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Grade Level: First Grade

Time Needed: 40 minutes

Materials Needed: • Jar of pennies -

100 or more. • Small paper

cups- I sleeve • Unifix cubes • 6 baskets for

supplies • place value

mat-1 per student

• 10 frames sheet- 1 per students

• crayons, pencils.

• 6 dice • butcher paper

and markers

Lesson: 2

Introduction: The teacher will present a math problem to the students where they will be asked to come up with ways of grouping pennies to make it easier to count them. They will discuss and strategize with a partner or individually using pennies and small cups to come up with some solutions to the problem. After the students have shared their solutions with the group, the class will discuss how grouping the pennies into groups of 5 and groups of 10 makes it easier to count without loosing track. The students will then practice breaking two-digit numbers up by their place value. They will do this as a whole class and then with a partner. Then the groups will be able to share their thinking and experiences with the class.

Background: Students have had practice representing numbers through models and objects. They have seen a ten frame and place value mats numerous times now in class, and have practiced using these tools individually and in groups. Students continually practice counting to 100 by tens and ones on a regular basis. The purpose of the activities in this lesson are to provide students with more practice using a hands-on, conceptual way of viewing and experiencing place value.

CCSS for Mathematics: MCC1.NBT.1 Extend the counting sequence. 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. MCC1.1.NBT.2 Understand place value. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: a. 10 can be thought of as a bundle of ten ones — called a “ten.”

Sshh! I am counting my pennies

Engagement: The teacher will tell the students that he or she needs help solving a problem. The teacher will then show the class a jar of pennies and explain: I have been trying to count my pennies that I saved up to see how many dollars worth I have in this jar. I want to put them in penny roles and take them to the bank. But, every time I start to count them some one or something interrupts me. The phone will ring, or someone will be knocking at the door, or my cat starts meowing about food, or my husband comes home and starts talking to me. Every time this happens I loose count and have to start all over again from 1. I know there has got to be a way so that I don’t have to keep starting all over again! Will you help me! The teacher then asks the students to talk with their partner at their desk (in a table talk level voice). The teacher will explain that he/she is going to give each group some of the pennies and a stack of small cups to help them think through this problem. The teacher also reminds the students to think about all the things we have been covering so far in math and what strategies for adding might come in handy here.

Exploration: After the students have had some time to think through the penny problem, and the teacher has moved around the room observing and assisting the students, the teacher can have the class meet on the rug and have two – three groups explain their reasoning to the class. This discussion will lead into a class discussion on why grouping objects into 10 pieces makes it easier to count, because if we have ten in each group we can count by ten’s faster then we can count by one’s. The teacher will remind the students of 10 frames at this time and explain that this is one of the reasons why we use the ten frame in math because it makes counting and adding easier for us. The teacher will then tell the students that they are going to play a game with partners using ten frames, place value mats, and Unifix cubes. Each group will need 2 place value charts, 2 recording sheets, Unifix cubes and a dice. The teacher should have the supplies separated into baskets (1 basket per group) before the lesson begins. The teacher will demonstrate while explaining the rules to the class. The first player will roll the dice and place that many units in the ones column on their place value mat. They will also record this representation onto their sheets with 10 frames (color in the number of squares) sheet. The next student will take a turn, rolling the dice and making the number on his or her

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own place value mat and filling in their own recording sheet. When the students have reached ten ones then they must attach the ten Unifix cubes and move them to the tens column on their place value mat. You will need to model this move for the students to reinsure they understand that the ten Unifix cubes are now one ten rod. The students will take turns rolling, trading their ones and tens rods, and recording on their own sheet. The first student to reach thirty wins. While the students are playing the teacher can observe and assist as needed. He or she can also ask questions to check for understanding and to have the students explain their thinking: How many units are now in the ones column? Do you have enough units to make a group of ten? How do you know? What number is represented on your place value mat? Explain how you know this. How would you write this number? What do the two digits stand for? What amount is in the ones place? What amount is in the tens place?

Evaluation: After the students are done have them put their supplies back in the baskets and return them to the teacher as they move to the rug for a final group discussion. Ask the students what questions they have about the game they just played or about place value and write their questions down as a formative assessment tool. Then have the students return to their seats and pass out an exit card (attached to this lesson). With the Elmo and Big screen project yourself making numbers with ten sticks and ones cubes. Create two numbers and have the students draw the ten sticks and one cubes, write the numbers in an addition problem, and then write the number.

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Name: ________________________

3 Ten Frames = 30 Directions: Color in the number of squares equal to the number you role. So, if you role a 3, you will color in 3 small squares.

Name:___________________________________________________

Math Exit Card

Addition problem

Number

_________ + _________ = ___________

_________ + _________ = ___________