Place Value Mastery

Lesson 19 of 28 – Exploring Numbers and Quantities

Grade: Kindergarten / Grade 1
Duration: 60 minutes
Class Size: 16 students
Curriculum: British Columbia Curriculum
Unit: Exploring Numbers and Quantities
Lesson Title: Lesson 10: Understanding Place Value

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Core Learning Intention

I can demonstrate place value by grouping into tens and ones.

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Curriculum Connections

• Content:

  • Mathematics – Number Concept and Quantity
  • Grade 1: Number sense – understanding place value to 20 (BC Curriculum)
  • Competency: Reasoning and analysing to make sense of grouping in tens and ones (Math Developmental Continuum)

• Big Ideas Addressed:

  • Quantities can be grouped in various ways (BC Mathematics Curriculum, Grade 1)
  • Understanding place value helps in efficient counting and understanding numbers to 20

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Success Criteria

Students will be able to:

• Group objects into tens and ones using base ten blocks
• Verbally explain their grouping strategy
• Demonstrate that "ten ones" make one "ten"
• Recognize numbers as composed of tens and ones groups

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Materials Needed

• Base ten blocks (units and rods representing ones and tens)
• Visual chart illustrating tens and ones columns
• Individual whiteboards and markers
• Pre-prepared manipulatives (e.g., counters or small objects for grouping)
• Dyslexia-friendly reading cards with number words and pictorials
• Number mats with tens and ones columns for students
• Timer or visual time display

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Lesson Outline

1. Introduction / Mini-Lesson (15 minutes)

• Warm-up (5 min):
  Quick counting game (count to 20) with hand motions to activate prior knowledge.

  • "Show me 15 fingers!"
  • "Can we group 15 into tens and ones?"

• Explicit Teaching (10 min):

  • Use a large visual chart with two columns titled “Tens” and “Ones.”
  • Show base ten blocks: single units (ones) and rods (tens).
  • Model grouping: "If I have 14 counters, how many groups of ten can I make?"
  • Demonstrate physically moving objects into groups of ten and remaining ones.
  • Use language: “Fourteen is one group of ten and four ones.” Use the phrase “ten ones make a ten” clearly.

• I can Statement on board:
  “I can show how to group numbers into tens and ones.”

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2. Guided Practice (15 minutes)

• Hands-on Grouping Activity:

  • Each student gets a small set of 16 counters and base ten blocks.
  • Teacher calls out numbers between 11-20 (e.g., 17, 13, 19).
  • Students physically group counters into tens rods and ones units on their number mats.
  • Teacher circulates, asks students to explain their grouping:
    • “How many groups of ten do you see?”
    • “How many ones are left?”

• Pair Talk:

  • Students explain their reasoning to their partner using sentence stems:
    • “I made ____ groups of ten.”
    • “There are ____ ones left.”

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3. Independent Learning Centres (20 minutes)

Set up 3 stations:

• Station 1 – Visual & Kinesthetic:
  Using base ten blocks and mats, independent grouping of given sets of objects. Students record numbers on whiteboards as tens and ones.

• Station 2 – Dyslexia-Friendly Reading & Matching:
  Matching number words (with pictures) to numeric representations and grouping blocks (e.g., “sixteen” with 1 ten rod and 6 ones). Cards have friendly font and clear visuals.

• Station 3 – Extension – Advanced Reasoning:
  Students create their own numbers between 11-20 by grouping blocks and write a short explanation sentence describing the number using “tens” and “ones.” Teacher provides sentence frames:

  • “I have ____ tens and ____ ones. The number I made is ____.”

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4. Closure & Assessment (10 minutes)

• Gather students for a sharing circle.
• Ask 3-4 volunteers to show their grouping and explain their thinking aloud using appropriate mathematical language.
• Recap: Highlight key concept that numbers 11–20 are made of tens and ones.
• Use thumbs up/down to check understanding; clarify any misconceptions.

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Differentiation Strategies

• For Students Requiring Additional Support:

  • Provide smaller numbers (e.g., 11–15) for grouping.
  • Use tactile, large base ten blocks for easier manipulation.
  • Offer one-on-one assistance during independent centres.

• For Students with Dyslexia:

  • Use dyslexia-friendly fonts and colour-coded visual aids.
  • Offer audio recordings of number words paired with visuals for reinforcement.
  • Allow use of pictorial prompts at their stations.

• For Advanced Learners:

  • Challenge with numbers beyond 20 using the same place value structure.
  • Introduce composing numbers using tens, ones and begin exploring addition within tens and ones.
  • Encourage them to write number stories involving place value.

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Assessment for Learning (Formative)

• Observe and note students’ ability to correctly group into tens and ones.
• Use questioning during guided practice to assess depth of conceptual understanding.
• Review responses from independent centres for correct grouping and explanations.
• Check oral explanations during closure for appropriate use of vocabulary and reasoning.

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Reflection

At the end of the lesson, note which students struggled with the concepts and plan for reinforcement in small groups or via tactile activities. Adjust future lessons based on how well students connected counting with place value groupings.

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This engaging, hands-on plan uses mini-lessons and independent learning centres to foster number sense grounded in the BC Curriculum, honouring diverse learner needs and promoting deep conceptual understanding of place value.