MARY-ANNE SAMMUT S00103680

Lesson Plan
Topic/Focus: Place Value-Working with 2-digit Numbers Date: 28/03/2013
AusVELS Level(s):
Strand(s): Discipline-Based Learning Level 1
Grade: Grade 1
AusVELS
Domain(s): Mathematics Duration of
AusVELS Dimension(s): Number and Algebra Lesson: 60 Minutes
Learning Outcome(s)/Standard(s):
Students will have an understanding of place value and will be able to read, write and represent 2
digit numbers.
Indicators:
Students will:
- measure items from around the room with connecter blocks, group the blocks into tens and
ones and write and represent the amount as a symbol.
- collect connector blocks, count, and record the amount obtained.
- enter the amount of items on the ipad screen and record their overall score.
- respond to questions and share their discoveries in a group discussion.
Assessment:
Students will take part in 3 work stations where they will:
- work in partners to measure at least 4 items from around the room with connecter blocks,
and then using a place value chart to aid them, students will group the blocks into tens and
ones and will then write the represented amount as a symbol.
- compete in at least 3 rounds against 3-5 of their peers in a race to collect as many of the
connector blocks in the center of the table as they can until they are all gone, and then
count, and record the amount obtained.
- obtain a score of at least 4 out of 5 in the online place value game.
- contribute to a class discussion to share their findings and results, and through this
discussion will demonstrate an understanding of base-ten and place value concepts.
Teaching focus:
A. Give children time to think about an answer by pausing for ten seconds after asking
students a question.
B. Encourage participation by using open ended questions which stimulate thought and
prompt students to think more deeply about the topic of learning.



MARY-ANNE SAMMUT S00103680


Background to the learning:
A. Mathematics text book-
Van de Walle, J., Karp. K. S., & Bay-Williams, J. M. (2013).Developing whole-number
place value concepts (pp.192-215).
Soft Schools website-
http://www.softschools.com/math/place_value/games/tens_and_ones/
B. -As a class we have been counting the number of days that we have been at school. To keep
record of this, we have been placing icy pole sticks into the ones container at the front of
the classroom and then when we have a group of 10, we have been bundling them up and
transferring them over into the tens column. Students have therefore been slowly introduced
to base ten concepts of place value.
-Students have also had various experiences using ipads in the classroom.
Lesson Resources:
-Giant felt place value chart
- Felt ones and tens
-Individual laminated place Value Charts for students
- Ipads
- Connector blocks
-Record sheets -See Appendix 1 and 2
- Bell-which instructs students that it is time to move to the next work station.
Content of Lesson:
A. Introduction 5 mins
1) Today we are going talk a little bit about place value
Students will revise previous knowledge by speaking about how they have been keeping
track of how many days they have been at school by using the tens and ones containers at
the front of the classroom. At the beginning of each day, students have been taking turns
to add an icy pole stick into the ones column and then have been asked to check how
many icy pole sticks there are to determine if we can group ten ones to make one ten and
then transfer them over to the tens column.
2) Focus questions
Pointing to the counting chart calendar-
Who can tell me what this is for?
How many days have we been at school for? So, who can tell me what we have to do if
we have more than 10 icy pole sticks in the ones container?
B. Development 15 mins
1) Grouping
Transfer childrens attention to the felt place value chart on the whiteboard and
explain how it is similar to the calendar that we have been using to count our
days. Demonstrate the similarities by using an example:
MARY-ANNE SAMMUT S00103680


