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Place Value

Objectives:

§ The student will be able to guess a two-digit number.

§ The student will be able to read a two-digit number.

§ The student will be able to write a two-digit number.

§ The student will understand which column to write the tens and ones.

§ The student will be able to apply their knowledge of two-digit numbers by writing and illustrating a page of a class book.

Download as Microsoft Word Documents:

Instructional Plan Template

Mathematics Governor’s Institute 2005

Names of group members: Dave Keefer, Linda Nichols, Marcella Wolfe

Topic/Theme: Place Value

Title of Game: “What’s My Number?”

Level: First Grade

Time Element: One Hour

NCTM Standards Addressed:

· Problem-solving

· Reasoning,

· Communications

· Connections

· Representations

PA Math Standards Addressed:

· M3.A Numbers and Operations

· M3.E Analysis and Probability

Math Assessment Anchors Addressed:

· M3.A3.1 Solve problems using addition or subtraction.

· M3.A.3.2 Numbers and operations

· M3.E.3.1 Make a prediction based on data or chance.

Reading Assessment Anchors Addressed:

· Standard 1.2, 1.3

Objectives:

*The student will be able to guess a two-digit number.

*The student will be able to read a two-digit number.

*The student will be able to write a two-digit number.

*The student will understand which column to write the tens and ones.

*The student will be able to apply their knowledge of two-digit numbers by writing and illustrating a page of a class book.

Instructional Strategies and Plan (include strategies used to help different types of learners, i.e. auditory, visual, etc):

Anticipatory Set:

· The teacher will review the definition of a digit.

· The teacher will review how to illustrate.

· The teacher will model how to build a two-digit number.

· The teacher will then tell students that during today’s lesson they will be a detective. They will gather information in order to determine their secret number on their visor.

Procedure

· Tens and ones have been introduced.

· Guided practice with placement of tens and ones in correct columns.

· Practice using manipulatives to show tens and ones on a place value mat.

· Introduce the game, “What is my number?”

· Explain rules for the game.

· Ten children receive a numbered visor, clipboard, pencil and a “secret number” that they can’t see.

· They are the detectives. Their job is to ask only yes or no questions to the remaining students.

· The object of the game is for the detective to make an educated guess as to their secret number, asking the least amount of questions.

· Students will use their clue cards to cross out numbers that they can eliminate.

· When the detective thinks he/she knows their number, they write it on the board and waits for the teacher’s approval.

· If the answer is incorrect, the detective may try again.

· Once the detective has successfully completed their assignment, they build their number using unifix cubes.

· Every student is given the opportunity to play detective.

· Every student will write about their secret number and do an illustration in their math journal.

Materials/Resources:

· Clue cards

· Small clipboard

· Sun visor with secret number

· Yarn

· Unifix cubes

· Pencils

· Math journal

Interdisciplinary Connections:

· Reading

Out For The Count by Kathryn Cave, Chris Riddell, Frances Lincoln

(When Tom can’t sleep, he tries counting sheep but the sheep take him to another world where he meets tigers, pirates and other hazards in large numbers. A marvelous book which practices place value in a rhyming text. Ages 4 – 8.

· Cheerios Counting by Barbara Barbieri McGrath

· Technology

o aaamath.com

o scholastic.com

o mathcats.com

Assessment Strategies:

· Formative Evaluation (checking student understanding during the lesson):

· Teacher observation

· Completion of clue card

· Questions asked by the detective

· Building of the number using unifix cubes

· Journal writing

Summative Evaluation (How will it be determined that the objectives were achieved?):

· Teacher directed questions with every detective.

· Journal writing

· Completion of clue cards

Correctives/Remediation:

*Small group instruction

*Simple numbers given to struggling students

*Work in pairs

*Teacher modeling

Extensions/Enrichment:

· Partners will add and/or subtract their secret numbers.

· Make a class book showing each student’s illustrated secret number.

· Students will line up with their secret number from least to greatest.

· Students will give true math statements about the game.

· Students will collect the correct number of items to match their secret number.

Special Accommodations (special needs students)

· Description of the Special Needs student selected:

Student 4 – Male – This student appears to be a disinterested learner. He loves to draw. But it is difficult to motivate him to do other tasks. His father says, “Well just let him draw if that is what makes him happy.”

· Accommodations to use with this student:

· Partner the student with a very energetic student.

· Allow the student to be the teacher’s helper.

· Tell him that if he completes the assignment in a timely manner, he may design the cover for the class book.

· The game will act as a motivator because it actively engages the student.

Clue Card

0	0
1	1
2	2
3	3
4	4
5	5
6	6
7	7
8	8
9	9

Max's Challenge
How far did Max ride that day? Use what you know about tens to estimate the distance.

I'm the world's greatest rider,
I can ride on any street.
I can ride with one hand,
I can ride without feet.

There's just one problem —
Can you imagine how it feels
To be the world's greatest rider
And still use training wheels?

It really does bug me.
I want to bike in style.
One day to make up for it,
I rode for miles and miles.

I biked 20 miles
To a town called Cariboo.
Then I rode for 18 more
Before I stopped to tie my shoe.

I pedaled 32 miles
To Tuscaloosa Bay.
Then I pedaled 26 more —
People cheering on my way!

I rode 40 miles to Palooka
When I heard a rattling sound.
I was going down a hill,
So I could not turn around.

When I reached the bottom,
I pulled over a lawn.
I looked down at my bike
And my training wheels were gone!

"Oh wow!" I said. "I did it!
"You don't know how good this feels."
Now I AM the world's best rider,
And I DON'T need training wheels!

Max's Super Stars

I pointed to a star and counted "1."
Counting stars would be lots of fun!
I looked up again and counted 2, 3, 4.
It seemed that I was ready for more!
Next came 5, 6, 7, 8, 9, and 10.
There were so many, I couldn't stop then!

I counted stars all the way to 20.
But guess what, my friends? There were still plenty.
I was tired of counting each little star —
There are so many, so high and so far!
I said to Ruthie, with a smile on my face,
"It's tough to count things in outer space!"


	Max's Challenge Try to count something a little closer to home! Grab a handful of beans, buttons, pennies or other small objects. Count all the objects in your hand. Then tell me what you counted by filling in the form below. Your First Name:

Max's Super Stars

What did you count?

How many did you count?


	Good-bye Training Wheels!
	I'm the world's greatest rider, I can ride on any street. I can ride with one hand, I can ride without feet. There's just one problem — Can you imagine how it feels To be the world's greatest rider And still use training wheels? It really does bug me. I want to bike in style. One day to make up for it, I rode for miles and miles. I biked 20 miles To a town called Cariboo. Then I rode for 18 more Before I stopped to tie my shoe. I pedaled 32 miles To Tuscaloosa Bay. Then I pedaled 26 more — People cheering on my way! I rode 40 miles to Palooka When I heard a rattling sound. I was going down a hill, So I could not turn around. When I reached the bottom, I pulled over a lawn. I looked down at my bike And my training wheels were gone! "Oh wow!" I said. "I did it! "You don't know how good this feels." Now I AM the world's best rider, And I DON'T need training wheels!



	Max's Challenge How far did Max ride that day? Use what you know about tens to estimate the distance. Your First Name: Max rode:	More Math Adventures Teacher's Guide
	280 miles 136 miles 36 miles


	Good-bye Training Wheels!
	I'm the world's greatest rider, I can ride on any street. I can ride with one hand, I can ride without feet. There's just one problem — Can you imagine how it feels To be the world's greatest rider And still use training wheels? It really does bug me. I want to bike in style. One day to make up for it, I rode for miles and miles. I biked 20 miles To a town called Cariboo. Then I rode for 18 more Before I stopped to tie my shoe. I pedaled 32 miles To Tuscaloosa Bay. Then I pedaled 26 more — People cheering on my way! I rode 40 miles to Palooka When I heard a rattling sound. I was going down a hill, So I could not turn around. When I reached the bottom, I pulled over a lawn. I looked down at my bike And my training wheels were gone! "Oh wow!" I said. "I did it! "You don't know how good this feels." Now I AM the world's best rider, And I DON'T need training wheels!



Max's Challenge How far did Max ride that day? Use what you know about tens to estimate the distance. Your First Name: Max rode:		More Math Adventures Teacher's Guide
280 miles 136 miles 36 miles

	Max's Super Stars
	I pointed to a star and counted "1." Counting stars would be lots of fun! I looked up again and counted 2, 3, 4. It seemed that I was ready for more! Next came 5, 6, 7, 8, 9, and 10. There were so many, I couldn't stop then! I counted stars all the way to 20. But guess what, my friends? There were still plenty. I was tired of counting each little star — There are so many, so high and so far! I said to Ruthie, with a smile on my face, "It's tough to count things in outer space!"

More Math Adventures

Teacher's Guide

What did you count?

How many did you count?

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