PDE SAS Place Value LESSON PLAN

Grade Levels
2nd Grade

Related Academic Standards

CC.2.1.2.B.1 Use place value concepts to represent amounts
of tens and ones and to compare three digit numbers.
CC.2.1.2.B.2 Use place value concepts to read, write, and
skip count to 1000.
Big Ideas
Mathematical relationships among numbers can
be represented, compared, and communicated.
Mathematical relationships can be represented as
expressions, equations, and inequalities in
mathematical situations.
Numerical quantities, calculations, and
measurements can be estimated or analyzed by
using appropriate strategies and tools.
Patterns exhibit relationships that can be
extended, described, and generalized.
Concepts
Place
Value
Competencies
Compare two three-digit numbers based on meanings of
the hundreds, tens, and ones digits, using >, =, and <
symbols to record the results of comparisons.
Count within 1000; skip-count by 5s, 10s, and 100s.
Read and write numbers to 1000 using base-ten
numerals, number names, and expanded form.
Understand that the three digits of a three-digit number
represent amounts of hundreds, tens, and ones.

Objectives
In this unit, students review place value in three-digit numbers.
Students will:
explore a simple way to draw base-ten blocks.
match numbers and displays of base-ten blocks.

Essential Questions

How is mathematics used to quantify, compare, represent, and

model numbers?

Vocabulary

Digit: A symbol used to make a number. 0, 1, 2, 3, 4, 5, 6, 7, 8,

and 9 are the ten digits we use to write numbers.
Hundreds: The place third from the right in a number. In the
number 2,435 the digit 4 is in the hundreds place.
Ones: The place all the way on the right in a number. In the
number 2,435 the digit 5 is in the ones place.
Place Value: The value of the position of a digit in a number. In
the number 7,863 the 8 is in the hundreds place and its value is
800.
Tens: The place second from the right in a number. In the
number 2,435 the digit 3 is in the tens place.

Duration:

4560 minutes

Materials

number cards (M-2-1-1_Number Cards.docx)

base-ten blocks
place-value mat (M-2-1-1_Place-Value Mat.docx)
The Number Game (M-2-1-1_The Number Game.docx)
place-value practice cards (M-2-1-1_Place-Value Practice
Cards.docx)
Place-Value Worksheet (M-2-1-1_Place-Value Worksheet and
KEY.docx)

Formative Assessment

Observe students as they complete the Place-Value Worksheet

(M-2-1-1_Place-Value Worksheet and KEY.docx).
Observe students as they play the Number Game (M-2-11_The Number Game.docx).
Observe student responses during Instructional Procedures.

Instructional Procedures
Part 1
Begin the lesson by having the class practice counting by 5s, 10s,
and 100s by playing the game Cherry Pie. (This is a lot like the
spelling game Sparkle.)
Students will sit in a circle. Choose the number students will count
by (5, 10, or 100) and the starting and ending numbers ( _____ to
_____ ). One student will say the first number; then the next student
will say the next number in the sequence. This counting continues
until you reach the last number. For example, tell students to count
by 5s from 5 to 100. The first student will say 5, the person next to
him/her will say 10, and so on (15, 20, 25, 30, 35, 40, 45, 50, 55, 60,
65, 70, 75, 80, 85, 90, 95, 100). The very next student will say
Cherry Pie, and the next student in the circle is out. This game can
be used to practice counting by 5s, 10s, and 100s. Then ask
students to
Count by 10s from 10 to 200.
Count by 100s from 100 to 900.
Count by 5s from 20 to 220.
Count by 10s from 40 to 240.
Part 2
Hold up a cube, a long, and a flat. These are called base-ten
blocks. Hold up a cube. This is a base-ten cube. It
represents one. Hold up a long. This is a long. It represents
ten. Why do you think a long represents ten? (It is made up
of ten cubes.) Hold up a flat. This is a flat. It represents one
hundred. Why do you think a flat represents one hundred?
(It is made up of 100 cubes.)
Our system for writing numbers is called the base-ten
number system because it is based on grouping things by
tens. Base-ten blocks can be used to help understand
numbers and solve problems.
Drawing pictures may be more efficient than using actual
blocks. Pictures can also be used to explain and record a
solution to a problem. Show students how to draw a cube, long,
and flat. To save time, encourage students to draw a large square
for a flat, a line for a long, and a dot for a cube.

Give each child a set of number cards (M-2-1-1_Number Cards.docx)

and a Place-Value Mat (see M-2-1-1_Place-Value Mat in the
Resources folder). Display 2 flats, 4 longs, and 5 cubes on a PlaceValue Mat. Show the number 245 by putting your cards on
your Place-Value Mat. (Students show 245 by putting the card
for 2 in the hundreds place, the card for 4 in the tens place, and the
card for 5 in the ones place.) How many hundreds are in this
number? (2) How many tens? (4) How many ones? (5)
Read the number. (Two hundred forty-five)
Repeat with other two- and three-digit numbers, including 72 and
27. What do the digits 7 and 2 mean in each of these
numbers? (In 72 the digit 7 means 7 tens and the digit 2 means 2
ones. In 27 the digit 2 means 2 tens and the digit 7 means 7 ones.)
After a few examples, display the base-ten blocks at random
without the mat. This will allow students to sort the blocks mentally
into ones, tens, and hundreds.
Reverse the above procedure. Write two- and three-digit numbers
on the board and ask students to show the number by placing baseten blocks on their Place-Value Mats.
Repeat the previous procedures using numbers with zero in the tens
or ones place. For example, display 3 flats and 6 cubes. Use your
number cards to show this number. (Some students may put
no number card in the tens column; others will put a zero.) Write 36
and 306 on the board. Which number matches the base-ten
blocks? (306) Which digit in 306 shows that there are no
longs? (zero)
Continue with activities using base-ten blocks, number cards,
written numbers, and spoken numbers. For example:
Show the number 204 with base-ten blocks. (2 flats, 4
cubes)
Use your number cards to show the number with a 3 in

ones place, 0 in the tens place, and 4 in the hundreds

place. (403)
In 457, which digit is in the ones place? (7) The tens
place? (5) The hundreds place? (4)
Write 671 on the board. Read the number on the board. (six
hundred seventy-one)
Summarize student understanding of place value by asking the
following questions:
How do you know which number is larger, 64 or
46?
What does place value tell you about a number?
How can you show a number using base-ten
blocks?
Give each student a copy of the Place-Value Worksheet (M-2-11_Place-Value Worksheet and KEY.docx). As students fill out the
worksheet, move around the room observing and asking clarifying
questions to evaluate which students understand place value and
which need additional exploration.
Extension:
Routine: Partners play the Number Game (M-2-1-1_The
Number Game.docx). Links listed under Related Resources can also
be used for ongoing learning and practice.
Small Group:Students who need additional exploration
can practice with Place-Value Practice Cards (M-2-1-1_Place-Value
Practice Cards.docx). Use the following clarifying questions to
evaluate understanding of place value.
How many hundreds are in this number?
How many tens are in this number?
How many ones are in this number?
What place is the digit _____ in?
What does the digit _____ mean in this number?
Links listed under Related Resources can also be used for additional
exploration.
Expansion: Students use number cards (M-2-1-1_Number
Cards.docx), excluding 0, to create as many three-digit numbers as
possible using the same three number cards. Students record their
answers. How many combinations are possible using three
cards? (6) Students do the same as above using four number
cards. How many combinations are possible using four
cards? (24)
Links listed under Related Resources can also be used for
Expansion activities.