ALEX Classroom Resource

  

Understanding Place Value

  Classroom Resource Information  

Title:

 Understanding Place Value

URL:

 https://aptv.pbslearningmedia.org/resource/5d8f156a-2625-4754-9c7c-725d06773461/understanding-place-value/

Content Source:

 PBS
Type: Audio/Video

Overview:

A very important concept students learn in first grade is place value. Let's look at the number 13. What does 13 really mean? We can write 13 in a place value chart. Now we see that 13 is 1 ten and 3 ones. But what does "one ten" really mean?

Content Standard(s):
Mathematics
MA2019 (2019)
Grade: 1
11. Explain that the two digits of a two-digit number represent amounts of tens and ones.
a. Identify a bundle of ten ones as a "ten."

b. Identify the numbers from 11 to 19 as composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.

c. Identify the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 as one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
Unpacked Content
Evidence Of Student Attainment:
Students:
  • Use a variety of representations (symbolic: 10+8. pictorial: one line and 8 dots. physical: place value blocks, bundles of sticks, or groups of fingers, etc.) to show and explain the decomposition of the number into groups of 10 and ones.
Teacher Vocabulary:
  • Base ten
  • Decompose
Knowledge:
Students know:
  • how to decompose numbers 11-19.
Skills:
Students are able to:
  • Use place value models or mental strategies to decompose numbers.
Understanding:
Students understand that:
  • a two-digit number represents amounts of tens and ones.
  • Ten things can be represented as one ten or as ten ones.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
M.1.11.1: Match the number in the ones and tens position to a pictorial representation or manipulative of the value.
M.1.11.2: Represent numbers with multiple models.
Examples: models—base ten blocks, number lines, linking cubes, straw bundles.
M.1.11.3: Count to 100 by tens.
M.1.11.4: Count 10 objects.
M.1.11.5: Count to 10 by ones.
M.1.11.6: Name numerals 0 to 19.

Prior Knowledge Skills:
  • Define ones and tens.
  • Match the number in the ones and tens position to a pictorial representation or manipulative of the value.
  • Add numbers 1-9 to ten to create teen numbers using manipulatives or place value blocks.
  • Count objects up to 10.
  • Notice same/different and some/all.
  • Recognize numbers from 1-50.
  • Add one to a set of objects (up to 10 objects).
  • Given small groups of objects, create larger groups by combining the small groups.
  • Understand ten and 1 (ten 1's =10).
  • Put together two small groups of objects to create a larger group.
  • Understand number words.
  • Establish one-to-one correspondence between numbers and objects when given a picture a drawing or objects.
  • Rote count to 10.
Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.1.11 Recognize and create sets of ten (limit to three sets).
Tags: ones, place value, tens, two digits
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Partnered Event: ALEX Resource Development Summit
Accessibility
Comments

ALCOS 2019

11. Explain that the two digits of a two-digit number represent amounts of tens and ones.
a. Identify a bundle of ten ones as a “ten.”
b. Identify the numbers from 11 to 19 as composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
c. Identify the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 as one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).

  This resource provided by:  
Author: Michelle Frye
The event this resource created for:ALEX Resource Development Summit