Understanding Place Value

Grade Level

Kindergarten / Grade 1 (ages 5-7)

Duration

60 minutes

Class Size

16 students

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Unit Context

Unit: Exploring Numbers and Quantities
Lesson: 10 of 14
Topic: Place Value – Grouping into Tens and Ones

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Curriculum Alignment

British Columbia Mathematics Curriculum (2023)

Big Ideas:

• Quantities can be grouped and counted in different ways.
• Recognizing place value helps me understand numbers better.

Curricular Competencies:

• Reasoning and Modelling: Develop and use mathematical models to represent numbers.
• Communicating and Representing: Use mathematical language and visual models to describe number quantities.

Content:

• Understand that two-digit numbers are composed of tens and ones (K-1).
• Represent number values using groups of ten and single units.

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Learning Objectives (I Can Statements)

• I can recognise tens and ones in numbers up to 20.
• I can group objects correctly into tens and ones.
• I can explain my grouping using the words tens and ones.

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Success Criteria

• I group objects into tens and ones accurately.
• I describe my groups using complete sentences like "I have 1 ten and 3 ones."
• I use colour-coded blocks or objects to support my understanding.

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Materials Needed

• Base ten blocks (colour-coded: e.g., blue rods for tens, red cubes for ones)
• Counters or small objects for hands-on grouping (e.g., buttons, cubes)
• Large place value chart poster (with columns labelled "Tens" and "Ones", colour-coded)
• Whiteboards and markers for quick demonstrations
• Place value poster template (for extension)
• Colour-coded number cards (e.g., tens cards in blue, ones cards in red)
• Dyslexia-friendly font charts and task instructions printed on coloured paper

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Lesson Structure

1. Introduction / Mini-Lesson (15 minutes)

Engage:

• Begin with a warm-up counting together from 1 to 20.
• Show 13 objects mixed randomly and ask "How many?"

Teach:

• Introduce the idea that when we count a lot of objects, we can group some into tens to make counting easier.
• Demonstrate with base ten blocks: 1 ten rod (blue) and 3 single cubes (red) for 13.
• Show the place value chart and place the tens and ones in the correct columns.
• Use clear language: “This rod is one group of ten; these single cubes are the ones.”

I do: Teacher models by grouping 17 buttons into 1 ten and 7 ones, explaining the process aloud and colour coding.

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2. Guided Practice (15 minutes)

• Students work in pairs at an independent learning centre with base ten blocks and mixed counters.
• Task: Given a number card (e.g., 14, 12, 19), students group counters into tens and ones using colour-coded blocks.
• Students record their grouping on mini whiteboards: e.g., "1 ten and 4 ones."
• Teacher circulates, prompting students with questions: "How many tens do you have? How many ones?"

Differentiation:

• Provide extra scaffolding for students needing support by colour-coding tens (blue) and ones (red) chunks explicitly.
• Use tactile difference (rough versus smooth blocks) where helpful for students with sensory needs, including dyslexia.

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3. Independent Learning Centre Activity (20 minutes)

• Activity: Place Value Sorting and Grouping
• Students independently group objects from a mixed pile into tens and ones using base ten blocks and then place them on the place value chart.
• They then write or trace the corresponding number in tens and ones using dyslexia-friendly number cards.

Dyslexia-Friendly Support:

• Instructions printed in a dyslexia-friendly font and colour coding aligned with materials.
• Short, clear sentences for directions.
• Use of multi-sensory resources (manipulatives + verbal cues).

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4. Extension Activity (For advanced learners) (10 minutes)

• Invite students who grasp the concept quickly to design and create their own colourful place value posters.
• Posters must show at least three numbers between 11-20 with their tens and ones clearly grouped and labelled.
• Students can draw, colour, and use stickers or cut-out pieces to represent tens and ones.

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5. Closing / Reflection (5 minutes)

• Gather students on carpet or at desks for a quick share-out.
• Ask volunteers to show their grouping and explain their thinking using "I have ___ tens and ___ ones."
• Recap with a positive affirmation: "We use tens and ones to help us count quickly and understand numbers better!"
• Briefly preview next lesson about adding tens and ones.

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Assessment

• Observational checklist during guided and independent activities (accuracy of grouping, use of vocabulary).
• Student explanations using complete sentences about their grouping.
• Review completed place value charts and written records from whiteboards.
• Extension posters assessed for clarity and correctness.

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Differentiation Strategies

Learner Need	Approach
Students struggling to grasp place value	Use additional manipulatives, more one-on-one modelling, and repeat concept with sensory engagement (counting aloud, movement).
Students with dyslexia	Use colour-coded materials, dyslexia-friendly fonts, and multisensory learning tools. Shortened instructions with visuals.
Advanced learners	Extension task with creative poster making to deepen understanding through synthesis and artistic expression.

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Teacher Reflection Notes

• Monitor if students can generalise place value grouping beyond 20 for future lessons.
• Check if colour coding is aiding comprehension; adjust colours or tactile elements next lesson if needed.
• Reflect on students’ ability to verbalise their understanding—plan extra oral language support if required.

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Thank you for choosing this highly interactive, inclusive, and curriculum-aligned lesson plan for place value!