Understanding Place Value

Grade Level and Curriculum Standards

• Grade: 1st Grade
• Curriculum Standard: Common Core State Standards for Mathematics (CCSS.MATH.CONTENT.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: 10 can be thought of as a bundle of ten ones — called a 'ten.'"

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Lesson Objective

By the end of the lesson, students will:

1. Understand the concept of place value (ones and tens).
2. Be able to identify and construct a place value chart representing 2-digit numbers.
3. Use visual and hands-on tools to strengthen their understanding of tens and ones.

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Materials Needed

1. Large place value chart (for teacher demonstration - can be drawn on the board or on chart paper).
2. A3 paper and markers for students to create their own charts.
3. Base ten blocks or manipulatives (at least 20 “ones” and 10 “tens” rods per student).
4. Number flashcards (0-9 for single digits and some 2-digit numbers).
5. Small Ziploc bags to store manipulatives for each student.

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Lesson Duration: 60 minutes

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Lesson Flow

Introduction (10 Minutes)

1. Warm-Up Activity (5 Minutes)

• Begin by asking students if they know how to count by ones and by tens.
• Use a number line and have students count aloud as a group from 1-20 using ones. Then skip count by tens to 100.
• Ask: “Why is it easier to count by tens?” Encourage student responses.

2. Set the Stage (5 Minutes)

• Next, introduce a small pile of manipulatives (10 counters). Ask, “How many do we have?”
• Explain: “When we group 10 ones together, they become 1 ten. This is what’s called place value!”

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Guided Practice (25 Minutes)

Step 1: Introduce the Place Value Chart (10 Minutes)

• Draw a simple place value chart on the board with two columns: “Tens” and “Ones.”
• Write the number "34" at the top as the example.
  • Break it down: “This number has 3 tens and 4 ones.”
• Place 3 “ten rods” in the Tens column and 4 “one cubes” in the Ones column.
• Demonstrate that 3 tens = 30 and 4 ones = 4, so the total = 34.

Step 2: Interactive Group Activity (10 Minutes)

• Hand out base ten blocks and blank place value charts to each student.
• Say a number aloud (e.g., 26) and have students:
  a) Place the correct number of "tens rods" in the Tens column.
  b) Add the remaining “ones cubes” in the Ones column.
  c) Write the number in digit form next to their chart.
• Check and discuss as a group. Repeat this for two more numbers.

Step 3: Partner Work (5 Minutes)

• Split the class into pairs (one group of three due to class size).
• Each pair will take turns picking a number flashcard and building the number on their place value chart with manipulatives.
• The partner must guess how many tens and ones are represented.

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Independent Practice & Chart Creation (15 Minutes)

1. Create Personal Place Value Charts (10 Minutes)

• Pass out A3 paper and markers.
• Guide students to fold their paper in half vertically and label one side “Tens” and the other side “Ones.”
• Have them decorate their charts with fun borders or stickers to make it feel personal.

2. Practice Using Chart (5 Minutes)

• Call out three 2-digit numbers. Students will use their personalized charts along with manipulatives to model each number.
• Ask them to hold up their charts after completing each number for review.

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Conclusion and Assessment (5 Minutes)

• Quick fire round: Hold up random 2-digit number flashcards and ask students to call out how many tens and ones there are. E.g., “52” → “5 tens and 2 ones!”
• Ask reflective questions:
  1. “What do the digits in a number tell us?”
  2. “How can using a place value chart help us understand numbers?”

Assessment Task:

• Ask each student to independently represent the number 41 on their personal place value chart (both with drawing and manipulatives). Review their work to ensure they understand.

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Extension Activity (if time allows)

• Introduce the concept of grouping hundreds (100 = 10 tens). Use 10 “ten rods” to build one “hundred flat.” Show how this fits into the place value chart as a third column.

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Teacher Reflection

• Were students fully engaged with the manipulatives and interactive activities?
• Did all students accurately complete their personal place value charts?
• Were any students struggling to differentiate between tens and ones? Note who may need additional support in subsequent lessons.

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This engaging, hands-on approach will not only meet the curriculum standards but will also excite young learners, paving the way for deeper mathematical understanding.