INSTRUCTIONAL PLANNING TEMPLATE

Overview and Context

Your name(s):

Chelsie Seruga

Grade level and

school:

1st grade, Bach School

Title of lesson/activity:

5.2 Digits and Place Value

Teaching date(s) and

time(s):

January 12th, 2016 at 3:10 pm

Estimated time for

lesson/activity:

40 minutes

Overview of lesson:
Provide a short
description (2-3
sentences) of the
lesson/activity.

In this lesson students will practice using

base 10 blocks and calculators to support
place-value understanding. Students will
discuss the patterns they see when
counting by tens and ones.

Context of lesson:

In the lesson before this, 5.1 (Introducing

Place Value) students were introduced to
base 10 blocks and practiced place-value
concepts. In the lesson after this, 5.3
(Place Value Application: Pennies and
Dimes) students will apply their
understanding of the relationship between
tens and ones by exchanging pennies and
dimes. These lessons all build off of each
other in the sense that students continue to
practice and apply their knowledge of place
value in ways that are relatable to their
lives (such as money).

Sources:
Everyday Math lesson 5.2: Digits and Place
List the source(s) you Value
used in the creation of
your lesson plan
e.g., Everyday Math
Learning Goals

Learning
Goals
Use
measurable
behaviors that
can be linked
to the
assessments.

Connection to Standards

Connection
to Activities

Students will
be able to
identify that
single digit
numbers are
composed of
ones and
double digit
numbers are
composed of
tens and ones.

CCSS.MATH.CONTENT.1.NBT.B.2
Understand that the two digits of a
two-digit number represent amounts
of tens and ones.

Students will
observe how
numbers
can be built
with base-10
blocks
(longs and
cubes to
represent
tens and
ones).

Students will
be able to see
that patterns
are apparent
when counting
up by tens.

CCSS.MATH.CONTENT.1.NBT.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 zero ones.

Students will
predict the
patterns
while
looking at a
calculator
and
counting up
from single
digits and
entering into
double
digits.

Attending to the Learners

Anticipating student ideas:
Explain what you think will be
students prior knowledge about
the content, including the

Some students will have a good

grasp of place value from
various lessons and experience
with using base-10 blocks.

alternative ideas or challenges

you anticipate students might
face and how you plan to work
with each of these challenges
during the lesson.
Also explain your ideas about
how students are likely to
respond to the tasks/activities in
the lesson and how you might
use these likely responses to
focus students on the intended
content.

Students will have been

introduced to place value from
the lesson before so should be
familiar with the concept. Some
students may not understand
the difference between the tens
and the ones place, or what the
tens and the ones place
represent. Students might have
difficulty understanding why we
can trade 10 cubes for 1 ten, or
how those manipulatives are
related. Students who need
extra practice with place value
will be encouraged to use the
manipulatives themselves to
see how we can trade 10 cubes
for 1 long, and how our place
value changes after we reach
the number 9.

Making the content accessible to

all students:
Describe how you will help ALL
students engage productively in
the lesson. This includes
identifying assumptions made
during the lesson about students
prior experiences, knowledge,
and capabilities; making the
representations, explanations,
and/or vocabulary accessible and
meaningful to all students; and
making connections to students
personal, cultural, and social
experiences during the lesson, if
appropriate.

All students should be engaged

productively in the lesson first
by using their own, individual
boogie boards during the
mental math and math message
portion of the lesson. After this,
students will have the
opportunity to share their
thinking aloud with their
classmates by answering
facilitating questions I have
prepared ahead of time.
Students will also get a chance
to directly talk to their
classmates during turn-andtalks in order to shift their
attention to something else

besides me. This might break

up the lesson nicely and allow
the students who need a small
break to regain their focus.
Students who need extra help
understanding the material can
be worked with individually
while other students are
completing their end of
discussion check or math
boxes. It is imperative that all
students complete the end of
discussion check themselves,
however students who need
extra scaffolding and support
during this time may receive
that help as an opportunity to
learn more as an individual.
Assessments
Type of
Assessm
ent
(e.g exit
ticket,
piece of
student
work,
etc.)

Learning-Goals Connection

Student
Workshe
et

This assessment will assess whether students

understand what number is in the tens place and what
number is in the ones place. Students will also be
assessed on whether they understand the difference
between the tens and the ones place when there is only
a single digit number presented.

Instructional Sequence
Materials:

Everyday Math lesson 5.2, Math journals, base 10 blocks (longs and
cubes only), calculator, document camera, exit-ticket worksheet,
boogie boards, tens-and-ones mat, number grid.