2) Example- Select a child. Ask this child- How many people do you have in your
family?
-Place this amount of felt ones onto the felt board in the ones column.
Select two other children, ask them the same question and stick their amounts in the ones
column also. By this stage there should be more than 10 ones in the one column, if there is not,
select another child.
3) Consolidate their understanding of place value
Ask students:
Should we do something to these ones?
Can we make a group of ten?
What should we do with this group of ten?
Who can tell me how many people are in .. family andfamily altogether?
4) The writing process- representing the amount in number form
How many tens do we have? - write that amount directly below the tens column.
How many ones do we have? write that amount directly below the ones column.
Does this number represent how many we have?
5) Explanation of the 3 working stations:
-Explain and show students what is expected to be done at each work station
- Partner up students
-Allocate them a workstation
- Tell students that when they hear the bell ring they must move to the next work station.
C. Consolidation and practice 30 mins (10 mins at each work station
Work station 1- Measuring: 10 students will be able to work at this station at once- 4 students
at one table and 6 at another.
In partners, students will:
- measure 4 or 5 of the objects on the list with the connector blocks provided.
-count how many connector blocks there are by grouping them into tens and ones.
- record how many tens they have.
- record how may ones they have.
- represent how many there are all together as a symbol (number).



MARY-ANNE SAMMUT S00103680


Work station 2- Tower Block Race: 10 students will be able to work at this station at once- 4
students at one table and 6 at another.
Students will:
- collect as many of the connector blocks in the center of the table as they can until there are no
longer any left.
-count how many connector blocks there are by grouping them into tens and ones.
- record how many tens they have.
- record how ones they have.
- represent how many there are all together as a symbol (number).
- compare their results with those they competed with.
Work station 3- Ipad place value Game: 5-7 students at a time.
Students will:
-sit at a table with an ipad
- will play the game which will be loaded
- count how many objects there are on the screen
- write the number (symbol) to represent this quantity
- write their result down on a sheet provided
Earlier Finishers- Extension Activities
Students who finish early will be asked to:
-Look at the results they obtained from work station 2 (The Tower Bock Race)
- compare their results, looking at which was the highest amount and which was the lowest
amount, and further discuss why this is so, with the other early finishes.
-Compare their results with the other early finishes-discuss who built the highest tower and who
built the lowest.
D. Closure 10 mins
Students will:
-be asked a number of questions to stimulate a discussion about what was learnt:
Who can tell me something they noticed from working at these work stations today?
When comparing your partners height with your height, who was tallest? Who was
smallest?
For those who compared their results? Who built the tallest block tower? Who built
the smallest block tower?
Who had more, who had less?
Who can tell me now what we do if we have 10 more blocks in the ones column?


MARY-ANNE SAMMUT S00103680


Post Lesson Review and Evaluation:
Pupil Achievement
I believe that the children really understood the concept of place value during todays lesson,
especially when they took part in work station number 2 where I grouped students who were
initially having trouble understanding place value with those students who were grasping the
concept of place value quite well. The children learnt from one another and it was great to see
them collaborating and helping each other out to count the items, group them into tens and then
represent this quantity in written form.
At the closure of this lesson, students were quite excited to share their findings and because they
took part in a game which was competitive they were very interested to tell me who had the
tallest building and when I asked them how they knew the children were able to tell me that the
tallest building was the one with the most blocks.
Teacher Effectiveness
I think that I did really well today; as throughout the lesson when I was asking the children
questions, I made sure that I paused and gave all students enough time to think before I chose
someone to answer the question I asked. The questions I chose to use were open ended, which
allowed children to think about what they were learning and participate more readily.



















MARY-ANNE SAMMUT S00103680



References

SoftSchools.com (2005-2009). Place Value-Tens and Ones. Retrieved March 7
th
, 2013, from
http://www.softschools.com/math/place_value/games/tens_and_ones/

Van de Walle, J. A., Karp, K.S., Bay-Williams, J. M (2013). Elementary and Middle
School Mathematics: Teaching Developmental (8th ed.). Boston, MA; Pearson.

Victorian Curriculum and Assessment Authority. (2013). AusVELS: The Australian Curriculum
in Victoria. Retrieved March 7
th
, 2013, from http://ausvels.vcaa.vic.edu.au/






















MARY-ANNE SAMMUT S00103680








Appendices