Lesson plan - Study Island



|Math Lesson: Place Value |Grade Level: 3 |

|Lesson Summary: The teacher will begin by making sure that students know place values through the hundreds place and can identify models of numbers up to 999. |

|Students will then construct a place value mat that includes place values through the thousands place and practice using base 10 blocks to model different numbers |

|and discuss the values of specific digits. For independent practice, students will answer questions involving place value models, the values of digits in a number,|

|reading and writing numbers, and expanded notation. Advanced learners will choose some pretend items to purchase, and write checks for the prices. Struggling |

|learners will sort base 10 blocks on a place value mat and count by 1,000s, 100s, 10s, and 1s to help them find the value of different digits in numbers. |

|Lesson Objectives: |

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|The students will know… |

|How to read and write numbers up to 10,000. |

|How to make a model of a number up to 10,000. |

|How to decompose a number up to 10,000 using expanded notation. |

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|The students will be able to… |

|Read and write numbers up to 10,000. |

|Model numbers up to 10,000. |

|Write numbers up to 10,000 in expanded notation. |

|Learning Styles Targeted: |

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|Visual |

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|Auditory |

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|Kinesthetic/Tactile |

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|Pre-Assessment: Give each student a whiteboard, dry-erase marker, and a tissue. Have students draw three long dashes horizontally toward the bottom of the |

|whiteboard. Tell students that these dashes will represent some place values that they should be familiar with already. Draw the same three dashes on the board, |

|and model for students where to label the ones place. Have students label the other two place values on their own. When students have finished, have students hold |

|up their whiteboards and make sure students labeled the tens and hundreds places correctly. If not, stop and review these place values. Tell students to leave the |

|place values written on their whiteboard because you are going to show them some models of numbers, and you want them to write the numbers shown by the models into|

|the correct place values. Project the first Pre-Assessment* picture under a document camera. Have students write the number shown by the model on their whiteboards|

|and hold them up for you to check. If you see students answering incorrectly, stop and review the correct answer. Repeat for the remaining Pre-Assessment pictures.|

|Whole-Class Instruction |

|Materials Needed: 1 piece of manila paper per student, Example Place Value mat* for teacher reference, a document camera connected to a projector, 1 box of base 10|

|blocks per student table (units, longs, flats, and cubes), 1 whiteboard per student, 1 dry-erase marker per student, 1 tissue per student, 1 copy of the |

|Independent Practice* per student, writing utensils |

|Procedure: |

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|Tell students that today they will be learning about a place value that is larger than the hundreds place, the thousands place. Give each student a piece of manila|

|paper, and have them fold it twice like a hot dog so that there are four vertical sections of paper. Make a model place value mat under a document camera for |

|students to see. See the Example Place Value Mat in supplemental resources, if necessary. Have students draw a long dash in each of the sections. Lead students |

|through labeling each place value. Make sure students understand that the hundreds place and thousands place are separated by a comma. |

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|Place boxes of base 10 blocks (units, longs, and flats only) on student tables so that students have access to them. Hold up a unit, and ask students what place |

|value it should represent. Elicit responses until a student says, “the ones place.” Prompt the student to explain his/her answer. Hold up a long, and again ask |

|students what place value it should represent. Elicit responses until a student says, “the tens place.” Prompt the student to explain his/her answer. Make sure |

|that students understand that the ten is 10 times larger than 1, so the block for the tens place is 10 times larger than the block for the ones place. Hold up a |

|flat, and ask students what place value it should represent. Elicit responses until a student says, “the hundreds place.” Prompt the student to explain his/her |

|answer. Again, make sure that students understand that the hundreds block and place value is 10 times larger than the tens block and place value. |

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|Explain that each place value is 10 times larger than the one before it. Ask students to predict what the base 10 block will look like for the thousands place. |

|Elicit several responses. Make sure students understand that it should be 10 times larger than the flat. Finally, show students the base 10 cube that represents |

|one thousand. |

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|Use the document camera to model the number 1,245 with base 10 blocks on the place value chart. Students should create the number on their place value mats as |

|well. Ask students what digit should go in each place value, and write it on the board. Have students write the number on their whiteboards as well. Make sure |

|students use the comma correctly. Have students practice reading the number aloud several times. Emphasize that when they come to the comma in the number, they |

|should say the word, “thousand.” Discuss the value of each digit by having students count by 1s to find the value of 5, by 10s to find the value of 4, by 100s to |

|find the value of 2, and by 1,000s to find the value of 1. |

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|Repeat the process of building a model with base 10 blocks, writing the number shown by the model, and reading it aloud. Some suggested numbers are 2,119 and |

|1,385. After building each number, discuss the value of each of the digits in the number. |

