Curriculum Tie: Group Size: Large Groups


Summary: This lesson plan focuses on place value concepts.
Main Curriculum Tie: Mathematics Grade 2 2.NBT.A Understand place value. 1. Understand that the three digits of a threedigit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: Materials: Invitation to Learn
 Place Value Stamps
 Ink Pad
 Numeral cards
 Place value block cards
Places, Everyone
Additional Resources
Articles
The Mailbox the Idea Magazine for Teachers, The Education Center; August/September
1997. Volume 19, Number 4 (Intermediate)
Books
Place Value (Kid Friendly Computation), by Sarah Morgan
Games
Place Value Quizmo
Attachments
Web Sites
Background For Teachers: Students should be able to know and understand what basic
whole numbers are and what they look like. They should have
some understanding of place value and what it represents in a whole
number. They should be taught specific vocabulary relating to the
lesson before you begin. This should include: Numeral, digit,
standard form, expanded form, ones, tens, hundreds, thousands, ten
thousands, and horizontal and vertical lines. It would be very helpful
if you could show them pictures or examples of each vocabulary word
listed above. They should be taught and understand how numbers are
used in the world and how important the use of learning to read and
write numbers is beneficial in their daily life.
Intended Learning Outcomes: 1. Develop a positive learning attitude toward mathematics.
4. Communicate mathematical ideas and arguments coherently to peers,
teachers, and others using the precise language and notation of mathematics.
6. Represent mathematical ideas in a variety of ways. Instructional Procedures: Invitation to Learn
This activity is called “Match Game”. Each student will receive
a card. On the card there will be a numeral or place value blocks.
Students will walk around and find their match. Those students
with numeral cards will be looking for the person that has the same
value on their card that is represented by place value blocks. Those
students with place value blocks will be looking for the person that
has the same value on their card but is represented by numerals. Once
they have found their match they say the number with their partner.
They then find another set of partners and they both share their
numbers with each other. They return to their seats and write their
number in their journal in standard form, expanded form and word
form. They can then use their stamps to put the place value blocks for
that number in their journal.
Instructional Procedures
Places, Everyone
 Each student should receive a copy of the Place Value Houses.
 The teacher should have a copy of the Place Value Houses on
an overhead.
 Have students cut out their Place Value Houses and glue them
in their journal.
 Teach students what each house represents. The first house
on the right is called Units that have the values of ones, tens
and hundreds. The second house is called Thousands with
the values of ones, tens and hundreds and the third house is
called Millions with the values of ones, tens and hundreds.
Each house will have a group of three digits in a number. Each
group is called a period. Explain to students that within each
period the names are the same: hundreds, tens, and ones.
 Write a four or five digit number on the overhead or
chalkboard. (e.g. 6, 348 or 45, 823). Model how to say
this number by pointing to where each number would be
represented on the houses. Explain to students that when
reading or writing a large numeral, it is helpful to break it down
into periods and read each period as a simple one, two or three
digit numeral. Also help students see that the commas between
each house represent pauses when reading a numeral, just as
they do in reading text. Whenever a student comes to a comma
in reading or writing a large numeral, he knows to pause and
say or write a period name. It is very important when you are
modeling that you do not say “and” when reading the number.
“And” represents a decimal, so when reading 6,348 you would
not say six thousand three hundred and forty eight you would
say six thousand three hundred forty eight. Model a few
numbers to show students how to read large numbers. After
you have modeled it a few times have students begin to say and
point to the numbers that would be represented on their place
value house chart.
 Write a number on the overhead or chalkboard that has a 0
(e.g. 35, 207). Explain to students that the value of the first
digit’s place determines how large the numeral will be and that
any empty place to the right of the digit must have a zero place
holder. Read this number to the students and point to where
each digit would be represented on the place value house chart.
Explain that even though you didn't say anything for the zero in
the tens place it is very important that they don't forget to put it
in when writing the number. Each place value on any digit has
to be represented by a numeral.
 Divide the class into two groups.
 Give each student in each group a single digit card. (09)
 Teacher reads a number (e.g. 12, 543) and the students arrange
themselves in the proper order. Each student in the group will
help each other to form the number. Once they have formed
the number they raise their hand to show they have completed
the number. The teacher then asks them to say the number out
loud. You can continue this activity having them create many
different numbers with their cards. (See extensions for more
ideas to use with this activity.)
 After each number they create they can write that number in
their journal in standard form, expanded form and word form.
They can also use the place value stamps to create the number.
