Lesson 7: 2-Digit Place Value

 Preparation

Equipment

• MAB Blocks

 Lesson Plan

Tuning In

• Students watch and listen to the Place Value First Grade – Tens and Ones video on YouTube. At the end of the video, ask the students:
  • How many digits can go into each room in the place value house?
  • How many ones blocks make up a tens block?
  • What happens when there are more than 9 ones blocks in the ones room?
• Provide each student with a Tens and Ones 2-Digit Place Value Mat and some tens and ones MAB blocks. Randomly select a 2-digit number, then ask the students to make the number using their blocks. After making each number, ask the students:
  • Which number did you make?
  • How many tens blocks did you use?
  • How many ones blocks did you use?

Teacher Instruction

• Display and discuss slides 5-7 of the Exploring 2-Digit Place Value PowerPoint. Highlight the fact that 2-digit numbers are made up of tens and ones.
• Display and discuss slide 8. Ask the students to make each of the numbers with MAB blocks, then record the number of tens and ones in the table on the board. As a class, check the answers on slide 9.

Guided/Independent Learning

• Display slide 10 and explain how to complete the activity, demonstrating some examples on the board.
• Place the students into pairs and provide each pair with a copy of the Place Value Spin activity. Monitor and support the students as they spin the MAB spinner to make and record a set of 2-digit numbers.
• Once the students have finished, discuss the activity. Encourage more confident students to demonstrate some of their answers.

Wrapping Up

• Using the MAB blocks, a dice and their place value mats, invite the students to play a game of ‘Race to 100’ with their partner. Students roll the dice and collect the corresponding number of ones blocks to place on their mat. When they have more than 9 ones blocks, the students swap or trade 10 ones for a tens block. The first player to reach 100 is the winner.

 Differentiation

Extending Students

• Encourage more confident students to share and demonstrate their answers from the activity with the class.

Supporting Students

• Invite less confident students to complete the independent activity in a small group with the teacher or teacher aide.

 Assessment Strategies

Suggested Assessment Strategies

• used strategic whole class or individual questioning
• observed student participation during learning activities
• recorded student progress on a checklist
• annotated student work samples
• collected and reviewed student work samples
• facilitated whole class or peer feedback sessions
• encouraged student self-reflection
• administered formal assessment tasks.

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