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Subject: Mathematics
Semester: 1
Period: 3
Week: 14
School Name:
Teacher’s Name:
Subject: Mathematics
Grade Level: Grade 1
Date: Week 14
Lesson Duration: 45 minutes
Week & Period: Week 14, Period 3
Topic: Place Value
Sub-topic: Place Value of Two-Digit Numbers
Learning Objectives
By the end of the lesson, students should be able to:
Understand the concept of tens and ones
Use place value charts and base-ten blocks to represent numbers
Decompose two-digit numbers into tens and ones (e.g., 76 = 70 + 6)
Previous Knowledge
Students already know how to read and write two-digit numbers in figures and words.
Instructional Materials
Mathematics textbook for Grade 1, base-ten blocks, place value charts, counters, number cards.
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
The teacher asks students to count 36 counters. The teacher then asks: “How many groups of ten can we make from these counters?” Students group the counters into 3 tens and 6 ones. The teacher introduces the idea of tens and ones.
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
The teacher explains that in two-digit numbers, the first digit represents the tens and the second digit represents the ones. For example:
45 = 4 tens and 5 ones
70 = 7 tens and 0 ones
The teacher demonstrates decomposition:
64 = 60 + 4
29 = 20 + 9
Students use base-ten blocks to build numbers. The teacher places 8 tens and 2 ones and asks the class to identify the number (82).
Learners’ Activities (Expanded):
Students use base-ten blocks to form numbers called out by the teacher.
Students write decompositions in their notebooks.
Students fill place value charts with numbers such as 53, 90, 27.
Assessment Checks:
What is the tens digit in 74?
Write 68 in expanded form.
Represent 35 using base-ten blocks.
Notes (Expanded & Detailed):
Place value helps us understand the value of each digit in a number. In a two-digit number, the digit in the tens place shows how many groups of ten, and the digit in the ones place shows the leftover single units. Example: 92 = 9 tens (90) + 2 ones (2).
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Numbers can be broken down into tens and ones. The first digit in a two-digit number tells how many tens, and the second digit tells how many ones.
Evaluation Method (Expanded):
Exit slip/quiz: Write the tens and ones in 47, expand 83, show 51 using base-ten blocks.
Teacher will collect slips and provide oral feedback.
Assignment (Expanded):
Write five two-digit numbers of your choice and break them into tens and ones.
Follow-up Activity:
Students practice with place value charts at home.
Differentiation / Inclusive Strategies
Struggling learners work with smaller numbers (below 50). Advanced learners work with larger numbers and expand them.
Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low