Place Value Lesson Incorporating Technology

Date: 9/19/2023
Subject: Math Grade Level: 1st
Materials:
A computer that connects to the smartboard, a white bord, base ten blocks, laptops or iPads for the
students, and dice.

State Standards:
Number and Operations in Base Ten
1.NBT.B2
Understand that the two digits of a two-digit number represent amounts of tens and ones.
1.NBT.B2.a
Understand the following as special cases: a. 10 can be thought of as a bundle of ten ones — called a
“ten.”

From: Michigan K-12 Standards Mathematics

Enduring Understandings: Students should be able to recognize place value in two-digit numbers and
make groups of ten to model numbers using base-ten blocks.

Essential Questions:
 How many ones do you need to make a group of ten?
 Which number is the ones place and which number is the tens place?
 Why do we make groups of tens?

Objectives:
 Differentiate between the tens place and the ones place.
 Make groups of ten using base ten blocks.
 Model two-digit numbers with base ten blocks.
 Continue to group blocks into tens up to one hundred.

Engagement: Introduce the lesson by telling the students they are

going to be learning about place value and defining
some terms that will help their understanding of the
topic.

 “Today we are going to learn about place

value!”

 “Can anyone guess of what the word value

means?”
 “Value means how much something is
worth.”

 “What about the word digit, does anyone

know what a digit is?”

 “A digit is a single number like the number

1 or the number 2.”

 I will write the number 27 on the board and

write “one's place” under the seven and
“tens place” under the two and draw the
base ten blocks that represent it (see image
below).

 “What number do I have on the board?”

 “What digits are in the number?”

 “The place of the digit or single number

tells us its value or how much the digit is
worth.”

 “The 2 is in the tens place and the 7 is in the

ones place.”

 “The number 27 has 2 tens or 20 and seven

ones or 7.”

 “These long blocks are ten and we have two

of them 10 + 10. What number does that
represent?”

 “These single cubes are one and we have 7

 of them 1+1+1+1+1+1+1. What number
does that represent?”

(see image below)

 “On the count of three, we are all going to

say the number on the board out loud!”

Conclude the engagement portion by counting to

three and shout out “27” with the students.
Exploration: Explore place value with this video (Stop the video
after the first example at 2:34 so it's not too long for
the students, we will be practicing it in other
portions of the lesson) which exemplifies making
groups of ten revealing its purpose of helping count
quicker and reiterating the tens and once place.

 “Who's ready to learn about making groups

of ten!”

 Play the video from the beginning and stop

at 2:34

Link to video (YouTube): Tidy tens

 “let’s get up and moving!”

The students will do this brain break which relates

to the lesson after the exploration video to get them
up and moving.

Link to brain break (YouTube): How many 10s

brain break
Explanation: Each student will have a bag of base ten blocks at
their desk (with tens and ones only), and I will put a
PowerPoint on the smartboard. The students will be
prompted to model the number on the slide with
their base ten blocks. The slide following the
 number will have a picture of the correct
representation and text expressing how many tens
and ones are used so they can check their
representation.

 “Using the blocks in front of you, show me

the number on the slide. When you are done
quietly give me a thumbs up”

 Once everyone has a thumbs up, go to the

next slide with a picture of the correct
representation. Allow students to check,
correct if needed, and ask questions.

Continue this throughout the entire PowerPoint

Link to PowerPoint: Place Value Representation

PowerPoint
Elaboration: Place Value Exchange Game

Students will be put into groups of 2-3 and be given

dice, a bag of one's cubes, and a “bank” of base ten
blocks. Each student will take a turn rolling the die
and have to represent that number with one's cubes
from the bag of base ten blocks. Once the students
have ten cubes, they will exchange them in the bank
for a long ten cube. The students will keep playing
until one of them reaches 100 or ten longs.

 “Let’s have some fun!”

 Put students in groups of 2-3 and roll the

dice a couple of times modeling how the
game is played. Tell them to keep playing
until someone has a total of one hundred in
tens or longs.

