GENEVA COLLEGE

BEAVER FALLS, PA

MATH LESSON PLAN

NAME: MARISSA LUND GRADE LEVEL: 1ST GRADE DATE: MARCH 11,2021

I. TOPIC AND GENERAL GOAL

MORE PLACE VALUE

II. REFERENCE TO PA OR COMMON CORE STANDARDS

STANDARD - CC.2.1.2.B.1
USE PLACE VALUE CONCEPTS TO REPRESENT AMOUNTS OF TENS AND ONES AND TO COMPARE THREE DIGIT NUMBERS.

III. LESSON OBJECTIVES

 IN INDIVIDUAL GROUPS THE STUDENTS WILL BE ABLE TO DEMONSTRATE THEIR UNDERSTANDING OF PLACE
VALUE BY USING THEIR BASE -10 BLOCKS TO REPRESENT THE NUMBERS THAT THEY ARE BUILDING.
 DURING TEACHER INSTRUCTION, THE STUDENTS WILL BE ABLE TO DEMONSTRATE THEIR UNDERSTANDING OF
FAIR EXCHANGES BY USING THEIR BASE-10 BLOCKS TO REPRESENT EXCHANGES WITH THE EXAMPLES THAT ARE
PROVIDED TO THEM BY THE TEACHER.
 STUDENTS WILL BE ABLE TO DEMONSTRATE THEIR UNDERSTANDING OF THE CONTENT THROUGH THE
COMPLETION OF A JOURNAL PAGE.
 THE STUDENTS WILL BE ABLE TO SHOW THEIR UNDERSTANDING OF THE LESSON THROUGH THE ANSWERING OF
QUESTIONS GIVEN BY THE TEACHER.

IV. MATERIALS
 PLACE-VALUE MAT
 BASE TEN MANIPULATIVES
 JOURNAL PAGE 129
 MATH BOXES PAGE 130

V. A. INTRODUCTION (15-20 MINUTES)

WARM UP:
ON THE BOARD THERE WILL BE A TEN FRAME THAT THE TEACHER WILL USE AS A VISUAL FOR THE STUDENTS TO
USE.

THE STUDENTS WILL BE ASKED TO SOLVE NUMBER STORIES BY VISUALIZING TEN FRAMES. HAVE THE
STUDENTS BRIEFLY SHARE THEIR THINKING.
 “A TEN FRAME HAS 10 COUNTERS IN IT. YOU REMOVE 5. HOW MANY COUNTERS ARE
THERE NOW? ANSWER: 5 COUNTERS, I THOUGHT OF REMOVING ONE ROW.
 A TEN FRAME HAS 10 COUNTERS IN IT. YOU REMOVE 6. HOW MANY COUNTERS ARE
THERE NOW? ANSWER: 4 COUNTERS, I THOUGHT OF REMOVING ONE FULL ROW AND
ONE MORE COUNTER.
 A TEN FRAME HAS 9 COUNTERS IN IT. YOU REMOVE 5. HOW MANY COUNTERS ARE
THERE NOW? ANSWER: 4 COUNTERS, I THOUGHT OF STARTING WITH A TEN FRAME
THAT IS MISSING ONE COUNTER AND REMOVING A FULL ROW OF 5 COUNTERS. THAT
WOULD LEAVE 4 COUNTERS.
 BECAUSE WE WILL BE USING MANIPULATIVES IN THE LESSON, I WILL GIVE THE STUDENTS A FEW MINUTES
TO PLAY WITH THE CUBES SO THAT THEY ARE LESS LIKELY TO PLAY WITH THE CUBES DURING THE LESSON.

THE TEACHER WILL SHOW THE STUDENTS HOW TO MAKE 57 WITH BASE-10 BLOCKS IN TWO DIFFERENT
WAYS. THE STUDENTS WILL FOLLOW ALONG WITH THE TEACHER ON THEIR PLACE-VALUE MATS.
1. 5 LONGS AND 7 CUBES “WHAT DOES THE TENS DIGIT IN 57 REPRESENT?” ANSWER: 50
“THE ONES DIGIT?” ANSWER: 7

“TODAY WE WILL CONTINUE TO EXPLORE NUMBERS WITH BASE-10 BLOCKS.”

