Tick-Tock Block!

Instructor Name: Scott Straub

Grade Level: 1st Grade

Content Area: Mathematics

Curriculum State Standard: CCSS.Math.Content.1.NBT.A.2

Understand Place Value

Understand that two digits of a two-digit number represents amounts of tens and ones.

Objective: Students will practice place value up to two digit numbers and participate with

calculating them with using base ten. They will divide into groups of four allowing one person

gathering the worksheets and another gathering the blocks.

Materials/Equipment needed: Each group will have 10 units and 4 rods each

 200 units/ includes rods

 20 copies of worksheets

 20 copies of evaluations for each student

 ACTIVITY LESSON NAME: Tick-Tock Block
Procedure Time

1. Display one unit and one rod by side. Ask what the difference is between 2 min
the two blocks? (Slide 2)
2. Needs to be examined by the students and touched as well
3. Ask if they can count by tens with one rod? If so, why or why not?
1. Have one student from each group gather the worksheets and make sure 5 min
that each student gets one each.
2. Once they have the worksheets, each student will read directions taking
turns. (Slide 3)
3. Communicate to the students that each group will be receiving units and
rods.
4. Every time that they hear units and rods they will be able to compare
them and explain it to each other. (Slide 4)
1. Each student will now start counting to compare each blocks and place 6 min
value and put them side by side explaining to each other how many there
is and why.
2. How are the blocks related to each other? How can you make one a full
rod? Make sure to ask questions, so students can understand that we can
use units and rods in form base ten.
3. Explain why it’s important to have a place value, starting with tens and
ending in ones (Slide 5)
4. Explain that every block has a place value
5. Short video on place value (Slide 6)
1. Have students share something new that they have learned about place 1 min
values when using base 10 as a group.

Method of Evaluation:
 Assessment/ Check for Understanding (CFU) (PowerPoint Slide 7) (5-10 min)
 Notice if students are collaborating as a team and are using blocks in accurate way
 Make note if everyone is participating in the activity
Reference:
O'Conner, K. (2016). Each Number Has a Place: Tens and Ones. In better lesson . Retrieved
February 26, 2018, from https://betterlesson.com/lesson/525941/each-number-has-a-
place-tens-and-ones