Summary
of Lesson:
For my lesson
plan I will be integrating mathematics and technology. It is geared towards a
first-grade classroom. The general mathematic topic is Numbers and Operations.
In specific, this lesson will focus on exploring place values in regards to
money. In this lesson, there will be a moc classroom store. Each student must
come up with an object to sell in this store. Next, we will discuss the
different amount of money ranging from 0.01-$1.00, which relates to place
value. For example, a student can make their item worth 0.35 cents. This means
there are 3 in the tens place and 5 one place. After that, they will create a
price for their item, which they must put on their picture. All the students
will listen to their peers’ product and cost. Finally, students will have the
opportunity to “purchase” their classmate’s items. At the end of each day they must write down
the amount they made and in their bank account in regards to place values. Within
this activity there are apps in which students will use their Ipads to keep
track of the details within the lesson.
Resource
One:
Name/Title of the resource: Basically Base Ten: Discovering Place Value
Meaning Using Base Ten Blocks
URL: NCTM Illuminations
How you found it: I
found this website by searching through the NCTM Illuminations website. I
looked up place value in Pre-K based on Numbers and Operations.
How you might use it in your final project: For my learners that need that visual representation to figure
out the place values in their number, I will have them work with base ten
blocks that represent their amount/number of their product. This lesson tells
me how to go about teaching this strategy to students. For example, if my
student has their product costing 54 cents. They can see that there are 5 ten
sticks and 4 unit one cubes within that number. Then they know that the unit
cube represent the ones place and the sticks represent the number in the tens
place.
What standards does the resource address: The standards that address my specific classroom set up in this
lesson would be a mix between these two standards:
(CCSS.Math.Content.1.NBT.C.4)
Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.
Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.
(CCSS.Math.Content.2.NBT.B.5)
Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
Resource Two:
Name/Title of the resource: Multiply
and Divide by Power of Ten
How you found it:
I went to one of my Pinterest finds in my PLN. Her name is Suzy Brooks. She
pins a variety of educational resources. I went to her saved Math Methods
board. This is where I found this method of “Act it Out!” dealing with the
power of tens.
How you might use it in your final project: I will adjust this activity to only focus on power of tens in
regards to place values. This is a fun interact way to get your students
moving. I would have each student representing a number 0-9. I could give them
a decimal or cost in cents amount in regards to place values. For instance, I would
say I have 5 ones and 9 sticks in this number. Then, they have to place on the right
side of the decimal, in the correct order, of the number I just described. This
provides a visual and kinesthetic learning to the place value concept. I could
even make groups to get more students involved.
What standards does the resource address: The standard that this activity mainly address is:
(1.NBT.2)
Understand that the two digits of
a two-digit number represents amounts of tens and ones.
Resource
Three
Name/Title of the resource:
Counting Pennies
URL: Smart First Graders
How you found it:
I googled “math place values for first grade activities”. It was the fourth
option that pulled up. This resource has multiple activities to help first
graders understand place value.
How you might use it in your final project: In first grade, being visual is important because place values are
a difficult concept to grasp because they are still learning their addition
fact from 0-10. Therefore, I will choice to use money to demonstrate place
values, which will be a perfect segway into a classroom store where they must
come up with a cost for their product. I would use this activity first. This
activity talks about children counting pennies and putting them in stacks of
tens and count how many tens stacks they made and how many left over they have
(one’s place).
What standards does the resource address:
(1.NBT.2)
Understand that the two digits of
a two-digit number represents amounts of tens and ones.
