Students will be able to give place value names for thousands to thousandths and determine the value of a number located within any one of those places.

Attention: Value found in starting with Place.

10 minutes

The purpose of this lesson is to draw upon students' prior knowledge of place value and to solidify their understanding. I begin this lesson by doing an interactive review with students that I like to call *Do You Know Me*? I display the PowerPoint I have created for this lesson and begin to review the Common Core standard addressed in this lesson. I find that it is important to set up this lesson by having students echo the standard we will be covering. This will help guide them in the purpose of this lesson.

I Can Statement:

*I can show that I understand and can explain the value of digits.*

After having students say the ‘I Can’ statement included in the powerpoint, they get out their whiteboards and we begin Do You Know Me?

*I’m going to give you ten numbers and your task is to write that number on your whiteboard. I’m only going to say the number twice so listen carefully. We’ll start out with some easy ones. *

My expectation is that students are following along by actively listening and writing their answers on the board. I give the students about 5-10 seconds to respond and then I display the correct answer by advancing the PowerPoint. I repeat this pattern for the remaining numbers in the PowerPoint.

*Can anyone provide a strategy they used to determine the correct response for the given number? Are there any key words you were listening for?*

Questions such as these can be asked during the activity or at the end. This helps the students explain their thought process for determining place value.

20 minutes

Most students easily respond correctly for the numbers given, but in order to ensure all learners have place value knowledge I have students create a diagram depicting a place value chart. My students have a general academic vocabulary spiral bound notebook in their desks and this is where I have them make their diagram.

Now that students have had time to warm up their math brains, we move into determining the students' level of understanding in the relationship between place and value. I go back to the powerpoint where I have the numbers display one at a time.

We know that this is the number *two hundred ninety-five* but what do each one of these numerals mean? What is the value of each one of these digits? Let’s piece this number out on our whiteboards. When we break 295 apart like this, or expand it, we call it expanded form.

I continue on with the other numbers in the powerpoint and ask students to write the expanded form for each. After giving students time to record their responses I ask them questions to check for understanding.

What place is the 2 in? What is the value of the 2?

I ask the questions to the students for the first few numbers and then I turn it on the students to ask the questions to the class.

15 minutes

To wrap up this lesson I have students play *Place Value Flip* and then once again review the ‘I Can’ statement with them.

Place Value Flip is a way for students to practice their knowledge of place value with a partner by testing each other’s understanding. This game requires that both students have some understanding in place value and will help solidify concepts from today’s lesson.

The materials needed are the diagram they created earlier in the lesson and a deck of cards. Each partnership needs one diagram and a deck of cards (could be reduced to a quarter of a deck of cards). The deck should only contain ace through nine; the face cards should be removed.

The first partner flips seven cards onto the diagram, and then ask their partner a question about the number displayed. The questions asked are based on the ones used in the practice portion of the lesson. What is place is the ____ in? What is the value of the _____? What number is displayed?

Students should ask two questions of their partner and then shuffle cards and reverse roles.

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