Content Knowledge Template
Teacher Candidate: April Paulino
Lesson Title/#: Make and Break (to understand place value)
Grade Level: 1
Description Explanation & Justification
Content Standard CCSS.MATH.CONTENT.1.NBT.B.2 Students think of whole
What Content Standards, from Understand that the two digits of a numbers in terms of the
the Learning Segment Plan, are two-digit number represent amounts of values of the digits (tens and
most relevant to the Student
Learning Objectives for this
tens and ones. Understand the ones); recognize that the digit
particular Lesson Plan? following as special cases: in the tens place represent
CCSS.MATH.CONTENT.1.NBT.B.2.A that many groups of tens and
a digit in the ones place
10 can be thought of as a bundle represent that many ones.
Under this standard, students
of ten ones called a "ten." learn that the value of a digit
is determined by its place in a
CCSS.MATH.CONTENT.1.NBT.B.2.B value (In 54, 5 is in the tens
place and has a value of 50; 4
The numbers from 11 to 19 are is in the ones place and has a
value of 4).
composed of a ten and one, two,
three, four, five, six, seven, eight, This cluster focuses on place
value. Place value is
or nine ones. important to learn because it
sets the foundation for all
CCSS.MATH.CONTENT.1.NBT.B.2.C future work with whole
numbers (and decimal points
The numbers 10, 20, 30, 40, 50, at a later period). Under
60, 70, 80, 90 refer to one, two, Common Core Standards for
grade 1, students are expected
three, four, five, six, seven, eight, to add two-digit numbers. So
it is also important for
or nine tens (and 0 ones). students to understand place
value in preparation for
understanding addition and
subtraction beyond basic
facts.
Student Learning Students will compose and decompose Students will break two-digit
Objective(s) two-digit numbers to represent those numbers into two parts: tens
What learning objectives do your numbers as being made up of tens and and ones. Students should be
Content Standards help develop?
ones. able to represent 64
(compose) as 6 tens and four
ones (decompose) using
base-ten blocks. According to
CCSS.MATH.CONTENT.1.NBT.B.2,
first grade students are
expected to build on
kindergarten work to think of
ten ones as a unit called ten.
Prior Academic Knowledge Prior knowledge/skills needed: First grade students will build on
and Conceptions Counting and cardinality their previous work in
What knowledge, skills, and Connecting representations to kindergarten to help them
concepts must students already number names understand place value:
know to be successful with this - Counting and Cardinality
lesson?
Compose/Decompose
(K.CC.A.1): Students should be
What prior knowledge and/or
What I know about students experiences, able to count by ones and tens,
gaps in knowledge do these
since students will be working
students have that are necessary backgrounds, practices, interests:
to support the learning of the with ten as a benchmark to
Some students are below grade
skills and concepts for this represent two digit numbers and
level ones are included in two-digit
lesson?
What do you know about your Students come from various numbers as well. Students
students everyday experiences, cultural and socio-economic should be able to connect
cultural backgrounds and backgrounds; some students are counting to cardinality as
practices, and interests? bilingual students need to identify the two
Students share common interests digit numbers they are building
such as music and sports. (K.CC.B.4) - say that 5 tens and
Teacher will include 4 ones equals 54 and be able to
contextual problems that write the numeral to represent
will include these interests. the number. Under K.CC.B.4.A,
students should know how to
connect numeral names to
numerals (fifteen matches with
the numeral 15)
- Students should have already
experienced using physical
materials to represent numbers,
since learning place value
requires the use of base-ten
blocks. Students need to know
that base-ten blocks, like other
physical materials, can be used
to see numbers.
- Students should have already
practiced composing and
decomposing teen numbers -
particularly seeing teen numbers
as 10 ones and some more ones
(K.NBT.1.A). This standard
expects that students will
understand that the 10 ones,
from their previous experiences,
are now thought of as a group of
10.
Common Errors, Counting tens and ones separately Students do not count
Developmental Difficulty differentiating number on from the last ten to
Approximations, words that sound alike the following ones.
Misconceptions, Partial Reversing digits Student might count
Understandings, or 22 as 10, 20, 1, 2;
Misunderstandings instead of 10, 20, 21,
What are common errors or 22. Students who
misunderstandings of students make this mistake will
related to the Student Learning
Objective of this lesson?
see tens and ones as
How will you address them for primarily individual
this group of students? digits.
Students might
mistake one number
for another number,
which can result in an
error when
representing numbers
in base-ten blocks and
written numerals.
Students might
mistake the ones place
as the tens place, vise
versa. Student with
dysgraphia might have
difficulty sequencing
the numbers as he
writes.
Common Errors, Developmental Approximations, Misconceptions, Partial Understandings, or
Misunderstandings
For each Common Error, Developmental Approximation, Misconception, Partial Understanding, or
Misunderstanding listed above, please provide a written description and examples of how you will instruct
students who demonstrate any of the above and/or provide a written description and examples of how you will
instruct to prevent any of the above. Please feel free to add additional rows if not enough are provided.
Common Errors,
Developmental
Approximations, Written Description with Examples
Misconceptions, Partial (Prevention)
Understandings, or
Misunderstandings
Teacher will prevent students from counting tens and ones separately by
modeling the counting-on strategy when counting from the tens to the ones
Counting tens and ones and making sure to point to each block. For example, teacher will
separately represent 28 using the base-ten blocks - the number should consists of 2
ten rods and 8 ones. Teacher will count the first ten rod as 10, the second
ten rod as 20, then point to the ones and say 21, 22, 23, 24, 25, 26, 27, 28.
Teacher will have students practice counting their base ten blocks each
time they represent a number.
Some students might have difficulty differentiating number words that
sound alike, for example, fifty and fifteen. This can lead students to
representing the wrong number - student might build one ten and 5 ones to
represent fifty, or 5 tens and 0 ones to represent 15. To prevent this from
happening, teacher will have a chart of number names that are spelled out
Difficulty differentiating
and added to a word wall showing pictures, numbers and words. Students
number words that sound alike
can use this chart as a reference. Also, teacher will have students practice
representing numbers with similar number names one after the other that
way. For instance, teacher will ask students to represent thirty first, then in
another example teacher will ask students to represent thirteen. Students
will compare the two numbers to see that they differ in size.
Teacher will prevent students from reversing digits by providing them with
models in the form of concrete materials and place value charts. Students
will practice decomposing numbers into groups of tens and ones using
concrete materials and then putting the items in the correct places on the
place value charts. They will describe the numbers in terms of tens and
ones by writing the numeral below the concrete representation. The place
value chart will help the students visualize the places (tens and ones) in a
two digit number, where the ones place is on the right and the tens place is
on the left. It will also help them keep track of the numbers they are
building for both the tens and ones places.
Reverse digits
Example:
Teacher will project the number 43 and ask how many ones and how many
tens are in the number 43.
Teacher will ask students to identify what place value is the 3 and direct
students to show 3 ones using base-ten blocks on the right side of the place
value chart labeled ones. Students will write 3 below representation.
Teacher will ask students what place value is the 4 and direct students to
show value 40 (or 4 tens using base-ten blocks) on the left side of the place
value chart labeled tens. Students will write 4 below representation.
