Teacher Note: If base-ten blocks are not available for each student, you can use graph paper to make your own by copying a 1/2 inch grid onto cardstock and cut out hundred flats, ten sticks, and one cubes or use foam cup place value buddies. The place value Trashketball and Guess my Number games should be administered as an engaging activities after the lesson. Students should work in pairs and can record the results of each round on the sheet provided.

 

Vocabulary:

Place value – the value of the position of a digit in a number (ex: hundreds, tens, ones)

 

Expanded notation – a way to write numbers to show the value of each digit (ex: 5642 = 5,000 + 600 + 40 + 2)

 

Standard form – a number written with one digit for each place value (ex: 562)

 

Digit – any one of the 10 symbols 0,1,2,3,4,5,6,7,8,9

 

Numeral – a symbol used to represent a number

 

Value – what a number is worth

 

ones – tens – hundreds  Students will recognize and identify the correct values for given numbers (ex: In 642 what is the value of 6? Answer = 6 hundreds)

 

 

Vocabulary:

 

Place value – the value of the position of a digit in a number (ex: hundreds, tens, ones)

 

 

 

Expanded notation – a way to write numbers to show the value of each digit (ex: 5642 = 5,000 + 600 + 40 + 2)

 

 

 

Standard form – a number written with one digit for each place value (ex: 562)

 

 

 

Digit – any one of the 10 symbols 0,1,2,3,4,5,6,7,8,9

 

 

 

Numeral – a symbol used to represent a number

 

 

 

Value – what a number is worth

 

 

 

ones – tens – hundreds  Students will recognize and identify the correct values for given numbers (ex: In 642 what is the value of 6? Answer = 6 hundreds)

 

 

 Objective/Learning Target/Essential Questions:

Represent whole numbers in groups of hundreds, tens, and ones using base ten models and write the numeral representing the set in standard and expanded form.

Understand and be able to communicate place values and learn proper Mathematical terminology

1) Students will understand place value--the value of a digit depends upon its place or position in a number.

2) Students will represent given numbers up to a value of 999 using models, standard form, and expanded form.

3) Students will determine the value of a digit in a given number.

4.) Students will participate in partner “Guess my Number” and record their answers on the accompanying worksheet

5.) Represent whole numbers in groups of hundreds, tens, and ones using base ten models and write the numeral representing the set in standard and expanded form.

6.) Understand and be able to communicate place values and learn proper Mathematical terminology

7.) Students should recognize the numbers 0 to 999. They will gain an understanding of the place values for ones, tens, and hundreds. This will be accomplished by using a variety of activities.

8.) Students should be able to place sets of numbers in order from least to greatest and from greatest to least and determine the number that is one greater or one less than their assigned number

 

Duration:1 hour

Materials:

Willing and eager students

Guess my number game board

Chips

Foam place value buddies

Worksheets

scan.pdf

Recall Prior Knowledge:

(Write the numbers 13 and 31 on the board.)  Which of these numbers is larger?  How do you know? (open the floor for group discussion and accept several answers) Challenge the students by pointing out that each number has the digit 3 and the digit 1.  Remind the students that place value means that the value of a digit depends upon its place or position in a number.  We can see that the digit 3 appears in different places in these two numbers so we know that the value of the 3 is different in each number.  What is the value of the 3 in the number 13?  What is the value of the 3 in the number 31?

Modeling/Instruction:

Today we are going to strengthen our understanding of place value.  To do this, we will represent or show numbers in several different ways. Let’s begin with our NUMBER OF THE DAY place values and start with the number 137.  First, I will write the number in standard form.  Standard form is the usual way that we write a number.  Now I will use the base-ten blocks to represent the number.  I first look at the hundreds place.  I see that there is 1 hundred so I will use one flat.  Next, I look at the tens place and see that my number has 3 tens.  I will use 3 ten-sticks (longs) to show my number.  Finally, I will look at the ones place.  My number has 7 ones.  I will use7one-cubes.  Now I have shown the number 137 with my base-ten blocks. Ask the student to fill in the number and tell whether it is even or odd. Ask students how they determined whether it was even or odd.

The next section of the worksheet asks the students to write the number in words. Asking students write the number shows that they have working knowledge of the organization of numbers, place value and proves that they are able to communicate it. A student communicating their answer and using mathematical terminology correctly proves that they have working knowledge of concept.

The next section of my table is “How Many?” or in other words record how many hundreds, tens, and ones my number has.  Be sure that students understand that it isn’t 100 hundreds or 30 tens.  If there is confusion, take them back to the base-ten blocks.  Have them count the number of hundred flats, or ten-sticks.)  I will first look at the hundreds.  I see that I have a 1 in the hundreds place. I also see that I used one hundred flat to show my number.  I know that 137 has one group of a hundred, 3 groups of ten and 7 ones.

The next step on my worksheet is to recall the number that comes before (one less)and after(one more).

