Lesson: Introduction to Place Value
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Lesson Objective
SWBAT demonstrate an understanding of the baseten number system.
Lesson Plan
Materials Needed: white board, dry erase markers, DN worksheet, place value poster template, baseten number block set (x10), IND Practice Worksheet
Vocabulary: place value, whole numbers, baseten number system
……….
Do Now (3 5 min): Students are each given a copy of their DN worksheet and asked to complete it quickly and quietly.
Opening (3 min): Teacher says, “Today we are going to begin a new unit. In this unit we are going to learn about the base ten number system and place value. Can everyone look at your Do Now worksheet and tell me how you arranged the numbers in order to make the biggest number possible? [973] Ok, good, and how did you make the smallest number possible [379]. Each place in this number has a particular value. Changing the place of the number will change the value of the number.
Teacher continues, “For today, we are going to review some concepts that you will remember from last year. By the end of this lesson you all will be able to demonstrate an understanding of the baseten number system.
Direct Instruction (10 – 12 min): Teacher directs the student’s attention to the classroom poster based on the place value poster template and says, “As I was saying a couple of minutes ago, where a number is placed determines the value of that number.” Teacher writes the number 178 in the place value chart and says, “Who can tell me what number is in the hundreds place? [1] What number is in the ones place? [8] What place is the number 7 in [tens] Awesome, and if the number 7 is in the tens place, how much is that 7 worth [70] Right, having 7 in the tens place is the same thing as having seven tens, and that would be seventy. “
Teacher holds up a single baseten number block and says, “What number does this block represent?” [1] Teacher holds up a ten baseten number block and says, “Great, what number does this block represent?” [10] Teacher holds up a hundred baseten number block and says, “How much does this block represent?” [100] Teacher holds up three single, four tens, and one hundred baseten number block and says, “What number does this set of blocks represent?” [143] Teacher writes 143 in the place value chart and says, “You all did awesome! Now I want to give you a chance to practice this in small groups.”
Guided Practice (8 10 min): Students should be broken up into groups of 4 or 5. Each group is given a set of baseten number blocks. The teacher then says, “Ok, I want you all to take some time and work together to do exactly what I just demonstrated with the baseten number blocks. I am going to write a number in the place value chart and you are going to represent the number on your own using the blocks. Are there any questions?”
Teacher then writes the following numbers into the place value chart and circulates the room, making sure that the students are representing the numbers correctly.
Teacher continues, “You all did great. Now I want to give you a chance to practice this on your own.”
Independent Practice (10 min): Teacher explains the instructions and then gives each student their own copy of the Independent Practice (IND) worksheet. Teacher circulates the room to answer individual student’s questions.
Closing (23 min): Teacher calls the attention of the students back toward the front of the class to quickly review the answers to the Independent Practice worksheet/ ask what we learned about.
Vocabulary: place value, whole numbers, baseten number system
……….
Do Now (3 5 min): Students are each given a copy of their DN worksheet and asked to complete it quickly and quietly.
Opening (3 min): Teacher says, “Today we are going to begin a new unit. In this unit we are going to learn about the base ten number system and place value. Can everyone look at your Do Now worksheet and tell me how you arranged the numbers in order to make the biggest number possible? [973] Ok, good, and how did you make the smallest number possible [379]. Each place in this number has a particular value. Changing the place of the number will change the value of the number.
Teacher continues, “For today, we are going to review some concepts that you will remember from last year. By the end of this lesson you all will be able to demonstrate an understanding of the baseten number system.
Direct Instruction (10 – 12 min): Teacher directs the student’s attention to the classroom poster based on the place value poster template and says, “As I was saying a couple of minutes ago, where a number is placed determines the value of that number.” Teacher writes the number 178 in the place value chart and says, “Who can tell me what number is in the hundreds place? [1] What number is in the ones place? [8] What place is the number 7 in [tens] Awesome, and if the number 7 is in the tens place, how much is that 7 worth [70] Right, having 7 in the tens place is the same thing as having seven tens, and that would be seventy. “
Teacher holds up a single baseten number block and says, “What number does this block represent?” [1] Teacher holds up a ten baseten number block and says, “Great, what number does this block represent?” [10] Teacher holds up a hundred baseten number block and says, “How much does this block represent?” [100] Teacher holds up three single, four tens, and one hundred baseten number block and says, “What number does this set of blocks represent?” [143] Teacher writes 143 in the place value chart and says, “You all did awesome! Now I want to give you a chance to practice this in small groups.”
Guided Practice (8 10 min): Students should be broken up into groups of 4 or 5. Each group is given a set of baseten number blocks. The teacher then says, “Ok, I want you all to take some time and work together to do exactly what I just demonstrated with the baseten number blocks. I am going to write a number in the place value chart and you are going to represent the number on your own using the blocks. Are there any questions?”
Teacher then writes the following numbers into the place value chart and circulates the room, making sure that the students are representing the numbers correctly.
 611
 175
 361
 189
 254
 312
 215
 731
 132
 542
Teacher continues, “You all did great. Now I want to give you a chance to practice this on your own.”
Independent Practice (10 min): Teacher explains the instructions and then gives each student their own copy of the Independent Practice (IND) worksheet. Teacher circulates the room to answer individual student’s questions.
Closing (23 min): Teacher calls the attention of the students back toward the front of the class to quickly review the answers to the Independent Practice worksheet/ ask what we learned about.
Lesson Resources
IND base 10 blocks Classwork 
3,200

DN lesson 1 Starter / Do Now 
2,980

EX place value poster template Exemplar 
2,302

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