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Lesson - Math

K-1 Math: Place Value Practice


Subjects: Common Core, Math
Grades: K, 1
In this lesson, students will review and strengthen their number sense by playing
various games that reinforce the concept of place value.
Goal: Students will review and extend their knowledge of place value and their
ability to represent two-digit numbers.

Common Core Standards

CCSS.Math.Content.K.NBT.A.1 Compose and decompose numbers from 11 to 19 into


ten ones and further ones.

CCSS.Math.Content.1.NBT.B.2 Understand that two digits of a two-digit number


represent amounts of tens and ones, including the following cases: (2a) 10 can be a
bundle of ten ones, and (2b) 11 to 19 can be composed of a ten and one through
nine ones.

Objectives
Students will understand that the digits in a two-digit number represent 10s and
ones (CCSS.1.NBT.B.2).
Students will represent two-digit numbers in a variety of ways (a bundle of 10
ones, ten and a one, two, three, etc.

Materials

Prepare enough for each pair of students:


Stack of number cards 0-99.
1 pair of dice (preferably of two different colors)
Thin straws and rubber bands or pockets to bundle them
Math manipulatives, i.e. unix cubes, cereal pieces (i.e. cheerios), counting chips
Hotchalk.com Place Value Hand outs (see Downloads below)

Lesson Introduction (2 minutes)

Tell students that today they are going to be mathematicians. Mathematicians use
numbers to help us understand the world. Numbers are symbols tell us how many of
something we have. As a class, brainstorm a list of things that we have amounts of
(i.e. I have 3 books).

Mini-Lesson: Number Draw (8 minutes)

Tell students that there are enough numbers to go on forever, so we have to find
ways to use numbers to show bigger and bigger quantities. Count out 0-9 of an item
(unix cubes, cereal pieces, etc) and ask what happens when we get to 10. Draw a
picture to show or represent your number. Ask students who to do next and model
increasing the number of ones until you get to twenty. Then, model how to identify
tens and ones in more difficult numbers (39, 82, 45) and draw various numbers.

Small Group Practice: Build It! (10 minutes)

Give students a stack of number cards. Have students turn the cards face down and
pull one number card at a time. After they pull a card, each person builds the
number they see using math manipulatives as fast as they can. Circulate to correct
student misunderstandings and provide support. As an extension, students can
write each number and draw a representation of how they built it (i.e. write 42 and
draw 4 stacks of 10 Cheerios and 2 single Cheerios).

Regroup and Transition (5 minutes)

Have students return to the rug. Ask students what numbers they built. Then,
transition students to the next game, Number Race.

Small Group Practice: Number Race (10 minutes)

Provide students with various materials to create numbers. To play the game,
students roll two dice. One die is the tens and one die is the ones. They write the
number theyve created, and then they compare numbers. The student who writes
the largest number gets the point. If they both write the biggest number (i.e. if they
roll a 2 and a 4 and both write 42, then they both get a point). Circulate to correct
student misunderstandings and provide support. Differentiate this game by

providing three die and having students write numbers that include hundreds, tens,
and ones.

Center Rotations (15 minutes)

Transition students back to the rug. Explain the directions for center work. Students
will work through two of the three number centers.
1.Number Draw: Students will show ways to visualize and draw each number.
2.Build It! Students will play another game of build it.
3.Number Race

Students spend 7-8 minutes per center.

Math Talk (5 minutes)

After students have completed three rounds of centers, have them come back to
the rug. Ask students to share out:
What did they learn about numbers?
What happens as numbers or amounts get larger?
What was the easiest way for them to see each number?

Extension Activities

Use these number games to revisit this concept throughout the year.
Im Thinking Of Sitting in a circle, tell students that youre thinking of a number
with six tens and seven ones. Students raise their hand or give a hand signal when
they think they know. If the student gives the correct number they can choose the
next number for students to guess.
Number Simon Says: Provide students with counting chips or another math
manipulative. Tell student that Simon is going to tell them what numbers to show
using tens and ones. But, if Simon doesnt say to make a number, they shouldnt
make it. Tell students which numbers to make by prompting them with Simon
Says. If students make a number when Simon hasnt said to they can sit out a
round.
Place Value BINGO: Create a BINGO board that has two sides. Write 10s (10, 20,
etc) on one side and 1s on the other. Then, for each number you call, students put

down two chips, one on the tens value and one on the ones value. The first student
to cover their board with chips wins.

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