Lesson Title: Bundles of Beans Grade Level: 1st Grade Assessment: Students will be asked where numbers should

d go on the chart paper while writing the numbers on their own handout. The teacher will be able to collect the students recordings from the game to see if the students understand the concept of the different place values. Alignment: CC.2.1.1.B.3: Use place value concepts and properties of operations to add and subtract within 100. CC.1.1.1.E: Read with accuracy and fluency to support comprehension Vocabulary: Place Value Ones Place Tens Place Hundreds Place Objective(s): Students will give examples of different place values. Students will use their bean sticks to represent the relationship between ones, tens, and hundreds Essential Question(s): What are several differences between the ones, tens and hundres place? Duration: 55 minutes Materials: Book: How Many Jelly Beans? By: Andrea Menotti Place value work mat Spinner template Large dried beans (over 100 for each student) Popsicle/craft sticks (10 for each student) Glue Paper clips Pencils

Suggested Instructional Strategies: Kinesthetic/Tactile: The students will be using fine motor skills to create their base ten counters will beans. Modeling: The teacher models where numbers go on the place value chart before asking the students to do the same thing Active Engagement: The students volunteer to show different number representations with their bean sticks; they ten play a game trying to get to 100 beans first.

Strategic Thinking: The students need to think about how to represent different numbers using bean sticks.

Instructional Procedure: Before (15 minutes): 1. Read the book How Many Jelly Beans? This will help the students get a feel for large numbers and what those numbers look like in a concrete representation instead of number form. 2. On chart paper or a chalkboard, draw a chart with three columns. Label the columns from left to right: hundreds, tens, and ones. 3. Hold up a bean and ask students, How many beans do I have? Then write the numeral 1 in the ones column on your chart. 4. Say, If I add two more beans, how many will I have? Write the numeral 3 beneath the 1 in the ones column. Explain, When we have a number that is less than 10, we can show it by writing it in the ones column. 5. Then ask, But what if I have 14 beans? Each of these columns can only hold one numeral. So how can I show 14 on my chart? Write a 1 in the tens column and a 4 in the ones column. Reinforce the concept by pointing to each numeral and saying, This means I have one ten and four ones14. During (20 minutes): 1. Give each student 100 beans, 10 craft sticks, and glue. Explain that each bean is a one, so 10 beans together is a ten. 2. Have students count out 10 beans for each craft stick. Instruct students to glue exactly 10 beans to each stick so that it represents one ten. 3. As students work, ask volunteers to use their beans to show the number 20, 40, and so on. 4. Once students have completed all 10 sticks, give them nine extra beans to use as ones. 5. Once the glue dries, give each student a place value work mat and prompt them to build numbers on their mat using the sticks and beans. For example, say, Use your sticks and beans to show the number 32. Check to see that students put three sticks in the tens column and two beans in the ones column. 6. Continue until students demonstrate that they understand how to use their manipulatives to show numbers. After (independent practice) (20 minutes): 1. Divide students into pairs to play a place value game using their mats and manipulatives. Provide extra beans so students have more than nine ones. 2. Give each pair a spinner plate, paper clip, and pencil. Show students how to use the paper clip as the arrow for the spinner: Slide the paper clip onto the pencil. Hold the pencil upright with the tip in the center of the spinner. Then flick the paper clip to spin it around the pencil. 3. Have the first player spin and build the number on her mat. Instruct the second player to do the same. 4. On each subsequent turn, have students spin and add that number of beans to their mat. Once they have 10 beans in the ones column, they can trade the beans for one stick. (For example, if a student has 5 beans in the ones column and he spins a 9,

then he trades 10 beans for a stick and keeps the remaining 4 beans.) The first player to get to 100 (by collecting 10 craft sticks) wins! Have the students record how many beans they earn each spin and have them hand it into you at the end of the game.