Chelsea Reynolds

Observation #2 Lesson Plan

Title: Place Value Review

Subject/Grade Level/ Date(s): Math/First Grade/January 28, 2019

Time Requirements: Approximately 30-45 minutes

Materials List:
● Place Value Puzzles review sheet (for each student)
Tens and Ones place value cards (for each partnership)
Type of Lesson: Whole-group math lesson that will also incorporate
partner work and discussion as well as whole-group discussion.

Connection to Standards:
● 1.NBT.B.2 Understand that the two digits of a two-digit number
represent groups of tens and ones. Understand the following as
special cases:
○ 10 can be thought of as a group of ten ones – called a “ten.”
○ The numbers from 11 to 19 are composed of a ten and one,
two, three, four, five, six, seven, eight, or nine ones.
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).
Instructional Objective:
Students will be able to represent the value of two-digit numbers using
place value cards, drawing rods and units, and identifying how many
groups of tens and ones are in each number.
Active Instructional Plan:
I will begin the lesson by telling the students that we will be starting a new
math unit all about place value. Today’s lesson will be reviewing how to
build two-digit numbers and figuring out what number is in the tens place
and ones place, and what that means. I will then pass out the materials
needed for the lesson, which includes: a place value puzzles worksheet,
and a baggie with tens and ones place value cards which they are to share
with their partners.

Once the students have all of their materials, I will announce that we will
be doing the first one together. I will use the document camera to show
what I am doing on the worksheet, and periodically walk around the
classroom to make sure that they are following along with me. I will write
Chelsea Reynolds

the number ‘25’ on the sheet, and then model taking the place value cards
and building the number. I will ask the students how many tens and ones
we will need to build the number, and they should reply with “2 tens and 5
ones.” I will then show that and have the whole class help me count them
to equal 25. Then I will guide the students through answering how many
groups of tens, how many groups of ones, how to draw the number with
rods and units, and how to write the number in expanded form.

After I model how to do the first problem with the students, I will allow
them to start working on the next one with their partners, given the new
number ’43.’ Students will do the same steps as above with their partners
to incorporate independent practice, while I will circulate around the
classroom and provide assistance or clarification as needed. Once all of the
students have finished this problem, I will call on groups to help me
answer it up in the front of the classroom by providing their answers. This
will provide some guided practice for students who are struggling with the
concepts and allow students to make sure that they correctly understand
before they move on to the rest of the worksheet.

After we answer the second problem, I will allow the students to work on
the next two problems with the numbers ‘37’ and ’40.’ I will repeat the
procedures outlined above for these problems as well. After we review the
answers to the last problem, I will collect the students’ papers and call on
some students to have them share what they learned today.
Assessment/Evaluation:
During the lesson, I will be circulating around the classroom and checking
the students’ papers as I walk by to conduct a formative assessment and
see how they are doing with the lesson. If I notice any wrong answers or
confusion, I will quickly conference with the students at that point and
provide any correction or clarification as needed.

To assess the students’ learning after the lesson, I will be collecting their
papers and looking them over to check for accuracy and completion. If it
seems like the students are lacking in one area of understanding, then I
can take time the next few days to review those concepts to reinforce the
content for the students.
Modifications/Differentiation:
All students will be working with partners, which should help for students
who may not have as much background knowledge on this topic as other
students and fill in any gaps of understanding. For students who struggle
with reading the worksheet prompts, I will re-read the problems and re-
phrase the problems as needed.