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|Write the number 3,570 on the board. Ask students to build the model based on the number shown. Walk around to make sure that students have built the model |

|correctly. Again, practice reading the number aloud. Discuss the value of each of the digits in the number. Repeat this process for the numbers 4,269 and 1,257. |

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|Tell students that a number can be broken down, or decomposed, by place value with something called expanded notation. Write the phrase on the board so that |

|students can refer to it. Have students look at the last number they modeled, 1,257. Discuss the value of the 1, 2, 5, and 7. Have student write the value of each |

|on their whiteboards as you write each value on the board. Add addition symbols so that it reads, 1,000 + 200 + 50 +7 to show students what the expanded notation |

|looks like. Sum up by saying that expanded notation is adding together the values of each of the digits in a number. You may want to record this definition on the |

|board for students to see. If necessary, practice decomposing several other numbers with expanded notation. |

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|Take up base 10 blocks, place value mats, whiteboards, markers, and tissues from students. Give each student a copy of the Independent Practice. Read aloud the |

|directions to students, and allow them to work independently. |

|Advanced Learner |

|Materials Needed: 1 copy of the price sheet from the Advanced Learner Activity* to project under a document camera, a document camera connected to a projector, 1 |

|copy of the check page from the Advanced Learner Activity* per student, 1 copy of the check page from the Advanced Learner Activity* to project under a document |

|camera, writing utensils |

|Procedure: |

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|Ask students if they can think of a time in the real world when they have seen numbers being written out in words. Elicit responses, leading students to see that |

|numbers are written out on checks. Project a blank check from the Advanced Learner Activity. Point to the place where the number is written out in words. Model how|

|to write a check for students. In the “for” section, write the item being purchased. |

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|Tell students that they are going to be writing some pretend checks for some items at Marty’s Electronics. Project a copy of the price sheet from the Advanced |

|Learner Activity. Give each student a copy of the blank checks from the Advanced Learner Activity. Tell students that they should choose two items from Marty’s |

|Electronics to purchase. They should write checks for each of the items, making sure to write out the price in both words and numbers. On the back of each check, |

|students should write the price in expanded form. When students understand the directions, allow them to work independently. |

|Struggling Learner |

|Materials Needed: place value mats from the whole-class instruction, Base 10 blocks (units, longs, flats, and cubes), writing utensils |

|Procedure: |

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|Have students bring their place value mats from the whole-class instruction and sit in a circle on the floor. Make sure students have access to plenty of Base 10 |

|blocks of all types. Have students sort a few base 10 blocks on their place value mats. Make sure that students are sorting them correctly—units in the ones place,|

|longs in the tens place, flats in the hundreds place, and cubes in the thousands place. |

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|Spend a few minutes practicing counting by 1s, 10s, 100s, and 1,000s until students are really comfortable with it. Model for students how to build 1,573 on the |

|place value mats. Tell students that because there is one cube in the thousands place, the digit in the thousands place is 1. Record 1 on the board, Tell students |

|that because there are 5 flats in the hundreds place, the digit in the hundreds place is 5. Record 5 on the board. Tell students that because there are 7 longs in |

|the tens place, the digit in the tens place is 7. Record 7 on the board. Tell students that because there are 3 units in the ones place, the digit in the ones |

|place is 3. Record 3 on the board. Remind students where to put the comma, and have students practice reading the number aloud. |

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|Now tell students that they will discuss the value of each of the digits in the number 1,573. Have students look at the ones place. Students should count their |

|units by ones. Ask students what the value is. Students should say 3. If not, model how to count by ones when counting the units in the model. Have students look |

|at the tens place. Students should count their longs by tens. Ask students what the value is. Students should say 70. If not, model how to count by tens when |

|counting the longs in the model. Repeat for the hundreds and thousands places. |

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|Repeat building models of numbers, finding the digits used in the numbers, and discussing the values of the digits until students understand how to do it |

|independently. Some suggested numbers are 2,840 and 3,765. |

*see supplemental resources

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