B. LESSON DEVELOPMENT (35-40 MINUTES)

EXPLORING BASE-10 BLOCK RIDDLES

THE TEACHER WILL DISPLAY RIDDLES ON THE PLACE VALUE MAT AND HAVE THE STUDENTS SHARE THEIR ANSWERS
AS THEY FOLLOW ALONG ON THEIR OWN MATS (ASSESSMENT THROUGH OBSERVATION AND THE ANSWERING OF
QUESTIONS):
I. “SHOW 6 LONGS AND 4 CUBES. WHAT NUMBER IS THIS? “ANSWER: 64
II. “SHOW 4 LONGS AND 6 CUBES. IS THIS NUMBER LARGER OR SMALLER THAN 64?” ANSWER:
SMALLER “HOW DO YOU KNOW?” ANSWER: THERE ARE FEWER LONGS.
III. SHOW 7 LONGS AND 0 CUBES. WHAT NUMBER IS THIS?” ANSWER: 70 “WHAT DOES THE 0 IN
THE ONES PLACE REPRESENT?” ANSWER: 0 ONES
IV. “SHOW 1 LONG AND 5 CUBES. WHAT NUMBER IS THIS?” ANSWER: 15 “WHAT IS THE VALUE
OF 1 IN 15?” ANSWER: 1 TEN “THE 5?” ANSWER: 5 ONES
V. “SHOW 3 LONGS AND 7 CUBES. NAME A NUMBER WITH THE SAME TENS DIGIT AND A
DIFFERENT ONES DIGIT.” POSSIBLE ANSWERS: 30,35,36,39
VI. “SHOW 2 LONGS AND 2 CUBES. NAME A NUMBER WITH THE SAME ONES DIGIT AND A
DIFFERENT TENS DIGIT.” POSSIBLE ANSWERS: 12,32,52,82
VII. SHOW 10 LONGS AND 0 CUBES. WHAT NUMBER IS THIS?” ANSWER: 100
 STUDENTS MAY STRUGGLE WITH THIS LAST PROBLEM. TELL THE STUDENTS
“UNDERSTANDING A NEW PLACE IN NUMBERS MAY HELP YOU FIND OUT WHAT
NUMBER IS REPRESENTED BY 10 LONGS.”
AFTER THE STUDENTS HAVE FIGURED OUT THAT 10 LONGS REPRESENT 100, THE TEACHER WILL DISTRIBUTE FLATS
TO THE STUDENTS. INVITE THE STUDENTS TO COMPARE THEIR FLATS WITH THEIR 10 LONGS. THE TEACHER WILL
THEN SAY “10 LONGS CAN BE EXCHANGED FOR 1 FLAT. A FLAT REPRESENTS 100.” THEN THE TEACHER WILL HAVE
THE STUDENTS USE THEIR LONGS TO COMPLETELY COVER THE FLAT TO VERIFY THAT A FLAT IS EQUIVALENT TO 10
LONGS. THE TEACHER WILL THEN GUIDE THE STUDENTS TO SEE THAT 100 CUBES IS EQUIVALENT TO 1 FLAT BY
ASKING:
I. “HOW MANY CUBES ARE EQUIVALENT TO 1 FLAT?” ANSWER: 100
II. “HOW MANY LONGS ARE EQUIVALENT TO 1 FLAT?” ANSWER:10
III. “SO HOW MANY CUBES ARE EQUIVALENT TO 1 FLAT?” ANSWER: 100. THE TEACHER WILL THEN
DEMONSTRATE EXCHANGING THE 10 LONGS FOR 1 FLAT ON YOUR PLACE-VALUE MAT.
THE TEACHER WILL THEN WRITE A 1,0,0 IN THE APPROPRIATE COLUMNS ON THE PLACE-VALUE MAT. ASK:
I. “WHAT DOES THE 1 REPRESENT?” ANSWER: 1 HUNDRED (NOTE THAT THE ONE IS IN THE HUNDREDS
PLACE.)
II. “WHAT DOES THE FIRST 0 REPRESENT?” ANSWER: 0 TENS
III. “WHAT DOES THE SECOND 0 REPRESENT? ANSWER: 0 ONES
THE TEACHER WILL THEN TELL THE STUDENTS “100 IS A THREE DIGIT NUMBER, THE 1,0, AND 0 ARE THE THREE
DIGITS IN 100.