My game is from:
https://primarydelightteaching.com/teaching-place-
value-to-1st-graders/
Evaluation: Play Kahoot
Each student will either have a laptop or iPad
depending on what the school offers/has available.
All the students will get on the teacher’s Kahoot
together with clear step-by-step instruction from the
teacher (e.g.: “login to your laptop, give me a
thumbs up when you are logged in, go to safari, give
me a thumbs up when you are in safari”, etc.).
 The questions on the Kahoot will be read to the
students and the answers will be in picture, number,
or true/false form making it grade-appropriate and
understandable for first graders. The students will
have up to one minute to answer each question
giving them a sufficient amount of thinking time.

 “Alright let's put our learning to the test!

We are going to play Kahoot. On the board,
you will see a question and answers
underneath it. On your laptops, you will
each be able to see this too. I will read each
question to you, and you will click on the
answer you think is correct.”

 “Please take out your laptop (or iPad).”

Give step-by-step instructions on how to get
on the Kahoot. Once everyone is on begin
the game!
Link to Kahoot: https://create.kahoot.it/share/place-
value/7c1591bd-37ff-4488-aa27-b93e28fabde1

Differentiation Strategies to Meet Learning Needs:

My lesson supports multiple modes of learning ensuring that all students will have the opportunity to
learn place value and base ten in a way they prefer. For instance, I verbally explain place value and
give definitions during the engagement period which will appeal to auditory learners who like to hear
things. In addition to explaining the content myself, I play a YouTube video that has someone else
explain the content differently. Next, I have students model numbers using base ten blocks during the
explanation phase and play a game prompting the students to physically regroup or exchange base ten
blocks during the elaboration phase. Physical learners will enjoy these hands-on experiences. Also, I
draw a picture of the base ten blocks under the digits during the engagement phase and use pictures in
my PowerPoint slides during the explanation phase for students to check their work which will help
visual learners. Finally, I incorporate a Kahoot game to evaluate the students, and solitary learners will
find this helpful as they will each answer the questions individually.
Rationale for Technology Tool Used:

My main use of technology is the Kahoot game that will be played at the end of the lesson to evaluate
the student’s understanding of the concepts that were taught. I chose a Kahoot because it’s an active
use of technology as each student will choose an answer for each question on their devices while
gaining points throughout the game. All the students will be actively participating in the game while
being in a whole group/class setting. The students will have up to a minute to answer each question so
they will be working individually to come up with the answer but must wait until everyone has
answered (students will not know who has answered and who has not) to get to the next question.
Therefore, everyone will have an adequate amount of time to think while actively participating. Finally,
many students tend to enjoy Kahoot because this informal assessment not only helps teachers evaluate
student understanding but is set up as an appealing game that allows students to create nicknames,
listen to music and sound effects, gain points, and have a character that matches the theme next to their
name.

Another incorporation of technology is the Tidy tens YouTube video that will be shown for students to
explore the place value of two-digit numbers and grouping tens. I wanted to show a YouTube video
that represents making tens because the visual representation of taking ten paintbrushes and tying them
together in a group of ten will aid students’ understanding of regrouping and where the tens place
comes from. Also, the video reveals the importance of making groups and representing place value in
two-digit numbers by putting them in a box separating the tens and ones allowing the students to learn
from someone else as they explain and exemplify the content differently. Another YouTube video will
be played for the brain break which is interactive as the students show how many tens are in the
number on the screen as they do a given exercise that many times. Not only does this YouTube video
relate to the content being taught but it gets students up and moving.

A further incorporation of technology is the Place Value Representation PowerPoint which will be
projected to explain the tens and one's place value. The use of PowerPoint makes this part of the lesson
faster and more efficient as I will have students represent the number on the slide with base ten blocks
and then show a slide with a picture of the correct representation. I wouldn’t have to go around the
room to check each student’s representations or try to hold up a bunch of blocks which may be difficult
for all the students to see clearly. Students can actively participate effectively with this PowerPoint as
the correct representations will be big and clear with text under the base ten blocks expressing how
many tens and ones there are for students to learn from.