 

Next:

The next way I will represent the number 137 is using expanded form. You must remind the students that expanded form is like stretching the number out to show the value of each digit added together.  The digit 1 is found in the hundreds place so I know that its value is 100.  The digit 3 is in the tens place so its value is 3 tens or in other words, 30.  The digit 7 is in the ones place so it is worth 7.Ask students to fill in the expanded form on the ways to make portion of the worksheet.

 

 

Guided Practice:

Give each student a copy of the NUMBER SENSE WORKOUT worksheet.  Follow the same procedure but allow the student choose an elbow buddy to work with (each group will have 2 worksheets to complete).  Choose two slightly larger three-digit numbers such as 253 & 368.  Allow the groups to complete the worksheet together.  Rotate around the room being sure to ask questions to get students to explain their thinking.  Have the groups complete both the worksheets provided to each individual student (total of 2 per group).  Gather as a class and discuss what they found difficult and if and what concept they may have struggled with.

Independent Practice:

Assign numbers for students to complete on their own.  You may want to have them choose their own number between 100 and 999 for the last section.

Check for Understanding:

Move around the room to monitor work.  Ask questions to have students explain their thinking and what they know.  Have students hand in completed worksheets to evaluate their understanding.

Recall Prior Knowledge:

(Write the numbers 13 and 31 on the board.)  Which of these numbers is larger?  How do you know? (open the floor for group discussion and accept several answers) Challenge the students by pointing out that each number has the digit 3 and the digit 1.  Remind the students that place value means that the value of a digit depends upon its place or position in a number.  We can see that the digit 3 appears in different places in these two numbers so we know that the value of the 3 is different in each number.  What is the value of the 3 in the number 13?  What is the value of the 3 in the number 31?

Modeling/Instruction:

Today we are going to strengthen our understanding of place value.  To do this, we will represent or show numbers in several different ways. Let’s begin with our NUMBER OF THE DAY place values and start with the number 137.  First, I will write the number in standard form.  Standard form is the usual way that we write a number.  Now I will use the base-ten blocks to represent the number.  I first look at the hundreds place.  I see that there is 1 hundred so I will use one flat.  Next, I look at the tens place and see that my number has 3 tens.  I will use 3 ten-sticks (longs) to show my number.  Finally, I will look at the ones place.  My number has 7 ones.  I will use7one-cubes.  Now I have shown the number 137 with my base-ten blocks. Ask the student to fill in the number and tell whether it is even or odd. Ask students how they determined whether it was even or odd.

The next section of the worksheet asks the students to write the number in words. Asking students write the number shows that they have working knowledge of the organization of numbers, place value and proves that they are able to communicate it. A student communicating their answer and using mathematical terminology correctly proves that they have working knowledge of concept.

The next section of my table is “How Many?” or in other words record how many hundreds, tens, and ones my number has.  Be sure that students understand that it isn’t 100 hundreds or 30 tens.  If there is confusion, take them back to the base-ten blocks.  Have them count the number of hundred flats, or ten-sticks.)  I will first look at the hundreds.  I see that I have a 1 in the hundreds place. I also see that I used one hundred flat to show my number.  I know that 137 has one group of a hundred, 3 groups of ten and 7 ones.

The next step on my worksheet is to recall the number that comes before (one less)and after(one more).

 

Next:

The next way I will represent the number 137 is using expanded form. You must remind the students that expanded form is like stretching the number out to show the value of each digit added together.  The digit 1 is found in the hundreds place so I know that its value is 100.  The digit 3 is in the tens place so its value is 3 tens or in other words, 30.  The digit 7 is in the ones place so it is worth 7.Ask students to fill in the expanded form on the ways to make portion of the worksheet.

 

 

Guided Practice:

Give each student a copy of the NUMBER SENSE WORKOUT worksheet.  Follow the same procedure but allow the student choose an elbow buddy to work with (each group will have 2 worksheets to complete).  Choose two slightly larger three-digit numbers such as 253 & 368.  Allow the groups to complete the worksheet together.  Rotate around the room being sure to ask questions to get students to explain their thinking.  Have the groups complete both the worksheets provided to each individual student (total of 2 per group).  Gather as a class and discuss what they found difficult and if and what concept they may have struggled with.

Independent Practice:

Assign numbers for students to complete on their own.  You may want to have them choose their own number between 100 and 999 for the last section.

Check for Understanding:

Move around the room to monitor work.  Ask questions to have students explain their thinking and what they know.  Have students hand in completed worksheets to evaluate their understanding.

Independent Practice:

Assign numbers for students to complete on their own.  You may want to have them choose their own number between 100 and 999 for the last section.

Check for Understanding:

Move around the room to monitor work.  Ask questions to have students explain their thinking and what they know.  Have students hand in completed worksheets to evaluate their understanding.

Place Value Number Sense

Judith Veitia

January 08, 2015