Lesson: Place Value: lesson 1

1917 Views
1 Favorites

Lesson Objective

Student will understand why our number system called a base-10 number system?

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 base-10 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. 170-171 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 base-10 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.

 MATH MESSAGE   10 cubes = 1 long   10 ones = 1 ten   10 longs = 1 flat   10 tens = 1 hundred   Why are these blocks called Base-10 Blocks?   The blocks represent our number system which is based on grouping things by 10.  It takes 10 of each kind of block to make the next bigger kind of block.

Remind students as necessary:

ü  These are called base-10 blocks.

ü  Hold up a cube – This is a base-10 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 base-10 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 base-10 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 Base-10 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 base-10 blocks to show this addition/                                                       counting.

5.    Summary (5 min.)

Why is our number system called a base-10 number system?

Lesson Resources

 3.1.1-place value..doc 858 3.1.1 Math Message..doc 375 3.1.1.WO..docx 291
Something went wrong. See details for more info
 Nothing to upload details close