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

StandardsCCSS. 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.

"View a Plan." HotChalk Lesson Plans Page. Web. 5 Dec. 2015.