Place Value Party

First Grade Math

by D'Vonne White August 13, 2015

Now that your first graders are able to count consecutively, introduce them to the tens and ones place values.
Using tens and ones blocks will make math easy and fun for everyone!

Learning Objectives

Students will be able to distinguish between the tens and ones place value. Students will be able to use tens
and ones blocks to make numbers.

Materials and preparation Key terms

Class set of the Lacy's Place Value worksheet place value

Class set of the Addition With Tens Sticks
worksheet
Pencils
Tens blocks
Ones blocks
Class set of the Place Value: Tens and Ones
worksheet

Attachments

Addition with Tens Sticks (PDF)

Guided Practice Student Sheet (XLSX)
Lacy's Place Value (PDF)
Place Value: Tens and Ones (PDF)
Station Setup Template (DOCX)
Lacy's Place Value (PDF)
Addition With Tens Sticks (PDF)

Introduction (10 minutes)

Call students together as a group.

Inform the students that they will be learning about place value, or a number's position.
Inform students that each number represents a hundreds, tens, or ones place.
To motivate and activate the students, play the Place Value Song.
EL

Beginning

Give students examples of numbers with the same digits in different places, for example, 12 and 21.
Teach them that "place" means the position, or where the digits are. Create a visual reference for
prepositional phrases such as "to the right of," "to the left of," and "next to" to describe the numbers.

Intermediate

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 Teach the students that "value" means how much something is worth. The number one has a different
value in the number 12 than it does in 21.
Tell students to turn and talk to a partner about whether they would rather have 12 or 21 dollars using
the sentence frame, "I would rather have ____ because ____." Discuss their rationale.

Explicit Instruction/Teacher modeling (10 minutes)

Show Place Value First Grade.

After the video is completed, show the students a tens block and ask them what it is.
Show students a ones block and ask them what it is.
Draw a tens and a ones house on the board.
Write the numbers 15, 10, 22, and 8.
Select one student at at time to come up to the board and count out each number using the tens and
ones blocks.
Then, ask the student to write the number in the tens and ones house correctly. For example, the first
student should have 1 tens block and 5 ones blocks. The number 1 should be in the tens house, while the
5 should be in the ones house.
EL

Beginning

Teach students that a "digit" is a single number. Create a chart with three categories: one-digit, two-digit,
and three-digit.
Choose student volunteers to come up and list examples of each type of number.

Intermediate

Tell students to turn and talk to a partner about why the one in the number ten moves to a different
room. Two digits cannot be in the same room. The zero is in the ones room, so the one must move to the
tens room.

Guided Practice (10 minutes)

Arrange the desk into four stations.

Use the Station Setup Template to help you.
Number and label each area.
Divide the class evenly into four groups and seat each group at a station.
At each station, place four sheets of paper with the numbers 1, 2, 3, and 4.
At each station, place various amounts of tens and ones blocks on each paper.
Give each student a Guided Practice Student Sheet and a pencil.
Have the students count the tens or ones blocks at their stations and record the amounts on their Guided
Practice Student Sheet.
Direct your students to rotate and visit all four stations.
EL

Beginning

Work with a teacher-led small group to count and record the totals.

Intermediate

Students can work in partners. One partner says the number of cubes as tens and ones. The other
partner says the total number of cubes (e.g., Partner A: "One ten and four one." Partner B: "Fourteen.").

Independent working time (10 minutes)

Give each student the Place Value: Tens and Ones worksheet.
Read the instructions to the students and direct them to complete it.

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 Collect for grading.
EL

Beginning

Give students adequate practice with grouping ten ones as a ten before introducing base-ten blocks.
Provide a hundreds chart for reference, and have students count the rods by ten to calculate the total
number.

Intermediate

Allow students to use actual base-ten blocks while completing the worksheet.
Intruct them to line ten base-ten cubes up next to the base-ten rod to help them understand the value of
the rod.

Related books and/or media

GAME: Place Value Game Show

Find interactive books for each child’s level.

