Lesson: Place Value: Lesson 1
Lesson Objective
Lesson Plan
Unit Two: Place Value, Lesson 1
Lesson: 2.1
Teaching Point: Mathematicians know that a cube represents one and a long represents 10.
Materials:
 2.1 Math Workout
 2.1 Problem Solving Task
 Bags (one for each student) full of longs and ones cubes
 Slates and Markers
 Individual place value charts
 Magnetic base10 blocks for work on the easel
 Large place value chart for the easel
Fact Power (10 minutes)
Counting (5 minutes)
Problem Solving Task (5 minutes)
 Read directions and task to the students. Have the students read the directions/task aloud twice.
 Send students off to work independently.
 Provide students with problem solving kits. Make sure that you have included a bag of base10 blocks (ones cubes and longs)
Teaching (20 minutes)
 Have students turn and talk with their partners about the problem solving task
 Have a full class discussion about the problem solving task.
 Important points to include in the discussion:
ü Jordan built the number correctly. He used longs to represent the 2 tens in number 20 and the ones cubes to represent the 7 ones in 27.
ü We are going to be using these tools to represent numbers in this unit, so we need to know what they represent.
ü Each ones cube represents one.
ü Each long represents ten.
Use magnetic base ten blocks for the demonstration.
ü Place 5 cubes on the board. Each of these cubes represents 1. How would I count these cubes? That’s right by 1’s. Each of these cubes represents 1. Repeat with different amounts 23 times.
ü Place 3 longs on the board. Each of these longs represents 10. How would I count these longs? That’s right, by 10. Each of these longs represents 10. Repeat with different amounts 23 times.
ü 7 has 7 ones in it. Which block would I use to represent 7?
ü 20 has 2 tens in it. Which block would I use to represent the tens in 20?
Scholars bring their own base ten blocks and work mats to the rug.
ü Ask them to take out the block that represents one. Let’s use these cubes to represent onedigit numbers. Practice with 3, 5, and 8.
ü Now take out the block that represents 10.
ü Explain that there are ten cubes that are melded together to make a long. Let’s count the spaces on the long to prove it!
ü Let’s make a line of ten ones cubes and line it up with the ten to prove it!
ü Let’s try building numbers with just longs! 30 has 3 tens in it because 3 is in the tens place. Build 30 on your workmat. Repeat with additional numbers.
Independent Practice (10 minutes)
Go over instructions/questions for independent practice sheet and send them to complete the work independently.
Math Workout (10 minutes)
 See 2.1 Math Workout
 Students complete independently or with the teacher
 Go over any questions on the WO that a majority of the students have trouble with.
Summary
 Build a number incorrectly on the board. Ask a scholar to fix it.
 Remind them or have them tell you that…
 “The long represents a value of 10. The cube represents a value of one.”
Lesson Resources
2.1 Problem solving task.docx 
6,442

2.1 Independent Practice.docx 
3,700

2.1 Problem solving task.docx 
2,271

2.1 Workout.docx 
2,669

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