Lesson: Place Value: lesson 1
Lesson Objective
Lesson Plan
Lessons by Edward Brooke Charter School:
I. Curriculum Standards
ü Count by 3 to 30 and 4 to 40, starting at any multiple of 3 or 4. [M.1.2.a]
ü Count by 100 and 1000, starting at any number to a million. [M.1.2.b]
ü Identify place value of digits up to a million. [M.2.2.a]
ü Demonstrates an understanding of the values of digits up to a million (e.g., that in 21,054, the 1 represents 1,000). [M.2.2.c]
ü Name and write, in numerals and words, whole numbers to 10,000. [M.3.2]
II. The Point
Why is our number system called a base10 number system?
III. Materials Needed
Copies of 2.5.1 Math Message
Copies of 2.5.1 Math Workout
Copies of worksheet – “Place Value” (pg. 51)
2.5.1 Teacher Reference Pages (pg. 170171 from EDM)
Place Value Mats
Base 10 Blocks
Numeral cards
Slates and Markers (optional)
Classroom Millions Place Value Flip chart with all spaces to the left of the hundreds column blank for today’s lesson
Overhead base10 blocks (optional)
IV. Lesson Outline
Time: 60 Minutes
15 min. – Math Message Discussion
25 min.  Place Value through the Hundreds
10 min. – Math Workout
5 min.  Whole Group: Counting Practice
5 min. – Summary
V. Learning Activities
1. Math Message (10 min.)
Place a cube (1), a long (10), and a flat (100) on each table for students to refer to.
Students complete 2.5.1 Math Message.
Discussion:
Students share their answers and discuss why they agree or disagree with the numbers with which classmates filled in the blanks.

Remind students as necessary:
ü These are called base10 blocks.
ü Hold up a cube – This is a base10 cube. It represents one.
ü Hold up a long – This is a long. It represents 10.
ü Hold up a flat – This is a flat – It represents 100.
ü Our system for writing numbers is called the base10 system because it is based on grouping things by 10.
ü Demonstrate with overhead blocks: It takes 10 cubes to cover a long; It takes 10 longs to cover a flat.
NOTES:
In first grade students learned about place value through the hundreds using base 10 blocks. The purpose of this lesson is to revisit the concept of our base10 number system before introducing the thousands place.
The reason we call the blocks cubes (1), longs (10), flats (100), and big cubes (1000) (rather than ones, tens, hundreds, etc.) is because students will also use them to learn about decimals and fractions. This makes it possible to use the cube, long, or flat as the unit (1 whole) for decimal and fraction work. (Example: 1 long is 1/10 of a flat and 1/ 100 of a big cube)
2. Place Value through the Hundreds (20 min.)
a) Remind students that often it is more convenient to draw pictures than use the actual blocks when explaining and recording solutions.
The easy symbols for the blocks: (see attached lesson for diagram)
cube long flat
b) See 2.5.1 Teacher Reference pages from Everyday Math for whole class place value activities. Present students with the tasks and questions on pg. 170 (Matching Numbers and Displays to Base10 Blocks) and pg.171 (Saying, Writing, Displaying, and Describing Numbers).
c) Students work to complete worksheet “Place Value.”
(EDM pg. 51).
3. Math Workout (10 min.)
Students complete 2.5.1 Math Workout.
4. Counting Practice (5 min.)
ü Students practice counting by 3s from any multiple of 3 to 30.
ü Use place value flip chart to have students practice counting by hundreds from any number. (Flip the digit in the hundreds place as students count.)
Help students think about what counting by 100s means:
Counting by 100s means adding 100 each time.
234 is 100 more than 134.
You might use base10 blocks to show this addition/ counting.
5. Summary (5 min.)
Why is our number system called a base10 number system?

Lesson Resources
3.1.1place value..doc 
821

3.1.1 Math Message..doc 
361

3.1.1.WO..docx 
278