Time

Steps Describing What the Teacher and

Students Will Do
Communicate HOW, not just WHAT, you
plan on teaching, and provide enough
specificity that someone else could teach
from your plan. This includes scripting
the key questions you plan to ask.

Notes and Reminders

(including management
considerations)

Indicate location of discussion, if included

in this lesson.
6 minutes
(Mental
Math and
Fluency)
First graders, today we are going to
learn some more about place value.
We are going to start with our
mental math.
There will be a number represented
with longs and cubes. On your
boogie board, write down the
number and hold your board up so I
can see it.

6 minutes
(Math
Message)

We are done with our mental math

but I want you to answer another
question on your boogie boards.
What number comes after 9? Write
the number that comes after 9 on
your boogie board and hold it up.
Good, everyone should have
written the number 10 on their
boogie board. If you did not write
the number 10, write it on your
boogie board now. The only thing
you should have on your boogie
board is the number 10.
I have another question for you. I
want you to write the number that
comes after 39 on your boogie
board. Write this number right
under the number 10. Hold up your
boogie board when you have

Students should
be seated on the
carpet with their
boogie boards.
Give students a
few seconds to
look at the
long/cubes on the
board so they
have time to
count.
Have students try
again if they got
the wrong answer

Students should
put their boogie
boards away at
this time so they
are not distracted
during the
discussion.

10
minutes
(Investigat
ing Base10 Block
Patterns)

finished writing the number that

comes after 39.
Good, the number that comes after
39 is 40!
Raise your hand to tell me what you
notice is the same about the two
numbers you have written on your
boogie boards: 10 and 40.
Good, we notice that both 10 and
40 both have two digits. What else
is the same about 10 and 40?
Yes, both 10 and 40 have a zero.
What place is the zero in? The 0 is
in the ones place.
Now let's notice something that is
different about about the 10 and the
40. Raise your hand to tell me what
is different about them.
Good, the 10 have a 1 and the 40
has a 4. What place is the 1 in?
What place is the 4 in?
The one and the 4 are both in the
10s place.
Yes! So we can see that both 10
and 40 are made up of two
numbers. One number is in the 10s
place, and the other number is in
the ones place.
The numbers 10 and 40 have
different numbers of 10 and they
both have zero ones.

Lets look to see what I mean when

I say that the numbers 10 and 40
have different numbers of 10.
Yesterday we learned about base10 blocks. We talked about longs
and cubes. Tell your neighbor how

Write the numbers

on the board (or
on paper under
the document
camera) so
students can still
refer back to
them.

much a long is and how much a

cube is.
Raise your hand to tell me how
much a long is.
Raise your hand to tell me how
much a cube is.
Good, a long is worth 10 and a
cube is worth 1.
I have 9 cubes in my hand. We
already said that one cube equals
one. Where on my tens-and-ones
mat should I put the little cubes? In
the tens column or the ones
column?
Good, I should put the cubes in the
ones column because the cubes
each equal one and represent the
number that would be in the ones
place.
So, I have 9 ones in my ones place,
but Im going to add one more little
cube. Now I have 10 little cubes.
Raise your hand to tell me what you
think I should do now.
Yes, I can exchange my 10 cubes
for a long. Where am I going to put
my long?
Yes, I can now put my long in the
tens place because my long is
made up of 10.
Cubes can sometimes be called
ones because they represent
numbers in the ones place. Longs
can sometimes be called tens
because they represent numbers in
the tens place.
What happens to the ones when we
make a new 10?

Write 10 and 40
on board. Label
the tens and the
ones place. Show
how the number in
the tens place is
different for each
number.
Therefore, these

 Yes, our ones get bundled into a

new 10.
Now Im going to build the number
39. I have 3 longs in my tens place
and 9 cubes in my ones place.
What do I need to add to 39 to get
40?
Good, I need to add 1 to 39 to get
40. Now I have 3 longs and 10
cubes. What should I do now?
Yes, I can trade my 10 cubes for 1
long. Now I have 4 longs in my tens
place. Lets count them to make
sure they equal 40.
10, 20, 30, 40. .
So to make 10 I used 1 long. To
make 40 I used 4 longs. We can
see how these numbers have
different numbers of tens. We can
also see how these numbers have
different numbers of tens by looking
at the numbers in the tens place.

