Place Value lesson 1

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Materials

Advance Planning: Create a place value mat to include “how much it’s really worth”. Insert place value mat prior to starting the lesson.

Instruction (verbatun)

Pre-Reading (20 minutes)

Play youtube Place Value song as students walk in from Recess.

 Activating Prior Knowledge

Review longs and cubes and how much they are worth as well as how to write them.

 Review: What is a digit?  Give me an example of a digit?

Tell students: I want you to give me thumbs up if it’s a digit; thumbs down if it’s not. Ready!   8, 4, 5

Ask students to repeat 3 TIMES… A DIGIT IS A NUMBER.

Tell students what they should have on their desk (smartpal, 3 longs, 9 cubes, dry erase marker and a sock. Check to make sure you have 3 longs and 9 cubes) Leave everything on your name tag until it’s time to work with them. If I see you playing with them, what happens?)

 (Turn your smartpals so it looks like mine, project KPTP place value mat on smartboard). Today we are going to learn about how much each digit is worth. We’re going to learn the value of each digit. Now let’s go over what each word says. Have students point to each one as I read the names).

Tell students to write the number 5 on their smart pal. Remind students to write the number under the correct place value. (Allow for work time) Ask students: Where should I write the number 5? How many ones do I have?) Show me on your smartpal with longs and cubes.  (Point to section on smartpal where students should show) Discuss/Count

Tell students: A number in the ones place is worth the number. Whatever the number is in the ones place, that’s how much it’s worth.  So a 5 in the ones place is worth 5, Is that true? Let’s count the cubes to make sure.  Repeat 3 times: A number in the ones place is worth the number.  Show me 3! Use your base 10 blocks and then write the number in the tens OR ones place.  How much is the 3 worth?  (Count them!) A 3 in the ones place is worth 3. Have students say: “A number in the ones place is worth the number”.  A 7 in the ones place is worth? A 6 in the ones place is worth? So a 2 in the ones place is worth 2. A 9 in the ones place is worth?    Write the number 4 and show me with your blocks. Tell your partner how much this number is worth.

Now let’s look at a two digit number? 23. Make 23.When you’re done, thumbs up! How many longs are in 23? How many cubes? Your paper should look like mine. Let’s count 10, 20. Are we done? Add 3 cubes. Let’s count; 10, 20, 21, 22, 23. Now let’s write how many tens we have. How many sets of ten do we have? How many longs? Where do I write my 2? Which column? How many cubes do I have? How many leftovers? Where do I write my 3?

 Now let’s figure out how much each digit is worth. A digit is a ____________! How much is the 3 worth?  Think about it, and then whisper it to your partner. Tell your partner how much the 3 is worth in the number 23(underline the number 3). How much do you think the 2 in the tens place is worth (re-write 23 and underline the 2). Think about it and talk with your partner, explain or tell your partner why you think that. (Wait 2 minutes).   Point to the ones column, do you see the arrow, that means we’re moving down. Pit your figure in the box below the arrow.  I want to know how much the digit is really worth. That’s where you’re going to write your answer.  Ask class: How much is the 3 in the ones place worth? A number in the ones place is worth _______!  So I would write the number 3 in this box. Write it! Now how many sets of ten do we have? How many longs do we have? Now move your finger below the arrow. In this box we’ll write how much that digit in the TENS place is worth. How much are they worth? Are you counting by 1 or by 10? How much is a long worth? Now write the number 20 in the box. So a 2 in the tens place doesn’t mean 2 it actually means 20. Is that true? Did our longs add up to 20?

Let’s do another one, watch and listen! The number is 13. Think out loud so students can hear (use thinking sign).” My first step is to make it. Ok, 13 is more than 9 so I need a long. (Put l on the smartpal) Ok, that’s 10, so 10, and one more (●) makes 11, 12, 13. (Let’s make sure…count all one more time slowly). Now I have to write how many tens and how many ones.  I only have 1 long so I write 1 in the tens place, and I have 3 cubes, so I need to write 3 in the ones place.  Stop, look at students… ask any questions about that. Do you see what I did? First I made the number using longs and cubes (Ask, Did I do that?), second I looked at how many longs I had and count, then I wrote that number in the tens column. (Did I do that?) Third, I counted how many cubes I had and write that number in the ones place. The last thing I need to do is tell how much the 3 in the ones place is worth and how much the 1 in the tens place is worth.   Let’s do this part together. Do we know how much the 3 is worth? “A number in the ones place is worth the number (Eyes and ears! Write 3 under “ it’s really worth”. Now how much is the 1 under the tens column really worth? Let’s count. What should we count by, 1s, 5s, or 10s? Why do you think we’re counting by 10s and not 1s? So tell me how much it’s really worth. It’s worth 10. Ask: Any questions?

Let’s get a volunteer to come up and show us how to make 15. You have to tell us what you’re doing. You be the teacher!!! Everyone Eyes and Ears!

During Reading (15-20 minutes)

Now let’s practice. Project problems on board. When you’re done, compare with your partner. Help each other to solve the problem. I will be coming around the room so if you AND your partner need help raise your hand. If your partner needs help… then YOU help them.  (The numbers are on the smartboard. Provide scaffolding.

Once students have completed between 3-5 problems, tell class to close their markers and erase their smartpals.

Post-Reading (5 minutes)

Let’s review what we did today:

 What is a digit? How much is a long worth? How much is a cube worth? A number in the ones place is worth_______. To find out how much a number is worth in the tens place do I count by 1 or by 10.  So if I have 2 longs in the tens place… how much do I really have? So a 2 in the tens place is really worth ______.

Tell students to get their pencils ready to show me what they remember. Pass out papers and tell students to take one and pass it to the next person.(Get students attention). Tell them that they can use their smartpals and/or their base 10 blocks to help them. Tell them let’s read the first question together. Read the question and allow students to answer it. Walk around the room, once most students are finish, read the next question.

Assessment: (10 minutes)