Download NS 1.3 Place Value - RUSD-Teacher-Support

DI Lesson Planning Template
Subject Area
Mathematics
Theme/chapter 1 Grade 3
Topic/skill: Place Value
Standard: NS 1.3 Identify the place values for each digit in numbers
to 10,000.
Objectives:
o Identify the place of digits in numbers to 10,000.
o Determine the value for each digit in numbers up to 10,000.
o Read the word form of a number to 10,000.
Items Needed:
Objective poster (w/ above content)
Content poster (place value chart)
Whiteboards, markers, erasers
Place Value mats (for teacher and pairs)
Set of digit cards for each students
Orientation:
1. Before we start today, I want us to do some skip counting. Let’s count
by ones from 0 to 9. Go, 1,2,3,4,5,6,7,8,9 (Write in column.) Now
let’s count by 10s from 10 to 90. 10, 20, 30, etc. (Write in column
next to ones) Do the same with hundreds, thousands, and 10,000s.
2. On the board is all the possible ways to say a digit in each place of a 5digit number.
3. This week we are learning about place value through 10,000.
4. Read objectives. You will be able to find and tell me the place of a
number, the value of a number, and read a 5-digit number.
5. Go over vocabulary: a digit is one of the symbols we use in our
number system (0, 1,2,3,4,5,6,7,8,9). A number is what is made by
putting digits together. Give an example: 349 is the number. It
contains the digits 3, 4, and 9.
6. What are the digits in 5,432? Write on whiteboard.
7. Give more examples if students are not understanding.
Presentation:
1. Hold up each base-10 block and name what it represents.
2. How many ones does it take to make a ten? Write it on whiteboards.
3. How many tens to make a hundred? Whiteboards.
4. How many hundreds to make a thousand. Whiteboards
5. How many thousands would it take to make 10,000? Whiteboards
6. Think Time: What is the pattern? Volunteers Each place needs 10 of
the previous place, just adding a zero, etc.
OSS: Whole Group Instruction for Individual Success, 2011 – Redlands USD Prof. Development Dept.
7. Display a place value chart. Name the place and point to it. Go
through a second time and ask the students to say the places with you.
Break the room into two parts. Give each half a chance to say the
place values. Then break into groups and do the same thing. Then
ask individual volunteers to do it.
8. Make the number 349 on the chart with digits and blocks. Also write
the values of each digit.
9. Say, “A place value chart can help us identify the place of each digit,
determine the value of that digit, and read the entire number.
10. Say and point, “The digit 3 is in the hundreds place, so its value is 300.
The digit 4 is in the tens place, so its value is 40. The digit 9 is in the
ones place, so its value is 9. Write the value on the chart as well.
11. When I say this number I start with the greatest place and say, “Three
hundred.” I then move to the next place and say, “Forty.” Then I
move to the ones place and say, “Nine.” When we read a number,
are we using the place, or the value? Think Time. Partner A/B. Whip
Around
Highly Structured Practice:
(Checking for Understanding)
1. Pass out place value mats.
2. Put 2, 149 on teacher place value chart.
3. Ask students to write the number on their charts. What is the value
of the digit 2? Think/Pair/Write on mats.
4. Model thinking: The digit 2 is in the thousands place, so its value is
2,000. (emphasize “thousands” with voice).
5. Repeat steps 4-5 with other digits.
6. Repeat steps 2-6 with 81,342
7. Continue giving examples until instruction period is over. (20 minutes)
8. What is the pattern about figuring out the value from the place?
Think/Pair/Share.
9. Exit Ticket: Give students a blank place value chart. Ask them to
write in the place values, then write the number 4,609 and the value of
each number.
Day 2
Guided Practice (semi-independent):
1. Distribute place value cards.
2. Display number on teacher mat.
3. Ask students to hold up the digit for the correct place value: What
digit is in the hundreds place? Show another number and ask a
different place?
4. Also ask questions like, Which number has a 2 in the ones place and in
the hundreds place? Which number has the same digit in both the
thousands place and the hundreds place? Have students write these
on whiteboards.
5. During the second half of the lesson, give students numbers in word
form and ask them to make the numbers with their digit cards on
place value mats. With these numbers, then ask them questions
OSS: Whole Group Instruction for Individual Success, 2011 – Redlands USD Prof. Development Dept.
about values. What is the value of the 3?, etc. Students will write
answers on whiteboards.
6. Repeat Steps 1-5 the next day.
7. On day 4, hand out posters with a number written in words. Each
group needs to write the number in digits, write the place of each
number, and write the value of each number. Then the groups will be
distributed for a gallery walk to explain each poster.
Independent Practice:
1. Students will complete a worksheet of problems with CST format
questions on the objectives.
OSS: Whole Group Instruction for Individual Success, 2011 – Redlands USD Prof. Development Dept.