I.

Title/ Topic and Grade Level

Understand place value, Grade 1

II. Lesson Essential Question

What do we call 9 tens in ones cubes?

III. Standard
Grade 1- Understand that the two digits of a two-digit number represent amounts of tens and
ones- CCSS.MATH.CONTENT.1.NBT.B.2
10 can be thought of as a bundle of ten ones called a "ten."-
CCSS.MATH.CONTENT.1.NBT.B.2.A

IV. Objective and Assessments

Learning Objectives Assessments

SWBAT identify and/ or sketch two digits TWBAT assess students acquired
numbers as bundles of tens ones with knowledge by observing every student's
using counting blocks. worksheet and how the create the picture
using the blocks.

V. Materials
Timer
Pen
Crayons
Counting Blocks
Pencils
Work Sheet
White Boards
Dry-erase Markers
Erasers
Math Workbooks

VI. Pre-Lesson Assignments and/or Prior Knowledge

The day before the teacher taught a lesson to the children on using counting blocks. The
students each did a homework sheet with coloring and guessing the other numbers that is
missing. The students will be fully ready to participate in the lesson activity today.

VII. Lesson Beginning

 The students are going to be hooked into the lesson by having them play bingo with the
counting blocks. Throughout the day the students will begin rotating through the different
centers. Each center will be using different strategies and manipulates.

VIII. Instructional Plan

The students will all sit on the back carpet and be placed into their color groups. The groups
are listened on the back carpet. There will be four centers. Every center will last 9 minutes.
When the timer goes off the children have a minute to clean up and move to the other center.
The childrens groups are created on how well they did on the pre-test. Every time the students
learn new material their groups might change depending on their scores.
Counting cubes will be placed at the left table (Center One). This is where the teacher will be.
First the blue group will be there, then the red group, yellow group, and finally the green group.
Worksheets, pencils, and crayons will be placed at the right table (Center Two). First the red
group will be there, then the yellow group, green group, and finally the blue group.
White boards, dry-erase markers, and erasers will be placed on the front carpet (Center Three).
First the yellow group will be there, then the green group, blue group, and finally the red group.
Workbooks and pencils will be placed at the long table (Center Four). This is where the teacher-
aid will be. First the green group will be there, then the blue group, red group, and finally the
yellow group.
Center one the children are going to manipulate using counting cubes different numbers that the
teacher tells them. The teacher is going to record if the children can complete the activity.
Center Two the children are going to work as a team and practices coloring to ten using two
different color crayons to add to ten. *Example* The students colors in nine red how many are
going to be blue? The student would color the last square blue.
Center Three the whiteboards are so the children can manipulate the paper in front of them but
the other way. *Example* If there is six red and four blue on the paper in front of them then on
the white boards the students would do six blue and four reds.
Center Four the students will complete page 25 and/or the students complete that page have them
due page 26.
After all the students have completed the centers and the final timer went from the students will
all go back to the back carpet.

IX. Conclusion
Students will all share on addiction fact that adds up to ten. Then the student will you
counting block colors to explain it to the other students. First the teacher should go to
show them an example. *Example* It is Bob's turn; Bob says four plus six is ten. Then
Bob will say you can show that be four green then six blue.

X. Citations
Common Core State Standards Initiative (Ed.). (2015). Grade 1>> Number & Operations
in Base Ten. http://www.corestandards.org/Math/Content/1/NBT/