EXCHANGING MORE BASE-10 BLOCKS

THE TEACHER WILL DISPLAY 2 LONGS AND 16 CUBES ON THE PLACE-VALUE MAT. ASK”
I. “WHAT NUMBER IS SHOWN?” ANSWER: 36
THE TEACHER WILL THEN EXPLAIN THAT SHE WILL EXCHANGE 10 CUBES FOR ONE LONG. NOW WE HAVE 3
LONGS AND 6 CUBES.
II. “WHAT NUMBER IS SHOWN NOW?” ANSWER: 36, THIS IS THE SAME NUMBER THAT
WE HAD BEFORE WE JUST ARE REPRESENTING IT IN A DIFFERENT WAY THAN THE FIRST.
ACADEMIC LANGUAGE DEVELOPMENT (ASSESSMENT WILL TAKE PLACE THROUGH TEACHER
OBSERVATION DURING THE EXAMPLES)
THE TEACHER WILL DISCUSS WITH THE STUDENTS THE EXPRESSION FAIR EXCHANGE TO EXTEND THE
STUDENT’S UNDERSTANDING OF THE TERM EXCHANGE AS MEANING “TRADING FOR SOMETHING OF EQUAL
VALUE.” THE TEACHER WILL THEN SHOW THE STUDENTS SOME NON-EXAMPLES OF FAIR EXCHANGES.
III. “2 LONGS AND 5 CUBES IN EXCHANGE FOR 3 LONGS.” ANSWER: THIS WOULD NOT BE
A FAIR EXCHANGE BECAUSE IT TAKES 10 CUBES TO MAKE A LONG AND WE ONLY HAVE
5
IV. “1 LONG AND 16 CUBES IN EXCHANGE FOR 4 LONGS.” ANSWER: THIS WOULD NOT BE
A FAIR EXCHANGE BECAUSE WE DO NOT HAVE ENOUGH CUBES TO EXCHANGE. WE
COULD EXCHANGE FOR 2 LONGS AND 6 CUBES TO MAKE 26
V. 3 LONGS AND 21 CUBES ANSWER: 51 (5 LONGS AND 1 CUBE)
VI. 2 LONGS AND 18 CUBES ANSWER: 38 (3 LONGS AND 8 CUBES)
VII. 4 LONGS AND 10 CUBES ANSWER: 50 (5 LONGS)
VIII. 0 LONGS AND 15 CUBES ANSWER: 15 (1 LONG AND 5 CUBES)
IX. 7 LONGS AND 13 CUBES ANSWER: 83 (8 LONGS AND 3 CUBES)
X. 10 LONGS AND 4 CUBES ANSWER: 104 (1 FLAT AND 4 CUBES) * EMPHASIZE THAT
WHEN 10 LONGS ARE EXCHANGED FOR A FLAT, THERE IS A 0 IN THE TENS PLACE, JUST
AS THERE WAS A 0 IN THE ONES PLACE WHEN 10 CUBES ARE TRADED FOR A LONG.

C. EVIDENCE OF DIFFERENTIATED INSTRUCTION (CONTENT, PROCESS, PRODUCTS, LEARNING

ENVIRONMENT)
PROCESS: IF CHILDREN MAKE AN EXCHANGE, SUCH AS 10 CUBES FOR 1 LONG, BUT DO NOT REMOVE THE 10 CUBES
FROM THE TOTAL AMOUNT OF BLOCKS, THEN HAVE CHILDREN COUNT THE CUBES AND LONGS BY 10S AND 1S,
MAKE THE EXCHANGE, AND COUNT AGAIN. POINT OUT THAT THE TOTALS SHOULD MATCH AFTER THEIR EXCHANGE.

