Learning Place Value
1 Learning Place Value of Ten and One
To begin the class will start with a warm-up using Splash Math. The teacher will also build incentive by rewarding students with trying and answering correct or figuring out the answer. With Splash Math the teacher will go through a series of questions so each child has an opportunity to answer questions about base ten place value. Once the warm-up has been completed. Students will move on to independent practice with the Explain Everything Interactive Whiteboard activity. Prior to the lesson the teacher will have created a lesson in keynote or pages that will have the students manipulating images or drawing images to represent base ten in different questions scenarios that are applicable to life. The teacher will take this lesson from Keynote or pages, and airdrop it into Explain Everything. Once it is in Explain Everything, the teacher will then record their voice into the project to direct the students in what they should do. Once the project has been completed it will be air dropped to each student's ipad or digital device, so they can begin the assignment. With the teacher's voice recording of the assignment each child will be able to to independently work, and listen at their pace.
After our Splashmath warm up, students will be directed to open their Explain Everything Interactive Whiteboard app. Once they are in the app, the teacher will direct the students to tap on the assignment about place value. Each student will put on their headphones and follow the directions given in the recording. Along with the voice recording the teacher will have recorded a visable example of what the students are to do, so they can not only listen but hear as well. In this lesson the students will be taken through a series of slides where they have to listen to the teacher's instruction first, then they will pause the recording, choose a pencil or marker from the tool bar, and draw the tens and ones represented in the number. Students will create their own manipulatives to represent the number models given in the activity. After each slide, the students will press play and listen to the next step. They can replay the instructions as many times as possible, and if they need to start over they can do this by pressing home. Once the students have converted the number models into drawings representing tens and ones, they will raise their hands and have the teacher come and save their work to be checked at a later date or later in the day. At this time the teacher can also quickly swipe through the work, and give the student immediate feedback, or allow the child to go in and correct some mistakes before saving their work.
This activity will require the students to draw simple objects like hearts, circles, squares, people, animals, tally marks, stars basically anything that can be numerically divided into groups representing ones and tens. They will also make use of their own T chart that they create on each slide. One side of the t chart they will label it 10s and the other side will be ones. They will convert the numeric number models into more concrete number models with drawings of objects, as mentioned above.
Once they have finished their work, and the teacher has come and looked at it, given their feedback, and saved the work. It can be taken a step further. The teacher can direct the children in using airplay to display their finished work to the rest of the class. The rest of the class can examine their peer's work, and decide if the objects drawn accurately represent the numeral that was given in the slide. Then as a class they can collaborate and help the student to correct their problem, or congratulate their friend in a job well done. No matter the answer each student will be praised for their effort and understanding of the assignment.
Key Standards Supported
Counting And Cardinality
|K.CC: Know Number Names And The Count Sequence.|
|K.CC.1||Count to 100 by ones and by tens.|
|K.CC.2||Count forward beginning from a given number within the known sequence (instead of having to begin at 1).|
|K.CC.3||Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).|
|Count To Tell The Number Of Objects.|
|K.CC.4||Understand the relationship between numbers and quantities; connect counting to cardinality.|
|K.CC.4.a||When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.|
|K.CC.4.b||Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.|
|K.CC.4.c||Understand that each successive number name refers to a quantity that is one larger.|
|K.CC.5||Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects.|
|K.CC.6||Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.1|
|K.CC.7||Compare two numbers between 1 and 10 presented as written numerals.|
Number And Operations In Base Ten
|1.NBT: Extend The Counting Sequence.|
|1.NBT.1||Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.|
|Understand Place Value.|
|1.NBT.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.2.a||10 can be thought of as a bundle of ten ones — called a “ten.” b.|
|1.NBT.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.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).|
|1.NBT.3||Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.|
|Use Place Value Understanding And Properties Of Operations To Add And Subtract.|
|1.NBT.4||Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.|
|1.NBT.5||Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.|
|1.NBT.6||Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.|