Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 45927
Place Value WAR!
Who doesn't love the game War? Use it to help enhance your teaching of place value with this engaging and interactive lesson.
Subject(s): Mathematics
Grade Level(s): 1
Intended Audience: Educators
Suggested Technology: Document Camera,
Computers for Students, Internet Connection, LCD
Projector, Speakers/Headphones
Instructional Time: 2 Hour(s)
Freely Available: Yes
Keywords: place value
Resource Collection: CPALMS Lesson Plan Development Initiative
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Students will know how to compare numbers by comparing the meaning of place values. They will show this knowledge by doing the following.
1. Students will construct 2 digit numbers using tens and ones from a given number.
2. Students will evaluate 2 number representations and compare amounts using words greater than, less than, and equal.
3. Student will evaluate and record <, >, or = when comparing equations.
Prior Knowledge: What prior knowledge should students have for this lesson?
Numbers are represented by tens and ones.
Read numbers to 120.
When given a 2 digit number to then have the ability to construct it with tens and ones.
Ability to locate a given 2 digit number on 100/120 chart.
The equal sign means you have the same quantity on both sides of it.
Guiding Questions: What are the guiding questions for this lesson?
What can you tell me about the number 72?
How about the number 27?
How are they the same? How are they different?
How do I know 72 is larger than 27? Use your math words.
How would I record your statement using math symbols?
What is the same about all of your solution strategies?
How does thinking about the place value help you decide which number is larger?
Teaching Phase: How will the teacher present the concept or skill to students?
"Who knows how to play War with a deck of cards?"
Try to let the students state the following rules:
You flip 2 cards over, say the number and the larger one gets the cards.
The one with the most cards at the end of the game is the winner.
page 1 of 4 If you get the same number each has to set out 3 more cards while stating, "I declare war!" and flip over the next card. The larger number claims all 10 cards.
Actually play a game of war with a student in the class. Ask the students how you would know which player would win the cards. You would expect to hear a
response similar to "7 is bigger than 4 so the player who flipped over the 7 wins the cards."
The teacher can record place value words for students to refer to later in the lesson.
The teacher can demonstrate with tens and ones base-ten blocks for a visual model.
Support Materials List:
tens/ones base-ten blocks
deck of cards with face cards to the side or set of Uno cards with word cards set to the side
Guided Practice: What activities or exercises will the students complete with teacher guidance?
The teacher will take 2 cards and ask children what numbers can be made using the 2 digits.
For example, the teacher is looking for 2 and 7 to be made into 27 or 72.
The teacher will ask the students to predict which number is larger and explain why/Smaller and explain why.
The teacher will have students model with the place value blocks the number 27 to the left of them and 72 to the right of them. The students will observe and
compare the 2 representations and as a class check their predictions.
Use the Guiding Questions to discuss this comparison.
How are 27 and 72 alike? How are they different?
How do I know 72 is larger than 27? Use your math words.
The teacher is looking for students to identify, justify, and explain the similarities and differences of the 2 numbers. As you ask the students to explain why 72 is
larger, emphasize that the number with the most amount of ten rods is the larger.
The teacher will take another 2 cards and repeat the activity. Again, emphasize that the number with the larger amount of ten rods is the larger number, not the
number with the most ones.
The teacher will introduce the math signs for greater than and less than and relate the signs to reading the comparison in the previous numbers.
Example:
27
72>27 reads "Seventy-two is greater than twenty-seven."
Ask the Guiding Questions:
What is the same about your solution strategies?
How does thinking about place value help you decide which is larger?
The teacher will then take 2 cards and ask for a number that would be the same.
Ex. 4 and 6 can be 46 or 64. Ask the students to think about 46 and what would be the same amount as 46. Probing and getting to the simple and logical statement:
46 is equal to 46.
Introduce the equal sign and add this to the list of math sentences that we can make.
Example:
46
64>46 reads "Sixty-four is greater than forty-six."
64=64 reads "Sixty-four is the same as or equals sixty-four."
Ask the students to show you with their blocks a number that is less than the 2 digit number, 64.
Ask them to explain how they know these numbers are less than 64.
Continue with these steps with other numbers for as long as you have the students' attention and feel they need this guided practice.
Support Materials List:
tens/ones base-ten blocks
deck of cards or Uno cards (without face or word cards)
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
The actual game can be played in this lesson or the next day. It is similar to the activity the students just did but without the place value blocks. Each player draws 2
cards and creates the largest possible number. The player with the largest 2 digit number collects all of the cards for that round. The player with the most cards
wins the game. You might have the students record their greater than or less than math sentences after each play.
When you feel you need a more formal assessment from each student, distribute the attached handout for the Formative Assessment. Formative_Assessment.docx.
These concepts can be reinforced with interactive computer activities - whole group to review then independently or with a partner.
