Mathematics Lesson Plan Format
  Place Value

Place Value Review: Tens and Ones Place

Primary Learning Outcome(s)

A.  Students will identify place value by determining the number of tens and ones in a given number.

Related QCC Standard(s)

Place Value

27

Identifies place value by determining number of tens and ones in a given number.

Materials and Equipment

Number folders

Number cards, numbers 0 through 9

Math mats

Unit blocks (tens and ones)

Tens and ones bean sticks

Tens and ones units and rods

Place Value Assessment worksheet, attached

Two large number cards with numbers 45 and 54 (on different color cards)

Technology Connection (Must be included when appropriate for the lesson and/or required by the course instructor.)

Procedures

Step One: Introduction

• Put a two-digit number on the board.  Ask, “Who can tell me what this number is?”  Allow the students to respond. 

• Say, “Today, we will be reviewing place values.  Our main focus will be the tens and ones places.”  Tell the student they will be reviewing by working with tens and ones units and rods, they will do a pocket folder exercise, and they will be given an assessment to check for understanding.

• Tell the students that it is very important to know place value so that you can have a visual picture of how many a number is. Tell the students to think back to when the teacher ask them to turn to specific page in their books.  Hold up the two number cards.  Say, “What if you teacher ask you to turn to page 45.  You would have to know which number comes first in order to turn to the correct page.” Ask, “Which card has the number 45 on it, the orange one or the green one?”  Allow the students to respond.  Say, “As you can see place value is so important, because it makes a humongous difference if the 4 comes first or last in a number.”        

Estimated Time: 5 minutes

Step Two: Teaching the Primary Learning Outcome(s)

Teach the content relevant to the primary learning outcome(s).

• Hold up one unit cube and say, “This one block or cube is equal to one.”  (Refer to all units as ones.) Show the tens and ones from calendar time.  Then, show the bean tens and ones, and tell the students that the tens and ones can come in a variety of ways, but as long as they have ten in a group they are a tens unit and if it is just one by itself, it is a ones unit.  Have the students go to the floor and sit in their math spots.  Pass out the work mats, units, and rods.  Reiterate that place value is very important when dealing with numbers.  Ask the students to show you a number using the units.  For example, tell the students to put six ones on their work mats.  Look around to see if each student has six unit cubes on their work mat.  Continue with a couple of other numbers.  Next, ask the students to show you seven.  Do NOT say seven ones, only seven.  See if the students put seven units on their work mats.  Continue with a few other numbers. 
• Tell the students to put three units on their work mats.  Tell the students to add on seven units.  Ask them how many do they have in all.  The students should have ten units on their mats.  Tell the students when they arrive at ten units they must regroup. Hold up the ten unit and say, “This is the ten unit, it is what you will use to represent ten ones, once you have regrouped.” Explain that 1-9 is equal to ones and when they reach 10, they will have 1 ten and zero ones to make 10.  Say, “10 ones are equal to 1 ten.”  Practice with more numbers where regrouping is necessary.   

Check for understanding before going on.

• Have the students return to their seats.  Have the students to take out their pocket folders and numbers.  Tell the students to make and hold up a number with 3 tens and 2 ones.  Look around to check that all students have created the number 32 in their pockets and are holding it up.  Ask what the number is and continue with other numbers.
• Tell the students to make a number that has a 6 in the ones place.  Look around to check and see that every student is holding up some number that has a six in the ones place.  Numbers may vary from student to student.  Continue with other numbers.
• Tell the students to make a number that has an 8 in the tens place.  Look around to check and see that every student is holding up some number that has an eight in the tens place.  Numbers may vary from student to student.  Continue with other numbers.
• Say, “What if I have 5 tens and 1 one… make that number and tell me what that number is.”  Look around to check and see that every student is holding up 51 and listen to see if they are saying the correct name for that number (51).  Continue with other numbers.

Provide practice and feedback related the primary learning outcome(s)

Independent

• Pass out the Place Value Assessment worksheet; see the attachment.  Instruct students to put up their privacy offices and to work quietly.  Pass out the assessment sheets and go over the instructions.  Stand by to assist any student that may be having trouble.  Have the students give the assessments to the teacher when they had been completed. 

Estimated Time: 35 minutes

Step Three: Closure

• Say, “Today, we reviewed place values.  We discussed the ones and tens places.  We talked about how important it was to know what place a number was located in, because we found out it made a huge difference. From now on, if we are asked to turn to a page in a book or to write a number on the board, we can because we now know that place value makes a difference.”

Estimated Time: 5 minute

Assessing the Primary Learning Outcome(s)

A.  Students will be assessed during:

a.      Step 2: Check for understanding – I will assess that students are understanding the material presented by observing their pocket folders to see if they are holding up the correct numbers.

b.      Step 2: Provide practice – When the students have completed and turned in their Place Value Assessment worksheets, I will review the worksheets to see if the students completed the worksheets with at least 75% accuracy.  This means that the students cannot miss more than four problems.

Extension (Optional unless required by the course instructor)

Remediation (Optional unless required by the course instructor)

Accommodation (Optional unless required by the course instructor)

Place Value Assessment:

Tens and Ones

Write the place value of the underlined number in the blank. 

1.                 50 = ________

2.                 23 = ________

3.                 44 = ________

4.                 32 = ________

5.                 76 = ________

6.                 89 = ________

7.                 21 = ________

8.                 19 = ________

9.                 66 = ________

10.               6 = ________

Answer the questions.  Circle the letter beside the correct answer.

11. Which number has a 7 in the tens place?

a.     67         b. 27           c. 73            d. 46

12. Which number has a 0 in the ones place?

a.     70            b. 07                     c. 207          d. 08

13. Which number has 3 tens and 8 ones?

a.     83            b. 8                    c. 3                    d. 38

14. Which number has 9 ones and 6 tens?

a.     96             b. 6                    c. 69                    d. 9

15. Write a number that has 6 in the ones place.   ___________

16. Write a number that has 1 in the tens place.    ___________