Ashley Miller



Math Unit

Introduction

This math unit is all about place value and being able to compare two two-digit numbers, based on looking at the ones and tens place and recording with the symbols > < or =. The students will be able to count in a different way and a much faster way. These lessons allow for the students to play games on a computer to further their study about place value and will have their attention at all times.

Rationale

I designed this unit with the intention of teaching all of the place value standards and arranging them within three lessons that were from beginning, intermediate, and advanced. In the first lesson I included the manipulatives of candy because I thought it would be a great hook to reel them in with. I then incorporated fun worksheets and other games both on a computer and on paper to allow for the study of this unit. I focused my attention on being able to assess most of the intelligences because I think it is very important, since every student learns differently.

Goals

The overall goal of this unit was for my students to learn place value of the ones and tens place. Because the students are so young, I did not put large numbers into my lessons, but the intention was to get them ready for 2nd grade where they will learn about the next place value, “hundreds”. I incorporated manipulatives to offer real life experiences to the kids and to hopefully get them wanting to learn the unit.

Guiding Questions

o Is it easier to count now with knowing the place value of things?

o Is it easier to place objects into groups of ten and ones to be able to recognize which has more or less?

o Did working with manipulatives help with these lessons?

o Did the integration of technology help or complicate the learning of these standards?

o How does the number of objects change as groups of tens are added?

Standards

Math Standards

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:

o CCSS.Math.Content.1.NBT.B.2a 10 can be thought of as a bundle of ten ones — called a “ten.”

o CCSS.Math.Content.1.NBT.B.2b The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.

o CCSS.Math.Content.1.NBT.B.2c 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).

CCSS.Math.Content.1.NBT.B.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and , =, and ................
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