Subject Being Taught  Math (Place Value)      Grade Level    First

Time Frame of Lesson  30-35 Minutes

Connecting to Standards

STATE GOAL 6:  Demonstrate and apply a knowledge and sense of numbers,
including numeration and operations (addition, subtraction, multiplication,
division), patterns, ratios and proportions.

A:  Demonstrate knowledge and use of numbers and their representations in a broad
range of theoretical and practical settings.

6.A.1a: Identify whole numbers and compare them using the symbols <, >, or = and the words “less than”. “greater than”, or “equal to”, applying counting, grouping and place value concepts.

Learning Outcomes

Students will be able to identify the one’s, ten’s and hundred’s place in a three-digit number. They will be able to explain that if a 5 is in the ten’s place, it is equal to 50, etc.

Assessment

Students will answer questions during the lesson and will be informally assessed on their replies. This entire lesson is more or less an informal assessment, as we have covered these topics before and I want to see how well they remember them. In a week or two I plan on playing a logic game based on place value, so it is important to see if they are ready for it or not.

Materials/References/Technology

-Overhead projector
-Translucent base-10 blocks for use on overhead
-Sets of base-10 blocks for the students

Procedures

Opening: The lesson will start out with all my instructing the children to take their table spots. I will divide them into partners and it is up to them to decide which partner will come up to the front and pick up their set of base-10 blocks.

Instruction: Once the children are seated we will begin the lesson. I will ask them if they can tell me what the flats are worth (100), the “french fries” (10), and the “Golden nuggets” (1). Once I am satisfied that they all understand this I will explain that we will be using these pieces to build numbers.

I will have several numbers to test them with. For example, I will ask, “Please show me using base-10 blocks the number 456”. In order to do this they need to place 4 flats (hundreds place), 5 french fries (tens place) and 6 golden nuggets (ones place) on their desk. I will walk around to make sure they have it. Once they all have a grasp of it I will ask a volunteer to come up to the overhead and demonstrate what they did and how they did it. We will go through several rounds of this, with the numbers progressively getting trickier (nothing in the tens spot, etc).

Closing: To close I will ask them to do a challenge, something we haven’t done before. I will put out a few “blocks”, equal to 1,000, and ask them to solve a four-digit problem as a class.

Differentiation: I do not anticipate many students having difficulties with this assignment, but I will make sure to group the few children who might struggle with a partner who is a little more adept at the concept and is willing and able to gently teach their partner.