Grade 1: Unit 1.NBT.B.2-3, Understand Place Value

Lesson Seeds: The lesson seeds have been written particularly for the unit, with specific standards in mind. The suggested activities are not intended to be prescriptive, exhaustive, or sequential; they simply demonstrate how specific content can be used to help students learn the skills described in the standards. They are designed to generate evidence of student understanding and give teachers ideas for developing their own activities.

Domain: Number and Operations in Base Ten
Cluster: Understanding Place Value
Standard: 1.NBT.B.2: Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
  1. 10 can be thought of as a bundle of tens ones—called a “ten.”
  2. The numbers from 11-19 are composed of ten and one, two, three, four, five, six, seven, eight, or nine ones.
  3. 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 0 ones).

Purpose/Big Idea:
Build a number using a specific number of place value blocks.
Materials:
  • Blank paper
  • Dry erase boards and dry erase markers (optional)
  • Base ten blocks; rods(or longs) and units, or Digi-Blocks
  • Small paper bag containing 5 different place value blocks
  • Resource Sheet 4: Tens and Ones Place Value Mat
  • Resource Sheet 5: Tens and Ones Recording Sheet
(Students should have had previous experience exploring with base ten blocks and/or Digi-Blocks prior to using them during the lesson. Make sure they know that a unit represents one and a rod, or long, represents ten. You can use dimes and pennies in place of base ten blocks or Digi-Blocks).
Activity: What’s My Number?
Motivation:
  • Distribute Resource Sheet 4: Tens and Ones Place Value Mat.
  • Every student will choose any combination of 5 place-value blocks (rods and units) or a combination of five Digi-Blocks.
  • Students should use the 5 blocks to build a number and record that number on a slip of paper or dry erase board.
  • Ask students to think-pair-share with a partner. They should discuss the number each of thembuilt.
  • Early finishers should be encouraged to build a different number using their blocks.
Activity:
  • Show the bag containing place-value blocks.
  • Say to the students, “I have 5” (substitute any number up to 10) blocks in this bag. Some may be tens and some may be ones.”
  • Ask, “What numbers could I have in my bag using the 5 blocks?”
  • Students turn to a partner and discuss the numbers they think could be in the bag.
  • Students may ask ‘yes’ or ‘no’ questions about the blocks’ total value.
  • Ask, “What is the greatest number that could be in the bag? What is the smallest number that could be in the bag? Could 51 be in the bag? Why or why not?”
  • Allow time for students to ask questions and work with a partner to guess the value of the blocks in the bag. (Is the number in your bag more than 60? Is it less than 25?)
  • Students should be given time to share ideas. If students disagree, encourage them to explain their thinking and to ask questions of one another. Look for students who are using mathematical reasoning and encourage correct mathematical vocabulary.
  • Students should represent at least 3 numbers that could be in the bag on Recording Sheet 5: Tens and Ones Recording Sheet. (For example, two tens and 3 ones = 23, 5 tens = 50.)
  • Reveal the number of blocks in the bag.
  • Students check their paper representations to see if they had that number.
  • Let students repeat this activity, “What’s My Number?” in pairs.
  • Use the guiding questions to help students reflect on the activity.
  • Play this game several times throughout the course of the year so children get an opportunity to refine their reasoning skills.

Guiding Questions:
  • What is the greatest number you can buildusing 5 blocks?
  • What is the smallest number you can buildusing 5 blocks?
  • Can you build ______? Why or why not?
  • What blocks did you use to build your number?
  • What strategies did your classmates share that might help you figure out a similar problem in the future?
Enrichment:
  • Increase the number of blocks for the activity.
Intervention:
  • Decrease the number of blocks for the activity.

Resource Sheet 4Tens and Ones Place Value Mat

DRAFT MSDE Common Core State Curriculum for Grade 1 April 24, 2013 Page 1 of 6

Grade 1: Unit 1.NBT.B.2-3, Understand Place Value

Resource Sheet 5Tens and Ones Recording Sheet

Name: ______

Number of blocks in the bag / Place Value Blocks I think are in the bag:

DRAFT MSDE Common Core State Curriculum for Grade 1 April 24, 2013 Page 1 of 6