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Ride along next to Rob as he drives through the country side learning about place value. In his journey through the pear orchard he’ll discover that ten ones make ten, ten tens make one hundred, and ten hundreds make on thousand. Then he undertakes an epic bike ride - 100 miles! Holy Moly! As his trip nears its end, he discovers that even after the thousand’s place, the base ten pattern he has discovered has no end; a truth that draws him into quiet contemplation.
Elementary School UK Equivalent
Year 1 - Year 6 KS2 Maths
LYRICS: Place Value
Picking pears, I got 1, 2, 3, 4, 5, 6, 7, 8, 9;
that’s all that fit inside the ones place value line.
So I picked another pear and made a group of ten.
They fit into a bag perfectly even.
20, 30, 40, 50, 60, 70, 80, 90:
I had to keep picking pears - a hunger I had to feed -
so I picked another ten and that led
to one group of one hundred.
(A pear bonked me on the head and I said...)
Ten ones make ten.
Ten groups of ten are one hundred.
Ten hundreds make one thousand;
the pattern never ends.
I rode my bike one whole mile,
then 2, 3, 4, 5, 6, 7, 8, 9, and in a little while,
another mile made one group of ten.
A little voice inside my head said,
“Keep going I know you can!”
20, 30, 40, 50, 60, 70, 80, 90:
I never knew I had so many miles inside me!
The end of my trip was coming up ahead;
I rode ten more miles and reached one hundred.
(Then that little voice inside my head said...)
After the bell rang at eight o’clock,
I started playing with my base ten blocks.
I stacked up nine and then one more made ten,
and then ten tens equaled one hundred.
200, 300, 400, 500, 600, 700, 800, 900:
another hundred wouldn’t fit in the hundred’s space...
I had to write one group in the thousands place!
(And then I played the air bass.)
Ten groups of one thousand equal ten thousand.
Ten ten thousands make one hundred thousand.
And ten of those make one million,
and the pattern has no end.
This video addresses the following Common Core Standards:
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:
1.NBT.B.2.a - 10 can be thought of as a bundle of ten ones — called a "ten."
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.
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).
2.NBT.A.1 - Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:
2.NBT.A.1.a - 100 can be thought of as a bundle of ten tens — called a "hundred."
2.NBT.A.1.b - The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).
http://www.NUMBEROCK.com is a provider of educational videos for kids which was founded by an innovative 5th Grade teacher who envisioned a new kind of classroom where students got energized for math class. Parents of his students even noticed their children singing mathematics songs around the dinner table well beyond school hours.
Seeing his students so enthusiastic when it was time for math was welcome, to say the least! But the epiphanous moment was when students were singing math songs all-day long like they were in the American Top 40!
We'll be releasing new songs and videos regularly until eventually addressing all the math skills and concepts that a Common Core Curriculum demands from 1st Grade to 2nd Grade, and even 5th Grade to 6th Grade.
Our main goal is to make teaching and learning math more fun and more interactive. SchoolHouse Rock! has done this in other subjects for us in the previous generations.