Featured image photo by Annie Spratt on Unsplash
This lesson is designed for a first-grade math class for the following standards:
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:
CCSS.MATH.CONTENT.1.NBT.B.2.A
10 can be thought of as a bundle of ten ones — called a “ten.”
CCSS.MATH.CONTENT.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.
CCSS.MATH.CONTENT.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).
For this lesson, first have students watch the video below.
Then, have students work in pairs to solve the Google Drawing below. Each group should get their own copy so they can move the place value blocks together.
Finally, have students go on a scavenger hunt around the classroom with their partner to see what other groupings of numbers they see. Collect a few ideas on the board when finished so students’ can share their work.
This lesson allows students to think of number pairings through a song, through block manipulative, and through applying it into daily life in a scavenger hunt.
Marlee, A fun lesson that combines a video, a manipulative Drawing and a scavenger hunt. Lots of opportunities for student interaction and expressing their thinking. I especially like that you are encouraging students to see all the ways they can represent values. And good anchoring to standards.
I’m not sure if this would alter the principles being taught, but I wonder if the three units (one, ten, hundred) might be done in different colors to make the final product more “readable?”
Marlee I think this was such a cute lesson! Good job on listing the standards you were using.. I love how specific you were. I also enjoy that you included a video for students to watch!