Lesson Summary: The teacher will begin by assessing what students already know about place value by having them fill out a blank place value chart that goes through the thousands period. The teacher will then lead students through creating a large place value chart on a piece of manila paper on which they will study commonalities within the periods. Students will use digit cards to create different numbers on their place value mats and discuss the values of certain digits in the numbers they make. The teacher will also explain to students how to use specific place values to compare two numbers. For independent practice, students will play a partner game in which they will roll a dice to create numbers, compare them, and then identify the values of specific digits. Advanced learners will solve and write number riddles based on place value. Struggling learners will use number cards that show different values to create large numbers.
Lesson Objectives:
The students will know…
· The place value system through the thousands period.
· How to use place value to compare numbers.
The students will be able to…
· Identify place values through the thousands period.
· Identify the values of digits through the thousands period.
· Compare numbers based on place value.
Learning Styles Targeted:
Visual / Auditory / Kinesthetic/Tactile
Pre-Assessment: Give each student a copy of the Place Value Chart*. Label the “ones” place together, and tell students that you want them to label the rest of the place values on their own. As students are working, monitor what students already know and what they still need to learn. During the lesson, focus on the place values students struggled with and spend less time on the place values they already know.
Whole-Class Instruction
Materials Needed: Example Place Value Chart* for teacher reference, 1 piece of manila paper per student, 2 different colored pencils or highlighters per student, 1 set of Digit Cards* per student, 1 pair of scissors per student, 1 copy of the Place Value Game* per student, 1 piece of notebook paper per student, 1 dice per pair of students
Procedure:
1) Tell students that they are going to learn more about the place value chart than they already know. Give each student a piece of manila paper. Have students fold it in half like a hamburger. You may want to draw a large place value chart for students to refer to on the board. Have students draw three horizontal lines along the bottom of the page on each side of the folded line. See the Example Place Value Chart in supplemental resources, if necessary. Lead students through labeling each of the place values like the Example Place Value Chart.
2) Tell students that the place values are grouped into periods. Draw a bracket over the ones, tens, and hundreds places, and label it “Units Period.” Draw a bracket over the thousands, ten thousands, and hundred thousands places, and label it “Thousands Period.” Students should do the same on their place value mats. Tell students that periods are separated by commas, and draw in a comma in between the units and thousands periods. Have students do the same.
3) Ask students what they notice about the middle place value in each of the periods. Elicit responses until a student says that both place values include the word “ten.” Have students use a colored pencil or highlighter to underline or highlight the word “ten” in each of the middle place values. Ask students what they notice about the largest place value in each of the periods. Elicit responses until a student says that both place values include the word “hundred.” Have students use a different colored pencil or highlighter to underline or highlight the word “hundred” in each of the largest place values.
4) Tell students that our place value system is called a “base 10 system.” Point to the ones place and the tens place. Ask students how much larger 10 is than 1. Elicit responses until a student says that 10 is 10 times bigger than 1. Ask the same question repeatedly, comparing the tens to the hundreds place, the hundreds to the thousands place, and so on. Repeat until students understand that each place value is 10 times larger than the place value before it, which is why the system is called a “base 10 system.”
5) Give each student 1 set of Digit Cards and a pair of scissors. Have students cut apart the digits, and tell them that they will use the digits to create different numbers on the place value chart. Write the number 2,471 on the board. Have students use the digit cards to create this number on their place value mats. Model for students how to read the number aloud. Emphasize stopping at the comma to say “thousand.” Have students look at the digit 7. Tell students that the value of the 7 isn’t simply 7. Tell students that because 7 is in the tens place, it means that this number has 7 tens. Ask students what number represents 7 tens. Elicit responses until a student says, “70.” Use this same discussion method to study the values of the 2, 4, and 1 in the same number.
6) Repeat this process of discussing the values of different digits in other numbers that students build on the place value mats. Some suggested numbers are 35,845, 112,095, and 63,790.
7) Write the numbers 65,742 and 65,811 on the board. Have students look at the two numbers, and ask them which number is larger. Elicit responses until a student says, “65,811.” Ask students if the ten thousands place can help them decide which number is larger. Students should say no. Ask a student why that place value doesn’t help. Ask the same question about the thousands place. Ask students which place value can be used to compare the two numbers. Elicit responses until a student says, “hundreds place.” Explain to students that in order to compare two numbers, the place values must be compared. Because both the ten thousands and thousands places are identical, they must look at the next largest place value, the hundreds place, to compare the two. Because the 8 is larger than the 7, 65,811 is the larger number. Show students how to compare the numbers, 65,742 65,811.
8) Repeat having students use place value to compare the following numbers: 420,553 and 420,617, 980,123 and 984,567, and 2,369 and 2,569.
9) Put students in pairs, and give each student a copy of the Place Value Game and a piece of notebook paper. Give each pair of students a dice. Tell students that they will be playing a game based on place value in which they will try to make a larger number than their partner. Explain to students the rules of the game. Both players start at number 1 on their papers. One player rolls the dice, and places the digit shown on the dice in one of the blank place values for number 1. The other player rolls the dice and does the same. Players take turns rolling until both students have completely filled each place value for number 1. You may want to stop and discuss with students the strategy of placing the higher numbers that are rolled into larger place values and the smaller numbers that are rolled into the smaller place values. Tell students that once a number has been placed, it may not be moved. Once both players have made their individual numbers, both students should copy the numbers side by side on their individual pieces of notebook paper. They should discuss how to compare the two with the appropriate or symbol, and draw it in. Tell students they should notice that the hundreds place has been circled. Students should write the value of the circled digit beside number 1 on the notebook paper. You may want to model an example round of the game so that students understand what to do and what to record.
10) When students understand how to play correctly, allow them to play with their partners.
Advanced Learner
Materials Needed: student-made place value mats from whole-class instruction, 1 set of Digit Cards* per student from whole-class instruction, 1 copy of the Number Riddles*, 1 piece of notebook paper per student, a document camera connected to a projector
Procedure:
1) Have students place their place value mats and digit cards in front of them. Tell students that they will be use the mats and digits to solve some number riddles. Read aloud the first part of the first Number Riddle as students take out the digits used in the riddle. Read the rest of the first Number Riddle, and have students create the number Scott’s teacher asked him to make. After students make their numbers, discuss the different strategies used by the students. Repeat this process for the second and third Number Riddles.
2) Give each student a piece of notebook paper, and project a copy of the Number Riddles on a document camera for students to refer to. Tell students that you want them to write 5 riddles that are similar to the ones they did with their place value mats. Make sure students understand that they should include the answers with their riddles.
3) Allow students to work independently. When all students have finished, bring them back together to share and solve each other’s riddles.
Struggling Learner
Materials Needed: 1 copy of the Struggling Learner Cards* per student, 1 pair of scissors per student
Procedure:
1) Give each student a copy of the Struggling Learner Cards and a pair of scissors, and have students cut apart the cards. Tell students that they are going to use these numbers to create large numbers.
2) Have students play with the numbers for 1-2 minutes. Ask students what observations they made about the number cards. Accept several responses. Write the number 381,956 on the board. Have students use their number cards to create that number. If students are struggling, model for them how to stack the numbers on top of each other to create the number. Discuss the value of each digit by pulling out the number card to reveal the value.
3) Write the number 264,321 on the board, and repeat the same process. After going over the values of each digit, have students play with the cards and create new numbers. Discuss the values of the digits in the new numbers made by students.
*see supplemental resources
Copyright © 2010 Study Island - All rights reserved.