EDUC 669 Place Value with Base Ten

Name: Lisa Story Date: November 2019

Grade Mathematics-Number & Operations in Base Ten
2nd Subject:
Level:
CCSS.MATH.CONTENT.2.NBT.A.1
Attending to
Precision Understand that the three digits of a three-digit number
represent amounts of hundreds, tens, and ones;
Math
Make sense of CCSS(s): CCSS.MATH.CONTENT.2.NBT.A.3
Practices:
problems and
persevere in solving Read and write numbers to 1000 using base-ten
them. numerals, number names, and expanded form.

Lesson Understanding Place Value with Base Ten Blocks

Title:
Central Focus: Using base ten blocks to physically represent multi digit numbers.

Objective(s):
1. Students will be able to demonstrate their understanding of place value by communicating with peers
while creating numbers with base ten blocks.
2. Students will be able to demonstrate their understanding of place value by creating multiple
representations of the same number.
3. Students will be able to demonstrate their understanding of place value by asking a Who Am I Riddle.

Prerequisite Understanding: ​Students will build on their knowledge that two digit numbers are built up of
single units and base ten units. Students have already been taught how to identify a number as represented by
base ten blocks.

Lesson Assessment(s): ​Students will take an informal assessment in small groups by demonstrating how they
would represent a 2or 3 digit number using base ten blocks on a graphic organizer. Students will complete a
worksheet in groups to demonstrate their understanding of converting expanded form into digit form.
Utilization of small groups will allow the teacher to listen to conversation as a form of informal assessment.
The challenge question will be the same question as the interview problem. In the closure the students will
create their own Who Am I Riddle to demonstrate their understanding of place value.

Modifications & Differentiation

Emerging: ​Students who are emerging will work at understanding two-digit numbers are a combination of
ones and tens with base ten manipulatives.

Advanced Extensions: ​Students who are in need of advanced mathematics to deepen their understanding will
be given a practice sheet where they will be expected to condense three digit numbers into digit form.

Special Needs (IEP, 504, ESOL, etc.): ​Students will be able to listen to other students read the questions. The
teacher will also be present to read the problems to the students. Baskets will be labeled with the name of the
base ten blocks on the outside of the basket. Students will also have laminated number cards to visualize what
the digit looks like.
 place value mat
Materi base ten blocks Length of
als: pencils Lesson:
worksheet
Timing Procedures/Activities
(What Teacher will do & Student will do)
5 min Opening/Set:
I am going to ask you a riddle. I have two tens
and two ones what am I? Right 22! By the end
of this lesson you will ask me a riddle to solve
so try to think of one that will stump me.
Students will group into mixed ability groups of
4 for this lesson.
Teacher reminds students what each of the base
ten blocks represents and what the place value
chart is and how to read it. Teacher will model
one two digit number for the students. One the
second modeled example students will help the
teacher pick which base ten blocks to use. The
teacher will ask each student why they are
picking the particular unit.
17 min ● Task 1
● Students will use digit cards to create
numbers that they will represent with
base ten blocks on the place value mat.
○ During this first task students
will play in pairs. One student
will draw one card and the
other drawing the second
digit. The students build their
numbers with base ten blocks
on their mats.
○ If both agree that is how it
should look then they will
draw new numbers to create.
If they do not have the same
answer they will practice
communicating about math to
explain their thinking and why
they chose to represent it the
way they did.
● Task 2
● Students will be given the second
worksheet. Writing place value is three
ways.
● To complete this activity they will
work in partners and use the other set
of partners as a place to go if they get
stuck.
○ Students will use the base ten
blocks and mats to physically
represent the problems on the
worksheet. They will also be
able to use the number cards
as another manipulative.
30 minutes
Teacher Actions/Notes
Effective Questions:
What can you tell me about the blocks you chose to use?
How many ones are in the ten place value on your mat?
What happens if you have more than ten in the ones
place?
Students’ Anticipated Struggles & Approaches:
By using base ten blocks students will need to pay
attention to which digit comes first in their digit.
Students may become confused about which digit
represents the tens and the ones. The first task with
include an informal ​assessment ​of listening to the
students’ conversations about how they are making their
numbers. If the students are rapidly progressing through
different card combinations then I will know that they
are mastering the material. If a pair of students are
creating different representations then some of the
effective questions could be used to guide their thinking.
Task 2 will require students to apply the knowledge they
have been utilizing in task 1 to find the missing
representations of the 4 different numbers. Pay close
attention to see which representations of the numbers
students are struggling with.
The challenge question on the worksheet in task 2 is the
same question as the one that they completed for the
interview. This problem requires counting on or
regrouping to the next higher place value. I anticipate
that many children will not be able to immediately see
the solution to the problem. By utilizing varying ability
groups students will get to communicate with people
who may think differently about how to solve the
problem.
During the tasks the teacher will give feedback on their
math by participating in the conversations with the
partners. Acknowledging when the student has
represented the number with correctly and scaffolding
the learning when the student is struggling either
procedurally or conceptually.
 ○ If partners are finished with
the worksheet they can Please see literature review in the interview for the
attempt the challenge
question.
rationale for approach.
■ Here students are
expected to
communicate about
how they are solving
the challenge
question.

These two tasks will allow the students to

manipulate the mathematics in multiple ways
and become exposed to multiple different
representations. Through the use of hands on
activities and collaboration students will start to
build a deeper understanding by making more
accessible connections in their memory.

Closure:
Students will create a riddle to ask the teacher.
Utilizing what they have learned in the lesson
8 min students should create a questions that looks like
this, ​I have ______ tens and ______ ones, what
number am I?
This sentence frame will be written for the
students to see the language so they will not
have to memorize the structure of the riddle and
they can concentrate on the place value concept.
They will write their number on a piece of paper
and place it face down. Then they will hand me
their paper when I get it right. This will serve
another assessment to see their riddle matched
their number.

Post Lesson Self-reflection: