Identifying Place Value
3rd Grade
Objectives:
1. Students will be able to properly identify
place value names up to the 10,000th position.
2. Students will need prerequisite skills of
knowing how to read numbers up to thousands.
Materials:
1. Book – One Grain of Rice by Demi
2. Visual Place Value Number Necklaces
3. Color Tiles
4. Chart (with place value columns up to
10,000ths)
5. Teacher Chart
6. Teacher Color Pieces
7. Worksheets for homework
8. Number Sense & Place Value Book Grades 2-3
9. Game – “Numbers to 999” (modified to 99,999)
and it’s pieces
10. Number cards
Procedure:
Opening
1. Make reference to the book we read the day
before in class.
2. Tell students “Today we are going to learn
about place value.”
3. Ask if any of the students know what place
value means.
4. Allow students time to think about the
question and answer.
5. Put teacher chart up on board.
6. Begin with only the tens and ones columns
showing.
7. Give the students a number up to 99 and
ask them how many sets of ten do we have in the tens column and how many ones.
8. Allow students time to think and answer.
9. Do two or three examples.
10. Progress up to the hundreds position on
chart.
11. Repeat step 7 only this time use number
from 100-999.
12. Repeat steps 8 and 9.
13. Progress up to the thousandths position.
14. Repeat step 7 this time use numbers between
1,000-9,999.
15. Repeat steps 8 and 9.
16. Progress up to the 10,000th
position.
17. Repeat step 7 using numbers 10,000-99,999.
18. Repeat steps 8 and 9.
Main Procedure
1. Begin activity by handing out place value
number necklaces.
2. Give instructions for activity.
3. Instructions:
~Explain
to kids that they are going to be a specific place value.
~Teacher
will form small groups of 5 students.
~Teacher
will give a specific group a number by reading them the number at least 3 times
and handing out appropriate number cards.
Numbers to be given out (taken from story)
65,536
32,768
16,384
8,192
4,096
~The
children in that group will have to get into the proper place value order,
using the necklaces.
~Once
the children have gotten in proper order in the front of the room, the class
will say the number demonstrated for them.
~Teacher
will put correct answer up on the teacher chart.
~Go
to next group. Be sure to use a variety
of numbers.
~Make
sure each group goes at least twice.
Closure:
1.
We will wrap
up the lesson by asking for individual volunteers to come up to the teacher
chart and identify proper place values.
2.
The teacher
will read a number to the individual student and that student will place the
numbers in the correct place value column.
3.
Have other
students working on the same number with their individual charts.
Assessment:
The form of observation that we will use
in this activity will be in class observation during the activity as well as
the results from the homework worksheet that we have them take home that
evening.
At-Home
Extensions:
Our
first extension that we will have the students do at home is the
worksheet. We will also request that
the student find something at home that has a number on it in the 10,000ths. We will have an extra chart that we used in
class for them to take home and write the place value names for the number they
find.
Back-up Plans:
Too Short
~ Have more individuals come up to the teacher chart to be tested or we could
make the group activity last longer. We
could also read another story.
Too Long ~ If the activity runs too long
we could eliminate the individual volunteers at the end of the lesson.
Resources:
Number Sense & Place Value Book
*see Bibliography
Explanation
of 5 Process Standards
This
is incorporated by building new knowledge by being introduced to larger place
values and their names. The students
are adapting a strategy to answer questions about place value using the charts. By giving the students random numbers to
place within their charts we are asking them to solve a mathematical problem.
The
students are using reasoning because they are making the connection between
hearing numbers and being able to determine which number falls under each
appropriate place value column.
The
students will be using communication within their small groups. By giving each of the 5 students a different
place value we are forcing them to communicate with one another to come up with
the right solution. The class is also
communicating as a whole when reading out the correct answer.
The
place value that we are teaching connects to numerous other aspects in
math. One must be able to read numbers
properly before they can solve problems.
We are also using a connection between numbers used in the book and the
numbers we have them identifying in class.
We
use many models in this lesson to represent, organize, record, and communicate
the concept of place value. Some
examples from our lesson include the individual place value charts, the number
necklaces, the teacher chart, and the color tiles.
After reading our articles from math
magazines and reading selections from different textbooks, we decided that the
textbooks themselves were the most useful tools in reference to our
lesson. The textbooks offered us visual
information about what the children should be learning as well as extra insight
on how to present it effectively. The
magazine articles that we read were not that recent and the information
contained in them was not particularly relevant to our concept and the way in
which we present it in our lesson. The
only information that we incorporated into our lesson from reading these
various texts was the idea of the teacher and individual chart set-up for
identifying each place value position.