Terilyn Bufkin

Date of Lesson: October 8, 2018

1st Grade Math Lesson Plan
Part One:
1. Student Learning Objectives:

State Standards [e.g. CCSS, NGSS, HGSS]

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.NBT.B.2.A
10 can be thought of as a bundle of ten ones — called a "ten."
1.NBT.B.2.B
The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven,
eight, or nine ones.
1.NBT.B.2.C
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).

Student Learning Objectives [i.e. Domain, Level] [audience, behavior ONLY]

The students will be able to group base ten blocks into tens and ones to model two digit
numbers.
2. Assessment [based on Student Learning Objective]:
Objective 1 Objective
2 [if
needed]

Assessment Place Value Bingo

Score/Level/Criteria N/A (Informal Observation

needed to master
Objective

Scoring Guide Each student will have a bingo card and chips. As I call
out a number, the students will look at the base ten
card and identify if they have the correct model that
represents that particular number. (Ex: I call out the
number 35. The student will look to see if one of the
base ten models displays 3-rods, and 5-bits. Once a
student fills five in a row, I will look over their chips to
make sure they have placed them correctly.

3. Description of Classroom Environment

Arrangement of -Well organized, easy to get around
Classroom -Windows along the wall facing the playground for recess
-Desks are all connected (side by side)
-Library is located next to the teacher’s desk
-Word Wall is located at the back of the room
 Terilyn Bufkin
Date of Lesson: October 8, 2018

-Manipulatives and Computers are located in a cabinet next to the

word wall
-Clip chart for math and reading rotations is located next to the
horseshoe table at the front of the room by the smartboard

Technological -Chromebooks (5)

Resources -Smartboard

Instructional -Base ten blocks (tens, and ones so that every student has 10-bits
Resources and 10-rods)
-Anchor Chart
-Place Value Mat/Chart
-Base Ten Bingo game card
-Bingo Chips (25 per student)

Environmental -Classroom door open/closed

Distractions -Disruptive and defiant students
-Weather
-Windows that face outdoor recess

4. Description of Students
ELL 0 students

IEP [speech, PT, OT, gifted, 0 students

academic]