Support Materials List:
tens/ones base-ten blocks
deck of cards or Uno cards (without face or word cards)
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
The teacher will ask any of the Guiding Questions that you feel the students need to review. The following two would be most appropriate.
What is the same about your solution strategies to find the largest number?
How does thinking about place value help you decide which is larger or smaller?
The teacher will ask the students to provide an explanation to justify and share strategies out loud.
The teacher can assist students with misconceptions using tens/ones base-ten blocks.
The Summative Assessment will be given to students and reviewed the next day. Summative_Assessment.docx
Support Materials List:
tens/ones base-ten blocks
deck of cards or Uno cards (without face or word cards)
Summative Assessment attachment
Summative Assessment
page 2 of 4 Students will complete the Summative Assessment by providing math symbols or numbers to make the equations true.
Formative Assessment
The teacher will observe the students making the given numbers during the Teaching Phase and the Guided Practice with the base ten blocks. The teacher will
evaluate whether a student is able to articulate when the tens number is larger in one number than the other.
The teacher will ask students to explain and justify their answers during the lesson.
Use these anecdotal notes to form and work with small groups or one-on-one to correct any misconceptions or place value issues.
I suggest a record keeping tool with the students' names and spaces to record notes.
Feedback to Students
The teacher will listen to explanations and justifications from students when deciding on <, >, =.
The teacher will use the Guiding Questions to help students reason about the size of the numbers and compare them using the larger place value.
The teacher will correct misconceptions and probe for students to create visual representations to help them observe and evaluate the quantities.
The teacher could provide 100/120 chart and 2 clear counters for student to find both numbers and lay a clear counter on top. The students could then distinguish
between the 2 different numbers and where they are on the chart. This might assist them with which number is closer to 100 or the larger of the 2 numbers.
Further feedback to students is noted in the Teaching Phase and the Guiding and Independent Practice sections.
Support Materials List:
100/120 chart
clear counters
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
For students struggling with counting the tens and then adding on the ones, make sure to have a 100/120 chart for them to refer to and use counting on strategies.
For example: Student sees 3 tens and 4 ones, student says 10, 20, 30 but then tries to say 40. Have them refer to the 100/120 chart and locate 30-what would be 1
more? The next number would be 31 not 40.
Provide a balance scale for students to "see" 27 is greater than 72 when using tens/ones base ten blocks.
The teacher could provide 100/120 chart and 2 clear counters for the students to find both numbers and lay a clear counter on top. The students could then
distinguish 2 different numbers and where they are on the chart. This might assist with which number is closer to 100 or the larger of the 2 numbers.
Support Materials List:
The teacher can "Google search" 120 chart and a number of versions appear for printing or display purposes
Balance scale
Extensions:
Reinforce with interactive computer activities- whole group to review activity then independently or with a partner.
For those students who show strong understanding of the structure of the place value system, ask if they can use the pattern of looking at the largest place value to
compare even larger numbers and why or why not. Please note that the standard only requires using two-digit numbers and first graders only have to count to 120.
This question would be to enrich the place value structure understanding of those students who are ready and need it.
Support Materials List:
Balance- http://www.crickweb.co.uk/ks2numeracy-calculation.html
Compare numbers- http://www.abcya.com/comparing_number_values.htm
If you are using the above online resources, please make sure to display the sites so that the students can not view the advertisements.
Suggested Technology: Document Camera, Computers for Students, Internet Connection, LCD Projector, Speakers/Headphones
Special Materials Needed:
Tens/ones base ten blocks
Deck of cards or Uno cards (without face or word cards)
Any type of music to play during independent practice
Summative Assessment Greater Than, Less Than, or Equal
Blank generic 120 chart
Further Recommendations:
Tips for preparing and managing materials:
Have individual bags prepared with 9 tens and 10 ones per student.
Make sure to take out face cards from deck or word cards from Uno decks
Please allow 2-3 minutes of free building time for students to explore with the tens/ones with the understanding that teaching time will come and they need to be
ready to participate.
Have a class word that when said everyone releases all manipulatives and focus is on teacher for guidance. Ex. In my class "CooCoo" means hands up in the air and
find the teacher.
Make sure to have 10 ones in each student bag.
Make sure to have a place for loose ones to be stored or handed out as necessary.
Additional Information/Instructions
By Author/Submitter
This lesson aligns to the Mathematical Practice Standard: MAFS.K12.MP.7.1 Look for and make use of structure because the students must focus on the meaning of the
page 3 of 4 place value structure.
The lesson also aligns to the Mathematical Practice Standard: MAFS.K12.MP.5.1 Use appropriate tools strategically because the students are using place value blocks to help
them represent and understand the numbers.
SOURCE AND ACCESS INFORMATION
Contributed by: Jeanne Wright
Name of Author/Source: Jeanne Wright
District/Organization of Contributor(s): Volusia
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
MAFS.1.NBT.2.3:
Description
Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons
with the symbols >, =, and <.
page 4 of 4