Differentiation

Enrichment:

Give the students the Addition With Tens Sticks worksheet. These word problems will give them more of a
challenge.

Support:

Give the students the Lacy's Place Value as their independent worksheet.

Assessment (5 minutes)

Grade the worksheet completed during independent working time.

EL

Beginning

Check that students are able to count by tens and ones accurately to determine the total number.
Allow students to count using home language (L1).

Intermediate

Listen as students explain to a partner how they know the total number for each problem on the
worksheet.

Review and closing (5 minutes)

Play the Place Value Song again.

EL

Beginning

Allow students to build concrete models of numbers in the video with blocks or drawings.

Intermediate

Write two numbers with the same digits in different places on the board. Ask students to compare the

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numbers using the sentence frames:
The numbers are the same because ____."
The numbers are different because ____."

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 Addition With Tens Sticks

Use the frames to add the numbers and identify how many you have
in the tens and ones place. Then change your number sentence to
show the tens plus the ones.
Example:
Lily had 4 toy cars. Avery gave her 9 more. How many did
she have in all?
13
4 + 9 = ______
1
There is ______ 3
ten and ______ ones.
10 + ______
______ 3 13
= ______

Now you try!

Leyna had 5 mushrooms. Ruby gave her 11 more. How many
mushrooms did she have in all?
5 + 11 = ______
There is ______ ten and ______ ones.
______ + ______ = ______

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 More Adding Practice

Use the frames to add the numbers and identify how many you have
in the tens and ones place. Then change your number sentence to
show the tens plus the ones.
Example:
Lily had 4 toy cars. Avery gave her 9 more. How many did she have in
all?
13
4 + 9 = ______
1 ten and ______
There is ______ 3 ones.
10 + ______
______ 3 13
= ______

Now you try!

Ahmed saw 7 butterflies. Naia saw 6 butterflies. How many did they see
all together?
7 + 6 = ______
There is ______ ten and ______ ones.
______ + ______ = ______

Copyright © 2014 Education.com LLC All Rights Reserved

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 Lacy’s Place Value
Lacy the Llama is having a hard time figuring out
tens from ones. Help her by writing each digit
in the correct place value column.

tens ones
46
72
54
83
18
61
39
25

Created by :
Copyright 2008-2009 Education.com www.education.com/worksheets
Place Value: Tens and Ones Example:
Place value is all about the position of a digit in a number. 85
Directions: Count the tens and ones in the image below.

ones
s
Write the numbers in the boxes below.

ten
Tens 6 Tens

Ones 4 Ones

6 4 Tens Ones= 64 Tens Ones=

Tens Tens

Ones Ones

Tens Ones= Tens =

Ones

Tens Tens

Ones Ones

Tens Ones= Tens Ones=

Copyright © 2013-2014 by Education.com More worksheets at www.education.com/worksheets

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© 2007 - 2019 Education.com
 Lacy’s Place Value
Lacy the Llama is having a hard time figuring out
tens from ones. Help her by writing each digit
in the correct place value column.

tens ones
46
72
54
83
18
61
39
25

Find worksheets, games, lessons & more at education.com/resources

Created by :
Copyright 2008-2009 Education.com © 2007 - 2019 Education.com
www.education.com/worksheets
 Addition With Modified Tens Sticks

Use the tens sticks to add the numbers and identify how many you
have in the tens and ones place. Then change your number sentence
to show the tens plus the ones.
Example:
Paige had 5 flowers. Aminata gave her 8 more. How many
did she have in all?
13
5 + 8 = ______
1
There is ______ 3
ten and ______ ones.
10 + ______
______ 3 13
= ______

Now you try!

Brennan had 4 apples. Alex gave her 13 more. How many apples did she
have in all?
4 + 13 = ______
There is ______ ten and ______ ones.
______ + ______ = ______

Copyright © 2018 Education.com LLC All Rights Reserved

More worksheets at www.education.com/worksheets