D. CLOSURE (SUMMARY)(5-10 MINUTES)

EXTENDING BASE-10 BLOCKS RIDDLES

THE TEACHER WILL THEN ENCOURAGE THE STUDENTS TO USE THEIR BASE-10 BLOCKS TO HELP THEM SOLVE THE
RIDDLES ON JOURNAL PAGE 129. (ASSESSMENT)

MATH BOXES
THE STUDENTS WILL THEN BE GUIDED THROUGH THE COMPLETION OF THE MATH BOXES SECTION IN THEIR MATH
JOURNALS ON PAGE 130. (ASSESSMENT)
VI. ASSESSMENT/EVALUATION
1. OBSERVE AS THE STUDENTS MAKE EXCHANGES BETWEEN BASE-10 BLOCKS. EXPECT MOST CHILDREN TO EXCHANGE
CUBES FOR LONGS AND ACCURATELY IDENTIFY THE TENS DIGIT AND THE ONES DIGIT IN EACH NUMBER. HAVE
STUDENTS WHO STRUGGLE COUNT LONGS AND CUBES BY 10S AND 1S TO FIND THE NUMBERS REPRESENTED BY THE
BLOCKS. HAVE THE CHILDREN WHO EASILY IDENTIFY 2-DIGIT NUMBERS BUILD 3-DIGIT NUMBERS WITH BASE-10
BLOCKS FOR PARTNERS TO IDENTIFY.
2. THE STUDENTS WILL BE ASSESSED ON THEIR COMPLETION OF JOURNAL PAGE 129. STUDENTS WILL BE EXPECTED TO
ANSWER 8/9 PROBLEMS CORRECTLY TO SHOW THAT THEY HAVE MASTERED THE CONTENT.
3. THE STUDENT WILL BE ASSESSED ON THEIR ABILITY TO COMPLETE PROBLEM NUMBER 4. BY ANSWERING THIS
PROBLEM CORRECTLY, IT SHOWS THAT THE STUDENTS KNOW HOW TO READ THE BASE-10 BLOCKS AND THAT THEY
UNDERSTAND WHAT EACH REPRESENTS.

VII. MODIFICATIONS AND/OR ACCOMMODATIONS

INSTEAD OF HAVING THE STUDENTS USED THEIR PLACE-VALUE CHART THE CHILDREN WILL USE THEIR BASE-10 BLOCKS
AND COUNT USING A CALCULATOR.

VIII. INTERDISCIPLINARY CONNECTIONS

NONE

COOPERATING TEACHER APPROVAL _____________________________________________________

IX. SELF-EVALUATION
 The day that I taught this lesson was a day where I learned how to be very flexible in the

classroom. On this day I had planned with my cooperating teacher this lesson and we were set to

have me teach in the afternoon right after lunch. My cooperating teacher was also getting her

second dose of the COVID vaccine today at lunch, so the day was a little but hectic from the start.

My Cooperating teacher ending up having to leave during lunch due to a reaction and the schedule

of the day was dramatically flipped. My class was combined with another teacher’s class and I would

have to change the time of my lesson to the end of the day right before specials. The students were

surprisingly behaved due to the abrupt change in schedule but when it came time for me to teach

my lesson the students were mentally done for the day. I was able to get through the start of my

lesson but when it was time for the students to work on the worksheet assigned for the lesson, they

did not want to do anything with it. They were more worried about making it to gym on time than

completing their work. I also was not able to use the smart board to display the base-10 blocks for

the students because my cooperating teacher had taken her laptop home with her. Instead I drew

the models on the white bored so that the students could have a visual for what they were working

on.

Due to the circumstances and the attention span of my students there are a few things that I

would have done differently. Instead of asking a lot of questions during the lesson I would ask a few

just to see if they understand the concept of the Base-10 blocks. Once I know that the students have

an understanding of the lesson, I would then incorporate the work page into the lesson. Instead of

asking my own questions and having them answer verbally, I would ask the questions that the

worksheet and have the students solve the answers for the page during the lesson instead of

waiting till the end of the lesson to ask them more questions. I would do this because I feel it would

keep the students engaged and they will not be burned out with more questions. I had also noticed

that the students were able to answer the questions just fine when we did not have the work page
out but when it came time to work on the work page it was as if the students knew absolutely

nothing. This is another reason why I would actively engage the students with the questions from

the work page because then it would help them make a better connection to my words and the

words that they would see on the page.

I was also really surprised at how well the students had handled the manipulatives. Each student

was given their own set of base-10 blocks in a bowl. I told the students not to touch the blocks until

it was time to use them to answer questions and every student listened to the directions. I feel

overall the lesson went okay but I feel that if the day had run normal, they lesson would have moved

a lot smoother than it did on this day. The abrupt change in events allowed me to see what it was

like to quickly adapt and that not every day of teaching will go exactly as it is planned to.