15
minutes
(Investigat
ing Digit
Patterns)

Now we are going to explore

patterns in numbers by using
calculators.
Look at the calculator on the board
and count up to 9 with me.
What number comes next?
Good, 10 comes next. Lets watch
and see what happens when 10
comes on the screen.
What is different?

numbers have
different numbers
of tens.

Label the tens

and ones place on
the whiteboard
over the projection
of the calculator
from the

 Yes, now we have two numbers on

the screen instead of just one.
What does the 1 represent in 10?
Yes, the 1 represents how many
10s.
What does the 0 represent?
Good, the zero tells us how many
ones. So we have 1 ten, and 0
ones to make up the number 10.
Lets keep counting up.
What pattern did you see when we
were counting by ones?
Good, we saw that once we got to
9, the digit in the tens place
increased by 1 and the digit in the
ones place turned into a 0.
This is the same thing that
happened when we traded our little
cubes for 1 long. Our longs
increased by 1 and we had no more
little cubes because we had to
trade them.
Now lets look what happens to our
tens place when we dont have a
zero in our ones place.
Lets start with the number 3. What
number is in our ones place?
Yes, we have 3 in our ones place
and nothing in our tens place.
Now we are going to count up by
10s. What happened to our ones
place? It stayed the same. Why did
the number in our ones place stay
the same? Because we are only
adding tens. What happened to our
tens place? It went up by 1.

document
camera.

Stop at every
number ending in
9 (up to 39) and
have students
predict what will
happen to the
tens and the ones
place.

Clear calculator.
Do 3 + 10 =, =, =,
=, = etc.
If students are
confused why the
number in the
ones place stays
the same,
demonstrate
adding by 10 with
base 10 blocks.

10
minutes
(Discoveri
ng the
Role of
Place
Value in
the Value
of Digits)

Now we are going to look at the

number grid. Turn and talk to your
neighbor about a number with a 5
in the ones place.
Raise your hand to tell me a
number with a 5 in the ones place.
Good, 25 has a 5 in the ones place.
Raise your hand to tell me another
on. Yes, 55 has a 5 in the ones
place.
What do you notice about these
numbers I colored in? They are all
in the same column. They all have
a 5 in the ones place. Their 10 is
increasing by 1
Good, we just found our tensfriends. These numbers have the
same number in the ones place but
a different number in the tens place.
Now lets find numbers that have a
5 in the tens place. What do you
notice about these numbers? They
have the same number in the tens
place. The number in the ones
place is increasing by one.
Now we can practice comparing
numbers. This number is 26, and
this number is 62. Which number
do you think is larger, or bigger?
Why?
When comparing numbers, we
must look at the number in the tens
place. If this number is larger, then
the number is larger. 26 has a
larger number in the ones place,
but 62 has a larger number in the
tens place and we know that the
tens place is more than the ones

Put number grid

under document
camera.
Have 3 or 4
students share
answers (for each
question) and
color in the boxes
with those
numbers on the
number grid so
students can see
the pattern of
counting by tens
and ones.
Repeat this
routine with
another number
with the same
number in the
tens place and
again with the
same number in
the ones place.
Use base-10
blocks to build 26
and 62 if
explanation does
not work for
students.

place. We can also look at our

number grid to see where 26 and
62 are. 62 is larger because it
comes after 26.
Now we are going to take what we
learned and do a worksheet about
place value. When I call your table
color you may go back to your
table. Put your pencil in the air
when you are ready to begin and I
will read the questions for you.
Reflection on Planning
Learning goal for self:
State at least one learning
goal that you have for
yourself, with regard to your
teaching. In other words,
what are you working on to
improve your teaching
practice?

My learning goal for this lesson is to

be as clear and explicit with my
explanation of place value as
possible. Because it is a beginning
concept, I want the students to have
a fairly good grasp on the
information I am giving them. In
order to do this I plan to use several
different modes of showing students
how place value works, including
using base-10 blocks, calculators
and number grids. If students seem
to be uneasy with the material, I
plan to use more manipulatives,
such as the base-10 blocks, so that
the students can visually see why
place value is important.

Preparing to teach this

lesson:
Describe the things you did in
preparation to teach this
lesson. For example:
practiced the activity with the
actual materials, answered

In preparation for this lesson I have

written and read through my lesson
plan multiple times and sent me
lesson plan out for feedback from
my mentor teacher and my field
instructor. Based on their feedback,
I will then alter my lesson plan and

the worksheet questions

myself, thought through
timing, researched materials,
etc.

practice teaching it to my
roommates to be sure that I am
ready to teach it to my students on
Tuesday.