Place Value Safari--Reading Numbers Represented by Ten Frames and Base Ten Blocks
Lesson 7 of 17
Objective: Students will be able to read numbers (11-20) represented by ten frames and base ten blocks.
This lesson is intended to be a fun review of place value for the students. It gets them out of their seats and on a safari, looking for animals and practicing reading base ten blocks and ten frames. For this portion of the lesson, I use my Smartboard. If you have a SMARTBoard, the file can easily be downloaded and opened. If you have a different type of interactive whiteboard, you can still use this lesson by opening the file in Smart Notebook Express. There is also a PDF of the slides so you can recreate this part of the lesson.
I gather my students in front of the SMARTBoard. I have cards with each student's name on. These cards are used for selecting who will come up to the SMARTBoard.
I open the first slide (Smartboard Slide 1) with the lesson objective written in "student friendly" terms. There is a content objective and a language objective to help focus on vocabulary expansion for my English Learners (ELs) to be congruent with SIOP instructional techniques. I read these objectives aloud for my students.
I can read base ten blocks and ten frames and write the number they show.
I can tell a friend what number base ten blocks or ten frames show.
We then continue with the rest of the slides.
Slide 2: Let's go on a safari and find some numbers! Do you know what a safari is? That's right. You go looking for animals. We usually think of the country of Africa when we think of safaris, but we are going to have one right here in our classroom today!
Slide 3: Write the answer in the speech bubble. I invite a student to come up to the SMARTBoard. I remind them about our "fast" way of counting, when we have a complete tower or rod of blocks. After the student is done, we check their work by counting as a class together.
Slide 4: Can you count how many blocks are here? Remember to count the tower as ten. I invite a student to come up to the board and count the blocks. I make sure the student is counting on from ten. The student records the answer in the box. The entire class then counts as I point to the blocks to check the answer.
Slides 4-6: We continue as in Slide 4.
Slide 7: This slide looks a little different than the other slides. Do you know why? That's right. It has a ten frame instead of base ten blocks. Now let's try counting with a ten frame. Write the answer in the speech bubble. I invite a student up to count the circles on the ten frame. We check their work by counting as a class.
Slide 8-10: Continue as in slide 7.
Wow!! You are really good at this. Do you think you ready to go on a safari on your own? Then let's go back to our seats and find out more about our special safari.
For this part of the lesson, you will need the Place Value Safari activity set included with this lesson. I print the file on a color printer. I adhere the cover page to a 9 x 12 envelope to store the pieces in. I laminate all items for durability. After the cards are cut apart, tape the animals around your room. Place some in obvious places and make others a little harder to find. You will also need copies of the recording sheet included in the file for each student in your class.
I say to the students, okay boys and girls. It is time to go on our safari. There are several animals hiding in our classroom. It is your job to find all of them. I want you to find all 12 animals. We will not disturb the animals, but I need a way to know that you have found them all. I want you to read the number that is represented by the ten frame or the place value blocks on the animals' card and write than number next to the picture of the animal on your sheet. When you are all done, bring me your sheet and I will check your answers (I make a "key to assist in checking the answers).
I send the students on the safari. I circulate around the room and observe their work, assisting as needed. When the students are done, I check their work against the answer key I created. If they have a mistake, we find the animal together and they recount it with my assistance. The students then put their papers in their mailbox.