Lesson: Place Value to the Hundred Thousands Place
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Lesson Objective
SWBAT determine the place and value to the hundred thousands place
Lesson Plan
Materials Needed: DN Worksheet, white board, dry erase markers, IND Practice Worksheet
Vocabulary: place value, ones, tens, hundreds, thousands, ten thousands, hundred thousands, place, and value
……….
Do Now (3 5 min): Each student is handed a DN worksheet and asked to complete it independently.
Opening (2 3 min): Teacher quickly reviews answers to the Do Now and then says, “Yesterday, we learned about place value to the ten thousands place. Today we are going to focus on the place and value up to the hundred thousands place. By the end of this lesson, you will be able to tell me the place and value of any number in the ones, tens, hundreds, thousands, ten thousands, and hundred thousands place.”
Direct Instruction (10 min): Teacher begins by writing 6 blank lines on the board [ _____ _____ _____ _____ _______ ______ ]. Then says, “If you didn’t see it yesterday, then I hope that today you can see that we definitely have a pattern here. Who can tell me what this first place is? [Ones]. The teacher continues the questions until each place is labeled with the correct place value to the thousands place. The teacher continues, “Great work! Now that we have our lines labeled I want to teach you about our new place today. It is the hundred thousands place. Think back to the pattern that we talked about yesterday.” Teacher writes the number 90,000 on the board and says, “For example if 9 is in the ten thousands place it is worth 90,000. This shows that there are 90 thousands, which is the same as having 10,000 nine times.” Teacher writes 900,000 into the place value chart and says, so if you think about this pattern, what do you think this number is? [Nine hundred thousand] Good, so how many 100,000 are in 900,000?” [9]
Teacher writes the number 987, 345 on the board and says, “If I wanted to write this number in expanded form, I would write it this way. If I wanted to write it in written form, I would write it this way.” Teacher writes the following on the board:
900,000+80,000+7,000+300+40+5
nine hundred eighty seven thousand, three hundred forty five
Guided Practice (15 min): The teacher continues, “Ok, you all are doing a great job, I am going to put one more number on the board. I want to practice reading the number and value of each digit. Lets get started.”
Example 2: 264,719
Example 3: 596,271
Teacher asks:
“Who can read this number for me? make sure you pay attention to the comma!”
“Who can tell me where the ten thousands place is?”
“Who can tell me the value of the digit in the ten thousands place?”
“Who can tell me where the thousands place is?”
“Who can tell me the value of the digit in the hundred thousands place?”
“Who can tell me where the hundreds place is?”
“Who can tell me the value of the digit in the hundreds place?”
“Who can read this number for me? make sure you pay attention to the comma!”
“Who can tell me where the tens place is?”
“Who can tell me the value of the digit in the tens place?”
“Who can tell me where the ones place is?”
“Who can tell me the value of the digit in the ones place?”
Independent Practice (10 min): The teacher gives each student a copy of their IND Practice worksheet and asks if there are any questions before the students need to show what they know on their own.
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, ones, tens, hundreds, thousands, ten thousands, hundred thousands, place, and value
……….
Do Now (3 5 min): Each student is handed a DN worksheet and asked to complete it independently.
Opening (2 3 min): Teacher quickly reviews answers to the Do Now and then says, “Yesterday, we learned about place value to the ten thousands place. Today we are going to focus on the place and value up to the hundred thousands place. By the end of this lesson, you will be able to tell me the place and value of any number in the ones, tens, hundreds, thousands, ten thousands, and hundred thousands place.”
Direct Instruction (10 min): Teacher begins by writing 6 blank lines on the board [ _____ _____ _____ _____ _______ ______ ]. Then says, “If you didn’t see it yesterday, then I hope that today you can see that we definitely have a pattern here. Who can tell me what this first place is? [Ones]. The teacher continues the questions until each place is labeled with the correct place value to the thousands place. The teacher continues, “Great work! Now that we have our lines labeled I want to teach you about our new place today. It is the hundred thousands place. Think back to the pattern that we talked about yesterday.” Teacher writes the number 90,000 on the board and says, “For example if 9 is in the ten thousands place it is worth 90,000. This shows that there are 90 thousands, which is the same as having 10,000 nine times.” Teacher writes 900,000 into the place value chart and says, so if you think about this pattern, what do you think this number is? [Nine hundred thousand] Good, so how many 100,000 are in 900,000?” [9]
Teacher writes the number 987, 345 on the board and says, “If I wanted to write this number in expanded form, I would write it this way. If I wanted to write it in written form, I would write it this way.” Teacher writes the following on the board:
900,000+80,000+7,000+300+40+5
nine hundred eighty seven thousand, three hundred forty five
Guided Practice (15 min): The teacher continues, “Ok, you all are doing a great job, I am going to put one more number on the board. I want to practice reading the number and value of each digit. Lets get started.”
Example 2: 264,719
Example 3: 596,271
Teacher asks:
“Who can read this number for me? make sure you pay attention to the comma!”
“Who can tell me where the ten thousands place is?”
“Who can tell me the value of the digit in the ten thousands place?”
“Who can tell me where the thousands place is?”
“Who can tell me the value of the digit in the hundred thousands place?”
“Who can tell me where the hundreds place is?”
“Who can tell me the value of the digit in the hundreds place?”
“Who can read this number for me? make sure you pay attention to the comma!”
“Who can tell me where the tens place is?”
“Who can tell me the value of the digit in the tens place?”
“Who can tell me where the ones place is?”
“Who can tell me the value of the digit in the ones place?”
Independent Practice (10 min): The teacher gives each student a copy of their IND Practice worksheet and asks if there are any questions before the students need to show what they know on their own.
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
DN 5 which digit is in x place Starter / Do Now 
797

EX 4 Place Value Poster Template Exemplar 
774

IND 5 Numbers Written as Words Classwork 
599

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