Karla Usinger

Math Lesson: Understanding Place Value

2nd Grade
Total Time: 45 min
# Students: 21

Learning Goal
(Content
Standard)

Target Goal

Essential
Questions
Topical Questions

Instructional
Objective
Assessment

Disabilities/Diver
se Needs
Represented
Student
Accommodations
and/or
Modifications
Instructional
Procedures

CCSS.Math.Content.1.NBT.B.2
Understand that the two digits of a two-digit number represent
amounts of tens and ones. Understand the following as special cases:
CCSS.Math.Content.1.NBT.B.2.a
10 can be thought of as a bundle of ten ones called a "ten."
CCSS.Math.Content.1.NBT.B.2.b
The numbers from 11 to 19 are composed of a ten and one, two,
three, four, five, six, seven, eight, or nine ones.
CCSS.Math.Content.1.NBT.B.2.c
The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two,
three, four, five, six, seven, eight, or nine tens (and 0 ones).

Identify a two-digit number based on the amount of

tens and ones.
Create a representation of a two-digit number by
drawing individual squares for the ones and sticks
for the tens.
What is place value?
How many digits are in our place value system?
How many ones are in a given number?
How many tens are in a given number?
Students will be able to recognize and draw how many ones
and tens are in two-digit numbers.
Formative assessment is happening continually during the
lesson by observing how the children can identify and draw a
representation of a two-digit number based on the amount of
ones and tens.
1-SLD (specified learning disability)
3-speech disability
Special education teacher will be present during the lesson to
assist the students with disabilities.

Introduction (5 minutes): Introduce place value (Remind

students how in a place value system, the value of a digit in a
numeral is determined by its position in a numeral.

*Reference their daily calendar

Learning Activity (30-35 minutes):
First demonstrate how the activity works on overhead.
Each student will receive a tens and ones handout
with a paper protector, dry erase markers, and cloths
for erasing. They will also each have playing cards from
ace-9.
I will first choose two numbers from the cards for the
students to place in the tens and ones columns of their
handout. They will write the number and then draw
how many tens and ones are in the numeral.
I will continue to pick different two-digit numbers for the
students to write and draw how many tens and ones are
in the numeral.
After a few times, I will let the students pick what twodigit numbers they would like to write and draw a
representation of that number.
I will also pick students to come up to the overhead and
share their answers.
Extension-If students are getting through this activity
quickly, we can work on comparing numbers. Pick 4
cards that represent two, two-digit numbers and have
students write them down and tell which is greater than
or less than (<, >).

Academic
Language
Language
Demands

5 Questions

Closure (5 minutes): Review what we did in the activity,

place value, and ones and tens.
Place Value, Ones, Tens, Bundles, Groups

Function: Students will be analyzing two-digit numbers

by breaking them up and representing how many tens
and ones are in the numeral. Also, if we get this far,
they will be comparing two-digit numbers by
determining which is greater or less.
Vocabulary: Place Value, Ones, Tens, Groups, Bundles
Syntax: Use of tables to separate the ones and tens of
a two-digit number.
Discourse: Discuss two-digit place value. Ask how
many ones and tens are in given numbers. I will
demonstrate using over head by writing and drawing a
representation of a two-digit number.
What is place value?
Where is the ones of a two-digit number?
Where is the tens of a two-digit number?
How would you compare two-digit numbers and determine

Curriculum
Materials

Notes

which is greater?
How would you use this outside of school?
Scott Foresman-Addison Wesley enVision MATH. (2011).
Pearson.
Playing cards
Tens and ones handout
Paper protectors
Dry erase markers
Cloths/tissues for erasing