentiated Instruction
If visually impaired, the information can be read to the
student
For add/adhd students- they can use the base 10 pieces
Special Needs Student
on the worksheets that dont require them to be used. It will be
optional.

Gifted/Talented Student

Try composing larger numbers along with the basic

numbers
Use more base 10 pieces to add/subtract more numbers

Technology Hardware (Check off all equipment needed)

Camera
Laser Disk
Computer (s)
Printer
Digital Camera
Projection System
DVD Player
Scanner
Internet Connection
Television
Technology Software (Check off all software needed)
Database/Spreadsheet
Image Processing
Desktop Publishing
Internet Web Browser
E-mail Software
Multimedia
Encyclopedia on CD-ROM

VCR
Video Camera
Video Conferencing Equipment
Interactive Responders
Other - Click here to enter text.
Web Page Development
Word Processing
Smart notebook software
Other - Click here to enter text.

Printed Materials
Supplies
Internet Resources
Other Resources

Abacus worksheet
Place Value Chart
Base 10 sorting mat
Counting block sheet
Printed worksheets
Base 10 Blocks

Base 10 blocks.

None