 Next, you will need a Place Value Chart there is a black line or
your students can make their own by following these simple
steps.
a. Lay a sheet of paper horizontally, fold one side in thirds and
crease it and fold the other side in thirds and crease it.
b. Open up your sheet. Draw lines along the two vertical
creases.
c. Measure and draw a horizontal line one inch from the top
edge of your sheet.
d. Beginning on the left side, label the four resulting boxes:
Millions, Thousands, and Units.
e. Measure and draw another horizontal line 1⁄2 inch below the
first one.
f. Beginning on the right side of the paper, measure and draw
a vertical line 1 1⁄4 inches from the edge. Extend this line
from the first horizontal line down to the bottom edge of the
paper.
g. Measure and draw another vertical line 1 1⁄4 inches from
the first one. Extend this line from the first horizontal line
down to the bottom edge of the paper.
h. From left to right, label the three resulting small boxes “H”
(hundreds), “T” (tens), and “O” (ones).
i. Continue measuring and drawing vertical lines (1 1⁄4 inches
apart) across the paper so that the thousands and millions
sections are exactly like the units section.
j. Label the three column headings (“H”, “T”, and “0”) in each
section.
k. If you want a pocket at the bottom to hold number strips
just fold the bottom up 1 1⁄2 inches and tape or glue on each
end.
 Once they have their place value chart made you can laminate it
and use overhead markers and/or use the Place Value Strips.
 Read a number to them and have them place their Place Value
Strips in the correct order to create the number provided.
 Next have students go to a journal and write the number in
standard form, expanded form, and word form. They can also
use their place value stamps and stamp them in their journal to
create the number given.
 Students can work with partners and they can create numbers
together or one partner can say a number and the other would
create it on their place value chart.
Extensions: Curriculum Extensions/Adaptations/
Integration
 For advanced learners extend the place value house activity by
using larger numbers and have students practice saying and
writing numbers to the millions.
 Some extensions you could use with the single digit cards
would be to have each group make the smallest number with
their cards and then have them make the largest numbers with
their cards. Next have them make a number with the value
of 8 in the 10,000 place or a number with a value of 3 in the
hundreds place. Have them say and write the numbers that
they create.
 For advanced learners make another place value chart with four
periods which include units, thousands, millions and billions.
They can work with partners and create different numbers on
their own.
 For students with special needs have them pair up with a
partner and work together on each of the activities.
 You can extend these activities by taking two numbers and
comparing the numbers. Use the symbols <, >, = and ≠. Teach
the vocabulary greater than, less than, equal to and not equal to.
Family Connections
 Students can work with their parents at home by having a
parent say a number and the child writes it down in standard
form, expanded form and word form.
 Students can take home a copy of the Place Value Houses and the
parent can write down a number and the child would say the
number and point to the value of each numeral on the house.
 Students could take home their journal and share their place
value activities with their parents.
 Parents can work with students on comparing numbers by
writing two different numerals down and having the child pick
the correct symbol that would go between each numeral.
Assessment Plan:
 Teachers should walk around and assess the students to see if
they are creating the numbers she has given them correctly.
 Students can say and point to the place value of each numeral,
to the teacher, so she can see if they understand.
 Another way to assess would be to check the student’s journal
to see if they understand the concepts taught.
 Have students work together and assess each other’s journals.
Bibliography: Research Basis
Ball Loewenberg, D., Research on Teaching Mathematics: Making Subject Matter Knowledge
Part of the Equation. Greenwich, CT: JAI Press.
In order to teach mathematics effectively, teachers must understand
mathematics themselves? This articles research shows that past efforts
to show the relationship of teachers’ mathematical knowledge to their
teaching mathematics have been largely unsuccessful. The author
researches what it means to understand mathematics and the role
played by such understanding in teaching.
Baxter, J. A., Woodward, J., (2005). Writing in Mathematics: An Alternative Form of
Communication for Academically LowAchieving Students. Learning Disabilities
Research and Practice. 20(2), 119135.
In this study they analyze how one teacher used writing to support
communication in a seventhgrade, lowtrack mathematics class.
For one school year, they studied four low achieving students in the
class. Students wrote in journals on a weekly basis. Using classroom
observations and interviews with the teacher, they developed profiles
of the four students, capturing their participation in class discussions.
The profiles highlighted an important similarity among the four
students: marginal participation in both smallgroup and whole
class discussions. However, their analysis of the students’ journals
identified multiple instance where the students we able to explain their
mathematical reasoning, revealing their conceptual understanding,
ability to explain, and skill at representing a problem. Author: Utah LessonPlans
Created Date : Jul 08 2008 21:50 PM
