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# Place Value to Thousands

Lesson 7 of 7

## Objective: SWBAT to read, write, and identify numbers through thousands.

*35 minutes*

#### Introduction

*5 min*

Building numbers relies on place value, and it doesn't just mean writing down different digits to build a number. Each digit in a number has a different value. I usually try to relate this to money. If I have a $1 how many pennies does it mean I have? How many dimes? If I have $5 how many dollars do I have? Would you rather have $10 or $1? Each number has a value like money, and we have to know place value to understand numbers.

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#### Mini Lesson

*10 min*

Together with the students, I start by labeling columns with thousands, hundreds, tens, and ones. I am writing so that it can be seen on the projector, and the students are using whiteboards. I use K, H, T, O beneath each of the words - thousands, hundreds, tens, and ones, so students start seeing the ease of an abbreviation for place value. I ask the students where would I write a single digit number. After reviewing a few single digit numbers on a chart, I increase to tens, hundreds, and finally thousands. Then, I give the students random numbers including all place values.

To extend this idea, I also create models of these numbers using dots and/or base ten block numbers. This step of creating a diagram or using a manipulative to relate the value of the number to place value is critical for students' understanding how the value of a number changes.

Understanding place value is a key foundational skill in the Common Core Standards, and this skill supports success in all operations.

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#### Try It On Your Own

*15 min*

Using dice or cards to create random numbers, the students record the number and create a model of each number on a blank template with the abbreviations for each place value. One of the benefits of using place value with ten sides is that zeros will be an option. I always make sure students have zeros in their numbers. If they are not appearing, I will just tell the entire class to write a zero in the next spot on the number they are currently working on building and modeling.

While the students are working, I use this time to do an observational assessment. I will also pull a small group of students who are struggling with this skill.

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#### Wrap Up

*5 min*

To end this lesson, I use partners to challenge each other with numbers they create on their own. As students say different numbers, their partner writes the number and creates a model. The first students is responsible for checking it for accuracy in the standard form and the diagram. I encourage the students to work quickly, and I challenge them to complete the number before I ring a bell signaling a switch. I choose to ring the bell when I see two groups of students finished with their number. Creating a sense of urgency increases the engagement of the students and helps them work more quickly with each number.

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