Behavior -1 male student is on a behavior plan and on the autistic

spectrum

Other Male (2) Female (1)- 3 students total

[e.g., gender] 3- Caucasian

Direct Instruction/Gradual Release

Introduction
Anticipatory Set
 I will display the anchor chart that I have created.
 Questions to create critical thinking:
- What do you know about 2-digit numbers?
- Have you ever heard of the base ten system?
 Today, we are going to be reviewing/learning about 2-digit numbers using something called
the base ten system.
 I want you to face your table partner, and discuss what you know about 2-digit numbers.
You will have one minute to come up with an answer! Can someone raise their hand and tell
me what they discussed with their partner?
 In the United States, we use something called the base ten number system. This means that
we have organized the way our numbers work by tens. Can someone raise their hand and
tell me what they know about counting by tens? Why is this helpful?
 Terilyn Bufkin
Date of Lesson: October 8, 2018
 We are going to reflect on what place value is. Each of you are going to have a place value
mat, with 10-rods (tens), and 10-bits (ones).
 Before we begin, I want you to know that we are using these models to represent quantities
(an amount).
 I am going to start by showing you the place value blocks, showing ones, tens, and hundreds
to show how they all work together in a number system. For example: There are ten of
these (one flat) in this (ten rod). Since a ten rod is notched, I will give each of you a couple
seconds to count the ones in your ten rods.
 So how much is this? (shows a bit). How much is this? (shows a rod)
 Now we are going to continue with our base ten system. There are ten of these (ten bits) in
this (10 rod) and that makes what?
 Do you think we can count by ones to figure out what number that is? Laying each bit right
on top the 10 rod, we count together by ones (I will choose a student to go to the board and
make tally marks to create concrete proof that we have counted by one, ten times).
 (Show the students one individual ones bit) What does this represent and where do you
think you should put it on your place value mat? (Students should place the bit on the ones
place on their place value mat).
 When we get to ten bits in the ones place, what do you think we do next?
 When we place ten bits in the ones place, it becomes overloaded. When this happens, the
ten ones “magnet” together to form a rod of ten. (Students will place ten ones cubes in a line
and then compare them to the tens rods) Can you see the similarity?
 Here are 10 ten rods. I want you to think silently and be ready to explain how these would
come together into a hundreds flat. Do you see a pattern? (We will continue practicing with
different numbers, and each student will use their place value mat to model each one)
Communication of Objectives
 The students will group base ten blocks to model 2-digit numbers by using hands-on
practice and repetition. Once the students understand place value, and what each number
represents in the base ten system, we will practice by playing bingo. (Place Value Bingo)
Input
 I will provide a foundation of knowledge on the base ten system, while allowing the
students to share their previous knowledge on 2-digit numbers.
 I will explain to the students that each number has a place value, and can be modeled by
using base ten blocks. I will inform them that there is a specific pattern when grouping base
ten blocks. For example: If we have the number 19, we will have 1-ten rods, and 9 bits. If we
wanted to make this number 20, we would have to trade out the ten ones for a ten rod,
creating 2-ten rods, and 0 bits.
 I will refer back to the anchor chart, to redirect students that are struggling, as well as their
place value mats.
 I will explain to the students that there is a way to model each number. I will spend a lot of
time reviewing how each digit has a value, and then begin practicing building together.
Modeling
 When discussing what the base ten system is, I will model by breaking down each place
value, what each model stands for (bits and rods), and how this can be applied with 2-digit
numbers.
 I am first going to explain the place value of each number (Ex: In the number 10, the 1 is in
the tens place and the 0 is in the ones place).
 To dive deeper, I am going to show the students concrete models that will represent each
place value. (Thinking aloud: In front of me, I have a rod and a bit. The rod represents 10
and the bit represents 1)
 Terilyn Bufkin
Date of Lesson: October 8, 2018
 I will pull out a place value mat, and explain how to use it. (Think aloud: Each concrete
model will be placed in a certain section on the mat. We now know what each model
represents, so all you have to do is place that model where it needs to go. For example, I am
going to represent the number “22” by using base 10 blocks. On the place value mat, I will
place 2 rods in the tens place, and 2 bits in the ones place.
 In order for the students to understand what the base ten system is, they have to know why
the ten bits turn into a ten rod.
 I will place ten-bits next to a ten-rod, and explain to the students that these are similar.
 I will write the number 39 on the board, and show the students how to make this number
into 40. (I will trade out the ten bits for a ten rod, which will leave us with 4 ten rods and 0
bits)
 If students catch on quickly, I will write the number 99 on the board, and will show the
students how to make this number into 100. (I will trade out the ten bits for a ten rod, and
since there will be ten bits, we will trade them out for a flat. The hundred flat, 0 rods, and 0
bits will now represent 100).
Guided Practice
 As a class, we will practice and review the content until students are familiar with the base
ten system.
 After I model how to use the base ten blocks, the students will practice with guidance.
 I will first write the number “57” on the board, and the students will arrange their blocks
accordingly. (The students should have placed 5-rods in the tens place and 7-bits in the
ones place)
 For the students that aren’t grasping this concept, I will break down each place value, and
count to see what they are missing.
 We will practice using our mats two more times. I will write the numbers “36” and “38” on
the board, and observe.
 After the students have mastered their place value mats and understanding the base ten
system, we will move on to the bingo game.
Checks for Understanding
 Questions to consider:
What is the base ten system?
How can we use models to identify place value?
 As we work on the base ten system, I will check for understanding through informal
observation. Is this student using their models correctly?
Independent Practice/Assignment
 After reviewing the content, the students will practice what they have learned.
 The students will play a game because it will keep them engaged, while I walk around to
check for understanding and questions.
 The students will play the game Place Value Bingo. Each student will be given a card and a
handful of chips. (These cards will be in a plastic sleeve for protection)
 I will have a bucket full of paper and each piece of paper will have a number on it. I will
begin by pulling out two digit numbers. When the number is called, the students will look at
their bingo card, and find the model of ones cubes and tens rods that represent the number
I called. I will tell the students that there is a free space, in the middle of the card, which is
represented by the blue star.
 Their goal is to get five in a row.
 If the game becomes “too easy,” I will change the game to “cover all,” where the students
have to cover the entire board instead of just getting five in a row.
 Terilyn Bufkin
Date of Lesson: October 8, 2018
 Once the students get five in a row, they will call out “Bingo!” When a student gets BINGO,
they will read their winning numbers and I will check to make sure that they have them all
correct. We will play this game a few times, or until the timer runs out.
Closure
 Once finished playing the Place Value Bingo game, the students will put away their supplies
and talk with their table partner about why they think we learned about building numbers
and place value. This will allow me to listen to their conversations and their understanding
of the lesson. Students will then share their discussion.
 Closing statement: I will inform the students why it is important for them to understand
why they are learning base ten. Base ten will be used for the rest of your lives (in third,
fourth, fifth grade, and so on!)

5. Differentiation [based on Descriptions of Classroom Environment and Students]:

How will the teacher make the learning objective accessible for students identified in Description of
Students?
Who? What will I How will I differentiate?
differentiate?

2 male and  content Struggling students will work with smaller numbers at a
1 female  process smaller pace. (More guided practice rather than independent)
student  product (Ex: If students don’t understand numbers past their teens, we
will scale it back and break down the concept even further)

 content
 process
 product

How will the teacher provide enrichment for students identified in Description of Students?

Who? What will I How will I differentiate?

differentiate?

None  content If the students grasp the content quickly, I will take away the
identified  process base ten blocks, and make the students do more abstract work.
at this time  product (Ex: write the number, or we can go on to three digits)

 content
 process
 product
 Terilyn Bufkin
Date of Lesson: October 8, 2018
5. Integration within and across content fields with the goal of extending student learning and
fostering a deeper understanding of the content.
Within Content Fields [if applicable] Across Content Fields [if
applicable]

Math is integrated with Math when the students acquire _ [content field] is
knowledge about the base ten mathematical system, and how to integrated with _ [content
use base ten blocks to model 3-digit numbers. field] when _.

6. APA Reference List: